SAMPLE LESSON NOTES-WEEK 2

BASIC FOUR

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 SCHEME OF LEARNING- WEEK 2
BASIC FOUR
Name of School………………………………………………………………………….…………………

Week Ending
Class Four
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B4.1.6.3.2. B4.2.6.4.1. B4.3.5.1.4. B4.4.11.1.1. B4.5.8.1.1. B4.6.1.1.1
Performance Indicator A. Learners can demonstrate turn taking in conversation on different
topics and speak audibly.
B. Learners can expand vocabulary stock through affixation
C. Learners can use regular form of the simple past tense of verbs
D. Learners can write freely about topics of choice in their immediate
environment
E. Learners can identify and use conjunctions
F. Learners can 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 and a class library
Core Competencies: Reading and Writing Skills Personal Development and Leadership and Collaboration

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

(Preparing The Brain For (New Learning Including Assessment) 10MINS
Learning) (Learner And Teacher)
Monday Ask learners to draw a A.ORAL LANGUAGE Encourage learners to
conversation strip with your (Conversation. Pg 9) turns in their everyday
friend featuring yourself as the life since it promotes
main character. Demonstrate turn taking with a learner fairness.
earlier prepared.
Include speech bubbles and/or Have learners to read and
captions. Learners in pairs, take turns to talk spell some of the
The conversation should about given topics in groups observing keywords in the lesson
center on what you did after turn taking.
school.
Tuesday Ask learners to draw two B.READING Give learners task to
smileys to express how they (Vocabulary. Pg 25) complete while you go
feel that moment. round the class to
Revise prefixes and suffixes by breaking support those who might
Have learners to present their down some common words into their need extra help.
smileys to whole class for roots- prefix/suffix components. e.g.
discussion. happy + ness = happiness Have learners to read and
un + happy + ness = unhappiness spell some of the
keywords in the lesson
Guide learners to play games, e.g.
Affixes Game. Write prefixes and
suffixes on cards. Learners take turns
to pick these from the basket or bag. If
a learner is able to add a root to the
prefix or the suffix and read out the
word correctly, he/she keeps it.
At the end of the game, the child with
the largest number of cards wins the
game.
Learners may also work in groups to
derive words using given prefixes and
suffixes and using them in sentences.
Wednesday Have learners to write a list C.GRAMMAR Give learners task to
of 10 things they would buy if (verbs. Pg 42) complete while you go
they won a million cedis. round the class to
Revise main and auxiliary verbs by support those who might
Let learners present their list having learners identify them in need extra help.
to the whole class for sentences.
discussion. Have learners to read and
Introduce learners to the concept of spell some of the
regular verbs: keywords in the lesson
- Regular verbs form their past tense
by adding “d” or “ed”
e.g. play- played, walk- walked, bake-
baked etc.

Elicit examples from learners and have

them used sentences.

- The irregular verbs form their past

tense differently. They do not add “d”
or “ed”.
e.g. sleep-slept, come-came, go-went
etc.

Provide a passage having regular and

irregular verbs in the present tense.

Learners rewrite the sentences in the

past.
Thursday Ask learners to write a list of D.WRITING Give learners task to
10 things they would do if (creative writing. Pg 54) complete while you go
they could fly. round the class to
Have learners, in pairs, think-pair-share support those who might
Let learners present their list and choose a topic from their need extra help.
to the whole class for immediate environment they will want
discussion. to write about. Have learners to read and
spell some of the
Guide learners to brainstorm and keywords in the lesson
generate ideas.

Have learners organize their ideas and

write their first draft.

They then peer edit their work.

Have them present their work for class

discussion and correction.

