SAMPLE LESSON NOTES-WEEK 6

BASIC SIX

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 SCHEME OF LEARNING- WEEK 6
BASIC SIX
Name of School…………………………………………….……………………….…………………
Week Ending
Class Six
Subject ENGLISH LANGUAGE
Reference English Language curriculum
Learning Indicator(s) B6.1.10.1.1. B6.2.7.2.2. B6.3.10.1.1. B6.4.12.1.1. B6.5.9.1.1. B6.6.1.1.1.
Performance Indicator A. Learners can demonstrate awareness of the features of spoken language
B. Learners can compare and contrast two or more events in a text
C. Learners can use prepositions to convey a variety of meanings
D. Learners can use descriptive words/sound devices/ figurative language to
describe events/situations/places/personal experiences and events.
E. Learners can identify subjects and verb in complex sentences
F. Learners can read and critique a variety of age- and level appropriate
books and present a one-page critical commentary based on a set of
criteria, on 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 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Monday Engage learners to sing songs A.ORAL LANGUAGE Give learners task to
and recite some familiar (Presentation) complete whiles you go
rhymes. Revise important features of spoken round to guide those who
language such as contractions and don’t understand.
MAN IN THE MOON CAME ellipsis (contractions, ellipsis e.g. A:
DOWN TOO SOON What’s your name? B: Esi. Give remedial learning to
The man in the moon, those who special help.
Came tumbling down, Let learners identify these features in
And asked his way to their readers, story books, etc.
Norwich;
He went by the south, Let them engage in pairs and group
And burned his mouth dialogue on given topics.
While supping cold plum
porridge.
Tuesday Engage learners to sing songs B.READING Give learners task to
and recite some familiar (Comprehension) complete whiles you go
rhymes. Put learners into groups to identify, round to guide those who
compare and contrast two or more don’t understand.
JACK A NORY events within a text or in different
I’ll tell you a story texts read or heard. Give remedial learning to
About jack-a-Nory, those who special help.
And now my story’s begun; They may also compare and contrast
I’ll tell you another, other elements like characters and
About jack and his brother, setting.
And now my story is done.
Wednesday Have learners sing songs and C.GRAMMAR Give learners task to
recite familiar rhymes (Prepositions) complete whiles you go
Revise prepositions such as those that round to guide those who
WASH WASH WASH convey meanings of position, time, don’t understand.
•Wash, Wash, Wash direction, possession and comparison.
•Wash your hands Give remedial learning to
•In the morning – Wash your Write examples of sentences to those who special help.
hands illustrate this.
•After eating - Wash your Have learners identify common
hands prepositions (on, in, near, under) in
sentences.
 •After visiting the washroom - Let them use these prepositions in
Wash your hands sentences.
•After playing - Wash your
hands Introduce prepositions that show
support or opposition in context. E.g.
for you, against you.

Let them identify these prepositions

in texts they have read e.g. reading
passages, stories, etc.

Learners now write their own

sentences with the prepositions.
Thursday Engage learners to sing songs D.WRITING Give learners task to
and recite some familiar (Descriptive Writing) complete whiles you go
rhymes. Briefly revise the writing process by round to guide those who
having learners name the stages and don’t understand.
HICKETY PICKET, MY BLACK say what happens at each stage.
HEN Give remedial learning to
Hickety, picket, my black hen, Revise descriptive writing with those who special help.
She lays eggs for gentleman; learners
Sometimes nine, sometimes
ten, Have learners select a topic e.g. “A
Hickety picket, my black hen. Day I will never forget”.

Provide a sample text. Guide learners

to identify the descriptive words and
expressions:

Discuss the descriptive words and

expressions with learners.

Put learners into groups and guide

them through the writing process to
describe events or situations of their
choice and personal experiences.
Friday Engage learners to sing songs E.WRITING CONVENTIONS & Give learners task to
and recite some familiar GRAMMAR USAGE complete whiles you go
rhymes. (Using Simple and Compound Sentences) round to guide those who
Revise nouns and verbs by having don’t understand.
IF ALL THE WORLD WERE learners identify them and use them
PAPER in sentences. Give remedial learning to
If all the world were paper, those who special help.
And all the sea were ink, Revise simple subjects and predicates
If all the trees were bread and in sentences.
cheese
What would we have to Elicit sentences from learners and let
drink? them identify the subjects and
predicates of their own sentences.

