The Godfather Term One Sample Basic Six Annual Scheme of Learning Termly Scheme of Learning WEEK 1 - 12

THE GODFATHER
TERM ONE
SAMPLE BASIC SIX
ANNUAL SCHEME OF LEARNING
TERMLY SCHEME OF LEARNING
WEEK 1 - 12
WHATSAPP 0245350591
NANA FIIFI ACQUAH
TERM ONE
BASIC SIX
ANNUAL SCHEME OF LEARNING
WEEK 1 - 12
NANA FIIFI ACQUAH
GENERAL INFORMATION
Name of school………………………………………………………………………………………………….
District ………………………………………………………………………………………………………………
Management Unit………………………………………………………………………………………………
Name of Class Teacher ………………………………………………………………………………………
Class Teachers Reg. No………………………………………………………………………………………
Class …………………………………………………………………………………………………………………
Boys ……………………………………………………………………………………………………………………
Girls……………………………………………………………………………………………………………………
Average age of pupils…………………………………………………………………………………………..

NANA FIIFI ACQUAH
YEARLY SCHEME OF LEARNING
ENGLISH LANGUAGE
WEEK TERM 1 (SUB STRANDS) TERM 2 (SUB STRANDS) TERM 3 (SUB STRANDS)
1 Phonics Phonics Vocabulary
Nouns Nouns Nouns
Penmanship and Penmanship and Handwriting Paragraph Development
Handwriting
Using Capitalisation Using Naming Words/Nouns Using Naming Words/Nouns
Building the Love and Building the Love and Culture of Building the Love and Culture of
Culture of Reading Reading Reading
2 Songs Songs Poems
Phonics Phonics Vocabulary
Nouns Nouns Nouns
Penmanship and Penmanship and Handwriting Paragraph Development
Handwriting
Using Capitalisation Using Naming Words/Nouns Using Naming Words/Nouns
3 Poems Poems Dramatisation and Role Play
Word Families Word Families Comprehension
Determiners Determiners Determiners
Paragraph Development Paragraph Development Writing as a Process
Using Punctuation Using Action Words Using Action Words
4 Story Telling Story Telling Conversation
Diphthongs Blends and Consonant Clusters Comprehension
Determiners Verbs Verbs
Paragraph Development Paragraph Development Writing as a Process
Using Punctuation Using Action Words Using Action Words
NANA FIIFI ACQUAH
5 Dramatisation and Role Dramatisation and Role Play Conversation
Play
Blends and Consonant Vocabulary Comprehension
Clusters
Pronouns Verbs Verbs
Writing as a Process Writing as a Process Argumentative/Persuasive Writing
Using Naming Using Qualifying Words- Using Simple, Compound and
Words/Nouns Adjectives Compound Sentences
6 Dramatisation and Role Conversation Listening Comprehension
Play
Vocabulary Vocabulary Comprehension
Pronouns Adverbs Prepositions
Writing as a Process Writing as a Process Argumentative/Persuasive Writing
Words/Nouns Adjectives Compound Sentences
7 Conversation Listening Comprehension Listening Comprehension
Vocabulary Comprehension Silent Reading
Adjectives Idiomatic Expressions Adjective Phrases
Narrative Writing Narrative Writing Argumentative/Persuasive Writing
Words/Nouns Adverbs Compound Sentences
8 Listening Comprehension Asking and Answering Presentation
Questions
NANA FIIFI ACQUAH
Vocabulary Comprehension Fluency
Adjectives Idiomatic Expressions Adjective Phrases
Narrative Writing Narrative Writing Expository /Informative Writing
Words/Nouns Adverbs Compound Sentences
9 Asking and Answering Giving and Following Presentation
Question Commands
Comprehension Comprehension Fluency
Verbs Conjunctions Adverb Phrases
Creative/Free Writing Creative/Free Writing Expository /Informative Writing
Using Action Words Using Simple Prepositions Spelling
10 Giving and Following Presentation Presentation
Commands
Comprehension Silent Reading Summarizing
Verbs Conjunctions Adverb Phrases
Creative/Free Writing Creative/Free Writing Letter Writing
Using Action Words Using Simple Prepositions Spelling
11 Presentation Presentation Presentation
Comprehension Fluency Summarizing
Verbs Modals Direct and Reported Speech
Descriptive Writing Argumentative/Persuasive Letter Writing
Writing
Using Action Words Using Conjunctions Spelling
NANA FIIFI ACQUAH
12 Presentation Presentation Presentation
Comprehension Fluency Summarizing
Verbs Modals Direct and Reported Speech
Descriptive Writing Argumentative/Persuasive Letter Writing
Writing
Using Action Words Using Conjunctions Spelling
Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI ACQUAH
COMPUTING
1 Generation of computers and Generation of computers and Generation of computers and
parts of a computer and other parts of a computer and other parts of a computer and other
gadgets gadgets gadgets
2 Introduction to MS-Windows Introduction to MS-Windows Introduction to MS-Windows
Interface (Desktop Background Interface (Desktop Background Interface (Desktop Background
and locations of the computer.) and locations of the computer.) and locations of the computer.)
3 Data, sources and usage Data, sources and usage Data, sources and usage
4 Technology in the community Technology in the community Technology in the community
(communication)
INTRODUCTION TO MS- INTRODUCTION TO MS-
POWERPOINT POWERPOINT
I INTRODUCTION TO MS- I INTRODUCTION TO MS-

POWERPOINT POWERPOINT
5 Introduction to MS-PowerPoint INTRODUCTION TO INTRODUCTION TO
(Tabs and ribbons of MS- DATABASES, ALGORITHM AND DATABASES, ALGORITHM AND
PowerPoint) PROGRAMMING. LANGUAGES PROGRAMMING. LANGUAGES
Introduction to Word
Processing (Tabs and ribbons of
word processing)
6 Introduction to databases, INTRODUCTION TO INTRODUCTION TO
algorithm and programming. ELECTRONIC SPREADSHEET ELECTRONIC SPREADSHEET
7 Introduction to Electronic NETWORK OVERVIEW NETWORK OVERVIEW
Spreadsheet
WEB BROWSERS AND WEB WEB BROWSERS AND WEB
PAGES PAGES
NANA FIIFI ACQUAH
8 Network Overview SURFING THE WORLD WIDE SURFING THE WORLD WIDE
WEB WEB
Web browsers and Web Pages
FAVOURITE PLACES AND FAVOURITE PLACES AND
SEARCH ENGINE SEARCH ENGINE
USING ONLINE FORMS
CUSTOMIZING YOUR BROWSER

9 Surfing the world wide web USING ONLINE FORMS ELECTRONIC EMAIL
Favourite places and Search

engine
10 Using Online Forms CUSTOMIZING YOUR BROWSER INTERNET OF THINGS (IOT)
INTERNET ETIQUETTE
11 Customising your browser ELECTRONIC EMAIL DIGITAL LITERACY
12 Electronic Email INTERNET OF THINGS (IOT) HEALTH AND SAFETY IN USING

DIGITAL LITERACY ICT TOOLS
INTERNET ETIQUETTE

NANA FIIFI ACQUAH
SCIENCE
1 LIVING AND NON-LIVING MATERIALS MATERIALS
THINGS
2 LIVING AND NON-LIVING MATERIALS MATERIALS
THINGS
3 MATERIALS EARTH SCIENCE EARTH SCIENCE
4 EARTH SCIENCE EARTH SCIENCE ELECTRICITY AND ELECTRONICS
5 EARTH SCIENCE LIFE CYCLES OF ORGANISMS FORCES AND MOVEMENT
6 LIFE CYCLES OF ORGANISMS SOURCES AND FORMS OF PERSONAL HYGIENE AND
ENERGY SANITATION
7 THE HUMAN BODY SYSTEMS ELECTRICITY AND ELECTRONICS DISEASES
8 THE SOLAR SYSTEM ELECTRICITY AND ELECTRONICS DISEASES

9 ECOSYSTEM FORCES AND MOVEMENT SCIENCE AND INDUSTRY
10 SOURCES AND FORMS OF FORCES AND MOVEMENT CLIMATE CHANGE
ENERGY
11 ELECTRICITY AND PERSONAL HYGIENE AND CLIMATE CHANGE
ELECTRONICS SANITATION
12 ELECTRICITY AND PERSONAL HYGIENE AND CLIMATE CHANGE
ELECTRONICS SANITATION

NANA FIIFI ACQUAH
OWOP
1 Nature of God Myself Myself
2 Myself Population and Settlement Myself
3 Myself Population and Settlement Being a Citizen
4 My Family and the Community Worship Authority and Power
5 Home and School Festivals Authority and Power
6 The Environment and the Weather Basic Human Rights Responsible use of Resources
7 Plants and Animals Being a Leader Farming in Ghana
8 Map Making and Land Marks Being a Leader Our Neighbouring Countries
9 Map Making and Land Marks Being a Citizen Our Neighbouring Countries

NANA FIIFI ACQUAH
MATHS
WEEK TERM 1 (SUB STRANDS) TERM 2 (SUB TERM 3 (SUB STRANDS)
STRANDS)
1 Counting, Representation, Number Variables and Equations
Cardinality & Ordinality Operations
2 Counting, Representation, Number Geometric Reasoning
Cardinality & Ordinality Operations,
Fractions
3 Counting, Representation, Fractions Geometric Reasoning
Cardinality & Ordinality
4 Counting, Representation, Fractions Data Collection
5 Counting, Representation, Fractions Data Collection, Organization,
Presentation, Interpretation and
Analysis
6 Counting, Representation, Ratios and Proportion Data Collection, Organization,
Cardinality & Ordinality Presentation, Interpretation and
Analysis
7 Counting, Representation, Ratios and Proportion Chance or Probability
8 Number Operations Chance or Probability
9 Number Operations Ratios and Proportion Chance or Probability
10 Number Operations Ratios and Chance or Probability
Proportion,
Pattern and
Relationships
11 Number Operations Pattern and Chance or Probability
Relationships
12 Number Operations Pattern and Chance or Probability
Relationships

NANA FIIFI ACQUAH
RME
1 God the Creator Festivals in the Commitment to the God
Three Major
Religions
2 God the Creator Festivals in the Commitment to the God
Three Major
Religions
3 The Environment Festivals in the Three Major Authority and Obedience
Religions
4 The Environment Festivals in the Three Major Authority and Obedience

Religions
5 The Environment The Latter Lives of Leaders Authority and Obedience

of the Three Major
Religions in Ghana
6 The Environment The Latter Lives of Leaders Authority and Obedience
of the Three Major
Religions in Ghana
7 Religious Worship in the Three The Latter Lives of Leaders Roles, Relationships in the Family
Major Religions in Ghana of the Three Major and Character Formation
Religions in Ghana
8 Religious Worship in the Three The Latter Lives of Leaders Roles, Relationships in the Family
Major Religions in Ghana of the Three Major and Character Formation
Religions in Ghana
9 Festivals in the Three Major Commitment to the God Roles, Relationships in the Family
Religions and Character Formation
NANA FIIFI ACQUAH

NANA FIIFI ACQUAH
HISTORY
WEEK TERM 1 (SUB STRANDS) TERM 2 (SUB STRANDS) TERM 3 (SUB

STRANDS)
1 Impact of European Presence Ghana Gains Independence The Republics
4 Political Developments Under Colonial Rule Ghana Gains Independence Military Rule
7 Formation of Political Parties Ghana Gains Independence The Republics
8 Formation of Political Parties Ghana Gains Independence The Republics
9 Formation of Political Parties The Republics The Republics

NANA FIIFI ACQUAH
CREATIVE ARTS
1 Thinking and exploring Thinking and Exploring Ideas Thinking and Exploring Ideas
(Visual Arts) (Visual Arts) (Visual Arts)
2 Thinking and exploring Thinking and Exploring Ideas Thinking and Exploring Ideas
(Performing Arts) (Performing Arts) (Performing Arts)
3 Thinking and Exploring Ideas Thinking and Exploring Ideas Planning, Making and
(Visual Arts) (Performing Arts) Composing (Performing Arts)
4 Planning, Making and Planning, Making and Displaying and Sharing
Composing Composing (Performing Arts) (Performing Arts)
(Performing Arts)
5 Planning, Making and Displaying and Sharing (Visual Displaying and Sharing (Visual
Composing Arts) Arts)
(Visual Arts)
6 Planning, Making and Displaying and Sharing Appreciating and Appraising
Composing (Performing Arts) (Performing Arts) (Performing Arts)
7 Displaying and Sharing (Visual Appreciating and Appraising Appreciating and Appraising
Arts) (Visual Arts) (Visual Arts)
8 Displaying and Sharing Appreciating and Appraising Thinking and Exploring Ideas
(Performing Arts) (Performing Arts) (Performing Arts)
9 Displaying and Sharing / Thinking and Exploring Ideas Planning, Making and
Appreciating and Appraising (Visual and Performing Arts) Composing (Visual and
(Visual and Performing Arts) Performing Arts)
10 Displaying and Sharing / Planning, Making and Displaying and Sharing (Visual
Appreciating and Appraising Composing (Visual and and
(Visual and Performing Arts) Performing Arts) Performing Arts)
11 Appreciating and Displaying and Sharing (Visual Appreciating and Appraising

and Performing Arts) (Visual and
NANA FIIFI ACQUAH
Appraising (Visual and Performing Arts)
Performing Arts)
12 Appreciating and Appreciating and Appraising Thinking and Exploring Ideas
Appraising (Visual and (Performing Arts) (Performing Arts)
Performing Arts)

NANA FIIFI ACQUAH
GHANAIAN LANGUAGE
1 SONGS Conversation Giving and Following
Commands/ Instructions
Poems
2 Poems Talking about Oneself, Presentation
Family, People and Places /
Listening and Story Telling Asking and Answering
Questions
Dramatisation and Role Play
3 Phonics: Letter Sound Comprehension Fluency
Knowledge
4 vocabulary (Sight and content Comprehension / Silent Summarising
vocabulary) Reading
5 Penmanship/Handwriting Penmanship/ Informative/ Academic Writing
Handwriting
6 Narrative Writing Descriptive Writing Informative/ Academic Writing)
7 Creative/ Free Writing Persuasive Writing Literary Writing
8 Descriptive Writing Argumentative Writing Letter Writing

B6
9 Integrating Grammar in Written Integrating Grammar in Integrating Grammar in Written
Language (Capitalization) Written Language (Use of Language (Use of simple and
action words) / (Use of compound sentences)
Integrating Grammar in Written qualifying words)
Language (Punctuation)
NANA FIIFI ACQUAH
10 Integrating Grammar in Integrating Grammar in Integrating Grammar in Written
Written Language Written Language (Use of Language Integrating Grammar
(Punctuation) qualifying words) / (Use of in Written Language (spelling)
postpositions) and (Conjunctions)
Integrating Grammar in
Written Language (Use of
action words)
11 Building the Love and Culture Building the Love and Culture Reading Texts, Poems Narratives
of Reading in Learners of Reading in Learners / Read and Short Stories and
Aloud with Children Responding to them
12 Building the Love and Culture of Reading Texts, Poems Reading Texts, Poems Narratives
Reading in Learners Narratives and Short Stories and Short Stories and
and Responding to them Responding to them

NANA FIIFI ACQUAH
PHYSICAL EDUCATION
1 LOCOMOTOR SKILLS Manipulative FLEXIBILITY
Skills
2 LOCOMOTOR SKILLS Manipulative BODY COMPOSITION
Skills
3 MANIPULATIVE SKILLS Rhythmic Skills FITNESS PROGRAMME,
4 MANIPULATIVE SKILLS Rhythmic Skills FITNESS PROGRAMME,
5 MANIPULATIVE SKILLS Space Awareness HEALTHY DIET
6 MANIPULATIVE SKILLS Dynamics SAFETY AND INJURIES
7 MANIPULATIVE SKILLS SUBSTANCES/DRUGS

Relations
8 MANIPULATIVE SKILLS , SUBSTANCES/DRUGS

Body Management
9 MANIPULATIVE SKILLS Strategies SELF-RESPONSIBILITY
10 MANIPULATIVE SKILLS Aerobic Capacity SOCIAL INTERACTION
11 MANIPULATIVE SKILLS Manipulative GROUP DYNAMICS

Skills
12 MANIPULATIVE SKILLS CRITICAL THINKING
Manipulative
Skills
Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………..

NANA FIIFI ACQUAH
Termly Scheme of Learning (SOL) for B6 Term 1 ENGLISH LANGUAGE
WEEKS STRAND SUBSTRAND CONTENT INDICATORS RESOURCES

STANDARD
1 Reading Phonics B6.2.2.1. B6.2.2.1.1 Word cards
Grammar Usage Nouns B6.3.1.1. B6.3.1.1.1 sentence cards,
At Word class library
Writing Penmanship and B6.4.2.1. B6.4.2.1.1
Handwriting
Using Writing Using Capitalisation B6.5.1.1.. B6.5.1.1.1.
Conventions
Extensive Building the Love and B6.6.1.1.. B6.6.1.1.1.
Reading Culture of Reading
2 Oral Language Songs B6.1.1.1. B6.1.1.1.1 Word cards
Reading Phonics B6.2.2.1. B6.2.2.1.1 sentence cards,
Grammar Usage Nouns B6.3.1.1. B6.3.1.1.1 class library
At Word
Writing Penmanship and B6.4.2.1. B6.4.2.1.1
Handwriting
Using Writing Using Capitalisation B6.5.1.1.. B6.5.1.1.1.
Conventions
Extensive Building the Love and B6.6.1.1. B6.6.1.1.1.
3 Oral Language Poems B6.1.3.1. B6.1.3.1.1 Word cards
Reading Word Families B6.2.3.1. B6.2.3.1.1 sentence cards,
Grammar Usage Determiners B6. 3.2.1.. B6. 3.2.1.1. class library
At Word
Writing Paragraph Development B6.4.6.1. B6.4.6.1.1
Using Writing Using Punctuation B6.5.2.1.. B6.5.2.1.1.
Conventions
4 Oral Language Story Telling B6.1.4.1. B6.1.4.1.1 Word cards
Reading Diphthongs B6.2.3.1.. B6.2.3.1.1. sentence cards,
Grammar Usage Determiners B6. 3.2.1. B6. 3.2.1.2 class library
At Word
Writing Paragraph Development B6.4.6.1. B6.4.6.1.1
Using Writing Using Punctuation B6.5.2.1.. B6.5.2.1.1.
Conventions
5 Oral Language Dramatisation and Role B6.1.5.1. B6.1.5.1.1 Word cards
Play
NANA FIIFI ACQUAH
Reading Blends and Consonant B6.2.5.1. B6.2.5.1.1 sentence cards,
Clusters class library
Grammar Usage Pronouns B6.3.3.1. B6.3.3.1.1
At Word
Writing Writing as a Process B6.4.9.1.. B6.4.9.1.1.
Using Writing Using Naming B6.5.3.1. B6.5.3.1.1
Conventions Words/Nouns
6 Oral Language Dramatisation and Role B6.1.5.1. B6.1.5.1.2 Word cards
Play sentence cards,
Reading Vocabulary B6.2.6.1. B6.2.6.1.1 class library
Grammar Usage Pronouns B6.3.3.1. B6.3.3.1.1
At Word
Writing Writing as a Process B6.4.9.2. B6.4.9.2.1
Using Writing Using Naming B6. 5.3.1. B6. 5.3.1.3.
7 Oral Language Conversation B6.1.6.1.. B6.1.6.1.1. Word cards
B6.1.6.2.. B6.1.6.2.1. sentence cards,
Grammar Usage Adjectives B6.3.4.1.. B6.3.4.1.1.
At Word
Writing Narrative Writing B6.4.9.3. B6.4.9.3.1
Using Writing Using Naming B6. 5.3.1 B6. 5.3.1.3.
8 Oral Language Listening Comprehension B6.1.7.1. B6.1.7.1.1 Word cards
B6.1.7.1. B6.1.7.1.2 sentence cards,
Grammar Usage Adjectives B6.3.4.1.. B6.3.4.1.1.
At Word
Writing Narrative Writing B6.4.9.3. B6.4.9.3.1
Using Writing Using Naming B6. 5.3.1.. B6. 5.3.1.3.
9 Oral Language Asking and Answering B6.1.8.1.. B6.1.8.1.1. Word cards
Question sentence cards,
Reading Comprehension B6.2.7.1. B6.2.7.1.1 class library
Grammar Usage Verbs B6.3.5.1. B6.3.5.1.1
At Word
Writing Creative/Free Writing B6.4.11.1. B6.4.11.1.1
NANA FIIFI ACQUAH
Using Writing Using Action Words B6.5.4.1. B6.5.4.1.1
Conventions
10 Oral Language Giving and Following B6.1.9.1. B6.1.9.1.1 Word cards
Commands sentence cards,
Reading Comprehension B6.2.7.1. B6.2.7.1.2 class library
Grammar Usage Verbs B6.3.5.1. B6.3.5.1.2
At Word
Writing Creative/Free Writing B6.4.11.1 B6.4.11.1.1

Conventions
11 Oral Language Presentation B6.1.10.1.. B6.1.10.1.1. Word cards
Reading Comprehension B6.2.7.1. B6.2.7.1.3 sentence cards,
Grammar Usage Verbs B6.3.5.1. B6.3.5.1.3 class library
At Word
Writing Descriptive Writing B6.4.12.1.. B6.4.12.1.1.
Conventions
12 Oral Language Presentation B6.1.10.1. B6.1.10.1.2 Word cards
Reading Comprehension B6.2.7.1. B6.2.7.1.3 sentence cards,
Grammar Usage Verbs B6.3.5.1. B6.3.5.1.3 class library
At Word
Writing Descriptive Writing B6.4.12.1.. B6.4.12.1.1.
Conventions

NANA FIIFI ACQUAH
(SOL) for B6 Term 1 SCIENCE
WEEKS STRAND SUB STRAND CONTENT INDICATORS RESOURCES

STANDARD
1 DIVERSITY OF LIVING AND NON- B6.1.1.1. B6.1.1.1.1 Plants and animals in the
MATTER LIVING THINGS environment, plastics, stones,
pictures videos paper,
2 DIVERSITY OF LIVING AND NON- B6.1.1.1. B6.1.1.1.1
MATTER LIVING THINGS
3 DIVERSITY OF MATERIALS B6.1.2.1. B6.1.2.1.1 Plants and animals in the
MATTER environment, plastics, stones,
pictures videos paper
4 DIVERSITY OF EARTH SCIENCE B6.2.1.1. B6.2.1.1.1
MATTER
5 CYCLES EARTH SCIENCE B6.2.1.2. B6.2.1.2.1
6 CYCLES LIFE CYCLES OF B6.2.2.1. B6.2.2.1.1 Plants and animals in the

ORGANISMS environment, plastics, stones,
pictures videos paper
7 CYCLES THE HUMAN B6.3.1.1. B6.3.1.1.1
BODY SYSTEMS
8 SYSTEMS THE SOLAR B6.3.2.1. B6.3.2.1.1

SYSTEM
9 SYSTEMS ECOSYSTEM B6.3.3.1. B6.3.3.1.1
10 FORCES AND SOURCES AND B6.4.1.1. B6.4.1.1.1

ENERGY FORMS OF
ENERGY
11 FORCES AND ELECTRICITY AND B6.4.2.1. B6.4.2.1.1 Plants and animals in the
ENERGY ELECTRONICS environment, plastics, stones,
batteries, pictures videos
12 FORCES AND ELECTRICITY AND B6.4.2.1. B6.4.2.1.1 paper
ENERGY ELECTRONICS

NANA FIIFI ACQUAH
(SOL) for B6 Term 1 COMPUTING

STANDARD
1 Introduction to Generation of computers and B6.1.1.1. B6.1.1.1.1 Laptops,
computing parts of a computer and other B6.1.1.1. B6.1.1.1.2 Images of
gadgets clipboard, styles,
fonts, paragraph
2 Introduction to Introduction to MS- B6.1.2.1. B6.1.2.1.1 Laptops,
computing Windows Interface (Desktop B6.1.2.1. B6.1.2.1.2
Background and locations of B6.1.2.1. B6.1.2.1.3
the computer.) B6.1.2.1. B6.1.2.1.4
3 Introduction to Data, sources and usage B6.1.3.1. B6.1.3.1.1 Laptops,
computing B6.1.3.1. B6.1.3.1.2
B6.1.3.1. B6.1.3.1.3
B6.1.3.1. B6.1.3.1.4
4 Introduction to Technology in the community B6.1.4.1. B6.1.4.1.1 Laptops,
computing (communication) B6.1.4.1. B6.1.4.1.2
5 Presentation Introduction to MS-PowerPoint B6.2.1.1.. B6.2.1.1.1. Laptops,
(Tabs and ribbons of MS-
PowerPoint)
Word
processing Introduction to Word
Processing (Tabs and ribbons of B6.3.1.1. B6.3.1.1.1.
word processing)
6 Programming Introduction to databases, B6.5.1.1. B6.5.1.1.1 Laptops,
and databases algorithm and programming. B6.5.1.1. B6.5.1.1.2
B6.5.1.1. B6.5.1.1.3
7 Programming Introduction to Electronic B6.5.3.1. B6.5.3.1.1 Laptops, smart
and databases Spreadsheet B6.5.3.1. B6.5.3.1.2 phones
B6.5.3.1. B6.5.3.1.3
8 Internet and Network Overview B6.6.1.1.. B6.6.1.1.1. Laptops, smart
social media B6.6.1.1. B6.6.1.1.2 phones
Web browsers and Web Pages
B6.6.2.1. B6.6.2.1.1
B6.6.2.1. B6.6.2.1.2
9 Internet and Surfing the world wide web B6.6.3.1.. B6.6.3.1.1. Laptops, smart
Favourite places and Search
engine B6.6.4.1. B6.6.4.1.1
B6.6.4.1. B6.6.4.1.2
10 Internet and Using Online Forms B6.6.5.1. B6.6.5.1.1 Laptops, smart
11 Internet and Customising your browser B6.6.6.1.. B6.6.6.1.1. Laptops, smart
NANA FIIFI ACQUAH
B6.6.6.1. B6.6.6.1.3
12 Internet and Electronic Email B6.6.7.1. B6.6.7.1.1 Laptops, smart
social media phones

