THE GODFATHER

TERM ONE
SAMPLE BASIC FOUR
ANNUAL SCHEME OF
LEARNING TERMLY SCHEME OF
LEARNING WEEK 1 - 12

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NANA FIIFI ACQUAH

TERM ONE
BASIC FOUR
ANNUAL SCHEME OF
LEARNING TERMLY SCHEME OF
LEARNING WEEK 1 - 12
NANA FIIFI ACQUAH
GENERAL INFORMATION

Name of school………………………………………………………………………………………………….

District ………………………………………………………………………………………………………………

Management Unit………………………………………………………………………………………………

Name of Class Teacher ………………………………………………………………………………………

Class Teachers Reg. No………………………………………………………………………………………

Class …………………………………………………………………………………………………………………

Boys ……………………………………………………………………………………………………………………

Girls……………………………………………………………………………………………………………………

Average age of pupils…………………………………………………………………………………………..

NANA FIIFI ACQUAH
YEARLY SCHEME OF LEARNING
ENGLISH LANGUAGE

WEEK TERM 1 (SUB TERM 2 (SUB STRANDS) TERM 3 (SUB STRANDS)

STRANDS)
1 Phonics Phonics Phonics
Nouns Nouns Determiners
Penmanship and Penmanship and Handwriting Writing as a Process
Handwriting
Using Punctuation Naming words/ Nouns Naming words/ Nouns
Building the Love Building the Love and Culture of Reading Building the Love and Culture
and Culture of of Reading
Reading
2 Songs Songs Poems
Phonics Word Families, Rhyming Endings and Phonics
Common Digraphs
Nouns Nouns Nouns
Paragraph Penmanship and Handwriting Writing as a Process
Development
Using Punctuation Naming words/ Nouns Naming words/ Nouns
Building the Love Building the Love and Culture of Reading Building the Love and Culture
and Culture of of Reading
Reading
3 Poems Poems Conversation
Word Families Blends and Consonant Clusters Vocabulary
Nouns Determiners Verbs
Paragraph Paragraph Development Argumentative/Persuasive
Development Writing
Naming words/ Using Action Words Using Action Words
Nouns
NANA FIIFI ACQUAH
Building the Love Building the Love and Culture of Reading Building the Love and Culture
and Culture of of Reading
Reading
4 Story Telling Story Telling Conversation
Diphthongs Vocabulary Vocabulary
Determiners Determiners Verbs
Writing as a Process Paragraph Development Argumentative/Persuasive
Writing
Naming words/ Using Action Words Using Action Words
Nouns
Building the Love Building the Love and Culture of Reading Building the Love and Culture
and Culture of of Reading
Reading
5 Dramatisation and Dramatisation and Role Play Listening Comprehension
Role Play
Blends and Vocabulary Comprehension
Consonant Clusters
Determiners Verbs Adverbs
Writing as a Process Writing as a Process Argumentative/Persuasive
Writing
Naming words/ Using Qualifying Words – Adjectives Using Simple, Compound and
Nouns Complex Sentences
Building the Love Building the Love and Culture of Reading Building the Love and Culture
and Culture of of Reading
Reading
6 Conversation Conversation Listening Comprehension
Vocabulary Vocabulary Comprehension
Determiners Verbs Conjunctions
Writing as a Process Writing as a Process Argumentative/Persuasive
Writing
Naming words/ Using Qualifying Words – Adjectives Using Simple, Compound and
Nouns Complex Sentences
NANA FIIFI ACQUAH
Building the Love Building the Love and Culture of Reading Building the Love and Culture
and Culture of of Reading
Reading
7 Listening Conversation Presentation
Comprehension
Vocabulary Comprehension Silent Reading
Pronouns Verbs Conjunctions
Narrative Writing Writing as a Process Expository/Informative Writing
Using Action Words Using Simple Prepositions Using Simple, Compound and
Complex Sentences
Building the Love Building the Love and Culture of Reading Building the Love and Culture
and Culture of of Reading
Reading
8 Asking and Listening Comprehension Presentation
Answering Questions
Vocabulary Comprehension Silent Reading
Pronouns Verbs Modals
Narrative Writing Creative/Free Writing Expository/Informative Writing
Using Action Words Using Simple Prepositions Using Simple, Compound and
Complex Sentences
Building the Love Building the Love and Culture of Reading Building the Love and Culture
and Culture of of Reading
Reading
9 Giving and Following Asking and Answering Questions Presentation
Commands
Comprehension Comprehension Fluency
Adjectives Adverbs Modals
Creative/Free Creative/Free Writing Letter Writing
Writing
Using Qualifying Conjunctions Spelling
Words – Adjectives
NANA FIIFI ACQUAH
Building the Love Building the Love and Culture of Reading Building the Love and Culture
and Culture of of Reading
Reading
10 Presentation Giving and Following Commands/ Presentation
Instructions/Directions and Making and
Responding to Requests
Comprehension Silent Reading Summarising
Verbs Adverbs Prepositions
Creative/Free Argumentative/Persuasive Writing Letter Writing
Writing
Using Qualifying Conjunctions Spelling
Words – Adjectives
Building the Love Building the Love and Culture of Reading Building the Love and Culture
and Culture of of Reading
Reading
11 Presentation Presentation Presentation
Comprehension Fluency Summarising
Verbs Idiomatic Expressions Prepositions
Descriptive Writing Argumentative/Persuasive Writing Letter Writing
Using Adverbs Conjunctions Spelling
Building the Love Building the Love and Culture of Reading Building the Love and Culture
and Culture of of Reading
Reading
12 Presentation Presentation Presentation
Comprehension Fluency Summarising
Verbs Idiomatic Expressions Prepositions
Descriptive Writing Argumentative/Persuasive Writing Letter Writing
Using Adverbs Conjunctions Spelling
Building the Love Building the Love and Culture of Reading Building the Love and Culture
and Culture of of Reading
Reading

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI
YEARLY SCHEME OF
SCIENCE
WEEK TERM 1 (SUB STRANDS) TERM 2 (SUB STRANDS) TERM 3 (SUB STRANDS)
1 LIVING AND NON-LIVING LIVING AND NON-LIVING THINGS LIVING AND NON-LIVING THINGS
THINGS
2 LIVING AND NON-LIVING LIVING AND NON-LIVING THINGS LIVING AND NON-LIVING THINGS
THINGS
3 MATERIALS EARTH SCIENCE EARTH SCIENCE
4 EARTH SCIENCE LIFE CYCLES OF ORGANISMS ELECTRICITY AND ELECTRONICS
5 EARTH SCIENCE SOURCES AND FORMS OF PERSONAL HYGIENE AND
ENERGY SANITATION
6 LIFE CYCLES OF ORGANISMS ELECTRICITY AND ELECTRONICS DISEASES
7 THE HUMAN BODY SYSTEMS ELECTRICITY AND ELECTRONICS DISEASES
8 THE HUMAN BODY SYSTEMS ELECTRICITY AND ELECTRONICS CLIMATE CHANGE

9 THE SOLAR SYSTEM FORCES AND MOVEMENT CLIMATE CHANGE

10 THE SOLAR SYSTEM FORCES AND MOVEMENT CLIMATE CHANGE
11 ECOSYSTEM PERSONAL HYGIENE AND CLIMATE CHANGE
SANITATION
12 ECOSYSTEM PERSONAL HYGIENE AND CLIMATE CHANGE
SANITATION

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI
YEARLY SCHEME OF
OWOP
WEEK TERM 1 (SUB STRANDS) TERM 2 (SUB STRANDS) TERM 3 (SUB STRANDS)
1 Nature of God Myself The Environment and the
Weather
2 Nature of God Myself The Environment and the
Weather
3 Myself My Family and the Community Being a Citizen
4 My Family and the Community The Environment and the Being a Citizen
Weather
5 Home and School Worship Authority and Power
6 The Environment and the Festivals Responsible use of Resources
Weather
7 Plants and Animals Basic Human Rights Farming in Ghana
8 Map Making and Land Marks Basic Human Rights Our Neighbouring Countries
9 Population and Settlement Being a Leader Our Neighbouring Countries
10 Population and Settlement Being a Leader Our Neighbouring Countries
11 Population and Settlement Being a Citizen Our Neighbouring Countries
12 Population and Settlement Being a Citizen Our Neighbouring Countries

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI
YEARLY SCHEME OF
COMPUTING

WEEK TERM 1 (SUB STRANDS) TERM 2 (SUB STRANDS) TERM 3 (SUB STRANDS)
1 Generation of computers and Generation of computers and Generation of computers and
parts of a computer and other parts of a computer and other parts of a computer and other
gadgets gadgets gadgets
2 Generation of computers and Generation of computers and Introduction to MS-Windows
parts of a computer and other parts of a computer and other Interface (Desktop Background
gadgets gadgets and locations of the computer.)
3 Generation of computers and Introduction to MS-Windows Introduction to MS-Windows
parts of a computer and other Interface (Desktop Background Interface (Desktop Background
gadgets. and locations of the computer.) and locations of the computer.)
4 Introduction to MS-Windows Introduction to MS-Windows Data, sources and usage
Interface (Desktop Background Interface (Desktop Background
and locations of the and locations of the computer.)
computer.)
5 Introduction to MS-Windows Data, sources and usage Data, sources and usage
Interface (Desktop Background
and locations of the
computer.)
6 Data, sources and usage Data, sources and usage Technology in the community
(communication)
7 Data, sources and usage Data, sources and usage INTRODUCTION TO MS-
POWERPOINT (TABS AND
RIBBONS OF MS-POWERPOINT)
8 Data, sources and usage Technology in the community INTRODUCTION TO WORD
(communication) PROCESSING (TABS AND
RIBBONS OF WORD
PROCESSING)
9 Data, sources and usage Technology in the community INTRODUCTION TO WORD
(communication) PROCESSING (TABS AND
NANA FIIFI
RIBBONS OF WORD
PROCESSING)
10 Technology in the community INTRODUCTION TO MS- INTRODUCTION TO WORD
(communication POWERPOINT (TABS AND PROCESSING (TABS AND
RIBBONS OF MS-POWERPOINT) RIBBONS OF WORD
PROCESSING)
11 Technology in the community INTRODUCTION TO MS- INTRODUCTION TO WORD
(communication POWERPOINT (TABS AND PROCESSING (TABS AND
RIBBONS OF MS-POWERPOINT) RIBBONS OF WORD
PROCESSING)
12 Technology in the community INTRODUCTION TO MS- INTRODUCTION TO WORD
(communication POWERPOINT (TABS AND PROCESSING (TABS AND
RIBBONS OF MS-POWERPOINT) RIBBONS OF WORD
PROCESSING)

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI
YEARLY SCHEME OF
MATHS
WEEK TERM 1 (SUB STRANDS) TERM 2 (SUB STRANDS) TERM 3 (SUB STRANDS)
1 Counting, Representation Number Operations Unknowns, Expressions and Equations
& Cardinality
2 Counting, Representation 2D and 3D Shapes
& Cardinality Fractions
3 Counting, Representation Fractions Position / Transformation
& Cardinality
4 Counting, Representation Fractions Measurement- (Perimeter and Area)
& Cardinality
5 Counting, Representation Fractions Measurement- (Perimeter and Area)
& Cardinality
6 Counting, Representation Fractions Measurement- (Perimeter and Area)
& Cardinality
7 Counting, Representation Fractions
& Cardinality Measurement -Time
8 Number Operations Fractions Data Collection, Organization,
Presentation, Interpretation and Analysis
9 Number Operations Patterns and Data Collection, Organization,
Relationships Presentation, Interpretation and Analysis
10 Number Operations Pattern and Data Collection, Organization,
Relationships Presentation, Interpretation and Analysis
11 Number Operations Pattern and Data Collection, Organization,
Relationships Presentation, Interpretation and Analysis
12 Number Operations Unknowns, Expressions Data Data Collection, Organization,
and Equations Presentation, Interpretation and Analysis

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI
YEARLY SCHEME OF
RME
WEEK TERM 1 (SUB STRANDS) TERM 2 (SUB STRANDS) TERM 3 (SUB STRANDS)
1 God the Creator Religious Worship, Prayer and Roles and Relationships
other Religious Practices
2 God the Creator Religious Worship, Prayer and Roles and Relationships
other Religious Practices
3 God the Creator Religious Worship, Prayer and Roles and Relationships
other Religious Practices
4 God the Creator Festivals in the Three Major Roles and Relationships
Religions
5 God the Creator Festivals in the Three Major Authority and Obedience
Religions
6 The Environment The Call of the Leaders of the Authority and Obedience
Three Major Religions
7 The Environment The Call of the Leaders of the Roles, Relationships in the
Three Major Religions Family and Character Formation
8 Religious Worship, Prayer and The Call of the Leaders of the Roles, Relationships in the
other Religious Practices Three Major Religions Family and Character Formation
9 Religious Worship, Prayer and The Call of the Leaders of the Roles, Relationships in the
other Religious Practices Three Major Religions Family and Character Formation
10 Religious Worship, Prayer and Roles and Relationships Roles, Relationships in the
other Religious Practices Family and Character Formation
11 Religious Worship, Prayer and Roles and Relationships Roles, Relationships in the
other Religious Practices Family and Character Formation
12 Religious Worship, Prayer and Roles and Relationships Roles, Relationships in the
other Religious Practices Family and Character Formation

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI
YEARLY SCHEME OF
HISTORY

WEEK TERM 1 (SUB STRANDS) TERM 2 (SUB STRANDS) TERM 3 (SUB STRANDS)
1 Why and How We Study Major Historical Locations Establishing Colonial Rule in
HISTORY Ghana
2 Why and How We Study Major Historical Locations Establishing Colonial Rule in
HISTORY Ghana
3 Why and How We Study Major Historical Locations Establishing Colonial Rule in
HISTORY Ghana
4 Why and How We Study SOME SELECTED INDIVIDUALS The Republics
HISTORY
5 Why and How We Study SOME SELECTED INDIVIDUALS The Republics
HISTORY
6 The People Of Ghana SOME SELECTED INDIVIDUALS The Republics
7 The People Of Ghana Missionary Activities The Republics
8 The People Of Ghana Missionary Activities The Republics
9 The People Of Ghana Missionary Activities The Republics
10 The People Of Ghana Establishing British Rule in The Republics
Ghana
11 The People Of Ghana Establishing British Rule in The Republics
Ghana
12 The People Of Ghana Establishing British Rule in The Republics
Ghana

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NANA FIIFI
YEARLY SCHEME OF
CREATIVE ARTS

WEEK TERM 1 (SUB STRANDS) TERM 2 (SUB STRANDS) TERM 3 (SUB STRANDS)
1 Thinking and exploring Thinking and Exploring Ideas Thinking and Exploring Ideas
(Visual Arts) (Visual Arts) (Visual Arts)
2 Thinking and exploring Thinking and Exploring Ideas Thinking and Exploring Ideas
(Performing Arts) (Performing Arts) (Performing Arts)
3 Thinking and Exploring Ideas Planning, Making and Planning, Making and
(Visual Arts) Composing Composing
(Visual Arts) (Visual Arts)
4 Planning, Making and Planning, Making and Planning, Making and
Composing Composing Composing
(Performing Arts) (Performing Arts) (Performing Arts)
5 Planning, Making and Displaying and Sharing Displaying and Sharing
Composing (Visual Arts) (Visual Arts)
(Visual Arts)
6 Planning, Making and Displaying and Sharing Displaying and Sharing
Composing (Performing Arts) (Performing Arts)
(Performing Arts)
7 Displaying and Sharing Appreciating and Appraising Appreciating and Appraising
(Visual Arts) (Visual Arts) (Visual Arts)
8 Displaying and Sharing Appreciating and Appraising Appreciating and Appraising
(Performing Arts) (Performing Arts) (Performing Arts)
9 Displaying and Sharing / Thinking and Exploring Ideas Thinking and Exploring Ideas
Appreciating and Appraising (Visual Arts and Performing Arts) (Visual Arts and Performing
(Visual Arts) Arts)
10 Displaying and Sharing / Planning, Making and Planning, Making and
Appreciating and Composing Composing
Appraising (Visual Arts and Performing Arts) (Visual Arts and Performing
(Visual Arts and Performing Arts) Arts)
NANA FIIFI
11 Appreciating and Displaying and Sharing Displaying and Sharing
Appraising (Visual Arts and Performing Arts) (Visual Arts and Performing
(Visual Arts and Performing Arts) Arts)
12 Appreciating and Appreciating and Appraising Appreciating and Appraising
Appraising (Performing Arts) (Visual Arts and Performing
(Visual Arts and Performing Arts) Arts)

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI
YEARLY SCHEME OF LEARNING
GHANAIAN LANGUAGE

WEEK TERM 1 (SUB STRANDS) TERM 2 (SUB STRANDS) TERM 3 (SUB STRANDS)
1 SONGS Conversation Giving and Following
Commands/ Instructions
Poems

Listening and Story Telling

2 Dramatisation and Role Play Talking about Oneself, Family, Presentation
People and Places/ Asking and
Answering Questions
3 Phonics: Letter Sound Knowledge Vocabulary / Comprehension Fluency
4 Phonics: Letter Sound Knowledge Silent Reading Summarising

vocabulary (Sight and content

vocabulary)
5 Penmanship/Handwriting Penmanship/ Handwriting Penmanship /Handwriting
6 Narrative Writing Persuasive Writing Literary Writing
7 Creative/ Free Writing Argumentative Writing Letter Writing

Descriptive Writing
8 Descriptive Writing Informative/ Academic Writing Integrating Grammar in
& Literary Writing Written Language (Use of
simple and compound
sentences)
Persuasive Writing
9 Integrating Grammar in Written Integrating Grammar in Written Integrating Grammar in
Language (Capitalization Language (Use of qualifying Written Language (spelling)
NANA FIIFI
Integrating Grammar in Written words) & (Use of post
Language (Punctuation) positions)
B4
10 Integrating Grammar in Written Integrating Grammar in Integrating Grammar in
Language (Punctuation) Written Language (Use of Written Language
postpositions) (Conjunctions)
Integrating Grammar in Written
Language (Use of action words)
11 Building the Love and Culture of Reading Texts, Poems, Reading Texts, Poems,
Reading in Learners Narratives and Short Stories Narratives and Short Stories
12 Read Aloud with Children Reading Texts, Poems, Reading Texts, Poems,
Narratives and Short Stories Narratives and Short Stories

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NANA FIIFI
YEARLY SCHEME OF LEARNING
PHYSICAL EDUCATION

WEEK TERM 1 (SUB STRANDS) TERM 2 (SUB STRANDS) TERM 3 (SUB STRANDS)
1 LOCOMOTOR SKILLS Manipulative Skills FITNESS PROGRAMME,
2 LOCOMOTOR SKILLS Rhythmic Skills FITNESS PROGRAMME,

3 MANIPULATIVE SKILLS Manipulative Skills HEALTHY DIET

4 MANIPULATIVE SKILLS Space Awareness SAFETY AND INJURIES
5 MANIPULATIVE SKILLS Dynamics SAFETY AND INJURIES
6 MANIPULATIVE SKILLS Relations SUBSTANCES/DRUGS
7 MANIPULATIVE SKILLS Body Management SELF-RESPONSIBILITY
8 MANIPULATIVE SKILLS Strategies SOCIAL INTERACTION
9 MANIPULATIVE SKILLS Aerobic Capacity GROUP DYNAMICS
10 MANIPULATIVE SKILLS Strength CRITICAL THINKING
11 MANIPULATIVE SKILLS Endurance CRITICAL THINKING
12 MANIPULATIVE SKILLS Flexibility FITNESS PROGRAMME,

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NANA FIIFI
TERMLY SCHEME OF LEARNING
Termly Scheme of Learning (SOL) for B4 Term 1 ENGLISH LANGUAGE

WEEKS STRAND SUB STRAND CONTENT INDICATORS RESOURCES

STANDARD
1 Reading Phonics B4.2.2.1. B4.2.2.1.1. Word cards
Grammar Usage Nouns B4.3.1.1.. B4.3.1.1.1. sentence cards,
At Word class library
Writing Penmanship and B4.4.2.1.. B4.4.2.1.1.
Handwriting
Using Writing Using Punctuation B4.5.2.1.. B4.5.2.1.1.
Conventions
Extensive Building the Love and B4.6.1.1. B4.6.1.1.1
Reading Culture of Reading
2 Oral Language Songs B4.1.1.1. B4.1.1.1.1 Word cards
Reading Phonics B4.2.2.1. B4.2.2.1.2 sentence cards,
Grammar Usage Nouns B4.3.1.1. B4.3.1.1.2 class library
At Word
Writing Paragraph Development B4. 4.6.1. B4. 4.6.1.1.
Using Writing Using Punctuation B4.5.2.1.. B4.5.2.1.1.
Conventions
Extensive Building the Love and B4.6.1.1. B4.6.1.1.1
Reading Culture of Reading
3 Oral Language Poems B4.1.3.1. B4.1.3.1.1. Word cards
Reading Word Families B4.2.3.1. B4.2.3.1.1 sentence cards,
Grammar Usage Nouns B4.3.1.1. B4.3.1.1.2 class library
At Word
Writing Paragraph Development B4. 4.6.1.. B4. 4.6.1.1.
Using Writing Naming words/ Nouns B4.5.3.1.. B4.5.3.1.1.
Conventions
Extensive Building the Love and B4.6.1.1. B4.6.1.1.1
Reading Culture of Reading
4 Oral Language Story Telling B4.1.4.1. B4.1.4.1.1 Word cards
Reading Diphthongs B4.2.4.1.. B4.2.4.1.1. sentence cards,
Grammar Usage Determiners B4. 3.2.1. B4. 3.2.1.1 class library
At Word
Writing Writing as a Process B4. 4.9.1. B4. 4.9.1.1
Using Writing Naming words/ Nouns B4.5.3.1. B4.5.3.1.1
Conventions
Extensive Building the Love and B4.6.1.1. B4.6.1.1.1
Reading Culture of Reading
5 Oral Language Dramatisation and Role B4.1.5.1.. B4.1.5.1.1. Word cards
Play sentence cards,
Reading Blends and Consonant B4.2.5.1.. B4.2.5.1.1. class library
Clusters
NANA FIIFI
Grammar Usage Determiners B4. 3.2.1 B4. 3.2.1.2
At Word
Writing Writing as a Process B4.4.9.2 B4.4.9.2.1.
Using Writing Naming words/ Nouns B4.5.3.1. B4.5.3.1.2
Conventions
Extensive Building the Love and B4.6.1.1. B4.6.1.1.1
Reading Culture of Reading
6 Oral Language Conversation B4.1.6.1.. B4.1.6.1.1. Word cards
B4.1.6.2.. B4.1.6.2.1. sentence cards,
Reading Vocabulary B4.2.6.1. B4.2.6.1.1 class library
Grammar Usage Determiners B4. 3.2.1 B4. 3.2.1.2
At Word
Writing Writing as a Process B4.4.9.2.. B4.4.9.2.1.
Using Writing Naming words/ Nouns B4.5.3.1. B4.5.3.1.2
Conventions
Extensive Building the Love and B4.6.1.1. B4.6.1.1.1
Reading Culture of Reading
7 Oral Language Listening Comprehension B4.1.7.1. B4.1.7.1. Word cards
B4.1.7.1.. B4.1.7.1.2. sentence cards,
Reading Vocabulary B4.2.6.1. B4.2.6.1.2 class library
Grammar Usage Pronouns B4.3.3.1. B4.3.3.1.1
At Word
Writing Narrative Writing B4.4.10.1. B4.4.10.1.1.
Using Writing Using Action Words B4.5.4.1.. B4.5.4.1.1.
Conventions
Extensive Building the Love and B4.6.1.1. B4.6.1.1.1
Reading Culture of Reading
8 Oral Language Asking and Answering B4.1.8.1. B4.1.8.1.1 Word cards
Questions sentence cards,
Reading Vocabulary B4.2.6.2.. B4.2.6.2.1. class library
Grammar Usage Pronouns B4.3.3.1. B4.3.3.1.1
At Word
Writing Narrative Writing B4.4.10.1.. B4.4.10.1.1.
Using Writing Using Action Words B4.5.4.1. B4.5.4.1.1.
Conventions
Extensive Building the Love and B4.6.1.1. B4.6.1.1.1
Reading Culture of Reading
9 Oral Language Giving and Following B4.1.9.1.. B4.1.9.1.1. Word cards
Commands sentence cards,
Reading Comprehension B4.2.7.1.. B4.2.7.1.1. class library
Grammar Usage Adjectives B4.3.4.1.1. B4.3.4.1.1.
At Word 1.
Writing Creative/Free Writing B4.4.11.1. B4.4.11.1.1
Using Writing Using Qualifying Words – B4.5.5.1.. B4.5.5.1.1.
Conventions Adjectives
NANA FIIFI
Extensive Building the Love and B4.6.1.1. B4.6.1.1.1
Reading Culture of Reading
10 Oral Language Presentation B4.1.10.1. B4.1.10.1.1 Word cards
Reading Comprehension B4.2.7.1. B4.2.7.1.2 sentence cards,
Grammar Usage Verbs B4.3.5.1.1 B4.3.5.1.1. class library
At Word

Writing Creative/Free Writing B4.4.11.1. B4.4.11.1.1

Using Writing Using Qualifying Words – B4.5.5.1.. B4.5.5.1.1.
Conventions Adjectives
Extensive Building the Love and B4.6.1.1. B4.6.1.1.1
Reading Culture of Reading
11 Oral Language Presentation B4.1.10.1. B4.1.10.1.2 Word cards
Reading Comprehension B4.2.7.1. B4.2.7.1.3 sentence cards,
Grammar Usage Verbs B4.3.5.1. B4.3.5.1.2 class library
At Word
Writing Descriptive Writing B4.4.12.1.. B4.4.12.1.1.
Using Writing Using Adverbs B4.5.6.1 B4.5.6.1.1.
Conventions
Extensive Building the Love and B4.6.1.1. B4.6.1.1.1
Reading Culture of Reading
12 Oral Language Presentation B4.1.10.1. B4.1.10.1.3 Word cards
Reading Comprehension B4.2.7.1. B4.2.7.1.3 sentence cards,
Grammar Usage Verbs B4.3.5.1. B4.3.5.1.2 class library
At Word
Writing Descriptive Writing B4.4.12.1.. B4.4.12.1.1.
Using Writing Using Adverbs B4.5.6.1.. B4.5.6.1.1.
Conventions
Extensive Building the Love and B4.6.1.1. B4.6.1.1.1
Reading Culture of Reading

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI
TERMLY SCHEME OF
Termly Scheme of Learning (SOL) for B4 Term 1 SCIENCE

WEEKS STRAND SUB STRAND CONTENT INDICATORS RESOURCES

STANDARD
1 DIVERSITY OF LIVING AND B4.1.1.1. B4.1.1.1.1 Plants and animals in the
MATTER NON-LIVING environment, plastics, stones,
THINGS pictures videos paper,
2 DIVERSITY OF LIVING AND B4.1.1.1. B4.1.1.1.2
MATTER NON-LIVING
THINGS
3 DIVERSITY OF MATERIALS B4.1.2.2. B4.1.2.2.1 Plants and animals in the
MATTER environment, plastics, stones,
pictures videos paper
4 DIVERSITY OF EARTH SCIENCE B4.2.1.1. B4.2.1.1.1
MATTER

5 CYCLES EARTH SCIENCE B4.2.1.2. B4.2.1.2.1

6 CYCLES LIFE CYCLES OF B4.2. 2.1. B4.2. 2.1.1. Plants and animals in the
ORGANISMS environment, plastics, stones,
pictures videos paper
7 CYCLES THE HUMAN B4.3.1.1. B4.3.1.1.1
BODY SYSTEMS

8 SYSTEMS THE HUMAN B4.3.1.1. B4.3.1.1.1

BODY SYSTEMS

9 SYSTEMS THE SOLAR B4.3.2.1. B4.3.2.1.1

SYSTEM

10 FORCES AND THE SOLAR B4.3.2.1. B4.3.2.1.1

ENERGY SYSTEM

11 FORCES AND ECOSYSTEM B4.3.3.1. B4.3.3.1.1 Plants and animals in the

ENERGY environment, plastics, stones,
batteries, pictures videos
12 FORCES AND ECOSYSTEM B4.3.3.1. B4.3.3.1.1 paper
ENERGY

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NANA FIIFI
TERMLY SCHEME OF
Termly Scheme of Learning (SOL) for B4 Term 1 COMPUTING

WEEKS STRAND SUB STRAND CONTENT INDICATORS RESOURCES

STANDARD
1 Introduction Generation of computers and B4.1.1.1. B4.1.1.1.1 Laptops,
to computing parts of a computer and other Images of
gadgets clipboard, styles,
fonts, paragraph
2 Introduction Generation of computers and B4.1.1.1. B4.1.1.1.2 Laptops,
to computing parts of a computer and
other gadgets
3 Introduction Generation of computers and B4.1.1.1. B4.1.1.1.2 Laptops,
to computing parts of a computer and
other gadgets.
4 Introduction Introduction to MS-Windows B4.1.2.1. B4.1.2.1.1 Laptops,
to computing Interface (Desktop
Background and locations of
the computer.)
5 Introduction Introduction to MS-Windows B4.1.2.1. B4.1.2.1.2 Laptops,
to computing Interface (Desktop
Background and locations of
the computer.)
6 Introduction Data, sources and usage B4.1.3.1. B4.1.3.1.1 Laptops,
to computing
7 Introduction Data, sources and usage B4.1.3.1. B4.1.3.1.2 Laptops, smart
to computing phones
8 Introduction Data, sources and usage B4.1.3.1. B4.1.3.1.3 Laptops, smart
to computing phones
9 Introduction Data, sources and usage B4.1.3.1. B4.1.3.1.3 Laptops, smart
to computing phones
10 Introduction Technology in the community B4.1.4.1.. B4.1.4.1.1. Laptops, smart
to computing (communication phones
11 Introduction Technology in the community B4.1.4.1. B4.1.4.1.2 Laptops, smart
to computing (communication phones
12 Introduction Technology in the community B4.1.4.1. B4.1.4.1.2 Laptops, smart
to computing (communication phones

