B4 WEEK1 NOTES - Term 3
B4 WEEK1 NOTES - Term 3
BASIC FOUR
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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
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.
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.
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
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.
1 4 9 16
1 4 9 16
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
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
Show pictures of the skill to be Learners alternate the hand Ask learners to summarize
learnt. used in the dribble. what they have learnt