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THIRD TERM LESSON PLAN – BASIC SIX

WEEK 9

Name of School: ……………………………………………………………………………….……..

Name of Teacher: ……………………………………………………………………………………

Week Ending: 25-08-2023 DAY: MONDAY Subject: English Language

Duration: 60mins Strand: Oral Language
Class: B6 Class Size: Sub Strand: Listening Comprehension
Content Standard: Indicator: Lesson:
B6.1.7.1: Use appropriate skills and strategies to B6.[Link]-7 identify the problems and
process meaning from texts solutions in texts 1 of 1
Performance Indicator: Core Competencies:
Learners can identify the problems and solutions in texts Communication and Collaboration, Personal Dev.
References: English Language Curriculum For Primary Schools Pg. 163

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Put learners into two groups. Call out some vocabulary and let
them search the dictionary for their meanings.
The group to read first wins.
 Did you enjoy the game?
 What new words have you learn?
 Form two sentences with your new words.

Share performance indicators and introduce the lesson

PHASE 2: NEW Ask questions for learners to recall the events and values Word cards, sentence
LEARNING in stories read. cards, letter cards,
handwriting on a
Guide them to analyze these into cause(s) effect(s) and manila card
solution(s).

Have learners listen to a story and identify the main ideas

and key details.

Use questions to guide learners to make generalizations

based on the main ideas and key details.
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson

Next lesson: speak with confidence before different audiences

using appropriate verbal and non-verbal cues to convey meaning
Week Ending: 25-08-2023 DAY: Tuesday Subject: English Language
Duration: 60mins Strand: Reading
Class: B6 Class Size: Sub Strand: Fluency
Indicator:
Content Standard: Lesson:
B6.2.9.1: Read fluently to enhance
B6.[Link] use context to confirm or self-
correction strategies to confirm understanding of
comprehension 1 of 1
level-appropriate texts
Performance Indicator: Core Competencies:
 Learners can use context to confirm or self-correction Communication and Collaboration, Personal
strategies to confirm understanding of level-appropriate texts Development
References: English Language Curriculum For Primary Schools Pg. 178

Phase/Duration Learners Activities Resources

PHASE 1: Put learners into two groups. Call out some vocabulary and let them
STARTER search the dictionary for their meanings.
The group to read first wins.
 Did you enjoy the game?
 What new words have you learn?
 Form two sentences with your new words.

Share performance indicators and introduce the lesson

PHASE 2: NEW Have learners read the grade appropriate texts paying attention to Word cards,
LEARNING punctuation marks, words, sentences and paragraphs. sentence cards,
letter cards,
Provide questions that will guide learners in understanding the passage, handwriting on a
e.g., What word connects paragraphs one and two? manila card

Learners use correction strategy to help them make meaning from the
text as they read
PHASE 3: Summarize the important points in the lesson with learners.
REFLECTION
Next lesson: write short summary of a level appropriate passage/text
read
Week Ending: 25-08-2023 DAY: WEDNESDAY Subject: English Language
Duration: 60mins Strand: Grammar
Class: B6 Class Size: Sub Strand: Indefinite Pronouns
Content Standard:
Indicator: Lesson:
B6.3.13.1: show understanding of direct and
reported speeches in oral and written
B6.[Link] use Identify and use indefinite
pronouns 1 of 2
communication
Performance Indicator: Core Competencies:
Learners can use Identify and use indefinite pronouns Communication and Collaboration, Personal Development
References: English Language Curriculum Pg. 194

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Ask pupils to give examples of words to describe people.
(Example answers: tall, friendly, funny, smart, handsome)

The words that we use to describe people are called

adjectives.

Share performance indicators and introduce the lesson.

PHASE 2: NEW Introduce indefinite pronouns with examples in sentences. Word cards, paper,
LEARNING letter cards,
Discuss the indefinite pronouns with learners.

Provide a passage and group learners to identify indefinite

pronouns, and use the pronouns identified in sentences.

Repeat the procedure to teach possessive pronouns

PHASE 3: Learners are guided to summarize the lesson through
REFLECTION questions and answers.

Next lesson: use Identify and use indefinite pronouns

Week Ending: 25-08-2023 DAY: THURSDAY Subject: English Language
Duration: 60mins Strand: Writing
Class: B6 Class Size: Sub Strand: Informative Writing
Indicator: Lesson:
Content Standard:
B6.4.14.2: Write the event of the day
B6.[Link] use descriptive words / figurative
language to describe events and situations 1 of 1
Performance Indicator: Core Competencies:
Learners can use descriptive words / figurative language to describe Communication and Collaboration,
events and situations Personal Development
References: English Language Curriculum Pg. 208

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Have learners recite familiar rhymes.
 Would you love to sing more songs?
 What words did you hear in the song?
 Write some of the words you heard.

