TERM TWO
BASIC FOUR
WEEK TWO
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WEEKLY SCHEME OF LEARNING- WEEK TWO
BASIC FOUR
Name of School………………………………………………………………………….……………………….……………………
Week Ending
Class Four
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B4.1.6.3.2 B4.2.6.3.1 B4.3.3.1.1. B4.4.9.2.1
B4.5.4.1.2 B4.6.1.1.1.
Performance Indicator A. Learners can demonstrate turn
conversation on different topics
audibly, and express thoughts and feelings
clearly
B. Learners can deduce meaning of words from
how they are used in context
C. Learners can identify and use different types of
pronouns:
D. Learners can develop ideas into a one-
paragraph draft using appropriate nouns or
pronouns within and across sentences to aid
cohesion and avoid ambiguity
E. Learners can demonstrate the use of the simple
past form in speech and in writing to express
past conditions
F. Learners can read a variety of age- and level
appropriate books and present a-two-
paragraph summary of each book read
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting
on a manila card and a class library.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.
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 Engage learners to sing A. ORAL LANGAUGE What have we learnt
songs and recite familiar today?
rhymes
Demonstrate turn taking Ask learners to
with a learner earlier summarize the main
prepared. points in the lesson
• Learners in pairs, take
turns to talk about given
topics in groups observing
turn taking.
Assessment: let learners
demonstrate turn taking
in conversation on
different topics and speak
audibly, and express
thoughts and feelings
clearly
Tuesday Engage learners to sing B.READING What have we learnt
songs and recite familiar Using several examples today?
rhymes guide learners to make
meaning from the context Ask learners to
in which words have been summarize the main
used. (contextual points in the lesson
meaning)
• Learners work in pairs
and in groups to work out
the meaning of given
words from their context.
Assessment: let learners
deduce meaning of words
from how they are used in
context.
Wednesday Engage learners to sing C.GRAMMAR What have we learnt
songs and recite familiar i. Personal pronouns – I, today?
rhymes You, He/She, We, etc.
• Write sentences with Ask learners to
personal pronouns. summarize the main
e. g. You are late. points in the lesson
• Provide learners with a
variety of practice
activities
Assessment: let learners
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identify personal
pronouns from sentences
Thursday Engage learners to sing D.WRITING What have we learnt
songs and recite familiar Writing stage today?
rhymes • Have learners work
independently to write a Ask learners to
first draft. summarize the main
points in the lesson
Assessment: let learners
develop ideas into a one-
paragraph draft
Friday Engage learners to sing E.WRITING CONVENTION What have we learnt
songs and recite familiar Let two pairs come today?
rhymes together to form bigger
groups to edit their work Ask learners to
one after the other. summarize the main
• Pairs of learners read points in the lesson
their work to the class for
discussion
Assessment: let learners
use the simple past form
to express past conditions
Friday Guide learners to E.EXTENSIVE READING Have learners to tell
choose and read books Guide learners to choose what they read to the
during the library period and read independently whole class
books of their choice
during the library period.
• Learners think-pair-
share their stories with
peers.
• Ask each learner to
write a-two-paragraph
summary of the book
read.
• Invite individuals to
present their work to the
class for feedback
Assessment: Ask each
learner to write a-two-
paragraph summary of the
book read.
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Week Ending
Class Four
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B4.1.3.1.1 B4.1.3.1.2
Performance Indicator Learners can generate unit fractions and locate a unit
fraction, e.g. one-eighth, on a number line by defining the
interval from 0 to 1 as the whole and partitioning it into 8
equal parts and that each part has size 1/8.
Learners can recognise and name equivalent fractions
using pictorial representations and number line to
determine the Lowest Common Denominator (LCD).
Strand Number
Sub strand Fractions
Teaching/ Learning Resources Counters
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving. Critical Thinking and
Problem Solving.
