5th Week Ending : 03-10-2025 CLASS SIZE: 57 CLASS AVERAGE: 11+ SUBJECT: R.M.

E
NAME OF TEACHER: OCLOO HIRAM
TUESDAY 30-09-2025 2 2

LESSON
PERIOD
01-10-2025

DATE
DAY

WEDNESDAY Of

2
STRAND HIS CREATION AND SUB – STRAND 2: God the Creator
ATTRIBUTES
INDICATOR: B5.[Link]: State CONTENT STANDARD: B5.1.1.1: Appreciate the nature of God as the creator
the qualities of God that
humankind should demonstrate.
Performance indicator
Learners state the qualities of God that humankind should demonstrate.
CORE COMPETENCIES: KEYWORDS:
Critical thinking and problem solving Qualities
Communication and collaboration Attributes
Imitate

T. L. R(S): Posters, wall charts, REF: Curriculum for Upper Primary RME Page 34
video clips, wall words
DAY Phase 1: starter (preparing Phase 2: Main (new learning including assessment Phase 3:
the brain for learning plenary/Reflection
 Welcome the learners to the Guide learners to list some qualities of God that they Learners summarize the
class. would love to imitate. lesson.
The lesson is started with a QUALITIES OF GOD THAT WE NEED TO Assignment
picture of two individuals in IMITATE State some four qualities of
the community and learners 1. Embrace holiness. God is holy and we should God that you will love to
differentiate between them imitate Him. ... imitate.
and state which one they will 2. Be merciful. This is another character of God Announce the next lesson.
love to be in future.
that His children should emulate. ...
Performance indicator is read
3. Forgive. Forgiveness is another character of
to the learners.
God His children should emulate. ...
4. Be faithful. He is faithful to us in all our life.
5. God is love: God loves us so much for the good
TUESDAY

things.
5th Week Ending :03-10- CLASS SIZE: 57 CLASS AVERAGE: 11+
2025 Subject: Science Name of Teacher: Ocloo Hiram
TUESDAY 30-09-2025 2 2

LESSON
PERIOD
DATE
DAY

THURSDAY 02-10-2025 Of

2
STRAND: Cycles SUB – STRAND: Earth Science
INDICATOR: B51.1.1.1 CONTENT STANDARD: B5.2.1.3 Show understanding of the roles of
Know the life processes of condensation, evaporation, transpiration and precipitation in the hydrological
living things( growth, (water) cycle.
sensitivity to the
environment, respiration and
excretion)
Performance indicator
Learners know the life processes of living things( growth, sensitivity to the environment, respiration and
excretion)
CORE COMPETENCIES: KEYWORD:
Critical thinking and problem solving Water Cycle
Communication and collaboration Evaporation
Transpiration
Precipitation
T. L. R(S): Diagrams on a REF: Science Curriculum for Upper Primary pg.17
manilla card, Pictures,
Videos.
DAY Phase 1: starter Phase 2: Main (new learning including assessment Phase 3:
(preparing the plenary/Reflection
brain for learning
Welcome the • Learners are helped to understand the whole process of Summarize the
learners to the the water cycle by means of chart on the wall. lesson
class.
Learners watch a
video of rainfall Encourage learners
and get to identify to ask questions
what they saw in
the video.
Performance
indicator is read to Assessment:
the learners. Draw the Water
Cycle and Label the
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parts.
Explain the
following:
Key Processes of the Water Cycle 1. Evaporation
• Evaporation: 2. Transpiration
Heat from the sun turns liquid water from oceans, lakes, and 3. Condensation
streams into water vapor, which rises into the atmosphere. 4. Precipitation
• Transpiration:
Plants also release water vapor from their leaves into the
atmosphere, a process called transpiration.
• Condensation:
As water vapor rises and cools, it changes back into liquid
water droplets or ice crystals, forming clouds.
• Precipitation:
When clouds become saturated, water falls back to Earth as
rain, snow, sleet, or hail.
5th Week Ending: 03-10-2025 CLASS SIZE: 57 CLASS AVERAGE: 11+
Subject: Computing Name of Teacher: Ocloo Hiram
FRIDAY 03-10-2025 3 1

