SAMPLE LESSON NOTES-WEEK 8

BASIC ONE

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 SCHEME OF LEARNING- WEEK 8
BASIC ONE
Name of School……………………………………………….……………………….…………………
Week Ending
Class One
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B1.1.10.1.1. B1.2.7.2.5. B1.4.7.1.2. B1.5.10.1.1 B1.6.1.1.1.
Performance Indicator A. Learners can identify audience and purpose of presentation
B. Learners can use a variety of comprehension-strategies e. g prediction
before reading a text, cover page, etc.
C. Learners can write a simple composition using a substitution table.
D.Learners can identify and spell simple words correctly.
E. Learners can read a variety of age – appropriate books and texts from
print.
Teaching/ Learning Resources Word cards, sentence cards, letter cards and a class library
Core Competencies: Reading and Writing Skills Personal Development and Leadership and Collaboration

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

MINS (New Learning Including Assessment) 10MINS
(Preparing The Brain For (Learner And Teacher)
Learning)

Monday learners sing songs and A.ORAL LANGUAGE Give learners task to
recite familiar rhymes (Presentation) complete while you go round
the class to support those
"A Wise Old Owl" Have learners to do “show and tell” to who might need extra help.
A wise old owl lived in an introduce a friend to his/her parents at
oak his/her birthday party. Have learners to read and
The more he saw the less he spell some of the keywords
spoke Create more scenarios for learners to in the lesson
The less he spoke the more introduce their friends.
he heard.
Why can't we all be like that
wise old bird?
Tuesday Gather 10 objects that can B.READING Give learners task to
be found in the classroom (Comprehension) complete while you go round
and lay them all Out on the the class to support those
desk. Begin the comprehension lesson with who might need extra help.
Show them all to the before reading activities that develop
students and then cover and activate the background knowledge Have learners to read and
everything with a blanket or of learners. spell some of the keywords
a sheet after one minute. e.g. K of KWL(What learners know in the lesson
Ask learners to write down about the topic of information text,
as many items they prediction using pictures, title,
remember on a piece of treatment of vocabulary, etc.).
paper.
Continue with while reading activities to
enhance their understanding of the text.
e.g. a) Herring Bone strategy
who? what? when? when? how?
why?
b) W of KWL(What the learners want
to know).
 End the lesson with after reading
activities that help learners to organize
their ideas, remember the story, use the
information acquired from the text and
relate it to their daily lives,
Wednesday Take learners through the C.WRITING Give learners task to
creeping activities for them (Controlled writing) complete while you go round
to exercise their wrists the class to support those
Write a simple and short composition who might need extra help.
Learners to crawl under in a substitution table and have learners
chairs, through a tunnel or copy this out. Have learners to read and
on the field spell some of the keywords
Using Think-Pair-Share, have learners in the lesson
NB: crawling should be done read their compositions.
in a clean environment
Thursday Engage learners in the D.WRITING CONVENTIONS & Give learners task to
“Change your style” game GRAMMAR USAGE complete while you go round
(Spelling) the class to support those
Teacher calls out different who might need extra help.
actions for learners to act. Help learners to write two letter words
Student have to mimic the correctly e. g. go, so, in, on. Have learners to read and
action continuously without spell some of the keywords
breaking. Using word cards, help learners to write in the lesson
After a while teacher speeds three letter words correctly, e. g. see,
up the tempo. low, bow.
Friday Have a variety of age E.EXTENSIVE READING
appropriate books for Have learners to read and
learners to make a choice Using book tease or book talk, spell the key words on the
from. introduce the reading/ library time. board
Learners to draw parts of
Introduce picture or wordless books, the story they read
pop-up and flip-the-page texts to
learners.

Encourage them to read individually and

in pairs, and provide support and
encouragement.
Week Ending
Class One
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B1.3.1.1.3
Performance Indicator Learners can Identify two-dimensional shapes and describe their attributes
using formal geometric language
Strand Geometry and Measurement
Sub strand 2D And 3D Shapes
Teaching/ Learning Resources 2d and 3d shapes and objects boldly drawn on manila cards.
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 Engage learners to sing the Guide learners to sort a given set of 2D Give learners task to
song shapes using a given single feature or complete whiles you go round
criteria (size, shape, etc.) to guide those who don’t
WE CAN COUNT understand.
We class one Learners explain the sorting rule, feature
or criteria used to sort them. Give remedial learning to
We can count
those who special help.
We count 1,2,3,4,5
We count 6,7,8,9,10
We class one can count
very well.
Tuesday Engage learners to sing the Guide learners to sort a given set of 2D Give learners task to
song shapes using a given single feature or complete whiles you go round
criteria (size, shape, etc.) to guide those who don’t
WE CAN COUNT understand.
We class one Learners explain the sorting rule, feature
or criteria used to sort them. Give remedial learning to
We can count
those who special help.
We count 1,2,3,4,5
We count 6,7,8,9,10
We class one can count
very well.
Wednesday Teacher calls out numbers Guide learners to sort a given set of 2D Give learners task to
from 1 to 20 shapes using a given single feature or complete whiles you go round
criteria (size, shape, etc.) to guide those who don’t
Have learners to write understand.
number patterns in the air. Learners explain the sorting rule, feature
or criteria used to sort them. Give remedial learning to
Randomly call learners to those who special help.
write a said number on the
board

