schem of work B6 T2

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SECOND TERM LESSON PLAN BASIC SIX (6)

BASIC SIX
SECOND TERM SCHEME – ENGLISH LANGUAGE
CONTENT
WEEKS STRAND SUB STRANDS INDICATORS RESOURCES
STANDARD
Oral Language Poems B6.1.3.1 B6.1.3.1.3
Reading Phonics B6.2.2.1 B6.2.2.1.2
Word cards,
sentence
Grammar Nouns B6.3.1.1 B6.3.1.1.3 cards, letter
cards,
Penmanship and handwriting
Writing B6.4.2.1 B6.4.2.1.2. on a manila
Handwriting
card and a
1 Writing class library
Conventions & Using Capitalization B6.5.1.1 B6.5.1.1.1
Grammar
Usage
Extensive Building the love and

B6.6.1.1 B6.6.1.1.1
Reading culture of reading
Oral Language Conversation B6.1.6.1 B6.1.6.1.1.
Word Families and

Reading B6.2.3.1 B6.2.3.1.1
Common Digraphs
Word cards,
sentence
Grammar Nouns B6.3.1.1 B6.3.1.1.4 cards, letter
cards,
Paragraph handwriting
Writing B6.4.6.1 B6.4.6.1.3 on a manila
Development
card and a
Conventions & Using Punctuation B6.5.2.1 B6.5.2.1.1
Grammar
Usage

B6.6.1.1 B6.6.1.1.1
Oral Dramatization and
B6.1.5.2 B6.1.5.2.3
Language Role Play
Reading Vocabulary B6.2.6.3 B6.2.6.3.1

Word cards,
sentence
cards,
Grammar Determiners B6.3.2.1 B6.3.2.1.3 letter
cards,
handwriting
Writing Writing as a Process B6.4.9.2 B6.4.9.2.1 on a manila
card and a
Conventions Using Naming words B6.5.3.1 B6.5.3.1.2
&
Grammar
Usage

B6.6.1.1 B6.6.1.1.1
Oral B6.1.10.2.
Presentation B6.1.10.2
Language 2
Reading Comprehension B6.2.7.1 B6.2.7.1.4

Word cards,
sentence
Grammar Determiners B6.3.2.1 B6.3.2.1.4 cards,
letter
cards,
handwriting
Writing Writing as a Process B6.4.9.3 B6.4.9.3.1 on a manila
card and a
4 class library
Writing Using Naming words B6.5.3.1 B6.5.3.1.3
Conventions
&
Grammar
Usage

B6.6.1.1 B6.6.1.1.1
Oral Word cards,

Conversation B6.1.6.2 B6.1.6.2.1 sentence
Language
cards,
letter
Reading Diphthongs B6.2.4.1 B6.2.4.1.1 cards,
5 handwriting
on a manila
Grammar Pronouns B6.3.3.1 B6.3.3.1.1 card and a
class library
Writing Narrative Writing B6.4.9.3 B6.4.9.3.2
Writing
Conventions
& Using Action Words B6.5.4.1 B6.5.4.1.1
Grammar
Usage

B6.6.1.1 B6.6.1.1.1
Oral Listening B6.1.7.1.1

B6.1.7.1
Language Comprehension -2
Reading Vocabulary B6.2.6.4 B6.2.6.4.1 Word cards,

sentence
cards,
Grammar Adjectives B6.3.4.1 B6.3.4.1.1 letter
cards,
handwriting
Writing Narrative Writing B6.4.9.3 B6.4.9.3.2 on a manila
card and a
6 class library
Writing Using Action Words B6.5.4.1 B6.5.4.1.2
Conventions
&
Grammar
Usage

B6.6.1.1 B6.6.1.1.1
Oral B6.1.10.3.
Language 1.
Word cards,
sentence
Reading Comprehension B6.2.7.2 B6.2.7.2.1 cards,
letter
Grammar Verbs B6.3.5.1 B6.3.5.1.4 cards,
7
handwriting
on a manila
B6.4.15.1. card and a
Writing Letter Writing B6.4.15.1
1 class library
Writing
Conventions Using Qualifying
B6.5.5.1 B6.5.5.1.1
& WordsAdjectives
Grammar
Usage
B6.6.1.1 B6.6.1.1.1
Word cards,
Oral
Conversation B6.1.6.2 B6.1.6.2.2 sentence
Language
cards,
letter
8 cards,
Reading Blends and B6.2.5.1 B6.2.5.1.2 handwriting
Consonant Clusters on a manila
card and a
Grammar Verbs B6.3.5.1 B6.3.5.1.4. class library
B6.4.15.1.
Writing Letter Writing B6.4.15.1
1
Writing
Conventions
& Using Adverbs B6.5.6.1 B6.5.6.1.1
Grammar
Usage
B6.6.1.1 B6.6.1.1.1
Oral Listening
B6.1.7.1 B6.1.7.1.3
Language Comprehension
Reading Vocabulary B6.2.6.4 B6.2.6.4.2
Word cards,
Grammar Idiomatic Expressions B6.3.7.1 B6.3.7.1.1 sentence
cards,
letter
cards,
9 B6.4.15.1.
Writing Letter Writing B6.4.15.1 handwriting
1 on a manila
card and a
Writing class library
Conventions
Using Simple
& B6.5.7.1 B6.5.7.1.1
Prepositions
Grammar
Usage

B6.6.1.1 B6.6.1.1.1
Oral B6.1.10.3.
Language 2
Reading Silent Reading B6.2.8.1 B6.2.8.1.2 Word cards,

sentence
cards,
letter
Grammar Idiomatic Expressions B6.3.7.1 B6.3.7.1.1
cards,
10
handwriting
B6.4.12.1. on a manila
Writing Descriptive Writing B6.4.12.1 card and a
1
class library
Writing
Conventions
& Using Conjunctions B6.5.8.1 B6.5.8.1.1
Grammar
Usage

B6.6.1.1 B6.6.1.1.1
Oral Asking and Answering

B6.1.8.1 B6.1.8.1.1
Language Questions
Reading Fluency B6.2.9.1 B6.2.9.1.1

Word cards,
sentence
Grammar Modals B6.3.9.1 B6.3.9.1.1 cards,
letter
cards,
11 B6.4.12.1.
Writing Descriptive Writing B6.4.12.1 handwriting
1
on a manila
Writing card and a
Conventions Using Simple, class library
& Compound and B6.5.9.1 B6.5.9.1.2
Grammar Complex Sentences
Usage

B6.6.1.1 B6.6.1.1.1
Oral B6.1.10.3. Word cards,

Language 3 sentence
cards,
B6.2.10.1. letter
12 Reading Summarizing B6.2.10.1
1 cards,
handwriting
on a manila
Grammar Modals B6.3.9.1 B6.3.9.1.1 card and a
class library
Argumentative/ B6.4.13.2.
Writing B6.4.13.2
Persuasive Writing 2
Writing
Conventions
B6.5.10.1.
& Spelling B6.5.10.1
1
Grammar
Usage
B6.6.1.1 B6.6.1.1.1
SECOND TERM SCHEME – MATHEMATICS

WEEKS STRAND SUB STRANDS CONTENT INDICATORS RESOURCES
STANDARD
1 Number Counting & Representation B6.1.1.1 B6.1.1.1.6 Counters,

(Skip counting)
bundle and
B6.1.1.2.1 loose straws
base ten cut
2 Number Counting & Representation B6.1.1.1 B6.1.1.2.2
square
(Roman Numerals) B6.1.1.3.1
3 Number Number Operations B6.1.2.5/6 B6.1.2.5.1. Counters,

(word problems)
bundle and
B6.1.2.6.1 loose straws
base ten cut
4 Number Number Operations B6.1.2.6 B6.1.2.6.2-3
square
(simple addition and
subtraction
problems)
5 Number Patterns And Relationship B6.2.1.1 B6.2.1.1.1 Counters,
(Finding pattern rule)
bundle and
loose straws
6 Number Patterns And Relationship B6.2.1.1 B6.2.1.1.2 base ten cut
square
7 Number Patterns And Relationship B6.2.1.1 B6.2.1.1.3

8 Number Algebraic Expressions B6.2.2.1 B6.2.2.1.1 Counters,

(Demonstrate understanding of bundle and
algebraic expressions) loose straws
9 Algebra Variables And Equations B6.2.3.1 B6.2.3.1.1 Counters,

bundle and
(Solve problems involving
single-variable)
loose straws
base ten cut
10 Algebra Variables And Equations B6.2.3.1 B6.2.3.1.2 square
(Solve problems involving
single-variable)
11 Algebra Lines And Shapes B6.3.1.1 B6.3.1.1.1 Patterns
made from
(Demonstrate understanding of
prisms)
Manila
cards,
12 Data Lines And Shapes B6.3.1.1 B6.3.1.1.2 Bundle of
(Demonstrate understanding of sticks
prisms)
SECOND TERM SCHEME – SCIENCE

STANDARD
1 Systems The Human Body System B6.3.1.1 B6.3.1.1.1 Learners,

(functions of organs in the pictures,
excretory system of videos,
humans) paper,
2 Systems The Human Body System B6.3.1.1 B6.3.1.1.1 pencils,
crayons
(functions of organs in the
excretory system of
humans)
3 Systems The Solar System B6.3.2.1 B6.3.2.1.1 Model shapes
(the motion of bodies in the of sun, moon
solar system) and stars
4 Systems The Solar System B6.3.2.1 B6.3.2.1.1

(the motion of bodies in the
solar system)
5 Systems Ecosystem B6.3.3.1 B6.3.3.1.1 Trees, birds,

insects, pond,
(interactions in an
ecosystem)
pictures,
videos
6 Systems Ecosystem B6.3.3.1 B6.3.3.1.1
(interactions in an
ecosystem)
7 Forces And Sources And Forms Of B6.4.1.1 B6.4.1.1.1 Candle,
Energy Energy torch, hot
(renewable and non- tea, ice
renewable sources of cream, ice
energy)
block, hot
8 Forces And Sources And Forms Of B6.4.1.2 B6.4.1.2.1 water, room
Energy Energy temperature,
(temperature)
9 Forces And Electricity And Electronics B6.4.2.1 B6.4.2.1.1 Light

Energy switches,
(Construct an electric
circuit) flashcards,
10 Forces And Electricity And Electronic B6.4.2.1 B6.4.2.1.2 sound
Energy system,
(components of electrical
circuit) paper,
11 Forces And Electricity And Electronic B6.4.2.1 B6.4.2.1.3 pencils, local
Energy electrical
(conductors, semi-
appliances,
conductors and insulators)
common
12 Forces And Electricity And Electronic B6.4.2.2 B6.4.2.2.1 electrical
Energy devices
(functions and assemblage
of basic electronic
components)
SECOND TERM SCHEME – OUR WORLD OUR PEOPLE

STANDARD
1 All Around Map Making And Land B6.2.3.1 B6.2.3.1.1 Map of

Us Marks Ghana, atlas,
(political regions of Ghana) Pictures,
2 All Around Map Making And Land B6.2.3.1 B6.2.3.1.1 Charts,
Us Marks Video Clips
(political regions of Ghana)

3 All Around Population And Settlement B6.2.4.1 B6.2.4.1.1 Map of
Us Ghana, atlas,
(internal migration in
Ghana) Pictures,
4 All Around Population And Settlement B6.2.4.1 B6.2.4.1.1 Charts,
Us Video Clips
(internal migration in
Ghana)
5 Our Beliefs Worship B6.3.1.1 B6.3.1.1.1 Pictures,
And Values Charts,
(importance of prayer in our
lives)
Video Clips
6 Our Beliefs Worship B6.3.1.1 B6.3.1.1.1
And Values
(importance of prayer in our
lives)
7 Our Beliefs Festivals B6.3.2.1 B6.3.2.1.1 Pictures,
And Values (significance of celebrations Charts,
in Ghana) Video Clips
8 Our Beliefs Festivals B6.3.2.1 B6.3.2.1.1

And Values (significance of celebrations
in Ghana)
9 Our Beliefs Basic Human Rights B6.3.3.1 B6.3.3.1.1 Pictures,

And Values Charts,
(fundamental human rights)
10 Our Beliefs Basic Human Rights B6.3.3.1 B6.3.3.1.1 Video Clips
And Values
(fundamental human rights)
11 Our Beliefs Being A Leader B6.3.4.1 B6.3.4.1.1 Pictures,

And Values (latter lives of the leaders of Charts,
the major religions) Video Clips
12 Our Beliefs Being A Leader B6.3.4.1 B6.3.4.1.1

And Values (latter lives of the leaders of
the major religions)
SECOND TERM SCHEME – RELIGIOUS & MORAL EDUCATION

STANDARD
1 Religious Religious Festivals B6 2.2.1 B6 2.2.1.1 Wall Charts,

Practices Wall Words,
(significance of religious
Posters, etc.
festivals)
Practices (significance of religious Wall Words,
Posters, etc.
festivals)
Practices (moral lessons from the Wall Words,
Posters, etc.
festivals)
Practices (moral lessons from the Wall Words,
Posters, etc.
festivals)
5 Religious Ministry and Latter Lives B6 3.4.1 B6 3.4.1.1 Wall Charts,
Leaders of Wall Words,
Leaders of the Three Posters, etc.
Major
Religions in Ghana
Major
Religions in Ghana
Major
Religions in Ghana
Major
Religions in Ghana
9 The Commitment to the God B6 4.1.1 B6 4.1.1.1 Wall Charts,
Family Wall Words,
(the need to be committed
and Posters, etc.
to the community)
communi
ty
Family Wall Words,
and Posters, etc.
to the community)
communi
ty
Family Wall Words,
and Posters, etc.
to the community)
communi
ty
Family Wall Words,
and Posters, etc.
to the community)
communi
ty
SECOND TERM SCHEME – HISTORY

STANDARD
1 Journey to Formation of B6.5.2.1 B6.5.2.1.1 Wall charts,

Independenc Political Parties wall words,
e posters, video
2 Journey to Formation of B6.5.2.1 B6.5.2.1.1 clip, etc.
Independenc Political Parties
e
e posters, video
e
e posters, video
e
7 Journey to Ghana Gains B6.5.4.1 B6.5.4.1.1 Wall charts,
Independenc Independence wall words,
e posters, video
8 Journey to Ghana Gains B6.5.4.1 B6.5.4.1.1 clip, etc.
Independenc Independence
e
e posters, video
e
e posters, video
e
SECOND TERM SCHEME – CREATIVE ARTS

STANDARD
1 Visual Arts Thinking and CSE 1 B6. 1.1.1.2 Photos,

Exploring Ideas videos, art
paper, colors
(Visual Arts) and
traditional
2 Performin Thinking and CSE 1 B6. 2.1.1.2
art tools,
g Exploring Ideas
Arts
(Performing Arts)
3 Visual Arts Planning, Making CSE 2&3 B6.1.2.2.2 Photos,

and Composing videos, art
B6.1.2.3.2 paper, colors
(Visual Arts) and
traditional
4 Performin Planning, Making CSE 2&3 B6.2.2.2.2
art tools,
g and Composing
Arts B6.2.2.3.2
(Performing Arts)
5 Visual Arts Displaying and CSE 4&5 B6.1.3.4.2 Photos,

Sharing videos, art
(Visual Arts) and
6 Performin Displaying and CSE 4&5 B6.2.3.4.2 traditional
g Sharing art tools,
Arts B6.2.3.5.2
(Performing Arts)
7 Visual Arts Appreciating and CSE 6&7 B6.1.4.6.2 Photos,
Appraising videos, art
(Visual Arts) and
8 Performin Appreciating and CSE 6&7 B6.2.4.6.2 traditional
g Appraising art tools,
Arts B6.2.4.7.2
(Performing Arts)
9 Visual & Thinking and CSE 1 B6.1.1.1 Photos,

Performin Exploring Ideas videos, art
g B6.2.1.1 paper, colors
Arts School based and
project traditional
art tools,
10 Visual & Planning, Making CSE 2&3 Photos,
Performin and Composing videos, art
g paper, colors
project traditional
art tools,
11 Visual & Displaying and CSE 4&5 Photos,
Performin Sharing videos, art
g paper, colors
project traditional
art tools,
12 Visual & Appreciating and CSE 6&7 Photos,
Performin Appraising videos, art
g paper, colors
project traditional
art tools,
SECOND TERM SCHEME – GHANAIAN LANGUAGE
STANDARD
1 Oral Language Dramatization B6.1.5.1 B6.1.5.1.1-2 Word cards,

and Role Play sentence
cards, letter
2 Oral Language Conversation B6.1.6.1 B6.1.6.1.1-3 cards,
handwriting
3 Oral Language Talking about B6.1.7.1 B6.1.7.1.1-3
on a manila
oneself family
card
people and
places
4 Reading Comprehensio B6.2.6.1 B6.2.6.1.1-3 Word cards,
n sentence
5 Reading Silent Reading B6.2.7.1 B6.2.7.1.1.- cards, letter
2 cards
6 Composition Descriptive B6.4.3.1 B6.4.3.1.1-3 Word cards,
Writing Writing sentence
cards, letter
7 Composition Argumentative B6.4.4.1 B6.4.4.1.1-3 cards
Writing Writing
8 Composition Persuasive B6.4.5.1 B6.4.5.1.1-3

Writing Writing
9 Writing Use Of B6.5.5.1 B6.5.5.1.1-2 Word cards,

Conventions Postpositions sentence
cards, letter
10 Writing Use Of B6.5.4.1 B6.5.4.1.1-3 cards
Conventions Qualifying
Words
11 Extensive Building the B6.6.2.1 B6.6.1.1.4-5 Word cards,
Reading/ Love and sentence
Children B6.6.2.1.1 cards, letter
Culture of
Literature/ Reading cards,
Library Read Aloud handwriting
with on a manila
Children card, a class
12 Extensive Reading B6.6.3.1 B6.6.3.1.1-3 library
Reading/ Texts, Poems
Children Narratives
Literature/ and Short
Library Stories
SECOND TERM SCHEME – PHYSICAL EDUCATION

STANDARD
1 Motor Skill Locomotive B6.1.6.1 B6.1.6.1.7 Pictures and

And Skills Videos
Movement
Patterns
2 Motor Skill Locomotive B6.1.7.1 B6.1.7.1.8 Pictures and
And Skills Videos
Movement
Patterns
3 Motor Skill Manipulative B6.1.8.1 B6.1.8.1.9 Pictures and
And Skills Videos
Movement
Patterns
4 Motor Skill Manipulative B6.1.8.1 B6.1.8.1.10 Pictures and
And Skills Videos
Movement
Patterns
5 Motor Skill Rhythmic Skills B6.1.8.1 B6.1.8.1.11 Pictures and
And Videos
Movement
Patterns
6 Movement Relations B6.2.3.2 B6.2.3.2.3 Pictures and
Concepts, Videos
7 Movement Body B6.2.4.2 B6.2.4.2.4 Pictures and

Concepts, Management Videos
8 Physical Endurance B6.3.3.3 B6.3.3.3.3 Pictures and

Fitness Videos
9 Physical Flexibility B6.3.4.3 B6.3.4.3.4 Pictures and

Fitness Videos
10 Physical Safety And B6.4.2.4 B6.4.2.4.3 Pictures and

Fitness Injuries Videos
Concepts,
11 Values And Substances B6.4.3.4 B6.4.3.4.4 Pictures and
Psycho-Social Videos
Concepts,
12 Values And Self- B6.5.1.5 B6.5.1.5.1 Pictures and

Psycho-Social Responsibility Videos
Concepts,
SECOND TERM SCHEME – COMPUTING

STANDARD
1 Word Introduction To B6.3.1.1 B6.5.1.1.1-3 Images of

Processing Databases, clipboard,
Algorithm And styles, fonts,
Programming paragraph
2 Word Introduction To B6.3.1.1 B6.5.1.1.4-6 and editing in
Processing Databases, in the Home
Algorithm And Tab of MS –
Programming Word.
3 Word Introduction To B6.5.1.1 B6.5.1.1.7-9 Pictures or

Processing Databases, projected
Algorithm And images
Programming
4 Programmin Introduction To B6.5.1.1 B6.5.3.1.1-3

g Spreadsheet
And
Databases
5 Programmin Introduction To B6.5.1.1 B6.5.3.1.4-5
g Spreadsheet
And
Database
6 Programmin Introduction To B6.5.3.1 B6.5.3.1.6-7 Pictures or
g Spreadsheet projected
And images
Databases
7 Programmin Network B6.5.3.1 B6.6.1.1.1-4
g Overview
And
Databases
8 Internet And Web Browsers B6.5.3.1 B6.6.2.1.1-4
Social Media And Webpages
9 Internet And Web Browsers B6.6.1.1 B6.6.2.1.5-7 Pictures or

Social Media And Webpages projected
images
10 Internet And Surfing The B6.6.1.1 B6.6.3.1.1-3
Social Media Worldwide Web
11 Internet And Surfing The B6.6.2.1 B6.6.3.1.4-5 Pictures or

Social Media Worldwide Web projected
images
12 Internet And Favorite Places B6.6.2.1 B6.6.4.1.1-4
Social Media And Search
Engines
WEEKLY SCHEME OF LEARNING – BASIC SIX

WEEK 1
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………
Week
Subject: ENGLISH LANGUAGE Lesson:
Ending
Day(s): Strand:
Sub
Date(s):
Strand:
Class:
B6.1.3.1 B6.1.3.1.3.
B6.2.2.1 B6.2.2.1.2.
B6.3.1.1 B6.3.1.1.3. Six Content standard: Indicator(s):
B6.4.2.1 B6.4.2.1.2.
B6.5.1.1 B6.5.1.1.1 B6.6.1.1 B6.6.1.1.1
A. Compose eight-line poems
B. Read ccvcc, cccvc words and multisyllabic words when reading
continuous texts C. Use "- ing" nouns and noun phrases to refer to
Perf. activities
Indicator(s): D. Write complex sentences clearly and correctly.
E. Learners can follow appropriate mechanical convention
F. Learners can read and critique a variety of age- and level appropriate books and present a
one-page critical commentary
Reference: English Language curriculum
Core Reading and Writing Skills Personal Development and Leadership and
competence: Collaboration
T.L.R.(s): Word cards, sentence cards, letter cards and a class library
Key words:
DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3: REFLECTION

(PREPARING THE BRAIN LEARNING INCLUDING (FACILITATOR AND
FOR LEARNING) ASSESSMENT) LEARNER) 10MINS
10MINS 40MINS
Play games and recite A. ORAL LANGUAGE Give learners task to
rhymes that learners (Poems Pg.153) complete whiles you go
are familiar with to Engage learners to round to guide those who
begin the lesson. recite some familiar don’t understand.
poems.
Ask learners questions Give remedial learning to
to review their Discuss the process of poem those who special help.
understanding in the composition and lead
previous lesson.
learners to write a “class”
poem.
Have learners work in

groups to write some
meaningful lines on a given
topic.
Guide learners to put the

lines or sentences together
to constitute a meaningful
eight-line poem. Have
groups recite/perform their
poems to the class.
Personal
Play games and recite B. READING Give learners task to
rhymes that learners (Phonics Pg.168) complete whiles you go
are familiar with to round to guide those who
begin the lesson. Provide texts having don’t understand.
multisyllabic words for
Ask learners questions regular practise by learners. Give remedial learning to
to review their those who special help.
understanding in the
previous lesson. Model the production of the
ccvcc and the cccvc words.
Ask learners to repeat the

ccvcc and the cccvc words
after you while you check in
correct discrepancies in the
pronunciation of the words
Engage learners in the C. GRAMMAR Give learners task to
odd (Nouns Pg.181) complete whiles you go
one out Guide learners to use "- round to guide those who
ing" don’t understand.
The student will look at nouns and noun phrases to
for example four word refer to activities Give remedial learning to
cards with nouns. E.g. I enjoy singing. those who special help.
I like swimming
Three of which have
something in common
and one is the odd one.
The learner is to pick

the odd one out. This
game could be done in
groups to bring
competition
Play games and recite C. WRITING Give learners task to
rhymes that learners (Penmanship Pg.196) complete whiles you go
begin the lesson. Revise simple and don’t understand.
compound sentences.
Ask learners questions Give remedial learning to
to review their those who special help.
Introduce the complex
previous lesson. sentence structure by
combining pairs of simple
sentences.
E.g. You will come.
We will go.
When you come, we will go.
Elicit several such

sentences from learners.
Put learners into groups to

identify complex sentences
from texts they have read.
Have learners copy complex

sentences into their
exercise books.
Play games and recite E.WRITING CONVENTIONS & Give learners task to
rhymes that learners GRAMMAR USAGE complete whiles you go
are familiar with to (Using Capitalization Pg.209) round to guide those who
begin the lesson. don’t understand.
In a guided composition, ask
Ask learners questions individual learners to write a Give remedial learning to
to review their formal letter each on a given those who special help.
understanding in the topic, paying attention to
previous lesson. correct use of capital letters,
the full stop, comma, question
mark, exclamation mark,
quotation marks, apostrophe,
hyphen etc.
F.EXTENSIVE READING
Have learners read books of Encourage them to visit
Learners play “popcorn their choice independently the local library to read
reading” game. The during the library period. and borrow
rules are simple: One books
student starts reading Let learners write a one-page
aloud and then calls out critical
"popcorn" when they commentary based on the
finish. This prompts the books read
next student to pick up
where the previous one Invite individuals to present
left off. their work to the class for
feedback.
Week
Subject: MATHEMATICS Lesson:
Ending
Day(s): Strand: Number
Sub Counting, Representation And

Date(s): Cardinality
Strand:
Content B6.1.1.1 Indicator(s B6.1.1.1.6
Class: Six B6.1.1.2.1
standard: B6.1.1.2 ):
Learners can Skip count forwards and backwards in 5000s, 10,000s etc. up to and from
Perf. 1,000,000.
Indicator(s):
Learners can recognize roman numerals system up to c (i.e. 100)
Reference: Mathematics curriculum Page
Core Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning;
competence: Personal Development and Leadership Attention to Precision
T.L.R.(s): Counters, bundle and loose straws base ten cut square
Key words:
DAY PHASE 1: STARTER PHASE 2: MAIN (NEW PHASE 3:

(PREPARING THE BRAIN LEARNING INCLUDING PLENARY/REFLECTION
FOR LEARNING) ASSESSMENT) (FACILITATOR AND
10MINS 40MINS LEARNER) 10MINS
Engage learners to sing Put learners into convenient Ask learners to talk about
the song groups. A learner mentions a what they have learnt.
number and another makes
WE CAN COUNT skip count in 5000s or 10000s
We class five to include the fifth count. For Let learners solve more
We can count instance. examples
We count 1,2,3,4,5
We count 6,7,8,9,10 Learner 1: Shout out “287940”
We class five can count Learner 2: 292940, 297940,
very well. 312940, 317940, etc.
Learner 3; Shout out “827685”

Learner 4; 817685, 807685,
797685, 787685, 777685….etc.
Skip count forwards and

backwards by 5000s and
between 10000 and 100000,
but make an error or leave out
a number. Challenge learners
to identify or correct error
Engage learners to sing Display roman numeral charts Ask learners to tell you
the song (1-100) arranged in sequential what they have learnt and
order and lead learners to what they will like to learn
WE CAN COUNT identify the numerals. in the next
We class five lesson
We can count Learners identify the main
We count 1,2,3,4,5 characters of the roman
We count 6,7,8,9,10 numerals used to build Give learners individual or
the table up to 30 i.e. I, II, III, home task
We class five can count IV, V, X, L and C.
very well.
Call out a numeral and have
learners point at it from the
chart
Engage learners to solve Have learners match the Ask learners to tell you
this number pattern Roman numerals to the Hindu- what they have learnt and
Arabic what they
numerals for instance I = 1; V= will like to learn in the next
If: 2+2=44 5: IX= 9, XV= 15, XXX = 30, XL lesson
3+3=96 = 40, LVI = 56, XCIX = 99.
4+4=168
5+5=2510 Mention some numerals Give learners individual or
randomly and have learners home task
Then: 6+6=? point at it on the chart.
Answer: 3612
Tell learners a few jokes Learners read the chart Ask learners to tell you
to get their attention. sequentially forwards and what they have learnt and
backwards, vertically (up and what they will like to learn
Call two learners to down), zig-zag, diagonally and in the next
share randomly without pointing to lesson
their jokes as well the numbers. Invite 2-3
learners to read to the class.
Give learners individual or
Call a Roman numeral and ask home task
learners to write it.
Week
Subject: SCIENCE Lesson:
Ending
Day(s): Strand: Systems
Sub The Human Body System

