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English Language · B8

Term 3 · Week 2 · 1.00 credits · GHS 0.50

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Lesson Note - English Language

Ave Maria RC JHS

Weekly Lesson Plan

JHS 2 (B8) · Term 3

English Language

Lesson 1 of 1

Week Ending

Friday, 01 May 2026 Backdated

Week & Term

Week 2 · Term 3

Class Teacher

Perpetual Asamoah

Subject

English Language

Class

JHS 2 (B8)

Class Size

Duration

60 mins

Week No.

Week 2

Strand

4. Writing

Sub-Strand

1. Production And Distribution Of Writing

Content Standard & Indicator

B8.4.1.1.1

Content Standard

Develop, organise and express ideas coherently and cohesively in writing

Indicator

Demonstrate understanding of how different sentences relate within a paragraph using appropriate cohesive devices (e.g., connectors, pronouns, repetition of vocabulary or grammatical structures)

Performance Indicator

Learners will demonstrate understanding of how different sentences relate within a paragraph by identifying and using appropriate cohesive devices such as connectors, pronouns, and repetition of vocabulary.

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
Thu 30 Apr 2026	1Identify cohesive devices (connectors, pronouns, and repeated vocabulary) that link sentences within a paragraph 2Display this short paragraph on the board: 'Ama went to Makola Market. She bought tomatoes. Then she bought onions. Finally, she went home.' Ask learners: What words help you understand when things happened? Learners whisper answers to their partner before sharing with the class	UNDERSTANDING COHESIVE DEVICES IN A REAL PARAGRAPH 1Read aloud this paragraph from the Textbook while learners follow in their exercise books: 'Kofi decided to start a chop bar business. Because he had saved money, he bought cooking equipment. When he opened his shop, many customers came. He was happy because his dream had come true.' Ask learners to underline all the words that connect the sentences together (because, when, because again). Write these on the board as a reference list titled 'Cohesive Devices.'. Let learners work in pairs to keep all learners involved. 2Distribute the Reading materials and ask learners in pairs to find one paragraph that uses connectors effectively. Each pair circles three connectors and writes them on a small paper. Collect papers and display them on the classroom wall as examples. Call on representatives from three pairs to read their examples aloud to the class 3Weaker learners: provide a pre-highlighted paragraph with connectors already marked; they copy and label each one using the reference list on the board. Use pair or group support to manage the large class.	1Textbook 2Reading materials 3Exercise book 4Dictionary	1Show this incomplete paragraph on the board: 'Yaw is a fisherman. _______ he catches fish daily. _______ his hard work, he earns enough money.' Learners call out suitable connectors (Because, Because of) to complete the sentences. Discuss how each choice makes the paragraph clearer 2Ask learners to turn to a partner and explain in one sentence why writers use cohesive devices. Invite three volunteers to share their explanation with the class. Affirm correct answers: 'Yes, they help readers follow the writer's ideas.' Exercise 1Write a three-sentence paragraph about Abena visiting Cape Coast. Use at least two connectors (when, because, then, finally, or however) to join your sentences and make them flow together. Underline your connectors in their exercise books.

Class Teacher

Perpetual Asamoah

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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