Week Ending 15th March 2024

Class Six
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B6.1.7.1.6. B6.2.7.2.1. B6.3.5.1.7 B6.4.12.1.1
B6.5.5.1 B6.6.1.1.1.
Performance Indicator A. Learners can identify the problems and
solu
B. Learners can respond to a text with reason,
simple judgment and personal interpretations
C. Learners can use the imperative form of verb
to give warning and express prohibitions
D. Learners can use descriptive words/sound
devices/ figurative language to describe
events/situations/places/personal experiences
and events.
E. Learners can use superlative forms of regular
and irregular adjectives to make comparison
F. Learners can read and critique a variety of age-
and level appropriate books and present a
one- page critical commentary based on a set
of criteria, on each book read
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting
on a manila card and a class library.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

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

10 MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing A. ORAL LANGAUGE What have we learnt
songs and recite familiar Ask questions for learners today?
rhymes to recall the events and
values in stories read. Ask learners to
• Guide them to summarize the main
analyse these into points in the lesson
cause(s) effect(s) and
solution(s)

Assessment: let learners

identify the problems and
solutions in texts
Tuesday Engage learners to sing B .READING What have we learnt
songs and recite familiar Have learners read a short today?
rhymes text.
• Learners create a Ask learners to
mental image from the summarize the main
text read. (This points in the lesson
visualisation will help
bring life to the text for
learners to interpret and
give their opinion and
personal interpretation to
the write up).
• Lead a discussion of
each text read with
questions. Questions
should elicit :
− Factual information
− Implied meaning
− Judgment
− Evaluation
− Personal Response

Assessment: let learners

respond to a text
Wednesday Engage learners to sing C. GRAMMAR What have we learnt
songs and recite familiar E.g. Break the glass, and today?
rhymes you will pay for it
Ask learners to
Assessment: let learners summarize the main
use the imperative form points in the lesson
of verb to give warning
and express prohibitions
Thursday Engage learners to sing D. WRITING What have we learnt
songs and recite familiar • Briefly revise the writing today?
rhymes process by having learners
name the stages and say Ask learners to
what happens at each
summarize the main
stage.
• Revise descriptive points in the lesson
writing with learners
 • Have learners select a
topic e.g. “A Day I will
never forget”.
• Provide a sample text.
Guide learners to identify
the descriptive words and
expressions:
• Discuss the descriptive
words and expressions
with learners.
• Put learners into
groups and guide them
through the writing
process to describe
events/situations/places
of their choice and
personal experiences.
Focus on the use of: −
Descriptive (adjectives)
words. − Figurative
language e.g. simile –
metaphor,
personification, sound
devices

Assessment: let learners

use descriptive words/
sound devices/
figurative language to
describe
events/situations/
places/ personal
experiences and events.
Friday Engage learners to sing E. WRITING CONVENTION What have we learnt
songs and recite familiar AND GRAMMAR USAGE today?
rhymes Revise adjectives by
having learners describe Ask learners to
various classroom objects summarize the main
and people. points in the lesson
• Provide samples of texts
demonstrating the use of
the comparative and
superlative forms of
 regular/irregular
adjectives.
• Let learners describe
various objects using the
comparative and
superlative forms of
regular and irregular
adjectives.
E.g. The green house is
big. The blue house is
bigger but the yellow one
is the biggest.

Put learners into

groups to write short
paragraphs
containing the three
forms of adjectives

Assessment: let learners

use superlative forms of
regular and irregular
adjectives to make
comparison in sentences

Friday Guide learners to E. EXTENSIVE READING Have learners to tell

choose and read books Lead discussion on the what they read to the
during the library period importance of reading whole class
widely.
• Have learners read
books of their choice
independently 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.
• Encourage them to visit
the local library to read
and borrow books.
• Encourage them to
share whatever they read
with their mates.

Assessment: let learners

read and critique a variety
of age- and level
appropriate books and
present a one-page critical
commentary based on a
set of criteria, on each
book read

Week Ending 15th March 2024

Class six
Subject COMPUTING
Reference Computing curriculum Page
Learning Indicator(s) B6.6.2.1.6 B6.6.2.1.7. B6.6.3.1.1.
Performance Indicator Learners can demonstrate how to return to a URL.
Learners can show how to find items on a page.
Learners can recognize Resource Locators (URLs).
Strand INTERNET AND SOCIAL MEDIA
Sub strand WEB BROWSERS AND WEB PAGES
SURFING THE WORLD WIDE WEB
Teaching/ Learning Resources Laptop
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

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

10 MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Engage learners to sing Guide the learners to What have we learnt
songs and recite familiar navigate using the back today?
rhymes
page Ask learners to
summarize the main
Guide learners to search points in the lesson
for items using the search
textbox
Guide learners to identify
what URL is. Select
learners into groups of
five or less, to explore
how to recognise URLs so
as to aid learners to locate
a resource on the web

