SAMPLE LESSON NOTES-WEEK 5

BASIC FOUR

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 SCHEME OF LEARNING- WEEK 5
BASIC FOUR
Name of School………………………………………………………………………….…………………

Week Ending
Class Four
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B4.1.7.1.5. B4.2.7.2.1. B4.3.5.1.5. B4.4.13.2.3. B4.5.9.1.1. B4.6.1.1.1
Performance Indicator A. Learners can identify the main idea/gist and details of texts
B. Learners can respond to a text with reasons
C. Learners can use the simple past form of verbs
D.Learners can establish and maintain a formal style
E. Learners can identify subjects and verbs in simple sentences
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 Engage learners to sing songs A.ORAL LANGUAGE Give learners task to
and recite some familiar (Listening Comprehension) complete while you go round
rhymes they know the class to support those
Have learners read short stories, who might need extra help.
ONE POTATO, TWO newspaper cuttings.
POTATOES Have learners to read and
One potato, two potatoes, Guide them with examples to give spell some of the keywords in
three potatoes, four the gist and details of the texts. the lesson

Five potatoes, six potatoes, Guide learners to identify the

seven potatoes, more. various text contents as they retell
and discuss texts read.
One potato, two potatoes,
three potatoes, four Assist learners to identify themes
from the various texts read or
Five potatoes, six potatoes, discussed. e. g. love, greed,
seven potatoes, more honesty, hard work, etc.

Have them share facts from the

story with their peers.
Tuesday Ask children to choose any 4 B.READING Give learners task to
letters and write them in their (Comprehension) complete while you go round
books/on the floor. the class to support those
Identify and present points of view who might need extra help.
The teacher says a simple in a text.
word and if children have the Have learners to read and
sound at the beginning of that Guide learners with questions to spell some of the keywords in
word they cross it out. discuss the text and answer a the lesson
variety of questions.
The first child to cross out all
4 of their letters shouts They should state reasons for their
BINGO!! and is the winner. points/ point of view.
Wednesday Engage learners to play C.GRAMMAR Give learners task to
“Read- Cover- Write” game. (Verbs) complete while you go round
the class to support those
Put word cards on the table, Revise the simple present tense by who might need extra help.
floor or a bowl. having learners say what they do
regularly e.g. every morning. Have learners to read and
A pupil picks a word card, spell some of the keywords in
reads the word, covers it/ Learners listen to a simple story in the lesson
turns it over and writes the which several completed actions
word on the board or book. have occurred.

He then picks the card again Discuss the story and have learners
and show it to the class. identify the verbs.
The class checks to see if the
word is correct. Learners engage in a conversion
drill for practice.
The student with the correct
number of words wins the Learners write simple sentences in
game. the past tense using (both regular
and irregular verbs).
Thursday Engage learners in the “What D.WRITING Give learners task to
word am I writing game” (Persuasive Writing) complete while you go round
the class to support those
Put learners into groups of Using models, discuss the basic who might need extra help.
two. structure of an argumentative piece:
The teacher writes a word in − Introduction; Have learners to read and
the air. − Reasons for the stand taken; spell some of the keywords in
− Conclusion. the lesson
Learners makes the letter
sound and tell the teacher the Have groups present full
sound that has been written compositions using this structure
for class discussions.
Friday Learners stand in a big circle. E.WRITING CONVENTIONS Give learners task to
Learners think of an adjective & GRAMMAR USAGE complete while you go round
to describe themselves. The (Using Simple and Complex Sentences) the class to support those
adjective must suit the who might need extra help.
student and must also start Give learners an extract from a
with the first letter of their comprehension passage. Have learners to read and
name. for example: Precious spell some of the keywords in
Princess, Tiny Timothy etc. Guide them to identify the simple the lesson
sentences. Let them identify
subjects and verbs in each sentence.

Let learners write an event they

have participated in.

Learners edit their work to

demonstrate their knowledge of
subject and predicate.

