SAMPLE LESSON NOTES-WEEK 8

BASIC FOUR

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 SCHEME OF LEARNING- WEEK 8

BASIC FOUR

Name of School………………………………………………………………………….…………………
Week Ending
Class Four
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B4.1.10.1.1-3. B4.2.7.3.1. B4.4.14.2.1. B4.3.6.1.2. B4.5.9.1.2. B4.6.1.1.1.
Performance Indicator A. Learners can demonstrate awareness of the features of spoken language
B. Learners can determine the contextual meaning of words and phrases.
C. Learners can write picture events about personal experiences and make
Radio/TV presentations
D. Learners can use adverbs of time to modify verbs.
E. Learners can construct simple sentences correctly.
F. Learners can read a variety of age- and level appropriate books and
present a-two-paragraph summary of each book read
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 Assessment) 10MINS
(Preparing The Brain For (Learner And Teacher)
Learning)
Monday learners sing songs and A.ORAL LANGUAGE Give learners task to
recite familiar rhymes (Presentation) complete while you go
Demonstrate awareness of the round the class to support
Peter Piper differences between spoken and written those who might need
Peter Piper picked a peck of forms of language e.g. simple and extra help.
pickled peppers complex sentence structures
A peck of pickled peppers Have learners to read and
Peter Piper picked; Model reading aloud a level-appropriate spell some of the
If Peter Piper picked a peck story or a paragraph with good pace, keywords in the lesson
of pickled pepper s. stress or intonation.
Where's the peck of pickled
peppers Peter Piper picked? Read the same story or text aloud with
poor pace, stress and intonation.

Put learners into groups to analyze the

types of reading and identify which one
conveys meaning and why.

Have learners practice reading the story

with good pace, stress and intonation.
Tuesday Engage learners to sing songs B.READING Give learners task to
and play games to get them (Comprehension) complete while you go
ready for lesson. Phrases have their meaning different round the class to support
from the individual words. those who might need
Use questions and answers extra help.
to review learners Guide learners to make the right
understanding in the meaning using the text to get the Have learners to read and
previous lesson. contextual meaning. spell some of the
keywords in the lesson
Wednesday learners sing songs and C.GRAMMAR Give learners task to
recite familiar rhymes (Adverbs) complete while you go
Some adverbs answers the question round the class to support
"Ten In The Bed" “where?” They are called adverbs of those who might need
There were ten in the bed place. extra help.
And the little one said,
 "Roll over! Roll over!" Present adverbs of place in context. Have learners to read and
So they all rolled over and E.g. i. It’s very sunny but cold outside. spell some of the
one fell out ii. The boys are playing upstairs. keywords in the lesson
iii. That’s our ball there
Thursday Gather 20 objects that can D.WRITING Give learners task to
be found in the classroom (Informative Writing) complete while you go
and lay them all out on the Let learners watch TV news at home and round the class to support
desk. write their own news from the pictures those who might need
they see. extra help.
Show them all to the
students and then cover Put learners into groups. Let them Have learners to read and
everything with a blanket or brainstorm and write activities of the spell some of the
a sheet after one minute. day. keywords in the lesson

Ask the students to write Let each group choose an interesting

down as many items they event and write the news to broadcast to
remember on a piece of the class.
paper.
Write a list of the items on Let each group choose one person to
the chalkboard and allow present the news.
students to self-correct.
Help learners to organize a radio or TV
talk show.
Friday Engage learners to play the E.WRITING CONVENTIONS & Give learners task to
“Tapping Out” Game. GRAMMAR USAGE complete while you go
(Using Simple and Complex Sentences) round the class to support
Spread your fingers apart as Learners construct simple sentences. those who might need
learners do same. extra help.
Each finger represents a Write some of the sentences on the
letter sound of single-syllable board to guide the discussions on Have learners to read and
words. subjects and verbs. spell some of the
Turn your back to the class keywords in the lesson
and raise your right hand. Show a large poster of people doing
Raise the index finger various activities.
straight as learners watch.
Bring the index finger down Assign learners to build a paragraph on
to meet the thumb as you the picture paying attention to subject
make the sound. and predicate. They use a line to divide
Use fingers to demonstrate each sentence into the subject and
blending. predicate.

The groups edit and publish the work.

Each member keeps a copy.

