SAMPLE LESSON NOTES-WEEK 3

BASIC TWO

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 SCHEME OF LEARNING- WEEK 3
BASIC TWO
Name of School……………………………………………….……………………….…………………

Week Ending
Class Two
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B2.1.4.1.1. B2.2.3.1.1. B2.4.3.1.1. B2.5.2.1.1. B2.6.1.1.1
Performance Indicator A. Learners can identify characters in a story and relate them to real
life situations
B. Learners can use common rhyming/endings to decode simple
words
C. Learners can copy words in lower and upper case using correct
spacing
D. Learners can use full stops at the end of sentences
E. Learners can read a variety of age and level-appropriate books and
texts from print and non-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 PHASE 2: MAIN 40MINS PHASE 3:

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Monday Engage learners to sing songs A.ORAL LANGUAGE Give learners task to
and recite some familiar (story telling) complete while you go
rhymes they know round the class to support
Choose a story from learners’ those who might need
ONE POTATO, TWO background. extra help.
POTATOES
One potato, two potatoes, Tell the story with appropriate Have learners to read and
three potatoes, four actions, gestures, facial spell some of the keywords
expressions, etc. in the lesson
Five potatoes, six potatoes,
seven potatoes, more. Have learners retell the story
and answer questions on it.
One potato, two potatoes,
three potatoes, four Let learners say whether or not
they have enjoyed the story and
Five potatoes, six potatoes, why.
seven potatoes, more
Put learners into groups to
identify the characters and their
actions and relate them to real
life situations.
Tuesday Engage learners to play “Read- B.READING Give learners task to
Cover- Write” game. (Word families) complete while you go
round the class to support
Put word cards on the table, Introduce learners to simple those who might need
floor or a bowl.
A pupil picks a word card, reads
word formation by changing the extra help.
the word, covers it/ turns it over beginning letter of words.
and writes the word on the e.g. pan, man, fan. Have learners to read and
board or book. spell some of the keywords
Have learners build on these in the lesson
rhyming endings.
 He then picks the card again and In groups, let learners read out
show it to the class. their words.
The class checks to see if the
word is correct. Have learners form sentences
The student with the correct
with these rhyming words.
number of words wins the game.
Wednesday Ask children to choose any 4 C.WRITING Give learners task to
letters and write them in their (writing letters) complete while you go
books/on the floor. round the class to support
Let learners write letters, both in those who might need
The teacher says a simple word
and if children have the sound at
upper and lower cases. extra help.
the beginning of that word they
cross it out. Copy words from learners’ Have learners to read and
reading book on the board as spell some of the keywords
The first child to cross out all 4 learners observe. in the lesson
of their letters shouts BINGO!!
and is the winner. Let learners take turns to read
This can also be played with high out words from the list.
frequency words that the
children know.
Draw attention to appropriate
spelling and alignment of letters.

Let learners copy the words.

Let them check correct spelling,

formation of letters and spacing.
Thursday Engage learners to play the D.WRITING Give learners task to
classroom ghost game. CONVENTIONS & complete while you go
Teacher scatters objects in GRAMMAR USAGE round the class to support
the classroom assuming it’s a (Using Punctuation) those who might need
ghost. extra help.
Example you could place Have learners look at sentences
some textbooks on the floor, in their class readers to observe Have learners to read and
put a pen on the window sill, how they begin and end. spell some of the keywords
etc. in the lesson
Demonstrate placing a full stop
Put learners into pairs to (.) at the end of a sentence.
make a note of what the
ghost has moved around Let learners copy and punctuate
sentences with full stop.
Example the books are the
floor but they should be in Present the question mark
the cupboard. similarly.
Friday Have a variety of age and C.EXTENSIVE READING Call learners in turns to tell
level-appropriate books for the whole class what they
learners to make a choice. Use the Author’s chair to read.
introduce the reading/ library
Guide learners to select time. Let Learners draw parts of
books. the story they read
Introduce narratives, pop-up and
flip-the-page texts to learners.

Introduce e-books to learners, if

available.
Week Ending
Class Two
Subject MATHEMATICS
Reference Mathematics curriculum Page 21
Learning Indicator(s) B2.1.1.1.2
Performance Indicator Learners can use number names ,counting sequences and how to
count to find out how many
Strand Number
Sub strand Counting, Representation & Cardinality
Teaching/ Learning Resources Counters patterns made from manila 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 For Assessment) (Learner And Teacher)
Learning)
Monday Play show me a number game Have learners to Skip count What have we learnt
with learners (up to 10), with forwards and backwards to and today?
fingers. from 1000 respectively by 2s, 5s
Teacher mentions the number and 10s, starting at 0 or at Counting sequence
from (1 to 10). multiples of 2, 5, 10, 50 and 100
Learners then show their
fingers up to show the number. Have learners to play the odd Give learners task to count
one out game. numbers in sequence that is
by 1s and 2s
Display number cards on the
teachers table in front of the
class.
Arrange and mix up number
cards. Call out learners to pick
numbers which are odd.

