SAMPLE LESSON NOTES-WEEK 3

BASIC SIX

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 SCHEME OF LEARNING- WEEK 3
BASIC SIX
Name of School…………………………………………….……………………….…………………

Week Ending
Class Six
Subject ENGLISH LANGUAGE
Reference English Language curriculum
Learning Indicator(s) B6.1.6.3.2. B6.2.6.4.2. B6.3.9.1.1. B6.4.13.2.3 B6.5.8.1.1. B6.6.1.1.1.
Performance Indicator A. Learners can demonstrate turn taking in conversation on different topics
B. Learners can recognize the playful use of words in spoken and written
language
C. Learners can use modals to express a variety of meanings
D.Learners can establish and maintain a formal style..
E. Learners can identify and use conjunctions
F. Learners can read and critique a variety of age- and level appropriate
books
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:

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Monday Learners to sing songs and A.ORAL LANGUAGE Give learners task to
play games to get them ready Through discussion, guide learners to complete while you go
for the lesson identify some current or recent events. round the class to support
those who might need extra
There Was a Crooked Choose one such event and engage in a help.
Man model conversation with a learner earlier
There was a crooked man, prepared. Have learners to read and
and he spell some of the keywords
walked a crooked mile. Converse on a given topic with a learner in the lesson
He found a crooked as others watch.
sixpence upon a
crooked stile. Let learners, converse in pairs on
He bought a crooked cat, different topics after the example.
which
caught a crooked mouse, Encourage them to follow the rules of
And they all lived together in conversation.
a little
Crooked house. Guide the use of appropriate vocabulary
by showing vocabulary cards and
indirectly dropping hints of a correct
word.

Put learners into groups to discuss topics

such as "How I spend my holidays; My
future career" etc.

Encourage learners to ask and answer

questions for clarification about key
details. Ensure appropriate vocabulary
use by dropping hints and showing word
cards.
Tuesday Engage learners to solve this B.READING Give learners task to
riddle (Vocabulary. Pg173) complete while you go
round the class to support
There are three houses. One Demonstrate the use of playful words in those who might need extra
is red, one is blue and one is spoken and written language help.
white. If the red house is to e.g. jokes, riddles, puns
the left of the house in the Have learners to read and
middle, and the blue house is Introduce these one at a time. spell some of the keywords
to the right of the house in in the lesson
the middle, where is the Provide and discuss examples.
white house?
Learners play games with the activity in
pairs/groups.

Wednesday Gather 20 objects that can C.GRAMMAR Give learners task to

be found in the classroom (Modals) complete while you go
and lay them all out on the round the class to support
desk. Revise modal auxiliaries. those who might need extra
Show them all to the − Can: conveys ability help.
students and then cover − May: asks for permission, expresses
everything with a blanket or politeness, possibility Have learners to read and
a sheet after one minute. − Must: obligation or compulsion, spell some of the keywords
necessity in the lesson
Ask the students to write − Shall/will: prediction, intention,
down as many items they determination etc.
remember on a piece of − Could: tentativeness, politeness
paper. − Would: politeness etc.
− Might: possibility
Write a list of the items on − Should: obligation
the chalkboard and allow − Used to: for past activity/event
students to self-correct. − Have to/ought to/need to: for
obligation

Introduce them in context one or two at

a time.

With examples, assist learners to use the

modals in sentences to convey specific
meanings such as politeness.
Thursday Get a viral picture, a D.WRITING Give learners task to
trending news on twitter, (Argumentative writing. Pg. 207) complete while you go
Facebook, YouTube and round the class to support
other social media handles. Using models, discuss the basic structure those who might need extra
of an argumentative piece: help.
Discuss what is trending and − Introduction.
invite learners to share their − Reasons for the stand taken. Have learners to read and
opinions on them. − Conclusion. spell some of the keywords
in the lesson
Have learners in groups to present full
compositions using class discussions.
Friday Have learners to sing songs E.WRITING CONVENTIONS & Give learners task to
and recite some familiar GRAMMAR USAGE complete while you go
rhymes. (Using Conjunctions) round the class to support
Example: those who might need extra
Peter Piper" Revise the use of conjunctions learners help.
Peter Piper picked a peck of have learnt.
pickled peppers e.g. and, but, or, nor, so that, Have learners to read and
A peck of pickled peppers when, while, if, unless etc. to express spell some of the keywords
Peter Piper picked; in the lesson
If Peter Piper picked a peck purpose, time, condition etc.
of pickled pepper s.
Where's the peck of pickled Learners write stories on topics of their
peppers Peter Piper picked? choice using the conjunctions to link
ideas in their sentences.

