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Ghanaian Language and Culture · B6

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 6 · Term 3

Ghanaian Language and Culture

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

Class

Basic 6

Class Size

—

Duration

60 mins

Week No.

Week 7

Strand

4. Composition Writing

Sub-Strand

5. Argumentative Writing

Content Standard & Indicators

B6.4.5.1.1 B6.4.5.1.2 B6.4.5.1.3

Content Standard

Exhibit understanding of good argumentative essays by writing.

Indicator 1 B6.4.5.1.1

Take a stand and write an argumentative essay for a given motion.

Indicator 2 B6.4.5.1.2

Take a stand and write an argumentative essay against a given motion.

Indicator 3 B6.4.5.1.3

Write an argumentative essay on a given topic.

Performance Indicator

Learners will identify the key features of argumentative writing and explain why taking a stand matters in persuasive composition.

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	1Recall and identify the purpose of argumentative writing in everyday Ghanaian communication 2Display a picture of Ama and Kofi disagreeing about whether Ghanaian schools should extend lunch breaks. Ask learners: What do you think Ama would say to convince Kofi? What reasons would she give?	UNDERSTANDING ARGUMENTATIVE WRITING AND TAKING A STAND 1Explain that an argumentative essay is writing where you take a side and use reasons to convince others. Show the sentence card: "School uniforms should be blue because they are cool and match our national colours." Ask: What is the stand here? What is the reason? Circle the stand and underline the reason together on the card, explaining that every good argument has both parts 2Place word cards on the board: "I believe", "because", "therefore", "however". Explain that these words help writers show their stand and connect reasons. Write on the board: "I believe [your opinion] because [your reason]." Ask learners to complete this sentence about whether kente cloth should be worn daily in Ghana. Invite one representative from each group to read their sentence aloud, and confirm that each sentence shows a clear stand 3Struggling learners: work with the pre-written sentence card only and identify the two parts together; fast finishers: create two different stands on the same topic and explain why both are possible.	1Word and sentence cards 2Whiteboard and marker 3Picture of Ama and Kofi (optional visual aid)	1Ask learners to stand and hold up three fingers if they understand that argumentative writing needs both a stand and a reason. Ask those with lower confidence: What did we learn about the sentence card today? 2Pairs turn to each other and whisper one topic they could take a stand on next lesson (e.g. should trotro rides be cheaper in rush hour?). Call on three pairs to share their topics with the class Exercise 1Write one sentence where Yakubu takes a stand about whether children should help with family farming on school days, and give one reason using the word "because" in their exercise books.
Tue 02 Jun 2026	1Recall the structure of an argumentative essay and identify the key features of taking a stand against a motion 2Display the motion: 'School uniforms should be worn every day.' Ask learners: Do you agree or disagree? Why? Learners raise hands to show their position and call out one quick reason	STRUCTURING YOUR STAND: BUILDING THE OPENING PARAGRAPH 1Display a sample opening paragraph on the board: 'Although many people believe uniforms help students focus, I strongly disagree. School uniforms waste money and limit students' freedom of expression.' Use word and sentence cards to highlight the motion statement and the writer's clear stand (against). Learners copy this structure into their exercise books and underline the stand in red 2Give learners the motion: 'Chop bars should not sell food to students during school hours.' Learners work in pairs to write one opening paragraph taking a stand against this motion, using the structure shown (acknowledge the motion, state clear disagreement). A volunteer pair reads their opening aloud; teacher confirms whether the stand is clear and against the motion 3Struggling learners: work with a sentence card template showing blanks to fill in (e.g., 'Although some say ___, I strongly disagree because ___'). Fast finishers: write two different opening paragraphs with different reasons stated.	1Word and sentence cards 2Sample opening paragraph (written on board) 3Exercise books 4Chalkboard/whiteboard	1Learners stand and form two lines: 'Against' and 'For' the motion given in Phase 2. Each line whispers their strongest reason to the opposite line in 30 seconds; this reinforces the counterargument stance 2Invite one learner from the 'Against' line to state their stand aloud; class responds with a thumbs up if they heard a clear argumentative position Exercise 1Write a one-paragraph argumentative essay against the motion: 'Plastic bags should be banned in Ghana.' Your paragraph must include a clear stand against the motion, one reason, and one piece of evidence. (Learners write in exercise books; teacher collects to assess clarity of stand and use of evidence.)
Fri 05 Jun 2026	1Recall the key features of argumentative essays and identify the structure required to write one 2Display this statement on the board: 'School uniforms should be mandatory in all Ghanaian schools.' Ask learners to whisper to their partner whether they agree or disagree, and why, in one sentence	PLANNING AND WRITING AN ARGUMENTATIVE ESSAY ON A GHANAIAN ISSUE 1Write the topic on the board: 'Plastic bags should be banned completely in Ghana to protect the environment.' Divide the class into two groups: Group A argues FOR the ban, Group B argues AGAINST. Give each group to list three supporting reasons on the word and sentence cards provided. Ask one representative from each group to read their reasons aloud while you write them as a simple outline on the board 2Each learner now writes their own argumentative essay individually using the outline structure: Introduction with clear thesis, Body (3 reasons with evidence), and Conclusion. Learners may reference the outline on the board and their group's sentence cards. Remind them: 'Kofi's essay explains why plastic harms Makola Market traders and fish catches; Ama's essay explains why plastic bans hurt small traders.' Circulate and help learners write at least one complete reason with an example 3Struggling learners: use the sentence card frames to complete: 'I believe that... because... For example, ...'. Fast finishers: add a counterargument sentence (e.g., 'Some say... but...') before their conclusion.	1Word and sentence cards 2Whiteboard and markers 3Exercise books 4Sample outline on board	1Select two learners (one from each group) to read their opening sentence and thesis statement aloud. Class gives a thumbs up if the thesis clearly states a position 2Learners exchange essays with a partner and check: Does the essay have a clear position? Are there at least two supporting reasons? Partners whisper one strength to the writer Exercise 1Write your argumentative essay on the topic: 'Mobile phones should be allowed in Ghanaian classrooms to aid learning.' Your essay must include a clear thesis statement, at least two supporting reasons with one local example each, and a conclusion. Use 150–200 words in their exercise books.

Class Teacher

LYDIA OSAFO

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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