LESSON PLANS FOR JUNIOR

HIGH SCHOOLS
GHANAIAN LANGUAGE

BASIC

TER
8
M

FAYOL INC
0547824419
SCHEME OF LEARNING – TERM 1
WEEKS TRAND SUB STRANDS INDICATORS RESOURCES

Customs
& Puberty Rites B8.1.1.1.1 Word cards,
Institutio sentence
ns cards, letter
1 cards,
handwriting on
Listening & Conversation B8.2.1.1.1 a manila card
Speaking and a class
library
Reading Reading B8.3.1.1.1

Language & Abstract Nouns B8.4.2.1.1 Word cards,

Usage sentence
cards, letter
2 Composition Letter Writing B8.5.1.1.1 cards,
Writing handwriting on
a manila card
Literature Literature B8.6.1.1.1 and a class
library
Customs
& Puberty Rites B8.1.1.1.2 Word cards,
Institutio sentence
ns cards, letter
3 cards,
handwriting on
Listening & Conversation B8.2.1.1.1 a manila card
Speaking and a class
library
Reading Reading B8.3.1.1.1

Language & Concrete Nouns B8.4.2.1.1 Word cards,

Usage sentence
cards, letter
4 Composition Letter Writing B8.5.1.1.1 cards,
Writing handwriting on
a manila card
Literature Literature B8.6.1.1.1 and a class
library
Customs
& Puberty Rites B8.1.1.1.3 Word cards,
Institutio sentence
ns cards, letter
5 cards,
handwriting on
Listening & Conversation B8.2.1.1.1 a manila card
Speaking
and a class
Reading Translation B8.3.2.1.1 library

Word cards,
6 Language & Countable &
B8.4.2.1.1 sentence
Usage Uncountable Nouns cards, letter
cards,
handwriting on
Composition Argumentative Writing B8.5.1.1.1 a
Writing manila card
and a class
library
Literature Literature B8.6.1.1.1

Customs
& Clan System B8.1.3.1.1 Word cards,
Institutio sentence
ns cards, letter
7 cards,
Listening & Listening handwriting on
B8.2.2.1.1. a manila card
Speaking Comprehension
and a class
library
Reading Translation B8.3.2.1.1

Language & Pronouns B8.4.2.1.1 Word cards,

Usage sentence
cards, letter
8 Composition Argumentative Writing B8.5.1.1.1 cards,
Writing handwriting on
a manila card
Literature Literature B8.6.1.1.1 and a class
library
Customs
& Clan System B8.1.3.1.1 Word cards,
Institutio sentence
ns cards, letter
9 cards,
Listening & Listening handwriting on
B8.2.2.1.1. a manila card
Speaking Comprehension
and a class
library
Reading Reading B8.3.1.1.1

Language & Pronouns B8.4.2.1.1 Word cards,

Usage sentence
cards, letter
10 Composition Informative Writing B8.5.1.1.1 cards,
Writing handwriting on
a manila card
Reading Reading B8.3.1.1.1 and a class
library
11 REVISION

12 END OF TERM ASSESSMENT AND VACATION

FIRST TERM FAYOL INC. 0547824419

WEEKLY LESSON NOTES –

B8 WEEK 1
Week Ending: Day: Subject: Ghanaian Language
Duration: 60MINS Strand: Customs & Institutions
Class: B8 Class Size: Sub Strand: Puberty Rites
Content Standard: Indicator:
Lesson:
B8.1.1.1 Demonstrate understanding of how B8.1.1.1.1 Identify the processes
puberty rites are performed in their linguistic involved in performing puberty rites in
1 of 1
community, its significance and compare with your culture
other cultures of Ghana
Performance Indicator:
Core Competencies:
Learners can identify the processes involved in performing puberty rites in
CC 7.3: CC 8.2: DL 5.3:
your culture
Reference: Ghanaian Language Curriculum Pg. 21

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on the previous lesson.

Share performance indicators with learners and

introduce the lesson.
PHASE 2: NEW Brainstorm learners to explain what puberty Word cards, sentence
LEARNING rites are. cards, letter cards,
handwriting on a
manila card and a
Engage them to talk about the items needed class library
for the performance of puberty rites among
their people and their significance.

Guide learners to discuss the processes

involved in performing puberty rites for
boys/girls among their people.

Have learners read and discuss a two-

hundred-word passage on puberty rites.

Guide learners to explain the significance of

puberty rites. Engage learners to role play a

puberty rite activity.

PHASE 3: Use peer discussion and effective questioning
REFLECTION to find out
from learners what they have learnt during the
lesson.

Take feedback from learners and summarize

the lesson.
Week Ending: DAY: Subject: Ghanaian Language
Duration: 50MINS Strand: Listening & Speaking
Class: B8 Class Size: Sub Strand: Conversation
Content Standard: Indicator:
B8.2.1.1.1 Develop and modify their Lesson:
B8.2.1.1 Demonstrate knowledge of
1 OF 1
presentational skills in listening, language in narrating some selected daily
following daily conversation, speaking activities.
clearly and explaining ideas
Performance Indicator: Core Competencies:
Learners can identify and produce the basic tones in their Communication and Collaboration (CC),
language Cultural Identity and Global Citizenship
(CG)
References: Ghanaian Language Curriculum Pg. 17

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on what was studied in the
STARTER previous
lesson.

Share the performance indicators with learners

PHASE 2: NEW Word cards, sentence
LEARNING Guide learners to discuss in groups what they do cards, letter cards,
handwriting on a
during the week, manila card and a
class library
Ask learners to describe how they spend their
weekends.

Drill learners with the correct expressions and

phrases to use in an oral narration.

Learners in groups talk about what they do on

Saturdays.

Assessment
Narrate what you do at home every Saturday.
PHASE 3: Use peer discussion and effective questioning to
REFLECTION find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the

lesson.
Week Ending: DAY: Subject: Ghanaian Language
Duration: Strand: Reading
Class: B8 Class Size: Sub Strand: Reading
Indicator: Lesson:
Content Standard: B8.3.1.1.1 Understand the main ideas and supporting
B8.3.1.1 Understand the
main ideas and supporting
points in a range of extended texts on familiar and 1 of 1
points in texts unfamiliar topics
Performance Indicator: Core Competencies:
Learners can read and understand the main ideas in a CC 8.3
text
References : Ghanaian Language Curriculum Pg. 21

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on what was studied in the
STARTER previous
lesson.