F.EXTENSIVE READING
Engage learners in the “popcorn Guide learners to choose and read
reading” game independently books of their choice Have learners present a-
during the library period. two-paragraph summary of
The rules are simple: One the book read
student starts reading aloud and Learners think-pair-share their stories
then calls out "popcorn" when with peers. Invite individuals to
they finish. This prompts the Ask each learner to write a-two- present their work to the
next student to pick up where paragraph summary of the book read. class for feedback
the previous one left off.
Week Ending
Class Four
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B4.2.2.2.4-7
Performance Indicator Learners can identify the unknown in a problem, represent the problem with
an equation, and solve the problem concretely, pictorially or symbolically.
Strand Algebra
Sub strand Unknown Expression And Equations
Teaching/ Learning Resources Counters, bundle and loose straws base ten cut square, patterns
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

(Preparing The Brain For (New Learning Including Assessment) 10MINS
Learning) (Learner And Teacher)
Monday Can you work out what Learners use concrete materials, such as Give learners task to
number will be at the top of blocks or counters and the balance complete whiles you go
the pyramid? scales, to find the value of p in the round to guide those who
following equations. don’t understand.
For example: 3 + p =11
Give remedial learning to
those who special help.

3+p 11

With this example, we have to make

both sides of the scale equal. Hence, 8
should be added to 3 to make 11.
Therefore p = 8

Assessment: Have learners to practice

with more examples
Tuesday Can you make a pyramid with Learners use concrete materials, such as Give learners task to
100 at the top? blocks or counters and the balance complete whiles you go
scales, to find the value of p in the round to guide those who
following equations. don’t understand.
For example: p + 5 = 17
Give remedial learning to
This cup Use those who special help.
represents counters for
the the other
unknown numbers
number

p + 5 = 17

Assessment: Have learners to practice

with more examples.
Wednesday Can you put the digits 1 to 9 Guide learners to model the use of Give learners task to
in a square so that every row, guesses to find the value of unknown complete whiles you go
column and diagonal add to numbers in equations. round to guide those who
15? don’t understand.
Learners by observing patterns in their
results, become more systematic in the Give remedial learning to
guesses they make. those who special help.
For example:
+ + = 30
+ + = 20
+ + = 13
+ + =?
Assessment: Draw more patterns for
learners to practice with.
Thursday Can you put the numbers 1 to Ask students to describe two different Give learners task to
7 in each circle so that the stories that the equation 5 + k = 9 could complete whiles you go
total of every line is 12? represent. round to guide those who
First story: A book has 9 pages. Niko don’t understand.
has 5 pages left to read. How many
pages has he read? Give remedial learning to
those who special help.
Second story: The sum of a number k
and 5 is equal to 9. What is the number?

Assessment: Give learners more

equations for them make up more
stories from them.
Friday Can you put the digits 1 to 11 Ask learners to solve puzzle in the Give learners task to
in the circles do that every line figure, by solving the equations in each complete whiles you go
has the same total? line. round to guide those who
don’t understand.
Example 1:
Give remedial learning to
those who special help.

Example 2:
Week Ending
Class Four
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B4.5.2.1.1
Performance Indicator Identify causes, symptoms and prevention of measles
Strand Humans And The Environment
Sub strand Diseases
Teaching/ Learning Resources Pictures and videos depicting food-borne diseases and measles.
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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Engage learners to sing songs Learners watch pictures, videos Ask learners questions to
and play games to get them or charts on causes, symptoms review their understanding
ready for lesson. and prevention of measles or of the lesson.
invite a health personnel or
Use questions and answers to School Health Education Have learners write 3 facts
review learners understanding in Programme (SHEP) coordinator of the lesson on a sheet of
the previous lesson. to give a talk on measles. paper and it in their pockets
and learn it on their way
In pairs, learners answer the home.
following questions based on the
pictures and videos:
(1) What causes measles?
(2) What are the symptoms of
measles?
Play games and recite rhymes In pairs, learners answer the Ask learners questions to
that learners are familiar with to following questions based on the review their understanding
begin the lesson. pictures and videos: of the lesson.
(1) What should be done if
Ask learners questions to someone is exposed to measles? Have learners write 3 facts
review their understanding in (2) What are the ways of of the lesson on a sheet of
the previous lesson. preventing the spread of paper and it in their pockets
measles? and learn it on their way
home.
Learners develop concept maps
to show the causes, symptoms
and prevention of measles.
Learners develop posters to talk
about how they can prevent
measles.
Week Ending
Class Four
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page
Learning Indicator(s) B4.4.3.1.1.
Performance Indicator Learners can Identify ways to use water responsibly
Strand Our Nation Ghana
Sub strand Responsible Use Of Resources
Teaching/ Learning Resources Pictures, Charts, Video Clips
Core Competencies: Communication and Collaboration Critical Thinking and Problem Solving Cultural Identity.

