SAMPLE LESSON NOTES-WEEK 8

BASIC TWO

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 SCHEME OF LEARNING- WEEK 8

BASIC TWO

Name of School……………………………………………….……………………….…………………
Week Ending
Class Two
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B2.1.9.1.3. B2.2.7.2.5. B2.4.10.1.1. B2.5.10.1.1. B2.6.1.1.1
Performance Indicator A. Learners can respond to commands, instructions and requests
B. Learners can use visualization strategy (form mental images about
texts) to enhance understanding of level-appropriate texts
C. Learners can write about real or imagined experiences or events using
the process approach
D.Learners can use phonics knowledge to spell words with irregular
phonic letter pattern
E. Learners can read a variety of age and level-appropriate books and
texts from print and non-print
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 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Monday Led learners to recite a few A.ORAL LANGUAGE Give learners task to
rhymes (Giving and Responding to Commands) complete while you go round
Introduce instructions by having the class to support those
Jack and Jill learners respond to typical who might need extra help.
Jack and Jill went up the hill classroom instructions.
To fetch a pail of water Have learners to read and
Jack fell down and broke his Create situations for learners to spell some of the keywords
crown practice giving and responding to in the lesson
And Jill came tumbling after instruction.

Let learners role-play parents,

teachers, prefects, learners giving
and responding to instructions, etc.
Tuesday Engage learners to play “Get B.READING Give learners task to
Out Of The Wagon” game. (Comprehension) complete while you go round
Model using visualization strategy to the class to support those
Three words are placed in a construct meaning from a text. who might need extra help.
wagon/table.
Example: Visualization is the reading strategy Have learners to read and
that helps learners to create pictures spell some of the keywords
cake rake king
in their head of what they are in the lesson
reading.
The child determines which
word doesn’t rhymes and Through appropriate questions,
tells it to ‘get out of the guide learners to practice using
wagon’ visualization strategy to construct
meaning from texts.
Wednesday Have learners recite familiar C.WRITING Give learners task to
rhymes. (Narrative Writing) complete while you go round
Ask learners simple questions on the class to support those
FIVE LITTLE DUCKS their daily routines. who might need extra help.
Five little ducks went out
one day, Let learners brainstorm and choose
Over the hills and far away, a topic for the day.
 Mother duck said “Quack, e.g. "A visit to the market" or "A Have learners to read and
quack, quack” visit to the beach" spell some of the keywords
But only 4 little ducks came in the lesson
back. Using questions, assist learners to
write a paragraph or two about their
experiences. e. g. i. What is the
name of the market? ii. Where is the
market? iii. What did you buy from
the market?

Let learners write a short paragraph

and paste it on the notice board.
Thursday Teacher calls out different D.WRITING CONVENTIONS Give learners task to
actions for learners to act. & GRAMMAR USAGE complete while you go round
Student have to mimic the (Spelling) the class to support those
action continuously without who might need extra help.
breaking. After a while Have learners play the pick and spell
teacher speeds up the game to spell phonetically irregular Have learners to read and
tempo. For example: words. e. g. the, face spell some of the keywords
jumping, stamping of feet, in the lesson
crazy dance, etc. Have learners use these words in
oral and written sentences.
Friday Engage learners to recite a C.EXTENSIVE READING Call learners in turns to tell
few rhymes with actions the whole class what they
Use the Author’s chair to introduce read.
the reading/ library time.
Have a variety of age Let Learners draw parts of
appropriate books for Introduce narratives, pop-up and flip- the story they read
learners to make a choice the-page texts to learners.
from.
Introduce e-books to learners, if
available.
Week Ending
Class Two
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B2.3.3.3.1
Performance Indicator Learners can read the calendar and solve problems involving the number of
days in a week and number of months in a year.
Strand Geometry And Measurement
Sub strand Measurement- Length, Capacity, Mass And Time
Teaching/ Learning Resources Ruler, rope, meter rule
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 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including Assessment) 10MINS
Learning) (Learner And Teacher)
Monday Engage learners to sing the Let learners use the calendar to do the Give learners task to
song following: complete whiles you go
- Identify or read the day of the week round to guide those who
WE CAN COUNT and the month of the year for a given don’t understand.
We class two calendar date.
We can count Give remedial learning to
We count 1,2,3,4,5 those who special help.
We count 6,7,8,9,10
We class two can count very
well.
Assessment: have learners to read the
calendar and answer the questions
Tuesday Engage learners to sing songs Let learners use the calendar to do the Give learners task to
and play games to get them following: complete whiles you go
ready for lesson. round to guide those who
- Identify the day (or month) that comes don’t understand.
Use questions and answers to before or after a given day (or month)
review learners understanding Give remedial learning to
in the previous lesson. those who special help.

Assessment: have learners to read the

calendar and answer the questions
Wednesday Engage learners to sing the Let learners use the calendar to do the Give learners task to
song following: complete whiles you go
- Name, order and count the days in a round to guide those who
WE CAN COUNT week and the months in a year. don’t understand.
We class two
We can count Give remedial learning to
We count 1,2,3,4,5 those who special help.
We count 6,7,8,9,10
We class two can count very
well.

