SAMPLE LESSON NOTES-WEEK 2

BASIC FOUR

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 SCHEME OF LEARNING- WEEK
2 BASIC FOUR
Name of School………………………………………………………………………….…………………

Week Ending
Class Four
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B4.1.1.1. 2. B4.2.3.1.1. B4.3.1.1.2. B4. 4.6.1.1. B4.5.3.1.1. B4.6.1.1.1
Performance Indicator A. Learners can identify and discuss values in songs
B. Learners can use common rhyming/ending words to decode
words
C. Learners can identify and use: proper nouns
D. Learners can choose appropriate ways and modes of writing for
a variety of purposes
E. Learners can identify and use nouns in sentences to
identify people, animals, events and objects
F. Learners can read a variety of age- and level appropriate
books and present a-two-paragraph summary of each book
read
Teaching/ Learning Resources Word cards, sentence cards, letter cards and a class library
Core Competencies: Reading and Writing Skills Personal Development and Leadership and Collaboration

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Monday learners sing songs and recite A.ORAL LANGUAGE Give learners task to
familiar rhymes (songs) complete while you go
Select suitable songs for round the class to support
"A Wise Old Owl" listening, singing/recitation from those who might need
A wise old owl lived in an oak learners’ background. extra help.
The more he saw the less he e.g. - National Anthem -
spoke National Pledge - Ten Galloping Have learners to read and
The less he spoke the more he Horses Came Through the spell some of the keywords
heard. Town in the lesson
Why can't we all be like that
wise old bird? After they have listened to the
songs and also sang them, lead
them to identify and discuss
the values in the songs
Tuesday Engage learners to sing songs B.READING Give learners task to
and recite familiar rhymes (Word Families and complete while you go
Common Digraphs Pg.19) round the class to support
LITTLE TOMMY TITTLEMOUSE those who might need
Little tommy tittle Let learners know that just as extra help.
mouse Lived in a little we have family names
house, (surnames), there are words Have learners to read and
He caught fishes that have the same ending that spell some of the keywords
In other men’s ditches. belong to the family of in the lesson
rhyming words.

Through brainstorming have

learners come up with words
that belong to a particular
rhyming family.
 Have children identify these
rhyming words as they read.

Have learners hunt for these

words and build a portfolio on
them.
e.g. –at = cat – bat – hat
-all = call – fall – wall
- it = sit – pit – hit
-ot = tot – pot – cot
Wednesday Play games and recite rhymes C.GRAMMAR Give learners task to
that learners are familiar with (Nouns) complete while you go
to begin the lesson. round the class to support
Let learners read simple those who might need
Ask learners questions to sentences having names of extra help.
review their understanding in cities and countries from the
the previous lesson board. Have learners to read and
spell some of the keywords
Put learners into groups to in the lesson
identify the names of cities and
countries on a globe or map.

Learners form sentences with

names of other cities and
countries.

Have learners identify proper

nouns from
paragraphs/passages.

Introduce common nouns in

context.

Have learners read simple

sentences containing common
nouns on the board.
Thursday Engage learners to sing songs D.WRITING Give learners task to
and recite familiar rhymes (Paragraph Development Pg.48) complete while you go
round the class to support
I HEAR THUNDER Select sample essay types/texts those who might need
I hear thunder! showing a variety of modes of extra help.
I hear thunder! writing from learners' readers
Hark don’t you, and/teacher's resource. Have learners to read and
Hark don’t you? spell some of the keywords
Pitter, patter raindrops, e.g. i. Expository Writing – how in the lesson
Pitter, patter raindrops, something works.
I’m wet through ii. Narrative – how
And so are you! something happened.
iii. Description – how
something/someone appears.
iv.Argument – how an
opinion can be stated and
supported.
Friday Engage learners to sing songs E.WRITING Give learners task to
and recite familiar rhymes CONVENTIONS & complete while you go
GRAMMAR USAGE round the class to support
I HEAR THUNDER (Using Naming words Pg.59) those who might need
I hear thunder! extra help.
I hear thunder! Have learners read simple
Hark don’t you, sentences with names of
Hark don’t you? people, animals, events and Have learners to read and
Pitter, patter raindrops, objects on the board. spell some of the keywords
Pitter, patter raindrops, Put learners in groups to in the lesson.
I’m wet through identify the names of people,
And so are you! animals, events and objects as
nouns.

Have learners form sentences

with names of people, animals,
events and objects and
underline these names/nouns in
the sentences.

Have them note that common

nouns start with small letters.

Have learners identify common

nouns from
paragraphs/passages.

