SAMPLE LESSON NOTES-WEEK 2

BASIC SIX

Fayol Inc.
0547824419/0549566881
 SCHEME OF LEARNING- WEEK 2
BASIC SIX
Name of School…………………………………………….……………………….…………………

Week Ending
Class Six
Subject ENGLISH LANGUAGE
Reference English Language curriculum
Learning Indicator(s) B6.1.6.3.1. B6.2.6.4.1. B6.3.5.1.7. B6.4.13.2.2 B6.5.8.1.1. B6.6.1.1.1
Performance Indicator A. Learners can engage in collaborative conversation with unfamiliar
audience
B. Learners can recognize how words are formed through compounding
C. Learners can use the imperative form of verb to give warning and express
prohibitions
D.Learners can use words, phrases, and clauses to clarify the relationships
among claim(s) and reasons.
E. Learners can identify and use conjunctions
F. Learners can read and critique a variety of age- and level appropriate
books and present a one-page critical commentary based on a set of
criteria, on each book read
Teaching/ Learning Resources Word cards, sentence cards, letter cards and a class library
Core Competencies: Reading and Writing Skills Personal Development and Leadership and Collaboration

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Monday Engage learners to help the farmer A.ORAL LANGUAGE Give learners task to
in his daily works. (Conversation. Pg. 158) complete while you go round
the class to support those
Show a video of a talk show or who might need extra help.
introduce a talk show by drawing
on learners’ background knowledge Have learners to read and
of such activities on TV. spell some of the keywords in
the lesson
Identify an interesting topic e.g.
“Children should not do
WhatsApp”. Initiate a conversation
using questions. Learners take turns
to contribute to the conversation.

Put learners in groups and let them

choose topics for conversation. Go
round to ensure learners take
turns, use facial expressions
appropriately and maintain eye
contact when in conversation
Tuesday Put learners into groups. Have B.READING Give learners task to
learners role-play one of their best (Vocabulary. Pg173) complete while you go round
adverts on TV. the class to support those
Have learners refresh their who might need extra help.
Sit down and have fun. The group knowledge on affixes – prefixes and
with the best shows wins. suffixes – , acronyms and blending Have learners to read and
using examples. spell some of the keywords in
the lesson
 Learners choose words with given
affixes and use them appropriately
in sentences.

Introduce compound words in

context and have learners identify
their components. E.g. breakfast =
break, fast; classroom = class,
room.

Put learners into groups to build

more compound words
Wednesday Ask learners to find as many C.GRAMMAR Give learners task to
words they can from the (Verbs. Pg. 188) complete while you go round
crossword puzzel below. the class to support those
An imperative form of verb is one who might need extra help.
that tells someone to do something,
so that the sentence it is in Have learners to read and
becomes an order or command. spell some of the keywords in
E.g. finish your work. the lesson

Guide learners to give examples

of sentences demonstrating
Have learners read their word list their knowledge of imperative
to the whole class.
form of verb.
e.g. Break the glass, and you will
pay for it.

Imperative form of verbs doesn’t

give room for further questions.
Thursday Begin a story for one minute and D.WRITING Give learners task to
let your learners finish the story (argumentative writing. Pg. 207) complete while you go round
on their own the class to support those
Lead learners to discuss who might need extra help.
appropriate language for arguments
e. g. use of adjectives in their Have learners to read and
various forms. spell some of the keywords in
the lesson
You may read out model
argumentative essays to guide
learners
Friday Have learners to sing songs and E.WRITING CONVENTIONS Ask learners to read the list
recite some familiar rhymes. & GRAMMAR USAGE of conjunctions below and
Example: (Using Conjunctions) choose one conjunction to
Peter Piper" Revise the use of conjunctions join together each set of
Peter Piper picked a peck of learners have learnt. sentences.
pickled peppers e.g. and, but, or, nor, so that, Since and
A peck of pickled peppers when, while, if, unless etc. to While but
so then if 1.He
Peter Piper picked; express purpose, time, condition went
If Peter Piper picked a peck of etc. to the toy store….. bought a
pickled pepper s. stuffed animal.
Where's the peck of pickled Learners write stories on topics 2.We went to the movies…….
peppers Peter Piper picked? of their choice using the out to dinner.
conjunctions to link ideas in
their sentences. 3.I baked cookies……they burned
in the oven
 Have learners peer-edit one 4.We flew our kite…….the wind
another’s work. blew.

5.I will eat my vegetables……..I can

have a cookie for dessert.

6.I can go out to play………..I

finished all of my homework.

7.Will brought a pail and shovel to

the beach………he could build a
sandcastle.

F.EXTENSIVE READING

Have learners read books of their Encourage them to visit the

Engage learners in the “popcorn choice independently during the local library to read and
reading” game library period. borrow books

The rules are simple: One student Let learners write a one-page
starts reading aloud and then calls critical commentary based on the
out "popcorn" when they finish. books read
This prompts the next student to
pick up where the previous one Invite individuals to present their
left off. work to the class for feedback.
Week Ending
Class Six
Subject MATHEMATICS
Reference Mathematics curriculum Page 122
Learning Indicator(s) B6.1.1.3.1
Performance Indicator Learners can determine the HCF and the LCM of two or three
numbers using prime factors
Strand Number
Sub strand Counting, Representation & Cardinality
Teaching/ Learning Resources Counters, bundle and loose straws base ten cut square, patterns made
from Manila cards, Bundle of sticks
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 in the “Jump Have learners revise the use of Give learners task to
Counting” game the factor tree method to complete while you go
Have learners count while determine prime factors of any round the class to support
jumping with each count. given whole number. those who might need
Challenge them to count by extra help.
twos, fives, or tens! For example the prime factors
of 24. For instance, from the
figure: 24 = 2×2×2×3 so 2 and
3 are the prime factors of 24.

Ask learners to list the factors

of two or more given whole
numbers using the factor tree;
for 36 and 48 we have
36= 2×3×2×3 =2×2×3×3 and

48= 2×3×2×2×2 = 2×2×2×2×3.

Tuesday Let learners draw a picture of a Guide learners to determine Give learners task to
favorite place in the world. the highest common factor of complete while you go
Then write five or more words given numbers. round the class to support
that remind them of that place. those who might need
For example: 15 and 20 extra help.
Have learners to paste their 15={1,3,5,15} 20={1,2,4,5,10,20}
drawings on the classroom wall
to create a gallery. The common factors={1,5}
Hence HCF={5}

Learners use the prime

factorization by inspection to
determine the HCF by
underlining the common factors
in each product 36=2×2×3×3
48= 2×2×2×2×3 → which is
2×2×3=12;

Assessment: have learners to

practice with more examples.
Wednesday Engage learners to cut out Guide Learners to use the
some 2D shapes at your start prime factorization by
signal. inspection to determine the
LCM and underlining the largest
Have learners to paste the cut number of factors in each
outs on the classroom wall product 36=2×2×3×3
48= 2×2×2×2×3 → which is
2×2×2×2×3×3=144
Thursday Give learners brain teasers to Guide Learners to use the Give learners task to
solve. prime factorization by complete while you go
1. A teacher is preparing for a inspection to determine the round the class to support
field trip. She assigns 81 LCM and underlining the largest those who might need
students to 3 different buses. number of factors in each extra help.
How many students are on product 36=2×2×3×3
each bus? 48= 2×2×2×2×3 → which is
2×2×2×2×3×3=144
2. Ms. Alvarez’s class has 33
students. She wants to have 3
equal groups for the activity.
How many students are in each
group?
Friday Have learners to create Learners place factors in a Venn Give learners task to
patterns of two objects to diagrams to find the HCF and complete while you go
making meaning. LCM of 36 and 48. round the class to support
i.e. the HCF is product of those who might need
factors in both circles extra help.
→2×2×3=12; and the LCM is
product of factors in the
diagram →3×2×2×3×2×2 =144
Week Ending
Class Six
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B6.4.1.2.1
Performance Indicator Learners can measure the temperature of a body using a thermometer
Strand Forces And Energy
Sub strand Forces & Movements
Teaching/ Learning Resources Balls, tables, chairs, plants, balloons, bottle, bottle opener
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 dance in Assist learners to reflect on Have learners to write
moves you instruct them to do their previous knowledge on some interesting facts or
Example: heat and temperature terms on a sheet of paper,
i. Dance as slowly as you can (temperature refers to the put it in their pockets and
while still moving your body for degree of hotness of a body). learn it on their way home.
the entire song.
Provide clinical and laboratory Call learners at random to
ii. who can do the most jumping thermometers or show pictures summarize the important
jacks (or jumps) for the duration of different types of points of the lesson.
of the song. The winner chooses thermometers.
the next move! Give learners task to
Learners identify the equipment complete at home.
and where and when it is used.
Play games and sing songs to Guide learners, in groups, to Write 8 to 10 words on the
begin the lesson. produce their own improvised board and have learners
thermometers using plastic find a connection between
Using questions and answers, bottles, plastic straws, dyes and them. Example:
review learners understanding water.
of the previous lesson. Thermometer
Some learners share Hotness
experiences of how their body Coldness
temperatures were measured Temperature
on a visit to a health center. Health center

Learners demonstrate the use of

thermometers to measure
temperature of their bodies and
that of warm water.
Week Ending
Class Six
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page 56
Learning Indicator(s) B6.4.1.1.2.
Performance Indicator Learners can describe skills for resolving conflict in the school, family
and community
Strand All Around Us
Sub strand Being A Citizen
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)
Engage learners in the design Learners explain domestic Ask learners to tell you
challenge game. violence and conflict. what they have learnt.

Give each learner a piece of Learners discuss the causes of Let learners summarize the
paper to create something with domestic violence and conflict in main points of the lesson.
the paper. Encourage learners the family.
to display their final art for Give learners task to
appreciation and appraising. Learners share experiences of complete at home.
domestic violence and conflict in
the community.
Let learners share their opinions Discuss the effects of domestic Ask learners to tell you
on the debate topic “technology violence on the family. what they have learnt.
has done more good than harm
to education” Learners role play peaceful Let learners summarize the
resolution of conflict in the main points of the lesson.
school, family and community.
Give learners task to
complete at home.
Week Ending
Class Six
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page 54
Learning Indicator(s) B6 5.1.1.1
Performance Indicator Learners can identify the role of children in promoting harmony with
other family members.
Strand The Family, Authority & Obedience
Sub strand Authority & Obedience
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
Core Competencies: Cultural Identity, Sharing Reconciliation, Togetherness, Unity Communication and Collaboration,
Critical Thinking Creativity and Innovation Digital Literacy

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Create a competition and lets Revise with learners the roles Let learners write on a
learners recite a tongue twister they can play to promote piece of paper the
without a mistake harmony in the family: following;
Example:
Peter Piper Let learners, in pairs or in 3 things they remember in
Peter Piper picked a peck of groups, list roles other family the lesson
pickled peppers members can play to ensure 2 questions they would
A peck of pickled peppers Peter harmony in the family: relatives their partner to answer.
Piper picked; must be respectful, obedient, 1 interesting fact of the
If Peter Piper picked a peck of caring, protective, defensive, lessson.
pickled peppers. humble, etc.
Where's the peck of pickled
peppers Peter Piper picked? Ask learners to dramatize or
role-play the duties of their
grandparents, uncles, cousins,
aunts, etc., in molding their
character.
Week Ending
Class Six
Subject HISTORY
Reference History curriculum Page 44
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 Wall charts, wall words, posters, video clip, etc.
Core Competencies: The use of evidence to appreciate the significance of historical locations help learners to
become critical thinkers and digital literates

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

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Create a competition and lets Ghana’s fourth republic begun in 1992 Ask learners to tell what
learners recite a tongue when a new constitution was they have learnt.
twister without a mistake introduced. This constitution came into
Example: effect on January 7 1993. Let learners write a summary
Sea shells of the lesson to a class mate
She sells seashells by the Using pictures and charts, list the names who was absent from school.
seashore of all the Presidents of the Fourth
The shells she sells are surely Republics and their dates of tenure. Give learners task to
seashells complete at home.
So if she sells shells on the JOHN AGYEKUM KUFOUR
seashore, John Agyekum Kufour as the second
I am sure she sell seashore president of the republic of Ghana was
shells on 8th December 1938. He had his
tertiary education in UK, London and
Exeter College, Oxford. After his return
from the united kingdoms, he once
became the chairman of the Kumasi
Asante Kotoko football club. He also
represented the Atwima Nwabiagya in
parliament in the second and third
republics. He stood for the presidential
candidate of the NPP against the ruling
government NDC led by J.J Rawlings
and won the 2000 general elections.
John Agyekum Kufour become the
second president of the fourth republic
and ruled the country for eight years
(2001-2008).
Engage learners to play the Ghana’s fourth republic begun in 1992 What have we learnt today?
ball game. when a new constitution was
Write some new words in the introduced. This constitution came into Presidents of the Fourth
lesson on a ball. Throw the effect on January 7 1993. Republics.
ball to learners in turns to
form sentences with the word Using pictures and charts, list the names Learners must say or write
which has their right thumb of all the Presidents of the Fourth 10 words to express their
on. Republics and their dates of tenure. thoughts of the lesson.

PROFESSOR JOHN EVANS ATTA Give learners task to

MILLS complete at home.
Professor John Evans Atta Mills was
born on 21st July 1944 in Tarkwa in the
Western Region of Ghana. He had his
secondary education at the Achimota
school and then to the university of
Ghana, Legon where he obtained a law
degree LLB in 1967. Professor John
Evans Atta Mills was appointed by J.J
Rawlings to be his running mate in the
1996 elections. He became the
presidential candidate for the NDC
after Rawlings had served all his terms.
He won the 2008 general elections to
become the third president of the
fourth republic. He remains the only
president to have died whiles in office in
the history of Ghana’s politics.
Week Ending
Class Six
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page
Learning Indicator(s) B6.2.1.1.3.
Performance Indicator Learners can study how the artworks of the international performing artists
studied reflect the physical and social environments of some communities in
the world
Strand Performing Arts
Sub strand Thinking and Exploring Ideas
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: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Learners sing songs and Get learners to study and explore Learners talk about what was
recite rhymes about work. some performing artworks of interesting and made
international artist. meaning to them in the
Example: Fela Anikulapo Kuti lesson.
Learners mention some
performing artworks Fela Anikulapo Kuti was a Nigerian Learners retell the history of
produced in Ghana. popular musician who played many Fela Anikulapo Kuti in groups
instruments and who used many
instruments in his music. He was
composer, a performer and a dance.
He was also a human rights activist and
which reflected in most of his songs.
While in school he formed koola
lobitos band. His songs were mostly
sung in Nigerian pidgin English.

Play one of Fela Anikulapo video clips

for learners to watch and listen

Let pupils listen attentively to the

instrumentations and the patterns

Discuss the performance style with

learners
Call learners to recall some Guide pupils to develop rhythmic Ask learners to tell you what
history facts about Fela motives from the instrumental patterns they have learnt and what
Anikulapo Kuti they will like to learn in the
Guide pupils to create and expand the next lesson
Use series of questions to motives.
review their understanding in
the previous lesson Let learners create music with the Learners watch the recorded
motives. performance and appreciate
their own artworks
Record performance of learners
Week Ending
Class Six
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page 72
Learning Indicator(s) B6.1.10.1.1-3
Performance Indicator Learners can recognize and use landmarks to give directions to your
school and home
Strand Oral Language
Sub strand Giving & Following Commands
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)
Lead learners to sing a song. Explain to learners what Use questions to review
landmarks are. their understanding of the
Engage learners to play the lesson
crossword game A landmark is an object or feature
of a place that is easily seen and Ask learners to summarize
Write a word on the board recognized from a distance, what they have learnt
crossword-style. Invite each especially one that enables
student to the board to create a someone to establish their location.
new word stemming from the
letters that are already available. Ask learners to mention some
landmarks that they see in their
communities.
e.g. church buildings, Mosque,
police station, market, hospital etc.

Show learners a picture of a

town with some important
landmarks like Bank, church,
mosque, big tress etc.

Let learners recognize

landmarks in their area.
Review learners understanding Mention a landmark in the Use questions to review
in the previous lesson using community. their understanding of the
questions and answers lesson
Show a picture of a town with
some important landmarks like Ask learners to summarize
Engage learners to play games Bank, church, mosque, etc. what they have learnt
and sing songs to begin the
lesson. Lead the learners to recognize
the landmarks in the picture.

Ask a learner to give directions

from the landmark to the home.

Assist learners to use other

landmarks to give directions to
their house.
Engage learners to play games Show a picture of a town with Use questions to review
and sing songs to begin the some important landmarks like their understanding of the
lesson. Bank, church, mosque, etc. lesson

Assist learners to use the Ask learners to summarize

landmarks to give directions to what they have learnt
their school.
Week Ending
Class Six
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B6.1.10.1.13
Performance Indicator Learners can dribble and pass a ball to a partner while being guarded.
Strand Motor Skill & Movement Patterns
Sub strand Locomotive Skills
Teaching/ Learning Resources Pictures and Videos
Core Competencies Personal Development and Leadership Skills

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

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Take learners out to the Arrange five cones with partners standing Have learners to express
field. at the opposite sides about 5m away their satisfaction for the
from the cones facing each other. lesson by talking about how
Let learners run or jog they enjoyed the dancing
within a demarcated area to Learners dribble through the cone freely. moves of their partners.
warm themselves up.
Learners dribble while being prevented
Let learners perform some or guarded by their peers in pairs and in
general and specific warm a group.
ups.
Learners practice base on their
capabilities and progress at their own
pace.

Learners’ practice dribbling in handball,

football/basketball base on facilities and
material available
Week Ending
Class Six
Subject COMPUTING
Reference Computing curriculum Page 46
Learning Indicator(s) B6.6.3.1.1.-5
Performance Indicator Learners can recognize and explore with resource locators (URLs).
Strand Word Processing
Sub strand Surfing The Worldwide Web
Teaching/ Learning Resources Set of computers connected to the internet
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: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Put learners into 2 teams. Guide learners to identify what URLs is. Use questions to review
Let each team present a Group learners into groups of five or their understanding of the
player who is very good in less, to explore on how to recognize lesson
playing the Zuma game. URLs so as to aid learners to locate a
resource on the web. Ask learners to summarize
The fist person to finish a what they have learnt
level wins. Teams must bring Give learners a project on how to jump
out a new player for each directory to URLs.
level.
Guide learners to investigate how to
return to a URL.

Guide learners to discuss on how to

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

Guide learners on how to print pages

e.g. selected pages, only selected pages
etc.

NB: This is to help the learner with

fundamental principle of problem solving
skills and creativity in computing and
Computer Science.
SAMPLE LESSON NOTES-WEEK 3
BASIC SIX

Fayol Inc.
0547824419/0549566881
 SCHEME OF LEARNING- WEEK 3
BASIC SIX
Name of School…………………………………………….……………………….…………………

Week Ending
Class Six
Subject ENGLISH LANGUAGE
Reference English Language curriculum
Learning Indicator(s) B6.1.6.3.2. B6.2.6.4.2. B6.3.9.1.1. B6.4.13.2.3 B6.5.8.1.1. B6.6.1.1.1.
Performance Indicator A. Learners can demonstrate turn taking in conversation on different topics
B. Learners can recognize the playful use of words in spoken and written
language
C. Learners can use modals to express a variety of meanings
D.Learners can establish and maintain a formal style..
E. Learners can identify and use conjunctions
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 Learners to sing songs and A.ORAL LANGUAGE Give learners task to
play games to get them ready Through discussion, guide learners to complete while you go
for the lesson identify some current or recent events. round the class to support
those who might need extra
There Was a Crooked Choose one such event and engage in a help.
Man model conversation with a learner earlier
There was a crooked man, prepared. Have learners to read and
and he spell some of the keywords
walked a crooked mile. Converse on a given topic with a learner in the lesson
He found a crooked as others watch.
sixpence upon a
crooked stile. Let learners, converse in pairs on
He bought a crooked cat, different topics after the example.
which
caught a crooked mouse, Encourage them to follow the rules of
And they all lived together in conversation.
a little
Crooked house. Guide the use of appropriate vocabulary
by showing vocabulary cards and
indirectly dropping hints of a correct
word.

Put learners into groups to discuss topics

such as "How I spend my holidays; My
future career" etc.

