Protected Preview

Ghanaian Language and Culture · B5

Term 3 · Week 6 · 3.00 credits · GHS 1.50

This preview is shortened and watermarked. Unlock it to get the clean note and export options.

Back to Marketplace Sign in to Download Create Account to Edit

Lesson Note - Ghanaian Language and Culture

Methodist primary

Weekly Lesson Plan

Basic 5 · Term 3

Ghanaian Language and Culture

Lesson 1 of 1

Week Ending

Friday, 29 May 2026 Backdated

Week & Term

Week 6 · Term 3

Class Teacher

LYDIA OSAFO

Subject

Ghanaian Language and Culture

Class

Basic 5

Class Size

—

Duration

60 mins

Week No.

Week 6

Content Standard & Indicators

B5.2.8.1.1 B5.2.8.1.2

Content Standard

Exhibit the texts with minimal mistakes.

Indicator 1 B5.2.8.1.1

Read longer texts with minimal mistakes.

Indicator 2 B5.2.8.1.2

Read naturally.

Performance Indicator

Learners will read longer texts aloud with minimal mistakes and identify unfamiliar words in context.

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
Tue 26 May 2026	1Recall familiar words and sounds from shorter texts to prepare for reading longer passages 2Display the word cards on the board showing: Akosua, market, banana, school, friend. Ask learners to read each word aloud chorally three times, then whisper the words to their partner	READING A LONGER PASSAGE WITH FLUENCY 1Write a 5–6 sentence passage on the board: Akosua went to Makola Market. She met her friend Ama. They bought plantain and yam. The seller was kind. Akosua and Ama walked home together. Read the passage aloud at natural pace, pointing to each word. Learners read the same passage aloud with you, then individually in pairs 2Display word cards with: market, plantain, seller, walked. Ask learners to find each word in the passage and circle it in their exercise books. Call on a learner who found all four words to read the full passage aloud to the class at a steady pace 3Struggling learners: read only the first 3 sentences and identify 2 words instead of 4. Provide them with a simplified word card set.	1Word cards (market, plantain, seller, walked, Akosua, Ama) 2Exercise books 3Chalkboard	1Divide learners into pairs. Pairs take turns reading the passage aloud to each other. The listener gives a thumbs up for clear reading or points to any words mispronounced, then both re-read those words together 2Ask: What word was hardest for you to read? Learners raise their right hand and share one word. Write those words on the board and read them chorally three times as a class Exercise 1Give learners a new short passage (4 sentences) about Kwame visiting a farm. Ask them to read it aloud to their partner without stopping, then list any two words they found difficult and explain why (e.g., long word, new word, similar to another word) in their exercise books.
Thu 28 May 2026	1Recall vocabulary and phonetic patterns from Day 1 to prepare for reading longer passages 2Show three word cards with common Ghanaian Language words from yesterday's lesson (e.g. 'wɔ', 'nkwa', 'aba'). Ask learners to read each aloud and whisper the meaning to a partner	READING LONGER PASSAGES WITH FLUENCY AND ACCURACY 1Display a prepared longer text (4–5 sentences about Ama's market day: 'Ama kɔ ɔman. Ɔkɔtɔ Makola market. Ɔhuu abɔdeɛ ahorow. Ɔgye ploda ne aduane. Ɔkɔ fie a ɔdɔ.' ). Assign learners to pairs. One learner reads the passage aloud while partner follows with a copy and marks any pronunciation errors gently. Pairs swap roles and repeat the same passage 2Distribute word cards with five unfamiliar or challenging words from the passage ('abɔdeɛ', 'ploda', 'aduane', 'fie', 'dɔ'). Learners work in small groups to discuss the meaning of each word using context clues and gestures, then share one word definition with the whole class. Use the word cards to reinforce pronunciation by having learners trace the letters and say the word three times aloud 3Struggling learners: pair with stronger readers and read only the first 2 sentences; provide a word meaning sheet with picture support.	1Word cards (with target vocabulary: wɔ, nkwa, aba, abɔdeɛ, ploda, aduane, fie, dɔ) 2Pre-prepared longer text about Ama's market day (printed copies for pairs) 3New 3-sentence passage about Kwame's farm for assessment exercise	1Ask learners to stand in a line and read the full passage one sentence at a time in sequence, correcting pronunciation errors collaboratively as a class. Celebrate accuracy and smooth pacing 2Learners give a thumbs-up if they understand all words in the passage, thumbs-sideways if unsure of 1–2 words, and thumbs-down if they need more help. Address thumbs-down feedback by reviewing the word cards once more Exercise 1Provide a new 3-sentence passage about Kwame's farm work. Ask learners to read it aloud to a partner, identify one unfamiliar word, and use context or a peer explanation to state its meaning in one complete sentence in their exercise books.
Fri 29 May 2026	1Identify words that slow down reading speed and recall strategies to pronounce them correctly 2Show word cards with challenging words from today's passage: Ɔdɔm (unity), aseɛ (gratitude), mframadum (hard work), dawuru (sunset). Ask learners to point to one word they find difficult and whisper its pronunciation to a partner	READING A PASSAGE WITH MINIMAL MISTAKES 1Display a 150-word passage about Yaw's visit to his grandmother's village in a rural town. The passage contains words like ɔma (mother), aburɔ (siblings), mframadum, and aseɛ. Learners read the passage silently first, marking any unfamiliar words with a pencil. As learners read silently, move around the classroom and listen to at least three learners reading aloud softly; note their pace and any stumbled words 2Invite a volunteer to read the entire passage aloud to the class at a natural, steady pace without stopping for difficult words. After reading, ask the class: Which words did we struggle with? Learners raise hands and you explain each unfamiliar word (aseɛ = gratitude, mframadum = hard work). Then ask a second volunteer to read the same passage again, this time with improved pronunciation and pace, demonstrating fluency 3Weaker learners: read only the first 80 words of the passage silently, then read aloud with a peer providing support.	1Word cards with challenging Ghanaian words 2Printed passage (150–200 words) about a cultural scenario 3Exercise books	1Ask learners to whisper-read the passage one more time to themselves, focusing on smooth, natural pacing. Observe and give a thumbs-up to learners who maintain steady speed without long pauses 2Learners pair up and read alternate paragraphs to each other, checking for mistakes and natural flow. Partners give each other feedback: one thing you did well and one thing to improve next time Exercise 1Ask a learner who has not yet read aloud to stand and read the passage (or the first 100 words) to the class. Rate their fluency on three points: (1) Did they read smoothly without long stops? (2) Did they pronounce difficult words correctly? (3) Did they read at a natural pace? Write yes or no for each point in your lesson register in their exercise books.

Class Teacher

LYDIA OSAFO

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

Preview ends here

Unlock the full lesson note

Use 3.00 credits (GHS 1.50) to unlock a PDF or save an editable copy in My Notes.