Share the performance indicators and introduce the lesson.

PHASE 2: NEW Briefly revise the writing process by having learners recall the Word cards, sentence
LEARNING stages and explain the features and relevance of each stage. cards, letter cards,
handwriting on a
Guide learners to write articles on varied topics manila card
PHASE 3: Orally help learners to complete the writers reflection
REFLECTION worksheet.
 My piece of writing is about?
 My favorite part of my writing is……
 Something I found difficult was…………

Summarize the important points in the lesson with learners.

Next lesson: write to friends to express their views on given

topics using appropriate letter formats
Week Ending: 25-08-2023 DAY: FRIDAY Subject: English Language
Duration: 60mins Strand: Writing Conventions/ Extensive Reading
Sub Strand: Using Simple and Compound
Class: B6 Class Size:
Sentences
Content Standard: Lesson:
Indicator:
B6.5.9.1: Apply knowledge of grammatical
rules to form words, phrases and sentences
B6.[Link] write articles on varied topics 1 of 1
Performance Indicator: Core Competencies:
 Learners can write articles on varied topics Communication and Collaboration, Personal
 Learners can read a variety of age- and level appropriate books Development
References: English Language Curriculum Pg. 219

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Have learners recite familiar rhymes.
 Would you love to sing more songs?
 What words did you hear in the song?
 Write some of the words you heard.

Share the performance indicators and introduce the lesson.

PHASE 2: NEW Review the use of coordinators in sentences. Learners write Word cards,
LEARNING examples of sentences containing coordinators. sentence cards, letter
cards, handwriting
Let learners join pairs of simple sentences into compound ones. on a manila card

Introduce complex sentences with several examples.

Elicit similar sentences from learners

Engage learners in the “popcorn reading” game. One student starts

reading aloud and then calls out "popcorn" when they finish. This
prompts the next student to pick up where the previous one left off.

Have learners read books of their choice independently during the

library period.

Let learners write a one-page critical commentary based on the

books read. Invite individuals to present their work to the class for
feedback.

Encourage them to visit the local library to read and borrow books

Assessment
 Learners think-pair-share their stories with peers.
 Ask each learner to write a-two-paragraph summary of the book
read.
PHASE 3: Summarize the important points in the lesson with learners.
REFLECTION
Home work
Identify and make a list of nouns and use them in sentences

Next lesson: check pieces of literary work for spelling

Week Ending: 25-08-2023 DAY: Subject: Mathematics
Duration: 60mins per lesson Strand: Data
Class: B6 Class Size: Sub Strand: Probability & Chance
Content Standard:
Indicator:
B6.4.2.2 Demonstrate an understanding of probability by Lesson:
B6.[Link]-3 Predict the probability of a given
identifying all possible outcomes of a probability
outcome occurring for a given probability
experiment, determining the theoretical and experimental 1 OF 1
experiment by using theoretical probability
probability of outcomes in a probability experiment
Performance Indicator: Core Competencies:
Learners can list the possible outcomes of a probability experiment Problem Solving skills; Critical Thinking;
Teaching/ Learning Resources Workbook, compass, grid paper, pencils, rulers
Key words Collection, organize, predict, presentation, interpretation and analyze, discrete data, continuous data,
References: Mathematics Curriculum Pg. 158

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: REFLECTION

Monday Have learners arrange the Guide learners (in each small group) to carry Give learners task to complete
fractions from the largest to the out the following experiments 100 times, use whiles you go round to guide
smallest. tallies to record their results, and transfer it to those who don’t understand.
frequency tables:
Give remedial learning to those
(i) spinning a 5-sector spinner 100 times; who may need special help.
(ii) spinning an 8-sector spinner 100 times.
Learners are to complete the
work within a given time

Tuesday Engage learners to play the Ask learners (in each small group) to use the Give learners task to complete
missing number puzzle. results of the experiments above (recorded in whiles you go round to guide
Use 1 to 4 to finish each equation. the tables above) to work out the those who don’t understand.
Multiply before you add and subtract experimental probability and compare to the
theoretical probability of the following events Give remedial learning to those
with each of the spinners (i.e. table above) who may need special help.
i. pinning a 2
ii. pinning a number greater than 4
iii. pinning a 1 or a 3

