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BASIC FIVEWEEK EIGHT Week Ending 1st November, 2019Class Five Subject ENGLISH LANGUAGE Reference English language curriculum Page Learning Indicator(s) B5.1.3.1.3. B5.2.3.1.2. B5.3.3.1.1. B5.4.3.1.3. B5.5.3.1.1. B5.6.1.1.1. Performance Indicator Learners can compose six-line poems. Learners can use words with digraphs to make meaningful sentences Learners can identify and use indefinite pronouns e.g. someone, anyone, everything etc. Possessive pronouns to show possession, e.g. mine, ours etc. Learners can elaborate on, explain and or justify the main ideas of a paragraph by providing explanations and examples Learners can identify and use nouns or noun phrases to refer to quantities or units. Learners can read a variety of age- and level appropriate books and present at least a-threeparagraph 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 MINS (Preparing The Brain For Learning) PHASE 2: MAIN 40MINS (New Learning Including Assessment) PHASE 3: REFLECTION 10MINS (Learner And Teacher) Monday Have learners to sing songs and recite familiar rhymes THE WHEELS ON THE BUS The wheels on the bus goes round and round Round and round; round and round 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. Review the lesson with learners The wheels on the bus goes round and round All through the town. The dog on the bus goes woof, woof, woof woof, woof, woof; woof, woof, woof The dog on the bus goes woof, woof, woof All day long. (Continue with sounds made by familiar animals) Guide learners to arrange their formulated lines together to compose a poem of six lines. Have each group recite their poem while others listen. Assessment: Ask the class to identify the values in the poems as they listen to recitations. Tuesday Have learners to sing songs and recite familiar rhymes ONE LITTLE FINGER One little finger, One little finger. Two little fingers, tap, tap, tap! Point to the ceiling, point to the floor. Put them on your head, Head! (continue by pointing to other parts of the body) B.READING Revise the activity in B5.2.3.1.1 and show the chart containing words. Let learners think-pair-share and select a paragraph with words containing digraphs e.g. wh, th, both at initial and end positions e.g. that, those, these, with, sixth, teeth. Assessment: Put learners into groups. Let them identify and read words containing digraphs and use them in sentences. The group that produces ten words and uses them in sentences correctly is the winner. Review the lesson with learners Wednesday Have learners to sing songs and recite familiar rhymes WE SHALL HAMMER ?We shall hammer with one hammer, hammer with one hammer, hammer with one hammer we all do the same. ?We shall hammer with two hammers, hammer with two C.GRAMMAR Introduce indefinite pronouns with examples in sentences. Discuss the indefinite pronouns with learners. Assessment: Provide a passage and group learners to identify indefinite pronouns, and use the pronouns identified in sentences. Review the lesson with learners hammers, hammer with two hammers we all do the same Repeat the procedure to teach possessive pronouns. Thursday Choose 5-6 letters that the learners know and make 5-10 cards with each sound on. Give each child a card and ask them to remember the sounds and hide it. They walk around the classroom making that sound and find other children saying the same sound. They form groups of the same sound. D.WRITING Display a model paragraph preferably the one above (Refer to B5. 4.3.1.2) By way of revision, have learners identify the main idea and supporting ideas. Think-Pair-Share: Have pairs of learners discuss why a main idea in a paragraph needs elaboration/explanation/examples, and share their views with peers and the whole class. Assessment: Give learners a topic sentence for them to elaborate on by providing details (explanation/examples). Review the lesson with learners Friday Engage learners to play the “Lucky Dip game” Learners take turns to dip their hands into a box containing words of collective nouns, pick a card and use the word in a sentence. E.g. a team of horses, a bevy of ladies, a flock of sheep Guide learners to E.WRITING CONVENTIONS & GRAMMAR USAGE Introduce quantities and units in context. Guide leaners identify and use nouns or noun phrases to refer to quantities or units E.g. ? Please, give me a piece of paper. -I have a pair of trousers Assessment: have learners to use some of the keywords form sentences F.EXTENSIVE READING Have learners read independently books of their choice during the library period. Review the lesson with learners Have learners to tell what they read to the whole class choose and read books during the library period Learners think-pair-share their stories with peers. Ask each learner to write a-two-three paragraph summary of the book read. Invite individuals to present their work to the class for feedback. Week Ending 1st November, 2019Class Five Subject MATHEMATICS Reference Mathematics curriculum Page 86 Learning Indicator(s) B5.2.1.1.3 Performance Indicator Learners can predict subsequent elements in a given pattern Strand Numbers Sub strand Patterns and relationships Teaching/ Learning Resources Counters and