MINISTRY OF EDUCATION

GHANAIAN
LANGUAGES
For Senior High Schools
TEACHER MANUAL

YEAR 1 - BOOK 2
MINISTRY OF EDUCATION

REPUBLIC OF GHANA

Ghanaian Languages
For Senior High Schools
Teacher Manual
Year One - Book Two
GHANAIAN LANGUAGES TEACHER MANUAL

Enquiries and comments on this manual should be addressed to:

The Director-General
National Council for Curriculum and Assessment (NaCCA)
Ministry of Education
P.O. Box CT PMB 77
Cantonments Accra
Telephone: 0302909071, 0302909862
Email: [email protected]
website: www.nacca.gov.gh

©2024 Ministry of Education

This publication is not for sale. All rights reserved. No part of this publication
may be reproduced without prior written permission from the Ministry of
Education, Ghana.
 CONTENTS

CONTENTS

INTRODUCTION 1
Learner-Centred Curriculum 1
Promoting Ghanaian Values 1
Integrating 21st Century Skills and Competencies 1
Balanced Approach to Assessment - not just Final External Examinations 1
An Inclusive and Responsive Curriculum 2
Social and Emotional Learning 2
Philosophy and vision for each subject 2
SUMMARY SCOPE AND SEQUENCE 3
SECTION 6: DEITY NAMES AND PUBERTY/INITIATION RITES 4
Strand: Cultural Practices and Traditional Governance 4
Sub-Strand: Cultural Practices 4
Theme or Focal Area: Deity Names 6
Theme or Focal Area: Puberty Rites 8
Theme or Focal Area: Comparing Puberty Rites 12

SECTION 7: CULTURAL PRACTICES AND GOVERNANCE 14

Strand: Cultural Practices and Traditional Governance 14
Sub-Strand: Traditional Governance 14
Theme or Focal Area: Traditional Governance Structure (Home) 15
Theme or Focal Area: Traditional Governance Structure 17

SECTION 8: LITERATURE 21
Strand: Literature of the Ghanaian Language 21
Sub-Strands: Oral Literature and Written Literature 21
Theme Or Focal Area: Libation 23
Theme or Focal Area: Dirges (Functions And Significance). 26
Theme Or Focal Area: Elements Of Prose 28
Theme Or Focal Area: Appreciating A Prose 30

ACKNOWLEDGEMENTS 33

iii
iv
 INTRODUCTION

INTRODUCTION
The National Council for Curriculum and Assessment (NaCCA) has developed a new Senior High
School (SHS), Senior High Technical School (SHTS) and Science, Technology, Engineering and
Mathematics (STEM) Curriculum. It aims to ensure that all learners achieve their potential by equipping
them with 21st Century skills, competencies, character qualities and shared Ghanaian values. This will
prepare learners to live a responsible adult life, further their education and enter the world of work.
This is the first time that Ghana has developed an SHS Curriculum which focuses on national values,
attempting to educate a generation of Ghanaian youth who are proud of our country and can contribute
effectively to its development.
This Book Two of the Teacher Manual for Ghanaian Language covers all aspects of the content,
pedagogy, teaching and learning resources and assessment required to effectively teach Year One
of the new curriculum. It contains information for the second 9 weeks of Year One. Teachers are
therefore to use this Teacher Manual to develop their weekly Learning Plans as required by Ghana
Education Service.
Some of the key features of the new curriculum are set out below.
Learner-Centred Curriculum
The SHS, SHTS, and STEM curriculum places the learner at the center of teaching and learning by
building on their existing life experiences, knowledge and understanding. Learners are actively
involved in the knowledge-creation process, with the teacher acting as a facilitator. This involves
using interactive and practical teaching and learning methods, as well as the learner’s environment
to make learning exciting and relatable. As an example, the new curriculum focuses on Ghanaian
culture, Ghanaian history, and Ghanaian geography so that learners first understand their home and
surroundings before extending their knowledge globally.

Promoting Ghanaian Values

Shared Ghanaian values have been integrated into the curriculum to ensure that all young people
understand what it means to be a responsible Ghanaian citizen. These values include truth, integrity,
diversity, equity, self-directed learning, self-confidence, adaptability and resourcefulness, leadership
and responsible citizenship.

Integrating 21st Century Skills and Competencies

The SHS, SHTS, and STEM curriculum integrates 21st Century skills and competencies. These are:
• Foundational Knowledge: Literacy, Numeracy, Scientific Literacy, Information Communication
and Digital Literacy, Financial Literacy and Entrepreneurship, Cultural Identity, Civic Literacy
and Global Citizenship
• Competencies: Critical Thinking and Problem Solving, Innovation and Creativity, Collaboration
and Communication
• Character Qualities: Discipline and Integrity, Self-Directed Learning, Self-Confidence,
Adaptability and Resourcefulness, Leadership and Responsible Citizenship

Balanced Approach to Assessment - not just Final External Examinations

The SHS, SHTS, and STEM curriculum promotes a balanced approach to assessment. It encourages
varied and differentiated assessments such as project work, practical demonstration, performance
assessment, skills-based assessment, class exercises, portfolios as well as end-of-term examinations
and final external assessment examinations. Two levels of assessment are used. These are:

1
INTRODUCTION

• Internal Assessment (30%) – Comprises formative (portfolios, performance and project work)
and summative (end-of-term examinations) which will be recorded in a school-based transcript.
• External Assessment (70%) – Comprehensive summative assessment will be conducted by
the West African Examinations Council (WAEC) through the WASSCE. The questions posed
by WAEC will test critical thinking, communication and problem solving as well as knowledge,
understanding and factual recall.
The split of external and internal assessment will remain at 70/30 as is currently the case. However,
there will be far greater transparency and quality assurance of the 30% of marks which are school-
based. This will be achieved through the introduction of a school-based transcript, setting out all
marks which learners achieve from SHS 1 to SHS 3. This transcript will be presented to universities
alongside the WASSCE certificate for tertiary admissions.

An Inclusive and Responsive Curriculum

The SHS, SHTS, and STEM curriculum ensures no learner is left behind, and this is achieved through
the following:
• Addressing the needs of all learners, including those requiring additional support or with special
needs. The SHS, SHTS, and STEM curriculum includes learners with disabilities by adapting
teaching and learning materials into accessible formats through technology and other measures
to meet the needs of learners with disabilities.
• Incorporating strategies and measures, such as differentiation and adaptative pedagogies
ensuring equitable access to resources and opportunities for all learners.
• Challenging traditional gender, cultural, or social stereotypes and encouraging all learners to
achieve their true potential.
• Making provision for the needs of gifted and talented learners in schools.

Social and Emotional Learning

Social and emotional learning skills have also been integrated into the curriculum to help learners to
develop and acquire skills, attitudes, and knowledge essential for understanding and managing their
emotions, building healthy relationships and making responsible decisions.

Philosophy and vision for each subject

Each subject now has its own philosophy and vision, which sets out why the subject is being taught
and how it will contribute to national development. The Philosophy and Vision for Ghanaian
Language is:
Philosophy: Every learner can communicate effectively in a Ghanaian Language, have a good sense
of their cultural values and identity, and appreciate the aesthetics of the language using field and
creative surrogate experiences to expose them to job prospects, further studies and adult life.
Vision: Learners can communicate effectively and confidently in the Ghanaian Language, appreciate
their cultural values, and critically analyse discourse for the world of work or further studies.

