Term 1 Lesson Plan

Basic 3 Week3
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Available FormatsSCHEME OF LEARNING- WEEK 3

BASIC THREE
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Name of School: SEKYEDUMASI ST. FRANCIS RC. PRIMARY

Week Ending 27th September, 2024

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Class
Subject
Three
ENGLISH LANGUAGE
Reference English Language curriculum Page

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Learning Indicator(s) B3.1.4.1.1. B3.2.3.1.1. B3.4.4.1.1. B3.5.2.1.1. B3.6.1.1.1.1
Performance Indicator A. Learners can respond to and ask questions based on stories heard
B. Learners can use common rhyming/endings words for decoding of
words
C. Learners can make a list of objects found in the environment
D.Learners can use full stops in initials and abbreviations

Facebook Twitter
E. Learners can read a variety of age and level appropriate books and
summarize them
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

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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 Ask learners to draw a A.ORAL LANGUAGE Give learners task to
conversation strip with your (story telling) complete while you go

Email
friend featuring yourself as the round the class to support
main character. Select a suitable story to tell or those who might need
read to the class. extra help.
Include speech bubbles and/or e.g. Ananse and the family.
captions. Have learners to read and
The conversation should center Let learners tell their favorite spell some of the keywords
on what you did after school. parts of the story. in the lesson

Did you find this document useful? Have learners respond to the
story by asking and answering
relevant questions to enhance
comprehension.
Tuesday Ask learners to draw two B.READING Give learners task to
smileys to express how they (word families) complete while you go
feel that moment. round the class to support
Introduce learners to simple those who might need
Have learners to present their word formation by changing the extra help.
smileys to whole class for beginning letter. e.g. pin, sin, fin
discussion. Have learners to read and
Have learners build on these spell some of the keywords
rhyming endings and read out in the lesson
the words to their group

Is this content inappropriate?

members.

Have learners form sentences

with these rhyming words.
Wednesday Have learners to write a list of C.WRITING Give learners task to
10 things they would buy if (labeling items) complete while you go
they won a million cedis. round the class to support
Lead the class to make a list of those who might need
extra help.

Report
objects found in a given

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Let learners present their list to thematic area. e.g. The Bus
the whole class for discussion. Stop. Have learners to read and
spell some of the keywords
Let groups and pairs make in the lesson
similar lists from self-chosen or
given areas. They may use
invented spelling initially.

Guide learners to edit and

selfcorrect the errors before
presenting their work to the
class. They may use children’s
pictures, dictionaries and other
sources
Thursday Ask learners to write a list of 10 D.WRITING Give learners task to
things they would do if they CONVENTIONS & complete while you go
could fly. GRAMMAR USAGE round the class to support
(Using Punctuation) those who might need extra
Let learners present their list to help.
the whole class for discussion. Provide a short passage of about
four sentences. Have learners to read and
spell some of the keywords
Pair learners place a full stop at in the lesson
the end of each sentence.

Introduce full stops in initials

and abbreviations. e.g. Mr.
Badu - Mister Badu, A. O.
Boateng – Adom Opoku
Boateng

Provide opportunities for

learners to practice using full
stops in initials of their names,
and abbreviations.
Friday Have a variety of E. EXTENSIVE READING Let learners summarize the
age/levelappropriate books for books they read to the
learners to make a choice from. Using the Author’s chair, whole class
introduce the reading/library
Guide learners to select books time. Learners draw parts of the
for readings stories they read.
Introduce narratives,
expository, procedural texts to
learners.

Week Ending 27th September, 2024

Class Three
Subject MATHEMATICS
Reference Mathematics curriculum Page 45
Learning Indicator(s) B3.1.1.1.4

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Performance Indicator Compare and order whole numbers up to 10,000 and represent
comparisons using the symbols >, <, or =.
Strand Number
Sub strand Counting & Representation
Teaching/ Learning Resources Counters, bundle and loose straws base ten cut square, patterns
Core Competencies: Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Development and Leadership Attention to Precision

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 Engage learners to sing songs Demonstrate an understanding of Give learners task to
and recite some familiar how place value determines the complete whiles you go
rhymes they know relative size of whole numbers round to guide those who
(between 100 and 10,000) don’t understand.
Early to Bed
Early to bed and early to rise Guide learners to describe the Give remedial learning to
Makes a man, healthy, relative size of two numbers those who special help.
wealthy and wise. i.e., saying whether one number is
a little or a lot bigger or smaller
than another and justifying the
answer
Tuesday Play games and sing some Demonstrate an understanding of Give learners task to
action songs to begin the class how place value determines the complete whiles you go
relative size of whole numbers round to guide those who
(between 100 and 10,000) don’t understand.

