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Ghanaian Language · B8

Term 3 · Week 5 · 3.00 credits · GHS 1.50

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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, 22 May 2026 Backdated

Week & Term

Week 5 · Term 3

Class Teacher

PHILIP BOADU

Subject

Ghanaian Language Akan (Asante Twi)

Class

JHS 2 (B8)

Class Size

Duration

50 mins

Week No.

Week 5

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

Content Standard & Indicator

B8.3.1.1.1

Content Standard

Understand

Indicator

Understand the main ideas and supporting points in a range of extended texts on familiar and unfamiliar topics.

Performance Indicator

Learners will identify the main ideas and supporting points in a three-paragraph extended text on a familiar or unfamiliar Ghanaian topic.

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
Mon 18 May 2026	1Recall the meaning of main idea and supporting points in a text 2Show learners a single sentence: 'Makola Market is busy on Saturdays because many traders sell vegetables and cloth there.' Ask: What is the most important thing this sentence tells us? Learners discuss with their partner for 30 seconds, then share aloud	READING AND IDENTIFYING MAIN IDEAS IN EXTENDED TEXT 1Read aloud a three-paragraph passage from the Textbook about Kofi, a young farmer in Ashanti Region who grows cassava and sells at Kejetia Market. As you read, pause after each paragraph and ask learners to write one sentence in their Exercise book that answers: 'What is this paragraph mainly about?' Learners compare their sentences with a partner and discuss which details are 'big' (main idea) and which are 'small' (supporting points) 2Play the Audio recording of the same passage a second time. This time, learners listen and underline or mark (in their Exercise book) the sentence in each paragraph that they believe is the main idea. After the recording, invite volunteers to share which sentences they marked and explain why those sentences are most important to understanding the passage 3Struggling learners: work with only the first paragraph and identify one main idea with teacher support. Fast finishers: identify both main idea and list two supporting points for each paragraph.	1Textbook 2Audio recordings 3Exercise book	1Learners turn to their partner and take turns saying one sentence that summarises what they learned today about main ideas and supporting points in Akan 2Ask learners to show with their fingers (1–5) how confident they feel about finding the main idea in a passage: 1 = not confident, 5 = very confident Exercise 1Read this short passage from the Exercise book: 'Ama is a seamstress in Accra. She sews kente cloth for customers. Many people visit her shop because her work is very good.' Write down the main idea of this passage in one sentence
Tue 19 May 2026	1Identify the main idea and supporting details in a short Akan passage read aloud by the teacher 2Ask learners: Wo din de sen? Wo bɔ no fii? Pause for three volunteers to answer. This activates prior knowledge of personal identification sentences	READING AND UNDERSTANDING MAIN IDEAS FROM AN EXTENDED PASSAGE 1Display a three-paragraph passage from the Textbook about Ama's visit to Makola Market. Read it aloud twice in Akan while learners follow in their exercise books. After the second reading, ask: Akasɛm no titire yɛ dɛn? (What is the main idea?) Learners write one sentence in Akan in their exercise books. Call on one representative from each pair to share their answer aloud 2Provide the same passage. Ask learners to work in pairs and underline three supporting details (facts) about the market using the Textbook as reference. Each pair lists their three details: Ama ankoa kɔɔ da, ɔkɔtɔɔ aburaw so, ɔanyan sika. Invite a girl who has not yet contributed to read one detail aloud to the class 3Struggling learners: provide a simplified version with only one paragraph and three pre-highlighted supporting facts to copy. Fast finishers: locate an additional main idea sentence from a second paragraph in the passage.	1Textbook 2Audio recordings 3Exercise book	1Learners work in groups of four. Each group receives a different two-paragraph Akan passage from the Audio recordings transcript. Groups identify one main idea together and whisper it to their partner group. The two groups compare answers and explain any differences 2Ask the class: Akasɛm a moyɛ ɛto so yi, nkitahodi ahe na eyes? (How many supporting details did we find?) Learners show fingers 1–5 to indicate their count. Confirm the correct number by reading the passage once more Exercise 1Read this sentence in Akan: Kofi din fa Makola Market ne ne maame. Yɔtɔɔ aburaw ne nankosua. Ɔanyan sika a ne yere de. Now answer in Akan: (1) Akasɛm no titire yɛ dɛn? (2) Ɔbaako no yɛ dɛn amansin biako? in their exercise books.
Fri 22 May 2026	1Learners will recall the structure of multi-paragraph passages in Akan by identifying where main ideas and supporting points appear 2Display three key Akan words on the board: 'Adeε' (main idea), 'Asetra' (supporting point), 'Busuabuo' (paragraph). Ask learners to whisper to their partner which word means 'the most important idea in a paragraph.'	READING AND IDENTIFYING MAIN IDEAS IN A THREE-PARAGRAPH AKAN PASSAGE 1Read the passage from the Textbook (a three-paragraph story about Ama's farm in Techiman) aloud twice. Learners follow silently in their Exercise books as you read. After the second reading, ask: 'Ama no kuforɔ sɛn? (What did Ama do?)' Learners write the main idea of the passage in one sentence in Akan in their Exercise books 2Display three written statements on the board (one main idea and two supporting points from the passage). Learners work in pairs to match each supporting point to the paragraph where it appears by writing 'Busuabuo 1,' 'Busuabuo 2,' or 'Busuabuo 3' next to each. Call on one representative from a pair that finished first to share their answer aloud in Akan 3Struggling learners: work only with Paragraphs 1 and 2; pair them with a stronger peer who reads the text to them before they identify the main idea.	1Textbook (three-paragraph Akan passage) 2Exercise books 3Audio recordings (passage read aloud)	1Ask learners to stand and form a circle. Go around the circle; each learner says one supporting point from the passage in Akan (e.g. 'Ama dii nkatabo'), and the class repeats it chorally 2Play one of the Audio recordings of the same passage. Learners listen and raise their hand when they hear a supporting point that was NOT mentioned in the written version Exercise 1Read this Akan sentence: 'Kwame kɔ sukuu ne ɔsane ne mfidie.' Tell learners: Identify the main idea (what Kwame did) and write it in one complete Akan sentence in your Exercise book. Then list two details (supporting points) that explain why or how he did it

Class Teacher

PHILIP BOADU

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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