SAMPLE LESSON NOTES-WEEK 4

BASIC FOUR

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

Week Ending
Class Four
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B4.1. 3.1.2. B4.[Link]. B4.[Link]. B4. [Link] B4.[Link]. B4.[Link]
Performance Indicator A. Learners can identify and discuss values in poems
B. Learners can construct meaning from texts read
C. Learners can identify and use quantifiers to show quantities
D. Learners can select a topic of choice on issues in the immediate
environment, brainstorm and organize ideas before writing
E. Learners can use the 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 a-two-paragraph summary of each book read
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:

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Monday Engage learners to sing songs [Link] LANGUAGE Give learners task to
and recite rhymes (Poems) complete while you go
Round and Round the Have learners recite the poem round the class to support
Garden learnt. those who might need
Round and round the extra help.
garden Put them in groups to discuss the
values in the poem. Have learners to read and
Like a teddy bear.
spell some of the keywords
One step. Two step, Have groups share their views in the lesson
Tickle you under there. with the whole class.

Engage learners in recitation for

mastery
Tuesday Engage leaners in the ‘I spy’ [Link] Give learners task to
game. (Comprehension Pg.27) complete while you go
round the class to support
Teacher begins by saying ‘I Select level-appropriate texts for those who might need
spy with my little eye learners. extra help.
something beginning with /b/.
The item must be something Take learners through Before Have learners to read and
within sight of the children. Reading activities such as picture spell some of the keywords
Leaners are to guess until walk, prediction and Before in the lesson
someone guesses correctly. Reading questions etc. to elicit
their prior knowledge.

Have learners use their previous

knowledge, contextual clues and
While Reading questions to make
meaning from the text as they
read.
 Provide After Reading questions
to help learners make meaning
from the text read.
Wednesday Have leaners write on a [Link] Give learners task to
sheet of paper the following (Determiners Pg.36) complete while you go
words by adding the round the class to support
appropriate prefix. Have learners read sentences those who might need
with quantifiers from the board. extra help.
I. Connect e. g. some, few/little, one, two,
II. Do No, all /every etc. Put some Have learners to read and
III. exist pictures on the wall. spell some of the keywords
in the lesson
Use more examples to show that
these quantifiers are used with
non-countable nouns: few, little,
etc. e. g. little water, little bread,
few books, etc.

Have learners write sentences

using quantifiers e.g. many books,
a piece of chalk and identify them
from given sentences/texts
Thursday Engage leaners to sing [Link] Give learners task to
WASH WASH WASH (Writing as a Process) complete while you go
Wash, Wash, Wash round the class to support
Wash your hands, Take learners through the writing those who might need
In the morning – Wash your process: extra help.
hands,
After eating - Wash your Prewriting stage Have learners to read and
hands, Put learners in groups of four spell some of the keywords
After visiting the washroom Each member suggests a topic. Each in the lesson
group discusses it’s topics and selects
- Wash your hands, one.
After playing - Wash your Each team presents their topic to the
hands. class and writes it on the board.

Have groups plan their

composition by identifying and
discussing the purpose, audience
and the context of the piece.

Invite groups to present their

work and have the whole class
give feedback.
Friday Engage learners to sing songs [Link] CONVENTIONS Give learners task to
and recite rhymes & GRAMMAR USAGE complete while you go
"If wishes were horses (Using Actions words Pg.62 ) round the class to support
If wishes were horses those who might need
Beggars would ride: Revise the simple present form of extra help.
If turnips were watches verbs and their use to agree with
Would wear one by my side. the subject they follow. Have learners to read and
And if if's and and's were spell some of the keywords
pots and pans, Have learners do an activity: e. g. in the lesson
The tinker would never Write a letter to your friend
work! telling him/her what you and your
siblings do after school. Learners
read their friendly letters in pairs.

Guide learners to correct the

wrong use of subjects and their
 appropriate verb forms that go
with them if any. e.g. we eats – we
eat.

