Learning Planner

60min
Subject English Language Week 1 Duration Form 1
s
Oral Language English Speech Sounds
Sub-
Strand Reading Reading Comprehension
Strand
Grammar Grammar Usage

a) Demonstrate knowledge and understanding of speech sounds in

oral communication.
Content b) Demonstrate understanding of different types of reading and text
Standard comprehension strategies and use them to interpret a variety of
appropriate level texts.
c) Demonstrate knowledge, understanding and use of grammatical
forms in speech and writing.
a) Articulate English pure vowel and consonant sounds effectively in
oral communication.
Learning b) Employ knowledge of reading and text comprehension strategies
Outcome(s) to retrieve and interpret different kinds of texts.
c) Apply knowledge of word classes and their functions in
communication.
a) Use pure vowel sounds (short vowels) in connected speech.
Learning
b) Retrieve specific information and interpret a variety of simple texts.
Indicator(s)
c) Use nouns accurately in speech and writing.
Essential Oral Language – English Speech Sounds
Question(s) a) How will pure vowels be taught in order to meet the diverse needs
of learners?

b) How will learners apply the use of vowel sounds in speech and
writing to boost their confidence?

c) How will the incorporation of GESI/SEL, 21st Century skills and

competencies as well as ICT encourage learners with the
appropriate use of vowel sounds in communication?

d) How will learners articulate the short vowel sounds accurately in

connected speech?

Reading – Reading Comprehension

a) How will the understanding of different types of reading and text

comprehension strategies be used to interpret a variety of level-
appropriate texts?
b) How will the understanding of different types of reading techniques
be used to interpret given texts?
 c) How will learners use the reading techniques to retrieve key
information from given texts?
d) How will learners be encouraged to apply reading techniques in
text comprehension?

Grammar – Grammar Usage

a) How will the knowledge gained by learners in the study of nouns be

applied appropriately to enhance their communication
competencies (through practical speech and writing situations)?
b) How will learners be guided to effectively apply the appropriate
part of speech in communication?
c) How will learners identify, classify and use nouns effectively in
connected speech?
d) How will learners identify nouns from given texts and use them
effectively in communications.

Oral Language – English Speech Sounds

Collaborative Learning- learners work in pairs and/ groups in mixed

ability levels and gender.

Listening Challenge game- in groups (ability and mixed ability), learners

listen to audio and articulate target sounds

Activity-Based Learning: in a small group, large group, in mixed ability

group
Pedagogical
Strategies Reading:

Group work/Collaborative Learning, think-pair-share- learners work in

pairs and/ groups in mixed ability levels through brainstorming, talk for
learning approaches, activity-based learning

Grammar

Activity-based learning, brainstorming, group work, conversation drills- in

ability and mixed ability, mixed-gender

Teaching & Oral Language:

Learning Podcasts (e.g.: Lyrics Training, Listening Notes, Accent Rosie, Teach
 Videos, etc.) Audio recordings (e.g. online stories, teacher recorded texts,
etc.) Book extracts or Reading passages for read aloud activities.

Reading:
A collection of texts from social media: Instagram, Facebook, Twitter, etc.
(giving interesting and positive information about popular personalities in
Ghana) on passages across the various subject areas (on themes that
learners can find interesting). Books or articles from social media,
Resources newspapers, magazines, etc., speeches from personalities, etc.

Grammar:

Word/Sentence cards, Word Walls, Real objects and pictures, Selected

passages, Teacher made passages, Technology tools such as computer,
mobile phones, projector, radio, TV, films and narratives etc. Passages
that reveal various forms of nouns, Old newspapers etc.

Key Notes on Differentiation

Oral Language – English Speech Sounds
Learning Tasks
1. Learners articulate short vowel sounds /ɪ/, / e/, /ᴂ/, / ǝ/, /ʌ/, /ɒ/, / ʋ/ accurately in
connected speech.
2. Learners identify short vowel sounds in sample texts and use them in connected
speech.
3. Learners use words with specific sounds to form sentences.
4. Learners play the ‘Confinement Game’ to identify short vowel sounds in different
environments of given words such as: simplicity, seminar, accurate, again, absurd,
aggregate, hullabaloo, cucumber and pedagogical.
Pedagogical Exemplars
1. Collaborative learning:
a. in pairs/groups, learners listen to and identify the short vowels of the English
language (eg, /ɪ/, /e/, /ᴂ/, / ǝ/, /ʌ/, /ɒ/, /ʋ/) in sample spoken texts (eg, tape
recordings, podcasts, radio, read aloud exercises, tongue twisters, YouTube
videos on vowel sounds). Learners pay attention to the unique qualities of each
sound.
b. working in mixed-ability groups, learners identify short vowel sounds in sample
texts and use them in connected speech.
c. in mixed-ability/gender groups, learners form at least five sentences with each
sound represented in each of the words used to form the sentences (i.e /I/ -His
lip is pink. /i:/ - He eats meat).
2. Talk for learning: in groups, learners listen to a pair of words and identify the words
with short vowels. eg, ship/sheep, cat/cart, cot/court, pull/pool.
3. Building on what others say: learners articulate short vowel sounds (eg, /ɪ/, /e/, /ᴂ/, /
ǝ/, /ʌ/, /ɒ/, /ʊ/) accurately in connected speech. For example:
a. Can you can, as a canner cans a can?
 b. Near an ear, a nearer ear, a nearly eerie ear.
4. Think - Pair - Share: in pairs and groups, learners use short vowel sounds in words
and connected speech through conversations and tongue twisters as in the examples
below:
a. You know New York, you need New York, you know you need New York.
b. Nine nice night nurses nursing nicely.
c. I saw a kitten eating chicken in the kitchen.

Key Assessment
1. Assessment Level 1: Reproduction and Recall
a. Identify the short vowels in the following words: can, put, look, lust, lend.
b. Write two (2) examples, each corresponding to the following sounds:
/ɪ/, / e/, /ᴂ/, / ǝ/, /ʌ/, /ɒ/, / ʊ/.
2. Assessment level 2 - skills building (formative): group the following words under the
short vowels: family, pot, pick, about, dog, difficult, socks, pat, flat, system, cut, result,
neck, hut, complete.
3. Assessment Level 3: Strategic Thinking (Formative)
Use the following words in sentences:
A. result
B. neck
C. hut
D. complete
E. socks
Reading – Reading Comprehension
Learning Tasks:
1. Learners use scanning and skimming to retrieve key information from given texts.
2. Learners close-read given passages, examine and interpret short texts.
3. Learners apply close reading techniques in retrieving key information from given
passages and/or newspapers.

Pedagogical Exemplars
1. Collaborative learning: guide learners to work collaboratively in pairs and mixed-
ability groups to glance through short stories with simple texts (including texts from
social media) for specific information (date of birth, place of birth, keywords),
tolerating and respecting each other’s views.

2. Brainstorming: in convenient mixed gender/ability groups, learners collaborate to

survey texts for the general idea.

3. Partner talk: learners through partner talk, use features such as the title of a story,
illustrations (eg, pictures), boldface words, headings and subheadings, topic sentences
and concluding sentences of paragraphs, first and last paragraphs to critically examine
a variety of texts (eg, social media, biographies) by examining them for the gist of the
story.

4. Think-pair-share: teacher guides learners to use questions at the end of texts to derive
 the gist of the text.

5. Talking circles: learners read and interpret texts from familiar backgrounds and
connect the messages of the texts to their personal lives with teacher’s support.

6. Group Work:

a. Guide learners in groups to download (or search newspapers for) positive

stories from social media about familiar and popular personalities in the
country, such as musicians, political leaders, and use the texts to practise
scanning and skimming techniques in class.
b. In groups, learners work collaboratively to close-read, examine and interpret
level-appropriate short texts with support from the teacher.
c. Learners work collaboratively in pairs to interpret a variety of texts using a
combination of the three reading strategies, i.e., they scan, skim and close-read
texts.

NOTE: Some suggested pedagogical strategies include Brainstorming, Talking Circles,

Partner Talk, Think-Pair-Share to enable learners to talk more and be part of the lesson.
Teachers can find sample level appropriate short stories/passages from other subjects such as
Social Studies, Agriculture and Geography and guide learners in applying the reading
techniques to retrieve information and interpret the variety of texts.
Key Assessment
1. Assessment Level 1 Reproduction/Recall (Formative): Read the passage carefully,
scanning for specific information such as names, phone numbers, places, features and
so on.
2. Assessment Level 2 Skills Building (Formative): Read the given passage carefully,
skimming to retrieve important or specific information to answer given questions.
3. Assessment Level 3 Extended Thinking (Formative): Apply the steps in close
reading to retrieve specific information and discern meaning of given words/
expressions.

Note: Depending on the choice of text, learners may answer comprehension questions such as:
1. Suggest a suitable title for the passage.
2. What is the writer’s mood?

Grammar – Grammar Usage

Learning Tasks
1. Learners identify and classify nouns from given texts
2. Learners identify, classify and use nouns in connected speech
3. Learners identify, classify and use nouns appropriately in communication

Pedagogical Exemplars
1. Collaborative learning and brainstorming:
a. In mixed-ability/gender groups, through brainstorming, guide learners to
 discuss the concept of nouns.
b. Learners in mixed-ability groups collaboratively classify nouns from selected
passages into noun types/forms.
2. Talk-for-Learning: Using talk for learning, guide learners to use nouns in connected
speech.
Brainstorming: Through brainstorming, guide learners to use nouns appropriately in
communication
Key Assessment
1. Assessment Level 1 Recall: Explain the meaning of nouns/explain nouns in your own
words and give three examples. of nouns.
2. Assessment Level 2 Skills of Conceptual Understanding: Identify and classify
different types of nouns into the respective forms from given texts and selected
passages.
3. Assessment Level 3 Strategic Reasoning: Use both singular and plural forms of
nouns in sentences.,etc

Oral Language – English Speech Sounds

Vowel sounds, pure vowels, short vowels, long vowels, initial, medial and
final vowels

Reading – Reading Comprehension

Comprehension, reading, interpret, text, subject matter/ controlling idea,
Keywords
paragraph, topic sentence, support sentences, skimming, scanning, moral
lessons

Grammar – Grammar Usage

Nouns, count/ non-count, abstract, concrete, common, proper, grammar
usage, regular and irregular, singular and plural, collective
 Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Play ‘My Left Hand is Empty Game’ to review pure vowel sounds.
Learners pick word cards to identify the vowel name and use them in other word examples.
The game is played in the form of ‘DANCING CHAIRS’

Introductory Activity (15minutes) Introductory Activity (15minutes)

Help learners to mention words that were Listen attentively and mention words,
met during the starter and their identifying the corresponding sounds as
corresponding vowel sound through leading displayed on cards
questions.
Activity 1 (40 minutes)
Activity 1 (40 minutes) In mixed-ability and gender groups, learners
Guide learners to identify English pure identify and articulate vowel sounds accurately.
vowels (short and long) and articulate them Learners listen carefully to audio and video
accurately in connected speech (using the displayed and identify English pure vowels
characteristics of pure vowels projected on (short and long) articulating them accurately
the screen) as illustrated on the screen.
Activity 2 (40 minutes) Activity 2 (40 minutes)
Using videos or audios, display sound cards Learners watch videos and listen to audios.
for learners to pick, articulate and combine They pick sound cards in turns, articulate the
into meaningful words. sounds and blend them to form meaningful
Offer the opportunity for the class to [Link] butter. pull, cot, fill, next, again,
ask questions and make contributions band.
to the presentations. Encourage Ask questions and make contributions to the
learners to comment on how confident activity. Tell how confident and effective their
and effective their friends presented friends presented their work including the use
their work including the use of the right of the right vocabulary and articulation for
vocabulary for the concept being the concept being treated.
treated.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 1 Recall:
 1. Identify the short vowels in the following words, cat, cart, bed, bird, pick, good, path,
park, bus, pet, butter, fill, absurd, around, water, bag, test, should, put, but, love.

Level 2 Skills of conceptual understanding:

2. Which of the following vowels contrast., /ɪ/, / e/, /ᴂ/, / ǝ/, /ʌ/, /ɒ/, / ʋ/) Give examples.

Level 3 strategic reasoning:

3. Play an audio test for learners to identify words based on pure vowels. ( Oral English,
Test 1)

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
Have learners summarise the key points in the lesson in their own words. Learners answer
questions to make connections to deepen their understanding of the lesson on pure vowels.

Reflection & Remarks

The use of the games, ICT tools and activities made the learning of the lesson on pure vowels
interesting and engaging.
Some learners found it difficult to differentiate between the short vowels /ᴂ/ as in fan and /ʌ/
as in fun and more attention needs to be given to such learners in remedial lessons.

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Start lesson by narrating a short story, ask learners to state the title, and message, moral,
values etc.

Introductory activity (25 minutes) Introductory activity (25 minutes)

Learners in pairs/ groups identify and state the
 title, message, moral lessons, values in the
Through leading questions, ask learners to short narrative. Learners suggest other suitable
identify title, message, moral lessons, titles.
values in a short narrative Activity 1(30 minutes)

Activity 1 (25 minutes) Learners work collaboratively in pairs and

mixed ability groups to glance through short
Engage learners to work collaboratively in stories or passages with simple texts (including
pairs and mixed ability groups to glance texts from social media) for specific information
through short stories or passages with (date of birth, place of birth, keywords etc.)
simple texts (including texts from social tolerating and respecting each other’s views.
media) for specific information (date of
birth, place of birth, keywords etc.)
tolerating and respecting each other’s Activity 2 (25 minutes)
views. Learners work collaboratively (in pairs, ability,
mixed ability and gender) to closely read,
examine and interpret level appropriate short
Activity 2 (25 minutes) texts using the various reading techniques
In groups (in pairs, ability, mixed ability paying attention to vocabulary.
and gender) guide learners to work
collaboratively to closely read, examine
and interpret level appropriate short texts Activity 3 (25 minutes)
using the various reading techniques paying Learners in mixed ability/gender groups read
attention to vocabulary. texts applying the reading techniques,
brainstorm and answer questions paying
Activity 3 (25 minutes) attention to vocabulary and offering support for
one another.
Give learners old newspapers of varied
news items to read, analyse and come out
with the main ideas, moral lessons and
values learnt in the texts.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 2 Skills of conceptual
Understanding:
E.g.,
1. Suggest a suitable title to the text.
2. What is the writer’s mood?
3. What moral lessons/ values are learnt from the text?
 Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
Give learners a text to analyse and come out with the main idea in the text. The feedback will
help identify a remedy and help improve performance in the next lesson.

