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Basic Six Second Term Lesson Plan

The document outlines a detailed lesson plan for Basic Six students covering English Language, Mathematics, and Science for the second term. Each week includes specific strands, sub-strands, indicators, and resources for teaching various topics such as oral language, reading, grammar, number operations, and ecosystems. The plan emphasizes the development of skills through structured activities and the use of various educational resources.

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Abdul Aziz Kassim

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0% found this document useful (0 votes)

9 views188 pages

Basic Six Second Term Lesson Plan

Uploaded by

Abdul Aziz Kassim

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

Fayol Inc.

0547824419/0549566881

SECOND TERM LESSON PLAN BASIC SIX (6)

BASIC SIX
SECOND TERM SCHEME – ENGLISH LANGUAGE
CONTENT
WEEKS STRAND SUB STRANDS INDICATORS RESOURCES
STANDARD

Oral Language Poems B6.1.3.1 B6.[Link]

Extensive Building the love and

B6.6.1.1 B6.[Link]
Reading culture of reading

Oral Language Conversation B6.1.6.1 B6.[Link].

Word Families and

Reading B6.2.3.1 B6.[Link]
Common Digraphs
Word cards,
sentence
Grammar Nouns B6.3.1.1 B6.[Link] cards, letter
cards,
2
handwriting
Writing Paragraph Development B6.4.6.1 B6.[Link] on a manila
card and a
Writing class library
Conventions & Using Punctuation B6.5.2.1 B6.[Link]
Grammar Usage

Extensive Building the love and

B6.6.1.1 B6.[Link]
Reading culture of reading
Dramatization and Role
Oral Language B6.1.5.2 B6.[Link]
Play

Reading Vocabulary B6.2.6.3 B6.[Link]

Word cards,
sentence
Grammar Determiners B6.3.2.1 B6.[Link] cards, letter
cards,
3
handwriting
Writing Writing as a Process B6.4.9.2 B6.[Link] on a manila
card and a
Writing class library
Conventions & Using Naming words B6.5.3.1 B6.[Link]
Grammar Usage
Extensive Building the love and
B6.6.1.1 B6.[Link]
Reading culture of reading

Oral Language Presentation B6.1.10.2 B6.[Link]

Extensive Building the love and

B6.6.1.1 B6.[Link]
Reading culture of reading

Oral Language Conversation B6.1.6.2 B6.[Link]

Word cards,
sentence
Reading Diphthongs B6.2.4.1 B6.[Link] cards, letter
cards,
5
handwriting
Grammar Pronouns B6.3.3.1 B6.[Link] on a manila
card and a
class library
Writing Narrative Writing B6.4.9.3 B6.[Link]
Writing
Conventions & Using Action Words B6.5.4.1 B6.[Link]
Grammar Usage

Extensive Building the love and

B6.6.1.1 B6.[Link]
Reading culture of reading

Oral Language Listening Comprehension B6.1.7.1 B6.[Link]-2

Reading Vocabulary B6.2.6.4 B6.[Link]

Word cards,
sentence
Grammar Adjectives B6.3.4.1 B6.[Link] cards, letter
cards,
handwriting
6
Writing Narrative Writing B6.4.9.3 B6.[Link] on a manila
card and a
class library
Writing
Conventions & Using Action Words B6.5.4.1 B6.[Link]
Grammar Usage

Extensive Building the love and

B6.6.1.1 B6.[Link]
Reading culture of reading

Oral Language Presentation B6.1.10.3 B6.[Link].

Extensive Building the love and

B6.6.1.1 B6.[Link]
Reading culture of reading

Word cards,
Oral Language Conversation B6.1.6.2 B6.[Link] sentence
cards, letter
8
cards,
Blends and Consonant handwriting
Reading B6.2.5.1 B6.[Link]
Clusters on a manila
card and a
Grammar Verbs B6.3.5.1 B6.[Link]. class library

Writing Letter Writing B6.4.15.1 B6.[Link]

Writing
Conventions & Using Adverbs B6.5.6.1 B6.[Link]
Grammar Usage

Extensive Building the love and

B6.6.1.1 B6.[Link]
Reading culture of reading

Oral Language Listening Comprehension B6.1.7.1 B6.[Link]

Reading Vocabulary B6.2.6.4 B6.[Link]

Word cards,
sentence
Grammar Idiomatic Expressions B6.3.7.1 B6.[Link]
cards, letter
cards,
9 handwriting
Writing Letter Writing B6.4.15.1 B6.[Link] on a manila
card and a
class library
Writing
Conventions & Using Simple Prepositions B6.5.7.1 B6.[Link]
Grammar Usage

Extensive Building the love and

B6.6.1.1 B6.[Link]
Reading culture of reading

Oral Language Presentation B6.1.10.3 B6.[Link]

Word cards,
Reading Silent Reading B6.2.8.1 B6.[Link] sentence
cards, letter
cards,
10 Grammar Idiomatic Expressions B6.3.7.1 B6.[Link] handwriting
on a manila
card and a
Writing Descriptive Writing B6.4.12.1 B6.[Link] class library

Writing
Conventions & Using Conjunctions B6.5.8.1 B6.[Link]
Grammar Usage
Extensive Building the love and
B6.6.1.1 B6.[Link]
Reading culture of reading

Asking and Answering

Oral Language B6.1.8.1 B6.[Link]
Questions

Oral Language Presentation B6.1.10.3 B6.[Link]

CONTENT
WEEKS STRAND SUB STRANDS INDICATORS RESOURCES
STANDARD

Counting & Representation B6.[Link] Counters,

1 Number B6.1.1.1
(Skip counting) B6.[Link] bundle and
loose straws
Counting & Representation B6.[Link] base ten cut
2 Number B6.1.1.1 square
(Roman Numerals) B6.[Link]

Patterns And Relationship

5 Number B6.2.1.1 B6.[Link]
(Finding pattern rule) Counters,
Patterns And Relationship bundle and
6 Number B6.2.1.1 B6.[Link] loose straws
(Finding pattern rule) base ten cut
Patterns And Relationship square
7 Number B6.2.1.1 B6.[Link]
(Finding pattern rule)

Algebraic Expressions Counters,

8 Number (Demonstrate understanding of algebraic
B6.2.2.1 B6.[Link] bundle and
expressions) loose straws

Variables And Equations Counters,

9 Algebra B6.2.3.1 B6.[Link]
(Solve problems involving single-variable) bundle and
loose straws
Variables And Equations base ten cut
10 Algebra B6.2.3.1 B6.[Link]
(Solve problems involving single-variable) square

Lines And Shapes

11 Algebra B6.3.1.1 B6.[Link] Patterns made
(Demonstrate understanding of prisms) from Manila
Lines And Shapes cards, Bundle
12 Data B6.3.1.1 B6.[Link] of sticks
(Demonstrate understanding of prisms)
SECOND TERM SCHEME – SCIENCE
WEEKS STRAND SUB STRANDS CONTENT INDICATORS RESOURCES
STANDARD

1 The Human Body System

Systems B6.3.1.1 B6.[Link]
(functions of organs in the excretory Learners,
system of humans) pictures, videos,
2 The Human Body System paper, pencils,
crayons
Systems (functions of organs in the excretory
B6.3.1.1 B6.[Link]
system of humans)

3 The Solar System

Systems (the motion of bodies in the solar
B6.3.2.1 B6.[Link]
system) Model shapes of
sun, moon and
4 The Solar System stars
Systems (the motion of bodies in the solar
B6.3.2.1 B6.[Link]
system)

5 Ecosystem
Systems B6.3.3.1 B6.[Link]
(interactions in an ecosystem) Trees, birds,
insects, pond,
6 Ecosystem pictures, videos
Systems B6.3.3.1 B6.[Link]
(interactions in an ecosystem)

7 Forces And Sources And Forms Of Energy Candle, torch,

(renewable and non-renewable
B6.4.1.1 B6.[Link] hot tea, ice
Energy
sources of energy) cream, ice
8 Sources And Forms Of Energy block,
Forces And
B6.4.1.2 B6.[Link] hot water, room
Energy (temperature)
temperature,

9 Forces And Electricity And Electronics

B6.4.2.1 B6.[Link]
Energy (Construct an electric circuit)
Light switches,
10 Forces And Electricity And Electronic flashcards,
B6.4.2.1 B6.[Link] sound system,
Energy (components of electrical circuit)
paper, pencils,
11 Electricity And Electronic local electrical
Forces And appliances,
(conductors, semi-conductors and
B6.4.2.1 B6.[Link]
Energy common
insulators)
electrical
12 Electricity And Electronic devices
Forces And
(functions and assemblage of basic
B6.4.2.2 B6.[Link]
Energy
electronic components)

SECOND TERM SCHEME – OUR WORLD OUR PEOPLE

WEEKS STRAND SUB STRANDS CONTENT INDICATORS RESOURCES
STANDARD

1 Map Making And Land Marks

All Around Us B6.2.3.1 B6.[Link] Map of Ghana,
(political regions of Ghana) atlas, Pictures,
2 Map Making And Land Marks Charts,
All Around Us B6.2.3.1 B6.[Link] Video Clips
(political regions of Ghana)

3 Population And Settlement

All Around Us B6.2.4.1 B6.[Link] Map of Ghana,
(internal migration in Ghana) atlas, Pictures,
4 Population And Settlement Charts,
All Around Us B6.2.4.1 B6.[Link] Video Clips
(internal migration in Ghana)

5 Our Beliefs Worship

B6.3.1.1 B6.[Link]
And Values (importance of prayer in our lives) Pictures,
Charts,
6 Our Beliefs Worship Video Clips
B6.3.1.1 B6.[Link]
And Values (importance of prayer in our lives)

7 Festivals
Our Beliefs
(significance of celebrations in
B6.3.2.1 B6.[Link]
And Values
Ghana) Pictures,
Charts,
8 Festivals Video Clips
Our Beliefs
(significance of celebrations in
B6.3.2.1 B6.[Link]
And Values
Ghana)

9 Our Beliefs Basic Human Rights

B6.3.3.1 B6.[Link]
And Values (fundamental human rights) Pictures,
Charts,
10 Our Beliefs Basic Human Rights Video Clips
B6.3.3.1 B6.[Link]
And Values (fundamental human rights)

11 Being A Leader
Our Beliefs
(latter lives of the leaders of the
B6.3.4.1 B6.[Link]
And Values
major religions) Pictures,
Charts,
12 Being A Leader Video Clips
Our Beliefs
(latter lives of the leaders of the
B6.3.4.1 B6.[Link]
And Values
major religions)
SECOND TERM SCHEME – RELIGIOUS & MORAL EDUCATION
WEEKS STRAND SUB STRANDS CONTENT INDICATORS RESOURCES
STANDARD

1 Religious Festivals Wall Charts, Wall

Religious
B6 2.2.1 B6 [Link] Words, Posters,
Practices (significance of religious festivals) etc.

2 Religious Festivals Wall Charts, Wall

Religious
B6 2.2.1 B6 [Link] Words, Posters,
Practices (significance of religious festivals) etc.

3 Religious Festivals Wall Charts, Wall

Religious
B6 2.2.1 B6 [Link] Words, Posters,
Practices (moral lessons from the festivals) etc.

4 Religious Festivals Wall Charts, Wall

Religious
B6 2.2.1 B6 [Link] Words, Posters,
Practices (moral lessons from the festivals) etc.

5 Ministry and Latter Lives of Wall Charts, Wall

Religious
Leaders of the Three Major B6 3.4.1 B6 [Link] Words, Posters,
Leaders
Religions in Ghana etc.

6 Ministry and Latter Lives of Wall Charts, Wall

Religious
Leaders of the Three Major B6 3.4.1 B6 [Link] Words, Posters,
Leaders
Religions in Ghana etc.

7 Ministry and Latter Lives of Wall Charts, Wall

Religious
Leaders of the Three Major B6 3.4.1 B6 [Link] Words, Posters,
Leaders
Religions in Ghana etc.

8 Ministry and Latter Lives of Wall Charts, Wall

Religious
Leaders of the Three Major B6 3.4.1 B6 [Link] Words, Posters,
Leaders
Religions in Ghana etc.

9 The Family Commitment to the God Wall Charts, Wall

and (the need to be committed to the
B6 4.1.1 B6 [Link] Words, Posters,
community community) etc.

10 The Family Commitment to the God Wall Charts, Wall

and (the need to be committed to the
B6 4.1.1 B6 [Link] Words, Posters,
community community) etc.

11 The Family Commitment to the God Wall Charts, Wall

and (the need to be committed to the
B6 4.1.1 B6 [Link] Words, Posters,
community community) etc.

12 The Family Commitment to the God Wall Charts, Wall

and (the need to be committed to the
B6 4.1.1 B6 [Link] Words, Posters,
community community) etc.
SECOND TERM SCHEME – HISTORY
WEEKS STRAND SUB STRANDS CONTENT INDICATORS RESOURCES
STANDARD

1 Journey to Formation of
B6.5.2.1 B6.[Link] Wall charts, wall
Independence Political Parties
words, posters,
2 Journey to Formation of video clip, etc.
B6.5.2.1 B6.[Link]
Independence Political Parties

3 Journey to Formation of
B6.5.2.1 B6.[Link] Wall charts, wall
Independence Political Parties
words, posters,
4 Journey to Formation of video clip, etc.
B6.5.2.1 B6.[Link]
Independence Political Parties

5 Journey to Formation of
B6.5.2.1 B6.[Link] Wall charts, wall
Independence Political Parties
words, posters,
6 Journey to Formation of video clip, etc.
B6.5.2.1 B6.[Link]
Independence Political Parties

7 Journey to Ghana Gains

B6.5.4.1 B6.[Link] Wall charts, wall
Independence Independence
words, posters,
8 Journey to Ghana Gains video clip, etc.
B6.5.4.1 B6.[Link]
Independence Independence

9 Journey to Ghana Gains

B6.5.4.1 B6.[Link] Wall charts, wall
Independence Independence
words, posters,
10 Journey to Ghana Gains video clip, etc.
B6.5.4.1 B6.[Link]
Independence Independence

11 Journey to Ghana Gains

B6.5.4.1 B6.[Link] Wall charts, wall
Independence Independence
words, posters,
12 Journey to Ghana Gains video clip, etc.
B6.5.4.1 B6.[Link]
Independence Independence
SECOND TERM SCHEME – CREATIVE ARTS
CONTENT
WEEKS STRAND SUB STRANDS INDICATORS RESOURCES
STANDARD

1 Thinking and
Visual Arts Exploring Ideas CSE 1 B6. [Link] Photos, videos,
(Visual Arts) art paper,
colors and
2 Thinking and traditional art
Performing Exploring Ideas tools,
CSE 1 B6. [Link]
Arts
(Performing Arts)

3 Planning, Making and

B6.[Link]
Visual Arts Composing CSE 2&3 Photos, videos,
B6.[Link] art paper,
(Visual Arts)
colors and
4 Planning, Making and traditional art
Performing B6.[Link]
Composing CSE 2&3 tools,
Arts B6.[Link]
(Performing Arts)

5 Displaying and Sharing B6.[Link] Photos, videos,

Visual Arts CSE 4&5
(Visual Arts) B6.[Link] art paper,
colors and
6 Performing Displaying and Sharing B6.[Link] traditional art
CSE 4&5 tools,
Arts (Performing Arts) B6.[Link]

7 Appreciating and
B6.[Link]
Visual Arts Appraising CSE 6&7 Photos, videos,
B6.[Link] art paper,
(Visual Arts)
colors and
8 Appreciating and traditional art
Performing B6.[Link]
Appraising CSE 6&7 tools,
Arts B6.[Link]
(Performing Arts)

9 Photos, videos,
Visual & Thinking and art paper,
B6.1.1.1
Performing Exploring Ideas CSE 1 colors and
Arts B6.2.1.1 traditional art
School based project
tools,

10 Photos, videos,
Visual & Planning, Making and art paper,
Performing Composing CSE 2&3 colors and
Arts School based project traditional art
tools,
11 Photos, videos,
Visual & Displaying and Sharing art paper,
Performing CSE 4&5 colors and
Arts School based project traditional art
tools,

12 Photos, videos,
Visual & Appreciating and art paper,
Performing Appraising CSE 6&7 colors and
Arts School based project traditional art
tools,
SECOND TERM SCHEME – GHANAIAN LANGUAGE
WEEKS STRAND SUB STRANDS CONTENT INDICATORS RESOURCES
STANDARD

1 Dramatization
Oral Language B6.1.5.1 B6.[Link]-2
and Role Play Word cards,
sentence cards,
2 Oral Language Conversation B6.1.6.1 B6.[Link]-3
letter cards,
3 Talking about handwriting on a
Oral Language oneself family B6.1.7.1 B6.[Link]-3 manila card
people and places

4 Reading Comprehension B6.2.6.1 B6.[Link]-3 Word cards,

sentence cards,
5 Reading Silent Reading B6.2.7.1 B6.[Link].-2 letter cards

6 Composition Descriptive
B6.4.3.1 B6.[Link]-3
Writing Writing
Word cards,
7 Composition Argumentative
B6.4.4.1 B6.[Link]-3 sentence cards,
Writing Writing
letter cards
8 Composition Persuasive
B6.4.5.1 B6.[Link]-3
Writing Writing

9 Writing Use Of
B6.5.5.1 B6.[Link]-2 Word cards,
Conventions Postpositions
sentence cards,
10 Writing Use Of Qualifying letter cards
B6.5.4.1 B6.[Link]-3
Conventions Words

11 Building the Love

Extensive and Culture of
B6.[Link]-5 Word cards,
Reading/Children Reading B6.6.2.1 sentence cards,
Literature/Library B6.[Link]
Read Aloud with letter cards,
Children handwriting on a
manila card, a
12 Extensive Reading Texts, class library
Reading/Children Poems Narratives B6.6.3.1 B6.[Link]-3
Literature/Library and Short Stories
SECOND TERM SCHEME – PHYSICAL EDUCATION
WEEKS STRAND SUB STRANDS CONTENT INDICATORS RESOURCES
STANDARD

1 Motor Skill And

Pictures and
Movement Locomotive Skills B6.1.6.1 B6.[Link]
Videos
Patterns

2 Motor Skill And

Pictures and
Movement Locomotive Skills B6.1.7.1 B6.[Link]
Videos
Patterns

3 Motor Skill And

Pictures and
Movement Manipulative Skills B6.1.8.1 B6.[Link]
Videos
Patterns

4 Motor Skill And

Pictures and
Movement Manipulative Skills B6.1.8.1 B6.[Link]
Videos
Patterns

5 Motor Skill And

Pictures and
Movement Rhythmic Skills B6.1.8.1 B6.[Link]
Videos
Patterns

6 Movement Pictures and

Relations B6.2.3.2 B6.[Link]
Concepts, Videos

7 Movement Pictures and

Body Management B6.2.4.2 B6.[Link]
Concepts, Videos

8 Pictures and
Physical Fitness Endurance B6.3.3.3 B6.[Link]
Videos

9 Pictures and
Physical Fitness Flexibility B6.3.4.3 B6.[Link]
Videos

10 Physical Fitness Pictures and

Safety And Injuries B6.4.2.4 B6.[Link]
Concepts, Videos

11 Values And
Pictures and
Psycho-Social Substances B6.4.3.4 B6.[Link]
Videos
Concepts,

12 Values And
Pictures and
Psycho-Social Self-Responsibility B6.5.1.5 B6.[Link]
Videos
Concepts,
SECOND TERM SCHEME – COMPUTING
WEEKS STRAND SUB STRANDS CONTENT INDICATORS RESOURCES
STANDARD

1 Introduction To
Word Databases, Images of
B6.3.1.1 B6.[Link]-3 clipboard,
Processing Algorithm And
Programming styles, fonts,
paragraph and
2 Introduction To editing in in the
Word Databases, Home Tab of
B6.3.1.1 B6.[Link]-6
Processing Algorithm And MS –Word.
Programming

3 Introduction To
Word Databases,
B6.5.1.1 B6.[Link]-9
Processing Algorithm And
Programming
Pictures or
4 Programming Introduction To projected images
B6.5.1.1 B6.[Link]-3
And Databases Spreadsheet

5 Programming Introduction To
B6.5.1.1 B6.[Link]-5
And Database Spreadsheet

6 Programming Introduction To
B6.5.3.1 B6.[Link]-7
And Databases Spreadsheet

7 Programming Network Pictures or

B6.5.3.1 B6.[Link]-4
And Databases Overview projected images

8 Internet And Web Browsers

B6.5.3.1 B6.[Link]-4
Social Media And Webpages

9 Internet And Web Browsers

B6.6.1.1 B6.[Link]-7
Social Media And Webpages Pictures or
10 Internet And Surfing The projected images
B6.6.1.1 B6.[Link]-3
Social Media Worldwide Web

11 Internet And Surfing The

B6.6.2.1 B6.[Link]-5
Social Media Worldwide Web
Pictures or
12 Favorite Places projected images
Internet And
And Search B6.6.2.1 B6.[Link]-4
Social Media
Engines
WEEKLY SCHEME OF LEARNING – BASIC SIX
WEEK 1
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………

Week Ending Subject: ENGLISH LANGUAGE Lesson:

Day(s): Strand:
Date(s): Sub Strand:
B6.1.3.1 B6.[Link].
B6.2.2.1 B6.[Link].
Class: Six Content standard: B6.3.1.1 Indicator(s): B6.[Link].
B6.4.2.1 B6.[Link].
B6.5.1.1 B6.[Link]
B6.6.1.1 B6.[Link]
A. Compose eight-line poems
B. Read ccvcc, cccvc words and multisyllabic words when reading continuous texts
C. Use "- ing" nouns and noun phrases to refer to activities
Perf. Indicator(s): D. Write complex sentences clearly and correctly.
E. Learners can follow appropriate mechanical convention
F. Learners can read and critique a variety of age- and level appropriate books and present a
one-page critical commentary
Reference: English Language curriculum

Core competence: Reading and Writing Skills Personal Development and Leadership and Collaboration

T.L.R.(s): Word cards, sentence cards, letter cards and a class library
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3: REFLECTION

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) (FACILITATOR AND LEARNER)
LEARNING) 10MINS 40MINS 10MINS
Play games and recite rhymes A. ORAL LANGUAGE Give learners task to complete
that learners are familiar (Poems Pg.153) whiles you go round to guide
with to begin the lesson. Engage learners to recite some those who don’t understand.
familiar poems.
Ask learners questions to Give remedial learning to those
review their understanding in Discuss the process of poem who special help.
the previous lesson.
composition and lead learners to
write a “class” poem.

Have learners work in groups to

write some meaningful lines on a
given topic.

Guide learners to put the lines or

sentences together to constitute a
meaningful eight-line poem. Have
groups recite/perform their
poems to the class.
Personal
Play games and recite rhymes B. READING Give learners task to complete
that learners are familiar (Phonics Pg.168) whiles you go round to guide
with to begin the lesson. those who don’t understand.
Provide texts having multisyllabic
Ask learners questions to words for regular practise by Give remedial learning to those
review their understanding in learners. who special help.
the previous lesson.
Model the production of the
ccvcc and the cccvc words.

Ask learners to repeat the ccvcc

and the cccvc words after you
while you check in correct
discrepancies in the pronunciation
of the words
Engage learners in the odd C. GRAMMAR Give learners task to complete
one out (Nouns Pg.181) whiles you go round to guide
Guide learners to use "- ing" those who don’t understand.
The student will look at for nouns and noun phrases to refer
example four word cards to activities Give remedial learning to those
with nouns. E.g. I enjoy singing. who special help.
I like swimming
Three of which have
something in common and
one is the odd one.

The learner is to pick the

odd one out. This game
could be done in groups to
bring competition

Play games and recite rhymes C. WRITING Give learners task to complete
that learners are familiar (Penmanship Pg.196) whiles you go round to guide
with to begin the lesson. those who don’t understand.
Revise simple and compound
Ask learners questions to sentences. Give remedial learning to those
review their understanding in who special help.
the previous lesson.
Introduce the complex sentence
structure by combining pairs of
simple sentences.
E.g. You will come.
We will go.
When you come, we will go.

Elicit several such sentences from

learners.

Put learners into groups to

identify complex sentences from
texts they have read.
Have learners copy complex
sentences into their exercise
books.
Play games and recite rhymes [Link] CONVENTIONS & Give learners task to complete
that learners are familiar GRAMMAR USAGE whiles you go round to guide
with to begin the lesson. (Using Capitalization Pg.209) those who don’t understand.

Ask learners questions to In a guided composition, ask individual Give remedial learning to those
review their understanding in learners to write a formal letter each who special help.
the previous lesson. on a given topic, paying attention to
correct use of capital letters, the full
stop, comma, question mark,
exclamation mark, quotation marks,
apostrophe, hyphen etc.

[Link] READING
Have learners read books of their
Learners play “popcorn choice independently during the Encourage them to visit the local
reading” game. The rules are library period. library to read and borrow
simple: One student starts books
reading aloud and then calls Let learners write a one-page critical
out "popcorn" when they commentary based on the books read
finish. This prompts the next
student to pick up where the Invite individuals to present their
previous one left off. work to the class for feedback.
Week Ending Subject: MATHEMATICS Lesson:
Number
Day(s): Strand:
Counting, Representation And Cardinality
Date(s): Sub Strand:
B6.[Link]
Class: Six Content standard: B6.1.1.1 B6.1.1.2 Indicator(s):
B6.[Link]
Learners can Skip count forwards and backwards in 5000s, 10,000s etc. up to and from
1,000,000.
Perf. Indicator(s):
Learners can recognize roman numerals system up to c (i.e. 100)
Reference: Mathematics curriculum Page
Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Core competence: Development and Leadership Attention to Precision
T.L.R.(s): Counters, bundle and loose straws base ten cut square
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Engage learners to sing the Put learners into convenient groups. Ask learners to talk about what
song A learner mentions a number and they have learnt.
another makes skip count in 5000s or
WE CAN COUNT 10000s to include the fifth count. For
We class five instance. Let learners solve more
We can count examples
We count 1,2,3,4,5 Learner 1: Shout out “287940”
We count 6,7,8,9,10 Learner 2: 292940, 297940, 312940,
We class five can count very 317940, etc.
well.
Learner 3; Shout out “827685”
Learner 4; 817685, 807685, 797685,
787685, 777685….etc.

Skip count forwards and backwards

by 5000s and between 10000 and
100000, but make an error or leave
out a number. Challenge learners to
identify or correct error
Engage learners to sing the Display roman numeral charts (1-100) Ask learners to tell you what
song arranged in sequential order and lead they have learnt and what they
learners to identify the numerals. will like to learn in the next
WE CAN COUNT lesson
We class five Learners identify the main characters
We can count of the roman numerals used to build
We count 1,2,3,4,5 the table up to 30 i.e. I, II, III, IV, V, X, Give learners individual or home
We count 6,7,8,9,10 L and C. task
We class five can count very
well. Call out a numeral and have learners
point at it from the chart
Engage learners to solve this Have learners match the Roman Ask learners to tell you what
number pattern numerals to the Hindu-Arabic they have learnt and what they
numerals for instance I = 1; V= 5: IX= will like to learn in the next
If: 2+2=44 9, XV= 15, XXX = 30, XL = 40, LVI = lesson
3+3=96 56, XCIX = 99.
4+4=168
5+5=2510 Mention some numerals randomly Give learners individual or home
and have learners point at it on the task
Then: 6+6=? chart.

Answer: 3612
Tell learners a few jokes to Learners read the chart sequentially Ask learners to tell you what
get their attention. forwards and backwards, vertically they have learnt and what they
(up and down), zig-zag, diagonally and will like to learn in the next
Call two learners to share randomly without pointing to the lesson
their jokes as well numbers. Invite 2-3 learners to read
to the class.
Give learners individual or home
Call a Roman numeral and ask task
learners to write it.
Week Ending Subject: SCIENCE Lesson:
Systems
Day(s): Strand:
The Human Body System
Date(s): Sub Strand:

Class: Six Content standard: B6.3.1.1 Indicator(s): B6.[Link]

Perf. Indicator(s): Learners can explain the functions of organs in the excretory system of humans

Reference: Science curriculum Page 8

Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Core competence: Development and Leadership Attention to Precision
T.L.R.(s): Learners, pictures, videos, paper, pencils, crayons
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Engage learners to review Learners explain the need for Ask learners series of questions
the functions of some human activities such as breathing, urinating to review their understanding of
organs. and sweating. the lesson
Example: what is the importance
Show videos, pictures and With the aid of videos, charts or of the respiratory system?
models of the excretory models, assist learners to identify the
system. organs of the excretory system of Ask learners to tell how they
humans e.g. kidneys are apply what they have learnt
in real life situation.
Explain to learners the functions of
the various organs in the excretory
system.
Example:
kidneys: they are responsible for
getting rid of waste products etc.

Assessment: In groups, let learners

find out the excretory process
involving the kidney.

Learners to observe and talk

about the pictures
Start the lesson with a With the aid of videos, charts or Ask learners to talk about what
debate. models, assist learners to identify the they have learnt.
organs of the excretory system of
Teacher chooses a topic or humans e.g. lungs
allow learners to choose
their own topic. Explain to learners the functions of
e.g. "should children under the various organs in the excretory
18 be allowed to vote?". system.
Example:
Elaborate on learners points Lungs takes oxygen from the
and summarise the debate environment and transfer it into the
blood stream etc.

Assessment: In groups, let learners

find out the excretory process
involving the lungs.
Use a series of questions to Draw a diagram of the excretory Ask learners to talk about what
review the understanding of system and cut out the various parts they enjoyed most during the
learners in the previous of the system into flash cards lesson
lesson
Assessment: Learners match the parts
of the excretory system with their Have learners to use clay
excretory products. moulds to mould the kidney and
lungs of humans
Learners explain some biological
terms, such as urea, kidneys, lungs
and excretion
Week Ending Subject: OWOP Lesson:
All Around Us
Day(s): Strand:
Map Making And Land Marks
Date(s): Sub Strand:

Class: Six Content standard: B6.2.3.1 Indicator(s): B6.[Link].