NANA FIIFI ACQUAH
Termly Scheme of Learning (SOL) for B6 Term 3 MATHEMATICS

STANDARD
1 Number Counting, Representation, B6.1.1.1. B6.1.1.1.1 Counters, bundle and loose
Cardinality & Ordinality straws, Paper strips, Cut
out cards
Cardinality & Ordinality B6.1.1.1. B6.1.1.1.3 straws, Paper strips, Cut
out cards
out cards
out cards
Cardinality & Ordinality B6.1.1.2. B6.1.1.2.1 straws, Paper strips, Cut
out cards
out cards
out cards
8 Number Number Operations B6.1.2.1 B6.1.2.1.1 Counters, bundle and loose
straws, Paper strips, Cut
out cards
9 Number Number Operations B6.1.2.1. B6.1.2.1.2 Counters, bundle and loose
out cards
10 Number Number Operations B6.1.2.2.. B6.1.2.2.1. Counters, bundle and loose
out cards
B6.1.2.4 B6.1.2.4.1 straws, Paper strips, Cut
out cards
out cards

NANA FIIFI ACQUAH
(SOL) for B6 Term 3 HISTORY OF GHANA

STANDARD
1 Europeans in Ghana Impact of European B6.3.4.1. B6.3.4.1.1 A map of
Presence Ghana,
Posters,
documentary
2 Europeans in Ghana Impact of European B6.3.4.1 B6.3.4.1.1 A map of
Presence Ghana,
Posters,
documentary
3 Europeans in Ghana Impact of European B6.3.4.1. B6.3.4.1.1 A map of
Presence Ghana,
Posters,
documentary
4 Colonisation and Political B6.4.4.1. B6.4.4.1.1 A map of
Developments under Developments Under Ghana,
Colonial Rule in Ghana Colonial Rule Posters,
documentary
documentary
documentary
7 Journey to Independence Formation of Political B6.5.2.1. B6.5.2.1.1 A map of
Parties Ghana,
Posters,
documentary
Parties Ghana,
Posters,
documentary
Parties Ghana,
NANA FIIFI ACQUAH
Posters,
documentary
Parties Ghana,
Posters,
documentary
Parties Ghana,
Posters,
documentary
Parties Ghana,
Posters,
documentary

NANA FIIFI ACQUAH
(SOL) for B6 Term 3 PHYSICAL EDUCATION

STANDARD
1 MOTOR SKILLS AND LOCOMOTOR B6.1.1.1. B6.1.1.1.1: Balls, Pictures and Video
MOVEMENT SKILLS
PATTERNS
2 MOTOR SKILLS AND LOCOMOTOR B6.1.1.1. B6.1.1.1.2 Pictures and Video
MOVEMENT SKILLS
PATTERNS
3 MOTOR SKILLS AND MANIPULATIVE B6.1.2.1. B6.1.2.1.1 Drums, Clappers, Video
MOVEMENT SKILLS and Pictures Video and
PATTERNS Pictures
4 MOTOR SKILLS AND MANIPULATIVE B6.1.2.1. B6.1.2.1.2
MOVEMENT SKILLS
PATTERNS
5 MOTOR SKILLS AND MANIPULATIVE B6.1.2.1. B6.1.2.1.3 Pictures and Video
MOVEMENT SKILLS
PATTERNS
MOVEMENT SKILLS
PATTERNS
MOVEMENT SKILLS
PATTERNS
MOVEMENT SKILLS
PATTERNS
MOVEMENT SKILLS
PATTERNS
10 MOTOR SKILLS AND MANIPULATIVE B6.1.2.1. B6.1.2.1.8 Drums, Laptop,
MOVEMENT SKILLS Speakers
PATTERNS
MOVEMENT SKILLS Speakers,
PATTERNS
MOVEMENT SKILLS Speakers
PATTERNS

NANA FIIFI ACQUAH
(SOL) for B6 Term 3 RELIGIOUS AND MORAL EDUCATION

STANDARD
1 God, His Creation God the Creator B6. 1.1.1. B6. 1.1.1.1 wall charts, wall
and Attributes words, posters,
video clip, etc
2 God, His Creation God the Creator B6. 1.1.1. B6. 1.1.1.1 wall charts, wall
video clip, etc
3 God, His Creation The Environment B6.1.2.1. B6.1.2.1.1 wall charts, wall
video clip, etc
4 God, His Creation The Environment B6. 1.2.1. B6. 1.2.1.1 wall charts, wall
video clip, etc
5 God, His Creation The Environment B6. 1.2.1.: B6. 1.2.1.2: wall charts, wall
video clip, etc
6 God, His Creation The Environment B6. 1.2.1.: B6. 1.2.1.2: wall charts, wall
video clip, etc
7 Religious Practices Religious Worship in B6.2.1.1. B6.2.1.1.1: wall charts, wall
and their Moral the Three Major words, posters,
Implications Religions in Ghana video clip, etc
8 Religious Practices Religious Worship in B6.2.1.1.: B6.2.1.1.1: wall charts, wall
and their Moral the Three Major words, posters,
Implications Religions in Ghana video clip, etc
9 Religious Practices Festivals in the Three B6.2.2.1.: B6.2.2.1.1: wall charts, wall
and their Moral Major Religions words, posters,
Implications video clip, etc

NANA FIIFI ACQUAH
(SOL) for B6 Term 3 OUR WORLD AND OUR PEOPLE

STANDARD
1 ALL ABOUT Nature of God B6.1.1.1 . B6.1.1.1 .1 Pictures, Charts,
US Video Clip
2 ALL AROUND Myself B6.1.2.1. . B6.1.2.1. 1. Pictures, Charts,
US Video Clip
3 ALL AROUND Myself B6.1.2.1. B6.1.2.1. 2 Pictures, Charts,
US Video Clip
4 ALL AROUND My Family and the B6.1.3.1.. B6.1.3.1.1. Pictures, Charts,
US Community Video Clip
5 ALL AROUND Home and School B6.1.4.1. B6.1.4.1.1 Pictures, Charts,
US Video Clip
6 ALL AROUND The Environment and the B6.2.1.1.. B6.2.1.1.1. Pictures, Charts,
US Weather Video Clip
7 ALL AROUND Plants and Animals B6.2.2.1. B6.2.2.1.1 Pictures, Charts,
US Video Clip
8 ALL AROUND Map Making and Land B6.2.3.1.. B6.2.3.1.1. Pictures, Charts,
US Marks Video Clip
US Marks Video Clip
US Marks Video Clip
11 ALL AROUND Map Making and Land B6.2.3.1. B6.2.3.1.1. Pictures, Charts,
US Marks Video Clip
US Marks Video Clip

NANA FIIFI ACQUAH
(SOL) for B6 Term 1 CREATIVE ARTS

STANDARD
1 Visual arts Thinking and B6 1.1.1. B6 1.1.1.1 photos, videos, art paper,
exploring colours, and traditional art
(Visual Arts) tools, materials and
equipment available in the
community
2 Performing Thinking and B6 2.1.1. B6 2.1.1.1 -do-
arts exploring
3 Visual arts Thinking and B6 1.2.2. B6 1.2.2.1 -do-
Exploring Ideas
4 Performing Planning, Making B6 2.2.2. B6 2.2.2.1 -do-
arts and Composing
5 Visual arts Planning, Making B6 1.2.3. B6 1.2.3.1 -do-
and Composing
6 Performing Planning, Making B6 2.2.3. B6 2.2.3.1 -do-
arts and Composing
7 Visual arts Displaying and B6 1.3.4. B6 1.3.4.1 -do-
Sharing
8 Performing Displaying and B6 2.3.4. B6 2.3.4.2 -do-
arts Sharing
9 Visual and Displaying and B6 1.3.4. B6 1.3.4.1 -do-
Performing Sharing / B6 2.4.6. B6 2.4.6.1
Arts Appreciating and
Appraising
10 Visual and Displaying and B6 1.3.5. B6 1.3.5.1 -do-
Performing Sharing / B6 2.4.7 B6 2.4.7.2
Arts Appreciating and
Appraising
11 Visual and Appreciating and B6 1.4.6. B6 1.4.6.2 -do-

Performing Appraising B6 2.4.6. B6 2.4.6.2
Arts
12 Visual and Appreciating and B6 1.4.6. B6 1.4.6.2 -do-
Performing Appraising B6 2.4.6. B6 2.4.6.2
Arts

NANA FIIFI ACQUAH
Scheme of Learning for B6 Term 1 (Ghanaian Language)
Week STRAND SUB-STRAND CONTENT INDICATORS RESOURCES

STANDARD
1 Oral SONGS B6.1.1.1. B6.1.1.1.1 Drums, drum
Language B6.1.1.1. B6.1.1.1.2 sticks,
Poems recorded audios,
Manila cards,
recorded audio
2. Oral Poems B6.1.3.1. B6.1.3.1.1 visuals
Language
Listening and Story Telling B6.1.4.1. B6.1.4.1.1
B6.1.4.1. B6.1.4.1.2
B6.1.5.1. B6.1.5.1.1
B6.1.5.1. B6.1.5.1.2
3. Reading Phonics: Letter Sound B6.2.4.1. B6.2.4.1.1 Pictures of
Knowledge B6.2.4.1. B6.2.4.1.2 animals, Manila
B6.2.4.1. B6.2.4.1.3 cards, markers,
recorded
audiovisual
4. Reading vocabulary (Sight and content B6.2.5.1.. B6.2.5.1.1. Manila cards,
vocabulary) B6.2.5.1. B6.2.5.1.2 markers, recorded
audio-
visual
5. Writing Penmanship/Handwriting B6.3.1.1. B6.3.1.1.1 Manila cards,
markers, recorded
audiovisual
6. Composition Narrative Writing B6.4.1.1. B6.4.1.1.1 Manila Cards,
Writing B6.4.1.1. B6.4.1.1.2 Class reader
B6.4.1.1. B6.4.1.1.3
7. Composition Creative/ Free Writing B6.4.2.1. B6.4.2.1.1 Manila Cards,
Writing B6.4.2.1. B6.4.2.1.2 Markers
B6.4.2.1. B6.4.2.1.3
NANA FIIFI ACQUAH
8. Composition Descriptive Writing B6.4.3.1. B6.4.3.1.1 Word cards, Manila
Writing B6.4.3.1. B6.4.3.1.2 card
B6.4.3.1. B6.4.3.1.3 Markers Word
cards Manila card
Markers
9. Writing Integrating Grammar in B6.5.1.1. B6.5.1.1.1 Word cards, Manila

Convention Written Language B6.5.1.1. B6.5.1.1.2 card
s/ Usage (Capitalization) Markers Word
Cards, Manila card,
B6.5.2.1. B6.5.2.1.1
Integrating Grammar in
Written Language
(Punctuation)
10. Writing Integrating Grammar in B6.5.2.1. B6.5.2.1.2 Word cards, Manila

Convention s/ Written Language card
Usage (Punctuation) B6.5.2.1. B6.5.2.1.3
Markers Word
Cards, Manila
card,
Integrating Grammar in B6.5.3.1. B6.5.3.1.1
Written Language (Use of
action words)
11. Extensive Building the Love and Culture B6.6.1.1. B6.6.1.1.1 Reading materials
Reading/ of Reading in Learners B6.6.1.1. B6.6.1.1.2
Children
Library
12. Extensive Building the Love and Culture B6.6.1.1. B6.6.1.1.3 Manila Cards,
Reading/ of Reading in Learners B6.6.1.1.4 B6.6.1.1.4 Markers
Children
Library

NANA FIIFI ACQUAH
TERM ONE
BASIC SIX
WEEK 1
NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN
SUBJECT: ENGLISH LANGUAGE CLASS: SIX
Week Ending: Class size:

Day : Date :
Period : Lesson :
Strand : Sub-strand :
A. Reading A. Phonics
B. Grammar Usage at Word B. Nouns
C. Writing C. Penmanship and Handwriting
D. Using Writing Conventions/ D. Using Capitalisation
E. Extensive Reading E. Building the Love and Culture of Reading
Indicator (code) B6.2.2.1.1 B6.3.1.1.1 B6.4.2.1.1 B6.5.1.1.1. B6.6.1.1.1.

Content standard (code) B6.2.2.1. B6.3.1.1. B6.4.2.1. B6.5.1.1.. B6.6.1.1..
Performance Indicator A. Learners can read words with ending sounds like "sure" as in measure;
"ture" as in creature and "tch" as in Stretch
B. Learners can identify and use nouns or noun phrases to describe conditions.
C. Learners can write with a legible, fluent and personal handwriting style
D. Learners can follow appropriate mechanical convention
E. Learners can read and critique a variety of age- and level appropriate books
and present a one-page critical commentary based on a set of criteria, on
each book read
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.
Keywords
NANA FIIFI ACQUAH
T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref: English Language curriculum Page
DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage B.READING What have we learnt
learners to • Use word games to introduce words with ending today?
sing songs sounds like "sure" as in measure; "ture" as in creature
and recite and "tch" as in Stretch. Ask learners to
familiar • Guide learners to play the Pick and Read game to summarize the main
rhymes practise reading the target words. points in the lesson
• Have groups write sentences with the target words
and read out the sentences to the class.
Assessment: let learners write sentences with the

target words and read out the sentences to the class
Wednesday Engage C.GRAMMAR What have we learnt

learners to Identify and use nouns or noun phrases to describe today?
sing songs conditions.
and recite Ask learners to
familiar Assessment: let learners use nouns or noun phrases to summarize the main
rhymes describe conditions. points in the lesson
Thursday Engage D.WRITING What have we learnt

learners to • Have learners select sentences from their readers. today?
sing songs • As learners observe, demonstrate the activity by
and recite writing the sentences in joint script on the board. Ask learners to
familiar • Have individual learners read out the sentences. summarize the main
rhymes • Let learners copy the sentences into their exercise points in the lesson
books.
• Have pupils share their work with their partners.
Assessment: let learners copy sentences into their

exercise books in joint script
Friday Engage E.WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to Ask individual learners to write a formal letter each on a today?
sing songs given topic, paying attention to correct use of capital
and recite letters, the full stop, comma, question mark,
NANA FIIFI ACQUAH
familiar exclamation mark, quotation marks, apostrophe, Ask learners to
rhymes hyphen etc summarize the main
points in the lesson
Assessment: let learners write a formal letter each on a
given topic
Friday Guide E.EXTENSIVE READING Have learners to tell
learners to what they read to the
choose and • Lead discussion on the importance of reading whole class
read books widely.
during the • Have learners read books of their choice
library independently during the library period.
period • Learners think-pair-share their stories with
peers.
• Ask each learner to write a-two-paragraph
summary of the book read.
• Invite individuals to present their work to the
class for feedback.
• Encourage them to visit the local library to
read and borrow books.
• Encourage them to share whatever they read
with their mates
Assessment: let learners read and critique a variety of

age- and level appropriate books and present a one-
page critical commentary based on a set of criteria, on
each book read

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN
SUBJECT: MATHEMATICS CLASS: SIX

Day : Date :
Period : Lesson :
Strand : Number Sub-strand : Counting, Representation, Cardinality & Ordinality
Indicator (code) B6.1.1.1.1

Content standard (code) B6.1.1.1.
Performance Indicator Learners can model number quantities up to 1,000,000 using graph sheets and
multi-base block
Keywords
T. L .R. (s) Counters

Ref: Mathematics curriculum Page

(preparing
the brain
for
learning)
Tuesday Sing songs Ask pupils to model number quantities up to 1000,000 Review the lesson with
like: using graph sheets or multi-base materials. For Learners
instance, with multi-base block, a cube = 1000 unit; a
NANA FIIFI ACQUAH
I’m rod = 10,000; a flat = 100,000 and a block = 1,000,000;
counting learners model 436,000 with the appropriate materials
one, what
Assessment: have learners to practice with more
is one
examples
Wednesda Sing songs Ask pupils to model the number 137,000 shading graph Review the lesson with
y like: sheet square as shown below Learners
I’m
counting
one, what
is one
1 - One is
one alone,
alone it
shall be.

examples
Thursday Sing songs Give learners teacher-make token currency notes [¢10, Review the lesson with
like: ¢100 & ¢500 notes] on different coloured-paper and Learners
ask them work out how many will be required to model
given amounts up to ¢1,000,000; e.g. ¢123,480
I’m
counting
one, what
is one
1 - One is
one alone,
alone it
shall be.

examples
NANA FIIFI ACQUAH
Friday Sing songs Give learners teacher-make token currency notes [¢10, Review the lesson with
like: ¢100 & ¢500 notes] on different coloured-paper and Learners
ask them work out how many will be required to model
given amounts up to ¢1,000,000; e.g. ¢123,480
I’m
counting
one, what
is one
1 - One is
one alone,
alone it
shall be.

examples
Tuesday Sing songs Ask pupils to model number quantities up to 1000,000 Review the lesson with
like: using graph sheets or multi-base materials. For Learners
instance, with multi-base block, a cube = 1000 unit; a
rod = 10,000; a flat = 100,000 and a block = 1,000,000;
I’m
learners model 436,000 with the appropriate materials
counting
one, what Assessment: have learners to practice with more
is one examples

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN
SUBJECT: SCIENCE CLASS: SIX

Day : Date :
Period : Lesson :
Strand : DIVERSITY OF MATTER Sub-strand : LIVING AND NON-LIVING THINGS

Performance Indicator Learners can classify plants based on their root system
Keywords
T. L .R. (s) Pictures

Ref: Science curriculum Page

(preparing
the brain
for
learning)
Thursday Engage • Learners uproot young plants (e.g. grass, beans, What have we learnt
learners to mango, cassava and sweet potato) and bring to class. today?
sing songs Ask learners to
and recite • Learners are shown pictures of the root systems of summarize the
familiar different plants. important points of the
rhymes lesson
• Learners observe and identify the similarities and
differences between the roots of the various plants.
• Task learners to put the plants into two main groups

based on the similarities in their roots system.
NANA FIIFI ACQUAH
• Learners give reasons for their classifications
Assessment: let learners identify the similarities

between the roots of the various plants.

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN
SUBJECT: HISTORY CLASS: SIX

Day : Date :
Period : Lesson :
Strand : Europeans in Ghana Sub-strand : Impact of European Presence

Performance Indicator Learners can assess the changes that the European presence
brought to Ghana.
Keywords

Ref: History curriculum Page

Starter (new learning including Plenary / Reflections
(preparing the brain assessment)
for learning)
Tuesday Engage learners to Show and discuss a What have we learnt today?
sing songs and documentary of European
recite familiar presence in Ghana Ask learners to summarize the
rhymes main points in the lesson
Assessment: let learners

mention the changes that the
European presence brought to
Ghana.
Thursday Engage learners to What have we learnt today?
sing songs and Show and discuss a
documentary of European
presence in Ghana
NANA FIIFI ACQUAH
recite familiar Ask learners to summarize the
What was the effect mention the changes that the
of formal education European presence brought to
Ghana.
in Ghana?

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN
SUBJECT: OUR WORLD OUR PEOPLE CLASS: SIX

Day : Date :
Period : Lesson :
Strand : ALL ABOUT US Sub-strand : Nature of God

Indicator (code) B6.1.1.1 .1
Content standard (code) B6.1.1.1 .
Performance Indicator Learners can describe the attributes of God
Keywords

Ref: Our World Our People curriculum Page

(preparing
the brain
for
learning)
Tuesday Engage Learners in groups discuss the attributes of God e.g. What have we learnt
learners to love, patience, merciful, Omniscient- All-knowing. today?
sing songs
and recite Learners role play scenarios to reflect the attributes of Ask learners to
familiar God in their lives. summarize the main
rhymes points in the lesson
Assessment: Let learners describe the attributes of God
Thursday Engage What have we learnt

learners to Learners write essays on the attributes of God in today?
sing songs relations to themselves.
and recite
NANA FIIFI ACQUAH
familiar Assessment: Let learners write essays on the attributes Ask learners to
rhymes of God in relations to themselves summarize the main

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN
SUBJECT: PHYSICAL EDUCATION CLASS: SIX

Day : Date :
Period : Lesson :
Strand : MOTOR SKILLS AND MOVEMENT Sub-strand : LOCOMOTOR SKILLS

PATTERNS
Indicator (code) B6.1.1.1.1:

Performance Indicator Learners can jump for distance, landing on both feet and bending the hips, knees,
and ankles to reduce the impact force.
Keywords
T. L .R. (s) cones

Ref: PE curriculum Page

(preparing
the brain
for
learning)
Friday Learners After warm up activities, learners perform long jump What have we learnt
jog round a by: today?
demarcate i. Practicing approach run.
d area in ii. Practicing approach run and single take off with a Use answers to
files while comfortable foot. summarise the lesson.
singing and iii. Practice landing on both feet with emphasis on
clapping to bending the hips, knees, and ankles to reduce the
warm-up impact force.
the body iv. Learners practice at their own pace base on their
for abilities.
maximal v. Learners cool down to end the lesson
NANA FIIFI ACQUAH
performan
ce and to
prevent
injuries

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN
SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: SIX

Day : Date :
Period : Lesson :
Strand : God, His Creation and Attributes Sub-strand : God the Creator
Indicator (code) B6. 1.1.1.1

Content standard (code) B6. 1.1.1.
Performance Indicator Learners can describe the nature of God through His attributes
Keywords

Ref: RME curriculum Page

(preparing
the brain
for
learning)
Friday Engage • Let learners list the attributes of God: love, patience, What have we learnt
learners to merciful, Omniscient (All-knowing), etc. today?
sing songs • Guide learners to discuss the attributes of God in
and recite English and local languages. Ask learners to
familiar • In groups, ask learners to identify the attributes of summarize the main
rhymes God that are present in humankind: love, patience, points in the lesson
merciful, etc.
Assessment: let learners identify the attributes of God

that are present in humankind

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN
SUBJECT: COMPUTING CLASS: SIX

Day : Date :
Period : Lesson :
Strand : INTRODUCTION TO COMPUTING Sub-strand : GENERATION OF COMPUTERS AND PARTS OF A
COMPUTER AND OTHER GADGETS
Indicator (code) B6.1.1.1.1 B6.1.1.1.2
Content standard (code) B6.1.1.1. B6.1.1.1.
Performance Indicator  Learners can describe the Generation of Computers
 Learners can identify components of a Computer System: Hardware,
Software and Liveware.
Keywords
T. L .R. (s) Laptop

Ref: Computing curriculum Page
(preparing
the brain
for
learning)
Engage Guide learners to discuss the Generation of Computers. What have we learnt
learners to Microprocessors - Super Computers, Mainframe, today?
Wednesday sing songs Minicomputers and the main computer mixed
and recite Microcomputers, Mobile Phones, etc Ask learners to
familiar summarize the main
rhymes Guide learners to identify Hardware (input, output, points in the lesson
storage and communication), Software, Liveware and
discuss the components and how they are used
NB: the discussion should be limited to definition level.
Assessment: Let learners identify components of a

Computer System

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN
SUBJECT: CREATIVE ARTS CLASS: SIX

Day : Date :
Period : Lesson :
Strand : Visual Arts Sub-strand : Thinking and Exploring Ideas
Indicator (code) B6 1.1.1.1

Content standard (code) B6 1.1.1.
Performance Indicator Learners can explore and study the artworks of some international visual artists
and analyse how their artworks reflect the history and culture of some
communities in the world
Keywords

Ref: Creative Arts curriculum

(preparing
the brain
for
learning)
Wednesday Engage Learners are to: What have we learnt
learners to today?
sing songs study and share the artworks of some international
and recite visual artists (e.g. Meshack Asare, Zingaro, Leonardo, Ask learners to
familiar Michelangelo, Picasso, El-Anatsui, Kara Walker, Ibrahim summarize the main
rhymes Mahama, Rebecca Horn); points in the lesson
works of the international artists studied
in relation to the history and cultures of some
communities in the world. For example, Ibrahim
NANA FIIFI ACQUAH
Mahama uses the transformation of materials to
explore among other themes the issue of migration and
the socio-economic and cultural heritage of a people;
following guidelines:
- Name
- Country of origin
- Training
- Type of artworks
- Title of some works
- Preferred Media
- Contribution to the development of art
Assessment: let learners explain how their artworks of

some international visual artists reflect the history and
culture of some communities in the world

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN
SUBJECT: GHANAIAN LANGUAGE CLASS: SIX

Day : Date :
Period : Lesson :
Oral Language Songs
Poems
Indicator (code) B6.1.1.1.1 B6.1.1.1.2.
Performance Indicator  Learners should sing some traditional songs which are used for traditional
dances and their correct rhythms
 Learners should discuss the importance and some moral lessons of the
songs and the dances
Keywords
T. L .R. (s) Manila cards, markers, recorded audios visual

Ref: Ghanaian Language curriculum

(preparing
the brain
for
learning)
Engage • Play back a recorded traditional song in class, and What have we learnt
leaners to help learners to sing traditional songs with their correct today?
sing songs rhythms.
and recite • Demonstrate how some of the dances are performed.
familiar • Allow learners to dance to the rhythm of the song.
rhymes
NANA FIIFI ACQUAH
Assessment: let learners sing traditional songs with Review the lesson with
their correct rhythms and dance to the rhythm of the learners
song
Engage • With a recorded traditional song played in class, let What have we learnt
leaners to learners listen and sing along, and on their own. today?
sing songs • Lead learners to discuss some morals of the
and recite traditional song.
familiar • Discuss some importance of traditional songs to the
rhymes
community and to the people.
• Lead learners to discuss the history or relevance of Review the lesson with
the songs. learners
Assessment: let learners write importance and some

moral lessons of the songs and the dances
Engage • With a recorded traditional song played in class, let What have we learnt
leaners to learners listen and sing along, and on their own. today?
sing songs • Lead learners to discuss some morals of the
and recite traditional song.
familiar • Discuss some importance of traditional songs to the
rhymes
community and to the people.
• Lead learners to discuss the history or relevance of Review the lesson with
the songs. learners
Assessment: let learners write importance and some

moral lessons of the songs and the dances

NANA FIIFI ACQUAH
TERM ONE
BASIC SIX
WEEK 2
NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
A. Oral Language A. Songs, Poems
B. Reading B. Phonics
C. Grammar Usage At Word C. Nouns
D. Writing D. Penmanship and Handwriting
E. Using Writing Conventions E. Using Capitalisation
F. Extensive Reading F. Building the Love and Culture of Reading
Indicator (code) ( B6.1.1.1.1 B6.1.3.1.1) B6.2.2.1.1. B6.3.1.1.2 B6.4.2.1.1 B6.5.1.1.1. B6.6.1.1.1.
Content standard (code) ( B6.1.1.1. B6.1.3.1.) B6.2.2.1. B6.3.1.1. B6.4.2.1. B6.5.1.1. B6.6.1.1..
Performance Indicator A. Learners can relate the central messages in songs to personal experiences.
relate the central messages of poems to personal experiences
B. Learners can read words with ending sounds like "sure" as in measure;
"ture" as in creature and "tch" as in Stretch
C. Learners can identify and use: Proper nouns to refer to
organisations/events; Count/non-count, Singular, Plural (regular, irregular),
Without plural marker.
D. Learners can write with a legible, fluent and personal handwriting style
E. Learners can follow appropriate mechanical convention.
F. Learners can read and critique a variety of age- and level appropriate books
each book read
NANA FIIFI ACQUAH
Keywords
library.

