FIRST TERM LESSON PLAN – BASIC TWO

WEEK 10

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

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

Week Ending: 08-12-2023 DAY: Subject: English Language

Duration: Core Competencies:
Reading and Writing Skills Personal Development and
Class: B2 Class Size: Leadership and Collaboration
Indicator: Lesson:
Content Standard:
B2.1.9.1.1 B2.2.7.1.3 B2.4.10.1.1
B2.1.9.1 B2.2.7.1 B2.4.10.1 B2.5.9.1 B2.6.1.1
B2.5.9.1.2. B2.6.1.1.1 1 OF 1
Performance Indicator:
A. Learners can respond to commands, instructions and requests
B. Learners can retell level-appropriate texts in own words
C. Learners can write about real or imagined experiences or events using the process approach
D. Learners can identify nouns and verbs in simple sentences
E. Learners can read a variety of age and level-appropriate books and texts from print and non-print
References: English Language Curriculum Pg.45

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

Monday Engage learners to sing songs A.ORAL LANGUAGE Give learners task to complete
and recite rhymes (Giving and Responding to Commands) while you go round the class to
Ding dong bell. support those who might need
Pussy's at the well. Introduce instructions by having extra help.
Who took her there? learners respond to typical classroom
Little Johnny Hare. instructions. Have learners to read and spell
some of the keywords in the
Who’ll bring her in?
Create situations for learners to lesson
Little Tommy Thin. practice giving and responding to
What a jolly boy was that instruction.
To get some milk for pussy
cat, Let learners role-play parents,
Who ne'er did any harm? teachers, prefects, learners giving and
But played with the mice in responding to instructions, etc.
his father's barn e. g. Instruction: 1. Draw a circle in a
square.
2. Write the letter ‘A’ in the circle.
Tuesday Have learners to the alphabet B.READING Using guided questions, have
song and dance to it. (Comprehension) learners answer some questions
based on the story read.
Have them perform the action Revise some previous stories told.
for each letter sound. Have learners summarize the
Have learners retell a story using story orally in pairs.
simple herring-bone strategies.
Wednesday Play games and recite rhymes C.WRITING Give learners task to complete
that learners are familiar with to (Narrative Writing) while you go round the class to
begin the lesson. Ask learners simple questions on their support those who might need
daily routines. extra help.
Ask learners questions to
review their understanding in Let learners brainstorm and choose a Have learners to read and spell
 the previous lesson. topic for the day. some of the keywords in the
e. g. "A visit to the market" lesson
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?
Thursday Engage learners to play “Back D.WRITING CONVENTIONS & Give learners task to complete
to the Board” game. GRAMMAR USAGE while you go round the class to
Display word cards on the (Using Simple Sentences) support those who might need
teachers table in front of the extra help.
class. Use questions and samples for learners
to identify nouns and verbs in the Have learners to read and spell
Group class into three or four. structure of simple sentences. some of the keywords in the
Invite each leader from the e. g. i. Ofori danced. (Who danced? What lesson
group in turns to face the class did Ofori do?)
with his/her back to the board. ii. Ama laughed. (Who danced? What did
Ama do?)
Write a letter on the board for
the others to make its sound.
The leader then search through have learners use the simple sentences
the word cards to identify the in forming compound and complex
letter. sentences orally with the aid of
conjunctions.

Let learners write the sentences in

thier workbooks.
Friday Engage learners to recite a few C.EXTENSIVE READING Call learners in turns to tell the
rhymes with actions whole class what they read.
Use the Author’s chair to introduce the
reading/ library time. Let Learners draw parts of the
Have a variety of age story they read
appropriate books for learners Introduce narratives, pop-up and flip-
to make a choice from. the-page texts to learners.