They then write the final draft and

display their work for their peers to
read.
Friday Give a copy of the worksheet E.WRITING CONVENTIONS & Ask learners to read the
to learners. They are GRAMMAR USAGE list of conjunctions below
supposed to complete the (Using Conjunctions) and choose one
task using the pronouns conjunction to join
provided in the table within together each set of
6mins. Conjunctions are words that link sentences.
their it Since and
sentences together.
he mine While but
they she so then if
1. Jennifer told her mom Guide learners to give examples of
that………. has a lot of homework sentences demonstrating their 1.He went to the toy store…..
tonight. bought a stuffed animal.
knowledge of conjunctions.
2. Melanie, Jackie, and Shelly will e.g. 2.We went to the movies…….
cook dinner tonight and………. will i. Ted stayed home from school out to dinner.
also wash the dishes. because he was sick.
3.I baked cookies……they
ii. She was going out to play but it
3. Sarah and Cindy will burned in the oven
meet……… parents at the bus rained.
stop after the shopping trip. 4.We flew our kite…….the
Guide learners in groups to join wind blew.
4. That bracelet is not yours, but sentences using coordinating
…………… 5.I will eat my
conjunctions on a topic. vegetables……..I can have a
5. The dog seems lost but……… e. g. A visit to an interesting tourist cookie for dessert.
knows how to get home site.
6.I can go out to play………..I
finished all of my homework.
Guide them to edit each other’s
work by exchanging with other 7.Will brought a pail and
groups. shovel to the beach………he
could build a sandcastle.
Let learners talk about the
Engage learners in the differences in their stories.
“popcorn reading” game Have learners present a-
The rules are simple: One F.EXTENSIVE READING
two-paragraph summary
student starts reading aloud of the book read
and then calls out "popcorn" Guide learners to choose and read
when they finish. This independently books of their choice
Invite individuals to
prompts the next student to during the library period.
present their work to the
pick up where the previous class for feedback
one left off. Learners think-pair-share their stories
with peers.
Ask each learner to write a-two-
paragraph summary of the book read.
Week Ending
Class Four
Subject MATHEMATICS
Reference Mathematics curriculum Page 12-13
Learning Indicator(s) B4.1.1.3.6 B4.1.1.4.1-2
Performance Indicator  Learners can represent square numbers using factors
 Learners can describe real life situations using positive and negative values
Strand Number
Sub strand Counting, Representation And Cardinality
Teaching/ Learning Resources Counters, bundle and loose straws base ten cut square, patterns
Core Competencies: Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Development and Leadership Attention to Precision

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

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Monday Engage learners in the “Jump Learners draw a square whose Give learners task to complete
Counting” game side is 1 unit by 1 unit and while you go round the class to
Have learners count while determine the area; repeat the support those who might need
jumping with each count. activity for a 2 unit, 3 unit and 4 extra help.
Challenge them to count by unit squares.
twos, fives, or tens!
Tuesday Let learners draw a picture of a Learners work in groups to Give learners task to complete
favorite place in the world. continue the pattern to include while you go round the class to
Then write five or more words the factors of 144. support those who might need
that remind them of that place. extra help.
Guide learners to investigate
Have learners to paste their with square numbers.
drawings on the classroom wall When a number has been
to create a gallery. multiplied by itself we say the
answer is a square number
hence 1× 𝟏 = 𝟏;𝟐 × 𝟐 = 𝟒; 𝟑 ×
𝟑 = 𝟗 and we can write three
squared as 𝟑 × 𝟑 = 𝟑𝟐)
Wednesday Engage learners to cut out Brainstorm learners on Give learners task to complete
some 2D shapes at your start happenings which may be while you go round the class to
signal. represented with positive and support those who might need
negative numbers extra help.
Have learners to paste the cut
outs on the classroom wall (e.g. having savings with a bank
and owing a bank; profit and
loss etc.)
Movement on the number line
to the right and left of zero.

Engage learners in activities to

identify positive and negative
values.
Thursday Give learners brain teasers to Brainstorm learners on Give learners task to complete
solve. happenings which may be while you go round the class to
1. A teacher is preparing for a represented with positive and support those who might need
field trip. She assigns 81 negative numbers extra help.
students to 3 different buses.
How many students are on (e.g. having savings with a bank
each bus? and owing a bank; profit and
loss etc.)
 2. Ms. Alvarez’s class has 33 Movement on the number line
students. She wants to have 3 to the right and left of zero.
equal groups for the activity.
How many students are in each Engage learners in activities to
group? identify positive and negative
values.
Friday Have learners to create Learners count from a given Give learners task to complete
patterns of two objects to interval of positive and negative while you go round the class to
making meaning. numbers on the number line. support those who might need
For example, count from 10 extra help.
backward through zero to
negative -8.

