TERM THREE

BASIC FIVE
WEEK 1

……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending:
Day :

Period :

Strand :
A. Reading
B. Grammar Usage At Word
 NANA FIIFI ACQUAH

C. Writing
D. Using Writing Conventions
E. Extensive Reading

Indicator (code)
Content standard (code)
Performance Indicator

Core Competencies: Creativity and Innovation Communication and Collaboration Personal

Development and Leadership Critical Thinking and Problem Solving.

Keywords

ence cards, letter cards, handwriting on a manila card and a class library.

e curriculum Page

Phase 2: Main
(new learning including assessment)
rain for learning)
sing songs and recite B. READING
• Demonstrate the playful use of words (jokes
riddles etc.)
• e.g. Riddle, riddle. I am something. I have fo
legs and a top. People write or eat on me. What am

• Have learners use appropriate language in jo

riddles etc.
• Make them understand that these are ways
which language could also be used.

Assessment: let learners use appropriate language

jokes and riddles
sing songs and recite familiar rhymes C. GRAMMAR
• Revise concrete nouns.
• Introduce abstract nouns as nouns that cann
be touched, seen or felt. They include ghost, beaut
holiness, air, etc.
• Provide a passage with concrete and abstrac
nouns and let learners identify each category.
• Have learners use given concrete and abstra
nouns in sentences.

Assessment: let learners use given concrete

abstract nouns in sentences.
sing songs and recite familiar rhymes D. WRITING
• Display a sample paragraph.
• Underline the cohesive devices/transitional
words. • Have learners read the paragraph and disc
with their peers what the underlined words are doi
the paragraph.
• Lead them in a general discussion on what t
underlined words are and their role in the paragrap
 • Provide a paragraph and leave out the cohesive
devices.
Have learners complete the paragraph with appropriate
transitional words.

Assessment: Provide a paragraph and leave out the

cohesive devices. Have learners complete the paragraph
with appropriate transitional words
Friday Engage E. WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to • Revise concrete nouns. Introduce abstract nouns today?
sing songs as nouns or names of things that cannot be touched,
and recite seen or felt. They include ghost, beauty, holiness, mercy, Ask learners to
familiar etc. • Provide a passage with concrete and abstract summarize the main
rhymes nouns and let learners identify each category. points in the lesson
• Have learners use given concrete and abstract
nouns in sentences.

Assessment: let learners use given concrete and abstract

nouns in sentences.

Friday Guide E. EXTENSIVE READING

learners to • Guide learners to choose and read Have learners to tell
choose and independently books of their choice during the library what they read to the
read books period. • Learners think-pair-share their stories with whole class
during the peers.
library • Ask each learner to write a-two-paragraph
period summary of the book read.
• Invite individuals to present their work to the
class for feedback.

Assessment: let learners read a variety of age- and level

appropriate books and present at least a-three
paragraph summary of each book read
ee

Signature: …………………………………… Date: ……………………

 TERM THREE
BASIC FIVE
WEEK 2
……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending: Class size:
Day: Date:

Period: Lesson:

Strand: Sub-strand:
A. Oral Language A. Poems
B. Reading B. Vocabulary
C. Grammar Usage at Word C. Nouns
D. Writing D. Paragraph Development
E. Using Writing Conventions E. Naming Words/Nouns
F. Extensive Reading F. Building the Love and Culture of Reading

Indicator (code) B5.[Link]. B5.[Link] B5.[Link]. B5.[Link]. B5.[Link] B5.[Link]

Content standard (code) B5.1.3.1 . B5.2.6.4. B5.3.1.1. B5.4.3.1. B5.5.3.1. B5.6.1.1.
Performance Indicator A. Learners can compose six-line poems
B. Learners can use words suitable for purpose, audience
culture in relation to: type of texts (expository/explanat
language, argumentative), medium (spoken/writt
(formal/informal) etc.
C. Learners can identify and use abstract nouns to refer to
ideas. [Link] can use cohesive devices – pronouns
vocabulary or grammatical structures to link ideas in a para
connectors to link similar ideas, give reasons and add inform
E. Learners can identify and use abstract nouns to refer to con
F. Learners can read a variety of age- and level appropriate bo
present at least a-three-paragraph summary of each book r

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Dev
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary /
(preparing
the brain
for
learning)
Monday Engage A. ORAL LANGUAGE• Have What have we learnt
learners to learners recite a poem of their choice today?
sing songs individually and in groups.
and recite • Put learners into groups and ask them to write Ask learners to
familiar out some lines of the recited poems. summarize the main
rhymes • Assign learners to create or write some points in the lesson
meaningful lines similar to those in the poem of their
choice.
• Guide learners to arrange their formulated lines
together to compose a poem of six lines.
• Have each group recite their poem while others
listen. • Ask the class to identify the values in the poems
as they listen to recitations.

Assessment: let learners compose six-line poems

Tuesday Engage B. READING What have we learnt
learners to • Demonstrate the use of the key elements in today?
sing songs writing. E.g. purpose, audience, setting, characters etc.
and recite • Have learners to role-play a simple story to bring Ask learners to
familiar out the importance of these elements and their usage. summarize the main
rhymes points in the lesson

Assessment: let learners use words suitable for purpose,

audience, context and culture in relation to a type of
text
Wednesday Engage C. GRAMMAR What have we learnt
learners to • Revise concrete nouns. today?
sing songs
and recite

familiar • Introduce abstract nouns as nouns that cannot Ask learners to

rhymes be touched, seen or felt. They include ghost, beauty, summarize the main
holiness, air, etc. points in the lesson
• Provide a passage with concrete and abstract
nouns and let learners identify each category.
• Have learners use given concrete and abstract
nouns in sentences.

Assessment: let learners use given concrete and

abstract nouns in sentences.
Thursday Engage D. WRITING What hav
learners to • Display a sample paragraph. today?
sing songs • Underline the cohesive devices/transitional
and recite words. • Have learners read the paragraph and discuss Ask learn
familiar with their peers what the underlined words are doing summari
rhymes in the paragraph. points in
• Lead them in a general discussion on what the
underlined words are and their role in the paragraph. •
Provide a paragraph and leave out the cohesive
devices.
Have learners complete the paragraph with appropriate
transitional words.

