FIRST TERM LESSON PLAN – BASIC FOUR

WEEK 5

Name of School: ……………………………………………………………………………….……..

Name of Teacher: ……………………………………………………………………………………

Week Ending: 10-02-2023 DAY: MONDAY Subject: English Language

Duration: 60mins Strand: Oral Language
Class: B4 Class Size: Sub Strand: Story Telling
Lesson:
Content Standard: Indicator:
B4.1.4.1: Respond to stories B4.1.4.1.1 retell stories sequentially, including key details
1 of 1
Performance Indicator: Core Competencies:
Learners can retell stories sequentially, including key details Communication and Collaboration, Personal
New words beginning , middle, ending
References: English Language Curriculum For Primary Schools Pg. 4

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Start the lesson with a recap of the previous lesson. Allow
learners to reflect on what they learnt from the previous
lesson.

Share performance indicators with learners and introduce

the lesson.
PHASE 2: MAIN Tell a suitable story to the class e.g. “The Hawk and the Word cards, sentence
Hen”. cards, letter cards,
handwriting on a
Have learners identify the parts of the story as beginning manila card
part, middle part and ending part.

Through questioning, have learners discuss the various

parts of the story
i.e. beginning, middle and ending, as in the table below

Assessment
Put learners into groups to discuss the central message of
the story.
PHASE 3: Ask learners to do the following by ways of reflecting on
REFLECTION the lesson:

1. Tell the class what you learnt during the lesson.

2. Tell the class how you will use the knowledge they
acquire during the lesson.
3. Which aspects of the lesson did you not understand?

Next Lesson: demonstrate awareness of the features of

spoken language
Week Ending: 10-02-2023 DAY: Tuesday Subject: English Language
Duration: 60mins Strand: Reading
Class: B4 Class Size: Sub Strand: Diphthongs
Content Standard: Indicator: Lesson:
B4.2.4.1: Identify and use diphthongs to decode B4.2.4.1.1 use closing diphthongs to make
words meaningful sentences. 1 of 1
Core Competencies:
Performance Indicator:
Communication and Collaboration,
Learners can use closing diphthongs to make meaningful sentences.
Personal
References: English Language Curriculum For Primary Schools Pg. 20

Phase/Duration Learners Activities Resources

PHASE 1: Start the lesson with a recap of the previous lesson. Allow
STARTER learners to reflect on what they learnt from the previous
lesson.

Share performance indicators with learners and introduce the

lesson.
PHASE 2: MAIN Write words with each of the diphthongs on the board. Word cards, sentence
Pronounce the words and have learners repeat after you. cards, letter cards,
handwriting on a
Learners come up with examples of words that have the manila card
diphthongs.

Have learners identify these diphthongs as they read the

words.
E.g. ei - take oi - boy ai– why, try

Assessment
Learners form their own sentences using words having
diphthongs
PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION lesson:

1. Tell the class what you learnt during the lesson.

2. Tell the class how you will use the knowledge they acquire
during the lesson.
3. Which aspects of the lesson did you not understand?

Next Lesson: use the different terms in spoken and written

expressions
Week Ending: 10-02-2023 DAY: WEDNESDAY Subject: English Language
Duration: 60mins Strand: Grammar
Class: B4 Class Size: Sub Strand: Pronouns
Content Standard: Indicator: Lesson:
B4. 3.2.1: Apply knowledge of different types B4.3.3.1.1 identify and use different types of
of determiners in communication pronouns 1 of 2
Performance Indicator: Core Competencies:
Learners can identify and use different types of pronouns Communication and Collaboration, Personal
New words Personal, Relative, Reflexive, Interrogative
References: English Language Curriculum Pg. 38

Phase/Duration Learners Activities Resources

PHASE 1: Paste a picture of a cover page of a story book and ask learners to
STARTER talk about the picture.
E.g. the boys are playing football. OR they are playing football.
The girl has a pen in her hands OR she has a pen.

Introduce the lesson and share the performance indicators.

PHASE 2: MAIN Hold up a bag in your hand and ask: Word cards, paper,
What do I have? I have a bag. letter cards,
This is my bag. This bag is mine

Learners to identify (my, mine) as possessive pronouns.

A possessive pronoun is a word that is used to express ownership.
Examples - my, mine, our, ours, its, hers, his, her, their, theirs, your
and yours.

Collect items from pupils and put them in the bag. It can be
anything.
Take one item from the bag and ask: Whom does this belong to?