Reflection & Remarks

The text used was level appropriate, so learners were able to grasp the main ideas in the text.
The use of skits, short stories and social media texts made the lessons interesting and
engaging. Slow readers were given some supports during the lessons.

Lesson 3
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)
Start lesson by asking learners to name things they see around them, in school and at home.
Learners sing the ‘toosa – toosa’ song to rap their names and those of their friends.
Introductory activity (25 minutes) Introductory activity (25 minutes)
Help learners to name things they can see Learners through building on what others
around them both in school and at home and say, name things they can see around them
group them. both in school and at home grouping them
into names of persons, places, things etc.
Activity 1 (25 minutes)
Activity 1(30 minutes)
Have learners work in mixed ability/gender
groups, ensuring collaboration and Learners brainstorm in mixed ability/gender
respecting one another's views to explain the groups ensuring collaboration and respecting
concept of nouns giving more examples. one another's views, explain the concept of
nouns, taking turns to give more examples.
Guide learners to identify nouns in context
(old newspapers, selected passages, stories Learners in pairs identify nouns and use them
etc.) and use them in speech and writing in context .
tolerating and respecting each other’s views.
Activity 2 (25 minutes)
Activity 2 (25 minutes)
Learners in mixed ability groups
Guide learners in mixed ability groups to collaboratively classify nouns from selected
collaboratively classify nouns from selected passages or sentences into noun types/forms.
passages or sentences into noun types/forms.
Activity 3 (25 minutes) Activity 3 (25 minutes)

Guide learners in mixed ability groups to Learners in mixed ability groups discuss and
classify nouns from selected passages or classify nouns from selected passages or
sentences into noun types/forms. sentences into noun types/forms.

Brainstorms the functions of the noun with Learners role play the functions of the noun
learners. in context – subject, object, complement,
appositive, object of preposition and give
examples.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 1 Recall:

Underline the nouns in each sentence:

Amina is a girl.

The boy is washing the car.

Level 2 Skills of conceptual understanding:

State the types of nouns you know giving 2 examples each.

Level 3 Strategic reasoning:

1. Classify the nouns into their various types: China, team, staff, Ghana, table, chair, Tv,
laptop, love, freedom, friendship, honesty, pen, water, knowledge,
2. State the grammatical name and function of the underlined expressions:
Kodwo sang a song at the wedding.
Mother served desert after supper.
Afi sent her brother a post card.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Give written and oral questions on forms of nouns to ascertain their level of understanding to
end the lesson. Ask learners in pairs to form meaningful sentences with given nouns.
Reflection & Remarks
Learners had no difficulty grasping the lesson since materials used in the lesson were readily
available within the school. The use of games/activities made the lesson interesting, engaging
and full participation of all learners.
 Learning Planner

ENGLISH 60min
Subject Week 2 Duration Form 1
LANGUAGE s
Grammar Grammar Usage
Sub-
Strand Writing Writing
Strand
Literature Literature
a) Demonstrate knowledge, understanding and use of grammatical
forms in speech and writing
Content b) Develop, organise and express ideas coherently and cohesively in
Standard writing
c) Demonstrate knowledge and understanding of how language of
literary genres facilitates understanding of a text
a) Apply knowledge of word classes (nouns) and their functions in
communication
Learning
b) Write clearly, arrange and present ideas in a logical and unified
Outcome(s)
manner through written communication
c) Explore the meaning of literature
a) Use nouns accurately in speech and writing
b) Use an extended range of cohesive devices (connectors) to
Learning
improve paragraph coherence.
Indicator(s)
c) Use the definition of literature to identify its genres and
importance
Essential
Question(s)
Discussion, Brainstorming, Group Work, Conversational Drills, Task-
Pedagogical
based Learning, Building on What Others Say, Gamification,
Strategies
Collaboration, Role Play
Teaching &
Learning Manila cards, textbook(s), laptop and projector, mobile phone(s)
Resources
Key Notes on Differentiation
Learning Tasks:
Grammar
a) Learners brainstorm and define the concept of nouns, giving examples.
b) Learners identify nouns in context (sentences, paragraphs, short stories) and use them in
speech and writing.
c) Learners brainstorm the functions of nouns with appropriate examples.
Writing
a) Learners explain what a paragraph is and identify paragraphs in sample essays or
passages.
b) Learners write sample paragraphs and indicate the parts.
c) Learners write at least a two-paragraph essay with the parts clearly indicated and
appropriate cohesive devices used on given topics.
 Literature
a) Learners define Literature in simple terms using different sources, including the internet/or
watching a film.
b) Learners use concept maps to identify Literature genres based on the definitions using
different sources, including the internet or watching a film.
c) Learners brainstorm the importance of Literature.

Pedagogical Exemplars:
Grammar
a) Brainstorming: Learners in mixed - ability groups to brainstorm the concepts,
encouraging one another to define and give examples, taking into consideration their
cultural backgrounds. Learners explain the meaning of nouns based on knowledge from
the previous lesson on nouns.
b) Group Work: Learners work in mixed - ability groups, ensuring collaboration and
respecting one another’s view to identify nouns in context and use them in speech and
writing with support from the teacher.
c) Conversation Drills: Learners engage in conversation using different types of nouns.
d) Task-Based Learning: Teacher guides learners through varied activities in which learners
focus on the appropriate use of language - noun forms, to complete given tasks in the
teaching and learning of language.
Writing
a) Brainstorm: In mixed ability groups, guide learners to brainstorm the meaning of a
paragraph and identify its parts.
b) Collaborative Learning/Critical Thinking Skills: Guide learners in mixed - ability groups
to examine sample materials (sample essays, passages from books, journals, sample texts
from social media) and discuss the structure of the paragraphs. Learners write the main
ideas or what the paragraph is about, some supporting sentences and concluding
sentences.
c) Role Play: Guide learners to use appropriate expressions to link ideas or sentences in the
paragraphs for coherence. For example, besides, in addition, moreover, again,
furthermore among others.
Literature
a) Task-Based Learning: In mixed-ability grouping, learners use concept maps to define
Literature in simple terms using different sources, including the internet/or watching films
and relate it to real life.
b) Experiential Learning: In mixed-ability grouping, learners use concept maps to identify
Literature genres based on the definition using different sources, including the internet or
watching a film.
c) Collaborative Learning: In mixed-ability/gender groups, learners explain the types of
Literature with at least two examples of each.

Key Assessment:
Grammar
Level 1: Reproduction/Recall (Formative)

Give an example of a sentence that makes use of at least one of the functions of nouns.
 Level 2: Skills Building (Formative)

Give three sentences that have a function of nouns in each of them.

Level 3: Extended Thinking (Formative)

1. Identify at least three examples of each of the functions of nouns in sample stories,
newspapers or books.
2. Present a PowerPoint or other kinds of presentations of at least three examples of each
of the functions of nouns used in a sample text.

Writing
Level 1 Recall (formative)
1. What is a paragraph?
2. Mention the parts of a paragraph.
Level 2 Skills of conceptual understanding (formative)
3. Using appropriate cohesive devices, write out a two-paragraph essay on a topic of your
choice.
Level 3 Strategic Reasoning
4. Develop at least two complete paragraphs on the importance of education.
Level 4 Extended Critical Thinking
5. Rearrange a juxtaposed idea of a paragraph so that it is more meaningful and coherent.
Literature
Level 1 Recall
Explain Literature in your own words
Mention the types of literature
Level 2 Skills of conceptual understanding
Explain the types of Literature with real life examples

Level 3 Strategic Reasoning

1. Relate 4 importance of literature to real life and cite literature texts to prove each of
them.
2. Present a powerpoint(or any other form of presentation on at least four importance of
literature with explanations, real life scenarios or experiences and sample literature
texts.
Nouns, paragraph, topic sentence, cohesive devices, literature, genre,
Keywords
forms of literature
 Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

I. I.

Activity 1 (40 minutes)

Activity 1 (40 minutes)
I. I.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
I. I.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

1.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
a)

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory activity (25 minutes) Introductory activity (25 minutes)

I.

Activity 1 (25 minutes) Activity 1(30 minutes)

I. I.

Activity 2 (25 minutes) Activity 2 (25 minutes)

I. I.

Activity 3 (25 minutes) Activity 3 (25 minutes)

II.
II.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3
 2.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
b)

Reflection & Remarks

Lesson 3
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

II. II.

Activity 1 (40 minutes)

Activity 1 (40 minutes)
II. II.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
III. III.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

3.
 Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
c)

Reflection & Remarks

 Learning Planner

ENGLISH 60min
Subject Week 3 Duration Form 1
LANGUAGE s
Oral Language Listening Comprehension
Reading Sub- Reading Comprehension
Strand
Grammar Strand Grammar Usage

a) Demonstrate the ability to listen critically, extract and construct varied

levels of meaning from any oral communication
b) Demonstrate understanding of different types of reading and text
Content
comprehension strategies and use them to interpret a variety of
Standard
appropriate level texts.
c) Demonstrate knowledge, understanding and use of grammatical forms
in speech and writing
a) Extract key ideas from oral texts/communication using relevant
listening skills and learner strategies
Learning
b) Employ knowledge of text comprehension strategies to read for
Outcome(s)
enjoyment and information
c) Apply knowledge of word classes and their functions in communication
a) Recognise the main ideas in level appropriate oral texts.
Learning
b) Retrieve specific information and interpret a variety of simple texts.
Indicator(s)
c) Use pronoun types accurately in speech and writing

Essential
Question(s)

Pedagogical Group Work, Brainstorming, Experiential Learning, Word Chain, Talk for
Strategies Learning, Role Play,
Teaching &
Textbook(s), manila cards, audio-visual devices, projector, mobile
Learning
phone(s), laptop,
Resources
Key Notes on Differentiation
Learning Tasks:
Oral Language
a) Learners talk about their experiences relating to the information presented in an oral text,
reflect on the ideas and distinguish between the more and less important ideas in the text.
b) Learners sort important and less important information written on sheets of paper.
c) Learners discuss why some ideas are considered as main ideas and others as less
important information.
Reading
a) Learners identify at least one main idea from the given passages.
b) Learners identify specific and main ideas of the given passages.
c) Learners provide appropriate titles to the given passages.
Grammar
a) Learners explain the concept of a pronoun with five examples
b) Learners brainstorm the types of pronouns - personal, possessive and relative pronouns
and give examples.
c) Learners write short stories/passages using different types of pronouns.
d) Learners answer oral and written questions on types of pronouns to ensure their level of
understanding. Learners communicate in pairs using appropriate types of pronouns.

Pedagogical Exemplars
Oral Language
a) Talk for Learning: In mixed ability groups learners share their thoughts on information
from a random conversation between two learners and explain the relevance of listening
comprehension in conversation.
b) Brainstorm: Discuss the conversation with your learners guiding learners to identify the
main ideas in the conversation and stating which aspects of the conversation are less
important to their understanding.
c) Role play: Have learners role-play similar situations, bringing out the tone, mood and
attitude of the text. Show how the word-choice and sentence lengths here show the
personalities of the speakers.
Reading
a) Talk for learning: Learners use features such as the title of a story, illustrations / pictures,
boldface words, headings and subheadings, topic sentences and concluding sentences of
paragraphs, first and last paragraphs to critically examine a variety of texts (such as
social media or biographies) by examining them for the gist of the story.
b) Brainstorming: Learners in mixed-ability groups brainstorm the ideas in the text they
read, encouraging one another to define and give examples, taking into consideration their
cultural backgrounds. Learners use questions at the end of texts to derive the gist of the
text.
c) Experiential Learning: Guide learners to read and interpret texts from familiar
backgrounds and connect the messages of the texts to their personal lives.
Grammar
a) Talk for learning: Learners brainstorm the types of Pronouns - personal, possessive and
relative pronouns and give examples. In mixed-ability/gender Groupings Communicate
verbally and non-verbally to identify pronoun types.
b) Role Play: Using role-play to ensure tolerance for one another learners work in mixed-
ability groups, collaborating and communicating verbally and non-verbally to identify
pronoun types.
c) Group Work: Learners work in mixed-ability groups, ensuring collaboration and
respecting one another's views to identify pronouns in context and use them in speech and
writing.

Key Assessment
Oral Language
Level 1 Recall
Write at least two important pieces of information from the given passage.
Level 2 Skills of Conceptual Understanding
Identify the main ideas and where they can be found in the passage.
Write the main ideas in the conversation you just listened to.
Level 3 Strategic Reasoning
[Link] the mood, tone and attitude of the writer of the passage.
2. From the pre-recorded audio, state the mood, tone and attitude of the writer.
[Link] a suitable title for the passage.
Reading
Level 1 Recall
[Link] out at least two specific pieces of information from a selected passage.
Level 2 Skills of Conceptual Understanding
[Link] at least two specific information and two supporting information from a selected
text.
Level 3 Strategic Reasoning
[Link] at least two moral lessons from a selected text.
2 Suggest a suitable title for the selected passages.
3. Answer comprehension questions on a given passage.
Grammar
Level 1 Recall

1. What are Pronouns?

2. Give five examples of pronouns.
3. Put the pronouns into their respective types.

Level 2 Conceptual Understanding

Fill in with the appropriate pronoun.

1.……. is my father.

A. Him B. He C. His

2. The cat is an interesting character, that is why ………..keep …… as my pet

A. I and him B. it and I C. I and it

3. Write at least three types of pronouns and give examples.

4. Give at least two examples of the types of pronouns and use them in sentences.

Level 3 Strategic Reasoning

[Link] out a brief conversation between your friends and you using the appropriate types of
pronouns.

2. Prepare a power-point presentation (or any other form) on the usefulness of pronouns in
everyday discourse.

Keywords
 Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

III. III.

Activity 1 (40 minutes)

Activity 1 (40 minutes)
III. III.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
IV. IV.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

4.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
d)

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory activity (25 minutes) Introductory activity (25 minutes)

II.