F.EXTENSIVE READING

Engage learners in the Guide learners to choose and Have learners present a-
“popcorn reading” game read independently books of two-paragraph summary of
their choice during the the book read
The rules are simple: One library period.
student starts reading aloud Invite individuals to
and then calls out "popcorn" Learners think-pair-share their present their work to the
when they finish. This prompts stories with peers. class for feedback
the next student to pick up Ask each learner to write a-
where the previous one left two-paragraph summary of the
off. book read.
Week Ending
Class Four
Subject MATHEMATICS
Reference Mathematics curriculum Page 5
Learning Indicator(s) B4.1.1.1.3 B4.1.1.1.4
Performance Indicator Identify numbers in different positions around a given number in a
number chart

Compare and order whole numbers up to 10,000 and represent

comparisons using the symbols “<”, “=”, “>”
Strand Number
Sub strand Counting, Representation & Cardinality
Teaching/ Learning Resources Counters, bundle and loose straws base ten cut square, patterns made
from Manila cards, Bundle of sticks
Core Competencies: Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Development and Leadership Attention to Precision

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Monday Paste a chart of base block on Guide learners to revise counting Give learners task to
the board for learners to of natural numbers up to 10,000. complete whiles you go
observe. round to guide those who
Display and paste a number chart don’t understand.
Hand out sheet of papers to in multiples of 500 between
learners to draw what they 10,000 and 100,000 Give remedial learning to
see on the chart. those who special help.
Lead learners to identify numbers
Review the previous lesson in different positions around a
through examples given number.

Put learners in pairs and give

each group a number grid and
have them identify numbers in
different positions around a
chosen number.
Tuesday Paste a chart of base block on Guide learners to revise counting Give learners task to
the board for learners to of natural numbers up to 100,000. complete whiles you go
observe. round to guide those who
Display and paste a number chart don’t understand.
Hand out sheet of papers to in multiples of 500 between
learners to draw what they 10,000 and 100,000 Give remedial learning to
see on the chart. those who special help.
Lead learners to identify numbers
Review the previous lesson in different positions around a
through examples given number.

Put learners in pairs and give

each group a number grid and
have them identify numbers in
different positions around a
chosen number.
Wednesday Play show me a number game Learners identify numbers which Give learners task to
with learners (up to 10), with are 1,000 and 10,000 more or complete whiles you go
fingers.
 less than a given five-digit or six- round to guide those who
Teacher mentions the number digit number. don’t understand.
from (1 to 10). E.g. 2400 is 1,000 less than 3400.
Give remedial learning to
Learners then show their Learners use words such as: those who special help.
fingers up to show the “equal to” “greater than” “less
number. than” and later use symbols such
as “<”, “=”, “>” to compare
numbers up to 100,000 taking
into consideration the place
value of each digit in the given
number. E.g. 1200 = 1200;
27345 >
26355,
Thursday Paste a chart of base block on Learners identify numbers which Give learners task to
the board for learners to are 1,000 and 10,000 more or complete whiles you go
observe. less than a given five-digit or six- round to guide those who
digit number. don’t understand.
Hand out sheet of papers to E.g. 2400 is 1,000 less than 3400.
learners to draw what they Give remedial learning to
see on the chart. Learners use words such as: those who special help.
“equal to” “greater than” “less
Review the previous lesson than” and later use symbols such
through examples as “<”, “=”, “>” to compare
numbers up to 100,000 taking
into consideration the place
value of each digit in the given
number. E.g. 1200 = 1200;
27345 >
26355,
Friday Play show me a number game Learners work together in their Give learners task to
with learners (up to 10), with groups to order a given set of complete whiles you go
fingers. numbers in ascending or round to guide those who
descending order verbally and don’t understand.
Teacher mentions the number in writing.
from (1 to 10). E.g. 1020,1025, 2673,2873, Give remedial learning to
those who special help.
Learners then show their Give two numbers between
fingers up to show the 10,000 and 100,000 to each group
number. and encourage learners to say as
many things as possible about the
two numbers.
For instance, 21345 and 21534;

 21345 is less than (smaller

than) than 21534 or 21534 is
bigger than (greater than)
21345, or 21345 is almost
200 less than 21534 etc.
Week Ending
Class Four
Subject SCIENCE
Reference Science curriculum Page2
Learning Indicator(s) B4.1.1.1.2
Performance Indicator Know life processes of animals
Strand Diversity of matter
Sub strand Living & Non Living Things
Teaching/ Learning Resources Pictures of living and non-living things in the environment
Core Competencies: Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Development and Leadership Attention to Precision

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Play games and recite rhymes Learners observe videos and Ask learners to tell the
that learners are familiar with to pictures depicting movement whole class what they
begin the lesson. and nutrition in animals. have learnt.

Ask learners questions to Learners describe how various Learners tell what they
review their understanding in animals (insects, birds, reptiles will like to learn
the previous lesson. and mammals) move and feed.

Learners role-play or
pantomime movement and
nutrition of animals.