Encourage learners to use possessive pronouns to answer.

E.g. It is not my pen, It is not mine, It is hers/his

Explore the use of types of pronouns in narratives:

o Personal Pronouns – I, you, he, she, it, we, they, them, us, him and
her.
o Relative Pronouns – whose, whoever, whomever, who and whom.
o Reflexive Pronouns – myself, yourself, himself and herself.
o Interrogative Pronouns – whom, who, which, what and whose.
o Demonstrative Pronouns – this, that, these and those.

Guide learners to use pronouns in contextual sentences.

Assessment
1. Underline the pronouns in the following sentences.
a) My name is David. I am the youngest in the family.
b) This is my father. He is a teacher
c) Lisa, I told you to tidy your bed!

2. Fill in the blanks with the correct pronouns

 a) Peter and I are brothers. _______ share a bedroom together.
b) Sue isn’t well. Dad is taking _______ to see a doctor.
c) My brother is a teacher. _______ teaches English.
d) All his students like _______ very much
PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION lesson:

1. Tell the class what you learnt during the lesson.

2. Tell the class how you will use the knowledge they acquire
during the lesson.
3. Which aspects of the lesson did you not understand?

Next Lesson: use adjectives to make comparison

Week Ending: 10-02-2023 DAY: THURSDAY Subject: English Language
Duration: 60mins Strand: Composition Writing
Class: B4 Class Size: Sub Strand: Narrative Writing
Content Standard:
Indicator: Lesson:
B4.4.10.1: Narrate situations, express feelings
B4.4.10.1.1 write about real or imagined
and convey point of view about the world/ or
experiences 1 of 2
fictional world
Performance Indicator: Core Competencies:
Learners can write about real or imagined experiences Communication and Collaboration, Personal
References: English Language Curriculum Pg. 53

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Engage learners in a conversation.
E.g., 1. After the school holidays are you excited to come back
to school?
2. Are you sorry that the holiday is over?
3. Are you happy to be with your friends again?

Elicit answers from learners and share the performance

indicators.
PHASE 2: MAIN Ask learners to recall what they do on the first day of Word cards, sentence
school. cards, letter cards,
handwriting on a
manila card
Take ideas from the learners and write them on the
board. (Example answers: wake up, get dressed,
wash, eat breakfast, walk to school)

Have learners to use descriptive details (setting,

experiences or series of events).
- first-person point of view to convey feelings, experiences
and thoughts.
- appropriate grammatical structures.
- adjectives and adjective phrases for producing vivid
descriptions
- adverbs and adverbials for describing how an action has
been carried out
- connectors for showing sequence of events
- direct and indirect speech for variation and adding
interest
- nouns and noun phrases (e.g., participants, objects)
- prepositions and prepositional phrases
- first-person pronouns

Guide learners to plan and write ideas detailing what

they do on the first day of school :

Let learners edit or proofread the writing for sense,

meaning and effect (targeted audience reaction).
 Encourage learners to publish writing using different
media including ICT.

Assessment
1. write a narrative of what you do every term on the
first day of school
PHASE 3: Ask learners to do the following by ways of reflecting on
REFLECTION the lesson:

1. Tell the class what you learnt during the lesson.

2. Tell the class how you will use the knowledge they
acquire during the lesson.
3. Which aspects of the lesson did you not understand?

Next Lesson: write words giving information about family

Week Ending: 10-02-2023 DAY: FRIDAY Subject: English Language
Duration: 60mins Strand: Writing Conventions/ Extensive Reading
Class: B4 Class Size: Sub Strand: Using Action Words
Content Standard: Indicator: Lesson:
B4.5.4.1: Demonstrate understanding of verbs B4.5.4.1.1 use the singular and plural subjects and
in everyday language the verb forms that go with them 1 of 2
Performance Indicator:
Core Competencies:
 Learners can use the singular and plural subjects and the verb forms that go
Communication and
with them.
Collaboration, Personal
 Learners can read a variety of age- and level appropriate books.
References: English Language Curriculum Pg. 62

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Engage learners to play the “Tapping Out” Game.

Spread your fingers apart as learners do same.

Each finger represents a letter sound of single-syllable words.
Turn your back to the class and raise your right hand.
Raise the index finger straight as learners watch.
Bring the index finger down to meet the thumb as you make the
sound.
Use fingers to demonstrate blending.
PHASE 2: MAIN Revise the simple present form of verbs and their use to agree Word cards, sentence
with the subject they follow. cards, letter cards,
Have learners do an activity: handwriting on a
e. g. Write a letter to your friend telling him/her what you and manila card
your siblings do after school.