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 Learners think-pair-share their Invite individuals to present
student starts reading aloud stories with peers. their work to the class for
and then calls out "popcorn" feedback
when they finish. This Ask each learner to write a-two-
prompts the next student to paragraph summary of the book
pick up where the previous read.
one left off.
Week Ending
Class Four
Subject MATHEMATICS
Reference Mathematics curriculum Page 28-29
Learning Indicator(s) B4.1.5.1.1-2
Performance Indicator  Learners can model or recognize percent using concrete models
 Learners can compare and order a mixture of common, decimal and
percent fractions (up to hundredths)
Strand Number
Sub strand Percentages
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 For Assessment) (Learner And Teacher)
Learning)
Monday Use several pictorial representations Give learners task to
or number line to introduce tenths complete whiles you go
and hundredths and ask pupils to round to guide those who
identify the fractions (i.e. A, B, & C). don’t understand.

Give remedial learning to

C
those who special help.

Use long division method to convert

and write fractions as decimals in the
number chart.

Tuesday Give pupils several common fractions Give learners task to

(including improper fractions) to complete whiles you go
convert into hundredths and write round to guide those who
their decimal names or use long don’t understand.
division;
e.g. Give remedial learning to
those who special help.
Week Ending
Class Four
Subject SCIENCE
Reference Science curriculum Page 13
Learning Indicator(s) B4. 5.1.1.2
Performance Indicator Describe ways of sustaining the environment through waste management
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: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Have learners solve the brain Learners watch pictures and videos Ask learners questions to
teasers. on how to sustain the environment, review their understanding of
including separating waste. the lessson.
It likes food, but water kills it.
What is it? Engage learners in groups to Give learners task to do
mention the types of waste they whiles you go round to guide
produce in the home and at school, those who need help.
What’s full of holes but can e.g. paper, rubber, bottles, etc.
still hold water?
Have learners solve the Write learners’ ideas on the board Ask learners to summarize
puzzel below and let them brainstorm on what what they have learnt.
will happen if the wastes they
produce are not separated. Let learners say 5 words they
remember from the lesson.
Evaluate learners by asking them to
perform individual tasks, e.g. by
writing down four practical ways of
sustaining the environment.

Have learners Design Litterbins to

hold different forms of waste.
Learners make or mould litterbins
and other equipment from suitable
materials for holding different types
of waste.
Week Ending
Class Four
Subject HISTORY
Reference History curriculum Page 26
Learning Indicator(s) B4.4.1.2.1
Performance Indicator Learners can describe how the different territories areas became one
territory known as the Gold Coast
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: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
There are three light Learners to identify the african Ask learners questions to
switches outside of a room– countries that were colonized and review their understanding of
labeled number one, number their colonial masters. the lessson.
two, and number three. The Country Colonies
British Gold coast, Nigeria
door to the room is closed South Africa, Egypt
Give learners task to do whiles
and you can’t see in. All Gambia, Kenya, you go round to guide those
Uganda
three switches are off. France Algeria, Gabon,
who need help.
Congo, Ivory coast,
You need to figure out which Guinea, Senegal
Germany Cameroun, Togo
switch belongs to which bulb. Italy Libya, Ethiopia, Somali,
You can use the switches Eritrea
however you want to, but Portugal Angola, Cape Verde,
Guinea, Mozambique,
can only enter the room Madeira
once. How do you do it?
A farmer is traveling with a Have learners describe the role of Ask learners to summarize
fox, a goose, and a bag of George Ekem Ferguson during the what they have learnt.
beans. During his journey, he British colony.
comes across a river with a Let learners say 5 words they
boat to cross it. George Ferguson born on 14 July 1864 also remember from the lesson.
The farmer can only t one known as Ekow Atta was a fante civil servant,
thing in the boat with him at surveyor and cartographer who worked in the
a time. british colony of gold coast. He was invaluable
to the colonial authorities in the arbitration of
If left alone together, the fox
tribal disputes, since he could speak fanti and
will eat the goose or the Ga, allowing him to communicate with the vast
goose will eat the beans. majority of the southern inhabitants of the
colony. He also produced a map of the colony
How does the farmer get and conducted a survey of the supply of water
everything across the river in Accra during his official duties.
safely?
Role play on the role of George Ekem
Ferguson in the acquisition of The
Northern Territories.