Date(s):
Strand:
Content Indicator(s
Class: Six B6.3.1.1 B6.3.1.1.1
standard: ):
Perf.
Learners can explain the functions of organs in the excretory system of humans
Indicator(s):
Reference: Science curriculum Page 8
T.L.R.(s): Learners, pictures, videos, paper, pencils, crayons

Key words:

Engage learners to Learners explain the need for Ask learners series of
review the functions of activities such as breathing, questions to review their
some human organs. urinating and sweating. understanding of the
lesson
Show videos, pictures With the aid of videos, charts or Example: what is the
and models of the models, assist learners to importance of the
excretory system. identify the organs of the respiratory system?
excretory system of humans
e.g. kidneys Ask learners to tell how
they are apply what they
Explain to learners the have learnt in real life
functions of the various situation.
organs in the excretory
system. Example:
kidneys: they are responsible
for getting rid of waste
products etc.
Assessment: In groups, let

learners find out the excretory
process involving the kidney.
Learners to observe and
talk about the pictures
Start the lesson with a With the aid of videos, charts or Ask learners to talk about
debate. models, assist learners to what they have learnt.
identify the organs of the
Teacher chooses a topic excretory system of humans
or allow learners to e.g. lungs
choose their own topic.
e.g. "should children Explain to learners the
under 18 be allowed to functions of the various
vote?". organs in the excretory
system. Example:
Elaborate on learners Lungs takes oxygen from the
points and summarise environment and transfer it into
the debate the blood stream etc.

process involving the lungs.
Use a series of questions Draw a diagram of the Ask learners to talk about
to review the excretory system and cut out what they enjoyed most
understanding of the various parts of the system during the lesson
learners in the previous into flash cards
lesson
Assessment: Learners match Have learners to use clay
the parts of the excretory moulds to mould the
system with their excretory kidney and lungs of
products. humans
Learners explain some

biological terms, such as urea,
kidneys, lungs
and excretion
Week
Subject: OWOP Lesson:
Ending
Day(s): Strand: All Around Us
Sub Map Making And Land Marks

Date(s):
Strand:
Content Indicator(s
Class: Six B6.2.3.1 B6.2.3.1.1.
standard: ):
Perf.
Learners can Identify the political regions on a sketch map of Ghana
Indicator(s):
Reference: OWOP curriculum Page
Communication and Collaboration Critical Thinking and Problem Solving Cultural
Core
Identity and Global
competence: Citizenship
T.L.R.(s): Pictures, Charts, Video Clips

Key words:

Engage learners to solve Learners talk about the political Ask learners to talk about
the regions of Ghana e.g. the what they have learnt.
riddles sixteen regions, their names
and capitals. Call learners to mention
1. It likes food, but REGION CAPITALS the regions of their home
water kills it. What is it? S town and the regional
Oti Dambai capital.
2. what’s full of Bono techiman
holes but can still hold East
water? Ahafo Goaso
Bono Sunyani
North Nalerigu
Answers: 1. Fire East
2. sponge Savanna Damango
h
Assessment: Learners role play

with the sixteen regions in
Ghana using flash cards
e.g. learner raises her flash
card and shouts ”I am Oti
region, and my capital is
Dambai” etc.
Use questions and Learners show the locations of Teacher goes round to
answers to review the the monitor the progress of
previous lesson political regions on a sketch learners based
Example: what is map of on the task given them
regional capital of Ghana
savannah region?
Learners to match political
How many regions are regions with their regional
in Ghana? capitals using flash cards.
Week
Subject: REL. & MORAL EDU. Lesson:
Ending
Religious Practices And Their Moral
Day(s): Strand: Implications
Sub Festivals In The Three Major Religions
Date(s):
Strand:
Content Indicator(s
Class: Six B6 2.2.1 B6 2.2.1.1
standard: ):
Perf.
Learners can gather and record data on religious festivals
Indicator(s):
Reference: RME curriculum Page
Core Cultural Identity, Sharing Reconciliation, Togetherness, Unity Communication and
competence: Collaboration, Critical Thinking Creativity and Innovation Digital Literacy
T.L.R.(s): Wall charts, wall words, posters, video clip, etc.

Key words:

Ask everyone to imagine Aid learners to list the festivals Ask learners to talk about
two birds. One named celebrated in Ghana: Damba, what they have learnt.
“prr” and the other Tedudu, Christmas, Easter, Eid-
named “Pukutu”. ul-Fitr, EidulAdha, etc. Call learners to mention
some Ghanaian festivals
If you call out ‘prr’, the Use pictures, charts, video and the people that
students need to stand clips, etc. to demonstrate how celebrate them
on their toes and move various festivals in Ghana are
their elbows out celebrated.
sideways.
In groups, let learners describe
When you call out how festivals are celebrated.
‘pukutu’ the students
have to stay still and Assessment: Let learners write
may not move. essays on how festivals are
celebrated and read their
If a student moves, he is essays to the class.
disqualified.
Week
Subject: HISTORY Lesson:
Ending
Day(s): Strand: Journey to Independence
Sub Formation of Political Parties

Date(s):
Strand:
Content Indicator(s
Class: Six B6.5.2.1.1 B6.5.2.1.1
standard: ):
Perf.
Learners can describe the role played by the leaders of the two major political parties
Indicator(s):
Reference: History curriculum Page
Core The use of evidence to appreciate the significance of historical events helps
competence: learners’ to become critical thinkers and digital literates

Key words:

Engage learners to play Help learners to define a Ask learners to tell you
the political party what they have learnt
“Crossword” game
Brainstorm learners the
Write a word on the definition of a political party Let learners read and spell
board crossword-style. the keywords written on
Write learners ideas on the the board
Invite each student to board for further discussions
the board to create a
new word stemming Learners defined a political
from the letters that are party with guided key words
already available Example: a political party is a
group of people with the same
ideology, similar political goals
and opinions.
Let learners sing songs Discuss the formation of the Ask learners to tell you
to United Gold Coast Convention what they have learnt
stimulate their interest (UGCC) in 1947.
Use questions and The UGCC was founded by J. B. Learners role play some of
answers to review what Danquah in August 4, 1947. the
they learnt in the The aim of the party was to characters in party
previous lessons bring about Ghanaian formation
independence from their
British colonial masters after Let learners read and spell
the second world war. It was the keywords written on
led by Paa Grant etc. the board
Assessment: learners discuss

the aims of creating the
political parties
Week
Subject: CREATIVE ARTS Lesson:
Ending
Day(s): Strand: Visual Arts
Sub Thinking and Exploring Ideas

Date(s):
Strand:
Content Indicator(s
Class: Six B6. 1.1.1.2. B6. 1.1.1.2.
standard: ):
Perf. Learners can study and generate own ideas for creating own artworks from international
Indicator(s): artworks
Reference: Creative Arts curriculum Page
Core Learners acquire skills of Decision Making, Creativity, Innovation, Communication,
competence: Collaboration, Digital Literacy, etc.
Photos, videos, art paper, colors and traditional art tools, other materials
T.L.R.(s): available in the community
Key words:

Learners sing songs Let learners generate ideas Learners talk about what
and recite rhymes from the was interesting and made
about work. artworks of Ibrahim Mahama meaning to them in the
lesson.
Ibrahim Mahama, born in 1987
Learners mention some and based in Tamale is Learners retell the history
visual artworks Ghanaian artist who obtained a of
produced in Ghana. master of fine arts in painting Ibrahim Mahama in groups
and sculpture in 2013. He uses
old jute sacks, stitching them
together and draping them
over architectural units.
Some of his works include; A
friend,
Odo Nti, fragments of white
cube etc.
Call learners to recall Show pictures of his artworks Ask learners to tell you
some history facts about to learners for them to what they have learnt and
Ibrahim Mahama. generate their own ideas. what they will like to learn
in the next
Use series of questions lesson
to review their
understanding in the Teacher moves round the
previous lesson classroom to monitor the
progress of learners based
on the task given them
Learners display their

artworks for appreciation
Assessment: learners to use
ideas generated to create their
own artworks
Week
Subject: GHANAIAN LANG. Lesson:
Ending
Day(s): Strand: Oral Language
Sub Conversation
Date(s):
Strand:
Content Indicator(s
Class: Six B6.1.5.1 B6.1.5.1.1-2
standard: ):
Perf. Tell a story of about eight to ten characters, and recognize the characters,
Indicator(s): setting, costumes and the stage.
Reference: Ghanaian Language curriculum Page 69

Core Learners acquire skills of Creativity and innovation, Communication and collaboration,
competence: Critical thinking
T.L.R.(s): Word cards, sentence cards, letter cards, handwriting on a manila card
Key words:

Let learners find the Discuss a story line with Ask learners to talk about
rhyming pairs for these learners. what they enjoyed most
words. First during the lesson
unscramble the words Let a learner tell a story and
lead learners to recognize the
1.RBAE & HREAS storyline.
2.WNRODED &
UTRHNDE Write out the story line on the
3.TUGHAT & HBTUGO board.
4.ODULC & ODOG
Guide learners to recognize the
Answers: Bare & Share characters, setting, costumes
Wonder & and of a play shown to them.
Thunder
Taught & Bought Let the learners write the
Could & Good characters identified on the
board and discuss
their role in the story
Tell learners a few jokes Allow learners to read a story. Ask learners to talk about
to get their attention. what they enjoyed most
Guide learners to re-tell the story. during the lesson
Call two learners to
share Let learners identify the characters
their jokes as well and suggest costumes for the
characters where necessary.
Let learners discuss the setting for the

story read.
Discuss with learners some processes

and key considerations in changing a
story into a drama.
Direct learners to perform the drama
Week
Subject: PHYSICAL EDUCATION Lesson:
Ending
Day(s): Strand: Locomotive skills
Sub Pictures and Videos

Date(s):
Strand:
Content Indicator(s
Class: Six B6.1.6.1 B6.1.6.1.7
standard: ):
Perf.
Learners can strike a tossed ball with the hands above the forehead
Indicator(s):
Reference: PE curriculum Page 71
Core Learners develop personal skills and competencies such as accuracy,
competence: precision, coordination strength, balance, courage, patience, teamwork etc.
T.L.R.(s): Pictures and Videos
Key words:

Take learners through Group learners into two teams. Organize a game for
general and specific learners to experience the
warm ups Demonstrate to learners skill in real-life situation.
how to strike a tossed ball
with the hands above the End the lesson with a cool
forehead down
Learners toss a ball and strike

it with the palm or fist
(overhead) to a target base on
their ability.
Learners practice over hanged

net (optional) by striking a
tossed ball over it to the target
for mastery of tennis serve.
Learners play mini volleyball

starting with tennis serve.
Week
Subject: COMPUTING Lesson:
Ending
Day(s): Strand: Word Processing
Introduction To Databases, Algorithm

Sub
Date(s): And
Strand: Programming. Languages
Content B6.5.1.1 Indicator(s B6.5.1.1.1-3
Class: Six
standard: ):
Perf. Describe Databases, Identify databases and data structures and Explain Fundamental Database
Indicator(s): concepts
Reference: Computing curriculum Page 39
Core Learners acquire skills of Creativity and innovation, Communication and
competence: collaboration, Cultural identity and global citizenship,
T.L.R.(s): Pictures or projected images

Key words:

Get a viral picture, a trending Guide learners through Ask learners to talk about
news on twitter, Facebook, discussion in groups, to list and what they have learnt.
YouTube and other social describe databases.
media handles. Discuss what Pose questions to learners
is trending and invite Guide learners to identify to review their
learners to share their databases structures. i.e. understanding of the
opinions on them. database structure is the lesson.
collection of record type and
field type definitions that
comprises of the database.
Guide learners apply the

fundamental database
concepts to a sample database
in a class discussion

WEEK 2
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………
Week
Ending
Day(s): Strand:
Sub
Date(s):
Strand:
Class: B6.1.6.1
B6.1.6.1.1
B6.2.3.1
B6.2.3.1.1
B6.3.1.1. B6.3.1.1. 4. Six Content
standard: Indicator(s):
B6.4.6.1 B6.4.6.1.3
B6.5.2.1 B6.5.2.1.1
B6.6.1.1 B6.6.1.1.1
A. Learners can describe/talk about objects/personalities/ events in the
country and the world
B. Learners can use common minimal pairs to decode words
C. Identify and use abstract nouns to refer to concepts and ideas
Perf. D. Elaborate on, explain and/or justify the main ideas of a paragraph by
Indicator(s): providing relevant details and examples
E. Learners can use the comma, quotation marks to indicate direct speech
and apostrophe to show plural possession
F. Learners can read and critique a variety of age- and level appropriate
books and present a one-page critical commentary
Key words:

Learners to sing songs A.ORAL LANGUAGE Ask learners to tell you
and play games to get (Conversation.) what they have learnt and
them ready what they will like to learn
for the lesson Revise previous discussions on in the next
the following: lesson
There Was a Crooked i. Objects – objects found in
Man" Lyrics class, at home etc. ii. Dates
There was a crooked – dates of birth. Let learners read and spell
man, and he walked a iii. Time – various times at the
crooked mile. He found school in the day e.g. break keywords written on the
a crooked sixpence time. board
upon a crooked stile. iv. Names of regions –
He bought a crooked Central, Ashanti, Northern, etc.
cat, which
caught a crooked Lead a discussion on: i.
mouse, Personalities – e.g. role models,
MPs, head of
And they all lived institution ii. Event – festivals,

together in a little games, special occasions e.g.
Crooked house. Christmas
Guide learners to use

appropriate vocabulary in the
discussion.
Encourage learners to ask and

answer questions for
clarification of other learners'
opinions.
Engage learners to sing B.READING Give learners task to
songs and recite some (Word Families and Common complete whiles you go
familiar rhymes. Digraphs Pg.169) round to guide those who
Give examples of minimal pairs don’t understand.
JACK A NORY
I’ll tell you a story Using “think-pair-share”, let Give remedial learning to
About jack-a-Nory, learners come up with more those who special help.
And now my story’s examples of minimal pairs.
begun;
I’ll tell you another,
About jack and his
brother, And now my
story is done.
Introduce and revise these and

other similar spelling patterns
using examples (two or three
patterns at a time).
Drill the pronunciation of the

sounds.
Have learners read several

words having the spelling
pattern.
Let learners also read the

words in context.
Engage learners to sing C. GRAMMAR Give learners task to
songs and recite some (Nouns Pg.183) complete whiles you go
familiar rhymes. Revise abstract nouns round to guide those who
with don’t understand.
IF ALL THE WORLD WERE learners
PAPER Give remedial learning to
If all the world were those who special help.
paper,
Have learners identify
And all the sea were abstract nouns in texts and
ink, If all the trees these nouns in sentences
were bread and e.g. intelligence, knowledge,
cheese idea, patience
What would we have to i. I admire Ama because of
drink? her patience.
ii.He appears to have a
good knowledge.
Engage learners to sing C. WRITING Give learners task to
songs and recite some (Paragraph Development complete whiles you go
familiar rhymes. Pg.198) Display a model round to guide those who
paragraph. don’t understand.
MAN IN THE MOON CAME
DOWN TOO SOON Give remedial learning to
The man in the moon, those who special help.
Came tumbling down, By way of revision, have
And asked his way to learners identify the main
Norwich; idea and supporting ideas.
He went by the south,
And burned his mouth Think-Pair-Share: Have pairs
While supping cold
of learners discuss why a
plum porridge.
main idea in a paragraph
needs elaboration,
explanation or examples
and share their views with
peers and the whole class.
Give learners a topic

sentence for them to
elaborate on by providing
details
(explanation/examples).
E.g. Topic sentence: Kofi is
a
good child
Play games and recite E. GRAMMAR USAGE Give learners task to
rhymes that learners (Using Punctuation Pg.211) complete whiles you go
begin the lesson. Give out samples of relevant don’t understand.
texts to groups of learners to
Ask learners questions identify the punctuation marks Give remedial learning to
to review their used. those who special help.
previous lesson. Write a text on the board,
leaving out the punctuation
marks.
Have the whole class

punctuate it.
Have them study

unpunctuated texts Encourage them to visit
individually for a few minutes the local library to read
Learners play “popcorn and then re-write the texts and borrow
reading” game. The using appropriate punctuation books
rules are simple: One marks where they have been
student starts reading omitted.
aloud and then calls out
"popcorn" when they F.EXTENSIVE READING
finish. This prompts the Have learners read books of
next student to pick up their choice independently
where the previous one during the library period.
left off.
Let learners write a one-page
critical
commentary based on the
books read
Invite individuals to present

their work to the class for
feedback.
Week
Ending
Sub Counting, Representation & Cardinality

Date(s):
Strand:
Content B6.1.1.2 Indicator(s) B6.1.1.2.2
Class: Six B6.1.1.3 B6.1.1.3.1
standard: :
Learners can count and convert Hindu Arabic numbers to Roman numerals up to 100 (C) and vice
Perf. versa
Indicator(s):
Learners can determine the HCF and the LCM of two or three numbers using prime factors
Reference: Mathematics curriculum Page 121/122
Key words:

Tell learners a few jokes Learners read the chart Ask learners to tell you
to get their attention. sequentially forwards and what they have learnt and
backwards, vertically (up and what they will like to learn
Call two learners to share down), zig-zag, diagonally and in the next
their jokes as well randomly without pointing to lesson
the numbers. Invite 2-3
learners to read to the class.
Call a Roman numeral and ask home task
learners to write it.
Call out 5 roman Give learners a numeral in the Ask learners to tell you
numerals and have Hindu Arabic system and have what they have learnt and
learners write its Hindu- learners convert to roman what they will like to learn
Arabic numerals. numeration and vice versa for in the next
I =? instance XXIV = 24, LX = 60, lesson
X =? XCIV = 94, CCCXXXIII =
C =? 333, etc.
V =? Give learners individual or
L =? home task
Call out numbers and let Challenge learners to find Ask learners to tell you
learners convert to missing numbers in addition and what they have learnt and
roman numerals subtraction sentences involving what they will like to learn
roman numerals. Ask learners in the next
to write similar puzzles for their lesson
friends to solve.
home task
Engage learners in the Have learners revise the use of Give learners task to
“Jump the factor tree method to complete while you go
Counting” game determine prime factors of any round the class to support
Have learners count given whole number. those who might need extra
while jumping with each help.
count. Challenge them For example the prime factors
to count by twos, fives, of 24.
or tens! For instance, from the figure:
24 =
2×2×2×3 so 2 and 3 are the
prime factors of 24.
Ask learners to list the factors

of two or more given whole
numbers using the factor tree;
for 36 and 48 we have 36=
2×3×2×3 =2×2×3×3 and
48= 2×3×2×2×2 =
2×2×2×2×3.
Let learners draw a Guide learners to determine Give learners task to
picture of a favorite the highest common factor of complete while you go
place in the world. given numbers. round the class to support
Then write five or more those who might need
words that remind them For example: 15 and 20 extra help.
of that place. 15={1,3,5,15}
20={1,2,4,5,10,20}
Have learners to paste
their drawings on the The common factors={1,5}
classroom wall to create Hence HCF={5}
a gallery.
Learners use the prime
factorization by inspection to
determine the HCF by
underlining the common
factors in each product
36=2×2×3×3 48=
2×2×2×2×3 → which is
2×2×3=12;
Assessment: have learners to

practice with more examples.
Week
Ending
Sub The Human Body System

Date(s):
Strand:
Content Indicator(s
Class: Six B6.3.1.1 B6.3.1.1.1
standard: ):
Perf.
Learners can explain the functions of organs in the excretory system of humans
Indicator(s):
T.L.R.(s): Learners, pictures, videos, paper, pencils, crayons

Key words:

Engage learners to Learners explain the need for Ask learners series of
review the functions of activities such as breathing, questions to review their
some human organs. urinating and sweating. understanding of the
lesson
Show videos, pictures With the aid of videos, charts or Example: what is the
and models of the models, assist learners to importance of the
excretory system. identify the organs of the respiratory system?
excretory system of humans
e.g. kidneys Ask learners to tell how
they are apply what they
Explain to learners the have learnt in real life
functions of the various situation.
organs in the excretory
system. Example:
kidneys: they are responsible
for getting rid of waste
products etc.

process involving the kidney.
Learners to observe and
talk about the pictures
Start the lesson with a With the aid of videos, charts or Ask learners to talk about
debate. models, assist learners to what they have learnt.
identify the organs of the
Teacher chooses a topic excretory system of humans
or allow learners to e.g. lungs
choose their own topic.
e.g. "should children Explain to learners the
under 18 be allowed to functions of the various
vote?". organs in the excretory
system. Example:
Elaborate on learners Lungs takes oxygen from the
points and summarise environment and transfer it into
the debate the blood stream etc.

process involving the lungs.
Draw a diagram of the

excretory system and cut out
the various parts of the system
into flash cards
Assessment: Learners match

the parts of the excretory
system with their excretory
products.
Learners explain some

biological terms, such as urea,
kidneys, lungs
and excretion
Week
Ending
Sub Map Making And Land Marks

Date(s):
Strand:
Content Indicator(s
Class: Six B6.2.3.1. B6.2.3.1.1.
standard: ):
Perf.
Learners can Identify the political regions on a sketch map of Ghana
Indicator(s):
Reference: OWOP curriculum Page 51
Core
Identity and Global

Key words:

Use questions and Learners show the locations of Teacher goes round to
answers to review the the monitor the progress of
previous lesson political regions on a sketch learners based on the task
Example: what is map of given them
regional capital of Ghana
savannah region?
Learners to match political
How many regions are regions with their regional
in Ghana? capitals using flash cards.
Use questions and Observe a map of Africa and Ask learners to talk about
answers to review the write out the countries, which what they enjoyed most
previous lesson border during the lesson
Ghana to the North, East and
West.
Compose a song that locates

the position of Ghana in
relation to other countries
along the Coast of West
Africa. “From Senegal to
Gambia…Benin to Nigeria”
Week
Ending
Date(s):
Strand:
Content Indicator(s
Class: Six B6 2.2.1 B6 2.2.1.2
standard: ):
Perf.
Learners can explain the need for celebrating various festivals
Indicator(s):
Reference: RME curriculum Page 51

Key words:

Write down a couple of Let learners mention the Ask learners to talk about
words on cards. Make festivals celebrated in Ghana. what they have learnt.
sure learners are
familiar with the words. Lead learners to talk about why Call learners to mention
Divide the class in to festivals are celebrated: some Ghanaian festivals
groups. One person teaches about love and and the people that
from each group comes sacrifice, promote unity and celebrate them
up in front to pick and brotherliness, etc.
act the word.
The group to get the In groups, let learners to
highest score wins! dramatize a festival of their
choice, showing important
activities like sharing,
reconciliation, unity and
brotherliness, etc.
Let leaners write essays on the

need for celebrating festivals.
Lead learners to discuss their

essays for suggestions and
corrections.
Week
Ending

Date(s):
Strand:
Class: Six Content B6.5.2.1 Indicator(s B6.5.2.1.1
standard: ):
Perf. Learners can describe the role played by the leaders of the two major political parties (UGCC
Indicator(s): and CPP)
Reference: History curriculum Page

Key words:

Let learners sing songs Discuss the formation of the Ask learners to tell you
to United Gold Coast Convention what they have learnt
stimulate their interest (UGCC) in 1947.
Use questions and The UGCC was founded by J. B. Learners role play some of
answers to review what Danquah in August 4, 1947. the
they learnt in the The aim of the party was to characters in party
previous lessons bring about Ghanaian formation
British colonial masters after Let learners read and spell
the second world war. It was the keywords written on
led by Paa Grant etc. the board
Assessment: learners discuss

the aims of creating the
political parties
Let learners sing songs Discuss the role played by the Ask learners to tell you
to leaders of the UGCC and CPP in what they have learnt
stimulate their interest the struggle for independence
Use questions and Learners map out specific roles Learners role play some of
answers to review what by leaders such as Kwame the
they learnt in the Nkrumah, J.B. Danquah, characters in party
previous lessons Obetsebi Lamptey, Ako Adjei, formation
William Ofori Atta and Edward
Akuffo Addo. Let learners read and spell
the keywords written on
the board
Week
Ending

Date(s):
Strand:
Content Indicator(s
Class: Six B6 1.2.2 B6 1.2.2.2
standard: ):
Perf. Brainstorm and generate designs for creating own visual artworks that reflect the physical and
Indicator(s): social environments of some communities in the world
Key words:

Learners sing songs Play one of Bob Marely video Learners talk about what
and recite rhymes clips for learners to watch and was interesting and made
about work. listen meaning to them in the
lesson.
Bob Marley was born on 6th
Learners mention February Learners retell the history
some performing 1945 in nine mile saint Ann of
artworks produced Parish in Jamica. His full name Bob Marley in groups
in Ghana. is Robert Nesta Marley etc.
Let pupils listen attentively to

the
instrumentations and the
patterns
Discuss the performance style

with learners
Call learners to recall Guide pupils to develop Ask learners to tell you
some history facts about rhythmic motives from the what they have learnt and
Bob instrumental patterns what they will like to learn
Marley in the next
Guide pupils to create and lesson
Use series of questions expand the motives
to review their
understanding in the Let learners create music with Learners watch the
previous lesson the motives recorded performance and
appreciate their own
Record performance of learners artworks
Week
Ending
Sub Conversation
Date(s):
Strand:
Content Indicator(s
Class: Six B6.1.6.1.1-3 B6.1.6.1.1-3
standard: ):
Perf. Learners can explore and say the names of towns, villages and cities in
Indicator(s): Ghana
Key words:

Let learners find the Show learners a current map Ask learners to talk about
rhyming pairs for these of Ghana and mention some of what they enjoyed most
words. First the capital towns. during the lesson
unscramble the words
Let learners point to and
1.RBAE & HREAS mention the names of cities on
2.WNRODED & the map.
UTRHNDE
3.TUGHAT & HBTUGO Discuss some of the locations
4.ODULC & ODOG of the cities.
Answers: Bare & Share

Wonder &
Thunder
Taught & Bought
Could & Good
Tell learners a few jokes Ask learners to mention names Ask learners to talk about
to get their attention. of towns and villages they what they enjoyed most
know. during the lesson
Call two learners to
share Assist learners to mention the
their jokes as well names of some towns and
villages in Ghana.
Let learners discuss the

locations of these towns and
villages.
Ask learners to tell which

villages they come from.
Engage learners to play Ask learners to mention the Ask learners to talk about
the “What letter am I sources of the water that flow what they enjoyed most
writing” game. in the taps or boreholes in during the lesson
Put learners into groups community.
of two.
The teacher writes a Let learners point to the rivers
letter in the air. indicated on the map.
Learners makes the
letter sound and tell the Lead learners to mention the
teacher the sound that major rivers in Ghana after
has been written looking at the map.
Week
Ending
Day(s): Strand: Motor Skill And Movement Patterns
Sub Locomotive skills

Date(s):
Strand:
Content Indicator(s
Class: Six B6.1.7.1 B6.1.7.1.8:
standard: ):
Perf. Learners can strike a gently tossed ball with a bat, using a forehand and backhand movement
Indicator(s): pattern
Core Learners develop personal skills and competencies such as accuracy,
competence: precision, coordination strength, balance, courage, patience, teamwork etc

Key words:

Take learners through Organize learners with table Organize a game for
general and specific tennis balls and bats. learners to experience the
warm ups skill in real-life situation.
Learners stand with one foot
forward behind table tennis End the lesson with a cool
board, knees bent and trunk down
slightly leaning forward,
holding bat with one hands and
swing the bat from the side to
strike the ball to the target.
Learners practice,
striking/service at different
heights, whiles you give them
the feedback to correct the
errors.
Week
Ending

Sub
Date(s): And
Content Indicator(s
Class: Six B6.5.1.1. B6.5.1.1.4-6
standard: ):
• Learners can describe the basics of relational data model
Perf.
• Learners can identify the basics of logical database design
Indicator(s): • Learners can illustrate basics of relational algebra

Key words:

Get a viral picture, a Lead learners to describe the Ask learners to talk about
trending news on basics of Relational Data what they have learnt.
twitter, Facebook, model. i.e. rows
YouTube and other and columns Pose questions to learners
social media handles. to review their
Guide learners to list the basics understanding of the
Discuss what is trending of logical database design and lesson.
and invite learners to develop sample database
share their opinions on design.
them.
Guide learners apply the basics
of relational algebra in a
sample database

WEEK 3
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………
Week
Ending
Day(s): Strand:
Sub
Date(s):
Strand:
B6.1.5.2
B6.1.5.2.3
B6.2.6.3
Class: B6.2.6.3.1.
B6.3.2.1
B6.3.2.1.3.
Six Content standard: Indicator(s):
B6.4.9.1 B6.4.9.1.1
B6.5.3.1 B6.5.3.1.2.
B6.6.1.1 B6.6.1.1.1
A. Learners can write plays out of a story and perform them
B. Learners can deduce meaning of words from how they relate to one
another
C. Identify and use possessive pronouns to show possession
Perf. D. Select a topic of choice on a national issue or from different learning
Indicator(s): areas, brainstorm ideas and organize them before writing
E. Identify and use: proper nouns
Key words:

Write some sight words A.ORAL LANGUAGE Ask learners to tell you
on the board and cover (Dramatization) what they have learnt and
parts with smileys for what they will like to learn
learners to guess the Learners read out a story from in the next
textbooks or readers.
word lesson
e.g. Through discussion, guide learners
E L E P H A N T to tell the plot of the story.
Have learners to read and
Show a sample, and guide spell the key words on the
W I N D O W learners to write a play with the board.
story told.
Have learners produce the written

T E L EVISI O N
play around the identified themes
and values.
Have learner discuss a sketch

observed. Learners say what to
look for to identify key issues in a
sketch.
Learners talk about lessons in the

sketch.
Write three facts about B.READING Ask learners to tell you
the coronavirus on the (Vocabulary) what they have learnt and
board and ask learners what they will like to learn
to make their stands Explain and demonstrate that the in the next
meaning of a word can be
whether they agree or lesson
deduced from other words in its
not. environment.
E.g. i. Philip is glad. ii. He is
e.g. really happy. iii. Aku is tall Have learners to read and
i. one can contract but her brother is short. spell the key words on the
the virus through board.
eating infected foods. Put learners in groups. Let them
read a text and give the
contextual meaning of selected
ii. Social distancing
words from the text.
can prevent the spread
of the virus. Engage learners in activities such
as:
iii. Staying at home − Matching words with their
cannot meanings/synonyms/antonyms.
prevent the spread of − Reading a text and finding
the virus replacements for certain words in
the text.
let learners make their
Using other strategies such as the
choices of each synonym or antonym tree or
question by saying “I synonym or antonym ‘bingo’, have
AGREE”, “I DISAGREE”. learners build a portfolio of
Let learners explain antonyms and synonyms.
their choices,
Have learners use the vocabulary
tree and mother to child to build
words using hyponyms and
meronyms.
Write three facts about C. GRAMMAR Ask learners to tell you
the coronavirus on the (Determiners Pg.181) what they have learnt and
board and ask learners what they will like to learn
to make their stands Introduce possessive in the next
whether they agree or pronouns in context. E.g. i. I lesson
not.
gave my book to Mary. ii.
She sold her phone.
e.g. Have learners to read and
i. one can contract spell the key words on the
the virus through Learners listen to or read a board.
eating infected foods. passage containing several
possessives (my, your, his,
ii. Social distancing hers, its).
can prevent the spread
of the virus. Ask them to identify words
that show or indicate
iii. Staying at home possession.
cannot
prevent the spread of
List words on the board and
the virus
elicit others.
choices of each Have learners play a game
question by saying “I e.g. the “Fishing Game”
AGREE”, “I DISAGREE”. with cards bearing
Let learners explain possessive pronouns. They
their choices, read the word on the card
and use it in a sentence
Engage learners to play C. WRITING Ask learners to tell you
the ball game. (Writing as a Process Pg.200) what they have learnt and
Write vocabulary words what they will like to learn
on a ball. Throw the ball Scaffold the writing process. in the next
to learners in turns to i. Prewriting lesson
form sentences with the
word which has their
right thumb on. Have learners to read and
spell the key words on the
board.
Have learners select and
discuss a national issue with
their partners. Have
learners brainstorm to
generate as many ideas as
possible about the topic.
Have them organize the

ideas into a writing plan
using an outline, a chart or
an appropriate graphic
organizer. E.g. line
diagram
Have learners to sing D. GRAMMAR USAGE Ask learners to tell you
songs and recite some (Nouns Pg.211) what they have learnt and
familiar rhymes. what they will like to learn
Example: Revise all the types of nouns in the next
Red Orange, Yellow with learners (refer to B1-B5). lesson
Green, Blue, Indigo and
Violet Provide learners with
makes a rainbow Have learners to read and
opportunities to further
Let's sing again!
practice using these nouns. spell the key words on the
Red Orange, Yellow E.g. a. Learners take their board.
Green, Blue, Indigo and reading books and identify and
Violet make a list of these nouns,
makes a rainbow use them in sentences and
present their work to the class
Red, Orange. Yellow for feedback.
Violet b. Use language drills and
makes a rainbow
games to help learners to
Let's sing again!
practice. e.g. a pair drill for
Red, Orange Yellow singular/plural nouns −
Green Blue, Indigo and Learner “A” gives a noun –
Violet mango −
makes a rainbow Learner “B” gives its plural
form “mangoes” and uses it in
a sentence – I love mangoes.
Provide further practice

activities to build on learners'
knowledge on nouns.
E. EXTENSIVE READING
Encourage them to visit
Engage learners in the Have learners read books of the local library to read
“popcorn reading” their choice independently and borrow
game during the library period. books
The rules are simple: Let learners write a one-page

One student starts critical
reading aloud and then commentary based on the
calls out "popcorn" books read
when they finish. This
prompts the next Invite individuals to present their
student to pick up work to the class for feedback.
where the previous one
left off.
Week
Ending
Sub Number Operations

Date(s):
Strand:
Learners can solve multi step word problems involving the four basic
operations
Perf.
Indicator(s): Learners can locate, compare and order sets of integers using the number
line and symbols
"< or >"
Reference: Mathematics curriculum Page 127
Key words:

Call out a number Learners model mathematical Give learners task to
between 1and 15. statements from a given word complete while you go
Example 3. Learners problem involving addition and round the class to support
must call out the multiplication and solve using those who might need
double(2x) of that the strategies learnt extra help.
number. In this case 6 is
the answer.
Engage learners in the Learners model mathematical Give learners task to
“Jump statements from a given word complete while you go
Counting” game problem involving division and round the class to support
Have learners count subtraction and solve using the those who might need
while jumping with each strategies learnt extra help.
count. Challenge
them to count by twos,
fives, or tens!
Let learners draw a Learners role play a given word Give learners task to
picture of a favorite problem involving addition and complete while you go
place in the world. multiplication and solve round the class to support
Then write five or more those who might need
words that remind them Learners role play a given word extra help.
of that place. problem involving subtraction
and division and solve
Have learners to paste
their drawings on the
classroom wall to create
a gallery.
Call out a number Learners model mathematical Give learners task to
between 1and 15. statements from a given word complete while you go
Example 3. Learners problem involving division and round the class to support
must call out the multiplication and solve using those who might need
double(2x) of that the strategies learnt. extra help.
number. In this case 6 is
the answer. The relationship between
operations
and the use of calculator and
spreadsheet to assess the
reasonableness of answers
should be stressed
Engage learners to sing Use number line to help Give learners task to
the learners to identify integers as complete while you go
song opposites of whole numbers by round the class to support
answering the following those who might need
WE CAN COUNT questions: extra help.
We class six i. Which integer is at the point
We can count marked B1? ii. Which integer is
We count 1,2,3,4,5 larger than B1 and which is
smaller? iii. How many steps
We count 6,7,8,9,10 away from B is B1?
We class six can count
very well.
Week
Ending
Sub The Solar System

Date(s):
Strand:
Content Indicator(s
Class: Six B6.3.2.1. B6.3.2.1.1:
standard: ):
Perf.
Learners can explain the difference between a star, a planet and a satellite
Indicator(s):
T.L.R.(s): Model shapes of sun, moon and stars

Key words:

Teacher brings a bag Show videos, models or Ask learners to talk about
into the classroom that pictures of the solar system what they have learnt.
contains an object that and engage learners to identify
has a connection to the the planets in the system. Through questions and
lesson. Then it is passed answers review learners
around and learners try Draw the solar system on the understanding of the
to determine what is in board, using different colors to lesson
the bag just by feeling illustrate the different bodies.
it.
The student who guess
right wins, and hence
introduce the lesson.
Have learners form a Learners tell what they see Ask learners to talk about
circle and stand at the when they view the sky during what they have learnt.
center with a ball. All the night and during day time?
you have to do is to Through questions and
name a planet and Based on their answers, use answers review learners
pass the ball to the the chart to explain that a star understanding of the
student. Let them toss is a heavenly body that lesson
it to another as they produces its own light and is
name a planet. If they stationary (does not move).
repeat a word or
cannot say any more
words, they need to
sit down. The last man
standing wins!
Week
Ending
Sub Population And Settlement

Date(s):
Strand:
Content Indicator(s
Class: Six B6.2.4.1. B6.2.4.1.1.
standard: ):
Perf.
Learners can describe internal migration in Ghana
Indicator(s):
Core
Identity and Global

Key words:

write a word on the Learners explain migration as Ask learners to talk about
board crossword-style. the movement of people from what they have learnt.
Invite each student to one place to another with the
the board to create a intention of settling there. Through questions and
new word stemming Migration may be individual, answers review learners
from the letters that are family units or large groups. understanding of the
already available lesson
Learners in groups discuss the
patterns of internal migration
in Ghana e. g. movement from
the north to the south,
movement from the south to
the north, movement to
commercial and industrial
towns, movement to cash crop
farming areas.
write a word on the Learners brainstorm the Ask learners to talk about
board crossword-style. reasons for migration Ghana what they have learnt.
Invite each student to e.g. better living conditions, to
the board to create a find work, for marriage, Through questions and
new word stemming Inadequate road networks, lack answers review learners
from the letters that are or inadequate social amenities understanding of the
already available (hospital, portable drinking lesson
water, schools and electricity).
Week
Ending
Date(s):
Strand:
Content Indicator(s
Class: Six B6 2.2.1 B6 2.2.1.3
standard: ):
Perf.
Learners can explain the need for celebrating various festivals
Indicator(s):

Key words:

Sing songs and recite Let learners mention the Ask learners to talk about
rhymes festivals celebrated in Ghana. what they have learnt.
in relation to the lesson
Lead learners to talk about why Through questions and
festivals are celebrated: answers review learners
Play spelling games to teacher about love and understanding of the
get learners attention sacrifice, promote unity and lesson
brotherliness, etc.
In groups, let learners to

dramatize a festival of their
choice, showing important
activities like sharing,
reconciliation, unity and
brotherliness, etc.
Assessment: Let leaners write

essays on the need for
celebrating festivals.
Lead learners to discuss their

essays for suggestions and
corrections.
Week
Ending

Date(s):
Strand:
Content Indicator(s
Class: Six B6.5.2.1 B6.5.2.1.1
standard: ):
Reference: History curriculum Page 42

Key words:

Show pictures of some Learners map out specific roles Ask learners to talk about
leaders of political in formation of the political what they enjoyed in the
parties in Ghana. party by leaders such as lesson.
Kwame Nkrumah,(give a brief
Let learners relate to history about him and his Learners in turns
the pictures and recall contribution) summarize what they
what they remember in learnt.
the 2016 presidential J.B. Danquah, Obetsebi
and parliamentary Lamptey, Ako Adjei, William Assessment: Read out excerpts
elections. Ofori Atta, Edward Akuffo Addo. from speeches made by
(give a brief history about him important individuals in the
and his contribution) country. Let learners relate to the
speeches and share ideas on such
speeches
show pictures ‘the Big Six Learners explain how these Learners in turns
to learners leaders became known as ‘the summarize what they
Big Six. learnt.
Learners tell which of the

personality influences
Learners to role play the roles them
and contributions of the big six
in the history of Ghana .
Help learners to identify

the names of
personalities in the
picture
Week
Ending
Sub Planning, Making and Composing

Date(s):
Strand:
Content Indicator(s B6 1.2.2.2 B6
Class: Six B6 1.2.2. B6 1.2.3
1.2.3.2
standard: ):
Perf. Learners can brainstorm and generate designs for creating own visual artworks that reflect the
Indicator(s): physical and social environments
Key words:
Engage learners to play Learners are to explore the Ask learners to talk about
games and sing songs local environment to select what they have learnt.
to get them ready for available materials and tools
the lesson. that are good for making Through questions and
artworks. answers review learners
understanding of the
Learners gather materials and lesson
tools available in their
community based on artworks
they wish to create. Example:
how to make a recycled
cardboard guitar.
Guide learners to make a

simple cardboard guitar
Read out excerpts from Allow learners to practice in Ask learners to talk about
speeches made by groups following the steps what they have learnt.
important individuals in
the country. Let 1. cut out 4 guitar shapes Through questions and
learners relate to the leaving one without a hole for answers review learners
speeches and share the back understanding of the
ideas on such 2. paint the front and back lesson
speeches. of your guitar
3. cut 5 length of strings.
Make holes in the front section
of guitar.
4. poke the string through
and secure with sticky tape at
the back.
Learners to discuss and

compare their artworks to the
artworks studied.
Week
Ending
Sub Talking about oneself family people and

Date(s): places
Strand:
Content Indicator(s
Class: Six B6.1.7.1. B6.1.7.1.1-3
standard: ):
Perf. Learners can identify the nuclear family, extended family and Use appropriate terms to
Indicator(s): describe families.
Key words:

Read out excerpts from Ask learners to mention the Ask learners to talk about
speeches made by family members they live with. what they have learnt.
important individuals in
the country. Let Discuss who a nuclear family Through questions and
learners relate to the comprises of. answers review learners
speeches and share understanding of the
ideas on such speeches Display a picture of a family. lesson
Aid learners to recognize the

nuclear family and mention the
members in it.
Get a tall list of action words Display a picture or watch a Ask learners to talk about
on it. Select a student to clip of an extended family in what they have learnt.
stand at the front of the class.
room and act out a word Through questions and
from your list (no speaking Discuss the members of the answers review learners
allowed). family seen in the video. understanding of the
The rest of the class must lesson
Explain the concept of the
then guess what the student
extended family to learners.
is attempting to portray.
Whoever guesses correctly
Aid learners to recognize the
can act the next word extended family and mention
some members in it.
write a word vertically With flashcards, write terms Ask learners to talk about
on the board. used in describing members of what they have learnt.
Each student must the family.
come up with a word Through questions and
starting with each letter Discuss the terms used to answers review learners
of the vertical word. describe members with understanding of the
learners. lesson
Ask the learners to talk about

their family using the
appropriate terms.
In groups, ask learners to act

like a family and let learners
use the appropriate terms to
describe the families.
Week
Ending
Sub Manipulative Skills

Date(s):
Strand:
Content Indicator(s
Class: Six B6.1.8.1. B6.1.8.1.9:
standard: ):
Perf.
Throw and catch a ball with a partner while both partners are moving
Indicator(s):
Core Learners personal and leadership skills and other competencies such as
competence: concentration, precision, coordination strength, balance etc.

Key words:

Take learners through Demonstrate to learners with a End the lesson with a cool
general and specific ball to stand with the foot down
warm ups opposite the throwing hand
forward.
Let them stretch their hands

backward but below the
shoulder by bending the trunk
sideways towards the
stretched hand.
Instruct them to swing the

stretched arm with the ball
forcefully and throw the ball to
the target by moving the trunk
briskly up and pointing
nonthrowing hand towards the
direction of throw.
After throwing, encourage the

learners to move the hind leg
forward for recovery/balance.
Week
Ending

Sub
Date(s): And
Content B6.5.1.1. Indicator(s B6.5.1.1.7-9
Class: Six
standard: ):
Perf.
Learners can operate basics SQL: querying and manipulating data
Indicator(s):
Core Learners acquire skills of Creativity and innovation, Communication and collaboration, Cultural
identity and global citizenship, Personal development and leadership, Digital literacy
competence:
Key words:

Get a viral picture, a Guide learners apply the basics Ask learners to talk about
trending news on of what they have learnt.
twitter, Facebook, relational algebra in a sample
YouTube and other database Pose questions to learners
Guide learners to write simple understanding of the
Discuss what is trending queries to retrieve specific lesson
and invite learners to names of students from a
share their opinions on database of the
them. names of all students in class
database design. e.g. CREATE
DATABASE ,
SELECT and UPDATE
Guide learners to write simple

queries to retrieve specific
names of students from a
database of the names of all
students in class. e.g
CREATE TABLE, DELETE and
INSERT INTO,

WEEK 4
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………
Week
Ending
Day(s): Strand:
Sub
Date(s):
Strand:
Class:
B6.1.10.2 B6.1.10.2.2.
B6.2.7.1 B6.2.7.1.4.
B6.3.2.1 B6.3.2.1.4. Six Content standard: Indicator(s):
B6.4.9.3 B6.4.9.3.1.
B6. 5.3.1 B6. 5.3.1.3.
B6.6.1.1 B6.6.1.1.1
A. Read aloud clearly, at a good pace and with expression
B. Read level-appropriate texts silently and closely for
comprehension
C. Identify and use demonstratives
Perf.
Indicator(s): D. Review, and revise the draft to produce a coherent piece
E. Use the "-ing" nouns to refer to activities. e.g. I enjoy singing. I like
swimming
Key words:

Write some sight words A. ORAL LANGUAGE Ask learners to tell you
on the board and cover (Presentation Pg.164) what they have learnt and
parts with smileys for what they will like to learn
learners to guess the Give a model reading by in the next
word reading a short texts aloud. lesson
e.g.
E L E P H A N T
Have pupils read aloud in Have learners to read and
pairs and in small groups. spell the key words on the
W I N D O W board.
Let them write and read out
short speeches on given
T E L EVISI O N topics in groups. Groups
may read out their
speeches to the class
Write three facts about B. READING Ask learners to tell you
the coronavirus on the (Comprehension what they have learnt and
board and ask learners Pg.175) what they will like to learn
to make in the next lesson
their stands whether Guide learners to read
they agree or not. levelappropriate texts
silently and Have learners to read and
e.g. closely for comprehension spell the key words on the
i. one can contract board.
the virus through eating
infected foods.
Give frequent and regular
ii. Social distancing practice in silent and close
can prevent the spread reading using the Directed
of the virus. Reading Activity (DRA)
strategy.
iii. Staying at home
cannot
prevent the spread of
the virus

choices of each
question by saying “I
AGREE”, “I DISAGREE”.
Let learners explain
their choices,
Engage learners to play C. GRAMMAR Have learners to underline
the ball game. (Determiners Pg183.) the past continous verbs
Write vocabulary words
on a ball. Throw the ball Briefly revise nouns and i. I was watching
to learners in turns to football match on TV when he
articles by having learners called.
form sentences with the identify them in sentences.
word which has their
ii. The earthquake was
right thumb on.
Provide a text having the scaring all of us.
demonstratives with
iii. We were eating when
emphasis on the our friends showed up.
demonstratives (this, that,
these, those). Read it out. iv. The police were
chasing the man while you
were talking.
List the demonstratives and
have learners read out and v. We were going to the
observe the use of the cinema yesterday at this
demonstratives in the time.
sentences. Working in small
vi. John was reading an
groups, each group writes a English book while mary was
number of sentences with watching TV.
each of the demonstratives
introduced
Read a sentence and C. WRITING Ask learners to tell you
whistle one word in it. ( Pg.) what they have learnt and
Learners are to what they will like to learn
complete with the right Have learners review their in the next
word to make sense. first draft by reading it lesson
Example: slowly and critically several
I am going to school.
times to identify
Have learners to read and
We are playing words/expressions that spell the key words on the
football. need to be cancelled. board.
Guide learners with the
I am reading a story questions below:
book. i. Are your ideas in
order and easy to
understand?
ii. Are all the sentences
talking about the main idea
of the paragraph?
iii. Are all the paragraphs
talking about the topic?
Have learners read their

partners’ draft and offer
suggestions.
Encourage learners to make

as many changes as are
necessary to improve their
drafts.
Have learners make a clean

draft for publishing
Have learners to sing D. GRAMMAR USAGE Ask learners to tell you
songs and recite some (Action Pg.) what they have learnt and
Example: in the next
Red Orange, Yellow
Guide learners to use the
lesson
Green, Blue, Indigo and "-ing" nouns to refer to
Violet activities. e.g. I enjoy
makes a rainbow
Let's sing again!
singing. I like Have learners to read and
swimming. spell the key words on the
Red Orange, Yellow board.
Violet
makes a rainbow
Engage learners in the Encourage them to visit
Have learners read books of the local library to read
“popcorn reading” their choice independently and borrow
game during the library period. books
The rules are simple: Let learners write a one-page
One student starts critical
reading aloud and then commentary based on the
calls out "popcorn" books read
when they finish. This
prompts the next Invite individuals to present their work
student to pick up to the class for feedback.
left off.
Week
Ending
Sub Number Operations

Date(s):
Strand:
Content Indicator(s
Class: Six B6.1.2.6. B6.1.2.6.2-3
standard: ):
Perf.
Learners can solve simple addition and subtraction problems involving integers
Indicator(s):
T.L.R.(s): Counters, patterns made from Manila cards, Bundle of sticks

Key words:

songs and recite rhymes learners to do the following complete whiles you go
Tooting tutors types (addition) round to guide those who
A tutor who tooted a (1)9 + -4 = _____ don’t understand.
flute Tried to tutor two (2)-8 + 4 = _____
tooters to toot (3)-3 + -5 = _____ Give remedial learning to
Said the two to their (4)1 + -3 = _____ those who special help.
tutor, (5)-6 + 5 = _____
Is it harder to toot (6)6 + -2 = _____
or To tutor two (7)-6 + 8 = _____
tooters to toot? (8)-2 + 9 = ______
Assessment: Have learners

practice with more examples
songs and recite rhymes learners to do the following complete whiles you go
Sleet slitters types (addition) round to guide those who
I slit a sheet, a sheet I (1)9 + -4 = _____ don’t understand.
slit (2)-8 + 4 = _____
And on a slitted sheet (3)-3 + -5 = _____ Give remedial learning to
I sit I slit a sheet, a (4)1 + -3 = _____ those who special help.
sheet I sit. The sheet I (5)-6 + 5 = _____
slit, that sheet was it (6)6 + -2 = _____
(7)-6 + 8 = _____
(8)-2 + 9 = ______

Engage learners to sing Learners do the following types Give learners task to
songs and recite rhymes (subtraction) complete whiles you go
Pease Porridge Hot (9) -5 – 1 = ___ round to guide those who
Pease porridge hot. (10) -2 – 1 = ___ don’t understand.
Pease porridge cold, (11) 8 – 7) = ___
Pease porridge in the (12) 2 – 6) = _____ Give remedial learning to
pot, nine days old: (13) -1 – 7 = ___ those who special help.
(14) -5 – 7) = ___
Some like it hot, some (15) -8 – 8 = ___
like it cold (16) 4 – 6 = ____
Some like it in the pot,
nine days old.
Engage learners to sing Guide learners to solve word Give learners task to
songs and recite rhymes problems; complete whiles you go
"Itsy Bitsy Spider" e.g. (i) Some number added to round to guide those who
The itsy bitsy spider 5 is equal to -11. Find the don’t understand.
crawled up the water number.
spout. Down came the Give remedial learning to
rain, and washed the (ii) Ben and Cam are diving. those who special help.
spider out. Out came Ben is 15.8 meters below the
the sun, and dried up surface of the water. Cam is 4.2
all the rain and the itsy meters above Ben. What is
bitsy spider went up Cam's position relative to the
the spout again" surface of the water?
Engage learners to sing Learners to perform simple Give learners task to

songs and recite rhymes multiplication with integers complete whiles you go
"It's Raining, It's round to guide those who
Pouring It's raining: it's Guide them to use number line don’t understand.
pouring. to help learners to multiply
The old man is integers; learners should Give remedial learning to
snoring. He bumped always start from zero and those who special help.
his head on the top of skip/hop to the left or write on
the bed, the number line.
And couldn't get up in
the morning. For instance, to multiply 3 by (-
2), have learners start from
zero and hop to the left 3times
in an interval of 2.
Week
Ending
Sub The Solar System

Date(s):
Strand:
Content Indicator(s
Class: Six B6.3.2.1 B6.3.2.1.1:
standard: ):
Perf.
Learners can explain the difference between a star, a planet and a satellite
Indicator(s):
T.L.R.(s): Model shapes of sun, moon and stars

Key words:

Engage learners to sing Using the solar system as an Ask learners questions to
rhymes example, guide learners to review their
understand that a planet is a understanding of the
I SEE THE MOON body that moves around a star lesson.
I see the moon, (e.g. the earth and the other Example: name the all
And the moon sees planets move around the sun). eight planets we have.
me, God bless the
moon, And God Similarly, explain to learners
bless me. that a satellite is a smaller Learners in turns,
body that moves around a summarize the lesson.
bigger one, e.g. the moon is a
Play games with satellite of the earth.
learners to begin the
lesson
Use questions to review Engage learners in a game that Learners in turns tell what
learners understanding mimics the solar system (e.g. they enjoyed most in the
in the previous lesson place a chair at the center of lesson.
the football field with one
learner to represent the sun. Review the lesson by
engaging learners to sing
Now ask 8 learners to go songs
around the chair in circles to
represent the planets).
Week
Ending
Sub Population And Settlement

Date(s):
Strand:
Content Indicator(s
Class: Six B6.2.4.1 B6.2.4.1.1.
standard: ):
Perf.
Learners can describe internal migration in Ghana
Indicator(s):
Core
Identity and Global
Key words:

Let learners sing songs Learners show the migration Ask learners to tell the
to pattern on a sketch map of class what they have
stimulate their interest Ghana. learnt.
Use questions and Learners brainstorm and come Call learners in turns
answers to review what out with challenges associated summarize the lesson
they learnt in the with urban settlements:
previous lessons a)poor sanitation
b)environmental pollution
c) traffic congestion
Divide the class into In groups discuss measures Ask learners to tell the
groups. Share pieces of that can be taken to solve class what they have
papers to each group. challenges associated with learnt.
Each group is supposed rural and urban settlements.
to write three questions E.g. provision of social Call learners in turns
on the previous lesson. amenities in the rural areas, summarize the lesson
creation of job opportunities
Have the group’s for both rural and urban areas.
exchange the papers
and solve the questions
on them. The first group
to get every question
correct wins!
Week
Ending
Date(s):
Strand:
Content Indicator(s
Class: Six B6 2.2.1 B6 2.2.1.3
standard: ):
Perf.
Learners can discuss moral lessons from the festivals
Indicator(s):

Key words:

Teacher writes an Help learners recall the Ask learners series of
answer to a question. importance of festivals. questions to review their
Students see the answer understanding of the
on the board, perhaps a Guide learners to discuss the lesson
picture of object on themoral lessons from festivals: -
board. generosity, - hard work, -
kindness, - endurance, - Have learners to read and
The students must come sacrifice, - reconciliation, - spell the key words written
up with questions in forgiveness, - bravery, - on the board
which the answer could perseverance, - gratitude and
be the object/number on thanksgiving, etc.
the board.
let learners dramatize
activities within festivals to
show how the moral lessons in
festivals reflect in their lives.
In groups, let learners write

essays on moral lessons in
festivals and present their
works for suggestions and
corrections.
Communication
Week
Ending

Date(s):
Strand:
Content Indicator(s
Class: Six B6.5.2.1.1 B6.5.2.1.1
standard: ):

Key words:

Read out excerpts from Show and discuss a Ask learners to tell the
speeches made by documentary on the class what they have
important individuals in independence eve rally by the learnt.
the country. CPP.
Call learners in turns
Let learners relate to Discuss the events that took summarize the lesson
the speeches and share place during the night.
ideas on such speeches.
Replay the speech of dr.
Kwame Nkrumah for learners to
listen.

analyze the speech and
present their findings to the
whole class.
Get a viral picture, a Have learners role play the Ask learners to tell the
trending news on events on the independence class what they have
twitter, Facebook, eve rally by the CPP. learnt.
YouTube and other
social media handles. Observe the drama and provide Call learners in turns
Discuss what is trending feedback where necessary. summarize the lesson
and invite learners to
share their opinions on
them.
Week
Ending
Day(s): Strand: Performing Arts

Date(s):
Strand:
Perf. Learners can brainstorm and generate ideas for creating own performing artworks that reflect
Indicator(s): the physical and social environments of some communities in the world
Key words:

FOR LEARNING) 10MINS ASSESSMENT) (FACILITATOR AND
40MINS LEARNER) 10MINS
show pictures of people Show learners a video or Ask learners to talk about
performing the Indlamu pictures of the Bamaaya what they enjoyed most
dance to learners’ dance. during the lesson
let learners observe and BAMAAYA DANCING TROUPE.

talk about the pictures. Bamaaya, meaning “the
valley is wet”, is the most
popular social music or dance
among the inhabitants of
Dagbon of Northern Ghana.
The history of his classic
dance which started as a
religious musical performance
underscores the philosophy
and culture of the Dagombas
towards women.
Learners to observe the

composition of the ensemble
in the dance
Review the previous Let learners observe the roles Learners observe and
lesson with questions and played the drummers, flute appreciate the
answers players, the performance of others
singers, as well as the dancers
Learners to study and talk

about their costume.
Demonstrate how the dance

movements are made and
learners dance too.
Organize with other members

in the class and perform the
Bamaaya dance.
Week
Ending
Day(s): Strand: Reading
Sub
Date(s): Comprehension
Strand:
Content Indicator(s
Class: Six B6.2.6.1 B6.2.6.1.1-3
standard: ):
Perf.
Explain the meaning of unfamiliar words within their context.
Indicator(s):
Key words:

Have learners play “Pick Give learners text to read. Learners to tell what was
and Read” game. interesting about the
Call learners in turns to read lesson.
Have learners pick word a paragraph each.
cards, blend the sounds Engage learners to play
and read one syllable the phonic games.
words. Then the two
Let learners recognise
write the word on the unfamiliar words from the
board. passage.
Write the words on the

board and read out the
words aloud.
Let learners explain the

meaning of unfamiliar
words from their context.
Call learners in turns to use

the unfamiliar words to form
sentences.
Tell learners a few jokes Give learners text to read. Learners to tell what was
to get their attention. interesting about the
Ask learners some factual lesson.
Call two learners to questions and call learners
share to answer orally. Have learners to read and
their jokes as well spell the key words written
on the board.
Let learners answer factual
and inferential questions
from a given text.
Tell learners a few jokes Give learners the text to Learners to tell what was
to get their attention. read again. interesting about the
lesson.
Call two learners to Discuss how to make
share predictions from a passage. Have learners to read and
their jokes as well spell the key words written
on the board.
Assist learners to make
predictions from the given
text
Week
Ending
Sub Manipulative Skills

Date(s):
Strand:
Content Indicator(s
Class: Six B6.1.8.1 B6.1.8.1.10
standard: ):
Perf.
Learners can show how to adjust body position to catch a ball thrown off-center
Indicator(s):
competence: concentration, precision, coordination strength, balance etc

Key words:

Take learners through 5 Demonstrate the correct hand, End the lesson with a cool
minutes jogging to arm, body, feet position in the down
warm the body up catching.
Learners relax their arms by

sides and keep their forearms
in front.
Feet in a balanced stride

position and eyes track the
object throughout the catching
action.
Learners practice the skill at

their own pace base on their
capabilities and progress at
their own pace.
Learners adjust their

performance base on the
feedback from teacher and
peers
Week
Ending
Day(s): Strand: Programming And Databases
Introduction To Electronic Spreadsheet

Sub
Date(s): (Tabs
Strand: And Ribbons Manipulation)
Content Indicator(s
Class: Six B6.5.3.1. B6.5.3.1.1-3
standard: ):
• Learners can demonstrate how to use the ribbons under the home ribbons.
Perf. (i.e. clip board, styles, fonts, paragraph and editing)
Indicator(s): • Learners can create basic worksheets using Microsoft excel 2016
• Learners can perform calculations in an MS-Excel worksheet
Reference: Computing curriculum Page
Key words:

Get a viral picture, a Guide learners to do a Ask learners to talk about
trending news on presentation on the use of the what they have learnt.
twitter, Facebook, ribbons under the home
YouTube and other button. Pose questions to learners
Guide learners to develop understanding of the
Discuss what is trending worksheet consisting of list of lesson
and invite learners to names i.e.
share their opinions on teachers, students, friends,
them. families, etc.
Guide learners to develop

worksheet
that will help in calculating
multiplication, addition and
subtraction

WEEK 5
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………
Week
Ending
Day(s): Strand:
Sub
Date(s):
Strand:
Class: Six Content B6.1.6.2. Indicator(s B6.1.6.2.1
standard: B6.2.3.1 ): B6.2.3.1.1.
B6.3.3.1 B6.3.3.1.1.
B6.4.9.3 B6.4.9.3.2
B6.5.4.1 B6.5.4.1.1.
B6.6.1.1 B6.6.1.1.1
A. Learners can view and listen attentively and for a sustained period and
record the key issues in the discussion
B. Use words with centering diphthongs to make meaningful sentences
C. Identify and use pronouns
Perf. D. Learners can edit/proofread draft, checking capitalization, usage,
Indicator(s): punctuation and spelling
E. Differentiate between how the simple past and the present perfect tense
forms are used in speech and in writing
Key words:

Engage learners to A.ORAL LANGUAGE Ask learners to tell you
sing (Conversation, what they have learnt and
songs and recite familiar Pg.157) what they will like to learn
rhymes Introduce and explain the in the next
activity. lesson
ROLL THE BALL Demonstrate the activity/show

Roll, roll, roll the ball or Have learners to read and
Roll, roll, roll the ball play it on the tape /video spell the key words on the
To the perfect size board.
A mouth, a nose Have groups/pairs converse on
and two black eyes given topics as others observe
We have made a snow and
surprise critique/ask questions for
clarification
Encourage participants in a
conversation to listen
attentively and maintain eye
contact.
Engage learners to sing B. READING Ask learners to talk about
songs and recite familiar (Diphthongs Pg.170) what they have learnt.
rhymes
In a discussion have learners
IT’S RAINING, ITS talk about diphthongs. Call out a few words for
POURING learners to spell them off
It’s raining, its pouring Give several examples and head.
The old man is
elicit examples from
snoring He bumped Ask learners to read some
his head on the top of them. /iǝ/ - fear, ear, near, keywords on the board.
the bed, clear /eǝ/ - prepare, there,
And couldn’t get up in stairs /Ʊǝ/ - pure, secure
the morning.
Have learners use words
with diphthongs in
meaningful sentences
Call learners in turns C. GRAMMAR Ask learners to tell you
and have them say the (Pronouns Pg.184) what they have learnt and
color of each word! what they will like to learn
Don’t say the word Use a text to revise the in the next
different pronouns learnt in lesson
black white yellow B1-B5.
green red blue
yellow red black Have learners to read and
green white red white Introduce reflexive pronouns spell the key words on the
green red black with examples in sentences. board
yellow green black
white yellow green
Discuss the reflexive
red blue
pronouns with learners.
Provide a passage and

group learners to identify
reflexive pronouns, and use
the pronouns identified in
sentences.
Repeat the procedure to

teach relative and reciprocal
pronouns.
Let learners solve this D.WRITING learners to complete the
brain teaser (Narrative Writing Pg.203) writers reflection
worksheet.
Two boxers are in a Have learners pick up their
match scheduled for narratives and check for My piece of writing is
12 rounds. No kicking conventions. E.g. errors in about?
and take downs were capitalization, punctuation
the rules. One of the and spelling. My favorite part of my
boxers gets knocked writing
down after only 6 Take learners through the is……
rounds, yet no man writing process
throws a punch. How is Something I found difficult
possible? Learners to rewrite the was…………
narrative taking notice of all
Answer: the two boxers the corrections made. Let learners read and spell
are women the keywords written on
the board
Teacher writes a word D. GRAMMAR USAGE Ask learners to tell you
on the board. Learners (Action Words Pg.212) what they have learnt and
are supposed to what they will like to learn
replace the Distribute copies of a sample in the next
third letter in the word story and let them identify the lesson
to simple past verbs, how they
form a new word are used in sentences and
Example : M A K E identify modals used. Use this Have learners to read and
= MARE,MALE, MATE as a guide to let learners write spell
a story using the simple past. the key words on the board
Learners do this in
turns or in groups to
create competition
Learners in pairs write their own

stories making sure they use
both tense forms.
Prepare a grid containing all

that could be needed to guide
the pairs to do their own editing
paying attention to the correct
use both tense.
Guide learners to Have learners read books of Encourage them to visit the
choose and read their choice independently local library to read and
books during the library period. borrow books
during the library period
critical
commentary based on the books
read
Invite individuals to present their work

to the class for feedback.
Week
Ending
Day(s): Strand: Algebra
Sub Patterns and relationships
Date(s):
Strand:
Class: Six
standard: ):
Perf. learners can represent a given pattern visually to verify predictions
Indicator(s):
T.L.R.(s): Match sticks

Key words:

Engage leaners in the Have leaners to understand that Review lesson with leaners by
‘double up game’ Call some patterns are repeating and giving them task to solve in
out a number some are sequential. their workbooks.
between 1and 6.
Example 3. Learners must Leaners identify a consistent
call out the double (2x) of element of repetition in a
that number. repeating pattern Example.
In this case 6 is the answer.
Try out more numbers.
The base element of repetition
consists of four counters red, blue,
blue, yellow in that order.
Assessment: Have leaners to

explore and make different
patterns using their colored
counters
Engage learners to sing I’m Using model color blocks, have Review lesson with leaners by
counting one, what is one leaners to explore sequential or giving them task to solve in
• 1 - One is one growth patterns where there is a their workbooks.
alone, alone it shall be. consistent element of growth from
one term in the pattern to the next.
• 2 - Two pair, two
Example:
pair come pair let us pair
• 3 - Turn around
• 4 - Follow me
• 5 - Fire 3 5 7
• 6 - Sister
Leaners to identify the way a
sequential pattern is growing.
• 7 - Saviour Have leaners to use the growth

• 8 - Eat more fruits element to extend the pattern
• 9 - Nana Yaw
• 10 - Thank your God Assessment: Leaners to explore and
create their own sequential patterns
Engage leaners to sing Ask learners to examine the pattern Review lesson with leaners
We class six made with match sticks below. by giving them task to solve
We can count in their workbooks.
We count 1,2,3,4,5
We count 6,7,8,9,10 We
class six can count very
well
Have learners to identify the type
of object created by the
arrangement of the match sticks.
Assessment: Have leaners to

create different patterns with the
match sticks.
Have leaners to solve for Ask learners to examine the pattern Review lesson with leaners
the missing numbers in in the table below which shows the by giving them task to solve
the empty cells number of match sticks used in in their workbooks.
making a pattern of squares.
+ 1 2 3
1 2 4 Pattern 1 2 3 4
2 4 no.
Match 3 6
3 4 sticks in
the
perimeter
Match 0 3
sticks
enclosed
in the
pattern
Ask learners to use match sticks to

make the patterns of triangles and
complete the table. Guide learners to
describe the relationship
Assessment: have leaners to copy

and complete the table in their
work books
Engage leaners to Play Ask learners to write questions based Review lesson with leaners
show me a number game on number or geometric patterns for by giving them task to solve
their friends to find answers to; in their workbooks.
with learners (up to 10),
with fingers. E.g. how many match sticks will be
used for the 9th pattern of triangles?
How many matchsticks will be used
Teacher mentions the
for the 8th pattern of squares?
number from (1 to 10).
Learners then show Guide leaners to answer questions
their fingers up to show they find difficulty in answering.
the number
NO. 1 2 3 4
of
trian
gles
Mat 7 12
ch
stick
s
Assessment: have leaners to

copy and complete the table in
their work books
Week
Ending
Sub Ecosystem
Date(s):
Strand:
Content Indicator(s)
Class: Six B6.3.3.1 B6.3.3.1.1
standard: :
Perf. Learners can investigate various interactions in an ecosystem and the effect
Indicator(s): on humans

T.L.R.(s): Trees, birds, insects, pond, pictures, videos

Key words:
DAY PHASE 1: PHASE 2: MAIN (NEW PHASE 3:

STARTER LEARNING INCLUDING PLENARY/REFLECTION
(PREPARING THE ASSESSMENT) (FACILITATOR AND
BRAIN FOR LEARNING) 40MINS LEARNER) 10MINS
10MINS
Let learners sing Guide learners to brainstorm the Ask learners to tell the
songs to meaning of ecosystem. class what they have
stimulate their interest learnt.
Ecosystem is a place where living
Use questions and and non-living thing interact. Call learners in turns
answers to review summarize the lesson
what they learnt in Learners to identify the various
the previous lessons types of ecosystem.
e.g. forest ecosystem, small bush
ecosystem, pond ecosystem,
grassland ecosystem and dessert
ecosystem.
Show learners pictures of

different ecosystems.
Get a viral picture, a Learners observe different Ask learners to tell the
trending news on ecosystems in the field such as a class what they have
twitter, Facebook, forest. learnt.
YouTube and other
social media handles. Call learners in turns
Discuss what summarize the lesson
is trending and invite
learners to share
their opinions on
them.
Engage learners to brainstorm to

come out with possible
interactions (hunting, farming,
predation) that occur in the given
ecosystem.
Week
Ending
Day(s): Strand: Our Beliefs And Values
Sub Worship
Date(s):
Strand:
Content Indicator(s
Class: Six B6.3.1.1. B6.3.1.1.1.
standard: ):
Perf.
Learners can describe the importance of prayer in our lives
Indicator(s):
Core
Identity and Global

Key words:

Group learners Learners discuss the meaning Ask learners to tell the
according to of prayer: a communication class what they have
the religion they belong between the worshipper and learnt.
the object of worship.
Have each group sing Call learners in turns
songs and perform any Learners talk about the types of summarize the lesson
act of worship of that Christian prayer:– thanksgiving,
religion intercession, supplication,
confession, etc.
Let learners sing songs Learners talk about the types of Ask learners to tell the
to Islam prayer class what they have
stimulate their interest - Salat: This is the five daily learnt.
compulsory prayers of lslam
Use questions and (Fajr, Call learners in turns
answers to review what Salat, Asr, Maghrib and Isha), summarize the lesson
they learnt in the
previous lessons -Congregational Ju`mah prayer:
Is a prayer that muslims hold
every Friday, just after noon
instead of the Zuhr prayer.
Learners talk about the types of

Traditional prayer
-Libation: It is the ritual of
pouring liquor to an object of
worship. The most common
liquor used are water and wine.
Etc.
-Sacrifice: An act of
slaughtering an animal or
person as offering to the object
of worship.
Week
Ending
Day(s): Strand: Religious Leaders
Sub Latter Lives of Religious Leaders

Date(s):
Strand:
Content Indicator(s
Class: Six B6 3.4.1 B6 3.4.1.1
standard: ):
Perf.
Learners can narrate the story of the latter lives of the leaders of the major religions
Indicator(s):

Key words:

Learners listen to some Guide learners to talk about the Ask learners series of
bible stories latter lives Jesus Christ. questions to review their
-Triumphant entry to Jerusalem understanding of the
e.g. Jesus fed 5000 (Palm lesson
people with 5 loaves of Sunday),
bread and 2 fish. -Last Supper, Have learners to read and
-Prayer at Gethsemane, spell the key words written
-Arrest And Trial, on the board
-Crucifixion, Death and
Resurrection.
Show pictures or video clips on

the latter lives of Jesus Christ to
learners.
Let learners dramatize the

latter lives of the Jesus Christ.
Week
Ending

Date(s):
Strand:
Content Indicator(s
Class: Six B6.5.2.1 B6.5.2.1.1
standard: ):

Key words:

show learners pictures Revise with learners the Ask learners to tell the
from the events that sequence of events that took whole class what they have
took place on the eve of place on the eve of 1957. learnt.
1957.
First president Kwame Learners tell what they will
Nkrumah delivered the first like to learn
independence speech on
march 6, 1957 to hundreds of
participants including
representatives from the
British monarch.
“At long last, the battle has
Let learners observe ended! And thus Ghana our
and talk about the beloved country is free
pictures forever! We have won the
battle and again rededicate
ourselves,” he had said,
adding “Our independence is
meaningless unless it is linked
up with
the total liberation of Africa.”
Learners recall and write some

the quotes by Kwame Nkrumah
in his speech and present it in
groups.
Ask learners questions Show pictures or videos of past Use series of questions and
to review their independence day celebration answers to review learners
understanding in the in understanding of the
previous lesson. lesson.
Engage learners to sing Call learners in turns to

some patriotic songs to summarize the lesson
stimulate their interest.
e.g. “God bless our
home land Ghana”
“Yen ara ya saase ne” Ghana.
etc.
Learners recount an
Independence
Day celebration in their
community
Week
Ending
Sub Displaying and Sharing

Date(s):
Strand:
Class: Six B6.1.3.5 B6.1.3.5.2
standard: ):
Learners can exhibit own visual artworks to share creative experiences
Perf.
based on ideas, knowledge and understanding of the physical and social
Indicator(s): environments of some communities in the world
Key words:

Learners are to watch a Art exhibition may present or Ask learners to tell the
short video or pictures showcase paintings, drawings, whole class what they have
on an exhibition or visit drama, music, dance learnt.
an exhibition Centre, performance by individuals
preferably during the artists, groups of artists. Learners tell what they will
circuit, district or like to learn
regional cultural Guide learners to plan
festival. for the exhibition by: -
fixing a date
Ask learners to talk - selecting a venue
about parts of the video - inviting an audience
or pictures that interest
them. Brainstorm to agree on a
theme for
the exhibition (e.g. Our
Environment);
Select works for the exhibition

by considering factors such as
creativity and originality,
finishing and decoration,
relevance of the works to the
theme, social and cultural
importance
Ask learners questions Decide on mode of display, e.g. Use series of questions and
to review learners hanging, draping, spreading; answers to review learners
understanding in the understanding of the
previous lesson. Plan the layout of the exhibition lesson.
hall, prepare labels for the
works (e.g. Call learners in turns to
title, name of artist, date); summarize the lesson
Clean and prepare the hall and
its environment and make it
ready for
the exhibition;
Plan for post exhibition

activities such as cleaning,
appreciation, evaluation,
reporting, etc.
Week
Ending
Day(s): Strand: Reading
Sub Silent reading

Date(s):
Strand:
Content B6.2.7.1. Indicator(s B6.2.7.1.1.-2
Class: Six
standard: ):
Perf.
Learners can summarize a given story/text and retell the story sequentially.
Indicator(s):
Reference: Ghanaian Language curriculum Page
Key words:

Have learners play “Pick Give learners a text to read. Learners to tell what was
and Read” game. interesting about the
Let learners read a paragraph lesson.
Have learners pick word silently.
cards, blend the sounds Engage learners to play
and read one syllable Discuss how to do summary the phonic games.
words. Then the two with the learners.
write the word on the
board.
Tell learners a few jokes Ask a learner to summarize the Learners to tell what was
to get their attention. paragraph read to the class. interesting about the
lesson.
Call two learners to Make learners summarize a
share given short text and discuss Have learners to read and
their jokes as well the summary made from spell the key words written
groups. on the board.
Tell learners a few jokes Give learners an interesting Learners to tell what was
to get their attention. text to read. interesting about the
lesson.
Call two learners to Let learners retell the story in
share the text in groups and then to Have learners to read and
their jokes as well the class. spell the key words written
on the board.
Week
Ending
Sub Rhythmic Skills

Date(s):
Strand:
Content Indicator(s
Class: Six B6.1.8.1 B6.1.8.1.11
standard: ):
Perf. Learners can catch a flying ball above the head, below the waist, and away from the body
Indicator(s): while jogging and running

Key words:

Let learners jog within a Learners bounce ball on floor Learners cool-down to end
demarcated area to with their dominant hands and the lesson
warm up catch with two hands at the
their bodies waist level.
Show learners pictures Toss ball in the air with the

or videos depicting the dominant hand and catch with
skill to be learnt. two hands overhead.
Learners in pairs practice

varied form of throwing (above
the head, below the waist)
whiles jogging or running to
catch.
Learners progress at their own

pace base on their capabilities.
Learners play mini handball or

basketball based on the
materials used in practicing the
skill.
Week
Ending

Sub
Date(s): (Tabs
Content B6.5.3.1 Indicator(s B6.5.3.1.4-5
Class: Six
standard: ):
Perf. • Learners can modify an MS-Excel worksheet.
Indicator(s): • Learners can modify the appearance of data within a worksheet.
Reference: Computing curriculum Page

competence: collaboration, Cultural identity

Key words:

Get a viral picture, a Guide learners to modify Ask learners to talk about
trending technology on worksheet by adding the age of what they have learnt.
twitter, Facebook, learners in the class to the list of
YouTube and other learners created in an earlier class.
Pose questions to learners
social media handles. Show examples of modified data in to review their
(a) worksheet(s), either on understanding of the
Discuss what is trending projected screens or pictures. lesson
and invite learners to
share their opinions on Guide learners to modify the
them. appearance of data within a
worksheet.

WEEK 6
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………
Week
Ending
Day(s): Strand:
Sub
Date(s):
Strand:
standard: B6.2.6.4 ): B6.2.6.4.1
B6.3.4.1 B6.3.4.1.1.
B6.4.9.3 B6.4.9.3.2
B6.5.4.1 B6.5.4.1.2
B6.6.1.1 B6.6.1.1.1
A. Learners can employ think aloud and visualization strategies to make meaning from
levelappropriate texts
B. Learners can recognize how words are formed through compounding
C. Use comparatives forms of regular and irregular adjectives to make comparisons
Perf.
Indicator(s): D. Learners can edit/proofread draft, checking capitalization, usage, punctuation and
spelling
E. Explore the use of the simple past verb form and participle form
Key words:

Write a simple word A.ORAL LANGUAGE Ask learners to tell you
vertically on the board . (Listening Comprehension Pg.160) what they have learnt and
E.g. what they will like to learn
P Have learners listen to teacher- in the next
E read texts or video/audio lesson
N recording on familiar topics.
Invite learners to come
up with a word starting Model the visualization strategy Have learners to read and
with each letter of the to make meaning from texts spell the key words on the
vertical word. heard. board.
Encourage learners to practice

constructing meaning from the
texts or play.
Put learners into B.READING Give learners task to
groups. Have learners (Vocabulary. Pg173) complete while you go
role-play one of their round the class to support
best adverts on TV. Have learners refresh their those who might need
knowledge on affixes – extra help.
prefixes and
Sit down and have fun. suffixes – , acronyms and Have learners to read and
The group with the best blending using examples. spell some of the
shows wins. keywords in the
Learners choose words with lesson
given affixes and use them
appropriately in sentences.
Introduce compound words in

context and have learners
identify their components. E.g.
breakfast = break, fast;
classroom = class, room.

build more compound words
Have learners recite C. GRAMMAR Ask learners to tell you
familiar rhymes. (Adjectives Pg123.) what they have learnt and
what they will like to learn
ONCE I CAUGHT A FISH Use practical activities to in the next
ALIVE guide learners to change lesson
One, two, three, four, the positive forms of regular
five
adjectives into comparative
Once I caught a fish Have learners to read and
alive
forms by adding -er. E.g. spell the key words on the
Six, seven, eight, Compare the heights of two board.
nine, ten Then I let it learners: i. Musah is tall.
go again Why did Safianu is short. ii. Musah is
you let it go? taller than
Because it bit my Safianu
finger so Which
finger did it bite? Guide learners to form the
This little finger on my superlative forms of regular
right adjectives by adding -est.
E.g. Ali is the tallest.
Provide a text containing

irregular forms of
adjectives. Start with those
that have different spelling
for comparative and
superlative. e.g. good
better best
Provide a text for learners

to identify the examples.
Learners use the irregular
forms of adjectives in
sentences
Let learners solve this D.WRITING learners to complete the
brain teaser (Narrative Writing Pg.203) writers reflection
worksheet.
Two boxers are in a Have learners pick up their
match scheduled for 12 narratives and check for My piece of writing is
rounds. No kicking and conventions. E.g. errors in about?
take downs were the capitalization, punctuation
rules. One of the and spelling. My favorite part of my
boxers gets knocked writing
down after only 6 Take learners through the is……
rounds, yet no man writing process
throws a punch. How is Something I found difficult
possible? Learners to rewrite the was…………
narrative taking notice of all
Answer: the two boxers the corrections made. Let learners read and spell
are women the keywords written on
the board
Have learners sing D. GRAMMAR USAGE Ask learners to tell you
songs and (Action Words Pg.213) what they have learnt and
recite familiar rhymes what they will like to learn
Let learners write a story. in the next
WASH WASH WASH E.g. about what happened lesson
•Wash, Wash, Wash after school on Monday.
•Wash your hands
•In the morning – Wash Discuss the essay topic with Have learners to read and
your hands learners and use the webbing spell the key words on the
•After eating - Wash strategy to help them write on board.
your hands the chosen topic.
•After visiting the Learners write individually.
washroom
- Wash your hands Learners exchange their work
•After playing - Wash for editing as teacher guides
your hands by focusing on the past verb
form and participle form.
Assist those whose essays are

only in the simple past to some
in the past participle tense.
Learners rewrite their essays

incorporating the corrections.
Have learners write on another

topic individually using the
simple past verb
form as well as the past
participle form
Have learners read books of

their choice independently
during the library period.

critical
commentary based on the
books read
Invite individuals to present their

work to the class for feedback.
Week Ending Subject: MATHEMATICS Lesson:
Sub Patterns And Relationship

Date(s):
Strand:
Content Indicator(
Class: Six B6.2.1.1 B6.2.1.1.2
standard: s):
Perf. Indicator(s): Learners can write a rule in words and in algebra to represent a given pattern

Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning;
Core competence: Personal Development and Leadership Attention to Precision
T.L.R.(s): Counters, bundle and loose straws

