YABS MULTIMEDIA CONSULT

ASSESSMENT (YABS)

ANNUAL & TERMLY

SCHEME OF LEARNING 2024/2025
ACADEMIC YEAR
TERM 2

BASIC FOUR(4)
Tel: 0244-504294
0209-446333

YABS PRINT
 YABS MULTIMEDIA CONSULT ASSESSMENT
SECOND TERM SCHEME OF LEARNING
TERM TWO – 2024/2025

SECOND TERM – ENGLISH LANGUAGE

WEEKS STRAND SUB STRANDS/ CONT STANDARD INDICATORS
Conversation
B4.1.6.3.1. Engage in collaborative
Oral
B4.1.6.3: Use knowledge of language and conversation on topics such as myself,
Language
communicative skills to participate in family, personalities etc. with peers
conversation
B4.2.6.1.2. Use the following terms:
Vocabulary
compound word, idiom, simile,
Reading synonym, antonym, pre-fix, suffix,
B4.2.6.1: Understand word meanings and
phrasal verb etc. in spoken and
usages
written expressions
1
Determiners B4.3.2.1.5. Identify and use
interrogative determiners “which,
Grammar
B4.3.2.1: Apply knowledge of different types whose”– to find out about specific
of determiners in communication persons or objects
Writing as a Process
B4.4.9.3.2. Proofread draft, checking
Writing capitalisation, usage, punctuation and
B4.4.9.3: Apply strategies for improving drafts
spelling
for publishing
Writing Using Action Words
B4.5.4.1.1. Use the singular and plural
Conventions
subjects and the verb forms that go
& Grammar B4.5.4.1: Demonstrate understanding of verbs
with them
Usage in everyday language
Conversation
B4.1.6.3.2. Demonstrate turn taking in
Oral conversation on different topics and
B4.1.6.3: Use knowledge of language and
Language speak audibly, and express thoughts
communicative skills to participate in
and feelings clearly
conversation
Vocabulary B4.2.6.2.1. Develop a rich vocabulary
Reading stock through extensive reading of
2
B4.2.6.2: Build vocabulary age-appropriate texts
Pronouns
B4.3.3.1.1. Identify and use different
Grammar
B4.3.3.1: Apply knowledge of different types types of pronouns:
of pronouns in communication
Writing as a Process
B4.4.9.3.3. Display writing piece for
Writing
B4.4.9.3: Apply strategies for improving drafts other peers to read
for publishing
 Writing Using Action Words
B4.5.4.1.1. Use the singular and plural
Conventions
subjects and the verb forms that go
& Grammar B4.5.4.1: Demonstrate understanding of verbs
with them
Usage in everyday language
Building the Love and Culture of
Reading
B4.6.1.1.1. Read a variety of age- and
Extensive level appropriate books and present a-
B4.6.1.1: Read widely for pleasure, personal
Reading two-paragraph summary of each book
development, and demonstrate independent
read
reading and learning in the literary content
areas
Conversation
B4.1.6.3.3. Ask relevant questions to
Oral
B4.1.6.3: Use knowledge of language and find out the opinion of others about a
Language
communicative skills to participate in given topic
conversation
Vocabulary
B4.2.6.3.1. Deduce meaning of words
B4.2.6.3: Demonstrate a rich vocabulary that from how they are used in context
Reading
supports the development of listening, e.g. near synonyms: cool – cold –
reading, speaking, writing and presentation freezing), homonyms: flour/flower
skills
Pronouns
B4.3.3.1.1. Identify and use different
Grammar
B4.3.3.1: Apply knowledge of different types types of pronouns:
of pronouns in communication
3
Writing as a Process
B4.4.9.3.3. Display writing piece for
Writing
B4.4.9.3: Apply strategies for improving drafts other peers to read
for publishing
Writing Using Action Words
B4.5.4.1.2. Demonstrate the use of the
Conventions
simple past form in speech and in
& Grammar B4.5.4.1: Demonstrate understanding of verbs
writing to express past conditions
Usage in everyday language
Building the Love and Culture of
Reading
B4.6.1.1.1. Read a variety of age- and
Extensive level appropriate books and present a-
B4.6.1.1: Read widely for pleasure, personal
Reading two-paragraph summary of each book
development, and demonstrate independent
read
reading and learning in the literary content
areas
Listening Comprehension
B4.1.7.1.1 Construct meaning from
Oral
texts based on knowledge of stress,
Language B4.1.7.1: Use appropriate skills and strategies
rhythm and intonation
to process meaning from texts
4
Vocabulary
B4.2.6.3.2.Deduce meaning of words
B4.2.6.3: Demonstrate a rich vocabulary that
Reading from how they relate to one another
supports the development of listening,
(synonyms, antonyms)
reading, speaking, writing and presentation
skills
 Adjectives
B4.3.4.1.1. Use adjectives to make
Grammar
B4.3.4.1: Apply the knowledge of adjectives in comparison
communication
B4.4.10.1.1. Write about real or
Narrative Writing imagined experiences or events
i. Describing the setting and
Writing B4.4.10.1: Narrate situations, express feelings developing the plot (events
and convey point of view about the world/ or in the story).
fictional world ii. Describing characters with
elaboration.
Writing Using Action Words
B4.5.4.1.2. Demonstrate the use of the
Conventions
simple past form in speech and in
& Grammar B4.5.4.1: Demonstrate understanding of verbs
writing to express past conditions
Usage in everyday language
Building the Love and Culture of
Reading
B4.6.1.1.1. Read a variety of age- and
Extensive level appropriate books and present a-
B4.6.1.1: Read widely for pleasure, personal
Reading two-paragraph summary of each book
development, and demonstrate independent
read
reading and learning in the literary content
areas
B4.1.7.1.2-3.
Listening Comprehension Make connections with events in
Oral narrative texts
Language B4.1.7.1: Use appropriate skills and strategies
to process meaning from texts Recognise and discuss moral lessons in
a story
Vocabulary
B4.2.6.4.1. Expand vocabulary stock
Reading
B4.2.6.4: Use words appropriately for through affixation
purpose, audience, context and culture
Adjectives
B4.3.4.1.1. Use adjectives to make
Grammar
B4.3.4.1: Apply the knowledge of adjectives in comparison
communication
5
Narrative Writing
B4.4.10.1.1. Write about real or
imagined experiences or events
Writing B4.4.10.1: Narrate situations, express feelings
and convey point of view about the world/ or
iii. Using first and third persons.
fictional world.
Writing Using Action Words
B4.5.4.1.3. Use the present perfect
Conventions
form of verbs to relate past events to
& Grammar B4.5.4.1: Demonstrate understanding of verbs
the present
Usage in everyday language
Building the Love and Culture of
Reading
B4.6.1.1.1. Read a variety of age- and
Extensive level appropriate books and present a-
B4.6.1.1: Read widely for pleasure, personal
Reading two-paragraph summary of each book
development, and demonstrate independent
read
reading and learning in the literary content
areas
 Listening Comprehension B4.1.7.1.4. Use background knowledge
Oral to aid in understanding and building
Language B4.7.1.1: Use appropriate skills and strategies new knowledge while listening to
to process meaning from texts narrative texts
Vocabulary
B4.2.6.4.2. Recognise the playful use of
Reading words in spoken and written language
B4.2.6.4: Use words appropriately for
(jokes, riddles)
purpose, audience, context and culture
Verbs
Grammar B4.3.5.1.1. Use different types of verbs
B4.3.5.1: Apply the knowledge of verbs in
communication
6
Creative Writing B4.4.11.1.1. Write freely about topics
Writing of choice in their immediate
B4.4.11.1: Create texts environment
Writing Using Adjectives
Conventions B4.5.5.1.1. Use adjectives to make
& Grammar B4.5.5.1: Demonstrate understanding of comparisons
Usage adjectives in speech and in writing
Building the Love and Culture of
Reading
B4.6.1.1.1. Read a variety of age- and
Extensive level appropriate books and present a-
B4.6.1.1: Read widely for pleasure, personal
Reading two-paragraph summary of each book
development, and demonstrate independent
read
reading and learning in the literary content
areas
Listening Comprehension
Oral B4.1.7.1.5. Identify the main idea/gist
Language B4.7.1.1: Use appropriate skills and strategies and details of texts
to process meaning from texts
Vocabulary B4.2.6.4.3.Use words suitable for
purpose, audience, context and
Reading
B4.2.6.4: Use words appropriately for culture in relation to type of texts
purpose, audience, context and culture (exposition/explanation)
Verbs
B4.3.5.1.2.Use appropriate subject-
Grammar
B4.3.5.1: Apply the knowledge of verbs in verb agreement
communication
Creative Writing B4.4.11.1.2. Write poems and
Writing imaginative, narrative stories and
7
B4.4.11.1: Create texts illustrate them
Writing Using Adjectives
Conventions B4.5.5.1.1. Use adjectives to make
& Grammar B4.5.5.1: Demonstrate understanding of comparisons
Usage adjectives in speech and in writing
Building the Love and Culture of
B4.6.1.1.1. Read a variety of age- and
Reading
Extensive level appropriate books and present a-
Reading two-paragraph summary of each book
B4.6.1.1: Read widely for pleasure, personal
read
development, and demonstrate independent
 reading and learning in the literary content
areas

Listening Comprehension
B4.1.7.1.7. Compare and contrast
Oral
information (two or more ideas) from
Language B4.7.1.1: Use appropriate skills and strategies
texts
to process meaning from texts
Comprehension
B4.2.7.1.1. Construct meaning from
Reading
B4.2.7.1: Process and comprehend level texts read
appropriate texts
B4.3.5.1.3. Use the simple present
form of verbs in sentences
Verbs
− For habitual actions
Grammar − For timeless and universal
B4.3.5.1: Apply the knowledge of verbs in
statements
communication
− For facts which may change or hold
8
true indefinitely
Descriptive Writing
B4.4.12.1.1. Use descriptive
Writing words/expressions to describe places,
B4.4.12.1: Demonstrate knowledge of
personal experiences and events
descriptive words/expressions in writing
Writing Using Adjectives
B4.5.5.1.2. Differentiate between how
Conventions
the comparative and superlative
& Grammar B4.5.5.1: Demonstrate understanding of
adjective forms are used in sentences
Usage adjectives in speech and in writing
Building the Love and Culture of
Reading
B4.6.1.1.1. Read a variety of age- and
Extensive level appropriate books and present a-
B4.6.1.1: Read widely for pleasure, personal
Reading two-paragraph summary of each book
development, and demonstrate independent
read
reading and learning in the literary content
areas
Asking and Answering Questions
B4.1.8.1.1. Use appropriate
Oral
pronunciation and intonation in asking
Language B4.1.8.1: Demonstrate understanding in
and answering questions
asking and answering questions correctly
Comprehension
B4.2.7.1.2. Note and recall main ideas
Reading
B4.2.7.1: Process and comprehend level in a sequence
appropriate texts
9 Verbs B4.3.5.1.3. Use the simple present
form of verbs in sentences
Grammar
B4.3.5.1: Apply the knowledge of verbs in − For instantaneous present
communication − For scheduled future actions
Descriptive Writing
B4.4.12.1.1. Use descriptive
Writing words/expressions to describe places,
B4.4.12.1: Demonstrate knowledge of
personal experiences and events
descriptive words/expressions in writing
Writing Using Adjectives B4.5.5.1.2. Differentiate between how
Conventions the comparative and superlative
 & Grammar B4.5.5.1: Demonstrate understanding of adjective forms are used in sentences
Usage adjectives in speech and in writing
Building the Love and Culture of
Reading
B4.6.1.1.1. Read a variety of age- and
Extensive level appropriate books and present a-
B4.6.1.1: Read widely for pleasure, personal
Reading two-paragraph summary of each book
development, and demonstrate independent
read
reading and learning in the literary content
areas
Asking and Answering Questions
Oral B4.1.8.2.1. Use positive tags, negative
Language B4.1.8.2: Identify and use question tags tags and auxiliaries in speech
correctly in speech
Comprehension
Reading B4.2.7.1.3.Skim for main ideas in texts
B4.2.7.1: Process and comprehend level
appropriate texts
Verbs
B4.3.5.1.4. Use regular form of the
Grammar simple past tense of verbs − Regular
B4.3.5.1: Apply the knowledge of verbs in
e.g. play-played
communication
10
Argumentative Writing
B4.4.13.1.1. Support opinions with
Writing
simple sentences
B4.4.13.1: Support an opinion in writing
Writing Using Adverbs
B4.5.6.1.1. Use adverbs to talk about
Conventions
when and where the action of a verb
& Grammar B4.5.6.1: Understand and use adverbs
took place
Usage correctly in speech and in writing
Building the Love and Culture of
Reading
B4.6.1.1.1. Read a variety of age- and
Extensive level appropriate books and present a-
B4.6.1.1: Read widely for pleasure, personal
Reading two-paragraph summary of each book
development, and demonstrate independent
read
reading and learning in the literary content
areas
Giving and Following Commands
Oral B4.1.9.1.1. Give and respond to
Language B4.1.9.1: Use verbs appropriately in commands, instructions and directions
commands, requests and directions in speech
Comprehension
B4.2.7.1.4. Read level-appropriate
Reading texts silently and closely for
B4.2.7.1: Process and comprehend level
11 comprehension.
appropriate texts
Verbs
B4.3.5.1.5. Use the simple past form of
Grammar verbs for: − Completed actions or
B4.3.5.1: Apply the knowledge of verbs in
events
communication
Argumentative Writing
B4.4.13.2.1. Introduce claim(s) and
Writing support them with clear reasons and
B4.4.13.2: Write arguments to support claims
relevant evidence
with clear reasons and relevant evidence
 Writing Using Adverbs
B4.5.6.1.1. Use adverbs to talk about
Conventions
when and where the action of a verb
& Grammar B4.5.6.1: Understand and use adverbs
took place
Usage correctly in speech and in writing
Building the Love and Culture of
Reading
B4.6.1.1.1. Read a variety of age- and
Extensive level appropriate books and present a-
B4.6.1.1: Read widely for pleasure, personal
Reading two-paragraph summary of each book
development, and demonstrate independent
read
reading and learning in the literary content
areas
Giving and Following Commands
Oral B4.1.9.1.2. Make and respond to polite
Language B4.1.9.1: Use verbs appropriately in requests for help from peers
commands, requests and directions in speech
Comprehension
B4.2.7.2.1. Respond to a text with
Reading B4.2.7.2: Apply critical reading, implied
reasons
meaning, higher order thinking, judgment and
evaluation
Verbs
B4.3.5.1.5. Use the simple past form of
Grammar verbs for: − Regular actions in the
B4.3.5.1: Apply the knowledge of verbs in
past
communication
12
Argumentative Writing
B4.4.13.2.2. Use words, phrases, and
Writing clauses to clarify the relationships
B4.4.13.2: Write arguments to support claims
between claim(s) and reasons
with clear reasons and relevant evidence
Writing Using Adverbs
B4.5.6.1.1. Use adverbs to talk about
Conventions
when and where the action of a verb
& Grammar B4.5.6.1: Understand and use adverbs
took place
Usage correctly in speech and in writing
Building the Love and Culture of
Reading
B4.6.1.1.1. Read a variety of age- and
Extensive level appropriate books and present a-
B4.6.1.1: Read widely for pleasure, personal
Reading two-paragraph summary of each book
development, and demonstrate independent
read
reading and learning in the literary content
areas
13
REVISION
14
END OF TERM ASSESSMENT
15
VACATION AND SBA ACTIVITIES
 SECOND TERM SCHEME OF LEARNING – MATHEMATICS
WEEKS STRAND SUB STRANDS/ CONTENT STANDARD INDICATORS

1 Counting, & Representation B4.1.1.3.5-6

Number  B4.1.1.3 Demonstrate an understanding of Generate and analyse patterns in
factors, multiples and squared numbers square numbers

2 Counting, & Representation B4.1.1.4.1-2

Number  B4.1.1.4 Interpret negative and positive Describe real life situations using
numbers in context positive and negative values

3 Decimal Fractions B4.1.4.1.1-2

 B4.1.4.1 Develop an understanding of Describe and represent decimals

Number decimals (tenths and hundredths) using (tenths and hundredths)
concrete and pictorial representations and concretely, pictorially, and
write decimal fractions as base ten symbolically
numbers with place value

4 Decimal Fractions B4.1.4.1.3

 B4.1.4.1 Develop an understanding of Use models to explain the result

Number decimals (tenths and hundredths) using of addition and subtraction of
concrete and pictorial representations and decimals (up to hundredths)
write decimal fractions as base ten
numbers with place value

5 Percentages B4.1.5.1.1-2

 B4.1.5.1 Demonstrate an understanding of Model or recognise percent (as a

Number percent (limited to whole numbers) fraction related to hundredths)
concretely, pictorially, and symbolically) using concrete models, pictorial
representations and number line

6 Patterns And Relationship B4.2.1.1.1

 B4.2.1.1 Demonstrate an understanding of Describe the pattern found in a

Algebra how to identify and describe patterns given table or chart
found in tables and charts, including a
multiplication chart

7 Patterns And Relationship B4.2.1.1.2-3

 B4.2.1.1 Demonstrate an understanding of Determine the missing

Algebra how to identify and describe patterns element(s) and errors in a given
found in tables and charts, including a table or chart
multiplication chart

8 Patterns And Relationship B4.2.1.2.1-2

Algebra
 B4.2.1.2 Translate among different Create a concrete representation
 representations of a pattern, such as a of a given pattern displayed in a
table, a chart or concrete material table or chart

9 Patterns And Relationship B4.2.1.3.1-2

Algebra  B4.2.1.3 Represent, describe and extend Identify and extend the patterns
patterns and relationships, using charts in a table or chart to solve a
and tables, to solve problems given problem

10 Unknown Expression And Equations B4.2.2.1.1-2

 B4.2.2.1 Express a given problem as an Write a given problem as an

Algebra equation in which a symbol is used to equation in which a symbol is
represent an unknown number used to represent an unknown
number

11 Unknown Expression And Equations B4.2.2.2.1-2

Algebra  B4.2.2.2 Solve one-step equations Solve a given one-step equation

involving a symbol to represent an using manipulatives
unknown number

12 Unknown Expression And Equations B4.2.2.2.3-4

Algebra  B4.2.2.2 Solve one-step equations Solve a given equation when the
involving a symbol to represent an unknown is on the left or right
unknown number side of the equation
 SECOND TERM SCHEME OF LEARNING – SCIENCE
WEEKS STRAND SUB STRANDS/ CONTENT STANDARD INDICATORS

1 The Human Body System B4.3.1.1.1

Systems  B4.3.1.1 Recognize that different parts of Know the organs of the digestive
the human body work interdependently to system and their functions
perform a specific function

2 The Human Body System B4.3.1.1.1

Systems  B4.3.1.1 Recognize that different parts of Know the organs of the digestive
the human body work interdependently to system and their functions
perform a specific function

3 The Solar System B4.3.2.1.1

 B4.3.2.1 Show an understanding of the Explain that the sun is at the

Systems orderliness of the sun, planets and centre of the solar system
satellites in the solar system, as well as the
important role of the sun in the existence
of the solar system

4 The Solar System B4.3.2.1.1

 B4.3.2.1 Show an understanding of the Explain that the sun is at the

Systems orderliness of the sun, planets and centre of the solar system
satellites in the solar system, as well as the
important role of the sun in the existence
of the solar system

5 Ecosystem B4.3.3.1.1

 B4.3.3.1 Show understanding and Explain the concept of ecosystem

Systems appreciation of the interactions and
interdependencies of organisms in an
ecosystem

6 Ecosystem B4.3.3.1.1

 B4.3.3.1 Show understanding and Explain the concept of ecosystem

Systems appreciation of the interactions and
interdependencies of organisms in an
ecosystem

7 Sources And Forms Of Energy B4.4.1.1.1

Forces  B4.4.1.1 Demonstrate understanding of Identify the effect of heat on the
And the concept of energy, its various forms, change of state of substances
Energy sources and how to transform and
conserve it
8 Sources And Forms Of Energy B4.4.1.1.1
Forces  B4.4.1.1 Demonstrate understanding of Identify the effect of heat on the
And the concept of energy, its various forms, change of state of substances
Energy sources and how to transform and
conserve it

9 Electricity And Electronics B4.4.2.1.1

Forces
And  B4.4.2.1 Demonstrate knowledge of Identify the uses of electricity
Energy generation of electricity, its transmission
and transformation into other forms

10 Electricity And Electronic B4.4.2.1.2

Forces
And  B4.4.2.1 Demonstrate knowledge of Describe ways of conserving
Energy generation of electricity, its transmission electricity
and transformation into other forms

11 Electricity And Electronic B4.4.2.2.1

Forces
And  B4.4.2.2 Know the functions and Identify the basic components of
Energy assemblage of basic electronics electronic circuits
components

12 Electricity And Electronic B4.4.2.2.1

Forces
And  B4.4.2.2 Know that movement is caused Demonstrate understanding of
Energy by applied forces due to the release of elastic and compressional forces
stored energy and their everyday applications
 SECOND TERM SCHEME OF LEARNING – OUR WORLD OUR PEOPLE
WEEKS STRAND SUB STRANDS/ CONTENT STANDARD INDICATORS

1 Map Making And Land Mark B4.2.3.1.1

All Around
Us  B4.2.3.1 Demonstrate knowledge of the Map the school environment
physical features of the school

2 Map Making And Land Mark B4.2.3.1.1

All Around
Us  B4.2.3.1 Demonstrate knowledge of the Map the school environment
physical features of the school

3 Population And Settlement B4.2.4.1.1

All Around
Us  B4.2.4.1 Demonstrate understanding Describe the nature of settlements
settlements patterns in Ghana in Ghana

4 Population And Settlement B4.2.4.1.1

All Around
Us  B4.2.4.1 Demonstrate understanding Describe the nature of settlements
settlements patterns in Ghana in Ghana

5 Worship B4.3.1.1.1
Our Beliefs  B4.3.1.1 Recognize the importance of Show obedience and respect to a
And Values prayer, worship and other acts of supreme being. through prayer
worship and worship

6 Worship B4.3.1.1.1
Our Beliefs  B4.3.1.1 Recognize the importance of Show obedience and respect to a
And Values prayer, worship and other acts of supreme being. through prayer
worship and worship

7 Festivals B4.3.2.1.1
Our Beliefs  B4.3.2.1 Explore the Significance of Identify celebrations, positive
And Values cultural practices, traditions and cultural practices and traditions of
celebrations in Ghana different cultures in Ghana

8 Festivals B4.3.2.1.1
Our Beliefs  B4.3.2.1 Explore the Significance of Identify celebrations, positive
And Values cultural practices, traditions and cultural practices and traditions of
celebrations in Ghana different cultures in Ghana

9 Our Beliefs Basic Human Rights B4.3.3.1.1

And Values
 B4.3.3.1 Demonstrate understanding of Explain fundamental human rights
 human rights a citizen of a child

10 Basic Human Rights B4.3.3.1.1

Our Beliefs
And Values  B4.3.3.1 Demonstrate understanding of Explain fundamental human rights
human rights a citizen of a child

11 Being A Leader B4 3.4.1.1

Our Beliefs
And Values  B4 3.4.1 Recognize leadership as an Recognise leadership as an
important value and civic duty important value and civic duty

12 Being A Leader B4 3.4.1.1

Our Beliefs
And Values  B4 3.4.1 Recognise leadership as an Recognise leadership as an
important value and civic duty important value and civic duty
 SECOND TERM SCHEME OF LEARNING – RELIGIOUS & MORAL EDUCATION
WEEKS STRAND SUB STRANDS/ CONTENT STANDARD INDICATORS

1 Religious Festivals B4.2.2.1.1

Religious
Practices  B4.2.2.1 Explore the significance of Discuss festivals in their
religious festivals neighborhood

2 Religious Festivals B4.2.2.1.1

Religious
Practices  B4.2.2.1 Explore the significance of Discuss festivals in their
religious festivals neighborhood

3 Religious Festivals B4.2.2.1.1

Religious
Practices  B4.2.2.1 Explore the significance of Discuss festivals in their
religious festivals neighborhood

4 Religious Festivals B4.2.2.1.1

Religious
Practices  B4.2.2.1 Explore the significance of Discuss festivals in their
religious festivals neighborhood

5 The Call Of The Leaders Of The Three

B4.3.3.1.1
Religious Major Religions
Leaders Describe the call of the religious
 B4.3.3.1 Explore the significance of
leaders
religious festival

6 The Call Of The Leaders Of The Three

B4.3.3.1.1
Religious Major Religions
Leaders Describe the call of the religious
 B4.3.3.1 Explore the significance of
leaders
religious festival

7 The Call Of The Leaders Of The Three

B4.3.3.1.1
Religious Major Religions
Leaders Describe the call of the religious
 B4.3.3.1 Explore the significance of
leaders
religious festival

8 The Call Of The Leaders Of The Three

B4.3.3.1.1
Religious Major Religions
Leaders Describe the call of the religious
 B4.3.3.1 Explore the significance of
leaders
religious festival

9 The Family Roles And Relationships B4.4.1.1.1

And  B4.4.1.1 Exhibit the need to be Explain the need to be committed
Community committed to God to God
10 The Family Roles And Relationships B4.4.1.1.1
And  B4.4.1.1 Exhibit the need to be Explain the need to be committed
Community committed to God to God

11 The Family Roles And Relationships B4.4.1.1.2

And  B4.4.1.1 Exhibit the need to be Identify deeds that attract
Community committed to God rewards

12 The Family Roles And Relationships B4.4.1.1.2

And  B4.4.1.1 Exhibit the need to be Identify deeds that attract
Community committed to God rewards
 SECOND TERM SCHEME OF LEARNING – HISTORY
WEEKS STRAND SUB STRANDS/ CONTENT STANDARD INDICATORS

1 Some Selected Individuals B4.2.5.1.1

My Country  B4.2.5.1 Demonstrate understanding Identify the role played by some
Ghana of the role of significant traditional traditional rulers in the national
rulers in Ghana’s history development

2 Some Selected Individuals B4.2.5.1.1

My Country  B4.2.5.1 Demonstrate understanding Identify the role played by some
Ghana of the role of significant traditional traditional rulers in the national
rulers in Ghana’s history development

3 Some Selected Individuals B4.2.5.1.1

My Country  B4.2.5.1 Demonstrate understanding Identify the role played by some
Ghana of the role of significant traditional traditional rulers in the national
rulers in Ghana’s history development

4 Some Selected Individuals B4.2.5.1.1

My Country  B4.2.5.1 Demonstrate understanding Identify the role played by some
Ghana of the role of significant traditional traditional rulers in the national
rulers in Ghana’s history development

5 Some Selected Individuals B4.2.5.1.1

My Country  B4.2.5.1 Demonstrate understanding Identify the role played by some
Ghana of the role of significant traditional traditional rulers in the national
rulers in Ghana’s history development

6 Some Selected Individuals B4.2.5.1.1

My Country  B4.2.5.1 Demonstrate understanding Identify the role played by some
Ghana of the role of significant traditional traditional rulers in the national
rulers in Ghana’s history development

7 Missionary Activities B4.3.3.1.1

Europeans  B4.3.3.1 Demonstrate knowledge of Describe European missionary
In Ghana Europeans’ engagement in other activities in Ghana
activities other than trade in Ghana

8 Missionary Activities B4.3.3.1.1

Europeans  B4.3.3.1 Demonstrate knowledge of Describe European missionary
In Ghana Europeans’ engagement in other activities in Ghana
activities other than trade in Ghana

9 Europeans Missionary Activities B4.3.3.1.1

In Ghana
 B4.3.3.1 Demonstrate knowledge of Describe European missionary
 Europeans’ engagement in other activities in Ghana
activities other than trade in Ghana

10 Missionary Activities B4.3.3.1.1

Europeans  B4.3.3.1 Demonstrate knowledge of Describe European missionary
In Ghana Europeans’ engagement in other activities in Ghana
activities other than trade in Ghana

11 Missionary Activities B4.3.3.1.1

Europeans  B4.3.3.1 Demonstrate knowledge of Describe European missionary
In Ghana Europeans’ engagement in other activities in Ghana
activities other than trade in Ghana

12 Missionary Activities B4.3.3.1.1

Europeans  B4.3.3.1 Demonstrate knowledge of Describe European missionary
In Ghana Europeans’ engagement in other activities in Ghana
activities other than trade in Ghana
 SECOND TERM SCHEME OF LEARNING – CREATIVE ARTS
WEEKS STRAND SUB STRANDS/ CONTENT STANDARD INDICATORS

1 Thinking and Exploring Ideas B4. 1.1.1.2

 B4. 1.1.1 Demonstrate Study and talk about visual artworks

Visual Arts understanding of how to generate created by selected Ghanaian visual
own ideas for artistic expressions artists
about the people based on their
history and culture

2 Thinking and Exploring Ideas B4. 2.1.1.2

 B4. 2.1.1 Demonstrate Generate ideas from the performing

Performing understanding of how to generate artworks of some Ghanaian
Arts own ideas for artistic expressions performing artists
about the people based on their
history and culture

3 Planning, Making and Composing B4 1.2.2.2

 B4 1.2.2 Demonstrate understanding Experiment with available visual arts

of how to create expressive artworks media and methods to create
based on own ideas by applying artworks that express own
Visual Arts knowledge of media and methods of knowledge
production to reflect other cultures in
B4 1.2.3.2
Africa as well as the visual artists,
their culture, the environment and Create own artworks using available
emerging topical issues visual arts media and methods to
express own knowledge.

4 Planning, Making and Composing B4 2.2.2.2

 B4 2.2.2 Demonstrate understanding Experiment with available

of how to create expressive artworks performing arts media and
based on own ideas by applying techniques to create performing
knowledge of media and methods of artworks based on own views,
production to reflect other cultures in knowledge and understanding of
Africa as well as the visual artists, the natural and manmade
Performing their culture, the environment and environments in some Ghanaian
Arts emerging topical issues communities

B4 2.2.3.2

Create own artworks using available

performing arts media and
techniques to express own views,
knowledge and understanding of
the natural and manmade
environments of some Ghanaian
 communities

5 Displaying and Sharing B4 1.3.4.2

 B4 1.3.4 Demonstrate understanding Create own artworks using available

of how to plan a display/presentation performing arts media and
of a portfolio of own artworks by techniques to express own views,
identifying and preparing a venue, knowledge and understanding of
selecting and grouping artworks and the natural and manmade
inviting target audience for the environments of some Ghanaian
Visual Arts planned display/performance communities

B4 1.3.5.2

Display own artworks to share

creative experiences based on own
ideas, knowledge and understanding
of the natural and manmade
environments of some communities
in Ghana

6 Displaying and Sharing B4 2.3.4.2

 B4 2.3.4 Demonstrate understanding Plan a performance of compositions

of how to plan a display/presentation to share creative experiences based
of a portfolio of own artworks by on own ideas, knowledge and
identifying and preparing a venue, understanding of performing
selecting and grouping artworks and artworks that reflect the natural and
inviting target audience for the manmade environments of some
Performing planned display/performance communities in Ghana
Arts
B4 2.3.5.2

Perform own compositions to share

creative experiences based on own
ideas, knowledge and understanding
of the natural and manmade
environments of some communities
in Ghana

7 Appreciating and Appraising B4 1.4.6.2

 B4 1.4.6 Demonstrate understanding Develop guidelines for appraising

of how to make informed decisions and appreciating own and others’
Visual Arts on displays, presentations, visual artworks that reflect the
performances natural and manmade environments
of some communities in Ghana

B4 1.4.7.2
 Analyze and appreciate own or
others’ visual artworks based on the
developed guidelines and present
own reports as feedback on
artworks that reflect the natural and
manmade environments of some
communities in Ghana

8 Appreciating and Appraising B4 2.4.6.2

 B4 2.4.6 Demonstrate understanding Develop guidelines for appraising

of how to make informed decisions and appreciating own and others’
on displays, presentations, performing artworks that reflect the
performances natural and manmade environments
of some communities in Ghana
Performing B4 2.4.7.2
Arts
Analyze and appreciate/appraise
own or others’ compositions and
performances and present
reports/feedback on works that
reflect the natural and manmade
environments of some communities
in Ghana

9 Thinking and Exploring Ideas B4. 2.1.1.2

Visual Arts

& (School based project) Generate ideas from the performing

Performing artworks of some Ghanaian
Arts performing artists

10 B4 2.2.3.2

Create own artworks using available

Visual Arts performing arts media and
Planning, Making and Composing techniques to express own views,
& knowledge and understanding of
Performing (School based project) the natural and manmade
Arts environments of some Ghanaian
communities

11 environments of some communities

in Ghana
Visual Arts
Displaying and Sharing
B4 2.3.5.2
&
Performing (School based project)
Perform own compositions to share
Arts creative experiences based on own
ideas, knowledge and understanding
 of the natural and manmade
environments of some communities
in Ghana

12 B4 2.4.7.2

Analyze and appreciate/appraise

Visual Arts
own or others’ compositions and
Appreciating and Appraising
& performances and present
Performing (School based project) reports/feedback on works that
Arts reflect the natural and manmade
environments of some communities
in Ghana
 SECOND TERM SCHEME OF LEARNING – GHANAIAN LANGUAGE

WEEKS STRAND SUB STRANDS/ CONTENT STANDARD INDICATORS

Dramatization And Role Play B4.1.5.1.1-2

Oral  B4.1.5.1 Demonstrate an understanding Narrate a story line of a story of

1 of changing a story to drama. about five characters and recognize
Reading
and discuss the characters and
setting of the story

Conversation B4.1.6.1.1-2
Oral
2  B4.1.6.1 Talk about personal experiences Respond/react to other peoples’
Reading
and that of others stories or narratives

Talking About Oneself, Family, People B4.1.7.1.1-2

And Places
Oral Talk about the environment and
3  B4.1.7.1 Show an understanding of what recognize and discuss things that
Reading
an environment is and the effect of destroy the environment
environmental degradation.

Comprehension B4.2.6.1.1-3
4 Reading  B4.2.6.1 Exhibit knowledge of answering Explain the meanings of figurative
questions based on texts presented. expressions

Silent Reading B4.2.7.1.1-3

5 Reading  B4.2.7.1 Demonstrate in knowledge on Explain the meanings of figurative
reading for comprehension expressions in a text

Descriptive Writing B4.4.3.1.1-3

Composi
6 tion  B4.4.3.1 Exhibit the knowledge in writing Give a description of a building or a
Writing of descriptive essays using controlled structure using controlled
composition. composition.

Persuasive Writing B4.4.4.1.1-3

Composi
7 tion  B4.4.4.1 Exhibit knowledge and Write a persuasive essay on
Writing understanding of writing persuasive responsibility
essays using controlled composition.

Argumentative Writing B4.4.5.1.1-3

Composi
8 tion  B4.4.5.1 Show an understanding of Write a simple argumentative essay
Writing recognizing and writing argumentative on a given topic
essays.

Writing Integrating Grammar In Written B4.5.4.1.1-4

9 Conventi Language (Use Of Qualifying Words)
Differentiate between comparative
on And
 Gramma  B4.5.4.1 Demonstrate knowledge on the and superlative words/adjectives
r Usage use of adjectives and adverbs

Writing Integrating Grammar In Written B4.5.5.1.1-3

Conventi Language (Use Of Postpositions)
Explore the use of other
10 on And
 B4.5.5.1 Demonstrate knowledge in the postpositions such as below and
Gramma
use of postpositions under in sentences.
r Usage

Writing Integrating Grammar In Written B4.5.6.1.1-3

Conventi Language (Use Of Simple And
Exhibit knowledge of different types
11 on And Compound Sentence)
of conjunctions in writing
Gramma  B4.5.6.1 Exhibit knowledge of forming
r Usage compound sentences in writing.

Extensiv Building the love and culture of reading B4.6.1.1.1-2

e in learners
Read long stories aloud correctly
Reading/
12  B4.6.1.1 Exhibit knowledge of reading
Children
long stories with correct tone.
Literatur
e/Library
 SECOND TERM SCHEME OF LEARNING – PHYSICAL EDUCATION
WEEKS STRAND SUB STRANDS/ CONTENT STANDARD INDICATORS

Locomotive Skills
Motor Skill B4.1.7.1.7
 B4.1.7.1 Demonstrate competence in
And the motor skills and movement patterns Strike a self-tossed light weight
1
Movement needed to perform a variety of physical ball with a paddle or racket to a
Patterns activities (games, athletics gymnastics partner
and dance)

Locomotive Skills
Motor Skill B4.1.8.1.8
 B4.1.8.1 Demonstrate competence in
And the motor skills and movement patterns Throw a flying disc for distance
2
Movement needed to perform a variety of physical using the backhand movement
Patterns activities (games, athletics gymnastics pattern
and dance)

Manipulative Skills
Motor Skill  B4.1.8.1 Demonstrate competence in B4. 1.8.1.9
And the motor skills and movement patterns
3 Show the difference in throwing to
Movement needed to perform a variety of physical
Patterns a stationary and a moving partner
activities (games, athletics gymnastics
and dance)

Manipulative Skills
Motor Skill B4.1.8.1.10
 B4.1.8.1 Demonstrate competence in
And the motor skills and movement patterns Catch a ball above the head and
4
Movement needed to perform a variety of physical near the middle of the body while
Patterns activities (games, athletics gymnastics jogging and running
and dance)

Rhythmic Skills
Motor Skill  B4.1.9.1 Demonstrate competence in B4.1.9.1.11
And the motor skills and movement patterns
5 Kick a ball dropped from the
Movement needed to perform a variety of physical
Patterns hands
activities (games, athletics gymnastics
and dance)

Dynamics
B4.2.2.2.2
Movement  B4.2.2.2 Demonstrate knowledge of
6 Explain the difference between
Concepts, movement concepts, principles, and
throwing to a stationary partner
strategies that apply to the learning and
and throwing to a moving partner
performance of physical activities

7 Movement Relationship B4.2.3.2.3

 Concepts,  B4.2.3.2 Demonstrate knowledge of Identify body parts that are used
movement concepts, principles, and for kicking a ball
strategies that apply to the learning and
performance of physical activities

Endurance
Physical B4.3.2.3.2
8  B4.3.2.3 Assess and maintain a level of
Fitness physical fitness to improve health and Perform continuous ‘v’ push-up
performance

Strength
B4.3.3.3.3
Physical  B4.3.3.3 Assess and maintain a level of
9 Perform two sets of eight
Fitness physical fitness to improve health and
continuous ‘v’ push-ups
performance

Safety Injury B4.4.2.4.3

Physical  B4.4.2.4 Demonstrate knowledge of Explain how the intensity and
10 Fitness physical fitness concepts, principles, duration of exercise, as well as
Concepts, and strategies to improve health and nutritional choices, affect energy
performance use during physical activity

Healthy Diet B4.4.3.4.4

Physical  B4.4.3.4 Demonstrate knowledge of Identify muscles being
11 Fitness physical fitness concepts, principles, strengthened during the
Concepts, and strategies to improve health and performance of particular physical
performance activities

Social Interaction
B4.5.2.5.2
Values And  B4.5.2.5 Demonstrate value and utilize
Participate in a variety of group
12 Psycho-Social knowledge of psychological and
settings (e.g., partners, small
Concepts, sociological concepts, principles, and
groups and large groups) without
strategies that apply to the learning and
interfering with others
performance of physical activity
 SECOND TERM SCHEME OF LEARNING – COMPUTING

WEEKS STRAND SUB STRANDS/ CONTENT STANDARD INDICATORS

1 Introduction Data Sources And Usage B4.1.3.1.1

To  B4.1.3.1 Identify Data and collect Use strategies for identifying data in
Computing data from different sources. conversation and newspapers

2 Data Sources And Usage B4.1.3.1.2

Introduction
To  B4.1.3.1 Identify Data and collect Use strategies for classifying data
Computing data from different sources. into information (i.e. sorting and
classifying

3 Data Sources And Usage B4.1.3.1.3

Introduction
To  B4.1.3.1 Identify Data and collect Identify primary sources of
Computing data from different sources. information

4 Data Sources And Usage B4.1.3.1.4

Introduction  B4.1.3.1 Identify Data and collect Demonstrate Sending and sharing
To data from different sources. information to and from other
Computing gadgets. e.g., radio, fax, telephones
calls, SMS etc.

5 Data Sources And Usage B4.1.3.1.5

Introduction
To  B4.1.3.1 Identify Data and collect Demonstrate basic calculations on
Computing data from different sources. sample data e.g. sum, percentage,
average etc.

6 Introduction Data Sources And Usage B4.1.3.2.1

To  B4.1.3.2 Demonstrate data collection Identify the steps and issues
Computing using Data collection tools involved in data collection

7 Data Sources And Usage B4.1.3.2.2

Introduction
To  B4.1.3.2 Demonstrate data collection Describe various tools or techniques
Computing using Data collection tools of data collection e.g. interview,
observation, checklist etc.

8 Introduction Data Sources And Usage B4.1.3.2.3

To  B4.1.3.2 Demonstrate data collection Draw or sketch maps of the area to
Computing using Data collection tools be surveyed

9 Technology In The Community B4.1.4.1.1

Introduction
To  B4.1.4.1 Demonstrate the use of Describe how digital systems are
Computing technology in the community used and could be used at home, in
school and the local community.
10 Technology In The Community B4.1.4.1.2
Introduction  B4.1.4.1 Demonstrate the use of Identify and list common examples
To technology in the community of energy-efficient gadgets and
Computing techniques used in homes, in
schools and in the local communities

11 Technology In The Community B4.1.4.1.3

Introduction  B4.1.4.1 Demonstrate the use of Describe how a range of digital

To technology in the community systems (hardware and software)
Computing and their peripheral devices can be
used for different purposes in the
community

12 Technology In The Community B4.1.4.1.4

Introduction  B4.1.4.1 Demonstrate the use of Identify technological changes in

To technology in the community the community (e.g. Using
Computing automated irrigation for farming,
eco-friendly pesticides and manure,
etc.)
 WEEKLY SCHEME OF LEARNING – BASIC FOUR
WEEK 1
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………

Week Ending: DAY: MONDAY Subject: English Language

Duration: 50mins Strand: Oral Language
Class: B4 Class Size: Sub Strand: Conversation
Content Standard: Indicator:
Lesson:
B4.1.6.3: Use knowledge of language and B4.1.6.3.1 Engage in collaborative
communicative skills to participate in conversation on topics such as myself,
1 of 1
conversation family, personalities etc. with peers
Performance Indicator: Core Competencies:
Learners can engage in collaborative conversation on Communication and Collaboration, Personal
topics such as myself Development and Leadership,
Key words Songs, moral, values
References: English Language Curriculum For Primary Schools Pg. 8

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Call learners in turns, for them to describe themselves. Music box

 What things did you say about yourself?

