LESSON PLAN- WEEK 5

Name of School…Alajo 1 Basic School

Name of Facilitator…Benedicta Amoah Atiegah

Week Ending 31-05-2024

Class One
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B1.[Link]. B1.[Link]. B1.[Link]. B1.[Link]. B1.[Link].
Performance Indicator A. Learners can give and respond to commands and instructions
B. Learners can connect, ideas and information in stories
to own experiences and knowledge of the world
C. Learners can find, read and copy sentences from a given
substitution tables
D. Learners can identify and use prepositions in oral and written
language to indicate position
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 Engage learners to sing [Link] LANGUAGE Give learners task to

songs and recite rhymes (Giving & Responding to complete while you go
Commands) Give commands and round the class to
Ding dong bell. instructions to learners. support those who might
Pussy's at the well. e.g. Command: need extra help.
Who took her there? Keep quiet, Hands up, Sit down,
Little Johnny Hare. Bring your books, Start work, etc. Have learners to read
Who’ll bring her in? and spell some of the
Little Tommy Thin. Pair learners to give/obey commands. keywords in the lesson
What a jolly boy was
that Have learners listen to
To get some milk for simple instructions and act in
pussy cat, response.
Who ne'er did any harm?
But played with the Let learners practice by giving
mice in his father's barn commands in pairs.
TUESDAY Engage learners to sing [Link] Give learners task to
songs and recite rhymes (Comprehension) complete while you go
round the class to
Row, Row, Row Your Tell or read out texts aloud to support those who might
Boat" learners. need extra help.
Row, row, row your
boat, Gently down the Let learners answer simple Have learners to read
stream. Merrily, questions based on the events, and spell some of the
merrily, merrily, characters and values, etc. in the keywords in the lesson
merrily, text.
Life is but a dream.
Have them relate ideas and
information in the stories to
personal experiences and
knowledge of the world.
WEDNESDAY Engage learners to sing [Link] Give learners task to
songs and recite rhymes (Controlled writing) complete while you go
round the class to
support
 Round and Round the Have a simple 3-4 column substitution those who might need
Garden table on the board. extra help.
Round and round
the garden Have learners identify the words Have learners to read
Like a teddy bear. that make up the table. and spell some of the
One step. Two keywords in the lesson
step, With examples, guide learners to
Tickle you under there. form oral sentences from the
substitution table.
Have learners write their sentences.
Ask pairs to do peer editing. Invite
learners to read out their sentences
to the class for feedback.
THURSDAY Engage learners to sing [Link] CONVENTIONS & Ask learners to tell you
songs and recite rhymes GRAMMAR USAGE what they have learnt.
(Using Simple Prepositions. Page 36)
Sea shells Give support to those
She sells seashells Engage learners to play the who were not able to
classroom ghost game. rearrange the story
by the seashore
sentences.
The shells she sells
Teacher scatters objects in
are surely the classroom assuming it’s a Have them to do re-
seashells ghost. work if possible.
So if she sells Example you could place some
shells on the textbooks on the floor, put a pen on
seashore, the window sill, etc.
I am sure she
sell seashore
shells
Put learners into pairs to make a
note of what the ghost has moved
around
Example the books are on the floor
but they should be in the cupboard.
FRIDAY Have a variety of age [Link] READING Have learners to read
appropriate books for and
learners to make a Using book tease or book talk, spell the key words on
choice from. introduce the reading/ library time. the board
Learners to draw parts of
Introduce picture or wordless the story they read
books, pop-up and flip-the-page
texts to learners.

Encourage them to read individually

and in pairs, and provide support
and encouragement.

Week Ending 31-05-2024

Class One
Subject MATHEMATICS
Reference Mathematics curriculum Page 9
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can use counting on, counting down and missing addend
strategies
for adding and subtracting within 20
Strand Number
Sub strand Number Operations
Teaching/ Learning Resources Counters, bundle and loose straws
Core Competencies: Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Development and Leadership Attention to Precision