Perf. Indicator(s): Learners can Identify the political regions on a sketch map of Ghana

Reference: OWOP curriculum Page

Communication and Collaboration Critical Thinking and Problem Solving Cultural Identity and Global
Core competence: Citizenship
T.L.R.(s): Pictures, Charts, Video Clips
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Engage learners to solve the Learners talk about the political Ask learners to talk about what
riddles regions of Ghana e.g. the sixteen they have learnt.
regions, their names and capitals.
1. It likes food, but water REGIONS CAPITALS Call learners to mention the
kills it. What is it? Oti Dambai regions of their home town and
Bono East techiman the regional capital.
2. what’s full of holes but can Ahafo Goaso
still hold water? Bono Sunyani
North East Nalerigu
Savannah Damango
Answers: 1. Fire
2. sponge Assessment: Learners role play with
the sixteen regions in Ghana using
flash cards
e.g. learner raises her flash card and
shouts ”I am Oti region, and my
capital is Dambai” etc.
Use questions and answers Learners show the locations of the Teacher goes round to monitor
to review the previous political regions on a sketch map of the progress of learners based
lesson Ghana on the task given them
Example: what is regional
capital of savannah region?
Learners to match political
How many regions are in regions with their regional
Ghana? capitals using flash cards.
Week Ending Subject: REL. & MORAL EDU. Lesson:
Religious Practices And Their Moral
Day(s): Strand: Implications
Festivals In The Three Major Religions
Date(s): Sub Strand:
Class: Six Content standard: B6 2.2.1 Indicator(s): B6 [Link]

Perf. Indicator(s): Learners can gather and record data on religious festivals

Reference: RME curriculum Page

Cultural Identity, Sharing Reconciliation, Togetherness, Unity Communication and Collaboration, Critical
Core competence: Thinking Creativity and Innovation Digital Literacy
T.L.R.(s): Wall charts, wall words, posters, video clip, etc.
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Ask everyone to imagine two Aid learners to list the festivals Ask learners to talk about what
birds. One named “prr” and celebrated in Ghana: Damba, Tedudu, they have learnt.
the other named “Pukutu”. Christmas, Easter, Eid-ul-Fitr, Eid-
ulAdha, etc. Call learners to mention some
If you call out ‘prr’, the Ghanaian festivals and the
students need to stand on Use pictures, charts, video clips, etc. people that celebrate them
their toes and move their to demonstrate how various festivals
elbows out sideways. in Ghana are celebrated.

When you call out ‘pukutu’ In groups, let learners describe how
the students have to stay still festivals are celebrated.
and may not move.
Assessment: Let learners write essays
If a student moves, he is on how festivals are celebrated and
disqualified. read their essays to the class.
Week Ending Subject: HISTORY Lesson:
Journey to Independence
Day(s): Strand:
Formation of Political Parties
Date(s): Sub Strand:

Class: Six Content standard: B6.[Link] Indicator(s): B6.[Link]

Perf. Indicator(s): Learners can describe the role played by the leaders of the two major political parties

Reference: History curriculum Page

The use of evidence to appreciate the significance of historical events helps learners’ to
Core competence: become critical thinkers and digital literates
T.L.R.(s): Wall charts, wall words, posters, video clip, etc.
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Engage learners to play the Help learners to define a political Ask learners to tell you what
“Crossword” game party they have learnt

Write a word on the board Brainstorm learners the definition of a

crossword-style. political party Let learners read and spell the
keywords written on the board
Invite each student to the Write learners ideas on the board for
board to create a new word further discussions
stemming from the letters
that are already available Learners defined a political party with
guided key words
Example: a political party is a group of
people with the same ideology, similar
political goals and opinions.
Let learners sing songs to Discuss the formation of the United Ask learners to tell you what
stimulate their interest Gold Coast Convention (UGCC) in they have learnt
1947.
Use questions and answers
to review what they learnt in The UGCC was founded by J. B. Learners role play some of the
the previous lessons Danquah in August 4, 1947. The aim characters in party formation
of the party was to bring about
Ghanaian independence from their Let learners read and spell the
British colonial masters after the keywords written on the board
second world war. It was led by Paa
Grant etc.

Assessment: learners discuss the aims

of creating the political parties
Week Ending Subject: CREATIVE ARTS Lesson:
Visual Arts
Day(s): Strand:
Thinking and Exploring Ideas
Date(s): Sub Strand:

Class: Six Content standard: B6. [Link]. Indicator(s): B6. [Link].

Learners can study and generate own ideas for creating own artworks from international
Perf. Indicator(s):
artworks
Reference: Creative Arts curriculum Page
Learners acquire skills of Decision Making, Creativity, Innovation, Communication, Collaboration, Digital
Core competence: Literacy, etc.
Photos, videos, art paper, colors and traditional art tools, other materials available in the
T.L.R.(s): community
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Learners sing songs and Let learners generate ideas from the Learners talk about what was
recite rhymes about work. artworks of Ibrahim Mahama interesting and made meaning to
them in the lesson.
Ibrahim Mahama, born in 1987 and
Learners mention some based in Tamale is Ghanaian artist Learners retell the history of
visual artworks produced in who obtained a master of fine arts in Ibrahim Mahama in groups
Ghana. painting and sculpture in 2013. He
uses old jute sacks, stitching them
together and draping them over
architectural units.
Some of his works include; A friend,
Odo Nti, fragments of white cube etc.
Call learners to recall some Show pictures of his artworks to Ask learners to tell you what
history facts about Ibrahim learners for them to generate their they have learnt and what they
Mahama. own ideas. will like to learn in the next
lesson
Use series of questions to
review their understanding in Teacher moves round the
the previous lesson classroom to monitor the
progress of learners based on
the task given them

Learners display their artworks

for appreciation

Assessment: learners to use ideas

generated to create their own
artworks
Week Ending Subject: GHANAIAN LANG. Lesson:
Oral Language
Day(s): Strand:
Conversation
Date(s): Sub Strand:

Class: Six Content standard: B6.1.5.1 Indicator(s): B6.[Link]-2

Tell a story of about eight to ten characters, and recognize the characters, setting, costumes
Perf. Indicator(s): and the stage.
Reference: Ghanaian Language curriculum Page 69

Core competence: Learners acquire skills of Creativity and innovation, Communication and collaboration, Critical thinking

T.L.R.(s): Word cards, sentence cards, letter cards, handwriting on a manila card

Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Let learners find the rhyming Discuss a story line with learners. Ask learners to talk about what
pairs for these words. First they enjoyed most during the
unscramble the words Let a learner tell a story and lead lesson
learners to recognize the storyline.
1. RBAE & HREAS
2. WNRODED & Write out the story line on the
UTRHNDE board.
3. TUGHAT & HBTUGO
4. ODULC & ODOG Guide learners to recognize the
characters, setting, costumes and of a
Answers: Bare & Share play shown to them.
Wonder & Thunder
Taught & Bought Let the learners write the characters
Could & Good identified on the board and discuss
their role in the story
Tell learners a few jokes to Allow learners to read a story. Ask learners to talk about what
get their attention. they enjoyed most during the
Guide learners to re-tell the story. lesson
Call two learners to share
their jokes as well Let learners identify the characters
and suggest costumes for the
characters where necessary.

Let learners discuss the setting for the

story read.

Discuss with learners some processes

and key considerations in changing a
story into a drama.

Direct learners to perform the drama

Week Ending Subject: PHYSICAL EDUCATION Lesson:
Locomotive skills
Day(s): Strand:
Pictures and Videos
Date(s): Sub Strand:

Class: Six Content standard: B6.1.6.1 Indicator(s): B6.[Link]

Perf. Indicator(s): Learners can strike a tossed ball with the hands above the forehead

Reference: PE curriculum Page 71

Learners develop personal skills and competencies such as accuracy, precision, coordination
Core competence: strength, balance, courage, patience, teamwork etc.
T.L.R.(s): Pictures and Videos

Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Take learners through Group learners into two teams. Organize a game for learners to
general and specific warm experience the skill in real-life
ups Demonstrate to learners how to situation.
strike a tossed ball with the hands
above the forehead End the lesson with a cool down

Learners toss a ball and strike it with

the palm or fist (overhead) to a target
base on their ability.

Learners practice over hanged net

(optional) by striking a tossed ball
over it to the target for mastery of
tennis serve.

Learners play mini volleyball starting

with tennis serve.
Week Ending Subject: COMPUTING Lesson:
Word Processing
Day(s): Strand:
Introduction To Databases, Algorithm And
Date(s): Sub Strand:
Programming. Languages
Class: Six Content standard: B6.5.1.1 Indicator(s): B6.[Link]-3
Describe Databases, Identify databases and data structures and Explain Fundamental
Perf. Indicator(s):
Database concepts
Reference: Computing curriculum Page 39
Learners acquire skills of Creativity and innovation, Communication and collaboration,
Core competence: Cultural identity and global citizenship,
T.L.R.(s): Pictures or projected images
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Get a viral picture, a trending Guide learners through discussion in Ask learners to talk about what
news on twitter, Facebook, groups, to list and describe databases. they have learnt.
YouTube and other social
media handles. Discuss what Guide learners to identify databases Pose questions to learners to
is trending and invite structures. i.e. database structure is review their understanding of
learners to share their the collection of record type and field the lesson.
opinions on them. type definitions that comprises of the
database.

Guide learners apply the fundamental

database concepts to a sample
database in a class discussion
WEEKLY SCHEME OF LEARNING – BASIC SIX
WEEK 2
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………

Week Ending Subject: ENGLISH LANGUAGE Lesson:

Day(s): Strand:
Date(s): Sub Strand:
B6.1.6.1 B6.[Link]
B6.2.3.1 B6.[Link]
B6.3.1.1. B6.3.1.1. 4.
Class: Six Content standard: Indicator(s):
B6.4.6.1 B6.[Link]
B6.5.2.1 B6.[Link]
B6.6.1.1 B6.[Link]
A. Learners can describe/talk about objects/personalities/ events in the country and the
world
B. Learners can use common minimal pairs to decode words
C. Identify and use abstract nouns to refer to concepts and ideas
D. Elaborate on, explain and/or justify the main ideas of a paragraph by providing relevant
Perf. Indicator(s):
details and examples
E. Learners can use the comma, quotation marks to indicate direct speech and apostrophe
to show plural possession
F. Learners can read and critique a variety of age- and level appropriate books and present a
one-page critical commentary
Reference: English Language curriculum

Core competence: Reading and Writing Skills Personal Development and Leadership and Collaboration

T.L.R.(s): Word cards, sentence cards, letter cards and a class library
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Learners to sing songs and [Link] LANGUAGE Ask learners to tell you what
play games to get them ready (Conversation.) they have learnt and what they
for the lesson will like to learn in the next
Revise previous discussions on the lesson
There Was a Crooked following:
Man" Lyrics i. Objects – objects found in class, at
There was a crooked man, home etc. Let learners read and spell the
and he ii. Dates – dates of birth. keywords written on the board
walked a crooked mile. iii. Time – various times at school in
He found a crooked sixpence the day e.g. break time.
upon a iv. Names of regions – Central,
crooked stile. Ashanti, Northern, etc.
He bought a crooked cat,
which Lead a discussion on: i. Personalities –
caught a crooked mouse, e.g. role models, MPs, head of
And they all lived together in institution ii. Event – festivals, games,
a little special occasions e.g. Christmas
Crooked house.
Guide learners to use appropriate
vocabulary in the discussion.

Encourage learners to ask and answer

questions for clarification of other
learners' opinions.
Engage learners to sing songs [Link] Give learners task to complete
and recite some familiar (Word Families and Common whiles you go round to guide
rhymes. Digraphs Pg.169) those who don’t understand.
Give examples of minimal pairs
JACK A NORY Give remedial learning to those
I’ll tell you a story Using “think-pair-share”, let learners who special help.
About jack-a-Nory, come up with more examples of
And now my story’s begun; minimal pairs.
I’ll tell you another,
About jack and his brother,
And now my story is done.

Introduce and revise these and other

similar spelling patterns using
examples (two or three patterns at a
time).

Drill the pronunciation of the sounds.

Have learners read several words

having the spelling pattern.

Let learners also read the words in

context.
Engage learners to sing songs C. GRAMMAR Give learners task to complete
and recite some familiar (Nouns Pg.183) whiles you go round to guide
rhymes. Revise abstract nouns with those who don’t understand.
learners
IF ALL THE WORLD WERE Give remedial learning to those
PAPER who special help.
If all the world were paper,
Have learners identify abstract
And all the sea were ink, nouns in texts and these nouns in
If all the trees were bread sentences
and cheese e.g. intelligence, knowledge, idea,
What would we have to patience
drink? i. I admire Ama because of her
patience.
[Link] appears to have a good
knowledge.
Engage learners to sing songs C. WRITING Give learners task to complete
and recite some familiar (Paragraph Development Pg.198) whiles you go round to guide
rhymes. Display a model paragraph. those who don’t understand.

MAN IN THE MOON CAME Give remedial learning to those

DOWN TOO SOON who special help.
The man in the moon,
Came tumbling down, By way of revision, have learners
And asked his way to identify the main idea and
Norwich; supporting ideas.
He went by the south,
And burned his mouth
Think-Pair-Share: Have pairs of
While supping cold plum
porridge.
learners discuss why a main idea in
a paragraph needs elaboration,
explanation or examples and share
their views with peers and the
whole class.

Give learners a topic sentence for

them to elaborate on by providing
details (explanation/examples).
E.g. Topic sentence: Kofi is a
good child
Play games and recite rhymes E. GRAMMAR USAGE Give learners task to complete
that learners are familiar (Using Punctuation Pg.211) whiles you go round to guide
with to begin the lesson. those who don’t understand.
Give out samples of relevant texts to
Ask learners questions to groups of learners to identify the Give remedial learning to those
review their understanding in punctuation marks used. who special help.
the previous lesson.
Write a text on the board, leaving out
the punctuation marks.

Have the whole class punctuate it.

Have them study unpunctuated texts

individually for a few minutes and
then re-write the texts using
appropriate punctuation marks where Encourage them to visit the local
Learners play “popcorn they have been omitted. library to read and borrow
reading” game. The rules are books
simple: One student starts [Link] READING
reading aloud and then calls Have learners read books of their
out "popcorn" when they choice independently during the
finish. This prompts the next library period.
student to pick up where the
previous one left off. Let learners write a one-page critical
commentary based on the books read

Invite individuals to present their

work to the class for feedback.
Week Ending Subject: MATHEMATICS Lesson:
Number
Day(s): Strand:
Counting, Representation & Cardinality
Date(s): Sub Strand:
B6.1.1.2 B6.[Link]
Class: Six Content standard: B6.1.1.3
Indicator(s): B6.[Link]
Learners can count and convert Hindu Arabic numbers to Roman numerals up to 100 (C) and
vice versa
Perf. Indicator(s):
Learners can determine the HCF and the LCM of two or three numbers using prime factors
Reference: Mathematics curriculum Page 121/122
Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Core competence: Development and Leadership Attention to Precision
T.L.R.(s): Counters, bundle and loose straws base ten cut square
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Tell learners a few jokes to Learners read the chart sequentially Ask learners to tell you what
get their attention. forwards and backwards, vertically they have learnt and what they
(up and down), zig-zag, diagonally and will like to learn in the next
Call two learners to share randomly without pointing to the lesson
their jokes as well numbers. Invite 2-3 learners to read
to the class.
Give learners individual or home
Call a Roman numeral and ask task
learners to write it.
Call out 5 roman numerals Give learners a numeral in the Hindu Ask learners to tell you what
and have learners write its Arabic system and have learners they have learnt and what they
Hindu-Arabic numerals. convert to roman numeration and will like to learn in the next
I =? vice versa for instance XXIV = 24, lesson
X =? LX = 60, XCIV = 94, CCCXXXIII =
C =? 333, etc.
V =? Give learners individual or home
L =? task
Call out numbers and let Challenge learners to find missing Ask learners to tell you what
learners convert to roman numbers in addition and subtraction they have learnt and what they
numerals sentences involving roman numerals. will like to learn in the next
Ask learners to write similar puzzles lesson
for their friends to solve.
Give learners individual or home
task
Engage learners in the “Jump Have learners revise the use of the Give learners task to complete
Counting” game factor tree method to determine while you go round the class to
Have learners count while prime factors of any given whole support those who might need
jumping with each count. number. extra help.
Challenge them to count by
twos, fives, or tens! For example the prime factors of 24.
For instance, from the figure: 24 =
2×2×2×3 so 2 and 3 are the prime
factors of 24.

Ask learners to list the factors of two

or more given whole numbers using
the factor tree; for 36 and 48 we have
36= 2×3×2×3 =2×2×3×3 and

48= 2×3×2×2×2 = 2×2×2×2×3.

Let learners draw a picture Guide learners to determine the Give learners task to complete
of a favorite place in the highest common factor of given while you go round the class to
world. numbers. support those who might need
Then write five or more extra help.
words that remind them of For example: 15 and 20
that place. 15={1,3,5,15} 20={1,2,4,5,10,20}

Have learners to paste their The common factors={1,5}

drawings on the classroom Hence HCF={5}
wall to create a gallery.
Learners use the prime factorization
by inspection to determine the HCF
by underlining the common factors in
each product 36=2×2×3×3 48=
2×2×2×2×3 → which is 2×2×3=12;

Assessment: have learners to practice

with more examples.
Week Ending Subject: SCIENCE Lesson:
Systems
Day(s): Strand:
The Human Body System
Date(s): Sub Strand:

Class: Six Content standard: B6.3.1.1 Indicator(s): B6.[Link]

Perf. Indicator(s): Learners can explain the functions of organs in the excretory system of humans

Reference: Science curriculum Page 8

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

Assessment: In groups, let learners

find out the excretory process
involving the kidney.

Learners to observe and talk

Assessment: In groups, let learners

find out the excretory process
involving the lungs.

Draw a diagram of the excretory

system and cut out the various parts
of the system into flash cards

Assessment: Learners match the parts

of the excretory system with their
excretory products.

Learners explain some biological

terms, such as urea, kidneys, lungs
and excretion
Week Ending Subject: OWOP Lesson:
All Around Us
Day(s): Strand:
Map Making And Land Marks
Date(s): Sub Strand:

Class: Six Content standard: B6.2.3.1. Indicator(s): B6.[Link].

Perf. Indicator(s): Learners can Identify the political regions on a sketch map of Ghana

Reference: OWOP curriculum Page 51

Communication and Collaboration Critical Thinking and Problem Solving Cultural Identity and Global
Core competence: Citizenship
T.L.R.(s): Pictures, Charts, Video Clips
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Use questions and answers Learners show the locations of the Teacher goes round to monitor
to review the previous political regions on a sketch map of the progress of learners based
lesson Ghana on the task given them
Example: what is regional
capital of savannah region?
Learners to match political
How many regions are in regions with their regional
Ghana? capitals using flash cards.

Use questions and answers Observe a map of Africa and write Ask learners to talk about what
to review the previous out the countries, which border they enjoyed most during the
lesson Ghana to the North, East and West. lesson

Compose a song that locates the

position of Ghana in relation to other
countries along the Coast of West
Africa. “From Senegal to
Gambia…Benin to Nigeria”
Week Ending Subject: REL. & MORAL EDU. Lesson:
Religious Practices And Their Moral
Day(s): Strand: Implications
Festivals In The Three Major Religions
Date(s): Sub Strand:
Class: Six Content standard: B6 2.2.1 Indicator(s): B6 [Link]

Perf. Indicator(s): Learners can explain the need for celebrating various festivals

Reference: RME curriculum Page 51

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Write down a couple of Let learners mention the festivals Ask learners to talk about what
words on cards. Make sure celebrated in Ghana. they have learnt.
learners are familiar with the
words. Lead learners to talk about why Call learners to mention some
Divide the class in to groups. festivals are celebrated: teaches about Ghanaian festivals and the
One person from each group love and sacrifice, promote unity and people that celebrate them
comes up in front to pick brotherliness, etc.
and act the word.
The group to get the highest In groups, let learners to dramatize a
score wins! festival of their choice, showing
important activities like sharing,
reconciliation, unity and brotherliness,
etc.

Let leaners write essays on the need

for celebrating festivals.

Lead learners to discuss their essays

for suggestions and corrections.
Week Ending Subject: HISTORY Lesson:
Journey to Independence
Day(s): Strand:
Formation of Political Parties
Date(s): Sub Strand:

Class: Six Content standard: B6.5.2.1 Indicator(s): B6.[Link]

Learners can describe the role played by the leaders of the two major political parties (UGCC
Perf. Indicator(s):
and CPP)
Reference: History curriculum Page
The use of evidence to appreciate the significance of historical events helps learners’ to
Core competence:
become critical thinkers and digital literates
T.L.R.(s): Wall charts, wall words, posters, video clip, etc.
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Let learners sing songs to Discuss the formation of the United Ask learners to tell you what
stimulate their interest Gold Coast Convention (UGCC) in they have learnt
1947.
Use questions and answers
to review what they learnt in The UGCC was founded by J. B. Learners role play some of the
the previous lessons Danquah in August 4, 1947. The aim characters in party formation
of the party was to bring about
Ghanaian independence from their Let learners read and spell the
British colonial masters after the keywords written on the board
second world war. It was led by Paa
Grant etc.

Assessment: learners discuss the aims

of creating the political parties
Let learners sing songs to Discuss the role played by the leaders Ask learners to tell you what
stimulate their interest of the UGCC and CPP in the struggle they have learnt
for independence
Use questions and answers
to review what they learnt in Learners map out specific roles by Learners role play some of the
the previous lessons leaders such as Kwame Nkrumah, J.B. characters in party formation
Danquah, Obetsebi Lamptey, Ako
Adjei, William Ofori Atta and Edward Let learners read and spell the
Akuffo Addo. keywords written on the board
Week Ending Subject: CREATIVE ARTS Lesson:
Visual Arts
Day(s): Strand:
Thinking and Exploring Ideas
Date(s): Sub Strand:

Class: Six Content standard: B6 1.2.2 Indicator(s): B6 [Link]

Brainstorm and generate designs for creating own visual artworks that reflect the physical and
Perf. Indicator(s):
social environments of some communities in the world
Reference: Creative Arts curriculum Page
Learners acquire skills of Decision Making, Creativity, Innovation, Communication, Collaboration, Digital
Core competence: Literacy, etc.
Photos, videos, art paper, colors and traditional art tools, other materials available in the
T.L.R.(s): community
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Learners sing songs and Play one of Bob Marely video clips for Learners talk about what was
recite rhymes about work. learners to watch and listen interesting and made meaning to
them in the lesson.
Bob Marley was born on 6th February
Learners mention some 1945 in nine mile saint Ann Parish in Learners retell the history of
performing artworks Jamica. His full name is Robert Nesta Bob Marley in groups
produced in Ghana. Marley etc.

Let pupils listen attentively to the

instrumentations and the patterns

Discuss the performance style with

learners
Call learners to recall some Guide pupils to develop rhythmic Ask learners to tell you what
history facts about Bob motives from the instrumental they have learnt and what they
Marley patterns will like to learn in the next
lesson
Use series of questions to Guide pupils to create and expand the
review their understanding in motives
the previous lesson Learners watch the recorded
Let learners create music with the performance and appreciate
motives their own artworks

Record performance of learners

Week Ending Subject: GHANAIAN LANG. Lesson:
Oral Language
Day(s): Strand:
Conversation
Date(s): Sub Strand:

Class: Six Content standard: B6.[Link]-3 Indicator(s): B6.[Link]-3

Perf. Indicator(s): Learners can explore and say the names of towns, villages and cities in Ghana

Reference: Ghanaian Language curriculum Page 70

Core competence: Learners acquire skills of Creativity and innovation, Communication and collaboration, Critical thinking

T.L.R.(s): Word cards, sentence cards, letter cards, handwriting on a manila card

Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Let learners find the rhyming Show learners a current map of Ask learners to talk about what
pairs for these words. First Ghana and mention some of the they enjoyed most during the
unscramble the words capital towns. lesson

1. RBAE & HREAS Let learners point to and mention the

2. WNRODED & names of cities on the map.
UTRHNDE
3. TUGHAT & HBTUGO Discuss some of the locations of the
4. ODULC & ODOG cities.

Answers: Bare & Share

Wonder & Thunder
Taught & Bought
Could & Good
Tell learners a few jokes to Ask learners to mention names of Ask learners to talk about what
get their attention. towns and villages they know. they enjoyed most during the
lesson
Call two learners to share Assist learners to mention the names
their jokes as well of some towns and villages in Ghana.

Let learners discuss the locations of

these towns and villages.

Ask learners to tell which villages they

come from.
Engage learners to play the Ask learners to mention the sources Ask learners to talk about what
“What letter am I writing” of the water that flow in the taps or they enjoyed most during the
game. boreholes in community. lesson
Put learners into groups of
two. Let learners point to the rivers
The teacher writes a letter in indicated on the map.
the air.
Learners makes the letter Lead learners to mention the major
sound and tell the teacher rivers in Ghana after looking at the
the sound that has been map.
written
Week Ending Subject: PHYSICAL EDUCATION Lesson:
Motor Skill And Movement Patterns
Day(s): Strand:
Locomotive skills
Date(s): Sub Strand:

Class: Six Content standard: B6.1.7.1 Indicator(s): B6.[Link]:

Learners can strike a gently tossed ball with a bat, using a forehand and backhand movement
Perf. Indicator(s):
pattern
Reference: PE curriculum Page 71
Learners develop personal skills and competencies such as accuracy, precision, coordination
Core competence:
strength, balance, courage, patience, teamwork etc
T.L.R.(s): Pictures and Videos
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Take learners through Organize learners with table tennis Organize a game for learners to
general and specific warm balls and bats. experience the skill in real-life
ups situation.
Learners stand with one foot forward
behind table tennis board, knees bent End the lesson with a cool down
and trunk slightly leaning forward,
holding bat with one hands and swing
the bat from the side to strike the ball
to the target.

Learners practice, striking/service at

different heights, whiles you give them
the feedback to correct the errors.
Week Ending Subject: COMPUTING Lesson:
Word Processing
Day(s): Strand:
Introduction To Databases, Algorithm And
Date(s): Sub Strand:
Programming. Languages
Class: Six Content standard: B6.5.1.1. Indicator(s): B6.[Link]-6
 Learners can describe the basics of relational data model
Perf. Indicator(s):  Learners can identify the basics of logical database design
 Learners can illustrate basics of relational algebra
Reference: Computing curriculum Page 59
Learners acquire skills of Creativity and innovation, Communication and collaboration,
Core competence:
Cultural identity and global citizenship,
T.L.R.(s): Pictures or projected images
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Get a viral picture, a trending Lead learners to describe the basics Ask learners to talk about what
news on twitter, Facebook, of Relational Data model. i.e. rows they have learnt.
YouTube and other social and columns
media handles. Pose questions to learners to
Guide learners to list the basics of review their understanding of
Discuss what is trending and logical database design and develop the lesson.
invite learners to share their sample database design.
opinions on them.
Guide learners apply the basics of
relational algebra in a sample database
WEEKLY SCHEME OF LEARNING – BASIC SIX
WEEK 3
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………

Week Ending Subject: ENGLISH LANGUAGE Lesson:

Day(s): Strand:
Date(s): Sub Strand:
B6.1.5.2 B6.[Link]
B6.2.6.3 B6.[Link].
Class: Six Content standard: B6.3.2.1 Indicator(s): B6.[Link].
B6.4.9.1 B6.[Link]
B6.5.3.1 B6.[Link].
B6.6.1.1 B6.[Link]
A. Learners can write plays out of a story and perform them
B. Learners can deduce meaning of words from how they relate to one another
C. Identify and use possessive pronouns to show possession
D. Select a topic of choice on a national issue or from different learning areas, brainstorm
Perf. Indicator(s): ideas and organize them before writing
E. Identify and use: proper nouns
F. Learners can read and critique a variety of age- and level appropriate books and present a
one-page critical commentary
Reference: English Language curriculum

Core competence: Reading and Writing Skills Personal Development and Leadership and Collaboration

T.L.R.(s): Word cards, sentence cards, letter cards and a class library
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Write some sight words on [Link] LANGUAGE Ask learners to tell you what
the board and cover parts (Dramatization) they have learnt and what they
with smileys for learners to will like to learn in the next
guess the word Learners read out a story from textbooks lesson
or readers.
e.g.
E L E P H A N T Through discussion, guide learners to tell
the plot of the story. Have learners to read and spell
the key words on the board.
W I N D O W Show a sample, and guide learners to
write a play with the story told.

T E L EVISI O N Have learners produce the written play

around the identified themes and values.

Have learner discuss a sketch observed.

Learners say what to look for to identify
key issues in a sketch.

Learners talk about lessons in the sketch.

Write three facts about the [Link] Ask learners to tell you what
coronavirus on the board (Vocabulary) they have learnt and what they
and ask learners to make will like to learn in the next
their stands whether they Explain and demonstrate that the meaning lesson
of a word can be deduced from other
agree or not. words in its environment.
E.g. i. Philip is glad.
e.g. ii. He is really happy. Have learners to read and spell
i. one can contract the virus iii. Aku is tall but her brother is short. the key words on the board.
through eating infected foods.
Put learners in groups. Let them read a
ii. Social distancing can prevent text and give the contextual meaning of
the spread of the virus. selected words from the text.

Engage learners in activities such as:

iii. Staying at home cannot − Matching words with their
prevent the spread of the virus meanings/synonyms/antonyms.
− Reading a text and finding replacements
let learners make their for certain words in the text.
choices of each question by
saying “I AGREE”, “I Using other strategies such as the
DISAGREE”. synonym or antonym tree or synonym or
Let learners explain their antonym ‘bingo’, have learners build a
choices, portfolio of antonyms and synonyms.

Have learners use the vocabulary tree and

mother to child to build words using
hyponyms and meronyms.
Write three facts about the C. GRAMMAR Ask learners to tell you what
coronavirus on the board (Determiners Pg.181) they have learnt and what they
and ask learners to make will like to learn in the next
their stands whether they Introduce possessive pronouns in lesson
agree or not. context. E.g. i. I gave my book to
Mary. ii. She sold her phone.
e.g. Have learners to read and spell
i. one can contract the virus the key words on the board.
through eating infected foods.
Learners listen to or read a
passage containing several
ii. Social distancing can prevent possessives (my, your, his, hers,
the spread of the virus. its).

iii. Staying at home cannot Ask them to identify words that

prevent the spread of the virus show or indicate possession.
let learners make their List words on the board and elicit
choices of each question by
others.
saying “I AGREE”, “I
DISAGREE”.
Let learners explain their Have learners play a game e.g. the
choices, “Fishing Game” with cards bearing
possessive pronouns. They read
the word on the card and use it in
a sentence
Engage learners to play the C. WRITING Ask learners to tell you what
ball game. (Writing as a Process Pg.200) they have learnt and what they
Write vocabulary words on a will like to learn in the next
ball. Throw the ball to Scaffold the writing process. i. Pre- lesson
learners in turns to form writing
sentences with the word
which has their right thumb Have learners to read and spell
on. the key words on the board.
Have learners select and discuss a
national issue with their partners.
Have learners brainstorm to
generate as many ideas as possible
about the topic.