 Do you have the same names and age?
 What makes you unique from your friends?

Let learners sing songs describing themselves.

Share performance indicators and introduce the lesson.

PHASE 2: NEW Model describing yourself to learners. Word cards, sentence
LEARNING  What is my name? cards, letter cards,
 What is my age? handwriting on a
 What is my date of birth? manila card
 What is my favorite food?
 Where do I come from?

Guide learners with appropriate questions to give oral

descriptions of themselves.
 What is your name?
 What is your age?
 What is your date of birth?
 What is your favorite food?
 Where do you come from?

Learners in turns describe themselves using the appropriate

vocabulary.

Assessment
Select and describe a family member using relevant vocabulary
e.g.
− sister/brother/parent
– name, age
 − how he/she looks like
– Shape of face, facial marks if any, etc.

PHASE 3: Learners are guided to summarize the lesson through questions

REFLECTION and answers.

Give learners task to complete while you go round the class to

support those who might need extra help.

Have learners to read and spell some of the keywords in the

lesson.

Home work
Learners are to describe their role models.
Week Ending: DAY: Tuesday Subject: English Language
Duration: 60mins Strand: Reading
Class: B4 Class Size: Sub Strand: Vocabulary
Indicator:
Content Standard: B4.2.6.1.2. Use the following terms: compound word, Lesson:
B4.2.6.1: Understand word
meanings and usages
idiom, simile, synonym, antonym, pre-fix, suffix, phrasal 1 of 1
verb etc. in spoken and written expressions
Performance Indicator: Core Competencies:
Learners can identify and explain the use of literary and language terms like Communication and Collaboration,
compound words, idioms, similes, prefixes, and suffixes. Personal
References: English Language Curriculum For Primary Schools Pg. 23

Phase/Duration Learners Activities Resources

PHASE 1: Write the key vocabulary words on the board.
STARTER Divide learners into small groups.

Give each group a word and ask them to quickly think of an

example for it (e.g., breakfast for compound word, as brave as a lion
for simile).

Discuss their answers briefly to spark curiosity.

PHASE 2: MAIN Introduce the terms one at a time with several Word cards, sentence
examples. Elicit examples from learners.: cards, letter cards,
 Compound Word: Two words combined to form a new handwriting on a
manila card
word (e.g., toothpaste).
 Idiom: A phrase with a meaning different from its literal
words (e.g., break the ice).
 Simile: Comparing two things using like or as (e.g., as tall
as a giraffe).
 Prefix: A letter or group of letters added to the beginning
of a word (e.g., un- in unhappy).
 Suffix: A letter or group of letters added to the end of a
word (e.g., -ful in beautiful).

Provide examples and write them on the board.

"John‟s new toothbrush is very expensive." (compound word)
"She is as busy as a bee." (simile)

Write a sample sentence for each term and explain its usage.
E.g.:
 "The child jumped with joy when they got the gift."
(idiom: jumped with joy)
 "The tree is as strong as iron." (simile: as strong as
iron)
 "She re-checked her homework." (prefix: re-)
 "The cake was so colorful!" (suffix: -ful)

Read a short paragraph aloud. Pause to identify examples of

compound words, idioms, and similes.

Provide learners with short sentences or paragraphs.

 Ask them to identify and underline compound words, idioms,
prefixes, suffixes, and similes.
PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION 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?
Week Ending: DAY: WEDNESDAY Subject: English Language
Duration: 50MINS Strand: Grammar
Class: B4 Class Size: Sub Strand: Determiners
Indicator:
Content Standard: Lesson:
B4.3.2.1.5. identify and use interrogative
B4.3.2.1: Apply knowledge of different types
determiners “which, whose”– to find out
of determiners in communication. 1 of 2
about specific persons or objects
Core Competencies:
Performance Indicator:
Communication and Collaboration, Personal Development
Learners can use interrogative determiners in sentences.
and Leadership,
New words Pencil, pen, bag, what, which, whose
References: English Language Curriculum Pg. 37

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Begin the lesson with a short conversation using more of the
interrogative determiners “which, whose”.

 Did you enjoy the convesartion?

 Ask learners to relate to the conversation and share their
experiences with the class.
 From the conversation what words were used to ask
questions?

Share performance indicators and introduce the lesson.

PHASE 2: NEW Call a learner and use the questions and answers strategy to get Word cards, paper,
LEARNING information from him or her, as the rest of the learners listen. letter cards,
 What is your name?
 Whose bag is this?
 Which of these pencils is yours?

Discuss what interrogative determiners are with learners.

 From the conversation what words were used to ask
questions?
Expected Answer; The words what, which and whose are used
to ask questions.

Using sentences cards, guide learners to identify interrogative

determiners in sentences.
I. What time is it?
II. Which boy is your brother?
III. Whose pen is this?

Assessment
Make 5 sentences with which.
Make 5 sentences with whose.
PHASE 3: Learners are guided to summarize the lesson through questions
REFLECTION and answers.

Give learners task to complete while you go round the class to

support those who might need extra help.

Home work
Learners in groups, develop a questionnaire with interrogative
determiners to get information from others.
Week Ending: DAY: THURSDAY Subject: English Language
Duration: 50mins Strand: Composition Writing
Class: B4 Class Size: Sub Strand: Writing as a Process
Content Standard: Indicator: Lesson:
B4.4.9.3: Apply strategies for improving drafts B4.4.9.3.2 Proofread draft, check capitalization
for publishing usage, punctuation and spelling 1 of 2
Performance Indicator: Core Competencies:
Learners can proofread and edit draft for publishing Communication and Collaboration, Personal
References: English Language Curriculum Pg. 52

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Have learners recite the English alphabets.
Show a video on phonics as they imitate the video.
Example Dave & Ava.
 Do you like to watch the video again?
 What words did you hear in the video?
 Write some of the words you heard.

Share the performance indicators and introduce the lesson.

PHASE 2: NEW Make copies of sample draft and give to learners in groups. Word cards, sentence
LEARNING cards, letter cards,
Demonstrate to learners how to proof read a draft. Encourage handwriting on a
learners to focus on the conventions of punctuation, manila card
capitalization, spellings, etc

Have learners write an essay on the topic „The game I like best”

Learners exchange their essays with their peers. They

proofread their writings with focus on the conventions of
punctuation, capitalization, spellings, etc.

Guide them to do peer editing and correcting all errors.

Assessment
Have learners write a neat final copy and read it once again to
check for errors.
PHASE 3: Summarize the important points in the lesson with learners.
REFLECTION
Homework
Learners in pairs proofread a draft and write a final copy.
Week Ending: DAY: FRIDAY Subject: English Language
Duration: 60mins Strand: Writing Conventions/ Extensive Reading
Class: B4 Class Size: Sub Strand: Action words
Content Standard: Indicator: Lesson:
B4.5.4.1: Demonstrate understanding of verbs B4.5.4.1.2 Demonstrate the use of the simple past
in everyday language form in speech and in writing 1 of 2
Performance Indicator:
Core Competencies:
 Learners can demonstrate the use of the simple past form in speech and in
Communication and
writing
Collaboration, Personal
 Learners can read a variety of age- and level appropriate books.
References: English Language Curriculum Pg. 62

Phase/Duration Learners Activities Resources

PHASE 1: Engage learners to play the “Tapping Out” Game. e.g. Kofi, can you
STARTER help me?
Spread your fingers apart as learners do same.
Each finger represents a letter sound of single-syllable words.
Turn your back to the class and raise your right hand.
Raise the index finger straight as learners watch.
Bring the index finger down to meet the thumb as you make the
sound.
Use fingers to demonstrate blending.
PHASE 2: MAIN Revise the simple past tense (both regular and irregular verbs). Word cards,
sentence cards,
Assign learners to do an activity e.g. let learners, in small groups, re-write letter cards,
the letters they wrote previously in the simple past tense (Refer to handwriting on a
B4.5.4.1.1). manila card

Let pairs of learners exchange their work and peer edit

Engage learners in the “popcorn reading” game

The rules are simple: One student starts reading aloud and then calls
out "popcorn" when they finish. This prompts the next student to
pick up where the previous one left off.

Guide learners to choose and read independently books of their

choice during the library period.

Learners think-pair-share their stories with peers.

Assessment
Learners write a-two-paragraph summary of the book read.
PHASE 3: Ask learners to do the following by ways of reflecting on the lesson:
REFLECTION
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.
Week Ending: DAY: Subject: Mathematics
Duration: 50mins Strand: Number
Sub Strand: Counting, Representation And
Class: B4 Class Size:
Cardinality
Content Standard: Indicator: Lesson:
B4.1.1.3 Demonstrate an understanding of B4. 1.1.3.5-6 generate and analyze patterns in square
factors, multiples and squared numbers numbers and represent square numbers using factors 1 OF 1
Performance Indicator: Core Competencies:
Learners can generate and analyze patterns in square numbers and represent square Problem Solving skills; Critical
numbers using factors Thinking; Justification of Ideas
Teaching/ Learning Resources Number line cards, bottle caps, bowls, pebbles
New words Roman Numeral
References: Mathematics Curriculum Pg. 12

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Let learners solve this Guide learners to Investigate with even and Ask learners to tell you what
odd numbers. they have learnt
Using only addition, how can
you use eight eights to get Engage learners to play the sharing game to Give learners individual or
the number 1000? demonstrate even and odd numbers. home task.

Answer: 888+88+8+8+8 First, give two oranges to two learners to List the even numbers
share equally. between 1 and 50
With this, learners get one each.
Let learners record the number 2 down in List all the odd numbers
their books, between 10 and 100

Again, give three oranges to two learners

to share equally. Learners realize that it
cannot shared equally since there will be
reminder of one.
Let learners record the number 3 down in
their books.

Continue with several examples for

learners to list the numbers that are
divisible by 2 and those which are not.
Example: {2,4,6,8,10,12,14,16…}

Guide learners to Investigate numbers that

are multiples of 2, 3, 4 and 5. How do you
know a number is a multiple of 2? a
multiple of 3? a multiple of 4? and a
multiple of 5? (This is also known as the
divisibility test).
Engage learners to sing the Put learners into convenient groups and Ask learners to tell you what
song provide each group adequate number of they have learnt
bottle tops, an A4 sheet and a 30cm ruler
WE CAN COUNT and ask them to generate square numbers Give learners individual or
We class four by continuing the arrangement shown home task.
We can count below up to the 10th number; [i.e. 1, 4, 9,
We count 1,2,3,4,5 16, 25, 36 … ) Study the figure below and
We count 6,7,8,9,10 continue for the next 4
We class four can count terms
very well.

1 4 9 16
1 4 9 16

Investigate the relationship between square

numbers and the sum of consecutive odd
numbers.
Let learners draw a picture Learners work in groups to continue the Give learners task to
of a favorite place in the pattern to include the factors of 144. complete while you go round
world. the class to support those
Then write five or more Guide learners to investigate with square who might need extra help.
words that remind them of numbers.
that place. When a number has been multiplied by
itself we say the answer is a square number
Have learners to paste their hence 1× 𝟏 = 𝟏;𝟐 × 𝟐 = 𝟒; 𝟑 × 𝟑 = 𝟗 and
drawings on the classroom we can write three squared as 𝟑 × 𝟑 =
wall to create a gallery. 𝟑𝟐)
Engage learners to cut out Brainstorm learners on happenings which Give learners task to
some 2D shapes at your may be represented with positive and complete while you go round
start signal. negative numbers the class to support those
who might need extra help.
Have learners to paste the (e.g. having savings with a bank and owing a
cut outs on the classroom bank; profit and loss etc.)
wall Movement on the number line to the right
and left of zero.

Engage learners in activities to identify

positive and negative values.
Week Ending: DAY: Subject: Science
Duration: 60mins per lesson Strand: Systems
Class: B4 Class Size: Sub Strand: The Human Body System
Content Standard:
Indicator: Lesson:
B4.3.1.1 Recognise that different parts of the
B4.3.1.1.1 know the organs of the
human body work interdependently to
digestive system and their functions 1 OF 1
perform a specific function
Performance Indicator:
Core Competencies:
Learners can know the organs of the digestive
Problem Solving skills; Critical Thinking; Justification of Ideas;
system and their functions
Teaching/ Learning Resources Pictures, videos, paper, pencils

References: Science Curriculum Pg. 8

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Show videos, pictures and Learners keenly observe the organs Ask learners series of
models of the digestive of the digestive system. questions to review their
system. understanding of the lesson
Example: what is the
Learners to observe and talk importance of the digestive
about the pictures system?

Have learners to relate to Ask learners to tell how they

the pictures are apply what they have
learnt in real life situation.

Explain to learners the functions of

the various organs in the digestive
system.
Engage learners to play the Explain to learners the functions of Ask learners to talk about
crossword game the various organs in the digestive what they have learnt.
system.
Write a word on the board
crossword-style. Invite each Example:
student to the board to Mouth: break down food particles
create a new word Salivary glands: moistens and
stemming from the letters lubricates food etc.
that are already available
Assessment: Learners demonstrate
the functions of organs of the
digestive system
Tell learners a few jokes to Draw a diagram of the digestive Ask learners to talk about
get their attention. system and cut out the various parts what they enjoyed most
of the system into flash cards during the lesson
Call two learners to share
their jokes as well Assessment: Learners match organs
to their functions using the flash cards
Week Ending: DAY: Subject: OWOP
Duration: 60mins per lesson Strand: All Around Us
Sub Strand: Map Making And Land
Class: B4 Class Size:
Marks
Content Standard: Lesson:
Indicator:
B4.2.3.1. Demonstrate knowledge of the
B4.2.3.1.1. map the school environment
physical features of the school 1 OF 1
Performance Indicator: Core Competencies:
Learners can map the school environment Communication and Collaboration Critical Thinking
Teaching/ Learning Resources Pictures, Charts, Video Clips
New words
References: OWOP Curriculum Pg. 10

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Let learners sing songs to Have Learners to identify the key Ask learners to talk about
stimulate their interest features of the classroom what they enjoyed most
environment e.g. cupboard, desks, during the lesson
Use questions and answers teachers table, blackboard, etc.
to review what they learnt Let learners tell how they are
in the previous lessons Assessment: Learners draw a sketch going to apply what they have
map of the classroom and indicate key learnt in real life
features on it
Let learners sing songs to Learners identify the key features of Ask learners to talk about
stimulate their interest the school environment e.g. what they enjoyed most
classroom blocks, canteen, library, during the lesson
Use questions and answers playground, computer laboratory
to review what they learnt Let learners tell how they are
in the previous lessons Assessment: Learners draw a sketch going to apply what they have
map of the school and indicate key learnt in real life
features on it
Week Ending: DAY: Subject: REL & MORAL EDUCATION
Duration: 60mins Strand: Religious Practices
Class: B4 Class Size: Sub Strand: Festivals
Content Standard: Lesson:
Indicator:
B4.2.2.1. Explore the significance of
B4.2.2.1.1 discuss festivals in their neighborhood
religious festivals 1 OF 1
Performance Indicator: Core Competencies:
Learners can discuss festivals in their neighborhood. Cultural Identity, Sharing Reconciliation, Togetherness
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
References: RME Curriculum Pg. 27

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Invite learners to sing some Let learners mention some Christian Give learners opportunity to
Christmas carols and songs festivals that are celebrated in their talk about what they have
communities: Christmas, Easter etc. learnt.
Let learners move, shake or
hug one another as they sing Use pictures, charts or video clips Elaborate more on learners
the songs. This is to welcome to demonstrate how the festivals ideas, by writing key points
everyone from the Christmas are celebrated by Christians on the board.
holidays into the new year.
Assessment: Learners discuss the Call learners in groups to
importance and significance of summarize the lesson
celebrating Christmas, Easter etc.,
by Christians

Example: Christians celebrate

Christmas to remember and honor
the birth of Jesus Christ etc.

Easter is the time to thank god for

sending His only son to come and
die for the world etc.
Week Ending: DAY: Subject: History
Duration: 60mins per lesson Strand: My Country Ghana
Class: B4 Class Size: Sub Strand: Some Selected Individuals
Content Standard: Indicator:
Lesson:
B4.2.5.1. Demonstrate understanding of the B4.2.5.1.1 Identify the role played by
role of significant traditional rulers in Ghana‟s some traditional rulers in the national 1 OF 1
history development
Performance Indicator:
Core Competencies:
Learners can Identify the role played by some traditional rulers in the
Critical thinkers and digital literates
national development
Teaching/ Learning Resources Pictures of some outstanding entrepreneurs in Ghana
References: History Curriculum Pg. 24

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Engage learners to play the Name some traditional chiefs and Learners in groups chat and
“Board Race” game. queen-mothers from the major share their opinions on the
ethnic groups and state the character of Queen Dode
Divide the class into two reasons why they are considered Akaibi.
teams and give each team a significant in Ghana‟s history.
colored marker. Draw a line
down the middle of the Dode Akaibi of Accra Learners to search the internet
board and write a topic at Queen Dode Akaibi ruled the Ga for more information about
the top. The learners must land from 1610-1635 and was an Queen Dode Akaibi.
then write as many words Awutu princess who was married
related to the topic in relay.. to a wealthy Ga king.
After the death of her husband,
Unreadable or misspelled she succeed as the first and only
words are not counted. The Ga ruler who was much feared for
team with the highest score her boldness and strict legislation
wins! that focused mostly on uplifting
women.
She died being buried alive by
some men she punished.
Use questions and answers Let learners discuss some of her Engage learners in a debate to
to review previous lesson contributions speak against and for the harsh
with learners punishment by Queen Dode
 She led her people to several Akaibi for men who mistreat
Example: name some queen wars women
mothers from the major  She was a great warrior and
ethnic groups. owned lots of land beyond the
Ga land Elaborate on the points raised
Which ethnic group is  She uplifted women with her by learners and summarize the
Queen Dode Akaibi related legislation lesson
to?  She punished men who
mistreated women

Assessment: learners to role play

parts of the history of Queen
Dode Akaibi
Week Ending: DAY: Subject: Creative Arts
Duration: 60mins per lesson Strand: Visual Arts
Class: B4 Class Size: Sub Strand: Thinking and Exploring Ideas
Indicator:
Content Standard: Lesson:
B4.1.1.1.2. create their own artworks by
Demonstrate understanding of how to generate
own ideas for artistic expressions on the people. studying the visual artworks created by some 1 OF 1
selected Ghanaians
Performance Indicator: Core Competencies:
Learners can create their own artworks by studying the visual Decision Making Creativity, Innovation
artworks created by some selected Ghanaians Communication
Teaching/ Learning Resources Photos, videos, art paper, colors and traditional art tools
References: Creative Arts Curriculum Pg. 30

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Learners sing songs and Let Learners study the visual artworks Learners talk about what
recite rhymes about work. of some selected Ghanaians. was interesting and made
meaning to them in the
Benjamin Offei-Nyarko lesson.
Learners mention some Benjamin Offei-Nyarko, more
visual artworks produced commonly known as “BON”, is an Learners retell the history
in Ghana. award winning Ghanaian painter. He of Benjamin Offei-Nyarko in
teaches at the College Of Arts at groups
KNUST in Kumasi, Ghana. BON’s
paintings focus on women in rural
communities who toil daily to provide
bread for her family and help their
husband in this complex life journey.
Call learners to recall Show pictures of his artworks to Ask learners to tell you
some history facts about learners for them to generate their what they have learnt and
Benjamin Offei-Nyarko. own ideas. what they will like to learn
in the next lesson
Use series of questions to
review their understanding Teacher moves round the
in the previous lesson classroom to monitor the
progress of learners based
on the task given them

Learners display their

artworks for appreciation

Assessment: learners to use ideas

generated to create their own
artworks
Week Ending: DAY: Subject: Ghanaian Language
Duration: 60mins per lesson Strand: Oral Language
Class: B4 Class Size: Sub Strand: Dramatization and Role Play
Indicator:
Content Standard: Lesson:
B4.1.5.1.1-2 narrate a story line of a story of
B4.1.5.1: Demonstrate an understanding
of changing a story to drama about five characters and recognize the 1 OF 1
characters and setting of the story
Performance Indicator:
Learners can narrate a story line of a story of about five Core Competencies:
Creativity and innovation, Communication and
characters and recognize the characters and setting of collaboration
the story
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a manila card
References: Ghanaian Language Curriculum Pg. 7

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Write down a couple of Invite a guest teacher to tell a short Assessment: Ask learners to
words on cards. Make sure story made up of five characters. share their feelings about
learners are familiar with the story heard
the words. Discuss what a story line is with
Divide the class in to learners. Learners to think and come
groups. One person from out with an alternative story
each group comes up in Lead learners through discussion to line of the story they have
front to pick and act the find out the story line of the story heard.
word. they have heard.
The group to get the
highest score wins!

Engage learners to play the Let learners listen to the story again Assessment: Have learners
“What letter am I writing” from the guest teacher. to relate to the characters
game. and setting of the story.
Put learners into groups of Discuss what a setting and a character
two. is with learners. Ask learners to talk about
The teacher writes a letter what they have learnt.
in the air. Allow learners to recognize the
Learners makes the letter characters and setting of the story
sound and tell the teacher
the sound that has been
written
Write down a couple of Assign roles to them and direct Assessment: Ask learners to
words on cards. Make sure learners to perform the drama. share their feelings about
learners are familiar with the roles they played
the words. Discuss the performance with
Divide the class in to learners. Learners to tell the roles
groups. One person from they like to play most
each group comes up in The strengths and weaknesses must
front to pick and act the be emphasized in order to improve
word. on subsequent performances.
The group to get the
highest score wins!
Week Ending: DAY: Subject: PHYSICAL EDUCATION
Duration: 60mins Strand: Motor Skill And Movement Patterns
Class: B4 Class Size: Sub Strand: Locomotive skills
Content Standard: Indicator:
Lesson:
Demonstrate competence in the motor skills and B4.1.7.1.7 strike a self-tossed light
movement patterns needed to perform a variety of weight ball with a paddle or racket to a 1 OF 1
physical activities partner
Performance Indicator:
Core Competencies:
Learners can strike a self-tossed light weight ball with a paddle
Develop personal skills
or racket to a partner
Teaching/ Learning Resources Balls and sticks
References: PE Curriculum Pg. 45

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Take learners through In pairs, a partner tosses a Organize a game for learners
general and specific warm lightweight ball to a colleague to hit to experience the skill in real-
ups over varying distances. life situation.

Serve a lightweight ball to a partner, End the lesson with a cool

using the underhand movement down.
pattern.

Strike a gently tossed ball with a bat,

using a side orientation
Week Ending: DAY: Subject: Computing
Duration: 60mins Strand: Word Processing
Class: B4 Class Size: Sub Strand: Data Sources And Usage
Content Standard: Indicator: Lesson:
B4.1.3.1. Identify Data and collect data from B4.1.3.1.1 use strategies for identifying data
different sources in conversation and newspapers 1 OF 1
Performance Indicator:
Learners can use strategies for identifying data in conversation Core Competencies:
Creativity and innovation. 2. Communication and collaboration.
and newspapers
Teaching/ Learning Resources Photographs, audio recordings, videos, published books, newspapers
References: Computing Curriculum Pg. 5

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Let learners solve this brain Guide learners to discuss strategies, Ask learners series of questions
teaser which can be used to identify data to review their understanding in
and information. the lesson.
A farmer is travelling with a
fox, a goose and a bag of Use different approaches to aid Learners to record the number
beans. During his journey, he identify data in conversation and of pupils from B1 to B6.
comes across a river with a newspaper e.g. grouping students,
boat to cross it. role play etc. Learners to record the number
The farmer can only cross of teachers into male and female
with only one thing at a time. Guide learners to identify and
If he left alone together, the record data in the different forms
fox will eat the goose or the (e.g. age, shoe size, etc.)
goose will eat the beans.
How does the farmer get Assist learners to extract and
everything across the river classify the relevant data into
safely? information.
 WEEKLY SCHEME OF LEARNING – BASIC FOUR
WEEK 2
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………

Week Ending: DAY: MONDAY Subject: English Language

Duration: 50mins Strand: Oral Language
Class: B4 Class Size: Sub Strand: Conversation
Content Standard: Indicator:
Lesson:
B4.1.6.3: Use knowledge of language and B4.1.6.3.2 demonstrate turn taking in
communicative skills to participate in conversation on different topics and speak
1 of 1
conversation audibly
Core Competencies:
Performance Indicator:
Communication and Collaboration, Personal
Learners can demonstrate turn taking in conversation on
Development and Leadership, Creativity and Innovation,
different topics and speak audibly
Critical Thinking and Problem-Solving
Key words Songs, moral, values
References: English Language Curriculum For Primary Schools Pg. 9

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Bring up a topic for learners to debate on. Music box
Example: children are not to use Mobile Phones.

Allow learners in turns to talk for or against the motion.

 Is it advisable for children to use Mobile Phones? Why?

 Does the use of mobile phones have a negative effect on
children? Why?

Share performance indicators and introduce the lesson.

PHASE 2: NEW Listen carefully whiles learners debate on the motion. Word cards, sentence
LEARNING Frequently ask questions to guide learners opinions. cards, letter cards,
 Is it advisable for children to use Mobile Phones? Why? handwriting on a
 Does the use of mobile phones have a negative effect on manila card
children? Why?

Discuss learners points and summarize the debate.

Let learners identify some interesting topics based on their

environment for discussion.
e.g. Sanitation, Bush fires, Flooding, Pollution.

Learners give scenarios from the identified topics.

Engage learners to demonstrate taking turns in conversations.

Guide them to use appropriate language in conversation.

In pairs, learners demonstrate turn taking with their partner on

a selected topic.
Assessment
Learners in pairs take turns to talk on the topic the “causes of
bush fires”
PHASE 3: Use peer discussion and effective questioning to find out from
REFLECTION learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson

Home work
Learners in pairs take turns to talk on the topic the “causes of
road accidents”.
Week Ending: DAY: Tuesday Subject: English Language
Duration: 60mins Strand: Reading
Class: B4 Class Size: Sub Strand: Vocabulary
Indicator: Lesson:
Content Standard:
B4.2.6.2.1. Develop a rich vocabulary stock through
B4.2.6.2: Build vocabulary
extensive reading of age-appropriate texts 1 of 1
Performance Indicator: Core Competencies:
Learners can develop a rich vocabulary stock through extensive Communication and Collaboration,
reading of age-appropriate texts Personal
References: English Language Curriculum For Primary Schools Pg. 23

Phase/Duration Learners Activities Resources

PHASE 1: Write the key vocabulary words on the board.
STARTER Divide learners into small groups.

Give each group a word and ask them to quickly think of an

example for it (e.g., breakfast for compound word, as brave as a lion
for simile).

Discuss their answers briefly to spark curiosity.

PHASE 2: MAIN Introduce learners to a variety of story books and vocabulary Word cards, sentence
portfolios and stress the need to build and use the new cards, letter cards,
vocabulary in sentences. handwriting on a
manila card
Display some of the vocabulary in class, on your word trees
and in sentences.

Have learners work in pairs, individually and

in groups, to do same.

Guide learners to make meaning from the context in which

words have been used.
PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION 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?
Week Ending: DAY: WEDNESDAY Subject: English Language
Duration: 50MINS Strand: Grammar
Class: B4 Class Size: Sub Strand: Pronouns
Content Standard: Indicator: Lesson:
B4.3.3.1: Apply knowledge of different types B4.3.3.1.1 Identify and use different types of
of pronouns in communication. pronouns 1 of 2
Core Competencies:
Performance Indicator:
Communication and Collaboration,
Learners can use different types of pronouns in speech and in writing.
Personal
New words Possessive, contextual
References: English Language Curriculum Pg. 38

Phase/Duration Learners Activities Resources

PHASE 1: Paste a picture of a cover page of a story book and ask learners to talk
STARTER about the picture.
E.g. the boys are playing football. OR they are playing football.
The girl has a pen in her hands OR she has a pen.

Introduce the lesson and share the performance indicators.

PHASE 2: NEW Hold up a bag in your hand and ask: Word cards,
LEARNING What do I have? I have a bag. paper, letter cards,
This is my bag. This bag is mine

Learners to identify (my, mine) as possessive pronouns.

A possessive pronoun is a word that is used to express ownership.
Examples - my, mine, our, ours, its, hers, his, her, their, theirs, your and yours.

Collect items from pupils and put them in the bag. It can be anything.
Take one item from the bag and ask: Whom does this belong to?

Encourage learners to use possessive pronouns to answer.

E.g. It is not my pen, It is not mine, It is hers/his

Guide learners to use pronouns in contextual sentences.

Assessment
1. Underline the pronouns in the following sentences.
a) My name is David. I am the youngest in the family.
b) This is my father. He is a teacher
c) Lisa, I told you to tidy your bed!
PHASE 3: Summarize the important points in the lesson with learners.
REFLECTION
Home work
Fill in the blanks with the correct pronouns
a) Peter and I are brothers. ____ share a bedroom together.
b) Sue isn‟t well. Dad is taking ____ to see a doctor.
c) My brother is a teacher. ____ teaches English.
d) All his students like _____ very much
Week Ending: DAY: THURSDAY Subject: English Language
Duration: 60mins Strand: Composition Writing
Class: B4 Class Size: Sub Strand: Writing as a Process
Content Standard: Indicator: Lesson:
B4.4.9.3: Apply strategies for improving drafts B4.4.9.3.3. Display writing piece for other peers
for publishing to read 1 of 2
Performance Indicator: Core Competencies:
Learners can write piece for other peers to read Communication and Collaboration, Personal
References: English Language Curriculum Pg. 52

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Have learners recite familiar rhymes.
 Would you love to sing more songs?
 What words did you hear in the song?
 Write some of the words you heard.

Share the performance indicators and introduce the lesson.

PHASE 2: MAIN Have learners publish their work by preparing and Word cards, sentence
showing it to others in small groups or in pairs. cards, letter cards,
handwriting on a
Allow them to post their work on the notice board or manila card
show it to all other learners in the class one after the
other.

Encourage learners to share their work with their family

members.

Have them keep their work in their portfolios. They may

type their work and publish it in the class magazine.

Assessment
Learners write a piece on a given topic for other peers to
read.
PHASE 3: Orally help learners to complete the writers reflection
REFLECTION worksheet.
 My piece of writing is about?
 My favorite part of my writing is……
 Something I found difficult was…………

Summarize the important points in the lesson with learners.

Next lesson
Write poems and imaginative, narrative stories and illustrate
them
Week Ending: DAY: FRIDAY Subject: English Language
Duration: 60mins Strand: Writing Conventions/ Extensive Reading
Class: B4 Class Size: Sub Strand: Action words
Content Standard: Indicator: Lesson:
B4.5.4.1: Demonstrate understanding of verbs B4.5.4.1.2 Demonstrate the use of the simple past
in everyday language form in speech and in writing 1 of 2
Performance Indicator:
Core Competencies:
 Learners can demonstrate the use of the simple past form in speech and in
Communication and
writing
Collaboration, Personal
 Learners can read a variety of age- and level appropriate books.
References: English Language Curriculum Pg. 62

Phase/Duration Learners Activities Resources

PHASE 1: Engage learners to play the “Tapping Out” Game. e.g. Kofi, can you
STARTER help me?
Spread your fingers apart as learners do same.
Each finger represents a letter sound of single-syllable words.
Turn your back to the class and raise your right hand.
Raise the index finger straight as learners watch.
Bring the index finger down to meet the thumb as you make the
sound.
Use fingers to demonstrate blending.
PHASE 2: MAIN Revise the simple past tense (both regular and irregular verbs). Word cards,
sentence cards,
Assign learners to do an activity e.g. let learners, in small groups, re-write letter cards,
the letters they wrote previously in the simple past tense (Refer to handwriting on a
B4.5.4.1.1). manila card

Let pairs of learners exchange their work and peer edit

Engage learners in the “popcorn reading” game

The rules are simple: One student starts reading aloud and then calls
out "popcorn" when they finish. This prompts the next student to
pick up where the previous one left off.

Guide learners to choose and read independently books of their

choice during the library period.

Learners think-pair-share their stories with peers.

Assessment
Learners write a-two-paragraph summary of the book read.
PHASE 3: Ask learners to do the following by ways of reflecting on the lesson:
REFLECTION
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.
Week Ending: DAY: Subject: Mathematics
Duration: 50mins Strand: Number
Sub Strand: Counting, Representation And
Class: B4 Class Size:
Cardinality
Content Standard: Indicator: Lesson:
B4.1.1.4 Interpret negative and positive B4.1.1.4.1-2 describe real life situations using positive
numbers in context and negative values 1 OF 1
Performance Indicator: Core Competencies:
Problem Solving skills; Critical
Learners can describe real life situations using positive and negative values Thinking; Justification of Ideas
Teaching/ Learning Resources Number line cards, bottle caps, bowls, pebbles
New words Roman Numeral
References: Mathematics Curriculum Pg. 13

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Engage learners to cut out Brainstorm learners on happenings Give learners task to complete
some 2D shapes at your which may be represented with while you go round the class
start signal. positive and negative numbers to support those who might
need extra help.
Have learners to paste the (e.g. having savings with a bank and
cut outs on the classroom owing a bank; profit and loss etc.)
wall Movement on the number line to the
right and left of zero.

Engage learners in activities to identify

positive and negative values.
Give learners brain teasers Brainstorm learners on happenings Give learners task to complete
to solve. which may be represented with while you go round the class
1. A teacher is preparing for positive and negative numbers to support those who might
a field trip. She assigns 81 need extra help.
students to 3 different (e.g. having savings with a bank and
buses. How many students owing a bank; profit and loss etc.)
are on each bus? Movement on the number line to the
right and left of zero.
2. Ms. Alvarez‟s class has 33
students. She wants to have Engage learners in activities to identify
3 equal groups for the positive and negative values.
activity. How many students
are in each group?
Have learners to create Learners count from a given interval of Give learners task to complete
patterns of two objects to positive and negative numbers on the while you go round the class
making meaning. number line. For example, count from to support those who might
10 backward through zero to negative need extra help.
-8.

Continue with the activity until all

learners are familiar with negative and
positive values.
Week Ending: DAY: Subject: Science
Duration: 60mins per lesson Strand: Systems
Class: B4 Class Size: Sub Strand: The Human Body System
Content Standard:
Indicator: Lesson:
B4.3.1.1 Recognise that different parts of
B4.3.1.1.1 know the organs of the
the human body work interdependently to
digestive system and their functions 1 OF 1
perform a specific function
Performance Indicator:
Core Competencies:
Learners can know the organs of the digestive
Problem Solving skills; Critical Thinking; Justification of Ideas;
system and their functions
Teaching/ Learning Resources Pictures, videos, paper, pencils

References: Science Curriculum Pg. 8

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Show videos, pictures and Learners keenly observe the organs of Ask learners series of
models of the digestive the digestive system. questions to review their
system. understanding of the lesson
Example: what is the
Learners to observe and importance of the digestive
talk about the pictures system?

Have learners to relate to Ask learners to tell how

the pictures they are apply what they
have learnt in real life
situation.

Explain to learners the functions of the

various organs in the digestive system.
Engage learners to play the Call Learners to randomly pick the Ask learners to talk about
crossword game parts of the digestive system on what they have learnt.
flashcards.
Write a word on the board
crossword-style. Invite Learners build the digestive system by
each student to the board arranging the parts in an orderly
to create a new word manner as they appear in the digestive
stemming from the letters system.
that are already available
Engage learners in an activity to role-
play the various parts of the digestive
system and their functions, with the
aid of flashcards.
Week Ending: DAY: Subject: OWOP
Duration: 60mins per lesson Strand: All Around Us
Sub Strand: Map Making And Land
Class: B4 Class Size:
Marks
Content Standard: Lesson:
Indicator:
B4.2.3.1. Demonstrate knowledge of the
B4.2.3.1.1. map the school environment
physical features of the school 1 OF 1
Performance Indicator: Core Competencies:
Learners can map the school environment Communication and Collaboration Critical Thinking
Teaching/ Learning Resources Pictures, Charts, Video Clips
New words
References: OWOP Curriculum Pg. 10

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Let learners sing songs to Have Learners to identify the key Ask learners to talk about
stimulate their interest features of the classroom environment what they enjoyed most
e.g. cupboard, desks, teachers table, during the lesson
Use questions and answers blackboard, etc.
to review what they learnt Let learners tell how they
in the previous lessons Assessment: Learners draw a sketch are going to apply what they
map of the classroom and indicate key have learnt in real life
features on it
Let learners sing songs to Learners identify the key features of Ask learners to talk about
stimulate their interest the school environment e.g. classroom what they enjoyed most
blocks, canteen, library, playground, during the lesson
Use questions and answers computer laboratory
to review what they learnt Let learners tell how they
in the previous lessons Assessment: Learners draw a sketch are going to apply what they
map of the school and indicate key have learnt in real life
features on it
Week Ending: DAY: Subject: REL & MORAL EDUCATION
Duration: 60mins Strand: Religious Practices
Class: B4 Class Size: Sub Strand: Festivals
Content Standard: Lesson:
Indicator:
B4.2.2.1. Explore the significance of
B4.2.2.1.1 discuss festivals in their neighborhood
religious festivals 1 OF 1
Performance Indicator: Core Competencies:
Learners can discuss festivals in their neighborhood. Cultural Identity, Sharing Reconciliation, Togetherness
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
References: RME Curriculum Pg. 27

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Invite learners to sing Let learners recite texts and sing Give learners opportunity to
some Christmas carols and songs that accompany festivals talk about what they have
songs celebrated in their communities. learnt.

Let learners move, shake Assessment: Put learners in groups to Elaborate more on learners
or hug one another as they write activities that take place during ideas, by writing key points on
sing the songs. This is to festivals. the board.
welcome everyone from
the Christmas holidays into
the new year.
Week Ending: DAY: Subject: History
Duration: 60mins per lesson Strand: My Country Ghana
Class: B4 Class Size: Sub Strand: Some Selected Individuals
Content Standard:
Indicator: Lesson:
B4.2.5.1. Demonstrate understanding
B4.2.5.1.1 Identify the role played by some
of the role of significant traditional
traditional rulers in the national development 1 OF 1
rulers in Ghana‟s history
Performance Indicator:
Core Competencies:
Learners can Identify the role played by some traditional rulers in the
Critical thinkers and digital literates
national development
Teaching/ Learning Resources Pictures of some outstanding entrepreneurs in Ghana
References: History Curriculum Pg. 24

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Use questions and answers Name some traditional chiefs and Learners in groups chat and
to review previous lesson queen-mothers from the major share their opinions on the
with learners ethnic groups and state the character of Ndewura Jakpa
reasons why they are considered
Example: name some queen significant in Ghana‟s history. Learners to search the internet
mothers from the major for more information about
ethnic groups. Ndewura Jakpa of Gonja Ndewura Jakpa
Sumaila Ndewura Jakpa was an
Which ethnic group is Queen African king, founder of a dynasty
Dode Akaibi related to? in Gonja, now northern Ghana, in
the early 17th century. He is
remembered for his strength of
diversity and inclusion. He
conquered and captured vast
areas, where he left behind his
sons or loyal servants as chiefs.
Etc.
Engage learners to play games Let learners discuss some of her
and sing songs to get them contributions Ask learners to talk about what
ready for the lesson they enjoyed most during the
 He founded several towns and lesson
villages including the important
market center of Salaga etc. Let learners tell how they are
going to apply what they have
Assessment: learners to role play learnt in real life
parts of the history of Ndewura
Jakpa
Week Ending: DAY: Subject: Creative Arts
Duration: 60mins per lesson Strand: Performing Arts
Class: B4 Class Size: Sub Strand: Thinking and Exploring Ideas
Content Standard: Indicator:
Lesson:
Demonstrate understanding of how to B4 2.1.1.2. study the performing artworks created by
generate own ideas for artistic some Ghanaian performing artists that reflect the 1 OF 1
expressions on the people. history and the culture of the people in Ghana
Performance Indicator: Core Competencies:
Learners can study the performing artworks created by some Ghanaian Decision Making Creativity,
performing artists that reflect the history and the culture of the people in Ghana Innovation Communication
Teaching/ Learning Resources Photos, videos, art paper, colors and traditional art tools
References: Creative Arts Curriculum Pg. 30

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Learners sing songs and Study the performing artworks Learners talk about what was
recite rhymes about work. (music, dance, drama/play, poetry) interesting and made meaning
composed or performed by some to them in the lesson.
Ghanaian performing artists
Learners mention some Learners retell the history of
visual artworks produced in Grace Omaboe Grace Omaboe in groups
Ghana. Grace Omaboe, also known as
Maame Dokono, is a Ghanaian
actress, television personality,
author and a former politician. She
runs the former peace and love
orphanage which is now graceful
grace school in Accra etc.

