SAMPLE LESSON NOTES-WEEK 2

BASIC ONE

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 SCHEME OF LEARNING- WEEK 2
BASIC ONE
Name of School……………………………………………….……………………….…………………
Week Ending
Class One
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B1.1.8.1.1. B1.2.7.2.1. B1.4.5.1.2. B1.5.7.1.1. B1.6.1.1.1.
Performance Indicator A. Learners can use appropriate pronunciation and intonation in asking and
answering yes/no questions
B. Learners can demonstrate understanding of the purpose and features of
narrative texts
C. Learners can write simple familiar words
D.Learners can identify and use prepositions in oral and written language to
indicate position
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 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Monday Draw or print pictures of A.ORAL LANGUAGE Have learners answer with
some common sight words (Asking and Answering Questions. Pg 13) YES/NO.
with numbers on them and
stick them on the classroom Demonstrate Yes/No questions and 1. Do you like rice?...........
wall. their responds. 2. Have you eaten?............
Have learners to make a list 3. Did you bath?.................
of the words. Drill learners on the questions and 4. Does it often rain here?.......
responses. 5. Has he ever been beaten?.....
They can do it in groups and 6. Is he a man?.............
within a given time to create Let pair of learners ask and answer
competition. questions,
e.g. Pupil A: Is this a book? Pupil B: Yes,
it is / No, it isn’t.
Tuesday Have learners to sing songs B.READING Ask learners to mention the
and recite rhymes they are (Comprehension. Pg 25) names of their favorite
familiar with. characters in the story and
ONE LITTLE FINGER Use examples of short and simple texts why?
One little finger, One little to guide learners to understand the
finger. purpose and features of narrative texts. Let learners art part of the
Two little fingers, tap, tap, tap! story playing the roles of their
Point to the ceiling, point to the Have learners identify the different favorite characters.
floor. purposes in different narrative texts
Put them on your head, Head! read/heard.
Have learners to read and spell
(continue by pointing to other Have them identify the features of given the key words on the board
parts of the body)
texts in pairs or in groups.
Wednesday Have learners to sing songs C.WRITING Ask learners to tell you what
and recite rhymes they are (Writing Simple Sentences. Pg32) they have learnt and what they
familiar with. will like to learn in the next
One potato, two potatoes lesson.
 One potato, two potatoes, Let learners mention their favorite
three potatoes, four! dishes or food. Have learners to read and spell
the key words on the board
Five potatoes, six potatoes, Let learners select one food and talk
seven potatoes, more! about the ingredients used in its
preparation, e.g. Jollof.

Let learners mention the ingredients as

teacher writes them on the board.

Let them then work as individuals,

choose their own special food or dish
and write the ingredients.

Let learners do peer editing.

Thursday Engage learners to the D.WRITING CONVENTIONS & Ask learners to tell you what
“alphabet game” GRAMMAR USAGE they have learnt and what they
(Using Simple Prepositions. Page 36) will like to learn in the next
Have learners to finds lesson.
propositions that start with Engage learners to play the classroom
the first letters of the ghost game. Have learners to read and spell
alphabets. the key words on the board

A above
Teacher scatters objects in the
classroom assuming it’s a ghost.
Example you could place some
B Behind textbooks on the floor, put a pen on
the window sill, etc.

C ? Put learners into pairs to make a note

of what the ghost has moved around

D ? Example the books are on the floor but

they should be in the cupboard.
Friday Engage learners to recite a E.EXTENSIVE READING Ask learners to tell you what
few rhymes with actions they have learnt and what they
Clap Hands Using book tease or book talk, will like to learn in the next
Clap hands, clap hands, introduce the reading/ library time. lesson.
Till father comes home, Introduce picture or wordless books, Have learners to read and spell
For fathers got money, pop-up and flip-the-page texts to the key words on the board
But mothers got none. learners. Learners to draw parts of the
story they read
Encourage them to read individually and
Have a variety of age in pairs, and provide support and
appropriate books for encouragement.
learners to make a choice
from.
Week Ending
Class One
Subject MATHEMATICS
Reference Mathematics curriculum Page 8
Learning Indicator(s) B1.1.2.2.3
Performance Indicator Learners can generate and solve word problem situations when given a
number sentence involving addition and subtraction of numbers within
20
Strand Number
Sub strand Number Operations
Teaching/ Learning Resources Counters, bundle and loose straws base ten cut square
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 Assessment) REFLECTION
(Preparing The Brain For 10MINS
Learning) (Learner And
Teacher)
Monday Have learners to sing songs Write addition and subtraction problems Review the lesson by
and recite rhymes they are e.g. 2 + 3 =5 giving learners several
familiar with. 20 - 8 = 12 examples to solve

