SAMPLE LESSON NOTES-WEEK 2

BASIC FIVE

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 SCHEME OF LEARNING- WEEK 2
BASIC FIVE
Name of School………………………………………………………………………….…………………

Week Ending
Class Five
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B5.1.6.3.1. B5.2.6.4.1. B5.3.5.1.6. B5.4.13.2.3. B5.5.8.1.1. B5.6.1.1.1
Performance Indicator A. Learners can engage in collaborative conversation on topics such as social
issues, values and manners with adults
B. Learners can recognize how words are formed through acronyms
C. Learners can use the past continuous form of verbs to talk about
actions/events.
D.Learners can establish and maintain a formal style
E. Learners can identify and use conjunctions
F. 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 Gather 10 objects that can A.ORAL LANGUAGE Ask learners to tell you what
be found in the classroom (Conversation. Page 78) they have learnt and what
and lay them all out on the they will like to learn in the
desk. Show a video of a talk show or next lesson.
Show them all to the introduce a talk show by drawing on
students and then cover learners background knowledge of Have learners to read and
everything with a blanket or such activities on TV. spell the key words on the
a sheet after one minute. e.g. TV3 Talented Kids board
Ask learners to write down
as many items they Identify an interesting topic e.g.
remember on a piece of “Children should not WhatsApp”.
paper. Initiate a conversation using questions.
Learners take turns to contribute to
the conversation.

Put learners in groups and let them

choose a topic for conversation.

Go round to ensure learners take

turns, use facial expressions
appropriately and maintain eye contact
when in conversation.
Tuesday Engage learners in the B.READING Ask learners to tell you what
“Change your style” game (Vocabulary. page 98) they have learnt and what
they will like to learn in the
Teacher calls out different Have learners revise building next lesson.
actions for learners to act. vocabulary through affixes.
Student have to mimic the e.g. micro – microscope, in – insert, con – Have learners to read and
action continuously without connect, re – return spell the key words on the
breaking. board
 After a while teacher speeds Learners should find meaning to these
up the tempo. affixes and write more examples of
For example: jumping, affixes.
jumping, crazy dance, heading
a ball etc. Play a game where learners identify
affixes in words. The group with the
highest number of words is declared
the winner.

Introduce acronyms and clipping. e.g.:

acronyms –
WHO = World Health Organization

Clipping-
telephone = phone

Put learners into groups and have them

research on acronyms and clipping,
using dictionaries or online resources,
to build more vocabulary.
Wednesday Engage learners to sing songs C.GRAMMAR Have learners to underline
and recite some familiar rhymes (Verbs. page 115) the past continous verbs
they know
Introduce the concept by reviewing i. I was watching football match on
ONE POTATO, TWO TV when he called.
the present continuous form of verbs.
POTATOES
One potato, two potatoes, ii. The earthquake was scaring all of
three potatoes, four Use the concept in context and have
us.
learners identify the time of the
Five potatoes, six potatoes, actions. iii. We were eating when our friends
seven potatoes, more. showed up.
Have learners construct similar
One potato, two potatoes, sentences. iv. The police were chasing the man
three potatoes, four e.g. I am watching television. while you were talking.
You are washing your car.
Five potatoes, six potatoes, v. We were going to the cinema
seven potatoes, more Explain that the past continuous form yesterday at this time.
of verbs is used to talk about
actions/events that were going on vi. John was reading an English book
while mary was watching TV.
when a second action/event took
place.
e.g. they were drinking coffe when I
arrived

In pairs let learners write sentences

using the past continuous form of
verbs.
Thursday Ask children to choose any 4 D.WRITING Ask learners to tell you what
letters and write them in (Persuasive Writing. page 135) they have learnt and what
their books/on the floor. they will like to learn in the
Using models, discuss the basic next lesson.
The teacher says a simple structure of an argumentative piece:
word and if children have the − Introduction. Have learners to read and
sound at the beginning of − Reasons for the stand taken. spell the key words on the
that word they cross it out. − Conclusion. board

The first child to cross out Give learners a topic to debate on.
all 4 of their letters shouts e.g. “is lockdown the only means of
BINGO!! and is the winner. curbing a pandemic”
 Have groups present full compositions
using this structure for class
discussions and feedback.
Friday Paste a conjunction chart on the E.WRITING CONVENTIONS & Use the words provided in
borard for learners to read the GRAMMAR USAGE the bracket to complete the
words and sentences on it. (Using Conjunctions. page 158) sentence.