In groups, learners discuss the

importance of and movement
nutrition to animals.
Play games and recite rhymes Learners observe videos and Use series of questions and
that learners are familiar with to pictures depicting reproduction answers to review learners
begin the lesson. in animals. understanding of the lesson.

Ask learners questions to Learners describe how various Call learners in turns to
review their understanding in animals reproduce. summarize the lesson
the previous lesson.
In groups, learners discuss the
importance of reproduction to
animals.
Week Ending
Class Four
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page 2
Learning Indicator(s) B4.1.1.1.1
Performance Indicator Learners can explain how special each individual is
Strand All about us
Sub strand Nature Of God
Teaching/ Learning Resources Pictures, Charts, Video Clips
Core Competencies: Communication and Collaboration Critical Thinking and Problem Solving Cultural Identity and
Global Citizenship

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Play games and recite rhymes In groups, learners discuss how What have we learnt today?
that learners are familiar with to each person is created as unique
begin the lesson. and different from one another: How different we from
some are short, tall, dull, each other.
Ask learners questions to intelligent, fair in complexion,
review their understanding in black in complexion, etc. Learners to summarize the
the previous lesson. important points of the
Learners demonstrate the lesson.
uniqueness of each individual
e.g.
My name is Esi, I am black and
beautiful, there is no one like
me, I’m special for who I am,
how I look and where I live. I
am a Ghanaian. I am proud to
be a Ghanaian.
Play games and recite rhymes Use pictures/video clips to Asks the learners the
that learners are familiar with to demonstrate the effects of following questions to
begin the lesson. destroying our bodies. review their understanding
of the lesson
Ask learners questions to Put learners into groups
review their understanding in according to: height, color, What have we learnt today?
the previous lesson. mass, intelligence, etc.
Have learners read the key
Learners write how different words written on the board
they are from one another.
What did you find
Learners in groups discuss how difficult in the lesson?
they can use their God-given
unique qualities: Serve God and
human beings, protect and
preserve the environment, live
together in harmony, contribute
to development.
Week Ending
Class Four
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page 24
Learning Indicator(s) B1.1.1.1.2
Performance Indicator Learners can mention the names of some of the things god created
Strand God’s creation and attributes
Sub strand God the Creator
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
Core Competencies: Cultural Identity, Sharing Reconciliation, Togetherness, Unity Communication and Collaboration,
Critical Thinking Creativity and Innovation Digital Literacy

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Have learners to watch video on Engage learners with pictures, Engage pupils in a think pair
creation. charts, video clips and songs share activity to
showing some of the things God
Ask learners to mention parts of created: humankind, animals, Name some of the things
the video that interest them trees, rivers, the sea and god created
mountains.
Learners sing songs on creation Uses of some of
Let learners draw, color and the creation
model some of the things God
created.

Help learners to role play, recite

rhymes and sing songs about
some of the things God created.
Week Ending
Class Four
Subject HISTORY
Reference History curriculum Page 21
Learning Indicator(s) B4.1.1.1.1
Performance Indicator Learners can explain the importance of studying the history of Ghana
Strand My country Ghana
Sub strand Why & how we study History
Teaching/ Learning Resources A map of Ghana showing major historical locations/ Resource person
Core Competencies: The use of evidence to appreciate the significance of historical locations help learners
to become critical thinkers and digital literates

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Have leaners watch videos of Engage learners to discuss how What have we learnt today?
some of the history of the major history promote our identity as The importance of studying
ethnic groups in Ghana Ghanaians history

Have learners to tell which of Engage learners to discuss how Have learners to talk in
part of the video interest history promote the survival of groups about
them. the ethnic groups.
i.How does history promote our
Engage learners to discuss how identity as Ghanaians?
history promote national
integration ii. How does history
promote the survival of the
Engage learners to discuss how ethnic groups?
history promote national pride
iii. How does history
and patriotism? promote national
integration?

iv. How does history

promote national pride and
patriotism
Have leaners watch videos of Engage learners to discuss how What have we learnt today?
some of the history of the major history defines our identity
ethnic groups in Ghana as Ghanaians How history promote
national pride, patriotism
Have learners to tell which of Role-play to show how history and integration
part of the video interest teaches us customs, values,
them. traditions all of which ensure Have learners to summarize
the survival of our nation. the important points in the
lesson
Role play how history can
promote national pride,
patriotism and integration
Week Ending
Class Four
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page 30
Learning Indicator(s) B4 2.1.1.1.
Performance Indicator Study the performing artworks created by some Ghanaian performing
artists
Strand Performing Arts
Sub strand Thinking and Exploring Ideas (Performing Arts)
Teaching/ Learning Resources Photos, videos, art paper, colors and traditional art tools, other materials
available in the community
Core Competencies: Decision Making Creativity, Innovation Communication Collaboration Digital Literacy

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Play games and recite rhymes Learners are to study the Ask learners to tell the
that learners are familiar with to performing artworks composed whole class what they
begin the lesson. or performed by some Ghanaian have learnt.
performing artists
Ask learners questions to E.g. Agya Koo Nimoh, Learners tell what they
review their understanding in will like to learn
the previous lesson. Let learners gather information
from library studies,
newspapers, surfing the internet,
etc.