Learners read their friendly letters in pairs.

Have learners do peer editing to identify and correct errors.

e.g. we eats – we eat

Engage learners in the “popcorn reading” game

The rules are simple: One student starts reading aloud and then
calls out "popcorn" when they finish. This prompts the next
student to pick up where the previous one left off.

Guide learners to choose and read independently books of their

choice during the library period.

Learners think-pair-share their stories with peers.

Assessment
Learners write a-two-paragraph summary of the book read.
PHASE 3: Ask learners to do the following by ways of reflecting on
REFLECTION the lesson:

1. Tell the class what you learnt during the lesson.

2. Tell the class how you will use the knowledge they
acquire during the lesson.
3. Which aspects of the lesson did you not understand?

Next Lesson: use adjectives to make comparisons

Week Ending: 10-02-2023 DAY: Subject: Mathematics
Duration: 60mins per lesson Strand: Number
Sub Strand: Counting, Representation &
Class: B4 Class Size:
Cardinality
Content Standard: Indicator: Lesson:
B4.1.1.3 Demonstrate an understanding of B4.1.1.3.1 Determine set of factors of a given
factors, multiples and squared numbers numbers up to 50 1 OF 1
Performance Indicator: Core Competencies:
Learners can determine set of factors of a given numbers up Problem Solving skills; Critical Thinking; Justification of
to 50 Ideas
Teaching/ Learning Resources Counters, bundle and loose straws base ten cut square
References: Mathematics Curriculum Pg. 9

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: REFLECTION

Monday Engage leaners in the Have learners recite some Ask learners to tell you what
‘double up game’ multiplication facts up to 12 they have learnt
Call out a number between
1and 6. Explain to learners what factors of Give learners individual or
Example 3. Learners must numbers means. home task.
call out the double (2x) of
that number. Factors represent the numbers that Copy and complete the table
In this case 6 is the answer. we can multiply to get a bigger Numbers factors
Try out more numbers. number called the product or 10
multiple. 11
4 x 3 = 12 12
13
14
15
Factors Product 16
17
Since12 = 4 × 3, we can say 4 and 3 18
are factors of 12; and 12 is a multiple
19
of 3 or a multiple of 4.
20
Guide learners to break given
multiples into factors and pairs of
factors of given numbers.
Tuesday Engage learners to sing Use different activities to explain Ask learners to tell you what
I’m counting one, what is what factors mean to learners. they have learnt
one
• 1 - One is one alone, alone Example: multiplying two whole Give learners individual or
it shall be. numbers gives a product. The home task.
• 2 - Two pair, two pair numbers that we multiply are the
come pair let us pair factors of the product. List the factors for the
• 3 - Turn around 2 x 4 = 8 following numbers
• 4 - Follow me a) 4
• 5 - Fire b) 5
• 6 - Sister c) 6
• 7 - Saviour Products d) 7
factors
• 8 - Eat more fruits e) 8
 • 9 - Nana Yaw f) 9
• 10 - Thank your God For instance: 3 x 5 = 15 therefore, 3 g) 12
and 5 are the factors of 15. h) 14
i) 15
Have learners to again understand j) 16
that factors divides a number
completely without leaving any
reminder.
Wednesday Engage leaners to sing Engage learners to make formation of Ask learners to tell you what
We class four sets of equal object from a given they have learnt
We can count quantity.
We count 1,2,3,4,5 Give learners individual or
We count 6,7,8,9,10 For example with 12 straws Learners home task.
We class four can count very make groupings such as:
well List the factors for the
following numbers
k) 4
l) 5
m) 6
n) 7
Learners to list all the combinations o) 8
as factors of 12. p) 9
{3 4} {4 3} {2 6}

Learners to progress at their own

pace by solving for examples.
Thursday Have leaners to solve for the Learners pair grouping and the Review lesson with leaners
number of equal objects for each by giving them task to solve
+ 1 2 3
formation as factors; in their workbooks.
1 2 4
2 4
3 4 Next Lesson: determine the
missing numbers in the lowest common multiple
empty cells (LCM) of at least any two
given numbers up to 100.