2
 SUMMARY SCOPE AND SEQUENCE

SUMMARY SCOPE AND SEQUENCE

S/N STRAND SUB-STRAND YEAR 1 YEAR 2 YEAR 3

CS LO LI CS LO LI CS LO LI
1. Oral Conversation/
Conversation Communication 1 1 2 1 1 2 1 1 3
in context
Phonology 1 2 4 2 2 4 1 1 2
Reading 1 1 3 1 1 2 1 1 2
2. Language and Lexis and
1 1 4 1 1 4 1 1 3
Usage structure
Rules of writing
a Ghanaian 1 1 3 1 1 2 1 1 2
Language
Text
1 1 3 2 2 4 1 1 1
Composition
Interpretation
1 1 1 1 1 1 1 1 2
and Translation
3. Cultural Cultural practices 2 2 3 2 2 5 2 2 4
Practices and Traditional
Traditional governance 1 1 2 1 1 3 - - -
Governance
4. Literature of Oral literature 1 1 2 1 1 2 1 1 2
The Ghanaian Written literature
Language 1 1 2 1 1 2 1 1 2

Total 12 13 29 14 14 31 11 11 23

Overall Totals (SHS 1 – 3)

Content Standards 37
Learning Outcomes 38
Learning Indicators 83

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SECTION 6: DEITY NAMES AND PUBERTY/INITIATION RITES

SECTION 6: DEITY NAMES AND PUBERTY/

INITIATION RITES

Strand: Cultural Practices and Traditional Governance

Sub-Strand: Cultural Practices

Learning Outcomes:
1. Analyse the significance of deity names.
2. Evaluate the values and significance of initiation into adulthood (puberty rites) in the
respective cultures and those of other cultures.

Content Standards:
1. Demonstrate knowledge of naming systems.
2. Demonstrate knowledge and understanding of rites of passage.

INTRODUCTION AND SECTION SUMMARY

This section discusses deity names and some initiation processes among the cultures of Ghana. The
puberty rites discussed mostly in this section are those of adolescent boys. It must be noted that a few
of the cultures of Ghana do have initiation for girls as well. Learners will learn the concept first then
go on to study the significance and process in the initiation and naming children after deities. They
will be introduced to classroom activities that promote GESI. This section is essential for learners not
only in the context of Ghanaian language studies but also establishes links with related subjects such
as Religious Studies. The section equips learners with the requisite skills of appreciating their culture
and the cultures of other groups. The examples given are not exhaustive. Teachers are advised to look
for other examples and add on to what has been given. The teacher is therefore encouraged to support
the gifted and talented as well as learners with Special Education Needs.
The weeks covered by the section are:
Week 16: Deity names
Week 17: Puberty rites

SUMMARY OF PEDAGOGICAL EXEMPLARS

The pedagogical exemplars employed include a variety of creative approaches to teaching Ghanaian
language concepts. Problem based learning involves the whole class sharing their views on a given
concept. Learners collaborate in groups to find solutions to problems and concepts. Specific approaches
like whole class activities and group work are employed under these pedagogies. This helps in
developing self-confidence in learners. For the gifted and talented learners in the class, teachers are
encouraged to assign higher tasks to them and ask them to perform leadership roles as peer-teachers
to guide colleague learners to have a deeper understanding of Ghanaian language concepts. Teachers
are guided to take care of learners with SEN.

ASSESSMENT SUMMARY
The assessment strategy for this section ensures a balance evaluation of recall/reproduction, strategic
reasoning and extended critical thinking abilities of learners. Teachers are encouraged to document

4
 SECTION 6: DEITY NAMES AND PUBERTY/INITIATION RITES

achieved results for future reference. The assessment strategies employed begin with level 1 recall
questions and short oral answers and discussions to offer insights into foundational knowledge of
the concepts. Level 3 strategic thinking skills question progress to short essays or oral presentations,
evaluating students’ ability to appreciate their culture.

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SECTION 6: DEITY NAMES AND PUBERTY/INITIATION RITES

WEEK 16
Learning Indicator: Explore deity names focusing on their origin and reason.

Theme or Focal Area: Deity Names

Deity
A god or goddess. It is a supernatural being, like a god or goddess that is worshipped by people who
believe it controls or exerts force over some of their deeds. Some of the deities of different religions
are Zeus, Apollo, Athena, Ares, Aphrodite, Poseidon, Hades, Thanatos, Dionysus, Hera, Artemis,
Hephaestus and Hermes. These deities are from Ancient Greek. From Ancient Norse religion, deities
like Thor, Odin, Tyr, Frey, Freya, Baldur and Loki are well respected and worshipped. In Ghana,
every region or language also has some deities they believe in. Some of these deities include:
Ga: Dantu, Nae, Sakumɔ, Kɔɔle, Klote, La Kpa, etc.
Akan: Kune, Tegare, Nyamaa, etc.
NB: Teachers should give examples in the language of study
Deity names
They are names that are given to humans based on their beliefs and background of worship.
Some deity names:
Bosompra, Bosomtwe, Bosommuru, Bosompo, Logosu, Agbodzihusi, Sodzi e.t.c.
NB: Teachers should give more examples of the names in their various language of study.
Importance of deity names
• Easy identification. It helps in identifying where the person hails from.
• It shows the connection between the person and the deity. The name shows that there is a link
between the person and the deity and most of the things that he or she does is a replica of the
deity whose name was given to him or her.
• It helps in protecting and maintaining culture. The culture on naming is protected and maintained
through the use of deity names. The types or forms of naming in the naming systems of the
various cultures of Ghana has deity names as one of the forms. The more deity names are given
to babies, the more its significance is maintained and protected.
• It shows the belief of the parents and gives an information on how the mother of the child got
pregnant. In some cases, when couples are finding it difficult to give birth, they consult deities
and make promises to the deities to name their babies after them should they help them get a
baby. This is the reason why some babies are named after deities in some communities.

Learning Task

1. What is a deity?
2. Explain deity names and give two examples in your language of study.
3. Give examples of deity names in your language of study.
4. Discuss the significance of any three deity names.

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 SECTION 6: DEITY NAMES AND PUBERTY/INITIATION RITES

Pedagogical Exemplars
Group work/collaborative learning
1. Think-pair-share
In mixed-ability pairs learners perform the following tasks:
a. Write ten local names they know.
b. Each pair reads the names they have written to the class.
c. Identify names they feel are strange and do not belong to the normal family names.
2. Whole class
a. Discuss deity names with learners.
b. Discuss the origin of deity names with learners.
c. Give a list of names and walk learners through the names by pronouncing them.
d. Learners pronounce the names after you and then pronounce the names themselves.
3. Group work
a. In mixed-ability groups learners discuss the names and bring out the deity names among them.
b. Each group makes a presentation for peer review.
4. Whole class
a. Teacher leads the class in discussing the importance of deity names.
NB: In achieving the standard set for content acquisition, the teacher should not expect all learners
to be at the same level of achievement. Some learners will be able to define deity and give two
examples whiles others will define deity and give more than two examples. Others could also give the
definition of deity and deity names and give more than three examples under each explaining their
significance in Ghanaian culture.

Key Assessment
1. Level 1 Assessment: Recall:
a. Define deity names
b. List five examples of deity names in your community and discuss their origins.
2. Level 2 Assessment: Skills building
a. Explain the significance of three deity names in your own words.
3. Level 3 Assessment: Extended critical thinking
a. To what extent do you agree with this statement: ‘communities should continue to name
babies after deities’

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SECTION 6: DEITY NAMES AND PUBERTY/INITIATION RITES

WEEK 17
Learning Indicators:
1. Discuss the process of initiation into adulthood (puberty rites: before, during and after).
2. Compare the process of initiation into adulthood rites in the respective cultures of
Ghana.

