WEEKLY SCHEME OF LERANING-WEEK FOUR · WEEKLY SCHEME OF LERANING-WEEK FOUR ... Class Four Subject...

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WEEKLY SCHEME OF LERANING-WEEK FOUR

NAME OF SCHOOL……………………………………………………………………………………………………………………….

Week Ending 4th October,2019

Class Four

Subject English

Reference English curriculum

Learning Indicator(s) B4.1.1.1. 2. B4.2.2.2.1. B4.3.1.1.3 B4.4.2.1.3

B4.5.2.1.2 B4.6.1.1.1.

Performance Indicator Identify and discuss values in songs

Recognize and read words using a variety of cues

(e.g. prefixes – word beginning) Identify and use collective nouns to refer to a group

of objects and people

Learners can identify and use punctuation signs

Learners can use the full stop

Read a variety of age- and level appropriate books

and present a-two-paragraph summary of each book

read

Teaching/ Learning Resources Word cards, sentence cards, sample sentence on a manila

card and class library

DAYS PHASE 1: STARTER 10

MINS (Preparing The Brain For Learning)

PHASE 2: MAIN 40MINS (New Learning Including Assessment)

PHASE 3: REFLECTION 10MINS

(Learner And Teacher)

Monday Revise learners RPK by

asking them to sing

previous songs taught.

Play a variety of songs

to learners; ranging

from circular music,

highlife to gospel etc.

Have learners to sing other familiar songs they know.

Select suitable songs for listening, singing and recitation from learners background

After they have listened to the songs and also sang them, lead them to identify and discuss the values in the songs

What have we

learnt today?

Moral values in

songs

Review lesson with learners by giving them home task to learn new songs for the following week

Tuesday Have learners play a game or sing a song to review their RPK

Guide learners to understand that the core of a word is its root and that other words can be derived by additions to a root word.

Invite the class to tell you what they have learnt in the lesson, e.g. What


Guide learners to form more words using prefixes. e. g. a prefix may create new words. e.g. tell – retell over – moreover Note: Prefixes may create antonyms (opposites). e.g. friendly - unfriendly satisfied - dissatisfied • In groups, learners identify several prefixes and use them in sentences.

Prefix(before)

Root(core) New word

Mis Use Misuse

En Joy Enjoy

Anti Clockwise Anticlockwise

De Compose decompose

Poly Clinic Polyclinic

Assessment: give learners several words to prefix them to create new words.

have we learnt in this lesson?

Wednesday Revise with learners on the types of nouns we have. Have learners to identify some proper and improper nouns in sentences

Have learners read sentences containing collective nouns e.g. team of players, a class of, a swarm of bees, a troop of monkeys, a flock of sheep, a bunch of keys. Explain to learners that collective nouns behave like singular nouns. Therefore, they are used with singular verbs. Provide the collective nouns and their groups for learners to identify. Let them form sentences using the collective nouns. e.g. i. A bunch of keys is on the table. ii. A team of players is running around the field. Assessment: Have learners form sentences with collective nouns

Review the lesson with learners. Give learners home task to form sentences with collective nouns.


Thursday Have learners to discuss the importance of punctuation marks.

Introduce the lesson by explaining the need to punctuate sentences Introduce the punctuation marks and discuss its uses with learners i. Full stop (.) marks the end of a sentence. ii. Question mark (?) is used to ask questions. iii. Comma (,) is used when listing items. Assessment: write few statements on the board for learners to punctuate using full stop, question mark and comma

Review the lesson with learners. Give learners home task to form sentences with collective nouns

Friday Guide learners to choose and read books during the library period

Guide learners to choose and read independently books of their choice during the library period. Learners think-pair-share their stories with peers. Ask each learner to write a-two-paragraph summary of the book read Invite individuals to present their work to the class for feedback. Reading

Have learners to tell what they read to the whole class



Class Four

Subject Mathematics

Reference Mathematics curriculum

Learning Indicator(s) B4. 1.1.1.5 B4.1.2.1.1

Performance Indicator Round (off, up, down) whole numbers up to 10000 to

the nearest, thousands, hundreds and tens

Determine basic multiplication facts up to 𝟏𝟐 × 𝟏𝟐

Teaching/ Learning Resources Counters, bundle of sticks, loose straws, base ten cut square,

graph sheets, number chart, number cards

DAYS PHASE 1: STARTER 10 MINS (Preparing The Brain For Learning)




Monday Revise with leaners how to determine the place values of numbers in a given value Examples;

67,809 7 is in the place of thousand etc.

