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English Language · B7

Term 3 · Week 4 · 1.50 credits · GHS 0.75

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Lesson Note - English Language

Fumbisi JHS

Weekly Lesson Plan

JHS 1 (B7) · Term 3

English Language

Lesson 1 of 1

Week Ending

Friday, 15 May 2026 Backdated

Week & Term

Week 4 · Term 3

Class Teacher

DONALD TOUH

Subject

English Language

Class

JHS 1 (B7)

Class Size

Duration

45 mins

Week No.

Week 4

Strand

5. Literature

Sub-Strand

1. Narrative, Drama And Poetry

Content Standard & Indicator

B7.5.1.1.2

Content Standard

Demonstrate understanding of how various elements of literary genres contribute to meaning

Indicator

Analyse the elements of written literature (narrative, drama, or poetry)

Performance Indicator

Identify and describe the plot, setting, and characters in a narrative text

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
Mon 11 May 2026	1Identify the three main elements (plot, setting, characters) in a familiar narrative 2Show learners a picture of Accra's Makola Market and ask: Where is this place and what story could happen here?	IDENTIFYING PLOT, SETTING, AND CHARACTERS IN NARRATIVE 1Read aloud the narrative about Kofi's journey from the Textbook (page 45); pause after the first paragraph and write on the board: PLOT (What happens?), SETTING (Where and when?), CHARACTERS (Who?). Learners repeat the three words chorally 2Using the Reading materials provided, display the narrative and ask learners to answer in their Exercise books: (1) Who is the main character? (2) Where does the story happen? (3) What is the first thing that happens? Invite one representative from each row to share one answer aloud 3Learners use the Dictionary to check the meaning of 'narrative' and write it in their Exercise books; a volunteer reads the definition aloud to confirm understanding	1Textbook 2Reading materials 3Exercise book 4Dictionary	1Learners pair-share: tell your partner the three story elements (plot, setting, character) using a Ghanaian story you know 2Call on one learner to stand and name one element; the class responds by giving an example from Kofi's narrative Exercise 1In your Exercise book, write one sentence to answer: In the narrative about Kofi, who is the character, where is the setting, and what is one thing that happens in the plot?
Wed 13 May 2026	1Identify plot, setting, and character elements in a given narrative or drama text 2Ask learners: In the story you read yesterday, who were the main characters and where did the story happen? Learners whisper answers to their partner	COMPARING PLOT, SETTING, AND CHARACTERS IN TWO TEXTS 1Provide two short texts from the Textbook: a narrative about Akosua selling kenkey at Makola Market and a dramatic scene between Yaw and Abena at a village well. Ask learners to list three characters from each text and write the setting in their Exercise book (Remember/Understand level) 2Display a comparison table with columns: Text 1 (Narrative) \| Text 2 (Drama) \| Plot \| Setting \| Characters. Ask one representative from each group to complete one row using their Textbook and Dictionary to confirm vocabulary (Apply level) 3Ask learners: How does the market setting in Text 1 change what happens to Akosua? Learners write one sentence in their Exercise book comparing the two settings (Analyse level)	1Textbook 2Dictionary 3Reading materials (two short texts: narrative and drama) 4Exercise book	1Pairs compare their answers using the completed table; the listener checks if the partner correctly identified all three elements 2A volunteer reads their comparison sentence aloud; class confirms if it correctly links setting to plot Exercise 1Write the names of two characters, the setting, and one event that happens in your preferred text from today's lesson in their exercise books.
Thu 14 May 2026	1Recall the key literary elements (plot, setting, characters) from texts studied earlier in the week 2Show learners the cover of the narrative or drama text used on Day 1 and ask: What do you remember about where this story happened, who the main character was, and what problem they faced?	ANALYSE PLOT, SETTING, AND CHARACTER USING THE TEXTBOOK 1Distribute the textbook and ask learners to re-read the opening paragraph of the narrative or drama. Write three column headings on the board: PLOT, SETTING, CHARACTERS. As a class, identify and record one example under each heading from the text using the textbook as reference 2In pairs, learners use the dictionary to check the meaning of one unfamiliar word from the passage, then explain how that word helps describe the setting or a character's action 3Ask a representative from one pair to write their word and meaning on the board; compare with a second pair's answer to show how different words shape our understanding of the story. Use Textbook during the task	1Textbook 2Dictionary 3Reading materials 4Exercise book	1Learners write one sentence in their exercise book explaining how the setting (e.g., Makola Market during rainy season) affects what the main character, Ama, can or cannot do in the plot 2Invite a volunteer to read their sentence aloud; peers use thumbs up if they agree that the setting truly affects the plot Exercise 1In one paragraph using your exercise book, identify the plot (what problem does the character face?), the setting (where and when does it happen?), and one main character, then write one sentence explaining how these three elements work together to create meaning in the story

Class Teacher

DONALD TOUH

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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