Have them organize the ideas into

a writing plan using an outline, a
chart or an appropriate graphic
organizer.
E.g. line diagram
Have learners to sing songs D. GRAMMAR USAGE Ask learners to tell you what
and recite some familiar (Nouns Pg.211) they have learnt and what they
rhymes. will like to learn in the next
Example: Revise all the types of nouns with lesson
Red Orange, Yellow learners (refer to B1-B5).
Green, Blue, Indigo and Violet
makes a rainbow Provide learners with opportunities Have learners to read and spell
Let's sing again! to further practice using these nouns. the key words on the board.
Red Orange, Yellow
E.g. a. Learners take their reading
Green, Blue, Indigo and Violet books and identify and make a list of
makes a rainbow these nouns, use them in sentences
and present their work to the class
Red, Orange. Yellow for feedback.
Green, Blue, Indigo and Violet
makes a rainbow b. Use language drills and games to
Let's sing again! help learners to practice. e.g. a pair
drill for singular/plural nouns −
Red, Orange Yellow
Green Blue, Indigo and Violet
Learner “A” gives a noun – mango −
makes a rainbow Learner “B” gives its plural form
“mangoes” and uses it in a sentence –
I love mangoes.

Provide further practice activities to

build on learners' knowledge on
nouns.

E. EXTENSIVE READING

Engage learners in the Have learners read books of their Encourage them to visit the local
“popcorn reading” game choice independently during the library to read and borrow
library period. books
The rules are simple: One
student starts reading aloud Let learners write a one-page critical
and then calls out "popcorn" commentary based on the books read
when they finish. This
prompts the next student to Invite individuals to present their
pick up where the previous work to the class for feedback.
one left off.
Week Ending Subject: MATHEMATICS Lesson:
Number
Day(s): Strand:
Number Operations
Date(s): Sub Strand:
B6.[Link]
Class: Six Content standard: B6.1.2.5 B6.1.2.6 Indicator(s):
B6.[Link]
 Learners can solve multi step word problems involving the four basic operations
Perf. Indicator(s):
 Learners can locate, compare and order sets of integers using the number line and symbols
"< or >"
Reference: Mathematics curriculum Page 127
Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Core competence: Development and Leadership Attention to Precision
T.L.R.(s): Counters, bundle and loose straws base ten cut square
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Call out a number between Learners model mathematical Give learners task to complete
1and 15. Example 3. Learners statements from a given word while you go round the class to
must call out the double(2x) problem involving addition and support those who might need
of that number. In this case 6 multiplication and solve using the extra help.
is the answer. strategies learnt

Engage learners in the “Jump Learners model mathematical Give learners task to complete
Counting” game statements from a given word while you go round the class to
Have learners count while problem involving division and support those who might need
jumping with each count. subtraction and solve using the extra help.
Challenge them to count by strategies learnt
twos, fives, or tens!
Let learners draw a picture Learners role play a given word Give learners task to complete
of a favorite place in the problem involving addition and while you go round the class to
world. multiplication and solve support those who might need
Then write five or more extra help.
words that remind them of Learners role play a given word
that place. problem involving subtraction and
division and solve
Have learners to paste their
drawings on the classroom
wall to create a gallery.
Call out a number between Learners model mathematical Give learners task to complete
1and 15. Example 3. Learners statements from a given word while you go round the class to
must call out the double(2x) problem involving division and support those who might need
of that number. In this case 6 multiplication and solve using the extra help.
is the answer. strategies learnt.

The relationship between operations

and the use of calculator and
spreadsheet to assess the
reasonableness of answers should be
stressed
Engage learners to sing the Use number line to help learners to Give learners task to complete
song identify integers as opposites of whole while you go round the class to
numbers by answering the following support those who might need
WE CAN COUNT questions: extra help.
We class six i. Which integer is at the point marked B1?
We can count ii. Which integer is larger than B1 and which
We count 1,2,3,4,5 is smaller?
We count 6,7,8,9,10 iii. How many steps away from B is B1?
We class six can count very
well.
Week Ending Subject: SCIENCE Lesson:
Systems
Day(s): Strand:
The Solar System
Date(s): Sub Strand:

Class: Six Content standard: B6.3.2.1. Indicator(s): B6.[Link]:

Perf. Indicator(s): Learners can explain the difference between a star, a planet and a satellite

Reference: Science curriculum Page 38

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Teacher brings a bag into the Show videos, models or pictures of Ask learners to talk about what
classroom that contains an the solar system and engage learners they have learnt.
object that has a connection to identify the planets in the system.
to the lesson. Then it is Through questions and answers
passed around and learners Draw the solar system on the board, review learners understanding of
try to determine what is in using different colors to illustrate the the lesson
the bag just by feeling it. different bodies.
The student who guess right
wins, and hence introduce
the lesson.

Have learners form a circle Learners tell what they see when they Ask learners to talk about what
and stand at the center with view the sky during the night and they have learnt.
a ball. All you have to do is during day time?
to name a planet and pass Through questions and answers
the ball to the student. Let Based on their answers, use the chart review learners understanding of
them toss it to another as to explain that a star is a heavenly the lesson
they name a planet. body that produces its own light and
If they repeat a word or is stationary (does not move).
cannot say any more words,
they need to sit down. The
last man standing wins!
Week Ending Subject: OWOP Lesson:
All Around Us
Day(s): Strand:
Population And Settlement
Date(s): Sub Strand:

Class: Six Content standard: B6.2.4.1. Indicator(s): B6.[Link].

Perf. Indicator(s): Learners can describe internal migration in Ghana

Reference: OWOP curriculum Page 52

Communication and Collaboration Critical Thinking and Problem Solving Cultural Identity and Global
Core competence: Citizenship
T.L.R.(s): Pictures, Charts, Video Clips
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
write a word on the board Learners explain migration as the Ask learners to talk about what
crossword-style. Invite each movement of people from one place they have learnt.
student to the board to to another with the intention of
create a new word stemming settling there. Migration may be Through questions and answers
from the letters that are individual, family units or large groups. review learners understanding of
already available the lesson
Learners in groups discuss the
patterns of internal migration in
Ghana e. g. movement from the north
to the south, movement from the
south to the north, movement to
commercial and industrial towns,
movement to cash crop farming areas.
write a word on the board Learners brainstorm the reasons for Ask learners to talk about what
crossword-style. Invite each migration Ghana e.g. better living they have learnt.
student to the board to conditions, to find work, for marriage,
create a new word stemming Inadequate road networks, lack or Through questions and answers
from the letters that are inadequate social amenities (hospital, review learners understanding of
already available portable drinking water, schools and the lesson
electricity).
Week Ending Subject: REL. & MORAL EDU. Lesson:
Religious Practices And Their Moral
Day(s): Strand: Implications
Festivals In The Three Major Religions
Date(s): Sub Strand:
Class: Six Content standard: B6 2.2.1 Indicator(s): B6 [Link]

Perf. Indicator(s): Learners can explain the need for celebrating various festivals

Reference: RME curriculum Page 51

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Sing songs and recite rhymes Let learners mention the festivals Ask learners to talk about what
in relation to the lesson celebrated in Ghana. they have learnt.

Lead learners to talk about why Through questions and answers

Play spelling games to get festivals are celebrated: teacher about review learners understanding of
learners attention love and sacrifice, promote unity and the lesson
brotherliness, etc.

In groups, let learners to dramatize a

festival of their choice, showing
important activities like sharing,
reconciliation, unity and brotherliness,
etc.

Assessment: Let leaners write essays

on the need for celebrating festivals.

Lead learners to discuss their essays

for suggestions and corrections.
Week Ending Subject: HISTORY Lesson:
Journey to Independence
Day(s): Strand:
Formation of Political Parties
Date(s): Sub Strand:

Class: Six Content standard: B6.5.2.1 Indicator(s): B6.[Link]

Learners can describe the role played by the leaders of the two major political parties (UGCC
Perf. Indicator(s):
and CPP)
Reference: History curriculum Page 42
The use of evidence to appreciate the significance of historical events helps learners’ to
Core competence:
become critical thinkers and digital literates
T.L.R.(s): Wall charts, wall words, posters, video clip, etc.
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Show pictures of some Learners map out specific roles in Ask learners to talk about what
leaders of political parties in formation of the political party by they enjoyed in the lesson.
Ghana. leaders such as
Kwame Nkrumah,(give a brief history Learners in turns summarize
Let learners relate to the about him and his contribution) what they learnt.
pictures and recall what they
remember in the 2016 J.B. Danquah, Obetsebi Lamptey, Ako Assessment: Read out excerpts
presidential and Adjei, William Ofori Atta, Edward from speeches made by
parliamentary elections. Akuffo Addo. important individuals in the
(give a brief history about him and his country. Let learners relate to
contribution) the speeches and share ideas on
such speeches
show pictures ‘the Big Six to Learners explain how these leaders Learners in turns summarize
learners became known as ‘the Big Six. what they learnt.

Learners tell which of the

personality influences them
Learners to role play the roles and
contributions of the big six in the
history of Ghana .

Help learners to identify the

names of personalities in the
picture
Week Ending Subject: CREATIVE ARTS Lesson:
Visual Arts
Day(s): Strand:
Planning, Making and Composing
Date(s): Sub Strand:
B6 [Link] B6
Class: Six Content standard: B6 1.2.2. B6 1.2.3 Indicator(s):
[Link]
Learners can brainstorm and generate designs for creating own visual artworks that reflect the
Perf. Indicator(s):
physical and social environments
Reference: Creative Arts curriculum Page
Learners acquire skills of Decision Making, Creativity, Innovation, Communication, Collaboration, Digital
Core competence: Literacy, etc.
Photos, videos, art paper, colors and traditional art tools, other materials available in the
T.L.R.(s): community
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Engage learners to play Learners are to explore the local Ask learners to talk about what
games and sing songs to get environment to select available they have learnt.
them ready for the lesson. materials and tools that are good for
making artworks. Through questions and answers
review learners understanding of
Learners gather materials and tools the lesson
available in their community based on
artworks they wish to create.
Example: how to make a recycled
cardboard guitar.

Guide learners to make a simple

cardboard guitar
Read out excerpts from Allow learners to practice in groups Ask learners to talk about what
speeches made by important following the steps they have learnt.
individuals in the country.
Let learners relate to the 1. cut out 4 guitar shapes leaving one Through questions and answers
speeches and share ideas on without a hole for the back review learners understanding of
such speeches. 2. paint the front and back of your the lesson
guitar
3. cut 5 length of strings. Make holes
in the front section of guitar.
4. poke the string through and secure
with sticky tape at the back.

Learners to discuss and compare

their artworks to the artworks
studied.
Week Ending Subject: GHANAIAN LANG. Lesson:
Oral Language
Day(s): Strand:
Talking about oneself family people and places
Date(s): Sub Strand:

Class: Six Content standard: B6.1.7.1. Indicator(s): B6.[Link]-3

Learners can identify the nuclear family, extended family and Use appropriate terms to
Perf. Indicator(s):
describe families.
Reference: Ghanaian Language curriculum Page 71

Core competence: Learners acquire skills of Creativity and innovation, Communication and collaboration, Critical thinking

T.L.R.(s): Word cards, sentence cards, letter cards, handwriting on a manila card

Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Read out excerpts from Ask learners to mention the family Ask learners to talk about what
speeches made by important members they live with. they have learnt.
individuals in the country.
Let learners relate to the Discuss who a nuclear family Through questions and answers
speeches and share ideas on comprises of. review learners understanding of
such speeches the lesson
Display a picture of a family.

Aid learners to recognize the nuclear

family and mention the members in it.
Get a tall list of action words Display a picture or watch a clip of an Ask learners to talk about what
on it. Select a student to extended family in class. they have learnt.
stand at the front of the
room and act out a word Discuss the members of the family Through questions and answers
from your list (no speaking seen in the video. review learners understanding of
allowed). the lesson
The rest of the class must Explain the concept of the extended
family to learners.
then guess what the student
is attempting to portray.
Aid learners to recognize the
Whoever guesses correctly extended family and mention some
can act the next word members in it.

write a word vertically on With flashcards, write terms used in Ask learners to talk about what
the board. describing members of the family. they have learnt.
Each student must come up
with a word starting with Discuss the terms used to describe Through questions and answers
each letter of the vertical members with learners. review learners understanding of
word. the lesson
Ask the learners to talk about their
family using the appropriate terms.

In groups, ask learners to act like a

family and let learners use the
appropriate terms to describe the
families.
Week Ending Subject: PHYSICAL EDUCATION Lesson:
Motor Skill And Movement Patterns
Day(s): Strand:
Manipulative Skills
Date(s): Sub Strand:

Class: Six Content standard: B6.1.8.1. Indicator(s): B6.[Link]:

Perf. Indicator(s): Throw and catch a ball with a partner while both partners are moving

Reference: PE curriculum Page 72

Learners personal and leadership skills and other competencies such as concentration,
Core competence: precision, coordination strength, balance etc.
T.L.R.(s): Pictures and Videos
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Take learners through Demonstrate to learners with a ball End the lesson with a cool down
general and specific warm to stand with the foot opposite the
ups throwing hand forward.

Let them stretch their hands

backward but below the shoulder by
bending the trunk sideways towards
the stretched hand.

Instruct them to swing the stretched

arm with the ball forcefully and throw
the ball to the target by moving the
trunk briskly up and pointing non-
throwing hand towards the direction
of throw.

After throwing, encourage the

learners to move the hind leg forward
for recovery/balance.
Week Ending Subject: COMPUTING Lesson:
Word Processing
Day(s): Strand:
Introduction To Databases, Algorithm And
Date(s): Sub Strand:
Programming. Languages
Class: Six Content standard: B6.5.1.1. Indicator(s): B6.[Link]-9

Perf. Indicator(s): Learners can operate basics SQL: querying and manipulating data

Reference: Computing curriculum Page 40

Learners acquire skills of Creativity and innovation, Communication and collaboration, Cultural identity and global
Core competence: citizenship, Personal development and leadership, Digital literacy

T.L.R.(s): Pictures or projected images

Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Get a viral picture, a trending Guide learners apply the basics of Ask learners to talk about what
news on twitter, Facebook, relational algebra in a sample database they have learnt.
YouTube and other social
media handles. Guide learners to write simple Pose questions to learners to
queries to retrieve specific names of review their understanding of
Discuss what is trending and students from a database of the the lesson
invite learners to share their names of all students in class database
opinions on them. design. e.g. CREATE DATABASE ,
SELECT and UPDATE

Guide learners to write simple

queries to retrieve specific names of
students from a database of the
names of all students in class. e.g
CREATE TABLE, DELETE and
INSERT INTO,
WEEKLY SCHEME OF LEARNING – BASIC SIX
WEEK 4
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………

Week Ending Subject: ENGLISH LANGUAGE Lesson:

Day(s): Strand:
Date(s): Sub Strand:
B6.1.10.2 B6.[Link].
B6.2.7.1 B6.[Link].
Class: Six Content standard: B6.3.2.1 Indicator(s): B6.[Link].
B6.4.9.3 B6.[Link].
B6. 5.3.1 B6. [Link].
B6.6.1.1 B6.[Link]
A. Read aloud clearly, at a good pace and with expression
B. Read level-appropriate texts silently and closely for comprehension
C. Identify and use demonstratives
Perf. Indicator(s): D. Review, and revise the draft to produce a coherent piece
E. Use the "-ing" nouns to refer to activities. e.g. I enjoy singing. I like swimming
F. Learners can read and critique a variety of age- and level appropriate books and present a
one-page critical commentary
Reference: English Language curriculum

Core competence: Reading and Writing Skills Personal Development and Leadership and Collaboration

T.L.R.(s): Word cards, sentence cards, letter cards and a class library
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Write some sight words on A. ORAL LANGUAGE Ask learners to tell you what
the board and cover parts (Presentation Pg.164) they have learnt and what they
with smileys for learners to will like to learn in the next
guess the word Give a model reading by reading a lesson
e.g. short texts aloud.
E L E P H A N T
Have learners to read and spell
Have pupils read aloud in pairs
the key words on the board.
W I N D O W and in small groups.

Let them write and read out short

T E L EVISI O N speeches on given topics in
groups. Groups may read out
their speeches to the class
Write three facts about the B. READING Ask learners to tell you what
coronavirus on the board (Comprehension Pg.175) they have learnt and what they
and ask learners to make will like to learn in the next
lesson
their stands whether they Guide learners to read level-
agree or not. appropriate texts silently and
closely for comprehension Have learners to read and spell
e.g. the key words on the board.
i. one can contract the virus
through eating infected foods.
Give frequent and regular practice
ii. Social distancing can prevent in silent and close reading using
the spread of the virus. the Directed Reading Activity
(DRA) strategy.
iii. Staying at home cannot
prevent the spread of the virus

let learners make their

choices of each question by
saying “I AGREE”, “I
DISAGREE”.
Let learners explain their
choices,
Engage learners to play the C. GRAMMAR Have learners to underline the
ball game. (Determiners Pg183.) past continous verbs
Write vocabulary words on a
ball. Throw the ball to Briefly revise nouns and articles by i. I was watching football match on TV
learners in turns to form when he called.
having learners identify them in
sentences with the word sentences.
which has their right thumb ii. The earthquake was scaring all of
us.
on.
Provide a text having the
demonstratives with emphasis on iii. We were eating when our friends
showed up.
the demonstratives (this, that,
these, those). Read it out. iv. The police were chasing the man
while you were talking.
List the demonstratives and have
v. We were going to the cinema
learners read out and observe the yesterday at this time.
use of the demonstratives in the
sentences. Working in small vi. John was reading an English book
groups, each group writes a while mary was watching TV.
number of sentences with each of
the demonstratives introduced
Read a sentence and whistle C. WRITING Ask learners to tell you what
one word in it. Learners are ( Pg.) they have learnt and what they
to complete with the right will like to learn in the next
word to make sense. Have learners review their first lesson
Example: draft by reading it slowly and
I am going to school. critically several times to identify
Have learners to read and spell
words/expressions that need to
We are playing football. the key words on the board.
be cancelled.
I am reading a story book.
Guide learners with the questions
below:
i. Are your ideas in order and easy
to understand?
ii. Are all the sentences talking
about the main idea of the
paragraph?
iii. Are all the paragraphs talking
about the topic?

Have learners read their partners’

draft and offer suggestions.

Encourage learners to make as

many changes as are necessary to
improve their drafts.

Have learners make a clean draft

for publishing
Have learners to sing songs D. GRAMMAR USAGE Ask learners to tell you what
and recite some familiar (Action Pg.) they have learnt and what they
rhymes. will like to learn in the next
Example: Guide learners to use the "-ing" lesson
Red Orange, Yellow
Green, Blue, Indigo and Violet nouns to refer to activities.
makes a rainbow e.g. I enjoy singing. Have learners to read and spell
Let's sing again! I like swimming. the key words on the board.
Red Orange, Yellow
Green, Blue, Indigo and Violet
makes a rainbow

E. EXTENSIVE READING
Encourage them to visit the local
Engage learners in the library to read and borrow
“popcorn reading” game Have learners read books of their
choice independently during the books
The rules are simple: One library period.
student starts reading aloud
and then calls out "popcorn" Let learners write a one-page critical
when they finish. This commentary based on the books read
prompts the next student to
pick up where the previous Invite individuals to present their
one left off. work to the class for feedback.
Week Ending Subject: MATHEMATICS Lesson:
Number
Day(s): Strand:
Number Operations
Date(s): Sub Strand:

Class: Six Content standard: B6.1.2.6. Indicator(s): B6.[Link]-3

Perf. Indicator(s): Learners can solve simple addition and subtraction problems involving integers

Reference: Mathematics curriculum Page 128

Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Core competence: Development and Leadership Attention to Precision
T.L.R.(s): Counters, patterns made from Manila cards, Bundle of sticks
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Engage learners to sing songs Use number line to help learners to Give learners task to complete
and recite rhymes do the following types (addition) whiles you go round to guide
Tooting tutors (1) 9 + -4 = _____ those who don’t understand.
A tutor who tooted a flute (2) -8 + 4 = _____
Tried to tutor two tooters (3) -3 + -5 = _____ Give remedial learning to those
to toot (4) 1 + -3 = _____ who special help.
Said the two to their tutor, (5) -6 + 5 = _____
Is it harder to toot or (6) 6 + -2 = _____
To tutor two tooters to (7) -6 + 8 = _____
toot? (8) -2 + 9 = ______

Assessment: Have learners practice

with more examples
Engage learners to sing songs Use number line to help learners to Give learners task to complete
and recite rhymes do the following types (addition) whiles you go round to guide
Sleet slitters (1) 9 + -4 = _____ those who don’t understand.
I slit a sheet, a sheet I slit (2) -8 + 4 = _____
And on a slitted sheet I sit (3) -3 + -5 = _____ Give remedial learning to those
I slit a sheet, a sheet I sit. (4) 1 + -3 = _____ who special help.
The sheet I slit, that sheet (5) -6 + 5 = _____
was it (6) 6 + -2 = _____
(7) -6 + 8 = _____
(8) -2 + 9 = ______

Assessment: Have learners practice

with more examples
Engage learners to sing songs Learners do the following types Give learners task to complete
and recite rhymes (subtraction) whiles you go round to guide
Pease Porridge Hot (9) -5 – 1 = ___ those who don’t understand.
Pease porridge hot. Pease (10) -2 – 1 = ___
porridge cold, (11) 8 – 7) = ___ Give remedial learning to those
Pease porridge in the pot, (12) 2 – 6) = _____ who special help.
nine days old: (13) -1 – 7 = ___
(14) -5 – 7) = ___
Some like it hot, some like it (15) -8 – 8 = ___
cold (16) 4 – 6 = ____
Some like it in the pot, nine
days old.

Engage learners to sing songs Guide learners to solve word Give learners task to complete
and recite rhymes problems; whiles you go round to guide
"Itsy Bitsy Spider" e.g. (i) Some number added to 5 is those who don’t understand.
The itsy bitsy spider crawled equal to -11. Find the number.
up the water spout. Give remedial learning to those
Down came the rain, and (ii) Ben and Cam are diving. Ben is who special help.
washed the spider out. 15.8 meters below the surface of the
Out came the sun, and dried water. Cam is 4.2 meters above Ben.
up all the rain and the itsy What is Cam's position relative to the
bitsy spider went up the surface of the water?
spout again"

Engage learners to sing songs Learners to perform simple Give learners task to complete
and recite rhymes multiplication with integers whiles you go round to guide
"It's Raining, It's Pouring those who don’t understand.
It's raining: it's pouring. Guide them to use number line to
The old man is snoring. help learners to multiply integers; Give remedial learning to those
He bumped his head on the learners should always start from who special help.
top of the bed, zero and skip/hop to the left or write
And couldn't get up in the on the number line.
morning.
For instance, to multiply 3 by (-2),
have learners start from zero and hop
to the left 3times in an interval of 2.
Week Ending Subject: SCIENCE Lesson:
Systems
Day(s): Strand:
The Solar System
Date(s): Sub Strand:

Class: Six Content standard: B6.3.2.1 Indicator(s): B6.[Link]:

Perf. Indicator(s): Learners can explain the difference between a star, a planet and a satellite

Reference: Science curriculum Page 38

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Engage learners to sing Using the solar system as an example, Ask learners questions to
rhymes guide learners to understand that a review their understanding of
planet is a body that moves around a the lesson.
I SEE THE MOON star (e.g. the earth and the other Example: name the all eight
I see the moon, planets move around the sun). planets we have.
And the moon sees me,
God bless the moon, Similarly, explain to learners that a
And God bless me. satellite is a smaller body that moves Learners in turns, summarize
around a bigger one, e.g. the moon is the lesson.
a satellite of the earth.
Play games with learners to
begin the lesson
Use questions to review Engage learners in a game that mimics Learners in turns tell what they
learners understanding in the the solar system (e.g. place a chair at enjoyed most in the lesson.
previous lesson the center of the football field with
one learner to represent the sun. Review the lesson by engaging
learners to sing songs
Now ask 8 learners to go around the
chair in circles to represent the
planets).
Week Ending Subject: OWOP Lesson:
All Around Us
Day(s): Strand:
Population And Settlement
Date(s): Sub Strand:

Class: Six Content standard: B6.2.4.1 Indicator(s): B6.[Link].

Perf. Indicator(s): Learners can describe internal migration in Ghana

Reference: OWOP curriculum Page 52

Communication and Collaboration Critical Thinking and Problem Solving Cultural Identity and Global
Core competence: Citizenship
T.L.R.(s): Pictures, Charts, Video Clips
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Let learners sing songs to Learners show the migration pattern Ask learners to tell the class
stimulate their interest on a sketch map of Ghana. what they have learnt.

Use questions and answers Learners brainstorm and come out Call learners in turns summarize
to review what they learnt in with challenges associated with urban the lesson
the previous lessons settlements:
a) poor sanitation
b) environmental pollution
c) traffic congestion
Divide the class into groups. In groups discuss measures that can Ask learners to tell the class
Share pieces of papers to be taken to solve challenges what they have learnt.
each group. Each group is associated with rural and urban
supposed to write three settlements. Call learners in turns summarize
questions on the previous E.g. provision of social amenities in the lesson
lesson. the rural areas, creation of job
opportunities for both rural and
Have the group’s exchange urban areas.
the papers and solve the
questions on them. The first
group to get every question
correct wins!
Week Ending Subject: REL. & MORAL EDU. Lesson:
Religious Practices And Their Moral
Day(s): Strand: Implications
Festivals In The Three Major Religions
Date(s): Sub Strand:
Class: Six Content standard: B6 2.2.1 Indicator(s): B6 [Link]

Perf. Indicator(s): Learners can discuss moral lessons from the festivals

Reference: RME curriculum Page 51

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Teacher writes an answer to Help learners recall the importance of Ask learners series of questions
a question. festivals. to review their understanding of
Students see the answer on the lesson
the board, perhaps a picture Guide learners to discuss the moral
of object on the board. lessons from festivals: - generosity, -
hard work, - kindness, - endurance, - Have learners to read and spell
The students must come up sacrifice, - reconciliation, - the key words written on the
with questions in which the forgiveness, - bravery, - perseverance, board
answer could be the - gratitude and thanksgiving, etc.
object/number on the board.
let learners dramatize activities within
festivals to show how the moral
lessons in festivals reflect in their
lives.

In groups, let learners write essays on

moral lessons in festivals and present
their works for suggestions and
corrections.
Communication
Week Ending Subject: HISTORY Lesson:
Journey to Independence
Day(s): Strand:
Formation of Political Parties
Date(s): Sub Strand:

Class: Six Content standard: B6.[Link] Indicator(s): B6.[Link]

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Read out excerpts from Show and discuss a documentary on Ask learners to tell the class
speeches made by important the independence eve rally by the what they have learnt.
individuals in the country. CPP.
Call learners in turns summarize
Let learners relate to the Discuss the events that took place the lesson
speeches and share ideas on during the night.
such speeches.
Replay the speech of dr. Kwame
Nkrumah for learners to listen.

Put learners into groups to analyze

the speech and present their findings
to the whole class.
Get a viral picture, a trending Have learners role play the events on Ask learners to tell the class
news on twitter, Facebook, the independence eve rally by the what they have learnt.
YouTube and other social CPP.
media handles. Call learners in turns summarize
Discuss what is trending and Observe the drama and provide the lesson
invite learners to share their feedback where necessary.
opinions on them.
Week Ending Subject: CREATIVE ARTS Lesson:
Performing Arts
Day(s): Strand:
Planning, Making and Composing
Date(s): Sub Strand:
B6.[Link]
Class: Six Content standard: B6.2.2.2 B6.2.2.3 Indicator(s):
B6.[Link]
Learners can brainstorm and generate ideas for creating own performing artworks that reflect
Perf. Indicator(s):
the physical and social environments of some communities in the world
Reference: Creative Arts curriculum Page
Learners acquire skills of Decision Making, Creativity, Innovation, Communication, Collaboration, Digital
Core competence: Literacy, etc.
Photos, videos, art paper, colors and traditional art tools, other materials available in the
T.L.R.(s): community
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
show pictures of people Show learners a video or pictures of Ask learners to talk about what
performing the Indlamu the Bamaaya dance. they enjoyed most during the
dance to learners’ lesson
BAMAAYA DANCING TROUPE.
let learners observe and talk Bamaaya, meaning “the valley is wet”,
about the pictures. is the most popular social music or
dance among the inhabitants of
Dagbon of Northern Ghana. The
history of his classic dance which
started as a religious musical
performance underscores the
philosophy and culture of the
Dagombas towards women.

Learners to observe the composition

of the ensemble in the dance
Review the previous lesson Let learners observe the roles played Learners observe and appreciate
with questions and answers the drummers, flute players, the the performance of others
singers, as well as the dancers

Learners to study and talk about their

costume.

Demonstrate how the dance

movements are made and learners
dance too.

Organize with other members in the

class and perform the Bamaaya dance.
Week Ending Subject: GHANAIAN LANG. Lesson:

Day(s): Strand: Reading

Date(s): Sub Strand: Comprehension

Class: Six Content standard: B6.2.6.1 Indicator(s): B6.[Link]-3

Perf. Indicator(s): Explain the meaning of unfamiliar words within their context.
Reference: Ghanaian Language curriculum Page 75

Core competence: Learners acquire skills of Creativity and innovation, Communication and collaboration, Critical thinking

T.L.R.(s): Word cards, sentence cards, letter cards, handwriting on a manila card

Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Have learners play “Pick and Give learners text to read. Learners to tell what was
Read” game. interesting about the lesson.
Call learners in turns to read a
Have learners pick word paragraph each. Engage learners to play the
cards, blend the sounds and phonic games.
read one syllable words.
Then the two write the Let learners recognise unfamiliar
word on the board. words from the passage.

