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English Language · B8

Term 2 · Week 2 · 1.00 credits · GHS 0.50

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Lesson Note - English Language

Fumbisi JHS

Weekly Lesson Plan

JHS 2 (B8) · Term 2

English Language

Lesson 1 of 1

Week Ending

Friday, 01 May 2026 Backdated

Week & Term

Week 2 · Term 2

Class Teacher

DONALD TOUH

Subject

English Language

Class

JHS 2 (B8)

Class Size

Duration

45 mins

Week No.

Week 2

Content Standard & Indicator

B8.4.2.1.4

Content Standard

Use a process approach to compose descriptive, narrative/ imaginative, informational, persuasive and argumentative texts

Indicator

Compose paragraphs that identify an issue, give details about it and suggest solutions

Performance Indicator

Learners will identify an issue in a given scenario and compose a paragraph that describes the problem and suggests at least one practical solution.

Core Competencies

Key Words

Teaching / Learning Resources (TLR)

References

Lesson Activities by Day

Date	Phase 1: Starter (7 mins) Preparing the brain	Phase 2: Main (15 mins) New learning + assessment	Resources	Phase 3: Plenary (5 mins) Reflection + exercise
Thu 30 Apr 2026	1Learners will identify real-life problems and discuss why solutions matter in their community 2Display three quick sentences on the board: (1) Makola Market traders lose money when goods spoil in the sun. (2) Students walk 5 km to Accra Primary School without a safe footpath. (3) A chop bar operator wastes water washing dishes daily. Ask learners: Which one is a real problem you have seen in your community? Raise your hand and name one	UNDERSTANDING PROBLEM AND SOLUTION PARAGRAPHS 1Read aloud this model paragraph from the Textbook: 'Water shortage is a serious problem in Bolgatanga during the dry season. Many families cannot get clean water for drinking or washing. This affects their health and daily chores. To solve this, the community can build underground boreholes and teach people to save water during the dry months.' Ask learners: What is the problem? What is the solution? Write their answers in their Exercise books 2Display the same paragraph again. Underline the problem sentences in one colour and the solution sentences in another colour using the board markers. Learners copy the annotated paragraph into their Exercise books, labelling each section. Confirm: a problem/solution paragraph names the issue first, gives details about why it is serious, then suggests how to fix it 3Struggling learners: work with the teacher using only the first two sentences of the model paragraph and identify just one problem detail.	1Textbook (problem/solution model paragraph) 2Reading materials (Yakubu scenario card) 3Exercise books 4Dictionary (for vocabulary check) 5Board and markers	1Learners stand in a circle. Call out a problem from the board (e.g., 'Flooding in Tema'). The first learner to raise their hand whispers one solution to their neighbour, who repeats it aloud. Repeat with two more problems 2Learners write one sentence in their Exercise books: 'A solution I would suggest for [problem from board] is _________.' Call on two volunteers to read their sentence aloud to the class Exercise 1Learners read this short scenario from the Reading materials: 'Yakubu's family throws rubbish in a drain near their house. The drain is now blocked and water overflows into their yard when it rains.' Write a three-sentence paragraph: (1) State the problem clearly. (2) Give one reason why it is a problem. (3) Suggest one way to solve it. Use the model paragraph structure from today's lesson in their exercise books.
Tue 28 Apr 2026	1Recall the structure of a problem-solution paragraph and identify key components in a model text 2Display this sentence on the board: 'The Makola Market has too much plastic waste, which harms the environment and makes the market dirty. Traders should use reusable bags instead.' Ask learners to whisper to their partner: What is the problem? What is the solution? Invite three learners to share their answers aloud	COMPOSING A PROBLEM-SOLUTION PARAGRAPH 1Write this paragraph frame on the board: 'Many students at our school lack exercise books, which makes learning difficult. Teachers cannot give enough tasks for practice. The school should distribute free exercise books to every student at the beginning of each term.' Read it aloud with learners chorally repeating. Then use the Dictionary to check the meaning of 'distribute.' Ask: Which sentence states the problem? Which gives details? Which is the solution? Learners point to each sentence as you name it 2Give each learner a copy of the Reading materials handout titled 'Community Problems and Solutions.' The text describes the issue of chop bar operators in Kumasi throwing food waste on roads (problem), causing bad smell and rats (details), and suggests they use covered bins (solution). Learners work in pairs to underline: the problem (one colour), the details (another colour), and the solution (a third colour) using their Exercise books. Call on one pair from the back to share what they underlined for the solution 3Struggling learners: provide a partially completed paragraph where they fill in only the solution sentence. Fast finishers: identify a second possible solution for the same problem.	1Textbook 2Dictionary 3Reading materials handout (Community Problems and Solutions) 4Exercise book 5Whiteboard and marker 6Beanbag or soft ball	1Learners stand in a circle. You state a problem: 'Farmers in Ashanti Region lose crops to pests.' Learners pass a beanbag around while you count to five; whoever holds it must say one solution aloud. Repeat three times with different problems 2Ask learners: Show me with your hand: are you confident you can write your own problem-solution paragraph? (Thumbs up = very confident, flat hand = somewhat confident, thumbs down = need more help.) Acknowledge all responses and praise effort from yesterday's lesson Exercise 1Write one paragraph about a problem in your school or community. Include three things: what the problem is, why it is a problem, and one solution. Use your Exercise book

Class Teacher

DONALD TOUH

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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