SAMPLE LESSON NOTES-WEEK 4

BASIC THREE

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 SCHEME OF LEARNING- WEEK 4
BASIC THREE
Name of School………………………………………………….……………………….…………………

Week Ending
Class Three
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B3.1.7.1.3. B3.2.7.2.1. B3.4.10.1.2. B3.5.7.1.1. B3.6.1.1.1
Performance Indicator A. Learners can share facts from information texts heard with a partner,
groups or the teacher.
B. Learners can demonstrate understanding of the purpose and features of
poems or rhymes and fables, etc.
C. Learners can engage and orient the reader by establishing a context and
introducing a narrative.
D.Learners can Identify prepositions in sentences to indicate directions
and means.
E. Learners can read a variety of age and level-appropriate books and
summarize them
Teaching/ Learning Resources Word cards, sentence cards, letter cards and a class library
Core Competencies: Reading and Writing Skills Personal Development and Leadership and Collaboration

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

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Monday Engage learners to play some A.ORAL LANGUAGE Give learners task to
phonic games. (Listening Comprehension Pg.76) complete while you go round
Example: the class to support those
Write or print vocabulary Read an informational text aloud to who might need extra help.
words on cards with learners using the KWL Strategy.
numbers on them. Paste Have learners to read and
these cards randomly on the While you read the text, pause often spell some of the keywords
classroom wall. to give the children the chance to in the lesson
share what they have learned or
Put learners in groups and answer the questions they have
ask them to make a list of asked before reading.
the words. The group with
the most words wins. After the reading, have learners
share what they have learned. Put
learners in groups to share facts
from the text heard.
Tuesday Have learners to the B.READING Give learners task to
alphabet song and dance to (Comprehension Pg 87) complete while you go round
it. the class to support those
Introduce the lesson with before who might need extra help.
Have them perform the reading activities, singing, reciting,
action for each letter sound. prediction, etc. Have learners to read and
spell some of the keywords
Have learners read a text and in the lesson
identify its purpose and features.
Guide them with questions to do
this.
Let learners transfer the same ideas
to other types of texts.
 Use think-pair-share to have learners
compare ideas.
Wednesday Have learners spell two C.WRITING Give learners task to
letter words in their books (Narrative Writing) complete while you go round
or orally. Narrate a story stressing the setting the class to support those
and the characters for learners to who might need extra help.
Write all the words on the listen.
board for learners to read Have learners to read and
and spell the aloud. Let learners re-tell the story. They spell some of the keywords
may do so in a chain. in the lesson

Let learners create and write their

own stories
Thursday Teacher calls out different D.WRITING CONVENTIONS Give learners task to
actions for learners to act. & GRAMMAR USAGE complete while you go round
Student have to mimic the (Using Simple Prepositions) the class to support those
action continuously without who might need extra help.
breaking. After a while Provide sample sentences.
teacher speeds up the e.g. means Have learners to read and
tempo. For example: -We are going home by bus. direction spell some of the keywords
jumping, stamping of feet, - The monkey is climbing up the tree. in the lesson
crazy dance, etc.
Guide learners to discover the
meaning of the sentences.

Draw learners’ attention to the

words as prepositions.

Have learners complete sentences

with given prepositions that indicate
“means and direction”.
e.g. Mr. Badu is travelling ________ train.
Friday Have a variety of age/level- E. EXTENSIVE READING Let learners summarize the
appropriate books for books they read to the
learners to make a choice Using the Author’s chair, introduce whole class
from. the reading/library time.
Learners draw parts of the
Guide learners to select Introduce narratives, expository, stories they read.
books for readings procedural texts to learners.
Week Ending
Class Three
Subject MATHEMATICS
Reference Mathematics curriculum Page 54
Learning Indicator(s) B3.1.2.5.2
Performance Indicator Learners can represent and explain multiplication using rectangular arrays.
Strand Number
Sub strand Number Operations
Teaching/ Learning Resources Counters, bundle and loose straws base ten cut square, 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 Assessment) 10MINS
(Preparing The Brain For (Learner And Teacher)
Learning)
Monday Ask learners to draw two Guide learners to use rectangular arrays to Give learners task to
smileys to express how solve multiplication questions. complete whiles you go
they feel that moment. e.g. To find 2 × 3 = ? round to guide those who
Learners arrange 2 straws vertically (legs) and don’t understand.
Have learners to present put across it with 3 horizontal ones (arms).
their smileys to whole Give remedial learning to
class for discussion. those who special help.