Wednesday Engage learners to play the Put the results from all the small groups for Give learners task to complete
missing number puzzle. (a) spinning the 5-sector spinner, (b) spinning whiles you go round to guide
Use 1 to 4 to finish each equation. the 8-sector spinner, together. Ask the class to those who don’t understand.
Multiply before you add and subtract work out the experimental probabilities and
compare to the theoretical probabilities of the Give remedial learning to those
events who may need special help.
i. pinning a 2
ii. pinning a number greater than 4
iii. pinning a 1 or a 3

Thursday Let learners play games and Ask learners their observations as to whether Give learners task to complete
sing songs to begin the lesson. or not the experimental probability is getting whiles you go round to guide
closer to the theoretical probability. those who don’t understand.
Revise with them the previous
 lesson through questions and Ask them to explain the difference between Give remedial learning to those
answers. theoretical probability and experimental who may need special help.
probability
Friday Engage learners in the Mental Ask learners their observations as to whether Give learners task to complete
math game: or not the experimental probability is getting whiles you go round to guide
closer to the theoretical probability. those who don’t understand.
Give a sequence of instructions
for learners to follow while Ask them to explain the difference between
doing math in their head. theoretical probability and experimental
probability.
Week Ending: 25-08-2023 Subject: Science
Duration: 60mins per lesson Strand: Humans & The Environment
Class: B6 Class Size: Sub Strand: Science & Industry
Indicator:
Content Standard: Lesson:
B6.[Link] identify the scientific concepts and
B6.5.3.1 Recognize the impact of science and
principles underlying the operation of some
technology on society 1 OF 1
industries
Performance Indicator: Core Competencies:
 Learners can identify the scientific concepts and principles Problem Solving skills; Critical Thinking; Justification of
underlying the operation of some industries Ideas;
Teaching/ Learning Resources Gari, kenkey, shea butter, cooking oil, blacksmith, basketry
New words
References: Science Curriculum Pg. 45

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: REFLECTION

The teacher brings a bag into Learners watch a video of kenkey and salt Ask learners questions to review
the classroom that contains an production processes. their understanding of the lesson.
object that has a connection to
the lesson. Learners go on a study visit to a local Have learners write 3 facts of the
Then it is passed around and business venture such as kenkey, soap, salt lesson on a sheet of paper and it in
learners try to determine what production, cooking oil, or gari production their pockets and learn it on their
is in the bag just by feeling it. centre. way home.

The student who guess right Learners must observe the activities and
wins, and hence introduce the interact with people at the workplace.
lesson
Teacher writes and lets students Engage learners, in groups, to discuss and Ask learners questions to review
see the answer on the board, identify the key scientific principles their understanding of the lesson.
perhaps a picture of object on underlying the operations of the industries
the board. visited. Have learners write 3 facts of the
lesson on a sheet of paper and it in
The students must come up Build vocabulary of learners by explaining their pockets and learn it on their
with questions in which the key terms such as evaporation, salting-out, way home.
answer could be the object on fermentation and saponification.
the board. Next lesson: identify the scientific
Project Give learners a project to work in concepts and principles underlying
groups to produce yoghurt, kenkey or soap the operation of some industries
based on the experiences from their study
visits.
Week Ending: 25-08-2023 DAY: Subject: OWOP
Duration: 60mins per lesson Strand: Our Nation Ghana
Class: B6 Class Size: Sub Strand: Our Neighboring Countries
Content Standard: Indicator: Lesson:
B6.5.1.1. Demonstrate understanding of how B6.[Link]. Explain how Ghana co-operates with
Ghana cooperates with other nations other nations 1 OF 1
Performance Indicator:
Core Competencies:
 Learners can explain how Ghana co-operates with other
Communication and Collaboration Critical Thinking
nations
Teaching/ Learning Resources Pictures, Charts, Video Clips
New words Chemical, defecating, water bodies, dumping, accumulation, materials, harmful, planting
References: OWOP Curriculum Pg. 61