Theme or Focal Area: Puberty Rites

Puberty
This is the period in life when a boy or a girl becomes sexually mature and becomes capable of sexual
reproduction. It is the process that usually happens from ages 10-14 for girls and ages 12-16 for boys.
(There are exceptions, when it may be early or late in some adolescents)
Physical changes in girls
• Development of breasts
• Growth of hair in pubic area and armpit
• Menstruation
• Changes in physique
Physical changes in boys
• Enlargement of penis and testicles
• Growth of hair in pubic area and armpit
• Growth of muscles
• Deepening of voice
• Growth of facial hair
• Increase in height
Puberty rites: These are the next rites performed for a person in their lifetime after naming. Puberty
rites are processes boys and girls are taken through as a social status transformation. It is also a mark
of beauty, purity and dignity. The Mfantse people call this rite bragor, the Krobo call it Dipo, the Ga
call it Otseŋtse or otofo. What is it called in your language?
The initiation is culture specific. Teachers should teach what pertains to their culture (the following
are just examples)
The initiation process
Prior to the initiation
Discuss what is done before the actual performance. E.g.
• Identification of certain changes in the adolescent
• Seclusion and orientation
• Consultation with the elders of the community or those in charge of the performance of the rites
and also with the deities

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 SECTION 6: DEITY NAMES AND PUBERTY/INITIATION RITES

During the initiation

• Shaving
• The river or sea baths
• The sitting on a stool or the black rock
• Adorning in traditional accessories
• The durbar
• The feeding
• Making of libation
After the initiation
• Presentation of gifts
• Merry making
• Appreciation
Significance of puberty rites
i. Marks transition into maturity
ii. Provides individuals with the knowledge or abilities needed to occupy a new status and privilege.
iii. Declares to the public that the individual is ready for marriage.
iv. Promotes moral life in society
v. Brings honour to the individual and their family.
vi. Helps with societal support
vii. Acquisition of life skills
The teacher should expect that in the course of understanding the content, all learners will not be at
the same level of understanding. A section of the learners will be able to define puberty rites and give
two to three of the steps under the process. Others will be able to define puberty and further explain
it. They could also narrate the process. Yet others will be able to do all the above to the extent of
explaining further the process and giving real life evidence.

Learning Task

1. What is puberty rites?

2. Give any three significances that puberty rites are intended to demonstrate.
3. Explain why any two of the significances mentioned above are important.
4. The initiation process is divided into three parts, name the parts and describe what happens
under each of the parts.
5. With the knowledge you have gained in this lesson, analyse the picture carefully and discuss
your observations with the person next to you.

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SECTION 6: DEITY NAMES AND PUBERTY/INITIATION RITES

Source: Olivier Asselin as cited in Ndetei (2018)

Pedagogical Exemplars
Initiating talks for learning
1. Whole class:
a. With all learners involved, discuss what puberty rites is and its significance.
b. Teacher leads the class to discuss the initiation process.
c. The class watches a video on initiation into adulthood (puberty rites)
d. Teacher leads the class to analyse the content of the video on initiation into adulthood
through questioning (puberty rites).
e. Teacher leads the class to discuss the significance of puberty rites.
2. Group work
a. In mixed-ability groups, learners discuss the significance of the costumes used for the rites.
The groups should use any of the pictures below for the discussion.

Source: Mybrytfmonline.com/Obed Ansah (2021)

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 SECTION 6: DEITY NAMES AND PUBERTY/INITIATION RITES

Source: cogadfw.org as cited in Ndetei (2018).

Source: Jubtrip as cited in Ndetei (2018).

b. Each group presents their work for discussion.

3. Whole class
a. Role play the performance of an initiation into adulthood rites.
b. Class to do peer review of the role play.

Key Assessment
1. Level 1 Assessment: Recall
a. Explain puberty/initiation rites
b. Mention at least three activities that are performed prior to initiation rites
2. Level 2 Assessment: Skills building
a. Explain three activities performed during initiation into adulthood.
b. Describe three activities that are performed after the puberty rites are performed.
3. Level 3 Assessment: Strategic reasoning
a. Analyse the significance of initiation rites to your community in these contemporary times.

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SECTION 6: DEITY NAMES AND PUBERTY/INITIATION RITES

Theme or Focal Area: Comparing Puberty Rites

Previse the content of puberty rites

Some similarities
i. Items are used
ii. Done on special day
iii. Done during adolescence
iv. The individuals are kept in a special room
v. Different hair styles are done for the individuals
NB: Teachers should add to the similarities above.
Some Differences
i. Items used differ from culture to culture.
ii. The day selected for the occasion differs
iii. Food given to the individual are different
iv. Spiritual and material preparations are done.
The levels of achievement for learners will not be the same for all learners. Some will mention two
similarities and others will mention more than that. Some learners will also be able to analyse the
videos they will watch and come out with more similarities and differences. The teacher is advised to
accommodate each category of achievement and assist learners with special education needs.
The teacher could also task learners to go online to watch a video on how puberty rites are performed.

Learning Task

1. Watch videos of puberty rites in other cultures (e.g., Ga, Dangme, Ashante, Mfantse, Nzema,
Gonja, Dagbani, etc.).
2. Learners are to discuss the video and compare the puberty rites they watched to their culture
bringing out the similarities and differences.

Pedagogical Exemplars
Group work collaborative
1. Whole class: Teacher leads learners to do the following:
a. Discuss the processes of initiation into adulthood rites of other cultures of Ghana (e.g.,
Dagbani, Gonja, Ga, Kasem, Dangme, Nzema, Ashante, Akwapim, Ewe, etc.).
2. Group work: In mixed-ability groups, learners do the following:
a. Discuss the similarities in the initiation into adulthood rites among their people and those
of other Ghanaian cultures.
b. Discuss the differences in the performance of initiation into adulthood rites among their
people and those of other Ghanaian cultures.
c. The groups make presentations for peer review.

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 SECTION 6: DEITY NAMES AND PUBERTY/INITIATION RITES

Key Assessment
1. Level 3 Strategic reasoning:
a. Analyse the relationship between the puberty/initiation rites in your culture and other cultures
2. Level 4 Extended critical thinking and reasoning:
a. Given the opportunity to make changes in the puberty/initiation rites of your people, which
aspects would you change and why?

Section Review
This section discusses deity names and puberty rites. The deity names discussed are from
a few of the cultures of Ghana. Teachers are encouraged to teach the topic as it pertains in
their language and use the example in the book to do comparison. This will help bring out the
similarities and differences. It is expected that by the end of the section, learners will be in a
good position to explain their cultural practices with reference to deity names and puberty rites
with confidence and a higher level of competence.

Additional Reading
1. Owu-Ewie C. (2015). Language teaching skills: A guide for language teachers. Shine Prints
2. Company Ltd.
3. Blanton, L.L. (2021). Composition Practice. Heinle ELT.
4. DeJoy, N. C. (2021). Undergraduate writing in composition studies. Utah State University.
5. Prempeh, A. A. (2023). Akanfoɔ amammerɛ ne Akan kasadwin. Premsco Publications.
6. Prempeh, A. A. (2021). Asnate twi nyansapɔ. Premsco Publications.

References
1. Ansah, O. (April, 2021): E/R: Performance of ‘Dipo’ puberty rite resumes in Krobo after
Covid-19 restrictions. Joydady Multimedia. https://mybrytfmonline.com/e-r-performance-of
-dipo-puberty-rite-resumes-in-krobo-after-covid-19-restrictions/
2. Dolphyne, F. A & Dakubu, K M. E. (1988). The Volta-Comoe languages. In M. E. Kropp
Dakubu (Ed.), The Languages of Ghana (50-90).
3. https://th.bing.com/th/id/R.e491c323a1d35d00d7012fefe1fded4f?rik=v1bHP5Y
ws8Rtdw&riu=https%3a%2f%2ffanyv88.com%3a443%2fhttp%2fwww.internationalphoneticalphabet.org%2fwp-content%
2fuploads%2f2013%2f11%2fipa-vowelsgif&ehk=hy2vt6rnfK0o8JwynZbK2KEqIxiG0km7
1E%2fuWYyQuFY%3d&risl=&pid=ImgRaw&r=0&sres=1&sresct=1
4. Ndetei, C. (May, 2018). Puberty rites in Ghana: Types and significance. Yen.Com.Gh.
https://yen.com.gh/110451-puberty-rites-ghana-types-significance.html
5. Snider, K. (2019). Long and short vowels in Chumburung: An instrumental comparison. In
Pius W. Akumbu & Esther P. Chie (eds.). Engagement with Africa:Linguistic essays in honour
of Ngessimo M. Mutaka, 249-264.