LESSON
PERIOD
DATE
DAY

Of

1
STRAND: Introduction to SUB – STRAND: Generation of Computers and Parts of a computer and Other
Computing. Gadgets.
INDICATOR: B5.[Link]. B5.1.1.1: Identify parts of a computer and technology tools
Distinguish the difference and
similarities between analogue and
digital devices
Performance indicator
Learners identify the left, right mouse button, holding of mouse, performing single, double and triple clicking and
dragging object.
CORE COMPETENCIES: KEYWORD:
Communication and collaboration Analogue
Creativity and innovation Digital

T. L. R(S): Telephone, mobile REF: Computing Curriculum for Upper Primary pg.11
phone, radio, tablet
DAY Phase 1: starter (preparing Phase 2: Main (new learning including assessment Phase 3:
the brain for learning plenary/Reflection
 Welcome the learners to the Help learners to kindly explain what analogue 1. What are analogue
class. and digital devices are. devices?.
Start the lesson with some State some examples of analogue devices and 2. State some
real objects like Telephone, also digital devices. examples of
mobile phone, radio, tablet ANALOGUE DEVICES analogue devices
etc. Ask learners to identify analogue devices measure information and state their
the objects. continuously using physical quantities, like a uses.
Performance indicator is read traditional clock with moving hands showing 3. Define digital
to the learners time, while digital devices process and store Devices
information in discrete binary codes (0s and 4. Mention Some
WEDNESDAY

1s), seen in digital clocks displaying fixed Examples of

numbers on a screen. Examples of analogue Digital Devices
devices include analogue watches and tin can
phones,
DIGITAL DEVICES
digital devices include common electronic
devices like computers, tablets, smartphones,
and smart speakers, as well as specific
input/output devices like keyboards, mice,
webcams, and printers that are used to
interact with digital data and the
internet. These devices are important because
they help people communicate, learn, play
games, and access information more easily.
5th Week Ending : 03-10-2025 CLASS SIZE: 57 CLASS AVERAGE: 11+ SUBJECT: MATHEMATICS
NAME OF TEACHER: OCLOO HIRAM CLASS:5
WEDNESDAY 01-10-2025 2 2

LESSON
PERIOD
03-10-2025

DATE
DAY

THURSDAY Of

2
STRAND: Number SUB – STRAND: Counting, Representation, and Cardinality
INDICATOR: B5.[Link]; CONTENT STANDARD: B5.1.1.1 demonstrates an understanding of qualities and
Round(off, up, down) whole place value for multi-digit whole numerals up to 1,000,000
numbers up to 1,000,000.

Performance indicator
Learners round whole numbers up to 1,000,000 to the nearest thousands, hundreds, and tens.
- Skip count forward and backward in 500s and 1000s
CORE COMPETENCIES: KEYWORDS:
Critical thinking and problem solving Whole
Communication and collaboration Round
Skip
Counts

T. L. R(S): Pictures, Bullets and REF: Curriculum for Upper Primary Mathematics Page 34
straws.
DAY Phase 1: starter (preparing Phase 2: Main (new learning including assessment Phase 3:
the brain for learning plenary/Reflection
 Welcome the learners to the Guide learners to practice rounding numbers to the Learners summarize the
class. nearest hundreds and tens using real-life examples. lesson.
Start by asking students to Rounding off numbers simplifies them while keeping Assignment
write a number in expanded them close to their original value, a process that Round of the following
or standard form, or to involves identifying the target place value, checking numbers to the nearest 1000,
identify the value of a digit the digit to its right, and then either rounding down (if 100s and 10s.
in a given number, such as a the digit is 4 or less) or rounding up (if the digit is 5 or Announce the next lesson.
number with thousands or more). For example, rounding 364 to the nearest ten
millions, gives 360, while rounding 365 to the nearest ten gives
Performance indicator is read 370.
to the learners. How to Round Off Numbers
1. Identify the target place value: Decide which
TUESDAY