Write the words on the board

and read out the words aloud.

Let learners explain the meaning

of unfamiliar words from their
context.

Call learners in turns to use the

unfamiliar words to form
sentences.
Tell learners a few jokes to Give learners text to read. Learners to tell what was
get their attention. interesting about the lesson.
Ask learners some factual
Call two learners to share questions and call learners to Have learners to read and spell
their jokes as well the key words written on the
answer orally.
board.
Let learners answer factual and
inferential questions from a given
text.
Tell learners a few jokes to Give learners the text to read Learners to tell what was
get their attention. again. interesting about the lesson.

Call two learners to share Discuss how to make predictions Have learners to read and spell
their jokes as well the key words written on the
from a passage.
board.
Assist learners to make
predictions from the given text
Week Ending Subject: PHYSICAL EDUCATION Lesson:
Motor Skill And Movement Patterns
Day(s): Strand:
Manipulative Skills
Date(s): Sub Strand:

Class: Six Content standard: B6.1.8.1 Indicator(s): B6.[Link]

Perf. Indicator(s): Learners can show how to adjust body position to catch a ball thrown off-center

Reference: PE curriculum Page 72

Learners personal and leadership skills and other competencies such as concentration,
Core competence: precision, coordination strength, balance etc
T.L.R.(s): Pictures and Videos
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Take learners through 5 Demonstrate the correct hand, arm, End the lesson with a cool down
minutes jogging to warm the body, feet position in the catching.
body up
Learners relax their arms by sides and
keep their forearms in front.

Feet in a balanced stride position and

eyes track the object throughout the
catching action.

Learners practice the skill at their

own pace base on their capabilities
and progress at their own pace.

Learners adjust their performance

base on the feedback from teacher
and peers
Week Ending Subject: COMPUTING Lesson:
Programming And Databases
Day(s): Strand:
Introduction To Electronic Spreadsheet (Tabs
Date(s): Sub Strand:
And Ribbons Manipulation)
Class: Six Content standard: B6.5.3.1. Indicator(s): B6.[Link]-3
 Learners can demonstrate how to use the ribbons under the home ribbons. (i.e. clip board,
styles, fonts, paragraph and editing)
Perf. Indicator(s):
 Learners can create basic worksheets using Microsoft excel 2016
 Learners can perform calculations in an MS-Excel worksheet
Reference: Computing curriculum Page
Learners acquire skills of Creativity and innovation, Communication and collaboration,
Core competence:
Cultural identity and global citizenship,
Pictures or projected images
T.L.R.(s):
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Get a viral picture, a trending Guide learners to do a presentation Ask learners to talk about what
news on twitter, Facebook, on the use of the ribbons under the they have learnt.
YouTube and other social home button.
media handles. Pose questions to learners to
Guide learners to develop worksheet review their understanding of
Discuss what is trending and consisting of list of names i.e. the lesson
invite learners to share their teachers, students, friends, families,
opinions on them. etc.

Guide learners to develop worksheet

that will help in calculating
multiplication, addition and
subtraction
WEEKLY SCHEME OF LEARNING – BASIC SIX
WEEK 5
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………

Week Ending Subject: ENGLISH LANGUAGE Lesson:

Day(s): Strand:
Date(s): Sub Strand:
B6.1.6.2. B6.[Link]
B6.2.3.1 B6.[Link].
Class: Six Content standard: B6.3.3.1 Indicator(s): B6.[Link].
B6.4.9.3 B6.[Link]
B6.5.4.1 B6.[Link].
B6.6.1.1 B6.[Link]
A. Learners can view and listen attentively and for a sustained period and record the key
issues in the discussion
B. Use words with centering diphthongs to make meaningful sentences
C. Identify and use pronouns
Perf. Indicator(s): D. Learners can edit/proofread draft, checking capitalization, usage, punctuation and spelling
E. Differentiate between how the simple past and the present perfect tense forms are used
in speech and in writing
F. Learners can read and critique a variety of age- and level appropriate books and present a
one-page critical commentary
Reference: English Language curriculum

Core competence: Reading and Writing Skills Personal Development and Leadership and Collaboration

T.L.R.(s): Word cards, sentence cards, letter cards and a class library
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Engage learners to sing [Link] LANGUAGE Ask learners to tell you what
songs and recite familiar (Conversation, Pg.157) they have learnt and what they
rhymes will like to learn in the next
Introduce and explain the activity. lesson

ROLL THE BALL Demonstrate the activity/show or

Roll, roll, roll the ball play it on the tape /video Have learners to read and spell
Roll, roll, roll the ball the key words on the board.
To the perfect size Have groups/pairs converse on given
A mouth, a nose and two topics as others observe and
black eyes critique/ask questions for clarification
We have made a snow
surprise Encourage participants in a
conversation to listen attentively and
maintain eye contact.
Engage learners to sing songs B. READING Ask learners to talk about what
and recite familiar rhymes (Diphthongs Pg.170) they have learnt.
In a discussion have learners talk
IT’S RAINING, ITS about diphthongs. Call out a few words for
POURING learners to spell them off head.
It’s raining, its pouring Give several examples and elicit
The old man is snoring Ask learners to read some
He bumped his head on the
examples from them. /iǝ/ - fear, keywords on the board.
top of the bed, ear, near, clear /eǝ/ - prepare,
And couldn’t get up in the there, stairs /Ʊǝ/ - pure, secure
morning.
Have learners use words with
diphthongs in meaningful sentences
Call learners in turns and C. GRAMMAR Ask learners to tell you what
have them say the color of (Pronouns Pg.184) they have learnt and what they
each word! will like to learn in the next
Don’t say the word Use a text to revise the different lesson
pronouns learnt in B1-B5.
black white yellow green
Have learners to read and spell
red blue yellow red Introduce reflexive pronouns with
the key words on the board
examples in sentences.
black green white red

white green red black Discuss the reflexive pronouns

with learners.
yellow green black white

yellow green red blue Provide a passage and group

learners to identify reflexive
pronouns, and use the pronouns
identified in sentences.

Repeat the procedure to teach

relative and reciprocal pronouns.
Let learners solve this brain [Link] learners to complete the writers
teaser (Narrative Writing Pg.203) reflection worksheet.

Two boxers are in a match Have learners pick up their narratives My piece of writing is about?
scheduled for 12 rounds. No and check for conventions.
kicking and take downs were E.g. errors in capitalization, My favorite part of my writing
the rules. One of the boxers punctuation and spelling. is……
gets knocked down after
only 6 rounds, yet no man Take learners through the writing Something I found difficult
throws a punch. How is process was…………
possible?
Learners to rewrite the narrative Let learners read and spell the
Answer: the two boxers are taking notice of all the corrections keywords written on the board
women made.
Teacher writes a word on D. GRAMMAR USAGE Ask learners to tell you what
the board. Learners are (Action Words Pg.212) they have learnt and what they
supposed to replace the will like to learn in the next
third letter in the word to Distribute copies of a sample story lesson
form a new word and let them identify the simple past
Example : M A K E verbs, how they are used in sentences
= MARE,MALE, MATE and identify modals used. Use this as a Have learners to read and spell
guide to let learners write a story the key words on the board
Learners do this in turns or using the simple past.
in groups to create
competition
Learners in pairs write their own
stories making sure they use both
tense forms.

Prepare a grid containing all that

could be needed to guide the pairs to
do their own editing paying attention
to the correct use both tense.

E. EXTENSIVE READING

Have learners read books of their

Guide learners to choice independently during the Encourage them to visit the local
choose and read books library period. library to read and borrow
during the library period books
Let learners write a one-page critical
commentary based on the books read

Invite individuals to present their

work to the class for feedback.
Week Ending Subject: MATHEMATICS Lesson:

Day(s): Strand: Algebra

Date(s): Sub Strand: Patterns and relationships

Class: Six Content standard: B6.2.1.1 Indicator(s): B6.[Link]

Perf. Indicator(s): learners can represent a given pattern visually to verify predictions

Reference: Mathematics curriculum Page 138

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Engage leaners in the Have leaners to understand that Review lesson with leaners
‘double up game’ some patterns are repeating and by giving them task to solve
Call out a number some are sequential. in their workbooks.
between 1and 6.
Example 3. Learners must Leaners identify a consistent
call out the double (2x) of element of repetition in a
that number. repeating pattern
In this case 6 is the Example.
answer.
Try out more numbers.
The base element of repetition
consists of four counters red, blue,
blue, yellow in that order.

Assessment: Have leaners to

explore and make different
patterns using their colored
counters
Engage learners to sing Using model color blocks, have Review lesson with leaners
I’m counting one, what is leaners to explore sequential or by giving them task to solve
one growth patterns where there is a in their workbooks.
• 1 - One is one alone, consistent element of growth from
one term in the pattern to the next.
alone it shall be.
Example:
• 2 - Two pair, two pair
come pair let us pair
• 3 - Turn around
• 4 - Follow me 3 5 7
• 5 - Fire
• 6 - Sister Leaners to identify the way a
sequential pattern is growing.
• 7 - Saviour Have leaners to use the growth
• 8 - Eat more fruits element to extend the pattern
• 9 - Nana Yaw
• 10 - Thank your God Assessment: Leaners to explore and
create their own sequential patterns
Engage leaners to sing Ask learners to examine the pattern Review lesson with leaners
We class six made with match sticks below. by giving them task to solve
We can count in their workbooks.
We count 1,2,3,4,5
We count 6,7,8,9,10
We class six can count
very well

Have learners to identify the type

of object created by the
arrangement of the match sticks.

Assessment: Have leaners to

create different patterns with the
match sticks.

Have leaners to solve for Ask learners to examine the pattern Review lesson with leaners
the missing numbers in in the table below which shows the by giving them task to solve
the empty cells number of match sticks used in in their workbooks.
making a pattern of squares.

Pattern 1 2 3 4
+ 1 2 3 no.
1 2 4 Match 3 6
2 4 sticks in
3 4 the
perimeter
Match 0 3
sticks
enclosed
in the
pattern

Ask learners to use match sticks to

make the patterns of triangles and
complete the table. Guide learners
to describe the relationship

Assessment: have leaners to copy

and complete the table in their
work books
Engage leaners to Play Ask learners to write questions based Review lesson with leaners
show me a number game on number or geometric patterns for by giving them task to solve
their friends to find answers to; in their workbooks.
with learners (up to 10),
with fingers. E.g. how many match sticks will be
used for the 9th pattern of triangles?
How many matchsticks will be used
Teacher mentions the
for the 8th pattern of squares?
number from (1 to 10).
Learners then show Guide leaners to answer questions
their fingers up to show they find difficulty in answering.
the number
NO. 1 2 3 4
of
trian
gles
Mat 7 12
ch
stick
s

Assessment: have leaners to copy

and complete the table in their
work books
Week Ending Subject: SCIENCE Lesson:
Systems
Day(s): Strand:
Ecosystem
Date(s): Sub Strand:

Class: Six Content standard: B6.3.3.1 Indicator(s): B6.[Link]

Learners can investigate various interactions in an ecosystem and the effect on humans
Perf. Indicator(s):
Reference: Science curriculum Page 62
Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Core competence: Development and Leadership Attention to Precision
T.L.R.(s): Trees, birds, insects, pond, pictures, videos
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

Use questions and answers Ecosystem is a place where living and Call learners in turns summarize
to review what they learnt in non-living thing interact. the lesson
the previous lessons
Learners to identify the various types
of ecosystem.
e.g. forest ecosystem, small bush
ecosystem, pond ecosystem, grassland
ecosystem and dessert ecosystem.

Show learners pictures of different

ecosystems.
Get a viral picture, a trending Learners observe different Ask learners to tell the class
news on twitter, Facebook, ecosystems in the field such as a what they have learnt.
YouTube and other social forest.
media handles. Discuss what Call learners in turns summarize
is trending and invite the lesson
learners to share their
opinions on them.

Engage learners to brainstorm to

come out with possible interactions
(hunting, farming, predation) that
occur in the given ecosystem.
Week Ending Subject: OWOP Lesson:
Our Beliefs And Values
Day(s): Strand:
Worship
Date(s): Sub Strand:

Class: Six Content standard: B6.3.1.1. Indicator(s): B6.[Link].

Perf. Indicator(s): Learners can describe the importance of prayer in our lives

Reference: OWOP curriculum Page 53

Communication and Collaboration Critical Thinking and Problem Solving Cultural Identity and Global
Core competence: Citizenship
T.L.R.(s): Pictures, Charts, Video Clips
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Group learners according to Learners discuss the meaning of Ask learners to tell the class
the religion they belong prayer: a communication between the what they have learnt.
worshipper and the object of
Have each group sing songs worship. Call learners in turns summarize
and perform any act of the lesson
worship of that religion Learners talk about the types of
Christian prayer:– thanksgiving,
intercession, supplication, confession,
etc.
Let learners sing songs to Learners talk about the types of Islam Ask learners to tell the class
stimulate their interest prayer what they have learnt.
- Salat: This is the five daily
Use questions and answers compulsory prayers of lslam (Fajr, Call learners in turns summarize
to review what they learnt in Salat, Asr, Maghrib and Isha), the lesson
the previous lessons
-Congregational Ju`mah prayer: Is a
prayer that muslims hold every Friday,
just after noon instead of the Zuhr
prayer.

Learners talk about the types of

Traditional prayer
-Libation: It is the ritual of pouring
liquor to an object of worship. The
most common liquor used are water
and wine. Etc.

-Sacrifice: An act of slaughtering an

animal or person as offering to the
object of worship.
Week Ending Subject: REL. & MORAL EDU. Lesson:
Religious Leaders
Day(s): Strand:
Latter Lives of Religious Leaders
Date(s): Sub Strand:

Class: Six Content standard: B6 3.4.1 Indicator(s): B6 [Link]

Perf. Indicator(s): Learners can narrate the story of the latter lives of the leaders of the major religions

Reference: RME curriculum Page 52

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Learners listen to some bible Guide learners to talk about the latter Ask learners series of questions
stories lives Jesus Christ. to review their understanding of
-Triumphant entry to Jerusalem (Palm the lesson
e.g. Jesus fed 5000 people with Sunday),
5 loaves of bread and 2 fish. -Last Supper, Have learners to read and spell
-Prayer at Gethsemane, the key words written on the
-Arrest And Trial, board
-Crucifixion, Death and Resurrection.

Show pictures or video clips on the

latter lives of Jesus Christ to learners.

Let learners dramatize the latter lives

of the Jesus Christ.
Week Ending Subject: HISTORY Lesson:
Journey to Independence
Day(s): Strand:
Formation of Political Parties
Date(s): Sub Strand:

Class: Six Content standard: B6.5.2.1 Indicator(s): B6.[Link]

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
show learners pictures from Revise with learners the sequence of Ask learners to tell the whole
the events that took place on events that took place on the eve of class what they have learnt.
the eve of 1957. 1957.
Learners tell what they will like
First president Kwame Nkrumah to learn
delivered the first independence speech
on march 6, 1957 to hundreds of
participants including representatives
from the British monarch.
“At long last, the battle has ended! And
thus Ghana our beloved country is free
Let learners observe and talk forever! We have won the battle and
about the pictures again rededicate ourselves,” he had said,
adding “Our independence is
meaningless unless it is linked up with
the total liberation of Africa.”

Learners recall and write some the

quotes by Kwame Nkrumah in his
speech and present it in groups.
Ask learners questions to Show pictures or videos of past Use series of questions and
review their understanding in independence day celebration in answers to review learners
the previous lesson. understanding of the lesson.

Engage learners to sing some Call learners in turns to

patriotic songs to stimulate summarize the lesson
their interest.
e.g. “God bless our home
land Ghana”
“Yen ara ya saase ne” etc. Ghana.

Learners recount an Independence

Day celebration in their community
Week Ending Subject: CREATIVE ARTS Lesson:
Visual Arts
Day(s): Strand:
Displaying and Sharing
Date(s): Sub Strand:
B6.1.3.4 B6.1.3.5 B6.[Link]
Class: Six Content standard: Indicator(s):
B6.[Link]
Learners can exhibit own visual artworks to share creative experiences based on ideas,
Perf. Indicator(s): knowledge and understanding of the physical and social environments of some communities in
the world
Reference: Creative Arts curriculum Page
Learners acquire skills of Decision Making, Creativity, Innovation, Communication, Collaboration, Digital
Core competence: Literacy, etc.
Photos, videos, art paper, colors and traditional art tools, other materials available in the
T.L.R.(s): community
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Learners are to watch a Art exhibition may present or Ask learners to tell the whole
short video or pictures on an showcase paintings, drawings, drama, class what they have learnt.
exhibition or visit an music, dance performance by
exhibition Centre, preferably individuals artists, groups of artists. Learners tell what they will like
during the circuit, district or to learn
regional cultural festival. Guide learners to plan for the
exhibition by:
Ask learners to talk about - fixing a date
parts of the video or pictures - selecting a venue
that interest them. - inviting an audience

Brainstorm to agree on a theme for

the exhibition (e.g. Our
Environment);

Select works for the exhibition by

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

Clean and prepare the hall and its

environment and make it ready for
the exhibition;

Plan for post exhibition activities such

as cleaning, appreciation, evaluation,
reporting, etc.
Week Ending Subject: GHANAIAN LANG. Lesson:
Reading
Day(s): Strand:
Silent reading
Date(s): Sub Strand:
B6.2.7.1. B6.[Link].-2
Class: Six Content standard: Indicator(s):

Perf. Indicator(s): Learners can summarize a given story/text and retell the story sequentially.

Reference: Ghanaian Language curriculum Page

Core competence: Learners acquire skills of Creativity and innovation, Communication and collaboration, Critical thinking

T.L.R.(s): Word cards, sentence cards, letter cards, handwriting on a manila card

Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Have learners play “Pick and Give learners a text to read. Learners to tell what was
Read” game. interesting about the lesson.
Let learners read a paragraph silently.
Have learners pick word Engage learners to play the
cards, blend the sounds and Discuss how to do summary with the phonic games.
read one syllable words. learners.
Then the two write the
word on the board.
Tell learners a few jokes to Ask a learner to summarize the Learners to tell what was
get their attention. paragraph read to the class. interesting about the lesson.

Call two learners to share Make learners summarize a given Have learners to read and spell
their jokes as well short text and discuss the summary the key words written on the
made from groups. board.

Tell learners a few jokes to Give learners an interesting text to Learners to tell what was
get their attention. read. interesting about the lesson.

Call two learners to share Let learners retell the story in the Have learners to read and spell
their jokes as well text in groups and then to the class. the key words written on the
board.
Week Ending Subject: PHYSICAL EDUCATION Lesson:
Motor Skill And Movement Patterns
Day(s): Strand:
Rhythmic Skills
Date(s): Sub Strand:

Class: Six Content standard: B6.1.8.1 Indicator(s): B6.[Link]

Learners can catch a flying ball above the head, below the waist, and away from the body
Perf. Indicator(s):
while jogging and running
Reference: PE curriculum Page 72
Learners personal and leadership skills and other competencies such as concentration,
Core competence:
precision, coordination strength, balance etc
T.L.R.(s): Pictures and Videos
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Let learners jog within a Learners bounce ball on floor with Learners cool-down to end the
demarcated area to warm up their dominant hands and catch with lesson
their bodies two hands at the waist level.

Show learners pictures or Toss ball in the air with the dominant
videos depicting the skill to hand and catch with two hands
be learnt. overhead.

Learners in pairs practice varied form

of throwing (above the head, below
the waist) whiles jogging or running to
catch.

Learners progress at their own pace

base on their capabilities.

Learners play mini handball or

basketball based on the materials used
in practicing the skill.
Week Ending Subject: COMPUTING Lesson:
Programming And Databases
Day(s): Strand:
Introduction To Electronic Spreadsheet (Tabs
Date(s): Sub Strand:
And Ribbons Manipulation)
Class: Six Content standard: B6.5.3.1 Indicator(s): B6.[Link]-5
 Learners can modify an MS-Excel worksheet.
Perf. Indicator(s):
 Learners can modify the appearance of data within a worksheet.
Reference: Computing curriculum Page
Learners acquire skills of Creativity and innovation, Communication and collaboration,
Core competence:
Cultural identity
T.L.R.(s): Pictures or projected images
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Get a viral picture, a trending Guide learners to modify worksheet by Ask learners to talk about what
technology on twitter, adding the age of learners in the class to they have learnt.
Facebook, YouTube and the list of learners created in an earlier
other social media handles. class. Pose questions to learners to
Show examples of modified data in (a)
review their understanding of
Discuss what is trending and worksheet(s), either on projected screens the lesson
invite learners to share their or pictures.
opinions on them.
Guide learners to modify the appearance
of data within a worksheet.
WEEKLY SCHEME OF LEARNING – BASIC SIX
WEEK 6
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………

Week Ending Subject: ENGLISH LANGUAGE Lesson:

Day(s): Strand:
Date(s): Sub Strand:
B6.1.7.1 B6.[Link]
B6.2.6.4 B6.[Link]
B6.3.4.1
Class: Six Content standard: Indicator(s): B6.[Link].
B6.4.9.3 B6.[Link]
B6.5.4.1 B6.[Link]
B6.6.1.1 B6.[Link]
A. Learners can employ think aloud and visualization strategies to make meaning from level-
appropriate texts
B. Learners can recognize how words are formed through compounding
Perf. Indicator(s): C. Use comparatives forms of regular and irregular adjectives to make comparisons
D. Learners can edit/proofread draft, checking capitalization, usage, punctuation and spelling
E. Explore the use of the simple past verb form and participle form
F. Learners can read and critique a variety of age- and level appropriate books and present a
one-page critical commentary
Reference: English Language curriculum

Core competence: Reading and Writing Skills Personal Development and Leadership and Collaboration

T.L.R.(s): Word cards, sentence cards, letter cards and a class library
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Write a simple word [Link] LANGUAGE Ask learners to tell you what
vertically on the board . E.g. (Listening Comprehension Pg.160) they have learnt and what they
P will like to learn in the next
E Have learners listen to teacher-read lesson
N texts or video/audio recording on
Invite learners to come up familiar topics.
with a word starting with Have learners to read and spell
each letter of the vertical Model the visualization strategy to the key words on the board.
word. make meaning from texts heard.

Encourage learners to practice

constructing meaning from the texts
or play.
Put learners into groups. [Link] Give learners task to complete
Have learners role-play one (Vocabulary. Pg173) while you go round the class to
of their best adverts on TV. support those who might need
Have learners refresh their extra help.
knowledge on affixes – prefixes and
Sit down and have fun. The suffixes – , acronyms and blending Have learners to read and spell
group with the best shows using examples. some of the keywords in the
wins. lesson
Learners choose words with given
affixes and use them appropriately in
sentences.

Introduce compound words in

context and have learners identify
their components. E.g. breakfast =
break, fast; classroom = class, room.

Put learners into groups to build

more compound words
Have learners recite familiar C. GRAMMAR Ask learners to tell you what
rhymes. (Adjectives Pg123.) they have learnt and what they
will like to learn in the next
ONCE I CAUGHT A FISH Use practical activities to guide lesson
ALIVE learners to change the positive
One, two, three, four, five forms of regular adjectives into
Once I caught a fish alive Have learners to read and spell
comparative forms by adding -er.
Six, seven, eight, nine, ten the key words on the board.
Then I let it go again E.g. Compare the heights of two
Why did you let it go? learners: i. Musah is tall. Safianu is
Because it bit my finger so short. ii. Musah is taller than
Which finger did it bite? Safianu
This little finger on my right
Guide learners to form the
superlative forms of regular
adjectives by adding -est. E.g. Ali is
the tallest.

Provide a text containing irregular

forms of adjectives. Start with
those that have different spelling
for comparative and superlative.
e.g. good better best

Provide a text for learners to

identify the examples. Learners
use the irregular forms of
adjectives in sentences
Let learners solve this brain [Link] learners to complete the writers
teaser (Narrative Writing Pg.203) reflection worksheet.

Two boxers are in a match Have learners pick up their narratives My piece of writing is about?
scheduled for 12 rounds. No and check for conventions.
kicking and take downs were E.g. errors in capitalization, My favorite part of my writing
the rules. One of the boxers punctuation and spelling. is……
gets knocked down after
only 6 rounds, yet no man Take learners through the writing Something I found difficult
throws a punch. How is process was…………
possible?
Learners to rewrite the narrative Let learners read and spell the
Answer: the two boxers are taking notice of all the corrections keywords written on the board
women made.
Have learners sing songs and D. GRAMMAR USAGE Ask learners to tell you what
recite familiar rhymes (Action Words Pg.213) they have learnt and what they
will like to learn in the next
WASH WASH WASH Let learners write a story. lesson
•Wash, Wash, Wash E.g. about what happened after school
•Wash your hands on Monday.
•In the morning – Wash your Have learners to read and spell
hands Discuss the essay topic with learners the key words on the board.
•After eating - Wash your and use the webbing strategy to help
hands them write on the chosen topic.
•After visiting the washroom Learners write individually.
- Wash your hands
•After playing - Wash your Learners exchange their work for
hands editing as teacher guides by focusing
on the past verb form and participle
form.

Assist those whose essays are only in

the simple past to some in the past
participle tense.

Learners rewrite their essays

incorporating the corrections.

Have learners write on another topic

individually using the simple past verb
form as well as the past participle
form

E. EXTENSIVE READING

Have learners read books of their

choice independently during the
library period.

Let learners write a one-page critical

commentary based on the books read

Invite individuals to present their

work to the class for feedback.
Week Ending Subject: MATHEMATICS Lesson:
Algebra
Day(s): Strand:
Patterns And Relationship
Date(s): Sub Strand:

Class: Six Content standard: B6.2.1.1 Indicator(s): B6.[Link]

Perf. Indicator(s): Learners can write a rule in words and in algebra to represent a given pattern

Reference: Mathematics curriculum Page 140

Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal Development
Core competence: and Leadership Attention to Precision
T.L.R.(s): Counters, bundle and loose straws
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW LEARNING PHASE 3: REFLECTION

(PREPARING THE BRAIN FOR INCLUDING ASSESSMENT) 40MINS (FACILITATOR AND LEARNER)
LEARNING) 10MINS 10MINS
Review learners understanding in Ask learners to state the rules in words and Ask learners to tell you what
the previous lesson using in algebra to represent a given increasing they have learnt
questions and answers linear patterns.
Give learners individual or home
RULE RULE task
FOR FOR N
Engage learners to play games INPUT 1 2 3 N IN IN
and sing songs to begin the WOR ALGEB
DS RA.
lesson. Output 7 14 21 7 times
n
7n
A
Output 0 4 8 4 times
one
4(n-1)
B less n
Output 4 7 10 1 more
than 3
1 + 3n
C times n
Output 5 9 13
D
Output 5 11 17
E

Assessment: Let learners solve several

examples
Review learners understanding in Ask learners to state the rules in words and Ask learners to tell you what
the previous lesson using in algebra to represent a given increasing they have learnt
questions and answers linear patterns.
Give learners individual or home
RULE RULE task
FOR FOR
Engage learners to play games INPUT
1 2 3 (n) IN (n) IN
(n)
and sing songs to begin the WOR ALGEB
DS RA.
lesson. Output 7 14 21 7 times
7n
A n

Output 0 4 8 4 times
one 4(n-1)
B less n
Output 4 7 10 1 more
than 3 1 + 3n
C times n
Output 5 9 13
D
Output 5 11 17
E
Assessment: Let learners solve several
examples
Review learners understanding in This table shows the pattern of cost of Ask learners to tell you what
the previous lesson using boxed lunches for students on a field trip. they have learnt
questions and answers
No. of 1 2 3 4 ? Give learners individual or home
students task
Cost of 3 6 9 12 15
Engage learners to play games lunch in
and sing songs to begin the cedis
lesson.

Ask learners to:

(i) explain the pattern of how the cost of
lunches changes as more students go on
the trip;
(ii) use the pattern to determine how many
students went on the trip if the cost of
lunches is GHC90.
Review learners understanding in This table shows the pattern of cost of Ask learners to tell you what
the previous lesson using boxed lunches for students on a field trip. they have learnt
questions and answers
No. of 1 2 3 4 ? Give learners individual or home
students task
Cost of 3 6 9 1 15
Engage learners to play games lunch in 2
and sing songs to begin the cedis
lesson.
Ask learners to:
(i) explain the pattern of how the cost of
lunches changes as more students go on
the trip;
(ii) use the pattern to determine how many
students went on the trip if the cost of
lunches is GHC90.
Week Ending Subject: SCIENCE Lesson:
Systems
Day(s): Strand:
Ecosystem
Date(s): Sub Strand:

Class: Six Content standard: B6.3.3.1 Indicator(s): B6.[Link]

Perf. Indicator(s): Learners can investigate various interactions in an ecosystem and the effect on humans

Reference: Science curriculum Page 39

Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Core competence: Development and Leadership Attention to Precision
T.L.R.(s): Trees, birds, insects, pond, pictures, videos
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Send learners out on a field Learners work in groups to draw or Ask learners to talk about what
trip to observe the various design different ecosystems in the they have learnt.
ecosystem in the community. classroom.
Use questions to review
Let learners talk about what Learners observe each of the learners understanding of the
they observed in the ecosystems and identify some lesson.
community possible interactions that can take
place within each ecosystem they
have designed. Learners in turns summarize the
lesson to the whole class.
Put students into groups of Guide learners to discuss the effects Ask learners to talk about what
three 3 and number them 1- of interactions (hunting, farming and they have learnt.
3. predation) on humans and other living
Put three number statements things within a given ecosystem. Use questions to review
up to the white board and learners understanding of the
ask students to explain the lesson.
corresponding statements to
their group.
The group who explains well Learners in turns summarize the
wins. lesson to the whole class.
Week Ending Subject: OWOP Lesson:
Our Beliefs And Values
Day(s): Strand:
Worship
Date(s): Sub Strand:

Class: Six Content standard: B6.3.1.1 Indicator(s): B6.[Link].

