SAMPLE LESSON NOTES-WEEK 3

BASIC FOUR

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

Week Ending
Class Four
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B4.1.6.3.3. B4.2.6.4.2. B4.3.5.1.4. B4.4.12.1.1. B4.5.8.1.1. B4.6.1.1.1
Performance Indicator A. Learners can ask relevant questions to find out the opinion of others about
a given topic
B. Learners can recognize the playful use of words in spoken and written
language (jokes, riddles)
C. Learners can use regular form of the simple past tense of verbs
D.Learners can use descriptive words/expressions to describe places,
personal experiences and events
E. Learners can identify and use conjunctions
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: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Monday Begin a story for one minute A.ORAL LANGUAGE Give learners task to
and let learners finish the (Conversation. Pg 9) complete while you go round
story on their own. the class to support those
Demonstrate the activity using a who might need extra help.
familiar topic.
Have learners to read and
Example: Engage learners to discuss spell some of the keywords in
the causes, symptoms and prevention the lesson
of covid-19.

Learners ask and answer questions for

clarification about what other learners
say on a given topic.

Let learners bring out other interesting

topics for them to share their opinions
and views on it.
Tuesday Have learners draw an B.READING Give learners task to
invisible picture in the air (Vocabulary. Pg 25) complete while you go round
and try to guess what it is the class to support those
In pairs/ groups, have learners play on who might need extra help.
words in educative jokes, riddles and
puns. Have learners to read and
e.g. Riddle, Riddle: I am something that spell some of the keywords in
came into this world with earrings. the lesson
Who am I? Answer: Coal pot

I am found in kitchens. I cook food.

What am I? Ans. Gas cooker
 I have leaves. You can climb me. What
am I? Ans: Tree
Wednesday Think of a word and write C.GRAMMAR Give learners task to
the number of letters on the (verbs. Pg 42) complete while you go round
board using dashes to show the class to support those
many letters there are. Revise main and auxiliary verbs by who might need extra help.
Then, ask learners to suggest having learners identify them in
a letter. sentences. Have learners to read and
spell some of the keywords in
If it appears in the word, Introduce learners to the concept of the lesson
write it in all of the correct regular verbs:
spaces. If the letter does not - Regular verbs form their past tense
appear in the word, write it by adding “d” or “ed”
off to the side and begin e.g. play= played, walk= walked, bake=
drawing the image of a baked
hanging man.
Elicit examples from learners and have
Continue this until learners them use in sentences.
guess the word correctly. - The irregular verbs form their past
tense differently. They do not add “d”
or “ed”.

Provide a passage having regular and

irregular verbs in the present tense.

Learners rewrite the sentences in the

past.
Thursday Ask the students draw six D.WRITING Give learners task to
columns on their paper and (Descriptive Writing) complete while you go round
write a category at the top the class to support those
of each column. Revise adjectives by having learners who might need extra help.
You can choose categories describe familiar people, objects and
that fit your topic. places in their environment. Have learners to read and
You can include food, names, spell some of the keywords in
cities or countries, furniture, Learners in their groups talk about the lesson
verbs and clothing. interesting places they have visited.
Then, choose a random
letter and write it on the Guide them to describe places of their
board. choice using knowledge of adjectives.
Ask students to write down
a word for each category Have them do peer editing and share
that starts with that letter. their work with the class.

They repeat the procedure above to

describe events, situations and
personal experiences.
Friday Write down a couple of .WRITING CONVENTIONS & Give learners task to
words on cards. Make sure GRAMMAR USAGE complete while you go round
learners are familiar with the (Using Conjunctions) the class to support those
words. who might need extra help.
Divide the class in to groups. Conjunctions are words that link
One person from each group sentences together. Have learners to read and
comes up in front to pick spell some of the keywords in
and act the word. Guide learners to give examples of the lesson
The group to get the highest sentences demonstrating their
score wins! knowledge of conjunctions.
e.g.
i. Ted stayed home from school
because he was sick.
 ii. She was going out to play but it
rained.

