Basic 3 Term 1 Scheme

LESSON PLANS FOR PRIMARY

SCHOOLS
2024
BASIC

3
TERM

FAYOL INC.
0547824419
FIRST TERM LESSON PLAN FOR BASIC THREE (3)
ENGLISH LANGUAGE
CONTENT
WEEKS STRAND SUB STRANDS INDICATORS RESOURCES
STANDARD
Oral Language Songs B3.1.1.1 B3.1.1.1.1
Word cards,
Reading Phonics B3.2.2.1 B3.2.2.1.1
sentence
cards, letter
Writing Penmanship B3.4.2.1 B3.4.2.1.1 cards,
1
handwriting
Writing on a manila
Conventions & Using Capitalization B3.5.1.1 B3.5.1.1.1 card and a
Grammar Usage class library
Extensive Building the love and

B3.6.1.1 B3.6.1.1.1
Reading culture of reading
Oral Language Rhymes B3.1.2.1 B3.1.2.1.1
Reading Phonics B3.2.2.1 B3.2.2.1.1 Word cards,

sentence
cards, letter
Writing Letters – Small cards,
2 Writing B3.4.3.1 B3.4.3.1.1
and Capital handwriting
on a manila
Writing card and a
Conventions & Using Capitalization B3.5.1.1 B3.5.1.1.2 class library
Grammar Usage

B3.6.1.1 B3.6.1.1.1
Oral Language Story Telling B3.1.4.1 B3.1.4.1.1

Word cards,
Word Families, Rhyming sentence
Reading Endings and Common B3.2.3.1 B3.2.3.1.1 cards, letter
Digraphs cards,
3
handwriting
Writing Labelling Items B3.4.4.1 B3.4.4.1.1 on a manila
card and a
Writing class library
Conventions & Using Punctuation B3.5.2.1 B3.5.2.1.1
Grammar Usage
B3.6.1.1 B3.6.1.1.1
Oral Language Story Telling B3.1.4.1 B3.1.4.1.1
Word cards,
Reading Diphthongs B3.2.4.1 B3.2.4.1.1 sentence
cards, letter
cards,
Writing Simple Words
4 Writing B3.4.5.1 B3.4.5.1.1 handwriting
and Sentences
on a manila
Writing card and a
Conventions & Using Punctuation B3.5.2.1 B3.5.2.1.1 class library
Grammar Usage

B3.6.1.1 B3.6.1.1.1
Dramatization and Role-

Oral Language B3.1.5.1 B3.1.5.1.1
Play
Blends and Consonant Word cards,

Reading B3.2.5.1 B3.2.5.1.1
Clusters
sentence
cards, letter
Writing Simple Words cards,
5 Writing B3.4.5.1 B3.4.5.1.1
and Sentences handwriting
on a manila
Writing card and a
Conventions & Using Action Words B3.5.4.1 B3.5.4.1.1 class library
Grammar Usage

B3.6.1.1 B3.6.1.1.1
Oral Language Conversation B3.1.6.1 B3.1.6.1.1

Word cards,
sentence
cards, letter
Reading Vocabulary B3.2.6.1 B3.2.6.1.1 cards,
handwriting
6
on a manila
Writing Guided Composition B3.4.8.1 B3.4.8.1.1 card and a
class library
Writing
Conventions & Using Action Words B3.5.4.1 B3.5.4.1.1
Grammar Usage
B3.6.1.1 B3.6.1.1.1
Word cards,
Reading Vocabulary B3.2.6.1 B3.2.6.1.2 sentence
cards, letter
cards,
7 Writing Writing as a Process B3.4.9.1 B3.4.9.1.1 handwriting
on a manila
card and a
Writing
Using Qualifying Words class library
Conventions & B3.5.5.1 B3.5.5.1.1
– Adjectives
Grammar Usage

B3.6.1.1 B3.6.1.1.1
Word cards,
Reading Comprehension B3.2.7.1 B3.2.7.1.1
sentence
cards, letter
cards,
8 Writing Writing as a Process B3.4.9.2 B3.4.9.2.1 handwriting
on a manila
Writing card and a
Using Qualifying Words class library
Conventions & B3.5.6.1 B3.5.6.1.1
– Adverbs
Grammar Usage

B3.6.1.1 B3.6.1.1.1
Oral Language Listening Comprehension B3.1.7.1 B3.1.7.1.1

Word cards,
sentence
Reading Comprehension B3.2.7.1 B3.2.7.1.2 cards, letter
cards,
9 handwriting
on a manila
Writing Narrative Writing B3.4.10.1 B3.4.10.1.1 card and a
class library
Writing
Using Qualifying Words
Conventions & B3.5.6.1 B3.5.6.1.2
– Adverbs
Grammar Usage
B3.6.1.1 B3.6.1.1.1
Asking and Answering

Questions
Word cards,
Reading Comprehension B3.2.7.1. B3.2.7.1.3. sentence
cards, letter
cards,
10 Writing Descriptive Writing B3.4.12.1 B3.4.12.1.1 handwriting
on a manila
Writing card and a
Using Simple class library
Conventions & B3.5.7.1 B3.5.7.1.1
Prepositions
Grammar Usage
B3.6.1.1 B3.6.1.1.1
Giving and Responding to

Commands
Word cards,
Reading Fluency B3.2.9.1 B3.2.9.1.1 sentence
cards, letter
cards,
Persuasive/Argumentative
Writing
on a manila
Writing card and a
Using Simple and class library
Conventions & B3.5.9.1 B3.5.9.1.1
Compound Sentences
Grammar Usage
B3.6.1.1 B3.6.1.1.1
Oral Language Presentation B3.1.10.1 B3.1.10.1.1
Word cards,
Reading Fluency B3.2.9.1 B3.2.9.1.1 sentence
cards, letter
cards,
Informative/ Academic
Writing
on a manila
Writing card and a
Conventions & Spelling B3.5.10.1 B3.5.10.1.1 class library
Grammar Usage
B3.6.1.1 B3.6.1.1.1
FIRST TERM SCHEME – MATHEMATICS
CONTENT
STANDARD
Counting & Counters, bundle

1 Number B3.1.1.2 B3.1.1.1.1
Representation, and loose straws
Counting & base ten cut
2 Number B3.1.1.2 B3.1.1.1.2-3 square, patterns
Representation,
Counting & Counters, bundle

3 Number B3.1.2.4 B3.1.1.1.4
Representation, and loose straws
base ten cut
4 Number Number Operations B3.1.2.4 B3.1.2.1.1 square, patterns
5 Number Number Operations B3.1.3.1 B3.1.2.2.1

Counters, bundle
and loose straws
6 Number Number Operations B3.1.3.1 B3.1.2.3.1 base ten cut
square, patterns
7 Number Number Operations B3.3.1.1 B3.1.2.3.2
8 Number Fractions B3.3.1.1 B3.1.3.1.1
9 Number Fractions B3.3.2.1 B3.1.3.1.2 Paper strips, cut

out cards
10 Number Fractions B3.3.3.2 B3.1.3.1.3
Currency notes
11 Number Money B3.3.3.2 B3.1.4.1.1
and coins
Patterns and Counters, bundle

12 Algebra B3.3.3.3 B3.2.1.1.1
Relationship and loose straws
FIRST TERM SCHEME – SCIENCE
CONTENT
STANDARD
Diversity Of Living & Non

1 B3.1.1.1 B3.1.1.1.1 Pictures of Plants
Matter Living Things
and animals in the
Diversity Of Living & Non environment
2 B3.1.1.1 B3.1.1.1.1
Matter Living Things
Metals, woods
Diversity Of
3 Materials B3.1.2.1 B3.1.2.1.1 plastics soil stones
Matter
paper pencil
crayons balloons
Diversity Of water sand salt
4 Materials B3.1.2.1 B3.1.2.1.2
Matter sugar
Metals, woods
Diversity Of
5 Materials B3.1.2.2 B3.1.2.2.1 plastics soil stones
Matter
paper pencil
crayons balloons
Diversity Of water sand salt
6 Materials B3.1.2.3 B3.1.2.3.1
Matter sugar
Torch candle
7 Cycles Earth Science B3.2.1.1 B3.2.1.1.1 matchstick lantern
paper pencil
pictures of well
8 Cycles Earth Science B3.2.1.2 B3.2.1.2.1 river stream
water
Torch candle
9 Cycles Earth Science B3.2.1.3 B3.2.1.3.1 matchstick lantern
paper pencil
pictures of well
10 Cycles Earth Science B3.2.1.4 B3.2.1.4.1-2 river stream
water
Life Cycle Of
11 Cycles B3.2.2.1 B3.2. 2.1.2 Plant seeds, hand
Organism
lens, paper, pencil
Life Cycle Of fruits
12 Cycles B3.2.2.1 B3.2. 2.1.2
Organisms
FIRST TERM SCHEME – OUR WORLD OUR PEOPLE
CONTENT
STANDARD
1 All About Us Nature Of God B3.1.1.1 B3.1.1.1.1 Map of Ghana,

atlas, Pictures,
2 Charts,
All About Us Nature Of God B3.1.1.1 B3.1.1.1.2
Video Clips
3 Map, Pictures,
All About Us My Self B3.1.2.1 B3.1.2.1.1 Charts,
Video Clips
4 Pictures, Charts,
All About Us Myself B3.1.2.1 B3.1.2.1.2
Video Clips
5 My Family & The Pictures, Charts,

All About Us B3.1.3.1 B3.1.3.1.1
Community Video Clips
6 My Family & The Pictures, Charts,

All About Us B3.1.3.1 B3.1.3.1.2
Community Video Clips
7 All About Us Home And School B3.1.4.1 B3.1.4.1.1 Pictures, Charts,

8 All About Us Home And School B3.1.4.1 B3.1.4.1.2 Video Clips
9 The Environment
All Around Us B3.2.1.1 B3.2.1.1.1
And The Weather Pictures, Charts,
10 The Environment Video Clips
All Around Us B3.2.1.1 B3.2.1.1.2
And The Weather
11 Plants And
All Around Us B3.2.2.1 B3.2.2.1.1
Animals Pictures, Charts,
12 Plants And Video Clips
All Around Us B3.2.2.1 B3.2.2.1.2
Animals
FIRST TERM SCHEME – RELIGIOUS & MORAL EDUCATION
CONTENT
STANDARD
God’s
1 Creation & God the Creator B3.1.2.1 B3.1.2.1.1
Attributes Wall charts, wall
words, posters,
God’s video clip, etc.
Attributes
God’s
Attributes Wall charts, wall
words, posters,
Attributes
God’s
Purpose of God’s
5 Creation & B3.1.3.1 B3.1.3.1.1
creation Wall charts, wall
Attributes
words, posters,
Purpose of God’s
6 Creation & B3.1.3.1 B3.1.3.1.2
creation
Attributes
God’s
Purpose of God’s
7 Creation & B3.1.3.1 B3.1.3.1.3
creation Wall charts, wall
Attributes
words, posters,
Purpose of God’s
8 Creation & B3.1.3.1 B3.1.3.1.3
creation
Attributes
Religious
9 Religious Worship B3.2.1.1 B3.2.1.1.1
Practices Wall charts, wall
words, posters,
Religious video clip, etc.
Practices
Religious
Practices Wall charts, wall
words, posters,
Religious video clip, etc.
Practices
FIRST TERM SCHEME – HISTORY
CONTENT
STANDARD
My country The People Of Wall charts,

1 B3.2.1.1 B3.2.1.1.1
Ghana Ghana word cards,
My country The People Of posters,
2 B3.2.1.1 B3.2.1.1.1 video clip, etc.
Ghana Ghana

3 B3.2.1.1 B3.2.1.1.1
4 B3.2.1.1 B3.2.1.1.1 video clip, etc.
Ghana Ghana

5 B3.2.1.1 B3.2.1.1.1
6 B3.2.1.1 B3.2.1.1.1 video clip, etc.
Ghana Ghana
My country Inter Group

7 B3.2.2.1 B3.2.2.1.1
Ghana Relations
Wall charts,
My country Inter Group word cards,
8 B3.2.2.1 B3.2.2.1.1
Ghana Relations posters,
video clip, etc.
9 B3.2.2.1 B3.2.2.1.1
Ghana Relations

10 B3.2.2.1 B3.2.2.1.1
Ghana Relations
Wall charts,
My country Inter Group word cards,
11 B3.2.2.1 B3.2.2.1.1
Ghana Relations posters,
video clip, etc.
12 B3.2.2.1 B3.2.2.1.1
Ghana Relations
FIRST TERM SCHEME – CREATIVE ARTS
CONTENT
STANDARD
1 Thinking and
Visual Arts Exploring Ideas CSE 1 B3. 1.1.1.1
(Visual Arts)
2 Thinking and
Performing Exploring Ideas Photos, videos, art
CSE 1 B3. 2.1.1.1
Arts paper, colors and
(Performing Arts) traditional art
3 Planning, Making tools, other
B3.1.2.2.1 materials available
Visual Arts and Composing CSE 2&3
B3.1.2.3.1 in the community
(Visual Arts)
4 Planning, Making
Performing B3.2.2.2.1
and Composing CSE 2&3
Arts B3.2.2.3.1
(Performing Arts)
5 Displaying and
B3.1.3.4.1
Visual Arts Sharing CSE 4&5
B3.1.3.5.1
(Visual Arts)
6 Displaying and
Performing B3.2.3.4.1 Photos, videos, art
Sharing CSE 4&5
Arts B3.2.3.5.1 paper, colors and
(Performing Arts) traditional art
7 Appreciating and tools, other
B3.1.4.6.1 materials available
Visual Arts Appraising CSE 6&7
B3.1.4.7.1 in the community
(Visual Arts)
8 Appreciating and
Performing B3.2.4.6.1
Appraising CSE 6&7
Arts B3.2.4.7.1
(Performing Arts)
9 Thinking and
Exploring Ideas
Visual Arts Photos, videos, art
School based B3.1.1.1
& CSE 1 paper, colors and
project B3.2.1.1 traditional art
Performing
Arts (Visual Arts & tools, other
performing Arts) materials available
in the community
10 Visual Arts Planning, Making
CSE 2&3
and Composing
&
Performing School based
Arts project
(Visual Arts &
Performing
11 Displaying and
Sharing
Visual Arts
School based
& CSE 4&5
project
Performing Photos, videos, art
Arts (Visual Arts & paper, colors and
Performing Arts) traditional art
12 Appreciating and tools, other
Appraising materials available
Visual Arts in the community
& School based
CSE 6&7
Performing project
Arts (Visual Arts &
Performing Arts)
FIRST TERM SCHEME – GHANAIAN LANGUAGE
CONTENT
STANDARD
1
Oral Language Songs B3.1.1.1 B3.1.1.1.1-3
Word cards,
sentence cards,
2
Oral Language Rhymes B3.1.2.1 B3.1.2.1.1-3 letter cards,
handwriting on
3 a manila card
Oral Language Poems B3.1.3.1 B3.1.3.1.1-3
4
Oral Language Story telling B3.1.4.1 B3.1.4.1.1-3
Word cards,
sentence cards,
5 Phonological and
Reading B3.2.3.1 B3.2.3.1.1-3 letter cards,
phonemic awareness
handwriting on
6 Phonics: letter and a manila card
Reading B3.2.4.1 B3.2.4.1.1-4
sound knowledge
7
Writing Penmanship B3.3.1.1 B3.3.1.1.1-3 Word cards,
sentence cards,
8 Writing Simple letter cards,
Writing Words/Names of handwriting on
B3.3.3.1 B3.3.3.1.1
Conventions People and Places a manila card
(Proper Nouns)
9 Integrating grammar
Writing Word cards,
in written language B3.5.2.1 B3.5.2.1.1-3
Conventions sentence cards,
(capitalization)
letter cards,
10 Integrating grammar handwriting on
Writing
in written language B3.5.3.1 B3.5.3.1.1-3 a manila card
Conventions
(punctuation)
11 Building the love and Word cards,

Extensive
culture of reading in B3.6.1.1 B3.6.1.1.1 sentence cards,
Reading
learners letter cards and
a class library
12 Extensive
Reading aloud B3.6.2.1 B3.6.2.1.1
Reading
FIRST TERM SCHEME – PHYSICAL EDUCATION
CONTENT
STANDARD
1 Motor Skill And

Locomotive Pictures and
Movement B3.1.1.1 B3.1.1.1.1
Skills Videos
Patterns
2 Motor Skill And

Locomotive Pictures and
Movement B3.1.2.1 B3.1.2.1.2
Skills Videos
Patterns
3 Motor Skill And

Manipulative Pictures and
Movement B3.1.2.1 B3.1.2.1.3:
Skills Videos
Patterns
4 Motor Skill And

Manipulative Pictures and
Movement B3.1.3.1 B3.1.3.1.4
Skills Videos
Patterns
5 Motor Skill And

Pictures and
Movement Rhythmic Skills B3 1.4.1 B3 1.4.1.5:
Videos
Patterns
6 Motor Skill And

Pictures and
Movement Rhythmic Skills B3.1.5.1 B3.1.5.1.6
Videos
Patterns
7 Movement Pictures and

Space Awareness B3.2.1.2 B3.2.1.2.1
Concepts Videos
8
Movement Pictures and
Dynamics B3.2.2.2 B3.2.2.2.2
Concepts Videos
9
Pictures and
Physical Fitness Aerobic Capacity B3.3.1.3 B3.3.1.3.1
Videos
10 Physical Fitness Pictures and

Fitness B3.4.1.4 B3.4.1.4.1
Concepts Videos
11 Physical Fitness Pictures and

Healthy Diet B3.4.1.4 B3.4.1.4.2
Concepts Videos
12 Values And
Self- Pictures and
Psycho-Social B3.5.1.5 B3.5.1.5.1
Responsibility Videos
Concepts
SCHEME OF LEARNING- WEEK 1
BASIC THREE
Name of School………………………………………………….……………………….…………………
Week Ending: DAY: MONDAY Subject: English Language

Duration: 60mins Strand: Oral Language
Class: B3 Class Size: Sub Strand: Songs
Content Standard: Lesson:
Indicator:
B3.1.1.1: Demonstrate understanding of a variety of
B3.1.1.1.1 talk about the benefits of songs
songs 1 of 1
Performance Indicator: Core Competencies:
Learners can talk about the benefits of songs Communication and Collaboration, Leadership
Key words Events, story, picture
References: English Language Curriculum For Primary Schools Pg. 75
Phase/Duration Learners Activities Resources

PHASE 1: STARTER Select 10 words and write them two different times on Music box
word cards.
Place all the cards face down on the floor. Learners will
then flip over two at a time and say each word, if the
words match the learner gets to keep the cards.
 Did you enjoy the game?
 What words did you hear in the game?
 Make a list of ten words you heard.
Share performance indicators with learners and introduce

the lesson.
PHASE 2: NEW Let learners identify some familiar songs e.g. patriotic Word cards, sentence
LEARNING songs such as ‘The National Anthem’. cards, letter cards,
handwriting on a
Teach the songs identified, e. g. ‘The National Anthem’ manila card
Let learners sing rhythmically, using claps, gestures and

dance where necessary
PHASE 3: Ask learners to tell you what they have learnt and what In our next lesson,
REFLECTION they will like to learn in the next lesson we shall create our
own stories using
Take feedback from what have learnt and summarize the pictures.
lesson.
Next lesson: compose short rhymes and tongue-twisters

and recite them
Week Ending: DAY: Tuesday Subject: English Language
Duration: 60mins Strand: Reading
Class: B3 Class Size: Sub Strand: Phonics
Content Standard:
Indicator: Lesson:
B3.2.2.1: Connect sounds to letters and
B3.2.2.1.1 understand the relationship between
blend letters/syllables in order to read and
spelling of words and sounds of speech 1 of 1
write
Learners can understand the relationship between spelling of words and sounds of Communication and
speech Collaboration

PHASE 1: STARTER Engage learners to sing familiar rhymes. flashcards
Ask learners;
 Whether they enjoyed singing the songs?
 What words did you hear in the songs?
 Are these words food, animals, objects?

the lesson.
PHASE 2: NEW Have learners revise writing out some words as you Word cards, sentence
LEARNING pronounce them. (You can also make them read words cards, letter cards,
on the board or word cards). handwriting on a
manila card
Provide activities for learners to use letter names and
sounds to spell and sound out words
PHASE 3: Ask learners to tell you what they have learnt and what
REFLECTION they will like to learn in the next lesson
Take feedback from what have learnt and summarize the

lesson.
Next lesson: understand the relationship between spelling

of words and sounds of speech
Week Ending: DAY: WEDNESDAY Subject: English Language
Duration: 60mins Strand: Writing
Class: B2 Class Size: Sub Strand: Penmanship
Indicator:
B3.4.3.1: Use general skills, strategies and knowledge
B3.4.3.1.1 copy short paragraph clearly
of letter sounds to write legibly and boldly 2 of 2
Core Competencies:
Performance Indicator:
Communication and Collaboration, Personal
Learners can copy short paragraph clearly.
Development
References: English Language Curriculum Pg. 89

PHASE 1: STARTER Engage learners to sing familiar songs. E.g. Five little ducks
Ask learners;
 Whether they enjoyed singing the song?
 What words did you hear in the song?

the lesson.
PHASE 2: NEW Model copying a short paragraph on the board drawing Word cards, paper,
LEARNING attention to features such as clarity, spacing and alignment letter cards,
of letters.
Let learners practice copying a short paragraph legibly and

correctly on the board.
PHASE 3: Summarize the important points in the lesson with learners.
REFLECTION
Next lesson: use letter-sound relationships to represent
most letters in words correctly
Week Ending: DAY: THURSDAY Subject: English Language
Duration: 60mins Strand: Grammar Usage
Class: B3 Class Size: Sub Strand: Using Capitalization
Content Standard: Indicator: Lesson:
B3.5.1.1: Apply knowledge of capitalization B3.5.1.1.1 use capital letters to write initials and
in writing abbreviations 1 of 1
Learners can use capital letters to write initials and abbreviations Communication and Collaboration, Personal

PHASE 1: STARTER Review some adjectives with learners.
Do an action for slow.

Ask: What word is this? Pupils guess: slow.
Do an action for loud.
Ask: What word is this? Pupils guess: loud.
Do an action for happy.
Ask: What word is this? Pupils guess: happy
Share performance indicators and introduce the lesson.

PHASE 2: NEW Introduce initials and abbreviations in context. Word cards, sentence
LEARNING cards, letter cards,
Provide learners with sentences or texts containing handwriting on a
initials and abbreviations for them to identify. manila card
e. g. WHO – World Health Organization;
K. S. Manu – Kofi Sakyi Manu
Give texts having full names of people and organizations.
Ask learners to rewrite the text and replace the full

names of people and organizations with initials and
abbreviations
PHASE 3: Give learners a text with names of particular places and
REFLECTION days of the week, beginning with small letters.
Next lesson: demonstrate the ability to capitalize titles of

texts.
Week Ending: DAY: Friday Subject: English Language
Duration: 60mins Strand: Extensive Reading
Class: B3 Class Size: Sub Strand: Reading
Content Standard:
Indicator: Lesson:
B3.6.1.1: Read widely for pleasure and demonstrate
B3.6.1.1.1. read a variety of age and level-
independent reading and learning in the literary
appropriate books and summarize them 1 of 1
area
Core Competencies:
Learners can read a variety of age and level-appropriate books
and summarize them

Ask learners;

the lesson.
PHASE 2: NEW Using book tease or book talk, introduce the reading/ Word cards, sentence
LEARNING library time. cards, letter cards.
Have a variety of age appropriate books for learners to

make a choice from.
Introduce picture or wordless books, pop-up and flip-the-

page texts to learners.
Encourage them to read individually and in pairs, and

provide support and encouragement.
Assessment
Using think-pair-share, learners retell their story books to
their partners.
Have learners draw parts of the story they read. Let

learners summarize the books they read to the whole
class
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.
Take feedback from learners and summarize the lesson.