Assessment: Let learners watch

two dramas of Grace Omaboe and
analyze how she plays her role as
an actress
Call learners to recall some Discuss with learners some of her Ask learners to tell you what
history facts about Grace influences she had on culture and they have learnt and what they
Omaboe. environment with her will like to learn in the next
performances lesson
Use series of questions to  Obra series
review their understanding  By the fire side
in the previous lesson  Matters of the heart

Assessment: Let learners play a

role like Grace Omaboe in a class
organized drama
Week Ending: DAY: Subject: Ghanaian Language
Duration: 60mins per lesson Strand: Oral Language
Class: B4 Class Size: Sub Strand: Conversation
Indicator:
Content Standard: Lesson:
B4.1.6.1.1-2 narrate any interesting experiences
B4.1.6.1: Talk about personal
experiences and that of others in life and react to other peoples’ stories or 1 OF 1
narratives
Performance Indicator: Core Competencies:
Learners can narrate any interesting experiences in life Creativity and innovation, Communication and
and react to other peoples‟ stories or narratives collaboration
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a manila card
References: Ghanaian Language Curriculum Pg. 7

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Engage learners to play the Ask learners to mention some Ask learners to tell you what
crossword game traditional plays they know. they have learnt

Write a word on the board Ask learners to sing the songs

crossword-style. Invite each associated with the plays. Let learners read and spell the
student to the board to keywords written on the
create a new word Give an account of any interesting board
stemming from the letters experience you have had in life as a
that are already available teacher.

Discuss the narrated experience

with learners.
Tell learners a few jokes to Allow learners to also narrate any Ask learners to tell you what
get their attention. interesting experience they have they have learnt
had in life.
Call two learners to share
their jokes as well Let learners read and spell the
Let learners narrate their keywords written on the
experiences in life (it could be an board
experience at the hospital, school,
home or the playing field).
Tell learners a few jokes to Discuss the experience narrated Ask learners to tell you what
get their attention. with learners. they have learnt

Call two learners to share Let learners express their views on

their jokes as well the experiences narrated. Let learners read and spell the
keywords written on the
Lead learners to recognize the board
various positive reactions to other
people‟s experiences.
Week Ending: DAY: Subject: PHYSICAL EDUCATION
Duration: 60mins Strand: Motor Skill And Movement Patterns
Class: B4 Class Size: Sub Strand: Locomotive skills
Content Standard: Indicator:
Lesson:
Demonstrate competence in the motor skills and B4.1.8.1.8 throw a flying disc for
movement patterns needed to perform a variety of distance using the backhand movement 1 OF 1
physical activities pattern
Performance Indicator:
Core Competencies:
Learners can throw a flying disc for distance using the backhand
Develop personal skills
movement pattern
Teaching/ Learning Resources Balls and sticks
References: PE Curriculum Pg. 45

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Take learners through Throw a tennis ball to a partner Organize a game for learners
general and specific warm over a distance using the overhand to experience the skill in real-
ups. throw technique. life situation.

Throw a flying disc (Frisbee disc) for End the lesson with a cool
distance, using the backhand down
movement pattern.

Let them perform in turns to

acquire the right skill
Week Ending: DAY: Subject: Computing
Duration: 60mins Strand: Word Processing
Class: B4 Class Size: Sub Strand: Data Sources And Usage
Content Standard: Indicator: Lesson:
B4.1.3.1. Identify Data and collect data from B4.1.3.1.2 use strategies for classifying data
different sources into information (i.e. sorting and classifying) 1 OF 1
Performance Indicator:
Learners can use strategies for classifying data into Core Competencies:
Creativity and innovation. 2. Communication and collaboration.
information (i.e. sorting and classifying)
Teaching/ Learning Resources Photographs, audio recordings, videos, published books, newspapers
References: Computing Curriculum Pg. 5

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Let learners solve this brain Guide learners to discuss Ask learners series of
teaser strategies, which can be used to questions to review their
identify data and information. understanding in the lesson.
A farmer is travelling with a fox,
a goose and a bag of beans. Use different approaches to aid Learners to record the
During his journey, he comes identify data in conversation and number of pupils from B1
across a river with a boat to newspaper e.g. grouping students, to B6.
cross it. role play etc.
The farmer can only cross with Learners to record the
only one thing at a time. If he Guide learners to identify and number of teachers into
left alone together, the fox will record data in the different forms male and female
eat the goose or the goose will (e.g. age, shoe size, etc.)
eat the beans. How does the
farmer get everything across the Assist learners to extract and
river safely? classify the relevant data into
information.
 WEEKLY SCHEME OF LEARNING – BASIC FOUR
WEEK 3
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………

Week Ending: DAY: MONDAY Subject: English Language

Duration: 60mins Strand: Oral Language
Class: B4 Class Size: Sub Strand: Conversation
Content Standard: Indicator: Lesson:
B4.1.6.3: Use knowledge of language and B4.1.6.3.3 ask relevant questions to find out the
communicative skills to participate in conversation opinion of others about a given topic 1 of 1
Performance Indicator: Core Competencies:
Learners can ask relevant questions to find out the opinion of others Communication and Collaboration,
about a given topic. Personal
References: English Language Curriculum For Primary Schools Pg. 9

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Put learners into two groups. Call out some vocabulary
and let them search the dictionary for their meanings.
The group to read first wins.
 Did you enjoy the game?
 What new words have you learn?
 Form two sentences with your new words.

Share performance indicators and introduce the lesson

PHASE 2: MAIN Demonstrate turn taking with a learner earlier prepared. Word cards, sentence
cards, letter cards,
Learners in pairs, take turns to talk about given topics in handwriting on a
groups observing turn taking manila card

Demonstrate the activity using a familiar topic.

Learners ask and answer questions for clarification about

what other learners say on a given topic
PHASE 3: Summarize the important points in the lesson with
REFLECTION learners.

Next lesson
compare and contrast information from texts
Week Ending: DAY: Tuesday Subject: English Language
Duration: 60mins Strand: Reading
Class: B4 Class Size: Sub Strand: Vocabulary
Content Standard:
B4.2.6.3: Demonstrate a rich vocabulary Indicator: Lesson:
that supports the development of B4.2.6.3.1. Deduce meaning of words from how
listening, reading, speaking, writing and they are used in context. 1 of 1
presentation skills
Performance Indicator: Core Competencies:
Learners can differentiate between near synonyms and homonyms and Communication and Collaboration,
deduce the meaning of unfamiliar words using context clues. Personal
References: English Language Curriculum For Primary Schools Pg. 23

Phase/Duration Learners Activities Resources

PHASE 1: Write the words cool, cold, freezing, flour, and flower on the
STARTER board.

Ask learners to say what they know about the words.

Prompt discussion with questions:

Are “cool” and “cold” the same?
What is the difference between “flour” and “flower”?

Introduce the terms synonym and homonym briefly and

explain their relevance.
PHASE 2: MAIN Brainstorm learners for the meaning of the key terms with Word cards, sentence
Examples: cards, letter cards,
 Synonyms: Words with similar meanings but slightly handwriting on a
manila card
different nuances (e.g., cool, cold, freezing).
 Homonyms: Words that sound the same but have
different meanings (e.g., flour/flower).

Use simple examples and visuals to illustrate the concepts.

Write a sentence for each word and deduce its meaning using
context:
 The water was freezing, and I couldn't dip my toes in.
(freezing = very cold).
 The flower in the garden bloomed beautifully. (flower
= part of a plant).

Read a short paragraph aloud and pause to highlight and

deduce the meaning of near synonyms or homonyms.
Example:
 The weather today is cool, but yesterday it was
freezing.
 The baker used flour to bake bread while admiring
the flowers outside.

Provide learners with sentences where they match the words

to their meanings based on context.
 Example:
 I wore a jacket because it was cool.
 She bought a sack of flour from the market.

Divide the class into small groups. Each group gets a set of
sentences with missing words (e.g., cool, cold, freezing, flour,
flower).

Groups discuss and fill in the blanks using context clues.

PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION 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?
Week Ending: DAY: WEDNESDAY Subject: English Language
Duration: 50MINS Strand: Grammar
Class: B4 Class Size: Sub Strand: Pronouns
Content Standard: Indicator: Lesson:
B4.3.3.1: Apply knowledge of different types B4.3.3.1.1 Identify and use different types of
of pronouns in communication. pronouns 1 of 2
Core Competencies:
Performance Indicator:
Communication and Collaboration,
Learners can use different types of pronouns in speech and in writing.
Personal
New words Possessive, contextual
References: English Language Curriculum Pg. 38

Phase/Duration Learners Activities Resources

PHASE 1: Paste a picture of a cover page of a story book and ask learners
STARTER to talk about the picture.
E.g. the boys are playing football. OR they are playing football.
The girl has a pen in her hands OR she has a pen.

Introduce the lesson and share the performance indicators.

PHASE 2: NEW Hold up a bag in your hand and ask: Word cards,
LEARNING What do I have? I have a bag. paper, letter cards,
This is my bag. This bag is mine

Learners to identify (my, mine) as possessive pronouns.

A possessive pronoun is a word that is used to express ownership.
Examples - my, mine, our, ours, its, hers, his, her, their, theirs, your
and yours.

Collect items from pupils and put them in the bag. It can be
anything.
Take one item from the bag and ask: Whom does this belong to?

Encourage learners to use possessive pronouns to answer.

E.g. It is not my pen, It is not mine, It is hers/his

Guide learners to use pronouns in contextual sentences.

Assessment
1. Underline the pronouns in the following sentences.
d) My name is David. I am the youngest in the family.
e) This is my father. He is a teacher
f) Lisa, I told you to tidy your bed!
PHASE 3: Summarize the important points in the lesson with learners.
REFLECTION
Home work
Fill in the blanks with the correct pronouns
e) Peter and I are brothers. ____ share a bedroom together.
f) Sue isn‟t well. Dad is taking ____ to see a doctor.
g) My brother is a teacher. ____ teaches English.
h) All his students like _____ very much
Week Ending: DAY: THURSDAY Subject: English Language
Duration: 60mins Strand: Composition Writing
Class: B4 Class Size: Sub Strand: Writing as a Process
Content Standard: Indicator: Lesson:
B4.4.9.3: Apply strategies for improving drafts B4.4.9.3.3. Display writing piece for other peers
for publishing to read 1 of 2
Performance Indicator: Core Competencies:
Learners can write piece for other peers to read Communication and Collaboration, Personal
References: English Language Curriculum Pg. 52

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Have learners recite familiar rhymes.
 Would you love to sing more songs?
 What words did you hear in the song?
 Write some of the words you heard.

Share the performance indicators and introduce the lesson.

PHASE 2: MAIN Have learners publish their work by preparing and Word cards, sentence
showing it to others in small groups or in pairs. cards, letter cards,
handwriting on a
Allow them to post their work on the notice board or manila card
show it to all other learners in the class one after the
other.

Encourage learners to share their work with their family

members.

Have them keep their work in their portfolios. They may

type their work and publish it in the class magazine.

Assessment
Learners write a piece on a given topic for other peers to
read.
PHASE 3: Orally help learners to complete the writers reflection
REFLECTION worksheet.
 My piece of writing is about?
 My favorite part of my writing is……
 Something I found difficult was…………

Summarize the important points in the lesson with learners.

Next lesson
Write poems and imaginative, narrative stories and illustrate
them
Week Ending: DAY: FRIDAY Subject: English Language
Duration: 60mins Strand: Writing Conventions/ Extensive Reading
Class: B4 Class Size: Sub Strand: Action words
Content Standard: Indicator: Lesson:
B4.5.4.1: Demonstrate understanding of verbs B4.5.4.1.2 Demonstrate the use of the simple past
in everyday language form in speech and in writing 1 of 2
Performance Indicator:
Core Competencies:
 Learners can demonstrate the use of the simple past form in speech and in
Communication and
writing
Collaboration, Personal
 Learners can read a variety of age- and level appropriate books.
References: English Language Curriculum Pg. 62

Phase/Duration Learners Activities Resources

PHASE 1: Engage learners to play the “Tapping Out” Game. e.g. Kofi, can you
STARTER help me?
Spread your fingers apart as learners do same.
Each finger represents a letter sound of single-syllable words.
Turn your back to the class and raise your right hand.
Raise the index finger straight as learners watch.
Bring the index finger down to meet the thumb as you make the
sound.
Use fingers to demonstrate blending.
PHASE 2: MAIN Revise the simple past tense (both regular and irregular verbs). Word cards,
sentence cards,
Assign learners to do an activity e.g. let learners, in small groups, re-write letter cards,
the letters they wrote previously in the simple past tense (Refer to handwriting on a
B4.5.4.1.1). manila card

Let pairs of learners exchange their work and peer edit

Engage learners in the “popcorn reading” game

The rules are simple: One student starts reading aloud and then calls
out "popcorn" when they finish. This prompts the next student to
pick up where the previous one left off.

Guide learners to choose and read independently books of their

choice during the library period.

Learners think-pair-share their stories with peers.

Assessment
Learners write a-two-paragraph summary of the book read.
PHASE 3: Ask learners to do the following by ways of reflecting on the lesson:
REFLECTION
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.
Week Ending: DAY: Subject: Mathematics
Duration: 50mins Strand: Number
Class: B4 Class Size: Sub Strand: Decimal Fractions
Content Standard: Indicator:
B4.1.4.1 Develop an understanding of decimals (tenths Lesson:
B4.1.4.1.1-3 use models to explain the result
and hundredths) using concrete and pictorial
representations and write decimal fractions as base ten of addition and subtraction of decimals (up 1 OF 1
numbers with place value to hundredths)
Performance Indicator: Core Competencies:
Learners can use models to explain the result of addition and subtraction of Problem Solving skills; Critical
decimals (up to hundredths) Thinking; Justification of Ideas
Teaching/ Learning Resources Paper strips, cut out cards
New words Roman Numeral
References: Mathematics Curriculum Pg. 25-27

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Engage learners to sing songs Use pictorial representations or number Give learners task to
and recite rhymes line to revise tenths and hundredths and complete whiles you go round
Tooting tutors ask pupils to identify the fractions (i.e. A, to guide those who don‟t
A tutor who tooted a flute B, C, D, & E). understand.
Tried to tutor two tooters
to toot Give remedial learning to
Said the two to their tutor, those who special help.
Is it harder to toot or
To tutor two tooters to toot?
Use the tenth and hundredth place value
chart to illustrate how to write the
fraction as a base ten number with the
introduction of the decimal point “∙”
after ones place in the place value chart.
Tenth And Hundredth Place Value
Chart
Fraction 1 . 1 1
s 10 100
A = 0 . 1
B = 0 . 2
C 2 0 . 5
D 3 0 .

Engage learners to sing songs Give pupils several common fractions to Give learners task to
and recite rhymes convert into tenths and hundredths and complete whiles you go round
Sleet slitters write their decimal names. to guide those who don‟t
I slit a sheet, a sheet I slit E.g. 7 = . understand.
And on a slitted sheet I sit
I slit a sheet, a sheet I sit. Give remedial learning to
Explain the rule for of rounding decimals,
The sheet I slit, that sheet those who special help.
which is similar to that of rounding
was it
whole numbers.
That is, rounding to the nearest tenth
means that the rounded figure has one
digit after the decimal mark.

Rounding to the nearest hundredth

means that the rounded figure has two
digits after the decimal mark
Engage learners to sing songs Use a table with several decimals Give learners task to
and recite rhymes fractions and explain the rule for of complete whiles you go round
Pease Porridge Hot rounding decimals. Give pupils a table of to guide those who don‟t
Pease porridge hot. Pease decimal fractions to round to the nearest understand.
porridge cold, tenths or hundredths
Pease porridge in the pot, nine Give remedial learning to
days old:
Some like it hot, some like it cold
those who special help.
Some like it in the pot, nine days Ask students to change fractions to
old. decimal writing their results to the
nearest tenths or hundredths
Engage learners to sing songs Guide learners to use models to explain Give learners task to
and recite rhymes the result of addition and subtraction of complete whiles you go round
"Itsy Bitsy Spider" decimals to guide those who don‟t
The itsy bitsy spider crawled E.g. 1. To add 0.64 and 0.39, means sum understand.
up the water spout.
Down came the rain, and Give remedial learning to
washed the spider out. those who special help.
Out came the sun, and dried That is, since both are hundredths
up all the rain and the itsy fractions (i.e. have 2 decimal places) we
bitsy spider went up the can line up the decimal points to align
spout again" the place values and add as whole
numbers

E.g. 2. To add 0.6 and 0.39, one number

is in tenths and other is in hundredths
(i.e. one has 1 decimal place and the
other 2 decimal places) it is important to
line up the decimal points to align the
place values and add as whole numbers

Engage learners to sing songs Guide learners to use models to explain Give learners task to
and recite rhymes the result of addition and subtraction of complete whiles you go round
"It's Raining, It's Pouring decimals to guide those who don‟t
It's raining: it's pouring. E.g. 1. To subtract 0.6 from 1.39, means understand.
The old man is snoring.
He bumped his head on the Give remedial learning to
top of the bed, those who special help.
And couldn't get up in the
morning.

That is, since one number is in tenths

and other is in hundredths (i.e. one has 1
decimal place and the other 2 decimal
places) it is important to line up the
decimal points to align the place values
and subtract as whole numbers
Week Ending: DAY: Subject: Science
Duration: 60mins per lesson Strand: Systems
Class: B4 Class Size: Sub Strand: The Solar System
Content Standard:
B4.3.2.1 Show an understanding of the Indicator: Lesson:
orderliness of the sun, planets and satellites in B4.3.2.1.1 explain that the sun is at the
the solar system, as well as the important role center of the solar system 1 OF 1
of the sun in the existence of the solar system
Performance Indicator: Core Competencies:
Learners can explain that the sun is at the center of Problem Solving skills; Critical Thinking; Justification of
the solar system Ideas;
Teaching/ Learning Resources Model shapes of sun, moon and stars

References: Science Curriculum Pg. 8

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Engage learners in a short Present learners with a chart, Use questions and answers to
debate. Encourage learners model or video showing the solar review learners understanding
to choose their own topics system. of the lesson
or choose one for them.
Example: “Should students Draw the solar system, using Call learners in to summarize
wear uniforms to school?”. different colors to illustrate the the lesson
different bodies.
Group learners into two to
speak for and against the Guide learners to role-play the
topic stars, planets and satellites in the
solar system (different learners
assume and role-play the sun, the
earth and other planets in the
solar system).
Use questions and answers Draw the solar system, using Use questions and answers to
to review the previous different colors to illustrate the review learners understanding
lesson different bodies. of the lesson

Sing songs and recite rhymes Guide learners to role-play the Call learners in to summarize
to begin the lesson. stars, planets and satellites in the the lesson
solar system (different learners
assume and role-play the sun, the
earth and other planets in the
solar system).
Week Ending: DAY: Subject: OWOP
Duration: 60mins per lesson Strand: All Around Us
Class: B4 Class Size: Sub Strand: Population And Settlement
Content Standard: Indicator: Lesson:
B4.2.4.1. Demonstrate understanding B4.2.4.1.1. Describe the nature of settlements
settlements patterns in Ghana in Ghana 1 OF 1
Performance Indicator: Core Competencies:
Learners can describe the nature of settlements in Ghana Communication and Collaboration Critical Thinking
Teaching/ Learning Resources Pictures, Charts, Video Clips
New words
References: OWOP Curriculum Pg. 10

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Call 2 learners to share a Learners discuss the importance of Use questions and answers
story with the whole class. settlements e.g. people live with other to review learners
people, we do not live in vacuum, for understanding of the lesson
Sing songs to begin the protection, for pooling resources
lesson together etc. Call learners in to
summarize the lesson
Assessment: In groups, learners find
out 4 importance why people live with
other people.
Ask questions to review the Learners discuss and write about Use questions and answers
previous lesson with features that they will consider in to review learners
learners. choosing a good settlement that understanding of the lesson
would make life easier and
Play games and recite some comfortable such areas free of floods, Call learners in to
rhymes to begin the lesson access to local raw materials, local summarize the lesson
water supply for drinking and washing
and access to roads and
transportation.

Assessment: In groups, let learners

write 5 things they will consider in
choosing a good settlement that
would make life easier and
comfortable
Week Ending: DAY: Subject: REL & MORAL EDUCATION
Duration: 60mins Strand: Religious Practices
Class: B4 Class Size: Sub Strand: Festivals
Content Standard: Lesson:
Indicator:
B4.2.2.1. Explore the significance of
B4.2.2.1.1 discuss festivals in their neighborhood
religious festivals 1 OF 1
Performance Indicator: Core Competencies:
Learners can discuss festivals in their neighborhood. Cultural Identity, Sharing Reconciliation, Togetherness
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
References: RME Curriculum Pg. 27

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Write down a couple of Let learners mention festivals that are Ask learners to talk about
words on cards. Make celebrated in their communities: Eid- what they have learnt.
sure learners are familiar Ul-Fitr,.
with the words. Through questions and
Divide the class in to Use pictures, charts or video clips to answers review learners
groups. One person from demonstrate how Eid-Ul-Fitr is understanding of the lesson
each group comes up in celebrated.
front to pick and act the
word. Let learners recite texts and sing
The group to get the songs that accompany festivals
highest score wins! celebrated in their communities.

Put learners in groups to write

activities that take place during
festivals.

In their same groups or in pairs, let

learners discuss the specific activities
that take place during festivals,
bringing out the following values: -
Moral, - Social and - Economic.

Assessment: Let groups present their

findings for class discussions.
Week Ending: DAY: Subject: History
Duration: 60mins per lesson Strand: My Country Ghana
Class: B4 Class Size: Sub Strand: Some Selected Individuals
Content Standard:
Indicator: Lesson:
B4.2.5.1. Demonstrate understanding
B4.2.5.1.1 Identify the role played by some
of the role of significant traditional
traditional rulers in the national development 1 OF 1
rulers in Ghana‟s history
Performance Indicator:
Core Competencies:
Learners can Identify the role played by some traditional rulers in the
Critical thinkers and digital literates
national development
Teaching/ Learning Resources Pictures of some outstanding entrepreneurs in Ghana
References: History Curriculum Pg. 24

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Use questions and answers Name some traditional chiefs and Learners in groups chat and
to review previous lesson queen-mothers from the major share their opinions on the
with learners ethnic groups and state the character of Osei Tutu I of
reasons why they are considered Asante
Example: name some queen significant in Ghana‟s history.
mothers from the major Learners to search the
ethnic groups. Osei Tutu I of Asante kingdom internet for more
Osei tutu I was one of the information about Osei
Which ethnic group is founders of the Ashanti empire, Tutu I of Asante
Sumaila Ndewura Jakpa aided by Okomfo Anokye, his chief
related to? priest. Osei tutu led an alliance of
Asante states against the regional
hegemon, the Denkyira,
completely defeating them…..etc.
Engage learners to play Let learners discuss some of his
games and sing songs to get contributions Ask learners to talk about
them ready for the lesson what they enjoyed most
during the lesson
Assessment: learners to role play
parts of the history of Osei Tutu I Let learners tell how they
of Asante are going to apply what they
have learnt in real life
Week Ending: DAY: Subject: Creative Arts
Duration: 60mins per lesson Strand: Visual Arts
Sub Strand: Planning, Making and
Class: B4 Class Size:
Composing
Indicator:
Content Standard:
B4 1.2.2.2./B4 1.2.3.2 create own artworks using available Lesson:
Demonstrate understanding of
visual arts media and methods to express own views,
how to generate own ideas for
knowledge and understanding of the natural and manmade 1 OF 1
artistic expressions on the people.
environments of some Ghanaian communities
Performance Indicator:
Learners can create own artworks using available visual arts media and methods Core Competencies:
Decision Making Creativity,
to express own views, knowledge and understanding of the natural and Innovation Communication
manmade environments of some Ghanaian communities
Teaching/ Learning Resources Photos, videos, art paper, colors and traditional art tools
References: Creative Arts Curriculum Pg. 30

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Read out excerpts from Learners are to explore the local Ask learners to talk about
speeches made by important environment to select available what they have learnt.
individuals in the country. Let materials and tools that are good
learners relate to the speeches for making artworks. Through questions and
and share ideas on such answers review learners
speeches. Learners gather materials and understanding of the lesson
tools available in their community
based on artworks they wish to
create. Example: how to make a
mosaic.

Guide learners to make a simple

mosaic
Engage learners to play games Allow learners to practice in Ask learners to talk about
and sing songs to get them groups following the steps what they have learnt.
ready for the lesson
1. choose your colors and cut Through questions and
pieces of papers from the answers review learners
magazine understanding of the lesson
2. cut small pieces of squares or
any other shapes you want
3. draw the outline of your image.
E.g. fish
4. with the help of the paint
brush, apply and glue the paper
pieces to form the image.

Learners to discuss and compare

their artworks to the artworks
studied.
Week Ending: DAY: Subject: Ghanaian Language
Duration: 60mins per lesson Strand: Oral Language
Sub Strand: Talking About Oneself,
Class: B4 Class Size:
Family, People And Places
Content Standard: Indicator:
Lesson:
B4.1.7.1: Show an understanding of B4.1.7.1.1-2 talk about the environment and
what an environment is and the effect of recognize and discuss things that destroy the
1 OF 1
environmental degradation environment
Performance Indicator: Core Competencies:
Learners can talk about the environment and recognize Creativity and innovation, Communication and
and discuss things that destroy the environment collaboration
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a manila card
References: Ghanaian Language Curriculum Pg. 7

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Put learners into groups of two. Take a stroll with learners. Ask learners to talk about
The teacher writes a letter in what they have learnt.
the air. Tell them to take note of the
Learners makes the letter sound things they see as you take the Through questions and
and tell the teacher the sound stroll. answers review learners
that has been written. understanding of the
Let learners mention the names lesson
of things in their environment.
Learners sing songs and recite
few rhymes to get them ready In class, discuss what an
for the lesson environment is with learners.

In class, discuss the trip with

learners and lead them to
recognize some of the actions of
man that destroy the
environment.
Engage learners to spell some Let learners recognize other Ask learners to talk about
words, at least 5 in their things that destroy the what they have learnt.
workbooks. environment. E.g. Bushfires,
Make sure the words are level- erosion, de-forestation, Through questions and
appropriate words. pollutions in various forms, etc. answers review learners
understanding of the
Learners to exchange the work Discuss the actions that destroy lesson
among themselves and mark. the environment again with
Provide feedback where learners.
necessary.
Group learners and ask them to
brainstorm in their various
groups on what they think must
be done to prevent the
destruction of the environment.
Engage learners to spell some Let each group present Ask learners to talk about
words, at least 5 in their whatever they have written what they have learnt.
workbooks. down to the class.
Make sure the words are level- Through questions and
appropriate words. Let learners discuss the points answers review learners
raised by their friends and select understanding of the
Learners to exchange the work the major ideas that they bring lesson
among themselves and mark. out (the teacher can add more
 ways of preventing the
Provide feedback where destruction of the environment
necessary. in case the points raised by
learners are not very strong).

Show learners a video on how

to prevent things that destroy
the environment.

Discuss the video with them.

Week Ending: DAY: Subject: PHYSICAL EDUCATION
Duration: 60mins Strand: Motor Skill And Movement Patterns
Class: B4 Class Size: Sub Strand: Manipulative Skills
Content Standard: Indicator:
Lesson:
Demonstrate competence in the motor skills and B4.1.8.1.9: show the difference in
movement patterns needed to perform a variety of throwing to a stationary and a moving 1 OF 1
physical activities partner
Performance Indicator:
Core Competencies:
Learners can show the difference in throwing to a stationary and a moving
Develop personal skills
partner
Teaching/ Learning Resources Balls and sticks
References: PE Curriculum Pg. 46

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Let Learners jog within a After a general and specific warm Organize coopetition in
demarcated area to warm up. up, put a container or basket at a groups. End lesson with
point. cool down
Learners perform general and
specific warm ups. Learners with objects to use
different techniques to throw the
object into to container or object.

Learners identify the best

technique the gives them accuracy
and precision.
Week Ending: DAY: Subject: Computing
Duration: 60mins Strand: Word Processing
Class: B4 Class Size: Sub Strand: Data Sources And Usage
Content Standard: Indicator: Lesson:
B4.1.3.1. Identify Data and collect data from B4.1.3.1.3 identify primary sources of
different sources information 1 OF 1
Performance Indicator: Core Competencies:
Learners can identify primary sources of information Creativity and innovation. 2. Communication and collaboration.
Teaching/ Learning Resources Photographs, audio recordings, videos, published books, newspapers
References: Computing Curriculum Pg. 5

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Write down a couple of words Guide learners in groups to Ask learners series of
on cards. discuss where one can get data questions to review their
and information and make a understanding in the lesson.
Make sure learners are familiar presentation on it to the class.
with the words. Learners to record the
Guide learners to mention or number of pupils from B1
Divide the class in to groups. talk about where one can receive to B6.
One person from each group or share information in the
comes up in front to pick and community and the world as a Learners to record the
act the word. whole. number of teachers into
male and female
The group to get the highest NB: recall content in B3 and add
score wins! to this activity.
 WEEKLY SCHEME OF LEARNING – BASIC FOUR
WEEK 4
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………

Week Ending: DAY: MONDAY Subject: English Language

Duration: 60mins Strand: Oral Language
Class: B4 Class Size: Sub Strand: Listening Comprehension
Content Standard: Indicator: Lesson:
B4.1.7.1. Use appropriate skills and B4.1.7.1.1 construct meaning from texts based on
strategies to process meaning from texts knowledge of stress, rhythm and intonation 1 of 1
Performance Indicator: Core Competencies:
Learners can construct meaning from texts based on knowledge Communication and Collaboration,
of stress, rhythm and intonation Personal
References: English Language Curriculum For Primary Schools Pg. 3

Phase/Duration Learners Activities Resources

PHASE 1: Engage learners sing songs and recite familiar rhymes
STARTER
Peter Piper" Lyrics
Peter Piper picked a peck of pickled peppers
A peck of pickled peppers Peter Piper picked;
If Peter Piper picked a peck of pickled pepper s.
Where's the peck of pickled peppers Peter Piper picked?

Share performance indicators and introduce the lesson

PHASE 2: MAIN Use various types of sentences or utterances to model Word cards, sentence
stress and intonation as well as rhythm. cards, letter cards,
You may also read out extracts from stories and poems. handwriting on a
manila card
Ask learners to sing familiar songs clapping and tapping to
the rhythm. Through discussion, introduce learners to
stress, rhythm and intonation.

In turns, learners use stress, rhythm and intonation that

convey meaning in making statements and asking
questions.
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?
Week Ending: DAY: Tuesday Subject: English Language
Duration: 60mins Strand: Reading
Class: B4 Class Size: Sub Strand: Vocabulary
Content Standard: Indicator: Lesson:
B4.2.6.3: Demonstrate a rich vocabulary that
B4.2.6.3.2 deduce meaning of words from
supports the development of listening, reading,
how they relate to one another 1 of 1
speaking, writing and presentation skills
Performance Indicator: Core Competencies:
Learners can deduce meaning of words from how they relate to one Communication and Collaboration,
another Personal
References: English Language Curriculum For Primary Schools Pg. 27

Phase/Duration Learners Activities Resources

PHASE 1: Engage learners to play the “Tapping Out” Game.
STARTER
Spread your fingers apart as learners do same.
Each finger represents a letter sound of single-syllable words.
Turn your back to the class and raise your right hand.
Raise the index finger straight as learners watch.
Bring the index finger down to meet the thumb as you make the
sound.
Use fingers to demonstrate blending.

Share performance indicators and introduce the lesson

PHASE 2: MAIN Reverse the meaning of the terms using examples. Word cards, sentence
cards, letter cards,
Have learners play games (e.g. Synonym Tree Game) to handwriting on a
reinforce their knowledge of antonyms and synonyms. manila card

Ask learners to find synonyms and antonyms of words made

from context to build on their vocabulary.

Learners may match words with their synonyms/antonyms.

PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION 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?
Week Ending: DAY: WEDNESDAY Subject: English Language
Duration: 60mins Strand: Grammar
Class: B4 Class Size: Sub Strand: Adjectives
Content Standard: Indicator: Lesson:
B4.3.4.1: Apply the knowledge of adjectives B4.3.4.1.1 Use adjectives to make
in communication comparison 1 of 2
Performance Indicator: Core Competencies:
Learners can use adjectives to make comparison Communication and Collaboration, Personal
New words
References: English Language Curriculum Pg. 39

Phase/Duration Learners Activities Resources

PHASE 1: Engage learners in the “Lucky Dip game”
STARTER Learners take turns to dip their hands into a box containing
words of collective nouns, pick a card and use the word in a
sentence.
E.g. a team of horses, a bevy of ladies, a flock of sheep

Share performance indicators and introduce the lesson.

PHASE 2: MAIN Revise adjectives. Have learners identify adjectives in sentences Word cards,
and use them in sentences of their own. paper, letter cards,

Introduce regular adjective forms:

- Regular adjectives form their imperative by adding er
e.g. small–smaller, big–bigger, etc.

Assist learners with examples to use comparative adjectives

appropriately.
e.g. i. Ama is taller than Kwesi.
ii. This ruler is longer than that one.

Learners form sentences with the comparative forms of

adjectives
PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION 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?
Week Ending: DAY: THURSDAY Subject: English Language
Duration: 60mins Strand: Composition Writing
Class: B4 Class Size: Sub Strand: Narrative Writing
Content Standard:
Indicator: Lesson:
B4.4.10.1: Narrate situations, express feelings
B4.4.10.1.1 write about real or imagined
and convey point of view about the world/ or
experiences or events following story structure 1 of 2
fictional world
Performance Indicator:
Core Competencies:
Learners can write about real or imagined experiences
Communication and Collaboration, Personal
or events following story structure
References: English Language Curriculum Pg. 53

Phase/Duration Learners Activities Resources

PHASE 1: Have learners recite familiar rhymes.
STARTER  Would you love to sing more songs?
 What words did you hear in the song?
 Write some of the words you heard.

Share the performance indicators and introduce the lesson.

PHASE 2: MAIN Let learners use adjectives and adverbs in describing the Word cards, sentence
physical appearance and state of their characters. cards, letter cards,
handwriting on a
Guide them with examples to write from the first person point manila card
of view to start with and later change the same story to read
from the third person point of view.

Learners edit their work first in their groups, then across

groups
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?
Week Ending: DAY: FRIDAY Subject: English Language
Duration: 60mins Strand: Writing Conventions/ Extensive Reading
Class: B4 Class Size: Sub Strand: Action words
Content Standard: Indicator: Lesson:
B4.5.4.1: Demonstrate understanding of verbs B4.5.4.1.2 Demonstrate the use of the simple past
in everyday language form in speech and in writing 1 of 2
Performance Indicator:
Core Competencies:
 Learners can demonstrate the use of the simple past form in speech and in
Communication and
writing
Collaboration, Personal
 Learners can read a variety of age- and level appropriate books.
References: English Language Curriculum Pg. 62

Phase/Duration Learners Activities Resources

PHASE 1: Engage learners to play the “Tapping Out” Game. e.g. Kofi, can you
STARTER help me?
Spread your fingers apart as learners do same.
Each finger represents a letter sound of single-syllable words.
Turn your back to the class and raise your right hand.
Raise the index finger straight as learners watch.
Bring the index finger down to meet the thumb as you make the
sound.
Use fingers to demonstrate blending.
PHASE 2: MAIN Revise the simple past tense (both regular and irregular verbs). Word cards,
sentence cards,
Assign learners to do an activity e.g. let learners, in small groups, re-write letter cards,
the letters they wrote previously in the simple past tense (Refer to handwriting on a
B4.5.4.1.1). manila card

Let pairs of learners exchange their work and peer edit

Engage learners in the “popcorn reading” game

The rules are simple: One student starts reading aloud and then calls
out "popcorn" when they finish. This prompts the next student to
pick up where the previous one left off.

Guide learners to choose and read independently books of their

choice during the library period.

Learners think-pair-share their stories with peers.

Assessment
Learners write a-two-paragraph summary of the book read.
PHASE 3: Ask learners to do the following by ways of reflecting on the lesson:
REFLECTION
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.
Week Ending: DAY: Subject: Mathematics
Duration: 50mins Strand: Number
Class: B4 Class Size: Sub Strand: Decimal Fractions
Content Standard: Indicator:
B4.1.4.1 Develop an understanding of decimals Lesson:
B4.1.4.1.1-3 use models to explain the result of
(tenths and hundredths) using concrete and
pictorial representations and write decimal addition and subtraction of decimals (up to 1 OF 1
fractions as base ten numbers with place value hundredths)
Performance Indicator: Core Competencies:
Learners can use models to explain the result of addition and subtraction of Problem Solving skills; Critical
decimals (up to hundredths) Thinking; Justification of Ideas
Teaching/ Learning Resources Paper strips, cut out cards
New words Roman Numeral
References: Mathematics Curriculum Pg. 25-27

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing Use pictorial representations or number Give learners task to
songs and recite rhymes line to revise tenths and hundredths and complete whiles you go
Tooting tutors ask pupils to identify the fractions (i.e. A, round to guide those who
A tutor who tooted a flute B, C, D, & E). don‟t understand.
Tried to tutor two tooters
to toot Give remedial learning to
Said the two to their tutor, those who special help.
Is it harder to toot or
To tutor two tooters to
toot? Use the tenth and hundredth place value
chart to illustrate how to write the
fraction as a base ten number with the
introduction of the decimal point “∙” after
ones place in the place value chart.
Tenth And Hundredth Place Value
Chart
Fraction 1 . 1 1
s 10 100
A = 0 . 1
B = 0 . 2
C 2 0 . 5
D 3 0 .

Tuesday Engage learners to sing Give pupils several common fractions to Give learners task to
songs and recite rhymes convert into tenths and hundredths and complete whiles you go
Sleet slitters write their decimal names. round to guide those who
I slit a sheet, a sheet I slit E.g. 7 = . don‟t understand.
And on a slitted sheet I sit
I slit a sheet, a sheet I sit. Give remedial learning to
Explain the rule for of rounding decimals,
The sheet I slit, that sheet those who special help.
which is similar to that of rounding whole
was it
numbers.
That is, rounding to the nearest tenth
means that the rounded figure has one
digit after the decimal mark.

Rounding to the nearest hundredth

means that the rounded figure has two
 digits after the decimal mark

Wednesday Engage learners to sing Use a table with several decimals Give learners task to
songs and recite rhymes fractions and explain the rule for of complete whiles you go
Pease Porridge Hot rounding decimals. Give pupils a table of round to guide those who
Pease porridge hot. Pease decimal fractions to round to the nearest don‟t understand.
porridge cold, tenths or hundredths
Pease porridge in the pot, nine Give remedial learning to
days old:
Some like it hot, some like it
those who special help.
cold Ask students to change fractions to
Some like it in the pot, nine decimal writing their results to the
days old. nearest tenths or hundredths
Thursday Engage learners to sing Guide learners to use models to explain Give learners task to
songs and recite rhymes the result of addition and subtraction of complete whiles you go
"Itsy Bitsy Spider" decimals round to guide those who
The itsy bitsy spider crawled E.g. 1. To add 0.64 and 0.39, means sum don‟t understand.
up the water spout.
Down came the rain, and Give remedial learning to
washed the spider out. those who special help.
Out came the sun, and dried That is, since both are hundredths
up all the rain and the itsy fractions (i.e. have 2 decimal places) we
bitsy spider went up the can line up the decimal points to align the
spout again" place values and add as whole numbers

E.g. 2. To add 0.6 and 0.39, one number

is in tenths and other is in hundredths
(i.e. one has 1 decimal place and the
other 2 decimal places) it is important to
line up the decimal points to align the
place values and add as whole numbers

Friday Engage learners to sing Guide learners to use models to explain Give learners task to
songs and recite rhymes the result of addition and subtraction of complete whiles you go
"It's Raining, It's Pouring decimals round to guide those who
It's raining: it's pouring. E.g. 1. To subtract 0.6 from 1.39, means don‟t understand.
The old man is snoring.
He bumped his head on the Give remedial learning to
top of the bed, those who special help.
And couldn't get up in the
morning.

