TERM TWO

BASIC FIVE
WEEK ELEVEN

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 WEEKLY SCHEME OF LEARNING- WEEK ELEVEN

BASIC FIVE

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

Week Ending
Class Five
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B5.1.7.1.7 B5.2.7.2.3 B5.3.5.1.1 B5.4.11.1.2
B5.5.5.1.1
Performance Indicator A. Learners can draw conclusions from main
ideas, key details and specific examples from
texts
B. Learners can demonstrate awareness of the
structure of texts (e.g. introduction, body,
conclusion)
C. Learners can use different types of verbs in
sentences: − Main verb − Helping verb (primary
auxiliary and modal auxiliary
D. Learners can write poems and imaginative
narrative stories using knowledge of features
of poems and imaginative texts
E. Learners can use comparative forms of regular
and irregular adjectives to make comparisons
F. Learners can read a variety of age- and level
appropriate books and present at least a-
three-paragraph summary of each book read
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting
on a manila card and a class library.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

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)

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Monday Engage learners to sing Revise the lessons on What have we learnt
songs and recite familiar identification of cause and today?
rhymes effect using Think-Pair-
Share. Ask learners to
• Select an interesting summarize the main
story to guide the learners points in the lesson
do this exercise.
• Build on this activity by
working together with
learners to identify
specific examples to help
bring out main ideas and
the key details. With this
example, guide learners to
draw conclusions.

Assessment: let learners

draw conclusions from
main ideas, key details
and specific examples
from texts

Tuesday Engage learners to sing B.READING What have we learnt

songs and recite familiar Guide learners with today?
rhymes questions to identify the
main parts of a story, e.g. Ask learners to
introduction, body and summarize the main
conclusion. • Have points in the lesson
learners use connectives
to summarise each part of
the text and use these to
make a full summary.

Assessment: let learners

demonstrate awareness
of the structure of texts
(e.g. introduction, body,
conclusion)

Wednesday Engage learners to sing C.GRAMMAR What have we learnt

songs and recite familiar • Revise verbs using today?
rhymes context.
 • Let learners identify Ask learners to
main verbs in sentences. summarize the main
E.g. The boy has bought a points in the lesson
new football.
• Provide a text and guide
learners to identify
auxiliary (Primary and
Modal) verbs. E.g. is, was,
have, has, had, etc.

Assessment: let learners

use different types of
verbs in sentences: − Main
verb − Helping verb
(primary auxiliary and
modal auxiliary

Thursday Engage learners to sing D.WRITING

songs and recite familiar Have learners revise, edit
rhymes first draft, and publish
their writing.
• Refer to Strand 4, Sub-
strand for the details of
the stages of the writing
process.

Poems and Plays:

• Discuss sentences of
poems and plays. Guide
learners through the
writing process to write
poems and plays.

Assessment: let learners

write poems and
imaginative narrative
stories using knowledge of
features of poems and
imaginative texts

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Friday Engage learners to sing E.WRITING CONVENTION What have we learnt
songs and recite familiar AND GRAMMAR USAGE today?
rhymes Show a picture of a family
and guide the learners to Ask learners to
talk about the people summarize the main
using the positive points in the lesson
comparative and
superlative forms of
adjectives.
• In groups, learners write
a description of the
members in each group.
Let them edit their work
focusing on the use of
forms of adjectives
appropriately.
• Learners can add the
group picture to their
presentation and publish
in their class magazine

Assessment: let learners

use comparative forms of
regular and irregular
adjectives to make
comparisons

Friday Guide learners to E.EXTENSIVE READING Have learners to tell

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

Assessment: let learners

read a variety of age- and
 level appropriate books
and present at least a-
three-paragraph summary
of each book read

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Week Ending
Class Five
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B5.2.1.1.8 B5.2.2.1.1
Performance Indicator Learners can describe the relationship in a given table
or chart, using a mathematical expression
Learners can demonstrate understanding of algebraic
expressions as mathematical phrases that can contain
letters which represent ordinary numbers and
operators (like add, subtract, multiply, and divide).
Strand 2. ALGEBRA
Sub strand
2: Algebraic Expressions
Teaching/ Learning Resources Counters
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

