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Ghanaian Language · B7

Term 3 · Week 2 · 1.00 credits · GHS 0.50

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Lesson Note - Ghanaian Language

DOKYIWA COMMUNITY M/A JHS

Weekly Lesson Plan

JHS 1 (B7) · Term 3

Ghanaian Language

Akan (Asante Twi)

Lesson 1 of 1

Week Ending

Friday, 01 May 2026 Backdated

Week & Term

Week 2 · Term 3

Class Teacher

PHILIP BOADU

Subject

Ghanaian Language Akan (Asante Twi)

Class

JHS 1 (B7)

Class Size

Duration

100 mins

Week No.

Week 2

Bilingual Format: Teacher instructions are in English, while learner-facing content is in Akan (Asante Twi).

Strand

1. CUSTOMS AND INSTITUTIONS

Sub-Strand

4. CHIEFTAINCY — INSTALLMENT AND DESTOOLMENT

Content Standard & Indicator

B7.1.4.1.1

Content Standard

Demonstrate

Indicator

Discuss how chiefs and queenmothers are selected in their ethnic community.

Performance Indicator

Discuss how chiefs and queenmothers are selected in their ethnic community.

Core Competencies

Key Words

Teaching / Learning Resources (TLR)

References

Lesson Activities by Day

Date	Phase 1: Starter (9 mins) Preparing the brain	Phase 2: Main (33 mins) New learning + assessment	Resources	Phase 3: Plenary (10 mins) Reflection + exercise
Tue 28 Apr 2026	1Recall the process of chief and queenmother selection in their own ethnic community 2Ask learners to whisper to their partner one reason why a chief is important in their village	UNDERSTANDING CHIEF AND QUEENMOTHER SELECTION PROCESS 1Read aloud the passage from the Textbook on how chiefs are selected in Asante communities (ɛnstoolakyerɛ); learners follow along in their own copies 2Learners identify and list in their Exercise book three steps shown in the passage: (1) abusuapanyin meet, (2) candidate presented to elders, (3) enstoolment ceremony 3Ask the first three learners to finish to share one step with the class; confirm accuracy against the passage. Use Textbook during the task. COMPARING CHIEF SELECTION ACROSS ETHNIC GROUPS 4Play the Audio recording of a Northern elder explaining enskinment (dambaŋ) for chiefs in Dagbon culture; learners listen and note differences from Asante process 5Pairs compare Asante enstoolment (from passage) with Dagbon enskinment (from audio) — write two similarities and one difference in Exercise book using sentence frames provided on Sentence card 6Select one boy and one girl from different pairs to read their comparison aloud; affirm correct use of vocabulary (ɛnstoolakyerɛ versus dambaŋ). Use Textbook during the task.	1Textbook 2Audio recordings 3Exercise book 4Sentence card	1Learners stand in a line and take turns saying one word in Akan that describes a chief's role (e.g., ɔsomfoɔ, ɔkyeame, omumufoɔ) 2Ask: Who selects the queenmother? — learners show thumbs up if they think it is the abusuapanyin, thumbs down if they think it is the chief alone Exercise 1Read this passage in Akan from the Textbook about how Ama Nkosem was chosen as queenmother in her town — write the names of three groups or people involved in her selection in their exercise books.

Class Teacher

PHILIP BOADU

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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