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B4 WEEK1 NOTES - Term 3

This document contains lesson notes for a Basic Four English class for one week. It outlines the learning objectives, teaching resources, and daily lesson plans and activities. Each day focuses on a different skill: oral language on Monday through conversation; reading vocabulary on Tuesday; grammar by learning verb tenses on Wednesday; and narrative writing on Thursday. The daily lessons include starter, main, and reflection phases. Learners will practice describing themselves and family, learn synonyms and antonyms, use simple present verbs, and write and edit stories from different perspectives.

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David Asare
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0% found this document useful (0 votes)
95 views16 pages

B4 WEEK1 NOTES - Term 3

This document contains lesson notes for a Basic Four English class for one week. It outlines the learning objectives, teaching resources, and daily lesson plans and activities. Each day focuses on a different skill: oral language on Monday through conversation; reading vocabulary on Tuesday; grammar by learning verb tenses on Wednesday; and narrative writing on Thursday. The daily lessons include starter, main, and reflection phases. Learners will practice describing themselves and family, learn synonyms and antonyms, use simple present verbs, and write and edit stories from different perspectives.

Uploaded by

David Asare
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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SAMPLE LESSON NOTES-WEEK 1

BASIC FOUR

Fayol Inc.
0547824419/0549566881
SCHEME OF LEARNING- WEEK 1
BASIC FOUR
Name of School………………………………………………………………………….…………………

Week Ending
Class Four
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B4.1.6.3.1. B4.2.6.3.2 B4.3.5.1.3. B4.4.10.1.1. B4.5.8.1.1. B4.6.1.1.1
Performance Indicator A. Learners can engage in collaborative conversation on topics such as
myself, family etc. with peers
B. Learners can deduce meaning of words from how they relate to one
another
C. Learners can use the simple present form of verbs in sentences:
D. Learners can write about real or imagined experiences or 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:


MINS (New Learning Including Assessment) REFLECTION 10MINS
(Preparing The Brain For (Learner And
Learning) Teacher)
Monday Engage learners to sing songs A.ORAL LANGUAGE Ask learners to tell you
and recite some familiar (Conversation) what they have learnt and
rhymes they know what they will like to
Model describing yourself: learn in the next lesson
ONE POTATO, TWO e.g. name, physical features, character,
POTATOES
likes and dislikes etc.
One potato, two potatoes, Have learners to read and
three potatoes, four spell the key words on
Guide learners with appropriate questions the board.
Five potatoes, six potatoes, to give oral descriptions of themselves.
seven potatoes, more.
Select and describe a family member using
One potato, two potatoes, relevant vocabulary e.g.
three potatoes, four − sister/brother/parent
– name, age
Five potatoes, six potatoes, − how he/she looks like
seven potatoes, more – Shape of face, facial marks if any, etc.

Guide learners with questions and other


activities, to mention the name of the
Regional Minister for the region in which
their school is located.

Have learners mention names of persons


in politics such as Ministers for Education,
Health, Agriculture, etc.
Through questions and answers have
learners talk about the roles and duties of
these ministers.

Individually, ask learners to talk about


their favorite personalities in sports,
music, etc.
Tuesday Engage learners to play B.READING Ask learners to talk about
“Read- Cover- Write” game. (Vocabulary) what they have learnt.

Put word cards on the table, Reverse the meaning of the terms using Call out a few words for
floor or a bowl. examples. learners to spell them off
head.
A pupil picks a word card,
reads the word, covers it/ Have learners play games (e.g. Synonym Ask learners to read
turns it over and writes the Tree Game) to reinforce their knowledge some keywords on the
word on the board or book. of antonyms and synonyms. board.
He then picks the card again
and show it to the class. Ask learners to find synonyms and
The class checks to see if the antonyms of words made from context to
word is correct. build on their vocabulary.
The student with the correct Learners may match words with their
number of words wins the
synonyms/antonyms.
game.
Wednesday Ask children to choose any 4 C.GRAMMAR Ask learners to tell you
letters and write them in (verbs) what they have learnt and
their books/on the floor. what they will like to
Using several examples demonstrate the use of learn in the next lesson
The teacher says a simple the simple present form of verbs in the
word and if children have the sentences
sound at the beginning of − Habitual actions. Have learners to read and
that word they cross it out. e.g. i. Esi reads every day. spell the key words on
ii. Joe sweeps every morning. the board.
The first child to cross out
all 4 of their letters shouts Create situations for learners to use verbs to
BINGO!! and is the winner. express habitual actions.
e.g. Tell the class what you do every morning.
This can also be played with
high frequency words that − Timeless and universal statements.
the children know. e.g.
i. The sun rises in the east and sets in the west.
ii. Ghana is in Africa.

