SAMPLE LESSON NOTES-WEEK 3

BASIC THREE

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 SCHEME OF LEARNING- WEEK 3
BASIC THREE
Name of School………………………………………………….……………………….…………………

Week Ending
Class Three
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B3.1.7.1.2. B3.2.7.2.1. B3.4.10.1.2. B3.5.7.1.1. B3.6.1.1.1
Performance Indicator A. Learners can recognize and relate the sequence of events in stories.
B. Learners can demonstrate understanding of the purpose and features of
poems or rhymes and fables.
C. Learners can engage and orient the reader by establishing a context and
introducing a narrative.
D.Learners can Identify prepositions in sentences to indicate directions and
means.
E. Learners can read a variety of age and level-appropriate books and
summarize them.
Teaching/ Learning Resources Word cards, sentence cards, letter cards and a class library
Core Competencies: Reading and Writing Skills Personal Development and Leadership and Collaboration

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

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Monday Get a viral picture, a trending A.ORAL LANGUAGE Ask learners to tell you what
news on twitter, Facebook, (Listening Comprehension) they have learnt and what they
YouTube and other social will like to learn in the next
media handles. Read a narrative text aloud to lesson
learners.
Discuss what is trending and
invite learners to share their Put learners in groups to identify and Let learners read and spell the
opinions on them. talk about the parts of the story (e.g. keywords written on the board
beginning, middle and end).
Tuesday Engage learners to recite a few B.READING Ask learners to tell you what
rhymes with actions (Comprehension) they have learnt and what they
will like to learn in the next
Introduce the lesson with before lesson
GOOSEY GOOSEY reading activities, singing, reciting,
GANDER prediction, etc.
Goosey goosey gander Let learners read and spell the
Where shall I wander Have learners read a text and keywords written on the board
Upstairs and downstairs identify its purpose and features.
And in my lady’s chamber Guide them with questions to do
There I met an old man this.
Who would not say his prayers
I took him by the left leg Let learners transfer the same ideas
And threw him down the to other types of texts.
stairs.
Use think-pair-share to have learners
compare ideas.
Wednesday Engage learners to recite a few C.WRITING Ask learners to tell you what
rhymes with actions (Narrative Writing) they have learnt and what they
Narrate a story stressing the setting will like to learn in the next
LITTLE TEA POT and the characters for learners to lesson
I am a little tea pot listen.
 Standing on the table
This is my handle and this is Let learners re-tell the story. They Let learners read and spell the
my spout may do so in a chain, keywords written on the board
If you want a cup of tea, just
Let learners create and write their
pour me out x2 own stories.
Thursday Engage learners to recite a few D.WRITING CONVENTIONS Ask learners to tell you what
rhymes with actions & GRAMMAR USAGE they have learnt and what they
(Using Simple Prepositions) will like to learn in the next
POSI, POSI, POSITION lesson
Posi, posi, position Provide sample sentences.
To the right position responds: e.g. means
posi- posi, position -We are going home by bus. direction Let learners read and spell the
To the left position Responds: - The monkey is climbing up the tree. keywords written on the board
posi- posi, position
To the front position posi- Guide learners to discover the
posi, posi, position meaning of the sentences.
To the back posi –posi, posi,
position Draw learners’ attention to the
All the four posi- posi, posi, words as prepositions.
position (4x)
Have learners complete sentences
with given prepositions that indicate
“means and direction”.
e.g. Mr. Badu is travelling ________ train.
Friday Have a variety of age/level- E. EXTENSIVE READING Let learners summarize the
appropriate books for learners books they read to the whole
to make a choice from. Using the Author’s chair, introduce class
the reading/library time.
Guide learners to select books Learners draw parts of the
for readings Introduce narratives, expository, stories they read.
procedural texts to learners.
Week Ending
Class Three
Subject MATHEMATICS
Reference Mathematics curriculum Page 53
Learning Indicator(s) B3.1.2.5.1
Performance Indicator Learners can represent and explain multiplication using equal groupings.
Strand Number
Sub strand Number Operations
Teaching/ Learning Resources Counters, bundle and loose straws base ten cut square, 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: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Monday Get a viral picture, a trending Guide Learners to make formation of Ask learners to tell you what
news on twitter, Facebook, sets of equal object from a given they have learnt and what
YouTube and other social quantity. For example with 12 straws they will like to learn in the
media handles. next lesson
Learners make groupings such as:
Discuss what is trending and Give learners individual or
invite learners to share their home task
opinions on them. 3 groups of 4