Learners collect from the pairs and

form a set as the factors of the given
number. For example the set of
factors of 12 = {1,2,3,4,6,12}
Week Ending: 10-02-2023 DAY: Subject: Science
Duration: 60mins per lesson Strand: Diversity of matter
Class: B4 Class Size: Sub Strand: Materials
Content Standard:
Indicator: Lesson:
B4.1.2.2 Understand mixtures, their
B4.1.2.2.1 Identify a liquid-liquid mixture and describe
types, formation, uses and ways of
how to separate its components 1 OF 1
separating them into their components
Performance Indicator: Core Competencies:
Learners can describe the physical appearance of different types of Problem Solving skills; Critical Thinking;
plants Justification of Ideas;
Teaching/ Learning Resources Metals, woods plastics, soil stones, paper pencil, crayons
References: Science Curriculum Pg.4

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: REFLECTION

Have learners to write answers Display different types of liquids for Ask learners series of questions
for the following questions on learners to observe, to review their understanding of
sheet of papers. e. g. water, kerosene, cooking oil, milk, the lesson
soft drinks, etc.
What is force? Ask learners to summarize what
How is force described? Task learners to identify the liquids they have learnt
What forces do you observe in provided.
everyday life? Ask learners to tell you what
In groups, learners mix liquids of they have learnt
the same kind, different kinds and
then observe and record their Give learners individual or
findings, home task
e.g., vinegar and water, palm oil and
water, etc.

Engage learners in discussion to

describe the different types of
liquid-liquid mixtures.
Review learners understanding Engage learners in an experiment to Ask learners series of questions
in the previous lesson using separate a mixture of immiscible to review their understanding of
questions and answers liquids. the lesson

Learners investigate to separate a Ask learners to summarize what

Engage learners to play games mixture of immiscible liquids such they have learnt
and sing songs to begin the as cooking oil and water.
lesson. Ask learners to tell you what
Guide learners to choose the right they have learnt
laboratory tools for this activity.
E.g. separating funnel or an Next Lesson: Identify a liquid-
improvised version of it. liquid mixture and describe
how to separate its components
Caution learners to not bring liquids
that are flammable or poisonous to
class for this lesson
Week Ending: 10-02-2023 DAY: Subject: OWOP
Duration: 60mins per lesson Strand: All about us
Class: B4 Class Size: Sub Strand: My Family
Content Standard: Indicator: Lesson:
B4.1.3.1. Demonstrate understanding of B4.1.3.1.1. Explain and appreciate the importance
family relationships of being a committed member of the family 1 OF 1
Performance Indicator: Core Competencies:
Learners can explain and appreciate the importance of being a Communication and Collaboration Critical
committed member of the family Thinking
Teaching/ Learning Resources Pictures, Charts, Video Clips
References: OWOP Curriculum Pg. 4

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: REFLECTION

Tell learners a brief story Learners talk about family members Ask learners series of
about Ghana. E.g. mother, father, siblings, uncles, questions to review their
aunties, grandparents. understanding of the lesson
Let learners sing some
patriot songs they are Learners talk about behaviors Ask learners to summarize
familiar with. expected of committed members of what they have learnt
the family
E.g. taking part in family activities, Ask learners to tell you what
obedience to elders of the family, they have learnt
respect for family members, accepting
responsibility, taking initiatives, Give learners individual or
helping needy relatives. home task
Review the previous Learners talk about the importance of Ask learners series of
knowledge of the learners being a committed family member questions to review their
by making them answer E.g. to promote unity, to gain respect, understanding of the lesson
questions on the previous to be considered a trustworthy person.
lesson. Ask learners to summarize
Learners draw and color a family what they have learnt
Engage learners to play member e.g. father, mother.
games and sing songs to Assessment
begin the lesson Explain and appreciate the
importance of being a
committed member of the
family
 Subject: RELIGIOUS & MORAL
Week Ending: 10-02-2023 DAY:
EDUCATION
Duration: 60mins Strand: God’s creation and attributes
Class: B4 Class Size: Sub Strand: The Environment
Content Standard: Indicator: Lesson:
B4. 1.2.1. Explain the effects of human B4.1.2.1.1 Discuss the effects of human
activities on the environment activities on the environment. 1 OF 1
Performance Indicator: Core Competencies:
Cultural Identity, Sharing Reconciliation,
Learners can discuss the effects of human activities on the environment. Togetherness
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.