Learners round off numbers to the nearest 1000, 100 and 10. For instance; 9500 is approximately 10,000 and 9100 as approximately 9,000 Learners round up and round down to estimate sums and differences To round down, learners consider the smaller of the two approximated numbers, while round up considers the bigger of the two numbers. The table below may bring the meaning of these two concepts clearer

14765 Round up

Round down

Round off

to the nearest ten

14970 14760 14970

to the nearest hundred

14800 14700 14800

to the nearest thousand

15000 14000 15000

What have we learnt today?

Rounding off, down

and up numbers to

the nearest,

thousands, hundreds

and tens.


Assessment: have leaners solve several examples in their workbooks

Tuesday Revise with learners on how to round up and round down to estimate sums and differences

Have Learners to work together to round up and round down to estimate sums and differences. For instance. E.g. 230+160 is approximately 400 because 230 is approximately 200, whiles 160 is approximately 200, therefore 200+200=400. Give learners several examples to do Assessment: have leaners solve several examples in their workbooks

Wednesday Revise learners RPK by playing a game or singing a song

Guide leaners to determine basic multiplication facts up to 𝟏𝟐 × 𝟏2 To find 2 × 3 =? Learners arrange 2 straws vertically (legs) and put across it with 3 horizontal ones (arms). Learners count the number of intersections Hence 2x 3=6 Assessment: have leaners to solve several multiplication problems

What have we learnt today? Multiplication facts Review lesson with learners by giving them home task to complete in their work books.

Thursday Revise learners RPK by playing a game or singing a song

Have Learners to model different multiplication sentences, for example 3 × 4. Learners mention the number of dots (intersections) for other learners to model fence Alternatively, learners may draw vertical lines to represent the legs and horizontal lines across them to

What have we learnt today? Multiplication facts Review lesson with learners by giving them home task to complete in their work books


represent the arms and then count the number of intersections as the product. Assessment: have leaners to solve several multiplication problems

Friday Revise learners RPK by playing a game or singing a song

Draw a 6 by 6 multiplication chart for the numbers 5 to 10 and use it as a game board to play the 3-in-a-line game with a pair of dice or playing cards. Players take turns in throwing a pair of dice and mark (or cover) the product made in a throw with his/her marker (or counter). The winner is the one who obtains three products in a line.

x 5 6 7 8 9 10

5 25 30 35 40 45 50

6 30 36 42 48 54 60

7 35 42 49 56 63 70

8 40 48 56 64 72 80

9 45 54 63 72 81 90

10 50 60 70 80 90 100

Review lesson with learners



Class Four

Subject Science

Reference Science curriculum

Learning Indicator(s) B4.1.1.2.2 B4.1.1.2.3

Performance Indicator Describe the physical appearance of different

types of plants (trees, shrubs, climbing, creeping)

Describe the physical features of mammals,

reptiles, insects and amphibians

Teaching/ Learning Resources Pictures and videos of plants






Paste a chart on the board showing pictures of different plants. Have learners to observe the pictures for some time. Leaners to identify the names of plants in the picture.

Take learners out to observe different types of plants. Pictures and videos can also be used. Learners describe the physical features of different types of plants (in terms of their structure and size). Assessment: put learners in groups to analyze different plants and present their findings to class

Have leaners to summarize the important points of the lesson Project: Learners create a plant album of different types of plants. (Shrubs, trees, climbing and creeping plants).

Paste a chart on the board showing pictures of different animals. Have learners to observe the pictures for some time. Leaners to identify the names of animals in the picture.

Learners observe mammals, reptiles, insects and amphibians through videos and pictures (or relevant specimen such as frogs, lizards, cockroaches). Learners are guided to use think pair-share to identify and discuss the animals they have observed. Learners describe the physical features of the animals stated in terms of

What have we learnt today? Physical features of mammals, reptiles, insects and amphibians Have leaners to summarize the important points of the lesson using the ‘the pupil as teacher method’ Project: Learners create a plant album of different


their limbs, body covering, height, shape, size, where they live, how they move and what they eat. Learners, in a matching activity, use flashcards to match specific animals with their identified physical features

types of plants. (Shrubs, trees, climbing and creeping plants).