Have learners do peer editing to

identify and correct errors

[Link] READING

Engage learners in the Guide learners to choose and Have learners present a-
“popcorn reading” game read independently books of their two-paragraph summary of
The rules are simple: One choice during the library period. the book read
student starts reading aloud
and then calls out "popcorn" Learners think-pair-share their Invite individuals to present
when they finish. This stories with peers. their work to the class for
prompts the next student to Ask each learner to write a-two- feedback
pick up where the previous paragraph summary of the book
one left off. read.
Week Ending
Class Four
Subject MATHEMATICS
Reference Mathematics curriculum Page 7
Learning Indicator(s) B4.[Link]. B4.[Link]
Performance Indicator  Learners can skip count forwards and backwards in 50s and 100s up
to and from 10000
 Learners can develop an understanding of Roman Numeral system
up XXX (i.e. 30)
Strand Number
Sub strand Counting, Representation And Cardinality
Teaching/ Learning Resources Counters, bundle and loose straws base ten cut square
Core Competencies: Problem Solving Skills; Critical Thinking; Justification of Ideas; Collaborative
Learning; Attention to Precision; Look for Patterns and Relationships

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

10 MINS (New Learning Including REFLECTION
(Preparing The Brain Assessment) 10MINS
For Learning) (Learner And
Teacher)
Monday Engage learners to sing the Put learners into convenient groups. What have we learnt
song today?
A learner mentions a number and
WE CAN COUNT another skip count in 50s or 100s to We have learnt how to
We class four include the fifth count. skip counting by 50s and
We can count For instance. 100s
We count 1,2,3,4,5 Learner 1: Shout out “240” ….
We count 6,7,8,9,10 Learner 2: 290, 340, 390, 440, 490, Let learners solve
We class four can count etc. several examples in their
very well. Learner 3; Shout out “1285” skip workbooks.
counting down in 100s Learner 4;
1185, 1085, 985, 885, 785….etc.
Tuesday Ask everyone to imagine Skip count forwards and backwards by Can someone tell me
two birds. One named 50s and between 1000 and 10000 that what we have learnt
“prr” and the other named are multiples of 50s and 100s but make today?
“Pukutu”. an error or leave out a number.
We have learnt how to
If you call out ‘prr’, the Challenge learners to identify or skip counting by 50s and
students need to stand on correct error 100s
their toes and move their
elbows out sideways. Eg1: 50,100,150,200,280,300
Eg2: 100,200.300,400,450,560,600 Let learners solve
When you call out e.g3: 50,60,150,160,250,300,400,420 several examples in their
‘pukutu’ the students have workbooks
to stay still and may not
move.

If a student moves, he is
disqualified.
Wednesday Learners must count in Display Roman numeral charts (1-30) Can someone tell me
reverse numbers in a arranged in sequential order and lead what we have learnt
range continuously learners to identify the numerals. today?
without breaking. For
example from (20 – 1).
Divide the class into We have learnt how to
groups. One person from identify Roman numerals
each group countdown the
range without breaking.
The group with the highest
score wins! Give learners
independent activity or
home task to find the
Roman numerals for
given numbers in their
workbooks

Thursday Learners must count in Learners identify the main characters Can someone tell me
reverse numbers in a of the roman numerals used to build what we have learnt
range continuously the table up to 30 i.e. I, II, III, IV, V, X, today?
without breaking. For
example from (40 – 1). Call out a numeral and have learners
Divide the class into point at it from the chart. We have learnt how to
groups. One person from identify Roman numerals
each group countdown the
range without breaking.
The group with the highest
score wins! Give learners
independent activity or
home task to find the
Roman numerals for
given numbers in their
workbooks

Assessment: Call out a numeral and

have learners point at it from the
chart.
Friday Let learners solve this Have learners match the Roman Review the lesson by
numerals to the Hindu-Arabic giving learners more
Using only addition, how numerals for instance I = 1; V= 5: X= examples to solve.
can you use eight eights to 10, XV= 15.
get the number 1000?
Assessment: Mention some numerals
Answer: 888+88+8+8+8 randomly and have learners point at it
on the chart
Week Ending
Class Four
Subject SCIENCE
Reference Science curriculum Page 3
Learning Indicator(s) B4.[Link]
Performance Indicator Describe the physical appearance of different types of plants
Strand Diversity of matter
Sub strand Living & Non Living Things
Teaching/ Learning Resources
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:

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Teacher introduces the lesson Take learners out to observe Ask learners questions to
to learners. different types of plants. Pictures review their understanding
and videos can also be used. of the lessson.
Leaners are to list all the words
they associate with the topic to Learners describe the physical Give learners task to do
be treated. features of different types of whiles you go round to
Ask them to put words together plants (in terms of their guide those who need help.
to form a definition structure and size).