That is, since one number is in tenths and

other is in hundredths (i.e. one has 1
decimal place and the other 2 decimal
places) it is important to line up the
decimal points to align the place values
and subtract as whole numbers
Week Ending: DAY: Subject: Science
Duration: 60mins per lesson Strand: Systems
Class: B4 Class Size: Sub Strand: The Solar System
Content Standard:
B4.3.2.1 Show an understanding of the Indicator: Lesson:
orderliness of the sun, planets and satellites in B4.3.2.1.1 explain that the sun is at
the solar system, as well as the important role of the center of the solar system 1 OF 1
the sun in the existence of the solar system
Performance Indicator:
Core Competencies:
Learners can explain that the sun is at the center of
Problem Solving skills; Critical Thinking; Justification of Ideas;
the solar system
Teaching/ Learning Resources Model shapes of sun, moon and stars

References: Science Curriculum Pg. 8

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Ask learners to form a big Present the chart of the solar What have we learnt
circle, with one of the student system and help learners identify today?
holding the ball. the sun as being at the center of
the solar system. The solar system
The learner with the ball start
by mentioning a component Learners in groups
of the solar system. summarize the lesson.
He then throws the ball to
another student to mention Ask learners questions to
his/her. Anyone who fails to review their understanding
mention his is out of the
circle. Learners are guided to identify
The last person becomes the the benefits of the sun to the
winner solar system.
Ask questions to review Learners mould stars, planets and Ask learners to tell the
learners understanding in the satellites in the solar system. class what they have
previous lesson learnt.
Learners display their artworks
for appreciation Call learners in turns
summarize the lesson
Week Ending: DAY: Subject: OWOP
Duration: 60mins per lesson Strand: All Around Us
Class: B4 Class Size: Sub Strand: Population And Settlement
Content Standard: Indicator: Lesson:
B4.2.4.1. Demonstrate understanding B4.2.4.1.1. Describe the nature of settlements
settlements patterns in Ghana in Ghana 1 OF 1
Performance Indicator: Core Competencies:
Learners can describe the nature of settlements in Ghana Communication and Collaboration Critical Thinking
Teaching/ Learning Resources Pictures, Charts, Video Clips
New words
References: OWOP Curriculum Pg. 10

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Put students into groups of Learners discuss and write about Ask learners to tell the
three 3 and number them 1-3. features that they will consider in class what they have
Put three number statements choosing a good settlement that learnt.
up to the white board and ask would make life easier and
students to explain the comfortable such areas free of Call learners in turns
corresponding statements to floods, access to local raw summarize the lesson
their group. The group who materials, local water supply for
explains well wins.
drinking and washing and access to
roads and transportation.
Ask questions to review Learners engage in activities that Ask learners to tell the
learners understanding in the teach them to help keep their class what they have
previous lesson settlements safe, peaceful and learnt.
clean.
Call learners in turns
summarize the lesson
Week Ending: DAY: Subject: REL & MORAL EDUCATION
Duration: 60mins Strand: Religious Practices
Class: B4 Class Size: Sub Strand: Festivals
Content Standard: Lesson:
Indicator:
B4.2.2.1. Explore the significance of
B4.2.2.1.1 discuss festivals in their neighborhood
religious festivals 1 OF 1
Performance Indicator: Core Competencies:
Learners can discuss festivals in their neighborhood. Cultural Identity, Sharing Reconciliation, Togetherness
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
References: RME Curriculum Pg. 27

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Teacher writes an answer to Let learners mention festivals that Ask learners series of
a question. are celebrated in their questions to review their
Students see the answer on communities: e.g. Aboakyire understanding of the lesson
the board, perhaps a picture
of object on the board. Use pictures, charts or video clips Example: The Aboakyire
to demonstrate how Aboakyir is festival is celebrated by the
The students must come up celebrated. people of……?
with questions in which the
answer could be the Put learners in groups to write
object/number on the board. activities that take place during the Have learners to read and
Aboakyir festival. spell the key words written
on the board
In their same groups or in pairs, let
learners discuss the specific
activities that take place during
festival, bringing out the following
values: - Moral, - Social and -
Economic.

Assessment: Let groups present

their findings for class discussions.
Week Ending: DAY: Subject: History
Duration: 60mins per lesson Strand: My Country Ghana
Class: B4 Class Size: Sub Strand: Some Selected Individuals
Content Standard:
Indicator: Lesson:
B4.2.5.1. Demonstrate understanding
B4.2.5.1.1 Identify the role played by some
of the role of significant traditional
traditional rulers in the national development 1 OF 1
rulers in Ghana‟s history
Performance Indicator:
Core Competencies:
Learners can Identify the role played by some traditional rulers in the
Critical thinkers and digital literates
national development
Teaching/ Learning Resources Pictures of some outstanding entrepreneurs in Ghana
References: History Curriculum Pg. 24

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Use questions and answers Name some traditional chiefs and Learners in groups chat and
to review previous lesson queen-mothers from the major share their opinions on the
with learners ethnic groups and state the character of Gbewaa of
reasons why they are considered Pusiga
Example: name some queen significant in Ghana‟s history.
mothers from the major Learners to search the
ethnic groups. Gbewaa of Pusiga internet for more
Naa Gbewaa also known as information about Gbewaa of
Which ethnic group is Osei Nedega or Kulu Gbagha, is Pusiga
Tutu I related to? traditionally, the founder of the
kingdom of Dagbon, in what is
now northern Ghana. His sons and
his daughters are credited with
founding several states.
Engage learners to play Let learners discuss some of his
games and sing songs to get contributions Ask learners to talk about
them ready for the lesson what they enjoyed most
during the lesson
Assessment: learners to role play
parts of the history of Gbewaa of Let learners tell how they are
Pusiga going to apply what they
have learnt in real life
Week Ending: DAY: Subject: Creative Arts
Duration: 60mins per lesson Strand: Performing Arts
Class: B4 Class Size: Sub Strand: Planning, Making and Composing
Content Standard:
Indicator: Lesson:
Demonstrate understanding of
B4 2.2.2.2 /B4 2.2.3.2 experiment with available performing
how to generate own ideas for
arts media and techniques to create performing artworks 1 OF 1
artistic expressions on the people.
Performance Indicator: Core Competencies:
Learners can experiment with available performing arts media and techniques to Decision Making Creativity,
create performing artworks Innovation Communication
Teaching/ Learning Resources Photos, videos, art paper, colors and traditional art tools
References: Creative Arts Curriculum Pg. 30

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Read out excerpts from In the previous lesson, we Ask learners to talk about what they
speeches made by learned about how Grace enjoyed most during the lesson
important individuals in the Omaboe‟s drama performances
country. Let learners relate and compositions reflect the Let learners tell how they are going to
to the speeches and share lives of Ghanaians. apply what they have learnt in real life
ideas on such speeches
Guide learners to create own
drama to reflect their culture.

Guide learners to choose a

theme or title for their story.
e.g. “the disobedient boy”
”the greedy man”
”Sarah the proud girl” etc.

Guide learners to identify the

characters and plan the story.
Engage learners to sing Tell them the story of Learners to tell what was interesting
songs and recite familiar “ANANSE AND THE POT OF about the lesson
rhymes. WISDOM”

Learners to act the story about Discuss the performance

ANANSE AND THE POT OF
WISDOM.

Share roles to learners and have

them to perform the drama in
front of the whole class

Guide learners to play their

selected roles.
Week Ending: DAY: Subject: Ghanaian Language
Duration: 60mins per lesson Strand: Reading
Class: B4 Class Size: Sub Strand: Vocabulary
Content Standard: Indicator: Lesson:
B4.2.6.1: Exhibit knowledge of answering B4.2.6.1.1-3 Explain the meanings of figurative
questions based on texts presented expressions 1 OF 1
Performance Indicator: Core Competencies:
Learners can explain the meanings of figurative expressions Creativity and innovation, Communication and collaboration
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a manila card
References: Ghanaian Language Curriculum Pg. 13

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Write down a couple of Read the passage again while learners repeat Use questions to review their
words on cards. Make sure after you. understanding of the lesson
learners are familiar with the
words. Let learners read the passage as a group and Ask learners to summarize what they
individually. have learnt
Divide the class in to groups.
One person from each group Let learners read a paragraph of the passage in
comes up in front to pick and turns.
act the word.
The group to get the highest Ask learners to mention unfamiliar words they
score wins! see in the passage and write the words on the
board.
Discuss the words with learners to get the
meanings of the words.
Group learners and let them find the meanings
of given unfamiliar words.
Let learners explain the meanings of unfamiliar
words.
Engage learners to play the Read aloud a passage. Use questions to review their
“What letter am I writing” understanding of the lesson
game. Write the figurative expressions in the passage
Put learners into groups of on the board. Ask learners to summarize what they
two. have learnt
The teacher writes a letter in Lead learners to read the figurative expressions
the air. as a group and individually.
Learners makes the letter
sound and tell the teacher the Lead learners through discussion to find the
sound that has been written meanings of the figurative expressions.

Let learners find the meanings of more figurative

expressions
Write down a couple of Let learners read the passage again in turns. Use questions to review their
words on cards. Make sure understanding of the lesson
learners are familiar with the Call a learner to ask a question based on the
words. passage read for the other learners to answer. Ask learners to summarize what they
Divide the class in to groups. have learnt
One person from each group Ask questions for learners to answer.
comes up in front to pick and
act the word.
The group to get the highest
score wins!
Week Ending: DAY: Subject: PHYSICAL EDUCATION
Duration: 60mins Strand: Motor Skill And Movement Patterns
Class: B4 Class Size: Sub Strand: Manipulative Skills
Content Standard: Indicator:
Lesson:
Demonstrate competence in the motor B4.1.8.1.10 catch a ball above the head and
skills and movement patterns needed to near the middle of the body while jogging and 1 OF 1
perform a variety of physical activities running
Performance Indicator:
Core Competencies:
Learners can catch a ball above the head and near the middle of the body while
Develop personal skills
jogging and running
Teaching/ Learning Resources Pictures and Videos
References: PE Curriculum Pg. 46

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Learners go through general and After general and specific warm End the lesson with a cool
specific warm-ups. up, learners catch balls thrown down
above from distance in the air
with the hand.

Vary the distance and let them

do for fun. Accuracy must be
considered.
Week Ending: DAY: Subject: Computing
Duration: 60mins Strand: Word Processing
Class: B4 Class Size: Sub Strand: Data Sources And Usage
Indicator:
Content Standard: Lesson:
B4.1.3.1.4 demonstrate sending and sharing
B4.1.3.1. Identify Data and collect data from
different sources information to and from other gadgets. e.g., 1 OF 1
radio, fax, telephones calls, SMS etc.
Performance Indicator: Core Competencies:
Learners can demonstrate sending and sharing information to and from Creativity and innovation. 2. Communication
other gadgets. e.g., radio, fax, telephones calls, SMS and collaboration.
Teaching/ Learning Resources Photographs, audio recordings, videos, published books, newspapers
References: Computing Curriculum Pg. 5

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Write down a couple of words Guide learners in groups to Ask learners series of
on cards. discuss where one can get data questions to review their
and information and make a understanding in the lesson.
Make sure learners are familiar presentation on it to the class.
with the words. Learners to record the
Guide learners to mention or number of pupils from B1
Divide the class in to groups. talk about where one can to B6.
One person from each group receive or share information in
comes up in front to pick and the community and the world as Learners to record the
act the word. a whole. number of teachers into
male and female
The group to get the highest
score wins!
 WEEKLY SCHEME OF LEARNING – BASIC FOUR
WEEK 5
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………

Week Ending: DAY: MONDAY Subject: English Language

Duration: 60mins Strand: Oral Language
Class: B4 Class Size: Sub Strand: Listening Comprehension
Indicator:
Content Standard: B4.1.7.1.2-3 Make connections with events in narrative Lesson:
B4.1.7.1: Use appropriate skills and
texts and recognise and discuss moral lessons in a
strategies to process meaning from texts 1 of 1
story
Core Competencies:
Performance Indicator:
Communication and Collaboration,
Learners can make connections with events in narrative texts
Personal
References: English Language Curriculum For Primary Schools Pg. 10

Phase/Duration Learners Activities Resources

PHASE 1: Engage learners sing songs and recite familiar rhymes
STARTER
Peter Piper" Lyrics
Peter Piper picked a peck of pickled peppers
A peck of pickled peppers Peter Piper picked;
If Peter Piper picked a peck of pickled pepper s.
Where's the peck of pickled peppers Peter Piper picked?

Share performance indicators and introduce the lesson

PHASE 2: MAIN Read the story aloud to the class. Use expressive tone Word cards, sentence
and gestures to keep learners engaged. cards, letter cards,
handwriting on a
Show illustrations (if available) to support comprehension. manila card

Pause at intervals and ask learners to discuss in pairs what

they think might happen next or key events they‟ve
noticed.

Model retelling the story using a herring-bone strategy:

 Who are the characters?

 What happened first, next, and last?

Write a simple outline of the story's events on the board

for reference.

Ask: What lesson does this story teach us?

Highlight key actions of the characters that led to the
moral.
 Divide learners into small groups.
Each group identifies key events in the story and discusses
how they are connected.

Prompt questions:
Why did the character act this way?
What happened because of this action?
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?
Week Ending: DAY: Tuesday Subject: English Language
Duration: 60mins Strand: Reading
Class: B4 Class Size: Sub Strand: Vocabulary
Content Standard: Indicator: Lesson:
B4.2.6.4: Use words appropriately for B4.2.6.4.1 expand vocabulary stock through
purpose, audience, context and culture affixation 1 of 1
Core Competencies:
Performance Indicator:
Communication and Collaboration,
Learners can expand vocabulary stock through affixation
Personal
References: English Language Curriculum For Primary Schools Pg. 25

Phase/Duration Learners Activities Resources

PHASE 1: Engage learners to play the “Tapping Out” Game.
STARTER
Spread your fingers apart as learners do same.
Each finger represents a letter sound of single-syllable words.
Turn your back to the class and raise your right hand.
Raise the index finger straight as learners watch.
Bring the index finger down to meet the thumb as you make the
sound.
Use fingers to demonstrate blending.

Share performance indicators and introduce the lesson

PHASE 2: MAIN Revise prefixes and suffixes by breaking down some common words Word cards, sentence
into their roots- prefix/suffix components. cards, letter cards,
e.g. happy + ness = happiness handwriting on a
un + happy + ness = unhappiness manila card

Guide learners to play games, e.g. Affixes Game. Write prefixes

and suffixes on cards.

Learners take turns to pick these from the basket or bag. If a

learner is able to add a root to the prefix or the suffix and read out
the word correctly, he/she keeps it.
At the end of the game, the child with the largest number of cards
wins the game.

Learners may also work in groups to derive words using given

prefixes and suffixes and using them in sentences
PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION 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?
Week Ending: DAY: WEDNESDAY Subject: English Language
Duration: 60mins Strand: Grammar
Class: B4 Class Size: Sub Strand: Adjectives
Content Standard: Indicator: Lesson:
B4.3.4.1: Apply the knowledge of adjectives B4.3.4.1.1 Use adjectives to make
in communication comparison 1 of 2
Performance Indicator: Core Competencies:
Learners can use adjectives to make comparison Communication and Collaboration, Personal
New words
References: English Language Curriculum Pg. 39

Phase/Duration Learners Activities Resources

PHASE 1: Engage learners in the “Lucky Dip game”
STARTER Learners take turns to dip their hands into a box containing
words of collective nouns, pick a card and use the word in a
sentence.
E.g. a team of horses, a bevy of ladies, a flock of sheep

Share performance indicators and introduce the lesson.

PHASE 2: MAIN Revise adjectives. Have learners identify adjectives in sentences Word cards,
and use them in sentences of their own. paper, letter cards,

Introduce regular adjective forms:

- Regular adjectives form their imperative by adding er
e.g. small–smaller, big–bigger, etc.

Assist learners with examples to use comparative adjectives

appropriately.
e.g. i. Ama is taller than Kwesi.
ii. This ruler is longer than that one.

Learners form sentences with the comparative forms of

adjectives
PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION 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?
Week Ending: DAY: THURSDAY Subject: English Language
Duration: 60mins Strand: Composition Writing
Class: B4 Class Size: Sub Strand: Narrative Writing
Content Standard:
Indicator: Lesson:
B4.4.10.1: Narrate situations, express feelings
B4.4.10.1.1 write about real or imagined
and convey point of view about the world/ or
experiences or events following story structure 1 of 2
fictional world
Performance Indicator:
Core Competencies:
Learners can write about real or imagined experiences
Communication and Collaboration, Personal
or events following story structure
References: English Language Curriculum Pg. 53

Phase/Duration Learners Activities Resources

PHASE 1: Have learners recite familiar rhymes.
STARTER  Would you love to sing more songs?
 What words did you hear in the song?
 Write some of the words you heard.

Share the performance indicators and introduce the lesson.

PHASE 2: MAIN Let learners use adjectives and adverbs in describing the Word cards, sentence
physical appearance and state of their characters. cards, letter cards,
handwriting on a
Guide them with examples to write from the first person point manila card
of view to start with and later change the same story to read
from the third person point of view.

Learners edit their work first in their groups, then across

groups
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?
Week Ending: DAY: FRIDAY Subject: English Language
Duration: 60mins Strand: Writing Conventions/ Extensive Reading
Class: B4 Class Size: Sub Strand: Using Action Words
Content Standard: Indicator: Lesson:
B4.5.4.1: Demonstrate understanding of verbs B4.5.4.1.3. Use the present perfect form of verbs to
in everyday language. relate past events to the present 1 of 2
Performance Indicator:
Core Competencies:
 Learners can use the present perfect form of verbs to relate past events to
Communication and
the present.
Collaboration, Personal
 Learners can read a variety of age- and level appropriate books.
References: English Language Curriculum Pg. 62

Phase/Duration Learners Activities Resources

PHASE 1: Have learners recite familiar rhymes.
STARTER  Would you love to sing more songs?
 What words did you hear in the song?
 Write some of the words you heard.

Share the performance indicators and introduce the lesson.

PHASE 2: MAIN Learners in pairs plan what they will do during the next weekend. Word cards, sentence
cards, letter cards,
They put their plan into writing using modal auxiliaries. Have handwriting on a
them to read their write up to the class. manila card

Let two pairs come together to form bigger groups to edit their
work one after the other.

Assessment
Learners write about what they did last Saturday.
PHASE 3: Summarize the important points in the lesson with learners.
REFLECTION
Next lesson: We shall further use the present perfect form of
verbs to relate past events to the present.
Week Ending: DAY: Subject: Mathematics
Duration: 50mins Strand: Number
Class: B4 Class Size: Sub Strand: Percentages
Content Standard: Indicator:
Lesson:
B4.1.5.1 Demonstrate an understanding of B4.1.5.1.1-2 model or recognize percent using
percent (limited to whole numbers) concretely, concrete models and compare and order a mixture
1 OF 1
pictorially, and symbolically of common, decimal and percent fractions
Performance Indicator: Core Competencies:
Learners can model or recognize percent using concrete models and compare and Problem Solving skills; Critical
order a mixture of common, decimal and percent fractions Thinking; Justification of Ideas
Teaching/ Learning Resources Counters, bundle and loose straws base ten cut square, patterns
New words
References: Mathematics Curriculum Pg. 28-29

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Monday Use several pictorial representations Give learners task to

or number line to introduce tenths and complete whiles you go
hundredths and ask pupils to identify round to guide those
the fractions (i.e. A, B, & C). who don‟t understand.

Give remedial learning

C
to those who special
help.

Use long division method to convert

and write fractions as decimals in the
number chart.

Tuesday Give pupils several common fractions Give learners task to

(including improper fractions) to complete whiles you go
convert into hundredths and write round to guide those
their decimal names or use long who don‟t understand.
division;
e.g. Give remedial learning
to those who special
help.
Wednesday Guide learners to compare and order Give learners task to
a mixture of common, decimal and complete whiles you go
percent fractions, express them in one round to guide those
form (i.e. either common, decimal or who don‟t understand.
percent); e.g. to order
Give remedial learning
(i) we can express all as decimals to those who special
help.
, hence
the order from least to the
largest is

(ii) we can also express all as

percentages

, hence the
order from least to the largest is

Thursday Guide learners to compare and order Give learners task to

a mixture of common, decimal and complete whiles you go
percent fractions, express them in one round to guide those
form (i.e. either common, decimal or who don‟t understand.
percent); e.g. to order
Give remedial learning
(i) we can express all as decimals to those who special
help.
, hence
the order from least to the
largest is

(ii) we can also express all as

percentages

, hence the
order from least to the largest is

Friday Guide learners to compare and order Give learners task to

a mixture of common, decimal and complete whiles you go
percent fractions you can locate the round to guide those
fractions on the number and order who don‟t understand.
them.
Give remedial learning
to those who special
help.
Week Ending: DAY: Subject: Science
Duration: 60mins per lesson Strand: Systems
Class: B4 Class Size: Sub Strand: Ecosystem
Content Standard:
Indicator: Lesson:
B4.3.3.1 Show understanding and appreciation
B4.3.3.1.1 explain the concept of
of the interactions and interdependencies of
ecosystem 1 OF 1
organisms in an ecosystem
Performance Indicator: Core Competencies:
Learners can explain the concept of ecosystem Problem Solving skills; Critical Thinking; Justification of Ideas;
Teaching/ Learning Resources Trees, birds, insects, pond, pictures, videos

References: Science Curriculum Pg. 9

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Send learners out on a Guide learners to brainstorm the Ask learners to talk about
field trip to observe the meaning of ecosystem. what they have learnt.
various ecosystem in the
community. Ecosystem is a place where living and Use questions to review
non-living thing interact. learners understanding of
Let learners talk about the lesson.
what they observed in the Learners to identify the various types
community of ecosystem.
e.g. forest ecosystem, small bush Learners in turns
ecosystem, pond ecosystem, grassland summarize the lesson to
ecosystem and dessert ecosystem. the whole class.

Show learners pictures of different

ecosystems.
Show pictures and videos Learners role-play a typical family Ask learners to talk about
of forest settings having setup, showing how everyone is what they have learnt.
trees, grass, a stream, soil, interdependent.
fishes, rodents, frogs, etc. Use questions to review
Learners identify the role of each learners understanding of
Learners to talk about member of their family, e.g. father, the lesson.
parts of the pictures or mother, siblings. The key lesson is to
videos that interest them understand that everybody in the group
is important and depend on one Learners in turns
another. summarize the lesson to
the whole class.
Teacher mentions a habitat and the
learners mention which plants, animals,
and other organisms live there (Use
games).
Week Ending: DAY: Subject: OWOP
Duration: 60mins per lesson Strand: Our Beliefs And Values
Class: B4 Class Size: Sub Strand: Worship
Content Standard: Indicator: Lesson:
B4.3.1.1. Recognise the importance of prayer, B4.3.1.1.1 show obedience and respect to a
worship and other acts of worship supreme being. through prayer and worship 1 OF 1
Performance Indicator: Core Competencies:
Learners can show obedience and respect to a supreme being. through Communication and Collaboration
prayer and worship Critical Thinking
Teaching/ Learning Resources Pictures, Charts, Video Clips
New words
References: OWOP Curriculum Pg. 11

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Group learners according to Learners talk about why we Ask learners to tell the
the religion they belong worship God: class what they have learnt.
i.to draw closer to God,
Have each group sing songs ii.to communicate with God, Call learners in turns
and perform any act of worship iii.to show obedience to God, etc. summarize the lesson
of that religion
Learners talk about the forms of
worship in the Christian religion;
praying, drumming, singing,
reading scriptures, etc.
Let learners sing songs to Learners talk about the forms of Ask learners to tell the
stimulate their interest worship in the Islamic religion: class what they have learnt.
praying, singing, kneeling, reading
Use questions and answers to scriptures, etc. Call learners in turns
review what they learnt in the summarize the lesson
previous lessons Learners talk about the forms of
worship in the Traditional
religion: drumming, praying,
singing, pouring libation, etc.
Week Ending: DAY: Subject: REL & MORAL EDUCATION
Duration: 60mins Strand: Religious Leaders
Sub Strand: Leaders Of The Three Major
Class: B4 Class Size:
Religions
Content Standard: Indicator: Lesson:
B4.3.3.1. Explain the significance of the call B4.3.3.1.1: describe the call of the religious
of the main religious leaders leaders 1 OF 1
Performance Indicator: Core Competencies:
Learners can describe the call of the religious leaders. Cultural Identity, Sharing Reconciliation, Togetherness
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
References: RME Curriculum Pg. 28

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Let learners sing songs to Have learners discuss the leaders of Use series of questions and
stimulate their interest the three major religions in Ghana: answers to review learners
- understanding of the lesson
Use questions and answers
to review what they learnt The Lord Jesus Christ Example:
in the previous lessons Jesus Christ was born in 6 B.C. in i. At what age did Jesus Christ
Bethlehem. His mother ,Mary, was a started his ministry?
virgin who was betrothed to joseph,
a carpenter. Christians believe Jesus ii. Who baptized Jesus Christ?
was born through immaculate
conception. He was baptized in iii. In which river was Jesus
River Jordan by john the baptize baptized?
etc.
iv. Who are the earthly parents
Guide learners to discuss what they of Jesus Christ?
have heard about Jesus Christ.

In groups, ask learners to dramatize Ask learners to tell the class

or role-play the call of Jesus Christ. what they have learnt.

Assessment: Let learners write on Call learners in turns

the call of Jesus Christ and present summarize the lesson
their works to class for discussion
Week Ending: DAY: Subject: History
Duration: 60mins per lesson Strand: My Country Ghana
Class: B4 Class Size: Sub Strand: Some Selected Individuals
Content Standard:
Indicator: Lesson:
B4.2.5.1. Demonstrate understanding
B4.2.5.1.1 Identify the role played by some
of the role of significant traditional
traditional rulers in the national development 1 OF 1
rulers in Ghana‟s history
Performance Indicator:
Core Competencies:
Learners can Identify the role played by some traditional rulers in the
Critical thinkers and digital literates
national development
Teaching/ Learning Resources Pictures of some outstanding entrepreneurs in Ghana
References: History Curriculum Pg. 24

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Use questions and answers to Name some traditional chiefs and Learners in groups chat
review previous lesson with queen-mothers from the major and share their opinions
learners ethnic groups and state the reasons on the character of Sir
why they are considered significant Ofori Atta of Akim
Example: name some queen in Ghana‟s history. Abuakwa
mothers from the major
ethnic groups. Sir Ofori Atta of Akim Abuakwa Learners to search the
Nana Sir Ofori Atta I, KBE, Kt was internet for more
Which ethnic group is Naa the Okyenhene or king of Akyem information about Sir
Gbewaa related to? Abuakwa, one of the most Ofori Atta of Akim
influential kingdoms of the then Abuakwa
gold coast colony, from his election
in 1912 until his death in 1943. Etc.
Engage learners to play games Let learners discuss some of his
and sing songs to get them contributions Ask learners to talk about
ready for the lesson -He created the Ofori Atta dynasty what they enjoyed most
-He championed the cause of many during the lesson
people, such as farmers, women and
children. Let learners tell how they
-He passed a law that enforced all are going to apply what
chiefs under him to educate their heirs. they have learnt in real life

Assessment: learners to role play

parts of the history of Sir Ofori
Atta of Akim Abuakwa
Week Ending: DAY: Subject: Creative Arts
Duration: 60mins per lesson Strand: Visual Arts
Class: B4 Class Size: Sub Strand: Displaying and Sharing
Content Standard: Indicator:
Lesson:
Demonstrate understanding of how B4 1.3.4.2 /B4 1.3.5.2 display own artworks to share
to generate own ideas for artistic creative experiences based on own ideas, knowledge 1 OF 1
expressions on the people. and understanding
Performance Indicator: Core Competencies:
Learners can display own artworks to share creative experiences based Decision Making Creativity,
on own ideas, knowledge and understanding Innovation Communication
Teaching/ Learning Resources Photos, videos, art paper, colors and traditional art tools
References: Creative Arts Curriculum Pg. 30

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

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

Brainstorm to agree on a theme for

the exhibition (e.g. Our
Environment);

Select works for the exhibition by

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

Plan for post exhibition activities

such as cleaning, appreciation,
evaluation, reporting, etc.
Week Ending: DAY: Subject: Ghanaian Language
Duration: 60mins per lesson Strand: Reading
Class: B4 Class Size: Sub Strand: Silent Reading
Indicator:
Content Standard: Lesson:
B4.2.7.1.1-3 Explain the meanings of unfamiliar
B4.2.7.1: Demonstrate in knowledge on
reading for comprehension words, figurative expressions in a text and answer 1 OF 1
questions on a passage
Performance Indicator: Core Competencies:
Learners can explain the meanings of unfamiliar words, figurative Creativity and innovation, Communication
expressions in a text and answer questions on a passage and collaboration
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a manila card
References: Ghanaian Language Curriculum Pg. 13

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Engage learners to play the Read a passage silently Learners to tell what was
story ball game interesting about the lesson.
Ask learners to recognize and
Get a beach ball, and write write unfamiliar words down. Engage learners to play the
words all over it. phonic games.
Have learners to throw the Let learners mention the words to
ball to each other and the class.
whatever word their finger
lands on they have to use it to Write the words on the board and
make a sentence relating to group learners to find the
the lesson meanings of the given words.

Lead learners to sing a song to In groups, let the learners explain

begin the lesson. the meanings of the unfamiliar
words in a text among themselves.
Engage learners in the “Lucky Read a passage. Learners to tell what was
Dip game” interesting about the lesson.
Learners take turns to dip Write the figurative expressions in
their hands into a box the passage on the board. Have learners to read and
containing words, pick a card spell the key words written
and use the word in a Lead learners to read the figurative on the board.
sentence. expressions as a group and
individually.
E.g. “playing”, the children are
playing football. Lead learners through discussion
to find the meanings of the
figurative expressions.
Teacher gets a tall list of Let learners find the meanings of Learners to tell what was
action words on it. more figurative expressions. interesting about the lesson.
Select a student to stand at
the front of the room and act Let learners read the passage again Have learners to read and
out a word from your list (no in turns. spell the key words written
speaking allowed). on the board.
The rest of the class must Call a learner to ask questions
then guess what the student is based on the passage read for the
attempting to portray. other learners to answer.
Whoever guesses correctly
can act the next word Ask questions for learners to
answer.
 DAY: Subject: PHYSICAL EDUCATION
Week Ending:
Duration: 60mins Strand: Motor Skill And Movement Patterns
Class: B4 Class Size: Sub Strand: Rhythmic Skills
Content Standard:
Indicator: Lesson:
Demonstrate competence in the motor skills and
B4.1.9.1.11 kick a ball dropped from the
movement patterns needed to perform a variety of
hands 1 OF 1
physical activities
Performance Indicator: Core Competencies:
Learners can kick a ball dropped from the hands Develop personal skills
Teaching/ Learning Resources Pictures and Videos
References: PE Curriculum Pg. 46

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Let learners jog within a Learners control a ball dropped Organize mini football
demarcated area to warm up by their pairs. competition.
their bodies
They should control them from End the lesson with cool
Show learners pictures or a 15-metre distance on the down.
videos depicting the skill to be ground with the foot.
learnt.
Put them into groups to control
their ball.
Week Ending: DAY: Subject: Computing
Duration: 60mins Strand: Word Processing
Class: B4 Class Size: Sub Strand: Data Sources And Usage
Content Standard: Indicator: Lesson:
B4.1.3.1. Identify Data and collect data from B4.1.3.1.5 demonstrate basic calculations on
different sources sample data e.g. sum, percentage, average 1 OF 1
Performance Indicator:
Learners can demonstrate basic calculations on sample Core Competencies:
Creativity and innovation. 2. Communication and collaboration.
data e.g. sum, percentage, average etc.
Teaching/ Learning Resources Photographs, audio recordings, videos, published books, newspapers
References: Computing Curriculum Pg. 5

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Get a viral picture, a trending Guide learners to perform basic Ask learners to talk about
news on twitter, Facebook, calculations on sample data they what they have learnt.
YouTube and other social have been made to collect using
media handles. sum, average, percentages etc. Through questions and
Discuss what is trending and answers review learners
invite learners to share their Guide learners to explore understanding of the lesson
opinions on them. I. the steps and issues involved in
collection of data:
a) identify the reason(s) for
collecting data.
b) select from the list of reasons
for collecting the data and set
goals.
c) plan an approach and methods
to collecting data and d. collect
the data and interpret the data

II. the issues involved in collection

of data:
a) Unavailability of data
b) Intentional manipulation of data
c) Random errors etc.
 WEEKLY SCHEME OF LEARNING – BASIC FOUR
WEEK 6
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………

Week Ending: DAY: MONDAY Subject: English Language

Duration: 50mins Strand: Oral Language
Class: B4 Class Size: Sub Strand: Listening Comprehension
Content Standard: Indicator: Lesson:
B4.1.7.1. Use appropriate skills and B4.1.7.1.4 use background knowledge to aid in
strategies to process meaning from texts understanding and building new knowledge 1 of 1
Performance Indicator:
Core Competencies:
Learners can use background knowledge to aid in
Communication and Collaboration, Personal
understanding and building new knowledge
Key words Text, background, knowledge
References: English Language Curriculum For Primary Schools Pg. 10

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Have learners recite the English alphabets.
Show a video on phonics as they imitate the video.
Example Dave & Ava.
 Do you like to watch the video again?
 What words did you hear in the video?
 Write some of the words you heard.

Share the performance indicators and introduce the lesson.

PHASE 2: NEW Have learners listen to a narrative text. Word cards, sentence
LEARNING  What did you heard in the text? cards, letter cards,
 What is the main idea of the text? handwriting on a
 Mention 3 words you heard in the text. manila card

Learners in groups identify, discuss and relate the plot of the

text to a familiar text.

Have learners listen to the text a second time and make

personal opinions of it. In groups, learners share what they
have learnt in the text

Assessment
Have learners listen to a narrative text and make personal
opinions of it.
PHASE 3: Summarize the important points in the lesson with learners.
REFLECTION
Home work
Have learners listen to a narrative text and make personal
opinions of it.
Week Ending: DAY: Tuesday Subject: English Language
Duration: 50mins Strand: Reading
Class: B4 Class Size: Sub Strand: Vocabulary
Indicator:
Content Standard: Lesson:
B4.2.6.4.2 recognize the playful use of
B4.2.6.4: Use words appropriately for purpose,
words in spoken and written
audience, context and culture 1 of 1
language
Performance Indicator:
Core Competencies:
 Learners can recognize the playful use of words in
Communication and Collaboration, Personal
spoken and written language
References: English Language Curriculum For Primary Schools Pg. 26

Phase/Duration Learners Activities Resources

PHASE 1: Have learners recite the English alphabets.
STARTER Show a video on phonics as they imitate the video.
Example Dave & Ava.
 Do you like to watch the video again?
 What words did you hear in the video?
 Write some of the words you heard.

Share the performance indicators and introduce the lesson.

PHASE 2: NEW In pairs/ groups, have learners play on words in educative jokes, Word cards, sentence
LEARNING riddles and puns. cards, letter cards,
e.g. Riddle, Riddle: I am something that came into this world with handwriting on a
earrings. Who am I? manila card
Answer: Coal pot

In groups, learners say and have fun with riddles and jokes. They
write these educative riddles and jokes on cards and paste them on
classroom walls.

Assessment
I am found in kitchens. I cook food. What am I? Ans. Gas cooker
I have leaves. You can climb me. What am I? Ans: Tree
PHASE 3: Summarize the important points in the lesson with learners.
REFLECTION
Home work
Learners write 5 educative riddles and jokes in their books.
Week Ending: DAY: WEDNESDAY Subject: English Language
Duration: 60mins Strand: Grammar
Class: B4 Class Size: Sub Strand: Verbs
Indicator:
Content Standard: Lesson:
B4.3.5.1.1. Use different types of verbs: −
B4.3.5.1: Apply the knowledge of verbs in
communication Main verb − Helping verb (primary auxiliary 1 of 2
and modal auxiliary)
Performance Indicator: Core Competencies:
Learners can use the simple past form of verbs Communication and Collaboration, Personal
New words Main verb, Helping verb, Primary auxiliary, Modal auxiliary, Action
References: English Language Curriculum Pg. 40

Phase/Duration Learners Activities Resources

PHASE 1: Write two simple sentences on the board:
STARTER  She is running fast.
 They can play football.

Ask learners to identify the action in each sentence.

Briefly explain that action words are called verbs.

Ask: What other actions can we describe? List learner responses

on the board.

Introduce the idea of helping verbs: These are words that help
the main action make sense.
PHASE 2: MAIN Write examples on the board to explain: Word cards,
Main Verb: The main action in the sentence. paper, letter cards,

Example: run, eat, write.

Helping Verb: A verb that helps the main verb.
Example: is, am, was, will, can, might.

Introduce two types of helping verbs:

Primary Auxiliary Verbs: be, have, do.
Modal Auxiliary Verbs: can, could, will, shall, might.

Use examples to show how helping verbs work with main verbs.
 She is dancing.
 He can swim.

Write sentences on the board and underline the main and helping
verbs:
 She was reading a book.
 They might visit tomorrow.

Explain how the helping verb adds information about time or

possibility.

Model constructing sentences with both types of verbs:

  Primary auxiliaries: I am walking.
 Modal auxiliaries: They will play football.

Provide learners with a list of verbs (main, primary auxiliaries, and

modal auxiliaries).

In groups, they construct sentences using the given verbs.

Give learners pre-written sentences.

Ask them to identify and categorize verbs into main verbs and
helping verbs.
PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION 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?
Week Ending: DAY: THURSDAY Subject: English Language
Duration: 60mins Strand: Composition Writing
Class: B4 Class Size: Sub Strand: Creative Writing
Indicator: Lesson:
Content Standard:
B4.4.11.1.1 write freely about topics of choice in
B4.4.11.1: Create texts
their immediate environment 1 of 2
Performance Indicator:
Core Competencies:
Learners can write freely about topics of choice in their
Communication and Collaboration, Personal
immediate environment
References: English Language Curriculum Pg. 54

Phase/Duration Learners Activities Resources

PHASE 1: Have learners recite familiar rhymes.
STARTER  Would you love to sing more songs?
 What words did you hear in the song?
 Write some of the words you heard.

Share the performance indicators and introduce the lesson.

PHASE 2: MAIN Go round to supervise learners as they write their draft. Word cards, sentence
cards, letter cards,
They then peer edit their work. handwriting on a
manila card
Have them present their work for class discussion and
correction.

They then write the final draft and display their work for their
peers to read.
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?
Week Ending: DAY: FRIDAY Subject: English Language
Duration: 60mins Strand: Writing Conventions/ Extensive Reading
Class: B4 Class Size: Sub Strand: Using Qualifying Words
Content Standard: Lesson:
Indicator:
B4.5.5.1: Demonstrate understanding of
B4.5.5.1.1 use adjectives to make comparisons
adjectives in speech and in writing 1 of 2
Performance Indicator: Core Competencies:
 Learners can use adjectives to make comparisons Communication and
 Learners can read a variety of age- and level appropriate books. Collaboration, Personal
References: English Language Curriculum Pg. 62

Phase/Duration Learners Activities Resources

PHASE 1: Engage learners to play the “Tapping Out” Game. e.g. Kofi, can you
STARTER help me?
Spread your fingers apart as learners do same.
Each finger represents a letter sound of single-syllable words.
Turn your back to the class and raise your right hand.
Raise the index finger straight as learners watch.
Bring the index finger down to meet the thumb as you make the
sound.
Use fingers to demonstrate blending.
PHASE 2: MAIN Have learners identify adjectives in a given passage. Word cards,
sentence cards,
Let learners write sentences using comparative and superlative letter cards,
forms of adjectives handwriting on a
manila card
Engage learners in the “popcorn reading” game

The rules are simple: One student starts reading aloud and then calls
out "popcorn" when they finish. This prompts the next student to
pick up where the previous one left off.

Guide learners to choose and read independently books of their

choice during the library period.

Learners think-pair-share their stories with peers.

Assessment
Learners write a-two-paragraph summary of the book read.
PHASE 3: Ask learners to do the following by ways of reflecting on the lesson:
REFLECTION
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.
Week Ending: DAY: Subject: Mathematics
Duration: 50mins Strand: Algebra
Class: B4 Class Size: Sub Strand: Patterns and Relationships
Content Standard: Indicator: Lesson:
B4.2.1.1 Demonstrate an understanding of how to
B4.2.1.1.1 describe the pattern found in a
identify and describe patterns found in tables and
charts, including a multiplication chart
given table or chart 1 OF 1

Performance Indicator: Core Competencies:

Problem Solving skills; Critical Thinking;
Learners can describe the pattern found in a given table or chart Justification of Ideas
Teaching/ Learning Resources Blocks
New words
References: Mathematics Curriculum Pg. 90

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Engage learners to play the Using a hundred chart, ask students to What have we learnt today?
“double down game”. color each number as they skip count by
2s and describe the pattern created. Describing patterns
Put learners into pairs. Give
out two dice to each pair.
Have learners to roll their
dice in turns.
Give learners home task to create
Each partner writes down patterns and describe them
the numbers displayed by Ask students to describe what changes
the dice on their recording they notice as the numbers increase.
sheet. E.g. 2+3.
This is done for a minute. Identify all, some or none of the multiples
When time is up, add up all of a given number.
the sums on the recording
sheet. Assessment: Have learners to predict
The player with the highest and extend the pattern.
total wins the game
There is something Using a hundred chart, ask students to What have we learnt today?
strange about this colour each number as they skip count by
addition square. 3s and describe the pattern created Describing patterns
Can you find out what the
missing number is
Give learners home task to create
patterns and describe them
+ 3 8 11 Ask students to describe what changes
3 6 11 2 they notice as the numbers increase.
8 11 4 7
11 2 7 Identify all, some or none of the multiples
of a given number.

Assessment: Have learners to predict

and extend the pattern
Have learners to guess Using a hundred chart, ask students to What have we learnt today?
the number at the top of color each number as they skip count by
the pyramid 4s and describe the pattern created. Describing patterns
 Give learners home task to create
patterns and describe them

28 Ask students to describe what changes

29 they notice as the numbers increase.
13 16 12
Identify all, some or none of the multiples
of a given number.
6 7 9 3
Assessment: Have learners to predict
and extend the pattern

Engage leaners to Play Using a hundred chart, ask students to What have we learnt today?
show me a number game color each number as they skip count by
with learners (up to 10), 5s and describe the pattern created. Describing patterns
with fingers.

Teacher mentions the Give learners home task to create

number from (1 to 10). patterns and describe them
Learners then show their Ask students to describe what changes
fingers up to show the they notice as the numbers increase.
number
Identify all, some or none of the multiples
of a given number.