Share the performance indicators and introduce

the lesson.
PHASE 2: NEW Engage learners to read a three-paragraph Word cards,
passage from sentence
LEARNING cards, letter
different subject areas (Science, Social cards,
Studies, RME, ICT, etc.) and answer questions handwriting on a
to identify specific information and details. manila card
PHASE 3: Use peer discussion and effective questioning to
REFLECTION find out
from learners what they have learnt during the
lesson.

Take feedback from learners and summarize the

lesson.
FIRST TERM FAYOL INC. 0547824419

WEEKLY LESSON NOTES –

B8 WEEK 2
Week Ending: Day: Subject: Ghanaian Language
Duration: 60MINS Strand: Language & Usage
Class: B8 Class Size: Sub Strand: Abstract Nouns
Indicator:
Content Standard: B8.4.2.1.1 Explore the use of Lesson:
B8.4.2.1 Demonstrate knowledge and
nouns and pronouns in an
understanding of nouns, pronouns and 1 of 1
adjectives increasing range of texts and
classify them
Performance Indicator: Core Competencies:
Learners can explore the use of nouns and pronouns CC 7.3: CC 8.2: DL 5.3:
Reference: Ghanaian Language Curriculum Pg. 45

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on the previous lesson.

Share performance indicators with learners and

introduce the lesson.
PHASE 2: NEW Write down nouns and pronouns in their Word cards, sentence
LEARNING language. cards, letter cards,
handwriting on a
manila card and a
Classify nouns under the various types class library
(abstract, concrete, countable and
uncountable).

Construct compound sentences with nouns

and pronouns in speech and in texts.

Replace nouns with the appropriate pronouns

in a given text.
PHASE 3: Use peer discussion and effective questioning
REFLECTION to find out
from learners what they have learnt during the
lesson.

Take feedback from learners and summarize

the lesson.
Week Ending: DAY: Subject: Ghanaian Language
Duration: 50MINS Strand: Composition Writing
Class: B8 Class Size: Sub Strand: Letter Writing
Content Standard:
B8.5.1.1 Demonstrate knowledge Indicator: Lesson:
and understanding in the ability to B8.5.1.1.1 Develop coherent essays 1 OF 1
write meaningful compositions on using the features of given text
the various text types types.
Performance Indicator: Core Competencies:
Learners can develop coherent essays using the Communication and Collaboration (CC),
features of given text types Cultural Identity and Global Citizenship
(CG)
References: Ghanaian Language Curriculum Pg. 47

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on what was studied in the
STARTER previous
lesson.

Share the performance indicators with learners

PHASE 2: NEW Discuss with learners what an informal letter is. Word cards, sentence
LEARNING Discuss with learners the process of writing a good cards, letter cards,
handwriting on a
informal letter. manila card and a
class library
Let them comprehend the process in writing good
informal letters. Discuss features of informal
letters.

Write an informal letter on the board and lead

learners to discuss it.

Let learners read the letter as a group and then

individually.

Using the letter on the board as a guide let

learners write an informal letter.

Give learners a topic and let them write an

informal letter on the topic in groups.

Let the groups present their essays to the class.

Let learners write an informal letter on their own
PHASE 3: Use peer discussion and effective questioning to
REFLECTION find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the

lesson.
Week Ending: DAY: Subject: Ghanaian Language
Duration: Strand: Literature
Class: B8 Class Size: Sub Strand: Literature
Indicator: Lesson:
Content Standard:
B8.6.1.1 Demonstrate B8.6.1.1.1 Discuss the features of
1 of 1
knowledge and understanding proverbs and idioms
of proverbs and idioms.
Performance Indicator: Core Competencies:
Learners can discuss the features of proverbs and CC 8.3
idioms
References : Ghanaian Language Curriculum Pg. 48

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on what was studied in the
STARTER previous
lesson.

Share the performance indicators and introduce

the lesson.
PHASE 2: NEW Brainstorm learners to describe the features of Word cards,
LEARNING proverbs and sentence
cards, letter
idioms and give examples of each. cards,
Learners
Guide learners to identify and interpret proverbs Reading
and idioms in your language. Books

Have learners state the occasions and situations

in which the given proverbs and idioms are used.

In groups, learners state the importance of

proverbs and idioms.
PHASE 3: Use peer discussion and effective questioning to
REFLECTION find out
from learners what they have learnt during the
lesson.

Take feedback from learners and summarize the

lesson.
FIRST TERM FAYOL INC. 0547824419

WEEKLY LESSON NOTES –

B8 WEEK 3
Week Ending: Day: Subject: Ghanaian Language
Duration: 60MINS Strand: Customs & Institutions
Class: B8 Class Size: Sub Strand: Puberty Rites
Indicator:
Content Standard: B8.1.1.1.2 Compare and Lesson:
B8.1.1.1 Demonstrate understanding of how
contrast the processes involved
puberty rites are performed in their linguistic
community, its significance and compare with in performing puberty rites in 1 of 1
other cultures of Ghana their culture to other cultures of
Ghana.
Performance Indicator:
Core Competencies:
Learners can identify the processes involved in performing
CC 7.3: CC 8.2: DL 5.3:
puberty rites in your culture
Reference: Ghanaian Language Curriculum Pg. 21

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on the previous lesson.

Share performance indicators with learners and

introduce the lesson.
PHASE 2: NEW Guide learners to discuss the similarities in the Word cards, sentence
LEARNING performance of puberty rites among their cards, letter cards,
handwriting on a
people and those of other Ghanaian cultures. manila card and a
class library
Through a class discussion, guide learners to
discuss the differences in the performance of
puberty rites among their people and those
of other Ghanaian cultures.

In groups, let learners write the summary of

the similarities and differences.
PHASE 3: Use peer discussion and effective questioning
REFLECTION to find out
from learners what they have learnt during the
lesson.