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SECTION 7: CULTURAL PRACTICES AND GOVERNANCE

SECTION 7: CULTURAL PRACTICES AND

GOVERNANCE

Strand: Cultural Practices and Traditional Governance

Sub-Strand: Traditional Governance

Learning Outcome: Evaluate the values and significance of the traditional governance system

Content Standard: Exhibit knowledge and understanding of the traditional governance structure
in the culture

INTRODUCTION AND SECTION SUMMARY

This section discusses the traditional governance structure among the various language groups in
Ghana. The governance structure that was introduced first is the structure at home. The traditional
governance structure in the community was introduced later to learners. Learners will learn the
concept first then go on to study the traditional governance structures. They will be introduced to
classroom activities that promote GESI. This section is essential for learners not only in the context of
Ghanaian language studies but also establishes links with related subjects such as Religious Studies.
The section equips learners with the requisite skills for appreciating their culture and the cultures of
other groups. The examples given are not exhaustive. Teachers are advised to look for other examples
and add on to what has been given. The teacher is therefore encouraged to support the gifted and
talented as well as learners with Special Education Needs.

SUMMARY OF PEDAGOGICAL EXEMPLARS

The pedagogical exemplars employed include a variety of creative approaches to teaching Ghanaian
language concepts. Talk for learning includes the use of whole class and group activities to enhance
learning outcomes in the classroom. In collaborative learning, learners collaborate in groups to find
solutions to problems and concepts. Specific approaches like whole class activities and group work
are employed under these pedagogies. This helps in developing self-confidence in learners. For the
gifted and talented learners in the class, teachers are encouraged to assign them higher tasks and to
encourage them to perform leadership roles as peer-teachers to guide colleague learners to have a
deeper understanding of Ghanaian language concepts. Teachers are guided to take care of learners
with SEN.
The weeks covered by the section are:
Week 18: Traditional Governance Structure (Home)
Week 19: Traditional Governance Structure

ASSESSMENT SUMMARY
The assessment strategy for this section ensures a balanced evaluation of recall/reproduction, strategic
reasoning, and extended critical thinking abilities of learners. Teachers are encouraged to document
achieved results for future reference. The assessment strategies employed begin with level 1 recall
questions and short oral answers and discussions to offer insights into foundational knowledge of the
concepts. Level 3 strategic thinking skills questions progress to short essays or oral presentations,
evaluating students’ ability to appreciate their culture.

14
 SECTION 7: CULTURAL PRACTICES AND GOVERNANCE

WEEK 18
Learning Indicator: Explore the traditional governance structure (father, family head, clan head).

Theme or Focal Area: Traditional Governance Structure (Home)

Traditional Governance
This is a form of governance system that is led by local indigenous knowledge in collaborative and
participatory processes.
Governance structure within families
i. Clan Heads: The clan is a group of people interrelated by ancestry or marriage. It is a group
of families with a common surname and a common ancestor, acknowledging the same leader.
They are normally united by common characteristics, aims or interests. The person selected by
these people to lead them is the one referred to as the clan head. In some cultures, the family
heads meet to elect one among them as the leader of the clan.
ii. Family heads: These are people selected by the families under the clan as their leader. Their
role is to govern the family they belong to and to solve problems within families.
iii. The father: The father is the head of the nuclear family, made up of himself, the wife and
children. They take care of the needs of the immediate members of their nuclear families.
Here is the hierarchy:
i. Clan Heads
ii. Family Heads
iii. Fathers
Importance/functions of the functionaries:
Clan Head:
i. Acts as the judge of the clan
ii. Keeps the history of the clan
iii. Keeps the traditions of the clan
iv. Is responsible for the preservation of the ancestral lands
v. Makes sure that the subsequent generations are raised to understand and respect the clan’s heritage
Family Head:
i. Protects the family from harm
ii. Improves the well-being of individuals in the family
iii. Makes sure peace prevails
Father:
i. Lays down rules and enforces them
ii. Provides a feeling of security
iii. Promotes inner growth and strength
iv. Acts as the first teacher
v. Provides for the needs of the family

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SECTION 7: CULTURAL PRACTICES AND GOVERNANCE

vi. Acts as a mentor and role model

NB: The teacher should make it known to learners that mothers also have roles they play in the
nuclear family.

Learning Task

1. State the traditional governance structure at home.

2. Discuss at least three duties of the clan head
3. Analyse two duties of the father.
4. The traditional governance structure begins from the immediate family. Briefly describe the
hierarchy of the traditional governance structure you have just studied.

Pedagogical Exemplars
Talk for learning
1. Whole class: Teacher facilitates the following:
a. Discuss the traditional governance structure of their respective cultures (father, family
head, clan head).
b. Create the organogram of the traditional government of the community.
c. Discuss the functionaries of the traditional governance structure and their importance.
Talk for learning
2. Class debate: In your opinion, do you think the traditional governance structure is still relevant?
3. Group work
a. Learners role-play the traditional governance structure focusing on father, family head,
clan head. Role play should resolve a dispute normally seen in the community such as
owing or inconsiderate neighbours.
b. The class critique the role play bringing out the traditional governance structure they saw
in the role play
NB: Teachers are advised that levels of achievement among learners will differ from one learner to
the other. The higher achievers should be encouraged to do more as the teacher offers assistance to
learners still struggling.

Key Assessment
Level 1 Assessment: Recall
a. Discuss the functionaries of the traditional governance structure in the home.
b. Arrange the functionaries in ascending order.
Level 3 Extended thinking
a. Explore the traditional governance structure discussing their importance to the society and home.

16
 SECTION 7: CULTURAL PRACTICES AND GOVERNANCE

WEEK 19
Learning Indicator: Explore the traditional governance structure (chief, sub-chiefs, kingmakers,
etc.).

Theme or Focal Area: Traditional Governance Structure

Organogram of the traditional government

An organogram is a graphical representation of the structure of an organisation. It shows the
hierarchical relationships between managers and people who report to them.
• Paramount Chief/King
• Sub-chief
• Kingmakers
Other traditional leaders such as queen mothers, warlords, chief fisherman, clan heads, family
heads etc.
It should be noted that apart from the above hierarchy, there are other functionaries of the traditional
governance structure which include chief priests, warlords and queen mothers. There are also
divisional chiefs and sub-divisional chiefs.
The Paramount Chief
The paramount chief is the leader of a tribe or an ethnic group. He/she is usually the head of state and
is chosen by members of a particular tribe or ethnic group.
NB: The selection, outdooring and enstooling/enskinning or paramount chiefs, differ from one culture
to the other. Teachers are to treat the process involved in accordance with what pertains to their
culture. Pictures of some paramount chiefs have been added below. This can be used by teachers to
enhance understanding of the concept.
NB: Teachers should look for more images and show them to learners.

Source: Blacksonrise.com (2020) Source: WorldAtlas (2024) Source: Art+Feminism (2022)

Functions of Paramount chief

i. The leader of the region or ethnic group
ii. Celebrates ceremonial tasks
iii. Custodian of the land
iv. Protects traditions
v. Brings development to the people
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SECTION 7: CULTURAL PRACTICES AND GOVERNANCE

vi. Arbitrates and decides upon political and economic questions in the area
vii. Performs the traditions of the stool/skin
viii. Sets rules and regulations
The Sub-chiefs/Divisional chiefs
These are chiefs who are subordinates to another chief. The sub-chiefs are mostly area heads and
found mostly in the towns within cities and villages.
Functions:
i. Acts in the absence of the paramount chief
ii. Helps prevent crime in their jurisdiction
iii. Acts as an arbitrator
iv. Has the duty of protecting the land under his jurisdiction
v. Makes sure peace prevails in his jurisdiction
vi. Performs traditional rites for his stool and leads the pacification of the land should the need arise
NB: The above functions are not exhaustive. Teachers should add to the functions.
Kingmakers:
A kingmaker is a person or a group of people that have great influence on a royal or political succession,
without themselves being a viable candidate. This group meets to take a decision on who the next
chief or king is.
NB: The processes that the kingmakers go through to elect a chief differs from culture to culture. The
teacher should treat it as it pertains in the culture of the people.
Functions:
i. Elects the next chief
ii. Performs rites when the chief dies
iii. Is responsible for destooling a chief
iv. Introduces the new chief to the elders and the people
v. Are advisors to the chief

Learning Task

Class debate: There is a school of thought that thinks that traditional governance is an outdated
form of governance. To what extent do you agree with this assertion? Students should be made
to present a detailed and measured argument.

