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- 1Learners will identify and describe different types of characters in a familiar story. This is essential because recognising how characters are built and how they develop helps learners understand story meaning more deeply and prepares them to analyse texts critically in their own reading and writing
- 2Teacher Prompt Activity 1 — Character Recall from Familiar Stories: Ask learners: "Think of a character from a story you know well — maybe Anansi the spider or a character from a film you watched. Tell me — did this character change by the end of the story, or did they stay the same?" Learners think silently for 20 seconds, then raise their hand to share one sentence about their chosen character. As each learner speaks (aim for 3–4 volunteers in this small class), write two headings on the board: "Changed" and "Stayed the Same". Sort each character name under the correct heading. This activates prior knowledge of character change without introducing the formal terminology
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- INTRODUCTION TO ROUND/DYNAMIC AND FLAT/STATIC CHARACTERS USING A NARRATIVE TEXT
- 1Main Activity — Read-Aloud and Character Mapping with the Textbook: Open the textbook (or use a provided reading material) and select a short narrative extract featuring at least two characters with contrasting development. Read the passage aloud slowly, pausing every 2–3 sentences to ask: "What does this character do here? How do they feel?" After reading, write two character names on the board side by side. Under each name, draw two columns: "What they do at the start" and "What they do at the end". Work through the text together, asking learners to identify specific actions or feelings from the passage. For example, if the story features Ama (who starts afraid but becomes brave) and Abena (who remains lazy throughout), write these contrasts clearly. Teacher explains: "Ama changes from the beginning to the end — we call this a ROUND or DYNAMIC character. Abena stays the same throughout — we call this a FLAT or STATIC character." Write these four terms on the board in large letters and have learners repeat them chorally three times
- 2Sub-Activity 1 — Guided Analysis with Dictionary Support: Distribute dictionaries or use the textbook glossary. Ask learners: "Find the word 'dynamic' in your dictionary or reading material. What does it mean?" Allow for search. A learner volunteers to read the definition aloud. Repeat with 'static'. Guide the connection: "Dynamic means moving, changing, active. That is why a dynamic character CHANGES. Static means not moving, staying the same. That is why a static character stays the SAME." Have learners write these two definitions in their exercise books with one-sentence explanations in their own words
- 3Sub-Activity 2 — Spot-the-Character Practice with Textbook Example: Return to the character map on the board. Point to Ama's row and ask: "Which type of character is Ama — round or flat? Why?" Learners respond (accept answers that reference her change: "Because she changes from afraid to brave"). Confirm: "Correct — Ama is a ROUND character because she CHANGES." Repeat with Abena: "Which type is Abena? Why?" (Expected: "Flat, because she stays lazy"). This consolidates the core concept before moving to independent work
- 4DIFFERENTIATION: Struggling learners — provide a simplified two-character text with very obvious contrasts (e.g. a character who learns a lesson versus one who does not). Work through the character map together step by step. Average learners — follow the main activity as described. Fast finishers — ask them to identify a THIRD character in the passage (if available) and classify them as round or flat with written justification (2–3 sentences in their exercise book). EXTENSION TASK: Ask fast finishers: "In real life, are you a round or flat character? Explain in one paragraph how you have changed (or not changed) since Primary 6."
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- 1Textbook (English Language, Strand: Literature, Sub-Strand: Narrative, Drama And Poetry)
- 2Dictionary (for defining 'dynamic' and 'static')
- 3Reading materials (short narrative extract featuring contrasting characters)
- 4Exercise books (for learner definitions and written response to the exercise)
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- 1Plenary Activity 1 — Character Classification Game: Hold up or point to the names "Ama" and "Abena" (or the character names from your text). Call out descriptions like: "This character changed from the start to the end." Learners respond: "Round!" or raise their left hand. "This character stayed exactly the same throughout the story." Learners respond: "Flat!" or raise their right hand. Repeat 4–5 times with variations. This reinforces the terminology in a kinaesthetic, engaging way suitable for a lesson
- 2Plenary Activity 2 — Pair-Talk Reflection: Ask learners to turn to the person next to them and complete this sentence: "A round character is someone who." and "A flat character is someone who.". Give them. Listen in briefly to 2–3 pairs and offer one sentence of positive feedback (e.g. "Good — you said a round character changes, that is correct"). Bring the class together and ask one pair to share their sentences aloud. This consolidates understanding through peer discussion and prepares learners for the exercise
Exercise
- 1Written Exercise — Character Identification and Analysis: Write on the board or in the exercise book: "Read this sentence: 'Kwesi was shy at school on the first day, but by the end of the year, he had made friends and was speaking confidently in class.' Is Kwesi a round (dynamic) character or a flat (static) character? Write your answer and explain WHY in 2–3 sentences." Model Answer Hint: Kwesi is a ROUND/DYNAMIC character because he CHANGES from shy to confident by the end of the year. This directly assesses the Phase 1 objective (identifying and describing character types) and is measurable by clear evidence of change in the narrative
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- 1Ask learners to recall one idea from the previous English Language lesson and share it with a partner.
