SAMPLE LESSON NOTES-WEEK 12

BASIC ONE

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 SCHEME OF LEARNING- WEEK 12
BASIC ONE
Name of School……………………………………………….……………………….…………………
Week Ending
Class One
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B1.1.10.1.3. B1.2.9.1.2. B1.4.12.1.1. B1.5.10.1.2. B1.6.1.1.1.
Performance Indicator A. Learners can speak with confidence before different audiences,
B. Learners can recognize one hundred and twenty sight words including
content words
C. Learners can use words and simple sentences to describe self
D. Learners can fill in blank spaces in simple words
E. Learners can read a variety of age – appropriate books and texts from
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 Gather 10 objects that can be A.ORAL LANGUAGE Give learners task to
found in the classroom and (Presentation) complete while you go round
lay them all out on the desk. the class to support those
Show them all to the students Have learners draw members of who might need extra help.
and then cover everything their nuclear family.
with a blanket or a sheet after Have learners to read and
one minute. Through think-pair-share strategy, spell some of the keywords
Ask learners to write down as let learners show and talk about in the lesson
many items they remember their family members in pairs,
on a piece of paper. smaller groups and as a class.

Use probing questions to have

learners talk more about their family
members.
e.g. i. Who is this one?
ii. Why did you draw him or her
first?

Encourage shy learners to speak.

Tuesday Write a simple word vertically B.READING Give learners task to
on the board . E.g. P (Fluency) complete while you go round
E Have learners go over the sight the class to support those
N words they have learnt who might need extra help.
Invite learners to come up during the period.
with a word starting with Have learners to read and
each letter of the vertical Let learners echo-read simple texts. spell some of the keywords
word. in the lesson
Let learners play vocabulary games
for vocabulary consolidation,
e.g. Lucky Dip game, Pick and Say,
Word Hunt.
 Have learners make simple
meaningful sentences with the
sight words.
Wednesday Have learners sing songs and C.WRITING Give learners task to
recite familiar rhymes (Descriptive Writing) complete while you go round
Model describing yourself in 2-3 the class to support those
MINGLE MINGLE simple sentences using simple who might need extra help.
•Mingle, mingle – mingle 2x descriptive words.
Two mingle (2 come Have learners to read and
together) Write some descriptive words and spell some of the keywords
•Mingle, mingle – mingle 2x discuss them with learners. in the lesson
Three mingle (3 come Through questions, have pairs of
together) learners describe themselves to each
•Mingle, mingle – mingle 2x other.
four mingle (4 come together) e.g. What is your name?
- My name is.................... How
old are you?
- I am ...............................

Assist learners to write out their

sentences.
Thursday Write a simple word vertically D.WRITING CONVENTIONS Give learners task to
on the board . E.g. P & GRAMMAR USAGE complete while you go round
E (Spelling) the class to support those
N who might need extra help.
Invite learners to come up Provide a passage with blank spaces
with a word starting with and help learners to fill in the gaps Have learners to read and
each letter of the vertical or spaces with familiar two or three spell some of the keywords
word. letter words. in the lesson

Friday Have a variety of age E.EXTENSIVE READING Have learners to read and
appropriate books for spell the key words on the
learners to make a choice Using book tease or book talk, board
from. introduce the reading/ library time. Learners to draw parts of
the story they read
Introduce picture or wordless
books, pop-up and flip-the-page texts
to learners.

Encourage them to read individually

and in pairs, and provide support and
encouragement.
Week Ending
Class One
Subject MATHEMATICS
Reference Mathematics curriculum Page 18
Learning Indicator(s) B1.4.1.1.2
Performance Indicator Organize a given set of data into three categories, find the total number of
data points and determine how many are in each category and compare the
number in any two category
Strand Data
Sub strand Data Collection And Organization
Teaching/ Learning Resources Class registers, school based assessment
Core Competencies: Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning;

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 a game of “I spy” with Have a picture of learners in front of the Ask learners to tell you what
learners using riddles that class and ask the learners to use two they have learnt
describes the relative different objects to represent the
position of various object, number of males and females. Give learners individual or
e.g. “I spy something that is home task
beside the chair, in front of
the bookcase, etc.

Let learners represent the number of

boys with a red Lego block, and
represent the number of girls with a blue
Lego block.
Boys Girls

Assessment: let learners solve several

examples
Tuesday Play a game of “I spy” with Bring a picture of animals in front of the Ask learners to tell you what
learners using riddles that class and ask the learners to use two they have learnt
describes the relative different objects to represent the
position of various object, number of males and females Give learners individual or
e.g. “I spy something that is home task
beside the chair, in front of Let learners represent the number of
the bookcase, etc. males with a red Lego block, and
represent the number of females with a
blue Lego block.
Wednesday Play games and recite rhymes Bring a picture of objects in front of the Ask learners to tell you what
that learners are familiar class and ask the learners to use two they have learnt
with to begin the lesson. different category to represent the
number of natural and man-made. Give learners individual or
Ask learners questions to home task
review their understanding in
the previous lesson.
 Let learners represent the number of
natural items with a yellow Lego block,
and represent the number of man-made
items with a green Lego block.