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 Sing songs like: This table shows the Review the lesson with
pattern of cost of boxed Learners
I’m counting one, what lunches for students on a
is one field trip. Ask learners to:
1 - One is one alone, (i) explain the pattern of Assessment: have
alone it shall be. how the cost of lunches learners to practice with
2 - Two pair, two pair changes as more more examples
come pair let us pair students go on the trip; (ii)
3 - Turn around use the pattern to
4 - Follow me determine how many
5 - Fire students went on the trip
if the cost of lunches is
GHC90.
Number 1 2 3 4
of
students
Cost of 3 6 9 12
lunch in
cedis
 Ask learners to write
questions based on the
pattern for their friends to
find answers
Tuesday Sing songs like: 1. Write algebraic Review the lesson with
expressions for word Learners
I’m counting one, what problems:
is one 1) Sum of 8 and s
1 - One is one alone, 2) 8 times the sum of c Assessment: have
alone it shall be. and 7 learners to practice with
3) Take away 4 from m more examples
4) Subtract 4 from 7 times
Wednesday Sing songs like: Write algebraic Review the lesson with
expressions for the Learners
I’m counting one, what perimeter of the following
is one shapes
1 - One is one alone, Assessment: have
alone it shall be. learners to practice with
more examples
Thursday Sing songs like: Simplify basic algebraic Review the lesson with
expressions by grouping Learners
I’m counting one, what like terms. E.g.
is one 1) m + 5 m
1 - One is one alone, 2) b + (–3b) + b Assessment: have
alone it shall be. 3) –7 n + 6 n learners to practice with
2 - Two pair, two pair 4) 9 w – 4 – 10 w more examples
5) 8 w + 5 w
6) – m + 9 – 5 m

Friday Sing songs like: Substitute a value for an Review the lesson with
unknown into an Learners
I’m counting one, what expression and correctly
is one calculate the answer. E.g. Assessment: have
1 - One is one alone, Find the values of these learners to practice with
alone it shall be. algebraic expressions more examples
2 - Two pair, two pair using the values given in
come pair let us pair the following:
3 - Turn around 1) z + 7d use z = 7 and d =
4 - Follow me 4
5 - Fire
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2) 4 - 5s + 3b use s = 6 and
b=2
3) 8k + d use k = 2 and d =
3
4) -7 - 2b + 6 - 3r use b = 3
and r = 4
5) 7(5f - 3n) - 8 use n = 3
and f = 7
6) -5d - k 7 _ use k = 14
and d = 5
 Week Ending
Class Five
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B1.4.1.2.2
Performance Indicator Learners can measure and record temperature using
thermometer
Strand FORCES AND ENERGY
Sub strand SOURCES AND FORMS OF ENERGY
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

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 2.2 Measure and record What have we learnt
songs and recite familiar temperature using today?
rhymes thermometer • Guide
learners, in groups, to Ask learners to summarize
produce their own the important points of the
improvised thermometers lesson
using plastic bottles, plastic
straws, dyes and water.
• If available, bring clinical
and laboratory
thermometers to class.
• Learners recall their
previous knowledge on the
concept, “temperature”.
• Learners discuss the
relationship between
hotness and coldness in
terms of heat transfer,
(when an object loses heat,
it cools and when it gains
heat, it becomes warm or
hot).
• Learners identify the
instrument used for
measuring the amount of
heat in a body and give

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 examples of places where
the thermometer is used.

Assessment: let learners give

examples of places where
the thermometer is used
Thursday • Learners identify the
instrument used for
measuring the amount of Ask learners to summarize
heat in a body and give the important points of the
examples of places where lesson
the thermometer is used.

Learners are assisted to use

the clinical thermometer to
measure and record their
body temperatures, and the
laboratory thermometer to
measure the temperature of
warm water.

