STS EXAMINATIONS

B.S 7 : SECOND TERM SCHEME OF LEARNING FOR THE 2025/2026 ACADEMIC YEAR : GHANAIAM LANGUAGE
WEEK STRAND SUB-STRAND CONTENT INDICATORS RESOURCES
Customs & institution The Naming System B7.1.2.1 B7.1.2.1.1 Posters, word charts
1 Listening & speaking Listening Comprehension B7.2.2.1 B7.2.2.1.1 Audio set, poster, word charts
Reading Translation B7.3.2.1 B7.3.2.1.1 Reading textbook, word
charts, sentence cards
Language & Usage Integrating grammar in written language B7.4.2.1 B7.4.2.1.2 Word charts, sentence cards,
2 reading textbooks
Composition Writing Structure and organize ideas in composition writing B7.5.1.1 B7.5.1.1.1 Poster, sentence cards, word
charts
Literature Folktales, Songs, Prose, Drama and Poetry B7.6.1.1 B7.6.1.1.2 Reading textbooks, sentence
cards, word charts
Customs & institution The Naming System B7.1.2.1 B7.1.2.1.1 Posters, word charts
3 Listening & speaking Listening Comprehension B7.2.2.1 B7.2.2.1.2 Audio set, poster, word charts
Reading Translation B7.3.2.1 B7.3.2.1.1 Reading textbook, word
charts, sentence cards
Language & Usage Integrating grammar in written language B7.4.2.1 B7.4.2.1.3 Word charts, sentence cards,
4 reading textbooks
Composition Writing Structure and organize ideas in composition writing B7.5.1.1 B7.5.1.1.1 Poster, sentence cards, word
charts
Literature Folktales, Songs, Prose, Drama and Poetry B7.6.1.1 B7.6.1.1.2 Reading textbooks, sentence
cards, word charts
Customs & institution The Naming System B7.1.2.1 B7.1.2.1.2 Posters, word charts
5 Listening & speaking Speech Sounds B7.2.3.1 B7.2.3.1.1 Audio set, poster, word charts
Reading Reading B7.3.1.1 B7.3.1.1.2 Reading textbook, word
charts, sentence cards
Language & Usage Integrating grammar in written language B7.4.2.1 B7.4.2.1.3 Word charts, sentence cards,
6 reading textbooks
Composition Writing Structure and organize ideas in composition writing B7.5.1.1 B7.5.1.1.1 Poster, sentence cards, word
charts
Literature Folktales, Songs, Prose, Drama and Poetry B7.6.1.1 B7.6.1.1.2 Reading textbooks, sentence
cards, word charts
 Customs & institution The Naming System B7.1.2.1 B7.1.2.1.3 Posters, word charts
7 Listening & speaking Speech Sounds B7.2.3.1 B7.2.3.1.2 Audio set, poster, word charts
Reading Reading B7.3.1.1 B7.3.1.1.2 Reading textbook, word
charts, sentence cards
Language & Usage Integrating grammar in written language B7.4.3.1 B7.4.3.1.1 Word charts, sentence cards,
8 reading textbooks
Composition Writing Structure and organize ideas in composition writing B7.5.1.1 B7.5.1.1.1 Poster, sentence cards, word
charts
Literature Folktales, Songs, Prose, Drama and Poetry B7.6.1.1 B7.6.1.1.2 Reading textbooks, sentence
cards, word charts
Customs & institution The Clan System B7.1.3.1 B7.1.3.1.1 Posters, word charts
9 Listening & speaking Speech Sounds B7.2.3.1 B7.2.3.1.3 Audio set, poster, word charts
Reading Reading B7.3.2.1 B7.3.1.1.2 Reading textbook, word
charts, sentence cards
Language & Usage Integrating grammar in written language B7.4.3.1 B7.4.3.1.2 Word charts, sentence cards,
10 reading textbooks
Composition Writing Structure and organize ideas in composition writing B7.5.1.1 B7.5.1.1.2 Poster, sentence cards, word
charts
Literature Folktales, Songs, Prose, Drama and Poetry B7.6.1.1 B7.6.1.1.2 Reading textbooks, sentence
cards, word charts
Customs & institution The Clan System B7.1.3.1 B7.1.3.1.2 Posters, word charts
11 Listening & speaking Tone B7.2.4.1 B7.2.4.1.1 Audio set, poster, word charts
Reading Translation B7.3.1.1 B7.3.1.1.2 Reading textbook, word
charts, sentence cards
Language & Usage Integrating grammar in written language B7.4.3.1 B7.4.3.1.3 Word charts, sentence cards,
12 reading textbooks
Composition Writing Structure and organize ideas in composition writing B7.5.1.1 B7.5.1.1.2 Poster, sentence cards, word
charts
Literature Folktales, Songs, Prose, Drama and Poetry B7.6.1.1 B7.6.1.1.2 Reading textbooks, sentence
cards, word charts
13 REVISION
14 EXAMINATION
 SECOND TERM LESSON NOTES
GHANAIAN LANGUAGE – B7
WEEK 1
Date: 13th MAY, 2022 DAY: Subject: Ghanaian Language
Duration: Strand: Customs & Institutions
Class: B7 Class Size: Sub Strand: The Clan System
Indicator:
Content Standard: Lesson:
B7.1.3.1.1 Describe the clan system
B7.1.3.1 Demonstrate an understanding of the
and state some clans in their ethnic
clan system among their people 2 OF 3
community.
Core Competencies:
Performance Indicator:
Communication and Collaboration (CC), Cultural
Learners can describe the characteristics of identified clan system.
Identity and Global Citizenship (CG)
References: Ghanaian Language Curriculum Pg. 8

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on what was studied in the previous
lesson.

Share the performance indicators with learners

PHASE 2: NEW Revise with learners on the definition of a clan. Word cards, sentence
LEARNING cards, letter cards,
handwriting on a manila
Learners to mention some examples of clans they know. card and a class library

Guide learners to discuss the features of their clan

system.
E.g. symbols, taboos, totems, names, etc.

Let learners identify other clan system and their

associated symbols, taboos, totems, names, etc
Example: Oyoko Clan.
Totem: Falcon
Qualities: Statesmanship, Patience and Bravely.
Patriarchs: Twum and Antwi of Asantemanso and Kokofu
Stools Occupied: Asantehene, Kokofuhene, etc.

Engage learners to relate their clan system to another

clan system.

Have learners to read a passage on a clan system.

Let learners write the main ideas in the passage read in

their own words.

Assessment
The Bretuo Clan.
The totem image of the Bretuo faction is the leopard. The
curious attributes of Bretuo faction is remarkable boldness and
 aggressiveness. The commander of the Asante armed force is
the Mampong Hene. It is significant that when the Ashantis
battled the Denkyiras it was the Mampong Hene who was
commander of the Ashanti Army. When welcomed their
reaction is “Yaa etwie Nana”. The originally known precursor
of Bretuo clan is Nana Asiama Guahyia. Towns of this faction
incorporate Gyamaase, Adanse, Ofoase, Asenemanso, etc.

Write 3-4 sentence summary of the above text.

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.

