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Ghanaian Language and Culture · B6

Term 3 · Week 6 · 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

Akan (Akuapem Twi)

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 Akan (Akuapem Twi)

Class

Basic 6

Class Size

—

Duration

60 mins

Week No.

Week 6

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

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

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

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 25 May 2026	1Recall features of argumentative writing and identify the key parts of taking a stand on an issue 2Display motion: 'Abɔ din yɛ deɛ ɔyɛ. Ɔno na ɔkyerɛ sɛ ɛbɛyɛ no yoo.' Ask learners: Adɛn na ɛma Ama wɔ ankasa a ɔ pɛ sɛ ɔkyerɛ asɛm yi?	UNDERSTANDING ARGUMENTATIVE STRUCTURE AND TAKING A STAND 1Write on board: 'Ankasa, asɛmpa, nsɛmpa' (Position, Reason, Evidence). Use word cards to display each term in Akan. Explain: ankasa = your firm opinion on a matter; asɛmpa = support points for your view; nsɛmpa = proof or examples. Ask learners to repeat chorally three times 2Show motion on board: 'Sukuu asoɔsoe yɛ adeɛ a ɛhia.' Invite a confident learner to state one side (for or against) clearly. Write that stand at the top of the board. Ask: 'Adɛn nti na ɛno yɛ asɛm a ɛyɛ?' 3Learners discuss in pairs: Do you agree or disagree with the stand Kwasi just shared? Write your own ankasa (position) in your exercise book in one sentence. One representative from each pair reads aloud	1Word cards (ankasa, asɛmpa, nsɛmpa) 2Motion statement written on board	1Learners compare their ankasa (position statements) with the person sitting next to them and explain why they chose that stand 2Ask three volunteers to state their position on the motion aloud; class shows thumbs up if they agree, thumbs down if they disagree Exercise 1Write one sentence in Akan stating your ankasa (position) on this motion: 'Agyapade a ɛba wɔ sukuu yɛ deɛ a ɛyɛ asoɔde ama sukuu.' / Take a stand and write one clear sentence stating your position on whether school improvements benefit the school in their exercise books.
Tue 26 May 2026	1Identify key arguments against a given motion by analysing opposing viewpoints 2Show learners the motion written on the board: 'Ɔsukɔ a wɔde ama sukuufo no din yɛ ade pa pa' (School uniforms are a good thing). Ask: What is our opinion — yɛn din ɔdɔ anaa renti? (Do we agree or disagree?) Learners raise hands for each side	STRUCTURING ARGUMENTS AGAINST THE MOTION 1Write on the board: 'Ɔsukɔ a wɔde ama sukuufo no din yɛ ade pa pa — yɛn din renti' (School uniforms are a good thing — we disagree). Using word cards, display three argument structures: 'Nkatasoɔ Ɔda' (First argument), 'Nkatasoɔ Mmienu' (Second argument), 'Nkatasoɔ Mmiensa' (Third argument). Learners copy the three headings into their books 2Read aloud one counter-argument example: 'Ɔsukɔ no kasɛ sukuufo no nka wɔn ankasa din nnidi — wɔn akoa nnidi nkɔ' (Uniforms prevent students from expressing their personal identity — they lose individuality). Learners identify which heading this fits under (First argument) and write it below. Use Word cards (Nkatasoɔ Ɔda, Nkatasoɔ Mmienu, Nkatasoɔ Mmiensa) during the task 3Learners generate their own second argument against the motion in pairs using the frame: 'Nkatasoɔ Mmienu ne sɛ.' (Second argument is that.). One representative from each pair writes their argument on the board	1Word cards (Nkatasoɔ Ɔda, Nkatasoɔ Mmienu, Nkatasoɔ Mmiensa) 2Exercise books 3Whiteboard and marker	1Call on a volunteer to read their strongest argument aloud; learners vote thumbs up if they find it convincing 2Ask learners to whisper to their partner: 'Ɛkwan bɛn na wobebu nkatasoɔ a ɛno yi sɛ din yɛ nokorɛ?' (How will you prove this argument is true?) — highlight one pair's answer Exercise 1Write this motion in Akan: 'Sukuufo nyinaa nyɛ adwumayɛfoɔ ansa akɔ ssukuu no' (All students should work before going to secondary school). Take a stand against this motion and write TWO reasons why you disagree, using the structures learnt today in their exercise books.
Fri 29 May 2026	1Recall the structure and purpose of argumentative writing from Days 1 and 2 2Display the topic: 'Ɔman yi nyinaa nyɛ sɛ akɔbea din foforɔ ankasa ɛsɛ' (All towns in this country should have a public library). Ask learners to whisper to their partner which side they would support and why (30 seconds)	INDIVIDUAL ARGUMENTATIVE WRITING TASK 1Learners choose their position: 'Bɔ yes' or 'Bɔ no' to the given topic. Using the Word cards as reference, learners write their own argumentative essay in their exercise books (750 words maximum), including: nkyerɛaseɛ (opening statement), two asɛm a ɛka ho (supporting reasons with local examples such as Makola Market traders benefiting from a library or cost to build it), and amanneɛbɔ (closing restatement of position) 2Pairs exchange books and read each other's essay, checking if all three parts are present using a simple checklist: 'Does it have nkyerɛaseɛ? Does it have asɛm a ɛka ho? Does it have amanneɛbɔ?' 3Learners make one revision to their own essay based on peer feedback, improving at least one reason with a more specific local example (e.g. naming a district, market, or occupation). Use Word cards (nkyerɛaseɛ, asɛm a ɛka ho, amanneɛbɔ) during the task	1Word cards (nkyerɛaseɛ, asɛm a ɛka ho, amanneɛbɔ) 2Exercise books 3Board and marker	1Invite three learners (one confident writer, one who finished early, one who sought support) to read their opening statement aloud while peers listen and rate confidence with thumbs up, thumbs middle, or thumbs down 2Whole class answers chorally: 'What are the three parts of an argumentative essay we learned this week?' (Nkyerɛaseɛ, asɛm a ɛka ho, amanneɛbɔ) three times Exercise 1Write an argumentative essay on this motion in Akan: 'Ɔman yi nyinaa nyɛ sɛ akɔbea din foforɔ ankasa ɛsɛ.' Your essay must include: nkyerɛaseɛ (what you believe), two asɛm a ɛka ho (reasons with Ghanaian examples), and amanneɛbɔ (restatement of your position). Minimum 600 words in their exercise books.

Class Teacher

LYDIA OSAFO

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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