Encourage learners to ask and answer

questions for clarification about key
details. Ensure appropriate vocabulary
use by dropping hints and showing word
cards.
Tuesday Engage learners to solve this B.READING Give learners task to
riddle (Vocabulary. Pg173) complete while you go
round the class to support
There are three houses. One Demonstrate the use of playful words in those who might need extra
is red, one is blue and one is spoken and written language help.
white. If the red house is to e.g. jokes, riddles, puns
the left of the house in the Have learners to read and
middle, and the blue house is Introduce these one at a time. spell some of the keywords
to the right of the house in in the lesson
the middle, where is the Provide and discuss examples.
white house?
Learners play games with the activity in
pairs/groups.

Wednesday Gather 20 objects that can C.GRAMMAR Give learners task to

be found in the classroom (Modals) complete while you go
and lay them all out on the round the class to support
desk. Revise modal auxiliaries. those who might need extra
Show them all to the − Can: conveys ability help.
students and then cover − May: asks for permission, expresses
everything with a blanket or politeness, possibility Have learners to read and
a sheet after one minute. − Must: obligation or compulsion, spell some of the keywords
necessity in the lesson
Ask the students to write − Shall/will: prediction, intention,
down as many items they determination etc.
remember on a piece of − Could: tentativeness, politeness
paper. − Would: politeness etc.
− Might: possibility
Write a list of the items on − Should: obligation
the chalkboard and allow − Used to: for past activity/event
students to self-correct. − Have to/ought to/need to: for
obligation

Introduce them in context one or two at

a time.

With examples, assist learners to use the

modals in sentences to convey specific
meanings such as politeness.
Thursday Get a viral picture, a D.WRITING Give learners task to
trending news on twitter, (Argumentative writing. Pg. 207) complete while you go
Facebook, YouTube and round the class to support
other social media handles. Using models, discuss the basic structure those who might need extra
of an argumentative piece: help.
Discuss what is trending and − Introduction.
invite learners to share their − Reasons for the stand taken. Have learners to read and
opinions on them. − Conclusion. spell some of the keywords
in the lesson
Have learners in groups to present full
compositions using class discussions.
Friday Have learners to sing songs E.WRITING CONVENTIONS & Give learners task to
and recite some familiar GRAMMAR USAGE complete while you go
rhymes. (Using Conjunctions) round the class to support
Example: those who might need extra
Peter Piper" Revise the use of conjunctions learners help.
Peter Piper picked a peck of have learnt.
pickled peppers e.g. and, but, or, nor, so that, Have learners to read and
A peck of pickled peppers when, while, if, unless etc. to express spell some of the keywords
Peter Piper picked; in the lesson
If Peter Piper picked a peck purpose, time, condition etc.
of pickled pepper s.
Where's the peck of pickled Learners write stories on topics of their
peppers Peter Piper picked? choice using the conjunctions to link
ideas in their sentences.

Have learners peer-edit one another’s

work.

Engage learners in the F.EXTENSIVE READING

“popcorn reading” game Encourage them to visit the
Have learners read books of their choice local library to read and
The rules are simple: One independently during the library period. borrow books
student starts reading aloud
and then calls out "popcorn" Let learners write a one-page critical
when they finish. This commentary based on the books read
prompts the next student to
pick up where the previous Invite individuals to present their work
one left off. to the class for feedback.
Week Ending
Class Six
Subject MATHEMATICS
Reference Mathematics curriculum Page 127
Learning Indicator(s) B6.1.2.5.1 B6.1.2.6.1
Performance Indicator Learners can solve multi step word problems involving the four basic
operations
Learners can locate, compare and order sets of integers using the
number line and symbols "< or >"
Strand Number
Sub strand Number Operations
Teaching/ Learning Counters, bundle and loose straws base ten cut square, patterns made
Resources from Manila cards, Bundle of sticks
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: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Call out a number between Learners model mathematical Give learners task to
1and 15. Example 3. statements from a given word complete while you go round
Learners must call out the problem involving addition and the class to support those
double(2x) of that number. multiplication and solve using the who might need extra help.
In this case 6 is the answer. strategies learnt

Tuesday Engage learners in the Learners model mathematical Give learners task to
“Jump Counting” game statements from a given word complete while you go round
Have learners count while problem involving division and the class to support those
jumping with each count. subtraction and solve using the who might need extra help.
Challenge them to count by strategies learnt
twos, fives, or tens!
Wednesday Let learners draw a picture Learners role play a given word Give learners task to
of a favorite place in the problem involving addition and complete while you go round
world. multiplication and solve the class to support those
Then write five or more who might need extra help.
words that remind them of Learners role play a given word
that place. problem involving subtraction and
division and solve
Have learners to paste
their drawings on the
classroom wall to create a
gallery.
Thursday Call out a number between Learners model mathematical Give learners task to
1and 15. Example 3. statements from a given word complete while you go round
Learners must call out the problem involving division and the class to support those
double(2x) of that number. multiplication and solve using the who might need extra help.
In this case 6 is the answer. strategies learnt.

The relationship between

operations and the use of
calculator and spreadsheet to
assess the reasonableness of
answers should be stressed
Friday Engage learners to sing the Use number line to help learners Give learners task to
song to identify integers as opposites of complete while you go round
 whole numbers by answering the the class to support those
WE CAN COUNT following questions: who might need extra help.
We class six i. Which integer is at the point marked
We can count B1?
We count 1,2,3,4,5 ii. Which integer is larger than B1 and
We count 6,7,8,9,10 which is smaller?
iii. How many steps away from B is B1?
We class six can count very
well.
Week Ending
Class Six
Subject SCIENCE
Reference Science curriculum Page 44
Learning Indicator(s) B6.5.1.1.1
Performance Indicator Learners can identify the causes and effects of foul body odor on
humans and how it can be prevented
Strand Humans & The Environment
Sub strand Personal Hygiene & Sanitation
Teaching/ Learning Resources Soap, water, dirty clothes
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 in the design Learners, in groups, discuss the Have learners to say 10
challenge game. causes of body odor. things about the lesson.

Give each learner a piece of Prepare personal hygiene Let learners summarize the
paper to create something with cards/posters for each learner in important points of the
the paper. Encourage learners the group to write one cause of lesson.
to display their final art for foul body odor and how it can
appreciation and appraising. be prevented. Give learners task whiles
you go round to give
Learners pair-share their ideas support.
and present to the whole class.
Let learners share their opinions Learners, in groups, discuss the Have learners to say 10
on the debate topic “technology causes of body odor. things about the lesson.
has done more good than harm
to education” Prepare personal hygiene Let learners summarize the
cards/posters for each learner in important points of the
the group to write one cause of lesson.
foul body odor and how it can
be prevented. Give learners task whiles
you go round to give
Learners pair-share their ideas support.
and present to the whole class.
Week Ending
Class Six
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page 58
Learning Indicator(s) B6.4.1.2.1.
Performance Indicator Learners can explain the importance of public accountability
Strand All Around Us
Sub strand Being A Citizen
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)
Write a word vertically on the Learners explain public Let learners write on a
board. accountability e.g. Public piece of paper the
Each student must come up with following;
a word starting with each letter Accountability is a process by which
of the vertical word. people are held responsible for their 3 things they remember in
actions and activities in the society the lesson
Using questions and answers, 2 questions they would
review learners understanding Learners discuss the importance their partner to answer.
of the previous lesson. of public accountability in 1 interesting fact of the
promoting social justice lessson.
e.g. i. Peace building avoids conflicts.
ii. When there are no conflicts people Give learners task to
work together.
complete at home.
iii. People see themselves as one
people.
iv. Everybody contributes to
development.
Write a word vertically on the In groups learners identify ways Let learners write on a
board. by which people can be held piece of paper the
Each student must come up with accountable for their following;
a word starting with each letter stewardship
of the vertical word. e.g. i. development of self- 3 things they remember in
consciousness about the lesson
Using questions and answers, accountability 2 questions they would
review learners understanding ii. ensuring compliance to rules their partner to answer.
of the previous lesson. and regulations 1 interesting fact of the
iii. awareness that there are lessson.
societal institutions to ensure
your compliance e.g. court
action, report to the police, etc.
Week Ending
Class Six
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page 54
Learning Indicator(s) B6 5.1.1.1
Performance Indicator Learners can identify the role of children in promoting harmony with
other family members.
Strand The Family, Authority & Obedience
Sub strand Authority & Obedience
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
Core Competencies: Cultural Identity, Sharing Reconciliation, Togetherness, Unity Communication and Collaboration,
Critical Thinking Creativity and Innovation Digital Literacy

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Get a tall list of action words on Revise with learners the roles Let learners write on a
it. they can play to promote piece of paper the
Select a student to stand at the harmony in the family: following;
front of the room and act out a
word from your list (no Let learners, in pairs or in 3 things they remember in
speaking allowed). groups, list roles other family the lesson
The rest of the class must then members can play to ensure 2 questions they would
guess what the student is harmony in the family: relatives their partner to answer.
attempting to portray. Whoever must be respectful, obedient, 1 interesting fact of the
guesses correctly can act the caring, protective, defensive, lessson.
next word humble, etc.

Ask learners to dramatize or

role-play the duties of their
grandparents, uncles, cousins,
aunts, etc., in molding their
character.
Week Ending
Class Six
Subject HISTORY
Reference History curriculum Page 44
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 Wall charts, wall words, posters, video clip, etc
Core Competencies: The use of evidence to appreciate the significance of historical locations help learners to become
critical thinkers and digital literates

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

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Lead learners to sing a song. Ghana’s fourth republic begun in 1992 Let learners write on a piece
when a new constitution was introduced. of paper the following;
Engage learners to play the This constitution came into effect on
crossword game January 7 1993. 3 things they remember in
the lesson
Write a word on the board Using pictures and charts, list the names 2 questions they would their
crossword-style. Invite each of all the Presidents of the Fourth partner to answer.
student to the board to Republics and their dates of tenure. 1 interesting fact of the
create a new word stemming lessson.
from the letters that are John Dramani Mahama born on
already available. November 1958 in Damango in the West
Gonja District of Ghana became the Give learners task to
Let learners talk about the fourth president of the fourth republic complete at home
pictures. after winning the 2012 general elections.
He ruled for four years (2013-2016). He
also remains the only president. to have
lost the elections after his first term in
office.

Nana Addo Dankwa Akuffo Addo born on

29th march 1940 became the fifth
president of the fourth republic after
winning the 2016 general elections. He is
the current president of Ghana.
Read out excerpts from Show and discuss a documentary on the Let learners write on a piece
speeches made by important inauguration of a new President of Ghana. of paper the following;
individuals in the country. Let
learners relate to the Learners recount an inauguration they 3 things they remember in
speeches and share ideas on have witnessed or seen on Television. the lesson
such speeches. 2 questions they would their
partner to answer.
Using questions and answers, 1 interesting fact of the
review learners understanding lessson.
of the previous lesson.
Give learners task to
complete at home
Week Ending
Class Six
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page
Learning Indicator(s) B6.1.2.2.3 B6.1.2.3.3
Performance Indicator Learners can create own symbolic visual artworks that communicate,
educate or sensitize the public on some topical issues in the world
Strand Visual Arts
Sub strand Planning, Making and Composing
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 to sing songs and play Learners are to explore the Ask learners to talk about
games to get them ready for the local environment to select what they have learnt.
lesson available materials and tools that
are good for making artworks. Through questions and
Show pictures of visual artworks answers review learners
to learners for them to observe Learners gather materials and understanding of the lesson
and talk about them tools available in their
community based on artworks
they wish to create. Example:
how to make clay pot.

Demonstrate and guide learners

to make a simple clay pot
Learners to sing songs and play Allow learners to practice in Ask learners to talk about
games to get them ready for the groups following the steps what they have learnt.
lesson provided
Through questions and
Sort out your materials an tools answers review learners
needed to make the pot. understanding of the lesson
e.g. clay, rollers, scrappers,
modeling tools, piercing tool,
trimming tool etc.

Ensure that learners use the

right methods.
e.g. pinching, coiling and the slab
method.

Learners to discuss and

compare their artworks to the
artworks studied.
Week Ending
Class Six
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page 73
Learning Indicator(s) B6.1.11.1.1-3
Performance Indicator  Learners can recognize and discuss the causes accidents that occur at
home, school, roads, etc.
 Learners can discuss some safety measures to prevent accidents that
occur at home, school and on roads.
Strand Oral Language
Sub strand Presentation
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: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Write down a couple of words Show learners a picture of a vehicle Use questions to review their
on cards. Make sure learners involved in a road accident. understanding of the lesson
are familiar with the words.
Divide the class in to groups. Have learners to observe and talk Ask learners to summarize
One person from each group about the picture. Let learners what they have learnt
comes up in front to pick and mention they see in the picture.
act the word.
The group to get the highest Using the whole class discussion
score wins! method, engage learners to talk
about the picture using the
appropriate descriptive words.

Let learners recognize and mention

accidents that occur at home,
school, and on the roads.
Engage learners to play the Through brainstorming, ask Use questions to review their
“What letter am I writing” learners to say some of the causes understanding of the lesson
game. of accidents.
Put learners into groups of Ask learners to summarize
two. Show learners a picture of a fallen what they have learnt
The teacher writes a letter in tree.
the air. Ask learners what they think
Learners makes the letter caused the tree to fall.
sound and tell the teacher the
sound that has been written Put learners in groups and give each
group specific accident scene and
ask the learners to brainstorm the
causes.

Each group should discuss with the

class the causes for each given
accident.
Write down a couple of words Put learners into groups to discuss Use questions to review their
on cards. Make sure learners the accidents that occur in school, understanding of the lesson
are familiar with the words. home, road etc. previously
Divide the class in to groups. allocated to them. Ask learners to summarize
One person from each group what they have learnt
comes up in front to pick and Let the group discuss the
act the word. preventive and safety measures for
The group to get the highest those incidents.
score wins!
Let each group discuss the safety
measures of the given accident to
the whole class
Week Ending
Class Six
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B6.1.11.1.14
Performance Indicator Learners can dribble a ball and kick (shoot) it towards a goal while
being guarded
Strand Motor Skill & Movement Patterns
Sub strand Manipulative Skills
Teaching/ Learning Resources Pictures and Videos
Core Competencies: Learners develop these skills such as agility, precision, power, direction, coordination

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 out to the field. Arrange 5 cones in front of a Have learners to express
goal post. The last cone should their satisfaction for the
Let learners run or jog within a be about 5-10m away from the lesson by talking about how
demarcated area to warm target or the goal post. they enjoyed the dancing
themselves up. moves of their partners.
Learners in front with the ball
Let learners perform some dribbles through the cones base
general and specific warm ups. on their capabilities and after
the last cone kicks it into the
goal post.

Learners progress at their own

pace.

Learners play mini football game

in groups.

Learners cool-down to end the

lesson
Week Ending
Class Six
Subject COMPUTING
Reference Computing curriculum Page 47
Learning Indicator(s) B6.6.4.1.1-4
Performance Indicator Learners can Show how to create and delete a favorite link.
Strand Word Processing
Sub strand Favorite Places And Search Engines
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and innovation. 2. Communication and collaboration. 3. Cultural identity and global citizenship. 4.
Personal development and leadership. 5. Digital literacy

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Put learners into 2 teams. Let Guide learners to create an Use questions to review
each team present a player who Internet favorite link. their understanding of the
is very good in playing the Zuma lesson
game. Guide learners to delete a
favorite link they have created. Ask learners to summarize
The first person to finish a level what they have learnt
wins. Teams must bring out a Guide learners to create a
new player for each level. favorite folder or subfolder.

Teacher can choose other Help learners by aiding them

games that improves Mousing or through the necessary steps to
keyboarding skills create a favorite folder.

Guide learners to use the links

toolbar.
SAMPLE LESSON NOTES-WEEK 4
BASIC SIX

Fayol Inc.
0547824419/0549566881
 SCHEME OF LEARNING- WEEK 4
BASIC SIX
Name of School…………………………………………….……………………….…………………

Week Ending
Class Six
Subject ENGLISH LANGUAGE
Reference English Language curriculum
Learning Indicator(s) B6.1.7.1.5. B6.2.6.4.2. B6.3.9.1.1. B6.4.13.2.4 B6.5.9.1.1.
Performance Indicator A. Learners can express own opinions about the details of texts
B. Learners can recognize the playful use of words in spoken and written
language
C. Learners can use modals to express a variety of meanings
D.Learners can provide a concluding statement that follows from argument
presented and pose a rhetorical question on the topic.
E. Learners can identify subjects and verb in complex sentences
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: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Monday Have learners recite familiar A.ORAL LANGUAGE Give learners task to
rhymes. (Listening Comprehension) complete while you go round
the class to support those
I LOVE LITTLE PUSSY In pairs or groups, learners share the who might need extra help.
I love little pussy, knowledge acquired from details of a
Her coat is so warm, story, drama or text heard. Have learners to read and
And if I don’t hurt her, spell some of the keywords
She’ll do me no harm,
Put learners into groups to express in the lesson
So I’ll not pull her tail,
Nor drive her away, personal opinions about details of
But pussy and I, texts.
Very gently will play.
Tuesday Have learners recite familiar B.READING Give learners task to
rhymes. (Vocabulary) complete while you go round
the class to support those
HEY DIDDLE DIDDLE Introduce these(jokes, riddles, puns) who might need extra help.
Hey diddle, diddle one at a time.
The cat and the fiddle, Have learners to read and
The cow jumped over the Provide and discuss examples. spell some of the keywords
moon,
in the lesson
The little dog laughed to see
such sport, Learners play games with the activity
And the dish ran away with the in pairs/groups.
spoon
Wednesday Have learners recite familiar C.GRAMMAR Have learners to identify the
rhymes. (Modals) modals in the following
sentences.
THE WHEELS ON THE Revise modal auxiliaries. i. Should I bring waterproof
BUS − Shall/will: prediction, intention, clothes?
The wheels on the bus goes determination etc. ii. Shall I go by car, or will it be
round and round − Should: obligation better to walk?
Round and round; round and iii. Should I phone the police?
round iv. Shall I help you with that heavy
You can use shall and should to ask bag?
The wheels on the bus goes for advice, offer something and
round and round v. Shall we go home now?
suggest something.
All through the town.
 The dog on the bus goes woof, e.g. i. Should I bring waterproof clothes? vi. You should try that new French
woof, woof, woof, woof, woof; ii. Shall I go by car, or will it be better to restaurant.
woof, woof, woof walk?
The dog on the bus goes woof,
woof, woof Introduce them in context one or
All day long. two at a time.
(Continue with sounds made by
familiar animals)
With examples, assist learners to use
the modals in sentences to convey
specific meanings such as politeness.
Thursday Engage learners to sing songs D.WRITING Give learners task to
and recite rhymes (Persuasive Writing) complete while you go round
the class to support those
Ding dong bell. Have them go through the writing who might need extra help.
Pussy's at the well. process to present/state an opinion,
Who took her there? explain and justify it so as to persuade Have learners to read and
Little Johnny Hare. the reader to accept the opinion or spell some of the keywords
Who’ll bring her in? point of view. in the lesson
Little Tommy Thin.
What a jolly boy was that Teach the features of a debate e.g.
To get some milk for pussy vocatives, taking a stand etc.
cat, Put learners in groups and have them
Who ne'er did any harm? select a controversial or debatable
But played with the mice in topic.
his father's barn
Divide the class into two to prepare
using the writing process as a guide,
and to debate on the topic.
Friday Have learners recite familiar E.WRITING CONVENTIONS & Give learners task to
rhymes. GRAMMAR USAGE complete while you go round
(Using Simple and Compound Sentences) the class to support those
ROW ROW ROW who might need extra help.
Row, row, your boat, Revise nouns and verbs by having
Gently down the stream, learners identify them and use them Have learners to read and
Merrily, merrily, merrily, in sentences. spell some of the keywords
merrily in the lesson
Life is but a dream. Revise simple subjects and predicates
in sentences.

Elicit sentences from learners and let

them identify the subjects and
predicates of their own sentences.
Assign pairs of learners to supply
extracts from comprehension
passages and identify the subjects and
predicates of the sentences.