Assign pairs of learners to supply

extracts from comprehension
passages and identify the subjects and
predicates of the sentences.

Let learners describe an event they

had participated in using complex
sentences.
They edit it to demonstrate their
knowledge of subject and predicate
 F.EXTENSIVE READING

Engage learners in the “popcorn Have learners read books of their

reading” game choice independently during the
library period. Encourage them to visit the
The rules are simple: One
student starts reading aloud and local library to read and
then calls out "popcorn" when Let learners write a one-page critical borrow books
they finish. This prompts the next commentary based on the books read
student to pick up where the
previous one left off. Invite individuals to present their
work to the class for feedback.
Week Ending
Class Six
Subject MATHEMATICS
Reference Mathematics curriculum Page 137
Learning Indicator(s) B6.1.4.2.3
Performance Indicator Learners can use various strategies to solve proportional reasoning
problems involving rates and scales
Strand Number
Sub strand Ratio & Proportion
Teaching/ Learning Resources Paper strips, cut out cards
Core Competencies: Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Development and Leadership Attention to Precision

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Monday Take learners through math Guide learners to use diagrams to Give learners task to
mental to solve the following. explain the concept of rate a ratio complete whiles you go
that compares two different round to guide those who
quantities measured in different don’t understand.
units;
e.g. the ratio → cost: Give remedial learning to
weight = 8:2 = 4:1. those who special help.

This ratio is the unit ratio and

show the rate for selling a unit or
1kg of the meat.

Tuesday Take learners through math Guide learners to work out rates Give learners task to
mental to solve the following. and use them in solving problems. complete whiles you go
round to guide those who
E.g. A litre of sachet water costs don’t understand.
40p. Find the cost of
(i) 12 litre (ii) 7 liters (iii) 9 liters Give remedial learning to
those who special help.

Wednesday Take learners through math Learners to use diagrams to Give learners task to
mental to solve the following. explain the concept of scale as a complete whiles you go
ratio that compares two different round to guide those who
sizes – an object and its model; don’t understand.

e.g. plan of a house or room. Give remedial learning to

Here is the plan of a bedroom. those who special help.
The scale is 1:100, which means
that 1cm in the drawing
represents 100 cm in the actual
room. What is the actual length
of
(i) the room if it measures 41 2
cm;
(ii) the bed if it measures 1.8cm?]
Thursday Take learners through math Learners to use diagrams to Give learners task to
mental to solve the following. explain the concept of scale as a complete whiles you go
ratio that compares two different round to guide those who
sizes – an object and its model; don’t understand.
 e.g. plan of a house or room. Give remedial learning to
Here is the plan of a bedroom. those who special help.
The scale is 1:100, which means
that 1cm in the drawing
represents 100 cm in the actual
room. What is the actual length
of
(i) the room if it measures 41 2
cm;
(ii) the bed if it measures 1.8cm?]
Friday Take learners through math Work out scales and use them in Give learners task to
mental to solve the following. solving problems; e.g. If 10cm on complete whiles you go
a map stands for 10km, what round to guide those who
distances on the map stands for don’t understand.
(i) 1km (ii) 7km (iii) 41km?
Give remedial learning to
those who special help.
Week Ending
Class Six
Subject SCIENCE
Reference Science curriculum Page 45
Learning Indicator(s) B6.5.2.1.1
Performance Indicator Learners can explain the causes, symptoms and prevention of Eczema
Strand Humans & The Environment
Sub strand Diseases
Teaching/ Learning Resources Pictures or charts on causes, symptoms and control of chicken pox
Core Competencies: Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Development and Leadership Attention to Precision

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Engage learners to sing songs Learners watch pictures of people Ask learners questions to
and play games to get them suffering from eczema. review their understanding of
ready for lesson. Eczema is an itchy inflammation of the the lessson.
skin.
Use questions and answers to Give learners task to do whiles
review learners understanding you go round to guide those
in the previous lesson. who need help.