Week Ending: DAY: Subject: Mathematics
Duration: 60mins per lesson Strand: Number
Class: B3 Class Size: Sub Strand: Counting & Representation
B3.1.1.1 Count and estimate quantities from 0 B3.1.1.1.1 use number names ,counting sequences and
to 10,000 how to count to find out how many 1 OF 1
CORE COMPETENCE:
Learners can use number names ,counting sequences and
Problem Solving skills; Critical Thinking; Justification of Ideas;
how to count to find out how many
Teaching/ Learning Resources Counters, bundle and loose straws base ten cut square, patterns
References: Mathematics Curriculum Pg. 42
DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: REFLECTION
Monday Play show me a number Guide learners to skip count What have we learnt today?
game with learners (up to forwards and backwards from 0 to
10), with fingers. 10,000 by 10s, 50s 100s, 500s and Counting sequence
1000s starting at any point.
Teacher mentions the
number from (1 to 10). Learners to identify and correct Give learners task to count
errors or omissions in a skip numbers in sequence that is by
Learners then show their counting sequence 1s and 2s
fingers up to show the
number.
Tuesday Have learners to write Guide learners to count to tell the Have learners to count how
number patterns in the air. number of objects in given many books , desks, tables
collection of objects by selecting ,pencils, crayons, blackboard,
Bring handy objects to class, the most appropriate of three rulers, sharpeners, erasers etc.
call learners to count them. estimates for a given collection of in the classroom
Now use the “how many” to objects and justify the choice.
ask pupils about what they
counted
Wednesday Play show me a number Represent numbers or quantities What have we learnt today?
game with learners (up to to 1000 with written numerals
10), with fingers. Estimation
Write number words for given
Teacher mentions the multiples of ten to 9999 and for
number from (1 to 10). multiples of 100 to 99990 Have learners to estimate the
Learners then show their number of objects in a small
fingers up to show the Guide learners to count by 2s, 5s group
number. or 10s, to answer “how many?”
questions about as many as 100 or
Show learners a chalk box 1000 objects regardless of the
full of chalks. order in which the objects are
Ask learners to guess the counted or the arrangement of the
number of chalks and hence objects
introduce the lesson
Thursday Engage learners in the game; Display a number chart with Give learners task to identify
Clap that number (up to 10). numbers between 0 and 10,000. numbers in different positions
Have learners count in around a chosen number using
unison as they clap the Have learners identify numbers in number grid
number. different positions around a given
number.
Put learners in convenient groups
and give each group a number grid
and have them identify numbers in
different positions around a
chosen number.
For example, choose 34 and
identify numbers above, below, to
the right or to the left etc.
Week Ending: DAY: Subject: Science
Duration: 60mins per lesson Strand: Diversity Of Matter
Class: B3 Class Size: Sub Strand: Living & Non Living Things
Content Standard:
Indicator: Lesson:
B3.1.1.1 Show understanding of the physical
B3.1.1.1.1 classify living things plants and
features and life processes of living things and use
animals by their life process 1 OF 1
this understanding to classify them
Learners can classify living things plants and animals by their Problem Solving skills; Critical Thinking; Justification of
life process Ideas;
Teaching/ Learning Resources Pictures of Plants and animals in the environment
References: Science Curriculum Pg. 50
Have learners watch a Learners watch pictures and What have we learnt today?
documentary on the life videos on living things
processes of some plants and Life process of plants and
animals Learners collect and display cut- animals
out pictures or flash cards of
plants and animals Have learners to summarize
the important points of the
lesson
Have learners watch a Learners sort the living things What have we learnt today?
documentary on the life into plants and animals through
processes of some plants and an activity. Life process of plants and
animals Animals
Draw two large circles and let
learners place living things into Have learners to summarize
different circles for plants and the important points of the
animals based on their life lesson
processes
Put the learners into groups. Have learners watch a What have learnt today?
Play a game of seeing which documentary on the life
group can list the highest processes of some plants and Life process of plants and
number of living and non-living animals Animals
things.
Produce more materials for Have learners to summarize
Give them 5 minutes to write as different activities the important points of the
many ideas down on paper as lesson
they can. The group with the
highest number wins
Week Ending: DAY: Subject: OWOP
Duration: 60mins per lesson Strand: All About Us
Class: B3 Class Size: Sub Strand: Nature Of God
B3.1.1.1. Demonstrate understanding of the B3.1.1.1.1 Examine the purpose of God’s creation
purpose of God’s creation human beings 1 OF 1
Communication and Collaboration
Learners can examine the purpose of God’s creation human beings Critical Thinking and Problem
Teaching/ Learning Resources Pictures, Charts, Video Clips
References: OWOP Curriculum Pg. 39
Begin the lesson by sharing a Learners talk about the creation What have we learnt today?
few jokes with learners. of humankind.
i. Who were the first people Purpose of God’s creation
Make sure to choose jokes that God created? human beings.
will get learners attention. ii. Who was created first?
Learners to summarize the
Call two learners to share their Learners tell creation stories to important points of the
jokes as well explain why God created human lesson.
beings e.g. to take care of other
creatures, to worship and serve
Him, etc.
Use questions and answers to Learners think-pair-share on Engage learners in the
review learners understanding in why we should protect and care talking circle game
the previous lesson for God’s creation:
i. to maintain creation for Learners form two circles
Engage learners to play games generations such that a small circle is
and sing songs to begin the ii. it is a command from God within a bigger circle.
lesson. iii. our survival depends on Members in the small circle
other creation: food, medicine, face members in the bigger
shelter, air, etc. circle, and ask them
iv. it is service to God and questions to answer
humankind purpose of God’s creation
Use questions and answers to Learners think-pair-share on Engage learners in the
review learners understanding in why we should protect and care talking circle game
the previous lesson for God’s creation:
i. to maintain creation for Learners form two circles
Engage learners to play games generations such that a small circle is
and sing songs to begin the ii. it is a command from God within a bigger circle.
lesson. iii. our survival depends on Members in the small circle
other creation: food, medicine, face members in the bigger
shelter, air, etc. circle, and ask them
iv. it is service to God and questions to answer
humankind purpose of God’s creation
Week Ending: DAY: Subject: REL & MORAL EDUCATION
Duration: 60mins Strand: God’s Creation & Attributes
Class: B3 Class Size: Sub Strand: God the Creator
B3.1.1.1. Identify ways of ensuring B3.1.1.1.1 demonstrate ways to care for the
environmental safety environment 1 OF 1
Cultural Identity, Sharing Reconciliation,
Learners can demonstrate ways to care for the environment Togetherness, Unity.
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
References: RME Curriculum Pg. 22
Have learners mention natural Use questions and answers for What have we learnt today?
things (things created by god) learners to explain the
that are bright and beautiful in environment. Caring for the natural
the environment and classify environment
them into big and small Using Think-Pair-Share, let
learners talk about ways of Ask learners to summarize
caring for the environment the important points of the
through: tree planting, proper lesson
disposal of waste, legal mining,
clean-up exercises, avoiding Give learners task to
environmental pollution, etc. mention and discuss ways of
caring for the natural
Assessment: Let learners environment
organize and do clean-up
exercises in the school
environment
Week Ending: DAY: Subject: History
Duration: 60mins per lesson Strand: My country Ghana
Class: B3 Class Size: Sub Strand: The People Of Ghana
B3.2.1.1. Exhibit knowledge of the unique history B3.2.1.1.1 discuss the origins of the major
of the major ethnic groups in Ghana ethnic groups in Ghana 1 OF 1
Learners can discuss the origins of the major ethnic groups Learners to become critical thinkers and digital
in Ghana literates
Teaching/ Learning Resources Wall charts, word cards, posters, video clip, etc.
References: History Curriculum Pg. 15
Have learners watch videos of Identify some of the major Play a game of pick and win
some of the history of the major ethnic groups. using ethnic groups
ethnic groups in Ghana E.g. Guan, Mole-Dagbani/ Gonja,
Akan, Ga/Adangme, Ewe
Have learners to write on a
sheet of paper the following Use a map to trace the routes
the major ethnic groups
What are the major ethnic travelled to get to their present-
groups in Ghana? Etc. day locations in Ghana
Have learners watch videos of In groups, learners discuss the What have we learnt today?
some of the history of the major origin of the major ethnic
ethnic groups in Ghana groups The origin of major ethnic
groups
Have learners to tell which of Compose a song with names of
part of the video interest them the major ethnic groups and Have learners to summarize
where they originated (In the the important points in the
special schools, resource lesson
persons should assist the
hearing impaired to sing)
Week Ending: DAY: Subject: Creative Arts
Duration: 60mins per lesson Strand: Visual Arts
Sub Strand: Thinking and Exploring
Class: B3 Class Size:
Ideas
Content Standard: Indicator:
Lesson:
Demonstrate understanding of how to B3 2.1.1.1 Study and talk about performing
generate own ideas for artistic expressions on artworks produced or performed in other
1 OF 1
the people. African communities
Learners can study and talk about performing artworks produced or Decision Making Creativity,
performed in other African communities Innovation Communication
Teaching/ Learning Resources Photos, videos, art paper, colors and traditional art tools
References: Creative Arts Curriculum Pg. 68
Learners are to watch a short Learners are to gather Ask learners to tell the
video that reflects topical issues information through library whole class what they have
in the local community; research, surfing the internet for learnt.
African music, dances and
Ask learners to talk about parts drama. Learners tell what they will
of the video or pictures that like to learn.
interest them. Watch short documentaries on
the performing arts of Africa
Discuss the resources that are

used (e.g. instruments, elements,
costumes, props) for composing
and performing music, dance
and drama in Africa and the rest
of the world
imitate the skills and techniques

that the composers, arrangers
and performers use.
Ask learners questions to Discuss the subject matter, the Use series of questions and
review learners understanding in occasions on which they are answers to review learners
the previous lesson. performed – festivals, understanding of the lesson.
entertainment shows, sporting
activities, independence Call learners in turns to
anniversary celebrations and summarize the lesson.
their social and cultural
importance.
Develop ideas and concepts for

composing and performing
music, dance and drama from
the compositions and
performances from Africa.
Week Ending: DAY: Subject: Ghanaian Language
Duration: 60mins per lesson Strand: Oral Language
Class: B3 Class Size: Sub Strand: Songs
Content Standard:
Indicator: Lesson:
B3.1.1.1 Demonstrate an understanding of
B3.1.1.1.1 Sing songs with the correct rhythms and
some selected songs by telling what the
songs are about discuss the meaning and moral values of the song. 1 OF 1
 Learners can sing songs with the correct rhythms and discuss the Creativity and innovation,
meaning and moral values of the song. Communication.
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a manila card
References: Ghanaian Language Curriculum Pg. 89
Have learners to sing songs and Let learners sing a familiar Ask learners to talk about
recite familiar rhymes they occupational song they know. what they have learnt.
know.
Play familiar traditional songs on Call out a few words for
ALPHABET a tape/clip for learners to listen. learners to spell them off
Now I know my head.
A,B,C,D,E,F,G,H,I,J,K,L,M,N,O, Teach learners the song and let
P,Q,R,S,T,U,V,W,X,Y,Z. them sing the song alone. Ask learners to read some
keywords on the board
Allow learners to sing the song
with correct rhythms.
Lead learners to brainstorm the

meaning of the song.
Lead learners through discussion

to tell the moral values in the
song.
Engage learners in the “What Play familiar traditional songs on Ask learners to talk about
letter am I writing game” a tape/clip for learners to listen. what they have learnt.
Put learners into groups of two. Teach learners the song and let Call out a few words for
The teacher writes a letter in them sing the song alone. learners to spell them off
the air. head.
Allow learners to sing the song
Learners makes the letter sound with correct rhythms. Ask learners to read some
and tell the teacher the sound keywords on the board
that has been written. Lead learners to brainstorm the
meaning of the song.
Week Ending: DAY: Subject: PHYSICAL EDUCATION
Duration: 60mins Strand: Motor Skill And Movement Patterns
Class: B3 Class Size: Sub Strand: Locomotive Skills
Lesson:
Demonstrate competence in the motor skills B3.1.1.1.1: Change direction from forward and
and movement patterns needed to perform a back and right and left while walking, running, 1 OF 1
variety of physical activities. hopping, and jumping
Core Competencies:
 Learners can change direction from forward and back
Personal skills and core competencies such as
and right and left while walking, running, hopping, and
agility, concentration, precision
jumping
Teaching/ Learning Resources Pictures and Videos
References: PE Curriculum Pg. 20
Take learners through general Mark points on the court with Organize mini football game
and specific warm ups. cones/skittles with directions. for learners.
Have learners to watch pictures After warm-ups lead learners to End the lesson by leading
and videos of the skill to be direction from forward to learners to jog slowly to
learnt. backward, right to left whiles walking with fun whiles
starting with walking, to running, flexing the body parts for
hopping to jumping, etc. in a fun quick recovery.
way.
End lesson with cool down
Allow learners to progress at
their own pace.
Observe learner’s performance

and give corrective feedback to
improve performance.
BASIC THREE
Name of School………………………………………………….……………………….…………………

Class: B3 Class Size: Sub Strand: Rhymes
Indicator: Lesson:
Content Standard:
B3.1.2.1.1 compose short rhymes and tongue-
B3.1.2.1: Appreciate a variety of literary pieces
twisters and recite them 1 of 1
Core Competencies:
Learners can compose short rhymes and tongue-twisters and
Communication and Collaboration, Leadership
recite them

word cards.

the lesson.
PHASE 2: NEW Present new rhymes and perform them as learners listen Word cards, sentence
LEARNING and observe. cards, letter cards,
handwriting on a
Let learners read through the lines in groups and manila card
individually on their own.
Focus on rhyming words by helping learners to identify

them.
Put learners in convenient groups. Assign them a rhyme

and task them to compose a parallel one.
own stories using
lesson.
Next lesson: respond to and ask questions based on

stories heard
Class: B3 Class Size: Sub Strand: Phonics
B3.2.2.1.1 understand the relationship Lesson:
B3.2.2.1: Connect sounds to letters and
blend letters/syllables in order to read and between spelling of words and sounds of 1 of 1
write speech
Learners can understand the relationship between spelling of words and sounds of Communication and
speech Collaboration

Ask learners;

the lesson.
PHASE 2: NEW Have learners revise writing out some words as you Word cards, sentence
LEARNING pronounce them. (You can also make them read words cards, letter cards,
on the board or word cards). handwriting on a
manila card
Provide activities for learners to use letter names and
sounds to spell and sound out words.

lesson.
Next lesson: use common rhyming/endings words for

decoding of words.
Class: B2 Class Size: Sub Strand: Writing Letters
B3.4.3.1: Use general skills, strategies and knowledge B3.4.3.1.1 use letter-sound relationships to
of letter sounds to write legibly and boldly represent most letters in words correctly 2 of 2
Learners can use letter-sound relationships to represent most Communication and Collaboration, Personal
letters in words correctly. Development

Ask learners;

the lesson.
PHASE 2: NEW Let learners play the alphabet sound game. Word cards, paper,
LEARNING letter cards,
Dictate words and simple sentences for learners to write.

REFLECTION
Next lesson: make a list of objects found in the
environment
Class: B3 Class Size: Sub Strand: Using Capitalization
B3.5.1.1: Apply knowledge of capitalization B3.5.1.1.2 demonstrate the ability to capitalize
in writing titles of texts 1 of 1
Learners can demonstrate the ability to capitalize titles of texts Communication and Collaboration, Personal



PHASE 2: NEW Provide sample varied stories and passages whose titles Word cards, sentence
LEARNING or headings have capital letters at the beginning of cards, letter cards,
content words, e.g. “Ananse and the Wisdom Pot". handwriting on a
manila card
Put learners into groups to study the titles/headings and
discover the use of capital letters in context.
Give learners titles/headings of stories or texts in lower

case for them to re-write using capital letters at the
beginning of content words.
Next lesson: use full stops in initials and abbreviations.

Content Standard:
Indicator: Lesson:
area
Core Competencies:
and summarize them

Ask learners;

the lesson.

make a choice from.


Assessment
their partners.
Have learners draw parts of the story they read. Let learners
summarize the books they read to the whole class

B3.1.1.1 Count and estimate quantities from 0 B3.1.1.1.2 -3 Describe numbers and the relationship
to 10,000 between numbers 1 OF 1
CORE COMPETENCE:
 Learners can describe numbers and the relationship Problem Solving skills; Critical Thinking; Justification of Ideas;
between numbers
Monday Engage learners to complete Guide learners to revise counting of Give learners task to
the pattern. natural numbers up to 1,000. complete whiles you go
Which shape comes next? round to guide those who
Draw it Display and paste a number chart in don’t understand.
multiples of 500 between 10,000 and
100,000 Give remedial learning to
__ those who special help.
Lead learners to identify numbers in
different positions around a given
number.
Put learners in pairs and give each

group a number grid and have them
identify numbers in different positions
around a chosen number.
Tuesday Have learners to match the Guide learners to revise counting of Give learners task to
shapes. natural numbers up to 10,000. complete whiles you go
round to guide those who
Display and paste a number chart in don’t understand.
multiples of 500 between 10,000 and
100,000 Give remedial learning to
those who special help.
Lead learners to identify numbers in
different positions around a given
number.
Put learners in pairs and give each

group a number grid and have them
identify numbers in different positions
around a chosen number.
Wednesday Engage learners to draw the Demonstrate a conceptual Give learners task to
circles and shade any three. understanding of place value of whole complete whiles you go
numbers between 100 and 10,000 round to guide those who
by: - explaining and showing - with don’t understand.
bundles of hundreds, tens and ones
Give remedial learning to
Thursday Engage learners to count the Demonstrate a conceptual Give learners task to
dots and write each number understanding of place value of whole complete whiles you go
beside numbers between 100 and 10,000 round to guide those who
__ Give remedial learning to
- explaining the meaning of each digit those who special help.
in a given 3-digit number (when the
three digits are different, as well as
__ when two or more of the digits are
the same) and representing the
number in a hundreds frame
- explaining why the value of a digit

depends upon its placement within a
numeral.
Friday Engage learners to draw the Demonstrate a conceptual Give learners task to
circles and shade any three. understanding of place value of whole complete whiles you go
numbers between 100 and 10,000 round to guide those who
- explaining the meaning of each digit those who special help.
in a given 3-digit number (when the
three digits are different, as well as
when two or more of the digits are
the same) and representing the
number in a hundreds frame
Class: B3 Class Size: Sub Strand: Living & Non Living Things
Content Standard:
Indicator: Lesson:
B3.1.1.1 Show understanding of the physical
B3.1.1.1.1 classify living things plants and
features and life processes of living things and use
animals by their life process 1 OF 1
this understanding to classify them
 Learners can classify living things plants and animals by Problem Solving skills; Critical Thinking; Justification of
their life process Ideas;
Teaching/ Learning Resources Pictures of Plants and animals in the environment
Have learners watch a Learners watch pictures and What have we learnt today?
documentary on the life videos on living things
processes of some plants and Life process of plants and
animals Learners collect and display cut- animals
out pictures or flash cards of
plants and animals Have learners to summarize
the important points of the
lesson
Have learners watch a Learners sort the living things What have we learnt today?
documentary on the life into plants and animals through
processes of some plants and an activity. Life process of plants and
animals Animals
Draw two large circles and let
learners place living things into Have learners to summarize
different circles for plants and the important points of the
animals based on their life lesson
processes
Put the learners into groups. Have learners watch a What have learnt today?
Play a game of seeing which documentary on the life
group can list the highest processes of some plants and Life process of plants and
number of living and non-living animals Animals
things.
Produce more materials for Have learners to summarize
Give them 5 minutes to write as different activities the important points of the
many ideas down on paper as lesson
they can. The group with the
highest number wins
Class: B3 Class Size: Sub Strand: Nature Of God
Indicator: Lesson:
Content Standard:
B3.1.1.2.1. Explain God’s promises to
B3.1.1.2. Appreciate God’s promises to humankind
humankind 1 OF 1
Learners can explain God’s promises to humankind Critical Thinking and Problem
Flash letter cards to learners for Through questions and answers, Ask learners to tell the
them to pronounce some key guide learners to identify the class what they have learnt.
words in the lesson. promises God made to
humankind: Call learners in turns
Ask pupils to spell and write the summarize the lesson
words in the books Making reference form the call
of Abraham (Ibrahim)
– God promised him with
eternal life.
In groups, let learners discuss

the call of Abraham (Ibrahim).
Let learners present their work

to class for discussion.
Let learners role play the call of

Abraham (Ibrahim).
Let learners mention the ways

we respond to God’s call.
Get a viral picture, a trending Through questions and answers, Ask learners questions to
news on twitter, Facebook, guide learners to identify the review their understanding
YouTube and other social media promises God made to of the lesson.
handles. humankind:
Have learners write 3 facts
Discuss what is trending and Making reference form the call of the lesson on a sheet of
invite learners to share their of Moses (Musa). paper and it in their pockets
opinions on them and learn it on their way
In groups, let learners discuss home.
the call of Moses (Musa).


Moses (Musa).
Ask learners questions to Through questions and answers, Ask learners questions to
review their understanding in guide learners to identify the review their understanding
the previous lesson promises God made to of the lesson.
humankind:
Have learners write 3 facts
Making reference form the call of the lesson on a sheet of
of Moses (Musa). paper and it in their pockets
and learn it on their way
In groups, let learners discuss home.
the call of Moses (Musa).


