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Ghanaian Language and Culture · B4

Term 3 · Week 7 · 3.00 credits · GHS 1.50

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Lesson Note - Ghanaian Language and Culture

Methodist primary

Weekly Lesson Plan

Basic 4 · Term 3

Ghanaian Language and Culture

Akan (Akuapem Twi)

Lesson 1 of 1

Week Ending

Friday, 05 Jun 2026 Backdated

Week & Term

Week 7 · Term 3

Class Teacher

LYDIA OSAFO

Subject

Ghanaian Language and Culture Akan (Akuapem Twi)

Class

Basic 4

Class Size

—

Duration

60 mins

Week No.

Week 7

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

Strand

4. Composition Writing

Sub-Strand

5. Argumentative Writing

Content Standard & Indicators

B4.4.5.1.1 B4.4.5.1.2

Content Standard

Show an recognising and writing argumentative essays.

Indicator 1 B4.4.5.1.1

Understand the process in writing good argumentative essays.

Indicator 2 B4.4.5.1.2

Write simple argumentative essays.

Performance Indicator

Learners will understand the key features and process of writing good argumentative essays in Akan.

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
Mon 01 Jun 2026	1Identify the key features of argumentative writing by recognising real-world issues that require taking a position 2Show learners a picture of Kwame and Ama arguing in Kejetia Market about whether a chop bar should open near their school. Ask: Ɛno de ben ɔkwan biara a na ɔkwan no de din? (This is one side — what is the other side?) Learners call out both positions	UNDERSTANDING ARGUMENTATIVE WRITING THROUGH REAL ISSUES 1Write on the board: Chop bar a ɛbɛba sukuul hɔ no yɛ papa (A chop bar coming near school is good). Explain in simple Akan: Ɛyɛ suban—ɔbarima bi na ɔbɔ asɛm bi na ɔkɛ him a ɔpɛ nso de boa a ɔma ɔkwan no din yɛ nkɔso (It is an argument—someone raises a topic and gives reasons to support their position, and someone else gives reasons against it). Use the word cards to display: Suban, Asɛm, Boa, Paapae. Ask learners to repeat each word three times 2Divide the class into two groups. Group 1 collects three reasons WHY the chop bar is good (using the word card Boa—support). Group 2 collects three reasons WHY the chop bar is bad. Each group writes or draws one reason on a card and posts it. Explain: Yi ne ɔkwan a na ɔkwan abien no din yɛ nkɔso (This is how two sides argue—with reasons) 3Struggling learners: provide sentence starters in Akan (e.g. Chop bar no yɛ papa efisɛ...) and accept oral responses instead of written.	1Word cards (Suban, Asɛm, Boa, Paapae, Nkyerɛaseɛ) 2Picture of Kwame and Ama at Kejetia Market 3Large sheets of paper for group reasons 4Markers (red and blue)	1Invite one representative from each group to read aloud one reason their group wrote. Class claps for both sides. Ask: Asɛm yi ara no, ɛno yɛ agument? (Is this same topic an argument?) Learners answer chorally: Yoo (Yes) 2Ask learners to show with fingers (1–5): How sure are you that you now know what argumentative writing means? Learners hold up fingers. Ask anyone holding 1–2 fingers to sit near you tomorrow for extra help understanding the examples Exercise 1In your exercise book, write or draw the answer in Akan: Ɛsɛ sɛ agument bi de ɔkwan biara de boa a? (Must an argument have support for one side?) Write: Yoo (Yes) or Daabi (No), and give one reason why using the word Boa (support/evidence)
Wed 03 Jun 2026	1Learners will recall the definition and purpose of argumentative writing presented on Day 1 2Ask learners: "Ɔdeɛ yɛ abisade suban no?" Display a picture of two learners debating a school policy and ask: What are they trying to do? Learners shout out their ideas	THE FOUR PARTS OF AN ARGUMENTATIVE ESSAY 1Write on the board the four parts in Akan: (1) Ɔsuban (Claim), (2) Nsɛm a ɛkyerɛ (Evidence), (3) Adeyɛ (Counterargument), (4) Amanneɛ (Conclusion). Explain each part using the word cards: hold up each card and ask learners to repeat the word three times chorally, then explain one local example: Kofi wants to argue that school uniforms should be blue, not green. His claim is the blue colour itself; his evidence might be that blue is cooler in the sun. Display the word cards on the wall for the whole lesson 2Distribute printed word cards to groups of three. Each group gets one card showing one argument part with a blank Akan sentence starter. Ask groups to complete their sentence about a familiar topic: "Sukuu no yɛ adwuma a ɛfata ma yɛn" (School is important for us). One representative from each group reads their completed sentence aloud and sticks it on the board in order 3Weaker learners: provide a sentence frame in Akan with two word options to choose from instead of writing from scratch.	