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: REFLECTION

Teacher introduces the lesson to Learners recall countries that surround Ask learners questions to review
learners. Students are to list all Ghana e.g. Togo, La Cote D’Ivoire, their understanding of the lesson.
the words they associate with the Burkina Faso.
topic to be treated. Have learners write 3 facts of the
Ask them to put words together Learners identify countries surrounding lesson on a sheet of paper and it
to form a definition Ghana on a map of West Africa. in their pockets and learn it on
their way home.
Learners discuss how Ghana co-
operates with her neighbors e.g. trade,
sports, political
Teacher writes and lets students Learners recall countries that surround Ask learners questions to review
see the answer on the board, Ghana e.g. Togo, La Cote D’Ivoire, their understanding of the lesson.
perhaps a picture of object on Burkina Faso.
the board. Have learners write 3 facts of the
Learners identify countries surrounding lesson on a sheet of paper and it
The students must come up with Ghana on a map of West Africa. in their pockets and learn it on
questions in which the answer their way home.
could be the object on the board. Learners discuss how Ghana co-
operates with her neighbors e.g. trade, Next lesson: Explain how Ghana
sports, political co-operates with other nations
Week Ending: 25-08-2023 DAY: Subject: RELIGIOUS & MORAL EDUCATION
Duration: 60mins Strand: The Family and the Community
Class: B6 Class Size: Sub Strand: The Family & Character Formation
Content Standard: Indicator: Lesson:
B6.5.2.1 Describe attitudes and behaviors of a B6.[Link] identify attitudes and behaviors of a
responsible family member responsible family member. 1 OF 1
Performance Indicator:
Core Competencies:
 Learners can identify attitudes and behaviors of a responsible
Cultural Identity, Sharing Reconciliation, Togetherness,
family member.
Teaching/ Learning Resources Pictures, Videos, chart, computer, projector, paper, pencils, pen
New words Respectful, defensive, harmony, obedient, protective, caring, character
References: RME Curriculum Pg. 55

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: REFLECTION

Engage learners in a short Brainstorm learners for the meaning of Ask learners to do the following
conversation about family. family. as a way of reflection
 Draw members of your A family refers to people who are related to one
family. another through marriage, child birth or 1. Tell the class what you have
 Name members of your adoption or by blood. learnt from the lesson:
family. 2. Tell the class what aspect of the
Guide learners to describe the family types lesson you didn’t understand
Share performance indicators in Ghana and its features. 3. Tell the class how you will use
and introduce the lesson. the knowledge acquired from the
Assist learners through questions and lesson
answers to explain who a committed
person is and to mention behaviors that
show that a person is committed. Homework
Write an essay on why it is
Guide learners in groups to discuss important to be committed to the
attitudes and behaviors of a responsible family.
family member.
 They show obedience to the elders of
the family.
 Respect for family members.
 Accepting responsibility.
 Taking initiatives.
 Helping needy relatives.
 Take part in family activities.
 Support family members in need.

Assessment
State and explain three importance of
being committed to the family

State any four attitudes and behaviors of

responsible family member
Week Ending: 25-08-2023 DAY: Subject: History
Duration: 60mins per lesson Strand: Independent Ghana
Class: B6 Class Size: Sub Strand: Military Rule
Content Standard:
Indicator: Lesson:
B6.6.2.2 Understand that military takeovers
B6.[Link] Assess the consequences of military
interrupted constitutional rule on four occasions
takeovers on Ghana’s development Exemplification 1 OF 1
since 1966, with some consequences
Performance Indicator:
Core Competencies:
 Learners can assess the consequences of military
Learners to become critical thinkers and digital literates
takeovers on Ghana’s development Exemplification
Teaching/ Learning Resources Wall charts, word cards, posters, video clip, etc.
New words protest, opposition, movement, nationalism, nationalist, elite, Bill, delegation, prevail,
References: History Curriculum Pg. 45

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: REFLECTION

Engage learners to sing songs Show and discuss a documentary of any Ask learners questions to
and play games to get them military takeover. review their understanding of
ready for lesson. the lessson.
Brainstorm the effects of the coup d’états and
Use questions and answers to military rule on Ghana’s development Give learners task to do
review learners understanding e.g. human right abuse, overthrow of whiles you go round to guide
in the previous lesson. constitutions and imposition of harsh rules. those who need help.
Use questions and answers to Put learners into groups. Give learners task to do
review learners understanding whiles you go round to guide
in the previous lesson. Debate the effects of military takeovers on those who need help.
Ghana’s development
Week Ending: 25-08-2023 DAY: Subject: Creative Arts
Duration: 60mins per lesson Strand: Visual Arts & Performing Arts
Class: B6 Class Size: Sub Strand: Displaying and Sharing
Content Standard:
Indicator: Lesson:
Demonstrate understanding of how to generate
B6.2.3.4/ B6.2.3.5. stage a display of own artworks
own ideas for artistic expressions on topical
to share creative experiences 1 OF 1
local/national/global issues.
Performance Indicator: Core Competencies:
 Learners can stage a display of own artworks to share creative experiences Decision Making Creativity, Innovation
Teaching/ Learning Resources Photos, videos, art paper, colors and traditional art tools
References: Creative Arts Curriculum Pg. 63

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: REFLECTION

Show pictures and videos of the Guide learners to plan an arrangement Teacher moves round the class to
artwork to exhibit. of own artworks to share, educate and monitor the progress of learners
inform the public on topical issues of in their sketches.
the local community.
Engage learners to sing songs Encourage learners to come out
about work. Learners should select a theme for their with good sketches.
art. E.g. go green or save trees.
Give out manual invitations cards
to learners to be given to their
parents.