Guide learners to describe the Give remedial learning to

relative size of two numbers those who special help.
i.e., saying whether one number is
a little or a lot bigger or smaller
than another and justifying the
answer
Wednesday Have learners to sing songs Guide learners to identify which Give learners task to
and recite familiar rhymes of two given numbers is bigger complete whiles you go
(or smaller), explaining why using round to guide those who
LITTLE FINGER place value and representing the don’t understand.
Little finger, little finger where relationship using the symbols<
are you, and >; Give remedial learning to
Here am I, here am I, how do those who special help.
you do Through series of examples guide
learners to put a small group of
numbers in increasing or
decreasing order and justifying
the order using a hundreds frame,
a number line or place value;
Thursday Have learners to sing songs Guide learners to identify which Give learners task to
and recite familiar rhymes of two given numbers is bigger complete whiles you go
(or smaller), explaining why using round to guide those who
LITTLE FINGER place value and representing the don’t understand.
Little finger, little finger where relationship using the symbols<
are you, and >; Give remedial learning to
Here am I, here am I, how do those who special help.
you do Through series of examples guide
learners to put a small group of
numbers in increasing or
decreasing order and justifying the
order using a hundreds frame, a
number line or place value;

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Friday Have learners to sing songs Learners to identify the missing Give learners task to
and recite familiar rhymes numbers or errors in a section of complete whiles you go
number line from 100 to 10,000 round to guide those who
LITTLE FINGER or in a hundreds chart and don’t understand.
Little finger, little finger where justifying the answer using place
are you, value Give remedial learning to
Here am I, here am I, how do those who special help.
you do - solving word problems that
involve comparing quantities to
1000 (i.e., Agbo has 230 chickens.
Dzifa has 460. What can you say?)

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Week Ending 27th September, 2024

Class Three
Subject SCIENCE
Reference Science curriculum Page 50
Learning Indicator(s) B3.1.2.1.1
Performance Indicator Identify the uses of everyday materials and link the uses to their
properties
Strand Diversity Of Matter
Sub strand Materials
Teaching/ Learning Resources wood, plastics, paper, metals, leather, cotton
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)
Engage learners to sing some Show learners pictures and Ask learners questions to
action songs videos of common materials e.g. review their understanding
wood, plastics, paper, metals, of the lesson.
SHOW ME leather, cotton, etc.
Show me your head oo, Have learners write 3 facts
This is my head oo. Learners collect everyday of the lesson on a sheet of
Show me your eyes oo, materials in their environment paper and it in their pockets
This is my eyes oo. Etc. e.g. wood, plastics, paper, and learn it on their way
metals, leather, cotton, etc. and home.
bring them to class.

Learners use think-pair-share to

discuss the uses of the materials
collected.
Get a viral picture, a trending Brainstorm with learners to Divide the class into two
news on twitter, Facebook, come out with the uses of the teams. One player serves a
YouTube and other social media materials in relation to their question and choses a
handles. properties, e.g. metals are used player in the other group to
for making car bodies because answer.
Discuss what is trending and they are hard, plastics are used
invite learners to share their for making bottles, buckets,
opinions on them bowls because they can be
moulded into different shapes

Engage learners in an activity to

match some products such as
buckets, cups, books, tables with
their material sources such as
metals, clay, glass, wood,
plastics.

Provide a lot of materials for the

learners to do more activities.

Week Ending 27th September, 2024

Class Three

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Subject OUR WORLD OUR PEOPLE

Reference OWOP curriculum Page 41
Learning Indicator(s) B3.1.2.1.1.
Performance Indicator Explain ways of promoting personal hygiene and safety as a responsible
citizen
Strand All About Us
Sub strand My Self
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)
Get a viral picture, a trending Learners talk about things they Ask learners questions to
news on twitter, Facebook, need to promote personal review their understanding
YouTube and other social media hygiene: water, soap, tooth of the lesson.
handles. brush and tooth paste, nail
cutter, etc. Have learners write 3 facts
Discuss what is trending and of the lesson on a sheet of
invite learners to share their Learners talk about things they paper and it in their pockets
opinions on them do to show personal hygiene, and learn it on their way
through think-pair-share, home.
e.g. bathing twice a day, brushing
of the teeth, at least twice daily,
washing of clothes regularly,
washing of hands regularly, etc.
Flash letter cards to learners for Learners draw items used in Ask learners to tell the class
them to pronounce some key keeping our bodies clean. what they have learnt.
words in the lesson.
Learners sing and tell stories Call learners in turns
Ask pupils to spell and write the about the importance of keeping summarize the lesson
words in the books personal hygiene

Week Ending 27th September, 2024

Class Three
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page 15
Learning Indicator(s) B3.1.1.1.1
Performance Indicator Learners can demonstrate ways to care for the environment
Strand God’s Creation & Attributes
Sub strand God the Creator
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

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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 mention natural Use questions and answers for What have we learnt today?
things (things created by god) learners to explain the
that are bright and beautiful in environment. Caring for the natural
the environment and classify environment
them into big and small Using Think-Pair-Share, let
learners talk about ways of Ask learners to summarize
caring for the environment the important points of the
through: tree planting, proper lesson
disposal of waste, legal mining,
clean-up exercises, avoiding Give learners task to
environmental pollution, etc. mention and discuss ways of
caring for the natural
Assessment: Let learners environment
organize and do clean-up
exercises in the school
environment

