BASIC 6

WEEKLY LESSON PLAN

Learning Indicator(s) B6.1.1.1.2 B6.2.2.1.2 B6.3.1.1.2 B6.4.2.1.2 B6.5.1.1.1

B6.6.1.1.1.1
Performance Indicator • Learners can Compose songs around values discussed
• Read “ccvcc’, ‘cccvc’ words and multisyllabic words
when reading continuous texts.
• Learners can identify and use nouns
• Learners can write complex sent clearly and correctly
• Learners can follow appropriate mechanical
conventions
• Read and critique a variety of age-and level appropriate
books and present a one-page critical commentary
based on a set of criteria, on each book read

Week Ending 11-10-19

Class Six
Subject English
Reference English curriculum
Teaching/ Learning Resources Word cards, sentence cards, sample sentence on a manila card,
dictionary and a class library

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Play a recorded song Have learners identify some What have we leant today?
(national anthem) for familiar songs taught.
learners to listen. Moral lessons in songs.
Guide them to sing identified
Ask learners; songs with stress and rhythm. Assessment: play a variety of
songs and let learners identify
Whether they have heard what moral lessons each song
the song before? Discuss the meaning of the tells.
songs and morals they teach.
Where they heard that e.g. love, honesty etc. Discourage learners from
song? listening to songs that teach
Where such song is being Ensure appropriate vocabulary bad moral lessons
sang?
and expressions are used to
discuss the moral values.
 Have learners to sing any Assessment: Put learners into
song they know and hence small groups to compose songs
introduce the lesson around the values

Tuesday Call out letter sounds for Provide texts having Learners to search for ‘ccvcc’
learners to identify the multisyllabic words for regular and ‘cccvc’ words in their
appropriate letters using practice by learners. dictionaries.
the word cards • Model the production
of the ‘ccvcc’ and the ‘cccvc’
They write the meanings of
words.
Have learners blend letter the words and present it to
• Ask learners to repeat
sounds to produce four the ‘ccvcc’ and the ‘cccvc’ the class
and five letter-words words after you while you
check in correct discrepancies
Paste a chart on the board in the pronunciation of the
words.
showing multi-syllabic
words.
e.g. :
‘ccvcc’ words - trust, striped
etc.
‘cccvc’ words - scrap, sprite
etc.
Multi-syllabic words -
communication, immediate
etc.

Wednesday Revise all the types of Provide learners with Learners take their reading
nouns with learners. opportunities to further books and identify and make a
practice using these nouns. list of nouns, use them in
Learners give examples sentences and present their
and form short/complex work to the class for
E.g.
sentences with the types feedback.
a. Learners take their reading
of nouns books and identify and make a
list of these nouns, use them in
sentences and present their Engage learners in the
work to the class for feedback. “Lucky Dip game” for practice.
Learners take turns to dip
Assessment: Pair Drill for their hands into a box
singular/plural nouns containing words of collective
− Learner “A” gives a noun nouns, pick a card and use the
– mango word in a sentence.
E.g. a team of horses, a bevy
− Learner “B” gives its plural
of ladies, a flock of sheep
form “mangoes” and
uses it in a sentence – I love
mangoes

Have Learners to look for

types of nouns using the
 internet and use them in
sentences.
Provide further practice
activities to build on learners'
knowledge on nouns.

Thursday Engage learners in the Revise simple and compound Give learners task to construct
memory game. sentences. and copy complex sentences
The students are shown a into their exercise books
chart with many sentences Introduce the complex
sentence structure by
on it. The catch is they are
combining pairs of simple
shown it for just a few sentences.
seconds. The students are
then asked to recall what E.g. You will come. We will go.
they saw and write it When you come, we will go.
down in their books • Elicit several such
sentences from learners.
• Put learners into
groups to identify complex
sentences from texts they have
read. • Have learners copy
complex sentences into their
exercise books.

Friday Have learners to revise on Ask individual learners to write Learners write formal letters to
the features of a formal a formal letter each on a given the their headteacher seeking
topic, paying attention to permission to absent
correct use of themselves from school.
capital letters, the full stop,
comma, question mark,
exclamation mark, quotation
marks, apostrophe, hyphen etc.