Moses (Musa).

environment
B3.2.1.1. Exhibit knowledge of the unique B3.2.1.1.1 discuss the origins of the major
history of the major ethnic groups in Ghana ethnic groups in Ghana 1 OF 1
in Ghana literates
ethnic groups in Ghana E.g. Akans
Have learners to write on a Let learners identify some of the

sheet of paper the following characteristics of the Akan
ethnic group.
What are the major ethnic
groups in Ghana? Etc. Use a map to trace the routes
of the Akan ethnic groups.
some of the history of the major origin of the Akan ethnic group.
ethnic groups in Ghana The origin of major ethnic
Compose a song with names of groups
Have learners to tell which of the major ethnic groups and
part of the video interest them where they originated (In the Have learners to summarize
special schools, resource the important points in the
persons should assist the lesson
Duration: 60mins per lesson Strand: Performing Arts
Ideas
Indicator:
B3 2.1.1.1 Study and talk about
Demonstrate understanding of how to generate
own ideas for artistic expressions on the people. performing artworks produced or 1 OF 1
performed in other African communities
Learners can study and talk about performing artworks produced or Decision Making Creativity,
performed in other African communities Innovation Communication
Learners are to watch a short Learners are to gather Ask learners to tell the
video that reflects topical issues information through library whole class what they have
in the local community; research, surfing the internet for learnt.
African music, dances and
Ask learners to talk about parts drama. Learners tell what they will
of the video or pictures that like to learn.
interest them. Watch short documentaries on
the performing arts of Africa
Discuss the resources that are

used (e.g. instruments, elements,
costumes, props) for composing
and performing music, dance
and drama in Africa and the rest
of the world
imitate the skills and techniques

that the composers, arrangers
and performers use.
Ask learners questions to Discuss the subject matter, the Use series of questions and
review learners understanding in occasions on which they are answers to review learners
the previous lesson. performed – festivals, understanding of the lesson.
entertainment shows, sporting
activities, independence Call learners in turns to
anniversary celebrations and summarize the lesson.
their social and cultural
importance.
Develop ideas and concepts for

composing and performing
music, dance and drama from
the compositions and
performances from Africa.
Class: B3 Class Size: Sub Strand: Rhymes
B3.1.2.1 Show an understanding of some B3.1.2.1.1-2 Recognize and produce own rhyming
rhymes words. 1 OF 1
Learners can recognize and produce own rhyming words. Creativity and innovation, Communication.
Split learners into 2 teams. Let learners sing a popular play Use questions to review
Taking turns, learners from each song they know. their understanding of the
team come up and chose a lesson
vocabulary word. Learners to Read aloud a rhyme to learners.
draw something on the board Ask learners to summarize
while only their tries to guess Let learners read aloud the what they have learnt
the word rhyme in turns.
Lead learners through

discussions to recognize
rhyming words in the rhyme.
Have learners share what is Let learners sing a popular work Use questions to review
going on in their lives. song they know. their understanding of the
lesson
You and your learners can talk Write your own rhyme and
about plans for the weekend. read it to the learners. Ask learners to summarize
what they have learnt
Lead learners to read the rhyme
in turns.
Discuss the skills involved in

writing a rhyme with learners.
Encourage learners to produce

their own rhyming words.
Split your class into small groups Let learners sing a popular work Use questions to review
of 4. Each group have to think of song they know. their understanding of the
an acronym about what they lesson
have learned so far. The Write your own rhyme and
acronym can’t be longer than read it to the learners. Ask learners to summarize
the number of members in the what they have learnt
group. Lead learners to read the rhyme
in turns.
Call the groups in turns to
discuss what the letters in the Discuss the skills involved in
acronym stands for writing a rhyme with learners.
Encourage learners to produce

their own rhyming words.
Strand: Motor Skill And Movement
Duration: 60mins
Patterns
Class: B3 Class Size: Sub Strand: Locomotive Skills
Content Standard:
Indicator: Lesson:
Demonstrate competence in the motor skills and
B3.1.2.1.2: Jump continuously forward and
movement patterns needed to perform a variety
backward over a turning rope. 1 OF 1
of physical activities.
Learners can jump continuously forward and backward over a Personal skills and core competencies such as
turning rope. agility, concentration, precision
Take learners through general Learners find free space and skip Have learners to discuss the
and specific warm ups. 10 times always landing on the importance in exercising
balls on both feet. the body.
Have learners to watch pictures
and videos of the skill to be Learners find free space and skip End lesson with cool down.
learnt. 5 times on one foot always
landing on the balls of the same
foot as they alternate the foot.
e.g. right – 5times
left – 5times
A learner jumps continuously on

a forward-turning rope 10 times
after which they change roles.
In groups of three, two holding

each end of the rope, a learner
jumps continuously a backward-
turning rope.
BASIC THREE
Name of School………………………………………………….……………………….…………………

Class: B3 Class Size: Sub Strand: Story Telling
Indicator: Lesson:
Content Standard:
B3.1.4.1.1 respond to and ask questions based
B3.1.4.1: Respond to stories
on stories heard 1 of 1
Core Competencies:
Learners can respond to and ask questions based on stories
heard

word cards.

the lesson.
PHASE 2: NEW Select a suitable story to tell or read to the class. Word cards, sentence
LEARNING e.g. Ananse and the family. cards, letter cards,
handwriting on a
Let learners tell their favorite parts of the story. manila card
Have learners respond to the story by asking and

answering relevant questions to enhance comprehension.
own stories using
lesson.
Next lesson: share facts from information texts heard

with a partner, groups or the teacher.
Class: B3 Class Size: Sub Strand: Word Families
Content Standard:
Indicator: Lesson:
B3.2.3.1: Employ knowledge of rhyming
B3.2.3.1.1 use common rhyming/endings words
endings and common digraphs to enhance
for decoding of words 1 of 1
reading comprehension
Core Competencies:
Communication and
Learners can use common rhyming/endings words for decoding of words
Collaboration

Ask learners;

the lesson.
PHASE 2: NEW Introduce learners to simple word formation by changing Word cards, sentence
LEARNING the beginning letter. e.g. pin, sin, fin cards, letter cards,
handwriting on a
Have learners build on these rhyming endings and read manila card
out the words to their group members.
Have learners form sentences with these rhyming words.


lesson.
Next lesson: use diphthongs to build words.

Class: B2 Class Size: Sub Strand: Labeling Items
Indicator: Lesson:
Content Standard:
B3.4.4.1.1 make a list of objects found in
B3.4.4.1: Draw and label simple pictures
the environment 2 of 2
Core Competencies:
Learners can make a list of objects found in the environment.
Development

Ask learners;

the lesson.
PHASE 2: NEW Lead the class to make a list of objects found in a given Word cards, paper,
LEARNING thematic area. e.g. The Bus Stop. letter cards,
Let groups and pairs make similar lists from self-chosen or

given areas. They may use invented spelling initially.
Guide learners to edit and self-correct the errors before

presenting their work to the class. They may use children’s
pictures, dictionaries and other sources
REFLECTION
Next lesson: write simple sentences to express personal
opinions about favorite characters in texts
Class: B3 Class Size: Sub Strand: Using Punctuation
Indicator:
B3.5.2.1: Apply knowledge of the use of
B3.5.2.1.1 use full stops in initials and abbreviations
punctuation in communication 1 of 1
Learners can use full stops in initials and abbreviations Communication and Collaboration, Personal



PHASE 2: NEW Provide a short passage of about four sentences. Word cards, sentence
Pair learners place a full stop at the end of each sentence. handwriting on a
manila card
Introduce full stops in initials and abbreviations.
e.g. Mr. Badu - Mister Badu, A. O. Boateng – Adom
Opoku Boateng
Provide opportunities for learners to practice using full

stops in initials of their names, and abbreviations.
Next lesson: use full stops in initials and abbreviations.

Content Standard:
Indicator: Lesson:
area
Core Competencies:
and summarize them

Ask learners;

the lesson.

make a choice from.


Assessment
their partners.

Indicator:
B3.1.1.1.4 Compare and order whole numbers up to
B3.1.1.1 Count and estimate quantities
from 0 to 10,000 10,000 and represent comparisons using the 1 OF 1
symbols >, <, or =.
CORE COMPETENCE:
 Learners can compare and order whole numbers Problem Solving skills; Critical Thinking; Justification of
up to 10,000 and represent comparisons using the Ideas;
symbols >, <, or =.
Monday Engage learners to sing songs Demonstrate an understanding of Give learners task to
and recite some familiar how place value determines the complete whiles you go
rhymes they know relative size of whole numbers round to guide those who
(between 100 and 10,000) don’t understand.
Early to Bed
Early to bed and early to rise Guide learners to describe the Give remedial learning to
Makes a man, healthy, wealthy relative size of two numbers those who special help.
and i.e., saying whether one number is
wise. a little or a lot bigger or smaller
than another and justifying the
answer
Tuesday Play games and sing some Demonstrate an understanding of Give learners task to
action songs to begin the class how place value determines the complete whiles you go
relative size of whole numbers round to guide those who
(between 100 and 10,000) don’t understand.
Guide learners to describe the Give remedial learning to

relative size of two numbers those who special help.
i.e., saying whether one number is
a little or a lot bigger or smaller
than another and justifying the
answer
Wednesday Have learners to sing songs Guide learners to identify which Give learners task to
and recite familiar rhymes of two given numbers is bigger complete whiles you go
(or smaller), explaining why using round to guide those who
LITTLE FINGER place value and representing the don’t understand.
Little finger, little finger where relationship using the symbols<
are you, and >; Give remedial learning to
Here am I, here am I, how do those who special help.
you do Through series of examples guide
learners to put a small group of
numbers in increasing or
decreasing order and justifying
the order using a hundreds frame,
a number line or place value;
Thursday Have learners to sing songs Guide learners to identify which Give learners task to
and recite familiar rhymes of two given numbers is bigger complete whiles you go
(or smaller), explaining why using round to guide those who
LITTLE FINGER place value and representing the don’t understand.
Little finger, little finger where relationship using the symbols<
are you, and >; Give remedial learning to
you do Through series of examples guide
learners to put a small group of
numbers in increasing or
decreasing order and justifying
the order using a hundreds frame,
a number line or place value;
Friday Have learners to sing songs Learners to identify the missing Give learners task to
and recite familiar rhymes numbers or errors in a section of complete whiles you go
number line from 100 to 10,000 round to guide those who
LITTLE FINGER or in a hundreds chart and don’t understand.
Little finger, little finger where justifying the answer using place
are you, value Give remedial learning to
you do - solving word problems that
involve comparing quantities to
1000 (i.e., Agbo has 230 chickens.
Dzifa has 460. What can you say?)
Class: B3 Class Size: Sub Strand: Materials
B3.1.2.1 Recognize materials as important B3.1.2.1.1 Identify the uses of everyday
resources for providing human needs materials and link the uses to their properties 1 OF 1
Learners can Identify the uses of everyday materials and Problem Solving skills; Critical Thinking; Justification of
link the uses to their properties Ideas;
Teaching/ Learning Resources wood, plastics, paper, metals, leather, cotton
Engage learners to sing Show learners pictures and videos of Ask learners questions to
some action songs common materials e.g. wood, plastics, review their understanding
paper, metals, leather, cotton, etc. of the lesson.
SHOW ME
Show me your head oo, Learners collect everyday materials in Have learners write 3 facts
This is my head oo. their environment e.g. wood, plastics, of the lesson on a sheet of
Show me your eyes oo, paper, metals, leather, cotton, etc. paper and it in their pockets
This is my eyes oo. Etc. and bring them to class. and learn it on their way
home.
Learners use think-pair-share to
discuss the uses of the materials
collected.
Get a viral picture, a Brainstorm with learners to come Divide the class into two
trending news on twitter, out with the uses of the materials in teams. One player serves a
Facebook, YouTube and relation to their properties, e.g. question and choses a
other social media handles. metals are used for making car bodies player in the other group to
because they are hard, plastics are answer.
Discuss what is trending used for making bottles, buckets,
and invite learners to share bowls because they can be moulded
their opinions on them into different shapes
Engage learners in an activity to

match some products such as
buckets, cups, books, tables with
their material sources such as metals,
clay, glass, wood, plastics.
Provide a lot of materials for the

learners to do more activities.
Class: B3 Class Size: Sub Strand: My Self
B3.1.2.1. Demonstrate knowledge of B3.1.2.1.1. Explain ways of promoting personal
promoting personal hygiene and safety hygiene and safety as a responsible citizen 1 OF 1
 Learners can explain ways of promoting personal hygiene and safety as a Communication and Collaboration
responsible citizen Critical Thinking and Problem
Get a viral picture, a trending Learners talk about things they Ask learners questions to
news on twitter, Facebook, need to promote personal review their understanding
YouTube and other social media hygiene: water, soap, tooth of the lesson.
handles. brush and tooth paste, nail
cutter, etc. Have learners write 3 facts
Discuss what is trending and of the lesson on a sheet of
invite learners to share their Learners talk about things they paper and it in their pockets
opinions on them do to show personal hygiene, and learn it on their way
through think-pair-share, home.
e.g. bathing twice a day, brushing
of the teeth, at least twice daily,
washing of clothes regularly,
washing of hands regularly, etc.
Flash letter cards to learners for Learners draw items used in Ask learners to tell the
them to pronounce some key keeping our bodies clean. class what they have learnt.
words in the lesson.
Learners sing and tell stories Call learners in turns
Ask pupils to spell and write the about the importance of keeping summarize the lesson
words in the books personal hygiene
B3.1.1.1. Identify ways of ensuring environmental B3.1.1.1.1 demonstrate ways to care for the
safety environment 1 OF 1
environment
 Learners can discuss the origins of the major ethnic Learners to become critical thinkers and digital
groups in Ghana literates

ethnic group.
Sub Strand: Planning, Making and
Composing
Indicator:
B3 1.2.2.1/5B3 1.2.3.1 Plan own artworks
own ideas for artistic expressions on the people. that represent visual artworks produced or 1 OF 1
found in other communities in Africa.
Learners can plan own artworks that represent visual artworks produced or Decision Making Creativity,
found in other communities in Africa. Innovation Communication
Learners are to watch a short Learners are to examine the Ask learners to tell the
video or pictures on an history and culture of the whole class what they have
exhibition or visit an exhibition people from other countries in learnt.
Centre, preferably during the Africa.
circuit, district or regional Learners tell what they will
cultural festival. Talk about artworks like to learn
produced/performed in Africa.
Ask learners to talk about parts
of the video or pictures that Identify and experiment with the
interest them. tools, materials and methods of
production the artists use.
Organize and develop ideas by

sketching own creative ideas and
concepts to make own visual
artworks such as painting.
Ask learners questions to Learners are to create own Use series of questions and
review learners understanding in artworks based on the history answers to review learners
the previous lesson. and culture of the people from understanding of the lesson.
other countries in Africa.
Call learners in turns to
Create own artworks based on summarize the lesson
what is produced in other
countries in Africa (e.g. masks,
sculptures, paintings, pottery
wares, woven, printed and dyed
fabrics; leather products; beads).
Class: B3 Class Size: Sub Strand: Poems
Content Standard:
Indicator: Lesson:
B3.1.3.1 Demonstrate knowledge of poem
B3.1.3.1.1. Explore poems and note the words and
recitation with the correct stress and
discuss what the poem is about. 1 OF 1
rhythm by listening attentively
Learners can explore poems and note the words and discuss what the Creativity and innovation,
poem is about. Communication.
Flash letter cards to learners Explore poems to learners. Use questions to review
for them to make its sounds. their understanding of the
Ask pupils to write some As you read the poem, allow them lesson
letters in the air as you to note words in the poem.
mention them Ask learners to summarize
Let learners explore poems and what they have learnt
take note of the words.
Lead learners to explore the poem

with gestures.
Let learners tell what the poem is

about.
Have learners to write letter Explore poems to learners. Use questions to review
patterns in the air. their understanding of the
As you read the poem, allow them lesson
to note words in the poem.
Engage learners to sing songs Ask learners to summarize
and dance to it Let learners explore poems and what they have learnt

with gestures.
Let learners tell what the poem is

about.
Flash letter cards to learners Explore poems to learners. Use questions to review
for them to make its sounds. their understanding of the
Ask pupils to write some As you read the poem, allow them lesson
letters in the air as you to note words in the poem.
mention them Ask learners to summarize
Let learners explore poems and what they have learnt

with gestures.
Duration: 60mins
Patterns
Class: B3 Class Size: Sub Strand: Manipulative Skills
Content Standard:
Indicator: Lesson:
Demonstrate competence in the motor skills
B3. 1.2.1.3: Jump continuously a self forward
and movement patterns needed to perform a
turning rope in a circle 1 OF 1
variety of physical activities.
Learners can jump continuously a self forward turning rope in a Personal skills and core competencies such as
circle (skipping with rope). agility, concentration, precision
Take learners through 5 Guide learners to pick their Allow learners to progress
minutes jogging to warm the skipping ropes and find self-space. at their own pace. Give
body up. corrective feedback for skill
Hold the handle of the skipping improvement.
rope side by side with the two
hands with the middle of the rope End the lesson with cool
on the ground or slightly above. down
Hop over it and swing the rope

clockwise to turn round the body
in circle as they continue series of
step-hops starting with double take-
off.
Advance should progress to single

step-hops and change clockwise
rope movement to anti-clockwise.
BASIC THREE
Name of School………………………………………………….……………………….…………………

Class: B3 Class Size: Sub Strand: Story Telling
Indicator: Lesson:
Content Standard:
B3.1.4.1.1 respond to and ask questions based
B3.1.4.1: Respond to stories
on stories heard 1 of 1
Core Competencies:
Learners can respond to and ask questions based on stories
heard

word cards.

the lesson.
PHASE 2: NEW Select a suitable story to tell or read to the class. Word cards, sentence
LEARNING E.g. Ananse and the family. cards, letter cards,
handwriting on a
Let learners tell their favorite parts of the story. manila card
Have learners respond to the story by asking and

answering relevant questions to enhance comprehension.
own stories using
lesson.
Next lesson: share facts from information texts heard

with a partner, groups or the teacher.
Class: B3 Class Size: Sub Strand: Diphthongs
Lesson:
B3.2.4.1: Show understanding of diphthongs B3.2.4.1.1 use diphthongs to build words
1 of 1
Core Competencies:
Communication and
Learners can use diphthongs to build words
Collaboration

Ask learners;

the lesson.
PHASE 2: NEW Revise digraphs and have learners identify them in words. Word cards, sentence
Introduce diphthongs in context. handwriting on a
e.g. ou-out, loud, cloud manila card
Through think-pair-share, let learners generate

diphthongs and build words with them

lesson.
Next lesson: use consonant blends to build words.

Class: B2 Class Size: Sub Strand: Writing Sentences
Indicator:
B3.4.5.1.1 write simple sentences to
B3.4.5.1: Write accurately using acquired vocabulary
express personal opinions about favorite
and knowledge of grammar 2 of 2
characters in texts
Learners can write simple sentences to express personal opinions Communication and Collaboration, Personal
about favorite characters in texts. Development

Ask learners;

the lesson.
PHASE 2: NEW Put learners in groups to discuss characters in a story read. Word cards, paper,
LEARNING Have learners write simple sentences to express personal letter cards,
opinions on favorite characters.
Let learners exchange their books and do peer editing by

checking for:
i. correct spelling of words,
ii. correct writing of capitals,
iii. correct writing of small letters,
iv. correct spacing of letters and words
REFLECTION
Next lesson: write simple sentences to express personal
opinions about favorite characters in texts
Class: B3 Class Size: Sub Strand: Using Punctuation
Indicator:
B3.5.2.1: Apply knowledge of the use of
B3.5.2.1.1 use full stops in initials and abbreviations
punctuation in communication 1 of 1
Learners can use full stops in initials and abbreviations Communication and Collaboration, Personal



PHASE 2: NEW Provide a short passage of about four sentences. Word cards, sentence
Pair learners place a full stop at the end of each sentence. handwriting on a
manila card
Introduce full stops in initials and abbreviations.
e.g. Mr. Badu - Mister Badu, A. O. Boateng – Adom
Opoku Boateng
Provide opportunities for learners to practice using full

stops in initials of their names, and abbreviations.
Next lesson: identify the present continuous form of

action words in spoken and written communication.
Content Standard:
Indicator: Lesson:
area
Core Competencies:
and summarize them

Ask learners;

the lesson.

make a choice from.


Assessment
their partners.

Class: B3 Class Size: Sub Strand: Number Operations
B3.1.2.1 Develop and use standard strategies B3.1.2.1.1 Use standard strategy or procedure
for adding and subtracting within 1000 to do addition or subtraction within 1000 1 OF 1
Performance Indicator: CORE COMPETENCE:
Learners can use standard strategy or procedure to do Problem Solving skills; Critical Thinking; Justification of
addition or subtraction within 1000 Ideas;
Monday Send learners out of the Have learners use their feet, What have we learnt today?
class for a small exercise. strides, arms, hand-span and
referent materials such as Using hand, feet span and
Divide class into groups to sticks or threads to find how other referent materials in
play a type of football called long a table, window and door measuring.
“small poles” frames etc., by counting the
number of times their feet, Let learners’ measure objects
Ask learners to count each hand-span and referent in the class by using their
pole with their feet span four materials is able to do this hand, feet span and other
times. referent materials
Introduce the lesson on the Assessment: Have learners to
field by alerting learners how demonstrate how long objects
the poles were measured. in the class are, by using their
feet and hand-span
Tuesday Bring measuring bowls, cups, Have learners use empty What have we learnt today?
buckets etc. to class. container such as bottles, cups
Call students to fill each item etc. to determine the capacity Determining the capacities of
with water. of other bigger containers by bigger containers by using
counting to find how much (the smaller containers.
Learners record the volume number of times) the bottles,
of each item. cups etc. is able to do this Review lesson with learners.
Learners talk about the Assessment: call out learners

difference in volumes of the in groups to use empty
various items containers such as bottles, cups
etc. to determine the capacity
of other bigger containers by
counting to find how much
Wednesday Write a number on the Explain the purpose of a Review lesson with learners
board and have learners to symbol like a square or an by giving them home task to
call out two or three underline in a given addition or write in their workbooks
addends that might give the subtraction mathematics
answer on the board sentences with one unknown.
e.g. 25=10+10+5 Example: 227 + ☐ = 609
or 25=20+5
and hence introduce the Create an addition or
lesson subtraction question with an
unknown for a classmate to
solve, and using either (☐) or
(___) to represent the
unknown
Assessment: Engage learners

to solve several examples
Thursday Write a number on the Solve an addition or Review lesson with learners
board. subtraction question with one by giving them home task to
Display number cards in unknown, using a variety of write in their workbooks
front of the class. strategies and explaining the
strategy used.
call out leaners to pick two
cards that adds up to the Use the methods of
number on the board decomposition to find the sums
and difference of numbers
within 1000
Assessment: have learners to

decompose numbers up to
1000 into 100s, 10s, and 1s
expressions (e.g.: 5000 = 1000
+ 1000 + 1000 + 1000 + 1000
or 4036 = 4000 + 30 + 6; etc.)
B3.1.2.1 Recognize materials as important B3.1.2.1.2 Demonstrate understanding that
resources for providing human needs an object is made of one or more materials 1 OF 1
 Learners can demonstrate understanding that an object Problem Solving skills; Critical Thinking; Justification of
is made of one or more materials Ideas;
Teaching/ Learning Resources wood, plastics, paper, metals, leather, cotton
Engage learners in the ‘mystery Display objects such as What we have learnt today?
box game’ computer, football, clothes,
Teacher brings a bag into the mobile phone, pencils etc. Compositions of materials.
classroom that contains an
object (phone, pencil, clothes Provide materials such as glass, Have leaners to summarize
etc.). plastics, wood, metals etc. the important points of the
It is then passed around and lesson.
learners try to determine what Assist learners to identify that
is in the bag just by feeling it. an object such as computer is
The student who guess right made up of materials such as
wins, and hence introduce the plastics, glass and metals
lesson.
Assessment: in groups
learners tell class the
compositions of materials such
as pencil, computer etc.
Revise the previous lesson with Show a video to learners on What we have learnt today?
learners how things are made.
Compositions of materials.
Have learners write on a sheet Have learners talk about the
of paper the following part of video that interest them Have leaners to summarize
The composition of; Discuss the compositions of the important points of the
a. Computer items with learners. lesson.
b. pencil
Assessment: Engage learners
to give examples of objects and
the materials used to make
them
Show a video to learners on Do more activities with learners What we have learnt today?
how things are made. to build the concepts of objects
and materials Compositions of materials.
Have learners talk about the Assessment: have learners to
part of video that interest them. make objects using local Have leaners to summarize
materials in their community. the important points of the
Learners present their work to lesson.
class and tell the composition
Class: B3 Class Size: Sub Strand: My Self
Indicator:
B3.1.2.1.1. Explain ways of promoting
B3.1.2.1. Demonstrate knowledge of promoting
personal hygiene and safety personal hygiene and safety as a responsible 1 OF 1
citizen
Learners can explain ways of promoting personal hygiene and safety as a Communication and Collaboration
responsible citizen Critical Thinking and Problem
Get a viral picture, a trending Learners talk about things they Ask learners questions to
news on twitter, Facebook, need to promote personal review their understanding
YouTube and other social media hygiene: water, soap, tooth of the lesson.
handles. brush and tooth paste, nail
cutter, etc. Have learners write 3 facts
Discuss what is trending and of the lesson on a sheet of
invite learners to share their Learners talk about things they paper and it in their pockets
opinions on them do to show personal hygiene, and learn it on their way
through think-pair-share, home.
e.g. bathing twice a day, brushing
of the teeth, at least twice daily,
washing of clothes regularly,
washing of hands regularly, etc.
Flash letter cards to learners for Learners draw items used in Ask learners to tell the
them to pronounce some key keeping our bodies clean. class what they have learnt.
words in the lesson.
Learners sing and tell stories Call learners in turns
Ask pupils to spell and write the about the importance of keeping summarize the lesson
words in the books personal hygiene
environment
B3.2.1.1. Exhibit knowledge of the unique B3.2.1.1.1 discuss the origins of the major ethnic
history of the major ethnic groups in Ghana groups in Ghana 1 OF 1
 Learners can discuss the origins of the major ethnic Learners to become critical thinkers and digital
groups in Ghana literates