Date: 13th MAY, 2022 DAY: Subject: Ghanaian Language
Duration: 50MINS Strand: Listening & Speaking
Class: B7 Class Size: Sub Strand: Tones
Content Standard: Indicator: Lesson:
B7.2.4.1 Recognize the basic tones in their B7.2.4.1.1 Identify and produce the 1 OF 1
language basic tones in their language.
Performance Indicator: Core Competencies:
Learners can identify and produce the basic tones in their Communication and Collaboration (CC), Cultural
language Identity and Global Citizenship (CG)
References: Ghanaian Language Curriculum Pg. 17

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on what was studied in the previous
lesson.

Share the performance indicators with learners

PHASE 2: NEW Students break polysyllabic words into syllables. (Note that the Word cards, sentence
LEARNING vowel usually determines the syllable breaks) e.g. pa/ra/dise, cards, letter cards,
po/si/tive, re/gis/ter, etc. handwriting on a manila
card and a class library

Guide learners to identify the tones on syllables in their

language.
E.g.: low ( ˋ ), high ( ʹ ), and mid ( ˉ ).

Pronounce words with tones correctly and fluently in

connected speech.

Use the knowledge of tone to pronounce same words that

have different tones in context.

Teacher plays/reads a passage with correct stress.

Students practice pronouncing words examples of which are

listed under content with correct stress.
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.

Date: 13TH MAY, 2022 DAY: Subject: Ghanaian Language
Duration: Strand: Reading
Class: B7 Class Size: Sub Strand: Reading
Indicator: Lesson:
Content Standard:
B7.3.1.1.1 Read and understand main
B7.3.1.1 Understand the main ideas and
ideas and supporting points in a range of 1 of 1
supporting points in texts
texts on familiar and unfamiliar topics.
Performance Indicator:
Core Competencies:
Learners can identify the main and supporting points of a given
CC 8.3
text
References : Ghanaian Language Curriculum Pg. 21

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on what was studied in the previous
lesson.

Share the performance indicators and introduce the

lesson.
PHASE 2: NEW Guide learners to skim through a given passage of about Word cards, sentence
LEARNING one hundred and fifty words and state the main ideas. cards, letter cards,
handwriting on a manila
card and a class library
Guide learners to identify the supporting ideas in the
passage read.

Let learners explain the relationship between the main

ideas and supporting ideas and identify the links between
them.

Have learners to answer recall and inferential questions

concerning the text read.

Assessment
Have learners read a given passage and answer the
comprehension questions.
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.

 Fayol Inc. 0547824419
SECOND TERM WEEKLY LESSON NOTES
GHANAIAN LANGUAGE – B7
WEEK 2
Date: 20th MAY, 2022 DAY: Subject: Ghanaian Language
Duration: 50MINS Strand: Language & Usage
Class: B7 Class Size: Sub Strand: Verbs
Content Standard:
Indicator: Lesson:
B7.4.3.1 Recognize the use of verbs, adverbs,
B7.4.3.1.1 Identify and classify
conjunctions and postpositions/ Prepositions in
verbs into their types. 1 OF 2
sentences.
Core Competencies:
Performance Indicator:
Communication and Collaboration (CC) CC 9.1:
Learners can Identify and use verbs in speech and writing
Cultural Identity and Global Citizenship (CG) CG
References: Ghanaian Language Curriculum Pg. 24

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on what was studied in the previous
lesson.

Share the performance indicators and introduce the

lesson.
PHASE 2: NEW Identify and use verbs appropriately and correctly in Word cards, sentence
LEARNING cards, letter cards,
passages and in speaking and writing. handwriting on a manila
card and a class library
Categorize the verbs into types and use them to
construct simple and compound sentences.

Let learners mention some action words and use

them in sentences.

Write the sentences on the board and discuss the

perfect tense with learners.

Allow a learner to give an action word (verb) and

another learner to use it to form a sentence with the
verb in the perfect tense.

Talk about the perfect tense and give examples on

the board.

Write some sentences and allow learners to identify

the perfect action words in the sentences.
 Allow the learners to use the verbs to form
sentences orally.

Tell the learners to put the verbs in the perfect

tense.
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.

Date: 20TH MAY, 2022 DAY: Subject: Ghanaian Language
Duration: 50MINS Strand: Writing
Class: B7 Class Size: Sub Strand: Descriptive Writing
Content Standard: Indicator:
Lesson:
B7.5.1.1 Demonstrate knowledge and understanding B7.5.1.1.2 Develop a three-
of the features of a paragraph and the various text paragraph essay using the 1 OF 2
types (narrative, descriptive, creative/free writing) features of a given text type.
Core Competencies:
Performance Indicator:
Communication and Collaboration (CC) CC 9.1:
Learners can write a descriptive composition on a given object
Cultural Identity and Global Citizenship (CG) CG
References: Ghanaian Language Curriculum Pg. 27

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on what was studied in the previous
lesson.

Share the performance indicators and introduce the

lesson.
PHASE 2: NEW Guide learners to discuss the features of descriptive Word cards, sentence
LEARNING cards, letter cards,
writing. handwriting on a manila
card and a class library
Show an object to learners.

Pass the object round for learners to touch it.

Call learners in turns to describe the object.

Discuss with learners how to write descriptive

composition.

Let learners write a descriptive composition on a

given object.

Assessment
1. Write about the teacher you like best.
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.

Date: 20th MAY, 2022 DAY: Subject: Ghanaian Language
Duration: 50MINS Strand: Literature
Class: B7 Class Size: Sub Strand: Drama
Indicator:
Content Standard: Lesson:
B7.6.1.1.3 Discuss the
B7.5.1.1 Demonstrate the knowledge and
understanding of literature (Oral and Written) components of written 1 OF 1
literature (drama).
Performance Indicator: Core Competencies:
Communication and Collaboration (CC) CC 9.1:
Learners can talk about the significance of drama Cultural Identity and Global Citizenship (CG) CG
References: Ghanaian Language Curriculum Pg. 28

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Invite learners to sing a familiar traditional song.

Let learners tell the meaning of the songs they sing.

Ask learners if they would to sing more songs.

Introduce the lesson by sharing the performance

indicators.
PHASE 2: NEW Revise with learners to explain what oral literature Word cards, sentence
LEARNING cards, letter cards,
is. handwriting on a manila
card and a class library
Engage learners to describe the structure of a drama.

Show learners variety of drama in different languages

and guide learners to analyze the drama.

Encourage learners to appreciate the significance of

drama.

Assessment
1. What is oral literature?
2. What are the components of oral literature.
3. Write three significance of drama.
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.

 Fayol Inc. 0547824419/0549566881
WEEKLY LESSON PLAN – B7
WEEK 3
Date: 27th MAY, 2022 DAY: Subject: Ghanaian Language
Duration: Strand: Listening & Speaking
Class: B7 Class Size: Sub Strand: Vocabulary Development
Indicator:
Content Standard: B7.2.5.1.1 Identify and produce Lesson:
B7.2.5.1 Exhibit an understanding of recognizing and words in the home and school
producing words and using them in sentences environments and use them to 1 of 2
form meaningful sentences
Performance Indicator:
Core Competencies:
Learners can identify and produce words in the home and
CC 7.3: CC 8.2: DL 5.3:
school and use them in sentences.
References: Ghanaian Language Curriculum Pg. 18

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on what was studied in the previous
lesson.