bundle of sticks, Blackboard illustrations. Learners demonstration Core Competencies: Problem Solving Skills; Critical Thinking; Justification of ideas; Collaborative Learning; Personal Development and Leadership Attention to Precision DAYS PHASE 1: STARTER 10 MINS (Preparing The Brain For Learning) PHASE 2: MAIN 40MINS (New Learning Including Assessment) PHASE 3: REFLECTION 10MINS (Learner And Teacher) Monday Engage leaners to sing the song WE CAN COUNT We class five We can count We count 1,2,3,4,5 We count 6,7,8,9,10 We class five can count very well. Ask students to respond to find the next two terms in a pattern and state the rule for the pattern. Assessment: have learners to solve several examples Review the lesson with Learners Tuesday Engage leaners to sing the song I AM COUNTING ONE 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 6 - Sister 7 - Saviour Ask learners to complete the table below for the number of match sticks used in this geometric pattern. Guide learners to describe the relationship. Assessment: have learners to solve several examples Review the lesson with Learners ? 8 - Eat more fruits ? 9 - Nana Yaw ? 10 - Thank your God. Wednesday Engage leaners to Play show me a number game with learners (up to 10), with fingers. Teacher mentions the number from (1 to 10). Learners then show their fingers up to show the number Ask learners to complete the table below for the number of match sticks used in this geometric pattern. Guide learners to describe the relationship. Assessment: have learners to solve several examples Review the lesson with Learners Thursday Have leaners to solve for the missing numbers in the empty cells + 1 2 3 1 2 4 2 4 3 4 Ask learners to write questions based on number or geometric patterns for their friends to find answers to; e.g. how many match sticks will be used for the 9th geometric pattern? Review the lesson with Learners No. of triangles 1 2 3 4 No. of match sticks 3 6 Assessme nt: hav e learners to solve several ex amples Friday Engage leaners to sing the song WE CAN COUNT We class five We can count We count 1,2,3,4,5 We count 6,7,8,9,10 We class five can count very well. Ask learners to writ e quest ions ba sed on number or geometric patterns for their friends to fi nd answers to; e.g. ho w many match stick s will be used f or the 9th geometric p attern? Review the lesson with Learners No. of triangles 1 2 3 4 No. of match sticks 3 6 Assessment: have learners to solve several examples Week Ending 1st November, 2019Class Five Subject SCIENCE Reference Science curriculum Page Learning Indicator(s) B5.2.1.3.1 B5.2.1.3.2 Performance Indicator Learners can demonstrate evaporation and condensation as important processes of the hydrological (water) cycle Know how clouds are formed Strand Cycles Sub strand Earth science Teaching/ Learning Resources Pictures and videos Core Competencies: Critical Thinking and Problem-Solving Communication and Collaboration DAYS PHASE 1: STARTER 10 MINS (Preparing The Brain For Learning) PHASE 2: MAIN 40MINS (New Learning Including Assessment) PHASE 3: REFLECTION 10MINS (Learner And Teacher) Learners recite poems and rhymes involving the environment and water. Teacher uses series of questions to introduce his lesson In groups, learners demonstrate evaporation and condensation, e.g. learners observe water drying off their wet hands (evaporation), covering water with a lid and observing water droplets on the lid after some time (evaporation & condensation). Demonstrate evaporation by heating water until it boils (to be done by the teacher), then covering the boiling water with a sheet of transparent glass. Water vapour condenses on transparent glass (condensation). Learners are assisted to understand how evaporation and condensation lead to the formation of rain. Display pictures or simple diagrams of the water cycle showing evaporation and condensation. What have we learnt today? Demonstrating evaporation and condensation as important processes of the hydrological (water) cycle know how clouds are formed Have learners to summarize the main points of the lesson. Review the lesson with learners. Ask learners to draw the water cycle showing evaporation and condensation Put students into groups of three 3 and number them 1-Review composition of air with learners. This should include water vapour. What have we learnt today? 3. Put three number statements up to the white board and ask students to explain the corresponding statements to their group. The group who explains well wins. Ask learners the question: what are clouds? And assists learners to come out with this explanation: Clouds consist of many tiny water droplets resulting from the condensation of water vapour into liquid water or ice. Demonstrating evaporation and condensation as important processes of the hydrological (water) cycle know how clouds are formed Have learners to summarize the main points of the lesson. Review the lesson with learners. Ask learners to draw the water cycle showing evaporation and condensation Learners recite poems and rhymes involving the environment and water. Explain that upward vertical motion of air through the atmosphere cools water vapour to form clouds. Learners demonstrate formation