Thursday Engage learners to sing songs Let learners use the calendar to do the Give learners task to
and play games to get them following: complete whiles you go
ready for lesson.
 - Name, order and count the days in a round to guide those who
Use questions and answers to week and the months in a year. don’t understand.
review learners understanding
in the previous lesson. Give remedial learning to
those who special help.

Friday Engage learners to sing the Engage learners to sing rhymes on the Give learners task to
song days of week and months of the year. complete whiles you go
round to guide those who
WE CAN COUNT Ask learners to say the rhyme “Thirty- don’t understand.
We class two days has September”
We can count Give remedial learning to
We count 1,2,3,4,5 30 days has September, April, June, and those who special help.
We count 6,7,8,9,10 November. All the rest have 31, Except
We class two can count very for February alone, which has 28 days
well. clear, and 29 in each leap year
Week Ending
Class Two
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B2.5.3.1.1
Performance Indicator Learners can Identify the technological devices used in the community and
describe their impact .
Strand Humans and the Environment
Sub strand Science And Industry
Teaching/ Learning Resources Mobile phones, laptops, toy cars etc.
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 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including Assessment) 10MINS
Learning) (Learner And Teacher)
Have learners play games and Prior to the lesson, give learners an Ask learners questions to
recite familiar rhymes to begin assignment to investigate how people review their understanding
the lesson communicated, travelled, sought of the lessson.
medical care, etc. in the olden days (in
Using questions and answers, the absence of modern-day Give learners task to do
review their understanding of technological inventions) whiles you go round to guide
the previous lesson. those who need help.
Engage learners to communicate their
findings based on the investigations
Write words on th board and Learners name some technological Ask learners to summarize
cover parts with a smiley for devices they see in the school, at what they have learnt.
learners to guess the word home, in the market places, hospitals,
mosque, churches, bus stations, Let learners say 5 words
Have learners sing songs to airport, etc. they remember from the
begin the lesson. lesson.
Present some products of technology
that can be seen in the community to
learners, e.g. mobile phones,
computers, school bag, sewing
machines and fan
Have learners play games and Facilitate a session where learners Ask learners to summarize
recite familiar rhymes to begin operate some common devices such as what they have learnt.
the lesson mobile phones, laptops, toy cars etc.
Let learners say 5 words
Using questions and answers, Let learners brainstorm to find out they remember from the
review their understanding of what will happen if there were no lesson.
the previous lesson modern technological devices in the
community

Ask learners to draw a technological

device that will improve their
communities in future.
Week Ending
Class Two
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page 36
Learning Indicator(s) B2.5.2.1.1.
Performance Indicator Learners can identify the left, right mouse buttons, use the mouse to
perform single and double clicking
Strand My Global Community
Sub strand Introduction To Computing
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 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Have learners play games and Guide learners to identify the Ask learners questions to
recite familiar rhymes to begin parts of a mouse. review their understanding
the lesson of the lessson.

Using questions and answers, Give learners task to do

review their understanding of whiles you go round to
the previous lesson. guide those who need help.

Learners point out parts of the

mouse and call out the name of
the parts pointed.
Write words on th board and Guide learners to identify the Ask learners to summarize
cover parts with a smiley for parts of a mouse. what they have learnt.
learners to guess the word
Let learners say 5 words
Have learners sing songs to they remember from the
begin the lesson. lesson.

Learners point out parts of the

mouse and call out the name of
the parts pointed.
Have learners play games and Take learners through the use Ask learners to summarize
recite familiar rhymes to begin of the mouse in computer what they have learnt.
the lesson applications.
Let learners say 5 words
Using questions and answers, Learners to demonstrate in they remember from the
review their understanding of groups how to use the mouse lesson.
the previous lesson e.g. the left button can perform
single and double clicks in a
game exercise.
Week Ending
Class Two
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B2. 4.2.1.1:
Performance Indicator Learners can describe ways of promoting personal hygiene and safety
in the community.
Strand The Family and the Community
Sub strand Personal Safety In The Community
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 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Draw or print pictures of Have learners mention things Ask learners questions to
vocabulary words in the lesson they need in promoting personal review their understanding
with numbers on it and paste hygiene practices: water, soap, of the lessson.
them on the classroom wall. Ask tooth brush and tooth paste,
learners to make a list of them. nail cutter, etc. Give learners task to do
whiles you go round to
Let learners talk about things guide those who need help.
they do to show personal
hygiene practices:
i. bathing twice a day,
ii. brushing of the teeth, at least,
twice daily,
iii. washing of clothes regularly, iv.
washing of hands regularly, etc.
Week Ending
Class Two
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B2.3.2.1.1
Performance Indicator Learners can describe how early trade was carried out between
Ghanaians and Europeans
Strand My Country Ghana
Sub strand International Trading Including Slave Trade
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 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Engage learners to play games, sing Describe how early trade was Ask learners questions to
songs and recite rhymes to begin carried out between Ghanaians review their understanding
the lesson. and the Europeans. of the lessson.
Using questions and answers review
Organize learning corners with Give learners task to do
learners on the previous lesson.
real items or pictures of items whiles you go round to
brought by the Europeans such guide those who need help.
as Gin, Gun, Gun Powder,
Textiles, Tobacco, Iron Bars,
Elephant tusks, Ivory, Gold.