Pedagogical Exemplars
Group work/collaborative learning
1. Whole class:
a. Create the organogram of the traditional government of the community (chief, sub-chiefs,
kingmakers, etc.).
b. Discuss the functionaries of the traditional governance structure and their importance.

18
 SECTION 7: CULTURAL PRACTICES AND GOVERNANCE

During the discussion, the teacher should encourage learners to describe the importance of the
functionaries and also talk about modern trends affecting the traditional governance such as education,
money, party politics, etc.
NB: The level of achievement among learners will not be the same for all learners. The teacher
is advised to encourage high achievers to do more and skilfully assist the low achievers to grasp
essential concepts.

Key Assessment
1. Level 1 Assessment: Recall
a. Who is a chief?
b. Who are kingmakers?
c. Who are sub-chiefs?
2. Level 2 Assessment: Skills building
a. How are chiefs enstooled/enskinned in your locality?
b. Create an organogram of the traditional government in your area.
3. Level 3 Assessment: Extended thinking
a. In your opinion, should the traditional governance system be maintained?
NB: Teacher should make sure that learners justify their reasoning and present a balanced argument.

Section Review
This section dealt with the traditional governance structure at home and in the community.
Learners were introduced first to the governance structure at home and then the traditional
government structure in the community. The functions of the functionaries of the traditional
governance structure at home and the community were also discussed. It is expected that after
learners have gone through this section, they will have the requisite information to discuss the
governance structure in the home and the community.

Additional Reading
1. Blanton, L.L. (2021). Composition Practice. Heinle ELT.
2. DeJoy, N. C. (2021). Undergraduate writing in composition studies. Utah State University.
3. Owu-Ewie C. (2015). Language teaching skills: A guide for language teachers. Shine Prints
Company Ltd.
4. Prempeh, A. A. (2021). Asnate twi nyansapɔ. Premsco Publications.
5. Prempeh, A. A. (2023). Akanfoɔ amammerɛ ne Akan kasadwin. Premsco Publications.

References
1. Art+Feminism (April, 2022). Female chiefs in northern Ghana. https://artandfeminism.org/
edit_a_thon/female-chiefs-in-northern-ghana/
2. Blacksonrise.com (September, 2020). Yaa-Naa takes over as president of northern regional
house of chiefs https://blacksonrise.com/yaa-naa-takes-over-as-president-of-northern-
regional-house-of-chiefs/

19
SECTION 7: CULTURAL PRACTICES AND GOVERNANCE

3. Dolphyne, F. A & Dakubu, K M. E. (1988). The Volta-Comoe languages. In M. E. Kropp

Dakubu (Ed.), The Languages of Ghana (50-90).
4. Oseiagyemang.com . (September, 2022). A thrilling experience at the special millet festival of
the Krobos in Ghana? https://www.oseiagyemang.com/a-thrilling-experience-at-the-special-
millet-festival-of-the-krobos-in-ghana/
5. Pinterest (n.d). Ghana queen arrives at Aburi festival. https://www.pinterest.com/
pin/474215035740592466/
6. Snider, K. (2019). Long and short vowels in Chumburung: An instrumental comparison. In
Pius W. Akumbu & Esther P. Chie (eds.). Engagement with Africa: Linguistic essays i n
honour of Ngessimo M. Mutaka, 249-264.
7. WorldAtlas (2024). The culture of Ghana. WorldAtlas.com. https://www.worldatlas.com/
articles/the-culture-of-ghana.html

20
 SECTION 8: LITERATURE

SECTION 8: LITERATURE

Strand: Literature of the Ghanaian Language

Sub-Strands: Oral Literature and Written Literature

Learning Outcomes:
1. Use the knowledge of the structure and form used to perform libation and a dirge.
2. Use the knowledge of the elements of prose to appreciate a prose text.

Content Standards:
1. Demonstrate knowledge and understanding of libation and dirges
2. Demonstrate understanding of prose

INTRODUCTION AND SECTION SUMMARY

This section discusses concepts under oral literature and written literature of the Ghanaian language.
Under oral literature, concepts like libation and dirges are discussed. Under written literature, the
concept of prose is discussed. The concepts are first introduced to learners then their significance
and how they are performed are introduced later. They will be introduced to classroom activities that
promote GESI. This section is essential for learners not only in the context of Ghanaian language
studies but also establishes links with related subjects such as Religious Studies. The section equips
learners with the requisite skills of appreciating their culture and the cultures of other groups. The
examples given are not exhaustive. Teachers are advised to look for other examples and add on to
what has been given. The teacher is encouraged to support the gifted and talented as well as learners
with Special Education Needs.
Teachers are guided to take care of learners with SEN.
The weeks covered by the section are:
Week 20: Libation
Week 21: Dirges
Week 22: Elements of Prose
Week 23: Prose appreciation

SUMMARY OF PEDAGOGICAL EXEMPLARS

The pedagogical exemplars employed include a variety of creative approaches to teaching Ghanaian
language. Initiating talk for learning includes the use of whole class and group activities to enhance
learning outcomes in the classroom. It is also helps animate the class and develop a love of learning.
In collaborative learning, learners collaborate in groups and pairs to find solutions to problems and
concepts. In experiential learning, whole class activities are employed to make learners understand
concepts better. These pedagogies help in developing self-confidence in learners. For the gifted and
talented learners in the class, teachers are encouraged to assign them higher tasks and to ask them to
perform leadership roles as peer-teachers to guide colleague learners to have a deeper understanding
of Ghanaian language concepts. Teachers are guided to take care of learners with SEN.

21
SECTION 8: LITERATURE

ASSESSMENT SUMMARY
The assessment strategy for this section ensures a balanced evaluation of recall/reproduction, strategic
reasoning, and extended critical thinking abilities of learners. Teachers are encouraged to document
achievement results for future reference. The assessment strategies employed begin with level 1 recall
questions and short oral answers and discussions to offer insights into foundational knowledge of the
concepts. Level 3 strategic thinking skills questions progress to short essays or oral presentations,
evaluating students’ ability to appreciate their culture.

22
 SECTION 8: LITERATURE

WEEK 20
Learning Indicator: Explore the structure of libation in the respective Ghanaian Languages
(invocation, message, conclusion)

Theme Or Focal Area: Libation

Libation
It is an act of pouring a liquid as a sacrifice to a deity. An activity whereby water, alcohol or any
beverage, such as wine is poured on the ground with the intention of invoking the spirits and requesting
their assistance (Ayim-Aboagye, 1993: 165). In some areas, grains such as rice are used to perform
libation. Libation ceremonies play a large role in African societies. Through the libation, ancestors
who are seen as an integral part of society are invited to all public functions.
The structure of a libation
Invocation, Message, Conclusion
• Invocation: This is the stage where the deities are recognised and called upon. The one
performing the libation starts by calling the Supreme Being first, followed by the god of the
land, the lesser gods, and then the ancestors.
• Message: At this stage the one performing the libation tells the deities the reason for calling
on them and seeks their presence at the occasion till the end. This is where the performer seeks
their protection.
• Conclusion: At this stage, the performer thanks the deities and asks the deities to rain on those
who have any bad intentions for the occasion. The performer also asks for blessings from the
deities to be bestowed on those doing good for society. In some situations, such as purification,
a sacrifice is offered at this stage. The pictures below are examples of libation session among a
particular group of people in Ghana.
NB: The facilitator can look for other images on libation from other cultures in Ghana and use them
to teach so that understanding of the concept is enhanced. The teacher is as well advised that the
structure of libation discussed above is the general structure. If there are other things that are done
apart from the three things mentioned, the teacher should mention them to the learners and explain
with examples.

