SAMPLE LESSON NOTES-WEEK 6

BASIC TWO

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 SCHEME OF LEARNING- WEEK 6
BASIC TWO
Name of School……………………………………………….……………………….…………………

Week Ending
Class Two
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B2.1.9.1.2. B2.2.7.2.4. B2.4.8.1.1. B2.5.9.1.2. B2.6.1.1.1
Performance Indicator A. Learners can make and respond to polite requests
B. Learners can read level-appropriate texts with little support
C. Learners can develop two coherent paragraphs on one idea or concepts
using leading questions
D.Learners can identify nouns and verbs in simple sentences
E. Learners can read a variety of age and level-appropriate books and texts
from print and non-print.
Teaching/ Learning Resources Word cards, sentence cards, letter cards and a class library
Core Competencies: Reading and Writing Skills Personal Development and Leadership and Collaboration

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)
Monday Have learners recite familiar A.ORAL LANGUAGE Give learners task to
rhymes. (Giving and Responding to Commands) complete while you go round
the class to support those
ONCE I CAUGHT A FISH Let learners demonstrate in pairs who might need extra help.
ALIVE how they ask for favors.
One, two, three, four, five Have learners to read and
Once I caught a fish alive Discuss polite requests using spell some of the keywords in
Six, seven, eight, nine, ten examples. e. g. Can you hold the the lesson
Then I let it go again bag?
Why did you let it go?
Because it bit my finger so Discuss words used in polite
Which finger did it bite? requests. e.g. Please, could you…, do
This little finger on my right you mind….May I…

Have learners take turns to make

and respond to polite requests using
the word, “please”.

Discuss the importance of the word,

“please”, in making requests
Tuesday Write a simple word vertically B.READING Give learners task to
on the board . E.g. P (Comprehension) complete while you go round
E Have learners read different texts the class to support those
N with little support from teacher. who might need extra help.
Invite learners to come up with
a word starting with each Gradually, scaffold to help learners Have learners to read and
letter of the vertical word. read independently spell some of the keywords in
the lesson

Wednesday Have learners sing songs and C.WRITING Give learners task to
recite familiar rhymes (Guided Composition) complete while you go round
 MINGLE MINGLE Write selected topics on the board, the class to support those
•Mingle, mingle – mingle 2x e.g. “Myself”. who might need extra help.
Two mingle (2 come together) Teacher and learners brainstorm to
•Mingle, mingle – mingle 2x generate ideas about the topic. Have learners to read and
Three mingle (3 come spell some of the keywords in
together) Put learners in groups and ask the lesson
•Mingle, mingle – mingle 2x leading questions to guide them
four mingle (4 come together) develop the ideas generated into one
or two paragraphs
Thursday Engage learners to play “Back D.WRITING CONVENTIONS Give learners task to
to the Board” game. & GRAMMAR USAGE complete while you go round
Display word cards on the (Using Simple Sentences) the class to support those
teachers table in front of the who might need extra help.
class. Use questions and samples for
learners to identify nouns and verbs Have learners to read and
Group class into three or four. in the structure of simple sentences. spell some of the keywords in
Invite each leader from the e. g. i. Ofori danced. (Who danced? What the lesson
group in turns to face the class did Ofori do?)
with his/her back to the board. ii. Ama laughed. (Who danced? What did
Write a letter on the board for Ama do?)
the others to make its sound.
The leader then search have learners use the simple
through the word cards to sentences in forming compound and
identify the letter. complex sentences orally with the
aid of conjunctions.

Let learners write the sentences in

thier workbooks.
Friday Engage learners to recite a few C.EXTENSIVE READING Call learners in turns to tell
rhymes with actions the whole class what they
Use the Author’s chair to introduce read.
the reading/ library time.
Have a variety of age Let Learners draw parts of
appropriate books for learners Introduce narratives, pop-up and flip- the story they read
to make a choice from. the-page texts to learners.

