SAMPLE LESSON NOTES-WEEK 4

BASIC SIX

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 SCHEME OF LEARNING- WEEK 4
BASIC SIX
Name of School…………………………………………….……………………….…………………

Week Ending
Class Six
Subject ENGLISH LANGUAGE
Reference English Language curriculum
Learning Indicator(s) B6.1.3.1.2. B6.2.7.1.1. B6.3.2. 1.2. B6.4.9.1.1. B6.5.3.1.2. B6.6.1.1.1
Performance Indicator A. Learners can discuss values in poems and talk about the
importance of these values in society
B. Learners can construct meaning from texts
C. Learners can identify and use quantifiers.
D. Learners can select a topic of choice on a national issue,
brainstorm ideas and organize them before writing
E. Learners can identify and use: proper nouns
F. Learners can read and critique a variety of age- and level
appropriate books
Teaching/ Learning Resources Word cards, sentence cards, letter cards and a class library
Core Competencies: Reading and Writing Skills Personal Development and Leadership and Collaboration

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Monday Revise learners RPK by asking A.ORAL LANGUAGE Give learners task to
them to sing previous songs (Poems Pg.153) complete whiles you go
taught. round to guide those who
Engage learners to recite some don’t understand.
Play a variety of songs to familiar poems.
learners; ranging from circular Give remedial learning to
music, highlife to gospel etc. Discuss the meaning of lines using those who special help.
appropriate expressions and
Have learners to sing other vocabulary of a selected poem.
familiar songs they know.
Guide learners with questions to
identify some values in the lines
recited.

Have them relate the values

identified to day-to-day living.
Tuesday Call out letter sounds for B.READING Give learners task to
learners to identify the (Comprehension Pg.175) complete whiles you go
appropriate letters using the round to guide those who
word cards Select level-appropriate texts for don’t understand.
learners.
Have learners blend letter Give remedial learning to
sounds to produce four and Based on background knowledge those who special help.
five letter-words and other factors, have learners
predict what a text will be about
Paste a chart on the board and actively adjust comprehension
showing multi-syllabic words. while reading/viewing or listening.

Learners connect their

background knowledge to help
 them make meaning of the text as
they read.

Assist learners with a variety of

questions to make meaning during
and after reading the text.

Lay emphasis on the need to use

the environment of a word to get
its meaning.
Wednesday Revise all the types of nouns C.GRAMMAR Give learners task to
with learners. (Determiners Pg.182) complete whiles you go
round to guide those who
Learners give examples and Revise nouns and articles briefly. don’t understand.
form short/complex
sentences with the types of Introduce quantifiers in context. Give remedial learning to
nouns Learners listen to or read a text those who special help.
having several quantifiers.

Learners identify the nouns and

the words that go with them
(quantifiers).

Elicit examples from learners.

In pairs, one says a sentence

containing a qualifier/quantifier and
the other identifies the quantifiers.
Role(s) are reversed
Thursday Engage learners in the D.WRITING Give learners task to
memory game. (Writing as a Process Pg.200) complete whiles you go
The students are shown a round to guide those who
chart with many sentences on Scaffold the writing process. i. Pre- don’t understand.
it. The catch is they are writing
shown it for just a few Give remedial learning to
seconds. The students are Have learners select and discuss a those who special help.
then asked to recall what they national issue with their partners.
saw and write it down in their
books Have learners brainstorm to
generate as many ideas as possible
about the topic.

Have them organize the ideas into

a writing plan using an outline, a
chart or an appropriate graphic
organizer. E.g. line diagram
Friday Play games and recite rhymes E.WRITING CONVENTIONS Give learners task to
that learners are familiar with & GRAMMAR USAGE complete whiles you go
to begin the lesson. (Using Naming Words Pg.211) round to guide those who
don’t understand.
Ask learners questions to Provide learners with
review their understanding in opportunities to further practice Give remedial learning to
the previous lesson. using these nouns. those who special help.
E.g. a. Learners take their reading books
and identify and make a list of these
nouns, use them in sentences and present
their work to the class for feedback.

b. Use language drills and games to help

learners to practice.
 e.g. a pair drill for singular/plural nouns
− Learner “A” gives a noun – mango −
Learner “B” gives its plural form
“mangoes” and uses it in a sentence – I
love mangoes.

Provide further practice activities

to build on learners' knowledge on
nouns.