Introduce e-books to learners, if

available.
Week Ending: DAY: Subject: Mathematics
Duration: 60mins per lesson Strand: Number
Class: B2 Class Size: Sub Strand: Money
Content Standard:
B2.1.4.1. Determine the value of coins and Indicator: Lesson:
B2.1.4.1.1. Recognize Ghanaian coins, and currency
notes in order to solve monetary
notes. 1 OF 1
transactions
Performance Indicator: Core Competencies:
Learners can recognize Ghanaian coins, and currency Problem Solving skills; Critical Thinking; Justification of
notes. Ideas;
Teaching/ Learning Resources Ghana Cedi(notes & coins)
New words
References: Mathematics Curriculum Pg. 30

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

Monday Engage learners to sing the Revise with learners on the names Ask learners to tell you
songs and rhymes to begin the of ghanaian currency (coins). what they have learnt
lesson
Let learners mention the names of Give learners individual or
the various coins and its value. home task
Example: the one pesewa, five
pesewas, ten pesewas, twenty pesewas
and fifty pesewa

Setup a classroom shop for learners

to practice buying and selling with
the coins
Tuesday Engage learners to sing the Display the Ghanaian cedi (notes) Ask learners to tell you
songs and rhymes to begin the currently being used for transaction what they have learnt
lesson in Ghana and initiate discussion on
the need for monetary transaction. Give learners individual or
home task

Learners touch, feel and say the

features of each currency note.
 Setup a classroom shop for learners
to practice buying and selling with
the coins
Wednesday Engage learners to sing the Introduce the currency notes i.e.10 Ask learners to tell you
songs and rhymes to begin the cedi, 20 cedi and 50 cedi in turns what they have learnt
lesson and have learners examine and talk
about its features Give learners individual or
home task

Setup a classroom shop for learners

to practice buying and selling with
the coins.
Thursday Engage learners to sing the Introduce the currency notes i.e.100 Ask learners to tell you
songs and rhymes to begin the cedi and 200 cedi in turns and have what they have learnt
lesson learners examine and talk about its
features Give learners individual or
home task

Setup a classroom shop for learners

to practice buying and selling with
the coins.
Friday Engage learners to sing the Guide learners to state the Ask learners to tell you
songs and rhymes to begin the relationship between ¢2 and ¢10; ¢5 what they have learnt
lesson and ¢10; ¢2 and ¢20; ¢5 and ¢20,
¢10 and ¢50. Give learners individual or
home task
Example: how many 2 cedis will
make 10 cedi, etc.

Setup a classroom shop for learners

to practice buying and selling with
the coins.
Week Ending: DAY: Subject: Science
Duration: 60mins per lesson Strand: Cycles
Class: B2 Class Size: Sub Strand: Earth Science
Content Standard:
B2. 2.1.2. Recognize the Lesson:
Indicator:
relationship between the B2.2.1.2.1 Identify sources of light to the earth
1 OF 1
Earth and the Sun
Performance Indicator: Core Competencies:
Problem Solving skills; Critical Thinking; Justification of
Learners can Identify sources of light to the earth Ideas;
Teaching/ Learning Resources light bulbs, candle light
New words
References: Science Curriculum Pg. 39

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

Engage learners to sing songs Learners mention sources of light What have we learnt today?
and recite familiar rhymes at home and at the school.
Sources of light to the Earth
STAR LIGHT, STAR BRIGHT. Assemble different sources of
Star light, star bright. light (realia and pictures): stars, Ask learners to summarize
The first star I see tonight torch, lantern, lightning, fireflies, the main points in the lesson
I wish I may, I wish I might, forest fires and light bulbs, candle
Have the wish I wish tonight. light etc.