(preparing
the brain
for
learning)
Monday Engage A.ORAL LANGUAGE What have we learnt
learners to • Engage learners to sing some familiar songs from today?
sing songs their cultural background.
and recite • Write lines of songs on chalk board and have learners Ask learners to
familiar read through the lines. summarize the main
rhymes • Demonstrate singing of the songs as learners listen points in the lesson
attentively.
• Guide learners to sing songs with stress and rhythm
by clapping.
• Invite learners to sing individually and in groups
• Engage learners in reciting some familiar poems.

• Introduce learners to an eight-line poem on the
board.
• Read/recite the poem clapping/tapping its rhythm.
• Have learners read lines of the poem ensuring correct
pronunciation of words.
• Let learners take turns to read in groups and
individually.
• Have learners discuss the central message and relate
it to their personal experiences
Assessment: let learners relate the central messages in

songs and poems to personal experiences.
learners to • Use word games to introduce words with ending today?
sing songs sounds like "sure" as in measure; "ture" as in creature
and recite and "tch" as in Stretch. Ask learners to
familiar • Guide learners to play the Pick and Read game to summarize the main
rhymes practise reading the target words. points in the lesson
• Have groups write sentences with the target words
and read out the sentences to the class.
NANA FIIFI ACQUAH
Assessment: let learners write sentences with the
target words and read out the sentences to the class.

learners to • Revise all the types of nouns (refer to B1- B5). today?
sing songs • Provide learners with opportunities to further practise
and recite using these nouns. Ask learners to
familiar E.g. summarize the main
rhymes a. Learners take their reading books and identify and points in the lesson
make a list of these nouns, use them in sentences and
present their work to the class for feedback.
b. Use a language drill to help learners do practice
activities.
E.g. Pair Drill for singular/plural nouns
− Learner “A” gives a noun – mango
− Learner “B” gives its plural form “mangoes” and uses
it in a sentence – I love mangoes.
C – Learners play the “Lucky Dip game” for practice.
Learners take turns to dip their hands into a box
containing words of collective nouns, pick a card and
use the word in a sentence.
E.g. a team of horses, a bevy of ladies, a flock of sheep
D – Learners can look for types of nouns using the
internet and use them in sentences
Assessment: let learners use proper nouns count/non-

count in sentences
learners to • Have learners select sentences from their readers. today?
sing songs • As learners observe, demonstrate the activity by
and recite writing the sentences in joint script on the board. Ask learners to
familiar • Have individual learners read out the sentences. summarize the main
rhymes • Let learners copy the sentences into their exercise points in the lesson
books.
• Have pupils share their work with their partners.
Assessment: let learners copy sentences into their

exercise books in joint script
learners to Ask individual learners to write a formal letter each on a today?
sing songs given topic, paying attention to correct use of capital
and recite letters, the full stop, comma, question mark, Ask learners to
familiar exclamation mark, quotation marks, apostrophe, summarize the main
rhymes hyphen etc points in the lesson
NANA FIIFI ACQUAH
Assessment: let learners write a formal letter each on a

given topic
read books widely.
peers.
class for feedback.
• Encourage them to visit the local library to read
and borrow books.
with their mates

each book read

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :

Content standard B6.1.1.1. B6.1.1.1.
(code)
Performance Indicator Learners can read and write numbers in figures and in words up to 1,000,000,000
Learners can identify numbers in different positions around a given number in a
number chart
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development
and Leadership Critical Thinking and Problem Solving.
Keywords


(preparing
the brain
for
learning)
NANA FIIFI ACQUAH
Monday Sing songs Play the place value number wheel game: Use the Review the lesson with
like: million number wheel to generate 7-digit numbers and Learners
represent the number generated on a place value
frame. Throw a number of pebbles (or stones) onto the
I’m
number wheel, identify the number of pebbles landing
counting in each place value ring, and state the number
one, what generated in the wheel (i.e. 5 landed in the hundred-
is one thousands’ ring making the number twenty-thousand
or 500,000).
The representations to use also include verbal, and
numerals. Learners must match number word cards to
the figures
Ask pupils to write given numbers on the expanded

form of the number : 1,362,524,513 = 1,000,000,000 ×
1 + 100,000,000 × 3 +10,000,000× 6 1,000,000 × 2 +
100,000 × 5 +10,000× 2 + 1,000 × 4 +100 × 5 + 10 × 1 +
1× 3 = 1,000,000,000 + 300,000,000 + 60,000,000 +
2,000,000 + 500,000 + 20,000 + 4000 + 500 + 10 + 3
NANA FIIFI ACQUAH
examples
Tuesday Sing songs Play the place value number wheel game: Use the Review the lesson with
like: million number wheel to generate 7-digit numbers and Learners
represent the number generated on a place value
frame. Throw a number of pebbles (or stones) onto the
I’m
number wheel, identify the number of pebbles landing
counting in each place value ring, and state the number
one, what generated in the wheel (i.e. 5 landed in the hundred-
is one thousands’ ring making the number twenty-thousand
1 - One is or 500,000).
one alone, The representations to use also include verbal, and
alone it numerals. Learners must match number word cards to
the figures
shall be.
Ask pupils to write given numbers on the expanded

form of the number : 1,362,524,513 = 1,000,000,000 ×
NANA FIIFI ACQUAH
1 + 100,000,000 × 3 +10,000,000× 6 1,000,000 × 2 +
100,000 × 5 +10,000× 2 + 1,000 × 4 +100 × 5 + 10 × 1 +
1× 3 = 1,000,000,000 + 300,000,000 + 60,000,000 +
2,000,000 + 500,000 + 20,000 + 4000 + 500 + 10 + 3

examples
Wednesda Sing songs Display a number chart in multiples of 1,500 between Review the lesson with
y like: 10,000 and 50,000 and lead learners identify numbers Learners
in different positions around a given number. Put
learners in pairs and give each group a number grid and
I’m
have them identify numbers in different positions
counting around a chosen number
one, what
is one 10,000 11,500 12,000 13,500 15,000 16,500
1 - One is
20,000 21,500 22,000 23,500 24,000 25,500
one alone,
30,000 31,500 33,000 34,500 36,000 37,500
alone it
shall be. 40,000 41,500 43,000 44,500 46,000 47,500
50,000 51,500 53,000 54,500 56,000 57,500
60,000 61,500 63,000 64,500 66,000 67,500

examples
Thursday Sing songs Display a number chart in multiples of 1,500 between Review the lesson with
like: 10,000 and 50,000 and lead learners identify numbers Learners
I’m
one, what
is one 10,000 11,500 12,000 13,500 15,000 16,500
1 - One is
20,000 21,500 22,000 23,500 24,000 25,500
one alone,
30,000 31,500 33,000 34,500 36,000 37,500
alone it
shall be. 40,000 41,500 43,000 44,500 46,000 47,500
50,000 51,500 53,000 54,500 56,000 57,500
60,000 61,500 63,000 64,500 66,000 67,500

examples
NANA FIIFI ACQUAH
Friday Sing songs Display a number chart in multiples of 1,500 between Review the lesson with
like: 10,000 and 50,000 and lead learners identify numbers Learners
I’m
one, what
is one 10,000 11,500 12,000 13,500 15,000 16,500
1 - One is
20,000 21,500 22,000 23,500 24,000 25,500
one alone,
30,000 31,500 33,000 34,500 36,000 37,500
alone it
shall be. 40,000 41,500 43,000 44,500 46,000 47,500
50,000 51,500 53,000 54,500 56,000 57,500
60,000 61,500 63,000 64,500 66,000 67,500

examples

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : DIVERSITY OF MATTER Sub-strand : LIVING AND NON-LIVING THINGS

Performance Indicator Learners can classify plants based on their root system
Keywords


(preparing
the brain
for
learning)
Monday Engage • Review previous lesson on parts of a plant with What have we learnt
learners to learners (stem, root, leaves and flowers). today?
sing songs • Learners uproot young plants (e.g. grass, beans,
and recite mango, cassava and sweet potato) and bring to class. Ask learners to
familiar • Learners are shown pictures of the root systems of summarize the
rhymes different plants. important points of the
• Learners observe and identify the similarities and lesson
differences between the roots of the various plants.
• Task learners to put the plants into two main groups
based on the similarities in their roots system.
NANA FIIFI ACQUAH
• Learners give reasons for their classifications.
Assessment: let learners identify the differences

between the roots of the various plants.
Thursday Engage • Build the vocabulary of learners by explaining to them What have we learnt
learners to the two main root systems of plants, namely: tap roots today?
sing songs and fibrous roots.
and recite • Learners to mould tap root and fibrous root using blu Learners, in groups,
familiar tack and display for discussion. gather different objects
rhymes such as ruler, erasers,
Assessment: let learners classify plants based on their exercise books, comb,
root system plastic bowls,
connecting wires, cups,
plates, cooking pans,
roofing sheets, iron
nails, pins, etc. for next
lesson

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :

Performance Indicator Learners can assess the changes that the European presence brought to Ghana.
Keywords


(preparing
the brain
for
learning)
Tuesday Engage Discuss the activities the Europeans engaged in (trade, What have we learnt
learners to vocational training centres, health facilities, today?
sing songs development of local alphabet, translation of the Bible).
familiar Assessment: let learners mention activities the summarize the main
Europeans engaged in
What was
the effect
of formal
NANA FIIFI ACQUAH
education
in Ghana?
How did it
affect the
lives of the
people?
Thursday Engage Discuss the activities the Europeans engaged in (trade, What have we learnt
learners to vocational training centres, health facilities, today?
sing songs development of local alphabet, translation of the Bible).
familiar Assessment: let learners mention activities the summarize the main
Europeans engaged in
What
health
facilities
were
introduced
by the
Europeans
?

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : ALL ABOUT US Sub-strand : Myself
Indicator (code) B6.1.2.1. 1.

Performance Indicator Learners can explain problems associated with adolescence
Keywords


(preparing
the brain
for
learning)
Tuesday Engage Learners talk about and list changes that occur during What have we learnt
learners to adolescence. today?
sing songs Learners think-pair-share on challenges associated with
and recite adolescence Ask learners to
rhymes Assessment: Let learners explain problems associated points in the lesson
with adolescence
Thursday Engage Learners illustrate challenges facing adolescence using What have we learnt
learners to the Future’s Wheel e.g. today?
sing songs i. engaging in sexual activity can result in
NANA FIIFI ACQUAH
and recite ii. acquiring sexually transmitted infections Ask learners to
familiar (STIs) including HIV summarize the main
rhymes iii. teenage pregnancy and parenthood points in the lesson
iv. streetism and poverty
v. drug use and abuse
vi. negative peer pressure leading to criminal activities
Assessment: Let learners illustrate challenges facing

adolescence using the Future’s Wheel

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : MOTOR SKILLS AND MOVEMENT Sub-strand : LOCOMOTOR SKILLS

PATTERNS

Performance Indicator Learners can perform the differences in applying and receiving force when jumping
for height and distance (high jump).
Keywords
T. L .R. (s) cones


(preparing
the brain
for
learning)
Friday Learners Learners after adequate warm up, they go through a What have we learnt
jog round a vertical jumping approach. Learners use both arms today?
demarcate efficiently to control balance as needed during
d area in approach run and take-off. Learners control the flight Use answers to
files while phase by leaning their trunk slightly backwards, one- summarise the lesson.
singing and foot take-off, two feet take-off, feet land shoulder
clapping to width apart and flexion of knees with the height of the
warm-up jump and landing on the balls of feet (double landing).
the body
for
maximal
NANA FIIFI ACQUAH
performan
ce and to
prevent
injuries

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : God, His Creation and Attributes Sub-strand : God the Creator
Indicator (code) B6. 1.1.1.1

Performance Indicator Learners can describe the nature of God through His attributes
Keywords


(preparing
the brain
for
learning)
Friday Engage • Through questions and answers, let learners show What have we learnt
learners to how they can relate the attributes of God to their lives. today?
sing songs • Guide learners to write essays on the attributes of
and recite God and present their works to class for discussion Ask learners to
rhymes Assessment: let learners write essays on how they can points in the lesson
relate the attributes of God to their lives

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : Introduction to computing Sub-strand : INTRODUCTION TO MS-WINDOWS INTERFACE
Indicator (code) B6.1.2.1.1. B6.1.2.1.2 B6.1.1.1.3 B6.1.2.1.4.

Content standard (code) B6.1.2.1. B6.1.2.1. B6.1.1.1. B6.1.2.1.
Performance Indicator  Learners can explore the use of the desktop Background, changing the
themes, colours and User account. (e.g. classic, icons and Taskbar of the
background)
 Learners can demonstrate the use of the Recycle Bin or Trash Can
 Learners can perform permanent delete or Empty Trash can and restoring
files or icons in the recycle bin
 Learners can explore the use of Copy, Paste, Delete tools, the moving of
folders by using the Desktop Pop-Up menu.
Keywords
T. L .R. (s) Laptop


(preparing
the brain
for
learning)
Engage Guide learners to use the desktop Background, change What have we learnt
learners to the themes, colours and the User account today?
Wednesday sing songs
and recite Guide learners to use the recycle bin by deleting and Ask learners to
familiar viewing deleted files. summarize the main
NANA FIIFI ACQUAH
Support learners to liken the Recycle bin and its use to
the real-world office trash can.
Guide learners to use the Copy, Paste, Delete tools, the

moving of folders by using the Desktop Pop-Up menu.
Assessment: Let learners describe the use of Copy,

Paste, Delete tools, the moving of folders by using the
Desktop Pop-Up menu

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : Performing Arts Sub-strand : Thinking and Exploring Ideas

Performance Indicator Learners can explore and study performing artworks of some international
performing artists and analyse how their compositions reflect the history and
culture of some communities in the world
Keywords


(preparing
the brain
for
learning)
Monday Engage Learners are to: What have we learnt
learners to today?
and recite performing artists (e.g. Michael Jackson, Fred Astaire, Ask learners to
familiar Elton John, Bright Okpocha (Basket Mouth), Osei summarize the main
rhymes Boateng, Fela Ransome Kuti, Bob Marley, Kojo Antwi, points in the lesson
Seidou Keita, Eddie Murphy);

NANA FIIFI ACQUAH
communities in the world. For example, ‘Exodus’ by Bob
Marley;
guidelines:
- Name
- Country of origin
- Training
- Type of artworks
- Preferred compositions and performances
- Contribution to the development of the performing
arts industry
Assessment: let learners explain how artworks of some

international performing artists and their compositions
reflect the history and culture of some communities in
the world
learners to today?
and recite performing artists (e.g. Michael Jackson, Fred Astaire, Ask learners to
familiar Elton John, Bright Okpocha (Basket Mouth), Osei summarize the main
rhymes Boateng, Fela Ransome Kuti, Bob Marley, Kojo Antwi, points in the lesson
Seidou Keita, Eddie Murphy);

communities in the world. For example, ‘Exodus’ by Bob
Marley;
llowing
guidelines:
- Name
- Country of origin
- Training
- Type of artworks
- Preferred compositions and performances
- Contribution to the development of the performing
arts industry
Assessment: let learners explainlain how artworks of

some international performing artists and their
NANA FIIFI ACQUAH
compositions reflect the history and culture of some

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Oral Language Poems
Listening and Story Telling
Indicator (code) B6.1.3.1.1. B6.1.4.1.1 B6.1.4.1.2. B6.1.5.1.1 B6.1.5.1.2
Content standard (code) B6.1.3.1. B6.1.4.1. B6.1.4.1. B6.1.5.1. B6.1.5.1.
Performance Indicator  Learners should explore poems correctly and recognise the key words and
talk about their themes
 Learners should indicate the similarities and differences between folktales
and stories.
 Learners should discuss the values or morals of folktales and of stories.
 Learners should tell a story of about eight to ten characters, and
recognise the characters, setting, costumes and the stage
 Learners should perform a drama
Keywords


(preparing
the brain
for
learning)
NANA FIIFI ACQUAH
Engage • Read the poem aloud and let learners read the poem What have we learnt
leaners to in turns. today?
sing songs • Call a learner to explore the poem with the correct
and recite stress and rhythm.
familiar • Let learners to explore poems in groups.
rhymes
• With the given copies of poems, allow learners to
read through the poem and discuss it. Review the lesson with
• Lead learners to recognise the key words in the poem. learners
• With the copies of the poem, brainstorm and lead
learners to say the theme of the poem.
• Bring a resource person to explore a poem, or play
back a poem recital.
• Put learners into groups to bring out the issues
discussed in the poem and the theme.
• Listen to each group’s theme and discuss it.
Assessment: let learners identify the key words and

themes in poems.
Engage • Ask a learner to tell a folktale and another learner to What have we learnt
leaners to tell a story. today?
sing songs • Tell a folktale and a story.
and recite • Revise the lesson on the structure of a folktale and a
familiar story.
rhymes
• Let learners discuss the similarities between folktales
and stories in their groups. Review the lesson with
• Let a learner recount a folktale and another learner a learners
story.
• Let learners discuss the differences between folktales
and stories in pairs.
• Write out some of the differences on the board.
• Let learners debate to confirm the differences found
from the discussion.
• Let learners discuss the values or morals of folktales

and stories in groups.
• Let each group present the findings to the whole class
Assessment: let learners mention the values or morals

of folktales and stories.
NANA FIIFI ACQUAH
Engage • Discuss a story line with learners. What have we learnt
leaners to • Let a learner tell a story and lead learners to recognise today?
sing songs the storyline.
and recite • Write out the story line on the board.
familiar • Guide learners to recognise the characters, setting,
rhymes
costumes and of a play shown to them.
• Let the learners write the characters identified on the Review the lesson with
board and discuss their role in the story learners
• Allow learners to read a story.

• Guide learners to re-tell the story.
• 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.
Assessment: let learners perform a drama

NANA FIIFI ACQUAH
TERM ONE
BASIC SIX
WEEK 3
NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
A. Oral Language A. Story Telling
B. Reading B. Word Families
C. Grammar Usage At Word C. Determiners
D. Writing D. Paragraph Development
E. Using Writing Conventions E. Using Punctuation
Indicator (code) B6.1.4.1.1. B6.2.3.1.1 B6. 3.2.1.1 B6.4.6.1.1. B6.5.2.1.1. B6.6.1.1.1.

Content standard (code) B6.1.4.1. B6.2.3.1. B6. 3.2.1. B6.4.6.1. B6.5.2.1. B6.6.1.1.
Performance Indicator A. Learners can make connections between texts or stories and personal
experiences
B. Learners can use common minimal pairs to decode words
C. Learners can identify and use definite and indefinite articles
D. Learners can choose appropriate ways and modes of writing for a variety of
purposes, audience, and contexts, and organise facts, ideas and/or points
of view in a way appropriate to the mode of delivery, using appropriate text
features
E. Learners can use the comma around a phrase for the modifying of the
proceeding noun; quotation marks to indicate direct speech; apostrophe to
show plural possession,
NANA FIIFI ACQUAH
each book read
Keywords
library.

(preparing
the brain
for
learning)
learners to Have the learners recall one or two stories read/heard. today?
sing songs • Tell or read a story to learners.
and recite • Invite individuals to retell the story sequentially using Ask learners to
familiar story map/herringbone strategy. summarize the main
rhymes • Lead the class to discuss the story and guide them to points in the lesson
relate the story to their personal experiences
Assessment: let learners retell the story sequentially

and relate the story to their personal experiences
learners to Give examples of minimal pairs today?
sing songs Using “think-pair-share”, let learners come up with
and recite more examples of minimal pairs. Ask learners to
familiar E.g. summarize the main
Two sounds difference One sound difference
goat, coat, boat, road, loan

wall, ball train,
chain Bridge, fridge
Introduce and revise these and other similar spelling

patterns using examples (two or three patterns at a
time).
Drill the pronunciation of the sounds.
NANA FIIFI ACQUAH
Have learners read several words having the spelling
pattern.
Let learners also read the words in context.
Assessment: let learners use common minimal pairs to

decode words
learners to • Briefly revise nouns. Learners read/listen to a passage today?
sing songs having several nouns.
and recite • Have them identify the nouns stating their types. Ask learners to
familiar • Learners identify the nouns noting words that summarize the main
rhymes precede them e. g. the, an points in the lesson
• Select sentences containing nouns and articles and
use them to explain the use of the articles “a”, “an” and
“the” simply.
• In groups, learners write sentences and underline the
articles.
Assessment: let learners write sentences and underline

the articles.
learners to • Work with learners to select sample texts from a today?
sing songs variety of models of writing from learners’ readers and
and recite teacher’s resources e.g. newspapers, magazines etc. Ask learners to
familiar You may take learners to the library for this exercise. summarize the main
rhymes Examples of modes of writing. points in the lesson
i. Process
ii. Narrative
iii. Descriptive
iv. Persuasive
v. Argumentative
vi. Letter
• Put learners into small groups and assign each group a
mode of writing.
• Have learners study the sample text.
• Guide them through appropriate questions to identify
the:
i. Mode of writing/types of essay
ii. Purpose
iii. Audience
• Jumble the paragraphs and have learners re-arrange
the paragraphs into a coherent piece.
iv. Encourage learners to use search engines to search
for the different modes of writing they have studied.
Assessment: let learners choose one of the modes of

writing, to write on
NANA FIIFI ACQUAH
learners to • Revise punctuations with learners. today?
sing songs − Give out samples of relevant texts to groups of
and recite learners to identify the punctuation marks used. Ask learners to
familiar e.g. 1. Kofi, my friend, will help me do my homework summarize the main
rhymes 2. I like football," said Ama. points in the lesson
3. This is girls' work.
4. Mary: Kofi, do you like my pen?
Kofi: Yes, I do.
• 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 they have been
omitted.
Assessment: let learners punctuate unpunctuated texts

using appropriate punctuation marks where they have
been omitted.

choose and • Lead discussion on the importance of reading widely. whole class
read books • Have learners read books of their choice
during the independently during the library period.
library • Learners think-pair-share their stories with peers.
period • Ask each learner to write a-two-paragraph summary
of the book read.
• Invite individuals to present their work to the class
for feedback.
• Encourage them to visit the local library to read and
borrow books.
• Encourage them to share whatever they read with
their mates

each book read

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :

Performance Indicator Learners can compare and order whole numbers up to 100,000 and represent the
comparison using ">, <, or ="
Keywords


(preparing
the brain
for
learning)
Monday Sing songs Learners identify numbers which are 10,000 more or Review the lesson with
like: 10,000 less than a given six-digit number. E.g. 123,400 Learners
is 10,000 less than133,400 Learners use words such as:
“equal to” “greater than” “less than” and later use
NANA FIIFI ACQUAH
I’m symbols such as “<”, “=”, “>” to compare numbers up to
counting 10,000 taking into consideration the place value of each
one, what digit in the given number. E.g.
100200=100200,2746794>2646796
is one
examples
Tuesday Sing songs Learners identify numbers which are 10,000 more or Review the lesson with
like: 10,000 less than a given six-digit number. E.g. 123,400 Learners
is 10,000 less than133,400 Learners use words such as:
“equal to” “greater than” “less than” and later use
I’m
symbols such as “<”, “=”, “>” to compare numbers up to
counting 10,000 taking into consideration the place value of each
one, what digit in the given number. E.g.
is one 100200=100200,2746794>2646796
1 - One is
one alone, Assessment: have learners to practice with more
examples
Wednesda Sing songs Review the lesson with
y like: Learners work together in their groups to order a given Learners
set of numbers in ascending or descending order
verbally and in writing. E.g. For instance;
I’m
140230,17025,75 267389,287368,
counting
is one examples
Thursday Sing songs Review the lesson with
like: Learners work together in their groups to order a given Learners
set of numbers in ascending or descending order
verbally and in writing. E.g. For instance;
I’m
140230,17025,75 267389,287368,
counting
is one examples
Friday Sing songs Give two numbers between 10,000 and 100,000 to each Review the lesson with
like: group and encourage learners to say as many things as Learners
possible about the two numbers. For instance 234675
and 253874; 234675 is less than (smaller than) than
I’m
253874 or 253874 is bigger than (greater than) 234675,
counting or 234675 is almost 20000 less than 253874 etc.
one, what
is one Assessment: have learners to practice with more
. examples

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : DIVERSITY OF MATTER Sub-strand : MATERIALS

Performance Indicator Learners can know the general properties of metals such as lustre, malleability,
conductivity and ductility
Keywords


(preparing
the brain
for
learning)
Monday Engage Learners, in groups, gather different objects such as What have we learnt
learners to ruler, erasers, exercise books, comb, plastic bowls, today?
sing songs connecting wires, cups, plates, cooking pans, roofing
and recite sheets, iron nails, pins, etc. Ask learners to
familiar • Learners classify the various materials as metals or summarize the
rhymes non-metals based on the following properties: lustre, important points of the
malleability, conductivity and ductility. lesson
• Learners give reasons for their classification.
• Relate the lesson to everyday activities that involve
the use of metals.
NANA FIIFI ACQUAH
• Given a piece of aluminium foil and a drinking straw,
learners describe how they will use conductivity to
classify them as metals or non-metals.
Assessment: let learners explain following properties of

metals: lustre, malleability, conductivity and ductility
Thursday Engage Learners design and make simple machines with metals. What have we learnt
learners to today?
sing songs Assessment: let learners design and make simple
and recite machines with metals. task learners to
familiar investigate the relative
rhymes size of the sun in
relation to its function
in the solar system for
the next lesson

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :

Performance Indicator Learners can assess the changes that the European presence
brought to Ghana.
Keywords


(preparing the brain assessment)
for learning)
Tuesday Engage learners to sing Debate the impacts of What have we learnt today?
songs and recite European presence on
familiar rhymes Ghana Ask learners to summarize the
main points in the lesson
What negative effects Assessment: let learners
write about the impacts of
did European presence
European presence on
have on Ghanaians?
Ghana
Thursday Engage learners to sing What have we learnt today?

songs and recite Debate the impacts of
familiar rhymes European presence on
Ghana
NANA FIIFI ACQUAH
Ask learners to summarize the
What negative effects Assessment: let learners main points in the lesson
did European presence write about the impacts of
have on Ghanaians? European presence on
Ghana

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : ALL ABOUT US Sub-strand : Myself
Indicator (code) B6.1.2.1.2.