F.EXTENSIVE READING
Have learners read books of their
Learners play “popcorn
choice independently during the
reading” game. The rules are Encourage them to visit the
library period.
simple: One student starts local library to read and
reading aloud and then calls borrow books
Let learners write a one-page
out "popcorn" when they
critical commentary based on the
finish. This prompts the next
books read
student to pick up where the
previous one left off.
Invite individuals to present their
work to the class for feedback.
Week Ending
Class Six
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B6.1.2.1.1
Performance Indicator Apply mental mathematics strategies and number properties to
determine answers for basic multiplication facts to 81 and related
division facts
Strand Number
Sub strand Number Operations
Teaching/ Learning Resources Counters, bundle and loose straws base ten cut square
Core Competencies: Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Development and Leadership Attention to Precision

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Monday Play games and recite rhymes Describe the mental maths Give learners task to
that learners are familiar with strategies used to determine a complete whiles you go
to begin the lesson. given basic fact, such as round to guide those who
don’t understand.
Ask learners questions to  Skip count up by one or two
review their understanding in groups from a known fact Give remedial learning to
the previous lesson. E.g., if 5 × 7 = 35, those who special help.
then 6 × 7 is equal to 35 + 7
Have leaners to recite and
multiplication tables from 2 to 9 (7 × 7 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)

 Doubling
E.g., for 8 × 3 think 4 × 3 = 12,
and 8 × 3 = 12 + 12

Assessment: engage and guide

leaners to solve several
examples.
Tuesday Play games and recite rhymes Describe the mental maths Give learners task to
that learners are familiar with strategies used to determine a complete whiles you go
to begin the lesson. given basic fact, such as round to guide those who
don’t understand.
Ask learners questions to  Patterns when multiplying by
review their understanding in 9 Give remedial learning to
the previous lesson. E.g., for 9 × 6, think 10 × 6 = those who special help.
60, and 60 – 6 = 54; for 7 × 9,
Have leaners to recite think 7 × 10 = 70, and 70 – 7 =
multiplication tables from 2 to 9 63

 Repeated Doubling
 E.g., if 2 × 6 is equal to 12, then
4 × 6 is equal to 24 and 8 × 6 is
equal to 48

 Repeated Halving
E.g., for 60 ÷ 4, think 60 ÷ 2 =
30 and 30 ÷ 2 = 15)

 Relating Division to
Multiplication
E.g., for 64 ÷ 8, think 8 × … =
64

Assessment: guide learners to

solve several examples on how
to answer basic multiplication
facts to 81 using different
strategies
Wednesday Play games and recite rhymes Determine the products when Give learners task to
that learners are familiar with one factor is a multiple of 10, complete whiles you go
to begin the lesson. 100, or 1000 by annexing zero round to guide those who
or adding zeros don’t understand.
Ask learners questions to
review their understanding in E.g. for 3×200 think of 3×2 and Give remedial learning to
the previous lesson. then add two zeros those who special help.

E.g. Apply halving and doubling

when determining a given
product
E.g. 32×5 is the same as 16×10

Assessment: guide leaners to

solve several examples in their
work books.
Thursday Play games and recite rhymes Apply the distributive property Give learners task to
that learners are familiar with to determine a given product complete whiles you go
to begin the lesson. involving multiplying factors that round to guide those who
can be written in the expanded don’t understand.
Ask learners questions to form
review their understanding in E.g., 6×18 = (6×10) + (6×8) = Give remedial learning to
the previous lesson. 60+48 = 108. those who special help.
Or apply distributive property
to determine a given product
involving multiplying factors that
are close to multiples of 10
(e.g., 29×7 = (30×7) – (1×7) =
203.

Explain the property for

determining the answer when
multiplying numbers by 1 and 0
Friday Play games and recite rhymes Describe the mental maths Give learners task to
that learners are familiar with strategies used to determine a complete whiles you go
to begin the lesson. given basic fact, such as round to guide those who
don’t understand.
Ask learners questions to  Skip count up by one or two
review their understanding in groups from a known fact Give remedial learning to
the previous lesson. E.g., if 5 × 7 = 35, those who special help.
then 6 × 7 is equal to 35 + 7
and
(7 × 7 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)

 Doubling
E.g., for 8 × 3 think 4 × 3 = 12,
and 8 × 3 = 12 + 12

Assessment: Engage and guide

leaners to solve several
examples.
Week Ending
Class Six
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B6.1.2.1.2
Performance Indicator Investigate the uses of metals in everyday life and link the uses to their
properties
Strand Diversity Of Matter
Sub strand Materials
Teaching/ Learning Resources Metals, woods plastics soil stones paper pencil crayons balloons
Core Competencies: Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Development and Leadership Attention to Precision