Introduce e-books to learners, if

available.
Week Ending
Class Two
Subject MATHEMATICS
Reference Mathematics curriculum Page 34
Learning Indicator(s) B2.3.1.1.3
Performance Indicator Learners can create two-dimensional shapes based on given attributes,
including number of sides and vertices.
Strand Geometry And Measurement
Sub strand 2D and 3D Shape
Teaching/ Learning Resources 2D and 3D shapes and objects boldly drawn on manila cards
Core Competencies: Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Development and Leadership Attention to Precision

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 leaners to sing the Identify the 2D faces of a given 3D Give learners task to complete
song object. whiles you go round to guide
those who don’t understand.
WE CAN COUNT
We class one Give remedial learning to those
We can count who special help.
We count 1,2,3,4,5
We count 6,7,8,9,10
We class one can count very
well.
Have learners mention the names of the
objects identified in turns.

Learners draw the shapes in their

books.
Tuesday Engage learners to complete Identify 3D objects in the environment Give learners task to complete
the pattern. that have parts similar to a given 2D whiles you go round to guide
Which shape comes next? shape. those who don’t understand.
Draw it
Give remedial learning to those
who special help.
__

Have learners identify and draw other

objects in the environment that have
parts similar to a given 2D shape.
Wednesday have learners to match the Display cut out 2D shapes on the Give learners task to complete
shapes. teachers table or floor. whiles you go round to guide
those who don’t understand.
Have learners to identify the number of
sides, faces and vertices of 2D plane Give remedial learning to those
figures. who special help.

Thursday Engage learners to draw the Let learners explore with more of 2D Give learners task to complete
circles and shade any three. shapes learnt. whiles you go round to guide
those who don’t understand.
Learners draw 2D shapes with given
sides or vertices in their workbooks. Give remedial learning to those
who special help.

Friday Engage learners to count the Let learners explore with more of 2D Give learners task to complete
dots and write each number shapes learnt. whiles you go round to guide
beside those who don’t understand.
Learners draw 2D shapes with given
sides or vertices in their workbooks. Give remedial learning to those
__ who special help.

__
Week Ending
Class Two
Subject SCIENCE
Reference Science curriculum Page 46
Learning Indicator(s) B2.5.2.1.2
Performance Indicator Learners can name some common water-borne diseases and their prevention
Strand Humans and the Environment
Sub strand Diseases
Teaching/ Learning Resources Pictures and videos depicting some common skin diseases
Core Competencies: Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Development and Leadership Attention to Precision

DAYS PHASE 1: STARTER 10 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION 10MINS
(Preparing The Brain For (New Learning Including Assessment) (Learner And Teacher)
Learning)
Play games, sing songs and In groups learners observe containers of Ask learners questions to
recite familiar rhymes to dirty water and clean water. review their understanding of
begin the lesson. the lessson.

Using questions and Give learners task to do whiles

answers, revise with you go round to guide those
learners on the previous who need help.
lesson.

Show pictures or videos of people suffering

from diarrhea

Ask learners to identify which sample of

water (dirty or clean), is likely to contain
microorganisms that cause diseases.
Begin the lesson by sharing In groups learners observe containers of Ask learners to summarize
a few jokes with learners. dirty water and clean water. what they have learnt.

Make sure to choose jokes Show pictures or videos of people suffering Let learners say 5 words they
that will get learners from cholera. remember from the lesson.
attention.

Call two learners to share

their jokes as well

Ask learners to identify which sample of

water (dirty or clean), is likely to contain
microorganisms that cause diseases.
Play games, sing songs and Let learners discuss how they will prevent Ask learners to summarize
recite familiar rhymes to themselves from contracting water-borne what they have learnt.
begin the lesson. diseases (boiling water, filtering water, etc.).
Let learners say 5 words they
Using questions and Let learners create posters, compose songs remember from the lesson.
answers, revise with or rhymes on how to prevent water- borne
learners on the previous diseases
lesson.
Week Ending
Class Two
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page 36
Learning Indicator(s) B2.5.1.1. 1.
Performance Indicator Learners can mention Ghana’s neighbors and locate them on a map
Strand My Global Community
Sub strand Our Neighboring Countries
Teaching/ Learning Resources Pictures, Charts, Video Clips
Core Competencies: Communication and Collaboration Critical Thinking and Problem Solving Cultural Identity and Global
Citizenship