Guide learners in groups to join

sentences using coordinating
conjunctions on a topic.
e. g. A visit to an interesting tourist
site.

Guide them to edit each other’s work

by exchanging with other groups.

Let learners talk about the differences

in their stories.

F.EXTENSIVE READING

Guide learners to choose and read Have learners present a-two-

Engage learners in the independently books of their choice paragraph summary of the
“popcorn reading” game during the library period. book read
The rules are simple: One
student starts reading aloud Learners think-pair-share their stories Invite individuals to present
and then calls out "popcorn" with peers. their work to the class for
when they finish. This Ask each learner to write a-two- feedback
prompts the next student to paragraph summary of the book read.
pick up where the previous
one left off.
Week Ending
Class Four
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B4.1.2.5.1 B4.1.2.6.1
Performance Indicator  Learners can divide 2-digit numbers by 1-digit number efficiently
 Learners can solve multi-step word problems involving the four basic
operations
Strand Number
Sub strand Number Operations
Teaching/ Learning Resources Counters, bundle and loose straws base ten cut square, patterns
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 Assessment) (Learner And Teacher)
For Learning)
Monday Have learners arrange the Guide learners to solve Division as Give learners task to
fractions from the largest to repeated subtraction (using the long complete while you go
the smallest. division method). round the class to support
those who might need extra
Explain division as a way of repeatedly help.
subtracting a divisor number from a given
dividend until there is none left and then
Learners are to complete determining the number of times the
the work within a given divisor is taken from the dividend.
time
For example, 25 ÷ 5 = ? Learners count
the number of times 5 was subtracted
from 25, which is 5 times.
Hence, 𝟐𝟓 ÷ 𝟓 = 𝟓
Tuesday Engage learners to play the Guide learners to solve Division using the Give learners task to
missing number puzzle. estimation of multiples of 10, 100 and complete while you go
Use 1 to 4 to finish each equation. others of the divisor. For Example to round the class to support
Multiply before you add and subtract solve 276 ÷ 3 = ? those who might need extra
help.
Learners use estimations: (they may have
to use multiples of divisor to select a
convenient estimate) “About how many
groups of 3 can fit into 276?”
The estimation used here is 40. So 3 × 40
= 120. Subtracting 120 from 276 to get
156.
The next estimation used is 50.
So 3 × 50 = 150. Subtracting 150 from
156 to get 6.
The next estimation used is 2.
And 2 × 3 = 6. Subtracting 6 from 6 to get
0. There is nothing more to share.

To find the final answer add the

estimations: 40 + 50 + 2 = 92.
Therefore 276 ÷ 3 = 92.
Wednesday Engage learners to play the Learners model mathematical statements Give learners task to
missing number puzzle. from a given word problem involving complete while you go
 Use 1 to 4 to finish each equation. addition and multiplication and solve using round the class to support
Multiply before you add and subtract the strategies learnt. those who might need extra
Use 1 to 4 to finish each equation. help.
Multiply before you add and subtract

Thursday Let learners play games and Learners model mathematical statements Give learners task to
sing songs to begin the from a given word problem involving complete while you go
lesson. division and multiplication and solve using round the class to support
the strategies learnt The relationship those who might need extra
Revise with them the between operations and the use of help.
previous lesson through calculator and spreadsheet to assess the
questions and answers. reasonableness of answers should be
stressed
Friday Engage learners in the Learners role play a given word problem Give learners task to
Mental math game: involving addition and multiplication and complete while you go
solve. round the class to support
Give a sequence of e.g. i. A bee has 6 legs. How many legs do those who might need extra
instructions for learners to 8 bees have? help.
follow while doing math
in their head. ii. Brad has 17 ballons. 8 ballons are red
and the rest are green. How many green
ballons does Brad have?

iii. Josh had 16 marbles in his collection.