Assessment: let learners use cohesive devices –

pronouns, repetition of vocabulary or grammatical
structures to link ideas in a paragraph,
Friday Engage E. WRITING CONVENTION AND GRAMMAR USAGE What hav
learners to • Revise concrete nouns. Introduce abstract nouns today?
sing songs as nouns or names of things that cannot be touched,
and recite seen or felt. They include ghost, beauty, holiness, mercy, Ask learn
familiar etc. • Provide a passage with concrete and abstract summari
rhymes nouns and let learners identify each category. points in
• Have learners use given concrete and abstract
nouns in sentences.

Assessment: let learners use given concrete and abstract

nouns in sentences.
Friday Guide E. EXTENSIVE READING
learners to • Guide learners to choose and read Have lear
choose and independently books of their choice during the library what the
read books period. • Learners think-pair-share their stories with whole cla
during the peers.
• Ask each learner to write a-two-paragraph
summary of the book read.
 library • Invite individuals to present their work to the class for
period feedback.

Assessment: let learners read a variety of age- and level

appropriate books and present at least a-three
paragraph summary of each book read

TERM THREE
BASIC FIVE
WEEK 3
……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending: Class size:
Day: Date:

Period: Lesson:
Strand: Sub-strand:
A. Oral Language A. Dramatization and Role Play
B. Reading B. Comprehension
C. Grammar Usage at Word C. Determiners
D. Writing D. Writing as a Process
E. Using Writing Conventions E. Using action Words
F. Extensive Reading F. Building the Love and Culture of Reading

Indicator (code) B5.[Link]. B5.[Link]. B5.[Link] B5.[Link] B5.[Link] B5.[Link]

Content standard (code) B5.1.5.2. B5.2.7.2. B5.[Link] B5.4.9.3. B5.5.4.1. B5.6.1.1.
Performance Indicator A. Learners can analyse the actions of characters in sketches
B. Learners can demonstrate awareness of the structure of texts (e.g.
introduction, body, conclusion).
C. Learners can identify and use interrogative determiners e.g. which, whose
– to find out which person something belongs to
D. Learners can display writing piece for peers to read and publish it in the
class magazine.
E. Learners can use singular and plural subjects and the verb forms that go
with them.
F. Learners can read a variety of age- and level appropriate books and
present at least a-three-paragraph summary of each book read
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
 learning)
Monday Engage A. ORAL LANGUAGE What have we learnt
learners to • Sing songs that accompany story telling with today?
sing songs learners.
and recite • Choose familiar stories from learners’ Ask learners to
familiar background. summarize the main
rhymes • Put learners into groups. points in the lesson
Revise the previous activity on writing short sketches.
Learners sketch a story told.
• Through questions guide learners to identify and
analyse characters and their actions in their sketches.

Assessment: let learners analyse the actions of

characters in sketches
Tuesday Engage B. READING What have we learnt
learners to • Guide learners with questions to identify the main today?
sing songs parts of a story, e.g. introduction, body and conclusion.
and recite • Have learners use connectives to summarise each part Ask learners to
familiar of the text and use these to make a full summary. summarize the main
rhymes points in the lesson

Assessment: let learners identify the main structure of

texts
Wednesday Engage C. GRAMMAR What have we learnt
learners to • Choose a text that illustrates interrogatives. With today?
sing songs an example from the text, guide learners to identify the
and recite other interrogatives in the passage. Ask learners to
familiar • Create a scenario for them to use the summarize the main
rhymes demonstratives appropriately in sentences. points in the lesson
 Assessment: let learners use interrogative determiners
appropriately in sentences
Thursday Engage D. WRITING What have we learnt
learners to • Have learners share their writing with their peers today?
sing songs classmates and families.
and recite • Encourage learners to copy neatly their writing Ask learners to
familiar and submit them for publication in the class magazine, summarize the main
rhymes school magazine or notice board, The Junior Graphic points in the lesson

Assessment: let learners display writing piece for peers

to read
Friday Engage E. WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to Note: Let learners use the various tenses(simple, today?
sing songs present perfect and past perfect).
and recite • Revise work done on subject-verb agreement Ask learners to
familiar and give additional practice. summarize the main
rhymes • Review the listed tenses. points in the lesson
• Demonstrate that more than one of these may
be used in an essay, e.g. the simple present and the
simple past as well as simple past and the past perfect. •
Show samples of texts from their reader and elsewhere.
• Provide topics for learners to practice with their
groups.

Assessment: let learners use singular and plural subjects

and the verb forms that go with them in sentences

Friday Guide E. EXTENSIVE READING

learners to • Guide learners to choose and read Have learners to tell
choose and independently books of their choice during the library what they read to the
read books period. • Learners think-pair-share their stories with whole class
during the peers.
library • Ask each learner to write a-two-paragraph
period summary of the book read.
• Invite individuals to present their work to the
class for feedback.

Assessment: let learners read a variety of age- and level

appropriate books and present at least a-three
 paragraph summary of each book read

TERM THREE
BASIC FIVE
WEEK 4
……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending: Class size:
Day : Date :

Period : Lesson :

Strand : Sub-strand :
A. Oral Language A. Conversation
B. Reading B. Comprehension
C. Grammar Usage At Word C. Determiners
D. Writing D. Writing as a Process
E. Using Writing Conventions E. Using action Words
F. Extensive Reading F. Building the Love and Culture of Reading

Indicator (code) B5.[Link]. B5.[Link]. B5.[Link] B5.[Link] B5.[Link] B5.[Link]

Content standard (code) B5.1.6.3. B5.2.7.3. B5.3.2.1. B5.4.9.3. B5.5.4.1. B5.6.1.1.
Performance Indicator A. Learners can demonstrate turn taking in conversation in different topics
and follow agreed-upon rules for conversation, e.g. listening to others,
speaking one at a time.
B. Learners can use knowledge of prefixes and suffixes to read and interpret
unfamiliar words e.g. mis – misunderstanding
C. Learners can identify and use interrogative determiners e.g. which, whose
– to find out which person something belongs to
D. Learners can display writing piece for peers to read and publish it in the
class magazine
E. Learners can use singular and plural subjects and the verb forms that go
with them.
F. Learners can read a variety of age- and level appropriate books and
present at least a-three-paragraph summary of each book read

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage A. ORAL LANGUAGE What have we learnt
learners to • Through discussion, guide learners to identify today?
sing songs some events that happened in the day or recently.
and recite • Invite some individual learners to discuss with Ask learners to
familiar the class some experiences. summarize the main
rhymes e.g. The learner was late and had to help somebody on points in the lesson
the way to school.
• Have a pair of learners converse on a given topic
(e.g.
a football match) as others watch.
• Learners in pairs then converse, talking about
different topics after the example presented.
• Guide the use of appropriate vocabulary by
showing vocabulary cards and indirectly dropping hints
of a correct word.
• Encourage learners to take turns in the activity.
e.g. What did you just say? Say that again. Can you
repeat what you said, sorry, excuse me. Learners
demonstrate the use of this in pairs in front of the
class.

