WEEK 11 B5 - Mintah Eric · Week Ending 22nd November, 2019 Class Five Subject MATHEMATICS Reference Mathematics curriculum Page 94 Learning Indicator(s) B5.3.1.1.1 Performance Indicator

WEEK 11 B5

Week Ending 22nd November, 2019

Class Five

Subject ENGLISH LANGUAGE

Reference English Language curriculum Page

Learning Indicator(s) B5.1.4.1.2. B5.2.4.1.1. B5.3.4.1.1. B5.4.9.2.1.

B5.5.4.1.1. B5.6.1.1.1.

Performance Indicator A. Learners can tell stories which are parallel to

stories heard or read

B. Learners can use closing diphthongs, e.g. /aʊ/, /eʊ/to make meaningful sentences

C. Learners can use comparatives forms of regular

and irregular adjectives to make comparisons:

D. Learners can develop ideas into a two-paragraph

draft without considering the writing conventions,

using appropriate linking words within and across

paragraphs to aid cohesion and avoid ambiguity, e.g. firstly, then, after

E. Learners can differentiate between how the simple past and the present perfect tense forms are used in speech and in writing

F. Learners can read a variety of age- and level

appropriate books and present at least a-three-

paragraph summary of each book read

Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a

manila card and a class library.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal

Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10

MINS

(Preparing The Brain

For Learning)

PHASE 2: MAIN 40MINS

(New Learning Including

Assessment)

PHASE 3: REFLECTION

10MINS

(Learner And Teacher)

Monday Engage learners to sing songs and recite

familiar rhymes

IF WISHES WERE

HORSES

If wishes were horses

Beggars would ride:

It turnips were

watches I would wear

one by my side

A.ORAL LANGUAGE Use an example to explain a parallel poem or story.

Lead the class to write a story

parallel to a familiar story.

Present another short story on

the board.

Review the lesson with

learners

Ask learners to tell what

they have learnt

And if if’s and an’s

were pots and pans.

The tinker would

never work!

Elicit and discuss areas that can

be changed or replaced to

create a parallel story.

Assign groups to write and

present stories parallel to that

on the board.

Tuesday Engage learners to

sing songs and recite

familiar rhymes

HEY DIDDLE DIDDLE

Hey diddle, diddle

The cat and the fiddle, The cow jumped over the moon,

The little dog

laughed to see such

sport, And the dish

ran away with the

spoon

B.READING

Revise the activity on minimal

pair’s words.

Practice the pronunciation of the

diphthong /aƱ/

To produce this sound, start

with your mouth open wide,

your tongue down and your

jaw down. As you produce this

sound, round your lips and

move your jaw and tongue up.

Introduce words that contain

the target diphthongs, one at a

time,

by writing examples on the board

Have learners to practice

pronunciation by reading the

following sentences.

• They will announce the winner.

• I need a new bank account.

• That is a nice blouse.

• I saw a mouse in the kitchen.

• Fuji is the tallest mountain in Japan.

• There are more than a thousand languages.

Learners read and identify the

common sound in the words.


learners

Have learners underline

the words that have the

target sound/aƱ/

Joe was in the navy.

For about a year he

was out in the open

sea. He was released

so he could go home

for his only boy's

fourth birthday.

He was so happy when

he stepped on the solid

ground but didn't wait

around before heading

home to see his family.

When he reached his

home, Joe shouted out

to his son, Milhouse.

The boy ran out of the

house and threw his

arms around his

father's shoulders.

They entered the

house and Milhouse’ s

started opening the

presents his father had

brought him. It was

Milhouse's best

birthday ever.

Assessment: In groups

learners make a list of words

containing diphthongs and

use some in sentences

Wednesday Engage learners to play

the story ball game

Get a beach ball, and

write words all over

it. Have learners to

throw the ball to each

other and whatever

word their finger

C.GRAMMAR

Use practical activities to guide

learners to change the

positive forms of regular

adjectives into comparative

forms by adding -er.