4 groups of 3

2 groups of 6

Assessment: Have learners to solve

several examples.
Tuesday Engage learners to sing the Guide Learners to make formation of Ask learners to tell you what
song sets of equal object from a given they have learnt and what
WE SHALL HAMMER quantity. For example with 20 stars they will like to learn in the
•We shall hammer with one next lesson
hammer (learners to show Learners make groupings such as:
one hand), hammer with one Give learners individual or
hammer, hammer with one 10 groups of 2 home task
hammer we all do the same.

•We shall hammer with two 5 groups of 4

hammers, hammer with two
hammers, and hammer with
two hammers we all do the
same.
4 groups of 5
(continue to any desired
number)

2 groups of 10

Assessment: Have learners to solve

several examples.
Wednesday Engage learners to play the “I Guide Learners to make formation of Ask learners to tell you what
have…..Who has” game. sets of equal object from a given they have learnt and what
quantity. For example with 12 straws they will like to learn in the
next lesson
 Give out number cards (from Learners make groupings such as:
1-20) to learners at random. Give learners individual or
home task
Leaners are to identify 3 groups of 4
numbers based on tally marks,
frames, dice, fingers etc. 4 groups of 3

The first child shouts and 2 groups of 6

mention the number on his
card and ask for another Assessment: Have learners to solve
number. several examples.
Example, I have 5….Who has
9?

Thursday Teacher calls out numbers Guide Learners to make formation of Ask learners to tell you what
from 1 to 20 sets of equal object from a given they have learnt and what
quantity. For example with 20 stars they will like to learn in the
Have learners to write next lesson
number patterns in the air. Learners make groupings such as:
Give learners individual or
Randomly call learners to 10 groups of 2 home task
write a said number on the
board
5 groups of 4

4 groups of 5

2 groups of 10

Assessment: Have learners to solve

several examples.
Friday Engage learners to sing the Guide Learners to make formation of Ask learners to tell you what
song sets of equal object from a given they have learnt and what
quantity. For example with 12 straws they will like to learn in the
WE CAN COUNT next lesson
We class three Learners make groupings such as:
We can count Give learners individual or
We count 1,2,3,4,5 home task
We count 6,7,8,9,10 3 groups of 4
We class three can count very
well. 4 groups of 3

2 groups of 6

Assessment: Have learners to solve

several examples.
Week Ending
Class Three
Subject SCIENCE
Reference Science curriculum Page 59
Learning Indicator(s) B3.4.3.2.1.
Performance Indicator Learners can demonstrate how to maintain and care for simple machines
Strand Forces And Energy
Sub strand Forces And Movements
Teaching/ Learning Resources Balls, boxes, tables, chairs, plants, balloons, bottle, bottle opener
Core Competencies: Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Development and Leadership Attention to Precision

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

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Review learners Assemble simple machines commonly Ask learners questions to review
understanding in the used in the community such as a pair their understanding of the lesson.
previous lesson using of scissors, knife, bottle opener, tin
questions and answers. cutter, and hammer. Have learners write 3 facts of the
lesson on a sheet of paper and it
Engage learners to play in their pockets and learn it on
games and sing songs to their way home.
begin the lesson.