Natural items Man-made items

Assessment: let learners solve several

examples
Thursday Play a game of “I spy” with Using the scenario in day one lesson, let Ask learners to tell you what
learners using riddles that learners solve simple problems (i.e. how they have learnt
describes the relative many altogether, how many more or
position of various object, less). Give learners individual or
e.g. “I spy something that is home task
beside the chair, in front of In the example, there were four boys and
the bookcase, etc. two girls in the picture, 4 boys and 2
girls. Altogether there are 6 pupils in the
picture.

Let learners use the Lego blocks to

demonstrate this fact.
Friday Play games and recite rhymes Using the scenario in day three lesson, Ask learners to tell you what
that learners are familiar let learners solve simple problems (i.e. they have learnt
with to begin the lesson. how many altogether, how many more
or less). Give learners individual or
Ask learners questions to home task
review their understanding in In the example, there were six natural
the previous lesson. items and six man-made items in the
picture, 6 natural items and 6 man-made
items. Altogether there are 12 items in
the picture.

Let learners use the Lego blocks to

demonstrate this fact.
Week Ending
Class One
Subject SCIENCE
Reference Science curriculum Page 34
Learning Indicator(s) B1.5.4.1.1
Performance Indicator Describe the conditions of the weather
Strand Humans And The Environment
Sub strand Climate Change
Teaching/ Learning Resources Pictures depicting rainy, windy, sunny and cloudy conditions
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)
Play a game of “I spy” with Take learners out to observe the Ask learners questions to
learners using riddles that weather and talk about whether review their understanding
describes the relative they feel hot or cold. of the lessson.
position of various object,
e.g. “I spy something that is Guide learners to talk about other Give learners task to do
beside the chair, in front of weather conditions, e.g. rainy, whiles you go round to
the bookcase, etc. windy, sunny and cloudy. guide those who need help.

Show pictures or videos of different

weather conditions and activities
people do under different weather
conditions.
Play games and recite rhymes Guide learners to talk about other Ask learners to summarize
that learners are familiar weather conditions, e.g. rainy, what they have learnt.
with to begin the lesson. windy, sunny and cloudy.
Let learners say 5 words
Ask learners questions to Show pictures or videos of different they remember from the
review their understanding in weather conditions and activities lesson.
the previous lesson. people do under different weather
conditions.
Play a game of “I spy” with Learners talk about what they Ask learners questions to
learners using riddles that observe during different weather review their understanding
describes the relative conditions: rainy, windy, sunny and of the lessson.
position of various object, cloudy.
e.g. “I spy something that is Give learners task to do
beside the chair, in front of Let learners sing songs on the whiles you go round to
the bookcase, etc. weather, e.g. rain, rain go away. guide those who need help.

Act a play on the lesson taught.