Share the performance indicators with learners

PHASE 2: NEW Guide learners to identify vocabulary items in relation to Word cards, sentence
LEARNING the home. cards, letter cards,
handwriting on a manila
E.g. dining, cooking, bathing, etc. card and a class library

Write the words on flashcards and show them to

learners.

Ask learners to say the words and then use them in

sentences.

Again, Have learners to identify vocabulary items in

relation to the school.
E.g. classroom, head teacher’s office, school compound,
etc.

Learners use the vocabularies identified to form

meaningful sentences.

In groups, guide learners to read the sentences aloud with

correct pronunciation and tone.

Give a paragraph of a passage and allow learners to read

in turns.
 With sentences card and learners in groups, help learners
to read paragraphs aloud with correct pronunciation and
tone.

Give passages of about three paragraphs, and let learners

read in their groups.

Call leaders of the groups to read the whole passage to

the class.
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.

Date: 27th MAY, 2022 DAY: Subject: Ghanaian Language
Duration: Strand: Reading
Class: B7 Class Size: Sub Strand: Translation
Indicator:
Content Standard: Lesson:
B7.3.2.1 Demonstrate knowledge of translating
B7.3.2.1.1 Translate words and
words. Phrases and simple sentences phrases in his/her language 1 of 1
Performance Indicator: Core Competencies:
Learners can translate words and phrases in their own language CC 7.3: CC 8.2: DL 5.3:
References : Ghanaian Language Curriculum Pg. 21

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on what was studied in the previous
lesson.

Share the performance indicators with learners

PHASE 2: NEW Guide learners to translate given words and simple Word cards, sentence
LEARNING cards, letter cards,
phrases from the source language to a target handwriting on a manila
language. card and a class library

Guide learners to translate phrases simple sentences

from the source language of study to a target
language.

Guide learners to translate simple sentences from

the source language to a target language.

Assessment
Translate the following words into your own language.
a. dining
b. cooking
c. bathing
d. classroom
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.

Date: 27th MAY, 2022 DAY: Subject: Ghanaian Language
Duration: Strand: Customs & Institutions
Class: B7 Class Size: Sub Strand: Chieftaincy
Content Standard: Indicator:
B7.1.4.1 Demonstrate knowledge in and an B7.1.4.1.1 Discuss how chiefs Lesson:
understanding of how chiefs and queen mothers are and queen mothers are
selected, enstooled/ enskinned and compare their selected in their ethnic 1 OF 2
duties and responsibilities community.
Performance Indicator:
Core Competencies:
Learners can state how chiefs and queen mothers are selected
CC 7.3: CC 8.2: DL 5.3:
and enstooled or enskinned
References: Ghanaian Language Curriculum Pg. 8

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on what was studied in the previous
lesson.

Share the performance indicators with learners

PHASE 2: NEW Engage learners to discuss how a chief is selected in the Pictures and charts
LEARNING community.

Chiefs obtain their position through enstoolment (coronation).

The enstoolment process begins when the families contending for the
position have agreed or decided upon the person to be appointed.
The decision becomes final when the Queen mother approves the
selected person as capable of leading and representing the
community.
The role of the Queen mother in the process is important as her
consent is essential for enstoolment. Once approved, he undergoes
secret rituals performed by the queen mother, supported by the
elders of the community.

Engage learners to discuss how a queen mother is

selected in the community.

Queen mothers are selected from the royal family by the elders of
the royal family. That is the family that first settled in the community.
Occasionally the chief and queen mother are related to each other
as mother and son, but more often they are uncle and niece, aunt
and nephew, cousins, etc.

Students give personal experiences or an eyewitness

account of nomination, enstoolment of a chief or
queen-mother in their community.

Guide learners to read a passage on how chiefs and

queen mothers are selected in their community.
 Identify the traditional leaders mentioned in the
passage. E.g. chiefs, sub- chiefs, and so on.

Relate how chiefs and queen mothers are selected

among their people to the passage read.

Assessment
Student s dramatized the enstoolment and
enskinment of a chief/king and queen mother
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.

 Fayol Inc. 0547824419
SECOND TERM WEEKLY LESSON NOTES
GHANAIAN LANGUAGE – B7
WEEK 4
Date: 3RD JUNE, 2022 Period: Subject: Ghanaian Language
Duration: Strand: Language & Usage
Class: B7 Class Size: Sub Strand: Verbs
Content Standard: Indicator: Lesson:
B7.4.3.1 Recognize the use of verbs, adverbs,
B7.4.3.1.1 Identify and classify
conjunctions and postpositions/ Prepositions in
sentences verbs into their types. 2 OF 2
Performance Indicator: Core Competencies:
Learners can recognize and use perfect tense action words Communication and Collaboration (CC) CC 9.1:
in sentences Cultural Identity and Global Citizenship (CG) CG
References: Ghanaian Language Curriculum Pg.24

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on what was studied in the previous
lesson.

Share the performance indicators and introduce the

lesson.
PHASE 2: NEW Let learners mention some action words and use them in Word cards, sentence
LEARNING sentences. cards, letter cards,
handwriting on a manila
card and a class library
Write the sentences on the board and discuss the perfect
tense with learners.

Allow a learner to give an action word (verb) and another

learner to use it to form a sentence with the verb in the
perfect tense.

Talk about the perfect tense and give examples on the

board.

Write some sentences and allow learners to identify the

perfect action words in the sentences.

Allow the learners to use the verbs to form sentences

orally.

Tell the learners to put the verbs in the perfect tense.

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.

Date: 3RD JUNE, 2022 Period: Subject: Ghanaian Language
Duration: Strand: Writing
Class: B7 Class Size: Sub Strand: Creative Writing
Content Standard: Indicator:
B7.5.1.1.2 Develop a three- Lesson:
B7.5.1.1 Demonstrate knowledge and understanding
of the features of a paragraph and the various text paragraph essay using the 1 of 2
types (narrative, descriptive, creative/free writing) features of a given text type.
Core Competencies:
Performance Indicator:
Communication and Collaboration (CC) CC 9.1:
Learners can create and write a short imaginative story
Cultural Identity and Global Citizenship (CG) CG
References: Ghanaian Language Curriculum Pg. 27

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on what was studied in the previous
lesson.

Share the performance indicators and introduce the

lesson.
PHASE 2: NEW Guide learners to discuss the features of Word cards, sentence
LEARNING cards, letter cards,
creative/free writing. handwriting on a manila
card and a class library
Show some creative works like stories to learners to
see.

Discuss the creative works with the learners.

Discuss with learners how to create imaginative

stories.

Let learners create or narrate and write a short

imaginative story.

Discuss with learners how to write stories.

Show samples of stories to learners and talk about

the stories.

Let learners write or narrate a real story which is a

little bit longer of about five paragraphs.

Write a three-paragraph essay on a topic on the text

types above.
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.

Date: 3RD JUNE, 2022 Period: Subject: Ghanaian Language
Duration: Strand: Literature
Class: B7 Class Size: Sub Strand: Poetry
Content Standard: Indicator: Lesson:
B7.5.1.1 Demonstrate the knowledge and B7.6.1.1.3 Discuss the components
understanding of literature of written literature (poetry). 1 of 2
Performance Indicator: Core Competencies:
Learners can talk about the structure and significance of Communication and Collaboration (CC) CC 9.1:
poetry Cultural Identity and Global Citizenship (CG) CG
References: Ghanaian Language Curriculum Pg. 28

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Invite learners to sing a familiar traditional song.

