WEEKLY SCHEME OF LEARNING-WEEK SIX

NAME OF SCHOOL…………………………………………………………………………………………………….……….

Week Ending 18th October, 2019.

Class Six
Subject ENGLISH
Reference English curriculum Page
Learning Indicator(s) B6.1.3.1.2. B6.2.3.1.2. B6.3.3.1.1. B6.4.6.1.2 B6.5.3.1.2.
B6.6.1.1.1
Performance Indicator A. Learners can discuss values in poems and talk about
the importance of these values in society.
B. learners can use words with digraphs to make
meaningful sentences
C. learners can identify and use pronouns
D. learners can use key words, phrases or clauses to
introduce the main idea in the paragraph
E. learners can identify and use proper nouns to refer
to organizations/events
F. learners can read and critique a variety of age- and
level appropriate books and present a one-page
critical commentary based on a set of criteria, on
each book read
Teaching/ Learning Resources
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving

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

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners in A. ORAL LANGUAGE What have we learnt
singing and reciting Engage learners to recite some today?
some familiar poems. familiar poems.
values in poems
My name is Ghana and I Discuss the meaning of lines
have been mismanaged, using appropriate expressions Have learners to relate
I weep not only for and vocabulary of a selected values in poems to real
myself but for my poem. life situations.
people
People blessed with Guide learners with questions to Have learners summarize
precious resources yet identify some values in the lines the important points in
married to poverty and recited. the lesson
hardships,
I weep daily for Have them relate the values
businessmen and identified to day-to-day living
 women in the “cold Assessment: Have learners
store” business, relate the values to real life
Whose fish and meat situations and experiences
gets rotten daily
courtesy Dumsor-
Domsor etc.
Tuesday Engage learners in B. READING Review the lesson with
singing and reciting leaners and have them to
some familiar poems. Diagraphs are two letters that make identify diagraphs and
a third letter sound, when form sentences with
HICKORY DICKORY combined, such as /sh/, /ch/ them
DOCK Consonant diagraphs are those
Hickory, dickory, dock speech sounds made by groups of
The mouse ran up the two consonants to make a single
clock sound. Examples are
The clock struck one /Sh/ as in shirt
The mouse ran down /Ch/ as in church
Hickory, dickory, dock /Gh/ as in Ghana
/Ph/ as in phone

Have learners identify words

having specific digraphs and
form meaningful sentences with
the words.
e.gs. of digraphs:
ch-chair ck-duck
ph-phone ng-sing
sh-ship qu-queen
wh-whale

Assessment: Have learners build as

many words as possible with the
digraphs and form meaningful
sentences with some of the words
Engage leaners in the C. GRAMMAR What have we learnt
“I am thinking of a today?
name”. Reflexive pronouns are words
ending in self or selves that are Identifying and using
The teacher thinks of a used when the subject and Reflexive pronouns
name of a child in the object of a sentence are the
class e.g. Princess. same e.g. I believe in myself. Review the lesson with
leaners and have them to
Give clues to help the The nine reflexive pronouns are identify and use Reflexive
learners work out myself, yourself, himself, pronouns in sentences.
whose name it is. herself, oneself, itself, ourselves,
yourselves and themselves.
At the beginning all the
children stand up but
they must sit down if Discuss the reflexive pronouns
the clue does not apply with learners.
to them.
Provide a passage and group
For example; learners to identify reflexive
Clue 1- teacher claps the pronouns, and use the pronouns
number of syllables in identified in sentences
the name (2 for
princess)
Clue 2- the name has an Repeat the procedure to teach
/i/ sound in it relative and reciprocal
Clue 3- the name starts pronouns.
with /p/
Clue 4- this is a girl’s
name − Relative pronouns to link ideas
Clue 5- the second or add information to a noun or
sound is /r/ a noun phrase e.g. which,
where, whose, that, whom,
By this stage there whoever, whomever and what.
should only princess
left and the children − Reciprocal pronouns e.g. each
will have guessed that other, one another
it is her name the
Assessment: Help learners to
teacher is describing.
identify and use Reflexive
pronouns in sentences.
Have learners to sing D. WRITING Review the lesson with
songs and recite Display a Model Paragraph. leaners and have them
rhymes relating to the use key words, phrases
lesson Put learners into groups to read or clauses to introduce
the paragraph and identify what the main idea of a
the passage is about or the main passage in the
SOMETHING PASS
idea. paragraph.
•Something pass
•Response: something Have them identify the sentence
pass through my body that contains the main idea.
to my heart.
•Something pass Let the group identify the
•Response: something supporting ideas and what each
pass through my sentence says about the main
mouth to my idea.
stomach.
•Lalala laaa Assessment: Ask each group
choose a given topic and write
•Response: lala laa
five sentences about the topic.
lala lala lala la
•Lololo loo
•Response: lolo loo
lolo lolo lolo lo
Engage leaners in the E. WRITING CONVENTIONS Review the lesson with
“Lucky Dip game” learners
Provide learners with
Learners take turns to opportunities to further practice
dip their hands into a using these nouns.
box containing words of
collective nouns, pick a Learners take their reading
card and use the word books and identify and make a
in a sentence. list of these nouns, use them in
E.g. a team of horses, a sentences and present their
bevy of ladies, a flock of work to the class for feedback.
sheep
Use language drills and games to
help learners to practice.
e.g. a pair drill for singular/plural
nouns
− Learner “A” gives a noun –
mango
− Learner “B” gives its plural
form “mangoes” and uses it in a
sentence – I love mangoes.