Assessment: let learners take turns in conversation in

different topics
Tuesday Engage B. READING What have we learnt
learners to • Revise affixes briefly and have learners identify today?
sing songs them in words.
and recite • Have learners use words in their own sentences Ask learners to
familiar summarize the main
rhymes Assessment: let learners use knowledge of prefixes and points in the lesson
suffixes to read and interpret unfamiliar words
 NANA FIIFI ACQUAH

Wednesday Engage C. GRAMMAR What hav

learners to • Choose a text that illustrates interrogatives. With today?
sing songs an example from the text, guide learners to identify the
and recite other interrogatives in the passage. Ask learn
familiar • Create a scenario for them to use the summari
rhymes demonstratives appropriately in sentences. points in

Assessment: let learners use interrogative determiners

appropriately in sentences.
Thursday Engage D. WRITING What hav
learners to • Have learners share their writing with their peers today?
sing songs classmates and families.
and recite • Encourage learners to copy neatly their writing Ask learn
familiar and submit them for publication in the class magazine, summari
rhymes school magazine or notice board, The Junior Graphic points in

Assessment: let learners display writing piece for peers

to read
Friday Engage E. WRITING CONVENTION AND GRAMMAR USAGE What hav
learners to Note: Let learners use the various tenses(simple, today?
sing songs present perfect and past perfect).
and recite • Revise work done on subject-verb agreement Ask learn
familiar and give additional practice. summari
rhymes • Review the listed tenses. points in
• Demonstrate that more than one of these may
be used in an essay, e.g. the simple present and the
simple past as well as simple past and the past perfect. •
Show samples of texts from their reader and elsewhere.
• Provide topics for learners to practise with their
groups.

Assessment: let learners use singular and plural subjects

and the verb forms that go with them in sentences

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Friday Guide E. EXTENSIVE READING
learners to • Guide learners to choose and read Have learners to tell
choose and independently books of their choice during the library what they read to the
read books period. • Learners think-pair-share their stories with whole class
during the peers.
library • Ask each learner to write a-two-paragraph
period summary of the book read.
• Invite individuals to present their work to the
class for feedback.

Assessment: let learners read a variety of age- and level

appropriate books and present at least a-
threeparagraph summary of each book read

TERM THREE
BASIC FIVE
WEEK 5
……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending: Class size:
Day : Date :

Period : Lesson :

Strand : Sub-strand :
A. Oral Language A. Conversation
B. Reading B. Silent Reading
C. Grammar Usage At Word C. Verbs
D. Writing D. Persuasive/Argumentative Writing
E. Using Writing Conventions E. Using Conjunctions
F. Extensive Reading F. Building the Love and Culture of Reading

Indicator (code) B5.[Link] B5.[Link]. B5.[Link] B5.[Link] B5.[Link]

Content standard (code) B5.1.6.3. B5.2.8.1. B5.3.5.1. B5.4.13.2. B5.5.8.1.
Performance Indicator A. Learners can respond to questions to give further clarificatio
opinion.
B. Learners can answer questions based on the passage read.
C. Learners can use the past continuous form of verbs to talk a
actions/events that were going on when a second action/ev
D. Learners can establish and maintain a formal style.
E. Learners can identify and use conjunctions – becau
 although – to − give reasons − link contrasting ideas − show results.
F. Learners can read a variety of age- and level appropriate books and
present at least a-three-paragraph summary of each book read
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage A. ORAL LANGUAGE What have we learnt
learners to • Revise the activity on the talk show. Learners today?
sing songs give examples of some vocabulary learnt.
and recite • Together with learners, choose a topic and Ask learners to
familiar initiate a conversation. Encourage learners to ask summarize the main
rhymes questions for clarification, and use appropriate points in the lesson
expressions.
• Put pupils into groups. Have each group choose a
theme and initiate a conversation on their theme. Have
the others listen and ask questions.
• Have the group respond to the questions to give
further clarifications

Assessment: let learners respond to questions to give

further clarification of an opinion.
Tuesday Engage B. READING What hav
learners to • Learners pose and answer questions that clarify today?
sing songs meaning and promote deeper understanding of a text.
and recite • Questions can be generated by the learner, a Ask learn
familiar peer or an adult. E.g. summari
rhymes i. Why did the character do nothing? points in
ii. How did it make them feel?

Assessment: let learners answer questions based on the

passage read

Wednesday Engage C. GRAMMAR What hav

learners to • Introduce the concept by reviewing the present today?
sing songs continuous form of verbs.
and recite • Use the concept in context and have learners Ask learn
familiar identify the time of the actions. summari
rhymes • Have learners construct similar sentences. points in

• Explain that the past continuous form of verbs is

used to talk about actions/events that were going on
when a second action/event took place.
• In pairs let learners write sentences using the
past continuous form of verbs.

Assessment: let learners write sentences using the past

continuous form of verbs.

Thursday Engage D. WRITING What hav

learners to • Using models, discuss the basic structure of an today?
sing songs argumentative piece:
and recite − Introduction. Ask learn
familiar − Reasons for the stand taken. summari
rhymes − Conclusion. points in
• Have groups present full compositions using this
structure for class discussions and feedback.

Assessment: let learners write an argumentative piece

Friday Engage E. WRITING CONVENTION AND GRAMMAR USAGE What hav
learners to • Revise simple conjunctions. Provide simple today?
sing songs sentences and let learners join them using and, or/nor,
and recite but. Ask learn
 familiar • Introduce because, since, so, although, in summarize the main
rhymes context. e.g. points in the lesson
I'm late because I missed the bus.
Although Afi is has eye problems, she doesn't wear
glasses.
He eats well, so he is healthy.
• Guide learners to discover the functions of these
conjunctions.
• Have them practise using these conjunctions in
their own sentences.
• Provide a passage and have learners identify the
conjunctions in the passage.
• Let learners form sentences and join them with
the conjunctions identified.