Play game in groups to create

competition
Tuesday Have learners to write number Have learners to Count to Have learners to count
patterns in the air. answer “how many?” questions how many books , desks,
about as many as 100 objects tables ,pencils, crayons,
Bring handy objects to class, call arranged in a line, a grid or a blackboard, rulers,
learners to count them. Now circle; sharpeners, erasers etc. in
use the “how many” to ask the classroom
pupils about what they counted Show that the count of a group
of up to 100 objects does not
Sing songs like: change regardless of the order
We class one in which the objects are
We can count etc. counted or the arrangement of
the objects
Wednesday Play show me a number game Have learners to Estimate the What have we learnt
with learners (up to 10), with number of objects in a small today?
fingers. group (up to 100) and describe
the estimation strategy used; Estimation
Teacher mentions the number
from (1 to 10). Select an appropriate estimate
Learners then show their among all those given for a Have learners to estimate
fingers up to show the number. group of up to 100 objects and the number of objects in a
justify the choice small group
 Show learners a chalk box full Represent the number of
of chalks. objects in a group with a
Ask learners to guess the written numeral 0 to 100. Use
number of chalks and hence ordinal numbers to describe the
introduce the lesson position of objects up to 10th
place
Thursday Engage learners in the game. Display a number chart with Give learners task to
numbers multiples of say 4 identify numbers in
Clap that number (up to 10). between 0 and 100 and have different positions around a
learners identify numbers in chosen number using
Have learners count in unison different positions around a number grid
as they clap the number. given number.

Put learners in convenient

groups and give each group a
number grid and have them
identify numbers in different
positions around a chosen
number.
4 8 7
16 18 11
28 44 69
Week Ending
Class Two
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B2.1.1.2.1
Performance Indicator Describe the basic structure of animals (head, limbs and trunk)
Strand Diversity of Matter
Sub strand Living And Non Living Things
Teaching/ Learning Resources Pictures of Plants and animals in the environment , plastics videos
paper, metal woods pencil
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 For Assessment) (Learner And Teacher)
Learning)
Led learners to recite few Learners watch videos or Ask learners questions to
rhymes observe pictures of different review their understanding
animals of the lessson.
One little finger
One little finger, one little finger, Let learners name some animals Give learners task to do
two little fingers from the pictures. whiles you go round to
Tap, tap, tap guide those who need help.
Point to the ceiling, Learners identify the basic parts
Point to the floor, of animals
Put them on your head, HEAD!
(continue with the lyrics by pointing Engage learners to draw animals
to all the body parts) of their choice.
Begin the lesson by sharing a Learners watch videos or Ask learners to summarize
few jokes with learners. observe pictures of different what they have learnt.
animals
Make sure to choose jokes that Let learners say 5 words
will get learners attention. Let learners name some animals they remember from the
from the pictures. lesson.
Call two learners to share their
jokes as well Learners identify the basic parts
of animals

Engage learners to draw animals

of their choice.
Play games, sing songs and recite Learners design and mould Ask learners to summarize
familiar rhymes to begin the animals of their choice and what they have learnt.
lesson. identify the basic parts of those
animals (head, limbs and trunk). Let learners say 5 words
Using questions and answers, they remember from the
revise with learners on the Learners explain why they chose lesson.
previous lesson. to mould those particular
animals.
Week Ending
Class Two
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page 20
Learning Indicator(s) B2.1.2.1.1.
Performance Indicator Identify things to do to develop a sense of self identity and self-worth
Strand All About Us
Sub strand My self
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)
Ask learners questions to Learners talk about themselves Ask learners questions to
review their understanding of individually and appreciate the review their understanding
the lessson. way God created them. of the lessson.

Give learners task to do whiles Learners role play scenarios and Give learners task to do
you go round to guide those engage in activities that teach whiles you go round to
who need help. them the importance of guide those who need help.
developing a strong self
Identity.

Learners compose poems/write

essays about themselves and
what they can do to feel more
valued at home, school and the
community.
Ask learners to summarize Learners talk about themselves Ask learners to summarize
what they have learnt. individually and appreciate the what they have learnt.
way God created them.
Let learners say 5 words they Let learners say 5 words
remember from the lesson. Learners role play scenarios and they remember from the
engage in activities that teach lesson.
them the importance of
developing a strong self
Identity.

Learners compose poems/write

essays about themselves.
Ask learners to summarize Learners talk about themselves Ask learners to summarize
what they have learnt. individually and appreciate the what they have learnt.
way God created them.
Let learners say 5 words they Let learners say 5 words
remember from the lesson. Learners role play scenarios and they remember from the
engage in activities that teach lesson.
them the importance of
developing a strong self
Identity.