Provide further practice

activities to build on learners'
knowledge on nouns.

Lead discussion on the

importance of reading widely.

F. EXTENSIVE READING
Guide learners to Have learners read books of Have learners to tell
choose and read their choice independently what they read to the
books during the during the library period. whole class
library period
Learners think-pair-share their
stories with peers.

Ask each learner to write a-two-

paragraph summary of the book
read.
Invite individuals to present
their work to the class for
feedback.

Encourage them to visit the local

library to read and borrow
books.

Encourage them to share

whatever they read with their
mates.
Week Ending 18th October, 2019.
Class Six
Subject MATHEMATICS
Reference Mathematics curriculum Page 138
Learning Indicator(s) B6.2.1.1.4
Performance Indicator learners can represent a given pattern visually to verify
predictions
Strand Algebra
Sub strand Patterns and relationships
Teaching/ Learning Resources Match 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
For Learning) Teacher)
Monday Engage leaners in the Have leaners to understand that Review lesson with
‘double up game’ some patterns are repeating and leaners by giving them
Call out a number some are sequential. task to solve in their
between 1and 6. workbooks.
Example 3. Learners Leaners identify a consistent
must call out the element of repetition in a
double (2x) of that repeating pattern
number. Example.
In this case 6 is the
answer.
Try out more numbers. The base element of repetition
consists of four counters red,
blue, blue, yellow in that order.

Assessment: Have leaners to

explore and make different
patterns using their colored
counters
Tuesday Engage learners to sing Using model color blocks, have Review lesson with
I’m counting one, what leaners to explore sequential or leaners by giving them
is one growth patterns where there is a task to solve in their
• 1 - One is one alone, consistent element of growth from workbooks.
one term in the pattern to the next.
alone it shall be.
Example:
• 2 - Two pair, two pair
come pair let us pair
• 3 - Turn around
• 4 - Follow me 3 5 7
• 5 - Fire
• 6 - Sister
 • 7 - Saviour Leaners to identify the way a
• 8 - Eat more fruits sequential pattern is growing.
• 9 - Nana Yaw Have leaners to use the growth
• 10 - Thank your God element to extend the pattern

Assessment: Leaners to explore and

create their own sequential patterns

Wednesday Engage leaners to sing Ask learners to examine the pattern Review lesson with
We class six made with match sticks below. leaners by giving them
We can count task to solve in their
We count 1,2,3,4,5 workbooks.
We count 6,7,8,9,10
We class six can count
very well

Have learners to identify the type

of object created by the
arrangement of the match sticks.

Assessment: Have leaners to

create different patterns with the
match sticks.

Thursday Have leaners to solve Ask learners to examine the pattern Review lesson with
for the missing in the table below which shows the leaners by giving them
numbers in the empty number of match sticks used in task to solve in their
cells making a pattern of squares. workbooks.
Pattern 1 2 3 4
+ 1 2 3 no.
1 2 4 Match 3 6
2 4 sticks in
3 4 the
perimeter
Match 0 3
sticks
enclosed
in the
pattern