Assessment: let learners form sentences and join them

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

library • Ask each learner to write a-two-paragraph

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

Assessment: let learners read a variety of age- and

level appropriate books and present at least a-three
paragraph summary of each book read

TERM THREE
BASIC FIVE
WEEK 6
……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending: Class size:
Day : Date :

Period : Lesson :
Strand : Sub-strand :
A. Oral Language A. Listening Comprehension
B. Reading B. Fluency
C. Grammar Usage At Word C. Verbs
D. Writing D. Persuasive/Argumentative Writing
E. Using Writing Conventions E. Using Conjunctions
F. Extensive Reading F. Building the Love and Culture of Reading

Indicator (code) (B5.[Link] B5.[Link]) B5.[Link] B5.[Link] B5.[Link] B5.[Link] B5.[Link]

Content standard (code) (B5.1.7.1. B5.1.7.1.) B5.2.9.1. B5.3.5.1. B5.4.13.2. B5.5.8.1. B5.6.1.1.
Performance Indicator A. Learners can ask relevant questions to expand comprehension of details of
texts. Distinguish between causes and effects of events in a story
B. Learners can read grade-level texts with good speed and accuracy
C. Learners can use the imperative forms of verbs to give instructions and
directions
D. Learners can provide a concluding statement that follows from the
arguments presented
E. Learners can identify and use conjunctions – because, since, so, although
– to − give reasons − link contrasting ideas − show results
F. Learners can read a variety of age- and level appropriate books and
present at least a-three-paragraph summary of each book read

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage A. ORAL LANGUAGE What hav
learners to • Through discussion, learners identify some today?
sing songs interesting stories or texts they have heard or read.
and recite • Assist learners to talk about the content of the Ask learn
familiar stories/texts after re-telling the story. summari
rhymes Encourage learners to ask relevant questions to expand points in
their comprehension of the details of the text.

• Select an appropriate story to be read in class.

• Have learners read the story and re-tell it to the
class. • Work together with learners to identify the
events in the story and link them sequentially by
identifying cause and effect.
• Learners in their groups choose stories and
identify the causes and effects of events.
Let learners present their work as the rest listen to them

Assessment: let learners choose stories and identify the

causes and effects of events.

Tuesday Engage B. READING What hav

learners to • Use the three-stage approach to a today?
sing songs comprehension lesson and have learners prepare and
and recite read the text with purpose and understanding. Ask learn
familiar • Use different strategies to assist learners to come summari
rhymes up with meaning of a text ,e.g. The Herringbone, KWL points in
etc.

Assessment: let learners read grade-level texts with

good speed and accuracy

Wednesday Engage C. GRAMMAR What hav

learners to e.g. Switch on the light. today?
sing songs Turn right.
and recite • Revise commands and requests. Ask learn
familiar • Invite pairs of learners to demonstrate giving summari
rhymes instructions and directions. points in
• Create situations for learners to have practice.

Assessment: let learners use the imperative forms of

verbs to give instructions and directions in sentences
Thursday Engage D. WRITING • What have we learnt
learners to Revise persuasive writing. today?
sing songs • Have them go through the writing process to
and recite present/state an opinion, explain and justify it so as to Ask learners to
familiar persuade the reader to accept their opinion or point of summarize the main
rhymes view. points in the lesson
• Teach the features of a debate.
• Guide learners to select a controversial or
debatable topic.
Divide the class into two to prepare using the writing
process as a guide, and debate on the topic.

Assessment: let learners provide a concluding

statement that follows from the arguments presented
Friday Engage E. WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to • Revise simple conjunctions. Provide simple today?
sing songs sentences and let learners join them using and, or/nor,
and recite but. Ask learners to
familiar • Introduce because, since, so, although, in summarize the main
rhymes context. e.g. points in the lesson
I'm late because I missed the bus.
Although Afi is has eye problems, she doesn't wear
glasses.
He eats well, so he is healthy.
• Guide learners to discover the functions of these
conjunctions.
• Have them practise using these conjunctions in
their own sentences.
• Provide a passage and have learners identify the
conjunctions in the passage.
• Let learners form sentences and join them with
the conjunctions identified.

Assessment: let learners form sentences and join them

with the conjunctions identified
Frida Guide E. EXTENSIVE READING
learners to • Guide learners to choose and read Have learners to tell
choose and independently books of their choice during the library what they read to the
read books period. • Learners think-pair-share their stories with whole class
during the peers.
library • Ask each learner to write a-two-paragraph
period summary of the book read.
• Invite individuals to present their work to the
class for feedback.

Assessment: let learners read a variety of age- and level

appropriate books and present at least a-
threeparagraph summary of each book read
 TERM THREE
BASIC FIVE
WEEK 7
……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending: Class size:
Day : Date :

Period : Lesson :

Strand : Sub-strand :
A. Oral Language A. Presentation
B. Reading B. Fluency
C. Grammar Usage At Word C. Conjunctions
D. Writing D. Informative/Expository Writing
E. Using Writing Conventions E. Using Simple, Compound and Complex Sentences
F. Extensive Reading F. Building the Love and Culture of Reading

Indicator (code) B5.[Link]. B5.[Link]. B5.[Link] B5.[Link] B5.[Link]. B5.[Link]

Content standard (code) B5.1.10.3 B5.2.9.1. B5.3.8.1. B5.4.14.1. B5.5.9.1. B5.6.1.1.
Performance Indicator A. Learners can present information about personal experiences
B. Learners can use context to confirm or self-correction strategies to confirm
 understanding of level-appropriate texts
C. Learners can identify and use simple conjunctions-because,
although – to − give reasons, − link contrasting ideas − show
[Link] can write sentences to describe a process of doin
E. Learners can identify subjects and predicates in compound
F. Learners can read a variety of age- and level appropriate bo
present at least a-three-paragraph summary of each book
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Dev
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary /
(preparing
the brain
for
learning)
Monday Engage A. ORAL LANGUAGE What hav
learners to • Model presenting a speech on a topic or have today?
sing songs them listen to a recording of someone's personal
and recite experience. Ask learn
familiar Use the example to guide learners to identify the summari
rhymes (purpose of and audience for the speech.) points in
• Discuss the importance of purpose and audience
in speech.
• Put learners in groups to plan a parallel speech
and present to the class. Each group should select a
purpose for and an audience for their speech.