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NANA FIIFI
TERMLY SCHEME OF
Termly Scheme of Learning (SOL) for B4 Term 1 MATHEMATICS

WEEKS STRAND SUB STRAND CONTENT INDICATORS RESOURCES

STANDARD
1 NUMBER Counting, B4.1.1.1. B4.1.1.1.1 Counters, bundle and
Representation & B4.1.1.1 B4.1.1.1.2 loose straws, Paper strips,
Cardinality Cut out cards
2 NUMBER Counting, B4.1.1.1. B4.1.1.1.3 Counters, bundle and
Representation & B4.1.1.1. B4.1.1.1.4 loose straws, Paper strips,
Cardinality Cut out cards
3 NUMBER Counting, B4. 1.1.1. B4. 1.1.1.5 Counters, bundle and
Representation & B4.1.1.1. B4.1.1.1.6 loose straws, Paper strips,
Cardinality Cut out cards
4 NUMBER Counting, B4.1.1.2. B4.1.1.2.2 Counters, bundle and
Representation & B4.1.1.3. B4.1.1.3.1 loose straws, Paper strips,
Cardinality Cut out cards
5 NUMBER Counting, B4.1.1.3. B4.1.1.3.2 Counters, bundle and
Representation & B4. 1.1.3.. B4. 1.1.3.3. loose straws, Paper strips,
Cardinality Cut out cards
6 NUMBER Counting, B4.1.1.3. B4.1.1.3.4 Counters, bundle and
Representation & B4.1.1.3. B4.1.1.3.5 loose straws, Paper strips,
Cardinality Cut out cards
7 NUMBER Counting, B4.1.1.3. B4.1.1.3.6 Counters, bundle and
Representation & B4.1.1.4. B4.1.1.4.1 loose straws, Paper strips,
Cardinality Cut out cards
8 NUMBER Number Operations B4.1.1.4. B4.1.1.4.2 Counters, bundle and
B4.1.2.1. B4.1.2.1.1 loose straws, Paper strips,
Cut out cards
9 NUMBER Number Operations B4.1.2.2. B4.1.2.2.1 Counters, bundle and
B4.1.2.2. B4.1.2.2.2 loose straws, Paper strips,
Cut out cards
10 NUMBER Number Operations B4. 1.2.3 B4. 1.2.3.1 Counters, bundle and
B4. 1.2.4. B4. 1.2.4.1 loose straws, Paper strips,
Cut out cards
11 NUMBER Number Operations B4.1.2.5. B4.1.2.5.1 Counters, bundle and
loose straws, Paper strips,
Cut out cards
12 NUMBER Number Operations B4.1.2.6. B4.1.2.6.1 Counters, bundle and
loose straws, Paper strips,
Cut out cards

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NANA FIIFI
TERMLY SCHEME OF
Termly Scheme of Learning (SOL) for B4 Term 1 PHYSICAL EDUCATION

WEEKS STRAND SUB STRAND CONTENT INDICATORS RESOURCES

STANDARD
1 MOTOR SKILL AND LOCOMOTOR B4.1.1.1. B4.1.1.1.1 Balls
MOVEMENT SKILLS
PATTERNS
2 MOTOR SKILL AND LOCOMOTOR B4.1.1.1. B4.1.1.1.2 Pictures and Videos
MOVEMENT SKILLS
PATTERNS
3 MOTOR SKILL AND MANIPULATIVE B4.1.2.1.: B4.1.2.1.1: Drums, Clappers, Video
MOVEMENT SKILLS and Pictures Video and
PATTERNS Pictures
4 MOTOR SKILL AND MANIPULATIVE B 4. 1.2.1. B 4. 1.2.1.2
MOVEMENT SKILLS
PATTERNS
5 MOTOR SKILL AND MANIPULATIVE B4.1.2.1. B4.1.2.1.3 Pictures and Video
MOVEMENT SKILLS
PATTERNS
6 MOTOR SKILL AND MANIPULATIVE B4.1.2.1. B4.1.2.1.4 Pictures and Video
MOVEMENT SKILLS
PATTERNS
7 MOTOR SKILL AND MANIPULATIVE B4.1.2.1. B4.1.2.1.5 Pictures and Video
MOVEMENT SKILLS
PATTERNS
8 MOTOR SKILL AND MANIPULATIVE B4.1.2.1. B4.1.2.1.6 Pictures and Video
MOVEMENT SKILLS
PATTERNS
9 MOTOR SKILL AND MANIPULATIVE B4.1.2.1. B4.1.2.1.7 Pictures and Video
MOVEMENT SKILLS
PATTERNS
10 MOTOR SKILL AND MANIPULATIVE B4.1.2.1. B4.1.2.1.8 Drums, Laptop,
MOVEMENT SKILLS Speakers
PATTERNS
11 MOTOR SKILL AND MANIPULATIVE B4.1.2.1. B4.1.2.1.9 Drums, Laptop,
MOVEMENT SKILLS Speakers,
PATTERNS
12 MOTOR SKILL AND MANIPULATIVE B4.1.2.1. B4.1.2.1.1 Drums, Laptop,
MOVEMENT SKILLS Speakers
PATTERNS

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NANA FIIFI
TERMLY SCHEME OF
Termly Scheme of Learning (SOL) for B4 Term 1 RELIGIOUS AND MORAL EDUCATION

WEEKS STRAND SUB STRAND CONTENT INDICATORS RESOURCES

STANDARD
1 God, His Creation God the Creator B4.1.1.1. B4.1.1.1.1: wall charts, wall
and Attributes words, posters,
video clip, etc
2 God, His Creation God the Creator B4.1.1.1.: B4.1.1.1.1: wall charts, wall
and Attributes words, posters,
video clip, etc
3 God, His Creation God the Creator B4.1.1.2.: B4.1.1.2.1: wall charts, wall
and Attributes words, posters,
video clip, etc
4 God, His Creation God the Creator B4.1.1.2.: B4.1.1.2.1: wall charts, wall
and Attributes words, posters,
video clip, etc
5 God, His Creation God the Creator B4.1.1.2.: B4.1.1.2.1: wall charts, wall
and Attributes words, posters,
video clip, etc
6 God, His Creation The Environment B4. 1.2.1. B4. 1.2.1.1 wall charts, wall
and Attributes words, posters,
video clip, etc
7 God, His Creation The Environment B4. 1.2.1. B4. 1.2.1.1 wall charts, wall
and Attributes words, posters,
video clip, etc
8 Religious Practices Religious Worship, B4.2.1.1. B4.2.1.1.1 wall charts, wall
and their Moral Prayer and other words, posters,
Implications Religious Practices video clip, etc
9 Religious Practices Religious Worship, B4 2.1.1. B4 2.1.1.2 wall charts, wall
and their Moral Prayer and other words, posters,
Implications Religious Practices video clip, etc
10 Religious Practices Religious Worship, B4 2.1.1. B4 2.1.1.2 wall charts, wall
and their Moral Prayer and other words, posters,
Implications Religious Practices video clip, etc
11 Religious Practices Religious Worship, B4 2.1.1. B4 2.1.1.2 wall charts, wall
and their Moral Prayer and other words, posters,
Implications Religious Practices video clip, etc
12 Religious Practices Religious Worship, B4 2.1.1. B4 2.1.1.2 wall charts, wall
and their Moral Prayer and other words, posters,
Implications Religious Practices video clip, etc

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NANA FIIFI
TERMLY SCHEME OF
Termly Scheme of Learning (SOL) for B4 Term 3 OUR WORLD AND OUR PEOPLE

WEEKS STRAND SUB STRAND CONTENT INDICATORS RESOURCES

STANDARD
1 ALL ABOUT Nature of God B4.1.1.1. B4.1.1.1.1 Pictures, Charts,
US Video Clip
2 ALL ABOUT Nature of God B4.1.1.1. B4.1.1.1.1 Pictures, Charts,
US Video Clip
3 ALL ABOUT Myself B4.1.2.1.. B4.1.2.1.1. Pictures, Charts,
US Video Clip
4 ALL ABOUT My Family and the B4.1.3.1.. B4.1.3.1.1. Pictures, Charts,
US Community Video Clip
5 ALL ABOUT Home and School B4.1.4.1.. B4.1.4.1. 1. Pictures, Charts,
US Video Clip
6 ALL AROUND The Environment and the B4.2.1.1.. B4.2.1.1 .1. Pictures, Charts,
US Weather Video Clip
7 ALL AROUND Plants and Animals B4.2.2.1.. B4.2.2.1.1. Pictures, Charts,
US Video Clip
8 ALL AROUND Map Making and Land B4.2.3.1. B4.2.3.1.1. Pictures, Charts,
US Marks Video Clip
9 ALL AROUND Population and B4.2.4.1.. B4.2.4.1.1. Pictures, Charts,
US Settlement Video Clip
10 ALL AROUND Population and B4.2.4.1.. B4.2.4.1.1. Pictures, Charts,
US Settlement Video Clip
11 ALL AROUND Population and B4.2.4.1.. B4.2.4.1.1. Pictures, Charts,
US Settlement Video Clip
12 ALL AROUND Population and B4.2.4.1.. B4.2.4.1.1. Pictures, Charts,
US Settlement Video Clip

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NANA FIIFI
TERMLY SCHEME OF
Termly Scheme of Learning (SOL) for B4 Term 3 HISTORY OF GHANA

WEEKS STRAND SUB STRAND CONTENT INDICATORS RESOURCES

STANDARD
1 History as a Why and How We Study B4.1.1.1. B4.1.1.1.1 A map of Ghana,
Subject HISTORY Posters,
documentary
2 History as a Why and How We Study B4.1.1.1. B4.1.1.1.1 A map of Ghana,
Subject HISTORY Posters,
documentary
3 History as a Why and How We Study B4.1.1.1. B4.1.1.1.1 A map of Ghana,
Subject HISTORY Posters,
documentary
4 History as a Why and How We Study B4.1.1.2. B4.1.1.2.1 A map of Ghana,
Subject HISTORY
5 History as a Why and How We Study B4.1.1.2. B4.1.1.2.1 A map of Ghana,
Subject HISTORY Posters,
documentary
6 My Country The People Of Ghana B4.2.1.1. B4.2.1.1.1 A map of Ghana,
Ghana Posters,
documentary
7 My Country The People Of Ghana B4.2.1.1. B4.2.1.1.1 A map of Ghana,
Ghana Posters,
documentary
8 My Country The People Of Ghana B4.2.1.1. B4.2.1.1.1 A map of Ghana,
Ghana Posters,
documentary
9 My Country The People Of Ghana B4.2.1.1. B4.2.1.1.2 A map of Ghana,
Ghana Posters,
documentary
10 My Country The People Of Ghana B4.2.1.1. B4.2.1.1.2 A map of Ghana,
Ghana Posters,
11 My Country The People Of Ghana B4.2.1.1. B4.2.1.1.2 A map of Ghana,
Ghana Posters,
documentary
12 My Country The People Of Ghana B4.2.1.1. B4.2.1.1.2 A map of Ghana,
Ghana Posters,
documentary

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NANA FIIFI
TERMLY SCHEME OF
Termly Scheme of Learning (SOL) for B4 Term 1 CREATIVE ARTS

WEEKS STRAND SUB STRAND CONTENT INDICATORS RESOURCES

STANDARD
1 Visual arts Thinking and B4 1.1.1. B4 1.1.1.1 photos, videos, art paper,
exploring colours, and traditional art
(Visual Arts) tools, materials and
equipment available in the
community
2 Performing Thinking and B4 2.1.1. B4 2.1.1.1 -do-
arts exploring
3 Visual arts Thinking and B4 1.2.2. B4 1.2.2.1 -do-
Exploring Ideas
4 Performing Planning, Making B4.2.2.2. B4.2.2.2.1 -do-
arts and Composing
5 Visual arts Planning, Making B4 1.2.3. B4 1.2.3.1 -do-
and Composing
6 Performing Planning, Making B4 2.2.3. B4 2.2.3.1 -do-
arts and Composing
7 Visual arts Displaying and B4 1.3.5. B4 1.3.4.1 -do-
Sharing
8 Performing Displaying and B4 2.3.5. B4 2.3.4.2 -do-
arts Sharing
9 Visual and Displaying and B4 1.4.6. B4 1.3.4.1 -do-
Performing Sharing / B4 2.4.6. B4 2.4.6.1
Arts Appreciating and
Appraising
10 Visual and Displaying and B4 1.4.7. B4 1.3.5.1 -do-
Performing Sharing / B4 2.4.7. B4 2.4.7.2
Arts Appreciating and
Appraising

11 Visual and Appreciating and B4 2.3.4. B4 1.4.6.2 -do-

Performing Appraising B4 2.4.6.2
Arts
12 Visual and Appreciating and B4.1.4.7. B4 1.4.6.2 -do-
Performing Appraising B4.2.4.7. B4 2.4.6.2
Arts

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NANA FIIFI
TERMLY SCHEME OF
Scheme of Learning for B4 Term 1 (Ghanaian Language)

Week STRAND SUB-STRAND CONTENT INDICATORS RESOURCES

STANDARD
1 Oral SONGS B4.1.1.1. B4.1.1.1.1 Drums, drum
Language sticks,
Poems B4.1.2.1. B4.1.2.1.1 recorded audios,
Manila cards,
Listening and Story Telling recorded audio
B4.1.4.1. B4.1.4.1.1
visuals
2. Oral Dramatisation and Role Play B4.1.5.1. B4.1.5.1.1
Language
B4.1.5.1. B4.1.5.1.2

3. Reading Phonics: Letter Sound B4.2.4.1. B4.2.4.1.1 Pictures of

Knowledge B4.2.4.1. B4.2.4.1.2 animals, Manila
B4.2.4.1. B4.2.4.1.3 cards, markers,
recorded
audiovisual
4. Reading Phonics: Letter Sound B4.2.4.1. B4.2.4.1.4 Manila cards,
Knowledge markers, recorded
audio-
vocabulary (Sight and content B4.2.5.1.1. B4.2.5.1.1.1
visual
vocabulary) B4.2.5.1.1. B4.2.5.1.1.2
5. Writing Penmanship/Handwriting B4.3.1.1. B4.3.1.1.1 Manila cards,
B4.3.1.1. B4.3.1.1.2 markers, recorded
audio- visual
6. Composition Narrative Writing B4.4.1.1. B4.4.1.1.1 Manila Cards,
Writing B4.4.1.1. B4.4.1.1.2 Class reader
B4.4.1.1. B4.4.1.1.3
7. Composition Creative/ Free Writing B4.4.2.1. B4.4.2.1.1 Manila Cards,
Writing B4.4.2.1. B4.4.2.1.2 Markers

Descriptive Writing B4.4.3.1. B4.4.3.1.1

8. Composition Descriptive Writing B4.4.3.1. B4.4.3.1.2 Word cards, Manila
Writing B4.4.3.1. B4.4.3.1.3 card
Markers Word
B4.4.4.1. B4.4.4.1.1 cards Manila card
Persuasive Writing Markers
NANA FIIFI
9. Writing Integrating Grammar in B4.5.1.1. B4.5.1.1.1 Word cards, Manila
Convention Written Language B4.5.1.1. B4.5.1.1.2 card
s/ Usage (Capitalization B4.5.1.1. B4.5.1.1.3 Markers Word
Cards, Manila card,
B4.5.2.1. B4.5.2.1.1
Integrating Grammar in
Written Language
(Punctuation)
B4
10. Writing Integrating Grammar in B4.5.2.1. B4.5.2.1.2 Word cards, Manila
Convention s/ Written Language B4.5.2.1. B4.5.2.1.3 card
Usage (Punctuation) Markers Word
Cards, Manila
card,
Integrating Grammar in B4.5.3.1. B4.5.3.1.1
Written Language (Use of B4.5.3.1. B4.5.3.1.2
action words)
11. Extensive Building the Love and Culture B4.6.1.1. B4.6.1.1.1 Reading materials
Reading/ of Reading in Learners
Children
Library

12. Extensive Read Aloud with Children B.4.6.2.1. B.4.6.2.1.1 Manila Cards,
Reading/ Markers
Children

Library

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NANA FIIFI

TERM ONE
BASIC FOUR
WEEK 1
NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
A. Reading A. Phonics
B. Grammar Usage At Word B. Nouns
C. Writing C. Penmanship and Handwriting
D. Using Writing Conventions D. Using Punctuation
E. Extensive Reading E. Building the Love and Culture of Reading

Indicator (code) B4.2.2.1.1 B4.3.1.1.1. B4.4.2.1.1 B4.5.2.1.1. B4.6.1.1.1

Content standard (code) B4.2.2.1. B4.3.1..1. B4.4.2.1. B4.5.2.1. B4.6.1.1.
Performance Indicator A. Learners can match sounds to their corresponding letter/letter patterns
(e.g. initial/final consonants – m, j, f, s, etc., initial short vowels”– a, e, i, o,
u”, final “y” as vowel, silent letters etc.)
B. Learners can identify and use nouns to identify people, animals, events
and objects
C. Learners can write clearly using joined letters of consistent size
D. Learners can use the comma:
− before and after "Yes" and "No" in sentences
− after addressing a person, e.g. Kofi, can you help me?
E. Learners can read a variety of age- and level appropriate books and
present a-two-paragraph summary of each book read
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords
NANA FIIFI
T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage B.READING What have we learnt
learners to • Introduce the sounds with alphabet songs or rhymes. today?
sing songs • Guide learners to identify and produce the sounds of
and recite given letter patterns. Ask learners to
familiar e. g. Teacher: Make the sound as I point to each letter. summarize the main
rhymes (Learners begin with the initial/final consonants, initial points in the lesson
short vowels, final y as vowel and silent letters).
• In pairs/ groups, learners identify given letter
patterns.
Have learners apply their knowledge of consonant
digraphs

Assessment: let learners match sounds to their

corresponding letter/letter patterns

Wednesday Engage C.GRAMMAR What have we learnt

learners to • Have learners read simple sentences having names of today?
sing songs people, animals, events and objects from the board.
and recite • Put learners in groups to identify the names of Ask learners to
familiar people, animals, events and objects as nouns. summarize the main
rhymes • Have learners form sentences with names of people, points in the lesson
animals, events and objects and underline these nouns
in the sentences.
• Have them note that common nouns start with small
letters.
• Have learners identify common nouns from
paragraphs/passages

Assessment: let learners use nouns to identify people,

animals, events and objects

Thursday Engage D.WRITING What have we learnt

learners to • Stage 1 : Write letters with a flick e.g. a, t, m, n, w, d today?
sing songs • Stage 2: Join pairs of letters. e.g. at, am, et, de
and recite
NANA FIIFI
familiar • Stage 3: Join the letters of a word. e.g. and , kettle, Ask learners to
rhymes can, catch summarize the main
kettle, can, catch, and points in the lesson
• Stage 4: Copy sentences and passages
Procedure:
• Demonstrate the exercise
• Give practice
• Give exercise
• Provide feedback

Assessment: let learners write clearly using joined

letters of consistent size
Friday Engage E.WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to • Provide learners with sample texts for them to today?
sing songs identify the target punctuation marks. e.g.
and recite Yes, please. Ask learners to
familiar No, thank you. summarize the main
rhymes Kofi, can you help me? points in the lesson
• Give them practice in using the punctuation marks.
They copy and punctuate unpunctuated sentences and
short paragraphs.

Assessment: let learners use the comma: before and

after "Yes" and "No" in sentences
Friday Guide E.EXTENSIVE READING Have learners to tell
learners to what they read to the
choose and • Guide learners to choose and read whole class
read books independently books of their choice during
during the the library period.
library • Learners think-pair-share their stories with
period peers.
• Ask each learner to write a-two-paragraph
summary of the book read.
• Invite individuals to present their work to
the class for feedback.

Assessment: let learners read a variety of age- and

level appropriate books and present a-two-paragraph
summary of each book read

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: MATHEMATICS CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : NUMBER Sub-strand : Counting, Representation & Cardinality

Indicator (code) B4.1.1.1.1 B4.1.1.1.2

Content standard B4.1.1.1. B4.1.1.1.
(code)
Performance Indicator  Learners can model number quantities, place value for multi-digit using
graph sheets or multi-base materials up to 100,000.
 Learners can read and write numbers in figures and in words up 100,000
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development
and Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Counters

Ref: Mathematics curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
NANA FIIFI
Monday Sing songs Review the lesson with
like: Ask learners to model number quantities up to 100,000 Learners
using graph sheets or multi-base materials. For
instance, with multi-base block , a cube = 100 unit; a
I’m
rod = 1000; a flat = 10,000 and a block = 100,000;
counting learners model 32,300 with the appropriate materials
one, what
is one Ask learners to model the number 12,500 shading
graph sheet square as shown below, where 2cm×2cm
square represents 10 units.

Assessment: have learners to practice with more

examples
Tuesday Sing songs Review the lesson with
like: Ask learners to model number quantities up to 100,000 Learners
using graph sheets or multi-base materials. For
instance, with multi-base block , a cube = 100 unit; a
I’m
rod = 1000; a flat = 10,000 and a block = 100,000;
counting learners model 32,300 with the appropriate materials
one, what
is one Ask learners to model the number 12,500 shading
1 - One is graph sheet square as shown below, where 2cm×2cm
one alone, square represents 10 units.
alone it
shall be.
NANA FIIFI

Assessment: have learners to practice with more

examples
Wednesda Sing songs Give learners teacher-made token currency notes [¢1, Review the lesson with
y like: ¢10 & ¢100 notes] on different coloured-paper and ask Learners
them to model or pick given amounts up to ¢10,000;
e.g. ¢2,480
I’m
counting
one, what
is one
1 - One is
one alone,
alone it
shall be.

Assessment: have learners to practice with more

examples

Thursday Sing songs Review the lesson with

like: Play the place value number wheel game: Use the Learners
hundred thousand number wheel to generate 6-digit
numbers and represent the number generated on a
I’m
place value frame. Throw a number of pebbles (or
counting stones) onto the number wheel, identify the number of
one, what pebbles landing in each place value ring, and state the
is one number generated in the wheel (i.e. 2 landed in the
1 - One is ten-thousand’ ring making the number twenty-
one alone, thousand or 20,000). The representations to use also
alone it include verbal, and numerals. Learners must match
number word cards to the figures
shall be.
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Ask learners to write given numbers on the expanded

form of the number:
14031=10,000 + 4,000 +30 + 1

Assessment: have learners to practice with more

examples
Friday Sing songs Review the lesson with
like: Display a number chart or number line with multiples Learners
of 500 between 10000 and 50000 and lead learners to
identify numbers in different positions around a given
I’m
number
counting
one, what Assessment: have learners to practice with more
is one examples

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: SCIENCE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : DIVERSITY OF MATTER Sub-strand : LIVING AND NON-LIVING THINGS

Indicator (code) B4.1.1.1.1

Content standard (code) B4.1.1.1.
Performance Indicator Learners can classify animals into insects, birds, mammals and reptiles

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Science curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Thursday Engage Learners embark on a walk to observe and record What have we learnt
learners to names of different kinds of animals in their community today?
sing songs or show videos and pictures of different kinds of Ask learners to
and recite animals. summarize the
familiar • Learners talk about the different animals based on important points of the
rhymes their limbs, body covering, height, shape, size, where lesson
they live, how they move, what they eat, etc.
• Provide flashcards of many different animals to
learners in groups.
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• Assist learners to sort the pictures into insects, birds,
mammals and reptiles and produce animal classification
cards or tables.
• Learners display and do presentations on their group
work.

• Learners to give reasons for their classifications.

• Ask learners to identify things which are common to
all the different kinds of animals.
• Assist learners to mould different kinds of animals
using suitable materials (such as blu tack, clay,
cardboard, etc.).
• Learners draw different kinds of animals (insects,
birds, mammals and reptiles).

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………………………………………………………………… LESSON

SUBJECT: COMPUTING CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Introduction to computing Sub-strand : GENERATION OF COMPUTERS AND PARTS OF A

COMPUTER AND OTHER GADGETS
Indicator (code) B4.1.1.1.1.
Content standard (code) B4.1.1.1.
Performance Indicator Learners can identify parts of a computer and technology tools (the mouse,
keyboard, monitor, system unit and its components (memory, hard disk drive, CD-
ROM etc.), speakers, and peripherals.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Laptop

Ref: Computing curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage Bring items such as memory(i.e. memory cards, What have we learnt
learners to memory sticks),hard disk drive, CD-ROM etc. or pictures today?
Wednesday sing songs of these items to class and ask the learners to label
and recite selected items or computer parts in their note books. Ask learners to
familiar summarize the main
rhymes Assessment: Let learners identify parts of a computer points in the lesson
and technology tools

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NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : ALL ABOUT US Sub-strand : Nature of God

Indicator (code) B4.1.1.1.1

Content standard (code) B4.1.1.1.
Performance Indicator Learners can explain how special each individual is

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Our World Our People curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage In groups, learners discuss how each person is created What have we learnt
learners to as unique and different from one another: some are today?
sing songs short, tall, dull, intelligent, fair in complexion, black in
and recite complexion, etc. Ask learners to
familiar Learners demonstrate the uniqueness of each summarize the main
rhymes individual e.g. points in the lesson
My name is Esi, I am black and beautiful, there is no one
like me, I’m special for who I am, how I look and where
I live. I am a Ghanaian. I am proud to be a Ghanaian.
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Use pictures/video clips to demonstrate the effects of
destroying our bodies.

Assessment: Let learners explain how special each

individual is
Thursday Engage Put learners into groups according to: height, colour, What have we learnt
learners to mass, intelligence, etc. today?
sing songs Learners write how different they are from one
and recite another. Ask learners to
familiar summarize the main
rhymes Assessment: Let learners write how different they are points in the lesson
from one another.

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: PHYSICAL EDUCATION CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : MOTOR SKILL AND MOVEMENT Sub-strand : LOCOMOTOR, MANIPULATIVE AND RHYTHMIC
PATTERNS SKILLS

Indicator (code) B4.1.1.1.1

Content standard (code) B4.1.1.1.
Performance Indicator Learners can Demonstrate the difference between slow and fast, heavy and light,
hard and soft while moving
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) cones

Ref: PE curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Learners Learners demonstrate slow and fast movements. What have we learnt
jog round a Learners move in a demarcated area using varied today?
demarcate locomotor skills (walk, jog and run). Learners walk or
d area in run for peers to determine slow or fast movement Use answers to
files while summarise the lesson.
singing and
clapping to
warm-up
the body
for
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maximal
performan
ce and to
prevent
injuries

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NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : God, His Creation and Attributes Sub-strand : God the Creator

Indicator (code) B4.1.1.1.1:

Content standard (code) B4.1.1.1.
Performance Indicator Learners can explain the nature of God as the Creator

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: RME curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Engage • Lead learners to discuss the nature of God as the What have we learnt
learners to Creator: originator of all things, He created all things today?
sing songs such as human beings, trees, animals, water bodies, etc.
and recite • Take learners on nature walk to observe and Ask learners to
familiar document things created by God: human beings, trees, summarize the main
rhymes animals, water bodies, etc. points in the lesson

Assessment: let learners explain the nature of God as

the Creator

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NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: HISTORY CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : History as a Subject Sub-strand : Why and How We Study HISTORY

Indicator (code) B4.1.1.1.1

Content standard (code) B4.1.1.1.
Performance Indicator Learners can explain the importance of studying the history of Ghana

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: History curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Engage learners to discuss how history defines our What have we learnt
learners to identity as Ghanaians. today?
sing songs
and recite Assessment: let learners explain how history defines Ask learners to
familiar our identity as Ghanaians. summarize the main
rhymes points in the lesson

How does
history
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promote
our
identity as
Ghanaians
?
Thursday Engage Engage learners to discuss how history defines our What have we learnt
learners to identity as Ghanaians. today?
sing songs
and recite Assessment: let learners explain how history defines Ask learners to
familiar our identity as Ghanaians. summarize the main
rhymes points in the lesson

How does
history
promote
our
identity as
Ghanaians
?

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: CREATIVE ARTS CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Visual Arts Sub-strand : Thinking and Exploring Ideas

Indicator (code) B4 1.1.1.1

Content standard (code) B4 1.1.1.
Performance Indicator Learners can study and talk about visual artworks created by selected Ghanaian
visual artists that reflect the history and culture of the people of Ghana
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Creative Arts curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Wednesday Engage Learners are to: What have we learnt
learners to today?
sing songs printed fabrics, wall paintings, cartoons, posters,
and recite photographs, clay pots) created by some Ghanaian Ask learners to
familiar visual artists (such as Amon Kotei, Theodosia Okoh, summarize the main
rhymes Ablade Glover, Oku Ampofo, Offei-Nyako, Kwame points in the lesson
Amoah, Betty Acquah, Kofi Antubam) by:
a) gathering information from library books; surfing
the internet;visiting art studios, galleries, museums
or exhibitions;
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b) watching videos, films or observing photographs
of artworks of some Ghanaian visual artists;
c) examining some artworks of the artists to find out
how those artworks reflect the history and culture
of the people of Ghana. For example, relate the
colours and star in the Ghana Flag to the history of
Ghana;
d) identifying and discussing symbols found in the
artworks being studied that reflect the history and
culture of the people of Ghana;
e) writing brief notes about one visual artist using
the following guidelines:
- Name
- Training
- Type of artworks
- Title of some works.