Let learners tell the meaning of the songs they sing.

Ask learners if they would to sing more songs.

Introduce the lesson by sharing the performance

indicators.
PHASE 2: NEW Revise with learners to explain what oral literature Word cards, sentence
LEARNING cards, letter cards,
is. handwriting on a manila
card and a class library
Engage learners to describe the structure of a
poetry.
Poetry is a kind of writing. It is different than other types of
writing because of its structure and form. When you read a
poem you see that it usually looks different on the page than a
story or an article. It can have long lines or short lines. It can
have lots of punctuation or little punctuation. A poem can
rhyme, but it does not have to. It usually has some kind of
pattern. When writing a poem, you want to think about the
words and descriptions you choose. People like to write poems
to express emotions. They also like to write poems that make
the reader use his or her imagination.

Show learners variety of poetry in different languages

and guide learners to analyze the poetry.

Poems often use literary devices like metaphors.

• A metaphor makes a comparison without using ‘like’ or ‘as’.

It says that one thing is another.
Examples:
- The classroom was a zoo!
Meaning: The pupils were behaving like wild animals in the
classroom.
 - Her brain is a computer.
Meaning: She is very clever

Encourage learners to appreciate the significance of

poetry.

Assessment
Read the following poem and answer the comprehension
questions.

My mother is a blanket that is warm.

She wraps me up when I am scared and cold.
My father is a ladder that stands strong.
He holds me when I climb his steps to learn.
My brother is a needle, sharp and sometimes mean.
But he sews me when I tear myself apart.
My sister is a book that holds a million words.
She tells me about places far away.
My uncle is a huge, calm tree that reaches to the sky.
He protects me with his branches when I run in from the
rain.
My aunt is a mango that’s been growing in the sun.
She feeds me with her sweetness and her warmth.
My granddad was the universe. But the universe has gone.

1. What is the poem about?

2. Identify two metaphors used in the poem.
3. Name the relationships mentioned in the poem.
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.

 Fayol Inc. 0547824419
SECOND TERM WEEKLY LESSON NOTES
GHANAIAN LANGUAGE – B7
WEEK 5
Date: 10TH June, 2022 DAY: Subject: Ghanaian Language
Duration: Strand: Customs & Institutions
Class: B7 Class Size: Sub Strand: Chieftaincy
Content Standard: Indicator:
B7.1.4.1 Demonstrate knowledge in and an B7.1.4.1.2 Discuss the Lesson:
understanding of how chiefs and queen mothers are processes involved in
selected, enstooled/ enskinned and compare their enstooling/enskinning chiefs and 1 of 1
duties and responsibilities queen mothers.
Performance Indicator: Core Competencies:
Learners can describe the processes involved in Communication and Collaboration (CC) CC 9.1:
enstooling/enskinning chiefs and queen mothers Cultural Identity and Global Citizenship (CG) CG
References: Ghanaian Language Curriculum Pg. 9-10

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on what was studied in the previous
lesson.

Share the performance indicators and introduce the

lesson.
PHASE 2: NEW Discuss the qualities of a person who qualifies to be Word cards, sentence
LEARNING cards, letter cards,
a chief or a queen mother among your people. handwriting on a manila
card and a class library
Create a profile of the qualities of a chief or queen
mother.

Identify those who select the chief and queen

mother among your people.

Role play the enstoolment/enskinment of chiefs and

queen mothers.

Learners watch a video on the topic before the role

play.

Let learners understand that some cultures of Ghana

do not have queen mothers but have female chiefs.

The facilitator should make sure that ALL learners

take active part in the role play
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.

Date: 10TH June, 2022 DAY: Subject: Ghanaian Language
Duration: Strand: Reading
Class: B7 Class Size: Sub Strand: Reading
Indicator: Lesson:
Content Standard: B7.3.1.1.1 Read and understand main
B7.3.1.1 Understand the main ideas and
ideas and supporting points in a range of 1 of 1
supporting points in texts
texts on familiar and unfamiliar topics.
Performance Indicator: Core Competencies:
Learners can identify the main and supporting points of a given Communication and Collaboration (CC) CC 9.1:
text Cultural Identity and Global Citizenship (CG) CG
References : Ghanaian Language Curriculum Pg. 21

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on what was studied in the previous
lesson.

Share the performance indicators and introduce the

lesson.
PHASE 2: NEW Guide learners to skim through a given passage of about Word cards, sentence
LEARNING one hundred and fifty words and state the main ideas. cards, letter cards,
handwriting on a manila
card and a class library
Guide learners to identify the supporting ideas in the
passage read.

Let learners explain the relationship between the main

ideas and supporting ideas and identify the links between
them.

Have learners to answer recall and inferential questions

concerning the text read.

Assessment
Have learners read a given passage and answer the
comprehension questions.
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.

Date: 10TH June, 2022 DAY: Subject: Ghanaian Language
Duration: Strand: Listening & Speaking
Class: B7 Class Size: Sub Strand: Presentation
Indicator:
Content Standard: B7.2.6.1.1 Describe daily activities Lesson:
B7.2.6.1 Present information effectively on using appropriate register, structure
familiar topics using appropriate language and gestures for the contest being 1 of 1
presented.
Performance Indicator: Core Competencies:
Learners can describe daily activities using appropriate Communication and Collaboration (CC) CC 9.1:
register Cultural Identity and Global Citizenship (CG) CG
References: Ghanaian Language Curriculum Pg. 19

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on what was studied in the previous
lesson.

Share the performance indicators and introduce the

lesson.
PHASE 2: NEW Guide learners to outline some activities that you do Word cards, sentence
LEARNING cards, letter cards,
on a daily basis. handwriting on a manila
card and a class library
Led and narrate with gestures what you do in the
morning before school, at school and after school.

Develop a daily activity calendar.

Learners in groups, converse with others about their

daily activities.

Engage learners to make a presentation on other

familiar topics,
e.g. family, school, holidays, weather, hobbies,
animals, hometown or village, favorite time of the
year and festival.
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.

 Fayol Inc. 0547824419
SECOND TERM WEEKLY LESSON NOTES
GHANAIAN LANGUAGE – B7
WEEK 6
Date: 17th JUNE, 2022 Period: Subject: Ghanaian Language
Duration: Strand: Language & Usage
Class: B7 Class Size: Sub Strand: Adverbs
Content Standard: Indicator:
Lesson:
B7.4.3.1 Recognize the use of verbs, adverbs, B7.4.3.1.2 Identify and classify
1 of 2
conjunctions and postpositions/ Prepositions in adverbs into their various
sentences types.
Core Competencies:
Performance Indicator:
Communication and Collaboration (CC) CC 9.1:
Learners can use the different types of adverbs in sentences
Cultural Identity and Global Citizenship (CG) CG
References: Ghanaian Language Curriculum Pg. 24

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on what was studied in the previous
lesson.

Share the performance indicators and introduce the

lesson.
PHASE 2: NEW Let a learner do an action or activity such as walking Word cards, sentence
LEARNING cards, letter cards,
or talking. handwriting on a manila
card and a class library
Ask learners to describe the action done by the
learner.

