B2 Week 5 Lesson Plan PDF

BASIC 2 WEEKLY LESSON PLAN Learning Indicator(s) B2.1.1.1.1 B2.2.1.1. B2.4.2.1.1 B2.5.1.1.1 B2.6.1.1.1 Performance Indicator Interpret familiar...

BASIC 2 WEEKLY LESSON PLAN Learning Indicator(s) B2.1.1.1.1 B2.2.1.1. B2.4.2.1.1 B2.5.1.1.1 B2.6.1.1.1 Performance Indicator Interpret familiar songs Use the alphabetic knowledge to decode unknown words (e. g. use beginning and ending consonants, consonant blends, consonant digraphs, vowel sounds, vowel digraphs and word patterns) Copy sentences clearly Use capital letter to write names of particular places and days of the week Read a variety of age and level-appropriate books and texts from print and non-print Week Ending 11-10-19 Class One Subject English Reference English curriculum Teaching/ Learning Resources Word cards, sentence cards, sample sentence on a manila card and class library 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 Have learners sing familiar Discuss the moral values of the In groups let learners sing songs they know. songs. songs using appropriate gestures. Let learners sing songs using Learners tell the moral values gestures appropriately. of the songs Have learners interpret the songs in their own words. Tuesday Have learners to watch Begin the lesson with an Assessment: Flash word cards Ave&Dave alphabets songs as alphabet song, a rhyme or a as learners read words. Put poem. they sing along. learners into groups to create competition Play games with the alphabet to decode unknown words, changing the position of the  letters from beginning to middle and to ending. Use demonstrations to show learners that whenever a letter moves (especially the consonant), it may still sound the same. Have learners play alphabet games in pairs and groups. Wednesday Engage learners in the Demonstrate copying What have we learnt today? memory game. (sentences) on the board as Copy and write sentence learners observe. Show up a sentence card for clearly. few minutes for learners to observe. Let learners practice writing learners practice writing legibly and correctly on the legibly and correctly on the board or into their books Lower the sentence card and board or into their books ask learners to write what they remember. Thursday Invite learners to write their Provide a sample text and have What have we learnt today? names on the board. learners identify names of Using capital letters in writing particular places and days of the week. Flash letter cards to learners Review the lesson by giving as they make its sounds learners task some words to Have them compare the write in capitals e.g. Kumasi initial letters of these names Accra and other common names and share their observations with Takoradi the class. Henry Esther etc. Give learners a text with names of particular places and days of the week, beginning with small letters. Let learners rewrite the text, beginning the names of particular places and days of the week, with capital letters. Friday Guide learners to choose and Using the Author’s chair, Have learners to tell what they read books during the library introduce the reading/library read to the whole class period time. Have a variety of age/levelappropriate books for learners to make a choice from. Introduce narratives, expository, procedural texts to learners. Assessment: Guide learners to select books for readings Learning Indicator(s) B2.1.1.1.3 B2.1.1.1.4 Performance Indicator Learners can use number names and nonstandard units (marked 10s and 1s) for measuring(lengths and volumes) to count to find out how long or how much up to 999 Demonstrate a conceptual understanding of place value of whole numbers between 0 and 100 Week Ending 11-10-19 Class two Subject Mathematics Reference Mathematics curriculum Teaching/ Learning Resources Counters, bundle of sticks, loose straws, base ten cut square, graph sheets, teacher made currency notes. 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 Send learners out of the class Have learners use their feet, What have we learnt today? for a small exercise. strides, arms, hand-span and referent materials such as sticks or threads to find how long a Using hand, feet span and Divide class into groups to table, window and door frames other referent materials in play a type of football etc., by counting the number of measuring. called “small poles” times their feet, hand-span and referent Let learners’ measure objects Ask learners to count each materials is able to do this in the class by using their pole with their feet span four hand, feet span and other times. Have learners use empty referent materials container such as bottles, cups etc. to determine the capacity Introduce the lesson on the of other bigger containers by field by alerting learners how counting to find how much (the the poles were measured. number of times) the bottles, cups etc. is able to do this Tuesday Show number cards to Develop a conceptual Review the lesson by giving learners for them to mention understanding of place value of task to Learners to identify the their number names whole numbers between 0 and 1000 by: place values of numbers. e.g explaining and showing- with bundles of (10s and 1s) and a 650 fifty tens frame the meaning of each digit in a 2-digit number (when the two digits are different, as well as when