Class Four

Subject Our World Our People

Reference OWOP Curriculum

Learning Indicator(s) B4.1.2.1.1.

Performance Indicator Identify one’s strengths and weaknesses and how to

promote interpersonal relations

Teaching/ Learning Resources Pictures charts and videos






Engage Learners to talk about their abilities and weaknesses. e.g. of strengths: friendliness, kindness, confidence: E.g. of weaknesses: selfishness, shyness, timidity, lack of confidence.

Have Learners to talk about ways of initiating good interpersonal relationships, e.g. greetings, respect, tolerance, caring, showing appreciation, etc. Learners talk about ways of improving their abilities and overcoming their weaknesses e.g. education, constant, practice, training, counseling. Learners use their assertive skills to express their feelings about what disturbs/hurts the e.g. being polite to people, being respectful, being firm. Assessment: have to role play ways of initiating good interpersonal relationships, e.g. greetings, respect, tolerance, caring, showing appreciation, etc.

What have we learnt today? We learnt how one’s strengths and weaknesses can promote interpersonal relations. Have learners to summarize the main points of the lesson. Give learners home task to identify more ways of promoting interpersonal relations.



Class Four

Subject R.M.E

Reference R.M.E Curriculum

Learning Indicator(s) B4.1.1.2.1:

Performance Indicator Identify the uniqueness of humankind from other

creatures

Teaching/ Learning Resources Wall charts, word walls, videos depicting how to care for

the environment, pictures showing use of the things in our

natural environment






Tell learners stories about creation. Teacher paste a chart on the board showing pictures of human beings, animals and plants. Learners to observe and talk about the pictures. Have learners to talk about how different they are from other creatures

Have learners to form groups to identify how different humankind is from other creatures of God: -human beings versus animals - human beings versus plants Let learners, in groups, write down the characteristics of humankind: our thinking ability, ability to speak, knowing what is good and evil, etc. Let each group present its list for peer-review and class discussion. Assessment: Let learners draw an animal and a human being and draw the comparison between the two. Let learners write down the characteristics of humankind that are different from animals

What have we learnt today? Uniqueness of human kind. Have learners to summarize the main points of the lesson.



Class Four

Subject History

Reference History curriculum

Learning Indicator(s) B4.1.1.1.1 B4.1.1.2.1

Performance Indicator Explain the importance of studying the history of Ghana

Identify the sources of history including archaeology,

numismatics, oral tradition, wall paintings etc.

Teaching/ Learning Resources Pictures of past events of the school, community and

Ghana, Videos of past events of the school, community and

Ghana






Have leaners watch videos of some of the history of the major ethnic groups in Ghana Have learners to tell which of part of the video interest them.

Engage learners to discuss how history defines our identity as Ghanaians Role-play to show how history teaches us customs, values, traditions all of which ensure the survival of our nation. Role play how history can promote national pride, patriotism and integration Assessment: Have learners to talk in groups about How history promote our identity as Ghanaians? A leader from each present their final work to the class

What have we learnt today? The importance of studying history. Review the lesson with leaners

Have learners write on a sheet of paper the following What are the sources of history?

Have leaners to List the sources of history including funeral brochures, oral tradition, old photographs, old letters and diaries, arts and craft works, old newspapers, dirges, appellation and books.

What have learnt today? Sources of history Have learners to summarize the important points of the lesson


What historical knowledge are we likely to acquire from these sources

Classify these sources under primary and secondary sources. Assessment: have leaners to explore and explain how relevant historical information can we obtain from old newspapers and diaries? (E.g. Natural disasters – drought, bushfire etc.)



Class Four

Subject Physical education

Reference P.E Curriculum

Learning Indicator(s) B4.1.4.1.4

Performance Indicator Perform an inverted balance (tripod) by evenly distributing

weight on body parts

Teaching/ Learning Resources Videos and pictures






Take learners through 5

minutes jogging to warm

the body up

Demonstrate how to perform an inverted balance by evenly distributing weight on body parts. Learners perform headstand with hands supporting. Learners with difficulty are supported by peers.

learners to practice

individually and in groups

how to perform tripod

Take learners through cool

down to end the lesson



Class Four

Subject Creative Arts

Reference Creative Arts curriculum

Learning Indicator(s) B4 2.2.2.1.