Conjunction is word that joins words or

sentences.

Provide simple sentences and let

learners join them using and, or/nor,
but.

Guide learners to discover the

functions of these conjunctions.
Have learners guess what they
are going to learn.
Have them practice using these
conjunctions in their own sentences.

Let learners form sentences and join

them with the conjunctions identified.

F.EXTENSIVE READING
Have learners read independently Invite individuals to present
Engage learners in the “popcorn
books of their choice during the library their work to the class for
reading” game
The rules are simple: One period. feedback.
student starts reading aloud and
then calls out "popcorn" when Assessment: Ask learners to write a- Have learners to draw parts
they finish. This prompts the three-paragraph summary of the book of the story
next student to pick up where read.
the previous one left off.
Week Ending
Class Five
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B5.1.1.3.4-5
Performance Indicator  Learners can determine the highest common factor of any 2 or 3
numbers by prime factorization
 Learners can recognize relationship between factors and multiples of
whole numbers from 1 to 100
Strand Number
Sub strand Counting, Representation & Cardinality
Teaching/ Learning Resources Counters, bundle and loose straws base ten cut square, patterns
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 Review learners Have learners use factor tree method to Ask learners to tell you what
understanding in the determine prime factors of any given they have learnt and what
previous lesson using whole number. they will like to learn in the
questions and answers For example the prime factors of 24 For next lesson
instance, from the figure 24 = 2×2×2×3
so 2 and 3 are the prime factors of 24. Give learners individual or
Engage learners to play home task.
games and sing songs to Ask learners to list the factors of two or Use the factor tree to
begin the lesson. more given whole numbers using the determine the prime factors for
factor tree; for 36 and 48 we have the following.
36= 2×3×2×3=2×2×3×3 i. 32 iv. 30
and ii. 50 v. 120
48= 2×3×2×2×2=2×2×2×2×3. iii. 48 vi. 24
Tuesday Let learners solve this Guide learners use the prime Ask learners to tell you what
factorization to determine the HCF by they have learnt and what
Using only addition, how underlining the common factors in each they will like to learn in the
can you use eight eights to product 36=2×2×3×3 48= 2×2×2×2×3 next lesson
get the number 1000? → which is 2×2×3=12;

Answer: 888+88+8+8+8 Have learners use the prime factorization Give learners individual or
by inspection to determine the LCM by home task.
underlining the largest number of factors
in each product 36=2×2×3×3 48=
2×2×2×2×3 → which is
2×2×2×2×3×3=144
Wednesday Draw a 6 by 6 multiplication Learners place factors in a Venn diagrams Ask learners to tell you what
chart and use it as a game to find the HCF and LCM of 36 and 48. they have learnt and what
board to play the 3-in-a-line i.e. the HCF is product of factors in both they will like to learn in the
game with a pair of dice or circles →2×2×3=12; and the LCM is next lesson
playing cards. product of factors in the diagram
→3×2×2×3×2×2 =144
Players take turns in Give learners individual or
throwing a one dice and Learners use the prime factorization to home task.
mark (or cover) a number determine the LCM and HCF of three
that can be divided by the numbers using (i) prime factorization
results (i.e. a quotient). The using table and dividing through by prime
winner is the one who factors. Example 1, find the LCM and
 obtains three numbers in a HCF these sets of numbers: 12, 20 and
line. 30. (see method in figure), i.e. HCF = 2,
and LCM = 2×2×3×5 = 60.
Thursday Have learners to solve the Investigate even and odd numbers. How Ask learners to tell you what
following within a given do you know a number is even or odd? they have learnt and what
duration. they will like to learn in the
Engage learners to play the sharing game next lesson
Complete with “>”, “<” and to demonstrate even and odd numbers.
“=”
First, give two oranges to two learners Give learners individual or
45 67 to share equally. home task.
With this, learners get one each. 1. list prime numbers
Let learners record the number 2 down between 10 and 50
475 457 in their books,
2. find the following
Again, give three oranges to two learners A={odd numbers between 1
17 71 to share equally. Learners realize that it and 10}
cannot shared equally since there will be B={prime numbers between
reminder of one. 2 to 20}
4+5 6+7 Let learners record the number 3 down
in their books.
4+3 3+4 Continue with several examples for
learners to list the numbers that are
divisible by 2 and those which are not.
45-10 70-9 Example: {2,4,6,8,10,12,14,16…}
{3,5,7,9,11,13,15,17,19…}