Assessment: let learners

measure and record
temperature using
thermometer
 Week Ending
Class Five
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B5.5.1.1.2
Performance Indicator Learners can examine sources of evidence about the
role of Joseph Mensah Sarbah in the Aborigines Rights
Protection Society-ARPS- 1897
Strand 5: Journey to Independence
Sub strand 1: Early Protest Movements
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

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)
Tuesday Engage learners to sing Identify the key leaders of What have we learnt
songs and recite familiar the ARPS by today?
rhymes pictures/documentary.
Find out from the internet Ask learners to
Who was Joseph how the ARPS got the land summarize the main
Mensah-Sarbah? Where bill withdrawn. points in the lesson
was he born? What was
his role in the ARPS? Assessment: let learners
describe evidence about
the role of Joseph Mensah
Sarbah in the Aborigines
Rights Protection Society-
ARPS- 1897

Thursday Engage learners to sing Find out from the internet What have we learnt
songs and recite familiar how the ARPS got the land today?
rhymes bill withdrawn.
Present report as a poster. Ask learners to
summarize the main
points in the lesson

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Assessment: let learners
describe evidence about
the role of Joseph Mensah
Sarbah in the Aborigines
Rights Protection Society-
ARPS- 1897
 Week Ending
Class Five
Subject CREATIVE ARTS
Reference Creative Arts curriculum
Learning Indicator(s) B5 1.3.5.2 B5 2.3.5.2
Performance Indicator Learners can exhibit portfolio of own and others’ art
artworks to share creative experiences of artworks
that reflect the physical and social environments of
some communities in Africa.
Learners can stage a display of own portfolio of
performing artworks to share own creative
experiences of compositions that reflect the topical
issues in Africa
Strand 1: Visual Arts
2: Performing Arts
Sub strand 3: Displaying and Sharing
3: Displaying and Sharing
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

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 What have we learnt
songs and recite familiar on the types and number today?
rhymes of artworks to exhibit and
mount them based on the Ask learners to
space available to suit the summarize the main
theme for the exhibition points in the lesson

hanging, draping, placing,

spreading, leaning, using
plinths to raise or add
height and depth to some

using manual penmanship

(calligraphy) or ICT
(computer) prints: name
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 of artist, title of work, size
of work, date of

and responsibilities to
themselves (individually
or in groups) and ensure
they are carried out
successfully.

from improper practices;

closing ceremonies for the

exhibition;

appreciating, appraising,
evaluating and reporting,
etc.;

exhibition

Assessment: let learners

exhibit portfolio of own
and others’ art artworks

Wednesday Engage learners to sing What have we learnt

songs and recite familiar on the types and number today?
rhymes of compositions to be
performed during the Ask learners to
event to reflect current summarize the main
topical issues of much points in the lesson
concern in Africa based on
the selected theme, time
available and the
expected audience;

group tasks and

responsibilities and
ensure they are carried
out successfully theme for
the event, recording of
comments and
suggestions
 performances to best tell
the story of the event
from the beginning to the

programme of the day:

opening, performances
and closing.

for appreciating,
appraising, evaluating and

hall after the performance

Assessment: let learners

stage a display of own
portfolio of performing
artworks

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Week Ending
Class Five
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B5.3.1.3.1
Performance Indicator Learners can perform 10 minutes jogging with music

Strand PHYSICAL FITNESS

Sub strand AEROBIC CAPACITY
Teaching/ Learning Resources drums
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

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)
Friday Learners jog round a Choose music that can aid End the lesson with cool
demarcated area in files learners to jog. Learners down activities and use
while singing and jog at their own pace for questions to summarise
clapping to warm-up the 10 minutes. the lesson
body for maximal Learners communicate
performance and to with their teachers and
prevent injuries peers signs and symptoms
as they progress in the
activity.
 Week Ending
Class Five
Subject COMPUTING
Reference Computing curriculum Page
Learning Indicator(s) B5.6.3.1.1 B5.6.3.1.2
Performance Indicator Learners can guide learners to create a favourite link
Learners can demonstrate deleting favourite links
Strand Internet and social media
Sub strand 3: SURFING THE WORLD WIDE WEB
Teaching/ Learning Resources Laptop
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

