FIRST TERM LESSON PLAN – BASIC FIVE
WEEK 1
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………
Week Ending: DAY: Tuesday Subject: English Language
Duration: 60mins Strand: Oral Language
Class: B5 Class Size: Sub Strand: Songs
Content Standard: Indicator: Lesson:
B5.1.1.1: Demonstrate understanding B5.[Link] explain the central messages in
of a variety of songs songs 1 of 1
Core Competencies:
Performance Indicator:
Communication and
Learners can explain the central messages in songs
Collaboration
Key words sequentially
References: English Language Curriculum For Primary Schools Pg. 71
Phase/Duration Learners Activities Resources
PHASE 1: Put learners into two groups. Call out some vocabulary Music box
STARTER and let them search the dictionary for their meanings.
The group to read first wins.
Did you enjoy the game?
What new words have you learn?
Form two sentences with your new words.
Share performance indicators and introduce the lesson
PHASE 2: NEW Have learners sing some familiar patriotic songs. Word cards,
LEARNING sentence
Have learners listen to you sing a selected song. cards, letter
cards,
handwriting on
Guide learners to sing lines of the song with
a manila card
appropriate stress and rhythm.
Let them sing individually and in groups.
Using questions discuss the central message of the
target song: Who composed this song? What is the
song telling us?
Invite individuals to explain the central message(s)
of the song.
PHASE 3: Use peer discussion and effective questioning to
REFLECTION find out from learners what they have learnt during
the lesson.
Take feedback from learners and summarize the
lesson.
Next Lesson: relate values in songs to real life
experiences
Week Ending: DAY: Wednesday Subject: English Language
Duration: 60mins Strand: Reading
Class: B5 Class Size: Sub Strand: Phonics
Indicator:
Content Standard:
B5.[Link] apply common phonic Lesson:
B5.2.2.1: Connect sounds to letters; and
generalizations (e.g. hard and soft “c”
blend letters/syllables in order to read
and “g”) when reading continuous 1 of 1
and write
texts.
Core Competencies:
Performance Indicator:
Communication and
Learners can apply common phonic generalizations (e.g. hard
Collaboration, Personal
and soft “c” and “g”) when reading continuous texts.
Development
References: English Language Curriculum For Primary Schools Pg. 91
Phase/Duration Learners Activities Resources
PHASE 1: Put learners into two groups. Call out some vocabulary flashcards
STARTER and let them search the dictionary for their meanings.
The group to read first wins.
Did you enjoy the game?
What new words have you learn?
Form two sentences with your new words.
Share performance indicators and introduce the lesson
PHASE 2: NEW Review the hard form of the sound, e.g. “c” as in Word cards,
LEARNING cut; “g” as in get. sentence cards,
letter cards,
Introduce the soft form using lots of examples, e.g. handwriting on
a manila card
“c” as in center, cent, circle; “g” as in gent, gin,
etc.
In groups, encourage learners to come out with
words in which the sounds occur.
Have each group read their words to the class and
then publish it on the walls of the classroom for
learners to go round to read.
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge
they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Next Lesson: Use common minimal pairs to
decode words. e.g. – sash, wash
Week Ending: DAY: Thursday Subject: English Language
Duration: 60mins Strand: Grammar
Class: B5 Class Size: Sub Strand: Nouns
Content Standard:
Indicator: Lesson:
B5.3.1.1: Apply knowledge of
B5.[Link] identify and use nouns or noun
different types of nouns in
phrases to refer to quantities or units 1 of 1
communication
Performance Indicator: Core Competencies:
Learners can identify and use nouns or Communication and Collaboration, Personal
noun phrases to refer to quantities or units Development and Leadership
New words Imperative, knowledge
References: English Language Curriculum Pg. 105
Phase/Duration Learners Activities Resources
PHASE 1: Write down a couple of words on cards. Make sure
STARTER learners are familiar with the words.
Divide the class in to groups. One person from each
group comes up in front to pick and act the word.
The group to get the highest score wins!
Share performance indicators and introduce the
lesson.
PHASE 2: NEW Revise nouns briefly. Word cards,
LEARNING paper, letter
e.g.: − Please, give me a piece of paper. − I have a
Introduce quantities and units in context. cards,
pair of trousers.
Have learners identify more examples of these in text
and use them in sentences.
Learners make up their own noun phrases and use
them in sentences.
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the knowledge
they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Next Lesson: identify and use proper nouns
Week Ending: DAY: Friday Subject: English Language
Duration: 60mins Strand: Writing
Class: B5 Class Size: Sub Strand: Penmanship
Content Standard: Indicator: Lesson:
B5.4.2.1: Copy and rewrite sentences B5.[Link] copy sentences clearly in joint
correctly script maintaining legible handwriting 1 of 2
Performance Indicator:
Core Competencies:
Learners can copy sentences clearly in joint script
Communication and Collaboration,
maintaining legible handwriting
References: English Language Curriculum Pg. 120
Phase/Duration Learners Activities Resources
PHASE 1: Have learners recite familiar rhymes.
STARTER Would you love to sing more songs?
What words did you hear in the song?
Write some of the words you heard.
Share the performance indicators and
introduce the lesson.
PHASE 2: NEW Select sentences from texts learners have Word cards,
LEARNING read and write them on the board, using joint sentence cards,
script. e.g. letter cards,
handwriting on a
manila card
Have learners read out the sentence. (in pairs,
small groups, large groups)
Have learners copy the sentences into their
exercise books.
Go round to support struggling learners
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Next Lesson: Choose appropriate ways and
modes of writing for a variety of purposes