Activity 1 (25 minutes) Activity 1(30 minutes)

II. II.

Activity 2 (25 minutes) Activity 2 (25 minutes)

II. II.

Activity 3 (25 minutes) Activity 3 (25 minutes)

V.
 V.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

5.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
e)

Reflection & Remarks

Lesson 3
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

IV. IV.

Activity 1 (40 minutes)

Activity 1 (40 minutes)
IV. IV.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
VI. VI.
Assessment DoK aligned to the Curriculum and Subject Teacher Manual
Level 3

6.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
f)

Reflection & Remarks

 Learning Planner

ENGLISH 60min
Subject Week 4 Duration Form 1
LANGUAGE s
Grammar Grammar
Sub-
Strand Writing Texts Types and Purposes
Strand
Literature Narrative, Drama, Poetry
a) Demonstrate knowledge, understanding and use of grammatical forms
in speech and writing
Content b) Use a process approach to compose descriptive, narrative/imaginative,
Standard informational, persuasive and argumentative texts
c) Demonstrate knowledge and understanding of how language of literary
genres facilitates understanding of a text.
a) Apply knowledge of word classes and their functions in communication
Learning b) Utilise a process-oriented approach to craft descriptive, creative,
Outcome(s) informative and persuasive written compositions.
c) Employ language to analyse a text for its meaning.
a) Use pronoun types accurately in speech and writing
b) Write short stories, using precise words and phrases to convey a vivid
Learning
picture of experiences.
Indicator(s)
c) Use language to describe characters in movies, narratives and play
scripts to make meaning

Essential
Question(s)

Pedagogical
Group work/collaboration, talk for learning, Task-based Learning
Strategies
Teaching &
Learning Textbook(1), projector, laptop, mobile phone(s),
Resources
Key Notes on Differentiation
Learning Tasks:
Grammar
a) Learners identify the pronouns types in given sentences
b) Learners use given pronouns appropriately in sentences
c) Learners in their mixed-ability groups creatively explore the use of pronouns from a
variety of texts, while respecting varieties of views
d) Learners use specific pronoun types dominantly in a short story
Writing
a) Learners outline the structure of a short story (Refer to Week 6 and 16)
b) Learners draw and label the concept map of a given story.
c) Learners explain the meaning of a short story and use the structure to write a story.
Literature
a) Learners identify characters from a watched film or text
 b) Learners, in their convenience groups, use extracts from texts to analyse how language
is deliberately used to portray characters in a play.
c) Learners distinguish between character and characterization
d) Learners identify and explain the types of characters in literature

Pedagogical Exemplars
Grammar
a) Group Work/Collaboration: In mixed ability groups, learners brainstorm the types of
pronouns from varied short passages.
b) Talk for Learning: Through leading questions, learners brainstorm the types of pronouns
from the examples and sentences given and find more types with examples and from the
internet where applicable and other sources
c) Task-based Learning: In mixed ability groups, learners are given newspapers and extracts
from novels and short stories to explore the use of pronouns while respecting one
another’s views
Writing
Brainstorming: In mixed-ability/gender groups learners outline the structure of a short story.
Talk for Learning: Through mixed-ability/gender groups learners draw and label a concept
map of a given story.
Experiential Learning: In mixed-ability/gender groups learners use the process approach
to identify and use the story structure of a video/text to write out a short story on topics such
as My first day at school, My favourite family past time, The best thing that ever happened to
me, My favourite short story.
Literature
Talk for Learning: In mixed-ability/gender group guide learners to use ICT tools to identify,
explain and distinguish between character and characterization. Make provision for a
projector and/or laptop
Key Assessment
Grammar
Level 1 Recall/Reproduction

1. Give five examples of pronouns and use them in sentences

2. Underline the pronouns in the following text:

As I was coming back from school on Friday with Rafia, she told me her mother was
sick, and a certain man who is their neighbour sent her to the hospital for treatment.
He came back to inform them that her mother was suffering from a disease known as
hepatitis B. It is a very dangerous disease that can be cured only with early detection.
Level 2 Skills of Conceptual Building
1. Tabulate the types of pronouns with their corresponding examples
2. In pairs, learners compete by giving sentences based on random types of pronouns.
Level 3 Strategic Reasoning
Write a short story with pronouns dominant in it.
Writing
Level 3 Strategic Reasoning
Write a short story to illustrate one of the following moral lessons:
1. Hard work is a virtue
 2. Birds of a feather flock together
3. No Pain, No Gain
Literature
Level 1 Recall

Identify characters in a text or film

Level 2 Skills of Conceptual Understanding

Distinguish between a character and characterization
Level 3 Strategic Reasoning
1. Discuss how the roles of characters help to make meaning in a given film or story.
2. Explain the types of characters giving an example of each in a movie or novel seen or
read.
Keywords

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

V. V.
 Activity 1 (40 minutes)
Activity 1 (40 minutes)
V. V.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
VII. VII.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

7.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
g)

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory activity (25 minutes) Introductory activity (25 minutes)

III.
Activity 1 (25 minutes) Activity 1(30 minutes)
III. III.

Activity 2 (25 minutes) Activity 2 (25 minutes)

III. III.

Activity 3 (25 minutes) Activity 3 (25 minutes)

VIII.
VIII.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

8.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
h)

Reflection & Remarks

Lesson 3
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

 VI. VI.

Activity 1 (40 minutes)

Activity 1 (40 minutes)
VI. VI.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
IX. IX.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

9.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
i)

Reflection & Remarks

 Learning Planner

ENGLISH 60min
Subject Week 5 Duration Form 1
LANGUAGE s
Oral Language Conversation/Communication in Context
Sub-
Strand Reading Summarising
Strand
Grammar Grammar Usage
a) Demonstrate effective use of communicative strategies in a variety of
speech situations
Content b) Demonstrate in-depth understanding of summarising as a technique for
Standard text comprehension
c) Demonstrate and apply the appropriate use of vocabulary in general
communication
a) Employ appropriate register to communicate competently in varied
Learning speech context.
Outcome(s) b) Employ summarising as a technique for text interpretation
c) Employ the appropriate use of vocabulary in contexts.
a) Use language appropriately in different speech situations (E.g., formal
and informal).
Learning b) Analyse and retell orally the main parts of stories from short videos,
Indicator(s) drama, texts, etc.
c) Use various forms of Adjectives correctly in contexts

Essential
Question(s)

Pedagogical Talk for learning, think-pair-share, experiential learning, collaboration,

Strategies role play, task-based learning, brainstorming
Teaching &
Learning Laptop, textbook(s), projector, mobile phone(s), word cards,
Resources
Key Notes on Differentiation
Learning Tasks:
Oral Language
a) Learners identify words used in informal situations (eg. communication in the school
setting
b) Learners identify words used in formal and informal situations/contexts
c) Learners use words to create conversations in varied situations/contexts
Reading
a) Learners read to identify the main ideas in a text.
b) Learners read and summarise the main ideas in a paragraph.
c) Learners read and summarise the main ideas in a text.
Grammar
a) Learners explain what adjectives are and state examples.
b) Learners identify adjectives in context and state their functions
c) Learners identify adjectives in context, state their functions and use adjectives to form
sentences of their own
d) Learners identify the degrees of adjectives, use them in sentences and form adjectives from
other words
Pedagogical Exemplars
Oral Language
a) Experiential Learning: Learners in mixed-ability/gender groups watch short videos/read
short stories based on a given informal speech context and identify vocabularies used.
b) Collaboration/Group Work: Learners in mixed-ability/gender groups engage in practical
demonstrations of everyday discourse and group conversations around a particular topic
to enable them to identify the use of specific registers and expressions in varied contexts
collaboratively.
c) Role-play: Learners in mixed-ability groups watch/read stories and role-play the
video/story, paying attention to the language/communicative strategies employed by the
characters and use them to create conversations on their own.
d) Talk for Learning: In small groups, exhibiting the values of tolerance through exploratory
talk, learners discuss a video/story, give reasons for what participants in the video or story
said and compile a list of useful expressions used in the video/story.
Reading
a) Task-based Learning: Learners in mixed ability/gender groups examine a variety of story
maps and identify the main ideas in texts. Use probing questions to get learners to talk
about things that help them to understand what the picture is about.
b) Collaborative Learning: Learners in think about the stories in the video/play/text critically
and work collaboratively in small mixed-ability/gender groups to relate only the main
parts of the story to somebody (who did not watch the play/video or read the text).
c) Think-pair Share: Learners in groups work in pairs to examine paragraphs critically to
find out how each supporting sentence is connected to the main idea (by giving
explanations and examples in support of what is stated in the main idea/topic sentence)
and share with the larger group.
Grammar
a) Brainstorming: Learners in mixed-ability/gender groups work together to explain the
meaning of adjectives with examples.
b) Talk-for Learning: In mixed-ability/gender groups, learners in pairs discuss the varied
use of words to describe their favourite food/friend/teacher/ other items around them.
c) Collaboration: Learners jigsaw with cross groupings collaboratively to explore the
accurate use of adjectives in contexts, using selected texts.
d) Critical Thinking: Through discussions, learners think-pair ink and share ideas on
comparisons of adjectives with sentential examples. Learners should endeavour to form
adjectives from other word classes (eg. nouns and verbs)
Key Assessment
Oral Language
Level 1: Recall (formative)
Identify a list of words in a short text that depict informal context.
Level 2 Skills of Conceptual Understanding: (Formative)
1. State the
language used in the following:
A. Friendly letters
B. Formal letters
C. Formal speech writing.
D. When speaking with your school headteacher.
Level 3: Strategic reasoning (Formative/Summative)
Role-play a conversational situation on any topic of your own.
Reading
Level 1: Recall
Identify the main ideas in the story read.

Level 2: Skills of Conceptual Understanding (Formative)

1. Retell the story you watched on video/ read in a text.
2. Tell your own story.
3. Give a summary of the story you read.

Level 3: Strategic Reasoning (Formative)

1. What do you think about the story read in class?
[Link] has the language used made the impact of the writing significant for you? (Moral
lessons)

Level 4: Extended Critical Thinking and Reasoning (Summative)

Write a story on any plot of your own
Grammar
Level 1: Recall
1. Explain the meaning of the adjective in your own words.
2. Form sentences with adjectives.
3. Construct two sentences for each of the types of adjectives.

Level 2: Skills of Conceptual Understanding: (Formative/Summative)

Identify and state the functions of adjectives in given sentences.
1. The red car belongs to my father.
2. The scholarship has been awarded to the brilliant boy in the school.

Level 3: Strategic Reasoning: (Formative)

a) Use adjectives in the following contexts:
1. Directly before nouns
2. With the verb “to be” to describe the subject of the sentence
3. Use of adjectives with sensory verbs (taste, smell, hearing, etc.)
4. Verbs of appearance to modify the nouns which come before the verb.
b) For each of the following sentences, choose the correct order of adjectives to fill the blank
spaces:
5. I was thrilled to receive a……….book with my order.
a. big, beautiful, leather-bound
b. leather-bound, big, beautiful
c. beautiful, big, leather-bound
6. I have been shopping for perfect……chopsticks.
a. Japanese long sushi
b. long Japanese sushi
c. long sushi Japanese
Keywords

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

VII. VII.

Activity 1 (40 minutes)

Activity 1 (40 minutes)
VII. VII.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
X. X.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

10.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
j)

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory activity (25 minutes) Introductory activity (25 minutes)

IV.

Activity 1 (25 minutes) Activity 1(30 minutes)

IV. IV.
Activity 2 (25 minutes) Activity 2 (25 minutes)
IV. IV.

Activity 3 (25 minutes) Activity 3 (25 minutes)

XI.
XI.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

11.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
k)

Reflection & Remarks

Lesson 3
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

VIII. VIII.
 Activity 1 (40 minutes)
Activity 1 (40 minutes)
VIII. VIII.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
XII. XII.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

12.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
l)

Reflection & Remarks

 Learning Planner

ENGLISH 60min
Subject Week 6 Duration Form 1
LANGYAGE s
Grammar Grammar Usage
Sub-
Strand Writing Production and Distribution of text
Strand
Literature Narrative, Drama, Poetry
a) Demonstrate knowledge, understanding and use of grammatical forms
in speech and writing
Content b) Use a process approach to compose descriptive, narrative/imaginative,
Standard informational, persuasive and argumentative texts
c) Demonstrate knowledge and understanding of how language of literary
genres facilitate understanding of a text

a) Apply knowledge of word classes and their functions in communication

Learning b) Utilize a process-oriented approach to craft descriptive, creative,
Outcome(s) informative and persuasive written compositions.
c) Employ monologues and dialogues in texts
a) Use appropriate vocabulary in specific contexts. E.g., Formal and
informal situations
b) Write short stories, using precise words and phrases to convey a vivid
Learning
picture of experiences.
Indicator(s)
c) Create monologues and dialogues in narratives and plays to make
meaning

Essential
Question(s)

Pedagogical Task-based learning, collaboration, talk for learning, role play, group
Strategies work, individual work, critical thinking
Teaching &
Learning Laptop, word cards, audio/video texts, textbooks, film
Resources
Key Notes on Differentiation
Learning Tasks:
Grammar
a) Learners identify formal and informal contexts
b) Learners state the appropriate vocabularies based on contexts and form sentences with
them
c) Learners create a specific context and use the appropriate vocabularies in a short passage
Writing
a) Learners identify the structure of narrative text.
b) Learners use the appropriate words showing linearity to compose a concluding paragraph
of an essay.
c) Learners organise their ideas on a topic and compose a narrative essay with precise
words. (Pay attention to the linear structure of the narrative essay)
Literature
a) Learners explain and state a type of monologues
b) Learners state the types of monologues, explain and differentiate between monologues and
dialogues
c) Learners create monologues and dialogues in narratives and plays (emphasise on speech
and writing skills)
Pedagogical Exemplars:
Grammar
a) Task-based Learning: In a group, learners consider the word-choice they would make
when wishing to visit the ‘rest-room’ when they excuse themselves from class, from a
family meal, or from a group of friends. (They will note how everyone uses different
‘registers’ in different contexts).
b) Collaboration: Learners through mixed-ability/gender groups scan through sampled texts
to identify formal and informal contexts based on choice of vocabularies.
c) Talk for learning: Learners in mixed-ability groups use appropriate vocabulary in role-
playing specific contexts while tolerating and accepting divergent views.
d) Role-play: Using role-play, learners in mixed-ability groups use appropriate vocabulary in
specific contexts while tolerating and accepting divergent views.
Writing
a) Collaboration: Learners in mixed-ability/gender groups work together to examine sample
materials (sample essays, passages from books, journals, sample texts from social media)
and identify the structure of a linear narrative essay.
b) Group Work: Learners in mixed-ability groups, through brainstorming use the
appropriate words to compose a concluding paragraph of a narrative essay.
c) Individual Work: Learners through critical thinking apply various useful strategies
(organising ideas on a given narrative essay and taking into consideration its structure) to
compose a linear narrative essay.
Literature
a) Group Work/Collaboration: Learners in mixed-ability/gender groups, collaboratively
explain the meaning of monologue and identify a type in narratives and plays.
b) Task-Based Learning: In mixed-ability groups, learners collaboratively identify the types
of monologues, explain them and differentiate between monologue and dialogue in
narratives and plays.
c) Talk for learning/Critical Thinking: learners in mixed-ability /gender groups analyse
sampled monologues and dialogues texts to create one on their own.
Key Assessment:
Grammar
Level 2 Skills of Conceptual Understanding
1. Identify words often used at funeral grounds and use each of them to form meaningful
sentences.
2. Find your own words (at least five) and show situations of their usage.
Level 3 Strategic Reasoning (Formative/Summative)
Choose the appropriate register to complete a given passage.
Writing
Level 3: Strategic Reasoning (Formative and Summative)

Write a story to illustrate the saying, “No pain, no gain”.