Continue with the activity until

all learners are familiar with
negative and positive values.
Week Ending
Class Four
Subject SCIENCE
Reference Science curriculum Page 12
Learning Indicator(s) B4.4.3.1.1
Performance Indicator Learners can demonstrate understanding of elastic and compressional
forces and their everyday applications
Strand Forces And Energy
Sub strand Forces And Movements
Teaching/ Learning Resources Balls, tables, chairs, plants, balloons, bottle, bottle opener
Core Competencies: Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Development and Leadership Attention to Precision

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Have learners to write answers Revise with learners to explain
for the following questions on force and demonstrate how it
sheet of papers. causes movement

What is force? Learners engage in simple

How is force described? demonstrations on how forces
What forces do you observe in cause movement.
everyday life? (1) Rubbing pens in the hair and using
it to pick pieces of paper.
(2) Using a magnet to attract iron nails
or pins.
(3) Throwing stones into water in a
bucket will cause the water to shake.
(4) Push a toy car down on the floor.
Review learners understanding Learners bring catapults, rubber Ask learners series of
in the previous lesson using bands, springs and bicycle pumps questions to review their
questions and answers to class. understanding of the lesson

Guide learners to demonstrate Ask learners to summarize

Engage learners to play games different effects of forces, what they have learnt
and sing songs to begin the E.g. by kicking a ball in different
lesson. directions, pushing a table, and Ask learners to tell you
crumpling a piece of paper or what they have learnt
stopping a moving toy.
Give learners individual or
Engage learners in activities to home task
demonstrate elastic and
compression forces using the
materials brought to class.

Learners to discuss how elastic

and compressional forces are
applied in everyday life
Week Ending
Class Four
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page 15
Learning Indicator(s) B4.4.1.1.1.
Performance Indicator Learners can demonstrate how to show good manners in the home,
school and community
Strand Our Nation Ghana
Sub strand Being A Citizen
Teaching/ Learning Resources Pictures, Charts, Video Clips
Core Competencies: Communication and Collaboration Critical Thinking and Problem Solving Cultural Identity and
Global Citizenship

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Read a short story to learners. Revise with Learners on the Ask learners series of
Ask learners to answer a few importance of observing good questions to review their
questions on the story. manners or etiquette in the understanding of the lesson
home such as observing good
Call two learners at random to table manners, greetings, helping Ask learners to summarize
summarize the story. others, showing respect and what they have learnt
obedience to parents, teachers,
school authorities, elders and Ask learners to tell you
rulers, respect for the elderly, what they have learnt
obedience to authority, respect
the Constitution of Ghana. Give learners individual or
home task
Learners play games, role play
or engage in other activities that
teach good manners and
etiquette in the home, school
and the community
Engage learners to play the Have learners to talk about the Ask learners series of
alphabet game. importance of good manners: questions to review their
I. It ensures law and order in understanding of the lesson
Have learners to find words for society.
each alphabets on the topic. II. It helps everyone develop good Ask learners to summarize
moral life. what they have learnt
III. It encourages hardworking.
IV. It encourages people to be Ask learners to tell you
patriotic etc. what they have learnt

Learners think-pair-share to Give learners individual or

write essays on good deeds. home task

Why should I be courteous?

Week Ending
Class Four
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page 31
Learning Indicator(s) B4.5.1.1.1
Performance Indicator Explain authority at home, school and in the community.
Strand The Family, Authority and Obedience
Sub strand Authority And Obedience
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
Core Competencies: Cultural Identity, Sharing Reconciliation, Togetherness, Unity Communication and Collaboration,
Critical Thinking Creativity and Innovation Digital Literacy

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Ask learners to finds as many Through questions and answers, Ask learners series of
words from the puzzle below let learners explain authority. questions to review their
understanding of the lesson
O R T E M With the aid of picture cards,
C Z X L A videos, wall charts, etc., let Ask learners to summarize
S H I P N learners identify people in what they have learnt
S N I O C authority in their immediate
E L D E R community. Ask learners to tell you
J K R P F what they have learnt
A Q R Y U Where possible, films can be
used to guide the learners to Give learners individual or
identify the people in authority home task
in the immediate communities.

Guide learners to identify those

in authority at home, school and
in their community: parents,
head teachers, teachers, class
prefect, sectional leaders, chiefs,
pastors, Imams, etc.

Let learners dramatize or role-

play authority at home, school
and in the community
Week Ending
Class Four
Subject HISTORY
Reference History curriculum Page 26
Learning Indicator(s) B4.4.1.1.1.
Performance Indicator Examine the Bond of 1844
Strand Colonization and Developments under Colonial Rule in Ghana
Sub strand Establishing Colonial Rule in Ghana
Teaching/ Learning Resources Wall charts, word cards, posters, video clip, etc.
Core Competencies: The use of evidence to appreciate the significance of historical locations help learners to become
critical thinkers and digital literates

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

MINS (New Learning Including Assessment) 10MINS
(Preparing The Brain For (Learner And Teacher)
Learning)
Have learners to watch a Learners to identify the chiefs who signed the Ask learners series of
short video on the history bond of 1844. questions to review their
of ghana. understanding of the lesson
The bond of 1844 was signed between
Let learners talk about the commander Hill and 8 fante chiefs. The chiefs Ask learners to summarize
video and the part that who took part in the agreement are; what they have learnt
interest them most
Kwadwo Tsibu - King of Denkyira. Ask learners to tell you
what they have learnt
Kwasi Oto - Chief of Abrah.
Give learners individual or
Tsibu Kuma - Chief of Assin. home task

Gyebi - Second Chief of Assin.

Kwasi Ankra - Chief of Donadie.

Ewusi - Chief of Domonassie.

Amonoo - Chief of Anumabo.

Joe Aggrey - Chief of Cape Coast.

Using questions and With the use of the internet or pictures show Ask learners series of
answers, review learners the Palaver Hall where the Bond was signed. questions to review their
understanding of the understanding of the lesson
previous lesson. The bond of 1844 was signed at fomena-
Adansi. Ask learners to summarize
Play games and sing songs what they have learnt
to begin the lesson.
Ask learners to tell you
what they have learnt

Give learners individual or

home task
Week Ending
Class Four
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page
Learning Indicator(s) B4. 2.1.1.3.
Performance Indicator Study the performing artworks created of some Ghanaian performing
artists that reflect the natural and manmade environments of some
communities in Ghana
Strand Performing Arts
Sub strand Thinking and Exploring Ideas
Teaching/ Learning Resources Photos, videos, art paper, colors and traditional art tools, other materials available
in the community
Core Competencies: Decision Making Creativity, Innovation Communication Collaboration Digital Literacy

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

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Learners sing songs and Have learners to study and Learners talk about what was
recite rhymes about work. explore the performing artworks interesting and made meaning to
(music, dance, drama/play, poetry) them in the lesson.
composed or performed by some
Learners mention some Ghanaian performing artists Learners retell the history of
performing artworks Vinoko Akpalu in groups
produced in Ghana. VINOKO AKPALU
He was born in 1888 at Tsiame
near Anyarko in the volta region
of ghana. By the age of twenty five,
Akpalu was a composer and often
taught children songs at the beach.
In addition to songs compositions,
he also did artworks in poetry.
Akpalu was the greatest Ewe poet
and lyricist who ever lived.

Assessment: Let learners listen to

and read a few of Vinoko Akpalu’s
artworks
Learners sing songs and Discuss with learners some of his Ask learners to write short
recite rhymes about work. influences he had on culture and answers for the following
environment with his questions.
performances 1. who was Vinoko Akpalu?
Learners mention some
performing artworks Let learners listen to any of the 2. what type of performing arts
produced in Ghana. songs of Akpalu and write their did he engage in?
own music about things happening
in their community. 3. why was Akpalu different
among the people at his time?
Week Ending
Class Four
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page 10
Learning Indicator(s) B4.1.11.1.1-2
Performance Indicator Say the time by hour, half hour and minutes
Say the names of the week and months in sequence.
Strand Oral Reading
Sub strand Presentation
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a manila card
Core Competencies: Creativity and innovation, Communication and collaboration, Critical thinking