Ask learners to use match sticks to

make the patterns of triangles and
complete the table. Guide learners
to describe the relationship
 Assessment: have leaners to copy
and complete the table in their
work books
Friday Engage leaners to Play Ask learners to write questions based Review lesson with
show me a number on number or geometric patterns for leaners by giving them
game with learners (up their friends to find answers to; task to solve in their
to 10), with fingers. workbooks.
E.g. how many match sticks will be
used for the 9th pattern of triangles?
Teacher mentions the How many matchsticks will be used
number from (1 to for the 8th pattern of squares?
10). Learners then
show their fingers up Guide leaners to answer questions
they find difficulty in answering.
to show the number
NO. of 1 2 3 4
triangles
Match 7 12
sticks

Assessment: have leaners to copy

and complete the table in their
work books
Week Ending 18th October, 2019.
Class Six
Subject SCIENCE
Reference Science curriculum Page 36
Learning Indicator(s) B6.2.1.1.1 B6.2.1.2.1
Performance Indicator  learners can describe the relative sizes of the earth
and sun and their importance
 learners can explain how rain falls from clouds
Strand Cycles
Sub strand Earth Science
Teaching/ Learning Resources A light source, ball, globe polystyrene balls, ice-cream stick,
torch light, pen.
Core Competencies: Communication and Collaboration Personal Development and Leadership

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

10 MINS (New Learning Including 10MINS
(Preparing The Assessment) (Learner And Teacher)
Brain For Learning)
Have learners to sing Prior to the lesson, task learners What have we learnt
songs and recite to investigate the relative size of today?
rhymes relating to the the sun in relation to its function
lesson. in the solar system. The size of the earth and sun
and their importance
THE PLANETS Each group presents a report in
My – mercury class for discussion. Have learners to summarize
Very - Venus the main points of the lesson
eyes - earth Learners answer the following
may - mars questions:
just - Jupiter (1) Which is bigger, the sun or
see - Saturn the earth?
under – Uranus (2) Which of the two bodies
nine – Neptune move, the sun or the earth?
planets
Assessment: Evaluate learners
by asking: “if the earth was
RAIN RAIN GO AWAY bigger than the sun, how would
Rain rain go away that affect the length of day and
Go and come another night?”
day
Little children wants
to play.
Rain rain go away

Review previous Review the formation of clouds What have we learnt

lesson on mixtures with learners. today?
with learners.
 Lead learners to explain the How rain falls from clouds
Put students into terms: “evaporation, Have learners to summarize
groups of three 3 and condensation, dew point, ice, the main points of the lesson
number them 1-3. cloud, gravity and precipitation”.

Put three number

statements up to the
white board and ask Assessment: Learners, in an
students to explain activity, design a model showing
the corresponding the formation of raindrops
statements related to around tiny spots of dust or
the lesson to their smoke and falling from high
group. parts of a cloud.

The group who Explain that not all clouds result

explains well wins in rainfall.
Week Ending 18th October, 2019.
Class Six
Subject OUR WORLD OUR PEOPLE
Reference Curriculum Page 48
Learning Indicator(s) B6.1.3.1.1
Performance Indicator learners can explain the need for cordial relationships
among family members
Strand All About Us
Sub strand My Family And Community
Teaching/ Learning Resources Videos and pictures
Core Competencies: Personal Development and Leadership, Communication and Collaboration,
Cultural Identity and Global Citizenship Commitment, Loyalty, Respect Obedience, Humility, Unity
Responsibility, Togetherness Tolerance

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

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Have learners to sing Learners in groups, discuss What have we learnt
songs and recite rhymes attitudes and behaviours of today?
in relation to the lesson a responsible family
member: The need for cordial
i. taking part in family relationships among family
activities responsibly members
ii. obedience to elders of the
family have learners to
iii. respect for family summarize the main points
members in the lesson
iv. accepting responsibility
(performing assigned duties) Learners talk about what
v. taking initiatives was interesting and made
vi. helping needy relatives meaning to them in the
lesson and what they will
Assessment: have leaners to change and do differently
discuss irresponsible
behaviours that can destroy
family relationships