- 2Write two short starter questions on the board about Examine how monologues and dialogues are used to convey characters in narratives and play scripts (drama) and let pairs discuss before answers are shared.
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- LITERATURE / NARRATIVE, DRAMA AND POETRY
- 1Use Textbook to model Lesson 1 on Examine how monologues and dialogues are used to convey characters in narratives and play scripts (drama) with one clear Ghanaian example on the board
- 2Let learners work in pairs or small groups to practise Examine how monologues and dialogues are used to convey characters in narratives and play scripts (drama) in their exercise books while the teacher moves round to support
- 3Invite selected pairs or groups to present briefly and allow classmates to add one correction or one extra point. Use Textbook during the task.
- 4Use inclusive support and differentiated prompts for mixed ability learners.
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- 1Textbook
- 2Dictionary
- 3Reading materials
- 4Exercise book
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- 1Ask learners to state the main idea learnt today and record two key points on the board.
- 2Learners tell a partner one thing they understood well and one part they need more help with.
Exercise
- 1Learners answer one written question on Examine how monologues and dialogues are used to convey characters in narratives and play scripts (drama) in their exercise books before the lesson ends.
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- 1Learners will recall and identify three key literary devices (euphemism, hyperbole, onomatopoeia) in short narrative extracts. This objective matters because recognising these devices deepens reading comprehension and prepares learners to use them intentionally in their own writing
- 2Activity 1 — Quick Recall Game (Figures of Speech Matching): Display three flashcards on the board with the words EUPHEMISM, HYPERBOLE, and ONOMATOPOEIA written in large letters. Read aloud three short phrases one at a time: (1) 'He ran like the wind' (hyperbole), (2) 'passed away' instead of 'died' (euphemism), (3) 'buzz, buzz' of the bee (onomatopoeia). Ask learners to shout out or raise their hand to match each phrase to the correct device name. Teacher notes: Accept all attempts without correction at this stage — the goal is activation, not accuracy. Move quickly through all three
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- UNDERSTANDING AND IDENTIFYING THREE LITERARY DEVICES IN NARRATIVE TEXTS
- 1Main Activity — Close Reading with the Textbook: Open the Textbook to the narrative extract provided (or use a pre-prepared 3–4 sentence narrative set in a Ghanaian context if no textbook extract is available). Example text: 'Kwame walked home from the farm exhausted. His legs felt like lead. 'I've told you a thousand times not to work in this heat,' his mother said gently, avoiding the word angry. Suddenly, the mangoes on the tree above went pitter-patter as they fell to the ground.' Write these three definitions on the board: (1) EUPHEMISM = a mild or indirect word or phrase used instead of something harsh or blunt; (2) HYPERBOLE = extreme exaggeration used for effect or emphasis; (3) ONOMATOPOEIA = a word that imitates the sound it represents. Read the narrative aloud twice while learners follow in the Textbook. Then, ask learners to identify: 'Where do you see exaggeration?' (lead for legs = hyperbole), 'Where does the writer avoid saying something directly?' (avoiding the word angry = euphemism), 'Where do you hear a sound word?' (pitter-patter = onomatopoeia). Use a coloured marker to highlight each example on the board as learners identify it. Explain aloud: 'Kwame's legs felt like lead means his legs were very, very heavy and tired — the writer exaggerates to show how much he suffered. This is hyperbole. It makes us feel his exhaustion more strongly.'