Introduce the adverb and explain to learners what it

is.

Ask learners to mention some adverbs and use them

to form sentences.

Ask a learner to identify the adverbs and discuss the

types of adverbs with learners.

Give the different types and allow learners to use

them in sentences.

Let learners read out their sentences on the board

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.

Date: 17th JUNE, 2022 Period: Subject: Ghanaian Language
Duration: Strand: Writing
Class: B7 Class Size: Sub Strand: Creative Writing
Content Standard: Indicator:
Lesson:
B7.5.1.1 Demonstrate knowledge and understanding B7.5.1.1.2 Develop a three-
of the features of a paragraph and the various text paragraph essay using the 2 of 2
types (narrative, descriptive, creative/free writing) features of a given text type.
Core Competencies:
Performance Indicator:
Communication and Collaboration (CC) CC 9.1:
Learners can write an imaginative longer story on their own.
Cultural Identity and Global Citizenship (CG) CG
References: Ghanaian Language Curriculum Pg. 27

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on what was studied in the previous
lesson.

Share the performance indicators and introduce the

lesson.

PHASE 2: NEW Discuss with learners things that are considered in Word cards, sentence
LEARNING cards, letter cards,
writing a story. handwriting on a manila
card and a class library
In groups, ask learners to create a short story and
read to the class.

Give a few words on the board as a guide for

learners to write a short story.

Ask a learner to tell a story. Discuss with learners

what an imaginative story is.

In groups, ask learners to write an imaginative story

of about three hundred words and present to the
class.

Write sentences on flashcards. Use the sentences on

the flashcards to help learners to write an
imaginative longer story on their own.
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.

Date: 17th JUNE, 2022 Period: Subject: Ghanaian Language
Duration: Strand: Literature
Class: B7 Class Size: Sub Strand: Poetry
Content Standard: Indicator: Lesson:
B7.5.1.1 Demonstrate the knowledge and B7.6.1.1.3 Discuss the components
understanding of literature of written literature (poetry). 1 of 2
Performance Indicator: Core Competencies:
Learners can talk about the structure and significance of Communication and Collaboration (CC) CC 9.1:
poetry Cultural Identity and Global Citizenship (CG) CG
References: Ghanaian Language Curriculum Pg. 28

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Invite learners to sing a familiar traditional song.

Let learners tell the meaning of the songs they sing.

Ask learners if they would to sing more songs.

Introduce the lesson by sharing the performance

indicators.
PHASE 2: NEW Revise with learners to explain what oral literature Word cards, sentence
LEARNING cards, letter cards,
is. handwriting on a manila
card and a class library
Engage learners to describe the structure of a
poetry.
Poetry is a kind of writing. It is different than other types of
writing because of its structure and form. When you read a
poem you see that it usually looks different on the page than a
story or an article. It can have long lines or short lines. It can
have lots of punctuation or little punctuation. A poem can
rhyme, but it does not have to. It usually has some kind of
pattern. When writing a poem, you want to think about the
words and descriptions you choose. People like to write poems
to express emotions. They also like to write poems that make
the reader use his or her imagination.

Show learners variety of poetry in different languages

and guide learners to analyze the poetry.

Poems often use literary devices like metaphors.

• A metaphor makes a comparison without using ‘like’ or ‘as’.

It says that one thing is another.
Examples:
- The classroom was a zoo!
Meaning: The pupils were behaving like wild animals in the
classroom.
- Her brain is a computer.
Meaning: She is very clever
 Encourage learners to appreciate the significance of
poetry.

Assessment
Read the following poem and answer the comprehension
questions.

How doth the little crocodile Improve his shining tail And
pour the waters of the Nile On every golden scale!

How cheerfully he seems to grin How neatly spreads his

claws And welcomes little fishes in With gently smiling
jaws!.

1. What is the poem about?

2. Which words rhyme in the poem.
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.

 Fayol Inc. 0547824419
SECOND TERM WEEKLY LESSON NOTES
GHANAIAN LANGUAGE – B7
WEEK 7
Date: 24TH June, 2022 DAY: Subject: Ghanaian Language
Duration: Strand: Customs & Institutions
Class: B7 Class Size: Sub Strand: Rites of Passage
Content Standard:
Indicator:
B7.1.4.1 Demonstrate knowledge in and an Lesson:
B7.1.4.1.3 Discuss the duties and
understanding of how chiefs and queen mothers are
responsibilities of chiefs and queen
selected, enstooled/ enskinned and compare their 1 of 1
mothers among their people.
duties and responsibilities
Performance Indicator: Core Competencies:
Learners can describe the duties and responsibilities of chiefs and Communication and Collaboration (CC) CC 9.1:
queen mothers Cultural Identity and Global Citizenship (CG) CG
References: Ghanaian Language Curriculum Pg. 9-10

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on what was studied in the previous
lesson.

Share the performance indicators and introduce the

lesson.
PHASE 2: NEW Guide learners to identify the duties of a chief and queen Pictures and charts
LEARNING mother in their community.

Learners to evaluate the duties of a chief and queen

mother among your people.
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.

Date: 24TH June, 2022 DAY: Subject: Ghanaian Language
Duration: Strand: Reading
Class: B7 Class Size: Sub Strand: Reading
Indicator: Lesson:
Content Standard:
B7.3.1.1.2 Read to understand and
B7.3.1.1 Understand the main ideas and
summarize the main ideas in a given grade 1 of 1
supporting points in texts
level passage.
Performance Indicator: Core Competencies:
Learners can summarize the main ideas in a given grade level Communication and Collaboration (CC) CC 9.1:
passage. Cultural Identity and Global Citizenship (CG) CG
References : Ghanaian Language Curriculum Pg. 21

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on what was studied in the previous
lesson.

Share the performance indicators and introduce the

lesson.
PHASE 2: NEW Guide learners to identify and write main ideas in Word cards, sentence
LEARNING passages read from a range of subject areas. cards, letter cards,
handwriting on a manila
card and a class library
Learners to list the ideas identified in the order in which
they occur in a passage.

Have learners summarize a passage of about one hundred

and fifty words in fifty words using your own words.
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.

Date: 24TH June, 2022 DAY: Subject: Ghanaian Language
Duration: Strand: Listening & Speaking
Class: B7 Class Size: Sub Strand: Conversation/Everyday Discourse
Indicator:
Content Standard: Lesson:
B7.2.1.1.3 Use appropriate language orally
B7.2.1.1 Demonstrate use of appropriate
to describe experiences about oneself
language orally in specific situations 1 of 1
and others
Core Competencies:
Performance Indicator:
Communication and Collaboration (CC) CC 9.1:
Learners can describe experiences about oneself and others
Cultural Identity and Global Citizenship (CG) CG
References: Ghanaian Language Curriculum Pg. 19

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on what was studied in the previous
lesson.

Share the performance indicators and introduce the

lesson.
PHASE 2: NEW Guide learners to use appropriate language: tense Word cards, sentence
LEARNING structures, variety of sentences, figurative expressions, cards, letter cards,
handwriting on a manila
etc. card and a class library

Guide learners to use appropriate vocabulary: nouns,

adjectives, adverbs, etc. to talk about one’s experiences
and those of others in specific situations e.g. at the
hospital, shopping in a market/supermarket, at a bus
terminal/station, etc.
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.