WE CAN COUNT Learners in their groups discuss and generate Give learners task to
We class one word problems to match the number solve at home.
sentences.
We can count
E.g.1 2 + 3 =5
We count 1,2,3,4,5 There are 2 apples. 3 apples more are added.
We count 6,7,8,9,10 How many are there in total?
We class one can count
very well. E.g.2 20 - 8 = 12
There are 20 crayons in a box. Henry takes 8
crayons. How many are left?

Guide learners to solve the addition and

subtraction problems

Assessment: Have learners to solve several

examples.
Tuesday Have learners to determine Write addition and subtraction problems. Review the lesson by
the next pattern e.g. 8 + 5 = 13 giving learners several
18 – 10= 8 examples to solve
1. __
Learners in their groups discuss and generate Give learners task to
word problems to match the number solve at home.
2. __ __ __ sentences.
E.g.1 8 + 5 = 13
3. __ __ __ Patrick collects 8 marbles. Patrick’s father gives
him 5 more. How many marbles does Patrick
have?

E.g.2 18 – 10= 8
Mark weighs 18 pounds. He weighs 10 pounds
after falling sick. How many pounds have he
lost.
 Guide learners to solve the addition and
subtraction problems

Assessment: Have learners to solve several

examples.
Wednesday Have learners to sing songs Write addition and subtraction problems, Review the lesson by
and recite rhymes they are e.g. 13 + 5 = 18 giving learners several
familiar with. 16 – 5 = 11 examples to solve

WE SHALL HAMMER Learners in their groups discuss and generate Give learners task to
•We shall hammer with one word problems to match the number solve at home.
hammer (learners to show sentences.
one hand), hammer with one E.g.1 13 + 5 = 18
hammer, hammer with one There are 13 pencils in a box. Esther adds 5
hammer we all do the same. more pencils. How many pencils are there in
the box?
•We shall hammer with two
hammers, hammer with two
E.g.2 16 – 5 = 11
hammers, and hammer with
There are 16 tickets available for a movie. 5
two hammers we all do the tickets are given out. How many tickets are
same. left?

(continue to any desired Guide learners to solve the addition and

number) subtraction problems

Assessment: Have learners to solve several

examples.
Thursday Have learners to make Guide learners to name numbers that is 1 Review the lesson by
number patterns in the air as more and 1 less. giving learners several
you mention them. examples to solve
Engage learners in activities that will give them
Increase the pace as learners exposure to add 1 more or1 less, Give learners task to
progress. solve at home.
Example:
Draw a line to add 1 to each number on the rocket

1 3 6

7
8

9 5

Assessment: Have learners to solve several

examples.
Friday Have learners to count the Guide learners to name numbers that is 2 Review the lesson by
animals, draw dots and write more and 2 less. giving learners several
the number. examples to solve
Engage learners in activities that will give them
exposure to add 1 more or1 less, Give learners task to
solve at home.
Example:
 Draw a line to deduct 2 to each number on the rocket

13 10
8

14

12

15 11

Assessment: Have learners to solve several

examples.
Week Ending
Class One
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B1.4.3.1.1
Performance Indicator Learners can explain force as a pull or a push on an object.
Strand Forces And Energy
Sub strand Forces And Movement
Teaching/ Learning Resources Ball, boxes, tables, chairs, plants, balloons, paper, pencils, crayons, bottle,
bottle opener
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)
Show learners pictures and Show pictures or ask learners to Ask learners series of questions
let them describe the actions mention activities in the home and to review their understanding of
in each picture. the community that involve a push the lesson
Example: or a pull, e.g. donkey pulling a cart,
people pushing a car, people Ask learners to summarize what
drawing water from a well they have learnt

Take learners outside the Ask learners to tell you what

classroom to participate in several they have learnt
games or activities involving pull or
a push force, e.g. kicking and Give learners individual or home
throwing of balls, pushing and task
pulling of boxes, tables and chairs
and tug of war

