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English Language · B7

Term 3 · Week 2 · 2.00 credits · GHS 1.00

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Lesson Note - English Language

Fumbisi JHS

Weekly Lesson Plan

JHS 1 (B7) · Term 3

English Language

Lesson 1 of 1

Week Ending

Friday, 01 May 2026 Backdated

Week & Term

Week 2 · Term 3

Class Teacher

DONALD TOUH

Subject

English Language

Class

JHS 1 (B7)

Class Size

Duration

80 mins

Week No.

Week 2

Content Standard & Indicator

B7.2.2.1.1

Content Standard

Demonstrate an understanding in summarising

Indicator

Use summarising to understand key ideas in a range of texts

Performance Indicator

Learners will identify and state the main idea of a short passage in their own words without copying the author's exact sentences.

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 (26 mins) New learning + assessment	Resources	Phase 3: Plenary (8 mins) Reflection + exercise
Mon 27 Apr 2026	1Recall what a summary is and identify the main idea in a familiar short text 2Show learners a 3-sentence story about Ama buying vegetables at Makola Market. Ask: What is this story mostly about? Learners whisper their answer to a partner first, then a volunteer shares aloud	IDENTIFYING MAIN IDEAS BY READING SHORT PASSAGES 1Distribute the reading material (a 4-sentence passage about Kwame fishing in a river). Learners read silently, then mark one key sentence with a pencil that tells what the passage is mostly about. Ask: Is it the first sentence, middle, or last sentence? Call on learners who identified different sentences and explain their choice. Guide the class to agree on the sentence that best shows the main idea 2Write this starter frame on the board: 'This passage is about _____.' Learners copy it and complete it in their own words using the dictionary to check word choices if needed. Pairs compare their written summaries and identify which words are similar and which are different from the original text. Ask: Did you use the same words as the author, or your own words? Emphasise that a good summary uses different words but keeps the same meaning 3Struggling learners: provide a word bank with 5–6 key words from the passage to help them construct their own sentence.	1Textbook 2Dictionary 3Reading materials 4Exercise book	1Display a new short passage (2 sentences about a market trader named Efua selling cloth). Learners work in pairs and write one sentence that tells what the passage is about on a mini-whiteboard. Invite one representative from each pair to read their summary aloud and discuss whether it matches the passage without copying exact words 2Ask learners: What question did we ask to find the main idea? (Answer: What is the whole passage about?) Learners repeat this question chorally three times to reinforce it as a strategy for summarising Exercise 1Read this passage silently: 'Kofi walked to school early. He wanted to help his teacher set up the classroom. His teacher was very happy.' Write one sentence in your own words that tells the main idea of this passage. Do not copy words from the passage in their exercise books.
Wed 29 Apr 2026	1Recall the three rules of summarising that were taught on Day 1 and explain what each rule means 2Display on the board: 'Rule 1: Identify main ideas. Rule 2: Use your own words. Rule 3: Keep it short.' Ask learners to whisper to their partner which rule they remember best and why	APPLYING SUMMARISING TO A NEW PASSAGE 1Write this passage on the board: 'Ama is a farmer in Kumasi. She grows yams and cassava on her farm. Every morning, she goes to the farm to water her crops. She sells her harvest at Kejetia Market on Saturdays. Many people buy her vegetables because they are fresh and good quality.' Read it aloud. Ask learners: 'What is this passage mainly about?' Learners write their answer in their exercise books in one sentence using their own words, not copying 2Invite a learner who finished first to read their answer aloud. Guide the class to agree that a good summary is: 'Ama is a farmer who grows and sells fresh crops at Kejetia Market.' Show how this uses own words and keeps only the most important ideas. Learners then check their own answer against this model and revise if needed. Differentiation note: Struggling learners work with the teacher to underline the most important words in the passage before writing their summary. Use Textbook during the task 3Use the Textbook and Reading materials to select a second passage if learners finish quickly; fast finishers summarise it independently and share with a partner.	1Textbook 2Dictionary 3Reading materials 4Exercise book	1Ask learners to hold up their exercise books and show their summary sentence. As they show, ask: 'Did you use your own words? Did you write only the main idea?' Learners respond with thumbs up or thumbs down to show they understand the check 2Read aloud three different summaries written by learners (or use prepared examples with Ghanaian names). Ask the class: 'Which summary follows all three rules? Which one copied too many words from the passage?' Learners discuss in pairs and vote by showing fingers (1–3 to rank them) Exercise 1Give learners this short passage: 'Kwame is a carpenter in Accra. He makes tables, chairs, and doors for homes and shops. He works hard every day in his workshop. His furniture is strong and beautiful, so many customers ask him to build their things.' Learners write a one-sentence summary in their own words on a piece of paper. The exercise is complete when the summary names Kwame, his job, and one reason people like his work in their exercise books.

Class Teacher

DONALD TOUH

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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