Lead discussion on the Have learners to tell what they

Guide learners to choose importance of reading widely. read to the whole class
and read books during the Have learners read books of
library period their choice independently
during the library period.
• Learners think-pair-
share their stories with peers.
• Ask each learner to
write a-two-paragraph
summary
of the book read
Learning Indicator(s) B6.1.1.1.3-4
Performance Indicator • Learners can identify numbers in different positions around a
given number in a number chart.
• Learners can compare and order whole numbers up to 10000
and represent comparisons using <,>,=

Week Ending 11-10-19

Class Six
Subject Mathematics
Reference Mathematics curriculum page 23
Teaching/ Learning Resources Counters, bundle of sticks, loose straws, base ten cut square, graph
sheets, number chart, number cards

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage pupils in the Display a number chart in multiples of Engage pupils in the memory
memory game. 500 between 100000 and 1000000 and game.
Show pupils a chart lead learners to identify numbers in Show pupils a chart
containing figures for a few different positions around a given containing figures for a few
seconds. The chart is then number. Put learners into pairs and seconds. The chart is then
give each group a number grid and lowered for students
lowered for students are to have them identify are to write the figures in
write the figures in words numbers in different positions around words
a chosen number

10000 10500 11000 11500

20000 20500 21000 21500
30000 30500 31000 31500
Tuesday Engage pupils to sing the Have learners to identify numbers Engage pupils to sing the
song “we can count” which are 1,000 and 10,000 more or song “we can count” We
We class four less than a given class four
We can count Five-digit or six-digit number. E.g. We can count
We can count 1,2,3,4,5 2400 is 1,000 less than 3400. We can count 1,2,3,4,5
We can count Learners use We can count 6,7,8,9,10
6,7,8,9,10 words such as: “equal to” “greater We class four can count
We class four can count than” “less than” and later use very well
very well symbols such as
“<”, “=”, “>” to compare numbers up
to 100,000 taking into consideration
the
Place value of each digit in the given
number. E.g. 1200 = 1200; 27345
>
26355,
 Have learners to solve more examples

Wednesday Engage pupils to sing the Use the counting up strategy to teach Engage pupils to sing the
song “my head, my learners how numbers ascend example. song “my head, my
shoulders, my knees, my 4 shoulders, my knees, my
toes” 3 toes”
2
Have learners to 1 Have learners to understand
understand that they touch that they touch their head
their head shoulders, Use the countdown strategy to teach shoulders, knees and toes in
pupils how numbers descend. Example descending order and rise
knees and toes in up n ascending order.
5,4,3,2,1
descending order and rise Hence introduce the lesson
up n ascending order. Learners work together in their
Hence introduce the groups to order a given set of numbers
lesson in ascending or descending order
verbally and in writing. E.g. 1020,
1025,
2673, 2873

Thursday Review the previous lesson Assessment: Display number cards on Review the previous lesson
by solving examples the table in front of the by solving examples
class. Example

< >

50
450

Call two learners to pick up any

number card. Call another learner to
pick a symbol that could be placed the
two numbers picked

Give two numbers between 10,000 and

100,000 to each group and encourage
Learners to say as many things as
possible about the two numbers. For
instance, 21345 and 21534; 21345 is
less than (smaller than) than 21534 or
21534 is bigger than (greater than)
21345, or 21345 is almost 200 less than
21534 etc.

Friday Engage pupils to sing Assessment: Display number cards on Engage pupils to sing the
the song “we can count” the table in front of the song “we can count” We
class. Example class four
We class four We can count
We can count 1,2,3,4,5
We can count We can count 6,7,8,9,10 We
We can count 1,2,3,4,5 class four can count very
We can count < > well
6,7,8,9,10
We class four can count
very well 500
400

Call two learners to pick up any

number card. Call another learner to
pick a symbol that could be
placed the two numbers picked

Do it in groups to encourage pupil’s

participation.
Learning Indicator(s) B6.1.2.1.1
Performance Indicator Know the general properties of metals such as lustre,
malleability, conductivity and ductility
Week Ending 11-10-19
Class Six
Subject Science
Reference Science curriculum
Teaching/ Learning Resources Chart of pictures showing Objects made from metals

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Paste a Chart of pictures Learners, in groups, gather What have we leant today?
showing Objects made from different objects such as ruler, Properties of metals
metals for learners to erasers, exercise books, comb,
observe plastic bowls, connecting wires,
cups, plates, cooking pans, Have learners summarize the
roofing sheets, iron nails, pins, important points of the lesson
Have learners to talk about etc.
the chart.
Learners classify the various
Learners identify the names materials as metals or
of the items on the chart nonmetals based on the
following properties: luster,
malleability, conductivity and
ductility.