Take feedback from learners and summarize

the lesson.
Week Ending: DAY: Subject: Ghanaian Language
Duration: 50MINS Strand: Listening & Speaking
Class: B8 Class Size: Sub Strand: Conversation
Content Standard: Indicator: Lesson:
B8.2.1.1 Demonstrate knowledge of B8.2.1.1.1 Develop and modify their 1 OF 1
presentational skills in listening,
language in narrating some selected
following daily conversation, speaking
clearly and explaining ideas daily activities.
Performance Indicator: Core Competencies:
Learners can identify and produce the basic Communication and Collaboration (CC),
tones in their language Cultural Identity and Global Citizenship
(CG)
References: Ghanaian Language Curriculum Pg. 17

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on what was studied in the
STARTER previous
lesson.

Share the performance indicators with learners

PHASE 2: NEW Word cards, sentence
LEARNING Guide learners to discuss in groups what they do cards, letter cards,
handwriting on a
during the week, manila card and a
class library
Ask learners to describe how they celebrated their
vacation holidays.

Drill learners with the correct expressions and

phrases to use in an oral narration.

Learners in groups talk about how they celebrated

the Christmas holidays.

Assessment
Narrate how you celebrated your vacation
holidays.
PHASE 3: Use peer discussion and effective questioning to
REFLECTION find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the

lesson.
Week Ending: DAY: Subject: Ghanaian Language
Duration: Strand: Reading
Class: B8 Class Size: Sub Strand: Reading
Indicator: Lesson:
Content Standard: B8.3.1.1.1 Understand the main ideas and
B8.3.1.1 Understand the
supporting points in a range of extended 1 of 1
main ideas and supporting
points in texts texts on familiar and unfamiliar topics
Performance Indicator: Core Competencies:
Learners can read and understand the main CC 8.3
ideas in a text
References : Ghanaian Language Curriculum Pg. 21

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on what was studied in the
STARTER previous
lesson.

Share the performance indicators and introduce

the lesson.
PHASE 2: NEW Learners are engaged in narrative texts to Word cards,
sentence
LEARNING create cards, letter
mental pictures to aid understanding. cards,
handwriting on a
manila card
Have learners to read fluently to build
confidence.

Learners are engaged in meaningful

interaction with text and peers.

Monitor for understanding and self-correct

where necessary.

Let learners make connections with what is

read to own experiences.

Assessment
Write a sample passage on the board.
Let learners identify the main ideas and
supporting points in the text.
PHASE 3: Use peer discussion and effective questioning to
REFLECTION find out
from learners what they have learnt during the
lesson.

Take feedback from learners and summarize the

lesson.
FIRST TERM FAYOL INC. 0547824419

WEEKLY LESSON NOTES –

B8 WEEK 4
Week Ending: Day: Subject: Ghanaian Language
Duration: 60MINS Strand: Language & Usage
Class: B8 Class Size: Sub Strand: Concrete Nouns
Content Standard: Indicator:
Lesson
B8.4.2.1 Demonstrate knowledge and B8.4.2.1.1 Explore the use of
:
understanding of nouns, pronouns nouns and pronouns in an
and adjectives increasing range of texts and 1 of 1
classify them
Performance Indicator:
Core Competencies:
Learners can explore the use of concrete nouns in
CC 7.3: CC 8.2: DL 5.3:
speech and writing
Reference: Ghanaian Language Curriculum Pg. 45

Phase/ Learners Activities Resources

Duration
PHASE 1: Revise with learners on the previous lesson.
STARTER
Share performance indicators with learners
and introduce the lesson.
PHASE 2: Start by asking learners to mention names of Word cards,
NEW objects and sentence cards,
letter cards,
LEARNIN items in the classroom and outside the handwriting on
G classroom. a manila card
and a class
Paste a chart showing pictures of items that library
are common to learners. Let learners identify
and relate to the items.

Brainstorm learners to mention the five

senses of humans.

Guide learners to understand that objects

and things that can be experienced
through the five senses (feel, touch, smell,
hear and see) are concrete nouns.

Have learners to mention and demonstrate

more examples of concrete nouns.
Example: I can see this bag, touch and feel it,
so it is a concrete noun.

Assessment
Write different words on the board. Learners
read and decide whether it is concrete or
abstract.
They can also draw and color the word if it is a
concrete noun.
PHASE 3: Use peer discussion and effective questioning
REFLECTION to find out
from learners what they have learnt during the
lesson.

Take feedback from learners and summarize

the lesson.
Week Ending: DAY: Subject: Ghanaian Language
Duration: 50MINS Strand: Composition Writing
Class: B8 Class Size: Sub Strand: Letter Writing
Content Standard: Indicator:
Lesson
B8.5.1.1 Demonstrate knowledge and B8.5.1.1.1 Develop coherent
:
understanding in the ability to write essays using the features of 1 OF 1
meaningful given text
compositions on the various text types types.
Performance Indicator: Core Competencies:
Communication and Collaboration
Learners can write good semi-formal letters
(CC), Cultural Identity and Global
Citizenship
References: Ghanaian Language Curriculum Pg. 55

Phase/ Learners Activities Resources

Duration
PHASE 1: Revise with learners on what was studied in the
STARTER previous
lesson.

Share the performance indicators with learners

PHASE 2: Discuss letter writing and its structure with Word cards,
NEW learners. sentence cards,
letter cards,
LEARNING handwriting on
Show a sample of a letter to learners to point a manila card
out the structure and features. Discuss the and a class
features and types of letters. library

Explain to learners the structure of semi-formal

letters.
Write a sample semi-formal letter on the
board. Discuss the process involved in writing
a semi-formal letter.
Assist learners to understand the process in
writing good semi-formal letters

Write a semi-formal letter on the board. Assist

learners to write semi-formal letters using
controlled composition.
Ask learners to point out the features and
structure of the semi-formal letter written.
Read a semi-formal letter to learners. Guide
learners to write good semi-formal letters
PHASE 3: Use peer discussion and effective questioning to
REFLECTION find out
from learners what they have learnt during the
lesson.