Assessment: let learners

show how to find items on
a page
Week Ending 15th March, 2024
Class six
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B6.6.1.1.1
Performance Indicator Learners can List the names of all the Presidents of the
Fourth Republic and their dates of tenure. .
Strand Independent Ghana
Sub strand The Republics
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

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

10 MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing List the names of all the What have we learnt
songs and recite familiar Presidents of the Fourth today?
rhymes Republic and their dates of
tenure. Ask learners to
Learners use internet to
Who were the former summarize the main
find out some biographical
presidents of the Fourth points in the lesson
details (name, date of birth,
Republic? place of birth, family,
educational backgrounds,
hobbies etc.) about
presidents of the Fourth
Republic of Ghana.

Assessment: let learners List

the names of all the
Presidents of the Fourth
Republic and their dates of
tenure. .
Thursday Engage learners to sing List the names of all the What have we learnt
songs and recite familiar Presidents of the Fourth today?
rhymes Republic and their dates of
tenure. . Ask learners to
Learners use internet to
summarize the main
find out some biographical
points in the lesson
details (name, date of birth,
place of birth, family,
educational backgrounds,
hobbies etc.) about
presidents of the Fourth
Republic of Ghana.

Assessment: let learners List

the names of all the
Presidents of the Fourth
Republic and their dates of
tenure. .
 WEEK 11

Week Ending 22nd March 2024

Class six
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B6.6.1.1.1
Performance Indicator Learners can describe the events leading to the
emergence of the Fourth Republic
Strand Independent Ghana
Sub strand The Republics
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

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

10 MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing Show and discuss a What have we learnt
songs and recite familiar documentary on the today?
rhymes inauguration of a new
President of Ghana. Ask learners to
Who were other key summarize the main
Assessment: let learners
figures in the fourth points in the lesson
describe the events leading
Republic to the emergence of the
Fourth Republic

Wednesda Engage learners to sing Show and discuss a What have we learnt
y songs and recite familiar documentary on the today?
rhymes inauguration of a new
President of Ghana. Ask learners to
summarize the main
Assessment: let learners
points in the lesson
describe the events leading
to the emergence of the
Fourth Republic
Week Ending 22nd March, 2024
Class Six
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B6.1.7.1.7 B6.2.7.2.1. B6.3.5.1.7 B6.4.12.1.1
B6.5.6.1.1. B6.6.1.1.1.
Performance Indicator A. Learners can mak
based on the main
text
B. Learners can respond to a text with reason,
simple judgment and personal interpretations
C. Learners can use the imperative form of verb
to give warning and express prohibitions
D. Learners can use descriptive words/sound
devices/ figurative language to describe
events/situations/places/personal experiences
and events.
E. Learners can use a
and reason
F. Learners can Read and
critique and level appropriate
books an
page critical commentary based on a set of
criteria, on each book read
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting
on a manila card and a class library.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

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

10 MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing A. ORAL LANGAUGE What have we learnt
songs and recite familiar Have learners listen to a today?
rhymes story and identify the
main ideas and key Ask learners to
details. summarize the main
• Use questions to guide points in the lesson
learners to make
 generalizations based on
the main ideas and key
details

Assessment: let learners

make simple
generalisations based on
the main ideas and key
details of a text

Tuesday Engage learners to sing B .READING What have we learnt

songs and recite familiar Have learners read a short today?
rhymes text.
• Learners create a Ask learners to
mental image from the summarize the main
text read. (This points in the lesson
visualisation will help
bring life to the text for
learners to interpret and
give their opinion and
personal interpretation to
the write up).
• Lead a discussion of
each text read with
questions. Questions
should elicit :
− Factual information
− Implied meaning
− Judgment
− Evaluation
− Personal Response
Assessment: let learners
respond to a text
Wednesday Engage learners to sing C. GRAMMAR What have we learnt
songs and recite familiar E.g. Break the glass, and today?
rhymes you will pay for it
Ask learners to
Assessment: let learners summarize the main
use the imperative form points in the lesson
of verb to give warning
and express prohibitions
Thursday Engage learners to sing D. WRITING What have we learnt
songs and recite familiar • Briefly revise the writing today?
rhymes process by having learners
name the stages and say Ask learners to
what happens at each
summarize the main
stage.
points in the lesson
• Revise descriptive
writing with learners
• Have learners select a
topic e.g. “A Day I will
never forget”.
• Provide a sample text.
Guide learners to identify
the descriptive words and
expressions:
• Discuss the descriptive
words and expressions
with learners.
• Put learners into groups
and guide them through
the writing process to
describe
events/situations/places
of their choice and
personal experiences.
Focus on the use of: −
Descriptive (adjectives)
words. − Figurative
language e.g. simile –
metaphor,
personification, sound
devices

Assessment: let learners

use descriptive words/
sound devices/
figurative language to
describe
events/situations/
places/ personal
experiences and events.
Friday Engage learners to sing E. WRITING CONVENTION What have we learnt
songs and recite familiar AND GRAMMAR USAGE today?
rhymes Revise adverbs of time
and manner in context: Ask learners to
Have learners listen to summarize the main
and read several points in the lesson
sentences containing
adverbs of time and
manner.
• Use drills and games to
provide practice in using
adverbs of time. E.g.
Game: Lucky Dip Drill:
Substitution Table Drill
• Learners sit in groups to
discuss issues involving
use of adverbs of time.
• Repeat the procedure
to introduce adverbs of
degree and reason. e.g.