Let learners describe an event they

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

F.EXTENSIVE READING

Engage learners in the “popcorn Have learners read books of their Encourage them to visit the
reading” game choice independently during the local library to read and
The rules are simple: One library period. borrow books
student starts reading aloud and
then calls out "popcorn" when
they finish. This prompts the Let learners write a one-page critical
next student to pick up where commentary based on the books read
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 128
Learning Indicator(s) B6.1.2.6.2-3
Performance Indicator Learners can solve simple addition and subtraction problems involving
integers
Strand Number
Sub strand Number Operations
Teaching/ Learning Resources Counters, patterns made from Manila cards, Bundle of sticks
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: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Monday Engage learners to sing songs Use number line to help learners to Give learners task to
and recite rhymes do the following types (addition) complete whiles you go
Tooting tutors (1) 9 + -4 = _____ round to guide those who
A tutor who tooted a flute (2) -8 + 4 = _____ don’t understand.
Tried to tutor two tooters to (3) -3 + -5 = _____
toot (4) 1 + -3 = _____ Give remedial learning to
Said the two to their tutor, (5) -6 + 5 = _____ those who special help.
Is it harder to toot or (6) 6 + -2 = _____
To tutor two tooters to toot? (7) -6 + 8 = _____
(8) -2 + 9 = ______

Assessment: Have learners practice

with more examples
Tuesday Engage learners to sing songs Use number line to help learners to Give learners task to
and recite rhymes do the following types (addition) complete whiles you go
Sleet slitters (1) 9 + -4 = _____ round to guide those who
I slit a sheet, a sheet I slit (2) -8 + 4 = _____ don’t understand.
And on a slitted sheet I sit (3) -3 + -5 = _____
I slit a sheet, a sheet I sit. (4) 1 + -3 = _____ Give remedial learning to
The sheet I slit, that sheet was (5) -6 + 5 = _____ those who special help.
it (6) 6 + -2 = _____
(7) -6 + 8 = _____
(8) -2 + 9 = ______

Assessment: Have learners practice

with more examples
Wednesday Engage learners to sing songs Learners do the following types Give learners task to
and recite rhymes (subtraction) complete whiles you go
Pease Porridge Hot (9) -5 – 1 = ___ round to guide those who
Pease porridge hot. Pease (10) -2 – 1 = ___ don’t understand.
porridge cold, (11) 8 – 7) = ___
Pease porridge in the pot, (12) 2 – 6) = _____ Give remedial learning to
nine days old: (13) -1 – 7 = ___ those who special help.
Some like it hot, some like it (14) -5 – 7) = ___
cold (15) -8 – 8 = ___
Some like it in the pot, nine (16) 4 – 6 = ____
days old.
Thursday Engage learners to sing songs Guide learners to solve word Give learners task to
and recite rhymes problems; complete whiles you go
"Itsy Bitsy Spider" e.g. (i) Some number added to 5 is round to guide those who
The itsy bitsy spider crawled equal to -11. Find the number. don’t understand.
up the water spout.
Down came the rain, and (ii) Ben and Cam are diving. Ben is Give remedial learning to
washed the spider out. 15.8 meters below the surface of the those who special help.
Out came the sun, and dried water. Cam is 4.2 meters above Ben.
up all the rain and the itsy What is Cam's position relative to the
bitsy spider went up the spout surface of the water?
again"

Friday Engage learners to sing songs Learners to perform simple Give learners task to
and recite rhymes multiplication with integers complete whiles you go
"It's Raining, It's Pouring round to guide those who
It's raining: it's pouring. Guide them to use number line to don’t understand.
The old man is snoring. help learners to multiply integers;
He bumped his head on the learners should always start from Give remedial learning to
top of the bed, zero and skip/hop to the left or write those who special help.
And couldn't get up in the on the number line.
morning.
For instance, to multiply 3 by (-2),
have learners start from zero and hop
to the left 3times in an interval of 2.
Week Ending
Class Six
Subject SCIENCE
Reference Science curriculum Page 44
Learning Indicator(s) B6.5.1.1.1
Performance Indicator Learners can Identify the causes and effects of foul body odor on humans
and how it can be prevented
Strand Humans & The Environment
Sub strand Personal Hygiene & Sanitation
Teaching/ Learning Resources Soap, water, dirty clothes
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 Assessment) (Learner And Teacher)
For Learning)
Engage learners to sing Present real items or materials that can Ask learners questions to
songs and recite rhymes be used to prevent foul body (lime, review their understanding
"If wishes were horses lemon, deodorant, etc.) odor to learners of the lessson.
If wishes were horses in class.
Beggars would ride: Give learners task to do
If turnips were watches whiles you go round to
Would wear one by my guide those who need help.
side.
And if if's and and's were
pots and pans,
The tinker would never
work!

Brainstorm the uses of the items from

learners.

Demonstrate their uses as learners

observe.

Have learners to demonstrate their uses

in pairs and in groups.
Engage learners to sing Evaluate learners by letting them plan and Ask learners to summarize
songs and recite rhymes design a project on how to eliminate foul what they have learnt.
Hot Cross Buns body odor.
Hot cross buns! Let learners say 5 words
Hot cross buns! Activities should include the use of lime they remember from the
One ha' penny. Two ha' and lemon for cleaning the armpit, lesson.
penny. regular bathing and cutting of hair and
Hot cross buns! nails).
If you have no daughters.
Give them to your sons
One ha' penny, Two ha'
penny.
Hot Cross Buns!
Week Ending
Class Six
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page 59
Learning Indicator(s) B6.4.2.1.1.
Performance Indicator Learners can Identify the role of children in promoting harmony with
other family members
Strand All Around Us
Sub strand Authority & Power
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)
Engage learners to sing songs Learners discuss what it takes to Ask learners questions to
and recite rhymes live in harmony. review their understanding
"If wishes were horses of the lessson.
If wishes were horses Learners in pairs, list roles they
Beggars would ride: can play to promote harmony in Give learners task to do
If turnips were watches the family: e.g. Children must be whiles you go round to
Would wear one by my side. respectful, obedient, humble, guide those who need help.
And if if's and and's were pots etc.
and pans,
The tinker would never work!

Engage learners to sing songs Let learners in pairs, list roles Ask learners to summarize
and recite rhymes other family members can play what they have learnt.
Hot Cross Buns to ensure harmony in the family.
Hot cross buns! e.g. Relatives must be respectful, Let learners say 5 words
Hot cross buns! obedient, caring, protective, they remember from the
One ha' penny. Two ha' penny. defensive, humble, etc. lesson.
Hot cross buns!
If you have no daughters.
Give them to your sons Ask learners to role-play the
One ha' penny, Two ha' penny. duties of their grandparents,
Hot Cross Buns! uncles, cousins, aunts, etc., in
molding their character.
Week Ending
Class Six
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page 54
Learning Indicator(s) B6 5.1.1.2:
Performance Indicator Learners can explain the need for cordial relationships among family
members.
Strand The Family, Authority & Obedience
Sub strand Authority & Obedience
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
Core Competencies: Cultural Identity, Sharing Reconciliation, Togetherness, Unity Communication and Collaboration,
Critical Thinking Creativity and Innovation Digital Literacy

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

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

Have learners explain the need

for cordial relationships in the
family:
- to ensure peace and unity,
- proper character formation,
- progress in the family,
- ensure provision of basic needs
- shelter, food, school fees, etc.
Week Ending
Class Six
Subject HISTORY
Reference History curriculum Page 44
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 Wall charts, wall words, posters, video clip, etc.
Core Competencies: The use of evidence to appreciate the significance of historical locations help learners to
become critical thinkers and digital literates

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

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Get a viral picture, a trending Discuss other key figures in the fourth Ask learners questions to
news on twitter, Facebook, Republic review their understanding
YouTube and other social e.g. Chief Justices of the lessson.
media handles.
Discuss what is trending and chief justice is the highest judge of the Give learners task to do
invite learners to share their supreme court of Ghana. The chief whiles you go round to guide
opinions on them. justice is the head of the judiciary in those who need help.
Ghana. Ghana has had six chief justices
under the fourth republic.

1. Philip Edward Archer (1991-1995)

2. Isaac Kobina Abban (1995-2001)

3. Edward Kwame Wiredu (2001-2003)

4. George Kingsley Acquah (2003-2007)

5. Goergina Thoedora Woode (20017-

2017)

6. Sophia Abena Boafoa Akuffo (2017-

Date)
Read out excerpts from Discuss other key figures in the fourth Ask learners questions to
speeches made by important Republic review their understanding
individuals in the country. e.g. speaker of parliament of the lessson.

Let learners relate to the The speaker of parliament of Ghana is Give learners task to do
speeches and share ideas on the presiding officer who regulates whiles you go round to guide
such speeches. discussions in Ghana parliament. those who need help.
Speakers of parliament of the fourth
republic are;
i. Hon Justice Daniel Francis Annan
(1993-2001)
ii. Hon Peter Ala Adjartey (2001-2005)
iii. Hon Ebenzre Sakyi Hugdes (2005-
2009)
iv. Hon Joyce Adeline Bamford Addo
(2009-2013)
v. Hon Edward Korbly Doe Adjaho
(2013-2017)
vi. Hon Prof. Mike Ocquaye (2017-
Date)
Week Ending
Class Six
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page
Learning Indicator(s) B6.2.2.2.3 B6.2.2.3.3
Performance Indicator Learners can create own performing artworks that communicate, educate or
sensitize the public on topical issues in the world
Strand Performing Arts
Sub strand Planning, Making and Composing
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: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Share jokes with learners. Learners are to reflect on current Ask learners questions to
topical issues of much concern in the review their understanding of
Call 3 learners to share their world using available learning the lessson.
jokes with the whole class resources such as internet, libraries,
videos, pictures, etc. Give learners task to do
whiles you go round to guide
Learners to come out with concepts those who need help.
that are good for composing music,
dance, drama and poems, etc. to
educate and sensitize the public on the
advantages and disadvantages of
current topical issues of much concern
in the world

Have learners to discuss, compare and

share their experiences through jury
and peer review
Select 10 words and write Learners are to present and share Ask learners questions to
them two different times on their concepts intended to review their understanding of
word cards. communicate, educate or sensitize the the lessson.
public on the advantages and
Place all the cards face down disadvantages of current topical issues Give learners task to do
on the floor. of much concern in the world; whiles you go round to guide
those who need help.
Learners will then flip over Demonstrate embedded knowledge,
two at a time and say each skill and experience in the application
word, if the words match the and use of performing arts skills,
learner gets to keep the knowledge, experience, techniques,
cards. etc. to compose own creative and
expressive artworks.

Have learners to discuss, compare and

share composition and experiences
through peer review.
Week Ending
Class Six
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page 76
Learning Indicator(s) B6.2.8.1.1.-3
Performance Indicator Learners can list the most important ideas from a paragraph and re-write the
main ideas in a passage in a logical order.
Strand Reading
Sub strand Fluency
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)
Let learners find the rhyming Give learners longer passages that are Use questions to review
pairs for these words. First interesting to read. their understanding of the
unscramble the words lesson
In groups, let learners summarize the
1. RBAE & HREAS passage in their own words to the whole Ask learners to summarize
2. WNRODED & UTRHNDE class. what they have learnt
3. TUGHAT & HBTUGO
4. ODULC & ODOG Discuss ideas that can be derived from the
text and sometimes with references from
Answers: Bare & Share learners’ summary.
Wonder & Thunder
Taught & Bought Lead learners to recognize and list the
Could & Good most important ideas of the given text in
their workbooks.
Tell learners a few jokes to Give learners longer passages that are Use questions to review
get their attention. interesting to read. their understanding of the
lesson
Call two learners to share Allow learners to read and discuss the
their jokes as well ideas in the passage. Ask learners to summarize
what they have learnt
Discuss topic sentences with learners.

A topic sentence is a sentence that expresses

the main idea of the paragraph in which
occurs.

e.g. there are many reasons why pollution

in Accra is the worst in Ghana.
The topic of this sentence is “pollution in
Accra”

Help learners recognize topic sentences in

each paragraph.
Engage learners to play the Give learners longer passages that are Use questions to review
“What letter am I writing” interesting to read. their understanding of the
game. lesson
Put learners into groups of Put learners in groups and help them to
two. recognize the main ideas in each Ask learners to summarize
The teacher writes a letter in paragraph of the passages. what they have learnt
the air.
Learners makes the letter Let learners re-write the main ideas from
sound and tell the teacher the a passage logically in their workbooks.
sound that has been written
Week Ending
Class Six
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B6.1.12.1.15
Performance Indicator Learners can organize aerobic dance.
Strand Motor Skill & Movement Patterns
Sub strand Manipulative Skills
Teaching/ Learning Resources Pictures and videos
Core Competencies: Learners develop flexibility, cardiovascular endurance, aerobic capacity, and coordination

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 Organize aerobic dance with Use questions to review
news on twitter, Facebook, local or foreign music. their understanding of the
YouTube and other social media lesson
handles. Learners perform rhythmic
exercise to develop and refine Ask learners to summarize
Discuss what is trending and basic movements skills such as what they have learnt
invite learners to share their coordination, flexibility,
opinions on them muscular endurance, cardio-
vascular endurance, etc.

Learners perform and progress

at their own pace.

Learners use feedback to from

peers and teacher to improve
their fitness skills
Week Ending
Class Six
Subject COMPUTING
Reference Computing curriculum Page 48
Learning Indicator(s) B6.6.5.1.1-5
Performance Indicator Learners can demonstrate the filing of forms offline and uploading of files.
Strand Programming And Databases
Sub strand Using Online Forms
Teaching/ Learning Resources A set of computers, mobile phone etc.
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 Assessment) REFLECTION 10MINS
(Preparing The Brain (Learner And Teacher)
For Learning)
Put learners into 2 teams. Explore the uses of check boxes, radio Ask learners to talk about
Let each team present a buttons, textboxes etc. what they have learnt.
player who is very good in
playing the Zuma game. Guide learners to open and save a page. Pose questions to learners
Lead them to fill the forms offline. to review their
The first person to finish a understanding of the lesson
level wins. Teams must
bring out a new player for
each level.

Teacher can choose other

games that improves
Mousing or keyboarding
skills

Radio buttons

Lead learners to explore the upload button

by adding pictures, audio, pdf etc.

Lead learners to explore the download

button by downloading pictures, audio, pdf
etc.

Guide learners to Investigate and identify

security issues when typing account details
online (Antivirus, Credit card details,
personal passwords etc.)
SAMPLE LESSON NOTES-WEEK 5
BASIC SIX

Fayol Inc.
0547824419/0549566881
 SCHEME OF LEARNING- WEEK 5
BASIC SIX
Name of School…………………………………………….……………………….…………………

Week Ending
Class Six
Subject ENGLISH LANGUAGE
Reference English Language curriculum
Learning Indicator(s) B6.1.7.1.6-7 B6.2. 6.4.3. B6.3.9.1.1. B6.4.11.1.1. B6.5.9.1.1. B6.6.1.1.1.
Performance Indicator A. Learners can identify the problems and solutions in texts
B. Learners can use words suitable for purpose, audience, context and
culture in relation to: type of texts
C. Learners can use modals to express a variety of meanings
D.Learners can write freely about topics of choice on national issues and
issues from different learning areas.
E. Learners can identify subjects and verb in complex sentences
F. Learners can read and critique a variety of age- and level appropriate
books and present a one-page critical commentary based on a set of
criteria, on each book read
Teaching/ Learning Resources Word cards, sentence cards, letter cards and a class library
Core Competencies: Reading and Writing Skills Personal Development and Leadership and Collaboration

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

MINS (New Learning Including Assessment) 10MINS
(Preparing The Brain For (Learner And Teacher)
Learning)
Monday Write a simple word A.ORAL LANGUAGE Give learners task to
vertically on the board . (Listening Comprehension) complete whiles you go
E.g. P Ask questions for learners to recall the round to guide those who
E events and values in stories read. don’t understand.
N
Invite learners to come up Guide them to analyze these into Give remedial learning to
with a word starting with cause(s) effect(s) and solution(s). those who special help.
each letter of the vertical
word. Have learners listen to a story and
identify the main ideas and key details.

Use questions to guide learners to make

generalizations based on the main ideas
and key details.
Tuesday Have learners recite familiar B.READING Give learners task to
rhymes. (Vocabulary) complete whiles you go
round to guide those who
ONCE I CAUGHT A FISH Choose appropriate texts to guide don’t understand.
ALIVE learners identify the key elements in
One, two, three, four, five writing. Give remedial learning to
Once I caught a fish alive E.g. purpose, audience, setting, those who special help.
Six, seven, eight, nine, ten characters, etc.
Then I let it go again
Why did you let it go? Have them role play a simple story to
Because it bit my finger so bring out the importance of these
Which finger did it bite? elements and their usage.
This little finger on my right
Wednesday Have learners sing songs C.GRAMMAR Have learners to identify
and recite familiar rhymes (Modals) the modals in the following
sentences.
MINGLE MINGLE Revise modal auxiliaries.
 •Mingle, mingle – mingle 2x − Shall/will: prediction, intention, i. We ought to lock the door
Two mingle (2 come determination etc. when we leave home.
together) − Should: obligation ii. You ought to turn off the
•Mingle, mingle – mingle 2x computer when you’re not using
it.
Three mingle (3 come We use “ought to” to make strong
iii. You ought to know how to
together) suggestions and talk about someone’s spell your own name.
•Mingle, mingle – mingle 2x duty. e.g. i. You look tired. You ought to go to iv. The teacher ought to make his
four mingle (4 come bed early tonight. classes more interesting.
together) ii. I ought to get more physical exercise v. Children must not play with
matches.
we use “must to” talk about things that vi. Go to bed now. Oh, must I?
you have to do. e.g. i. I must mail this letter vii. Why must I do my homework
today. tonight?
ii. You must speak louder. I can’t hear you.

Introduce them in context one or two

at a time.

With examples, assist learners to use

the modals in sentences to convey
specific meanings such as politeness.
Thursday Have learners sing songs D.WRITING Give learners task to
and recite familiar rhymes (Free Writing) complete whiles you go
round to guide those who
WE ARE GOING Have learners select a topic of their don’t understand.
•We are going 2X choice on national issues and issues
•We are going to the train from different learning areas. Give remedial learning to
station those who special help.
•The train is coming lalalala
Guide learners to brainstorm and
push push 2x
•Chukuchaka 2x push push 2x generate ideas. Have learners organize
their ideas to write their first draft.

They revise their first draft. Learners

then, peer edit their work.

Have them present their work for class

discussion and correction.

They then write the final draft and

display their work for their peers to
read.
Friday Have learners sing songs E.WRITING CONVENTIONS & Give learners task to
and recite familiar rhymes GRAMMAR USAGE complete whiles you go
(Using Simple and Compound Sentences) round to guide those who
WASH WASH WASH don’t understand.
•Wash, Wash, Wash Revise nouns and verbs by having
•Wash your hands learners identify them and use them in Give remedial learning to
•In the morning – Wash sentences. those who special help.
your hands
•After eating - Wash your Revise simple subjects and predicates in
hands sentences.
•After visiting the
washroom - Wash your Elicit sentences from learners and let
hands them identify the subjects and
•After playing - Wash your predicates of their own sentences.
hands
Assign pairs of learners to supply
extracts from comprehension passages
 and identify the subjects and predicates
of the sentences.

Let learners describe an event they had

participated in using complex sentences.