Performance Indicator Learners can explain how to manage the problems that occur during adolescence.
Keywords


(preparing
the brain
for
learning)
Tuesday Engage Learners in groups discuss how to manage the What have we learnt
learners to challenges that come with changes during adolescence. today?
sing songs e.g.
familiar i. counselling from a responsible adult summarize the main
rhymes ii. discussing problems with peers and siblings points in the lesson
iii. dressing in a modest way to avoid enticing the
iv. opposite sex
v. being assertive (self-confidence to say ‘NO’ to
premarital
NANA FIIFI ACQUAH
Groups to present reports for class discussion
Assessment: Let learners explain how to manage the

problems that occur during adolescence.
Thursday Engage Learners in groups discuss how to manage the What have we learnt
learners to challenges that come with changes during adolescence. today?
sing songs e.g.
rhymes vi. sex and other actions which may destroy points in the lesson
vii. your future plans)
viii. respecting the sexual rights of others
ix. not forcing to have sex with pupils, etc.
Groups to present reports for class discussion
Assessment: Let learners explain how to manage the

problems that occur during adolescence.

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : MOTOR SKILLS AND MOVEMENT Sub-strand : MANIPULATIVE SKILLS

PATTERNS

Performance Indicator Learners can roll ball using a stick in a game situation (hockey).
Keywords
T. L .R. (s) cones


(preparing
the brain
for
learning)
Friday Learners After a warm-up, learners practice how to: What have we learnt
jog round a i. hold or handle a hockey stick. today?
demarcate ii. role the ball from place to place at learners’ pace.
d area in iii. play a mini hockey game in groups using rolling skill. Use answers to
files while iv. Learners cool down to end the lesson. summarise the lesson.
singing and
clapping to
warm-up
the body
NANA FIIFI ACQUAH
for
maximal
performan
ce and to
prevent
injuries

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : God, His Creation and Attributes Sub-strand : The Environment

Performance Indicator Learners can explain how humankind and the environment interrelate.
Keywords


(preparing
the brain
for
learning)
Friday Engage • With questions and answers, guide learners to explain What have we learnt
learners to the natural environment: things around us that were today?
sing songs created by God and can affect our lives.
and recite • Let learners mention things around us that were Ask learners to
familiar created by God: summarize the main
rhymes - air , water, land, plants, animals, etc. points in the lesson
• Guide learners to discuss the interrelationship among
God’s creatures:
- Humankind and animals depend on plants for air,
food, medicine, shelter, etc.
- Plants depend on humankind and other animals for
survival (dispersal of seeds, planting of trees, etc.).
NANA FIIFI ACQUAH
- Some animals depend on other animals for food
(carnivores) and shelter (parasites).
Assessment: let learners give examples of the

interrelationship among God’s creatures:

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : Introduction to computing Sub-strand : DATA, SOURCES AND USAGE
Indicator (code) B6.1.3.1.1. B6.1.3.1.2 B6.1.3.1.3 B6.1.3.1.4

Content standard (code) B6.1.3.1.. B6.1.3.1. B6.1.3.1. B6.1.3.1.
Performance Indicator  Learners can identify types of data. (Integers, double, characters, float etc.)
 Learners can identify more sources of data and information e.g. internet
(emailing, Skype, SMS etc.)
 Learners can demonstrate sending and receiving information from other
gadgets e.g. Bluetooth, Infrared, Radio, Fax, Telephones calls, SMS etc.
 Learners can demonstrate basic manipulations on sample data e.g.
arranging data in a matrix table, sorting and calculations etc.
Keywords
T. L .R. (s) Laptop


(preparing
the brain
for
learning)
Engage Guide learners to identify and record data in the What have we learnt
learners to different forms today?
and recite Guide learners to discuss where one can get data and Ask learners to
familiar information summarize the main
NANA FIIFI ACQUAH
Guide learners to mention or talk about where one can
receive or send Information
Guide learners to sort data in alphabetical order

(increasing and decreasing order) and perform basic
calculations such as multiplying, dividing and adding
values of sample data.
Learners can also be guided to generate age data from
dates of birth
Assessment: Let learners describe how to do basic

manipulations on sample data e.g. arranging data in a
matrix table, sorting and calculations

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : Performing Arts Sub-strand : Thinking and Exploring Ideas

Performance Indicator Learners can experiment with available visual arts media and methods to create
visual artworks based on own views, knowledge and understanding of the artworks
of some international visual artists
Keywords


(preparing
the brain
for
learning)
learners to ne the works of some international today?
sing songs artists;
familiar using available materials and tools from the local summarize the main
rhymes environment. e.g. points in the lesson
- clay, plasticine, papier mâché (paper pulp) etc. for
modelling and casting;
- straw, yarn, paper etc. for weaving;
NANA FIIFI ACQUAH
- odds and ends for constructing and assembling;
- brushes and paint for painting;
jury and peer review.
Assessment: let learners create visual artworks based

on own views, knowledge and understanding of the
artworks of some international visual artists
learners to today?
sing songs artists;
familiar using available materials and tools from the local summarize the main
rhymes environment. e.g. points in the lesson
- craft tools for perforating, shaping and punching;
- folding and shaping paper to make origami and
quilling;
- spatula and scooping tools for modelling;
- needle for sewing, etc.
jury and peer review.
Assessment: let learners create visual artworks based

on own views, knowledge and understanding of the
artworks of some international visual artists

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : Reading Sub-strand : Phonics: Letter Sound Knowledge
Indicator (code) B6.2.4.1.1. B6.2.4.1.2 B6.2.4.1.3.

Content standard (code) B6.2.4.1. B6.2.4.1. B6.2.4.1.
Performance Indicator  Learners should read and recognise words with diagraphs in sentences
and paragraphs
 Learners should blend three or more syllables to form words and read
them.
 Learners should recognise and say consonant clusters in passages.
Keywords


(preparing
the brain
for
learning)
Engage • Revise the alphabet sounds briefly with learners. What have we learnt
leaners to • Ask learners to mention some words and write them today?
sing songs on the board.
and recite • Group the words into two, those consisting of
familiar diagraphs and those without diagraphs.
rhymes
NANA FIIFI ACQUAH
• Discuss the concept of diagraphs with learners.
• Write words which consist of diagraphs with their Review the lesson with
diagraphs underlined on flashcards. learners
• Ask learners to say the words aloud.
• Write sentences which have words that consist of
diagraphs in them on flashcards.
• Help learners to recognise the diagraphs in the words
found in the sentences.
• Ask learners to use the diagraphs identified to form
some new words.
Assessment: let learners read and identify words with

diagraphs in sentences and paragraphs
Engage • Revise the lesson on syllables with the learners. What have we learnt
leaners to • Write some words on the board and ask learners to today?
sing songs form sentences with them.
and recite • Show flashcards with syllables written on them to the
familiar learners.
rhymes
• Help learners blend three or more syllables to form
words and read them out aloud Review the lesson with
learners
Assessment: let learners blend three or more syllables to
form words and read them.
Engage • Ask learners to mention words they know and write What have we learnt
leaners to the words on the board. today?
sing songs • Discuss the sounds in the words and discuss
and recite consonant clusters.
familiar • Show flashcards with words that have consonant
rhymes
clusters written on them to learners.
• Help learners recognise and read the words with Review the lesson with
consonant clusters learners
Assessment: let learners identify and say consonant

clusters in passages

NANA FIIFI ACQUAH
TERM ONE
BASIC SIX
WEEK 4
NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
A. Oral Language A. Dramatisation and Role Play
B. Reading B. Diphthongs
C. Grammar Usage At Word C. Determiners
D. Writing D. Paragraph Development
E. Using Writing Conventions E. Using Punctuation
Indicator (code) B6.1.5.1.1. B6.2.3.1.1 B6.3.2. 1.2. B6.4.6.1.2 B6.5.2.1.1 B6.6.1.1.1.
Content standard (code) B6.1.5.1. . B6.2.3.1. B6.3.2. 1.. B6.4.6.1. B6.5.2.1. B6.6.1.1.
Performance Indicator A. Learners can dramatise/role-play whole/parts of stories/scenes, events
B. Learners can use words with centering diphthongs ( e.g. / iǝ, eǝ, Ʊǝ ) to
make meaningful sentences
C. Learners can identify and use quantifiers: ordinal first, second etc., Some,
few/little etc., No/both, all each/every, Another, other, Fewer, less, etc.
D. Learners can use key words, phrases or clauses to introduce the main idea
in the paragraph.
E. Learners can the comma around a phrase for the modifying of the
proceeding noun; quotation marks to indicate direct speech; apostrophe to
show plural possession,
each book read
NANA FIIFI ACQUAH
Keywords
library.

(preparing
the brain
for
learning)
learners to • Guide learners through discussion to identify some today?
sing songs stories/scenes, events etc.
and recite • Discuss the plot of the chosen story i.e. events at the Ask learners to
familiar beginning, middle, and ending. summarize the main
rhymes • Have learners prepare and dramatise/role-play points in the lesson
whole/parts of stories/scene, events).
Ensure the role-play/dramatisation depicts selected
theme.
• Ensure appropriate vocabulary use as well as correct
pronunciation.
Assessment: let learners dramatise/role-play

whole/parts of stories/scenes, events

learners to • In a discussion have learners talk about diphthongs. today?
sing songs • Give several examples and elicit examples from them.
and recite /iǝ/ - fear, ear, near, clear Ask learners to
familiar /eǝ/ - prepare, there, stairs summarize the main
rhymes /Ʊǝ/ - pure, secure points in the lesson
• Have learners use words with diphthongs in
meaningful sentences.
Assessment: let learners use words with diphthongs in

meaningful sentences.
NANA FIIFI ACQUAH
learners to • Revise nouns and articles briefly. today?
sing songs • Introduce quantifiers in context.
and recite Learners listen to or read a text having several Ask learners to
familiar quantifiers. summarize the main
rhymes • Learners identify the nouns and the words that go points in the lesson
with them (quantifiers).
• Elicit examples from learners.
• In pairs, one says a sentence containing a
qualifier/quantifier and the other identifies the
quantifiers. Role(s) are reversed
Assessment: let learners in pairs, one says a sentence

containing a qualifier/quantifier and the other identifies
the quantifiers.

learners to • Display a Model Paragraph. today?
sing songs • Put learners into groups to read the paragraph and
and recite identify what the passage is about or the main idea. Ask learners to
familiar • Have them identify the sentence that contains the summarize the main
rhymes main idea. points in the lesson
• Let the group identify the supporting ideas and what
each sentence says about the main idea.
• Ask each group choose a given topic and write five
sentences about the topic.
Assessment: let learners read a paragraph and identify

what the passage is about and identify the sentence
that contains the main idea.
learners to • Revise punctuations with learners. today?
sing songs − Give out samples of relevant texts to groups of
and recite learners to identify the punctuation marks used. Ask learners to
familiar e.g. 1. Kofi, my friend, will help me do my homework summarize the main
rhymes 2. I like football," said Ama. points in the lesson
3. This is girls' work.
4. Mary: Kofi, do you like my pen?
Kofi: Yes, I do.
• 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
NANA FIIFI ACQUAH
appropriate punctuation marks where they have been
omitted.
Assessment: let learners study unpunctuated texts and

then re-write the texts using appropriate punctuation
marks where they have been omitted
read books widely.
peers.
class for feedback.
with their mates

each book read

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :

Performance Indicator Learners can round (off, up, down) whole numbers up to 100,000 to the nearest
ten thousands, thousands, hundreds and tens
Keywords
T. L .R. (s)

(preparing
the brain
for
learning)
Monday Sing songs Review the lesson with
like: Learners round off numbers to the nearest 100,000, Learners
10,000 and 1000. For instance; 129,500 is
NANA FIIFI ACQUAH
I’m approximately 130,000 and 19100 as approximately
counting 19,000
one, what
is one
examples
Tuesday Sing songs Learners round up and round down to estimate sums Review the lesson with
like: and differences. Learners
To round down learners consider the smaller of the
two approximated numbers, while round up considers
I’m
the bigger of the two numbers. The table below may
counting bring the meaning of these two concepts clearer
one, what
is one 214765 Round Round Round
1 - One is up down off
one alone,
to the nearest 214770 214760 214970
alone it
ten
shall be.
to the nearest 214800 214700 214800
hundred
to the nearest 215000 214000 215000
thousand

examples
Wednesda Sing songs Give two numbers between 10,000 and 1000,000 to Review the lesson with
y like: each group and encourage learners to compare and say Learners
as many things as possible about the two numbers. For
instance 234675 and 253874; 234675 is less than
I’m
(smaller than) than 253874 or 253874 is bigger than
counting (greater than) 234675, or 234675 is almost 20000 less
one, what than 253874 etc.
is one

examples

like: Ask learners to work together to round up and round Learners
down to estimate sums and differences.
I’m
counting Assessment: have learners to practice with more
one, what examples
is one.
NANA FIIFI ACQUAH
Friday Sing songs Review the lesson with
like: Ask learners to work together to round up and round Learners
down to estimate sums and differences.
I’m
counting examples
one, what
is one

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : CYCLES Sub-strand : EARTH SCIENCE

Performance Indicator Learners can describe the relative sizes of the earth and sun and their importance
Keywords


(preparing
the brain
for
learning)
Monday Engage Prior to the lesson, task learners to investigate the What have we learnt
learners to relative size of the sun in relation to its function in the today?
sing songs solar system.
familiar Each group presents a report in class for discussion summarize the
rhymes important points of the
Assessment: let learners describe the relative size of the lesson
sun in relation to its function in the solar system
NANA FIIFI ACQUAH
Thursday Engage • Learners answer the following questions: What have we learnt
learners to (1) Which is bigger, the sun or the earth? (2) Which of today?
sing songs the two bodies move, the sun or the earth? Ask learners to
and recite • Evaluate learners by asking: “If the earth was bigger summarize the
familiar than the sun, how would that affect the length of day important points of the
rhymes and night?” lesson
Assessment: let learners describe the importance of the

sun

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : Colonisation and Developments Sub-strand : Political Developments Under Colonial Rule
under Colonial Rule in Ghana

Performance Indicator Learners can describe the features of British colonial rule in Ghana including ‘direct’
and ‘indirect’ rule, 1874-1957.
Keywords


(preparing
the brain
for
learning)
Tuesday Engage Explain the concepts of ‘direct’ and ‘indirect’ rule. What have we learnt
learners to today?
sing songs Discuss the features of ‘direct’ and ‘indirect’ rule.
Assessment: let learners mention the features of
‘direct’ and ‘indirect’ rule
How
different is
NANA FIIFI ACQUAH
‘direct’
rule from
‘indirect’
rule?
Thursday Engage Discuss the division of the colony into provinces What have we learnt
learners to today?
sing songs Assessment: let learners narrate the division of the
and recite colony into provinces Ask learners to
How many
provinces
were
created?

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : ALL ABOUT US Sub-strand : My Family and the Community

Performance Indicator Learners can explain the need for cordial relationships among family members
Keywords


(preparing
the brain
for
learning)
Tuesday Engage Learners in groups, discuss attitudes and behaviours of What have we learnt
learners to a responsible family member: today?
sing songs i. taking part in family activities responsibly
and recite ii. obedience to elders of the family Ask learners to
familiar iii. respect for family members summarize the main
rhymes iv. accepting responsibility (performing assigned duties) points in the lesson
v. taking initiatives
vi. helping needy relatives
NANA FIIFI ACQUAH
Learners discuss the importance of being committed to
the family:
i. to promote unity
ii. to gain respect
iii. to be considered a trustworthy person
iv. to uplift family image etc
Assessment: Let learners explain the need for cordial

relationships among family members
Thursday Engage Learners engage in role-play and other activities that What have we learnt
learners to will teach them to become family members who are today?
sing songs committed e.g. mock family meetings, naming
and recite ceremonies Ask learners to
Assessment: Let learners mention the importance of
being committed to the family

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :

PATTERNS

Performance Indicator Learners can perform simple small stunts while shifting base of support from one
part of the body to the other.
Keywords
T. L .R. (s) cones


(preparing
the brain
for
learning)
Friday Learners Learners go through warm ups to make the body What have we learnt
jog round a flexible for performance. today?
demarcate i. Learners move into simple steps in a rhythm over a
d area in rotatory rope performed by two peers at a spot. As they Use answers to
files while jump, the rope is withdrawn from their feet. summarise the lesson.
singing and ii. Learners hop over obstacles and land with the other
clapping to foot whiles in motion.
warm-up iii. Learners practices using different strategies at their
the body own pace and ability.
NANA FIIFI ACQUAH
for
maximal
performan
ce and to
prevent
injuries

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :

Performance Indicator Learners can explain how humankind and the environment interrelate.
Keywords


(preparing
the brain
for
learning)
Friday Engage • Through group discussions, let learners demonstrate What have we learnt
learners to ways humankind should relate with the environment. today?
sing songs • Let learners, in groups, discuss the importance of the
and recite environment to humankind. Ask learners to
familiar • Ask learners to write about their findings and present summarize the main
rhymes to class for discussion: points in the lesson
- our survival depends on the environment,
- leaves and trees provide us with oxygen, food and
medicine, etc.
NANA FIIFI ACQUAH
Assessment: let learners mentio the importance of the
environment to humankind.

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : Introduction to computing Sub-strand : Technology in the community
Indicator (code) B6.1.4.1.1. B6.1.4.1.2.

Performance Indicator  Learners can define communication
 Learners can identify three more technological tools for communication in
the community.
Keywords
T. L .R. (s) Laptop


(preparing
the brain
for
learning)
Engage Put learners into groups to discuss communication and What have we learnt
learners to present findings to the class today?
and recite Guide learners to mention and describe the importance Ask learners to
familiar of technology in communication. summarize the main
Assessment: Let learners identify three more
technological tools for communication in the
community

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : Performing Arts Sub-strand : Planning, Making and Composing

Performance Indicator Learners can experiment with available performing arts media and techniques to
create performing artworks based on own views, knowledge and understanding of
artworks produced by some international performing artists
Keywords


(preparing
the brain
for
learning)
learners to today?
sing songs of some international artists;
familiar international artists studied using available media, summarize the main
rhymes techniques, elements, instruments, melodies etc. for points in the lesson
example:
- Song by Bob Marley
- Film by Eddie Murphy
NANA FIIFI ACQUAH
review
Assessment: let learners create performing artworks

based on own views, knowledge and understanding of
artworks produced by some international performing
artists
learners to today?
sing songs of some international artists;
familiar international artists studied using available media, summarize the main
rhymes techniques, elements, instruments, melodies etc. for points in the lesson
example:
- Song by Bob Marley
- Film by Eddie Murphy
through peer
review
Assessment: let learners create performing artworks

based on own views, knowledge and understanding of
artworks produced by some international performing
artists

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : Reading Sub-strand : vocabulary (Sight and content vocabulary)

Performance Indicator  Learners should read dialogues aloud with correct pronunciation and tone.
 Learners should read long text/passages aloud with correct pronunciation
and tone.
Keywords


(preparing
the brain
for
learning)
Engage • Do a sample reading for learners to hear. What have we learnt
leaners to • In their groups, help learners to take turns to read today?
sing songs dialogues, using correct pronunciations and tonations.
and recite Review the lesson with
familiar Assessment: let learners read dialogues aloud with learners
rhymes
correct pronunciation and tone.
NANA FIIFI ACQUAH
Engage • Do a sample reading of a passage about diseases, What have we learnt
leaners to drought, weather, etc. for learners to listen. today?
sing songs • Select some of the unfamiliar words in the passage
and recite with the help of the learners.
familiar • Pronounce the words with the correct tone aloud for
rhymes
learners to repeat.
• Help learners read passages aloud with correct Review the lesson with
pronunciation and tone in their groups. learners
Assessment: let learners read long text/passages aloud

with correct pronunciation and tone.
Engage • Do a sample reading of a passage about diseases, What have we learnt
leaners to drought, weather, etc. for learners to listen. today?
sing songs • Select some of the unfamiliar words in the passage
and recite with the help of the learners.
familiar • Pronounce the words with the correct tone aloud for
rhymes
learners to repeat.
• Help learners read passages aloud with correct Review the lesson with
pronunciation and tone in their groups. learners
Assessment: let learners read long text/passages aloud

with correct pronunciation and tone.

NANA FIIFI ACQUAH
TERM ONE
BASIC SIX
WEEK 5
NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
A. Oral Language A. Dramatisation and Role Play
B. Reading B. Blends and Consonant Clusters
C. Grammar Usage At Word C. Pronouns
D. Writing D. Writing as a Process
E. Using Writing Conventions E. Using Naming Words/Nouns
Indicator (code) B6.1.5.2.1. B6.2.5.1.1 B6.3.3.1.1. B6.4.9.1.1 B6.5.3.1.1 B6.6.1.1.1.

Content standard (code) B6.1.5.2. B6.2.5.1. B6.3.3.1. B6.4.9.1. B6.5.3.1. B6.6.1.1.
Performance Indicator A. Learners can express personal opinion about moral lessons in sketches
B. Learners can o rally produce three-syllable words by blending sounds
(phonemes), including consonant blends
C. Learners can identify and use: Reflexive pronouns to emphasis that an
objects of a verb is the same person as the subject e.g. myself, yourself etc.,
Relative pronouns to link ideas or add information to a noun or a noun
phrase e.g. which, where, whose etc., Reciprocal pronouns e.g. each other,
one another
D. Learners can select a topic of choice on a national issue or from different
learning areas, brainstorm ideas and organize them before writing
E. Learners can identify and use nouns or noun phrases to describe conditions.
each book read
NANA FIIFI ACQUAH
Keywords
library.