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)
MONDAY Engage learners to sing Guide learners to add numbers Give learners task to
songs using complete whiles you go
and recite rhymes the "Making doubles" strategy round to guide those who
For example: if 5 + 4, do 4 + 4 = 8 don’t understand.
Tooting tutors then add 1.
A tutor who tooted a flute The answer is 9. Give remedial learning
Tried to tutor two tooters to those who special
 to toot Or if given 6 + 7, change help.
Said the two to their question to 6 + 6, which give 12
tutor, Is it harder to then add 1. The
toot or answer is 13.
To tutor two tooters to
toot? Assessment: Have learners to
practice with more examples.
TUESDAY Engage learners to sing Guide learners to add numbers Give learners task to
songs using complete whiles you go
and recite rhymes the "Making doubles" strategy round to guide those who
Sleet slitters For example: if 5 + 4, do 4 + 4 = 8 don’t understand.
I slit a sheet, a sheet I then add 1.
slit And on a slitted The answer is 9. Give remedial learning
sheet I sit I slit a to those who special
sheet, a sheet I sit. Or if given 6 + 7, change help.
The sheet I slit, that question to 6 + 6, which give 12
sheet was it then add 1. The
answer is 13.

Assessment: Have learners to

practice with more examples.
WEDNESDA Engage learners to sing Have learners relate subtraction to Give learners task to
Y songs counting down complete whiles you go
and recite rhymes round to guide those who
Pease Porridge Hot Learners recognize that don’t understand.
Pease porridge hot. subtracting 3 is the same as
Pease porridge cold, counting down 3. Give remedial learning
Pease porridge in the For example; for 15 - 3, start at 15 to those who special
pot, nine days old: and count on 3 places… 14, 13, help.
Some like it hot, some 12. The answer is 12.
like it cold
Some like it in the pot, Assessment: Have learners to
nine days old. practice with more examples.
THURSDAY Engage learners to sing Have learners relate subtraction to Give learners task to
songs comparison or finding the complete whiles you go
and recite rhymes difference Learners recognize round to guide those who
"Itsy Bitsy Spider" that subtracting 5 from 8 is the don’t understand.
same as ‘ 5 is how many

The itsy bitsy spider crawled less than 8; or ‘8 is how many more
up the water spout. than 5; Give remedial learning
__
Down came the rain, to those who special
and washed the spider ___ Have learners to
Assessment: help.
out. practice with more examples.
Out came the sun, and
dried up all the rain and
the itsy bitsy spider went
up the spout again"
FRIDAY Engage learners to sing Guide learners to add and subtract Give learners task to
songs numbers using the "Using complete whiles you go
and recite rhymes addition to subtract" strategy or round to guide those who
re-writing as addition sentence don’t understand.
"It's Raining, It's Pouring and finding the missing addend
It's raining: it's Give remedial learning
pouring. The old man For example; if given 7 - = to those who special
is snoring. 5, change the question to the help.
He bumped his head on the addition 5
top of the bed, + = 7.
And couldn't get up in the
morning.
The answer is 2, so 7 - 2 = 5.
7 − What? = 5 means 5 + What? = 7

Assessment: Have learners to

practice with more examples.

Week Ending 31-05-2024

Class One
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B1. [Link]
Performance Indicator Learners can know the need for and how to clean the teeth
 Strand Humans And The Environment
Sub strand Personal Hygiene And Sanitation
Teaching/ Learning Resources Pictures, Wall Charts, tooth brush, sponge, soap and tooth paste.
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 Begin with a familiar song on cleaning Ask learners questions to
songs the review their
and recite rhymes teeth. understanding of the
"If wishes were lessson.
horses If wishes were Ask learners to mention the items
horses Beggars would used in cleaning the teeth, e.g. Give learners task to do
ride: toothbrush and toothpaste, chewing whiles you go round to
If turnips were watches stick etc. guide those who need
Would wear one by my help.
side. And if if's and and's
were pots and pans,
The tinker would
never work!

Let learners watch an audio visual or

pictures that show the right way to
clean the teeth.

TUESDAY Engage learners to sing Demonstrate the right method of Ask learners to summarize
songs brushing the teeth (moving the what they have learnt.
and recite toothbrush in an upward and
rhymes Hot downward motion) in front of the Let learners say 5
Cross Buns Hot class and ask learners to do same. words they remember
cross buns! Hot from the lesson.
cross buns!
One ha' penny. Two
ha' penny.
Hot cross buns!
If you have no
daughters. Give them
to your sons One ha'
penny, Two ha' penny.
Hot Cross Buns!
Have learners demonstrate the
method of brushing the teeth in
pairs and in groups

WEDNESD Engage learners to play Let learners individually draw and Ask learners to summarize
AY games, sing songs and color what they have learnt.
recite rhymes to begin some items used in brushing the
the lesson. teeth and display their drawings for Let learners say 5
discussion. words they remember
Using questions and from the lesson.
answers review learners on Learners talk about what will
the previous lesson. happen if they do not brush their
teeth regularly.