References: RME Curriculum Pg. 25

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: REFLECTION

Review the previous Guide learners to talk about the Ask learners series of
knowledge of the learners by human activities in the environment. questions to review their
making them answer questions understanding of the lesson
on the previous lesson. Show pictures on human activities
that destroy the environment: illegal Ask learners to summarize
Engage learners to play games mining (galamsey), indiscriminate what they have learnt
and sing songs to begin the cutting down of trees (deforestation),
lesson pollution of water bodies, air pollution,
etc.
Give learners individual or
home task

Let learners write the effects of

human activities on the
environment: climate change – heat,
floods, rain storms, less rainfall,
famine, drought, etc.
Week Ending: 10-02-2023 DAY: Subject: History
Duration: 60mins per lesson Strand: My country Ghana
Class: B4 Class Size: Sub Strand: The People of Ghana
Content Standard: Indicator:
Lesson:
B4.2.1.1. Show understanding some of the B4.2.1.1.1 Describe how one major Kingdom
factors that led to the rise, expansion and was formed and the reasons behind its
1 OF 1
decline of one major kingdom expansion.
Performance Indicator:
Core Competencies:
Learners can describe how one major Kingdom was formed and the
critical thinkers and digital literates
reasons behind its expansion.
Teaching/ Learning Resources Pictures of some outstanding entrepreneurs in Ghana

References: History Curriculum Pg. 22

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: REFLECTION

Tell learners a brief story Using the map of Ghana, guide Ask learners series of questions
about Ghana. them to locate the Gonja Kingdom. to review their understanding of
the lesson
Let learners sing some patriot Engage learners to discuss about the
songs they are familiar with. history of the Gonja Kingdom. Ask learners to summarize what
The Gonja kingdom was originally they have learnt
divided into sections overseen by
male siblings of Sumaila Ndewura Ask learners to tell you what
Jakpa. By 1675, the Gonja they have learnt
established a paramount chief
called the Yagbongwura to control Give learners individual or
the kingdom. home task

Learners to Identify the reasons for

the rise, expansion and decline of
the Gonja Kingdom.
Review the previous Using the map of Ghana, guide Ask learners series of questions
knowledge of the learners by learners to locate the Mole-Dagbani to review their understanding of
making them answer Kingdom. the lesson
questions on the previous
lesson. Engage learners to discuss about the Ask learners to summarize what
history of the Mole-Dagbani they have learnt
Engage learners to play Kingdom.
games and sing songs to Ya-Na is the king of the Dagbon Ask learners to tell you what
begin the lesson traditional kingdom. The court and they have learnt
administrative capital of this kingdom
are at Yedi. The seat of the king of
Dagbon known as king of absolute Give learners individual or
power is a collection of cow and lion home task
skin

Learners to Identify the reasons for

the rise, expansion and decline of
the Mole-Dagbani Kingdom.
Week Ending: 10-02-2023 DAY: Subject: Creative Arts
Duration: 60mins per lesson Strand: Visual Arts
Class: B4 Class Size: Sub Strand: Displaying and Sharing
Content Standard: Indicator:
Lesson:
Demonstrate understanding of how to B4 1.3.4.1 /B4 1.3.5.1 Plan an exhibition of own
generate own ideas for artistic artworks of the history and culture of the people of
1 OF 1
expressions on the people. Ghana
Performance Indicator: Core Competencies:
Learners can plan an exhibition of own artworks of the history Decision Making Creativity, Innovation
and culture of the people of Ghana Communication
Teaching/ Learning Resources Photos, videos, art paper, colors and traditional art tools
References: Creative Arts Curriculum Pg. 30

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: REFLECTION

Learners are to watch a short Have leaners to discuss the need What have we leant today?
video on an exhibition or for displaying portfolio of own
visit an exhibition center, visual artworks; Planning and Displaying of
preferably during the circuit, own artworks.
district or regional cultural Develop a roadmap for the
festival of the cultural exhibition by: Have leaners to say rhymes in
education unit of the Ghana - fixing a date; relation to the lesson
Education Service. - selecting a venue;
- inviting an audience;

Brainstorm to agree on a theme for

the exhibition.