Assessment: let learners present information about

personal experiences
Tuesday Engage B. READING What have we learnt
learners to • Have learners read the grade appropriate texts today?
sing songs paying attention to punctuation marks, words,
and recite sentences and paragraphs. Ask learners to
familiar • Provide questions that will guide learners in summarize the main
rhymes understanding the passage, e.g., What word connects points in the lesson
paragraphs one and two?
• Learners use correction strategy to help them
make meaning from the text as they read.

Assessment: let learners use correction strategy to make

meaning from the text as they read
Wednesday Engage C. GRAMMAR What have we learnt
learners to • Revise simple conjunctions. Provide simple today?
sing songs sentences and let learners join them using and, or/nor,
and recite but.
• Introduce because, since, so, although in
context. e.g.:

familiar I'm late because I missed the bus. Ask learners to

rhymes Although Afi is has eye problems, she doesn't wear summarize the main
glasses. points in the lesson
He eats well, so he is healthy.
• Guide learners to discover the functions of these
conjunctions.
• Have them practise using these conjunctions in
their own sentences.
• Provide a passage and have learners identify the
conjunctions in the passage.
• Let learners form pairs of simple sentences and
join them with the conjunctions identified.

Assessment: let learners form pairs of simple sentences

and join them with the conjunctions identified
Thursday Engage D. WRITING What have we learnt
learners to • Use pictures showing the stages of how some today?
sing songs dishes are prepared.
and recite • Learners in groups observe the picture Ask learners to
familiar sequences and write words that give information on the summarize the main
rhymes activity. points in the lesson
• Each group presents its work for discussion.
 • Let learners in groups choose a domestic activity
they would want to give information on. (They should
be able to compose expository pieces of between 90
and 120 words).

Assessment: let learners write sentences to describe

the stages of how some dishes are prepared.
Friday Engage E. WRITING CONVENTION AND GRAMMAR USAGE • What hav
learners to Give learners an extract from a comprehension today?
sing songs passage.
and recite • Guide them to identify the simple and Ask learn
familiar compound sentences. summari
rhymes • Let them identify the subjects and verbs in each points in
compound sentence.
• Let learners write about an event they had
participated in, demonstrating their understanding of
subject and predicate sentences.
• Learners edit to demonstrate their knowledge of
subject and predicate.

Assessment: let learners identify subjects and

predicates in compound sentences
Friday Guide E. EXTENSIVE READING
learners to • Guide learners to choose and read Have learners to tell
choose and independently books of their choice during the library what they read to the
read books period. • Learners think-pair-share their stories with whole class
during the peers.
library • Ask each learner to write a-two-paragraph
period summary of the book read.
• Invite individuals to present their work to the
class for feedback.

Assessment: let learners read a variety of age- and level

appropriate books and present at least a-
threeparagraph summary of each book read

TERM THREE
BASIC FIVE
WEEK 8
……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending: Class size:
Day : Date :
 NANA FIIFI ACQUAH

Period : Lesson :

Strand : Sub-strand :
A. Oral Language A. Presentation
B. Reading B. Summarising
C. Grammar Usage At Word C. Conjunctions
D. Writing D. Informative/Expository Writing
E. Using Writing Conventions E. Using Simple, Compound and Complex Sentences
F. Extensive Reading F. Building the Love and Culture of Reading

Indicator (code) B5.[Link] B5.[Link]. B5.[Link] B5.[Link] B5.[Link]. B5.[Link]

Content standard (code) B5.1.10.3. B5.2.10.1. B5.3.8.1. B5.4.14.2. B5.5.9.1. B5.6.1.1.
Performance Indicator A. Learners can draw on prior knowledge to identify organisational structure
of speech.
B. Learners can summarise level-appropriate texts/passages orally.
C. Learners can identify and use simple conjunctions-because, since, so,
although – to − give reasons, − link contrasting ideas − show results.
D. Learners can write about incidence or events of the day (e.g. any event
witnessed on their way to school) and make radio/TV presentations.
E. Learners can identify subjects and predicates in compound sentences.
F. Learners can read a variety of age- and level appropriate books and
present at least a-three-paragraph summary of each book read
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.
Keywords

T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage A. ORAL LANGUAGE What have we learnt
learners to • Have learners listen to a speech and give the today?
sing songs written text to them to read taking note of the features.
and recite • Discuss the structure of a model speech with Ask learners to
familiar learners: e.g. summarize the main
rhymes i. Heading ii. points in the lesson
Vocative Address
iii. Introduction iv.
Body
• In groups have pupils write and present a parallel
speech. Have the class critique each group’s work based
on the discussed structures.

Assessment: let learners identify organisational

structure of speech.
Tuesday Engage B. READING What have we learnt
learners to • Learners identify the most important ideas in today?
sing songs texts/passages read and restate them in their own
and recite words. Ask learners to
familiar E.g. summarize the main
rhymes i. Can you retell the story? points in the lesson
ii. Who are the main characters? iii.
What is the setting?
iv. What are the main events? (use herringbone or story
map as strategies)

Assessment: let learners summarise level-appropriate

texts/passages orally
Wednesday Engage C. GRAMMAR What have we learnt
learners to • Revise simple conjunctions. Provide simple today?
sing songs sentences and let learners join them using and, or/nor,
and recite but.
• Introduce because, since, so, although in context.

familiar e.g.: Ask learners to

rhymes I'm late because I missed the bus. summarize the main
Although Afi is has eye problems, she doesn't wear points in the lesson
glasses.
He eats well, so he is healthy.
• Guide learners to discover the functions of these
conjunctions.
• Have them practise using these conjunctions in
their own sentences.
• Provide a passage and have learners identify the
conjunctions in the passage.
• Let learners form pairs of simple sentences and
join them with the conjunctions identified.

Assessment: let learners form pairs of simple sentences

and join them with the conjunctions identified
Thursday Engage D. WRITING What have we learnt
learners to • Let learners watch TV news at home and write today?
sing songs their own news from the pictures they see.
and recite • Put learners into groups. Let them brainstorm Ask learners to
familiar and write about events of the day. Each group chooses summarize the main
rhymes an interesting event and writes the news to broadcast to points in the lesson
the class. Let each group choose one person to present
the news.
• Have learners publish their works on the
internet.
• Help learners to organise a radio or talk show

Assessment: let learners write about incidence or

events of the day
Friday Guide E. EXTENSIVE READING
learners to • Guide learners to choose and read Have learners to tell
choose and independently books of their choice during the library what they read to the
read books period. • Learners think-pair-share their stories with whole class
during the peers.
library • Ask each learner to write a-two-paragraph
period summary of the book read.
• Invite individuals to present their work to the
class for feedback.