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 sing songs Using pictures/videos, learners Ask learners questions to
and play games to get them discuss ways to use water review their understanding
ready for lesson. responsibly of the lesson.
e.g. close the tap after fetching
Use questions and answers to water, do not use treated water Have learners write 3 facts
review learners understanding for watering plants of the lesson on a sheet of
in the previous lesson. paper and it in their pockets
Learners compose songs and play and learn it on their way
games on how to use water home.
responsibly
Play games and recite rhymes Learners draw people using water Ask learners questions to
that learners are familiar with responsibly. review their understanding
to begin the lesson. of the lesson.
Learners form clubs to serve as
Ask learners questions to ambassadors for responsible use
review their understanding in of water.
the previous lesson.
Week Ending
Class Four
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B4.5.2.1.1:
Performance Indicator Discuss the importance of being a committed member of the family.
Strand The Family, Authority and Obedience
Sub strand Roles Relationship in the Family and Character Formation
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 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Engage learners to sing songs Assist learners to explain who a Ask learners questions to
and play games to get them committed person is. review their understanding
ready for lesson. of the lesson.
Let learners mention behaviors
Use questions and answers to that show that a person is Have learners write 3 facts
review learners understanding in committed. of the lesson on a sheet of
the previous lesson. paper and it in their pockets
Ask learners to describe a and learn it on their way
committed family member. home.
A person who:
- takes part in family activities,
- is obedient to elders of the family,
- respects other family members,
- accepts responsibility (performing
assigned duties),
- takes initiatives, - helps needy
relatives, etc.
Week Ending
Class Four
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B4.6.1.1.1.
Performance Indicator Learners can explore the limitations on Ghana’s independence.
Strand Independent Ghana
Sub strand The Republics
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 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including Assessment) 10MINS
Learning) (Learner And Teacher)
Engage learners to sing songs Discuss with learners the limitations on Use questions to review
and play games to get them Ghana’s independence up to June 1960 learners understanding of
ready for lesson. the lesson.
Before Ghana gained her independence in
Use questions and answers to 1957, the British monarchy remained head Ask learners to tell the
review learners understanding of state, and Ghana shared its sovereign class what they have
in the previous lesson. with the other commonwealth realm. The learnt.
monarchs constitutional roles were mostly
delegated to the governor-general of Call learners to summarize
ghana.. the main points of the
lesson
Learners to use the internet identify the
positions controlled by British officials
up to June 1960.
Engage learners to sing songs Discuss with learners the limitations on Use questions to review
and play games to get them Ghana’s independence up to June 1960 learners understanding of
ready for lesson. the lesson.
A constitutional referendum was held in
Use questions and answers to ghana on 27 April 1960. The main issue Ask learners to tell the
review learners understanding was a change in the country’s status from a class what they have
in the previous lesson. constitutional monarchy with Elizabeth II as learnt.
head of state, to a republic with a
presidential system of government. Call learners to summarize
the main points of the
Learners to use the internet identify the lesson
positions controlled by British officials
up to June 1960.
Week Ending
Class Four
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page
Learning Indicator(s) B4 2.4.6.3 B4 2.4.7.3
Performance Indicator Learners can develop guidelines for appraising and appreciating own and
others’ performing artworks that reflect topical issues in Ghana
Strand Performing Arts
Sub strand Appreciating and Appraising
(Performing Arts)
Teaching/ Learning Resources Photos, videos, art paper, colors and traditional art tools,
Core Competencies: Decision Making Creativity, Innovation Communication Collaboration Digital Literacy

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)
Use questions and answers The easiest way to understand and Use questions to review
to review the previous appreciate a performance is to develop learners understanding of the
lesson with learners. a relevance and appropriate criteria or lesson.
checklist.
Engage learners to play Ask learners to tell the class
games and sing songs to Guide learners to create a checklist or what they have learnt.
begin the lesson criteria for appreciating and appraising a
performance; Call learners to summarize
 Creative process the main points of the lesson.
 Subject matter
 Selection and use of instruments and
elements
 Styles and techniques
 Originality or creativity
 Use of space
 Selection and use of costumes
 Symbolism and cultural relevance
 Aesthetic qualities
 suitability
Have learners share Lead a discussion to explain the criteria Use questions to review
stories about kweku with learners. learners understanding of the
Ananse lesson.
Now let learners use the checklist to
appreciate and appraise a previous art Ask learners to tell the class
performed in class. e.g. Kweku Ananse what they have learnt.
and the Wisdom Pot.
Call learners to summarize
Put learners into groups and share roles the main points of the lesson.
or allow learners to pick up roles for
themselves.
Invite each group to perform the drama
as others observe.