Perf. Indicator(s): Learners can describe the importance of prayer in our lives

Reference: OWOP curriculum Page 53

Communication and Collaboration Critical Thinking and Problem Solving Cultural Identity and Global
Core competence: Citizenship
T.L.R.(s): Pictures, Charts, Video Clips
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Engage learners to sing songs Learners discuss the importance of Call learners in turns to
and recite rhymes prayer: summarize the important points
• brings us closer to God of the lesson
• It shows our dependence on God, etc.
Engage learners to sing songs Put learners into groups and let them Call learners in turns to
and recite rhymes demonstrate how prayer is done in summarize the important points
the three major religions. of the lesson
Week Ending Subject: REL. & MORAL EDU. Lesson:
Religious Leaders
Day(s): Strand:
Ministry and Latter Lives of Leaders of the
Date(s): Sub Strand:
Three Major Religions in Ghana
Class: Six Content standard: B6 3.4.1 Indicator(s): B6 [Link]

Perf. Indicator(s): Learners can narrate the story of the latter lives of the leaders of the major religions

Reference: RME curriculum Page 52

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

Show pictures or video clips on the

latter lives of The Holy Prophet
Muhammad to learners.

Let learners dramatize the latter lives

of The Holy Prophet Muhammad.
Week Ending Subject: HISTORY Lesson:
Journey to Independence
Day(s): Strand:
Formation of Political Parties
Date(s): Sub Strand:

Class: Six Content standard: B6.5.2.1 Indicator(s): B6.[Link]

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Ask learners questions to revise with learners to recount an Use series of questions and
review their understanding in Independence Day celebration in their answers to review learners
the previous lesson. community understanding of the lesson.

Engage learners to sing some Call learners in turns to

patriotic songs to stimulate summarize the lesson
their interest.
e.g. “God bless our home
land Ghana”
“Yen ara ya saase ne” etc.
Put students into groups of Enact the declaration of independence Ask learners series of questions
three 3 and number them 1- by Kwame Nkrumah. to review their understanding of
3. the lesson
Put three number statements
up to the white board and Call learners in turns to
ask students to explain the summarize the lesson
corresponding statements to
their group.
The group who explains well
wins. Share roles to learners to role the
declaration of independence by
Kwame Nkrumah
Week Ending Subject: CREATIVE ARTS Lesson:
Performing Arts
Day(s): Strand:
Displaying and Sharing
Date(s): Sub Strand:
B6.[Link]
Class: Six Content standard: B6.2.3.4 B6.2.3.5 Indicator(s):
B6.[Link]
Learners to stage a display of own performing artworks to share creative experiences of the
Perf. Indicator(s):
physical and social environments of some communities in the world
Reference: Creative Arts curriculum Page
Learners acquire skills of Decision Making, Creativity, Innovation, Communication, Collaboration, Digital
Core competence: Literacy, etc.
Photos, videos, art paper, colors and traditional art tools, other materials available in the
T.L.R.(s): community
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Show pictures and videos of Select and rehearse some previous Use questions to review their
the artwork to exhibit. songs, drama or dance learnt. understanding of the lesson

Select a suitable date for the Ask learners to summarize what

Engage learners to sing songs performance they have learnt
about work.
Decide and choose a suitable venue. Learners to read and spell the
key words on the board
Draw the audience from the school
Show pictures and videos of Organize the place for the exhibition. Use questions to review their
the artwork to exhibit. understanding of the lesson
Invite other teachers to witness the
artwork. Set the stage for learners to Ask learners to summarize what
Engage learners to sing songs perform their artwork. they have learnt
about work.
Evaluate individual roles played in the Learners to read and spell the
dance and allow pupils to talk about key words on the board
them in the form of appraisal.
Discuss the moral lessons in the song.
Week Ending Subject: GHANAIAN LANG. Lesson:
Composition Writing
Day(s): Strand:
Descriptive writing
Date(s): Sub Strand:

Class: Six Content standard: B6.4.3.1. Indicator(s): B6.[Link]-3

Perf. Indicator(s): Learners can write a descriptive composition on a given object.

Reference: Ghanaian Language curriculum Page

Core competence: Learners acquire skills of Creativity and innovation, Communication and collaboration, Critical thinking

T.L.R.(s): Word cards, sentence cards, letter cards, handwriting on a manila card

Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Play games and sing songs to Show an object to learners. Use questions to review their
get learners ready for the understanding of the lesson
lesson Pass the object round for learners to
touch it. Ask learners to summarize what
they have learnt
Call learners in turns to describe the
object. Learners to read and spell the
key words on the board
Discuss with learners how to write
descriptive composition.

Let learners write a descriptive

composition on a given object.
Split learners into 2 teams. Discuss with learners situations that Use questions to review their
Taking turns, learners from can occur in the home or school or understanding of the lesson
each team come up and community.
chose a vocabulary word. Ask learners to summarize what
Learners to draw something Let learners describe any of the they have learnt
on the board while only their situations in groups and say to the
tries to guess the word class. Learners to read and spell the
key words on the board
Discuss with learners how to write
descriptive composition.

Lead learners to compose a

descriptive essay about a situation.
Have learners share what is Discuss with learners processes in Use questions to review their
going on in their lives. You doing things like cooking, installing a understanding of the lesson
and your learners can talk chief, etc.
about plans for the weekend. Ask learners to summarize what
Ask a learner the process and they have learnt
describe it to the class.
Learners to read and spell the
Assist learners to write a descriptive key words on the board
composition on a certain process.
Week Ending Subject: PHYSICAL EDUCATION Lesson:
Movement Concepts, Principles And Strategies
Day(s): Strand:
Dynamics
Date(s): Sub Strand:

Class: Six Content standard: B6.2.3.2 Indicator(s): B6.[Link]

Learners can Illustrate how the intended direction of an object is affected by the angle of the
Perf. Indicator(s):
implement or body part at the time of contact.
Reference: PE curriculum Page 75
Learners personal and leadership skills and other competencies such as concentration,
Core competence:
precision, coordination strength, balance etc
T.L.R.(s): Pictures and Videos
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Let learners jog within a Let learners toss and catch for Use questions to review their
demarcated area to warm up accuracy. understanding of the lesson
their bodies
Let them toss and catch at high and Ask learners to summarize what
Show learners pictures or low level. they have learnt
videos depicting the skill to
be learnt. Let learners catch different positions.
Week Ending Subject: COMPUTING Lesson:
Programming And Databases
Day(s): Strand:
Introduction To Electronic Spreadsheet (Tabs
Date(s): Sub Strand:
And Ribbons Manipulation)
Class: Six Content standard: B6.5.3.1 Indicator(s): B6.[Link]-7
 Learners can manage Excel workbooks.
Perf. Indicator(s):
 Learners can print the content of an MS-Excel worksheet.
Reference: Computing curriculum Page 42
Learners acquire skills of Creativity and innovation, Communication and collaboration,
Core competence:
Cultural identity
T.L.R.(s): Pictures or projected images
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Get a viral picture, a trending Guide learners to properly name MS- Ask learners to talk about what
technology on twitter, Excel workbooks and store them in they have learnt.
Facebook, YouTube and folders for retrieval later.
other social media handles. Pose questions to learners to
Guide learners to adjust margins to review their understanding of
Discuss what is trending and suit the A4 paper size for printing in the lesson
invite learners to share their landscape and portrait.
opinions on them.
NB. This is to help the learner with
software knowledge such as in office
applications (Electronic spreadsheet
application).
WEEKLY SCHEME OF LEARNING – BASIC SIX
WEEK 7
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………

Week Ending Subject: ENGLISH LANGUAGE Lesson:

Day(s): Strand:
Date(s): Sub Strand:
B6.1.10.3 B6.[Link].
B6.2.7.2 B6.[Link].
B6.3.5.1 B6.[Link].
Class: Six Content standard: Indicator(s):
B6.4.15.1 B6.[Link]
B6.5.4.1 B6.[Link]
B6.6.1.1 B6.[Link]
A. Research and deliver speeches on given informational topics
B. Respond to a text with reason, simple judgment and personal interpretations
C. Learners can use the simple present form of verbs in sentences: − for scheduled future actions. −
for future possibilities or plans
Perf. Indicator(s): D. Learners can write to friends to express their views on given topics using appropriate
letter formats
E. Explore the use of the simple past verb form and participle form
F. Learners can read and critique a variety of age- and level appropriate books and present a
one-page critical commentary
Reference: English Language curriculum

Core competence: Reading and Writing Skills Personal Development and Leadership and Collaboration

T.L.R.(s): Word cards, sentence cards, letter cards and a class library
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Engage learners to sing songs A. ORAL LANGUAGE Give learners task to complete
and recite familiar rhymes (Presentation Pg.165) while you go round the class to
support those who might need
LITTLE POLLY FLINDERS Have learners select topics of extra help.
Little Polly flinders interest from informational texts
Sat among the cinders read. Have learners to read and spell
Warming her pretty little some of the keywords in the
toes! lesson
Her mother came and caught Help learners to identify the
her, purpose and audience of sample
And whipped her little speeches.
daughter,
For spoiling her nice new Have learners visit the library to
clothes. research and plan their speeches.
Engage learners to sing songs B. READING Give learners task to complete
and recite familiar rhymes (Comprehension Pg.176) while you go round the class to
ONE POTATO TWO support those who might need
POTATOES Have learners read a short text. extra help.
One potato, two potatoes,
three potatoes ,four! Learners create a mental image Have learners to read and spell
Five potatoes, six potatoes, some of the keywords in the
from the text read. (This
seven potatoes , more! lesson
Eight potatoes nine potatoes
visualisation will help bring life to
ten potatoes, all the text for learners to interpret
and give their opinion and
personal interpretation to the
write up).

Lead a discussion of each text

read with questions. Questions
should elicit : − Factual
information − Implied meaning −
Judgment − Evaluation − Personal
Response
Call learners in turns and [Link] Ask learners to tell you what
have them say the color of (verbs Pg.187) they have learnt and what they
each word! will like to learn in the next
Don’t say the word Revise the simple present in context. lesson

black white yellow green Present an on-going situation to

learners for them to report on it. Have learners to read and spell
red blue yellow red
E.g. A football game/match. the key words on the board
black green white red
Present similar situations for learners
white green red black to describe using the simple present,
in groups.
yellow green black white

yellow green red blue Groups may write and present their
work to the class.

Use texts/sentences to introduce the

use of the simple present for:
− scheduled future actions E.g. The
bus leaves early tomorrow.
− future possibilities or plans e.g. If he
doesn't come early, we shall go
without him.
Play games and recite rhymes [Link] Give learners task to complete
that learners are familiar (Letter Writing) while you go round the class to
with to begin the lesson. Discuss the features of informal support those who might need
letters with learners. extra help.
Ask learners questions to
review their understanding in Give examples of formal letters to Have learners to read and spell
the previous lesson. them and let them talk about the some of the keywords in the
similarities and differences between lesson
formal and informal letters.

Brainstorm to guide learners generate

topics they would want to write on
and let each group choose a topic.
Learners identify purpose and
audience and make a mind map to
guide the writing.

Each group writes an informal letter

and edits it. The letters are passed
round the groups for editing.
Play games and recite rhymes D. GRAMMAR USAGE Give learners task to complete
that learners are familiar (Action words Pg.213) while you go round the class to
with to begin the lesson. support those who might need
Let learners write a story. E.g. about extra help.
Ask learners questions to what happened after school on
review their understanding in Monday. Have learners to read and spell
the previous lesson. some of the keywords in the
Discuss the essay topic with learners lesson.
and use the webbing strategy to help
them write on the chosen topic.
Learners write individually.

Learners exchange their work for

editing as teacher guides by focusing
on the past verb form and participle
form.

Assist those whose essays are only in

the simple past to some in the past
participle tense.

Learners rewrite their essays

incorporating the corrections.

E. EXTENSIVE READING

Learners play “popcorn Have learners read books of their Have learners present a-two-
reading” game. The rules are choice independently during the paragraph summary of the book
simple: One student starts library period. read
reading aloud and then calls
out "popcorn" when they Let learners write a one-page critical Invite individuals to present
finish. This prompts the next commentary based on the books read their work to the class for
student to pick up where the feedback
previous one left off. Invite individuals to present their
work to the class for feedback.
Week Ending Subject: MATHEMATICS Lesson:
Algebra
Day(s): Strand:
Patterns And Relationship
Date(s): Sub Strand:

Class: Six Content standard: B6.2.1.1 Indicator(s): B6.[Link]

Perf. Indicator(s): Describe the relationship in a given table or chart, using a mathematical expression

Reference: Mathematics curriculum Page 140

Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Core competence: Development and Leadership Attention to Precision
T.L.R.(s):
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Review learners Ask learners to state the rules in Ask learners to tell you what
understanding in the words and in algebra to represent a they have learnt
previous lesson using given increasing linear patterns.
questions and answers Give learners individual or home
RULE RULE task
FOR FOR N
INPUT 1 2 3 N IN IN
Engage learners to play WOR ALGEB
DS RA.
games and sing songs to Output 7 14 21 7 times 7n
begin the lesson. A
n

Output 0 4 8 4 times
one
4(n-1)
B less n
Output 4 7 10 1 more
than 3
1 + 3n
C times n
Output 5 9 13
D
Output 5 11 17
E

Assessment: Let learners solve

several examples
Review learners Ask learners to state the rules in Ask learners to tell you what
understanding in the words and in algebra to represent a they have learnt
previous lesson using given increasing linear patterns.
questions and answers Give learners individual or home
RULE RULE task
FOR FOR
INPUT
1 2 3 (n) IN (n) IN
(n)
Engage learners to play WOR ALGEB
DS RA.
games and sing songs to Output 7 14 21 7 times
7n
begin the lesson. A n

Output 0 4 8 4 times
one 4(n-1)
B less n
Output 4 7 10 1 more
than 3 1 + 3n
C times n
Output 5 9 13
D
Output 5 11 17
E
Assessment: Let learners solve
several examples
Review learners This table shows the pattern of cost Ask learners to tell you what
understanding in the of boxed lunches for students on a they have learnt
previous lesson using field trip.
questions and answers Give learners individual or home
No 1 2 3 4 ? task
. of
stu
Engage learners to play de
games and sing songs to nts
begin the lesson. Co 3 6 9 12 15
st
of
lun
ch
in
ce
dis

Ask learners to:

(i) explain the pattern of how the cost
of lunches changes as more students
go on the trip;
(ii) use the pattern to determine how
many students went on the trip if
the cost of lunches is GHC90.
Week Ending Subject: SCIENCE Lesson:
Forces And Energy
Day(s): Strand:
Sources And Forms Of Energy
Date(s): Sub Strand:
B6.4.1.1 B6.[Link]
Class: Six Content standard: Indicator(s):
Learners can compare renewable and non-renewable sources of energy
Perf. Indicator(s):
Reference: Science curriculum Page 40
Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Core competence: Development and Leadership Attention to Precision
Candle, torch, hot tea, ice cream, ice block, hot water, room temperature,
T.L.R.(s):
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Have learners write on a sheet Show pictures and videos of different Ask learners questions to
of paper the following sources of energy such as the sun, review their understanding of
batteries, food and water. the lesson
(1) what is energy?
(2) Where does energy come Learners work in groups to identify
from? sources of energy and sort them into
Learners to tell what was
sources that are not depleted when used interesting about the lesson.
Introduce the lesson based on (solar, wind and hydro sources) and those
the answers from learners. that are depleted after use (firewood, Have learners to read and spell
batteries, food, gasoline, diesel, kerosene, the key words written on the
etc.). board

Learners present their responses on

flashcards for a general discussion in class.
Get a viral picture, a trending Assist learners to build their vocabulary Ask learners questions to
news on twitter, Facebook, by introducing and explaining the terms, review their understanding of
YouTube and other social “renewable” and “non-renewable” the lesson
media handles. sources of energy and give examples of
such sources.
Learners to tell what was
Discuss what is trending and Renewable energy sources interesting about the lesson.
invite learners to share their They energy sources that cannot be
opinions on them exhausted or used but are replaced by Have learners to read and spell
natural means. Examples are wind energy, the key words written on the
solar energy and hydro energy. board
Non renewable energy sources
They are energy sources that cannot be
replaced when used up. Examples are
charcoal, food, petroleum products etc.
Week Ending Subject: OWOP Lesson:
Our Beliefs And Values
Day(s): Strand:
Festivals
Date(s): Sub Strand:

Class: Six Content standard: B6.3.2.1 Indicator(s): B6.[Link].

Perf. Indicator(s): Learners can Identify two ways of making festivals beneficial to the communities

Reference: OWOP curriculum Page 54

Communication and Collaboration Critical Thinking and Problem Solving Cultural Identity and Global
Core competence: Citizenship
T.L.R.(s): Pictures, Charts, Video Clips
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

Ask learners questions to Learners to tell what was

review their understanding in interesting about the lesson.
the previous lesson
Week Ending Subject: REL. & MORAL EDU. Lesson:
Religious Leaders
Day(s): Strand:
Ministry and Latter Lives of Leaders of the
Date(s): Sub Strand:
Three Major Religions in Ghana
Class: Six Content standard: B6 3.4.1 Indicator(s): B6 [Link]

Perf. Indicator(s): Learners can narrate the story of the latter lives of the leaders of the major religions

Reference: RME curriculum Page 52

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Let learners sing songs to Guide learners to talk about the latter Ask learners series of questions
stimulate their interest lives of Traditional leader Okomfo to review their understanding of
Anokye. the lesson
Use questions and answers
to review what they learnt in THE LIFE OF OKOMFO ANOKYE Have learners to read and spell
the previous lessons Okomfo Anokye was not the founder of the key words written on the
an African traditional religion. He was the board
greatest traditional fetish priest in the
history of traditional religion in Ghana. his
real name was Kwame Agyei Frimpong.
He was born around the year 1640 at
Awukugua in Akuapem in the Eastern
Region of Ghana. His father’s name was
Agya Annor and mother’s name was
Maame Nkobea. Okomfo Anokye stayed
with a king called Nana Ansah Sasraku
where he learnt a lot of things.

Learners talk about some of the

achievements of Okomfo Anokye.

Show pictures or video clips on the

latter lives of Okomfo Anokye to
learners.

Let learners dramatize the latter lives

of Okomfo Anokye.
Week Ending Subject: HISTORY Lesson:
Journey to Independence
Day(s): Strand:
Ghana Gains Independence
Date(s): Sub Strand:

Class: Six Content standard: B6.5.4.1 Indicator(s): B6.[Link]

Perf. Indicator(s): Learners can explain post World War II developments in the Gold Coast

Reference: History curriculum Page 43

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Engage learners to play Discuss the establishment of the Ask learners questions to
games and sing familiar Watson Commission review their understanding of
rhymes to begin the lesson. the lesson
THE ACCRA RIOTS
Ask learners questions to The riots started on 28th February 1948 Learners to tell what was
review their understanding in in Accra after a protest march by interesting about the lesson.
the previous lesson unarmed ex-service men was broken up
by the police, leaving several leaders of
the group dead. Among those killed were
sergeant Nii Adjetey, Corporal Attipoe
and Private Odartey Lamptey. The ex-
service men were veterans from the word
war II. The British Head of Police,
superintendent Imray was responsible for
the shooting of the ex-service men. etc.

The Watson commission was set up

by the British colonial government to
examine the circumstances
surrounding the riots.
Engage learners to play The commission of enquiry into Ask learners questions to
games and sing familiar disturbances in the Gold Coast was review their understanding of
rhymes to begin the lesson. appointed in march 1948 under the the lesson
chairmanship of Aiken Watson, to
enquire into the disturbances which Learners to tell what was
Ask learners questions to occurred in the Gold Coast in interesting about the lesson.
review their understanding in February and March 1948. The terms
the previous lesson of reference was to enquire into and
report on the recent disturbances in
Gold Coast and their underlying
causes; and to make
recommendations on any matter
arising from the enquiry.

Guide learners to report on the

findings of the Commission in the
form of a paper, performance or role
play etc.

 high prices of imported goods

 slow development of educational
facilities
 the shortage of housing, particularly
in the towns and the low standards
of houses for Africans
 unfair allocation and distribution of
goods in short supply by the importing
firms.
 neglect of the ex-service men who
had returned from the world war II
Week Ending Subject: CREATIVE ARTS Lesson:
Visual Arts
Day(s): Strand:
Appreciating and Appraising
Date(s): Sub Strand:
B6.[Link]
Class: Six Content standard: B6.1.4.6 B6.1.4.7 Indicator(s): B6.[Link]
Learners can analyze and appreciate own or others’ performing artworks and present reports
Perf. Indicator(s): as feedback on artworks that reflect the physical and social environments of some
communities in the world
Reference: Creative Arts curriculum Page
Learners acquire skills of Decision Making, Creativity, Innovation, Communication, Collaboration, Digital
Core competence: Literacy, etc.
Photos, videos, art paper, colors and traditional art tools, other materials available in the
T.L.R.(s): community
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Engage learners to sing songs Appreciating in art is the ability of Use questions to review their
and play games to begin the people to look at a work of art and understanding of the lesson
lesson. understand how the work was made.
Ask learners to summarize what
Explain to learners the guidelines and they have learnt
have them agree to it.
 Description of the work: this stage Learners to read and spell the
involves describing what the work is key words on the board
made of, size of the work and
materials used.
 The subject matter: this stage talks
about the meaning of the work.
 Appraisal: this stage talks of the use
of the artwork.
 Experience to share: this stage talks
about the design process
Show pictures or videos to Using the steps in appreciating and Use questions to review their
learners on the process of appraisal, guide learners to write a understanding of the lesson
producing the artwork. note on a previous artwork produced
or performed in class. Ask learners to summarize what
they have learnt
E.g. an artwork produced by Ibrahim
Mahama

 Description of the work: the

artwork are made from old jute bags
by stitching them together
 The subject matter: His art seeks to
interpret the global movement of
goods.
 Appraisal: it can be used for
decoration.
 Experience to share: talk about how
the artwork is done.
Week Ending Subject: GHANAIAN LANG. Lesson:
Composition Writing
Day(s): Strand:

Date(s): Sub Strand: Persuasive Writing

Class: Six Content standard: B6.4.4.1 Indicator(s): B6.[Link]-3

Perf. Indicator(s): Write a persuasive essay on a given topic.

Reference: Ghanaian Language curriculum Page 82

Core competence: Learners acquire skills of Creativity and innovation, Communication and collaboration, Critical thinking

T.L.R.(s): Word cards, sentence cards, letter cards, handwriting on a manila card

Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Ask learners questions to Discuss ways that persuasion can Use questions to review their
review their understanding in be achieved. understanding of the lesson
the previous lesson.
Discuss some vocabularies that Ask learners to summarize what
Engage learners to play they have learnt
are used in persuasion and write
games and sing familiar
rhymes to begin the lesson.
some on the board.

Discuss with learners how to

write persuasive essays by looking
at structure and content.

Let learners write a persuasive

essay on a given topics.
Engage learners to play the Discuss with learners situations Use questions to review their
“What letter am I writing” that can occur in the home or understanding of the lesson
game. school or community.
Put learners into groups of Ask learners to summarize what
two. they have learnt
Let learners describe any of the
The teacher writes a letter in
the air. situations in groups and say to the
Learners makes the letter class.
sound and tell the teacher
the sound that has been Discuss with learners how to
written write descriptive composition.

Lead learners to compose a

descriptive essay about a situation
Ask learners questions to Discuss with learners processes in Use questions to review their
review their understanding in doing things like cooking, installing understanding of the lesson
the previous lesson. a chief, etc.
Ask learners to summarize what
Engage learners to play they have learnt
Ask a learner the process and
games and sing familiar
rhymes to begin the lesson. describe it to the class.
Assist learners to write a
persuasive composition on a
certain process
Week Ending Subject: PHYSICAL EDUCATION Lesson:
Movement Concepts, Principles And Strategies
Day(s): Strand:
Relationship
Date(s): Sub Strand:

Class: Six Content standard: B6.[Link]: Indicator(s): B6.[Link]:

Perf. Indicator(s): Learners can explain the role of the legs, shoulders, and forearm in the forearm pass.

Reference: PE curriculum Page 76

Learners develop communication skills as speaking, listening, and acquisition of new concepts,
Core competence: principles, strategies.
T.L.R.(s): Pictures and Videos
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Engage learners to play Let learners swing their arms in Use questions to review their
games and sing songs to preparation. understanding of the lesson
begin the lesson.
Shoulder move forward horizontally Ask learners to summarize what
as it extends. they have learnt

Forearm rotation through hips, legs

and shoulders drop slightly.

All together produce the final force

to move the ball to the target.
Week Ending Subject: COMPUTING Lesson:
Internet And Social Media
Day(s): Strand:
Network Overview
Date(s): Sub Strand:

Class: Six Content standard: B6.6.1.1 Indicator(s): B6.[Link]-4

 Learners can give examples of facilities the internet offers.
Perf. Indicator(s):  Learners can describe the types of information available on the Internet.
 Learners can outline what one needs to connect to the Internet
Reference: Computing curriculum Page 43
Learners acquire skills of Creativity and innovation, Communication and collaboration, Cultural identity and global
Core competence: citizenship, Personal development and leadership, Digital literacy
Images of examples of various web browsers and webpages of a website
T.L.R.(s):
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Show learners pictures or Guide learners to give examples of Use questions to review their
short videos on current internet facilities i.e. e-mail, FTP’s, understanding of the lesson
trends of technology in the www, etc. for presentation.
world. Ask learners to summarize what
Guide learners to identify and they have learnt
Discuss what is trending and describe the types of Information
invite learners to share their available on the Internet.
opinions on them. e.g. Educational, Financial,
entertainment, etc. Group learners
into groups to do this task

Display list of names of learners on

the board and ask them to identify
the duplicated data.

Encourage learners to bring any

device or pictures of devices that are
needed. E.g. desktop computers,
Laptop computers, Mobile phones,
etc.

NB: This is to help the learner with

fundamental principle of problem
solving skills and creativity in
computing and computer science.
WEEKLY SCHEME OF LEARNING – BASIC SIX
WEEK 8
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………

Week Ending Subject: ENGLISH LANGUAGE Lesson:

Day(s): Strand:
Date(s): Sub Strand:
B6.[Link].
B6.[Link].
B6.[Link].
Class: Six Content standard: Indicator(s):
B6.[Link]
B6.[Link].
B6.[Link]
A. Learners can listen and view for the entire duration of text/speech/presentation/video etc.
B. Use the spelling-sound correspondences for common consonant digraphs
C. Learners can use the simple present form of verbs in sentences: − for scheduled future actions. −
for future possibilities or plans
Perf. Indicator(s): D. Learners can write to friends to express their views on given topics using appropriate
letter formats
E. Learners can use adverbs to express degree and reason
F. Learners can read and critique a variety of age- and level appropriate books and present a
one-page critical commentary
Reference: English Language curriculum

Core competence: Reading and Writing Skills Personal Development and Leadership and Collaboration

T.L.R.(s): Word cards, sentence cards, letter cards and a class library
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
learners sing songs and recite [Link] LANGUAGE Ask learners to tell you what
familiar rhymes (Conversation, Pg.158) they have learnt and what they
will like to learn in the next
"A Wise Old Owl" Together with learners choose a text lesson
A wise old owl lived in an from their readers which has already
oak been read.
The more he saw the less he Have learners to read and spell
spoke Discuss the text e.g. title, characters, the key words on the board.
The less he spoke the more simple literary terms.
he heard.
Why can't we all be like that Guide learners to discuss the
wise old bird? character traits of some characters
and role-play them.

Pause to ask learners questions in the

process, e. g. Why do you think the
characters said that?
Learners to sing songs and [Link] Ask learners to tell you what
recite familiar rhymes (Blends and Consonant Clusters) they have learnt and what they
will like to learn in the next
WE SHALL HAMMER Guide learners to use the spelling- lesson
•We shall hammer with one sound correspondences for common
hammer (learners to show consonant digraphs
one hand), hammer with one Write the blends on a series of
hammer, hammer with one In a discussion, talk about digraphs as small cards, one on each card.
hammer we all do the same. a whole class, group and in pairs. Call learners in turns to pick and
•We shall hammer with two make the sounds and form word
hammers, hammer with two Have learners try to establish some with it.
hammers, and hammer with rules in forming and spelling words
two hammers we all do the having digraphs.
same. E.g. ch as in church sh as in shirt gh as
in tough
(continue to any desired
number)
Call learners in turns and [Link] Ask learners to tell you what
have them say the color of (verbs Pg.187) they have learnt and what they
each word! will like to learn in the next
Don’t say the word Revise the simple present in context. lesson

black white yellow green Present an on-going situation to

yellow green red blue Groups may write and present their
work to the class.

Use texts/sentences to introduce the

Brainstorm to guide learners generate

topics they would want to write on
and let each group choose a topic.