E.g. Compare the heights of

two learners:

What have we learnt

today?

use comparatives forms

of regular and irregular

adjectives to make

comparisons

lands on they have to

use it to make a

sentence relating to

the lesson

i. Musah is tall. Safianu is

short. ii. Musah is taller than

Safianu.

Guide learners to form the superlative forms of regular adjectives by adding -est.

E.g. Ali is the tallest.

Provide a text containing

irregular forms of adjectives.

Start with those that have

different spelling for

comparative and superlative.

E.g. good better best

Provide a text for learners to

identify the examples.

Learners use the irregular forms

of adjectives in sentences

Assist learners to use the

adjectival forms position, more

– and most – much more- most

intelligent -more intelligent-

most intelligent

Assessment: For each type or

form, guide learners with

examples to compare

classroom objects and things

within the vicinity of the school

and beyond.


learners

Thursday Revise the previous

lesson with learners

D.WRITING

Put learners into groups to

develop their ideas in

B5.4.9.1.1 into a three-

paragraph draft.


learners

Friday Engage learners to

sing songs and recite

familiar rhymes

ROLL THE BALL

Roll, roll, roll the ball

Roll, roll, roll the ball

To the perfect size A

mouth, a nose and

two black eyes We

have made a

snow surprise

Guide learners to

choose and read

books during the

library period

E.WRITING CONVENTION

Distribute a sample story and

let learners identify the simple

past verbs to observe how they

are used in sentences.

Working in pairs, learners write

their own story using the

simple past.

Guide learners to do their own editing paying attention to the

correct use of the simple past.

Follow the same procedure to

guide learners to identify uses

of the present perfect tense.

Have learners compare how

the two tenses are different.

F.EXTENSIVE READING

Have learners read

independently books of their

choice during the library

period.

Learners think-pair-share their

stories with peers.

Ask each learner to write a-

twothree paragraph summary

of the book read.

Invite individuals to present

their work to the class for

feedback.


learners

Have learners to tell

what they read to the

whole class Have

learners to tell what

they read to the whole

class


Class Five

Subject MATHEMATICS

Reference Mathematics curriculum Page 94

Learning Indicator(s) B5.3.1.1.1

Performance Indicator Learners can demonstrate an understanding of the

properties (e.g. sides, angles, and diagonals) of squares and

rectangles

Strand Geometry and measurement

Sub strand Lines and shapes

Teaching/ Learning Resources Cut out shapes

Core Competencies: Problem Solving Skills; Critical Thinking; Justification of Ideas; Collaborative Learning;

Personal Development and Leadership Attention to Precision; Cultural Identity


MINS

(Preparing The Brain For

Learning)



Assessment)

PHASE 3: REFLECTION

10MINS

(Learner And

Teacher)

Monday Put leaners in two

groups. Call out a number

between 1 and 6. E.g. 3.

Learners must call out

the double (2x) of that

number.

In this case 6 is the answer.

Try out more numbers.

The group that answers

more wins

A rectangle is a 4-sided

polygon, with opposite sides being parallel.

Its diagonals bisect and

create two equal triangles.

Have learners to draw rectangles


learners

Have learners paste

their drawings on the

wall

Tuesday Revise the previous


Give learners photocopied

worksheets with shapes to

identify rectangles and give

reasons


learners

Wednesday 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.

A square is a 4-sided

polygon, with all sides being equal.

Its diagonals bisect and

create two equal triangles

Have learners to draw squares

Review the lesson

with learners

Have learners paste

their drawings on the

wall

Thursday Revise the previous


Give learners photocopied

worksheets with shapes to

identify squares and give

reasons

Review the lesson

with learners

Friday Engage learners to sing

songs and recite familiar

rhymes

SHAPES

I am a square, I am square

You can see me

everywhere

I have 4 sides,

I am a square, I am square

I am circle, I am circle

I go round and round and

round

I have only one side I

am a circle round

and round

I am a triangle, triangle

Am a pointing little shape

I have 3 sides

I am a triangle, triangle.