Assessment: let learners describe visual artworks

created by selected Ghanaian visual artists that reflect
the history and culture of the people of Ghana

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: GHANAIAN LANGUAGE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
Oral Language Songs
Poems
Listening and story telling
Indicator (code) B4.1.1.1.1. B4.1.2.1.1. B4.1.4.1.1..
Content standard (code) B4.1.1.1. B4.1.2.1. B4.1.4.1.
Performance Indicator  Learners should Sing and discuss songs connected to traditional
occupations and their importance.
 Learners should explore the poems of about five lines correctly and
discuss the moral lessons in the poem.
 Learners should retell a folktale of about three scenes and recognise its
beginning and end and discuss the features of the folktale.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)
Ref: Ghanaian Language curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
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Engage • Let learners sing a familiar traditional song. What have we learnt
leaners to • Show learners a video of a traditional song being today?
sing songs performed.
and recite • Discuss the lyrics of the song with learners.
familiar • Let learners sing songs connected to the traditional
rhymes
occupation in their locality (Pick one occupation at a
time). Review the lesson with
• After watching a video on a performed traditional learners
occupation, allow Learners shoulds to discuss some
importance of traditional occupation songs.

Work songs: – reduce fatigue, boredom provides

enjoyment allows systematic work, inspires fellow
workers to work harder etc.

Assessment: let learners mention songs connected to

traditional occupations and their importance.
Engage • Let learners sing a popular traditional song. What have we learnt
leaners to • Explore a poem to learners. today?
sing songs • Let them listen and take note of keywords words in
and recite the poem.
familiar • Ask learners to mention the words they heard.
rhymes
• Write the words on the board.
• Lead learners to say the words aloud. Review the lesson with
• Let learners say the words and use them to form learners
their own sentences.
• Let learners explore the poem correctly.
• Put learners in groups.
• Let them discuss the moral lessons in the poems
in groups and tell the class.

Assessment: let learners identify the moral lessons in the

poem.

Engage • Let learners sing a popular song. What have we learnt

leaners to • Play a video of someone telling a folktale. today?
sing songs • Encourage learners to take note of whatever they
and recite see and hear.
familiar • Teach learners what a folktale is.
rhymes
• Call learners individually to retell what they saw and
heard in the video.
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• Put learners into groups and ask them to compose a Review the lesson with
folktale on any topic of their choice. learners
• Let learners present their folktales to the class.
• After watching the video on someone telling a
folktale, lead learners to discuss what they saw and
heard.
• Tell learners a folktale.
• Discuss the beginning and end of the folktale with
learners. E.g. Beginning or opening, middle or body and
end or conclusion.
• Let learners discuss the features of the folktale.
E.g. People, animals, spirits, tress, river, mountains,
etc. It has a moral lesson and is very interesting.
It is usually a comedy or tragedy.

Assessment: let learners retell a folktale

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NANA FIIFI

TERM ONE
BASIC FOUR
WEEK 2
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……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
A. Oral Language A. Songs , Poems
B. Reading B. Phonics
C. Grammar Usage At Word C. Nouns
D. Writing D. Paragraph Development
E. Using Writing Conventions E. Using Punctuation
F. Extensive Reading F. Building the Love and Culture of Reading
Indicator (code) (B4.1.1.1.1 B4.1.3.1.1) B4.2.2.1.2 B4.3.1.1.2 B4. 4.6.1.1 B4.5.2.1.1. B4.6.1.1.1
Content standard (code) (B4.1.1.1. B4.1.3.1.) B4.2.2.1. B4.3.1.1. B4. 4.6.1. B4.5.2.1. B4.6.1.1.
Performance Indicator A. Learners can listen attentively to songs and sing them with appropriate
stress, rhythm and actions. Recite poems with stress, rhythm and actions
and interpret them in own their words
B. Learners can read single-syllable-words with taught consonant digraphs
(sh- ship, ch-rich, ck-lock) and when reading continuous texts
C. Learners can identify and use: proper nouns – refer to cities and countries
and)
D. Learners can choose appropriate ways and modes of writing for a variety
of purposes, audiences, and contexts, and organise facts, ideas and/or
points of view in a way appropriate to the mode of delivery, using
appropriate text features
G. Learners can use the comma:
− before and after "Yes" and "No" in sentences
− after addressing a person, e.g. Kofi, can you help me?
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E. Learners can read a variety of age- and level appropriate books and present
a-two-paragraph summary of each book read
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage A.ORAL LANGUAGE What have we learnt
learners to • Identify a variety of familiar songs from learners’ today?
sing songs background.
and recite • Lead learners to sing the songs with appropriate Ask learners to
familiar stress, rhythm and intonation. summarize the main
rhymes points in the lesson
• Perform a short poem as learners listen and observe.
• Teach the key words in the poem in context.
• Have them read it in small groups, pairs and
individually.
• Emphasise correct stress and rhythm.

Assessment: let learners recite poems with stress,

rhythm and actions and interpret them in own their
words
Tuesday Engage B.READING What have we learnt
learners to Read single-syllable-words with taught consonant today?
sing songs digraphs (sh-ship, ch-rich, ck-lock) and when reading
and recite continuous texts. Ask learners to
familiar summarize the main
rhymes Assessment: let learners read single-syllable-words points in the lesson
with taught consonant digraphs

Wednesday Engage C.GRAMMAR What have we learnt

learners to a. Proper Nouns today?
sing songs • Have learners read simple sentences having names of
and recite cities and countries from the board.
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familiar • Put learners into groups to identify the names of cities Ask learners to
rhymes and countries on a globe or map. summarize the main
• Learners form sentences with names of other cities points in the lesson
and countries.
• Have learners identify proper nouns from
paragraphs/passages.

Assessment: let learners identify and use: proper

nouns

Thursday Engage D.WRITING What have we learnt

learners to • Select sample essay types/texts showing a variety of today?
sing songs modes of writing from learners' readers and/teacher's
and recite resource. Ask learners to
familiar e.g. summarize the main
rhymes i. Expository Writing – how something works. points in the lesson
ii. Narrative – how something happened.
iii. Description – how something/someone appears.
iv. Argument – how an opinion can be stated and
supported
• Put learners into groups of five. For each mode of
writing, give a sample text to each group to study and,
through appropriate questions, guide them to identify
the following:
i. the main idea(s);
ii. the mode of writing;
iii. the purpose;
iv. the audience.
For each mode of writing, select a paragraph, jumble
the sentences and have learners rearrange them into a
coherent piece. (Rearrangement of jumbled sentences).
use other controlled composition strategies such as
matching, completion and blank filling

Assessment: let learners select a paragraph, jumble the

sentences and have learners rearrange them into a
coherent piece

Friday Engage E.WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to • Provide learners with sample texts for them to today?
sing songs identify the target punctuation marks. e.g.
and recite Yes, please. Ask learners to
familiar No, thank you. summarize the main
rhymes Kofi, can you help me? points in the lesson
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• Give them practice in using the punctuation marks.
They may copy and punctuate unpunctuated sentences
and short paragraphs.
• Have them write sentences to demonstrate
understanding of the use of the comma before and
after "Yes" and "No" in sentences; - after addressing a
person

Assessment: let learners use the comma: before and

after "Yes" and "No" in sentences
Friday Guide E.EXTENSIVE READING Have learners to tell
learners to what they read to the
choose and • Guide learners to choose and read whole class
read books independently books of their choice during the
during the library period.
library • Learners think-pair-share their stories with
period peers.
• Ask each learner to write a-two-paragraph
summary of the book read.
• Invite individuals to present their work to
the class for feedback.

Assessment: let learners read a variety of age- and

level appropriate books and present a-two-paragraph
summary of each book read

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: MATHEMATICS CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : NUMBER Sub-strand : Counting, Representation & Cardinality

Indicator (code) B4.1.1.1.3 B4.1.1.1.4

Content standard B4.1.1.1. B4.1.1.1.
(code)
Performance Indicator  Learners can identify numbers in different positions around a given
number in a number chart
 Learners can compare and order whole numbers up to 10,000 and
represent comparisons using the symbols “<”, “=”, “>”
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development
and Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Counters

Ref: Mathematics curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
NANA FIIFI
Monday Sing songs Review the lesson with
like: 1 Display a number chart in multiples of 500 between Learners
10,000 and 100,000 and lead learners identify numbers
in different positions around a given number. Put
I’m
learners in pairs and give each group a number grid and
counting
have them identify numbers in different positions
one, what around a chosen number.
is one
10,000 10,500 11,000 11,500 12,000 12,500
20,000 20,500 21,000 21,500 22,000 22,500
30,000 30,500 31,000 31,500 32,000 32,500
40,000 40,500 41,000 41,500 42,000 42,500
50,000 50,500 51,000 51,500 52,000 52,500
60,000 60,500 61,000 61,500 62,000 62,500

Assessment: have learners to practice with more

examples
Tuesday Sing songs Review the lesson with
like: 1 Display a number chart in multiples of 500 between Learners
10,000 and 100,000 and lead learners identify numbers
I’m in different positions around a given number. Put
learners in pairs and give each group a number grid and
counting
have them identify numbers in different positions
one, what around a chosen number.
is one
10,000 10,500 11,000 11,500 12,000 12,500
1 - One is
20,000 20,500 21,000 21,500 22,000 22,500
one alone,
30,000 30,500 31,000 31,500 32,000 32,500
alone it
shall be. 40,000 40,500 41,000 41,500 42,000 42,500
50,000 50,500 51,000 51,500 52,000 52,500
60,000 60,500 61,000 61,500 62,000 62,500

Assessment: have learners to practice with more

examples
Wednesda Sing songs Learners identify numbers which are 1,000 and 10,000 Review the lesson with
y like: more or less than a given five-digit or six-digit number. Learners
E.g. 2400 is 1,000 less than 3400. Learners use words
I’m such as: “equal to” “greater than” “less than” and later
use symbols such as “<”, “=”, “>” to compare numbers
counting
up to 100,000 taking into consideration the place value
one, what of each digit in the given number. E.g. 1200=1200;
is one 27345>26355,
NANA FIIFI

Assessment: have learners to practice with more

examples

Thursday Sing songs Learners work together in their groups to order a given Review the lesson with
like: set of numbers in ascending or descending order Learners
verbally and in writing. E.g. 1020,1025,2673,2873,
I’m
counting
one, what Assessment: have learners to practice with more
is one examples

Friday… Sing songs Give two numbers between 10,000 and 100,000 to Review the lesson with
like: each group and encourage learners to say as many Learners
things as possible about the two numbers. For
I’m instance, 21345 and 21534; 21345 is less than (smaller
than) than 21534 or 21534 is bigger than (greater than)
counting
21345, or 21345 is almost 200 less than 21534 etc.
one, what
is one
Assessment: have learners to practice with more
examples

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: SCIENCE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : DIVERSITY OF MATTER Sub-strand : LIVING AND NON-LIVING THINGS

Indicator (code) B4.1.1.1.2

Content standard (code) B4.1.1.1.
Performance Indicator Learners can Know life processes of animals (movement, nutrition and
reproduction)
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Science curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage • Learners observe videos and pictures depicting What have we learnt
learners to movement, nutrition and reproduction in animals. today?
sing songs • Learners describe how various animals (insects, birds,
and recite reptiles and mammals) move, feed and reproduce. Ask learners to
familiar summarize the
rhymes Assessment: let learners describe how various animals important points of the
(insects, birds, reptiles and mammals) move, feed and lesson
reproduce.
NANA FIIFI
Thursday Engage • Learners role-play or pantomime movement and What have we learnt
learners to nutrition of animals. today?
sing songs • In groups, learners discuss the importance of Ask learners to
and recite movement, nutrition and reproduction to animals. summarize the
familiar important points of the
rhymes Assessment: let learners write the importance of lesson
movement, nutrition and reproduction to animals.

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: COMPUTING CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : INTRODUCTION TO COMPUTING Sub-strand : GENERATION OF COMPUTERS AND PARTS OF A

COMPUTER AND OTHER GADGETS
Indicator (code) B4.1.1.1.2.
Content standard (code) B4.1.1.1.
Performance Indicator Learners can describe the types of input devices of a computer and their uses. E.g.
joystick, light pen, mouse, pointing stick etc..
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Laptop

Ref: Computing curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage Guide learners to explore the types of input devices and What have we learnt
learners to their uses. today?
Wednesday sing songs
and recite Assessment: Let learners describe the types of input Ask learners to
familiar devices of a computer and their uses summarize the main
rhymes points in the lesson

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NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : ALL ABOUT US Sub-strand : Nature of God

Indicator (code) B4.1.1.1.1

Content standard (code) B4.1.1.1.
Performance Indicator Learners can explain how special each individual is

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Our World Our People curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Learners in groups discuss how they can use their God- What have we learnt
learners to given unique qualities: Serve God and human beings, today?
sing songs protect and preserve the environment, live together in
and recite harmony, contribute to development Ask learners to
familiar summarize the main
rhymes Assessment: Let learners mention how they can use points in the lesson
their God-given unique qualities:
Thursday Engage Learners talk about their aspiration and how they want What have we learnt
learners to to achieve that. today?
sing songs
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and recite Assessment: Let learners mention their aspirations and Ask learners to
familiar how they want to achieve that. summarize the main
rhymes points in the lesson

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: PHYSICAL EDUCATION CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : MOTOR SKILL AND MOVEMENT Sub-strand : LOCOMOTOR SKILLS

PATTERNS

Indicator (code) B4.1.1.1.2

Content standard (code) B4.1.1.1.
Performance Indicator Learners can Enter, jump, and leave a long swinging rope turned by others
repeatedly.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) cones

Ref: PE curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Learners Learners skip a number of times at their own pace What have we learnt
jog round a landing on the balls of their feet. Skip continuously over today?
demarcate a rope a number of times in turns.
d area in Use answers to
files while summarise the lesson.
singing and
clapping to
warm-up
the body
for
maximal
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performan
ce and to
prevent
injuries

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NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : God, His Creation and Attributes Sub-strand : God the Creator

Indicator (code) B4.1.1.1.1:

Content standard (code) B4.1.1.1.
Performance Indicator Learners can explain the nature of God as the Creator

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: RME curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Engage What have we learnt
learners to • Take learners on nature walk to observe and today?
sing songs document things created by God: human beings, trees,
and recite animals, water bodies, etc. Ask learners to
familiar • In groups, learners put their findings together summarize the main
rhymes and present them to the class for discussion. points in the lesson

Assessment: let learners mention things created by God

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NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: HISTORY CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : History as a Subject Sub-strand : Why and How We Study HISTORY

Indicator (code) B4.1.1.1.1

Content standard (code) B4.1.1.1.
Performance Indicator Learners can explain the importance of studying the history of Ghana

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: History curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Role-play to show how history teaches us customs, What have we learnt
learners to values, traditions, all of which ensure the survival of our today?
sing songs nation.
and recite Ask learners to
familiar Assessment: let learners mention show how history summarize the main
teaches us customs, values, traditions
rhymes points in the lesson

How does
history
promote
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the
survival of
the ethnic
groups?
How does
history
promote
national
integration
?
Thursday Engage Role-play to show how history teaches us customs, What have we learnt
learners to values, traditions, all of which ensure the survival of our today?
sing songs nation.
and recite Ask learners to
familiar Assessment: let learners mention show how history summarize the main
rhymes teaches us customs, values, traditions points in the lesson

How does
history
promote
the
survival of
the ethnic
groups?
How does
history
promote
national
integration
?

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: CREATIVE ARTS CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Thinking and Exploring Ideas Sub-strand : Performing Arts

Indicator (code) B4 1.2.2.3

Content standard (code) B4 1.2.2.
Performance Indicator Learners can study the performing artworks created by some Ghanaian
performing
artists that reflect the history and the culture of the people in Ghana
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Creative Arts curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Learners are to: What have we learnt
learners to today?
sing songs drama/play, poetry) composed or performed by some
and recite Ghanaian performing artists such as Ephraim Amu, Ask learners to
familiar Grace Omaboe, the National Dance Ensemble, Agya Koo summarize the main
rhymes Nimoh, Atukwei Okai by: points in the lesson
a) gathering information from library studies,
newspapers, surfing the internet, visiting performing art
studios/location of performing arts groups, cultural
centres, watching short videos/films, live/recorded
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performances, etc. of some Ghanaian performing
artists;
b) examining some performing artworks and sharing
ideas about the compositions and performances
studied on how those artworks reflect the history and
culture of the people of Ghana;
c) identifying and discussing the themes/topics of the
compositions and performances that reflect the history
and culture of the people of Ghana;

Assessment: let learners describe performing artworks

created by some Ghanaian performing artists that
reflect the history and the culture of the people in
Ghana
Wednesday Engage Learners are to: What have we learnt
learners to writing notes about one performing artist using the today?
sing songs following guidelines:
and recite - Name Ask learners to
familiar - Training summarize the main
rhymes - Type of compositions and performances points in the lesson
- Title of some works

Assessment: let learners describe performing artworks

created by some Ghanaian performing artists that
reflect the history and the culture of the people in
Ghana

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: GHANAIAN LANGUAGE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Oral Language Sub-strand : Dramatisation and Role Play

Indicator (code) B4.1.5.1.1 B4.1.5.1.2

Content standard (code) B4.1.5.1. B4.1.5.1.
Performance Indicator  Learners should narrate a story line of a story of about five characters and
recognise and discuss the characters and setting of the story.
 Learners should perform the drama of about five characters
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Manila cards, markers, recorded audios visual

Ref: Ghanaian Language curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage • Let learners sing any traditional work song they know. What have we learnt
leaners to • Invite a guest teacher to tell a short story made up of today?
sing songs five characters.
and recite • Discuss what a story line is with learners.
familiar • Lead learners through discussion to find out the story
rhymes
line of the story they have heard.
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• Let learners listen to the story again from the Review the lesson with
guest teacher. learners
• Discuss what a setting and a character is with
learners.
• Allow learners to recognise the characters and setting
of the story.

Assessment: let learners describe the characters and

setting of the story.
Engage • Discuss the story that the guest teacher told the class What have we learnt
leaners to again with learners. today?
sing songs • Assign roles to them and direct learners to perform
and recite the drama.
familiar • Discuss the performance with learners.
rhymes
• The strengths and weaknesses must be emphasized in
order to improve on subsequent performances. Review the lesson with
learners
Assessment: let learners perform a drama of about five
characters
Engage • Discuss the story that the guest teacher told the class What have we learnt
leaners to again with learners. today?
sing songs • Assign roles to them and direct learners to perform
and recite the drama.
familiar • Discuss the performance with learners.
rhymes
• The strengths and weaknesses must be emphasized in
order to improve on subsequent performances. Review the lesson with
learners
Assessment: let learners perform a drama of about five
characters

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NANA FIIFI

TERM ONE
BASIC FOUR
WEEK 3
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……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
A. Oral Language A. Story Telling
B. Reading B. Word Families
C. Grammar Usage At Word C. Nouns
D. Writing D. Paragraph Development
E. Using Writing Conventions E. Naming words/ Nouns
F. Extensive Reading F. Building the Love and Culture of Reading
Indicator (code) B4.1.4.1.1 B4.2.3.1.1 B4.3.1.1.2 B4. 4.6.1.1 B4.5.3.1.1 B4.6.1.1.1
Content standard (code) B4.1.4.1. B4.2.3.1. 4.3.1.1. B4. 4.6.1. B4.5.3.1. B4.6.1.1.
Performance Indicator A. Learners can retell stories sequentially, including key details
B. Learners can use common rhyming/ending words to decode words.
e. g. at, pat, mat, fat, etc.
C. Learners can identify and use: proper nouns – refer to cities and countries
and), Common nouns
D. Learners can choose appropriate ways and modes of writing for a variety
of purposes, audiences, and contexts, and organise facts, ideas and/or
points of view in a way appropriate to the mode of delivery, using
appropriate text features
E. Learners can identify and use nouns in sentences to identify people,
animals, events and objects
F. Learners can read a variety of age- and level appropriate books and
present
a-two-paragraph summary of each book read
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Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage A.ORAL LANGUAGE Monday
learners to Tell/read a suitable story to the class e.g. “The Hawk
sing songs and the Hen”.
and recite Learners retell the story in detail.
familiar Have learners identify the parts of the story as
rhymes beginning part, middle part and ending part.
Through questioning, have learners discuss the various
parts of the story i.e. beginning, middle and ending, as
in the table below:
Title.................

What was Where in the story What are the

the event? did this event key details of
happen? this event?

Beginning

Middle

Ending

Put learners into groups to discuss the central message

of the story.
Have learners retell the story sequentially.

Assessment: let learners retell stories sequentially,

including key details
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Tuesday Engage B.READING Tuesday
learners to • Revise the lesson on prefixes.
sing songs Let learners know that just as we have family names
and recite (surnames), there are words that have the same ending
familiar that belong to the family of rhyming words.
rhymes • Through brainstorming have learners come up with
words that belong to a particular rhyming family. Have
children identify these rhyming words as they read.
• Have learners hunt for these words and build a
portfolio on them.
• Guide learners to build on words.
e.g. –at = cat – bat – hat -all = call – fall – wall
- it = sit – pit – hit -ot = tot – pot – cot

Assessment: let learners use common rhyming/ending

words to decode words
Wednesday Engage C.GRAMMAR Wednesday
learners to b. Common Nouns
sing songs • Introduce common nouns in context.
and recite • Have learners read simple sentences containing
familiar common nouns on the board.
rhymes • Put learners into groups to identify the common
nouns.
• Have learners form sentences using the common
nouns identified.
• Have learners identify common nouns from
paragraphs/passa

Assessment: let learners identify and use: proper

nouns – refer to cities and countries
Thursday Engage D.WRITING Thursday
learners to • Select sample essay types/texts showing a variety of
sing songs modes of writing from learners' readers and/teacher's
and recite resource.
familiar e.g.
rhymes i. Expository Writing – how something works.
ii. Narrative – how something happened.
iii. Description – how something/someone appears.
iv. Argument – how an opinion can be stated and
supported
• Put learners into groups of five. For each mode of
writing, give a sample text to each group to study and,
through appropriate questions, guide them to identify
the following:
i. the main idea(s);
ii. the mode of writing;
iii. the purpose;
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iv. the audience.
For each mode of writing, select a paragraph, jumble
the sentences and have learners rearrange them into a
coherent piece. (Rearrangement of jumbled sentences).
use other controlled composition strategies such as
matching, completion and blank filling

Assessment: let learners select a paragraph, jumble the

sentences and have learners rearrange them into a
coherent piece
Friday Engage E.WRITING CONVENTION AND GRAMMAR USAGE Friday
learners to • Have learners read simple sentences with names of
sing songs people, animals, events and objects on the board.
and recite • Put learners in groups to identify the names of
familiar people, animals, events and objects as nouns.
rhymes • Have learners form sentences with names of people,
animals, events and objects and underline these
names/nouns in the sentences.
• Have them note that common nouns start with
small letters.

Assessment: let learners identify and use nouns in

sentences to identify people, animals, events and
objects

Friday Guide E.EXTENSIVE READING Friday

learners to
choose and • Guide learners to choose and read independently books
read books of their choice during the library period.
during the • Learners think-pair-share their stories with peers.
library • Ask each learner to write a-two-paragraph summary of
period the book read.
• Invite individuals to present their work to the class for
feedback.

Assessment: let learners read a variety of age- and

level appropriate books and present a-two-paragraph
summary of each book read

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: MATHEMATICS CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : NUMBER Sub-strand : Counting, Representation & Cardinality

Indicator (code) B4. 1.1.1.5 B4.1.1.1.6

Content standard (code) B4. 1.1.1. B4.1.1.1.
Performance Indicator  Learners can round (off, up, down) whole numbers up to 10000 to the
nearest, thousands, hundreds and tens
 Learners can skip count forwards and backwards in 50s and 100s up to and
from 10000
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Counters

Ref: Mathematics curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
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Monday Sing songs Put learners into convenient groups. A learner mentions Review the lesson with
like: a number and another makes skip count in 50s or 100s Learners
to include the fifth count. For instance.
Learner 1: Shout out “240” …. Learner 2: 290, 340, 390,
I’m
440, 490, etc.
counting
Learner 3; Shout out “1285” skip counting down in 100s
one, what Learner 4; 1185, 1085, 985, 885, 785….etc.
is one
Assessment: have learners to practice with more
examples
Tuesday Sing songs Skip count forwards and backwards by 50s and Review the lesson with
like: between 1000 and 10000 that are multiples of 50s and Learners
100s but make an error or leave out a number.
Challenge learners to identify or correct error
I’m
counting
one, what Assessment: have learners to practice with more
is one examples
Wednesday Sing songs Display Roman numeral charts (1-30) arranged in Review the lesson with
like: sequential order and lead learners to identify the Learners
numerals. Learners identify the main characters of the
roman numerals used to build the table up to 30 i.e. I,
I’m
II, III, IV, V, X,
counting
one, what Call out a numeral and have learners point at it from
is one the chart
1 - One is
one alone, Assessment: have learners to practice with more
alone it examples
shall be.

Thursday Sing songs Review the lesson with

like: Have learners match the Roman numerals to the Hindu- Learners
Arabic numerals for instance I = 1; V= 5: X= 10, XV= 15.
Mention some numerals randomly and have learners
I’m
point at it on the chart
counting
one, what
is one Assessment: have learners to practice with more
1 - One is examples
one alone,
alone it
shall be.
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Friday Sing songs Review the lesson with
like: Have learners match the Roman numerals to the Hindu- Learners
Arabic numerals for instance I = 1; V= 5: X= 10, XV= 15.
Mention some numerals randomly and have learners
I’m
point at it on the chart
counting
one, what Assessment: have learners to practice with more
is one examples
1 - One is
one alone,
alone it
shall be.

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: SCIENCE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : DIVERSITY OF MATTER Sub-strand : MATERIALS

Indicator (code) B4.1.2.2.1

Content standard (code) B4.1.2.2.
Performance Indicator Learners can identify a liquid-liquid mixture and describe how to separate its
components
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Science curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Display different types of liquids for learners to What have we learnt
learners to observe, e. g. water, kerosene, cooking oil, milk, soft today?
sing songs drinks, etc.
and recite • Task learners to identify the liquids provided. Ask learners to
familiar • In groups, learners mix liquids of the same kind, summarize the
rhymes different kinds and then observe and record their important points of the
findings, e.g., vinegar and water, palm oil and water, lesson
etc.
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Assessment: let learners describe the different types of
liquid-liquid mixtures.

Thursday Engage • Engage learners in discussion to describe the different What have we learnt
learners to types of liquid-liquid mixtures. [Those which are able to today?
sing songs mix uniformly (miscible liquids) and those which are not
and recite able to mix uniformly (immiscible)].
familiar
rhymes Project: Separation of a mixture of immiscible liquids.
Learners investigate to separate a mixture of immiscible
liquids such as cooking oil and water

NB: This activity can be undertaken with the aid of a

separating funnel or an improvised version of it. Do not
bring liquids that are flammable or poisonous to class
for this lesson

Assessment: let learners identify a liquid-liquid mixture

and describe how to separate its components
NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: COMPUTING CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Introduction to computing Sub-strand : GENERATION OF COMPUTERS AND PARTS OF A

COMPUTER AND OTHER GADGETS
Indicator (code) B4.1.1.1.2.
Content standard (code) B4.1.1.1.
Performance Indicator Learners can describe the types of input devices of a computer and their uses. E.g.
joystick, light pen, mouse, pointing stick etc..
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Laptop

Ref: Computing curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage Guide learners to explore the types of input devices and What have we learnt
learners to their uses. today?
Wednesday sing songs
and recite Assessment: Let learners describe the types of input Ask learners to
familiar devices of a computer and their uses summarize the main
rhymes points in the lesson

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : ALL ABOUT US Sub-strand : Myself

Indicator (code) B4.1.2.1.1.