Week Ending 31-05-2024

Class One
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page 16
Learning Indicator(s) B1.[Link].
Performance Indicator Learners can mention Ghana’s Neighbors
Strand My Global Community
Sub strand Our Neighboring Countries
Teaching/ Learning Pictures, Charts, Video Clips
Resources
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 Assessment) (Learner And Teacher)
For Learning)
WEDNESDA Engage learners to sing Engage learners in a community Ask learners questions
Y songs circle to
and recite rhymes time. Tell learners some review their
"If wishes were history about Ghana. understanding of
horses If wishes the lessson.
were horses Ghana is a peaceful nation who
Beggars would is known by her generous Give learners task to
ride: hospitability. Ghana was once do whiles you go
If turnips were known as Gold Coast because of round to guide those
watches Would wear her rich mineral deposit in the who need help.
one by my side. And land. She gained her
if if's and and's were independence from her colonial
pots and pans, masters in 1957. The current
The tinker would president of Ghana is H.E Nana
never work! Addo Danquah Akufu Addo.
There are about 25 million
people in Ghana. Ghana has 16
regions namely; Upper West,
Upper East, Savanna, North
East, Northern, Bono East,
Brong Ahafo, Oti, Ahafo,
Eastern, Ashanti, Volta,
Western, Western North,
Greater Accra And Central
Regions.
Let learners let ask and
response to facts they are not
clear with concerning the
history of Ghana.
Learners to tell the parts of
the history that interest
them most.
THURSDAY Engage learners to sing Guide learners to identify her Ask learners to
songs neighboring summarize
and recite countries. what they have
rhymes Hot learnt.
Cross Buns Ghana is surrounded by other
Hot cross
countries and have their own Let learners say 5
buns!
Hot cross buns! history. These countries are words they
One ha' penny. Two ha' called neighbor countries. remember from
penny. Hot cross buns! e.g. Nigeria, Togo, south the lesson.
If you have no Africa, Benin, Liberia, cote
daughters. Give
d’Ivoire
them to your sons
One ha' penny, Two ha'
penny. Hot Cross Buns! Neighbor countries can be
immediate neighbors and
distant neighbors.
Learners to identify Ghana’s
immediate neighbors.
e.g. Togo, Burkina Faso and cote
d’Ivoire
FRIDAY Engage learners to play Learners demonstrate the Ask learners to
games, positions of summarize
sing songs and recite
rhymes to begin the
Ghana’s neighboring what they have
lesson. countries by using the body learnt.

e.g. to my right is Togo, to my left is La Let learners say 5 words

Using questions and answers
Cote d’Ivoire, to my front is Burkina they remember from the
review learners on the
previous lesson. Faso and to my back is the sea (the lesson.
Atlantic Ocean)
 Learners compose a song/rhyme and
draw a learner with arm stretched
showing Ghana’s neighbors

Burkina Faso

Togo Cote D’Ivoire

Atlantic Ocean

Week Ending 31-05-2024

Class One
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page 5
Learning Indicator(s) B1. [Link]
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)
WEDNESDA Engage learners to sing songs Let learners, in groups, talk Ask learners questions to
Y and recite rhymes about their roles and roles review their
Ezekiel cried, "Dem dry bones! of their parents in the understanding of the
Ezekiel cried, "Dem dry family: lessson.
bones! Ezekiel cried, "Dem
- Parents: Provision of
dry bones! "Oh, hear the
word of the Lord shelter, food, security and Give learners task to do
education, whiles you go round to
The foot bone connected to the guide those who need
leg bone, - Children: running help.
The leg bone connected to the errands, performing house
knee bone
The knee bone connected to the
chores, etc.
thigh bone.
The thigh bone connected to Let learners role-play
the back bone. the functions of the
The back bone connected to
the neck bone,
various members in the
The neck bone connected to family,
the head bone, e.g. Learners play the role
Oh, hear the word of the Lord! of a father, mother, etc.