Key words:
DAY PHASE 1: STARTER PHASE 2: MAIN (NEW LEARNING PHASE 3: REFLECTION

(PREPARING THE BRAIN INCLUDING ASSESSMENT) 40MINS (FACILITATOR AND
FOR LEARNING) 10MINS LEARNER) 10MINS
Review learners Ask learners to state the rules in Ask learners to tell you
understanding in the words and in algebra to represent a what they have learnt
previous lesson using given increasing linear patterns.
questions and answers Give learners individual or
RULE RULE home task
FOR FOR N
INPUT 1 2 3 N IN IN
Engage learners to play WOR ALGEB
DS RA.
games and sing songs to
Outpu 7 14 21 7 times 7n
begin the lesson. t
n
A
Outpu 4 times
0 4 8 one
4(n-1)
t less n
B
Outpu 4 7 10 1 more 1 + 3n
than 3
t times n
C
Outpu 5 9 13
tD
Outpu 5 11 17
t
E
Assessment: Let learners solve

several examples
Review learners Ask learners to state the rules in Ask learners to tell you
understanding in the words and in algebra to represent a what they have learnt
previous lesson using given increasing linear patterns.
RULE RULE home task
FOR FOR
INPUT
1 2 3 (n) IN (n) IN
(n)
Engage learners to play WOR ALGEB
DS RA.
games and sing songs to
begin the lesson. tA
n
Outpu 4 times
0 4 8 one
t less n 4(n-1)
B
Outpu 4 7 10 1 more 1 + 3n
than 3
t times n
C
Outpu 5 9 13
t
D
Outpu 5 11 17
t
E

several examples
Review learners This table shows the pattern of cost Ask learners to tell you
understanding in the of boxed lunches for students on a what they have learnt
previous lesson using field trip.
No. of 1 2 3 4 ? home task
students
Engage learners to play Cost of 3 6 9 12 15
lunch in
games and sing songs to cedis
begin the lesson.
Ask learners to:

(i) explain the pattern of how
the cost of
lunches changes as more students
go on the trip;
(ii) use the pattern to determine
how many students went on the
trip if the cost of lunches is GHC90.
Review learners This table shows the pattern of cost Ask learners to tell you
understanding in the of boxed lunches for students on a what they have learnt
previous lesson using field trip.
No. of 1 2 3 4 ? home task
students
Engage learners to play Cost of 3 6 9 1 15
lunch in 2
games and sing songs to cedis
begin the lesson.
Ask learners to:
(i) explain the pattern of how
the cost of
lunches changes as more students
go on the trip;
(ii) use the pattern to determine
how many students went on the
trip if the cost of lunches is GHC90.
Week
Ending
Sub Ecosystem
Date(s):
Strand:
Content Indicator(s
Class: Six B6.3.3.1 B6.3.3.1.1
standard: ):
Perf.
Learners can investigate various interactions in an ecosystem and the effect on humans
Indicator(s):
T.L.R.(s): Trees, birds, insects, pond, pictures, videos

Key words:

Send learners out on a Learners work in groups to Ask learners to talk about
field trip to observe the draw or design different what they have learnt.
various ecosystem in ecosystems in the
the community. classroom. Use questions to review
learners understanding of
Let learners talk about Learners observe each of the the lesson.
what they observed in ecosystems and identify some
the community possible interactions that can
take place within each Learners in turns
ecosystem they have summarize the lesson to
designed. the whole class.
Put students into groups Guide learners to discuss the Ask learners to talk about
of three 3 and number effects of interactions (hunting, what they have learnt.
them 1- farming and predation) on
3. humans and other living things Use questions to review
Put three number within a given ecosystem. learners understanding of
statements up to the the lesson.
white board and ask
students to explain the
corresponding Learners in turns
statements to their summarize the lesson to
group. the whole class.
The group who explains
well wins.
Week
Ending
Sub Worship
Date(s):
Strand:
Content Indicator(s
Class: Six B6.3.1.1 B6.3.1.1.1.
standard: ):
Perf.
Learners can describe the importance of prayer in our lives
Indicator(s):
Core
Identity and Global

Key words:
Engage learners to sing Learners discuss the Call learners in turns to
songs and recite rhymes importance of prayer: summarize the important
•brings us closer to God points of the lesson
•It shows our dependence on
God, etc.
Engage learners to sing songs Put learners into groups and let Call learners in turns to
and recite rhymes them demonstrate how prayer summarize the important
is done in the three major points of the lesson
religions.
Week
Ending
Ministry and Latter Lives of Leaders of

Sub
Date(s): the
Strand: Three Major Religions in Ghana
Content Indicator(s
Class: Six B6 3.4.1 B6 3.4.1.1
standard: ):
Perf.
Indicator(s):

Key words:

Let learners sing songs Guide learners to talk about the Ask learners series of
to latter questions to review their
stimulate their interest lives of The Holy Prophet understanding of the
Muhammad, sallallahu alayhi lesson
Use questions and wa salaam(S.A.W.S)
answers to review what Have learners to read and
they learnt in the - triumphant entry into spell the key words written
previous lessons Makkah, - farewell message, on the board
- sickness and death.

the latter lives of The Holy
Prophet Muhammad to
learners.

latter lives of The Holy Prophet
Muhammad.
Week
Ending

Date(s):
Strand:
Content Indicator(s
Class: Six B6.5.2.1 B6.5.2.1.1
standard: ):

Key words:

Ask learners questions revise with learners to recount Use series of questions and
to review their an Independence Day answers to review learners
understanding in the celebration in their community understanding of the
previous lesson. lesson.
Engage learners to sing Call learners in turns to

some patriotic songs to summarize the lesson
stimulate their interest.
e.g. “God bless our
home land Ghana”
“Yen ara ya saase ne”
etc.
Put students into groups Enact the declaration of Ask learners series of
of three 3 and number independence by Kwame questions to review their
them 1- Nkrumah. understanding of the
3. lesson
Put three number
statements up to the Call learners in turns to
white board and ask summarize the lesson
students to explain the
corresponding
statements to their Share roles to learners to role
group. the
The group who explains declaration of independence by
well wins. Kwame Nkrumah
Week
Ending

Date(s):
Strand:
Perf. Learners to stage a display of own performing artworks to share creative experiences of the
Indicator(s): physical and social environments of some communities in the world
Key words:
Show pictures and Select and rehearse some Use questions to review
videos of the artwork to previous songs, drama or their
exhibit. dance learnt. understanding of the
lesson
Select a suitable date for the
Engage learners to sing performance Ask learners to summarize
songs about work. what
Decide and choose a suitable they have learnt
venue.
Learners to read and spell
Draw the audience from the the key words on the board
school
Show pictures and Organize the place for the Use questions to review
videos of the artwork to exhibition. their
exhibit. understanding of the
Invite other teachers to witness lesson
the artwork. Set the stage for
Engage learners to sing songs learners to perform their Ask learners to summarize
about work. artwork. what
they have learnt
Evaluate individual roles played
in the dance and allow pupils to Learners to read and spell
talk about them in the form of the key words on the board
appraisal.
Discuss the moral lessons in
the song.
Week
Ending
Day(s): Strand: Composition Writing
Sub Descriptive writing

Date(s):
Strand:
Content Indicator(s
Class: Six B6.4.3.1. B6.4.3.1.1-3
standard: ):
Perf.
Learners can write a descriptive composition on a given object.
Indicator(s):
Reference: Ghanaian Language curriculum Page
Key words:

Play games and sing Show an object to learners. Use questions to review
songs to get learners their
ready for the lesson Pass the object round for understanding of the
learners to touch it. lesson
Call learners in turns to Ask learners to summarize

describe the object. what
they have learnt
Discuss with learners how to
write descriptive composition. Learners to read and spell
the key words on the board
Let learners write a descriptive
composition on a given object.
Split learners into 2 Discuss with learners situations Use questions to review
teams. Taking turns, that can occur in the home or their
learners from each school or community. understanding of the
team come up and lesson
chose a vocabulary Let learners describe any of the
word. Learners to draw situations in groups and say to Ask learners to summarize
something on the board the class. what
while only their tries to they have learnt
guess the word Discuss with learners how to
write descriptive composition. Learners to read and spell
Lead learners to compose a
descriptive essay about a
situation.
Have learners share Discuss with learners processes Use questions to review
what is going on in their in doing things like cooking, their
lives. You and your installing a chief, etc. understanding of the
learners can talk about lesson
plans for the weekend. Ask a learner the process and
describe it to the class. Ask learners to summarize
what
Assist learners to write a they have learnt
descriptive composition on a
certain process. Learners to read and spell
Week
Ending
Movement Concepts, Principles And
Day(s): Strand: Strategies
Sub Dynamics
Date(s):
Strand:
Content Indicator(s
Class: Six B6.2.3.2 B6.2.3.2.3
standard: ):
Perf. Learners can Illustrate how the intended direction of an object is affected by the angle of the
Indicator(s): implement or body part at the time of contact.
Key words:

Let learners jog within a Let learners toss and catch for Use questions to review
demarcated area to accuracy. their
warm up understanding of the
their bodies Let them toss and catch at high lesson
and low level.
Show learners pictures Ask learners to summarize
or videos depicting the Let learners catch different what
skill to be learnt. positions. they have learnt
Week
Ending

Sub
Date(s): (Tabs
Content Indicator(s
Class: Six B6.5.3.1 B6.5.3.1.6-7
standard: ):
Perf. • Learners can manage Excel workbooks.
Indicator(s): • Learners can print the content of an MS-Excel worksheet.


Key words:

Get a viral picture, a Guide learners to properly Ask learners to talk about
trending technology on name MSExcel workbooks and what they have learnt.
twitter, Facebook, store them in folders for
YouTube and other retrieval later. Pose questions to learners
Guide learners to adjust understanding of the
Discuss what is trending margins to suit the A4 paper lesson
and invite learners to size for printing in landscape
share their opinions on and portrait.
them.
NB. This is to help the learner
with software knowledge such
as in office applications
(Electronic spreadsheet
application).

WEEK 7
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………
Week
Ending
Day(s): Strand:
Sub
Date(s):
Strand:
B6.1.10.3 B6.1.10.3.1.
B6.2.7.2 B6.2.7.2.1.
Content B6.3.5.1 Indicator(s B6.3.5.1.4.
Class: Six
standard: B6.4.15.1 ): B6.4.15.1.1
B6.5.4.1 B6.5.4.1.2
B6.6.1.1 B6.6.1.1.1
A. Research and deliver speeches on given informational topics
B. Respond to a text with reason, simple judgment and personal
interpretations
C. Learners can use the simple present form of verbs in sentences: − for scheduled
Perf. future actions. − for future possibilities or plans
Indicator(s): D. Learners can write to friends to express their views on given topics using
appropriate letter formats
E. Explore the use of the simple past verb form and participle form
Key words:

Engage learners to sing A. ORAL LANGUAGE Give learners task to
songs (Presentation Pg.165) complete while you go
and recite familiar round the class to support
rhymes Have learners select topics those who might need
of interest from extra help.
LITTLE POLLY FLINDERS informational texts read.
Little Polly flinders Have learners to read and
Sat among the cinders spell some of the keywords
Warming her pretty little Help learners to identify the in the
toes! purpose and audience of lesson
Her mother came and sample speeches.
caught her,
And whipped her little Have learners visit the
daughter, library to research and plan
For spoiling her nice their speeches.
new clothes.
Engage learners to sing B. READING Give learners task to
songs (Comprehension Pg.176) complete while you go
and recite familiar round the class to
rhymes
ONE POTATO TWO support those who might

POTATOES Have learners read a short need extra help.
One potato, two text.
potatoes, three Have learners to read and
potatoes ,four! Five spell some of the keywords
Learners create a mental
potatoes, six potatoes, in the
image from the text read. lesson
seven potatoes ,
more! Eight potatoes (This visualisation will help
nine potatoes ten bring life to the text for
potatoes, all learners to interpret and
give their opinion and
personal interpretation to
the write up).
Lead a discussion of each

text read with questions.
Questions should elicit : −
Factual information −
Implied meaning −
Judgment − Evaluation −
Personal
Response
Call learners in turns C.GRAMMAR Ask learners to tell you
and have them say the (verbs what they have learnt and
color of each word! Pg.187) what they will like to learn
Don’t say the word Revise the simple present in in the next
context. lesson
black white yellow
green red blue Present an on-going situation
yellow red black to learners for them to report Have learners to read and
green white red white on it. E.g. A football spell the key words on the
green red black
game/match. board
yellow green black
white yellow green
red blue Present similar situations for
learners to describe using the
simple present, in groups.
Groups may write and present

their work to the class.
Use texts/sentences to
introduce the use of the
simple present for: −
scheduled future actions E.g.
The bus leaves early
tomorrow.
− future possibilities or plans
e.g. If he doesn't come early,
we shall go without him.
Play games and recite D.WRITING Give learners task to
rhymes that learners (Letter Writing) complete while you go
are familiar with to Discuss the features of round the class to support
begin the lesson. informal letters with learners. those who might need
extra help.
Ask learners questions Give examples of formal letters
to review their to them and let them talk about Have learners to read and
understanding in the the similarities and differences spell some of the keywords
previous lesson. between formal and informal in the
letters. lesson
Brainstorm to guide learners

generate topics they would
want to write on and let each
group choose a topic.
Learners identify purpose and

audience and make a mind map
to guide the writing.
Each group writes an informal

letter and edits it. The letters
are passed round the groups for
editing.
Play games and recite D. GRAMMAR USAGE Give learners task to
rhymes that learners (Action words Pg.213) complete while you go
are familiar with to round the class to support
begin the lesson. Let learners write a story. E.g. those who might need
about what happened after extra help.
Ask learners questions school on Monday.
to review their Have learners to read and
understanding in the Discuss the essay topic with spell some of the keywords
previous lesson. learners and use the webbing in the lesson.
strategy to help them write on
the chosen topic.
Learners write individually.
Learners exchange their work

for editing as teacher guides by
focusing on the past verb form
and participle form.
Assist those whose essays are

only in the simple past to some
in the past participle tense.
Learners rewrite their essays

incorporating the corrections.
Have learners read books of

their choice independently Have learners present a-
Learners play “popcorn during the library period. twoparagraph summary of
reading” game. The the book read
rules are simple: One Let learners write a one-page
student starts reading critical Invite individuals to
aloud and then calls out commentary based on the present their work to the
"popcorn" when they books read class for
finish. This prompts the feedback
next student to pick up Invite individuals to present their work
where the previous one to the class for feedback.
left off.
Week
Ending
Sub Patterns And Relationship

Date(s):
Strand:
Content Indicator(s
Class: Six B6.2.1.1 B6.2.1.1.3
standard: ):
Perf. Describe the relationship in a given table or chart, using a mathematical
Indicator(s): expression
T.L.R.(s):
Key words:

Review learners Ask learners to state the rules Ask learners to tell you
understanding in the in words and in algebra to what they have learnt
previous lesson using represent a given increasing
questions and answers linear patterns. Give learners individual or
home task
RULE RULE
FOR FOR N
Engage learners to play INPUT 1 2 3 N IN IN
games and sing songs WOR ALGEB
DS RA.
to begin the lesson.
n
t
A
Outpu 4 times
0 4 8 one
4(n-1)
tB less n
Outpu 4 7 10 1 more 1 + 3n
than 3
tC times n
Outpu 5 9 13
t
D
Outpu 5 11 17
t
E
Assessment: Let learners

solve several examples
Review learners Ask learners to state the rules Ask learners to tell you
understanding in the in words and in algebra to what they have learnt
previous lesson using represent a given increasing
questions and answers linear patterns. Give learners individual or
home task
RULE RULE
FOR FOR
Engage learners to play INPUT
1 2 3 (n) IN (n) IN
(n)
games and sing songs WOR ALGEB
DS RA.
n
t
A
Outpu 4 times
0 4 8 one 4(n-1)
tB less n
Outpu 4 7 10 1 more
tC
than 3 1 + 3n
times n
Outpu 5 9 13
tD
Outpu 5 11 17
t
E

several examples
Review learners This table shows the pattern of Ask learners to tell you
understanding in the cost of boxed lunches for what they have learnt
previous lesson using students on a field trip.
No 1 2 3 4 ? home task
.
of
Engage learners to play stu
games and sing songs to de
begin the lesson. nts
Co 3 6 9 12 15
st
of
lun
ch
in
ce
dis
Ask learners to:

(i) explain the pattern of
how the cost of lunches
changes as more students go
on the trip;
(ii) use the pattern to
determine how many students
went on the trip if the cost of
lunches is GHC90.
Review learners This table shows the pattern of Ask learners to tell you
understanding in the cost of boxed lunches for what they have learnt
previous lesson using students on a field trip.
No 1 2 3 4 ? home task
.
of
Engage learners to play stu
games and sing songs to de
begin the lesson. nts
Co 3 6 9 12 15
st
of
lun
ch
in
ce
dis
Ask learners to:

(i) explain the pattern of
how the cost of lunches
changes as more students go
on the trip;
(ii) use the pattern to
determine how many students
went on the trip if the cost of
lunches is GHC90.
Week
Ending
Forces And Energy
Day(s): Strand:
Date(s): Sub Sources And Forms Of Energy
Strand:
Class: Six
standard: ):
Perf. Learners can compare renewable and non-renewable sources of energy
Indicator(s):
Candle, torch, hot tea, ice cream, ice block, hot water, room temperature,
T.L.R.(s):
Key words:

Have learners write on a Show pictures and videos of Ask learners questions to
sheet of paper the different sources of energy such as review their
following the sun, batteries, food and water. understanding of the
lesson
(1) what is energy? Learners work in groups to identify
(2) Where does sources of energy and sort them
energy come from? into sources that are not depleted Learners to tell what was
when used (solar, wind and hydro interesting about the
Introduce the lesson based sources) and those that are lesson.
on the answers from depleted after use (firewood,
learners. batteries, food, gasoline, diesel, Have learners to read and
kerosene, etc.). spell the key words written
on the board
Learners present their responses
on flashcards for a general
discussion in class.
Get a viral picture, a Assist learners to build their Ask learners questions to
trending news on vocabulary by introducing and review their
twitter, Facebook, explaining the terms, “renewable” understanding of the
YouTube and other and “non-renewable” sources of
lesson
energy and give examples of such
social media handles. sources.
Learners to tell what was
Discuss what is trending Renewable energy sources interesting about the
and invite learners to They energy sources that cannot lesson.
share their opinions on be exhausted or used but are
them replaced by natural means. Have learners to read and
Examples are wind energy, solar spell the key words written
energy and hydro energy. on the board
Non renewable energy sources
They are energy sources that
cannot be replaced when used up.
Examples are charcoal, food,
petroleum products etc.
Week
Ending
Date(s): Sub Festivals

Strand:
Content Indicator(s
Class: Six B6.3.2.1 B6.3.2.1.1.
standard: ):
Perf.
Learners can Identify two ways of making festivals beneficial to the communities
Indicator(s):
Core
Identity and Global
Key words:

Engage learners to play Learners talk about ways of Ask learners questions to
games and sing songs to making review their
begin the lesson celebrations of festivals beneficial understanding of the
to the communities lesson
e.g. use festival occasions to plan
for development, encourage
youth participation, gender and Learners to tell what was
inclusivity, settle disputes, honor interesting about the
hardworking people, showcasing lesson.
the culture of the people
Show learners pictures of Learners draw a durbar of chiefs Ask learners questions to
people involved in festival during festival celebrations. review their
celebration. understanding of the
lesson
Ask learners questions
to review their Learners to tell what was
understanding in the interesting about the
previous lesson lesson.
Week
Ending

Sub
Date(s): the
Content Indicator(s
Class: Six B6 3.4.1 B6 3.4.1.1
standard: ):
Perf.
Indicator(s):

Key words:

Let learners sing songs Guide learners to talk about the Ask learners series of
to latter lives of Traditional leader questions to review their
stimulate their interest Okomfo Anokye. understanding of the
lesson
Use questions and THE LIFE OF OKOMFO ANOKYE
answers to review what Okomfo Anokye was not the Have learners to read and
they learnt in the founder of an African traditional spell the key words written
religion. He was the greatest
previous lessons on the board
traditional fetish priest in the
history of traditional religion in
Ghana. his real name was Kwame
Agyei Frimpong. He was born
around the year 1640 at
Awukugua in Akuapem in the
Eastern
Region of Ghana. His father’s name
was
Agya Annor and mother’s name
was Maame Nkobea. Okomfo
Anokye stayed with a king called
Nana Ansah Sasraku where he
learnt a lot of things.
Learners talk about some of the

achievements of Okomfo
Anokye.

the latter lives of Okomfo
Anokye to learners.

latter lives of Okomfo Anokye.
Week
Ending
Sub Ghana Gains Independence

Date(s):
Strand:
Content Indicator(s
Class: Six B6.5.4.1 B6.5.4.1.1
standard: ):
Perf.
Learners can explain post World War II developments in the Gold Coast
Indicator(s):
Key words:

Engage learners to play Discuss the establishment of Ask learners questions to
games and sing familiar the review their
rhymes to begin the lesson. Watson Commission understanding of the
lesson
Ask learners questions THE ACCRA RIOTS
to review their The riots started on 28th Learners to tell what was
understanding in the February 1948 in Accra after a interesting about the
previous lesson protest march by unarmed ex- lesson.
service men was broken up by
the police, leaving several
leaders of the group dead.
Among those killed were
sergeant Nii Adjetey, Corporal
Attipoe and Private Odartey
Lamptey. The exservice men
were veterans from the word
war II. The British Head of
Police, superintendent Imray
was responsible for the
shooting of the ex-service
men. etc.
The Watson commission was

set up by the British colonial
government to examine the
circumstances surrounding the
riots.
Engage learners to play The commission of enquiry Ask learners questions to
games and sing familiar into disturbances in the Gold review their
rhymes to begin the lesson. Coast was appointed in march understanding of the
1948 under the chairmanship lesson
of Aiken Watson, to enquire
Ask learners questions into the disturbances which Learners to tell what was
to review their occurred in the Gold Coast in interesting about the
understanding in the February and March 1948. The lesson.
previous lesson terms of reference was to
enquire into and report on the
recent disturbances in Gold
Coast and their underlying
causes; and to make
recommendations on any
matter arising from the
enquiry.
Guide learners to report on the

findings of the Commission in
the
form of a paper, performance or
role play etc.
 high prices of imported

goods
 slow development of
educational
facilities
 the shortage of housing,
particularly in the towns and
the low standards of houses
for Africans
 unfair allocation and
distribution of goods in short
supply by the importing
firms.
 neglect of the ex-service
men who had returned from
the world war II
Week
Ending
Sub Appreciating and Appraising

Date(s):
Strand:
Content Indicator(s B6.1.4.6.2
Class: Six B6.1.4.6 B6.1.4.7 B6.1.4.7.2
standard: ):
Learners can analyze and appreciate own or others’ performing artworks and present reports
Perf.
as feedback on artworks that reflect the physical and social environments of some
Indicator(s):
communities in the world
Key words:

Engage learners to sing Appreciating in art is the ability Use questions to review
songs and play games of people to look at a work of their
to begin the lesson. art and understand how the understanding of the
work was made. lesson
Explain to learners the Ask learners to summarize

guidelines and have them what
agree to it. they have learnt
 Description of the work: this
stage involves describing Learners to read and spell
what the work is made of, the key words on the board
size of the work and
materials used.
 The subject matter: this
stage talks about the
meaning of the work.
 Appraisal: this stage talks of
the use of the artwork.
 Experience to share: this
stage talks about the design
process
Show pictures or videos Using the steps in appreciating Use questions to review
to learners on the and appraisal, guide learners to their
process of producing the write a note on a previous understanding of the
artwork. artwork produced or performed lesson
in class.
Ask learners to summarize
E.g. an artwork produced by what they have learnt
Ibrahim
Mahama
 Description of the work: the

artwork are made from old
jute bags by stitching them
together
 The subject matter: His art
seeks to interpret the global
movement of goods.
 Appraisal: it can be used for
decoration.
 Experience to share: talk
about how the artwork is
done.
Week
Ending
Composition Writing
Day(s): Strand:
Sub
Date(s): Persuasive Writing
Strand:
Content Indicator(s
Class: Six B6.4.4.1 B6.4.4.1.1-3
standard: ):
Perf. Write a persuasive essay on a given topic.
Indicator(s):
Key words:

Ask learners questions Discuss ways that Use questions to review
to review their persuasion can be achieved. their
understanding in the understanding of the
previous lesson. Discuss some vocabularies lesson
that are used in persuasion
Engage learners to play Ask learners to summarize
and write some on the
games and sing familiar what they have learnt
rhymes to begin the board.
lesson.
Discuss with learners how
to write persuasive essays
by looking at structure and
content.
Let learners write a

persuasive essay on a given
topics.
Engage learners to play Discuss with learners Use questions to review
the “What letter am I situations that can occur in their
writing” game. the home or school or understanding of the
Put learners into groups community. lesson
of two.
The teacher writes a Ask learners to summarize
Let learners describe any of
letter in the air. what they have learnt
Learners makes the
the situations in groups and
letter sound and tell the say to the class.
teacher the sound that
has been written Discuss with learners how
to write descriptive
composition.
situation
Ask learners questions Discuss with learners Use questions to review
to review their processes in doing things their
understanding in the like cooking, installing a understanding of the
previous lesson. chief, etc. lesson

Ask a learner the process
games and sing familiar what they have learnt
rhymes to begin the and describe it to the class.
lesson.
Assist learners to write a
persuasive composition on a
certain process
Week
Ending
Movement Concepts, Principles And
Day(s): Strand: Strategies
Sub Relationship
Date(s):
Strand:
Content Indicator(s
Class: Six B6.2.4.2.4: B6.2.4.2.4:
standard: ):
Perf.
Learners can explain the role of the legs, shoulders, and forearm in the forearm pass.
Indicator(s):
Core Learners develop communication skills as speaking, listening, and acquisition
competence: of new concepts, principles, strategies.

Key words:

Engage learners to play Let learners swing their arms in Use questions to review
games and sing songs preparation. their
to begin the lesson. understanding of the
Shoulder move forward lesson
horizontally as it extends.
Forearm rotation through hips, what they have learnt
legs and shoulders drop
slightly.
All together produce the final

force to move the ball to the
target.
Week
Ending
Day(s): Strand: Internet And Social Media
Sub Network Overview

Date(s):
Strand:
Content Indicator(s
Class: Six B6.6.1.1 B6.6.1.1.1-4
standard: ):
 Learners can give examples of facilities the internet offers.
Perf.  Learners can describe the types of information available on the
Indicator(s): Internet.  Learners can outline what one needs to connect to the
Internet
Learners acquire skills of Creativity and innovation, Communication and collaboration, Cultural
Core
competence: identity and global citizenship, Personal development and leadership, Digital literacy
T.L.R.(s): Images of examples of various web browsers and webpages of a website
Key words:

Show learners pictures Guide learners to give Use questions to review
or short videos on examples of internet facilities their
current trends of i.e. e-mail, FTP’s, www, etc. for understanding of the
technology in the world. presentation. lesson
Discuss what is trending Guide learners to identify and Ask learners to summarize
and invite learners to describe the types of what they have learnt
share their opinions on Information available on the
them. Internet.
e.g. Educational, Financial,
entertainment, etc. Group
learners into groups to do this
task
Display list of names of

learners on the board and ask
them to identify the
duplicated data.
Encourage learners to bring

any device or pictures of
devices that are needed. E.g.
desktop computers, Laptop
computers, Mobile phones,
etc.
NB: This is to help the learner

with fundamental principle of
problem solving skills and
creativity in computing and
computer science.

