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Ghanaian Language · B7

Term 3 · Week 6 · 3.00 credits · GHS 1.50

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Lesson Note - Ghanaian Language

DOKYIWA COMMUNITY M/A JHS

Weekly Lesson Plan

JHS 1 (B7) · Term 3

Ghanaian Language

Akan (Asante Twi)

Lesson 1 of 1

Week Ending

Friday, 29 May 2026 Backdated

Week & Term

Week 6 · Term 3

Class Teacher

PHILIP BOADU

Subject

Ghanaian Language Akan (Asante Twi)

Class

JHS 1 (B7)

Class Size

Duration

50 mins

Week No.

Week 6

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

Content Standard & Indicator

B7.3.1.1.1

Content Standard

Understand

Indicator

Read and understand main ideas and supporting points in a range of texts on familiar and unfamiliar topics.

Performance Indicator

Learners will read a passage of approximately 150 words and identify the main idea and supporting points, then answer recall and inferential questions about the 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 (16 mins) New learning + assessment	Resources	Phase 3: Plenary (5 mins) Reflection + exercise
Mon 25 May 2026	1Learners will identify the main idea in a short Akan passage by recalling what they already know about reading for meaning 2Display a sentence on the board: 'Ama guu aduane wɔ Makola Market wɔ Benada.' Ask learners to whisper to their partner what this sentence is about in one or two words	READING A PASSAGE AND FINDING THE MAIN IDEA 1Read aloud from the Textbook a 150-word passage about Kwame who farms cassava at his family's farm near Kumasi. Learners follow silently in their exercise books or listen carefully. After reading, ask: 'Akasɛm no asɛm yɛ dɛn?' (What is this passage about?) — write the answer on the board as 'Akasɛm Titire' (Main Idea) 2Play the Audio recording of the same passage a second time. As learners listen, they identify two sentences that explain WHY Kwame farms cassava or HOW he does it, and write these in their exercise books as supporting points. Select a learner who has not yet contributed to read one supporting idea aloud; confirm it helps explain the main idea. Differentiation: Struggling learners work with the teacher to underline key words in the passage that signal supporting ideas 3Struggling learners: provide a partially completed chart with the main idea already filled in; they add two supporting details from word choices provided. Fast finishers: identify a third supporting idea and explain how it connects to the main idea.	1Textbook 2Audio recordings 3Exercise book	1Display three statements about the passage: 'Kwame plants cassava,' 'Cassava grows in soil,' 'Kwame's farm is near Kumasi.' Learners vote by thumbs up or thumbs down for each one as a supporting idea. Discuss why each does or does not support the main idea 2Learners whisper their own sentence in Akan about one thing they learned today about finding the main idea; their partner listens and gives a thumbs up if it makes sense Exercise 1Learners read the sentence: 'Kwasi dii ŋuan wɔ Kejetia Market na wabi sika ahadum.' Ask: What is the main idea in this sentence? Write your answer in one or two words in Akan in your exercise book
Tue 26 May 2026	1Learners will recall the difference between main ideas and supporting ideas in a short Akan passage 2Display three simple sentences on the board: 'Ama nye asrafo.' 'Ama de ne ho hyɛɛ shia.' 'Asrafo no yɛ kwan akɔn.' Ask learners: Nkɔm ɛbeɛ no akɔkɔ asɛm? (Which is the main sentence?) Learners raise hands and answer orally	IDENTIFYING MAIN IDEAS AND SUPPORTING POINTS IN AKAN TEXT 1Read aloud a 150-word Akan passage from the Textbook about a farmer named Yaw growing yams. Learners follow in their own textbook copies. Stop after the first reading and ask: Akɔkɔ asɛm yi yɛ dɛn? (What is the main idea of this text?) Write learners' answers on the board. Guide them to identify: 'Yaw din ade ase' (Yaw is a farmer) is the main idea 2Display the passage again on the board using Audio recordings as support (play the text at normal speed once). Learners underline three sentences in their Exercise books that support why Yaw is a good farmer. Ask a boy who has not yet contributed to read aloud one supporting sentence he found. Confirm how it connects to the main idea. Differentiation note: Struggling learners work with a simplified 80-word version with only two supporting ideas highlighted 3Use the Textbook passage consistently. For learners with speech difficulties, allow written responses instead of oral reading. Pair them with confident speakers if they choose.	1Textbook 2Audio recordings 3Exercise book	1Learners work in groups of four. Display a new 120-word Akan passage about Afi selling waakye at a chop bar. Each group selects one main idea and one supporting idea, then whispers their answers to the group next to them for checking 2Ask a representative from two groups to write their main idea and one supporting idea on the board in Akan. Class responds with thumbs up or thumbs down. Learners explain why each answer is correct or needs adjustment Exercise 1Learners read a 140-word Akan passage about Kofi and Abena fishing at a lagoon (provided in Exercise book). Write in Akan: Akɔkɔ asɛm no din dɛn? Na nkɔm abiɛsa a ɛkyerɛ no din dɛn? (What is the main idea? Name three supporting ideas.)
Wed 27 May 2026	1Recall the difference between main ideas and supporting ideas in familiar texts 2Show the Textbook passage about Kwame visiting Makola Market (from Day 2). Ask learners: Ɔkra no yɛ dɛn? (What is the main message?) Learners whisper answers to their partner first	IDENTIFYING MAIN IDEAS AND SUPPORTING IDEAS IN A NEW TEXT 1Play the Audio recording of a 150-word passage about Ama, a farmer selling cassava at Techiman Market. Learners follow along in the Textbook. Ask: Abɔdeɛ no yɛ dɛn? (What is the main idea?) Learners write one sentence in their Exercise book. Call on one representative from each group to share; confirm that the main idea is about Ama's cassava business 2Distribute the same passage. Learners identify two supporting ideas (e.g. Cassava wɔ abusuabɔ (cassava has benefits); Akɔfo pɛ ɛno (people like it)). Pairs compare their answers using the Textbook text. Teacher circulates to check understanding and ask: Akɔmmɔdadeɛ no kyerɛ abɔdeɛ no dɛn? (How does this supporting idea explain the main idea?) 3Struggling learners: work with teacher to underline the main idea sentence first, then identify one supporting idea only.	1Textbook 2Audio recordings 3Exercise book	1Learners work in pairs to create a two-sentence oral summary of the passage: one sentence for the main idea, one for a supporting idea. Alternate between pairs; teacher repeats in Akan to model correct structure 2Thumbs up if you can now explain abɔdeɛ ne akɔmmɔdadeɛ (main and supporting ideas) to your family at home. Ask three learners who show thumbs up to state one key difference Exercise 1Read the passage from the Textbook again silently. Write the main idea in one complete sentence in Akan, and list two supporting ideas. Answer this recall question in Akan: Ama din no yɛ dɛn, na ɔyɛ dɛn asie? (What is Ama's name, and what does she do for work?) in their exercise books.

Class Teacher

PHILIP BOADU

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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