Learners compose poems/write

essays about themselves.
Week Ending
Class Two
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B2.1.1.1.1
Performance Indicator Learners can mention the attributes of god that reveal his nature
Strand God’s creation and Attributes
Sub strand God the Creator
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)
Start with a related song. Group learners into three Review the lesson with
In groups, lead learners to learners.
My god is so big discuss the attributes of God as
So strong and so mighty the Sustainer of life: Ask pupils to summarize
There is nothing my god cannot - Giver of rain and sunshine, the important points in the
do. - the One who makes plants lesson
grow,
- The Giver of air, etc. Ask learners to draw and
colure two things god
Let learners mention other created
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.
Week Ending
Class Two
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B2.2.1.1.1
Performance Indicator Learners can identify the ethnic groups in each region of Ghana
Strand My Country Ghana
Sub strand The People of Ghana
Teaching/ Learning Resources A map of Ghana indicating the various ethnic groups.
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)
Paste a Ghana map showing the Identify the administrative What have we learnt today?
administrative regions on the regions of Ghana
board for to observe The administrative regions
Locate the ethnic groups in each in Ghana
Ask to mention any thing they region on a map of Ghana Group learners into three
see on the map
Display images of the
Have learners to mention the regions in Ghana
regions in the Ghana Learners are to identify
from the images the
administrative regions
Paste a Ghana map showing the With the aid of a slide / video / Engage learners in the
administrative regions on the TV/internet, identify the regions “pupil as teacher”
board for to observe and ethnic groups in Ghana
Group learners into three.
Ask to mention any thing they Match the ethnic groups with Appoint learners from each
see on the map their region group to summaries the
important points of the
lesson.
Week Ending
Class Two
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page
Learning Indicator(s) B2 1.2.2.1 B2 1.2.3.1
Performance Indicator Create own visual artworks using available visual arts media and
methods.
Strand Visual Arts
Sub strand Planning, Making and Composing (Visual Arts)
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 PHASE 2: MAIN 40MINS PHASE 3:

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Revise some familiar rhymes and Learners are to brainstorm on Ask learners questions to
tongue-twisters taught. visual artworks that are review their understanding
produced or found in other of the lessson.
Baa, Baa, Black Sheep parts of Ghana
Baa, baa, black sheep Give learners task to do
Have you any wool. share ideas about the features of whiles you go round to
Yes sir, yes sir, three bags full. the visual artworks produced or guide those who need help.
One for my master, one for his found in those communities in
dame, Ghana.
One for the little boy who lives
down the lane Make outline drawings to define
those visual artworks.

Use ideas they have gathered

about visual artworks made or
found in other communities to
plan own artworks.
Have learners to sing some Learners are to discuss the Ask learners to summarize
patriotic songs they know. history and culture of the what they have learnt.
people and identify the artworks
Using questions and answers, found among the people. Let learners say 5 words
review learners understanding in they remember from the
the previous lesson. Create own artworks that lesson.
reflect the history and culture of
people in other parts of Ghana.
Week Ending
Class Two
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page 63
Learning Indicator(s) B2.1.4.1.1-2
Performance Indicator Retell part of a story and recognize the morals/values in a story.
Strand Listening and Speaking
Sub strand Listening & Story Telling
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:

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Flash letter cards to learners for Tell or show a clip of an Use questions to review
them to make its sounds. interesting story of not more their understanding of the
Ask pupils to write some letters than ten minutes long to lesson
in the air as you mention them learners.
Ask learners to summarize
Discuss the clip with learners. what they have learnt

Ask learners to retell it.

Have learners to write letter Tell an interesting story. Use questions to review
patterns in the air. their understanding of the
Show video of an interesting lesson
story.
Engage learners to sing songs Ask learners to summarize
and dance to it Discuss with learners the what they have learnt
morals/values in the story they
have heard or watched.
Flash letter cards to learners for Let learners watch the video Use questions to review
them to make its sounds. again. their understanding of the
Ask pupils to write some letters lesson
in the air as you mention them Assign roles to them and let
them dramatize the first three Ask learners to summarize
scenes. what they have learnt

Direct learners to dramatize the

story.
Week Ending
Class Two
Subject PHYSICAL EDUCATION
Reference PE curriculum Page 17
Learning Indicator(s) B2.1.3.1.3:
Performance Indicator Roll a ball from stationary to a given point and back, using hands
Strand Motor Skill & Movement Patterns
Sub strand Manipulative skills
Teaching/ Learning Resources
Core Competencies: Learners develop personal skills such as flexibility, muscular strength, agility

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)
Learners jog within demarcated Learners demonstrate how to Organize mini game for
area with their hands stretched roll a ball from stationary using learners for fun and
sideways to warm their body up. hands by placing a ball in front, enjoyment to prevent
bend the trunk forward and boredom.
Show pictures or videos of the place the palm behind the ball,
skill to be learnt. roll the ball forward whiles Take learners through cool
moving from one point to down to end the lesson.
another (from walking to jogging
and to running.

Guide learners to practice

individually and in groups.

Observe them practice at their

own pace and give corrective
feedback for correct skill
mastery.

Learners can further use bats or

sticks to roll the ball to
challenge the fast learners.