Learners to examine some

performing artworks and sharing
ideas about the compositions
and performances studied on
how those artworks reflect the
history and culture of the
people of Ghana;
Play games and recite rhymes Guide learners to identify and Use series of questions and
that learners are familiar with to discuss the themes/topics of answers to review learners
begin the lesson. the compositions and understanding of the lesson.
performances that reflect the
Ask learners questions to history and culture of the Call learners in turns to
review their understanding in people of Ghana; summarize the lesson
the previous lesson.
Have learners to role-play the
art performance of Agya Koo
Nimoh or any other popular
Ghanaian artist.
Week Ending
Class Four
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page 5
Learning Indicator(s) B4.1.2.1.1.
Performance Indicator Explore the poems of about five lines correctly and discuss the moral
lessons in the poem.
Strand Oral Reading
Sub strand Poems
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a manila card
Core Competencies: Creativity and innovation, Communication and collaboration, Critical thinking

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Split learners into 2 teams. Let learners sing a popular Learners to tell what was
traditional song. interesting about the lesson.
Taking turns, learners from each
team come up and chose a Explore a poem to learners. Engage learners to play the
vocabulary word. phonic games.
Let them listen and take note
Learners to draw something on of keywords words in the
the board while only their tries poem.
to guess the word
Ask learners to mention the
words they heard.

Write the words on the board.

Have learners share what is Lead learners to say the words Learners to tell what was
going on in their lives. aloud. interesting about the lesson.

You and your learners can talk Let learners say the words and Have learners to read and
about plans for the weekend. use them to form their own spell the key words written
sentences. on the board.

Let learners explore the poem

correctly.

Put learners in groups.

Let them discuss the moral

lessons in the poems in groups
and tell the class.
Split your class into small groups Let learners sing a popular Learners to tell what was
of 4. traditional song. interesting about the lesson.

Each group have to think of an Let learners explore the poem Have learners to read and
acronym about what they have correctly themselves. spell the key words written
learned so far. The acronym on the board.
can’t be longer than the Put learners in groups.
number of members in the
group. Let them discuss the moral
lessons in the poems in groups
Call the groups in turns to and tell the class.
discuss what the letters in
the acronym stands for
Week Ending
Class Four
Subject PHYSICAL EDUCATION
Reference PE curriculum Page 44
Learning Indicator(s) B4.1.2.1.2:
Performance Indicator Enter, jump, and leave a long swinging rope
Strand Motor Skill And Movement Patterns
Sub strand Locomotive Skills
Teaching/ Learning Resources Pictures and Videos
Core Competencies: Learners develop competencies and personal skills such as critical thinking,
coordination, agility, double take-off, communication, body balance, power

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Have learners to jog and run Bring a skipping rope for Have learners to reflect on
within a demarcated area learners to identify and tell its what they have learnt
to warm up their bodies. uses and importance. through questions and
answers.
Show pictures of the skill to be Demonstrate to learners
learnt. how to skip the rope End lesson with a cool
continuously for least 30 down.
times.

Call learners at random to skip

the rope for at least 30 times.

Learners skip a number of times

at their own pace landing on
the balls of their feet.

Engage learners to enter, jump,

and leave a long swinging rope
continuously over a rope a
number of times in turns.

Week Ending
Class Four
Subject COMPUTING
Reference Computing curriculum Page 2
Learning Indicator(s) B4.1.1.1.1.
Performance Indicator Identify parts of a computer and technology tools
Strand Introduction To Computing
Sub strand Generation of computers
Teaching/ Learning Resources Mouse, keyboard monitor, system unit and its components
Core Competencies: Creativity and innovation. 2. Communication and collaboration. 3. Cultural identity and global citizenship. 4.
Personal development and leadership. 5. Digital literacy

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Get a viral picture, a trending Bring items such as memory(i.e. Ask learners to talk about
news on twitter, Facebook, memory cards, memory what they have learnt.
YouTube and other social media sticks),hard disk drive, CD-
handles. ROM etc. or pictures of these Pose questions to learners
items to class and ask the to review their
Discuss what is trending and learners to label selected items understanding of the lesson
invite learners to share or computer parts in their note
their opinions on them. books.

List functions on the board and

ask students to identify which
tool will match the function.

Show video depicting the output

devices of a computer.