SAMPLE LESSON NOTES-WEEK 5

BASIC FIVE

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 SCHEME OF LEARNING- WEEK 5
BASIC FIVE
Name of School………………………………………………………………………….…………………

Week Ending
Class Five
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B5.1.7.1.5. B5.2.7.2.2. B5.3.8.1.1. B5.4.13.1.1. B5.5.9.1.1. B5.6.1.1.1
Performance Indicator  Learners can ask relevant questions to expand comprehension of details
of texts
 Learners can relate two or more ideas in a text
 Learners can identify and use simple conjunctions
 Learners can write explanations to support opinions
 Learners can identify subjects and predicates in compound sentences
 Learners can read a variety of age- and level appropriate books and
present at least a-three-paragraph summary of 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:

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Write a simple word A.ORAL LANGUAGE Give learners task to
vertically on the board . (Listening Comprehension) complete whiles you go round
E.g. P to guide those who don’t
E Through discussion, learners identify understand.
N some interesting stories or texts they
have heard or read. Give remedial learning to
Invite learners to come up those who special help.
with a word starting with Assist learners to talk about the
each letter of the vertical content of the stories/texts after re-
word. telling the story.

Encourage learners to ask relevant

questions to expand their
comprehension of the details of the
text.
Tuesday Have learners recite familiar B.READING Give learners task to
rhymes. (Comprehension) complete whiles you go round
to guide those who don’t
ONCE I CAUGHT A FISH Through relevant questions, have understand.
ALIVE learners make personal connections
One, two, three, four, five with a text read. Give remedial learning to
Once I caught a fish alive e.g. Does the message in this passage those who special help.
Six, seven, eight, nine, ten remind you of something?
Then I let it go again Answer: This story reminds me of a
Why did you let it go? holiday I spent with my grandfather.
Because it bit my finger so
Which finger did it bite? Have learners relate two or more
This little finger on my right ideas within the text or from different
texts.
Wednesday Have learners sing songs and C.GRAMMAR Have learners underline the
recite familiar rhymes (Conjunctions) conjunctions in the following
sentences.
 MINGLE MINGLE Revise simple conjunctions. Provide i. Let’s write down the address so
•Mingle, mingle – mingle 2x simple sentences and let learners join we don’t forget it.
Two mingle (2 come them using and, or/nor, but.
together) ii. We left early so that we wouldn’t
•Mingle, mingle – mingle 2x The conjunctions so and so that are used be late.
Three mingle (3 come to tell what the purpose of something is.
They are called conjunctions of purpose iii. John took a map so that he
together) wouldn’t get lost.
•Mingle, mingle – mingle 2x
four mingle (4 come Introduce so and so that in context.
iv. I hid the comics under the bed so
together) e.g.: i. Let’s write down the address so we that nobody could find them
don’t forget it.
ii. We left early so that we wouldn’t be late.

Guide learners to discover the

functions of these conjunctions.

Have them practice using these

conjunctions in their own sentences.

Provide a passage and have learners

identify the conjunctions in the
passage.
Thursday Put learners into two groups. D.WRITING Give learners task to
Call out some vocabulary (Argumentative Writing) complete whiles you go round
and let them search the to guide those who don’t
dictionary for their meanings. Present a motion to learners. understand.
The group to read first wins. E.g. A teacher is more important than
a doctor. Give remedial learning to
those who special help.
Discuss the meaning and implication
of the motion with pupils and invite
them to take a stand either for or
against the motion.

Put learners into two groups: for the

motion and against the motion to
write down what they think about it.

Groups read out their opinions to the

class for discussion
Friday Have learners sing songs and E.WRITING CONVENTIONS & Give learners task to
recite familiar rhymes GRAMMAR USAGE complete whiles you go round
(Using Simple and Complex Sentences) to guide those who don’t
WE ARE GOING Give learners an extract from a understand.
•We are going 2X comprehension passage.
•We are going to the train Give remedial learning to
station Guide them to identify the simple and those who special help.
•The train is coming lalalala compound sentences.
push push 2x
•Chukuchaka 2x push push Let them identify the subjects and
2x verbs in each compound sentence.

Let learners write about an event

they had participated in,
demonstrating their understanding of
subject and predicate sentences.