Thursday Teacher calls out numbers Have learners to describe the difference Give learners task to
from 1 to 20 between two given pre-sorted sets of complete whiles you go round
familiar 2D shapes and the feature. to guide those who don’t
Have learners to write understand.
number patterns in the air.
Give remedial learning to
those who special help.
 Randomly call learners to
write a said number on the
board
Friday Teacher calls out numbers Have learners to describe the difference Give learners task to
from 1 to 20 between two given pre-sorted sets of complete whiles you go round
familiar 2D shapes and the feature. to guide those who don’t
Have learners to write understand.
number patterns in the air.
Give remedial learning to
Randomly call learners to those who special help.
write a said number on the
board
Week Ending
Class One
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B1.5.2.1.1
Performance Indicator Learners can Identify some common diseases that affect the skin and their
causes
Strand Humans And The Environment
Sub strand Diseases
Teaching/ Learning Resources Pictures and videos depicting some common skin disease
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)
Play games and recite rhymes Engage learners to watch pictures and Ask learners questions to
that learners are familiar with videos or tell a story on common skin review their understanding
to begin the lesson. diseases of the lessson.

Ask learners questions to Give learners task to do

review their understanding in whiles you go round to guide
the previous lesson. those who need help.

Learners into groups name some

common skin diseases that affect people
in their communities, e.g. heat rashes,
measles, eczema, ringworm, chicken
pox etc.
Play games and recite rhymes In groups learners share their ideas on Ask learners to summarize
that learners are familiar with common skin diseases with the whole what they have learnt.
to begin the lesson. class.
Let learners say 5 words
Ask learners questions to they remember from the
review their understanding in lesson.
the previous lesson.

Reinforce learners’ ideas by writing all

common skin diseases on the board.
Play games and recite rhymes Brainstorm with learners on the causes Ask learners questions to
that learners are familiar with of common skin diseases review their understanding
to begin the lesson. of the lessson.
Learners talk about the ways they can
Ask learners questions to prevent skin diseases and role play Give learners task to do
review their understanding in some of the prevention scenarios. whiles you go round to guide
the previous lesson. those who need help.
Week Ending
Class One
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page
Learning Indicator(s) B1.5.2.1. 1.
Performance Indicator Learners can Identify parts of a computer and how they connect to
each other
Strand My Global Community
Sub strand Introduction To Computing
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 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Play games and recite rhymes Learners talk about the parts of a Ask learners questions to
that learners are familiar with computer e.g. mouse. review their understanding
to begin the lesson. of the lessson.

Ask learners questions to Give learners task to do

review their understanding in whiles you go round to
the previous lesson. guide those who need help.

Learners work in small groups to

explore how the mouse is
connect to the computer.
Play games and recite rhymes Learners talk about the parts of a Ask learners to summarize
that learners are familiar with computer e.g. mouse. what they have learnt.
to begin the lesson.
Let learners say 5 words
Ask learners questions to they remember from the
review their understanding in lesson.
the previous lesson.

Learners work in small groups to

explore how the mouse is
connect to the computer.
Play games and recite rhymes Put learners into groups. Have Ask learners questions to
that learners are familiar with learners use sticky notes to review their understanding
to begin the lesson. identify the parts of the of the lessson.
computer mouse.
Ask learners questions to Give learners task to do
review their understanding in Learners to mention some of the whiles you go round to
the previous lesson. uses of the computer mouse guide those who need help.

Let learners draw and color the

computer mousse. Encourage
learners to create a gallery with
their drawings.
Week Ending
Class One
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B1.4.1.1.1:
Performance Indicator Learners can Identify the role of the individual members of the family.
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 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Play games and recite rhymes Let learners, in groups, talk Ask learners questions to
that learners are familiar with to about their roles and roles of review their understanding
begin the lesson. their parents in the family: of the lessson.
- Parents: Provision of shelter,
Ask learners questions to food, security and education, Give learners task to do
review their understanding in whiles you go round to
the previous lesson. - Children: running errands, guide those who need help.
performing house chores, etc.

Let learners role-play the

functions of the various
members in the family,
e.g. Learners play the role of a
father, mother, etc.
Week Ending
Class One
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B1.6.1.1.1.
Performance Indicator Learners can Identify the Presidents Ghana has had since 1960
Strand Independent Ghana
Sub strand The Republics
Teaching/ Learning Resources Pictures, Charts, Video Clips
Core Competencies: The use of evidence to appreciate the significance of historical locations help learners to
become critical thinkers and digital literates

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

(Preparing The Brain For (New Learning Including Assessment) 10MINS
Learning) (Learner And Teacher)
Play games and recite rhymes Guide learners to name the presidents Ask learners questions to
that learners are familiar with of Ghana since 1960. review their understanding of
to begin the lesson. i.
Dr. Kwame Nkrumah the lessson.
ii.
Joseph Arthur Ankrah
Ask learners questions to iii.
Akwasi Afrifa Give learners task to do
review their understanding in iv.Edward Akufo-Addo whiles you go round to guide
v.Ignatius Kutu Acheampong
the previous lesson. those who need help.
vi.Fred Akuffo
vii.Flt. Jerry John Rawlings
viii.Dr. Hilla Limann
ix. John Agyekum Kuffour
x.John Evans Attah Mills
xi. John Dramani Mahama
xii. Nana Addo Danquah Akuffo Addo.