They edit it to demonstrate their

knowledge of subject and predicate

F.EXTENSIVE READING
Encourage them to visit the
Engage learners in the Have learners read books of their local library to read and
“popcorn reading” game
choice independently during the library borrow books
The rules are simple: One period.
student starts reading aloud
and then calls out "popcorn" Let learners write a one-page critical
when they finish. This prompts commentary based on the books read
the next student to pick up
where the previous one left Invite individuals to present their work
off. to the class for feedback.
Week Ending
Class Six
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B6.1.3.1.3 B6.1.4.2.1
Performance Indicator  Learners can use models to explain the result of multiplying a fraction
by whole number, a whole number by a fraction and a fraction by
fraction
 Learners can use models to explain proportion as a comparison
between quantities with equal ratios
Strand Number
Sub strand Fractions
Ratio & Proportion
Teaching/ Learning Resources Paper strips, cut out cards
Core Competencies: Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Development and Leadership Attention to Precision

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Monday Guide learners to multiply a whole Ask learners to tell you
2
number by a fraction, e.g. 5 × 3 or what they have learnt and
2 2 2 what they will like to learn
finding five two-thirds means 3 + 3 + 3 in the next lesson
2 2 10 2
+3+3= 3
=33
Give learners individual or
To multiply a whole number by a home task.
2
mixed fraction (e.g. 3 × 2 3 ) one can
multiply the whole number by the
whole number and then whole
number by the fraction and add the
products or change the mixed
fraction to improper fraction and
multiply;
2 2
i.e. 3 × 2 3 = (3×2) + (3 × 3 )
2 2 2 6 24
=6+3+3+3=6+3= 3 =8
Tuesday To multiply a whole number by a Ask learners to tell you
fraction what they have learnt and
(e.g. 3 × 2 3 )
2 what they will like to learn
first change all into common fractions, in the next lesson
then multiply the numerators
Give learners individual or
separately and multiply the
home task.
denominators separately and simplify;
2 3 8 3𝑋8
i.e. 3 × 2 = × =
3 1 3 1𝑋3
24
= =8
3

Assessment: Have learners practice

with several examples
Wednesday To multiply a fraction (i.e. common
or mixed) by a whole number
4
e.g. 4 5 × 5 first change all into
common fractions, then multiply the
numerators separately and multiply
the denominators separately and
simplify,
4 24 5 24 𝑥 5 120
i.e. 4 × 5 = × == = =
5 5 1 5𝑥1 5
24
1
= 24.

Assessment: Have learners practice

with several examples

Thursday Use mapping diagram to explain the Ask learners to tell you
concept of proportion as equal what they have learnt and
fractions or equivalent ratios. what they will like to learn
Example: in the next lesson

Give learners individual or

home task.

The mapping diagram shows that the

ratio of number of hens to number of
eggs are equal, hence the number of
hens is proportional to the number of
eggs.

Assessment: Give learners mappings

to identify those that are proportional
and those that are not
Friday Guide learners to work out Ask learners to tell you
proportion in given contexts and use what they have learnt and
them in solving problems; what they will like to learn
in the next lesson
e.g. 200 bottles of equal capacity hold
350 liters of water. How much water Give learners individual or
does each bottle hold? home task.

If 200bottles=350litres
350𝑙𝑖𝑡𝑒𝑟𝑠
Then 1bottle= 200 𝑏𝑜𝑡𝑡𝑙𝑒𝑠
= 1.75 liters
Therefore each bottle holds
1.75litters of water

Assessment: Have learners practice

with several examples
Week Ending
Class Six
Subject SCIENCE
Reference Science curriculum Page 44
Learning Indicator(s) B6.5.1.1.2
Performance Indicator Learners can describe ways of minimizing waste
Strand Humans & The Environment
Sub strand Personal Hygiene & Sanitation
Teaching/ Learning Resources Soap, water, dirty clothes
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: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Have learners solve the brain Learners watch pictures and videos Ask learners questions to
teasers. showing and describing ways of review their understanding
minimizing waste in the of the lessson.
It likes food, but water kills it. environment.
What is it? Give learners task to do
In groups, learners discuss and come whiles you go round to guide
out with ideas to minimize waste in those who need help.
What’s full of holes but can their classroom, school
still hold water? environment, homes and their
communities.

Each group discusses measures of

minimizing waste in the classroom,
school environment, home, market,
at the bus station, hospitals, church,
mosque, beach, etc.
Have learners solve the Learners present their ideas to the Ask learners to summarize
puzzel below whole class. what they have learnt.

Evaluate learners by assisting each Let learners say 5 words

group design a poster. they remember from the
lesson.
Have learners design litterbins.
Learners plan, design and make their
own litterbins for use in the class
and school community.
Week Ending
Class Six
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page
Learning Indicator(s) B6.4.2.2.1.
Performance Indicator Learners can explain and appreciate the importance of democratic
governance
Strand All Around Us
Sub strand Authority & Power
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 learners solve the Learners identify various Ask learners questions to
puzzel below persons and bodies who are review their understanding
responsible in governing their of the lessson.
school e.g. head teacher,
teachers, school prefects. Give learners task to do
whiles you go round to
Learners discuss the importance guide those who need help.
of good governance in their
school.

Learners in groups suggest ways

in which school governance
could be improved.

Groups present their report in

class.
Group learners into three (3), Learners demonstrate how to Ask learners to summarize
appoint a leader from each elect a leader in a democratic what they have learnt.
group to act as the teacher. way.
Let learners say 5 words
Ask them to summarize what Learners discuss why good they remember from the
was covered in the previous governance is important for lesson.
lesson. national development.

Learners discuss the features of

democratic governance in
Ghana e.g. tolerance, election of
leaders, transparency.

Learners discuss how individuals

can promote democratic
governance.
Week Ending
Class Six
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page 54
Learning Indicator(s) B6 5.1.1.2:
Performance Indicator Learners can explain the need for cordial relationships among family
members.
Strand The Family, Authority & Obedience
Sub strand Authority & Obedience
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
Core Competencies: Cultural Identity, Sharing Reconciliation, Togetherness, Unity Communication and Collaboration,
Critical Thinking Creativity and Innovation Digital Literacy

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

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

Have learners explain the need

for cordial relationships in the
family:
- to ensure peace and unity,
- proper character formation,
- progress in the family,
- ensure provision of basic needs
- shelter, food, school fees, etc.
Week Ending
Class Six
Subject HISTORY
Reference History curriculum Page 44
Learning Indicator(s) B6.6.1.1.1
Performance Indicator Describe the events leading to the emergence of the Fourth Republic
Strand Independent Ghana
Sub strand The Republics
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
Core Competencies: The use of evidence to appreciate the significance of historical locations help learners to become critical thinkers and
digital literates

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

(Preparing The Brain For (New Learning Including Assessment) 10MINS
Learning) (Learner And Teacher)
Get a viral picture, a Discuss other key figures in the fourth Ask learners questions to
trending news on twitter, Republic review their understanding
Facebook, YouTube and e.g. vice president. of the lessson.
other social media handles.
Discuss what is trending The vice president is the second in command Give learners task to do
and invite learners to share when the president is absent. The vice whiles you go round to
their opinions on them. president takes charge of the country in the guide those who need
absence of the president. These are the vice help.
presidents under the fourth republic.

Name: The late Kow Nkesen Arkosah

Party: National Democratic Congress
Tenure of office: 1992-1996

Name: The late John Evans

Atta Mills
Party: National Democratic
Congress
Tenure of office: 1997-200
Read out excerpts from Discuss other key figures in the fourth Ask learners questions to
speeches made by Republic review their understanding
important individuals in the e.g. vice president. of the lessson.
country.
Name: The late Aliu Mahama Give learners task to do
Let learners relate to the Party: National Patriotic Party whiles you go round to
speeches and share ideas on Tenure of office: 2001-2008 guide those who need
such speeches. help.
Name: John Dramani Mahama
Party: National Democratic
Congress
Tenure of office: 2008-2012

Name: The Late Kwesi Amissah

Arthur
Party: National Democratic
Congress
Tenure of office: 2012-2016

Name: Alhaji Mahamadu

Bawumia
Party: National Patriotic Party
Tenure of office: 2008-2012
Week Ending
Class Six
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page
Learning Indicator(s) B6.1.3.4.3 B6.1.3.5.3
Performance Indicator Learners can exhibit own visual artworks to share creative experiences that
communicate, educate or sensitize the public on topical issues in the world
Strand Visual Arts
Sub strand Displaying and Sharing
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 Art exhibition may present or showcase Ask learners to tell the
video or pictures on an paintings, drawings, drama, music, dance whole class what they have
exhibition or visit an performance by individuals artists, learnt.
exhibition Centre, preferably groups of artists.
during the circuit, district or Learners tell what they will
regional cultural festival. Guide learners to plan for the exhibition like to learn
by:
Ask learners to talk about - fixing a date
parts of the video or pictures - selecting a venue
that interest them. - inviting an audience

Brainstorm to agree on a theme for the

exhibition (e.g. Our Environment);

Select works for the exhibition by

considering factors such as creativity
and originality, finishing and decoration,
relevance of the works to the theme,
social and cultural importance
Ask learners questions to Decide on mode of display, e.g. hanging, Use series of questions and
review learners understanding draping, spreading; answers to review learners
in the previous lesson. understanding of the lesson.
Plan the layout of the exhibition hall,
prepare labels for the works (e.g. title, Call learners in turns to
name of artist, date); summarize the lesson

Clean and prepare the hall and its

environment and make it ready for the
exhibition;

Plan for post exhibition activities such as

cleaning, appreciation, evaluation,
reporting, etc.
Week Ending
Class Six
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page 77
Learning Indicator(s) B6.2.9.1.1-3
Performance Indicator Learners can list the most important ideas from a paragraph and re-write the
main ideas in a passage in a logical order.
Strand Reading
Sub strand Summarizing
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: REFLECTION

MINS (New Learning Including Assessment) 10MINS
(Preparing The Brain (Learner And Teacher)
For Learning)
Read out excerpts from Give learners longer passages that are Use questions to review
speeches made by interesting to read. their understanding of the
important individuals in the lesson
country. Discuss the ideas that can be derived from
Let learners relate to the the text. Ask learners to summarize
speeches and share ideas what they have learnt
on such speeches Lead learners to recognize and list the
most important ideas of the text from the
paragraphs and write them in their
workbooks.
Get a tall list of action Give learners longer passages that are Use questions to review
words on it. Select a interesting to read. their understanding of the
student to stand at the lesson
front of the room and act Allow learners in groups, to read and
out a word from your list discuss the ideas in the passage. Ask learners to summarize
(no speaking allowed). what they have learnt
The rest of the class must Discuss topic sentences with learners.
then guess what the
student is attempting to A topic sentence is a sentence that expresses
portray. Whoever guesses the main idea of the paragraph in which
correctly can act the next occurs.
word
e.g. my summer vacation at my
grandparent’s farm was filled with hard
work and fun.
The topic of this sentence is “Summer
vacation”

Help learners to recognize topic sentences

in each paragraph.
write a word vertically on Give learners longer passages that are Use questions to review
the board. interesting to read. their understanding of the
Each student must come lesson
up with a word starting Put learners in groups and help them to
with each letter of the recognize the main idea in each paragraph. Ask learners to summarize
vertical word. what they have learnt
Let learners re-write the main ideas in a
passage logically
Week Ending
Class Six
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B6.1.13.1.16:
Performance Indicator Learners can roll (body) smoothly forward and backward
Strand Motor Skill & Movement Patterns
Sub strand Rhythmic Skills
Teaching/ Learning Resources Pictures and videos
Core Competencies: Learners develop flexibility, cardiovascular endurance, aerobic capacity, and
coordination

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

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Learners jog within After a warm-up, learners curve End lesson with a cool
demarcated area with their their bodies adequately, tuck their down.
hands stretched sideways to head, push- off evenly with both
warm their body up. feet, take the body weight on the Have learners to reflect on
hands and arms. what they have learnt
Show pictures or videos of
the skill to be learnt. The head and body stay tucked in
throughout the roll. Learners keep
the front and top of the head from
touching the mat.

Learners roll back to their feet

unaided at their own pace.

Learners adapt forward roll

technique base on their capabilities
Week Ending
Class Six
Subject COMPUTING
Reference Computing curriculum Page 49
Learning Indicator(s) B6.6.6.1.1-5
Performance Indicator Learners can identify ways and reasons for customizing a web browser.
Strand Programming And Database
Sub strand Customizing Your Browser
Teaching/ Learning Resources A set of computer, mobile phone
Core Competencies: Creativity and innovation. 2. Communication and collaboration. 3. Cultural identity and global citizenship. 4.
Personal development and leadership. 5. Digital literacy

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Show learners pictures or short Have learners discuss the Form groups and have
videos on current trends of reasons needed for customizing learners to summarize the
technology in the world. an item important points of the
(i) to gain access to quick commands lesson.
Have learners talk about the or information
trends of technology and how (ii) for side by side browsing Learners can pose
they are going to apply it in their (iii) for beautifications questions for clarity if they
everyday lives. don’t understand
Learners to explore more on
customizing a browser.
e.g. themes, wallpaper, tools etc.

Demonstrate the meaning of

bookmarks
- Bookmarks, makes you save
shortcuts to your favorite webpages
and navigate to them in seconds from
anywhere.

Learners to demonstrate the

steps in turning on cookies in a
browser. Guide learners to turn
on cookies in a browser :
1. From the Tools menu, select Internet
Options and enable session cookies, click
the Privacy tab.
2. From the Settings section of the tab, click
Advanced.
SAMPLE LESSON NOTES-WEEK 6
BASIC SIX

Fayol Inc.
0547824419/0549566881
 SCHEME OF LEARNING- WEEK 6
BASIC SIX
Name of School…………………………………………….……………………….…………………
Week Ending
Class Six
Subject ENGLISH LANGUAGE
Reference English Language curriculum
Learning Indicator(s) B6.1.10.1.1. B6.2.7.2.2. B6.3.10.1.1. B6.4.12.1.1. B6.5.9.1.1. B6.6.1.1.1.
Performance Indicator A. Learners can demonstrate awareness of the features of spoken language
B. Learners can compare and contrast two or more events in a text
C. Learners can use prepositions to convey a variety of meanings
D. Learners can use descriptive words/sound devices/ figurative language to
describe events/situations/places/personal experiences and events.
E. Learners can identify subjects and verb in complex sentences
F. Learners can read and critique a variety of age- and level appropriate
books and present a one-page critical commentary based on a set of
criteria, on each book read
Teaching/ Learning Resources Word cards, sentence cards, letter cards and a class library
Core Competencies: Reading and Writing Skills Personal Development and Leadership and Collaboration

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

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

Let them identify these prepositions

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

Learners now write their own

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

Provide a sample text. Guide learners

to identify the descriptive words and
expressions:

Discuss the descriptive words and

expressions with learners.

Put learners into groups and guide

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

Assign pairs of learners to supply

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

Let learners describe an event they

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

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

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

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

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

This ratio is the unit ratio and

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

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

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

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

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

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

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

In groups, learners come out with

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

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

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

Use questions and answers to Learners discuss the Give learners task to do
review learners understanding in pictures/videos and suggest whiles you go round to
the previous lesson. individual responsibilities for guide those who need help.
protecting water bodies.
Play games and recite rhymes Learners form protecting water Ask learners questions to
that learners are familiar with to bodies clubs to demonstrate review their understanding
begin the lesson. their responsibilities in of the lessson.
protecting water bodies.
Ask learners questions to Give learners task to do
review their understanding in Learners undertake tree planting whiles you go round to
the previous lesson. exercise along water bodies. guide those who need help.
Week Ending
Class Six
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page 54
Learning Indicator(s) B6 5.1.1.2
Performance Indicator Learners can explain the need for cordial relationships among family
members.
Strand The Family, Authority & Obedience
Sub strand Authority & Obedience
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
Core Competencies: Cultural Identity, Sharing Reconciliation, Togetherness, Unity Communication and Collaboration,
Critical Thinking Creativity and Innovation Digital Literacy

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

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

Have learners explain the need

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

Through group discussions, let

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

Let groups read out their essays

for class suggestions and
corrections.
Week Ending
Class Six
Subject HISTORY
Reference History curriculum Page 45
Learning Indicator(s) B6.6.1.1.2
Performance Indicator Identify the political parties that have governed the country under the Fourth
Republic
Strand Independent Ghana
Sub strand The Republics
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
Core Competencies: The use of evidence to appreciate the significance of historical locations help learners to
become critical thinkers and digital literates

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

MINS (New Learning Including Assessment) 10MINS
(Preparing The Brain For (Learner And Teacher)
Learning)
Play games and recite Revise with learners the meaning of Ask learners questions to
rhymes that learners are political party. review their understanding
familiar with to begin the of the lessson.
lesson. A political party is a group of people who
shares the same ideas of governing a Give learners task to do
Ask learners questions to country. whiles you go round to
review their understanding guide those who need help.
in the previous lesson. Guide learners to identify political parties
that have governed Ghana under the
Fourth Republic

Ghana’s fourth republic started in the year

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

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

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

Develop a roadmap for the event

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

Post-performance activities:
cleaning, appreciation, appraisal,
evaluation, reporting.
Week Ending
Class Six
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page 83
Learning Indicator(s) B6.4.6.1.1-4
Performance Indicator Learners can discuss the process of writing speeches, letter to the
press and reports using controlled composition.
Strand Composition Writing
Sub strand Informative & Academic Writing
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a manila card
Core Competencies: Creativity and innovation, Communication and collaboration, Critical thinking

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

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

Show a sample written speech

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

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

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

All together produce the final

force to move the ball to the
target
Week Ending
Class Six
Subject COMPUTING
Reference Computing curriculum Page 50
Learning Indicator(s) B6.6.7.1.1-4
Performance Indicator Learners can show how to create and access e-mail messages
Strand Programming And Databases
Sub strand Electronic Mail
Teaching/ Learning Resources Computer sets, modem and Pictures
Core Competencies: Creativity and innovation. 2. Communication and collaboration. 3. Cultural identity and global citizenship. 4.
Personal development and leadership. 5. Digital literacy

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

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

Guide learners to create folders

in the Inbox and sorting emails
into them.
SAMPLE LESSON NOTES-WEEK 7
BASIC SIX

Fayol Inc.
0547824419/0549566881
 SCHEME OF LEARNING- WEEK 7
BASIC SIX
Name of School…………………………………………….……………………….…………………
Week Ending
Class Six
Subject ENGLISH LANGUAGE
Reference English Language curriculum
Learning Indicator(s) B6.1.10.1.3/B6.1.10.2.1. B6.2.7.2.3. B6.3.11.1.1. B6.4.14.1.1. B6.5.9.1.2.
B6.6.1.1.1.
Performance Indicator A. Learners can demonstrate awareness of how meaning is conveyed
through. appropriate pace, stress and tone.
B. Learners can demonstrate awareness of the structure of texts
C. Learners can form and use adjective phrases correctly.
D.Learners can write short paragraphs to describe incidents.
E. Learners can construct complex sentences correctly.
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: REFLECTION

MINS (New Learning Including Assessment) 10MINS
(Preparing The Brain For (Learner And Teacher)
Learning)
Monday Play games and recite A.ORAL LANGUAGE Give learners task to
rhymes that learners are (Presentation) complete whiles you go
familiar with to begin the Revise how meaning is conveyed round to guide those who
lesson. through appropriate pace, stress and don’t understand.
tone. Model presenting news or have
Ask learners questions to learners watch a news presentation. Give remedial learning to
review their understanding in those who special help.
the previous lesson. Put learners into groups to discuss pace,
stress and tone of news presented.

Guide learners to prepare and present

news on given topics. Demonstrate a
model speech: Choose a familiar topic
and make a short but moving speech on
it.

Have learners discuss the speech

focusing on its pace and expressiveness.
Let learners speak on very short and
simple topics using appropriate voice
quality.
Tuesday Engage learners to sing songs B.READING Give learners task to
and recite familiar rhymes (Comprehension) complete whiles you go
round to guide those who
LITTLE TOMMY Guide learners systematically using given don’t understand.
TITTLEMOUSE narrative texts to identify the
Little tommy tittle mouse introduction body and conclusion in it. Give remedial learning to
Lived in a little house, those who special help.
He caught fishes Have learners summarize each of these
In other men’s ditches. parts and make a summary of the whole
text using their part summaries.
Wednesday Play games and recite C.GRAMMAR Give learners task to
rhymes that learners are (Adjective Phrases) complete whiles you go
familiar with to begin the Revise adjectives in context by having round to guide those who
lesson. learners identify them in sentences and don’t understand.
use them in their own sentences.
Ask learners questions to Give remedial learning to
review their understanding in Introduce the adjective phrase as a those who special help.
the previous lesson. grammatical structure with the adjective
as head.
Note: The adjective phrase can be a
single adjective or more.
E.g. a beautiful house, a strong African
oven.

Provide sentences with adjective

phrases and let learners identify the
adjective phrases.

In groups, learners form adjective

phrases and use the phrases in
sentences.
Thursday Play games and recite D.WRITING Give learners task to
rhymes that learners are (Informative Writing) complete whiles you go
familiar with to begin the Briefly revise the writing process by round to guide those who
lesson. having learners recall the stages and don’t understand.
explain the features and relevance of
Ask learners questions to each stage. Give remedial learning to
review their understanding in those who special help.
the previous lesson. Have learners select a topic and
brainstorm to generate ideas.