Group learners into three Learners discuss the What have we learnt
(3), appoint a leader from importance of being today?
each group to act as the committed to the family:
teacher. i. to promote unity The need for cordial
Ask them to summarize ii. to gain respect relationships among family
what was covered in the iii. to be considered a members
previous lesson. trustworthy person
The class is allowed to iv. To uplift family image have learners to
pose questions to the etc. summarize the main points
leaders. The group who in the lesson
summarizes well wins. Assessment: Learners
engage in role-play and Learners talk about what
other activities that will was interesting and made
teach them to become meaning to them in the
family members who are lesson and what they will
committed e.g. mock family change and do differently
meetings, naming
ceremonies
Week Ending 18th October, 2019.
Class Six
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page 48
Learning Indicator(s) B6 1.2.1.2:
Performance Indicator Learners can Explain the religious and moral lessons in
preserving the environment.
Strand God his creation and attributes
Sub strand The environment
Teaching/ Learning Resources Videos and pictures
Core Competencies: Respect, Caring, Responsibility, stewardship, Love, Communication and
Collaboration, Cultural Identity and Global Citizenship

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

10 MINS (New Learning Including 10MINS
(Preparing The Assessment) (Learner And Teacher)
Brain For Learning)
Tell learners stories Guide learners to talk about the What have we learnt
about creation. religious and moral lessons in today?
preserving the environment:
Have learners to - humankind must account for his Moral lessons in preserving
or her stewardship of the the environment.
sing songs and environment,
rhymes in relation - to promote healthy life, have learners to
to the lesson - to respect other creatures’ right to summarize the main points
survival,
in the lesson
- it is a command from God, etc.

Learners talk about what

Through questions and answers,
was interesting and made
let learners show how they can
meaning to them in the
preserve the environment:
lesson and what they will
- Afforestation,
- proper methods of fishing and
change and do differently
hunting,
- proper disposal of refuse,
- legal methods of mining,
- avoiding indiscriminate bush-
burning,
- proper ways of sand-winning, etc.

Assessment: Engage learners in

a “fish bowl” to discuss the
moral lessons in preserving the
environment.
learners take turns as
contributors and listeners
Write nine key words Let learners do a project on the What have we learnt
used in the previous preservation of the today?
lesson, in boxes on environment: tree-planting,
the board. clean-up exercises in the school Moral lessons in preserving
environment, etc. the environment.
Challenge students to
make a (historically Have learners write about their have learners to
accurate) sentence of project work findings for class summarize the main points
at least three lines or discussion. in the lesson
a short paragraph
using them all Learners talk about what
was interesting and made
meaning to them in the
lesson and what they will
change and do differently
Week Ending 18th October, 2019.
Class Six
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B6.3.4.1.1
Performance Indicator learners can assess the changes that the European
presence brought to Ghana
Strand Europeans in Ghana
Sub strand Impact of European presence
Teaching/ Learning Resources Videos and pictures
Core Competencies: : analyzing the impact of European presence, learners enhance their personal
development and become good communicator

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

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Have learners watch video Show and discuss a What have we learnt
on pre independence era documentary of European today?
presence in Ghana
the change that the
Discuss the activities the European presence
Europeans engaged in brought to Ghana
(trade, vocational training
centers, health facilities, Have learners to
development of local summarize the important
alphabet, translation of the points in the lesson
Bible)
Have learners watch video Debate the impacts of What have we learnt
on pre independence and European presence on today?
post-independence era Ghana
impacts of European
Engage learners in a ‘fish presence on Ghana
bowl’ activity
Have learners to
Have learners in the fish summarize the important
bowl discuss the impacts of points in the lesson
European presence in
Ghana, while the learners
observe them
Week Ending 18th October, 2019.
Class Six
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page 115
Learning Indicator(s) B6 2.3.4.1
Performance Indicator learners can plan a display of own performing artworks to
share creative experiences of the techniques and styles of some
international performing artists studied
Strand Performing Arts
Sub strand Displaying and sharing
Teaching/ Learning Resources
Core Competencies: Decision Making Creativity and Innovation Communication Collaboration Digital
Technology.

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

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Have Learners to watch a Have leaners to talk about What have we learnt
short video or live the video today?
performances that reflect
the history and culture of Have them to tell the class Planning and Displaying of
the people in Ghana the part of the video that own artworks.
interest them most.

Have leaners to perform

parts of the video

Discuss the need for

displaying portfolio of own
performing artworks.

Assessment: call out leaners

in turns to perform parts of
the video
Have Learners to watch a Plan a display of portfolio of What have we learnt
short video on the own music, dance and today?
artwork you intend to drama compositions to
display share, educate and inform Planning and Displaying of
the public on the history and own artworks.
culture of people in the local
community.