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Display different objects made Learners, through discussion, What have we learnt today?
from metals. come out with uses of metals by
observing the objects displayed Uses of metals in everyday
Engage learners in groups to in class or from a video (these life.
write names of the objects and include farm tools, jewelry,
present their answers in class ornaments, cars, bridges, Have learners to summarize
metallic spoons). the main points in the
lesson.
Have leaners to investigate the
use of metals in everyday life
and presents their findings to
class
Revise learners RPK by engaging Have learners to link the use of What have we learnt today?
them in the ‘Mystery Box’ the metal to its property
The teacher brings a bag into Uses of metals in everyday
the classroom that contains an E.g. copper is used to make life.
object that has a connection to wires because it conducts
the lesson. Then it is passed electricity, aluminum is used to Have learners to summarize
around and learners try to make roofing sheets because it the main points in the
determine what is in the bag just is malleable. lesson.
by feeling it.
The student who guess right Relate the lesson to everyday
wins, and hence introduce the life to promote curiosity
lesson
Week Ending
Class Six
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page45
Learning Indicator(s) B6.1.2.1.2.
Performance Indicator Explain how to manage the problems that occur during adolescence
Strand All About Us
Sub strand Myself
Teaching/ Learning Resources Pictures, Charts, Video Clips
Core Competencies: Communication and Collaboration Critical Thinking and Problem Solving Cultural Identity and
Global Citizenship

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Have leaners to write on a sheet Revise with learners on the What have we learnt today?
of paper the following challenges facing adolescence
using the Future’s Wheel problems associated with
What is adolescence? e.g. adolescence
i. engaging in sexual activity can
list changes that occur during result in Have learners to summarize
adolescence ii. acquiring sexually transmitted the important points in the
infections (STIs) including HIV lesson
iii. teenage pregnancy and
parenthood
iv. streetism and poverty v. drug use
and abuse vi. negative peer pressure
leading to criminal activities
Have leaners to write on a sheet Learners in groups discuss how What have we learnt today?
of paper the following to manage the challenges that
come with changes during Solving problems associated
What is adolescence? adolescence. with adolescence
e.g.
list 3 problems associated with i. counselling from a responsible adult Have learners to summarize
adolescence ii. discussing problems with peers and the important points in the
siblings lesson
iii. dressing in a modest way to avoid
enticing the iv. opposite sex
v. being assertive (self-confidence to
say ‘NO’ to premarital vi. sex and
other actions which may destroy
vii. your future plans)
viii. respecting the sexual rights of
others ix. not forcing to have sex with
pupils, etc.

Groups to present reports for

class discussion
Week Ending
Class Six
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page 47
Learning Indicator(s) B6.1.2.1.1:
Performance Indicator Explain how humankind and the environment interrelate.
Strand God’s Creation And Attributes
Sub strand The Environment
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
Core Competencies: Cultural Identity, Sharing Reconciliation, Togetherness, Unity Communication and Collaboration,
Critical Thinking Creativity and Innovation Digital Literacy

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Tell learners story about With questions and answers, Ask learners leading
creation guide learners to explain the questions to review their
natural environment: things understanding of the lesson
Learners to sing a song about around us that were created by
creation God and can affect our lives. Have learners read the key
words written on the board
Let learners mention things
around us that were created by
God: - air , water, land, plants,
animals, etc.

Guide learners to discuss the

inter relationship among God’s
creatures:
- Humankind and animals depend on
plants for air, food, medicine, shelter,
etc.
- Plants depend on humankind and
other animals
Week Ending
Class Six
Subject HISTORY
Reference History curriculum Page 40
Learning Indicator(s) B6.3.4.1.1
Performance Indicator Assess the changes that the European presence brought to Ghana.
Strand Europeans In Ghana
Sub strand Impact Of European Presence
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc
Core Competencies: The use of evidence to appreciate the significance of historical locations help learners
to become critical thinkers and digital literates

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Have learners watch video on Show and discuss a documentary What have we learnt today?
pre independence era of European presence in Ghana
The change that the
Discuss the activities the European presence brought
Europeans engaged in (trade, to Ghana
vocational training centers, health
facilities, development of local Have learners to summarize
alphabet, translation of the Bible) the important points in the
lesson
Have learners watch video on Debate the impacts of European What have we learnt today?
pre independence and post- presence on Ghana
independence era Impacts of European
Engage learners in a ‘fish bowl’ presence on Ghana
activity
Have learners to summarize
Have learners in the fish bowl the important points in the
discuss the impacts of European lesson
presence in Ghana, while the
learners observe them
Week Ending
Class Six
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page
Learning Indicator(s) B6 2.2.2.1 B6 2.2.3.1
Performance Indicator Experiment with available performing arts media and techniques to
create performing artworks
Strand Performing Arts
Sub strand Planning, Making and Composing (Performing Arts)
Teaching/ Learning Resources Photos, videos, art paper, colors and traditional art tools, other materials
available in the community
Core Competencies: Decision Making Creativity, Innovation Communication Collaboration Digital Literacy

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Play games and recite rhymes Learners are to critically Ask learners to tell the
that learners are familiar with to examine the compositions and whole class what they have
begin the lesson. performances of some learnt.
international artists.
Ask learners questions to Learners tell what they will
review their understanding in Make similar compositions or like to learn.
the previous lesson. performances of the
international artists studied
using available media,
techniques, elements,
instruments, melodies etc. for
example: - Dance by Michael
Jackson.