Learners identify purpose and

audience and make a mind map to
guide the writing.
Each group writes an informal letter
and edits it. The letters are passed
round the groups for editing.
Have learners sing songs and [Link] CONVENTIONS & Give learners individual or home
recite familiar rhymes GRAMMAR USAGE task to underline the adverbs
(Using Adverbs Pg.216)  When he was called on, peter read
TEDDY BEAR, TEDDY his speech loudly.
BEAR. An Adverb is a word that describes a  He spoke clearly.
Teddy bear, teddy bear, turn verb, an adjective, or another adverb.  He arrived here very late.
around.  Henry thought he did a very good
Teddy bear, teddy bear, Revise adverbs of time and manner in job after all
touch the ground context: Adverbs can tell;
Teddy bear, teddy bear, jump How: We did our homework carefully- Ask learners talk about what
up high (manner) was interesting about the lesson.
Teddy bear, teddy bear,
touch the sky. When: They often play together-(time)
Teddy bear, teddy bear, take
my hand. Assessment: Have learners listen to
Teddy bear, teddy bear, and read several sentences containing
you’re my friend! adverbs of time and manner

Engage learners in the [Link] READING

“popcorn reading” game
Have learners read books of their Encourage them to visit the local
The rules are simple: One choice independently during the library to read and borrow
student starts reading aloud library period. books
and then calls out "popcorn"
when they finish. This Let learners write a one-page critical
prompts the next student to commentary based on the books read
pick up where the previous
one left off. Invite individuals to present their
work to the class for feedback.
Week Ending Subject: MATHEMATICS Lesson:

Day(s): Strand: Algebra

Date(s): Sub Strand: Algebraic expression

Class: Six Content standard: B6.[Link] Indicator(s): B6.[Link]

Learners can demonstrate understanding of algebraic expressions as mathematical
Perf. Indicator(s): phrases that can contain letters which represent ordinary numbers and operators
(like add, subtract, multiply, and divide).
Reference: Mathematics curriculum Page 141
Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Core competence: Development and Leadership Attention to Precision
T.L.R.(s):
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Engage learners to play Write algebraic expressions for word Ask learners to tell you what
the “I have…..Who has” problems: they have learnt and what they
1) Sum of 8 and s 2) Take away 4 will like to learn in the next
game. from m lesson
3) 9 times the sum of 4) Subtract 4
Give out number cards 8 and q from 7 times g
5) One-sixth of n is 6) Three-fourths
(from 1-20) to learners at added to the of the sum of c
Give learners individual or home
random. product of 9 and y and 2 task
7) 8 divided by r 8) 8 times the
sum of c and 7
Leaners are to identify
numbers based on tally Assessment: have learners to solve
marks, frames, dice, several examples
fingers etc.
Engage learners to sing Write algebraic expressions for the Ask learners to tell you what
songs and recite some perimeter of the following shapes they have learnt and what they
will like to learn in the next
familiar rhymes they know
lesson
ONE POTATO, TWO
POTATOES
One potato, two potatoes, Give learners individual or home
three potatoes, four task
Assessment: have learners to
Five potatoes, six solve several examples
potatoes, seven potatoes,
more.
Engage learners in the Write algebraic expressions for the Ask learners to tell you what
“Counting Down” game area of the following shapes they have learnt and what they
will like to learn in the next
lesson
Example explain that to
subtract 12-2, the learner
starts at 12 and count Give learners individual or home
down to 2. That is task
12,11,10,9,8,7,6,5,4,3........
..........(2).
Let students know that,
the subtracting number
is excluded from the Assessment: have learners to
count down. solve several examples
Engage leaners to Play Simplify basic algebraic expressions Ask learners to tell you what
show me a number game by grouping like terms. E.g. they have learnt and what they
1) 5 + 4 z – 1 + 2 z 2) 10s – 1 + 3 – will like to learn in the next
with learners (up to 10),
lesson
with fingers. 5s
3) –6t – 7 – 2 – 3 t 4) 2 – z – 1 + 4 z
Teacher mentions the 5) –9 c + 7 c + 8 – 3 c 6) –5p + 3px Give learners individual or home
number from (1 to 10). – 7 – 5px + 10x task
Learners then show
Assessment: have learners to
their fingers up to show
solve several examples
the number
Engage learners to sing Substitute a value for an unknown Ask learners to tell you what
songs and recite familiar into an expression and correctly they have learnt and what they
calculate the answer. E.g. Find will like to learn in the next
rhymes
the values of these algebraic lesson
expressions using the values given in
I AM COUNTING ONE
the following:
• I’m counting one, what Give learners individual or home
1) z + 7d use z = 7 and d = 4 2) 8k +
is one task
d use k = 2 and d = 3
• 1 - One is one alone,
3) 7(5f - 3n) - 8 use n = 3 and f = 7
alone it shall be.
4) 7d - 2f + 9 use d = 2 and f = 5
• 2 - Two pair, two pair
5) -5f + 8b + 4 - 9 use f = 9 and b =
come pair let us pair
3 6) -6(2x - 7h) use h = 2 and x = 4
• 3 - Turn around
• 4 - Follow me (ii) If Sena used 13 match sticks in
• 5 - Fire making next pattern squares,
• 6 - Sister (i) Write a mathematical sentence
• 7 - Saviour that represents the matchsticks.
• 8 - Eat more fruits (ii) How may match sticks will she
• 9 - Nana Yaw need to make the pattern with 10
• 10 - Thank your God. squares?
how may squares did she make if she
used 64 match sticks?

Assessment: have learners to

solve several examples
Week Ending Subject: SCIENCE Lesson:
Forces And Energy
Day(s): Strand:
Sources And Forms Of Energy
Date(s): Sub Strand:
B6.4.1.2 B6.[Link]
Class: Six Content standard: Indicator(s):

Perf. Indicator(s): Learners can measure the temperature of a body using a thermometer

Reference: Science curriculum Page 40

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Start the lesson with a Assist learners to reflect on their Ask learners questions to
debate. previous knowledge on heat and review their understanding of
temperature (temperature refers to the lesson
Teacher chooses a topic or the degree of hotness of a body).
allow learners to choose Learners to tell what was
their own topic. Provide clinical and laboratory interesting about the lesson.
e.g. "should children under thermometers or show pictures of
18 be allowed to vote?". different types of thermometers. Have learners to read and spell
the key words written on the
Elaborate on learners points Learners identify the equipment and board
and summarise the debate where and when it is used.
Engage learners to play Guide learners, in groups, to produce Ask learners questions to
games and sing songs to their own improvised thermometers review their understanding of
begin the lesson. using plastic bottles, plastic straws, the lesson
dyes and water.
Use questions to review Learners to tell what was
learners understanding in the Some learners share experiences of interesting about the lesson.
previous lesson. how their body temperatures were
measured on a visit to a health Have learners to read and spell
center. the key words written on the
board
Learners demonstrate the use of
thermometers to measure
temperature of their bodies and that
of warm water
Week Ending Subject: OWOP Lesson:
Our Beliefs And Values
Day(s): Strand:
Festivals
Date(s): Sub Strand:

Class: Six Content standard: B6.3.2.1. Indicator(s): B6.[Link].

Perf. Indicator(s): Learners can Identify two ways of making festivals beneficial to the communities

Reference: OWOP curriculum Page 54

Communication and Collaboration Critical Thinking and Problem Solving Cultural Identity and Global
Core competence: Citizenship
T.L.R.(s): Pictures, Charts, Video Clips
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Engage learners to play games Learners talk about ways of making Ask learners questions to
and sing songs to begin the celebrations of festivals beneficial to the review their understanding of
lesson communities the lesson
e.g. use festival occasions to plan for
development, encourage youth
participation, gender and inclusivity,
Learners to tell what was
settle disputes, honor hardworking interesting about the lesson.
people, showcasing the culture of the
people
Show learners pictures of Learners draw a durbar of chiefs during Ask learners questions to
people involved in festival festival celebrations. review their understanding of
celebration. the lesson
Ask learners questions to Learners to tell what was
review their understanding in interesting about the lesson.
the previous lesson
Week Ending Subject: REL. & MORAL EDU. Lesson:
Religious Leaders
Day(s): Strand:
Ministry and Latter Lives of Leaders of the
Date(s): Sub Strand:
Three Major Religions in Ghana
Class: Six Content standard: B6 3.4.1 Indicator(s): B6 [Link]

Perf. Indicator(s): Learners can Identify the moral lessons from the latter lives of the religious leaders

Reference: RME curriculum Page 52

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

Let each group list the virtues they

have explored about the latter lives of
the religious leaders: - humility,
forgiveness, faithfulness, obedience,
perseverance, patriotism, etc.

Lead learners to dramatize or role

play the virtues they have listed.

Let learners talk about how they can

apply the virtues in their lives.
Respect
Week Ending Subject: HISTORY Lesson:
Journey to Independence
Day(s): Strand:
Ghana Gains Independence
Date(s): Sub Strand:

Class: Six Content standard: B6.[Link] Indicator(s): B6.[Link]

Perf. Indicator(s): Learners can explain post World War II developments in the Gold Coast

Reference: History curriculum Page 43

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Engage learners to play Recount lessons learnt from the Ask learners questions to
games and sing familiar Watson Commission’s report. review their understanding of
rhymes to begin the lesson. e.g. i. The principal recommendation from the lesson
the commission was that a constitution be
Ask learners questions to drafted as a possible prelude to eventual self- Learners to tell what was
review their understanding in rule interesting about the lesson.
the previous lesson ii. recommendation to set up the Coussey
Committee.
iii. Recognition of gold coast ex-service union
iv. Release of prisoners
v. That the British government to open more
schools, especially secondary and agricultural
schools in the country.
vi. An African must head the civic service.
Engage learners to play Discuss the main recommendation in Ask learners questions to
games and sing familiar the Coussey Committee Report. review their understanding of
rhymes to begin the lesson. the lesson
The Coussey Committee was formed
by sir Charles Norble Clarke, chaired Learners to tell what was
Ask learners questions to by Henley Coussey to plan on how to interesting about the lesson.
review their understanding in implement the recommendation of
the previous lesson the Watson commission and suggest a
new constitution which will involve
more Ghanaians in the government of
the country. Etc.

It advised that the local government

should be in the hands of the chiefs.

The voting age was fixed at twenty

five years

The executive council should be made

up of mostly Ghanaians. Etc.
Week Ending Subject: CREATIVE ARTS Lesson:
Performing Arts
Day(s): Strand:
Appreciating and Appraising
Date(s): Sub Strand:
B6.[Link]
Class: Six Content standard: B6.2.4.6 B6.2.4.7 Indicator(s):
B6.[Link]
Learners can develop guidelines for appreciating and appraising own and others’ compositions
Perf. Indicator(s):
and performances
Reference: Creative Arts curriculum Page
Learners acquire skills of Decision Making, Creativity, Innovation, Communication, Collaboration, Digital
Core competence: Literacy, etc.
Photos, videos, art paper, colors and traditional art tools, other materials available in the
T.L.R.(s): community
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Use questions and answers The easiest way to understand and Use questions to review
to review the previous appreciate a performance is to learners understanding of the
lesson with learners. develop a relevance and appropriate lesson.
criteria or checklist.
Engage learners to play Ask learners to tell the class
games and sing songs to Guide learners to create a checklist what they have learnt.
begin the lesson or criteria for appreciating and
appraising a performance; Call learners to summarize the
 Creative process main points of the lesson.
 Subject matter
 Selection and use of instruments
and elements
 Styles and techniques
 Originality or creativity
 Use of space
 Selection and use of costumes
 Symbolism and cultural relevance
 Aesthetic qualities
 suitability
Call learners to recall some Lead a discussion to explain the Use questions to review
history facts about Bob criteria with learners. learners understanding of the
Marley lesson.
Now let learners use the checklist to
Use series of questions to appreciate and appraise a previous art Ask learners to tell the class
review their understanding in performed in class. what they have learnt.
the previous lesson e.g. creating and performing music
excerpts from Bob Marley. Call learners to summarize the
main points of the lesson.
Put learners into groups and let them
create and perform music excerpts
from Bob Marley as others observe.

Set up a three member judge to use

the checklist or criteria to appraise
the performance of each group.
Week Ending Subject: GHANAIAN LANG. Lesson:
Composition Writing
Day(s): Strand:
Argumentative writing
Date(s): Sub Strand:

Class: Six Content standard: B6.4.5.1 Indicator(s): B6.[Link]-3

Perf. Indicator(s): Learners can write a persuasive essay about education, on a given topic and on national issue

Reference: Ghanaian Language curriculum Page 81

Core competence: Learners acquire skills of Creativity and innovation, Communication and collaboration, Critical thinking

T.L.R.(s): Word cards, sentence cards, letter cards, handwriting on a manila card

Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Let learners find the rhyming Discuss ways that persuasion can be Use questions to review their
pairs for these words. First achieved. understanding of the lesson
unscramble the words
Discuss some vocabularies that are Ask learners to summarize what
1. RBAE & HREAS used in persuasion and write some on they have learnt
2. WNRODED & the board.
UTRHNDE
3. TUGHAT & HBTUGO Discuss with learners how to write
4. ODULC & ODOG persuasive essays by looking at
structure and content.
Answers: Bare & Share
Wonder & Thunder Let learners write a persuasive essay
Taught & Bought on a given topics.
Could & Good
Engage learners to play the Discuss with learners situations that Use questions to review their
“What letter am I writing” can occur in the home or school or understanding of the lesson
game. community.
Put learners into groups of Ask learners to summarize what
two. Let learners describe any of the they have learnt
The teacher writes a letter in situations in groups and say to the
the air. class.
Learners makes the letter
sound and tell the teacher Discuss with learners how to write
the sound that has been descriptive composition.
written
Lead learners to compose a
descriptive essay about a situation.
Tell learners a few jokes to Discuss with learners processes in Use questions to review their
get their attention. doing things like cooking, installing a understanding of the lesson
chief, etc.
Call two learners to share Ask learners to summarize what
their jokes as well Ask a learner the process and they have learnt
describe it to the class.

Assist learners to write a persuasive

composition on a certain process.
Week Ending Subject: PHYSICAL EDUCATION Lesson:
Physical Fitness
Day(s): Strand:
Strength
Date(s): Sub Strand:

Class: Six Content standard: B6.[Link] Indicator(s): B6.[Link]

Perf. Indicator(s): Learners can perform three set of 15 continuous push-ups.

Reference: PE curriculum Page 77

Learners develop personal skills such as perseverance, muscular strength, muscular endurance,
Core competence: flexibility
T.L.R.(s): Pictures and Videos
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Take learners through Learners after general and specific End lesson with a cool down
specific and general warm warm-ups, learners lie on the ground
ups. face down.

Engage learners to play Learners with their palms flat on the

games and sing songs to ground by their side, extend their
begin the lesson. arms to move their trunk up and flex
the arms again to move the body back
to lying position.

Learners continue the process for a

number of base on their ability in a
set.

Learners repeat the second and third

set after rest base on their ability and
progress at their own pace.
Week Ending Subject: COMPUTING Lesson:
Internet And Social Media
Day(s): Strand:
Web Browsers And Webpages
Date(s): Sub Strand:

Class: Six Content standard: B6.6.2.1 Indicator(s): B6.[Link]-4

 Learners can identify the address or links window and recognize the status bar and list its
Perf. Indicator(s): use.
Reference: Computing curriculum Page 44
Learners acquire skills of Creativity and innovation, Communication and collaboration, Cultural identity and global
Core competence: citizenship, Personal development and leadership, Digital literacy
Images of examples of various web browsers and webpages of a website
T.L.R.(s):
Key words:

DAY PHASE 1: PHASE 2: MAIN (NEW LEARNING PHASE 3:

STARTER INCLUDING ASSESSMENT) 40MINS PLENARY/REFLECTI
(PREPARING THE BRAIN ON (FACILITATOR AND
FOR LEARNING) LEARNER) 10MINS
10MINS
Show learners pictures Guide learners to identify the address or links Use questions to review
or short videos on window on phones other electronic gadgets their understanding of the
current trends of with browsers, lesson
technology in the
world. Ask learners to summarize
what they have learnt
Discuss what is
trending and invite
learners to share their
opinions on them.

Engage learners to play

games and sing songs to
begin the lesson Bring a picture of a window that has the status
bar and ask the learners to point out the status
and mention its functions

Guide learners to do an activity you have not

tackle in class and ask them to use the help
button to navigate and find the steps involved.
Guide learners to carry out the stated steps.
WEEKLY SCHEME OF LEARNING – BASIC SIX
WEEK 9
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………

Week Ending Subject: ENGLISH LANGUAGE Lesson:

B6.1.7.1 B6.[Link]
B6.2.6.4 B6.[Link]
B6.3.7.1 B6.[Link]
Class: Six Content standard: Indicator(s):
B6.4.15.1 B6.[Link]
B6.5.7.1 B6.[Link]
B6.6.1.1 B6.[Link]
A. Learners can ask relevant questions to improve on understanding of moral lesson in text
B. Learners can recognize the playful use of words in spoken and written language
C. Learners can identify, explain and use idiomatic expressions correctly
Perf. Indicator(s): D. Learners can write to friends to express their views on given topics using appropriate
letter formats
E. Learners can use prepositions to convey a variety of meanings
F. Learners can read and critique a variety of age- and level appropriate books and present a
one-page critical commentary
Reference: English Language curriculum

Core competence: Reading and Writing Skills Personal Development and Leadership and Collaboration

T.L.R.(s): Word cards, sentence cards, letter cards and a class library
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Have learners recite familiar [Link] LANGUAGE Ask learners to tell you what
rhymes. (Listening Comprehension Pg.160) they have learnt and what they
will like to learn in the next
I LOVE LITTLE PUSSY Revise the sequence of events in a familiar lesson
story/drama/text with learners.
I love little pussy,
Her coat is so warm, Together with learners, identify the
And if I don’t hurt her, characters/the settings and moral lessons Have learners to read and spell
She’ll do me no harm, in the story/drama/text read. the key words on the board.
So I’ll not pull her tail,
Nor drive her away, Discuss the roles of characters, setting
But pussy and I, and the moral values in the text.
Very gently will play.
Ask relevant questions to improve
understanding of elements in the texts.
Encourage learners to also ask question.
Engage learners to solve this [Link] Give learners task to complete
riddle (Vocabulary. Pg173) while you go round the class to
There are three houses. One Demonstrate the use of playful words support those who might need
is red, one is blue and one is in spoken and written language extra help.
white. If the red house is to e.g. jokes, riddles, puns
the left of the house in the Have learners to read and spell
middle, and the blue house is Introduce these one at a time. some of the keywords in the
to the right of the house in lesson
the middle, where is the Provide and discuss examples.
white house?
Learners play games with the activity
in pairs/groups.

Have learners recite familiar [Link] Ask learners to tell you what
rhymes. (idiomatic expressions) they have learnt and what they
will like to learn in the next
ROW ROW ROW Revise idiomatic expressions in context to lesson
guide learners identify their meanings.
Row, row, your boat, E.g. i. Take after (to resemble).
Gently down the stream, ii. To pull down(to destroy the reputation
Merrily, merrily, merrily, of someone). Have learners to read and spell
merrily the key words on the board.
Life is but a dream. Together with learners, identify and write
some familiar/common idiomatic
expressions from learners’ culture.

Then introduce other idiomatic

expressions from the native language.
Play games and recite rhymes [Link] Give learners task to complete
that learners are familiar (Letter Writing) while you go round the class to
with to begin the lesson. Discuss the features of informal support those who might need
letters with learners. extra help.
Ask learners questions to
review their understanding in Give examples of formal letters to Have learners to read and spell
the previous lesson. them and let them talk about the some of the keywords in the
similarities and differences between lesson
formal and informal letters.

Brainstorm to guide learners generate

topics they would want to write on
and let each group choose a topic.

Learners identify purpose and

audience and make a mind map to
guide the writing.

Each group writes an informal letter

and edits it. The letters are passed
round the groups for editing.
Get a viral picture, a trending [Link] CONVENTIONS & Ask learners to tell you what
news on twitter, Facebook, GRAMMAR USAGE they have learnt and what they
YouTube and other social (Using prepositions Pg.217) will like to learn in the next
media handles. lesson.
A preposition is a word, which shows
Discuss what is trending and the relationship between one object Have learners to read and spell
invite learners to share their and the other. the key words on the board
opinions on them.
Write examples of sentences to
illustrate this.
e.g. i. The book is on the desk
ii. keep this book in your desk.
iii. students should put their bags under
their desk
Have learners identify common
prepositions (on, in, near, under) in
sentences.

Let them use these prepositions in

sentences.

[Link] READING
Engage learners in the Have learners read books of their Encourage them to visit the local
“popcorn reading” game choice independently during the library to read and borrow
The rules are simple: One library period. books
student starts reading aloud
and then calls out "popcorn" Let learners write a one-page critical
when they finish. This commentary based on the books read
prompts the next student to
pick up where the previous Invite individuals to present their
one left off. work to the class for feedback.
Week Ending Subject: MATHEMATICS Lesson:

Day(s): Strand: Algebra

Date(s): Sub Strand: Variables and equations

Class: Six Content standard: B6.2.3.1 Indicator(s): B6.[Link]

Learners can identify the unknown in a problem; represent the problem with an equation; and
Perf. Indicator(s):
solve the problem concretely, pictorially or symbolically.
Reference: Mathematics curriculum Page 143
Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Core competence: Development and Leadership Attention to Precision
T.L.R.(s): Bundle of sticks, counters, blocks etc.
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Engage leaners to Play Algebra is a way to work out Review the lesson with
show me a number game problems with unknown values. learners
with learners (up to 30),
with fingers. Look at this question 5+? =8
We already know the answer, but
Teacher mentions the only know one part of the question,
number from (1 to 10). the other is unknown.
Learners then show their
fingers up to show the We are already used to “blank boxes”
number and “dashes” for representing the
unknown number.
.
But in algebra, it is replaced with a
variable such as (a, b, c, x, y etc.)
Hence this how the question will be
written 5+a=8
We call this an equation. A
mathematical question which
involves two parts with an equal sign
in between.

Let’s see how we can solve problems

using algebra.
E.g. A farmer cultivates apples on a
large scale of land. He plucks them
when they ripped for sale.

On a particular tree, he plucked 15

ripped apples and 8 apples were left
on the tree. So how many apples
were there on the tree?
Let’s use the letter “a” to represent
the total number of apples on the
tree. a-15=8
Thus

Assessment: Give similar

problems for learners to write the
mathematical equation
statements of the problem
Engage learners to sing Revise with learners how to write Review the lesson with
songs and recite rhymes in mathematical equation learners
relation to the lesson statements for problems.
I AM COUNTING ONE
• I’m counting one, what On the previous scenario; a-15=8
is one (a-15) is on one side of the equal sign
• 1 - One is one alone, and the other side 8 as the answer.
alone it shall be. To work out for “a”, we need to
• 2 - Two pair, two pair isolate “a”, so that is on its own.
Have learners to get rid of the (-15).
come pair let us pair
So we add the inverse of (-15), that is
• 3 - Turn around (+15) to both side of the equation.
• 4 - Follow me a-15+15=8+15
• 5 - Fire
• 6 - Sister a-15+15=8+15
• 7 - Saviour
• 8 - Eat more fruits a=8+15
• 9 - Nana Yaw
• 10 - Thank your God. a= 23
Have learners to conclude that the
total number of apples on the tree
was 23. So if the farmer pluck 15, it
will be left with 8.

Assessment: have learners to solve

for unknown variables in word
problems
Engage leaners to Play Revise with learners to solve for Review the lesson with
show me a number game unknown variables in word problems. learners
with learners (up to 30),
with fingers. Guide learners to solve for x in simple
equations
e.g. x+3=6
Teacher mentions the x+1+5=7
number from (1 to 10).
Learners then show their Assessment: have learners to practice
fingers up to show the with more examples
number
Engage leaners to sing the Revise with learners to solve for Review the lesson with
song unknown variables in word problems. learners
WE CAN COUNT
We class six Guide learners to solve for x in simple
equations
We can count e.g. x+3=6
We count 1,2,3,4,5 x+1+5=7
We count 6,7,8,9,10
We class six can count Assessment: have learners to practice
with more examples
very well.
Week Ending Subject: SCIENCE Lesson:
Forces And Energy
Day(s): Strand:
Electricity And Electronics
Date(s): Sub Strand:

Class: Six Content standard: B6.[Link] Indicator(s): B6.[Link]

Perf. Indicator(s): Learners can construct an electric circuit and know the functions of its components

Reference: Science curriculum Page 41

Core competence: Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal

T.L.R.(s): Light switches, flashcards, sound system, paper, pencils

Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Review learners Guide learners to explain what an Ask learners series of questions
understanding in the electrical circuit is to review their understanding of
previous lesson using An electrical circuit is a continuous path the lesson
questions and answers. of wires through which electric current
flows easily. Ask learners to summarize what
they have learnt
Engage learners to discuss the basic
Engage learners to play components of an electric circuit. Learners to read and spell the
games and sing songs to key words on the board.
begin the lesson. Note that the basic components are
the battery (dry cell), bulb, connecting
wire, switch/key, etc.

Learners mention the roles of the

components of the electric circuit.
Review learners Learners, in groups, provide them Ask learners series of questions
understanding in the with the electrical components and to review their understanding of
previous lesson using assist them to construct a functional the lesson
questions and answers. simple electric circuit.
Ask learners to summarize what
they have learnt

Engage learners to play Learners to read and spell the

games and sing songs to Learners draw the circuits they have key words on the board.
begin the lesson. constructed
Week Ending Subject: OWOP Lesson:
Our Beliefs And Values
Day(s): Strand:
Basic Human Rights
Date(s): Sub Strand:

Class: Six Content standard: B6.3.3.1 Indicator(s): B6.[Link].

Perf. Indicator(s): Learners can Identify sources of help

Reference: OWOP curriculum Page 54

Communication and Collaboration Critical Thinking and Problem Solving Cultural Identity and Global
Core competence: Citizenship
T.L.R.(s): Pictures, Charts, Video Clips
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Review learners Learners discuss human rights abuses Ask learners series of questions
understanding in the against children. to review their understanding of
previous lesson using e.g. -neglect, the lesson
questions and answers. -emotional abuse
-physical and sexual abuse Ask learners to summarize what
Engage learners to play -child labor, etc. they have learnt
games and sing songs to
begin the lesson.
Review learners Learners discuss how to get help in Ask learners series of questions
understanding in the case of abuse. to review their understanding of
previous lesson using e.g. -responsible adults, the lesson
questions and answers. -police (DOVVSU),
-Social Welfare, Ask learners to summarize what
Engage learners to play -CHRAJ they have learnt
games and sing songs to
begin the lesson.
Week Ending Subject: REL. & MORAL EDU. Lesson:
The Family and community
Day(s): Strand:
Commitment to the God
Date(s): Sub Strand:

Class: Six Content standard: B6 [Link]: Indicator(s): B6 [Link]:

Perf. Indicator(s): Learners can demonstrate ways they can commit themselves to the community.

Reference: RME curriculum Page 53

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Review learners Guide learners to explain Ask learners series of questions
understanding in the commitment. to review their understanding of
previous lesson using Commitment is being bound emotionally the lesson
questions and answers or intellectually to a course of action or
to another person or persons. Ask learners to summarize what
they have learnt
Engage learners to play Through discussion, let learners
games and sing songs to identify ways they can show Learners to read and spell the
begin the lesson. commitment to the society: key words on the board.
- communal labor,
- clean-up exercises,
- reporting crime,
- protecting public property, etc.
Week Ending Subject: HISTORY Lesson:
Journey to Independence
Day(s): Strand:
Ghana Gains Independence
Date(s): Sub Strand:

Class: Six Content standard: B6.[Link] Indicator(s): B6.[Link]

Perf. Indicator(s): Learners can explain how Ghana gained independence through constitutional means.

Reference: History curriculum Page 43

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Review learners Discuss the first general elections Ask learners series of questions
understanding in the held in 1951. to review their understanding of
previous lesson using the lesson
questions and answers Guide learners to identify the political
parties that took part in the 1951 Ask learners to summarize what
general elections. they have learnt
Engage learners to play
games and sing songs to The first general election in Ghana Learners to read and spell the
begin the lesson. was held on 8th February, 1951 with key words on the board.
two major political parties and some
independent candidates.

The United Gold Coast Convention

Party
The UGCC was founded by J. B.
Danquah in August 4, 1947. The aim
of the party was to bring about
Ghanaian independence from their
British colonial masters after the
second world war. It was led by Paa
Grant etc.

Learners to search the internet to

find out more about the United Gold
Coast Convention Party.
Review learners Guide learners to identify the political Ask learners series of questions
understanding in the parties took part in the 1951 general to review their understanding of
previous lesson using elections. the lesson
questions and answers
The Convention Peoples Party Ask learners to summarize what
The CPP was formed on 12th June they have learnt
Engage learners to play 1949 by Dr. Kwame Nkrumah as a
games and sing songs to breakaway party from the UGCC. It Learners to read and spell the
begin the lesson. was the second major political party key words on the board.
to be formed in Ghana. The motto of
the party was “self-government now”
etc.

Learners to search the internet to

find out more about the Convention
Peoples Party.

Although some independent

candidates took part in the general
elections, the names of the political
parties and their names were not
identified.
Week Ending Subject: CREATIVE ARTS Lesson:
Visual Arts & Performing Arts
Day(s): Strand:
Thinking and Exploring Ideas
Date(s): Sub Strand:
B6.1.1.1
Class: Six Content standard: B6.1.1.1 B6.2.1.1 Indicator(s): B6.2.1.1
Perf. Indicator(s): Learners can generate own ideas for creating own artworks from international artworks

Reference: Creative Arts curriculum Page

Learners acquire skills of Decision Making, Creativity, Innovation, Communication, Collaboration, Digital
Core competence: Literacy, etc.
Photos, videos, art paper, colors and traditional art tools, other materials available in the
T.L.R.(s): community
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Learners to sing songs and In our last visual arts lesson, we learnt Use questions to review their
play games to get them ready how to make a recycled cardboard understanding of the lesson
for the lesson guitar using materials in the local
community. Ask learners to summarize what
Show pictures of visual they have learnt
artworks to learners for Learners gather materials and tools
them to observe and talk available in their community based on
about them artworks they wish to create.
Example: how to make a recycled
cardboard guitar.

Demonstrate and guide learners to

make a simple recycled cardboard
guitar.

Allow learners to practice in groups

following the steps provided

Learners to discuss and compare

their artworks to the artworks
studied.
Review learners In our last performing arts lesson, we Use questions to review their
understanding in the learnt how to create our own dance understanding of the lesson
previous lesson using moves based on the Bamaaya dance.
questions and answers Ask learners to summarize what
Learners assumed the roles of they have learnt
drummers, flute players, singers, as
Engage learners to play well as the dancers
games and sing songs to
begin the lesson. Guide learners to determine the style
and plan the dance.

Show learners a video or pictures of

the dance you want to teach.
Demonstrate the dance moves to
learners as they observe.

Have learners practice the moves in a

formation dance
Week Ending Subject: GHANAIAN LANG. Lesson:

Day(s): Strand: Writing Conventions/ Usage

Integrating grammar in written language (use of
Date(s): Sub Strand:
postpositions)
Class: Six Content standard: B6.5.5.1 Indicator(s): B6.[Link]-2

Perf. Indicator(s): Recognize and use postpositions in writing paragraphs appropriately.

Reference: Ghanaian Language curriculum Page 89

Core competence: Learners acquire skills of Creativity and innovation, Communication and collaboration, Critical thinking

T.L.R.(s): Word cards, sentence cards, letter cards, handwriting on a manila card

Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Review learners Talk to learners about positions of Use questions to review their
understanding in the objects in a particular location. understanding of the lesson
previous lesson using
questions and answers Put a book on a table or under a Ask learners to summarize what
they have learnt
chair.
Engage learners to play
games and sing songs to Discuss the location of the book
begin the lesson. with learners and write out the
postpositions used by learners on
the board.

