FIRST TERM
WEEKLY LESSON NOTES – B8 WEEK 9
Week Ending: 31-10- Day: Monday Subject: English Language
2025
Duration: 50mins Strand: Oral Language
Class: B8 Class Size: 48 Sub Strand: Conversation
Content Standard: Indicator: Lesso
B8.1.1.1: Demonstrate use of B8.1.1.1.4. Listen to and give accurate n:
appropriate language orally in directions of complex routes to different
specific situations locations 1 of 1
Performance Indicator: Core Competencies:
Learners can listen to and give accurate Communication and Collaboration,
directions of complex routes to different Personal
locations Development and Leadership
Reference : English Language Pg. 39
Phase/ Learners Activities Resources
Duration
PHASE 1: Revise with learners on the previous lesson.
STARTER
Share performance indicators with learners and
introduce the lesson.
PHASE 2: Have learners listen to and identify vocabulary Word cards,
NEW and expressions used in giving accurate sentence
LEARNING directions to complex locations e.g. street names, cards, letter
complex prepositions (in between, etc.), quite a cards,
distance, a day’s journey, etc. handwriting
on a manila
Learners use relatively permanent landmarks as
card
guides to specific locations e.g. high-rises,
supermarkets avenues churches, mosques,
schools, hospital, etc.
Guide learners to use these in giving directions to
complex locations e.g. from the airport to the
Jubilee House
PHASE 3: Use peer discussion and effective questioning to
REFLECTION find out from learners what they have learnt
during the lesson.
Take feedback from learners and summarize the
lesson.
Week Ending: 31-10- DAY: Tuesday Subject: English Language
2025
Duration: 50MINS Strand: Literature
Class: B8 Class Size: 48 Sub Strand: Prose
Content Standard:
B8.5.1.1: Demonstrate Indicator: Lesson:
understanding of how various B8.5.1.1.3. read prose fluently and 1 of 1
elements of literary genres with understanding
contribute to meaning
Performance Indicator: Core Competencies:
Learners can read prose fluently and with Communication and Collaboration,
understanding Personal
References: English Language Curriculum Pg. 67
Phase/Duration Learners Activities Resources
PHASE 1: Revise with learners on the previous lesson.
STARTER
Share performance indicators with learners and
introduce the lesson.
PHASE 2: NEW Have learners take turns to read aloud parts of the Word cards,
LEARNING prose. sentence
Example: A Wreath Of Tears cards, letter
cards,
Let learners note difficult words, phrases, handwriting
figurative expressions and figures of speech to be on a manila
explained in context with the help of the card
dictionary.
Ensure learners use correct stress and intonation
in reading.
Let learners read again, parts of the prose which
were not well read.
In groups, learners read a story silently and
answer questions posed by teacher.
PHASE 3: Use peer discussion and effective questioning to
REFLECTION find out from learners what they have learnt
during the lesson.
Take feedback from learners and summarize the
lesson.
Week Ending: 31-10- Day: Wednesday Subject: English Language
2025
Duration: 50mins Strand: Reading
Class: B8 Class Size: 48 Sub Strand: Comprehension
Content Standard: Indicator:
B8.2.1.1: Demonstrate B8.2.1.1.3. Generate and answer questions Lesson:
increasing confidence and to increase confidence and independent
enjoyment in independent reading through a variety of non- fiction 1 of 1
reading. texts
Performance Indicator: Core Competencies:
Learners can generate and answer questions Communication and Collaboration,
to increase confidence and independent Personal
reading through a variety of non- fiction texts Development and Leadership
Reference : English Language Pg. 45
Keywords: interaction, necessary, connections
Phase/Duration Learners Activities Resources
PHASE 1: Revise with learners on the previous lesson.
STARTER
Share performance indicators with learners and
introduce the lesson.
PHASE 2: NEW Start by scanning the text quickly to get a Word cards,
LEARNING general idea of the content and structure sentence
of the article or passage. This will help you cards, letter
identify the main idea and key points. cards,
handwriting on
Read the text carefully and pay attention a manila card
to the details. Look for evidence that
supports the author's main idea and
arguments.
Take notes as you read to help you
remember important information and to
organize your thoughts. This will also help
you identify key points and arguments to
support your answer.
Identify the main idea of the text, which is
usually stated in the introduction or
conclusion. This will help you focus your
answer and keep it relevant to the
question.
Look for evidence in the text to support
your answer. This may include statistics,
examples, or quotes from experts.
Analyze the text to understand how the
author presents their ideas and
arguments. This will help you evaluate the
credibility of the author and identify any
biases or assumptions.