Assessment: Have learners to predict

and extend the pattern
Engage learners to sing songs Using a hundred chart, ask students to What have we learnt today?
and recite rhymes in relation color each number as they skip count by
to the lesson 6s and describe the pattern created. Describing patterns
I AM COUNTING ONE
• I‟m counting one, what is
one
• 1 - One is one alone, alone Give learners home task to create
it shall be. Ask students to describe what changes patterns and describe them
• 2 - Two pair, two pair they notice as the numbers increase.
come pair let us pair
• 3 - Turn around Identify all, some or none of the multiples
• 4 - Follow me of a given number.
• 5 - Fire
• 6 - Sister Assessment: Have learners to predict
• 7 - Saviour and extend the pattern
• 8 - Eat more fruits
• 9 - Nana Yaw
• 10 - Thank your God.
Week Ending: DAY: Subject: Science
Duration: 60mins per lesson Strand: Systems
Class: B4 Class Size: Sub Strand: Ecosystem
Content Standard:
Indicator: Lesson:
B4.3.3.1 Show understanding and appreciation
B4.3.3.1.1 explain the concept of
of the interactions and interdependencies of
ecosystem 1 OF 1
organisms in an ecosystem
Performance Indicator: Core Competencies:
Learners can explain the concept of ecosystem Problem Solving skills; Critical Thinking; Justification of Ideas;
Teaching/ Learning Resources Trees, birds, insects, pond, pictures, videos

References: Science Curriculum Pg. 9

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Send learners out on a field Learners discuss the importance Ask learners to talk about
trip to observe the various of every element/member of a what they have learnt.
ecosystem in the community. given ecosystem, e.g. frogs,
weeds, soil and fish in a pond. Use questions to review
Let learners talk about what learners understanding of
they observed in the Brainstorm with learners to come the lesson.
community out with responses to what
happens when a member of the
system is removed. Learners in turns summarize
the lesson to the whole
Assist learners to realize that it class.
causes imbalance in the
ecosystem.
Show pictures and videos of Relate the concept to everyday Ask learners to talk about
forest settings having trees, life, e.g. the destruction of the what they have learnt.
grass, a stream, soil, fishes, forest through “galamsey” and the
rodents, frogs, etc. felling of trees bring about Use questions to review
imbalances in the environment. learners understanding of
Learners to talk about parts the lesson.
of the pictures or videos that Learners cite examples of
interest them ecosystems in their community
and suggest ways of preserving Learners in turns summarize
them. the lesson to the whole
class.
Week Ending: DAY: Subject: OWOP
Duration: 60mins per lesson Strand: Our Beliefs And Values
Class: B4 Class Size: Sub Strand: Worship
Content Standard: Indicator: Lesson:
B4.3.1.1. Recognise the importance of prayer, B4.3.1.1.1 show obedience and respect to a
worship and other acts of worship supreme being. through prayer and worship 1 OF 1
Performance Indicator: Core Competencies:
Learners can show obedience and respect to a supreme being. through Communication and Collaboration
prayer and worship Critical Thinking
Teaching/ Learning Resources Pictures, Charts, Video Clips
New words
References: OWOP Curriculum Pg. 11

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Group learners according to Learners engage in activities: role Ask learners to tell the
the religion they belong play, play games, recite prayers, class what they have
read scriptures, watch videos, or learnt.
Have each group sing songs look at pictures/videos – that teach
and perform any act of ways of worship to show respect Call learners in turns
worship of that religion and obedience to God among the summarize the lesson
three major religious groups.
Let learners sing songs to Put Learners into groups to draw Ask learners to tell the
stimulate their interest and model a worship scene. class what they have
learnt.
Use questions and answers to let learners talk about the roles they
review what they learnt in the played Call learners in turns
previous lessons summarize the lesson
Week Ending: DAY: Subject: REL & MORAL EDUCATION
Duration: 60mins Strand: Religious Leaders
Sub Strand: Leaders Of The Three Major
Class: B4 Class Size:
Religions
Content Standard: Lesson:
Indicator:
B4.3.3.1. Explain the significance of the
B4.3.3.1.1: describe the call of the religious leaders
call of the main religious leaders 1 OF 1
Performance Indicator: Core Competencies:
Learners can describe the call of the religious leaders. Cultural Identity, Sharing Reconciliation, Togetherness
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
References: RME Curriculum Pg. 28

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Let learners sing songs to Have learners discuss the leaders of Use series of questions and
stimulate their interest the three major religions in Ghana: - answers to review learners
understanding of the lesson
Use questions and Prophet Mohammed
answers to review what Prophet Mohammed was born in 571 Example:
they learnt in the AD into a merchant family. His father i. At what age did Prophet
previous lessons died before he was born and his mother Mohammed got married?
died at the age of six.
Entrusted into a Bedouin nurse, ii. When was Prophet
Muhammad spends much of his Mohammed born?
childhood among nomads,
accompanying the caravans of Arabia’s iii. In which river was Jesus
main trade route through mecca. A baptized?
widow Khadija, considerably older than
Muhammad, has sufficient faith in him iv. On which mountain did the
to entrust him with her business affairs. archangel appeared to Prophet
They later got married when he was 25 Mohammed?
years, etc.

Guide learners to discuss what they Ask learners to tell the class
have heard about Prophet what they have learnt.
Mohammed.
Call learners in turns
In groups, ask learners to dramatize summarize the lesson
or role-play the call of Prophet
Mohammed.

Assessment: Let learners write on the

call of Prophet Mohammed and
present their works to class for
discussion
Week Ending: DAY: Subject: History
Duration: 60mins per lesson Strand: My Country Ghana
Class: B4 Class Size: Sub Strand: Some Selected Individuals
Content Standard:
Indicator: Lesson:
B4.2.5.1. Demonstrate understanding
B4.2.5.1.1 Identify the role played by some
of the role of significant traditional
traditional rulers in the national development 1 OF 1
rulers in Ghana‟s history
Performance Indicator:
Core Competencies:
Learners can Identify the role played by some traditional rulers in the
Critical thinkers and digital literates
national development
Teaching/ Learning Resources Pictures of some outstanding entrepreneurs in Ghana
References: History Curriculum Pg. 24

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Use questions and answers Engage learners to name some Learners in groups chat and
to review previous lesson traditional chiefs and queen-mothers share their opinions on the
with learners from the major ethnic groups and character of Nana Kobina
state the reasons why they are Nketsia I of Esikado and
Example: name some queen considered significant in Ghana‟s Torbgui Sri 1
mothers from the major history.
ethnic groups. Learners to search the
Learners to talk about roles of Nana internet for more
Which ethnic group is Sir Kobina Nketsia I of Esikado and information about Nana
Ofori Atta related to? Torbgui Sri 1 during their era. Kobina Nketsia I of Esikado
and Torbgui Sri 1
Engage learners to play Let learners discuss some of his Ask learners to talk about
games and sing songs to get contributions what they enjoyed most
them ready for the lesson during the lesson
Assessment: learners to role play
parts of the history of Nana Kobina Let learners tell how they
Nketsia I of Esikado and Torbgui Sri are going to apply what
1 they have learnt in real life
Week Ending: DAY: Subject: Creative Arts
Duration: 60mins per lesson Strand: Performing Arts
Class: B4 Class Size: Sub Strand: Displaying and Sharing
Content Standard: Indicator:
Lesson:
Demonstrate understanding of how to B4 2.3.4.2 /B4 2.3.5.2 plan a performance of
generate own ideas for artistic expressions compositions to share creative experiences 1 OF 1
on the people. based on own ideas
Performance Indicator: Core Competencies:
Learners can plan a performance of compositions to share creative Decision Making Creativity, Innovation
experiences based on own ideas Communication
Teaching/ Learning Resources Photos, videos, art paper, colors and traditional art tools
References: Creative Arts Curriculum Pg. 30

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Show pictures and videos Select and rehearse some previous Use questions to review
of the artwork to exhibit. songs, drama or dance learnt. their understanding of the
lesson
Select a suitable date for the
Engage learners to sing performance Ask learners to summarize
songs about work. what they have learnt
Decide and choose a suitable venue.
Learners to read and spell
Draw the audience from the school the key words on the board
Show pictures and videos Organize the place for the Use questions to review
of the artwork to exhibit. exhibition. their understanding of the
lesson
Invite other teachers to witness the
Engage learners to sing artwork. Set the stage for learners Ask learners to summarize
songs about work. to perform their artwork. what they have learnt

Evaluate individual roles played in Learners to read and spell

the dance and allow pupils to talk the key words on the board
about them in the form of appraisal.
Discuss the moral lessons in the
song.
Week Ending: DAY: Subject: Ghanaian Language
Duration: 60mins per lesson Strand: Composition Writing
Class: B4 Class Size: Sub Strand: Descriptive Writing
Content Standard: Indicator: Lesson:
B4.4.3.1: Exhibit the knowledge in writing of B4.4.3.1.1-3 give a description of a building
descriptive essays using controlled composition or a structure using controlled composition 1 OF 1
Performance Indicator: Core Competencies:
Learners can give a description of a building or a structure Creativity and innovation, Communication and
using controlled composition collaboration
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a manila card
References: Ghanaian Language Curriculum Pg. 20

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Write down a couple of Let learners mention some Use questions to review their
words on cards. Make landmarks in the locality. understanding of the lesson
sure learners are familiar
with the words. Show learners a number of pictures. Ask learners to summarize
Divide the class in to what they have learnt
groups. One person from Let learners pick any of the displayed
each group comes up in pictures and describe it. Learners to read and spell the
front to pick and act the key words on the board
word. Using the controlled composition
The group to get the approach, let learners describe a
highest score wins! picture.

Engage learners to play Let learners mention some Use questions to review their
the “What letter am I traditional occupations they know. understanding of the lesson
writing” game.
Put learners into groups Write the points you will use to Ask learners to summarize
of two. describe a building or structure on what they have learnt
The teacher writes a the board and lead learners to read
letter in the air. them. Learners to read and spell the
Learners makes the letter key words on the board
sound and tell the teacher Describe the building you live in to
the sound that has been learners using the points you have
written written on the board.
Ask learners questions to Let learners also give a description of Use questions to review their
review their buildings or a structure using the understanding of the lesson
understanding in the points on the board.
previous lesson. Ask learners to summarize
Let learners mention some things in what they have learnt
the environment.
Engage learners to play Learners to read and spell the
games and sing familiar Show a couple of objects to learners. key words on the board
rhymes to begin the
lesson. Use some words to describe the
objects.

Encourage learners to describe

objects within the environment on
their own.
Week Ending: DAY: Subject: PHYSICAL EDUCATION
Duration: 60mins Strand: Movement Concepts
Class: B4 Class Size: Sub Strand: Dynamics
Content Standard: Indicator:
Lesson:
Demonstrate competence in the motor B4.2.2.2.2 explain the difference between
skills and movement patterns needed to throwing to a stationary partner and throwing 1 OF 1
perform a variety of physical activities to a moving partner
Performance Indicator:
Core Competencies:
Learners can explain the difference between throwing to a stationary partner
Develop personal skills
and throwing to a moving partner
Teaching/ Learning Resources Pictures and Videos
References: PE Curriculum Pg. 48

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Let learners jog within a Hold ball in the left hand. Place the End the lesson with cool
demarcated area to warm up left foot slightly forward in front of down.
their bodies the body.

Show learners pictures or Bend body slightly over the ball,

videos depicting the skill to pick a target, and swing the free
be learnt. right hand backward to contact the
lower middle part of the ball (for
right handed learners).

When the partner is moving, the

thrower would have to intensify
the throw.
Week Ending: DAY: Subject: Computing
Duration: 60mins Strand: Word Processing
Class: B4 Class Size: Sub Strand: Data Sources And Usage
Content Standard: Indicator: Lesson:
B4.1.3.2. Demonstrate data collection using B4.1.3.2.1. Identify the steps and issues
Data collection tools involved in data collection 1 OF 1
Performance Indicator:
Learners can identify the steps and issues involved in data Core Competencies:
Creativity and innovation. 2. Communication and collaboration.
collection
Teaching/ Learning Resources Photographs, audio recordings, videos, published books, newspapers
References: Computing Curriculum Pg. 5

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Get a viral picture, a trending Guide learners to perform basic Ask learners to talk about
news on twitter, Facebook, calculations on sample data they what they have learnt.
YouTube and other social have been made to collect using
media handles. sum, average, percentages etc. Through questions and
Discuss what is trending and answers review learners
invite learners to share their Guide learners to explore understanding of the lesson
opinions on them. I. the steps and issues involved in
collection of data:
a) identify the reason(s) for
collecting data.
b) select from the list of reasons
for collecting the data and set
goals.
c) plan an approach and methods
to collecting data and d. collect
the data and interpret the data

II. the issues involved in collection

of data:
a) Unavailability of data
b) Intentional manipulation of data
c) Random errors etc.
 WEEKLY SCHEME OF LEARNING – BASIC FOUR
WEEK 7
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………

Week Ending: DAY: MONDAY Subject: English Language

Duration: 60mins Strand: Oral Language
Class: B4 Class Size: Sub Strand: Listening Comprehension
Content Standard:
Lesson:
B4.7.1.1: Use appropriate skills and Indicator:
strategies to process meaning from B4.1.7.1.5 Identify the main idea/gist and details of texts
1 of 1
texts
Performance Indicator: Core Competencies:
Learners can Identify the main idea/gist and details of texts Communication and Collaboration, Personal
Key words Visual, resources, convey
References: English Language Curriculum For Primary Schools Pg. 13

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Put learners into two groups. Call out some vocabulary and let
them search the dictionary for their meanings.
The group to read first wins.
 Did you enjoy the game?
 What new words have you learn?
 Form two sentences with your new words.

Share performance indicators and introduce the lesson

PHASE 2: MAIN Have learners read short stories, newspaper cuttings. Word cards, sentence
cards, letter cards,
Guide them with examples to give the gist and details of the handwriting on a
texts. manila card

Guide learners to identify the various text contents as they

retell and discuss texts read.

Assist learners to identify themes from the various texts read

or discussed. e. g. love, greed, honesty, hard work, etc.

Have them share facts from the story with their peers their
readers and/or online resources
PHASE 3: Summarize the important points in the lesson with learners.
REFLECTION
Next lesson
Make and respond to polite requests for help from peers
Week Ending: DAY: Tuesday Subject: English Language
Duration: 60mins Strand: Reading
Class: B4 Class Size: Sub Strand: Vocabulary
Content Standard: Indicator: Lesson:
B4.2.6.4: Use words appropriately for B4.2.6.4.3 Use words suitable for purpose, audience,
purpose, audience, context and culture context and culture in relation to type of texts 1 of 1
Performance Indicator: Core Competencies:
 Learners can use words suitable for purpose, audience, context and Communication and Collaboration,
culture in relation to type of texts. Personal
References: English Language Curriculum For Primary Schools Pg. 26

Phase/Duration Learners Activities Resources

PHASE 1: Put learners into two groups. Call out some vocabulary and let
STARTER them search the dictionary for their meanings.
The group to read first wins.
 Did you enjoy the game?
 What new words have you learn?
 Form two sentences with your new words.

Share performance indicators and introduce the lesson

PHASE 2: MAIN Guide learners use words suitable for purpose, audience, Word cards, sentence
context and culture in relation to type of texts cards, letter cards,
(exposition/explanation) handwriting on a
manila card
Explain to children the key elements in all writing e.g.
purpose, audience etc. These help to make the understanding
of the text easy. That is, they play an integral part in the
process.

Guide learners to understand each key element.

Introduce learners to a variety of texts and registers which

may be used in given situations.

Have learners work in groups to write short texts on familiar

topics
PHASE 3: Summarize the important points in the lesson with learners.
REFLECTION
Next lesson: . respond to a text with reasons.
Week Ending: DAY: WEDNESDAY Subject: English Language
Duration: 60mins Strand: Grammar
Class: B4 Class Size: Sub Strand: Verbs
Content Standard: Indicator: Lesson:
B4.3.5.1: Apply the knowledge of verbs in B4.3.5.1.2.Use appropriate subject-verb
communication agreement − Singular/plural 1 of 2
Performance Indicator: Core Competencies:
Learners can use the simple past form of verbs Communication and Collaboration, Personal
New words Main verb, Helping verb, Primary auxiliary, Modal auxiliary, Action
References: English Language Curriculum Pg. 40

Phase/Duration Learners Activities Resources

PHASE 1: Write two simple sentences on the board:
STARTER  She is running fast.
 They can play football.

Ask learners to identify the action in each sentence.

Briefly explain that action words are called verbs.

Ask: What other actions can we describe? List learner responses

on the board.

Introduce the idea of helping verbs: These are words that help
the main action make sense.
PHASE 2: MAIN Revise nouns and verbs with simple examples. Word cards,
paper, letter cards,
Through discussion and examples help learners to realize rules
that govern sentence formation: - A Singular subject goes with
singular verb.
e. g. The boy is in the room. - A Plural subject goes with a plural
verb.
e. g. The girls are happy. - Collective nouns take singular verb.
e. g. The team is playing tomorrow.

Provide sentences for groups to identify the subjects and verbs.

Have learners write their own sentences to be presented to the

class.
PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION 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?
Week Ending: DAY: THURSDAY Subject: English Language
Duration: 60mins Strand: Composition Writing
Class: B4 Class Size: Sub Strand: Creative Writing
Indicator: Lesson:
Content Standard:
B4.4.11.1.2 write poems and imaginative,
B4.4.11.1: Create texts
narrative stories and illustrate them 1 of 2
Performance Indicator:
Core Competencies:
Learners can write poems and imaginative, narrative
Communication and Collaboration, Personal
stories and illustrate them
References: English Language Curriculum Pg. 54

Phase/Duration Learners Activities Resources

PHASE 1: Have learners recite familiar rhymes.
STARTER  Would you love to sing more songs?
 What words did you hear in the song?
 Write some of the words you heard.

Share the performance indicators and introduce the lesson.

PHASE 2: MAIN Guide learners to read a poem and let them write a Word cards, sentence
parallel one to start as group presentations. cards, letter cards,
handwriting on a
Learners then choose topics and write a four- or five-line manila card
poem and illustrate it.

Guide them to edit each other‟s work by exchanging with

other groups.

Have groups present their work to the class.

Encourage reactions from the class

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?
Week Ending: DAY: FRIDAY Subject: English Language
Duration: 60mins Strand: Writing Conventions/ Extensive Reading
Class: B4 Class Size: Sub Strand: Using Qualifying Words
Content Standard: Lesson:
Indicator:
B4.5.5.1: Demonstrate understanding of
B4.5.5.1.1 use adjectives to make comparisons
adjectives in speech and in writing 1 of 2
Performance Indicator: Core Competencies:
 Learners can use adjectives to make comparisons Communication and
 Learners can read a variety of age- and level appropriate books. Collaboration, Personal
References: English Language Curriculum Pg. 62

Phase/Duration Learners Activities Resources

PHASE 1: Engage learners to play the “Tapping Out” Game. e.g. Kofi, can you
STARTER help me?
Spread your fingers apart as learners do same.
Each finger represents a letter sound of single-syllable words.
Turn your back to the class and raise your right hand.
Raise the index finger straight as learners watch.
Bring the index finger down to meet the thumb as you make the
sound.

Use fingers to demonstrate blending.

PHASE 2: MAIN Have learners identify adjectives in a given passage. Word cards,
sentence cards,
Let learners write sentences using comparative and superlative letter cards,
forms of adjectives handwriting on a
manila card
Engage learners in the “popcorn reading” game

The rules are simple: One student starts reading aloud and then calls
out "popcorn" when they finish. This prompts the next student to
pick up where the previous one left off.

Guide learners to choose and read independently books of their

choice during the library period.

Learners think-pair-share their stories with peers.

Assessment
Learners write a-two-paragraph summary of the book read.
PHASE 3: Ask learners to do the following by ways of reflecting on the lesson:
REFLECTION
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.
Week Ending: DAY: Subject: Mathematics
Duration: 50mins Strand: Algebra
Class: B4 Class Size: Sub Strand: Patterns and Relationships
Content Standard:
Indicator: Lesson:
B4.2.1.1 Demonstrate an understanding of how to
B4.2.1.1.2-3 identify the error(s) in a given table
identify and describe patterns found in tables and
or chart 1 OF 1
charts, including a multiplication chart
Performance Indicator: Core Competencies:
Problem Solving skills; Critical Thinking;
Learners can describe the pattern found in a given table or chart Justification of Ideas
Teaching/ Learning Resources Patterns made from Manila cards
New words Roman Numeral
References: Mathematics Curriculum Pg. 30

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Monday Review learners Provide a mapping table containing Ask learners to tell you what
understanding in the previous errors. they have learnt
lesson using questions and Ask students to identify and explain
answers where the pattern has errors. Give learners individual or
home task
No. of No. of
Engage learners to play games chairs tables
and sing songs to begin the 1 4
lesson. 2 8
3 12
4 18
5 20
6 24
Tuesday Review learners Provide a mapping table containing Ask learners to tell you what
understanding in the previous errors. they have learnt
lesson using questions and Ask students to identify and explain
answers where the pattern has errors. Give learners individual or
home task
No. of No. of
Engage learners to play games chairs tables
and sing songs to begin the 1 4
lesson. 2 8
3 12
4 18
5 20
6 24
Wednesday Review learners Provide a mapping table containing Ask learners to tell you what
understanding in the previous errors. they have learnt
lesson using questions and Ask students to identify and explain
answers where the pattern has errors. Give learners individual or
Days Names home task

Engage learners to play games

Monday Adwoa
and sing songs to begin the Tuesday Kwesi
lesson. Friday Efua
Sunday Abena
Thursday Review learners Provide a mapping table containing Ask learners to tell you what
understanding in the previous errors. they have learnt
lesson using questions and Ask students to identify and explain
answers where the pattern has errors. Give learners individual or
home task
Country Capitals
Engage learners to play games
and sing songs to begin the
Ghana Lagos
lesson. Accra
Nigeria
Togo Monrovia
Liberia Lome

Friday Review learners Provide a mapping table containing Ask learners to tell you what
understanding in the previous errors. they have learnt
lesson using questions and Ask students to identify and explain
answers where the pattern has errors. Give learners individual or
home task
Country Capitals
Engage learners to play games
and sing songs to begin the
Ghana Lagos
lesson. Accra
Nigeria
Togo Monrovia
Liberia Lome
Week Ending: DAY: Subject: Science
Duration: 60mins per lesson Strand: Forces And Energy
Class: B4 Class Size: Sub Strand: Sources And Forms Of Energy
Content Standard:
Indicator: Lesson:
B4.4.1.1 Demonstrate understanding of the
B4.4.1.1.1 Identify the effect of heat on
concept of energy, its various forms, sources
the change of state of substances 1 OF 1
and how to transform and conserve it
Performance Indicator:
Core Competencies:
Learners can identify the effect of heat on the change
Problem Solving skills; Critical Thinking; Justification of Ideas;
of state of substances
Teaching/ Learning Resources Candle, torch, hot tea, ice cream, ice block

References: Science Curriculum Pg. 10

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Engage learners to play Guide learners through simple Use series of questions and
games and sing familiar activities to identify effects of heat on answers to review learners
rhymes to begin the substances (use liquids and solids, e.g. understanding of the lesson
lesson. water, shea butter, candles, etc.).

When heat is added to a substance, Ask learners to tell the class

the molecules and atoms vibrate what they have learnt.
faster, the spaces between atoms
increases. Call learners in turns
summarize the lesson

Engage learners to play Learners demonstrate evaporation by Use series of questions and
games and sing familiar boiling water and discuss their answers to review learners
rhymes to begin the experiences. understanding of the lesson
lesson.
Ask learners to tell the class
what they have learnt.

Call learners in turns

summarize the lesson
Week Ending: DAY: Subject: OWOP
Duration: 60mins per lesson Strand: Our Beliefs And Values
Class: B4 Class Size: Sub Strand: Festivals
Indicator:
Content Standard: Lesson:
B4.3.2.1.1. identify celebrations, positive
B4.3.2.1. Explore the Significance of cultural
practices, traditions and celebrations in Ghana cultural practices and traditions of different 1 OF 1
cultures in Ghana
Performance Indicator: Core Competencies:
Learners can identify celebrations, positive cultural practices and traditions Communication and Collaboration
of different cultures in Ghana Critical Thinking
Teaching/ Learning Resources Pictures, Charts, Video Clips
New words
References: OWOP Curriculum Pg. 12

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Engage learners to play Learners talk about celebrations Use series of questions and
games and sing familiar and traditions of different cultures answers to review learners
rhymes to begin the lesson. in the community: understanding of the lesson
-Christmas, Easter,
-Eid-Ul-Fitr, Eid-Ul-Adha, Ask learners to tell the class
-Odwira, Aboakyir, etc. what they have learnt.

Learners to narrate their Call learners in turns

experience in past Christmas summarize the lesson
festival
Engage learners to play Learners use pictures, charts or Ask learners to tell the class
games and sing familiar video clips to demonstrate what they have learnt.
rhymes to begin the lesson. activities of celebrations and
traditions of different cultures. Call learners in turns
summarize the lesson
Week Ending: DAY: Subject: REL & MORAL EDUCATION
Duration: 60mins Strand: Religious Leaders
Sub Strand: Leaders Of The Three Major
Class: B4 Class Size:
Religions
Content Standard: Indicator: Lesson:
B4.3.3.1. Explain the significance of the call B4.3.3.1.1: describe the call of the religious
of the main religious leaders leaders 1 OF 1
Performance Indicator: Core Competencies:
Learners can describe the call of the religious leaders. Cultural Identity, Sharing Reconciliation, Togetherness
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
References: RME Curriculum Pg. 28

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Let learners sing songs to Have learners discuss the leaders of Use series of questions and
stimulate their interest the three major religions in Ghana. answers to review learners
understanding of the lesson
Use questions and answers OKOMFO ANOKYE
to review what they learnt in Okomfo Anokye was not the founder
the previous lessons of an African traditional religion. He Ask learners to tell the class
was the greatest traditional fetish what they have learnt.
priest in the history of traditional
religion in Ghana. His real name was Call learners in turns
Kwame Agyei Frimpong. He was born summarize the lesson
around the year 1640 at Awukugua in
Akuapem in the Eastern Region of
Ghana. His father‟s name was Agya
Annor and mother‟s name was
Maame Nkobea. Okomfo Anokye
stayed with a king called Nana Ansah
Sasraku where he learnt a lot of
things.

Guide learners to discuss what they

have heard about Okomfo Anokye

In groups, ask learners to dramatize

or role-play the call of Okomfo
Anokye.

Assessment: Let learners write on the

call of Okomfo Anokye and present
their works to class for discussion.
Week Ending: DAY: Subject: History
Duration: 60mins per lesson Strand: Europeans In Ghana
Class: B4 Class Size: Sub Strand: Missionary Activities
Content Standard:
Indicator: Lesson:
B4.3.3.1. Demonstrate knowledge of
B4.3.3.1.1 describe European missionary
Europeans‟ engagement in other
activities in Ghana 1 OF 1
activities other than trade in Ghana
Performance Indicator: Core Competencies:
Learners can describe European missionary activities in Ghana Critical thinkers and digital literates
Teaching/ Learning Resources Pictures of some outstanding entrepreneurs in Ghana
References: History Curriculum Pg. 24

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Show pictures and videos Identify the missionary societies that Ask learners to talk about
of some activities of came to Ghana. what they enjoyed most
missionary societies in during the lesson
Ghana. BASEL MISSION IN GHANA
The Basel mission was a Christian Use series of questions to
Play games and sing songs missionary society based in review the understanding of
to begin the lesson. Switzerland. It was active from 1815 learners
to 2001. The Presbyterian church of
Ghana is a mainline protestant church
in Ghana. The church was started by
the Basel missionaries on 18th
December 1828. The missionaries
had been trained in Germany and
Switzerland and arrived on the gold
coast to spread Christianity.

The Basel mission operated largely in

Akuapem.
Show pictures and videos Identify the missionary societies that Ask learners to talk about
of some activities of came to Ghana. what they enjoyed most
missionary societies in during the lesson
Ghana. BREMEN MISSION IN GHANA
The arrival of the North German Use series of questions to
Play games and sing songs missionary society, also known as the review the understanding of
to begin the lesson. Bremen mission, in the Volta region learners
of Ghana was of great significance.
Their contact with the people of the
Volta Region marked the birth of the
evangelical Presbyterian church,
Ghana, and also other development
activities in Eweland. The evangelical
Presbyterian church Ghana was
founded by the German missionaries
on November 14,1847 in Peki.

The Bremen mission operated largely

in Peki.
Week Ending: DAY: Subject: Creative Arts
Duration: 60mins per lesson Strand: Visual Arts
Class: B4 Class Size: Sub Strand: Appreciating and Appraising
Content Standard: Indicator:
Lesson:
Demonstrate understanding of how B4 1.4.6.2 /B4 1.4.7.2 analyze and appreciate own or others’
to generate own ideas for artistic visual artworks based on the developed guidelines and 1 OF 1
expressions on the people. present own reports as feedback
Performance Indicator: Core Competencies:
Learners can analyze and appreciate own or others‟ visual artworks based on the Decision Making Creativity,
developed guidelines and present own reports as feedback Innovation Communication
Teaching/ Learning Resources Photos, videos, art paper, colors and traditional art tools
References: Creative Arts Curriculum Pg. 30

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

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

Explain to learners the guidelines and Ask learners to summarize

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

 Description of the work: the artwork

is a painting made with different color
combination.
 The subject matter: the painting focus
on women in rural communities and
their daily hustles.
 Appraisal: it can be used as posters for
decoration.
 Experience to share: talk about how
the painting is done
Week Ending: DAY: Subject: Ghanaian Language
Duration: 60mins per lesson Strand: Composition Writing
Class: B4 Class Size: Sub Strand: Persuasive Writing
Content Standard:
Indicator: Lesson:
B4.4.4.1: Exhibit knowledge and
B4.4.4.1.1-3 compose a persuasive essay
understanding of writing persuasive essays
based on a picture description 1 OF 1
using controlled composition
Performance Indicator: Core Competencies:
Learners can compose a persuasive essay based on a Creativity and innovation, Communication and
picture description collaboration
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a manila card
References: Ghanaian Language Curriculum Pg. 21

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Ask learners questions to Let learners mention some actions Ask learners to tell you
review their understanding that destroy the environment. what they have learnt and
in the previous lesson. what they will like to learn
Discuss cleanliness with learners. in the next lesson.

Engage learners to play Allow the learners to talk with each Have learners to read and
games and sing familiar other about cleanliness. spell the key words on the
rhymes to begin the lesson. board
Let learners write a persuasive essay
on cleanliness using controlled
composition.
Engage learners to play the Let learners mention some actions Ask learners to tell you
“Lie to me” game. that destroy the environment. what they have learnt and
what they will like to learn
Put learners into pairs. Show learners some pictures. in the next lesson.
Learners must tell 3 facts
about themselves to their Let learners describe the picture. Have learners to read and
partner. spell the key words on the
Two of them should be true, Lead learners to compose a board
and one should be a lie. persuasive essay based on a picture
description
The other partner have to
find out which one is the lie.

Ask everyone to imagine Let learners mention the names of Ask learners to tell you
two birds. One named “prr” their parents and friends. what they have learnt and
and the other named what they will like to learn
“Pukutu”. Let learners tell you what they think in the next lesson.
are the responsibilities of their
If you call out „prr‟, the parents (you can touch on the Have learners to read and
students need to stand on responsibilities of other people as spell the key words on the
their toes and move their well). board
elbows out sideways.
Write a model persuasive essay with
When you call out „pukutu‟ learners on the board.
the students have to stay still
and may not move. Let learners write a persuasive essay
If a student moves, he is on responsibility.
disqualified.
Week Ending: DAY: Subject: PHYSICAL EDUCATION
Duration: 60mins Strand: Movement Concepts
Class: B4 Class Size: Sub Strand: Relationship
Content Standard: Indicator:
Lesson:
Demonstrate competence in the motor B4. 2.2.2.3: explain the key differences and
skills and movement patterns needed to similarities in jog and a run, a hop and a jump, 1 OF 1
perform a variety of physical activities and a gallop and a slide
Performance Indicator:
Core Competencies:
Learners can explain the difference between throwing to a stationary
Develop personal skills
partner and throwing to a moving partner
Teaching/ Learning Resources Pictures and Videos
References: PE Curriculum Pg. 48

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Show learners pictures or Demonstrate the movements (e.g. End the lesson with a cool
videos depicting the skill to be hop and jump) and guide learners down.
learnt. identify their similarities during
practical lesson as both involve
take-off, landing, gaining height
and distance.

Organize activities that involves

hopping and jumping for learners
to practically see the differences
and similarities
Week Ending: DAY: Subject: Computing
Duration: 60mins Strand: Word Processing
Class: B4 Class Size: Sub Strand: Data Sources And Usage
Content Standard: Indicator: Lesson:
B4.1.3.2. Demonstrate data collection using B4.1.3.2.2 describe various tools or
Data collection tools techniques of data collection 1 OF 1
Performance Indicator:
Learners can describe various tools or techniques of data Core Competencies:
Creativity and innovation. 2. Communication and collaboration.
collection
Teaching/ Learning Resources Photographs, audio recordings, videos, published books, newspapers
References: Computing Curriculum Pg. 6

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Get a viral picture, a trending Guide learners to explore the Ask learners to talk about
news on twitter, Facebook, tools for collecting data and aid what they enjoyed most
YouTube and other social them to make practical examples during the lesson
media handles. Discuss what is of the various tools.
trending and invite learners to Let learners tell how they
share their opinions on them. Bring diagrams or pictures of are going to apply what
area(s) surveyed. Guide learners they have learnt in real life
to sketch maps of an area to be
surveyed by them.
 WEEKLY SCHEME OF LEARNING – BASIC FOUR
WEEK 8
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………

Week Ending: DAY: MONDAY Subject: English Language

Duration: 60mins Strand: Oral Language
Class: B4 Class Size: Sub Strand: Presentation
Content Standard: Indicator: Lesson:
B4.7.1.1: Use appropriate skills and strategies to B4.1.7.1.7 compare and contrast information
process meaning from texts from texts 1 of 1
Core Competencies:
Performance Indicator:
Communication and Collaboration,
Learners can compare and contrast information from texts
Personal
References: English Language Curriculum For Primary Schools Pg. 10

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Put learners into two groups. Call out some vocabulary and let
them search the dictionary for their meanings.
The group to read first wins.
 Did you enjoy the game?
 What new words have you learn?
 Form two sentences with your new words.

Share performance indicators and introduce the lesson

PHASE 2: MAIN Explain the meaning of the terms compare and contrast to Word cards, sentence
learners. cards, letter cards,
handwriting on a
Read aloud 2 stories to learners. At the end of each book, have manila card
students turn and tell a seat partner the character, then the
problem, and so on.

Guide learners to compare and contrast the content of

different texts read or discussed.
PHASE 3: Summarize the important points in the lesson with learners.
REFLECTION
Next lesson
Elaborate on ideas using explanations and speak with confidence
Week Ending: DAY: Tuesday Subject: English Language
Duration: 60mins Strand: Reading
Class: B4 Class Size: Sub Strand: Comprehension
Content Standard: Lesson:
Indicator:
B4.2.7.1: Process and comprehend
B4.2.7.1.1. Construct meaning from texts read
level appropriate texts 1 of 1
Performance Indicator: Core Competencies:
 Learners can use words suitable for purpose, audience, context and Communication and Collaboration,
culture in relation to type of texts. Personal
References: English Language Curriculum For Primary Schools Pg. 26

Phase/Duration Learners Activities Resources

PHASE 1: Put learners into two groups. Call out some vocabulary and let
STARTER them search the dictionary for their meanings.
The group to read first wins.
 Did you enjoy the game?
 What new words have you learn?
 Form two sentences with your new words.

Share performance indicators and introduce the lesson

PHASE 2: MAIN Select level-appropriate texts for learners. Word cards, sentence
cards, letter cards,
Take learners through Before Reading activities such as handwriting on a
picture walk, prediction and Before Reading questions etc. to manila card
elicit their prior knowledge.

Have learners use their previous knowledge/experience,

contextual clues and While Reading questions to make
meaning from the text as they read.

Provide After Reading questions to help learners make

meaning from the text read.
PHASE 3: Summarize the important points in the lesson with learners.
REFLECTION
Next lesson: . respond to a text with reasons.
Week Ending: DAY: WEDNESDAY Subject: English Language
Duration: 60mins Strand: Grammar
Class: B4 Class Size: Sub Strand: Verbs
Content Standard: Indicator: Lesson:
B4.3.5.1: Apply the knowledge of verbs in B4.3.5.1.3. Use the simple present form of
communication verbs in sentences 1 of 2
Performance Indicator: Core Competencies:
Learners can identify the simple present tense in sentences and use the Communication and Collaboration,
simple present tense to describe habitual actions. Personal
New words Habitual, Timeless, Universal, Fact, Action
References: English Language Curriculum Pg. 40

Phase/Duration Learners Activities Resources

PHASE 1: Write three sentences on the board:
STARTER  The sun rises in the east.
 I brush my teeth every morning.
 Water boils at 100 degrees Celsius.

Ask learners what these sentences have in common. (Guide them

to recognize that they describe habits, universal truths, and facts.)

Explain that the simple present tense is used for:

 Things we do regularly (I read every night.).
 Statements that are always true (The earth revolves around
the sun.).
 Facts that may or may not change (Ghana is in West Africa.).
PHASE 2: MAIN Write: I walk to school every day. Word cards,
Explain that this describes something done regularly. paper, letter cards,

Write: The moon shines at night.

Explain that this is always true.

Write: A leopard has spots.

Explain that this is a fact that holds true indefinitely.

Provide learners with other examples and have them categorize

them as habit, universal truth, or fact.

Explain to learners how sentences are formed.

Subject + Base Form of Verb (add „s‟ or „es‟ for third-person
singular).

Example:
 I play soccer. (habit)
 He studies daily. (habit)
 Ice melts in heat. (universal truth)

Write sentences on the board and have learners underline the

verbs.
 Birds fly in the sky.
  She teaches mathematics.
 They eat lunch at noon.

Provide learners with a verb bank: run, swim, shine, cook, rise.

In pairs, learners write sentences for each verb in all three

categories (habit, truth, fact).

Provide pre-written sentences.

Learners work in groups to sort them into categories (habit,

truth, fact).
PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION 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?
Week Ending: DAY: THURSDAY Subject: English Language
Duration: 60mins Strand: Composition Writing
Class: B4 Class Size: Sub Strand: Descriptive Writing
Content Standard: Indicator: Lesson:
B4.4.12.1: Demonstrate knowledge of B4.4.12.1.1 Use descriptive words to describe places and
descriptive words/expressions in writing personal experiences 1 of 2
Performance Indicator:
Core Competencies:
Learners can write descriptive sentences about places and
Communication and Collaboration, Personal
personal experiences
References: English Language Curriculum Pg. 55

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Display a picture of a park and ask learners: What do you
see? How would you describe this place to a friend?

Write their answers on the board (e.g., green trees, blue

sky, children playing, fresh air).

Explain that descriptive writing helps the reader imagine a

place or experience by using sensory details (sight, smell,
taste, touch, and sound).
PHASE 2: MAIN Write an example on the board: Word cards, sentence
The park was full of tall, green trees. Birds were chirping in the cards, letter cards,
fresh morning air. Children laughed as they played on the handwriting on a
swings. manila card

Highlight the descriptive words (tall, green, chirping,

fresh, laughed).

Discuss the five senses and how they can be used to

describe places and experiences.

Ask learners to brainstorm sensory words for a beach

(e.g., salty air, golden sand, crashing waves, warm sun).

Provide learners with a list of descriptive words and

phrases categorized by senses.

Show another image (e.g., a market) and ask learners to

create sentences using the words.

Introduce the structure of a descriptive essay:

 Introduction: Overview of the place or experience.
 Body: Use sensory details to describe.
 Conclusion: Summarize feelings or impressions.

In pairs, learners choose a place they know (e.g., their

school, a park, or a market) and brainstorm sensory
details.

Write 3-4 descriptive sentences together about the place.

 Assessment
Write a sentence using sensory details to describe a
market.
PHASE 3: Orally help learners to complete the writer‟s reflection
REFLECTION worksheet.
 My piece of writing is about?
 My favorite part of my writing is……
 Something I found difficult was…………

Summarize the important points in the lesson with learners.

Next lesson
Establish and maintain a formal style in writing
Week Ending: DAY: FRIDAY Subject: English Language
Duration: 60mins Strand: Writing Conventions/ Extensive Reading
Class: B4 Class Size: Sub Strand: Using Adjectives
Indicator:
Content Standard: Lesson:
B4.5.5.1.2 differentiate between how the
B4.5.5.1: Demonstrate understanding of
comparative and superlative adjective forms are
adjectives in speech and in writing 1 of 2
used in sentences
Performance Indicator: Core Competencies:
 Learners can use adjective forms in sentences. Communication and
 Learners can read a variety of age- and level appropriate books. Collaboration, Personal
References: English Language Curriculum Pg. 63

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Engage learners to play “Read- Cover- Write” game.

Put word cards on the table, floor or a bowl.

A pupil picks a word card, reads the word, covers it/

turns it over and writes the word on the board or book.
He then picks the card again and show it to the class.
The class checks to see if the word is correct.

The student with the correct number of words wins the

game

Share the performance indicators and introduce the

lesson.
PHASE 2: MAIN Guide learners with examples to talk about their siblings Word cards, sentence
using adjectives. cards, letter cards,
handwriting on a
In pairs, learners write two to three sentences to manila card
describe their classmates using the three forms of
adjectives.

Two pairs put their work together and do a comparison.

Let them share their work with other groups

Engage learners in the “popcorn reading” game

The rules are simple: One student starts reading aloud

and then calls out "popcorn" when they finish. This
prompts the next student to pick up where the previous
one left off.

Guide learners to choose and read independently books

of their choice during the library period.

Learners think-pair-share their stories with peers.

Assessment
Learners write a-two-paragraph summary of the book
 read.

PHASE 3: Summarize the important points in the lesson with learners.

REFLECTION
Next lesson: use adverbs to talk about when and where the
action of a verb took place

Week Ending: DAY: Subject: Mathematics

Duration: 50mins Strand: Algebra
Class: B4 Class Size: Sub Strand: Patterns and Relationships
Content Standard:
Indicator: Lesson:
B4.2.1.2. Translate among different representations
B4.2.1.2.1 create a concrete representation of a
of a pattern, such as a table, a chart or concrete
given pattern displayed in a table or chart 1 OF 1
material
Performance Indicator: Core Competencies:
Learners can create a concrete representation of a given pattern displayed in a table Problem Solving skills; Critical
or chart Thinking; Justification of Ideas
Teaching/ Learning Patterns made from Manila cards
Resources
New words
References: Mathematics Curriculum Pg. 30

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Monday Engage learners to sing Provide a table showing a pattern (involving Ask learners to tell you what
the song one operation) such as the one below. they have learnt

WE CAN COUNT Students to complete the table and create a Give learners individual or
We class four concrete representation using linking cubes or home task.
We can count other manipulative.
We count 1,2,3,4,5
We count 6,7,8,9,10
We class four can
count very well.