the two digits are the same) and representing the ix hundred and number in a tens frame S Wednesday S how number cards to l Use ot her possible Review the lesson by giving earners for them to mention represe ntations of plac e task to Learners to identify the their number n ames which i value place values of numbers. such as nclude manipulative e.g loose b threade d 100s, 10 s, base te and and squ ottle caps; and multi- 901 cards n material (units, flats ares) with numeral Nine hundred an d one Thursday Show number cards to Decom pose or partitio Review the lesson by giving learners for them to mention number n s to 10 00 task to Learners to identify the their number names hundre into 153 = 1 place values of numbers. e.g ds, tens and ones 100 + (e.g.: 5 00 + 50 + 3, or 153 = 3) 435 four hundred and thirtyfive explain why the value of a digit depends upon its placement within a numeral. - read a number by indicating the value of each digit (i.e., reading 43 as forty-three and not four three. Friday Write a number on the Partition or decompose Review the lesson by giving board and have learners to numbers to 100 and 1000 into learners task to decompose call out two or three equivalent expressions ( e.g.: 47 numbers into equivalent addends that might give = 20 + 20 + 7, or 30 + 10 + 7, expressions the answer on the board etc.) e.g 25=10+10+5 or 25=20+5 and hence introduce the lesson Learning Indicator(s) B1.1.1.2.1 Performance Indicator Learners can describe the basic structure of animals(head, limbs and trunk) Week Ending 11-10-19 Class Two Subject Science Reference Science curriculum Teaching/ Learning Resources Videos or pictures of animals showing labeling of their parts 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 in the ‘show Learners watch videos or Learners to identify the head, me game’ for them to show observe pictures of different limbs and trunk of animals parts of their body as animals teacher sings song. That is; -show me your head -this is Learners name some animals from the pictures my head etc. Engage learners in the ‘show Learners identify the basic Learners to identify the head, me game’ for them to show parts of animals (head, limbs limbs and trunk of animals parts of their body as and trunk) teacher sings song. That is; -show me your head -this is Engage learners to draw my head etc. animals of their choice Ask learners to mention the Learners design and mould Learners design and mould names of animals in their animals of their choice and animals of their choice and homes. identify the basic parts of those identify the basic parts of animals (head, limbs and trunk). those animals (head, limbs and Have learners to make a trunk). quick sketch of animals they Learners explain why they like chose to mould those particular animals. Learning Indicator(s) B2.1.2.1.1 Performance Indicator Learners can identify things to do to develop a sense of self identity and self-worth Week Ending 11-10-19 Class Two Subject Our world our people Reference OWOP curriculum Teaching/ Learning Resources Pictures and videos of important personalities in the community 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 to describe Learners talk about themselves What have we learnt today? themselves to the class. individually and appreciate the way God created them e.g. “I Have learners to mention the am black and beautiful, I like important points in the lesson the way God created me. I have great qualities”. Learners role play scenarios and engage in activities that Learners role play scenarios and teach them the importance of engage in activities that teach developing a strong them the importance of selfidentity developing a strong selfidentity Show videos of important The need to feel special, more Review the lesson with personalities to learners. worthy and valued, more learners. confident, more optimistic in Ask learners to tell the class order to do well in school and Have learners to role play part of the video that interest in life in general. characters that will make them. them feel special, more Learners compose poems/write worthy and valued, more essays about themselves and confident and more optimistic. what they can do to feel more valued at home, school and the community Learning Indicator(s) B2.1.1.1. Performance Indicator Learners can mention attributes of God that reveals his nature as sustainer of life Week Ending 11-10-19 Class Two Subject RME Reference RME curriculum Teaching/ Learning Resources Pictures and videos of creation 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) Start with a related song. Group learners into three in Review the lesson with groups, lead learners to discuss learners by My god is so big So strong the attributes of God as the and so mighty, there is Sustainer of life: -Giver of rain Asking pupils to summarize nothing my god cannot do and sunshine, -the One who the important points in the makes plants lesson Tell learners stories about grow, - The Giver of air, etc. Ask learners to draw and creation colure two things God created Let learners mention other attributes of God in their local languages. Let learners explain the attributes of God relevant to their daily life, e.g. God gives life, rain and air. Let learners explain the attributes of God relevant to their daily