SAMPLE LESSON NOTES-WEEK 5

BASIC ONE

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 SCHEME OF LEARNING- WEEK 5
BASIC ONE
Name of School……………………………………………….……………………….…………………
Week Ending
Class One
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B1.1.9.1.1. B1.2.7.2.3. B1.4.7.1.1. B1.5.7.1.1. B1.6.1.1.1.
Performance Indicator A. Learners can give and respond to commands and instructions
B. Learners can connect, ideas and information in stories to own
experiences and knowledge of the world
C. Learners can find, read and copy sentences from a given substitution
tables
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 Assessment) 10MINS
(Preparing The Brain For (Learner And Teacher)
Learning)

Monday Engage learners to sing A.ORAL LANGUAGE Give learners task to

songs and recite rhymes (Giving & Responding to Commands) complete while you go
Give commands and instructions to round the class to support
Ding dong bell. learners. those who might need
Pussy's at the well. e.g. Command: extra help.
Who took her there? Keep quiet, Hands up, Sit down, Bring
Little Johnny Hare. your books, Start work, etc. Have learners to read and
Who’ll bring her in? spell some of the
Little Tommy Thin. Pair learners to give/obey commands. keywords in the lesson
What a jolly boy was that
To get some milk for pussy Have learners listen to simple
cat, instructions and act in response.
Who ne'er did any harm?
But played with the mice in Let learners practice by giving commands
his father's barn in pairs.
Tuesday Engage learners to sing B.READING Give learners task to
songs and recite rhymes (Comprehension) complete while you go
round the class to support
Row, Row, Row Your Tell or read out texts aloud to learners. those who might need
Boat" extra help.
Row, row, row your boat, Let learners answer simple questions
Gently down the stream. based on the events, characters and Have learners to read and
Merrily, merrily, merrily, values, etc. in the text. spell some of the
merrily, keywords in the lesson
Life is but a dream. Have them relate ideas and information
in the stories to personal experiences
and knowledge of the world.
Wednesday Engage learners to sing C.WRITING Give learners task to
songs and recite rhymes (Controlled writing) complete while you go
round the class to support
 Round and Round the Have a simple 3-4 column substitution those who might need
Garden table on the board. extra help.
Round and round the
garden Have learners identify the words that Have learners to read and
Like a teddy bear. make up the table. spell some of the
One step. Two step, keywords in the lesson
Tickle you under there. With examples, guide learners to form
oral sentences from the substitution
table.

Have learners write their sentences. Ask

pairs to do peer editing. Invite learners
to read out their sentences to the class
for feedback.
Thursday Engage learners to sing D.WRITING CONVENTIONS & Ask learners to tell you
songs and recite rhymes GRAMMAR USAGE what they have learnt.
(Using Simple Prepositions. Page 36)
Sea shells Give support to those who
She sells seashells by the Engage learners to play the classroom were not able to rearrange
seashore ghost game. the story sentences.
The shells she sells are
Teacher scatters objects in the Have them to do re-work
surely seashells classroom assuming it’s a ghost. if possible.
So if she sells shells on Example you could place some textbooks
the seashore, on the floor, put a pen on the window
I am sure she sell sill, etc.
seashore shells
Put learners into pairs to make a note of
what the ghost has moved around

Example the books are on the floor but

they should be in the cupboard.
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, introduce board
from. 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 9
Learning Indicator(s) B1.1.2.4.1
Performance Indicator Learners can use counting on, counting down and missing addend strategies
for adding and subtracting 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 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Monday Engage learners to sing songs Guide learners to add numbers using Give learners task to
and recite rhymes the "Making doubles" strategy complete whiles you go round
For example: if 5 + 4, do 4 + 4 = 8 to guide those who don’t
Tooting tutors then add 1. understand.
A tutor who tooted a flute The answer is 9.
Tried to tutor two tooters to Give remedial learning to
toot Or if given 6 + 7, change question to those who special help.
Said the two to their tutor, 6 + 6, which give 12 then add 1. The
Is it harder to toot or answer is 13.
To tutor two tooters to toot?
Assessment: Have learners to practice
with more examples.
Tuesday Engage learners to sing songs Guide learners to add numbers using Give learners task to
and recite rhymes the "Making doubles" strategy complete whiles you go round
Sleet slitters For example: if 5 + 4, do 4 + 4 = 8 to guide those who don’t
I slit a sheet, a sheet I slit then add 1. understand.
And on a slitted sheet I sit The answer is 9.
I slit a sheet, a sheet I sit. Give remedial learning to
The sheet I slit, that sheet was Or if given 6 + 7, change question to those who special help.
it 6 + 6, which give 12 then add 1. The
answer is 13.