Have Learners to identify the simple

machines provided and talk about their
uses.
Review learners Engage learners to mention how simple Ask learners questions to review
understanding in the machines are maintained and stored in their understanding of the lesson.
previous lesson using their homes.
questions and answers. Have learners to say 5 words to
-Add and test lubricants frequently express their thoughts of the
Engage learners to play -check for signs of wear lesson
games and sing songs to -always keep machines clean and dry
begin the lesson. -have a maintenance and repair schedule,
and keep good records
Review learners Assist learners to undertake some Ask learners questions to review
understanding in the basic maintenance practices such as their understanding of the lesson.
previous lesson using oiling, removing dirt and greasing, using
questions and answers. them for the correct purpose, keeping Have learners to say 5 words to
them safe from water, etc. express their thoughts of the
Engage learners to play lesson
games and sing songs to
begin the lesson.
Week Ending
Class Three
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page 54
Learning Indicator(s) B3.4.4.1. 1.
Performance Indicator Learners can Identify Ghanaian agricultural products
Strand Our Nation Ghana
Sub strand Farming In Ghana
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: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Review learners Learners talk about agricultural Ask learners questions to
understanding in the products in Ghana and the need to eat review their understanding of
previous lesson using our local foods e.g. Ghana chocolate the lesson.
questions and answers.
Have learners write 3 facts of
Engage learners to play the lesson on a sheet of paper
games and sing songs to and it in their pockets and
begin the lesson. learn it on their way home.

Learners watch videos and pictures of

how Ghanaian chocolate is processed
agricultural products.
Begin the lesson by sharing a Learners talk about agricultural Ask learners questions to
few jokes with learners. products in Ghana and the need to eat review their understanding of
our local foods e.g. yam, cocoyam, the lesson.
Make sure to choose jokes poultry, rice
that will get learners Have learners to say 5 words
attention. to express their thoughts of
the lesson
Call two learners to share
their jokes as well

Learners watch videos and pictures of

Ghanaian agricultural products.
Engage learners to play Learners talk about reasons why they Ask learners questions to
games and sing songs to should appreciate and use Ghanaian review their understanding of
begin the lesson. agricultural products, the lesson.
e.g. to create employment, revenue for
government etc. Have learners to say 5 words
to express their thoughts of
the lesson
Week Ending
Class Three
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page 21
Learning Indicator(s) B3.4.1.1.2
Performance Indicator Identify the benefits of responding to God’s call.
Strand The Family and the Community
Sub strand Roles And Relationships
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: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Call 2 learners to share a Discuss with learners the ways we Use questions and answers
story with the whole class. respond to God’s call: - Prayer, - to review learners
service to humankind, - caring for understanding of the lesson
Sing songs to begin the lesson the environment, - helping the needy
(charity), etc. Call learners in to summarize
the lesson
In groups, let learners mention the
benefits of responding to God’s call:
-blessings from God, -drawing closer
to God, - long life, - prosperity, -
eternal life, etc.

Guide learners to discuss the

benefits of responding to God’s call.

Let learners in their groups, write

four benefits of responding to God’s
call and present their works for class
discussion.
Week Ending
Class Three
Subject HISTORY
Reference History curriculum Page 18
Learning Indicator(s) B3.2.5.1.1
Performance Indicator Learners can describe Ghanaian entrepreneurs who have made
significant contributions
Strand My Country Ghana
Sub strand Some Selected Individuals
Teaching/ Learning Resources Pictures of some outstanding entrepreneurs in Ghana
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)
Use questions and answers to Name Ghanaian entrepreneurs of Ask learners to talk about
review learners understanding note e.g. Alhaji Adam Iddrisu what they have learnt
in the previous lesson
Retell the live stories of any of
these entrepreneurs from a Use questions and answers
Engage learners to sing songs documentary show. to review learners
and play games to get them understanding in the lesson.
ready for lesson, Alhaji Adam Iddrisu
In the early 1950’s, Alhaji Adam Give learners home task to
secured his first contract as a sawn match names of key
timber supplier to GNTC. He also individuals along with their
acquired contracts to cart goods quotes.
for A.G. Leventies, cocoa for Ghana
Cocoa Marketing Board and
fertilizer for the ministry of
agriculture.
In 1996, he set up the A.A Iddrisu
Transport which later became
Global Haulage Ltd. As of 2014,
Global Haulage operated a total of
388 trucks for various haulage
roles. These are made of 271
Articulators and 111 cargo trucks.
Use questions and answers to Learners to Identify some of his Ask learners to talk about
review learners understanding contributions to nation what they have learnt
in the previous lesson development

Engage learners to play games Let learners talk about how his Use questions and answers
and sing songs to begin the work inspires them and give to review learners
lesson. reasons. understanding in the lesson

Learners to talk about their future

aspirations and career options.