Assessment: let learners read a variety of age- and level

appropriate books and present at least a-
threeparagraph summary of each book read
Friday Engage E. WRITING CONVENTION AND GRAMMAR USAGE • What have we learnt
learners to Give learners an extract from a comprehension today?
sing songs passage.
and recite • Guide them to identify the simple and compound Ask learners to
familiar sentences. summarize the main
rhymes • Let them identify the subjects and verbs in each points in the lesson
compound sentence.
• Let learners write about an event they had
participated in, demonstrating their understanding of
subject and predicate sentences.
• Learners edit to demonstrate their knowledge of
subject and predicate.

Assessment: let learners identify subjects and

predicates in compound sentences.

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

 TERM THREE
BASIC FIVE
WEEK 9
……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending: Class size:
Day : Date :

Period: Lesson:

Strand: Sub-strand:
A. Oral Language A. Presentation
B. Reading B. Summarising
C. Grammar Usage At Word C. Modals
D. Writing D. Letter Writing
E. Using Writing Conventions E. Using Simple, Compound and Complex Sentences
F. Extensive Reading F. Building the Love and Culture of Reading

Indicator (code) (B5.[Link] B5.[Link]) B5.[Link]. B5.[Link] B5.[Link] B5.[Link]

B5.[Link]
Content standard (code) (B5.1.10.3. B5.1.10.3.) B5.2.10.1. B5.3.9.1. B5.4.15.1. B5.5.9.1.
 NANA FIIFI ACQUAH

B5.6.1.1.
Performance Indicator A. Learners can gather and select facts and ideas from one or multiple print
and non-print sources, appropriate to the purpose, audience, context and
culture. Support ideas and points of view by integrating selected visual
and audio resources, verbal and non-verbal cues (e.g. gestures, facial
expressions)
B. Learners can summarise level-appropriate texts/passages orally
C. Learners can use modals to express a variety of meanings:
D. Learners can write to friends about events using appropriate letter formats
E. Learners can construct compound sentences correctly
 [Link] can read a variety of age- and level appropriate books and present
at least a-three-paragraph summary of each book read
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage A. ORAL LANGUAGE What have we learnt
learners to • Review the organizational structure of the speech today?
sing songs with pupils by giving a short speech and asking them to
and recite identify the various structures. Ask learners to
familiar • Provide sample speeches for discussion to help summarize the main
rhymes learners generate ideas for their speeches. points in the lesson
• Use the internet to guide the learners to
download important speeches.
• Together with learners, discuss the organisational
structure of the speeches.
• Have learners choose and write speeches

• Through discussion, guide learners to select facts

and ideas from one or more sources such as print
sources and non-print sources (e.g. resource person)
appropriate to the purpose, audience, context and
culture.
• Encourage learners to ask questions for clarity

Assessment: let learners support ideas and points of

view by integrating selected visual and audio resources
Tuesday Engage B. READING What have we learnt
learners to • Learners identify the most important ideas in today?
sing songs texts/passages read and restate them in their own
and recite words.

familiar E.g. Ask learners to

rhymes i. Can you retell the story? summarize the main
ii. Who are the main characters? iii. points in the lesson
What is the setting?
iv. What are the main events? (use herringbone or story
map as strategies)

Assessment: let learners summarise level-appropriate

texts/passages orally
Wednesday Engage C. GRAMMAR What have we learnt
learners to − Can: conveys ability: I can drive today?
sing songs −May: asks for permission, expresses politeness,
and recite possibility: May I go out? Ask learners to
familiar − Must: obligation or compulsion, necessity summarize the main
rhymes − Shall/will: prediction, intention, determination etc. points in the lesson
− Could: tentativeness, politeness
− Would: politeness
− Might: possibility
− Should: obligation
− Used to: for past activity/event
− Have to/ought to/need to: for obligation
• Introduce these (one or two at a time) in context. •
Use situations and drills to give learners ample
practice.

Assessment: let learners use modals to express a variety

of meanings
Thursday Engage D. WRITING What have we learnt
learners to • In groups learners are given samples of friendly today?
sing songs letters.
and recite • Let them brainstorm and write the important Ask learners to
familiar features of the letter and other special things they summarize the main
rhymes identify in the letters. points in the lesson
• Learners present their information to the whole
class to guide the class to learn about such letters.
• Guide learners in their groups to choose an
imaginary friend they want to write to.
• Learners brainstorm and write down ideas on
what they would want to include in their letters.
• Guide them to write their letters and let them
edit their work.
• Learners exchange their product with other
groups to edit.
• Learners read their letters to others.
 Assessment: let learners write to friends about events
using appropriate letter formats

Friday Engage E. WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to • Review the use of coordinators in sentences. today?
sing songs • Learners write examples of sentences containing
and recite coordinates. Let them write sentences demonstrating Ask learners to
familiar their knowledge in subject and predicate. summarize the main
rhymes • Learners in groups write a narrative exhibiting points in the lesson
their knowledge of subject and predicate in compound
sentences.
• Guide them to edit their work and encourage
them to share the final products with the class.

Assessment: let learners construct compound sentences

correctly
Friday Guide E. EXTENSIVE READING
learners to • Guide learners to choose and read Have learners to tell
choose and independently books of their choice during the library what they read to the
read books period. • Learners think-pair-share their stories with whole class
during the peers.
library • Ask each learner to write a-two-paragraph
period summary of the book read.
• Invite individuals to present their work to the
class for feedback.

