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English Language · B3

Term 3 · Week 4 · 2.00 credits · GHS 1.00

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Lesson Note - English Language

Kokomlemle 1 basic

Weekly Lesson Plan

Basic 3 · Term 3

English Language

Lesson 1 of 1

Week Ending

Friday, 29 May 2026 Backdated

Week & Term

Week 4 · Term 3

Class Teacher

Christiana Gyimah

Subject

English Language

Class

Basic 3

Class Size

Duration

60 mins

Week No.

Week 4

Content Standard & Indicators

B3.1.7.1.1 B3.1.7.1.2

Content Standard

Use appropriate skills and strategies to process meaning from texts

Indicator 1 B3.1.7.1.1

Listen to and interact actively within information texts

Indicator 2 B3.1.7.1.2

Recognise and relate the sequence of events in stories Read a narrative text aloud to learners. Put learners in groups to identify and talk about the parts of the story (e.g. beginning, middle and end).

Performance Indicator

Learners will listen to an information text and identify what they already know, formulate questions about what they want to learn, and actively engage with the content using the KWL strategy.

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 (20 mins) New learning + assessment	Resources	Phase 3: Plenary (6 mins) Reflection + exercise
Tue 26 May 2026	1Recall what learners already know about a given topic and identify what they want to learn from listening to an information text 2Show learners a picture of Makola Market (or display a simple image of a familiar marketplace). Ask: What do you see? What do you already know about markets in Ghana? Learners raise hands and share 3–4 ideas chorally	INTRODUCING THE KWL STRATEGY FOR LISTENING COMPREHENSION 1Draw a three-column chart on the board with headings: "K (What I Know)", "W (What I Want to learn)", and "L (What I Learned)". Point to the K column and explain: We already know some things. We write those here. Using the Textbook, read aloud the opening paragraph about markets in Ghana. Ask learners: From what you heard, what do you already know? Write 2–3 learner responses in the K column. Explain that this is how we prepare our minds to listen carefully 2Move to the W column and say: Good listeners ask questions before they listen. What do we want to find out? Distribute Exercise Books and ask learners to write or draw one question they have about markets (for example: How do traders decide prices? Where do farmers bring their goods?). Call on one learner from each ability level to share their question aloud. Write 2–3 questions in the W column on the board 3Struggling learners may draw pictures or use single words instead of full sentences; provide a sentence starter on the board: 'I want to know...' Fast finishers may write 2–3 questions and practise reading them aloud to a partner.	1Textbook 2Exercise book 3Dictionary 4Picture of Makola Market or marketplace image 5Whiteboard and markers	1Display the KWL chart again. Ask: Why do we write what we know and what we want to learn before we listen? Learners show thumbs up if they think it helps them pay attention, thumbs down if they are unsure. Invite a confident learner to explain the purpose in 1–2 sentences 2In pairs, learners review their questions from the Exercise Book and check if they are clear and easy to understand. Ask one representative from each pair to read their best question to the class. Affirm that these questions will help them listen better tomorrow Exercise 1Ask learners to complete this in their Exercise Book: Write or draw one thing you already know about markets in Ghana and one question you want answered. Learners who write clearly will be selected to share tomorrow
Thu 28 May 2026	1Recall the main events from a familiar story and identify them as beginning, middle, or end 2Ask learners: What story did we hear yesterday? Invite volunteers to name the story and one thing that happened in it. Accept all answers and write the title on the board	IDENTIFYING STORY EVENTS IN SEQUENCE 1Read the narrative text from the textbook aloud slowly, pausing at three clear points: after the first main action (beginning), after the problem or challenge (middle), and after the solution (end). As you read, write three simple headings on the board: BEGINNING \| MIDDLE \| END. Ask learners to listen for what happens at each part 2Divide the class into three groups of nine or ten. Assign each group one part: Group 1 draws or writes what happened at the BEGINNING, Group 2 at the MIDDLE, Group 3 at the END. Give groups three minutes to discuss and record in their exercise books. Circulate and ask: Can you tell me in your own words what you drew? Struggling learners: work with the teacher to identify just one key word (e.g. 'Ama arrived', 'lost her yam', 'found it'). Fast finishers: write two sentences explaining why their part is important to the story 3Struggling learners may draw or use single words instead of sentences. Provide sentence starters: 'At the beginning, ... At the middle, ... At the end, ...'	1Textbook 2Exercise book 3Whiteboard and marker 4Dictionary (optional, for word meanings)	1Invite one representative from each group to stand and share their part of the story in order (beginning, then middle, then end). As each group shares, ask the class: Does this make sense? Did this happen in the right order? Learners show thumbs up or down 2Display all three groups' work on the board or wall. Read through the sequence aloud together as a whole class. Ask: If we mixed up the order, would the story still make sense? Why or why not? Take two responses Exercise 1Show learners three mixed-up sentences from the story (e.g. 'Ama found her yam in the garden.' 'Ama lost her yam.' 'Ama was happy.'). Ask: Write these three sentences in the correct order in your exercise book. Write 1, 2, 3 next to each sentence to show the sequence. This directly assesses whether learners can identify and sequence story events

Class Teacher

Christiana Gyimah

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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