Learners count the number of intersections.

Learners model different multiplication

sentences by drawing vertical lines to
represent the legs and horizontal lines across
them to represent the arms and then count
the number of intersections as the product.
Tuesday Engage learners in the Develop and build the multiplication chart (up Give learners task to
“Jump Counting” game to 9 x 9) and have learners practice reading complete whiles you go
Have learners count while the chart round to guide those who
jumping with each count. don’t understand.
Challenge them to count
by twos, fives, or tens! Give remedial learning to
those who special help.

Call learners randomly to answer some

multiplication facts. The answer should be
 given within a given duration to make it more
fun.
Wednesday Let learners draw a picture Guide Learners to model multiplication facts Give learners task to
of a favorite place in the on the number line. complete whiles you go
world. e.g. to find 3 x 4 =? round to guide those who
Then write five or more This can also be read as 3 groups of 4. don’t understand.
words that remind them of
that place. Give remedial learning to
those who special help.
Have learners to paste
their drawings on the
classroom wall to create a
gallery. e.g. to find 2 x 3= ?
This can also be read as 2 groups of 3.

0 1 2 3 4 5 6 7 8 9 10

Thursday Engage learners to cut out Draw a 6 by 6-multiplication chart and use it Give learners task to
some 2D shapes at your as a game board to play the 3-in-a-line game complete whiles you go
start signal. with a pair of dice or playing cards. Players round to guide those who
take turns in throwing a pair of dice and mark don’t understand.
Have learners to paste the (or cover) the product made in a throw with
cut outs on the classroom his/her marker (or counter). Give remedial learning to
wall those who special help.

Friday Play games and sing songs Learners find doubles of given numbers and Give learners task to
to begin the lesson. skip count in 3, 4, and 5. complete whiles you go
round to guide those who
Have learners to solve Engage learners in activities to find the don’t understand.
some examples to review doubles of numbers.
their understanding of the e.g. double of 4 is 8 Give remedial learning to
previous lesson those who special help.
Double of is 10 Double of is 12

Draw a 30-number grid and let learners jump

and skip count of 3, 4 and 5
Week Ending
Class Three
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B3.5.1.1.1
Performance Indicator Learners can describe ways of keeping the environment clean
Strand Humans And The Environment
Sub strand Personal Hygiene And Sanitation
Teaching/ Learning Resources Brooms, mops, dusters and detergents
Core Competencies: Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Development and Leadership Attention to Precision

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

10 MINS (New Learning Including Assessment) REFLECTION 10MINS
(Preparing The Brain (Learner And
For Learning) Teacher)
Have learners to write Provide samples of common cleaning Ask learners to write or
answers for the following equipment such as brooms, mops, dusters say 10 words to express
questions on sheet of and detergents their thoughts of the
papers. lesson.

Write any 4 cleaning

equipment you use in
your homes.

Begin by asking learners this question:

What do you do to keep the home and
school clean?

Learners brainstorm in groups to come out

with the different ways of keeping the
home and school clean

Learners present their ideas to class and

compose a song on cleanliness.
Review learners Provide samples of common cleaning Ask learners questions to
understanding in the equipment such as brooms, mops, dusters review their
previous lesson using and detergents understanding of the
questions and answers lesson.

Have learners write 3

Engage learners to play facts of the lesson on a
games and sing songs to sheet of paper and it in
begin the lesson. their pockets and learn it
Begin by asking learners this question: on their way home.
What do you do to keep the home and
school clean?

Learners brainstorm in groups to come out

with the different ways of keeping the
home and school clean
 Learners present their ideas to class and
compose a song on cleanliness.
Read a short story to Provide samples of common cleaning Divide the class into two
learners. equipment such as brooms, mops, dusters teams. One player serves
Ask learners to answer a and detergents a question and choses a
few questions on the player in the other group
story. to answer.

Call two learners at

random to summarize the
story.
Begin by asking learners this question:
What do you do to keep the home and
school clean?