of clouds in a bottle. Learners explain why clouds are not formed close to the surface of the ground What have we learnt today? Demonstrating evaporation and condensation as important processes of the hydrological (water) cycle know how clouds are formed Have learners to summarize the main points of the lesson. Week Ending 1st November, 2019Class Five Subject OUR WORLD OUR PEOPLE Reference Our World Our People curriculum Page 28 Learning Indicator(s) B5.1.4.1.1. Performance Indicator Learners can describe skills for dealing with peer pressure Strand All about us Sub strand Home and School Teaching/ Learning Resources Videos and pictures Core Competencies: Personal Development and Leadership Communication and Collaboration Trust, Commitment, Loyalty Respect, Obedience, Humility Unity, Responsibility, Togetherness DAYS PHASE 1: STARTER 10 MINS (Preparing The Brain For Learning) PHASE 2: MAIN 40MINS (New Learning Including Assessment) PHASE 3: REFLECTION 10MINS (Learner And Teacher) Have learners to sing songs and recite familiar rhymes JOHNNY JOHNNY Johnny, Johnny, yes papa. Eating sugar, no papa. Telling lies, no papa. Open your mouth ha! ha! ha! Learners talk about the benefits of belonging to good peer groups e.g. learning new things, respectfulness, obedience, achieving goals, being courteous Assessment: share roles and have learners to role-play some of the good benefits of belonging to a peer group What have we learnt today? benefits of belonging to good peer groups have learners to summarize the main points of the lesson Group learners into three (3), appoint a leader from each group to act as the teacher. Ask them to summarize what was covered in the previous lesson. The class is allowed to pose questions to the leaders. The group who summarizes well wins. Learners discuss the dangers of belonging to bad peer groups e.g. drink alcohol, take drugs, have pre-marital sex Assessment: share roles and have learners to role-play some of the dangers of belonging to a peer group What have we learnt today? dangers of belonging to bad peer groups have learners to summarize the main points of the lesson Engage learners to sing songs and recite familiar rhymes Learners role play a scenario in which an Review the lesson with lesson SOMETHING PASS ?Something pass ?Response: something pass through my body to my heart. ?Something pass ?Response: something pass through my mouth to my stomach. ?Lalala laaa ?Response: lala laa lala lala lala la ?Lololo loo ?Response: lolo loo lolo lolo lolo lo older pupil is putting pressure on a younger one to do any of the following: i. drink alcohol ii. take drugs iii. have pre-marital sex Week Ending 1st November, 2019Class Five Subject RELIGIOUS AND MORAL EDUCATION Reference RME curriculum Page 37 Learning Indicator(s) B5.1.2.1.2: Performance Indicator Learners can demonstrate ways to care for the environment. Strand God his creation and attributes Sub strand The environment Teaching/ Learning Resources Videos and pictures Core Competencies: Respect, Caring, Responsibility, stewardship, Love, Communication and Collaboration, Cultural Identity and Global Citizenship DAYS PHASE 1: STARTER 10 MINS (Preparing The Brain For Learning) PHASE 2: MAIN 40MINS (New Learning Including Assessment) PHASE 3: REFLECTION 10MINS (Learner And Teacher) Have learners to watch videos and pictures of how to care for the environment. Have learners to talk about parts of the video and pictures that interest them Through questions and answers, learners explain what they think a clean environment should be. Using Think-Pair-Share, learners talk about ways of caring for the environment through: tree planting, proper disposal of wastes, legal mining, clean-up exercises, avoiding environmental pollution, etc. Let learners organize and do clean-up exercises in the school environment. Project: learners in groups to do a project on: clearing a rubbish dump, planting trees, checking erosion, clearing choked gutters, etc. What have we learnt today? ways to care for the environment have learners to summarize the main points of the lesson Learners talk about what was interesting and made meaning to them in the lesson and what they will change and do differently Have learners to sing songs and recite rhymes related to the lesson Let learners discuss and write down the importance of caring for the environment: the importance may include: it helps to improve climatic conditions such as adequate What have we learnt today? ways to care for the environment rainfall, balanced temperature on earth, etc. Let learners present their work in class for appreciation and discussion. have learners to summarize the main points of the lesson Learners talk about what was interesting and made meaning to them in the lesson and what they will change and do differently Week Ending 1st November, 2019Class Five Subject HISTORY Reference History curriculum Page 31 Learning Indicator(s) B5.2.5.1.1 Performance Indicator Learners can name Ghanaians who have made significant contribution locally and internationally. Strand My country Ghana Sub strand Some Selected Individuals Teaching/ Learning Resources Pictures of some outstanding personality in Ghana A documentary on any of the personality