Source: Jayeoba (2023) Source: Nana Osei (2014) immigrantslenz.

tumblr.com

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SECTION 8: LITERATURE

The libation process:

NB: The teacher should show a video on libation to learners. Learners are to discuss the video noting
the key parts of the process.
The teacher should expect the following:
i. Items are used
ii. The performer pulls down his cloth
iii. The performer removes his sandals
iv. The performer faces a certain direction
v. He stands, sits or squats.
vi. He starts with an invocation, then continues with the message and ends with some
concluding words.
NB: Teachers should note that in some societies, women do not perform libation unless the need
arises (for the traditional priestess) or when there is no male to do so. In such situations, the concept
of women not being allowed to perform libation should be well explained. Teachers can also go
online to watch videos on libation. The link below can be of help:
Ga Libation video :https://youtu.be/X9wBlgwzHn4
Akan Libation video : https://youtu.be/ZNJ6Fw2-flk
Significance of libation:
i. Gives homage to God
ii. Give homage to the lesser gods and the ancestors
iii. It binds members of the audience by emphasizing their common roots
iv. It is a performance of oratorical skills
v. It serves as a demonstration of cultural and historical knowledge
vi. Shows reverence to a relative or friend who has passed on
vii. Serves as a ground for learning new vocabulary
viii. It makes people effective communicators
Items used in performing libation:
The items used differ from culture to culture but some include:
Calabash, water, wine, rice, palm-wine, hard liquor, glass, cups, etc.

Some items for performing libation (Source: jumia.com.gh/general)

Learning Task

Learners should label the pictures above with how they relate to a libation performance.

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 SECTION 8: LITERATURE

Pedagogical Exemplars
Initiating talk for learning
1. Whole class: Teacher facilitates the following:
a. Discuss libation (invocation, message, conclusion).
b. Watch/observe a libation performance.
c. Identify and discuss the structure of the libation.
d. Discuss the significance of libation.
Experiential learning
1. Group work
a. Role-play the libation performance, clearly defining each part (invocation, message,
conclusion). Encourage learners to take part in the role-play
b. Learners analyse the role-play, identifying at least two of the structures of libation they saw
in the role-play.

Key Assessment
1. Level 1 Assessment: Recall
1. Briefly define the term libation.
2. Describe at least two of the structures of a libation.
2. Level 2 Assessment: Extended thinking
1. Assess the significance of libation.
2. Libation performance should be abolished at national and social gatherings. To what extent
do you agree with this assertion by some people? Give at least three reasons to support
your answer.

25
SECTION 8: LITERATURE

WEEK 21
Learning Indicator: Discuss dirges (functions and significance).

Theme or Focal Area: Dirges (Functions And Significance).

A dirge
The term is derived from the Latin word, ‘Dirige.’ It is a song or hymn of grief and lamentation,
especially, one intended to accompany funeral or memorial rites. It is also defined as a slow, solemn,
and mournful piece of music. Dirges are also used to praise the dead person.
Significance of dirges:
i. Used to mourn the dead.
ii. Serves as a link between the past and the present
iii. Used to communicate an important message
iv. Used to bid farewell to the deceased
v. Used to admit loss
vi. Shows an unbroken family relationship
vii. In some communities, dirges are seen as part of the rites of passage
NB: The picture below shows someone performing a dirge. The teacher should use it to explain
the concept of dirge. The teacher can look for other images or videos on dirges and use them as
well. Teachers should use the picture to explain the concept. The teacher can access a video on a
traditional dirge from the site below
https://youtube.be/-9IN1IfdVz0

Performing a dirge: Source: Atenteben (2023)

NB: The performance of dirges differ from culture to culture. The teacher is to teach dirge performance
according to the way it is done in the language of study.

26
 SECTION 8: LITERATURE

Learning Task

1. What is a dirge?
2. Give any five significances of dirges.
3. Explain any three of the significances that you have given
4. How is a dirge performed in your locality?

Pedagogical Exemplars
Initiating talk for learning
1. Whole class:
a. Play a video on a dirge from the community being performed
Teacher facilitates the following:
• Discuss dirges.
• Discuss the significance of dirges.
• Watch/observe a dirge performance.
2. Group work
a. In mixed-ability groups, learners discuss how the video they have watched might/might not
help them cope with loss.

Key Assessment
1. Level 1 Assessment: Recall
a. Describe what a dirge
2. Level 2 Assessment: Skills building
a. Dirges are integral part of the rites of passage in some communities. How are dirges
performed in your locality?
3. Level 3 Assessment: Extended thinking
a. Assess the significance of dirge

27
SECTION 8: LITERATURE

WEEK 22
Learning Indicator: Discuss the elements of prose (e.g., characters, theme, plot, setting, point of
view, etc.).

Theme Or Focal Area: Elements Of Prose

Prose
Prose is one of the common genres of written literature. It refers to any writing that follows the
conventions of speech and language. It is grammatically and syntactically correct and flows like
speech. It does not follow a structure of rhyming or meter. It is used to directly communicate concepts,
ideas, and stories to a reader.
Elements of prose:
i. Characters: Any person, animal, or a figure represented in a literary work. Characters can
be people or animals. The story depends on the interaction and relationships between various
characters. Characters are essential to a good story and it is the main characters that have the
greatest effect on the plot or are the most affected by the events of the story. Examples of
characters are the protagonist who is the main character of the story; antagonist who opposes
the protagonist and causes a lot of problems in the story; flat character who does not change
his/her mind in the story and the round character who changes according to new happenings
in stories.
ii. Theme: This is the controlling idea or message of a story. It is often shown as a result of the
actions of characters and their changing relationships. A story can have sub-themes that aid the
development of the controlling idea.
iii. Setting: This is the background of the story. It includes information about the place and time of
the story, the context (social, historical, culture or geographical).
iv. Plot: This is the sequence of events in a story. It depicts the flow of ideas and actions in a story.
It works on the points of conflict, human rivalries, and difficulties. It can be plausible and linear
or completely bizarre with unexpected twists and turns.
v. Point of view or Perspective: This is the angle of looking at the subject and the entire story. It
can be in first-person (narrator being part of the story) or in the third-person
vi. Mood: This is the overall feeling the author intends to create for the audience. It is the creation
of an atmosphere of emotions by adding imagery, situations, things, ideas or events and other
details (sensory and extra-sensory) to the setting. It can be sad, triumphant, ecstatic, hopeful,
tragic, etc.
Summary of elements of prose learned: Characters, Theme, Plot, Setting, Point of view/Perspective,
The Mood

Learning Task

1. Why/how are characters essential in a literary work?

2. Why/how is the setting essential in a literary work?
3. In your opinion, what makes a good plot in a literary work?

28
 SECTION 8: LITERATURE

Pedagogical Exemplars
Initiating Talk for Learning
1. Whole class: Teacher facilitates the following:
a. Discuss the elements of a prose text (e.g., characters, theme, plot, setting, point of view, etc.).
b. Read a prose text and identify the elements.
Group Work/Collaborative Learning
2. Pair work:
a. In pairs, learners discuss the elements identified in the prose text.

Key Assessment
1. Level 1 Assessment: Recall
a. What is a prose text?
b. State the elements of a prose text.
c. Briefly describe any three of the elements of prose.
2. Level 2 Assessment: Extended thinking
a. Read a prose text and analyse the efficacy of the elements in it giving evidence from the text
to support your points.

29
SECTION 8: LITERATURE

WEEK 23
Learning Indicator: Appreciate prose texts (title, theme, diction, literary devices, etc).

