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Ghanaian Language · B8

Term 3 · Week 4 · 1.00 credits · GHS 0.50

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Lesson Note - Ghanaian Language

DOKYIWA COMMUNITY M/A JHS

Weekly Lesson Plan

JHS 2 (B8) · Term 3

Ghanaian Language

Akan (Asante Twi)

Lesson 1 of 1

Week Ending

Friday, 15 May 2026 Backdated

Week & Term

Week 4 · Term 3

Class Teacher

PHILIP BOADU

Subject

Ghanaian Language Akan (Asante Twi)

Class

JHS 2 (B8)

Class Size

Duration

50 mins

Week No.

Week 4

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

Strand

2. LISTENING AND SPEAKING

Sub-Strand

6. PRESENTATION — EVERYDAY EXPERIENCE

Content Standard & Indicator

B8.2.6.1.1

Content Standard

Understand

Indicator

Develop and modify their language in narrating some selected daily activities. the main ideas and supporting points in texts

Performance Indicator

Learners will narrate and describe selected daily activities from their own experience using clear main ideas and supporting details in Akan (Asante Twi).

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 (16 mins) New learning + assessment	Resources	Phase 3: Plenary (5 mins) Reflection + exercise
Fri 15 May 2026	1Recall and identify daily activities from their own home and community experience 2Show learners three simple picture cards (morning chores: sweeping, cooking, fetching water) and ask: Dɛn adeyɛ na ɛyɛ saa? (What is this activity?) Learners call out answers in Akan chorally	NARRATING A FAMILIAR DAILY ACTIVITY 1Play the audio recording from the Textbook showing Ama narrating her Saturday market visit: Maakye, me din de Ama. Metnaa ahema ma, medii nkwan. Mɛkɔ sokɔ. Mesii ohiani. (Good morning, my name is Ama. In the afternoon, I ate soup. I went to market. I bought plantains.) Learners listen silently, then repeat the whole narration together three times using the audio as a model 2Call on a learner who has not yet contributed to stand and narrate one daily activity they do at home using 3–4 sentences in Akan, starting with their name. Guide them through: Dɛn din na wɔfrɛ wo? Dɛn na wobuu kwanini? (What is your name? What did you do today?) Write the key words (Akɔkodan, Ahema, Anɔpa) on the board as they speak so others can reference the time markers 3Weaker learners: provide a sentence frame in the Learners Resource Pack (Me din de ___. Akɔkodan, me___.). Fast finishers will prepare their narration now for the plenary.	1Textbook (audio recording of Ama's market narration) 2Exercise book 3Picture cards (morning chores: sweeping, cooking, fetching water) 4Learners Resource Pack (sentence frames for weaker learners)	1Form pairs and ask learners to tell their partner one activity they do at home on a Saturday, using at least two time markers (Akɔkodan, Ahema). Pairs listen and each gives thumbs up if the story is clear 2Select three learners from different ability groups to stand and give a 2–3 sentence narration of their activity using the Exercise book as notes. Ask the class to listen for the main idea and one supporting detail, then repeat what they heard Exercise 1In your Exercise book, write in Akan: Narrate one activity you do every weekday morning at home. Include: your name, the activity, and one reason you do it (e.g., Me din de Kwaku. Akɔkodan, me-nswen. Ɛsɛ sɛ me-nswen efisɛ me-ade din bɔ me.). Learners write 3–4 sentences minimum

Class Teacher

PHILIP BOADU

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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