Have learners peer-edit one another’s

work.

Engage learners in the F.EXTENSIVE READING

“popcorn reading” game Encourage them to visit the
Have learners read books of their choice local library to read and
The rules are simple: One independently during the library period. borrow books
student starts reading aloud
and then calls out "popcorn" Let learners write a one-page critical
when they finish. This commentary based on the books read
prompts the next student to
pick up where the previous Invite individuals to present their work
one left off. to the class for feedback.
Week Ending
Class Six
Subject MATHEMATICS
Reference Mathematics curriculum Page 127
Learning Indicator(s) B6.1.2.5.1 B6.1.2.6.1
Performance Indicator Learners can solve multi step word problems involving the four basic
operations
Learners can locate, compare and order sets of integers using the
number line and symbols "< or >"
Strand Number
Sub strand Number Operations
Teaching/ Learning Counters, bundle and loose straws base ten cut square, patterns made
Resources from Manila cards, Bundle of sticks
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 Call out a number between Learners model mathematical Give learners task to
1and 15. Example 3. statements from a given word complete while you go round
Learners must call out the problem involving addition and the class to support those
double(2x) of that number. multiplication and solve using the who might need extra help.
In this case 6 is the answer. strategies learnt

Tuesday Engage learners in the Learners model mathematical Give learners task to
“Jump Counting” game statements from a given word complete while you go round
Have learners count while problem involving division and the class to support those
jumping with each count. subtraction and solve using the who might need extra help.
Challenge them to count by strategies learnt
twos, fives, or tens!
Wednesday Let learners draw a picture Learners role play a given word Give learners task to
of a favorite place in the problem involving addition and complete while you go round
world. multiplication and solve the class to support those
Then write five or more who might need extra help.
words that remind them of Learners role play a given word
that place. problem involving subtraction and
division and solve
Have learners to paste
their drawings on the
classroom wall to create a
gallery.
Thursday Call out a number between Learners model mathematical Give learners task to
1and 15. Example 3. statements from a given word complete while you go round
Learners must call out the problem involving division and the class to support those
double(2x) of that number. multiplication and solve using the who might need extra help.
In this case 6 is the answer. strategies learnt.

The relationship between

operations and the use of
calculator and spreadsheet to
assess the reasonableness of
answers should be stressed
Friday Engage learners to sing the Use number line to help learners Give learners task to
song to identify integers as opposites of complete while you go round
 whole numbers by answering the the class to support those
WE CAN COUNT following questions: who might need extra help.
We class six i. Which integer is at the point marked
We can count B1?
We count 1,2,3,4,5 ii. Which integer is larger than B1 and
We count 6,7,8,9,10 which is smaller?
iii. How many steps away from B is B1?
We class six can count very
well.
Week Ending
Class Six
Subject SCIENCE
Reference Science curriculum Page 44
Learning Indicator(s) B6.5.1.1.1
Performance Indicator Learners can identify the causes and effects of foul body odor on
humans and how it can be prevented
Strand Humans & The Environment
Sub strand Personal Hygiene & Sanitation
Teaching/ Learning Resources Soap, water, dirty clothes
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:

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Engage learners in the design Learners, in groups, discuss the Have learners to say 10
challenge game. causes of body odor. things about the lesson.

Give each learner a piece of Prepare personal hygiene Let learners summarize the
paper to create something with cards/posters for each learner in important points of the
the paper. Encourage learners the group to write one cause of lesson.
to display their final art for foul body odor and how it can
appreciation and appraising. be prevented. Give learners task whiles
you go round to give
Learners pair-share their ideas support.
and present to the whole class.
Let learners share their opinions Learners, in groups, discuss the Have learners to say 10
on the debate topic “technology causes of body odor. things about the lesson.
has done more good than harm
to education” Prepare personal hygiene Let learners summarize the
cards/posters for each learner in important points of the
the group to write one cause of lesson.
foul body odor and how it can
be prevented. Give learners task whiles
you go round to give
Learners pair-share their ideas support.
and present to the whole class.
Week Ending
Class Six
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page 58
Learning Indicator(s) B6.4.1.2.1.
Performance Indicator Learners can explain the importance of public accountability
Strand All Around Us
Sub strand Being A Citizen
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:

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Write a word vertically on the Learners explain public Let learners write on a
board. accountability e.g. Public piece of paper the
Each student must come up with following;
a word starting with each letter Accountability is a process by which
of the vertical word. people are held responsible for their 3 things they remember in
actions and activities in the society the lesson
Using questions and answers, 2 questions they would
review learners understanding Learners discuss the importance their partner to answer.
of the previous lesson. of public accountability in 1 interesting fact of the
promoting social justice lessson.
e.g. i. Peace building avoids conflicts.
ii. When there are no conflicts people Give learners task to
work together.
complete at home.
iii. People see themselves as one
people.
iv. Everybody contributes to
development.
Write a word vertically on the In groups learners identify ways Let learners write on a
board. by which people can be held piece of paper the
Each student must come up with accountable for their following;
a word starting with each letter stewardship
of the vertical word. e.g. i. development of self- 3 things they remember in
consciousness about the lesson
Using questions and answers, accountability 2 questions they would
review learners understanding ii. ensuring compliance to rules their partner to answer.
of the previous lesson. and regulations 1 interesting fact of the
iii. awareness that there are lessson.
societal institutions to ensure
your compliance e.g. court
action, report to the police, etc.
Week Ending
Class Six
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page 54
Learning Indicator(s) B6 5.1.1.1
Performance Indicator Learners can identify the role of children in promoting harmony with
other family members.
Strand The Family, Authority & Obedience
Sub strand Authority & Obedience
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:

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Get a tall list of action words on Revise with learners the roles Let learners write on a
it. they can play to promote piece of paper the
Select a student to stand at the harmony in the family: following;
front of the room and act out a
word from your list (no Let learners, in pairs or in 3 things they remember in
speaking allowed). groups, list roles other family the lesson
The rest of the class must then members can play to ensure 2 questions they would
guess what the student is harmony in the family: relatives their partner to answer.
attempting to portray. Whoever must be respectful, obedient, 1 interesting fact of the
guesses correctly can act the caring, protective, defensive, lessson.
next word humble, etc.

Ask learners to dramatize or

role-play the duties of their
grandparents, uncles, cousins,
aunts, etc., in molding their
character.
Week Ending
Class Six
Subject HISTORY
Reference History curriculum Page 44
Learning Indicator(s) B6.6.1.1.1
Performance Indicator Learners can describe the events leading to the emergence of the Fourth
Republic
Strand Independent Ghana
Sub strand The Republics
Teaching/ Learning Resources Wall charts, wall words, 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: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Lead learners to sing a song. Ghana’s fourth republic begun in 1992 Let learners write on a piece
when a new constitution was introduced. of paper the following;
Engage learners to play the This constitution came into effect on
crossword game January 7 1993. 3 things they remember in
the lesson
Write a word on the board Using pictures and charts, list the names 2 questions they would their
crossword-style. Invite each of all the Presidents of the Fourth partner to answer.
student to the board to Republics and their dates of tenure. 1 interesting fact of the
create a new word stemming lessson.
from the letters that are John Dramani Mahama born on
already available. November 1958 in Damango in the West
Gonja District of Ghana became the Give learners task to
Let learners talk about the fourth president of the fourth republic complete at home
pictures. after winning the 2012 general elections.
He ruled for four years (2013-2016). He
also remains the only president. to have
lost the elections after his first term in
office.

Nana Addo Dankwa Akuffo Addo born on

29th march 1940 became the fifth
president of the fourth republic after
winning the 2016 general elections. He is
the current president of Ghana.
Read out excerpts from Show and discuss a documentary on the Let learners write on a piece
speeches made by important inauguration of a new President of Ghana. of paper the following;
individuals in the country. Let
learners relate to the Learners recount an inauguration they 3 things they remember in
speeches and share ideas on have witnessed or seen on Television. the lesson
such speeches. 2 questions they would their
partner to answer.
Using questions and answers, 1 interesting fact of the
review learners understanding lessson.
of the previous lesson.
Give learners task to
complete at home
Week Ending
Class Six
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page
Learning Indicator(s) B6.1.2.2.3 B6.1.2.3.3
Performance Indicator Learners can create own symbolic visual artworks that communicate,
educate or sensitize the public on some topical issues in the world
Strand Visual Arts
Sub strand Planning, Making and Composing
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 to sing songs and play Learners are to explore the Ask learners to talk about
games to get them ready for the local environment to select what they have learnt.
lesson available materials and tools that
are good for making artworks. Through questions and
Show pictures of visual artworks answers review learners
to learners for them to observe Learners gather materials and understanding of the lesson
and talk about them tools available in their
community based on artworks
they wish to create. Example:
how to make clay pot.