In groups, learners come out with

the possible causes, symptoms and
prevention.
Play games and recite rhymes Allow group presentations and Ask learners questions to
that learners are familiar with write learners’ ideas on the board. review their understanding of
to begin the lesson. the lessson.
Invite health personnel to give a
Ask learners questions to talk on eczema and other common Give learners task to do whiles
review their understanding in skin diseases. you go round to guide those
the previous lesson. who need help.
Week Ending
Class Six
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page 60
Learning Indicator(s) B6.4.3.1.1.
Performance Indicator Learners can identify individual responsibilities in protecting water
bodies.
Strand Our Beliefs And Values
Sub strand Responsible Use of Resources
Teaching/ Learning Resources Pictures, Charts, Video Clips
Core Competencies: Communication and Collaboration Critical Thinking, Problem Solving and Cultural Identity.

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Engage learners to sing songs Learners watch pictures/videos Ask learners questions to
and play games to get them on strategies to protect water review their understanding
ready for lesson. bodies. of the lessson.

Use questions and answers to Learners discuss the Give learners task to do
review learners understanding in pictures/videos and suggest whiles you go round to
the previous lesson. individual responsibilities for guide those who need help.
protecting water bodies.
Play games and recite rhymes Learners form protecting water Ask learners questions to
that learners are familiar with to bodies clubs to demonstrate review their understanding
begin the lesson. their responsibilities in of the lessson.
protecting water bodies.
Ask learners questions to Give learners task to do
review their understanding in Learners undertake tree planting whiles you go round to
the previous lesson. exercise along water bodies. guide those who need help.
Week Ending
Class Six
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page 54
Learning Indicator(s) B6 5.1.1.2
Performance Indicator Learners can explain the need for cordial relationships among family
members.
Strand The Family, Authority & Obedience
Sub strand Authority & 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 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Play games and recite rhymes Lead learners to explain cordial Ask learners questions to
that learners are familiar with to relationships. review their understanding
begin the lesson. of the lessson.
Cordial relation means a friendly
Ask learners questions to relation. Give learners task to do
review their understanding in whiles you go round to
the previous lesson. Let learners list behaviors that guide those who need help.
ensure cordial relationships in
the family.

Have learners explain the need

for cordial relationships in the
family:
- to ensure peace and unity,
- proper character formation,
- progress in the family,
- ensure provision of basic needs
- shelter, food, school fees, etc.

Through group discussions, let

learners write on the need for
cordial relationships among
family members.

Let groups read out their essays

for class suggestions and
corrections.
Week Ending
Class Six
Subject HISTORY
Reference History curriculum Page 45
Learning Indicator(s) B6.6.1.1.2
Performance Indicator Identify the political parties that have governed the country under the Fourth
Republic
Strand Independent Ghana
Sub strand The Republics
Teaching/ Learning Resources Wall charts, wall words, 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 Assessment) 10MINS
(Preparing The Brain For (Learner And Teacher)
Learning)
Play games and recite Revise with learners the meaning of Ask learners questions to
rhymes that learners are political party. review their understanding
familiar with to begin the of the lessson.
lesson. A political party is a group of people who
shares the same ideas of governing a Give learners task to do
Ask learners questions to country. whiles you go round to
review their understanding guide those who need help.
in the previous lesson. Guide learners to identify political parties
that have governed Ghana under the
Fourth Republic

Ghana’s fourth republic started in the year

1992. This was when the provisional
national defense council allowed for a
multi-party democracy to take place. A
new constitution was written to govern the
nation.
The national democratic congress was born
out of the PNDC. The NDC led by J.J
Rawlings became the first political party in
the fourth republic to win a general
election.
Play games and recite Guide learners to identify political parties Ask learners questions to
rhymes that learners are that have governed Ghana under the review their understanding
familiar with to begin the Fourth Republic of the lessson.
lesson.
In the year 2000, the new patriotic party Give learners task to do
Ask learners questions to led by John Agyekum Kufour won the whiles you go round to
review their understanding presidential elections. On January 7 2001, guide those who need help.
in the previous lesson. the NDC handed over power to the NPP.
The assumed office in 2001 with majority in
parliament.
Week Ending
Class Six
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page
Learning Indicator(s) B6.2.3.4.3 B6.2.3.5.3
Performance Indicator Learners can plan a display of own performing artworks to communicate,
educate or sensitize the public on topical issues in the world
Strand Performing Arts
Sub strand Displaying and Sharing
Teaching/ Learning Resources Photos, videos, art paper, colors and traditional art tools.
Core Competencies: Decision Making Creativity, Innovation Communication Collaboration Digital Literacy

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Learners are to watch a short Plan a display of own music, dance Ask learners to tell the
video that reflects topical and drama to educate and inform whole class what they have
issues in the local community; the public on the effects of topical learnt.
issues experienced in the local
Ask learners to talk about community. Learners tell what they will
parts of the video or pictures like to learn.
that interest them. Discuss the need for performing
collection of own or others music,
dance and drama.