(preparing
the brain
for
learning)
learners to • Guide learners with questions to identify the today?
sing songs structure (beginning, middle and ending) of familiar
and recite stories, e.g. Maame Akua at the Market. Ask learners to
familiar • Lead learners to discuss the plot of the particular summarize the main
rhymes story chosen. points in the lesson
• Guide learners to role-play the story as others listen
and observe and relate them to real life situations.
• Using an example from the story guide learners to
identify some moral values.
• Learners express personal opinions about the moral
lessons identified.
Assessment: let learners express personal opinion

about moral lessons in sketches

learners to • Revise consonant blends and clusters using several today?
sing songs spelling patterns e.g. bl, br, cl, cr, gl, gr, spr, scr, str, chr.
and recite • Drill the pronunciation of the consonant blends and Ask learners to
familiar clusters in isolation and in words. summarize the main
rhymes • Learners work in groups to identify and list words points in the lesson
having the blends and clusters.
• Have learners read the words in isolation and in
context
Assessment: let learners identify and list words having

the blends and clusters.
NANA FIIFI ACQUAH
learners to • Use a text to revise the different pronouns learnt in today?
sing songs B1-B5.
and recite • Introduce reflexive pronouns with examples in Ask learners to
familiar sentences. summarize the main
rhymes • Discuss the reflexive pronouns with learners. points in the lesson
• 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.
Assessment: let learners identify reflexive pronouns,

and use the pronouns identified in sentences.
learners to • Scaffold the writing process. today?
sing songs i. Pre-writing
and recite • Have learners select and discuss a national issue with Ask learners to
familiar their partners. summarize the main
rhymes • Have learners brainstorm to generate as many ideas points in the lesson
as possible about the topic.
• Have them organise the ideas into a writing plan using
an outline, a chart or an appropriate graphic organiser.
E.g. line diagram
Bush fires
Causes Effect(s) Solution(s)
Assessment: let learners select a topic of choice on a

national issue and write about it
learners to today?
sing songs Identify and use nouns or noun phrases to describe
and recite conditions. Ask learners to
Assessment: let learners use nouns or noun phrases to
describe conditions
choose and • Lead discussion on the importance of reading widely. whole class
read books
NANA FIIFI ACQUAH
period • Learners think-pair-share their stories with peers.
• Ask each learner to write a-two-paragraph summary
of the book read.
• Invite individuals to present their work to the class for
feedback.
• Encourage them to visit the local library to read and
borrow books.
• Encourage them to share whatever they read with
their mates

each book read

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :

Performance Indicator  Learners can skip count forwards and backwards in 5000s, 10,000s etc. up
to and from 1,000,000
 Learners can recognise Roman Numerals system up to C (i.e. 100)
Keywords


(preparing
the brain
for
learning)
like: Put learners into convenient groups. A learner Learners
mentions a number and another makes skip count in
NANA FIIFI ACQUAH
I’m 5000s or 10000s to include the fifth count. For
counting instance.
one, what Learner 1: Shout out “287940”
Learner 2: 292940, 297940, 312940, 317940, etc.
is one
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

examples
Tuesday Sing songs Review the lesson with
like: Put learners into convenient groups. A learner Learners
mentions a number and another makes skip count in
5000s or 10000s to include the fifth count. For
I’m
instance.
counting Learner 1: Shout out “287940”
one, what Learner 2: 292940, 297940, 312940, 317940, etc.
is one Learner 3; Shout out “827685”
1 - One is Learner 4; 817685, 807685, 797685, 787685,
one alone, 777685….etc.
alone it
Skip count forwards and backwards by 5000s and
shall be.
between 10000 and 100000, but make an error or
leave out a number. Challenge learners to identify or
correct error

examples
y like: Display roman numeral charts (1-100) arranged in Learners
sequential order and lead learners to identify the
numerals. Learners identify the main characters of the
I’m
roman numerals used to build the table up to 30 i.e. I,
counting II, III, IV, V, X, L and C
one, what Call out a numeral and have learners point at it from
is one the chart
1 - One is
one alone, Have learners match the Roman numerals to the
alone it Hindu-Arabic numerals for instance I = 1; V= 5: IX= 9,
XV= 15, XXX = 30, XL = 40, LVI = 56, XCIX = 99. Mention
shall be.
some numerals randomly and have learners point at it
on the chart.
NANA FIIFI ACQUAH

examples

like: Display roman numeral charts (1-100) arranged in Learners
I’m
is one the chart
1 - One is
shall be.
on the chart.

examples
like: Display roman numeral charts (1-100) arranged in Learners
I’m
is one the chart
1 - One is
shall be.
on the chart.

examples

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : CYCLES Sub-strand : EARTH SCIENCE

Content standard B6.2.1.2.
(code)
Performance Indicator Learners can explain how rain falls from clouds
Keywords


(preparing
the brain
for
learning)
Monday Engage Review formation of clouds with learners. What have we learnt
learners to • Lead learners to explain the terms: “evaporation, today?
sing songs condensation, dew point, ice, cloud, gravity and
and recite precipitation”. Ask learners to
familiar • Learners, in an activity, design a model showing the summarize the
rhymes formation of raindrops around tiny spots of dust or important points of the
smoke and falling from high parts of a cloud. lesson
• Explain that not all clouds result in rainfall.
NANA FIIFI ACQUAH
Assessment: let learners explain how rain falls from
clouds
Thursday Engage Review formation of clouds with learners. What have we learnt
learners to • Lead learners to explain the terms: “evaporation, today?
sing songs condensation, dew point, ice, cloud, gravity and
and recite precipitation”. learners investigate the
familiar • Learners, in an activity, design a model showing the materials required for
rhymes formation of raindrops around tiny spots of dust or plant survival for the
smoke and falling from high parts of a cloud. next lesson
• Explain that not all clouds result in rainfall.
Assessment: let learners explain how rain falls from

clouds

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : Colonisation and Developments under Sub-strand : Political Developments Under Colonial
Colonial Rule in Ghana Rule

Performance Indicator Learners can describe the features of British colonial rule in
Ghana including ‘direct’ and ‘indirect’ rule, 1874-1957.
Keywords


(preparing the assessment)
brain
for learning)
Tuesday Engage learners to Discuss the advantages What have we learnt today?
sing songs and and disadvantages of
recite familiar ‘direct’ rule Ask learners to summarize the

How different is
mention advantages and
‘direct’ rule from
disadvantages of ‘direct’
‘indirect’ rule?
NANA FIIFI ACQUAH
Thursday Engage learners to Discuss the advantages What have we learnt today?
sing songs and and disadvantages of
recite familiar ‘indirect’ rule Ask learners to summarize the

How different is
mention advantages and
‘direct’ rule from
disadvantages of ‘indirect’
‘indirect’ rule? rule

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : ALL ABOUT US Sub-strand : Home and School

Performance Indicator Learners can identify ways of promoting food safely
Keywords


(preparing
the brain
for
learning)
Tuesday Engage Learners discuss ways of ensuring food safely e.g. wash What have we learnt
learners to hands well, cover food well, serve in clean plates, serve today?
sing songs cooked food hot
familiar Assessment: Let learners identify ways of ensuring food summarize the main
rhymes safely points in the lesson
Thursday Engage Learners demonstrate how to cook and serve hot food What have we learnt
learners to safely today?
sing songs
NANA FIIFI ACQUAH
and recite Note Ask learners to
familiar Teacher uses the lesson as an opportunity to engage summarize the main
rhymes learners in food safety practices and table manners points in the lesson
Assessment: Let learners identify ways of promoting

food safely

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :

PATTERNS

Performance Indicator Learners can change direction quickly to maintain ones’ balance whiles running
with an object through obstacles.
Keywords
T. L .R. (s) cones


(preparing
the brain
for
learning)
Friday Learners Learners go through adequate warm up. Arrange a set What have we learnt
jog round a of cones in a straight line. Learners walk through the today?
demarcate spaces within the cones. Learners jog through and stop
d area in at every cone/station to change direction. Learners run Use answers to
files while and stop in front of a cone and change direction. summarise the lesson.
singing and Learners practice the skill at their own pace. Learners
clapping to cool down to end the lesson.
warm-up
the body
for
maximal
NANA FIIFI ACQUAH
performan
ce and to
prevent
injuries

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Indicator (code) B6. 1.2.1.2:

Performance Indicator Learners can explain the religious and moral lessons in preserving the environment.
Keywords


(preparing
the brain
for
learning)
Friday Engage • Guide learners to talk about the religious and moral What have we learnt
learners to lessons in preserving the environment: today?
sing songs - humankind must account for his or her stewardship of
and recite the environment, Ask learners to
familiar - to promote healthy life, summarize the main
rhymes - to respect other creatures’ right to survival, points in the lesson
- it is a command from God, etc.
• Through questions and answers, let learners show
how they can preserve the environment:
- Afforestation,
- proper methods of fishing and hunting,
- proper disposal of refuse,
NANA FIIFI ACQUAH
- legal methods of mining,
- avoiding indiscriminate bush-burning,
- proper ways of sand-winning, etc.
Assessment: let learners explain the moral lessons in

preserving the environment.

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : PRESENTATION Sub-strand : INTRODUCTION TO MS-POWERPOINT

WORD PROCESSING INTRODUCTION TO MS-POWERPOINT
Indicator (code) B6.2.1.1.1. B6.3.1.1.1
Performance Indicator  Learners can demonstrate how to use the File menu, the Insert and Design
Ribbon from B5.
 Learners can demonstrate how to use the File menu and Insert, Design, and
Layout Ribbons from B5.
Keywords
T. L .R. (s)

(preparing
the brain
for
learning)
Engage Guide learners to use File menu, Insert and Design What have we learnt
learners to Ribbons today?
and recite Guide learners to use File menu, Insert, Design and Ask learners to
familiar Layout Ribbon. summarize the main
Assessment: Let learners describe the use of File menu,
Insert, Design and Layout Ribbon

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : Visual Arts Sub-strand : Planning, Making and Composing

Performance Indicator Learners can create functional and decorative visual artworks based on own views,
knowledge and understanding of the medium and style of some international visual
artists studied
Keywords


(preparing
the brain
for
learning)
learners to today?
sing songs knowledge and understanding of the history and
and recite culture of some communities in the world; Ask learners to
familiar nd summarize the main
rhymes experience in the application and use of selected points in the lesson
medium and style of an international artist: e.g.
NANA FIIFI ACQUAH
stone, yarns, fabric etc.), tools (craft tools, carving tools,

brushes, modelling tools, etc.)
carving, slabbing, pinching, coiling, sewing, stitching,

printing, weaving, dyeing, embossing, quilling, etc.;
the international artists studied using available

materials and tools from the local environment;
and peer review
Assessment: let learners create functional and

decorative visual artworks based on own views,
knowledge and understanding of the medium and style
of some international visual artists studied
learners to today?
sing songs knowledge and understanding of the history and
and recite culture of some communities in the world; Ask learners to
experience in the application and use of selected
medium and style of an international artist: e.g.
stone, yarns, fabric etc.), tools (craft tools, carving tools,

brushes, modelling tools, etc.)
casting,
carving, slabbing, pinching, coiling, sewing, stitching,
printing, weaving, dyeing, embossing, quilling, etc.;
the international artists studied using available

materials and tools from the local environment;
and peer review.

NANA FIIFI ACQUAH
Assessment: let learners create functional and

decorative visual artworks based on own views,
knowledge and understanding of the medium and style
of some international visual artists studied

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : Writing Sub-strand : Penmanship/Handwriting

Performance Indicator Learners should pay attention to ascending and descending letters that are not
easy to write.
Keywords


(preparing
the brain
for
learning)
Engage • Give learners longer sentences on flashcards to read. What have we learnt
leaners to • Show the flashcards to the learners. today?
sing songs • Assist learners pay attention to ascending and
and recite descending letters that are not easy to write.
familiar • Give list of words and allow learners to write correct
rhymes
sentences from them.
Review the lesson with
learners
NANA FIIFI ACQUAH
Assessment: let learners write correct sentences from
them from a list of words
rhymes
Assessment: let learners write correct sentences from learners
rhymes
Assessment: let learners write correct sentences from learners

NANA FIIFI ACQUAH
TERM ONE
BASIC SIX
WEEK 6
NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
A. Oral Language A. Conversation
B. Reading B. Vocabulary
C. Grammar Usage At Word C. Pronouns
D. Writing D. Writing as a Process
Indicator (code) (B6.1.6.1.1. B6.1.6.2.1) B6.2.6.1.1 B6. 5.3.1.3 B6.4.9.2.1 B6.5.3.1.2 B6.6.1.1.1.
Content standard (code) (B6.1.6.1. . B6.1.6.2.) B6.2.6.1. B6. 5.3.1. B6.4.9.2. B6.5.3.1. B6.6.1.1..
Performance Indicator A. Learners can describe/talk about objects/personalities/ events in the
country and the world. View and listen attentively and for a sustained
period, (e.g., look at the person speaking and maintain eye contact) and
record the key issues in the discussion
B. Learners can use level-appropriate content words (nouns, verbs,
adjectives and adverbs) and function words (prepositions) appropriately in
spoken and written communication.
C. Learners can Identify and use: reflexive pronouns to emphasis that an
objects of a verb is the same person as the subject e.g. myself, yourself
etc., Relative pronouns to link ideas or add information to a noun or a
noun phrase e.g. which, where, whose etc., Reciprocal pronouns e.g. each
other, one another
D. Learners can develop ideas into a three-paragraph draft without
considering the writing conventions, linking ideas within and across
NANA FIIFI ACQUAH
paragraphs with a wider range of cohesive devices, e.g. as a result, on the
other hand, however.
E. Learners can identify and use: proper nouns to refer to
organisations/events, Count/non-count, Singular, Plural (regular, irregular),
without plural marker, Gender,
each book read
Keywords
library.

(preparing
the brain
for
learning)
learners to • Revise previous discussions on the following: today?
sing songs i. Objects – objects found in class, at home etc.
and recite ii. Dates – dates of birth. Ask learners to
familiar iii. Time – various times at school in the day e.g. break summarize the main
rhymes time. points in the lesson
iv. Names of regions – Central, Ashanti, Northern, etc.
• Lead a discussion on:
i. Personalities – e.g. role models, MPs, head of
institution
ii. Event – festivals, games, special occasions e.g.
Christmas
• Guide learners to use appropriate vocabulary in the
discussion.
• Encourage learners to ask and answer questions for
clarification of other learners' opinions.
• Introduce and explain the activity.

• Demonstrate the activity/show or play it on the tape
/video
NANA FIIFI ACQUAH
• Have groups/pairs converse on given topics as others
observe and critique/ask questions for clarification
• Encourage participants in a conversational to listen
attentively and maintain eye contact
Assessment: let learners describe/talk about

objects/personalities/ events in the country and the
world.

learners to • Using examples, explain simply the two groups of today?
sing songs words.
and recite • Elicit sentences and have learners identify the two Ask learners to
familiar categories of words from their sentences. summarize the main
rhymes • Have sentences on sentence strips on the board or points in the lesson
cardboards and have learners identify the function
words and content words.
• Have learners make meaningful sentences on their
own and share with peers or in groups.
Assessment: let learners use function words and

content words to make meaningful sentences

learners to • Use a text to revise the different pronouns learnt in today?
sing songs B1-B5.
and recite • Introduce reflexive pronouns with examples in Ask learners to
familiar sentences. summarize the main
rhymes • Discuss the reflexive pronouns with learners. points in the lesson
• 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.
Assessment: let learners use reflexive pronouns,

relative pronouns and reciprocal pronouns in sentences

learners to Put learners into groups to develop their ideas in today?
sing songs B6.4.9.1.1 into a three-paragraph draft
rhymes Assessment: let learners develop ideas into a three- points in the lesson
paragraph draft
NANA FIIFI ACQUAH
learners to • Revise all the types of nouns with learners (refer to today?
sing songs B1-B5).
and recite • Provide learners with opportunities to further Ask learners to
familiar practice using these nouns. summarize the main
rhymes E.g. points in the lesson
a. Learners take their reading books and identify and
b. Use language drills and games to help learners to
practice.
e.g. a pair drill for singular/plural nouns
• Provide further practice activities to build on learners'
knowledge on nouns.
Assessment: let learners use nouns in sentences

read books widely.
peers.
class for feedback.
• Encourage them to visit the local library to read
and borrow books.
with their mates

each book read

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :

Performance Indicator Learners can count and convert Hindu Arabic numbers to Roman numerals up to
100 (C) and vice versa
Keywords


(preparing
the brain
for
learning)
like: Learners read the chart sequentially forwards and Learners
backwards, vertically (up and down), zig-zag, diagonally
and randomly without pointing to the numbers. Invite
NANA FIIFI ACQUAH
I’m 2-3 learners to read to the class. Call a Roman numeral
counting and ask learners to write
one, what
is one
examples
Tuesday Sing songs Give learners a numeral in the Hindu Arabic system and Review the lesson with
like: have learners convert to roman numeration and vice Learners
versa for instance XXIV = 24, LX = 60, XCIV = 94,
CCCXXXIII = 333,
I’m
one, what examples
is one
y like: Challenge learner to find missing numbers in addition Learners
and subtraction sentences involving roman numerals.
Ask learners to write similar puzzles for their friends to
I’m
similar puzzles for their friends to solve.
counting
one, what
is one
1 - One is
one alone,
alone it
shall be.

examples

like: Challenge learner to find missing numbers in addition Learners
I’m
counting
one, what
is one
1 - One is
one alone,
alone it
shall be.
NANA FIIFI ACQUAH

examples

like: Challenge learner to find missing numbers in addition Learners
I’m
counting
one, what
is one
1 - One is
one alone,
alone it
shall be.

examples

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : CYCLES Sub-strand : LIFE CYCLES OF ORGANISMS

Performance Indicator Learners can know the materials needed for the survival of plants in the
environment (water, carbon dioxide, oxygen, sunlight)
Keywords


(preparing
the brain
for
learning)
Monday Engage • Review previous lesson on composition and uses of What have we learnt
learners to air. today?
sing songs • Prior to the lesson, learners investigate the materials
and recite required for plant survival. Ask learners to
familiar • Learners present their findings on the materials summarize the
rhymes required for plant survival. important points of the
• Using annotated diagrams, learners show sources and lesson
point of entry of the essential materials into the plants.
NANA FIIFI ACQUAH
Assessment: let learners mention the materials
required for plant survival and show sources and point
of entry of the essential materials into the plants.
Thursday Engage • Learners are guided to conduct an experiment to What have we learnt
learners to show the effect of water on plants’ survival. today?
sing songs • Learners are assigned to find out the specific Ask learners to
and recite functions of oxygen, carbon dioxide, sunlight and water summarize the
familiar in the survival of plants. important points of the
rhymes lesson
Assessment: let learners explain the specific functions
of oxygen, carbon dioxide, sunlight and water in the
survival of plants

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : Colonisation and Developments Sub-strand : Political Developments Under Colonial Rule
under Colonial Rule in Ghana
Performance Indicator Learners can describe the features of British colonial rule in Ghana including ‘direct’
and ‘indirect’ rule, 1874-1957.
Keywords


(preparing
the brain
for
learning)
Tuesday Engage Role play indirect rule in the Gold Coast. What have we learnt
learners to today?
sing songs
and recite Assessment: let learners mention advantages and Ask learners to
familiar disadvantages of ‘direct’ summarize the main
learners to Role play indirect rule in the Gold Coast. today?
sing songs
and recite
NANA FIIFI ACQUAH
familiar Assessment: let learners mention advantages and Ask learners to
rhymes disadvantages of ‘indirect’ rule summarize the main

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : ALL AROUND US Sub-strand : The Environment and the Weather

Performance Indicator Learners can plant trees in their communities as a civic duty
Keywords


(preparing
the brain
for
learning)
Tuesday Engage Learners discuss the importance of trees in their What have we learnt
learners to communities e.g. clean air, shade today?
sing songs
and recite Project activities
familiar Assessment: Let learners mention the importance of include:
rhymes trees in their communities a visit to the forestry
commission for
seedlings
NANA FIIFI ACQUAH
Planting the seedlings
and take care of them
in the school
Thursday Engage Project What have we learnt
learners to Learners undertake a tree planting project in the school today?
sing songs to check erosion or provide shade
familiar Write down the processes about their project e.g. daily summarize the main
rhymes watering, measuring the height of the trees weekly, points in the lesson
number of leaves
Assessment: Let learners describe the process for

planting trees in their communities

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :

PATTERNS

Performance Indicator Learners can strike a tossed ball with the hands above the forehead (tennis serve).
Keywords
T. L .R. (s) cones


(preparing
the brain
for
learning)
Friday Learners Organise learners with volleyballs facing a target. What have we learnt
jog round a Learners toss a ball and strike it with the palm or fist today?
demarcate (overhead) to a target bases on their ability. Learners
d area in practice over hanged net (optional) by striking a tossed Use answers to
files while ball over it to the target for mastery of tennis serve. summarise the lesson.
singing and Learners play mini volleyball starting with tennis a
clapping to serve.
warm-up
the body
for
maximal
NANA FIIFI ACQUAH
performan
ce and to
prevent
injuries

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Indicator (code) B6. 1.2.1.2:

Performance Indicator Learners can explain the religious and moral lessons in preserving the environment.
Keywords


(preparing
the brain
for
learning)
Friday Engage • Let learners do a project on the preservation of the What have we learnt
learners to environment: tree-planting, clean-up exercises in the today?
sing songs school environment, etc.
familiar Have learners write about their project work findings summarize the main
rhymes for class discussion. points in the lesson
Assessment: let learners explain the religious lessons in

preserving the environment.

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : PROGRAMMING AND DATABASES Sub-strand : INTRODUCTION TO DATABASES, ALGORITHM AND

PROGRAMMING. LANGUAGES
Indicator (code) B6.5.1.1.1 B6.5.1.1.2 B6.5.1.1.3.
Performance Indicator  Learners can describe Databases
 Learners can identify databases and data structures
 Learners can explain Fundamental Database concepts
Keywords
T. L .R. (s) Laptop


(preparing
the brain
for
learning)
Engage Guide learners through discussion in groups, to list and What have we learnt
learners to describe databases today?
and recite Guide learners to identify databases structures. ie. Ask learners to
familiar database structure is the collection of record type and summarize the main
rhymes field type definitions that comprises the database points in the lesson
Guide learners to apply the fundamental database

concepts to a sample database in a class discussion
NANA FIIFI ACQUAH
Assessment: Let learners explain Fundamental
Database concepts

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : Performing Arts Sub-strand : Planning, Making and Composing

Performance Indicator Learners can create own performing artworks based on own views, knowledge and
understanding of the techniques and styles of some international performing
artists studied
Keywords
T. L .R. (s)

(preparing
the brain
for
learning)
learners to today?
sing songs and understanding of the history and culture of some
and recite communities in the world; Ask learners to
rhymes experience in the application and use of techniques and points in the lesson
style of an international artist to compose own music,
dance, drama, poetry, etc.;
poems similar to the works and style of the

NANA FIIFI ACQUAH
international artists studied using available media,
instruments, etc. from the local environment.
ss compositions through peer review
Assessment: let learners create own performing

artworks based on own views, knowledge and
understanding of the techniques and styles of some
international performing artists studied
learners to today?
sing songs and understanding of the history and culture of some
and recite communities in the world; Ask learners to
rhymes experience in the application and use of techniques and points in the lesson
style of an international artist to compose own music,
dance, drama, poetry, etc.;
poems similar to the works and style of the

international artists studied using available media,
instruments, etc. from the local environment.
Assessment: let learners create own performing

artworks based on own views, knowledge and
understanding of the techniques and styles of some

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : Composition Writing Sub-strand : Narrative Writing
Indicator (code) B6.4.1.1.1 B6.4.1.1.2 B6.4.1.1.3

Performance Indicator  Learners should write a report or account of a particular events or activity
in which they were involved
 Learners should write a brief report on an event or activity they have
witnessed
 Learners should write a report or account of a particular event or activity
Keywords


(preparing
the brain
for
learning)
Engage • Discuss with learners how to write a narrative What have we learnt
leaners to composition. today?
sing songs • Show a sample of a narrative writing and discuss its
and recite structure and key points.
familiar
rhymes
NANA FIIFI ACQUAH
• Ask learners to narrate to the class an activity in
which they took part. Review the lesson with
• Discuss the narration from the learner. learners
• Assist learners to write a report or an account of a
particular event or activity in which they were involved
Assessment: let learners write a report or account of a

particular events or activity in which they were involved
Engage • Discuss with learners key points in writing a narrative What have we learnt
leaners to composition. today?
sing songs • Ask a learner to narrate an event witnessed to the
and recite class.
familiar • Assist learners towrite a brief report on an event or
rhymes
activity e.g. rainfall, storm, drought they have
witnessed. Review the lesson with
learners
Assessment: let learners write a brief report on an
event or activity they have witnessed
Engage • Discuss with learners types of narrative writing. What have we learnt
leaners to • Put learners in groups to discuss an event that took today?
sing songs place in the school, home or community etc.
and recite • Assist learners to write a report or account of a
familiar particular event or activity.
rhymes
Assessment: let learners write a report or account of a Review the lesson with
particular event or activity learners

NANA FIIFI ACQUAH
TERM ONE
BASIC SIX
WEEK 7
NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
A. Oral Language A. Listening Comprehension
C. Grammar Usage At Word C. Adjectives
D. Writing D. Narrative Writing
Indicator (code) (B6.1.7.1.1 B6.1.7.1.2) B6.2.6.1.2 B6.3.4.1.1. B6.4.9.3.1. B6.5.3.1.2. B6.6.1.1.1.

Content standard (code) (B6.1.7.1. B6.1.7.1.) B6.2.6.1. B6.3.4.1.. B6.4.9.3.. B6.5.3.1. B6.6.1.1..
Performance Indicator A. Learners can employ Think Aloud and visualisation strategies to make
meaning from level-appropriate texts. Relate the sequence of events (E.g.
beginning, middle and end)stories/drama/texts
B. Learners can use the following terms: compound words, idiom, simile,
synonym, antonym, pre-fix, suffix, phrasal verb etc. in spoken and written
expressions.
C. Learners can use comparatives forms of regular and irregular adjectives to
make comparisons
e.g. regular: fastest, irregular: better
D. Learners can review, and revise the draft to produce a coherent piece by
proposing grammar and vocabulary for improvement.
organisations/events, Count/non-count, Singular, Plural (regular,
irregular), without plural marker, Gender,
NANA FIIFI ACQUAH
each book read
Keywords
library.

