template for planning daily lessons · 2019-10-21 · template for planning daily lessons date:...
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FACILITATOR: NANA FIIFI ACQUAH (ODORKOR) 0245350591
TEMPLATE FOR PLANNING DAILY LESSONS
Date: Period: Subject: English language
Time: Class: five Class Size:
Strand: 1: ORAL LANGUAGE Sub-strand: 3: Poems
Content Standard: B5.1.1.1: Demonstrate understanding of a variety of songs
Indicator: B5.1.3.1.2. Relate values in poems to day-to-day life
Lesson 1 of 1
Performance Indicator: Learners can Relate values in poems to day-to-day life
Core Competencies: Communication and Collaboration Creativity and Innovation/ Cultural Identity and Global Citizenship
Key Words:
PHASE / DURATION LEARNER ACTIVITIES RESOURCES
Phase 1: Starter (preparing the brain for learning) 10 minutes
Ask learners to recite some poems already learnt.
Phase 2: Main (new learning including assessment) 40 minutes
Write out a new poem on the board. Teach the meaning and pronunciation of the key words in context. Lead learners to read the poem line by line and discuss with them the meaning of the whole poem. • Recite the poem with pupils line by line, clapping and tapping out the rhythm. • Together with learners identify and discuss some values in the poem, e.g. patience etc. • Have learners relate the values to real life situations and experiences. Assessment: What are the moral lessons in the values of the poem?
word cards, sentence cards
Phase 3: Plenary / Reflection (Learner and teacher) 10 minutes
Invite learners to tell the class which part of the poem interests them most.
FACILITATOR: NANA FIIFI ACQUAH (ODORKOR) 0245350591
TEMPLATE FOR PLANNING DAILY LESSONS
Date: Period: Subject: English language
Time: Class: five Class Size:
Strand: 2: READING Sub-strand: 3: Word Families: Minimal Pairs and Common Digraphs
Content Standard: B5.2.3.1: Identify minimal pairs and common digraph
Indicator: B5.2.3.1.1.Use common minimal pairs to decode words. e.g. – sash, wash
Lesson 1 of 1
Performance Indicator: Learners can use common minimal pairs to decode words
Core Competencies: communication and collaboration
Key Words:
PHASE / DURATION LEARNER ACTIVITIES RESOURCES
Phase 1: Starter (preparing the brain for learning) 10 minutes
Have learners say the rhyme ‘paracetamol’
Phase 2: Main (new learning including assessment) 40 minutes
Give examples of minimal pairs, e.g. watch, catch • In groups let learners come up with more examples • Select two paragraphs from the reading passage and let learners identify specific spelling patterns e.g. sh- fish, dish, sash, wash th – both, tooth • Drill learners on pronunciation of words. • Learners read the words containing minimal pairs, e.g. church, search, perch, fetch. Assessment: write simple sentences with the minimal pairs
word cards, sentence cards
Phase 3: Plenary / Reflection (Learner and teacher) 10 minutes
• Learners in pairs identify more
words from reading passages and make a list on a chart.
Let each pair read the words
FACILITATOR: NANA FIIFI ACQUAH (ODORKOR) 0245350591
TEMPLATE FOR PLANNING DAILY LESSONS
Date: Period: Subject: English language
Time: Class: five Class Size:
Strand: 3: Grammar and Usage at Word and Phrase Levels Sub-strand:
Content Standard: B5.3.1.1: Apply knowledge of different types of nouns in communication
Indicator: B5.3.1.1.2. Identify and use: − proper nouns - refer to festivals; − Count/non-count − Singular − Plural (regular, irregular) − plural without plural marker
Lesson 1 of 1
Performance Indicator: Learners can Identify regular and irregular nouns
Core Competencies: Communication and collaboration Personal Development Listening and Speaking Communication and collaboration Personal Development
Key Words:
PHASE / DURATION LEARNER ACTIVITIES RESOURCES
Phase 1: Starter (preparing the brain for learning) 10 minutes
Sing songs Have learners to talk about ‘nouns’
Phase 2: Main (new learning including assessment) 40 minutes
Introduce singular and plural nouns in context. e.g. I need a table. Can you give me one of these tables? • Have learners read the sentences and observe the underlined words. • Show pictures of objects/people to help learners to identify regular and irregular nouns e.g. picture of a child, and a picture of children. Guide learners to discover the difference between regular and irregular plural forms: − Regular count nouns take s or es to form their plural. − e.g. table – tables, Irregular
word cards, sentence cards
FACILITATOR: NANA FIIFI ACQUAH (ODORKOR) 0245350591
count nouns are nouns that do not take s or es to form their plural. e.g. child – children Plural nouns without plural markers • Have learners discover the plural nouns without plural marker in context. E.g. The sheep are grazing outside. I met a lot of people at the party. Assessment: complete the table below. Regular nouns Irregular nouns singular plural singular Plural table Man chair Child book goose
Phase 3: Plenary / Reflection (Learner and teacher) 10 minutes
Learners to form sentence with words on the word cards
FACILITATOR: NANA FIIFI ACQUAH (ODORKOR) 0245350591
TEMPLATE FOR PLANNING DAILY LESSONS
Date: Period: Subject: English language
Time: Class: five Class Size:
Strand: 4: Writing Sub-strand: 3: Paragraph Development
Content Standard: B5.4.3.1: Develop, organise and express ideas cohesively in writing and representing for a variety of purposes, audience and context
Indicator: B5.4.3.1.1. Choose appropriate ways and modes of writing for a variety of purposes, audiences and contexts and organise facts, ideas and/or points of view in a way appropriate to the mode of delivery, using appropriate text feature
Lesson 1 of 1
Performance Indicator: Learners can Choose appropriate modes of writing for a ta variety of, audiences and organise ideas
Core Competencies: Collaboration and Communication Personal Development and Leadership Skills Reading and Writing
Key Words:
PHASE / DURATION LEARNER ACTIVITIES RESOURCES
Phase 1: Starter (preparing the brain for learning) 10 minutes
Sing songs
Phase 2: Main (new learning including assessment) 40 minutes
Work with learners to select sample texts from a variety of models of writing from the library for this exercise. Examples of modes of writing. i. Process ii. Narration iii. Description iv. Comparison v. Problem solution vi. Classification vii. Argument • Put learners into small groups and assign each group a mode of writing. . • Have learners study the sample text. • Guide them through appropriate questions to identify the: i. Mode of writing/types of essay ii. Purpose
word cards, sentence cards
FACILITATOR: NANA FIIFI ACQUAH (ODORKOR) 0245350591
iii. Audience Assessment: Jumble the paragraphs of a text and have learners in groups re-arrange the paragraphs into a coherent piece.
Phase 3: Plenary / Reflection (Learner and teacher) 10 minutes
Ask learners to tell what they have learned. Have learners Discuss the various modes of writing. Have learners read a text to identify the structure of each mode Homework: learners to use search engines to search for the different modes of writing they have studied
FACILITATOR: NANA FIIFI ACQUAH (ODORKOR) 0245350591
TEMPLATE FOR PLANNING DAILY LESSONS
Date: Period: Subject: English language
Time: Class: five Class Size:
Strand: 5: USING WRITING CONVENTIONS/GRAMMAR USAGE Sub-strand : 1: Using Capitalisation
Content Standard: B5.5.1.1: Use capital letters to start the first words in a direct speech
Indicator: : B5.5.1.1.2. Writing of lower case and capital letters.
Lesson 2 of 2
Performance Indicator: Learners can write one paragraph about their friends with correct use of capital letters
Core Competencies: Critical Thinking and Problem Solving Communication and Collaboration Listening, Speaking, Reading and Writing
Key Words:
PHASE / DURATION LEARNER ACTIVITIES RESOURCES
Phase 1: Starter (preparing the brain for learning) 10 minutes
Have learners sing some familiar songs
Phase 2: Main (new learning including assessment) 40 minutes
Have Learners exchange their work (which they wrote about their friends in the previous lesson) with their partners and guide them to edit. • Ask learners to begin their editing by looking at capital letters e.g. Words that need to start with capital letters such as proper names and letters beginning sentences. • have Learners go round to help colleagues who have challenges. Assessment: Write about your mother
word cards, sentence cards
Phase 3: Plenary / Reflection (Learner and teacher) 10 minutes
Ask learners to tell what they have learned. Let learners read some of the finished work in class
FACILITATOR: NANA FIIFI ACQUAH (ODORKOR) 0245350591
TEMPLATE FOR PLANNING DAILY LESSONS
Date: Period: Subject: History
Time: Class: five Class Size:
Strand: 2: My Country Ghana Sub-strand: 1: The People Of Ghana
Content Standard: B5.2.1.1. Demonstrate understanding of how life in ancient time was different from life today
Indicator: : B5.2.1.1.2 Describe some ancient towns in Ghana.
Lesson 3 of 4
Performance Indicator: Learners can Describe some ancient towns in Ghana
Core Competencies: Learners become creative and innovative as they compare and analyse life in ancient time and today
Key Words:
PHASE / DURATION LEARNER ACTIVITIES RESOURCES
Phase 1: Starter (preparing the brain for learning) 10 minutes
Sing songs with actions Which were the ancient towns in Ghana? Where were they located? Who founded them?
Phase 2: Main (new learning including assessment) 40 minutes
Ask learners to List some ancient towns and places in Ghana (Begho, Bono-Manso, Have learners in groups read to learn about Begho, Bono-Manso, Dawhenya, Eguafo and share in class. Show and discuss pictures of some of these towns and places Assessment : Describe the prehistoric life of the people of Begho
a map of Ghana
Phase 3: Plenary / Reflection (Learner and teacher) 10 minutes
What have we learnt today? some ancient towns and places in Ghana Homework: Describe the prehistoric life of the people of Bono-Manso
FACILITATOR: NANA FIIFI ACQUAH (ODORKOR) 0245350591
TEMPLATE FOR PLANNING DAILY LESSONS
Date: Period: Subject: History
Time: Class: five Class Size:
Strand: 2: My Country Ghana Sub-strand: 1: The People Of Ghana
Content Standard: B5.2.1.1. Demonstrate understanding of how life in ancient time was different from life today
Indicator: : B5.2.1.1.2 Describe some ancient towns in Ghana.
Lesson 4 of 4
Performance Indicator: Learners can Describe some ancient towns in Ghana
Core Competencies: Learners become creative and innovative as they compare and analyse life in ancient time and today
Key Words:
PHASE / DURATION LEARNER ACTIVITIES RESOURCES
Phase 1: Starter (preparing the brain for learning) 10 minutes
Sing songs with actions Which were the ancient towns in Ghana? Where were they located? Who founded them?
a map of Ghana
Phase 2: Main (new learning including assessment) 40 minutes
Ask learners to List some ancient towns and places in Ghana
Have learners in groups read to learn about Kintampo, Salaga, Daboya and
share in class.
Show and discuss pictures of some of these towns and places
Assessment :
Describe the prehistoric life of the people of Salaga,
Phase 3: Plenary / Reflection (Learner and teacher) 10 minutes
What have we learnt today? some ancient towns and places in Ghana Homework: Describe the prehistoric life of the people of Daboya.
FACILITATOR: NANA FIIFI ACQUAH (ODORKOR) 0245350591
TEMPLATE FOR PLANNING DAILY LESSONS
Date: Period: Subject: : RELIGIOUS AND MORAL EDUCATION
Time: Class: five Class Size:
Strand: 1: God, His Creation and Attribut Sub-strand: 1: God the Creator
Content Standard: B5.1.1.1. Appreciate the nature of God as the Creator
Indicator: : B5.1.1.1.2: State the qualities of God that humankind should demonstrate
Lesson 2 of 2
Performance Indicator: Learners can State the qualities of God that humankind should demonstrate
Core Competencies: Core Competencies: Respect, Caring, Responsibility, stewardship, Love, Communication and Collaboration, Cultural Identity and Global Citizenship
Key Words:
PHASE / DURATION LEARNER ACTIVITIES RESOURCES
Phase 1: Starter (preparing the brain for learning) 10 minutes
Sing songs with actions
Phase 2: Main (new learning including assessment) 40 minutes
Let learners, in pairs or in groups, discuss how they can use their God-given unique qualities: - Serve God and humankind,
- Protect and preserve the environment,
- Live together in harmony, - Contribute to development,
Let learners present their work for appreciation and
discussion in class.
Assessment :
Wall charts, word cards posters, pictures
FACILITATOR: NANA FIIFI ACQUAH (ODORKOR) 0245350591
Describe how you can use your God-given unique
qualities to
1. Serve God and humankind, 2. Protect and preserve the
environment,
Phase 3: Plenary / Reflection (Learner and teacher) 10 minutes
What have we learnt today? How to use your God-given unique qualities Homework: Describe how you can use your God-given unique qualities to 1. Live together in harmony 2. Contribute to development
FACILITATOR: NANA FIIFI ACQUAH (ODORKOR) 0245350591
TEMPLATE FOR PLANNING DAILY LESSONS
Date: Period: Subject: computing
Time: Class: five Class Size:
Strand: 1: INTRODUCTION TO COMPUTING Sub-strand: 1: GENERATION OF COMPUTERS AND PARTS OF A COMPUTER AND OTHER GADGETS
Content Standard: B5.1.1.1: Identify parts of a computer and technology tools
Indicator: B5.1.1.1.5. Identify home row keys, top row, bottom row keys, numerical pad and type (short sentences). B5.1.1.1.6. Summarise the generation of computers.
Lesson 1 of 1
Performance Indicator: Learners can Identify home row keys, top row, bottom row keys, numerical pad and type short sentences Learners can summarise the generation of computers
Core Competencies: 1. Creativity and innovation. 2. Communication and collaboration. 3. Cultural identity and global citizenship. 4. Personal development and leadership. 5. Digital literacy.
Key Words:
PHASE / DURATION LEARNER ACTIVITIES RESOURCES
Phase 1: Starter (preparing the brain for learning) 10 minutes
Guide Learners to play computer games to reinforce keyboard and mouse skills.
Phase 2: Main (new learning including assessment) 40 minutes
Guide learners to type using top row keys (Q, W, E, R, and T keys for the left-hand and Y, U, I, O, and P keys for the right-hand), bottom row keys (Z, X, C, V, and B keys for the left-hand and N, M, comma, period, and forward slash keys for the right-hand), numerical pad (1, 2, 3, …9. etc.) and type an essay (50 words) using Word Processor or typing tutorial
Laptop computer
FACILITATOR: NANA FIIFI ACQUAH (ODORKOR) 0245350591
Guide learners to recall what has been learnt in previous classes and ask leading questions, use scenarios to help learners identify the difference between the types of computers, their advantages and disadvantages Assessment: Identify the fingers for typing Q, W, E, R, T , Y, U, I, O, and P keys Homework: learners identify the difference between the types of computers, their advantages and disadvantages How is dragging performed with the mouse?
Phase 3: Plenary / Reflection (Learner and teacher) 10 minutes
What have we learnt today? Identifying home row keys, top row, bottom row keys, numerical pad and type short sentences guide Learners to play computer games to reinforce keyboard and mouse skills
FACILITATOR: NANA FIIFI ACQUAH (ODORKOR) 0245350591
TEMPLATE FOR PLANNING DAILY LESSONS
Date: Period: Subject: Our world our people
Time: Class: five Class Size:
Strand: Sub-strand:
Content Standard: B5.1.3.1. Demonstrate understanding of how to be committed to one’s Family
Indicator: B5.1.3.1.1. Explain the need to be a committed member of the family
Lesson 2 of 3
Performance Indicator: Learners can Learners mention behaviours and attitudes needed to be a committed family member
Core Competencies: Personal Development and Leadership Communication and Collaboration Cultural Identity and Global Citizenship Trust, Commitment, Loyalty Respect, Obedience, Humility, Unity Responsibility, Togetherness
Key Words:
PHASE / DURATION LEARNER ACTIVITIES RESOURCES
Phase 1: Starter (preparing the brain for learning) 10 minutes
Sing the song “Nebuchadnezzar, he disobeyed God”
Phase 2: Main (new learning including assessment) 40 minutes
Guide Learners to talk about the need to be a committed family member e.g. to promote unity, to gain respect, to bring unity and peace in the family, to strengthen the family support system, to be considered a trustworthy person, etc. Assessment: Write five importance of being a committed family
Pictures charts
FACILITATOR: NANA FIIFI ACQUAH (ODORKOR) 0245350591
Phase 3: Plenary / Reflection (Learner and teacher) 10 minutes
Ask learners to talk about what they enjoyed most during the lesson?
FACILITATOR: NANA FIIFI ACQUAH (ODORKOR) 0245350591
TEMPLATE FOR PLANNING DAILY LESSONS
Date: Period: Subject: Our world our people
Time: Class: five Class Size:
Strand: 1: ALL ABOUT US Sub-strand: : 3: My Family and the Community
Content Standard: B5.1.3.1. Demonstrate understanding of how to be committed to one’s Family
Indicator: Indicator: B5.1.3.1.1. Explain the need to be a committed member of the family
Lesson 3 of 3
Performance Indicator: Learners can Learners mention behaviours and attitudes needed to be a committed family member
Core Competencies: Personal Development and Leadership Communication and Collaboration Cultural Identity and Global Citizenship Trust, Commitment, Loyalty Respect, Obedience, Humility, Unity Responsibility, Togetherness
Key Words:
PHASE / DURATION LEARNER ACTIVITIES RESOURCES
Phase 1: Starter (preparing the brain for learning) 10 minutes
Sing the song “Nebuchadnezzar, he disobeyed God”
Phase 2: Main (new learning including assessment) 40 minutes
Guide Learners to role play commitment to the family. The role play should have as a climax reward for being committed.
Pictures charts
Phase 3: Plenary / Reflection (Learner and teacher) 10 minutes
Ask learners to talk about what they enjoyed most during the lesson?
FACILITATOR: NANA FIIFI ACQUAH (ODORKOR) 0245350591
TEMPLATE FOR PLANNING DAILY LESSONS
Date: Period: Subject: Creative arts
Time: Class: five Class Size:
Strand: Visual Arts Sub-strand: 1: Thinking and Exploring Ideas
Content Standard: B5 1.1.1 Demonstrate understanding of how to generate own ideas for artistic expressions about the people based on their history and culture, the environment and topical local/national/global issues
Indicator: B5. 1.1.1.4 Generate own ideas for designing and creating own visual artworks that reflect the physical and social environments of some African communities
Lesson 1 of 1
Performance Indicator: . learners can Generate own ideas for designing and creating own visual artworks that reflect the physical and social environments of some African communities
Core Competencies: Decision Making Creativity and Innovation Communication
Technology
Key Words:
PHASE / DURATION LEARNER ACTIVITIES RESOURCES
Phase 1: Starter (preparing the brain for learning) 10 minutes
Sing a song with actions
pictures
Phase 2: Main (new learning including assessment) 40 minutes
Have learners go out for field observation (out of class learning through environmental walk) observe and record by sketching or taking photographs (still/moving) of a) structures (e.g. buildings, bridges) styles, shapes and forms). b) automobiles c) consumer services
FACILITATOR: NANA FIIFI ACQUAH (ODORKOR) 0245350591
Guide Learners to reflect on experiences of the field study studies to analyse and generate concepts. assessment : design and make your own artwork that will reflect your school environment
Phase 3: Plenary / Reflection (Learner and teacher) 10 minutes
Ask learners to talk about what they enjoyed most during the lesson? Homework: design and make your own artwork that will reflect your school environment
FACILITATOR: NANA FIIFI ACQUAH (ODORKOR) 0245350591
TEMPLATE FOR PLANNING DAILY LESSONS
Date: Period: Subject: Creative arts
Time: Class: five Class Size:
Strand: Visual Arts Sub-strand: 1: Thinking and Exploring Ideas
Content Standard: B5 1.1.1 Demonstrate understanding of how to generate own ideas for artistic expressions about the people based on their history and culture, the environment and topical local/national/global issues
Indicator: B5 1.1.1.5. Study the artworks of Ghanaian and other African visual artists that reflect topical issues in Africa
Lesson 1 of 2
Performance Indicator: . learners can Study the artworks of Ghanaian visual artists that reflect topical issues in Africa
Core Competencies: Decision Making Creativity and Innovation Communication
Technology
Key Words:
PHASE / DURATION LEARNER ACTIVITIES RESOURCES
Phase 1: Starter (preparing the brain for learning) 10 minutes
Sing a song with actions
Phase 2: Main (new learning including assessment) 40 minutes
Guide Learners to select works of Ghanaian visual artists that reflect current topical issues of concern in Africa (e.g. climate change, water and air pollution discuss the works of the selected African artists with focus on the type of artwork, theme/purpose, materials, tools, method and style, etc Assessment: Select the work of a Ghanaian visual artists and describe how it reflect on current topical issues
pictures
FACILITATOR: NANA FIIFI ACQUAH (ODORKOR) 0245350591
Phase 3: Plenary / Reflection (Learner and teacher) 10 minutes
appreciation have learners talk about the artworks of Ghanaian in-pairs and share their views
FACILITATOR: NANA FIIFI ACQUAH (ODORKOR) 0245350591
TEMPLATE FOR PLANNING DAILY LESSONS
Date: Period: Subject: Mathematics
Time: Class: five Class Size:
Strand: 1- Number Sub-strand: 1: Counting, Representation & Cardinality
Content Standard: B5.1.1.1 Demonstrate an understanding of quantities and place value for multi-digit numerals up to 1000,00
Indicator: B5.1.1.1.5 Round (off, up, down) whole numbers up to 100,000 to the nearest ten thousands, thousands, hundreds and tens
Lesson 1 of 2
Performance Indicator: Learners can Round (off, up, down) whole numbers up to 100,000 to the nearest ten thousands, thousands, hundreds and tens
Core Competencies: Problem Solving Skills; Critical Thinking; Justification of Ideas; Collaborative Learning
Key Words:
PHASE / DURATION LEARNER ACTIVITIES RESOURCES
Phase 1: Starter (preparing the brain for learning) 10 minutes
Play “Show me a number” (up to 10), with straws
Phase 2: Main (new learning including assessment) 40 minutes
Guide Learners to round off numbers to the nearest 10,000, 1000 and 100. For instance; 129,500 is approximately 130,000 and 19100 as approximately 19,000 Assessment: 1.175,000 2. 140,000
number chart
Phase 3: Plenary / Reflection (Learner and teacher) 10 minutes
What have we learnt today? Homework:
FACILITATOR: NANA FIIFI ACQUAH (ODORKOR) 0245350591
TEMPLATE FOR PLANNING DAILY LESSONS
Date: Period: Subject: Mathematics
Time: Class: five Class Size:
Strand: 1- Number Sub-strand: 1: Counting, Representation & Cardinality
Content Standard: B5.1.1.1 Demonstrate an understanding of quantities and place value for multi-digit numerals up to 1000,00
Indicator: B5.1.1.1.5 Round (off, up, down) whole numbers up to 100,000 to the nearest ten thousands, thousands, hundreds and tens
Lesson 2 of 2
Performance Indicator: Learners can Round (off, up, down) whole numbers up to 100,000 to the nearest ten thousands, thousands, hundreds and tens
Core Competencies: Problem Solving Skills; Critical Thinking; Justification of Ideas; Collaborative Learning
Key Words:
PHASE / DURATION LEARNER ACTIVITIES RESOURCES
Phase 1: Starter (preparing the brain for learning) 10 minutes
Play “Show me a number” (up to 10), with straws
Phase 2: Main (new learning including assessment) 40 minutes
Learners round up and round down to estimate sums and differences example
Round 214765
Round up
Round down
Round off
to the nearest ten
214770 214760 214770
to the nearest hundred
214800 214760 214800
to the nearest thousand
215000 214000 215000
number chart
FACILITATOR: NANA FIIFI ACQUAH (ODORKOR) 0245350591
Assessment:
Round 423583
Round up
Round down
Round off
to the nearest ten
to the nearest hundred
to the nearest thousand
Phase 3: Plenary / Reflection (Learner and teacher) 10 minutes
What have we learnt today? Homework:
FACILITATOR: NANA FIIFI ACQUAH (ODORKOR) 0245350591
TEMPLATE FOR PLANNING DAILY LESSONS
Date: Period: Subject: Mathematics
Time: Class: five Class Size:
Strand: 1- Number Sub-strand: 1: Counting, Representation & Cardinality
Content Standard: B5.1.1.1 Demonstrate an understanding of quantities and place value for multi-digit numerals up to 1,000,000.
Indicator: B5.1.1.1.6 Skip count forwards and backwards in 500s 1000s etc. up to and from 100,000
Lesson 1 of 2
Performance Indicator: . Learners can Skip count forwards and backwards in 500s 1000s etc. up to and from 100,000
Core Competencies: Problem Solving Skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal Development and Leadership Attention to Precision, Cultural Identity
Key Words:
PHASE / DURATION LEARNER ACTIVITIES RESOURCES
Phase 1: Starter (preparing the brain for learning) 10 minutes
Sing the song ‘im counting one`
Phase 2: Main (new learning including assessment) 40 minutes
Put learners in groups. A learner mention a number and another makes skip count in 500s or 1000s to include the fifth count. For instance. Learner 1: Shout out “15290”skip counting up in 500s Learner 2 answers: 15790, 16290, 17290, 17790, 18290, etc Assessment : write the first five 1. “12253”skip counting up in 500s 2.”38346”skip counting up in 1000s
number chart
FACILITATOR: NANA FIIFI ACQUAH (ODORKOR) 0245350591
Phase 3: Plenary / Reflection (Learner and teacher) 10 minutes
What have we learnt today Learner 3; Shout out “31285”skip counting up in 1000s Learner 4 ans; 32285, 33285, 34285, 35285, 36285….etc Homework:
FACILITATOR: NANA FIIFI ACQUAH (ODORKOR) 0245350591
TEMPLATE FOR PLANNING DAILY LESSONS
Date: Period: Subject: Mathematics
Time: Class: five Class Size:
Strand: 1- Number Sub-strand: 1: Counting, Representation & Cardinality
Content Standard: B5.1.1.1 Demonstrate an understanding of quantities and place value for multi-digit numerals up to 1,000,000.
Indicator: B5.1.1.1.6 Skip count forwards and backwards in 500s 1000s etc. up to and from 100,000
Lesson 1 of 2
Performance Indicator: . Learners can Skip count forwards and backwards in 500s 1000s etc. up to and from 100,000
Core Competencies: Problem Solving Skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal Development and Leadership Attention to Precision, Cultural Identity
Key Words:
PHASE / DURATION LEARNER ACTIVITIES RESOURCES
Phase 1: Starter (preparing the brain for learning) 10 minutes
Sing the song ‘I’m counting one`
Phase 2: Main (new learning including assessment) 40 minutes
Guide Learners to Skip count backwards by 50s and between 1000 and 10000 that are multiples of 50s and 100s
Example 5000 = 4950 , 4900, 4850 …..
Assessment : Skip count backwards
by 50s 1. 6000 = 2. 5500 = 3. 3050 =
number chart
Phase 3: Plenary / Reflection (Learner and teacher) 10 minutes
What have we learnt today? Homework:
FACILITATOR: NANA FIIFI ACQUAH (ODORKOR) 0245350591
TEMPLATE FOR PLANNING DAILY LESSONS
Date: Period: Subject: Mathematics
Time: Class: five Class Size:
Strand: 1- Number Sub-strand: 1: Counting, Representation & Cardinality
Content Standard: B5.1.1.1 Demonstrate an understanding of quantities and place value for multi-digit numerals up to 1,000,000.
Indicator: B5.1.1.1.6 Skip count forwards and backwards in 500s 1000s etc. up to and from 100,000
Lesson 1 of 2
Performance Indicator: . Learners can Skip count forwards and backwards in 500s 1000s etc. up to and from 100,000
Core Competencies: Problem Solving Skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal Development and Leadership Attention to Precision, Cultural Identity
Key Words:
PHASE / DURATION LEARNER ACTIVITIES RESOURCES
Phase 1: Starter (preparing the brain for learning) 10 minutes
Sing the song ‘I’m counting one`
Phase 2: Main (new learning including assessment) 40 minutes
Guide Learners to Skip count backwards by 100s and between 1000 and 10000 Example 5000 = 4900, 4800, 4700 … Assessment: Skip count backwards by 100s 1. 6000 = 2. 5500 = 3. 3050 =
number chart
Phase 3: Plenary / Reflection (Learner and teacher) 10 minutes
What have we learnt today? Homework:
FACILITATOR: NANA FIIFI ACQUAH (ODORKOR) 0245350591
TEMPLATE FOR PLANNING DAILY LESSONS
Date: Period: Subject: science
Time: Class: five Class Size:
Strand: 1: DIVERSTY OF MATTER Sub-strand: 2: MATERIALS
Content Standard: B5.1.2.1 Recognise materials as important resources for providing human need
Indicator: B5.1.2.1.1 Classify everyday materials based on their properties (soft, hard, rough, smooth, opaque, transparent and bendable
Lesson 1 of 2
Performance Indicator: Learners can Classify everyday materials based on their properties (soft, hard, rough, smooth, opaque, transparent and bendable
Core Competencies: Communication and Collaboration Creativity and Innovation Personal Development and Leadership Critical Thinking and Problem-Solving
Key Words:
PHASE / DURATION LEARNER ACTIVITIES RESOURCES
Phase 1: Starter (preparing the brain for learning) 10 minutes
Sing a song
Phase 2: Main (new learning including assessment) 40 minutes
Learners to collect and bring a variety of everyday materials from the home, school and community. Examples should include cotton wool, pieces of cloth, pieces of paper, Learners are assisted to sort and group the materials based on texture (hard or soft), and size (big or small). Demonstrate by assisting learners to group materials into those that we can see through (transparent) and those that we cannot see through (opaque). Guide Learners to sort the materials into those that can bend and those that cannot bend.
cotton wool, pieces of cloth, pieces of paper, cardboard, wood, plastics, polythene bags (coloured and transparent), soil samples, marbles (rough and smooth) chalk, crayon, pen and straw.
FACILITATOR: NANA FIIFI ACQUAH (ODORKOR) 0245350591
Assessment: Complete the table by ticking
Can bend
Cannot bend
big small
clay
stones
wood
plastic
Raffia palm
Phase 3: Plenary / Reflection (Learner and teacher) 10 minutes
Give learners opportunity to talk about what they have learnt Elaborate more on learners ideas writing key points on the board
FACILITATOR: NANA FIIFI ACQUAH (ODORKOR) 0245350591
TEMPLATE FOR PLANNING DAILY LESSONS
Date: Period: Subject: science
Time: Class: five Class Size:
Strand: 1: DIVERSTY OF MATTER Sub-strand: 2: MATERIALS
Content Standard: B5.1.2.1 Recognise materials as important resources for providing human need
Indicator: B5.1.2.1.1 Classify everyday materials based on their properties (soft, hard, rough, smooth, opaque, transparent and bendable
Lesson 2 of 2
Performance Indicator: Learners can Classify everyday materials based on their properties (soft, hard, rough, smooth, opaque, transparent and bendable
Core Competencies: Communication and Collaboration Creativity and Innovation Personal Development and Leadership Critical Thinking and Problem-Solving
Key Words:
PHASE / DURATION LEARNER ACTIVITIES RESOURCES
Phase 1: Starter (preparing the brain for learning) 10 minutes
Sing a song
Phase 2: Main (new learning including assessment) 40 minutes
Learners are assisted to know that the properties of a given material enable it to be used for making certain products, e.g. clay is used for making pots because it can be moulded without breaking. Raffia palm is used in basketry because it can bend easily. Project: Learners to use different materials to create new items such as paper fans, toy cars, toy planes, cooking pans, hats and earthenware pots and bowls and exhibit their work.
cotton wool, pieces of cloth, pieces of paper, cardboard, wood, plastics, polythene bags (coloured and transparent), soil samples, marbles (rough and smooth) chalk, crayon, pen and straw.
FACILITATOR: NANA FIIFI ACQUAH (ODORKOR) 0245350591
Phase 3: Plenary / Reflection (Learner and teacher) 10 minutes
Give learners opportunity to talk about what they have learnt Elaborate more on learners ideas writing key points on the board
FACILITATOR: NANA FIIFI ACQUAH (ODORKOR) 0245350591
TEMPLATE FOR PLANNING DAILY LESSONS
Date: Period: Subject: Physical Education
Time: Class: five Class Size:
Strand: 1: MOTOR SKILL AND MOVEMENT PATTERNS Sub-strand: LOCOMOTOR, MANIPULATIVE AND RHYTHMIC SKILLS
Content Standard: B5.1.1.1 Demonstrate competence in the motor skills and movement patterns needed to perform a variety of physical activities (games, athletics, gymnastics and dance
Indicator: B5.1.2.1.4: Striking a dropping light ball upward and forward to a teammate using the hands or feet.
Lesson 1 of 1
Performance Indicator: learners should Roll ball using a stick through obstacles (arranged cones)
Core Competencies: : personal skills and competencies such as precision, coordination strength, balance and patience as well as teamwork
Key Words:
PHASE / DURATION LEARNER ACTIVITIES RESOURCES
Phase 1: Starter (preparing the brain for learning) 10 minutes
Set Induction: Discuss with learners that they are going to skip and leap continuously. At end of the lesson they will be asked to perform the movements above as individual and in a group General warm-up: Jogging Learners jog round a demarcated area in files while singing and clapping Specific warm-up: jumping from one point to another.
Balls cones sticks
FACILITATOR: NANA FIIFI ACQUAH (ODORKOR) 0245350591
Phase 2: Main (new learning including assessment) 40 minutes
Arrange ten cones in a straight form and zigzag. Demonstrate to learners how to roll balls through in turns.
Have Learners roll balls through in turns at their own pace As learners move, the teacher checks their movements, control of the balls with the stick and gives corrective feedback for correct mastery of skill. Learners are allowed to progress at their own pace during practice.
Culminating: Organise competitions for learners. End the lesson with deep breathing activity. Closure: Learners go through cool down activities by jogging slowly, moving body part and end with static stretching. Ask learners to sit down in a comfortable place. Use questions to review and summarise what they have learnt. Assessment: • List two skills that are developed during rolling a ball using a stick through obstacles.
Phase 3: Plenary / Reflection (Learner and teacher) 10 minutes
Discuss with the learners lesson content, lesson delivery, skill mastery level, strategies for class management and learner’s progression for feedback. Use the feedback of reflection in and reflection on for general remarks and effective planning of future lessons Independent Activity/Homework: Ask learners to practice how to roll a ball using a stick through obstacles.