Theme Or Focal Area: Appreciating A Prose

Revise the elements of prose.

The elements are character, theme, plot, setting, point of view, and mood. Learners should explain
these terms in pairs and share their views.
Appreciating a prose text: Appreciation is reading, understanding and making a critical judgement
of the theme, style, use of figurative and non-figurative language as well as other elements of literary
work. To appreciate a prose text, do the following:

STEPS DESCRIPTION GUIDING POINTS

1. Content (What) What is the selection about?
What are the main ideas?
Make a short summary.
2. Theme or focus What is the primary purpose of the writer?
(Why)
3. Point of view or Who is speaking?
Perspective Who is the audience?
Is the speaker the ‘voice’ of the writer or one of the characters?
4. Setting (Where and What clues are there to the place and time of the writing?
When) Find specific examples to support it.
How does the setting affect the theme?

5. Style (How) Check the structure and tone. What words does the writer use?
Look for the way the writer uses punctuation and sentence
patterns.
Is there a dialogue? Is it distinctive?
What kind of imagery is used?
What is the tone or mood of the piece? How is it archived?
How does the tone relate to the theme or focus?

Summary of the prose appreciation steps:

1. Content (What)
2. Point of view (Who)
3. Theme or Focus (Why)
4. Setting (Where and When)
5. Style (How)
NB: The teacher should use the above prose appreciation steps to model the prose appreciation process.

30
 SECTION 8: LITERATURE

Learning Task

1. State the elements of a prose text.

2. State the things that should be considered when appreciating a prose text.
3. Briefly describe any three of the things mentioned.
4. Read a prose text of about 500 words and critique based on the knowledge you have gained
in this lesson.

Pedagogical Exemplars
Initiating Talk for Learning
1. Whole class: Teacher facilitates the following:
a. Revise the elements of prose.
b. Model prose appreciation.
Group Work/Collaborative Learning
1. Pair work: In pairs, learner do the following:
a. Read a prose text.
b. Apply the knowledge gained to appreciate a prose text.

Key Assessment
1. Level 2 Assessment: Skills building
a. State and explain the steps in appreciating a prose text.
2. Level 3 Assessment: Strategic reasoning:
a. In pairs, learners should read a given prose text and appreciate it considering the characters,
and setting. The pairs should make a presentation for discussion.
b. Read a prose book. Appreciate it considering theme, subject matter and style.

Section Review
This section dealt with libation, dirges and prose. Learners were introduced to what a prose
is and the elements of prose. Later, learners were introduced to how prose is appreciated. The
structure of libation was also taught together with the significance of libation. The concept
dirges were also introduced and its significance was taught. It is expected that after learners
have gone through this section, they will have the requisite information to discuss libation,
dirges and at the same time be able to appreciate prose.

Additional Reading
1. Blanton, L.L. (2021). Composition Practice. Heinle ELT.
2. DeJoy, N. C. (2021). Undergraduate writing in composition studies. Utah State University.
3. Owu-Ewie C. (2015). Language teaching skills: A guide for language teachers. Shine Prints
Company Ltd.
4. Prempeh, A. A. (2021). Asnate twi nyansapɔ. Premsco Publications.
5. Prempeh, A. A. (2023). Akanfoɔ amammerɛ ne Akan kasadwin. Premsco Publications.

31
SECTION 8: LITERATURE

References
1. Atenteben,E. (2023). Asante funeral dirges. Retrieved from https://bing.com/videos/
riverview/relatedvideo?q=Ashnati+funeral+Dirges&mid=
DF9C1B7D6C7732DC8B54DF9C1B7D6C7732DC8B54&FORM=VIRE
2. Dolphyne, F. A & Dakubu, K M. E. (1988). The Volta-Comoe languages. In M. E. Kropp
Dakubu (Ed.), The Languages of Ghana (50-90).
3. Jayeoba, D. (January, 2023). Facts and myths surrounding libation in Africa. African
Folder.
https://africanfolder.com/facts-and-myths-surrounding-libation-in-africa/
4. Snider, K. (2019). Long and short vowels in Chumburung: An instrumental comparison. In
Pius W. Akumbu & Esther P. Chie (eds.). Engagement with Africa: Linguistic essays in
honour of Ngessimo M. Mutaka, 249-264.

32
 ACKNOWLEDGEMENTS

ACKNOWLEDGEMENTS
Special thanks to Professor Edward Appiah, Director-General of the National Council for Curriculum
and Assessment (NaCCA) and all who contributed to the successful writing of the Teacher Manuals for
the new Senior High School (SHS), Senior High Technical School (SHTS) and Science Technology,
Engineering and Mathematics (STEM) curriculum.
The writing team was made up of the following members:
NaCCA Team
Name of Staff Designation
Matthew Owusu Deputy Director-General, Technical Services
Reginald Quartey Ag. Director, Curriculum Development Directorate
Anita Cordei Collison Ag. Director, Standards, Assessment and Quality Assurance
Directorate
Rebecca Abu Gariba Ag. Director, Corporate Affairs
Anthony Sarpong Director, Standards, Assessment and Quality Assurance Directorate
Uriah Kofi Otoo Senior Curriculum Development Officer (Art and Design Foundation
& Studio)
Nii Boye Tagoe Senior Curriculum Development Officer (History)
Juliet Owusu-Ansah Senior Curriculum Development Officer (Social Studies)
Eric Amoah Senior Curriculum Development Officer (General Science)
Ayuuba Sullivan Senior Curriculum Development Officer (Physical Education &
Akudago Health)
Godfred Asiedu Mireku Senior Curriculum Development Officer (Mathematics)
Samuel Owusu Ansah Senior Curriculum Development Officer (Mathematics)
Thomas Kumah Osei Senior Curriculum Development Officer (English)
Godwin Mawunyo Kofi Assistant Curriculum Development Officer (Economics)
Senanu
Joachim Kwame Honu Principal Standards, Assessment and Quality Assurance Officer
Jephtar Adu Mensah Senior Standards, Assessment and Quality Assurance Officer
Richard Teye Senior Standards, Assessment and Quality Assurance Officer
Nancy Asieduwaa Assistant Standards, Assessment and Quality Assurance Officer
Gyapong
Francis Agbalenyo Senior Research, Planning, Monitoring and Evaluation Officer
Abigail Birago Owusu Senior Research, Planning, Monitoring and Evaluation Officer
Ebenezer Nkuah Senior Research, Planning, Monitoring and Evaluation Officer
Ankamah

33
ACKNOWLEDGEMENTS

NaCCA Team
Name of Staff Designation
Joseph Barwuah Senior Instructional Resource Officer
Sharon Antwi-Baah Assistant Instructional Resource Officer
Dennis Adjasi Instructional Resource Officer
Samuel Amankwa Corporate Affairs Officer
Ogyampo
Seth Nii Nartey Corporate Affairs Officer
Alice Abbew Donkor National Service Person

Subject Writer Designation/Institution

Home Grace Annagmeng Mwini Tumu College of Education
Economics Imoro Miftaw Gambaga Girls’ SHS
Jusinta Kwakyewaa (Rev. Sr.) St. Francis SHTS
Religious Dr. Richardson Addai-Mununkum University of Education Winneba
Studies Dr. Francis Opoku Valley View University College
Aransa Bawa Abdul Razak Uthmaniya SHS
Godfred Bonsu Prempeh College
RME Anthony Mensah Abetifi College of Education
Joseph Bless Darkwa Volo Community SHS
Clement Nsorwineh Atigah Tamale SHS
Arabic Dr. Murtada Mahmoud Muaz AAMUSTED
Dr. Abas Umar Mohammed University of Ghana
Mahey Ibrahim Mohammed Tijjaniya Senior High School
French Osmanu Ibrahim Mount Mary College of Education
Mawufemor Kwame Agorgli Akim Asafo SHS
Performing Arts Dr. Latipher Osei Appiah-Agyei University of Education Winneba
Desmond Ali Gasanga Ghana Education Service
Chris Ampomah Mensah Bolgatanga SHS, Winkogo
Art and Design Dr. Ebenezer Acquah University for Education Winneba
Studio and Seyram Kojo Adipah Ghana Education Service
Foundation
Dr. Jectey Nyarko Mantey Kwame Nkrumah University of Science
and Technology
Yaw Boateng Ampadu Prempeh College
Kwame Opoku Bonsu Kwame Nkrumah University of Science
and Technology
Dzorka Etonam Justice Kpando Senior High Sschool