Put them into groups to organize the

points for the development of
paragraphs.

Assign learners to individually develop

the points into outlines and then into a
draft.

Let them do self and peer-editing before

finally presenting the final work.
Learners present their finished work in
groups.
Friday Play games and recite E.WRITING CONVENTIONS & Give learners task to
rhymes that learners are GRAMMAR USAGE complete whiles you go
familiar with to begin the (Using Simple and Compound Sentences) round to guide those who
lesson. Review the use of coordinators in don’t understand.
sentences. Learners write examples of
Ask learners questions to sentences containing coordinators. Give remedial learning to
review their understanding in those who special help.
the previous lesson. Let learners join pairs of simple
sentences into compound ones.

Introduce complex sentences with

several examples.

Elicit similar sentences from learners

 F.EXTENSIVE READING
Learners play “popcorn Have learners read books of their Encourage them to visit the
reading” game. The rules are choice independently during the library local library to read and
simple: One student starts period. borrow books
reading aloud and then calls
out "popcorn" when they Let learners write a one-page critical
finish. This prompts the next commentary based on the books read
student to pick up where the
previous one left off. Invite individuals to present their work
to the class for feedback.
Week Ending
Class Six
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B6.3.3.5.2
Performance Indicator Identify images of a single transformation of 2D shapes in a plane
Strand Number
Sub strand Geometric Reasoning
Teaching/ Learning Resources Counters, bundle and loose straws
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: REFLECTION

MINS (New Learning Including Assessment) 10MINS
(Preparing The Brain For (Learner And Teacher)
Learning)
Monday Can you work out what In a plane, a geometric transformation moves Give learners task to
number will be at the top of a geometric figure to a new position in one of complete whiles you go
the pyramid? three ways. Each transformed figure is the round to guide those who
image of the original figure. don’t understand.
Reflection (or flip)- A figure is flipped over a line of
reflection so that its mirror image is formed. Give remedial learning to
those who special help.
Ask learners to identify images of reflections
of 2D shapes in the figure.

Tuesday Can you make a pyramid In a plane, a geometric transformation moves Give learners task to
with 100 at the top? a geometric figure to a new position in one of complete whiles you go
three ways. Each transformed figure is the round to guide those who
image of the original figure. don’t understand.
Translation (or slide)- Every point of a figure moves the
same distance and in the same direction along a line. Give remedial learning to
those who special help.
Ask learners to identify images of reflections
of 2D shapes in the figure.
Wednesday Can you put the digits 1 to 9 In a plane, a geometric transformation moves Give learners task to
in a square so that every a geometric figure to a new position in one of complete whiles you go
row, column and diagonal three ways. Each transformed figure is the round to guide those who
add to 15? image of the original figure. don’t understand.
Rotation (or turn) -A figure is turned around a center
point. Give remedial learning to
those who special help.
Ask learners to identify images of reflections
of 2D shapes in the figure.

Thursday Can you put the numbers 1 Ask learners to identify images of translations Give learners task to
to 7 in each circle so that of given 2D shapes in a given plane. Ask complete whiles you go
the total of every line is 12? learners to study the shapes, identify their round to guide those who
images and the translation vectors. don’t understand.
E.g. shape F is a translation of shape A by the
2
translation vector (−3) (or 2 right, 3 three down); and
Give remedial learning to
Shape X is a translation of shape W by the translation
0 those who special help.
vector(6) (or 0 right, 6 up)

Friday Can you put the digits 1 to Ask learners to identify images of translations Give learners task to
11 in the circles do that of given 2D shapes in a given plane. Ask complete whiles you go
every line has the same learners to study the shapes, identify their round to guide those who
total? images and the translation vectors. don’t understand.
E.g. shape F is a translation of shape A by the
2
translation vector (−3) (or 2 right, 3 three down); and
Give remedial learning to
Shape X is a translation of shape W by the translation
0 those who special help.
vector(6) (or 0 right, 6 up)
Week Ending
Class Six
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B6.5.2.1.1
Performance Indicator Explain the causes, symptoms and prevention of Eczema
Strand Humans & The Environment
Sub strand Diseases
Teaching/ Learning Resources Pictures or charts on causes, symptoms and control of chicken pox
Core Competencies: Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Development and Leadership Attention to Precision

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

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

In groups, learners come out

with the possible causes,
symptoms and prevention.
Play games and recite rhymes Allow group presentations and Ask learners questions to
that learners are familiar with to write learners’ ideas on the review their understanding
begin the lesson. board. of the lessson.

Ask learners questions to Invite health personnel to give a Give learners task to do
review their understanding in talk on eczema and other whiles you go round to
the previous lesson. common skin diseases. guide those who need help.
Week Ending
Class Six
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page
Learning Indicator(s) B6.4.4.1.1.
Performance Indicator Learners can describe the agricultural value chain and the job opportunities
Strand Our Beliefs And Values
Sub strand Farming In Ghana
Teaching/ Learning Resources Pictures, Charts, Video Clips
Core Competencies: Communication and Collaboration Critical Thinking and Problem Solving and Global Citizenship

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Engage learners to sing songs Learners discuss the meaning of Ask learners questions to
and play games to get them agricultural value chain review their understanding of
ready for lesson. the lessson.
Agricultural value chain is the practice of
Use questions and answers to linking farmers to people who can Give learners task to do
review learners understanding process, package, market and eventually whiles you go round to guide
in the previous lesson. buy the food they produce. those who need help.
Learners talk about job
opportunities in the agricultural
value chain e.g. crop farming,
livestock, fisheries Agro-chemicals
industry, meat processing.
Play games and recite rhymes Learners write essays on their Ask learners questions to
that learners are familiar with choice of job opportunities in the review their understanding of
to begin the lesson. agricultural value chain. the lessson.

Ask learners questions to Have learners to read out their Give learners task to do
review their understanding in essay to the whole class whiles you go round to guide
the previous lesson. those who need help.
Week Ending
Class Six
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B6.5.2.1.1:
Performance Indicator Learners can identify attitudes and behaviors of a responsible family
member.
Strand The Family, Authority & Obedience
Sub strand Roles, Relationship in the Family & Character Formation
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
Core Competencies: Cultural Identity, Sharing Reconciliation, Togetherness, Unity Communication and Collaboration,
Critical Thinking Creativity and Innovation Digital Literacy

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Engage learners to sing songs Let learners, in groups, discuss Ask learners to
and play games to get them attitudes and behaviors of a summarize what they
ready for lesson. responsible family member: have learnt.
- taking part in family activities,
Use questions and answers to - obedience to elders of the family, Let learners say 5 words
review learners understanding - respect for family members, they remember from the
in the previous lesson. - accepting responsibility (performing lesson.
assigned duties),
- taking initiatives,
- helping needy relatives, etc.

Guide learners to discuss the

importance of being committed to
the family.
Week Ending
Class Six
Subject HISTORY
Reference History curriculum Page 45
Learning Indicator(s) B6.6.1.1.2
Performance Indicator Learners can identify the political parties that have governed the country
under the Fourth Republic
Strand Independent Ghana
Sub strand The Republics
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
Core Competencies: The use of evidence to appreciate the significance of historical locations help learners to
become critical thinkers and digital literates

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

MINS (New Learning Including Assessment) 10MINS
(Preparing The Brain For (Learner And Teacher)
Learning)
Engage learners to sing songs Learners to list the parties and their dates Ask learners to summarize
and play games to get them of tenure in office in the Fourth Republic. what they have learnt.
ready for lesson.
It is obvious that under the fourth republic Let learners say 5 words
Use questions and answers the NDC and NPP are the only political they remember from the
to review learners parties to have won the general elections. lesson.
understanding in the Political Date President
previous lesson. Party
NDC 1992-1996 J.J Rawlings
NDC 1997-2000 J.J Rawlings
NPP 2001-2004 J.A Kufour
NPP 2005-2008 J.A Kufour
NDC 2009-2012 John E.A Mills
NDC 2013-2016 J.D Mahama
NPP 2017-date Akufo Addo
Engage learners to sing songs Guide learners to identify other political Ask learners to summarize
and play games to get them parties that has taken part in general what they have learnt.
ready for lesson. elections under the fourth republic.
Party Leader(s) Let learners say 5 words
CPP- Convention
George Hagan, they remember from the
George Agudey, Paa lesson.
Peoples Party
Kwesi Nduom
PPP- Progressive
Paa Kwesi Nduom
Peoples Party
PNC- Peoples National
Edward Mahama
Convention
NDP- National Mrs. Nana Konadu
Democratic Party Rawlings
GCPP- Great
Consolidated Popular Dan Lartey
Party
UGM- United Ghana Charles Wereko
Movement Brobby
DFP- Democratic Emmanuel Ansah
Freedom Party Antwi
Week Ending
Class Six
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page
Learning Indicator(s) B6 1.4.6.3 B6 1.4.7.3
Performance Indicator Learners can analyze and appreciate own or others’ performing artworks and
present reports as feedback on artworks that communicate, educate or
sensitize public on topical issues in the world.
Strand Visual Arts
Sub strand Appreciating and Appraising (Visual Arts)
Teaching/ Learning Resources Photos, videos, art paper, colors and traditional art tools.
Core Competencies: Decision Making Creativity, Innovation Communication Collaboration Digital Literacy

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

MINS (New Learning Including Assessment) 10MINS
(Preparing The Brain For (Learner And Teacher)
Learning)
Engage learners to sing songs Appreciating in art is the ability of Use questions to review their
and play games to get them people to look at a work of art and understanding of the lesson
ready for lesson. understand how the work was made.
Ask learners to summarize
Use questions and answers Explain to learners the guidelines and what they have learnt
to review learners have them agree to it.
understanding in the  Description of the work: this stage Learners to read and spell the
previous lesson. involves describing what the work is key words on the board
made of, size of the work and
materials used.
 The subject matter: this stage talks
about the meaning of the work.
 Appraisal: this stage talks of the use
of the artwork.
 Experience to share: this stage talks
about the design process
Engage learners to sing songs Using the steps in appreciating and Use questions to review their
and play games to get them appraisal, guide learners to write a understanding of the lesson
ready for lesson. note on a previous artwork produced
or performed in class. Ask learners to summarize
Use questions and answers what they have learnt
to review learners E.g. an artwork produced by EI-Anatsui
understanding in the
previous lesson.

Show pictures or videos to

learners on the process of
producing the artwork.
 Description of the work: the artwork
is a sculpture sewn together with
copper wire.
 The subject matter: His art draws
connections between consumption,
waste, and the environment..
 Appraisal: it can be used for
decoration.
 Experience to share: talk about how
the sculpture is done
Week Ending
Class Six
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page
Learning Indicator(s) B6.4.7.1.1-3
Performance Indicator Learners can compose and write a simple poem, prose and a play
Strand Composition Writing
Sub strand Literary Writing
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a manila card
Core Competencies: Creativity and innovation, Communication and collaboration, Critical thinking

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Write words on th board and Read a simple poem on a flashcard. Ask learners questions to
cover parts with a smiley for review their understanding of
learners to guess the word Discuss the composition of poems the lessson.
such as the choice of words, rhyme
Have learners sing songs to and stanzas and theme. Give learners task to do whiles
begin the lesson you go round to guide those
Use the flashcards with short who need help.
poems on them to help learners
compose a good simple poems.
Have learners play games and Read a simple prose on a flashcard. Ask learners to summarize what
recite familiar rhymes to begin they have learnt.
the lesson Discuss the features of the prose
with learners. Let learners say 5 words they
Using questions and answers, remember from the lesson.
review their understanding of Use the flashcards with short prose
the previous lesson written on them to help learners
compose their own short prose on
a given situation.

Draw or print pictures of Allow learners to discuss a play Ask learners to summarize what
vocabulary words with they have watched. they have learnt.
number on it and paste them
on the classroom wall. Ask Let learners watch a play and Let learners say 5 words they
learners to make a list of discuss the costume, characters and remember from the lesson.
them. settings.

Discuss daily activities and

experiences with learners.

Choose an experience and guide

learners on how to write a play on
that.

Allow learners to choose a daily

activity in groups and write a short
play on it.
Week Ending
Class Six
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B6.2.5.2.5:
Performance Indicator Learners can identify opportunities to pass or dribble while being
guarded (offense and defense).
Strand Movement Concepts, Principles And Strategies
Sub strand Strategies
Teaching/ Learning Resources Pictures and Videos
Core Competencies: Learners develop communication skills as speaking, listening, and acquisition of new concepts.

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Engage learners to sing songs After general and specific warm- Ask learners to summarize
and play games to get them ups, guide learners to keep their what they have learnt.
ready for lesson. body between opponent and the
ball. Let learners say 5 words
Use questions and answers to they remember from the
review learners understanding in Let them possess the ball in the lesson.
the previous lesson. opponents playing grounds.

Dribble in a zigzag manner.

Instruct them to pass the ball to
their teammates when they are
free.
Week Ending
Class Six
Subject COMPUTING
Reference Computing curriculum Page
Learning Indicator(s) B6.6.7.1.5-7
Performance Indicator Learners can demonstrate attaching files to e-mail messages.
Strand Programming And Databases
Sub strand Electronic Mail
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 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Engage learners to sing songs Guide learners to create an Ask learners to summarize
and play games to get them address list what they have learnt.
ready for lesson.
Guide learners to attach files to Let learners say 5 words
Use questions and answers to email they remember from the
review learners understanding lesson.
in the previous lesson. Assist learners in writing email
using techniques as NOT writing
in caps.

Check the extension of files

before downloading and use the
subject line for summary etc.
SAMPLE LESSON NOTES-WEEK 8
BASIC SIX

Fayol Inc.
0547824419/0549566881
 SCHEME OF LEARNING- WEEK 8

BASIC SIX

Name of School…………………………………………….……………………….…………………
Week Ending
Class Six
Subject ENGLISH LANGUAGE
Reference English Language curriculum
Learning Indicator(s) B6.1.10.2.2. B6.2.7.3.1. B6.3.11.1.1. B6.4.14.1.1. B6.5.9.1.2. B6.6.1.1.1.
Performance Indicator A. Learners can read aloud clearly, at a good pace and with expression
B. Learners can determine the contextual meaning of words and phrases.
C. Learners can form and use adjective phrases correctly
e.g. this is a very beautiful flower.
D.Learners can write short paragraphs to describe incidents. e.g. accidents,
fire outbreak.
E. Learners can construct complex sentences correctly
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: REFLECTION

MINS (New Learning Including Assessment) 10MINS
(Preparing The Brain For (Learner And Teacher)
Learning)
Monday Learners to play games, sing A.ORAL LANGUAGE Give learners task to
songs and recite rhymes. (Presentation) complete whiles you go
Give a model reading by reading a short round to guide those who
Students start in a line at texts aloud. don’t understand.
the back of the classroom
and take one step forward Have pupils read aloud in pairs and in Give remedial learning to
for each question they small groups. those who special help.
answer correctly, sentence
finished, or word guessed. Let them write and read out short
speeches on given topics in groups.
The first to the front wins Groups may read out their speeches to
the class.

Have learners select topics of interest

from informational texts read.

Help learners to identify the purpose and

audience of sample speeches.

Have learners visit the library to research

and plan their speeches.
Tuesday Play games and recite B.READING Give learners task to
rhymes that learners are (Comprehension) complete whiles you go
familiar with to begin the Select a text for reading. Identify words round to guide those who
lesson. and phrases and systematically, guide don’t understand.
learners to work out their meanings in
Ask learners questions to context. Give remedial learning to
review their understanding those who special help.
in the previous lesson. Put learners into groups and give each
group a set of words and phrases to find
their meanings. Each group presents its
work.
Wednesday Write down a couple of C.GRAMMAR Give learners task to
words on cards. Make sure (Adjective Phrases) complete whiles you go
 learners are familiar with Revise adjectives in context by having round to guide those who
the words. learners identify them in sentences and don’t understand.
Divide the class in to use them in their own sentences.
groups. One person from Give remedial learning to
each group comes up in Introduce the adjective phrase as a those who special help.
front to pick and act the grammatical structure with the adjective
word. as head.
The group to get the E.g. a beautiful house, a strong African
highest score wins! oven.

Provide sentences with adjective phrases

and let learners identify the adjective
phrases.

In groups, learners form adjective phrases

and use the phrases in sentences.
Thursday Learners to sing songs and D.WRITING Give learners task to
recite familiar rhymes (Informative Writing) complete whiles you go
Briefly revise the writing process by having round to guide those who
WE SHALL HAMMER learners recall the stages and explain the don’t understand.
•We shall hammer with one features and relevance of each stage.
hammer (learners to show Give remedial learning to
one hand), hammer with Have learners select a topic and those who special help.
one hammer, hammer with brainstorm to generate ideas.
one hammer we all do the
same. Put them into groups to organize the
•We shall hammer with two points for the development of paragraphs.
hammers, hammer with
two hammers, and hammer Assign learners to individually develop the
with two hammers we all points into outlines and then into a draft.
do the same.
Let them do self and peer-editing before
(continue to any desired finally presenting the final work. Learners
number) present their finished work in groups.
Friday Play games and recite E.WRITING CONVENTIONS & Give learners task to
rhymes that learners are GRAMMAR USAGE complete whiles you go
familiar with to begin the (Using Simple and Compound Sentences) round to guide those who
lesson. Review the use of coordinators in don’t understand.
sentences. Learners write examples of
Ask learners questions to sentences containing coordinators. Give remedial learning to
review their understanding those who special help.
in the previous lesson. Let learners join pairs of simple sentences
into compound ones.

Introduce complex sentences with several

examples.

Elicit similar sentences from learners

F.EXTENSIVE READING
Learners play “popcorn Have learners read books of their choice Encourage them to visit
reading” game. The rules are independently during the library period. the local library to read
simple: One student starts and borrow books
reading aloud and then calls Let learners write a one-page critical
out "popcorn" when they
commentary based on the books read
finish. This prompts the next
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) B6.4.1.1.2 B6.4.1.1.3
Performance Indicator Apply understanding of how to create a line graph by using a given table of
values (or set of data) to draw a line graph and answer questions based on
them to interpret and draw conclusions.
Strand Number
Sub strand Data Collection & Organization
Teaching/ Learning Resources Class registers, school based assessment
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: REFLECTION

MINS (New Learning Including Assessment) 10MINS
(Preparing The Brain For (Learner And Teacher)
Learning)
Monday Can you work out what Through discussion, guide learners to Give learners task to
number will be at the top of understand the difference between discrete complete whiles you go
the pyramid? and continuous data. round to guide those who
don’t understand.

Give remedial learning to

those who special help.

Encourage learners to give other examples of

discrete and continuous data.

Tuesday Can you make a pyramid Ask them to sort the following tables of Give learners task to
with 100 at the top? values into the two categories – those with complete whiles you go
discrete data and those with continuous data round to guide those who
don’t understand.

Give remedial learning to

those who special help.

Let learners answer questions based on the

table above
Wednesday Can you put the digits 1 to 9 Ask them to sort the following tables of Give learners task to
in a square so that every values into the two categories – those with complete whiles you go
row, column and diagonal discrete data and those with continuous data round to guide those who
add to 15? don’t understand.

Give remedial learning to

those who special help.

Let learners answer questions based on the

table above
Thursday Can you put the numbers 1 Ask learners to draw more line graphs for Give learners task to
to 7 in each circle so that given data values by determining the complete whiles you go
the total of every line is 12? common attributes (title, axes and intervals) round to guide those who
don’t understand.

Give remedial learning to

those who special help.

Learners to answer, questions based on

graph to interpret the line graphs to draw
conclusions
Friday Can you put the digits 1 to Ask learners to study the line graph and Give learners task to
11 in the circles do that answer questions based on them. For complete whiles you go
every line has the same instance, after what time will the water round to guide those who
total? temperature reach 70oC? What is the water don’t understand.
temperature after 5 minutes?
Give remedial learning to
Ask learners to write questions for their those who special help.
friends to read and interpret the line graphs.
Week Ending
Class Six
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B6.5.2.1.2
Performance Indicator Know how to prevent meningitis
Strand Humans & The Environment
Sub strand Diseases
Teaching/ Learning Resources Pictures or charts on causes, symptoms and control of chicken pox
Core Competencies: Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Development and Leadership Attention to Precision

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Play games and recite rhymes Learners watch videos or Ask learners questions to
that learners are familiar with to pictures on the causes and review their understanding
begin the lesson. prevention of meningitis. of the lessson.