Content standard (code) B4.1.2.1.
Performance Indicator Learners can identify one’s strengths and weaknesses and how to promote
interpersonal relations
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Our World Our People curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Learners talk about their abilities and weaknesses, e.g. What have we learnt
learners to of strengths: friendliness, kindness, confidence: today?
sing songs e.g. of weaknesses: selfishness, shyness, timidity, lack
and recite of confidence. Ask learners to
familiar summarize the main
rhymes Learners talk about ways of initiating good points in the lesson
interpersonal relationships, e.g. greetings, respect,
tolerance, caring, showing appreciation, etc.
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Assessment: Let learners mention ways of initiating
good interpersonal relationships

Thursday Engage Learners talk about ways of improving their abilities and What have we learnt
learners to overcoming their weaknesses e.g. education, constant, today?
sing songs practice, training, counseling.
and recite Ask learners to
familiar Learners use their assertive skills to express their summarize the main
rhymes feelings about what disturbs/hurts the e.g. being polite points in the lesson
to people, being respectful, being firm

Assessment: Let learners mention ways of improving

their abilities and overcoming their weaknesses

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: PHYSICAL EDUCATION CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : MOTOR SKILL AND MOVEMENT Sub-strand : MANIPULATIVE SKILLS

PATTERNS
Indicator (code) B4.1.2.1.1:
Content standard (code) B4.1.2.1.
Performance Indicator Learners can Roll ball with a stick to a target

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.
Keywords

T. L .R. (s)
Ref: PE curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Learners Learners roll a ball with their sticks to a distance after What have we learnt
jog round a general and specific warm up. Learners practice ball today?
demarcate rolling in varied patterns such as straight rolling, curve
d area in rolling, etc Use answers to
files while summarise the lesson.
singing and
clapping to
warm-up
the body
for
maximal
NANA FIIFI
performan
ce and to
prevent
injuries

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : God, His Creation and Attributes Sub-strand : God the Creator

Indicator (code) B4.1.1.2.1:

Content standard (code) B4.1.1.2.
Performance Indicator Learners can identify the uniqueness of humankind from other creatures.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: RME curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Engage • Have learners in groups identify how different What have we learnt
learners to humankind is from other creatures of God: today?
sing songs - human beings versus animals
and recite - human beings versus plants Ask learners to
familiar • Let learners, in groups, write down the characteristics summarize the main
rhymes of humankind: our thinking ability, ability to speak, points in the lesson
knowing what is good and evil, etc

Let each group present its list for peer-review and class
discussion.
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Assessment: let learners identify how different

humankind is from other creatures of God:

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……………………………………………………………………: LESSON PLAN

SUBJECT: HISTORY CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : History as a Subject Sub-strand : Why and How We Study HISTORY

Indicator (code) B4.1.1.1.1

Content standard (code) B4.1.1.1.
Performance Indicator Learners can explain the importance of studying the history of
Ghana
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: History curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including Plenary / Reflections
(preparing the brain assessment)
for learning)
Tuesday Engage learners to Role play how history can What have we learnt today?
sing songs and recite promote national pride,
familiar rhymes patriotism and integration. Ask learners to summarize the
main points in the lesson
How does history Assessment: let learners
mention how history can
promote national
promote national pride,
pride and
patriotism and integration.
patriotism?
Thursday Engage learners to Role play how history can What have we learnt today?
sing songs and recite promote national pride,
familiar rhymes patriotism and integration. Ask learners to summarize the
main points in the lesson
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How does history Assessment: let learners
promote national mention how history can
pride and promote national pride,
patriotism? patriotism and integration.

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: CREATIVE ARTS CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Visual Arts Sub-strand : Planning, Making and Composing

Indicator (code) B4 1.2.2.1.

Content standard (code) B4 1.2.2.
Performance Indicator Learners can experiment with available visual arts media and methods to create
artworks that express own views, knowledge and understanding of visual artworks
that reflect the history and culture of the people in Ghana
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Creative Arts curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Learners are to: What have we learnt
learners to today?
sing songs materials and tools that are suitable for making
and recite visual artworks; Ask learners to
familiar summarize the main
rhymes tools, materials) using different methods of art points in the lesson
making to try out how they work and make artworks
(e.g. model with clay, weave with straw and paper,
make prints with fingers and leaves);
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experiences through open discussion;

Assessment: let learners create artworks that express

own views, knowledge and understanding of visual
artworks that reflect the history and culture of the
people in Ghana
Wednesday Engage Learners are to: What have we learnt
learners to today?
sing songs their own artworks based on ideas gathered from the
and recite visual artworks studied; Ask learners to
familiar summarize the main
rhymes artworks studied points in the lesson

Assessment: let learners create artworks that express

own views, knowledge and understanding of visual
artworks that reflect the history and culture of the
people in Ghana

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: GHANAIAN LANGUAGE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Reading Sub-strand : Phonics: Letter Sound Knowledge

Indicator (code) B4.2.4.1.1 B4.2.4.1.2 B4.2.4.1.3

Content standard (code) B4.2.4.1. B4.2.4.1. B4.2.4.1.
Performance Indicator • Learners should read and recognise sounds at word initial.
• Learners should read and recognise diagraphs in sentences.
• Learners should blend two-syllables to form words.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Manila cards, markers, recorded audios visual

Ref: Ghanaian Language curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage • Let learners say the letters of the alphabet as a group What have we learnt
leaners to and then individually. today?
sing songs • Write a number of words on the board.
and recite • Lead learners to say the words as a group and then
familiar individually.
rhymes
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• Let learners use the knowledge they have on letters Review the lesson with
and sounds and sorting to group words with the same learners
initial sounds together in a group.
• Let learners show their works to another group.
• Through this, help learners read and recognise sounds
at word initial.

Assessment: let learners read and mention sounds at

word initial
Engage • Let learners say the letters of the alphabet as a group What have we learnt
leaners to and individually. today?
sing songs • Write a number of sentences on the board.
and recite • Lead learners to read the sentences as a group and
familiar individually.
rhymes
• Lead learners to recognise the diagraphs in the
sentences. Review the lesson with
• Let learners read the diagraphs in the words that are learners
in sentences

Assessment: let learners read and mention diagraphs in

sentences
Engage • Revise the lesson on syllables with learners. What have we learnt
leaners to • Write two syllable words on the board and help today?
sing songs learners to read them.
and recite • Put learners into groups and ask them to form as
familiar many words as they can by blending two-syllable words
rhymes
and mention their words to the class.
Review the lesson with
Assessment: let learners blend two-syllables to form learners
words.

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TERM ONE
BASIC FOUR
WEEK 4
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……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
A. Oral Language A. Dramatisation and Role Play
B. Reading B. Diphthongs
C. Grammar Usage At Word C. Determiners
D. Writing D. Writing as a Process
E. Using Writing Conventions E. Naming words/ Nouns
F. Extensive Reading F. Building the Love and Culture of Reading
Indicator (code) B4.1.5.1.1. B4.2.4.1.1. B4. 3.2.1.1 B4. 4.9.1.1 B4.5.3.1.1 B4.6.1.1.1
Content standard (code) B4.1.5.1. B4.2.4.1. B4. 3.2.1. B4. 4.9.1. B4.5.3.1. B4.6.1.1.
Performance Indicator A. Learners can role-play a story/play
B. Learners can use closing diphthongs e.g. /ei/, /ai/, /oi/ to make meaningful
sentences
C. Learners can identify and use the definite and indefinite articles “a” and
“an” to refer to a person, animal, event, time or objects in general
D. Learners can select a topic of choice on issues in the immediate
environment, brainstorm and organise ideas before writing
E. Learners can identify and use nouns in sentences to identify people,
animals, events and objects
F. Learners can read a variety of age- and level appropriate books and
present
a-two-paragraph summary of each book read
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords
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T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage A.ORAL LANGUAGE What have we learnt
learners to • Select a suitable story/play learners have heard or today?
sing songs read
and recite e. g. Ananse and the Black Pot. Ask learners to
familiar • Have learners identify and discuss the characters and summarize the main
rhymes events/key issues in the play/story. points in the lesson
• Guide learners to role-play the key characters in
specific scenes

Assessment: let learners role-play a story/play

Tuesday Engage B.READING What have we learnt

learners to • Teach one diphthong at a time. today?
sing songs • Write words with each of the diphthongs on the
and recite board. Pronounce the words and have learners repeat Ask learners to
familiar after you. summarize the main
rhymes • Learners come up with examples of words that have points in the lesson
the diphthongs.
• Have learners identify these diphthongs as they read
the words.
E.g.
ei - take
oi - boy
ai– why, try
• Learners form their own sentences using words
having diphthongs

Assessment: let learners form their own sentences

using words having diphthongs

Wednesday Engage C.GRAMMAR What have we learnt

learners to • Have learners read sentences containing articles. today?
sing songs − Indefinite articles: e.g. I bought an orange.
and recite a car, a sheep, a tree, an apple, an orange, an egg, etc.
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familiar − Definite article: I put the book on the table. Ask learners to
rhymes • Use several examples to explain the use of the summarize the main
definite and indefinite articles. points in the lesson
• Nouns such as music, soup, soap, do not require any
determiners. Thus show further that it is possible to
say:
i. I love music.
ii. I enjoy soup.
• Put learners into small groups to form sentences with
a, an, the

Assessment: let learners identify and use the definite

and indefinite articles “a” and “an” to refer to a person,
animal, event, time or objects in general

Thursday Engage D.WRITING What have we learnt

learners to • Take learners through the writing process: today?
sing songs Prewriting stage
and recite • Put learners in groups of four (4). Ask learners to
familiar Each member suggests a topic. Each group discusses summarize the main
rhymes it’s topics points in the lesson
and selects one. Each team presents their topic to the
class and writes it on the board.
• Have groups plan their composition by identifying and
discussing the purpose, audience and the context of the
piece.
• Invite groups to present their work and have
the whole class give feedback.
• Use learner strategies such as brainstorming to help
learners generate ideas appropriate to the topic.
• Have learners use graphic organisers to organise the
ideas generated.
e. g.
Brainstorming
• Brainstorming involves expressing one's own
views and ideas to contribute to resolve a problem.
• The activity can be done as a whole class, in small
groups or in pairs. The high-ability learners may take
leading roles.

Accept and record each idea on the board. Assure

them that they are not required to justify or explain the
ideas they generate.

Assessment: let learners select a topic of choice on

issues in the immediate environment, brainstorm and
organise ideas before writing
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Friday Engage E.WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to • Have learners read simple sentences with names of today?
sing songs people, animals, events and objects on the board.
and recite • Put learners in groups to identify the names of Ask learners to
familiar people, animals, events and objects as nouns. summarize the main
rhymes • Have learners form sentences with names of people, points in the lesson
animals, events and objects and underline these
names/nouns in the sentences.
• Have them note that common nouns start with
small letters.
• Have learners identify common nouns from
paragraphs/passages.

Assessment: let learners identify and use nouns in

sentences to identify people, animals, events and
objects
Friday Guide E.EXTENSIVE READING Have learners to tell
learners to what they read to the
choose and • Guide learners to choose and read whole class
read books independently books of their choice during
during the the library period.
library • Learners think-pair-share their stories with
period peers.
• Ask each learner to write a-two-paragraph
summary of the book read.
• Invite individuals to present their work to
the class for feedback.

Assessment: let learners read a variety of age- and

level appropriate books and present a-two-paragraph
summary of each book read

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: MATHEMATICS CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : NUMBER Sub-strand : Counting, Representation & Cardinality

Indicator (code) B4.1.1.2.2 B4.1.1.3.1

Content standard B4.1.1.2. B4.1.1.3.
(code)
Performance Indicator Learners can count and convert Hindu Arabic numerals to Roman numerals up to
30 and vice versa
Learners can determine set of factors of a given numbers up to 50
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development
and Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)
Ref: Mathematics curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
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Monday Sing songs Learners read the chart sequentially forwards and Review the lesson with
like: backwards, vertically (up and down), zig-zag, diagonally Learners
and randomly without pointing to the numbers.
Invite 2-3 learners to read to the class. Call a Roman
I’m
numeral and ask learners to write
counting
one, what
is one

Tuesday Sing songs Review the lesson with

like: Give learners a numeral in the Hindu Arabic system and Learners
have learners convert to roman numeration and vice
versa for instance XXIV = 24
I’m
counting
one, what
is one
1 - One is
one alone,
alone it
shall be.
Assessment: have learners to practice with more
examples
Wednesda Sing songs Review the lesson with
y like: Learners make formation of sets of equal object from a Learners
given quantity. For example with 12 straws Learners
make groupings such as:
I’m
counting
one, what
is one
1 - One is
one alone,
alone it
shall be.
Assessment: have learners to practice with more
examples
Thursday Sing songs Review the lesson with
like: Learners pair grouping and the number of equal Learners
objects for each formation as factors;
I’m
counting
4 groups of 3 straws (4, 3 groups of 4 straws (3,
one, what 3) 4)
is one
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1 - One is 6 groups of 2 straws (6, 2 groups of 6 straws (2,
one alone, 2) 6) 12 groups of 1 straw
alone it 1 group of 12 straws (1, (12, 1)
12)
shall be.

Assessment: have learners to practice with more

examples
Friday Sing songs Review the lesson with
like: Learners collect from the pairs and form a set as the Learners
factors of the given number. For example the set of
factors of 12 = {1, 2, 3, 4, 6, 12}
I’m
counting Assessment: have learners to practice with more
one, what examples
is one
.

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: SCIENCE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : CYCLES Sub-strand : EARTH SCIENCE

Indicator (code) B4.2.1.1.1

Content standard (code) B4.2.1.1.
Performance Indicator Learners can demonstrate understanding of cyclic movements in the environment

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Science curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Guide learners to build a pendulum (a ball hanging on a What have we learnt
learners to string) and let them observe the swinging motion. today?
sing songs • Learners observe the following movements:
and recite (1) the seconds hand on an analogue clock Ask learners to
familiar (2) merry-go-round summarize the
rhymes (3) a swinging pendulum important points of the
(4) movement of their limbs during walking. lesson
• Assist learners to come out with one thing that is
common to all the movements
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Project: Life Cycle of a Maize Plant
Learners investigate the life cycle of a maize plant and
report on their findings

Assessment: let learners mention one thing that is

common to all the movements

Thursday Engage Life Cycle of a Maize Plant What have we learnt

learners to Learners report on their findings on the investigation of today?
sing songs the life cycle of a maize plant Ask learners to
and recite summarize the
familiar Assessment: let learners describe the life cycle of a important points of the
rhymes maize plant lesson

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NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: COMPUTING CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Introduction to computing Sub-strand : INTRODUCTION TO MS-WINDOWS INTERFACE

Indicator (code) B4.1.2.1.1.

Content standard (code) B4.1.2.1.
Performance Indicator Learners can describe the desktop background and explain its features (e.g. image,
icons and Taskbar of the background).
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Laptop

Ref: Computing curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage Guide learners to explore the desktop background and What have we learnt
learners to explain its features (i.e. wallpaper, icons of files and today?
Wednesday sing songs folders you have or may have saved to the desktop,
and recite taskbar etc.). Show different desktop background Ask learners to
familiar images to learners. Assist them to explain its features. summarize the main
rhymes points in the lesson
Assessment: Let learners describe the desktop
background and explain its features

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NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : ALL ABOUT US Sub-strand : My Family and the Community

Indicator (code) B4.1.3.1.1.

Content standard (code) B4.1.3.1.
Performance Indicator Learners can explain and appreciate the importance of being a committed
member
of the family
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Our World Our People curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Learners talk about family members e.g. mother, What have we learnt
learners to father, siblings, uncles, aunties, grandparents. today?
sing songs
and recite Learners talk about behaviours expected of committed Ask learners to
familiar members of the family e.g. obedience, respect, summarize the main
rhymes dedication e.g. taking part in family activities, points in the lesson
obedience to elders of the family, respect for family
members, accepting responsibility (performing assigned
duties), taking initiatives, helping needy relatives.
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Assessment: Let learners mention behaviours expected
of committed members of the family

Thursday Engage Learners talk about the importance of being a What have we learnt
learners to committed family member e.g. to promote unity, to today?
sing songs gain respect, to be considered a trustworthy person.
and recite Ask learners to
familiar Learners draw and colour a family member e.g. father, summarize the main
rhymes mother. points in the lesson

Assessment: Let learners mention the importance of

being a committed family member

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: PHYSICAL EDUCATION CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : MOTOR SKILL AND MOVEMENT Sub-strand : MANIPULATIVE SKILLS

PATTERNS

Indicator (code) B 4. 1.2.1.2

Content standard (code) B 4. 1.2.1.
Performance Indicator Learners can Balance while moving and manipulating objects on a ground-level
balance beam.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) cones

Ref: PE curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Learners After a warm up, learners pick rubber balls available, What have we learnt
jog round a hold them with their two hands and raise them at a today?
demarcate stationery position. Let them lift the balls over their
d area in head and begin to walk while maintaining a balance. Use answers to
files while summarise the lesson.
singing and
clapping to
warm-up
the body
for
maximal
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performan
ce and to
prevent
injuries

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NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : God, His Creation and Attributes Sub-strand : God the Creator

Indicator (code) B4.1.1.2.

Content standard (code)
Performance Indicator Learners can identify the uniqueness of humankind from other creatures.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: RME curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Engage What have we learnt
learners to Let learners draw an animal and a human being and today?
sing songs draw the comparison between the two.
and recite Ask learners to
familiar Assessment: let learners draw an animal and a human summarize the main
rhymes being and draw the comparison between the two. points in the lesson

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NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: HISTORY CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Why and How We Study HISTORY Sub-strand : History as a Subject

Indicator (code) B4.1.1.2.1

Content standard (code) B4.1.1.2.
Performance Indicator Learners can identify the sources of history including archaeology, numismatics,
oral tradition, wall paintings etc.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: History curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage List the sources of history including funeral brochures, What have we learnt
learners to oral tradition, old photographs, old letters and diaries, today?
sing songs arts and craft works, old newspapers, dirges,
and recite appellation and books. Ask learners to
familiar summarize the main
Classify these sources under primary and secondary
rhymes points in the lesson
sources.

What are Assessment: let learners identify the sources of history

the
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sources of
history?

Thursday Engage List the sources of history including funeral brochures, What have we learnt
learners to oral tradition, old photographs, old letters and diaries, today?
sing songs arts and craft works, old newspapers, dirges,
and recite appellation and books. Ask learners to
familiar summarize the main
rhymes Classify these sources under primary and secondary points in the lesson
sources.
What are
Assessment: let learners classify the sources of history
the
under primary and secondary sources
sources of
history?

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: CREATIVE ARTS CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Performing Arts Sub-strand : Planning, Making and Composing

Indicator (code) B4 2.2.2.1.

Content standard (code) B4 2.2.2.
Performance Indicator Learners can experiment with available performing arts media and techniques to
create artworks based on own views, knowledge and understanding of performing
artworks that reflect the history and culture of the people of Ghana
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref:

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Learners are to: What have we learnt
learners to today?
sing songs instruments, sounds, rhythms, movement patterns, etc.
and recite that are suitable for composing and performing music, Ask learners to
familiar dance, drama, poetry, etc.; summarize the main
rhymes ents, sounds, points in the lesson
rhythms, movement patterns, etc. to perform some of
the compositions of the Ghanaian performing artists
studied that reflect the history and culture of the
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Ghanaian. For example, sing patriotic songs composed
by Ephraim Amu, act parts of drama performed by
Grace Omaboe or David Dontoh of Obra Drama Troupe,
or recite poems created by Atukwei Okai or any local
performing arts group;

review.

Assessment: let learners create artworks based on own

views, knowledge and understanding of performing
artworks that reflect the history and culture of the
people of Ghana
Wednesday Engage Learners are to: What have we learnt
learners to today?
sing songs instruments, sounds, rhythms, movement patterns, etc.
and recite that are suitable for composing and performing music, Ask learners to
familiar dance, drama, poetry, etc.; summarize the main
rhymes points in the lesson
rhythms, movement patterns, etc. to perform some of
the compositions of the Ghanaian performing artists
studied that reflect the history and culture of the
Ghanaian. For example, sing patriotic songs composed
by Ephraim Amu, act parts of drama performed by
Grace Omaboe or David Dontoh of Obra Drama Troupe,
or recite poems created by Atukwei Okai or any local
performing arts group;

review.

Assessment: let learners create artworks based on own

views, knowledge and understanding of performing
artworks that reflect the history and culture of the
people of Ghana

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: GHANAIAN LANGUAGE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Reading Sub-strand : Phonics: Letter Sound Knowledge

Indicator (code) B4.2.4.1.4 B4.2.5.1.1.1 B4.2.5.1.2

Content standard (code) B4.2.4.1. B4.2.5.1.1. B4.2.5.1.
Performance Indicator  Learners should recognise and read consonant clusters in sentences
 Learners should read aloud with correct pronunciation and tone
 Learners should find meanings of unfamiliar words from context.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Manila cards, markers, recorded audios visual

Ref: Ghanaian Language curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage • Let learners say the letters of the alphabet. What have we learnt
leaners to • Write words with consonant clusters in them today?
sing songs (where applicable) and lead learners to say the words
and recite as a group and individually.
familiar • Use words formed with consonant clusters to form
rhymes
sentences on the board and lead learners to read the
sentences.
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• Let learners read the sentences and as they read, Review the lesson with
lead them to recognise the consonant clusters in the learners
sentences and write them down.

Assessment: let learners read consonant clusters in

sentences
Engage • Sing a song with learners. Read aloud a passage. What have we learnt
leaners to • Read the passage again while learners read after you. today?
sing songs • Let learners read aloud the passage with
and recite correct pronunciation and tone (correct them
where
familiar necessary).
rhymes
Review the lesson with
Assessment: let learners read aloud with correct learners
pronunciation and tone
Engage • Read aloud the passage again. What have we learnt
leaners to • Mention some words and write them on the board. today?
sing songs • Lead learners to find the meaning of the words in
and recite context.
familiar • Let learners find the meanings of more unfamiliar
rhymes
words in context.
Review the lesson with
Assessment: let learners find meanings of unfamiliar learners
words from context.

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI

TERM ONE
BASIC FOUR
WEEK 5
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……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
A. Oral Language A. Conversation
B. Reading B. Blends and Consonant Clusters
C. Grammar Usage At Word C. Determiners
D. Writing D. Writing as a Process
E. Using Writing Conventions E. Naming words/ Nouns
F. Extensive Reading F. Building the Love and Culture of Reading
Indicator (code) B4.1.6.1.1. B4.2.5.1.1. B4.3.2.1.2 B4.4.9.2.1 B4.5.3.1.2. B4.6.1.1.1
Content standard (code) B4.1.6.1.. B4.2.5.1. . B4.3.2.1. B4.4.9.2. B4.5.3.1. B4.6.1.1.
Performance Indicator A. Learners can describe/talk about objects, events, dates and time
B. Learners can orally produce single-syllable words by blending sounds
(phonemes), including consonant blends
C. Learners can identify and use quantifiers to show quantities, Numerals
(cardinals: one, two), Some, few/little, etc., No, all/every
D. Learners can develop ideas into a one-paragraph draft using appropriate
nouns or pronouns within and across sentences to aid cohesion and avoid
ambiguity
E. Learners can identify and use:− Proper nouns – refer to cities and countries
F. Learners can read a variety of age- and level appropriate books and
present a-two-paragraph summary of each book read.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords
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T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage A.ORAL LANGUAGE What have we learnt
learners to • Demonstrate the activity by describing a classroom today?
sing songs object.
and recite • Learners give oral descriptions of classroom and other Ask learners to
familiar familiar objects such as a table, a school bag, a chair summarize the main
rhymes and others, (Learners may ask questions as the points in the lesson
description goes on).
Festivals
• Learners name familiar festivals and talk about them:
when they are held, why and how they are celebrated,
etc.
Birthdays
• Learners state their birthdays/dates and write
them down using the two formats indicated in the
content. (Teacher should check accuracy).
Telling the Time
• Using a clock face, assist learners to revise telling the
time using expressions such as half past 8, quarter past
8, quarter to 8, etc. Assist learners to tell the time
throughout the day: 10 minutes past 8; 25 minutes past
9; 20 to 11 etc.
Important places in the country
• Provide a map of Ghana and assist learners to identify
important places and talk about them.
• Have learners locate these places on the map

Assessment: let learners describe/talk about objects,

events, dates and time
Tuesday Engage B.READING What have we learnt
learners to • Guide learners to play games like “Tapping Out” to today?
sing songs bring out the single-syllable words.
and recite • Demonstrate blending by sounding out letters Ask learners to
familiar separately and blending/bringing them together into summarize the main
rhymes syllables and words. points in the lesson
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e.g. p-l-o-t = plot
b-l-a-c-k = black
g-r-o-w = grow
• Have learners identify words containing particular
blends e.g. bl, br, cr, cl, gr, gl
Tapping Out Game
“Tapping Out” is about using the fingers to teach
decoding /blending the sound of letters.
• Each finger represents a letter sound of single-syllable
words.
• Turn your back to the class and raise your right hand.
• Raise the index finger straight as learners watch.
• Bring the index finger down to meet the thumb as you
make the sound.
• Use fingers to demonstrate blending.

Assessment: let learners orally produce single-syllable

words by blending sounds (phonemes), including
consonant blends
Wednesday Engage C.GRAMMAR What have we learnt
learners to • Have learners read sentences with quantifiers from today?
sing songs the board.
and recite e. g. some, few/little, one, two, No, all /every etc. Ask learners to
familiar Put some pictures on the wall. summarize the main
rhymes • Use more examples to show that these quantifiers are points in the lesson
used with non-countable nouns: few, little, etc.
e. g. little water, little bread, few books, etc.
• Have learners write sentences using quantifiers e.g.
many books, a piece of chalk and identify them from
given sentences/texts

Assessment: let learners write sentences using

quantifiers
Thursday Engage D.WRITING What have we learnt
learners to • Have learners work independently to write a first today?
sing songs draft. Advise learners to:
and recite i. Concentrate on getting ideas on paper, not to Ask learners to
familiar produce a perfect piece of writing. summarize the main
rhymes ii. Use the ideas generated but feel free to add new points in the lesson
ideas that occur to them as they write.
• Be sure their writing has a beginning, middle and an
ending.

Assessment: let learners develop ideas into a one-

paragraph
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Friday Engage E.WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to • Have learners read simple sentences with names of today?
sing songs cities and countries from the board.
and recite • Put learners into groups to identify the names of cities Ask learners to
familiar and countries. summarize the main
rhymes • Have learners identify proper nouns from points in the lesson
paragraphs/passages.
• Have learners form sentences with names of other
cities and countries.

Assessment: let learners form sentences with names of

other cities and countries
Friday Guide E.EXTENSIVE READING Have learners to tell
learners to what they read to the
choose and • Guide learners to choose and read whole class
read books independently books of their choice during the
during the library period.
library • Learners think-pair-share their stories with peers.
period • Ask each learner to write a-two-paragraph
summary of the book read.
• Invite individuals to present their work to
the class for feedback.

Assessment: let learners read a variety of age- and

level appropriate books and present a-two-paragraph
summary of each book read

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: MATHEMATICS CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : NUMBER Sub-strand : Counting, Representation & Cardinality

Indicator (code) B4.1.1.3.2 B4. 1.1.3.3.

Content standard (code) B4.1.1.3. B4. 1.1.3.
Performance Indicator  Learners can determine the highest common factor (HCF) of any two whole
numbers between 1 and 50.
 Determine the lowest common multiple (LCM) of at least any two
given numbers up to 100.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Counters

Ref: Mathematics curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Sing songs Review the lesson with
like: Learners
Learners list the factors of two or more given whole
numbers; 12 and 24 to list the factors. That is:
I’m
12={1,2,3,4,6,12} and 24={1,2,3,4,6,8,12,24}
counting
one, what Learners determine the set of the common factors E.g.
is one The common set factors of 12 and 24 = {1,2,3,4,6,12} .
NANA FIIFI
Learners select the highest common factor of 12 and 24
as 12

Assessment: have learners to practice with more

examples
Tuesday Sing songs Review the lesson with
like: Learners may use Venn diagrams to find the common Learners
factors and then the highest common factor by placing
the factors in the regions of the shapes. The highest
I’m
common factor of 12 and 20, in the diagram is 4
counting
one, what
is one
1 - One is
one alone,
alone it
shall be.

Assessment: have learners to practice with more

examples
Wednesda Sing songs Review the lesson with
y like: Learners identify and the list the set multiples of given Learners
numbers using skip counting E.g. The set of multiples 5
= { 5, 10 15.......100} and the etc. of multiples of 10 =
I’m
{10, 20, 30 , ……..100}
counting
one, what Assessment: have learners to practice with more
is one examples

Thursday Sing songs Review the lesson with

like: Learners list the set of common multiples of any two or Learners
more given numbers between 0 and 100. E.g. The set
of common multiples of 5 and 10 ={10, 20, 30, … 100}.
I’m
Learners select the least of the common multiple of the
counting
given numbers, and identify the least common multiple
one, what (LCM). The LCM of 5 and 10 is 10.
is one
1 - One is
Assessment: have learners to practice with more
examples
Friday Sing songs Learners list the set of common multiples of any two or Review the lesson with
like: more given numbers between 0 and 100. E.g. The set Learners
of common multiples of 5 and 10 ={10, 20, 30, … 100}.
Learners select the least of the common multiple of the
I’m
given numbers, and identify the least common multiple
counting (LCM). The LCM of 5 and 10 is 10.
NANA FIIFI
one, what
is one
Assessment: have learners to practice with more
examples

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: SCIENCE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : CYCLES Sub-strand : EARTH SCIENCE

Indicator (code) B4.2.1.2.1

Content standard (code) B4.2.1.2.
Performance Indicator Learners can identify the objects in the sky during day and night

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Science curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage • Ask learners to step outside the classroom and: What have we learnt
learners to (a) name the objects in the daytime sky; today?
sing songs (b) identify the objects in the night time sky;
and recite (c) identify the differences and similarities in the day Ask learners to
familiar and night sky, summarize the
rhymes (d). answer the question: What happens to the sky in a important points of the
24-hour cycle? lesson

• Learners draw venn diagrams

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(2 circles then another circle overlapping the two) and
put in them the things they see in the night sky, day sky
and then in both skies and display their work on the
classroom walls.