Paste a Chart of pictures Learners give reasons for their Learners to state some uses of
showing Objects made from classification. metals.
metals for learners to
observe Relate the lesson to everyday Learners to identify items in
activities that involve the use of
the school and home that are
metals
Have learners to talk about made from metals
the chart.

Learners identify the names

of the items on the chart
Have learners write on a Given a piece of aluminum foil Learners design and make
sheet of paper the following and a drinking straw, learners simple machines with metals
describe how they will use
conductivity to classify them as
Mention two properties of metals or non-metals.
metals
Assessment: Provide materials
State two uses of metals for learners.
In groups Learners design and
make simple machines with
metals

List any two things that are

made from metals
Learning Indicator(s) B6 2.1.1.1 B6.1.2.3.1

Performance Indicator • Explore and study performing artworks of some

international performing artists and analysis how their
compositions reflect the history and culture of some
communities in the world
• Create functional and decorative visual artworks based
on own views, knowledge and understanding of the
medium and style of some international visual artists
studied

Week Ending 11-10-19

Class Six
Subject Creative arts
Reference Creative arts curriculum
Teaching/ Learning Resources Photos, videos, art paper, colors and traditional art tools , other
materials available in the community

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Have learners to use OERs Discuss the works of the Have learners summarize the
(e.g. library, videos, international artists studied in important points in the lesson
relation to the history and
Facebook, internet) to study
cultures of some communities
and share the artworks of in the world. Assessment:
some international Have learners to appreciate
For example, ‘Exodus’ by Bob
performing artists (e.g. Marley; write briefs about and discuss the compositions
Michael Jackson, Fred choice of artists using the and performances of selected
Astaire, Elton John, Bright following guidelines: - Name artists and find out how their
Okpocha (Basket Mouth), - Country of origin
works reflect the history and
Osei Boateng, Fela Ransome - Training
- Type of artworks - culture of Africans
Kuti, Bob Marley, Kojo Antwi, Title of some works
Seidou Keita, Eddie Murphy - Preferred
compositions and
performances
- Contribution to the
development of the
performing arts industry.
Have learners to watch Have learners to present and Learners to make own
videos that depicts concepts share design concepts that artworks similar to the works
reflect knowledge and
that reflect knowledge and understanding of the history and style of the international
understanding of the history and culture of some artists studied using available
and culture of some communities in the world; materials and tools from the
communities in the world local environment
demonstrate embedded
knowledge, skill and
experience
in the application and use of
selected medium and style of
an international artist: e.g.
elements and principles of art

media: materials (oil paint, clay,

paper, cement, stone, yarns,
fabric etc.), tools (craft tools,
carving tools, brushes,
modelling tools, etc.)

methods and techniques:

painting, modelling, casting,
carving, slabbing, pinching,
coiling, sewing, stitching,
printing, weaving, dyeing,
embossing, quilling, etc.;

discuss, compare and share

experiences through jury and
peer review.
Learning Indicator(s) B6.1.1.1.1
Performance Indicator Learners can describe the attributes of god
Week Ending 11-10-19
Class Six
Subject Our world our people
Reference OWOP curriculum
Teaching/ Learning Resources Pictures charts and videos

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Have learners to watch video Learners role play scenarios to Ask the learners the following
on creation. reflect the attributes of God in questions to review their
their lives. understanding
Ask learners to mention of the lesson
parts of the video that
interest them What have we learnt today?

Have learners read the key

words written on the board

Learners to sing a song about Learners watch a short video Ask the learners the following
creation about creation Learners talk questions to review their
about what they saw in the understanding
video on creation of the lesson
Learners mention some of the
things they like in the video What have we learnt today?
Assessment: learners to draw
and color one thing they saw in Have learners read the key
the video. words written on the board
Learning Indicator(s) B6.1.2.1.3
Performance Indicator Perform the differences in applying and receiving force when
jumping for height and distance (high jump).
Week Ending 11-10-19
Class Six
Subject Physical education
Reference PE curriculum
Teaching/ Learning Resources High jump, videos