Develop a roadmap for the event

(performance):
- fixing a date
- selecting a venue
- inviting an audience.
Play games and recite rhymes Select and agree on a theme for the Use series of questions and
that learners are familiar with performance; answers to review learners
to begin the lesson. understanding of the lesson.
Send manual or electronic
Ask learners questions to invitations (e.g. letters, postcards, Call learners in turns to
review their understanding in WhatsApp); summarize the lesson.
the previous lesson.
Select own or others compositions
Ask learners questions to for the performance,
review learners understanding
in the previous lesson. Plan the sequence of events, stage
plan identifying the positions of all
facilities.

Post-performance activities:
cleaning, appreciation, appraisal,
evaluation, reporting.
Week Ending
Class Six
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page 83
Learning Indicator(s) B6.4.6.1.1-4
Performance Indicator Learners can discuss the process of writing speeches, letter to the
press and reports using controlled composition.
Strand Composition Writing
Sub strand Informative & Academic Writing
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 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Review learners understanding Play a recorded speech to Use questions to review
in the previous lesson using learners and discuss the speech. their understanding of the
questions and answers lesson
Go through and discuss the
process of writing a good Ask learners to summarize
Engage learners to play games speech to learners. what they have learnt
and sing songs to begin the
lesson. Teach learners how to write
speeches and letters to the
press.

Show a sample written speech

to learners.
Engage learners to sing the Show more samples of reports Use questions to review
alphabets song and speeches on various topics their understanding of the
to learners and discuss the lesson
A B C SONG content.
A,B,C,D,E,F,G,H,I,J,K,L,M Ask learners to summarize
N,O,P,Q,R,S,T,U,V,W,X,Y,Z. Discuss the vocabularies and what they have learnt
Now I know my ABC’s structure of the report.
Next time won’t you sing with
me Guide learners to write
speeches, letter to the press and
reports using controlled
composition.
Review learners understanding Discuss various activities on Use questions to review
in the previous lesson using which reports can be written. their understanding of the
questions and answers. lesson
Select an activity and write a
Engage learners to play games sample report on the board; Ask learners to summarize
and sing songs to begin the involve learners. what they have learnt
lesson.
Guide learners to write good
reports on various activities.
e.g. Road Accidents, Female
Genital mutilation, The use of
mobile phones in school, Arm
Robbery on the rise etc.
Week Ending
Class Six
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B6.2.4.2.4
Performance Indicator Learners can explain the role of the legs, shoulders, and forearm in the
forearm pass
Strand Movement Concepts, Principles And Strategies
Sub strand Body Management
Teaching/ Learning Resources Pictures and videos
Core Competencies Learners develop communication skills as speaking, listening, and acquisition of new
concepts, principles, strategies

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Play games and recite rhymes Let learners swing their arms in Ask learners questions to
that learners are familiar with preparation. review their understanding
to begin the lesson. of the lessson.
Shoulder move forward
Ask learners questions to horizontally as it extends. Give learners task to do
review their understanding in whiles you go round to
the previous lesson Forearm rotation through hips, guide those who need help.
legs and shoulders drop slightly.

All together produce the final

force to move the ball to the
target
Week Ending
Class Six
Subject COMPUTING
Reference Computing curriculum Page 50
Learning Indicator(s) B6.6.7.1.1-4
Performance Indicator Learners can show how to create and access e-mail messages
Strand Programming And Databases
Sub strand Electronic Mail
Teaching/ Learning Resources Computer sets, modem and Pictures
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 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Play games and recite rhymes Guide learners to receive email Ask learners questions to
that learners are familiar with to review their understanding
begin the lesson. Guide learners to use forward of the lessson.
and reply buttons in email
Ask learners questions to Give learners task to do
review their understanding in Guide leaners to delete email whiles you go round to
the previous lesson. messages. guide those who need help

Guide learners to create folders

in the Inbox and sorting emails
into them.