Assessment: let learners read a variety of age- and level

appropriate books and present at least a-
threeparagraph summary of each book read
Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………
 TERM THREE
BASIC FIVE
WEEK 10

……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending: Class size:
Day : Date :

Period : Lesson :
 NANA FIIFI ACQUAH

Strand: Sub-strand:
A. Oral Language A. Presentation
B. Reading B. Summarizing
C. Grammar Usage at Word C. Modals
D. Writing D. Letter Writing
E. Using Writing Conventions E. Using Simple, Compound and Complex Sentences
F. Extensive Reading F. Building the Love and Culture of Reading

Indicator (code) B5.[Link]. B5.[Link] B5.[Link] B5.[Link] B5.[Link] B5.[Link]

Content standard (code) B5.1.10.3. B5.2.10.1. B5.3.9.1. B5.4.15.1. B5.5.9.1. B5.6.1.1.
Performance Indicator A. Learners can use discourse markers to signpost stages in a presentation
(e.g. “For the next part”, “For example”, “In summary”)
B. Learners can write a short summary of a level-appropriate text/passage
read
C. Learners can use modals to express a variety of meanings:
D. Learners can write to friends about events using appropriate letter formats
E. Learners can construct compound sentences correctly
F. Learners can read a variety of age- and level appropriate books and
present at least a-three-paragraph summary of each book read

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.
Keywords

T. L.R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage A. ORAL LANGUAGE What have we learnt
learners to • Select a sample written speech and through today?
sing songs discussion help learners to identify discourse markers to
and recite signpost stages in a presentation. Ask learners to
familiar E.g. “Let us look at,” also, “To sum up,” “Finally”. summarize the main
rhymes • Learners write and use the appropriate words in points in the lesson
both formal and informal situations.

Assessment: let learners discourse markers to signpost

stages in a presentation
Tuesday Engage B. READING What have we learnt
learners to • Have learners work in groups to write a summary today?
sing songs of a text/passage read taking note of the main ideas.
and recite • Let learners present their write-up for discussion Ask learners to
familiar and feedback from the class and teacher. summarize the main
rhymes points in the lesson
Assessment: let learners write a short summary of a
level-appropriate text/passage read
Wednesday Engage C. GRAMMAR What have we learnt
learners to − Can: conveys ability: I can drive today?
sing songs −May: asks for permission, expresses politeness,
and recite possibility: May I go out? Ask learners to
familiar − Must: obligation or compulsion, necessity summarize the main
rhymes − Shall/will: prediction, intention, determination etc. points in the lesson
− Could: tentativeness, politeness
− Would: politeness
− Might: possibility
− Should: obligation
− Used to: for past activity/event
− Have to/ought to/need to: for obligation
• Introduce these (one or two at a time) in context.

• Use situations and drills to give learners ample

practice.

Assessment: let learners use modals to express a variety

of meanings
Thursday Engage D. WRITING What have we learnt
learners to • In groups learners are given samples of friendly today?
sing songs letters.
and recite • Let them brainstorm and write the important Ask learners to
familiar features of the letter and other special things they summarize the main
rhymes identify in the letters. points in the lesson
• Learners present their information to the whole
class to guide the class to learn about such letters.
• Guide learners in their groups to choose an
imaginary friend they want to write to.
• Learners brainstorm and write down ideas on
what they would want to include in their letters.
• Guide them to write their letters and let them
edit their work.
• Learners exchange their product with other
groups to edit.
• Learners read their letters to others.

Assessment: let learners write to friends about events

using appropriate letter formats
Friday Engage E. WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to • Review the use of coordinators in sentences. today?
sing songs • Learners write examples of sentences containing
and recite coordinates. Let them write sentences demonstrating Ask learners to
familiar their knowledge in subject and predicate. summarize the main
rhymes • Learners in groups write a narrative exhibiting points in the lesson
their knowledge of subject and predicate in compound
sentences.
• Guide them to edit their work and encourage
them to share the final products with the class.

Assessment: let learners write to friends about events

using appropriate letter formats
Friday Guide E. EXTENSIVE READING
learners to • Guide learners to choose and read Have learners to tell
choose and independently books of their choice during the library what they read to the
read books period. • Learners think-pair-share their stories with whole class
during the peers.
library • Ask each learner to write a-two-paragraph
period summary of the book read.

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

• Invite individuals to present their work to the class for
feedback.

Assessment: let learners read a variety of age- and level

appropriate books and present at least a-three
paragraph summary of each book read
NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN
 TERM THREE
BASIC FIVE
WEEK 11
……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending: Class size:
Day : Date :

Period : Lesson :

Strand : Sub-strand :
A. Oral Language A. Presentation
B. Reading B. Summarising
C. Grammar Usage At Word C. Prepositions
D. Writing D. Letter Writing
E. Using Writing Conventions E. Spelling
F. Extensive Reading F. Building the Love and Culture of Reading

Indicator (code) B5.[Link] B5.[Link]. B5.[Link] B5.[Link] B5.5.9.1

Content standard (code) B5.1.10.3. B5.2.10.1. B5.3.10.1. B5.4.15.1. B5.5.9.1
Performance Indicator A. Learners can elaborate on points using concrete examples
B. Learners can write a short summary of a level-appropriate text/passage
read
C. Learners can use prepositions to convey a variety of meanings:
D. Learners can write to friends about events using appropriate letter formats
E. Learners can construct compound sentences correctly
F. Learners can read a variety of age- and level appropriate books and
present at least a-three-paragraph summary of each book read

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage A. ORAL LANGUAGE What have we learnt
learners to • Through model discussion help learners to today?
sing songs elaborate on their points and substantiate them through
and recite the use of details, concrete examples, experiences and Ask learners to
familiar feelings. • Have learners present their works to the summarize the main
rhymes hearing of others. points in the lesson
• Encourage the class to make inputs in one
another’s work.

Assessment: let learners elaborate on points using

concrete examples
Tuesday Engage B. READING What hav
learners to • Have learners work in groups to write a summary today?
sing songs of a text/passage read taking note of the main ideas.
and recite • Let learners present their write-up for discussion Ask learn
familiar and feedback from the class and teacher. summari
rhymes points in
Assessment: let learners write a short summary of a
level-appropriate text/passage read
Wednesday Engage C. GRAMMAR What hav
learners to − Position, e.g. by today?
sing songs −Direction, e.g. towards
and recite − Time, e.g. at Ask learn
familiar − Purpose, e.g. for summari
rhymes − Possession, e.g. for points in
− Comparison, e.g. taller than
− Support or opposition, e.g. for you, against you •
Provide a text and guide learners with examples to
identify prepositions used to show different meanings.
• Let learners construct sentences to convey the
following meanings using appropriate prepositions. i.
Position – She is standing by the car.
ii. Direction – They went towards the East.

iii. Time – He left at dawn. iv. Purpose – I bought this

hoe for weeding my garden. v. Possession – The shirt is
for Kofi.
vi. Comparison – She is taller than her brother. vii.
Support or opposition – My views are against his
plans.1`

Assessment: let learners use prepositions to form

sentences

Thursday Engage D. WRITING What hav

learners to • In groups learners are given samples of friendly today?
sing songs letters.
and recite • Let them brainstorm and write the important Ask learn
familiar features of the letter and other special things they summari
rhymes identify in the letters. points in
• Learners present their information to the whole
class to guide the class to learn about such letters.
 • Guide learners in their groups to choose an
imaginary friend they want to write to.
• Learners brainstorm and write down ideas on
what they would want to include in their letters.
• Guide them to write their letters and let them
edit their work.
• Learners exchange their product with other
groups to edit.
• Learners read their letters to others.