Assessment: Have learners to practice

with more examples.
Wednesday Engage learners to sing songs Have learners relate subtraction to Give learners task to
and recite rhymes counting down complete whiles you go round
Pease Porridge Hot to guide those who don’t
Pease porridge hot. Pease Learners recognize that subtracting 3 understand.
porridge cold, is the same as counting down 3.
Pease porridge in the pot, For example; for 15 - 3, start at 15 Give remedial learning to
nine days old: and count on 3 places… 14, 13, 12. those who special help.
Some like it hot, some like it The answer is 12.
cold
Some like it in the pot, nine Assessment: Have learners to practice
days old. with more examples.

Thursday Engage learners to sing songs Have learners relate subtraction to Give learners task to
and recite rhymes comparison or finding the difference complete whiles you go round
"Itsy Bitsy Spider" Learners recognize that subtracting 5 to guide those who don’t
from 8 is the same as ‘ 5 is how many understand.
 The itsy bitsy spider crawled less than 8; or ‘8 is how many more
up the water spout. than 5; Give remedial learning to
Down came the rain, and those who special help.
washed the spider out. Assessment: Have learners to practice
Out came the sun, and dried with more examples.
up all the rain and the itsy
bitsy spider went up the spout
again"
Friday Engage learners to sing songs Guide learners to add and subtract Give learners task to
and recite rhymes numbers using the "Using addition to complete whiles you go round
subtract" strategy or re-writing as to guide those who don’t
"It's Raining, It's Pouring addition sentence and finding the understand.
It's raining: it's pouring. missing addend
The old man is snoring. Give remedial learning to
He bumped his head on the For example; if given 7 - __ = 5, those who special help.
top of the bed, change the question to the addition 5
And couldn't get up in the + ___ = 7.
morning.
The answer is 2, so 7 - 2 = 5.
7 − What? = 5 means 5 + What? = 7

Assessment: Have learners to practice

with more examples.
Week Ending
Class One
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B1. 5.1.1.2
Performance Indicator Learners can know the need for and how to clean the teeth
Strand Humans And The Environment
Sub strand Personal Hygiene And Sanitation
Teaching/ Learning Resources Pictures, Wall Charts, tooth brush, sponge, soap and tooth paste.
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)
Engage learners to sing songs Begin with a familiar song on cleaning the Ask learners questions to
and recite rhymes teeth. review their understanding
"If wishes were horses of the lessson.
If wishes were horses Ask learners to mention the items used
Beggars would ride: in cleaning the teeth, e.g. toothbrush and Give learners task to do
If turnips were watches toothpaste, chewing stick etc. whiles you go round to
Would wear one by my side. guide those who need help.
And if if's and and's were
pots and pans,
The tinker would never
work!

Let learners watch an audio visual or

pictures that show the right way to clean
the teeth.

Engage learners to sing songs Demonstrate the right method of Ask learners to summarize
and recite rhymes brushing the teeth (moving the what they have learnt.
Hot Cross Buns toothbrush in an upward and downward
Hot cross buns! motion) in front of the class and ask Let learners say 5 words
Hot cross buns! learners to do same. they remember from the
One ha' penny. Two ha' lesson.
penny.
Hot cross buns!
If you have no daughters.
Give them to your sons
One ha' penny, Two ha'
penny.
Hot Cross Buns!
Have learners demonstrate the method
of brushing the teeth in pairs and in
groups
Engage learners to play Let learners individually draw and color Ask learners to summarize
games, sing songs and recite some items used in brushing the teeth what they have learnt.
rhymes to begin the lesson. and display their drawings for discussion.
Let learners say 5 words
Using questions and answers Learners talk about what will happen if they remember from the
review learners on the they do not brush their teeth regularly. lesson.
previous lesson.
Week Ending
Class One
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page 16
Learning Indicator(s) B1.5.1.1.1.
Performance Indicator Learners can mention Ghana’s Neighbors
Strand My Global Community
Sub strand Our Neighboring Countries
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 Assessment) 10MINS
(Preparing The Brain For (Learner And Teacher)
Learning)
Engage learners to sing songs Engage learners in a community circle Ask learners questions to
and recite rhymes time. Tell learners some history about review their understanding
"If wishes were horses Ghana. of the lessson.
If wishes were horses
Beggars would ride: Ghana is a peaceful nation who is known by Give learners task to do
If turnips were watches her generous hospitability. Ghana was once whiles you go round to
Would wear one by my side. known as Gold Coast because of her rich guide those who need help.
And if if's and and's were mineral deposit in the land. She gained her
pots and pans, independence from her colonial masters in
The tinker would never 1957. The current president of Ghana is H.E
work! Nana Addo Danquah Akufu Addo. There are
about 25 million people in Ghana. Ghana has
16 regions namely; Upper West, Upper East,
Savanna, North East, Northern, Bono East,
Brong Ahafo, Oti, Ahafo, Eastern, Ashanti,
Volta, Western, Western North, Greater
Accra And Central Regions.