Ask learners questions to Give learners task to do

review their understanding in whiles you go round to
the previous lesson. guide those who need help.

Gather relevant charts on

meningitis from a health center
and engage learners in a
presentation on how to prevent
it.
Play games and recite rhymes Invite a health personnel or the Ask learners questions to
that learners are familiar with to SHEP coordinator to give a review their understanding
begin the lesson. presentation on meningitis. of the lessson.

Ask learners questions to Allow group presentations and Give learners task to do
review their understanding in write learners’ ideas on the whiles you go round to
the previous lesson. board guide those who need help.
Week Ending
Class Six
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page
Learning Indicator(s) B6.4.4.1.1.
Performance Indicator Describe the agricultural value chain and the job opportunities
Strand Our Beliefs And Values
Sub strand Farming In Ghana
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 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Engage learners to sing songs Learners discuss the meaning of Ask learners questions to
and play games to get them agricultural value chain review their understanding
ready for lesson. of the lessson.
Agricultural value chain is the practice
Use questions and answers to of linking farmers to people who can Give learners task to do
review learners understanding in process, package, market and whiles you go round to
the previous lesson. eventually buy the food they produce. guide those who need help.
Learners talk about job
opportunities in the agricultural
value chain e.g. crop farming,
livestock, fisheries Agro-
chemicals industry, meat
processing.
Play games and recite rhymes Learners write essays on their Ask learners questions to
that learners are familiar with to choice of job opportunities in review their understanding
begin the lesson. the agricultural value chain. of the lessson.

Ask learners questions to Have learners to read out their Give learners task to do
review their understanding in essay to the whole class whiles you go round to
the previous lesson. guide those who need help.
Week Ending
Class Six
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B6.5.2.1.1:
Performance Indicator Identify attitudes and behaviors of a responsible family member.
Strand The Family, Authority & Obedience
Sub strand Roles, Relationship in the Family & Character Formation
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
Core Competencies: Cultural Identity, Sharing Reconciliation, Togetherness, Unity Communication and Collaboration,
Critical Thinking Creativity and Innovation Digital Literacy

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Engage learners to sing songs Let learners, in groups, discuss Ask learners questions to
and play games to get them attitudes and behaviors of a review their understanding
ready for lesson. responsible family member: of the lessson.
- taking part in family activities,
Use questions and answers to - obedience to elders of the family, Give learners task to do
review learners understanding - respect for family members, whiles you go round to
in the previous lesson. - accepting responsibility (performing guide those who need help.
assigned duties),
- taking initiatives,
- helping needy relatives, etc.

Guide learners to discuss the

importance of being committed to
the family:
- to promote unity,
- to gain respect,
- to be considered a trustworthy person,
- to uplift family image, etc.
Week Ending
Class Six
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B6.6.2.1.1
Performance Indicator Identify the leaders of the coup d’états and names of their regimes.
Strand Independent Ghana
Sub strand Military Rule
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 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including Assessment) 10MINS
Learning) (Learner And Teacher)
Engage learners to sing songs Guide learners to explain the terms coup Ask learners questions to
and play games to get them d’états and military takeovers with review their understanding
ready for lesson. examples. of the lessson.

Use questions and answers to Have learners to list the military regimes Give learners task to do
review learners understanding since 1966 and their leaders. whiles you go round to
in the previous lesson. guide those who need
Military Regime Leader help.
National Lt. General J.A
Liberation Ankrah
Council
National Lt. Colonial
Redemption Ignatius Kutu
Council Achempong
Engage learners to sing songs Show and discuss a documentary on any Ask learners to summarize
and play games to get them of the military take overs. what they have learnt.
ready for lesson.
The National Liberation Council led the Let learners say 5 words
Use questions and answers to ghanaian government led the Ghanaian they remember from the
review learners understanding government from 24th February 1966 to lesson.
in the previous lesson. October 1969. The ghana armed forces
and the police service jointly, with
collaboration from the Ghana civil
service overthrew the nkrumah
government. That was the first time a
government was overthrown by a coup
d’état. The coup was organized by the
NCL led by Lt. General J.A Ankrah.

Let learners search the internet for the

leaders of the National Liberation
Council
Week Ending
Class Six
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page
Learning Indicator(s) B6 2.4.6.3 B6 2.4.7.3
Performance Indicator Develop guidelines for appreciating and appraising own and others’
performing artworks that communicate, educate or sensitize the public on
topical issues in the world.
Strand Performing Arts
Sub strand Appreciating and Appraising
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: REFLECTION

MINS (New Learning Including Assessment) 10MINS
(Preparing The Brain For (Learner And Teacher)
Learning)
Use questions and answers The easiest way to understand and Use questions to review
to review the previous appreciate a performance is to develop learners understanding of the
lesson with learners. a relevance and appropriate criteria or lesson.
checklist.
Engage learners to play Ask learners to tell the class
games and sing songs to Guide learners to create a checklist or what they have learnt.
begin the lesson criteria for appreciating and appraising a
performance; Call learners to summarize
 Creative process the main points of the lesson.
 Subject matter
 Selection and use of instruments and
elements
 Styles and techniques
 Originality or creativity
 Use of space
 Selection and use of costumes
 Symbolism and cultural relevance
 Aesthetic qualities
 suitability
Call learners to recall some Lead a discussion to explain the criteria Use questions to review
history facts about Huge with learners. learners understanding of the
Ramapolo Masekela and his lesson.
artworks. Now let learners use the checklist to
appreciate and appraise a previous art Ask learners to tell the class
Show pictures of Ramapolo performed in class. what they have learnt.
Masekela artworks to e.g. playing musical instruments to
learners create a rhythmic pattern. Call learners to summarize
the main points of the lesson.
Put learners into groups and let them
play musical instruments to create a
rhythmic pattern as others observe.

Set up a three member judge to use the

checklist or criteria to appraise the
performance of each group.
Week Ending
Class Six
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page
Learning Indicator(s) B6.4.8.1.1-3
Performance Indicator Learners can write formal letters using controlled composition.
Strand Composition Writing
Sub strand Letter Writing
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a manila card
Core Competencies: Creativity and innovation, Communication and collaboration, Critical thinking

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Put learners into groups. Show types of letters to Ask learners questions to
learners and discuss them. review their understanding
Have learners fine words for of the lessson.
each of the alphabets letters on Talk about formal letters and
the topic. their structure. Give learners task to do
whiles you go round to
The group with the most words Write a sample formal letter on guide those who need help.
wins. the board.

Discuss with the learners the

processes of writing letters.
Have learners play games and Assist learners to understand Ask learners to summarize
recite familiar rhymes to begin the process in writing formal what they have learnt.
the lesson letters.
Let learners say 5 words
Using questions and answers, Read out the formal letter on they remember from the
review their understanding of the board and ask learners to lesson.
the previous lesson talk about it.

Let learners write formal letters

using controlled composition.

Choose a place and discuss

letters that can be written to
that place by different categories
of people.
Engage learners to sing songs Assist learners to understand Ask learners to summarize
and recite rhymes the process in writing formal what they have learnt.
letters.
Sea shells Let learners say 5 words
She sells seashells by the Read out the formal letter on they remember from the
seashore the board and ask learners to lesson.
The shells she sells are surely talk about it.
seashells
So if she sells shells on the Let learners write formal letters
seashore, using controlled composition.
I am sure she sell seashore
shells Choose a place and discuss
letters that can be written to
that place by different categories
of people.
Week Ending
Class Six
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B6.3.5.3.5:
Performance Indicator Identify the capabilities of the various body types (mesomorph,
ectomorph and endomorph).
Strand Physical Fitness
Sub strand Flexibility
Teaching/ Learning Resources Pictures and Videos
Core Competencies: Learners develop communication skills as speaking, listening, and acquisition of new concepts.

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

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Engage learners to sing songs Learners to identify the capabilities Ask learners to summarize
and play games to get them of each body types: what they have learnt.
ready for lesson.
i. Mesomorph-Sprinter, player (all Let learners say 5 words
Use questions and answers roles) Lifter, etc. they remember from the
to review learners lesson.
understanding in the
previous lesson.

ii. Ectomorph- Long distance runner,

midfielder, basketball shooter, etc.

iii. Endomorph- Good swimmer,

thrower, hockey goalkeeper, etc.
Week Ending
Class Six
Subject COMPUTING
Reference Computing curriculum Page
Learning Indicator(s) B6.6.8.1.1-3.
Performance Indicator Give examples and describe hardware used in Internet of Things (IOT).
Strand Internet And Social Media
Sub strand Internet Of Things
Teaching/ Learning Resources Pictures or projected images
Core Competencies: Creativity and innovation. 2. Communication and collaboration. 3. Cultural identity and global citizenship.

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Play games and recite rhymes Guide learners to discuss the Ask learners questions to
that learners are familiar with to IOT hardware in groups. review their understanding
begin the lesson. of the lessson.
IOT hardware includes a wide range of
Ask learners questions to devices such as devices for Give learners task to do
review their understanding in communication, security, routing, whiles you go round to
the previous lesson. bridges, sensors etc. guide those who need help.
Guide learners to list at least
five gadgets used for IOT
e.g. Nest Smart Thermostat,
Samsung SmartThings Hub,
August Smart Lock, etc.)

Guide learners to describe IOT

use.
SAMPLE LESSON NOTES-WEEK 9
BASIC SIX

Fayol Inc.
0547824419/0549566881
 SCHEME OF LEARNING- WEEK 9
BASIC SIX
Name of School…………………………………………….……………………….…………………
Week Ending
Class Six
Subject ENGLISH LANGUAGE
Reference English Language curriculum
Learning Indicator(s) B6.1.10.3.2-3. B6.2.8.1.3. B6.3.12.1.1. B6.4.14.2.1. B6.5.9.1.2. B6.6.1.1.1.
Performance Indicator A. Learners can draw on prior knowledge to identify subject matter and
organizational structure of speech
B. Learners can ask and answer questions based on a passage read.
C. Learners can form and use adverb phrases correctly
D.Learners can write articles on varied topics
E. Learners can construct complex sentences correctly
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 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including Assessment) 10MINS
Learning) (Learner And Teacher)
Monday Engage learners to sing songs A.ORAL LANGUAGE Give learners task to
and recite familiar rhymes (Presentation) complete whiles you go
Help learners to draw on their prior round to guide those who
LITTLE POLLY FLINDERS knowledge about speech making. For don’t understand.
Little Polly flinders instance, ensure that learners know the
Sat among the cinders roles of participants, facilitators, advisors Give remedial learning to
Warming her pretty little and time-keepers in the group. those who special help.
toes!
Her mother came and caught Learners must be conversant with
her, subject matter and the (organizational)
And whipped her little structure of their speech.
daughter,
For spoiling her nice new Guide learners to choose their own
clothes. topics for a speech.

Guide the learners to download

important speeches from the internet.
Discuss the organizational structure of
the speeches with them.
Tuesday Engage learners to sing songs B.READING Give learners task to
and recite familiar rhymes (Silent Reading) complete whiles you go
Prepare learners adequately before round to guide those who
ONE POTATO TWO reading activities. don’t understand.
POTATOES E.g. Discussion of background
One potato, two potatoes, knowledge, title and accompanying Give remedial learning to
three potatoes ,four! pictures of the reading text, prediction. those who special help.
Five potatoes, six potatoes,
seven potatoes , more! Provide “While-reading” questions.
Eight potatoes nine potatoes Have learners read the text silently.
ten potatoes, all
Assign learners to answer a variety of
questions based on the text e.g. factual,
inferential and applicative questions.
Wednesday Engage learners to sing songs C.GRAMMAR Give learners task to
and recite familiar rhymes (Adverb Phrases) complete whiles you go
 Revise adverbs of manner, place and round to guide those who
HEAD SHOULDERS KNEES time. don’t understand.
AND TOES
Head shoulders knees and Introduce the adverb phrase in context Give remedial learning to
toes, and get learners to understand that an those who special help.
Knees and toes adverb phrase is a grammatical structure
Head shoulders knees and that modifies a verb. It is usually a single
toes word or more than a single word.
Knees and toes
And eyes and ears and mouth Provide several examples in context for
and nose. learners to read out.
Head shoulders knees and
toes, Provide short texts for learners to
Knees and toes. identify the adverb phrases.

Let learners use the adverb phrases in

sentences. E.g. He comes to the house
every day.
Thursday Play games and recite rhymes D.WRITING Give learners task to
that learners are familiar with (Informative Writing) complete whiles you go
to begin the lesson. round to guide those who
Briefly revise the writing process by don’t understand.
Ask learners questions to having learners recall the stages and
review their understanding in explain the features and relevance of Give remedial learning to
the previous lesson. each stage. those who special help.

Guide learners to write articles on varied

topics
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 Simple and Compound Sentences) round to guide those who
Review the use of coordinators in don’t understand.
Ask learners questions to sentences. Learners write examples of
review their understanding in sentences containing coordinators. Give remedial learning to
the previous lesson. those who special help.
Let learners join pairs of simple
sentences into compound ones.

Introduce complex sentences with

several examples.

Elicit similar sentences from learners

F.EXTENSIVE READING
Learners play “popcorn Have learners read books of their choice Encourage them to visit the
reading” game. The rules are independently during the library period. local library to read and
simple: One student starts borrow books
reading aloud and then calls Let learners write a one-page critical
out "popcorn" when they commentary based on the books read
finish. This prompts the next
student to pick up where the Invite individuals to present their work
previous one left off. to the class for feedback.
Week Ending
Class Six
Subject MATHEMATICS
Reference Mathematics curriculum Page 154
Learning Indicator(s) B6.4.1.2.1-2
Performance Indicator Select a method for collecting data to answer a given question and justify
the choice
Strand Data
Sub strand Data Collection & Organization
Teaching/ Learning Resources Class registers, school based assessment
Core Competencies: Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Development and Leadership Attention to Precision

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Monday Can you work out what Lead learners (in small groups) to Give learners task to
number will be at the top of discuss and write down how they complete whiles you go
the pyramid? would make decisions in the round to guide those who
following situations, what facts they don’t understand.
would take into account and how
they would collect these ‘facts’. Give remedial learning to
those who special help.
(a) The type of drinks to buy for a
class party
(b) The make of sport shoes to buy
for all P6 students
(c) The make of school bag to buy for
all P6 students

Tuesday Can you make a pyramid with Lead learners (in small groups) to Give learners task to
100 at the top? discuss and write down how they complete whiles you go
would make decisions in the round to guide those who
following situations, what facts they don’t understand.
would take into account and how
they would collect these ‘facts’. Give remedial learning to
those who special help.
(d) The number of desks in each
classroom
(e) How much money P6 students
spend on bus fare to school every
month?
Wednesday Can you put the digits 1 to 9 Lead learners (in small groups) to Give learners task to
in a square so that every row, discuss and write down how they complete whiles you go
column and diagonal add to would make decisions in the round to guide those who
15? following situations, what facts they don’t understand.
would take into account and how
they would collect these ‘facts’. Give remedial learning to
those who special help.
(f) To buy drinks for people in the
immediate family of all P6 students at
a party.
(g) Buy a mobile phone from an
online shop.
Thursday Can you put the numbers 1 Lead a discussion on the methods of Give learners task to
to 7 in each circle so that the data collection below and ask them complete whiles you go
total of every line is 12? to identify which method they will round to guide those who
use to gather the facts for each don’t understand.
situation
Give remedial learning to
those who special help.

xperiments

Friday Can you put the digits 1 to 11 Lead a discussion on the methods of Give learners task to
in the circles do that every data collection below and ask them complete whiles you go
line has the same total? to identify which method they will round to guide those who
use to gather the facts for each don’t understand.
situation
Give remedial learning to
those who special help.
Week Ending
Class Six
Subject SCIENCE
Reference Science curriculum Page 45
Learning Indicator(s) B6.5.3.1.1
Performance Indicator Learners can identify the scientific concepts and principles underlying the
operation of some industries
Strand Humans & The Environment
Sub strand Science & Industry
Teaching/ Learning Resources Gari, kenkey, shea butter, cooking oil, blacksmith, basketry
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: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
The teacher brings a bag into Learners watch a video of kenkey and Ask learners questions to
the classroom that contains salt production processes. review their understanding of
an object that has a the lesson.
connection to the lesson. Learners go on a study visit to a local
Then it is passed around and business venture such as kenkey, Have learners write 3 facts of
learners try to determine soap, salt production, cooking oil, or the lesson on a sheet of paper
what is in the bag just by gari production centre. and it in their pockets and
feeling it. learn it on their way home.
Learners must observe the activities
The student who guess right and interact with people at the
wins, and hence introduce workplace.
the lesson
Teacher writes and lets Engage learners, in groups, to discuss Ask learners questions to
students see the answer on and identify the key scientific review their understanding of
the board, perhaps a picture principles underlying the operations the lesson.
of object on the board. of the industries visited.
Have learners write 3 facts of
The students must come up Build vocabulary of learners by the lesson on a sheet of paper
with questions in which the explaining key terms such as and it in their pockets and
answer could be the object evaporation, salting-out, fermentation learn it on their way home.
on the board. and saponification.

Project Give learners a project to

work in groups to produce yoghurt,
kenkey or soap based on the
experiences from their study visits.
Week Ending
Class Six
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page 61
Learning Indicator(s) B6.5.1.1.1.
Performance Indicator Explain how Ghana co-operates with other nations
Strand Our Beliefs And Values
Sub strand Our Neighboring Countries
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 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Teacher introduces the lesson Learners recall countries that Ask learners questions to
to learners. Students are to list surround Ghana e.g. Togo, La review their understanding
all the words they associate with Cote D’Ivoire, Burkina Faso. of the lesson.
the topic to be treated.
Ask them to put words together Learners identify countries Have learners write 3 facts
to form a definition surrounding Ghana on a map of of the lesson on a sheet of
West Africa. paper and it in their pockets
and learn it on their way
Learners discuss how Ghana co- home.
operates with her neighbours
e.g. trade, sports, political
Teacher writes and lets students Learners recall countries that Ask learners questions to
see the answer on the board, surround Ghana e.g. Togo, La review their understanding
perhaps a picture of object on Cote D’Ivoire, Burkina Faso. of the lesson.
the board.
Learners identify countries Have learners write 3 facts
The students must come up surrounding Ghana on a map of of the lesson on a sheet of
with questions in which the West Africa. paper and it in their pockets
answer could be the object on and learn it on their way
the board. Learners discuss how Ghana co- home.
operates with her neighbours
e.g. trade, sports, political
Week Ending
Class Six
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B6.5.2.1.1:
Performance Indicator Identify attitudes and behaviors of a responsible family member.
Strand The Family, Authority & Obedience
Sub strand Roles, Relationship in the Family & Character Formation
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
Core Competencies: Cultural Identity, Sharing Reconciliation, Togetherness, Unity Communication and Collaboration,
Critical Thinking Creativity and Innovation Digital Literacy

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Engage learners to sing songs Let learners, in groups, discuss Ask learners questions to
and play games to get them attitudes and behaviors of a review their understanding
ready for lesson. responsible family member: of the lessson.
- taking part in family activities,
Use questions and answers to - obedience to elders of the family, Give learners task to do
review learners understanding in - respect for family members, whiles you go round to
the previous lesson. - accepting responsibility (performing guide those who need help.
assigned duties),
- taking initiatives,
- helping needy relatives, etc.