Learners create a plant album of

different types of plants. (shrubs,
trees, climbing and creeping
plants).
Put students into groups of Take learners out to observe Ask learners to summarize
three 3 and number them 1-3. different types of plants. Pictures what they have learnt.
and videos can also be used.
Put three number statements up Let learners say 5 words
to the white board and ask Learners describe the physical they remember from the
students to explain the features of different types of lesson.
corresponding statements plants (in terms of their
related to the lesson to their structure and size).
group.
Learners create a plant album of
The group who explains well different types of plants. (shrubs,
wins trees, climbing and creeping
plants).
Week Ending
Class Four
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page 3
Learning Indicator(s) B4.1.2.1. 2.
Performance Indicator Mention reasons to live in harmony with one another as a responsible
citizen
Strand All about us
Sub strand Myself
Teaching/ Learning Resources Pictures, Charts, Video Clips
Core Competencies: Communication and Collaboration Critical Thinking and Problem Solving Cultural Identity and
Global Citizenship

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Put students into groups of Learners mention ways of living Ask learners questions to
three 3 and number them 1-3. in harmony with one another, e. review their understanding
g. to promote peace and unity, of the lessson.
Put three number statements up law and order, growth and
to the white board and ask development, etc. Give learners task to do
students to explain the whiles you go round to
corresponding statements In a think-pair-share session, guide those who need help.
related to the lesson to their learners talk about attitudes and
group. behaviors that promote
harmonious living at home,
school, community, etc.
Have leaners to sing songs and Learners mention ways of living Ask learners to summarize
recite rhymes related to the in harmony with one another, e. what they have learnt.
lesson g. to promote peace and unity,
law and order, growth and Let learners say 5 words
development, etc. they remember from the
lesson.
In a think-pair-share session,
learners talk about attitudes and
behaviors that promote
harmonious living at home,
school, community, etc.
Week Ending
Class Four
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B4.[Link]:
Performance Indicator Identify the uniqueness of humankind from other creatures
Strand God’s creation and attributes
Sub strand The Environment
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
Core Competencies: Cultural Identity, Sharing Reconciliation, Togetherness, Unity Communication and Collaboration,
Critical Thinking Creativity and Innovation Digital Literacy

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Tell learners stories about Have learners to form groups to What have we learnt today?
creation. identify how different
humankind is from other Uniqueness of human kind.
Teacher paste a chart on the creatures of God:
board showing pictures of Have learners to summarize
human beings, animals and -human beings versus animals the main points of the
plants. lesson.
- human beings versus plants
Learners to observe and talk
about the pictures. Let learners, in groups, write
down the characteristics of
Have learners to talk about how humankind: our thinking ability,
different they are from other ability to speak, knowing what is
creatures good and evil, etc.

Let each group present its list

for peer-review and class
discussion.

Assessment: Let learners draw

an animal and a human being and
draw the comparison between
the two.

Let learners write down the

characteristics of humankind
that are different from animals
Week Ending
Class Four
Subject HISTORY
Reference History curriculum Page 21
Learning Indicator(s) B4.[Link]
Performance Indicator Learners can explain the importance of studying the history of Ghana
Strand My country Ghana
Sub strand Why & how we study History
Teaching/ Learning Resources A map of Ghana showing major historical locations/ Resource person
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:

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Have leaners watch videos of Engage learners to discuss how What have we learnt today?
some of the history of the major history promote our identity as The importance of studying
ethnic groups in Ghana Ghanaians history

Have learners to tell which of Engage learners to discuss how Have learners to talk in
part of the video interest them. history promote the survival of groups about
the ethnic groups.
i. How does history promote our
Engage learners to discuss how identity as Ghanaians?
history promote national
integration ii. How does history promote the
survival of the ethnic groups?
Engage learners to discuss how
history promote national pride iii. How does history promote
national integration?
and patriotism?
iv. How does history promote
national pride and patriotism
Have leaners watch videos of Engage learners to discuss how What have we learnt today?
some of the history of the major history defines our identity as
ethnic groups in Ghana Ghanaians How history promote
national pride, patriotism
Have learners to tell which of Role-play to show how history and integration
part of the video interest them. teaches us customs, values,
traditions all of which ensure Have learners to summarize
the survival of our nation. the important points in the
lesson
Role play how history can
promote national pride,
patriotism and integration
Week Ending
Class Four
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page
Learning Indicator(s) B4 [Link]. B4 [Link]
Performance Indicator Experiment and create own artworks using available performing arts
media.
Strand Performing Arts
Sub strand Planning, Making and Composing (Performing Arts)
Teaching/ Learning Resources Photos, videos, art paper, colors and traditional art tools, other materials
available in the community
Core Competencies: Decision Making Creativity, Innovation Communication Collaboration Digital Literacy

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Paste a chart on the board Engage learners to explore the Have leaners to summarize
showing pictures of different surroundings to select available the important points of the
plants. instruments, sounds, etc. that lesson
are suitable for composing and
Have learners to observe the performing music, dance, drama, Project: Learners create a
pictures for some time. poetry, etc. plant album of different
types of plants. (Shrubs,
Leaners to identify the names of Let learners experiment with trees, climbing and creeping
plants in the picture. available instruments, sounds, plants).
rhythms, movement patterns,
etc. to perform some of the
compositions of the Ghanaian
performing artists.