Have learners to draw any 2 Learners observe the movement of Ask learners series of questions
activities that involve pushing things, e.g. leaves, plants, balloons to review their understanding of
or pulling of objects. and other materials under the the lesson
influence of the wind. Pictures and
Let them share their videos can be used. Ask learners to summarize what
drawings with their friends they have learnt
Let them discuss other actions that
will cause objects to move. Ask learners to tell you what
they have learnt
Guide learners to brainstorm on
why the pushed objects move Give learners individual or home
task
Have learners to draw any 2 Elaborate on learners’ responses to Ask learners series of questions
activities that involve pushing explain that a push or a pull causes to review their understanding of
or pulling of objects. objects to move. Such a push or the lesson
pull is termed as a force
Let them share their Ask learners to summarize what
drawings with their friends Engage children in drawing they have learnt
activities involving pushing and
pulling e.g. a friend pushing an Give learners individual or home
object task
Week Ending
Class One
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page 14
Learning Indicator(s) B1.4.3.1.1.
Performance Indicator Learners can explore the importance of energy in the home, school and
community
Strand Our Nation Ghana
Sub strand Responsible Use Of Resources
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: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Review learners Revise with learners the meaning of Ask learners series of
understanding in the previous energy and where we get energy questions to review their
lesson using questions and from. understanding of the lesson
answers
Through questions and answers, Ask learners to summarize
learners mention the types of energy what they have learnt
Engage learners to play games sources available in their homes and
and sing songs to begin the communities, Give learners individual or
lesson. e.g. sun, wind, firewood, charcoal, home task
kerosene and gas (LPG)
Review learners In small groups and using pictures, Ask learners series of
understanding in the previous engage learners to discuss how we questions to review their
lesson using questions and get energy from sun, wind, firewood, understanding of the lesson
answers charcoal, kerosene and gas (LPG) etc.
Ask learners to summarize
Let learners talk about the uses of what they have learnt
Engage learners to play games energy, e.g. cooking, smoking and
and sing songs to begin the drying of food items. Give learners individual or
lesson. home task
Review learners Engage learners to draw a bulb, Ask learners series of
understanding in the previous flashlight, coal pot, etc. questions to review their
lesson using questions and understanding of the lesson
answers Share their drawings with peers in the
class in order to appreciate the Ask learners to summarize
sources of energy in the home and what they have learnt
Engage learners to play games community.
and sing songs to begin the Give learners individual or
lesson. home task
Week Ending
Class One
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page 4
Learning Indicator(s) B1.3.1.1.2
Performance Indicator Learners can outline the moral lessons in the early lives of the religious
leaders.
Strand Religious Leaders
Sub strand Birth of the leaders of the three major religion in Ghana
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)
Let learners sing religious songs Lead learners to talk about the Ask learners series of
they are familiar with. moral lessons they have learnt questions to review their
from the discussions about the understanding of the lesson
Have learners to summarize prophet Mohammed.
what they learnt during their Ask learners to summarize
previous Sunday school church Guide learners to explain how what they have learnt
service. they will apply the moral lessons
learnt from the religious leaders Give learners individual or
in their daily lives. home task

Let learners dramatize the

moral lives of the religious
leaders.
Week Ending
Class One
Subject HISTORY
Reference History curriculum Page 7
Learning Indicator(s) B1.3.1.1.1
Performance Indicator Learners can explore which Europeans came to Ghana
Strand Europeans in Ghana
Sub strand Arrival of Europeans
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 literate

