SAMPLE LESSON NOTES-WEEK 10

BASIC TWO

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 SCHEME OF LEARNING- WEEK 10
BASIC TWO
Name of School……………………………………………….……………………….…………………
Week Ending
Class Two
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B2.1.10.1.1. B2.2.9.1.1. B2.4.12.1.1. B2.5.10.1.1. B2.6.1.1.1
Performance Indicator A. Learners can speak with confidence before different audience
B. Learners can read texts/stories/passages with good pace, accuracy
and expression
C. Learners can use simple sentences to describe feelings
D.Learners can use phonics knowledge to spell words with irregular
phonic letter pattern
E. Learners can read a variety of age and level-appropriate books and
texts from print and non-print
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 Have learners recite familiar A.ORAL LANGUAGE Give learners task to
rhymes. (Presentation) complete while you go
Put learners in pairs to share round the class to support
FIVE LITTLE DUCKS their holiday plans with each those who might need
Five little ducks went out one other. extra help.
day,
Over the hills and far away, Have each person share his/her Have learners to read and
Mother duck said “Quack, friend’s plans with the class. spell some of the keywords
quack, quack” in the lesson
But only 4 little ducks came Use probing questions to get
back. learners give additional
information:
e.g. i. Where will he go first?
ii. What will he be doing there?
etc.
Tuesday Engage learners to sing songs B.READING Give learners task to
and recite familiar rhymes (Fluency) complete while you go
Model reading aloud with the round the class to support
LITTLE TOMMY TITTLEMOUSE focus on pace and expression. those who might need
Little tommy tittle mouse extra help.
Lived in a little house, Have learners, in group/pairs,
He caught fishes read short texts aloud with the Have learners to read and
In other men’s ditches. appropriate pace, accuracy and spell some of the keywords
expression. in the lesson

Wednesday Have learners play games and C.WRITING Give learners task to
recite familiar rhymes to begin (Descriptive Writing) complete while you go
the lesson Let learners name and describe round the class to support
common objects using those who might need
Using questions and answers, adjectives. extra help.
review their understanding of
the previous lesson. Let learners name various Have learners to read and
objects in the classroom. spell some of the keywords
in the lesson
 Explain what they have to do.

Demonstrate the activity by

describing an object in 3-5
sentences. Write the sentences
on the board.

Let individuals choose objects

and describe them orally and
then in writing.
Thursday Have learners play games and D.WRITING Give learners task to
recite familiar rhymes to begin CONVENTIONS & complete while you go
the lesson GRAMMAR USAGE round the class to support
(Spelling) those who might need
Using questions and answers, Have learners play the pick and extra help.
review their understanding of spell game to spell phonetically
the previous lesson. irregular words. e. g. the, face Have learners to read and
spell some of the keywords
Have learners use these words in the lesson
in oral and written sentences.
Friday Engage learners to recite a few C.EXTENSIVE READING Call learners in turns to tell
rhymes with actions the whole class what they
Use the Author’s chair to read.
introduce the reading/ library
Have a variety of age time. Let Learners draw parts of
appropriate books for learners the story they read
to make a choice from. Introduce narratives, pop-up
and flip-the-page texts to
learners.

Introduce e-books to learners,

if available.
Week Ending
Class Two
Subject MATHEMATICS
Reference Mathematics curriculum Page 39
Learning Indicator(s) B2.3.3.3.2
Performance Indicator Learners can use arbitrary units and hour on the clock to measure time
to complete simple events.
Strand Geometry And Measurement
Sub strand Measurement- Length, Capacity, Mass And Time
Teaching/ Learning Resources Ruler, rope, meter rule
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 Assessment) REFLECTION 10MINS
(Preparing The Brain For (Learner And Teacher)
Learning)
Monday Mix up playing cards. Put Let learners identify personal referents Ask learners to tell you
learners into groups of two for minutes or hours. what they have learnt
and what they will like to
Shuffle and place the cards Engage learners in activities to find out learn in the next lesson
face down on the table. the time taken to do them.
Player one flips over the e.g. play the game of filling bottles with
top two cards. Player two water. Invite three learners to fill Give learners individual
then have to add up the bottles with water. The first to finish or home task.
numbers wins.