Assessment: let learners identify the objects in the sky

during day and night
Thursday Engage • Learners draw venn diagrams (2 circles then another What have we learnt
learners to circle overlapping the two) and put in them the things today?
sing songs they see in the night sky, day sky and then in both skies Ask learners to
and recite and display their work on the classroom walls. summarize the
familiar • Learners write about the importance of the things important points of the
rhymes they see in the skies. lesson

Assessment: let learners write about the importance of

the things they see in the skies

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: COMPUTING CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Introduction to computing Sub-strand : introduction to ms-windows interface

Indicator (code) B4.1.2.1.2

Content standard (code) B4.1.2.1.
Performance Indicator Learners can demonstrate how to Personalise the Desktop Background using
required tools and settings;
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Laptop

Ref: Computing curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage Show projected examples of personalised Desktop What have we learnt
learners to Background to learners with the aid of a projector or today?
Wednesday sing songs pictures.
and recite Ask learners to
familiar Guide learners to personalise the Desktop Background summarize the main
rhymes using the required tools and settings. points in the lesson

Assessment: Let learners demonstrate how to

Personalise the Desktop Background using required
tools and settings;

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : ALL ABOUT US Sub-strand : Home and School

Indicator (code) B4.1.4.1. 1.

Content standard (code) B4.1.4.1.
Performance Indicator Learners can explain importance of education and work as a responsible citizen

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Our World Our People curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Learners in groups talk about the importance of work at What have we learnt
learners to home, school and the community today?
sing songs
and recite Learners talk about how education is linked to work e.g. Ask learners to
familiar Education opens avenues to get work to do summarize the main
rhymes Education opens minds to set up work points in the lesson
Education provides skills to manage wor

Assessment: Let learners explain importance of

education and work as a responsible citizen
NANA FIIFI
Thursday Engage Learners compose a song on the importance of What have we learnt
learners to education today?
sing songs
and recite Learners tell stories of individuals who have been able Ask learners to
familiar to create their own jobs summarize the main
rhymes points in the lesson
Assessment: Let learners explain importance of
education and work as a responsible citizen

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: PHYSICAL EDUCATION CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : MOTOR SKILL AND MOVEMENT Sub-strand : MANIPULATIVE SKILLS

PATTERNS

Indicator (code) B4.1.2.1.3

Content standard (code) B4.1.2.1.
Performance Indicator Learners can Strike a bounced ball with the hands and feet.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) cones

Ref: PE curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Learners In pairs, a partner tosses a lightweight ball to a What have we learnt
jog round a colleague to hit over varying distances. Serve a today?
demarcate lightweight ball to a partner, using the underhand
d area in movement pattern. Strike a gently-tossed ball with feet, Use answers to
files while using a side orientation. summarise the lesson.
singing and
clapping to
warm-up
the body
NANA FIIFI
for
maximal
performan
ce and to
prevent
injuries

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NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : God, His Creation and Attributes Sub-strand : God the Creator

Indicator (code) B4.1.1.2.1:

Content standard (code) B4.1.1.2.
Performance Indicator Learners can identify the uniqueness of humankind from other creatures.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: RME curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Engage What have we learnt
learners to Let learners write down the characteristics of today?
sing songs humankind that are different from animals.
and recite Ask learners to
familiar Assessment: let learners write down the characteristics summarize the main
rhymes of humankind that are different from animals points in the lesson

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: HISTORY CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : History as a Subject Sub-strand : Why and How We Study HISTORY

Indicator (code) B4.1.1.2.1

Content standard (code) B4.1.1.2.
Performance Indicator Learners can identify the sources of history including archaeology, numismatics,
oral tradition, wall paintings etc.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: History curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Explain how relevant historical information can we What have we learnt
learners to obtain from old newspapers and diaries? (E.g. Natural today?
sing songs disasters – drought, bushfire etc.)
and recite Ask learners to
familiar Assessment: let learners mention the relevant historical summarize the main
information that we can obtain from old newspapers
rhymes points in the lesson
and diaries

What
historical
knowledge
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are we
likely to
acquire
from these
sources?
Thursday Engage What have we learnt
learners to Explain how relevant historical information can we today?
sing songs obtain from old newspapers and diaries? (E.g. Natural
and recite disasters – drought, bushfire etc.) Ask learners to
familiar summarize the main
rhymes Assessment: let learners mention the relevant historical points in the lesson
information that we can obtain from old newspapers
and diaries
What
historical
knowledge
are we
likely to
acquire
from these
sources?

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: CREATIVE ARTS CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Visual Arts Sub-strand : Planning, Making and Composing

Indicator (code) B4 1.2.3.1

Content standard (code) B4 1.2.3.
Performance Indicator Learners can create own artworks using available visual arts media and methods
to express own views, knowledge and understanding of the history and culture of
the
people of Ghana
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref:

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Learners are to: What have we learnt
learners to today?
sing songs the people to come out with own designs
and recite Ask learners to
familiar and apply appropriate skills and techniques to summarize the main
rhymes make artworks based on their own designs. For points in the lesson
example:
- modelling with clay, plasticine, papier mâché
(paper pulp) etc. to create a ceremonial pot,
NANA FIIFI
image of an ancestor etc. by pinching, slabbing,
casting or modelling
- weaving a tapestry, stole, fringe or tassel for
decoration, wall hanging, etc.
- creating an art form by constructing and
assembling everyday materials such as
containers: plastic bottles, packages etc. to
create a decorative piece, etc.
- drawing and painting images to honour
personalities, for interior decoration, etc.

Assessment: let learners create own artworks using

available visual arts media and methods to express own
views, knowledge and understanding of the history and
culture of the people of Ghana
Wednesday Engage Learners are to: What have we learnt
learners to select and use available materials and tools and apply today?
sing songs appropriate skills and techniques to make artworks
and recite based on their own designs. For example: Ask learners to
familiar - using paper/metal sheets to create forms in summarize the main
rhymes origami, quilling or filigree by punching, perforating, points in the lesson
folding, trimming, etc.
- artworks from fabric and leather by dyeing,
sewing, printing, embossing, etc.

Assessment: let learners create own artworks using

available visual arts media and methods to express own
views, knowledge and understanding of the history and
culture of the people of Ghana

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: GHANAIAN LANGUAGE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Writing Sub-strand : Penmanship/Handwriting

Indicator (code) B4.3.1.1.1 B4.3.1.1.2

Content standard B4.3.1.1. B4.3.1.1.
(code)
Performance Indicator  Learners should recognise that a comma is used to separate a list of items.
It serves as a pause in sentences and speech.
 Learners should recognise that a comma is used to separate a list of items.
It serves as a pause in sentences and speech.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Manila cards, markers, recorded audios visual

Ref: Ghanaian Language curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage • Write a number of sentences on a cardboard. What have we learnt
leaners to • Use full stops at the end of each sentence you write. today?
sing songs • Lead learners to read the sentences as a group and
and recite in turns.
NANA FIIFI
familiar • Ask learners to tell you the punctuation marks they see
rhymes at the end of the sentences and tell them that the full
stop is used at the end of a complete sentence. Review the lesson with
• Write more sentences on the board without full stops learners
and ask learners to use the full stop to punctuate them.

Assessment: let learners use the full stop to punctuate

sentences on the board without full stops
Engage • Draw some items on a cardboard. What have we learnt
leaners to • Call learners to mention the names of the items you today?
sing songs have drawn on the board and write the names down
and recite horizontally.
familiar • Use commas to separate the items you have written.
rhymes
• Let learners recognise that a comma is used to
separate a list of items in a row. Review the lesson with
• Let learners also know that the comma serves as a learners
pause in sentences and speech as well (show an example
of this in a passage).
• Group learners and assign a leader.
• Let learners mention names of items for the group
leader to write.
• Let the group now separate the items with a
comma and show their work to other groups and
discuss their findings.

Assessment: let learners use comma to separate a list of

items.
Engage • Draw some items on a cardboard. What have we learnt
leaners to • Call learners to mention the names of the items you today?
sing songs have drawn on the board and write the names down
and recite horizontally.
familiar • Use commas to separate the items you have written.
rhymes
• Let learners recognise that a comma is used to
separate a list of items in a row. Review the lesson with
• Let learners also know that the comma serves as a learners
pause in sentences and speech as well (show an example
of this in a passage).
• Group learners and assign a leader.
• Let learners mention names of items for the group
leader to write.
NANA FIIFI
• Let the group now separate the items with a comma
and show their work to other groups and discuss their
findings.

Assessment: let learners use comma to separate a list of

items.

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI

TERM ONE
BASIC FOUR
WEEK 6
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……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
A. Oral Language A. Conversation
B. Reading B. Vocabulary
C. Grammar Usage At Word C. Determiners
D. Writing D. Writing as a Process
E. Using Writing Conventions E. Naming words/ Nouns
F. Extensive Reading F. Building the Love and Culture of Reading
Indicator (code) B4.1.6.2.1. B4.2.6.1.1 B4.3.2.1.2. B4.4.9.2.1 B4.5.3.1.2. B4.6.1.1.1
Content standard (code) B4.1.6.2. . B4.2.6.1. B4.3.2.1.. B4.4.9.2. B4.5.3.1.. B4.6.1.1.
Performance Indicator A. Learners can listen and view attentively and for a sustained period (e.g.,
look at the person speaking) and maintain eye contact.
B. Learners can use level-appropriate content words (nouns, verbs, adjectives
and adverbs) and function words (prepositions) appropriately in spoken
and written communication
C. Learners can identify and use quantifiers to show quantities, Numerals
(cardinals: one, two), Some, few/little, etc., No, all/every
D. Learners can develop ideas into a one-paragraph draft using appropriate
nouns or pronouns within and across sentences to aid cohesion and avoid
ambiguity
E. Learners can identify and use: Common nouns
F. Learners can read a variety of age- and level appropriate books and
present a-two-paragraph summary of each book read
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Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref:

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage A.ORAL LANGUAGE What have we learnt
learners to • As learners observe and listen attentively, engage in today?
sing songs a conversation with one of them on a topic e.g.
and recite “Important Places in the District”. Ask learners to
familiar • Repeat procedure in bullet one, above, in talking summarize the main
rhymes about names of regions/places, festivals, date, time, points in the lesson
familiar objects, etc.
• Pairs may be invited to perform in front of the class.

Assessment: let learners in pairs engage in a

conversation with one of them on different topics

Tuesday Engage B.READING What have we learnt

learners to • Using examples, have learners see the difference today?
sing songs between content and function words
and recite • Provide a substitution table of content words and Ask learners to
familiar function words for learners to construct sentences summarize the main
rhymes from. Help learners to sort out the different content points in the lesson
words and function words in groups.
• Assist learners to understand that these words
combine into sentences to help us make proper
meaning of them.
• Let learners make sentences using function and
content words.

Assessment: let learners make sentences using function

and content words.
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Wednesday Engage C.GRAMMAR What have we learnt
learners to • Have learners read sentences with quantifiers from today?
sing songs the board.
and recite e. g. some, few/little, one, two, No, all /every etc. Ask learners to
familiar Put some pictures on the wall. summarize the main
rhymes • Use more examples to show that these quantifiers are points in the lesson
used with non-countable nouns: few, little, etc.
e. g. little water, little bread, few books, etc.
• Have learners write sentences using quantifiers e.g.
many books, a piece of chalk and identify them from
given sentences/texts

Assessment: let learners write sentences using

quantifiers
Thursday Engage D.WRITING What have we learnt
learners to • Have learners work independently to write a first today?
sing songs draft. Advise learners to:
and recite i. Concentrate on getting ideas on paper, not to Ask learners to
familiar produce a perfect piece of writing. summarize the main
rhymes ii. Use the ideas generated but feel free to add new points in the lesson
ideas that occur to them as they write.
• Be sure their writing has a beginning, middle and an
ending.

Assessment: let learners develop ideas into a one-

paragraph draft using appropriate nouns or pronouns

Friday Engage E.WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to • Introduce common nouns in context. today?
sing songs • Have learners read simple sentences with common
and recite nouns from the board. Ask learners to
familiar • Put learners into groups to identify the common summarize the main
rhymes nouns. points in the lesson
• Have learners identify common nouns from
paragraphs/passages.
Have learners form sentences with the common nouns
identified

Assessment: let learners form sentences with the

common nouns identified

Friday Guide E.EXTENSIVE READING Have learners to tell

learners to what they read to the
choose and • Guide learners to choose and read whole class
read books independently books of their choice during the
during the library period.
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library • Learners think-pair-share their stories with
period peers.
• Ask each learner to write a-two-paragraph
summary of the book read.
• Invite individuals to present their work to
the class for feedback.

Assessment: let learners read a variety of age- and

level appropriate books and present a-two-paragraph
summary of each book read

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: MATHEMATICS CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : NUMBER Sub-strand : Counting, Representation & Cardinality

Indicator (code) B4.1.1.3.4 B4.1.1.3.5

Content standard (code) B4.1.1.3. B4.1.1.3.
Performance Indicator  Learners can recognise the relationship between factors and multiples
 Learners can generate and analyse patterns in square numbers
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development
and Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Counters

Ref: Mathematics curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Sing songs Review the lesson with
like: Put learners into convenient groups and provide each Learners
group adequate number of bottle tops, an A4 sheet
and a 30cm ruler and ask them to generate square
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I’m numbers by continuing the arrangement shown below
counting up to the 10th number; [i.e. 1, 4, 9, 16, 25, 36 … )
one, what
is one

Assessment: have learners to practice with more

examples
Tuesday Sing songs Review the lesson with
like: Investigate even and odd numbers. Learners

Investigate numbers that are multiples of 2, 3, 4 and 5.

I’m
How do you know a number is a multiple of 2? a
counting multiple of 3? a multiple of 4? and a multiple of 5?
one, what (This is also known as the divisibility test).
is one.

Assessment: have learners to practice with more

examples
Wednesda Sing songs Review the lesson with
y like: Put learners into convenient groups and provide each Learners
group adequate number of bottle tops, an A4 sheet
and a 30cm ruler and ask them to generate square
I’m
numbers by continuing the arrangement shown below
counting up to the 10th number; [i.e. 1, 4, 9, 16, 25, 36 … )
one, what
is one
1 - One is
one alone,
alone it
shall be.

1 4 9 16…………………

Assessment: have learners to practice with more

examples
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Thursday Sing songs Review the lesson with
like: Investigate the relationship between square numbers Learners
and the sum of consecutive odd numbers
I’m
counting
one, what
is one
1 - One is
one alone,
alone it
shall be.
Assessment: have learners to practice with more
examples
Friday Sing songs Review the lesson with
like: Investigate the relationship between square numbers Learners
and the sum of consecutive odd numbers
I’m
counting
one, what
is one
1 - One is
one alone,
alone it
shall be.
Assessment: have learners to practice with more
examples

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: SCIENCE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : CYCLES Sub-strand : LIFE CYCLES OF ORGANISMS

Indicator (code) B4.2.1.2.1

Content standard (code) B4.2.1.2.
Performance Indicator Learners can observe, identify and give the functions of the parts of a plant

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Science curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage • Learners, in groups, uproot young plants from the What have we learnt
learners to school surroundings for a class activity. today?
sing songs • Learners observe, identify and give functions of parts
and recite of the plants (roots, stem, leaves and flower). Ask learners to
familiar summarize the
rhymes Assessment: let learners give functions of parts of the important points of the
plants lesson
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Thursday Engage • Learners draw annotated diagrams of the plants and What have we learnt
learners to display them in class. today?
sing songs • Learners relate the functions of the parts to their Ask learners to
and recite positions on the plant. summarize the
familiar important points of the
rhymes Assessment: let learners relate the functions of the lesson
parts to their positions on the plant.

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………………………………………………………………… LESSON

SUBJECT: COMPUTING CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Introduction to computing Sub-strand : Data, sources and usage

Indicator (code) B4.1.3.1.1.

Content standard (code) B4.1.3.1.
Performance Indicator Learners can use strategies for identifying data in conversation and newspapers.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Laptop

Ref: Computing curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage Guide learners to discuss strategies, which can be used What have we learnt
learners to to identify data and information. Use different today?
Wednesday sing songs approaches to aid identify data in conversation and
and recite newspaper e.g. grouping students, role play etc Ask learners to
familiar summarize the main
rhymes Assessment: Let learners use strategies for identifying points in the lesson
data in conversation and newspapers

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NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: Our World Our People CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : ALL AROUND US Sub-strand : The Environment and the Weather

Indicator (code) B4.2.1.1 .1.

Content standard (code) B4.2.1.1 .
Performance Indicator Learners can explain ways of making the environment safe

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Our World Our People curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Learners talk about ways of ensuring safety in the What have we learnt
learners to environment e.g. keeping the environment clean, today?
sing songs planting trees, good sanitation, good roads, safe
and recite drinking water, reduce usage of chemicals, reduce Ask learners to
familiar burning of things. summarize the main
rhymes points in the lesson
Show pictures and video clips on human activities that
do not make the environment safe: illegal mining
(galamsey), indiscriminate cutting down of trees
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(deforestation), pollution of the air and water bodies,
throwing plastic bags around.

Assessment: Let learners explain ways of making the

environment safe
Thursday Engage Learners in groups play games or engage in What have we learnt
learners to activities/projects that teach ways of ensuring safety in today?
sing songs the community e.g. preventing flooding, preventing
and recite drowning, preventing fire outbreaks by putting off Ask learners to
familiar electrical gadget after use, make fire extinguisher summarize the main
rhymes available in homes, preventing road accidents, keeping points in the lesson
the home and classroom or school clean, planting trees,
recycling waste paper and plastics

Assessment: Let learners explain ways of making the

environment safe

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: PHYSICAL EDUCATION CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : MOTOR SKILL AND MOVEMENT Sub-strand : MANIPULATIVE SKILLS

PATTERNS

Indicator (code) B4.1.2.1.4

Content standard (code) B4.1.2.1.
Performance Indicator Learners can Strike a self-tossed lightweight ball with a paddle or racket to a
partner.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) cones

Ref: PE curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Learners In pairs, a partner tosses a lightweight ball to a What have we learnt
jog round a colleague to hit over varying distances. Serve a today?
demarcate lightweight ball to a partner, using the underhand
d area in movement pattern. Strike a gently tossed ball with a Use answers to
files while bat, using a side orientation summarise the lesson.
singing and
clapping to
warm-up
the body
for
maximal
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performan
ce and to
prevent
injuries

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NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : God, His Creation and Attributes Sub-strand : Pictures

Indicator (code) B4. 1.2.1.1

Content standard (code) B4. 1.2.1.
Performance Indicator Learners can discuss the effects of human activities on the environment.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: RME curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Engage • Guide learners to talk about the human activities in What have we learnt
learners to the environment. today?
sing songs • Show pictures and video clips on human activities that
and recite destroy the environment: illegal mining (galamsey), Ask learners to
familiar indiscriminate cutting down of trees (deforestation), summarize the main
rhymes pollution of water bodies, air pollution, etc. points in the lesson

Assessment: let learners identify human activities that

destroy the environment

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NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: HISTORY CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : My Country Ghana Sub-strand : The People Of Ghana

Indicator (code) B4.2.1.1.1

Content standard (code) B4.2.1.1.
Performance Indicator Learners can describe how one major Kingdom was formed and the reasons
behind
its expansion
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: History curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Identify the reasons for the rise, expansion and decline What have we learnt
learners to of one Kingdom. today?
sing songs e.g. Savanna Belt States-Mole-Dagbani and Gonja
and recite . Ask learners to
familiar summarize the main
Assessment: let learners mention the reasons for the
rhymes points in the lesson
rise, expansion and decline of one Kingdom.

Where was
this major
Kingdom
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formed?
How was it
formed?
How did it
expand?
Thursday Engage Identify the reasons for the rise, expansion and decline What have we learnt
learners to of one Kingdom. today?
sing songs e.g. Forest Belt States - Bono, Adansi, Asante, Denkyira
and recite and Akwamu. Ask learners to
familiar summarize the main
rhymes Assessment: let learners mention the reasons for the points in the lesson
rise, expansion and decline of one Kingdom.
Where was
this major
Kingdom
formed?
How was it
formed?
How did it
expand?

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: CREATIVE ARTS CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Performing Arts Sub-strand : Planning, Making and Composing

Indicator (code) B4 2.2.3.1

Content standard (code) B4 2.2.3.
Performance Indicator Learners can create own artworks using available performing arts media and
techniques to express own views, knowledge and understanding of the history and
culture of the people of Ghana
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Creative Arts curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Learners are to: What have we learnt
learners to today?
sing songs and come out with own music, dance, drama, poem,
and recite etc.; Ask learners to
familiar summarize the main
rhymes instruments, movement patterns, and techniques to points in the lesson
compose and perform own music, dance, drama,
poetry, etc. based on their own concepts;
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peer review

Assessment: let learners create own artworks using

available performing arts media and techniques to
express own views, knowledge and understanding of
the history and culture of the people of Ghana
Wednesday Engage Learners are to: What have we learnt
learners to today?
sing songs and come out with own music, dance, drama, poem,
and recite etc.; Ask learners to
familiar summarize the main
rhymes instruments, movement patterns, and techniques to points in the lesson
compose and perform own music, dance, drama,
poetry, etc. based on their own concepts;

peer review

Assessment: let learners create own artworks using

available performing arts media and techniques to
express own views, knowledge and understanding of
the history and culture of the people of Ghana

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: GHANAIAN LANGUAGE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Composition Writing Sub-strand : Narrative Writing

Indicator (code) B4.4.1.1.1 B4.4.1.1.2 B4.4.1.1.3

Content standard (code) B4.4.1.1. B4.4.1.1. B4.4.1.1.
Performance Indicator  Learners should write sentences using full stops effectively.
 Learners should demonstrate the use of commas in narrative writing.
 Learners should Recognise and use the question marks appropriately in
narrative writing.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Manila cards, markers, recorded audios visual

Ref: Ghanaian Language curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage • Revise the lesson on the use of commas with learners. What have we learnt
leaners to • Discuss what a narrative writing is with learners. today?
sing songs • Group learners and ask them to write a short
and recite narrative essay.
familiar • Let the groups read their essays to the class for the
rhymes
class to discuss (the discussion should focus on the
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parts in the essay that learners think a comma had been Review the lesson with
used or left out). learners

Assessment: let learners write sentences using full

stops effectively
Engage • Write a number of sentences on a cardboard. What have we learnt
leaners to • Use full stops at the end of each sentence you write. today?
sing songs • Show the cardboard to learners and call them to read
and recite the sentences individually.
familiar • Help learners recognise that full stop is used at the
rhymes
end of a complete sentence.
• Allow learners to construct some sentences in groups. Review the lesson with
• Let them show their sentences to the class and learners
discuss the sentences with the class.

Assessment: let learners use commas in narrative

writing.
Engage • Give learners a narrative writing that has question What have we learnt
leaners to marks used in the right way. today?
sing songs • Let learners read aloud the narrative writing in turns.
and recite • As they read, let them take note of how question
familiar marks have been used.
rhymes
• Let them recognise and use the question marks
appropriately in narrative writing. Review the lesson with
• Allow learners to read with the correct intonation. learners
• Write a four sentence paragraph on the board and
allow learners to put the question marks at the
appropriate positions.

Assessment: let learners use commas in narrative

writing

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NANA FIIFI

TERM ONE
BASIC FOUR
WEEK 7
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……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
A. Oral Language A. Listening Comprehension
B. Reading B. Vocabulary
C. Grammar Usage At Word C. Pronouns
D. Writing D. Narrative Writing
E. Using Writing Conventions E. Using Action Words
F. Extensive Reading F. Building the Love and Culture of Reading

Indicator (code) B4.1.7.1.1 B4.2.6.1.2 B4.3.3.1.1. B4.4.10.1.1 B4.5.4.1.1. B4.6.1.1.1

Content standard (code) B4.1.7.1. B4.2.6.1. B4.3.3.1.. B4.4.10.1. B4.5.4.1. B4.6.1.1.
Performance Indicator A. Learners can construct meaning from texts based on knowledge of stress,
rhythm and intonation
B. Learners can use the following terms: compound word, idiom, simile,
synonym, antonym, pre-fix, suffix, phrasal verb etc. in spoken and written
expressions
C. Learners can identify and use different types of pronouns: “Personal” – to
identify people, activities and objects, “Interrogative” – “who, what” to
find out a person’s identity, specific information about a person, time,
objects or events
D. Learners can write about real or imagined experiences or events following
story structure (beginning, middle and ending), using appropriate nouns or
pronouns within and across sentences to aid cohesion:
i. Describing the setting and developing the plot (events in the story).,
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ii. Describing characters with elaboration.,
iii. Using first and third persons
E. Learners can use the singular and plural subjects and the verb forms that
go with them
F. Learners can read a variety of age- and level appropriate books and
present
a-two-paragraph summary of each book read
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage A.ORAL LANGUAGE What have we learnt
learners to • Use various types of sentences/utterances to model today?
sing songs stress and intonation as well as rhythm. You may also
and recite read out extracts from stories and poems. Ask learners to
familiar • Ask learners to sing familiar songs clapping and summarize the main
rhymes tapping to the rhythm. Through discussion, introduce points in the lesson
learners to stress, rhythm and intonation.
• In turns, learners use stress, rhythm and intonation
that convey meaning in making statements and asking
questions.
• Have learners listen to stories such as “Ananse and
the Black Pot”, “The Hawk and the Hen”, etc. and
identify examples of effective use of stress, rhythm and
intonation.

Assessment: let learners construct meaning from texts

based on knowledge of stress, rhythm and intonation

Tuesday Engage B.READING What have we learnt

learners to • Introduce the terms one at a time with several today?
sing songs examples.
and recite • Elicit examples from learners.
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familiar • Learners identify examples from different sources, Ask learners to
rhymes e.g. their readers, story books, newspapers (Junior summarize the main
Graphic) and use them in sentences of their own points in the lesson

Assessment: let learners use the following terms:

compound word, idiom, simile, synonym, antonym, pre-
fix, suffix, phrasal verb etc. in sentences

Wednesday Engage C.GRAMMAR What have we learnt

learners to • Write sentences with personal pronouns. today?
sing songs e. g. You are late.
and recite • Provide learners with a variety of practice activities Ask learners to
familiar Let learners use personal pronouns in sentences summarize the main
rhymes points in the lesson
Assessment: let learners use personal pronouns in
sentences
Thursday Engage D.WRITING What have we learnt
learners to • Guide learners to narrate an event they participated today?
sing songs in e.g. my first day at the national theatre. Learners tell
and recite the story sequentially: beginning, middle and end. Ask learners to
familiar (Learners are grouped to write their own story based on summarize the main
rhymes a chosen experience agreed on by all. Let them build a points in the lesson
mind map to guide their writing.)
• 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.

Assessment: let learners read a variety of age- and

level appropriate books and present a-two-paragraph
summary of each book read

Friday Engage E.WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to • Revise the simple present form of verbs and their use today?
sing songs to agree with the subject they follow.
and recite • Have learners do an activity: Ask learners to
familiar e. g. Write a letter to your friend telling him/her what summarize the main
rhymes you and your siblings do after school. points in the lesson
Learners read their friendly letters in pairs.
• Guide learners to correct the wrong use of subjects
and their appropriate verb forms that go with them
if any. e.g. we eats – we eat.

Assessment: let learners use the singular and plural

subjects and the verb forms that go with them in
sentences
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Friday Guide E.EXTENSIVE READING Have learners to tell
learners to what they read to the
choose and • Guide learners to choose and read independently whole class
read books books of their choice during the library period.
during the • Learners think-pair-share their stories with peers.
library • Ask each learner to write a-two-paragraph summary
period of the book read.
• Invite individuals to present their work to the class
for feedback.

Assessment: let learners read a variety of age- and

level appropriate books and present a-two-paragraph
summary of each book read

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: MATHEMATICS CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : NUMBER Sub-strand : Counting, Representation & Cardinality

Indicator (code) B4.1.1.3.6 B4.1.1.4.1

Content standard B4.1.1.3. B4.1.1.4.
(code)
Performance Indicator  Learners can represent square numbers using factors
 Learners can describe real life situations using positive and negative values
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development
and Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Counters

Ref: Mathematics curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Sing songs Review the lesson with
like: Learners
NANA FIIFI
I’m 1 Learners draw a square whose side is 1 unit by 1
counting unit and determine the area; repeat the activity for a 2
one, what unit, 3 unit and 4 unit squares.
E.g. 2 Learners work in
is one
groups to continue the
pattern to include the
factors of 144.
(Key Concept: when a
number has

been multiplied by itself we

say the answer is a square
number hence 1× 𝟏𝟏 = 𝟏𝟏;
𝟐𝟐 × 𝟐𝟐 = 𝟒𝟒; 𝟑𝟑 × 𝟑𝟑 = 𝟗𝟗 and we can write three
squared as 𝟑𝟑 × 𝟑𝟑 = 𝟑𝟑𝟐𝟐)

Assessment: have learners to practice with more

examples
Tuesday Sing songs Review the lesson with
like: 1 Learners draw a square whose side is 1 unit by 1 Learners
unit and determine the area; repeat the activity for a 2
unit, 3 unit and 4 unit squares.
I’m
E.g. 2 Learners work in
counting groups to continue the
one, what pattern to include the
is one factors of 144.
1 - One is (Key Concept: when a
one alone, number has
alone it
been multiplied by itself we
shall be.
say the answer is a square
number hence 1× 𝟏𝟏 = 𝟏𝟏;
𝟐𝟐 × 𝟐𝟐 = 𝟒𝟒; 𝟑𝟑 × 𝟑𝟑 = 𝟗𝟗 and we can write three
squared as 𝟑𝟑 × 𝟑𝟑 = 𝟑𝟑𝟐𝟐)

Assessment: have learners to practice with more

examples
Wednesda Sing songs Review the lesson with
y like: Brainstorm learners on happenings which may be Learners
represented with positive and negative numbers
(e.g. having savings with a bank and owing a bank;
I’m
profit and loss etc.)
counting Movement on the number line to the right and left of
one, what zero
is one
Assessment: have learners to practice with more
examples
NANA FIIFI
1 - One is
one alone,
alone it
shall be.