Take feedback from learners and summarize the

lesson.
Week Ending: DAY: Subject: Ghanaian Language
Duration: 50mins Strand: Literature
Class: B8 Class Size: Sub Strand: Literature
Content Standard: Indicator: Lesson:
B8.6.1.1 Demonstrate
B8.6.1.1.1 Discuss the features of
knowledge and 1 of 1
understanding of proverbs
proverbs and idioms
and
idioms.
Performance Indicator: Core Competencies:
Learners can discuss the features of proverbs and CC 8.3
idioms
References : Ghanaian Language Curriculum Pg. 48

Phase/ Learners Activities Resources

Duration
PHASE 1: Revise with learners on what was studied in the
STARTER previous
lesson.

Share the performance indicators and introduce

the lesson.
PHASE 2: Brainstorm learners to describe the features of Word cards,
NEW proverbs sentence
cards, letter
LEARNING and idioms and give examples of each. cards,
Learners
Guide learners to identify and interpret Reading
proverbs and idioms in your language. Books

Have learners state the occasions and

situations in which the given proverbs and
idioms are used.

In groups, learners state the importance of

proverbs and idioms.
PHASE 3: Use peer discussion and effective questioning to
REFLECTION find out
from learners what they have learnt during the
lesson.

Take feedback from learners and summarize the

lesson.
FIRST TERM FAYOL INC. 0547824419

WEEKLY LESSON NOTES –

B8 WEEK 5
Week Ending: Day: Subject: Ghanaian Language
Duration: 60MINS Strand: Customs & Institutions
Class: B8 Class Size: Sub Strand: Puberty Rites
Content Standard: Indicator:
Lesson:
B8.1.1.1 Demonstrate understanding of how B8.1.1.1.3 Discuss the changes
puberty rites are performed in their linguistic that has occurred in puberty
1 of 1
community, its significance and compare with rites performance over time
other cultures of Ghana
Performance Indicator:
Core Competencies:
Learners can identify the processes involved in performing
CC 7.3: CC 8.2: DL 5.3:
puberty rites in your culture
Reference: Ghanaian Language Curriculum Pg. 21

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on the previous lesson.

Share performance indicators with learners and

introduce the lesson.
PHASE 2: NEW Learners in groups assess the current ways Pictures and charts
LEARNING puberty rites
are performed among his/her people and
write a brief about it.

Learners present their ideas in groups.

Have learners compare the contemporary ways

to the traditional ways by which your people
were performing puberty rites.
E.g. i. It is now done by the church.
ii.Duration for the rites has changed.
iii. Done for all ages.

Learners identify the threats to puberty rites

in contemporary times. E.g.: technology,
migration, education and religion
PHASE 3: Use peer discussion and effective questioning
REFLECTION to find out
from learners what they have learnt during the
lesson.

Take feedback from learners and summarize

the lesson.
Week Ending: DAY: Subject: Ghanaian Language
Duration: 50MINS Strand: Listening & Speaking
Class: B8 Class Size: Sub Strand: Conversation
Content Standard: Indicator: Lesson:
B8.2.1.1 Demonstrate knowledge of B8.2.1.1.1 Develop and modify their 1 OF 1
presentational skills in listening,
language in narrating some selected
following daily conversation, speaking
clearly and explaining ideas daily activities.
Performance Indicator: Core Competencies:
Learners can identify and produce the basic Communication and Collaboration (CC),
tones in their language Cultural Identity and Global Citizenship
(CG)
References: Ghanaian Language Curriculum Pg. 17

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on what was studied in the
STARTER previous
lesson.

Share the performance indicators with learners

PHASE 2: NEW Word cards, sentence
LEARNING Guide learners to discuss in groups what they do cards, letter cards,
handwriting on a
during the week, manila card and a
class library
Ask learners to describe how they celebrated their
vacation holidays.

Drill learners with the correct expressions and

phrases to use in an oral narration.

Learners in groups talk about how they celebrated

the Christmas holidays.

Assessment
Narrate how you celebrated your vacation
holidays.
PHASE 3: Use peer discussion and effective questioning to
REFLECTION find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the

lesson.
Week Ending: DAY: Subject: Ghanaian Language
Duration: Strand: Reading
Class: B8 Class Size: Sub Strand: Translation
Content Standard: Indicator: Lesson:
B8.3.2.1 Demonstrate
B8.3.2.1.1 Establish the meaning of words,
knowledge of translating 1 of 1
words, phrases and
phrases and sentences in their various
sentences. languages
Performance Indicator: Core Competencies:
Learners can read and understand the main CC 8.3
ideas in a text
References : Ghanaian Language Curriculum Pg. 44

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on what was studied in the
STARTER previous
lesson.

Share the performance indicators and introduce

the lesson.
PHASE 2: NEW Guide learners to translate given words and Word cards,
sentence
LEARNING simple cards, letter
phrases from the source language to a target cards,
language. handwriting on a
manila card

Guide learners to translate phrases simple

sentences from the source language of study
to a target language.

Guide learners to translate simple sentences

from the source language to a target
language.

Assessment
Translate the following words into your own
language.
a. elephant
b.house
c.car
d.accident
PHASE 3: Use peer discussion and effective questioning to
REFLECTION find out
from learners what they have learnt during the
lesson.

Take feedback from learners and summarize the

lesson.
FIRST TERM FAYOL INC. 0547824419

WEEKLY LESSON NOTES –

B8 WEEK 6
Week Ending: Day: Subject: Ghanaian Language
Duration: 60MINS Strand: Language & Usage
Class: B8 Class Size: Sub Strand: Concrete Nouns
Content Standard: Indicator:
B8.4.2.1.1 Explore the use of nouns Lesson:
B8.4.2.1 Demonstrate
knowledge and and pronouns in an increasing range of
1 of 1
understanding of nouns, texts and classify them
pronouns and adjectives
Performance Indicator:
Core Competencies:
Learners can explore the use of concrete nouns in
CC 7.3: CC 8.2: DL 5.3:
speech and writing
Reference: Ghanaian Language Curriculum Pg. 45

Phase/ Learners Activities Resources

Duration
PHASE 1: Elicit prior knowledge of learners and engage
STARTER interest in
the topic by asking learners questions such as:

What did you eat this morning? Can you

count them? Have you drank water today?
Can you count them? How many pets do you
have? Can you count them?
PHASE 2: Introduce the topic through a short story. Word cards,
NEW sentence cards,
letter cards,
LEARNIN Learners read the story aloud in handwriting on
G pairs/groups, taking turns, a sentence each. a manila card
and a class
Let learners identify and underline the nouns library
in the story.