Set up a three member judge to use the

checklist or criteria to appraise the
performance of each group.
Week Ending
Class Four
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page
Learning Indicator(s) B4.5.5.1.1-3
Performance Indicator Learners can recognize and use postpositions in sentences.
Strand Writing Convention And Grammar Usage
Sub strand Integrating Grammar In Written Language (Use of postpositions)
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 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Put learners into groups. Let learners explore a poem. Ask learners questions to
review their understanding
Have learners fine words for Illustrate by putting an object of the lessson.
each of the alphabets letters on above, below, etc. for learners
the topic. to discuss where the object is. Give learners task to do
whiles you go round to
The group with the most words Use postpositions to write guide those who need help.
wins. phrases and sentences.

Guide learners to read the

phrases and sentences as a
group.

Guide learners to explore the

use of other postpositions such
as below and under in
sentences.
Have learners play games and Use postpositions to write Ask learners to summarize
recite familiar rhymes to begin phrases and sentences on the what they have learnt.
the lesson board.
Let learners say 5 words
Using questions and answers, Let learners read the sentences they remember from the
review their understanding of as a group and in pairs. lesson.
the previous lesson
Let learners recognize
postpositions in sentences.

Let learners form sentences

using the postpositions.
Engage learners to sing songs Write phrases and sentences Ask learners to summarize
and recite rhymes leaving out the postpositions. what they have learnt.

Sea shells Let learners fill them with the Let learners say 5 words
She sells seashells by the correct postpositions. they remember from the
seashore lesson.
The shells she sells are surely Help learners to demonstrate
seashells the use of postpositions such as
So if she sells shells on the below and under in context.
seashore,
I am sure she sell seashore Let learners form sentences
shells using the postpositions
discussed.
Week Ending
Class Four
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B4.3.5.3.5:
Performance Indicator Learners can Identify the three body types
Strand Physical Fitness
Sub strand Endurance
Teaching/ Learning Resources Pictures and Videos
Core Competencies: Creativity and innovation, Communication and collaboration, Critical thinking

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 sing songs Learners to identify the three body Ask learners questions to
and play games to get them types as endomorph, mesomorph review their understanding
ready for lesson. and ectomorph. of the lesson.

Use questions and answers to Have learners write 3 facts

review learners understanding of the lesson on a sheet of
in the previous lesson. paper and it in their pockets
and learn it on their way
home
Ectomorphs(slim Body) are thin
people usually with smaller bone
structures and thinner limbs.

Mesomorphs
(medium body)
have a medium
sized bone
structure and
athletic body.

Endomorphs(big
body) have large
bone structure
with a higher
total body mass
and fat mass.
They are
naturally less
active.
Week Ending
Class Four
Subject COMPUTING
Reference Computing curriculum Page
Learning Indicator(s) B4.3.1.1.1.
Performance Indicator Learners can demonstrate how to use the clipboard, styles, fonts,
paragraph and editing.
Strand Word Processing
Sub strand Introduction To Word Processing
Teaching/ Learning Resources Images of clipboard, styles, fonts, paragraph and editing in in the Home
Tab of MS – Word.
Core Competencies: Creativity and innovation. 2. Communication and collaboration. 3. Cultural identity and global citizenship. 4.
Personal development and leadership. 5. Digital literacy

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

MINS (New Learning Including Assessment) REFLECTION 10MINS
(Preparing The Brain For (Learner And Teacher)
Learning)
Prepare a list of concepts, Guide learners to use clipboard, styles, Ask learners questions to
ideas or objects that relate fonts, paragraph and editing in the review their
to the lesson you are about Home Tab of MS –Word. understanding of the
to teach. lessson.

Divide the class into four Give learners task to do

teams. The teacher presents whiles you go round to
the leaders from each group guide those who need
a concept. help.

The leader then draw the

concepts on the board,
whilst his/her term guess
what the object is.

The team who guess

correctly first wins.