Provide ample practice using language


drills.
Thursday Engage learners in the “What D.WRITING Ask learners to talk about
word am I writing game” (Narrative Writing) what they have learnt.

Put learners into groups of Guide learners to narrate an event they Call out a few words for
two. participated in e.g. my first day at the learners to spell them off
The teacher writes a word in head.
national theatre.
the air.
Ask learners to read
Learners makes the letter Learners tell the story sequentially with a some keywords on the
sound and tell the teacher guide of a map built. board.
the sound that has been
written
Let learners use adjectives and adverbs in
describing the physical appearance and
state of their characters.

Guide them with examples to write from


the first person point of view to start with
and later change the same story to read
from the third person point of view.

Learners edit their work first in their


groups, then across groups.

Let learners then publish their stories on


the class notice board so each group can
read another’s story.
Friday Learners stand in a big circle. E.WRITING CONVENTIONS & Ask learners to talk about
Learners think of an GRAMMAR USAGE what they have learnt.
adjective to describe (Using Conjunctions)
themselves. The adjective Call out a few words for
must suit the student and Guide learners to give examples of learners to spell them off
must also start with the first sentences demonstrating their knowledge head.
letter of their name. for
of conjunctions.
example: Precious Princess, Ask learners to read
Tiny Timothy etc. e.g. some keywords on the
i. Musa and Kuma are good friends. board.
ii. Kwame is hard working but Abena is
lazy.

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
Engage learners in the Have learners present a-
“popcorn reading” game Guide learners to choose and read two-paragraph summary
independently books of their choice during the of the book read
The rules are simple: One library period.
student starts reading aloud Invite individuals to
and then calls out "popcorn" Learners think-pair-share their stories with present their work to the
when they finish. This peers. class for feedback
prompts the next student to Ask each learner to write a-two-paragraph
pick up where the previous summary of the book read.
one left off.
Week Ending
Class Four
Subject MATHEMATICS
Reference Mathematics curriculum Page 12
Learning Indicator(s) B4. 1.1.3.3-5
Performance Indicator  Learners can determine the lowest common multiple (LCM) of at least
any two given numbers up to 100.
 Learners can recognize the relationship between factors and multiples.
 Learners can generate and analyze patterns in square numbers
Strand Number
Sub strand Counting, Representation And Cardinality
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: REFLECTION


MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Monday Engage learners to sing the Guide learners to identify and list Ask learners to tell you what
song the set multiples of given numbers they have learnt
using skip counting
WE CAN COUNT E.g. The set of multiples 5 and 10. Give learners individual or
We class four 5= { 5, 10 15……..100} home task.
We can count 10 = {10, 20, 30 , ……..100}
We count 1,2,3,4,5 List the multiples for the
We count 6,7,8,9,10 Guide learners to list the set of following numbers
We class four can count very common multiples of any two or a) 4
well. more given numbers between 0 and b) 5
100. c) 6
e.g. find the common multiples of 2 d) 7
and 3. e) 8
2={2,4,6,8,10,12,14,16,18,20} f) 9
3={3,6,9,12,15,18,21,24,27,30} g) 12
The common numbers are h) 14
={6,12,18} i) 15
j) 16
Assessment: Engage learners to
solve several examples.
Tuesday Review learners Introduce the vocabulary terms to Ask learners to tell you what
understanding in the previous learners. That is least common they have learnt
lesson using questions and multiples (LCM).
answers Give learners individual or
Revise with learners on multiples of home task.
numbers.
Engage learners to play games Find the LCM for
and sing songs to begin the Guide learners select the least of i. 2 and 3
lesson. the common multiple of given ii. 4 and 7
numbers, and identify the least iii. 10 and 15
common multiple (LCM). iv. 20 and 5
E.g. find the LCM of 5 and 10.
5={5,10,15,20,25,30,35,40,45,50}
10={10,20,30,40,50}
Common numbers={10}
Assessment: Engage learners to
solve several examples.
Wednesday Review learners Have learners recite some Ask learners to tell you what
understanding in the previous multiplication facts up to 12 they have learnt
lesson using questions and
answers Explain to learners what factors of Give learners individual or
numbers means. home task.