Guide learners to Identify noun types

(countable and uncountable) from passages.

Let learners construct sentences using noun

types.

Guide learners to scan passages e.g. those

already read in class to identify and
classify nouns into countable and
uncountable nouns

Engage learners in groups to put countable

and uncountable nouns into the different
categories: people, places, time, major
land forms etc.

Assessment
In pairs, have learners to read passages and
underline all the nouns in the passage.
PHASE 3: Use peer discussion and effective questioning
REFLECTION to find out
from learners what they have learnt during the
lesson.

Take feedback from learners and summarize

the lesson.
Week Ending: DAY: Subject: Ghanaian Language
Duration: 50MINS Strand: Composition Writing
Class: B8 Class Size: Sub Strand: Letter Writing
Content Standard: Indicator:
B8.5.1.1 Demonstrate knowledge and B8.5.1.1.1 Develop coherent Lesson
:
understanding in the ability to write essays
1 OF 1
meaningful using the features of given
text
compositions on the various text types types.
Core Competencies:
Performance Indicator:
Communication and Collaboration
Learners can write good semi-formal letters
(CC), Cultural Identity and Global
Citizenship
References: Ghanaian Language Curriculum Pg. 55

Phase/ Learners Activities Resources

Duration
PHASE 1: Revise with learners on what was studied in the
STARTER previous
lesson.

Share the performance indicators with learners

PHASE 2: Discuss letter writing and its structure with Word cards,
NEW learners. sentence cards,
letter cards,
LEARNING handwriting on
Show a sample of a letter to learners to point a manila card
out the structure and features. Discuss the and a class
features and types of letters. library

Explain to learners the structure of semi-formal

letters.
Write a sample semi-formal letter on the
board. Discuss the process involved in writing
a semi-formal letter.
Assist learners to understand the process in
writing good semi-formal letters

Write a semi-formal letter on the board. Assist

learners to write semi-formal letters using
controlled composition.
Ask learners to point out the features and
structure of the semi-formal letter written.

Read a semi-formal letter to learners. Guide

learners to write good semi-formal letters
PHASE 3: Use peer discussion and effective questioning to
REFLECTION find out
from learners what they have learnt during the
lesson.

Take feedback from learners and summarize the

lesson.
Week Ending: DAY: Subject: Ghanaian Language
Duration: 50mins Strand: Literature
Class: B8 Class Size: Sub Strand: Literature
Content Standard: Indicator: Lesson:
B8.6.1.1 Demonstrate
B8.6.1.1.1 Discuss the features of
knowledge and 1 of 1
understanding of proverbs
proverbs and idioms
and
idioms.
Performance Indicator: Core Competencies:
Learners can discuss the features of proverbs and CC 8.3
idioms
References : Ghanaian Language Curriculum Pg. 48

Phase/ Learners Activities Resources

Duration
PHASE 1: Revise with learners on what was studied in the
STARTER previous
lesson.

Share the performance indicators and introduce

the lesson.
PHASE 2: Brainstorm learners to describe the features of Word cards,
NEW proverbs sentence
cards, letter
LEARNING and idioms and give examples of each. cards,
Learners
Guide learners to identify and interpret Reading
proverbs and idioms in your language. Books

Have learners state the occasions and

situations in which the given proverbs and
idioms are used.

In groups, learners state the importance of

proverbs and idioms.
PHASE 3: Use peer discussion and effective questioning to
REFLECTION find out
from learners what they have learnt during the
lesson.

Take feedback from learners and summarize the

lesson.
FIRST TERM FAYOL INC. 0547824419

WEEKLY LESSON NOTES –

B8 WEEK 7
Week Ending: Day: Subject: Ghanaian Language
Duration: 60MINS Strand: Customs & Institutions
Class: B8 Class Size: Sub Strand: The Clan System
Content Standard: Indicator: Lesson:
B8.1.3.1 Exhibit knowledge of the clan
B8.1.3.1.1 Discuss the
system in their locality by discussing the
importance and threats to the clan systems importance and threats to the 1 of 1
clan system.
Performance Indicator:
Core Competencies:
Learners can identify the processes involved in performing
CC 7.3: CC 8.2: DL 5.3:
puberty rites in your culture
Reference: Ghanaian Language Curriculum Pg. 36

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on the previous lesson.

Share performance indicators with learners and

introduce the lesson.
PHASE 2: NEW Read and discuss a passage on clan system of Pictures and charts
LEARNING their
culture.

Have learners understand that the clan

system is an important aspect of
traditional Ghanaian society and culture.
In Ghana, a clan is a group of people who
are believed to have descended from a
common ancestor. Clans are typically
organized around a set of shared beliefs,
customs, and traditions.

Discuss and write the importance of the clan

system of their culture.
1.Social organization: Clans provide a sense
of identity and belonging for their members.
They serve as a social network and support
system, providing a sense of community and
shared values.

2.Economic organization: Clans often have a

system of shared resources and
responsibilities, such as land ownership and
farming practices. This allows for collective
action and cooperation in economic
activities.

3.Political organization: In some traditional

Ghanaian societies, clan leaders have a role
in local governance and decision-making.
They may act as mediators in disputes and
serve as representatives of their clan to the
wider community.
4.Spiritual organization: Clans often have their
own set of
spiritual beliefs and practices, which are
passed down from generation to
generation. This can include ancestor
worship and other traditional religious
practices.

