WEEKLY SCHEME OF LEARNING- WEEK ONE

BASIC FOUR

Name of School

Week Ending
Class Four
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B4.1.6.3.1 B4.2.6.2.1 B4.3.2.1.5.
B4.5.4.1.2. B4.6.1.1.1.
Performance Indicator A. Learners can engage in collaborative
conversation on topics such as myself, family,
personalities etc. with peers.
B. Learnerscan develop a rich vocabulary stock
through extensive reading of age-appropriate
texts
C. Learners can identify and use interrogative
determiners "which, whose"—to find out about
specific persons or objects
D. Learnerscan select a topic of choice on issues
in the immediate environment, brainstorm and
organise ideas before writing
E. Learners can demonstrate the use of the
simple past form in speech and in writing to
express past conditions
F. Learnerscan read a variety of age- and level
appropriate books and present a-two-
paragraph summary of each book read
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting
on a manila card and a class library.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including IOMINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Tuesday Engage learners to sing A. ORAL LANGAUGE What have we learnt
songs and recite familiar Model describing yourself: today?
rhymes e.g. name, physical
features, character, likes Ask learners to
and dislikes etc. summarize the main
• Guide learners with points in the lesson
appropriate questions to
give oral descriptions of
themselves.
' Select and describe a
family member using
relevant vocabulary.
• Guide learners with
questions and other
activities, to mention the
name of the Regional
Minister for the region in
which their school is
located.
• Have learners mention
names of personalities in
politics such as the
Ministers for Education,
Health, Agriculture, etc.
• Through questions and
answers have learners talk
about the roles and duties
of these ministers.
• Individually, ask learners
to talk about their
favourite personalities in
sports, music, and
mention their
characteristics, and what
they like about the
personalities mentioned.

B.READING
Introduce learners to a
variety of story books and
vocabulary portfolios and
stress the need to build
and use the new
vocabulary in sentences.
• Display some of the
vocabulary in class, on
your word trees and in
sentences. Have learners
work in pairs, individually
 and in groups, to do same.
• Guide learners to make
meaning from the context
in which words have been
used.

Assessment:
Let learners use the words
in sentences
Wednesday Engage learners to sing C.GRAMMAR What have we learnt
songs and recite familiar Present several examples today?
rhymes in context and explain
their use. Ask learners to
• Have learners identify summarize the main
them in sentences and points in the lesson
short texts.
• Let them use the
interrogatives in their own
sentences

Assessment:
Let learners use
interrogative determiners
"which, whose" to form
sentences
Thursday Engage learners to sing D.WRITING What have we learnt
songs and recite familiar Take learners through the today?
rhymes Prewriting stage process
Ask learners to
Assessment: summarize the main
Put learners in groups of points in the lesson
four (4). Each member
suggests a topic,
identify the purpose,
audience and the context
of the piece.

Friday E.WRITING CONVENTION What have we learnt

today?
Learners in pairs plan
what they will do during Ask learners to
the next weekend. summarize the main
points in the lesson
 • They put their plan into
writing using modal
auxiliaries

Assessment:
Let learners
demonstrate the use of
the simple past form in
speech and in writing to
express past conditions
Friday Guide learners to E.EXTENSIVE READING Have learners to tell
choose and read books Guide learners to choose what they read to the
during the library period and read independently whole class
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: Ask each

learner to write a-two-
paragraph summary of the
book read
 WEEKLY SCHEME OF LEARNING- WEEK TWO
BASIC FOUR

Name of School
Week Ending
Class Four
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page 84.4.9.2.1
Learning Indicator(s) B4.1.6.3.2 B4.2.6.3.1 84.3.3.1.1.
B4.5.4.1.2 B4.6.1.1.1.
taking in
Performance Indicator A. Learners can demonstrate turn
and speak
conversationon different topics
feelings
audibly, and express thoughts and
clearly
words from
B. Learnerscan deduce meaning of
how they are used in context
types of
C. Learners can identify and use different
pronouns:
one-
D. Learners can develop ideas into a
paragraph draft using appropriate nouns or
pronouns within and across sentences to aid
cohesion and avoid ambiguity
E. Learners can demonstrate the use of the
simple past form in speech and in writing to
express past conditions
F. Learnerscan read a variety of age- and level
appropriate books and present a-two-
paragraphsummary of each book read
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting
on a manila card and a class library.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including IOMINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing A. ORAL LANGAUGE What have we learnt
songs and recite familiar Demonstrate turn taking today?
rhymes with a learner earlier
prepared. Ask learners to
• Learners in pairs, take summarize the main
turns to talk about given points in the lesson
topics in groups observing
turn taking.

Assessment: let learners

demonstrate turn taking
in conversation on
different topics and speak
audibly, and express
thoughts and feelings
clearly
Tuesday Engage learners to sing B.READING What have we learnt
songs and recite familiar Using several examples today?
rhymes guide learners to make
meaning from the context Ask learners to
in which words have been summarize the main
used. (contextual points in the lesson
meaning)
• Learners work in pairs
and in groups to work out
the meaning of given
words from their context.

Assessment: let learners

deduce meaning of words
from how they are used in
context.

Wednesday Engage learnersto sing C.GRAMMAR What have we learnt

songs and recite familiar i. Personal pronouns —l, today?
rhymes You, He/She, We, etc.
• Write sentences with Ask learners to
personal pronouns. summarize the main
e. g. You are late, points in the lesson
• Provide learners with a
variety of practice
activities

Assessment: let learners

identify personal
pronouns from sentences
 learnt
Engage learners to sing D.WRITING What have we
Thursday
songs and recite familiar Writing stage today?
rhymes • Have learners work
independently to write a Ask learners to
summarize the main
first draft. lesson
points in the
Assessment: let learners
develop ideas into a one-
paragraph draft learnt
Friday Engage learners to sing E.WRITING CONVENTION What have we
songs and recite familiar Let two pairs come today?
rhymes together to form bigger
groups to edit their work Ask learners to
one after the other. summarize the main
• Pairs of learners read points in the lesson
their work to the class for
discussion

Assessment: let learners

use the simple past form
to express past conditions

Friday Guide learners to E.EXTENSIVE READING Have learners to tell

choose and read books Guide learners to choose what they read to the
during the library period and read independently whole class
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; Ask each

learner to write a-two-
paragraph summary of the
book read.