Give guidance as to how to achieve

those aspirations.
Week Ending
Class Three
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page
Learning Indicator(s) B3 1.2.2.3 B3 1.2.3.3
Performance Indicator Learners can create own functional visual artworks using available
materials, tools and methods to express own views that reflect topical
issues in Africa
Strand Visual Arts
Sub strand Planning, Making and Composing
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)
Learners to sing songs and play Learners are to explore the Ask learners to talk about
games to get them ready for the local environment to select what they have learnt.
lesson available materials and tools that
are good for making artworks. Through questions and
Show pictures of visual artworks answers review learners
to learners for them to observe Learners gather materials and understanding of the lesson
and talk about them tools available in their
community based on artworks
they wish to create. Example:
how to make clay pot.

Demonstrate and guide learners

to make a simple clay pot
Learners to sing songs and play Allow learners to practice in Ask learners to talk about
games to get them ready for the groups following the steps what they have learnt.
lesson provided
Through questions and
Sort out your materials an tools answers review learners
needed to make the pot. understanding of the lesson
e.g. clay, rollers, scrappers,
modeling tools, piercing tool,
trimming tool etc.

Ensure that learners use the

right methods.
e.g. pinching, coiling and the slab
method.

Learners to discuss and

compare their artworks to the
artworks studied.
Week Ending
Class Three
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page 97
Learning Indicator(s) B3.1.11.1.1-3
Performance Indicator Learners can say the time by the hour, half hour and say the days of
the week and names associated with the days.
Strand Oral Language (Listening and Speaking)
Sub strand Presentation
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)
Engage learners to spell some Show a clock to learners. Use questions to review
words, at least 5 in their their understanding of the
workbooks. Discuss the use of a clock with lesson
Make sure the words are learners.
level-appropriate words. Ask learners to summarize
Introduce the hour and minute what they have learnt
Learners to exchange the hands to learners.
work among themselves and
mark. Discuss the functions of the hour
Provide feedback where and minutes hands with learners.
necessary
Help learners to tell time by the
hour and half hour. E.g. The time
is 9 o’clock. The time is 9:30
Read out excerpts from Show a clock to learners and Use questions to review
speeches made by important discuss its function with them. their understanding of the
individuals in the country. Let lesson
learners relate to the Revise the functions of the hour
speeches and share ideas on and minutes hands with learners. Ask learners to summarize
such speeches. what they have learnt
Help learners to tell time by the
hour and minute. E.g. The time is
9:30. The time is 9:15
Read out excerpts from Lead learners to explore a rhyme Use questions to review
speeches made by important with gestures. their understanding of the
individuals in the country. Let lesson
learners relate to the Write the names of days of the
speeches and share ideas on week on flashcards. Ask learners to summarize
such speeches. what they have learnt
Lead learners to read the names
of the days of the week.

Use the flashcards to help learners

to recognize names associated
with the days of the week. E.g.
Monday, Tuesday, etc.
Week Ending
Class Three
Subject PHYSICAL EDUCATION
Reference PE curriculum Page 34
Learning Indicator(s) B3.1.11.1.14:
Performance Indicator Foot-dribble a ball continuously while traveling and changing direction
Strand Motor Skill And Movement Patterns
Sub strand Manipulative Skills
Teaching/ Learning Resources Pictures and Videos
Core Competencies: Learners will develop personal skills and core competencies such as agility,
concentration, coordination strength and balance

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)
Take learners through Arrange cones or skittles. Learners Use questions to review
general and specific warm dribble a ball in a forward direction their understanding of the
ups. using the inside of the foot. lesson

Have learners to watch Learners practice. Observe and give Ask learners to summarize
pictures and videos of the them corrective feedback. what they have learnt
skill to be learnt.
Organize a football game. End
lesson with cool down.