1Word cards (Akan: suban, abisade, adeyɛ, nsɛm a ɛkyerɛ, amanneɛ) 2Whiteboard and markers 3Printed paragraph examples in Akan	1Ask learners to stand if they can now name all four parts of an argumentative essay. Call on one learner who is standing to point to each word card on the wall and say the Akan word aloud 2Learners whisper to their partner: "Sɛ wɔbisa wo se "Ɔdeɛ na ɛkyerɛ abisade suban?" wɔbɛ asɛm deɛ?" (If someone asks you what shows an argumentative essay, what would you say?) Partners listen and give a thumbs up if the answer is correct Exercise 1Provide learners with three short paragraphs in Akan. Ask: "Deɛ mma de yi mu no, deɛ na ɛyɛ abisade suban? Ɛyɛ abisade suban esiane deɛ?" (Which one of these is an argumentative paragraph? What makes it argumentative?) Learners write one sentence in Akan naming the paragraph and one reason using one of the four parts (Claim, Evidence, Counterargument, or Conclusion) in their exercise books.
Tue 02 Jun 2026	1Learners will identify key parts of an argumentative essay and recognise how evidence supports a claim 2Display the sentence on the board: 'Bogyini yɛ sikakɔkɔɔ koraa.' Ask: Is this a strong argument? Learners discuss with a partner, then raise their hands to explain why or why not (a claim without proof is weak)	WRITING AN ARGUMENTATIVE ESSAY ON A LOCAL TOPIC 1Write the topic on the board: 'Ɔma Ama nyɛ dɔm a ɛbɔ ayɔ.' (It is good for Ama to study hard.) Show the word cards labelled 'ɛko' (claim), 'prɔfo' (proof/evidence), and 'buakuo' (counter-argument). Explain that every argumentative essay must have these three parts. Ask learners to identify each part in a model paragraph you read aloud: 'Ɔma Ama nyɛ dɔm a ɛbɔ ayɔ, efisɛ sɛ ɔdɔm a, waakɔ sukuu koraa wɔ nnɛbɔne mu. Nanso, obi se ɔma dɔm yɛ asɛm. Ghanaman hia onipa a wɔadɔm yie.' Learners point to or name which part is the claim, which is evidence, which is the counter-argument 2Organize learners into groups of 3–4. Distribute exercise books. Each group receives the same topic and must write one simple argumentative essay together in Akan, with one sentence for the claim, two sentences for evidence (using local examples like traders at Makola Market or farmers), and one sentence acknowledging a different viewpoint. Circulate and support groups using simple prompts: 'Ɔko no yɛ he? Prɔfo no wɔ he?' 3Struggling learners: provide a sentence frame on the board ('Ɛko: ___. Prɔfo: ___. Buakuo: ___.') and help them fill in one word at a time. Fast finishers: ask them to add a concluding sentence that restates the claim.	1Word cards (ɛko, prɔfo, buakuo) 2Exercise books 3Whiteboard and marker	1Ask one representative from each group to read their essay aloud while others listen. After each reading, ask the class to clap and identify which part was the claim in a single word: 'Ɛko!' Learners respond chorally 2Display the model essay again and ask learners to show thumbs up if they now understand why every argumentative essay needs a claim, evidence, and a counter-argument, or thumbs down if they need more help. Affirm all responses without comment Exercise 1Write one simple argumentative essay (5–7 sentences in Akan) on the topic 'Ɔfabifo no nyɛ nkwa a ɛyɛ fɛ aman nyinaa mu.' Your essay must contain: one clear claim, two pieces of evidence (use Ghanaian examples), and one sentence that mentions a different view. Use the word cards 'ɛko', 'prɔfo', and 'buakuo' to guide your writing in their exercise books.

Class Teacher

LYDIA OSAFO

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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