Learners record their own time to

identify referents for minutes or hours.
e.g. it took me exactly 2 minutes to fill
up that bottle.

Assessment: Engage learners in other

activities to identify personal referents
for minutes or hours
e.g. 10 minutes is about the time it
takes to walk from my house to school.

3 hours is about the time it takes to

clear a plot of land etc.
Tuesday Let learners close their Brainstorm learners to identify Ask learners to tell you
eyes. While their eyes are activities that can or cannot be what they have learnt
closed, erase one or more accomplished in minutes, hours, days, and what they will like to
numbers. months and years. learn in the next lesson
Learners again open their
eyes to find the missing Write out each point on the board for
numbers. further discussion. Give learners individual
Let learners justify their e.g. cooking Rice can take up to 10 or home task.
answers. minutes to finish.
We can’t build a Storey building in a
day.

Assessment: In groups, let learners find

out activities that can or cannot be
accomplished in minutes, hours, days,
months and years.
 Encourage learners to write their
findings in their workbooks.
Wednesday Engage leaners to sing the Display the stop clock or watches on Ask learners to tell you
song the table. what they have learnt
Ask learners to identify and tell their and what they will like to
WE CAN COUNT uses. learn in the next lesson
We class three
We can count Let learners understanding that they
We count 1,2,3,4,5 are going to tell how much time it Give learners individual
We count 6,7,8,9,10 would take them to perform certain or home task.
We class three can count activates.
very well.
Put learners into groups of four. Invite
a member from each group to walk
round the school building. Ask learners to
time themselves, using watches or
clock and tell how much time (in
minutes and seconds) it would take
them to accomplish it.

You can also engage learners to

undertake the following activities to tell
how much time involved.
ii. Walk to the nearest house to the
school; iii. Walk to the nearest toilet;
etc.
Thursday Put leaners in two groups. Give learners the start and end times Ask learners to tell you
Call out a number between of events and ask them to determine what they have learnt
1 and 6. E.g. 3. the duration of the event. and what they will like to
e.g. Henry took an examination which learn in the next lesson
Learners must call out the started 9:00am and ended at exactly
double (2x) of that 10:45am. How many hours did he
number. used? Give learners individual
Answer: Henry used 1 hour and 45 or home task.
In this case 6 is the answer. minutes to write the exams.

Try out more numbers. Complete the table

The group that answers Sporting Start Finish How
more wins event long
Ampe 10.30 10.45
a.m. a.m.
Netball 9.00am 10.00am
Basket 2.00pm 3.50pm
ball
Football 3.30pm 5.00pm
Friday Share some few jokes with Give learners the start and end times Ask learners to tell you
learners. You can two their of events and ask them to determine what they have learnt
jokes as well the duration of the event. and what they will like to
e.g. An American girl farts e.g. Henry took an examination which learn in the next lesson
and says “Excuse me”. started 9:00am and ended at exactly
10:45am. How many hours did he
A Ghanaian girl farts and used? Give learners individual
you will hear “Ohh! beans Answer: Henry used 1 hour and 45 or home task.
wei koraa” minutes to write the exams.

Complete the table

Sporting Start Finish How
event long
Ampe 10.30 10.45
a.m. a.m.
Netball 9.00am 10.00am
Basket 2.00pm 3.50pm
ball
Football 3.30pm 5.00pm
Week Ending
Class Two
Subject SCIENCE
Reference Science curriculum Page 47
Learning Indicator(s) B2.5.3.2.1
Performance Indicator Know the ways foods are processed for consumption
Strand Humans and the Environment
Sub strand Science And Industry
Teaching/ Learning Resources Mobile phones, laptops, toy cars etc.
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)
Have learners play games and Let learners draw and display Ask learners questions to
recite familiar rhymes to begin the foods they eat every day. review their understanding
the lesson of the lessson.