Discuss and share their

experiences through peer
review
Play games and recite rhymes Put learners in groups to Use series of questions and
that learners are familiar with to present and share concepts that answers to review learners
begin the lesson. reflect knowledge and understanding of the lesson.
understanding of the history and
Ask learners questions to culture of some communities in Call learners in turns to
review their understanding in the world. summarize the lesson.
the previous lesson.
Compose and share own music,
dance, drama and poems similar
to the works and style of the
international artists studied
using available media,
instruments, etc. from the local
environment.

Discuss compositions through

peer review
Week Ending
Class Six
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page 74
Learning Indicator(s) B6.2.4.1.1.-3
Performance Indicator Read and recognize words with diagraphs in sentences and paragraphs.
Strand Reading
Sub strand Phonics: Letter And Sound Knowledge
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a manila card
Core Competencies: Creativity and innovation, Communication and collaboration, Critical thinking

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Review learners Ask learners to mention some Use questions to review
understanding in the words and write them on the board. their understanding of the
previous lesson using lesson
questions and answers Group the words into two, those
consisting of diagraphs and those Ask learners to summarize
without diagraphs. what they have learnt
Engage learners to play
games and sing songs to Discuss the concept of diagraphs
begin the lesson. with learners.

Write words which consist of

diagraphs with their diagraphs
underlined on flashcards
Review learners Revise the lesson on syllables with Use questions to review
understanding in the the learners. their understanding of the
previous lesson using lesson
questions and answers. Write some words on the board and
ask learners to form sentences with Ask learners to summarize
Engage learners to play them. what they have learnt
games and sing songs to
begin the lesson. Show flashcards with syllables
written on them to the learners.

Help learners blend three or more

syllables to form words and read
them out aloud.
Engage learners to sing the Ask learners to mention words they Use questions to review
alphabets song know and write the words on the their understanding of the
board. lesson
A B C SONG
A,B,C,D,E,F,G,H,I,J,K,L,M Discuss the sounds in the words and Ask learners to summarize
N,O,P,Q,R,S,T,U,V,W,X,Y,Z. discuss consonant clusters. what they have learnt
Now I know my ABC’s
Next time won’t you sing Show flashcards with words that
with me have consonant clusters written on
them to learners.

Help learners recognize and read the

words with consonant clusters
Week Ending
Class Six
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B6.1.3.1.4
Performance Indicator Roll ball using a stick in a game situation (hockey
Strand Motor Skill And Movement Patterns
Sub strand Manipulative Skills
Teaching/ Learning Resources Ball and stick
Core Competencies: Learners develop personal skills such as flexibility, muscular strength, agility

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Take learners through 5 minutes Learner rolls a ball with their Learners to practice
jogging to warm the body up sticks to a distance after general individually and in groups
and specific warm-up. how to roll a ball with stick.

Learner practice ball rolling in Help those who finds it

varied patterns such as straight difficult and help them
rolling, curve rolling, etc.
Assessment:
Organize mini game for
learners for fun and
enjoyment.

Take learners through cool

down to end the lesson
Week Ending
Class Six
Subject COMPUTING
Reference Computing curriculum Page 31
Learning Indicator(s) B6.1.2.1.4.-6
Performance Indicator Illustrate the use of File Explorer window
Strand Programming And Databases
Sub strand Introduction To MS-Windows Interface
Teaching/ Learning Resources Pictures or projected images
Core Competencies: Creativity and innovation. 2. Communication and collaboration. 3. Cultural identity and global citizenship. 4.
Personal development and leadership. 5. Digital literacy

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And
Learning) Teacher)
Play games and recite rhymes Guide learners to the use of the Use questions to review
that learners are familiar with Copy, Paste, Delete tools, the their understanding of the
to begin the lesson. moving of folders by using the lesson
Desktop Pop-Up menu.
Ask learners questions to Ask learners to
review their understanding in Guide learners to the use File summarize what they have
the previous lesson. Explorer window and locations of learnt
the computer through the file
explorer.

Guide learners to locate the hard

drives and other removable storage
icons in the File explorer.

Guide learners to use the File

Explorer Ribbon (Home Ribbon
only); the use of the Clipboard and
Organize tools of the Home Ribbon
of the File Explorer, and Open New
Window and Close tools of the File
Menu of the File Explorer