DAYS PHASE 1: STARTER PHASE 2: MAIN 40MINS PHASE 3: REFLECTION
10 (New Learning Including 10MINS
MINS Assessment) (Learner And
(Preparing The Brain Teacher)
For Learning)
Monday Sing songs like: Use number line to locate one Review the lesson
eight by defining the interval with Learners
I’m counting one, from 0 to 1 as the whole and
what is one partitioning it into 8 equal parts
1 - One is one alone,
alone it shall be. Assessment: have
2 - Two pair, two pair learners to practice
come pair let us pair with more examples
Tuesday Sing songs like: Ask pupils to draw several Review the lesson
lines, 30 units each, and mark with Learners
I’m counting one, the ends 0 and 1. For each line
what is one ask them to partition the
1 - One is one alone, interval from 0 to 1 into each of Assessment: have
alone it shall be. the following unit fractions 1 /2, learners to practice
1/ 3, 1/5, 1/6, and 1/ 10. with more examples
Wednesday Sing songs like: Review the lesson
Ask pupils to use the number with Learners
chart they have drawn to read
I’m counting one,
fractions that are equivalent
what is one e.g. 1/3=2/6=3/6 .…
1 - One is one alone, Assessment: have
alone it shall be. learners to practice
2 - Two pair, two pair with more examples
come pair let us pair
Thursday Sing songs like: Use fraction chart to illustrate Review the lesson
the concept of equivalent with Learners
I’m counting one, fractions (i.e. equal fractions
what is one that have different fractional
1 - One is one alone, units or denominators) i.e. one- Assessment: have
alone it shall be. half is 2-fourths, 3-sixth or 4- learners to practice
eighths with more examples
Friday Sing songs like: Illustrate the relationship Review the lesson
between fractions and their with Learners
I’m counting one, equivalences by observing the
what is one different fractional units or
1 - One is one alone, denominators (i.e. the Assessment: have
alone it shall be. numerator is multiplied by the learners to practice
2 - Two pair, two pair number of units the with more examples
denominator is further broken
into)
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Week Ending
Class Four
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B4.2.2.1.2
Performance Indicator Learners can examine some common seeds and how
they germinate
Strand CYCLES
Sub strand LIFE CYCLES OF ORGANISMS
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.
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 Engage learners to sing Review learner’s What have we learnt
songs and recite familiar knowledge that seeds can today?
rhymes germinate with or without
soil. Ask learners to
• This activity will take summarize the important
some days. points of the lesson
• Learners will work with
beans or maize seeds.
Learners first observe the
dry seed coat, then when
it absorbs water to swell
rapturing of seed coat,
sprouting of the root,
sprouting of the stem and
seed leaves, the
elongation of the root and
stem.
Assessment: let learners
describe how
common seeds germinate.
Thursday Engage learners to sing Learners will work with What have we learnt
songs and recite familiar beans or maize seeds. today?
rhymes Learners will work with
beans or maize seeds. Ask learners to
Report should include summarize the important
diagrams of each stage of points of the lesson
germination
Assessment: let learners
describe the stages of
germination for
beans or maize seeds
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Week Ending
Class Four
Subject OUR WORLD OUR PEOPLE
Reference Our World Our People curriculum Page
Learning Indicator(s) B4.2.2.1.1.
Performance Indicator Learners can explore the relationship between living
and non-living things in the environment
Strand ALL AROUND US
Sub strand Plants and Animals
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.
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)
Tuesday Engage learners to sing Learners in groups, discuss What have we learnt
songs and recite familiar the relationship between today?
rhymes the following living and
non-living things: Ask learners to
i. Plants and soil summarize the main
ii. Plants and sunlight
points in the lesson
iii. Plants and water
Assessment: let learners
explain the relationship
between
i. Plants and soil
ii. Plants and sunlight
iii. Plants and water
Thursday Engage learners to sing Learners in groups, discuss What have we learnt
songs and recite familiar the relationship between today?
rhymes the following living and
non-living things: Ask learners to
iv. Humans and air summarize the main
v. Humans and water points in the lesson
vi. Humans and land
Assessment: let learners
explain the relationship
between
iv. Humans and air
v. Humans and water
vi. Humans and land
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Week Ending
Class Four
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B4 2.1.1.2:
Performance Indicator Learners can draw and colour a worship scene.
Strand Religious Practices and their Moral Implications
Sub strand Religious Worship, Prayer and other Religious
Practices
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.
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)
Friday Engage learners to sing Let learners draw and What have we learnt
songs and recite familiar colour a worship scene. today?
rhymes
Ask learners to
Assessment: let learners summarize the main
learners draw and colour a points in the lesson
worship scene.
Week Ending
Class Four
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B4.1.4.1.1
Performance Indicator Learners can describe the history of Ghana’s major
historical locations
Strand My Country Ghana
Sub strand Major Historical Locations
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.
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)
Tuesday Engage learners to sing Match these historical What have we learnt
songs and recite familiar locations to where they today?
rhymes can be located
Ask learners to
Assessment: let learners summarize the main
match historical locations points in the lesson
to where they can be
located
Thursday Engage learners to sing Show and discuss a What have we learnt
songs and recite familiar documentary/ slides on today?
rhymes these locations in Ghana
Ask learners to
Assessment: let learners summarize the main
describe the history of points in the lesson
Ghana’s major historical
locations
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Week Ending
Class Four
Subject CREATIVE ARTS
Reference Creative Arts curriculum
Learning Indicator(s) B4. 2.1.1.3
Performance Indicator Learners can study the performing artworks created of
some Ghanaian performing artists that reflect the
natural and manmade environments of some
communities in Ghana
Strand Performing Arts
Sub strand Thinking and Exploring Ideas
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.