place value you are rounding to, such as the

nearest ten, hundred, or a specific decimal
place.
2. Look at the digit to the right: Find the digit
immediately to the right of your target place
value.
3. Apply the rounding rule:
o Round down: If the digit to the right is 0,
1, 2, 3, or 4, you round down. The digit in
your target place value stays the same,
and all digits to its right (before the
decimal) become zeros, or are removed if
they are after the decimal.
o Round up: If the digit to the right is 5, 6,
7, 8, or 9, you round up. The digit in your
target place value is increased by one, and
 all digits to its right become zeros (or are
removed after the decimal).
Examples
• Rounding 364 to the nearest ten:
• The target place value is the tens digit
(6).
• The digit to its right is the ones digit (4).
• Since 4 is less than 5, you round down, so
364 rounds to 360.
• Rounding 365 to the nearest ten:
• The target place value is the tens digit
(6).
• The digit to its right is the ones digit (5).
• Since 5 is 5 or more, you round up, so 365
rounds to 370.
• Rounding 7.97 to the nearest whole number:
• The target place value is the ones digit
(7).
• The digit to its right is the tenths digit (9).
• Since 9 is greater than 5, you round up, so
7.97 rounds to 8.
5th Week Ending: 03-10-2025 CLASS SIZE: 57 CLASS AVERAGE: 11+ Subject: Creative Arts
Name of Teacher: Ocloo Hiram
02-10-2025 4 1

LESSON
PERIOD
THURSDAY

DATE
DAY

Of

1
STRAND: VISUAL ARTS SUB – STRAND: Thinking and Exploring ideas
INDICATOR: B5.[Link] Study CONTENT STANDARD: B5.1.1.1 Demonstrate understanding of how to generate
and talk about visual artworks own ideas for artistic expression.
created by selected individual
both in Ghana and outside
Ghana.
Performance indicator

Learners study the examples of Nnema Okore.

CORE COMPETENCIES: KEYWORDS:
Decision Making, Creativity and Innovation. Pictures.
T. L. R(S): Whiteboard, markers, REF: Creative Arts Curriculum for Upper Primary pg. 62
colored pencil
DAY Phase 1: starter Phase 2: Main (new learning including Phase 3: plenary/Reflection
(preparing the brain for assessment
learning
Welcome the learners to Nnenna Okorelistenⓘ (born 1975 in Canberra,
the class. Australia) is an Australian-born Nigerian artist who Learners summarize the lesson
Show a picture of a lives and works in Chicago at North Park University, Assessment:
Chicago.[1][2] Her largely abstract sculptural forms
sculpture to the class and 1. Write a brief history about
are inspired by richly textured forms and colours
THURSDAY