Assessment: let learners write to friends about events

using appropriate letter formats

Friday Engage E. WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to • Review the use of coordinators in sentences. today?
sing songs • Learners write examples of sentences containing
and recite coordinates. Let them write sentences demonstrating Ask learners to
familiar their knowledge in subject and predicate. summarize the main
rhymes • Learners in groups write a narrative exhibiting points in the lesson
their knowledge of subject and predicate in compound
sentences.
• Guide them to edit their work and encourage
them to share the final products with the class.

Assessment: let learners can construct compound

sentences correctly
 NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Friday Guide E. EXTENSIVE READING

learners to • Guide learners to choose and read Have learners to tell
choose and independently books of their choice during the library what they read to the
read books period. • Learners think-pair-share their stories with whole class
during the peers.
library • Ask each learner to write a-two-paragraph
period summary of the book read.
• Invite individuals to present their work to the
class for feedback.

Assessment: let learners read a variety of age- and level

appropriate books and present at least a-three
paragraph summary of each book read
 TERM THREE
BASIC FIVE
WEEK 12
……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending: Class size:
Day: Date:

Period: Lesson:

Strand: Sub-strand:
A. Oral Language A. Presentation
B. Reading B. Summarizing
C. Grammar Usage at Word C. Prepositions
D. Writing D. Letter Writing
E. Using Writing Conventions E. Spelling
F. Extensive Reading F. Building the Love and Culture of Reading

Indicator (code) B5.[Link] B5.[Link]. B5.[Link] B5.[Link] B5.[Link] B5.[Link]

Content standard (code) B5.1.10.3. B5.2.10.1. B5.3.10.1. B5.4.15.1. B5.5.9.1. B5.6.1.1.
Performance Indicator A. Learners can speak with confidence before different audiences and
maintain appropriate posture.
 NANA FIIFI ACQUAH

B. Learners can write a short summary of a level-appropriate t

read.
C. Learners can use prepositions to convey a variety of meanin
D. Learners can write to friends about events using appropriat
formats.
E. Learners can construct compound sentences correctly
F. Learners can read a variety of age- and level appropriate bo
present at least a-three-paragraph summary of each book r
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Dev
Leadership Critical Thinking and Problem Solving.

Keywords

T. L.R. (s) Word cards, sentence cards, letter cards, handwriting on a manila
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary /
(preparing
the brain
for
learning)
Monday Engage A. ORAL LANGUAGE• Through What hav
learners to role play and frequent practice in presentation, today?
sing songs build confidence in learners to enable them stand
and recite before different audiences. Ask learn
familiar • Let them demonstrate various postures, maintain eye summari
rhymes contact and use verbal and non-verbal signs to convey points in
meaning.
Let them practice these in pairs and groups

Assessment: let learners speak with confidence before

different audiences and maintain appropriate posture
Tuesday Engage B. READING What have we learnt
learners to • Have learners work in groups to write a summary today?
sing songs of a text/passage read taking note of the main ideas.
and recite • Let learners present their write-up for discussion Ask learners to
familiar and feedback from the class and teacher. summarize the main
rhymes points in the lesson
Assessment: let learners write a short summary of a
level-appropriate text/passage read.
Wednesday Engage C. GRAMMAR What have we learnt
learners to − Position, e.g. by today?
sing songs − Direction, e.g. towards
and recite − Time, e.g. at Ask learners to
familiar − Purpose, e.g. for summarize the main
rhymes − Possession, e.g. for points in the lesson
− Comparison, e.g. taller than
−Support or opposition, e.g. for you, against you •
Provide a text and guide learners with examples to
identify prepositions used to show different meanings.
• Let learners construct sentences to convey the
following meanings using appropriate prepositions. i.
Position – She is standing by the car.

ii. Direction – They went towards the East. iii. Time –

He left at dawn. iv. Purpose – I bought this hoe for
weeding my garden. v. Possession – The shirt is for
Kofi.
vi. Comparison – She is taller than her brother. vii.
Support or opposition – My views are against his
plans.

Assessment: let learners use prepositions to form

sentences
Thursday Engage D. WRITING What have we learnt
learners to • In groups learners are given samples of friendly today?
sing songs letters.
and recite • Let them brainstorm and write the important Ask learners to
familiar features of the letter and other special things they summarize the main
rhymes identify in the letters. points in the lesson
• Learners present their information to the whole
class to guide the class to learn about such letters.
• Guide learners in their groups to choose an
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imaginary friend they want to write to.

• Learners brainstorm and write down ideas on
what they would want to include in their letters.
• Guide them to write their letters and let them
edit their work.
• Learners exchange their product with other
groups to edit.
• Learners read their letters to others.

Assessment: let learners write to friends about events

using appropriate letter formats.
Friday Engage E. WRITING CONVENTION AND GRAMMAR USAGE What hav
learners to • Review the use of coordinators in sentences. today?
sing songs • Learners write examples of sentences containing
and recite coordinates. Let them write sentences demonstrating Ask learn
familiar their knowledge in subject and predicate. summari
rhymes • Learners in groups write a narrative exhibiting points in
their knowledge of subject and predicate in compound
sentences.
• Guide them to edit their work and encourage
them to share the final products with the class.

Assessment: let learners construct compound sentences

correctly
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Friday Guide E. EXTENSIVE READING

learners to • Guide learners to choose and read Have learners to tell
choose and independently books of their choice during the library what they read to the
read books period. • Learners think-pair-share their stories with whole class
during the peers.
library • Ask each learner to write a-two-paragraph
period summary of the book read.
• Invite individuals to present their work to the
class for feedback.

Assessment: let learners read a variety of age- and level

appropriate books and present at least a-three
paragraph summary of each book read

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