Level 4: Extended Critical Thinking and Reasoning (Summative)

Write a story on a topic of your own.

Literature
Level 3: Strategic Reasoning (Formative)
Create a dialogue with your partner in class.
Level 4: Extended Critical Thinking and Reasoning
Use dialogues and monologues to write a short story of your own.
Keywords

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

IX. IX.
 Activity 1 (40 minutes)
Activity 1 (40 minutes)
IX. IX.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
XIII. XIII.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

13.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
m)

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory activity (25 minutes) Introductory activity (25 minutes)

V.
Activity 1 (25 minutes) Activity 1(30 minutes)
V. V.

Activity 2 (25 minutes) Activity 2 (25 minutes)

V. V.

Activity 3 (25 minutes) Activity 3 (25 minutes)

XIV.
XIV.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

14.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
n)

Reflection & Remarks

Lesson 3
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

X. X.
 Activity 1 (40 minutes)
Activity 1 (40 minutes)
X. X.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
XV. XV.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

15.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
o)

Reflection & Remarks

 Learning Planner

ENGLISH 60min
Subject Week 7 Duration Form 1
LANGUAGE s
Oral Language English Speech Sounds
Sub-
Strand Reading Reading Comprehension
Strand
Grammar Grammar Usage

a) Demonstrate knowledge and understanding of speech sounds in oral

communication
Content b) Demonstrate understanding of different types of reading and text
Standard comprehension strategies and use them to interpret a variety of
appropriate level texts.
c) Demonstrate knowledge, understanding and use of grammatical forms
in speech and writing

a) Articulate English pure vowel and consonant sounds effectively in

oral communication
Learning b) Employ knowledge of reading and text comprehension strategies to
Outcome(s) retrieve and interpret different kinds of texts.
c) Apply knowledge of word classes and their functions in
communication
a) Use consonant sounds in connected speech (Plosives, Fricatives and
Nasals).
Learning
b) Retrieve specific information and interpret a variety of simple texts.
Indicator(s)
c) Use appropriate vocabulary in specific contexts. E.g., Formal and
informal situations
Essential
Question(s)
Pedagogical Group work/collaborative learning, talk for learning, conversational
Strategies drills, task-based learning, role play, individual work
Teaching &
Learning Textbook(s), laptop, projector, videos/audios/texts on consonant sounds,
Resources
Key Notes on Differentiation
Learning Tasks:
Oral Language
a) Learners listen to and identify plosives and fricatives ( /p, b, t/) ( s,z,f) respectively in
sample spoken texts (tape recordings, podcast, radio, read-aloud exercises, tongue
twisters, YouTube videos on vowel sounds, etc.)
b) Learners use plosives and fricatives accurately in words and connected speech
through conversations, interviews, skits or sketches (short plays)
c) Learners describe the place and manner of articulation and the state of the glottis of
plosive and fricative sounds (eg. /P/- voiceless bilabial plosives)
Reading
 a) Learners skim a text for specific information
b) Learners read a whole text and fish for specific information
c) Learners use information obtained in a reading text to communicate effectively
Grammar
a. Learners construct sentences they use when they want to visit the toilet in class.
b. Learners distinguish between sentences use in conversation with colleagues from those
use with teachers.
c. Learners construct three sentences each for formal and informal language and
highlight the differences between them.
Pedagogical Exemplars
Oral Language
a) Group/Team Work: In pairs/groups, learners listen to and identify plosives ( /p, b, t/)
and fricative (f,v,s,z)in sample spoken texts ( tape recordings, podcast, radio, read-
aloud exercises, tongue twisters, YouTube videos on vowel sounds, etc.)
b) Conversational Drills: In pairs, learners use plosives and fricatives accurately in
words and connected speech through conversations, interviews, skits or sketches (short
plays).
Reading
a) Group Work/Collaborative Learning: Learners work collaboratively in pairs and
mixed-ability groups to glance through short stories with simple texts (including texts
from social media) for specific information (date of birth, place of birth, keywords),
tolerating and respecting each other’s views.
b) Talk for Learning: Learners in mixed-ability/gender groups, discuss specific
information extracted from reading whole texts.
c) Task-based Learning: Learners in mixed ability groupings use information obtained
from a text to communicate effectively in a given situation.
Grammar
a) Role-Play: In mixed ability/gender groups, learners role-play the registers use when
visiting the washroom.
b) Individual Work: Learners individually construct sentences use when speaking to
teacher and those use when speaking with colleagues.
c) Group Work: Learners in mixed ability/gender groups, construct sentences for both
formal and informal language and highlight the differences between them.

Key Assessment
Oral Language
Level 1 Recall (Formative):
Identify and produce five plosive and fricative sounds.
Level 2 Skills of Conceptual Understanding:
1. Use words with these plosives sounds in sentences (/p/,/b/,/t/,/d/,/k/,/g/)
2. Use words with these fricative sounds in sentences (f,s,z)
Level 3 Strategic Reasoning:
Describe the manner and place of articulation of the following plosives and the state of the
glottis.
(/p/,/b/,/t/,/d/,/k/,/g/)
Reading
Levels 1 and 2 Recall and Skills of conceptual understanding (formative)
Read any part of a text and identify the specific information at that part of the text and
the information to form sentences.
Level 3 Strategic reasoning:
Read the whole text and write down the meaning obtained
Level 4 Extended Critical Thinking and Reasoning
Use the information obtained in a read text to communicate effectively.
Grammar
Level 1 Recall:
Give examples of words use when seeking permission to visit the washroom in class.
Level 2 Skills of Conceptual Understanding:
Construct two sentences each for formal and informal language.
Level 3 Strategic Reasoning:
Construct four sentences each for formal and informal language and highlight their
differences.
Keywords

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

XI. XI.
 Activity 1 (40 minutes)
Activity 1 (40 minutes)
XI. XI.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
XVI. XVI.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

16.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
p)

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory activity (25 minutes) Introductory activity (25 minutes)

VI.
Activity 1 (25 minutes) Activity 1(30 minutes)
VI. VI.

Activity 2 (25 minutes) Activity 2 (25 minutes)

VI. VI.

Activity 3 (25 minutes) Activity 3 (25 minutes)

XVII.
XVII.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

17.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
q)

Reflection & Remarks

Lesson 3
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)
Introductory Activity (15minutes) Introductory Activity (15minutes)
XII. XII.

Activity 1 (40 minutes)

Activity 1 (40 minutes)
XII. XII.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
XVIII. XVIII.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

18.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
r)

Reflection & Remarks

 Learning Planner

ENGLISH 60min
Subject Week 8 Duration Form 1
LANGUAGE s
Grammar Grammar Usage
Sub-
Strand Writing Production and Distribution of text
Strand
Literature Narrative, Drama, Poetry
a) Demonstrate knowledge, understanding and use of grammatical
forms in speech and writing.
Content b) Create different paragraphs within a composition on a given
Standard topic.
c) Demonstrate knowledge and understanding of how the language of
literary genres facilitates understanding of a text.
a) Apply knowledge of word classes and their functions in
communication.
Learning
b) Write clearly, arrange and present ideas in a logical and unified
Outcome(s)
manner through written communication.
c) Employ monologues and dialogues in texts.
a) Use forms of verbs in everyday activities (Tense and Aspect)
Learning b) Compose introductory and body paragraphs on a given topic.
Indicator(s) c) Create monologues and dialogues in narratives and plays to make
meaning.

Essential
Question(s)

Pedagogical Role play, talk for learning, dialogue, discussion, experiential learning,
Strategies collaboration, brainstorming, task-based learning
Teaching &
Laptop, mobile phone(s), projector, video/audio device(s), model essays,
Learning
extracts from literature books,
Resources
Key Notes on Differentiation
Learning Tasks:
Grammar
a) Learners discuss activities they engage in everyday to identify all the various
inflections of the forms of verbs
b) Learners identify and use the primary and modal auxiliary verbs in both
communication and writing
c) Learners distinguish forms of verbs and other uses of tense and aspect (construct
sentences and determine shades of meaning)
Writing
a) Learners examine sampled essays (sampled essays and passages from books, journals
and the internet) to identify their features.
b) Learners plan and develop non-linear narrative essays focusing on the elements of
unity, coherence and paragraph completeness with appropriate transitional
 expressions.
c) Learners compose non-linear essays through flashbacks and other literary techniques,
such as suspense and foreshadowing (to develop the plot of the narrative).
Literature
a) Learners indicate if a given text is a monologue or dialogue.
b) Learners use monologues and dialogues in conversation to create meaning.
c) Learners compose a short story using either monologue or dialogue.
Pedagogical Exemplars:
Grammar
a) Role Play: Learners in mixed ability/gender groupings discuss activities they engage
in every day by identifying all the various inflections of the forms of verbs (ensure
tolerance for each other’s views).
b) Talk for Learning: In mixed-ability/gender groups learners brainstorm to identify and
use the primary and modal auxiliary verbs in both communication and writing.
c) Dialogue: In mixed ability/gender groupings, learners use dialogue to distinguish
forms of verbs and other uses of tense and aspect in connected speech and writing.

Writing
a) Discussion: In mixed-ability groups, learners examine sample essays (sample essays
and passages from books, journals and the internet) to identify their features.
b) Experiential Learning: Through experiential learning, learners plan and develop non-
linear narrative essays focusing on the elements of unity, coherence and paragraph
completeness with appropriate transitional expressions.
c) Collaboration: Through collaboration, learners compose essays in which events are
not presented sequentially but rather mixed so that events are linked through
flashbacks and other literary techniques, such as suspense and foreshadowing, to
develop the plot of the narrative.

Literature
a) Brainstorming: In mixed-ability/gender groups learners examine and indicate whether
a given text is a monologue or a dialogue. Enforce role play among learners.
b) Talk for Learning: In mixed-ability/gender groups learners use monologues and
dialogues in conversation to create meaning.
c) Task-based Learning: In groups/pairs learners compose short stories using either
monologue or dialogue.
Key Assessment:
Grammar
Level 1: Recall and Reproduction (Formative)
Answer the following questions with the appropriate verb form.
1. My brother ……. the compound every morning.
2. I ………..orange juice yesterday.

Level 2: Skills of conceptual understanding (Formative)

State the function of each of the modals used in each of the sentences below:
A. May I sleep here?
 B. You shall not eat the food.
C. The students can carry that heavy load.
D. You ought to sweep the room.

Level 3 Strategic Reasoning (Formative/Summative)

Use the following auxiliaries in sentences of your own.
i. can
ii. might
iii. would
iv. may
v. should
Writing
Level 1 Recall:
Identify the features contained in a read text.
Level 2 Skills of Conceptual Understanding:
Plan an essay on a given topic.
Level 3 Strategic Reasoning:
Write the introductory paragraph on a given topic.
Level 4 Extended Critical Thinking and Reasoning:
Write an essay on a given topic using appropriate linking expressions to ensure
coherence.
Literature
Level 2 Skills of Conceptual Understanding
Examine given texts as monologues or dialogues
Level 3 Strategic Reasoning
Create a meaningful conversation using both monologue and dialogue.
Level 4 Extended Critical Thinking and Reasoning
Compose a short story in a form of monologue and dialogue
Keywords
 Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

XIII. XIII.

Activity 1 (40 minutes)

Activity 1 (40 minutes)
XIII. XIII.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
XIX. XIX.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

19.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
s)

Reflection & Remarks

 Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory activity (25 minutes) Introductory activity (25 minutes)

VII.

Activity 1 (25 minutes) Activity 1(30 minutes)

VII. VII.

Activity 2 (25 minutes) Activity 2 (25 minutes)

VII. VII.

Activity 3 (25 minutes) Activity 3 (25 minutes)

XX.
XX.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

20.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
t)

Reflection & Remarks

Lesson 3
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

XIV. XIV.

Activity 1 (40 minutes)

Activity 1 (40 minutes)
XIV. XIV.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
XXI. XXI.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

21.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
u)

Reflection & Remarks

 Learning Planner

ENGLISH 60min
Subject Week 9 Duration Form 1
LANGUAGE s
Oral Language English Speech Sounds
Sub-
Strand Reading Reading Comprehension
Strand
Grammar Grammar Usage

a) Demonstrate knowledge and understanding of speech sounds in

oral communication
Content b) Demonstrate knowledge, understanding and use of grammatical
Standard forms in speech and writing
c) Demonstrate understanding of different types of reading and text
comprehension strategies and use them to interpret a variety of
appropriate level texts.

a) Articulate English pure vowel and consonant sounds effectively in

oral communication
Learning b) Employ knowledge of reading and text comprehension strategies to
Outcome(s) retrieve and interpret different kinds of texts.
c) Apply knowledge of word classes and their functions in
communication
a) Use consonant sounds in connected speech (Plosives, Fricatives
and Nasals).
Learning
b) Use a variety of text comprehension strategies to analyse fiction
Indicator(s)
and non-fiction texts.
c) Use forms of verbs in everyday activities (Tense & Aspects)

Essential
Question(s)

Group/collaborative learning, experiential learning, think-pair-share,

Pedagogical audio-visual presentation, task-based learning, group work,
Strategies brainstorming, think-pair-ink and share, talk for learning,