Using questions and answers, Give learners task to do

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

Ask learners to state why food

must be processed before it is
consumed.
Have learners play games and In groups learners discuss ways Ask learners to summarize
recite familiar rhymes to begin of processing foods for what they have learnt.
the lesson consumption. e.g., roasting,
frying, and boiling, and Let learners say 5 words
Using questions and answers, communicate their ideas to the they remember from the
review their understanding of whole class. lesson.
the previous lesson
Present samples of raw food
stuffs to learners and let them
talk about how they can process
them for consumption.
Let learners act as teachers to Emphasize on key processing Ask learners questions to
review the previous lesson. methods such as washing, review their understanding
boiling, frying, baking, roasting of the lessson.
Encourage learners to pose etc.
questions for clarification Give learners task to do
Assign learners to find out how whiles you go round to
foods are processed for guide those who need help.
consumption in their
communities before the lesson.
Week Ending
Class Two
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page 37
Learning Indicator(s) B2.5.3.1.1.
Performance Indicator Identify sources of information
Strand My Global Community
Sub strand Sources Of Information
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)
Have learners play games and Bring real items or pictures of Ask learners questions to
recite familiar rhymes to begin telephone, mobile phone, radio review their understanding
the lesson etc., to class. Learners talk about of the lessson.
the use of these technological
Using questions and answers, tools. Give learners task to do
review their understanding of whiles you go round to
the previous lesson. Learners draw the items used for guide those who need help.
receiving and sending information
e.g. mobile phone.
Have learners play games and Bring real items or pictures of Ask learners to summarize
recite familiar rhymes to begin telephone, mobile phone, radio what they have learnt.
the lesson etc., to class. Learners talk about
the use of these technological Let learners say 5 words
Using questions and answers, tools. they remember from the
review their understanding of lesson.
the previous lesson Learners draw the items used for
receiving and sending information
e.g. mobile phone.
Let learners act as teachers to Bring real items or pictures of Ask learners questions to
review the previous lesson. telephone, mobile phone, radio review their understanding
etc., to class. Learners talk about of the lessson.
Encourage learners to pose the use of these technological
questions for clarification tools. Give learners task to do
whiles you go round to
Learners draw the items used for guide those who need help.
receiving and sending information
e.g. mobile phone.
Week Ending
Class Two
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page 13
Learning Indicator(s) B2. 4.2.1.1:
Performance Indicator Learners can describe ways of promoting personal hygiene and safety
in the community.
Strand The Family and the Community
Sub strand Personal Safety In The Community
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)
Let learners act as teachers to Let learners talk about things Ask learners questions to
review the previous lesson. they do to show personal review their understanding
hygiene practices: of the lessson.
Encourage learners to pose i. bathing twice a day,
questions for clarification ii. brushing of the teeth, at least, Give learners task to do
twice daily, whiles you go round to
iii. washing of clothes regularly, iv. guide those who need help.
washing of hands regularly, etc.

Through dramatization, let

learners demonstrate personal
hygiene practices.

Let learners draw items used in

keeping their bodies clean.
Week Ending
Class Two
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B2.3.2.1.1
Performance Indicator Learners can describe how early trade was carried out between
Ghanaians and Europeans
Strand My Country Ghana
Sub strand International Trading Including Slave Trade
Teaching/ Learning Resources Wall charts, word cards, posters, video clip, etc.
Core Competencies: The use of evidence to appreciate the significance of historical locations help learners
to become critical thinkers and digital literates

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Engage learners to play games, Describe how early trade was Ask learners questions to
sing songs and recite rhymes to carried out between Ghanaians review their understanding
begin the lesson. and the Europeans. of the lessson.

Using questions and answers Organize learning corners with Give learners task to do
review learners on the previous real items or pictures of items whiles you go round to
lesson. brought by the Europeans such guide those who need help.
as Gin, Gun, Gun Powder,
Textiles, Tobacco, Iron Bars,
Elephant tusks, Ivory, Gold.