- 2Sub-Activity 1 — Dictionary Exploration and Example Building: Give each pair of learners a Dictionary and the task to find and read aloud the definition of one assigned device (divide: 7 pairs × 3 devices). After reading, ask the pair to create ONE original example sentence using a Ghanaian context. Provide sentence starters on the board: 'The trotro driver _____ (hyperbole example)', 'The fisherman _____ (euphemism example)', 'The rain _____ (onomatopoeia example).' Pairs write their sentence in their Exercise book. Call on one representative from each pair to read their sentence aloud. Ask the class: 'Which device did they use? How do you know?' Affirm correct identification and provide gentle correction if needed. Teacher notes: This moves learners from recognition (Remember) to application (Apply), a key Bloom's shift for middle lesson deepening
- 3Sub-Activity 2 — Guided Analysis and Effect Discussion: Provide learners with a second short narrative (on the board or printed): 'Akua's heart was a hammer in her chest as she waited for her exam results. She had studied until her eyes fell out. The school bell went ding-dong and she jumped.' Ask learners to work individually to underline each device and label it. Then, ask comprehension questions in sequence: 'What does 'heart was a hammer' tell us about Akua's feelings? (She was very anxious/nervous — hyperbole makes us feel the anxiety)', 'Why might the writer say 'studied until her eyes fell out' instead of 'studied very hard'? (It's funny and shows she worked extremely hard — hyperbole exaggerates effort)', 'What does the ding-dong sound make you think about?' (A real bell ringing — onomatopoeia creates a vivid sound picture). This scaffolding moves learners to the Analyse level, explaining HOW devices work and WHY authors use them
- 4Differentiation: Struggling learners — provide only TWO devices to focus on (euphemism and onomatopoeia, which are more concrete). Give them the sentences pre-printed with devices already highlighted; they only need to match label to example. Average learners — complete the full three-device activity as described. Fast finishers — extend by asking them to rewrite the Akua narrative WITHOUT the literary devices and then explain in writing (2–3 sentences) how the rewritten version feels different. Example: 'Akua was nervous. She had studied very hard. The school bell rang and she jumped.' Then: 'The devices made the story more exciting and showed Akua's feelings more strongly.' This extension moves to the Evaluate level (judging the effect of devices).
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- 1Textbook (narrative extract with literary devices)
- 2Dictionary (for device definitions)
- 3Reading materials (secondary short narrative on Akua's exam anxiety)
- 4Exercise book (for writing sentences and labelling activity)
- 5Flashcards (EUPHEMISM, HYPERBOLE, ONOMATOPOEIA — teacher-made or printed)
- 6Whiteboard and coloured markers (for highlighting examples and writing definitions)
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- 1Plenary Activity 1 — Consolidation Through Peer Explanation: Ask learners to sit in pairs. One learner explains to their partner (using their own words) what ONE of the three devices does and gives a Ghanaian example. Partners listen and then switch roles. Invite a confident learner (boy or girl, whoever has not yet spoken) to stand and share one device explanation with the whole class in 1–2 sentences. Affirm the explanation and ask the class: 'Does everyone agree? Show thumbs up.' This reinforces understanding through peer teaching and builds confidence before the assessment
- 2Plenary Activity 2 — Quick Whole-Class Recall and Connection: Display the three device names on the board one last time. Ask: 'Which device is NEVER a true fact but always exaggerated?' (Hyperbole — learners respond chorally). 'Which device replaces a harsh word with a gentler one?' (Euphemism). 'Which device sounds like what it means?' (Onomatopoeia). Learners answer each time by raising their right hand or calling out. Ask: 'Why do storytellers use these devices? Turn to your partner and whisper one reason.' (Expected answers: to make stories more interesting, to help readers feel emotions, to create pictures in the mind.) This consolidates the learning purpose and readies learners for independent application in writing tasks in future lessons
Exercise
- 1Read this short narrative: 'Kwesi was starving and ate a million bowls of banku. His teeth went crunch-crunch as he chewed fast. His mother said he had simply moved house (she meant he had grown very fat).' Identify and label the THREE literary devices in this text. Write the device name next to each underlined phrase in your Exercise book. Model answer: (1) 'ate a million bowls' = hyperbole (extreme exaggeration), (2) 'crunch-crunch' = onomatopoeia (sound word), (3) 'moved house' = euphemism (indirect/mild phrase). Accept any identification that correctly names the device and can be justified by the learner
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- 1Learners will recall and identify the correct sequence of events in a familiar narrative or drama script. This objective matters because understanding the order of events is the foundation for analysing how each event builds meaning and drives the story forward towards its climax and resolution