Have learners to identify a

rectangle and a square by its properties

Review the lesson

with learners


Class Five

Subject SCIENCE

Reference Science curriculum Page 22


Performance Indicator Learners can know how to make and keep air clean in our

environment

Strand Diversity of matter

Sub strand Earth science

Teaching/ Learning Resources Videos and pictures

Core Competencies: Critical Thinking and Problem-Solving Communication and Collaboration

DAYS PHASE 1: STARTER 10 MINS


Learning)



Assessment)

PHASE 3:

REFLECTION 10MINS

(Learner And

Teacher)

Learners to recite poems about

Air

AIR

We cannot see the air

We can only feel the air

When it moves, it is cool

When it stops, it is warm

To keep the air clean

Plant many trees green

Find out from learners what they understand by

clean air and review things

that pollute air (make air unclean) such as smoke from factories, car exhausts, bush burning and dust from construction sites and untarred roads.

Lead discussions to come

out with the Do’s and

Don’ts that will make or

keep air clean in our

homes and surrounding

environment (planting of

trees and grass and

avoiding frequent and

uncontrolled burning).

What have we

learnt today?

Keeping Air clean in

our environment

Have learners to

summarize the main

points in the lesson

Learners to sing songs about Air

PUT YOUR FINGER IN THE AIR

(tune of if you are hapy and

you know it)

Put your finger in the Air, in the

Air. 2x

Put your finger in the Air, and

leave it about a year

Put your finger in the Air, in

the Air.

Learners are assigned to

design a concept map on

the causes, prevention and

control of air pollution.

What have we

learnt today?


our environment

Have learners to

summarize the main


Teacher writes an answer to

a question

Learners draw and use a

Future’s Wheel to trace

the

What have we

learnt today?

Students see the answer on

the board, perhaps a picture

of object on the board.

The students must come up

with questions in which the

answer could be the

object/number on the board.

effects of water pollution

on the environment.


our environment

Have learners to

summarize the main



Class Five

Subject OUR WORLD OUR PEOPLE

Reference OWOP curriculum Page 30


Performance Indicator Learners can explain ways to care for the environment

Strand All Around Us

Sub strand The Environment And The Weather

Teaching/ Learning Resources Pictures, word cards , chart an videos

Core Competencies: Communication and Collaboration Critical Thinking and Problem Solving


MINS


Learning)



Assessment)

PHASE 3: REFLECTION

10MINS


The teacher brings a bag

into the classroom that

contains an object that

has a connection to the

lesson.

Then it is passed around

and learners try to

determine what is in the

bag just by feeling it.

The student who guess right wins, and hence introduce the lesson.

Learners talk about the human activities in the environment. Show

pictures and video clips on human activities that

destroy the environment: illegal mining (galamsey), indiscriminate cutting down of trees (deforestation), pollution of water bodies, air pollution, etc.

Learners write the effects

of human activities on the environment: climate change – heat, floods, rain storms, less rainfall,

famine, draught, etc.

Using Think-Pair-Share,

learners talk about ways

of caring for the

environment through:

tree planting, proper

What have we learnt

today?

Ways to care for the

environment

Have learners to

summarize the main

points

in the learners

Learners talk about what was interesting and made meaning to them

in the lesson and what they will

change and do differently

disposal of waste, legal

mining, clean-up

exercises, avoiding

environmental pollution,

etc.

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/current lesson.

Learners in groups do a project on any of the following: clearing a

rubbish dump in the school, planting trees, checking erosion, clearing choked gutters, etc.

What have we learnt

today?

Ways to care for the

environment

The class is allowed to

pose questions to the

leaders.

Learners discuss the importance of caring for the environment: It helps to improve climatic conditions such as oxygen, balanced

temperature on earth, etc.

Let learners present their

work in class for

discussion.

Learners design posters

and flyers in groups to

create awareness on

cleanliness in their school.

