SAMPLE LESSON NOTES-WEEK 7

BASIC SIX

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 SCHEME OF LEARNING- WEEK 7
BASIC SIX
Name of School…………………………………………….……………………….…………………
Week Ending
Class Six
Subject ENGLISH LANGUAGE
Reference English Language curriculum
Learning Indicator(s) B6.1.10.1.3/B6.1.10.2.1. B6.2.7.2.3. B6.3.11.1.1. B6.4.14.1.1. B6.5.9.1.2.
B6.6.1.1.1.
Performance Indicator A. Learners can demonstrate awareness of how meaning is conveyed
through. appropriate pace, stress and tone.
B. Learners can demonstrate awareness of the structure of texts
C. Learners can form and use adjective phrases correctly.
D.Learners can write short paragraphs to describe incidents.
E. Learners can construct complex sentences correctly.
F. Learners can read and critique a variety of age- and level appropriate
books.
Teaching/ Learning Resources Word cards, sentence cards, letter cards and a class library
Core Competencies: Reading and Writing Skills Personal Development and Leadership and Collaboration

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

MINS (New Learning Including Assessment) 10MINS
(Preparing The Brain For (Learner And Teacher)
Learning)
Monday Play games and recite A.ORAL LANGUAGE Give learners task to
rhymes that learners are (Presentation) complete whiles you go
familiar with to begin the Revise how meaning is conveyed round to guide those who
lesson. through appropriate pace, stress and don’t understand.
tone. Model presenting news or have
Ask learners questions to learners watch a news presentation. Give remedial learning to
review their understanding in those who special help.
the previous lesson. Put learners into groups to discuss pace,
stress and tone of news presented.

Guide learners to prepare and present

news on given topics. Demonstrate a
model speech: Choose a familiar topic
and make a short but moving speech on
it.

Have learners discuss the speech

focusing on its pace and expressiveness.
Let learners speak on very short and
simple topics using appropriate voice
quality.
Tuesday Engage learners to sing songs B.READING Give learners task to
and recite familiar rhymes (Comprehension) complete whiles you go
round to guide those who
LITTLE TOMMY Guide learners systematically using given don’t understand.
TITTLEMOUSE narrative texts to identify the
Little tommy tittle mouse introduction body and conclusion in it. Give remedial learning to
Lived in a little house, those who special help.
He caught fishes Have learners summarize each of these
In other men’s ditches. parts and make a summary of the whole
text using their part summaries.
Wednesday Play games and recite C.GRAMMAR Give learners task to
rhymes that learners are (Adjective Phrases) complete whiles you go
familiar with to begin the Revise adjectives in context by having round to guide those who
lesson. learners identify them in sentences and don’t understand.
use them in their own sentences.
Ask learners questions to Give remedial learning to
review their understanding in Introduce the adjective phrase as a those who special help.
the previous lesson. grammatical structure with the adjective
as head.
Note: The adjective phrase can be a
single adjective or more.
E.g. a beautiful house, a strong African
oven.

Provide sentences with adjective

phrases and let learners identify the
adjective phrases.

In groups, learners form adjective

phrases and use the phrases in
sentences.
Thursday Play games and recite D.WRITING Give learners task to
rhymes that learners are (Informative Writing) complete whiles you go
familiar with to begin the Briefly revise the writing process by round to guide those who
lesson. having learners recall the stages and don’t understand.
explain the features and relevance of
Ask learners questions to each stage. Give remedial learning to
review their understanding in those who special help.
the previous lesson. Have learners select a topic and
brainstorm to generate ideas.

Put them into groups to organize the

points for the development of
paragraphs.

Assign learners to individually develop

the points into outlines and then into a
draft.

Let them do self and peer-editing before

finally presenting the final work.
Learners present their finished work in
groups.
Friday Play games and recite E.WRITING CONVENTIONS & Give learners task to
rhymes that learners are GRAMMAR USAGE complete whiles you go
familiar with to begin the (Using Simple and Compound Sentences) round to guide those who
lesson. Review the use of coordinators in don’t understand.
sentences. Learners write examples of
Ask learners questions to sentences containing coordinators. Give remedial learning to
review their understanding in those who special help.
the previous lesson. Let learners join pairs of simple
sentences into compound ones.

Introduce complex sentences with

several examples.