(preparing
the brain
for
learning)
learners to • Have learners listen to teacher-read texts or today?
sing songs video/audio recording on familiar topics.
and recite • Model the visualisation strategy to make meaning Ask learners to
familiar from texts heard. summarize the main
rhymes • Encourage learners to practise constructing meaning points in the lesson
from the texts or play.
• Referring to a recently read story, assist learners to

identify the sequence of events in the story.
e.g. The beginning, middle, and ending.
• Groups choose a story read or heard and identify the
plot structure and list events at the beginning, middle
and at the end
Assessment: let learners choose a story read or heard

and identify the plot structure and list events at the
beginning, middle and at the end

learners to • Introduce the terms one at a time using several today?
sing songs examples.
and recite • Let learners identify the terms in the texts and stories Ask learners to
familiar they read. summarize the main
rhymes • Have learners use idioms, similes, compound words, points in the lesson
synonyms, antonyms etc. in meaningful sentences
NANA FIIFI ACQUAH
Assessment: let learners use idioms, similes, compound

words, synonyms, antonyms etc. in meaningful
sentences

learners to • Revise the comparatives with learners. today?
sing songs • Use practical activities to guide learners to change the
and recite positive forms of regular adjectives into comparative Ask learners to
familiar forms by adding -er. summarize the main
rhymes E.g. Compare the heights of two learners: points in the lesson
i. Musah is tall. Safianu is short.
ii. Musah is taller than Safianu.
• 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
Assessment: let learners use the irregular forms of

adjectives in sentences

learners to • Have learners review their first draft by reading it today?
sing songs slowly and critically several times to identify
and recite words/expressions that need to be cancelled. Ask learners to
familiar • Guide learners with the questions below: summarize the main
rhymes iv. Are your ideas in order and easy to understand? points in the lesson
v. Are all the sentences talking about the main idea of
the paragraph?
vi. 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.
Assessment: let learners revise a draft to produce a

coherent piece
NANA FIIFI ACQUAH
sing songs B1-B5).
practice.
knowledge on nouns.

read books widely.
peers.
class for feedback.
with their mates

each book read

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :

Content standard B6.1.1.3.
(code)
Performance Indicator Learners can determine the HCF and the LCM of two or three numbers using prime
factors
Keywords
T. L .R. (s) Learners can determine the HCF and the LCM of two or three numbers using
prime factors

(preparing
the brain
for
learning)
NANA FIIFI ACQUAH
like: Have learners revise the use of the factor tree method Learners
to determine prime factors of any given whole number.
For example the prime factors of 24. For instance, from
I’m
the figure: 24 = 2×2×2×3 so 2 and 3 are the prime
counting factors of 24. Ask learners to list the factors of two or
one, what more given whole numbers using the factor tree; for 36
is one 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.

examples
like: Learners use the prime factorization by inspection to Learners
determine the HCF by underlining the common factors
in each product
I’m
36=2×2×3×3
counting 48= 2×2×2×2×3
one, what
is one
1 - One is
one alone,
alone it
shall be.

examples
Wednesda Sing songs Learners use the prime factorization by inspection to Review the lesson with
y like: determine the LCM and underlining the largest number Learners
of factors in each product
36=2×2×3×3
I’m
48= 2×2×2×2×3
counting
NANA FIIFI ACQUAH
one, what → which is 2×2×2×2×3×3=144
is one

examples
Thursday Sing songs Learners place factors in a Venn diagrams to find the Review the lesson with
like: HCF and LCM of 36 and 48. i.e. the HCF is product of Learners
factors in both circles →2×2×3=12; and the LCM is
product of factors in the diagram →3×2×2×3×2×2 =144
I’m
counting
one, what
is one
1 - One is
one alone,
alone it
shall be.
examples
like: Learners use the prime factorisation to determine the Learners
LCM and HCF of three numbers using table and dividing
through by prime factors. Example 1, find the LCM and
I’m
HCF these sets of numbers: 18, 24 and 30. Using prime
counting factorization table – (see method in figure), i.e. HCF =
one, what 2×3 = 4, and LCM = 2×2×2×3×3×5 = 360.
is one
1 - One is
one alone,
alone it
shall be.

examples

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : SYSTEMS Sub-strand : THE HUMAN BODY SYSTEMS

Performance Indicator Learners can explain the functions of organs in the excretory system of humans
Keywords


(preparing
the brain
for
learning)
Monday Engage • Engage learners to review the functions of some What have we learnt
learners to human organs. today?
sing songs • Learners explain the need for activities such as
and recite breathing, urinating and sweating. Ask learners to
familiar • With the aid of videos, charts or models, assist summarize the
rhymes learners to identify the organs of the excretory system important points of the
of humans (kidneys, lungs, skin, liver). lesson
• Learners, in an activity, match the parts of the
excretory system with their excretory products.
NANA FIIFI ACQUAH
• Build vocabulary of learners by explaining key
biological terms such as urea, kidney, lungs and
excretion.
Assessment: let learners explain key biological terms

such as urea, kidney, lungs and excretion.
Thursday Engage • Learners are provided with materials such as blu tack What have we learnt
learners to or clay to mould the kidney of humans. today?
sing songs Ask learners to
and recite The lesson should mainly focus on the kidneys, lungs, summarize the
familiar skin, and their excretory products. important points of the
rhymes lesson
Assessment: let learners explain the functions of organs
in the excretory system of humans

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : Journey to Independence Sub-strand : Formation of Political Parties

Performance Indicator Learners can describe the role played by the leaders of the two major political
parties (UGCC and CPP) in the independence struggle in the Gold Coast after the
Second World War.
Keywords


(preparing
the brain
for
learning)
Tuesday Engage 1. Define a political party. What have we learnt
learners to 2. Discuss the formation of the United Gold Coast today?
sing songs Convention (UGCC) in 1947.
Assessment: let learners the formation of the United
Gold Coast Convention (UGCC) in 1947
NANA FIIFI ACQUAH
What is a
political
party?
Thursday Engage Discuss the formation of the Convention People Party What have we learnt
learners to (CPP) in 1949. today?
sing songs
familiar Assessment: let learners narrate the formation of the summarize the main
Convention People Party (CPP) in 1949.
What is a
political
party?
Which
people
formed the
first
political
party in
the Gold
Coast?

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : ALL AROUND US Sub-strand : Plants and Animals

Performance Indicator Learners can explain the importance of animal waste to plants
Keywords


(preparing
the brain
for
learning)
Tuesday Engage Learners watch pictures/videos of manure and discuss What have we learnt
learners to the importance of manure e.g. soil fertility today?
sing songs
and recite Assessment: Let learners explain the importance of Ask learners to
familiar animal waste to plants summarize the main
Thursday Engage Obtain different plant and animal waste from the What have we learnt
learners to community and use such materials to prepare manure. today?
sing songs
and recite
NANA FIIFI ACQUAH
familiar Assessment: Let learners describe how to prepare Ask learners to
rhymes manure. summarize the main

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :

PATTERNS

Performance Indicator Learners can strike a gently tossed ball with a bat, using a forehand and backhand
movement pattern
Keywords
T. L .R. (s) cones


(preparing
the brain
for
learning)
Friday Learners Organise learners with table tennis balls and bats. What have we learnt
jog round a Learners stand with one foot forward behind table today?
demarcate tennis board, knees bent and trunk slightly leaning
d area in forward, holding bat with one hands and swing the bat Use answers to
files while from the side to strike the ball to the target. Learners summarise the lesson.
singing and practice, striking/service at different heights, whiles you
clapping to give them the feedback to correct the errors.
warm-up
the body
for
maximal
NANA FIIFI ACQUAH
performan
ce and to
prevent
injuries

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : Religious Practices and their Moral Sub-strand : Religious Worship in the Three Major Religions in
Implications Ghana
Performance Indicator Learners can discuss the importance of prayer in our lives.
Keywords


(preparing
the brain
for
learning)
Friday Engage • Guide learners to discuss the meaning of prayer: a What have we learnt
learners to communication between the worshipper and the object today?
sing songs of worship.
and recite • Let learners talk about the types of prayer: Ask learners to
familiar Christianity - thanksgiving, intercession, supplication, summarize the main
rhymes confession, etc. points in the lesson
Islam - Salat (five daily compulsory prayers),
congregational (Ju`mah), etc.
Traditional - thanksgiving, intercession, supplication,
confession, etc.
Assessment: let learners mention the types of prayer

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : Programming and databases Sub-strand : INTRODUCTION TO ELECTRONIC SPREADSHEET
Performance Indicator  Learners can demonstrate how to use the ribbons under the home ribbons
 Learners can to create basic worksheets using Microsoft Excel 2016.
 Learners can perform calculations in an MS-Excel worksheet
Keywords
T. L .R. (s) Laptop


(preparing
the brain
for
learning)
Engage Guide learners to do a presentation on the use of the What have we learnt
learners to ribbons under the home button. today?
and recite Guide learners to develop worksheet consisting of list Ask learners to
familiar of names ie. teachers, students, friends, families, etc. summarize the main
Guide learners to develop worksheet that will help in
calculating multiplication, addition and subtraction
Assessment: Let learners perform calculations in an

MS-Excel worksheet

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : Visual Arts Sub-strand : Displaying and Sharing

Performance Indicator Learners can plan an exhibition of own functional and decorative visual artworks
that reflect the medium and style of some international visual artists studied
Keywords


(preparing
the brain
for
learning)
learners to watch a short video on an exhibition or visit an today?
sing songs exhibition centre, preferably during the circuit, district
and recite or regional cultural festival of the cultural education Ask learners to
familiar unit of the Ghana Education Service); summarize the main
rhymes discuss the need for displaying portfolio of own visual points in the lesson
artworks;
develop a roadmap for the exhibition by:
- fixing a date
- selecting a venue
NANA FIIFI ACQUAH
- inviting an audience
brainstorm to agree on a theme for the exhibition;
send manual and/or electronic invitations (e.g. letters,
postcards, WhatsApp, E-mail, Twitter, Instagram,
Facebook, announcements, posters, jingles) to target
audience, for example parents, PTA/SMC members,
stakeholders, colleague learners);
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);
Assessment: let learners write a plan for an exhibition

of own functional and decorative visual artworks that
reflect the medium and style of some international
visual artists studied
learners to decide on mode of display (e.g. by hanging, draping, today?
sing songs spreading);
and recite plan the layout of the exhibition hall, prepare labels Ask learners to
familiar for the works (e.g. title, name of artist, date); summarize the main
rhymes clean and prepare the hall and its environment and points in the lesson
make it ready for the exhibition;
plan for post-exhibition activities


NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : Composition Writing Sub-strand : Creative / Free Writing

Performance Indicator • Learners should create and write a short imaginative story.
• Learners should write a long real story of about five paragraphs.
• Learners should write a longer imaginative or real story.
Keywords


(preparing
the brain
for
learning)
Engage • Show some creative works like stories to learners to What have we learnt
leaners to see. today?
sing songs • Discuss the creative works with the learners.
and recite • Discuss with learners how to create imaginative
familiar stories.
rhymes
• Let learners create or narrate and write a short
imaginative story.
NANA FIIFI ACQUAH
Assessment: let learners create and write a short learners
imaginative story.
Engage • Discuss with learners how to write stories. What have we learnt
leaners to • Show samples of stories to learners and talk about the today?
sing songs stories.
and recite • Let learners write or narrate a real story which is a
familiar little bit longer of about five paragraphs
rhymes
Assessment: let learners write a long real story of about Review the lesson with
five paragraphs. learners
Engage • Revise with learners how to write stories and talk What have we learnt
leaners to about the setting, characters and titles. today?
sing songs • Guide learners to write a longer imaginative or real
and recite story.
familiar
rhymes
Assessment: let learners write a longer imaginative or
real story. Review the lesson with
learners

NANA FIIFI ACQUAH
TERM ONE
BASIC SIX
WEEK 8
NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
A. Oral Language A. Listening Comprehension
C. Grammar Usage At Word C. Adjectives
D. Writing D. Narrative Writing
Indicator (code) B6.1.7.1.3 B6.2.6.2.1 B6.3.4.1.1 B6.4.9.3.1 B6.5.3.1.2 B6.6.1.1.1.

Performance Indicator A. Learners can ask relevant questions to improve on understanding of moral
lesson in text.
B. Learners can develop a rich vocabulary stock through extensive reading of
age-appropriate text; substituting selected nouns verbs and adjectives in a
text with synonyms /near synonyms
C. Learners can use comparatives forms of regular and irregular adjectives to
make comparisons
e.g. regular: fastest, irregular: better
D. Learners can review, and revise the draft to produce a coherent piece by
proposing grammar and vocabulary for improvement.
organisations/events, Count/non-count, Singular, Plural (regular,
irregular), without plural marker, Gender,
NANA FIIFI ACQUAH
each book read
Keywords
library.

(preparing
the brain
for
learning)
learners to • Revise the sequence of events in a familiar today?
sing songs story/drama/text with learners.
and recite • Together with learners, identify the characters/the Ask learners to
familiar settings and moral lessons in the story/drama/text summarize the main
rhymes read. points in the lesson
• Discuss the roles of characters, setting and the moral
values in the text.
• Ask relevant questions to improve understanding of
elements in the texts.
• Encourage learners to also ask question.
Assessment: let learners ask relevant questions to

improve on understanding of moral lesson in text
Tuesday Engage B.READING WEEE

learners to Have learners regularly play several vocabulary games
sing songs such as “Word hunt”, “Lucky Dip”, “I know it”, etc.
and recite Let them build a portfolio on vocabulary and use them
familiar in meaningful sentences.
rhymes
Assessment: let learners substitute selected nouns,
verbs and adjectives in a text with synonyms /near
synonyms
NANA FIIFI ACQUAH
learners to • Assist learners to use the adjectival forms position, today?
sing songs more – and most –
and recite much more most Ask learners to
familiar intelligent more intelligent most intelligent summarize the main
rhymes • For each type or form, guide learners with examples points in the lesson
to compare classroom objects and things within the
vicinity of the school and beyond.
Assessment: let learners use comparatives forms of

regular and irregular adjectives to make comparisons in
sentences

learners to • Have learners review their first draft by reading it today?
sing songs slowly and critically several times to identify
and recite words/expressions that need to be cancelled. Ask learners to
familiar • Guide learners with the questions below: summarize the main
rhymes iv. Are your ideas in order and easy to understand? points in the lesson
v. Are all the sentences talking about the main idea of
the paragraph?
vi. 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.
Assessment: let learners revise a draft to produce a

coherent piece
sing songs B1-B5).
practice.
NANA FIIFI ACQUAH
knowledge on nouns.

choose and • Lead discussion on the importance of whole class
read books reading widely.
during the • Have learners read books of their
library choice independently during the library
period period.
• Learners think-pair-share their stories
with peers.
• Ask each learner to write a-two-
paragraph summary of the book read.
• Invite individuals to present their
work to the class for feedback.
• Encourage them to visit the local
library to read and borrow books.
• Encourage them to share whatever
they read with their mates

each book read

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : Number Sub-strand : Number Operations

Performance Indicator Learners can apply mental mathematics strategies and number properties, such as
skip counting from a known fact, using doubling or halving, using patterns in the 9s
and 11s facts, using repeated doubling or halving, to determine answers for basic
multiplication facts to 81 and related division fact
Keywords


(preparing
the brain
for
learning)
NANA FIIFI ACQUAH
Monday Sing songs Describe the mental Mathematics strategies used to Review the lesson with
like: determine a given basic fact, such as Learners
� skip count up by one or two groups from a known fact
(e.g., if 5 × 7 = 35, then 6 × 7 is equal to 35 + 7 and 7 × 7
I’m
is equal to 35 + 7 + 7)
counting � skip count down by one or two groups from a known
one, what fact (e.g., if 8 × 8 = 64, then 7 × 8 is equal to 64 – 8 and
is one 6 × 8 is equal to 64 – 8 – 8)

examples
Tuesday Sing songs Describe the mental Mathematics strategies used to Review the lesson with
� doubling (e.g., for 8 × 3 think 4 × 3 = 12, and 8 × 3 = 12
+ 12)
I’m
� patterns when multiplying by 9 (e.g., for 9 × 6, think
counting 10 × 6 = 60, and 60 – 6 = 54; for 7 × 9, think 7 × 10 = 70,
one, what and 70 – 7 = 63)
is one
examples
Wednesda Sing songs Describe the mental Mathematics strategies used to Review the lesson with
y like: determine a given basic fact, such as Learners
� repeated doubling (e.g., if 2 × 6 is equal to 12, then 4
× 6 is equal to 24 and 8 × 6 is equal to 48)
I’m
� repeated halving (e.g., for 60 ÷ 4, think 60 ÷ 2 = 30
counting and 30 ÷ 2 = 15)
one, what
is one. Assessment: have learners to practice with more
examples
Thursday Sing songs Describe the mental Mathematics strategies used to Review the lesson with
� relating division to multiplication (e.g., for 64 ÷ 8,
think 8 × … = 64)
I’m
one, what examples
is one
Friday Sing songs Recall multiplication facts to 81and related division Review the lesson with
like: facts Learners
I’m
counting
one, what examples

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : SYSTEMS Sub-strand : THE SOLAR SYSTEM

Performance Indicator Learners can explain the difference between a star, a planet and a satellite
Keywords


(preparing
the brain
for
learning)
Monday Engage • Show videos, models or pictures of the solar system What have we learnt
learners to and engage learners to identify the planets in the today?
sing songs system.
and recite • Draw the solar system on the board, using different Ask learners to
familiar colours to illustrate the different bodies. summarize the
rhymes • Learners tell what they see when they view the sky important points of the
during the night and during day time. lesson
• Based on their answers, use the chart to explain that
a star is a heavenly body that produces its own light and
is stationary (does not move).
NANA FIIFI ACQUAH
Assessment: let learners draw the solar system and

explain what is a star
Thursday Engage • Using the solar system as an example, guide learners What have we learnt
learners to to understand that a planet is a body that moves today?
sing songs around a star (e.g. the earth and the other planets Ask learners to
and recite move around the sun). summarize the
familiar • Similarly, explain to learners that a satellite is a important points of the
rhymes smaller body that moves around a bigger one, e.g. the lesson
moon is a satellite of the earth.
• Engage learners in a game that mimics the solar
system (e.g. place a chair at the centre of the football
field with one learner to represent the sun. Now ask 8
learners to go around the chair in circles to represent
the planets).
Assessment: let learners explain the difference

between a star, a planet and a satellite

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :

Second World War.
Keywords


(preparing
the brain
for
learning)
Tuesday Engage Discuss the role played by the leaders of the UGCC in What have we learnt
learners to the struggle for independence today?
sing songs
familiar Assessment: let learners describe the role played by the summarize the main
leaders of the UGCC in the struggle for independence
Which
people
NANA FIIFI ACQUAH
formed the
first
political
party in
the Gold
Coast?
learners to Discuss the role played by the leaders of the CPP in the today?
sing songs struggle for independence
Assessment: let learners describe the role played by the
leaders of the CPP in the struggle for independence
Which
people
formed the
first
political
party in
the Gold
Coast?

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : ALL AROUND US Sub-strand : Map Making and Land Marks

Performance Indicator Learners can identify the political regions on a sketch map of Ghana
Keywords


(preparing
the brain
for
learning)
Tuesday Engage Learners talk about the political regions of Ghana e.g. What have we learnt
learners to the sixteen regions, their names and capitals. today?
sing songs
and recite Learners show the locations of the political regions on a Ask learners to
familiar sketch map of Ghana. summarize the main
Assessment: Let learners identify the political regions
on a sketch map of Ghana
NANA FIIFI ACQUAH
Thursday Engage Observe a map of Africa and write out the countries, What have we learnt
learners to which border Ghana to the North, East and West. today?
sing songs
and recite Compose a song that locates the position of Ghana in Ask learners to
familiar relation to other countries along the Coast of West summarize the main
rhymes Africa. “From Senegal to Gambia…Benin to Nigeria”. points in the lesson
Assessment: Let learners compose a song that locates

the position of Ghana in relation to other countries
along the Coast of West Africa

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :

PATTERNS

Performance Indicator Learners can throw and catch a ball with a partner while both partners are moving.
Keywords
T. L .R. (s) cones


(preparing
the brain
for
learning)
Friday Learners Demonstrate to learners with a ball to stand with the What have we learnt
jog round a foot opposite the throwing hand forward. Let them today?
demarcate stretch their hands backward but below the shoulder by
d area in bending the trunk sideways towards the stretched Use answers to
files while hand. Instruct them to swing the stretched arm with summarise the lesson.
singing and the ball forcefully and throw the ball to the target by
clapping to moving the trunk briskly up and pointing the non-
warm-up throwing hand towards the direction of throw. After
the body throwing, encourage the learners to move the back leg
for forward for recovery/balance.
maximal
NANA FIIFI ACQUAH
performan
ce and to
prevent
injuries

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : Religious Practices and their Moral Sub-strand : Religious Worship in the Three Major Religions in
Implications Ghana

Performance Indicator Learners can discuss the importance of prayer in our lives.
Keywords


(preparing
the brain
for
learning)
Friday Engage • Lead learners to discuss the importance of prayer: What have we learnt
learners to - brings us closer to God, today?
sing songs - it shows our dependence on God, etc.
and recite • Ask learners to demonstrate how prayer is performed Ask learners to
familiar in the three major religions summarize the main
Assessment: let learners mention the importance of
prayer in our lives.

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : INTERNET AND SOCIAL MEDIA Sub-strand : NETWORK OVERVIEW

WEB BROWSERS AND WEB PAGES
Indicator (code) B6.6.1.1.1 B6.6.1.1.2 B6.6.2.1.1 B6.6.2.1.2 B6.6.2.1.3
Content standard (code) B6.6.1.1. B6.6.1.1. B6.6.2.1. B6.6.2.1. B6.6.2.1.
Performance Indicator  Learners can give examples of facilities the internet offers
 Learners can describe the types of information available on the Internet
 Learners can identify the address or links window.
 Learners can recognise the status bar and list its use.
 Learners can illustrate using help button.
Keywords
T. L .R. (s) Laptop


(preparing
the brain
for
learning)
Engage Guide learners to give examples of internet facilities ie. What have we learnt
learners to e-mail, FTP’s, www, etc. for presentation. today?
familiar Guide learners to identify and describe the types of summarize the main
rhymes information available on the Internet. eg. Educational, points in the lesson
Financial, Entertainment, etc. Select learners into
groups to do this task.
NANA FIIFI ACQUAH
Guide learners to identify the address or links window

on phones and other electronic gadgets with browsers,
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 tackled 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
Assessment: Let learners explain the uses of help

button

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : Performing arts Sub-strand : Displaying and Sharing

Performance Indicator Learners can plan a display of own performing artworks to share creative
experiences of the techniques and styles of some international performing artists
studied
Keywords


(preparing
the brain
for
learning)
learners to watch a short video or live performances (preferably today?
sing songs during the circuit, district or regional cultural festival of
and recite the cultural education unit of the Ghana Education Ask learners to
familiar Service) that reflect emerging topical issues in Ghana; summarize the main
rhymes discuss the need for performing compositions of own points in the lesson
music, dance, drama, poetry etc.;
develop a roadmap for the performances by:
- fixing a date
NANA FIIFI ACQUAH
- selecting a venue
brainstorm to agree on a theme for the performance;
select compositions by considering e.g. creativity and
originality, lyrics, movement patterns, dynamics and
relevance of the message to the theme, social and
cultural importance;
decide on mode and arrangement of performances
(e.g. monologue/solo/group, costumes, props, etc.);
Assessment: let learners write a plan for display of own

performing artworks to share creative experiences of
the techniques and styles of some international
performing artists studied
learners to getting ready: plan the sequence of events, stage/site today?
sing songs plan identifying the positions of all facilities (e.g. PA
and recite system, lightings, performance zone, entry, exit, Ask learners to
familiar changing and makeup rooms/corners), characters, summarize the main
rhymes directors, stage managers, audience, health and points in the lesson
security personnel);
clean and prepare the venue and its environment and
make it ready for the performance;
Plan for post-performance activities such as cleaning,
appreciation, appraisal, evaluation and reporting.
Assessment: let learners write a plan for display of own

performing artworks to share creative experiences of
the techniques and styles of some international

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : Composition Writing Sub-strand : Descriptive Writing

Performance Indicator  Learners should write a descriptive composition on a given object
 Learners should write a descriptive essay about a situation
 Learners should write a descriptive composition on a certain process.
Keywords


(preparing
the brain
for
learning)
Engage • Show an object to learners. What have we learnt
leaners to • Pass the object round for learners to touch it. today?
sing songs • Call learners in turns to describe the object.
and recite • Discuss with learners how to write descriptive
familiar composition.
rhymes
• Let learners write a descriptive composition on a
given object
NANA FIIFI ACQUAH
Assessment: let learners write a descriptive learners
composition on a given object
Engage • Discuss with learners situations that can occur in the What have we learnt
leaners to home or school or community. today?
sing songs • Let learners describe any of the situations in groups
and recite and say to the class.
familiar • Discuss with learners how to write descriptive
rhymes
composition.
• Lead learners to compose a descriptive essay about a Review the lesson with
situation. learners
Assessment: let learners write a descriptive essay about a

situation
Engage • Discuss with learners processes in doing things like What have we learnt
leaners to cooking, installing a chief, etc. today?
sing songs • Ask a learner the process and describe it to the class.
and recite • Assist learners towrite a descriptive composition on a
familiar certain process
rhymes
Assessment: let learners write a descriptive Review the lesson with

composition on a certain process. learners

NANA FIIFI ACQUAH
TERM ONE
BASIC SIX
WEEK 9
NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
A. Oral Language A. Asking and Answering Question
B. Reading B. Comprehension
C. Grammar Usage At Word C. Verbs
D. Writing D. Creative/Free Writing
E. Using Writing Conventions E. Using Action Words
Indicator (code) B6.1.8.1.1 B6.2.7.1.1. B6.3.5.1.1. B6.4.11.1.1 B6.5.4.1.1. B6.6.1.1.1.