Let learners let ask and response to facts

they are not clear with concerning the
history of Ghana.

Learners to tell the parts of the history

that interest them most.
Engage learners to sing songs Guide learners to identify her neighboring Ask learners to summarize
and recite rhymes countries. what they have learnt.
Hot Cross Buns
Hot cross buns! Ghana is surrounded by other countries Let learners say 5 words
Hot cross buns! and have their own history. These they remember from the
One ha' penny. Two ha' penny. countries are called neighbor countries. lesson.
Hot cross buns!
e.g. Nigeria, Togo, south Africa, Benin,
If you have no daughters.
Give them to your sons Liberia, cote d’Ivoire
One ha' penny, Two ha' penny.
Hot Cross Buns! Neighbor countries can be immediate
neighbors and distant neighbors.

Learners to identify Ghana’s immediate

neighbors.
e.g. Togo, Burkina Faso and cote d’Ivoire
Engage learners to play games, Learners demonstrate the positions of Ask learners to summarize
sing songs and recite rhymes to Ghana’s neighboring countries by using what they have learnt.
begin the lesson. the body
 e.g. to my right is Togo, to my left is La Let learners say 5 words
Using questions and answers Cote d’Ivoire, to my front is Burkina Faso they remember from the
review learners on the previous and to my back is the sea (the Atlantic lesson.
lesson. Ocean)

Learners compose a song/rhyme and draw

a learner with arm stretched showing
Ghana’s neighbors

Burkina Faso

Togo Cote D’Ivoire

Atlantic Ocean
Week Ending
Class One
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page 5
Learning Indicator(s) B1. 4.1.1.1
Performance Indicator Learners can Identify the role of the individual members of the family.
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,
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)
Engage learners to sing songs Let learners, in groups, talk Ask learners questions to
and recite rhymes about their roles and roles of review their understanding
Ezekiel cried, "Dem dry bones! their parents in the family: of the lessson.
Ezekiel cried, "Dem dry bones! - Parents: Provision of shelter,
Ezekiel cried, "Dem dry bones! food, security and education, Give learners task to do
"Oh, hear the word of the Lord whiles you go round to
- Children: running errands, guide those who need help.
The foot bone connected to the leg
bone, performing house chores, etc.
The leg bone connected to the knee
bone Let learners role-play the
The knee bone connected to the functions of the various
thigh bone. members in the family,
The thigh bone connected to the e.g. Learners play the role of a
back bone. father, mother, etc.
The back bone connected to the
neck bone,
The neck bone connected to the
head bone,
Oh, hear the word of the Lord!
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 literates

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)
Divide the class into Revise with learners the European Ask learners questions to
groups. Share pieces of countries whose citizens came and review their understanding of
papers to each group. settled in Ghana - Portugal, Britain, the lessson.
Each group is supposed to France, Sweden, Germany,
write three questions on (Brandenburg) Denmark, Norway, Give learners task to do
the previous lesson. Netherlands. whiles you go round to guide
Have the group’s exchange those who need help.
the papers and solve the Put learners into groups and write
questions on them. The names of countries on a flashcards.
first group to get every
question correct wins! Display the flashcards on the floor, call
learners to pick the flashcards in turns.
Learners must mention the name of the
country on the card and indicate
whether it is part of the country whose
citizens settled in Ghana.
Put learners into pairs. Group learners in a horse shoe Ask learners to summarize
formation, engage them to sing some what they have learnt.
Learners must tell 3 facts patriot songs.
about themselves to their Example: Let learners say 5 words they
partner. Yɛn Ara Asaase Ni remember from the lesson.
Two of them should be Yɛn ara asaase ni;
true, and one should be lie. Ɛyɛ abɔ den den de ma yεn,
Mogya a nananom hwie gu
The other partner have to Nya de to hɔ ma yɛn,
find out which one is the Aduru me ne wo nso so,
lie. Sε yɛbɛyɛ bi atoa so.