Assessment
 Discuss the threats to the clan system.
 How has the clan system in Ghana
contributed to the preservation of
traditional knowledge and cultural
practices?
 What are the similarities and
differences between the clan
system in Ghana and other
traditional social systems around
PHASE 3: Use peer discussion and effective questioning
REFLECTION to find out
from learners what they have learnt during the
lesson.

Take feedback from learners and summarize

the lesson.
Week Ending: DAY: Subject: Ghanaian Language
Duration: 50MINS Strand: Listening & Speaking
Class: B8 Class Size: Sub Strand: Listening
Comprehension
Indicator:
Content Standard: B8.2.2.1.1. Listen to a level- Lesson:
B8.2.2.1 Demonstrate the ability to listen 1 OF 1
appropriate dialogue attentively and
to extended reading and identify key
information identify key information
Performance Indicator: Core Competencies:
Learners can listen to a level-appropriate Communication and Collaboration (CC),
dialogue attentively and identify key Cultural Identity and Global Citizenship
information (CG)
References: Ghanaian Language Curriculum Pg. 40

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on what was studied in the
STARTER previous
lesson.

Share the performance indicators with learners

PHASE 2: NEW Revise the lessons on identification of cause and Word cards, sentence
LEARNING effect using cards, letter cards,
handwriting on a
Think-Pair-Share. manila card and a
class library
Select an interesting story to guide the learners
do this exercise.

Build on this activity by working together with

learners to identify specific examples to help bring
out main ideas and the key details. With this
example, guide learners to draw conclusions.

Listen to and note important issues in a dialogue

e.g. message, mood, tone.

Listen and compare the issues noted in the

dialogue with peers.

Have learners listen to a story and identify the

main ideas and key details.

Use questions to guide learners to make

generalizations based on the main ideas and key
details
PHASE 3: Use peer discussion and effective questioning to
REFLECTION find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the

lesson.
Week Ending: DAY: Subject: Ghanaian Language
Duration: Strand: Reading
Class: B8 Class Size: Sub Strand: Translation
Content Standard: Indicator: Lesson:
B8.3.2.1 Demonstrate
B8.3.2.1.1 Establish the meaning of words,
knowledge of translating 1 of 1
words, phrases and
phrases and sentences in their various
sentences. languages
Performance Indicator: Core Competencies:
Learners can read and understand the main CC 8.3
ideas in a text
References : Ghanaian Language Curriculum Pg. 44

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on what was studied in the
STARTER previous
lesson.

Share the performance indicators and introduce

the lesson.
PHASE 2: NEW Guide learners to translate given words and Word cards,
sentence
LEARNING simple cards, letter
phrases from the source language to a target cards,
language. handwriting on a
manila card

Guide learners to translate phrases simple

sentences from the source language of study
to a target language.

Guide learners to translate simple sentences

from the source language to a target
language.

Assessment
Translate the following words into your own
language.
a. elephant
b.house
c.car
d.accident
PHASE 3: Use peer discussion and effective questioning to
REFLECTION find out
from learners what they have learnt during the
lesson.

Take feedback from learners and summarize the

lesson.
FIRST TERM FAYOL INC. 0547824419

WEEKLY LESSON NOTES –

B8 WEEK 8
Week Ending: Day: Subject: Ghanaian Language
Duration: 60MINS Strand: Language & Usage
Class: B8 Class Size: Sub Strand: Pronouns
Content Standard: Indicator:
B8.4.2.1.1 Explore the use of nouns Lesson:
B8.4.2.1 Demonstrate
knowledge and and pronouns in an increasing range of
1 of 1
understanding of nouns, texts and classify them
pronouns and adjectives
Performance Indicator:
Core Competencies:
Learners can explore the use of pronouns in
CC 7.3: CC 8.2: DL 5.3:
speech and writing
Reference: Ghanaian Language Curriculum Pg. 45

Phase/ Learners Activities Resources

Duration
PHASE 1: Elicit prior knowledge of learners and engage
STARTER interest in
the topic by asking learners questions such as:

What did you eat this morning? Can you

count them? Have you drank water today?
Can you count them? How many pets do you
have? Can you count them?
PHASE 2: Write down pronouns in their language. Word cards,
NEW sentence cards,
letter cards,
LEARNIN Guide learners to construct compound handwriting on
G sentences with nouns and pronouns in speech a manila card
and in texts. and a class
library
Assessment
Have learners replace nouns with the
appropriate pronouns in a given text
PHASE 3: Use peer discussion and effective questioning
REFLECTION to find out
from learners what they have learnt during the
lesson.

Take feedback from learners and summarize

the lesson.
Week Ending: DAY: Subject: Ghanaian Language
Duration: 50MINS Strand: Composition Writing
Class: B8 Class Size: Sub Strand: Argumentative Writing
Content Standard: Indicator:
Lesson:
B8.5.1.1 Demonstrate knowledge and B8.5.1.1.1 Develop coherent
1 OF 1
understanding in the ability to write essays using the features of
meaningful compositions on the various given text types.
text types
Performance Indicator: Core Competencies:
Learners can take a stand and write an Communication and Collaboration
argumentative essay for a given motion. (CC), Cultural Identity and Global
Citizenship
References: Ghanaian Language Curriculum Pg. 55

Phase/ Learners Activities Resources

Duration
PHASE 1: Revise with learners on what was studied in the
STARTER previous lesson.

Share the performance indicators with learners

PHASE 2: Discuss with learners how argumentation is done and Word cards,
NEW the sentence cards,
letter cards,
LEARNING vocabularies used in argumentation. handwriting on
a manila card
Discuss with learners how to write an argumentative and a class
essay. Discuss the structure, content and features .of library
an argumentative essay.

Select a topic and discuss with learners how to take a

stand and write on it. Assist learners to take a stand
and write an argumentative essay for a given motion.

Select a topic and put learners into two groups. Make

learners take a stand after discussions among
themselves.

