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Computing · B8

Term 3 · Week 2 · 1.00 credits · GHS 0.50

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Lesson Note - Computing

Riyahd Soaliheen JHS

Weekly Lesson Plan

JHS 2 (B8) · Term 3

Computing

Lesson 1 of 1

Week Ending

Friday, 01 May 2026 Backdated

Week & Term

Week 2 · Term 3

Class Teacher

ISSAH ISHAWU

Subject

Computing

Class

JHS 2 (B8)

Class Size

Duration

60 mins

Week No.

Week 2

Strand

2. Productivity Software

Sub-Strand

1. Introduction to Word Processing

Content Standard & Indicator

B8.2.1.1.1

Content Standard

Demonstrate How to Use Microsoft Word (tables and hyperlink pages)

Indicator

Demonstrate how to create a table and hyperlinks

Performance Indicator

Demonstrate how to create a table and insert hyperlinks in Microsoft Word by completing a practical task with at least one table and one functioning hyperlink.

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 27 Apr 2026	1Recall the purpose of tables and hyperlinks in word processing documents 2Display three document samples on the projector: one with a plain price list (no table), one with a neatly formatted table showing Makola Market vegetables with prices in GH₵, and one with hyperlinked navigation. Ask learners: Which document is easiest to read and why? Learners whisper their answer to a partner, then volunteers share aloud	CREATING TABLES IN MS-WORD USING THE INSERT TAB 1Open Microsoft Word on the computer and display it on the projector. Navigate to the Insert tab and click Tables group. Create a 3-column, 4-row table. Add a header row: Vegetable \| Price per Basket \| Seller Name. Fill one row with example data: Cassava \| GH₵15 \| Ama. Ask learners to identify the columns and rows aloud. Learners pair up: one learner watches while their partner types the same table on their own laptop, then they swap roles 2With the table still displayed, demonstrate resizing columns by dragging the column border wider. Resize the 'Seller Name' column to fit longer names like 'Kwame's Farm Produce'. Ask pairs to resize their own table columns to match the projector image. Monitor three pairs closely: ask one pair to show their work, confirm the column width is correct, and ask another pair what they would do if a name was too long for the column 3Struggling learners work in pairs with a stronger peer; provide them with a pre-made table shell to fill in rather than creating from scratch. Use pair or group support to manage the large class.	1Computer/Laptop 2Projector 3Textbook	1Learners compare their completed table with a partner using a checklist on the board: Does it have 3 columns? Are all rows filled? Is the text visible in each cell? Pairs report one tick or cross to the class 2Ask: Why would Kofi use a table instead of typing prices in a list? Volunteers explain that tables organize information neatly so readers find prices faster. Choral response: All learners repeat together, 'Tables make information easy to find.' Exercise 1Create a table with 2 columns and 3 rows. Label columns 'Chop Bar Name' and 'Address'. Fill in one row with a local chop bar from your area (e.g., Akua's Chop Bar \| Near Madina Market). The exercise assesses whether learners can recall the table creation steps and apply them to create a simple, functional table in their exercise books.

Class Teacher

ISSAH ISHAWU

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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