Thursday Sing songs Review the lesson with

like: Brainstorm learners on happenings which may be Learners
represented with positive and negative numbers
I’m (e.g. having savings with a bank and owing a bank;
profit and loss etc.)
counting
Movement on the number line to the right and left of
one, what zero
is one
1 - One is Assessment: have learners to practice with more
one alone, examples
alone it
shall be.
Friday Sing songs Review the lesson with
like: Brainstorm learners on happenings which may be Learners
represented with positive and negative numbers
I’m (e.g. having savings with a bank and owing a bank;
profit and loss etc.)
counting
Movement on the number line to the right and left of
one, what zero
is one
1 - One is Assessment: have learners to practice with more
one alone, examples
alone it
shall be.

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: SCIENCE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : SYSTEMS Sub-strand : THE HUMAN BODY SYSTEMS

Indicator (code) B4.3.1.1.1

Content standard (code) B4.3.1.1.
Performance Indicator Learners can know the organs of the digestive system and their functions

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Science curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage • Show videos, pictures and models of the digestive What have we learnt
learners to system. today?
sing songs • Learners keenly observe the organs of the digestive
and recite system. Ask learners to
familiar • Explain to learners the functions of the various organs summarize the
rhymes in the digestive system. important points of the
lesson
Assessment: let learners explain the functions of the
various organs in the digestive system
NANA FIIFI
Thursday Engage • Draw a diagram of the digestive system and cut out What have we learnt
learners to the various parts of the system into flash cards. today?
sing songs • Learners randomly pick the parts of the digestive Ask learners to
and recite system on flashcards. summarize the
familiar • Learners build the digestive system by arranging the important points of the
rhymes parts in an orderly manner as they appear in the lesson
digestive system.

Assessment: let learners draw a diagram of the

digestive system

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NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: COMPUTING CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Introduction to computing Sub-strand : Data, sources and usage

Indicator (code) B4.1.3.1.2.

Content standard (code) B4.1.3.1.
Performance Indicator Learners can use strategies for classifying data into information (i.e. sorting and
classifying)
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Laptop

Ref: Computing curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage Guide learners to identify and record data in the What have we learnt
learners to different forms (e.g. age, shoe size, etc.) Assist learners today?
Wednesday sing songs to extract and classify the relevant data into
and recite information Ask learners to
familiar summarize the main
rhymes Assessment: Let learners use strategies for classifying points in the lesson
data into information

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NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : ALL AROUND US Sub-strand : Plants and Animals

Indicator (code) B4.2.2.1.1.

Content standard (code) B4.2.2.1.
Performance Indicator Learners can explore the relationship between living and non-living things in the
environment
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Our World Our People curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Learners in groups, discuss the relationship between What have we learnt
learners to the following living and non-living things: today?
sing songs i. Plants and soil
and recite ii. Plants and sunlight Ask learners to
familiar iii. Plants and water summarize the main
rhymes points in the lesson
Assessment: Let learners explain the relationship
between living and non-living things in the environment
NANA FIIFI
Thursday Engage Learners in groups, discuss the relationship between What have we learnt
learners to the following living and non-living things: today?
sing songs iv. Humans and air
and recite v. Humans and water Ask learners to
familiar vi. Humans and land summarize the main
rhymes points in the lesson
Assessment: Let learners explain the relationship
between living and non-living things in the environment

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: PHYSICAL EDUCATION CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : MOTOR SKILL AND MOVEMENT Sub-strand : MANIPULATIVE SKILLS

PATTERNS

Indicator (code) B4.1.2.1.5:

Content standard (code) B4.1.2.1.
Performance Indicator Learners can Throw a flying disc for distance using the backhand movement
pattern.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Cones

Ref: PE curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Learners Throw a tennis ball to a partner over a distance using What have we learnt
jog round a the overhand throw technique. Throw a flying disc today?
demarcate (Frisbee disc) for distance, using the backhand
d area in movement pattern. Let them perform in turns to Use answers to
files while acquire the right skill. summarise the lesson.
singing and
clapping to
warm-up
the body
for
maximal
NANA FIIFI
performan
ce and to
prevent
injuries

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NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : God, His Creation and Attributes Sub-strand : The Environment

Indicator (code) B4. 1.2.1.1

Content standard (code) B4. 1.2.1.
Performance Indicator Learners can discuss the effects of human activities on the environment.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: RME curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Engage What have we learnt
learners to Let learners write the effects of human activities today?
sing songs on the environment: climate change – heat,
and recite floods, rain storms, infrequent rainfall, famine, Ask learners to
drought, etc.
familiar summarize the main
rhymes points in the lesson
Assessment: let learners write the effects of human
activities on the environment: climate change

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NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: HISTORY CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : My Country Ghana Sub-strand : The People Of Ghana

Indicator (code) B4.2.1.1.1

Content standard (code) B4.2.1.1.
Performance Indicator Learners can describe how one major Kingdom was formed and
the reasons behind its expansion
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: History curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including Plenary / Reflections
(preparing the brain assessment)
for learning)
Tuesday Engage learners to sing Identify the reasons for the What have we learnt today?
songs and recite rise, expansion and decline
familiar rhymes of one Kingdom. Ask learners to summarize the
e.g. main points in the lesson
Where was this major Coastal Belt States - The
Anlo, The Fante,
Kingdom formed? How
was it formed? How did
it expand? Assessment: let learners
mention the reasons for the
rise, expansion and decline
of one Kingdom.
NANA FIIFI
Thursday Engage learners to sing Identify the reasons for the What have we learnt today?
songs and recite rise, expansion and decline
familiar rhymes of one Kingdom. Ask learners to summarize the
e.g. main points in the lesson
Where was this major Coastal Belt States - Ga-
Adangme and Effutu
Kingdom formed? How
was it formed? How did
Assessment: let learners
it expand? mention the reasons for the
rise, expansion and decline
of one Kingdom.

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: CREATIVE ARTS CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Visual Arts Sub-strand : Displaying and Sharing

Indicator (code) B4 1.3.4.1

Content standard (code) B4 1.3.4.
Performance Indicator Learners can plan an exhibition of own artworks to share creative experiences
based on own ideas, knowledge and understanding of the history and culture of
the people of Ghana
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Creative Arts curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Learners are to: What have we learnt
learners to today?
sing songs exhibition centre, preferably during the circuit, district
and recite or regional cultural festival of the cultural education Ask learners to
familiar unit of the Ghana Education Service; summarize the main
rhymes sual points in the lesson
artworks;

- fixing a date;
NANA FIIFI
- selecting a venue;
- inviting an audience;

postcards, WhatsApp, E-mail, Twitter, Instagram,

Facebook, announcements, posters, jingles) to target
audience such as parents, PTA/SMC members,
stakeholders, colleague learners);

like creativity and originality, finishing and decoration,

relevance of the works to the theme, social and cultural
importance;

spreading);

Assessment: let learners write a plan for an exhibition

of own artworks to share creative experiences based on
own ideas, knowledge and understanding of the history
and culture of the people of Ghana
Wednesday Engage Learners are to: What have we learnt
learners to today?
sing songs for the works (e.g. title, name of artist, date);
and recite Ask learners to
familiar make it ready for the exhibition; summarize the main
rhymes -exhibition activities such as cleaning, points in the lesson
appreciation, evaluation, reporting, etc.

Assessment: let learners write a plan for an exhibition

of own artworks to share creative experiences based on
own ideas, knowledge and understanding of the history
and culture of the people of Ghana

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: GHANAIAN LANGUAGE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
Composition Writing Creative/ Free Writing
Descriptive Writing
Indicator (code) B4.4.2.1.1 B4.4.2.1.2 B4.4.3.1.1
Content standard (code) B4.4.2.1. B4.4.2.1. B4.4.3.1.
Performance Indicator  Learners should write a one paragraph story describing a past event
 Learners should create a scene and write a short story on it.
 Learners should describe pictures using controlled composition.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Manila cards, markers, recorded audios visual

Ref: Ghanaian Language curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage • Let learners sing a popular traditional song they know. What have we learnt
leaners to • Share the class Readers/Reading books to learners today?
sing songs and ask them to open to a page where there is a
and recite passage made up more than one paragraph.
familiar • Lead learners to read the passage.
rhymes
NANA FIIFI
• Use the passage to assist learners to recognise a Review the lesson with
paragraph. learners
• Narrate a past event to learners and put them into
groups to write a one paragraph story describing the
event narrated to them

Assessment: let learners write a one paragraph story

describing a past event
Engage • Show learners a short video. What have we learnt
leaners to • In groups, let learners discuss the scenes they saw today?
sing songs in the movie.
and recite • Let learners write a short story on the scene they saw
familiar and read their story to the class.
rhymes
• Discuss their stories with them.
Review the lesson with
Assessment: let learners create a scene and write a short learners
story on it.
Engage • Let learners mention some landmarks in the locality. What have we learnt
leaners to • Show learners a number of pictures. today?
sing songs • Let learners pick any of the displayed pictures
and recite and describe it.
familiar • Using the controlled composition approach, let
rhymes
learners describe a picture
Review the lesson with
Assessment: let learners describe pictures using learners
controlled composition

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NANA FIIFI

TERM ONE
BASIC FOUR
WEEK 8
NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
A. Oral Language A. Listening Comprehension
B. Reading B. Vocabulary
C. Grammar Usage At Word C. Pronouns
D. Writing D. Narrative Writing
E. Using Writing Conventions E. Using Action Words
F. Extensive Reading F. Building the Love and Culture of Reading

Indicator (code) B4.1.7.1.2. B4.2.6.2.1. B4.3.3.1.1. B4.4.10.1.1. B4.5.4.1.1. B4.6.1.1.1

Content standard (code) B4.1.7.1. B4.2.6.2. . B4.3.3.1. . B4.4.10.1. . B4.5.4.1. . B4.6.1.1.
Performance Indicator A. Learners can make connections with events in narrative texts
B. Learners can develop a rich vocabulary stock through extensive reading of
age-appropriate texts
C. Learners can identify and use different types of pronouns: “Personal” – to
identify people, activities and objects, “Interrogative” – “who, what” to
find out a person’s identity, specific information about a person, time,
objects or events
G. Learners can write about real or imagined experiences or events following
story structure (beginning, middle and ending), using appropriate nouns or
pronouns within and across sentences to aid cohesion:
i. Describing the setting and developing the plot (events in the story).,
ii. Describing characters with elaboration.,
iii. Using first and third persons
NANA FIIFI
D. Learners can use the singular and plural subjects and the verb forms that go
with them
E. Learners can read a variety of age- and level appropriate books and present
a-two-paragraph summary of each book read
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage A.ORAL LANGUAGE What have we learnt
learners to • Learners retell the story (e.g. in a chain). today?
sing songs • Guide learners to identify the events in the story.
and recite • Put learners in small groups to discuss the events of Ask learners to
familiar the story and relate them to one another. summarize the main
rhymes points in the lesson
Assessment: let learners make connections with events
in narrative texts

Tuesday Engage B.READING What have we learnt

learners to • Introduce learners to a variety of story books and today?
sing songs vocabulary portfolios and stress the need to build and
and recite use the new vocabulary in sentences. Ask learners to
familiar • Display some of the vocabulary in class, on your word summarize the main
rhymes trees and in sentences. Have learners work in pairs, points in the lesson
individually and in groups, to do same.
• Guide learners to make meaning from the context in
which words have been used.

Assessment: let learners develop a rich vocabulary

stock through extensive reading of age-appropriate
texts
Wednesday Engage C.GRAMMAR What have we learnt
learners to • Introduce interrogative pronouns with several today?
sing songs examples in context.
NANA FIIFI
and recite • Provide a passage and have learners identify Ask learners to
familiar interrogative pronouns. summarize the main
rhymes • Let learners use interrogative pronouns in sentences points in the lesson

Assessment: let learners use interrogative pronouns in

sentences

Thursday Engage D.WRITING What have we learnt

learners to today?
sing songs □ Guide learners to narrate an event they
and recite participated in e.g. my first day at the national Ask learners to
familiar theatre. Learners tell the story sequentially: summarize the main
rhymes beginning, middle and end. (Learners are grouped to points in the lesson
write their own story based on a chosen experience
agreed on by all. Let them build a mind map to guide
their writing.)

• 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.

Assessment: let learners write an event they

participated in.

Friday Engage E.WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to • Have learners do an activity: today?
sing songs e. g. Write a letter to your friend telling him/her what
and recite you and your siblings do after school. Ask learners to
familiar Learners read their friendly letters in pairs. summarize the main
rhymes • Guide learners to correct the wrong use of subjects points in the lesson
and their appropriate verb forms that go with them if
any. e.g. we eats – we eat.
• Have learners do peer editing to identify and correct
errors.
NANA FIIFI
Assessment: let learners write a letter to your friend
telling him/her what you and your siblings do after
school
Friday Guide E.EXTENSIVE READING Have learners to tell
learners to what they read to the
choose and • Guide learners to choose and read whole class
read books independently books of their choice during the
during the library period.
library • Learners think-pair-share their stories with peers.
period • Ask each learner to write a-two-paragraph
summary of the book read.
• Invite individuals to present their work to the
class for feedback.

Assessment: let learners read a variety of age- and

level appropriate books and present a-two-paragraph
summary of each book read

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: MATHEMATICS CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : NUMBER Sub-strand : Number Operations

Indicator (code) B4.1.1.4.2 B4.1.2.1.1

Content standard B4.1.1.4. B4.1.2.1.
(code)
Performance Indicator  Learners can count forwards and backwards with positive and negative
whole numbers through zero
 Learners can determine basic multiplication facts up to 𝟏𝟐×𝟏𝟐
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development
and Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Counters

Ref: Mathematics curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
NANA FIIFI
Monday Sing songs Review the lesson with
like: Learners count from a given interval of positive and Learners
negative numbers on the number line. For example,
count from 10 backward through zero to negative -8.
I’m
counting Assessment: have learners to practice with more
one, what examples
is one

Tuesday Sing songs To find 2×3= ? Learners arrange 2 straws vertically Review the lesson with
like: (legs) and put across it with 3 horizontal ones (arms). Learners
Learners count the number of intersections
I’m
counting
one, what
is one
1 - One is
one alone,
alone it
shall be. Assessment: have learners to practice with more
examples
Wednesda Sing songs Review the lesson with
y like: Learners model different multiplication sentences, for Learners
example 3×4. Learners mention the number of dots
(intersections) for other learners to model fence
I’m
counting learners may draw vertical lines to represent the legs
one, what and horizontal lines across them to represent the arms
is one and then count the number of intersections as the
1 - One is product
one alone,
alone it
shall be.

Assessment: have learners to practice with more

examples
NANA FIIFI
Thursday Sing songs Review the lesson with
like: Draw a 6 by 6 multiplication chart for the numbers 5 to Learners
10 and use it as a game board to play the 3-in-a-line
game with a pair of dice or playing cards. Players take
I’m
turns in throwing a pair of dice and mark (or cover) the
counting product made in a throw with his/her marker (or
one, what counter). The winner is the one who obtains three
is one products in a line.
1 - One is
one alone,
alone it
shall be.

Assessment: have learners to practice with more

examples
Friday Sing songs Review the lesson with
like: Learners find doubles of given numbers; find squares of Learners
I’m given numbers;
and skip count in 4, 5, and 8
counting
one, what Assessment: have learners to practice with more
is one. examples

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: SCIENCE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : SYSTEMS Sub-strand : THE HUMAN BODY SYSTEMS

Indicator (code) B4.3.1.1.1

Content standard (code) B4.3.1.1.
Performance Indicator Learners can know the organs of the digestive system and their functions

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Science curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage • Engage learners in an activity to role-play the various What have we learnt
learners to parts of the digestive system and their functions, with today?
sing songs the aid of flashcards.
and recite Ask learners to
familiar Assessment: let learners explain the functions of the summarize the
rhymes various organs in the digestive system important points of the
lesson
NANA FIIFI
Thursday Engage • Engage learners in an activity to role-play the various What have we learnt
learners to parts of the digestive system and their functions, with today?
sing songs the aid of flashcards. Ask learners to
and recite summarize the
familiar Assessment: let learners explain the functions of the important points of the
rhymes various organs in the digestive system lesson

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NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: COMPUTING CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Introduction to computing Sub-strand : Data, sources and usage

Indicator (code) B4.1.3.1.3.

Content standard (code) B4.1.3.1.
Performance Indicator Learners can identify primary sources of information (photographs, audio
recordings, video recordings, film, letters and diaries, speeches, published books,
newspapers and magazines, government publications, oral histories, etc.)
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Laptop

Ref:

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage Guide learners in groups to discuss where one can get What have we learnt
learners to data and information and make a presentation on it to today?
Wednesday sing songs the class.
and recite Ask learners to
familiar Assessment: Let learners identify primary sources of summarize the main
rhymes information points in the lesson

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NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : ALL AROUND US Sub-strand : Map Making and Land Marks

Indicator (code) B4.2.3.1.1.

Content standard (code) B4.2.3.1.
Performance Indicator Learners can make a map the school environment

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Our World Our People curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Learners identify the key features of the school What have we learnt
learners to environment e.g. classroom blocks, canteen, library, today?
sing songs playground, computer laboratory
and recite Ask learners to
familiar Assessment: Let learners identify the key features of summarize the main
rhymes the school environment points in the lesson

Thursday Engage Learners draw a sketch map of the school and indicate What have we learnt
learners to key features on it today?
sing songs
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and recite Assessment: Let learners draw a sketch map of the Ask learners to
familiar school and indicate key features on it summarize the main
rhymes points in the lesson

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: PHYSICAL EDUCATION CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : MOTOR SKILL AND MOVEMENT Sub-strand : MANIPULATIVE SKILLS

PATTERNS

Indicator (code) B4. 1.2.1.6

Content standard (code) B4. 1.2.1.
Performance Indicator Learners can Show the difference in throwing to a stationary and a moving partner

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) cones

Ref: PE curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Learners After a general and specific warm up, place a container What have we learnt
jog round a or basket at a point. Learners with objects to use today?
demarcate different techniques to throw the object into to
d area in container or object. Use answers to
files while Learners identify the best technique that gives them summarise the lesson.
singing and accuracy and precision. Organise competition in groups.
clapping to End lesson with cool down activities.
warm-up
the body
for
maximal
NANA FIIFI
performan
ce and to
prevent
injuries

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NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :
Strand : Religious Practices and their Moral Sub-strand : Religious Worship, Prayer and other Religious
Implications Practices
Indicator (code) B4.2.1.1.1
Content standard (code) B4.2.1.1.
Performance Indicator Learners can name the various forms of worship

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: RME curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Engage What have we learnt
learners to Ask learners to mention the various forms of worship in today?
sing songs the three main religious groups in Ghana: Christianity,
and recite Islam and Traditional. Ask learners to
familiar • Let learners observe pictures depicting various forms summarize the main
rhymes of worship and discuss them. points in the lesson
• In groups, let learners write down the activities that
go on during worship.

Assessment: let learners mention the various forms of

worship

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NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: HISTORY CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : My Country Ghana Sub-strand : The People Of Ghana

Indicator (code) B4.2.1.1.1

Content standard (code) B4.2.1.1.
Performance Indicator Learners can Describe how one major Kingdom was formed
and the reasons behind its expansion
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: History curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including Plenary / Reflections
(preparing the brain assessment)
for learning)
Tuesday Engage learners to sing Using the map of Ghana, What have we learnt today?
songs and recite familiar locate where this major
rhymes Kingdom is found. Ask learners to summarize the
By animations, play main points in the lesson
Where was this major games on location of
major Kingdoms.
Kingdom formed? How
was it formed? How did
Assessment: let learners
it expand? locate these major
Kingdoms on the map of
Ghana
NANA FIIFI
Thursday Engage learners to sing Using the map of Ghana, What have we learnt today?
songs and recite familiar locate where this major
rhymes Kingdom is found. Ask learners to summarize the
By animations, play main points in the lesson
Where was this major games on location of
major Kingdoms.
Kingdom formed? How
was it formed? How did
Assessment: let learners
it expand? locate these major
Kingdoms on the map of
Ghana

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: CREATIVE ARTS CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Performing Arts Sub-strand : Displaying and Sharing

Indicator (code) B4 2.3.4.2

Content standard (code) B4 2.3.4.
Performance Indicator Learners can plan a performance of compositions to share creative experiences
based on own ideas, knowledge and understanding of performing artworks that
reflect the natural and manmade environments of some communities in Ghana
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Creative Arts curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Learners are to: What have we learnt
learners to today?
sing songs during the circuit, district or regional cultural festival of
and recite the cultural education unit of the Ghana Education Ask learners to
familiar Service) that reflect the natural and manmade summarize the main
rhymes environments of some communities in Ghana; points in the lesson

music, dance, drama, poetry, etc.;

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a roadmap for the performances by fixing a
date, selecting venue and inviting audience

postcards, WhatsApp, E-mail, Twitter, Instagram,

Facebook, announcements, posters, jingles) to target
audience, for example parents, PTA/SMC members,
stakeholders, colleague learners;

originality, lyrics, movement patterns, dynamics and

relevance of the message to the theme, social and
cultural importance;

(e.g. monologue/solo/group, costumes, props);

Assessment: let learners write a plan for a performance

of compositions to share creative experiences based on
own ideas, knowledge and understanding of performing
artworks that reflect the natural and manmade
environments of some communities in Ghana
Wednesday Engage Learners are to What have we learnt
learners to today?
sing songs identifying the positions of all facilities (e.g. PA system,
and recite lightings, performance zone, entry, exit, changing and Ask learners to
familiar makeup rooms/corners), characters, directors, stage summarize the main
rhymes managers, audience, health and security personnel; points in the lesson

make it ready for the performance;

-performance activities such as cleaning,
appreciation, evaluation, reporting, etc.

Assessment: let learners write a plan for a performance

of compositions to share creative experiences based on
own ideas, knowledge and understanding of performing
artworks that reflect the natural and manmade
environments of some communities in Ghana

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: GHANAIAN LANGUAGE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
Composition Writing Descriptive Writing
Persuasive Writing
Indicator (code) B4.4.3.1.2 B4.4.3.1.3 B4.4.4.1.1
Content standard (code) B4.4.3.1. B4.4.3.1. B4.4.4.1.
Performance Indicator  Learners should give a description of a building or a structure using
controlled composition
 Learners should describe objects within the environment on their own.
 Learners should write a persuasive essay on cleanliness using controlled
composition
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Manila cards, markers, recorded audios visual

Ref: Ghanaian Language curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage • Let learners mention some traditional occupations What have we learnt
leaners to they know. today?
sing songs • Write the points you will use to describe a building or
and recite structure on the board and lead learners to read them.
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familiar • Describe the building you live in to learners using the
rhymes points you have written on the board.
• Let learners also give a description of buildings or a Review the lesson with
structure using the points on the board. learners

Assessment: let learners give a description of a building

or a structure using controlled composition
Engage • Let learners mention some things in the What have we learnt
leaners to environment. today?
sing songs • Show a couple of objects to learners.
and recite • Use some words to describe the objects.
familiar • Encourage learners to describe objects within the
rhymes
environment on their own
Review the lesson with
Assessment: let learners describe objects within the learners
environment on their own.
Engage • Let learners mention some actions that destroy the What have we learnt
leaners to environment. today?
sing songs • Discuss cleanliness with learners.
and recite • Allow the learners to talk with each other
familiar about cleanliness.
rhymes
• Let learners write a persuasive essay on cleanliness
using controlled composition Review the lesson with
learners
Assessment: let learners write a persuasive essay on
cleanliness using controlled composition

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NANA FIIFI

TERM ONE
BASIC FOUR
WEEK 9
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……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
A. Oral Language A. Asking and Answering Questions
B. Reading B. Comprehension
C. Grammar Usage At Word C. Adjectives
D. Writing D. Creative/Free Writing
E. Using Writing Conventions E. Using Qualifying Words – Adjectives
F. Extensive Reading F. Building the Love and Culture of Reading
Indicator (code) B4.1.8.1.1. B4.2.7.1.1. B4.3.4.1.1. 1. B4.4.11.1.1. B4.5.5.1.1. B4.6.1.1.1
Content standard (code) B4.1.8.1. . B4.2.7.1. B4.3.4.1.1. B4.4.11.1. . B4.5.5.1.. B4.6.1.1.
Performance Indicator A. Learners can use appropriate pronunciation and intonation in asking and
answering questions
B. Learners can construct meaning from texts read
C. Learners can use adjectives to make comparison e. g: fast/slow (Ama is
fast but Kofi is slow.), good/bad, fast/faster, slow/slower,
D. Learners can write freely about topics of choice in their immediate
environment
E. Learners can Use adjectives to make comparisons e.g. fast /slow,
good/bad, fast/faster, slow/slower.
F. Learners can read a variety of age- and level appropriate books and
present
a-two-paragraph summary of each book read
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords
NANA FIIFI

T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage A.ORAL LANGUAGE What have we learnt
learners to • Through role-play, learners ask questions such as: today?
sing songs What is your name? How are you? Where do you live?
and recite • Guide learners to use appropriate pronunciation and Ask learners to
familiar intonation in asking and answering questions. e.g. What summarize the main
rhymes do you want? Where’s your school? points in the lesson
A rising intonation for a question and a falling
intonation for an answer

Assessment: let learners use appropriate pronunciation

and intonation in asking and answering questions

Tuesday Engage B.READING What have we learnt

learners to • Select level-appropriate texts for learners. today?
sing songs • Take learners through Before Reading activities such
and recite as picture walk, prediction and Before Reading Ask learners to
familiar questions etc. to elicit their prior knowledge. summarize the main
rhymes • Have learners use their previous points in the lesson
knowledge/experience, contextual clues and While
Reading questions to make meaning from the text as
they read.
• Provide After Reading questions to help learners
make meaning from the text read.

Assessment: let learners construct meaning from texts

read

Wednesday Engage C.GRAMMAR What have we learnt

learners to • Revise adjectives. Have learners identify adjectives in today?
sing songs sentences and use them in sentences of their own.
and recite • Introduce regular adjective forms: Ask learners to
familiar - Regular adjectives form their imperative by adding er summarize the main
rhymes e.g. small–smaller, big–bigger, etc. points in the lesson
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• Assist learners with examples to use comparative
adjectives appropriately.
e.g.
i. Ama is taller than Kwesi.
ii. This ruler is longer than that one.
• Learners form sentences with the comparative forms
of adjectiv

Assessment: let learners use adjectives to make

comparison in sentences

Thursday Engage D.WRITING What have we learnt

learners to Have learners, in pairs, think-pair-share and choose a today?
sing songs topic from their immediate environment they will want
and recite to write about. Ask learners to
familiar • Guide learners to brainstorm and generate ideas. summarize the main
rhymes • Have learners organise their ideas and write their points in the lesson
first draft.
• They then peer edit their work.
• Have them present their work for class discussion and
correction.

Assessment: let learners choose a topic from their

immediate environment to write about

Friday Engage E.WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to • Guide learners with several examples and situations today?
sing songs to identify the comparative forms of adjectives in
and recite sentences, e.g. Ama is fast but Kofi is slow. Ask learners to
familiar • Have learners identify adjectives in a given passage. summarize the main
rhymes points in the lesson

Assessment: let learners identify adjectives in a given

passage.

Friday Guide E.EXTENSIVE READING Have learners to tell

learners to what they read to the
choose and • Guide learners to choose and read whole class
read books independently books of their choice during
during the the library period.
library • Learners think-pair-share their stories with
period peers.
• Ask each learner to write a-two-paragraph
summary of the book read.
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• Invite individuals to present their work to
the class for feedback.