Degree: The shirt is too

small for me. You are
making so much noise.
Reason: I sing because I
like singing.
• Have groups construct
short paragraphs using
such adverbs.

Assessment: let learners

use adverbs to express
degree and reason

Friday Guide learners to E. EXTENSIVE READING Have learners to tell

choose and read books Lead discussion on the what they read to the
during the library period importance of reading whole class
widely.
• Have learners read
books of their choice
independently 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.
• Encourage them to visit
the local library to read
and borrow books.
• Encourage them to
share whatever they read
with their mates.

Assessment: let learners

read and critique a variety
of age- and level
appropriate books and
present a one-page critical
commentary based on a
set of criteria, on each
book read

Week Ending 22nd March, 2024

Class six
Subject COMPUTING
Reference Computing curriculum Page
Learning Indicator(s) B6.6.3.1.2. B6.6.3.1.3. B6.6.3.1.4
Performance Indicator Learners can illustrate how to jump directory to URLs.
Learners can demonstrate how to return to a URL.
Learners can show how to find items on a page.
Strand INTERNET AND SOCIAL MEDIA
Sub strand SURFING THE WORLD WIDE WEB
Teaching/ Learning Resources Laptop
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

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

10 MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Thursday Engage learners to sing Give learners a project on What have we learnt
songs and recite familiar how to jump directory to today?
rhymes URLs.
Ask learners to
Give learners a project on summarize the main
how to jump directory to points in the lesson
URLs.

Guide learners to discuss

how to find items on a
page. Guide learners to
present their ideas or
findings to class.

Assessment: let learners

show how to find items on
a page

Week Ending 22nd March, 2024

Class six
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B6.6.1.1.1
Performance Indicator Learners can describe the events leading to the
emergence of the Fourth Republic
Strand Independent Ghana
Sub strand The Republics
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

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

10 MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing Show and discuss a What have we learnt
songs and recite familiar documentary on the today?
rhymes inauguration of a new
President of Ghana. Ask learners to
Who were other key summarize the main
Assessment: let learners
figures in the fourth points in the lesson
describe the events leading
Republic to the emergence of the
Fourth Republic

Wednesda Engage learners to sing Show and discuss a What have we learnt
y songs and recite familiar documentary on the today?
rhymes inauguration of a new
President of Ghana. Ask learners to
summarize the main
Assessment: let learners
points in the lesson
describe the events leading
to the emergence of the
Fourth Republic

WEEK 12
Week Ending 29th March 2024
Class Six
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) (B6.1.8.1.1. B6.1.8.2.1) B6.2.7.2.1. B6.3.5.1.7
B6.4.12.1.1 B6.5.6.1.1. B6.6.1.1.1.
Performance Indicator A. Learners can answer “Yes” or “No” questions
correctly using the expressions that show the
future and Use positive tags, negative tags and
auxiliaries in speech
B. Learners can respond to a text with reason,
simple judgment and personal interpretations
C. Learners can use the imperative form of verb
to give warning and express prohibitions
D. Learners can use descriptive words/sound
devices/ figurative language to describe
events/situations/places/personal experiences
and events.
E. Use adverbs to expr
F. Read and critique a variety of age- and level
appropriate books and present a one-page
critical commentary based on a set of criteria,
on each book read

Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting
on a manila card and a class library.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

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

10 MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing A. ORAL LANGAUGE What have we learnt
songs and recite familiar Through discussion, let today?
rhymes learners identify an
activity they will perform Ask learners to
at a future time, e.g. summarize the main
tomorrow, next month points in the lesson
etc.
• Ask questions to elicit
“Yes” or “No” answers e.g.
Will you come to school
tomorrow? Yes/No; Yes, I
will/No, I won’t
. • Introduce drills e.g.
Questions and Answers
Drill, for learners to
practise asking and
answering “Yes” or “No”
Questions.
Put learners in pairs to ask
and answer simple
questions in turns.
• Discuss positive tags
(e.g. It is cold, isn’t it?)
and negative tags e.g. It
isn’t cold, is it?
• Demonstrate with
learners the usage of
positive tags, negative
tags and auxiliaries in
speech.
• Pair learners to take
turns to practise positive
tags, negative tags and
auxiliaries in speech.