He lost 7 marbles. How many marbles
does he have now?
Week Ending
Class Four
Subject SCIENCE
Reference Science curriculum Page 13
Learning Indicator(s) B4. 5.1.1.1
Performance Indicator Learners can know how to care for one’s self and the environment
Strand Humans And The Environment
Sub strand Personal Hygiene And Sanitation
Teaching/ Learning Resources Sponge, soaps, tooth brushes and paste, finger nails cutter, towels,
brooms
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)
Review learners understanding Learners brainstorm in groups Ask learners series of
in the previous lesson using and share ideas with the whole questions to review their
questions and answers class on what they do to understanding of the lesson
maintain personal hygiene.
Ask learners to summarize
Engage learners to play games Learners write their ideas on what they have learnt
and sing songs to begin the flashcards (ideas may include
lesson. bathing twice daily, cleaning the Give learners individual or
teeth, cutting their finger nails, home task
washing their towels, sweeping
their classrooms, etc.).
Review learners understanding Learners brainstorm in groups Ask learners series of
in the previous lesson using and share ideas with the whole questions to review their
questions and answers class on what they do to understanding of the lesson
maintain personal hygiene.
Ask learners to summarize
Engage learners to play games Learners write their ideas on what they have learnt
and sing songs to begin the flashcards (ideas may include
lesson. bathing twice daily, cleaning the Give learners individual or
teeth, cutting their finger nails, home task
washing their towels, sweeping
their classrooms, etc.).
Week Ending
Class Four
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page 16
Learning Indicator(s) B4.4.1.2.1.
Performance Indicator Learners can identify the characteristics of a responsible citizen
Strand Our Nation Ghana
Sub strand Being A Citizen
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)
Read a short story to Discuss with learners the types of Ask learners series of
learners. citizens questions to review their
Ask learners to answer a few e.g. i. Active citizen An active understanding of the
questions on the story. citizen is an individual who lesson
contributes to the well-being of his
Call two learners at random or her community. Ask learners to summarize
to summarize the story. what they have learnt
ii. Passive citizen A passive citizen is
an individual who does not Give learners individual or
contribute to the well-being of his home task
or her community.

Learners through think-pair-share

to talk about the characteristics of
a responsible citizen,
e.g. i. obey rules and regulations ii.
diligence iii. patriotism iv. honesty v.
respect vi. hard work vii.
commitment viii. listening/tolerance
to other viewpoints.
Engage learners to play the Learners through think-pair-share Ask learners series of
alphabet game. to talk about the characteristics of questions to review their
a responsible citizen, understanding of the
Have learners to find words e.g. i. obey rules and regulations ii. lesson
for each alphabets on the diligence iii. patriotism iv. honesty v.
topic. respect vi. hard work vii. Ask learners to summarize
commitment viii. listening/tolerance what they have learnt
to other viewpoints.
Give learners individual or
home task
Week Ending
Class Four
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page 31
Learning Indicator(s) B4.5.1.1.1
Performance Indicator Learners can explain authority at home, school and in the community.
Strand The Family, Authority and Obedience
Sub strand Authority And Obedience
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)
Get out 5-10 index cards and Through questions and answers, Ask learners series of
write the new words in the let learners explain authority. questions to review their
lesson on it. understanding of the lesson
With the aid of picture cards,
Place the cards on the ground in videos, wall charts, etc., let Ask learners to summarize
order or scattered apart to learners identify people in what they have learnt
encourage mid-size jumps authority in their immediate
community. NB Where Give learners individual or
Invite learners to hop on each possible, films can be used to home task
card by reading each card aloud. guide the learners to identify the
people in authority in the
immediate communities.

Guide learners to identify those

in authority at home, school and
in their community: parents,
head teachers, teachers, class
prefect, sectional leaders, chiefs,
pastors, Imams, etc.