ask learners to describe within the natural environment.[3] Okore's work Nnema Okore
what they see. frequently uses flotsam or discarded objects to create Announce the next lesson
Performance indicator is intricate sculptures and installations through
read to the learners repetitive and labor-intensive processes.[4] She learnt
some of her intricate methods,
including weaving, sewing, rolling, twisting
and dyeing,[5] by watching local Nigerians perform
daily domestic tasks.[1] In her more recent works,
Okore uses plant-based materials (in particular, food
scraps and food waste) to create large bioplastic art
forms and installations.[6] Her work has been shown
in galleries and museums within and outside of the
United States.[1][5][7][8] She has won several
international awards, including a Fulbright Scholar
Award in 2012.[9] and the Australian Creative
Victoria Award in 2021.[10]
Okore is currently a Professor of Art at North Park
University in Chicago, where she runs the sculpture
program.[11] As an environmental artist, researcher,
and teacher,[12] Okore uses her eco-centered art
practice to engender learning, artistic experience,
and ecological awareness through art.[13]
Background
Okore was born in Canberra, Australia to parents
from Uturu, Abia State in the southeastern region of
Nigeria.[14][15] After moving from Australia to
Nigeria at the age of four, Okore spent most of her
childhood in the university town of Nsukka, Enugu
State in southeastern Nigeria, where both parents
worked as academics at the University of Nigeria,
Nsukka (UNN).[14] Okore was raised a Christian and
though not exposed to traditional Igbo practices early
in life, she later reconnected with the cultural
elements from her Igbo heritage.[16] Okore's art was
subsequently influenced by visual characteristics of
the Nsukka environs, such as dilapidated mud adobe
houses with zinc roofing, piles
of firewood accumulated against a broken structure,
traditional clothing, concrete blocks, market wares,
and rugged terrains.[17] Growing up in a tropical
environment where decay and rebirth were integral
to the way of life, she also had a strong fascination
for lifeless materials in nature, including rocks, tree
bark, detritus, and skeletal forms. She was especially
enamored by the red-coloured Nsukka soil that
characteristically left traces of red dust on most
things.[18]
Living on the university campus, Okore was closely
connected to the rural Nsukka neighborhoods that
bordered the school vicinity. She drew lots of
creative inspirations and material sensibilities from
their cultural and social landscapes.[19] These cultural
experiences have contributed to how she addresses
subjects spanning environmental issues to the
embodied connectivity to material things, people and
natural forces in her works.[20]
Education
Okore attended the University of Nigeria Nsukka
Primary School,[21] the University of Nigeria Nsukka
Secondary School,[8] and the Waterford Kamhlaba
United World College in Swaziland for high
school.[22][23] Her enthusiasm for art grew during her
primary school years, when she started knitting,
sewing, and crocheting.[24] In her secondary school
years, she drew and painted many still-
life compositions. During that time, Okore won
multiple art awards, including the UNESCO African
Child Art Prize in 1993. She credits her artistic
growth to her family, whom she notes were
incredibly supportive, and enabling of her desire to
pursue art.[25]
By the time she graduated from high school in
Swaziland, Okore was proficient in printmaking,
pottery, modeling, and acrylic painting. A few years
later, she won the UNIFEM Women's Empowerment
Art Prize (1994) which earned her several roundtrips
to local and international destinations in Nigeria,
Senegal, and China to represent African youth at
women's conferences.[19] She was also selected as
Nigerian female youth ambassador for the Fourth
World Conferences on Women in Beijing, China
(1995),[26] which platformed many international
female celebrities and leaders from across the
globe.[27]
In 1995, Okore enrolled in the Fine and Applied Arts
undergraduate program at the University of
Nigeria, Nsukka.[22] Her first mediums
were oil and acrylic paint. Though she was drawn to
colour in her work, she sought to distinguish herself
from other students by using unorthodox materials
found in natural surroundings. By her third year,
Okore began experimenting with some unusual
materials on canvas, such as leaves, jute fiber, cloth,
sticks, shredded photographs, broomsticks, recycled
paper, and leather, among others.[28] This enabled her
to create unique surface textures that were
characterized by buildups with soil, rope, fabric and
other found objects. By her final year as an
undergraduate student, her focus had widened to
include a discourse on the transformative power of
material things.[29] Few teachers from the Nsukka
school that influenced Okore during her time there,
included Chijioke Onuora, Chike Aniakor, and El
Anatsui. Okore was also heavily influenced by Arte
Povera whose experiential style appeals strongly to
her visual narrative.[17] Okore received a bachelor's
degree in fine and applied arts from the University of
Nigeria, Nsukka in 1999, with first-class
honors.[30] Two years later, Okore relocated to the
United States for a masters of fine arts program at
the University of Iowa, which she completed in
2005.[9] Okore also has an interdisciplinary Fine Arts
PhD degree, which she received in 2023
from Monash University.[31]
5th Week Ending : 03-10-2025 CLASS SIZE: 57 CLASS AVERAGE: 11+ SUBJECT: ENGLISH
LANGUAGE NAME OF TEACHER: OCLOO HIRAM
29-09-2025 1 3
Monday 30-09-2025

LESSON
PERIOD
DATE
Tuesday 02-09-2025 Of
DAY

Thursday
3

STRAND: Oral Language SUB – STRAND: Drama and Role Play

INDICATOR: B5. 1.5.1: CONTENT STANDARD: B5.[Link]: Use costumes to dramatize or role-play
Appreciate pieces of literary parts/whole of stories
materials through
dramatization
Performance indicator
Learners identify the various characters in a drama and two role play these various acts of the characters in the
drama.