Role play the barter trade in

those items.
Let learners act as teachers to Guide learners to use the Ask learners to summarize
review the previous lesson. internet to identify countries what they have learnt.
with the items they brought that
Encourage learners to pose remained part of everyday Let learners say 5 words
questions for clarification Ghanaian life. e.g. the Dutch and they remember from the
wax prints. lesson.

Name the towns that emerged

on the coast as a result of
European trade with Ghanaians.
Week Ending
Class Two
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page
Learning Indicator(s) B2.1.2.2 B2.1.2.3
Performance Indicator Learners can create own artworks from imagination, based on artworks
produced or found in other communities in Ghana.
Strand Visual Arts & Performing Arts
Sub strand Planning, Making and Composing
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)
Activate the previous Engage learners to make a simple Use questions to review their
knowledge of the learners by beadwork using materials in the local understanding of the lesson
making them answer questions community.
on the previous lesson. Ask learners to summarize
Learners gather materials and tools what they have learnt
Engage learners to play games available in their community.
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 a video or In our last performing arts lesson, Use questions to review their
pictures of the dance you want we learnt how to create our own understanding of the lesson
to teach. dance moves.
Ask learners to summarize
Guide learners to pick a piece of what they have learnt
music for the dance.
e.g. Bamaya dance

Guide learners to determine the

style and plan of the dance.
Show learners a video or pictures of
the dance you want to teach.

Demonstrate the dance moves to

learners as they observe.

Have learners practice the moves in

a formation dance
Week Ending
Class Two
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page 58
Learning Indicator(s) B1.6.1.1.1
Performance Indicator Learners can read simple sentences of about three to four words.
Strand Extensive Reading
Sub strand Building the Love And Culture of Reading In Learners
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 Let learners say the letters of Ask learners questions to
and recite rhymes the alphabet. review their understanding
of the lessson.
Row, Row, Row Your Boat Write words on a flashcard.
Row, row, row your boat, Give learners task to do
Gently down the stream. Let learners pick the flashcards whiles you go round to
Merrily, merrily, merrily, in turns and let them mention guide those who need help.
merrily, the word on the card.
Life is but a dream.
Lead learners to spell the words
as a group and on individual
bases.
Have learners play games and Write the words on the board Ask learners to summarize
recite familiar rhymes to begin leaving out some letters. what they have learnt.
the lesson
Call learners to fill the blank Let learners say 5 words
Using questions and answers, spaces with the correct letter. they remember from the
review their understanding of lesson.
the previous lesson Write more words on the
board leaving some letters out
and call learners to fill the blank
spaces with the missing letter.

Guide learners to fill in blank

spaces in simple words.
Engage learners to sing songs Let learners say the letters of Ask learners to summarize
and recite rhymes the alphabet as a group. what they have learnt.

Ding dong bell. Call individual learners to say Let learners say 5 words
Pussy's at the well. the letters of the alphabet. they remember from the
Who took her there? lesson.
Little Johnny Hare. Write four-letter words on the
Who’ll bring her in? board.
Little Tommy Thin.
What a jolly boy was that Lead learners to say the words
To get some milk for pussy cat, aloud.
Who ne'er did any harm? Let learners say the words on
But played with the mice in his their own.
father's barn
Help learners to write four-
letter words correctly.
Week Ending
Class Two
Subject PHYSICAL EDUCATION
Reference PE curriculum Page 27
Learning Indicator(s) B2.4.4.4.5
Performance Indicator Classify PE equipment into new and old.
Strand Physical Fitness Concepts, Principles And Strategies
Sub strand Safety And Injuries
Teaching/ Learning Resources Pictures and Videos
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)
Let learners act as teachers to Place PE equipment like discus, Ask learners to summarize
review the previous lesson. javelin, etc. on a table and let what they have learnt.
learners identify them
Encourage learners to pose Let learners say 5 words
questions for clarification they remember from the
lesson.

Guide learners to sort them

into new and old by their
appearance and usage.