Tuesday Engage learners to sing Provide a table showing a pattern (involving Ask learners to tell you what
the song one operation) such as the one below. they have learnt

WE CAN COUNT Students to complete the table and create a Give learners individual or
We class four concrete representation using linking cubes or home task.
We can count other manipulative.
We count 1,2,3,4,5
We count 6,7,8,9,10
We class four can
count very well.

Wednesday Review learners Provide a table showing a pattern (involving Ask learners to tell you what
understanding in the one operation) such as the one below. they have learnt
previous lesson using
questions and answers Students to complete the table and create a Give learners individual or
concrete representation using linking cubes or home task.
 other manipulative.
Engage learners to play
games and sing songs to
begin the lesson.

Thursday Review learners Provide a table showing a pattern (involving Ask learners to tell you what
understanding in the one operation) such as the one below. they have learnt
previous lesson using
questions and answers Students to complete the table and create a Give learners individual or
concrete representation using linking cubes or home task.
other manipulative.
Engage learners to play
games and sing songs to
begin the lesson.

Friday Let learners solve this Provide a table showing a pattern (involving Ask learners to tell you what
one operation) such as the one below. they have learnt
Using only addition,
how can you use eight Students to complete the table and create a Give learners individual or
eights to get the concrete representation using linking cubes or home task.
number 1000? other manipulative.

Answer:
888+88+8+8+8
Week Ending: DAY: Subject: Science
Duration: 60mins per lesson Strand: Forces And Energy
Class: B4 Class Size: Sub Strand: Sources And Forms Of Energy
Content Standard:
Indicator: Lesson:
B4.4.1.1 Demonstrate understanding of the
B4.4.1.1.1 Identify the effect of heat on
concept of energy, its various forms, sources
the change of state of substances 1 OF 1
and how to transform and conserve it
Performance Indicator:
Core Competencies:
Learners can identify the effect of heat on the change
Problem Solving skills; Critical Thinking; Justification of Ideas;
of state of substances
Teaching/ Learning Resources Candle, torch, hot tea, ice cream, ice block

References: Science Curriculum Pg. 10

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Ask learners questions Revise with Learners to demonstrate Use series of questions
to review the previous evaporation by boiling water and discuss and answers to review
lesson. their experiences. learners understanding of
the lesson

Ask learners to tell the

class what they have
learnt.

Call learners in turns

Note: let learners measure the quantity
summarize the lesson
of the water before and after boiling to
show the effect of heat on water.
Tell learners a few jokes to Elaborate on learners‟ ideas to Ask learners to tell the
get their attention. explain how the escaping vapor can class what they have
be changed into water (through the learnt.
Call two learners to share loss of heat).
their jokes as well Call learners in turns
summarize the lesson
Week Ending: DAY: Subject: OWOP
Duration: 60mins per lesson Strand: Our Beliefs And Values
Class: B4 Class Size: Sub Strand: Festivals
Indicator:
Content Standard: Lesson:
B4.3.2.1.1. identify celebrations, positive
B4.3.2.1. Explore the Significance of cultural
practices, traditions and celebrations in Ghana cultural practices and traditions of different 1 OF 1
cultures in Ghana
Performance Indicator: Core Competencies:
Learners can identify celebrations, positive cultural practices and traditions Communication and Collaboration
of different cultures in Ghana Critical Thinking
Teaching/ Learning Resources Pictures, Charts, Video Clips
New words
References: OWOP Curriculum Pg. 12

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Engage learners to play Learners create stories, songs, poems, Use series of questions and
games and sing familiar that teach them about the importance answers to review learners
rhymes to begin the of celebrations and traditions different understanding of the lesson
lesson. cultures of where they come from.
e.g. Christmas teach us about the birth of Ask learners to tell the
Christ. class what they have learnt.
Ohum festival teach us about the time for
harvesting yam. Call learners in turns
summarize the lesson
Some celebrations remind us where
our ancestors came from:
Hogbetsotso.
Engage learners to play Put learners into groups. Use series of questions and
games and sing familiar answers to review learners
rhymes to begin the Let Learners prepare traditional foods understanding of the lesson
lesson. such as kenkey and fried fish, banku
and okro stew, fufu and palm soup, Ask learners to tell the
tuo-zafi. class what they have learnt.

Sew traditional clothing for celebration Call learners in turns

for display or reflect and write about summarize the lesson
traditions their parents have passed
down to them.
Week Ending: DAY: Subject: REL & MORAL EDUCATION
Duration: 60mins Strand: Religious Leaders
Sub Strand: Leaders Of The Three Major
Class: B4 Class Size:
Religions
Content Standard: Indicator: Lesson:
B4.3.3.1. Explain the significance of the call B4.3.3.1.1: describe the call of the religious
of the main religious leaders leaders 1 OF 1
Performance Indicator: Core Competencies:
Cultural Identity, Sharing
Learners can describe the call of the religious leaders. Reconciliation, Togetherness
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
References: RME Curriculum Pg. 28

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Let learners sing songs to Have learners discuss the leaders of Use series of questions and
stimulate their interest the three major religions in Ghana. answers to review learners
E.g. Yaa Asantewaa etc. understanding of the lesson
Use questions and answers
to review what they learnt YAA ASANTEWAA
in the previous lessons Yaa Asantewaa was born in 1840 in Ask learners to tell the
Besease by Kwaku Ampoma and Ata class what they have learnt.
Po in southern Ghana, Yaa
Asantewaa was the older of two Call learners in turns
children. Her brother, Afrane Panin, summarize the lesson
became the chief of Edweso. She
became the Queen mother of Ejisu
and led the Ashantis to war against
the British and defeated them in
march 1900. Yaa Asantewaa remains
a much loved figure in Asante history
and the history of Ghana as a whole
for her role in confronting the
colonialism of the British.

Guide learners to discuss what they

have heard about Yaa Asantewaa

In groups, ask learners to dramatize

or role-play the call of Yaa
Asantewaa.

Assessment: Let learners write on

the call of Yaa Asantewaa and
present their works to class for
discussion
Week Ending: DAY: Subject: History
Duration: 60mins per lesson Strand: Europeans In Ghana
Class: B4 Class Size: Sub Strand: Missionary Activities
Content Standard:
Indicator: Lesson:
B4.3.3.1. Demonstrate knowledge of
B4.3.3.1.1 describe European
Europeans‟ engagement in other activities other
missionary activities in Ghana 1 OF 1
than trade in Ghana
Performance Indicator: Core Competencies:
Learners can describe European missionary activities in Ghana Critical thinkers and digital literates
Teaching/ Learning Resources Pictures of some outstanding entrepreneurs in Ghana
References: History Curriculum Pg. 24

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Show pictures and videos Identify the missionary societies that Ask learners to talk about
of some activities of came to Ghana what they enjoyed most
missionary societies in during the lesson
Ghana. METHODIST MISSION IN GHANA
The Methodist missionaries were led Use series of questions to
Play games and sing songs by Rev. Joseph Dunwell. They arrived review the understanding of
to begin the lesson. at cape coast in 1835. He died in 1837 learners
and was replaced by Rev. Thomas
Birch Freeman in 1838. He died in
1890. Freeman established the church
among the fantes. It was later that he
established other branches in the
northern parts of country.

Learners talk about some

contributions to the development of
the country
Show pictures and videos Identify the missionary societies that Ask learners to talk about
of some activities of came to Ghana. what they enjoyed most
missionary societies in during the lesson
Ghana. CATHOLIC MISSION IN GHANA
The Roman Catholic church was the Use series of questions to
Play games and sing songs first Cristian church in Ghana. When review the understanding of
to begin the lesson. the Portuguese arrived in our country learners
they brought three Roman Catholic
priests in 1482 to change the Africans
to become Christians. These priests
went back in 1642 when the Dutch
drove them away so there was
nobody to continue with the church.

They operated mostly at the

Northern part of Ghana.

Learners talk about some

contributions to the development of
the country
Week Ending: DAY: Subject: Creative Arts
Duration: 60mins per lesson Strand: Performing Arts
Class: B4 Class Size: Sub Strand: Appreciating and Appraising
Indicator:
Content Standard: Lesson:
B4.2.4.6.2 /B4.2.4.7.2 develop guidelines for
Demonstrate understanding of how to generate
own ideas for artistic expressions on the people. appraising and appreciating own and others’ 1 OF 1
performing artworks
Performance Indicator: Core Competencies:
Learners can develop guidelines for appraising and appreciating own and others‟ Decision Making Creativity,
performing artworks Innovation Communication
Teaching/ Learning Resources Photos, videos, art paper, colors and traditional art tools
References: Creative Arts Curriculum Pg. 30

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Use questions and answers The easiest way to understand and Use questions to review
to review the previous appreciate a performance is to develop a learners understanding of
lesson with learners. relevance and appropriate criteria or the lesson.
checklist.
Engage learners to play Ask learners to tell the class
games and sing songs to Guide learners to create a checklist or what they have learnt.
begin the lesson 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
Have learners share Lead a discussion to explain the criteria Use questions to review
stories about kweku with learners. learners understanding of
Ananse the lesson.
Now let learners use the checklist to
appreciate and appraise a previous art Ask learners to tell the class
performed in class. e.g. Kweku Ananse what they have learnt.
and the Wisdom Pot.
Call learners to summarize
Put learners into groups and share roles the main points of the
or allow learners to pick up roles for lesson.
themselves.
Invite each group to perform the drama
as others observe.

Set up a three member judge to use the

checklist or criteria to appraise the
performance of each group.
Week Ending: DAY: Subject: Ghanaian Language
Duration: 60mins per lesson Strand: Composition Writing
Class: B4 Class Size: Sub Strand: Argumentative Writing
Content Standard: Indicator: Lesson:
B4.4.5.1: Show an understanding of recognising B4.4.5.1.1-3 understand the process in
and writing argumentative essays writing good argumentative essays 1 OF 1
Performance Indicator: Core Competencies:
Learners can understand the process in writing good argumentative Creativity and innovation, Communication
essays and collaboration
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a manila card
References: Ghanaian Language Curriculum Pg. 22

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Review learners Raise an issue and ask learners to Use questions to review their
understanding in the tell you what they think about it. understanding of the lesson
previous lesson using
questions and answers Discuss what an argumentative Ask learners to summarize
writing is with learners. what they have learnt

Engage learners to play Discuss the process of writing a

games and sing songs to good argumentative essay.
begin the lesson.
Group learners and let them write
an argumentative essay on a given
topic.

Let learners read their essays to the

class and discuss the essays with
learners.
Review learners Write a model argumentative essay Use questions to review their
understanding in the with learners on the board. understanding of the lesson
previous lesson using
questions and answers Help learners to write simple Ask learners to summarize
argumentative essays in groups. what they have learnt

Engage learners to play Let learners exchange their works.

games and sing songs to
begin the lesson. Let group leaders read the essay on
behalf of the group.

Discuss their essays with them.

Engage learners to sing the Write a model argumentative essay Use questions to review their
alphabets song with learners. understanding of the lesson

A B C SONG Help learners to write a simple Ask learners to summarize

A,B,C,D,E,F,G,H,I,J,K,L,M argumentative essay on a given what they have learnt
N,O,P,Q,R,S,T,U,V,W,X,Y,Z. topic.
Now I know my ABC‟s
Next time won‟t you sing Allow learners to write
with me argumentative essay on a given
topic in groups
Week Ending: DAY: Subject: Computing
Duration: 60mins Strand: Word Processing
Class: B4 Class Size: Sub Strand: Technology In The Community
Content Standard: Indicator: Lesson:
B4.1.4.1. Demonstrate the use of technology in B4.1.4.1.4 identify technological changes in
the community the community 1 OF 1
Performance Indicator: Core Competencies:
Creativity and innovation. 2. Communication and
Learners can identify technological changes in the community collaboration.
Pictures of automated irrigation for farming, ecofriendly pesticides and
Teaching/ Learning Resources
manure
References: Computing Curriculum Pg. 6

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Get a viral picture, a trending Guide learners to explore Ask learners to talk about
technology on twitter, technological changes in the what they have learnt.
Facebook, YouTube and other community or in the world.
social media handles. Pose questions to learners
Let learners find examples of to review their
Discuss what is trending and technological changes in the understanding of the lesson
invite learners to share their community or world around them.
opinions on them e.g. Using automated irrigation for
farming, eco-friendly pesticides
and manure, etc.

They should be encouraged to

present their findings to the class.
Week Ending: DAY: Subject: PHYSICAL EDUCATION
Duration: 60mins Strand: Physical Fitness
Class: B4 Class Size: Sub Strand: Endurance
Content Standard:
Lesson:
Demonstrate competence in the motor Indicator:
skills and movement patterns needed to B4.3.2.3.2 perform continuous ‘v’ push-up
1 OF 1
perform a variety of physical activities
Performance Indicator: Core Competencies:
Learners can perform continuous „v‟ push-up Develop personal skills
Teaching/ Learning Resources Pictures and Videos
References: PE Curriculum Pg. 48

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Engage learners in a general and Learners demonstrates the End the lesson with a cool
specific warm up correct position by sitting on down
the floor, straightening the legs
and open to „v‟ shape and keep
palms flat on the floor.

Learners lift the body up at their

own pace.

Supervise as learners practice

individually.
 WEEKLY SCHEME OF LEARNING – BASIC FOUR
WEEK 9
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………

Week Ending: DAY: MONDAY Subject: English Language

Duration: 60mins Strand: Oral Language
Class: B4 Class Size: Sub Strand: Asking and Answering Questions
Content Standard: Indicator: Lesson:
B4.1.8.1: Demonstrate understanding in B4.1.8.1.1 Use appropriate pronunciation and
asking and answering questions correctly intonation in asking and answering questions 1 of 1
Performance Indicator:
Core Competencies:
Learners can use appropriate pronunciation and
Communication and Collaboration, Personal
intonation in asking and answering questions
Key words Text, background, knowledge
References: English Language Curriculum For Primary Schools Pg. 11

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Teacher writes a word on the board. Learners are supposed to
replace the third letter in the word to form a new word
Example : M A K E = MARE, MALE, MATE

Learners do this in turns or in groups to create competition.

 Did you enjoy the game?
 How many words were you able to form from the
root word?
 Make 5 sentences with each word you made.

Share performance indicators and introduce the lesson

PHASE 2: MAIN Guide learners to use appropriate pronunciation and Word cards, sentence
intonation in asking and answering questions. cards, letter cards,
handwriting on a
Through role-play, learners ask questions such as: manila card
 What is your name?
 How are you?
 Where do you live?

Guide learners to use appropriate pronunciation and

intonation in asking and answering questions.
E.g. What do you want?
Where‟s your school?

Assessment
Learners prepare a simple questionnaire to collect
information from their friends.
PHASE 3: Summarize the important points in the lesson with learners.
REFLECTION
Home work
Learners prepare a simple questionnaire to collect
information from their parents at home.
 Next lesson
Support ideas and points with visual resources to convey
meaning appropriate to purpose and context.

Week Ending: DAY: Tuesday Subject: English Language

Duration: 60mins Strand: Reading
Class: B4 Class Size: Sub Strand: Comprehension
Content Standard: Indicator: Lesson:
B4.2.7.1: Process and comprehend level B4.2.7.1.2. Note and recall main ideas in
appropriate texts a sequence 1 of 1
Performance Indicator: Core Competencies:
 Learners can apply the SQ3R strategy (Survey, Question, Read, Communication and Collaboration,
Recite, Review) to recall main ideas from a text. Personal
References: English Language Curriculum For Primary Schools Pg. 28

Phase/Duration Learners Activities Resources

PHASE 1: Show a picture related to the theme of the text (e.g., "Our
STARTER Environment").

Ask learners what they think the text might discuss based on
the picture.

Explain the SQ3R strategy:

 Survey: Look at headings, subheadings, pictures, and
bold words.
 Question: Form questions based on the headings.
 Read: Read the text carefully to answer the
questions.
 Recite: Summarize or state the main ideas aloud or in
writing.
 Review: Go over the main points to ensure
understanding.

Write the steps on the board as a visual reference.

PHASE 2: MAIN Use a sample text (e.g., "How Plants Grow"). Word cards, sentence
cards, letter cards,
Demonstrate: handwriting on a
manila card
 Survey: Look at the title, headings, and bold words.
 Example: Plants need sunlight, water, and soil.
 Question: What do plants need to grow?
 Read: Read the passage aloud while highlighting important
details.
 Recite: Summarize: Plants need sunlight, water, soil, and
air.
 Review: Revisit the highlighted details to confirm
 accuracy.

Provide learners with a short text (e.g., "The Water Cycle").

Guide them through each SQ3R step.

Highlight key ideas and vocabulary while reading.

Ask questions to reinforce their understanding:

 What is the main idea?
 How does the text answer your question?

Distribute a new passage (e.g., "Healthy Eating Habits").

In pairs, learners apply the SQ3R strategy:

 Survey the text.
 Write two questions.
 Read the text and find answers.
 Recite the main ideas to each other.
 Review their answers and confirm accuracy.

Assessment
Summarize the main idea of this sentence: Rain helps plants
grow and provides water for animals.
PHASE 3: Summarize the important points in the lesson with learners.
REFLECTION
Next lesson: Use closing diphthongs to make meaningful sentences.
Week Ending: DAY: WEDNESDAY Subject: English Language
Duration: 60mins Strand: Grammar
Class: B4 Class Size: Sub Strand: Verbs
Content Standard: Indicator: Lesson:
B4.3.5.1: Apply the knowledge of verbs in B4.3.5.1.3. Use the simple present form of
communication verbs in sentences 1 of 2
Performance Indicator: Core Competencies:
Learners can identify the simple present form of verbs used for instantaneous Communication and Collaboration,
present and scheduled future actions. Personal
New words Instantaneous, Scheduled, Simple Present, Event, Time
References: English Language Curriculum Pg. 40

Phase/Duration Learners Activities Resources

PHASE 1: Show two flashcards:
STARTER  A person crossing a finish line: The runner crosses the finish
line. (Instantaneous present)
 A timetable showing a train departing: The train leaves at 10
a.m. (Scheduled future action)

Ask learners: What is happening in the first image? What is

planned in the second image?

Write the two sentences on the board and underline the verbs
(crosses and leaves).
PHASE 2: MAIN Write examples for each use: Word cards,
 The goalkeeper dives to save the ball. (Instantaneous paper, letter cards,
present)
 The plane departs at 8 p.m. (Scheduled future action)

Highlight how the simple present tense works in both contexts.

Ask learners for more examples:

 What happens during a soccer match?
 What time does school start?

Write a list of verbs on the board (e.g., runs, starts, finishes,

opens, leaves).

Create sentences together:

 For instantaneous present: The ball rolls into the goal.
 For scheduled future actions: The bus arrives at 5 p.m.

Provide learners with sentence strips containing examples of both

uses.

Learners sort them into two categories:

 Instantaneous Present
 Scheduled Future Actions

Provide pairs of learners with flashcards showing various events

 (e.g., a race, a clock showing a train schedule).

Learners create one sentence for each event, using the simple
present tense.

Groups share their sentences and explain why they chose

instantaneous present or scheduled future actions.

Assessment
1. Write a sentence using the simple present tense for an action
happening now.
2. Write a sentence for a scheduled future action.
3. Identify the verb in this sentence: The sun sets at 6 p.m.
4. Is this sentence instantaneous or scheduled: The referee
blows the whistle?
5. Create a sentence using the simple present tense for a fixed
event.
PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION 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?
Week Ending: DAY: THURSDAY Subject: English Language
Duration: 60mins Strand: Composition Writing
Class: B4 Class Size: Sub Strand: Descriptive Writing
Content Standard: Indicator: Lesson:
B4.4.12.1: Demonstrate knowledge of B4.4.12.1.1 Use descriptive words to describe places,
descriptive words/expressions in writing personal experiences and events environment 1 of 2
Performance Indicator:
Core Competencies:
Learners can write descriptive sentences to vividly describe a
Communication and Collaboration, Personal
given event or environment.
References: English Language Curriculum Pg. 55

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Show a short video clip or picture of a festival or a
natural environment (e.g., a busy market, a peaceful
beach, or a carnival).

Ask learners: What do you see, hear, or feel in this

place? Write their answers on the board.
PHASE 2: MAIN Write a short descriptive paragraph on the board: Word cards, sentence
The carnival was a burst of colors and sounds. Brightly dressed cards, letter cards,
dancers swayed to the rhythmic beat of drums. The sweet handwriting on a
aroma of roasted corn filled the air as children laughed and manila card
chased each other under the twinkling lights.

Highlight descriptive words (e.g., burst, rhythmic, sweet

aroma, twinkling).

Explain how sensory details (sight, sound, smell, taste,

touch) enhance descriptions.

Provide learners with a word bank of descriptive words

for events and environments (e.g., vivid, lively, serene,
chaotic, fragrant).

Show a new picture or give an example of an event (e.g.,

a football match) and guide learners in creating
descriptive sentences.

Quickly revise the Structure of a Descriptive Essay

 Introduction: Introduce the event or environment
briefly.
 Body: Describe the details using sensory words.
 Conclusion: Share feelings or reflections.

Write a sample introduction together about a school

sports day:
The sports field buzzed with excitement as students gathered
under the bright morning sun. Flags of all colors flapped in the
gentle breeze.

Divide learners into small groups. Assign each group an

 event (e.g., a birthday party, market day) or environment
(e.g., a park, forest).

Ask them to brainstorm sensory words and write 3-4

descriptive sentences.

Assessment
1. Write a sentence describing how a forest looks
and feels.
2. Describe the smell of food in a market in one
sentence.
PHASE 3: Orally help learners to complete the writer‟s reflection
REFLECTION worksheet.
 My piece of writing is about?
 My favorite part of my writing is……
 Something I found difficult was…………

Summarize the important points in the lesson with learners.

Next lesson
Establish and maintain a formal style in writing
Week Ending: DAY: FRIDAY Subject: English Language
Duration: 60mins Strand: Writing Conventions/ Extensive Reading
Class: B4 Class Size: Sub Strand: Using Adjectives
Indicator:
Content Standard: Lesson:
B4.5.5.1.2 differentiate between how the
B4.5.5.1: Demonstrate understanding of
comparative and superlative adjective forms are
adjectives in speech and in writing 1 of 2
used in sentences
Performance Indicator: Core Competencies:
 Learners can use adjective forms in sentences. Communication and
 Learners can read a variety of age- and level appropriate books. Collaboration, Personal
References: English Language Curriculum Pg. 63

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Engage learners to play “Read- Cover- Write” game.

Put word cards on the table, floor or a bowl.

A pupil picks a word card, reads the word, covers it/

turns it over and writes the word on the board or book.
He then picks the card again and show it to the class.
The class checks to see if the word is correct.

The student with the correct number of words wins the

game

Share the performance indicators and introduce the

lesson.
PHASE 2: MAIN Guide learners with examples to talk about their siblings Word cards, sentence
using adjectives. cards, letter cards,
handwriting on a
In pairs, learners write two to three sentences to manila card
describe their classmates using the three forms of
adjectives.

Two pairs put their work together and do a comparison.

Let them share their work with other groups

Engage learners in the “popcorn reading” game

The rules are simple: One student starts reading aloud

and then calls out "popcorn" when they finish. This
prompts the next student to pick up where the previous
one left off.

Guide learners to choose and read independently books

of their choice during the library period.

Learners think-pair-share their stories with peers.

Assessment
Learners write a-two-paragraph summary of the book
 read.

PHASE 3: Summarize the important points in the lesson with learners.

REFLECTION
Next lesson: use adverbs to talk about when and where the
action of a verb took place
Week Ending: DAY: Subject: Mathematics
Duration: 50mins Strand: Algebra
Class: B4 Class Size: Sub Strand: Patterns and Relationships
Content Standard:
Indicator: Lesson:
B4.2.1.3. Represent, describe and extend patterns
B4.2.1.3.1-2 Identify and extend the patterns in a
and relationships, using charts and tables, to solve
table or chart to solve a given problem 1 OF 1
problems
Performance Indicator: Core Competencies:
Learners can identify and extend the patterns in a table or chart to solve a given Problem Solving skills; Critical
problem Thinking; Justification of Ideas
Teaching/ Learning Resources Counters, bundle and loose straws base ten cut square, patterns
New words
References: Mathematics Curriculum Pg. 32

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Monday Have learners to complete the Given the numerical pattern, ask students Give learners task to
table. to extend the pattern and explain how they complete whiles you go
determined the pattern and its missing round to guide those who
elements. don‟t understand.

Give remedial learning to

those who special help.

Tuesday Have learners to complete the Ask students to use manipulative to Give learners task to
table. represent this pattern and describe the complete whiles you go
relationship between the chart and the round to guide those who
concrete representations. don‟t understand.

Give remedial learning to

those who special help.

Wednesday Have learners to complete the Give students two tables with patterns that Give learners task to
multiple pattern. are related in some way. complete whiles you go
round to guide those who
Students should first extend each one by don‟t understand.
three more numbers. Then they should
explain how the two patterns are alike and Give remedial learning to
how they are different. those who special help.

Thursday Have learners to complete the Guide students to make up their own pairs Give learners task to
multiple pattern. of patterns and challenge other students to complete whiles you go
discover how they are alike and how they round to guide those who
are different. don‟t understand.
 Give remedial learning to
those who special help.

Friday Have learners to complete the Guide students to make up their own pairs Give learners task to
multiple pattern. of patterns and challenge other students to complete whiles you go
discover how they are alike and how they round to guide those who
are different. don‟t understand.

Give remedial learning to

those who special help.
Week Ending: DAY: Subject: Science
Duration: 60mins per lesson Strand: Forces And Energy
Class: B4 Class Size: Sub Strand: Electricity And Electronics
Content Standard:
Lesson:
B4.4.2.1 Demonstrate knowledge of Indicator:
generation of electricity, its transmission and B4.4.2.1.1 identify the uses of electricity
1 OF 1
transformation into other forms
Performance Indicator: Core Competencies:
Learners can identify the uses of electricity Problem Solving skills; Critical Thinking; Justification of Ideas;
Teaching/ Learning Resources Local electrical Appliances

References: Science Curriculum Pg. 10

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Review learners understanding Begin by asking learners what Ask learners series of
in the previous lesson using they use to iron their school questions to review their
questions and answers uniforms. understanding of the lesson

Use simple activities to

Engage learners to play games demonstrate uses of electricity, Call learners to talk about
and sing songs to begin the (e.g. providing light, powering what they have learnt and
lesson. TVs, mobile phones, cooking, how they will apply it.
heating water, etc.)

Review learners understanding Begin by asking learners what Ask learners series of
in the previous lesson using they use to iron their school questions to review their
questions and answers uniforms. understanding of the lesson

Use simple activities to

Engage learners to play games demonstrate uses of electricity, Call learners to talk about
and sing songs to begin the (e.g. providing light, powering what they have learnt and
lesson. TVs, mobile phones, cooking, how they will apply it.
heating water, etc.)

Review learners understanding Learners draw things in the Ask learners series of
in the previous lesson using home and at school that use questions to review their
questions and answers electricity. understanding of the lesson

Project: Electricity Generation

Engage learners to play games Learners, in groups, generate Call learners to talk about
and sing songs to begin the electricity from fruit cells what they have learnt and
lesson. (orange, lime, tomatoes, how they will apply it.
potatoes and apple) and fuel
cells, e.g. water.
Week Ending: DAY: Subject: OWOP
Duration: 60mins per lesson Strand: Our Beliefs And Values
Class: B4 Class Size: Sub Strand: Basic Human Rights
Content Standard: Indicator: Lesson:
B4.3.3.1. Demonstrate understanding of human B4.3.3.1.1. explain fundamental human rights of
rights a citizen a child 1 OF 1
Performance Indicator: Core Competencies:
Communication and Collaboration
Learners can explain fundamental human rights of a child Critical Thinking
Teaching/ Learning Resources Pictures, Charts, Video Clips
New words
References: OWOP Curriculum Pg. 13

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Review learners understanding Guide learners to explain human Ask learners series of
in the previous lesson using rights questions to review their
questions and answers understanding of the lesson
Human rights are rights that
acknowledge the dignity and worth
Engage learners to play games of an individual and ensure that Call learners to talk about
and sing songs to begin the equal right and opportunities are what they have learnt and
lesson. available to all without how they will apply it.
discrimination.

Learners discuss their rights

under equality e.g. right to life,
right to family, right to
protection, etc.
Review learners understanding Guide learners to explain human Ask learners series of
in the previous lesson using rights questions to review their
questions and answers understanding of the lesson
Human rights are rights that
acknowledge the dignity and worth
Engage learners to play games of an individual and ensure that Call learners to talk about
and sing songs to begin the equal right and opportunities are what they have learnt and
lesson. available to all without how they will apply it.
discrimination.

Learners discuss their rights

under equality e.g. right to life,
right to family, right to
protection, etc.
Week Ending: DAY: Subject: REL & MORAL EDUCATION
Duration: 60mins Strand: The Family And Community
Class: B4 Class Size: Sub Strand: Roles And Relationships
Content Standard: Indicator: Lesson:
B4.4.1.1. Exhibit the need to be B4.4.1.1.1: explain the need to be committed to
committed to God God 1 OF 1
Performance Indicator: Core Competencies:
Cultural Identity, Sharing
Learners can explain the need to be committed to God. Reconciliation, Togetherness
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
References: RME Curriculum Pg. 29

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Review learners understanding Let learners mention the ways Ask learners series of
in the previous lesson using by which we are committed to questions to review their
questions and answers God: understanding of the lesson
E.g. Prayer, service to humankind,
caring for the environment, helping
Engage learners to play games the needy (charity), etc. Call learners to talk about
and sing songs to begin the what they have learnt and
lesson. Guide learners to discuss the how they will apply it.
need to be committed to God:
- God created us; It is a command
from Him,
- He provides our needs,
- we get good things from Him,
- we worship Him, etc.
Week Ending: DAY: Subject: History
Duration: 60mins per lesson Strand: Europeans In Ghana
Class: B4 Class Size: Sub Strand: Missionary Activities
Content Standard:
Indicator: Lesson:
B4.3.3.1. Demonstrate knowledge of
B4.3.3.1.1 describe European
Europeans‟ engagement in other activities other
missionary activities in Ghana 1 OF 1
than trade in Ghana
Performance Indicator: Core Competencies:
Learners can describe European missionary activities in Ghana Critical thinkers and digital literates
Teaching/ Learning Resources Pictures of some outstanding entrepreneurs in Ghana
References: History Curriculum Pg. 25

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Review learners Show and discuss video/pictures or Ask learners to talk about
understanding in the documentary of European activities in what they have learnt
previous lesson using Ghana.
questions and answers
Some of the reasons why the
Europeans came to the gold coast Use questions and answers
Engage learners to play includes; Discovery, colonization, to review learners
games and sing songs to exploration, trade, evangelism, education, understanding in the lesson
begin the lesson. etc.

Let learners research on some of the

major reasons why the Europeans
came to the Gold Coast
Review learners Discuss Christianity and formal Ask learners to talk about
understanding in the education as some of the major what they have learnt
previous lesson using impacts of European presence in
questions and answers Ghana.
Use questions and answers
Before the coming of the Europeans to review learners
Engage learners to play into the country, the people were not understanding in the lesson
games and sing songs to Christians. They were believers of
begin the lesson. traditional African religion. That is,
they worshipped the supreme God
through the lesser gods. Through
missionary activities, the roman
catholic, Anglican, the Basel, etc.
came to Ghana.

Formal education was also introduced

by establishing schools.
Week Ending: DAY: Subject: Creative Arts
Duration: 60mins per lesson Strand: Visual Arts & Performing Arts
Class: B4 Class Size: Sub Strand: Thinking and Exploring Ideas
Content Standard:
Indicator: Lesson:
Demonstrate understanding of how
B4.1.1.1 /B4.2.1.1 create their own artworks by studying the
to generate own ideas for artistic
visual artworks created by some selected Ghanaians 1 OF 1
expressions on the people.
Performance Indicator: Core Competencies:
Learners can create their own artworks by studying the visual artworks created Decision Making Creativity,
by some selected Ghanaians Innovation Communication
Teaching/ Learning Resources Photos, videos, art paper, colors and traditional art tools
References: Creative Arts Curriculum Pg. 30

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Learners to sing songs and In our last visual arts lesson, we learnt Use questions to review
play games to get them how to make a mosaic using materials in their understanding of the
ready for the lesson the local community. lesson

Show pictures of visual Learners gather materials and tools Ask learners to summarize
artworks to learners for available in their community based on what they have learnt
them to observe and talk artworks they wish to create. Example:
about them how to make a mosaic.

Demonstrate and guide learners to

make a simple mosaic.

Allow learners to practice in groups

following the steps provided

Learners to discuss and compare their

artworks to the artworks studied.
Review learners In our last performing arts lesson, we Use questions to review
understanding in the learnt how to write our own stories. their understanding of the
previous lesson using lesson
questions and answers Guide learners to choose a theme or
title for their story. Ask learners to summarize
e.g. “the disobedient boy” what they have learnt
Engage learners to play ”the greedy man”
games and sing songs to ”Sarah the proud girl ” etc.
begin the lesson.
Guide learners to identify the characters
and plan the story.

Share roles to learners and have them

to perform the story in front of the
whole class

Shuffle the roles among learners to

ensure active participation.
Week Ending: DAY: Subject: Ghanaian Language
Duration: 60mins per lesson Strand: Grammar Usage
Class: B4 Class Size: Sub Strand: Use Of Qualifying Words
Indicator:
Content Standard: Lesson:
B4.5.4.1.1-3 recognize, differentiate and use
B4.5.4.1: Demonstrate knowledge on
the use of adjectives and adverbs positive comparative words and superlative 1 OF 1
words of regular adjectives
Performance Indicator: Core Competencies:
Learners can recognize, differentiate and use positive comparative Creativity and innovation,
words and superlative words of regular adjectives Communication and collaboration
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a manila card
References: Ghanaian Language Curriculum Pg. 27

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Put learners into groups of two. Let learners sing a familiar song. Use questions to review
The teacher writes a letter in their understanding of the
the air. In pairs, let learners compare lesson
Learners makes the letter sound their heights, sizes, nature, etc.
and tell the teacher the sound Ask learners to summarize
that has been written. Help learners to recognize the what they have learnt
words that are used to express
comparative and superlative
Learners sing songs and recite forms.
few rhymes to get them ready
for the lesson In pairs, let learners differentiate
between the comparative and
superlative words/adjectives. E.g.
Better, best more beautiful,
most beautiful
Engage learners to spell some In groups let learners use Use questions to review
words, at least 5 in their comparative and superlative their understanding of the
workbooks. words/adjectives in sentences. lesson
Make sure the words are level-
appropriate words. Assist learners to recognize Ask learners to summarize
comparative and superlative what they have learnt
Learners to exchange the work words/adjectives in sentences.
among themselves and mark.
Provide feedback where Let learners use these words to
necessary. form sentences: more beautiful,
most beautiful, e.g. Kofi is a
better keeper but Ama is the
best keeper.
Activate the previous knowledge Let learners demonstrate the Use questions to review
of the learners by making them use of comparative and their understanding of the
answer questions on the superlative words individually in lesson
previous lesson. class. E.g. better, best more
beautiful, most beautiful. Ask learners to summarize
Engage learners to play games what they have learnt
and sing songs to begin the
lesson
Week Ending: DAY: Subject: PHYSICAL EDUCATION
Duration: 60mins Strand: Physical Fitness
Class: B4 Class Size: Sub Strand: Strength
Content Standard:
Indicator: Lesson:
Demonstrate competence in the motor
B4.3.3.3.3 perform two sets of eight continuous
skills and movement patterns needed to
‘v’ push-ups 1 OF 1
perform a variety of physical activities
Performance Indicator: Core Competencies:
Learners can perform two sets of eight continuous „v‟ push-ups Develop personal skills
Teaching/ Learning Resources Pictures and Videos
References: PE Curriculum Pg. 50

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Engage learners in a general and Learner demonstrates the End the lesson with a cool
specific warm ups. correct position by sitting on down
the floor, straightening the legs
Show a short a short video or and open to „v‟ shape and keep
pictures to learners depicting palms flat on the floor by
what you are about to teach. learners and try to lift the body
up for continuously three set
with 4 mins‟ rest after each set.
Week Ending: DAY: Subject: Computing
Duration: 60mins Strand: Word Processing
Class: B4 Class Size: Sub Strand: Technology In The Community
Content Standard: Indicator: Lesson:
B4.1.4.1. Demonstrate the use of technology in B4.1.4.1.4 identify technological changes in
the community the community 1 OF 1
Performance Indicator: Core Competencies:
Creativity and innovation. 2. Communication and
Learners can identify technological changes in the community collaboration.
Pictures of automated irrigation for farming, ecofriendly pesticides and
Teaching/ Learning Resources
manure
References: Computing Curriculum Pg. 6

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Get a viral picture, a trending Guide learners to mention and Ask learners to talk about
news on twitter, Facebook, describe how digital systems what they have learnt.
YouTube and other social media (computers, mobile phones,
handles. megaphones etc.) are used and Pose questions to learners
could be used at home, in to review their
Discuss what is trending and school and the local community. understanding of the lesson
invite learners to share their
opinions on them.
 WEEKLY SCHEME OF LEARNING – BASIC FOUR
WEEK 10
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………

Week Ending: DAY: MONDAY Subject: English Language

Duration: 60mins Strand: Oral Language
Sub Strand: Asking and Answering
Class: B4 Class Size:
Questions
Content Standard: Indicator: Lesson:
B4.1.8.2: Identify and use question tags B4.1.8.2.1 use positive tags, negative tags and
correctly in speech auxiliaries in speech 1 of 1
Core Competencies:
Performance Indicator:
Communication and Collaboration,
Learners can use positive tags, negative tags and auxiliaries in speech Personal
References: English Language Curriculum For Primary Schools Pg. 12

Phase/Duration Learners Activities Resources

PHASE 1: Engage learners sing songs and recite familiar rhymes
STARTER
ONE POTATO, TWO POTATOES
One potato, two potatoes, three potatoes, four
Five potatoes, six potatoes, seven potatoes, more.
One potato, two potatoes, three potatoes, four
Five potatoes, six potatoes, seven potatoes, more

Share performance indicators and introduce the lesson

PHASE 2: MAIN Discuss and explain what question tags are and give examples. Word cards, sentence
cards, letter cards,
Learners in pairs ask and answer questions. handwriting on a
Demonstrate the usage of positive and negative tags. manila card

Guide learners in oral practice to use positive and negative tags.

e.g. Question: “You have a pen, don’t you?” Answer: Yes, I
do.
Answer: No, I don’t.

Practice the appropriate intonation in asking and answering

questions. Through role play, learners demonstrate asking and
answering questions.
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?
Week Ending: DAY: Tuesday Subject: English Language
Duration: 60mins Strand: Reading
Class: B4 Class Size: Sub Strand: Comprehension
Content Standard: Lesson:
Indicator:
B4.2.7.1: Process and comprehend level
B4.2.7.1.3.Skim for main ideas in texts 1 of 1
appropriate texts
Performance Indicator: Core Competencies:
Communication and Collaboration,
 Learners can use skimming to identify the main idea of a text. Personal
References: English Language Curriculum For Primary Schools Pg. 28

Phase/Duration Learners Activities Resources

PHASE 1: Display a short paragraph on the board about a familiar topic
STARTER (e.g., “A day at the beach”).

Ask: What do you notice about the text just by glancing at it?
Write responses on the board (e.g., title, bold words, key
phrases).

Introduce skimming as a “quick read” to find the general idea

and scanning as a “focused search” to find specific details.

Demonstrate with an example: Skim to find the main idea of

the paragraph; scan to locate how many times the word
„sand‟ appears.
PHASE 2: MAIN Guide learners differentiate between skimming and scanning. Word cards, sentence
 Skimming: Reading quickly to get the general idea of a cards, letter cards,
text. handwriting on a
manila card
 Scanning: Looking for specific information in a text
without reading every word.

Learners discuss when to use each.

 Skimming: When you want to know the overall topic or
main idea.
 Scanning: When you are looking for particular details like
dates, names, or numbers.

Show learners a short paragraph and ask them to skim for

the main idea (e.g., This paragraph describes what happens at
a beach during summer.).

Ask them to scan for a specific word (e.g., “beach”).

Demonstrate with learners how skimming is done.

Use a sample text (e.g., an article about animals).

Read the title, subheadings, and the first and last sentences of
each paragraph aloud.

Ask: What is the general idea of this text?

Highlight how skimming avoids reading every word.
 Learners demonstrate how scanning is done.

Give a question (e.g., Find the name of the fastest animal

mentioned in the text).

Model how to run your eyes over the text quickly to locate
the specific word or phrase.

Provide learners with a short passage (e.g., about weather or

famous landmarks).

Step 1: Skim the text to find the general idea. Write it in one
sentence.

Step 2: Scan the text to find specific information (e.g., Which

landmark is located in Paris?).
PHASE 3: Summarize the important points in the lesson with learners.
REFLECTION
Next lesson: Use closing diphthongs to make meaningful sentences.
Week Ending: DAY: WEDNESDAY Subject: English Language
Duration: 60mins Strand: Grammar
Class: B4 Class Size: Sub Strand: Verbs
Content Standard: Indicator: Lesson:
B4.3.5.1: Apply the knowledge of verbs B4.3.5.1.4. Use regular form of the simple past
in communication tense of verbs − Regular e.g. play-played 1 of 2
Performance Indicator: Core Competencies:
Learners can identify the simple present form of verbs used for instantaneous Communication and Collaboration,
present and scheduled future actions. Personal
New words Regular Verbs, Simple Past Tense, Action, Played, Walked
References: English Language Curriculum Pg. 40

Phase/Duration Learners Activities Resources

PHASE 1: Begin with a quick discussion: What did you do yesterday?
STARTER
Write learners‟ responses on the board (e.g., I played football, I
walked to school).