Learners brainstorm in groups to come out

with the different ways of keeping the
home and school clean

Learners present their ideas to class and

compose a song on cleanliness.
Week Ending
Class Three
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page 54
Learning Indicator(s) B3.4.4.1. 1.
Performance Indicator Learners can identify Ghanaian agricultural products
Strand Our Nation Ghana
Sub strand Farming In Ghana
Teaching/ Learning Resources Pictures, Charts, Video Clips
Core Competencies: Communication and Collaboration Critical Thinking and Problem Solving Cultural Identity and
Global Citizenship

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

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Review learners Learners talk about agricultural Ask learners questions to
understanding in the products in Ghana and the need to eat review their understanding
previous lesson using our local foods e.g. grains of the lesson.
questions and answers.
Have learners write 3 facts
Engage learners to play of the lesson on a sheet of
games and sing songs to paper and it in their pockets
begin the lesson. and learn it on their way
home.

Learners watch videos and pictures of

how Ghanaian chocolate is processed
agricultural products.
Begin the lesson by sharing a Learners talk about agricultural Ask learners questions to
few jokes with learners. products in Ghana and the need to eat review their understanding
our local foods e.g. yam, cocoyam, of the lesson.
Make sure to choose jokes poultry, rice
that will get learners Have learners to say 5 words
attention. to express their thoughts of
the lesson
Call two learners to share
their jokes as well

Learners watch videos and pictures of

Ghanaian agricultural products.
Engage learners to play Learners talk about reasons why they Ask learners questions to
games and sing songs to should appreciate and use Ghanaian review their understanding
begin the lesson. agricultural products, of the lesson.
e.g. to create employment, revenue for
government etc. Have learners to say 5 words
to express their thoughts of
the lesson
Week Ending
Class Three
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page 21
Learning Indicator(s) B3.4.1.1.2
Performance Indicator Learners can identify the benefits of responding to God’s call.
Strand The Family and the Community
Sub strand Roles And Relationships
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
Core Competencies: Cultural Identity, Sharing Reconciliation, Togetherness, Unity Communication and Collaboration,
Critical Thinking Creativity and Innovation Digital Literacy

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Learners sing songs, tell stories, Discuss with learners the ways Have learners to write
and recite poems and rhymes on we respond to God’s call: - some interesting facts or
personal hygiene. Prayer, - service to humankind, - terms on a sheet of paper,
caring for the environment, - put it in their pockets and
Review with learners the helping the needy (charity), etc. learn it on their way home.
previous lesson by asking them a
few question to answer. In groups, let learners mention Call learners at random to
the benefits of responding to summarize the important
God’s call: -blessings from God, points of the lesson.
-drawing closer to God, - long
life, - prosperity, -eternal life, Give learners task to
etc. complete at home.

Guide learners to discuss the

benefits of responding to God’s
call.

Let learners in their groups,

write four benefits of
responding to God’s call and
present their works for class
discussion.
Week Ending
Class Three
Subject HISTORY
Reference History curriculum Page 19
Learning Indicator(s) B3.3.1.1.1
Performance Indicator Learners can describe how the Europeans settled on the Gold Coast,
including forming alliances with the local chiefs
Strand Europeans in Ghana
Sub strand Arrival of Europeans
Teaching/ Learning Resources Wall charts, word cards, posters, video clip, etc.
Core Competencies: The use of evidence to appreciate the significance of historical locations help learners to
become critical thinkers and digital literates