Investigate numbers that are multiples of

4 and 6. How do you know a number is a
multiple of 4? a multiple of 6? (This is also
known as the divisibility test).
Friday Teacher calls out numbers Investigate perfect numbers, that is, Ask learners to tell you what
from 1 to 20 numbers whose factors add up to the they have learnt and what
number; for instance 6 has factors 1, 2, 3 they will like to learn in the
Have learners to write and 6. The sum of factors other than 6 is next lesson
number patterns in the air. 1+2+3 =6, and hence 6 is a perfect
number. How many’/’;’; more perfect
Randomly call learners to number can we find in the first 100 Give learners individual or
write a said number on the whole numbers? home task.
board
Week Ending
Class Five
Subject SCIENCE
Reference Science curriculum Page 29
Learning Indicator(s) B5.5.1.1.1
Performance Indicator Learners can know why it is important to wash clothes 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 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including Assessment) 10MINS
Learning) (Learner And Teacher)
Teacher brings a bag into the Engage learners to watch a video or Ask learners series of
classroom that contains an pictures showing other methods of questions to review their
object that has a connection to washing clothes and underwear, apart understanding of the lesson
the lesson. Then it is passed from the hands.
around and learners try to Ask learners to summarize
determine what is in the bag In pairs, learners share ideas on what what they have learnt
just by feeling it. will happen if they don’t wash their
The student who guess right clothes and underwear regularly. Ask learners to tell you what
wins, and hence introduce the they have learnt
lesson. Guide learners to design personal
roster for washing their clothes, Give learners individual or
indicating the days and times which home task
they will use to wash their dirty
clothes.
Engage learners to play games Engage learners to watch a video or Ask learners series of
and sing songs to begin the pictures showing other methods of questions to review their
lesson. washing clothes and underwear, apart understanding of the lesson
from the hands.
Review learners understanding Ask learners to summarize
in the previous lesson using In pairs, learners share ideas on what what they have learnt
questions and answers will happen if they don’t wash their
clothes and underwear regularly. Ask learners to tell you what
they have learnt
Guide learners to design personal
roster for washing their clothes, Give learners individual or
indicating the days and times which home task
they will use to wash their dirty
clothes.
Week Ending
Class Five
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page 36
Learning Indicator(s) B5.4.1.2.1
Performance Indicator Learners can discuss the importance of being a responsible citizen in
the nation
Strand Our Nation Ghana
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 to sing patriot Learners describe attitudes and Ask learners series of
songs they familiar with behaviors that show that a questions to review their
Example: person is responsible understanding of the lesson
e.g. obedience to rules and
Arise Ghana Youth regulations, respect others, Ask learners to summarize
Arise ghana youth for your accepting responsibility (performing what they have learnt
country assigned duties), taking initiatives,
The nation demands your helping needy people. Ask learners to tell you
devotion what they have learnt
Let us all unite to upload her Let learners discuss the
And make her great and strong importance of being a Give learners individual or
responsible citizen e.g. to home task
Chorus: promote unity, to gain respect,
We are all involved 3x to be considered a reliable
In building our mothers land. person, etc.
Engage learners to play games Learners role-play activities of Ask learners to tell you
and sing songs to begin the responsible citizens. what they have learnt
lesson.
Learners identify and talk about Give learners individual or
Review learners understanding what they can do to help the home task
in the previous lesson using country to develop.
questions and answers
Week Ending
Class Five
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page 43
Learning Indicator(s) B5.5.1.1.1
Performance Indicator Learners can recognize parents as sources of discipline and character
formation.
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)
Tell learners stories about Revise with learners through Ask learners series of
discipline. questions and answers to mention questions to review their
how they are disciplined by their understanding of the lesson
Have learners to relate to the parents and other elders at home:
story and pledge to be - scolding, Ask learners to summarize
discipline in all aspect of life. - reprimanding, what they have learnt
- deprivation of gifts and other
Learners to play games and interests, Ask learners to tell you
sing songs to begin the lesson. - prayer and worship at home, what they have learnt
- parents act as role models to the
children/learners, etc. Give learners individual or
home task
Guide learners to talk about the
benefits they get from their
parents because of their
obedience to them.
Week Ending
Class Five
Subject HISTORY
Reference History curriculum Page 34
Learning Indicator(s) B5.5.1.1.1
Performance Indicator Learners can identify the early protest movements in Ghana before
1945.
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:

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Tell learners a brief story Learners to list the main protest Ask learners series of
about Ghana. movements in Ghana before 1945: questions to review their
e.g. The Gold Coast Youth understanding of the
Let learners sing some patriot Conference- 1929 lesson
songs they are familiar with.
Discus the sequence of events that Ask learners to summarize
led to the formation of the what they have learnt
movement to learners.
Ask learners to tell you
The National Congress of British what they have learnt
West Africa founded by J.E Casely
Hayford and administered by J.B Give learners individual or
Danqah from its inaugural meeting home task
at Achimota college, 1930 led
efforts in establishing and
coordinating a tightly-knit
intertribal alliance to assert our god
given land as one nation and free
the oppressed and misgoverned
from colonial rule
Review the previous Learners to talk about the Ask learners series of
knowledge of the learners by importance of protest movements. questions to review their
making them answer understanding of the
questions on the previous Learners to discuss how protest lesson
lesson. movements can be used to fight for
human and civil rights. Ask learners to summarize
Engage learners to play games what they have learnt
and sing songs to begin the Have learners to list issues they can
lesson protest peacefully in the school or Ask learners to tell you
community. what they have learnt

Learners to present their work to Give learners individual or

the class for feedback home task
Week Ending
Class Five
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page
Learning Indicator(s) B5. 2.1.1.3
Performance Indicator Learners to study some compositions and performances of Ghanaian
and other African communities.
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 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Learners sing songs and recite Have learners to study some Learners talk about what
rhymes about work. compositions and performances was interesting and made
of artist from Ghana and other meaning to them in the
Show pictures of John Okafor to African communities. lesson.
learners for them to talk about e.g. John Okafor
it Learners to summarize the
John Okafor, popularly known lesson.
as Mr. Ibu is a Nigerian actor
and comedian. Okafor is
considered to be one of
Nigeria’s most talented comic
characters. He acts with a
humorous, sometimes stupid
outside the normal behavior of a
reasonable human being

show pictures or play a video of

one of John Okafor’s
performances for pupils to
watch.
Engage learners in a variety Let learners watch one of the Ask learners to tell you
show. Call learners in turns to movies of Okafor what they have learnt and
do short performances infront what they will like to learn
of the class. Have learners to talk about the in the next lesson
video.
The performance can be done in Talk about the lines and dialogues.
groups. Discuss the theme and plot of the Learners watch the
movie recorded performance and
appreciate their own
Learners to create short drama artworks
pieces based on the theme.

Discuss learners’ drama and let

them act in groups.