Let learners of each group write individually, for or

against the motion of an argumentative essay on a
given topic
PHASE 3: Use peer discussion and effective questioning to find
REFLECTION out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the

lesson.
Week Ending: DAY: Subject: Ghanaian Language
Duration: 50mins Strand: Literature
Class: B8 Class Size: Sub Strand: Literature
Content Standard: Indicator: Lesson:
B8.6.1.1 Demonstrate
B8.6.1.1.1 Discuss the features of
knowledge and 1 of 1
understanding of proverbs
proverbs and idioms
and
idioms.
Performance Indicator: Core Competencies:
Learners can discuss the features of proverbs and CC 8.3
idioms
References : Ghanaian Language Curriculum Pg. 48

Phase/ Learners Activities Resources

Duration
PHASE 1: Revise with learners on what was studied in the
STARTER previous
lesson.

Share the performance indicators and introduce

the lesson.
PHASE 2: Brainstorm learners to describe the features of Word cards,
NEW proverbs sentence
cards, letter
LEARNING and idioms and give examples of each. cards,
Learners
Guide learners to identify and interpret Reading
proverbs and idioms in your language. Books

Have learners state the occasions and

situations in which the given proverbs and
idioms are used.

In groups, learners state the importance of

proverbs and idioms.
PHASE 3: Use peer discussion and effective questioning to
REFLECTION find out
from learners what they have learnt during the
lesson.

Take feedback from learners and summarize the

lesson.
FIRST TERM FAYOL INC. 0547824419

WEEKLY LESSON NOTES –

B8 WEEK 9
Week Ending: Day: Subject: Ghanaian Language
Duration: 60MINS Strand: Customs & Institutions
Class: B8 Class Size: Sub Strand: The Clan System
Content Standard: Indicator: Lesson:
B8.1.3.1 Exhibit knowledge of the clan
B8.1.3.1.1 Discuss the
system in their locality by discussing the
importance and threats to the clan systems importance and threats to the 1 of 1
clan system.
Performance Indicator:
Core Competencies:
Learners can identify the processes involved in performing
CC 7.3: CC 8.2: DL 5.3:
puberty rites in your culture
Reference: Ghanaian Language Curriculum Pg. 36

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on the previous lesson.

Share performance indicators with learners and

introduce the lesson.
PHASE 2: NEW Read and discuss a passage on clan system of Pictures and charts
LEARNING their
culture.

Have learners understand that the clan

system is an important aspect of
traditional Ghanaian society and culture.
In Ghana, a clan is a group of people who
are believed to have descended from a
common ancestor. Clans are typically
organized around a set of shared beliefs,
customs, and traditions.

Discuss and write the importance of the clan

system of their culture.
1.Social organization: Clans provide a sense
of identity and belonging for their members.
They serve as a social network and support
system, providing a sense of community and
shared values.

2.Economic organization: Clans often have a

system of shared resources and
responsibilities, such as land ownership and
farming practices. This allows for collective
action and cooperation in economic
activities.

3.Political organization: In some traditional

Ghanaian societies, clan leaders have a role
in local governance and decision-making.
They may act as mediators in disputes and
serve as representatives of their clan to the
wider community.
4.Spiritual organization: Clans often have their
own set of
spiritual beliefs and practices, which are
passed down from generation to
generation. This can include ancestor
worship and other traditional religious
practices.

Assessment
 Discuss the threats to the clan system.
 How has the clan system in Ghana
contributed to the preservation of
traditional knowledge and cultural
practices?
 What are the similarities and
differences between the clan
system in Ghana and other
traditional social systems around
PHASE 3: Use peer discussion and effective questioning
REFLECTION to find out
from learners what they have learnt during the
lesson.

Take feedback from learners and summarize

the lesson.
Week Ending: DAY: Subject: Ghanaian Language
Duration: 50MINS Strand: Listening & Speaking
Class: B8 Class Size: Sub Strand: Listening
Comprehension
Indicator:
Content Standard: B8.2.2.1.1. Listen to a level- Lesson:
B8.2.2.1 Demonstrate the ability to listen 1 OF 1
appropriate dialogue attentively and
to extended reading and identify key
information identify key information
Performance Indicator: Core Competencies:
Learners can listen to a level-appropriate Communication and Collaboration (CC),
dialogue attentively and identify key Cultural Identity and Global Citizenship
information (CG)
References: Ghanaian Language Curriculum Pg. 40

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on what was studied in the
STARTER previous
lesson.

Share the performance indicators with learners

PHASE 2: NEW Revise the lessons on identification of cause and Word cards, sentence
LEARNING effect using cards, letter cards,
handwriting on a
Think-Pair-Share. manila card and a
class library
Select an interesting story to guide the learners
do this exercise.

Build on this activity by working together with

learners to identify specific examples to help bring
out main ideas and the key details. With this
example, guide learners to draw conclusions.

Listen to and note important issues in a dialogue

e.g. message, mood, tone.

Listen and compare the issues noted in the

dialogue with peers.

Have learners listen to a story and identify the

main ideas and key details.

Use questions to guide learners to make

generalizations based on the main ideas and key
details
PHASE 3: Use peer discussion and effective questioning to
REFLECTION find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the

lesson.
Week Ending: DAY: Subject: Ghanaian Language
Duration: Strand: Reading
Class: B8 Class Size: Sub Strand: Reading
Indicator: Lesson:
Content Standard: B8.3.1.1.1 Understand the main ideas and
B8.3.1.1 Understand the
supporting points in a range of extended 1 of 1
main ideas and supporting
points in texts texts on familiar and unfamiliar topics
Performance Indicator: Core Competencies:
Learners can read and understand the main CC 8.3
ideas in a text
References : Ghanaian Language Curriculum Pg. 37

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on what was studied in the
STARTER previous
lesson.

Share the performance indicators and introduce

the lesson.
PHASE 2: NEW Learners are engaged in narrative texts to Word cards,
sentence
LEARNING create cards, letter
mental pictures to aid understanding. cards,
handwriting on a
manila card
Have learners to read fluently to build
confidence.

Learners are engaged in meaningful

interaction with text and peers.

Monitor for understanding and self-correct

where necessary.

Let learners make connections with what is

read to own experiences.

Assessment
Write a sample passage on the board.
Let learners identify the main ideas and
supporting points in the text.
PHASE 3: Use peer discussion and effective questioning to
REFLECTION find out
from learners what they have learnt during the
lesson.