Send manual and/or electronic

invitations.
E.g. letters, postcards, WhatsApp,
etc.
Have Learners to watch a Select works for the exhibition by What have we leant today?
short video on an exhibition considering criteria like creativity
or visit an exhibition center and originality, finishing and Planning and Displaying of
or gallery decoration, relevance of the works own artworks.
to the theme, social and cultural
importance; Have leaners to say rhymes in
relation to the lesson
decide on mode of display (e.g.
hanging, draping, spreading);

clean and prepare the hall and its

environment and make it ready for
the exhibition;

Plan for post-exhibition activities

such as cleaning, appreciation,
evaluation, reporting, etc.
Week Ending: 10-02-2023 DAY: Subject: Ghanaian Language
Duration: 60mins per lesson Strand: Reading
Class: B4 Class Size: Sub Strand: Vocabulary:
Content Standard: Indicator: Lesson:
B4.2.5.1: Show an understanding of, recognize B4.2.5.1.1-3 Read aloud with correct
and read about things in their environment pronunciation and tone. 1 OF 1
Performance Indicator: Core Competencies:
Creativity and innovation, Communication
Learners can read aloud with correct pronunciation and tone. and collaboration
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a manila card
References: Ghanaian Language Curriculum Pg. 12

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: REFLECTION

Write down a couple of words Sing a song with learners. Read Use questions to review their
on cards. Make sure learners are aloud a passage. understanding of the lesson
familiar with the words.
Divide the class in to groups. Read the passage again while Ask learners to summarize
One person from each group learners read after you. what they have learnt
comes up in front to pick and act
the word. Let learners read aloud the
The group to get the highest passage with correct
score wins! pronunciation and tone (correct
them where necessary).
Engage learners to play the Read aloud the passage again. Use questions to review their
“What letter am I writing” game. understanding of the lesson
Put learners into groups of two. Mention some words and write
The teacher writes a letter in the them on the board. Ask learners to summarize
air. what they have learnt
Learners makes the letter sound Lead learners to find the
and tell the teacher the sound meaning of the words in context.
that has been written
Let learners find the meanings of
more unfamiliar words in
context.
Write down a couple of words Read a passage aloud. Use questions to review their
on cards. Make sure learners are understanding of the lesson
familiar with the words. Write the figurative expressions
Divide the class in to groups. in the passage on the board. Ask learners to summarize
One person from each group what they have learnt
comes up in front to pick and act Lead learners through
the word. discussions to find the meanings
The group to get the highest of the figurative expressions.
score wins!
Let learners find the meanings of
more figurative expressions
Week Ending: 10-02-2023 DAY: Subject: PHYSICAL EDUCATION
Duration: 60mins Strand: Motor Skill And Movement Patterns
Class: B4 Class Size: Sub Strand: Rhythmic skills
Content Standard: Indicator:
Lesson:
Demonstrate competence in the motor skills and B 4. 1.5.1.5 Balance while moving and
movement patterns needed to perform a variety of manipulating objects on a ground-level
1 OF 1
physical activities. balance beam.
Performance Indicator:
Core Competencies:
Learners can balance while moving and manipulating objects on a ground-
Develop personal skills
level balance beam.
Teaching/ Learning Resources Videos and pictures

References: PE Curriculum Pg. 44

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: REFLECTION

Learners go through After a warm-up, learners pick rubber Learners to practice

general and specific warm- balls available hold with their two individually and in groups.
ups. hands and raise them at a stationery
position. Help those who finds it difficult
and help them
Let them lift the balls over their head
and begin to walk while maintaining a
balance.

Assessment:
Organize mini game for learners for
fun and enjoyment.

Take learners through cool down to

end the lesson
Week Ending: 10-02-2023 DAY: Subject: Computing
Duration: 60mins Strand: Introduction To Computing
Class: B4 Class Size: Sub Strand: Generation of computers
Content Standard: Lesson:
Indicator:
B4.1.1.1: Identify parts of a computer and
B4.1.1.1.4. Type short phrases.
technology tools 1 OF 1
Performance Indicator: Core Competencies:
Learners can type short phrases. Creativity and innovation. 2. Communication and collaboration.

Teaching/ Learning Resources Mouse, keyboard monitor, system unit and its components

References: Computing Curriculum Pg. 2

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: REFLECTION

Get a viral picture, a trending Revise with learners on the fingers Ask learners to talk about
news on twitter, Facebook, used in typing and the characters what they have learnt.
YouTube and other social they type.
media handles. That is the; Pose questions to learners to
 Thumb finger review their understanding of
Discuss what is trending and  Little finger the lesson
invite learners to share their  Ring finger
 Index finger
opinions on them.  Middle finger

Guide learners to type different

phrases using any Word Processing
Application.