Use series of questions to Record performance of learners

review their understanding in and upload on social media.
the previous lesson
Discuss the benefit of the movie
with learners
Week Ending
Class Five
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page
Learning Indicator(s) B5.1.10.1.1-2
Performance Indicator Learners can recognize landmarks in your area and other areas.
Use landmarks to give directions.
Strand Oral Language (Listening and Speaking)
Sub strand Giving & Following Instructions
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 For (Learner And Teacher)
Learning)
Show learners pictures or Discuss with learners what landmarks are. Learners to tell what was
concrete objects of items at interesting about the lesson.
home. A landmark is an object or feature of a place
that is easily seen and recognized from a Engage learners to play the
Ask learners to mention the distance, especially one that enables someone phonic games.
names of the things and to establish their location.
write them on the board.
E.g. bucket, plates, stool, Display a sketch of an area on the board.
cooking pot, spoon, etc.
Show them some of the landmarks on the
sketch.
e.g. church buildings, Mosque, police station,
market, hospital etc.

show learners a picture of a town with

some important landmarks.

In groups, let learners identify all the

landmarks on the picture.
Engage learners to play Ask learners to mention some landmarks Learners to tell what was
games and sing songs to get that they see in their communities. interesting about the lesson.
them ready for the lesson. e.g. church buildings, Mosque, police station,
market, hospital etc. Have learners to read and
Show learners pictures or spell the key words written
concrete objects of items at Lead learners to recognize landmarks in on the board.
school. their area and other areas.

Allow a learner to give directions to their

home making reference to any landmark
in their area.
E.g. post office, palace, church, mosque,
school etc.
Engage learners to play Display a sketch of an area on the board. Learners to tell what was
games and sing songs to get interesting about the lesson.
them ready for the lesson. Ask the learners to mention some of the
landmarks seen on the sketch displayed. Have learners to read and
Show learners items found spell the key words written
at school and at home. Point to two locations on the sketch and on the board.
ask learners to give directions from one
location to another point on the sketch.
Assist learners to use more landmarks on
the sketch to give directions correctly.
E.g. Take the route on your right. Turn to
the left of the mosque and descend the hill
near the post office.

Expose learners to Global Positioning

System (GPS), especially the Ghana Post
digital address system.

Show learners how to use it.

Week Ending
Class Five
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B5.1.12.1.14
Performance Indicator Learners can dribble a ball and kick (shoot) it towards a goal while
being guarded.
Strand Motor Skill And Movement Patterns
Sub strand Locomotive 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 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Have learners to jog and run Arrange 5 cones in front of a Learners cool-down to end
within a demarcated area to goal post. the lesson.
warm up their bodies.
The last cone should be about Use series of questions and
Show pictures of the skill to be 5-10m away from the target or answers to review learners
learnt. the goal post. understanding of the lesson.

Learners in front with the ball Ask learners to summarize

dribbles through the cones base the lesson
on their capabilities and after
the last cone kicks it into the
goal post.

Learners progress at their own

pace.

Assessment: Learners play mini

football game in groups.
Week Ending
Class Five
Subject COMPUTING
Reference Computing curriculum Page 23
Learning Indicator(s) B5.6.3.1.3-4
Performance Indicator Learners can create favorite folder and use the links toolbar.
Strand Internet And Social Media
Sub strand Surfing The Worldwide Web
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)
Show learners pictures or short Guide learners to create a Use series of questions and
videos on current trends of favorite folder. answers to review learners
technology in the world. To create a folder: understanding of the lesson.
1. click the Favorites button, then
Have learners talk about the select the Add to favorites drop down Examples: state the steps in
trends of technology and how menu. creating a new favorite folder
they are going to apply it in their in a web browser
2. select organize favorites
everyday lives.
3. the organize favorites dialog box Ask learners to summarize
will appear. Select the New Folder the lesson
button at the bottom left.
Give learners home task to
4. a new folder will appear create a favorite link in a
named folder.
5. the new folder will now appear in
the favorites menu.

Guide learners to use the links

toolbar.

This is to help the learner with

the fundamental skills of surfing
and navigating the internet.