Guide learners to discuss the

importance of being committed
to the family:
- to promote unity,
- to gain respect,
- to be considered a trustworthy
person,
- to uplift family image, etc.
Week Ending
Class Six
Subject HISTORY
Reference History curriculum Page 46
Learning Indicator(s) B6.6.2.1.1
Performance Indicator Identify the leaders of the coup d’états and names of their regimes.
Strand Independent Ghana
Sub strand Military Rule
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
Core Competencies: The use of evidence to appreciate the significance of historical locations help learners to
become critical thinkers and digital literates

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

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Teacher writes and lets Guide learners to explain the terms Ask learners questions to
students see the answer on coup d’états and military takeovers review their understanding
the board, perhaps a picture with examples. of the lessson.
of object on the board.
Show and discuss a documentary on Give learners task to do
The students must come up any of the military take overs. whiles you go round to guide
with questions in which the e.g. Lt. Colonial Ignatius Kutu those who need help.
answer could be the object Achempong
on the board.
Kutu Achempong born on 23 September
1931, was a military head of state of ghana
who ruled from 13 January 1972 to 5 July
1978, when he was deposed in a palace
coup. He was later executed by firing
squad.
He lead the supreme military council I
(SMC I) in a coup to overthrow J.A
Ankrah’s National liberation council.
The teacher brings a bag into Guide learners to explain the terms Ask learners to summarize
the classroom that contains coup d’états and military takeovers what they have learnt.
an object that has a with examples.
connection to the lesson. Let learners say 5 words
Then it is passed around and Show and discuss a documentary on they remember from the
learners try to determine any of the military take overs. lesson.
what is in the bag just by e.g. Major General William Kwasi
feeling it. Akuffo

The student who guess right William Kwasi Akuffo born on 21 March
wins, and hence introduce 1937, was a soldier and Politian. He was a
the lesson chief of defense staff of the ghana armed
forces and a head of state and chairman of
the ruling military council in Ghana from
1978 to 1979. He came to power in a
miliatry coup against the govenrment of
Kutu Achempong, was overthrown in
another military coup and excuted three
weeks later.
Week Ending
Class Six
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page
Learning Indicator(s) B6.1.1.1 B6.2.1.1
Performance Indicator Learners can generate own ideas for creating own artworks from
international artworks
Strand Visual Arts & Performing Arts
Sub strand Thinking and Exploring Ideas
Teaching/ Learning Resources Photos, videos, art paper, colors and traditional art tools,
Core Competencies: Decision Making Creativity, Innovation Communication Collaboration Digital Literacy

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Learners to sing songs and play In our last visual arts lesson, we Use questions to review their
games to get them ready for learnt how to make a photo collage understanding of the lesson
the lesson using materials in the local
community. Ask learners to summarize
Show pictures of visual what they have learnt
artworks to learners for them Learners gather materials and tools
to observe and talk about them available in their community based
on artworks they wish to create.
Example: how to make a photo
collage

Demonstrate and guide learners to

make a simple photo collage.

Allow learners to practice in groups

following the steps provided

Learners to discuss and compare

their artworks to the artworks
studied.
Review learners understanding In our last performing arts lesson, Use questions to review their
in the previous lesson using we learnt how to create their own understanding of the lesson
questions and answers songs in Three Part Form (ABA).
Ask learners to summarize
Learners to choose a theme for the what they have learnt
Engage learners to play games song.
and sing songs to begin the e.g. history, health, etc.
lesson.
Guide learners to create a tune to
go with the words in the song.

Sing the song and let the class learn

it too

Assessment: Learners sing the song

in turns and in groups.
Week Ending
Class Six
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page
Learning Indicator(s) B6.5.6.1.1-2
Performance Indicator Learners can recognize and use conjunctions in forming compound
sentences correctly.
Strand Writing Conventions/ Usage
Sub strand Use of simple and compound sentences
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a manila card
Core Competencies: Creativity and innovation, Communication and collaboration, Critical thinking

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Put learners into groups. Let learners form simple sentences Ask learners questions to
and write some on the board. review their understanding of
Have learners fine words for the lessson.
each of the alphabets letters Join some of the sentences and
on the topic. discuss with the learners the word Give learners task to do
used in joining the two simple whiles you go round to guide
The group with the most sentences. those who need help.
words wins.
Explain what conjunctions are to
learners and give more examples.

Write some more sentences and

allow learners to recognize and
underline the conjunctions in them.
Have learners play games and Let learners write some conjunctions Ask learners to summarize
recite familiar rhymes to begin in their books. what they have learnt.
the lesson
Call learners in turns to mention and Let learners say 5 words they
Using questions and answers, write them out on the board. remember from the lesson.
review their understanding of
the previous lesson Let learners use the conjunctions to
form about three sentences.

Explain to learners the sentence type

formed (Compound sentence). Let
learners write some more compound
sentences and read them aloud.
Engage learners to sing songs Let learners write some conjunctions Ask learners to summarize
and recite rhymes in their books. what they have learnt.
"Itsy Bitsy Spider"
The itsy bitsy spider crawled Call learners in turns to mention and Let learners say 5 words they
up the water spout. write them out on the board. Let remember from the lesson.
Down came the rain, and learners use the conjunctions to form
washed the spider out. about three sentences.
Out came the sun, and dried
up all the rain and the itsy Explain to learners the sentence type
bitsy spider went up the spout formed (Compound sentence).
again"
Let learners write some more
compound sentences and read them
aloud.
Week Ending
Class Six
Subject PHYSICAL EDUCATION
Reference PE curriculum Page 80
Learning Indicator(s) B6.4.5.4.6
Performance Indicator Discuss with learners the effects of drug addiction.
Strand Physical Fitness
Sub strand Body Composition
Teaching/ Learning Resources Pictures and Videos
Core Competencies: Learners develop communication skills as speaking, listening, and acquisition of new concepts.

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
The teacher brings a bag into Learners discuss effects of drug Ask learners questions to
the classroom that contains addiction as; madness, uneasiness, review their understanding
an object that has a death, etc. of the lessson.
connection to the lesson.
Then it is passed around and Give learners task to do
learners try to determine whiles you go round to
what is in the bag just by guide those who need help.
feeling it.
Ask learners to summarize
The student who guess right what they have learnt.
wins, and hence introduce the
lesson.
Week Ending
Class Six
Subject COMPUTING
Reference Computing curriculum Page 52
Learning Indicator(s) B6.6.9.1.1-4
Performance Indicator Devise various techniques on how to protect oneself from online
identity theft.
Strand Internet And Social Media
Sub strand Digital Literacy
Teaching/ Learning Resources Pictures or projected images
Core Competencies: Creativity and innovation. 2. Communication and collaboration. 3. Cultural identity and global citizenship.

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Get a viral picture, a trending Guide learners on how to post Ask learners to talk about
news on twitter, Facebook, detailed personal information what they have learnt.
YouTube and other social online.
media handles. Pose questions to learners to
Guide learners to use strong review their understanding
Discuss what is trending and passwords or passphrases in of the lesson
invite learners to share their online sites, etc.
opinions on them.
Guide leaners to differentiate
spam from solicited messages.

Guide leaners to characterize

virtual and real friends
SAMPLE LESSON NOTES-WEEK 10
BASIC SIX

Fayol Inc.
0547824419/0549566881
 SCHEME OF LEARNING- WEEK 10

BASIC SIX

Name of School…………………………………………….……………………….…………………
Week Ending
Class Six
Subject ENGLISH LANGUAGE
Reference English Language curriculum
Learning Indicator(s) B6.1.10.3.4. B6.2.8.1.3. B6.3.12.1.1. B6.4.15.1.1 B6.5.10.1.1.
B6.6.1.1.1.
Performance Indicator A. Learners can support ideas and points of view with concrete
examples to convey meaning appropriate to purpose and context.
B. Learners can ask and answer questions based on a passage read
C. Learners can form and use adverb phrases correctly.
D. Learners can write to friends to express their views on given topics
using appropriate letter formats
E. Learners can check pieces of literary work for spelling
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 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Monday Engage learners to sing songs A.ORAL LANGUAGE Give learners task to
and recite familiar rhymes complete while you go
Through discussion, guide learners round the class to support
LITTLE POLLY FLINDERS to select facts and ideas from one those who might need extra
Little Polly flinders or more sources such as print help.
Sat among the cinders sources and non-print sources
Warming her pretty little appropriate to the purpose, Have learners to read and
toes! audience context and culture. spell some of the keywords
Her mother came and caught in the lesson
her, Identify and use the appropriate
And whipped her little register for formal and informal
daughter, contexts
For spoiling her nice new
clothes. Present sample speeches to groups
to study.

Provide topics and guide learners to

identify related key vocabulary.
Tuesday Engage learners to sing songs B.READING Give learners task to
and recite familiar rhymes (Silent Reading) complete while you go
Prepare learners adequately before round the class to support
ONE POTATO TWO reading activities. those who might need extra
POTATOES E.g. Discussion of background help.
One potato, two potatoes, knowledge, title and accompanying
three potatoes ,four! pictures of the reading text, Have learners to read and
Five potatoes, six potatoes, prediction. spell some of the keywords
seven potatoes , more! in the lesson
Eight potatoes nine potatoes Provide “While-reading” questions.
ten potatoes, all Have learners read the text silently.

Assign learners to answer a variety

of questions based on the text e.g.
 factual, inferential and applicative
questions.
Wednesday Engage learners to sing songs C.GRAMMAR Give learners task to
and recite familiar rhymes (Adverb Phrase) complete while you go
Revise adverbs of manner, place round the class to support
HEAD SHOULDERS KNEES and time. those who might need extra
AND TOES help.
Head shoulders knees and Introduce the adverb phrase in
toes, context and get learners to Have learners to read and
Knees and toes understand that an adverb phrase is spell some of the keywords
Head shoulders knees and a grammatical structure that in the lesson
toes modifies a verb. It is usually a single
Knees and toes word or more than a single word.
And eyes and ears and mouth
and nose. Provide several examples in context
Head shoulders knees and for learners to read out.
toes,
Knees and toes. Provide short texts for learners to
identify the adverb phrases.

Let learners use the adverb phrases

in sentences. E.g. He comes to the
house every day.
Thursday Play games and recite rhymes D.WRITING Give learners task to
that learners are familiar with (Letter Writing) complete while you go
to begin the lesson. Discuss the features of informal round the class to support
letters with learners. those who might need extra
Ask learners questions to help.
review their understanding in Give examples of formal letters to
the previous lesson. them and let them talk about the Have learners to read and
similarities and differences between spell some of the keywords
formal and informal letters. in the lesson

Brainstorm to guide learners

generate topics they would want to
write on and let each group choose
a topic.

Learners identify purpose and

audience and make a mind map to
guide the writing.

Each group writes an informal letter

and edits it. The letters are passed
round the groups for editing.
Friday Play games and recite rhymes E.WRITING CONVENTIONS Give learners task to
that learners are familiar with & GRAMMAR USAGE complete while you go
to begin the lesson. (Spelling) round the class to support
Give learners an extract containing those who might need extra
Ask learners questions to wrongly spelt words. Guide them help.
review their understanding in to correct the spellings.
the previous lesson. Have learners to read and
Have learners read a short story spell some of the keywords
and write a continuation of the in the lesson.
story. E.g. Cinderella wore the
shoes and she was taken away to
marry the prince.
 Let their story begin from this end.
Use a variety of local stories.

Each effort is followed by editing

focused on spelling.

Learners write their stories in

groups and as individuals.

Guide learners to create additional

groups to correct spellings of
words.

F.EXTENSIVE READING
Have learners read books of their
Learners play “popcorn choice independently during the Have learners present a-
reading” game. The rules are library period. two-paragraph summary of
simple: One student starts the book read
reading aloud and then calls Let learners write a one-page
out "popcorn" when they critical commentary based on the Invite individuals to present
finish. This prompts the next books read their work to the class for
student to pick up where the feedback
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 157
Learning Indicator(s) B6.4.1.2.3
Performance Indicator Design and administer a questionnaire for collecting data to answer given
questions
Strand Data
Sub strand Data Collection & Organization
Teaching/ Learning Resources Class registers, school based assessment
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: REFLECTION

MINS (New Learning Including Assessment) 10MINS
(Preparing The Brain For (Learner And Teacher)
Learning)
Monday Can you work out what Guide learners (in each small group) to Give learners task to
number will be at the top of use tallies and count the results obtained complete whiles you go
the pyramid? in the organized data table to do a round to guide those who
frequency table for each question. don’t understand.

Ask learners to study the results in the Give remedial learning to

frequency tables to draw bar or line those who may need special
graphs and write their conclusion. help.

Tuesday Can you make a pyramid Guide learners (in each small group) to Give learners task to
with 100 at the top? use tallies and count the results obtained complete whiles you go
in the organized data table to do a round to guide those who
frequency table for each question. don’t understand.

Ask learners to study the results in the Give remedial learning to

frequency tables to draw bar or line those who may need special
graphs and write their conclusion. help.

Wednesday Can you put the digits 1 to Guide learners (in each small group) to Give learners task to
9 in a square so that every use tallies and count the results obtained complete whiles you go
row, column and diagonal in the organized data table to do a round to guide those who
add to 15? frequency table for each question. don’t understand.

Ask learners to study the results in the Give remedial learning to

frequency tables to draw bar or line those who may need special
graphs and write their conclusion. help.

Thursday Can you put the numbers 1 Ask learners to identify questions for a Give learners task to
to 7 in each circle so that survey, do a question form and collect complete whiles you go
the total of every line is 12? real data, organize the data obtained into round to guide those who
frequency tables and graph it using bar or don’t understand.
 line graphs and the results to solve
problems. Give remedial learning to
those who may need special
help.

They may do surveys on the following

situations or issues:
(a) The type of drinks to buy for a class
party.
(b) The make of sport shoes to buy for all
P6 students.
(c) The make of school bag to buy for all
P6 students.
Friday Can you put the digits 1 to Ask learners to identify questions for a Give learners task to
11 in the circles do that survey, do a question form and collect complete whiles you go
every line has the same real data, organize the data obtained into round to guide those who
total? frequency tables and graph it using bar or don’t understand.
line graphs and the results to solve
problems. Give remedial learning to
those who may need special
help.

They may do surveys on the following

situations or issues:
(a) The type of drinks to buy for a class
party.
(b) The make of sport shoes to buy for all
P6 students.
(c) The make of school bag to buy for all
P6 students.
Week Ending
Class Six
Subject SCIENCE
Reference Science curriculum Page 45
Learning Indicator(s) B6.5.3.1.1
Performance Indicator Learners can identify the scientific concepts and principles underlying
the operation of some industries
Strand Humans & The Environment
Sub strand Science & Industry
Teaching/ Learning Resources Gari, kenkey, shea butter, cooking oil, blacksmith, basketry
Core Competencies: Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Development and Leadership Attention to Precision

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
The teacher brings a bag into Learners watch a video of Ask learners questions to
the classroom that contains an kenkey and salt production review their understanding
object that has a connection to processes. of the lesson.
the lesson.
Then it is passed around and Learners go on a study visit to a Have learners write 3 facts
learners try to determine what local business venture such as of the lesson on a sheet of
is in the bag just by feeling it. kenkey, soap, salt production, paper and it in their pockets
cooking oil, or gari production and learn it on their way
The student who guess right centre. home.
wins, and hence introduce the
lesson Learners must observe the
activities and interact with
people at the workplace.
Teacher writes and lets students Engage learners, in groups, to Ask learners questions to
see the answer on the board, discuss and identify the key review their understanding
perhaps a picture of object on scientific principles underlying of the lesson.
the board. the operations of the industries
visited. Have learners write 3 facts
The students must come up of the lesson on a sheet of
with questions in which the Build vocabulary of learners by paper and it in their pockets
answer could be the object on explaining key terms such as and learn it on their way
the board. evaporation, salting-out, home.
fermentation and saponification.

Project Give learners a project

to work in groups to produce
yoghurt, kenkey or soap based
on the experiences from their
study visits.
Week Ending
Class Six
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page 61
Learning Indicator(s) B6.5.1.1.1.
Performance Indicator Explain how Ghana co-operates with other nations
Strand Our Beliefs And Values
Sub strand Our Neighboring Countries
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: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Teacher introduces the Learners talk about the reasons why Ask learners questions to
lesson to learners. Students Ghana should continue to co- review their understanding
are to list all the words they operate with other nations e.g. of the lesson.
associate with the topic to i. Some ethnic groups cut across
be treated. political boundaries. Have learners write 3 facts
Ask them to put words E.g. Ewes in Ghana, Togo and Benin; of the lesson on a sheet of
together to form a definition Sissalas in Ghana and Burkina Faso. paper and it in their
pockets and learn it on
ii. She cannot supply all her needs. their way home.
As a developing nation, Ghana gets
many goods and services from other
nations
e.g. petroleum from Nigeria, tomato
from Burkina Faso, eggs from La
Cote D’Ivoire.

iii. Ghana also trades with some of

her neighbors. e.g. Ghana used to
sell electricity to Togo and Cote
D’Ivoire.
Teacher writes and lets Learners dramatize the processes to Ask learners questions to
students see the answer on follow in accepting help from other review their understanding
the board, perhaps a picture nations e.g. of the lesson.
of object on the board.
i. Be wise so that the help will not be used Have learners write 3 facts
The students must come up as way to control your country. of the lesson on a sheet of
with questions in which the ii. Find out whether the help will not lead to paper and it in their
answer could be the object negative effects on individuals or the pockets and learn it on
country.
on the board. their way home.
iii. Find out if there is a hidden motive.
iv. Decide on whether your nation is willing
to be a friend to the nation giving the help
or not.

Accept the help if it will not have

negative effects on the nation.
Week Ending
Class Six
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B6.5.2.1.1:
Performance Indicator Identify attitudes and behaviors of a responsible family member.
Strand The Family, Authority & Obedience
Sub strand Roles, Relationship in the Family & Character Formation
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
Core Competencies: Cultural Identity, Sharing Reconciliation, Togetherness, Unity Communication and Collaboration,
Critical Thinking Creativity and Innovation Digital Literacy

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Engage learners to sing songs Let learners, in groups, discuss Ask learners questions to
and play games to get them attitudes and behaviors of a review their understanding
ready for lesson. responsible family member: of the lessson.
- taking part in family activities,
Use questions and answers to - obedience to elders of the family, Give learners task to do
review learners understanding in - respect for family members, whiles you go round to
the previous lesson. - accepting responsibility (performing guide those who need help.
assigned duties),
- taking initiatives,
- helping needy relatives, etc.

Guide learners to discuss the

importance of being committed
to the family:
- to promote unity,
- to gain respect,
- to be considered a trustworthy
person,
- to uplift family image, etc.
Week Ending
Class Six
Subject HISTORY
Reference History curriculum Page 46
Learning Indicator(s) B6.6.2.1.1
Performance Indicator Identify the leaders of the coup d’états and names of their regimes.
Strand Independent Ghana
Sub strand Military Rule
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
Core Competencies: The use of evidence to appreciate the significance of historical locations help learners to
become critical thinkers and digital literates

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

MINS (New Learning Including Assessment) 10MINS
(Preparing The Brain For (Learner And Teacher)
Learning)
The teacher brings a bag into Guide learners to explain the terms Ask learners questions to
the classroom that contains coup d’états and military takeovers with review their understanding
an object that has a examples. of the lessson.
connection to the lesson.
Then it is passed around and Show and discuss a documentary on any Give learners task to do
learners try to determine of the military take overs. whiles you go round to
what is in the bag just by e.g. Major General William Kwasi guide those who need help.
feeling it. Akuffo

The student who guess right William Kwasi Akuffo born on 21 March
wins, and hence introduce 1937, was a soldier and Politian. He was a
the lesson chief of defense staff of the ghana armed
forces and a head of state and chairman of
the ruling military council in Ghana from
1978 to 1979. He came to power in a
miliatry coup against the govenrment of
Kutu Achempong, was overthrown in
another military coup and excuted three
weeks later.
The teacher brings a bag into Guide learners to explain the terms Ask learners to summarize
the classroom that contains coup d’états and military takeovers with what they have learnt.
an object that has a examples.
connection to the lesson. Let learners say 5 words
Then it is passed around and Show and discuss a documentary on any they remember from the
learners try to determine of the military take overs. lesson.
what is in the bag just by
feeling it. e.g. Flt Lt. Jerry John Rawlings

The student who guess right

wins, and hence introduce
the lesson
Week Ending
Class Six
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page
Learning Indicator(s) B6.1.2.2 B6.1.2.3
Performance Indicator Learners can creating own artworks that reflect the physical and social
environments of some communities in the world
Strand Visual Arts & Performing Arts
Sub strand Planning, Making and Composing
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 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Activate the previous knowledge Engage learners to make a simple Use questions to review
of the learners by making them beadwork using materials in the their understanding of the
answer questions on the local community. lesson
previous lesson.
Learners gather materials and tools Ask learners to summarize
Engage learners to play games available in their community. what they have learnt
and sing songs to begin the
lesson Demonstrate and guide learners to
make a simple beadwork.

Allow learners to practice in groups

following the steps provided

Learners to discuss and compare

their artworks to the artworks
studied.