Assessment: let learners

Use positive tags, negative
tags and auxiliaries in
sentences
Tuesday Engage learners to sing B .READING What have we learnt
songs and recite familiar Have learners read a short today?
rhymes text.
 • Learners create a Ask learners to
mental image from the summarize the main
text read. (This points in the lesson
visualisation will help
bring life to the text for
learners to interpret and
give their opinion and
personal interpretation to
the write up).
• Lead a discussion of
each text read with
questions. Questions
should elicit :
− Factual information
− Implied meaning
− Judgment
− Evaluation
− Personal Response
Assessment: let learners
respond to a text
Wednesday Engage learners to sing C. GRAMMAR What have we learnt
songs and recite familiar E.g. Break the glass, and today?
rhymes you will pay for it
Ask learners to
Assessment: let learners summarize the main
use the imperative form points in the lesson
of verb to give warning
and express prohibitions

Thursday Engage learners to sing D. WRITING What have we learnt

songs and recite familiar • Briefly revise the writing today?
rhymes process by having learners
name the stages and say Ask learners to
what happens at each summarize the main
stage. points in the lesson
• Revise descriptive
writing with learners
• Have learners select a
topic e.g. “A Day I will
never forget”.
 • Provide a sample text.
Guide learners to identify
the descriptive words and
expressions:
• Discuss the descriptive
words and expressions
with learners.
• Put learners into
groups and guide them
through the writing
process to describe
events/situations/places
of their choice and
personal experiences.
Focus on the use of: −
Descriptive (adjectives)
words. − Figurative
language e.g. simile –
metaphor,
personification, sound
devices

Assessment: let learners

use descriptive words/
sound devices/
figurative language to
describe
events/situations/
places/ personal
experiences and events.

Friday Engage learners to sing E. WRITING CONVENTION What have we learnt

songs and recite familiar AND GRAMMAR USAGE today?
rhymes Revise adverbs of time
and manner in context: Ask learners to
Have learners listen to summarize the main
and read several points in the lesson
sentences containing
adverbs of time and
manner.
 • Use drills and games to
provide practice in using
adverbs of time. E.g.
Game: Lucky Dip Drill:
Substitution Table Drill
• Learners sit in groups to
discuss issues involving
use of adverbs of time.
• Repeat the procedure
to introduce adverbs of
degree and reason. e.g.

Degree: The shirt is too

small for me. You are
making so much noise.
Reason: I sing because I
like singing.
• Have groups construct
short paragraphs using
such adverbs.

Assessment: let learners

use adverbs to express
degree and reason

Friday Guide learners to E. EXTENSIVE READING Have learners to tell

choose and read books Lead discussion on the what they read to the
during the library period importance of reading whole class
widely.
• Have learners read
books of their choice
independently 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.
• Encourage them to visit
the local library to read
and borrow books.
• Encourage them to
share whatever they read
with their mates.

Assessment: let learners

read and critique a variety
of age- and level
appropriate books and
present a one-page critical
commentary based on a
set of criteria, on each
book read
Week Ending 29th March, 2024
Class six
Subject COMPUTING
Reference Computing curriculum Page
Learning Indicator(s) B6.6.3.1.5. B6.6.4.1.1. B6.6.4.1.2.
Performance Indicator Illustrate how to print pages
Learners can show how to create a favourite link.
Learners can demonstrate deleting favourite links.
Strand INTERNET AND SOCIAL MEDIA
Sub strand SURFING THE WORLD WIDE WEB.
FAVOURITE PLACES AND SEARCH ENGINE
Teaching/ Learning Resources Laptop
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

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

10 MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Thursday Engage learners to sing Guide learners on how to What have we learnt
songs and recite familiar print pages e.g. selected today?
rhymes
pages, only selected pages
etc. Ask learners to
summarize the main
Guide learners to create points in the lesson
an Internet favourite link

Guide learners to delete a

favourite link they have
created

Assessment: let learners

describe deleting favourite
links
Week Ending
Class six
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B6.6.1.1.1
Performance Indicator Learners can describe the events leading to the
emergence of the Fourth Republic
Strand Independent Ghana
Sub strand The Republics
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

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

10 MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing Show and discuss a What have we learnt
songs and recite familiar documentary on the today?
rhymes inauguration of a new
President of Ghana. Ask learners to
Who were other key summarize the main
Assessment: let learners
figures in the fourth points in the lesson
describe the events leading
Republic to the emergence of the
Fourth Republic

Wednesda Engage learners to sing Show and discuss a What have we learnt
y songs and recite familiar documentary on the today?
rhymes inauguration of a new
President of Ghana. Ask learners to
summarize the main
Assessment: let learners
points in the lesson
describe the events leading
to the emergence of the
Fourth Republic