Role play the barter trade in

those items.
Engage learners to play games, sing Guide learners to use the Ask learners to summarize
songs and recite rhymes to begin internet to identify countries what they have learnt.
the lesson. with the items they brought that
remained part of everyday Let learners say 5 words
Using questions and answers review
Ghanaian life. e.g. the Dutch and they remember from the
learners on the previous lesson.
wax prints. lesson.

Name the towns that emerged

on the coast as a result of
European trade with Ghanaians.
Week Ending
Class Two
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page
Learning Indicator(s) B2.2.4.6.3 B2.2.4.7.3
Performance Indicator Learners can report own views and feelings about the displayed performing
artworks and suggest how the artworks can be modified or improved
Strand Performing Arts
Sub strand Appreciating and Appraising
Teaching/ Learning Resources Photos, videos, art paper, colors and traditional art tools
Core Competencies: Decision Making Creativity, Innovation Communication Collaboration Digital Literacy

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Use questions and answers to The easiest way to understand and Use questions to review their
revise the previous lesson appreciate a performance is to understanding of the lesson
with learners. develop a relevance and appropriate
criteria or checklist Ask learners to summarize
Engage learners to play games what they have learnt
and sing songs to begin the Guide learners to create a checklist
lesson or criteria for appreciating and Learners to read and spell the
appraising a performance; key words on the board
 Creative process
 Subject matter
 Selection and use of instruments
and elements
 Styles and techniques
 Originality or creativity
 Use of space
 Selection and use of costumes
 Symbolism and cultural relevance
 Aesthetic qualities
 suitability
Show pictures of people Lead a discussion to explain the Use questions to review their
performing the “kete” dance criteria with learners. understanding of the lesson
to learners’
Now let learners use the checklist to Ask learners to summarize
let learners observe and talk appreciate and appraise a previous art what they have learnt
about the pictures performance in class. e.g. the ‘kete’
Dance. Learners to read and spell the
key words on the board
Put learners into groups of 2 or 3
depending on the size of the class.

Invite each group to perform the

‘kete’ dance as others will be
observing.

Set up a three member judge to use

the checklist or criteria to appraise
the performance of each group.
Week Ending
Class Two
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page
Learning Indicator(s) B2.3.4.1.1 B2.3.4.1.2
Performance Indicator Learners can write short sentences with correct spacing about objects,
people, places and pets.
Strand Writing
Sub strand Writing & Copying Simple Sentence With Correct Spacing
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 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Put learners into groups. Draw objects and pets on a manila Ask learners questions to
card and display it to learners. review their understanding of
Have learners fine words for the lessson.
each of the alphabets letters on Lead learners through discussion to
the topic. mention the things drawn on the Give learners task to do
card. whiles you go round to guide
The group with the most those who need help.
words wins. Use the words to form simple
sentences and lead learners to read
them aloud.

Let learners read the simple

sentences aloud individually.
Have learners play games and Let learners write simple sentences Ask learners to summarize
recite familiar rhymes to begin with correct spacing about objects what they have learnt.
the lesson and pets.
Let learners say 5 words they
Using questions and answers, Show a picture of people and places remember from the lesson.
review their understanding of to learners.
the previous lesson
Lead learners to discuss the picture.

Use the names of the people and

places in the picture to form simple
sentences.
Engage learners to sing songs Lead learners to read the sentences Ask learners to summarize
and recite rhymes aloud. what they have learnt.

Sea shells Let learners read the sentences Let learners say 5 words they
She sells seashells by the aloud on their own. remember from the lesson.
seashore
The shells she sells are surely Call individual learners to read the
seashells sentences.
So if she sells shells on the
seashore, Let learners form their own
I am sure she sell seashore sentences using the names of people
shells and places in the picture.

Let learners write short sentences

with correct spacing about the
people and places in the drawing.
Week Ending
Class Two
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B2.3.4.3.4:
Performance Indicator Learners can perform lower back stretch.
Strand Physical Fitness
Sub strand Endurance
Teaching/ Learning Resources Pictures and Videos
Core Competencies: Creativity and innovation, Communication and collaboration, Critical thinking

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Have learners play games and Learners lie face down with feet End the lesson with a cool
recite familiar rhymes to begin together and arm stretched down.
the lesson sideways.
Let learners summarize the
Using questions and answers, Learners lift their head and important points of the
review their understanding of chest up without using the arms lesson.
the previous lesson as support up to their limit.

They should maintain the

position as long as they can
before they lie back flat on the
floor.

Encourage them to work for

further distance from the
ground.