Assessment: let learners read a variety of age- and

level appropriate books and present a-two-paragraph
summary of each book read

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: MATHEMATICS CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : NUMBER Sub-strand : Number Operations

Indicator (code) B4.1.2.2.1 B4.1.2.2.2

Content standard (code) B4.1.2.2. B4.1.2.2.
Performance Indicator  Learners can apply mental mathematics strategies and number properties,
such as skip counting from a known fact using doubling or halving using
patterns in the 9s facts using repeated doubling or halving to determine
answers for basic multiplication facts to 81 and related division facts’
 Learners can apply mental mathematics strategies for multiplication, such
as annexing then adding zero halving and doubling using the distributive
property
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Counters

Ref: Mathematics curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
NANA FIIFI
for
learning)

Monday Sing songs Describe the mental mathematics strategies used to Review the lesson with
like: determine a given basic fact, such as Learners

Describe the mental mathematics strategies used to

I’m determine a given basic fact, such as
counting skip count up by one or two groups from a known fact
one, what (e.g., if 5 × 7 = 35, then 6 × 7 is equal to 35 + 7 and 7 × 7
is one is equal to 35 + 7 + 7)
skip count down by one or two groups from a known
fact (e.g., if 8 × 8 = 64, then 7 × 8 is equal to 64 – 8 and
6 × 8 is equal to 64 – 8 – 8)

Assessment: have learners to practice with more

examples
Tuesday Sing songs Review the lesson with
like: Describe the mental mathematics strategies used to Learners
determine a given basic fact, such as
I’m
doubling (e.g., for 8 × 3 think 4 × 3 = 12, and 8 × 3 = 12
counting
+ 12)
one, what patterns when multiplying by 9 (e.g., for 9 × 6, think 10
is one × 6 = 60, and 60 – 6 = 54; for 7 × 9, think 7 × 10 = 70,
1 - One is and 70 – 7 = 63)
one alone,
alone it Assessment: have learners to practice with more
shall be. examples

Wednesda Sing songs Review the lesson with

y like: Describe the mental mathematics strategies used to Learners
determine a given basic fact, such as
I’m
repeated doubling (e.g., if 2 × 6 is equal to 12, then 4
counting
× 6 is equal to 24 and 8 × 6 is equal to 48)
one, what repeated halving (e.g., for 60 ÷ 4, think 60 ÷ 2 = 30
is one and 30 ÷ 2 = 15)
1 - One is
one alone, Recall multiplication facts to 81 and related division
alone it facts
shall be.
Assessment: have learners to practice with more
examples
NANA FIIFI
Thursday Sing songs Describe the mental mathematics strategies used to Review the lesson with
like: determine a given basic fact, such as Learners
relating division to multiplication (e.g., for 64 ÷ 8,
think 8 × … = 64)
I’m
counting Determine the products when one factor is a multiple
one, what of 10, 100, or 1000 by annexing zero or adding zeros
is one (e.g., for 3×200 think of 3×2 and then add two zeros)
1 - One is
one alone, Assessment: have learners to practice with more
alone it examples
shall be.

Friday Sing songs Review the lesson with

like: Apply halving and doubling when determining a Learners
given product (e.g., 32×5 is the same as 16×10)
I’m
Apply the distributive property to determine a given
counting product involving multiplying factors that are close to
one, what multiples of 10 (e.g., 29×7 = (30×7) – (1×7) = 203
is one
1 - One is Assessment: have learners to practice with more
one alone, examples
alone it
shall be.

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: SCIENCE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : SYSTEMS Sub-strand : THE SOLAR SYSTEM

Indicator (code) B4.3.2.1.1

Content standard (code) B4.3.2.1.
Performance Indicator Learners can explain that the sun is at the centre of the solar system

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Science curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage • Present learners with a chart, model or video showing What have we learnt
learners to the solar system. today?
sing songs • Draw the solar system, using different colours to
and recite illustrate the different bodies. Ask learners to
familiar • Guide learners to role play the stars, planets and summarize the
rhymes satellites in the solar system (different learners assume important points of the
and role play the sun, the earth and other planets in the lesson
solar system).
NANA FIIFI
Assessment: let learners explain that the sun is at the
centre of the solar system

Thursday Engage • Present the chart of the solar system and help What have we learnt
learners to learners identify the sun as being at the centre of the today?
sing songs solar system. Ask learners to
and recite • Learners are guided to identify the benefits of the sun summarize the
familiar to the solar system important points of the
rhymes lesson
Assessment: let learners identify the benefits of the sun
to the solar system

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NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: COMPUTING CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Introduction to computing Sub-strand : Data, sources and usage

Indicator (code) B4.1.3.1.3.

Content standard (code) B4.1.3.1.
Performance Indicator Learners can identify primary sources of information (photographs, audio
recordings, video recordings, film, letters and diaries, speeches, published books,
newspapers and magazines, government publications, oral histories, etc.)
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Laptop

Ref: Computing curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage Guide learners in groups to discuss where one can get What have we learnt
learners to data and information and make a presentation on it to today?
Wednesday sing songs the class.
and recite Ask learners to
familiar Assessment: Let learners identify primary sources of summarize the main
rhymes information points in the lesson

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NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : ALL AROUND US Sub-strand : Population and Settlement

Indicator (code) B4.2.4.1.1.

Content standard (code) B4.2.4.1.
Performance Indicator Learners can describe the nature of settlements in Ghana.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Our World Our People curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Learners discuss the importance of settlements e.g. What have we learnt
learners to people live with other people, we do not live in today?
sing songs vacuum, for protection, for pooling resources together
and recite etc. Ask learners to
familiar summarize the main
rhymes Assessment: Let learners mention the importance of points in the lesson
settlements
Thursday Engage Learners discuss and write about features that they will What have we learnt
learners to consider in choosing a good settlement that would today?
sing songs make life easier and comfortable such areas free of
NANA FIIFI
and recite floods, access to local raw materials, local water supply Ask learners to
familiar for drinking and washing and access to roads and summarize the main
rhymes transportation. points in the lesson

Assessment: Let learners write about features that they

will consider in choosing a good settlement

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: PHYSICAL EDUCATION CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : MOTOR SKILL AND MOVEMENT Sub-strand : MANIPULATIVE SKILLS

PATTERNS

Indicator (code) B4.1.2.1.7

Content standard (code) B4.1.2.1.
Performance Indicator Learners can Catch a ball above the head and near the middle of the body while
jogging and running.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) cones

Ref:

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Learners After general and specific warm up, learners catch balls What have we learnt
jog round a thrown above from a distance in the air with the hand. today?
demarcate Vary the distance and let them do this for fun. Accuracy
d area in must be considered Use answers to
files while summarise the lesson.
singing and
clapping to
warm-up
the body
for
maximal
NANA FIIFI
performan
ce and to
prevent
injuries

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Religious Practices and their Moral Sub-strand : Religious Worship, Prayer and other Religious
Implications Practices

Indicator (code) B4.2.1.1.1

Content standard (code) B4.2.1.1.
Performance Indicator Learners can name the various forms of worship

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: RME curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Engage Let learners dramatise the modes of worship among the What have we learnt
learners to three major religious groups. today?
sing songs
and recite Assessment: let learners write down the activities that Ask learners to
familiar go on during worship summarize the main
rhymes points in the lesson

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: HISTORY CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : My Country Ghana Sub-strand : The People Of Ghana

Indicator (code) B4.2.1.1.2

Content standard (code) B4.2.1.1.
Performance Indicator Learners can state the factors that led to decline of the Kingdom
you have studied
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: History curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including Plenary / Reflections
(preparing the assessment)
brain
for learning)
Tuesday Engage learners to Give reasons why some of the What have we learnt today?
sing songs and Kingdoms declined. E.g.
recite familiar Internal disputes (rebellions, Ask learners to summarize the
rhymes succession disputes) main points in the lesson

Assessment: let learners give

What factors led to
reasons why some of the
the decline of the
Kingdoms declined
Kingdom?
Thursday Engage learners to Give reasons why some of the What have we learnt today?
sing songs and Kingdoms declined. E.g.
NANA FIIFI
recite familiar Internal disputes (rebellions, Ask learners to summarize the
rhymes succession disputes) main points in the lesson

What factors led to Assessment: let learners give

the decline of the reasons why some of the
Kingdoms declined
Kingdom?

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: CREATIVE ARTS CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Visual Arts Performing Sub-strand : Displaying and Sharing Appreciating and
Arts Appraising

Indicator (code) B4 1.3.4.1 B4 2.4.6.1

Content standard (code) B4 1.3.4. B4 2.4.6.
Performance Indicator  Learners can plan an exhibition of own artworks to share creative
experiences based on own ideas, knowledge and understanding of the
history and culture of the people of Ghana
 Learners can Develop guidelines for appraising and appreciating own and
others’ performing artworks that reflect the history and culture of the
people of Ghana
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Creative Arts curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Learners are to: What have we learnt
learners to today?
sing songs exhibition centre, preferably during the circuit, district
and recite or regional cultural festival of the cultural education
unit of the Ghana Education Service;
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familiar sual Ask learners to
rhymes artworks; summarize the main
points in the lesson
- fixing a date;
- selecting a venue;
- inviting an audience;

postcards, WhatsApp, E-mail, Twitter, Instagram,

Facebook, announcements, posters, jingles) to target
audience such as parents, PTA/SMC members,
stakeholders, colleague learners);

like creativity and originality, finishing and decoration,

relevance of the works to the theme, social and cultural
importance;

spreading);

for the works (e.g. title, name of artist, date);

make it ready for the exhibition;

-exhibition activities such as cleaning,
appreciation, evaluation, reporting, etc.

Assessment: let learners write a plan for an exhibition

of own artworks to share creative experiences based on
own ideas, knowledge and understanding of the history
and culture of the people of Ghana
Wednesday Engage Learners are to: What have we learnt
learners to today?
sing songs appreciating/appraising own and/or others
and recite compositions and performances on the guidelines Ask learners to
familiar suggested below; summarize the main
rhymes points in the lesson
and appraising music, dance and drama
e on what to use the appraisal report for and how
to share it;

use in recording/documenting the appraisal process;

NANA FIIFI

Suggested Guidelines:
e, voice production and diction, harmony
and blending of parts, interpretation, the elements and
knowledge of music;

gestures, creativity, makeup, movement in relation to

singing and drumming, costume, props, energy, stage
use, stage setting and dynamics

projection, diction, use of space, aesthetics, creativity,

etc.

Assessment: let learners write guidelines for appraising

and appreciating own and others’ performing artworks
that reflect the history and culture of the people of
Ghana

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: GHANAIAN LANGUAGE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
Writing Conventions / Usage Integrating Grammar in Written Language (Capitalization
Integrating Grammar in Written Language (Punctuation)
Indicator (code) B4.5.1.1.1 B4.5.1.1.2. B4.5.1.1.3 B4.5.2.1.1
Content standard (code) B4.5.1.1. B4.5.1.1. . B4.5.1.1. B4.5.2.1.
7Performance Indicator  Learners should begin sentences with capital letters
 Learners should use capital letters after full stops.
 Learners should demonstrate an understanding of the use of capital
letters after colons
 Learners should demonstrate the use of commas
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Ghanaian Language curriculum

Ref:

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage • Let learners write their names on a paper and show it What have we learnt
leaners to to the class. today?
sing songs • Create a game about using a capital letter to begin a
and recite sentence.
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familiar • Play the game with learners.
rhymes • Write the sentences on the board and let learners
read the sentences. Review the lesson with
• Encourage learners to begin sentences with capital learners
letters.

• Create a game about using a capital letter after a full

stop.
• Play the game with learners.
• Let learners use capital letters after full stops.

Assessment: let learners capital letters after full stops in

sentences
Engage • Create a game about using a capital letter after a What have we learnt
leaners to colon. today?
sing songs • Play the game with learners.
and recite • Help learners to understand the use of capital letters
familiar after a colon.
rhymes
• Encourage learners to use capital letters to begin a
sentence after a colon. Review the lesson with
learners
Assessment: let learners use capital letters to begin a
sentence after a colon in sentences
Engage • Use commas in sentences on the board. What have we learnt
leaners to • Let learners demonstrate the use of commas by today?
sing songs writing sentences in in groups.
and recite
familiar Assessment: let learners use commas in sentences
rhymes
Review the lesson with
learners

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NANA FIIFI

TERM ONE
BASIC FOUR
WEEK 10
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……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
A. Oral Language A. Giving and Following Commands
B. Reading B. Comprehension
C. Grammar Usage At Word C. Verbs
D. Writing D. Creative/Free Writing
E. Using Writing Conventions E. Using Qualifying Words – Adjectives
F. Extensive Reading F. Building the Love and Culture of Reading
Indicator (code) B4.1.9.1.1. B4.2.7.1.2 B4.3.5.1.1 B4.4.11.1.1. B4.5.5.1.1 B4.6.1.1.1
Content standard (code) B4.1.9.1. B4.2.7.1. B4.3.5.1. B4.4.11.1. . B4.5.5.1. B4.6.1.1.
Performance Indicator A. Learners can give and respond to commands, instructions and directions
B. Learners can note and recall main ideas in a sequence
C. Learners can use different types of verbs: Main verb, Helping verb
(primary auxiliary and modal auxiliary), Main verbs
D. Learners can Write freely about topics of choice in their immediate
environment
E. Learners can Use adjectives to make comparisons e.g. fast /slow,
good/bad, fast/faster, slow/slower
F. Learners can read a variety of age- and level appropriate books and
present
a-two-paragraph summary of each book read
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords
NANA FIIFI
T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage A.ORAL LANGUAGE What have we learnt
learners to • Give general commands and guide learners today?
sing songs to respond appropriately to the commands.
and recite e. g. Stand up! Sit down! Carry the bowl! etc. Ask learners to
familiar • Through role play, group and pair activities, assist summarize the main
rhymes learners to give and obey simple points in the lesson
commands/instructions.
e.g.
i. Go to your seat.
ii. Bring your exercise book to me.
iii. Walk from B1 classroom to the Headmaster’s office
iv. Turn right, walk twenty steps towards the water tank

Assessment: let learners give and respond to

commands, instructions and directions

Tuesday Engage B.READING What have we learnt

learners to Using the SQ3R strategy, learners recall main ideas. today?
sing songs Learners:
and recite S – Survey the text– (learners skim, by going through Ask learners to
familiar the chapter, noting heading/sub-heading and other summarize the main
rhymes understanding features. points in the lesson
Q – Question – Generate questions about the content
of the text.
3R
Read – Read for more information.
Recite – Retrieve information from meaning.
Review – Go over the main ideas in the text using your
own words.

Assessment: let learners note and recall main ideas in a

sequence
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Wednesday Engage C.GRAMMAR What have we learnt
learners to • Have learners revise verbs by reading sentences from today?
sing songs the board and identifying the verbs.
and recite • Have learners write sentences with given verbs. Ask learners to
familiar Auxiliary verbs summarize the main
rhymes • Let learners read sentences with auxiliary verbs. points in the lesson
e.g.
i. The boy is going to school.
ii. The girls are reading.
An auxiliary verb is also known as a helping verb e.g. is,
are, am, was, were
• Have learners use auxiliary verbs in sentences and
underline them.

Assessment: let learners write sentences with given

verbs.
Thursday Engage D.WRITING What have we learnt
learners to • Have learners, in pairs, think-pair-share and choose a today?
sing songs topic from their immediate environment they will want
and recite to write about. Ask learners to
familiar • Guide learners to brainstorm and generate ideas. summarize the main
rhymes • Have learners organise their ideas and write their points in the lesson
first draft.
• They then peer edit their work. Learners in group to go
• Have them present their work for class discussion on a field trip/excursion
and correction. to e.g. a tourist centre,
• They then write the final draft and display their work as the next lesson
for their peers to read.

Assessment: let learners choose a topic from their

immediate environment to write about
Friday Engage E.WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to • Guide learners with several examples and situations today?
sing songs to identify the comparative forms of adjectives in
and recite sentences, e.g. Ama is fast but Kofi is slow. Ask learners to
familiar • Let learners write sentences using comparative and summarize the main
rhymes superlative forms of adjectives. points in the lesson

Assessment: let learners write sentences using

comparative and superlative forms of adjectives.

Friday Guide E.EXTENSIVE READING Have learners to tell

learners to what they read to the
choose and whole class
read books
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during the • Guide learners to choose and
library read independently books of their
period choice during the library period.
• Learners think-pair-share their
stories with peers.
• Ask each learner to write a-two-
paragraph summary of the book
read.
• Invite individuals to present their
work to the class for feedback.

Assessment: let learners read a variety of age- and

level appropriate books and present a-two-paragraph
summary of each book read

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: MATHEMATICS CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : NUMBER Sub-strand : Number Operations

Indicator (code) B4. 1.2.3.1 B4. 1.2.4.1

Content standard (code) B4. 1.2.3. B4. 1.2.4.
Performance Indicator  Learners can multiply multi-digit numbers efficiently
 Learners can determine basic division fact up to 81
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)
Ref: Mathematics curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Sing songs Review the lesson with
like: Multiplication of whole numbers using the “expand and Learners
box” method (partial decomposition method). Lead
NANA FIIFI
I’m learners to multiply a 3-digit number by a 1-digit
counting number as shown below, for example 448 × 2 =?
one, what 400 40 8
is one
2 800 80 16
448 × 2 = (400 × 2) + (40 × 2) + (8 × 2)
= 800 + 80 + 16 = 800 + 80 + (10 + 6)
= 800 + 90 + 6 = 896

Assessment: have learners to practice with more

examples
Tuesday Sing songs Review the lesson with
like: Multiplication of whole numbers using the lattice Learners
method.
Have learners draw a 2 by 1 rectangular box for solving
I’m
54 × 3.
counting
one, what
is one
1 - One is
one alone,
alone it
shall be.

Assessment: have learners to practice with more

examples
Wednesday Sing songs Review the lesson with
like: Have learners draw a 2 by 2 rectangular box for solving Learners
34 × 17.
I’m
counting
one, what
is one
1 - One is
one alone,
alone it
shall be.
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Assessment: have learners to practice with more
examples

Thursday Sing songs Review the lesson with

like: Investigate numbers that are multiples of 2, 3, 4 and 5. Learners
How do you know a number is divisible by 2, 3, 4 and 5
I’m (This is also known as the divisibility test).
counting
one, what Assessment: have learners to practice with more
is one examples
Friday Sing songs Draw a 6 by 6 multiplication chart and use it as a game Review the lesson with
like: board to play the 3-in-a-line game with a pair of dice or Learners
playing cards. Players take turns in throwing a one dice
I’m and mark (or cover) a number that can be divided by
the results (i.e. a quotient). The winner is the one who
counting
obtains three numbers in a line.
one, what
is one numbers in a line.
1 - One is
one alone,
alone it
shall be.

Assessment: have learners to practice with more

examples

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: SCIENCE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : SYSTEMS Sub-strand : THE SOLAR SYSTEM

Indicator (code) B4.3.2.1.1

Content standard (code) B4.3.2.1.
Performance Indicator Learners can explain that the sun is at the centre of the solar system

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Science curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage • Guide learners to role play the stars, planets and What have we learnt
learners to satellites in the solar system (different learners assume today?
sing songs and role play the sun, the earth and other planets in the
and recite solar system). Ask learners to
familiar summarize the
rhymes Assessment: let learners explain that the sun is at the important points of the
centre of the solar system lesson
NANA FIIFI
Thursday Engage Learners mould stars, planets and satellites in the solar What have we learnt
learners to system today?
sing songs Ask learners to
and recite Assessment: let learners explain that the sun is at the summarize the
familiar centre of the solar system important points of the
rhymes lesson

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NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: COMPUTING CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Introduction to computing Sub-strand : TECHNOLOGY IN THE COMMUNITY

Indicator (code) B4.1.4.1.1

Content standard (code) B4.1.4.1.
Performance Indicator Learners can describe how digital systems are used and could be used at home, in
school and the local community
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Laptop

Ref: Computing curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage Guide learners to mention and describe how digital What have we learnt
learners to systems (computers, mobile phones, megaphones etc.) today?
Wednesday sing songs are used and could be used at home, in school and the
and recite local community. Ask learners to
familiar summarize the main
rhymes Assessment: Let learners describe how digital systems points in the lesson
are used and could be used at home, in school and the
local community

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NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : ALL AROUND US Sub-strand : Population and Settlement

Indicator (code) B4.2.4.1.1.

Content standard (code) B4.2.4.1.
Performance Indicator Learners can describe the nature of settlements in Ghana.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Our World Our People curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Learners discuss and write about features that they will What have we learnt
learners to consider in choosing a good settlement that would today?
sing songs make life easier and comfortable such areas free of
and recite floods, access to local raw materials, local water supply Ask learners to
familiar for drinking and washing and access to roads and summarize the main
rhymes transportation. points in the lesson

Assessment: Let learners write about features that

they will consider in choosing a good settlement
NANA FIIFI
Thursday Engage Learners engage in activities that teach them to help What have we learnt
learners to keep their settlements safe, peaceful and clean today?
sing songs
and recite Assessment: Let learners describe how keep their Ask learners to
familiar settlements safe, peaceful and clean summarize the main
rhymes points in the lesson

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: PHYSICAL EDUCATION CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : MOTOR SKILL AND MOVEMENT Sub-strand : MANIPULATIVE SKILLS

PATTERNS

Indicator (code) B4.1.2.1.8

Content standard (code) B4.1.2.1.
Performance Indicator Learners can Kick a ball dropped from the hands.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) cones

Ref: PE curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Learners Learners control a ball dropped in their pairs. They What have we learnt
jog round a should kick balls from a 15-metre distance on the today?
demarcate ground with the foot. Put learners into groups to
d area in control and kick their ball Use answers to
files while summarise the lesson.
singing and
clapping to
warm-up
the body
for
maximal
NANA FIIFI
performan
ce and to
prevent
injuries

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NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :

Indicator (code) B4 2.1.1.2

Content standard (code) B4 2.1.1.
Performance Indicator Learners can state the purpose of worship in the three main religions

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: RME curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Engage • Together with learners, discuss why we worship God: What have we learnt
learners to to draw closer to God, to communicate with God, to today?
sing songs show obedience to God, etc
and recite Ask learners to
familiar Assessment: let learners mention why we worship God: summarize the main
rhymes points in the lesson

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NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: HISTORY CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : My Country Ghana Sub-strand : The People Of Ghana

Indicator (code) B4.2.1.1.2

Content standard (code) B4.2.1.1.
Performance Indicator Learners can state the factors that led to decline of the Kingdom
you have studied
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)
Ref: History curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including Plenary / Reflections
(preparing the brain assessment)
for learning)
Tuesday Engage learners to Give reasons why some of What have we learnt today?
sing songs and recite the Kingdoms declined.
familiar rhymes E.g. British interference, Ask learners to summarize the
main points in the lesson
What factors led to Assessment: let learners
give reasons why some of
the decline of the
the Kingdoms decline
Kingdom?
Thursday Engage learners to Give reasons why some of What have we learnt today?
sing songs and recite the Kingdoms declined.
familiar rhymes E.g. British interference, Ask learners to summarize the
main points in the lesson
NANA FIIFI
What factors led to Assessment: let learners
the decline of the give reasons why some of
Kingdom? the Kingdoms decline

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: CREATIVE ARTS CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
Visual Arts Displaying and Sharing
Performing Arts Appreciating and Appraising

Indicator (code) B4 1.3.5.1 B4 2.4.7.2

Content standard (code) B4 1.3.5.1 B4 2.4.7.
Performance Indicator Learners can display own artworks to share creative experiences based on own
ideas, knowledge and understanding of the history and culture of the people of
Ghana
Learners can analyse and appreciate/appraise own or others’ compositions and
performances and present reports/feedback on works that reflect the natural and
manmade environments of some communities in Ghana
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Creative Arts curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Learners are to: What have we learnt
learners to decide on the types and number of artworks to today?
sing songs exhibit and mount them based on the space available to
and recite suit the theme for the exhibition (e.g. artworks that
NANA FIIFI
familiar best tell the story of the history and culture of the Ask learners to
rhymes people of Ghana); summarize the main
display artworks by hanging, draping, placing, points in the lesson
spreading, leaning, using plinths to raise or add height
and depth to some exhibits
label the works using manual penmanship
(calligraphy) or ICT (computer) prints (e.g. name of
artist, title of work, size of work, date of production).
assign tasks and responsibilities to themselves
(individually or in groups) and ensure they are carried
out successfully (e.g. leading visitors through the
exhibition space, explaining the concepts/title of the
artworks and the theme for the exhibition, writing of
comments and signing of visitors books);

NOTE
check/monitor visitors from improper practices (e.g.
touching, lifting, handling and/or taking away some of
the exhibits);
organise opening and closing ceremonies for the
exhibition;
prepare template for appreciating, appraising,
evaluating and reporting;
clean the hall after the exhibition.

Assessment: let learners display own artworks to share

creative experiences based on own ideas, knowledge
and understanding of the history and culture of the
people of Ghana
Wednesday Engage Learners are to: What have we learnt
learners to display (photographs/video) of selected performances today?
sing songs (own or that of others) that reflect the natural and
and recite manmade environments of some communities in Ask learners to
familiar Ghana; summarize the main
rhymes talk about the performances dispassionately using points in the lesson
developed guidelines;
use the outcome of the appreciation/appraisal to
modify the product or to produce similar or different
composition and performance;
NANA FIIFI
record/document the activity and share using a social
media platform accepted by the class/group (e.g.
Facebook, Twitter, Instagram, WhatsApp).

Assessment: let learners write a report on

appreciating/appraising own or others’ compositions
and performances and present reports/feedback on
works that reflect the natural and manmade
environments of some communities in Ghana

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: GHANAIAN LANGUAGE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
Writing Conventions / Usage Integrating Grammar in Written Language (Punctuation)
Integrating Grammar in Written Language (Use of action
words)
Indicator (code) B4.5.2.1.2 B4.5.2.1.3 B4.5.3.1.1. B4.5.3.1.2
Content standard (code) B4.5.2.1. B4.5.2.1. B4.5.3.1. B4.5.3.1.
Performance Indicator  Learners should write sentences using full stops appropriately
 Learners should recognise and use the question marks appropriately in
writing
 Learners should write past tense action words.
 Learners should recognise past tense action words in short sentences
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Manila cards, markers, recorded audios visual

Ref: Ghanaian Language curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage • Write sentences on cardboards and show it to What have we learnt
leaners to learners. today?
• Let learners read the sentences as a group.
NANA FIIFI
sing songs • Call learners to put the full stop at the right positions
and recite in the sentences.
familiar • Let learners write sentences using full stops
rhymes effectively Review the lesson with
learners
• Write questions on the board using question marks
appropriately.
• Encourage learners to recognize and use the question
marks appropriately in writing.
• Write a piece on the board and call learners to put
in the correct punctuations

Assessment: let learners write sentences using full

stops and question marks appropriately
Engage • Revise the lesson on commands with learners. What have we learnt
leaners to • Write sentences using past action words. today?
sing songs • Lead learners to recognise the present tense action
and recite words in the sentences.
familiar • Let learners write past tense action words on their
rhymes
own.
Review the lesson with
Assessment: let learners write past tense action words learners
Engage • Use past tense action words to write short sentences What have we learnt
leaners to on the board. today?
sing songs • Call learners to read the sentences.
and recite • Help learners to recognise past tense action words in
familiar the short sentences.
rhymes
• Allow learners to narrate what they did yesterday.
• Let learners recognise the past tense action words in Review the lesson with
the narration. learners

Assessment: let learners identify the past tense action

words in the narration

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NANA FIIFI

TERM ONE
BASIC FOUR
WEEK 11
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……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
A. Oral Language A. Presentation
B. Reading B. Comprehension
C. Grammar Usage At Word C. Verbs
D. Writing D. Descriptive Writing
E. Using Writing Conventions E. Using Adverbs
F. Extensive Reading F. Building the Love and Culture of Reading
Indicator (code) (B4.1.10.1.1. B4.1.10.1.1.) B4.2.7.1.3 B4.4.12.1.1. B4.5.6.1.1 B4.6.1.1.1
Content standard (code) (B4.1.10.1. . B4.1.10.1..) B4.2.7.1. B4.4.12.1.. B4.5.6.1. B4.6.1.1.
Performance Indicator A. Learners can demonstrate awareness of the features of spoken language
(contractions, ellipsis e.g. A: How are you? B: Fine). Demonstrate
awareness of the differences between spoken and written forms of
language e.g. simple and complex sentence structures
B. Learners can skim for main ideas in texts
C. Learners can use appropriate subject-verb agreement Singular/plural
D. Learners can use descriptive words/expressions to describe places,
personal experiences and events
E. Learners can use adverbs to talk about when and where the action of a
verb took place
F. Learners can read a variety of age- and level appropriate books and
present
a-two-paragraph summary of each book read
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.
NANA FIIFI
Keywords

T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage A.ORAL LANGUAGE What have we learnt
learners to Through role play, demonstrate the features of today?
sing songs spoken language.
and recite e.g. Contractions: Can’t, Shouldn’t, etc. Ask learners to
familiar Ellipses: A. How are you? summarize the main
rhymes B. Fine. points in the lesson

Demonstrate awareness of the differences between

spoken and written forms of language e.g. simple and
complex sentence structures

Assessment: let learners identify the features of

spoken language.
Tuesday Engage B.READING What have we learnt
learners to Guide learners to scan/skim the text either for general today?
sing songs or specific information as a preparation for detailed
and recite reading Ask learners to
familiar summarize the main
rhymes Assessment: let learners skim for main ideas in texts points in the lesson

Wednesday Engage C.GRAMMAR What have we learnt

learners to • Revise nouns and verbs with simple examples. today?
sing songs • Through discussion and examples help learners to
and recite realise rules that govern sentence formation: Ask learners to
familiar - A Singular subject goes with singular verb. summarize the main
rhymes e. g. The boy is in the room. points in the lesson
- A Plural subject goes with a plural verb.
e. g. The girls are happy.
- Collective nouns take singular verb.
e. g. The team is playing tomorrow.
• Provide sentences for groups to identify the subjects
and verbs.
NANA FIIFI
• Have learners write their own sentences to be
presented to the class.

