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- 1Learners will recall and identify interesting personal experiences they have witnessed or participated in, using prior knowledge to activate storytelling confidence. This objective matters because it primes learners' minds to think deeply about their own lived experiences, building confidence before formal narration in the main teaching phase
- 2Opening Memory Activation: Tell learners a short 90-second true story in Akan about a time you visited a market in Makola and saw something surprising. Use simple Akan: 'Me din de Madam Ama. Wɔ dapɔn no, me nam Makola Market besi. Maafo no, mesii ade aba Kofi no — ara Kofi yi asɔre wɔ adum so!' Pause after the story and ask: 'Wo nimdeɛ, adesua mburow a mekaekae yi, ɛyɛ asɛm pa anaa daabi?' (Do you think the story I told was a good story or not?). Ask learners to show thumbs up if the story was interesting, thumbs down if not. This activates their recall of what makes a story good
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- UNDERSTANDING NARRATIVE STRUCTURE THROUGH GUIDED TEACHER MODELLING
- 1Main Activity — Teacher Live Narration with Explicit Structure Labelling: Tell a complete, true story aloud in Akan about an interesting experience. Example: 'Wɔ Afɛbɔɔ no, me nam asase so de kɔkɔ nini. Mesi nka bi na mesɛ adum. Eno kyɛ se asɔre, Ama—me ba—okɔɔ dum so, na adwoa no abɔ kɔkɔ. Meware, mekɔɔ ne nkyɛn, me tirim dɔɔ wuo! Akrabea no, me nam Ama, mekaekae ne maame se ade no ayɛ dɛn na obaakɔe ara aba ne nkyɛn. Me maame buu, wɔtɛɛ adum a wɔbɔɔ no foforo. Awiei no, yɛn na yɛtɛɛ adum no, na obi ne obia a yɛɔdɔ.' (Long story about falling from a tree during farming season, being rescued by Ama, and the family rebuilding the tree together.) After telling, write on the chalkboard in Akan: 'Akɔkɔ: Me nam asase so de kɔkɔ nini. / Akrabea: Ama okɔɔ dum so, adwoa no abɔ kɔkɔ. / Awiei: Yɛn na yɛtɛɛ adum foforo.' Point to each section and explain: 'Sɛ mo kaekae asɛm pa bi, ɛsɛ sɛ mo din akɔkɔ no firi, akrabea no buu ade bi a ɛyɛ owuo den, na awiei no, ade no agye mpoano anaa ogyae dwan.' (When you narrate a good story, it must have a beginning that sets up the situation, a middle where something difficult or exciting happens, and an ending where things are resolved or learned.) Reference the Textbook — open to the Conversation strand section and point to the narrative structure example shown there. Ask: 'Motie asɛm no ara? Akɔkɔ, akrabea, awiei—ɛwɔ hɔ nyinaa?' (Did you hear the story structure? Beginning, middle, and end—are they all there?). Learners repeat chorally three times: 'Akɔkɔ, akrabea, awiei!' This plants the schema for their own narration. Let learners work in pairs to keep all learners involved.
- 2Sub-Activity 1 — Guided Identification of Story Parts in a Model Text: Display or read aloud a short printed narrative in Akan from the Textbook (or write one on the chalkboard). Example: 'Kwame nam ne nana anim wɔ asɛm bi. Akɔkɔ, Kwame nam asankɔkɔ berɛ. Ɔkɔɔ sukuu, na ɔhunuu sika asum wɔ nsradeɛ so. Akrabea, okɔkasa ne opanin no. Opanin no buaa ade no na ɔkae sɛ sika no dɔ de yoo se akokɔbea a ɔbu nso de kɔ kɔkɔ fie. Awiei, Kwame agyina opanin no na wɔnam sika no kɔɔ akokɔbea no. Kwame anigyina na wɔn na yɛmma no sika ma ne maakye.' (Kwame found money, returned it with his elder's help, and was rewarded for honesty.) Ask learners to stand up if they hear the beginning, sit if they hear the middle, and raise hands if they hear the ending. Repeat slowly so they catch each part. Then ask: 'Akɔkɔ no din deɛn?' 'Akrabea no din deɛn?' 'Awiei no din deɛn?' (What is the beginning about? The middle? The ending?) Select learners who are still unsure — pair them with a confident peer to point out each part in the text written on the chalkboard
- 3Sub-Activity 2 — Paired Analysis and Reproduction: Give each pair of learners an Exercise Book. Say: 'Mo ne mo fofoo no, monhwɛ asɛm no na mosuban mo ani gua adum so. Monfa Akan kɔkɔ na monkora akɔkɔ, akrabea ne awiei no kɔ wo mo nkratafa so. Se ade bi reba enti, monfa kronkronini gua.' (With your partner, look at the story and focus your attention carefully. Write down in Akan sentences the beginning, middle, and end in your exercise book. If you run out of space, use abbreviations.) Circulate. Monitor the first three pairs to finish — ask them to read their breakdown aloud to check understanding. Fast finishers: 'Se mo yɛɛ ade no asini, monkasa se: Akrabea no, ade deɛn na ɛyɛ owuo den wɔ asɛm no?' (If you finish early, tell your partner: What was the most exciting or difficult part in the middle of this story and why?). This deepens their analysis of emotional impact
- 4Differentiation: Struggling learners work only with the labelled story parts on the chalkboard and repeat them chorally—no writing required initially. Average learners follow the full procedure as written. Fast finishers create their own 5-sentence story in the exercise book with marked beginning, middle, and end parts, then present to the class. Teacher tip: For a class of 64, use choral repetition and hand signals (stand/sit) frequently to keep all learners engaged and to manage pace. Write key Akan words on the chalkboard and leave them visible throughout Phase 2. Use pair or group support to manage the large class.