ethnic group.
Composing
Lesson:
Demonstrate understanding of how to B3 2.2.2.1 /B3 2.2.3.1 Plan and create own artworks
generate own ideas for artistic that represent performing artworks produced or 1 OF 1
expressions on the people. performed in other communities in Africa
Learners can plan and create own artworks that represent performing Decision Making Creativity,
artworks produced or performed in other communities in Africa Innovation Communication
Get a viral picture, a trending Learners are to organize and Use series of questions and
news on twitter, Facebook, develop concepts from memory answers to review learners
YouTube and other social media to come out with own creative understanding of the lesson.
handles. ideas to compose own music,
dance and drama based on Call learners in turns to
Discuss what is trending and knowledge and understanding of summarize the lesson
invite learners to share their the:
opinions on them
Talk about the history and
culture of people from other
parts of Africa;
Experiment with compositions

produced/performed in other
parts of Africa (Dances: Indlamu
of South Africa, Moribayasa of
Guinea, Eskista of Ethiopia,
Atilogwu of Nigeria, Aduma of
Kenya; Music: Afrobeat of
Nigeria, Highlife of Ghana)
Use available instruments,

resources and techniques to
create own music, dance and
drama based on the history and
culture of the people from
Africa (e.g. their occupation,
customs, staple foods, traditions,
festivals);
Class: B3 Class Size: Sub Strand: Story telling
B3.1.4.1 Exhibit knowledge of listening to B3.1.4.1.1-3 Dramatize and discuss issues and
and reading simple and interesting stories morals in a story. 1 OF 1
Learners can dramatize and discuss issues and morals in a story. Creativity and innovation, Communication.
Engage leaners in the ‘wipe out Revise occupational songs with Ask learners to tell the
game’ learners. whole class what they have
learnt.
Write 4-5 sounds on the board. Tell/show an interesting story.
With the whole class, say the Learners tell what they will
sounds (with the action). Ask Discuss the story with learners. like to learn
the learners to close their eyes
and teacher wipes out one Help learners to mention some
sounds. Learners open their of the key words in the story.
eyes and must say which is gone.
Flash letter cards for leaners to Let learners sing a song they Use series of questions and
make its sound. know. answers to review learners
understanding of the lesson.
Have leaners to sing songs of Tell/show an interesting story.
the alphabets. Call learners in turns to
Discuss the setting of the story summarize the lesson
with learners.
Help learners to mention issues

and morals in the stories.
Engage leaners in the ‘BINGO’ Let learners demonstrate an Ask learners to tell the
game occasional greeting in pairs. whole class what they have
learnt.
Ask children to choose any 4 Lead learners to sing a popular
letters and write them in their traditional song. Learners tell what they will
books or on the floor. like to learn
Tell/play an interesting story.
The teacher says a simple word
and if children have the sound at Discuss the story with learners.
the beginning of that word they
cross it out. Assign roles to learners.
The first child to cross out all 4 Direct learners to dramatize the
of their letters shouts BINGO!! story.
and is the winner.
Duration: 60mins
Patterns
Content Standard:
Indicator: Lesson:
B3.1.3.1.4: Roll a ball from stationary forward
movement patterns needed to perform a variety
and back, using sticks. 1 OF 1
Learners can roll a ball from stationary forward and back, using Personal skills and core competencies such as
sticks. agility, concentration, precision
Teaching/ Learning Resources Ball, videos and pictures
Take learners through 5 minutes After warm-ups learners roll ball Learners to practice
jogging to warm the body up with sticks from stationary to a individually and in groups.
demarcated point and back to Help those who finds it
the starting point. difficult in rolling the ball
Supervise their practice and give Assessment:

them feedback. Organize mini game for
learners for fun and
enjoyment.
Take learners through cool

down to end the lesson
BASIC THREE
Name of School………………………………………………….……………………….…………………

Class: B3 Class Size: Sub Strand: Dramatization
Indicator: Lesson:
Content Standard:
B3.1.5.1.1 dramatize and role-play stories
B3.1.5.1: Perform stories
heard and read 1 of 1
Learners can dramatize and role-play stories heard and read Communication and Collaboration, Leadership

word cards.

the lesson.
PHASE 2: NEW Let learners mention titles of stories they have heard or Word cards, sentence
LEARNING read, e.g. The Magic Pot. cards, letter cards,
handwriting on a
Let learners identify some characters in the stories manila card
mentioned.
Let learners dramatize or role-play stories they have

heard, read or created, with appropriate characters.
Discuss stories dramatized or role-played.
Let learners comment on stories dramatized or role-

played
own stories using
lesson.
Next lesson: use appropriate greetings for special

occasions
Class: B3 Class Size: Sub Strand: Blends
B3.2.5.1: Identify and use consonant blends B3.2.5.1.1 use consonant blends to build
in words words 1 of 1
Learners can use consonant blends to build words Communication and Collaboration

Ask learners;

the lesson.
PHASE 2: NEW Have learners revise diphthongs and use them in Word cards, sentence
LEARNING sentences. cards, letter cards,
handwriting on a
Introduce consonant blends and have learners identify manila card
words having the blends.
e.g. bl - black br- brush st- stone tr- tree
Let learners work in pairs/groups to identify consonant

blends and build words from them

lesson.
Next lesson: read level-appropriate sight words,

understand and use them in meaningful complex
sentences.
Class: B2 Class Size: Sub Strand: Writing Simple Words
Indicator:
B3.4.5.1.1 write simple sentences to
B3.4.5.1: Write accurately using acquired vocabulary
express personal opinions about favorite
and knowledge of grammar 2 of 2
characters in texts
Learners can write simple sentences to express personal opinions Communication and Collaboration, Personal
about favorite characters in texts. Development

Ask learners;

the lesson.
PHASE 2: NEW Put learners in groups to discuss characters in a story read. Word cards, paper,
Have learners write simple sentences to express personal
opinions on favorite characters.
Let learners exchange their books and do peer editing by

checking for:
i. correct spelling of words,
ii. correct writing of capitals,
iii. correct writing of small letters,
iv. correct spacing of letters and words
REFLECTION
Next lesson: develop two coherent paragraphs on one idea
or concept using leading questions
Class: B3 Class Size: Sub Strand: Using Action Words
B3.5.4.1: Apply knowledge of action words B3.5.4.1.1 identify the present continuous form of
in communication action words in spoken and written communication 1 of 1
Core Competencies:
Learners can identify the present continuous form of action words in
spoken and written communication



PHASE 2: NEW Through demonstration, assist learners to use the Word cards, sentence
LEARNING continuous form of the action words such as running, cards, letter cards,
eating and sitting. handwriting on a
manila card
Provide sentences and let learners identify the continuous
form of the action words:
e.g. Adongo is running with the ball.
Next lesson: identify the present continuous form of

action words in spoken and written communication
Content Standard:
Indicator: Lesson:
area
Core Competencies:
and summarize them

Ask learners;

the lesson.

make a choice from.


Assessment
their partners.

Content Standard:
B3.1.2.2 Demonstrate an understanding of the Indicator: Lesson:
concept of “equality” and “not equal to” in B3.1.2.2.1 Use the concept of "equal to" and "not
addition and subtraction problems with sums equal to" 1 OF 1
up to 1000
CORE COMPETENCE:
 Learners can use the concept of "equal to" and "not Problem Solving skills; Critical Thinking; Justification of Ideas;
equal to"
Monday Engage learners to sing songs Explain that “≠” means “not the Give learners task to
and recite some familiar same as” or “not equal to”. complete whiles you go
rhymes they know round to guide those who
Learners construct two sets that don’t understand.
Early to Bed are not equal, explaining why they
Early to bed and early to rise are not equal and recording the Give remedial learning to
Makes a man, healthy, wealthy relationship using the symbol ≠ those who special help.
and
wise.
e.g., 4≠5
let learners practice with more
examples.
Tuesday Play games and sing some Explain that “≠” means “not the Give learners task to
action songs to begin the same as” or “not equal to”. complete whiles you go
class. round to guide those who
Learners construct two sets that don’t understand.
Engage learners to sing songs are not equal, explaining why they
and recite some familiar are not equal and recording the Give remedial learning to
rhymes they know. relationship using the symbol ≠ those who special help.
e.g., 56 ≠ 98
let learners practice with more
examples.
Wednesday Have learners to sing songs Guide learners to change two given Give learners task to
and recite familiar rhymes sets, equal in size, to create sets complete whiles you go
that are not equal. round to guide those who
LITTLE FINGER don’t understand.
Little finger, little finger where
are you, = Give remedial learning to
you do
=
Provide more examples for learners
to practice with.
Thursday Have learners to sing songs Guide learners to change two given Give learners task to
and recite familiar rhymes sets, equal in size, to create sets complete whiles you go
that are not equal. round to guide those who
LITTLE FINGER don’t understand.
Little finger, little finger where
are you, = Give remedial learning to
you do
=
Provide more examples for learners
to practice with.
Learners to determine whether

two sides of a given number
sentence are equal or not and using
the appropriate symbol to
represent the relationship.
e.g., 160 ≠ 80 + 50
B3.1.2.1 Recognize materials as important B3.1.2.1.2 Demonstrate understanding that an
resources for providing human needs object is made of one or more materials 1 OF 1
Learners can demonstrate understanding that an object is Problem Solving skills; Critical Thinking; Justification of
made of one or more materials Ideas;
Teaching/ Learning Resources Metals, woods plastics soil stones paper pencil crayons balloons
Engage learners in the ‘mystery Display objects such as What we have learnt today?
box game’ computer, football, clothes,
Teacher brings a bag into the mobile phone, pencils etc. Compositions of objects.
classroom that contains an
object (phone, pencil, clothes Provide materials such as glass, Have leaners to summarize
etc.). plastics, wood, metals etc. the important points of the
It is then passed around and lesson.
learners try to determine what Assist learners to identify that an
is in the bag just by feeling it. object such as computer is made
The student who guess right up of materials such as plastics,
wins, and hence introduce the glass and metals
lesson.
Assessment: in groups learners
tell class the compositions of
materials such as pencil,
computer etc.
Revise the previous lesson with Show a video or pictures to What we have learnt today?
learners learners on how things are made.
Compositions of objects.
Have learners write on a sheet Have learners talk about the part
of paper the following of video that interest them Have leaners to summarize
The composition of; Discuss the compositions of the important points of the
c. Computer items with learners. lesson.
d. pencil
Assessment: Engage learners to
give examples of objects and the
materials used to make them
Show a video to learners on Do more activities with learners What we have learnt today?
how things are made. to build the concepts of objects
and materials Compositions of objects.
Have learners talk about the
part of video that interest Assessment: have learners to Have leaners to summarize
them. make objects using local materials the important points of the
in their community. lesson.
Learners present their work to
class and tell the composition
Sub Strand: My Family & The
Community
B3.1.3.1. Show understanding of roles in the B3.1.3.1.1. Explain factors that promote good
family and community relationships at home, school and community 1 OF 1
 Learners can explain factors that promote good relationships at home, Communication and Collaboration
school and community Critical Thinking and Problem
Have leaners to sing songs and Learners talk about good Ask learners questions to
recite rhymes related to the relationship. review their understanding
lesson of the lesson.
In groups, guide learners to talk
about things that promote good Have learners write 3 facts
relationship, of the lesson on a sheet of
e.g. comportment, respect, love, paper and it in their pockets
obedience, humility, friendliness, and learn it on their way
honesty. home.
Learners role play behaviors

that show good relationship.
Put students into groups of Engage learners in a fishbowl Ask learners questions to
three 3 and number them 1-3. activity to discuss about good review their understanding
human relationship. of the lesson.
Put three number statements up
to the white board and ask In groups, guide learners to talk Have learners write 3 facts
students to explain the about things that promote good of the lesson on a sheet of
corresponding statements human relationship, paper and it in their pockets
related to the lesson to their e.g. comportment, respect, love, and learn it on their way
group. obedience, humility, friendliness, home.
honesty.
The group who explains well
wins. Learners role play behaviors
Have leaners to sing songs and In groups, learners talk about Divide the class into two
recite rhymes related to the the need to promote good teams. One player serves a
lesson relationship question and choses a
e.g. it promotes, peace, unity, player in the other group to
development, friendliness, etc. answer.
Week Ending: DAY: Subject: RELI & MORAL EDUCATION
Class: B3 Class Size: Sub Strand: Purpose of God’s creation
B3.1.3.1. Explain the purpose of God’s B3.1.3.1.1: Explain the purpose of God’s creation of
creation humankind 1 OF 1
Learners can explain the purpose of God’s creation of Cultural Identity, Sharing Reconciliation,
humankind Togetherness, Unity.
Have leaners to sing songs Discuss with learners the Ask learners questions to
about creation and God. creation of humankind (Islamic review their understanding
version of creation). of the lesson.
Tell leaners stories about
creation. -Who were the first people God Have learners write 3 facts
created? of the lesson on a sheet of
paper and it in their pockets
-Who was created first? and learn it on their way
home.
Let learners tell creation stories
Of how Allah created the world.
Explain why Allah created

human beings:
to take care of other creatures to
worship and serve Him, etc
in Ghana literates
Engage learners to sing some Engage learners to identify some Ask learners series of
patriot songs they are familiar of the major ethnic groups in questions to review their
with. Ghana. understanding of the lesson
Example: Arise Ghana Youth. E.g. Guan, Mole-Dagbani/ Gonja, Akan,
Ga/Adangme, Ewe Ask learners to summarize
Ask learners questions about what they have learnt
what they know about Ghana. Use a map to trace the routes
the major ethnic groups Give learners individual or
travelled to get to their present- home task
day locations in Ghana.
The guan people are an ethnic group
found almost in all parts of ghana,
including the Nkonya tribe, Gonja,
Anum, Larteh, nawuri and Ntdumburu.
They primarily speak the guan
languages of the Niger-Congo language
family. They make up 3.7% of the
population of ghana.
In groups, learners discuss the

origin of the major ethnic
groups
Review the previous lesson with Compose a song with names of Ask learners series of
learners through questions and the major ethnic groups and questions to review their
answers. where they originated understanding of the lesson
Let learners sing songs and Draw a map to locate the Ask learners to summarize
recite rhymes. Ensure that all migratory routes of the ethnic what they have learnt
learners take part in it. groups. (this can also be done
on a manila card) Give learners individual or
home task
Develop a timeline of the
periods each ethnic group
arrived in Ghana
Class: B3 Class Size: Sub Strand: Displaying and Sharing
Lesson:
Demonstrate understanding of how to B3 1.3.4.1 /B3 1.3.5.1 Plan a display of own visual
generate own ideas for artistic expressions artworks that reflect the history and culture of 1 OF 1
on the people. people in other African communities.
Learners can plan a display of own visual artworks that reflect the history Decision Making Creativity,
and culture of people in other African communities. Innovation Communication
Engage learners to play games, Learners are to watch a short Ask learners to tell the
sing songs and recite rhymes to video or exhibition of artworks whole class what they have
begin the lesson. of people in other Ghanaian learnt.
communities;
Using questions and answers Learners tell what they will
review learners on the previous like to learn
lesson.
Discuss the need for displaying

portfolio of own visual artworks.
Plan a display of portfolio of own

visual artworks to share ideas,
educate and inform the public on
the history and culture of other
people in Ghana
Engage learners to play games, Guide learners to make Use series of questions and
sing songs and recite rhymes to artworks on their own. It may answers to review learners
begin the lesson. include paintings, collage, paper understanding of the lesson.
work, drawings etc.
Using questions and answers Call learners in turns to
review learners on the previous Go round the class to ensure summarize the lesson
lesson. that learners are following the
right orders.
Learners to display portfolio of

own visual artworks to educate
and inform the public on the
history and culture of people in
the local community
Duration: 60mins per lesson Strand: Reading
Class: B3 Class Size: Sub Strand: Phonological and phonemic awareness
Content Standard:
Indicator: Lesson:
B3.2.3.1 Demonstrate knowledge of
B3.2.3.1.1-3 Add individual sounds in simple one-
listening, recognizing and differentiating
syllable words to make up new words. 1 OF 1
sounds in spoken words
Core Competencies:
Learners can add individual sounds in simple one-syllable words to make up
Creativity and innovation, Communication.
new words.
Flash letter cards to learners Lead learners to say the letters of Use questions to review their
for them to make its sounds. the alphabet as a group. understanding of the lesson
Ask pupils to write some
letters in the air as you Call learners to say the letters of Ask learners to summarize what
mention them the alphabet in turns. they have learnt
Practice syllable recognition and

separation with learners on the
board.
Allow learners to apply the

knowledge to recognize and
separate syllables in words.
Have learners to write letter Lead learners to say the letters of Use questions to review their
patterns in the air. the alphabet as a group. understanding of the lesson
Call learners to say the letters of Ask learners to summarize what

Engage learners to sing songs the alphabet in turns. they have learnt
and dance to it
Practice adding individual sounds to
one syllabic words.
Encourage learners to add sounds
to one-syllabic words to form new
words on their own. E.g. /ba/ + /g/
= bag /ba/ + /t/ = bat
Flash letter cards to learners Lead learners to say the letters of Use questions to review their
for them to make its sounds. the alphabet as a group. understanding of the lesson
Ask pupils to write some
letters in the air as you Demonstrate adding one sound to Ask learners to summarize what
mention them two-syllabic words to form new they have learnt
words on the board.
Let learners apply the knowledge to

substitute one sound in two syllable
words to make up new words. E.g.
/table/ -/t/ + /c/ = /cable/ /carrot/ -
/c/ + /p/ = /parrot/ /toffee/ -/t/ +
/c/=/coffee/
Duration: 60mins
Patterns
Content Standard:
Indicator: Lesson:
B3 1.4.1.5 manipulate an object whiles
movement patterns needed to perform a variety of
distributing weight and base of support 1 OF 1
physical activities.
Learners can manipulate an object whiles distributing weight Personal skills and core competencies such as
and base of support agility, concentration, precision
Learners go through warm-ups. Review base of support as the Learners end the lesson
feet, hands, etc. Learners to with cool down
volley light balls at a spot.
Learners should also bounce ball

at a spot or with a stick and ball,
learners should lean slightly
down and use the stick to
manipulate the ball at a spot.
BASIC THREE
Name of School………………………………………………….……………………….…………………

Class: B3 Class Size: Sub Strand: Conversation
B3.1.6.1: Explore using certain culturally acceptable B3.1.6.1.1 use appropriate greetings for special
language for communication occasions 1 of 1
Learners can use appropriate greetings for special occasions Communication and Collaboration, Leadership

word cards.

the lesson.
PHASE 2: NEW Show learners conversational posters to talk about. Word cards, sentence
LEARNING E.g. causes of road accidents. cards, letter cards,
handwriting on a
Let learners role-play topics or themes discussed. manila card
Discuss the importance of expressing a variety of

communicative meanings/telling people about their
feelings, etc.) e. g. apologizing, agreeing or disagreeing
with partners on issues.
Guide learners to express a variety of communicative

meanings.
own stories using
lesson.
Next lesson: talk about events in the community

Class: B3 Class Size: Sub Strand: Comprehension
Indicator:
B3.2.6.1.1 read level-appropriate sight words,
B3.2.6.1: Understand word meanings and
understand and use them in meaningful complex
usage 1 of 1
sentences
Learners can read level-appropriate sight words, understand and use them in Communication and
meaningful complex sentences Collaboration

Ask learners;

the lesson.
PHASE 2: NEW Have learners read a text and identify its purpose and Word cards, sentence
LEARNING features. Guide them with questions to do this. cards, letter cards,
Let learners transfer the same ideas to other types of handwriting on a
texts. manila card
Use think-pair-share to have learners compare ideas.
Have learners play simple mental or guessing games like

Bingo and matching games.
Guide learners to form mental images as they read a text,

to help them make meaning from the text

lesson.
Next lesson: use knowledge of prefixes and suffixes to

interpret unfamiliar words.
Class: B2 Class Size: Sub Strand: Guided Composition
Indicator:
B3.4.8.1.1 develop two coherent
B3.4.8.1: Compose short paragraphs through
paragraphs on one idea or concept using
answering questions 2 of 2
leading questions
Learners can develop two coherent paragraphs on one idea or Communication and Collaboration, Personal
concept using leading questions. Development

Ask learners;

the lesson.
PHASE 2: NEW Discuss with learners their previous writing and give them Word cards, paper,
LEARNING feedback on some errors they committed. letter cards,
Have learners choose and write on another topic.

e.g. the need to respect school authorities.
Guide them with the vocabulary they may use. Let learners
present a draft of their write up.
Have learners write a neat final copy and read it once again
to check for errors.
Have learners publish their work by showing it to others in

small groups or in pairs or posting it on the class or school
notice board for others to view.
REFLECTION
Next lesson: select a topic on familiar themes (e.g. myself),
brainstorm and organize before writing
Class: B3 Class Size: Sub Strand: Using Action Words
B3.5.4.1: Apply knowledge of action words B3.5.4.1.1 identify the present continuous form of
in communication action words in spoken and written communication 1 of 1
Core Competencies:
Learners can identify the present continuous form of action words in
spoken and written communication



PHASE 2: NEW Through demonstration, assist learners to use the continuous Word cards, sentence
LEARNING form of the action words such as running, eating and sitting. cards, letter cards,
handwriting on a
Provide sentences and let learners identify the continuous form manila card
of the action words:
e.g. Adongo is running with the ball.
Next lesson: identify and use adjectives in short sentences

to describe height, length, etc.
Content Standard:
Indicator: Lesson:
area
Core Competencies:
and summarize them

Ask learners;

the lesson.

make a choice from.


Assessment
their partners.

Content Standard: Lesson
Indicator:
B3.1.2.3 Develop and use strategies for :
B3.1.2.3.1 Use strategies to mentally add and subtract
mentally computing basic addition and
whole numbers within 100
subtraction facts within 100 1 OF 1
CORE COMPETENCE:
Learners can use strategies to mentally add and subtract
Monday Engage learners to complete Demonstrate by using strategies Give learners task to
the pattern. like counting up solving the complete whiles you go
Which shape comes next? addition. round to guide those who
Draw it Example: Add 8+4 don’t understand.