Demonstrate and guide learners

to make a simple clay pot
Learners to sing songs and play Allow learners to practice in Ask learners to talk about
games to get them ready for the groups following the steps what they have learnt.
lesson provided
Through questions and
Sort out your materials an tools answers review learners
needed to make the pot. understanding of the lesson
e.g. clay, rollers, scrappers,
modeling tools, piercing tool,
trimming tool etc.

Ensure that learners use the

right methods.
e.g. pinching, coiling and the slab
method.

Learners to discuss and

compare their artworks to the
artworks studied.
Week Ending
Class Six
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page 73
Learning Indicator(s) B6.1.11.1.1-3
Performance Indicator  Learners can recognize and discuss the causes accidents that occur at
home, school, roads, etc.
 Learners can discuss some safety measures to prevent accidents that
occur at home, school and on roads.
Strand Oral Language
Sub strand Presentation
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: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Write down a couple of words Show learners a picture of a vehicle Use questions to review their
on cards. Make sure learners involved in a road accident. understanding of the lesson
are familiar with the words.
Divide the class in to groups. Have learners to observe and talk Ask learners to summarize
One person from each group about the picture. Let learners what they have learnt
comes up in front to pick and mention they see in the picture.
act the word.
The group to get the highest Using the whole class discussion
score wins! method, engage learners to talk
about the picture using the
appropriate descriptive words.

Let learners recognize and mention

accidents that occur at home,
school, and on the roads.
Engage learners to play the Through brainstorming, ask Use questions to review their
“What letter am I writing” learners to say some of the causes understanding of the lesson
game. of accidents.
Put learners into groups of Ask learners to summarize
two. Show learners a picture of a fallen what they have learnt
The teacher writes a letter in tree.
the air. Ask learners what they think
Learners makes the letter caused the tree to fall.
sound and tell the teacher the
sound that has been written Put learners in groups and give each
group specific accident scene and
ask the learners to brainstorm the
causes.

Each group should discuss with the

class the causes for each given
accident.
Write down a couple of words Put learners into groups to discuss Use questions to review their
on cards. Make sure learners the accidents that occur in school, understanding of the lesson
are familiar with the words. home, road etc. previously
Divide the class in to groups. allocated to them. Ask learners to summarize
One person from each group what they have learnt
comes up in front to pick and Let the group discuss the
act the word. preventive and safety measures for
The group to get the highest those incidents.
score wins!
Let each group discuss the safety
measures of the given accident to
the whole class
Week Ending
Class Six
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B6.1.11.1.14
Performance Indicator Learners can dribble a ball and kick (shoot) it towards a goal while
being guarded
Strand Motor Skill & Movement Patterns
Sub strand Manipulative Skills
Teaching/ Learning Resources Pictures and Videos
Core Competencies: Learners develop these skills such as agility, precision, power, direction, coordination

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)
Take learners out to the field. Arrange 5 cones in front of a Have learners to express
goal post. The last cone should their satisfaction for the
Let learners run or jog within a be about 5-10m away from the lesson by talking about how
demarcated area to warm target or the goal post. they enjoyed the dancing
themselves up. moves of their partners.
Learners in front with the ball
Let learners perform some dribbles through the cones base
general and specific warm ups. on their capabilities and after
the last cone kicks it into the
goal post.

Learners progress at their own

pace.

Learners play mini football game

in groups.

Learners cool-down to end the

lesson
Week Ending
Class Six
Subject COMPUTING
Reference Computing curriculum Page 47
Learning Indicator(s) B6.6.4.1.1-4
Performance Indicator Learners can Show how to create and delete a favorite link.
Strand Word Processing
Sub strand Favorite Places And Search Engines
Teaching/ Learning Resources Pictures
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 REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Put learners into 2 teams. Let Guide learners to create an Use questions to review
each team present a player who Internet favorite link. their understanding of the
is very good in playing the Zuma lesson
game. Guide learners to delete a
favorite link they have created. Ask learners to summarize
The first person to finish a level what they have learnt
wins. Teams must bring out a Guide learners to create a
new player for each level. favorite folder or subfolder.

Teacher can choose other Help learners by aiding them

games that improves Mousing or through the necessary steps to
keyboarding skills create a favorite folder.

Guide learners to use the links

toolbar.