 Fayol Inc. 0547824419
SECOND TERM WEEKLY LESSON NOTES
GHANAIAN LANGUAGE – B7
WEEK 8
Date: 1st JULY, 2022 DAY: Subject: Ghanaian Language
Duration: Strand: Language & Usage
Class: B7 Class Size: Sub Strand: Sentences
Indicator:
Content Standard: Lesson:
B7.4.1.1.3 Classify sentences
B7.4.1.1 Demonstrate knowledge and understanding
according to functions (declarative,
of the components of sentences 1 of 1
imperative and interrogative
Performance Indicator: Core Competencies:
Learners can classify sentences according to functions (declarative, Communication and Collaboration (CC) CC 9.1:
imperative and interrogative. Cultural Identity and Global Citizenship (CG) CG
References: Ghanaian Language Curriculum Pg. 22

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on what was studied in the previous
lesson.

Share the performance indicators and introduce the

lesson.
PHASE 2: NEW Guide learners to identify the components of a simple Pictures and charts
LEARNING sentence in their language and give examples.

Guide learners to identify the components of a

compound sentence in their language and give examples.

Learners to identify the components of a complex

sentence in your language and give examples.
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.

Date: 1st JULY, 2022 DAY: Subject: Ghanaian Language
Duration: Strand: Composition Writing
Class: B7 Class Size: Sub Strand: Narrative Writing
Lesson:
Content Standard: Indicator:
B7.3.1.1 Understand the main ideas and B7.5.1.1.2 Develop a three-paragraph essay
1 of 1
supporting points in texts using the features of a given text type
Performance Indicator: Core Competencies:
Learners can summarize the main ideas in a given grade level Communication and Collaboration (CC) CC 9.1:
passage. Cultural Identity and Global Citizenship (CG) CG
References : Ghanaian Language Curriculum Pg. 27

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on what was studied in the previous
lesson.

Share the performance indicators and introduce the

lesson.
PHASE 2: NEW Guide learners to identify and write main ideas in Word cards, sentence
LEARNING passages read from a range of subject areas. cards, letter cards,
handwriting on a manila
card and a class library
Learners to list the ideas identified in the order in which
they occur in a passage.

Have learners summarize a passage of about one hundred

and fifty words in fifty words using your own words.

Revise the stages of the writing process with learners.

E.g. prewriting, writing, revising, editing and publishing.

Guide learners through the process to write about real

or imagined experiences or events.
E.g. personal narrative

Discuss personal narrative with learners.

Put learners into groups of five (5) and have them select a
topic, purpose and audience for their narrative writing.
E.g. Topic: How I spent my Christmas holidays.

Purpose: to share an important experience.

Guide learners to individually use appropriate graphic

organizers to generate, gather and organize ideas and
details for writing.
E.g. Time Line, 5 Ws Chart.

Use Time Line for personal narratives to list actions or

events in the order in which they occurred.
 E.g. Topic………

Use 5 W’s Chart to collect the who? what? when?

where? and why?” details for personal narratives and
news stories. How could be added to the list.

Learners then revise their first draft by ensuring the

writing has a beginning, middle and ending.

Learners should ensure they have used descriptive words.

They have written about what they saw, heard, smelled,
tasted and touched.
PHASE 3: Discuss the features of narrative, descriptive,
REFLECTION creative/free writing.

Write a three-paragraph essay on a topic on the text

types above.
Date: 1st JULY, 2022 Period: Subject: Ghanaian Language
Duration: Strand: Literature
Class: B7 Class Size: Sub Strand: Songs
Content Standard: Indicator: Lesson:
B7.5.1.1 Demonstrate the knowledge and B7.6.1.1.2 Discuss the components 1 of 1
understanding of literature (Oral and Written) of oral literature
Performance Indicator: Core Competencies:
Learners can talk about the significance of songs CC 7.3: CC 8.2: DL 5.3:
Reference: Ghanaian Language Curriculum Pg.

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Invite learners to sing a familiar traditional song.

Let learners tell the meaning of the songs they sing.

Ask learners if they would to sing more songs.

Introduce the lesson by sharing the performance

indicators.
PHASE 2: NEW Revise with learners to explain what oral literature Word cards, sentence
LEARNING cards, letter cards,
is. handwriting on a manila
card and a class library
Engage learners to describe the structure of a song.

Sing a variety of songs in different languages and

guide learners to analyze the songs.
e.g. Yen ara yasase ni.

Encourage learners to appreciate the significance of

songs.

Assessment
1. What is oral literature?
2. What are the components of oral literature.
3. Write three significance of songs.
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.

 Fayol Inc. 0547824419
SECOND TERM WEEKLY LESSON NOTES
GHANAIAN LANGUAGE – B7
WEEK 9
Date: DAY: Subject: Ghanaian Language
Duration: Strand: Customs & Institutions
Class: B7 Class Size: Sub Strand: Rites of Passage
Content Standard: Indicator:
Lesson:
B7.1.1.1 Demonstrate knowledge and understanding B7.1.1.1.4 Compare and contrast
of the childhood rites of their culture and compare the traditional naming process to
1 of 1
with other Ghanaian cultures the contemporary naming process
Performance Indicator: Core Competencies:
Learners can classify sentences according to functions (declarative, Communication and Collaboration (CC) CC 9.1:
imperative and interrogative. Cultural Identity and Global Citizenship (CG) CG
References: Ghanaian Language Curriculum Pg. 4

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on what was studied in the previous
lesson.

Share the performance indicators and introduce the

lesson.
PHASE 2: NEW Discuss the contemporary naming processes and Pictures and charts
LEARNING compare it with the traditional naming processes in
Ghana.

Show the similarities and differences.

Similarities: e.g.
• It is organized
• Family members are involved.
• Presentation of gifts, etc.

Differences: e.g.
• Organized in the family house but now organized at
other places, e.g. church, in front of houses, event places,
etc.
• Items used are different from the contemporary
process.
• Baby named eight days after birth (but these days it is
not always the case), etc.
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.

Date: DAY: Subject: Ghanaian Language
Duration: Strand: Listening & Speaking
Sub Strand: Conversation/Everyday
Class: B7 Class Size:
Discourse
Lesson:
Content Standard: Indicator:
B7.2.1.1 Demonstrate use of appropriate B7.2.1.1.4 Listen to and give accurate
1 of 1
language orally in specific situations directions to familiar places
Performance Indicator: Core Competencies:
Learners can summarize the main ideas in a given grade level Communication and Collaboration (CC) CC 9.1:
passage. Cultural Identity and Global Citizenship (CG) CG
References : Ghanaian Language Curriculum Pg. 12

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on what was studied in the previous
lesson.

Share the performance indicators and introduce the

lesson.
PHASE 2: NEW Guide learners to use appropriate language (e.g. opposite, Word cards, sentence
LEARNING adjacent, a few metres away, ten minute-walk /drive, turn cards, letter cards,
handwriting on a manila
left/right) and landmarks (church, mosque, hospital, filling card and a class library
station etc.) to show direction.

Direct people using a range of these vocabulary and

expressions appropriately to given locations
PHASE 3: Discuss the features of narrative, descriptive,
REFLECTION creative/free writing.