Learners should plan their art in a

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

Discuss the moral lessons in the song.

Week Ending: 25-08-2023 Subject: Ghanaian Language
Duration: 60mins per lesson Strand: Writing Conventions/ Usage
Class: B6 Class Size: Sub Strand: Use Of Conjunction
Content Standard: Lesson:
Indicator:
B6.5.8.1: Apply the knowledge of conjunctions in
B6.[Link] Identify and use the conjunctions
writing. 1 OF 1
Performance Indicator: Core Competencies:
Creativity and innovation, Communication and collaboration, Critical
 Learners can identify and use the conjunctions thinking
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a manila card
References: Ghanaian Language Curriculum Pg. 91

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: REFLECTION

Engage learners to sing songs and Revise the coordinating conjunctions – Ask learners questions to
recite rhymes and, or, nor, and but, and subordinating review their understanding of
conjunctions by having learners use them the lessson.
Round and Round the Garden in sentences.
Round and round the garden Give learners task to do whiles
Like a teddy bear. Provide sentences for learners to join them you go round to guide those
One step. Two step, with coordinating and subordinating who need help.
Tickle you under there. conjunctions.

Have learners play games and Provide passages and let learners identify Ask learners to summarize
recite familiar rhymes to begin the the conjunctions in those passages. what they have learnt.
lesson
Let them do other activities like filling Let learners say 5 words they
Using questions and answers, blanks with suitable conjunctions and remember from the lesson.
review their understanding of the using conjunction in their own sentences.
previous lesson
Have learners play games and Introduce the conjunctions "so that, when, Ask learners to summarize
recite familiar rhymes to begin the while, if etc." in context. e.g. Take a hot what they have learnt.
lesson bath so that you can sleep well. I drank the
soup while my mother was in the kitchen. Let learners say 5 words they
Using questions and answers, remember from the lesson.
review their understanding of the Provide opportunities for learners to use
previous lesson. the conjunctions learnt.
Week Ending: 25-08-2023 DAY: Subject: PHYSICAL EDUCATION
Duration: 60mins Strand: Values And Psycho-Social Concepts
Class: B6 Class Size: Sub Strand: Group Dynamics
Content Standard: Indicator:
Lesson:
Demonstrate competence in the motor skills and B6.[Link] Identify and agree on a common goal
movement patterns needed to perform a variety of when participating in a cooperative physical
1 OF 1
physical activities activity.
Performance Indicator: Core Competencies:
 Learners can Identify and agree on a common goal when Learners develop flexibility, cardiovascular endurance,
participating in a cooperative physical activity. aerobic capacity, and coordination
Teaching/ Learning Resources Pictures and Videos
References: PE Curriculum Pg. 81

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: REFLECTION

Have learners play games Let learners appreciate each individual’s Ask learners to summarize what
and recite familiar rhymes to strengths, weaknesses in group settings. they have learnt.
begin the lesson
Engage learners to appreciate physical Let learners say 5 words they
Using questions and answers, games and activities from different remember from the lesson.
review their understanding of cultures around the globe.
the previous lesson
Learners to discuss the importance of
cooperative learning.
Week Ending: 25-08-2023 DAY: Subject: Computing
Duration: 60mins Strand: Internet And Social Media
Class: B6 Class Size: Sub Strand: Internet Etiquette
Indicator:
Content Standard: Lesson:
B6.[Link].-2 Explain Internet etiquette and how to
B6.6.10.1. Demonstrate the application of
deal with it and Investigate on the responsible use of
Internet Etiquette 1 OF 1
computers.
Performance Indicator: Core Competencies:
Creativity and innovation. 2. Communication and
Learners can explain Internet etiquette and how to deal with it collaboration.
Teaching/ Learning Resources Computer sets, modem and Pictures
References: Computing Curriculum Pg. 50

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: REFLECTION

Have learners play games and Guide learners to explain Internet Ask learners to summarize what
recite familiar rhymes to begin etiquette and elaborate on some rules they have learnt.
the lesson associated with it.
Let learners say 5 words they
Using questions and answers, Internet etiquette are the rules and remember from the lesson.
review their understanding of the regulations that governs how users use
previous lesson the internet.

Guide learners to investigate on the

responsible use of computers.
i. Information privacy
ii. Copy right. Hardware, Software and
information theft