Take feedback from learners and summarize the

lesson.
FIRST TERM FAYOL INC. 0547824419

WEEKLY LESSON NOTES –

B8 WEEK 10
REVISION AND END OF TERM
ASSESSMENT
Week Ending: Day: Subject: Ghanaian Language
Duration: 60MINS Strand: Customs & Institutions
Class: B8 Class Size: Sub Strand: Sub strands for the
term
Content Standard: Indicator: Lesson:
Demonstrate knowledge and Recall and summarize all what
understanding in the topics treated so they have learnt within the term 1 of 1
far.
Performance Indicator:
Core Competencies:
Learners can recall and summarize all what they have CC 7.3: CC 8.2: DL 5.3:
learnt within the
term
Reference: Ghanaian Language Curriculum Pg. 36

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on the previous lesson.

Share performance indicators with learners and

introduce the lesson.
PHASE 2: NEW Read and discuss a passage on clan system of Pictures and charts
LEARNING their
culture.

Have learners understand that the clan

system is an important aspect of
traditional Ghanaian society and culture.
In Ghana, a clan is a group of people who
are believed to have descended from a
common ancestor. Clans are typically
organized around a set of shared beliefs,
customs, and traditions.

Discuss and write the importance of the clan

system of their culture.
1.Social organization: Clans provide a sense
of identity and belonging for their members.
They serve as a social network and support
system, providing a sense of community and
shared values.

2.Economic organization: Clans often have a

system of shared resources and
responsibilities, such as land ownership and
farming practices. This allows for collective
action and cooperation in economic
activities.
3.Political organization: In some traditional
Ghanaian societies, clan leaders have a role
in local governance and decision-making.
They may act as mediators in disputes and
serve as representatives of their clan to the
wider community.

4.Spiritual organization: Clans often have

their own set of spiritual beliefs and
practices, which are passed down from
generation to generation. This can include
ancestor worship and other traditional
religious practices.

Assessment
 Discuss the threats to the clan system.
 How has the clan system in Ghana
contributed to the preservation of
traditional knowledge and cultural
practices?
 What are the similarities and
differences between the clan
system in Ghana and other
traditional social systems around
PHASE 3: Use peer discussion and effective questioning
REFLECTION to find out
from learners what they have learnt during the
lesson.

Take feedback from learners and summarize

the lesson.
Week Ending: DAY: Subject: Ghanaian Language
Duration: 50MINS Strand: Listening & Speaking
Class: B8 Class Size: Sub Strand: Sub strands for the term
Content Standard: Indicator: Lesson:
Demonstrate knowledge and Recall and summarize all what they 1 OF 1
understanding in the topics treated have learnt within the term
so far.
Performance Indicator: Core Competencies:
Learners can recall and summarize all what they Communication and Collaboration (CC),
have learnt within the term Cultural Identity and Global Citizenship
(CG)
References: Ghanaian Language Curriculum Pg. 40

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on what was studied in the
STARTER previous
lesson.

Share the performance indicators with learners

PHASE 2: NEW Revise the lessons on identification of cause and Word cards, sentence
LEARNING effect using cards, letter cards,
handwriting on a
Think-Pair-Share. manila card and a
class library
Select an interesting story to guide the learners
do this exercise.

Build on this activity by working together with

learners to identify specific examples to help bring
out main ideas and the key details. With this
example, guide learners to draw conclusions.

Listen to and note important issues in a dialogue

e.g. message, mood, tone.

Listen and compare the issues noted in the

dialogue with peers.

Have learners listen to a story and identify the

main ideas and key details.

Use questions to guide learners to make

generalizations based on the main ideas and key
details
PHASE 3: Use peer discussion and effective questioning to
REFLECTION find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the

lesson.
Week Ending: DAY: Subject: Ghanaian Language
Duration: Strand: Reading
Class: B8 Class Size: Sub Strand: Sub strands for the
term
Content Standard: Indicator: Lesson:
Demonstrate knowledge and Recall and summarize all what they 1 of 1
understanding in the topics have learnt within the term
treated so far.
Performance Indicator: Core
Learners can recall and summarize all what they have learnt Competencies:
within the term CC 8.3
References : Ghanaian Language Curriculum Pg. 37

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on what was studied in the
STARTER previous
lesson.

Share the performance indicators and introduce

the lesson.
PHASE 2: NEW Learners are engaged in narrative texts to Word cards,
sentence
LEARNING create cards, letter
mental pictures to aid understanding. cards,
handwriting on a
manila card
Have learners to read fluently to build
confidence.

Learners are engaged in meaningful

interaction with text and peers.

Monitor for understanding and self-correct

where necessary.

Let learners make connections with what is

read to own experiences.

Assessment
Write a sample passage on the board.
Let learners identify the main ideas and
supporting points in the text.
PHASE 3: Use peer discussion and effective questioning to
REFLECTION find out
from learners what they have learnt during the
lesson.

Take feedback from learners and summarize the

lesson.

Week Ending: DAY: Subject: Ghanaian Language

Duration: 60MINS Strand: Strands treated for the
term
Class: B8 Class Size: Sub Strand: Sub strands for the
term
Content Standard: Lesson:
Indicator:
Demonstrate knowledge and Preparation towards vacation
understanding in the topics 1 of 1
treated so far.
Performance Indicator:
Core
Learners can answer all end of term assessment questions in Competencies:
their exercise books. CP 6.5: CI 5.4: CI 5.2:
References : Ghanaian Language Curriculum Pg. 37

Phase/Duration Learners Activities Resources

PHASE 1: Ask learners to bring and display all the Exercise
STARTER materials books,
needed for the assessment. pen, pencils,
erasers,
Educate them on the consequences of Answer
examination mal practice. sheets.
PHASE 2: NEW Engage learners to arrange themselves SBA,
LEARNING properly to sit Assessment
for the assessment test. Questions and
exercise
Mark learners answer sheets or exercise books.

books. Fill in learner’s SBA books and

report cards.

Distribute learners answer sheets or

exercise books for feedback.