Engage learners to play games Factors represent the numbers that Copy and complete the table
and sing songs to begin the we can multiply to get a bigger Numbers factors
lesson. number called the product or 10
multiple. 11
12
4 x 3 = 12 13
14
15
16
Factors 17
Product 18
19
20
Since12 = 4 × 3, we can say 4 and 3
are factors of 12; and 12 is a
multiple of 3 or a multiple of 4.

Guide learners to break given


multiples into factors and pairs of
factors of given numbers.
Thursday Let learners solve this Guide learners to Investigate with Ask learners to tell you what
even and odd numbers. they have learnt
Using only addition, how can
you use eight eights to get the Engage learners to play the sharing Give learners individual or
number 1000? game to demonstrate even and odd home task.
numbers.
Answer: 888+88+8+8+8 List the even numbers
First, give two oranges to two between 1 and 50
learners to share equally.
With this, learners get one each. List all the odd numbers
Let learners record the number 2 between 10 and 100
down in their books,

Again, give three oranges to two


learners to share equally. Learners
realize that it cannot shared equally
since there will be reminder of one.
Let learners record the number 3
down in their books.

Continue with several examples for


learners to list the numbers that
are divisible by 2 and those which
are not.
Example: {2,4,6,8,10,12,14,16…}

Guide learners to Investigate


numbers that are multiples of 2, 3,
4 and 5. How do you know a
number is a multiple of 2? a multiple
of 3? a multiple of 4? and a multiple
of 5? (This is also known as the
divisibility test).
Friday Engage learners to sing the Put learners into convenient groups Ask learners to tell you what
song and provide each group adequate they have learnt
number of bottle tops, an A4 sheet
WE CAN COUNT and a 30cm ruler and ask them to Give learners individual or
We class four generate square numbers by home task.
We can count continuing the arrangement shown
We count 1,2,3,4,5 below up to the 10th number; [i.e. Study the figure below and
We count 6,7,8,9,10 1, 4, 9, 16, 25, 36 … ) continue for the next 4
We class four can count very terms
well.

1 4 9 16
1 4 9 16

Investigate the relationship between


square numbers and the sum of
consecutive odd numbers.
Week Ending
Class Four
Subject SCIENCE
Reference Science curriculum Page 12
Learning Indicator(s) B4.4.3.1.1
Performance Indicator Learners can demonstrate understanding of elastic and compressional
forces and their everyday applications
Strand Forces And Energy
Sub strand Forces And Movements
Teaching/ Learning Resources Balls, tables, chairs, plants, balloons, bottle, bottle opener
Core Competencies: Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Development and Leadership Attention to Precision

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


MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Have learners to write answers Revise with learners to explain Ask learners series of
for the following questions on force and demonstrate how it questions to review their
sheet of papers. causes movement understanding of the lesson

What is force? Learners engage in simple Ask learners to summarize


How is force described? demonstrations on how forces what they have learnt
What forces do you observe in cause movement.
everyday life? (1) Rubbing pens in the hair and Ask learners to tell you
using it to pick pieces of paper. what they have learnt
(2) Using a magnet to attract
iron nails or pins. Give learners individual or
(3) Throwing stones into water home task
in a bucket will cause the water
to shake.
(4) Push a toy car down on the
floor.
Review learners understanding Learners bring catapults, rubber Ask learners series of
in the previous lesson using bands, springs and bicycle pumps questions to review their
questions and answers to class. understanding of the lesson

Guide learners to demonstrate Ask learners to summarize


Engage learners to play games different effects of forces, what they have learnt
and sing songs to begin the E.g. by kicking a ball in different
lesson. directions, pushing a table, and Ask learners to tell you
crumpling a piece of paper or what they have learnt
stopping a moving toy.
Give learners individual or
Engage learners in activities to home task
demonstrate elastic and
compression forces using the
materials brought to class.

Learners to discuss how elastic


and compressional forces are
applied in everyday life
Week Ending
Class Four
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page 15
Learning Indicator(s) B4.4.1.1.1.
Performance Indicator Learners can demonstrate how to show good manners in the home,
school and community
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)
Let learners sing some patriot Revise with learners the Ask learners series of
songs to prove how good meaning of acceptable manners. questions to review their
citizens they are. understanding of the lesson
Manners are attitudes and
Review learners understanding behaviors that society accept or Ask learners to summarize
in the previous lesson using frowns on. what they have learnt
questions and answers
Learners work in groups to Ask learners to tell you
identify good manners in the what they have learnt
Community
E.g. Greeting, Courtesy, Give learners individual or
Commitment, Love, home task
Peace, Honesty, Tolerance,
Respect for others, High
achievement, Patriotism, Hard
work.