Learners edit to demonstrate their

knowledge of subject and predicate.
 F.EXTENSIVE READING

Have learners read independently

Engage learners in the “popcorn books of their choice during the Invite individuals to present
reading” game
library period. their work to the class for
The rules are simple: One
student starts reading aloud and feedback.
then calls out "popcorn" when Assessment: Ask learners to write a-
they finish. This prompts the three-paragraph summary of the book Have learners to draw parts
next student to pick up where read. of the story
the previous one left off.
Week Ending
Class Five
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B5.1.4.1.4-5
Performance Indicator Learners can use models to explain the result of addition, subtraction
and multiplication of decimals
Strand Number
Sub strand Decimal Fractions
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 Assessment) (Learner And
For Learning) Teacher)
Monday Guide learners to use models to explain Ask learners to tell you
the result of addition of decimals. what they have learnt and
what they will like to learn
Steps to adding Decimals: in the next lesson
For example; To add 0.645 and 0.39
Give learners individual or
1. Convert to like decimals: The highest home task.
decimal place is 3, so we add zeros in
other numbers and get 3 decimal places
in them too.
0.645
0.39=0.390

2. Line up and Add the decimals.

Assessment: Have learners to practice

with several examples
Tuesday Guide learners to use models to explain Ask learners to tell you
the result of subtraction of decimals. what they have learnt and
what they will like to learn
For example: To subtract 0.395 from 0.6 in the next lesson

1. Convert to like decimals: The highest Give learners individual or

decimal place is 3, so we add zeros in home task.
other numbers and get 3 decimal places
in them too.
0.395
0.6=0.600

2. Line up and Add the decimals.

00
 600 - 395 = 600-395 = 205 = 0.205
1000 1000 1000 1000
Assessment: Have learners to practice
with several examples
Wednesday Guide learners to use models to explain Ask learners to tell you
the result of multiplication of decimals. what they have learnt and
what they will like to learn
Consider the product of 3 x 1.5 in the next lesson
This is equivalent to adding the decimal
number 1.5 times. That is 1.5 + 1.5 + 1.5 Give learners individual or
15 + 15 + 15= 45= 4.5 home task.
10 10 10 10

Alternatively, multiply the two numbers

as two whole numbers. After that,
count the number of places equivalent
to that of the decimal places and put it
in there.
3 x 15 = 45
There is only one decimal place so 45 =
4.5

Assessment: Have learners to practice

with several examples
Thursday Guide learners to use models to explain Ask learners to tell you
the result of multiplication of decimals. what they have learnt and
what they will like to learn
Consider the product 3.6 x 1.3. in the next lesson

To multiply a two decimal number, Give learners individual or

multiply the two numbers as two whole home task.
numbers.
36 x 13 = 468

After that, count the number of places

equivalent to that of the decimal places
and put it in there.
468 = 4.68

Assessment: Have learners to practice

with several examples
Friday Guide learners to use models to explain Ask learners to tell you
the result of multiplication of decimals. what they have learnt and
what they will like to learn
Consider the product 3.6 x 1.3. in the next lesson
To multiply a two decimal number,
multiply the two numbers as two whole Give learners individual or
numbers. home task.
36 x 13 = 468

After that, count the number of places

equivalent to that of the decimal places
and put it in there.
468 = 4.68

Assessment: Have learners to practice

with several examples
Week Ending
Class Five
Subject SCIENCE
Reference Science curriculum Page 30
Learning Indicator(s) B5.5.1.2.2
Performance Indicator Demonstrate how to clean the environment regularly
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 Assessment) (Learner And Teacher)
For Learning)
Have learners solve the brain Learners discuss some materials that Ask learners questions to
teasers. are used for cleaning the home, the review their understanding of
school and the community. the lessson.
It likes food, but water kills it.
What is it? Give learners task to do whiles
you go round to guide those
who need help.
What’s full of holes but can
still hold water? Demonstrate to learners the correct
way of using the cleaning tools, e.g.
brooms, rags, ceiling brush, dustpans
and dustbins.
Have learners solve the Learners are assisted to know the Ask learners to summarize what
puzzel below need to keep the environment clean. they have learnt.

Engage learners to use local cleaning Let learners say 5 words they
tools to clean the classroom and the remember from the lesson.
school environment.