- 2Show learners a simple 5-picture sequence strip (without words) showing events from Ananse the Spider folk tale — Ananse meets Warthog, Ananse tricks Warthog, Warthog chases Ananse, Ananse hides in tree, Ananse escapes safely. Ask: Which picture shows what happened FIRST? Which picture shows what happened LAST? Call on a learner to point and say the correct order aloud. Repeat with 2–3 learners, praising accuracy. Teacher tip: Keep this oral to warm up their memory without writing
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- ANALYSING CAUSE-AND-EFFECT CHAINS IN A DRAMA SCRIPT
- 1Main Activity — Using the Textbook, read aloud a scene from a simple Ghanaian drama script (e.g. a scene about a student late to school meeting a teacher at the gate). Read it twice, with expression. Then, on the board, write three boxes in a row: BOX 1 = CAUSE (What happened first?), BOX 2 = EVENT (What did the character do?), BOX 3 = EFFECT (What happened as a result?). For the script: Box 1 = Student overslept, Box 2 = Student ran to school, Box 3 = Student arrived late and teacher punished him. Ask learners: Why did the student run? (Because he overslept.) What happened BECAUSE he ran? (He arrived late.) Write the answers in the boxes as learners call them out. Teacher explanation: In stories, every action has a reason (cause) and creates a result (effect). This is how tension builds — one event pushes into the next
- 2Sub-Activity 1 — Pair Work with Exercise Books. Pair learners and give each pair a short written narrative snippet (3–4 sentences) about a market trader's day: Kofi's tomatoes were not fresh. Customers complained. Kofi did not sell them. Kofi lost money. Ask pairs to write down in their exercise books: What caused Kofi's problem? What happened because of his problem? Circulate and check answers. Call on one pair representative to read their answer aloud. Confirm: The fresh tomatoes not being fresh caused customers to complain, which caused him not to sell, which caused him to lose money. Each event is linked
- 3Sub-Activity 2 — Creating a Sequence Chain. Ask learners to imagine a simple drama scene: A student borrows a friend's book, loses it, must tell the friend, the friend gets angry, they argue, they make up. Draw 6 boxes on the board in sequence. Ask learners to suggest which event goes in each box (1st, 2nd, 3rd, 4th, 5th, 6th). Write their suggestions and number them. Ask: If we moved Event 4 (they argue) to happen BEFORE Event 3 (must tell friend), would the story still make sense? Why or why not? Guide them to see that sequence MATTERS — it affects how we understand the drama
- 4Differentiation: Struggling learners — work with only 3 events instead of 6; provide the event sentences and ask them to number 1, 2, 3 in the correct order. Average learners — complete the full 6-event sequence as described. Fast finishers — extend by creating their own 4-event sequence from a real-life situation they have witnessed (e.g. going to the market, attending a festival) and writing it as a short scene in their exercise books, then reading it aloud so peers can identify the cause-and-effect chain.
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- 1Textbook (drama script scene)
- 2Dictionary (for checking vocabulary like 'sequence', 'tension')
- 3Reading materials (narrative passage for plenary)
- 4Exercise book (for pair activity and written exercise)
- 5Picture sequence strip or event cards (for Phase 1 starter)
- 6Board and markers
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- 1Consolidation Activity 1 — Rapid-Fire Event Recall. Say to learners: I will name a character from any story or drama we have studied this week. You must tell me ONE event that happened to them in the correct ORDER. Example: Teacher says, 'Ama from the market scene.' Learner responds: 'Ama arrived at the market first, THEN she looked for cassava, THEN she paid the seller.' Ask 4–5 learners in turn. Praise specific, correct sequencing. Ask the class: Why do you think telling events in order helps us understand the story better? (Because we see how one thing leads to another.)
- 2Consolidation Activity 2 — Peer Checking with Reading Materials. Display a short narrative passage (3 sentences) from the reading materials on the board or read it aloud twice. Ask learners to work in pairs and whisper to each other: What happened FIRST? What happened NEXT? What happened LAST? Then ask one pair representative to stand and say the three events in order to the class. Peers give thumbs up if correct, thumbs down if wrong. Ask: How did sequencing the events help you understand the character's decision at the end?
Exercise
- 1Write one short scenario in your exercise book: A boy goes to Makola Market. Write FOUR events that must happen in the correct order (use: 1ST, 2ND, 3RD, 4TH). For example: 1ST — He arrives at market. 2ND — He looks for cassava. Include at least ONE sentence for each event showing what happened and WHY it led to the next event. Model answer hint: Learner should write 4 events in clear sequence with a logical cause-and-effect link between each (e.g. He went to find cassava BECAUSE he wanted to buy it → He found the seller BECAUSE he asked other traders → He paid the seller BECAUSE they agreed on a price → He left the market BECAUSE his shopping was done)
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