Protected Preview

English Language · B1

Term 3 · Week 4 · 1.00 credits · GHS 0.50

This preview is shortened and watermarked. Unlock it to get the clean note and export options.

Back to Marketplace Sign in to Download Create Account to Edit

Lesson Note - English Language

Islamic

Weekly Lesson Plan

Basic 1 · Term 3

English Language

Lesson 1 of 1

Week Ending

Friday, 15 May 2026 Backdated

Week & Term

Week 4 · Term 3

Class Teacher

HAMISH Jaifa

Subject

English Language

Class

Basic 1

Class Size

Duration

45 mins

Week No.

Week 4

Strand

1. Oral Language

Sub-Strand

5. Dramatisation and Role Play

Content Standard & Indicator

B1.1.5.1.1

Content Standard

Perform

Indicator

Dramatise stories heard Begin the lesson with the narration of a familiar story. Have learners identify the characters in the story and their roles. Have learners role-play some specific characters in groups. Let learners talk about theirs and others' roles.

Performance Indicator

Learners will identify characters and their roles in a familiar story, then dramatise those characters in groups and discuss their performances.

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
Wed 13 May 2026	1Identify the main characters and their roles in a familiar Ghanaian story 2Tell the story of Anansi and the Pot of Wisdom in 2– using vivid expression and clear voices. Ask learners: Who are the characters in this story? Why did Anansi want the pot?	EXPLORING STORY CHARACTERS AND THEIR ROLES 1Display the story characters on the board using the textbook or reading materials provided. Point to each character name and ask: What did Anansi do? What did the other animals do? Guide learners to describe each character's actions in 1–2 sentences using simple past tense 2Arrange learners into 4 groups of 4–5. Assign each group one character (or pair of characters) from the story. Give each group an exercise book to write down 2–3 key actions their character performed. Circulate and check their work, asking: Can you show me where in the story your character did this? 3Weaker learners: provide a sentence frame in the exercise book (e.g. 'Anansi wanted to ___. He tried to ___.') to guide their character description.	1Textbook 2Reading materials 3Exercise book 4Dictionary	1Ask one representative from each group to stand and mime their character's key action (climbing, pouring, running) without speaking. Other learners guess the character and action 2Bring the whole class together and ask: Which character did you find most interesting? Why? Learners show thumbs up if they enjoyed the story and want to dramatise it tomorrow Exercise 1Ask 3 learners (alternating boys and girls) to each name one character from the Anansi story and describe what that character wanted to do. Record their responses as evidence of character identification in their exercise books.
Thu 14 May 2026	1Learners will identify characters and their roles in a familiar Ghanaian story 2Ask learners: Who remembers the story of Kwesi and the Golden Yam that we heard yesterday? A volunteer tells one event from the story in one sentence, and the class chorally repeats the character names	CHARACTER IDENTIFICATION AND GROUP ROLE ASSIGNMENT 1Narrate or re-read aloud the familiar story of Kwesi and the Golden Yam using the textbook. Pause after each main event and ask learners to identify which character did that action—use the dictionary to clarify any unfamiliar words. After the narration, ask: What did Ama do when she found the yam? What did the old woman say? Learners raise hands and you confirm each correct character action 2Divide learners into 3 groups of 6–7. Assign roles: Group 1 plays Kwesi, Ama, and the old woman; Group 2 plays the market traders and customers; Group 3 plays the village elders. Give each group to rehearse one key scene using simple dialogue from the reading materials. Circulate and coach groups on speaking clearly and moving like their character 3Weaker learners: assign them one-word or two-word lines only (e.g., 'Yes!' or 'Come here!') and pair them with a stronger peer who whispers prompts.	1Textbook 2Dictionary 3Reading materials 4Exercise book	1Each group performs their scene for the class in turn ( per group). After each performance, ask the audience: Which character did you see? What did they do? Learners answer chorally or individually 2Ask: How did your group feel acting like Kwesi or Ama? Did you speak loudly so everyone heard you? Invite one volunteer from each group to share one good thing about their group's performance and one thing to improve next time Exercise 1Learners write in their exercise book: Draw or name two characters from the story and write one sentence about what each character did. Example: Kwesi found the golden yam. Ama helped him carry it to the market

Class Teacher

HAMISH Jaifa

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

Preview ends here

Unlock the full lesson note

Use 1.00 credits (GHS 0.50) to unlock a PDF or save an editable copy in My Notes.