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

MINS (New Learning Including Assessment) 10MINS
(Preparing The Brain For (Learner And Teacher)
Learning)
Engage learners to sing songs Engage learners in a community circle time. Ask learners questions to
and recite rhymes Tell learners some history about Ghana. review their understanding
"If wishes were horses of the lessson.
If wishes were horses Ghana is a peaceful nation who is known by
Beggars would ride: her generous hospitability. Ghana was once Give learners task to do
If turnips were watches known as Gold Coast because of her rich whiles you go round to guide
Would wear one by my side. mineral deposit in the land. She gained her those who need help.
And if if's and and's were independence from her colonial masters in
pots and pans, 1957. The current president of Ghana is H.E
The tinker would never Nana Addo Danquah Akufu Addo. There are
work! about 25 million people in Ghana. Ghana has
16 regions namely; Upper West, Upper East,
Savanna, North East, Northern, Bono East,
Brong Ahafo, Oti, Ahafo, Eastern, Ashanti,
Volta, Western, Western North, Greater Accra
And Central Regions.

Let learners let ask and response to facts

they are not clear with concerning the
history of Ghana.

Learners to tell the parts of the history that

interest them most.
Engage learners to sing songs Guide learners to identify her neighboring Ask learners to summarize
and recite rhymes countries. what they have learnt.
Hot Cross Buns
Hot cross buns! Ghana is surrounded by other countries Let learners say 5 words
Hot cross buns! and have their own history. These they remember from the
One ha' penny. Two ha' penny. countries are called neighbor countries. lesson.
Hot cross buns!
e.g. Nigeria, Togo, south Africa, Benin,
If you have no daughters.
Give them to your sons Liberia, cote d’Ivoire
One ha' penny, Two ha' penny.
Hot Cross Buns! Neighbor countries can be immediate
neighbors and distant neighbors.

Learners to identify Ghana’s immediate

neighbors.
e.g. Togo, Burkina Faso and cote d’Ivoire
Engage learners to play games, Learners demonstrate the positions of Ask learners to summarize
sing songs and recite rhymes to Ghana’s neighboring countries by using the what they have learnt.
begin the lesson. body
e.g. to my right is Togo, to my left is La Let learners say 5 words
Using questions and answers
Cote d’Ivoire, to my front is Burkina Faso they remember from the
review learners on the previous
lesson. and to my back is the sea (the Atlantic lesson.
Ocean)

Learners compose a song/rhyme and draw

a learner with arm stretched showing
Ghana’s neighbors

Burkina Faso

Togo Cote D’Ivoire

Atlantic Ocean
Week Ending
Class Two
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page 12
Learning Indicator(s) B2. 4.1.1.3
Performance Indicator Learners can describe factors that promote good relationships between
children and their parents.
Strand The Family and the Community
Sub strand Roles And Relationships
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
Core Competencies: Cultural Identity, Sharing Reconciliation, Togetherness, Unity Communication and Collaboration,
Critical Thinking Creativity and Innovation Digital Literacy

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)
Engage learners to play games, sing Lead learners to talk about good Ask learners to summarize
songs and recite rhymes to begin relationships. what they have learnt.
the lesson.
Let learners talk about things that Let learners say 5 words
Using questions and answers
promote good relationships: they remember from the
review learners on the previous
lesson. comportment, respect, love, lesson.
obedience, humility, friendliness, etc.

Let learners identify their friends and

say things they like about them.

Let learners dramatize behaviors that

show good relationships.
Week Ending
Class Two
Subject HISTORY
Reference History curriculum Page 13
Learning Indicator(s) B2.3.2.1.1
Performance Indicator Learners can describe how early trade was carried out between
Ghanaians and Europeans
Strand My Country Ghana
Sub strand International Trading Including Slave Trade
Teaching/ Learning Resources Wall charts, word cards, posters, video clip, etc.
Core Competencies: The use of evidence to appreciate the significance of historical locations help learners
to become critical thinkers and digital literates

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Engage learners to play games, sing Describe how early trade was Ask learners questions to
songs and recite rhymes to begin carried out between Ghanaians review their understanding
the lesson. and the Europeans. of the lessson.
Using questions and answers review
Organize learning corners with Give learners task to do
learners on the previous lesson.
real items or pictures of items whiles you go round to
brought by the Europeans such guide those who need help.
as Gin, Gun, Gun Powder,
Textiles, Tobacco, Iron Bars,
Elephant tusks, Ivory, Gold.