Summarize your answer in a few sentences
or bullet points. Make sure your answer is
clear, concise, and directly addresses the
question.
Before submitting your answer, check your
work for grammar, spelling, and
punctuation errors. Make sure your answer
is well organized and easy to read.
PHASE 3: Use peer discussion and effective questioning
REFLECTION to find out from learners what they have learnt
during the lesson.
Take feedback from learners and summarize
the lesson.
Week Ending: 31-10- DAY: Thursday Subject: English Language
2025
Duration: 50mins Strand: Grammar
Class: B8 Class Size: 48 Sub Strand: Relative
Pronouns
Content Standard:
B8.3.1.1: Apply the knowledge of Indicator: Lesson:
word B8.3.1.1.3. Demonstrate command of
classes and their functions in the use of adjectives in discourse 1 of 1
Communication
Performance Indicator: Core Competencies:
Learners can demonstrate command of the use of Communication and
adjectives in discourse Collaboration, Personal
References: English Language Curriculum Pg. 50
Phase/ Learners Activities Resources
Duration
PHASE 1: Revise with learners on the previous lesson.
STARTER
Share performance indicators with learners and
introduce the lesson.
PHASE 2: Guide learners to use adjectives to provide vivid Word cards,
NEW descriptions of participants: sentence
LEARNING • Think about the personality traits that best cards, letter
describe the participant. cards,
• Consider the participant's appearance. What handwriting
do they look like? Are they tall or short? Thin on a manila
or heavyset? card
• Describe the participant's behavior or actions.
• Use sensory details to bring the participant to
life.
Write examples on the board as learners read aloud.
Learners in pairs write examples on their own and
present to class.
1. The enthusiastic and energetic participants
eagerly awaited the start of the race.
2. The curious and engaged students listened
intently to the guest speaker's presentation.
3. The talented and passionate musicians
performed a beautiful and emotive piece of music.
4. The friendly and welcoming hosts greeted
their guests with warm smiles and open arms.
5. The determined and focused athletes pushed
themselves to their limits in the grueling
competition.
Assessment
Learners in pairs write examples on their own and
present to class
1. The diverse and multicultural group of
attendees brought a wide range of perspectives and
experiences to the discussion.
2. The knowledgeable and experienced
professionals provided valuable insights and advice
to the audience.
3. The confident and charismatic leader
captivated the crowd with their inspiring and
motivational speech.
4. The creative and innovative thinkers
brainstormed new ideas and solutions to complex
problems
5. The caring and compassionate volunteers
worked tirelessly to help those in need.
PHASE 3: Have learners talk about their experiences during the
REFLECTION lesson, what they have learnt, and questions they
might still have.
Teacher leads a discussion to provide responses to
learners’ questions.
Week Ending: 31-10- Day: Subject: English Language
2025
Duration: 50MINS Strand: Writing
Class: B8 Class Size: 48 Sub Strand: Use of cohesive
devices
Content Standard:
B8.4.2.1: Use a process Indicator:
approach to compose B8.4.2.1.1.Write personal narratives using Lesson:
descriptive, narrative/ effective techniques incorporating 1 of 1
imaginative, informational, descriptive details and logical event
persuasive and sequences
argumentative texts
Performance Indicator: Core Competencies:
Learners can write personal narratives using effective Communication and
Collaboration, Personal
techniques incorporating descriptive details and
Development and
logical event sequences Leadership,
Reference : English Language Pg. 58
Keywords: appropriate, advertisement
Phase/Duration Learners Activities Resources
PHASE 1: Revise with learners on the previous lesson.
STARTER
Share performance indicators with learners
and introduce the lesson.
PHASE 2: NEW Have learners review their first draft by Word cards,
LEARNING reading it slowly and critically several sentence cards,
times to identify words/expressions that letter cards,
need to be cancelled. handwriting on
a manila card
Guide learners with the questions below:
i. Are your ideas in order and easy to
understand? ii. Are all the sentences
talking about the main idea of the
paragraph? iii. Are all the paragraphs
talking about the topic?
Have learners read their partners’ draft
and offer suggestions.
Encourage learners to make as many
changes as are necessary to improve
their drafts.
Have learners make a clean draft for
publishing
PHASE 3: Use peer discussion and effective
REFLECTION questioning to find out from learners what
they have learnt during the lesson.
Take feedback from learners and summarize
the lesson.
Name of Teacher: Victoria Akassise Adongo District: Talensi
Headteacher:
Remarks:
