THE GODFATHER TERM THREE SAMPLE BASIC FIVE ANNUAL

THE GODFATHER

TERM THREE

SAMPLE BASIC FIVE

ANNUAL SCHEME OF LEARNING

TERMLY SCHEME OF LEARNING

WEEK 1 - 12

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TERM THREE

BASIC FIVE

ANNUAL SCHEME OF LEARNING

TERMLY SCHEME OF LEARNING

WEEK 1 - 12

NANA FIIFI ACQUAH

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GENERAL INFORMATION

Name of school………………………………………………………………………………………………….

District ………………………………………………………………………………………………………………

Management Unit………………………………………………………………………………………………

Name of Class Teacher ………………………………………………………………………………………

Class Teachers Reg. No………………………………………………………………………………………

Class …………………………………………………………………………………………………………………

Boys ……………………………………………………………………………………………………………………

Girls……………………………………………………………………………………………………………………

Average age of pupils…………………………………………………………………………………………..

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YEARLY SCHEME OF LEARNING

ENGLISH LANGUAGE

WEEK

TERM 1 (SUB STRANDS)

TERM 2 (SUB STRANDS)

TERM 3 (SUB STRANDS)

1

PHONICS

VOCABULARY

NOUNS

PENMANSHIP AND

HANDWRITING

PENMANSHIP AND

HANDWRITING

PARAGRAPH DEVELOPMENT

USING CAPITALISATION

NAMING WORDS/NOUNS

BUILDING THE LOVE AND

CULTURE OF READING

BUILDING THE LOVE AND

CULTURE OF READING

BUILDING THE LOVE AND

CULTURE OF READING

2

SONGS

POEMS

SONGS

POEMS

PHONICS

WORD FAMILIES: MINIMAL PAIRS

AND COMMON DIGRAPHS

VOCABULARY

NOUNS

PARAGRAPH DEVELOPMENT

PENMANSHIP AND

HANDWRITING

PARAGRAPH DEVELOPMENT

USING CAPITALISATION

NAMING WORDS/NOUNS

BUILDING THE LOVE AND

CULTURE OF READING

BUILDING THE LOVE AND

CULTURE OF READING

BUILDING THE LOVE AND

CULTURE OF READING

3

STORY TELLING

POEMS

DRAMATIZATION AND ROLE

PLAY

WORD FAMILIES

WORD FAMILIES: MINIMAL PAIRS

AND COMMON DIGRAPHS

COMPREHENSION

NOUNS

DETERMINERS

PARAGRAPH DEVELOPMENT

WRITING AS A PROCESS

USING PUNCTUATION

NAMING WORDS/NOUNS

USING ACTION WORDS

BUILDING THE LOVE AND

CULTURE OF READING

BUILDING THE LOVE AND

CULTURE OF READING

BUILDING THE LOVE AND

CULTURE OF READING

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4

DRAMATIZATION AND ROLE

PLAY

STORY TELLING

CONVERSATION

DIPHTHONGS

BLENDS AND CONSONANT

CLUSTERS

COMPREHENSION

DETERMINERS

PARAGRAPH DEVELOPMENT

WRITING AS A PROCESS

USING PUNCTUATION

NAMING WORDS/NOUNS

USING ACTION WORDS

BUILDING THE LOVE AND

CULTURE OF READING

BUILDING THE LOVE AND

CULTURE OF READING

BUILDING THE LOVE AND

CULTURE OF READING

5

DRAMATIZATION AND ROLE PLAY

CONVERSATION

DRAMATIZATION AND ROLE

PLAY

BLENDS AND CONSONANT

CLUSTERS

SILENT READING

BLENDS AND CONSONANT

CLUSTERS

VERBS

DETERMINERS

WRITING AS A PROCESS

PERSUASIVE/ARGUMENTATIVE

WRITING

WRITING AS A PROCESS

USING ACTION WORDS

USING CONJUNCTIONS

NAMING WORDS/NOUNS

BUILDING THE LOVE AND

CULTURE OF READING

BUILDING THE LOVE AND

CULTURE OF READING

6

BUILDING THE LOVE AND

CULTURE OF READING

CONVERSATION - TALKING

ABOUT ONESELF, FAMILY,

PEOPLE, CUSTOMS,

SOCIAL/CULTURAL VALUES AND

MANNERS

LISTENING COMPREHENSION

CONVERSATION

VOCABULARY

FLUENCY

VOCABULARY

VERBS

DETERMINERS

WRITING AS A PROCESS

PERSUASIVE/ARGUMENTATIVE

WRITING

WRITING AS A PROCESS

USING ACTION WORDS

USING CONJUNCTIONS

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NAMING WORDS/NOUNS

BUILDING THE LOVE AND

CULTURE OF READING

BUILDING THE LOVE AND

CULTURE OF READING

7

BUILDING THE LOVE AND

CULTURE OF READING

LISTENING COMPREHENSION

PRESENTATION

LISTENING

COMPREHENSION

VOCABULARY

FLUENCY

VOCABULARY

VERBS

CONJUNCTIONS

PRONOUNS

CREATIVE/ FREE WRITING

INFORMATIVE/EXPOSITORY

WRITING

NARRATIVE WRITING

USING QUALIFYING WORDS-

ADJECTIVES

USING SIMPLE, COMPOUND

AND COMPLEX SENTENCES

NAMING WORDS/NOUNS

BUILDING THE LOVE AND

CULTURE OF READING

BUILDING THE LOVE AND

CULTURE OF READING

8

BUILDING THE LOVE AND

CULTURE OF READING

ASKING AND ANSWERING

QUESTIONS/ QUESTION TAGS

PRESENTATION

LISTENING

COMPREHENSION

SUMMARISING

VOCABULARY

VERBS

CONJUNCTIONS

PRONOUNS

CREATIVE/ FREE WRITING

INFORMATIVE/EXPOSITORY

WRITING

NARRATIVE WRITING

USING QUALIFYING WORDS-

ADJECTIVES

USING SIMPLE, COMPOUND

AND COMPLEX SENTENCES

NAMING WORDS/NOUNS

BUILDING THE LOVE AND

CULTURE OF READING

BUILDING THE LOVE AND

CULTURE OF READING

9

BUILDING THE LOVE AND

CULTURE OF READING

GIVING AND FOLLOWING

COMMANDS/

INSTRUCTIONS/DIRECTIONS AND

MAKING AND RESPONDING TO

REQUESTS

PRESENTATION

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ASKING AND ANSWERING

QUESTIONS

COMPREHENSION

SUMMARISING

LISTENING

COMPREHENSION

ADVERBS

MODALS

ADJECTIVES

PERSUASIVE/ARGUMENTATIVE

WRITING

LETTER WRITING

CREATIVE/ FREE WRITING

USING ADVERBS

USING SIMPLE, COMPOUND

AND COMPLEX SENTENCES

USING ACTION WORDS

BUILDING THE LOVE AND

CULTURE OF READING

BUILDING THE LOVE AND

CULTURE OF READING

10

BUILDING THE LOVE AND

CULTURE OF READING

PRESENTATION

GIVING AND FOLLOWING

COMMANDS

COMPREHENSION

SUMMARISING

LISTENING

COMPREHENSION

ADVERBS

MODALS

VERBS

PERSUASIVE/ARGUMENTATIVE

WRITING

LETTER WRITING

CREATIVE/ FREE WRITING

USING ADVERBS

USING SIMPLE, COMPOUND

AND COMPLEX SENTENCES

USING ACTION WORDS

BUILDING THE LOVE AND

CULTURE OF READING

BUILDING THE LOVE AND

CULTURE OF READING

11

BUILDING THE LOVE AND

CULTURE OF READING

PRESENTATION

SILENT READING

SUMMARISING

LISTENING

COMPREHENSION

IDIOMATIC EXPRESSIONS

PREPOSITIONS

VERBS

PERSUASIVE/ARGUMENTATIVE

WRITING

LETTER WRITING

DESCRIPTIVE WRITING

USING SIMPLE PREPOSITIONS

SPELLING

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USING ACTION WORDS

BUILDING THE LOVE AND

CULTURE OF READING

BUILDING THE LOVE AND

CULTURE OF READING

12

BUILDING THE LOVE AND

CULTURE OF READING

PRESENTATION

SILENT READING

SUMMARISING

LISTENING

COMPREHENSION

IDIOMATIC EXPRESSIONS

PREPOSITIONS

VERBS

PERSUASIVE/ARGUMENTATIVE

WRITING

LETTER WRITING

DESCRIPTIVE WRITING

USING SIMPLE PREPOSITIONS

SPELLING

USING ACTION WORDS

BUILDING THE LOVE AND

CULTURE OF READING

BUILDING THE LOVE AND

CULTURE OF READING

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

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YEARLY SCHEME OF LEARNING

SCIENCE

WEEK

TERM 1 (SUB STRANDS)

TERM 2 (SUB STRANDS)

TERM 3 (SUB STRANDS)

1

LIVING AND NON-LIVING

THINGS

LIVING AND NON-LIVING

THINGS

MATERIALS

2

LIVING AND NON-LIVING

THINGS

LIVING AND NON-LIVING

THINGS

EARTH SCIENCE

3

MATERIALS

EARTH SCIENCE

4

EARTH SCIENCE

SOURCES AND FORMS OF

ENERGY

5

EARTH SCIENCE

PERSONAL HYGIENE AND

SANITATION

6

EARTH SCIENCE

LIFE CYCLES OF ORGANISMS

PERSONAL HYGIENE AND

SANITATION

7

LIFE CYCLES OF ORGANISMS

SOURCES AND FORMS OF

ENERGY

DISEASES

8

THE HUMAN BODY SYSTEMS

SOURCES AND FORMS OF

ENERGY

DISEASES

9

THE SOLAR SYSTEM

ELECTRICITY AND ELECTRONICS

SCIENCE AND INDUSTRY

10

ECOSYSTEM

FORCES AND MOVEMENT

CLIMATE CHANGE

11

SOURCES AND FORMS OF

ENERGY

PERSONAL HYGIENE AND

SANITATION

CLIMATE CHANGE

12

SOURCES AND FORMS OF

ENERGY

PERSONAL HYGIENE AND

SANITATION

CLIMATE CHANGE

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

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YEARLY SCHEME OF LEARNING

OWOP

WEEK

TERM 1 (SUB STRANDS)

TERM 2 (SUB STRANDS)

TERM 3 (SUB STRANDS)

1

NATURE OF GOD

MY FAMILY AND THE

COMMUNITY

MY FAMILY AND THE

COMMUNITY

2

NATURE OF GOD

MY FAMILY AND THE

COMMUNITY

MY FAMILY AND THE

COMMUNITY

3

MYSELF

THE ENVIRONMENT AND THE

WEATHER

THE ENVIRONMENT AND THE

WEATHER

4

MY FAMILY AND THE

COMMUNITY

FESTIVALS

BEING A CITIZEN

5

HOME AND SCHOOL

BASIC HUMAN RIGHTS

BEING A CITIZEN

6

THE ENVIRONMENT AND THE

WEATHER

BEING A LEADER

AUTHORITY AND POWER

7

PLANTS AND ANIMALS

BEING A CITIZEN

FARMING IN GHANA

8

MAP MAKING AND LAND

MARKS

BEING A CITIZEN

OUR NEIGHBOURING

COUNTRIES

9

POPULATION AND

SETTLEMENT

AUTHORITY AND POWER

OUR NEIGHBOURING

COUNTRIES

10

WORSHIP

AUTHORITY AND POWER

OUR NEIGHBOURING

COUNTRIES

11

WORSHIP

RESPONSIBLE USE OF

RESOURCES

OUR NEIGHBOURING

COUNTRIES

12

WORSHIP

RESPONSIBLE USE OF

RESOURCES

OUR NEIGHBOURING

COUNTRIES

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

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YEARLY SCHEME OF LEARNING

COMPUTING

WEEK

TERM 1 (SUB STRANDS)

TERM 2 (SUB STRANDS)

TERM 3 (SUB STRANDS)

1

GENERATION OF

COMPUTERS AND PARTS OF A

COMPUTER AND OTHER

GADGETS

GENERATION OF COMPUTERS

AND PARTS OF A COMPUTER

AND OTHER GADGETS

GENERATION OF

COMPUTERS AND PARTS OF A

COMPUTER AND OTHER

GADGETS

2

INTRODUCTION TO MS-

WINDOWS INTERFACE

(DESKTOP BACKGROUND AND

LOCATIONS OF THE

COMPUTER.)

INTRODUCTION TO MS-

WINDOWS INTERFACE

(DESKTOP BACKGROUND AND

LOCATIONS OF THE

COMPUTER.)

INTRODUCTION TO MS-

WINDOWS INTERFACE

(DESKTOP BACKGROUND AND

LOCATIONS OF THE

COMPUTER.)

3

DATA, SOURCES AND USAGE

4

TECHNOLOGY IN THE

COMMUNITY

(COMMUNICATION)

TECHNOLOGY IN THE

COMMUNITY

(COMMUNICATION)

INTRODUCTION TO MS-

POWERPOINT (TABS AND

RIBBONS OF MS-POWERPOINT)

INTRODUCTION TO WORD

PROCESSING (TABS AND

RIBBONS OF WORD

PROCESSING)

TECHNOLOGY IN THE

COMMUNITY

(COMMUNICATION)

5

INTRODUCTION TO MS-

POWERPOINT (TABS AND

RIBBONS OF MS-POWERPOINT)

INTRODUCTION TO

DATABASES, ALGORITHM AND

PROGRAMMING

INTRODUCTION TO

DATABASES, ALGORITHM AND

PROGRAMMING.

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INTRODUCTION TO WORD

PROCESSING (TABS AND

RIBBONS OF WORD

PROCESSING)

6

INTRODUCTION TO

DATABASES, ALGORITHM AND

PROGRAMMING.

INTRODUCTION TO

ELECTRONIC

SPREADSHEET(TABS AND

RIBBONS MANIPULATION)

NETWORK OVERVIEW

INTRODUCTION TO

ELECTRONIC SPREADSHEET

NETWORK OVERVIEW

7

INTRODUCTION TO

ELECTRONIC SPREADSHEET

NETWORK OVERVIEW

WEB BROWSERS AND WEB

PAGES

WEB BROWSERS AND WEB

PAGES

8

WEB BROWSERS AND WEB

PAGES

SURFING THE WORLD WIDE

WEB

FAVOURITE PLACES AND

SEARCH ENGINE

USING ONLINE FORMS

SURFING THE WORLD WIDE

WEB

FAVOURITE PLACES AND

SEARCH ENGINE

USING ONLINE FORMS

9

SURFING THE WORLD WIDE

WEB

CUSTOMIZING YOUR BROWSER

CUSTOMISING YOUR BROWSER

10

FAVOURITE PLACES AND

SEARCH ENGINE

USING ONLINE FORMS

ELECTRONIC EMAIL

INTERNET OF THINGS (IOT)

11

CUSTOMISING YOUR BROWSER

INTERNET OF THINGS (IOT)

DIGITAL LITERACY

12

ELECTRONIC EMAIL

DIGITAL LITERACY

HEALTH AND SAFETY IN USING

ICT TOOLS

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YEARLY SCHEME OF LEARNING

MATHS

WEEK

TERM 1 (SUB STRANDS)

TERM 2 (SUB STRANDS)

TERM 3 (SUB STRANDS)

1

COUNTING, REPRESENTATION

& CARDINALITY

FRACTIONS

ALGEBRAIC EXPRESSIONS

2

COUNTING, REPRESENTATION

& CARDINALITY

FRACTIONS

LINES AND SHAPES.

MEASUREMENT -PERIMETER, AREA,

CAPACITY/VOLUME AND ANGLE

3

COUNTING, REPRESENTATION

& CARDINALITY

FRACTIONS

MEASUREMENT

4

COUNTING, REPRESENTATION

& CARDINALITY

FRACTIONS

MEASUREMENT

5

COUNTING, REPRESENTATION

& CARDINALITY

FRACTIONS

MEASUREMENT - ANGLES

6

COUNTING, REPRESENTATION

& CARDINALITY

FRACTIONS

GEOMETRIC REASONING

7

COUNTING, REPRESENTATION

& CARDINALITY

PATTERNS AND

RELATIONSHIPS

INTERPRETATION AND ANALYSIS

DATA COLLECTION, ORGANISATION,

PRESENTATION,

8

COUNTING, REPRESENTATION

& CARDINALITY

PATTERNS AND

RELATIONSHIPS

INTERPRETATION AND ANALYSIS

DATA COLLECTION, ORGANISATION,

PRESENTATION,

9

COUNTING, REPRESENTATION

& CARDINALITY

PATTERNS AND

RELATIONSHIPS

CHANCE (PROBABILITY)

10

COUNTING, REPRESENTATION

& CARDINALITY

PATTERNS AND

RELATIONSHIPS

CHANCE (PROBABILITY)

11

FRACTIONS

ALGEBRAIC EXPRESSIONS

CHANCE (PROBABILITY)

12

FRACTIONS

ALGEBRAIC EXPRESSIONS

CHANCE (PROBABILITY)

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

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YEARLY SCHEME OF LEARNING

RME

WEEK

TERM 1 (SUB

STRANDS)

TERM 2 (SUB STRANDS)

TERM 3 (SUB STRANDS)

1

GOD THE

CREATOR

RELIGIOUS WORSHIP IN THE THREE

MAJOR RELIGIONS IN GHANA

THE FAMILY AND COMMITMENT

2

GOD THE

CREATOR

RELIGIOUS WORSHIP IN THE THREE

MAJOR RELIGIONS IN GHANA

THE FAMILY AND COMMITMENT

3

GOD THE

CREATOR

RELIGIOUS WORSHIP IN THE THREE

MAJOR RELIGIONS IN GHANA

THE FAMILY AND COMMITMENT

4

GOD THE

CREATOR

RELIGIOUS WORSHIP IN THE THREE

MAJOR RELIGIONS IN GHANA

THE FAMILY AND COMMITMENT

5

GOD THE

CREATOR

RELIGIOUS FESTIVALS IN THE THREE

MAJOR RELIGIONS IN GHANA

AUTHORITY AND OBEDIENCE

6

GOD THE

CREATOR

RELIGIOUS FESTIVALS IN THE THREE

MAJOR RELIGIONS IN GHANA

AUTHORITY AND OBEDIENCE

7

THE

ENVIRONMENT

MINISTRY OF THE LEADERS OF THE

THREE MAJOR RELIGIONS IN GHANA

AUTHORITY AND OBEDIENCE

8

THE

ENVIRONMENT

MINISTRY OF THE LEADERS OF THE

THREE MAJOR RELIGIONS IN GHANA

AUTHORITY AND OBEDIENCE

9

THE

ENVIRONMENT

MINISTRY OF THE LEADERS OF THE

THREE MAJOR RELIGIONS IN GHANA

ROLES, RELATIONSHIPS IN THE FAMILY

AND CHARACTER FORMATION

10

THE

ENVIRONMENT

MINISTRY OF THE LEADERS OF THE

THREE MAJOR RELIGIONS IN GHANA

ROLES, RELATIONSHIPS IN THE FAMILY

AND CHARACTER FORMATION

11

THE

ENVIRONMENT

MINISTRY OF THE LEADERS OF THE

THREE MAJOR RELIGIONS IN GHANA

ROLES, RELATIONSHIPS IN THE FAMILY

AND CHARACTER FORMATION

12

THE

ENVIRONMENT

MINISTRY OF THE LEADERS OF THE

THREE MAJOR RELIGIONS IN GHANA

ROLES, RELATIONSHIPS IN THE FAMILY

AND CHARACTER FORMATION

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YEARLY SCHEME OF LEARNING

HISTORY

WEEK

TERM 1 (SUB STRANDS)

TERM 2 (SUB STRANDS)

TERM 3 (SUB STRANDS)

1

THE PEOPLE OF GHANA

SOCIAL DEVELOPMENT

EARLY PROTEST

MOVEMENTS

2

THE PEOPLE OF GHANA

SOCIAL DEVELOPMENT

EARLY PROTEST

MOVEMENTS

3

THE PEOPLE OF GHANA

SOCIAL DEVELOPMENT

EARLY PROTEST

MOVEMENTS

4

THE PEOPLE OF GHANA

ECONOMIC

DEVELOPMENT

EARLY PROTEST

MOVEMENTS

5

THE PEOPLE OF GHANA

ECONOMIC DEVELOPMENT

THE 1948 RIOTS AND

AFTER

6

SOME SELECTED INDIVIDUALS

ECONOMIC

DEVELOPMENT

THE 1948 RIOTS AND

AFTER

7

SOME SELECTED INDIVIDUALS

EARLY PROTEST MOVEMENTS

THE 1948 RIOTS AND

AFTER

8

SOME SELECTED INDIVIDUALS

EARLY PROTEST MOVEMENTS

THE 1948 RIOTS AND

AFTER

9

INTERNATIONAL TRADE

INCLUDING THE SLAVE TRADE

EARLY PROTEST MOVEMENTS

THE 1948 RIOTS AND

AFTER

10

INTERNATIONAL TRADE

INCLUDING THE SLAVE TRADE

EARLY PROTEST MOVEMENTS

THE 1948 RIOTS AND

AFTER

11

COLONISATION AND

DEVELOPMENTS UNDER

COLONIAL RULE IN GHANA

EARLY PROTEST MOVEMENTS

THE 1948 RIOTS AND

AFTER

12

COLONISATION AND

DEVELOPMENTS UNDER

COLONIAL RULE IN GHANA

EARLY PROTEST MOVEMENTS

THE 1948 RIOTS AND

AFTER

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

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YEARLY SCHEME OF LEARNING

CREATIVE ARTS

WEEK

TERM 1 (SUB STRANDS)

TERM 2 (SUB STRANDS)

TERM 3 (SUB STRANDS)

1

THINKING AND EXPLORING

(VISUAL ARTS)

THINKING AND EXPLORING

(VISUAL ARTS)

THINKING AND EXPLORING

(VISUAL ARTS)

2

THINKING AND EXPLORING

(PERFORMING ARTS)

THINKING AND EXPLORING

(PERFORMING ARTS)

THINKING AND EXPLORING

(PERFORMING ARTS)

3

THINKING AND EXPLORING IDEAS

(VISUAL ARTS)

PLANNING, MAKING AND

COMPOSING

(VISUAL ARTS)

PLANNING, MAKING AND

COMPOSING

(VISUAL ARTS)

4

PLANNING, MAKING AND

COMPOSING

(PERFORMING ARTS)

PLANNING, MAKING AND

COMPOSING

(PERFORMING ARTS)

PLANNING, MAKING AND

COMPOSING

(PERFORMING ARTS)

5

PLANNING, MAKING AND

COMPOSING

(VISUAL ARTS)

DISPLAYING AND SHARING

(VISUAL ARTS)

DISPLAYING AND SHARING

(VISUAL ARTS)

6

PLANNING, MAKING AND

COMPOSING

(PERFORMING ARTS)

DISPLAY AND SHARING

(PERFORMING ARTS)

DISPLAY AND SHARING

(PERFORMING ARTS)

7

DISPLAYING AND SHARING

(VISUAL ARTS)

APPRECIATING AND

APPRAISING

(VISUAL ARTS)

APPRECIATING AND

APPRAISING

(VISUAL ARTS)

8

DISPLAYING AND SHARING

(PERFORMING ARTS)

APPRECIATING AND

APPRAISING

(PERFORMING ARTS)

APPRECIATING AND

APPRAISING

(PERFORMING ARTS)

9

DISPLAYING AND SHARING /

APPRECIATING AND APPRAISING

(VISUAL AND

PERFORMING ARTS)

APPRECIATING AND

APPRAISING

(VISUAL ARTS)

APPRECIATING AND

APPRAISING

(VISUAL ARTS)

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10

DISPLAYING AND SHARING /

APPRECIATING AND

APPRAISING

(VISUAL AND

PERFORMING ARTS)

APPRECIATING AND

APPRAISING

(PERFORMING ARTS)

APPRECIATING AND

APPRAISING

(PERFORMING ARTS)

11

APPRECIATING AND

APPRAISING

(VISUAL AND

PERFORMING ARTS)

DISPLAY AND SHARING

SCHOOL-BASED PROJECT

(VISUAL AND

PERFORMING ARTS)

DISPLAY AND SHARING

SCHOOL-BASED PROJECT

(VISUAL AND

PERFORMING ARTS)

12

APPRECIATING AND

APPRAISING

(VISUAL AND

PERFORMING ARTS)

APPRECIATING AND

APPRAISING

(VISUAL AND

PERFORMING ARTS)

APPRECIATING AND

APPRAISING

(VISUAL AND

PERFORMING ARTS)

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YEARLY SCHEME OF LEARNING

GHANAIAN LANGUAGE

WEEK

TERM 1 (SUB STRANDS)

TERM 2 (SUB STRANDS)

TERM 3 (SUB STRANDS)

1

SONGS

POEMS

CONVERSATION

GIVING AND FOLLOWING

COMMANDS/

INSTRUCTIONS

2

LISTENING AND STORY TELLING

DRAMATISATION AND ROLE PLAY

TALKING ABOUT ONESELF,

FAMILY,

PEOPLE AND PLACES / ASKING

AND ANSWERING

GIVING AND FOLLOWING

COMMANDS/

INSTRUCTIONS

3

PHONICS: LETTER SOUND

KNOWLEDGE

VOCABULARY (SIGHT AND

CONTENT VOCABULARY) /

COMPREHENSION

FLUENCY

4

PHONICS: LETTER SOUND

KNOWLEDGE

VOCABULARY (SIGHT AND

CONTENT VOCABULARY)

SILENT READING

SUMMARISING

5

PENMANSHIP/HANDWRITING

PENMANSHIP/

HANDWRITING

PENMANSHIP/

HANDWRITING

6

NARRATIVE WRITING

DESCRIPTIVE WRITING /

PERSUASIVE WRITING

LITERARY WRITING

7

CREATIVE/ FREE WRITING

PERSUASIVE WRITING /

ARGUMENTATIVE WRITING

LETTER WRITING

8

DESCRIPTIVE WRITING

ARGUMENTATIVE WRITING

LETTER WRITING

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9

INTEGRATING GRAMMAR IN

WRITTEN LANGUAGE

(CAPITALIZATION)

GRAMMAR IN WRITTEN

LANGUAGE (USE OF ACTION

WORDS)

& (USE OF QUALIFYING

WORDS)

INTEGRATING GRAMMAR

IN WRITTEN LANGUAGE

(USE OF SIMPLE AND

COMPOUND SENTENCES)

10

INTEGRATING GRAMMAR IN

WRITTEN LANGUAGE

(PUNCTUATION)

INTEGRATING GRAMMAR IN

WRITTEN LANGUAGE (USE OF

ACTION WORDS)

INTEGRATING GRAMMAR IN

WRITTEN LANGUAGE (USE OF

POSTPOSITIONS) & (USE OF

SIMPLE AND COMPOUND

SENTENCES)

INTEGRATING GRAMMAR

IN WRITTEN LANGUAGE

(SPELLING)

(CONJUNCTIONS)

11

BUILDING THE LOVE AND

CULTURE OF READING IN

LEARNERS

READING TEXTS, POEMS,

NARRATIVES AND SHORT

STORIES

READING TEXTS, POEMS,

NARRATIVE, AND SHORT

STORIES AND RESPOND TO

THEM

12

READ ALOUD WITH CHILDREN

READING TEXTS, POEMS,

NARRATIVES AND SHORT

STORIES

READING TEXTS, POEMS,

NARRATIVE, AND SHORT

STORIES AND RESPOND TO

THEM

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YEARLY SCHEME OF LEARNING

PHYSICAL EDUCATION

WEEK

TERM 1 (SUB STRANDS)

TERM 2 (SUB STRANDS)

TERM 3 (SUB STRANDS)

1

LOCOMOTOR SKILLS

RHYTHMIC SKILLS

ENDURANCE

2

LOCOMOTOR SKILLS

RHYTHMIC SKILLS

FLEXIBILITY

3

MANIPULATIVE SKILLS

RHYTHMIC SKILLS

BODY COMPOSITION

4

MANIPULATIVE SKILLS

SPACE AWARENESS

FITNESS PROGRAMME,

5

MANIPULATIVE SKILLS

DYNAMICS

FITNESS PROGRAMME,

6

MANIPULATIVE SKILLS

RELATIONS

HEALTHY DIET

7

MANIPULATIVE SKILLS

BODY MANAGEMENT

SAFETY AND INJURIES

8

MANIPULATIVE SKILLS

STRATEGIES

SAFETY AND INJURIES,

9

MANIPULATIVE SKILLS

BODY MANAGEMENT

SELF-RESPONSIBILITY

10

MANIPULATIVE SKILLS

STRATEGIES

SOCIAL INTERACTION

11

MANIPULATIVE SKILLS

AEROBIC

GROUP DYNAMICS

12

MANIPULATIVE SKILLS

STRENGTH

CRITICAL THINKING

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TERMLY SCHEME OF LEARNING

B5 Term 3 MATHEMATICS

WEEKS

STRAND

SUB STRAND

CONTENT

STANDARD

INDICATORS

RESOURCES

1

ALGEBRA

Algebraic Expressions

B5.2.3.1.

B5.2.3.1.1

B5.2.3.1.2

Counters, bundle and

loose straws, Paper

strips, Cut out cards

2

GEOMETRY AND

MEASUREMENT

Lines and Shapes.

Measurement -perimeter,

Area, Capacity/Volume and

Angle

B5.3.1.1.

B5.3.1.1.1

B5.3.1.1.2

B5.3.1.1.3

3

GEOMETRY AND

MEASUREMENT

Measurement

B5.3.2.1.

B5.3.2.1.1

B5.3.2.1.2

B5.3.2.1.3

Counters, bundle and

loose straws, Paper

strips, Cut out cards

4

GEOMETRY AND

MEASUREMENT

Measurement

B5.3.2.2.

B5.3.3.2.

B5.3.2.2.

B5.3.2.2.1

B5.3.3.2.2

B5.3.2.2.3

Counters, bundle and

loose straws, Paper

strips, Cut out cards

5

GEOMETRY AND

MEASUREMENT

Measurement – Angles

B5.3.3.2.

B5.3.3.3.

B5.3.3.2.4

B5.3.3.3.1

B5.3.3.3.2

Counters, bundle and

loose straws, Paper

strips, Cut out cards

6

GEOMETRY AND

MEASUREMENT

Geometric Reasoning

B5.3.4.1.

B5.3.4.2.

B5.3.4.1.1

B5.3.4.2.2

Counters, bundle and

loose straws, Paper

strips, Cut out cards

7

Data

Interpretation and Analysis

Data Collection,

Organisation, Presentation,

B5.4.1.1.

B5.4.1.1.1

B5.4.1.1.2

Counters, bundle and

loose straws, Paper

strips, Cut out cards

8

Data

Interpretation and Analysis

Data Collection,

Organisation, Presentation,

B5.4.1.2.

B5.4.1.2.1

B5.4.1.2.2

Counters, bundle and

loose straws, Paper

strips, Cut out cards

9

Data

Chance (Probability)

B5.4.2.1.

B5.4.2.1.1

B5.4.2.1.2

Counters, bundle and

loose straws, Paper

strips, Cut out cards

10

Data

Chance (Probability)

B5.4.2.1.

B5.4.2.1.2

B5.4.2.1.3

Counters, bundle and

loose straws, Paper

strips, Cut out cards

11

data

Chance (Probability)

B5.4.2.1.

B5.4.2.1.3

Counters, bundle and

loose straws, Paper

strips, Cut out cards

12

data

Chance (Probability)

B5.4.2.1.

B5.4.2.1.3

Counters, bundleS

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TERMLY SCHEME OF LEARNING

B5 Term 3 HISTORY OF GHANA

WEEKS

STRAND

SUB STRAND

CONTENT

STANDARD

INDICATORS

RESOURCES

1

Journey to

Independence

Early Protest

Movements

B5.5.1.1.

B5.5.1.1.3

A map of Ghana,

Posters,

documentary

2

Journey to

Independence

Early Protest

Movements

B5.5.1.1.

B5.5.1.1.3

A map of Ghana,

Posters,

documentary

3

Journey to

Independence

Early Protest

Movements

B5.5.1.1.

B5.5.1.1.4

A map of Ghana,

Posters,

documentary

4

Journey to

Independence

Early Protest

Movements

B5.5.1.1.

B5.5.1.1.4

A map of Ghana,

Posters,

documentary

5

Journey to

Independence

The 1948 Riots And

After

B5.5.3.1.

B5.5.3.1.1

A map of Ghana,

Posters,

documentary

6

Journey to

Independence

The 1948 Riots And

After

B5.5.3.1.

B5.5.3.1.1

A map of Ghana,

Posters,

documentary

7

Journey to

Independence

The 1948 Riots And

After

B5.5.3.1.

B5.5.3.1.1

A map of Ghana,

Posters,

documentary

8

Journey to

Independence

The 1948 Riots And

After

B4.5.3.1.

B4.5.3.1.2

A map of Ghana,

Posters,

documentary

9

Journey To

Independence

The 1948 Riots And

After

B4.5.3.1.

B4.5.3.1.2

A map of Ghana,

Posters,

documentary

10

Journey To

Independence

The 1948 Riots And

After

B4.5.3.1.

B4.5.3.1.2

A map of Ghana,

Posters,

documentary

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11

Journey To

Independence

The 1948 Riots And

After

B4.5.3.1.

B4.5.3.1.2

A map of Ghana,

Posters,

documentary

12

Journey To

Independence

The 1948 Riots And

After

B4.5.3.1.

B4.5.3.1.2

A map of Ghana,

Posters,

documentary

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TERMLY SCHEME OF LEARNING

B5 Term 3 SCIENCE

WEEKS

STRAND

SUB

STRAND

CONTENT

STANDARD

INDICATORS

RESOURCES

1

DIVERSITY OF

MATTER

MATERIALS

B5.1.2.3.1

Plants and animals

in the

environment,

plastics, stones,

pictures videos

paper,

2

CYCLES

EARTH

SCIENCE

B5.2.1.5.1

3

CYCLES

EARTH

SCIENCE

B5.2.1.5.2

Plants and animals

in the

environment,

plastics, stones,

pictures videos

paper

4

FORCES AND

ENERGY

SOURCES

AND FORMS

OF ENERGY

B1.4.1.2.2

5

HUMANS AND

THE

ENVIRONMENT

PERSONAL

HYGIENE

AND

SANITATION

B5.5.1.2.1

6

HUMANS AND

THE

ENVIRONMENT

PERSONAL

HYGIENE

AND

SANITATION

B5.5.1.2.2

Plants and animals

in the

environment,

plastics, stones,

pictures videos

paper

7

HUMANS AND

THE

ENVIRONMENT

DISEASES

B5.5.2.1.1

8

HUMANS AND

THE

ENVIRONMENT

DISEASES

B5.5.2.1.2

9

HUMANS AND

THE

ENVIRONMENT

SCIENCE

AND

INDUSTRY

B5.5.3.1.1

10

HUMANS AND

THE

ENVIRONMENT

CLIMATE

CHANGE

B5.5.4.1.1

11

HUMANS AND

THE

ENVIRONMENT

CLIMATE

CHANGE

B5.5.4.1.1

Plants and animals

in the

environment,

plastics, stones,

batteries, pictures

videos paper

12

HUMANS AND

THE

ENVIRONMENT

CLIMATE

CHANGE

B5.5.4.1.1

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TERMLY SCHEME OF LEARNING

B5 Term 3 RELIGIOUS AND MORAL EDUCATION

WEEKS

STRAND

SUB STRAND

CONTENT

STANDARD

INDICATORS

RESOURCES

1

The Family and

Commitment

The Family and

Commitment

B5.4.1.1.

B5.4.1.1.1

wall charts, wall

words, posters,

video clip, etc

2

The Family and

Commitment

The Family and

Commitment

B5. 4.1.1.

B5. 4.1.1.1

wall charts, wall

words, posters,

video clip, etc

3

The Family and

Commitment

The Family and

Commitment

B5. 4.1.1.

B5. 4.1.1.2

wall charts, wall

words, posters,

video clip, etc

4

The Family and

Commitment

The Family and

Commitment

B5. 4.1.1.

B5. 4.1.1.2

wall charts, wall

words, posters,

video clip, etc

5

The Family,

Authority and

Obedience

Authority and

Obedience

B5.5.1.1.

B5.5.1.1.1:

wall charts, wall

words, posters,

video clip, etc

6

The Family,

Authority and

Obedience

Authority and

Obedience

B5.5.1.1.

B5.5.1.1.1:

wall charts, wall

words, posters,

video clip, etc

7

The Family,

Authority and

Obedience

Authority and

Obedience

B5. 5.1.1.

B5. 5.1.1.2:

wall charts, wall

words, posters,

video clip, etc

8

The Family,

Authority and

Obedience

Authority and

Obedience

B5. 5.1.1.

B5. 5.1.1.2:

wall charts, wall

words, posters,

video clip, etc

9

The Family,

Authority and

Obedience

Roles, Relationships in

the Family and

Character Formation

B5.5.2.1.

B5.5.2.1.1

wall charts, wall

words, posters,

video clip, etc

10

The Family,

Authority and

Obedience

Roles, Relationships in

the Family and

Character Formation

B5.5.2.1.

B5.5.2.1.1

wall charts, wall

words, posters,

video clip, etc

11

The Family,

Authority and

Obedience

Roles, Relationships in

the Family and

Character Formation

B5.5.2.1.

B5.5.2.1.1

wall charts, wall

words, posters,

video clip, etc

12

The Family,

Authority and

Obedience

Roles, Relationships in

the Family and

Character Formation

B5.5.2.1.

B5.5.2.1.1

wall charts, wall

words, posters,

video clip, etc

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TERMLY SCHEME OF LEARNING

B5 Term 3 OUR WORLD AND OUR PEOPLE

WEEKS

STRAND

SUB STRAND

CONTENT

STANDARD

INDICATORS

RESOURCES

1

ALL ABOUT US

My Family and the

Community

B5.1.3.3.1

Pictures, Charts,

Video Clip

2

ALL ABOUT US

My Family and the

Community

B5.1.3.3.1

Pictures, Charts,

Video Clip

3

ALL AROUND US

The Environment and

the Weather

B5.2.1.3.1.

Pictures, Charts,

Video Clip

4

OUR NATION

GHANA

Being a Citizen

B5.4.1.2.1.

Pictures, Charts,

Video Clip

5

OUR NATION

GHANA

Being a Citizen

B5.4.1.3. 1.

Pictures, Charts,

Video Clip

6

OUR NATION

GHANA

Authority and Power

B5.4.2.2 .1.

Pictures, Charts,

Video Clip

7

OUR NATION

GHANA

Farming in Ghana

B5.4.4.1.1

Pictures, Charts,

Video Clip

8

MY GLOBAL

COMMUNITY

Our Neighbouring

Countries

B5.5.1.1.1.

Pictures, Charts,

Video Clip

9

MY GLOBAL

COMMUNITY

Our Neighbouring

Countries

B5.5.1.2.1.

Pictures, Charts,

Video Clip

10

MY GLOBAL

COMMUNITY

Our Neighbouring

Countries

B5.5.1.2.1.

Pictures, Charts,

Video Clip

11

MY GLOBAL

COMMUNITY

Our Neighbouring

Countries

B5.5.1.2.1.

Pictures, Charts,

Video Clip

12

MY GLOBAL

COMMUNITY

Our Neighbouring

Countries

B5.5.1.2.1.

Pictures, Charts,

Video Clip

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TERMLY SCHEME OF LEARNING

B5 Term 3 ENGLISH LANGUAGE

WEEKS

STRAND

SUB STRAND

CONTENT

STANDARD

INDICATORS

RESOURCES

1

Reading

Vocabulary

B5.2.6.4.2.

Word cards

sentence cards,

class library

Grammar

Usage At Word

Nouns

B5.3.1.1.4.

Writing

Paragraph Development

B5.4.3.1.4.

Using Writing

Conventions

Naming Words/Nouns

B5.5.3.1.4

Extensive

Reading

Building the Love and Culture

of Reading

B5.6.1.1.1

2

Oral Language

Poems

B5.1.3.1.3.

Word cards

sentence cards,

class library

Reading

Vocabulary

B5.2.6.4.3

Grammar

Usage At Word

Nouns

B5.3.1.1.4.

Writing

Paragraph Development

B5.4.3.1.4.

Using Writing

Conventions

Naming Words/Nouns

B5.5.3.1.4

Extensive

Reading

Building the Love and Culture

of Reading

B5.6.1.1.1

3

Oral Language

Dramatization and Role Play

B5.1.5.2.3.

Word cards

sentence cards,

class library

Reading

Comprehension

B5.2.7.2.3.

Grammar

Usage At Word

Determiners

B5.3.2.1.5

Writing

Writing as a Process

B5.4.9.3.3

Using Writing

Conventions

Using action Words

B5.5.4.1.4.

Extensive

Reading

Building the Love and Culture

of Reading

B5.6.1.1.1

4

Oral Language

Conversation

B5.1.6.3.2.

Word cards

sentence cards,

class library

Reading

Comprehension

B5.2.7.3.1.

Grammar

Usage At Word

Determiners

B5.3.2.1.5

Writing

Writing as a Process

B5.4.9.3.3

Using Writing

Conventions

Using action Words

B5.5.4.1.4.

Extensive

Reading

Building the Love and Culture

of Reading

B5.6.1.1.1

5

Oral Language

Conversation

B5.1.6.3.3

Word cards

Reading

Silent Reading

B5.2.8.1.3.

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Grammar

Usage At Word

Verbs

B5.3.5.1.6

sentence cards,

class library

Writing

Persuasive/Argumentative

Writing

B5.4.13.2.3.

Using Writing

Conventions

Using Conjunctions

B5.5.8.1.1

Extensive

Reading

Building the Love and Culture

of Reading

B5.6.1.1.1

6

Oral Language

Listening Comprehension

B5.1.7.1.5.

B5.1.7.1.6

Word cards

sentence cards,

class library

Reading

Fluency

B5.2.9.1.1.

Grammar

Usage At Word

Verbs

B5.3.5.1.7

Writing

Persuasive/Argumentative

Writing

B5.4.13.2.4

Using Writing

Conventions

Using Conjunctions

B5.5.8.1.1

Extensive

Reading

Building the Love and Culture

of Reading

B5.6.1.1.1

7

Oral Language

Presentation

B5.1.10.3.1.

Word cards

sentence cards,

class library

Reading

Fluency

B5.2.9.1.2

Grammar

Usage At Word

Conjunctions

B5.3.8.1.1

Writing

Informative/Expository Writing

B5.4.14.1.1

Using Writing

Conventions

Using Simple, Compound and

Complex Sentences

B5.5.9.1.1.

Extensive

Reading

Building the Love and Culture

of Reading

B5.6.1.1.1

8

Oral Language

Presentation

B5.1.10.3.2

Word cards

sentence cards,

class library

Reading

Summarising

B5.2.10.1.1.

Grammar

Usage At Word

Conjunctions

B5.3.8.1.1

Writing

Informative/Expository Writing

B5.4.14.2.1

Using Writing

Conventions

Using Simple, Compound and

Complex Sentences

B5.5.9.1.1.

Extensive

Reading

Building the Love and Culture

of Reading

B5.6.1.1.1

9

Oral Language

Presentation

B5.1.10.3.3

B5.1.10.3.4

Word cards

sentence cards,

class library

Reading

Summarising

B5.2.10.1.1.

Grammar

Usage At Word

Modals

B5.3.9.1.1

Writing

Letter Writing

B5.4.15.1.1

Using Writing

Conventions

Using Simple, Compound and

Complex Sentences

B5.5.9.1.2

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Extensive

Reading

Building the Love and Culture

of Reading

B5.6.1.1.1

10

Oral Language

Presentation

B5.1.10.3.5

Word cards

sentence cards,

class library

Reading

Summarising

B5.2.10.1.2

Grammar

Usage At Word

Modals

B5.3.9.1.1

Writing

Letter Writing

B5.4.15.1.1

Using Writing

Conventions

Using Simple, Compound and

Complex Sentences

B5.5.9.1.2

Extensive

Reading

Building the Love and Culture

of Reading

B5.6.1.1.1

11

Oral Language

Presentation

B5.1.10.3.6

Word cards

sentence cards,

class library

Reading

Summarising

B5.2.10.1.2

Grammar

Usage At Word

Prepositions

B5.3.10.1.1.

Writing

Letter Writing

B5.4.15.1.1

Using Writing

Conventions

Spelling

B5.5.10.1.1.

Extensive

Reading

Building the Love and Culture

of Reading

B5.6.1.1.1

12

Oral Language

Presentation

B5.1.10.3.7

Word cards

sentence cards,

class library

Reading

Summarising

B5.2.10.1.2

Grammar

Usage At Word

Prepositions

B5.3.10.1.1.

Writing

Letter Writing

B5.4.15.1.1

Using Writing

Conventions

Spelling

B5.5.10.1.1.

Extensive

Reading

Building the Love and Culture

of Reading

B5.6.1.1.1

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TERMLY SCHEME OF LEARNING

Termly B5 Term 3 COMPUTING

WEEKS

STRAND

SUB STRAND

CONTENT

STANDARD

INDICATORS

RESOURCES

1

Introduction to

computing

Generation of computers

and parts of a computer and

other gadgets

B5.1.1.1.5

B5.1.1.1.6

Laptops,

Images of

clipboard, styles,

fonts, paragraph

2

Introduction to

computing

Introduction to MS-Windows

Interface (Desktop

Background and locations of

the computer.)

B5.1.2.1.6

B5.1.2.1.7

Laptops,

3

Introduction to

computing

Data, sources and usage

B5.1.3.1.8

B5.1.3.1.9

B5.1.3.1.10

Laptops,

4

Introduction to

computing

Technology in the

community (communication)

B5.1.4.1.4

Laptops,

5

Programming and

databases

Introduction to databases,

algorithm and programming.

B5.5.1.3.5

B5.5.1.3.6

Laptops,

6

Programming and

databases.

Internet and

social media

Introduction to Electronic

Spreadsheet.

Network Overview

B5.5.1.2.3

B5.6.1.1.3.

Laptops,

7

INTERNET AND

SOCIAL MEDIA

Web browsers and Web

Pages

B5.6.2.1.7

B5.6.2.1.8

B5.6.2.1.9

Laptops, smart

phones

8

INTERNET AND

SOCIAL MEDIA

Surfing the world wide web

Favourite places and Search

engine.

Using Online Forms

B5.6.3.1.4.

B5.6.4.1.3.

B5.6.5.1.3

Laptops, smart

phones

9

INTERNET AND

SOCIAL MEDIA

Customising your browser

B5.6.6.1.5

B5.6.6.1.6

Laptops, smart

phones

10

INTERNET AND

SOCIAL MEDIA

Electronic Email

INTERNET OF THINGS (IOT)

B5.6.7.1.4

B5.6.8.1.3

B5.6.8.1.4

Laptops, smart

phones

11

INTERNET AND

SOCIAL MEDIA

DIGITAL LITERACY

B5.6.4.9.1.2

B5.6.10.1.2.

Laptops, smart

phones

12

HEALTH AND

SAFETY IN USING

ICT TOOLS

HEALTH AND SAFETY IN

USING ICT TOOLS

B5.7.1.1.1.

B5.7.1.1.2

Laptops, smart

phones

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TERMLY SCHEME OF LEARNING

B5 Term 3 PHYSICAL EDUCATION

WEEKS

STRAND

SUB STRAND

CONTENT

STANDARD

INDICATORS

RESOURCES

1

PHYSICAL FITNES

ENDURANCE

B5.3.3.3.

B5.3.3.3.1:

Balls, Videos

and Picture,

2

PHYSICAL FITNES

FLEXIBILITY

B5.3.4.3.

B5.3.4.3.1

Drums,

Speakers

3

PHYSICAL FITNES

BODY

COMPOSITION

B5.3.5.3.

B5.3.5.3.1

Balls, Videos

and Picture,

4

PHYSICAL FITNESS

CONCEPTS, PRINCIPLES AND

STRATEGIES

FITNESS

PROGRAMME,

B5.4.1.4.

B5.4.1.4.1

Drums,

Speakers

5

PHYSICAL FITNESS

CONCEPTS, PRINCIPLES AND

STRATEGIES

FITNESS

PROGRAMME,

B5.4.1.4.

B5.4.1.4.2

Balls, Videos

and Picture,

6

PHYSICAL FITNESS

CONCEPTS, PRINCIPLES AND

STRATEGIES

HEALTHY DIET

B5.4.2.4.

B5.4.2.4.1

Drums,

Speakers

7

PHYSICAL FITNESS

CONCEPTS, PRINCIPLES AND

STRATEGIES

SAFETY AND

INJURIES

B5.4.3.4.

B5.4.3.4.1:

Balls, Videos

and Picture,

8

PHYSICAL FITNESS

CONCEPTS, PRINCIPLES AND

STRATEGIES

, SAFETY AND

INJURIES,

B5.4.3.4.

B5.4.3.4.2:

Drums,

Speakers

9

VALUES AND PSYCHO-

SOCIAL CONCEPTS,

PRINCIPLES AND STRATEGIES

SELF-

RESPONSIBILITY

B5.5.1.5.

B5.5.1.5.1

Balls, Videos

and Picture,

Drums,

Speakers

10

VALUES AND PSYCHO-

SOCIAL CONCEPTS,

PRINCIPLES AND STRATEGIES

SOCIAL

INTERACTION

B5.5.2.5.

B5.5.2.5.1:

Balls, Videos

and Picture,

Drums,

Speakers

11

VALUES AND PSYCHO-

SOCIAL CONCEPTS,

PRINCIPLES AND STRATEGIES

GROUP

DYNAMICS

B5.5.3.5.

B5.5.3.5.1:

Videos and

Picture,

Drums

12

VALUES AND PSYCHO-

SOCIAL CONCEPTS,

PRINCIPLES AND STRATEGIES

CRITICAL

THINKING

B5.5.4.5.

B5.5.4.5.1:

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TERMLY SCHEME OF LEARNING

B5 Term 3 CREATIVE ARTS

WEEKS

STRAND

SUB STRAND

CONTENT

STANDARD

INDICATORS

RESOURCES

1

Visual arts

Thinking and

exploring

(Visual Arts)

B5.1.1.1

B5.1.1.1.5

photos, videos, art paper,

colours, and traditional art

tools, materials and equipment

available in the community

2

Performing

arts

Thinking and

exploring

(Performing Arts)

B5.2.1.1

B5.2.1.1.5

-do-

3

Visual arts

Planning, Making

and Composing

(Visual Arts)

B5.1.2.2

B5.1.2.2.3

-do-

4

Performing

arts

Planning, Making

and Composing

(Performing Arts)

B5.2.2.2

B5.2.2.2.3

-do-

5

Visual arts

Displaying and

sharing

(Visual Arts)

B5.1.3.4

B5.1.3.4.3

-do-

6

Performing

arts

Display and

Sharing

(Performing Arts)

B5.2.3.4

B5.2.3.4.3

-do-

7

Visual arts

Appreciating and

Appraising

(Visual Arts)

B5.1.4.6.

B5.1.4.6.3

-do-

8

Performing

arts

Appreciating and

Appraising

(Performing Arts)

B5.2.4.6

B5.2.4.6.3

-do-

9

Visual and

Performing

Arts

Appreciating and

Appraising

(Visual Arts)

B5.1.1.1

B5.2.1.1

B5.1.1.1.6

B5.2.1.1.6

-do-

10

Visual and

Performing

Arts

Appreciating and

Appraising

(Performing Arts)

B5.1.2.3

B5.2.2.3

B5.1.2.3.3

B5.2.2.3.3

-do-

11

Visual and

Performing

Arts

Display and

Sharing

School-Based

Project

(Visual and

Performing Arts)

B5.1.3.5

B5.2.3.5

B5.1.3.5.3

B5.2.3.5.3

-do-

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12

Visual and

Performing

Arts

Appreciating and

Appraising

(Visual and

Performing Arts)

B5.1.4.7

B5.2.4.7

B5.1.4.7.3

B5.2.4.7.3

-do-

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KEY

T&E: Thinking and Exploring PM&C: Planning, Making and Composing

D&S: Displaying and Sharing A&A: Appreciating and Appraising

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TERMLY SCHEME OF LEARNING

B5 Term 3 (Ghanaian Language)

Week

STRAND

SUB-STRAND

CONTENT

STANDARD

INDICATORS

RESOURCES

1

Oral

Language

Giving and Following

Commands/ Instructions

B5.1.9.1.

B5.1.10.1.

B5.1.9.1.2

B5.1.10.1.1

B5.1.10.1.2

Drums, drum

sticks,

recorded audios,

Manila cards,

recorded audio

visuals

2.

Oral

Language

Giving and Following

Commands/

Instructions

B5.1.11.1

B5.1.11.1.

B5.1.11.1.1

B5.1.11.1.2

B5.1.11.1.3

3.

Reading

Fluency

B5.2.8.1.

B5.2.8 .1.

B5.2.8.1.1

B5.2.8 .1. 2

Pictures of animals,

Manila cards,

markers, recorded

audiovisual

4.

Reading

Summarising

B5.2.9.1.

B5.2.9.1.1

B5.2.9.1.2

Manila cards,

markers, recorded

audio-

visual

5.

Writing

Penmanship/ Handwriting

B5.3.1.1.

B5.3.1.1.5

Manila cards,

markers, recorded

audio- visual

6.

Composition

Writing

Literary Writing

B5.4.6.1.

B5.4.7.1.

B5.4.6.1.2

B5.4.7.1.1

B5.4.7.1.2

Manila Cards,

Class reader

7.

Composition

Writing

Letter Writing

B5.4.7.1.

B5.4.8.1.

B5.4.7.1.3

B5.4.8.1.1

B5.4.8.1.2

Manila Cards,

Markers

8.

Composition

Writing

Letter Writing

B5.4.8.1.

B5.4.8.1.3

Word cards, Manila

card

Markers Word cards

Manila card Markers

9.

Writing

Conventions

/ Usage

Integrating Grammar in

Written Language (Use of

simple and compound

sentences)

B5.5.6.1.

B5.5.7.1.

B5.5.6.1.2

B5.5.6.1.3

B5.5.7.1.1

Word cards, Manila

card

Markers Word

Cards, Manila card,

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10.

Writing

Conventions /

Usage

Integrating Grammar in

Written Language

(Spelling)

(Conjunctions)

B5.5.7.1.

B5.5.8.1.

B5.5.7.1.2

B5.5.7.1.3

B5.5.8.1.1.

Word cards, Manila

card

Markers Word

Cards, Manila card,

11.

Extensive

Reading/

Children

Literature/

Library

Reading Texts, Poems,

Narrative, and Short Stories

and Respond to them

B5.6.3.1.

B5.6.3.1.4

B5.6.3.1.5

Reading materials

12.

Extensive

Reading/

Children

Literature/

Library

Reading Texts, Poems,

Narrative, and Short Stories

and Respond to them

B5.6.3.1.

B5.6.3.1.6

Manila Cards,

Markers

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TERM THREE

BASIC FIVE

WEEK 1

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……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand :

A. Reading

B. Grammar Usage At Word

C. Writing

D. Using Writing Conventions

E. Extensive Reading

Sub-strand :

A. Vocabulary

B. Nouns

C. Paragraph Development

D. Naming Words/Nouns

E. Building the Love and Culture of Reading

Indicator (code)

B5.2.6.4.2. B5.3.1.1.4. B5.4.3.1.4. B5.5.3.1.4 B5.6.1.1.1

Content standard (code)

B5.2.6.4 B5.3.1.1. B5.4.3.1. B5.5.3.1. B5.6.1.1.

Performance Indicator

A. Learners can recognise the playful use of words in spoken and written

language (jokes, riddles, puns etc.).

B. Learners can identify and use abstract nouns to refer to concepts and ideas.

C. Learners can use cohesive devices – pronouns, repetition of vocabulary or

grammatical structures to link ideas in a paragraph, e.g. use connectors to

link similar ideas, give reasons and add information.

D. Learners can identify and use abstract nouns to refer to concepts and

ideas.

E. Learners can read a variety of age- and level appropriate books and present

at least a-three-paragraph summary of each book read

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

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T. L .R. (s)

Word cards, sentence cards, letter cards, handwriting on a manila card and a class

library.

Ref:

English Language curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Tuesday

Engage

learners to

sing songs

and recite

familiar

rhymes

B. READING

• Demonstrate the playful use of words (jokes, riddles

etc.)

• e.g. Riddle, riddle. I am something. I have four legs

and a top. People write or eat on me. What am I?

• Have learners use appropriate language in jokes,

riddles etc.

• Make them understand that these are ways in which

language could also be used.

Assessment: let learners use appropriate language in

jokes and riddles

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Wednesday

Engage

learners to

sing songs

and recite

familiar

rhymes

C. GRAMMAR

• Revise concrete nouns.

• Introduce abstract nouns as nouns that cannot be

touched, seen or felt. They include ghost, beauty,

holiness, air, etc.

• Provide a passage with concrete and abstract nouns

and let learners identify each category.

• Have learners use given concrete and abstract nouns

in sentences.

Assessment: let learners use given concrete and

abstract nouns in sentences.

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

D. WRITING

• Display a sample paragraph.

• Underline the cohesive devices/transitional words.

• Have learners read the paragraph and discuss with

their peers what the underlined words are doing in the

paragraph.

• Lead them in a general discussion on what the

underlined words are and their role in the paragraph.

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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• Provide a paragraph and leave out the cohesive

devices.

Have learners complete the paragraph with

appropriate transitional words.

Assessment: Provide a paragraph and leave out the

cohesive devices. Have learners complete the

paragraph with appropriate transitional words

Friday

Engage

learners to

sing songs

and recite

familiar

rhymes

E. WRITING CONVENTION AND GRAMMAR USAGE

• Revise concrete nouns. Introduce abstract nouns as

nouns or names of things that cannot be touched, seen

or felt. They include ghost, beauty, holiness, mercy, etc.

• Provide a passage with concrete and abstract nouns

and let learners identify each category.

• Have learners use given concrete and abstract nouns

in sentences.

Assessment: let learners use given concrete and

abstract nouns in sentences.

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Friday

Guide

learners to

choose and

read books

during the

library

period

E. EXTENSIVE READING

• Guide learners to choose and read independently

books of their choice during the library period.

• Learners think-pair-share their stories with peers.

• Ask each learner to write a-two-paragraph summary

of the book read.

• Invite individuals to present their work to the class for

feedback.

Assessment: let learners read a variety of age- and

level appropriate books and present at least a-three-

paragraph summary of each book read

Have learners to tell

what they read to the

whole class

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……………………………………………………………………: LESSON PLAN

SUBJECT: SCIENCE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : DIVERSITY OF MATTER

Sub-strand : MATERIALS

Indicator (code)

B5.1.2.3.1

Content standard (code)

B5.1.2.3.

Performance Indicator

Learners can demonstrate formation and separation of mixtures (solid-liquid and

liquid-liquid mixtures)

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

Science curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

• Display some solid and liquid substances for learners

to observe, e.g. water, common salt, vinegar, sugar,

sand, cooking oil and soft drinks.

• Put learners in groups and ask them to add each of

the substances to a separate quantity of water whilst

stirring and observe what happens.

• Learners describe the material combinations they

have produced, i.e. as solid-liquid mixture, liquid-liquid

mixture or a solution.

What have we learnt

today?

Ask learners to

summarize the

important points of the

lesson

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• Learners find out the difference between a mixture of

sand and water, and a mixture of salt and water.

• Learners also differentiate between the mixture of

water and soft drink, and the mixture of water and

cooking oil.

• Put learners into groups to demonstrate how to

recover the salt from the salt solution.

• Assist learners to separate different solid-liquid

mixtures and liquid-liquid mixtures using separation

methods such as filtration, evaporation, sieving and use

of separating funnel.

Project: Separation of solid- liquid mixture

Learners separate a mixture of sand and water using

appropriate materials.

NB: An improvised separation equipment can be used

to effectively separate various mixtures

Assessment: let learners describe the formation and

separation of mixtures (solid-liquid and liquid-liquid

mixtures)

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……………………………………………………………………: LESSON PLAN

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : ALL ABOUT US

Sub-strand : My Family and the Community

Indicator (code)

B5.1.3.3.1

Content standard (code)

B5.1.3.3.

Performance Indicator

Learners can explain how gender equity can be promoted.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

Our World Our People curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Tuesday

Engage

learners to

sing songs

and recite

familiar

rhymes

In groups learners work to elicit gender stereotypes in

their community.

Learners, in groups identify roles that are to be

performed by the sexes. Learners discuss and cross out

responses the class considers as stereotypes.

Assessment: Let learners explain how gender equity

can be promoted

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners discuss some gender issues in the community

and how they affect the:

i. Individual

ii. Community

iii. Nation building e.g. widowhood rites, trokosi, witch

camps etc.

Assessment: Let learners mention gender issues in the

community and how they affect the nation building

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Learners find out from

parents and other

people in the

community some of the

customs they consider

discriminatory.

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……………………………………………………………………: LESSON PLAN

SUBJECT: COMPUTING CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Introduction to computing

Sub-strand : Generation of computers and parts of a

computer and other gadgets

Indicator (code)

B5.1.1.1.5 B5.1.1.1.6

Content standard (code)

B5.1.1.1. B5.1.1.1.

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: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Laptop

Ref:

Computing curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Wednesday

Engage

learners to

sing songs

and recite

familiar

rhymes

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

Guide learners to recall what has been learnt in

previous classes and ask leading questions, use

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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scenarios to help learners identify the difference

between the types of computers, their advantages and

disadvantages.

Assessment: Let learners identify the difference

between the types of computers, their advantages and

disadvantages

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……………………………………………………………………: LESSON PLAN

SUBJECT: MATHEMATICS CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand :

Sub-strand :

Indicator (code)

B5.2.3.1.1 B5.2.3.1.2 B5.2.3.1.3

Content standard (code)

B5.2.3.1. B5.2.3.1.2 B5.2.3.1.3

Performance Indicator

 Learners can express a given problem as an equation where the unknown

is represented by a letter to variable.

 Learners can identify the unknown in a problem; represent the problem

with an equation; and solve the problem concretely, pictorially or

symbolically.

 Learners can Create a problem for a given equation

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Counters

Ref:

Mathematics curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

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for

learning)

Tuesday

Sing songs

like:

I’m

counting

one, what

is one

1 - One is

one alone,

alone it

shall be.

E.g.1. Ask learners solve word problems; e.g..

i. The cost of two pens is twenty ¢15. If one costs

ɇ5.50, what is the cost the other pen?

ii. The product of two numbers is 120. If one of the

numbers is 24, what is the other number?

E.g.2. Ask learners to read Ama’s problem below,

complete the table and solve the problem

Days (d)

Days

1

2

Height (h)

Height

5cm

7cm

Ama is tracking the progress of her plant’s growth.

Today the plant is 5cm tall. The plant grows 2cm a day

(i) Write a mathematical sentence that represents

the height of the plant after d days; (ii) What will

the height of the plant be after 20 days?

(iii) How many days will the height take to reach

75cm?

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

Wednesday

Sing songs

like:

I’m

counting

one, what

is one

1 - One is

one alone,

alone it

shall be.

E.g.1. Ask learners solve word problems; e.g..

i. The cost of two pens is twenty ¢15. If one costs

ɇ5.50, what is the cost the other pen?

ii. The product of two numbers is 120. If one of the

numbers is 24, what is the other number?

E.g.2. Ask learners to read Ama’s problem below,

complete the table and solve the problem

Days (d)

Days

1

2

Height (h)

Height

5cm

7cm

Ama is tracking the progress of her plant’s growth.

Today the plant is 5cm tall. The plant grows 2cm a day

Review the lesson with

Learners

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(i) Write a mathematical sentence that represents

the height of the plant after d days; (ii) What will

the height of the plant be after 20 days?

(iii) How many days will the height take to reach

75cm?

Assessment: have learners to practice with more

examples

Thursday

Sing songs

like:

I’m

counting

one, what

is one

1 - One is

one alone,

alone it

shall be.

E.g.1 Learners use concrete materials, such as blocks

or counters and the balance scales, to find the value of

p in the following equations. If necessary, model the

use of guess and test as one strategy. By observing

patterns in their results, students become more

systematic in the guesses they make

1.

2.

3.

4.

3 + p =11 5.

14 - p = 8

6.

p - 9 = 16

7. 3p = 12

p + 5 = 17

24 = p + 9

25 = 35 - p

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

Friday

Sing songs

like:

I’m

counting

one, what

is one

1 - One is

one alone,

alone it

shall be.

Ask students to describe two different stories that the

equation 5 + k = 9 could represent

E.g.2. Ask learners to solve puzzle in the figure, by

solving the equations in each line

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

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……………………………………………………………………: LESSON PLAN

SUBJECT: CREATIVE ARTS CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Visual Arts

Sub-strand : Thinking and Exploring Ideas

Indicator (code)

B5.2.1.1.5

Content standard (code)

B5.2.1.1.

Performance Indicator

Learners can study the artworks of Ghanaian and other African visual artists that

reflect topical issues in Africa

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

PICTURES

Ref:

Creative Arts curriculum

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Wednesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners are to:

select works of Ghanaian and other African visual

artists that reflect current topical issues of concern in

Africa (e.g. climate change, water and air pollution,

slums, inclusion, diversity, international relations, green

cross and highway codes);

appreciate: through shower thoughts sessions discuss

the works of the selected African artists with focus on

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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the type of artwork, theme/purpose, materials, tools,

method and style, etc.

Assessment: let learners describe the artworks of

Ghanaian and other African visual artists that reflect

topical issues in Africa

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……………………………………………………………………: LESSON PLAN

SUBJECT: HISTORY CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Journey to Independence

Sub-strand : Early Protest Movements

Indicator (code)

B5.5.1.1.3

Content standard (code)

B5.5.1.1.

Performance Indicator

Learners can examine sources of evidence about the role of Joseph Ephraim Casely-

Hayford in the National Congress of British West Africa (NCBWA).

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

History curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Tuesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Who was

Joseph

1. Identify Joseph Ephraim Casely-Hayford from

photographs.

2. Show and discuss a documentary the bust of Joseph

Ephraim Casely-Hayford at Casford Hall, UCC (where

possible).

Assessment: let learners narrate the bust of Joseph

Ephraim Casely-Hayford at Casford Hall, UCC

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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Ephraim

Casely-

Hayford?

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

Who was

Joseph

Ephraim

Casely-

Hayford?

Where was

he born?

Present a narrative of the leadership role of Joseph

Ephraim Casely-Hayford in the NCBWA

Assessment: let learners mention the sources of

evidence about the role of Joseph Ephraim Casely-

Hayford in the National Congress of British West Africa

(NCBWA)

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: PHYSICAL EDUCATION CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : PHYSICAL FITNESS

Sub-strand : ENDURANCE

Indicator (code)

B5.3.3.3.1

Content standard (code)

B5.3.3.3.

Performance Indicator

Learners can perform two set of continuous push ups

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Cones

Ref:

PE curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Friday

Learners

jog round a

demarcate

d area in

files while

singing and

clapping to

warm-up

the body

for

maximal

Learners after general and specific warm ups, learners

lie on the ground face down. Learners with their palms

flat on the ground by their side, extend their arms to

move their trunk up and flex the arms again to move

the body back to lying position. Learners continue the

process for a number of time base on their ability in a

set. Learners repeat the second set after rest and

progress at their own pace

End the lesson with cool

down activities and use

questions to summarise

the lesson

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performan

ce and to

prevent

injuries

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……………………………………………………………………: LESSON PLAN

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : The Family and Commitment

Sub-strand : The Family and the Community

Indicator (code)

B5.4.1.1.1

Content standard (code)

B5.4.1.1.

Performance Indicator

Learners can explain the need to be a committed member of the family

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

RME curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Friday

Engage

learners to

sing songs

and recite

familiar

rhymes

Have learners mention behaviours and attitudes

needed in order to be a committed family member: -

Initiates activities for family members eg. Periodic get-

together - Supports common family projects eg. Taking

care of a needy person in the family - Visitation (taking

time off to visit elders, parents, etc.) - Accepting

responsibility (support family members who lag behind

in performing their assigned duties) - Helping to instil

discipline among younger family members, etc.

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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• Learners discuss the need for being a committed

family member: - 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: let learners explain the need to be a

committed member of the family

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……………………………………………………………………: LESSON PLAN

SUBJECT: GHANAIAN LANGUAGE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Oral Language

Sub-strand : Giving and Following Commands/ Instructions

Indicator (code)

B5.1.9.1.2 B5.1.10.1.1 B5.1.10.1.2

Content standard (code)

B5.1.9.1. B5.1.10.1. B5.1.10.1.

Performance Indicator

 The learner should explain and use polar question markers

 The learner should recognise landmarks in your area and other areas

 The learner should use landmarks to give directions.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Manila cards, markers, recorded audios visual

Ref:

Ghanaian Language curriculum

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Engage

leaners to

sing songs

and recite

familiar

rhymes

• Write some polar questions on the board.

• Ask learners to recognise the polar question markers

• Lead learners to use polar question markers identified

correctly in their speech or in their conversations.

• Ask learners to give more polar questions.

• Write some of the polar questions on the board.

What have we learnt

today?

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• Help learners to recognise the polar question

markers and tell where they occur in the structure.

• Ask learners to tell how to use polar question markers

correctly.

• Allow learners to give examples on the board

Assessment: let learners use polar question markers in

sentences

Review the lesson with

learners

Engage

leaners to

sing songs

and recite

familiar

rhymes

• Discuss with learners what landmarks are.

• Display a sketch of an area on the board.

• Show them some of the landmarks on the sketch.

• Lead learners to recognise landmarks in their area and

other areas.

• Allow a learner to give directions to their home

making reference to any landmark in their area. E.g.

post office, palace, church, mosque, school etc

Assessment: let learners identify and landmarks in your

area and other areas

What have we learnt

today?

Review the lesson with

learners

Engage

leaners to

sing songs

and recite

familiar

rhymes

• Display a sketch of an area on the board.

• Ask the learners to mention some of the landmarks

seen on the sketch displayed.

• Point to two locations on the sketch and ask learners

to give directions from one location to another point on

the sketch.

• Assist learners to use more landmarks on the sketch

to give directions correctly. E.g. Take the route on your

right. Turn to the left of the mosque and descend the

hill near the post office.

• Expose learners to Global Positioning System (GPS),

especially the Ghana Post digital address system.

• Show learners how to use it.

Assessment: let learners use landmarks to give

directions.

What have we learnt

today?

Review the lesson with

learners

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TERM THREE

BASIC FIVE

WEEK 2

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……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand :

A. Oral Language

B. Reading

C. Grammar Usage At Word

D. Writing

E. Using Writing Conventions

F. Extensive Reading

Sub-strand :

A. Poems

B. Vocabulary

C. Nouns

D. Paragraph Development

E. Naming Words/Nouns

F. Building the Love and Culture of Reading

Indicator (code)

B5.1.3.1.3. B5.2.6.4.3 B5.3.1.1.4. B5.4.3.1.4. B5.5.3.1.4 B5.6.1.1.1

Content standard (code)

B5.1.3.1 . B5.2.6.4. B5.3.1.1. B5.4.3.1. B5.5.3.1. B5.6.1.1.

Performance Indicator

A. Learners can compose six-line poems

B. Learners can use words suitable for purpose, audience, context and culture

in relation to: type of texts (expository/explanatory, persuasive language,

argumentative), medium (spoken/written), register (formal/informal) etc.

C. Learners can identify and use abstract nouns to refer to concepts and ideas.

D. Learners can use cohesive devices – pronouns, repetition of vocabulary or

grammatical structures to link ideas in a paragraph, e.g. use connectors to

link similar ideas, give reasons and add information

E. Learners can identify and use abstract nouns to refer to concepts and

ideas.

F. Learners can read a variety of age- and level appropriate books and present

at least a-three-paragraph summary of each book read

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Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Word cards, sentence cards, letter cards, handwriting on a manila card and a class

library.

Ref:

English Language curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Monday

Engage

learners to

sing songs

and recite

familiar

rhymes

A. ORAL LANGUAGE

• Have learners recite a poem of their choice

individually and in groups.

• Put learners into groups and ask them to write out

some lines of the recited poems.

• Assign learners to create or write some meaningful

lines similar to those in the poem of their choice.

• Guide learners to arrange their formulated lines

together to compose a poem of six lines.

• Have each group recite their poem while others listen.

• Ask the class to identify the values in the poems as

they listen to recitations.

Assessment: let learners compose six-line poems

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Tuesday

Engage

learners to

sing songs

and recite

familiar

rhymes

B. READING

• Demonstrate the use of the key elements in writing.

E.g. purpose, audience, setting, characters etc.

• Have learners to role-play a simple story to bring out

the importance of these elements and their usage.

Assessment: let learners use words suitable for

purpose, audience, context and culture in relation to a

type of text

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Wednesday

Engage

learners to

sing songs

and recite

C. GRAMMAR

• Revise concrete nouns.

What have we learnt

today?

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familiar

rhymes

• Introduce abstract nouns as nouns that cannot be

touched, seen or felt. They include ghost, beauty,

holiness, air, etc.

• Provide a passage with concrete and abstract nouns

and let learners identify each category.

• Have learners use given concrete and abstract nouns

in sentences.

Assessment: let learners use given concrete and

abstract nouns in sentences.

Ask learners to

summarize the main

points in the lesson

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

D. WRITING

• Display a sample paragraph.

• Underline the cohesive devices/transitional words.

• Have learners read the paragraph and discuss with

their peers what the underlined words are doing in the

paragraph.

• Lead them in a general discussion on what the

underlined words are and their role in the paragraph.

• Provide a paragraph and leave out the cohesive

devices.

Have learners complete the paragraph with appropriate

transitional words.

Assessment: let learners use cohesive devices –

pronouns, repetition of vocabulary or grammatical

structures to link ideas in a paragraph,

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Friday

Engage

learners to

sing songs

and recite

familiar

rhymes

E. WRITING CONVENTION AND GRAMMAR USAGE

• Revise concrete nouns. Introduce abstract nouns as

nouns or names of things that cannot be touched, seen

or felt. They include ghost, beauty, holiness, mercy, etc.

• Provide a passage with concrete and abstract nouns

and let learners identify each category.

• Have learners use given concrete and abstract nouns

in sentences.

Assessment: let learners use given concrete and

abstract nouns in sentences.

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Friday

Guide

learners to

choose and

read books

during the

E. EXTENSIVE READING

• Guide learners to choose and read independently

books of their choice during the library period.

• Learners think-pair-share their stories with peers.

• Ask each learner to write a-two-paragraph summary

of the book read.

Have learners to tell

what they read to the

whole class

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library

period

• Invite individuals to present their work to the class for

feedback.

Assessment: let learners read a variety of age- and

level appropriate books and present at least a-three-

paragraph summary of each book read

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……………………………………………………………………: LESSON PLAN

SUBJECT: SCIENCE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : CYCLES

Sub-strand : EARTH SCIENCE

Indicator (code)

B5.2.1.5.1

Content standard (code)

B5.2.1.5.

Performance Indicator

Learners can identify human activities that make water unsuitable for human use.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

Science curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Monday

Engage

learners to

sing songs

and recite

familiar

rhymes

Begin by discussing the qualities of good drinking water

and dangers of using unsafe water.

• Learners, in groups, identify human activities that

make water unsuitable for use, e.g. toxic waste

disposal, sewage disposal, deforestation, mining,

littering, pesticides, herbicides and fertilizer application

and agricultural practices

What have we learnt

today?

Ask learners to

summarize the

important points of the

lesson

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Assessment: let learners identify human activities that

make water unsuitable for human use.

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners brainstorm to come out with ways of

preventing, minimizing and controlling water pollution.

Project: Task learners to work in groups to create

concept maps on the causes, control and prevention of

water pollution

Assessment: let learners identify ways of preventing,

minimizing and controlling water pollution.

What have we learnt

today?

Ask learners to

summarize the

important points of the

lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : ALL ABOUT US

Sub-strand : My Family and the Community

Indicator (code)

B5.1.3.3.1

Content standard (code)

B5.1.3.3.

Performance Indicator

Learners can explain how gender equity can be promoted.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

Our World Our People curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Tuesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners find out from parents and other people in the

community some of the customs they consider

discriminatory.

In groups, learners discuss and present

their findings in class.

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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Assessment: Let learners explain how gender equity

can be promoted

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners in groups discuss how they will

promote gender equity in their community. e.g. women

empowerment

Assessment: Let learners mention gender issues in the

community and how they affect the nation building

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: COMPUTING CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Introduction to computing

Sub-strand: Introduction to MS-Windows Interface (Desktop

Background and locations of the computer.)

Indicator (code)

B5.1.2.1.6 B5.1.2.1.7

Content standard (code)

B5.1.2.1. B5.1.2.1.

Performance Indicator

 Learners can move, copy and paste a file or icon into and from a folder on

the desktop.

 Learners can demonstrate understanding of the File Explorer window and

locations of the computer through the file explorer.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Laptop

Ref:

Computing curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Wednesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Guide learners to copy and paste a file or icon into and

from a folder on the desktop.

Guide learners to use the file explorer to locate files.

NB: This is to help the learner with the fundamental

skills of creativity in computing and Computer Science.

Assessment: Let learners describe how to use the file

explorer to locate files.

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: MATHEMATICS CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : GEOMETRY AND MEASUREMENT

Sub-strand : Lines and Shapes

Indicator (code)

B5.3.1.1.1 B5.3.1.1.2 B5.3.1.1.3

Content standard (code)

B5.3.1.1. B5.3.1.1. B5.3.1.1.

Performance Indicator

 Learners can demonstrate an understanding of the properties (e.g. sides,

angles, and diagonals) of squares and rectangles

 Learners can use paper folding with cut-out squares and rectangles to

investigate sides, angles, and diagonals properties

 Learners can prove that a polygon is regular by measuring the sides and

angles or by folding and superimposing

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Counters

Ref:

Mathematics curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

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for

learning)

monday

Sing songs

like:

I’m

counting

one, what

is one

1 - One is

one alone,

alone it

shall be.

2

E.g. 1 Give learners photocopied worksheets with

shapes to identify squares and rectangles and give

reasons. (Or Draw on the chalk board)

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

Tuesday

Sing songs

like:

I’m

counting

one, what

is one

1 - One is

one alone,

alone it

shall be.

Give learners photocopied worksheets with shapes to

identify squares and rectangles and give reasons. (Or

Draw on the chalk board)

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

Wednesday

Sing songs

like:

I’m

counting

one, what

is one

1 - One is

one alone,

Give learners foldable cut-out 2D squares and

rectangles to investigate the properties in terms of

sides, angles, and diagonals and complete the table

Properties

Rectangle

Square

Sides

All sides are

congruent

No

Yes

Review the lesson with

Learners

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alone it

shall be.

2 - Two

pair, two

pair come

pair let us

pair

Diagonals bisect

each other

Diagonals are

congruent

Diagonals meet

at right angles

Assessment: have learners to practice with more

examples

Thursday

Sing songs

like:

I’m

counting

one, what

is one

Give learners foldable cut-out 2D quadrilaterals -

rectangles, squares, trapezoids, parallelograms, and

rhombuses - to investigate the properties in terms of

sides, angles, and diagonals and complete the table

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

Friday

Sing songs

like:

I’m

counting

one, what

is one

1 - One is

one alone,

alone it

shall be.

2 - Two

pair, two

pair come

pair let us

pair

Give learners foldable cut-out 2D quadrilaterals -

rectangles, squares, trapezoids, parallelograms, and

rhombuses - to investigate the properties in terms of

sides, angles, and diagonals and complete the table

Properties

Rectangle

Square

Sides

All sides are

congruent

No

Yes

Opposite sides

are congruent

Opposite sides

are parallel

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

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……………………………………………………………………: LESSON PLAN

SUBJECT: CREATIVE ARTS CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Performing Arts

Sub-strand : Thinking and Exploring Ideas

Indicator (code)

B5. 2.1.1.5

Content standard (code)

B5. 2.1.1.

Performance Indicator

Learners can study the compositions and performances of Ghanaian and other

African performing artists that reflect topical issues in Africa

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

PICTURES

Ref:

Creative Arts curriculum

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Monday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners are to:

select compositions and performances of other

Ghanaian and African performing artists that reflect

current topical issues of much concern in Africa (e.g.

climate change, water and air pollution, slums,

inclusion, diversity, international relations);

appreciate: through shower thoughts session discuss

the compositions and performances of the selected

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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African artists with focus on the type of art-forms,

theme/purpose, elements,

Assessment: let learners describe the compositions and

performances of Ghanaian and other African

performing artists that reflect topical issues in Africa

Wednesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners are to:

select compositions and performances of other

Ghanaian and African performing artists that reflect

current topical issues of much concern in Africa (e.g.

climate change, water and air pollution, slums,

inclusion, diversity, international relations);

appreciate: through shower thoughts session discuss

the compositions and performances of the selected

African artists with focus on the type of dynamics,

tempo, instruments, style, etc.

Assessment: let learners describe the compositions and

performances of Ghanaian and other African

performing artists that reflect topical issues in Africa

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: HISTORY CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Journey to Independence

Sub-strand : Early Protest Movements

Indicator (code)

B5.5.1.1.3

Content standard (code)

B5.5.1.1.3

Performance Indicator

Learners can examine sources of evidence about the role of Joseph Ephraim Casely-

Hayford in the National Congress of British West Africa (NCBWA).

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

History curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Tuesday

Engage

learners to

sing songs

and recite

familiar

rhymes

What was

his role in

Present a narrative of the leadership role of Joseph

Ephraim Casely-Hayford in the NCBWA

Assessment: let learners

mention the sources of evidence about the role of

Joseph Ephraim Casely-Hayford in the National

Congress of British West Africa (NCBWA)

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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the

NCBWA?

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

What was

his role in

the

NCBWA?

Learners retell the story of Joseph Ephraim Casely-

Hayford

Assessment: let learners

narrate the story of Joseph Ephraim Casely-Hayford

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: PHYSICAL EDUCATION CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : PHYSICAL FITNESS

Sub-strand : FLEXIBILITY

Indicator (code)

B5.3.4.3.1:

Content standard (code)

B5.3.4.3.1:

Performance Indicator

Learners can perform standing bend and reach the knee with the forehead

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Cones

Ref:

PE curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Friday

Learners

jog round a

demarcate

d area in

files while

singing and

clapping to

warm-up

the body

for

maximal

Learners go through warm up. Learners stand straight

shoulder with apart. Arms by their sides tilt to one side

of their body till the hand reaches the knees. Same

should be done to the other side. Let them perform in

pairs so that as one performs the other gives support.

End the lesson with cool

down activities and use

questions to summarise

the lesson

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performan

ce and to

prevent

injuries

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……………………………………………………………………: LESSON PLAN

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : The Family and Commitment

Sub-strand : The Family and the Community

Indicator (code)

B5.4.1.1.1

Content standard (code)

B5.4.1.1.

Performance Indicator

Learners can explain the need to be a committed member of the family

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

RME curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Friday

Engage

learners to

sing songs

and recite

familiar

rhymes

In groups, let learners role play a family sketch centred

on commitment. The sketch should have commitment

as its theme

Assessment: let learners explain the need to be a

committed member of the family

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: GHANAIAN LANGUAGE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Oral Language

Sub-strand : Giving and Following Commands/

Instructions

Indicator (code)

B5.1.11.1.1 B5.1.11.1.2 B5.1.11.1.3

Content standard (code)

B5.1.11.1. B5.1.11.1. B5.1.11.1.

Performance Indicator

• The learner should discuss things that make the home unclean

• The learner should discuss the items used in cleaning the home

• The learner should give reasons for cleaning the home

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Manila cards, markers, recorded audios visual

Ref:

Ghanaian Language curriculum

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Engage

leaners to

sing songs

and recite

familiar

rhymes

• Display a picture of a rubbish dump and another

picture of a neat house.

• Let learners talk about the pictures in groups.

• Lead learners to recognise and mention things that

make the home unclean.

• Let learners draw some of the things that make the

home unclean. E.g. Rubbish, stagnant water, unclean

bowls etc

Assessment: let learners mention things that make the

home unclean

What have we learnt

today?

Review the lesson with

learners

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team. May Allah/God bless you

Engage

leaners to

sing songs

and recite

familiar

rhymes

• Display a picture of somebody sweeping.

• Let learners talk about the picture.

• Lead a discussion on cleanliness.

• Allow learners to recognise and mention items used in

cleaning the home.

• Show some items for cleaning to the learners.

• Let learners demonstrate or improvise the use of

these items in a cleaning exercise. E.g. Broom, mop,

dusters, etc.

Assessment: let learners mention the items used in

cleaning the home

What have we learnt

today?

Review the lesson with

learners

Engage

leaners to

sing songs

and recite

familiar

rhymes

• Discuss with learners the consequences of an unclean

home.

• Lead learners to discuss how to make the home clean.

• Help learners to recognise and mention the reasons

for cleaning the home. E.g. To make the home healthy

for living. To prevent sickness etc

Assessment: let learners give reasons for cleaning the

home

What have we learnt

today?

Review the lesson with

learners

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TERM THREE

BASIC FIVE

WEEK 3

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……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand :

A. Oral Language

B. Reading

C. Grammar Usage At Word

D. Writing

E. Using Writing Conventions

F. Extensive Reading

Sub-strand :

A. Dramatization and Role Play

B. Comprehension

C. Determiners

D. Writing as a Process

E. Using action Words

F. Building the Love and Culture of Reading

Indicator (code)

B5.1.5.2.3. B5.2.7.2.3. B5.3.2.1.5 B5.4.9.3.3 B5.5.4.1.4 B5.6.1.1.1

Content standard (code)

B5.1.5.2. B5.2.7.2. B5.3.2.1.5 B5.4.9.3. B5.5.4.1. B5.6.1.1.

Performance Indicator

A. Learners can analyse the actions of characters in sketches

B. Learners can demonstrate awareness of the structure of texts (e.g.

introduction, body, conclusion).

C. Learners can identify and use interrogative determiners e.g. which, whose

– to find out which person something belongs to

D. Learners can display writing piece for peers to read and publish it in the

class magazine.

E. Learners can use singular and plural subjects and the verb forms that go

with them.

F. Learners can read a variety of age- and level appropriate books and present

at least a-three-paragraph summary of each book read

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

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Keywords

T. L .R. (s)

Word cards, sentence cards, letter cards, handwriting on a manila card and a class

library.

Ref:

English Language curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Monday

Engage

learners to

sing songs

and recite

familiar

rhymes

A. ORAL LANGUAGE

• Sing songs that accompany story telling with learners.

• Choose familiar stories from learners’ background.

• Put learners into groups.

Revise the previous activity on writing short sketches.

Learners sketch a story told.

• Through questions guide learners to identify and

analyse characters and their actions in their sketches.

Assessment: let learners analyse the actions of

characters in sketches

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Tuesday

Engage

learners to

sing songs

and recite

familiar

rhymes

B. READING

• Guide learners with questions to identify the main

parts of a story, e.g. introduction, body and conclusion.

• Have learners use connectives to summarise each

part of the text and use these to make a full summary.

Assessment: let learners identify the main structure of

texts

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Wednesday

Engage

learners to

sing songs

and recite

familiar

rhymes

C. GRAMMAR

• Choose a text that illustrates interrogatives. With an

example from the text, guide learners to identify the

other interrogatives in the passage.

• Create a scenario for them to use the demonstratives

appropriately in sentences.

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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Assessment: let learners use interrogative determiners

appropriately in sentences

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

D. WRITING

• Have learners share their writing with their peers

classmates and families.

• Encourage learners to copy neatly their writing and

submit them for publication in the class magazine,

school magazine or notice board, The Junior Graphic

Assessment: let learners display writing piece for peers

to read

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Friday

Engage

learners to

sing songs

and recite

familiar

rhymes

E. WRITING CONVENTION AND GRAMMAR USAGE

Note: Let learners use the various tenses(simple,

present perfect and past perfect).

• Revise work done on subject-verb agreement and give

additional practice.

• Review the listed tenses.

• Demonstrate that more than one of these may be

used in an essay, e.g. the simple present and the simple

past as well as simple past and the past perfect.

• Show samples of texts from their reader and

elsewhere.

• Provide topics for learners to practise with their

groups.

Assessment: let learners use singular and plural

subjects and the verb forms that go with them in

sentences

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Friday

Guide

learners to

choose and

read books

during the

library

period

E. EXTENSIVE READING

• Guide learners to choose and read independently

books of their choice during the library period.

• Learners think-pair-share their stories with peers.

• Ask each learner to write a-two-paragraph summary

of the book read.

• Invite individuals to present their work to the class for

feedback.

Assessment: let learners read a variety of age- and

level appropriate books and present at least a-three-

paragraph summary of each book read

Have learners to tell

what they read to the

whole class

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……………………………………………………………………: LESSON PLAN

SUBJECT: SCIENCE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : CYCLES

Sub-strand : EARTH SCIENCE

Indicator (code)

B5.2.1.5.2

Content standard (code)

B5.2.1.5.

Performance Indicator

Learners can know how to make and keep air clean in our environment

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

Science curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Monday

Engage

learners to

sing songs

and recite

familiar

rhymes

• Find out from learners what they understand by clean

air and review things that pollute air (make air unclean)

such as smoke from factories, car exhausts, bush

burning and dust from construction sites and untarred

roads.

• Lead discussions to come out with the do’s and don’ts

that will make or keep air clean in our homes and

surrounding environment (planting of trees and grass

and avoiding frequent and uncontrolled burning).

What have we learnt

today?

Ask learners to

summarize the

important points of the

lesson

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• Learners are assigned to design a concept map on the

causes, prevention and control of air pollution.

Assessment: let learners design a concept map on the

causes, prevention and control of air pollution

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

• Learners draw and use a Future’s Wheel to trace the

effects of water pollution on the environment

Assessment: let learners use a Future’s Wheel to trace

the effects of water pollution on the environment

What have we learnt

today?

Ask learners to

summarize the

important points of the

lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : ALL AROUND US

Sub-strand : The Environment and the Weather

Indicator (code)

B5.2.1.3.1.

Content standard (code)

B5.2.1.3.

Performance Indicator

Learners can describe the shape of the earth

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

Our World Our People curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Tuesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners use the globe to study the shape of the earth

Learners watch pictures/videos illustrating the shape of

the earth–picture and video of an approaching ship

Assessment: Let learners describe the shape of the

earth

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners sketch the globe to illustrate the shape and

angle of the earth on its axis

Assessment: Let learners sketch the globe to illustrate

the shape and angle of the earth on its axis

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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team. May Allah/God bless you

……………………………………………………………………: LESSON PLAN

SUBJECT: COMPUTING CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Introduction to computing

Sub-strand : Data, sources and usage

Indicator (code)

B5.1.3.1.8 B5.1.3.1.9 B5.1.3.1.10

Content standard (code)

B5.1.3.1. B5.1.3.1. B5.1.3.1.

Performance Indicator

 Learners can select the samples and collect data (e.g. listening to radio,

newspaper, talking to people etc.).

 Learners can make simple tables and diagrams from the collected data.

 Learners can analyse tables, maps, diagrams, photographs and charts, and

generalize the results and make suggestions (e.g. Finding sum or grand

total).

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Laptop

Ref:

Computing curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Wednesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Put learners into groups, task them to interview

teachers using simple questionnaire, and record the

data in books.

Bring tools or pictures of the tools in a box or container

and ask learners to select tools for collecting data out of

the box or container. Alternatively, ask learners to bring

tools for collecting data for a class discussion.

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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Task learners to calculate the average, mean, sum and

difference between data collected in an earlier class.

NB: This is to help the learner with fundamental

principle of problem-solving skills and creativity in

computing and computer science.

Assessment: Let learners make simple tables and

diagrams from the collected data.

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……………………………………………………………………: LESSON PLAN

SUBJECT: MATHEMATICS CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : GEOMETRY AND MEASUREMENT

Sub-strand : Measurement

Indicator (code)

B5.3.2.1.1 B5.3.2.1.2 B5.3.2.1.3

Content standard (code)

B5.3.2.1. B5.3.2.1. B5.3.2.1.

Performance Indicator

 Learners can estimate perimeter using referents for centimetre and metre,

and calculate the actual perimeter and compare

 Learners can calculate perimeter of given shapes in centimetres and

metres.

 Learners can calculate surface area of given shapes in centimetres and

metres.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Counters

Ref:

Mathematics curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

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for

learning)

Monday

Sing songs

like:

I’m

counting

one, what

is one

1 - One is

one alone,

alone it

shall be.

Using pupils’ referents for centimetre (hand span and

thumb width) or metre (two strides or pace steps)

estimate and calculate perimeter of any object in the

classroom (e.g. exercise book, floor tiles, math set,

teacher’s table, classroom floor, etc.) then measure

with a ruler of tape and calculate the actual perimeter

and compare the answers.

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

Tuesday

Sing songs

like:

I’m

counting

one, what

is one

1 - One is

one alone,

alone it

shall be.

Give learners 2D shapes with given dimensions to find

the perimeter by adding the distance around the

shapes

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

Wednesday

Sing songs

like:

I’m

counting

Give learners 2D shapes with given dimensions to find

the perimeter by adding the distance around the

shapes

Review the lesson with

Learners

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one, what

is one

1 - One is

one alone,

alone it

shall be.

2

Assessment: have learners to practice with more

examples

Thursday

Sing songs

like:

I’m

counting

one, what

is one

1 - One is

one alone,

alone it

shall be.

Give learners compound 2D shapes that can be spilt to

many rectangles with given dimensions to find the

surface area by adding areas of the various rectangles

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

Friday

Sing songs

like:

I’m

counting

one, what

is one

1 - One is

one alone,

alone it

shall be.

Give learners compound 2D shapes that can be spilt to

many rectangles with given dimensions to find the

surface area by adding areas of the various rectangles

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

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……………………………………………………………………: LESSON PLAN

SUBJECT: CREATIVE ARTS CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Visual Arts

Sub-strand : Planning, Making And Composing

Indicator (code)

B5 1.2.2.3

Content standard (code)

B5 1.2.2.

Performance Indicator

Learners can experiment with available relevant visual arts media and methods to

create own visual artworks that reflect topical issues in Africa

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

PICTURES

Ref:

Creative Arts curriculum

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Monday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners are to:

explore the local environment to select available

materials and tools that are good for making artworks;

study and experiment with available materials and

tools to create simple artworks that reflect the

emerging topical issues in Africa using appropriate

methods and skills e.g.

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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- clay, plasticine, papier mâché (paper pulp), etc. for

modelling and casting; - straw, yarn, paper, etc. for

weaving;

- odds and ends for constructing and assembling;

- brushes and paint for painting;

- craft tools for perforating, shaping and punching;

folding and shaping paper to make origami and quilling;

- spatula and scooping tools for modelling;

- needle for sewing, etc.

discuss and share their experiences through jury and

peer review;

use available materials in the environment to make

artworks similar to the works studied

Assessment: let learners

experiment with available relevant visual arts media

and methods to create own visual artworks that reflect

topical issues in Africa

Wednesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners are to:

discuss and compare their artworks to the artworks

studied

Assessment: let learners

experiment with available relevant visual arts media

and methods to create own visual artworks that reflect

topical issues in Africa

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: HISTORY CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Journey to Independence

Sub-strand : Early Protest Movements

Indicator (code)

B5.5.1.1.4

Content standard (code)

B5.5.1.1.

Performance Indicator

Learners can examine sources of evidence about the role of Dr Joseph Boakye

Danquah in the Gold Coast Youth Conference

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

History curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Tuesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Who was

Joseph

Present a narrative of the role of J.B. Danquah in the

Gold Coast Youth Conference.

Assessment: let learners narrate of the role of J.B.

Danquah in the Gold Coast Youth Conference.

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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Boakye

Danquah?

Where was

he born?

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

Who was

Joseph

Boakye

Danquah?

Where was

he born?

Field trip to Danquah Circle in Accra or his home where

possible or show pictures of Danquah Circle in Accra

Assessment: let learners identify pictures of Danquah

Circle in Accra

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: PHYSICAL EDUCATION CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : PHYSICAL FITNESS

Sub-strand : BODY COMPOSITION

Indicator (code)

B5.3.5.3.1

Content standard (code)

B5.3.5.3.

Performance Indicator

Learners can identify the capabilities of the various body types.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Cones

Ref:

PE curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Friday

Learners

jog round a

demarcate

d area in

files while

singing and

clapping to

warm-up

the body

for

maximal

There are three main body types: Ectomorph,

Endomorph and Mesomorph. Ectomorph: Lean and

long with difficulty to build muscles Endomorph : Big,

high body fats, round in shape and high tendency to

store body fats and softbody Mesomorph: Muscular

and well built, high metabolism and responsive muscle

cell.

End the lesson with cool

down activities and use

questions to summarise

the lesson

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performan

ce and to

prevent

injuries

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……………………………………………………………………: LESSON PLAN

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : The Family and Commitment

Sub-strand : The Family and the Community

Indicator (code)

B5.4.1.1.2

Content standard (code)

B5.4.1.1.

Performance Indicator

Learners can demonstrate things to do to show commitment as members of the

family

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

RME curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Friday

Engage

learners to

sing songs

and recite

familiar

rhymes

Guide learners to sketch a demonstration on the

following:

- taking part in family programmes and activities,

- contributing to and attending weddings, funerals,

naming ceremonies, etc.

Assessment: let learners

mention things to do to show commitment as members

of the family

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: GHANAIAN LANGUAGE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Reading

Sub-strand : Fluency

Indicator (code)

B5.2.8.1.1 B5.2.8 .1. 2

Content standard (code)

B5.2.8.1. B5.2.8 .1.

Performance Indicator

• The learner should read longer texts with minimal mistakes

• The learner should read naturally

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Manila cards, markers, recorded audios visual

Ref:

Ghanaian Language curriculum

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Engage

leaners to

sing songs

and recite

familiar

rhymes

• Give learners longer passages to read aloud.

• Help learners read longer passages with minimal

mistakes.

• Let learners recognise unfamiliar words and discuss

with learners.

• Play a reading game with learners in groups and in

pairs.

What have we learnt

today?

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Assessment: let learners read longer texts with minimal

mistakes

Review the lesson with

learners

Engage

leaners to

sing songs

and recite

familiar

rhymes

• Give learners longer passages to read aloud.

• Help learners read longer passages silently with

minimal mistakes. Ask learners to note unfamiliar

words and explain to learners individually as teacher

moves from learner to learner during the reading.

Assessment: let learners read naturally

What have we learnt

today?

Review the lesson with

learners

Engage

leaners to

sing songs

and recite

familiar

rhymes

• Give learners longer passages to read aloud.

• Help learners read longer passages silently with

minimal mistakes. Ask learners to note unfamiliar

words and explain to learners individually as teacher

moves from learner to learner during the reading.

Assessment: let learners read naturally

What have we learnt

today?

Review the lesson with

learners

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TERM THREE

BASIC FIVE

WEEK 4

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……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand :

A. Oral Language

B. Reading

C. Grammar Usage At Word

D. Writing

E. Using Writing Conventions

F. Extensive Reading

Sub-strand :

A. Conversation

B. Comprehension

C. Determiners

D. Writing as a Process

E. Using action Words

F. Building the Love and Culture of Reading

Indicator (code)

B5.1.6.3.2. B5.2.7.3.1. B5.3.2.1.5 B5.4.9.3.3 B5.5.4.1.4 B5.6.1.1.1

Content standard (code)

B5.1.6.3. B5.2.7.3. B5.3.2.1. B5.4.9.3. B5.5.4.1. B5.6.1.1.

Performance Indicator

A. Learners can demonstrate turn taking in conversation in different topics

and follow agreed-upon rules for conversation, e.g. listening to others,

speaking one at a time.

B. Learners can use knowledge of prefixes and suffixes to read and interpret

unfamiliar words e.g. mis – misunderstanding

C. Learners can identify and use interrogative determiners e.g. which, whose

– to find out which person something belongs to

D. Learners can display writing piece for peers to read and publish it in the

class magazine

E. Learners can use singular and plural subjects and the verb forms that go

with them.

F. Learners can read a variety of age- and level appropriate books and present

at least a-three-paragraph summary of each book read

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Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Word cards, sentence cards, letter cards, handwriting on a manila card and a class

library.

Ref:

English Language curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Monday

Engage

learners to

sing songs

and recite

familiar

rhymes

A. ORAL LANGUAGE

• Through discussion, guide learners to identify some

events that happened in the day or recently.

• Invite some individual learners to discuss with the

class some experiences.

e.g. The learner was late and had to help somebody on

the way to school.

• Have a pair of learners converse on a given topic (e.g.

a football match) as others watch.

• Learners in pairs then converse, talking about

different topics after the example presented.

• Guide the use of appropriate vocabulary by showing

vocabulary cards and indirectly dropping hints of a

correct word.

• Encourage learners to take turns in the activity.

e.g. What did you just say? Say that again.

Can you repeat what you said, sorry, excuse me.

Learners demonstrate the use of this in pairs in front of

the class.

Assessment: let learners take turns in conversation in

different topics

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Tuesday

Engage

learners to

sing songs

and recite

familiar

rhymes

B. READING

• Revise affixes briefly and have learners identify them

in words.

• Have learners use words in their own sentences

Assessment: let learners use knowledge of prefixes and

suffixes to read and interpret unfamiliar words

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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Wednesday

Engage

learners to

sing songs

and recite

familiar

rhymes

C. GRAMMAR

• Choose a text that illustrates interrogatives. With an

example from the text, guide learners to identify the

other interrogatives in the passage.

• Create a scenario for them to use the demonstratives

appropriately in sentences.

Assessment: let learners use interrogative determiners

appropriately in sentences.

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

D. WRITING

• Have learners share their writing with their peers

classmates and families.

• Encourage learners to copy neatly their writing and

submit them for publication in the class magazine,

school magazine or notice board, The Junior Graphic

Assessment: let learners display writing piece for peers

to read

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Friday

Engage

learners to

sing songs

and recite

familiar

rhymes

E. WRITING CONVENTION AND GRAMMAR USAGE

Note: Let learners use the various tenses(simple,

present perfect and past perfect).

• Revise work done on subject-verb agreement and give

additional practice.

• Review the listed tenses.

• Demonstrate that more than one of these may be

used in an essay, e.g. the simple present and the simple

past as well as simple past and the past perfect.

• Show samples of texts from their reader and

elsewhere.

• Provide topics for learners to practise with their

groups.

Assessment: let learners use singular and plural

subjects and the verb forms that go with them in

sentences

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Friday

Guide

learners to

choose and

read books

during the

library

period

E. EXTENSIVE READING

• Guide learners to choose and read independently

books of their choice during the library period.

• Learners think-pair-share their stories with peers.

• Ask each learner to write a-two-paragraph summary

of the book read.

• Invite individuals to present their work to the class for

feedback.

Have learners to tell

what they read to the

whole class

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Assessment: let learners read a variety of age- and

level appropriate books and present at least a-three-

paragraph summary of each book read

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……………………………………………………………………: LESSON PLAN

SUBJECT: SCIENCE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : FORCES AND ENERGY

Sub-strand : SOURCES AND FORMS OF ENERGY

Indicator (code)

B1.4.1.2.2

Content standard (code)

B1.4.1.2.

Performance Indicator

Learners can measure and record temperature using thermometer.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

Science curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Monday

Engage

learners to

sing songs

and recite

familiar

rhymes

• Guide learners, in groups, to produce their own

improvised thermometers using plastic bottles, plastic

straws, dyes and water.

• If available, bring clinical and laboratory

thermometers to class.

• Learners recall their previous knowledge on the

concept, “temperature”.

• Learners discuss the relationship between hotness

and coldness in terms of heat transfer, (when an object

What have we learnt

today?

Ask learners to

summarize the

important points of the

lesson

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loses heat, it cools and when it gains heat, it becomes

warm or hot).

• Learners identify the instrument used for measuring

the amount of heat in a body and give examples of

places where the thermometer is used.

Assessment: let learners identify the instrument used

for measuring the amount of heat in a body and give

examples of places where the thermometer is used.

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

• Learners identify the instrument used for measuring

the amount of heat in a body and give examples of

places where the thermometer is used.

• Learners are assisted to use the clinical thermometer

to measure and record their body temperatures, and

the laboratory thermometer to measure the

temperature of warm water

Assessment: let learners measure and record

temperature using thermometer

What have we learnt

today?

Ask learners to

summarize the

important points of the

lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : OUR NATION GHANA

Sub-strand : Being a Citizen

Indicator (code)

B5.4.1.2.1.

Content standard (code)

B5.4.1.2.

Performance Indicator

Learners can discuss the importance of being a responsible citizen in the nation

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

Our World Our People curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Tuesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners describe attitudes and behaviours that show

that a person is responsible e.g.

obedience to rules and regulations, respect others,

accepting responsibility (performing assigned duties),

taking initiatives, helping needy people.

Learners discuss the importance of being a responsible

citizen e.g. to promote unity, to gain respect, to be

considered a reliable person, etc.

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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Assessment: Let learners write the importance of being

a responsible citizen in the nation

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners role-play activities of responsible citizens.

Learners identify and talk about what they can do to

help the country to develop.

Assessment: Let learners identify and talk about what

they can do to help the country to develop

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: COMPUTING CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Introduction to computing

Sub-strand : Technology in the community (communication)

Indicator (code)

B5.1.4.1.4

Content standard (code)

B5.1.4.1.

Performance Indicator

Learners can discuss the effects of technology on the community.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Laptop

Ref:

Computing curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Wednesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Guide learners to brainstorm the effects of technology

on the community. Show learners videos or pictures of

effects of technology on the community. Let them

discuss in groups, the effects of technology on their

own community.

Positive effects – health care, education,

manufacturing, agriculture etc.

Negative effects – resource depletion, pollution, privacy

and security etc.

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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NB: This is to help the learners to have fundamental

knowledge of hardware such as robots and sensors).

Assessment: Let learners identify theveffects of

technology on the community

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……………………………………………………………………: LESSON PLAN

SUBJECT: MATHEMATICS CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : GEOMETRY AND MEASUREMENT

Sub-strand : Measurement

Indicator (code)

B5.3.2.2.1 B5.3.3.2.2 B5.3.2.2.3

Content standard (code)

B5.3.2.2. B5.3.3.2. B5.3.2.2.

Performance Indicator

 Learners can select and justify referents for cm3 or m3 units

 Learners can determine the volume of boxes by finding how many cubes of

sizes 1cm3 each contains

 Learners can Determine different sizes of boxes that have the same volume

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Counters

Ref:

Mathematics curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

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Monday

Sing songs

like:

I’m

counting

one, what

is one

1 - One is

one alone,

alone it

shall be.

2 - Two

pair, two

1 Show learners an object which is a cubic centimetre

(or 1 cm

3

) and another object which is a cubic metre

(or 1 m

3

)

2 Let learners explore the classroom and compound

to find that can be used as

referents for the cubic centimetre (1cm ) and cubic

metre (1m

3

). Example of 1m

3

is polytank; and 1cm

3

is

cube sugar.

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

Tuesday

Sing songs

like:

I’m

counting

one, what

is one

1 - One is

one alone,

alone it

shall be.

2 - Two

pair, two

pair come

pair let us

pair

3 - Turn

around

4 - Follow

me

5 - Fire

Ask learners identify containers in the classroom and

compound that can be measured using cubic

centimetre (cm

3

) and cubic metre (m

3

)

Ask learners to explore and state the relationship

between 1cm

3

and 1m

3

; that is, a cubic is the

volume of a cube with measurements

1cm×1cm×1cm, and is equal to1/1,000,000of a cubic

meter,1/1,000

of a litre (i.e. 1m

3

=100cm×100cm×10cm =1,000,000cm

). cubes is 1m

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

3

1000

of this

10

×

10

×

10

3

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Wednesday

Sing songs

like:

I’m

counting

one, what

is one

1 - One is

one alone,

alone it

shall be.

2 - Two

pair, two

pair

E.g. 1 Ask learners to determine the volume of

different sizes of boxes by investigating how many

cubes of sizes 1cm

3

can fill the containers. i.e. for box A,

the base can take 2 by 7 1cm

3

, and to fill it this

arrangement will done 3 times, hence Volume of A is

base area × height = 2×7×3=42cm

3

E.g. 2 Ask learners to determine the volume of the

boxes B, C, D and E

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

Thursday

Sing songs

like:

I’m

counting

one, what

is one

3 Guide learners to deduce the rule for volume of a

box, and use is to calculate volumes of given boxes – F,

G and H. That is, if the base area is 𝑙𝑙 × 𝑤𝑤 and the

height is , then the. Volume of box is given by 𝑙𝑙 × 𝑤𝑤

× ℎ

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

Friday

Sing songs

like:

I’m

counting

Given 12 centimetre cubes, ask learners to find the different

dimensions of boxes that can take the cubes. For 12 cubes the

boxes can be of dimension 1cm×1cm× 12cm or 2cm×2cm×6cm.

Can we find any more drawings.

Review the lesson with

Learners

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one, what

is one

1 - One is

one alone,

alone it

shall be.

2 - Two

pair, two

pair come

pair let us

pair

E.g. 2 Ask learners to investigate with 20, 24, 30 and 48

centimetre cubes and draw all possible boxes

Assessment: have learners to practice with more

examples

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……………………………………………………………………: LESSON PLAN

SUBJECT: HISTORY CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Journey to Independence

Sub-strand : Early Protest Movements

Indicator (code)

B5.5.1.1.4

Content standard (code)

B5.5.1.1.

Performance Indicator

Learners can examine sources of evidence about the role of Dr Joseph Boakye

Danquah in the Gold Coast Youth Conference

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

PICTURES

Ref:

History curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Tuesday

Engage

learners to

sing songs

and recite

familiar

rhymes

What was

Joseph

Boakye

Danquah

role in the

Gold Coast

Present a narrative of the role of J.B. Danquah in the

Gold Coast Youth Conference

Learners retell the story of J.B. Danquah and the Gold

Coast Youth Conference

Assessment: let learners narrate of the role of J.B.

Danquah in the Gold Coast Youth Conference

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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Youth

Conferenc

e?

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

What was

Joseph

Boakye

Danquah

role in the

Gold Coast

Youth

Conferenc

e?

Present a narrative of the role of J.B. Danquah in the

Gold Coast Youth Conference

Learners retell the story of J.B. Danquah and the Gold

Coast Youth Conference

Assessment: let learners narrate the story of J.B.

Danquah and the Gold Coast Youth Conference

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: CREATIVE ARTS CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Performing Arts

Sub-strand : Planning, Making and Composing

Indicator (code)

B5 2.2.2.3

Content standard (code)

B5 2.2.2.

Performance Indicator

Learners can experiment with available relevant performing arts media and

techniques to create own performing artworks that reflect topical issues in Africa

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

Creative Arts curriculum

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Monday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners are to:

explore the local environment to select available

instruments, equipment, sounds, melody, rhythms,

movement patterns that are good for

composing/arranging and performing music, dance,

drama, poems, appellations, etc.;

experiment with the available instruments,

equipment, sounds, movement patterns, melody etc. to

perform some of the compositions of the Ghanaian

artists studied that reflect topical issues of much

concern in Africa;

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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Assessment: let learners experiment with available

relevant performing arts media and techniques to

create own performing artworks that reflect topical

issues in Africa

Wednesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners are to:

discuss and share their experiences through peer

review.

Assessment: let learners experiment with available

relevant performing arts media and techniques to

create own performing artworks that reflect topical

issues in Africa

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: PHYSICAL EDUCATION CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : PHYSICAL FITNESS CONCEPTS,

PRINCIPLES AND STRATEGIES

Sub-strand : FITNESS PROGRAMME

Indicator (code)

B5.4.1.4.1

Content standard (code)

B5.4.1.4.

Performance Indicator

Learners can monitor the intensity of one’s heart rate during physical activity.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Cones

Ref:

PE curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Friday

Learners

jog round a

demarcate

d area in

files while

singing and

clapping to

warm-up

the body

for

maximal

performan

ce and to

prevent

injuries

Learners determine heart rate using their age. Learners

learn how to take the heart beat by palpating at the

radial artery or carotid artery. During exercise, learners

should be encouraged to take heart rates for 15

seconds and multiply by 4 to obtain beat per minutes.

Learners use various gadgets (polar wrist watches, polar

vests, heart rate monitors, etc.) that determine exercise

intensity and heart rate during and after physical

activity. There are treadmills that determine calories

burnt, distance covered

End the lesson with cool

down activities and use

questions to summarise

the lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : The Family and Commitment

Sub-strand : The Family and the Community

Indicator (code)

B5.4.1.1.2

Content standard (code)

B5.4.1.1.

Performance Indicator

Learners can demonstrate things to do to show commitment as members of the

family

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

RME curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Friday

Engage

learners to

sing songs

and recite

familiar

rhymes

In groups, let learners discuss things they have to do to

show commitment to their family.

Assessment: let learners mention things to do to show

commitment as members of the family

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: GHANAIAN LANGUAGE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Reading

Sub-strand : Summarising

Indicator (code)

B5.2.9.1.1 B5. 2.9.1. 2

Content standard (code)

B5.2.9.1. B5. 2.9.1.

Performance Indicator

• The learner gives the summary of longer texts.

• The learner write main ideas in a given text

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Manila cards, markers, recorded audios visual

Ref:

Ghanaian Language curriculum

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Engage

leaners to

sing songs

and recite

familiar

rhymes

• Let learners read a passage.

• Let learners recognise the main ideas in each

paragraph read.

• Let learners write down each idea found in each

paragraph and discuss in their groups.

• Assist learners to recognise the main ideas in a text.

What have we learnt

today?

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• Lead learners to give summaries of the texts orally

before writing in their books.

Assessment: let learners give the summary of longer

texts.

Review the lesson with

learners

Engage

leaners to

sing songs

and recite

familiar

rhymes

• Read a text aloud in class.

• Let learners select the main ideas from each

paragraph.

• Let learners write the main ideas in their own words

and read aloud for discussion.

• Assist learners to write the main ideas in the given

text in simple sentences correctly.

Assessment: let learners write main ideas in a given

text

What have we learnt

today?

Review the lesson with

learners

Engage

leaners to

sing songs

and recite

familiar

rhymes

• Read a text aloud in class.

• Let learners select the main ideas from each

paragraph.

• Let learners write the main ideas in their own words

and read aloud for discussion.

• Assist learners to write the main ideas in the given

text in simple sentences correctly.

Assessment: let learners write main ideas in a given

text

What have we learnt

today?

Review the lesson with

learners

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TERM THREE

BASIC FIVE

WEEK 5

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……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand :

A. Oral Language

B. Reading

C. Grammar Usage At Word

D. Writing

E. Using Writing Conventions

F. Extensive Reading

Sub-strand :

A. Conversation

B. Silent Reading

C. Verbs

D. Persuasive/Argumentative Writing

E. Using Conjunctions

F. Building the Love and Culture of Reading

Indicator (code)

B5.1.6.3.3 B5.2.8.1.3. B5.3.5.1.6 B5.4.13.2.3 B5.5.8.1.1 B5.6.1.1.1

Content standard (code)

B5.1.6.3. B5.2.8.1. B5.3.5.1. B5.4.13.2. B5.5.8.1. B5.6.1.1.

Performance Indicator

A. Learners can respond to questions to give further clarification of an opinion.

B. Learners can answer questions based on the passage read.

C. Learners can use the past continuous form of verbs to talk about

actions/events that were going on when a second action/event took place.

D. Learners can establish and maintain a formal style.

E. Learners can identify and use conjunctions – because, since, so, although

– to − give reasons − link contrasting ideas − show results.

F. Learners can read a variety of age- and level appropriate books and present

at least a-three-paragraph summary of each book read

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

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T. L .R. (s)

Word cards, sentence cards, letter cards, handwriting on a manila card and a class

library.

Ref:

English Language curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Monday

Engage

learners to

sing songs

and recite

familiar

rhymes

A. ORAL LANGUAGE

• Revise the activity on the talk show. Learners give

examples of some vocabulary learnt.

• Together with learners, choose a topic and initiate a

conversation. Encourage learners to ask questions for

clarification, and use appropriate expressions.

• Put pupils into groups. Have each group choose a

theme and initiate a conversation on their theme. Have

the others listen and ask questions.

• Have the group respond to the questions to give

further clarifications

Assessment: let learners respond to questions to give

further clarification of an opinion.

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Tuesday

Engage

learners to

sing songs

and recite

familiar

rhymes

B. READING

• Learners pose and answer questions that clarify

meaning and promote deeper understanding of a text.

• Questions can be generated by the learner, a peer or

an adult.

E.g.

i. Why did the character do nothing?

ii. How did it make them feel?

Assessment: let learners answer questions based on the

passage read

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Wednesday

Engage

learners to

sing songs

and recite

familiar

rhymes

C. GRAMMAR

• Introduce the concept by reviewing the present

continuous form of verbs.

• Use the concept in context and have learners identify

the time of the actions.

• Have learners construct similar sentences.

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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• Explain that the past continuous form of verbs is used

to talk about actions/events that were going on when a

second action/event took place.

• In pairs let learners write sentences using the past

continuous form of verbs.

Assessment: let learners write sentences using the past

continuous form of verbs.

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

D. WRITING

• Using models, discuss the basic structure of an

argumentative piece:

− Introduction.

− Reasons for the stand taken.

− Conclusion.

• Have groups present full compositions using this

structure for class discussions and feedback.

Assessment: let learners write an argumentative piece

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Friday

Engage

learners to

sing songs

and recite

familiar

rhymes

E. WRITING CONVENTION AND GRAMMAR USAGE

• Revise simple conjunctions. Provide simple sentences

and let learners join them using and, or/nor, but.

• Introduce because, since, so, although, in context.

e.g.

I'm late because I missed the bus.

Although Afi is has eye problems, she doesn't wear

glasses.

He eats well, so he is healthy.

• Guide learners to discover the functions of these

conjunctions.

• Have them practise using these conjunctions in their

own sentences.

• Provide a passage and have learners identify the

conjunctions in the passage.

• Let learners form sentences and join them with the

conjunctions identified.

Assessment: let learners form sentences and join them

with the conjunctions

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Friday

Guide

learners to

choose and

read books

during the

E. EXTENSIVE READING

• Guide learners to choose and read independently

books of their choice during the library period.

• Learners think-pair-share their stories with peers.

Have learners to tell

what they read to the

whole class

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library

period

• Ask each learner to write a-two-paragraph summary

of the book read.

• Invite individuals to present their work to the class for

feedback.

Assessment: let learners read a variety of age- and

level appropriate books and present at least a-three-

paragraph summary of each book read

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……………………………………………………………………: LESSON PLAN

SUBJECT: SCIENCE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : HUMANS AND THE

ENVIRONMENT

Sub-strand : PERSONAL HYGIENE AND SANITATION

Indicator (code)

B5.5.1.2.1

Content standard (code)

B5.5.1.2.

Performance Indicator

Learners can know how to keep washrooms clean.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

Science curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Monday

Engage

learners to

sing songs

and recite

familiar

rhymes

• Learners watch pictures and videos on how to keep

washrooms clean.

• Engage them in a discussion on how to keep the

lavatory clean.

• Emphasise such key points as: flushing immediately

after use, urinating directly in the toilet bowl, keeping

used tissues in waste containers rather than throwing

them on the floor, regularly removing used tissues and

burning them.

Assessment: let learners describe how to keep the

washrooms clean.

What have we learnt

today?

Ask learners to

summarize the

important points of the

lesson

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Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

• Learners investigate the risks associated with the use

of dirty washrooms.

• Evaluate learners by asking them to design a poster to

be pasted in their school’s washroom

Assessment: let learners imention the risks associated

with the use of dirty washrooms.

What have we learnt

today?

Ask learners to

summarize the

important points of the

lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : OUR NATION GHANA

Sub-strand : Being a Citizen

Indicator (code)

B5.4.1.3. 1

Content standard (code)

B5.4.1.3.

Performance Indicator

Learners can demonstrate how diversity can promote national development

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

Our World Our People curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Tuesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners describe how ethnic diversity can

promote national development e.g. promotion of

tourism, sale of artefacts, inter-ethnic marriage

Assessment: Let learners describe how ethnic diversity

can promote national development

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners role play a scenario depicting cultural diversity

e.g. display of various cultural activities at national

gatherings

Assessment: Let learners describe how ethnic diversity

can promote national development

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: COMPUTING CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Programming and databases

Sub-strand : Introduction to Electronic Spreadsheet

Indicator (code)

B5.5.1.3.5 B5.5.1.3.6

Content standard (code)

B5.5.1.3.5 B5.5.1.3.

Performance Indicator

 Learners can explain fundamental database concepts.

 Learners can discuss programming languages and their use

 (e.g. scratch, vb.net etc.).

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Laptop

Ref:

Computing curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Wednesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Guide learners to explore the fundamental database

concepts e.g. tables and data types, data selection and

manipulation, security, and backup and restore.

Guide learners to investigate in groups on the

programming languages and their use (e.g. scratch,

vb.net etc.) NB: This is to give a foundation to the

learner in computing and Computer Science which is

more concerned with uses of and development of

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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programming together with fundamental principles of

problem-solving and creativity.

Assessment: Let learners write and the use of

programming languages

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……………………………………………………………………: LESSON PLAN

SUBJECT: MATHEMATICS CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : GEOMETRY AND MEASUREMENT

Sub-strand : Measurement - Angles

Indicator (code)

B5.3.3.2.4 B5.3.3.3.1 B5.3.3.3.2

Content standard (code)

B5.3.3.2. B5.3.3.3. B5.3.3.3.

Performance Indicator

 Learners can demonstrate an understanding of capacity by describing the

relationship between capacity and volume as well as litre and 10cm3

 Learners can identify examples of angles in the environment that are equal

to, less than or larger than, a right angle

 Learners can measure given angles with a protractor and classify them

according to their measured sizes – right, acute, obtuse and reflex

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Counters

Ref:

Mathematics curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

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for

learning)

Monday

Sing songs

like:

I’m

counting

one, what

is one

5 - Fire

Give learners a litre container and a 10cm×10cm×10cm

container (i.e. a 1000cm

3

container. Ask them to fill one

with water and empty it into the other; and ask them to

explore and state the relationship between 1cm

3

and

1m

3

i.e.

10cm×10cm×10cm =1000cm

3

= 1litre.

[see B5.3.2.2.1 i.e. 1000litres is 1m

3

]

Note: the volume is the actual amount of something

which covers a definite space. Capacity is the potential

amount of a substance which an object is able to hold

(units are litres and millilitres , gallons, etc).

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

Tuesday

Sing songs

like:

I’m

counting

one, what

is one

1 - One is

one alone,

alone it

shall be.

2 - Two

pair, two

pair come

pair let us

pair

3 - Turn

Give learners a litre container and a 10cm×10cm×10cm

container (i.e. a 1000cm

3

container. Ask them to fill one

with water and empty it into the other; and ask them to

explore and state the relationship between 1cm

3

and

1m

3

i.e.

10cm×10cm×10cm =1000cm

3

= 1litre.

[see B5.3.2.2.1 i.e. 1000litres is 1m

3

]

Note: the volume is the actual amount of something

which covers a definite space. Capacity is the potential

amount of a substance which an object is able to hold

(units are litres and millilitres , gallons, etc).

Review the lesson with

Learners

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Assessment: have learners to practice with more

examples

Wednesday

Sing songs

like:

I’m

counting

one, what

is one

1 - One is

one alone,

alone it

shall be.

2 - Two

pair, two

pair come

pair let us

pair

Review the definition of angles: angles as the region

formed in a plane when two lines meet or cross, they

form an Angle. And ask learners to identified angles in

the classroom and compound. E.g. opening laptop,

door, window, pair of scissors, pavement floor, etc.

E.g. 2 Guide learners to see right angles and fold

right angles from

paper. Ask learners to identify examples of angles in

the classroom and compound that are equal to, less

than or larger than, a right angle

Review the lesson with

Learners

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Assessment: have learners to practice with more

examples

Thursday

Sing songs

like:

I’m

counting

one, what

is one

1 - One is

one alone,

alone it

shall be.

2 - Two

pair, two

pair come

pair let us

pair

3 - Turn

around

4 - Follow

me

5 - Fire

E.g. 1 Review with learners how to use the protractor

to measure angles

E.g. 2 Give learners photocopied worksheets with

protractor in position measuring angles; ask them to

read the angles or place their protractors on it and read

it

E.g. 4 Give learners photocopied worksheets with

several angles to measure and sort into those which

are – right, acute obtuse angles.

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

Friday

Sing songs

like:

I’m

counting

one, what

is

E.g. 5 Ask learners to draw various angles such as

30o, 45o,60o, 75o, 90o, 120o, 150o,270o, etc.

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

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……………………………………………………………………: LESSON PLAN

SUBJECT: CREATIVE ARTS CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Visual Arts

Sub-strand : Displaying and Sharing

Indicator (code)

B5 1.3.4.3

Content standard (code)

B5 1.3.4.

Performance Indicator

Learners can plan an exhibition of own portfolio of visual artworks to educate and

share creative experiences of artworks that reflect the topical issues in Africa

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

PICTURES

Ref:

Creative Arts curriculum

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Monday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners are to:

watch a short video on an exhibition or visit an

exhibition centre, preferably during the circuit, district

or regional cultural festival of the cultural education

unit of the Ghana Education Service);

discuss the need for displaying portfolio of own visual

artworks;

develop a roadmap for the exhibition by: - fixing a

date - selecting a venue - inviting an audience

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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brainstorm to agree on a theme for the exhibition

(e.g. the Future of Africa); send manual and/or

electronic invitations (e.g. letters, postcards, WhatsApp,

E-mail, Twitter, Instagram, Facebook, announcements,

posters, jingles) to target audience, For example,

parents, PTA/SMC members, stakeholders, colleague

learners;

select works for the exhibition by considering (e.g.

creativity and originality, finishing and decoration,

relevance of the works to the theme, social and cultural

importance);

Assessment: let learners can plan an exhibition of own

portfolio of visual artworks to educate and share

creative experiences of artworks that reflect the topical

issues in Africa

Wednesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners are to:

decide on mode of display (e.g. by hanging, draping,

spreading);

plan the layout of the exhibition hall, prepare labels

for the works (e.g. title, name of artist, 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.

Assessment: let learners can plan an exhibition of own

portfolio of visual artworks to educate and share

creative experiences of artworks that reflect the topical

issues in Africa

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: HISTORY CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Journey to Independence

Sub-strand : The 1948 Riots And After

Indicator (code)

B5.5.3.1.1

Content standard (code)

B5.5.3.1.

Performance Indicator

Learners can explain why people were unhappy in the country after the Second

World War

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

History curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Tuesday

Engage

learners to

sing songs

and recite

familiar

rhymes

When was

the Second

Show and discuss a documentary on the general state

of affairs after the Second World War – failure to

honour the promises to the ex-servicemen, lack of

adequate housing and high cost of imported goods etc

Assessment: let learners describe the general state of

affairs after the Second World War in the country

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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World War

fought?

What

promises

were made

to the Gold

Coast

soldiers

who

fought in

the war?

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

When was

the Second

World War

fought?

What

promises

were made

to the Gold

Coast

soldiers

who

fought in

the war?

Discuss how government handled their grievances at

the time

Assessment: let learners mention how government

handled their grievances

in the country after the Second World War

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: PHYSICAL EDUCATION CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : PHYSICAL FITNESS CONCEPTS,

PRINCIPLES AND STRATEGIES

Sub-strand : FITNESS PROGRAMME

Indicator (code)

B5.4.1.4.2

Content standard (code)

B5.4.1.4.

Performance Indicator

Learners can describe how muscle strength and muscle endurance enhance motor

skill performance

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Cones

Ref:

PE curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Friday

Learners

jog round a

demarcate

d area in

files while

singing and

clapping to

warm-up

Teacher explains that muscles aid in movement, lifting,

etc. Strong arm, chest, and back muscles will therefore

facilitate movements in these parts of the body.

End the lesson with cool

down activities and use

questions to summarise

the lesson

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the body

for

maximal

performan

ce and to

prevent

injuries

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……………………………………………………………………: LESSON PLAN

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : The Family, Authority and

Obedience

Sub-strand : Authority and Obedience

Indicator (code)

B5.5.1.1.1

Content standard (code)

B5.5.1.1.

Performance Indicator

Learners can recognise parents as sources of discipline and character formation

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

RME curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Friday

Engage

learners to

sing songs

and recite

familiar

rhymes

• Through questions and answers, let learners mention

how they are disciplined by their parents and other

elders at home:

- scolding,

- reprimanding, - deprivation of gifts and other

interests,

- prayer and worship at home,

- parents act as role models to the children/learners,

etc.

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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• Guide learners to talk about the benefits they get

from their parents because of their obedience to them.

Assessment: let learners mention the benefits they get

from their parents because of their obedience to them

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……………………………………………………………………: LESSON PLAN

SUBJECT: GHANAIAN LANGUAGE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Writing

Sub-strand : Penmanship/ Handwriting

Indicator (code)

B5.3.1.1.5

Content standard (code)

B5.3.1.1.

Performance Indicator

• The learner should write simple sentences

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Manila cards, markers, recorded audios visual

Ref:

Ghanaian Language curriculum

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Engage

leaners to

sing songs

and recite

familiar

rhymes

Write words on the boards and explain the meaning of

those words.

• Call learners in turns to form simple sentences with

the words.

• Write sentences on sentence cards.

• Use the sentence cards to help learners write simple

and meaningful sentences

What have we learnt

today?

Review the lesson with

learners

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Assessment: let learners write simple sentences

Engage

leaners to

sing songs

and recite

familiar

rhymes

Write words on the boards and explain the meaning of

those words.

• Call learners in turns to form simple sentences with

the words.

• Write sentences on sentence cards.

• Use the sentence cards to help learners write simple

and meaningful sentences

Assessment: let learners write simple sentences

What have we learnt

today?

Review the lesson with

learners

Engage

leaners to

sing songs

and recite

familiar

rhymes

Write words on the boards and explain the meaning of

those words. • Call learners in turns to form simple

sentences with the words.

• Write sentences on sentence cards.

• Use the sentence cards to help learners write simple

and meaningful sentences

Assessment: let learners write simple sentences

What have we learnt

today?

Review the lesson with

learners

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TERM THREE

BASIC FIVE

WEEK 6

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……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand :

A. Oral Language

B. Reading

C. Grammar Usage At Word

D. Writing

E. Using Writing Conventions

F. Extensive Reading

Sub-strand :

A. Listening Comprehension

B. Fluency

C. Verbs

D. Persuasive/Argumentative Writing

E. Using Conjunctions

F. Building the Love and Culture of Reading

Indicator (code)

(B5.1.7.1.5 B5.1.7.1.6) B5.2.9.1.1 B5.3.5.1.7 B5.4.13.2.4 B5.5.8.1.1 B5.6.1.1.1

Content standard (code)

(B5.1.7.1. B5.1.7.1.) B5.2.9.1. B5.3.5.1. B5.4.13.2. B5.5.8.1. B5.6.1.1.

Performance Indicator

A. Learners can ask relevant questions to expand comprehension of details of

texts. Distinguish between causes and effects of events in a story

B. Learners can read grade-level texts with good speed and accuracy

C. Learners can use the imperative forms of verbs to give instructions and

directions

D. Learners can provide a concluding statement that follows from the

arguments presented

E. Learners can identify and use conjunctions – because, since, so, although

– to − give reasons − link contrasting ideas − show results

F. Learners can read a variety of age- and level appropriate books and present

at least a-three-paragraph summary of each book read

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Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Word cards, sentence cards, letter cards, handwriting on a manila card and a class

library.

Ref:

English Language curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Monday

Engage

learners to

sing songs

and recite

familiar

rhymes

A. ORAL LANGUAGE

• Through discussion, learners identify some interesting

stories or texts they have heard or read.

• Assist learners to talk about the content of the

stories/texts after re-telling the story.

Encourage learners to ask relevant questions to expand

their comprehension of the details of the text.

• Select an appropriate story to be read in class.

• Have learners read the story and re-tell it to the class.

• Work together with learners to identify the events in

the story and link them sequentially by identifying

cause and effect.

• Learners in their groups choose stories and identify

the causes and effects of events.

Let learners present their work as the rest listen to

them

Assessment: let learners choose stories and identify the

causes and effects of events.

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Tuesday

Engage

learners to

sing songs

and recite

familiar

rhymes

B. READING

• Use the three-stage approach to a comprehension

lesson and have learners prepare and read the text with

purpose and understanding.

• Use different strategies to assist learners to come up

with meaning of a text ,e.g. The Herringbone, KWL etc.

Assessment: let learners read grade-level texts with

good speed and accuracy

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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Wednesday

Engage

learners to

sing songs

and recite

familiar

rhymes

C. GRAMMAR

e.g. Switch on the light.

Turn right.

• Revise commands and requests.

• Invite pairs of learners to demonstrate giving

instructions and directions.

• Create situations for learners to have practice.

Assessment: let learners use the imperative forms of

verbs to give instructions and directions in sentences

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

D. WRITING

• Revise persuasive writing.

• Have them go through the writing process to

present/state an opinion, explain and justify it so as to

persuade the reader to accept their opinion or point of

view.

• Teach the features of a debate.

• Guide learners to select a controversial or debatable

topic.

Divide the class into two to prepare using the writing

process as a guide, and debate on the topic.

Assessment: let learners provide a concluding

statement that follows from the arguments presented

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Friday

Engage

learners to

sing songs

and recite

familiar

rhymes

E. WRITING CONVENTION AND GRAMMAR USAGE

• Revise simple conjunctions. Provide simple sentences

and let learners join them using and, or/nor, but.

• Introduce because, since, so, although, in context.

e.g.

I'm late because I missed the bus.

Although Afi is has eye problems, she doesn't wear

glasses.

He eats well, so he is healthy.

• Guide learners to discover the functions of these

conjunctions.

• Have them practise using these conjunctions in their

own sentences.

• Provide a passage and have learners identify the

conjunctions in the passage.

• Let learners form sentences and join them with the

conjunctions identified.

Assessment: let learners form sentences and join them

with the conjunctions identified

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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Frida

Guide

learners to

choose and

read books

during the

library

period

E. EXTENSIVE READING

• Guide learners to choose and read independently

books of their choice during the library period.

• Learners think-pair-share their stories with peers.

• Ask each learner to write a-two-paragraph summary

of the book read.

• Invite individuals to present their work to the class for

feedback.

Assessment: let learners read a variety of age- and

level appropriate books and present at least a-three-

paragraph summary of each book read

Have learners to tell

what they read to the

whole class

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……………………………………………………………………: LESSON PLAN

SUBJECT: SCIENCE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : HUMANS AND THE

ENVIRONMENT

Sub-strand : PERSONAL HYGIENE AND SANITATION

Indicator (code)

B5.5.1.2.2

Content standard (code)

B5.5.1.2.

Performance Indicator

Learners can demonstrate how to clean the environment regularly

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

Science curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Monday

Engage

learners to

sing songs

and recite

familiar

rhymes

• Assemble various items for cleaning the environment.

• Begin the lesson with a song on cleanliness.

• Take the learners on a trip to observe tidy and untidy

parts of the nearby community or show different

pictures depicting clean and unclean environments.

• Engage learners to discuss how to make the unclean

environments as clean as those that are clean.

What have we learnt

today?

Ask learners to

summarize the

important points of the

lesson

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• Learners discuss some materials that are used for

cleaning the home, the school and the community.

Assessment: let learners describe how to clean the

environment regularly

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

• Demonstrate to learners the correct way of using the

cleaning tools, e.g. brooms, rags, ceiling brush,

dustpans and dustbins.

• Learners are assisted to know the need to keep the

environment clean.

• Engage learners to use local cleaning tools to clean

the classroom and the school environment.

Project:

Learners design posters to create awareness on the

need to keep the school, home and

Community clean and exhibit their work in the school.

NB: Teachers are encouraged to form an environmental

awareness club in the class after this lesson

Assessment: let learners explain the need to keep the

school, home and Community clean

What have we learnt

today?

Ask learners to

summarize the

important points of the

lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : OUR NATION GHANA

Sub-strand : Authority and Power

Indicator (code)

B5.4.2.2 .1.

Content standard (code)

B5.4.2.2 .

Performance Indicator

Learners can explain and appreciate the importance of democratic governance

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

Our World Our People curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Tuesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners identify various persons and bodies who are

responsible in governing their school e.g. headteacher,

teachers, school prefects.

Learners discuss the importance of good governance in

their school.

Learners in groups suggest ways in which

school governance could be improved.

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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Groups present their report in class.

Assessment: Let learners explain the importance of

democratic governance

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

Class mock election

Learners demonstrate how to elect a leader in a

democratic way.

Learners discuss why good governance is

important for national development.

Assessment: Let learners explain why good governance

is important for national development

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: COMPUTING CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Programming and databases

Internet and social media

Sub-strand : Introduction to Electronic Spreadsheet

Network Overview

Indicator (code)

B5.5.1.2.3 B5.6.1.1.3.

Content standard (code)

B5.5.1.2. B5.6.1.1.

Performance Indicator

 Learners can Learners get familiar with the interface of MS-Excel.

 Learners can explain what the Internet is.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Laptop

Ref:

Computing curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Wednesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Guide Learners to demonstrate how to access MS-Excel

on any computer or gadget and display text in MS-

Excel.

NB. This is to help the learner with an understanding of

application softwares (Electronic Spreadsheet

application).

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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Guide learners to discuss the inter-connection of the

internet computers (learners should be made to realise

that the internet is a network of networks).

Also, guide learners to come out with examples of

Internet Communication

Assessment: Let learners explain what the Internet is

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……………………………………………………………………: LESSON PLAN

SUBJECT: MATHEMATICS CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : GEOMETRY AND MEASUREMENT

Sub-strand : Geometric Reasoning

Indicator (code)

B5.3.4.1.1 B5.3.4.2.2

Content standard (code)

B5.3.4.1 B5.3.4.2

Performance Indicator

 Learners can tell the position and motion of objects in space using the

cardinal points north, south, east and west

 Learners can identify images of a single transformation (i.e. reflection) of a

2D shapes in a plane

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Counters

Ref:

Mathematics curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

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Monday

Sing songs

like:

I’m

counting

one, what

is one

1 - One is

one alone,

. 1. Pupils describe the position and motion of objects

from one point to another using the 4 main cardinal

points: e.g. The point P is to the west of point T but to

the north of the A

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

Tuesday

Sing songs

like:

I’m

counting

one, what

is one

1 - One is

one alone,

alone it

shall be.

E.g. 2. Pupils describe the position of places in a grid

from a given location. E.g. from Kofi’s house - the

school is East of Kofi’s house; the hospital is North of

Kofi’s house E.g. 3. Ask learners to give directions from

Kofi’s house the various locations. E.g. Move 2 squares

to the east and 2 squares to the north to get to the

church

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

Wednesday

Sing songs

like:

I’m

counting

one, what

is one

Ask learners to identify images of reflections of given

2D shapes in a given plane. Ask learners to study the

shapes and the mirror line and state which are objects

and their images in the given four mirror lines. Shape E

is the image of Shape B in mirror line 2 or the line 𝑥𝑥=0;

shape A is a reflection of shape E in the line 𝑦𝑦=𝑥𝑥.

Review the lesson with

Learners

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Assessment: have learners to practice with more

examples

Thursday

Sing songs

like:

I’m

counting

Ask learners to identify images of reflections of given

2D shapes in a given plane. Ask learners to study the

shapes and the mirror line and state which are objects

and their images in the given four mirror lines. Shape E

is the image of Shape B in mirror line 2 or the line 𝑥𝑥=0;

shape A is a reflection of shape E in the line 𝑦𝑦=𝑥𝑥.

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

Friday

Sing songs

like:

I’m

counting

one, what

is one

1 - One is

Ask learners to identify images of reflections of given

2D shapes in a given plane. Ask learners to study the

shapes and the mirror line and state which are objects

and their images in the given four mirror lines. Shape E

is the image of Shape B in mirror line 2 or the line 𝑥𝑥=0;

shape A is a reflection of shape E in the line 𝑦𝑦=𝑥𝑥.

Review the lesson with

Learners

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Assessment: have learners to practice with more

examples

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……………………………………………………………………: LESSON PLAN

SUBJECT: CREATIVE ARTS CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Performing Arts

Sub-strand : Displaying and Sharing

Indicator (code)

B5 2.3.4.3

Content standard (code)

B5 2.3.4.

Performance Indicator

Learners can plan a display of own portfolio of performing artworks to educate and

share creative experiences of artworks that reflect the topical issues in Africa

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

Creative Arts curriculum

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Monday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners are to:

watch a short video or live performances (preferably

during the circuit, district or regional cultural festival of

the cultural education unit of the Ghana Education

Service) that reflect the physical and social

environments of Africa;

discuss the need for performing compositions of own

music, dance, drama, poetry etc.;

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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develop a roadmap for the performances by: - fixing

a date - selecting a venue - inviting an audience

brainstorm to agree on a theme for the performance

(e.g. The Future of Africa);

send manual and/or electronic invitations (e.g. letters,

postcards, WhatsApp, E-mail, Twitter, Instagram,

Facebook, announcements, posters, jingles) to target

audience, for example parents, PTA/SMC members,

stakeholders, colleague learners);

select compositions by considering (e.g. creativity

and originality, lyrics, movement patterns, dynamics

and relevance of the message to the theme, social and

cultural importance);

Assessment: let learners plan a display of own portfolio

of performing artworks to educate and share creative

experiences of artworks that reflect the topical issues in

Africa

Wednesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners are to:

decide on mode and arrangement of performances

(e.g. monologue/solo/group, costumes, props, etc.);

getting ready: plan the sequence of events, stage/site

plan identifying the positions of all facilities (e.g. PA

system, lightings, performance zone, entry, exit,

changing and makeup rooms/corners), characters,

directors, stage managers, audience, health and

security personnel); clean and prepare the venue and

its environment and make it ready for the performance;

plan for post-performance activities such as cleaning,

appreciation, evaluation, reporting, etc.

Assessment: let learners plan a display of own portfolio

of performing artworks to educate and share creative

experiences of artworks that reflect the topical issues in

Africa

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: HISTORY CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Journey to Independence

Sub-strand : The 1948 Riots And After

Indicator (code)

B5.5.3.1.1

Content standard (code)

B5.5.3.1.

Performance Indicator

Learners can explain why people were unhappy in the country after the Second

World War

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

History curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Tuesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Why were

people

Role play the scene for learners to offer the opinions on

the situation (whether the riot was justified or not).

Assessment: let learners explain why people were

unhappy in the country after the Second World War

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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unhappy

after the

war?

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

Guide learners to develop a poster that illustrates the

link between the boycott of European goods, the

shootings of 28th February and the riots of 1948.

Assessment: let learners develop a poster that

illustrates the link between the boycott of European

goods, the shootings of 28th February and the riots of

1948.

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: PHYSICAL EDUCATION CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : PHYSICAL FITNESS CONCEPTS, PRINCIPLES AND

STRATEGIES

Sub-strand : HEALTHY DIET

Indicator (code)

B5.4.2.4.1:

Content standard (code)

B5.4.2.4.

Performance Indicator

Learners can explain why dehydration impairs temperature

regulation and physical and mental performance

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

cones

Ref:

PE curriculum Page

DAY

Phase 1:

Starter

(preparing the brain

for learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Friday

Learners jog round a

demarcated area in files

while singing and

clapping to warm-up the

body for maximal

performance and to

prevent injuries

The body is made of 75% water.

Water lubricates our joints and

keeps the body temperature in

check by releasing unwanted heat

through sweat. The brain cell is

composed mostly of water and the

lack of it causes imbalance in the

functioning of the brain.

Personal

End the lesson with

cool down activities

and use questions to

summarise the lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : The Family, Authority and

Obedience

Sub-strand : Authority and Obedience

Indicator (code)

B5.5.1.1.1

Content standard (code)

B5.5.1.1.

Performance Indicator

Learners can recognise parents as sources of discipline and character formation

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

RME curriculum Page

Ref:

RME curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Friday

Engage

learners to

sing songs

and recite

familiar

rhymes

In groups, let learners demonstrate how their parents

discipline them at home

Assessment: let learners identify parents as sources of

discipline and character formation

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: GHANAIAN LANGUAGE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Composition Writing

Sub-strand : Literary Writing

Indicator (code)

B5.4.6.1.2 B5.4.7.1.1 B5.4.7.1.2

Content standard (code)

B5.4.6.1. B5.4.7.1. B5.4.7.1.

Performance Indicator

 The learner should publish and appreciate the articles in the journal

 The learner should write short poems

 The learner should create short prose.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Manila cards, markers, recorded audios visual

Ref:

Ghanaian Language curriculum

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Engage

leaners to

sing songs

and recite

familiar

rhymes

• Look at the class journal created.

• In their groups, let learners write simple articles on

topics on disability and equity, and let other learners

edit them.

• Ask the learners to publish the article in the created

class journal and display in the class.

What have we learnt

today?

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•Put learners in groups and allow each group to read an

article from the class journal and discuss the article,

bringing out for instance, the moral and the theme

Assessment: let learners publish and appreciate the

articles in the journal

Review the lesson with

learners

Engage

leaners to

sing songs

and recite

familiar

rhymes

• Write a simple short poem on a cardboard.

• Discuss some features of a poem with learners.

• Use flashcards with short poems on them to help

learners compose their own short poems

Assessment: let learners write short poems

What have we learnt

today?

Review the lesson with

learners

Engage

leaners to

sing songs

and recite

familiar

rhymes

• Show learners samples of prose and discuss some

features of prose.

• Ask learners to write a simple prose to be read in

class.

• Give an assignment of prose writing as a competition

among learners

Assessment: let learners create short prose

What have we learnt

today?

Review the lesson with

learners

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TERM THREE

BASIC FIVE

WEEK 7

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……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand :

A. Oral Language

B. Reading

C. Grammar Usage At Word

D. Writing

E. Using Writing Conventions

F. Extensive Reading

Sub-strand :

A. Presentation

B. Fluency

C. Conjunctions

D. Informative/Expository Writing

E. Using Simple, Compound and Complex Sentences

F. Building the Love and Culture of Reading

Indicator (code)

B5.1.10.3.1. B5.2.9.1.2. B5.3.8.1.1 B5.4.14.1.1 B5.5.9.1.1. B5.6.1.1.1

Content standard (code)

B5.1.10.3 B5.2.9.1. B5.3.8.1. B5.4.14.1. B5.5.9.1. B5.6.1.1.

Performance Indicator

A. Learners can present information about personal experiences

B. Learners can use context to confirm or self-correction strategies to confirm

understanding of level-appropriate texts

C. Learners can identify and use simple conjunctions-because, since, so,

although – to − give reasons, − link contrasting ideas − show results

D. Learners can write sentences to describe a process of doing something

E. Learners can identify subjects and predicates in compound sentences

F. Learners can read a variety of age- and level appropriate books and present

at least a-three-paragraph summary of each book read

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

NANA FIIFI ACQUAH

If you find this file helpful for your work, kindly donate to the MTN no. 0245350591 (Nana Fiifi Acquah) to support the

team. May Allah/God bless you

T. L .R. (s)

Word cards, sentence cards, letter cards, handwriting on a manila card and a class

library.

Ref:

English Language curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Monday

Engage

learners to

sing songs

and recite

familiar

rhymes

A. ORAL LANGUAGE

• Model presenting a speech on a topic or have them

listen to a recording of someone's personal experience.

Use the example to guide learners to identify the

(purpose of and audience for the speech.)

• Discuss the importance of purpose and audience in

speech.

• Put learners in groups to plan a parallel speech and

present to the class. Each group should select a purpose

for and an audience for their speech.

Assessment: let learners present information about

personal experiences

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Tuesday

Engage

learners to

sing songs

and recite

familiar

rhymes

B. READING

• Have learners read the grade appropriate texts paying

attention to punctuation marks, words, sentences and

paragraphs.

• Provide questions that will guide learners in

understanding the passage, e.g., What word connects

paragraphs one and two?

• Learners use correction strategy to help them make

meaning from the text as they read.

Assessment: let learners use correction strategy to

make meaning from the text as they read

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Wednesday

Engage

learners to

sing songs

and recite

C. GRAMMAR

• Revise simple conjunctions. Provide simple sentences

and let learners join them using and, or/nor, but.

• Introduce because, since, so, although in context.

e.g.:

What have we learnt

today?

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familiar

rhymes

I'm late because I missed the bus.

Although Afi is has eye problems, she doesn't wear

glasses.

He eats well, so he is healthy.

• Guide learners to discover the functions of these

conjunctions.

• Have them practise using these conjunctions in their

own sentences.

• Provide a passage and have learners identify the

conjunctions in the passage.

• Let learners form pairs of simple sentences and join

them with the conjunctions identified.

Assessment: let learners form pairs of simple sentences

and join them with the conjunctions identified

Ask learners to

summarize the main

points in the lesson

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

D. WRITING

• Use pictures showing the stages of how some dishes

are prepared.

• Learners in groups observe the picture sequences and

write words that give information on the activity.

• Each group presents its work for discussion.

• Let learners in groups choose a domestic activity they

would want to give information on. (They should be

able to compose expository pieces of between 90 and

120 words).

Assessment: let learners write sentences to describe

the stages of how some dishes are prepared.

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Friday

Engage

learners to

sing songs

and recite

familiar

rhymes

E. WRITING CONVENTION AND GRAMMAR USAGE

• Give learners an extract from a comprehension

passage.

• Guide them to identify the simple and compound

sentences.

• Let them identify the subjects and verbs in each

compound sentence.

• Let learners write about an event they had

participated in, demonstrating their understanding of

subject and predicate sentences.

• Learners edit to demonstrate their knowledge of

subject and predicate.

Assessment: let learners identify subjects and

predicates in compound sentences

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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Friday

Guide

learners to

choose and

read books

during the

library

period

E. EXTENSIVE READING

• Guide learners to choose and read independently

books of their choice during the library period.

• Learners think-pair-share their stories with peers.

• Ask each learner to write a-two-paragraph summary

of the book read.

• Invite individuals to present their work to the class for

feedback.

Assessment: let learners read a variety of age- and

level appropriate books and present at least a-three-

paragraph summary of each book read

Have learners to tell

what they read to the

whole class

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……………………………………………………………………: LESSON PLAN

SUBJECT: SCIENCE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : HUMANS AND THE

ENVIRONMENT

Sub-strand : DISEASES

Indicator (code)

B5.5.2.1.1

Content standard (code)

B5.5.2.1.

Performance Indicator

Learners can explain the causes, symptoms and control of chicken pox

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

Science curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Monday

Engage

learners to

sing songs

and recite

familiar

rhymes

• Learners watch pictures, videos or charts on causes,

symptoms and control of chicken pox or invite a health

personnel or School Health Education Programme

(SHEP) coordinator to give a talk on chicken pox.

Assessment: let learners explain the causes and

symptoms of chicken pox

What have we learnt

today?

Ask learners to

summarize the

important points of the

lesson

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Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

• In pairs, learners answer the following questions

based on the pictures and video:

(1) What causes chicken pox?

(2) What are the symptoms of chicken pox?

(3) What should be done if someone has chicken pox?

(4) What are the ways of preventing the spread of

chicken pox?

Project: Learners develop a concept map to trace the

causes, symptoms and prevention of chicken pox

Assessment: let learners mention the ways of

preventing the spread of chicken pox.

What have we learnt

today?

Ask learners to

summarize the

important points of the

lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : OUR NATION GHANA

Sub-strand : Farming in Ghana

Indicator (code)

B5.4.4.1.1

Content standard (code)

B5.4.4.1.

Performance Indicator

Learners can participate in transplanting seedlings

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

Our World Our People curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Tuesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners prepare plant house or garden

boxes/pots/trays, containers or garden beds for

transplanting. Fill with fertile soil or plant medium;

make holes at correct spacing and water ready for

seedlings.

Ensure that seedlings are ready for transplanting.

Water seedlings before transplanting.

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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Use the right tools e.g. hand trowel to lift seedlings

from seedbed, use dibber to make holes at the right

depth.

Transplant seedlings in boxes/pots/trays, containers or

garden beds

Assessment: Let learners describe how to transplanting

seedlings

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

Visit transplanted seedlings daily to record number of

leaves and height (growth) of transplanted seedlings.

Use record to write weekly report

Assessment: Let learners write a report

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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team. May Allah/God bless you

……………………………………………………………………: LESSON PLAN

SUBJECT: COMPUTING CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : INTERNET AND SOCIAL MEDIA

Sub-strand : Web browsers and Web Pages

Indicator (code)

B5.6.2.1.7 B5.6.2.1.8 B5.6.2.1.9

Content standard (code)

B5.6.2.1. B5.6.2.1. B5.6.2.1.

Performance Indicator

 Learners can explain what a Web Page is.

 Learners can explain what a home page is.

 Learners can move within and between web pages using hyperlinks.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Laptop

Ref:

Computing curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Wednesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Guide learners to explore features of a Web Page (text,

graphics, audio, video, animation etc. through practical

lessons)

Guide learners to identify a home page from other web

pages, through practical lessons.

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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Guide learners to practise clicking hyperlinks, through

practical lessons. NB: This is to help the learner with the

fundamental skills of creativity in computing and

Computer Science.

Assessment: Let learners describe movement within

and between web pages using hyperlinks.

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……………………………………………………………………: LESSON PLAN

SUBJECT: MATHEMATICS CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Data

Sub-strand : Data Collection, Organisation, Presentation,

Interpretation and Analysis

Indicator (code)

B5.4.1.1.1 B5.4.1.1.2

Content standard (code)

B5.4.1.1. B5.4.1.1.

Performance Indicator

 Learners can explain the difference between first-hand and second-hand

data

 Learners can find examples of second-hand data in print and electronic

media, such as newspapers, magazines, and the internet.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Counters

Ref:

Mathematics curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

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team. May Allah/God bless you

Monday

Sing songs

like:

I’m

counting

one, what

is one

1 - One is

one alone,

alone it

shall be.

Explain first-hand data as data that you collect on your

own; and second-hand data is data that has been

collected and organized by somebody else

Mrs. Acquaye’s class studied the weather. The learners

measured the rainfall for 5 days (Monday to Friday). For

her class these results are first-hand data. But for

another class these results are second-hand data

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

Tuesday

Sing songs

like:

I’m

counting

one, what

is

Look for examples of second-hand data in the

newspaper or website; You can find data on league

table, price list, sales, rainfall, etc.

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

Wednesday

Sing songs

like:

I’m

counting

one, what

is one

1 - One is

one alone,

alone it

shall be.

2 - Two

pair, two

pair

Ask learners to study the second-hand data on the

league table and write questions for their friends to

read and interpret the data. E.g. Which team has not

lost in a match? Which team has won only one match

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

Thursday

Sing songs

like:

I’m

counting

Ask learners to study the second-hand data on

suggested number of 30 minutes periods that Ghanaian

primary school children learn certain subjects every

week. Ask them to write questions for their friends to

read and interpret the data.

Review the lesson with

Learners

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team. May Allah/God bless you

one, what

is one

1 - One is

one alone,

alone it

shall be.

2 - Two

pair, two

pair come

pair let us

pair

Assessment: have learners to practice with more

examples

Friday

Sing songs

like:

I’m

counting

one, what

is one

1 - One is

one alone,

alone it

shall be.

Ask learners to study the second-hand data on

suggested number of 30 minutes periods that Ghanaian

primary school children learn certain subjects every

week. Ask them to write questions for their friends to

read and interpret the data.

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

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team. May Allah/God bless you

……………………………………………………………………: LESSON PLAN

SUBJECT: CREATIVE ARTS CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Visual Arts

Sub-strand : Appreciating and Appraising

Indicator (code)

B5 1.4.6.3

Content standard (code)

B5 1.4.6.

Performance Indicator

Learners can develop guidelines for appreciating and appraising own and others’

visual artworks that reflect the topical issues in Africa

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

Creative Arts curriculum

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Monday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners are to:

discuss and accept a guide for appreciating and

appraising own and/or others’ visual artworks based on

the guidelines suggested below;

identify the correct vocabulary to use for appreciating

and appraising artworks;

agree on what to use the appraisal report for and how

to share it

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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team. May Allah/God bless you

Assessment: let learners develop guidelines for

appreciating and appraising own and others’ visual

artworks that reflect the topical issues in Africa

Wednesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners are to:

agree on the approach/method (manual/digital) to use

in recording/documenting the appraisal process;

fix a day/date for the appreciation/appraisal/jury.

Suggested Guidelines Description of the work: The

elements in the work (e.g. dot, lines, shapes, forms,

colour, texture, tone), materials used (e.g. paper,

pencil, clay, wood), size of the work, number of

objects/items in the work.

Subject matter: Meaning, message, topic, mood,

feelings, history, religion, environment, global warming.

Appraisal: What the work can be used for, likes, good

things in the work, beauty, social and cultural value,

correlation (connecting to other areas of learning).

Experiences to share: The design process through

thinking and composing, planning and making,

displaying and sharing, etc.

Assessment: let learners

develop guidelines for appreciating and appraising own

and others’ visual artworks that reflect the topical

issues in Africa

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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NANA FIIFI ACQUAH

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team. May Allah/God bless you

……………………………………………………………………: LESSON PLAN

SUBJECT: HISTORY CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Journey to Independence

Sub-strand : The 1948 Riots And After

Indicator (code)

B5.5.3.1.1

Content standard (code)

B5.5.3.1.

Performance Indicator

Learners can explain why people were unhappy in the country after the Second

World War

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

History curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Tuesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Why were

people

unhappy

Role play the scene for learners to offer the opinions on

the situation (whether the riot was justified or not).

Assessment: let learners explain why people were

unhappy in the country after the econd World War

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

NANA FIIFI ACQUAH

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team. May Allah/God bless you

after the

war?

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

Guide learners to develop a poster that illustrates the

link between the boycott of European goods, the

shootings of 28th February and the riots of 1948.

By

Assessment: let learners develop a poster that

illustrates the link between the boycott of European

goods, the shootings of 28th February and the riots of

1948

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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team. May Allah/God bless you

……………………………………………………………………: LESSON PLAN

SUBJECT: PHYSICAL EDUCATION CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : PHYSICAL FITNESS CONCEPTS, PRINCIPLES AND

STRATEGIES

Sub-strand : SAFETY AND INJURIES

Indicator (code)

B5.4.3.4.1

Content standard (code)

B5.4.3.4.

Performance Indicator

Learners can describe the role of muscle strength and

proper lifting in the prevention of back injuries

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

cones

Ref:

PE curriculum Page

DAY

Phase 1:

Starter

(preparing the brain

for learning)

Phase 2: Main

(new learning including

assessment)

Phase 3:

Plenary / Reflections

Friday

Learners jog round a

demarcated area in files

while singing and clapping to

warm-up the body for

maximal performance and to

prevent injuries

Teacher explains to learners

that muscles aid in movement,

lifting, etc. Strong arm, chest,

and back muscles will therefore

facilitate movements in these

parts of the body

End the lesson with

cool down activities

and use questions to

summarise the lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : The Family, Authority and

Obedience

Sub-strand : Authority and Obedience

Indicator (code)

B5. 5.1.1.2

Content standard (code)

B5. 5.1.1.

Performance Indicator

Learners can explain the need to demonstrate responsible behaviour at home

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

RME curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Friday

Engage

learners to

sing songs

and recite

familiar

rhymes

Let learners identify ways by which they can be

responsible:

- be a good child to avoid punishment,

- emulate parents and other family members, etc.

• Let learners dramatise responsible behaviours as

parents

Assessment: let learners explain the need to

demonstrate responsible behaviour at home

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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NANA FIIFI ACQUAH

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team. May Allah/God bless you

……………………………………………………………………: LESSON PLAN

SUBJECT: GHANAIAN LANGUAGE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand :

Composition Writing

Sub-strand : Letter Writing

Indicator (code)

B5.4.7.1.3 B5.4.8.1.1 B5.4.8.1.2

Content standard (code)

B5.4.7.1. B5.4.8.1. B5.4.8.1.

Performance Indicator

 The learner should write a short and simple play

 The learner should comprehend and discuss the process in writing good

semi-formal letters

 The learner should write semi-formal letters using controlled composition.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Manila cards, markers, recorded audios visual

Ref:

Ghanaian Language curriculum

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Engage

leaners to

sing songs

and recite

familiar

rhymes

• Allow learners to watch a simple play.

• Discuss the play with learners and bring out its

features.

• Write out some of the features of a play on the board

as a guide.

What have we learnt

today?

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• Ask learners to write a simple play of at least three

characters, one of the plays may be dramatised in class

and be discussed.

Assessment: let learners write a short and simple play

Review the lesson with

learners

Engage

leaners to

sing songs

and recite

familiar

rhymes

• Discuss letter writing and its structure with learners.

• Show a sample of a letter to learners to point out the

structure and features.

• Discuss the features and types of letters.

• Explain to learners the structure of semi-formal

letters.

• Write a sample semi-formal letter on the board.

• Discuss the process involved in writing a semi-formal

letter.

• Assist learners to understand the process in writing

good semi-formal letters

Assessment: let learners identify the process in writing

good semi-formal letters

What have we learnt

today?

Review the lesson with

learners

Engage

leaners to

sing songs

and recite

familiar

rhymes

• Write a semi-formal letter on the board.

• Assist learners to write semi-formal letters using

controlled composition.

• Ask learners to point out the features and structure of

the semi-formal letter written.

Assessment: let learners write semi-formal letters

using controlled composition

What have we learnt

today?

Review the lesson with

learners

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TERM THREE

BASIC FIVE

WEEK 8

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……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand :

A. Oral Language

B. Reading

C. Grammar Usage At Word

D. Writing

E. Using Writing Conventions

F. Extensive Reading

Sub-strand :

A. Presentation

B. Summarising

C. Conjunctions

D. Informative/Expository Writing

E. Using Simple, Compound and Complex Sentences

F. Building the Love and Culture of Reading

Indicator (code)

B5.1.10.3.2 B5.2.10.1.1. B5.3.8.1.1 B5.4.14.2.1 B5.5.9.1.1. B5.6.1.1.1

Content standard (code)

B5.1.10.3. B5.2.10.1. B5.3.8.1. B5.4.14.2. B5.5.9.1. B5.6.1.1.

Performance Indicator

A. Learners can draw on prior knowledge to identify organisational structure

of speech.

B. Learners can summarise level-appropriate texts/passages orally.

C. Learners can identify and use simple conjunctions-because, since, so,

although – to − give reasons, − link contrasting ideas − show results.

D. Learners can write about incidence or events of the day (e.g. any event

witnessed on their way to school) and make radio/TV presentations.

E. Learners can identify subjects and predicates in compound sentences.

F. Learners can read a variety of age- and level appropriate books and present

at least a-three-paragraph summary of each book read

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

NANA FIIFI ACQUAH

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team. May Allah/God bless you

Keywords

T. L .R. (s)

Word cards, sentence cards, letter cards, handwriting on a manila card and a class

library.

Ref:

English Language curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Monday

Engage

learners to

sing songs

and recite

familiar

rhymes

A. ORAL LANGUAGE

• Have learners listen to a speech and give the written

text to them to read taking note of the features.

• Discuss the structure of a model speech with learners:

e.g.

i. Heading

ii. Vocative Address

iii. Introduction

iv. Body

• In groups have pupils write and present a parallel

speech. Have the class critique each group’s work based

on the discussed structures.

Assessment: let learners identify organisational

structure of speech.

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Tuesday

Engage

learners to

sing songs

and recite

familiar

rhymes

B. READING

• Learners identify the most important ideas in

texts/passages read and restate them in their own

words.

E.g.

i. Can you retell the story?

ii. Who are the main characters?

iii. What is the setting?

iv. What are the main events? (use herringbone or story

map as strategies)

Assessment: let learners summarise level-appropriate

texts/passages orally

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Wednesday

Engage

learners to

sing songs

and recite

C. GRAMMAR

• Revise simple conjunctions. Provide simple sentences

and let learners join them using and, or/nor, but.

• Introduce because, since, so, although in context.

What have we learnt

today?

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familiar

rhymes

e.g.:

I'm late because I missed the bus.

Although Afi is has eye problems, she doesn't wear

glasses.

He eats well, so he is healthy.

• Guide learners to discover the functions of these

conjunctions.

• Have them practise using these conjunctions in their

own sentences.

• Provide a passage and have learners identify the

conjunctions in the passage.

• Let learners form pairs of simple sentences and join

them with the conjunctions identified.

Assessment: let learners form pairs of simple sentences

and join them with the conjunctions identified

Ask learners to

summarize the main

points in the lesson

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

D. WRITING

• Let learners watch TV news at home and write their

own news from the pictures they see.

• Put learners into groups. Let them brainstorm and

write about events of the day. Each group chooses an

interesting event and writes the news to broadcast to

the class. Let each group choose one person to present

the news.

• Have learners publish their works on the internet.

• Help learners to organise a radio or talk show

Assessment: let learners write about incidence or

events of the day

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Friday

Engage

learners to

sing songs

and recite

familiar

rhymes

E. WRITING CONVENTION AND GRAMMAR USAGE

• Give learners an extract from a comprehension

passage.

• Guide them to identify the simple and compound

sentences.

• Let them identify the subjects and verbs in each

compound sentence.

• Let learners write about an event they had

participated in, demonstrating their understanding of

subject and predicate sentences.

• Learners edit to demonstrate their knowledge of

subject and predicate.

Assessment: let learners identify subjects and

predicates in compound sentences.

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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Friday

Guide

learners to

choose and

read books

during the

library

period

E. EXTENSIVE READING

• Guide learners to choose and read independently

books of their choice during the library period.

• Learners think-pair-share their stories with peers.

• Ask each learner to write a-two-paragraph summary

of the book read.

• Invite individuals to present their work to the class for

feedback.

Assessment: let learners read a variety of age- and

level appropriate books and present at least a-three-

paragraph summary of each book read

Have learners to tell

what they read to the

whole class

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……………………………………………………………………: LESSON PLAN

SUBJECT: SCIENCE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : HUMANS AND THE

ENVIRONMENT

Sub-strand : DISEASES

Indicator (code)

B5.5.2.1.2

Content standard (code)

B5.5.2.1.

Performance Indicator

Learners can identify causes, symptoms and prevention of cholera

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

Science curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Monday

Engage

learners to

sing songs

and recite

familiar

rhymes

• Learners watch pictures and videos or images

showing the causes, symptoms and prevention of

cholera.

• Invite a local health officer or SHEP coordinator to

give a presentation on cholera to the learners

•Engage learners, in groups, to discuss the causes of

cholera, using everyday scenarios, e.g. eating

contaminated food and living in a dirty environment.

What have we learnt

today?

Ask learners to

summarize the

important points of the

lesson

NANA FIIFI ACQUAH

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Assessment: let learners identify causes and symptoms

of cholera

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

• Learners are provided one large cardboard for all the

groups to write different ideas on the causes,

prevention and symptoms of cholera.

• Learners display the cardboard in the classroom.

Assessment: let learners identify the prevention of

cholera

What have we learnt

today?

Ask learners to

summarize the

important points of the

lesson

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team. May Allah/God bless you

……………………………………………………………………: LESSON PLAN

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : MY GLOBAL COMMUNITY

Sub-strand : Our Neighbouring Countries

Indicator (code)

B5.5.1.1.1.

Content standard (code)

B5.5.1.1.

Performance Indicator

Learners can describe the economic exchanges between Ghana and her

neighbours

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

Our World Our People curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Tuesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners watch picture/videos of economic exchanges

between Ghana and her neighbours e.g. trade, work

Learners describe the types of goods exchanged

between Ghana and her neighbours e.g. tomatoes,

onions, clothes

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

NANA FIIFI ACQUAH

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team. May Allah/God bless you

Assessment: Let learners describe the economic

exchanges between Ghana and her neighbours

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners write essays on the importance of the

exchange of goods e.g. for food, clothes

Assessment: Let learners write essays on the

importance of the exchange of goods

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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NANA FIIFI ACQUAH

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team. May Allah/God bless you

……………………………………………………………………: LESSON PLAN

SUBJECT: COMPUTING CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand :

INTERNET AND SOCIAL MEDIA

Sub-strand :

Surfing the world wide web

Favourite places and Search engine

Using Online Forms

Indicator (code)

B5.6.3.1.4. B5.6.4.1.3. B5.6.5.1.3

Content standard (code)

B5.6.3.1. B5.6.4.1. B5.6.5.1.

Performance Indicator

 Learners can Use the links toolbar.

 Learners can demonstrate how to handle search results.

 Learners can demonstrate downloading of files (e.g. pictures, audio, pdf

etc.).

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Laptop

Ref:

Computing curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Wednesday

Engage

learners to

sing songs

and recite

Guide learners to use the links toolbar.

NB: This is to help the learner with the fundamental

skills of surfing and navigating the internet.

What have we learnt

today?

NANA FIIFI ACQUAH

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team. May Allah/God bless you

familiar

rhymes

Guide learners to explore the way to handle search

results from a search engine.

NB: This is to help the learner with the fundamental

skills of surfing and navigating the internet.

Guide learners to download a file through practical

session(s).

Assessment: Let learners describe how to download a

file

Ask learners to

summarize the main

points in the lesson

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NANA FIIFI ACQUAH

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team. May Allah/God bless you

……………………………………………………………………: LESSON PLAN

SUBJECT: MATHEMATICS CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Data

Sub-strand : Data Collection, Organisation, Presentation,

Interpretation and Analysis

Indicator (code)

B5.4.1.2.1 B5.4.1.2.2

Content standard (code)

B5.4.1.2. B5.4.1.2.

Performance Indicator

 Learners can draw double bar graphs, complete with title, labelled axes, key

or legend, to represent data collected (up to 3 pairs of categories of data

and use it to solve problems

 Learners can identify examples of double bar graphs used in a variety of

print and electronic media, such as newspapers, magazines, and the

internet.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Counters

Ref:

Mathematics curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

NANA FIIFI ACQUAH

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team. May Allah/God bless you

for

learning)

Monday

Sing songs

like:

I’m

counting

one, what

is one

1 - One is

one alone,

alone it

shall be.

2 – Two

pair, two

pair come

pair let us

pair

Give students data presented in a table on rainfall in

mm for two towns to draw a double bar graph

complete with title, labelled axes, key

January

February

Kumasi

5

10

Oda

3

10

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

Tuesday

Sing songs

like:

I’m

counting

one, what

is one

1 - One is

Give students more paired data presented in a tables.

Ask them to study the paired data in the tables and ask

them questions based on them. Also ask them to write

questions for their friends to read and interpret the

data. For instance some questions can be (i) In which

subject was Fusena’s worse performance? (ii) How

many pupils are in the upper primary classes in Presby?

(iii) When was the best day for Senasco shop?

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

Wednesday

Sing songs

like:

I’m

counting

. Ask learners to draw double bar graphs complete with

title, labelled axes, key for the paired data presented in

the tables on (i) percentage test scores of 2 students;

(ii) enrolment in 2 schools in a town; sales of two of

bread in two shops in a week; etc.

Review the lesson with

Learners

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team. May Allah/God bless you

one, what

is one

1 - One is

one alone,

alone it

shall be.

2 - Two

pair, two

pair come

pair let us

pair

3 - Turn

around

4 - Follow

me

Assessment: have learners to practice with more

examples

Thursday

Sing songs

like:

I’m

counting

one, what

is one

Provide opportunities for learners to access, read and

interpret examples of double bar graphs used in a

variety of print and electronic media, such as

newspapers, magazines and the internet

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

Friday

Sing songs

like:

I’m

counting

.

Provide opportunities for learners to access, read and

interpret examples of double bar graphs used in a

variety of print and electronic media, such as

newspapers, magazines and the internet

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

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NANA FIIFI ACQUAH

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team. May Allah/God bless you

……………………………………………………………………: LESSON PLAN

SUBJECT: CREATIVE ARTS CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Performing Arts

Sub-strand : Appreciating and Appraising

Indicator (code)

B5 2.4.6.3

Content standard (code)

B5 2.4.6.

Performance Indicator

Learners can develop guidelines for appreciating and appraising own and others’

performing artworks that reflect topical issues in Africa

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

Creative Arts curriculum

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Monday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners are to:

discuss and accept a guide for analysing and

appreciating/appraising own and/or others’

compositions and performances on the guide guidelines

suggested below;

identify the correct vocabulary to use for appreciating

and appraising music, dance and drama; agree on

what to use the appraisal report for and how to share it

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

NANA FIIFI ACQUAH

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team. May Allah/God bless you

Assessment: let learners develop guidelines for

appreciating and appraising own and others’

performing artworks that reflect topical issues in Africa

Wednesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners are to:

agree on the approach/method (manual/digital) to

use in recording/documenting the appraisal process;

fix a day/date for the appreciation/appraisal/jury.

Suggested guidelines

Music: theme, voice production and diction,

harmony and blending of parts, interpretation, the

elements and knowledge of music.

Dance: theme, entrance/exit, movement variation,

gestures, creativity, makeup, movement in relation to

singing and drumming, costume, props, energy, stage

use, stage setting and dynamics.

Drama: characterisation, makeup, gestures, voice

projection, diction, use of space, aesthetics, creativity.

Assessment: let learners develop guidelines for

appreciating and appraising own and others’

performing artworks that reflect topical issues in Africa

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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NANA FIIFI ACQUAH

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team. May Allah/God bless you

……………………………………………………………………: LESSON PLAN

SUBJECT: HISTORY CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Journey to Independence

Sub-strand : The 1948 Riots And After

Indicator (code)

B4.5.3.1.2

Content standard (code)

B4.5.3.1.

Performance Indicator

Learners can examine sources of evidence about what happened during the 1948

riots

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

History curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Tuesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Who were

the ex-

Show a map of Accra indicating the routes that were

approved for the ex-servicemen.

Use a documentary to illustrate what happened during

the 1948 riots and discuss it afterwards

Assessment: let learners narrate what happened during

the 1948 riots and afterwards

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

NANA FIIFI ACQUAH

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team. May Allah/God bless you

servicemen

?

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

Where did

the

shooting

occur?

Role play the scene of the 1948 riots as evidence for

learners

Assessment: let learners

identify sources of evidence about what happened

during the 1948 riots

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI ACQUAH

If you find this file helpful for your work, kindly donate to the MTN no. 0245350591 (Nana Fiifi Acquah) to support the

team. May Allah/God bless you

……………………………………………………………………: LESSON PLAN

SUBJECT: PHYSICAL EDUCATION CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : PHYSICAL FITNESS CONCEPTS, PRINCIPLES AND

STRATEGIES

Sub-strand : SAFETY AND INJURIES

Indicator (code)

B5.4.3.4.2:

Content standard (code)

B5.4.3.4.

Performance Indicator

Learners can list factors that cause injuries when using PE

equipment

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

cones

Ref:

PE curriculum Page

DAY

Phase 1:

Starter

(preparing the brain

for learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary /

Reflections

Friday

Learners jog round a

demarcated area in files

while singing and

clapping to warm-up the

body for maximal

performance and to

prevent injuries

Teacher explains that injuries may occur

when the learner had not gone through

proper warm-up and stretching. Warm up

prevents injuries to the muscles and the

joints, increases the elasticity in the

muscles to adapt to the ensuing vigorous

activities. Teacher should ensure that the

environment and the equipment are safe

for use.

End the lesson

with cool down

activities and use

questions to

summarise the

lesson

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team. May Allah/God bless you

……………………………………………………………………: LESSON PLAN

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : The Family, Authority and

Obedience

Sub-strand : Authority and Obedience

Indicator (code)

B5. 5.1.1.2

Content standard (code)

B5. 5.1.1.

Performance Indicator

Learners can explain the need to demonstrate responsible behaviour at home

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

RME curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Friday

Engage

learners to

sing songs

and recite

familiar

rhymes

In groups, let learners write essays on how to become

responsible adults.

• Let learners present their works to the class for

appreciation and discussion

Assessment: let learners write essays on how to

become responsible adults

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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NANA FIIFI ACQUAH

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team. May Allah/God bless you

……………………………………………………………………: LESSON PLAN

SUBJECT: GHANAIAN LANGUAGE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Composition Writing

Sub-strand : Letter Writing

Indicator (code)

B5.4.8.1.3

Content standard (code)

B5.4.8.1.

Performance Indicator

The learner should write good semi-formal letters.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Manila cards, markers, recorded audios visual

Ref:

Ghanaian Language curriculum

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Engage

leaners to

sing songs

and recite

familiar

rhymes

• Read a semi-formal letter to learners.

• Guide learners to write good semi-formal letters

Assessment: let learners write good semi-formal letters.

What have we learnt

today?

Review the lesson with

learners

NANA FIIFI ACQUAH

If you find this file helpful for your work, kindly donate to the MTN no. 0245350591 (Nana Fiifi Acquah) to support the

team. May Allah/God bless you

Engage

leaners to

sing songs

and recite

familiar

rhymes

• Read a semi-formal letter to learners.

• Guide learners to write good semi-formal letters

Assessment: let learners write good semi-formal letters.

What have we learnt

today?

Review the lesson with

learners

Engage

leaners to

sing songs

and recite

familiar

rhymes

• Read a semi-formal letter to learners.

• Guide learners to write good semi-formal letters

Assessment: let learners write good semi-formal letters.

What have we learnt

today?

Review the lesson with

learners

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TERM THREE

BASIC FIVE

WEEK 9

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……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand :

A. Oral Language

B. Reading

C. Grammar Usage At Word

D. Writing

E. Using Writing Conventions

F. Extensive Reading

Sub-strand :

A. Presentation

B. Summarising

C. Modals

D. Letter Writing

E. Using Simple, Compound and Complex Sentences

F. Building the Love and Culture of Reading

Indicator (code)

(B5.1.10.3.3 B5.1.10.3.4) B5.2.10.1.1. B5.3.9.1.1 B5.4.15.1.1 B5.5.9.1.2

B5.6.1.1.1

Content standard (code)

(B5.1.10.3. B5.1.10.3.) B5.2.10.1. B5.3.9.1. B5.4.15.1. B5.5.9.1.

B5.6.1.1.

Performance Indicator

A. Learners can gather and select facts and ideas from one or multiple print

and non-print sources, appropriate to the purpose, audience, context and

culture. Support ideas and points of view by integrating selected visual

and audio resources, verbal and non-verbal cues (e.g. gestures, facial

expressions)

B. Learners can summarise level-appropriate texts/passages orally

C. Learners can use modals to express a variety of meanings:

D. Learners can write to friends about events using appropriate letter

formats

E. Learners can construct compound sentences correctly

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F. Learners can read a variety of age- and level appropriate books and present

at least a-three-paragraph summary of each book read

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Word cards, sentence cards, letter cards, handwriting on a manila card and a class

library.

Ref:

English Language curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Monday

Engage

learners to

sing songs

and recite

familiar

rhymes

A. ORAL LANGUAGE

• Review the organizational structure of the speech

with pupils by giving a short speech and asking them to

identify the various structures.

• Provide sample speeches for discussion to help

learners generate ideas for their speeches.

• Use the internet to guide the learners to download

important speeches.

• Together with learners, discuss the organisational

structure of the speeches.

• Have learners choose and write speeches

• Through discussion, guide learners to select facts and

ideas from one or more sources such as print sources

and non-print sources (e.g. resource person)

appropriate to the purpose, audience, context and

culture.

• Encourage learners to ask questions for clarity

Assessment: let learners support ideas and points of

view by integrating selected visual and audio resources

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Tuesday

Engage

learners to

sing songs

and recite

B. READING

• Learners identify the most important ideas in

texts/passages read and restate them in their own

words.

What have we learnt

today?

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familiar

rhymes

E.g.

i. Can you retell the story?

ii. Who are the main characters?

iii. What is the setting?

iv. What are the main events? (use herringbone or story

map as strategies)

Assessment: let learners summarise level-appropriate

texts/passages orally

Ask learners to

summarize the main

points in the lesson

Wednesday

Engage

learners to

sing songs

and recite

familiar

rhymes

C. GRAMMAR

− Can: conveys ability: I can drive

− May: asks for permission, expresses politeness,

possibility: May I go out?

− Must: obligation or compulsion, necessity

− Shall/will: prediction, intention, determination etc.

− Could: tentativeness, politeness

− Would: politeness

− Might: possibility

− Should: obligation

− Used to: for past activity/event

− Have to/ought to/need to: for obligation

• Introduce these (one or two at a time) in context.

• Use situations and drills to give learners ample

practice.

Assessment: let learners use modals to express a

variety of meanings

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

D. WRITING

• In groups learners are given samples of friendly

letters.

• Let them brainstorm and write the important features

of the letter and other special things they identify in the

letters.

• Learners present their information to the whole class

to guide the class to learn about such letters.

• Guide learners in their groups to choose an imaginary

friend they want to write to.

• Learners brainstorm and write down ideas on what

they would want to include in their letters.

• Guide them to write their letters and let them edit

their work.

• Learners exchange their product with other groups to

edit.

• Learners read their letters to others.

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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Assessment: let learners write to friends about events

using appropriate letter formats

Friday

Engage

learners to

sing songs

and recite

familiar

rhymes

E. WRITING CONVENTION AND GRAMMAR USAGE

• Review the use of coordinators in sentences.

• Learners write examples of sentences containing

coordinates. Let them write sentences demonstrating

their knowledge in subject and predicate.

• Learners in groups write a narrative exhibiting their

knowledge of subject and predicate in compound

sentences.

• Guide them to edit their work and encourage them to

share the final products with the class.

Assessment: let learners construct compound

sentences correctly

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Friday

Guide

learners to

choose and

read books

during the

library

period

E. EXTENSIVE READING

• Guide learners to choose and read independently

books of their choice during the library period.

• Learners think-pair-share their stories with peers.

• Ask each learner to write a-two-paragraph summary

of the book read.

• Invite individuals to present their work to the class for

feedback.

Assessment: let learners read a variety of age- and

level appropriate books and present at least a-three-

paragraph summary of each book read

Have learners to tell

what they read to the

whole class

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……………………………………………………………………: LESSON PLAN

SUBJECT: SCIENCE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : HUMANS AND THE

ENVIRONMENT

Sub-strand : SCIENCE AND INDUSTRY

Indicator (code)

B5.5.3.1.1

Content standard (code)

B5.5.3.1.

Performance Indicator

Learners can identify the raw materials used in some local industries (kenkey

production, gari production, ceramic and pottery production).

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

Science curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Monday

Engage

learners to

sing songs

and recite

familiar

rhymes

• Take learners to a local gari, kenkey, shea butter,

cooking oil, blacksmith, basketry, carpentry or pottery

production site or show videos of such ventures.

• Learners observe critically and identify the raw

materials used in the various industries.

What have we learnt

today?

Ask learners to

summarize the

important points of the

lesson

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Assessment: let learners identify the raw materials used

in some local industries

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

• Engage the learners in a matching activity to match

some local products with their raw materials.

Project: Designing an Industry.

Learners plan and design a factory in their locality,

showing the raw materials they use and the finished

products.

Assessment: let learners identify the raw materials used

in some local industries

What have we learnt

today?

Ask learners to

summarize the

important points of the

lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : MY GLOBAL COMMUNITY

Sub-strand : Our Neighbouring Countries

Indicator (code)

B5.5.1.2.1.

Content standard (code)

B5.5.1.2.

Performance Indicator

Learners can describe the rotation and revolution of the Earth

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

Our World Our People curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Tuesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners explain rotation and revolution of the Earth

Learners undertake activities describing the rotation of

the earth on its axis and revolution of the earth round

the sun.

Learners demonstrate the solar and lunar eclipses.

i. Use learners to represent the sun, moon and earth.

ii. Have the moon (learner 1) walk in circles around the

earth (learner 2).

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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iii. Have the earth (learner 2) walk around the sun

(learner 3) while the moon (learner 1) maintains its

orbit.

iv. When the moon (learner 1) passes between the sun

(learner 3) and the earth (learner 2) to create a shadow,

solar eclipse is formed.

Assessment: Let learners describe the rotation and

revolution of the Earth

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners demonstrate the solar and lunar eclipses.

i. Use learners to represent the sun, moon and earth.

ii. Have the moon (learner 1) walk in circles around the

earth (learner 2).

iii. Have the earth (learner 2) walk around the sun

(learner 3) while the moon (learner 1) maintains its

orbit.

iv. When the moon (learner 1) passes between the sun

(learner 3) and the earth (learner 2) to create a shadow,

solar eclipse is formed.

Discuss their findings on the experiment in groups.

Present group findings to the class.

Assessment: Let learners describe the rotation and

revolution of the Earth

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: COMPUTING CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : INTERNET AND SOCIAL MEDIA

Sub-strand : Customising your browser

Indicator (code)

B5.6.6.1.5 B5.6.6.1.6

Content standard (code)

B5.6.6.1. B5.6.6.1.

Performance Indicator

 Learners can identify cookies in web browsers.

 Learners can illustrate how to set disk space or cache usage.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Laptop

Ref:

Computing curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Wednesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Aid learners to recognize cookies in web browsers.

Guide learners to set disk space or cache usage

Assessment: Let learners illustrate how to set disk

space or cache usage.

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: MATHEMATICS CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Data

Sub-strand : Chance (Probability)

Indicator (code)

B5.4.2.1.1 B5.4.2.1.2

Content standard (code)

B5.4.2.1. B5.4.2.1.

Performance Indicator

 Learners can Classify the likelihood of a single outcome occurring in a

probability experiment as impossible, possible, or certain

 Learners can Design and conduct an experiment in which the likelihood of

a single outcome occurring is impossible, possible (likely or unlikely),

certain.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Counters

Ref:

Mathematics curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

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Monday

Sing songs

like:

I’m

counting

one, what

is one

1 -

E.g. In a Ludo competition with a die, the event of

“obtaining the number 1” is possible; the event of

“obtaining the number 7” is impossible; the event of

“obtaining the number 1 or 2 or 3 or 4 or 5 or 6” is

certain.

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

Tuesday

Sing songs

like:

I’m

counting

one, what

is one

1 -

E.g. In a Ludo competition with a die, the event of

“obtaining the number 1” is possible; the event of

“obtaining the number 7” is impossible; the event of

“obtaining the number 1 or 2 or 3 or 4 or 5 or 6” is

certain.

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

Wednesday

Sing songs

like:

I’m

counting

one, what

is one

1 -

E.g. In a bag containing 10 red, 4 green and 1 pink

bottle tops, let a learner pick one bottle top from the

bag. 1. Picking a black bottle top is impossible 2.

Picking a red bottle top is possible (likely) 3. Picking a

pink bottle top is possible (unlikely) 4. Picking a red or

green or pink bottle top is certain. Explain each of the

four outcomes

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

Thursday

Sing songs

like:

I’m

counting

one, what

is one

1

E.g. In a bag containing 10 red, 4 green and 1 pink

bottle tops, let a learner pick one bottle top from the

bag. 1. Picking a black bottle top is impossible 2.

Picking a red bottle top is possible (likely) 3. Picking a

pink bottle top is possible (unlikely) 4. Picking a red or

green or pink bottle top is certain. Explain each of the

four outcomes

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

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Friday

Sing songs

like:

I’m

counting

one, what

is one

2 - Two

pair,

E.g. In a bag containing 10 red, 4 green and 1 pink

bottle tops, let a learner pick one bottle top from the

bag. 1. Picking a black bottle top is impossible 2.

Picking a red bottle top is possible (likely) 3. Picking a

pink bottle top is possible (unlikely) 4. Picking a red or

green or pink bottle top is certain. Explain each of the

four outcomes

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

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……………………………………………………………………: LESSON PLAN

SUBJECT: CREATIVE ARTS CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand :

Visual Arts

Performing Arts

Sub-strand :

Thinking and Exploring Ideas

Indicator (code)

B5 1.1.1.6. B5 2.1.1.6.

Content standard (code)

B5 1.1.1 B5 2.1.1.

Performance Indicator

 Learners can brainstorm and come out with ideas for creating own visual

works that will reflect topical issues in Africa

 Learners can brainstorm to generate ideas for creating own compositions

and performances that reflect topical issues in Africa

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

Creative Arts curriculum

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Monday

Engage

learners to

sing songs

and recite

Learners are to:

learn about current topical issues of concern in Africa

using available OERs (e.g. libraries, internet, audio

visuals, and other social media);

What have we learnt

today?

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familiar

rhymes

Create portfolios by using any of the following: a)

downloading videos and other related documents from

the internet b) jotting down simple notes and

statements c) taking still and moving pictures d) making

photocopies of relevant documents e) recording

sound/voice messages, etc.

make presentations for class discussions and peer

review for formative assessment (assessment as/of

learning); reflect on feedback from class discussions,

peer reviews and formative assessment to generate

concepts for designing and making own artworks that

will reflect topical issues of concern in Africa.

Assessment: let learners brainstorm and come out with

ideas for creating own visual works that will reflect

topical issues in Africa

Ask learners to

summarize the main

points in the lesson

Wednesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners are to:

learn about current topical issues of much concern in

Africa using available OERs, e.g. libraries, internet,

audio-visuals, and other social media;

create portfolios by using any of the following: a)

downloading videos and other related documents from

the internet;

b) jotting down simple notes and statements;

c) recording sound/voice messages, etc.;

make presentations for class discussions and peer

review for formative assessment (assessment as/of

learning);

reflect on feedback from class discussions, peer

reviews and formative assessment to generate

concepts for designing and making own artworks that

will reflect current topical issues of much concern in

Africa.

Assessment: let learners brainstorm to generate ideas

for creating own compositions and performances that

reflect topical issues in Africa

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: HISTORY CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Journey to Independence

Sub-strand : The 1948 Riots And After

Indicator (code)

B4.5.3.1.2

Content standard (code)

B4.5.3.1.

Performance Indicator

Learners can examine sources of evidence about what happened during the 1948

riots

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

History curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Tuesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Where did

the

Role play the scene of the 1948 riots as evidence for

learners

Assessment: let learners identify sources of evidence

about what happened during the 1948 riots

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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shooting

occur?

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

Where did

the

shooting

occur?

Discuss the arrest of the ‘Big Six’ (leaders of the UGCC).

Assessment: let learners narrate arrest of the ‘Big Six’

(leaders of the UGCC).

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: PHYSICAL EDUCATION CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : VALUES AND PSYCHO-SOCIAL CONCEPTS,

PRINCIPLES AND STRATEGIES

Sub-strand : SELF-RESPONSIBILITY

Indicator (code)

B5.5.1.5.1:

Content standard (code)

B5.5.1.5.

Performance Indicator

Learners can participating independently in fitness and

skill development activities outside school

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

cones

Ref:

PE curriculum Page

DAY

Phase 1:

Starter

(preparing the brain

for learning)

Phase 2: Main

(new learning including

assessment)

Phase 3:

Plenary / Reflections

Friday

Learners jog round a

demarcated area in files

while singing and clapping to

warm-up the body for

maximal performance and to

prevent injuries

Learners are self-

motivated to participate

in physical activities at

least once outside the

school physical education

programme

End the lesson with cool

down activities and use

questions to summarise

the lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : The Family, Authority and

Obedience

Sub-strand : Roles, Relationships in the Family and Character

Formation

Indicator (code)

B5.5.2.1.1:

Content standard (code)

B5.5.2.1.

Performance Indicator

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

RME curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Friday

Engage

learners to

sing songs

and recite

familiar

rhymes

Assist learners to explain a responsible person in the

family.

• Let learners describe attitudes and behaviours that

show that a person is responsible.

• Ask learners to describe a responsible family

member:

- show commitment in family activities,

- obedience to elders of the family,

- respect for family members,

- accepting responsibility (performing assigned duties),

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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- taking initiatives, - helping needy relatives, etc

Assessment: let learners describe attitudes and

behaviours that show that a person is responsible.

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……………………………………………………………………: LESSON PLAN

SUBJECT: GHANAIAN LANGUAGE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Writing Conventions / Usage

Sub-strand : Integrating Grammar in Written Language (Use of

simple and compound sentences)

Indicator (code)

B5.5.6.1.2 B5.5.6.1.3 B5.5.7.1.1

Content standard (code)

B5.5.6.1. B5.5.6.1. B5.5.7.1.

Performance Indicator

 The learner should use single conjunctions in forming compound

sentences.

 The learner should form compound sentences with appropriate

conjunctions

 The learner write eight and nine-letter words correctly

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Manila cards, markers, recorded audios visual

Ref:

Ghanaian Language curriculum

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Engage

leaners to

sing songs

and recite

• Write a mixture of words on the board and lead

learners to select the conjunctions.

• Ask learners to use the conjunctions to form

compound sentences orally or written.

What have we learnt

today?

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familiar

rhymes

• Put learners in a group to write compound sentences

and underline the conjunction.

Assessment: let learners use single conjunctions in

forming compound sentences

Review the lesson with

learners

Engage

leaners to

sing songs

and recite

familiar

rhymes

• Give learners simple sentences and ask them to form

compound sentences with them using the appropriate

conjunction.

• Use flashcards with conjunctions written on them to

assist learners to form compound sentences with

appropriate conjunctions.

• Allow learners to write some conjunctions on the

board

Assessment: let learners form compound sentences

with appropriate conjunctions

What have we learnt

today?

Review the lesson with

learners

Engage

leaners to

sing songs

and recite

familiar

rhymes

Ask learners to mention words they know and write

them on the board.

• Group the words according to the number of letters.

• Read the letters aloud and guide learners to spell out

the words correctly.

• Use flashcards with eight and nine letter words

written on them to help learners to write eight and nine

letter words correctly.

Assessment: let learners write eight and nine-letter

words correctly

What have we learnt

today?

Review the lesson with

learners

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TERM THREE

BASIC FIVE

WEEK 10

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……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand :

A. Oral Language

B. Reading

C. Grammar Usage At Word

D. Writing

E. Using Writing Conventions

F. Extensive Reading

Sub-strand :

A. Presentation

B. Summarising

C. Modals

D. Letter Writing

E. Using Simple, Compound and Complex Sentences

F. Building the Love and Culture of Reading

Indicator (code)

B5.1.10.3.5. B5.2.10.1.2 B5.3.9.1.1 B5.4.15.1.1 B5.5.9.1.2 B5.6.1.1.1

Content standard (code)

B5.1.10.3. B5.2.10.1. B5.3.9.1. B5.4.15.1. B5.5.9.1. B5.6.1.1.

Performance Indicator

A. Learners can use discourse markers to signpost stages in a presentation

(e.g. “For the next part”, “For example”, “In summary”)

B. Learners can write a short summary of a level-appropriate text/passage

read

C. Learners can use modals to express a variety of meanings:

D. Learners can write to friends about events using appropriate letter

formats

E. Learners can construct compound sentences correctly

F. Learners can read a variety of age- and level appropriate books and present

at least a-three-paragraph summary of each book read

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

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Keywords

T. L .R. (s)

Word cards, sentence cards, letter cards, handwriting on a manila card and a class

library.

Ref:

English Language curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Monday

Engage

learners to

sing songs

and recite

familiar

rhymes

A. ORAL LANGUAGE

• Select a sample written speech and through

discussion help learners to identify discourse markers

to signpost stages in a presentation.

E.g. “Let us look at,” also, “ To sum up,” “Finally”.

• Learners write and use the appropriate words in both

formal and informal situations.

Assessment: let learners discourse markers to signpost

stages in a presentation

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Tuesday

Engage

learners to

sing songs

and recite

familiar

rhymes

B. READING

• Have learners work in groups to write a summary of a

text/passage read taking note of the main ideas.

• Let learners present their write-up for discussion and

feedback from the class and teacher.

Assessment: let learners write a short summary of a

level-appropriate text/passage read

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Wednesday

Engage

learners to

sing songs

and recite

familiar

rhymes

C. GRAMMAR

− Can: conveys ability: I can drive

− May: asks for permission, expresses politeness,

possibility: May I go out?

− Must: obligation or compulsion, necessity

− Shall/will: prediction, intention, determination etc.

− Could: tentativeness, politeness

− Would: politeness

− Might: possibility

− Should: obligation

− Used to: for past activity/event

− Have to/ought to/need to: for obligation

• Introduce these (one or two at a time) in context.

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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• Use situations and drills to give learners ample

practice.

Assessment: let learners use modals to express a

variety of meanings

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

D. WRITING

• In groups learners are given samples of friendly

letters.

• Let them brainstorm and write the important features

of the letter and other special things they identify in the

letters.

• Learners present their information to the whole class

to guide the class to learn about such letters.

• Guide learners in their groups to choose an imaginary

friend they want to write to.

• Learners brainstorm and write down ideas on what

they would want to include in their letters.

• Guide them to write their letters and let them edit

their work.

• Learners exchange their product with other groups to

edit.

• Learners read their letters to others.

Assessment: let learners write to friends about events

using appropriate letter formats

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Friday

Engage

learners to

sing songs

and recite

familiar

rhymes

E. WRITING CONVENTION AND GRAMMAR USAGE

• Review the use of coordinators in sentences.

• Learners write examples of sentences containing

coordinates. Let them write sentences demonstrating

their knowledge in subject and predicate.

• Learners in groups write a narrative exhibiting their

knowledge of subject and predicate in compound

sentences.

• Guide them to edit their work and encourage them to

share the final products with the class.

Assessment: let learners write to friends about events

using appropriate letter formats

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Friday

Guide

learners to

choose and

read books

during the

library

period

E. EXTENSIVE READING

• Guide learners to choose and read independently

books of their choice during the library period.

• Learners think-pair-share their stories with peers.

• Ask each learner to write a-two-paragraph summary

of the book read.

Have learners to tell

what they read to the

whole class

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• Invite individuals to present their work to the class for

feedback.

Assessment: let learners read a variety of age- and

level appropriate books and present at least a-three-

paragraph summary of each book read

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……………………………………………………………………: LESSON PLAN

SUBJECT: SCIENCE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : HUMANS AND THE

ENVIRONMENT

Sub-strand : CLIMATE CHANGE

Indicator (code)

B5.5.4.1.1

Content standard (code)

B5.5.4.1.

Performance Indicator

Learners can identify the impact of deforestation on climate change.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

Science curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Monday

Engage

learners to

sing songs

and recite

familiar

rhymes

• Put learners into groups and let them discuss the

importance of trees in the environment.

• Take learners on a trip around the school environs

and help them to appreciate the importance of trees

such as provision of shade, food, fresh air, production

of rain, etc.

• Learners brainstorm what will happen if people

continuously cut down trees.

What have we learnt

today?

Ask learners to

summarize the

important points of the

lesson

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• Engage each group to present their ideas to the whole

class and re-shape their ideas by writing all key points

about tree-felling and its impact to the environment as

well as its long-term effect on the climate.

Assessment: let learners identify the impact of

deforestation on climate change

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

• Learners brainstorm what measures to take to stop

people from tree-cutting.

• Learners are assisted to plant trees in their school

environment and at strategic locations within the

community.

• Learners are supervised to take good care of the trees

they plant

Assessment: let learners identify the measures to take

to stop people from tree-cutting.

What have we learnt

today?

Ask learners to

summarize the

important points of the

lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : MY GLOBAL COMMUNITY

Sub-strand : Our Neighbouring Countries

Indicator (code)

B5.5.1.2.1.

Content standard (code)

B5.5.1.2.

Performance Indicator

Learners can describe the rotation and revolution of the Earth

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

Our World Our People curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Tuesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners explain rotation and revolution of the Earth

Learners undertake activities describing the rotation of

the earth on its axis and revolution of the earth round

the sun.

Learners demonstrate the solar and lunar eclipses.

i. Use learners to represent the sun, moon and earth.

ii. Have the moon (learner 1) walk in circles around the

earth (learner 2).

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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iii. Have the earth (learner 2) walk around the sun

(learner 3) while the moon (learner 1) maintains its

orbit.

iv. When the moon (learner 1) passes between the sun

(learner 3) and the earth (learner 2) to create a shadow,

solar eclipse is formed.

Assessment: Let learners describe the rotation and

revolution of the Earth

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners demonstrate the solar and lunar eclipses.

i. Use learners to represent the sun, moon and earth.

ii. Have the moon (learner 1) walk in circles around the

earth (learner 2).

iii. Have the earth (learner 2) walk around the sun

(learner 3) while the moon (learner 1) maintains its

orbit.

iv. When the moon (learner 1) passes between the sun

(learner 3) and the earth (learner 2) to create a shadow,

solar eclipse is formed.

Discuss their findings on the experiment in groups.

Present group findings to the class.

Assessment: Let learners describe the rotation and

revolution of the Earth

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: COMPUTING CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand :

INTERNET AND SOCIAL MEDIA

Sub-strand :

Electronic Email

INTERNET OF THINGS (IOT)

Indicator (code)

B5.6.7.1.4 B5.6.8.1.3 B5.6.8.1.4

Content standard (code)

B5.6.7.1. B5.6.8.1. B5.6.8.1.

Performance Indicator

 Learners can illustrate viewing received messages and Create or Compose

messages.

 Learners can identify components of Internet of Things.

 Learners can identify the role of smart sensors in the Internet of Things.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Laptop

Ref:

Computing curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Wednesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Guide learners to write messages, format text, etc.

Guide learners to explore the components of the

Internet of Things. e.g. Hardware, Data, Software and

Connectivity.

Guide learners to explore the role of smart sensors in

the Internet of Things e.g. Sensing and data collection

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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capability such as climatic change (e.g. Electronic Doors,

RFID, CCTV camera, etc.), define at least five terms and

acronyms of IoT.

NB: This is to help the learner grasp the fundamental

knowledge of hardware such as robots and sensors.

Assessment: Let learners identify the role of smart

sensors in the Internet of Things.

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……………………………………………………………………: LESSON PLAN

SUBJECT: MATHEMATICS CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Data

Sub-strand : Chance (Probability)

Indicator (code)

B5.4.2.1.2 B5.4.2.1.3

Content standard (code)

B5.4.2.1. B5.4.2.1.

Performance Indicator

 Learners can design and conduct an experiment in which the likelihood of a

single outcome occurring is impossible, possible (likely or unlikely), certain.

 Learners can conduct a given probability experiment a number of times,

recording the outcomes, and explaining the result

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Counters

Ref:

Mathematics curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

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Monday

Sing songs

like:

I’m

counting

one, what

is one

E.g. In a bag containing 10 red, 4 green and 1 pink

bottle tops, let a learner pick one bottle top from the

bag. 1. Picking a black bottle top is impossible 2.

Picking a red bottle top is possible (likely) 3. Picking a

pink bottle top is possible (unlikely) 4. Picking a red or

green or pink bottle top is certain. Explain each of the

four outcomes

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

Tuesday

Sing songs

like:

I’m

counting

one, what

is one

E.g. In a bag containing 10 red, 4 green and 1 pink

bottle tops, let a learner pick one bottle top from the

bag. 1. Picking a black bottle top is impossible 2.

Picking a red bottle top is possible (likely) 3. Picking a

pink bottle top is possible (unlikely) 4. Picking a red or

green or pink bottle top is certain. Explain each of the

four outcomes

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

Wednesday

Sing songs

like:

I’m

counting

one, what

is one

,

E.g. In a bag containing 10 red, 4 green and 1 pink

bottle tops, let a learner pick one bottle top from the

bag. 1. Picking a black bottle top is impossible 2.

Picking a red bottle top is possible (likely) 3. Picking a

pink bottle top is possible (unlikely) 4. Picking a red or

green or pink bottle top is certain. Explain each of the

four outcomes

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

Thursday

Sing songs

like:

I’m

counting

one, what

is one

1 - One is,

E.g. Ask 5 learners of their expectations/predictions

about the outcome of tossing a coin three times.

Teacher tosses a coin three times and records the

outcome. (e.g. head, head, tail) Does the outcome

match their expectation? Either way the teacher should

explain. In pairs, learners should repeat the experiment

several times, record the outcomes and compare the

number of heads turning up

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

Friday

Sing songs

like:

E.g. Ask 5

learners of their expectations/predictions about the

outcome of tossing a coin three times. Teacher tosses a

coin three times and records the outcome. (e.g. head,

Review the lesson with

Learners

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I’m

counting

one, what

is one

1 - One is

head, tail) Does the outcome match their expectation?

Either way the teacher should explain. In pairs, learners

should repeat the experiment several times, record the

outcomes and compare the number of heads turning up

Assessment: have learners to practice with more

examples

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……………………………………………………………………: LESSON PLAN

SUBJECT: CREATIVE ARTS CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand :

Visual Arts

Performing Arts

Sub-strand :

Planning, Making and Composing

Indicator (code)

B5 1.2.3.3 B5 2.2.3.3

Content standard (code)

B5 1.2.3. B5 2.2.3.

Performance Indicator

 Learners can create own visual artworks based on own ideas, knowledge

and understanding of artworks that reflect topical issues in Africa

 Learners can create own performing artworks based on own ideas,

knowledge and understanding of artworks that reflect topical issues in

Africa

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

Creative Arts curriculum

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Monday

Engage

learners to

sing songs

and recite

Learners are to: demonstrate basic knowledge and

skills in the use and application of the elements and

principles of art and design, media, methods and

techniques freely in creative and expressive ways to

What have we learnt

today?

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familiar

rhymes

produce own 2-dimensional and 3-dimensional

artworks based on own ideas and experiences;

make own comprehensive designs based on reflective

memory of current topical issues of much concern in

Africa;

follow own design to produce personal artwork by

selecting and using available but suitable and

appropriate: a) materials available (e.g. clay for

modelling and casting; paper for drawing and painting;

colour for painting and spraying; wood and other solid

materials for carving; glue for bonding; yarn for

weaving);

b) tools and equipment: e.g. - brush for painting; -

scissors and cutting knives for cutting; - spray diffuser

for spraying - chisel for carving - spatulas for modelling

- craft tools for punching, perforating, etc.

c) manual/mechanical production methods/techniques

(e.g. painting, printing, weaving, knotting, trimming,

doodling, modelling, casting, carving, construction,

assemblage, folding, quilling);

d) select and use suitable and appropriate

manual/mechanical finishing and decorating techniques

(e.g. firing, painting, burnishing, spraying). .

Assessment: let learners create own visual artworks

based on own ideas, knowledge and understanding of

artworks that reflect topical issues in Africa

Ask learners to

summarize the main

points in the lesson

Wednesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners are to:

demonstrate basic knowledge and skills in the use

and application of the elements and principles of

performing arts, instruments, equipment and

techniques freely in creative and expressive ways to

produce own music, dance, drama, poetry etc. based on

own ideas and experiences;

make own compositions based on reflective memory

of current topical physical and social issues in Africa;

produce music, dance, drama etc. based on own

skills, talents and experience by selecting and using

available but suitable and appropriate:

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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a) instruments, elements, resources, equipment

available (e.g. xylophone, drums, flutes, bells, shakers,

rasp, finger piano, rattles, clappers, castanets, horn,

whistles, harp, costumes, props);

b) manual/mechanical/

electronic production methods/techniques (e.g. voice,

gestures, movements, language, improvisation,

imitation, adaptation, guided writing skills to

communicate feelings, melodic, rhythmic, harmonic

and dynamic elements, dramatization);

c) props, scenery, and costumes for different styles and

performances which support and enhance the intent of

a production.

Assessment: let learners create own performing

artworks based on own ideas, knowledge and

understanding of artworks that reflect topical issues in

Africa

NANA FIIFI ACQUAH

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……………………………………………………………………: LESSON PLAN

SUBJECT: HISTORY CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Journey to Independence

Sub-strand : The 1948 Riots And After

Indicator (code)

B4.5.3.1.2

Content standard (code)

B4.5.3.1.

Performance Indicator

Learners can examine sources of evidence about what happened during the 1948

riots

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

History curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Tuesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Where did

the

Role play the scene of the 1948 riots as evidence for

learners

Assessment: let learners identify sources of evidence

about what happened during the 1948 riots

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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shooting

occur?

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

Where did

the

shooting

occur?

Discuss the arrest of the ‘Big Six’ (leaders of the UGCC).

Assessment: let learners narrate arrest of the ‘Big Six’

(leaders of the UGCC).

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: PHYSICAL EDUCATION CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : VALUES AND PSYCHO-SOCIAL CONCEPTS,

PRINCIPLES AND STRATEGIES

Sub-strand : SOCIAL INTERACTION

Indicator (code)

B5.5.2.5.1

Content standard (code)

B5.5.2.5.

Performance Indicator

Learners can acknowledge orally the contributions and

strengths of others

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

cones

Ref:

PE curriculum Page

DAY

Phase 1:

Starter

(preparing the brain

for learning)

Phase 2: Main

(new learning including

assessment)

Phase 3:

Plenary / Reflections

Friday

Learners jog round a

demarcated area in files

while singing and clapping to

warm-up the body for

maximal performance and to

prevent injuries

Teacher appreciates each

individual’s strengths,

weaknesses and contributions

in group settings by praising

them such as “ayekoo”, good

work, etc.

End the lesson with

cool down activities

and use questions to

summarise the lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : The Family, Authority and

Obedience

Sub-strand : Roles, Relationships in the Family and Character

Formation

Indicator (code)

B5.5.2.1.1:

Content standard (code)

B5.5.2.1.

Performance Indicator

Learners can discuss the importance of being a responsible member of the family

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

RME curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Friday

Engage

learners to

sing songs

and recite

familiar

rhymes

Guide learners to discuss the importance of being a

responsible family member:

- to promote unity,

- to gain respect,

- to be considered a reliable person, etc.

• Let learners role-play activities of responsible family

members

Assessment: let learners mention the importance of

being a responsible member of the family

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: GHANAIAN LANGUAGE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand :

Writing Conventions / Usage

Sub-strand :

Integrating Grammar in Written Language (Spelling)

Integrating Grammar in Written Language (Conjunctions)

Indicator (code)

B5.5.7.1.2 B5.5.7.1.3 B5.5.8.1.1.

Content standard (code)

B5.5.7.1. B5.5.7.1. B5.5.8.1.

Performance Indicator

 The learner should rearrange letters to form new words.

 The learner should fill in missing words from passages

 The learner should identify conjunctions (because, since, so, although

etc.) appropriately in sentences to give reasons, link contrasting ideas and

show results

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Manila cards, markers, recorded audios visual

Ref:

Ghanaian Language curriculum

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Engage

leaners to

sing songs

and recite

• Give learners some letters and ask them to form

words from those letters.

What have we learnt

today?

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familiar

rhymes

• Say and write on the board eight, and nine letters and

help learners rearrange the letters to form new words.

Assessment: let learners rearrange letters to form new

words.

Review the lesson with

learners

Engage

leaners to

sing songs

and recite

familiar

rhymes

• Write words with some missing sounds. Let learners

recognise them and fill in the missing letters.

• Using flashcards with sentences that have missing

words written on them help learners fill in missing

words from passages

Assessment: let learners fill in missing words from

passages

What have we learnt

today?

Review the lesson with

learners

Engage

leaners to

sing songs

and recite

familiar

rhymes

• Revise the lesson on simple conjunctions.

• Provide simple sentences and let learners join them

using and, or/nor, but.

• Introduce because, since, so, although in context. e.g.:

I'm late because I missed the bus. Although Afi is has

eye problems, she doesn't wear glasses. He eats well, so

he is healthy.

• Guide learners to discover the functions of these

conjunctions.

• Have them practise using these conjunctions in their

own sentences.

• Provide a passage and have learners identify the

conjunctions in the passage.

• Let learners form pairs of simple sentences and join

them with the conjunctions identified.

Assessment: let learners should identify conjunctions

(because, since, so, although etc.) appropriately in

sentences

What have we learnt

today?

Review the lesson with

learners

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TERM THREE

BASIC FIVE

WEEK 11

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……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand :

A. Oral Language

B. Reading

C. Grammar Usage At Word

D. Writing

E. Using Writing Conventions

F. Extensive Reading

Sub-strand :

A. Presentation

B. Summarising

C. Prepositions

D. Letter Writing

E. Spelling

F. Building the Love and Culture of Reading

Indicator (code)

B5.1.10.3.6 B5.2.10.1.2. B5.3.10.1.1 B5.4.15.1.1 B5.5.9.1.2 B5.6.1.1.1

Content standard (code)

B5.1.10.3. B5.2.10.1. B5.3.10.1. B5.4.15.1. B5.5.9.1. B5.6.1.1.

Performance Indicator

A. Learners can elaborate on points using concrete examples

B. Learners can write a short summary of a level-appropriate text/passage

read

C. Learners can use prepositions to convey a variety of meanings:

D. Learners can write to friends about events using appropriate letter

formats

E. Learners can construct compound sentences correctly

F. Learners can read a variety of age- and level appropriate books and present

at least a-three-paragraph summary of each book read

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

NANA FIIFI ACQUAH

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T. L .R. (s)

Word cards, sentence cards, letter cards, handwriting on a manila card and a class

library.

Ref:

English Language curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Monday

Engage

learners to

sing songs

and recite

familiar

rhymes

A. ORAL LANGUAGE

• Through model discussion help learners to elaborate

on their points and substantiate them through the use

of details, concrete examples, experiences and feelings.

• Have learners present their works to the hearing of

others.

• Encourage the class to make inputs in one another’s

work.

Assessment: let learners elaborate on points using

concrete examples

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Tuesday

Engage

learners to

sing songs

and recite

familiar

rhymes

B. READING

• Have learners work in groups to write a summary of a

text/passage read taking note of the main ideas.

• Let learners present their write-up for discussion and

feedback from the class and teacher.

Assessment: let learners write a short summary of a

level-appropriate text/passage read

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Wednesday

Engage

learners to

sing songs

and recite

familiar

rhymes

C. GRAMMAR

− Position, e.g. by

− Direction, e.g. towards

− Time, e.g. at

− Purpose, e.g. for

− Possession, e.g. for

− Comparison, e.g. taller than

− Support or opposition, e.g. for you, against you

• Provide a text and guide learners with examples to

identify prepositions used to show different meanings.

• Let learners construct sentences to convey the

following meanings using appropriate prepositions.

i. Position – She is standing by the car.

ii. Direction – They went towards the East.

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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iii. Time – He left at dawn.

iv. Purpose – I bought this hoe for weeding my garden.

v. Possession – The shirt is for Kofi.

vi. Comparison – She is taller than her brother.

vii. Support or opposition – My views are against his

plans.1`

Assessment: let learners use prepositions to form

sentences

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

D. WRITING

• In groups learners are given samples of friendly

letters.

• Let them brainstorm and write the important features

of the letter and other special things they identify in the

letters.

• Learners present their information to the whole class

to guide the class to learn about such letters.

• Guide learners in their groups to choose an imaginary

friend they want to write to.

• Learners brainstorm and write down ideas on what

they would want to include in their letters.

• Guide them to write their letters and let them edit

their work.

• Learners exchange their product with other groups to

edit.

• Learners read their letters to others.

Assessment: let learners write to friends about events

using appropriate letter formats

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Friday

Engage

learners to

sing songs

and recite

familiar

rhymes

E. WRITING CONVENTION AND GRAMMAR USAGE

• Review the use of coordinators in sentences.

• Learners write examples of sentences containing

coordinates. Let them write sentences demonstrating

their knowledge in subject and predicate.

• Learners in groups write a narrative exhibiting their

knowledge of subject and predicate in compound

sentences.

• Guide them to edit their work and encourage them to

share the final products with the class.

Assessment: let learners can construct compound

sentences correctly

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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Friday

Guide

learners to

choose and

read books

during the

library

period

E. EXTENSIVE READING

• Guide learners to choose and read independently

books of their choice during the library period.

• Learners think-pair-share their stories with peers.

• Ask each learner to write a-two-paragraph summary

of the book read.

• Invite individuals to present their work to the class for

feedback.

Assessment: let learners read a variety of age- and

level appropriate books and present at least a-three-

paragraph summary of each book read

Have learners to tell

what they read to the

whole class

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……………………………………………………………………: LESSON PLAN

SUBJECT: SCIENCE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : HUMANS AND THE

ENVIRONMENT

Sub-strand : CLIMATE CHANGE

Indicator (code)

B5.5.4.1.1

Content standard (code)

B5.5.4.1.

Performance Indicator

Learners can identify the impact of deforestation on climate change.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

Science curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Monday

Engage

learners to

sing songs

and recite

familiar

rhymes

• Put learners into groups and let them discuss the

importance of trees in the environment.

• Take learners on a trip around the school environs

and help them to appreciate the importance of trees

such as provision of shade, food, fresh air, production

of rain, etc.

• Learners brainstorm what will happen if people

continuously cut down trees.

What have we learnt

today?

Ask learners to

summarize the

important points of the

lesson

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• Engage each group to present their ideas to the whole

class and re-shape their ideas by writing all key points

about tree-felling and its impact to the environment as

well as its long-term effect on the climate.

Assessment: let learners identify the impact of

deforestation on climate change

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

• Learners brainstorm what measures to take to stop

people from tree-cutting.

• Learners are assisted to plant trees in their school

environment and at strategic locations within the

community.

• Learners are supervised to take good care of the trees

they plant

Assessment: let learners identify the measures to take

to stop people from tree-cutting.

What have we learnt

today?

Ask learners to

summarize the

important points of the

lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : MY GLOBAL COMMUNITY

Sub-strand : Our Neighbouring Countries

Indicator (code)

B5.5.1.2.1.

Content standard (code)

B5.5.1.2.1.

Performance Indicator

Learners can describe the rotation and revolution of the Earth

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

Our World Our People curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Tuesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners explain rotation and revolution of the Earth

Learners undertake activities describing the rotation of

the earth on its axis and revolution of the earth round

the sun.

Learners demonstrate the solar and lunar eclipses.

i. Use learners to represent the sun, moon and earth.

ii. Have the moon (learner 1) walk in circles around the

earth (learner 2).

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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iii. Have the earth (learner 2) walk around the sun

(learner 3) while the moon (learner 1) maintains its

orbit.

iv. When the moon (learner 1) passes between the sun

(learner 3) and the earth (learner 2) to create a shadow,

solar eclipse is formed.

Assessment: Let learners describe the rotation and

revolution of the Earth

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners demonstrate the solar and lunar eclipses.

i. Use learners to represent the sun, moon and earth.

ii. Have the moon (learner 1) walk in circles around the

earth (learner 2).

iii. Have the earth (learner 2) walk around the sun

(learner 3) while the moon (learner 1) maintains its

orbit.

iv. When the moon (learner 1) passes between the sun

(learner 3) and the earth (learner 2) to create a shadow,

solar eclipse is formed.

Discuss their findings on the experiment in groups.

Present group findings to the class.

Assessment: Let learners describe the rotation and

revolution of the Earth

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: COMPUTING CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : INTERNET AND SOCIAL MEDIA

Sub-strand : DIGITAL LITERACY

Indicator (code)

B5.6.4.9.1.2 B5.6.10.1.2

Content standard (code)

B5.6.4.9.1. B5.6.10.1.

Performance Indicator

 Learners can discuss various techniques on online protection from online

identity theft.

 Learners can illustrate how to keep some information from public when

using the internet.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Laptop

Ref:

Computing curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Wednesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Guide learners to discuss security measures online such

as logging out after browsing, etc

Guide learner to avoid posting personal information.

Assessment: Let learners illustrate how to keep some

information from public when using the internet

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: MATHEMATICS CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Data

Sub-strand : Chance (Probability)

Indicator (code)

B5.4.2.1.3

Content standard (code)

B5.4.2.1.

Performance Indicator

Learners can conduct a given probability experiment a number of times, recording

the outcomes, and explaining the results

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Counters

Ref:

Mathematics curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Monday

Sing songs

like:

E.g. Ask 5 learners of their expectations/predictions

about the outcome of tossing a coin three times.

Teacher tosses a coin three times and records the

Review the lesson with

Learners

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team. May Allah/God bless you

I’m

counting

one, what

is one

1 - One is

outcome. (e.g. head, head, tail) Does the outcome

match their expectation? Either way the teacher should

explain. In pairs, learners should repeat the experiment

several times, record the outcomes and compare the

number of heads turning up

Assessment: have learners to practice with more

examples

Tuesday

Sing songs

like:

I’m

counting

one, what

is one

E.g. Ask 5 learners of their expectations/predictions

about the outcome of tossing a coin three times.

Teacher tosses a coin three times and records the

outcome. (e.g. head, head, tail) Does the outcome

match their expectation? Either way the teacher should

explain. In pairs, learners should repeat the experiment

several times, record the outcomes and compare the

number of heads turning up

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

Wednesday

Sing songs

like:

I’m

counting

one, what

is one

E.g. Ask 5 learners of their expectations/predictions

about the outcome of tossing a coin three times.

Teacher tosses a coin three times and records the

outcome. (e.g. head, head, tail) Does the outcome

match their expectation? Either way the teacher should

explain. In pairs, learners should repeat the experiment

several times, record the outcomes and compare the

number of heads turning up

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

Thursday

Sing songs

like:

I’m

counting

one, what

is one

E.g. Ask 5 learners of their expectations/predictions

about the outcome of tossing a coin three times.

Teacher tosses a coin three times and records the

outcome. (e.g. head, head, tail) Does the outcome

match their expectation? Either way the teacher should

explain. In pairs, learners should repeat the experiment

several times, record the outcomes and compare the

number of heads turning up

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

Friday

Sing songs

like:

E.g. Ask 5 learners of their expectations/predictions

about the outcome of tossing a coin three times.

Teacher tosses a coin three times and records the

outcome. (e.g. head, head, tail) Does the outcome

match their expectation? Either way the teacher should

Review the lesson with

Learners

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I’m

counting

one, what

is one

explain. In pairs, learners should repeat the experiment

several times, record the outcomes and compare the

number of heads turning up

Assessment: have learners to practice with more

examples

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……………………………………………………………………: LESSON PLAN

SUBJECT: CREATIVE ARTS CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Visual Arts Performing Arts

Sub-strand : Displaying and Sharing

Indicator (code)

B5 1.3.5.3 B5 2.3.5.3

Content standard (code)

B5 1.3.5. B5 2.3.5.

Performance Indicator

 Learners can exhibit portfolio of own and others’ art artworks to share

creative experiences of artworks that reflect topical issues in Africa

 Learners can Stage a display of own portfolio of performing artworks to

share own creative experiences of compositions that reflect the topical

issues in Africa

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

Creative Arts curriculum

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Monday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners are to:

decide on the types and number of artworks to

exhibit and mount them based on the space available to

suit the theme for the exhibition (e.g. artworks that

best explains current topical issues of much concern in

Africa);

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

NANA FIIFI ACQUAH

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display artworks by hanging, draping, placing,

spreading, leaning, using plinths to raise or add height

and depth to some exhibits;

label the works using manual penmanship

(calligraphy) or ICT (computer) prints: name of artist,

title of work, size of work, date of production;

assign tasks and responsibilities to themselves

(individually or in groups) and ensure they are carried

out successfully (e.g. leading visitors through the

exhibition space, explaining the concepts/title of the

artworks and the theme for the exhibition, writing of

comments and signing of visitors’ books). Note

check/monitor visitors from improper practices (e.g.

touching, lifting, handling and/

or taking away some of the exhibits);

organise opening and closing ceremonies for the

exhibition;

prepare template for appreciating, appraising,

evaluating and reporting, etc.;

clean the hall after the exhibition.

Assessment: let learners exhibit portfolio of own and

others’ art artworks to share creative experiences of

artworks that reflect topical issues in Africa

Wednesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners are to:

decide on the types and number of compositions to

be performed during the event to reflect current topical

issues of much concern in Africa based on the selected

theme, time available and the expected audience;

assign individual and group tasks and responsibilities

and ensure they are carried out successfully (e.g.

master of ceremony, ushering and introduction of

special guests and other dignitaries to the show by

explaining the concepts/title of the compositions,

performances and the theme for the event, recording

of comments and suggestions);

arrange the sequence of performances to best tell

the story of the event from the beginning to the end;

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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follow the programme of the day: opening,

performances and closing.

NOTE prepare template for appreciating, appraising,

evaluating and reporting, etc.; clean the hall after the

performance

Assessment: let learners Stage a display of own

portfolio of performing artworks

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……………………………………………………………………: LESSON PLAN

SUBJECT: HISTORY CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Journey to Independence

Sub-strand : The 1948 Riots And After

Indicator (code)

B4.5.3.1.2

Content standard (code)

B4.5.3.1.

Performance Indicator

Learners can examine sources of evidence about what happened

during the 1948 riots

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

History curriculum Page

DAY

Phase 1:

Starter

(preparing the brain

for learning)

Phase 2: Main

(new learning including

assessment)

Phase 3:

Plenary / Reflections

Tuesday

Engage learners to

sing songs and

recite familiar

rhymes

Where did the

shooting occur?

Role play the scene of the

1948 riots as evidence for

learners

Assessment: let learners

identify sources of evidence

about what happened during

the 1948 riots

What have we learnt today?

Ask learners to summarize the

main points in the lesson

Thursday

Engage learners to

sing songs and

Discuss the arrest of the ‘Big

Six’ (leaders of the UGCC).

What have we learnt today?

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recite familiar

rhymes

Where did the

shooting occur?

Assessment: let learners

narrate arrest of the ‘Big Six’

(leaders of the UGCC).

Ask learners to summarize the

main points in the lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: PHYSICAL EDUCATION CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : VALUES AND PSYCHO-SOCIAL CONCEPTS,

PRINCIPLES AND STRATEGIES

Sub-strand : GROUP DYNAMICS

Indicator (code)

B5.5.3.5.1

Content standard (code)

B5.5.3.5.

Performance Indicator

Learners can identify and define the role of each

participant in a cooperative physical activity

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

cones

Ref:

PE curriculum Page

DAY

Phase 1:

Starter

(preparing the brain

for learning)

Phase 2: Main

(new learning including

assessment)

Phase 3:

Plenary / Reflections

Friday

Learners jog round a

demarcated area in files

while singing and clapping

to warm-up the body for

maximal performance and

to prevent injuries

Teacher should study the learners

and appoint those who have the

potentials as leaders. There could

be a general leader and groups

leaders in a class. When they are

made leaders, they become more

responsible

End the lesson with

cool down activities

and use questions to

summarise the

lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : The Family, Authority and

Obedience

Sub-strand : Roles, Relationships in the Family and Character

Formation

Indicator (code)

B5.5.2.1.1:

Content standard (code)

B5.5.2.1.

Performance Indicator

Learners can discuss the importance of being a responsible member of the family

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

RME curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Friday

Engage

learners to

sing songs

and recite

familiar

rhymes

Guide learners to discuss the importance of being a

responsible family member:

- to promote unity,

- to gain respect,

- to be considered a reliable person, etc.

• Let learners role-play activities of responsible family

members

Assessment: let learners mention the importance of

being a responsible member of the family

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: GHANAIAN LANGUAGE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Extensive Reading/

Children Literature/Library

Sub-strand : Reading Texts, Poems, Narrative, and Short

Stories and Respond to them

Indicator (code)

B5.6.3.1.4 B5.6.3.1.5

Content standard (code)

B5.6.3.1. B5.6.3.1.

Performance Indicator

• The learner should read paragraphs, passages and stories of different texts

• The learner should answer factual questions based on the passage read

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Manila cards, markers, recorded audios visual

Ref:

Ghanaian Language curriculum

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Engage

leaners to

sing songs

and recite

familiar

rhymes

• Read a paragraph to the hearing of learners.

• Give learners the opportunity to read paragraphs,

passages and stories of different texts to the class

Assessment: let learners

read paragraphs, passages and stories of different texts

What have we learnt

today?

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Review the lesson with

learners

Engage

leaners to

sing songs

and recite

familiar

rhymes

• Read a passage to the hearing of learners.

• Help learners to read a text.

• Let them answer factual questions based on the

passage read.

• Ask learners to narrate what they read

Assessment: let learners answer factual questions

based on the passage read

What have we learnt

today?

Review the lesson with

learners

Engage

leaners to

sing songs

and recite

familiar

rhymes

• Read a passage to the hearing of learners.

• Help learners to read a text.

• Let them answer factual questions based on the

passage read.

• Ask learners to narrate what they read

Assessment: let learners answer factual questions

based on the passage read

What have we learnt

today?

Review the lesson with

learners

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TERM THREE

BASIC FIVE

WEEK 12

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……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand :

A. Oral Language

B. Reading

C. Grammar Usage At Word

D. Writing

E. Using Writing Conventions

F. Extensive Reading

Sub-strand :

A. Presentation

B. Summarising

C. Prepositions

D. Letter Writing

E. Spelling

F. Building the Love and Culture of Reading

Indicator (code)

B5.1.10.3.7 B5.2.10.1.2. B5.3.10.1.1 B5.4.15.1.1 B5.5.9.1.2 B5.6.1.1.1

Content standard (code)

B5.1.10.3. B5.2.10.1. B5.3.10.1. B5.4.15.1. B5.5.9.1. B5.6.1.1.

Performance Indicator

A. Learners can speak with confidence before different audiences and

maintain appropriate posture.

B. Learners can write a short summary of a level-appropriate text/passage

read.

C. Learners can use prepositions to convey a variety of meanings.

D. Learners can write to friends about events using appropriate letter

formats.

E. Learners can construct compound sentences correctly

F. Learners can read a variety of age- and level appropriate books and present

at least a-three-paragraph summary of each book read

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

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Keywords

T. L .R. (s)

Word cards, sentence cards, letter cards, handwriting on a manila card and a class

library.

Ref:

English Language curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Monday

Engage

learners to

sing songs

and recite

familiar

rhymes

A. ORAL LANGUAGE

• Through role play and frequent practice in

presentation, build confidence in learners to enable

them stand before different audiences.

• Let them demonstrate various postures, maintain eye

contact and use verbal and non-verbal signs to convey

meaning.

Let them practice these in pairs and groups

Assessment: let learners speak with confidence before

different audiences and maintain appropriate posture

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Tuesday

Engage

learners to

sing songs

and recite

familiar

rhymes

B. READING

• Have learners work in groups to write a summary of a

text/passage read taking note of the main ideas.

• Let learners present their write-up for discussion and

feedback from the class and teacher.

Assessment: let learners write a short summary of a

level-appropriate text/passage read.

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Wednesday

Engage

learners to

sing songs

and recite

familiar

rhymes

C. GRAMMAR

− Position, e.g. by

− Direction, e.g. towards

− Time, e.g. at

− Purpose, e.g. for

− Possession, e.g. for

− Comparison, e.g. taller than

− Support or opposition, e.g. for you, against you

• Provide a text and guide learners with examples to

identify prepositions used to show different meanings.

• Let learners construct sentences to convey the

following meanings using appropriate prepositions.

i. Position – She is standing by the car.

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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ii. Direction – They went towards the East.

iii. Time – He left at dawn.

iv. Purpose – I bought this hoe for weeding my garden.

v. Possession – The shirt is for Kofi.

vi. Comparison – She is taller than her brother.

vii. Support or opposition – My views are against his

plans.

Assessment: let learners use prepositions to form

sentences

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

D. WRITING

• In groups learners are given samples of friendly

letters.

• Let them brainstorm and write the important features

of the letter and other special things they identify in the

letters.

• Learners present their information to the whole class

to guide the class to learn about such letters.

• Guide learners in their groups to choose an imaginary

friend they want to write to.

• Learners brainstorm and write down ideas on what

they would want to include in their letters.

• Guide them to write their letters and let them edit

their work.

• Learners exchange their product with other groups to

edit.

• Learners read their letters to others.

Assessment: let learners write to friends about events

using appropriate letter formats.

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Friday

Engage

learners to

sing songs

and recite

familiar

rhymes

E. WRITING CONVENTION AND GRAMMAR USAGE

• Review the use of coordinators in sentences.

• Learners write examples of sentences containing

coordinates. Let them write sentences demonstrating

their knowledge in subject and predicate.

• Learners in groups write a narrative exhibiting their

knowledge of subject and predicate in compound

sentences.

• Guide them to edit their work and encourage them to

share the final products with the class.

Assessment: let learners construct compound

sentences correctly

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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Friday

Guide

learners to

choose and

read books

during the

library

period

E. EXTENSIVE READING

• Guide learners to choose and read independently

books of their choice during the library period.

• Learners think-pair-share their stories with peers.

• Ask each learner to write a-two-paragraph summary

of the book read.

• Invite individuals to present their work to the class for

feedback.

Assessment: let learners read a variety of age- and

level appropriate books and present at least a-three-

paragraph summary of each book read

Have learners to tell

what they read to the

whole class

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……………………………………………………………………: LESSON PLAN

SUBJECT: SCIENCE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : HUMANS AND THE

ENVIRONMENT

Sub-strand : CLIMATE CHANGE

Indicator (code)

B5.5.4.1.1

Content standard (code)

B5.5.4.1.

Performance Indicator

Learners can identify the impact of deforestation on climate change

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

Science curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Monday

Engage

learners to

sing songs

and recite

familiar

rhymes

• Put learners into groups and let them discuss the

importance of trees in the environment.

• Take learners on a trip around the school environs

and help them to appreciate the importance of trees

such as provision of shade, food, fresh air, production

of rain, etc.

• Learners brainstorm what will happen if people

continuously cut down trees.

• Engage each group to present their ideas to the whole

class and re-shape their ideas by writing all key points

about tree-felling and its impact to the environment as

well as its long-term effect on the climate.

What have we learnt

today?

Ask learners to

summarize the

important points of the

lesson

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Assessment: let learners identify the impact of

deforestation on climate change

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

• Learners brainstorm what measures to take to stop

people from tree-cutting.

• Learners are assisted to plant trees in their school

environment and at strategic locations within the

community.

• Learners are supervised to take good care of the trees

they plant

Assessment: let learners identify the measures to take

to stop people from tree-cutting.

What have we learnt

today?

Ask learners to

summarize the

important points of the

lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : MY GLOBAL COMMUNITY

Sub-strand : Our Neighbouring Countries

Indicator (code)

B5.5.1.2.1.

Content standard (code)

B5.5.1.2.

Performance Indicator

Learners can describe the rotation and revolution of the Earth

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

Our World Our People curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Tuesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners explain rotation and revolution of the Earth

Learners undertake activities describing the rotation of

the earth on its axis and revolution of the earth round

the sun.

Learners demonstrate the solar and lunar eclipses.

i. Use learners to represent the sun, moon and earth.

ii. Have the moon (learner 1) walk in circles around the

earth (learner 2).

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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iii. Have the earth (learner 2) walk around the sun

(learner 3) while the moon (learner 1) maintains its

orbit.

iv. When the moon (learner 1) passes between the sun

(learner 3) and the earth (learner 2) to create a shadow,

solar eclipse is formed.

Assessment: Let learners describe the rotation and

revolution of the Earth

Thursday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners demonstrate the solar and lunar eclipses.

i. Use learners to represent the sun, moon and earth.

ii. Have the moon (learner 1) walk in circles around the

earth (learner 2).

iii. Have the earth (learner 2) walk around the sun

(learner 3) while the moon (learner 1) maintains its

orbit.

iv. When the moon (learner 1) passes between the sun

(learner 3) and the earth (learner 2) to create a shadow,

solar eclipse is formed.

Discuss their findings on the experiment in groups.

Present group findings to the class.

Assessment: Let learners describe the rotation and

revolution of the Earth

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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……………………………………………………………………: LESSON PLAN

SUBJECT: COMPUTING CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : HEALTH AND SAFETY IN USING ICT

TOOLS

Sub-strand : HEALTH AND SAFETY IN USING ICT TOOLS

Indicator (code)

B5.7.1.1.1. B5.7.1.1.2

Content standard (code)

B5.7.1.1. B5.7.1.1.

Performance Indicator

 Learners can identify some major health hazards associated with the use of

ICT tools.

 Learners can describe proper sitting posture.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Laptop

Ref:

Computing curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Wednesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Guide the learners to discuss wrist pain and sitting

posture (neck, back and waist pain).

Guide learners in groups to discuss, identify and

practise the proper sitting posture (i.e. siting at 90

degrees, wrist should be supported with a wrist pad,

take short breaks etc.) when using the computer.

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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Assessment: Let learners describe proper sitting

posture

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……………………………………………………………………: LESSON PLAN

SUBJECT: MATHEMATICS CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Data

Sub-strand : Chance (Probability)

Indicator (code)

B5.4.2.1.3

Content standard (code)

B5.4.2.1.

Performance Indicator

Learners can conduct a given probability experiment a number of times, recording

the outcomes, and explaining the results

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Counters

Ref:

Mathematics curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Monday

Sing songs

like:

E.g. Ask 5 learners of their expectations/predictions

about the outcome of tossing a coin three times.

Teacher tosses a coin three times and records the

Review the lesson with

Learners

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I’m

counting

one, what

is one

outcome. (e.g. head, head, tail) Does the outcome

match their expectation? Either way the teacher should

explain. In pairs, learners should repeat the experiment

several times, record the outcomes and compare the

number of heads turning up

Assessment: have learners to practice with more

examples

Tuesday

Sing songs

like:

I’m

counting

one, what

is one

1 - One is

one

E.g. Ask 5 learners of their expectations/predictions

about the outcome of tossing a coin three times.

Teacher tosses a coin three times and records the

outcome. (e.g. head, head, tail) Does the outcome

match their expectation? Either way the teacher should

explain. In pairs, learners should repeat the experiment

several times, record the outcomes and compare the

number of heads turning up

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

Wednesday

Sing songs

like:

I’m

counting

one, what

is one

E.g. Ask 5 learners of their expectations/predictions

about the outcome of tossing a coin three times.

Teacher tosses a coin three times and records the

outcome. (e.g. head, head, tail) Does the outcome

match their expectation? Either way the teacher should

explain. In pairs, learners should repeat the experiment

several times, record the outcomes and compare the

number of heads turning up

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

Thursday

Sing songs

like:

I’m

counting

one,

E.g. Ask 5 learners of their expectations/predictions

about the outcome of tossing a coin three times.

Teacher tosses a coin three times and records the

outcome. (e.g. head, head, tail) Does the outcome

match their expectation? Either way the teacher should

explain. In pairs, learners should repeat the experiment

several times, record the outcomes and compare the

number of heads turning up

Assessment: have learners to practice with more

examples

Review the lesson with

Learners

Friday

Sing songs

like:

E.g. Ask 5 learners of their expectations/predictions

about the outcome of tossing a coin three times.

Teacher tosses a coin three times and records the

outcome. (e.g. head, head, tail) Does the outcome

Review the lesson with

Learners

NANA FIIFI ACQUAH

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team. May Allah/God bless you

I’m

counting

one, what

is one

1 - One is

one

match their expectation? Either way the teacher should

explain. In pairs, learners should repeat the experiment

several times, record the outcomes and compare the

number of heads turning up

Assessment: have learners to practice with more

examples

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NANA FIIFI ACQUAH

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team. May Allah/God bless you

……………………………………………………………………: LESSON PLAN

SUBJECT: CREATIVE ARTS CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand :

Visual Arts

Performing Arts

Sub-strand : Appreciating and Appraising

Indicator (code)

B5 1.4.7.3

Content standard (code)

B5 1.4.7.

Performance Indicator

Learners can analyse and appreciate own or others’ visual artworks and present

reports as feedback on artworks that reflect topical issues of much concern in Africa

Learners can analyse and appreciate/appraise own or others’ performing artworks

and present reports as feedback on compositions that reflect topical issues in Africa

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

Creative Arts curriculum

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Monday

Engage

learners to

sing songs

and recite

Learners are to:

display (real/photographs/video) selected works (own

or that of others) that reflect current topical issues of

much concern in Africa;

What have we learnt

today?

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familiar

rhymes

talk about the works dispassionately using agreed

guidelines;

use the outcome of the appreciation/appraisal to

modify the product or to produce similar or another

artwork;

record/document the activity and share using an

accepted social media by the class/group (e.g.

Facebook, Twitter, Instagram, WhatsApp).

Assessment: let learners analyse and appreciate own or

others’ visual artworks and present reports as feedback

on artworks that reflect topical issues of much concern

in Africa

Ask learners to

summarize the main

points in the lesson

Wednesday

Engage

learners to

sing songs

and recite

familiar

rhymes

Learners are to:

display (photographs/video) of selected performances

(own or that of others) that reflect current topical

issues of much concern in Africa;

talk about the performances dispassionately using

agreed guidelines; use the outcome of the

appreciation/appraisal to modify the product or to

produce similar or another composition and

performance;

record/document the activity and share using an

accepted social media by the class/group (e.g.

Facebook, Twitter, Instagram, WhatsApp

Assessment: let learners analyse and

appreciate/appraise own or others’ performing

artworks and present reports as feedback on

compositions that reflect topical issues in Africa

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI ACQUAH

If you find this file helpful for your work, kindly donate to the MTN no. 0245350591 (Nana Fiifi Acquah) to support the

team. May Allah/God bless you

……………………………………………………………………: LESSON PLAN

SUBJECT: HISTORY CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Journey to Independence

Sub-strand : The 1948 Riots And After

Indicator (code)

B4.5.3.1.2

Content standard (code)

B4.5.3.1.

Performance Indicator

Learners can examine sources of evidence about what happened

during the 1948 riots

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

History curriculum Page

DAY

Phase 1:

Starter

(preparing the brain

for learning)

Phase 2: Main

(new learning including

assessment)

Phase 3:

Plenary / Reflections

Tuesday

Engage learners to

sing songs and

recite familiar

rhymes

Where did the

shooting occur?

Role play the scene of the

1948 riots as evidence for

learners

Assessment: let learners

identify sources of evidence

about what happened during

the 1948 riots

What have we learnt today?

Ask learners to summarize the

main points in the lesson

Thursday

Engage learners to

sing songs and

Discuss the arrest of the ‘Big

Six’ (leaders of the UGCC).

What have we learnt today?

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recite familiar

rhymes

Where did the

shooting occur?

Assessment: let learners

narrate arrest of the ‘Big Six’

(leaders of the UGCC).

Ask learners to summarize the

main points in the lesson

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team. May Allah/God bless you

……………………………………………………………………: LESSON PLAN

SUBJECT: PHYSICAL EDUCATION CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : VALUES AND PSYCHO-SOCIAL CONCEPTS,

PRINCIPLES AND STRATEGIES

Sub-strand : CRITICAL THINKING

Indicator (code)

B5.5.4.5.1:

Content standard (code)

B5.5.4.5.

Performance Indicator

Learners can contribute ideas and listen to the ideas of

others in cooperative problem-solving activities

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

cones

Ref:

PE curriculum Page

DAY

Phase 1:

Starter

(preparing the brain

for learning)

Phase 2: Main

(new learning including

assessment)

Phase 3:

Plenary / Reflections

Friday

Learners jog round a

demarcated area in files

while singing and clapping to

warm-up the body for

maximal performance and to

prevent injuries

Learners explains the need

to listen attentively to peers

or people when speaking or

contributing to an issue

whiles waiting for their turn

End the lesson with

cool down activities

and use questions to

summarise the lesson

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NANA FIIFI ACQUAH

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team. May Allah/God bless you

……………………………………………………………………: LESSON PLAN

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : The Family, Authority and

Obedience

Sub-strand : Roles, Relationships in the Family and Character

Formation

Indicator (code)

B5.5.2.1.1:

Content standard (code)

B5.5.2.1.

Performance Indicator

Learners can discuss the importance of being a responsible member of the family

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Pictures

Ref:

RME curriculum Page

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Friday

Engage

learners to

sing songs

and recite

familiar

rhymes

Guide learners to discuss the importance of being a

responsible family member:

- to promote unity,

- to gain respect,

- to be considered a reliable person, etc.

• Let learners role-play activities of responsible family

members

Assessment: let learners

What have we learnt

today?

Ask learners to

summarize the main

points in the lesson

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team. May Allah/God bless you

mention the importance of being a responsible

member of the family

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

NANA FIIFI ACQUAH

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team. May Allah/God bless you

……………………………………………………………………: LESSON PLAN

SUBJECT: GHANAIAN LANGUAGE CLASS: FIVE

Week Ending:

Class size:

Day :

Date :

Period :

Lesson :

Strand : Extensive Reading/Children

Literature/Library

Sub-strand : Reading Texts, Poems, Narrative, and Short

Stories and Respond to them

Indicator (code)

B5.6.3.1.6

Content standard (code)

B5.6.3.1.

Performance Indicator

The learner should write a summary of passage/text read.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and

Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s)

Manila cards, markers, recorded audios visual

Ref:

Ghanaian Language curriculum

DAY

Phase 1:

Starter

(preparing

the brain

for

learning)

Phase 2: Main

(new learning including assessment)

Phase 3:

Plenary / Reflections

Engage

leaners to

sing songs

and recite

familiar

rhymes

• Read a passage to the hearing of learners.

• Lead learners to read a text.

• Guide them to summarize the passage read

Assessment: let learners write a summary of

passage/text read.

What have we learnt

today?

Review the lesson with

learners

NANA FIIFI ACQUAH

If you find this file helpful for your work, kindly donate to the MTN no. 0245350591 (Nana Fiifi Acquah) to support the

team. May Allah/God bless you

Engage

leaners to

sing songs

and recite

familiar

rhymes

• Read a passage to the hearing of learners.

• Lead learners to read a text.

• Guide them to summarize the passage read

Assessment: let learners write a summary of

passage/text read.

What have we learnt

today?

Review the lesson with

learners

Engage

leaners to

sing songs

and recite

familiar

rhymes

• Read a passage to the hearing of learners.

• Lead learners to read a text.

• Guide them to summarize the passage read

Assessment: let learners write a summary of

passage/text read.

What have we learnt

today?

Review the lesson with

learners

Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………