Highlight the -ed ending on past tense verbs.

PHASE 2: MAIN Explain: Regular verbs form the past tense by adding -ed to the Word cards,
base form (e.g., play → played, walk → walked). paper, letter cards,

Provide examples of common regular verbs.

If a verb ends in e, just add -d (e.g., love → loved).

If a verb ends in a consonant and y, change y to i and add -ed
(e.g., carry → carried).
Most other verbs simply add -ed (e.g., jump → jumped).

Write present tense verbs on the board: play, jump, talk, clean,
help.

Show learners how to change them to past tense by adding -ed.

Use the words in sentences (e.g., Yesterday, I played football.).

Say: If I know the action already happened, I add -ed to the verb
to show it‟s in the past.

Ask learners to help convert additional verbs to past tense (e.g.,

wash → washed, walk → walked).

Provide pairs with a list of present tense verbs.

Ask them to change each verb to the past tense and use it in a
sentence.
PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION 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?
Week Ending: DAY: THURSDAY Subject: English Language
Duration: 60mins Strand: Composition Writing
Class: B4 Class Size: Sub Strand: Argumentative Writing
Indicator: Lesson:
Content Standard:
B4.4.13.1.1. Support opinions with simple
B4.4.13.1: Support an opinion in writing
sentences 1 of 2
Performance Indicator: Core Competencies:
Learners can Communication and Collaboration, Personal
References: English Language Curriculum Pg. 55

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Have learners recite familiar rhymes.
 Would you love to sing more songs?
 What words did you hear in the song?
 Write some of the words you heard.

Share the performance indicators and introduce the lesson.

PHASE 2: MAIN Present a motion to learners. Word cards, sentence
e. g. A doctor is more important than a farmer. cards, letter cards,
handwriting on a
Discuss the meaning and implication of the motion with manila card
pupils and invite them to take a stand either for or against
the motion.

Put learners into two groups: for the motion and against
the motion and write down what they think about it.

Groups read out their opinions to the class for

discussions.
PHASE 3: Orally help learners to complete the writers reflection
REFLECTION worksheet.
 My piece of writing is about?
 My favorite part of my writing is……
 Something I found difficult was…………

Summarize the important points in the lesson with learners.

Next lesson
Write poems and imaginative, narrative stories and illustrate
them
Week Ending: DAY: FRIDAY Subject: English Language
Duration: 60mins Strand: Writing Conventions/ Extensive Reading
Class: B4 Class Size: Sub Strand: Using Adverbs
Content Standard: Indicator: Lesson:
B4.5.6.1: Understand and use adverbs B4.5.6.1.1 use adverbs to talk about when and
correctly in speech and in writing where the action of a verb took place 1 of 2
Performance Indicator:
Core Competencies:
 Learners can use adverbs to talk about when and where the action of a verb
Communication and
took place.
Collaboration, Personal
 Learners can read a variety of age- and level appropriate books.
References: English Language Curriculum Pg. 64

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Engage learners to play “Read- Cover- Write” game.

Put word cards on the table, floor or a bowl.

A pupil picks a word card, reads the word, covers it/ turns it
over and writes the word on the board or book.
He then picks the card again and show it to the class.
The class checks to see if the word is correct.

The student with the correct number of words wins the game

Share the performance indicators and introduce the lesson.

PHASE 2: MAIN An Adverb is a word that describes a verb, an adjective, or Word cards, sentence
another adverb. cards, letter cards,
handwriting on a
Revise adverbs of time and manner in context: Adverbs can tell; manila card
where: We went away to camp for a week. -(place)

When: They often play together-(time)

Assessment: Have learners listen to and read several sentences

containing adverbs of time and place.

Engage learners in the “popcorn reading” game

The rules are simple: One student starts reading aloud and then
calls out "popcorn" when they finish. This prompts the next
student to pick up where the previous one left off.

Guide learners to choose and read independently books of

their choice during the library period.

Learners think-pair-share their stories with peers.

Assessment
Learners write a-two-paragraph summary of the book read.
PHASE 3: Summarize the important points in the lesson with learners.
REFLECTION
Next lesson: provide a concluding statement that follows from
argument presented
Week Ending: DAY: Subject: Mathematics
Duration: 50mins Strand: Algebra
Class: B4 Class Size: Sub Strand: Patterns and Relationships
Content Standard: Indicator:
Lesson:
B4.2.2.1 Express a given problem as an B4.2.2.1.1-2 write a given problem as an equation in
equation in which a symbol is used to which a symbol is used to represent an unknown 1 OF 1
represent an unknown number number
Performance Indicator: Core Competencies:
Learners can write a given problem as an equation in which a symbol is used to Problem Solving skills; Critical
represent an unknown number. Thinking; Justification of Ideas
Teaching/ Learning Resources Counters, bundle and loose straws base ten cut square, patterns
New words
References: Mathematics Curriculum Pg. 32

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Monday Take learners through math Ask students to explain the purpose Give learners task to
mental to solve the following. of the box symbol in the following complete whiles you go round
equation: to guide those who don‟t
15 – understand.

Guide learners to find what the box Give remedial learning to

stands for in the equation. those who special help.

Guide learners to solve a given one-

step equation using manipulatives.

Ask students to solve the following

using a pan balance:
(ii) 19 –

Tuesday Take learners through math Provide a pictorial representation of Give learners task to
mental to solve the following. the following and ask students to complete whiles you go round
write equations with unknowns for to guide those who don‟t
each situation. understand.

Students need not solve their Give remedial learning to

equations. those who special help.
(i) The perimeter of a triangle is 12
cm. One side is 3 cm and another
side is 4 cm. What is the length of the
third side?
P= 12 cm

x cm
4cm

3 cm
Wednesday Take learners through math Provide a pictorial representation of Give learners task to
mental to solve the following. the following and ask students to complete whiles you go round
write equations with unknowns for to guide those who don‟t
 each situation. understand.

Students need not solve their Give remedial learning to

equations. those who special help.
(iii) Kojo‟s age and his sister‟s age add
up to 18. If Kojo is 12, how old is his
sister?

Let kojo age = k sister age = S

K + S = 12 if K = 12
Then 12 + S = 12
Thursday Take learners through math Provide a pictorial representation of Give learners task to
mental to solve the following. the following and ask students to complete whiles you go round
write equations with unknowns for to guide those who don‟t
each situation. understand.

Students need not solve their Give remedial learning to

equations. those who special help.
(ii) Mansa has three types of stickers.
She has 25 stickers, 3 are Cocoa
stickers and 18 are Cashew stickers.
How many of the third type does she
have?

+ +? = 25
=3 = 18
Then 3 + 18 + ? = 25
Friday Take learners through math Learners to describe orally, the Give learners task to
mental to solve the following. meaning of a given one-step equation complete whiles you go round
with one unknown. E.g. 1. Ask to guide those who don‟t
students to solve the following understand.
equations and explain their thinking.
– 13 = 20 Give remedial learning to
those who special help.

Guide learners to solve a given

equation when the unknown is on the
left or right side of the equation. E.g.
1. Ask students to solve the following
using base ten materials:

– 50 = 150
Week Ending: DAY: Subject: Science
Duration: 60mins per lesson Strand: Forces And Energy
Class: B4 Class Size: Sub Strand: Electricity And Electronics
Content Standard:
Indicator: Lesson:
B4.4.2.1 Demonstrate knowledge of generation
B4.4.2.1.2 describe ways of conserving
of electricity, its transmission and
electricity 1 OF 1
transformation into other forms
Performance Indicator: Core Competencies:
Learners can describe ways of conserving electricity Problem Solving skills; Critical Thinking; Justification of Ideas;
Teaching/ Learning Resources Local electrical Appliances

References: Science Curriculum Pg. 11

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Activate the previous Learners explain why their parents Use questions to review their
knowledge of the learners by put off the lights, television and understanding of the lesson
making them answer other electrical appliances when
questions on the previous leaving the house in the morning. Ask learners to summarize
lesson. what they have learnt
Discuss with learners what happens
Engage learners to play games when electrical gadgets such as
and sing songs to begin the heaters and pressing irons are left
lesson on when leaving the house.

Activate the previous Learners work in groups to discuss Use questions to review their
knowledge of the learners by activities that contribute to understanding of the lesson
making them answer wastage of electricity.
questions on the previous Ask learners to summarize
lesson. Based on their responses, facilitate what they have learnt
a discussion on ways of conserving
Engage learners to play games electricity.
and sing songs to begin the  Unplug appliances and turn off light
lesson when not in use.
 Hand wash dishes.
 Defrost frozen foods before you cook
with electric stove.
 Buy energy efficient bulbs.

Learners present their ideas to

class for discussion.
Week Ending: DAY: Subject: OWOP
Duration: 60mins per lesson Strand: Our Beliefs And Values
Class: B4 Class Size: Sub Strand: Basic Human Rights
Content Standard: Indicator: Lesson:
B4.3.3.1. Demonstrate understanding of human B4.3.3.1.1. explain fundamental human rights of
rights a citizen a child 1 OF 1
Performance Indicator: Core Competencies:
Learners can explain fundamental human rights of a child Communication and Collaboration Critical Thinking
Teaching/ Learning Resources Pictures, Charts, Video Clips
New words
References: OWOP Curriculum Pg. 13

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Activate the previous Learners compose songs and rhymes Use questions to review
knowledge of the learners by on fundamental human rights in their understanding of the
making them answer Ghana. lesson
questions on the previous
lesson. Guide learners to choose roles and Ask learners to
role play a short sketch on summarize what they
Engage learners to play fundamental human rights have learnt
games and sing songs to
begin the lesson Guide learners to review and talk
about the roles they played.
Activate the previous Learners develop posters describing Use questions to review
knowledge of the learners by fundamental human rights of a child their understanding of the
making them answer using pictures and internet. lesson
questions on the previous
lesson. Ask learners to
summarize what they
Engage learners to play have learnt
games and sing songs to
begin the lesson
Week Ending: DAY: Subject: REL & MORAL EDUCATION
Duration: 60mins Strand: The Family And Community
Class: B4 Class Size: Sub Strand: Roles And Relationships
Content Standard: Indicator: Lesson:
B4.4.1.1. Exhibit the need to be B4.4.1.1.1: explain the need to be committed to
committed to God God 1 OF 1
Performance Indicator: Core Competencies:
Cultural Identity, Sharing
Learners can explain the need to be committed to God. Reconciliation, Togetherness
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
References: RME Curriculum Pg. 29

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Activate the previous knowledge In groups or in pairs, let learners Use questions to review
of the learners by making them mention the benefits of being their understanding of the
answer questions on the committed to God: lesson
previous lesson. - blessings from God,
- drawing closer to God, Ask learners to summarize
Share some bible stories with - health, what they have learnt
learners. - long life,
- prosperity,
Engage learners to play games - eternal life, etc.
and sing songs to begin the
lesson In groups, let learners discuss
why they have to be committed
to God.
Week Ending: DAY: Subject: History
Duration: 60mins per lesson Strand: Europeans In Ghana
Class: B4 Class Size: Sub Strand: Missionary Activities
Content Standard:
Indicator: Lesson:
B4.3.3.1. Demonstrate knowledge of
B4.3.3.1.1 describe European missionary
Europeans‟ engagement in other
activities in Ghana 1 OF 1
activities other than trade in Ghana
Performance Indicator: Core Competencies:
Learners can describe European missionary activities in Ghana Critical thinkers and digital literates
Teaching/ Learning Resources Pictures of some outstanding entrepreneurs in Ghana
References: History Curriculum Pg. 25

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Activate the previous Guide learners to discuss other activities the Use questions to review their
knowledge of the learners Europeans engaged in (trade, vocational training centers, understanding of the lesson
by making them answer health facilities, development of alphabets for some local
questions on the previous languages and translation of the Bible into local languages) Ask learners to summarize
lesson. what they have learnt
THE CHRISTIAN MISSIONARIES HEALTH SERVICES
Show a video or pictures Christian missionaries like Roman Catholic sisters
pre-colonial activities in provided medical care in the upper and northern
Ghana to learners. regions of the country before the government
started to provide hospitals and clinics in the
Engage learners to play regional and District Headquarters. Roman
games and sing songs to hospitals were built in all the regions including
begin the lesson those at Asikuma and Foso, Akyem Swedru,
Berekum, Maase and Afoega. The Presbyterian also
opened hospitals in several parts of the country
including the one at Agogo. The Wenkyi hospital
was built by the Methodists missionary and the
hospital at Kwahu Atibie was built by the Seventh-
Day Adventists.
Activate the previous Guide learners to discuss other activities the Use questions to review their
knowledge of the learners Europeans engaged in (trade, vocational training centers, understanding of the lesson
by making them answer health facilities, development of alphabets for some local
questions on the previous languages and translation of the Bible into local languages) Ask learners to summarize
lesson. what they have learnt
THE CHRISTIAN MISSIONARIES AND THE
Show a video or pictures VERNACULAR LITERATURE
pre-colonial activities in In Ghana, the Presbyterians were pioneers in
Ghana to learners. reducing Ga and Twi into writing. In 1858 the Rev.
Johannes Zimmermann wrote a grammar of the Ga
Engage learners to play language, and in 1874 the Rev. J.G. Christaller
games and sing songs to produced a Twi grammar and dictionary. In
begin the lesson Fanteland, the Methodists and Roman Catholic
pioneered similar works. While the Evangelical
Presbyterian missionaries were the first to develop
literature in Ewe, the Roman Catholic were
responsible for Nzema literature.
Week Ending: DAY: Subject: Creative Arts
Duration: 60mins per lesson Strand: Visual Arts & Performing Arts
Class: B4 Class Size: Sub Strand: Planning, Making and Composing
Content Standard:
Indicator: Lesson:
Demonstrate understanding of how
B4.1.2.2 /B4.1.2.3 create own artworks using available arts
to generate own ideas for artistic
media and methods to express own views 1 OF 1
expressions on the people.
Performance Indicator: Core Competencies:
Learners can create own artworks using available arts media and methods to Decision Making Creativity,
express own views Innovation Communication
Teaching/ Learning Resources Photos, videos, art paper, colors and traditional art tools
References: Creative Arts Curriculum Pg. 30

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

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

Allow learners to practice in

groups following the steps provided

Learners to discuss and compare

their artworks to the artworks
studied.

Show learners a video or In our last performing arts lesson, Use questions to review their
pictures of the dance you want we learnt how to create our own understanding of the lesson
to teach. dance moves.
Ask learners to summarize
Guide learners to pick a piece of what they have learnt
music for the dance.
e.g. Adowa dance

Guide learners to determine the

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

Demonstrate the dance moves to

learners as they observe.

Have learners practice the moves

in a formation dance
Week Ending: DAY: Subject: Ghanaian Language
Duration: 60mins per lesson Strand: Grammar Usage
Class: B4 Class Size: Sub Strand: Use of postpositions
Content Standard: Indicator: Lesson:
B4.5.5.1: Demonstrate knowledge in the B4.5.5.1.1-3 recognize and use postpositions in
use of postpositions sentences 1 OF 1
Performance Indicator: Core Competencies:
Creativity and innovation,
Learners can recognize and use postpositions in sentences Communication and collaboration
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a manila card
References: Ghanaian Language Curriculum Pg. 27

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Put learners into groups. Let learners explore a poem. Ask learners questions to
review their understanding
Have learners fine words for Illustrate by putting an object of the lessson.
each of the alphabets letters on above, below, etc. for learners
the topic. to discuss where the object is. Give learners task to do
whiles you go round to
The group with the most words Use postpositions to write guide those who need help.
wins. phrases and sentences.

Guide learners to read the

phrases and sentences as a
group.

Guide learners to explore the

use of other postpositions such
as below and under in
sentences.
Have learners play games and Use postpositions to write Ask learners to summarize
recite familiar rhymes to begin phrases and sentences on the what they have learnt.
the lesson board.
Let learners say 5 words
Using questions and answers, Let learners read the sentences they remember from the
review their understanding of as a group and in pairs. lesson.
the previous lesson
Let learners recognize
postpositions in sentences.

Let learners form sentences

using the postpositions.
Engage learners to sing songs Write phrases and sentences Ask learners to summarize
and recite rhymes leaving out the postpositions. what they have learnt.

Sea shells Let learners fill them with the Let learners say 5 words
She sells seashells by the correct postpositions. they remember from the
seashore lesson.
The shells she sells are surely Help learners to demonstrate
seashells the use of postpositions such as
So if she sells shells on the below and under in context.
seashore,
I am sure she sell seashore Let learners form sentences
shells using the postpositions
discussed.
Week Ending: DAY: Subject: PHYSICAL EDUCATION
Duration: 60mins Strand: Physical Fitness Concepts
Class: B4 Class Size: Sub Strand: Safety Injury
Content Standard: Indicator:
Lesson:
Demonstrate competence in the motor B4.2.2.4.3 explain how the intensity and duration
skills and movement patterns needed to of exercise, as well as nutritional choices, affect 1 OF 1
perform a variety of physical activities energy use during physical activity
Performance Indicator:
Core Competencies:
Learners can explain how the intensity and duration of exercise, as well
Develop personal skills
as nutritional choices, affect energy use during physical activity
Teaching/ Learning Resources Pictures and Videos
References: PE Curriculum Pg. 52

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Activate the previous knowledge Learners discuss the relationship Use questions to review
of the learners by making them between intensity and duration their understanding of the
answer questions on the of exercises. lesson
previous lesson.
Duration is the amount of time in Ask learners to summarize
Engage learners to play games which you participate in a single what they have learnt
and sing songs to begin the bout of exercise, and intensity is a
lesson measure of how hard you work
during a single workout.
The higher the intensity of the
exercise, the shorter should be the
duration.
In high intensity activity, the body
burns nutrients faster and requires
more nutrient intake at the end of
the activity to maintain equilibrium.

Learners record the time spent

as they engage in high intensity
activities.
Week Ending: DAY: Subject: Computing
Duration: 60mins Strand: Word Processing
Class: B4 Class Size: Sub Strand: Technology In The Community
Content Standard: Indicator: Lesson:
B4.1.4.1. Demonstrate the use of technology in B4.1.4.1.4 identify technological changes in
the community the community 1 OF 1
Performance Indicator: Core Competencies:
Creativity and innovation. 2. Communication and
Learners can identify technological changes in the community collaboration.
Pictures of automated irrigation for farming, ecofriendly pesticides and
Teaching/ Learning Resources
manure
References: Computing Curriculum Pg. 7

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Get a viral picture, a trending Bring pictures of energy-efficient Ask learners to talk about
news on twitter, Facebook, gadgets or devices to class e.g. what they have learnt.
YouTube and other social media energy saving light bulbs, energy-
handles. efficient cooking stoves, toilet Pose questions to learners
water saver, solar chargers, to review their
Discuss what is trending and energy saving shower heads etc. understanding of the lesson
invite learners to share their to class.
opinions on them
Guide learners to discuss in
groups of five or less and
present to the whole class
examples of energy-efficient
devices and techniques.
 WEEKLY SCHEME OF LEARNING – BASIC FOUR
WEEK 11
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………

Week Ending: DAY: MONDAY Subject: English Language

Duration: 60mins Strand: Oral Language
Class: B4 Class Size: Sub Strand: Giving and Following Commands
Content Standard:
Indicator: Lesson:
B4.1.9.1: Use verbs appropriately in
B4.1.9.1.1 Give and respond to commands, instructions and
commands, requests and directions in
directions 1 of 1
speech
Performance Indicator:
Core Competencies:
Learners can give and respond to commands, instructions and Communication and Collaboration, Personal
directions
Key words Visual, resources, convey
References: English Language Curriculum For Primary Schools Pg. 13

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Put learners into two groups. Call out some vocabulary and let
them search the dictionary for their meanings.
The group to read first wins.
 Did you enjoy the game?
 What new words have you learn?
 Form two sentences with your new words.

Share performance indicators and introduce the lesson

PHASE 2: MAIN Give general commands and guide learners to respond Word cards, sentence
appropriately to the commands. cards, letter cards,
e. g. Stand up! Sit down! Carry the bowl! etc. handwriting on a
manila card
Through role play, group and pair activities, assist learners to
give and obey simple commands/instructions.
e.g. i. Go to your seat.
ii. Bring your exercise book to me.
iii. Walk from B1 classroom to the Headmaster‟s office
iv. Turn right, walk twenty steps towards the water tank
PHASE 3: Summarize the important points in the lesson with learners.
REFLECTION
Next lesson
Identify the main idea/gist and details of texts
Week Ending: DAY: Tuesday Subject: English Language
Duration: 60mins Strand: Reading
Class: B4 Class Size: Sub Strand: comprehension
Content Standard: Indicator: Lesson:
B4.2.7.1: Process and comprehend level B4.2.7.1.4 read level-appropriate texts silently
appropriate texts and closely for comprehension 1 of 1
Performance Indicator: Core Competencies:
Learners can read level-appropriate texts silently and closely for Communication and Collaboration,
comprehension Personal
References: English Language Curriculum For Primary Schools Pg. 27

Phase/Duration Learners Activities Resources

PHASE 1: Engage learners to play the “Tapping Out” Game.
STARTER
Spread your fingers apart as learners do same.
Each finger represents a letter sound of single-syllable words.
Turn your back to the class and raise your right hand.
Raise the index finger straight as learners watch.
Bring the index finger down to meet the thumb as you make the
sound.
Use fingers to demonstrate blending.

Share performance indicators and introduce the lesson

PHASE 2: MAIN Briefly discuss the need for silent reading. Word cards, sentence
cards, letter cards,
Write pre-reading questions on the board to guide learners handwriting on a
in their reading. manila card

Assign them to read the text silently to find answers to the

pre-reading questions.

Note: Depending on the length of the text, it may be read in

bits
PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION 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?
Week Ending: DAY: WEDNESDAY Subject: English Language
Duration: 60mins Strand: Grammar
Class: B4 Class Size: Sub Strand: Verbs
Content Standard: Lesson:
Indicator:
B4.3.5.1: Apply the knowledge of verbs in
B4.3.5.1.5 use the simple past form of verbs
communication 1 of 2
Performance Indicator: Core Competencies:
Learners can use the simple past form of verbs Communication and Collaboration, Personal
New words
References: English Language Curriculum Pg. 40

Phase/Duration Learners Activities Resources

PHASE 1: Engage learners in the “Lucky Dip game”
STARTER Learners take turns to dip their hands into a box containing
words of collective nouns, pick a card and use the word in a
sentence.
E.g. a team of horses, a bevy of ladies, a flock of sheep

Share performance indicators and introduce the lesson.

PHASE 2: MAIN Revise the simple present tense by having learners say what they Word cards,
do regularly e.g. every morning. paper, letter cards,

Learners listen to a simple story in which several completed

actions have occurred.

Discuss the story and have learners identify the verbs.

Learners engage in a conversion drill for practice.

Learners write simple sentences in the past tense using (both

regular and irregular verbs)
PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION 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?
Week Ending: DAY: THURSDAY Subject: English Language
Duration: 60mins Strand: Composition Writing
Class: B4 Class Size: Sub Strand: Persuasive Writing
Content Standard: Indicator: Lesson:
B4.4.13.2: Write arguments to support claims B4.4.13.2.1 introduce claim(s) and support them
with clear reasons and relevant evidence with clear reasons and relevant evidence 1 of 2
Performance Indicator:
Core Competencies:
Learners can introduce claim(s) and support them with
Communication and Collaboration, Personal
clear reasons and relevant evidence
References: English Language Curriculum Pg. 55

Phase/Duration Learners Activities Resources

PHASE 1: Engage learners in the “What word am I writing game”
STARTER
Put learners into groups of two.
The teacher writes a word in the air.

Learners makes the letter sound and tell the teacher the
sound that has been written

Share the performance indicators and introduce the

lesson.
PHASE 2: MAIN Working in groups (as in B4.7.1.1), learners provide Word cards, sentence
reasons for the opinions they hold on a topic. cards, letter cards,
handwriting on a
Guide groups to provide evidence for the opinions they manila card
hold.

Have groups present their work for discussions

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?
Week Ending: DAY: FRIDAY Subject: English Language
Duration: 60mins Strand: Writing Conventions/ Extensive Reading
Class: B4 Class Size: Sub Strand: Using Adverbs
Content Standard: Indicator: Lesson:
B4.5.6.1: Understand and use adverbs B4.5.6.1.1 use adverbs to talk about when and
correctly in speech and in writing where the action of a verb took place 1 of 2
Performance Indicator:
Core Competencies:
 Learners can use adverbs to talk about when and where the action of a verb
Communication and
took place.
Collaboration, Personal
 Learners can read a variety of age- and level appropriate books.
References: English Language Curriculum Pg. 64

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Engage learners to play “Read- Cover- Write” game.

Put word cards on the table, floor or a bowl.

A pupil picks a word card, reads the word, covers it/ turns it
over and writes the word on the board or book.
He then picks the card again and show it to the class.
The class checks to see if the word is correct.

The student with the correct number of words wins the game

Share the performance indicators and introduce the lesson.

PHASE 2: MAIN An Adverb is a word that describes a verb, an adjective, or Word cards, sentence
another adverb. cards, letter cards,
handwriting on a
Revise adverbs of time and manner in context: Adverbs can tell; manila card
where: We went away to camp for a week. -(place)

When: They often play together-(time)

Assessment: Have learners listen to and read several sentences

containing adverbs of time and place.

Engage learners in the “popcorn reading” game

The rules are simple: One student starts reading aloud and then
calls out "popcorn" when they finish. This prompts the next
student to pick up where the previous one left off.

Guide learners to choose and read independently books of

their choice during the library period.

Learners think-pair-share their stories with peers.

Assessment
Learners write a-two-paragraph summary of the book read.
PHASE 3: Summarize the important points in the lesson with learners.
REFLECTION
Next lesson: provide a concluding statement that follows from
argument presented
Week Ending: DAY: Subject: Mathematics
Duration: 50mins Strand: Algebra
Class: B4 Class Size: Sub Strand: Patterns and Relationships
Content Standard: Indicator:
Lesson:
B4.2.2.1 Express a given problem as an B4.2.2.2.1-3 write a given problem as an equation in
equation in which a symbol is used to which a symbol is used to represent an unknown 1 OF 1
represent an unknown number number
Performance Indicator: Core Competencies:
Learners can write a given problem as an equation in which a symbol is used to Problem Solving skills; Critical
represent an unknown number. Thinking; Justification of Ideas
Teaching/ Learning Resources Counters, bundle and loose straws base ten cut square, patterns
New words
References: Mathematics Curriculum Pg. 32

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Monday Take learners through math Ask students to explain the purpose Give learners task to
mental to solve the following. of the box symbol in the following complete whiles you go
equation: round to guide those who
15 – don‟t understand.

Guide learners to find what the box Give remedial learning to

stands for in the equation. those who special help.

Guide learners to solve a given one-

step equation using manipulatives.

Ask students to solve the following

using a pan balance:
–

Tuesday Take learners through math Provide a pictorial representation of Give learners task to
mental to solve the following. the following and ask students to complete whiles you go
write equations with unknowns for round to guide those who
each situation. don‟t understand.

Students need not solve their Give remedial learning to

equations. those who special help.
(i) The perimeter of a triangle is 12
cm. One side is 3 cm and another
side is 4 cm. What is the length of the
third side?
P= 12 cm

x cm
4cm

3 cm
Wednesday Take learners through math Provide a pictorial representation of Give learners task to
mental to solve the following. the following and ask students to complete whiles you go
write equations with unknowns for round to guide those who
 each situation. don‟t understand.

Students need not solve their Give remedial learning to

equations. those who special help.
(iii) Kojo‟s age and his sister‟s age add
up to 18. If Kojo is 12, how old is his
sister?

Let kojo age = k sister age = S

K + S = 12 if K = 12
Then 12 + S = 12
Thursday Take learners through math Provide a pictorial representation of Give learners task to
mental to solve the following. the following and ask students to complete whiles you go
write equations with unknowns for round to guide those who
each situation. don‟t understand.

Students need not solve their Give remedial learning to

equations. those who special help.
(ii) Mansa has three types of stickers.
She has 25 stickers, 3 are Cocoa
stickers and 18 are Cashew stickers.
How many of the third type does she
have?

+ +? = 25
=3 = 18
Then 3 + 18 + ? = 25
Friday Take learners through math Learners to describe orally, the Give learners task to
mental to solve the following. meaning of a given one-step equation complete whiles you go
with one unknown. E.g. 1. Ask round to guide those who
students to solve the following don‟t understand.
equations and explain their thinking.
– 13 = 20 Give remedial learning to
those who special help.

Guide learners to solve a given

equation when the unknown is on the
left or right side of the equation. E.g.
1. Ask students to solve the following
using base ten materials:
= 164
– 50 = 150
Week Ending: DAY: Subject: Science
Duration: 60mins per lesson Strand: Forces And Energy
Class: B4 Class Size: Sub Strand: Electricity And Electronics
Content Standard: Indicator: Lesson:
B4.4.2.2 Know the functions and assemblage B4.4.2.2.1 Identify the basic components
of basic electronics components of electronic circuits 1 OF 1
Performance Indicator:
Core Competencies:
Learners can identify the basic components of
Problem Solving skills; Critical Thinking; Justification of Ideas;
electronic circuits
Teaching/ Learning Resources Local electrical Appliances

References: Science Curriculum Pg. 11

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Engage learners to solve this Revise with learners to discuss activities Use questions to review
brain teaser that contribute to wastage of electricity. their understanding of
the lesson
A man was walking in the Based on their responses, facilitate a
rain in the middle of discussion on ways of conserving Ask learners to
nowhere without a coat or electricity. summarize what they
an umbrella. He got soaked,  Unplug appliances and turn off light when not have learnt
but not a single hair on his in use.
head was wet. How is this  Hand wash dishes.
possible?  Defrost frozen foods before you cook with
electric stove.
 Buy energy efficient bulbs.

Answer: he was a bald man Learners present their ideas to class for
discussion.
Review learners Learners are put into groups and each Use questions to review
understanding in the group is provided with connecting wires, their understanding of
previous lesson using batteries (dry cells), switches and LEDs the lesson
questions and answers (of different colors).
Ask learners to
Learners are assisted to identify the summarize what they
Engage learners to play various components provided. have learnt
games and sing songs to
begin the lesson. Learners observe a demonstration on
how to connect the components to light
the LED.

Learners are guided to connect the

components to make the LED produce
light.

Learners practice at their own pace in

groups and individually.
Week Ending: DAY: Subject: OWOP
Duration: 60mins per lesson Strand: Our Beliefs And Values
Class: B4 Class Size: Sub Strand: Being A Leader
Content Standard: Lesson:
Indicator:
B4 3.4.1. Recognise leadership as an
B4 3.4.1.1. describe leadership as a valuable skill
important value and civic duty 1 OF 1
Performance Indicator: Core Competencies:
Communication and Collaboration
Learners can describe leadership as a valuable skill Critical Thinking
Teaching/ Learning Resources Pictures, Charts, Video Clips
New words
References: OWOP Curriculum Pg. 14

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Write down a couple of Learners recall leaders in the Use questions to review
words on cards. Make sure community and others they know of their understanding of the
learners are familiar with the (President Mahama, Kwame Nkrumah, lesson
words. Edward Akuffo Addo, Jerry John Rawlings,
Divide the class in to groups. John Kofi Agyekum Kufour, John Evan Ask learners to summarize
One person from each group Atta-Mills Yaa Asantewaa etc.) what they have learnt
comes up in front to pick and
act the word. Kwame Nkrumah was a Ghanaian
The group to get the highest politician and revolutionary. He was
score wins! the first prime minister and president
of Ghana , having led the gold coast to
independence from the British in
1957. An influential advocate of pan-
Africanism, Nkrumah was a founding
member of the organization of African
unity and winner of the Lenin peace
prize in 1962.

Have learners talk about his good

leadership qualities;
-inspiring people to be better,
-having clear vision,
-ability to communicate and understand,
-maintain positive attitude,
-take risks responsibly,
-make good decisions
-encourage team activities.
Review learners Learners role play activities that teach Use questions to review
understanding in the previous good leadership skills in the home, their understanding of the
lesson using questions and school and community such as lesson
answers developing self- confidence needed to
lead class members, making decisions Ask learners to summarize
Engage learners to play games about food to eat. what they have learnt
and sing songs to begin the
lesson. Learners discuss about the roles they
played and how they are going to
apply the leadership skills in future.
Week Ending: DAY: Subject: REL & MORAL EDUCATION
Duration: 60mins Strand: The Family And Community
Class: B4 Class Size: Sub Strand: Roles And Relationships
Content Standard: Indicator: Lesson:
B4.4.1.1. Exhibit the need to be B4.4.1.1.1: explain the need to be committed to
committed to God God 1 OF 1
Performance Indicator: Core Competencies:
Cultural Identity, Sharing
Learners can explain the need to be committed to God. Reconciliation, Togetherness
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
References: RME Curriculum Pg. 29

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Engage learners to spell In groups or in pairs, let learners Use questions to review
some words, at least 5 in mention the benefits of being their understanding of the
their workbooks. committed to God: lesson
Make sure the words are - blessings from God,
level-appropriate words. - drawing closer to God, Ask learners to summarize
- health, what they have learnt
Learners to exchange the - long life,
work among themselves - prosperity,
and mark. - eternal life, etc.
Provide feedback where
necessary. In groups, let learners discuss why
and how they can show committed
to God.

One way of showing our total

commitment to God is to serve those in
need.

Let learners in pairs, write the

benefits of responding to God‟s call
and present their works for class
discussion.
Week Ending: DAY: Subject: History
Duration: 60mins per lesson Strand: Europeans In Ghana
Class: B4 Class Size: Sub Strand: Missionary Activities
Content Standard:
Indicator: Lesson:
B4.3.3.1. Demonstrate knowledge of
B4.3.3.1.1 describe European missionary
Europeans‟ engagement in other
activities in Ghana 1 OF 1
activities other than trade in Ghana
Performance Indicator: Core Competencies:
Learners can describe European missionary activities in Ghana Critical thinkers and digital literates
Teaching/ Learning Resources Pictures of some outstanding entrepreneurs in Ghana
References: History Curriculum Pg. 25

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Write down a couple of Guide learners to discuss other Use questions to review
words on cards. Make sure activities the Europeans engaged in their understanding of the
learners are familiar with the (trade, vocational training centers, health lesson
words. facilities, development of alphabets for some
Divide the class in to groups. local languages and translation of the Bible Ask learners to summarize
One person from each group into local languages) what they have learnt
comes up in front to pick
and act the word. THE CHRISTIAN MISSIONARIES
The group to get the highest AND VOCATIONAL SKILLS
score wins! The early missionaries set up craft
centers as part of their educational
programs. They introduced modern
forms of carpentry and masonry.
Also the missionaries set up model
farms where scientific agriculture
was taught and new crops were
introduced. An example was the
Methodists experimenting farm near
cape coast whose crops included
cotton, coffee, black pepper mango
ginger cinnamon and olive trees.
Read out excerpts from Guide learners to discuss other Use questions to review
speeches made by important activities the Europeans engaged in their understanding of the
individuals in the country. (trade, vocational training centers, health lesson
Let learners relate to the facilities, development of alphabets for some
speeches and share ideas on local languages and translation of the Bible Ask learners to summarize
such speeches. into local languages) what they have learnt
The Christian missionaries and slave
trade.
Christian missions also took a leading
role in the campaign to end the slave
trade and to suppress slavery.
Week Ending: DAY: Subject: Creative Arts
Duration: 60mins per lesson Strand: Visual Arts & Performing Arts
Class: B4 Class Size: Sub Strand: Displaying and Sharing
Content Standard:
Indicator: Lesson:
Demonstrate understanding of how
B4 2.3.4. /B4 2.3.5. plan a performance of compositions to
to generate own ideas for artistic
share creative experiences 1 OF 1
expressions on the people.
Performance Indicator: Core Competencies:
Learners can create own artworks using available arts media and methods to Decision Making Creativity,
express own views Innovation Communication
Teaching/ Learning Resources Photos, videos, art paper, colors and traditional art tools
References: Creative Arts Curriculum Pg. 30

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Show pictures and videos of Guide learners to plan an arrangement Teacher moves round the
the artwork to exhibit. of own artworks to share, educate and class to monitor the progress
inform the public on topical issues of the of learners in their sketches.
local community.
Engage learners to sing songs Encourage learners to come
about work. Learners should select a theme for their out with good sketches.
art. E.g. stop child trafficking.
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 Organize a place for the exhibition. Appreciate and thank parents
the artwork to exhibit. for their presence.
Invite other teachers to witness the
artwork. Set the stage for learners to Let learners organize
Engage learners to sing songs display their artwork. themselves to clean up the
about work. place after the exhibition.
Evaluate individual art and allow pupils
to talk about them in the form of
appraisal.

Discuss the moral lessons in the song.

Week Ending: DAY: Subject: Ghanaian Language
Duration: 60mins per lesson Strand: Grammar Usage
Sub Strand: Use of simple and
Class: B4 Class Size:
compound sentences
Content Standard: Indicator: Lesson:
B4.5.6.1: Exhibit knowledge of forming B4.5.6.1.1-3 form compound sentences from
compound sentences in writing simple sentences 1 OF 1
Performance Indicator: Core Competencies:
Learners can form compound sentences from simple Creativity and innovation, Communication and
sentences collaboration
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a manila card
References: Ghanaian Language Curriculum Pg. 29

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Put learners into groups. Let learners form simple sentences. Ask learners questions to
Let them read the sentences as a review their understanding
Have learners fine words for group. of the lessson.
each of the alphabets letters
on the topic. Use simple sentences to form Give learners task to do
compound sentences on the board. whiles you go round to
The group with the most guide those who need help.
words wins. In groups, let learners form
compound sentences from simple
sentences.

Let learners present their

sentences to the class.
Engage learners to sing songs Let learners form simple sentences Ask learners to summarize
and recite rhymes. and read them to the class. what they have learnt.

Itsy Bitsy Spider Discuss conjunctions with learners. Let learners say 5 words
The itsy bitsy spider crawled they remember from the
up the water spout. Write some conjunctions on the lesson.
Down came the rain, and board and lead learners to say
washed the spider out. them.
Out came the sun, and dried
up all the rain and the itsy Use different types of conjunctions
bitsy spider went up the to form sentences.
spout again"
Let learners form sentences using
the conjunctions. Let learners
understand different types of
conjunctions in writing.
Have learners play games Use different types of conjunctions Ask learners to summarize
and recite familiar rhymes to to form sentences. what they have learnt.
begin the lesson
In pairs, let learners form Let learners say 5 words
Using questions and answers, compound sentences with they remember from the
review their understanding conjunctions and read their lesson.
of the previous lesson. sentences to the class
Week Ending: DAY: Subject: PHYSICAL EDUCATION
Duration: 60mins Strand: Physical Fitness Concepts
Class: B4 Class Size: Sub Strand: Healthy Diet
Content Standard: Indicator:
Lesson:
Demonstrate competence in the motor skills and B4.4.3.4.4 identify muscles being
movement patterns needed to perform a variety of strengthened during the performance of 1 OF 1
physical activities particular physical activities
Performance Indicator:
Core Competencies:
Learners can identify muscles being strengthened during the
Develop personal skills
performance of particular physical activities
Teaching/ Learning Resources Balls and sticks
References: PE Curriculum Pg. 53

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Activate the previous Traditionally push-ups are beneficial Use questions to review
knowledge of the learners for building upper body strength. their understanding of the
by making them answer They work the triceps, pectoral lesson
questions on the previous muscles and shoulders.
lesson. Ask learners to summarize
what they have learnt
Engage learners to play
games and sing songs to
begin the lesson

Chin ups help improve grip

strength, posture and appearance
while also helping to strengthen
muscles that stabilize the spine.

Step ups help the body to burn

more calories. Additionally step ups
helps to train each leg independently.
As a positive result, the symmetry of
your legs betters.
Week Ending: DAY: Subject: Computing
Duration: 60mins Strand: Word Processing
Class: B4 Class Size: Sub Strand: Technology In The Community
Content Standard: Indicator: Lesson:
B4.1.4.1. Demonstrate the use of technology in B4.1.4.1.3 identify technological changes in
the community the community 1 OF 1
Performance Indicator:
Learners can identify technological changes in the Core Competencies:
Creativity and innovation. 2. Communication and collaboration.
community
Pictures of automated irrigation for farming, ecofriendly pesticides and
Teaching/ Learning Resources
manure
References: Computing Curriculum Pg. 8

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Get a viral picture, a trending Guide learners to explore Ask learners to talk about
technology on twitter, technological changes in the what they have learnt.
Facebook, YouTube and other community or in the world.
social media handles. Pose questions to learners
Let learners find examples of to review their
Discuss what is trending and technological changes in the understanding of the lesson
invite learners to share their community or world around them.
opinions on them e.g. Using automated irrigation for
farming, eco-friendly pesticides
and manure, etc.

They should be encouraged to

present their findings to the class.
 WEEKLY SCHEME OF LEARNING – BASIC FOUR
WEEK 12
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………

Week Ending: DAY: MONDAY Subject: English Language

Duration: 60mins Strand: Oral Language
Class: B4 Class Size: Sub Strand: Following Instructions
Content Standard: Indicator: Lesson:
B4.1.9.1: Use verbs appropriately in commands, B4.1.9.1.2 make and respond to polite requests for
requests and directions in speech help from peers. 1 of 1
Core Competencies:
Performance Indicator:
Communication and Collaboration,
Learners can make and respond to polite requests for help from peers.
Personal
References: English Language Curriculum For Primary Schools Pg. 13

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Put learners into two groups. Call out some vocabulary and let
them search the dictionary for their meanings.
The group to read first wins.
 Did you enjoy the game?
 What new words have you learn?
 Form two sentences with your new words.