Project: Learners design posters to

create awareness on the need to
keep the school, home and
Community clean and exhibit their
work in the school.
Week Ending
Class Five
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page 31
Learning Indicator(s) B5.4.2.1.1.
Performance Indicator Learners can recognize parents as source of discipline and character
formation
Strand Our Nation Ghana
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
Learning) Teacher)
Have learners solve the Learners talk about rules and Ask learners questions to
puzzel below regulations they are expected to review their understanding
follow at home of the lessson.

Learners discuss why it is Give learners task to do

important to obey rules and whiles you go round to
regulations at home guide those who need help.

Learners identify ways by which

they can be responsible:
• be a good child to avoid punishment
• emulate parents and other family
members, etc.
Group learners into three (3), Learners role play responsible Ask learners to summarize
appoint a leader from each behaviors as parents and what they have learnt.
group to act as the teacher. children at home.
Let learners say 5 words
Ask them to summarize what Learners write essays on how to they remember from the
was covered in the previous become responsible adults. lesson.
lesson.
Week Ending
Class Five
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page 43
Learning Indicator(s) B5. 5.1.1.2:
Performance Indicator Learners can explain the need to demonstrate responsible behavior at
home.
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)
Play games and sing songs to Let learners identify ways by Ask learners questions to
begin the lesson. which they can be responsible: review their understanding
- be a good child to avoid punishment, of the lessson.
Using questions and answers, - emulate parents and other family
review the understanding of members, etc. Give learners task to do
learners of the previous lesson whiles you go round to
Let learners dramatize guide those who need help.
responsible behaviors as
parents.

In groups, let learners write

essays on how to become
responsible adults.

Let learners present their works

to the class for appreciation and
discussion
Week Ending
Class Five
Subject HISTORY
Reference History curriculum Page 36
Learning Indicator(s) B5.5.1.1.3
Performance Indicator Learners can examine sources of evidence about the role of Joseph
Ephraim Casely-Hayford in the National Congress of British West Africa
(NCBWA)
Strand Journey to Independence
Sub strand Early Protest Movement
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)
There are three light switches Guide learners to talk about and Ask learners questions to
outside of a room– labeled describe the protest movements review their understanding
number one, number two, and during the pre-colonial era. of the lessson.
number three. The door to the E.g. National Congress of British
room is closed and you can’t see West Africa. Give learners task to do
in. All three switches are off. whiles you go round to guide
The National Congress of British those who need help.
You need to figure out which West Africa, founded in1917, was
switch belongs to which bulb. one of the earliest nationalist
You can use the switches organizations in west Africa, and
however you want to, but can one of the earliest formal
only enter the room once. How organizations working toward
do you do it? African emancipation

Let learners talk about what led

to the formation of the protest
movements.
A farmer is traveling with a fox, Identify the key leaders of the Ask learners to summarize
a goose, and a bag of beans. NCBWA by pictures. what they have learnt.
During his journey, he comes
across a river with a boat to The cofounders included Thomas Let learners say 5 words
cross it. Hutton Mills, J.E Casely Hayford, they remember from the
The farmer can only t one thing Edward Francis Small, F.V Nanka lesson.
in the boat with him at a time. Bruce, A.B Quartey Papafio,
If left alone together, the fox Henry Van Hien, A. Sawyerr And
will eat the goose or the goose Kobina Sekyi.
will eat the beans.

How does the farmer get

everything across the river
safely?

Let learners present a report on

the lesson as a poster.
Week Ending
Class Five
Subject COMPUTING
Reference Computing curriculum Page 25
Learning Indicator(s) B5.6.6.1.1.-3
Performance Indicator Learners can demonstrate how to set default search engines and set
homepages.
Strand Internet And Social Media
Sub strand Customizing Your Browser
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 PHASE 2: MAIN 40MINS PHASE 3:

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Show learners pictures or short Guide learners to set default Form groups and have
videos on current trends of search engines. learners to summarize the
technology in the world. important points of the
lesson.
Have learners talk about the
trends of technology and how Learners can pose
they are going to apply it in their questions for clarity if they
everyday lives. don’t understand

Guide learners to set

homepages.

Guide learners to make

Browser apps, add-ons, plug-ins,
and extensions.