Week Ending
Class One
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page 17
Learning Indicator(s) B1.5.4.1.1.
Performance Indicator Identify technology tools in communication
Strand My Global Community
Sub strand Technology In Communication
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)
Play a game of “I spy” with Learners in groups talk about Ask learners questions to
learners using riddles that technology tools used for review their understanding
describes the relative position of communication e.g. gong gong, of the lessson.
various object, e.g. “I spy drums, bells.
something that is beside the Give learners task to do
chair, in front of the bookcase, Learners draw and color drums, whiles you go round to
etc. bells, gong gong to assemble guide those who need help.
people.
Play games and recite rhymes Learners in groups talk about Ask learners to summarize
that learners are familiar with to technology tools used for what they have learnt.
begin the lesson. communication e.g. mobile vans,
and community information Let learners say 5 words
Ask learners questions to centers. they remember from the
review their understanding in lesson.
the previous lesson. Learners draw and color mobile
vans, and community
information centers to assemble
people.
Play a game of “I spy” with Learners in groups talk about Ask learners questions to
learners using riddles that technology tools used for review their understanding
describes the relative position of communication e.g. mobile vans, of the lessson.
various object, e.g. “I spy and community information
something that is beside the centers. Give learners task to do
chair, in front of the bookcase, whiles you go round to
etc. Learners draw and color mobile guide those who need help.
vans, and community
information centers to assemble
people.
Week Ending
Class One
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page 5
Learning Indicator(s) B1.4.1.1.2
Performance Indicator Explain the role of the community in the upbringing of its members.
Strand The Family and the Community
Sub strand Roles and relationships
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
Core Competencies: Cultural Identity, Sharing Reconciliation, Togetherness, Unity Communication 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)
Review learners understanding Let learners, in groups, talk Ask learners series of
in the previous lesson using about the role of the community questions to review their
questions and answers in the upbringing of its members understanding of the lesson
through discipline.
Engage learners to play games Learners to read and spell
and sing songs to begin the Let learners dramatize or role- the key words on the
lesson. play the roles of members of the board.
community in the upbringing of
its members through discipline.
Week Ending
Class One
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B1.6.1.1.1.
Performance Indicator Learners can Identify the Presidents Ghana has had since 1960
Strand Independent Ghana
Sub strand The Republics
Teaching/ Learning Resources Pictures, Charts, Video Clips
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)
Play games and recite rhymes Guide learners to name the Ask learners series of
that learners are familiar with to presidents of Ghana since 1960. questions to review their
begin the lesson. understanding of the lesson
Using pictures and charts,
Ask learners questions to learners talk about the sixth and Ask learners to summarize
review their understanding in seventh President of the country what they have learnt
the previous lesson. and dates of tenure.
e.g. Fred Akuffo and Flt. Jerry John Learners to read and spell
Rawlings the key words on the
board.
Match pictures of Ghana’s
presidents with their names.
Teacher writes and lets students Guide learners to name the Ask learners series of
see the answer on the board, presidents of Ghana since 1960. questions to review their
perhaps a picture of object on e.g. Dr. Hilla Limann and John understanding of the lesson
the board. Agyekum Kuffour
Ask learners to summarize
The students must come up Using pictures and charts, what they have learnt
with questions in which the learners talk about the eighth
answer could be the object on and nineth President of the Learners to read and spell
the board. country and dates of tenure. the key words on the
board.
Match pictures of Ghana’s
presidents with their names.
Week Ending
Class One
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page
Learning Indicator(s) B1.1.4.6 B1.2.4.7
Performance Indicator Learners to use the agreed guidelines to examine and derive meaning
from own displayed 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: REFLECTION

(Preparing The Brain For (New Learning Including 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 Make decisions on agreed appreciating and appraising.
understanding in the previous guidelines to appreciate and
lesson using questions and appraise an artwork. E.g. clay pot
answers Summarize lesson activities
Theme: Unity with learners.
Subject matter:
Historical
Media: Clay
Techniques: coiling method
Uses: for fetching and storing water
Future modification: addition of
handles
Engage learners to play games Performing artworks include Review the lesson activities
and sing songs to begin the dance, music and drama. through questions and
lesson. answers.
Let learners use their senses to
Review learners appreciate and appraise their own
understanding in the previous artworks.
lesson using questions and
answers Make decisions on agreed
guidelines to appreciate and
appraise an artwork. E.g. Agbadza
dance

Let learners talk about the theme,

gestures, makeup, costume, stage
use and stage setting as they watch
the video or pictures of the dance.
Week Ending
Class One
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page 58
Learning Indicator(s) B1.6.2.1.1
Performance Indicator Learners can read simple sentences of about three to four words.
Strand Extensive Reading
Sub strand Reading Aloud
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 Write sentences made up of Ask learners questions to
cover parts with a smiley for three or four words on the review their understanding
learners to guess the word board. of the lessson.

Have learners sing songs to Lead learner to read the Give learners task to do
begin the lesson sentences. whiles you go round to
guide those who need help.
Call learners to read the
sentences one by one.
Have learners play games and Write sentences made up of Ask learners to summarize
recite familiar rhymes to begin three or four words on the what they have learnt.
the lesson board.
Let learners say 5 words
Using questions and answers, Lead learner to read the they remember from the
review their understanding of sentences. lesson.
the previous lesson
Call learners to read the
sentences one by one.
Draw or print pictures of Write sentences made up of Ask learners to summarize
vocabulary words with number three or four words on the what they have learnt.
on it and paste them on the board.
classroom wall. Ask learners to Let learners say 5 words
make a list of them. Lead learner to read the they remember from the
sentences. lesson.

Call learners to read the

sentences one by one.
Week Ending
Class One
Subject PHYSICAL EDUCATION
Reference PE curriculum Page 15
Learning Indicator(s) B1.5.4.5.4
Performance Indicator Demonstrate how to solve a problem with another person during physical
activity.
Strand Values And Psycho-Social Concepts, Principles And Strategies
Sub strand Critical thinking
Teaching/ Learning Resources Pictures and Videos
Core Competencies: Learners develop social skills such as tolerance, sympathy, teamwork, fair-play

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 Learners to solve their Ask learners questions to
cover parts with a smiley for disagreements during physical review their understanding
learners to guess the word activity by saying sorry, and of the lessson.
helping a teammate when
Have learners sing songs to brought down, etc. during Give learners task to do
begin the lesson practical physical education whiles you go round to
lesson guide those who need help.