WEEK 8
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………
Week
Ending
Day(s): Strand:
Sub
Date(s):
Strand:
B6.1.6.2.2.
B6.2.5.1.2.
Content Indicator(s B6.3.5.1.4.
Class: Six
standard: ): B6.4.15.1.1
B6.5.6.1.1.
B6.6.1.1.1
A. Learners can listen and view for the entire duration of
text/speech/presentation/video etc.
B. Use the spelling-sound correspondences for common consonant digraphs
C. Learners can use the simple present form of verbs in sentences: − for scheduled
Perf. future actions. − for future possibilities or plans
Indicator(s): D. Learners can write to friends to express their views on given topics using
appropriate letter formats
E. Learners can use adverbs to express degree and reason
Key words:

learners sing songs and A.ORAL LANGUAGE Ask learners to tell you
recite familiar rhymes (Conversation, what they have learnt and
Pg.158) what they will like to learn
"A Wise Old Owl" Together with learners choose in the next
A wise old owl lived in a text from their readers which lesson
an oak has already been read.
The more he saw the
less he spoke Discuss the text e.g. title, Have learners to read and
The less he spoke the characters, simple literary spell the key words on the
more he heard. terms. board.
Why can't we all be like
that wise old bird? Guide learners to discuss the
character traits of some
characters and role-play them.
Pause to ask learners questions

in the process, e. g. Why do
you think the characters said
that?
Learners to sing songs B.READING Ask learners to tell you

and what they have learnt and
(Blends and Consonant Clusters)
recite familiar rhymes what they will like to learn
Guide learners to use the in the next
WE SHALL HAMMER spellingsound correspondences lesson
•We shall hammer with for common
one hammer (learners consonant digraphs
to show one hand), Write the blends on a
hammer with one In a discussion, talk about series of small cards, one
hammer, hammer with digraphs as a whole class, on each card. Call learners
one hammer we all do group and in pairs. in turns to pick and make
the same. •We shall the sounds and form word
hammer with two Have learners try to establish with it.
hammers, hammer some rules in forming and
with two hammers, spelling words having digraphs.
and hammer with two E.g. ch as in church sh as in
hammers we all do the shirt gh as in tough
same.
(continue to any
desired number)
Call learners in turns C.GRAMMAR Ask learners to tell you
and have them say the (verbs what they have learnt and
color of each word! Pg.187) what they will like to learn
Don’t say the word Revise the simple present in in the next
context. lesson
black white yellow
green red blue Present an on-going situation
yellow red black to learners for them to report Have learners to read and
green white red white on it. E.g. A football spell the key words on the
green red black game/match. board
yellow green black
white yellow green
red blue
Present similar situations for
learners to describe using the
simple present, in groups.
Groups may write and present

their work to the class.
Use texts/sentences to
introduce the use of the
simple present for: −
scheduled future actions E.g.
The bus leaves early
tomorrow.
− future possibilities or plans
e.g. If he doesn't come early,
we shall go without him.
extra help.
to review their to them and let them talk Have learners to read and
understanding in the about the similarities and spell some of the keywords
previous lesson. differences between formal and in the
informal letters. lesson

audience and make a mind
map to guide the writing.

are passed round the groups for
editing.
Have learners sing songs E.WRITING CONVENTIONS & Give learners individual or
and GRAMMAR USAGE home task to underline the
recite familiar rhymes (Using Adverbs Pg.216) adverbs
• When he was called on, peter
TEDDY BEAR, TEDDY An Adverb is a word that read his speech loudly.
BEAR. describes a verb, an adjective, • He spoke clearly.
Teddy bear, teddy bear, or another adverb. • He arrived here very late.
turn around. • Henry thought he did a very
Teddy bear, teddy bear, Revise adverbs of time and good job after all
touch the ground manner in context: Adverbs can
Teddy bear, teddy bear, tell; Ask learners talk about
jump up high How: We did our homework what was interesting about
Teddy bear, teddy bear, carefully- the lesson.
touch the sky. (manner)
Teddy bear, teddy bear,
take my hand. When: They often play together-
Teddy bear, teddy bear, (time)
you’re my friend!
listen to and read several
Engage learners in the sentences containing adverbs of
“popcorn reading” game time and manner
The rules are simple: One Encourage them to visit the

student starts reading F.EXTENSIVE READING local library to read and
aloud and then calls out borrow books
"popcorn" when they Have learners read books of
finish. This prompts the their choice independently
next student to pick up during the library period.
left off. Let learners write a one-page
critical
commentary based on the books
read

feedback.
Week
Ending
Date(s): Sub Algebraic expression

Strand:
Content Indicator(s
Class: Six B6.2.2.1.1 B6.2.2.1.1
standard: ):
Learners can demonstrate understanding of algebraic expressions as mathematical
Perf.
phrases that can contain letters which represent ordinary numbers and operators (like
Indicator(s):
add, subtract, multiply, and divide).
T.L.R.(s):
Key words:

Engage learners to play the Write algebraic expressions for word Ask learners to tell you
“I have…..Who has” game. problems: what they have learnt and
1) Sum of 8 and s 2) Take away 4 what they will like to learn
from m in the next
Give out number cards 3) 9 times the sum of 4) Subtract 4 lesson
(from 1-20) to learners at 8 and q from 7 times g
random. 5) One-sixth of n is 6) Three-fourths
added to the of the sum of c Give learners individual or
product of 9 and y and 2
Leaners are to identify home task
7) 8 divided by r 8) 8 times the
numbers based on tally sum of c and 7
marks, frames, dice, fingers
etc. Assessment: have learners to solve
several examples
Engage learners to sing Write algebraic expressions for the Ask learners to tell you
songs and recite some perimeter of the following shapes what they have learnt and
familiar rhymes they know
in the next
ONE POTATO, TWO lesson
POTATOES
One potato, two potatoes,
three potatoes, four Give learners individual or
Assessment: have learners to solve home task
Five potatoes, six potatoes, several examples
seven potatoes, more.
Engage learners in the Write algebraic expressions for the Ask learners to tell you
“Counting Down” game area of the following shapes what they have learnt and
in the next
Example explain that to lesson
subtract 12-2, the learner
starts at 12 and count down Give learners individual or
to 2. That is home task
12,11,10,9,8,7,6,5,4,3........
..........(2).
Let students know
that, the subtracting
number is excluded
from the count Assessment: have learners to solve
down. several examples
Engage leaners to Play Simplify basic algebraic expressions by Ask learners to tell you
show me a number game grouping like terms. E.g. what they have learnt and
with learners (up to 10), 1) 5 + 4 z – 1 + 2 z 2) 10s – 1 + 3 – 5 what they will like to learn
s in the next
with fingers. lesson
3) –6t – 7 – 2 – 3 t 4) 2 – z – 1 + 4 z
Teacher mentions the 5) –9 c + 7 c + 8 – 3 c 6) –5p + 3px
number from (1 to 10). – 7 – 5px + 10x Give learners individual or
home task
Learners then show their
Assessment: have learners to solve
fingers up to show the
several examples
number
Engage learners to sing Substitute a value for an unknown Ask learners to tell you
songs and recite familiar into an expression and correctly what they have learnt and
calculate the answer. E.g. Find the what they will like to learn
rhymes
values of these algebraic expressions in the next
using the values given in the lesson
I AM COUNTING ONE
following:
• I’m counting one,
1) z + 7d use z = 7 and d = 4 2) 8k +
what is one Give learners individual or
d use k = 2 and d = 3 home task
• 1 - One is one
3) 7(5f - 3n) - 8 use n = 3 and f = 7
alone, alone it shall be.
4) 7d - 2f + 9 use d = 2 and f = 5
• 2 - Two pair, two
5) -5f + 8b + 4 - 9 use f = 9 and b =
pair come pair let us pair
3 6) -6(2x - 7h) use h = 2 and x = 4
• 3 - Turn around
• 4 - Follow me (ii) If Sena used 13 match sticks in
• 5 - Fire making next pattern squares, (i)
• 6 - Sister Write a mathematical sentence
• 7 - Saviour that represents the matchsticks.
• 8 - Eat more fruits (ii) How may match sticks will she
• 9 - Nana Yaw need to make the pattern with 10
• 10 - Thank your squares?
God. how may squares did she make if she
used 64 match sticks?

several examples
Week
Ending
Day(s): Strand: Forces And Energy
Sub Sources And Forms Of Energy

Date(s):
Strand:
Class: Six
standard: ):
Perf.
Learners can measure the temperature of a body using a thermometer
Indicator(s):
T.L.R.(s): Pictures of thermometer

Key words:

Start the lesson with a Assist learners to reflect on Ask learners questions to
debate. their previous knowledge on review their
heat and temperature understanding of the
Teacher chooses a topic (temperature refers to the lesson
or allow learners to degree of hotness of a body).
choose their own topic. Learners to tell what was
e.g. "should children Provide clinical and laboratory interesting about the
under 18 be allowed to thermometers or show pictures lesson.
vote?". of different types of
thermometers. Have learners to read and
Elaborate on learners spell the key words written
points and summarise Learners identify the on the board
the debate equipment and where and
when it is used.
Engage learners to play Guide learners, in groups, to Ask learners questions to
games and sing songs produce their own improvised review their
to begin the lesson. thermometers using plastic understanding of the
bottles, plastic straws, dyes lesson
Use questions to review and water.
learners understanding Learners to tell what was
in the previous lesson. Some learners share interesting about the
experiences of how their body lesson.
temperatures were measured
on a visit to a health center. Have learners to read and
spell the key words written
Learners demonstrate the use on the board
of thermometers to measure
temperature of their bodies and
that
of warm water
Week
Ending
Sub Festivals
Date(s):
Strand:
Class: Six Content B6.3.2.1. Indicator(s B6.3.2.1.1.
standard: ):
Perf.
Learners can Identify two ways of making festivals beneficial to the communities
Indicator(s):
Core
Identity and Global
Key words:

Engage learners to play Learners talk about ways of Ask learners questions to
games and sing songs to making review their
begin the lesson celebrations of festivals beneficial understanding of the
to the communities lesson
e.g. use festival occasions to plan
for development, encourage
youth participation, gender and Learners to tell what was
inclusivity, settle disputes, honor interesting about the
hardworking people, showcasing lesson.
the culture of the people
Show learners pictures of Learners draw a durbar of chiefs Ask learners questions to
people involved in festival during festival celebrations. review their
celebration. understanding of the
lesson
Ask learners questions
to review their Learners to tell what was
understanding in the interesting about the
previous lesson lesson.
Week
Ending

Sub
Date(s): the
Content Indicator(s
Class: Six B6 3.4.1 B6 3.4.1.2
standard: ):
Perf.
Learners can Identify the moral lessons from the latter lives of the religious leaders
Indicator(s):

Key words:
Let learners sing songs Guide learners to discuss the Ask learners series of
to moral lessons from the latter questions to review their
stimulate their interest lives of the religious leaders. understanding of the
lesson
Use questions and Put learners into groups to
answers to review what explore virtues they have Have learners to read and
they learnt in the learnt from the latter lives of spell the key words written
previous lessons the religious leaders and on the board
present to class.
Let each group list the virtues

they have explored about the
latter lives of the religious
leaders: - humility, forgiveness,
faithfulness, obedience,
perseverance, patriotism, etc.
Lead learners to dramatize or

role play the virtues they have
listed.
Let learners talk about how

they can apply the virtues in
their lives. Respect
Week
Ending

Date(s):
Strand:
Content Indicator(s
Class: Six B6.5.4.1.1 B6.5.4.1.1
standard: ):
Perf.
Learners can explain post World War II developments in the Gold Coast
Indicator(s):

Key words:

Engage learners to play Recount lessons learnt from the Ask learners questions to
games and sing familiar Watson Commission’s report. review their
rhymes to begin the e.g. i. The principal understanding of the
lesson. recommendation from the lesson
commission was that a
Ask learners questions constitution be drafted as a Learners to tell what was
to review their possible prelude to eventual interesting about the
understanding in the selfrule ii. recommendation to set lesson.
previous lesson up the Coussey Committee.
iii. Recognition of gold coast ex-
service union iv. Release of
prisoners
v. That the British government
to open more schools, especially
secondary and agricultural
schools in the country. vi. An
African must head the civic
service.
Engage learners to play Discuss the main Ask learners questions to
games and sing familiar recommendation in the review their
rhymes to begin the Coussey Committee Report. understanding of the
lesson. lesson
The Coussey Committee was
formed by sir Charles Norble Learners to tell what was
Ask learners questions Clarke, chaired by Henley interesting about the
to review their Coussey to plan on how to lesson.
understanding in the implement the
previous lesson recommendation of the
Watson commission and
suggest a new constitution
which will involve more
Ghanaians in the government
of the country. Etc.
It advised that the local

government should be in the
hands of the chiefs.
The voting age was fixed at

twenty five years
The executive council should

be made up of mostly
Ghanaians. Etc.
Week
Ending

Date(s):
Strand:
Perf. Learners can develop guidelines for appreciating and appraising own and others’ compositions
Indicator(s): and performances
Key words:

Use questions and The easiest way to understand Use questions to review
answers to review the and appreciate a performance learners understanding of
previous lesson with is to develop a relevance and the lesson.
learners. appropriate criteria or
checklist. Ask learners to tell the
Engage learners to play class what they have
games and sing songs Guide learners to create a learnt.
to begin the lesson checklist or criteria for
appreciating and appraising a Call learners to summarize
performance; the main points of the
 Creative process lesson.
 Subject matter
 Selection and use of
instruments and elements
 Styles and techniques
 Originality or creativity
 Use of space
 Selection and use of
costumes
 Symbolism and cultural
relevance
 Aesthetic qualities
 suitability
Call learners to recall Lead a discussion to explain Use questions to review
some history facts about the criteria with learners. learners understanding of
Bob the lesson.
Marley Now let learners use the
checklist to appreciate and Ask learners to tell the
Use series of questions appraise a previous art class what they have
to review their performed in class. learnt.
understanding in the e.g. creating and performing
previous lesson music excerpts from Bob Call learners to summarize
Marley. the main points of the
lesson.
Put learners into groups and let
them create and perform music
excerpts from Bob Marley as
others observe.
Set up a three member judge

to use the checklist or criteria
to appraise the performance of
each group.
Week
Ending
Day(s): Strand: Composition Writing
Sub Argumentative writing

Date(s):
Strand:
Content Indicator(s
Class: Six B6.4.5.1 B6.4.5.1.1-3
standard: ):
Perf.
Learners can write a persuasive essay about education, on a given topic and on national issue
Indicator(s):
Key words:

Let learners find the Discuss ways that persuasion Use questions to review
rhyming pairs for these can be achieved. their
words. First understanding of the
unscramble the words Discuss some vocabularies that lesson
are used in persuasion and
1.RBAE & HREAS write some on the board. Ask learners to summarize
2.WNRODED & what they have learnt
UTRHNDE Discuss with learners how to
3.TUGHAT & HBTUGO write persuasive essays by
4.ODULC & ODOG looking at structure and
content.
Answers: Bare & Share
Wonder & Let learners write a persuasive
Thunder essay on a given topics.
Taught & Bought
Could & Good
Engage learners to play Discuss with learners situations Use questions to review
the “What letter am I that can occur in the home or their
writing” game. school or community. understanding of the
Put learners into groups lesson
of two. Let learners describe any of the
The teacher writes a situations in groups and say to Ask learners to summarize
letter in the air. the class. what they have learnt
Learners makes the
letter sound and tell the Discuss with learners how to
teacher the sound that write descriptive composition.
has been written
situation.
Tell learners a few jokes Discuss with learners processes Use questions to review
to get their attention. in doing things like cooking, their
installing a chief, etc. understanding of the
Call two learners to lesson
share Ask a learner the process and
their jokes as well describe it to the class. Ask learners to summarize
what they have learnt
Assist learners to write a
persuasive composition on a
certain process.
Week
Ending
Day(s): Strand: Physical Fitness
Sub Strength
Date(s):
Strand:
Content Indicator(s
Class: Six B6.3.3.3.3 B6.3.3.3.3
standard: ):
Perf.
Learners can perform three set of 15 continuous push-ups.
Indicator(s):
Core Learners develop personal skills such as perseverance, muscular strength,
competence: muscular endurance, flexibility

Key words:

Take learners through Learners after general and End lesson with a cool
specific and general specific warm-ups, learners lie down
warm ups. on the ground face down.
Engage learners to play Learners with their palms flat

games and sing songs on the ground by their side,
to begin the lesson. extend their arms to move
their trunk up and flex the
arms again to move the body
back to lying position.
Learners continue the process

for a number of base on their
ability in a set.
Learners repeat the second and

third set after rest base on their
ability and progress at their
own pace.
Week
Ending
Sub Web Browsers And Webpages

Date(s):
Strand:
Content Indicator(s
Class: Six B6.6.2.1 B6.6.2.1.1-4
standard: ):
Perf.  Learners can identify the address or links window and recognize the status
Indicator(s): bar and list its use.

competence:
T.L.R.(s): Images of examples of various web browsers and webpages of a website
Key words:
DAY PHASE 1: PHASE 2: MAIN (NEW LEARNING PHASE 3:

STARTER INCLUDING ASSESSMENT) 40MINS PLENARY/REFLECTI
(PREPARING THE ON (FACILITATOR AND
BRAIN LEARNER) 10MINS
FOR LEARNING)
10MINS
Show learners Guide learners to identify the address Use questions to review
pictures or short or links window on phones other their understanding of
videos on current electronic gadgets with browsers, the lesson
trends of
technology in the Ask learners to
world. summarize what they
have learnt
Discuss what is
trending and invite
learners to share
their opinions on
them.
Engage learners to Bring a picture of a window that has the

play games and status bar and ask the learners to point
sing songs to begin out the status and mention its functions
the lesson
Guide learners to do an activity you
have not tackle in class and ask them
to use the help button to navigate and
find the steps involved.
Guide learners to carry out the stated
steps.

WEEK 9
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………
Week
Ending
B6.1.7.1 B6.1.7.1.3
B6.2.6.4 B6.2.6.4.2
Class: Six
standard: B6.4.15.1 ): B6.4.15.1.1
B6.5.7.1 B6.5.7.1.1
B6.6.1.1 B6.6.1.1.1
A. Learners can ask relevant questions to improve on understanding of moral lesson in text
B. Learners can recognize the playful use of words in spoken and written
language
C. Learners can identify, explain and use idiomatic expressions correctly
Perf.
Indicator(s): D. Learners can write to friends to express their views on given topics using appropriate letter
formats
E. Learners can use prepositions to convey a variety of meanings
Key words:

Have learners recite A.ORAL LANGUAGE Ask learners to tell you
familiar rhymes. (Listening Comprehension Pg.160) what they have learnt and
Revise the sequence of events in a in the next
I LOVE LITTLE PUSSY
familiar story/drama/text with
I love little pussy, lesson
learners.
Her coat is so warm,
And if I don’t hurt her, Together with learners, identify
She’ll do me no harm, the characters/the settings and Have learners to read and
So I’ll not pull her tail, moral lessons in the spell the key words on the
Nor drive her away, story/drama/text read. board.
But pussy and I,
Very gently will play. Discuss the roles of characters,
setting and the moral values in
the text.
Ask relevant questions to improve

understanding of elements in the
texts.
Encourage learners to also ask
question.
Engage learners to solve B.READING Give learners task to
this riddle (Vocabulary. Pg173) complete while you go
round the class to
There are three houses. Demonstrate the use of support those who might
One is red, one is blue playful words in spoken and need extra help.
and one is white. If the written language e.g. jokes,
red house is to the left riddles, puns Have learners to read and
of the house in the spell some of the keywords
middle, and the blue Introduce these one at a time. in the
house is to the right of lesson
the house in the middle, Provide and discuss examples.
where is the white
house? Learners play games with the
activity in pairs/groups.
Have learners recite C.GRAMMAR Ask learners to tell you

familiar rhymes. (idiomatic expressions) what they have learnt and
Revise idiomatic expressions in in the next lesson
ROW ROW ROW
context to guide learners identify
Row, row, your boat, their meanings. E.g. i. Take
Gently down the stream, after (to resemble).
Merrily, merrily, merrily, ii. To pull down(to destroy the
merrily reputation of someone). Have learners to read and
Life is but a dream. spell the key words on the
Together with learners, identify board.
and write
some familiar/common idiomatic
expressions from learners’ culture.
Then introduce other idiomatic

expressions from the native
language.
extra help.
to review their to them and let them talk Have learners to read and
understanding in the about the similarities and spell some of the keywords
previous lesson. differences between formal and in the
informal letters. lesson


audience and make a mind
map to guide the writing.

are passed round the groups
for editing.
Get a viral picture, a D.WRITING CONVENTIONS & Ask learners to tell you
trending news on GRAMMAR USAGE what they have learnt and
twitter, Facebook, (Using prepositions Pg.217) what they will like to learn
YouTube and other in the next lesson.
social media handles. A preposition is a word, which
shows the relationship between Have learners to read and
Discuss what is trending one object and the other. spell
and invite learners to the key words on the board
share their opinions on Write examples of sentences to
them. illustrate this.
e.g. i. The book is on
the desk ii. keep this
book in your desk.
iii. students should put their

bags under their desk
Have learners identify common
prepositions (on, in, near, under)
in sentences.
Let them use these prepositions

in sentences.
F.EXTENSIVE READING
Engage learners in the Have learners read books of Encourage them to visit the
“popcorn reading” game their choice independently local library to read and
The rules are simple: during the library period. borrow books
One student starts
reading aloud and then Let learners write a one-page
calls out "popcorn" when critical
they finish. This prompts commentary based on the books
the next student to pick read
up where the previous Invite individuals to present
one left off. their work to the class for
feedback.
Week
Ending
Sub Variables and equations
Date(s):
Strand:
Content Indicator(s
Class: Six B6.2.3.1 B6.2.3.1.1
standard: ):
Perf. Learners can identify the unknown in a problem; represent the problem with an equation; and
Indicator(s): solve the problem concretely, pictorially or symbolically.
T.L.R.(s): Bundle of sticks, counters, blocks etc.

Key words:

Engage leaners to Play Algebra is a way to work out Review the lesson with
show me a number game problems with unknown values. learners
=8
with fingers.
Look at this question 5+?
Teacher mentions the
number from (1 to
10). Learners then We already know the answer, but
show their only know one part of the question,
fingers up to show the the other is unknown.
number
We are already used to “blank boxes”
and “dashes” for representing the
unknown number.
.
But in algebra, it is replaced with
a variable such as (a, b, c, x, y etc.)
written 5+a=8
Hence this how the question will be
We call this an equation. A

mathematical question which
involves two parts with an equal sign
in between.
Let’s see how we can solve problems

using algebra.
E.g. A farmer cultivates apples on a
large scale of land. He plucks them
when they ripped for sale.
On a particular tree, he plucked 15

ripped apples and 8 apples were left
on the tree. So how many apples

were there on the tree?
Let’s use the letter “a” to represent
tree. a-15=8
the total number of apples on the
Thus
Assessment: Give similar

problems for learners to write the
mathematical equation
statements of the problem
Engage learners to sing Revise with learners how to Review the lesson with
songs and recite rhymes in write mathematical equation learners
relation to the lesson statements for problems.
I AM COUNTING ONE
• I’m counting one,
what is one On the previous scenario; a- 8
• 1 - One is one alone,
alone it shall be.
15=
(a-15) is on one side of the equal sign
• 2 - Two pair, two and the other side 8 as the answer.
pair come pair let us pair To work out for “a”, we need to
• 3 - Turn around isolate “a”, so that is on its own.
• 4 - Follow me Have learners to get rid of the (-15).
• 5 - Fire So we add the inverse of (-15), that is
• 6 - Sister (+15) to both side of the equation.
• 7 - Saviour a-15+15=8+15
• 8 - Eat more fruits
• 9 - Nana Yaw a-15+15=8+15
• 10 - Thank your God.
a=8+15
a= 23
Have learners to conclude that the
total number of apples on the tree
was 23. So if the farmer pluck 15, it
will be left with 8.

for unknown variables in word
problems
Engage leaners to Play Revise with learners to solve for Review the lesson with
show me a number game unknown variables in word problems. learners
with fingers. Guide learners to solve for x in simple
equations
e.g. x+3=6
Teacher mentions the x+1+5=7
number from (1 to
10). Learners then Assessment: have learners to practice
show their with more examples
fingers up to show the
number
Engage leaners to sing the Revise with learners to solve for Review the lesson with
song unknown variables in word problems. learners
WE CAN COUNT
We class six Guide learners to solve for x in simple
equations
We can count e.g. x+3=6
We count 1,2,3,4,5 x+1+5=7
We count 6,7,8,9,10 We
class six can count very Assessment: have learners to practice
with more examples
well.
Week
Ending
Sub Electricity And Electronics

Date(s):
Strand:
Content Indicator(s
Class: Six B6.4.2.1.1 B6.4.2.1.1
standard: ):
Perf.
Learners can construct an electric circuit and know the functions of its components
Indicator(s):
Core Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative
competence: Learning; Personal
T.L.R.(s): Light switches, flashcards, sound system, paper, pencils
Key words:

Review learners Guide learners to explain what Ask learners series of
understanding in the an electrical circuit is questions to review their
previous lesson using An electrical circuit is a understanding of the
questions and answers. continuous path of wires lesson
through which electric current
flows easily. Ask learners to summarize
what
Engage learners to play Engage learners to discuss the they have learnt
games and sing songs basic components of an electric
to begin the lesson. circuit. Learners to read and spell
the key words on the
Note that the basic board.
components are the battery
(dry cell), bulb, connecting
wire, switch/key, etc.
Learners mention the roles of

the components of the electric
circuit.
Review learners Learners, in groups, provide Ask learners series of
understanding in the them with the electrical questions to review their
previous lesson using components and assist them understanding of the
questions and answers. to construct a functional lesson
simple electric circuit.
what
Engage learners to play they have learnt
games and sing songs
to begin the lesson. Learners draw the circuits they Learners to read and spell
have constructed the key words on the
board.
Week
Ending
Sub Basic Human Rights

Date(s):
Strand:
Content Indicator(s
Class: Six B6.3.3.1 B6.3.3.1.1.
standard: ):
Perf.
Learners can Identify sources of help
Indicator(s):
Core
Identity and Global

Key words:

Review learners Learners discuss human Ask learners series of
understanding in the rights abuses against questions to review their
previous lesson using children. e.g. -neglect, understanding of the
questions and answers. -emotional abuse lesson
-physical and sexual
Engage learners to play abuse -child labor, etc. Ask learners to summarize
games and sing songs what they have learnt
Review learners Learners discuss how to get Ask learners series of
understanding in the help in case of abuse. questions to review their
previous lesson using e.g. -responsible adults, understanding of the
questions and answers. -police (DOVVSU), lesson
-Social Welfare,
Engage learners to play -CHRAJ Ask learners to summarize
Week
Ending
Day(s): Strand: The Family and community
Sub Commitment to the God

Date(s):
Strand:
Content Indicator(s
Class: Six B6 4.1.1.1: B6 4.1.1.1:
standard: ):
Perf.
Learners can demonstrate ways they can commit themselves to the community.
Indicator(s):
Collaboration, Critical Thinking Creativity and Innovation Digital Literacy
competence:
Key words:

Review learners Guide learners to explain Ask learners series of
understanding in the commitment. questions to review their
previous lesson using Commitment is being bound understanding of the
questions and answers emotionally or intellectually to lesson
a course of action or to
another person or persons. Ask learners to summarize
Engage learners to play what
games and sing songs Through discussion, let learners they have learnt
to begin the lesson. identify ways they can show
commitment to the society: Learners to read and spell
- communal labor, the key words on the
- clean-up exercises, board.
- reporting crime,
- protecting public property,
etc.
Week
Ending

Date(s):
Strand:
Content Indicator(s
Class: Six B6.5.4.1.2 B6.5.4.1.2
standard: ):
Perf.
Learners can explain how Ghana gained independence through constitutional means.
Indicator(s):

Key words:

Review learners Discuss the first general Ask learners series of
understanding in the elections held in 1951. questions to review their
previous lesson using understanding of the
questions and answers Guide learners to identify the lesson
political parties that took part
in the 1951 general elections. Ask learners to summarize
Engage learners to play what
games and sing songs The first general election in they have learnt
to begin the lesson. Ghana was held on 8th
February, 1951 with two major Learners to read and spell
political parties and some the key words on the
independent candidates. board.
The United Gold Coast