life, e.g. God gives life, rain and air Learning Indicator(s) B2.1.3.1.3 Performance Indicator Roll a ball from stationary to a given point and back, using hands Week Ending 11-10-19 Class Two Subject Physical education Reference PE curriculum Teaching/ Learning Resources Ball, videos and audios 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) Take learners through After taking learners through learners to practice general and specific warm the general and specific warm- individually and in groups. ups ups, demonstrate to learners Help those who finds it how to roll a ball from difficult in throwing stationary using hands by placing a ball in front, bend the Assessment: trunk forward and place the Organize mini game for palm behind the ball, roll the learners for fun and ball forward whiles moving enjoyment. from one point to another (from walking to jogging and to running. Take learners through cool down to end the lesson Guide learners to practice individually and in groups. Observe them practice at their own pace and give corrective feedback for correct skill mastery. Assessment: Have Learners to use bats or sticks to roll the ball. Learning Indicator(s) B2.2.1.1.1 Performance Indicator Learners can state the characteristics of the ethnic groups in Ghana Week Ending 11-10-19 Class Two Subject History Reference History curriculum Teaching/ Learning Resources Pictures and videos of festivals of different ethnic groups in Ghana 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) Show pictures and videos Identify the characteristics What are the festivals to learners (food, festivals, dressing, characteristics of the ethnic language, political institutions, groups? What Ask learners to tell the class social and economic activities, differentiates one ethnic the part of the video that taboos, oaths etc.) of some of group from the other interest them the ethnic groups in Ghana Show pictures and videos Show documentary or Engage pupils in a ‘student as festivals to learners pictures of a festival of one teacher’ for them to of the ethnic groups summarize the important Ask learners to tell the class points in the lesson the part of the video that Have learners to Discuss interest them. what the documentary entails Learning Indicator(s) B2.1.3.1.1 B2.1.2.1.1 Performance Indicator Relate types of work songs to everyday activities in their environment Explore rhymes with correct rhythm Week Ending 11-10-19 Class One Subject Ghanaian language Reference Ghanaian language curriculum Teaching/ Learning Resources Pictures and videos of people working 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) Learners sing familiar songs Let learners sing a familiar Learners to sing songs they sing whiles working in traditional song. associated with working the farm etc. Show a picture of someone weaving to learners. Discuss the picture with learners. Discuss the various traditional occupations in the community with learners. Pick a particular song of a traditional occupation and teach learners the song that is associated with that occupation. Let learners sing the song in groups and then individually. Lead learners to recognize various works and their corresponding songs. E.g. Fishing, kente weaving, farming, etc. Learners sing familiar rhymes Ask learners to sing a popular Learners to sing songs they know traditional occupational song. associated with working. Explore a rhyme. Lead learners to learn Learners recite the new rhyme how to explore the rhyme with correct rhythm. taught with the correct rhythm Learning Indicator(s) B2 2.1.1.1 B2 1.2.2.1 Performance Indicator Explore own experiences to talk about performing artworks that reflect the history and culture of people in other communities in Ghana Generate ideas to make own artworks based on visual artworks that reflect the history and culture of people in other communities in Ghana Week Ending 11-10-19 Class One Subject Creative arts Reference Creative arts curriculum Teaching/ Learning Resources Pictures and videos of art works produced in Ghana 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 to watch Have learners to identify the What have we learnt today? documentaries on the history history and culture of people and culture of people from from other parts of Ghana by Call out learners to summarize other parts of studying their cultural activities the important points of the Ghana; such as staple foods, dressing, lesson. festivals, buildings, chiefs; listen to stories told by Have learners to draw and resource persons or interview mould some artworks they leaders of different ethnic find interesting groups and associations (e.g. Ga, Ewe, Akan, Dagaare), opinion leaders, traditional rulers; Have learners to watch Learners are to brainstorm on What have we learnt today? documentaries on the history visual artworks that are and culture of people from produced or found in other Call out learners to summarize other parts of parts of Ghana; share ideas the important points of the Ghana; about the features of the visual lesson. artworks produced or found in those communities in Ghana (e.g. clay pots, straw and cane baskets, woven Have learners to draw and and printed fabrics, leather mould some artworks they products, wood carvings, glass find interesting and stone beads, jewellery);