Write other postpositions and

allow learners to use them to
form sentences.
Engage learners to sing the Write a paragraph of about ten to Use questions to review their
alphabets song twelve sentences and ask learners understanding of the lesson
to identify the postpositions in
A B C SONG them. Ask learners to summarize what
A,B,C,D,E,F,G,H,I,J,K,L,M they have learnt
N,O,P,Q,R,S,T,U,V,W,X,Y,Z.
Now I know my ABC’s Write some postposition words
Next time won’t you sing on the board.
with me
Ask learners in turns to write a
paragraph on a topic using some
of the postpositions
Week Ending Subject: PHYSICAL EDUCATION Lesson:
Physical Fitness
Day(s): Strand:
Endurance
Date(s): Sub Strand:

Class: Six Content standard: B6.3.4.3 Indicator(s): B6.[Link]:

Perf. Indicator(s): Learners can perform trunk rotation

Reference: PE curriculum Page 77

Learners develop personal skills such as perseverance, muscular strength, muscular endurance,
Core competence: flexibility
T.L.R.(s): Pictures and Videos
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Engage learners in a general After warm ups, learners sit with End the lesson with a cool
and specific warm ups. their right leg straight, left leg bent down.
and crossed over the right knee.
Show pictures of the
intended skill to learners. Learners keep left hand on the floor
and turn their trunks as far as
possible to the right but at their
ability level.

Learners repeat the action to the left

for holistic development.
Week Ending Subject: COMPUTING Lesson:
Internet And Social Media
Day(s): Strand:
Web Browsers And Webpages
Date(s): Sub Strand:

Class: Six Content standard: B6.6.2.1 Indicator(s): B6.[Link]-7.

Perf. Indicator(s): Learners can recognize internet explorer speed keys and recognize Uniform Resource Locators

Reference: Computing curriculum Page 44/45

Learners acquire skills of Creativity and innovation, Communication and collaboration, Cultural identity and global
Core competence: citizenship, Personal development and leadership, Digital literacy

T.L.R.(s): Computer sets, modem and Pictures

Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Have learners play games Ask learners to use the speed keys to Ask learners to summarize what
and recite familiar rhymes to open a new browser, make font size they have learnt.
begin the lesson bigger in a browser, etc.
Let learners say 5 words they
Using questions and answers, This is to help the learner with remember from the lesson.
review their understanding fundamental principle of problem
of the previous lesson. solving skills and creativity in
computing and computer science.

Guide learners to discuss the

properties of URLs, their uses and
where they are located. Learners can
practice how to enter URLs in a
browser.

Guide the learners to navigate using

the back button to go to a previous
page.

Guide learners to search for items

using the search textbox.

Back Button Search Textbox

Have learners to practice navigating

web pages using the back button.
WEEKLY SCHEME OF LEARNING – BASIC SIX
WEEK 10
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………

Week Ending Subject: ENGLISH LANGUAGE Lesson:

B6.1.10.3 B6.[Link]
B6.2.8.1 B6.[Link]
B6.3.7.1 B6.[Link]
Class: Six Content standard: B6.4.12.1
Indicator(s): B6.[Link]
B6.5.8.1 B6.[Link]
B6.6.1.1 B6.[Link]
A. Learners can draw on prior knowledge to identify subject matter and organizational
structure of speech
B. Learners can find meaning of words as used in context
C. Learners can identify, explain and use idiomatic expressions correctly
Perf. Indicator(s): D. Learners can use descriptive words/sound devices/ figurative language to describe
events/situations/places/personal experiences and events
E. Learners can identify and use conjunctions
F. Learners can read and critique a variety of age- and level appropriate books and present a
one-page critical commentary
Reference: English Language curriculum

Core competence: Reading and Writing Skills Personal Development and Leadership and Collaboration

T.L.R.(s): Word cards, sentence cards, letter cards and a class library
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Engage learners to sing songs [Link] LANGUAGE Give learners task to complete
and recite familiar rhymes (Presentation) whiles you go round to guide
Help learners to draw on their prior those who don’t understand.
LITTLE POLLY FLINDERS knowledge about speech making. For
Little Polly flinders instance, ensure that learners know Give remedial learning to those
Sat among the cinders the roles of participants, facilitators, who may need special help.
Warming her pretty little advisors and time-keepers in the
toes! group.
Her mother came and caught
her, Learners must be conversant with
And whipped her little subject matter and the
daughter, (organizational) structure of their
For spoiling her nice new speech.
clothes.
Guide learners to choose their own
topics for a speech.
Guide the learners to download
important speeches from the internet.
Discuss the organizational structure
of the speeches with them.
Engage learners to play [Link] Review learners understanding
games and sing songs to (Silent Reading Pg.177) in the lesson using questions and
begin the lesson answers
Have learners play vocabulary games
that involve meaning and usage of
words. E.g. Lucky Dip, Fishing.
Write down a couple of [Link] Let learners identify and give
words on cards. Make sure (idiomatic expressions Pg.190) meaning to idiomatic expression.
learners are familiar with the 1. She was tickled pink by the
words. Idiomatic expression are a type of good news-made very happy
Divide the class in to groups. informal language that have meaning
One person from each group different from the meaning of the 2. You are hands down the best
comes up in front to pick words in the expression. player on the team-there was no
and act the word. Example: i. It’s raining cats and dogs- It’s competition
The group to get the highest raining heavily
score wins! ii. Hold your tongue- you shouldn’t talk, 3. I feel sick as a dog.-very sick
etc.
4. rise and shine!-wake up and be
Provide a few idiomatic expressions happy
and let learners interpret them.

Have groups of learners write idioms

and their meanings on manila cards to
hang in the classroom for a while
Engage learners to sing songs [Link] Ask learners to tell you what
and recite some familiar (Descriptive Writing Pg.206) they have learnt and what they
rhymes. will like to learn in the next
Revise descriptive writing with lesson.
learners
ZOOM, ZOOM, ZOOM, Have learners to read and spell
WE’RE GOING TO THE Have learners select a topic e.g. “A the key words on the board
MOON. Day I will never forget”.
Zoom, Zoom, Zoom,
We’re going to the moon. Provide a sample text. Guide learners
If you want to take a trip, to identify the descriptive words and
Climb abroad my rocket expressions:
ship.
Zoom, Zoom, Zoom, Discuss the descriptive words and
We’re going to the moon. expressions with learners.
5,4,3,2,1
Blast off! Put learners into groups and guide
them through the writing process to
describe events of their choice and
personal experiences.
Have learners to sing songs [Link] CONVENTIONS & Ask learners to read the list of
and recite some familiar GRAMMAR USAGE conjunctions below and choose
rhymes. (Using Conjunctions) one conjunction to join together
Example: each set of sentences.
Peter Piper" Revise the use of conjunctions Since and
Peter Piper picked a peck learners have learnt. While but
[Link]
of pickled peppers e.g. and, but, or, nor, so that, so then if
went to
A peck of pickled peppers when, while, if, unless etc. to the toy store….. bought a stuffed
Peter Piper picked; express purpose, time, condition animal.
If Peter Piper picked a etc. [Link] went to the movies……. out
peck of pickled pepper s. to dinner.
Where's the peck of Learners write stories on topics of 3.I baked cookies……they burned in
pickled peppers Peter their choice using the conjunctions the oven
Piper picked? to link ideas in their sentences.
[Link] flew our kite…….the wind blew.
Have learners peer-edit one 5.I will eat my vegetables……..I can
another’s work. have a cookie for dessert.

6.I can go out to play………..I finished

all of my homework.

[Link] brought a pail and shovel to the

beach………he could build a
sandcastle.

[Link] READING

Engage learners in the Have learners read books of their

Encourage them to visit the local
“popcorn reading” game choice independently during the
library to read and borrow
library period.
books
The rules are simple: One
student starts reading aloud Let learners write a one-page critical
and then calls out "popcorn" commentary based on the books read
when they finish. This
prompts the next student to Invite individuals to present their
pick up where the previous work to the class for feedback.
one left off.
Week Ending Subject: MATHEMATICS Lesson:
Algebra
Day(s): Strand:
Variables And Equations
Date(s): Sub Strand:

Class: Six Content standard: B6.2.3.1 Indicator(s): B6.[Link]

Perf. Indicator(s): Learners to create a problem for a given equation

Reference: Mathematics curriculum Page 143

Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Core competence: Development and Leadership Attention to Precision
Counters, bundle and loose straws
T.L.R.(s):
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Review learners Guide learners to create word Ask learners to tell you what
understanding in the problems for equations. they have learnt
previous lesson using e.g. Jenny has 7 marbles and ken has
questions and answers 5. How many do they have together? Give learners individual or home
task.
The quantities here are Jenny’s a. 1+15=9+x
Engage learners to play marbles, ken’s marbles and total b. 8+x=3+12
games and sing songs to marbles. The relationship between c. 4+5=11-x
begin the lesson. the three is d. 3+x=13-2
Jenny’s Marbles + Ken’s Marbles = Total
Marbles
7 + 5 = ____

Let learners solve several examples

Review learners Let learners now consider this Ask learners to tell you what
understanding in the problem; they have learnt
previous lesson using e.g. jenny and ken together have 37
questions and answers marbles, and ken has 15. How many Give learners individual or home
does jenny have? task
a. 13-x=1+3
Engage learners to play The relationship between the b. 13-6=15-x
games and sing songs to quantities is the same as the above. c. 14-x=15-7
begin the lesson. d. 7+9=x+8
Jenny’s Marbles + Ken’s Marbles = Total
Marbles

____ + 15 = 37

The problem requires we find jenny’s

marbles which we don’t know.
So we represent jenny’s marbles as
”a”
a + 15 = 37
Guide learners to solve the equation.

Give learners similar problems to

solve in their work books.
Review learners Introduce learners to more complex Ask learners to tell you what
understanding in the word problems. Consider this they have learnt
previous lesson using example.:
questions and answers Peny, Keny And Peny together have Give learners individual or home
51 marbles. Keny has double as many task
marbles as Jenny has, and Peny has 12. a. X+9=7+10
Engage learners to play How many does Jenny have? b. 4+5=x-2
games and sing songs to The relationship between the c. x-5=1+3
begin the lesson. quantities is the same as the above. d. 11-2=x-5
However we need to denote the
number of Jeny’s and Keny’s marbles
with something. Jenny’s marbles are
unknown, so we can denote that with
the variable “n”. then Keny has 2n
marbles.
Jenny’s Ken’s Peny’s Total
Marbles + Marbles +marbles = Marbles
n + 2n + 12 = 51
Guide learners to solve the equation.

Give learners similar problems to

solve in their work books.
Review learners Ask learners to describe stories that Ask learners to tell you what
understanding in the the equation 14 − x = 9 could they have learnt
previous lesson using represent.
questions and answers Give learners individual or home
That is: henry has 14 oranges in his task.
bag. He gave some of the oranges to a. 1+15=9+x
Engage learners to play his friends. He now has 9 oranges left. b. 8+x=3+12
games and sing songs to How many oranges did he give to his c. 4+5=11-x
begin the lesson. friends? d. 3+x=13-2

Let learners describe stories to

represent the following equations.
a. 1+15=9+x
b. 8+x=3+12
c. 4+5=11-x
d. 3+x=13-2
Review learners Ask learners to solve puzzle in the Ask learners to tell you what
understanding in the figure, by solving the equations in they have learnt
previous lesson using each line;
questions and answers Give learners individual or home
task
a. 13-x=1+3
Engage learners to play b. 13-6=15-x
games and sing songs to c. 14-x=15-7
begin the lesson. d. 7+9=x+8

Assessment: let learners solve several

of this examples
Week Ending Subject: SCIENCE Lesson:

Day(s): Strand:

Date(s): Sub Strand:

Class: Six Content standard: B6.4.2.1 Indicator(s): B6.[Link]

Learners can identify the symbols used in representing various components in a given circuit
Perf. Indicator(s):
diagram
Reference: Science curriculum Page 41
Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Core competence: Development and Leadership Attention to Precision
T.L.R.(s):
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Review learners Identify and match basic components Use questions to review their
understanding in the of an electric circuit with their understanding of the lesson
previous lesson using symbols.
questions and answers Ask learners to summarize what
Components of an electrical circuit they have learnt
Engage learners to play include;
games and sing songs to  Battery- a battery is the source of
begin the lesson. electrical energy in a circuit
represented by

 Wire- they carry electric current

round the circuit represented by
straight lines

 Switch- a device used to turn electric

current ON or OFF, represented by

 Load/Bulb- the load converts

electrical energy to other forms of
energy, like the light energy. It is
represented by

Review learners Learners, in groups, draw simple Use questions to review their
understanding in the circuit diagrams using symbols of the understanding of the lesson
previous lesson using components (switch, connecting
questions and answers wires, battery, electrical bulb). Ask learners to summarize what
they have learnt
Engage learners to play
games and sing songs to
begin the lesson.
Week Ending Subject: OWOP Lesson: 2 of 2
Our Beliefs And Values
Day(s): Strand:
Basic Human Rights
Date(s): Sub Strand:

Class: Six Content standard: B6.3.3.1 Indicator(s): B6.[Link].

Perf. Indicator(s): Learners can Identify sources of help

Reference: OWOP curriculum Page 54

Communication and Collaboration Critical Thinking and Problem Solving Cultural Identity and Global
Core competence: Citizenship
T.L.R.(s): Pictures, Charts, Video Clips
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Activate the previous Learners discuss how to speak e.g. Use questions to review their
knowledge of the learners by speak out and not keep quiet over an understanding of the lesson
making them answer abuse
questions on the previous Ask learners to summarize what
lesson. Learners create posters speaking they have learnt
against child abuse and also show
Engage learners to play where to go for help in case of abuse.
games and sing songs to
begin the lesson

Activate the previous Learners discuss how to speak e.g. Use questions to review their
knowledge of the learners by speak out and not keep quiet over an understanding of the lesson
making them answer abuse
questions on the previous Ask learners to summarize what
lesson. Learners create posters speaking they have learnt
against child abuse and also show
Engage learners to play where to go for help in case of abuse.
games and sing songs to
begin the lesson
Week Ending Subject: REL. & MORAL EDU. Lesson:
The Family and community
Day(s): Strand:
Commitment to the God
Date(s): Sub Strand:

Class: Six Content standard: B6 [Link]: Indicator(s): B6 [Link]:

Perf. Indicator(s): Learners can demonstrate ways they can commit themselves to the community.

Reference: RME curriculum Page 53

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Activate the previous Revise with learners on identifying Use questions to review their
knowledge of the learners by ways they can show commitment to understanding of the lesson
making them answer the society:
questions on the previous - communal labor, Ask learners to summarize what
lesson. - clean-up exercises, they have learnt
- reporting crime,
Engage learners to play - protecting public property, etc.
games and sing songs to
begin the lesson Let learners dramatize ways of
showing commitment to the society.

Let learners write group essays on

commitment to the society for class
discussions.
Week Ending Subject: HISTORY Lesson:
Journey to Independence
Day(s): Strand:
Ghana Gains Independence
Date(s): Sub Strand:

Class: Six Content standard: B6.5.4.1 Indicator(s): B6.[Link]

Perf. Indicator(s): Learners can explain how Ghana gained independence through constitutional means.

Reference: History curriculum Page 43

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Read out excerpts from Discuss the first general elections Use questions to review their
speeches made by important held in 1951. understanding of the lesson
individuals in the country.
Let learners relate to the The first general election in Ghana was Ask learners to summarize what
speeches and share ideas on held on 8th February, 1951, which was they have learnt
such speeches. based on the 1950 constitution. Based
on that constitution, 38 members out of
Engage learners to play the 84 members of parliament were to
games and sing songs to be elected directly by the people.
begin the lesson The UGCC, the CPP and some
independent candidates stood for the
election.
Read out excerpts from Discuss the outcome of the 1956 Use questions to review their
speeches made by important elections. understanding of the lesson
individuals in the country.
Let learners relate to the The CPP won 34 seats, the UGCC won Ask learners to summarize what
speeches and share ideas on three and the remaining one was won by they have learnt
such speeches. an independent candidate. Dr. Kwame
Nkrumah himself stood for the Accra
Engage learners to play central seat while he was in prison and
games and sing songs to won massively. Because the CPP won the
begin the lesson elections the governor released Nkrumah
from prison. Nkrumah was given the
post leader of government business and
later the prime minister in march 1952.
Week Ending Subject: CREATIVE ARTS Lesson:
Visual Arts & Performing Arts
Day(s): Strand:
Planning, Making and Composing
Date(s): Sub Strand:

Class: Six Content standard: B6.1.2.2 B6.1.2.3 Indicator(s): B6.1.2.2 B6.1.2.3

Learners can creating own artworks that reflect the physical and social environments of some
Perf. Indicator(s):
communities in the world
Reference: Creative Arts curriculum Page
Learners acquire skills of Decision Making, Creativity, Innovation, Communication, Collaboration, Digital
Core competence: Literacy, etc.
Photos, videos, art paper, colors and traditional art tools, other materials available in the
T.L.R.(s): community
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Activate the previous Engage learners to make a simple Use questions to review their
knowledge of the learners by beadwork using materials in the local understanding of the lesson
making them answer community.
questions on the previous Ask learners to summarize what
lesson. Learners gather materials and tools they have learnt
available in their community.
Engage learners to play
games and sing songs to Demonstrate and guide learners to
begin the lesson make a simple beadwork.

Allow learners to practice in groups

following the steps provided

Learners to discuss and compare

their artworks to the artworks
studied.

Show learners pictures of In our last performing arts lesson, we Use questions to review their
the dance for them to talk learnt how to create our own dance understanding of the lesson
about it. moves.
Ask learners to summarize what
Guide learners to pick a piece of they have learnt
music for the dance.
e.g. Adowa dance

Guide learners to determine the style

and plan for the dance.
Show learners a video or pictures of
the dance.

Demonstrate the dance moves to

learners as they observe.

Have learners practice the moves in a

formation dance
Week Ending Subject: GHANAIAN LANG. Lesson:
Writing Conventions/ Usage
Day(s): Strand:
Integrating grammar in written language (use of
Date(s): Sub Strand: qualifying words)
Class: Six Content standard: B6.5.4.1 Indicator(s): B6.[Link]-3

Perf. Indicator(s): Learners can explore the use of adjectives in sentences

Reference: Ghanaian Language curriculum Page 88

Core competence: Learners acquire skills of Creativity and innovation, Communication and collaboration, Critical thinking

T.L.R.(s): Word cards, sentence cards, letter cards, handwriting on a manila card

Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Activate the previous Revise lesson on qualifying words Use questions to review their
knowledge of the learners by with learners. understanding of the lesson
making them answer
questions on the previous Let learners mention some adjectives Ask learners to summarize what
lesson. and write them on the board. they have learnt

Engage learners to play Call learners in turns to use the

games and sing songs to adjectives written on the board to
begin the lesson form sentences.

Write the sentences on the board

and call a learner to read them aloud.

Give other sentences with adjectives

on the board.

Call learners to come to the board

and underline the adjectives in the
sentences.
Split learners into 2 teams. Mention a famous personality in the Use questions to review their
Taking turns, learners from community. understanding of the lesson
each team come up and
chose a vocabulary word. Ask learners to talk about the person Ask learners to summarize what
Learners to draw something and write out the adjectives that they have learnt
on the board while only their come up in the description.
tries to guess the word
Show to learners a manila card on
which a short description of a person
is written.

Discuss the description on the manila

card with learners and ask learners to
recognise the adjectives used in the
description.

Ask learners to write a short

description of their friends and read
some aloud.

Have learners share what is Let a learner do an action or activity Use questions to review their
going on in their lives. You such as walking or talking. understanding of the lesson
and your learners can talk
about plans for the weekend. Ask learners to describe the action Ask learners to summarize what
done by the learner. they have learnt

Engage learners to play Introduce the adverb and explain to

games and sing songs to learners what it is.
begin the lesson
Ask learners to mention some
adverbs and use them to form
sentences.

Ask a learner to identify the adverbs

and discuss the types of adverbs with
learners.

Give the different types and allow

learners to use them in sentences.

Let learners read out their sentences

on the board.
Week Ending Subject: PHYSICAL EDUCATION Lesson:
Physical Fitness Concepts,
Day(s): Strand:
Safety And Injuries
Date(s): Sub Strand:

Class: Six Content standard: B6.4.4.4 Indicator(s): B6.[Link]

Perf. Indicator(s): Learners can identify ways to minimize injuries when using PE equipment

Reference: PE curriculum Page

Learners develop personal skills such as perseverance, muscular strength, muscular endurance,
Core competence: flexibility
T.L.R.(s): Pictures and Videos
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Activate the previous Learners develop guidelines for Use questions to review their
knowledge of the learners by equipment use. understanding of the lesson
making them answer  Wear protective gear, such as
questions on the previous helmets, protective pads, etc. Ask learners to summarize what
lesson.  Warm up and cool down. they have learnt
 Know the rules of the game.
Engage learners to play  Watch out for others.
games and sing songs to  Don’t play when you’re injured.
begin the lesson
They observe ample space between
peers when working in groups,

Throw/serve balls in the same

directions, retrieve balls, equipment
at the same time, etc.
Week Ending Subject: COMPUTING Lesson:
Word Processing
Day(s): Strand:
Surfing The Worldwide Web
Date(s): Sub Strand:

Class: Six Content standard: B6.6.3.1 Indicator(s): B6.[Link].-5

Perf. Indicator(s): Learners can recognize and explore with resource locators (URLs).

Reference: Computing curriculum Page 46

Learners acquire skills of Creativity and innovation, Communication and collaboration,
Core competence: Cultural identity
T.L.R.(s): Set of computers connected to the internet
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Put learners into 2 teams. Guide learners to identify what URLs Use questions to review their
Let each team present a is. Group learners into groups of five understanding of the lesson
player who is very good in or less, to explore on how to
playing the Zuma game. recognize URLs so as to aid learners Ask learners to summarize what
to locate a resource on the web. they have learnt
The first person to finish a
level wins. Teams must bring Give learners a project on how to
out a new player for each jump directory to URLs.
level.
Guide learners to investigate how to
return to a URL.

Guide learners to discuss on how to

find items on a page. Guide learners
present their ideas or findings to
class.

Guide learners on how to print pages

e.g. selected pages, only selected
pages etc.

NB: This is to help the learner with

fundamental principle of problem
solving skills and creativity in
computing and Computer Science.
WEEKLY SCHEME OF LEARNING – BASIC SIX
WEEK 11
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………

Week Ending Subject: ENGLISH LANGUAGE Lesson:

Day(s): Strand:
Date(s): Sub Strand:
B6.1.8.1 B6.[Link]
B6.2.9.1 B6.[Link]
B6.3.9.1 B6.[Link]
Class: Six Content standard: Indicator(s):
B6.4.12.1 B6.[Link]
B6.5.9.1 B6.[Link]
B6.6.1.1 B6.[Link]
A. Learners can answer “yes” or “no” questions correctly using the expressions that show
the future
B. Learners can read grade-level text with meaning
C. Learners can use modals to express a variety of meanings
Perf. Indicator(s): D. Learners can use descriptive words/sound devices/ figurative language to describe
events/situations/places/personal experiences and events
E. Learners can construct complex sentences correctly
F. Learners can read and critique a variety of age- and level appropriate books and present a
one-page critical commentary
Reference: English Language curriculum

Core competence: Reading and Writing Skills Personal Development and Leadership and Collaboration

T.L.R.(s): Word cards, sentence cards, letter cards and a class library
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Engage learners to sing songs [Link] LANGUAGE Ask learners to tell you what
and recite some familiar (Asking and Answering Questions Pg.162) they have learnt and what they
rhymes. will like to learn in the next
Through discussion, let learners lesson.
SALLY GOES ROUND THE identify an activity they will perform
SUN at a future time, e.g. tomorrow, next Have learners to read and spell
Sally go round the sun, month etc. the key words on the board
Sally go round the moon,
Sally go round the chimney Ask questions to elicit “Yes” or “No”
pots answers e.g. Will you come to school
On a Sunday afternoon. tomorrow? Yes/No; Yes, I will/No, I
won’t.
Introduce drills e.g. Questions and
Answers Drill, for learners to practice
asking and answering “Yes” or “No”
Questions.
Engage learners to solve this [Link] Ask learners to tell you what
riddle (Fluency Pg.178) they have learnt and what they
will like to learn in the next
There are three houses. One Have learners prepare adequately and lesson.
is red, one is blue and one is read texts and provide adequate
white. If the red house is to follow-up activities. Have learners to read and spell
the left of the house in the the key words on the board
middle, and the blue house is Use who, what, where, when, why
to the right of the house in and how of an event organizer to
the middle, where is the guide learners to adequately discuss
white house? the text and respond to questions on
it.
Write down a couple of [Link] Provide sentences and let
words on cards. Make sure (Modals Pg.192) learners identify the modals
learners are familiar with the used.
words. Auxiliary verbs are used before
Divide the class in to groups. infinitives to add a different meaning. i. Will you please stop making that
One person from each group Examples are; can, could, would, noise?
comes up in front to pick should, ought to, will, shall, may, ii. Would you pass me that book,
and act the word. might and must please?
The group to get the highest iii. Please, will you close the door
score wins! will and would (would is past tense of iv. Will I hold this end of the rope?
will) v. Will I carry the bag for you?
We use will and would when you are vi. Would you like another drink?
asking someone to do something. vii. Which cake would you like
e.g. i. Will you please stop making that
noise?
ii. Would you pass me that book, please?
We may also use will and would to
offer something or to suggest
something
e.g. i. Will I hold this end of the rope.
ii. Would you like another drink.

Illicit the modals in speech and let

learners practice as well.

With examples, assist learners to use

the modals in sentences to convey
specific meanings
Gather 20 objects that can [Link] Ask learners to tell you what
be found in the classroom (Descriptive Writing Pg.206) they have learnt and what they
and lay them all out on the will like to learn in the next
desk. Revise descriptive writing with lesson.
Show them all to the learners
students and then cover Have learners to read and spell
everything with a blanket or Have learners select a topic e.g. “A the key words on the board
a sheet after one minute. Day I will never forget”.

Ask the students to write Provide a sample text. Guide learners

down as many items they to identify the descriptive words and
remember on a piece of expressions:
paper.
Write a list of the items on Discuss the descriptive words and
the chalkboard and allow expressions with learners.
students to self-correct.
Put learners into groups and guide
them through the writing process to
describe events of their choice and
personal experiences.
Play games and recite rhymes [Link] CONVENTIONS & Give learners task to complete
that learners are familiar GRAMMAR USAGE whiles you go round to guide
with to begin the lesson. (Using Simple and Compound Sentences) those who don’t understand.
Review the use of coordinators in
Ask learners questions to sentences. Learners write examples Give remedial learning to those
review their understanding in of sentences containing coordinators. who special help.
the previous lesson.
Let learners join pairs of simple
sentences into compound ones.

Introduce complex sentences with

several examples.

Elicit similar sentences from learners

Learners play “popcorn [Link] READING Encourage them to visit the local
reading” game. The rules are Have learners read books of their library to read and borrow
simple: One student starts choice independently during the books
reading aloud and then calls library period.
out "popcorn" when they
finish. This prompts the next Let learners write a one-page critical
student to pick up where the commentary based on the books read
previous one left off.
Invite individuals to present their
work to the class for feedback.
Week Ending Subject: MATHEMATICS Lesson:

Day(s): Strand: Geometry and measurement

Date(s): Sub Strand: Lines and shapes

Class: Six Content standard: B6.3.1.1 Indicator(s): B6.[Link]

Perf. Indicator(s): Learners can identify examples of rectangular and triangular prisms in the classroom and the
community
Reference: Mathematics curriculum Page 144
Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Core competence: Development and Leadership Attention to Precision
T.L.R.(s): Cut out shapes, blocks etc
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Engage learners to play Give learners models of 3-D shapes Review the lesson with
games or sing songs to get made from cardboard to examine and learners
them ready for the class describe their cross sections (i.e. the
surface or shape exposed by making a
straight cut through something,
Assessment: have learners to
especially at right angles to an axis).
practice with more examples
Engage learners to play Ask learners to draw and complete Review the lesson with
games or sing songs to get the table for learners
them ready for the class the description of the cross sections
of the 3-D objects
Assessment: have learners to
practice with more examples

Engage learners to play Ask learners to draw and complete Review the lesson with
games or sing songs to get the table for learners
them ready for the class the description of the cross sections
of the 3-D objects
Assessment: have learners to
practice with more examples

Engage learners to play Ask learners to sort 3-D shapes with Review the lesson with
games or sing songs to get uniform cross sections; these are learners
them ready for the class prisms and they are named after their
uniform cross sections.
Assessment: have learners to
Ask them to identify and name the
following prisms
practice with more examples
Engage learners to play Ask learners to sort 3-D shapes with Review the lesson with
games or sing songs to get uniform cross sections; these are learners
them ready for the class prisms and they are named after their
uniform cross sections.
Assessment: have learners to
Ask them to identify and name the
following prisms
practice with more examples
Week Ending Subject: SCIENCE Lesson:
Forces And Energy
Day(s): Strand:
Electricity And Electronics
Date(s): Sub Strand:

Class: Six Content standard: B6.[Link] Indicator(s): B6.[Link]

Perf. Indicator(s): Learners can know conductors, semi-conductors and insulators

Reference: Science curriculum Page 41

Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Core competence: Development and Leadership Attention to Precision
T.L.R.(s): Light switches, flashcards, sound system, paper, pencils, local electrical appliances
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Learners form two circles Gather items such as bulbs, battery, Use questions to review their
such that a small circle is electric wires. understanding of the lesson
within a bigger circle.
Brainstorm with learners on the Ask learners to summarize what
Members in the small circle meaning of the terms “conductors”, they have learnt
face members in the bigger “semi-conductors” and “insulators”
circle, and ask them with examples.
questions to answer on the
previous lessons  Conductors are materials that allows
electric current to pass them through
easily.
e.g. steel, brass, metals, copper,
aluminum etc.

 semi-conductors are materials that

partially allows electric current to pass
them.
e.g. silicon etc.

 insulators are materials which do not

allow electric current to flow through
them. E.g. wood, paper, plastic etc.

Learners are provided the following

materials (spoons, foils, drinking
straw, plastic materials, piece of
wood, glass rod, leather, nails, keys,
pencils, pens, LEDs, diodes, etc.) for
an activity.
Learners form two circles Guide learners to connect a simple Use questions to review their
such that a small circle is electrical circuit (an open circuit) understanding of the lesson
within a bigger circle. using a bulb, battery and connecting
wire. Ask learners to summarize what
Members in the small circle they have learnt
face members in the bigger Learners use the open circuit to
circle, and ask them classify the materials provided as
questions to answer on the conductors, semiconductors and
previous lessons insulators.