Convention
Party
The UGCC was founded by J. B.
Danquah in August 4, 1947.
The aim of the party was to
bring about Ghanaian
British colonial masters after
the second world war. It was
led by Paa Grant etc.
Learners to search the internet

to find out more about the
United Gold Coast Convention
Party.
Review learners Guide learners to identify the Ask learners series of
understanding in the political parties took part in the questions to review their
previous lesson using 1951 general elections. understanding of the
questions and answers lesson
The Convention Peoples Party
The CPP was formed on 12th Ask learners to summarize
Engage learners to play June 1949 by Dr. Kwame what
games and sing songs Nkrumah as a breakaway party they have learnt
to begin the lesson. from the UGCC. It was the
second major political party to Learners to read and spell
be formed in Ghana. The motto the key words on the
of board.
the party was “self-government
now” etc.
Learners to search the internet

to find out more about the
Convention Peoples Party.
Although some independent

candidates took part in the
general elections, the names of
the political parties and their
names were not identified.
Week
Ending
Day(s): Strand: Visual Arts & Performing Arts

Date(s):
Strand:
Content B6.1.1.1 Indicator(s B6.1.1.1
Class: Six B6.2.1.1
Perf.
Learners can generate own ideas for creating own artworks from international artworks
Indicator(s):
Key words:

Learners to sing songs In our last visual arts lesson, we Use questions to review
and play games to get learnt how to make a recycled their
them ready cardboard guitar using understanding of the
for the lesson materials in the local lesson
community.
Show pictures of visual Ask learners to summarize
artworks to learners for Learners gather materials and what they have learnt
them to observe and tools available in their
talk about them community based on artworks
they wish to create. Example:
how to make a recycled
cardboard guitar.
Demonstrate and guide

learners to make a simple
recycled cardboard guitar.
Allow learners to practice in

groups following the steps
provided

artworks studied.
Review learners In our last performing arts Use questions to review
understanding in the lesson, we learnt how to create their
previous lesson using our own dance moves based on understanding of the
questions and answers the Bamaaya dance. lesson
Learners assumed the roles of Ask learners to summarize

Engage learners to play drummers, flute players, what they have learnt
games and sing songs singers, as well as the dancers
Guide learners to determine
the style and plan the dance.
Show learners a video or

pictures of the dance you want
to teach.
Demonstrate the dance moves

to learners as they observe.
Have learners practice the

moves in a formation dance
Week
Ending
Day(s): Strand: Writing Conventions/ Usage
Sub Integrating grammar in written
Date(s): language (use of postpositions)
Strand:
Content Indicator(s
Class: Six B6.5.5.1 B6.5.5.1.1-2
standard: ):
Perf.
Recognize and use postpositions in writing paragraphs appropriately.
Indicator(s):
Key words:

Review learners Talk to learners about Use questions to review
understanding in the positions of objects in a their
previous lesson using particular location. understanding of the
Put a book on a table or
under a chair.
Engage learners to play what they have learnt
to begin the lesson. Discuss the location of the
book with learners and write
out the postpositions used
by learners on the board.
Write other postpositions

and allow learners to use
them to form sentences.
Engage learners to sing Write a paragraph of about Use questions to review
the alphabets song ten to twelve sentences and their
ask learners to identify the understanding of the
A B C SONG postpositions in them. lesson
A,B,C,D,E,F,G,H,I,J,K,L,M
N,O,P,Q,R,S,T,U,V,W,X,Y, Ask learners to summarize
Write some postposition
Z. what they have learnt
Now I know my ABC’s
words on the board.
Next time won’t you
sing with me Ask learners in turns to
write a paragraph on a
topic using some of the
postpositions
Week
Ending
Day(s): Strand: Physical Fitness
Sub Endurance
Date(s):
Strand:
Content Indicator(s
Class: Six B6.3.4.3 B6.3.4.3.4:
standard: ):
Perf.
Learners can perform trunk rotation
Indicator(s):

Key words:

Engage learners in a After warm ups, learners sit End the lesson with a cool
general and specific with their right leg straight, down.
warm ups. left leg bent and crossed over
the right knee.
Show pictures of the
intended skill to Learners keep left hand on the
learners. floor and turn their trunks as
far as possible to the right but
at their ability level.
Learners repeat the action to

the left for holistic
development.
Week
Ending
Sub Web Browsers And Webpages

Date(s):
Strand:
Class: Six B6.6.2.1 B6.6.2.1.4-7.
standard: :
Perf.
Learners can recognize internet explorer speed keys and recognize Uniform Resource Locators
Indicator(s):
Reference: Computing curriculum Page 44/45
competence:
T.L.R.(s): Computer sets, modem and Pictures
Key words:
DAY PHASE 1: PHASE 2: MAIN (NEW PHASE 3:
STARTER LEARNING INCLUDING PLENARY/REFLECTION
(PREPARING THE ASSESSMENT) (FACILITATOR AND
BRAIN FOR LEARNING) 40MINS LEARNER) 10MINS
10MINS
Have learners play Ask learners to use the speed Ask learners to summarize
games and recite keys to open a new browser, what they have learnt.
familiar rhymes to make font size bigger in a
begin the lesson browser, etc. Let learners say 5 words
they remember from the
Using questions and This is to help the learner with lesson.
answers, review their fundamental principle of problem
understanding of the solving skills and creativity in
previous lesson. computing and computer science.
Guide learners to discuss the

properties of URLs, their uses and
where they are located. Learners
can practice how to enter URLs in
a browser.
Guide the learners to navigate

using the back button to go to a
previous page.
Guide learners to search for items

using the search textbox.
Back Button Search Textbox
Have learners to practice

navigating web pages using the
back button.

WEEK 10
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………
Week
Ending
B6.1.10.3 B6.1.10.3.2
B6.2.8.1 B6.2.8.1.2
Class: Six B6.4.12.1
standard: ): B6.4.12.1.1
B6.5.8.1 B6.5.8.1.1
B6.6.1.1 B6.6.1.1.1
A. Learners can draw on prior knowledge to identify subject matter and
organizational structure of speech
B. Learners can find meaning of words as used in context
C. Learners can identify, explain and use idiomatic expressions correctly
Perf.
D. Learners can use descriptive words/sound devices/ figurative language to describe
Indicator(s):
events/situations/places/personal experiences and events
E. Learners can identify and use conjunctions
Key words:

Engage learners to sing A.ORAL LANGUAGE Give learners task to
songs (Presentation) complete whiles you go
and recite familiar Help learners to draw on their round to guide those who
rhymes prior knowledge about speech don’t understand.
making. For instance, ensure
LITTLE POLLY FLINDERS that learners know the roles of Give remedial learning to
Little Polly flinders participants, facilitators, those who may need
Sat among the cinders advisors and time-keepers in special help.
Warming her pretty little the group.
toes!
Her mother came and Learners must be conversant
caught her, with subject matter and the
And whipped her little (organizational) structure of
daughter, their speech.
For spoiling her nice
new clothes. Guide learners to choose their
own topics for a speech.
Guide the learners to

download important speeches
from the internet. Discuss the
organizational structure of the
speeches with them.
Engage learners to play B.READING Review learners
games and sing songs (Silent Reading Pg.177) understanding in the
to begin the lesson lesson using questions
Have learners play vocabulary and
games that involve meaning answers
and usage of words. E.g. Lucky
Dip, Fishing.
Write down a couple of C.GRAMMAR Let learners identify and
words on cards. Make (idiomatic expressions Pg.190)
give meaning to idiomatic
sure learners are expression. 1. She was
familiar with the words. Idiomatic expression are a type tickled pink by the
Divide the class in to of informal language that have good news-made very happy
groups. One person meaning different from the
from each group comes meaning of the words in the 2. You are hands
up in front to pick and expression. down the best player on
act the word. Example: i. It’s raining cats the team-there was no
The group to get the and dogs- It’s raining heavily competition
highest score wins! ii. Hold your tongue- you
shouldn’t talk, etc. 3. I feel sick as a dog.-
very sick
Provide a few idiomatic
expressions and let learners 4. rise and shine!-wake
interpret them. up and be happy
Have groups of learners write

idioms and their meanings on
manila cards to hang in the
classroom for a while
Engage learners to sing C.WRITING Ask learners to tell you
songs and recite some (Descriptive Writing Pg.206) what they have learnt and
Revise descriptive writing with in the next lesson.
learners
ZOOM, ZOOM, ZOOM, Have learners to read and
WE’RE GOING TO THE Have learners select a topic spell the key words on the
MOON. e.g. “A Day I will never forget”. board
Zoom, Zoom, Zoom,
We’re going to the Provide a sample text. Guide
moon. learners to identify the
If you want to take a descriptive words and
trip, Climb abroad my expressions:
rocket ship.
Zoom, Zoom, Zoom, Discuss the descriptive words
We’re going to the and expressions with learners.
moon.
5,4,3,2,1 Put learners into groups and
Blast off! guide them through the writing
process to describe events of
their choice and personal
experiences.
Have learners to sing E.WRITING CONVENTIONS & Ask learners to read the list
songs and recite some GRAMMAR USAGE of conjunctions below and
familiar rhymes. (Using Conjunctions) choose one conjunction to
Example: join together each set of
Peter Piper" Revise the use of sentences.
Peter Piper picked a conjunctions learners have Since
peck of pickled learnt. and While
1.He
peppers but so
e.g. and, but, or, nor, so went to
A peck of pickled then if the toy
that,
peppers store….. bought a stuffed
Peter Piper picked; when, while, if, unless etc. animal.
to express purpose, time,
condition
If Peter Piper picked a etc. 2.We went to the movies…….
peck of pickled out to dinner.
pepper s. Where's the Learners write stories on 3.I baked cookies……they
peck of pickled topics of their choice using burned in the oven
peppers Peter Piper the conjunctions to link
picked? ideas in their sentences. 4.We flew our kite…….the
wind blew.
Have learners peer-edit one 5.I will eat my
another’s work. vegetables……..I can have a
cookie for dessert.
6.I can go out to play………..I

finished all of my homework.
7.Will brought a pail and

shovel to the beach………he
could build a sandcastle.
F.EXTENSIVE READING
Engage learners in the Have learners read books of

“popcorn reading” game their choice independently Encourage them to visit
during the library period. the local library to read
The rules are simple: and borrow
One student starts Let learners write a one-page books
reading aloud and then critical
calls out "popcorn" commentary based on the
when they finish. This books read
prompts the next
student to pick up Invite individuals to present
where the previous one their work to the class for
left off. feedback.
Week
Ending
Sub Variables And Equations

Date(s):
Strand:
Class: Six B6.2.3.1 B6.2.3.1.2
standard: :
Perf.
Learners to create a problem for a given equation
Indicator(s):
T.L.R.(s): Counters, bundle and loose straws
Key words:

Review learners Guide learners to create word Ask learners to tell you
understanding in the problems for equations. what they have learnt
previous lesson using e.g. Jenny has 7 marbles and
questions and answers ken has 5. How many do they Give learners individual or
have together? home task.
a.1+15=9+x
Engage learners to play The quantities here are Jenny’s b. 8+x=3+12
games and sing songs marbles, ken’s marbles and c.4+5=11-x
to begin the lesson. total marbles. The relationship d. 3+x=13-2
between the three is
Jenny’s Marbles + Ken’s Marbles =
Total Marbles
7 + 5 = ____
Let learners solve several
examples
Review learners Let learners now consider this Ask learners to tell you
understanding in the problem; what they have learnt
previous lesson using e.g. jenny and ken together
questions and answers have 37 marbles, and ken has Give learners individual or
15. How many does jenny have? home task
a.13-x=1+3
Engage learners to play The relationship between the b. 13-6=15-x
games and sing songs quantities is the same as the c.14-x=15-7
to begin the lesson. above. d. 7+9=x+8
Jenny’s Marbles + Ken’s Marbles = Total
Marbles
____ + 15 = 37
The problem requires we find

jenny’s marbles which we don’t
know.
So we represent jenny’s
marbles as ”a”
a + 15 =
37
Guide learners to solve the
equation.
Give learners similar problems

to solve in their work books.
Review learners Introduce learners to more Ask learners to tell you
understanding in the complex word problems. what they have learnt
previous lesson using Consider this example.:
questions and answers Peny, Keny And Peny together Give learners individual or
have 51 marbles. Keny has home task
double as many marbles as a.X+9=7+10
Engage learners to play Jenny has, and Peny has 12. b. 4+5=x-2
games and sing songs How many does Jenny have? c.x-5=1+3
to begin the lesson. The relationship between the d. 11-2=x-5
quantities is the same as the
above. However we need to
denote the number of Jeny’s
and Keny’s marbles with
something. Jenny’s marbles
are unknown, so we can
denote that with the variable
“n”. then Keny has 2n marbles.
Jenny’s Ken’s Peny’s Total
Marbles + + =
Marbles marbles Marbles

n + 2n + 12 = 51
Guide learners to solve the
equation.
Give learners similar problems

to solve in their work books.
Review learners Ask learners to describe stories Ask learners to tell you
understanding in the that the equation 14 − x = 9 what they have learnt
previous lesson using could represent.
That is: henry has 14 oranges home task.
in his bag. He gave some of the a.1+15=9+x
Engage learners to play oranges to his friends. He now b. 8+x=3+12
games and sing songs has 9 oranges left. How many c.4+5=11-x
to begin the lesson. oranges did he give to his d. 3+x=13-2
friends?
Let learners describe stories

to represent the following
equations. a. 1+15=9+x
b. 8+x=3+12
c.4+5=11-x
d. 3+x=13-2
Review learners Ask learners to solve puzzle in Ask learners to tell you
understanding in the the figure, by solving the what they have learnt
previous lesson using equations in each line;
home task
a.13-x=1+3
Engage learners to play b. 13-6=15-x
games and sing songs c.14-x=15-7
to begin the lesson. d. 7+9=x+8
Assessment: let learners solve

several of this examples
Week
Ending
Day(s): Strand:
Sub
Date(s):
Strand:
Content Indicator(s
Class: Six B6.4.2.1 B6.4.2.1.2
standard: ):
Perf. Learners can identify the symbols used in representing various components in a given circuit
Indicator(s): diagram
T.L.R.(s):
Key words:

Review learners Identify and match basic Use questions to review
understanding in the components of an electric their
previous lesson using circuit with their symbols. understanding of the
Components of an electrical
Engage learners to play circuit include; Ask learners to summarize
games and sing songs  Battery- a battery is the what they have learnt
to begin the lesson. source of electrical energy in
a circuit
represented
by
 Wire- they carry electric

current round the circuit
represented by
straight lines
 Switch- a device used to turn

electric current ON or OFF,
represented by
 Load/Bulb- the load converts

electrical energy to other
forms of
energy, like the light energy.
It is represented by
Review learners Learners, in groups, draw Use questions to review
understanding in the simple circuit diagrams using their
previous lesson using symbols of the components understanding of the
questions and answers (switch, connecting wires, lesson
battery, electrical bulb).
Week
Subject: OWOP Lesson: 2 of 2
Ending
Sub Basic Human Rights

Date(s):
Strand:
Content Indicator(s
Class: Six B6.3.3.1 B6.3.3.1.1.
standard: ):
Perf.
Learners can Identify sources of help
Indicator(s):
Core
Identity and Global

Key words:

Activate the previous Learners discuss how to speak Use questions to review
knowledge of the e.g. speak out and not keep their
learners by making quiet over an abuse understanding of the
them answer questions lesson
on the previous lesson. Learners create posters
speaking against child abuse Ask learners to summarize
Engage learners to play and also show where to go for what they have learnt
games and sing songs help in case of abuse.
to begin the lesson
Activate the previous Learners discuss how to speak Use questions to review
knowledge of the e.g. speak out and not keep their
learners by making quiet over an abuse understanding of the
them answer questions lesson
on the previous lesson. Learners create posters
speaking against child abuse Ask learners to summarize
Engage learners to play and also show where to go for what they have learnt
games and sing songs help in case of abuse.
to begin the lesson
Week
Ending

Date(s):
Strand:
Content Indicator(s
Class: Six B6 4.1.1.1: B6 4.1.1.1:
standard: ):
Perf.
Learners can demonstrate ways they can commit themselves to the community.
Indicator(s):

Key words:

Activate the previous Revise with learners on Use questions to review
knowledge of the identifying ways they can their
learners by making show commitment to the understanding of the
them answer questions society: - communal labor, lesson
on the previous lesson. - clean-up exercises,
- reporting crime, Ask learners to summarize
Engage learners to play - protecting public property, what they have learnt
games and sing songs etc.
to begin the lesson
Let learners dramatize ways of
showing commitment to the
society.
Let learners write group essays

on commitment to the society
for class discussions.
Week
Ending

Date(s):
Strand:
Content Indicator(s
Class: Six B6.5.4.1 B6.5.4.1.2
standard: ):
Perf.
Learners can explain how Ghana gained independence through constitutional means.
Indicator(s):
Key words:

Read out excerpts from Discuss the first general Use questions to review
speeches made by elections held in 1951. their
important individuals in understanding of the
the country. Let The first general election in lesson
learners relate to the Ghana was held on 8th
speeches and share February, 1951, which was Ask learners to summarize
ideas on such based on the 1950 what they have learnt
speeches. constitution. Based on that
constitution, 38 members out
Engage learners to play of the 84 members of
games and sing songs parliament were to be
to begin the lesson elected directly by the
people. The UGCC, the CPP
and some independent
candidates stood for the
election.
Read out excerpts from Discuss the outcome of the Use questions to review
speeches made by 1956 elections. their
the country. Let The CPP won 34 seats, the lesson
learners relate to the UGCC won three and the
speeches and share remaining one was won by an Ask learners to summarize
ideas on such independent candidate. Dr. what they have learnt
speeches. Kwame Nkrumah himself
stood for the Accra central
Engage learners to play seat while he was in prison
games and sing songs and won massively. Because
to begin the lesson the CPP won the elections the
governor released Nkrumah
from prison. Nkrumah was
given the post leader of
government business and
later the prime minister in
march 1952.
Week
Ending

Date(s):
Strand:
Class: Six
standard: B6.1.2.3 ): B6.1.2.3
Perf. Learners can creating own artworks that reflect the physical and social environments of some
Indicator(s): communities in the world
Key words:

Activate the previous Engage learners to make a Use questions to review
knowledge of the simple beadwork using their
learners by making them materials in the local understanding of the
answer questions on the community. lesson
previous lesson.
Learners gather materials and Ask learners to summarize
Engage learners to play tools available in their what they have learnt
games and sing songs community.
to begin the lesson
Demonstrate and guide
learners to make a simple
beadwork.
Allow learners to practice in

groups following the steps
provided

artworks studied.
Show learners pictures In our last performing arts Use questions to review
of the dance for them to lesson, we learnt how to their
talk about it. create our own dance moves. understanding of the
lesson
Guide learners to pick a
piece of music for the Ask learners to summarize
dance. e.g. Adowa dance what they have learnt
Guide learners to determine

the style and plan for the
dance.
Show learners a video or
pictures of the dance.
Demonstrate the dance moves

to learners as they observe.
Have learners practice the

moves in a formation dance
Week Subject: GHANAIAN LANG. Lesson:

Ending
Day(s): Strand: Writing Conventions/ Usage
Sub Integrating grammar in written

Date(s): language (use of qualifying words)
Strand:
Content Indicator(s
Class: Six B6.5.4.1 B6.5.4.1.1-3
standard: ):
Perf. Learners can explore the use of adjectives in sentences
Indicator(s):
Key words:

Activate the previous Revise lesson on qualifying Use questions to review
knowledge of the words with learners. their
learners by making understanding of the
them answer questions Let learners mention some lesson
on the previous lesson. adjectives and write them on
the board. Ask learners to summarize
games and sing songs Call learners in turns to use the
to begin the lesson adjectives written on the board
to form sentences.
Write the sentences on the

board and call a learner to
read them aloud.
Give other sentences with

adjectives on the board.
Call learners to come to the

board and underline the
adjectives in the sentences.
Split learners into 2 Mention a famous personality Use questions to review
teams. Taking turns, in the community. their
learners from each understanding of the
team come up and Ask learners to talk about the lesson
chose a vocabulary person and write out the
word. Learners to draw adjectives that come up in the Ask learners to summarize
something on the board description. what they have learnt
while only their tries to
guess the word Show to learners a manila card
on which a short description of
a person is written.
Discuss the description on the

manila card with learners and
ask learners to
recognise the adjectives used in
the description.
Ask learners to write a short

description of their friends and
read some aloud.
Have learners share Let a learner do an action or Use questions to review

what is going on in their activity such as walking or their
lives. You and your talking. understanding of the lesson
learners can talk about
plans for the weekend. Ask learners to describe the Ask learners to summarize
action done by the learner. what they have learnt
Engage learners to play Introduce the adverb and

games and sing songs explain to learners what it is.
to begin the lesson
Ask learners to mention some
adverbs and use them to form
sentences.
Ask a learner to identify the

adverbs and discuss the types
of adverbs with learners.
Give the different types and

allow learners to use them in
sentences.
Let learners read out their

sentences on the board.
Week
Ending
Day(s): Strand: Physical Fitness Concepts,
Sub Safety And Injuries

Date(s):
Strand:
Content Indicator(s
Class: Six B6.4.4.4 B6.4.4.4.5
standard: ):
Perf.
Learners can identify ways to minimize injuries when using PE equipment
Indicator(s):
Reference: PE curriculum Page

Key words:

Activate the previous Learners develop guidelines for Use questions to review
knowledge of the equipment use. their
learners by making  Wear protective gear, such understanding of the
them answer questions as helmets, protective pads, lesson
on the previous lesson. etc.
 Warm up and cool down. Ask learners to summarize
Engage learners to play
 Know the rules of the game. what they have learnt
to begin the lesson  Watch out for others.
 Don’t play when you’re
injured.
They observe ample space

between
peers when working in groups,
Throw/serve balls in the same

directions, retrieve balls,
equipment at the same time,
etc.
Week
Ending
Sub Surfing The Worldwide Web

Date(s):
Strand:
Content Indicator(s
Class: Six B6.6.3.1 B6.6.3.1.1.-5
standard: ):
Perf. Learners can recognize and explore with resource locators (URLs).
Indicator(s):
T.L.R.(s): Set of computers connected to the internet

Key words:

Put learners into 2 Guide learners to identify what Use questions to review
teams. Let each team URLs is. Group learners into their
present a player who is groups of five or less, to understanding of the
very good in playing explore on how to recognize lesson
the Zuma game. URLs so as to aid learners to
locate a resource on the web. Ask learners to summarize
The first person to finish what they have learnt
a level wins. Teams Give learners a project on how
must bring out a new to jump directory to URLs.
player for each level.
Guide learners to investigate
how to return to a URL.
Guide learners to discuss on

how to find items on a page.
Guide learners present their
ideas or findings to class.
Guide learners on how to print

pages e.g. selected pages,
only selected pages etc.

Computer Science.

WEEK 11
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………
Week
Ending
Day(s): Strand:
Sub
Date(s):
Strand:
Class:
B6.1.8.1 B6.1.8.1.1
B6.2.9.1 B6.2.9.1.1
B6.3.9.1 B6.3.9.1.1 Six Content standard: Indicator(s):
B6.4.12.1 B6.4.12.1.1
B6.5.9.1 B6.5.9.1.2 B6.6.1.1 B6.6.1.1.1
A. Learners can answer “yes” or “no” questions correctly using the expressions that show the
future
B. Learners can read grade-level text with meaning
C. Learners can use modals to express a variety of meanings
Perf.
Indicator(s): D. Learners can use descriptive words/sound devices/ figurative language to describe
events/situations/places/personal experiences and events
E. Learners can construct complex sentences correctly
Key words:

Engage learners to sing A.ORAL LANGUAGE Ask learners to tell you
songs and recite some (Asking and Answering Questions what they have learnt and
familiar rhymes. Pg.162) what they will like to learn
in the next lesson.
SALLY GOES ROUND THE Through discussion, let
SUN learners identify an activity Have learners to read and
Sally go round the sun, they will perform at a future spell the key words on the
Sally go round the time, e.g. tomorrow, next board
moon, Sally go round month etc.
the chimney pots
On a Sunday afternoon. Ask questions to elicit “Yes” or
“No” answers e.g. Will you
come to school tomorrow?
Yes/No; Yes, I will/No, I won’t.
Introduce drills e.g. Questions

and Answers Drill, for learners
to practice asking and
answering “Yes” or “No”
Questions.
Engage learners to solve B.READING Ask learners to tell you
this riddle (Fluency Pg.178) what they have learnt and
There are three houses. Have learners prepare in the next lesson.
One is red, one is blue adequately and read texts and
and one is white. If the provide adequate follow-up Have learners to read and
red house is to the left activities. spell the key words on the
of the house in the board
middle, and the blue Use who, what, where, when,
house is to the right of why and how of an event
the house in the middle, organizer to guide learners to
where is the white adequately discuss the text
house? and respond to questions on it.
Write down a couple of C.GRAMMAR Provide sentences and let
words on cards. Make (Modals Pg.192) learners identify the
sure learners are modals used.
familiar with the words. Auxiliary verbs are used before
Divide the class in to infinitives to add a different i. Will you please stop
groups. One person meaning. Examples are; can, making that noise?
from each group comes could, would, ii. Would you pass me
up in front to pick and should, ought to, will, shall, that book, please?
act the word. may, iii. Please, will you
The group to get the might and must close the door iv. Will I
highest score wins! hold this end of the rope?
will and would (would is past v. Will I carry the bag for
tense of will) you? vi. Would you like
We use will and would when another drink?
you are asking someone to do vii. Which cake would you
something. like
e.g. i. Will you please stop
making that noise? ii. Would
you pass me that book,
please? We may also use will
and would to offer something
or to suggest something
e.g. i. Will I hold this end of the
rope.
ii. Would you like another
drink.
Illicit the modals in speech and

let learners practice as well.
With examples, assist learners

to use the modals in sentences
to convey specific meanings
Gather 20 objects that C.WRITING Ask learners to tell you
can be found in the (Descriptive Writing Pg.206) what they have learnt and
classroom and lay them what they will like to learn
all out on the desk. Revise descriptive writing with in the next lesson.
Show them all to the learners
students and then cover Have learners to read and
everything with a Have learners select a topic spell the key words on the
blanket or a sheet after e.g. “A Day I will never forget”. board
one minute.
Provide a sample text. Guide
Ask the students to learners to identify the
write down as many descriptive words and
items they remember expressions:
on a piece of paper.
Write a list of the items Discuss the descriptive words

on the chalkboard and and expressions with learners.
allow students to self-
correct. Put learners into groups and
guide them through the writing
process to describe events of
their choice and personal
experiences.
rhymes that learners GRAMMAR USAGE complete whiles you go
are familiar with to (Using Simple and Compound round to guide those who
begin the lesson. Sentences) Review the use of don’t understand.
coordinators in sentences.
Ask learners questions Learners write examples of Give remedial learning to
to review their sentences containing those who special help.
understanding in the coordinators.
previous lesson.
Let learners join pairs of simple
sentences into compound ones.
Introduce complex sentences

with several examples.
Elicit similar sentences from

learners
Encourage them to visit
Learners play “popcorn the local library to read
reading” game. The F.EXTENSIVE READING and borrow
rules are simple: One Have learners read books of books
student starts reading their choice independently
aloud and then calls out during the library period.
"popcorn" when they
finish. This prompts the Let learners write a one-page
next student to pick up critical
where the previous one commentary based on the
left off. books read

feedback.
Week
Ending
Day(s): Strand: Geometry and measurement
Sub Lines and shapes
Date(s):
Strand:
Content Indicator(s
Class: Six B6.3.1.1 B6.3.1.1.1
standard: ):
Perf. Learners can identify examples of rectangular and triangular prisms in the classroom and the
Indicator(s): community
T.L.R.(s): Cut out shapes, blocks etc

Key words:

Engage learners to play Give learners models of 3-D shapes Review the lesson with
games or sing songs to get made from cardboard to examine and learners
them ready for the class describe their cross sections (i.e. the
surface or shape exposed by making a
straight cut through something,
especially at right angles to an axis).
Engage learners to play Ask learners to draw and complete Review the lesson with
games or sing songs to get the table for learners
them ready for the class the description of the cross sections
of the 3-D objects
Engage learners to play Ask learners to draw and complete Review the lesson with
games or sing songs to get the table for learners
them ready for the class the description of the cross sections
of the 3-D
objects
Engage learners to play Ask learners to sort 3-D shapes with Review the lesson with
games or sing songs to get uniform cross sections; these are learners
them ready for the class prisms and they are named after their
uniform cross sections.
Ask them to identify and name the practice with more examples
following prisms
Engage learners to play Ask learners to sort 3-D shapes with Review the lesson with
games or sing songs to get uniform cross sections; these are learners
them ready for the class prisms and they are named after their
uniform cross sections.
Ask them to identify and name the
following prisms
Week
Ending

Date(s):
Strand:
Content Indicator(s
Class: Six B6.4.2.1.3 B6.4.2.1.3
standard: ):
Perf.
Learners can know conductors, semi-conductors and insulators
Indicator(s):
Light switches, flashcards, sound system, paper, pencils, local electrical
T.L.R.(s): appliances
Key words:

Learners form two Gather items such as bulbs, Use questions to review
circles such that a small battery, electric wires. their
circle is within a bigger understanding of the
circle. Brainstorm with learners on the lesson
meaning of the terms
Members in the small “conductors”, “semi- Ask learners to summarize
circle face members in conductors” and “insulators” what they have learnt
the bigger circle, and with examples.
ask them questions to
answer on the previous  Conductors are materials
lessons that allows electric current
to pass them through easily.
e.g. steel, brass, metals,
copper, aluminum etc.
 semi-conductors are
materials that partially
allows electric current to
pass them.
e.g. silicon etc.
 insulators are materials

which do not allow electric
current to flow through
them. E.g. wood, paper,
plastic etc.
Learners are provided the

following materials (spoons,
foils, drinking straw, plastic
materials, piece of wood, glass
rod, leather, nails, keys,
pencils, pens, LEDs, diodes,
etc.) for an activity.
Learners form two Guide learners to connect a Use questions to review
circles such that a small simple electrical circuit (an their
circle is within a bigger open circuit) using a bulb, understanding of the
circle. battery and connecting wire. lesson
Members in the small Learners use the open circuit to Ask learners to summarize
circle face members in classify the materials provided what they have learnt
the bigger circle, and as
ask them
questions to answer on conductors, semiconductors
the previous lessons and insulators.
Learners explain why the

electrical wires in their homes
are coated with plastics
Week
Ending
Sub Being A Leader

Date(s):
Strand:
Content Indicator(s
Class: Six B6.3.4.1 B6.3.4.1.1.
standard: ):
Perf.
Indicator(s):
Core
Identity and Global

Key words:

Put students into groups Learners discuss the latter lives Use questions to review
of three 3 and number of the religious leaders: their
them 1- understanding of the
3. i. Jesus Christ– triumphant lesson
Put three number entry to Jerusalem (Palm
statements up to the Sunday), Last Supper, Prayer at Ask learners to summarize
white board and ask Gethsemane, arrest and trial, what they have learnt
students to explain the crucifixion, death and
corresponding resurrection
statements to their
group. ii. The Holy Prophet
The group who explains Muhammad
well wins. (S.A.W.) – triumphant entry into
Makkah, farewell message,
sickness and death
Show pictures on the latter

lives of
Jesus Christ and Prophet
Muhammad
Have learners share Learners discuss the latter lives Use questions to review
what is going on in their of the religious leaders: their
lives. You and your understanding of the
learners can talk about i. Traditional leader (e.g. lesson
plans for the weekend. Okomfo Anokye)–priesthood,
miracles and Ask learners to summarize
Engage learners to play other activities and death what they have learnt
to begin the lesson Show pictures on the latter
lives of some traditional
leaders.
Week
Ending

Date(s):
Strand:
Content Indicator(s
Class: Six B6.4.1.1 B6.4.1.1.2:
standard: ):
Perf. Learners can explain the need to be committed members of the community.
Indicator(s):

Key words:

Have learners share In groups, let learners talk Use questions to review
what is going on in their about the need to be a their
lives. You and your committed citizen. understanding of the
plans for the weekend. Let learners list the need to be
committed to the society: Ask learners to summarize
Engage learners to play - It attracts material and what they have learnt
games and sing songs spiritual blessings.
to begin the lesson - It ensures peace and
harmony. - It leads to progress
and development, etc.
Through drama, let learners

show how they can be
committed citizens.
Week
Ending

Date(s):
Strand:
Content Indicator(s
Class: Six B6.5.4.1 B6.5.4.1.2
standard: ):
Perf.
Learners can explain how Ghana gained independence through constitutional means
Indicator(s):
Key words:

election.
march 1952.
Week
Ending

Date(s):
Strand:
Content B6.2.3.4. Indicator(s B6.2.3.4.
Class: Six B6.2.3.5.
standard: B6.2.3.5. ):
Perf.
Learners to stage a display of own artworks to share creative experiences
Indicator(s):
Key words:

Show pictures and Guide learners to plan an Teacher moves round the
videos of the artwork to arrangement of own artworks class to monitor the
exhibit. to share, educate and inform progress of learners in
the public their sketches.
on topical issues of the local
Engage learners to sing community. Encourage learners to
songs about work. come out with good
Learners should select a theme sketches.
for their art. E.g. go green or
save trees. Give out manual
invitations cards to
learners to be given to
their parents.
Learners should plan their art

in a sketch form.
Show pictures and Organize a place for the Appreciate and thank
videos of the artwork to exhibition. parents for their presence.
exhibit.
Invite other teachers to witness Let learners organize
the artwork. Set the stage for themselves to clean up the
Engage learners to sing learners to display their place after the exhibition.
songs about work. artwork.
Evaluate individual art and

allow pupils to talk about them
in the form of appraisal.
Discuss the moral lessons in

the song.
Week
Ending
Day(s): Strand: Extensive Reading
Sub
Date(s): Read Aloud with Children
Strand:
Content Indicator(s
Class: Six B6.6.1.1 B6.6.1.1.4-5
standard: ):
Perf.
Write and publish articles in the class magazine.
Indicator(s):
Key words:

Activate the previous Let learners read some of Use questions to review
knowledge of the the articles in class. their
learners by making understanding of the
them answer questions Assist learners to publish the lesson
on the previous lesson. article in the class
magazine.
to begin the lesson Show the class magazine
with the articles published in
it.
Let learners talk about the

articles and appreciate them
Split learners into 2 Read whole passage with Use questions to review
teams. Taking turns, correct tone. their
learners from each understanding of the
team come up and Read a whole passage with lesson
chose a vocabulary
correct
word. Learners to draw Ask learners to summarize
something on the board
intonation to learners what they have learnt
while only their tries to
guess the word Ask learners to read a
paragraph each of the
passage in turns.
Call learners to read the

whole passage in groups
and individually
Week
Ending
Values And Psycho-Social Concepts,
Day(s): Strand: Principles And Strategies
Sub Social Interaction
Date(s):
Strand:
Content Indicator(s
Class: Six B6.5.3.5 B6.5.3.5.3
standard: ):
Learners can identify and agree on a common goal when participating in a cooperative
Perf.
Indicator(s): physical activity.

Key words:

Activate the previous Cooperative learning Use questions to review
knowledge of the strategies can be used to limit their
learners by making the negative experiences felt understanding of the
them answer questions in physical education class, lesson
on the previous lesson. and is good preparation for
the future. Ask learners to summarize
Engage learners to play Cooperative learning is an what they have learnt
games and sing songs instructional format in which
to begin the lesson learners work together in
small, structured groups to
master the content of a lesson.
Engage learners in a
cooperative activity and let
appreciate each individual’s
strengths, weaknesses and
contributions in group settings
to appreciate different cultures
around the globe.
Week
Ending
Sub Surfing The Worldwide Web

Date(s):
Strand:
Content Indicator(s
Class: Six B6.6.3.1 B6.6.3.1.1.-5
standard: ):
Perf.
Learners can recognize and explore with resource locators (URLs).
Indicator(s):
T.L.R.(s): Set of computers connected to the internet

Key words:
Put learners into 2 Guide learners to identify what Use questions to review
teams. Let each team URLs is. Group learners into their
present a player who is groups of five or less, to understanding of the
very good in playing explore on how to recognize lesson
the Zuma game. URLs so as to aid learners to
locate a resource on the web. Ask learners to summarize
a level wins. Teams Give learners a project on how
must bring out a new to jump directory to URLs.
Guide learners to investigate
how to return to a URL.
Guide learners to discuss on

how to find items on a page.
Guide learners present their
ideas or findings to class.
Guide learners on how to print

pages e.g. selected pages,
only selected pages etc.

Computer Science.

WEEK 12
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………
Week
Ending
Day(s): Strand:
Sub
Date(s):
Strand:
standard: B6.2.10.1 ): B6.2.10.1.1
B6.3.9.1 B6.3.9.1.1
B6.4.13.2 B6.4.13.2.2
B6.5.10.1 B6.5.10.1.1
B6.6.1.1 B6.6.1.1.1
A. Learners can draw on prior knowledge to identify subject matter and
organizational structure of speech
B. Learners can summarize level-appropriate passages/text orally
C. Learners can use modals to express a variety of meanings
Perf.
D. Learners can use words, phrases, and clauses to clarify the relationships among claim(s)
Indicator(s):
and reasons
E. Learners can check pieces of literary work for spelling
Key words:

Engage learners to sing A.ORAL LANGUAGE Give learners task to
songs (Presentation) complete whiles you go
and recite familiar Help learners to draw on their round to guide those who
rhymes prior knowledge about speech don’t understand.
making. For instance, ensure
LITTLE POLLY FLINDERS that learners know the roles of Give remedial learning to
Little Polly flinders participants, facilitators, those who may need
Sat among the cinders advisors and time-keepers in special help.
Warming her pretty little the group.
toes!
Her mother came and Learners must be conversant
caught her, with subject matter and the
And whipped her little (organizational) structure of
daughter, their speech.
For spoiling her nice

new clothes. Guide learners to choose their
own topics for a speech.
Guide the learners to

download important speeches
from the internet. Discuss the
organizational structure of the
speeches with them.
Engage learners to sing B.READING Give learners task to
songs complete while you go
and recite familiar Learners identify the most round the class to support
rhymes important ideas and restate those who might need
them in their own words. extra help.
ONE POTATO TWO
POTATOES Begin from sentences and short Have learners to read and
One potato, two paragraphs. E.g. Sentence: spell some of the keywords
potatoes, three This is the boy who killed the in the
potatoes ,four! Five snake. Summary: lesson
potatoes, six potatoes, The boy killed the snake.
seven potatoes ,
more! Eight potatoes Lead learners with questions to
nine potatoes ten do this. E.g. What did you learn
potatoes, all from this text?
Have learners sing C.GRAMMAR Have learners to identify
songs and recite familiar (Modals) the modals in the following
rhymes sentences.
Revise modal auxiliaries.
MINGLE MINGLE − Shall/will: prediction, i. We ought to lock the
•Mingle, mingle – intention, determination etc. door when we leave home.
ii. You ought to turn off
mingle 2x Two mingle − Should: obligation the computer when you’re not
(2 come together) using it.
•Mingle, mingle – We use “ought to” to make iii. You ought to know
mingle 2x Three mingle strong suggestions and talk how to spell your own name.
(3 come together) about someone’s iv. The teacher ought to
•Mingle, mingle – duty. e.g. i. You look tired. You make his classes more
mingle 2x four mingle ought to go to bed early tonight. interesting.
(4 come together) v. Children must not
ii. I ought to get more physical
play with matches.
exercise
vi. Go to bed now. Oh,
must I? vii. Why must I do my
we use “must to” talk about homework tonight?
things that you have to do.
e.g. i. I must mail this letter
today.
ii. You must speak louder. I can’t
hear you.
Introduce them in context one

or two at a time.
With examples, assist learners

to use the modals in sentences
to convey specific meanings
such as politeness.
Begin a story for one D.WRITING Give learners task to
minute and let your (Argumentative writing. complete while you go
learners finish the story Pg. 207) round the class to support
on their own Lead learners to discuss those who might need
appropriate language for extra help.
arguments e. g. use of
adjectives in their various Have learners to read and
forms. spell some of the keywords
in the
You may read out model lesson
argumentative essays to guide
learners
rhymes that learners GRAMMAR USAGE complete while you go
are familiar with to (Spelling) round the class to support
begin the lesson. Give learners an extract those who might need
containing wrongly spelt words. extra help.
Ask learners questions Guide them to correct the
to review their spellings. Have learners to read and
understanding in the spell some of the keywords
previous lesson. Have learners read a short in the lesson.
story and write a continuation
of the story. E.g. Cinderella
wore the shoes and she was
taken away to marry the
prince.
Learners write their stories in

groups and as individuals.
Guide learners to create

additional groups to correct
spellings of words.
Learners play “popcorn Have learners present a-

reading” game. The F.EXTENSIVE READING twoparagraph summary of
rules are simple: One Have learners read books of the book read
student starts reading their choice independently
aloud and then calls out during the library period. Invite individuals to
"popcorn" when they present their work to the
finish. This prompts the Let learners write a one-page class for
next student to pick up critical feedback
where the previous one commentary based on the
left off. books read

feedback.
Week
Ending
Day(s): Strand: Geometry and measurement
Sub Lines and shapes
Date(s):
Strand:
Content Indicator(s
Class: Six B6.3.1.1 B6.3.1.1.2
standard: ):
Perf.
Construct rectangular and triangular prisms from their nets
Indicator(s):
Reference: Mathematics curriculum Page
T.L.R.(s): Cut out shapes, blocks etc.
Key words:

Engage leaners to sing the Give the learners rectangular and Review the lesson with
song triangular prisms made from learners
cardboard by yourself (or cardboard
WE CAN COUNT packing cases from shops) to open Assessment: Have learners to
We class four and examine their nets
We can count
We count 1,2,3,4,5
We count 6,7,8,9,10
We class four can count very
well.
Have learners sing songs and Give the learners some cardboard or Review the lesson with
recite rhymes in relation to manila card to draw a net of a square learners
the lesson prism whose cross section is a square
with sides 10cm by 10cm and height Assessment: Have learners to
ONCE I CAUGHT A FISH ALIVE 10cm. After drawing add tabs so that it
One, two, three, four, five can be folded so that the tabs are
Once I caught a fish alive glued inside
Six, seven, eight, nine, ten
Then I let it go again Why
did you let it go? Because
it bit my finger so Which
finger did it bite?
This little finger on my right.
Engage learners to play the Give the learners some cardboard or Review the lesson with
“double down game”. manila card to draw a net of a learners
rectangular prism whose cross section
is a square with sides 10cm by 10cm Assessment: Have learners to
and height 15cm. After drawing add
tabs so
Put learners into pairs. Give that it can be folded so that the tabs
out two dice to each pair. are glued inside
Have learners to roll their
dice in turns.
Each partner writes down
the numbers displayed by
the dice on their recording
sheet. E.g. 2+3.
This is done for a minute.
When time is up, add up
all the sums on the
recording sheet. The
player with the
highest total wins the game
Have learners sing songs Give the learners some cardboard or Review the lesson with
and recite rhymes in manila card to draw a net of a learners
relation to the lesson triangular prism whose cross section is
an equilateral triangle with side Assessment: Have learners to
10cm and height
ONE, TWO, BUCKLE MY practice with more examples
10 cm. After drawing add tabs so that it
SHOES can be folded so that the tabs are glued
One, two, buckle my inside
shoes Three,
four
Shut the door
Five, six
Pickup sticks
Seven, eight
Lay them straight
Nine, ten
A big fat hen
Engage learners to sing Give the learners some cardboard or Review the lesson with
songs and recite some manila card to draw a net of a learners
familiar rhymes they know triangular prism whose cross section is
an equilateral triangle with side 10cm Assessment: Have learners to
and height 10 cm. After drawing add
ONE POTATO, TWO practice with more examples
tabs so that it can be folded so that the
POTATOES tabs are glued inside
One potato, two potatoes,
three potatoes, four
Five potatoes, six potatoes,

seven potatoes, more.
Week
Ending

Date(s):
Strand:
Content Indicator(s
Class: Six B6.4.2.2 B6.4.2.2.1
standard: ):
Perf.
Learners can construct an electronic circuit using battery, connecting wire and LED
Indicator(s):
Core
Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning;
competence:
Light switches, flashcards, sound system, paper, pencils, local electrical
T.L.R.(s): appliance
Key words:

Teacher introduces the Put learners into mixed ability Ask learners questions to
lesson to learners. groups for this activity. review their
Students are to list all understanding of the
the words they Provide learners with lesson.
associate with the topic connecting wires, LED and
to be treated. battery. Have learners write 3 facts
Ask them to put words of the lesson on a sheet of
together to form a Learners, in their groups, paper and it in their
definition connect a series circuit pockets and learn it on
comprising an LED, 3V battery, their way home.
a switch, to light the LED.
Teacher writes and lets Learners discuss what they did Ask learners questions to
students see the answer to light the LED. review their
on the board, perhaps a understanding of the
picture of object on the Learners are tasked to draw lesson.
board. the electronic circuit and label
the parts. Have learners write 3 facts
The students must of the lesson on a sheet of
come up with questions Build a stock of electronic paper and it in their
in which the answer components from discarded pockets and learn it on
could be the object on electronic gadgets such as their way home.
the board. radio and TV sets, phone
chargers and flashlights
Week
Ending
Sub Being A Leader

Date(s):
Strand:
Content Indicator(s
Class: Six B6.3.4.1 B6.3.4.1.1.
standard: ):
Perf. Learners can narrate the story of the latter lives of the leaders of the major religions
Indicator(s):
Core
Identity and Global

Key words:

Play games and sing Show pictures or video clips on Ask learners questions to
songs to begin the the latter lives of Jesus Christ review their
lesson. and a understanding of the
traditional leader to learners lessson.
Using questions and
answers, review the Learners in groups explore Give learners task to do
understanding of moral lessons in the latter lives whiles you go round to
learners of the previous of the religious leaders which guide those who need
lesson they can relate to their lives in help.
nation building e.g. humility,
forgiveness, faithfulness,
obedience, perseverance,
patriotism.
Play games and sing Revise with learners on the Ask learners questions to
songs to begin the remarkable lives of the review their
lesson. religious leaders and their understanding of the
moral lessons. lessson.
Using questions and
answers, review the Learners role play the moral Give learners task to do
understanding of lessons they have learnt in the whiles you go round to
learners of the previous latter lives of the religious guide those who need
lesson leaders help.
Week
Ending

Date(s):
Strand:
Content Indicator(s
Class: Six B6.4.1.1 B6.4.1.1.2:
standard: ):
Perf.
Learners can explain the need to be committed members of the community
Indicator(s):

Key words:
Have learners share In groups, let learners talk Use questions to review
what is going on in their about the need to be a their
lives. You and your committed citizen. understanding of the
plans for the weekend. Let learners list the need to be
committed to the society: Ask learners to summarize
Engage learners to play - It attracts material and what they have learnt
games and sing songs spiritual blessings.
to begin the lesson - It ensures peace and
harmony. - It leads to progress
and development, etc.
Through drama, let learners

show how they can be
committed citizens.
Week
Ending

Date(s):
Strand:
Content Indicator(s
Class: Six B6.5.4.1 B6.5.4.1.2
standard: ):
Perf.
Learners can explain how Ghana gained independence through constitutional means
Indicator(s):

Key words:

election.
march 1952.
Week
Ending

Date(s):
Strand:
Class: Six B6.2.4.7
Perf.
Learners can use the agreed guidelines to examine and derive meaning from own artworks
Indicator(s):
Key words:

Engage learners to play Let learners use their Assessment: Present
games and sing songs senses to appreciate and learners with different
to begin the lesson. appraise their own artworks for them
artworks. to use the guidelines in
Review learners appreciating and
understanding in the Make decisions on agreed appraising.
previous lesson using guidelines to appreciate and
questions and answers appraise an artwork.
E.g. a painting Summarize lesson
activities with learners.
Have learners to talk about the

painting.
i. what’s going on in the
painting ii. what do you see
that makes you say that? iii.
what more can we find?
Engage learners to play Performing artworks include Review the lesson
games and sing songs dance, music and drama. activities through
to begin the lesson. questions and answers.
Let learners use their
senses to appreciate and
appraise their own
artworks.
Make decisions on agreed

guidelines to appreciate and
appraise an
Review learners
artwork. E.g. Agbadza dance
previous lesson using Let learners talk about the

questions and answers theme, gestures, makeup,
costume, stage use and stage
setting as they watch the video
or pictures of the dance.
Week
Ending
Extensive Reading/Children
Day(s): Strand: Literature/Library
Reading Texts, Poems Narratives and
Sub
Date(s): Short
Strand: Stories
Content Indicator(s
Class: Six B6.6.3.1 B6.6.3.1.1-3
standard: ):
Perf.
Read short texts, narratives or stories and answer questions that are based on the passage
Indicator(s):
Key words:

Engage learners to sing Bring to class another material Ask learners questions to
songs and recite rhymes other than the class reader and review their
ask learners to read. understanding of the
Hot Cross Buns lessson.
Hot cross buns! Read a short text material
Hot cross buns! aloud to learners. Give learners task to do
One ha' penny. whiles you go round to
Two ha' penny. Let learners read short text, guide those who need
Hot cross buns! narratives or stories from other help.
If you have no materials with correct
daughters. intonation to one another.
Give them to your sons
One ha' penny, Two Call individual learners to read
ha' penny. the text to the class.
Hot Cross Buns!
Have learners play Explain unfamiliar words in the Ask learners to summarize
games and recite passage to learners. what they have learnt.
familiar rhymes to
begin the lesson Ask questions based on the Let learners say 5 words
text read. they remember from the
Using questions and lesson.
answers, review their Allow learners to answer
understanding of the questions on the passage
previous lesson. read.
Engage learners to sing Read a passage aloud for Ask learners to summarize
songs and recite rhymes learners to listen. what they have learnt.
Round and Round the
Garden Make learners read paragraphs Let learners say 5 words
Round and round the in turns they remember from the
garden Like a teddy lesson.
bear. Allow learners to read passages
One step. Two step, and
Tickle you under there. stories of different texts at a
reasonable speed as a game.
Week
Ending
Values And Psycho-Social Concepts,
Day(s): Strand: Principles And Strategies
Sub Self-Responsibility
Date(s):
Strand:
Content Indicator(s
Class: Six B6.5.4.5 B6.5.4.5.4
standard: ):
Perf.
Evaluate individual responsibility in group efforts
Indicator(s):
Core Learners develop personal and social skills such as tolerance, empathy,
competence: teamwork, fair-play in cultural and religious diversity

Key words:

Have learners play Evaluate individual learners’ Ask learners to summarize
games and recite responsibility in group efforts what they have learnt.
familiar rhymes to and encourage them to do
begin the lesson better. Let learners say 5 words
they remember from the
Using questions and Engage learners in group lesson.
answers, review their activities and invite each group
understanding of the to perform in front of the class.
previous lesson.
Encourage learners to use non-
verbal forms of appreciation.
Week
Ending
Sub Favorite Places And Search Engines

Date(s):
Strand:
Content Indicator(s
Class: Six B6.6.4.1. B6.6.4.1.1-4
standard: ):
Perf.
Learners can Show how to create and delete a favorite link.
Indicator(s):
competence:
T.L.R.(s): Pictures
Key words:

Put learners into 2 Guide learners to create an Use questions to review
teams. Let each team Internet favorite link. their
present a player who is understanding of the
very good in playing Guide learners to delete a lesson
the Zuma game. favorite link they have
created. Ask learners to summarize
a level wins. Teams Guide learners to create a
must bring out a new favorite folder or subfolder.
Help learners by aiding them
Teacher can choose through the necessary steps to
other games that create a favorite folder.
improves Mousing or
keyboarding Guide learners to use the links
skills toolbar.

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Fayol Inc.

SECOND TERM LESSON PLAN BASIC SIX (6)

Oral Language Poems B6.1.3.1 B6.1.3.1.3

Reading Phonics B6.2.2.1 B6.2.2.1.2

Extensive Building the love and

Oral Language Conversation B6.1.6.1 B6.1.6.1.1.

Word Families and

Extensive Building the love and

Reading Vocabulary B6.2.6.3 B6.2.6.3.1

Extensive Building the love and

Reading Comprehension B6.2.7.1 B6.2.7.1.4

Extensive Building the love and

Oral Word cards,

Writing Narrative Writing B6.4.9.3 B6.4.9.3.2

Extensive Building the love and

Oral Listening B6.1.7.1.1

Reading Vocabulary B6.2.6.4 B6.2.6.4.1 Word cards,

Extensive Building the love and

Reading Vocabulary B6.2.6.4 B6.2.6.4.2

Extensive Building the love and

Reading Silent Reading B6.2.8.1 B6.2.8.1.2 Word cards,

Extensive Building the love and

Oral Asking and Answering

Reading Fluency B6.2.9.1 B6.2.9.1.1

Extensive Building the love and

Oral B6.1.10.3. Word cards,

SECOND TERM SCHEME – MATHEMATICS

1 Number Counting & Representation B6.1.1.1 B6.1.1.1.6 Counters,

3 Number Number Operations B6.1.2.5/6 B6.1.2.5.1. Counters,

7 Number Patterns And Relationship B6.2.1.1 B6.2.1.1.3

8 Number Algebraic Expressions B6.2.2.1 B6.2.2.1.1 Counters,

9 Algebra Variables And Equations B6.2.3.1 B6.2.3.1.1 Counters,

SECOND TERM SCHEME – SCIENCE

1 Systems The Human Body System B6.3.1.1 B6.3.1.1.1 Learners,

4 Systems The Solar System B6.3.2.1 B6.3.2.1.1

5 Systems Ecosystem B6.3.3.1 B6.3.3.1.1 Trees, birds,

9 Forces And Electricity And Electronics B6.4.2.1 B6.4.2.1.1 Light

SECOND TERM SCHEME – OUR WORLD OUR PEOPLE

1 All Around Map Making And Land B6.2.3.1 B6.2.3.1.1 Map of

(political regions of Ghana)

8 Our Beliefs Festivals B6.3.2.1 B6.3.2.1.1

9 Our Beliefs Basic Human Rights B6.3.3.1 B6.3.3.1.1 Pictures,

11 Our Beliefs Being A Leader B6.3.4.1 B6.3.4.1.1 Pictures,

12 Our Beliefs Being A Leader B6.3.4.1 B6.3.4.1.1

SECOND TERM SCHEME – RELIGIOUS & MORAL EDUCATION

1 Religious Religious Festivals B6 2.2.1 B6 2.2.1.1 Wall Charts,

SECOND TERM SCHEME – HISTORY

1 Journey to Formation of B6.5.2.1 B6.5.2.1.1 Wall charts,

SECOND TERM SCHEME – CREATIVE ARTS

1 Visual Arts Thinking and CSE 1 B6. 1.1.1.2 Photos,

3 Visual Arts Planning, Making CSE 2&3 B6.1.2.2.2 Photos,

5 Visual Arts Displaying and CSE 4&5 B6.1.3.4.2 Photos,

9 Visual & Thinking and CSE 1 B6.1.1.1 Photos,

1 Oral Language Dramatization B6.1.5.1 B6.1.5.1.1-2 Word cards,

8 Composition Persuasive B6.4.5.1 B6.4.5.1.1-3

9 Writing Use Of B6.5.5.1 B6.5.5.1.1-2 Word cards,

SECOND TERM SCHEME – PHYSICAL EDUCATION

1 Motor Skill Locomotive B6.1.6.1 B6.1.6.1.7 Pictures and

7 Movement Body B6.2.4.2 B6.2.4.2.4 Pictures and

8 Physical Endurance B6.3.3.3 B6.3.3.3.3 Pictures and