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Ghanaian Language · B7

Term 3 · Week 3 · 2.00 credits · GHS 1.00

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Lesson Note - Ghanaian Language

DOKYIWA COMMUNITY M/A JHS

Weekly Lesson Plan

JHS 1 (B7) · Term 3

Ghanaian Language

Akan (Asante Twi)

Lesson 1 of 1

Week Ending

Friday, 08 May 2026 Backdated

Week & Term

Week 3 · Term 3

Class Teacher

PHILIP BOADU

Subject

Ghanaian Language Akan (Asante Twi)

Class

JHS 1 (B7)

Class Size

Duration

100 mins

Week No.

Week 3

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

Strand

1. CUSTOMS AND INSTITUTIONS

Sub-Strand

4. CHIEFTAINCY — INSTALLMENT AND DESTOOLMENT

Content Standard & Indicator

B7.1.4.1.3

Content Standard

Demonstrate

Indicator

Discuss the duties and responsibilities of chiefs and queenmothers among their people. knowledge in and an understanding of how chiefs and queenmothers are selected, enstooled/ enskinned and compare their duties and responsibilities

Performance Indicator

Learners will identify and discuss the duties and responsibilities of chiefs and queenmothers in their community.

Core Competencies

Key Words

Teaching / Learning Resources (TLR)

References

Lesson Activities by Day

Date	Phase 1: Starter (9 mins) Preparing the brain	Phase 2: Main (33 mins) New learning + assessment	Resources	Phase 3: Plenary (10 mins) Reflection + exercise
Mon 04 May 2026	1Identify the roles and duties of chiefs and queenmothers in Ghanaian communities 2Show learners a picture of a chief in full regalia at a durbar; ask: Ɔhene yi de ade ahe? (What does this chief do?) — learners whisper answers to partners	DESCRIBING THE CHIEF'S AUTHORITY AND DUTIES 1Read aloud from the Textbook (page reference: duties section) — Ɔhene no de: ɔma adom, ɔkyɛ asɛm, ɔtow asini; pause after each duty and ask learners to repeat chorally three times 2Learners work in pairs: open Exercise book and list 4 duties of Ɔhene using the Textbook as reference; one representative from each pair shares one duty aloud 3Teacher writes all duties on the board in Twi; learners copy into their Exercise books with drawings of each duty EXPLAINING THE QUEENMOTHER'S RESPONSIBILITIES TO HER PEOPLE 4Play Audio recording of an Ohemaa speaking about her role; learners tick (✓) in their Exercise books each time they hear a responsibility mentioned 5Whole class discussion: Ask — Ohemaa yi de asɛm ahe? (What matters to the Queenmother?) — learners raise hands and share; teacher records 5 key responsibilities on the board 6Learners compare: draw two columns in Exercise book — Ɔhene (Chief) \| Ohemaa (Queenmother) — and write 2 duties under each from the board list	1Textbook (Ghanaian Language — Chieftaincy section) 2Audio recordings (Chief and Queenmother speeches) 3Exercise book 4Picture of chief in regalia 5Whiteboard and markers	1Pair-share: Each learner whispers to their partner one duty of a chief and one duty of a queenmother they learned today; partners nod or correct 2Whole class choral repetition: Teacher calls out in Twi: Ɔhene no de ade ahe? Learners respond together: Ɔma adom, ɔkyɛ asɛm, ɔtow asini (three times) Exercise 1In your Exercise book, write or draw three duties of the Chief (Ɔhene) that you learned today in Akan, and name one duty of the Queenmother (Ohemaa)
Tue 05 May 2026	1Recall the roles of chiefs and queenmothers in Akan society from yesterday's lesson 2Show learners a picture of an enstoolment ceremony; ask: Hena na ɛnim saa anim ɔfofɔ yi? (Who do you see in this chief's photograph?) Learners call out responses chorally	IDENTIFYING AND EXPLAINING CHIEF AND QUEENMOTHER DUTIES 1Using the textbook pages on chieftaincy, read aloud three key duties of a chief (e.g. ɔka mmara, ɔtuo asɛm, ɔtow aman); learners repeat chorally after each duty 2Ask: Ɔba foɔ no din de sɛn? (What is a chief's first duty?) Select a learner to respond using textbook evidence; confirm and write: Ɔka mmara (enforces laws) 3Repeat the same process for queenmother duties using audio recording: listen to two sample dialogues about ohemaa amanmusuo (queenmother's counsel); learners write one duty they hear in exercise books COMPARING DUTIES AND RESPONSIBILITIES THROUGH GUIDED DISCUSSION 4Draw a two-column table on the board: ɔba \| ohemaa; call on alternating learners to name one duty for each role and place it in the correct column. Use Textbook (chieftaincy pages) during the task 5Ask: Ɔba ne ohemaa no, sɛnea wɔreka no, wɔhyɛ ɔman no din ase ara? (In what way do chief and queenmother both serve the people in the same manner?) Pairs discuss, then one representative from each group shares their comparison. Use Textbook (chieftaincy pages) during the task 6Point to the table and model one comparison: Ɔba ne ohemaa no, wɔn baanu no de wɔ mmara a ɛfa aman; learners repeat this sentence pattern, then create their own using a different shared duty. Use Textbook (chieftaincy pages) during the task	1Textbook (chieftaincy pages) 2Audio recordings (dialogue samples) 3Exercise book	1Learners stand and form two lines (ɔba line and ohemaa line); teacher calls a duty aloud, learners jump to the correct line and explain why aloud 2Ask: Sɛ ɔba ne ohemaa no re mmu wɔ, deɛ ebɛtoo aman no so enti? (What might happen to the people if chief and queenmother do not work together?) Learners share in pairs, one pair presents to the class Exercise 1Write in your exercise book: Name TWO duties that only a chief has and TWO duties that only a queenmother has, then write ONE duty that BOTH share. Use Akan words from the textbook

Class Teacher

PHILIP BOADU

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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