Week Ending 31-05-2024

Class One
Subject HISTORY
Reference History curriculum Page 7
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can explore which Europeans came to Ghana
Strand Europeans in Ghana
Sub strand Arrival of Europeans
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 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION
MINS (New Learning Including Assessment) 10MINS
(Preparing The Brain For (Learner And Teacher)
Learning)
THURSDA Divide the class into Revise with learners the European Ask learners questions to
Y groups. Share pieces of countries whose citizens came review their
papers to each group. and settled in Ghana - Portugal, understanding of the
Each group is supposed Britain, France, Sweden, lessson.
to write three Germany, (Brandenburg)
questions on the Denmark, Norway, Netherlands. Give learners task to do
previous lesson. whiles you go round to
Have the group’s Put learners into groups and guide those who need
exchange the papers write names of countries on a help.
and solve the questions flashcards.
on them. The first group
to get every question Display the flashcards on the floor,
correct wins! call learners to pick the flashcards
in turns. Learners must mention the
name of the country on the card
and indicate whether it is part of
the country whose citizens settled
in Ghana.
FRIDAY Put learners into pairs. Group learners in a horse shoe Ask learners to summarize
formation, engage them to sing what they have learnt.
Learners must tell 3 some patriot songs.
facts about themselves Example: Let learners say 5 words
to their partner. Yɛn Ara Asaase Ni they remember from the
Two of them should be Yɛn ara asaase ni; lesson.
true, and one should be Ɛyɛ abɔ den den de ma
lie. yεn, Mogya a nananom
hwie gu Nya de to hɔ
The other partner have ma yɛn,
to find out which one is Aduru me ne wo nso
the lie. so, Sε yɛbɛyɛ bi atoa
so.

Nimdeɛ ntraso, nkoto-

kranne; Ne
pɛsɛmenkomenya,
Adi yɛn bra mu dεm, ama yɛn asaase
hɔ dɔ atomu sɛ.
Chorus 2x:
Ɔman no, sɛ ɛbɛyɛ yie
o Ɔman no, sɛ ɛrenyɛ
yie o; Ɛyɛ nsɛnnahɔ
sɛ, Ɔmanfo bra na
ɛkyerɛ.
Ɔman no, sɛ ɛbɛ yɛ yie o!
Ɔman no, sɛ ɛrenyɛ yie o!;

Ɛyɛ nsɛ nahɔ sɛ,

Ɔmanfo mmra na yɛnnkyerɛ.

Engage learners to play the

country hunt game using the
world map.

Week Ending 31-05-2024

Class One
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page
Learning Indicator(s) B1.[Link] B1.[Link]
Performance Indicator Learners can exhibit own artworks to share own creative
experiences
of visual artworks that reflect topical issues in the local
community
 Strand Visual Arts
Sub strand Displaying and Sharing
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)
THURSDAY Learners are to watch a short Art exhibition may present or Ask learners to tell the
video or pictures on an showcase paintings, whole class what they
exhibition or visit an drawings, drama, music, have learnt.
exhibition Centre, dance performance by
preferably during the individuals artists, groups Learners tell what they
circuit, district or regional of artists. will like to learn
cultural festival.
Guide learners to plan for
Ask learners to talk about the exhibition by:
parts of the video or pictures - fixing a date
that interest them. - selecting a venue
- inviting an audience

Brainstorm to agree on a
theme for the exhibition (e.g.
Healthy living);

Select works for the

exhibition by considering
factors such as creativity
and originality, finishing and
decoration, relevance of the
works to the theme, social
and cultural importance
FRIDAY Ask learners questions to Decide on mode of display, Use series of questions
review learners e.g. and
understanding in the previous hanging, draping, spreading; answers to review
lesson. learners understanding of
Plan the layout of the the lesson.
exhibition hall, prepare
labels for the works (e.g. Call learners in turns to
title, name of artist, date); summarize the lesson

Clean and prepare the hall

and its environment and
make it ready for the
exhibition;

Plan for post exhibition

activities such as cleaning,
appreciation, evaluation,
reporting, etc.

Week Ending
Class One
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page
Learning Indicator(s) B1.[Link]-2
Performance Indicator Learners can do picture reading and read simple sentences of about
four to
five words
Strand Reading
Sub strand Silent Reading
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 10MINS
(Preparing The Brain For (New Learning Including (Learner And Teacher)
Learning) Assessment)
Flash letter cards to learners Put learners into groups and Use questions to review their
for provide them with a understanding of the lesson
them to make its sounds. picture book.
Ask pupils to write some Ask learners to summarize