Teaching &
Learning Text book(s), manila cards, audio/video devices
Resources
Key Notes on Differentiation
Learning Tasks:
Oral Language
a) Learners listen to and identify fricatives (/s/, / z/, / Ө/, / ð/) in sample spoken texts (tape
recordings, podcast, radio, read-aloud exercises, tongue twisters, YouTube videos on
English consonant sounds.)
b) Learners use fricatives accurately in words and in connected speech through
conversations, interviews, skits (short plays).
 Reading
a) Learners listen to simple but interesting texts read aloud to them and try to make
logical predictions at the beginning, middle, and end of the text (fiction).
b) Learners read interesting texts. At breaking points (created by the Facilitator or the
group leaders), learners predict, review and re-predict the story till they come to an
end.
c) Learners read interesting texts and discuss the importance of prediction in real-life
situations (For instance, If in a picture somebody is dressed in all black, what does it
imply?) and link it with its role in enhancing reading comprehension. Learners support
their predictions with evidence from the text.
Grammar
a) Learners discuss activities they engage in every day to identify the uses of all the
various inflections of the simple present tense.
b) Learners form simple sentences with simple present tense.
c) Learners will create a short conversation with the use of the present tense in context.
Pedagogical Exemplars:
Oral Language
a) Collaborative Learning: In pairs/groups, learners listen to and identify fricatives (
/s/, / z/, / Ө/, / ð/) in sample spoken texts ( tape recordings, podcast, radio, read-aloud
exercises, tongue twisters, YouTube videos on English consonant sounds).
b) Audio-visual Presentation: In pairs/groups, learners listen to and identify fricatives in
sample spoken texts.
c) Task-based learning: Using task-based learning, learners in groups use fricatives
accurately in words and in connected speech through conversations, interviews, skits
(short plays)
Reading
a) Group work/Collaborative Learning: Learners work collaboratively to use titles,
illustrations, bold print, italics, headings, sub-headings and other text features to
predict fictional and nonfiction texts.
b) Think-Pair-Share/Group work: In pairs/groups, learners discuss the importance of
prediction in real-life situations including its role. Groups choose delegates to present
their work to the class. Learners are encouraged to value and accept every member’s
role.
c) Brainstorming: Using brainstorming, learners analyse the importance of predicting
and its role in enhancing reading and text comprehension.
Grammar
a) Experiential Learning: Using role play to ensure tolerance for each other’s views,
learners discuss activities they engage in every day to identify the uses of all the
various inflections of the simple present tense.
b) Think-pair ink and share: In pairs learners brainstorm to form sentences with simple
present tense.
c) Talk for Learning: Through mixed-ability/gender groups learners create a short
conversation with the use of present tense in context.
Key Assessment:
Oral Language
Level 1: Recall and reproduction (Formative)
 Identify words with fricative sounds initial, medial and final.
Level 2: Skills of conceptual understanding (Formative)
Use words containing fricative sounds in connected speech.

Reading
Level 1 Recall:
Narrate a true story of any event.
Level 2 Skills of Conceptual Understanding:
Predict situations in a text-based on scenes and choice of words of the writer.
Level 3 Strategic Reasoning:
Write an imaginary story on any plot.
Level 4 Extended Critical Thinking and Reasoning:
Analyse varied texts and its role in enhancing reading and text comprehension.
Grammar
Level 1 Recall (Formative/Summative)
Choose the correct form of simple present tense to complete the sentences below.

a) Amina…… (is, are, was) here.

b) Kofi and his mother…… (walk, walks, walking) to the market everyday.

c) I…. ( have, has, had) a pen in my bag.

Level 2 Skills of conceptual understanding (Summative)

Use the following verbs to form a sentence each.

Wash, dance, sweep, writes, plays

Level 3 Strategic Reasoning

a) Write a short commentary on a football game.

b) Create a dialogue with a friend.

Keywords
 Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

XV. XV.

Activity 1 (40 minutes)

Activity 1 (40 minutes)
XV. XV.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
XXII. XXII.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

22.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
v)

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory activity (25 minutes) Introductory activity (25 minutes)

VIII.

Activity 1 (25 minutes) Activity 1(30 minutes)

VIII. VIII.

Activity 2 (25 minutes) Activity 2 (25 minutes)

VIII. VIII.

Activity 3 (25 minutes) Activity 3 (25 minutes)

XXIII.
XXIII.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3
 23.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
w)

Reflection & Remarks

Lesson 3
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

XVI. XVI.

Activity 1 (40 minutes)

Activity 1 (40 minutes)
XVI. XVI.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
XXIV. XXIV.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

24.
 Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
x)

Reflection & Remarks

 Learning Planner

ENGLISH 60min
Subject Week 10 Duration Form 1
LANGUAGE s
Grammar Grammar Usage
Sub-
Strand Writing Text types and Purposes
Strand
Literature Narrative, Drama, Poetry
a) Demonstrate knowledge, understanding and use of grammatical
forms in speech and writing
b) Use a process approach to compose descriptive,
Content
narrative/imaginative, informational, persuasive and
Standard
argumentative texts
c) Demonstrate knowledge and understanding of how language of
literary genres facilitate understanding of a text
a) Apply knowledge of word classes and their functions in
communication
Learning
b) Utilise a process-oriented approach to craft descriptive, creative,
Outcome(s)
informative and persuasive written compositions.
c) Trace the sequence of events in texts
a) Use forms of verbs in everyday activities (Tense & Aspects)
b) Write a persuasive piece that states and defends a position
Learning c) Develop the sequence of events across texts and how it contributes
Indicator(s) to meaning.

Essential
Question(s)

Talk for learning (TfL), critical thinking skills, individual work,

Pedagogical experiential learning, task-based learning, collaboration, brainstorming,
Strategies group discussion,

Teaching &
Learning Recorded videos, projector, laptop
Resources
Key Notes on Differentiation
Learning Tasks:
Grammar
a) Learners discuss activities they engage in everyday to identify all the various
inflections of the forms of verbs.
b) Learners identify and use present perfect continuous tense in simple sentences.
c) Learners explain the meaning of present perfect continuous tense and state its
inflections.
 d) Learners outline the processes of present perfect continuous tenses and use them to
form sentences.
Writing
a) Learners examine sample persuasive materials (sample essays, passages from books,
journals, and sample texts from social media) and give meaning of persuasive writing.
b) Learners use appropriate expressions to link ideas or sentences in a paragraph for
coherence (Besides, in addition, moreover, again, furthermore)
c) Learners individually compose persuasive essay using the appropriate features.
Literature
a) Learners identify the plot (sequence) in the film/text through the herringbone or story
map (i.e. the use of who, what, where, when, how, why) strategy.
b) Learners identify the beginning, rising action, climax, falling action and resolution of
a text, play/script and make simple notes on them. Learners present their findings
orally.
c) Learners collaboratively create their own storylines following a sequence.
Pedagogical Exemplars:
Grammar
a) Experiential Learning: Using role play to ensure tolerance for each other’s views,
learners discuss activities they engage in to identify all the various inflections of the
forms of verbs.
b) Brainstorming: Through brainstorming, learners in mixed-ability/gender groupings
identify and use the present perfect continuous tense in simple sentences.
c) Collaborative learning: Using collaborative learning, learners in mixed-ability groups
explain the meaning of present perfect continuous tense and state its inflections.
d) Group Discussion: Through group discussions, learners in mixed-ability groups
outline the processes of present perfect continuous tenses and use them to form
sentences.
Writing
a) Talk for Learning (TfL): Learners, collaborating with one another in mixed-ability
groups, examine sample materials on persuasive writing for meaning.
b) Critical Thinking Skills: In mixed-ability groupings, learners outline the strategies in
persuasive writing.
c) Individual Work: Learners individually write persuasive essays using the appropriate
features.
Literature
a) Experiential Learning: As a class, learners in groups watch a film or read a text and
trace the sequence of events.
b) Task-Based Learning: In groups, learners identify the beginning, rising action,
climax, falling action and resolution of a text, play/script and make simple notes on
them. Learners present their findings orally.
c) Collaborative Learning: With the experience of tracing the plot, learners
collaboratively create their own storylines following a sequence.

Key Assessment:
Grammar
Level 1 Recall:
 Form ten sentences of present perfect progressive.
Level 2 Skills of Conceptual Understanding:
Construct two sentences for each of the following:
a. Affirmative
b. Negative
c. Interrogative
Level 3 Strategic Reasoning:
Construct five sentences using present perfect continuous tense
Level 4 Extended Critical Thinking and Reasoning
Examine the differences between the present perfect continuous tense and any other
present tense forms and use them in three sentences each.
Writing
Level 3 Strategic Reasoning (Formative/Summative)
1. State the features of a debate.
2. Write the introduction of a debate on a given topic.
3. Write the rebuttal to a given motion.
4. Write an essay on a given debate topic
Literature
Level 1 Recall
Arrange events in chronological order.
Level 2 Skills and conceptual understanding
Put parts of an essay together to make sense/meaning
Level 3 Strategic reasoning
Write any story of your own.
Keywords

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
 Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

XVII. XVII.

Activity 1 (40 minutes)

Activity 1 (40 minutes)
XVII. XVII.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
XXV. XXV.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

25.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
y)

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
 Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory activity (25 minutes) Introductory activity (25 minutes)

IX.

Activity 1 (25 minutes) Activity 1(30 minutes)

IX. IX.

Activity 2 (25 minutes) Activity 2 (25 minutes)

IX. IX.

Activity 3 (25 minutes) Activity 3 (25 minutes)

XXVI.
XXVI.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

26.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
z)

Reflection & Remarks

 Lesson 3
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

XVIII. XVIII.

Activity 1 (40 minutes)

Activity 1 (40 minutes)
XVIII. XVIII.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
XXVII. XXVII.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

27.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
aa)

Reflection & Remarks

 Learning Planner

ENGLISH 60min
Subject Week 11 Duration Form 1
LANGUAGE s
Oral Language English Speech sounds
Sub-
Strand Reading Reading Comprehension
Strand
Grammar Grammar Usage
a) Demonstrate knowledge and understanding of speech sounds in
oral communication
b) Demonstrate understanding of different types of reading and text
Content comprehension strategies and use them to interpret a variety of
Standard appropriate level texts.

c) Demonstrate knowledge, understanding and use of grammatical

forms in speech and writing

a) Articulate English pure vowel and consonant sounds effectively in

oral communication
b) Employ knowledge of text comprehension strategies to read for
Learning enjoyment and information
Outcome(s)
c) Apply knowledge of word classes and their functions in
communication

a) Use consonant sounds in connected speech (Plosives, Fricatives

Learning and Nasals).
Indicator(s) b) Read a variety of texts for enjoyment.
c) Use forms of verbs in everyday activities (Tense & Aspects)

Essential
Question(s)

Group work/collaborative learning, task-based learning, talk for learning,

Pedagogical
building on what others say, experiential learning, think-pair-ink and
Strategies
share,
Teaching &
Learning Text book(s), manila cards, audio-video device
Resources
Key Notes on Differentiation
Learning Tasks:
Oral Language
a) Learners identify nasal sounds from sampled texts
b) Learners articulate nasal sounds (consider manner and place of articulation)
c) Learners use nasal sounds accurately in speech, forming new words and using them to
construct sentences.
Reading
 a) Learners skim through sample text materials to predict its main idea.
b) Learners use reading and text comprehension strategies to read and discuss the main
idea of given texts.
c) Learners apply reading and text comprehension techniques to read and summarise the
main idea of given texts.
Grammar
a) Learners discuss activities they engage in everyday to identify the uses of all the
various inflections of the simple past tense.
b) Learners form simple sentences with simple past tense.
c) Learners will create a short conversation with the use of the past tense in context.
Pedagogical Exemplars:
Oral Language
a) Collaborative Learning: In pairs/groups, learners watch or listen to audio-visual
materials and identify nasals sounds in sample spoken texts.
b) Task-based learning: Learners in mixed-ability groups, through video or visual
presentation, watch or listen to correct production of nasal sounds and repeat them
(taking into consideration place and manner of articulation).
c) Talk for Learning: Learners in pairs examine nasal sounds and use them accurately
in connected speech, forming new words and using them to construct sentences.
Reading
a) Group Work/Collaborative Learning: In mixed-ability/gender reading groups,
learners listen to a scenario on the importance of reading and state the main idea from
the text.
b) Building on what others say: Under the leadership of group leaders, learners in
mixed-ability groups read and discuss the main idea of a given text, and do interactive
activities (dramatisation, drawing, mind mapping) to retell a story.
c) Talk for learning: Learners in mixed-ability/gender groupings read sample text and
summarise it (emphasise on the reading techniques such as skimming, scanning, close
reading and light reading)
Grammar
a) Experiential Learning: Using role play to ensure tolerance for each other’s views,
learners discuss activities they engage in everyday to identify the uses of all the
various inflections of the simple past tense.
b) Think-pair ink and share: Using think-pair ink and share, learners form sentences
with simple past tense.
c) Talk for Learning: Through talk for learning, learners in groups create a short
conversation with the use of past tense in context.
Key Assessment:
Oral Language
Level 1 Recall
Identify words with nasal sounds in sentences
1. The mouse is under the mat.
2. The girls made their homes lonely.
3. She performed beautiful songs.
4. Afia sells mangoes at the Makola Market.
Level 2 Skills of conceptual understanding
 Describe the production of the nasal sounds ( /m/, /n/, /ŋ/ ).
Level 3 Strategic reasoning:
Examine five words containing nasal sounds and use them to form sentences.
(eg. moon, mouth, summer, comb, mine)
Reading
Level 1 Recall
State at least three (3) importance of reading.
Level 2 Skills of Conceptual Understanding
Discuss the main ideas in each of the paragraphs of a read text.
Level 3 Strategic Reasoning
Choose a text of your own to read and give a summary of the text read.
Grammar
Level 1 Recall (Formative/Summative)
Choose the correct form of simple past tense to complete the sentences below.
a) Amina…… (were, are, was) here.
b) Kofi and his mother……. (walked, walks, walking) to the market this morning.
c) I…… (have, has, had) a pen in my bag but can’t find it again.
Level 2 Skills of Conceptual Understanding (Formative)
Use the following verbs to form a sentence each.
(jumped, ate, wrote, sang, prayed)
Level 3 Strategic Reasoning
a) Write a short story of a terrible dream you ever had.
b) Narrate the experience of your first day in school.
Keywords

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

XIX. XIX.

Activity 1 (40 minutes)

Activity 1 (40 minutes)
XIX. XIX.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
XXVIII. XXVIII.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

28.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
bb)

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory activity (25 minutes) Introductory activity (25 minutes)

X.