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- 1Chalkboard
- 2Chalk (white and coloured)
- 3Textbook (Ghanaian Language and Culture, B4 — Conversation strand section)
- 4Exercise books (one per learner)
- 5Pencils or pens
- 6Teacher Resource Pack (for model narrative examples)
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- 1Consolidation Pair Reflection Activity: Ask learners to sit in pairs again. Say in Akan: 'Mo ne mo fofoo no, monkasa asɛm pa bi a mo ahui. Se ɔde mu akɔkɔ no din deɛn? Akrabea no din deɛn? Awiei no din deɛn? Monkasa mmerante mienu nko ara, kɔkɔ na asɔre. Mo fofoo no ntie, na ɔbuaa wo asɛm no nso. Afei, ɔno nso ɔkasa ne de ne asɛm, na wo na wobu.' (With your partner, tell a short good story you have experienced. What is the beginning about? The middle? The ending? Talk for just two minutes, beginning to end. Your partner listens and then they tell their story and you listen.) Walk around and listen to three pairs maximum. Affirm clear narration: 'Medaase, wo asɛm no yɛ asɛm pa. Wo din akɔkɔ, akrabea, awiei!' (Thank you, your story is a good story. You told the beginning, middle, and ending!). This consolidates the lesson objective through peer teaching
- 2Whole-Class Choral Confidence Affirmation: Gather all learners' attention. Say in Akan: 'Ɛba a medaase sɛ moatieeɛ asɛm no nyinaa. Akɔkɔ, akrabea, awiei—ɛwɔ hɔ nyinaa wɔ asɛm pa bi mu. Maakye, wobekaekae mo asɛm pa a wobɔbɔ deɛ abedie no, na ɛno ara na ɛbɛmma wo din no senea ɛbɛtow hyɛe. Wo kaekae ne wo din! Monkasa mmerante mienu mmienu n'akɔ: Akɔkɔ sɛ.akrabea sɛ.awiei sɛ.' (Now thank you all for listening to the story. Beginning, middle, ending—they are all in a good story. From tomorrow, when you tell your good story in the competition, that is what will make your name shine. You tell and your name will grow! Say two or three sentences: Beginning then.middle then.ending then.) Learners repeat chorally. Ask for a volunteer to stand and narrate one sentence of their experience starting with any word: 'Kofi na ɔkasa akɔkɔ no ara—ɔbɛkae.' (Kofi will say the beginning—he will succeed.) This builds confidence for the next lesson
Exercise
- 1Written Exercise — Narrative Structure Identification: Write on the chalkboard or provide in an Exercise Book: 'Okra yi, Ama anam ne maakye ne papa wɔ asɔkɔ. Akɔkɔ, wɔkɔɔ asɔkɔ, na adwoa no ahunuu aba pa asum wɔ asɔkɔ so. Akrabea, Ama okɔkasa ne papa se aba no yɛ asɛm pa ara, na papa no buaa no. Awiei, papa no na ɔma Ama aba no de kɔ fie, na maakye no tɛɛ aduane ma no. Monkora: Akɔkɔ no din deɛn? Akrabea no din deɛn? Awiei no din deɛn?' (Ama went to the market with her mother and father. Beginning: They went to the market and Ama found good fruit. Middle: Ama told her father, and he was happy. Ending: The father bought the fruit and took it home, and the mother cooked food for everyone. Write down: What is the beginning about? The middle? The ending?) Model answer hint: 'Akɔkɔ: Wɔkɔɔ asɔkɔ. Akrabea: Ama ahunuu aba pa na okasa papa no. Awiei: Papa no bɔɔ aba na maakye na otɛɛ aduane.' (Beginning: They went to market. Middle: Ama found good fruit and told her father. Ending: The father bought it and the mother cooked.) This directly assesses whether learners can identify the three-part narrative structure taught in Phase 2, matching the Phase 1 objective of recalling and naming story parts
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