Elicit similar sentences from learners

 F.EXTENSIVE READING
Learners play “popcorn Have learners read books of their Encourage them to visit the
reading” game. The rules are choice independently during the library local library to read and
simple: One student starts period. borrow books
reading aloud and then calls
out "popcorn" when they Let learners write a one-page critical
finish. This prompts the next commentary based on the books read
student to pick up where the
previous one left off. Invite individuals to present their work
to the class for feedback.
Week Ending
Class Six
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B6.3.3.5.2
Performance Indicator Identify images of a single transformation of 2D shapes in a plane
Strand Number
Sub strand Geometric Reasoning
Teaching/ Learning Resources Counters, bundle and loose straws
Core Competencies: Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Development and Leadership Attention to Precision

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

MINS (New Learning Including Assessment) 10MINS
(Preparing The Brain For (Learner And Teacher)
Learning)
Monday Can you work out what In a plane, a geometric transformation moves Give learners task to
number will be at the top of a geometric figure to a new position in one of complete whiles you go
the pyramid? three ways. Each transformed figure is the round to guide those who
image of the original figure. don’t understand.
Reflection (or flip)- A figure is flipped over a line of
reflection so that its mirror image is formed. Give remedial learning to
those who special help.
Ask learners to identify images of reflections
of 2D shapes in the figure.

Tuesday Can you make a pyramid In a plane, a geometric transformation moves Give learners task to
with 100 at the top? a geometric figure to a new position in one of complete whiles you go
three ways. Each transformed figure is the round to guide those who
image of the original figure. don’t understand.
Translation (or slide)- Every point of a figure moves the
same distance and in the same direction along a line. Give remedial learning to
those who special help.
Ask learners to identify images of reflections
of 2D shapes in the figure.
Wednesday Can you put the digits 1 to 9 In a plane, a geometric transformation moves Give learners task to
in a square so that every a geometric figure to a new position in one of complete whiles you go
row, column and diagonal three ways. Each transformed figure is the round to guide those who
add to 15? image of the original figure. don’t understand.
Rotation (or turn) -A figure is turned around a center
point. Give remedial learning to
those who special help.
Ask learners to identify images of reflections
of 2D shapes in the figure.

Thursday Can you put the numbers 1 Ask learners to identify images of translations Give learners task to
to 7 in each circle so that of given 2D shapes in a given plane. Ask complete whiles you go
the total of every line is 12? learners to study the shapes, identify their round to guide those who
images and the translation vectors. don’t understand.
E.g. shape F is a translation of shape A by the
2
translation vector (−3) (or 2 right, 3 three down); and
Give remedial learning to
Shape X is a translation of shape W by the translation
0 those who special help.
vector(6) (or 0 right, 6 up)

Friday Can you put the digits 1 to Ask learners to identify images of translations Give learners task to
11 in the circles do that of given 2D shapes in a given plane. Ask complete whiles you go
every line has the same learners to study the shapes, identify their round to guide those who
total? images and the translation vectors. don’t understand.
E.g. shape F is a translation of shape A by the
2
translation vector (−3) (or 2 right, 3 three down); and
Give remedial learning to
Shape X is a translation of shape W by the translation
0 those who special help.
vector(6) (or 0 right, 6 up)
Week Ending
Class Six
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B6.5.2.1.1
Performance Indicator Explain the causes, symptoms and prevention of Eczema
Strand Humans & The Environment
Sub strand Diseases
Teaching/ Learning Resources Pictures or charts on causes, symptoms and control of chicken pox
Core Competencies: Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Development and Leadership Attention to Precision

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Engage learners to sing songs Learners watch pictures of Ask learners questions to
and play games to get them people suffering from eczema. review their understanding
ready for lesson. Eczema is an itchy inflammation of the of the lessson.
skin.
Use questions and answers to Give learners task to do
review learners understanding in whiles you go round to
the previous lesson. guide those who need help.

In groups, learners come out

with the possible causes,
symptoms and prevention.
Play games and recite rhymes Allow group presentations and Ask learners questions to
that learners are familiar with to write learners’ ideas on the review their understanding
begin the lesson. board. of the lessson.