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Put learners into groups of two. Revise the lesson on telling the Use questions to review
The teacher writes a letter in time with learners. their understanding of the
the air. lesson
Learners makes the letter sound Show a wall clock to learners.
and tell the teacher the sound Discuss the various parts of the Ask learners to summarize
that has been written. clock with learners (i.e. what they have learnt
numbers, hour hand, minute
hand and the second hand).
Learners sing songs and recite
few rhymes to get them ready Use the clock to teach the time
for the lesson by hour. Place the hour and
minutes hand properly on the
numbers and call learners to tell
the time by hour.

Use the clock to tell the time by

hour, half an hour and in
minutes. Let learners tell time
by hour, half hour, and minutes.

Lead learners to know when to

write the time with “am” and
“pm”(am for morning and pm
for afternoon till eleven in the
night). E.g. The time is 6 o’clock.
The time is 7:30am. The time is
7:12pm.
Engage learners to spell some Let learners say the letters of Use questions to review
words, at least 5 in their the alphabet. their understanding of the
workbooks. lesson
Make sure the words are level- Create a game with the names
appropriate words. of the days in a week. Ask learners to summarize
what they have learnt
Learners to exchange the work Play the game with learners in
among themselves and mark. the classroom. Let learners
Provide feedback where mention the names of the week
necessary. in sequence and use the names
of the days of the week to form
simple sentences.
 Write the names of the days of
the week on the board and lead
learners to mention them.

Let learners say the names of

the days of the week in turns.
E.g. Sunday, Monday, Tuesday
etc.
Engage learners to spell some Create a game with the names Use questions to review
words, at least 5 in their of the months of the year. their understanding of the
workbooks. lesson
Make sure the words are level- Play the game with learners in
appropriate words. the classroom. Ask learners to summarize
what they have learnt
Learners to exchange the work Help learners to mention the
among themselves and mark. names of the months in
Provide feedback where sequence.
necessary.
Let learners form sentences
with the names of the months of
the year. E.g. January, February,
March, April, etc.
Week Ending
Class Four
Subject PHYSICAL EDUCATION
Reference PE curriculum Page 47
Learning Indicator(s) B4.1.11.1.13:
Performance Indicator Learners can keep a foot-dribbled ball away from a defensive partner.
Strand Motor Skill And Movement Patterns
Sub strand Locomotive Skills
Teaching/ Learning Resources Pictures and Videos
Core Competencies: Personal development and leadership, cooperation skills

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Get out 5-10 index cards and In pairs, foot-dribble a ball away End the lesson with a cool
write the new words in the from partner. down session.
lesson on it.
Alternate the foot used in the Give learners task to
Place the cards on the ground in dribble. complete some multiple
order or scattered apart to choice questions on the
encourage mid-size jumps Learners keep balls away from lesson.
partner by placing their body in
Invite learners to hop on each between ball and partner.
card by reading each card aloud.
Organize a mini football game
for learners to exhibit the skill
learnt.
Week Ending
Class Four
Subject COMPUTING
Reference Computing curriculum Page 8
Learning Indicator(s) B4.2.1.1.2
Performance Indicator Show a 3-slide presentation using clipboard, slides, fonts, paragraph and
editing of the ribbons studied.
Strand Presentation
Sub strand Introduction to MS PowerPoint
Teaching/ Learning Images of clipboard, slides, fonts, paragraph and editing in the ribbons under
Resources the home ribbons section
Core Competencies: Creativity and innovation. 2. Communication and collaboration. 3. Cultural identity and global citizenship. 4.
Personal development and leadership. 5. Digital literacy

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Divide the class into two Guide learners to prepare and present a Call learners to summarize
teams. prepared PowerPoint project to the the lesson.
Let each team present a class.
player who is good in playing Give learners task to
the Zuma game. Invite them to present in groups to the complete at home.
whole class
The first player to finish a
level is the winner. Teams
must present new players for
each new level.

Note: chose games that

improves learners mousing
and keyboarding skills Slide 1

Slide 2

Slide 3