Assessment: Have Learners to

identify and draw sources of light
in their environment.
Group learners into three (3), Sort and classify sources of light What have we learnt today?
appoint a leader from each as artificial or natural.
group to act as the teacher. Sources of light to the Earth
Natural sources; stars, fireflies,
Ask them to summarize what sun, moon, lightning Ask learners to summarize
was covered in the previous the main points in the lesson
lesson. Artificial sources; torch, lantern,
The class is allowed to pose light bulbs, candle light
questions to the leaders.
Assessment: Have Learners to
talk about why and when we need
light.
Engage learners to sing songs Design an activity to block light What have we learnt today?
and recite familiar rhymes from a torch using a cardboard to
illustrate the importance of light. Sources of light to the Earth
RAIN RAIN GO AWAY
Rain, rain go away In a discussion, let learners talk Ask learners to summarize
Come again another day about What will happen if there is the main points in the lesson
Class two pupils want to play no light on earth?
Rain, rain go away.
Week Ending: 08-12-2023 DAY: Subject: OWOP
Duration: 60mins per lesson Strand: All About Us
Sub Strand: The Environment and the
Class: B2 Class Size:
Weather
Content Standard: Lesson:
Indicator:
B2.2.1.2. Demonstrate understanding
B2.2.1.2.1. Explain the elements of weather
of elements of the weather 1 OF 1
Performance Indicator: Core Competencies:
 Learners can explain the elements of weather Communication and Collaboration Critical Thinking
Teaching/ Learning Resources Pictures, Charts, Video Clips
References: OWOP Curriculum Pg. 23

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

Have learners to watch videos Learners explain the elements What have we learnt today?
of weather, e.g. rainfall and
and pictures about weather precipitation Elements of weather
patterns
Precipitation is a form of water in Have learners to summarize
the atmosphere that falls to the the main points of the lesson
earth; it is formed as a result of
Learners to talk about the part
rapid condensation of moisture
Learners to tell the part of the
of the videos or pictures that lesson they wish to learn again
interest them most. Learners draw weather chart
using symbols.

Learners watch videos or

pictures of different weather
conditions.

Have learners to tell the part of

the video that interest them
most.
Teacher brings a bag into the Learners explain the elements What have we learnt today?
classroom that contains an of weather, e.g. temperature
object that has a connection to and humidity. Elements of weather
the lesson.
Humidity is simply the amount of Have learners to summarize
Then it is passed around and water vapor in the air or in the the main points of the lesson
learners try to determine what lower atmosphere
is in the bag just by feeling it.
Temperature measures the degree
of hotness or coldness of a place
The student who guess right from day- to-day
wins, and hence introduce the
lesson. Learners draw weather chart
using symbols.

Learners watch videos or

pictures of different weather
conditions.
Group learners into three (3), Learners explain the elements What have we learnt today?
appoint a leader from each of weather, e.g. wind and cloud
group to act as the teacher. cover. Elements of weather
Cloudiness- this is simply the state
Ask them to summarize what of clouds in the atmosphere in a Have learners to summarize
was covered in the previous given time over an area the main points of the lesson
lesson.
Learners draw weather chart Learners to tell the part of the
The class is allowed to pose using symbols. lesson they wish to learn again
questions to the leaders. The
group who summarizes well Learners watch videos or
wins. pictures of different weather
conditions.
Week Ending: 08-12-2023 DAY: Subject: RELIGIOUS & MORAL EDUCATION
Duration: 60mins Strand: God’s creation and Attributes
Class: B2 Class Size: Sub Strand: Purpose of God’s Creation
Content Standard: Lesson:
Indicator:
B2.1.3.1. Appreciate things created by
B2.1.3.1.1: Explain the purpose of God’s creation.
God 1 OF 1
Performance Indicator:
Core Competencies:
 Learners can explain the purpose of God’s
Cultural Identity, Sharing Reconciliation, Togetherness,
creation.
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
References: RME Curriculum Pg. 8

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

Have learners to listen to stories Group learners to discuss the What have we learnt today?
about God and creation. usefulness of plants and animals
to humankind. Ask learners to summarize
Learners to watch pictures and the main points of the
videos about creation. Let learners identify the uses of lesson.
animals and plants.
Have learners to talk about the Give learners task to match
videos/pictures and tell the part Assessment: Let learners draw pictures of plants and
that interest them most. and color useful plants and animals to their uses
animals.
Week Ending: 08-12-2023 DAY: Subject: History
Duration: 60mins per lesson Strand: My Country Ghana
Class: B2 Class Size: Sub Strand: The People of Ghana
Content Standard:
B2.2.1.1. Show understanding of the Indicator: Lesson:
B2.2.1.1.1 identify the ethnic groups in each region of
characteristics of some of the ethnic Ghana 1 OF 1
groups in Ghana
Performance Indicator: Core Competencies:
 Learners can identify the ethnic groups in each region of Ghana Global citizenship, and digital literacy
Teaching/ Learning Resources A map of Ghana indicating the various ethnic groups.
References: History Curriculum Pg. 10