Core Competencies: cultural identity and digital literacy DAYS PHASE 1: STARTER 10 MINS (Preparing The Brain For Learning) PHASE 2: MAIN 40MINS (New Learning Including Assessment) PHASE 3: REFLECTION 10MINS (Learner And Teacher) Write nine key words used in the previous lesson, in boxes on the board. Challenge students to make a (historically accurate) sentence of at least three lines or a short paragraph using them all Have leaners to write on a sheet of paper the following Which individuals have contributed locally and internationally? What were their contributions? Which among them inspires you most and why? Use pictures, posters or the internet to identify Ghanaian who have made important contributions locally and internationally. Match these personalities with areas of specialty e.g. Dr R.E.G Armattoe (Science and Medicine), Kofi Annaninternational diplomacy, Osibisa- popular music, El Anatsui – sculptor, David Adjaye- Architect, Ozwald Boateng-fashion, Efua Sutherland- playwright, Prof Francis Allotey- science and History, Prof Akua Kuenyehia- law, Prof. Frimpong Boateng – Surgeon, Abedi Ayew ‘Pele’ – Football, Azumah Nelson Boxing etc. Show photographs/ documentary of significant individuals What have we learnt today? Ghanaians who have made significant contribution locally and internationally Learners talk about what was interesting and inspired them in the lesson and what they will change and do differently Paste a chart of pictures on the board. The pictures should contain the pictures of some selected individuals who have made significant Contribution locally and internationally. Write some popular quotes by this individuals on sticky notes. Call out leaners to identify the individuals with their quotes. Retell the live stories of any of these from a documentary show With the aid of the internet learners are to develop a documentary/poster of individuals who have contributed significantly in this field Identify the traditional rulers whose work inspires you most and give reasons for your choice What have we learnt today? Ghanaians who have made significant contribution locally and internationally Learners talk about what was interesting and inspired them in the lesson and what they will change and do differently Week Ending 1st November, 2019Class Five Subject CREATIVE ARTS Reference Creative Arts curriculum Page Learning Indicator(s) B5 1.4.6.1 Performance Indicator Learners can develop guidelines for appreciating and appraising own and others’ visual artworks that reflect the history and culture of the African people Strand Visual Arts Sub strand Appreciating an appraising Teaching/ Learning Resources Photos, videos, art paper, colours and traditional art tools , other materials available in the community Core Competencies: Decision Making Creativity and Innovation Communication Collaboration Digital Literacy DAYS PHASE 1: STARTER 10 MINS (Preparing The Brain For Learning) PHASE 2: MAIN 40MINS (New Learning Including Assessment) PHASE 3: REFLECTION 10MINS (Learner And Teacher) Have learners to watch videos and pictures on appreciating artworks Have Learners 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; agree on the approach/method (manual/digital) to use in recording/documenting the appraisal process; What have we learnt today? Expressing feelings and thoughts about own and others’ displayed visual artworks Have learners to summarize the important points in the lesson. Have learners to watch videos and pictures on appreciating artworks Fix a day/date for the appreciation/appraisal/jury. Suggested Guidelines Description of the work: The elements in the work (dot, lines, shapes, forms, colour, texture, tone), materials used (e.g. paper, pencil, clay, wood), size of the work, number of What have we learnt today? Expressing feelings and thoughts about own and others’ displayed visual artworks 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. Have learners to summarize the important points in the lesson. Week Ending 1st November, 2019Class Five Subject GHANAIAN LANGUAGE Reference Ghanaian Language curriculum Page Learning Indicator(s) B5.3.1.1.1 B5.3.1.1.2 B5.3.1.1.3 B5.3.1.1.4 B5.3.1.1.5 Performance Indicator Learners can recognize the use of full stops at the end of a complete sentence, and to separate initials. Learners can recognize that a comma is used to separate a list of items. It serves as a pause in sentences and speech. Learners can recognize that a colon is used to list and explain a statement, or to mention a list of items. Learners can recognize that quotation marks are used when you want to write or quote the same words a person said or wrote. Learners can write simple sentences. Strand Writing Sub strand Penmanship/ handwriting Teaching/ Learning Resources Manila cards, markers, recorded audios visual Core Competencies: Communication and collaboration Personal development and leadership DAYS PHASE 1: STARTER 10 MINS (Preparing The Brain For Learning) PHASE 2: MAIN 40MINS (New Learning Including Assessment) PHASE 3: REFLECTION 10MINS (Learner And Teacher) Engage learners to play “The Memory Game” The students are shown a picture with many things in it or a list of several words. The catch is they are shown it