Content standard (code) B6.1.8.1. B6.2.7.1. B6.3.5.1.. B6.4.11.1. B6.5.4.1.. B6.6.1.1.
Performance Indicator A. Learners can answer “Yes” or “No” questions correctly using the
expressions that show the future
B. Learners can construct meaning from texts
C. Learners can use different types of verbs, Main verb and Helping verb
(primary auxiliary and modal auxiliary)
D. Learners can freely about topics of choice on national issues and issues from
different learning areas.
E. Learners can differentiate between how the simple past and the present
perfect tense forms are used in speech and in writing
each book read
NANA FIIFI ACQUAH
Keywords
library.

(preparing
the brain
for
learning)
learners to • Through discussion, let learners identify an activity today?
sing songs they will perform at a future time, e.g. tomorrow, next
and recite month etc. Ask learners to
familiar • Ask questions to elicit “Yes” or “No” answers e.g. Will summarize the main
rhymes you come to school tomorrow? Yes/No; Yes, I will/No, I points in the lesson
won’t.
• Introduce drills e.g. Questions and Answers Drill, for
learners to practise asking and answering “Yes” or “No”
Questions.
Assessment: let learners answer “Yes” or “No”

questions correctly using the expressions that show the
future
learners to • Select level-appropriate texts for learners. today?
sing songs • Based on background knowledge and other factors,
and recite have learners predict what a text will be about and Ask learners to
familiar actively adjust comprehension while reading/viewing or summarize the main
rhymes listening. points in the lesson
• Learners connect their background knowledge to help
them make meaning of the text as they read.
• Assist learners with a variety of questions to make
meaning during and after reading the text.
• Lay emphasis on the need to use the environment of
a word to get its meaning.
Assessment: let learners construct meaning from texts

NANA FIIFI ACQUAH
learners to • Revise verbs generally. Have learners identify verbs in today?
sing songs sentences and use them in their own sentences.
and recite − Helping verb (primary auxiliary and modal auxiliary Ask learners to
familiar E.g. can might, would, ought, is, are, is, are, was, were). summarize the main
rhymes • Choose a text (story) and have the learners work in points in the lesson
groups to identify the main verbs. Let each group select
five of the verbs and use them in sentences.
• Introduce auxiliaries (primary and modal) in context
one at a time. Learners listen to/read a text having
several of them.
• Guide learners with examples to identify and
distinguish them from the main verbs and use them in
sentences.
Assessment: let learners use different types of verbs,

Main verb and Helping verb in sentences

learners to • Have learners select a topic of their choice on national today?
sing songs issues and issues from different learning areas.
and recite • Guide learners to brainstorm and generate ideas. Ask learners to
familiar • Have learners organise their ideas to write their first summarize the main
rhymes draft. points in the lesson
• They revise their first draft.
• Learners then, peer edit their work.
• Have them present their work for class discussion and
correction.
Assessment: let learners select a topic of their choice

on national issues and write about it
learners to • Revise the simple present and present perfect tenses today?
sing songs by using examples and situations.
and recite • Distribute copies of a sample story and let them Ask learners to
familiar identify the simple past verbs, how they are used in summarize the main
rhymes sentences and identify modals used. Use this as a guide points in the lesson
to let learners write a story using the simple past.
• 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.
Assessment: let learners write a story using the the

simple past and the present perfect tense
NANA FIIFI ACQUAH

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

each book read

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :

Performance Indicator Learners can apply mental mathematics strategies for multiplication, such as
annexing then adding zero halving and doubling using the distributive property
Keywords


(preparing
the brain
for
learning)
like: Determine the products when one factor is a multiple Learners
of 10, 100, or 1000 by annexing zero or adding zeros
(e.g., for 3×200 think of 3×2 and then add two zeros)
NANA FIIFI ACQUAH
I’m
one, what examples
is
Tuesday Sing songs Apply halving and doubling when determining a given Review the lesson with
like: product (e.g., 32×5 is the same as 16×10) Learners
I’m
one, what examples
is one
Wednesda Sing songs Apply the distributive property to determine a given Review the lesson with
y like: product involving multiplying factors that can be Learners
written in the expanded form (e.g., 6×18 = (6×10) +
(6×8) = 60+48 = 108. Or apply distributive property to
I’m
determine a given product involving multiplying factors
counting that are close to multiples of 10 (e.g., 29×7 = (30×7) –
one, what (1×7) = 203.
is one
1 - One is
one alone,
alone it
shall be.

examples
Thursday Sing songs Apply the distributive property to determine a given Review the lesson with
like: product involving multiplying factors that can be Learners
written in the expanded form (e.g., 6×18 = (6×10) +
(6×8) = 60+48 = 108. Or apply distributive property to
I’m
determine a given product involving multiplying factors
counting that are close to multiples of 10 (e.g., 29×7 = (30×7) –
one, what (1×7) = 203.
is one
1 - One is
one alone,
alone it
shall be.
NANA FIIFI ACQUAH

examples
Friday Sing songs Explain the property for determining the answer when Review the lesson with
like: multiplying numbers by Learners
iii. one
iv. zero.
I’m
one, what examples
is one

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : SYSTEMS Sub-strand : ECOSYSTEM

Performance Indicator Learners can investigate various interactions in an ecosystem and the effect on
humans
Keywords


(preparing
the brain
for
learning)
Monday Engage • Show learners pictures of different ecosystems. What have we learnt
learners to • Learners observe different ecosystems in the field today?
sing songs such as a small bush or pond.
and recite • Engage learners to brainstorm to come out with Ask learners to
familiar possible interactions that occur in the given ecosystem. summarize the
rhymes • Learners work in groups to draw or design different important points of the
ecosystems in the classroom lesson
Assessment: let learners identify interactions in an

ecosystem
NANA FIIFI ACQUAH
Thursday Engage • Learners observe each of the ecosystems and identify What have we learnt
learners to some possible interactions that can take place within today?
sing songs each ecosystem they have designed. Ask learners to
and recite • Guide learners to discuss the effects of interactions summarize the
familiar (hunting, farming and predation) on humans and other important points of the
rhymes living things within a given ecosystem lesson
Assessment: let learners describe the effects of

interactions (hunting, farming and predation) on
humans and other living things within a given
ecosystem

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :

Second World War.
Keywords


(preparing
the brain
for
learning)
Tuesday Engage Learners map out specific roles by leaders such as What have we learnt
learners to Kwame Nkrumah, J.B. Danquah, Obetsebi Lamptey, Ako today?
sing songs Adjei, William Ofori Atta and Edward Akuffo Addo.
familiar Assessment: let learners map out specific roles by summarize the main
leaders such as Kwame Nkrumah, J.B. Danquah,
Obetsebi Lamptey, Ako Adjei, William Ofori Atta and
Edward Akuffo Addo.
Who were
the leading
NANA FIIFI ACQUAH
members
of the
UGCC and
the CPP?
Thursday Engage Learners explain how these leaders became known as What have we learnt
learners to ‘the Big Six’. today?
sing songs
and recite Assessment: let learners explain how the leaders Ask learners to
familiar became known as ‘the Big Six’ summarize the main
Why were
some of
the leaders
referred to
as the ‘Big
Six’?

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :

Performance Indicator Learners can Identify the political regions on a sketch map of Ghana
Keywords


(preparing
the brain
for
learning)
sing songs
NANA FIIFI ACQUAH
sing songs


NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :

PATTERNS

Performance Indicator Learners can show how to adjust body position to catch a ball thrown off-centre.
Keywords
T. L .R. (s) cones


(preparing
the brain
for
learning)
Friday Learners Demonstrate the correct hand, arm, body, feet position What have we learnt
jog round a in catching. Learners relax their arms by sides and keep today?
demarcate their forearms in front. Arms and body adjust to the
d area in path of the object (ball). Feet in a balanced stride Use answers to
files while position and eyes track the object throughout the summarise the lesson.
singing and catching action. Learners practice the skill at their own
clapping to pace based on their capabilities and progress at their
warm-up own pace. Learners adjust their performance base on
the body the feedback from teacher and peers.
NANA FIIFI ACQUAH
for
maximal
performan
ce and to
prevent
injuries

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : Religious Practices and their Moral Sub-strand : Festivals in the Three Major Religions
Implications

Performance Indicator Learners can gather and record data on religious festivals.
Keywords


(preparing
the brain
for
learning)
Friday Engage • Aid learners to list the festivals celebrated in Ghana: What have we learnt
learners to Damba, Tedudu, Christmas, Easter, Eid-ul-Fitr, Eid-ul- today?
sing songs Adha, etc.
and recite • Use pictures, charts, video clips, etc. to demonstrate Ask learners to
familiar how various festivals in Ghana are celebrated. summarize the main
rhymes • In groups, let learners describe how festivals are points in the lesson
celebrated.
Assessment: let learners describe how festivals are

celebrated.

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : Internet and social media Sub-strand : SURFING THE WORLD WIDE WEB
FAVOURITE PLACES AND SEARCH ENGINE
Indicator (code) B6.6.3.1.1 B6.6.3.1.2 B6.6.4.1.1 B6.6.4.1.2
Content standard (code) B6.6.3.1. B6.6.3.1. B6.6.4.1. B6.6.4.1.
Performance Indicator  Learners can recognize Resource Locators (URLs).
 Learners can illustrate how to jump directory to URLs
 Learners can show how to create a favourite link.
 Learners can demonstrate deleting favourite links
Keywords
T. L .R. (s) Laptop


(preparing
the brain
for
learning)
Engage Guide learners to identify what URL is. Select learners What have we learnt
learners to into groups of five or less, to explore how to recognise today?
Wednesday sing songs URLs so as to aid learners to locate a resource on the
and recite web. Ask learners to
rhymes Give learners a project on how to jump directory to points in the lesson
URLs.
Guide learners to create an Internet favourite link.

NANA FIIFI ACQUAH
Guide learners to delete a favourite link they have
created.
Assessment: Let learners explain how to delete

favourite links

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Visual Arts Displaying and Sharing
Performing Arts Appreciating and Appraising
Indicator (code) B6 1.3.4.1 B6 2.4.6.1

Content standard (code) B6 1.3.4. B6 2.4.6.
Performance Indicator  Learners can plan an exhibition of own functional and decorative visual
artworks that reflect the medium and style of some international visual
artists studied
 Learners can develop guidelines for analysing and appreciating own and
others’ performing artworks that reflect the technique and style of
Keywords


(preparing
the brain
for
learning)
learners to watch a short video on an exhibition or visit an today?
sing songs exhibition centre, preferably during the circuit, district
and recite
NANA FIIFI ACQUAH
familiar or regional cultural festival of the cultural education Ask learners to
rhymes unit of the Ghana Education Service); summarize the main
discuss the need for displaying portfolio of own visual points in the lesson
artworks;
develop a roadmap for the exhibition by:
- fixing a date
- selecting a venue
brainstorm to agree on a theme for the exhibition;
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);
decide on mode of display (e.g. by hanging, draping,
spreading);
plan the layout of the exhibition hall, prepare labels
for the works (e.g. title, name of artist, date);
clean and prepare the hall and its environment and
make it ready for the exhibition;
plan for post-exhibition activities


learners to discuss and accept a guide for analysing and today?
sing songs appreciating/appraising own and/or others’
and recite compositions and performances on the guide guidelines Ask learners to
familiar suggested below; summarize the main
rhymes identify the correct vocabulary to use for appreciating points in the lesson
and appraising music, dance and drama, poetry, etc.;
agree on what to use the appraisal report for and how
to share it;
NANA FIIFI ACQUAH
agree on the approach/method (manual/digital) to
use in recording/documenting the appraisal process;
fix a day/date for the appreciation/appraisal/jury.
Suggested guidelines
Music: Theme, voice production and diction, harmony
and blending of parts, interpretation, the elements and
knowledge of music
Dance: Theme, entrance/exit, movement variation,
gestures, creativity, makeup, movement in relation to
singing and drumming, costume, props, energy, stage
use, stage setting and dynamics
Drama: Characterisation, makeup, gestures, voice
projection, diction, use of space, aesthetics, creativity
Assessment: let learners write guidelines for analysing

and appreciating own and others’ performing artworks
that reflect the technique and style of international

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : Writing Conventions / Usage Sub-strand :

Integrating Grammar in Written Language (Capitalization)
Integrating Grammar in Written Language (Punctuation)
Performance Indicator  Learners should use the upper case letters after colons and question
marks.
 Learners should use upper case letters to begin paragraphs and after
exclamation mark.
 Learners should use punctuation marks appropriately in writing
paragraphs.
Keywords


(preparing
the brain
for
learning)
Engage • Write well-punctuated sentences on flashcards. What have we learnt
leaners to • Discuss the use of colon with learners. today?
sing songs
and recite
NANA FIIFI ACQUAH
familiar • Use the flashcards to help learners understand the
rhymes use of the upper case letters after the colon.
• Give a passage and allow learners to put in the colon
and the capital letters where necessary. Review the lesson with
• Explain to learners the use of the upper case letters learners
after question mark.
• Give a passage without the punctuations (question
mark and capital letters).
• Let learners put in the punctuations and read aloud to
the class
Assessment: let learners use the upper case letters

after colons and question marks in sentences
Engage • Discuss with learners the use of capital letters to What have we learnt
leaners to begin paragraphs and after an exclamation mark. today?
sing songs • Give a paragraph consisting of about ten sentences
and recite without the punctuations and capital letters.
familiar • Put learners in groups to read the paragraphs,
rhymes
punctuate it and present to the class for discussion.
• Check the use of the punctuations used by learners Review the lesson with
and give the comments learners
Assessment: let learners use upper case letters to begin

paragraphs and after exclamation mark in sentences
Engage • Write well punctuated sentences on flashcards. What have we learnt
leaners to • Teach learners what a paragraph is. today?
sing songs • Help learners to show an understanding of using
and recite punctuation marks appropriately in writing paragraphs
familiar
rhymes
Assessment: let learners use punctuation marks
appropriately in writing paragraphs. Review the lesson with
learners

NANA FIIFI ACQUAH
TERM ONE
BASIC SIX
WEEK 10
NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
A. Oral Language A. Giving and Following Commands
D. Writing D. Creative/Free Writing
Indicator (code) B6.1.9.1.1. B6.2.7.1.2 B6.3.5.1.2 B6.4.11.1.1. B6.5.4.1.1. B6.6.1.1.1.

Content standard (code) B6.1.9.1. . B6.2.7.1. B6.3.5.1. B6.4.11.1 . B6.5.4.1. B6.6.1.1.
Performance Indicator A. Learners can create and present simple instructions or a manual on how to
play a game
B. Learners can note and recall main ideas in sequence
C. Learners can use appropriate subject-verb agreement (indefinite pronouns,
Singular/plural and Collective nouns
D. Learners can write freely about topics of choice on national issues and
issues from different learning areas
E. Learners can differentiate between how the simple past and the present
perfect tense forms are used in speech and in writing
each book read
NANA FIIFI ACQUAH
Keywords
library.

(preparing
the brain
for
learning)
learners to • Give sample instructions on how to play a game. today?
sing songs • Put learners into convenient groups to study and
and recite discuss the instructions. Ask learners to
familiar • Have each group choose a game and create summarize the main
rhymes instructions on how to play it. points in the lesson
• Have learners present their work to the class for
feedback.
• Learners role-play.
Assessment: let learners create and present simple

instructions or a manual on how to play a game

learners to • Guide learners to present facts and ideas in a today?
sing songs sequential order. You could also adopt other strategies
and recite like the SQ3R. Ask learners to
familiar SQ3R strategy summarize the main
rhymes Have learners: points in the lesson
S – Survey the text – (learners skim by going through
the chapter, note heading/sub-heading and other
features.
Q – Question – generate questions about the content of
the text.
3R
Read – read for more information.
Recite – retrieve information from text.
Review – go over the main ideas in the text to
consolidate understanding
NANA FIIFI ACQUAH
Assessment: let learners recall main ideas in sequence

learners to • Revise subject-verb agreement concept learners have today?
sing songs learnt in B4 and B5 by writing examples of sentences on
and recite the board and discussing them with learners. Ask learners to
familiar • Have groups of learners discuss and exemplify the summarize the main
rhymes following: points in the lesson
− A singular subject goes with a singular verb.
− A plural subject goes with a plural verb.
− A collective subject goes with singular or plural verb.
• Present a text.
Put the class into groups to identify sentences showing
subject –verb agreement involving Indefinite pronouns
as subjects.
Each group presents its work.
• Conduct suitable drills for learners to have practice.
Learners sit in groups to converse on a topic. E.g. “What
the people in my family do daily”.
Assessment: let learners identify sentences showing

subject –verb agreement involving Indefinite pronouns
as subjects a text text

learners to • Have learners select a topic of their choice on national today?
sing songs issues and issues from different learning areas.
and recite • Guide learners to brainstorm and generate ideas. Ask learners to
familiar • Have learners organise their ideas to write their first summarize the main
rhymes draft. points in the lesson
• They revise their first draft.
• Learners then, peer edit their work.
• Have them present their work for class discussion and
correction.
• They then write the final draft and display their work
for their peers to read.
Assessment: let learners select a topic of their choice
on national issues and write about it
learners to • Revise the simple present and present perfect tenses today?
sing songs by using examples and situations.
and recite • Distribute copies of a sample story and let them Ask learners to
familiar identify the simple past verbs, how they are used in summarize the main
NANA FIIFI ACQUAH
sentences and identify modals used. Use this as a guide
to let learners write a story using the simple past.
• 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.
Assessment: let learners write a story using the the

simple past and the present perfect tense
period period.
with peers.

each book read

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :

Content standard B6.1.2.2.1
(code)
Performance Indicator Learners can multiply multi digit numbers by 2 or 3-digit numbers efficiently
Keywords


(preparing
the brain
for
learning)
Monday Sing songs Multiplication of whole numbers using the “expand Review the lesson with
like: and box” method (partial decomposition method). Learners
Lead learners to multiply a 3-digit number by a 1-digit
number as shown below, for example 448 ×2=?
NANA FIIFI ACQUAH
I’m 400 40 8
counting 2 800 80 16
one, what
is one 448×2=(400×2)+(40×2)+(8×2)=800+80+16=800+80+(10
+6)=800+90+6=896

examples
Tuesday Sing songs Multiplication of whole numbers using the Column or Review the lesson with
like: vertical method; i.e. 25×32 Learners
I’m
counting
one, what
is one
.
examples
Wednesda Sing songs Multiplication of whole numbers using the Distributive Review the lesson with
y like: Learners
I’m
counting
property; i.e. 25×32
one, what
is one
examples
Thursday Sing songs Multiplication of whole numbers using the lattice Review the lesson with
like: method. Have learners draw a 2 by 3 lattice for solving Learners
345 × 27; and 3 by 3 and 3 by 3 lattice for solving 382 ×
856.
I’m
counting
one, what
is one
1 - One is
one alone,
alone it
shall be.

examples
NANA FIIFI ACQUAH
Friday Sing songs Multiplication of whole numbers using the lattice Review the lesson with
like: method. Have learners draw a 2 by 3 lattice for solving Learners
345 × 27; and 3 by 3 and 3 by 3 lattice for solving 382 ×
856.
I’m
counting
one, what
is one
1 - One is
one alone,
alone it
shall be.

examples

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : FORCES AND ENERGY Sub-strand : SOURCES AND FORMS OF ENERGY

Performance Indicator Learners can compare renewable and non-renewable sources of energy
Keywords


(preparing
the brain
for
learning)
Monday Engage • Begin by asking the following questions: What have we learnt
learners to (1) what is energy? today?
sing songs (2) Where does energy come from?
and recite (answers to this question may include the sun, Ask learners to
familiar batteries, food, firewood and hydroelectric power and summarize the
rhymes thermal plants) important points of the
lesson
• Show pictures and videos of different sources of
energy such as the sun, batteries, food and water.
NANA FIIFI ACQUAH
• Learners work in groups to identify sources of energy
and sort them into sources that are not depleted when
used (solar, wind and hydro sources) and those that are
depleted after use (firewood, batteries, food, gasoline,
diesel, kerosene, etc.).
• Learners present their responses on flashcards for a
general discussion in class.
Assessment: let learners identify sources of energy and

sort them into sources that are not depleted when used
and those that are depleted after use
Thursday Engage Assist learners to build their vocabulary by introducing What have we learnt
learners to and explaining the terms, “renewable” and “non- today?
sing songs renewable” sources of energy and give examples of Ask learners to
and recite such sources summarize the
familiar important points of the
rhymes Assessment: let learners compare renewable and non- lesson
renewable sources of energy

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :

Second World War.
Keywords


(preparing
the brain
for
learning)
Tuesday Engage Show and discuss a documentary on the independence What have we learnt
learners to eve rally by the CPP. today?
sing songs
and recite Assessment: let learners describe the independence Ask learners to
familiar eve rally by the CPP summarize the main
Why were
some of
NANA FIIFI ACQUAH
the leaders
referred to
as the ‘Big
Six’?
Thursday Engage Show and discuss a documentary on the independence What have we learnt
learners to eve rally by the CPP. today?
sing songs
and recite Assessment: let learners narrate the independence eve Ask learners to
familiar rally by the CPP summarize the main
Why were
some of
the leaders
referred to
as the ‘Big
Six’?

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :

Keywords


(preparing
the brain
for
learning)
sing songs
NANA FIIFI ACQUAH
sing songs


NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :

PATTERNS

Performance Indicator Learners can catch a flying ball above the head, below the waist, and away from
the body while jogging and running
Keywords
T. L .R. (s) cones


(preparing
the brain
for
learning)
Friday Learners Learners bounce ball on floor with their dominant What have we learnt
jog round a hands and catch with two hands at the waist level. Toss today?
demarcate ball in the air with the dominant hand and catch with
d area in two hands overhead. Learners in pairs practice varied Use answers to
files while forms of throwing (above the head, below the waist) summarise the lesson.
singing and whiles jogging or running to catch. Learners progress at
clapping to their own pace based on their capabilities.
warm-up
the body
NANA FIIFI ACQUAH
for Learners play mini handball or basketball based on the
maximal materials used in practicing the skill. Learners cool
performan down to end the lesson.
ce and to
prevent
injuries

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Implications

Keywords


(preparing
the brain
for
learning)
Friday Engage Let learners write essays on how festivals are What have we learnt
learners to celebrated and read their essays to the class. today?
sing songs
and recite Assessment: let learners write essays on how festivals Ask learners to
familiar are celebrated summarize the main

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : Internet and social media Sub-strand : using online forms

Performance Indicator Learners can demonstrate the types and uses of form elements
Learners can demonstrate the filing of forms offline
Keywords
T. L .R. (s) Laptop


(preparing
the brain
for
learning)
Engage Explore the uses of check boxes, radio buttons, What have we learnt
learners to textboxes etc. today?
and recite Guide learners to open and save a page. Lead them to Ask learners to
familiar fill the forms offline summarize the main
Assessment: Let learners demonstrate the filing of
forms offline

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Visual Arts Displaying and Sharing
Performing Arts Appreciating and Appraising

Performance Indicator  Learners can exhibit own visual artworks to share creative experiences
based on ideas, knowledge and understanding of the medium and style of
some international artists studied
 Learners can analyse and appreciate/appraise own or others’ music, dance
and drama compositions and performances and present reports/feedback
on works that reflect the physical and social environments of some
Keywords


(preparing
the brain
for
learning)
learners to decide on the types and number of artworks (2- today?
sing songs dimensional and 3-dimansional) to exhibit and mount
NANA FIIFI ACQUAH
and recite them based on the space available to suit the theme for Ask learners to
familiar the exhibition (e.g. artworks that reflect the medium summarize the main
rhymes and style of international artists studied); points in the lesson
display artworks by hanging, draping, placing,
spreading, leaning, using plinths to raise or add height
and depth to some exhibits;
label the works using manual (calligraphy writing) or
ICT (computer prints): name of artist, title of work, size
of work, date of production;
assign tasks and responsibilities to themselves
(individually or in groups) and ensure they are carried
out successfully (e.g. leading visitors through the
exhibition space, explaining the concepts/title of the
artworks and the theme for the exhibition, writing of
comments and signing of visitors’ books).
NOTE
check/monitor visitors from improper practices e.g.
touching, lifting, handling and/or taking away some of
the exhibits;
organise opening and closing ceremonies for the
exhibition.
Assessment: let learners exhibit own visual artworks to

share creative experiences based on ideas, knowledge
and understanding of the medium and style of some
international artists studied
learners to display (photographs/video) of selected performances today?
sing songs (own or that of others) that reflect the physical and
and recite social environments of some communities in the world; Ask learners to
familiar talk about the performances dispassionately using summarize the main
rhymes agreed guidelines; points in the lesson
use the outcome of the appreciation/appraisal to
modify the product or to produce similar or another
composition and performance;
record/document the activity and share using an
accepted social media by the class/group (e.g.
Facebook, Twitter, Instagram, WhatsApp).
NANA FIIFI ACQUAH
Assessment: let learners write a report on
appreciating/appraising own or others’ music, dance
and drama compositions and performances and present
reports/feedback on works that reflect the physical and
social environments of some communities in the world

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : Writing Conventions / Usage Sub-strand :

Integrating Grammar in Written Language (Punctuation)
Integrating Grammar in Written Language (Use of action
words)
Performance Indicator  Learners should use punctuation marks appropriately in writing essays
 Learners should use punctuation marks appropriately in writing reports.
 Learners should recognise and use perfect tense action words in
sentences.
Keywords
T. L .R. (s)

(preparing
the brain
for
learning)
Engage • Revise punctuation marks with learners. What have we learnt
leaners to • Give a topic for learners to write a short essay on. today?
sing songs • Take learners’ essays and discuss the punctuation
and recite used in them.
NANA FIIFI ACQUAH
familiar • Give another essay topic for learners to write and
rhymes discuss among themselves the punctuations used.
Assessment: let learners use punctuation marks learners
appropriately in writing essays
Engage • Write well punctuated on flashcards. What have we learnt
leaners to • Use the flashcards to help learners write their own today?
sing songs reports.
and recite • Give a topic for learners to write a report on and
familiar check the use of their punctuations.
rhymes
• Give a report with no punctuation, ask learners to put
in the punctuations marks and discuss them. Review the lesson with
learners
Assessment: let learners use punctuation marks
appropriately in writing reports.
Engage • Write the sentences on the board and discuss the What have we learnt
leaners to perfect tense with learners. today?
sing songs • Allow a learner to give an action word (verb) and
and recite another learner to use it to form a sentence with the
familiar verb in the perfect tense.
rhymes
• Talk about the perfect tense and give examples on the
board. Review the lesson with
• Write some sentences and allow learners to identify learners
the perfect action words in the sentences.
• Allow the learners to use the verbs to form sentences
orally.
• Tell the learners to put the verbs in the perfect tense
Assessment: let learners use perfect tense action words

in sentences.