Week Ending 27th September, 2024

Class Three
Subject HISTORY
Reference History curriculum Page 15
Learning Indicator(s) B3.2.1.1.1
Performance Indicator Learners to discuss the origins of the major ethnic groups in Ghana
Strand My country Ghana
Sub strand The People Of Ghana
Teaching/ Learning Resources Wall charts, word cards, posters, video clip, etc.
Core Competencies: The use of evidence to appreciate the significance of historical locations help learners
to become critical thinkers and digital literates

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 videos of Identify some of the major Play a game of pick and win
some of the history of the major ethnic groups. using ethnic groups
ethnic groups in Ghana E.g. Akans

Have learners to write on a Let learners identify some of the

sheet of paper the following characteristics of the Akan
ethnic group.
What are the major ethnic
groups in Ghana? Etc. Use a map to trace the routes
of the Akan ethnic groups.

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Have learners watch videos of In groups, learners discuss the What have we learnt today?
some of the history of the major origin of the Akan ethnic group.
ethnic groups in Ghana The origin of major ethnic
Compose a song with names of groups
Have learners to tell which of the major ethnic groups and
part of the video interest them where they originated (In the Have learners to summarize
special schools, resource the important points in the
persons should assist the lesson
hearing impaired to sing)

Week Ending 27th September, 2024

Class Three
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page
Learning Indicator(s) B3 1.2.2.1 B3 1.2.3.1
Performance Indicator Plan own artworks that represent visual artworks produced or found
in other communities in Africa.
Strand Visual Arts
Sub strand Planning, Making and Composing (Visual 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)
Learners are to watch a short Learners are to examine the Ask learners to tell the
video or pictures on an history and culture of the whole class what they have
exhibition or visit an exhibition people from other countries in learnt.
Centre, preferably during the Africa.
circuit, district or regional Learners tell what they will
cultural festival. Talk about artworks like to learn
produced/performed in Africa.
Ask learners to talk about parts
of the video or pictures that Identify and experiment with the
interest them. tools, materials and methods of
production the artists use.

Organize and develop ideas by

sketching own creative ideas and
concepts to make own visual
artworks such as painting.
Ask learners questions to Learners are to create own Use series of questions and
review learners understanding in artworks based on the history answers to review learners
the previous lesson. and culture of the people from understanding of the lesson.
other countries in Africa.
Call learners in turns to
Create own artworks based on summarize the lesson
what is produced in other
countries in Africa (e.g. masks,
sculptures, paintings, pottery
wares, woven, printed and dyed
fabrics; leather products; beads).

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Week Ending 27th September, 2024

Class Three
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page 90
Learning Indicator(s) B3.1.3.1.1.
Performance Indicator Explore poems and note the words and discuss what the poem is
about.
Strand Oral Language
Sub strand Poems
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)
Flash letter cards to learners Explore poems to learners. Use questions to review
for them to make its sounds. their understanding of the
Ask pupils to write some letters As you read the poem, allow lesson
in the air as you mention them them to note words in the
poem. Ask learners to summarize
what they have learnt
Let learners explore poems and
take note of the words.

Lead learners to explore the

poem with gestures.

Let learners tell what the poem

is about.
Have learners to write letter Explore poems to learners. Use questions to review
patterns in the air. their understanding of the
As you read the poem, allow lesson
them to note words in the
Engage learners to sing songs poem. Ask learners to summarize
and dance to it what they have learnt
Let learners explore poems and
take note of the words.

Lead learners to explore the

poem with gestures.

Let learners tell what the poem

is about.

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Flash letter cards to learners Explore poems to learners. Use questions to review
for them to make its sounds. their understanding of the
Ask pupils to write some letters As you read the poem, allow lesson
in the air as you mention them them to note words in the
poem. Ask learners to summarize
what they have learnt
Let learners explore poems and
take note of the words.

Lead learners to explore the

poem with gestures.

Week Ending 27th September, 2024

Class Three
Subject PHYSICAL EDUCATION
Reference PE curriculum Page 31
Learning Indicator(s) B3. 1.2.1.3:
Performance Indicator Jump continuously a self forward turning rope in a circle (skipping with
rope).
Strand Motor Skill And Movement Patterns
Sub strand Manipulative Skills
Teaching/ Learning Resources Skipping rope
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 Guide learners to pick their Allow learners to progress
jogging to warm the body up. skipping ropes and find selfspace. at their own pace. Give
corrective feedback for skill
Hold the handle of the skipping improvement.
rope side by side with the two
hands with the middle of the End the lesson with cool
rope on the ground or slightly down
above.

Hop over it and swing the rope

clockwise to turn round the
body in circle as they continue
series of step-hops starting with
double take-off.

Advance should progress to

single step-hops and change
clockwise rope movement to
anti-clockwise.

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