for just a few seconds. The students are then asked to recall what they saw and write it down in their books. Let learners write a sentences on the board and in their books. Go round and check the sentences written to see if full stops are at the ends. Discuss the punctuation, full stop, with learners. Write a passage on the board with all punctuations. Assist learners to recognize that a full stop is used at the end of a complete sentence, and to separate initials. What have we learnt today? The use of full stops Review the lesson with learners Engage learners to play the “Step forward” game. Write a passage on the board with all the appropriate punctuations. What have we learnt today? Learners stand at the start line. Teacher calls out 'if you have a /t/ in your name step forward' or 'if your name begins with /f/ step forward'. The person to get to the finish line wins. Discuss the passage with learners, and help them to recognize the punctuation comma. Assist learners to recognize that a comma is used to separate a list of items. It serves as a pause in sentences and speech. Let learners write sentences or short passages using the comma. Write a list of items on the board and ask learners to use the list to form sentences, using the comma to separate the items in the sentence written. The use of comma Review the lesson with learners Engage learners to sing songs and recite familiar rhymes Write a passage on the board with all the appropriate punctuations. Discuss the use of the colon in the passage. Assist learners to recognize that a colon is used to list and explain a statement, or to mention a list of items. What have we learnt today? Use of the colon Review the lesson with learners Engage learners to sing songs and recite familiar rhymes Write 4-5 sounds on the board. With the whole class, say the sounds (with the action). Ask the learners to close their eyes and teacher wipes out one sounds. Learners open their eyes and must say which is gone. Call learners to make some utterances by asking questions. Write the utterance in quotation marks on the board and discuss with learners. Write a passage on the board with all punctuations. Assist learners to recognize that, quotation marks are used when you want to write the same words a person said or wrote. Review the lesson with learners Engage learners 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. Review the lesson with learners Week Ending 1st November, 2019Class Five Subject PHYSICAL EDUCATION Reference Physical Education curriculum Page 63 Learning Indicator(s) B5.2.4.2.4 Performance Indicator Learners can explain the purpose of using a side orientation when striking a ball from a batting tee. Strand Movement Concepts, Principles and Strategies Sub strand Space Awareness Teaching/ Learning Resources Videos and Pictures Core Competencies: communication skills such as speaking, writing, as well as critical thinking and problem-solving DAYS PHASE 1: STARTER 10 MINS (Preparing The Brain For Learning) PHASE 2: MAIN 40MINS (New Learning Including Assessment) PHASE 3: REFLECTION 10MINS (Learner And Teacher) Have learners to sing songs and recite familiar rhymes in relation to the lesson Learners explain the purpose of using the side orientation as: Give accuracy Speed iii. Direction - iv. Spinning, etc. Assessment: Have learners to practice in turns using a side orientation when striking a ball from a batting tee Review the lesson with lesson Week Ending 1st November, 2019Class Five Subject COMPUTING Reference Computing curriculum Page 15 Learning Indicator(s) B5.1.3.1.4. B5.1.3.1.5. B5.1.3.1.6. Performance Indicator Learners can demonstrate sending and sharing information e.g. arranging data, sorting and calculations etc. Learners can demonstrate basic calculations on sample data e.g. arranging and summing and averaging data. Learners can recognize data types (integer, double, float). Strand Introduction to Computing Sub strand Data Sources And Usage Teaching/ Learning Resources Photographs, audio recordings, video recordings, film, letters and diaries, speeches, published books, newspapers and magazines, government publications, oral histories, etc.) 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 MINS (Preparing The Brain For Learning) PHASE 2: MAIN 40MINS (New Learning Including Assessment) PHASE 3: REFLECTION 10MINS (Learner And Teacher) Group learners into three (3), appoint a leader from each group to act as the teacher. Ask them to summarize what was covered in the previous lesson. The class is allowed to pose questions to the leaders. The group who summarizes well wins Task learners to sort data in alphabetical order (increasing and decreasing order) and perform basic calculations such as multiplying, dividing and adding vales of sample data. Learners can also be guided to generate age data from their dates of birth. NB: recall content in B4 and add to it. Guide learners to add and find the average data collected and present their findings to the class Divide learners into two groups and ask one group to mention a number and the other group to identify the type of data mentioned Review the lesson with learners ................
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