Show learners pictures of the In our last performing arts lesson, Use questions to review
dance for them to talk about it. we learnt how to create our own their understanding of the
dance moves. lesson

Guide learners to pick a piece of Ask learners to summarize

music for the dance. what they have learnt
e.g. Adowa dance

Guide learners to determine the

style and plan for the dance.
Show learners a video or pictures
of the dance.

Demonstrate the dance moves to

learners as they observe.

Have learners practice the moves in

a formation dance
Week Ending
Class Six
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page
Learning Indicator(s) B6.5.7.1.1-3
Performance Indicator Learners can fill in missing words from a short passage.
Strand Writing Conventions/ Usage
Sub strand Integrating Grammar In Written Language (Spelling)
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a manila card
Core Competencies: Creativity and innovation, Communication and collaboration, Critical thinking

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Engage learners to sing songs Give a passage to learners to Ask learners questions to
and recite rhymes read. review their understanding
of the lessson.
Ding dong bell. Select all the nine and ten letter
Pussy's at the well. words in the passage and write Give learners task to do
Who took her there? them on the board. whiles you go round to
Little Johnny Hare. guide those who need help.
Who’ll bring her in? Discuss the words with learners.
Little Tommy Thin. Spell out, together with
What a jolly boy was that learners, the words on the
To get some milk for pussy cat, board.
Who ne'er did any harm?
But played with the mice in his Call individual learners to spell
father's barn the words to the class. Dictate
the words for learners to write
in their books.

Put learners into groups and do

a spelling game among the
groups
Have learners play games and Give a passage with nine and ten Ask learners to summarize
recite familiar rhymes to begin letter words missing from it. what they have learnt.
the lesson
Write the missing words on the Let learners say 5 words
Using questions and answers, board. they remember from the
review their understanding of lesson.
the previous lesson Ask learners to fill in the missing
words in the passage.
Engage learners to sing songs Read passages for learners to Ask learners to summarize
and recite rhymes listen to. what they have learnt.

Row, Row, Row Your Boat" Discuss the unfamiliar words. Let learners say 5 words
Row, row, row your boat, they remember from the
Gently down the stream. Give the passages to learners to lesson.
Merrily, merrily, merrily, read.
merrily,
Life is but a dream. Dictate the passage for the
learners to write.
Week Ending
Class Six
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B6.4.6.4.7
Performance Indicator Discuss with learners the capabilities of the various body types.
Strand Physical Fitness Concepts, Principles And Strategies
Sub strand Substance
Teaching/ Learning Resources Pictures and Videos
Core Competencies: Learners develop communication skills as speaking, listening, and acquisition of new concepts.

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Have learners play games and Learners discuss the body types: Ask learners to summarize
recite familiar rhymes to begin Mesomorph- medium body type what they have learnt.
the lesson and
ectomorph-slim body type. Let learners say 5 words
Using questions and answers, they remember from the
review their understanding of Learners identify capabilities of lesson.
the previous lesson various body types such as
mesomorph-long distance
runners’, endomorphs- good
swimmers, throwers, etc.
Week Ending
Class Six
Subject COMPUTING
Reference Computing curriculum Page 53
Learning Indicator(s) B6.6.10.1.1.-2
Performance Indicator Explain Internet etiquette and how to deal with it.

Investigate on the responsible use of computers.

Strand Internet And Social Media
Sub strand Internet Etiquette
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 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Have learners play games and Guide learners to explain Ask learners to summarize
recite familiar rhymes to begin Internet etiquette and elaborate what they have learnt.
the lesson on some rules associated with it.
Let learners say 5 words
Using questions and answers, Internet etiquette are the rules and they remember from the
review their understanding of regulations that governs how users lesson.
the previous lesson use the internet.

Guide learners to investigate on

the responsible use of
computers.
i. Information privacy
ii. Copy right. Hardware,
Software and information theft
SAMPLE LESSON NOTES-WEEK 12
BASIC SIX

Fayol Inc.
0547824419/0549566881
 SCHEME OF LEARNING- WEEK 12
BASIC SIX
Name of School…………………………………………….……………………….…………………
Week Ending
Class Six
Subject ENGLISH LANGUAGE
Reference English Language curriculum
Learning Indicator(s) B6.1.10.3.7. B6.2.10.1.2. B6.3.13.1.1. B6.4.15.1.1 B6.5.10.1.1. B6.6.1.1.1.
Performance Indicator A. Learners can Speak with confidence before different audiences using
appropriate verbal and non-verbal cues to convey meaning
B. Learners can Write short summary of a level appropriate passage read
C. Learners can form and use reported speech appropriately
D. Learners can write to friends to express their views on given topics
using appropriate letter formats
E. Learners can check pieces of literary work for spelling
F. Learners can read and critique a variety of 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: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Monday Engage learners to sing songs A.ORAL LA4NGUAGE Give learners task to
and recite familiar rhymes complete while you go round
Through discussion, explain the the class to support those
LITTLE POLLY FLINDERS need to be able to speak with who might need extra help.
Little Polly flinders confidence before an audience.
Sat among the cinders Have learners to read and
Warming her pretty little Show video clips of well-known spell some of the keywords in
toes! persons delivering speeches for the lesson
Her mother came and learners to observe and comment
caught her, on. Let learners practice these in
pairs and groups
Tuesday Engage learners to sing songs B.READING Give learners task to
and recite familiar rhymes complete while you go round
Have learners read the passage. the class to support those
ONE POTATO TWO Discuss it briefly with learners. who might need extra help.
POTATOES
One potato, two potatoes, Working in groups, learners write a Have learners to read and
three potatoes ,four! summary of the passage taking note spell some of the keywords in
Five potatoes, six potatoes, of the main idea(s). the lesson
seven potatoes , more!
Eight potatoes nine potatoes Let learners present their write up
ten potatoes, all for discussion. E.g. Select main ideas
from the passage without
examples/illustrations/words in
parenthesis.

Learners use the sequence order to

write down the events that took
place in the correct order
Wednesday Engage learners to sing songs C.GRAMMAR Give learners task to
and recite familiar rhymes Provide situations for learners to complete while you go round
identify and use them in both the class to support those
present and past tenses. who might need extra help.
 HEAD SHOULDERS KNEES
AND TOES Introduce the direct speech with Have learners to read and
Head shoulders knees and several examples of sentences. spell some of the keywords in
toes, the lesson
Knees and toes E.g. “We saw an eagle,” said Aba.
Head shoulders knees and “Esi is tired,” said Mum.
toes “Joe has become rich,” said Atongo.
Knees and toes
And eyes and ears and Lead learners, with examples, to
mouth and nose. change direct speech into reported
Head shoulders knees and speech by:
toes,
Thursday Play games and recite D.WRITING Give learners task to
rhymes that learners are complete while you go round
familiar with to begin the Give examples of formal letters to the class to support those
lesson. them and let them talk about the who might need extra help.
similarities and differences between
Ask learners questions to formal and informal letters. Have learners to read and
review their understanding in spell some of the keywords in
the previous lesson. Learners identify purpose and the lesson
audience and make a mind map to
guide the writing.

Each group writes an informal letter

and edits it. The letters are passed
round the groups for editing.
Friday Play games and recite E.WRITING CONVENTIONS Give learners task to
rhymes that learners are & GRAMMAR USAGE complete while you go round
familiar with to begin the (Spelling) the class to support those
lesson. Give learners an extract containing who might need extra help.
wrongly spelt words. Guide them
Ask learners questions to to correct the spellings. Have learners to read and
review their understanding in spell some of the keywords in
the previous lesson. Have learners read a short story the lesson.
and write a continuation of the
story. E.g. Cinderella wore the
shoes and she was taken away to
marry the prince.

Learners write their stories in

groups and as individuals.

Guide learners to create additional

groups to correct spellings of
words.

F.EXTENSIVE READING
Have learners read books of their
Learners play “popcorn choice independently during the Have learners present a-two-
reading” game. The rules are library period. paragraph summary of the
simple: One student starts book read
reading aloud and then calls Let learners write a one-page
out "popcorn" when they critical commentary based on the Invite individuals to present
finish. This prompts the next books read their work to the class for
student to pick up where the feedback
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) B6.4.2.2.2-3
Performance Indicator Predict the probability of a given outcome occurring for a given probability
experiment by using theoretical probability
Strand Data
Sub strand Probability & Chance
Teaching/ Learning Resources Counters, bundle and loose straws
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: REFLECTION

MINS (New Learning Including Assessment) 10MINS
(Preparing The Brain For (Learner And Teacher)
Learning)
Monday Have learners arrange the Guide learners (in each small group) to Give learners task to
fractions from the largest to carry out the following experiments 100 complete whiles you go
the smallest. times, use tallies to record their results, round to guide those who
and transfer it to frequency tables: don’t understand.

(i) spinning a 5-sector spinner 100 Give remedial learning to

times; those who may need special
Learners are to complete the (ii) spinning an 8-sector spinner 100 help.
work within a given time times.

Tuesday Engage learners to play the Ask learners (in each small group) to Give learners task to
missing number puzzle. use the results of the experiments complete whiles you go
Use 1 to 4 to finish each equation. above (recorded in the tables above) to round to guide those who
Multiply before you add and subtract work out the experimental probability don’t understand.
and compare to the theoretical
probability of the following events with Give remedial learning to
each of the spinners (i.e. table above) those who may need special
i. pinning a 2 help.
ii. pinning a number greater than 4
iii. pinning a 1 or a 3

Wednesday Engage learners to play the Put the results from all the small groups Give learners task to
missing number puzzle. for (a) spinning the 5-sector spinner, (b) complete whiles you go
Use 1 to 4 to finish each equation. spinning the 8-sector spinner, together. round to guide those who
Multiply before you add and subtract Ask the class to work out the don’t understand.
experimental probabilities and compare
to the theoretical probabilities of the Give remedial learning to
events those who may need special
i. pinning a 2 help.
ii. pinning a number greater than 4
iii. pinning a 1 or a 3

Thursday Let learners play games and Ask learners their observations as to Give learners task to
sing songs to begin the whether or not the experimental complete whiles you go
lesson. probability is getting closer to the round to guide those who
theoretical probability. don’t understand.
 Revise with them the
previous lesson through Ask them to explain the difference Give remedial learning to
questions and answers. between theoretical probability and those who may need special
experimental probability help.
Friday Engage learners in the Mental Ask learners their observations as to Give learners task to
math game: whether or not the experimental complete whiles you go
probability is getting closer to the round to guide those who
Give a sequence of theoretical probability. don’t understand.
instructions for learners to
follow while doing math in Ask them to explain the difference Give remedial learning to
their head. between theoretical probability and those who may need special
experimental probability help.
Week Ending
Class Six
Subject SCIENCE
Reference Science curriculum Page 46
Learning Indicator(s) B6.5.4.1.1
Performance Indicator Know the effects of climate change on humans
Strand Humans & The Environment
Sub strand Climate Change
Teaching/ Learning Resources Pictures and charts
Core Competencies: Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Development and Leadership Attention to Precision

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Teacher introduces the lesson Learners are engaged in a think- Ask learners questions to
to learners. Students are to list pair-share activity to come out review their understanding
all the words they associate with with ways of controlling the of the lesson.
the topic to be treated. causes of climate change.
Ask them to put words together Have learners write 3 facts
to form a definition Guide learners to design a of the lesson on a sheet of
concept map on climate change, paper and it in their pockets
showing its causes, effects and and learn it on their way
prevention. home.

Build the vocabulary of learners

by explaining terms such as
climate change, drought,
flooding and temperature.
Teacher writes and lets students Engage learners in an awareness Ask learners questions to
see the answer on the board, campaign on climate change review their understanding
perhaps a picture of object on issues in the school and nearby of the lesson.
the board. community, using placards,
posters and banners. Have learners write 3 facts
The students must come up of the lesson on a sheet of
with questions in which the Learners work in groups to paper and it in their pockets
answer could be the object on plant and nurture trees at and learn it on their way
the board. vantage points in the school home.
environment.

Learners predict what will

happen if there are no trees in
the world
Week Ending
Class Six
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page 62
Learning Indicator(s) B6.5.1.2.1.
Performance Indicator Investigate the effects climate change on the environment
Strand Our Beliefs And Values
Sub strand Our Neighboring Countries
Teaching/ Learning Resources Pictures, Charts, Video Clips
Core Competencies: Communication and Collaboration Critical Thinking and Problem Solving Cultural Identity

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Teacher introduces the lesson Use video clips, field trips and Ask learners questions to
to learners. Students are to list pictures to help learners identify review their understanding
all the words they associate with the effects of over of the lesson.
the topic to be treated. concentration of greenhouse
Ask them to put words together gases and climate change on the Have learners write 3 facts
to form a definition environment e.g. change in of the lesson on a sheet of
rainfall pattern, change in paper and it in their pockets
temperature, agriculture, health. and learn it on their way
home.
Discuss human activities (e.g.
bush burning, fumes from
vehicles) in their community
that contribute to the emission
of greenhouse gases (e.g. carbon
dioxide, methane, water vapour
and nitrous oxide) (Whole-class
discussion).

Learners in groups suggest ways

by which human beings can
adapt to climate change
Teacher writes and lets students Discuss human activities (e.g. Ask learners questions to
see the answer on the board, bush burning, fumes from review their understanding
perhaps a picture of object on vehicles) in their community of the lesson.
the board. that contribute to the emission
of greenhouse gases (e.g. carbon Have learners write 3 facts
The students must come up dioxide, methane, water vapour of the lesson on a sheet of
with questions in which the and nitrous oxide) (Whole-class paper and it in their pockets
answer could be the object on discussion). and learn it on their way
the board. home.
Learners in groups suggest ways
by which human beings can
adapt to climate change
Week Ending
Class Six
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page 55
Learning Indicator(s) B6.5.2.1.1:
Performance Indicator Identify attitudes and behaviors of a responsible family member.
Strand The Family, Authority & Obedience
Sub strand Roles, Relationship in the Family & Character Formation
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
Core Competencies: Cultural Identity, Sharing Reconciliation, Togetherness, Unity Communication and Collaboration,
Critical Thinking Creativity and Innovation Digital Literacy

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Engage learners to sing songs Guide learners to discuss the Ask learners questions to
and play games to get them importance of being committed to review their understanding
ready for lesson. the family: of the lessson.
- to promote unity,
Use questions and answers to - to gain respect, Give learners task to do
review learners understanding - to be considered a trustworthy person, whiles you go round to
in the previous lesson. - to uplift family image, etc. guide those who need help.
Put learners into two groups and
have them debate on the motion
for or against the motion,
“It is good to be committed to
one’s family”.
Week Ending
Class Six
Subject HISTORY
Reference History curriculum Page 46
Learning Indicator(s) B6.6.2.2.2
Performance Indicator Assess the consequences of military takeovers on Ghana’s development
Exemplification
Strand Independent Ghana
Sub strand Military Rule
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 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Engage learners to sing songs Show and discuss a documentary Ask learners questions to
and play games to get them of any military takeover. review their understanding
ready for lesson. of the lessson.
Brainstorm the effects of the
Use questions and answers to coup d’états and military rule on Give learners task to do
review learners understanding Ghana’s development whiles you go round to guide
in the previous lesson. e.g. human right abuse, those who need help.
overthrow of constitutions and
imposition of harsh rules.
Use questions and answers to Put learners into groups. Give learners task to do
review learners understanding whiles you go round to guide
in the previous lesson. Debate the effects of military those who need help.
takeovers on Ghana’s
development
Week Ending
Class Six
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page
Learning Indicator(s) B6.1.4.6 B6.2.4.7
Performance Indicator Learners can use the agreed guidelines to examine and derive meaning
from own artworks
Strand Visual Arts & Performing Arts
Sub strand Appreciating and Appraising
Teaching/ Learning Resources Photos, videos, art paper, colors and traditional art tools,
Core Competencies: Decision Making Creativity, Innovation Communication Collaboration Digital Literacy

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

(Preparing The Brain For (New Learning Including REFLECTION 10MINS
Learning) Assessment) (Learner And Teacher)
Engage learners to play games Let learners use their senses to Assessment: Present
and sing songs to begin the appreciate and appraise their own learners with different
lesson. artworks. artworks for them to
use the guidelines in
Review learners understanding Make decisions on agreed guidelines appreciating and
in the previous lesson using to appreciate and appraise an appraising.
questions and answers artwork.
E.g. a painting
Summarize lesson
activities with learners.

Have learners to talk about the

painting.
i. what’s going on in the painting
ii. what do you see that makes you say
that?
iii. what more can we find?
Engage learners to play games Performing artworks include dance, Review the lesson
and sing songs to begin the music and drama. activities through
lesson. questions and answers.
Let learners use their senses to
appreciate and appraise their own
artworks.

Make decisions on agreed guidelines

to appreciate and appraise an
artwork. E.g. Agbadza dance
Review learners understanding
in the previous lesson using
Let learners talk about the theme,
questions and answers
gestures, makeup, costume, stage
use and stage setting as they watch
the video or pictures of the dance.
Week Ending
Class Six
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page
Learning Indicator(s) B6.6.3.1.4-6
Performance Indicator Learners can answer factual and inferential questions from passages
read.
Strand Extensive Reading/Children Literature/Library
Sub strand Reading Texts, Poems, Narrative And Short Stories
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a manila card
Core Competencies: Creativity and innovation, Communication and collaboration, Critical thinking

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Write words on th board and Read a passage or text aloud for Ask learners questions to
cover parts with a smiley for learners to listen. review their understanding
learners to guess the word of the lessson.
Let learners mention unfamiliar
Have learners sing songs to words and write them on the Give learners task to do
begin the lesson board. whiles you go round to
guide those who need help.
Allow learners to find the
meaning of unfamiliar words
from the dictionary and context.
Have learners play games and Ask questions based on the text Ask learners to summarize
recite familiar rhymes to begin read. what they have learnt.
the lesson
Allow learners to answer factual Let learners say 5 words
Using questions and answers, and inferential questions from they remember from the
review their understanding of the text read. lesson.
the previous lesson
Draw or print pictures of Revise the topic on how to do Ask learners to summarize
vocabulary words with number summary with learners. what they have learnt.
on it and paste them on the
classroom wall. Ask learners to Let learners summarize a Let learners say 5 words
make a list of them. paragraph from the text read. they remember from the
lesson.
Listen to some of the ideas from
the learners on the paragraph
summary.

Read a text aloud for learners

to listen and allow learners to
read on their own.

Allow learners to write a

summary of the text read.
Week Ending
Class Six
Subject PHYSICAL EDUCATION
Reference PE curriculum Page 81
Learning Indicator(s) B6.5.4.5.4
Performance Indicator Evaluate individual responsibility in group efforts.
Strand Values And Psycho-Social Concepts, Principles And Strategies
Sub strand Critical Thinking
Teaching/ Learning Resources Pictures and Videos
Core Competencies: learners develop personal and social skills such as tolerance, empathy, teamwork, fair-
play in cultural and religious diversity

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Have learners play games and Evaluation is a process that Ask learners questions to
recite familiar rhymes to begin critically examines an individual. review their understanding
the lesson It involves collecting and of the lessson.
analyzing information about a an
Using questions and answers, individual characteristics and Give learners task to do
review their understanding of outcomes. whiles you go round to
the previous lesson guide those who need help
Evaluate individual learners’
responsibility in group efforts
and encourage them to do
better.
Week Ending
Class Six
Subject COMPUTING
Reference Computing Curriculum Page 54
Learning Indicator(s) B6.7.1.1.1-2
Performance Indicator Identify five (5) major health hazards associated with the use of ICT
tools and demonstrate solutions for the health related problems in
ICT.
Strand Internet And Social Media
Sub strand Health Hazard With Using ICT Tools
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 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Have learners play games and Brainstorm with learners the Ask learners to summarize
recite familiar rhymes to begin long term exposure to the use what they have learnt.
the lesson of ICT tools.
Let learners say 5 words
Using questions and answers, Let learners identify some ICT they remember from the
review their understanding of tools they commonly use in the lesson.
the previous lesson home.
E.g. Television, Computer,
Radio, Mobile phone, etc.

Guide learners to discuss some

major health hazards associated
with the use of ICT tools.
e.g. Eye strain, Eye irritation,
Eye fatigue, etc.

Guide learners to brainstorm

to find the solutions to the
health hazards associated with
the use of ICT tools.