Learners talk about things they


can do to uphold values in the
community
Review learners understanding Learners talk about the Ask learners series of
in the previous lesson using importance of observing good questions to review their
questions and answers manners or etiquette in the understanding of the lesson
home such as observing good
table manners, greetings, helping Ask learners to summarize
Engage learners to play games others, showing respect and what they have learnt
and sing songs to begin the obedience to parents, teachers,
lesson. school authorities, elders and Ask learners to tell you
rulers, respect for the elderly, what they have learnt
obedience to authority, respect
the Constitution of Ghana. Give learners individual or
home task
Learners play games, role play
or engage in other activities that
teach good manners and
etiquette in the home, school
and the community
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: REFLECTION


MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Let learners sing religious Through questions and answers, Ask learners series of questions
songs they are familiar with. let learners explain authority. to review their understanding of
the lesson
Have learners to summarize With the aid of picture cards,
what they learnt during their videos, wall charts, etc., let Ask learners to summarize what
previous Sunday school learners identify people in they have learnt
church service. authority in their immediate
community. Ask learners to tell you what
they have learnt
In a community, the chief and his
elders rule over the people. They Give learners individual or home
make rules and laws for the task
inhabitants. They punish who ever
goes contrary to the laws

Also, members of parliament,


metro, municipal and district chief
executives are also considered to
have authority in the community.
They represent the President in
the community. They also ensure
that government policies are
implemented.

Religious leaders like the pastor,


imam and traditional priest are
also seen as people in authority in
the community. They preside on
their followers and teach them
what to do.

Week Ending
Class Four
Subject HISTORY
Reference History curriculum Page 26
Learning Indicator(s) B4.4.1.1.1.
Performance Indicator 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: REFLECTION


MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Tell learners a brief story Discuss with learners the events leading Ask learners series of
about Ghana. to the signing of the Bond of 1844. questions to review their
understanding of the lesson
Let learners sing some The bond of 1844 was a peaceful
patriot songs they are agreement signed on the 6th march 1844 Ask learners to summarize
familiar with. between commander Hill and 8 Fante what they have learnt
chiefs.
The bond of 1844 was signed because the Ask learners to tell you what
british wanted the people of gold coast to they have learnt
end their bad practices such as slaves and
human sacrifice. The chiefs of the Give learners individual or
southern state wanted the british to home task
protect their people and territories from
attacks and free them from the control of
the Ashantis
Review the previous Using primary evidence provide students Ask learners series of
knowledge of the learners by with the content of 1884 and discuss it questions to review their
making them answer with them. understanding of the lesson
questions on the previous
lesson. ” 1. Whereas power and jurisdiction have Ask learners to summarize
been exercised for and on behalf of Her what they have learnt
Engage learners to play Majesty the Queen of Great Britain and
games and sing songs to Ireland, within divers countries and places Ask learners to tell you what
begin the lesson adjacent to Her Majesty’s forts and they have learnt
settlements on the Gold Coast; we, chiefs of
countries and places so referred to, adjacent Give learners individual or
to the said forts and settlements, do hereby home task
acknowledge that power and jurisdiction, and
declare that the first objects of law are the
protection of individuals and of property.

” 2. Human sacrifices, and other barbarous


customs, such as ritual killings, are
abominations, and contrary to law.

“3. Murders, robberies, and other crimes and


offences, will be tried and enquired of before
the Queen’s judicial officers and the chiefs of
the districts, molding the customs of the
country to the general principles of British law.

Week Ending
Class Four
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page 28
Learning Indicator(s) B4.1.1.1.3
Performance Indicator Learners can generate ideas by studying visual artworks created by
selected Ghanaian visual artists that reflect the natural and manmade
environments of some communities in Ghana
Strand Visual Arts
Sub strand Thinking and Exploring Ideas
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 sing songs and recite Let Learners study the visual artworks Learners talk about what
rhymes about work. of some selected Ghanaians. was interesting and made
meaning to them in the
Show a picture of renowned KWAME AMOAH lesson.
kwame Amoah to learners. James Kwame Amoah was born on 3
July 1943 in Agona. He is a ceramic Learners retell the history
artist and is well known for his ceramic of James Kwame Amoah in
works. He obtained his bachelor’s groups
degree in Arts at KNUST Kumasi
Ghana in 1996.u Kwame is poplar for
producing a ceramic pot known as the
“Abusua Kuruwa”. Abusua kuruwa is a
large earthen ware pot with a wide
open circular rim surrounded by three
figures. Etc.

