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Religious and Moral Education · B7

Term 3 · Week 14 · 3.00 credits · GHS 1.50

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Lesson Note - Religious and Moral Education

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Weekly Lesson Plan

JHS 1 (B7) · Term 3

Religious and Moral Education

Lesson 1 of 1

Week Ending

Friday, 24 Apr 2026 Backdated

Week & Term

Week 14 · Term 3

Class Teacher

Emmanuel Adu yawson

Subject

Religious and Moral Education

Class

JHS 1 (B7)

Class Size

Duration

60 mins

Week No.

Week 14

Strand

3. THE FAMILY AND THE COMMUNITY

Sub-Strand

1. FAMILY SYSTEMS

Content Standard & Indicators

B7.3.1.1.1 B7.3.1.1.2 B7.3.1.1.3

Content Standard 1 B7.3.1.1.1

Identify and

Indicator 1

Explain the concept and types of family systems in Ghana

Content Standard 2 B7.3.1.1.2

Identify and

Indicator 2

Identify the role of family members.

Content Standard 3 B7.3.1.1.3

Identify the

Indicator 3

Describe ways of promoting good relationships among family members Identify and Explain the Importance of the

Performance Indicator

Explain the concept and types of family systems in Ghana

Core Competencies

Key Words

Teaching / Learning Resources (TLR)

References

Lesson Activities by Day

Date	Phase 1: Starter (7 mins) Preparing the brain	Phase 2: Main (20 mins) New learning + assessment	Resources	Phase 3: Plenary (6 mins) Reflection + exercise
Thu 23 Apr 2026	1Recall and identify the members of their own family unit using prior knowledge and personal experience 2Ask learners: Who lives with you at home? Write their responses on the board (e.g. mother, father, siblings, grandmother). Discuss: Are these people related to you by blood or marriage?	UNDERSTANDING FAMILY SYSTEMS IN GHANA 1Using the Textbook, read aloud the definition: A family is a social unit whose members are bound by blood ties, marriage or covenant. Write this on the board. Ask learners to repeat the definition chorally three times, then copy it into their Exercise books with one personal example (e.g. Kofi and his parents live together and are bound by blood ties) 2Explain: Ghana has two main family systems — Nuclear and Extended. Write both terms on the board. Use a local example: Ama's nuclear family is her mother, father and two brothers living at Madina; her extended family includes her uncles, aunts and cousins from her father's side and mother's side living in different houses or communities. Learners draw two simple circles on their Exercise books — label one Nuclear and one Extended — and list at least one person in each circle from their own family 3Struggling learners: work with the teacher to identify only 3 family members total (parents + 1 sibling for nuclear; 1 uncle/aunt for extended). Fast finishers may list 5+ relatives in each circle.	1Textbook 2Exercise book 3Board and markers	1Ask one representative from each pair to stand and name one member of their nuclear family and one member of their extended family. Learners listen and raise thumbs up if they agree 2Pose: Why do you think some families live together in one house and others live in different places? Learners whisper their answer to their partner, then call on three volunteers to share their ideas with the class Exercise 1Write in your Exercise book: Explain the difference between a nuclear family and an extended family using one example from your own family or a Ghanaian family you know
Fri 24 Apr 2026	1Recall the different members of a family and name one responsibility each carries out 2Show learners a picture of a Ghanaian family (three generations) on the board or textbook. Ask: Who do you see in this picture? Learners name the family members aloud — children, parents, grandparents	UNDERSTANDING FAMILY ROLES AND RESPONSIBILITIES 1Using the textbook, read aloud the section on family roles. Write three headings on the board: CHILDREN, PARENTS, GRANDPARENTS. Under each, list one key responsibility from the textbook — for example, Children: running errands; Parents: provision of food and shelter; Grandparents: giving advice. Ask learners to copy these into their exercise books and repeat the examples chorally three times 2Divide the class into three groups. Assign each group one family member role (Group 1 – Children; Group 2 – Parents; Group 3 – Grandparents). Each group reads their section from the textbook and discusses one real example from a Ghanaian family they know (e.g., Ama helps sweep the compound; her father pays school fees; her grandmother teaches her how to cook Fufu). One representative from each group shares their example with the class 3Struggling learners: provide sentence starters such as 'My _______ helps by _______' and work with them to complete one example only.	1Textbook (Religious and Moral Education) 2Exercise book 3Picture of a Ghanaian family (three generations) or reference text	1Learners stand in a circle. Call out a family role (Children, Parents, or Grandparents). Learners must shout out one responsibility before sitting down. Repeat five times, alternating roles 2Pose the reflection question: Why is it important that each family member has a role? Learners show thumbs up if they agree that everyone's role helps the family stay strong, then explain in one sentence to a partner why Exercise 1In your exercise book, write the names of three family members (child, parent, grandparent) and next to each name write ONE responsibility they have. Use the examples from the textbook if needed
Wed 22 Apr 2026	1Recall factors that promote good relationships in the family 2Ask learners: When do you feel happy at home? Turn to your neighbour and share one moment when your family made you feel loved or supported. Listen to two pairs share their answers aloud	IDENTIFYING AND EXPLAINING FACTORS THAT PROMOTE FAMILY RELATIONSHIPS 1Open the textbook to the Family Systems section and read aloud the list of factors (patience, respect, obedience, tolerance, transparency, accountability, forgiveness, support). Ask: What does each word mean? Invite one learner from the middle rows to explain patience using a home example (e.g. Abena waiting for her mother to finish work before complaining). Write the definition clearly on the board and learners copy into exercise books 2Give each pair two factors from the list. Pairs create a short role-play showing that factor in action at home (e.g. Kwame asking for forgiveness from his sister after breaking her pen; Ama showing respect by listening to her father's advice). Call on three pairs to demonstrate their role-play to the class. After each, ask: Why is this important in a family? 3Struggling learners: work with the teacher to mime just one factor (forgiveness or respect) rather than create a full role-play.	1Textbook (Family Systems section) 2Exercise book 3Board and chalk/marker	1Ask learners to stand and form a circle. Going around the circle, each learner names one factor and gives one sentence explaining why it keeps families strong (e.g. 'Transparency is important because parents and children trust each other'). Praise contributions that link the factor to family peace 2Learners return to seats. Show a scenario on the board or speak it aloud: 'Yaw is angry at his brother Kwesi and refuses to listen to him at dinner.' Ask: Which two factors could Yaw use to improve this situation? Learners write their answer in exercise books and pair-share Exercise 1Write or tell your teacher: Name two factors that promote good family relationships and explain in two sentences why each one is important. (Assess against the Phase 1 objective: Can learners recall and describe the importance of family factors?) in their exercise books.

Class Teacher

Emmanuel Adu yawson

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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