Write a three-paragraph essay on a topic on the text

types above.
Date: DAY: Subject: Ghanaian Language
Duration: Strand: Reading
Class: B7 Class Size: Sub Strand: Translation
Indicator:
Content Standard: Lesson:
B7.3.2.1.1 Translate words and
B7.3.2.1 Demonstrate knowledge of translating
words. Phrases and simple sentences phrases in his/her language 1 of 1
Performance Indicator: Core Competencies:
Learners can translate words and phrases in their own language CC 7.3: CC 8.2: DL 5.3:
References : Ghanaian Language Curriculum Pg. 21

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on what was studied in the previous
lesson.

Share the performance indicators with learners

PHASE 2: NEW Guide learners to translate given words and simple Word cards, sentence
LEARNING cards, letter cards,
phrases from the source language to a target handwriting on a manila
language. card and a class library

Guide learners to translate phrases simple sentences

from the source language of study to a target
language.

Guide learners to translate simple sentences from

the source language to a target language.

Assessment
Translate the following words into your own language.
a. dining
b. cooking
c. bathing
d. classroom
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.

 Fayol Inc. 0547824419
SECOND TERM WEEKLY LESSON NOTES
GHANAIAN LANGUAGE – B7
WEEK 10
Date: 8TH JULY, 2022 Period: Subject: Ghanaian Language
Duration: Strand: Language & Usage
Class: B7 Class Size: Sub Strand: Adverbs
Content Standard: Indicator: Lesson:
B7.4.3.1 Recognize the use of verbs, adverbs,
B7.4.3.1.2 Identify and classify 1 of 2
conjunctions and postpositions/ Prepositions in
sentences adverbs into their various types.
Core Competencies:
Performance Indicator:
Communication and Collaboration (CC) CC 9.1:
Learners can use the different types of adverbs in sentences
Cultural Identity and Global Citizenship (CG) CG
References: Ghanaian Language Curriculum Pg. 24

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on what was studied in the previous
lesson.

Share the performance indicators and introduce the

lesson.
PHASE 2: NEW Let a learner do an action or activity such as walking or Word cards, sentence
LEARNING talking. cards, letter cards,
handwriting on a manila
card and a class library
Ask learners to describe the action done by the learner.

Introduce the adverb and explain to learners what it is.

Ask learners to mention some adverbs and use them to

form sentences.

Ask a learner to identify the adverbs and discuss the types

of adverbs with learners.

Give the different types and allow learners to use them in

sentences.

Let learners read out their sentences on the board

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.

Date: 8TH JULY, 2022 Period: Subject: Ghanaian Language
Duration: Strand: Writing
Class: B7 Class Size: Sub Strand: Narrative Writing
Content Standard: Indicator:
Lesson:
B7.5.1.1 Demonstrate knowledge and understanding B7.5.1.1.2 Develop a three-
of the features of a paragraph and the various text paragraph essay using the features
types (narrative, descriptive, creative/free writing) of a given text type.
Performance Indicator: Core Competencies:
Learners can write a short narrative on an incident or event. CC 7.3: CC 8.2: DL 5.3:
Reference: Ghanaian Language Curriculum Pg. 27

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Recap with learners to review their understanding in the
previous lesson

Share performance indicators and introduce the lesson.

PHASE 2: NEW Guide learners to discuss the features of narrative Word cards, sentence
LEARNING writing. cards, letter cards,
handwriting on a manila
card and a class library
Students narrate and discuss incidents or events in the
school or home e.g. football match, oware, events on the
way to school.

In pairs, students pick out important points or ideas in

the narrative and write them down.

In pairs, students arrange points/ideas in logical order in

paragraphs paying attention to the points raised in the
content.

Write a three-paragraph essay on a topic on the text

types above.
Focus on grammar.
- Use of the verb-Tense
- Use of adjectives and adverbs.
- Correct punctuation, e.g. comma, full-stop.
- Correct use of capital letters.
- Use of conjunctions

Assessment
Students write a short narrative on an incident or event.
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.

Date: 8TH JULY, 2022 Period: Subject: Ghanaian Language
Duration: Strand: Literature
Class: B7 Class Size: Sub Strand: Play Songs
Content Standard: Indicator: Lesson:
B7.5.1.1 Demonstrate the knowledge and B7.6.1.1.2 Discuss the components
understanding of literature (Oral and Written) of oral literature
Performance Indicator: Core Competencies:
Learners can describe play songs as a component of oral literature CC 7.3: CC 8.2: DL 5.3:
Reference: Ghanaian Language Curriculum Pg. 28

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Invite learners to sing a familiar traditional song.

Let learners tell the meaning of the songs they sing.

Ask learners if they would like to sing more songs.

Introduce the lesson by sharing the performance

indicators.
PHASE 2: NEW Revise with learners to explain what oral literature Word cards, sentence
LEARNING cards, letter cards,
is. handwriting on a manila
Example: Oral literature is the passing on of the people’s card and a class library
culture and verbal compositions from one generation to
another e.g. folktales, proverbs, songs, drum language etc

Engage learners to describe the structure of play

songs.

Engage learners to share variety of stories in song

form in different languages and guide learners to
analyze the songs.
e.g. Ananse stories.

Encourage learners to appreciate the significance of

songs in play.

Assessment
1. What is oral literature?
2. What are the components of oral literature.
3. Write three significance of songs.
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.

 Fayol Inc. 0547824419
SECOND TERM WEEKLY LESSON NOTES
GHANAIAN LANGUAGE – B7
WEEK 11
Date: 15TH JULY, 2022 Period: Subject: Ghanaian Language
Duration: Strand: Customs & Institutions
Class: B7 Class Size: Sub Strand: Rites of Passage
Content Standard:
B7.1.1.1 Demonstrate knowledge and Indicator: Lesson:
understanding of the childhood rites of their B7.1.1.1.5 Role play a naming 1 of 1
culture and compare with other Ghanaian ceremony session in their culture
cultures
Core Competencies:
Performance Indicator: CC 9.7: Effectively perform multiple roles within
Learners can role play a naming ceremony session in their culture the group. CC 8.1: Speak clearly and explain
ideas.
References: Ghanaian Language Curriculum Pg. 4

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on what was studied in the previous
lesson.

Share the performance indicators and introduce the

lesson.
PHASE 2: NEW Revise with learners to discuss the naming process of Word cards, sentence
LEARNING cards, letter cards,
one other culture of Ghana and compare with the handwriting on a manila
naming process of their people. card and a class library

Let learners write about commonalities and

differences among the cultures

Have learners discuss the contemporary naming

processes and compare it with the traditional naming
processes in Ghana.

Revise with learners the similarities and differences

between contemporary naming processes and traditional
naming processes in Ghana.

Engage learners to role play a naming ceremony among

their people.

Guide learners to discuss the role play and what they

have learnt from it.
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.

Date: 15TH JULY, 2022 Period: Subject: Ghanaian Language
Duration: Strand: Listening & Speaking
Sub Strand: Conversation/Everyday
Class: B7 Class Size:
Discourse
Indicator:
Content Standard: Lesson:
B7.2.1.1.5 Use techniques (voice
B7.2.1.1 Demonstrate use of appropriate language
modulation and eye contact) for
orally in specific situations 1 of 1
effective oral communication
Performance Indicator: Core Competencies:
Learners can use techniques for effective oral communication. CC 7.3: CC 8.2: DL 5.3:
Reference: Ghanaian Language Curriculum Pg. 12

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Recap with learners to review their understanding in the
previous lesson

Share performance indicators and introduce the lesson.