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

Share some few jokes with Engage learners to sing songs in Ask learners questions to
learners. You can two their relation to the lesson. review their understanding
jokes as well of the lessson.
e.g. An American girl farts and Paste the regional chart on the
says “Excuse me”. board and let learners identify the Give learners task to do
regions in ghana. whiles you go round to
A Ghanaian girl farts and you guide those who need help.
will hear “Ohh! beans wei Employ a ghana map to aid
koraa” learners identify the regions and
their capitals in Ghana.

Form a rhyme or song with the

regions and let them recite.
Week Ending: 08-12-2023 DAY: Subject: Creative Arts
Duration: 60mins per lesson Strand: Visual Arts & Performing Arts
Class: B2 Class Size: Sub Strand: Planning, Making and Composing
Content Standard: Indicator:
Lesson:
Demonstrate understanding of how to B2 1.2.2.4 / B2 2.2.2.4 plan to create from own
generate own ideas for artistic expressions imagination, visual artworks that reflect topical issues
1 OF 1
on the people. in other communities in Ghana.
Performance Indicator:
Core Competencies:
Learners can plan to create from own imagination, visual artworks that
Decision Making and Creativity
reflect topical issues in other communities in Ghana.
Teaching/ Learning Resources Photos, videos, art paper, colors and traditional art tools
References: Creative Arts Curriculum Pg. 50 & 54

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

Learners to sing songs and Learners are to recall and organize Use questions to review
play games to get them ready ideas on visual artworks and their understanding of the
for the lesson topical issues in Ghana. lesson
Example: poverty
Show pictures of visual Ask learners to summarize
artworks to learners for them Have learners to recall images of what they have learnt
to observe and talk about them visual artworks on the topical
issues.

Guide learners to develop sketches

from ideas and concepts of topical
issues to make own visual
artworks.
Review learners understanding Guide learners to recall all kinds of Use questions to review
in the previous lesson using music, dance, drama that reflect their understanding of the
questions and answers the history and culture of the lesson
people.
Ask learners to summarize
Engage learners to play games Have learners to sing familiar what they have learnt
and sing songs to begin the songs, or perform dances found in
lesson. their community.

Let learners put on their local

costumes to perform the artwork in
groups as teacher(s) observe.
(Other teachers can be invited to
observe)
Week Ending: 08-12-
DAY: Subject: Ghanaian Language
2023
Duration: 60mins per lesson Strand: Writing Conventions
Class: B2 Class Size: Sub Strand: Punctuation
Content Standard: Indicator: Lesson:
B2.5.2.1 Show an understanding of B2.5.2.1.1 Know what the full stop and the comma
the use of full stops. are. 1 OF 1
Performance Indicator: Core Competencies:
Creativity and innovation, Communication and
Learners can know what the full stop and the comma are. collaboration
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a manila card
References: Ghanaian Language Curriculum Pg. 81

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

Write words on th board and Let learners demonstrate the Ask learners questions to
cover parts with a smiley for morning greeting. review their understanding
learners to guess the word of the lessson.
Write simple sentences that are
Have learners sing songs to well punctuated on a card (the Give learners task to do
begin the lesson sentence should have full stops whiles you go round to
and comma). guide those who need help.

Lead learners to read the

sentences aloud. Call learners to
read aloud the sentences
individually.

Discus what a full stop and

comma is with learners.