For example, sing patriotic songs

composed by Ephraim Amu

Discuss and share their

experiences through peer
review
Paste a chart on the board Learners are to talk about ideas What have we learnt today?
showing pictures of different from the history and culture of
animals. the people and come out with Physical features of
own music, dance, drama, poem, mammals, reptiles, insects
Have learners to observe the etc. and amphibians
pictures for some time.
Engage learners to select and Have leaners to summarize
Leaners to identify the names of use available performing arts the important points of the
animals in the picture. elements, instruments, to lesson using the ‘the pupil
compose and perform own as teacher method’
music, dance, drama, poetry,
etc.
Project: Learners create a
Discuss and share their plant album of different
experiences through jury and types of plants. (Shrubs,
peer review trees, climbing and creeping
plants).
Week Ending
Class Four
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page 11
Learning Indicator(s) B4.[Link]-3
Performance Indicator Read and recognize sounds and diagraphs in sentences.
Strand Reading
Sub strand Phonics: letter and sound knowledge
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a manila card
Core Competencies: Creativity and innovation, Communication and collaboration, Critical thinking

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Learners sing songs related to Let learners say the letters of Review the lesson with
the lesson the alphabet as a group and then learners
individually.
Have learners talk about
Write a number of words on what they have leant.
the board.

Lead learners to say the words

as a group and then individually.

Let learners use the knowledge

they have on letters and sounds
and sorting to group words with
the same initial sounds together
in a group.

Let learners show their works

to another group.
Review learners RPK as they Let learners say the letters of Review the lesson with
sing the new song learnt. the alphabet as a group and learners
individually.
Have learners to summarize the Have learners talk about
notes they took after watching Write a number of sentences on what they have leant.
they folktale the board.

Lead learners to read the

sentences as a group and
individually.

Lead learners to recognize the

diagraphs in the sentences.

Let learners read the diagraphs

in the words that are in
sentences.
Learners sing songs related to Revise the lesson on syllables Review the lesson with
the lesson with learners. learners
Write two syllable words on the Have learners talk about
board and help learners to read what they have leant.
them.

Put learners into groups and ask

them to form as many words as
they can by blending two-
syllable words and mention their
words to the class.
Week Ending
Class Four
Subject PHYSICAL EDUCATION
Reference PE curriculum Page 4
Learning Indicator(s) B4.[Link]
Performance Indicator Perform an inverted balance (tripod) by evenly distributing weight on
body parts
Strand Motor Skill And Movement Patterns
Sub strand Manipulative Skills
Teaching/ Learning Resources Balls and sticks
Core Competencies: Learners develop these competencies and skills such as strength, balance, tolerance,
patience, collaboration

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Take learners through 5 minutes Demonstrate how to perform learners to practice
jogging to warm the body up an inverted balance by evenly individually and in groups
distributing weight on body how to perform tripod
parts.
Take learners through cool
Learners perform headstand down to end the lesson
with hands supporting.

Learners with difficulty are

supported by peers.
Week Ending
Class Four
Subject COMPUTING
Reference Computing curriculum Page
Learning Indicator(s) B4.[Link].
Performance Indicator Differentiate between RAM and ROM
Strand Introduction To Computing
Sub strand Generation of computers
Teaching/ Learning Resources Pictures of computer memory, hard disk etc. set of computers
Core Competencies: Creativity and innovation. 2. Communication and collaboration. 3. Cultural identity and global citizenship. 4.
Personal development and leadership. 5. Digital literacy

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Bring a RAM or ROM to class Open up a computer cabinet What have we learnt today?
or a picture of RAM and ROM (computer tower)
to class Difference between RAM
Have leaners come closer or and ROM
Pass them around and get use a projector to display the
students to guess what they are internal parts of a system unit State its functions.
Independent
Assist learners to identify the Point to the RAM (Random Activity/Homework
devices provided Access Memory) and have
learners to know that RAM is a Draw the system unit and
hardware element of a color it.
computer where programs,
operating system and data that’s
currently being used is stored so
that the processor can be
retrieved it quickly

Point to the ROM (Read only

memory) and have leaners to
know that ROM is a type of
memory where data has been
prerecorded and contains the
programming that helps the
computer boot up

Guide learners to differentiate

between ROM and RAM
Assessment: Engage learners
in a Think Pair Share Activity to:

state two difference between a

RAM and ROM

Guide learners to type different

phrases using any Word
Processing Application.