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

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Engage learners to spell some Learners to Identify the European Have learners to write some
words, at least 5 in their countries whose citizens came and interesting facts or terms on
workbooks. settled in Ghana. a sheet of paper, put it in
Make sure the words are e.g. Portugal, Britain, France, Sweden, their pockets and learn it on
level-appropriate words. Germany, (Brandenburg) Denmark, their way home.
Norway, Netherlands
Learners to exchange the Call learners at random to
work among themselves and Countries Citizens summarize the important
mark. Portugal Portuguese points of the lesson.
Provide feedback where Britain British
France French
necessary. Give learners task to
Sweden Swedes
Germany Germans complete at home.
Denmark Danes
Norway Norwegians
Netherlands Dutch
Engage learners to help the Through documentary slides, guide Have learners to write some
farmer in his daily works. learners to identify which of the interesting facts or terms on
Europeans came to the country. a sheet of paper, put it in
their pockets and learn it on
PORTUGAL their way home.
The first European country to come to
our land was Portugal. They were led Call learners at random to
by Prince Henry the Navigator. They summarize the important
arrived in the country in the year 1471. points of the lesson.
They built the castle of Elmina, where
they traded in gold and slaves. Give learners task to
complete at home.
BRITAIN
The British arrived in gold coast in
1554. They were led by captain
Widham and his men. They had
enough gold from Gold coast and
because of this in the following year,
they sent another ship. The captain of
the ship was john lock.
Week Ending
Class Three
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page
Learning Indicator(s) B3 2.2.2.3 B3 2.2.3.3
Performance Indicator Learners can create own music, dance and drama performances using
available instruments, resources and methods to express own views
that reflect topical issues in other Africa communities
Strand Performing 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)
Play songs using your phone or In the previous lesson we learnt Ask learners to talk about
a music box. how the “Atilogwu” dance what they have learnt.
reflect the lives and culture of
Call learners to show some the people of Igbo in Ghana. Through questions and
dance moves and dance to the answers review learners
songs Guide learners to create own understanding of the lesson
dance moves to reflect their
culture.

Guide learners to pick a piece of

music for the dance.
e.g. a circular music, gospel
music, etc.

Guide learners to determine the

style and plan the dance
Play songs using your phone or Show learners a video or Ask learners to tell you
a music box. pictures of the dance you want what they have learnt and
to teach. what they will like to learn
Call learners to show some in the next lesson
dance moves and dance to the
songs Learners to tell the part of
the lesson that interest
them most.

Demonstrate the dance moves

to learners as they observe.

Have learners practice the

moves in a formation dance
Week Ending
Class Three
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page 101
Learning Indicator(s) B3.2.6.1.1-2
Performance Indicator Learners can answer questions based on passage read
Strand Oral Language (Listening and Speaking)
Sub strand Listening Comprehension
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a manila card
Core Competencies: Creativity and innovation, Communication and collaboration, Critical thinking

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Put learners into groups of two. Let learners say the letters of Use questions to review
The teacher writes a letter in the alphabet as a group and then their understanding of the
the air. individually. lesson
Learners makes the letter sound
and tell the teacher the sound With correct pronunciation and Ask learners to summarize
that has been written. tone read texts aloud. what they have learnt

Learners sing songs to begin the Let learners read the text in
lesson turns.

Ask questions based on the text

read for learners to answer.
Teacher mentions a word, e.g. Let learners say the letters of Use questions to review
cat the alphabet as a group and then their understanding of the
Learners write its rhyming word individually. lesson

Sing songs and recite familiar Give textbooks to learners. Ask learners to summarize
rhymes in relation to the lesson what they have learnt
Lead learners to read the text
on a given page as a group and
Learners sing songs to begin the individually.
lesson
Ask questions based on the text
they have read for them to
answer
Share jokes with learners Let learners say the letters of Use questions to review
the alphabet as a group and then their understanding of the
e.g. A man returns a book to individually. lesson
the library, banged it on the
counter and yelled, “I read this Give textbooks to learners. Ask learners to summarize
entire novel, there are too many what they have learnt
names of people and no story at Lead learners to read the text
all!” on a given page as a group and
individually.
The Librarian looks up and
responds, “idiot! So you were Ask questions based on the text
the one who took the they have read for them to
Attendance book?” answer
Week Ending
Class Three
Subject PHYSICAL EDUCATION
Reference PE curriculum Page 35
Learning Indicator(s) B3.1.12.1.15:
Performance Indicator Learners can clap, sing and dance to a rhythm
Strand Motor Skill And Movement Patterns
Sub strand Manipulative Skills
Teaching/ Learning Resources Pictures and Videos
Core Competencies: Learners will develop personal skills and core competencies such as agility,
concentration, coordination strength and balance

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 groups. Have Learners clap, sing and dance to Have learners to write
learners role-play one of their a rhythm. some interesting facts or
best adverts on TV. terms on a sheet of paper,
Emphasis on coordination in put it in their pockets and
Sit down and have fun. The clapping to the beat and learn it on their way home.
group with the best shows wins. coordination dancing.
Call learners at random to
Give learners corrective summarize the important
feedback to improve their points of the lesson.
coordination.
Give learners task to
Allow them to progress at their complete at home.
own pace with fun and
enjoyment