Learners explain why the electrical

wires in their homes are coated with
plastics
Week Ending Subject: OWOP Lesson:
Our Beliefs And Values
Day(s): Strand:
Being A Leader
Date(s): Sub Strand:

Class: Six Content standard: B6.3.4.1 Indicator(s): B6.[Link].

Perf. Indicator(s): Learners can narrate the story of the latter lives of the leaders of the major religions

Reference: OWOP curriculum Page 55

Communication and Collaboration Critical Thinking and Problem Solving Cultural Identity and Global
Core competence: Citizenship
T.L.R.(s): Pictures, Charts, Video Clips
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Put students into groups of Learners discuss the latter lives of the Use questions to review their
three 3 and number them 1- religious leaders: understanding of the lesson
3.
Put three number statements i. Jesus Christ– triumphant entry to Ask learners to summarize what
up to the white board and Jerusalem (Palm Sunday), Last Supper, they have learnt
ask students to explain the Prayer at Gethsemane, arrest and trial,
corresponding statements to crucifixion, death and resurrection
their group.
The group who explains well ii. The Holy Prophet Muhammad
wins. (S.A.W.) – triumphant entry into
Makkah, farewell message, sickness and
death

Show pictures on the latter lives of

Jesus Christ and Prophet Muhammad
Have learners share what is Learners discuss the latter lives of the Use questions to review their
going on in their lives. You religious leaders: understanding of the lesson
and your learners can talk
about plans for the weekend. i. Traditional leader (e.g. Okomfo Ask learners to summarize what
Anokye)–priesthood, miracles and they have learnt
Engage learners to play other activities and death
games and sing songs to
begin the lesson Show pictures on the latter lives of
some traditional leaders.
Week Ending Subject: REL. & MORAL EDU. Lesson:
The Family and community
Day(s): Strand:
Commitment to the God
Date(s): Sub Strand:

Class: Six Content standard: B6.4.1.1 Indicator(s): B6.[Link]:

Learners can explain the need to be committed members of the community.
Perf. Indicator(s):
Reference: RME curriculum Page 53
Cultural Identity, Sharing Reconciliation, Togetherness, Unity Communication and Collaboration, Critical
Core competence: Thinking Creativity and Innovation Digital Literacy
T.L.R.(s): Wall charts, wall words, posters, video clip, etc.
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Have learners share what is In groups, let learners talk about the Use questions to review their
going on in their lives. You need to be a committed citizen. understanding of the lesson
and your learners can talk
about plans for the weekend. Let learners list the need to be Ask learners to summarize what
committed to the society: they have learnt
Engage learners to play - It attracts material and spiritual
games and sing songs to blessings.
begin the lesson - It ensures peace and harmony. - It
leads to progress and development, etc.

Through drama, let learners show

how they can be committed citizens.
Week Ending Subject: HISTORY Lesson:
Journey to Independence
Day(s): Strand:
Ghana Gains Independence
Date(s): Sub Strand:

Class: Six Content standard: B6.5.4.1 Indicator(s): B6.[Link]

Perf. Indicator(s): Learners can explain how Ghana gained independence through constitutional means

Reference: History curriculum Page 43

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Read out excerpts from Discuss the first general elections Use questions to review their
speeches made by important held in 1951. understanding of the lesson
individuals in the country.
Let learners relate to the The first general election in Ghana was Ask learners to summarize what
speeches and share ideas on held on 8th February, 1951, which was they have learnt
such speeches. based on the 1950 constitution. Based
on that constitution, 38 members out of
Engage learners to play the 84 members of parliament were to
games and sing songs to be elected directly by the people.
begin the lesson The UGCC, the CPP and some
independent candidates stood for the
election.
Read out excerpts from Discuss the outcome of the 1956 Use questions to review their
speeches made by important elections. understanding of the lesson
individuals in the country.
Let learners relate to the The CPP won 34 seats, the UGCC won Ask learners to summarize what
speeches and share ideas on three and the remaining one was won by they have learnt
such speeches. an independent candidate. Dr. Kwame
Nkrumah himself stood for the Accra
Engage learners to play central seat while he was in prison and
games and sing songs to won massively. Because the CPP won the
begin the lesson elections the governor released Nkrumah
from prison. Nkrumah was given the
post leader of government business and
later the prime minister in march 1952.
Week Ending Subject: CREATIVE ARTS Lesson:
Visual Arts & Performing Arts
Day(s): Strand:
Displaying and Sharing
Date(s): Sub Strand:
B6.2.3.4.
Class: Six Content standard: B6.2.3.4. B6.2.3.5. Indicator(s): B6.2.3.5.
Perf. Indicator(s): Learners to stage a display of own artworks to share creative experiences

Reference: Creative Arts curriculum Page

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Show pictures and videos of Guide learners to plan an Teacher moves round the class
the artwork to exhibit. arrangement of own artworks to to monitor the progress of
share, educate and inform the public learners in their sketches.
on topical issues of the local
Engage learners to sing songs community. Encourage learners to come out
about work. with good sketches.
Learners should select a theme for
their art. E.g. go green or save trees. Give out manual invitations
cards to learners to be given to
their parents.

Learners should plan their art in a

sketch form.
Show pictures and videos of Organize a place for the exhibition. Appreciate and thank parents
the artwork to exhibit. for their presence.
Invite other teachers to witness the
artwork. Set the stage for learners to Let learners organize themselves
Engage learners to sing songs display their artwork. to clean up the place after the
about work. exhibition.
Evaluate individual art and allow pupils
to talk about them in the form of
appraisal.

Discuss the moral lessons in the song.

Week Ending Subject: GHANAIAN LANG. Lesson:

Day(s): Strand: Extensive Reading

Date(s): Sub Strand: Read Aloud with Children

Class: Six Content standard: B6.6.1.1 Indicator(s): B6.[Link]-5

Perf. Indicator(s): Write and publish articles in the class magazine.

Reference: Ghanaian Language curriculum Page 92

Core competence: Learners acquire skills of Creativity and innovation, Communication and collaboration, Critical thinking

T.L.R.(s): Word cards, sentence cards, letter cards, handwriting on a manila card

Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Activate the previous Let learners read some of the Use questions to review their
knowledge of the learners by articles in class. understanding of the lesson
making them answer
questions on the previous Assist learners to publish the Ask learners to summarize what
lesson. they have learnt
article in the class magazine.
Engage learners to play
games and sing songs to Show the class magazine with the
begin the lesson articles published in it.

Let learners talk about the articles

and appreciate them
Split learners into 2 teams. Read whole passage with correct Use questions to review their
Taking turns, learners from tone. understanding of the lesson
each team come up and
chose a vocabulary word. Read a whole passage with correct Ask learners to summarize what
Learners to draw something they have learnt
intonation to learners
on the board while only their
tries to guess the word
Ask learners to read a paragraph
each of the passage in turns.

Call learners to read the whole

passage in groups and individually
Week Ending Subject: PHYSICAL EDUCATION Lesson:
Values And Psycho-Social Concepts, Principles
Day(s): Strand: And Strategies
Social Interaction
Date(s): Sub Strand:
Class: Six Content standard: B6.5.3.5 Indicator(s): B6.[Link]
Learners can identify and agree on a common goal when participating in a cooperative
Perf. Indicator(s):
physical activity.
Reference: PE curriculum Page 81
Learners develop personal skills such as perseverance, muscular strength, muscular endurance,
Core competence: flexibility
T.L.R.(s): Pictures and Videos
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Activate the previous Cooperative learning strategies can Use questions to review their
knowledge of the learners by be used to limit the negative understanding of the lesson
making them answer experiences felt in physical education
questions on the previous class, and is good preparation for the Ask learners to summarize what
lesson. future. they have learnt
Cooperative learning is an
Engage learners to play instructional format in which learners
games and sing songs to work together in small, structured
begin the lesson groups to master the content of a
lesson.

Engage learners in a cooperative

activity and let appreciate each
individual’s strengths, weaknesses and
contributions in group settings to
appreciate different cultures around
the globe.
Week Ending Subject: COMPUTING Lesson:
Word Processing
Day(s): Strand:
Surfing The Worldwide Web
Date(s): Sub Strand:

Class: Six Content standard: B6.6.3.1 Indicator(s): B6.[Link].-5

Perf. Indicator(s): Learners can recognize and explore with resource locators (URLs).

Reference: Computing curriculum Page 46

Learners acquire skills of Creativity and innovation, Communication and collaboration,
Core competence: Cultural identity
T.L.R.(s): Set of computers connected to the internet
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

Guide learners to discuss on how to

find items on a page. Guide learners
present their ideas or findings to
class.

Guide learners on how to print pages

e.g. selected pages, only selected
pages etc.

NB: This is to help the learner with

fundamental principle of problem
solving skills and creativity in
computing and Computer Science.
WEEKLY SCHEME OF LEARNING – BASIC SIX
WEEK 12
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………

Week Ending Subject: ENGLISH LANGUAGE Lesson:

Day(s): Strand:
Date(s): Sub Strand:
B6.1.10.3 B6.[Link]
B6.2.10.1 B6.[Link]
B6.3.9.1 B6.[Link]
Class: Six Content standard: Indicator(s):
B6.4.13.2 B6.[Link]
B6.5.10.1 B6.[Link]
B6.6.1.1 B6.[Link]
A. Learners can draw on prior knowledge to identify subject matter and organizational
structure of speech
B. Learners can summarize level-appropriate passages/text orally
C. Learners can use modals to express a variety of meanings
Perf. Indicator(s): D. Learners can use words, phrases, and clauses to clarify the relationships among claim(s)
and reasons
E. Learners can check pieces of literary work for spelling
F. Learners can read and critique a variety of age- and level appropriate books and present a
one-page critical commentary
Reference: English Language curriculum

Core competence: Reading and Writing Skills Personal Development and Leadership and Collaboration

T.L.R.(s): Word cards, sentence cards, letter cards and a class library
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Engage learners to sing songs [Link] LANGUAGE Give learners task to complete
and recite familiar rhymes (Presentation) whiles you go round to guide
Help learners to draw on their prior those who don’t understand.
LITTLE POLLY FLINDERS knowledge about speech making. For
Little Polly flinders instance, ensure that learners know Give remedial learning to those
Sat among the cinders the roles of participants, facilitators, who may need special help.
Warming her pretty little advisors and time-keepers in the
toes! group.
Her mother came and caught
her, Learners must be conversant with
And whipped her little subject matter and the
daughter, (organizational) structure of their
speech.
For spoiling her nice new
clothes. Guide learners to choose their own
topics for a speech.

Guide the learners to download

important speeches from the internet.
Discuss the organizational structure
of the speeches with them.
Engage learners to sing songs [Link] Give learners task to complete
and recite familiar rhymes while you go round the class to
Learners identify the most important support those who might need
ONE POTATO TWO ideas and restate them in their own extra help.
POTATOES words.
One potato, two potatoes, Have learners to read and spell
three potatoes ,four! Begin from sentences and short some of the keywords in the
Five potatoes, six potatoes, paragraphs. E.g. Sentence: This is the lesson
seven potatoes , more! boy who killed the snake. Summary:
Eight potatoes nine potatoes The boy killed the snake.
ten potatoes, all
Lead learners with questions to do
this. E.g. What did you learn from this
text?
Have learners sing songs and [Link] Have learners to identify the
recite familiar rhymes (Modals) modals in the following
sentences.
MINGLE MINGLE Revise modal auxiliaries.
•Mingle, mingle – mingle 2x − Shall/will: prediction, intention, i. We ought to lock the door when we
Two mingle (2 come determination etc. leave home.
together) ii. You ought to turn off the computer
− Should: obligation
when you’re not using it.
•Mingle, mingle – mingle 2x iii. You ought to know how to spell your
Three mingle (3 come We use “ought to” to make strong own name.
together) suggestions and talk about someone’s iv. The teacher ought to make his
•Mingle, mingle – mingle 2x duty. e.g. i. You look tired. You ought to go classes more interesting.
four mingle (4 come to bed early tonight. v. Children must not play with matches.
together) ii. I ought to get more physical exercise vi. Go to bed now. Oh, must I?
vii. Why must I do my homework
we use “must to” talk about things tonight?
that you have to do. e.g. i. I must mail
this letter today.
ii. You must speak louder. I can’t hear you.

Introduce them in context one or

two at a time.

With examples, assist learners to use

the modals in sentences to convey
specific meanings such as politeness.
Begin a story for one minute [Link] Give learners task to complete
and let your learners finish (Argumentative writing. Pg. 207) while you go round the class to
the story on their own support those who might need
Lead learners to discuss appropriate extra help.
language for arguments e. g. use of
adjectives in their various forms. Have learners to read and spell
some of the keywords in the
You may read out model lesson
argumentative essays to guide
learners
Play games and recite rhymes [Link] CONVENTIONS & Give learners task to complete
that learners are familiar GRAMMAR USAGE while you go round the class to
with to begin the lesson. (Spelling) support those who might need
Give learners an extract containing extra help.
Ask learners questions to wrongly spelt words. Guide them to
review their understanding in correct the spellings. Have learners to read and spell
the previous lesson. some of the keywords in the
Have learners read a short story and lesson.
write a continuation of the story. E.g.
Cinderella wore the shoes and she
was taken away to marry the prince.

Learners write their stories in groups

and as individuals.

Guide learners to create additional

groups to correct spellings of words.

[Link] READING
Learners play “popcorn Have learners read books of their
reading” game. The rules are choice independently during the Have learners present a-two-
simple: One student starts library period. paragraph summary of the book
reading aloud and then calls read
out "popcorn" when they Let learners write a one-page critical
finish. This prompts the next commentary based on the books read Invite individuals to present
student to pick up where the their work to the class for
previous one left off. Invite individuals to present their feedback
work to the class for feedback.
Week Ending Subject: MATHEMATICS Lesson:

Day(s): Strand: Geometry and measurement

Date(s): Sub Strand: Lines and shapes

Class: Six Content standard: B6.3.1.1 Indicator(s): B6.[Link]

Perf. Indicator(s): Construct rectangular and triangular prisms from their nets

Reference: Mathematics curriculum Page

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Engage leaners to sing the Give the learners rectangular and Review the lesson with
song triangular prisms made from learners
cardboard by yourself (or cardboard
WE CAN COUNT packing cases from shops) to open Assessment: Have learners to
We class four and examine their nets
practice with more examples
We can count
We count 1,2,3,4,5
We count 6,7,8,9,10
We class four can count very
well.
Have learners sing songs and Give the learners some cardboard or Review the lesson with
recite rhymes in relation to manila card to draw a net of a square learners
the lesson prism whose cross section is a square
with sides 10cm by 10cm and height Assessment: Have learners to
ONCE I CAUGHT A FISH ALIVE 10cm. After drawing add tabs so that
practice with more examples
One, two, three, four, five it can be folded so that the tabs are
Once I caught a fish alive glued inside
Six, seven, eight, nine, ten
Then I let it go again
Why did you let it go?
Because it bit my finger so
Which finger did it bite?
This little finger on my right.

Engage learners to play Give the learners some cardboard or Review the lesson with
the “double down game”. manila card to draw a net of a learners
rectangular prism whose cross section
is a square with sides 10cm by 10cm Assessment: Have learners to
and height 15cm. After drawing add
practice with more examples
tabs so
Put learners into pairs. that it can be folded so that the tabs
Give out two dice to each are glued inside
pair.
Have learners to roll their
dice in turns.
Each partner writes down
the numbers displayed by
the dice on their recording
sheet. E.g. 2+3.
This is done for a minute.
When time is up, add up
all the sums on the
recording sheet.
The player with the
highest total wins the
game
Have learners sing songs Give the learners some cardboard or Review the lesson with
and recite rhymes in manila card to draw a net of a learners
relation to the lesson triangular prism whose cross section
is an equilateral triangle with side Assessment: Have learners to
10cm and height
ONE, TWO, BUCKLE MY practice with more examples
10 cm. After drawing add tabs so that
SHOES it can be folded so that the tabs are
One, two, buckle my glued inside
shoes
Three, four
Shut the door
Five, six
Pickup sticks
Seven, eight
Lay them straight
Nine, ten
A big fat hen

Engage learners to sing Give the learners some cardboard or Review the lesson with
songs and recite some manila card to draw a net of a learners
familiar rhymes they know triangular prism whose cross section
is an equilateral triangle with side Assessment: Have learners to
10cm and height 10 cm. After drawing
ONE POTATO, TWO practice with more examples
add tabs so that it can be folded so
POTATOES that the tabs are glued inside
One potato, two potatoes,
three potatoes, four

Five potatoes, six

potatoes, seven potatoes,
more.
Week Ending Subject: SCIENCE Lesson:
Forces And Energy
Day(s): Strand:
Electricity And Electronics
Date(s): Sub Strand:

Class: Six Content standard: B6.4.2.2 Indicator(s): B6.[Link]

Perf. Indicator(s): Learners can construct an electronic circuit using battery, connecting wire and LED

Reference: Science curriculum Page 41

Core competence: Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning;

T.L.R.(s): Light switches, flashcards, sound system, paper, pencils, local electrical appliance
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Teacher introduces the Put learners into mixed ability groups Ask learners questions to
lesson to learners. Students for this activity. review their understanding of
are to list all the words they the lesson.
associate with the topic to Provide learners with connecting
be treated. wires, LED and battery. Have learners write 3 facts of
Ask them to put words the lesson on a sheet of paper
together to form a definition Learners, in their groups, connect a and it in their pockets and learn
series circuit comprising an LED, 3V it on their way home.
battery, a switch, to light the LED.
Teacher writes and lets Learners discuss what they did to Ask learners questions to
students see the answer on light the LED. review their understanding of
the board, perhaps a picture the lesson.
of object on the board. Learners are tasked to draw the
electronic circuit and label the parts. Have learners write 3 facts of
The students must come up the lesson on a sheet of paper
with questions in which the Build a stock of electronic and it in their pockets and learn
answer could be the object components from discarded it on their way home.
on the board. electronic gadgets such as radio and
TV sets, phone chargers and
flashlights
Week Ending Subject: OWOP Lesson:
Our Beliefs And Values
Day(s): Strand:
Being A Leader
Date(s): Sub Strand:

Class: Six Content standard: B6.3.4.1 Indicator(s): B6.[Link].

Perf. Indicator(s): Learners can narrate the story of the latter lives of the leaders of the major religions

Reference: OWOP curriculum Page 55

Communication and Collaboration Critical Thinking and Problem Solving Cultural Identity and Global
Core competence: Citizenship
T.L.R.(s): Pictures, Charts, Video Clips
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Play games and sing songs to Show pictures or video clips on the Ask learners questions to
begin the lesson. latter lives of Jesus Christ and a review their understanding of
traditional leader to learners the lessson.
Using questions and answers,
review the understanding of Learners in groups explore moral Give learners task to do whiles
learners of the previous lessons in the latter lives of the you go round to guide those
lesson religious leaders which they can relate who need help.
to their lives in nation building e.g.
humility, forgiveness, faithfulness,
obedience, perseverance, patriotism.
Play games and sing songs to Revise with learners on the Ask learners questions to
begin the lesson. remarkable lives of the religious review their understanding of
leaders and their moral lessons. the lessson.
Using questions and answers,
review the understanding of Learners role play the moral lessons Give learners task to do whiles
learners of the previous they have learnt in the latter lives of you go round to guide those
lesson the religious leaders who need help.
Week Ending Subject: REL. & MORAL EDU. Lesson:
The Family and community
Day(s): Strand:
Commitment to the God
Date(s): Sub Strand:

Class: Six Content standard: B6.4.1.1 Indicator(s): B6.[Link]:

Perf. Indicator(s): Learners can explain the need to be committed members of the community

Reference: RME curriculum Page 53

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

Through drama, let learners show

how they can be committed citizens.
Week Ending Subject: HISTORY Lesson:
Journey to Independence
Day(s): Strand:
Ghana Gains Independence
Date(s): Sub Strand:

Class: Six Content standard: B6.5.4.1 Indicator(s): B6.[Link]

Perf. Indicator(s): Learners can explain how Ghana gained independence through constitutional means

Reference: History curriculum Page 43

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Read out excerpts from Discuss the first general elections Use questions to review their
speeches made by important held in 1951. understanding of the lesson
individuals in the country.
Let learners relate to the The first general election in Ghana was Ask learners to summarize what
speeches and share ideas on held on 8th February, 1951, which was they have learnt
such speeches. based on the 1950 constitution. Based
on that constitution, 38 members out of
Engage learners to play the 84 members of parliament were to
games and sing songs to be elected directly by the people.
begin the lesson The UGCC, the CPP and some
independent candidates stood for the
election.
Read out excerpts from Discuss the outcome of the 1956 Use questions to review their
speeches made by important elections. understanding of the lesson
individuals in the country.
Let learners relate to the The CPP won 34 seats, the UGCC won Ask learners to summarize what
speeches and share ideas on three and the remaining one was won by they have learnt
such speeches. an independent candidate. Dr. Kwame
Nkrumah himself stood for the Accra
Engage learners to play central seat while he was in prison and
games and sing songs to won massively. Because the CPP won the
begin the lesson elections the governor released Nkrumah
from prison. Nkrumah was given the
post leader of government business and
later the prime minister in march 1952.
Week Ending Subject: CREATIVE ARTS Lesson:
Visual Arts & Performing Arts
Day(s): Strand:
Appreciating and Appraising
Date(s): Sub Strand:
B6.1.4.6
Class: Six Content standard: B6.1.4.6 B6.2.4.7 Indicator(s): B6.2.4.7
Perf. Indicator(s): Learners can use the agreed guidelines to examine and derive meaning from own artworks

Reference: Creative Arts curriculum Page

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Engage learners to play Let learners use their senses to Assessment: Present learners
games and sing songs to appreciate and appraise their own with different artworks for them
begin the lesson. artworks. to use the guidelines in
appreciating and appraising.
Review learners Make decisions on agreed guidelines
understanding in the to appreciate and appraise an
previous lesson using artwork. Summarize lesson activities with
questions and answers E.g. a painting learners.

Have learners to talk about the

painting.
i. what’s going on in the painting
ii. what do you see that makes you say
that?
iii. what more can we find?
Engage learners to play Performing artworks include dance, Review the lesson activities
games and sing songs to music and drama. through questions and answers.
begin the lesson.
Let learners use their senses to
appreciate and appraise their own
artworks.

Make decisions on agreed guidelines

to appreciate and appraise an
artwork. E.g. Agbadza dance
Review learners
understanding in the
previous lesson using Let learners talk about the theme,
questions and answers gestures, makeup, costume, stage use
and stage setting as they watch the
video or pictures of the dance.
Week Ending Subject: GHANAIAN LANG. Lesson:
Extensive Reading/Children Literature/Library
Day(s): Strand:
Reading Texts, Poems Narratives and Short
Date(s): Sub Strand:
Stories
Class: Six Content standard: B6.6.3.1 Indicator(s): B6.[Link]-3

Perf. Indicator(s): Read short texts, narratives or stories and answer questions that are based on the passage

Reference: Ghanaian Language curriculum Page 93

Core competence: Learners acquire skills of Creativity and innovation, Communication and collaboration, Critical thinking

T.L.R.(s): Word cards, sentence cards, letter cards, handwriting on a manila card

Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Engage learners to sing songs Bring to class another material other Ask learners questions to
and recite rhymes than the class reader and ask learners review their understanding of
to read. the lessson.
Hot Cross Buns
Hot cross buns! Read a short text material aloud to Give learners task to do whiles
Hot cross buns! learners. you go round to guide those
One ha' penny. Two ha' who need help.
penny. Let learners read short text,
Hot cross buns! narratives or stories from other
If you have no daughters. materials with correct intonation to
Give them to your sons one another.
One ha' penny, Two ha'
penny. Call individual learners to read the
Hot Cross Buns! text to the class.
Have learners play games Explain unfamiliar words in the Ask learners to summarize what
and recite familiar rhymes to passage to learners. they have learnt.
begin the lesson
Ask questions based on the text read. Let learners say 5 words they
Using questions and answers, remember from the lesson.
review their understanding Allow learners to answer questions
of the previous lesson. on the passage read.

Engage learners to sing songs Read a passage aloud for learners to Ask learners to summarize what
and recite rhymes listen. they have learnt.
Round and Round the
Garden Make learners read paragraphs in Let learners say 5 words they
Round and round the garden turns remember from the lesson.
Like a teddy bear.
One step. Two step, Allow learners to read passages and
Tickle you under there. stories of different texts at a
reasonable speed as a game.
Week Ending Subject: PHYSICAL EDUCATION Lesson:
Values And Psycho-Social Concepts, Principles
Day(s): Strand: And Strategies
Self-Responsibility
Date(s): Sub Strand:
Class: Six Content standard: B6.5.4.5 Indicator(s): B6.[Link]

Perf. Indicator(s): Evaluate individual responsibility in group efforts

Reference: PE curriculum Page 81

Learners develop personal and social skills such as tolerance, empathy, teamwork, fair-play in
Core competence:
cultural and religious diversity
T.L.R.(s): Pictures and Videos
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Have learners play games Evaluate individual learners’ Ask learners to summarize what
and recite familiar rhymes to responsibility in group efforts and they have learnt.
begin the lesson encourage them to do better.
Let learners say 5 words they
Using questions and answers, Engage learners in group activities and remember from the lesson.
review their understanding invite each group to perform in front
of the previous lesson. of the class.

Encourage learners to use non-verbal

forms of appreciation.
Week Ending Subject: COMPUTING Lesson:
Word Processing
Day(s): Strand:
Favorite Places And Search Engines
Date(s): Sub Strand:

Class: Six Content standard: B6.6.4.1. Indicator(s): B6.[Link]-4

Perf. Indicator(s): Learners can Show how to create and delete a favorite link.

Reference: Computing curriculum Page 47

Learners acquire skills of Creativity and innovation, Communication and collaboration, Cultural identity and global
Core competence: citizenship, Personal development and leadership, Digital literacy

T.L.R.(s): Pictures
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN FOR LEARNING INCLUDING ASSESSMENT) PLENARY/REFLECTION
LEARNING) 10MINS 40MINS (FACILITATOR AND LEARNER)
10MINS
Put learners into 2 teams. Guide learners to create an Internet Use questions to review their
Let each team present a favorite link. understanding of the lesson
player who is very good in
playing the Zuma game. Guide learners to delete a favorite Ask learners to summarize what
link they have created. they have learnt
The first person to finish a
level wins. Teams must bring Guide learners to create a favorite
out a new player for each folder or subfolder.
level.
Help learners by aiding them through
Teacher can choose other the necessary steps to create a
games that improves favorite folder.
Mousing or keyboarding
skills Guide learners to use the links
toolbar.

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Basic Six Second Term Lesson Plan

Uploaded by

Basic Six Second Term Lesson Plan

Uploaded by

Fayol Inc.

SECOND TERM LESSON PLAN BASIC SIX (6)

Oral Language Poems B6.1.3.1 B6.[Link]

Reading Phonics B6.2.2.1 B6.[Link]

Extensive Building the love and

Oral Language Conversation B6.1.6.1 B6.[Link].

Word Families and

Extensive Building the love and

Reading Vocabulary B6.2.6.3 B6.[Link]

Oral Language Presentation B6.1.10.2 B6.[Link]

Reading Comprehension B6.2.7.1 B6.[Link]

Extensive Building the love and

Oral Language Conversation B6.1.6.2 B6.[Link]

Extensive Building the love and

Oral Language Listening Comprehension B6.1.7.1 B6.[Link]-2

Reading Vocabulary B6.2.6.4 B6.[Link]

Extensive Building the love and

Oral Language Presentation B6.1.10.3 B6.[Link].

Reading Comprehension B6.2.7.2 B6.[Link]

Extensive Building the love and

Writing Letter Writing B6.4.15.1 B6.[Link]

Extensive Building the love and

Oral Language Listening Comprehension B6.1.7.1 B6.[Link]

Reading Vocabulary B6.2.6.4 B6.[Link]

Extensive Building the love and

Oral Language Presentation B6.1.10.3 B6.[Link]

Asking and Answering

Reading Fluency B6.2.9.1 B6.[Link]

Oral Language Presentation B6.1.10.3 B6.[Link]

Reading Summarizing B6.2.10.1 B6.[Link]

Counting & Representation B6.[Link] Counters,

Number Operations B6.[Link].

Patterns And Relationship

Algebraic Expressions Counters,

Variables And Equations Counters,

Lines And Shapes

1 The Human Body System

3 The Solar System

7 Forces And Sources And Forms Of Energy Candle, torch,

9 Forces And Electricity And Electronics

SECOND TERM SCHEME – OUR WORLD OUR PEOPLE

1 Map Making And Land Marks

3 Population And Settlement

5 Our Beliefs Worship

9 Our Beliefs Basic Human Rights

1 Religious Festivals Wall Charts, Wall

2 Religious Festivals Wall Charts, Wall

3 Religious Festivals Wall Charts, Wall

4 Religious Festivals Wall Charts, Wall

5 Ministry and Latter Lives of Wall Charts, Wall

6 Ministry and Latter Lives of Wall Charts, Wall

7 Ministry and Latter Lives of Wall Charts, Wall

8 Ministry and Latter Lives of Wall Charts, Wall

9 The Family Commitment to the God Wall Charts, Wall

10 The Family Commitment to the God Wall Charts, Wall

11 The Family Commitment to the God Wall Charts, Wall

12 The Family Commitment to the God Wall Charts, Wall

7 Journey to Ghana Gains

9 Journey to Ghana Gains

11 Journey to Ghana Gains

3 Planning, Making and

5 Displaying and Sharing B6.[Link] Photos, videos,

4 Reading Comprehension B6.2.6.1 B6.[Link]-3 Word cards,

11 Building the Love

1 Motor Skill And

2 Motor Skill And

3 Motor Skill And

4 Motor Skill And

5 Motor Skill And

6 Movement Pictures and

7 Movement Pictures and

10 Physical Fitness Pictures and

7 Programming Network Pictures or

8 Internet And Web Browsers

9 Internet And Web Browsers

11 Internet And Surfing The