__ Guide learners to start from 8 and those who special help.
count up to 4times.
That is 8 9, 10, 11, 12
Write more examples on board

and call learners to the board to
solve them to the whole class.
Give them task to solve individually

and monitor their progress.
Tuesday Have learners to match the Engage learners in strategies to Give learners task to
shapes. make doubles when both numbers complete whiles you go
are close to doubles or when one round to guide those who
number is close to the double of don’t understand.
the other by:
decomposing one of the numbers those who special help.
to create doubles
Example1: Add 25 + 26,
think 25 + 25 + 1
think 25 + 25,

think 70 + 22
Give them task to solve individually

and monitor their progress.
Wednesday Engage learners to draw the Engage learners in strategies to Give learners task to
circles and shade any three. make 10s when one number is complete whiles you go
close to 10 or to multiples of 10 by round to guide those who
shifting a quantity from one number don’t understand.
to the other to create a multiple of
10 Give remedial learning to
e.g. for example, 28 + 47,
think 30 + 45, which is the
equivalent of moving 2 from 47 to
28
or think 25 + 50, which is the
equivalent of moving 3 from 28 to
45
Thursday Engage learners to count the Engage learners in strategies in Give learners task to
dots and write each number making 10s when the 2nd number is complete whiles you go
beside close to 10 or to a multiple of 10 round to guide those who
by compensation don’t understand.
i.e., adding something to the
__ number, then adjusting the answer Give remedial learning to
by adding the same amount to the those who special help.
answer
__ e.g. for 48 – 19,
subtract: 48 - 20 which is 18, then
add 1 to that answer to get 19.
Friday Engage leaners to sing the Engage learners in strategies to Give learners task to
song subtract by counting up in friendly complete whiles you go
jumps. round to guide those who
WE CAN COUNT don’t understand.
We class three Start at 2nd number and jump up
We can count by friendly jumps to get to the first Give remedial learning to
We count 1,2,3,4,5 number and add up all the friendly those who special help.
We count 6,7,8,9,10 jumps made
We class three can count very
well. e.g.,71-36, start with 36 and make
friendly jumps until you get to 71,
for example 36 + 10 + 10 + 10 + 5
gives 71. The jumps made were 10
+ 10 + 10 + 5, or 35 places in total.
So the difference between 71 and
36 is 35)
Content Standard:
B3.1.2.3 Know that substances can exist in Indicator: Lesson:
different physical state (solid, liquid, Gas). Many B3.1.2.3.1 Explain how substances change state
substances can be changed from one state to between solid, liquid and gas 1 OF 1
another by heating or cooling
Learners can explain how substances change state between Problem Solving skills; Critical Thinking; Justification of
solid, liquid and gas Ideas;
Teaching/ Learning Resources Metals, woods plastics soil stones paper pencil crayons balloons
Teacher writes and lets students Learners watch pictures and Ask learners questions to
see the answer on the board, videos of solid, liquid and review their understanding
perhaps a picture of object on gaseous substances. of the lesson.
the board.
Provide learners with solid and Have learners write 3 facts
The students must come up liquid substances such as shea of the lesson on a sheet of
with questions in which the butter, water, candle wax, ice paper and it in their pockets
answer could be the object on and learn it on their way
the board. Learners identify the physical home.
states of the materials provided.
Heat water for learners to

observe how it changes to gas
and cools down from gas to
water (from liquid to gas and
back to liquid).
Teacher introduces the lesson Engage learners to melt Shea Ask learners questions to
to learners. Students are to list butter and candle wax and let review their understanding
all the words they associate with them observe how they change of the lesson.
the topic to be treated. from solid to liquid and liquid to
Ask them to put words together solid. Have learners write 3 facts
to form a definition of the lesson on a sheet of
Elaborate on their ideas to paper and it in their pockets
explain how substances change and learn it on their way
state. home.
Share with learners, some

everyday occurrences in which
no new thing is formed.
Sub Strand: My Family & The
Community
B3.1.3.1. Show understanding of roles in the B3.1.3.1.1. Explain factors that promote good
family and community relationships at home, school and community 1 OF 1
Learners can explain factors that promote good relationships at home, Communication and Collaboration
school and community Critical Thinking and Problem
Have leaners to sing songs and Learners talk about good Ask learners questions to
recite rhymes related to the relationship. review their understanding
lesson of the lesson.
In groups, guide learners to talk
about things that promote good Have learners write 3 facts
relationship, of the lesson on a sheet of
e.g. comportment, respect, love, paper and it in their pockets
obedience, humility, friendliness, and learn it on their way
honesty. home.
Learners role play behaviors

Put students into groups of Engage learners in a fishbowl Ask learners questions to
three 3 and number them 1-3. activity to discuss about good review their understanding
human relationship. of the lesson.
Put three number statements up
to the white board and ask In groups, guide learners to talk Have learners write 3 facts
students to explain the about things that promote good of the lesson on a sheet of
corresponding statements human relationship, paper and it in their pockets
related to the lesson to their e.g. comportment, respect, love, and learn it on their way
group. obedience, humility, friendliness, home.
honesty.
The group who explains well
wins. Learners role play behaviors
Have leaners to sing songs and In groups, learners talk about Divide the class into two
recite rhymes related to the the need to promote good teams. One player serves a
lesson relationship question and choses a
e.g. it promotes, peace, unity, player in the other group to
development, friendliness, etc. answer.
Indicator:
B3.1.3.1. Explain the purpose of God’s
B3.1.3.1.2: Give reasons for protecting God’s creation.
creation 1 OF 1
Learners can give reasons for protecting God’s creation. Togetherness, Unity.
Teacher introduces the lesson Call learners in turns to mention Ask learners questions to
to learners. some creation of God. review their understanding
e.g. Trees, water bodies, of the lesson.
Students are to list all the words animals, etc.
they associate with the topic to Have learners write 3 facts
be treated. Lead learners to think-pair-share of the lesson on a sheet of
on why we should protect paper and it in their pockets
Ask them to put words together God’s creation: and learn it on their way
to form a definition - to preserve creation for home.
generations,
- it is a command from God,
- our survival depends on other
creation: food, medicine, shelter,
air, etc. and
- it is service to God and
humankind
Share roles to learners to role

play activities in protecting
God’s creation
in Ghana literates
Engage learners to sing some Engage learners to identify some Ask learners series of
patriot songs they are familiar of the major ethnic groups in questions to review their
with. Ghana. understanding of the lesson
Example: Arise Ghana Youth. E.g. Guan, Mole-Dagbani/ Gonja, Akan,
Ga/Adangme, Ewe Ask learners to summarize
Ask learners questions about what they have learnt
what they know about Ghana. Use a map to trace the routes
of how Ga/Adangme ethnic Give learners individual or
group travelled to get to their home task
present-day locations in Ghana.
The Ga-Dangmes are one ethnic group

that lives primarily in the Greater Accra
of Ghana. They were ruled by a king
called King Ayi Kushi.
The Ga people are organized into six
independent towns (Ga Mashie, Osu,
La, Teshie, Nungua and Tema).
The Dangme people include the Ada,
Kpone, Krobo, Ningo, Osudoku,
Prampram and Shai
In groups, learners discuss the

origin of the major ethnic
groups
Review the previous lesson with Compose a song with names of Ask learners series of
learners through questions and the major ethnic groups and questions to review their
answers. where they originated understanding of the lesson
Let learners sing songs and Draw a map to locate the Ask learners to summarize
recite rhymes. Ensure that all migratory routes of the ethnic what they have learnt
learners take part in it. groups. (this can also be done
on a manila card) Give learners individual or
home task
Develop a timeline of the
periods each ethnic group
arrived in Ghana
Class: B3 Class Size: Sub Strand: Displaying and Sharing
Lesson:
Demonstrate understanding of how to B3.2.3.4.1 /B3.2.3.5.1 Perform own artworks to share
generate own ideas for artistic expressions on creative experiences that reflect the history and
1 OF 1
the people. culture of people in other African communities
Learners can perform own artworks to share creative experiences that Decision Making Creativity, Innovation
reflect the history and culture of people in other African communities Communication
References: Creative Arts Curriculum Pg. 81 & 85
Review the previous knowledge Learners are to watch pictures Ask learners series of
of the learners by making them of performances that reflect the questions to review their
answer questions on the history and culture of the understanding of the lesson
previous lesson. Ghanaian people.
Ask learners to summarize
Engage learners to play games Let leaners talk about the what they have learnt
and sing songs to begin the pictures and tell the class the
lesson part of the pictures that interest Ask learners to tell you what
them most. they have learnt
Leaners to perform parts of the Give learners individual or

video in groups. home task
Discuss the need for performing

compositions of own music,
dance, drama, poetry, etc.
Review the previous knowledge Guide learners to plan a display Ask learners series of
of the learners by making them of portfolio of own music, dance questions to review their
answer questions on the or drama understanding of the lesson
previous lesson.
Have learners talk about how Ask learners to summarize
Engage learners to play games they felt performing their own what they have learnt
and sing songs to begin the compositions.
lesson Ask learners to tell you what
Learners to talk about they have learnt
i. what they learnt from the
performance of other groups. Give learners individual or
home task
ii. what other things they would
want to do to improve upon their
compositions.
Duration: 60mins per lesson Strand: Reading
Sub Strand: Phonics: letter and sound
knowledge
Content Standard:
Indicator: Lesson:
B3.2.4.1 Show an understanding of
B3.2.4.1.1-3 Use alphabetic awareness to decode
connecting sounds to letters and blending
words. 1 OF 1
letters into syllables in order to read
Learners can use alphabetic awareness to decode words. Creativity and innovation, Communication.
Engage learners to sing songs Lead learners to say the letters Ask learners questions to
and recite rhymes of the alphabet as a group. review their understanding
of the lessson.
Row, Row, Row Your Boat" Call learners to say the letters
Row, row, row your boat, of the alphabet in turns. Give learners task to do
Gently down the stream. whiles you go round to
Merrily, merrily, merrily, Practice alphabetic awareness to guide those who need help.
merrily, decode words on the board for
Life is but a dream. learners to observe.
Aid learners to use alphabetic

awareness to decode simple
words.
Have learners play games and Let learners say the letters of Ask learners to summarize
recite familiar rhymes to begin the alphabet as a group and what they have learnt.
the lesson individually.
Let learners say 5 words
Using questions and answers, Practice alphabetic awareness they remember from the
review their understanding of with learners to decode lesson.
the previous lesson compound words on the board.
Assist learners to use alphabetic

awareness to decode compound
words.
Engage learners to sing songs Let learners say the letters of Ask learners to summarize
and recite rhymes the alphabet. what they have learnt.
Ding dong bell. Write and read simple short Let learners say 5 words
Pussy's at the well. sentences that include they remember from the
Who took her there? compound words on the board. lesson.
Little Johnny Hare.
Who’ll bring her in? Lead learners to read the
Little Tommy Thin. sentences aloud.
What a jolly boy was that
To get some milk for pussy cat, Underline the compound words
Who ne'er did any harm? in the sentences and encourage
But played with the mice in his learners to use the words to
father's barn form simple short sentences
that include compound words.
Duration: 60mins Strand: Motor Skill And Movement
Class: B3 Class Size: Sub Strand: Rhythmic Skills
Lesson:
Demonstrate competence in the motor skills and B3.1.5.1.6: Balance while moving and
movement patterns needed to perform a variety of manipulating an object on a ground-level
1 OF 1
physical activities. balance beam.
Learners can balance while moving and manipulating an Personal skills and core competencies such as
object on a ground-level balance beam. agility, concentration, precision
Take learners through general Learners lean forward and Have learners to practice
and specific warm ups. bounce balls whiles moving on individually and in groups.
ground level balance beam.
Help those who finds it
They roll ball with stick whiles difficult and help them
moving.
Assessment:
Learners practice the skill at Organize mini game for
their own pace. learners for fun and
enjoyment.
End the lesson with cool down
BASIC THREE
Name of School………………………………………………….……………………….…………………

Indicator:
B3.1.6.1: Explore using culturally acceptable language
B3.1.6.1.2 talk about events in the community
for communication 1 of 1
Learners can talk about events in the community Communication and Collaboration, Leadership

word cards.

the lesson.
PHASE 2: NEW Show pictures of events in the community, e.g. durbar, Word cards, sentence
LEARNING festival, naming ceremony, birthday. cards, letter cards,
handwriting on a
Have learner’s think-pair-share the events with the manila card
person sitting next to them.
Have the pairs share their experiences with the class.
Have learners talk about which of the events they like

most and why they like them.
Assessment: Let learners, in groups, role-play the events

of their choice.
own stories using
lesson.
Next lesson: talk about important places in their

communities
Class: B3 Class Size: Sub Strand: Vocabulary
B3.2.6.1: Understand word meanings and B3.2.6.1.2 use knowledge of prefixes and suffixes
usage to interpret unfamiliar words 1 of 1
Core Competencies:
Communication and
Learners can use knowledge of prefixes and suffixes to interpret unfamiliar words
Collaboration

Ask learners;

the lesson.
PHASE 2: NEW Guide learners to use knowledge of prefixes and suffixes Word cards, sentence
LEARNING to interpret unfamiliar words. cards, letter cards,
handwriting on a
Create a story around a theme, using specific key words manila card
or vocabulary items you wish to teach.
Have learners use context to find the meaning of the key

words.
Have learners make their own sentences using these key

words.

lesson.
Next lesson: use self-correction strategies to make

meaning when reading texts.
Class: B2 Class Size: Sub Strand: Writing as a Process
Lesson:
B3.4.9.1: Apply the skills and strategies for idea B3.4.9.1.1 select a topic on familiar themes
generation, selection, development, organization and (e.g. myself), brainstorm and organize
2 of 2
revision in writing before writing
Learners can select a topic on familiar themes (e.g. myself), Communication and Collaboration, Personal
brainstorm and organize before writing. Development

Ask learners;

the lesson.
PHASE 2: NEW Take learners through the writing process: Pre-writing Word cards, paper,
LEARNING stage letter cards,
Consider composition writing as a process. That is, it

should be done in stages.
Take learners through stages such as preparation, writing,

editing and publishing.
REFLECTION
Next lesson: write ideas on a topic in simple sentences
Class: B3 Class Size: Sub Strand: Using Adjectives
B3.5.5.1:Apply knowledge of adjectives in B3.5.5.1.1. identify and use adjectives in short
communication sentences to describe height, length, etc. 1 of 1
Core Competencies:
Learners can identify and use adjectives in short sentences to
describe height, length, etc.



PHASE 2: NEW Provide sentences with simple adjectives for learners to Word cards, sentence
LEARNING identify, cards, letter cards,
e.g. I saw a tall tree. handwriting on a
She is a beautiful girl. manila card
I have a blue pen.
Look at the short man.
Assessment: Put learners in groups to use the adjectives

identified in simple sentences.
Next lesson: identify and use qualifying words in

sentences.
Content Standard:
Indicator: Lesson:
area
Core Competencies:
and summarize them

Ask learners;

the lesson.

make a choice from.


Assessment
their partners.
Have learners draw parts of the story they read. Let
learners summarize the books they read to the whole
class

Content Standard:
Indicator: Lesson:
B3.1.2.3 Develop and use strategies for
B3.1.2.3.2 Use strategies to mentally add and subtract
mentally computing basic addition and
whole numbers within 100 1 OF 1
subtraction facts within 100
CORE COMPETENCE:
Learners can use strategies to mentally add and subtract
Engage leaners to sing the Guide learners to use strategies to Give learners task to complete
song mentally add and subtract whole whiles you go round to guide
WE CAN COUNT numbers. those who don’t understand.
We class three
We can count Let learners look for doubles, and then Give remedial learning to those
We count 1,2,3,4,5 change the subtraction question into who special help.
We count 6,7,8,9,10 an addition and solve it
We class three can count
very well.
e.g.24 - 12 ,
think 12 + 12 = 24
so 24 - 12 is 12
Guide learners to practice with more

examples.
Engage learners to sing Guide learners to use strategies to Give learners task to complete
songs and recite some mentally add and subtract whole whiles you go round to guide
familiar rhymes they know numbers. those who don’t understand.
GIVE ME A HEARTBEAT Let learners make doubles when the Give remedial learning to those
•Give me a heartbeat boom two numbers that are close together who special help.
boom, a heartbeat boom or close to doubles by:
boom.2x
-Compensating to make doubles:
•Give me a heartbeat and a
sneezing, boom boom e.g. 48 – 23,
eeetiinn 3x think 48 - 24 = 24.
Then add 1 to 24 to get 25.
•Give me a heartbeat, a
sneezing and coughing, Guide learners to practice with more
boom boom eeetiinn, examples.
eeehee eeheee.
Engage leaners to Play show Guide learners to use strategies to Give learners task to complete
me a number game with mentally add and subtract whole whiles you go round to guide
learners (up to 10), with numbers. those who don’t understand.
fingers.
Give remedial learning to those
who special help.
Teacher mentions the Let learners make doubles when the
number from (1 to 10). two numbers that are close together
Learners then show their or close to doubles by:
number -Decomposing the second number to
make doubles
48 – 25
e.g. ,
think 48 – 24 – 1

examples.
Engage learners to sing Guide learners to use strategies to Give learners task to complete
songs and recite some mentally add and subtract whole whiles you go round to guide
familiar rhymes they know numbers. those who don’t understand.
ONE POTATO, TWO
POTATOES Let learners add on by friendly jumps Give remedial learning to those
One potato, two potatoes, strategy, where one of the numbers is who special help.
three potatoes, four decomposed into a friendlier number
and added in “chunks”
Five potatoes, six potatoes, For example, when adding
seven potatoes, more. 326 + 232, start with 326,
Add 100 two times to get 526 (326 +
100 + 100), then add on 10 three
times to get 556 (526 + 10 + 10 + 10)
and then add on 2 to get 558. The
answer is 558.

examples.
Duration: 60mins per lesson Strand: Cycles
Class: B3 Class Size: Sub Strand: Earth Science
B3.2.1.1 Recognize that some events in B3.2.1.1.1 Describe some cyclic events like day and
our environment occur recurrently night, wet and dry seasons and their intervals/periods 1 OF 1
Learners can describe some cyclic events like day and Problem Solving skills; Critical Thinking; Justification of
night, wet and dry seasons and their intervals/periods Ideas;
Teaching/ Learning Resources Torch candle matchstick lantern paper pencil pictures of well river
Ask learners questions to Prior to the lesson, task learners Learners to tell what was
review their understanding in to find-out some different cyclic interesting about the lesson.
the previous lesson events from their homes
Have learners to read and
Example: day and night, wet and dry spell the key words written
seasons, going to school, on the board
Independence Day celebrations,
cultivation of crops [e.g. maize]
Have leaners to describe some of

the cycles identified
Guide learners to identify some

activities associated with each
event and relate to them.
Call out learners in turns to tell

what they do throughout the day.
Get a viral picture, a trending Revise with learners on some Learners to tell what was
news on twitter, Facebook, cycle of events identified in the interesting about the lesson.
YouTube and other social previous lesson
media handles. Have learners to read and
Guide Learners to mention and spell the key words written
Discuss what is trending and discuss the importance of some on the board
invite learners to share their cyclic events
opinions on them
Write a few keywords on the
board for learners.
Learners draw any of the cycles

e.g. day and night, wet and dry
seasons
Class: B3 Class Size: Sub Strand: Home And School
Lesson:
B3.1.4.1. Demonstrate understanding of the B3.1.4.1. 1. Sketch a map of the neighborhood
home and other important locations in the showing major home, major routes and other 1 OF 1
neighborhood important locations
 Learners can sketch a map of the neighborhood showing major home, Communication and Collaboration
major routes and other important locations Critical Thinking and Problem
Invite learners to tell stories Engage Learners in a warm up- Learners to tell what was
of their mistakes they have directions. interesting about the lesson.
committed in the past. On the board, draw a rough map
Encourage learners to come of the neighborhood, just a few Have learners to read and
up with how best they could streets and the school. spell the key words written
do to prevent such mistakes on the board
and/ or solve them. Ask “where is the school?”
Have learners to come to the map
in turns and point it out.
Ask learners to locate other

landmarks on the map.
Learners discuss location of their

homes and other important places
in their neighborhood.
Get a viral picture, a trending Introduce to learners the Learners to tell what was
news on twitter, Facebook, “directions vocabulary” interesting about the lesson.
YouTube and other social
media handles. That is ‘right’ and ‘left’. Teach and Have learners to read and
demonstrate their meanings to spell the key words written
Discuss what is trending and learners with the proper on the board
invite learners to share their pronunciation.
opinions on them
Ask learners to do some choral
repetition. Call on learners to
model pronunciation in order to
check their progress on the level
and do some quick comprehension
test.
Ask learners to “Turn right” or
“Turn left” with a demonstration.
Invite learners in turns and groups,

by instructing them to “turn right,
turn left” or “turn right, turn right,
turn left” etc.
The group that gets all directions

correctly wins
Invite learners to tell stories Introduce to learners some Ask questions to review
of their mistakes they have “directional phrase” learners understanding of
committed in the past. -turn right/left the lesson
Encourage learners to come -go straight
up with how best they could -you will see it on the right/left. Learners to tell what was
do to prevent such mistakes -go across (the school, the park, the post interesting about the lesson.
and/ or solve them. office)
-its next to (the school, the park, the post
office)
spell the key words written
Guide learners to explain each of on the board
the phrase.
Call out learners to give directions

to their various homes using the
“directions vocabulary and
phrases”
Have Learners sketch the

direction to their homes on paper
B3.1.3.1. Explain the purpose of God’s B3.1.3.1.3: Explain the need for good relationship
creation among people of different ethnic groups. 1 OF 1
Learners can explain the need for good relationship among Cultural Identity, Sharing Reconciliation,
people of different ethnic groups. . Togetherness, Unity.
Invite learners to tell stories Lead learners to talk about good Ask questions to review
of their mistakes they have relationships. learners understanding of
committed in the past. the lesson
Encourage learners to come Let learners talk about things that
up with how best they could promote good relationships: Learners to tell what was
do to prevent such mistakes comportment, respect, love, interesting about the lesson.
and/ or solve them. obedience, humility, friendliness,
etc. Have learners to read and
Let learners identify their friends on the board
and say things they like about
them.
Let learners discuss in groups, the

need for good relationships.
Let groups present their findings

to the class: we are people
created by God to ensure peace
and unity, companionship,
teamwork, caring for one another,
etc.
Let learners dramatize behaviors

that show good relationships
Class: B3 Class Size: Sub Strand: Inter Group Relations
Content Standard:
Indicator: Lesson:
B3 2.2.1. Demonstrate knowledge of how
B3 2.2.1.1 Discuss the nature of exchanges
intergroup alliances, conflicts and other
among the ethnic groups 1 OF 1
exchanges
Learners can discuss the nature of exchanges among the Learners to become critical thinkers and digital
ethnic groups literates
Play games and recite rhymes Revise with learners on the Ask questions to review
that learners are familiar with to major ethnic groups in ghana. learners understanding of
begin the lesson. the lesson
Let them identify some
Ask learners questions to characteristics of these ethnic Learners to tell what was
review their understanding in groups. interesting about the lesson.
the previous lesson.
Identify the forms of exchanges Have learners to read and
including forms of trade, inter- spell the key words written
marriage, conflict and alliances. on the board
Discuss the benefit of these

exchanges

exchanges
Class: B3 Class Size: Sub Strand: Appreciating and Appraising
Indicator:
B3 1.4.6.1/B3 1.4.7.1 Use the agreed guidelines
own ideas for artistic expressions on the people. to view and express own feelings and thoughts 1 OF 1
about visual artworks
Learners can use the agreed guidelines to view and express own feelings Decision Making Creativity,
and thoughts about visual artworks Innovation Communication
Play games and recite rhymes Appreciating in art is the ability of Use questions to review
that learners are familiar people to look at a work of art and their understanding of the
with to begin the lesson. understand how the work was made. lesson
Ask learners questions to Explain to learners the guidelines and Ask learners to
review their understanding in have them agree to it. summarize what they
the previous lesson. have learnt
 Description of the work: this stage
involves describing what the work is Learners to read and
made of, size of the work and spell the key words on
materials used. the board
 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
Engage learners to sing songs Learners are to display selected Use questions to review
and play games to get them works that reflect the history and their understanding of the
ready for lesson. culture of the people of Ghana. lesson
Use questions and answers Talk about the works dispassionately Ask learners to
to review learners using the developed guidelines. summarize what they
understanding in the have learnt.
previous lesson Use the outcome of the
appreciation/appraisal to modify the
product or to produce similar or
different artworks.
Record the activity and share using a

social media platform accepted by the
class/group.
Duration: 60mins per lesson Strand: Writing
Class: B3 Class Size: Sub Strand: Penmanship
Content Standard:
Lesson:
B3.3.1.1 Write and practice saying letters or words Indicator:
with which learners have difficulty; copy various B3.3.1.1.1-2 write letters and words.
1 OF 1
sentences, verses and words of songs legibly
Learners can write letters and words. Creativity and innovation, Communication.
Have learners to sing songs and Let learners say the letters of Ask questions to review
recite familiar rhymes they the alphabet as a group and learners understanding of
know. individually. the lesson
ALPHABET Write letter and words boldly Learners to tell what was
Now I know my on the board. interesting about the 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,Z. Give learners some letters and Have learners to read and
words to write on their own. spell the key words written
on the board
Assist learners to write letters
and words given them.
Engage learners in the “What Let learners say the letters of Ask questions to review
letter am I writing game” the alphabet as a group and learners understanding of
individually. the lesson
Put learners into groups of two.
The teacher writes a letter in Write simple sentences boldly Learners to tell what was
the air. on the board. interesting about the lesson.
Learners makes the letter sound Lead learners to read the Have learners to read and
and tell the teacher the sound sentences aloud as a group. spell the key words written
that has been written. on the board
Let learners read the sentences
aloud in turns.
Let learners copy the simple

sentences boldly and clearly in
their books.
Duration: 60mins Strand: Movement Concepts
Class: B3 Class Size: Sub Strand: Space Awareness
Content Standard:
Lesson:
Demonstrate competence in the motor skills and Indicator:
movement patterns needed to perform a variety B3.2.1.2.1: Identify general space 1 OF 1
Core Competencies:
Learners can identify general space
Engage leaners to sing songs General space is the space within a Ask questions to review
and recite familiar rhymes in bounded area that a person can learners understanding of
relation to the lesson move through using any means of the lesson
locomotion.
Learners to tell what was
Caution learners to keep their eyes interesting about the lesson.
up watching to avoid others.
Learners identify general space by Have learners to read and
indicating the total working area. spell the key words written
on the board
Learners move to indicate the
general space;
Look for and move to “open space”,
thus where others are not.
Assessment: Engage Learners in a

short activity to demonstrate open
space by moving to free space within
the demarcated working area.
From their personal space, ask them

to move (jog, run at varied speed) to
open space within the working
boundaries.
BASIC THREE
Name of School………………………………………………….……………………….…………………