Performance Indicator Experiment with available performing arts media and

techniques to create artworks based on own views,

knowledge and understanding of performing artworks that

reflect the history and culture of the people of Ghana

Teaching/ Learning Resources Photos, videos, art paper, colors and traditional art tools , other materials available in the community






Show a video for learners to Study the performing artworks (music, dance, drama/play, poetry) composed or performed by some Ghanaian performing artists such as Ephraim Amu, Grace Omaboe, the National Dance Ensemble, Agya Koo Nimoh, Atukwei Okai

Learners are to explore the surroundings to select available instruments, sounds, rhythms, movement patterns, etc. that are suitable for composing and performing music, dance, drama, poetry, etc.; Have leaners to experiment with available instruments, sounds, rhythms, movement patterns, etc. Learners to perform some of the compositions of the Ghanaian performing arts that reflect the history and culture of the Ghanaian. For example, sing patriotic songs composed by Ephraim Amu, act parts of drama performed by Grace Omaboe or David Dontoh of Obra Drama Troupe, or recite poems created by Atukwei Okai or any local performing arts group

What have learnt today? The history and the culture of some Ghanaians based on the artworks they perform. Have leaners to appreciate the artworks performed by Ghanaians


Assessment: learners to act parts in a drama some performing acts of selected Ghanaians. Discuss and share their experiences through peer review.



Class Four

Subject Ghanaian language

Reference Ghanaian language curriculum

Learning Indicator(s) B4.1.4.1.1.

Performance Indicator Retell a folktale of about three scenes and recognize its

beginning and end and discuss the features of the folktale

Teaching/ Learning Resources Drums, drum sticks, recorded audios, manila cards,

recorded audios visual






Learners sing songs related to the lesson

Teach learners a new song. Have them to sing it in groups Play a video of someone telling a folktale. Encourage learners to take note of whatever they see and hear.

Review the lesson with learners Have learners talk about what they have leant.

Review learners RPK as they sing the new song learnt. Have learners to summarize the notes they took after watching they folktale

Teach learners what a folktale is. Call learners individually to retell what they saw and heard in the video. Put learners into groups and ask them to compose a folktale on any topic of their choice.



Have leaners form a big circle as they present their folktales to the class. Have learners to appreciate the work of friends Lead learners to discuss what they saw and heard. Tell learners a folktale.




Discuss the beginning and end of the folktale with learners. E.g. Beginning or opening, middle or body and end or conclusion. Let learners discuss the features of the folktale. E.g. People, animals, spirits, tress, river, mountains, etc. It has a moral lesson and is very interesting. It is usually a comedy or tragedy. Assessment: Play a video of someone telling a folktale. Have leaners to discuss the beginning and end of the folktale.




Class Four

Subject Computing

Reference Computing curriculum

Learning Indicator(s) B4.1.1.1.3. B4.1.1.1.4.

Performance Indicator Differentiate between RAM and ROM

Type short phrases

Teaching/ Learning Resources Pictures of computer memory, hard disk etc. set of computers






Bring a RAM or ROM to class or a picture of RAM and ROM to class Pass them around and get students to guess what they are Assist learners to identify the devices provided

Open up a computer cabinet (computer tower) Have leaners come closer or use a projector to display the internal parts of a system unit Point to the RAM (Random Access Memory) and have learners to know that RAM is a hardware element of a computer where programs, operating system and data that’s currently being used is stored so that the processor can be retrieved it quickly

Point to the ROM (Read only memory) and have leaners to know that ROM is a type of memory where data has been prerecorded and contains the programming

What have we learnt today? Difference between RAM and ROM State its functions. Independent Activity/Homework Draw the system unit and color it.


that helps the computer boot up

Guide learners to differentiate between ROM and RAM Assessment: Engage learners in a Think Pair Share Activity to: state two difference between a RAM and ROM Guide learners to type different phrases using any Word Processing Application.

WEEKLY SCHEME OF LERANING-WEEK FOUR · WEEKLY SCHEME OF LERANING-WEEK FOUR ... Class Four Subject...

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