LessonnotesGH

SHS1 English Language · Semester 1, Week 15

Grammar

Lesson notes

Learning Objectives

Indicator: 1.3.1.LI.3 - Use various forms of Adjectives correctly in contexts.

By the end of the lesson, learners can:

  1. Define an adjective and identify its function as a word class that modifies or describes a noun or pronoun.
  2. Use adjectives correctly in four structural positions: directly before nouns, after the verb “to be”, after sensory verbs, and after verbs of appearance.
  3. Form and use comparative and superlative forms of adjectives correctly, including irregular forms.
  4. Arrange multiple adjectives before a noun in the correct order based on standard English conventions.
  5. Compose short descriptive texts (5 to 8 sentences) using a variety of adjective forms accurately and appropriately.

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Curriculum details

Strand
Grammar Usage (Strand 3)
Sub-strand
Grammar (3.1)
Content standard
1.3.1.CS.1 - Demonstrate knowledge, understanding and use of grammatical forms in speech and writing. 1.3.1.LO.1 Apply knowledge of word classes and their functions in communication. 1.3.1.LO.2 Distinguish between and use the parts and elements that make up a sentence. 1.3.1.LO.3 Distinguish between and use compound and complex sentences. 1.3.1.LO.4 Distinguish between and use dependent and independent clauses. 1.3.1.LO.5 Compose texts using phrase types.
Indicator
1.3.1.LI.3 - Use various forms of Adjectives correctly in contexts.
Suggested placement
Semester 1, Week 15 (Week 15 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.56: 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
  • indicator text - p.56: the code 1.3.1.LI.3 names 2 different indicators in this year. This document restarts learning-indicator numbering at LI.1 under every content standard, so a code identifies an indicator only together with its content standard - here 1.3.1.CS.1
Curriculum reference
NaCCA curriculum document, p. 56

Exemplars (from the NaCCA curriculum) 

Building on What Others Say: Learners in pairs discuss the varied use of words to describe their favourite food/friend/teacher/ and other items around them.
Collaborative Learning: Learners jigsaw with cross groupings collaboratively to explore the accurate use of adjectives in contexts using selected texts.
Examples of use of adjectives in contexts:
i.
Directly before nouns. E.g. Amuzu is an amazing footballer.
ii.
With the verb "to be" to describe the subject of the sentence. E.g. Fatima is very intelligent.
iii.
Use of adjectives with sense (sensory) verbs (sight, taste, smell, touch, hearing). E.g. The food tastes awful.
Or
iv.
Verbs of appearance to modify the nouns, which come before the verb. E.g. Papa Minka seemed very upset.
NOTE:
- Draw attention to comparative and superlative forms of Adjectives
- Order of Adjectives in contexts; minor to, superior to, inferior to etc.
Teaching and Learning Resources:
- Word/Sentence cards
- Word Walls
- Real objects and pictures
- Selected passages
- Teacher made passages
- Technology tools such as computer, mobile phones, projector, radio, TV, films and narratives etc.
- Passages that reveal various forms of nouns.
- Varieties of narrative texts that reveal various types of pronouns.
- Pictures
- Real objects.
- Varieties of narrative texts that reveal use of adjectives in context.
- Videos with dialogue
- Role-play
- Varieties of narrative texts and Passages
Assessment (1.3.1.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 3 Strategic reasoning.
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