Match pictures of Ghana’s presidents

with their names.

Joseph Arthur Ankrah

Play games and recite rhymes Using pictures and charts, learners talk Ask learners questions to
that learners are familiar with about the second President of the review their understanding of
to begin the lesson. country and dates of tenure. the lessson.

Ask learners questions to Joseph Arthur Ankrah Give learners task to do

review their understanding in Joseph Arthur Ankrah was a general of the whiles you go round to guide
the previous lesson. army of ghana who served as the second those who need help.
president of ghana from 1966 to 1969 in the
position of chairman of the national liberation
council. He was born in 18 august 1915 to the
Ga family of Samuel Paul Cofie and madam
Beatrice Abashie Quaynor.

Have learners retell the history of dr.

kwame nkrumah and act parts of the
history.
Week Ending
Class One
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page
Learning Indicator(s) B1.2.4.6.3 B1.2.4.7.3
Performance Indicator Learners to use the agreed guidelines to examine and derive meaning from
own and others’ displayed performing artworks.
Strand Performing Arts
Sub strand Appreciating and Appraising
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 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Use questions and answers to The easiest way to understand and Use questions to review
revise the previous lesson with appreciate a performance is to learners understanding of the
learners. develop a relevance and appropriate lesson.
criteria or checklist
Engage learners to play games Ask learners to tell the class
and sing songs to begin the Guide learners to create a checklist what they have learnt.
les7son or criteria for appreciating and
appraising a performance; Call learners to summarize
 Creative process the main points of the lesson.
 Subject matter
 Selection and use of instruments
and elements
 Styles and techniques
 Originality or creativity
 Use of space
 Selection and use of costumes
 Symbolism and cultural relevance
 Aesthetic qualities
 suitability
show pictures of people Lead a discussion to explain the Use questions to review
performing the Kpatsa dance to criteria with learners. learners understanding of the
learners’ lesson.
Now let learners use the checklist
let learners observe and talk to appreciate and appraise a Ask learners to tell the class
about the pictures previous art performance in class. what they have learnt.
e.g. The “Kpatsa” dance
Call learners to summarize
Put learners into groups of 2 or 3 the main points of the lesson.
depending on the size of the class.

Invite each group to perform The

“Kpatsa” dance as others will be
observing.

Set up a three member judge to use

the checklist or criteria to appraise
the performance of each group.
Week Ending
Class One
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page
Learning Indicator(s) B1.5.5.1.1-3
Performance Indicator Learners can recognize and use postpositions in short sentences.
Strand Writing Convention & Grammar Usage
Sub strand Integrating Grammar In Written Language (Use Of Postpositions
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a manila card
Core Competencies: Creativity and innovation, Communication and collaboration, Critical thinking

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Put learners into groups. Place some objects at locations Ask learners questions to
in the class and discuss with the review their understanding
Have learners fine words for learners these locations. of the lessson.
each of the alphabets letters on
the topic. Write the postpositions on a Give learners task to do
flashcard/board. Lead learners whiles you go round to
The group with the most words to read them. guide those who need help.
wins.
Form simple sentences with the
postpositions.

Let learners form their own

sentences with the
postpositions.
Have learners play games and Write the postpositions on a Ask learners to summarize
recite familiar rhymes to begin flashcard. what they have learnt.
the lesson
Lead learners to read them. Let learners say 5 words
Using questions and answers, they remember from the
review their understanding of Lead learners to recognize lesson.
the previous lesson postpositions such as in, on, into
in short sentences.
Engage learners to sing songs Write the postpositions on a Ask learners to summarize
and recite rhymes flashcard. what they have learnt.

Sea shells Lead learners to read them. Let learners say 5 words
She sells seashells by the they remember from the
seashore Lead learners to recognize lesson.
The shells she sells are surely postpositions in short
seashells sentences.
So if she sells shells on the
seashore, Let learners form their own
I am sure she sell seashore sentences with the
shells postpositions.
Week Ending
Class One
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B1.3.3.3.4:
Performance Indicator Learners can Identify human body parts.
Strand Physical Fitness
Sub strand Flexibility
Teaching/ Learning Resources Pictures and Videos
Core Competencies: Creativity and innovation, Communication and collaboration, Critical thinking

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Play games and recite rhymes Use pictures and videos to help Ask learners questions to
that learners are familiar with to learners identify human body review their understanding
begin the lesson. parts. of the lessson.

Ask learners questions to Mention a body part and ask Give learners task to do
review their understanding in learners to point at it on the whiles you go round to
the previous lesson. wall chart. guide those who need help.