B3.1.6.1: Explore using culturally acceptable language B3.1.6.1.3 talk about important places in their
for communication communities 1 of 1
Learners can talk about important places in their communities Communication and Collaboration, Leadership

word cards.

the lesson.
PHASE 2: NEW Show pictures of important places in their communities Word cards, sentence
LEARNING such as the community center, the lorry station, the mission cards, letter cards,
house, the market, the fire service station etc. handwriting on a
manila card
Let learners’ think-pair-share their views and opinions
about the pictures.
Put learners into groups according to the number of

pictures.
Have each group talk about the activities that go on in

these places and their importance to the community and
the nation.
own stories using
lesson.
Next lesson: listen to and interact actively within

information texts
Indicator: Lesson:
Content Standard:
B3.2.7.1.1 use self-correction strategies to make
B3.2.7.1: Understand and analyze texts read
meaning when reading texts 1 of 1
Core Competencies:
Communication and
Learners can use self-correction strategies to make meaning when reading texts
Collaboration

Ask learners;

the lesson.
PHASE 2: NEW Engage learners on before reading activities, e.g. review of Word cards, sentence
LEARNING background knowledge, discussion of title and cards, letter cards,
accompanying pictures). handwriting on a
manila card
Model reading the text aloud and have learners echo-read
the text (if necessary).
Read out words and sentences for learners to identify in

the text.
Let learners read aloud in groups and pairs and answer

questions

lesson.
Next lesson: ask and answer factual, inferential and

vocabulary questions about level-appropriate texts.
Class: B2 Class Size: Sub Strand: Writing as a Process
B3.4.9.2: Develop and express ideas coherently and B3.4.9.2.1 write ideas on a topic in simple
cohesively in writing sentences 2 of 2
Core Competencies:
Learners can write ideas on a topic in simple sentences.
Development

Ask learners;

the lesson.
PHASE 2: NEW Have learners write their first draft in groups. Word cards, paper,
Let learners write their ideas as they appear, without taking
particular note of corrections or editing.
Let learners add on new ideas that occur to them as they

write
REFLECTION
Next lesson: Add more details of a story structure to
narrative stories
Class: B3 Class Size: Sub Strand: Using Adverbs
Indicator:
B3.5.6.1:Apply knowledge of adverbs in
B3.5.6.1.1 identify qualifying words
communication 1 of 1
Learners can identify qualifying words Communication and Collaboration, Personal



PHASE 2: NEW Provide sentences with simple adverbs for learners to Word cards, sentence
LEARNING identify. cards, letter cards,
e.g. i. He walked quickly to the church. handwriting on a
ii. She danced beautifully. manila card
Elicit other adverbs and provide practice.

Next lesson: use adverbs correctly to express time.

Content Standard:
Indicator: Lesson:
area
Core Competencies:
and summarize them

Ask learners;

the lesson.

make a choice from.


Assessment
their partners.

Class: B3 Class Size: Sub Strand: Fractions
Content Standard:
Lesson:
B3.1.3.1 Develop an understanding of fractions Indicator:
using concrete and pictorial representations and B3.1.3.1.1 understand a unit fraction
1 OF 1
write fractions in words and symbols
 Learners can understand a unit fraction Problem Solving skills; Critical Thinking; Justification of Ideas;
Monday Put leaners in two groups. Have learners to know that Assessment: Have
Call out a number between fractions tell us how many parts of a learners to practice with
1 and 6. E.g. 3. whole we have. The fraction are more examples
normally written with one number
Learners must call out the up and another number down with
double (2x) of that number. a dash in between
In this case 6 is the answer.
Try out more numbers.
The group that answers
more wins.
Use several pictorial

representations (or card cut outs)
to introduce unit fractions like half,
thirds, fifths, tenths, etc.
Half= ½
Thirds= 1/3
Fourths= 1/4
Fifths= 1/
Tuesday Engage leaners to Play show Introduce the fraction notation by Review lesson with
me a number game with explaining the fraction one-half as learners by giving them task
learners (up to 10), with the quantity obtained by taking 1 to solve in their
fingers. part when a whole is partitioned workbooks
into 2 equal parts and is
Teacher mentions the represented by ½
number from (1 to 10).
Learners then show their One whole
number
One half One half

Assessment: Ask learners to write
symbols for the fractions A, B, C, D,
and E
Wednesday Engage leaners to sing the Ask learners to match pictorial Review lesson with
song representations of fractions to their learners by giving them task
WE CAN COUNT symbols to solve in their
We class three workbooks
We can count
We count 1,2,3,4,5
We count 6,7,8,9,10
very well.
Assessment: Have learners to
practice with more examples
Thursday Have leaners to sing songs Use several pictorial Review lesson with
and recite rhymes in representations (or card cut outs) learners by giving them task
relation to the lesson to introduce multiples of unit to solve in their
fractions like thirds, fifths, tenths, workbooks
etc., show the notations
2/5,3/8,4/12, etc. and ask learners to
draw and label fractions with their
symbols.
Friday Engage learners to sing Ask learners to colour given Review lesson with
I’m counting one, what is fractions in given shapes with equal learners by giving them task
one portions or match fractions to to solve in their
• 1 - One is one alone, shaded regions workbooks
alone it shall be.
• 2 - Two pair, two pair
come pair let us pair
• 3 - Turn around
• 4 - Follow me
• 5 - Fire Assessment: Have learners to
B3.2.1.1 Recognize that some events in our B3.2.1.2.1 Know the importance of the sun to
environment occur recurrently the earth 1 OF 1
Problem Solving skills; Critical Thinking; Justification of
Learners can know the importance of the sun to the earth Ideas;
Teaching/ Learning Resources Pictures of the sun and earth
Engage learners to play games Begin by discussing with learners Use questions to review
and sing songs to begin the the role of the sun and its learners understanding of
lesson. importance to life on earth. the lesson.
Ask the following questions: Ask learners to tell the

(a)what is the sun? class what they have learnt.
(b)What are some of the ways
through which the earth benefits Call learners to summarize
from the sun? the main points of the
lesson.
Learners perform outdoor
activities to illustrate the
importance of the sun.
Ask learners questions to Guide learners to know other Use questions to review
review their understanding in major uses of the sun to the learners understanding of
the previous lesson earth. the lesson.
Engage learners to play games Learners outline everyday uses Ask learners to tell the
and sing songs to begin the of the sun. class what they have learnt.
lesson.
Evaluate the lesson by asking Call learners to summarize
learners to draw a picture the main points of the
showing one benefit of the sun lesson.
to life on earth (drying of
clothes)
Class: B3 Class Size: Sub Strand: Home And School
Lesson:
B3.1.4.1. Demonstrate understanding of the B3.1.4.1. 1. Sketch a map of the neighborhood
home and other important locations in the showing major home, major routes and other 1 OF 1
neighborhood important locations
Learners can sketch a map of the neighborhood showing major home, major Communication and Collaboration
routes and other important locations Critical Thinking and Problem
Invite learners to tell stories Revise with learners on some Ask questions to review
of their mistakes they have “directional phrase” learners understanding of
committed in the past. -turn right/left the lesson
Encourage learners to come -go straight
up with how best they -you will see it on the right/left. Learners to tell what was
could do to prevent such -go across (the school, the park, the post interesting about the
mistakes and/ or solve office) lesson.
-its next to (the school, the park, the post
them. office)
Guide learners to explain each of the spell the key words
phrase. written on the board
Call out learners to give directions to

their various homes using the
“directions vocabulary and phrases”
Get a viral picture, a Learners discuss location of their Learners to tell what was
trending news on twitter, homes and other important places in interesting about the
Facebook, YouTube and their neighborhood. lesson.
other social media handles.
Learners sketch a map of their Have learners to read and
Discuss what is trending neighborhood showing their home spell the key words
and invite learners to share and other important places in the written on the board.
their opinions on them. community.
e.g. the chief’s palace, post office, the
market, police station.
Learners write simple sentences giving

direction to their home and important
places in the community
B3.1.3.1. Explain the purpose of God’s B3.1.3.1.3: Explain the need for good relationship
creation among people of different ethnic groups. 1 OF 1
Learners can explain the need for good relationship Cultural Identity, Sharing Reconciliation, Togetherness,
among people of different ethnic groups. . Unity.
Invite learners to tell stories Lead learners to talk about good Ask questions to review
of their mistakes they have relationships. learners understanding of
committed in the past. the lesson
Encourage learners to come Let learners talk about things that
up with how best they could promote good relationships: Learners to tell what was
do to prevent such mistakes comportment, respect, love, interesting about the lesson.
and/ or solve them. obedience, humility, friendliness,
etc. Have learners to read and
Let learners identify their friends on the board
and say things they like about
them.
Let learners discuss in groups, the

need for good relationships.
Let groups present their findings

to the class: we are people
created by God to ensure peace
and unity, companionship,
teamwork, caring for one another,
etc.
Let learners dramatize behaviors

that show good relationships
Content Standard:
Indicator: Lesson:
B3 2.2.1.1 Discuss the nature of exchanges
among the ethnic groups 1 OF 1
exchanges
Learners can discuss the nature of exchanges among the Learners to become critical thinkers and digital
ethnic groups literates

exchanges

exchanges
Sub Strand: Appreciating and
Appraising
Lesson:
Demonstrate understanding of how to B3 2.4.6.1/ B3 1.4.7.1 Agree on guidelines for viewing
generate own ideas for artistic performing artworks and expressing own feelings and
1 OF 1
expressions on the people. thoughts about own and others’ performances
Learners can agree on guidelines for viewing performing artworks and Decision Making Creativity,
expressing own feelings and thoughts about own and others’ performances Innovation Communication
References: Creative Arts Curriculum Pg. 89,91
Use questions and answers The easiest way to understand and Use questions to review
to revise the previous appreciate a performance is to learners understanding of
lesson with learners. develop a relevance and appropriate the lesson.
criteria or checklist
Engage learners to play Ask learners to tell the
games and sing songs to Guide learners to create a checklist class what they have learnt.
begin the lesson or criteria for appreciating and
appraising a performance; Call learners to summarize
 Creative process the main points of the
 Subject matter lesson.
 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
Show pictures of people Lead a discussion to explain the Use questions to review
performing a dance to criteria with learners. learners understanding of
learners’ the lesson.
Now let learners use the checklist to
Let learners observe and appreciate and appraise a previous art Ask learners to tell the
talk about the pictures performance in class. class what they have learnt.
Put learners into groups of 2 or 3 Call learners to summarize

depending on the size of the class. the main points of the
lesson.
Invite each group to perform any
dance learnt as others will be
observing.
Set up a three member judge to use

the checklist or criteria to appraise
the performance of each group.
Duration: 60mins per lesson Strand: Writing Conventions
Class: B3 Class Size: Sub Strand: Proper Nouns
B3.3.3.1 Write simple words/names of B3.3.3.1.1 Write simple words/names of
people and places (proper nouns). people and places. 1 OF 1
Learners can write simple words/names of people and places. Creativity and innovation, Communication.
Use questions and answers to Let learners mention names of Use questions to review
revise the previous lesson with places and names of their learners understanding of
learners. friends. the lesson.
Engage learners to play games Create people and place names Ask learners to tell the
and sing songs to begin the map on a cardboard. class what they have learnt.
lesson
Show the map to learners and Call learners to summarize
discuss it with them. the main points of the
lesson.
Assist learners to write simple
words or names of people and Learners to read and spell
places in their books. the key words on the board
Engage learners to play the Let learners mention names of Use questions to review
crossword game places and names of their learners understanding of
friends. the lesson.
Write a word on the board
crossword-style. Invite each Create people and place names Ask learners to tell the
student to the board to create a map on a cardboard. class what they have learnt.
new word stemming from the
letters that are already available Show the map to learners and Call learners to summarize
discuss it with them. the main points of the
lesson.
Assist learners to write simple
words or names of people and Learners to read and spell
places in their books. the key words on the board
Duration: 60mins Strand: Movement Concepts
Class: B3 Class Size: Sub Strand: Dynamics
Content Standard:
Indicator: Lesson:
Demonstrate competence in the motor
B3.2.2.2.2 compare and contrast locomotor
skills and movement patterns needed to
movements conducted to even and uneven beats. 1 OF 1
perform a variety of physical activities.
Learners can compare and contrast locomotor movements Personal skills and core competencies such as
conducted to even and uneven beats. agility, concentration, precision
Have learners to sing songs There are four locomotor skills Review the lesson with
and recite familiar rhymes in (jumping, walking, hopping and learners
relation to the lesson running ) that can be performed
to an even beat; Call out learners to
summarize the main points
Have learners to jump, jog, hop of the lesson
and dance to a recorded music to
form even beat Take learners through cool
down to end the lesson
There are three locomotor skills
(skipping, sliding and
galloping.)that can be performed
to an uneven beat
Have learners to skip, slide and

gallop to form uneven beat
Help those who finds it difficult

and help them
BASIC THREE
Name of School………………………………………………….……………………….…………………

Class: B3 Class Size: Sub Strand: Listening Comprehension
B3.1.7.1: Use appropriate skills and strategies to B3.1.7.1.1 listen to and interact actively within
process meaning from texts information texts 1 of 1
Core Competencies:
Learners can listen to and interact actively within information
texts

word cards.

the lesson.
PHASE 2: NEW Show learners conversational posters to talk about. Word cards, sentence
LEARNING E.g. causes of road accidents. cards, letter cards,
handwriting on a
Let learners role-play topics or themes discussed. manila card
Discuss the importance of expressing a variety of

communicative meanings/telling people about their
feelings, etc.) e. g. apologizing, agreeing or disagreeing
with partners on issues.
Guide learners to express a variety of communicative

meanings.
own stories using
lesson.
Next lesson: ask and answer questions for clarifications

about given topics
Indicator:
Lesson:
Content Standard: B3.2.7.1.2 ask and answer factual, inferential and
B3.2.7.1: Understand and analyze texts read vocabulary questions about level-appropriate
1 of 1
texts
Learners can ask and answer factual, inferential and vocabulary questions about level- Communication and
appropriate texts Collaboration

Ask learners;

the lesson.
texts. manila card



lesson.
Next lesson: retell level-appropriate text in own, explain

and illustrate
Class: B2 Class Size: Sub Strand: Narrative Writing
Content Standard:
Indicator: Lesson:
B3.4.10.1: Narrate situations, express feelings
B3.4.10.1.1 add more details of a story structure to
and convey point of view about the
narrative stories 2 of 2
world/fictional world
Learners can add more details of a story structure to narrative Communication and Collaboration, Personal
stories. Development

Ask learners;

the lesson.
PHASE 2: NEW Discuss with learners their previous writing and give them Word cards, paper,
LEARNING feedback on some errors they committed. letter cards,
Have learners choose and write on another topic.

e.g. the need to respect school authorities.
Guide them with the vocabulary they may use. Let learners
present a draft of their write up.
Have learners write a neat final copy and read it once again to
check for errors.
Have learners publish their work by showing it to others in small

groups or in pairs or posting it on the class or school notice
board for others to view.
REFLECTION
Next lesson: describe places in a coherent paragraph
Class: B3 Class Size: Sub Strand: Using Adverbs
Indicator:
B3.5.6.1:Apply knowledge of adverbs in
B3.5.6.1.2 use adverbs correctly to express time
communication 1 of 1
Learners can use adverbs correctly to express time Communication and Collaboration, Personal



PHASE 2: NEW Write some sentences on the board. Word cards, sentence
LEARNING Examples: cards, letter cards,
 This is a very slow cat. handwriting on a
manila card
 The school bell is loud.
 My father is happy.
Have learners read the sentences aloud and explain them

in context. Drill learners for the correct pronunciation
and meaning of key words.
Have learners identify all the adjectives in the sentences.

Example: slow, loud, happy.
Ask, what does the words (slow, loud, and happy)

describe?
Expected Answers: they describe the nouns (cat bell,
father).
Write another set of sentences on the board.

It walks slowly across the road.
It rang loudly this morning.
He is whistling happily.
Brainstorm learners to identify the part of speech of the

underlined words and tell its function.
Example: the slowly is an adverb and it describes how the
object walks(verb)
Guide learners to explain adverb as a word that qualifies a
verb.
Introduce learners to Adverbs of time as words that

change or qualify the meaning of a sentence by telling us
when things happen.
e.g. -They often play music together

-He researched late into the night.
-On the day of report, he arrived at school early
Have learners listen to and read several sentences

containing adverbs of time.
Learners sit in groups to discuss issues involving the use

of adverbs of time.
Assessment
Give learners individual or home task to underline the
adverbs
 She stayed at her grandmother’s house all day
 The newspaper arrives daily
 They go out to dinner weekly.
 Are you coming to work tomorrow?
PHASE 3: Ask learners to do the following by ways of reflecting on
REFLECTION the lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge they
acquire during the lesson.
3. Which aspects of the lesson did you not understand?
Next Lesson: Identify prepositions in sentences to indicate

directions and means
Content Standard:
Indicator: Lesson:
area
Core Competencies:
and summarize them

Ask learners;

the lesson.

make a choice from.


Assessment
their partners.

Content Standard:
Indicator: Lesson:
B3.1.3.1 Develop an understanding of fractions
B3.1.3.1.2 understand, explain and demonstrate
using concrete and pictorial representations and
fractions 1 OF 1
write fractions in words and symbols
CORE COMPETENCE:
Learners can understand, explain and demonstrate
fractions
Teaching/ Learning Resources Paper strips, cut out cards
Monday Engage learners to sing the Use concrete objects and pictorial Ask learners to tell you what
songs, rhymes and play representations to explain the fraction they have learnt
games to begin the lesson half as the quantity obtained by taking 1
part when a group of object is Give learners individual or
partitioned into two equal parts. home task
Read and write fractions using words

and symbols. E.g. one-half, two halves,
thirds, fifths etc.
Tuesday Engage learners to sing the Use concrete objects and pictorial Ask learners to tell you what
songs, rhymes and play representations to explain the fraction they have learnt
games to begin the lesson half as the quantity obtained by taking 1
part when a group of object is Give learners individual or
partitioned into two equal parts. home task
Read and write fractions using words

and symbols. E.g. one-half, two halves,
thirds, fifths etc.
Wednesday Engage learners to sing the Ask learners to color given fractions of Ask learners to tell you what
songs, rhymes and play given groups of object or match they have learnt
games to begin the lesson fractions to given groups of objects.
Give learners individual or
Ask learners to cut given fractions from home task
a given (e.g. 12cm long) card, bar or
stick.
Thursday Engage learners to sing the Guide learners to locate missing Ask learners to tell you what
songs, rhymes and play fractions on a number. they have learnt
games to begin the lesson
Draw and ask learners to locate the Give learners individual or
missing fractions on the number line home task
Friday Engage learners to sing the Guide learners to locate missing Ask learners to tell you what
songs, rhymes and play fractions on a number. they have learnt
games to begin the lesson
Draw and ask learners to locate the Give learners individual or
missing fractions on the number line home task
Content Standard:
Indicator: Lesson:
B3.2.1.3 Show understanding of the roles of
B3.2.1.3.1 Identify the types of precipitation
condensation, evaporation, transpiration and
and describe the differences among them 1 OF 1
precipitation in the hydrological (water) cycle
Learners can identify the types of precipitation and describe Problem Solving skills; Critical Thinking; Justification of
the differences among them Ideas;
Use questions and answers to Explore the previous knowledge Ask learners series of
review learners understanding in of learners on this topic, questions to review their
the previous lesson e.g., learners know of iced understanding of the lesson
water, ‘ice block’ and rainfall.
Engage learners to sing songs Provide learners with cut-out what they have learnt
and play games to get them pictures or videos of the other
ready for lesson forms of precipitation (snow, Learners to read and spell
hail, sleet, these may be foreign the key words on the
to them. board.
Learners examine the pictures

and communicate their ideas on
the different types of
precipitation.
Use questions and answers to Guide learners to explain each Ask learners series of
review learners understanding in term. For example: Sleet is ice questions to review their
the previous lesson pellets that fall from clouds. understanding of the lesson
 Hail: precipitation in the form Ask learners to summarize

