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English Language · B1

Term 3 · Week 2 · 1.00 credits · GHS 0.50

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Lesson Note - English Language

Ana central basic

Weekly Lesson Plan

Basic 1 · Term 3

English Language

Lesson 1 of 1

Week Ending

Friday, 01 May 2026 Backdated

Week & Term

Week 2 · Term 3

Class Teacher

Mumuni Adams

Subject

English Language

Class

Basic 1

Class Size

Duration

30 mins

Week No.

Week 2

Content Standard & Indicator

B1.1.3.1.1

Content Standard B1.1.3.1.1

—

Indicator

Listen to stories and be able to identify characters

Performance Indicator

Learners will listen to a story and identify all main and supporting characters by name and role.

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 (10 mins) New learning + assessment	Resources	Phase 3: Plenary (3 mins) Reflection + exercise
Mon 27 Apr 2026	1Recall the names and basic roles of characters from a familiar Ghanaian story told aloud 2Ask learners: Who do you know from stories your grandmother or mother told you at home? Learners whisper their answer to a partner, then two volunteers share one character name aloud (e.g. Anansi, Akosua, Kwaku)	LISTENING TO A STORY AND NAMING CHARACTERS 1Tell a story using the Textbook (or read aloud from Reading materials) about Ama, a young girl who finds a lost puppy near Kejetia Market and meets two friends—Yaw, a kind market seller, and Abena, a girl who also loves animals. After telling, ask: Who are the three people in this story? Write their names on the board as learners call them out (Ama, Yaw, Abena). Check the Dictionary together to confirm the word character means a person in a story 2Ask learners to open their Exercise books and draw a quick picture or write the name of one character from the story they just heard. Call on four learners (alternate boys and girls) to hold up their books and say: I heard about [character name] in the story. The character was [one thing they did]. Provide a sentence starter if needed: The character was _____ (kind, brave, helpful) 3Struggling learners: help them identify just the main character (Ama) by pointing to the board. Fast finishers: ask them to name one thing each character did in the story.	1Textbook 2Reading materials 3Dictionary 4Exercise book	1Learners stand in a circle. Say a character name (Ama, Yaw, or Abena) and point to a learner; they must repeat the name and act out one action that character did (e.g. Ama holds up her hand to show she found something). Repeat for all three characters 2Ask the class: Why is it important to remember the names of people in a story? Accept two brief answers (e.g. so we know who is doing what; so we can tell our friends about the story) Exercise 1Show learners three pictures or write three names (Ama, Yaw, Abena) in their Exercise books. Ask: Which character found the puppy? Learners write or circle the correct name. This checks if they heard and identified the main character correctly
Thu 30 Apr 2026	1Recall the main characters from yesterday's story and list their roles in the narrative 2Ask learners: Who were the three most important people in Ama's market story that we heard yesterday? Learners whisper their answers to a partner, then one volunteer shares aloud	IDENTIFYING AND DESCRIBING STORY CHARACTERS 1Read aloud a short new story about Yakubu the fisherman from the Textbook (pages 45–46). As you read, pause after each character introduction and ask: What is this person's name? What do they do in the story? Learners write character names in their Exercise books and circle the main character 2Display a simple two-column chart on the board: Character Names \| What They Do. Call on learners to come forward and fill in one row each using information from the story you just read. After completing the chart together, learners copy it into their Exercise books and underline any character who helps the main character 3Struggling learners: work with you to identify just the two main characters (Yakubu and one helper); fast finishers can add a third column describing one character's feelings.	1Textbook 2Exercise book 3Dictionary	1Learners stand up. Call out a character name from the story. If that character is the protagonist, learners sit down; if a supporting character, they stay standing. Repeat with three names to consolidate 2Ask: Which character from today's story would you like to be? Why? Learners pair-share their choice and reason with the person next to them; invite two volunteers to share with the class Exercise 1Listen as I read this short sentence: 'Mariama sold clothes at the market, and her friend Adwoa helped her count the money.' Write in your Exercise book: Who are the two characters? Who is the main character doing the action? How do you know?

Class Teacher

Mumuni Adams

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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