PHASE 2: NEW Converse using appropriate voice (pace, volume, tone) Word cards, sentence
LEARNING cards, letter cards,
handwriting on a manila
Maintain eye contact (look at the person speaking, card and a class library
maintain appropriate posture and facial expression in
conversation.

Engage in conversation using the right tone and

maintaining eye contact. Monitor how your partner
shows this in the conversation.
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.

Date: 15TH JULY, 2022 Period: Subject: Ghanaian Language
Duration: Strand: Reading
Class: B7 Class Size: Sub Strand: Reading
Indicator:
Content Standard: Lesson:
B7.3.1.1.2 Read to understand and
B7.5.1.1 Demonstrate the knowledge and
summarize the main ideas in a
understanding of literature (Oral and Written) 1 of 1
given grade level passage.
Performance Indicator:
Core Competencies:
Learners can read to understand and summarize the main ideas in
CC 7.3: CC 8.2: DL 5.3:
a given grade level passage
Reference: Ghanaian Language Curriculum Pg. 28

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Recap with learners to review their understanding in the
previous lesson

Share performance indicators and introduce the lesson.

PHASE 2: NEW Identify and write main ideas in passages read from a Word cards, sentence
LEARNING cards, letter cards,
range of subject areas. handwriting on a manila
card and a class library
List the ideas identified in the order in which they
occur in a passage.

Summarize a passage of about one hundred and fifty

words in fifty words using your own words.
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.

 Fayol Inc. 0547824419
SECOND TERM WEEKLY LESSON NOTES
GHANAIAN LANGUAGE – B7
WEEK 12
Date: 22ND JULY, 2022 Period: Subject: Ghanaian Language
Duration: Strand: Language & Usage
Class: B7 Class Size: Sub Strand: Conjunctions
Content Standard: Indicator:
B7.4.3.1.3 Use conjunctions Lesson:
B7.4.3.1 Recognize the use of verbs, adverbs,
1 of 2
conjunctions and postpositions/ Prepositions in accurately to link ideas in
sentences everyday discourse.
Performance Indicator: Core Competencies:
Learners can use conjunctions accurately to link ideas in Communication and Collaboration (CC) CC 9.1:
everyday discourse Cultural Identity and Global Citizenship (CG) CG
References: Ghanaian Language Curriculum Pg. 24

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on what was studied in the previous
lesson.

Share the performance indicators and introduce the

lesson.
PHASE 2: NEW Through discussion, explain to learners what conjunctions Word cards, sentence
LEARNING are and the purpose they serve. cards, letter cards,
handwriting on a manila
card and a class library
List a few conjunctions on the board, being sure to
include some coordinating and subordinating
conjunctions.

Lead a classroom discussion in which learners are asked

to identify which conjunctions on the board are
coordinating and subordinating conjunctions.

Make a conjunction word wall, and have learners sit in

groups and write all the words they can think of that are
conjunctions on the blackboard.

Guide learners to explore sentences using coordinating

conjunctions.
E.g. for, and, nor, but, or, yet, and so.

Learners construct sentences using correlative

conjunctions.
E.g. either... or, neither... nor, and not only... but also.

Learners use subordinating conjunctions to link ideas.

E.g. because, since, as, although, though, while, and
whereas.
 Have learners use adverbs that function as conjunctions in
sentences. E.g. until, after, or before.

Assessment
Complete the following sentences by adding ‘and’, ‘but’ or
‘or’.

1. Mrs. Taylor is tall ….. slim.

2. Learning geography is hard ……. interesting.
3. I don’t like football ……. soccer.
4. Do you pull the handle …….. push it?
5. These tools are old ……. still useful.
6. We visited lots of castles ……. palaces in England.
7. The classes are quite difficult …….. I’m doing well.
8. I didn’t know whether to turn left ………. right.
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.

Date: 22ND JULY, 2022 Period: Subject: Ghanaian Language
Duration: Strand: Writing
Class: B7 Class Size: Sub Strand: Descriptive Writing
Content Standard: Indicator:
Lesson:
B7.5.1.1 Demonstrate knowledge and understanding B7.5.1.1.2 Develop a three-
of the features of a paragraph and the various text paragraph essay using the features
types (narrative, descriptive, creative/free writing) of a given text type
Performance Indicator:
Learners can write a three-paragraph essay on a topic on Core Competencies:
CC 8.3:
the text types above.
Reference : Ghanaian Language Pg. 27

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Recap with learners to review their understanding in the
previous lesson.

Introduce the lesson by sharing the performance

indicators.
PHASE 2: NEW Discuss the features of descriptive writing. Word cards, sentence
LEARNING cards, letter cards,
handwriting on a manila
card and a class library
Briefly revise the writing process by having learners
name the stages and say what happens at each stage.

Revise descriptive writing with learners

Have learners select a topic e.g. “A Day I will never

forget”.

Provide a sample text. Guide learners to identify the

descriptive words and expressions:

Discuss the descriptive words and expressions with

learners.

Put learners into groups and guide them through the

writing process to describe events/situations/places
of their choice and personal experiences.

Focus on the use of: − Descriptive (adjectives)

words. − Figurative language e.g. simile – metaphor,
personification, sound devices.
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.

Ask learners how the lesson will benefit them in their

daily lives.
Date: 22ND JULY, 2022 Period: Subject: Ghanaian Language
Duration: Strand: Literature
Class: B7 Class Size: Sub Strand: Reading of Poems
Content Standard: Indicator: Lesson:
B7.5.1.1 Demonstrate the knowledge and B7.6.1.1.2 Discuss the components
understanding of literature (Oral and Written) of oral literature 1 OF 1
Performance Indicator: Core Competencies:
Learners can describe play songs as a component of oral literature CC 7.3: CC 8.2: DL 5.3:
Reference: Ghanaian Language Curriculum Pg. 28

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on the previous lesson.

Share performance indicators with learners and introduce

the lesson.
PHASE 2: NEW Revise with learners the meaning of stressing and rhythm Word cards, sentence
LEARNING in literature. cards, letter cards,
handwriting on a manila
Stress - To give importance to words. card and a class library
Rhythm - A repeated sound pattern.

Write a sample poem on the board. Read it aloud as

learners listen.
.
Read each verse and have learners identify the stressed
words.

Model the poem by reading it line by line. Ask learners to

repeat each line after you. Make sure you stress the
important words and pause or continue so that learners
can copy you. Make sure you put some extra stress on
the rhyming words.

Ask learners to work in pairs. Tell them to practice all

the verses of the poem, paying attention to the stress, the
punctuation and rhyming words.

After some time, invite some of the pairs to come to the

front of the class and read the poem.

Assessment
I shot an arrow into the air,
It fell to earth, I knew not where;
For, so swiftly it flew, the sight
Could not follow in its flight.

I breathed a song into the air,

It fell to earth, I knew not where;
For who has sight so keen and strong,
 That it can follow the flight of song?

a. Identify five rhyming words in the poem.

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.