34
 ACKNOWLEDGEMENTS

Subject Writer Designation/Institution

Applied Dr. Sherry Kwabla Amedorme AAMUSTED
Technology Dr. Prosper Mensah AAMUSTED
Esther Pokuah Mampong Technical College of
Education
Wisdom Dzidzienyo Adzraku AAMUSTED
Kunkyuuri Philip Kumasi SHTS
Antwi Samuel Kibi Senior High School
Josiah Bawagigah Kandwe Walewale Technical Institute
Emmanuel Korletey Benso Senior High Technical School
Isaac Buckman Armed Forces Senior High Technical
School
Tetteh Moses Dagbon State Senior High School
Awane Adongo Martin Dabokpa Technical Institute
Design and Gabriel Boafo Kwabeng Anglican SHTS
Communication Henry Agmor Mensah KASS
Technology
Joseph Asomani AAMUSTED
Kwame Opoku Bonsu Kwame Nkrumah University of Science
and Technology
Dr. Jectey Nyarko Mantey Kwame Nkrumah University of Science
and Technology
Dr. Ebenezer Acquah University for Education Winneba
Business Studies Emmanuel Kodwo Arthur ICAG
Dr. Emmanuel Caesar Ayamba Bolgatanga Technical University
Ansbert Baba Avole Bolgatanga Senior High School,
Winkogo
Faustina Graham Ghana Education Service, HQ
Nimako Victoria SDA Senior High School, Akyem
Sekyere
Agriculture Dr. Esther Fobi Donkoh University of Energy and Natural
Resources
Prof. Frederick Adzitey University for Development Studies
Eric Morgan Asante St. Peter’s Senior High School
Agricultural David Esela Zigah Achimota School
Science Prof. J.V.K. Afun Kwame Nkrumah University of Science
and Technology
Mrs. Benedicta Carbiliba Foli Retired, Koforidua Senior High
Technical School

35
ACKNOWLEDGEMENTS

Subject Writer Designation/Institution

Government Josephine Akosua Gbagbo Ngleshie Amanfro SHS
Augustine Arko Blay University of Education Winneba
Samuel Kofi Adu Fettehman Senior High School
Economics Dr. Peter Anti Partey University of Cape Coast
Charlotte Kpogli Ho Technical University
Benjamin Agyekum Mangoase Senior High School
Geography Raymond Nsiah Asare Methodist Girls’ High School
Prof. Ebenezer Owusu Sekyere University for Development Studies
Samuel Sakyi Addo Achimota School
History Kofi Adjei Akrasi Opoku Ware School
Dr. Anitha Oforiwah Adu-Boahen University of Education Winneba
Prince Essiaw Enchi College of Education
Ghanaian David Sarpei Nunoo University of Education Winneba,
Language Ajumako
Catherine Ekua Mensah University of Cape Coast
Ebenezer Agyemang Opoku Ware School
Physical Paul Dadzie Accra Academy
Education and Sekor Gaveh Kwabeng Anglican Senior High
Health Technical School
Anthonia Afosah Kwaaso Junkwa Senior High School
Mary Aku Ogum University of Cape Coast
Social Studies Mohammed Adam University of Education Winneba
Simon Tengan Wa Senior High Technical School
Jemima Ayensu Holy Child School
Computing and Victor King Anyanful OLA College of Education
Information Raphael Dordoe Senyo Ziavi Senior High Technical School
Communication
Technology Kwasi Abankwa Anokye Ghana Education Service, SEU
(ICT) Millicent Heduvor STEM Senior High School, Awaso
Dr. Ephriam Kwaa Aidoo University for Education Winneba
Dr. Gaddafi Abdul-Salaam Kwame Nkrumah University of Science
and Technology

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 ACKNOWLEDGEMENTS

Subject Writer Designation/Institution

English Esther O. Armah Mangoase Senior High School
Language Kukua Andoh Robertson Achimota School
Alfred Quaittoo Kaneshie Senior High Technical
School
Benjamin Orrison Akrono Islamic Girls’ Senior High School
Fuseini Hamza Tamale Girls’ Senior High School
Intervention Roberta Emma Amos-Abanyie Ingit Education Consult
English Perfect Quarshie Mawuko Girls Senior High School
Sampson Dedey Baidoo Benso Senior High Technical School
Literature-in- Blessington Dzah Ziavi Senior High Technical School
English Angela Aninakwah West African Senior High School
Juliana Akomea Mangoase Senior High School
General Science Dr. Comfort Korkor Sam University for Development Studies
Saddik Mohammed Ghana Education Service
Robert Arhin SDA SHS, Akyem Sekyere
Chemistry Ambrose Ayikue St. Francis College of Education
Awumbire Patrick Nsobila Bolgatanga SHS, Winkogo
Bismark Tunu Opoku Ware School
Gbeddy Nereus Anthony Ghanata Senior High School
Physics Dr. Linus Labik Kwame Nkrumah University of Science
and Technology
Henry Benyah Wesley Girls High School
Sylvester Affram Kwabeng Anglican SHS
Biology Paul Beeton Damoah Prempeh College
Maxwell Bunu Ada College of Education
Ebenezer Delali Kpelly Wesley Girls’ SHS
Doris Osei-Antwi Ghana National College
Mathematics Edward Dadson Mills University of Education Winneba
Zacharia Abubakari Sadiq Tamale College of Education
Collins Kofi Annan Mando SHS
Additional Dr. Nana Akosua Owusu-Ansah University of Education Winneba
Mathematics Gershon Mantey University of Education Winneba
Innocent Duncan KNUST SHS
Intervention Florence Yeboah Assin Manso SHS
Mathematics Mawufemor Adukpo Ghanata SHS
Jemima Saah Winneba SHS

37
ACKNOWLEDGEMENTS

Subject Writer Designation/Institution

Robotics Dr. Eliel Keelson Kwame Nkrumah University of Science
and Technology
Dr. Nii Longdon Sowah University of Ghana
Isaac Nzoley Wesley Girls High School
Engineering Daniel K. Agbogbo Kwabeng Anglican SHTS
Prof. Abdul-Rahman Ahmed Kwame Nkrumah University of Science
and Technology
Valentina Osei-Himah Atebubu College of Education
Aviation and Opoku Joel Mintah Altair Unmanned Technologies
Aerospace Sam Ferdinand Afua Kobi Ampem Girls’ SHS
Engineering
Biomedical Dr. Dorothy Yakoba Agyapong Kwame Nkrumah University of Science
Science and Technology
Jennifer Fafa Adzraku Université Libre de Bruxelles
Dr. Eric Worlawoe Gaba Br. Tarcisius Prosthetics and Orthotics
Training College
Manufacturing Benjamin Atribawuni Asaaga Kwame Nkrumah University of Science
Engineering and Technology
Dr. Samuel Boahene Kwame Nkrumah University of Science
and Technology
Prof Charles Oppon Cape Coast Technical University
Spanish Setor Donne Novieto University of Ghana
Franklina Kabio Danlebo University of Ghana
Mishael Annoh Acheampong University of Media, Art and
Communication
Assessment Benjamin Sundeme St. Ambrose College of Education
Dr. Isaac Amoako Atebubu College of Education
Curriculum Paul Michael Cudjoe Prempeh College
Writing Guide Evans Odei Achimota School
Technical Team

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