Role play the barter trade in

those items.
Engage learners to play games, sing Guide learners to use the Ask learners to summarize
songs and recite rhymes to begin internet to identify countries what they have learnt.
the lesson. with the items they brought that
remained part of everyday Let learners say 5 words
Using questions and answers review
Ghanaian life. e.g. the Dutch and they remember from the
learners on the previous lesson.
wax prints. lesson.

Name the towns that emerged

on the coast as a result of
European trade with Ghanaians.
Week Ending
Class Two
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page
Learning Indicator(s) B2.2.3.4.3 B2.2.3.5.3
Performance Indicator Learners can perform own artworks to share creative experiences that
reflect topical issues in other Ghanaian communities
Strand Performing Arts
Sub strand Displaying and Sharing
Teaching/ Learning Resources Photos, videos, art paper, colors and traditional art tools, other materials
available in the community
Core Competencies: Decision Making Creativity, Innovation Communication Collaboration Digital Literacy

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Learners are to watch a short Plan a display of own music, Ask learners to tell the
video that reflects topical issues dance and drama to educate and whole class what they have
in the local community; inform the public on the effects learnt.
of topical issues experienced in
Ask learners to talk about parts the local community. Learners tell what they will
of the video or pictures that like to learn.
interest them. Discuss the need for performing
collection of own or others
music, dance and drama.

Develop a roadmap for the

event (performance):
- fixing a date
- selecting a venue
- inviting an audience.
Ask learners questions to Select and agree on a theme for Use series of questions and
review learners understanding in the performance; answers to review learners
the previous lesson. understanding of the lesson.
Send manual or electronic
invitations (e.g. letters, Call learners in turns to
postcards, WhatsApp); summarize the lesson.

Select own or others

compositions for the
performance,

Plan the sequence of events,

stage plan identifying the
positions of all facilities.

Post-performance activities:
cleaning, appreciation, appraisal,
evaluation, reporting.
Week Ending
Class Two
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page 76
Learning Indicator(s) B2.2.7.1.1
Performance Indicator Learners can read four to five sentences consisting of eight to ten
words
Strand Reading
Sub strand Silent Reading
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a manila card
Core Competencies: Creativity and innovation, Communication and collaboration, Critical thinking

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Have learners to write letter Give learners story books Use questions to review
patterns in the air. consisting of four to five their understanding of the
sentences. lesson

Engage learners to sing songs Lead learners to read the Ask learners to summarize
and dance to it sentences in the story books. what they have learnt

Call learners to read the

sentences on individual bases.

Let learners tell what they

understand from what they have
read.
Write a simple word vertically Give learners story books Use questions to review
on the board . E.g. C consisting of four to five their understanding of the
H sentences. lesson
A
I Lead learners to read the Ask learners to summarize
R sentences in the story books. what they have learnt
Invite learners to come up with
a word starting with each letter Call learners to read the
of the vertical word. sentences on individual bases.

Let learners tell what they

understand from what they have
read.
Have learners share what is Give learners story books Use questions to review
going on in their lives. You and consisting of four to five their understanding of the
your learners can talk about sentences. lesson
plans for the weekend.
Lead learners to read the Ask learners to summarize
sentences in the story books. what they have learnt

Call learners to read the

sentences on individual bases.

Let learners tell what they

understand from what they have
read.
Week Ending
Class Two
Subject PHYSICAL EDUCATION
Reference PE curriculum Page 24
Learning Indicator(s) B2.2.4.2.5:
Performance Indicator Learners can Identify the roles of body parts not directly involved in
catching objects.
Strand Movement Concepts, Principles And Strategies
Sub strand Body Management
Teaching/ Learning Resources Pictures and Videos
Core Competencies: Learners develop communication and critical thinking skills as speaking, listening, and
acquisition of new concepts

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Engage learners to play games, Guide learners to understand Ask learners questions to
sing songs and recite rhymes to that the body parts that are not review their understanding
begin the lesson. involved in catching the ball help of the lessson.
to stabilize the body in
absorbing the impact of the ball. Give learners task to do
whiles you go round to
guide those who need help.