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 some Revise with learners the Ask learners series of
patriot songs they are familiar meaning of the word Europeans. questions to review their
with. understanding of the lesson
Example: Arise Ghana Youth. Europeans are the people who
come from the continent of Ask learners to summarize
Ask learners questions about Europe. Some countries found what they have learnt
what they know about Ghana. in Europe are Britain, Portugal,
Example: France, Germany and Give learners individual or
Who is the vice president of Netherlands. Thus, people from home task
Ghana? these countries are called
Europeans.
When did Ghana gained her
independence? Using pictures and chart, guide
learners to Identify the
European countries whose
citizens came and settled in
Ghana.
e.g. Portugal, Britain, France,
Sweden, Germany,
(Brandenburg) Denmark,
Norway, Netherlands
Review the previous lesson with Learners to Identify the Ask learners series of
learners through questions and European countries whose questions to review their
answers. citizens came and settled in understanding of the lesson
Ghana.
Let learners sing songs and e.g. Portugal, Britain, France, Ask learners to summarize
recite rhymes. Ensure that all Sweden, Germany, what they have learnt
learners take part in it. (Brandenburg) Denmark,
Norway, Netherlands Give learners individual or
home task
Countries Citizens
Portugal Portuguese
Britain British
France French
Sweden Swedes
Germany Germans
Denmark Danes
Norway Norwegians
Netherlands Dutch
Week Ending
Class One
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page
Learning Indicator(s) B1 2.1.1.3
Performance Indicator Learners can reflect on own experiences and talk about how the
performing artworks produced or performed in the local
community reflect the natural environment
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:

(Preparing The Brain For (New Learning Including REFLECTION
Learning) Assessment) 10MINS
(Learner And
Teacher)
show pictures of people performing Guide Learners to brainstorm Ask learners to talk
the Kpatsa dance to learners’ on performing artworks that about what they enjoyed
are produced or performed by most during the lesson
let learners observe and talk about people in other parts of Ghana.
the pictures
Today we shall look at the
“Kpatsa” dance.
The “Kpatsa” dance is a
traditional dance of the people
of the Adangme people; it is said
to be associated with abodo
(dwarfs).Etc.

Guide learners to identify the

props, costumes, instruments
and elements, , used in
performing the “Kpatsa” dance;

Review the previous lesson with Invite a resource person to Learners observe and
questions and answers demonstrate the dance to appreciate the
learners. performance of others

Assessment: Learners dance in

groups and in turns
Week Ending
Class One
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page
Learning Indicator(s) B1.1.9. 1.1.-3
Performance Indicator Learners can recognize how to answer and use the question words
“what”, “who”, “where” and “when”..
Strand Oral Language
Sub strand Asking And Answering Questions
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)
Begin the lesson by sharing a Engage a learner in a Use questions to review
few jokes with learners. conversation using the question their understanding of the
words “who” and “what.” lesson
Make sure to choose jokes that
will get learners attention. Let learners also converse in Ask learners to summarize
pairs using the question tags what they have learnt
Call two learners to share their “who” and “what.”
jokes as well
Ask learners questions to find
out if they can recognize when
to use question word. E.g.
“What?” and “who?”.
Use questions and answers to Engage a learner in a Use questions to review
review the previous lesson conversation using the question their understanding of the
word “who” and “what.” lesson
Learners to sing songs and
recite rhymes Let learners also converse in Ask learners to summarize
pairs using the question words / what they have learnt
tags “who” and “what.”

Ask learners questions to find

out if they can recognize when
to use question word. “What?”
and “who?”.

Ask learners to say a sentence

each using the question words.
Use questions and answers to Arrange the class in a horse Use questions to review
review the previous lesson shoe formation and engage their understanding of the
learners in a group conversation lesson
Learners to sing songs and using the question tags. “who”,
recite rhymes “what”, “where” and “when.” Ask learners to summarize
what they have learnt
Ask learners questions to find
out if they can recognize when
to use question tags. “what?”,
“who?”, “where” and “when”.
Ask some learners to write
some questions consisting of the
question words on the board.

Ask another learner to read and

identify the question words.
Week Ending
Class One
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B1.1.11.1.14:
Performance Indicator Learners can dribble a ball in a forward direction, using the inside of
the foot.
Strand Motor Skill And Movement Patterns
Sub strand Locomotive skills
Teaching/ Learning Resources Pictures and Videos
Core Competencies: Learners develop skills such as pushing, coordination, agility, 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)
Engage learners to play the Arrange cones in a straight line Organize mini football game
crossword game after warm-ups. for learners to apply the
skill in real life for fun,
Write a word on the board Place a ball about 50cm in front enjoyment and skill
crossword-style. Invite each of the first cone. mastery.
student to the board to create a
new word stemming from the Move the ball through the cones Let learners cool down to
letters that are already available. by making slow and continuous end the lesson.
push in a serpentine movement.

Emphasis of forward direction.

Guide learners to practices the
skill as individuals and in a group
while you supervise and give
feedback.