Nimdeɛ ntraso, nkoto-kranne;

Ne pɛsɛmenkomenya,
Adi yɛn bra mu dεm, ama yɛn asaase hɔ
dɔ atomu sɛ.
Chorus 2x:
Ɔman no, sɛ ɛbɛyɛ yie o
Ɔman no, sɛ ɛrenyɛ yie o;
Ɛyɛ nsɛnnahɔ sɛ,
Ɔmanfo bra na ɛkyerɛ.
Ɔman no, sɛ ɛbɛ yɛ yie o!
Ɔman no, sɛ ɛrenyɛ yie o!;
Ɛyɛ nsɛ nahɔ sɛ,
Ɔmanfo mmra na yɛnnkyerɛ.

Engage learners to play the country

hunt game using the world map.
Week Ending
Class One
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page
Learning Indicator(s) B1.1.3.4.3 B1.1.3.5.3
Performance Indicator Learners can exhibit own artworks to share own creative experiences
of visual artworks that reflect topical issues in the local community
Strand Visual Arts
Sub strand Displaying and Sharing
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 are to watch a short Art exhibition may present or Ask learners to tell the
video or pictures on an showcase paintings, drawings, whole class what they have
exhibition or visit an exhibition drama, music, dance learnt.
Centre, preferably during the performance by individuals
circuit, district or regional artists, groups of artists. Learners tell what they will
cultural festival. like to learn
Guide learners to plan for the
Ask learners to talk about parts exhibition by:
of the video or pictures that - fixing a date
interest them. - selecting a venue
- inviting an audience

Brainstorm to agree on a theme

for the exhibition (e.g. Healthy
living);

Select works for the exhibition

by considering factors such as
creativity and originality,
finishing and decoration,
relevance of the works to the
theme, social and cultural
importance
Ask learners questions to Decide on mode of display, e.g. Use series of questions and
review learners understanding in hanging, draping, spreading; answers to review learners
the previous lesson. understanding of the lesson.
Plan the layout of the exhibition
hall, prepare labels for the Call learners in turns to
works (e.g. title, name of artist, summarize the lesson
date);

Clean and prepare the hall and

its environment and make it
ready for the exhibition;

Plan for post exhibition activities

such as cleaning, appreciation,
evaluation, reporting, etc.
Week Ending
Class One
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page
Learning Indicator(s) B1.2.7.1.1-2
Performance Indicator Learners can do picture reading and read simple sentences of about four to
five words
Strand Reading
Sub strand Silent Reading
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 10MINS
(Preparing The Brain For (New Learning Including (Learner And Teacher)
Learning) Assessment)
Flash letter cards to learners for Put learners into groups and Use questions to review their
them to make its sounds. provide them with a picture understanding of the lesson
Ask pupils to write some letters book.
in the air as you mention them Ask learners to summarize what
Encourage learners to discuss they have learnt
the pictures among themselves
while you go around to monitor.

Call leaders of the various

groups to read their pictures to
the whole class.
Have learners to write letter Write simple sentences made up Use questions to review their
patterns in the air. of four or five words on a card understanding of the lesson
and display it on the board for
learners to see. Ask learners to summarize what
Engage learners to sing songs they have learnt
and dance to it Lead learners to read the
sentences as a group.

Call learners to read and point

to the sentences one by one.
Flash letter cards to learners for Write simple sentences made up Use questions to review their
them to make its sounds. of four or five words on a card understanding of the lesson
Ask pupils to write some letters and display it on the board for
in the air as you mention them learners to see. Ask learners to summarize what
they have learnt
Lead learners to read the
sentences as a group.

Call learners to read and point

to the sentences one by one.
Week Ending
Class One
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B1.1.13.1.17:
Performance Indicator Learners can roll in log form from stationary to a distance and back (from
lying position).
Strand Motor Skill And Movement Patterns
Sub strand Rhythmic skills
Teaching/ Learning Resources Pictures and Videos
Core Competencies: Learners develop these skills such as flexibility, muscular strength, muscular endurance, coordination,
creativity, leadership skills, confidence

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)
Let learners jog within a Take learners through general and Organize log roll game for
demarcated area to warm up specific warm-ups by jogging whiles learners to create fun and
their bodies flexing and twisting of body parts. enjoyment.

Show learners pictures or Learners spread mats or mattresses in End the lesson with cool
videos depicting the skill to line. down.
be learnt.
Lie on the mat/mattress at the start
with legs closed and straight. Arms
attached to the body side by side while
facing up.

Roll continuously from the start to the

end with a maintained body posture.
Roll back to the start.

Give learners enough time to practice

with beat as individuals and as a group
but allowed to progress at their own
pace.

Observe and give corrective feedback.