Assist learners to tell what full

stop and commas are
Have learners play games and Lead learners to read the Ask learners series of
recite familiar rhymes to begin sentences aloud. Call learners to questions to review their
the lesson read aloud the sentences understanding of the lesson
individually.
Using questions and answers, Ask learners to tell you
review their understanding of the Discus what a full stop and what they have learnt
previous lesson comma is with learners.
Give learners individual or
Assist learners to tell what full home task
stop and commas are
Review the previous knowledge Lead learners to read the Ask learners to summarize
of the learners by making them sentences aloud. Call learners to what they have learnt.
answer questions on the previous read aloud the sentences
lesson. individually. Let learners say 5 words
they remember from the
Engage learners to play games Discus what a full stop and lesson.
and sing songs to begin the comma is with learners.
lesson
Assist learners to tell what full
stop and commas are
Week Ending: 08-12-2023 DAY: Subject: PHYSICAL EDUCATION
Duration: 60mins Strand: Physical Fitness
Class: B2 Class Size: Sub Strand: Fitness
Content Standard: Indicator:
Lesson:
Demonstrate competence in the motor skills and B2.4.1.4.1: Explain why people participate in
movement patterns needed to perform a variety of physical activities three to four times each
1 OF 1
physical activities. week, for at least 30 minutes.
Performance Indicator:
Core Competencies:
Learners can explain why people participate in physical activities
Communication and Critical Thinking
three to four times each week, for at least 30 minutes.
Teaching/ Learning Resources Videos and pictures
References: PE Curriculum Pg. 25

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

Review the previous knowledge Encourage learners to keep fit Ask learners questions to
of the learners by making them regularly atleast once every review their understanding
answer questions on the previous week and record the time taken. of the lessson.
lesson.
Cross check and give them Give learners task to do
Engage learners to play games encouragement to improve upon whiles you go round to
and sing songs to begin the their physical fitness. guide those who need help
lesson
Discuss why people participate
in physical activities three to
four times each week, for at least
30 minutes as to improve their
fitness, endurance, cardio-
vascular endurance, etc.
 SCHEME OF LEARNING- WEEK 11
BASIC TWO
Name of School……………………………………………….……………………….…………………

Week Ending: 08-12-2023 DAY: Subject: English Language

Duration: Core Competencies:
Reading and Writing Skills Personal Development and
Class: B2 Class Size: Leadership and Collaboration
Indicator: Lesson:
Content Standard:
B2.1.9.1.1 B2.2.9.1.1 B2.4.12.1.1
B2.1.9.1 B2.2.9.1 B2.4.12.1 B2.5.10.1 B2.6.1.1
B2.5.10.1.1. B2.6.1.1.1 1 OF 1
Performance Indicator:
A. Learners can give and respond to commands
B. Learners can read passages with good pace, accuracy and expression
C. Learners can use simple sentences to describe feelings
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.
References: English Language Curriculum Pg.

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

Monday Engage learners to sing songs and A.ORAL LANGUAGE Give learners task to complete
recite some familiar rhymes they (Giving and Responding to Instructions) while you go round the class to
know support those who might need
Revise verbs (action words) by extra help.
ONE POTATO, TWO POTATOES
One potato, two potatoes, three
having learners identify the present
potatoes, four form of verbs and use them in Have learners to read and spell
sentences, e.g. come, go, sit, etc. some of the keywords in the
Five potatoes, six potatoes, seven (action). lesson
potatoes, more.
Have several learners obey
One potato, two potatoes, three commands such as ‘stand up’, ‘close
potatoes, four the door’.
Five potatoes, six potatoes, seven
potatoes, more The teacher gives commands which
the class/individuals promptly obey.

Have Learners role-play giving and

responding to commands.
Tuesday Engage learners to sing songs and B.READING Give learners task to complete
recite familiar rhymes (Fluency) while you go round the class to
Model reading aloud with the focus support those who might need
LITTLE TOMMY TITTLEMOUSE on pace and expression. extra help.
Little tommy tittle mouse
Lived in a little house, Have learners, in group/pairs, read Have learners to read and spell
He caught fishes short texts aloud with the appropriate some of the keywords in the
In other men’s ditches. pace, accuracy and expression. lesson
Wednesday Have learners play games and C.WRITING Give learners task to complete
recite familiar rhymes to begin (Descriptive Writing) while you go round the class to
the lesson Let learners name and describe support those who might need
common objects using adjectives. extra help.
Using questions and answers,
review their understanding of the Let learners name various objects in Have learners to read and spell
previous lesson. the classroom. some of the keywords in the
lesson
 Explain what they have to do.

Demonstrate the activity by

describing an object in 3-5
sentences. Write the sentences on the
board.

Let individuals choose objects and

describe them orally and then in
writing.
Thursday Have learners play games and D.WRITING CONVENTIONS & Give learners task to complete
recite familiar rhymes to begin GRAMMAR USAGE while you go round the class to
the lesson (Spelling) support those who might need
Have learners play the pick and spell extra help.
Using questions and answers, game to spell phonetically irregular
review their understanding of the words. e. g. the, face Have learners to read and spell
previous lesson. some of the keywords in the
Have learners use these words in oral lesson
and written sentences.
Friday Engage learners to recite a few C.EXTENSIVE READING Call learners in turns to tell the
rhymes with actions whole class what they read.
Use the Author’s chair to introduce
the reading/ library time. Let Learners draw parts of the
Have a variety of age appropriate story they read
books for learners to make a Introduce narratives, pop-up and
choice from. flip-the-page texts to learners.

Introduce e-books to learners, if

available.
Week Ending: DAY: Subject: Mathematics
Duration: 60mins per lesson Strand: Algebra
Class: B2 Class Size: Sub Strand: Patterns And Relationship
Content Standard: Indicator:
B2.2.1.1 Recognize, create, extend, Lesson:
B2.2.1.1.1 Identify, create and describe the rule for
describe, and use patterns and rules to simple number patterns involving repeated addition
1 OF 1
solve mathematical tasks or subtraction, skip counting and arrays of objects.
Performance Indicator:
Learners can identify, create and describe the rule for Core Competencies:
simple number patterns involving repeated addition or Problem Solving skills; Critical Thinking; Justification of Ideas;
subtraction, skip counting and arrays of objects.
Teaching/ Learning Resources Counters, patterns made from manila cards
New words
References: Mathematics Curriculum Pg. 32

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

Monday Engage learners to count the Guide learners to find the missing Ask learners to tell you what
dots and write each number terms in the following: they have learnt
beside 9, 1, 3, 5, 9, 1, 3, 5, ___ ; ___
2, 4, 6, 8, 10, ___ ; ___, Give learners individual or
__ 5, 10, 15, 20___ , ___ ; or
54, 55, 56, 57, ___ , ___ .
home task

Assessment: Let learners practice

Tuesday
__
Engage Learners to sing the
with several examples
Guide learners to find the missing Ask learners to tell you what
song terms in the following: they have learnt
WE CAN COUNT 9, 1, 3, 5, 9, 1, 3, 5, ___ ; ___
We class two 2, 4, 6, 8, 10, ___ ; ___, Give learners individual or
We can count 5, 10, 15, 20___ , ___ ; or home task
We count 1,2,3,4,5 54, 55, 56, 57, ___ , ___ .
We count 6,7,8,9,10
We class two can count very Assessment: Let learners practice
well. with several examples
Wednesday Engage learners to complete Guide learners to Identify and Ask learners to tell you what
the pattern. describe the rules for the following they have learnt
Which shape comes next? patterns
Draw it - 2, 4, 6, 8, 10, … (the rule is “add Give learners individual or
two”) home task

__
Let learners find the rules for the
following patterns.
- 5, 10, 15, 20, …
- 20, 18, 16, 14, …

Assessment: Let learners practice

with several examples
Thursday have learners to match the Guide learners to Identify and Ask learners to tell you what
shapes. describe the rules for the following they have learnt
patterns
- 2, 4, 6, 8, 10, … (the rule is “add Give learners individual or
two”) home task
 Let learners find the rules for the
following patterns.
- 5, 10, 15, 20, …
- 20, 18, 16, 14, …
Friday Engage learners to draw the Guide learners to Identify and Ask learners to tell you what
circles and shade any three. describe the rules for the following they have learnt
patterns
- 2, 4, 6, 8, 10, … (the rule is “add Give learners individual or
two”) home task

Let learners find the rules for the

following patterns.
- 5, 10, 15, 20, …
- 20, 18, 16, 14, …

Assessment: Let learners practice

with several examples
Week Ending: DAY: Subject: Science
Duration: 60mins per lesson Strand: Cycles
Class: B2 Class Size: Sub Strand: Earth Science
Content Standard:
B2.2.1.4 Recognise water Lesson:
Indicator:
and air as important natural B2.2.1.4.1 Find out the qualities of good drinking water
1 OF 1
resources
Performance Indicator: Core Competencies:
Learners can find out the qualities of good drinking Problem Solving skills; Critical Thinking; Justification of
water Ideas;
Teaching/ Learning Resources light bulbs, candle light
New words
References: Science Curriculum Pg. 40

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

Have learners play games and Learners mention the sources of Ask learners questions to
recite familiar rhymes to begin water we drink and use in their review their understanding
the lesson homes and communities. of the lessson.

Using questions and answers, Some of the sources of water are; Give learners task to do
review their understanding of Well water whiles you go round to
the previous lesson. Stream water guide those who need help.
Tap water
Bore hole

Supply learners with samples of

water from different sources, i.e.
river, pond, well and bottled
water.

Caution learners not to taste any

of the water samples.
Have learners play games and In groups learners examine the Ask learners to summarize
recite familiar rhymes to begin water samples for the following: what they have learnt.
the lesson solid particles (using hand lens),
color and odor (smell). Each Let learners say 5 words
Using questions and answers, group presents their findings. they remember from the
review their understanding of lesson.
the previous lesson Display to learners, samples of
good drinking water and assist
them to infer that good drinking
water has no color, and no odor
and is free from solid particles

Learners explain what will happen

when they drink water that has
particles, odor and color in it
Week Ending: 08-12-2023 DAY: Subject: OWOP
Duration: 60mins per lesson Strand: All About Us
Class: B2 Class Size: Sub Strand: Plants and Animals
Content Standard: Indicator: Lesson:
B2.2.2.1. Recognize important plants B2.2.2.1.1. Explore the important plants in
and animals in the community the community 1 OF 1
Performance Indicator:
Core Competencies:
 Learners can explore the important plants in the
Communication and Collaboration Critical Thinking
community
Teaching/ Learning Resources Pictures, Charts, Video Clips
References: OWOP Curriculum Pg. 23

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

Have learners play games and Learners identify and talk about Ask learners questions to
recite familiar rhymes to begin crops like cocoa, yam, maize, review their understanding
the lesson shea butter, etc, and talk about of the lessson.
why they are important to the
Using questions and answers, community. e.g. they give us Give learners task to do
review their understanding of the money and food whiles you go round to
previous lesson guide those who need help.
Learners see the real crops,
watch pictures/videos of these
important crops

Have learners play games and Learners draw and color the Ask learners to summarize
recite familiar rhymes to begin important crops in their what they have learnt.
the lesson community.
Let learners say 5 words
Using questions and answers, Learners talk about the they remember from the
review their understanding of the importance of the crops they lesson.
previous lesson have drawn to the community

Learners talk about caring for

crop plants
 Subject: RELIGIOUS & MORAL
Week Ending: 08-12-2023 DAY:
EDUCATION
Duration: 60mins Strand: God’s creation and Attributes
Class: B2 Class Size: Sub Strand: Purpose of God’s Creation
Content Standard: Lesson:
Indicator:
B2.1.3.1. Appreciate things created by
B2.1.3.1.1: Explain the purpose of God’s creation.
God 1 OF 1
Performance Indicator:
Core Competencies:
 Learners can explain the purpose of God’s
Cultural Identity, Sharing Reconciliation, Togetherness,
creation.
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
References: RME Curriculum Pg. 8

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

Have learners to listen to stories Group learners to discuss the What have we learnt today?
about God and creation. usefulness of plants and animals
to humankind. Ask learners to summarize
Learners to watch pictures and the main points of the
videos about creation. Let learners identify the uses of lesson.
animals and plants.
Have learners to talk about the Give learners task to match
videos/pictures and tell the part Assessment: Let learners draw pictures of plants and
that interest them most. and color useful plants and animals to their uses
animals.