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)
Engage learners to sing Guide learners to create a What have we learnt
Wednesday songs and recite familiar favourite link. today?
rhymes Guide learners to delete
favourite links they have Ask learners to
created in the previous summarize the main
lesson. points in the lesson

Assessment: let learners

describe how to delete a
favourite link

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Week Ending
Class Five
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B5 3.1.1.2:
Performance Indicator Learners can outline the moral lessons from the
ministry of the various leaders
Strand 3: Religious Leaders
Sub strand 1: Ministry of the Leaders of the Three Major
Religions in Ghana

Teaching/ Learning Resources Pictures

Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

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)
Friday Engage learners to sing In groups, let learners What have we learnt
songs and recite familiar dramatise portions of the today?
rhymes scripture that depict
moral lessons, e.g. Ask learners to
submissiveness, humility, summarize the main
loyalty, etc. points in the lesson

Assessment: let learners

outline the moral lessons
from the ministry of the
various leaders
 Week Ending
Class Five
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page
Learning Indicator(s) B5.4.1.2.1.
Performance Indicator Learners can discuss the importance of being a
responsible citizen in the nation
Strand 4: OUR NATION GHANA
Sub strand 1: Being a Citizen
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

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)
Tuesday Engage learners to sing Learners describe What have we learnt
songs and recite familiar attitudes and behaviours today?
rhymes that show that a person is
responsible e.g. obedience Ask learners to
to rules and regulations, summarize the main
respect others, accepting points in the lesson
responsibility (performing
assigned duties), taking
initiatives, helping needy
people.
Learners discuss the
importance of being a
responsible citizen e.g. to
promote unity, to gain
respect, to be considered
a reliable person, etc.

Assessment: let learners

explain the importance of
being a responsible citizen
in the nation

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Thursday Engage learners to sing Learners discuss the What have we learnt
songs and recite familiar importance of being a today?
rhymes responsible citizen e.g. to
promote unity, to gain Ask learners to
respect, to be considered summarize the main
a reliable person, etc. points in the lesson

Learners role-play
activities of responsible
citizens. Learners identify
and talk about what they
can do to help the country
to develop.

Assessment: let learners

explain the importance of
being a responsible citizen
in the nation
 Learning Indicator (s) (Ref. No.) B5.6.3.1.1 Read short texts, narratives or stories from
other materials with correct intonation/tone.
B5.6.3.1.2 Answer questions on the
narratives/passage read.
Performance Indicators • The learner should read short texts,
narratives or stories from other materials with
correct intonation/tone.
• The learner should answer questions
on the narratives/passage read.

Week Ending
Reference Ghanaian Language curriculum
Subject GHANAIAN LANGUAGE
Teaching/ Learning Resources Manila cards, markers, recorded audios visual
Core Competencies: Communication and collaboration Personal development and leadership

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)
Engage leaners to sing • Read a text aloud to the What have we learnt
songs and recite hearing of learners. today?
familiar rhymes • Guide learners to read
short texts, narratives or
stories from other
materials with correct
intonation.
• Let learners read
paragraph each of the text
to the class

Review the lesson with

Assessment: let learners learners
read short texts,
narratives or stories from
other materials with
correct intonation/tone.

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Engage leaners to sing • Learners read a passage What have we learnt
songs and recite to the hearing of others today?
familiar rhymes learners.
• Lead learners to answer
questions on the passage Review the lesson with
read orally then write learners
them into their books.

Assessment: let learners

answer questions on the
narratives/passage read

Engage leaners to sing • Learners read a passage What have we learnt

songs and recite to the hearing of others today?
familiar rhymes learners.
• Lead learners to answer
questions on the passage
read orally then write
them into their books.

Assessment: let learners

answer questions on the Review the lesson with
narratives/passage read learners