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English Language · B5

Term 3 · Week 14 · 1.00 credits · GHS 0.50

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Lesson Note - English Language

Sabronum D/A Primary B

Weekly Lesson Plan

Basic 5 · Term 3

English Language

Lesson 1 of 1

Week Ending

Friday, 01 May 2026 Backdated

Week & Term

Week 14 · Term 3

Class Teacher

Esther Acheampomaah Bonsu

Subject

English Language

Class

Basic 5

Class Size

Duration

60 mins

Week No.

Week 14

Content Standard & Indicator

B5.1.4.1.1

Content Standard B5.1.4.1.1

—

Indicator

Demonstrate understanding of lessons in stories by making relevant comments Leadership; Tell a story using the appropriate procedure or stages. With examples, guide learners to identify the beginning, middle and ending.; Invite learners to retell story sequentially. Story Element: about this story? Who is the main character? What is the setting? What event(s) happened at the beginning of the story? the middle of the story? the end of the story?; Have learners take turns to comment on the story.

Performance Indicator

Demonstrate understanding of stories by identifying story elements (beginning, middle, ending) and making relevant comments about characters, setting, and events.

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 (20 mins) New learning + assessment	Resources	Phase 3: Plenary (6 mins) Reflection + exercise
Mon 27 Apr 2026	1Recall the three main parts of a story and identify them from a familiar narrative 2Ask learners: What do you remember about Ananse the spider from stories you have heard? Learners whisper their answers to their partner, then one representative from each pair shares aloud	IDENTIFYING STORY ELEMENTS IN SEQUENCE 1Read aloud the story of Kofi and the Mysterious Market using the Textbook. Pause after the opening: Kofi woke up early and went to Makola Market to help his mother sell tomatoes. Ask learners: Where are we in this story — beginning, middle, or ending? Learners hold up cards marked B, M, or E. Then continue reading to show the middle section where Kofi discovers a hidden corner of the market, and the ending where he helps his mother make a profit. Let learners work in pairs to keep all learners involved. 2Distribute the Reading materials to pairs. Each pair receives one story excerpt and must write in their Exercise book whether it is from the beginning, middle, or ending of a story, and give one reason using the sentence frame: "This is from the _____ because _____." 3Struggling learners: work with just the opening and closing sections of their story. Fast finishers: identify TWO reasons why their section belongs in that part of the story. Use pair or group support to manage the large class.	1Textbook 2Reading materials 3Exercise book 4Dictionary 5Picture cards (beginning, middle, ending) 6Letter cards (B, M, E)	1Ask: What was the setting of Kofi's story? Who was the main character? What happened at the beginning that set the story in motion? Learners answer chorally, then select one learner who did not speak earlier to restate the answer in their own words 2Pairs compare their written answers from the main activity using the Dictionary to check spelling of key words like "beginning" and "character." One representative from each group shares whether their story part was happy, sad, or surprising, and why Exercise 1Learners listen to a new short story told by you (or a confident learner), then draw and label three boxes in their Exercise book: Beginning, Middle, Ending. They write or draw one event that happened in each box. One learner shares their box labels with the class to confirm understanding

Class Teacher

Esther Acheampomaah Bonsu

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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