Have learners to

summarize the main

points

in the learners

Learners talk about what

was interesting and

made meaning to them

in the lesson and what

they will

change and do differently


Class Five

Subject RELIGIOUS AND MORAL EDUCATION

Reference RME curriculum Page 38

Learning Indicator(s) B5 2.1.1.2

Performance Indicator Learners can explain the moral significance of religious

songs and recitations.

Strand Religious Practices and their Moral Implications

Sub strand Religious Worship in the Three Major Religions in Ghana

Teaching/ Learning Resources Pictures and videos

Core Competencies: Faithfulness, Obedience Respect, Commitment, Humility, Togetherness

Cultural Identity, Gratitude Communication and Collaboration, Personal Development and

Leadership Creativity and

Innovation and Global Citizenship



Learning)



Assessment)

PHASE 3: REFLECTION

10MINS


Have learners to sing songs

and recite familiar rhymes relating to the lesson

MY GOD IS SO BIG

My God is so big

So Strong and so Mighty

There’s nothing my God cannot do.

The mountains are His

The rivers are His

The stars are His handy

works too.

My God is so big

So Strong and so Mighty

There’s nothing my God

cannot do.

Let learners identify

religious songs of the three major religions in

Ghana.

Let learners listen to

cassette (CD) player of

religious songs in the three major religions and

indicate how they can

apply the theme in their daily lives.

Put learners into religious groups to take turns to

perform various religious

music and dance.

Let learners, in groups, discuss the importance of religious songs in worship: they encourage worship; they make worship lively,

What have we learnt

today?

Moral significance of

religious songs and recitations.

Ask learners to

summarize the main


they tell us about the nature and attributes of God in melodious and

harmonious manner, etc.

Let Learners compose

simple religious songs and

poems


Class Five

Subject HISTORY

Reference History curriculum Page 32


Performance Indicator Learners can investigate why the Europeans began trading

in humans by the 16th century.

Strand Europeans in Ghana

Sub strand International Trade Including the Slave Trade


Core Competencies: use evidence to interpret and examine European activities in Ghana,

they become creative, critical and innovative thinker



Learning)



Assessment)

PHASE 3: REFLECTION

10MINS


Have learners to watch videos

and pictures on slave trade

Have learners to answer

the following questions on a sheet of paper

Which Europeans took

part in the trade in

humans? Why did the

Europeans begin trading

in humans?

Use a map to explain the

concept of Trans-Atlantic slave trade

Role play/show documentary on

how the slave trade was

conducted.

Brainstorm the reasons

why the Europeans began

trading in humans


learners

Ask learners to tell the part

of the lesson that interest

them most

Revise with learners on the

previous lesson

Let learners sing songs and

recite rhymes in relation to

the lesson

Visit/show pictures of some

forts and castles

In small groups learners develop a poster on the

Transatlantic

Slave Trade

Groups present their work

to the whole class


learners

Ask learners to tell the part

of the lesson that interest

them most


Class Five

Subject CREATIVE ARTS

Reference Creative Arts curriculum Page

Learning Indicator(s) B5 2.2.2.1

Performance Indicator Learners can experiment with available relevant arts media

and techniques to create own artworks that reflect the

history and culture of the people of Africa

Strand Visual Arts And Performing Arts

Sub strand Planning, Making and Composing

Teaching/ Learning Resources Photos, videos, art paper, colors and traditional art tools ,

other materials available in the community

Core Competencies: Critical Thinking, Digital Literacy and Collaboration Communication


MINS


Learning)



Assessment)

PHASE 3: REFLECTION

10MINS


Show a video for learners

to study the performing

artworks (music, dance,

drama/play, poetry)

composed or performed

by other African countries

Have Learners to explore

the local environment to

select available

instruments, equipment,

sounds, melody, rhythms,

movement patterns that

are good for

composing/arranging and

performing music, dance,

drama, poems,

appellations, etc.

Have learners to

summarize the

important points in the

lesson

Prepare and set the stage

for the preferred artwork

Have learners to be in their

local costumes

Have learners to perform the artwork in groups as teacher(s) observe.

(Other teachers can be

invited to observe)

Teacher appraises the

artwork


Class Five

Subject GHANAIAN LANGUAGE

Reference Ghanaian Language curriculum Page 56

Learning Indicator(s) B5.5.1.1.1 B5.5.1.1.2 B5.5.1.1.3

Performance Indicator • Learners can understand that capital letters begin proper nouns.

• Learners can comprehend the use of capital letters after a colon.

• Learners can understand the use of capital letters after a

question mark.

Strand Writing Conventions

Sub strand Integrating Grammar In Written Language (capitalization)

Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a

manila card

Core Competencies: Creativity and innovation Communication and collaboration


MINS

(Preparing The Brain

For Learning)



Assessment)

PHASE 3:

REFLECTION 10MINS

(Learner And

Teacher)

Sing songs and recite

familiar rhymes in

relation to the lesson

Have learners write a

short description about

themselves

Write a list of words on the board

comprising of common nouns and

proper nouns.

Ask learners to group the nouns.

Discuss with learners the proper nouns.

Let learners recognize the use of

capital letters to begin the proper nouns.

Assessment: Ask students to write some more proper nouns on the

board.

Ask learners to use some of the

proper nouns in sentences

Review the lesson

with learners

Give learners home

task to write 5

proper nouns

beginning with

capital letters


familiar rhymes in


Write a paragraph on flash cards

with all punctuations used.

Ask learners to recognize where

capital letters occur in the

paragraph.

Discuss the colon and the use of

capitals after the colon.

Use flashcards to help learners

understand the use of capital

letters after a colon.

Review the lesson

with learners


familiar rhymes in


Allow learners to read a passage.

Discuss with learners the occurrences of the question mark

in the passage.

Let learners recognize the words

that occur after the question mark.

Discuss the occurrence of the capital letter to begin the word

after the question mark.

Assessment: Write a few

sentences on the board and ask

learners to write them out

correctly, placing in them question

marks and capital letters, etc.

Review the lesson

with learners


Class Five

Subject PHYSICAL EDUCATION

Reference PE curriculum Page


Performance Indicator Learners can describe how muscle strength and muscle

endurance enhance motor skill performance.

Strand Physical Fitness Concepts, Principles and Strategies

Sub strand Fitness Programme


Core Competencies: Through discussions on the components of physical fitness, learners

develop personal and communication skills such as listening, writing, speaking, etc.



Learning)



Assessment)

PHASE 3: REFLECTION

10MINS


Have learners to perform

some general and specific

warm ups

Learners explains that muscles aid in movement, lifting, etc. Strong arm, chest, and back muscles

will therefore facilitate movements in these parts

of the body.

Take learners through

specific activities that

enhance motor skill

performance


learners


Class Five

Subject COMPUTING

Reference Computing curriculum Page 17

Learning Indicator(s) B5.2.1.1.1.

Performance Indicator Learners can show the use of Insert, design, animation and

transition in the ribbons section. (New, Open, Save, Save

As, Print and Close) and the Insert and design ribbon.

Strand Presentation

Sub strand Introduction to MS PowerPoint

Teaching/ Learning Resources Images of clipboard, slides, fonts, paragraph and editing in

the ribbons under 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.



Learning)



Assessment)

PHASE 3: REFLECTION

10MINS


Revise with learners on the

previous lesson

Ask learners to use “File

menu”, “Insert” and

“Design Ribbons” to create

a new MSPowerPoint slide

and use shapes in the

“Insert ribbon” to draw the

Ghana flag”.


learners

Documents

WEEK 11 B5 - Mintah Eric · Week Ending 22nd November, 2019 Class Five Subject MATHEMATICS Reference Mathematics curriculum Page 94 Learning Indicator(s) B5.3.1.1.1 Performance Indicator