NANA FIIFI ACQUAH
TERM ONE
BASIC SIX
WEEK 11
NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
A. Oral Language A. Presentation
D. Writing D. Descriptive Writing
Indicator (code) B6.1.10.1.1. B6.2.7.1.3. B6.3.5.1.3 B6.4.12.1.1. B6.5.4.1.2 B6.6.1.1.1.

Content standard (code) B6.1.10.1 . B6.2.7.1 . B6.3.5.1. B6.4.12.1. B6.5.4.1. B6.6.1.1.
Performance Indicator A. Learners can demonstrate awareness of the features of spoken language
e.g. the use of modal expressions to convey tentativeness e.g. probably, not
too sure etc.
B. Learners can scan/skim for details
C. Learners can use different forms of verbs: Irregular, Infinitive to talk about
personal activities
D. Learners can use descriptive words/sound devices/ figurative language to
describe events/situations/places/personal experiences and events.
E. Learners can explore the use of the simple past verb form and participle
form
NANA FIIFI ACQUAH
each book read
Keywords
library.

(preparing
the brain
for
learning)
learners to • Revise important features of spoken language such today?
sing songs as contractions and ellipsis (contractions, ellipsis e.g. A:
and recite What’s your name? B: Esi. Ask learners to
familiar • Let learners identify these features in their readers, summarize the main
rhymes story books, etc. points in the lesson
• Let them engage in pairs and group dialogue on given
topics.
Assessment: let learners use modal expressions to

convey tentativeness e.g. probably, not too sure etc. in
conversation
learners to Use texts to guide learners to grasp the main ideas as today?
sing songs they skim/scan in 3-4 minutes and have them present
and recite their points for class discussion. Ask learners to
Assessment: let learners scan/skim for details from a
text
learners to E.g.: I asked my friend to read the story today?
sing songs
familiar Assessment: let learners use different forms of verbs: summarize the main
rhymes Irregular, Infinitive to talk about personal activities points in the lesson
NANA FIIFI ACQUAH
learners to • Briefly revise the writing process by having learners today?
sing songs name the stages and say what happens at each stage.
and recite • Revise descriptive writing with learners Ask learners to
familiar • Have learners select a topic e.g. “A Day I will never summarize the main
rhymes forget”. points in the lesson
• Provide a sample text. Guide learners to identify the
descriptive words and expressions:
• Discuss the descriptive words and expressions with
learners.
• Put learners into groups and guide them through the
writing process to describe events/situations/places of
their choice and personal experiences. Focus on the use
of:
− Descriptive (adjectives) words.
− Figurative language e.g. simile – metaphor,
personification, sound devices
Note: Sensory details are experiences through the
senses: sight, smell, touch, taste.
− Sensory details (Allow a reader to visualize a person, a
place, a thing or an idea).
Assessment: let learners use descriptive words/sound

devices/ figurative language to describe events
learners to • Let learners write a story. E.g. about what happened today?
sing songs after school on Monday.
and recite • Discuss the essay topic with learners and use the Ask learners to
familiar webbing strategy to help them write on the chosen summarize the main
rhymes topic. Learners write individually. points in the lesson
• 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 write some in the past participle tense.
• Learners rewrite their essays incorporating the
corrections
Assessment: let learners write a story. E.g. about what

happened after school on Monday, using the simple
past verb form and participle form
choose and whole class
NANA FIIFI ACQUAH
read books
during the • Lead discussion on the importance of
library reading widely.
period • Have learners read books of their choice
independently during the library period.
with peers.
• Encourage them to visit the local library
to read and borrow books.
• Encourage them to share whatever they
read with their mates

each book read

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :

Performance Indicator  Learners can determine basic division fact up to 81
 Learners can divide 3-digit numbers by 1-digit number efficiently
Keywords


(preparing
the brain
for
learning)
Monday Sing songs Investigate numbers that are multiples of 6, 8, 9 and 11. Review the lesson with
like: How do you know a number is divisible by 6, 8, 9 and Learners
11? (This is also known as the divisibility test).
NANA FIIFI ACQUAH
I’m
counting Draw a 6 by 6 multiplication chart and use it as a game
one, what board to play the 3-in-a-line game with a pair of dice or
playing cards. Players take turns in throwing a one dice
is one
and mark (or cover) a number that can be divided by
the results (i.e. a quotient). The winner is the one who
obtains three numbers in a line

examples
Tuesday Sing songs Investigate numbers that are multiples of 6, 8, 9 and 11. Review the lesson with
like: How do you know a number is divisible by 6, 8, 9 and Learners
11? (This is also known as the divisibility test).
I’m
counting Draw a 6 by 6 multiplication chart and use it as a game
one, what board to play the 3-in-a-line game with a pair of dice or
is one playing cards. Players take turns in throwing a one dice
1 - One is and mark (or cover) a number that can be divided by
one alone, the results (i.e. a quotient). The winner is the one who
obtains three numbers in a line
alone it
shall be.

examples
y like: Division as repeated subtraction (using the long division Learners
method). Explain division as a way of repeatedly
subtracting a divisor number from a given dividend until
NANA FIIFI ACQUAH
I’m there is none left and then determining the number of
counting times the divisor is taken from the dividend.
one, what
is one
1 - One is
one alone,
alone it
shall be.

examples

like: Division as repeated subtraction (using the long division Learners
I’m
there is none left and then determining the number of
one, what
is one
1 - One is
one alone,
alone it
shall be.

examples

like: Division as repeated subtraction (using the long division Learners
I’m
there is none left and then determining the number of
NANA FIIFI ACQUAH
one, what
is one
1 - One is
one alone,
alone it
shall be.

examples

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : FORCES AND ENERGY Sub-strand : ELECTRICITY AND ELECTRONICS

Performance Indicator Learners can construct an electric circuit and know the functions of its components
Keywords


(preparing
the brain
for
learning)
Monday Engage • Engage learners to discuss the basic components of What have we learnt
learners to an electric circuit (use video demonstrations where today?
sing songs available).
and recite • Note that the basic components are the battery (dry Ask learners to
familiar cell), bulb, connecting wire, switch/key, etc. summarize the
rhymes • Learners mention the roles of the components of the important points of the
electric circuit. lesson
• Learners, in groups, provide them with the electrical
components and assist them to construct a functional
simple electric circuit.
NANA FIIFI ACQUAH
Assessment: let learners mention the roles of the

components of the electric circuit
Thursday Engage • Learners draw the circuits they have constructed What have we learnt
learners to today?
sing songs Assessment: let learners construct an electric circuit Ask learners to
and recite summarize the
rhymes lesson

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :

Second World War.
Keywords


(preparing
the brain
for
learning)
Tuesday Engage Learners recount an Independence Day celebration in What have we learnt
learners to their community today?
sing songs
Assessment: let learners narrate an Independence Day
celebration in their community
NANA FIIFI ACQUAH
Why were
some of
the leaders
referred to
as the ‘Big
Six’?
Thursday Engage Learners recount an Independence Day celebration in What have we learnt
learners to their community today?
sing songs
Assessment: let learners narrate an Independence Day
celebration in their community
Why were
some of
the leaders
referred to
as the ‘Big
Six’?

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :

Keywords


(preparing
the brain
for
learning)
sing songs
NANA FIIFI ACQUAH
sing songs


NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :

PATTERNS

Performance Indicator Learners can kick a ball, dropped from the hands, at a target (goalies’ punting in
football).
Keywords
T. L .R. (s) cones


(preparing
the brain
for
learning)
Friday Learners Arrange about five cones with partners standing at the What have we learnt
jog round a opposite sides about 5m away from the cones facing today?
demarcate each other. Let the learner in front with the ball dribble
d area in through the cones and after the last cone kicks it to the Use answers to
files while partner standing in front of the other group. Arrange summarise the lesson.
singing and more cones and guide learners to practice with
clapping to corrective feedback
warm-up
the body
for
maximal
NANA FIIFI ACQUAH
performan
ce and to
prevent
injuries

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Implications

Keywords
T. L .R. (s)

(preparing
the brain
for
learning)
sing songs

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : Internet and social media Sub-strand : CUSTOMIZING YOUR BROWSER

Performance Indicator  Learners can identify reasons for customising a web browser
 Learners can illustrate how to set themes.
Keywords
T. L .R. (s) Laptop


(preparing
the brain
for
learning)
Engage Discuss the reasons needed for customising an item (i) What have we learnt
learners to to gain access to quick commands or information (ii) for today?
Wednesday sing songs side by side browsing (iii) for beautifications
familiar Explore on customisation , locate the more settings , summarize the main
rhymes Under appearance points in the lesson
Assessment: Let learners explain how to set themes

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : Visual Arts Performing Arts Sub-strand : Appreciating and Appraising

Performance Indicator  Learners can develop guidelines for appreciating and appraising own and
others’ visual artworks that reflect the physical and social environments of
some communities in the world
 Learners can develop guidelines for appreciating and appraising own and
others’ compositions and performances that reflect the physical and social
environments of some communities in the world
Keywords


(preparing
the brain
for
learning)
learners to discuss and accept a guide for appreciating and today?
sing songs appraising own and/or others’ visual artworks based on
and recite the guidelines suggested below; Ask learners to
familiar identify the correct vocabulary to use for appreciating summarize the main
rhymes and appraising artworks; points in the lesson
NANA FIIFI ACQUAH
to share it;
use in recording/documenting
the appraisal process;
Suggested Guidelines
Description of the work: The elements in the work
(e.g. dot, lines, shapes, forms, colour, texture, tone),
materials used (e.g. paper, pencil, clay, wood), size of
the work, number of objects/items in the work.
Subject matter: Meaning, message, topic, mood,
feelings, history, religion, environment, global warming.
Appraisal: What the work can be used for, likes, good
things in the work, beauty, social and cultural value,
correlation (connecting to other areas of learning).
Experiences to share: the design process through
thinking and composing, planning and making,
displaying and sharing, etc.
Assessment: let learners write guidelines for

appreciating and appraising own and others’ visual
artworks that reflect the physical and social
sing songs appreciating/appraising own and/or others
to share it;
knowledge of music
NANA FIIFI ACQUAH

appreciating and appraising own and others’
compositions and performances that reflect the
physical and social environments of some communities
in the world

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : Extensive Reading Sub-strand : Building the Love and Culture of Reading in
Learners
Performance Indicator • Learners should recognise topics for magazine.
• Learners should recognise features of articles for a class magazine.
Keywords
T. L .R. (s)

(preparing
the brain
for
learning)
Engage • Discuss the article read from the magazine What have we learnt
leaners to • Help learners to recognise topics for magazines. today?
sing songs • Discuss the topic with the learners.
familiar Assessment: let learners write topics for magazine learners
rhymes
NANA FIIFI ACQUAH
Engage • Give a magazine to learners to look at it and talk What have we learnt
leaners to about the magazine today?
sing songs • Discuss the features of an article in the magazine with
and recite the class.
familiar • Let learners see samples of articles and recognise
rhymes
features of articles for a class magazine.
Assessment: let learners write features of articles for a learners
class magazine.
Engage • Give a magazine to learners to look at it and talk What have we learnt
leaners to about the magazine today?
sing songs • Discuss the features of an article in the magazine with
and recite the class.
familiar • Let learners see samples of articles and recognise
rhymes
features of articles for a class magazine.
Assessment: let learners write features of articles for a learners
class magazine.

NANA FIIFI ACQUAH
TERM ONE
BASIC SIX
WEEK 12
NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
A. Oral Language A. Presentation
D. Writing D. Descriptive Writing
Indicator (code) B6.1.10.1.2 B6.2.7.1.3 B6.3.5.1.3. B6.4.12.1.1 B6.5.4.1.2 B6.6.1.1.1.

Performance Indicator A. Learners can demonstrate awareness of the differences between spoken
and written forms of language (simplicity/complexity of sentence
structures, formal/informal)
B. Learners can scan/skim for details
C. Learners can use different forms of verbs: Irregular, Infinitive to talk about
personal activities
D. Learners can use descriptive words/sound devices/ figurative language to
describe events/situations/places/personal experiences and events.
E. Learners can explore the use of the simple past verb form and participle
form
each book read
NANA FIIFI ACQUAH
Keywords
library.

(preparing
the brain
for
learning)
learners to • Lead learners to discover differences between today?
sing songs spoken and written forms of language. E.g. Formal and
and recite informal language: Ask learners to
familiar "I can't " vs "I cannot". summarize the main
rhymes • Create situations for learners to practise both formal points in the lesson
and informal forms.
Assessment: let learners use formal and informal forms

to talk about personal activities
learners to Use texts to guide learners to grasp the main ideas as today?
sing songs they skim/scan in 3-4 minutes and have them present
and recite their points for class discussion. Ask learners to
Assessment: let learners scan/skim for details in a text

learners to E.g.: I asked my friend to read the story today?
sing songs
familiar Assessment: let learners use different forms of verbs: summarize the main
rhymes Irregular, Infinitive to talk about personal activities points in the lesson

learners to • Briefly revise the writing process by having learners today?
sing songs name the stages and say what happens at each stage.
and recite • Revise descriptive writing with learners
NANA FIIFI ACQUAH
familiar • Have learners select a topic e.g. “A Day I will never Ask learners to
rhymes forget”. summarize the main
• Provide a sample text. Guide learners to identify the points in the lesson
descriptive words and expressions:
• Discuss the descriptive words and expressions with
learners.
• Put learners into groups and guide them through the
writing process to describe events/situations/places of
their choice and personal experiences. Focus on the use
of:
− Descriptive (adjectives) words.
− Figurative language e.g. simile – metaphor,
personification, sound devices
Note: Sensory details are experiences through the
senses: sight, smell, touch, taste.
− Sensory details (Allow a reader to visualize a person, a
place, a thing or an idea).
Assessment: let learners use descriptive words/sound

devices/ figurative language to describe events
learners to • Let learners write a story. E.g. about what happened today?
sing songs after school on Monday.
and recite • Assist those whose essays are only in the simple past Ask learners to
familiar to write some in the past participle tense. summarize the main
Have learners write on another topic individually using
the simple past verb form as well as the past participle
form.
Assessment: let learners write a story. E.g. about what

happened after school on Monday, using the simple
past verb form and participle form
period • Learners think-pair-share their stories
with peers.
NANA FIIFI ACQUAH
• Encourage them to visit the local library
to read and borrow books.
• Encourage them to share whatever they
read with their mates

each book read

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :

Performance Indicator Learners can solve multi step word problems involving the four basic operations
Keywords


(preparing
the brain
for
learning)
like: Learners model mathematical statements from a given Learners
word problem involving addition and multiplication and
solve using the strategies learnt
NANA FIIFI ACQUAH
I’m Assessment: have learners to practice with more
counting examples
one, what
is one
like: Learners model mathematical statements from a given Learners
word problem involving division and subtraction and
solve using the strategies learnt
I’m
counting
is one examples
Wednesda Sing songs Learners role play a given word problem involving Review the lesson with
y like: addition and multiplication and solve Learners
I’m
counting examples
one, what
is one
Thursday Sing songs Learners role play a given word problem involving Review the lesson with
like: subtraction and division and solve Learners
I’m
counting
one, what examples
is one
Friday Sing songs Learners model mathematical statements from a given Review the lesson with
like: word problem involving division and multiplication and Learners
solve using the strategies learnt. The relationship
between operations and the use of calculator and
I’m
spreadsheet to assess the reasonableness of answers
counting should be stressed.
one, what
is one
1 - One is Assessment: have learners to practice with more
one alone, examples
alone it
shall be.

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : FORCES AND ENERGY Sub-strand : ELECTRICITY AND ELECTRONICS

Performance Indicator Learners can construct an electric circuit and know the functions of its components
Keywords

Ref:

(preparing
the brain
for
learning)
Monday Engage • Engage learners to discuss the basic components of What have we learnt
learners to an electric circuit (use video demonstrations where today?
sing songs available).
and recite • Note that the basic components are the battery (dry Ask learners to
familiar cell), bulb, connecting wire, switch/key, etc. summarize the
rhymes • Learners mention the roles of the components of the important points of the
electric circuit. lesson
• Learners, in groups, provide them with the electrical
components and assist them to construct a functional
simple electric circuit.
NANA FIIFI ACQUAH
Assessment: let learners mention the roles of the

components of the electric circuit
Thursday Engage • Learners draw the circuits they have constructed What have we learnt
learners to today?
sing songs Assessment: let learners construct an electric circuit Ask learners to
and recite summarize the
rhymes lesson

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :

Second World War.
Keywords


(preparing
the brain
for
learning)
Tuesday Engage Enact the declaration of independence by Kwame What have we learnt
learners to Nkrumah. today?
sing songs
and recite Assessment: let learners narrate the declaration of Ask learners to
familiar independence by Kwame Nkrumah summarize the main
Why were
some of
NANA FIIFI ACQUAH
the leaders
referred to
as the ‘Big
Six’?
Thursday Engage Enact the declaration of independence by Kwame What have we learnt
learners to Nkrumah. today?
sing songs
and recite Assessment: let learners narrate the declaration of Ask learners to
familiar independence by Kwame Nkrumah summarize the main
Why were
some of
the leaders
referred to
as the ‘Big
Six’?

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :

Keywords


(preparing
the brain
for
learning)
sing songs
NANA FIIFI ACQUAH
sing songs


NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :

PATTERNS

Performance Indicator Learners can dribble and pass a ball to a partner while being guarded.
Keywords
T. L .R. (s) cones


(preparing
the brain
for
learning)
Friday Learners Arrange five cones with partners standing at the What have we learnt
jog round a opposite sides about 5m away from the cones facing today?
demarcate each other. Learners dribble through the cones freely.
d area in Learners dribble while being prevented/guarded by Use answers to
files while their peers in pairs and in a group. Learners practice summarise the lesson.
singing and based on their capabilities and progress at their own
clapping to pace. Learners’ practice dribbling in handball,
warm-up football/basketball based on facilities and material
the body available
for
maximal
NANA FIIFI ACQUAH
performan
ce and to
prevent
injuries

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Implications

Keywords


(preparing
the brain
for
learning)
sing songs

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : Internet and social media Sub-strand : electronic email

Performance Indicator Learners can show how to create and access e-mail messages.
Keywords
T. L .R. (s) Laptop


(preparing
the brain
for
learning)
Engage Guide learners to receive email What have we learnt
learners to today?
Wednesday sing songs Assessment: Let learners describe how to create and
and recite access e-mail messages. Ask learners to

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Visual Arts Appreciating and Appraising
Performing Arts

Performance Indicator  Learners can Develop guidelines for appreciating and appraising own and
others’ visual artworks that reflect the physical and social environments of
some communities in the world
 Learners can Develop guidelines for appreciating and appraising own and
others’ compositions and performances that reflect the physical and social
Keywords


(preparing
the brain
for
learning)
learners to discuss and accept a guide for appreciating and today?
sing songs appraising own and/or others’ visual artworks based on
and recite the guidelines suggested below;
NANA FIIFI ACQUAH
familiar identify the correct vocabulary to use for appreciating Ask learners to
rhymes and appraising artworks; summarize the main
agree on what to use the appraisal report for and how points in the lesson
to share it;
use in recording/documenting
the appraisal process;
Suggested Guidelines
Description of the work: The elements in the work
(e.g. dot, lines, shapes, forms, colour, texture, tone),
materials used (e.g. paper, pencil, clay, wood), size of
the work, number of objects/items in the work.
Subject matter: Meaning, message, topic, mood,
feelings, history, religion, environment, global warming.
Appraisal: What the work can be used for, likes, good
things in the work, beauty, social and cultural value,
correlation (connecting to other areas of learning).
Experiences to share: the design process through
thinking and composing, planning and making,
displaying and sharing, etc.

appreciating and appraising own and others’ visual
artworks that reflect the physical and social
sing songs appreciating/appraising own and/or others
to share it;
NANA FIIFI ACQUAH
knowledge of music

appreciating and appraising own and others’
compositions and performances that reflect the
physical and social environments of some communities
in the world

NANA FIIFI ACQUAH
……………………………………………………………………: LESSON PLAN

Day : Date :
Period : Lesson :
Strand : Extensive Reading Sub-strand : Building the Love and Culture of Reading in
Learners
Performance Indicator • Learners should write articles for class magazine
• Learners should publish the articles in the magazines
Keywords


(preparing
the brain
for
learning)
Engage • Discuss a topic for an article with learners. What have we learnt
leaners to • Encourage learners to write the article in their class today?
sing songs magazine
and recite
familiar Assessment: let learners write articles for class Review the lesson with
rhymes learners
magazine
NANA FIIFI ACQUAH
Engage • Let learners read some of the articles in class. What have we learnt
leaners to • Assist learners to publish the article in the class today?
sing songs magazine.
familiar Assessment: let learners publish articles in the class learners
rhymes
magazine.
Engage • Let learners read some of the articles in class. What have we learnt
leaners to • Assist learners to publish the article in the class today?
sing songs magazine.
and recite
familiar Assessment: let learners publish articles in the class
rhymes
magazine.
learners

The Godfather Term One Sample Basic Six Annual Scheme of Learning Termly Scheme of Learning WEEK 1 - 12

Uploaded by

Copyright:

Available Formats

The Godfather Term One Sample Basic Six Annual Scheme of Learning Termly Scheme of Learning WEEK 1 - 12

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

The Godfather Term One Sample Basic Six Annual Scheme of Learning Termly Scheme of Learning WEEK 1 - 12

Uploaded by

Copyright:

Available Formats

THE GODFATHER

Name of Class Teacher ………………………………………………………………………………………

Class Teachers Reg. No………………………………………………………………………………………

Average age of pupils…………………………………………………………………………………………..

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

I INTRODUCTION TO MS- I INTRODUCTION TO MS-

USING ONLINE FORMS

CUSTOMIZING YOUR BROWSER

Favourite places and Search

12 Electronic Email INTERNET OF THINGS (IOT) HEALTH AND SAFETY IN USING

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

8 THE SOLAR SYSTEM ELECTRICITY AND ELECTRONICS DISEASES

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

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

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

4 The Environment Festivals in the Three Major Authority and Obedience

5 The Environment The Latter Lives of Leaders Authority and Obedience

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

WEEK TERM 1 (SUB STRANDS) TERM 2 (SUB STRANDS) TERM 3 (SUB

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

11 Appreciating and Displaying and Sharing (Visual Appreciating and Appraising

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

6 Narrative Writing Descriptive Writing Informative/ Academic Writing)

7 Creative/ Free Writing Persuasive Writing Literary Writing

8 Descriptive Writing Argumentative Writing Letter Writing

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

4 MANIPULATIVE SKILLS Rhythmic Skills FITNESS PROGRAMME,

5 MANIPULATIVE SKILLS Space Awareness HEALTHY DIET

6 MANIPULATIVE SKILLS Dynamics SAFETY AND INJURIES

7 MANIPULATIVE SKILLS SUBSTANCES/DRUGS

8 MANIPULATIVE SKILLS , SUBSTANCES/DRUGS

9 MANIPULATIVE SKILLS Strategies SELF-RESPONSIBILITY

10 MANIPULATIVE SKILLS Aerobic Capacity SOCIAL INTERACTION

11 MANIPULATIVE SKILLS Manipulative GROUP DYNAMICS

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

WEEKS STRAND SUBSTRAND CONTENT INDICATORS RESOURCES

Writing Creative/Free Writing B6.4.11.1 B6.4.11.1.1

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

WEEKS STRAND SUB STRAND CONTENT INDICATORS RESOURCES

5 CYCLES EARTH SCIENCE B6.2.1.2. B6.2.1.2.1

6 CYCLES LIFE CYCLES OF B6.2.2.1. B6.2.2.1.1 Plants and animals in the

8 SYSTEMS THE SOLAR B6.3.2.1. B6.3.2.1.1

9 SYSTEMS ECOSYSTEM B6.3.3.1. B6.3.3.1.1

10 FORCES AND SOURCES AND B6.4.1.1. B6.4.1.1.1

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

WEEKS STRAND SUB STRAND CONTENT INDICATORS RESOURCES

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

WEEKS STRAND SUB STRAND CONTENT INDICATORS RESOURCES

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

WEEKS STRAND SUB STRAND CONTENT INDICATORS RESOURCES

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

WEEKS STRAND SUB STRAND CONTENT INDICATORS RESOURCES

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

WEEKS STRAND SUB STRAND CONTENT INDICATORS RESOURCES

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

WEEKS STRAND SUB STRAND CONTENT INDICATORS RESOURCES

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

WEEKS STRAND SUB STRAND CONTENT INDICATORS RESOURCES