Engage learners to sing songs of balls or irregular lumps of ice what they have learnt
and play games to get them (5 mm or more in diameter –
ready for lesson anything smaller is considered Learners to read and spell
an “ice pellet“). the key words on the
board.
 Snow: precipitation composed
of white or translucent ice
crystals, chiefly in the form of
snowflakes.
 Sleet: a mixture of rain and

snow.
 Freezing rain: rain that falls

when surface temperatures are
below freezing – the liquid
precipitation freezes when it hits
the super-cold surface.
Assessment: Assist learners to
build vocabulary on
precipitation.
Use questions and answers to With the aid of flashcards, Ask learners series of
review learners understanding in learners work in groups to questions to review their
the previous lesson match pictures showing different understanding of the lesson
types of precipitation with their
correct names. Ask learners to summarize
Engage learners to sing songs what they have learnt
and play games to get them Learners draw a picture showing
ready for lesson a rainy day. Learners to read and spell
the key words on the
Project: Assist learners to board.
undertake an activity to create
artificial rain in the school.
Sub Strand: The Environment And The
Weather
B3.2.1.1. Appreciate the problems associated with B3.2.1.1.1. Explain problems with the
the use of land and water use of land and water 1 OF 1
 Learners can explain problems with the use of land and water Critical Thinking and Problem
Use questions and answers to In groups lead learners in a picture Ask learners series of
review learners understanding discussion to talk about problems with questions to review their
in the previous lesson the use of land and water. understanding of the lesson
E.g. Galamsey sites, indiscriminate dumping
of refuse, choked gutters, roads with Ask learners to summarize
Engage learners to sing songs potholes etc. what they have learnt
and play games to get them
ready for lesson
Learners to compare situations in the

pictures with what pertains in their area
and relate to them.
Learners talk about the problems with Ask learners series of
Use questions and answers to the use of land in their community. questions to review their
review learners understanding understanding of the lesson
in the previous lesson Engage learners to describe activities
taking place on land in your community. Ask learners to summarize
Examples: bush burning, sand winning, what they have learnt
Engage learners to sing songs quarrying, etc.
ready for lesson Teacher shows pictures of water bodies
or conduct a study tour to observe
water bodies within their communities.
Use questions and answers to Learners talk about activities taking Ask learners series of
review learners understanding place around water bodies in their questions to review their
in the previous lesson community understanding of the lesson
e.g. fishing, swimming, irrigation,
farming, throwing waste in water Ask learners to summarize
Engage learners to sing songs bodies, defecating in streams. what they have learnt
ready for lesson Learners come out with how best they
can use and conserve the land and
water.
Duration: 60mins Strand: Religious Practices
Class: B3 Class Size: Sub Strand: Religious Worship
Lesso
n:
B3.2.1.1. Appreciate the importance of B3.2.1.1.1: Name the sacred scriptures of the three
religious worship major religions. 1 OF 1
Learners can name the sacred scriptures of the three major religions. Togetherness, Unity.
Use questions and answers to Guide learners to mention the Ask learners series of
review learners understanding in sacred scriptures of the questions to review their
the previous lesson christians: The Holy Bible understanding of the lesson
Engage learners to sing songs Let learners in groups, talk Call learners to talk about
and play games to get them about the Holy bible and some what they have learnt and
ready for lesson lessons the Bible teaches. how they will apply it.
Guide learners to recite simple

texts from the scriptures:
Let learners write simple texts

from the sacred scriptures.
Content Standard:
Indicator: Lesson:
B3.2.2.1.2 Name some of the items exchanged
among the various groups. 1 OF 1
exchanges
Learners can name some of the items exchanged among the Learners to become critical thinkers and digital
various groups. literates
Play games and recite rhymes Identify trade items that were Ask questions to review
that learners are familiar with to exchanged among ethnic groups: learners understanding of
begin the lesson. salt. fish, gold, kola, Shea butter, the lesson
pottery and cloth and iron
Ask learners questions to utensils Learners to tell what was
review their understanding in interesting about the lesson.
the previous lesson. Match items with the areas /
sources where the items were
obtained.
e.g. Shea butter - savannah belt
Explain the medium of exchange:

from barter system to the use if
cowry shells as a medium of
exchange.
obtained.

exchange.
Duration: 60mins per lesson Strand: Visual Arts& Performing
Ideas(School based project)
Content Standard:
Indicator: Lesson:
Demonstrate understanding of how to
B3 1.1.1.1 /B3 2.1.1.1 study and make artworks
generate own ideas for artistic expressions
produced or found in other African communities 1 OF 1
on the people.
Learners can study and make artworks produced or found in other African Decision Making Creativity,
communities Innovation Communication
Engage learners to play games Learners are to gather information Use questions to review
and sing songs to begin the through library research on some their understanding of the
lesson. African music. lesson
e.g. Afrobeat music.
Afrobeat is a music genre which involves Ask learners to summarize
Learners to sing songs and play the combination of elements of west what they have learnt
games to get them ready for african musical styles such as Fuji music
the lesson and highlife with American jazz and later
soul and funk influences. This term was
introduced by the Nigerians in 1960s.
Play and let learners listen to some

music from Mafikizolo.
E.g. Mafikizolo ft Uhuru - Khona.
Discuss the resources that are used

for performing the Afrobeat music.
Let learners imitate the skills and

techniques that the composers used
to perform a variety show.
Learners to develop ideas and

concepts for composing and
performing their own music.
Class: B3 Class Size: Sub Strand: Capitalization
B3.5.1.1 Exhibit knowledge of using capital B3.5.1.1.1-3 Understand the use of capital
letters appropriately letters to write proper nouns. 1 OF 1
Creativity and innovation,
Learners can understand the use of capital letters to write proper nouns. Communication.
Write words on th board and Let learners sing any play song Ask learners questions to
cover parts with a smiley for they know. review their understanding
learners to guess the word of the lessson.
Create a game that helps to use
Have learners sing songs to capital letters to write proper Give learners task to do
begin the lesson nouns. whiles you go round to
guide those who need help.
Through the game help learners
to understand the use of capital
letters to write proper nouns.
Have learners play games and Let learners sing any play song Ask learners series of
recite familiar rhymes to begin they know. questions to review their
the lesson understanding of the lesson
Create a game that helps
Using questions and answers, learners to use capital letters to Ask learners to tell you
review their understanding of write sentences. what they have learnt
the previous lesson
Help learners to understand the Give learners individual or
use of capital letters to write home task
correct sentences.
Review the previous knowledge Let a learner lead the class to Ask learners to summarize
of the learners by making them sing a popular song they know. what they have learnt.
answer questions on the
previous lesson. Tell learners why we use capital Let learners say 5 words
letters after sentences and full they remember from the
Engage learners to play games stops. lesson.
and sing songs to begin the
lesson Help learners to understand the
use of capital letters after
sentences and full stops using
illustrations on the board.
Duration: 60mins Strand: Physical Fitness
Class: B3 Class Size: Sub Strand: Aerobic Capacity
Content Standard:
Indicator: Lesson:
B3.3.1.3.1: Perform 10 minutes dance
movement patterns needed to perform a variety of
with music. 1 OF 1
physical activities.
Core Competencies:
Learners can Perform 10 minutes dance with music.
Teaching/ Learning Resources Drums, laptop, speakers
Have learners to watch a short Learners perform 10minute Review the lesson with
video on a popular dance in the dance with music at their own learners
locality. pace for recreation and
improvement of their physical
fitness.
BASIC THREE
Name of School………………………………………………….……………………….…………………

Sub Strand: Asking and Answering
Questions
B3.1.8.1: Demonstrate understanding in asking and B3.1.8.1.1 ask and answer questions for
answering questions clarifications about given topics 1 of 1
Core Competencies:
Communication and Collaboration,
Learners can ask and answer questions for clarifications about given topics
Leadership

PHASE 1: STARTER Select 10 words and write them two different times on word Music box
cards.
Place all the cards face down on the floor. Learners will then
flip over two at a time and say each word, if the words match
the learner gets to keep the cards.
Share performance indicators with learners and introduce the

lesson.
PHASE 2: NEW Let learners select topics of interest for discussion. Word cards, sentence
Put learners in groups and have them ballot for topics. handwriting on a
manila card
Let members of each group discuss topics respecting
rules of conversation.
Encourage learners to ask and answer questions for

clarifications on issues raised in their discussion
PHASE 3: Ask learners to do the following by ways of reflecting on In our next lesson,
REFLECTION the lesson: we shall create our
1. Tell the class what you learnt during the lesson. own stories using
2. Tell the class how you will use the knowledge they pictures.
Next lesson: give and respond to commands, instructions

and directions
Indicator: Lesson:
Content Standard:
B3.2.7.1.3 retell level-appropriate text in own,
B3.2.7.1: Understand and analyze texts read
explain and illustrate 1 of 1
Core Competencies:
Communication and
Learners can retell level-appropriate text in own, explain and illustrate
Collaboration

Ask learners;

the lesson.
PHASE 2: NEW Ask a few questions to review the text/story to be retold. Word cards, sentence
Have learners narrate or retell the story passage using handwriting on a
the herring bone or story map strategy. manila card
The narration should be sequential to make the story

understood.
In groups, let learners re tell the story by adding more

details to it.

lesson.
Next Lesson: read long texts with good pace, accuracy

and expression
Class: B3 Class Size: Sub Strand: Descriptive Writing
B3.4.12.1: Demonstrate knowledge of description of B3.4.12.1.1 describe places in a coherent
writing paragraph 2 of 2
Core Competencies:
Learners can describe places in a coherent paragraph
Development

Ask learners;

the lesson.
PHASE 2: NEW Have learners recall periods, times or moments that they had Word cards, paper,
LEARNING been happy or sad. Discuss personal experiences with learners. letter cards,
Guide them to state categorically some personal experiences
they have encountered in their lives.
Have learners share their experiences using simple descriptive

words. Discuss lessons learnt from the experiences shared.
Next lesson: write a short paragraph to support an opinion

or claims with clear reasons
Class: B3 Class Size: Sub Strand: Using Simple Prepositions
Content Standard:
Indicator: Lesson:
B3.5.7.1: Apply the knowledge of simple
B3.5.7.1.1 Identify prepositions in sentences to indicate
prepositions in oral and written
directions and means 1 of 1
communication
Core Competencies:
Learners can Identify prepositions in sentences to indicate directions
and means



PHASE 2: NEW Provide sample sentences. Word cards, sentence
LEARNING e.g. means cards, letter cards,
-We are going home by bus. direction handwriting on a
- The monkey is climbing up the tree. manila card
Guide learners to discover the meaning of the sentences.
Draw learners’ attention to the words as prepositions.
Have learners complete sentences with given prepositions

that indicate “means and direction”.
E.g. Mr. Badu is travelling ________ train.
Next lesson: Identify and use coordinating conjunctions to

join similar ideas or contrasting ideas in sentences
Content Standard:
Indicator: Lesson:
area
Core Competencies:
and summarize them

Ask learners;

the lesson.

make a choice from.


Assessment
their partners.

Lesson:
B3.1.3.1 Develop an understanding of fractions B3.1.3.1.3 compare and order unit fractions and
using concrete and pictorial representations fractions with like denominators by using concrete
1 OF 1
and write fractions in words and symbols models, pictorial representations and number line
Learners can compare and order unit fractions and fractions with like Problem Solving skills; Critical Thinking;
denominators by using concrete models, pictorial representations and number line Justification of Ideas;
Monday Engage learners to Use pictorial representations to compare Ask learners to tell you what
complete the pattern. pairs of fractions. they have learnt and what
Which shape comes next? E.g. Which is larger,
3
and
1
? they will like to learn in the
Draw it 8 4 next lesson

__ home task.
Learners to compare which is bigger from

the cut out.
3 2
Let learners compare and using
6 3
pictorial drawings.
Tuesday Have learners to match the Use fraction charts to compare pairs of Ask learners to tell you what
shapes. 3 1
fractions. Which is larger, and ? they have learnt and what
8 4 they will like to learn in the
next lesson

home task.
Learners to compare which is bigger from
the cut out.
2 5
Let learners compare and using
3 6
pictorial drawings.
Wednesday Engage learners to draw the Use the number line to compare fractions Ask learners to tell you what
circles and shade any three. with the same denominator. they have learnt and what
they will like to learn in the
Fractions with the larger numerator is next lesson
always the bigger fraction
8
e.g. compare , and
5 2 Give learners individual or
3 3 3 home task.
2 < 5
< 8
3 3 3
Thursday Engage learners to count Use the number line to compare fractions Ask learners to tell you what
the dots and write each with the same numerator. they have learnt and what
number beside they will like to learn in the
Fractions with the smaller denominator is next lesson
always the bigger fraction.
__ 15 15 15 Give learners individual or
e.g. compare , and
3 5 8 home task.
__ 15
8
< 15
5
< 15
3
Friday Engage leaners to sing the Use fraction charts to compare pairs of Ask learners to tell you what
song fractions. Which is larger, and ?
3 1 they have learnt and what
8 4 they will like to learn in the
WE CAN COUNT next lesson
We class three
We can count Give learners individual or
We count 1,2,3,4,5 home task.
We count 6,7,8,9,10
very well.
Arrange from smallest to largest 3 6 , 2 3

and 5 6
B3.2.1.4 Recognize water and air as B3.2.1.4.1-2 Identify things that make water
important natural resources impure and describe the properties of air 1 OF 1
Learners can identify things that make water impure and describe Problem Solving skills; Critical Thinking;
the properties of air Justification of Ideas;
Have learners to sing songs and Provide learners with cut-out What have we learnt
recite familiar rhymes relating pictures showing how water is today?
to the lesson polluted.
Things that make water
WATER WE DRINK This should include leakages, impure
Water we drink and water we use, flooding during rainy season which
To wash our vessels, our clothes carries waste deposits into water bodies, Ask learners to summarize
and shoes. Industrial waste dumped into water, the main points in the
With water we bathe, and wash mining, littering, pesticides application, lesson
our hair. fertilizer application, house hold
But what do we do, when it isn’t chemicals, improper disposal of animal
there! wastes.
Learners talk about what
Shut the tap when you don’t need was interesting and made
it, In groups, learners observe the meaning to them in the
Don’t let water overflow. pictures and communicate their lesson and what they will
When you learn to save water, change and do differently
You will have enough and more.
ideas on what makes water
impure.
Teacher brings a bag into the Take learners on a trip to What have we learnt
classroom that contains an observe littered parts of the today?
object that has a connection to community to identify things that
the lesson. make water impure. Effects of drinking impure
Then it is passed around and water
learners try to determine what Ask learners to summarize
is in the bag just by feeling it. the main points in the
lesson
The student who guess right
wins, and hence introduce the Learners talk about what
lesson. was interesting and made
meaning to them in the
lesson and what they will
Ask learners what will happen if change and do differently
they drink impure water.
It can cause diarrhea, fast

heartbeat, loss of skin color and
etc.
Learners to recite poems about Have learners answer the What have we learnt
Air following questions. today?
 What is air?
AIR  Where does air come from? Properties of air
We cannot see the air  Can you see and touch air?
We can only feel the air  What shows that there is air Ask learners to summarize
When it moves, it is cool present in this classroom? the main points in the
When it stops, it is warm lesson
To keep the air clean Perform a simple demonstration
Plant many trees green on the properties of air
E.g. air has mass, occupies space, made
up of more than one gas, pulls and
pushes objects.
Learners demonstrate how to

make more air enter their
classrooms in groups.
Let each group present their

findings.
Duration: 60mins per lesson Strand: All Around Us
Sub Strand: The Environment And The
Weather
Content Standard:
Indicator: Lesson:
B3.2.1.1. Appreciate the problems
B3.2.1.1.2. Identify ways of protecting land and water
associated with the use of land and
as a responsible citizen 1 OF 1
water
Learners can identify ways of protecting land and water as a Communication and Collaboration Critical
responsible citizen Thinking and Problem
Have learners to sing songs and Learners to identify some What have we learnt
recite familiar rhymes relating practices that pollute water today?
to the lesson
 Industrial waste. Industries produce Practices that pollute water
WATER WE DRINK a huge amount of waste which
Water we drink and water we contains toxic chemicals Have learners to
use,  Sewage and wastewater. The summarize the main points
To wash our vessels, our sewage and wastewater that is in the learners
clothes and shoes. produced by each household and
etc.
With water we bathe, and Learners talk about what
wash our hair. was interesting and made
But what do we do, when it meaning to them in the
isn’t there! lesson and what they will
Shut the tap when you don’t change and do differently
need it,
Don’t let water overflow.
When you learn to save water,
You will have enough and
more.
Paste a chart of pictures Learners to identify some What have we learnt

showing of activities that practices that pollute land today?
pollute the land and water
 Landfills and other sites
Practices that pollute land
Have learners to talk about the  Construction activities
picture  Soil erosion due to deforestation Have learners to
Have learners to identify and  Agricultural activities in the learners
relate to some of the pictures
was interesting and made
change and do differently
 One of the largest causes of land
pollution is mining activities
Display an image on the board Have learners to suggest ways in What have we learnt
(relating to the topic) but cover which these practices can be today?
it up. mitigated
e.g. Practices that can prevent
Every time a student a student  do not cut down trees anyhow, water and land pollution
answers a question then show  do not win sand along water bodies,
a little bit of the image.  do not defecate in water bodies Have learners to
The first person to guess the in the learners
correct image wins.
was interesting and made
change and do differently
B3.2.1.1. Appreciate the importance of B3.2.1.1.1: Name the sacred scriptures of the three
religious worship major religions. 1 OF 1
Learners can name the sacred scriptures of the three major Cultural Identity, Sharing Reconciliation,
religions. Togetherness, Unity.
Use questions and answers to Guide learners to mention the Ask learners series of
review learners understanding in sacred scriptures of the questions to review their
the previous lesson Moslems: The Quran understanding of the lesson
Engage learners to sing songs Let learners in groups, talk

and play games to get them about the Quran and some Call learners to talk about
ready for lesson lessons the Quran teaches. what they have learnt and
how they will apply it.
Guide learners to recite simple
texts from the Quran:
Let learners write simple texts

from the Quran.
Content Standard:
Indicator: Lesson:
exchanges
 Learners can name some of the items exchanged Learners to become critical thinkers and digital
among the various groups. literates
obtained.

exchange.
obtained.

exchange.
Composing (School based project)
Lesson:
Demonstrate understanding of how to generate B3 1.2.3.3 /B3 2.2.2.3 plan to create from
own ideas for artistic expressions on the own imagination, visual artworks that reflect 1 OF 1
people. topical issues in Africa
Learners can plan to create from own imagination, visual artworks that Decision Making Creativity,
reflect topical issues in Africa Innovation Communication
Learners to sing songs and play Learners are to recall and Use questions to review
games to get them ready for the organize ideas on visual their understanding of the
lesson artworks and topical issues in lesson
Ghana.
Show pictures of visual artworks Example: poverty Ask learners to summarize
to learners for them to observe what they have learnt
and talk about them Have learners to recall images of
visual artworks on the topical
issues.
Guide learners to develop

sketches from ideas and
concepts of topical issues to
make own visual artworks.
Review learners understanding Guide learners to recall all kinds Use questions to review
in the previous lesson using of music, dance, drama that their understanding of the
questions and answers reflect the history and culture of lesson
the people.
Engage learners to play games Have learners to sing familiar what they have learnt
and sing songs to begin the songs, or perform dances found
lesson. in their community.
Let learners put on their local

costumes to perform the
artwork in groups as teacher(s)
observe.
(Other teachers can be invited to
observe)
Class: B3 Class Size: Sub Strand: Punctuation
B3.5.2.1 Show an understanding of using B3.5.2.1.1-3 Understand and use full stops and
punctuation marks appropriately commas. 1 OF 1
Creativity and innovation,
Learners can understand and use full stops and commas.. Communication.
Review the previous knowledge Let a learner lead the class to Ask learners series of
of the learners by making them sing a popular song they know. questions to review their
answer questions on the understanding of the lesson
previous lesson. Create a game on the Show an
understanding of the use of full Ask learners to tell you
Engage learners to play games stops and commas. what they have learnt
and sing songs to begin the
lesson Play the game with learners. Give learners individual or
home task
Help learners to understand the
use of full stops and commas.
Write words on th board and Let the class sing a popular Ask learners questions to
cover parts with a smiley for traditional occupational song review their understanding
learners to guess the word they know. of the lessson.
Have learners sing songs to Create a game on the use of full Give learners task to do
begin the lesson stops. whiles you go round to
guide those who need help.
Play the game with learners and
let learners play the game in
groups.
Help learners to show an

understanding of the use of full
stops at the end of sentences.
Have learners play games and Let the class sing a popular Ask learners to summarize
recite familiar rhymes to begin traditional occupational song what they have learnt.
the lesson they know.
Let learners say 5 words
Using questions and answers, Create a game on the use of they remember from the
review their understanding of punctuation marks. lesson.
the previous lesson
Play the game with learners and
let learners play the game in
groups.
Help learners to recognize and

use punctuation marks in
sentences.
Class: B3 Class Size: Sub Strand: Fitness
Lesson:
Demonstrate competence in the motor skills and B3.4.1.4.1: Sustain continuous movement for an
movement patterns needed to perform a variety increasing period of time while participating in 1 OF 1
of physical activities. moderate to vigorous physical activities
Core Competencies:
Learners can sustain continuous movement for an increasing
period of time while participating in moderate to vigorous
physical activities
Teaching/ Learning Resources Drums, laptop, speakers
Take learners through general Explain to learners during Review the lesson with
and specific warm ups. physical activities, that in order learners
to sustain continuous movement
for increasing periods of time Call learners in turns to
with varying intensity, one needs summarize the learners
improvement of muscular
endurance through regular Learners end the lesson
workout. with cool down
Have learners to perform some

activities that requires muscular
endurance
BASIC THREE
Name of School………………………………………………….……………………….…………………

Sub Strand: Giving and Responding
Directions
B3.1.9.1: Demonstrate understanding in commands, B3.1.9.1.1 give and respond to commands,
instructions, directions and requests instructions and directions 1 of 1
Core Competencies:
Learners can give and respond to commands, instructions and
directions

cards.

lesson.
PHASE 2: NEW Model giving instructions and ask learners to follow them: Word cards, sentence
Pair up learners to practice giving and following instructions, handwriting on a
e.g. giving and following instructions to clean the classroom. manila card
Model giving directions and ask learners to follow them:
Show directions flash cards (go straight, turn left/right) and

ensure learners understand the words
own stories using
lesson.
Next lesson: present ideas logically

Class: B3 Class Size: Sub Strand: Fluency
Indicator: Lesson:
Content Standard:
B3.2.9.1.1 read long texts with good pace,
B3.2.9.1: Read texts fluently
accuracy and expression 1 of 1
Core Competencies:
Communication and
Learners can read long texts with good pace, accuracy and expression
Collaboration

Ask learners;

the lesson.
texts. manila card



lesson.
Next Lesson: recognize more than two hundred high

frequency words with automaticity
Class: B3 Class Size: Sub Strand: Argumentative Writing
Indicator: Lesson:
Content Standard:
B3.4.13.1: Support an opinion in writing
B3.4.13.1.1 write a short paragraph to support an
opinion or claims with clear reasons 2 of 2
Learners can write a short paragraph to support an opinion or Communication and Collaboration, Personal
claims with clear reasons Development

Ask learners;

the lesson.
PHASE 2: NEW Choose a simple topic for an argument. Word cards, paper,
LEARNING e.g. Which food is better; rice or fufu? letter cards,
Let learners choose one of the meals and give reasons why
they think it is better.
Put the class into two to argue on the topic.

REFLECTION
lesson.
Next Lesson: make a radio/TV presentations/performances

Sub Strand: Using Simple and Compound
Sentences
B3.5.9.1: Demonstrate understanding of B3.5.9.1.1. Identify and use coordinating conjunctions
compound sentences in writing to join similar ideas or contrasting ideas in sentences 1 of 1
Core Competencies:
Learners can identify and use coordinating conjunctions to join Communication and Collaboration, Personal
similar ideas or contrasting ideas in sentences



PHASE 2: NEW Demonstrate the structure of a compound sentence by Word cards, sentence
LEARNING joining simple sentences with “and”. cards, letter cards,
Simple Conjunction Compound handwriting on a
Sentence Sentence manila card
The boy The boy
woke up and woke up
and prayed
The boy
prayed
Have learners identify the coordinating conjunction in the

sentence.
Put learners in groups to form simple sentences.
Let learners join the simple sentences with “and” and

“but”.
Next Lesson: Spell phonically irregular words correctly

Content Standard:
Indicator: Lesson:
area
Core Competencies:
and summarize them

Ask learners;

the lesson.

make a choice from.


Assessment
their partners.