Ask learners questions to Invite health personnel to give a Give learners task to do
review their understanding in talk on eczema and other whiles you go round to
the previous lesson. common skin diseases. guide those who need help.
Week Ending
Class Six
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page
Learning Indicator(s) B6.4.4.1.1.
Performance Indicator Learners can describe the agricultural value chain and the job opportunities
Strand Our Beliefs And Values
Sub strand Farming In Ghana
Teaching/ Learning Resources Pictures, Charts, Video Clips
Core Competencies: Communication and Collaboration Critical Thinking and Problem Solving and Global Citizenship

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Engage learners to sing songs Learners discuss the meaning of Ask learners questions to
and play games to get them agricultural value chain review their understanding of
ready for lesson. the lessson.
Agricultural value chain is the practice of
Use questions and answers to linking farmers to people who can Give learners task to do
review learners understanding process, package, market and eventually whiles you go round to guide
in the previous lesson. buy the food they produce. those who need help.
Learners talk about job
opportunities in the agricultural
value chain e.g. crop farming,
livestock, fisheries Agro-chemicals
industry, meat processing.
Play games and recite rhymes Learners write essays on their Ask learners questions to
that learners are familiar with choice of job opportunities in the review their understanding of
to begin the lesson. agricultural value chain. the lessson.

Ask learners questions to Have learners to read out their Give learners task to do
review their understanding in essay to the whole class whiles you go round to guide
the previous lesson. those who need help.
Week Ending
Class Six
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B6.5.2.1.1:
Performance Indicator Learners can identify attitudes and behaviors of a responsible family
member.
Strand The Family, Authority & Obedience
Sub strand Roles, Relationship in the Family & Character Formation
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
Core Competencies: Cultural Identity, Sharing Reconciliation, Togetherness, Unity Communication and Collaboration,
Critical Thinking Creativity and Innovation Digital Literacy

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Engage learners to sing songs Let learners, in groups, discuss Ask learners to
and play games to get them attitudes and behaviors of a summarize what they
ready for lesson. responsible family member: have learnt.
- taking part in family activities,
Use questions and answers to - obedience to elders of the family, Let learners say 5 words
review learners understanding - respect for family members, they remember from the
in the previous lesson. - accepting responsibility (performing lesson.
assigned duties),
- taking initiatives,
- helping needy relatives, etc.

Guide learners to discuss the

importance of being committed to
the family.
Week Ending
Class Six
Subject HISTORY
Reference History curriculum Page 45
Learning Indicator(s) B6.6.1.1.2
Performance Indicator Learners can identify the political parties that have governed the country
under the Fourth Republic
Strand Independent Ghana
Sub strand The Republics
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
Core Competencies: The use of evidence to appreciate the significance of historical locations help learners to
become critical thinkers and digital literates

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

MINS (New Learning Including Assessment) 10MINS
(Preparing The Brain For (Learner And Teacher)
Learning)
Engage learners to sing songs Learners to list the parties and their dates Ask learners to summarize
and play games to get them of tenure in office in the Fourth Republic. what they have learnt.
ready for lesson.
It is obvious that under the fourth republic Let learners say 5 words
Use questions and answers the NDC and NPP are the only political they remember from the
to review learners parties to have won the general elections. lesson.
understanding in the Political Date President
previous lesson. Party
NDC 1992-1996 J.J Rawlings
NDC 1997-2000 J.J Rawlings
NPP 2001-2004 J.A Kufour
NPP 2005-2008 J.A Kufour
NDC 2009-2012 John E.A Mills
NDC 2013-2016 J.D Mahama
NPP 2017-date Akufo Addo
Engage learners to sing songs Guide learners to identify other political Ask learners to summarize
and play games to get them parties that has taken part in general what they have learnt.
ready for lesson. elections under the fourth republic.
Party Leader(s) Let learners say 5 words
CPP- Convention
George Hagan, they remember from the
George Agudey, Paa lesson.
Peoples Party
Kwesi Nduom
PPP- Progressive
Paa Kwesi Nduom
Peoples Party
PNC- Peoples National
Edward Mahama
Convention
NDP- National Mrs. Nana Konadu
Democratic Party Rawlings
GCPP- Great
Consolidated Popular Dan Lartey
Party
UGM- United Ghana Charles Wereko
Movement Brobby
DFP- Democratic Emmanuel Ansah
Freedom Party Antwi
Week Ending
Class Six
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page
Learning Indicator(s) B6 1.4.6.3 B6 1.4.7.3
Performance Indicator Learners can analyze and appreciate own or others’ performing artworks and
present reports as feedback on artworks that communicate, educate or
sensitize public on topical issues in the world.
Strand Visual Arts
Sub strand Appreciating and Appraising (Visual Arts)
Teaching/ Learning Resources Photos, videos, art paper, colors and traditional art tools.
Core Competencies: Decision Making Creativity, Innovation Communication Collaboration Digital Literacy

