TERM TWO

KG 1
WEEK ONE
 WEEKLY LESSON PLAN FOR KG 1- WEEK ONE

Name of School………………………………………………………………………….……………………….…………………

DATE: STRAND: VALUES AND BELIEFS

DAY: Tuesday
SUB STRAND: OUR FAMILY VALUES
CLASS: KG1
CONTENT STANDARD: K1.3.1.1 INDICATORS: K1.3.1.1.1 K1.3.1.1.2
Demonstrate understanding of
PERFORMANCE INDICATOR:
the good manners that our
 Learners can identify the good manners our
families values and why they
families value and how it can change our
value them
personal likes and dislikes
 Learners can demonstrate that spoken words are
represented in written words/print
CORE COMPETENCE: Communication and collaboration (CC) Personal Development and
Leadership (PL) Creativity and Innovation (CI) Critical Thinking and Problem Solving
KEY WORDS:

PHASE/DURATION LEARNERS ACTIVITIES RESOURCES

PHASE 1: STARTER 10 Have learners to sing songs and recite rhymes
MINS that relate to the lesson.
(Preparing the Brain
for Learning)
PHASE 2: MAIN In a Community Circle time, the learners Poster/ cut out
40MINS should be asked to talk about what they like picture
(New Learning and dislike.
Including Cut out shapes, big
Assessment) Teacher scaffold them to share their reasons books, counters,
for their like and dislike. crayons

Write their likes and dislikes on the board or

cut out manila cards using different colour of
makers (e.g. blue marker for likes and red
marker for dislikes).

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Through scaffolding, have learners talk about
what their parents and grandparents (family)
value.

Discuss why learners sometimes refuse to do

what families value and why it would not be
good for them to do that.
Have learners sort the “likes” from the
“dislikes” and count the number of cards they
will get from each group.
Guide them use comparative language to
describe the comparative language to
describe the groups.

Extend this activity by using concrete objects

e.g. counters, shapes, etc.

Teach the learners a song that shows the

reward of showing good manners e.g.

Abofra yɛ somakɔ a
Obiara pɛ n’asɛm 3X
Ntsi yɛ somakɔ

Using as Big book, model to learners by

pointing to each word you read with a
pointer. Highlight the awareness that spoken
words can be written.

Discuss the meaning of the keywords in the

text while you read and assist learners give
examples of synonyms of some selected
keywords.

Write the examples the learners give on the

board to illustrate the concept.

Through LEA, assist the class to create their

version of the story read to them using some
of the keywords learnt and write it on a
manila card for them.
 Guide learners to illustrate their story.

Assessment: let learners identify the good

manners our families value

PHASE 3: Review lesson with Learners by singing songs

REFLECTION 10MINS in relation to it
(Learner and
Teacher)

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team
DATE: STRAND: VALUES AND BELIEFS

DAY: Wednesday
SUB STRAND: OUR FAMILY VALUES
CLASS: KG1
CONTENT STANDARD: INDICATORS: K1.3.1.1.3 K1.3.1.1.4
K1.3.1.1 Demonstrate
PERFORMANCE INDICATOR:
understanding of the good
 Learners can listen to a story on importance of
manners that our families
exhibiting good manners in our everyday life and
values and why they value
role-play how to use simple daily greetings with
them
different people in the society.
 Learners can recognise that spoken words are
made up of individual speech sounds and letters
that can be written down
CORE COMPETENCE: Communication and collaboration (CC) Personal Development and
Leadership (PL) Creativity and Innovation (CI) Critical Thinking and Problem Solving
KEY WORDS:

PHASE/DURATION LEARNERS ACTIVITIES RESOURCES

PHASE 1: STARTER Have learners to sing songs and recite
10 rhymes that relate to the lesson.
MINS
(Preparing the Brain
for Learning)
PHASE 2: MAIN Greet and welcome learners to the Poster/ cut out
40MINS community circle time. picture
(New Learning
Including Introduce the theme for the week and invite Cut out shapes, big
Assessment) learners to share some of the good manners
books, counters,
that their parents insist on at home, e.g.
crayons
when they are eating, when they wake up
from bed, when they receive visitors, when
they are in public etc.

Tell them a nice Ananse story about the

importance and benefit of greetings.
Write the daily greetings on strips of manila
cards.

Show conversational poster and have

learners identify the non-verbal behaviours
that that learners show when greeting at
school and elderly people.
 Have learners role play the daily greetings,
showing appropriate non-verbal behaviours
when greeting different people in the
community.

Using “Pick and act” have learners use the

cut out manila strips to demonstrate the
appropriate greeting they pick

Have learners sing Alphabet song and point

to the letters in the classroom. E.g. ABCD -F-
G…

Write some words on the board or manila

cards, assist learners say the words slowly
stretching them using a rubber band and
have learners count the sounds they hear in
the word.