Have learners to appreciate the works


of James Kwame Amoah.

Let to identify the significance of his


artworks.
Call learners to recall some Show pictures of his artworks to Ask learners to tell you
history facts about James learners for them to generate their own what they have learnt and
Kwame Amoah. ideas. what they will like to learn
in the next lesson
Use series of questions to
review their understanding in Teacher moves round the
the previous lesson. classroom to monitor the
progress of learners based
on the task given them

Learners display their


artworks for appreciation

Assessment: learners to use ideas


generated to create their own artworks
Week Ending
Class Four
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page 9
Learning Indicator(s) B4.1.9.1.1-2 B4.1.10.1.1
Performance Indicator Recognize and use polar question markers correctly.
Recognize landmarks in your area and use them to give directions.
Strand Oral Reading
Sub strand Asking & Answering Questions.
Giving & Following Instructions
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: REFLECTION


MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Write down a couple of words Revise the lesson on giving and Use questions to review
on cards. Make sure learners responding to commands with learners. their understanding of the
are familiar with the words. lesson
Divide the class in to groups. Call one learner and use the questions
One person from each group and answers strategy to get information Ask learners to summarize
comes up in front to pick and from him or her as the rest of the what they have learnt
act the word. learners listen.
The group to get the highest
score wins! Discuss what polar question markers
are with learners.

Polar questions are questions whose


expected answer is either “yes” or “no”

Lead learners to recognize polar


question markers in a group of
questions written on the board.
E.g. i. Have you eaten? Yes/No.
ii. Are you from this town? Yes/No
Engage learners to play the Let learners come out in pairs. Use questions to review
“What letter am I writing” their understanding of the
game. Let one ask a polar question for the lesson
Put learners into groups of other to answer and vice versa
two. (supervise the questioning so that you Ask learners to summarize
The teacher writes a letter in provide an assistance where necessary). what they have learnt
the air.
Learners makes the letter Use question and answer strategy, to
sound and tell the teacher the get information from one of the
sound that has been written learners on the use of polar question
markers.
Let them recognize polar questions in
your question.

Lead learners to recognize how to use


polar question markers correctly.
Write down a couple of words Let learners recognize landmarks in Use questions to review
on cards. Make sure learners their locality. their understanding of the
are familiar with the words. E.g. church, police station, market, hospital lesson
Divide the class in to groups. etc.
One person from each group Demonstrate the use of the landmarks Ask learners to summarize
to give directions. what they have learnt
comes up in front to pick and
act the word. Let learners use landmarks on the
The group to get the highest school compound to give directions to
score wins! specific places in the school.

Let learners use landmarks to give


directions to key places in the locality.

Show learners map of Ghana with the


landmarks very visible.

Discuss the map with learners telling


them what a landmark is and how to
recognize the landmarks.
Let the learners mention some of the
popular landmarks they see on the map.
Week Ending
Class Four
Subject PHYSICAL EDUCATION
Reference PE curriculum Page 47
Learning Indicator(s) B4.1.10.1.12
Performance Indicator Learners can keep a hand-dribbled ball away from a defensive partner.
Strand Motor Skill And Movement Patterns
Sub strand Locomotive Skills
Teaching/ Learning Resources Pictures and Videos
Core Competencies: Personal development and leadership, cooperation skills

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)
Have learners to jog and run Learners in pairs after a warm Use questions to review
within a demarcated area to up use their hands to dribble their understanding of the
warm up their bodies. balls away from their partners. lesson

Show pictures of the skill to be Learners alternate the hand Ask learners to summarize
learnt. used in the dribble. what they have learnt

Keep ball away from partners by


placing your body in between
ball and partner
Week Ending
Class Four
Subject COMPUTING
Reference Computing curriculum Page 8
Learning Indicator(s) B4.2.1.1.1
Performance Indicator Demonstrate the use of clipboard, slides, fonts, paragraph and editing
in the ribbons under the home ribbons section.
Strand Presentation
Sub strand Introduction to MS PowerPoint
Teaching/ Learning Resources Images of clipboard, slides, fonts, paragraph and editing in the ribbons
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)
Get a viral picture, a trending Guide learners to explore the Ask learners to talk about
news on twitter, Facebook, use of the clipboard, slides, what they have learnt.
YouTube and other social media fonts, paragraph, and editing
handles. features in MS- PowerPoint Pose questions to learners
under the Home tab. to review their
Discuss what is trending and understanding of the lesson
invite learners to share their
opinions on them.

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