Activity 1 (25 minutes) Activity 1(30 minutes)

X. X.

Activity 2 (25 minutes) Activity 2 (25 minutes)

X. X.

Activity 3 (25 minutes) Activity 3 (25 minutes)

XXIX.
XXIX.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

29.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
cc)

Reflection & Remarks

Lesson 3
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
 Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

XX. XX.

Activity 1 (40 minutes)

Activity 1 (40 minutes)
XX. XX.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
XXX. XXX.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

30.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
dd)

Reflection & Remarks

 Learning Planner

ENGLISH 60min
Subject Week 12 Duration Form 1
LANGUAGE s
Grammar Grammar Usage
Sub-
Strand Writing Text types and Purposes
Strand
Literature Narrative, Drama, Poetry
a) Demonstrate knowledge, understanding and use of grammatical
forms in speech and writing
b) Use a process approach to compose descriptive,
Content
narrative/imaginative, informational, persuasive and
Standard
argumentative texts
c) Demonstrate knowledge and understanding of how language of
literary genres facilitate understanding of a text
a) Apply knowledge of word classes and their functions in
communication
Learning
b) Utilise a process-oriented approach to craft descriptive, creative,
Outcome(s)
informative and persuasive written compositions.
c) Trace the sequence of events in texts
a) Use minor Word classes in speaking and writing.
Learning b) Compose text to compare given issues or situations
Indicator(s) c) Develop the sequence of events across texts and how it contributes
to meaning.

Essential
Question(s)

Pedagogical Group work, talk for learning, collaborative learning, critical think, task-
Strategies based learning, individual work,
Teaching &
Learning Laptop, textbook(s), projector, mobile phone(s),
Resources
Key Notes on Differentiation
Learning Tasks:
Grammar
a) Learners identify a list of conjunctions from a given text.
b) Learners identify the forms of conjunctions and give at least two examples each
c) Learners use the various forms of conjunctions to form sentences.
Writing
a) Learners state the central idea and identify the sub-ideas from a given written text.
b) Learners organise ideas in a paragraph on a given topic.
c) Learners compose a text on a given topic on topic.
Literature
a) Learners identify the plot (sequence) in the film/text through the herringbone or story
map (i.e. the use of who, what, where, when, how, why) strategy.
 b) Learners identify the beginning, rising action, climax, falling action and resolution of
a text, play/script and make simple notes on them. Learners present their findings
orally.
c) Learners collaboratively create their own storylines following a sequence
Pedagogical Exemplars:
Grammar
a) Experiential learning: In mixed-ability/gender groups, learners scan through a
sample text to identify the conjunctions used.
Learners in mixed-ability groups discuss their experiences of the use of conjunctions
on varied topics. Learners listen and share ideas, supporting/ encouraging one
another to identify conjunctions as one of the minor word classes and give examples.
b) Brainstorming: In mixed-ability/gender groups learners use sample texts to identify
the forms of conjunctions with examples.
c) Talk for Learning: Through discussions, learners in pairs use the various forms of
conjunctions to form sentences.
Writing
a) Collaborative Learning: Learners in mixed ability/gender groups state the central
idea and the sub-ideas on a given topic.
b) Critical Thinking Skills: Learners in mixed ability groups plan an essay on a given
topic.
Learners individually write a complete essay on a given topic.
Learners individually compose an introductory paragraph containing the following:
i. Central idea (suitable for a whole essay)
ii. ii. Supporting sentences linked with appropriate, cohesive devices (and,
before, since, while, as, until), suitable background information and a
conclusion.
Learners appreciate the value of respect for one another in their groups.
Literature
a) Collaborative Learning: In mixed ability/gender groupings, learners trace the
sequence of events in watched film.
b) Experiential Learning: Through videos and texts materials, learners in mixed
ability/gender groupings identify the plot of a story.
c) Task-Based learning: In groups, learners identify the beginning, rising action,
climax, falling action and resolution of a text/play script and make simple notes on
them. Learners present their findings orally.

Key Assessment:
Grammar
Level 1 Recall
Underline the conjunctions in the following sentences
[Link] and his pet will be here soon.
2. Ali is brilliant but very arrogant.
[Link] though respectful, can sometimes be annoying.
Level 2 Skills of Conceptual Understanding
Connect phrases and clauses with the appropriate conjunctions to form sentences
Level 3 Strategic Reasoning
 Form two sentences each with the forms of conjunctions.
Writing
Level 1 Recall
1. Generate ideas on the uses of mobile phones.
2. Write down the steps involve in preparing your favourite food.
Level 2 Skills of Conceptual Understanding:
Narrate an interesting dream you ever had.
Level 3 Strategic reasoning:
Discuss your view of education in Ghana.
Literature
Level 1 Recall:
State the features of a story
Level 2 Skills of conceptual understanding:
Plan a story of your own.
Level 3 Strategic reasoning (Summative):
Write a story with a particular moral lesson.
Keywords

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

 XXI. XXI.

Activity 1 (40 minutes)

Activity 1 (40 minutes)
XXI. XXI.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
XXXI. XXXI.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

31.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
ee)

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory activity (25 minutes) Introductory activity (25 minutes)

 XI.

Activity 1 (25 minutes) Activity 1(30 minutes)

XI. XI.

Activity 2 (25 minutes) Activity 2 (25 minutes)

XI. XI.

Activity 3 (25 minutes) Activity 3 (25 minutes)

XXXII.
XXXII.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

32.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
ff)

Reflection & Remarks

Lesson 3
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)
Introductory Activity (15minutes) Introductory Activity (15minutes)
XXII. XXII.

Activity 1 (40 minutes)

Activity 1 (40 minutes)
XXII. XXII.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
XXXIII. XXXIII.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

33.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
gg)

Reflection & Remarks

 Learning Planner

ENGLISH
Subject Week 13 Duration 60 Form 1
LANGUAGE
Oral Language Listening Comprehension
Sub-
Strand Reading Summarising
Strand
Grammar Grammar Usage
a) Demonstrate the ability to listen critically, extract and construct
varied levels of meaning from any oral communication
Content b) Demonstrate in-depth understanding of summarising as a
Standard technique for text comprehension
c) Demonstrate knowledge, understanding and use of grammatical
forms in speech and writing
a) Extract key ideas from oral texts/communication using relevant
listening skills and learner strategies
Learning
b) Employ summarising as a technique for text interpretation
Outcome(s)
c) Apply knowledge of word classes and their functions in
communication
a) Differentiate between important ideas and non-important ideas in
level appropriate oral texts.
Learning
b) Apply innovative strategies in summarising short but familiar
Indicator(s)
stories.
c) Use minor Word classes in speaking and writing.

Essential
Question(s)

Pedagogical Group work/collaborative learning, word chain, experiential learning,

Strategies brainstorming, task-based learning, talk for learning
Teaching &
Learning Audio-visual device(s), textbook(s), manila cards, laptop, mobile phone,
Resources
Key Notes on Differentiation
Learning Tasks:
Oral Language
a) Learners pay attention to speaking cues (eg: Today we will focus on…, the story is
about…, Let’s move on to…, In other words…, the result of this is…,
b) Learners pay attention to the beginning and end of a conversation and to
paralinguistic features (tone of voice, stressed/unstressed words) and non-verbal cues
(gestures, facial expressions, ).
c) Learners pay attention to speakers’ use of descriptive terms and examples (Eg:
Explanation, illustrations, statistical information, endless adjectives and adverbs)
which normally introduce subsidiary ideas in communication.
Reading
a) Learners explain briefly the meaning of summary.
 b) Learners use the SWBST Strategy to summarise a variety of short fiction (prose and
drama).
c) Learners use “The 5Ws” strategy: Who, When, Where, Why and How to summarise
stories.
Grammar
a) Learners explain briefly the meaning of preposition with examples.
b) Learners construct sentences using prepositions.
c) Learners use prepositions to express place, time, reason and concession in connected
speech and writing.
Pedagogical Exemplars:
Oral Language
a) Sorting of word cards: Learners in mixed ability/gender groups, sort words on cards
into similar sound groups.
b) Word chain: Learners in groups create words with similar sounds at initial, medial
and final, emphasising on the part with similar sounds (check, cheque, big, bin, pop,
hop, hot, dot). In groups, learners sort important and less important information
written on sheets of paper.
c) Experiential Learning: Learners talk about their experiences relating to the
information presented in an oral text, reflect on the ideas, and distinguish between the
more and less important ideas in the text. Learners discuss why some ideas are
considered as main ideas and others as less important information.
Reading
a) Group Work/Collaborative Learning: In small mixed-ability and mixed-gender
groups, learners listen to a story read aloud to the class. They work collaboratively to
summarise the story heard by critically discussing and answering the following
SWBST questions.
b) Brainstorming: Learners in mixed-ability and mixed-gender grouping, define term
summary.
c) Task-based Learning: In groups/ in pairs, learners work on given texts, responding to
the 5Ws. There could be five groups, each responding to one ‘W’ to summarise stories.
Ensure that each group can work on all the paragraphs in the passage.
Grammar
a) Brainstorming: Learners in mixed-ability/gender groups brainstorm to explain briefly
the meaning of preposition with examples. (Provide support, where necessary to
learners with difficulties).
b) Talk for Learning: Through talk for learning, learners in mixed-ability groups form
sentences with all forms of prepositions. Ensure learners respect the opinions of
others.
c) Experiential Learning: Learners in groups or pairs, outline the uses of prepositions in
connected speech and writing.
Key Assessment:
Oral Language
Level 1 Recall
Identify the main ideas from examples on a given oral text.
Level 2 Skills of Conceptual Understanding
Distinguish supporting sentences from topic sentences in oral text.
Level 3 Strategic Reasoning
Differentiate between main ideas from illustrations
Level 4 Extended Critical Thinking and Reasoning
What makes certain information more important than others
Reading
Level 1 Recall
Summarise your daily routine (in speech or writing).
Level 2 Skills of Conceptual Understanding
Summarise a short story heard from a colleague in class using the words used by the
narrator (in speech or writing).
Level 3 Strategic Reasoning
Summarise using your own words as far as possible a story heard from a colleague in
class (in written).
Level 4 Extended Critical Thinking and Reasoning:
Summarise the role played by characters in a narrative
Grammar
Assessment Level 1: Recall
Fill in the sentences with at, on or in where necessary. Leave an empty space (-) if no
preposition is necessary.
1. Mary is getting married…..this year.
2. I will see you…..next Friday.
3. What are we doing….the weekend?
4. They often go out….. Sunday evening.
5. Morrison got married…..2018.
Level 2 Skills of conceptual understanding
Supply the correct preposition to fill in the blanks in the following sentences:
1. I stood…..the bridge….the ship.
2. They leaped…..the wall….a ball.
3. …..that letter, you can obtain admission….that university.
Level 3 Strategic Reasoning:
Construct sentences using each of the following prepositions:
(along with, on account of, in charge of, except for, rather than)
Level 4 Extended Critical Thinking and Reasoning
Use simple and complex prepositions to form sentences of your own.
Keywords
 Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

XXIII. XXIII.

Activity 1 (40 minutes)

Activity 1 (40 minutes)
XXIII. XXIII.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
XXXIV. XXXIV.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

34.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
hh)

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory activity (25 minutes) Introductory activity (25 minutes)

XII.

Activity 1 (25 minutes) Activity 1(30 minutes)

XII. XII.

Activity 2 (25 minutes) Activity 2 (25 minutes)

XII. XII.

Activity 3 (25 minutes) Activity 3 (25 minutes)

XXXV.
XXXV.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3
 35.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
ii)

Reflection & Remarks

Lesson 3
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

XXIV. XXIV.

Activity 1 (40 minutes)

Activity 1 (40 minutes)
XXIV. XXIV.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
XXXVI. XXXVI.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

36.
 Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
jj)

Reflection & Remarks

 Learning Planner

ENGLISH 60min
Subject Week 14 Duration Form 1
LANGUAGE s
Grammar Sub- Grammar Usage
Strand
Strand
Content Demonstrate knowledge, understanding and use of grammatical forms in
Standard speech and writing
Learning
Apply knowledge of word classes and their functions in communication
Outcome(s)
Learning Use minor Word classes in speaking and writing.
Indicator(s)

Essential
Question(s)

Pedagogical
Group work, talk for learning, task-based learning, experiential learning
Strategies
Teaching &
Learning Laptop and projector, textbook(s), mobile phone(s)
Resources
Key Notes on Differentiation
Learning Tasks:
Grammar
a) Learners identify determiners and interjections from passages and other writings.
b) Learners construct sentences using determiners and interjections.
c) Learners use determiners in sentences and paragraphs.
d) Learners compose text for various purposes making sure of the use of determiners and
interjections.
Pedagogical Exemplars:
Grammar
a) Group Work: Learners work in mixed - ability groups, ensuring collaboration and
respecting one another’s view on determiners and interjections in context. Learners
examine sample essays and passages from books and journals to identify determiners
and interjections and their use in different grammatical structures.
b) Task-Based Learning: Teacher guides learners through varied activities in which
learners focus on the appropriate use of determiners and interjections in context.
c) Experiential Learning: Learners in mixed-ability groups discuss their experiences of
the use of determiners on varied topics. Learners listen and share ideas supporting/
encouraging one another to identify determiners and interjections as minor word
classes and give examples.
Key Assessment:
Grammar
Level 1 Recall:
 Identify determiners and interjections from texts.
Level 2 Skills of Conceptual Understanding:
Write sentences that have determiners and interjections.
Level 3 Strategic Reasoning:
Write paragraphs on a given topic using determiners and interjections.
Level 4 Extended Critical Thinking and Reasoning:
Analyse the various types of determiners and interjections and their uses
Keywords

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

XXV. XXV.

Activity 1 (40 minutes)

Activity 1 (40 minutes)
XXV. XXV.
 Activity 2 (40 minutes)
Activity 2 (40 minutes)
XXXVII. XXXVII.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

37.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
kk)

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory activity (25 minutes) Introductory activity (25 minutes)

XIII.

Activity 1 (25 minutes) Activity 1(30 minutes)

XIII. XIII.
Activity 2 (25 minutes) Activity 2 (25 minutes)
XIII. XIII.

Activity 3 (25 minutes) Activity 3 (25 minutes)

XXXVIII.
XXXVIII.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

38.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
ll)

Reflection & Remarks

Lesson 3
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

XXVI. XXVI.

Activity 1 (40 minutes)

Activity 1 (40 minutes)
XXVI. XXVI.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
XXXIX. XXXIX.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

39.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
mm)

Reflection & Remarks

 Learning Planner

ENGLISH 60min
Subject Week 15 Duration Form 1
LANGUAGE s
Writing Sub-
Strand Writing
Strand
Content Apply writing skills to specific life situations
Standard
Create email, memorandum, program agenda, application (job, services,
Learning
etc.) acceptance letter, articles based on provided subjects using suitable
Outcome(s)
formatting
Learning Compose informal letter to a friend
Indicator(s)

Essential
Question(s)

Pedagogical
Group/collaborative learning,
Strategies
Teaching &
Learning Textbook(s), samples of written essays, computer/laptop, mobile phone(s)
Resources
Key Notes on Differentiation
Learning Tasks:
Writing
a) Learners identify the people they write to.
b) Learners write the features of an informal letter.
c) Learners compose the introductory, body and concluding paragraphs of a letter to a
friend.
d) Learners write an informal to a friend
Pedagogical Exemplars:
Writing
a) Brainstorming: Learners in mixed - ability groups to brainstorm the letter writing,
encouraging one another to explain and give instances of letter writing, taking into
consideration their cultural backgrounds.
b) Group Work: Learners work in mixed - ability groups, ensuring collaboration and
respecting one another’s view to identify the features of informal letters in context.
Learners examine sample essays (sample essays and passages from books, journals
and the internet) to identify their features such as writer’s address, date, salutation,
introduction, body, conclusion and subscription.
c) Task-Based Learning: Teacher guides learners through varied activities in which
learners focus on the appropriate writing of introductory, body and concluding
paragraphs.
Key Assessment:
Writing
Level 1 Recall:
Identify the features of an informal letter.
Level 2 Skills of Conceptual Understanding:
Plan an informal letter on a given topic.
Level 3 Strategic Reasoning:
Write the introductory paragraph on a given topic.
Level 4 Extended Critical Thinking and Reasoning:
Write an informal letter on a given topic using appropriate format and expressions to
ensure coherence.
Keywords

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

XXVII. XXVII.

Activity 1 (40 minutes)

Activity 1 (40 minutes)
XXVII. XXVII.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
XL. XL.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

40.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
nn)

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory activity (25 minutes) Introductory activity (25 minutes)

XIV.

Activity 1 (25 minutes) Activity 1(30 minutes)

XIV. XIV.
Activity 2 (25 minutes) Activity 2 (25 minutes)
XIV. XIV.

Activity 3 (25 minutes) Activity 3 (25 minutes)

XLI.
XLI.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

41.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
oo)

Reflection & Remarks

Lesson 3
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

XXVIII. XXVIII.
 Activity 1 (40 minutes)
Activity 1 (40 minutes)
XXVIII. XXVIII.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
XLII. XLII.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

42.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
pp)

Reflection & Remarks

 Learning Planner

ENGLISH 60min
Subject Week 16 Duration Form 1
LANGUAGE s
Literature Sub-
Strand Literature (Plot)
Strand
Content Demonstrate knowledge and understanding of how language of literary
Standard genres facilitate understanding of a text
Learning
Trace the sequence of events in texts
Outcome(s)
Learning Develop the sequence of events across texts and how it contributes to
Indicator(s) meaning.

Essential
Question(s)

Pedagogical Group work, experiential learning, talk for learning, think-pair-share,

Strategies collaborative learning
Teaching &
Learning Projector, mobile phone(s), laptop, textbook(s)
Resources
Key Notes on Differentiation
Learning Tasks:
Literature
a) Learners trace at least 3 sequences of a film/story.
b) Learners trace at least 5 sequences in a film/story.
c) Learners outline all the sequences of film or story (text) and use the knowledge gained
to create their own storylines.

Pedagogical Exemplars:
Literature
a) Group Work: Learners in mixed ability/gender groups, trace the sequence of events in
a film/story.
b) Think-Pair-Share: Learners in pairs outline the sequence of events in a film/story.
c) Collaborative Learning: With the experience of tracing the plot, learners in their
mixed/gender groups, create their own storylines following a sequence
Key Assessment:
Literature
Level 1 Recall
State the elements of a plot.
Level 4 extended critical thinking and reasoning
Use the sequence of a film/story to create a story.
Keywords
 Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

XXIX. XXIX.

Activity 1 (40 minutes)

Activity 1 (40 minutes)
XXIX. XXIX.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
XLIII. XLIII.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

43.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
qq)

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory activity (25 minutes) Introductory activity (25 minutes)

XV.

Activity 1 (25 minutes) Activity 1(30 minutes)

XV. XV.

Activity 2 (25 minutes) Activity 2 (25 minutes)

XV. XV.

Activity 3 (25 minutes) Activity 3 (25 minutes)

XLIV.
 XLIV.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

44.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
rr)

Reflection & Remarks

Lesson 3
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

XXX. XXX.

Activity 1 (40 minutes)

Activity 1 (40 minutes)
XXX. XXX.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
XLV. XLV.
Assessment DoK aligned to the Curriculum and Subject Teacher Manual
Level 3

45.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
ss)

Reflection & Remarks

 Learning Planner

ENGLISH
Subject Week 17 Duration 60 Form 1
LANGUAGE
Oral Language Sub-
Strand Conversation/Communication in text
Strand
Content Demonstrate effective use of communicative strategies in a variety of
Standard speech situations
Learning Employ appropriate register to communicate competently in varied speech
Outcome(s) contexts
Use language appropriately in different speech situations (E.g., formal
Learning
and informal).
Indicator(s)

Essential
Question(s)

Pedagogical
Talk for learning, group work, whole class activity
Strategies
Teaching &
Learning Textbook(s), laptop, projector, sample written texts,
Resources
Key Notes on Differentiation
Learning Tasks:
Oral Language
a) Learners identify formal and informal language in a text/conversation.
b) Learners form dialogues using informal language.
c) Learners form formal and informal language and show contrast between.

Pedagogical Exemplars:
Oral Language
a) Talk-for-Learning (TfL) Whole class activity: Learners, in mixed-ability groups,
engage in practical demonstrations of everyday discourse and group conversations
around a particular topic to enable them to collaboratively identify and use specific
registers and expressions.
b) Whole class activity: Learners watch short videos/read short stories based on a given
speech context (formal, semi formal or informal contexts). In small groups, exhibiting
the values of tolerance through exploratory talk, learners discuss a video/story, give
reasons for what participants in the video or story said and compile a list of useful
expressions used in the video/story.
Key Assessment:
Oral Language
Level 1 Recall
Identify the language type to use in the following situations:
1. Orientation/Induction ceremony
 2. SRC meetings
3. Committee meetings
4. At the mall
5. In the hospital
6. At the post office
7. Peer conversation
8. Asking permission from the class prefect
9. Asking permission to visit a friend
10. A meeting with the form master/mistress
Level 2 Skill of Conceptual Understanding
Create a conversation using formal and informal situations to depict the following situations:
1. Sending condolences
2. Inability to meet a schedule
3. Speech at birthday party
4. Graduation ceremony
5. Send-off ceremony
Level 3 Strategic Reasoning
Create a four slide PowerPoint or any other form of presentation on the use of formal
and informal language in communication.

Keywords

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)
Introductory Activity (15minutes) Introductory Activity (15minutes)
XXXI. XXXI.

Activity 1 (40 minutes)

Activity 1 (40 minutes)
XXXI. XXXI.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
XLVI. XLVI.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

46.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
tt)

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)
Introductory activity (25 minutes) Introductory activity (25 minutes)
XVI.

Activity 1 (25 minutes) Activity 1(30 minutes)

XVI. XVI.

Activity 2 (25 minutes) Activity 2 (25 minutes)

XVI. XVI.

Activity 3 (25 minutes) Activity 3 (25 minutes)

XLVII.
XLVII.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

47.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
uu)

Reflection & Remarks

Lesson 3
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

XXXII. XXXII.

Activity 1 (40 minutes)

Activity 1 (40 minutes)
XXXII. XXXII.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
XLVIII. XLVIII.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

48.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
vv)

Reflection & Remarks

 Learning Planner

ENGLISH 60min
Subject Week 18 Duration Form 1
LANGUAGE s
Reading Sub-
Strand Reading Comprehension
Strand
Demonstrate understanding of different types of reading and text
Content
comprehension strategies and use them to interpret a variety of
Standard
appropriate level texts
Learning Employ knowledge of reading and text comprehension strategies to
Outcome(s) retrieve and interpret different kinds of texts.
Learning Use a variety of text comprehension strategies to analyse fiction and non-
Indicator(s) fiction texts.

Essential
Question(s)

Pedagogical Collaborative learning, Activity based learning, think-pair-share, talk for

Strategies learning
Teaching &
Learning Refer to TM.
Resources
Key Notes on Differentiation
Learning Tasks:
Reading
a) Learners identify the main ideas from varied texts (fiction).
b) Learners make logical predictions at the beginning, in the middle and at the end of
varied texts.
c) Learners read varied texts, predict, review and repredict at breaking points.
Pedagogical Exemplars
Reading
a) Think-pair-share: Learners discuss the importance of prediction in real-life situations
( In a picture of somebody dressed in all black, what does it imply?) and link it with its
role in enhancing reading comprehension.
b) Collaborative Learning: In mixed-ability/gender reading groups (of not more than five
members), learners work collaboratively under their group leaders to read other
interesting texts. At breaking points (created by the Teacher or the group leaders),
learners predict, review and re-predict the story till they come to an end.
c) Talk for Learning: Learners in mixed-ability/gender groups use KWL (Know, Want-
to-know, and Learn) and the DRTA (Directed Reading Thinking Activity) techniques as
well as chunking strategies to predict, read and interpret advanced texts.
Key Assessment
Reading
Level 1: Recall
 List the main ideas in a given text.
Level 2: Skills of Conceptual Understanding
Identify and interpret the main ideas in given texts.
Level 3: Critical Reasoning
Present texts/videos to learners in groups to make predictions at the beginning, in the
middle and at the end and present their work for critique.
Level 4: Extended Critical Thinking and Reasoning
Use the beginning of given texts to predict the middle and the end.
Keywords

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

XXXIII. XXXIII.

Activity 1 (40 minutes)

Activity 1 (40 minutes)
XXXIII. XXXIII.
 Activity 2 (40 minutes)
Activity 2 (40 minutes)
XLIX. XLIX.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

49.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
ww)

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory activity (25 minutes) Introductory activity (25 minutes)

XVII.

Activity 1 (25 minutes) Activity 1(30 minutes)

XVII. XVII.
Activity 2 (25 minutes) Activity 2 (25 minutes)
XVII. XVII.

Activity 3 (25 minutes) Activity 3 (25 minutes)

L.
L.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

50.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
xx)

Reflection & Remarks

Lesson 3
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

XXXIV. XXXIV.
 Activity 1 (40 minutes)
Activity 1 (40 minutes)
XXXIV. XXXIV.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
LI. LI.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

51.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
yy)

Reflection & Remarks

 Learning Planner

ENGLISH 60min
Subject Week 19 Duration Form 1
LANGUAGE s
Grammar Sub-
Strand Grammar Usage
Strand
Content Demonstrate command of structural and functional use of sentences
Standard
Learning Distinguish between and use the parts and elements that make up a
Outcome(s) sentence
Learning Identify and use subject and predicate in text.
Indicator(s)

Essential
Question(s)

Pedagogical
Problem/task-Based Learning, Collaborative Learning, Group work
Strategies
Teaching &
Learning A poster displaying parts of a sentence, subject, predicate,
Resources
Key Notes on Differentiation
Learning Tasks:
Grammar
a) Learners explain the meaning of a sentence.
b) Learners identify and explain the two major parts of a sentence with examples.
c) Learners analyse given sentences into corresponding patterns or elements.
Pedagogical Exemplars:
Grammar
a) Task-Based Learning: Learners in mixed-ability groups work by communicating and
collaborating through different tasks, listening to and sharing ideas with one another
to explain the meaning of a sentence and identify its parts. The value of tolerance
should be encouraged as they work together.
b) Collaborative Learning: Learners in mixed-ability/gender groups critically and
innovatively create texts (sentences and paragraphs) and use them to distinguish the
elements of a sentence.
c) Group work: Through think-pair-share, learners examine the composition of the
subject and predicate parts of a sentence.
Key Assessment:
Grammar
Level 1 Recall:
Explain a sentence. Give three examples of a sentence.
Level 2 Skills of Conceptual Understanding
1. Identify the parts of a sentence.
 2. Differentiate between the subject and the predicate.
3. a) Underline subjects in the following sentences:
i. Kofi is singing a nice song.
ii. Hamza washed the car.
iii. The laptop and the phone are mine.
b) Underline predicates in the following sentences:
i. Kofi is singing a nice song.
ii. Hamza washed the car.
iii. The laptop and the phone are mine.
Level 3 Strategic Reasoning
1. Form your own sentences and underline the subjects in them.
2. Construct ten (10) sentences and underline the subjects of the first five (5) and the
predicates in the last five (5).

Level 4 Extended Critical Thinking and Reasoning

3. Analyse the following sentences into their corresponding patterns:
a) Kofi is singing a nice song.
b) Hamza washed the car.
c) The laptop and the phone are mine.
d) Orrison gave his mother a birthday gift.
e) It is a bright new day.
f) All along, they have been watching us.
g) Most women have become parliamentarians.
h) Mariama bought Ama a car.

Keywords
 Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

XXXV. XXXV.

Activity 1 (40 minutes)

Activity 1 (40 minutes)
XXXV. XXXV.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
LII. LII.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

52.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
zz)

Reflection & Remarks

 Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory activity (25 minutes) Introductory activity (25 minutes)

XVIII.

Activity 1 (25 minutes) Activity 1(30 minutes)

XVIII. XVIII.

Activity 2 (25 minutes) Activity 2 (25 minutes)

XVIII. XVIII.

Activity 3 (25 minutes) Activity 3 (25 minutes)

LIII.
LIII.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

53.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
aaa)
 Reflection & Remarks

Lesson 3
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

XXXVI. XXXVI.

Activity 1 (40 minutes)

Activity 1 (40 minutes)
XXXVI. XXXVI.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
LIV. LIV.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

54.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
bbb)

Reflection & Remarks

 Learning Planner

ENGLISH 60min
Subject Week 20 Duration Form 1
LANGUAGE s
Writing Sub-
Strand Writing
Strand
Content Apply writing skills to specific life situations.
Standard
Create email, memorandum, program agenda, application (job, services,
Learning
etc.) acceptance letter, articles based on provided subjects using suitable
Outcome(s)
formatting.
Learning Compose email, memo, programme agenda, application (job, services etc.)
Indicator(s) acceptance letter on given topics using appropriate format

Essential
Question(s)

Pedagogical
Group work, evidence based-learning, individual work, talk for learning
Strategies
Teaching &
Learning Laptop, projector, sample texts on memo and agenda, video devices
Resources
Key Notes on Differentiation
Learning Tasks:
Writing
a) Learners explain emails, memos and programme agenda.
b) Learners identify and examine features or formats for composing emails, memos and
programme agenda.
c) Learners compose emails, memos and programme agenda for specific programmes,
using the appropriate features.
d) Learners outline the features of a formal letter.
Pedagogical Exemplars:
Writing
a) Brainstorming: In mixed-ability groups, learners work together to explain the
meaning of emails, memos, programme agenda and formal letters. The groups should
present their explanations for feedback from colleagues, ensuring tolerance among
learners.
b) Talk-for-Learning (TfL): Learners collaborating with one another in
mixed-ability/genda groups examine sample materials on emails, memos, programme
agenda and formal letters, and identify their features or formats. Support this activity
with internet resources and relevant texts.
c) Task-based Learning: Learners in mixed-ability/genda groups collaboratively work
together to compose emails, memos, programme agenda and formal letters for specific
contexts. Encourage critical thinking and problem-solving skills among learners.
d) Individual Work: Learners individually compose emails, memos, programme agenda
 and formal letters for a given situation using the appropriate ICT tools.
Key Assessment:
Writing
(Formative/Summative)
Level 1 Recall
1. Outline the features of the following:
a) Memo
b) Email
c) Agenda
d) Formal letter
Level 2 Skills of Conceptual Understanding
Create any two of the following for a class presentation
a) A memo
b) Email
c) Programme agenda
d) Formal letter
Level 3 Strategic Reasoning
As a class secretary, prepare an agenda for a class meeting with your form
master/mistress.
Level 4 Extended Critical Thinking and Reasoning
Write an application letter to seek for a job.

Keywords

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)
Introductory Activity (15minutes) Introductory Activity (15minutes)
XXXVII. XXXVII.

Activity 1 (40 minutes)

Activity 1 (40 minutes)
XXXVII. XXXVII.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
LV. LV.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

55.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
ccc)

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)
Introductory activity (25 minutes) Introductory activity (25 minutes)
XIX.

Activity 1 (25 minutes) Activity 1(30 minutes)

XIX. XIX.

Activity 2 (25 minutes) Activity 2 (25 minutes)

XIX. XIX.

Activity 3 (25 minutes) Activity 3 (25 minutes)

LVI.
LVI.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

56.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
ddd)

Reflection & Remarks

Lesson 3
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
 Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

XXXVIII. XXXVIII.

Activity 1 (40 minutes)

Activity 1 (40 minutes)
XXXVIII. XXXVIII.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
LVII. LVII.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

57.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
eee)

Reflection & Remarks

 Learning Planner

ENGLISH 60min
Subject Week 21 Duration Form 1
LANGUAGE s
Literature Sub-
Strand Narrative, Drama, Poetry
Strand
Content Demonstrate knowledge and understanding of how language of literary
Standard genres facilitate understanding of a text
Learning
Explore different themes in African poems
Outcome(s)
Identify and discuss the dominant themes in two African poems and how
Learning
themes contribute to meaning.
Indicator(s)

Essential
Question(s)

Pedagogical Group work/collaborative learning, Activity based learning, talk for

Strategies learning, brainstorming
Teaching &
Learning Texts of poems
Resources
Key Notes on Differentiation
Learning Tasks:
Literature
a) Learners identify the dominant themes in the poem “The Master Brewer”.
b) Learners explain how the themes in “The Master Brewer” contribute to its meaning.
c) Learners explain the themes of two selected African poems
Pedagogical Exemplars:
Literature
a) Brainstorming: Learners in mixed-ability/gender groups discuss selected African
poems to identify the dominant themes from them. Create room for all learners to
participate in this activity.
b) Group work/collaborative learning: In mixed-ability/gender groups learners examine
“ The Master Brewer” and explain how themes from the poem contribute to their
meaning. Encourage learners to tolerate the views of each other.
c) Talk for Learning: In mixed-ability groups, learners think-pair-ink and share their
explanations of dominant themes from “The Master Brewer”. Create opportunities for
learners to share their work with the whole class.
Key Assessment:
Literature
Level 2 Skill of Conceptual Understanding
Identify two themes from the poem, “The Master Brewer”.
Level 3 Strategic Reasoning
How does the theme importance of patience contribute to the meaning of the poem?
Level 4 Extended Critical Thinking and Reasoning
Explain the following themes as portrayed in the poem, “The Master Brewer”:
a) Importance of patience and timing in life
b) African culture and tradition
c) Hard work

Keywords

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

XXXIX. XXXIX.

Activity 1 (40 minutes)

Activity 1 (40 minutes)
XXXIX. XXXIX.
 Activity 2 (40 minutes)
Activity 2 (40 minutes)
LVIII. LVIII.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

58.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
fff)

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory activity (25 minutes) Introductory activity (25 minutes)

XX.

Activity 1 (25 minutes) Activity 1(30 minutes)

XX. XX.
Activity 2 (25 minutes) Activity 2 (25 minutes)
XX. XX.

Activity 3 (25 minutes) Activity 3 (25 minutes)

LIX.
LIX.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

59.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
ggg)

Reflection & Remarks

Lesson 3
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

XL. XL.

Activity 1 (40 minutes)

Activity 1 (40 minutes)
XL. XL.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
LX. LX.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

60.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
hhh)

Reflection & Remarks

 Learning Planner

ENGLISH 60min
Subject Week 22 Duration Form 1
LANGUAGE s
Oral Language Sub-
Strand Listening Comprehension
Strand
Content Demonstrate the ability to listen critically, extract and construct varied
Standard levels of meaning from any oral communication
Learning Extract key ideas from oral texts/communication using relevant listening
Outcome(s) skills and learner strategies
Learning Differentiate between important ideas and non-important ideas in level
Indicator(s) appropriate oral texts.

Essential
Question(s)

Pedagogical Think-pair-share activity (E.g., Peer/pair work, small group work), role-
Strategies play, experiential learning, task-based learning
Teaching &
Learning Refer to TM.
Resources
Key Notes on Differentiation
Learning Tasks:
Oral Language
a) Learners identify the key ideas in the text.
b) Learners discuss what the speaker(s) is/are referring to.
c) Learners write what they learn from the passage (themes, characters, moral lessons)?
d) Learners suggest a suitable title for the text and why?
e) Learners summarise what the text is about in their own words.
Pedagogical Exemplars:
Oral Language
a) Collaborative Learning: In mixed ability/gender groupings, learners listen to a
conversation and brainstorm the main ideas.
b) Experiential Learning: Learners in mixed ability/gender groupings take turns reading
and listening to a conversation to identify the main ideas. Learners use the important
ideas to write a short paragraph about the issues raised in the conversation.
c) Task-Based learning: In groups, learners identify the important and unimportant
information, and make simple notes on them. Learners present their findings orally.
Key Assessment:
Oral Language
Level 1 Recall:
1. State what the speaker(s) is/are referring to?
2. State the main ideas or important ideas and unimportant ideas from text/audio/video etc.
Level 2 Skills of conceptual understanding:
 1. Learners write themes, characters, and moral lessons from what they listened to.
2. What will you suggest as a suitable title for the text and why?
Level 3 Strategic reasoning (Summative):
1. Identify the key information from the oral text/communication.
2. Summarise in their own words what the text is about by focusing on the key ideas
identified.
Level 4 Extended Critical Thinking and Reasoning
Learners role-play the conversation/passage/audio/video to reinforce the lesson.
Keywords

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

XLI. XLI.

Activity 1 (40 minutes)

Activity 1 (40 minutes)
XLI. XLI.
 Activity 2 (40 minutes)
Activity 2 (40 minutes)
LXI. LXI.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

61.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
iii)

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory activity (25 minutes) Introductory activity (25 minutes)

XXI.

Activity 1 (25 minutes) Activity 1(30 minutes)

XXI. XXI.
Activity 2 (25 minutes) Activity 2 (25 minutes)
XXI. XXI.

Activity 3 (25 minutes) Activity 3 (25 minutes)

LXII.
LXII.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

62.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
jjj)

Reflection & Remarks

Lesson 3
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

XLII. XLII.
 Activity 1 (40 minutes)
Activity 1 (40 minutes)
XLII. XLII.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
LXIII. LXIII.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

63.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
kkk)

Reflection & Remarks

 Learning Planner

ENGLISH 60min
Subject Week 23 Duration Form 1
LANGUAGE s
Reading Sub- Reading Comprehension
Strand
Strand
Demonstrate understanding of different types of reading and text
Content
comprehension strategies and use them to interpret a variety of
Standard
appropriate level texts.
Learning Employ knowledge of text comprehension strategies to read for enjoyment
Outcome(s) and information
Learning Use a variety of text comprehension strategies to analyse fiction and non-
Indicator(s) fiction texts.

Essential
Question(s)

Pedagogical Think Pair Share/Group work, Know, Want-to-know, and Learned (KWL),
Strategies task-based learning
Teaching &
Learning Written texts,
Resources
Key Notes on Differentiation
Learning Tasks:
Reading
a) Learners read a non-fiction text and fill columns of KWL sheets with what have been
learned about a topic.
b) Learners use titles, illustrations, bold print, italics, headings, subheadings and other
text features to predict non-fiction texts.
c) Learners read aloud to support their predictions with evidence from a non-fiction text.
Pedagogical Exemplars:
Reading
a) Group Work/Collaborative Learning: In mixed-ability/gender groups learners read a
non-fiction text and fill columns of KWL sheets with what have been learned about the
topic. The groups present what they have on their KWL sheets to the whole class,
explaining what happened at each stage of the reading. Make room for critique/peer
review.
b) Think-Pair-Share/Brainstorming: Learners in pairs use titles, illustrations, bold
print, italics, headings, subheadings and other text features to predict non-fiction texts.
c) Task-based Learning: Learners in groups read aloud to support their predictions with
evidence from a non-fiction text. Ensure tolerance among learners.
Key Assessment:
Reading
Level 1 Recall
 List the main ideas in a given non-fiction text.
Level 2 Skills of Conceptual Understanding
Identify and interpret the main ideas in the given non-fiction text.
Level 3 Critical Reasoning
Make predictions at the beginning, in the middle and at the end of the video. Make
available a video/text on a non-fiction).
Level 4 Extended Critical Thinking and Reasoning
Create a non-fiction (factual) text on the following topics:
a) Climate change
b) Drug abuse
c) Importance of education
d) Discipline
e) Tolerance
f) Teenage Pregnancy

Keywords

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

XLIII. XLIII.
 Activity 1 (40 minutes)
Activity 1 (40 minutes)
XLIII. XLIII.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
LXIV. LXIV.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

64.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
lll)

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory activity (25 minutes) Introductory activity (25 minutes)

XXII.
Activity 1 (25 minutes) Activity 1(30 minutes)
XXII. XXII.

Activity 2 (25 minutes) Activity 2 (25 minutes)

XXII. XXII.

Activity 3 (25 minutes) Activity 3 (25 minutes)

LXV.
LXV.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

65.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
mmm)

Reflection & Remarks

Lesson 3
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)
Introductory Activity (15minutes) Introductory Activity (15minutes)
XLIV. XLIV.

Activity 1 (40 minutes)

Activity 1 (40 minutes)
XLIV. XLIV.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
LXVI. LXVI.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

66.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
nnn)

Reflection & Remarks

 Learning Planner

ENGLISH 60min
Subject Week 24 Duration Form 1
LANGUAGE s
Writing Sub-
Strand Writing
Strand
Content Apply writing skills to specific life situations
Standard
Create email, memorandum, program agenda, application (job, services,
Learning
etc.) acceptance letter, articles based on provided subjects using suitable
Outcome(s)
formatting.
Learning Write articles on given issues for publication in national newspapers and
Indicator(s) magazines

Essential
Question(s)

Pedagogical Talk for learning, individual work, experiential learning, problem-based

Strategies learning
Teaching &
Learning Textbook(s), sample writings on articles for publication, laptop
Resources
Key Notes on Differentiation
Learning Tasks:
Writing
a) Learners examine sample article texts to identify the features.
b) Learners compose the introduction paragraph of an article.
c) Learners compose an article suitable for publication in a school magazine/local
newspaper.
Pedagogical Exemplars:
Writing
a) Talk-for-Learning (TfL): Learners collaborating with one another in mixed-ability
groups examine sampled article texts to identify the features. Emphasise on tolerance
among learners.
b) Experiential Learning: Learners in mixed-ability/gender groups analyse the features
of sample articles and compose the introduction paragraph of an article question with
the focus on the central idea.(e.g. write an article suitable for publication in your
school magazine on “The Reasons Why Students Indulge in Examination Malpractice).
Introduce learners to model articles from the internet, magazines, journals and
newspapers.
c) Problem-based Learning: Learners work in mixed-ability/gender groups, think
critically to identify problems in their school/home environment and compose suitable
articles about them. Ensure tolerance among learners.
Key Assessment:
Writing
(Formative and Summative)
Level 1 Recall
Write down the features of an article writing.
Level 2 Skill of Conceptual Understanding
Compose the introduction paragraph of an article for publication in your school magazine
on “The reasons why students indulge in examination malpractice”.
Level 3 Strategic Reasoning
Write an article suitable for publication in any of the local newspapers on “The Effects of
Indiscipline on Academic Performance”.
Level 4 Extended Critical Thinking and Reasoning
Identify one pressing issue in your community and write a suitable article for publication in
any national/international newspapers on the topic.
Keywords

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

XLV. XLV.
 Activity 1 (40 minutes)
Activity 1 (40 minutes)
XLV. XLV.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
LXVII. LXVII.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

67.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
ooo)

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory activity (25 minutes) Introductory activity (25 minutes)

XXIII.
Activity 1 (25 minutes) Activity 1(30 minutes)
XXIII. XXIII.

Activity 2 (25 minutes) Activity 2 (25 minutes)

XXIII. XXIII.

Activity 3 (25 minutes) Activity 3 (25 minutes)

LXVIII.
LXVIII.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

68.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
ppp)

Reflection & Remarks

Lesson 3
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

Introductory Activity (15minutes) Introductory Activity (15minutes)

XLVI. XLVI.
 Activity 1 (40 minutes)
Activity 1 (40 minutes)
XLVI. XLVI.

Activity 2 (40 minutes)

Activity 2 (40 minutes)
LXIX. LXIX.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 3

69.

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
qqq)

Reflection & Remarks