Share performance indicators and introduce the lesson

PHASE 2: MAIN Model making a request to learners. Word cards, sentence
cards, letter cards,
Have learners work in groups to write three tasks they plan to handwriting on a
do and need help with, e.g. do homework, carry the table, etc. manila card

Learners then go around the class making requests to find

classmates who are free to help them with their three tasks,
e.g. “Can you please help me do my homework this
afternoon?”.

If a learner is free, they accept the request. But if s/he is not

free, they decline the request.
PHASE 3: Summarize the important points in the lesson with learners.
REFLECTION
Next lesson
Use effective introductions and conclusions
Week Ending: DAY: Tuesday Subject: English Language
Duration: 60mins Strand: Reading
Class: B4 Class Size: Sub Strand: Comprehension
Content Standard: Lesson:
Indicator:
B4.2.7.2: Apply critical reading, implied meaning,
B4.2.7.2.1 respond to a text with reasons
higher order thinking, judgment and evaluation 1 of 1
Core Competencies:
Performance Indicator:
Communication and Collaboration,
 Learners can respond to a text with reasons.
Personal
References: English Language Curriculum For Primary Schools Pg. 26

Phase/Duration Learners Activities Resources

PHASE 1: Put learners into two groups. Call out some vocabulary and let
STARTER them search the dictionary for their meanings.
The group to read first wins.
 Did you enjoy the game?
 What new words have you learn?
 Form two sentences with your new words.

Share performance indicators and introduce the lesson

PHASE 2: MAIN Guide learners to scan/skim the text either for general or specific Word cards, sentence
information as a preparation for detailed reading cards, letter cards,
handwriting on a
Identify and present points of view in a text. manila card

Guide learners with questions to discuss the text and answer a

variety of questions.

They should state reasons for their points/ point of view.

PHASE 3: Summarize the important points in the lesson with learners.
REFLECTION
Next lesson: use the spelling-sound correspondences for common
consonant digraphs.
Week Ending: DAY: WEDNESDAY Subject: English Language
Duration: 60mins Strand: Grammar
Class: B4 Class Size: Sub Strand: Verbs
Content Standard: Lesson:
Indicator:
B4.3.5.1: Apply the knowledge of verbs in
B4.3.5.1.5 use the simple past form of verbs
communication 1 of 2
Performance Indicator: Core Competencies:
Learners can use the simple past form of verbs Communication and Collaboration, Personal
New words
References: English Language Curriculum Pg. 40

Phase/Duration Learners Activities Resources

PHASE 1: Engage learners in the “Lucky Dip game”
STARTER Learners take turns to dip their hands into a box containing
words of collective nouns, pick a card and use the word in a
sentence.
E.g. a team of horses, a bevy of ladies, a flock of sheep

Share performance indicators and introduce the lesson.

PHASE 2: MAIN Revise the simple present tense by having learners say what they Word cards,
do regularly e.g. every morning. paper, letter cards,

Learners listen to a simple story in which several completed

actions have occurred.

Discuss the story and have learners identify the verbs.

Learners engage in a conversion drill for practice.

Learners write simple sentences in the past tense using (both

regular and irregular verbs)
PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION 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?
Week Ending: DAY: THURSDAY Subject: English Language
Duration: 60mins Strand: Composition Writing
Class: B4 Class Size: Sub Strand: Persuasive Writing
Content Standard: Indicator: Lesson:
B4.4.13.1: Support an opinion in B4.4.13.2.2 use words, phrases, and clauses to clarify the
writing relationships between claim(s) and reasons 1 of 2
Performance Indicator:
Core Competencies:
Learners can use words, phrases, and clauses to clarify
Communication and Collaboration, Personal
the relationships between claim(s) and reasons
References: English Language Curriculum Pg. 50

Phase/Duration Learners Activities Resources

PHASE 1: Engage learners in the “What word am I writing game”
STARTER
Put learners into groups of two.
The teacher writes a word in the air.

Learners makes the letter sound and tell the teacher the
sound that has been written

Share the performance indicators and introduce the

lesson.
PHASE 2: MAIN Lead learners to discuss appropriate language for Word cards, sentence
arguments e. g. use of adjectives in their various forms. cards, letter cards,
handwriting on a
You may read out model argumentative essays to guide manila card
learners as they listen carefully to identify useful phrases,
clauses and expressions.
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?
Week Ending: DAY: FRIDAY Subject: English Language
Duration: 60mins Strand: Writing Conventions/ Extensive Reading
Class: B4 Class Size: Sub Strand: Using Adverbs
Content Standard: Indicator: Lesson:
B4.5.6.1: Understand and use adverbs B4.5.6.1.1 use adverbs to talk about when and
correctly in speech and in writing where the action of a verb took place 1 of 2
Performance Indicator:
Core Competencies:
 Learners can use adverbs to talk about when and where the action of a verb
Communication and
took place.
Collaboration, Personal
 Learners can read a variety of age- and level appropriate books.
References: English Language Curriculum Pg. 64

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Engage learners to play “Read- Cover- Write” game.

Put word cards on the table, floor or a bowl.

A pupil picks a word card, reads the word, covers it/ turns it
over and writes the word on the board or book.
He then picks the card again and show it to the class.
The class checks to see if the word is correct.

The student with the correct number of words wins the game

Share the performance indicators and introduce the lesson.

PHASE 2: MAIN An Adverb is a word that describes a verb, an adjective, or Word cards, sentence
another adverb. cards, letter cards,
handwriting on a
Revise adverbs of time and manner in context: Adverbs can tell; manila card
where: We went away to camp for a week. -(place)

When: They often play together-(time)

Assessment: Have learners listen to and read several sentences

containing adverbs of time and place.

Engage learners in the “popcorn reading” game

The rules are simple: One student starts reading aloud and then
calls out "popcorn" when they finish. This prompts the next
student to pick up where the previous one left off.

Guide learners to choose and read independently books of

their choice during the library period.

Learners think-pair-share their stories with peers.

Assessment
Learners write a-two-paragraph summary of the book read.
PHASE 3: Summarize the important points in the lesson with learners.
REFLECTION
Next lesson: provide a concluding statement that follows from
argument presented
Week Ending: DAY: Subject: Mathematics
Duration: 50mins Strand: Algebra
Class: B4 Class Size: Sub Strand: Unknown Expression And Equations
Indicator:
Content Standard: Lesson:
B4.2.2.2.4-7 identify the unknown in a problem,
B4.2.2.2 Solve one-step equations involving
a symbol to represent an unknown number represent the problem with an equation, and solve the 1 OF 1
problem concretely, pictorially or symbolically.
Performance Indicator: Core Competencies:
Learners can identify the unknown in a problem, represent the problem with an Problem Solving skills; Critical
equation, and solve the problem concretely, pictorially or symbolically. Thinking; Justification of Ideas
Teaching/ Learning Resources Counters, bundle and loose straws base ten cut square, patterns
New words
References: Mathematics Curriculum Pg. 32

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Monday Can you work out what Learners use concrete materials, such as Give learners task to
number will be at the top of blocks or counters and the balance complete whiles you go
the pyramid? scales, to find the value of p in the round to guide those who
following equations. don‟t understand.
For example: 3 + p =11
Give remedial learning to
those who special help.

3+p 11

With this example, we have to make

both sides of the scale equal. Hence, 8
should be added to 3 to make 11.
Therefore p = 8

Assessment: Have learners to practice

with more examples
Tuesday Can you make a pyramid with Learners use concrete materials, such as Give learners task to
100 at the top? blocks or counters and the balance complete whiles you go
scales, to find the value of p in the round to guide those who
following equations. don‟t understand.
For example: p + 5 = 17
Give remedial learning to
those who special help.
 This cup Use
represents counters for
the the other
unknown numbers
number

p + 5 = 17

Assessment: Have learners to practice

with more examples.
Wednesday Can you put the digits 1 to 9 Guide learners to model the use of Give learners task to
in a square so that every row, guesses to find the value of unknown complete whiles you go
column and diagonal add to numbers in equations. round to guide those who
15? don‟t understand.
Learners by observing patterns in their
results, become more systematic in the Give remedial learning to
guesses they make. those who special help.
For example:
+ + =
+ + = 20
+ + =
+ + =
Assessment: Draw more patterns for
learners to practice with.
Thursday Can you put the numbers 1 to Ask students to describe two different Give learners task to
7 in each circle so that the stories that the equation 5 + k = 9 could complete whiles you go
total of every line is 12? represent. round to guide those who
First story: A book has 9 pages. Niko don‟t understand.
has 5 pages left to read. How many
pages has he read? Give remedial learning to
those who special help.
Second story: The sum of a number k
and 5 is equal to 9. What is the number?

Assessment: Give learners more

equations for them make up more
stories from them.
Friday Can you put the digits 1 to 11 Ask learners to solve puzzle in the Give learners task to
in the circles do that every line figure, by solving the equations in each complete whiles you go
has the same total? line. round to guide those who
don‟t understand.
Example 1:
Give remedial learning to
those who special help.
Example 2:
Week Ending: DAY: Subject: Science
Duration: 60mins per lesson Strand: Forces And Energy
Class: B4 Class Size: Sub Strand: Electricity And Electronics
Content Standard: Indicator: Lesson:
B4.4.2.2 Know the functions and assemblage B4.4.2.2.1 Identify the basic components
of basic electronics components of electronic circuits 1 OF 1
Performance Indicator:
Core Competencies:
Learners can Identify the basic components of
Problem Solving skills; Critical Thinking; Justification of Ideas;
electronic circuits
Teaching/ Learning Resources Local electrical appliances

References: Science Curriculum Pg. 11

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Engage learners to solve Engage learners to discuss the use of Use questions to review
this brain teaser each component their understanding of the
lesson
A man was walking in the Components of an electrical circuit
rain in the middle of include; Ask learners to summarize
nowhere without a coat or  Battery- a battery is the source of what they have learnt
an umbrella. He got electrical energy in a circuit,
soaked, but not a single
hair on his head was wet.  Wire- they carry electric current
How is this possible? round the circuit,

 Switch- a device used to turn electric

Answer: he was a bald man current ON or OFF.

 Load/Bulb- the load converts electrical

energy to other forms of energy, like
the light energy.

Learners find out other materials that

can be used in place of dry cells,
connecting wires and bulb.
Review learners Learners draw the circuits they have Use questions to review
understanding in the connected. their understanding of the
previous lesson using lesson
questions and answers
Ask learners to summarize
what they have learnt
Engage learners to play Learners suggest other materials that
games and sing songs to can be used in the absence of the
begin the lesson. connecting wire.

Learners act as electrons flowing in a

circuit through the classroom.

Learners act out the role of various

components (resistor, capacitor, etc)
in the circuit.
Week Ending: DAY: Subject: OWOP
Duration: 60mins per lesson Strand: Our Beliefs And Values
Class: B4 Class Size: Sub Strand: Being A Leader
Content Standard: Lesson:
Indicator:
B4 3.4.1. Recognise leadership as an
important value and civic duty B4 3.4.1.1. describe leadership as a valuable skill 1 OF 1
Performance Indicator: Core Competencies:
Learners can describe leadership as a valuable skill Communication and Collaboration Critical Thinking
Teaching/ Learning Resources Pictures, Charts, Video Clips
New words
References: OWOP Curriculum Pg.14

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Write down a couple of Learners recall leaders in the Use questions to review
words on cards. Make sure community and others they know of their understanding of the
learners are familiar with (President Mahama, Kwame Nkrumah, lesson
the words. Edward Akuffo Addo, Jerry John
Divide the class in to Rawlings, John Kofi Agyekum Kufour, Ask learners to summarize
groups. One person from John Evan Atta-Mills Yaa Asantewaa what they have learnt
each group comes up in etc.)
front to pick and act the
word.
The group to get the highest Jerry John Rawlings is a former Ghanaian
score wins! military leader and politicians who ruled
the country from 1981 to 2001 and also
for a brief of 1979. He led a military
junta until 1992 and then served two
terms as the democratically elected
president of Ghana.

Have learners talk about his good

leadership qualities;
-inspiring people to be better,
-having clear vision,
-ability to communicate and
understand,
-maintain positive attitude,
-take risks responsibly,
-make good decisions
-encourage team activities.
Review learners Learners role play activities that Use questions to review
understanding in the teach good leadership skills in the their understanding of the
previous lesson using home, school and community such lesson
questions and answers as developing self- confidence
needed to lead class members, Ask learners to summarize
Engage learners to play making decisions about food to eat. what they have learnt
games and sing songs to
begin the lesson. Learners discuss about the roles
they played and how they are going
to apply the leadership skills in
future.
Week Ending: DAY: Subject: REL & MORAL EDUCATION
Duration: 60mins Strand: The Family And Community
Class: B4 Class Size: Sub Strand: Roles And Relationships
Content Standard: Indicator: Lesson:
B4.4.1.1. Exhibit the need to be B4.4.1.1.1: explain the need to be committed to
committed to God God 1 OF 1
Performance Indicator: Core Competencies:
Cultural Identity, Sharing
Learners can identify the uniqueness of humankind from other creatures. Reconciliation, Togetherness
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
References: RME Curriculum Pg. 29

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Engage learners to spell some In groups, let learners discuss Use questions to review
words, at least 5 in their why they have to be committed their understanding of the
workbooks. to God. lesson
Make sure the words are level-
appropriate words. i. God remains the omnipotent one Ask learners to summarize
ii. God is our model what they have learnt
Learners to exchange the work iii. Because we have seen gods
among themselves and mark. greatness.
Provide feedback where iv. He created us
necessary.
Let learners in pairs, write the
benefits of responding to God‟s
call and present their works for
class discussion.

i. You become a vessel for miracles

ii. Know his way
iii. Develop the yes habit and
standing by the truth always.
iv. Courageous boldness
v. Adventurous faith
Week Ending: DAY: Subject: History
Duration: 60mins per lesson Strand: Europeans In Ghana
Class: B4 Class Size: Sub Strand: Missionary Activities
Content Standard:
Indicator: Lesson:
B4.3.3.1. Demonstrate knowledge of
B4.3.3.1.1 describe European missionary
Europeans‟ engagement in other
activities in Ghana 1 OF 1
activities other than trade in Ghana
Performance Indicator: Core Competencies:
Learners can describe European missionary activities in Ghana Critical thinkers and digital literates
Teaching/ Learning Resources Pictures of some outstanding entrepreneurs in Ghana
References: History Curriculum Pg. 25

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY
Write down a couple of Revise with learners on some of the Use questions to
words on cards. Make sure activities of the Christian missionaries in review their
learners are familiar with the gold coast. understanding of the
the words. lesson
Divide the class in to The European missionaries established
groups. One person from Christian churches across the country. Ask learners to
each group comes up in They included the Methodist church, the summarize what they
front to pick and act the Presbyterian, Evangelical Presbyterian have learnt
word. Church, the Roman Catholic, Pentecost
The group to get the highest church, Seventh Day Adventist etc.
score wins!
The Christian missionaries also introduced
modern forms of crafts such as carpentry
and masonry. They also set up model farms
where scientist agriculture was taught and
new crops were introduced for the people.

Assessment: let learners describe European

missionary activities in Ghana
Read out excerpts from Revise with learners on some of the Use questions to
speeches made by important activities of the Christian missionaries in review their
individuals in the country. the gold coast. understanding of the
Let learners relate to the lesson
speeches and share ideas on The Christian missionaries contributed in
such speeches. the development of literature in the local Ask learners to
vernaculars, this included the translation of summarize what they
the bible into some of the important local have learnt
languages.

The missionaries also greatly improved the

health service. They built most of our
important hospitals in Ghana. They
included the Atibie hospital, the Nkawkaw
roman hospital etc.

Assessment: let learners describe European

missionary activities in Ghana
Week Ending: DAY: Subject: Creative Arts
Duration: 60mins per lesson Strand: Visual Arts & Performing Arts
Class: B4 Class Size: Sub Strand: Appreciating and Appraising
Content Standard:
Indicator: Lesson:
Demonstrate understanding of how to
B4.1.4.6 /B4.2.4.7. use the agreed guidelines to
generate own ideas for artistic
examine and derive meaning from own artworks 1 OF 1
expressions on the people.
Performance Indicator: Core Competencies:
Learners can use the agreed guidelines to examine and derive Decision Making Creativity, Innovation
meaning from own artworks Communication
Teaching/ Learning Resources Photos, videos, art paper, colors and traditional art tools
References: Creative Arts Curriculum Pg. 30

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

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

Theme: Unity
Subject matter: Historical
Media: Clay
Techniques: coiling method
Uses: for fetching and storing water
Future modification: addition of handles
Engage learners to play Performing artworks include dance, Review the lesson
games and sing songs to music and drama. activities through
begin the lesson. questions and answers.
Let learners use their senses to
appreciate and appraise their own
artworks.

Make decisions on agreed guidelines to

appreciate and appraise an artwork.
E.g. Agbadza dance
Review learners
understanding in the
Let learners talk about the theme,
previous lesson using
gestures, makeup, costume, stage use
questions and answers
and stage setting as they watch the
video or pictures of the dance.
Week Ending: DAY: Subject: Ghanaian Language
Duration: 60mins per lesson Strand: Extensive Reading
Class: B4 Class Size: Sub Strand: Reading in learners
Content Standard:
Lesson:
B4.6.1.1: Exhibit knowledge of reading Indicator:
long stories from sources other than the B4.6.1.1.1 Read long stories aloud correctly
1 OF 1
class Readers, with correct intonation
Performance Indicator: Core Competencies:
Creativity and innovation, Communication and
Learners can read long stories aloud correctly collaboration
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a manila card
References: Ghanaian Language Curriculum Pg. 31

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Using questions and answers, Do a model reading of a long Ask learners series of
review their understanding story. questions to review their
of the previous lesson. understanding of the lesson
Allow learners to read aloud long
stories correctly in groups and Ask learners to tell you what
then individually they have learnt
Engage learners to play Do a model reading of a long Ask learners to summarize
games and sing songs to story. what they have learnt.
begin the lesson.
Allow learners to read aloud long Let learners say 5 words
stories correctly in groups and they remember from the
then individually lesson.
Have learners play games Do a model reading of a long Ask learners series of
and recite familiar rhymes to story. questions to review their
begin the lesson. understanding of the lesson
Allow learners to read aloud long
stories correctly in groups and Ask learners to tell you what
then individually they have learnt
Week Ending: DAY: Subject: PHYSICAL EDUCATION
Duration: 60mins Strand: Values And Psycho-Social Concepts
Class: B4 Class Size: Sub Strand: Social Interaction
Content Standard:
Indicator: Lesson:
Demonstrate competence in the motor skills and
B4.5.2.5.2 participate in a variety of
movement patterns needed to perform a variety of
group settings 1 OF 1
physical activities
Performance Indicator: Core Competencies:
Learners can participate in a variety of group settings Develop personal skills
Teaching/ Learning Resources Pictures and Videos
References: PE Curriculum Pg. 54

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Activate the previous knowledge Encourage learners to work in Use questions to review
of the learners by making them groups and observe group their understanding of the
answer questions on the dynamics such as tolerance, self- lesson
previous lesson. respect, teamwork, etc.
Ask learners to summarize
Engage learners to play games Learners tell the importance of what they have learnt
and sing songs to begin the observing group dynamics.
lesson
Put learners in groups and
engage them in a workout or
project.
Week Ending: DAY: Subject: Computing
Duration: 60mins Strand: Word Processing
Class: B4 Class Size: Sub Strand: Technology In The Community
Content Standard: Indicator: Lesson:
B4.1.4.1. Demonstrate the use of technology in B4.1.4.1.4 identify technological changes in
the community the community 1 OF 1
Performance Indicator: Core Competencies:
Creativity and innovation. 2. Communication and
Learners can identify technological changes in the community collaboration.
Pictures of automated irrigation for farming, ecofriendly pesticides and
Teaching/ Learning Resources
manure
References: Computing Curriculum Pg. 6

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Get a viral picture, a trending Guide learners to Identify Ask learners to talk about
technology on twitter, technological changes in the what they have learnt.
Facebook, YouTube and other community (e.g. Using automated
social media handles. irrigation for farming, eco-friendly Pose questions to learners
pesticides and manure, etc.) to review their
Discuss what is trending and understanding of the lesson
invite learners to share their Guide learners to explore
opinions on them technological changes in the
community or in the world.

Let learners find examples of

technological changes in the
community or world around
them. They should be
encouraged to present their
findings to the class.
 WEEKLY SCHEME OF LEARNING – BASIC FOUR
WEEK 13
REVISION
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………

Week Ending: DAY: MONDAY Subject: English Language

Duration: 60mins Strand: Oral Language
Class: B4 Class Size: Sub Strand: Following Instructions
Content Standard: Indicator: Lesson:
B4.1.9.1: Use verbs appropriately in commands, B4.1.9.1.2 make and respond to polite requests for
requests and directions in speech help from peers. 1 of 1
Core Competencies:
Performance Indicator:
Communication and Collaboration,
Learners can make and respond to polite requests for help from peers. Personal
References: English Language Curriculum For Primary Schools Pg. 13

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Put learners into two groups. Call out some vocabulary and let
them search the dictionary for their meanings.
The group to read first wins.
 Did you enjoy the game?
 What new words have you learn?
 Form two sentences with your new words.

Share performance indicators and introduce the lesson

PHASE 2: MAIN Model making a request to learners. Word cards, sentence
cards, letter cards,
Have learners work in groups to write three tasks they plan to handwriting on a
do and need help with, e.g. do homework, carry the table, etc. manila card

Learners then go around the class making requests to find

classmates who are free to help them with their three tasks,
e.g. “Can you please help me do my homework this
afternoon?”.

If a learner is free, they accept the request. But if s/he is not

free, they decline the request.
PHASE 3: Summarize the important points in the lesson with learners.
REFLECTION
Next lesson
Use effective introductions and conclusions
Week Ending: DAY: Tuesday Subject: English Language
Duration: 60mins Strand: Reading
Class: B4 Class Size: Sub Strand: Comprehension
Content Standard: Lesson:
Indicator:
B4.2.7.2: Apply critical reading, implied meaning,
B4.2.7.2.1 respond to a text with reasons
higher order thinking, judgment and evaluation 1 of 1
Core Competencies:
Performance Indicator:
Communication and Collaboration,
 Learners can respond to a text with reasons.
Personal
References: English Language Curriculum For Primary Schools Pg. 26

Phase/Duration Learners Activities Resources

PHASE 1: Put learners into two groups. Call out some vocabulary and let
STARTER them search the dictionary for their meanings.
The group to read first wins.
 Did you enjoy the game?
 What new words have you learn?
 Form two sentences with your new words.

Share performance indicators and introduce the lesson

PHASE 2: MAIN Guide learners to scan/skim the text either for general or specific Word cards, sentence
information as a preparation for detailed reading cards, letter cards,
handwriting on a
Identify and present points of view in a text. manila card

Guide learners with questions to discuss the text and answer a

variety of questions.

They should state reasons for their points/ point of view.

PHASE 3: Summarize the important points in the lesson with learners.
REFLECTION
Next lesson: use the spelling-sound correspondences for common
consonant digraphs.
Week Ending: DAY: WEDNESDAY Subject: English Language
Duration: 60mins Strand: Grammar
Class: B4 Class Size: Sub Strand: Verbs
Content Standard: Lesson:
Indicator:
B4.3.5.1: Apply the knowledge of verbs in
B4.3.5.1.5 use the simple past form of verbs
communication 1 of 2
Performance Indicator: Core Competencies:
Learners can use the simple past form of verbs Communication and Collaboration, Personal
New words
References: English Language Curriculum Pg. 40

Phase/Duration Learners Activities Resources

PHASE 1: Engage learners in the “Lucky Dip game”
STARTER Learners take turns to dip their hands into a box containing
words of collective nouns, pick a card and use the word in a
sentence.
E.g. a team of horses, a bevy of ladies, a flock of sheep

Share performance indicators and introduce the lesson.

PHASE 2: MAIN Revise the simple present tense by having learners say what they Word cards,
do regularly e.g. every morning. paper, letter cards,

Learners listen to a simple story in which several completed

actions have occurred.

Discuss the story and have learners identify the verbs.

Learners engage in a conversion drill for practice.

Learners write simple sentences in the past tense using (both

regular and irregular verbs)
PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION 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?
Week Ending: DAY: THURSDAY Subject: English Language
Duration: 60mins Strand: Composition Writing
Class: B4 Class Size: Sub Strand: Persuasive Writing
Content Standard: Indicator: Lesson:
B4.4.13.1: Support an opinion in B4.4.13.2.2 use words, phrases, and clauses to clarify the
writing relationships between claim(s) and reasons 1 of 2
Performance Indicator:
Core Competencies:
Learners can use words, phrases, and clauses to clarify
Communication and Collaboration, Personal
the relationships between claim(s) and reasons
References: English Language Curriculum Pg. 50

Phase/Duration Learners Activities Resources

PHASE 1: Engage learners in the “What word am I writing game”
STARTER
Put learners into groups of two.
The teacher writes a word in the air.

Learners makes the letter sound and tell the teacher the
sound that has been written

Share the performance indicators and introduce the

lesson.
PHASE 2: MAIN Lead learners to discuss appropriate language for Word cards, sentence
arguments e. g. use of adjectives in their various forms. cards, letter cards,
handwriting on a
You may read out model argumentative essays to guide manila card
learners as they listen carefully to identify useful phrases,
clauses and expressions.
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?
Week Ending: DAY: FRIDAY Subject: English Language
Duration: 60mins Strand: Writing Conventions/ Extensive Reading
Class: B4 Class Size: Sub Strand: Using Adverbs
Content Standard: Indicator: Lesson:
B4.5.6.1: Understand and use adverbs B4.5.6.1.1 use adverbs to talk about when and
correctly in speech and in writing where the action of a verb took place 1 of 2
Performance Indicator:
Core Competencies:
 Learners can use adverbs to talk about when and where the action of a verb
Communication and
took place.
Collaboration, Personal
 Learners can read a variety of age- and level appropriate books.
References: English Language Curriculum Pg. 64

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Engage learners to play “Read- Cover- Write” game.

Put word cards on the table, floor or a bowl.

A pupil picks a word card, reads the word, covers it/ turns it
over and writes the word on the board or book.
He then picks the card again and show it to the class.
The class checks to see if the word is correct.

The student with the correct number of words wins the game

Share the performance indicators and introduce the lesson.

PHASE 2: MAIN An Adverb is a word that describes a verb, an adjective, or Word cards, sentence
another adverb. cards, letter cards,
handwriting on a
Revise adverbs of time and manner in context: Adverbs can tell; manila card
where: We went away to camp for a week. -(place)

When: They often play together-(time)

Assessment: Have learners listen to and read several sentences

containing adverbs of time and place.

Engage learners in the “popcorn reading” game

The rules are simple: One student starts reading aloud and then
calls out "popcorn" when they finish. This prompts the next
student to pick up where the previous one left off.

Guide learners to choose and read independently books of

their choice during the library period.

Learners think-pair-share their stories with peers.

Assessment
Learners write a-two-paragraph summary of the book read.
PHASE 3: Summarize the important points in the lesson with learners.
REFLECTION
Next lesson: provide a concluding statement that follows from
argument presented
Week Ending: DAY: Subject: Mathematics
Duration: 50mins Strand: Algebra
Class: B4 Class Size: Sub Strand: Unknown Expression And Equations
Indicator:
Content Standard: Lesson:
B4.2.2.2.4-7 identify the unknown in a problem,
B4.2.2.2 Solve one-step equations involving
a symbol to represent an unknown number represent the problem with an equation, and solve the 1 OF 1
problem concretely, pictorially or symbolically.
Performance Indicator: Core Competencies:
Learners can identify the unknown in a problem, represent the problem with an Problem Solving skills; Critical
equation, and solve the problem concretely, pictorially or symbolically. Thinking; Justification of Ideas
Teaching/ Learning Resources Counters, bundle and loose straws base ten cut square, patterns
New words
References: Mathematics Curriculum Pg. 32

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Monday Can you work out what Learners use concrete materials, such as Give learners task to
number will be at the top of blocks or counters and the balance complete whiles you go
the pyramid? scales, to find the value of p in the round to guide those who
following equations. don‟t understand.
For example: 3 + p =11
Give remedial learning to
those who special help.

3+p 11

With this example, we have to make

both sides of the scale equal. Hence, 8
should be added to 3 to make 11.
Therefore p = 8

Assessment: Have learners to practice

with more examples
Tuesday Can you make a pyramid with Learners use concrete materials, such as Give learners task to
100 at the top? blocks or counters and the balance complete whiles you go
scales, to find the value of p in the round to guide those who
following equations. don‟t understand.
For example: p + 5 = 17
Give remedial learning to
those who special help.
 This cup Use
represents counters for
the the other
unknown numbers
number

p + 5 = 17

Assessment: Have learners to practice

with more examples.
Wednesday Can you put the digits 1 to 9 Guide learners to model the use of Give learners task to
in a square so that every row, guesses to find the value of unknown complete whiles you go
column and diagonal add to numbers in equations. round to guide those who
15? don‟t understand.
Learners by observing patterns in their
results, become more systematic in the Give remedial learning to
guesses they make. those who special help.
For example:
+ + =
+ + = 20
+ + =
+ + =
Assessment: Draw more patterns for
learners to practice with.
Thursday Can you put the numbers 1 to Ask students to describe two different Give learners task to
7 in each circle so that the stories that the equation 5 + k = 9 could complete whiles you go
total of every line is 12? represent. round to guide those who
First story: A book has 9 pages. Niko don‟t understand.
has 5 pages left to read. How many
pages has he read? Give remedial learning to
those who special help.
Second story: The sum of a number k
and 5 is equal to 9. What is the number?

Assessment: Give learners more

equations for them make up more
stories from them.
Friday Can you put the digits 1 to 11 Ask learners to solve puzzle in the Give learners task to
in the circles do that every line figure, by solving the equations in each complete whiles you go
has the same total? line. round to guide those who
don‟t understand.
Example 1:
Give remedial learning to
those who special help.
Example 2:
Week Ending: DAY: Subject: Science
Duration: 60mins per lesson Strand: Forces And Energy
Class: B4 Class Size: Sub Strand: Electricity And Electronics
Content Standard: Indicator: Lesson:
B4.4.2.2 Know the functions and assemblage B4.4.2.2.1 Identify the basic components
of basic electronics components of electronic circuits 1 OF 1
Performance Indicator:
Core Competencies:
Learners can Identify the basic components of
Problem Solving skills; Critical Thinking; Justification of Ideas;
electronic circuits
Teaching/ Learning Resources Local electrical appliances

References: Science Curriculum Pg. 11

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Engage learners to solve Engage learners to discuss the use of Use questions to review
this brain teaser each component their understanding of the
lesson
A man was walking in the Components of an electrical circuit
rain in the middle of include; Ask learners to summarize
nowhere without a coat or  Battery- a battery is the source of what they have learnt
an umbrella. He got electrical energy in a circuit,
soaked, but not a single
hair on his head was wet.  Wire- they carry electric current
How is this possible? round the circuit,

 Switch- a device used to turn electric

Answer: he was a bald man current ON or OFF.

 Load/Bulb- the load converts electrical

energy to other forms of energy, like
the light energy.

Learners find out other materials that

can be used in place of dry cells,
connecting wires and bulb.
Review learners Learners draw the circuits they have Use questions to review
understanding in the connected. their understanding of the
previous lesson using lesson
questions and answers
Ask learners to summarize
what they have learnt
Engage learners to play Learners suggest other materials that
games and sing songs to can be used in the absence of the
begin the lesson. connecting wire.

Learners act as electrons flowing in a

circuit through the classroom.

Learners act out the role of various

components (resistor, capacitor, etc)
in the circuit.
Week Ending: DAY: Subject: OWOP
Duration: 60mins per lesson Strand: Our Beliefs And Values
Class: B4 Class Size: Sub Strand: Being A Leader
Content Standard: Lesson:
Indicator:
B4 3.4.1. Recognise leadership as an
important value and civic duty B4 3.4.1.1. describe leadership as a valuable skill 1 OF 1
Performance Indicator: Core Competencies:
Learners can describe leadership as a valuable skill Communication and Collaboration Critical Thinking
Teaching/ Learning Resources Pictures, Charts, Video Clips
New words
References: OWOP Curriculum Pg.14

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Write down a couple of Learners recall leaders in the Use questions to review
words on cards. Make sure community and others they know of their understanding of the
learners are familiar with (President Mahama, Kwame Nkrumah, lesson
the words. Edward Akuffo Addo, Jerry John
Divide the class in to Rawlings, John Kofi Agyekum Kufour, Ask learners to summarize
groups. One person from John Evan Atta-Mills Yaa Asantewaa what they have learnt
each group comes up in etc.)
front to pick and act the
word.
The group to get the highest Jerry John Rawlings is a former Ghanaian
score wins! military leader and politicians who ruled
the country from 1981 to 2001 and also
for a brief of 1979. He led a military
junta until 1992 and then served two
terms as the democratically elected
president of Ghana.

Have learners talk about his good

leadership qualities;
-inspiring people to be better,
-having clear vision,
-ability to communicate and
understand,
-maintain positive attitude,
-take risks responsibly,
-make good decisions
-encourage team activities.
Review learners Learners role play activities that Use questions to review
understanding in the teach good leadership skills in the their understanding of the
previous lesson using home, school and community such lesson
questions and answers as developing self- confidence
needed to lead class members, Ask learners to summarize
Engage learners to play making decisions about food to eat. what they have learnt
games and sing songs to
begin the lesson. Learners discuss about the roles
they played and how they are going
to apply the leadership skills in
future.
Week Ending: DAY: Subject: REL & MORAL EDUCATION
Duration: 60mins Strand: The Family And Community
Class: B4 Class Size: Sub Strand: Roles And Relationships
Content Standard: Indicator: Lesson:
B4.4.1.1. Exhibit the need to be B4.4.1.1.1: explain the need to be committed to
committed to God God 1 OF 1
Performance Indicator: Core Competencies:
Cultural Identity, Sharing
Learners can identify the uniqueness of humankind from other creatures. Reconciliation, Togetherness
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
References: RME Curriculum Pg. 29

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Engage learners to spell some In groups, let learners discuss Use questions to review
words, at least 5 in their why they have to be committed their understanding of the
workbooks. to God. lesson
Make sure the words are level-
appropriate words. i. God remains the omnipotent one Ask learners to summarize
ii. God is our model what they have learnt
Learners to exchange the work iii. Because we have seen gods
among themselves and mark. greatness.
Provide feedback where iv. He created us
necessary.
Let learners in pairs, write the
benefits of responding to God‟s
call and present their works for
class discussion.

i. You become a vessel for miracles

ii. Know his way
iii. Develop the yes habit and
standing by the truth always.
iv. Courageous boldness
v. Adventurous faith
Week Ending: DAY: Subject: History
Duration: 60mins per lesson Strand: Europeans In Ghana
Class: B4 Class Size: Sub Strand: Missionary Activities
Content Standard:
Indicator: Lesson:
B4.3.3.1. Demonstrate knowledge of
B4.3.3.1.1 describe European missionary
Europeans‟ engagement in other activities
activities in Ghana 1 OF 1
other than trade in Ghana
Performance Indicator: Core Competencies:
Learners can describe European missionary activities in Ghana Critical thinkers and digital literates
Teaching/ Learning Resources Pictures of some outstanding entrepreneurs in Ghana
References: History Curriculum Pg. 25

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Write down a couple of Revise with learners on some of the activities Use questions to review their
words on cards. Make sure of the Christian missionaries in the gold coast. understanding of the lesson
learners are familiar with
the words. The European missionaries established Ask learners to summarize
Divide the class in to Christian churches across the country. They what they have learnt
groups. One person from included the Methodist church, the
each group comes up in Presbyterian, Evangelical Presbyterian Church,
front to pick and act the the Roman Catholic, Pentecost church,
word. Seventh Day Adventist etc.
The group to get the highest
score wins! The Christian missionaries also introduced
modern forms of crafts such as carpentry and
masonry. They also set up model farms where
scientist agriculture was taught and new crops
were introduced for the people.

Assessment: let learners describe European

missionary activities in Ghana
Read out excerpts from Revise with learners on some of the activities Use questions to review their
speeches made by important of the Christian missionaries in the gold coast. understanding of the lesson
individuals in the country.
Let learners relate to the The Christian missionaries contributed in the Ask learners to summarize
speeches and share ideas on development of literature in the local what they have learnt
such speeches. vernaculars, this included the translation of the
bible into some of the important local
languages.

The missionaries also greatly improved the

health service. They built most of our
important hospitals in Ghana. They included
the Atibie hospital, the Nkawkaw roman
hospital etc.

Assessment: let learners describe European

missionary activities in Ghana
Week Ending: DAY: Subject: Creative Arts
Duration: 60mins per lesson Strand: Visual Arts & Performing Arts
Class: B4 Class Size: Sub Strand: Appreciating and Appraising
Content Standard:
Indicator: Lesson:
Demonstrate understanding of how to
B4.1.4.6 /B4.2.4.7. use the agreed guidelines to
generate own ideas for artistic
examine and derive meaning from own artworks 1 OF 1
expressions on the people.
Performance Indicator: Core Competencies:
Learners can use the agreed guidelines to examine and derive Decision Making Creativity, Innovation
meaning from own artworks Communication
Teaching/ Learning Resources Photos, videos, art paper, colors and traditional art tools
References: Creative Arts Curriculum Pg. 30

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

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

Theme: Unity
Subject matter: Historical
Media: Clay
Techniques: coiling method
Uses: for fetching and storing water
Future modification: addition of handles
Engage learners to play Performing artworks include dance, Review the lesson
games and sing songs to music and drama. activities through
begin the lesson. questions and answers.
Let learners use their senses to
appreciate and appraise their own
artworks.

Make decisions on agreed guidelines to

appreciate and appraise an artwork.
E.g. Agbadza dance
Review learners
understanding in the
Let learners talk about the theme,
previous lesson using
gestures, makeup, costume, stage use
questions and answers
and stage setting as they watch the
video or pictures of the dance.
Week Ending: DAY: Subject: Ghanaian Language
Duration: 60mins per lesson Strand: Extensive Reading
Class: B4 Class Size: Sub Strand: Reading in learners
Content Standard:
Lesson:
B4.6.1.1: Exhibit knowledge of reading Indicator:
long stories from sources other than the B4.6.1.1.1 Read long stories aloud correctly
1 OF 1
class Readers, with correct intonation
Performance Indicator: Core Competencies:
Creativity and innovation, Communication and
Learners can read long stories aloud correctly collaboration
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a manila card
References: Ghanaian Language Curriculum Pg. 31

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Using questions and answers, Do a model reading of a long Ask learners series of
review their understanding story. questions to review their
of the previous lesson. understanding of the lesson
Allow learners to read aloud long
stories correctly in groups and Ask learners to tell you what
then individually they have learnt
Engage learners to play Do a model reading of a long Ask learners to summarize
games and sing songs to story. what they have learnt.
begin the lesson.
Allow learners to read aloud long Let learners say 5 words
stories correctly in groups and they remember from the
then individually lesson.
Have learners play games Do a model reading of a long Ask learners series of
and recite familiar rhymes to story. questions to review their
begin the lesson. understanding of the lesson
Allow learners to read aloud long
stories correctly in groups and Ask learners to tell you what
then individually they have learnt
Week Ending: DAY: Subject: PHYSICAL EDUCATION
Duration: 60mins Strand: Values And Psycho-Social Concepts
Class: B4 Class Size: Sub Strand: Social Interaction
Content Standard:
Indicator: Lesson:
Demonstrate competence in the motor skills and
B4.5.2.5.2 participate in a variety of
movement patterns needed to perform a variety of
group settings 1 OF 1
physical activities
Performance Indicator: Core Competencies:
Learners can participate in a variety of group settings Develop personal skills
Teaching/ Learning Resources Pictures and Videos
References: PE Curriculum Pg. 54

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Activate the previous knowledge Encourage learners to work in Use questions to review
of the learners by making them groups and observe group their understanding of the
answer questions on the dynamics such as tolerance, self- lesson
previous lesson. respect, teamwork, etc.
Ask learners to summarize
Engage learners to play games Learners tell the importance of what they have learnt
and sing songs to begin the observing group dynamics.
lesson
Put learners in groups and
engage them in a workout or
project.
Week Ending: DAY: Subject: Computing
Duration: 60mins Strand: Word Processing
Class: B4 Class Size: Sub Strand: Technology In The Community
Content Standard: Indicator: Lesson:
B4.1.4.1. Demonstrate the use of technology in B4.1.4.1.4 identify technological changes in
the community the community 1 OF 1
Performance Indicator: Core Competencies:
Creativity and innovation. 2. Communication and
Learners can identify technological changes in the community collaboration.
Pictures of automated irrigation for farming, ecofriendly pesticides and
Teaching/ Learning Resources
manure
References: Computing Curriculum Pg. 6

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Get a viral picture, a trending Guide learners to Identify Ask learners to talk about
technology on twitter, technological changes in the what they have learnt.
Facebook, YouTube and other community (e.g. Using automated
social media handles. irrigation for farming, eco-friendly Pose questions to learners
pesticides and manure, etc.) to review their
Discuss what is trending and understanding of the lesson
invite learners to share their Guide learners to explore
opinions on them technological changes in the
community or in the world.

Let learners find examples of

technological changes in the
community or world around
them. They should be
encouraged to present their
findings to the class.