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 Engage learners to sing Learners are to: What have we learnt
songs and recite familiar today?
rhymes Ghanaian performing
artists that show aspects Ask learners to
of the natural and summarize the main
manmade environments; points in the lesson
detail and describe the
ideas that make up the
artworks
Assessment: let learners
describe the ideas that
make up the artworks of
some Ghanaian
performing artists
Wednesday Engage learners to sing Learners are to: What have we learnt
songs and recite familiar assess the artworks by today?
rhymes comparing their
types, topics/themes,
purpose, Ask learners to
function, summarize the main
ideas expressed, etc. points in the lesson
Assessment: let learners
assess artworks by
comparing their
types,
topics/themes,
purpose,
function,
ideas expressed
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Week Ending
Class Four
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B4.1.3.1.1
Performance Indicator Learners can dance to the beat of traditional music.
Strand MOTOR SKILL AND MOVEMENT PATTERNS
Sub strand LOCOMOTOR, MANIPULATIVE AND RHYTHMIC SKILLS
Teaching/ Learning Resources cones
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.
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)
Friday Learners jog round a Learners dance to a beat What have we learnt
demarcated area in files of any traditional music. today?
while singing and Learners dance as
clapping to warm-up the individually but at their Use answers to
body for maximal own pace. summarise the lesson.
performance and to
prevent injuries
Week Ending
Class Four
Subject COMPUTING
Reference Computing curriculum Page
Learning Indicator(s) B4.1.2.1.6.
Performance Indicator Creating, naming and renaming a folder
Strand WORD PROCESSING
Sub strand INTRODUCTION TO MS-WINDOWS INTERFACE
Teaching/ Learning Resources Laptop
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.
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)
Engage learners to sing Guide learners to create, What have we learnt
Wednesday songs and recite familiar name and rename a today?
rhymes folder.
Ask learners to
summarize the main
Assessment: let learners points in the lesson
create, name and rename
a folder.
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WEEKLY LESSON PLAN FOR B4 GHANAIAN LANGUAGE
Learning Indicator (s) (Ref. No.) B4.1.7.1.1 Talk about the environment and recognise
and discuss things that destroy the environment
B4.1.7.1.2 Describe how to prevent things that
destroy the environment
B4.1.9.1.1 Recognise polar question markers.
Performance Indicators • The learner should talk about the
environment and recognise and discuss things
that destroy the environment
• The learner should describe how to
prevent things that destroy the environment
• The learner should recognise polar
question markers.
Week Ending
Reference Ghanaian Language curriculum
Subject GHANAIAN LANGUAGE
Teaching/ Learning Resources Manila cards, markers, recorded audios visual
Core Competencies: Communication and collaboration Personal development and leadership
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)
Engage leaners to sing • Take a stroll with What have we learnt
songs and recite learners. today?
familiar rhymes • Tell them to take note of
the things they see as you
take the stroll.
• Let learners mention the
names of things in their
environment.
• In class, discuss what an
environment is with
learners.
• In class, discuss the trip
with learners and lead
them to recognise some of
the actions of man that Review the lesson with
destroy the environment. learners
• Let learners recognise
other things that destroy
the environment. E.g.
Bushfires, erosion, de-
forestation, pollutions in
various forms, etc.
Assessment: let learners
mention things that
destroy the environment
Engage leaners to sing • Discuss the actions that What have we learnt
songs and recite destroy the environment today?
familiar rhymes again with learners.
• Group learners and ask
them to brainstorm in
their various groups on
what they think must be
done to prevent the
destruction of the
environment.
• Let each group present
whatever they have
written down to the class.
• Let learners discuss the
points raised by their
friends and select the
major ideas that they
bring out (the teacher can
add more ways of
preventing the destruction
of the environment in case
the points raised by
learners are not very
strong
• Show learners a video
on how to prevent things
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that destroy the Review the lesson with
environment. learners
• Discuss the video with
them.
Assessment: let learners
describe how to prevent
things that destroy the
environment
Engage leaners to sing • Revise the lesson on What have we learnt
songs and recite giving and responding to today?
familiar rhymes commands with learners.
• Call one learner and use
the questions and answers
strategy to get
information from him or
her as the rest of the
learners listen.
• Discuss what polar
question markers are with
learners.
• Lead learners to
recognise polar question
markers in a group of
questions written on the
board.
Eg. Have you eaten?
Yes/No.
Are you from this town?
Yes/No
Assessment: let learners
identify polar question
markers in a group of
questions written on the Review the lesson with
board. learners