Have learners to talk about Give Learners home task to

how they felt performing observe and reflect on a
their own compositions. specific activity within their
What they learnt from the environment and compose
performance of other a short performance for
groups. class discussion
What other things they
would want to do to
improve upon their
compositions.
Week Ending 18th October, 2019.
Class Six
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page 99
Learning Indicator(s) B6.2.6.1.1. B6.2.6.1.2 B6.2.6.1.3
Performance Indicator  Learners can explain the meaning of unfamiliar
words within their context.
 learners can answer factual and inferential
questions
 Learners can make predictions of a given text.
Strand Reading
Sub strand Comprehension
Teaching/ Learning Resources Manila cards, markers, recorded audio visual
Core Competencies: Communication and collaboration

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)
Engage learners in the Give learners text to read. Review the lesson with
“Wipe-out game” lesson.
Write 4-5 sounds on the Call learners in turns to read
board. With the whole a paragraph each. Give them home task to
class, say the sounds (with use some keywords
the action). Ask the Let learners recognize identified to form
learners to close their unfamiliar words from the sentences
eyes and teacher wipes passage.
out one sounds. Learners
open their eyes and must Write the words on the
say which is gone. board and read out the
words aloud.

Let learners explain the

meaning of unfamiliar words
from their context.

Assessment: Call learners in

turns to use the unfamiliar
words to form sentences

Tell learners a story and Give learners text to read. Review the lesson with
have them tell the class lesson.
the part that interest Ask learners some factual
them. questions and call learners
to answer orally.
Have learners to sing Let learners answer factual
songs and rhymes that and inferential questions
relates to the lesson. from a given text

Assessment: Give learners

the text to read again.

Discuss how to make

predictions from a passage.

Assist learners to make

predictions from the given
text

Tell learners a story and Give learners text to read. Tell learners a story and
have them tell the class have them tell the class the
the part that interest Ask learners some factual part that interest them.
them. questions and call learners
to answer orally. Have learners to sing songs
Have learners to sing and rhymes that relates to
songs and rhymes that Let learners answer factual the lesson.
relates to the lesson. and inferential questions
from a given text

Assessment: Give learners

the text to read again.

Discuss how to make

predictions from a passage.

Assist learners to make

predictions from the given
text
Week Ending 18th October, 2019.
Class Six
Subject PHYSICAL EDUCATION
Reference Physical education curriculum Page 92
Learning Indicator(s) B6.1.5.1.6
Performance Indicator learners can change direction quickly to maintain ones’
balance whiles running with an object through obstacles
Strand Motor skills and movement pattern
Sub strand Rhythmic skills
Teaching/ Learning Resources Pictures, videos
Core Competencies: personal skills and competencies such as accuracy, agility, precision, coordination
strength, balance, courage, patience, spatial awareness, teamwork.

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)
Learners go through Arrange set of cones in a Learners to practice
adequate warm-up. straight line. individually and in groups.

Learners walk through the Help those who finds it

spaces within the cones. difficult and help them

Learners jog through and Assessment:

stop at every cone/station Organize mini game for
to change direction. learners for fun and
enjoyment.
Learners run and stop in
front of a cone and change Take learners through cool
direction. down to end the lesson
Week Ending 18th October, 2019.
Class Six
Subject COMPUTING
Reference Computing curriculum Page 52
Learning Indicator(s) B6.1.3.1.1. B6.1.3.1.2. B6.1.3.1.3.
Performance Indicator  Learners can identify types of data. (Integers,
double, characters, float etc.)
 Learners can identify more sources of data and
information e.g. internet (emailing, Skype, SMS
etc.)
 learners can demonstrate sending and receiving
information from other gadgets e.g. Bluetooth,
Infrared, Radio, Fax, Telephones calls, SMS etc.
Strand Introduction to Ms-Windows Interface
Sub strand Data, Sources And Usage
Teaching/ Learning Resources Photographs, audio recordings, video recordings, film,
letters and diaries, speeches, published books,
newspapers and magazines, government publications, oral
histories, etc.)
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: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Have learners mention Guide learners to identify Review the lesson with
the days on which they and record data in the learners
were born. different forms.
Make a frequency table Have learners to
Have learners gather summarize the important
out of the data
information from points of the lesson
collected and hence
newspaper, magazines etc.
introduce the lesson for a particular data.

Guide learners to discuss

where one can get data and
information

Guide learners to mention

or talk about where one can
receive or send
information

Assessment: Guide learners

to demonstrate send and
receive information from
gadgets e.g. Bluetooth,
Infrared, Radio, Fax,
Telephones calls, SMS