Class: B3 Class Size: Sub Strand: Money
B3.1.4.1.Determine the value of coins and B3.1.4.1.1 Use different denominations of money to
notes in order to solve monetary transactions buy and give change 1 OF 1
CORE COMPETENCE:
Learners can use different denominations of money to
buy and give change
Monday Engage learners to sing songs Display the Ghanaian cedi (coins and Give learners task to complete
and recite some familiar notes) currently being used for whiles you go round to guide
rhymes they know transaction in Ghana and initiate those who don’t understand.
discussion on the need for monetary
GIVE ME A HEARTBEAT transaction. Give remedial learning to those
•Give me a heartbeat boom Learners touch feel and say the who special help.
boom, a heartbeat boom features of each note.
boom.2x
Find how many different ways the
•Give me a heartbeat and a notes ¢1, ¢2 and ¢5, can be used to
sneezing, boom boom make ¢10
eeetiinn 3x
•Give me a heartbeat, a
sneezing and coughing, boom
boom eeetiinn, eeehee
eeheee.
Have Learners to tell what each

note can buy.
Assessment: Have learners to use

the learning shopping center to
demonstrate buying and selling with
the note
Tuesday Engage leaners to Play show Find how many different ways the Give learners task to complete
me a number game with notes ¢1, ¢ 2 ¢5, and ¢10 can be whiles you go round to guide
learners (up to 10), with used to make ¢20 those who don’t understand.
fingers.
Teacher mentions the who special help.
Learners then show their
number
note can buy.

the note
Wednesday Engage learners to sing songs Solve word problems involving Give learners task to complete
and recite some familiar money including ¢1, ¢2, ¢5, ¢10 and whiles you go round to guide
rhymes they know ¢20 cedi denominations those who don’t understand.
ONE POTATO, TWO
POTATOES Give remedial learning to those
One potato, two potatoes, who special help.
three potatoes, four
Five potatoes, six potatoes,

seven potatoes, more.

note can buy.

the note
Thursday Engage leaners to Play show Solve word problems involving Give learners task to complete
me a number game with money including 1,2,5, 10 and 20 whiles you go round to guide
learners (up to 10), with cedi denominations and giving those who don’t understand.
fingers. change
Teacher mentions the Display a chart with items and their who special help.
number from (1 to 10). prices as in the example below
number
Friday Engage leaners to Play show Ask learners to copy and complete Give learners task to complete
me a number game with the table (based on items and their whiles you go round to guide
learners (up to 10), with prices in the picture and find the those who don’t understand.
fingers. change to receive in each case
Teacher mentions the who special help.
number
Class: B3 Class Size: Sub Strand: Life Cycle Of Organism
B3.2.2.1 Demonstrate understanding of life B3.2.2.1.2 Observe the germination of maize
cycle of a plant and bean seeds 1 OF 1
Learners can observe the germination of maize and bean Problem Solving skills; Critical Thinking; Justification of
seeds Ideas;
Play games and recite rhymes Begin this activity by asking Ask learners questions to
that learners are familiar with to learners to predict whether it is review their understanding
begin the lesson. possible for bean and maize of the lesson.
seeds to germinate in water
Ask learners questions to without soil. Have learners write 3 facts
review their understanding in of the lesson on a sheet of
the previous lesson. Place learners into groups and paper and it in their pockets
give each group two transparent and learn it on their way
glasses or plastic containers home.
(labeled A and B), cotton wool,
water and viable maize and bean
seeds.
Learners pack container A with

the cotton wool and push one
of each of the different seeds
through the side of the
container but not to touch the
bottom.
Play games and recite rhymes Guide learners to pour a little Ask learners questions to
that learners are familiar with to water to soak the cotton wool. review their understanding
begin the lesson. The set-up is left to stand for of the lesson.
one week while keeping the
Ask learners questions to cotton wool always wet. Have learners write 3 facts
the previous lesson. Guide learners to prepare paper and it in their pockets
container B using the same and learn it on their way
method but with a dry cotton home.
wool.
Learners observe the set-up

critically and record whatever
they see.
Challenge learners with the

question: What made the seeds
germinate in set-up A?
Class: B3 Class Size: Sub Strand: Plants And Animals
B3.2.2.1. Demonstrate understanding of the B3.2.2.1.1. Explain how to make and maintain a
importance of gardening garden 1 OF 1
 Learners can explain how to make and maintain a garden Critical Thinking and Problem
Play games and recite rhymes Learners talk about the importance Ask learners questions to
that learners are familiar with of gardens in the home, school and review their
to begin the lesson. community understanding of the
lesson.
Ask learners questions to Learners visit various gardens e.g.
review their understanding in school garden, flower garden Have learners write 3
the previous lesson. facts of the lesson on a
Learners make a simple garden in sheet of paper and it in
the school and care for them e.g. their pockets and learn it
flower pots, flower beds, vegetable on their way home.
beds
Play games and recite rhymes Have learners to watch pictures of Ask learners questions to
that learners are familiar with gardens and relate to them. review their
to begin the lesson. understanding of the
lesson.
Ask learners questions to
review their understanding in Have learners write 3
sheet of paper and it in
their pockets and learn it
on their way home.
Indicator:
B3.2.1.1.2: Give reasons for studying the sacred
B3.2.1.1. Appreciate the importance of
religious worship scriptures of the three major religions among their 1 OF 1
followers.
Learners can give reasons for studying the sacred scriptures Cultural Identity, Sharing Reconciliation,
of the three major religions among their followers. Togetherness, Unity.
Play games and recite rhymes Let learners talk about the Ask learners questions to
that learners are familiar with to religion they belong to. review their understanding
begin the lesson. of the lesson.
Let learners mention the
Ask learners questions to scriptures their religion uses. Have learners write 3 facts
the previous lesson. Discuss the importance of paper and it in their pockets
studying the sacred scriptures: and learn it on their way
i. they lead us to God, home.
ii. they help us to know the
Truthfulness about God and the world,
iii. they help us to lead good moral
lives,
iv. they give us messages from God,
etc.
Let learners recite texts from

the scriptures.
Guide learners to talk about the

moral lessons from the
scriptures
Content Standard:
Indicator: Lesson:
exchanges
obtained.

exchange.
obtained.

exchange.
Sub Strand: Displaying and Sharing
(School based project)
Demonstrate understanding of how to generate B3.2.3.4. /B3.2.3.5. plan for a display of own
own ideas for artistic expressions on the people. artworks to share creative experiences 1 OF 1
Learners can plan for a display of own artworks to share creative Decision Making Creativity,
experiences Innovation Communication
Show pictures and videos of the Guide learners to plan an Teacher moves round the
artwork to exhibit. arrangement of own artworks class to monitor the
to share, educate and inform the progress of learners in their
public on topical issues of the sketches.
Engage learners to sing songs local community.
about work. Encourage learners to come
Learners should select a theme out with good 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 videos of the Organize a place for the Appreciate and thank
artwork to exhibit. exhibition. parents for their presence.
Invite other teachers to witness Let learners organize

Engage learners to sing songs the artwork. Set the stage for themselves to clean up the
about work. learners to display their place after the exhibition.
artwork.
Evaluate individual art and allow

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

song.
Duration: 60mins per lesson Strand: Extensive Reading
Indicator:
B3.6.1.1 Demonstrate knowledge by reading
B3.6.1.1.1 Read short stories aloud correctly.
short stories with correct intonation. 1 OF 1
Learners can read short stories aloud correctly. Creativity and innovation, Communication.
Write words on th board and Let learners explore a popular Ask learners questions to
cover parts with a smiley for rhyme they know. review their understanding
learners to guess the word of the lessson.
Read a short story aloud and
Have learners sing songs to correctly to learners. Give learners task to do
begin the lesson whiles you go round to
Discuss the short story with guide those who need help.
learners.
Call them out one by one to read

short stories aloud correctly.
Ask them questions based on the

story read.
Have learners play games and Read a short story aloud and Ask learners to summarize
recite familiar rhymes to begin correctly to learners. what they have learnt.
the lesson
Discuss the short story with Let learners say 5 words
Using questions and answers, learners. they remember from the
review their understanding of lesson.
the previous lesson Call them out one by one to read

story read.
Review the previous Read a short story aloud and Ask learners series of
knowledge of the learners by correctly to learners. questions to review their
making them answer understanding of the lesson
questions on the previous Discuss the short story with
lesson. learners. Ask learners to tell you
what they have learnt
Engage learners to play games Call them out one by one to read
and sing songs to begin the short stories aloud correctly. Give learners individual or
lesson home task
story read.
Class: B3 Class Size: Sub Strand: Healthy Diet
Lesson:
Demonstrate competence in the motor skills and B3.4.1.4.2: Describe the role of moderate to
movement patterns needed to perform a variety vigorous physical activity in achieving or 1 OF 1
of physical activities. maintaining good health.
Learners can describe the role of moderate to vigorous Personal skills and core competencies such as
physical activity in achieving or maintaining good health. agility, concentration, precision
Teaching/ Learning Resources Videos and Pictures
DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3:

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Have learners play games and Learners explain how moderate Ask learners to summarize
recite familiar rhymes to begin to vigorous physical activities what they have learnt.
the lesson improve aerobic capacity (ability
of the body system to process Let learners say 5 words
Using questions and answers, oxygen) for maintenance and they remember from the
review their understanding of improvement of good health. lesson.
the previous lesson
Engage learners to participate in
regular physical activities.
BASIC THREE
Name of School………………………………………………….……………………….…………………

Class: B3 Class Size: Sub Strand: Presentation
Indicator:
B3.1.10.1: Plan and present information and ideas for
B3.1.10.1.1 present ideas logically
a variety of purposes 1 of 1
Learners can present ideas logically Communication and Collaboration, Leadership

cards.

lesson.
PHASE 2: NEW Discuss important people (e.g. teachers, footballers, Word cards, sentence
LEARNING farmer, police officer, etc.) in learners’ community and cards, letter cards,
what made them important. handwriting on a
manila card
Ask learners to prepare presentations on what they
would like to be important for and why.
Have learners present their work logically.

PHASE 3: Ask learners to do the following by ways of reflecting on In our next lesson,
REFLECTION the lesson: we shall create our
1. Tell the class what you learnt during the lesson. own stories using
2. Tell the class how you will use the knowledge they pictures.
Class: B3 Class Size: Sub Strand: Fluency
Indicator: Lesson:
Content Standard:
B3.2.9.1.2 recognize more than two hundred high
B3.2.9.1: Read texts fluently
frequency words with automaticity 1 of 1
Learners can recognize more than two hundred high frequency words with Communication and
automaticity Collaboration

Ask learners;

the lesson.
PHASE 2: NEW Revise the knowledge of sight words through games. Word cards, sentence
Have learners identify sight words in texts using games handwriting on a
such as Fishing and Lucky Dip. manila card
Let learners use the sight words to construct meaningful

sentences.
Class: B2 Class Size: Sub Strand: Academic Writing
Indicator: Lesson:
Content Standard:
B3.4.14.1.2 make a radio/TV
B3.4.14.1: Write on the events of the day
presentations/performances 2 of 2
Core Competencies:
Learners can read aloud own writing to a group or whole class.
Development

Ask learners;

the lesson.
PHASE 2: NEW Let Learners rehearse presenting information on radio or Word cards, paper,
LEARNING TV. letter cards,
Have learners generate ideas, plan and present them in

groups as done on radio.
Assign groups to present their ideas to the whole class.
Plan for a live presentation/performance.

Class: B3 Class Size: Sub Strand: Spelling
Indicator:
B3.5.10.1: Use phonics knowledge to spell
B3.5.10.1.1. Spell phonically irregular words correctly
words 1 of 1
Learners can use adverbs correctly to express time Communication and Collaboration, Personal



PHASE 2: NEW Have learners play the Pick and Spell game to spell Word cards, sentence
LEARNING phonically irregular words. e. g. enough, answer, because, cards, letter cards,
bought. handwriting on a
manila card
Dictate the words for learners to spell. Have learners use
these words in oral and written sentences.
Provide sentences with blank spaces for learners to fill in

the blanks using the words they have learnt to spell.
E.g. bought, answer, because, etc.
i. I drink ------- water.
ii. Your ................. is wrong.
iii. I miss the class..................... I was late.
iv. My father ................... chocolate.
Content Standard:
Indicator: Lesson:
area
Core Competencies:
and summarize them

Ask learners;

the lesson.

make a choice from.


Assessment
their partners.

Duration: 60mins per lesson Strand: Algebra
Class: B3 Class Size: Sub Strand: Patterns and Relationship
Content Standard:
Indicator: Lesson:
B3.2.1.1 Recognize, create, extend, describe,
B3.2.1.1.1 Demonstrate an understanding of
and use patterns and rules to solve
increasing and decreasing patterns 1 OF 1
mathematical tasks
Learners can demonstrate an understanding of Problem Solving skills; Critical Thinking; Justification of
increasing and decreasing patterns Ideas;
Monday Engage leaners to Play show Guide learners to Identify the What have we learnt
me a number game with pattern rule used to create more today?
learners (up to 10), with complex increasing pattern and
fingers. extend the pattern for the next 2 Identifying the pattern rule
or 3 terms.
Teacher mentions the E.g. 3, 6, 9, 12, 15… Review the lesson with
number from (1 to 10). the rule is “add 3 or take 3 steps learners by giving them
Learners then show their forward some task to complete in
fingers up to show the their workbooks
number E.g. 5, 10, 15, 20, 25….
Have learners determine the rule
for the pattern. The rule is add 5
or take 5 steps forward.

Tuesday Engage leaners to sing the Identify the pattern rule used to What have we learnt
song create more complex decreasing today?
pattern and extend the pattern for
WE CAN COUNT the next 2 or 3 terms. Identifying the pattern rule
We class three E.g. 30, 27, 24, 21, 18 …
We can count the rule is take 3 steps backwards Review the lesson with
We count 1,2,3,4,5 or subtract 3 learners by giving them
We count 6,7,8,9,10 some task to complete in
We class three can count E.g. 66, 55, 44, 33, 22… their workbooks
very well. Have learners determine the rule
for the pattern. The rule is take 11
steps backwards or subtract 11

Wednesday Engage learners to play the Have learners to create more What have we learnt
Dice game. patterns for a given pattern rule on today?
their own.
Put learners into pairs and Identifying the pattern rule
give out two dice to each Assessment: Have learners to
pair. practice with more examples Review the lesson with
learners by giving them
Have a partner to toss the some task to complete in
dice and the other add up their workbooks
the two numbers that shows
up.
Thursday Engage learners to play the Identify errors or missing elements What have we learnt
“double down game”. in an increasing or decreasing today?
pattern and justify the answer e.g.
Put learners into pairs. Give - 5, 10, 20, 25, 30 … or Identifying the pattern rule
out two dice to each pair. - 45, 40, 35, 30, __, 20 …
Have learners to roll their Review the lesson with
dice in turns. Assessment: Have learners to learners by giving them
Each partner writes down practice with more examples some task to complete in
the numbers displayed by the their workbooks
dice on their recording
sheet. E.g. 2+3.
Class: B3 Class Size: Sub Strand: Life Cycle Of Organism
B3.2.2.1 Demonstrate understanding of life B3.2.2.1.2 Observe the germination of maize
cycle of a plant and bean seeds 1 OF 1
Learners can observe the germination of maize and bean Problem Solving skills; Critical Thinking; Justification of
seeds Ideas;
Play games and recite rhymes Begin this activity by asking Ask learners questions to
that learners are familiar with to learners to predict whether it is review their understanding
begin the lesson. possible for bean and maize of the lesson.
seeds to germinate in water
Ask learners questions to without soil. Have learners write 3 facts
the previous lesson. Place learners into groups and paper and it in their pockets
give each group two transparent and learn it on their way
glasses or plastic containers home.
(labeled A and B), cotton wool,
water and viable maize and bean
seeds.
Learners pack container A with

the cotton wool and push one
of each of the different seeds
through the side of the
container but not to touch the
bottom.
Play games and recite rhymes Guide learners to pour a little Ask learners questions to
that learners are familiar with to water to soak the cotton wool. review their understanding
begin the lesson. The set-up is left to stand for of the lesson.
one week while keeping the
Ask learners questions to cotton wool always wet. Have learners write 3 facts
the previous lesson. Guide learners to prepare paper and it in their pockets
container B using the same and learn it on their way
method but with a dry cotton home.
wool.
Learners observe the set-up

critically and record whatever
they see.
Challenge learners with the

question: What made the seeds
germinate in set-up A?
Class: B3 Class Size: Sub Strand: Plants And Animals
B3.2.2.1. Demonstrate understanding of the B3.2.2.1.1. Explain how to make and
importance of gardening maintain a garden 1 OF 1
Communication and Collaboration Critical
Learners can explain how to make and maintain a garden Thinking and Problem
Play games and recite rhymes Learners talk about the importance Ask learners questions to
that learners are familiar with of gardens in the home, school and review their
to begin the lesson. community understanding of the
lesson.
Ask learners questions to Learners visit various gardens e.g.
review their understanding in school garden, flower garden Have learners write 3
Learners make a simple garden in sheet of paper and it in
the school and care for them e.g. their pockets and learn it
flower pots, flower beds, vegetable on their way home.
beds
Play games and recite rhymes Have learners to watch pictures of Ask learners questions to
that learners are familiar with gardens and relate to them. review their
to begin the lesson. understanding of the
lesson.
Ask learners questions to
review their understanding in Have learners write 3
sheet of paper and it in
their pockets and learn it
on their way home.
B3.2.1.1. Appreciate the B3.2.1.1.2: Give reasons for studying the sacred scriptures
importance of religious worship of the three major religions among their followers. 1 OF 1
Learners can give reasons for studying the sacred scriptures of Cultural Identity, Sharing Reconciliation,
the three major religions among their followers. Togetherness, Unity.
Play games and recite rhymes Let learners talk about the Ask learners questions to
that learners are familiar with to religion they belong to. review their understanding
begin the lesson. of the lesson.
Let learners mention the
Ask learners questions to scriptures their religion uses. Have learners write 3 facts
the previous lesson. Discuss the importance of paper and it in their pockets
studying the sacred scriptures: and learn it on their way
i. they lead us to God, home.
ii. they help us to know the
Truthfulness about God and the world,
iii. they help us to lead good moral
lives,
iv. they give us messages from God,
etc.
Let learners recite texts from

the scriptures.
Guide learners to talk about the

moral lessons from the
scriptures
Content Standard:
Indicator: Lesson:
exchanges
obtained.

exchange.
obtained.

exchange.
Sub Strand: Appreciating and
Appraising (School based project)
Content Standard:
Indicator: Lesson:
Demonstrate understanding of how to
B3.1.4.6 / B3.2.4.7 use the agreed guidelines to
generate own ideas for artistic expressions on
examine and derive meaning from own artworks 1 OF 1
the people.
Learners can use the agreed guidelines to examine and derive meaning from Decision Making Creativity,
own artworks Innovation Communication
Engage learners to play games Let learners use their senses to Assessment: Present
and sing songs to begin the appreciate and appraise their own learners with different
lesson. artworks. artworks for them to use
the guidelines in
Review learners Make decisions on agreed guidelines appreciating and
understanding in the previous to appreciate and appraise an appraising.
lesson using questions and artwork. E.g. clay pot
answers
Theme: Unity Summarize lesson activities
Subject matter: with learners.
Historical
Media: Clay
Techniques: coiling method
Uses: for fetching and storing water
Future modification: addition of
handles
Engage learners to play games Performing artworks include dance, Review the lesson
and sing songs to begin the music and drama. activities through
lesson. questions and answers.
Let learners use their senses to
Review learners appreciate and appraise their own
understanding in the previous artworks.
lesson using questions and
answers Make decisions on agreed guidelines
to appreciate and appraise an
artwork. E.g. Agbadza dance
Let learners talk about the theme,

gestures, makeup, costume, stage
use and stage setting as they watch
the video or pictures of the dance.
Duration: 60mins per lesson Strand: Extensive Reading
Indicator:
B3.6.2.1 Demonstrate knowledge by reading
B3.6.2.1.1 Read short stories aloud correctly.
short stories with correct intonation 1 OF 1
Learners can read short stories aloud correctly. Creativity and innovation, Communication.
Review the previous Sing a popular song with learners. Ask learners questions to
knowledge of the learners by review their understanding
making them answer Read a short story aloud and of the lessson.
questions on the previous correctly to learners.
lesson. Give learners task to do
Discuss the story with learners and whiles you go round to
Engage learners to play read the story again. guide those who need help.
games and sing songs to
begin the lesson Call them out one by one to read
Call learners to read a sentence

each from the story.
Write words on th board Read a short story aloud and Ask learners to summarize
and cover parts with a smiley correctly to learners. what they have learnt.
for learners to guess the
word Discuss the story with learners and Let learners say 5 words
read the story again. they remember from the
Have learners sing songs to lesson.
begin the lesson Call them out one by one to read

Have learners play games Read a short story aloud and Ask learners series of
and recite familiar rhymes to correctly to learners. questions to review their
begin the lesson understanding of the lesson
Discuss the story with learners and
Using questions and answers, read the story again. Ask learners to tell you
review their understanding what they have learnt
of the previous lesson Call them out one by one to read
short stories aloud correctly. Give learners individual or
home task
Strand: Values and Psycho-social
Duration: 60mins
Concepts
Class: B3 Class Size: Sub Strand: Self-Responsibility
Lesson:
Demonstrate competence in the motor skills and B3.5.1.5.1 Set a personal goal to improve
movement patterns needed to perform a variety of a motor skill and work toward that goal 1 OF 1
physical activities. in non-school time.
Learners can set a personal goal to improve a motor skill and Personal skills and core competencies such as
work toward that goal in non-school time. agility, concentration, precision
Teaching/ Learning Resources Videos and Pictures
Revise with learners on the Guide learners during physical Review the lesson with
previous lesson activities to set personal goals such learners
as participate in 30 minutes physical
activities at least three time a week,
improve upon the number of push-
ups(from 4-5 in 4 weeks)

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LESSON PLANS FOR PRIMARY

Oral Language Songs B3.1.1.1 B3.1.1.1.1

Extensive Building the love and

Oral Language Rhymes B3.1.2.1 B3.1.2.1.1

Reading Phonics B3.2.2.1 B3.2.2.1.1 Word cards,

Extensive Building the love and

Oral Language Story Telling B3.1.4.1 B3.1.4.1.1

Oral Language Story Telling B3.1.4.1 B3.1.4.1.1

Extensive Building the love and

Dramatization and Role-

Blends and Consonant Word cards,

Extensive Building the love and

Oral Language Conversation B3.1.6.1 B3.1.6.1.1

Oral Language Conversation B3.1.6.1 B3.1.6.1.2

Extensive Building the love and

Oral Language Conversation B3.1.6.1 B3.1.6.1.3

Extensive Building the love and

Oral Language Listening Comprehension B3.1.7.1 B3.1.7.1.1

Asking and Answering

Giving and Responding to

Oral Language Presentation B3.1.10.1 B3.1.10.1.1

Counting & Counters, bundle

Counting & Counters, bundle

5 Number Number Operations B3.1.3.1 B3.1.2.2.1

8 Number Fractions B3.3.1.1 B3.1.3.1.1

9 Number Fractions B3.3.2.1 B3.1.3.1.2 Paper strips, cut

Patterns and Counters, bundle

Diversity Of Living & Non

1 All About Us Nature Of God B3.1.1.1 B3.1.1.1.1 Map of Ghana,

5 My Family & The Pictures, Charts,

6 My Family & The Pictures, Charts,

7 All About Us Home And School B3.1.4.1 B3.1.4.1.1 Pictures, Charts,

My country The People Of Wall charts,

My country The People Of Wall charts,

My country The People Of Wall charts,

My country Inter Group

My country Inter Group

11 Building the love and Word cards,

1 Motor Skill And

2 Motor Skill And

3 Motor Skill And

4 Motor Skill And

5 Motor Skill And

6 Motor Skill And

7 Movement Pictures and

10 Physical Fitness Pictures and

11 Physical Fitness Pictures and

Week Ending: DAY: MONDAY Subject: English Language

Phase/Duration Learners Activities Resources

Share performance indicators with learners and introduce

Let learners sing rhythmically, using claps, gestures and

Next lesson: compose short rhymes and tongue-twisters

Phase/Duration Learners Activities Resources

Share performance indicators with learners and introduce

Take feedback from what have learnt and summarize the

Next lesson: understand the relationship between spelling

Phase/Duration Learners Activities Resources

Share performance indicators with learners and introduce

Let learners practice copying a short paragraph legibly and