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Take learners through 5 Learners after adequate warm- Have learners to practice
minutes jogging to warm the up, they go through a vertical individually and in groups
body up jumping approach. Learners how to jump a given height.
use both arms efficiently to
Help those who finds it
control balance as needed
difficult and help them
during approach run and take-
off. Learners control the flight Assessment:
phase by leaning their trunk Organize mini game for
slightly backwards, one-foot learners for fun and
takeoff, two feet take-off, feet enjoyment.
land shoulder width apart and
flexion of knees with the height Take learners through cool
of the jump and landing on the down to end the lesson
balls of feet
(double landing
Learning Indicator(s) B6 1.1.1.1
Performance Indicator Describe the nature of God through His attributes.
Week Ending 11-10-19
Class Six
Subject RME
Reference RME curriculum
Teaching/ Learning Resources Wall charts, word walls, videos depicting how to care for the
environment, pictures showing use of the things in our natural
environment

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Start with a related song. Assessment: In groups, ask Review the lesson with
learners to identify the learners.
My god is so big attributes of God that are
So strong and so mighty present in humankind: love, Ask pupils to summarize the
There is nothing my god patience, merciful, etc. important points in the
cannot do lesson
Through questions and
answers, let learners show how Ask learners to identify and
they can relate the attributes discuss other attributes of
of God to their lives.
God in groups

Guide learners to write essays

on the attributes of God and
present their works to class for
discussion.
Learning Indicator(s) B6.2.1.1.1
Performance Indicator Learners can assess the change that the European presence brought
to Ghana
Week Ending 11-10-19
Class Six
Subject History
Reference History curriculum
Teaching/ Learning Resources Pictures of past events of the school, community and
Ghana, Videos of past events of the school, community and
Ghana. Map of Ghana

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing the Brain for Assessment) (Learner and Teacher)
Learning)
Have learners watch video on Show and discuss a What have we learnt today?
pre independence era documentary of European
presence in Ghana the change that the European
presence
2. Discuss the activities the brought to Ghana
Europeans engaged in
(trade, vocational training Have learners to summarize
centers, health facilities, the important points in the
development of local alphabet, lesson
translation of the Bible)

Have learners watch video on Debate the impacts of What have we learnt today?
pre independence and post- European presence on
independence era Ghana impacts of European presence
on Ghana
Engage learners in a ‘fish bowl’
activity Have learners to summarize
the important points in the
Have learners in the fish bowl lesson
discuss the impacts of
European presence in Ghana,
while the learners observe
them
Learning Indicator(s) B6.1.1.1.2. B6.1.3.1.1.
Performance Indicator • Discuss the importance and some moral lessons of the
songs and the dances
• Explore poems correctly and recognize the key words
and talk about their themes
Week Ending 11-10-19
Class Six
Subject Ghanaian language
Reference Ghanaian language curriculum
Teaching/ Learning Resources Drums, drum sticks, recorded audios, manila cards, recorded
audios visual

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
With a recorded traditional • Lead learners to Lead learners to discuss the
song played in class, let discuss some morals of the history or relevance of the
learners listen and sing traditional song. songs
along, and on their own • Discuss some
importance of traditional songs
to the community and to the
people.
• Lead learners to
discuss the history or relevance
of the songs.

Have learners to say familiar Give copies of poems to Group learners into three;
poems they know learners. Give each group a copy of
• Read the poem aloud poem.
and let learners read the poem Learners are to read through
in turns. the poem and discuss it.
• Call a learner to
explore the poem with the
correct stress and rhythm.
• Let learners to explore
poems in groups.
• With the given copies
of poems, allow learners to
read through the poem and
discuss it.
Flash word cards showing With the copies of the poem, Learners to recite the new
keys words in the lesson to brainstorm and lead learners poem learnt and discuss it
learners. to say the theme of the poem.
• Bring a resource
person to explore a poem, or
play back a poem recital.
• Put learners into
groups to bring out the issues
discussed in the poem and the
theme.
• Listen to each group’s
theme and discuss it
Learning Indicator(s) B6.1.1.1.1
Performance Indicator Learners can identify the left, right mouse buttons, holding of
mouse, performing single, double and triple clicking Identify
components of a computer system
Week Ending 11-10-19
Class Six
Subject Computing
Reference Computing curriculum
Teaching/ Learning Resources Images or pictures of printer, projector, speakers etc.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Review the previous lesson Bring models or pictures of a Review the lesson with
by Guiding learners to mouse to class. List learners
mention more technological functions on the board Ask learners to draw the
tools and hence introduce mouse and label its parts
the lesson (generation of Show video depicting the
computers and parts of a output devices of a computer. Have learners’ practice in
computer and other gadgets) turns and in groups
Demonstrate to learners how
to perform single, double and
triple clicks using the left
mouse button.

Have students practice in turns

and in groups