SHS2 English Language · Semester 1 Week 20: Grammar Usage

Lesson notes

Learning Objectives

Indicator: 2.3.1.LI.3 - Demonstrate command of Relative/Adjectival Clauses in sentences for communicative purposes.

By the end of the lesson, learners can:

Define a relative/adjectival clause and identify the relative pronouns (who, whom, whose, which, that) and relative adverbs (where, when, why) that introduce them.
Distinguish between restrictive (defining) and non-restrictive (non-defining) relative clauses and punctuate each correctly in writing.
Combine two simple sentences into one sentence containing a relative clause without changing the original meaning.
Use relative clauses to add descriptive detail and variety to both spoken and written communication about familiar Ghanaian topics.
Analyse short texts and peer writing to identify relative clauses, evaluate their effectiveness, and revise sentences to include them where they improve clarity or interest.

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Curriculum details

Strand: Grammar (Strand 3)
Sub-strand: Grammar Usage (3.1)
Content standard: 2.3.1.CS.1 - Demonstrate command of clauses in sentences for communicative purposes. 2.3.1.LO.1 Employ the knowledge of phrases and clauses and their functions in communication. 2.3.1.LO.2 Use sample texts for identification and analysis of the types of subject-verb agreement in speech and in writing. 2.3.1.LO.3 Use active/passive voice in presentations.
Indicator: 2.3.1.LI.3 - Demonstrate command of Relative/Adjectival Clauses in sentences for communicative purposes.
Suggested placement: Semester 1, Week 20 (Week 20 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

strand name - p.129: this document swaps the names GRAMMAR and GRAMMAR USAGE between the strand and its first sub-strand from page to page - printed p.46 heads "Strand 3. GRAMMAR USAGE / Sub-Strand 1. GRAMMAR", printed p.62 "Strand 3. GRAMMAR / Sub-Strand 2. VOCABULARY", printed p.124 "Strand 3. GRAMMAR / Sub-Strand 1. GRAMMAR USAGE" and printed p.134 "Strand 3.GRAMMAR USAGE" with no space. The scope-and-sequence on printed p.21 calls the strand Grammar and the sub-strand Grammar Usage. Each heading is transcribed as its own page prints it
Curriculum reference: NaCCA curriculum document, p. 129

Exemplars (from the NaCCA curriculum)

Experiential Learning: In mixed ability groups, learners creatively use adjectival/relative clauses to convey meaning, encouraging and supporting their peers to analyse texts, adding variety, interest and richness to writing or oral presentations of information in varied contexts.
Teaching and Learning Resources:
- Materials for playing Anna Erskin's 'fish game' and jigsaw puzzle: rope, basin, cut - out fish
- Selected passages
- Old news papers
- The Radio Show (disc jockey)
- Sentence cards
- Games
- YouTube videos on grammatical forms and functions of nouns
- Adjectival games
- YouTube videos on grammatical forms and functions of adjectival/relative clauses
- Adverbial Games
- YouTube videos on grammatical forms and functions of adverbs
Assessment (2.3.1.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.