Repeat the activity with the names of some

objects in the classroom and have learners
say each of the words slowly, stretching them
to hear the individual sounds, and count
them.

Highlight the sounds learners will be able to

identify and assist learners to select the
letter(s) that represent the sounds.

Using phonics game, assist learners to

replace different sound/letter at the
beginning of some selected words to create
new words e.g. /pin/ /sin/, /tin/, /bin/,
/fin/etc. /tan/, /man/, /pan/, /fan/, etc.

Have leaners count the number of words

they can create and represent their answer
visually arranging bottle tops, empty cans,
cut out shapes, etc. or board illustrations
with different colours of chalk or markers.

Repeat these activities with different objects

.

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 Assessment: let learners Using “Pick and act”
have learners use the cut out manila strips to
demonstrate the appropriate greeting they
pick

PHASE 3: Review lesson with Learners by singing songs

REFLECTION 10MINS in relation to it
(Learner and
Teacher)
 DATE: STRAND: VALUES AND BELIEFS

DAY: Thursday
SUB STRAND: OUR FAMILY VALUES
CLASS: KG1
CONTENT STANDARD: K1.3.1.1 INDICATORS: K1.3.1.1.5 K1.3.1.1.6
Demonstrate understanding of
PERFORMANCE INDICATOR:
the good manners that our
Learners can recognize details in shapes and height of
families values and why they
the letter for the week and write it legibly and correctly
value them
Learners can show the time of the day using clock faces.
CORE COMPETENCE: Communication and collaboration (CC) Personal Development and
Leadership (PL) Creativity and Innovation (CI) Critical Thinking and Problem Solving
KEY WORDS:

PHASE/DURATION LEARNERS ACTIVITIES RESOURCES

PHASE 1: STARTER 10 Have learners to sing songs and recite rhymes
MINS that relate to the lesson.
(Preparing the Brain
for Learning)
PHASE 2: MAIN Learners watch teacher model the pre-writing Poster/ cut out
40MINS exercise, learners emulate what the teacher picture
(New Learning does in a whole class, in groups and
Including individually.
Cut out shapes, big
Assessment) books, counters,
Have learners write the letter in the air and
crayons
on their tables.

Talk about the height and shape of the letter.

Using dots or tracing, have learners practice
writing new letter on slates and in their
exercise book.

Have learners give examples of words that

the letter for the week can begin.
Have learners use shapes e.g. circle,
triangles, rectangles to create simple patterns
with 2,3,2, 2,2,3,2, etc.

Have learners clap and stamp their feet with

the patterns
Using a wooden or plastic clock, tell a short
story about time.
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 Talk about the times we greet in the morning
and show it shows on the clock face.

Have the keywords on cut out papers and

use them to explain how we describe time of
the day using the long arm and the short arm
on the clock face.

Have learners practice manipulating clock

faces showing different time.

Assist learners to locate the a given time on

the clock face (e.g 6, 9)

6 O’clock

Have learners create their own clock face

using arts materials like play dough, clay,
manila cards, etc

Assessment: let learners show the time of the

day using clock faces.
PHASE 3: Review lesson with Learners by singing songs
REFLECTION 10MINS in relation to it
(Learner and
Teacher)
 DATE: STRAND: VALUES AND BELIEFS

DAY: Friday
SUB STRAND: OUR FAMILY VALUES
CLASS: KG1
CONTENT STANDARD: K1.3.1.1 INDICATOR: K1.3.1.1.7
Demonstrate understanding of
PERFORMANCE INDICATOR:
the good manners that our
Learners can draw clock faces and write down the given
families values and why they
time under it
value them

CORE COMPETENCE: Communication and collaboration (CC) Personal Development and

Leadership (PL) Creativity and Innovation (CI) Critical Thinking and Problem Solving
KEY WORDS:

PHASE/DURATION LEARNERS ACTIVITIES RESOURCES

PHASE 1: STARTER 10 Have learners to sing songs and recite rhymes
MINS that relate to the lesson.
(Preparing the Brain
for Learning)
PHASE 2: MAIN Discuss the importance of time and why Poster/ cut out
40MINS learners need to obey the times for school picture
(New Learning and classroom activities.
Including Cut out shapes, big
Assessment) Talk about times we greet in the morning and books, counters,
show it on the clock face explaining how we
crayons
describe time of the day using the long arm
and the short arm. With different times
written on cut out papers,

Have learners in pairs draw clock faces

showing different times and write the times
underneath e.g. 6, 7, 2, etc.
E.g.

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team
 2 O’clock

Assessment: let learners in pairs draw clock

faces showing different times and write the
times underneath e.g. 6, 7, 2, etc.

PHASE 3: Review lesson with Learners by singing songs

REFLECTION 10MINS in relation to it
(Learner and
Teacher)