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

MINS (New Learning Including Assessment) 10MINS
(Preparing The Brain For (Learner And Teacher)
Learning)
Engage learners to sing songs Appreciating in art is the ability of Use questions to review their
and play games to get them people to look at a work of art and understanding of the lesson
ready for lesson. understand how the work was made.
Ask learners to summarize
Use questions and answers Explain to learners the guidelines and what they have learnt
to review learners have them agree to it.
understanding in the  Description of the work: this stage Learners to read and spell the
previous lesson. involves describing what the work is key words on the board
made of, size of the work and
materials used.
 The subject matter: this stage talks
about the meaning of the work.
 Appraisal: this stage talks of the use
of the artwork.
 Experience to share: this stage talks
about the design process
Engage learners to sing songs Using the steps in appreciating and Use questions to review their
and play games to get them appraisal, guide learners to write a understanding of the lesson
ready for lesson. note on a previous artwork produced
or performed in class. Ask learners to summarize
Use questions and answers what they have learnt
to review learners E.g. an artwork produced by EI-Anatsui
understanding in the
previous lesson.

Show pictures or videos to

learners on the process of
producing the artwork.
 Description of the work: the artwork
is a sculpture sewn together with
copper wire.
 The subject matter: His art draws
connections between consumption,
waste, and the environment..
 Appraisal: it can be used for
decoration.
 Experience to share: talk about how
the sculpture is done
Week Ending
Class Six
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page
Learning Indicator(s) B6.4.7.1.1-3
Performance Indicator Learners can compose and write a simple poem, prose and a play
Strand Composition Writing
Sub strand Literary Writing
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a manila card
Core Competencies: Creativity and innovation, Communication and collaboration, Critical thinking

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Write words on th board and Read a simple poem on a flashcard. Ask learners questions to
cover parts with a smiley for review their understanding of
learners to guess the word Discuss the composition of poems the lessson.
such as the choice of words, rhyme
Have learners sing songs to and stanzas and theme. Give learners task to do whiles
begin the lesson you go round to guide those
Use the flashcards with short who need help.
poems on them to help learners
compose a good simple poems.
Have learners play games and Read a simple prose on a flashcard. Ask learners to summarize what
recite familiar rhymes to begin they have learnt.
the lesson Discuss the features of the prose
with learners. Let learners say 5 words they
Using questions and answers, remember from the lesson.
review their understanding of Use the flashcards with short prose
the previous lesson written on them to help learners
compose their own short prose on
a given situation.

Draw or print pictures of Allow learners to discuss a play Ask learners to summarize what
vocabulary words with they have watched. they have learnt.
number on it and paste them
on the classroom wall. Ask Let learners watch a play and Let learners say 5 words they
learners to make a list of discuss the costume, characters and remember from the lesson.
them. settings.

Discuss daily activities and

experiences with learners.

Choose an experience and guide

learners on how to write a play on
that.

Allow learners to choose a daily

activity in groups and write a short
play on it.
Week Ending
Class Six
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B6.2.5.2.5:
Performance Indicator Learners can identify opportunities to pass or dribble while being
guarded (offense and defense).
Strand Movement Concepts, Principles And Strategies
Sub strand Strategies
Teaching/ Learning Resources Pictures and Videos
Core Competencies: Learners develop communication skills as speaking, listening, and acquisition of new concepts.

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Engage learners to sing songs After general and specific warm- Ask learners to summarize
and play games to get them ups, guide learners to keep their what they have learnt.
ready for lesson. body between opponent and the
ball. Let learners say 5 words
Use questions and answers to they remember from the
review learners understanding in Let them possess the ball in the lesson.
the previous lesson. opponents playing grounds.

Dribble in a zigzag manner.

Instruct them to pass the ball to
their teammates when they are
free.
Week Ending
Class Six
Subject COMPUTING
Reference Computing curriculum Page
Learning Indicator(s) B6.6.7.1.5-7
Performance Indicator Learners can demonstrate attaching files to e-mail messages.
Strand Programming And Databases
Sub strand Electronic Mail
Teaching/ Learning Resources Pictures or projected images
Core Competencies: Creativity and innovation. 2. Communication and collaboration. 3. Cultural identity and global citizenship. 4.
Personal development and leadership. 5. Digital literacy

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Engage learners to sing songs Guide learners to create an Ask learners to summarize
and play games to get them address list what they have learnt.
ready for lesson.
Guide learners to attach files to Let learners say 5 words
Use questions and answers to email they remember from the
review learners understanding lesson.
in the previous lesson. Assist learners in writing email
using techniques as NOT writing
in caps.

Check the extension of files

before downloading and use the
subject line for summary etc.