Let learners dramatize or role-

play authority at home, school
and in the community
Week Ending
Class Four
Subject HISTORY
Reference History curriculum Page 26
Learning Indicator(s) B4.4.1.1.1.
Performance Indicator Learners can examine the Bond of 1844
Strand Colonization and Developments under Colonial Rule in Ghana
Sub strand Establishing Colonial Rule in Ghana
Teaching/ Learning Resources Wall charts, word cards, posters, video clip, etc.
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)
Read a short story to learners. Brainstorm the significance of Ask learners series of
Ask learners to answer a few the Bond of 1844? questions to review their
questions on the story. understanding of the lesson
i. It created peace by utilizing
Call two learners at random to ethnic groups in the southern state Ask learners to summarize
summarize the story. of the gold coast. what they have learnt

ii. It ended wicked practices such Give learners individual or

as human sacrifices and slavery in home task
the gold coast

iii. It brought people of gold coast

under british colonial rule

iv. The bond introduced the court

system to gold coast.
Engage learners to play the Revise with learners on what led Ask learners series of
alphabet game. to the signing of the bond of questions to review their
1844. understanding of the lesson
Have learners to find words for
each alphabets on the topic. Learners to role play the signing Ask learners to summarize
of the bond between the 7 what they have learnt
chiefs and the governor.
Give learners individual or
home task
Week Ending
Class Four
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page
Learning Indicator(s) B4 1.2.2.3 B4 1.2.3.3
Performance Indicator Learners can create own artworks using available visual arts media and
methods to express own views, knowledge and understanding of
performing artworks that reflect topical issues in Ghana
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 Four
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page 14
Learning Indicator(s) B4.2.8.1.1-2
Performance Indicator Learners can read passages about 125 to 150 words per minute and
observe punctuations
Strand Oral Reading
Sub strand Fluency
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 play the Give learners short passages to Use questions to review
crossword game read in silently. their understanding of the
lesson
Write a word on the board Call learners to read the passage
crossword-style. Invite each in turns (correct learners where Ask learners to summarize
student to the board to create a necessary). what they have learnt
new word stemming from the
letters that are already available As they read, let them observe
the punctuations in the passage.
Tell learners a few jokes to get Give learners a passage to read Use questions to review
their attention. (the passage should be about their understanding of the
125 to 150 words to be read in lesson
Call two learners to share their a minute.)
jokes as well Ask learners to summarize
Group learners and let them what they have learnt
play a reading game at 120
words or more per minute.
Tell learners a few jokes to get Give learners a passage to read Use questions to review
their attention. (the passage should be about their understanding of the
125 to 150 words to be read in lesson
Call two learners to share their a minute.)
jokes as well Ask learners to summarize
Group learners and let them what they have learnt
play a reading game at 120
words or more per minute.
Week Ending
Class Four
Subject PHYSICAL EDUCATION
Reference PE curriculum Page 47
Learning Indicator(s) B4.1.12.1.14:
Performance Indicator Learners can dance to the beat of traditional music
Strand Motor Skill And Movement Patterns
Sub strand Manipulative Skills
Teaching/ Learning Resources Pictures and Videos
Core Competencies: Learners develop skills such as coordination, reaction time, fitness, etc.

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 sing songs to Learners dance to a beat of any Ask learners series of
begin the lesson. traditional music. questions to review their
understanding of the lesson
Learners dance as individually
but at their own pace. Ask learners to summarize
what they have learnt

Give learners individual or

home task
Week Ending
Class Four
Subject COMPUTING
Reference Computing curriculum Page 8
Learning Indicator(s) B4.2.1.1.2
Performance Indicator Learners can show a 3-slide presentation using clipboard, slides, fonts,
paragraph and editing of the ribbons studied.
Strand Presentation
Sub strand Introduction to MS PowerPoint
Teaching/ Learning Images of clipboard, slides, fonts, paragraph and editing in the ribbons
Resources under the home ribbons section
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)
Divide the class into two Guide learners to prepare and Call learners to summarize
teams. present a prepared PowerPoint the lesson.
Let each team present a project to the class.
player who is good in playing Give learners task to
the Zuma game. Invite them to present in groups to complete at home.
the whole class
The first player to finish a
level is the winner. Teams
must present new players for
each new level.

Note: chose games that

improves learners mousing
and keyboarding skills Slide 1

Slide 2

Slide 3