Assessment: let learners identify the subjects and

verbs in sentences

Thursday Engage D.WRITING What have we learnt

learners to • Revise adjectives by having learners describe familiar today?
sing songs people, objects and places in their environment.
and recite • Learners in their groups talk about interesting places Ask learners to
familiar they have visited. summarize the main
rhymes • Guide them to describe places of their choice points in the lesson
using knowledge of adjectives.
• Have them do peer editing and share their work with
the class.
• They repeat the procedure above to describe events,
situations and personal experiences.

Assessment: let learners use descriptive

words/expressions to describe places, personal
experiences and events

Friday Engage E.WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to • Guided with examples, let learners narrate events today?
sing songs using adverbs to describe the place and time of
and recite occurrence. Ask learners to
familiar • Introduce drills to provide oral practice. summarize the main
rhymes • Learners in group go on a field trip/excursion to e.g. a points in the lesson
tourist centre.

Assessment: let learners use adverbs to talk about

when and where the action of a verb took place
Friday Guide E.EXTENSIVE READING Have learners to tell
learners to what they read to the
choose and • Guide learners to choose and whole class
read books read independently books of their
during the choice during the library period.
library • Learners think-pair-share their
period stories with peers.
• Ask each learner to write a-two-
paragraph summary of the book
read.
NANA FIIFI
• Invite individuals to present their
work to the class for feedback.

Assessment: let learners read a variety of age- and

level appropriate books and present a-two-paragraph
summary of each book read

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: MATHEMATICS CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : NUMBER Sub-strand : Number Operations

Indicator (code) B4.1.2.5.1

Content standard (code) B4.1.2.5.
Performance Indicator Learners can divide 2-digit numbers by 1-digit number efficiently

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Counters

Ref: Mathematics curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Sing songs Review the lesson with
like: Division as repeated subtraction (using the long division Learners
method). Explain division as a way of repeatedly
subtracting a divisor number from a given dividend until
there is none left and then determining the number of
NANA FIIFI
I’m times the divisor is taken from the dividend. For
counting example, 25 ÷5= ? Learners count the number of times
one, what 5 was subtracted from 25, which is 5 times. Hence,
𝟐𝟐𝟐𝟐÷𝟓 =𝟓
is one

Assessment: have learners to practice with more

examples
Tuesday Sing songs Review the lesson with
like: Division as repeated subtraction (using the long division Learners
method). Explain division as a way of repeatedly
subtracting a divisor number from a given dividend until
I’m
there is none left and then determining the number of
counting times the divisor is taken from the dividend. For
one, what example, 25 ÷5= ? Learners count the number of times
is one 5 was subtracted from 25, which is 5 times. Hence,
1 - One is 𝟐𝟐𝟐𝟐÷𝟓 =𝟓
one alone,
alone it
shall be.

Assessment: have learners to practice with more

examples
Wednesda Sing songs Division using the estimation of multiples of 10, 100 Review the lesson with
y like: and others of the divisor. For Example to solve 276 ÷ 3 = Learners
?
NANA FIIFI
I’m Learners use estimations: (they may have to use
counting multiples of divisor to select a convenient estimate)
one, what “About how many groups of 3 can fit into 276?” The
is one estimation used here is 40. So 3 × 40 = 120.
Subtracting 120 from 276 to get 156. The next
1 - One is
estimation used is 50. So 3 × 50 = 150. Subtracting 150
one alone,
from 156 to get 6. The next estimation used is 2. And 2
alone it × 3 = 6. Subtracting 6 from 6 to get 0. There is nothing
shall be. more to share. To find the final answer add the
estimations: 40+50+2=92. Therefore 276÷3=92

This strategy is nicknamed the “Big 7” because the

division box looks like a 7.

Assessment: have learners to practice with more

examples
Thursday Sing songs Division using the estimation of multiples of 10, 100 Review the lesson with
like: and others of the divisor. For Example to solve 276 ÷ 3 = Learners
?
I’m Learners use estimations: (they may have to use
multiples of divisor to select a convenient estimate)
counting
“About how many groups of 3 can fit into 276?” The
one, what estimation used here is 40. So 3 × 40 = 120.
is one Subtracting 120 from 276 to get 156. The next
1 - One is estimation used is 50. So 3 × 50 = 150. Subtracting 150
one alone, from 156 to get 6. The next estimation used is 2. And 2
alone it × 3 = 6. Subtracting 6 from 6 to get 0. There is nothing
shall be. more to share. To find the final answer add the
estimations: 40+50+2=92. Therefore 276÷3=92
NANA FIIFI

This strategy is nicknamed the “Big 7” because the

division box looks like a 7.

Assessment: have learners to practice with more

examples
Friday Sing songs Division using the estimation of multiples of 10, 100 Review the lesson with
and others of the divisor. For Example to solve 276 ÷ 3 = Learners
like: ?
Learners use estimations: (they may have to use
multiples of divisor to select a convenient estimate)
I’m “About how many groups of 3 can fit into 276?” The
counting estimation used here is 40. So 3 × 40 = 120.
one, what Subtracting 120 from 276 to get 156. The next
is one estimation used is 50. So 3 × 50 = 150. Subtracting 150
1 - One is from 156 to get 6. The next estimation used is 2. And 2
one alone, × 3 = 6. Subtracting 6 from 6 to get 0. There is nothing
more to share. To find the final answer add the
alone it
estimations: 40+50+2=92. Therefore 276÷3=92
shall be.

This strategy is nicknamed the “Big 7” because the

division box looks like a 7.

Assessment: have learners to practice with more

examples

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: SCIENCE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : SYSTEMS Sub-strand : ECOSYSTEM

Indicator (code) B4.3.3.1.1

Content standard (code) B4.3.3.1.
Performance Indicator Learners can explain the concept of ecosystem

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Science curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage • Learners role play a typical family setup, showing What have we learnt
learners to how everyone is interdependent. today?
sing songs • Learners identify the role of each member of their
and recite family, e.g. father, mother, siblings. The key lesson is to Ask learners to
familiar understand that everybody in the group is important summarize the
rhymes and depend on the other. important points of the
lesson
Assessment: let learners identify the role of each
member of their family,
NANA FIIFI
Thursday Engage Teacher mentions a habitat and the learners mention What have we learnt
learners to which plants, animals, and other organisms live there today?
sing songs (use games). Ask learners to
and recite • Show pictures and videos of forest settings having summarize the
familiar trees, grass, a stream, soil, fishes, rodents, frogs, etc. to important points of the
rhymes explain to learners what an ecosystem looks like. lesson
• Learners discuss the importance of every
element/member of a given ecosystem, e.g. frogs,
weeds, soil and fish in a pond.

Assessment: let learners mention the importance of

every element/member of a given ecosystem

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: COMPUTING CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Introduction to computing Sub-strand : TECHNOLOGY IN THE COMMUNITY

Indicator (code) B4.1.4.1.2.

Content standard (code) B4.1.4.1.
Performance Indicator Learners can identify and list common examples of energy-efficient gadgets and
techniques used in homes, in schools and in the local communities e.g. using the
appropriate energy-efficient gadgets - energy saving bulbs …, choosing the right
appliances, cleaning your stove often (soot removal), reducing overall cooking
time
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)
Ref: Computing curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage Bring pictures of energy-efficient gadgets or devices to What have we learnt
learners to class e.g. energy saving light bulbs, energy-efficient today?
Wednesday sing songs cooking stoves, toilet water saver, solar chargers,
and recite energy-saving shower heads etc. to class. Guide Ask learners to
familiar learners to discuss in groups of five or less and present summarize the main
rhymes to the whole class examples of energy-efficient devices points in the lesson
and techniques.
NANA FIIFI
Assessment: Let learners identify and list common
examples of energy-efficient gadgets and techniques
used in homes, in schools and in the local communities

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : ALL AROUND US Sub-strand : Population and Settlement

Indicator (code) B4.2.4.1.1.

Content standard (code) B4.2.4.1.
Performance Indicator Learners can describe the nature of settlements in Ghana.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Our World Our People curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Learners discuss and write about features that they will What have we learnt
learners to consider in choosing a good settlement that would today?
sing songs make life easier and comfortable such areas free of
and recite floods, access to local raw materials, local water supply Ask learners to
familiar for drinking and washing and access to roads and summarize the main
rhymes transportation. points in the lesson

Assessment: Let learners write about features that

they will consider in choosing a good settlement
NANA FIIFI
Thursday Engage Learners engage in activities that teach them to help What have we learnt
learners to keep their settlements safe, peaceful and clean today?
sing songs
and recite Assessment: Let learners describe how keep their Ask learners to
familiar settlements safe, peaceful and clean summarize the main
rhymes points in the lesson

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: PHYSICAL EDUCATION CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : MOTOR SKILL AND MOVEMENT Sub-strand : MANIPULATIVE SKILLS

PATTERNS

Indicator (code) B4.1.2.1.9

Content standard (code) B4.1.2.1.
Performance Indicator Learners can keep a hand-dribbled ball away from a defensive partner

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) cones

Ref: PE curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Learners Learners pairs up after a warm up. They use their hands What have we learnt
jog round a to dribble balls away from their partners. Learners today?
demarcate alternate the hand used in the dribble. Keep ball away
d area in from partners by placing their body in between ball and Use answers to
files while partner. summarise the lesson.
singing and
clapping to
warm-up
the body
for
maximal
NANA FIIFI
performan
ce and to
prevent
injuries

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NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Religious Practices and their Moral Sub-strand : Religious Worship, Prayer and other Religious
Implications Practices

Indicator (code) B4 2.1.1.2

Content standard (code) B4 2.1.1.
Performance Indicator Learners can state the purpose of worship in the three main religions

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: RME curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Engage In groups, learners should recognise the need to take What have we learnt
learners to active part in worship today?
sing songs
and recite Assessment: let learners explain the need to take active Ask learners to
familiar part in worship summarize the main
rhymes points in the lesson

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: HISTORY CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : My Country Ghana Sub-strand : The People Of Ghana

Indicator (code) B4.2.1.1.2

Content standard (code) B4.2.1.1.
Performance Indicator Learners can State the factors that led to decline of the Kingdom you
have studied
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: History curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing the
brain
for learning)
Tuesday Engage learners Give reasons why some of the Kingdoms What have we learnt
to sing songs declined. E.g., conquest by another today?
and recite kingdom, desire to expand territories –
familiar rhymes Akwamu’s location to the east of the Volta Ask learners to summarize
in 1733, Denkyira’s decline in 1701, the main points in the
Asante’s decline in 1874.
What factors led lesson
to the decline of
Assessment: let learners give reasons why
the Kingdom? some of the Kingdoms decline
NANA FIIFI
Thursday Engage learners Give reasons why some of the Kingdoms What have we learnt
to sing songs declined. E.g., conquest by another today?
and recite kingdom, desire to expand territories –
familiar rhymes Akwamu’s location to the east of the Volta Ask learners to summarize
in 1733, Denkyira’s decline in 1701, the main points in the
Asante’s decline in 1874.
What factors led lesson
to the decline of
Assessment: let learners give reasons why
the Kingdom? some of the Kingdoms decline

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: CREATIVE ARTS CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
Visual Arts Appreciating and Appraising
Performing Arts Appreciating and Appraising

Indicator (code) B4 1.4.6.2 B4 2.4.6.2

Content standard (code) B4 1.4.6. B4 2.4.6.
Performance Indicator  Learners can develop guidelines for appraising and appreciating own and
others’ visual artworks that reflect the natural and manmade
environments of some communities in Ghana
 Learners can develop guidelines for appraising and appreciating own and
others’ performing artworks that reflect the natural and manmade
environments of some communities in Ghana
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Creative Arts curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Learners are to: What have we learnt
learners to discuss and accept a guide for appreciating and today?
sing songs appraising own and/or others visual artworks;
and recite based on the guidelines suggested below;
NANA FIIFI
familiar identify the correct vocabulary to use for appreciating Ask learners to
rhymes and appraising artworks; summarize the main
agree on what to use the appraisal report for and how points in the lesson
to share it;
agree on the approach/method (manual/digital) to
use in recording/documenting the appraisal process;
fix a day/date for the appreciation/appraisal/jury.

Suggested Guidelines:
Description of the work: the elements in the work
(dot, lines, shapes, forms, colour, texture, tone),
materials used (paper, pencil, clay, wood), size of the
work, number of objects/items in the work;
Subject matter: meaning, message, topic, mood,
feelings, history, religion, environment, global warming;
Appraisal: what the work can be used for, likes, good
things in the work, beauty, social and cultural value,
correlation (connection to other areas of learning);
Experiences to share: the design process through
thinking and composing, planning and making,
displaying and sharing, etc.

Assessment: let learners write a guidelines for

appraising and appreciating own and others’ visual
artworks that reflect topical issues in Ghana
Wednesday Engage Learners are to: What have we learnt
learners to discuss and accept a guide for analysing and today?
sing songs appreciating/appraising own and/or others’
and recite compositions and performances on the guidelines Ask learners to
familiar suggested below. summarize the main
rhymes identify the correct vocabulary to use for appreciating points in the lesson
and appraising music, dance and drama;
agree on what to use the appraisal report for and how
to share it;
agree on the approach/method (manual/digital) to
use in recording/documenting the appraisal process;
fix a day/date for the appreciation/appraisal/jury.

Suggested Guidelines
NANA FIIFI
Music: theme, voice production and diction, harmony
and blending of parts, interpretation, the elements and
knowledge of music;
Dance: theme, entrance/exit, movement variation,
gestures, creativity, makeup, movement in relation to
singing and drumming, costume, props, energy, stage
use, stage setting and dynamics;
Drama: characterisation, makeup, gestures, voice
projection, diction, use of space, aesthetics, creativity.

Assessment: let learners write a guidelines for

appraising and appreciating own and others’
performing artworks that reflect topical issues in Ghana

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: GHANAIAN LANGUAGE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Extensive Reading Sub-strand : Building the Love and Culture of Reading in
Learners
Indicator (code) B4.6.1.1.1.
Content standard (code) B4.6.1.1.
Performance Indicator • Learners should read long stories aloud correctly.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Manila cards, markers, recorded audios visual

Ref: Ghanaian Language curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage • Do a model reading of a long story. What have we learnt
leaners to • Allow learners to read aloud long stories correctly in today?
sing songs groups and then individually
and recite Review the lesson with
familiar Assessment: let learners read long stories aloud learners
rhymes
correctly
NANA FIIFI
Engage • Do a model reading of a long story. What have we learnt
leaners to • Allow learners to read aloud long stories correctly in today?
sing songs groups and then individually
and recite
familiar Assessment: let learners read long stories aloud correctly Review the lesson with
rhymes learners

Engage • Do a model reading of a long story. What have we learnt

leaners to • Allow learners to read aloud long stories correctly in today?
sing songs groups and then individually
and recite Review the lesson with
familiar Assessment: let learners read long stories aloud learners
rhymes
correctly

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI

TERM ONE
BASIC FOUR
WEEK 12
NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
A. Oral Language A. Presentation
B. Reading B. Comprehension
C. Grammar Usage At Word C. Verbs
D. Writing D. Descriptive Writing
E. Using Writing Conventions E. Using Adverbs
F. Extensive Reading F. Building the Love and Culture of Reading
Indicator (code) B4.1.10.1.3 B4.2.7.1.3 B4.3.5.1.2 B4.4.12.1.1 B4.5.6.1.1 B4.6.1.1.1
Content standard (code) B4.1.10.1. B4.2.7.1. B4.3.5.1. B4.4.12.1. B4.5.6.1. B4.6.1.1.
Performance Indicator A. Learners can demonstrate awareness of how meaning is conveyed
through appropriate pace, stress, tone – through stories read aloud
B. Learners can skim for main ideas in texts
C. Learners can use appropriate subject-verb agreement Singular/plural
D. Learners can use descriptive words/expressions to describe places,
personal experiences and events
E. Learners can use adverbs to talk about when and where the action of a
verb took place
F. Learners can read a variety of age- and level appropriate books and
present
a-two-paragraph summary of each book read
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
NANA FIIFI
T. L .R. (s)
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage A.ORAL LANGUAGE What have we learnt
learners to • Model reading aloud a level-appropriate story or a today?
sing songs paragraph with good pace, stress or intonation.
and recite • Read the same story or text aloud with poor pace, Ask learners to
familiar stress and intonation. summarize the main
rhymes • Put learners into groups to analyse the types of points in the lesson
reading and identify which one conveys meaning and
why.
• Have learners practise reading the story with good
pace, stress and intonation.

Assessment: let learners read aloud a level-appropriate

story or a paragraph with good pace, stress or
intonation.
Tuesday Engage B.READING What have we learnt
learners to Guide learners to scan/skim the text either for general today?
sing songs or specific information as a preparation for detailed
and recite reading Ask learners to
familiar summarize the main
rhymes points in the lesson
Assessment: let learners skim for main ideas in texts

Wednesday Engage C.GRAMMAR What have we learnt

learners to • Revise nouns and verbs with simple examples. today?
sing songs • Through discussion and examples help learners to
and recite realise rules that govern sentence formation: Ask learners to
familiar - A Singular subject goes with singular verb. summarize the main
rhymes e. g. The boy is in the room. points in the lesson
- A Plural subject goes with a plural verb.
e. g. The girls are happy.
- Collective nouns take singular verb.
e. g. The team is playing tomorrow.
• Provide sentences for groups to identify the subjects
and verbs.
• Have learners write their own sentences to be
presented to the class.
NANA FIIFI
Assessment: let learners identify the subjects and
verbs in sentences

Thursday Engage D.WRITING What have we learnt

learners to • Revise adjectives by having learners describe familiar today?
sing songs people, objects and places in their environment.
and recite • Learners in their groups talk about interesting places Ask learners to
familiar they have visited. summarize the main
rhymes • Guide them to describe places of their choice points in the lesson
using knowledge of adjectives.
• Have them do peer editing and share their work with
the class.
• They repeat the procedure above to describe events,
situations and personal experiences.

Assessment: let learners use descriptive

words/expressions to describe places, personal
experiences and events
Friday Engage E.WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to • After the field trip/excursion to e.g. a tourist centre. today?
sing songs • Let them write and present their stories to
and recite demonstrate their knowledge of adverbs of place and Ask learners to
familiar time. summarize the main
rhymes points in the lesson
Assessment: let learners use adverbs to talk about
when and where the action of a verb took place
Friday Guide E.EXTENSIVE READING Have learners to tell
learners to what they read to the
choose and • Guide learners to choose and whole class
read books read independently books of their
during the choice during the library period.
library • Learners think-pair-share their
period stories with peers.
• Ask each learner to write a-two-
paragraph summary of the book
read.
• Invite individuals to present their
work to the class for feedback.

Assessment: let learners read a variety of age- and

level appropriate books and present a-two-paragraph
summary of each book read

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: MATHEMATICS CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : NUMBER Sub-strand : Number Operations

Indicator (code) B4.1.2.6.1

Content standard B4.1.2.6.
(code)
Performance Indicator Learners can solve multi-step word problems involving the four basic operations

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development
and Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Counters

Ref: Mathematics curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Sing songs Review the lesson with
like: Learners model mathematical statements from a given Learners
word problem involving addition and multiplication
and solve using the strategies learnt
NANA FIIFI
I’m
counting Assessment: have learners to practice with more
one, what examples
is one
Tuesday Sing songs Review the lesson with
like: Learners model mathematical statements from a given Learners
word problem involving division and subtraction and
solve using the strategies learnt
I’m
counting Assessment: have learners to practice with more
one, what examples
is one

Wednesda Sing songs Review the lesson with

y like: Learners role play a given word problem involving Learners
addition and multiplication and solve
I’m
counting Assessment: have learners to practice with more
one, what examples
is one

Thursday Sing songs Review the lesson with

like: Learners role play a given word problem involving Learners
subtraction and division and solve
I’m
counting Assessment: have learners to practice with more
one, what examples
is one

Friday Sing songs Review the lesson with

like: Learners model mathematical statements from a given Learners
word problem involving division and multiplication and
I’m solve using the strategies learnt The relationship
between operations and the use of calculator and
counting
spreadsheet to assess the reasonableness of answers
one, what should be stressed
is one
Assessment: have learners to practice with more
examples

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: SCIENCE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : SYSTEMS Sub-strand : ECOSYSTEM

Indicator (code) B4.3.3.1.1

Content standard (code) B4.3.3.1.
Performance Indicator Learners can explain the concept of ecosystem

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Science curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage • Brainstorm with learners to come out with responses What have we learnt
learners to to what happens when a member of the system is today?
sing songs removed.
and recite • Assist learners to realise that it causes imbalance in Ask learners to
familiar the ecosystem. Relate the concept to everyday life, e.g. summarize the
rhymes the destruction of the forest through galamsey and the important points of the
felling of trees bring about imbalances in the lesson
environment.
NANA FIIFI
Assessment: let learners mention human activities that
causes imbalance in the ecosystem

Thursday Engage Learners cite examples of ecosystems in their What have we learnt
learners to community and suggest ways of preserving them. today?
sing songs Ask learners to
and recite Assessment: let learners suggest ways of preserving summarize the
familiar ecosystems in their community important points of the
rhymes lesson

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: COMPUTING CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Introduction to computing Sub-strand : TECHNOLOGY IN THE COMMUNITY

Indicator (code) B4.1.4.1.2.

Content standard (code) B4.1.4.1.
Performance Indicator Learners can identify and list common examples of energy-efficient gadgets and
techniques used in homes, in schools and in the local communities e.g. using the
appropriate energy-efficient gadgets - energy saving bulbs …, choosing the right
appliances, cleaning your stove often (soot removal), reducing overall cooking
time
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)
Ref:

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage Bring pictures of energy-efficient gadgets or devices to What have we learnt
learners to class e.g. energy saving light bulbs, energy-efficient today?
Wednesday sing songs cooking stoves, toilet water saver, solar chargers,
and recite energy-saving shower heads etc. to class. Guide Ask learners to
familiar learners to discuss in groups of five or less and present summarize the main
rhymes to the whole class examples of energy-efficient devices points in the lesson
and techniques.
NANA FIIFI
Assessment: Let learners identify and list common
examples of energy-efficient gadgets and techniques
used in homes, in schools and in the local communities

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : ALL AROUND US Sub-strand : Population and Settlement

Indicator (code) B4.2.4.1.1.

Content standard (code) B4.2.4.1.
Performance Indicator Learners can describe the nature of settlements in Ghana.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Our World Our People curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Learners discuss and write about features that they will What have we learnt
learners to consider in choosing a good settlement that would today?
sing songs make life easier and comfortable such areas free of
and recite floods, access to local raw materials, local water supply Ask learners to
familiar for drinking and washing and access to roads and summarize the main
rhymes transportation. points in the lesson

Assessment: Let learners write about features that

they will consider in choosing a good settlement
NANA FIIFI
Thursday Engage Learners engage in activities that teach them to help What have we learnt
learners to keep their settlements safe, peaceful and clean today?
sing songs
and recite Assessment: Let learners describe how keep their Ask learners to
familiar settlements safe, peaceful and clean summarize the main
rhymes points in the lesson

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: PHYSICAL EDUCATION CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : MOTOR SKILL AND MOVEMENT Sub-strand : MANIPULATIVE SKILLS

PATTERNS

Indicator (code) B4.1.2.1.1

Content standard (code) B4.1.2.1.
Performance Indicator Learners can keep a foot-dribbled ball away from a defensive partner

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)
Ref: PE curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Learners In pairs, foot-dribble a ball away from partner. What have we learnt
jog round a Alternate the foot used in the dribble. Learners keep today?
demarcate balls away from partner by placing their body in
d area in between ball and partner. Use answers to
files while summarise the lesson.
singing and
clapping to
warm-up
the body
for
maximal
NANA FIIFI
performan
ce and to
prevent
injuries

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NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Religious Practices and their Moral Sub-strand : Religious Worship, Prayer and other Religious
Implications Practices

Indicator (code) B4 2.1.1.2

Content standard (code) B4 2.1.1.
Performance Indicator Learners can state the purpose of worship in the three main religions

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: RME curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Engage Let learners draw and colour a worship scene What have we learnt
learners to today?
sing songs
and recite Assessment: let learners draw and colour a worship Ask learners to
familiar scene summarize the main
rhymes points in the lesson

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NANA FIIFI
………………………………………………………………… LESSON

SUBJECT: HISTORY CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : My Country Ghana Sub-strand : The People Of Ghana

Indicator (code) B4.2.1.1.2

Content standard (code) B4.2.1.1.
Performance Indicator Learners can state the factors that led to decline of the Kingdom you
have studied
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: History curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing the
brain
for learning)
Tuesday Engage learners Give reasons why some of the Kingdoms What have we learnt
to sing songs declined. E.g., conquest by another today?
and recite kingdom, desire to expand territories –
familiar rhymes Akwamu’s location to the east of the Volta Ask learners to summarize
in 1733, Denkyira’s decline in 1701, the main points in the
Asante’s decline in 1874.
What factors led lesson
to the decline of
Assessment: let learners give reasons why
the Kingdom? some of the Kingdoms decline
Thursday Engage learners Give reasons why some of the Kingdoms What have we learnt
to sing songs declined. E.g., conquest by another today?
and recite kingdom, desire to expand territories –
familiar rhymes Akwamu’s location to the east of the Volta
NANA FIIFI
in 1733, Denkyira’s decline in 1701, Ask learners to summarize
What factors led Asante’s decline in 1874. the main points in the
to the decline of lesson
the Kingdom? Assessment: let learners give reasons why
some of the Kingdoms decline

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NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: CREATIVE ARTS CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Visual Arts Sub-strand : Appreciating and Appraising

Performing Arts Appreciating and Appraising

Indicator (code) B4 1.4.6.2 B4 2.4.6.2

Content standard (code) B4 1.4.6. B4 2.4.6.
Performance Indicator  Learners can Develop guidelines for appraising and appreciating own and
others’ visual artworks that reflect the natural and manmade
environments of some communities in Ghana
 Learners can Develop guidelines for appraising and appreciating own and
others’ performing artworks that reflect the natural and manmade
environments of some communities in Ghana
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Creative Arts curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Learners are to: What have we learnt
learners to discuss and accept a guide for appreciating and today?
sing songs appraising own and/or others visual artworks;
and recite based on the guidelines suggested below;
NANA FIIFI
familiar identify the correct vocabulary to use for appreciating Ask learners to
rhymes and appraising artworks; summarize the main
agree on what to use the appraisal report for and how points in the lesson
to share it;
agree on the approach/method (manual/digital) to
use in recording/documenting the appraisal process;
fix a day/date for the appreciation/appraisal/jury.

Suggested Guidelines:
Description of the work: the elements in the work
(dot, lines, shapes, forms, colour, texture, tone),
materials used (paper, pencil, clay, wood), size of the
work, number of objects/items in the work;
Subject matter: meaning, message, topic, mood,
feelings, history, religion, environment, global warming;
Appraisal: what the work can be used for, likes, good
things in the work, beauty, social and cultural value,
correlation (connection to other areas of learning);
Experiences to share: the design process through
thinking and composing, planning and making,
displaying and sharing, etc.

Assessment: let learners write a guidelines for

appraising and appreciating own and others’ visual
artworks that reflect topical issues in Ghana
Wednesday Engage Learners are to: What have we learnt
learners to discuss and accept a guide for analysing and today?
sing songs appreciating/appraising own and/or others’
and recite compositions and performances on the guidelines Ask learners to
familiar suggested below. summarize the main
rhymes identify the correct vocabulary to use for appreciating points in the lesson
and appraising music, dance and drama;
agree on what to use the appraisal report for and how
to share it;
agree on the approach/method (manual/digital) to
use in recording/documenting the appraisal process;
fix a day/date for the appreciation/appraisal/jury.

Suggested Guidelines
NANA FIIFI
Music: theme, voice production and diction, harmony
and blending of parts, interpretation, the elements and
knowledge of music;
Dance: theme, entrance/exit, movement variation,
gestures, creativity, makeup, movement in relation to
singing and drumming, costume, props, energy, stage
use, stage setting and dynamics;
Drama: characterisation, makeup, gestures, voice
projection, diction, use of space, aesthetics, creativity.

Assessment: let learners write a guidelines for

appraising and appreciating own and others’
performing artworks that reflect topical issues in Ghana

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI
……………………………………………………………………: LESSON PLAN

SUBJECT: GHANAIAN LANGUAGE CLASS: FOUR

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Extensive Reading Sub-strand : Read Aloud with Children

Indicator (code) B.4.6.2.1.1
Content standard (code) B.4.6.2.1.
Performance Indicator • Learners should read long passages correctly

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Manila cards, markers, recorded audios visual

Ref: Ghanaian Language curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage • Revise letters of the alphabet, using the alphabet What have we learnt
leaners to song. today?
sing songs • Do a model reading of a long passage.
and recite • Help learners to read long passages correctly.
familiar
rhymes
Assessment: let learners read long passages correctly
Review the lesson with
learners
NANA FIIFI
Engage • Revise letters of the alphabet, using the alphabet What have we learnt
leaners to song. today?
sing songs • Do a model reading of a long passage.
and recite • Help learners to read long passages correctly.
familiar
rhymes
Assessment: let learners read long passages correctly
Review the lesson with
learners
Engage • Revise letters of the alphabet, using the alphabet What have we learnt
leaners to song. today?
sing songs • Do a model reading of a long passage.
and recite • Help learners to read long passages correctly.
familiar Review the lesson with
rhymes learners
Assessment: let learners read long passages correctly

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………