Reference: English Language for Primary Schols page 45 English Curriculum page 8
CORE COMPETENCIES: KEYWORDS:
Critical thinking Drama
Personal Development Role Play
Characters

T. L. R(S): Word cards, REF: English Curriculum Pg. 71

Sentence cards, White board.
DAY Phase 1: starter Phase 2: Main (new learning including assessment Phase 3:
(preparing the brain for plenary/Reflection
learning
Begin the lesson with a A drama is read out to the learners and individuals learners are asked to Summarize the lesson
video of a drama familiar come to play the various roles in the drama with their parts being read
out for learners to have a feel of how role play is a drama.
to the learners.
Learners are asked to find Encourage learners to
narrate what they saw in ask questions
MONDAY

the video.
Performance indicator is
read out to the learners.

Announce the next

lesson
 Learners are shown some B. Phonics Assessment:
cards that contains some • Consonant Blends: Write out ten words
sounds and they identify These are two or three consonants that are heard with the following
the sounds. together at the beginning or end of a word. Each sounds.
Performance indicator is consonant's sound can be heard in the blend. 1. “c”
read out to the learners. • Examples: The word "drink" has the initial 2. “g”
consonant blend "dr," and the word "stuck"
has the final consonant blend "ck".
• Three-letter blends: Some examples include Use the words to form
"scr" in "scrap" or "spl" in "split". Sentences.
TUESDAY

Announce the next

lesson to the class

Welcome the letters to Assessment

the class. C. Grammar Identify the quantity
Learners discuss what nouns in the following
nouns are in the Introduce quantities and units in context. sentences.
classroom. Examples: Kwame bought a piece of paper 1. Kwame gave me
Announce the I have a pair of trousers. a piece of
performance indicator to Kofi added a pinch of salt to the food. information
the learners. Bring me the box of matches. 2. My mother
bought a bag of
rice from the
market
3. Esi please kindly
prepare me a cup
of coffee.
 Lesson is started with an WRITING Assessment
energizer. Punctuations Use the right
Learners are asked what Punctuation is a system of using standardized symbols in punctuations in the
activity they just did. writing to clarify meaning, structure sentences, and guide a following passage.
Performance indicator is reader's understanding of the text, much like silent intonation
read to learners in speech. Key punctuation marks include the period (.) for
sentence endings, the comma (,) for pauses and separation,
quotation marks ("") for direct speech, and the question mark
(?) for interrogative sentences.
Common Punctuation Marks and Their Uses
• Period (.)
• Marks the end of a declarative sentence.
• Example: "We went to France last summer."
THURSDAY

• Comma (,)
• Creates pauses and separates ideas within a
sentence.
• Used to set off introductory phrases and to
separate items in a series.
• Example: "I had eggs, toast, and orange juice."
• Apostrophe ( ' )
• Indicates ownership or possession.
• Used to show missing letters or numbers in
contractions.
• Quotation Marks (" ")
• Enclose direct speech or a quote from another
source.
• Example: "Out," said Lady Macbeth, "damn'd
spot!"
• Question Mark (?)
 • Ends an interrogative (questioning) sentence.
• Example: "Do you like pizza?"
• Exclamation Point (!)
• Indicates strong emotion or emphasis.
• Example: "Grammar is stupid!"
• Colon (:)
• Introduces a list or a statement that explains or
clarifies a preceding idea.
• Semicolon (;)
• Links two closely related independent clauses or
creates a break that recognizes a connection of
ideas.