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Religious and Moral Education · B8

2 · Week 10 · 1.00 credits · GHS 0.50

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Lesson Note - Religious and Moral Education

Standalone Teacher

Weekly Lesson Plan

JHS 2 (B8) · 2

Religious and Moral Education

Lesson 1 of 3

Week Ending

Friday, 13 Mar 2026 Backdated

Week & Term

Week 10 · 2

Class Teacher

Habibatu Annan

Subject

Religious and Moral Education

Class

JHS 2 (B8)

Class Size

Duration

60 mins

Week No.

Week 10

Strand

4. RELIGIOUS LEADERS AND PERSONALITIES

Sub-Strand

1. PROPHETS AND CALIPHS

Content Standard & Indicator

B8.4.1.1.3

Content Standard

Exemplify the

Indicator

Examine lessons from the exemplary lives of the Prophets and Caliphs Identify and explain the moral lessons that can

Performance Indicator

Examine lessons from the exemplary lives of the Prophets and Caliphs and identify and explain the moral lessons that can be learned from their lives

Core Competencies

Key Words

Teaching / Learning Resources (TLR)

References

Lesson Activities by Day

Date	Phase 1: Starter (9 mins) Preparing the brain	Phase 2: Main (39 mins) New learning + assessment	Resources	Phase 3: Plenary (12 mins) Reflection + exercise
Thu 12 Mar 2026	1Recall and identify key characteristics and actions of at least two Prophets or Caliphs from religious texts 2Show a picture of a religious leader (Prophet Muhammad or a biblical prophet such as Moses or Abraham). Ask learners: Who is this person? What do you already know about their life? Learners whisper their answers to their partner first, then volunteers share aloud with the class. 3Display three statements on the board: (1) A prophet is someone chosen by God to guide people, (2) A caliph is a successor to a religious leader, (3) Both prophets and caliphs make mistakes. Ask learners to show thumbs up if they agree or thumbs down if they disagree. Discuss one or two responses to activate prior knowledge about leadership roles.	IDENTIFYING KEY LIFE EVENTS AND VIRTUES OF PROPHETS AND CALIPHS 1Divide learners into two groups. Group 1 reads about Prophet Ibrahim (Abraham) from the Bible or Quran reference texts; Group 2 reads about Caliph Umar ibn Al-Khattab from the Textbook. Each group lists three key events from the life of their assigned figure in their exercise books. A representative from each group writes one event on the board. Class discusses what these events tell us about their character. 2Learners examine a Picture showing a Prophet or Caliph in an act of mercy, justice, or worship. Ask: What virtue or moral quality does this picture show? Learners write one sentence in their exercise books describing the virtue demonstrated. Pair learners to compare their sentences with the person sitting next to them. 3Struggling learners: work with the textbook to identify ONE virtue only and write it with teacher support. Fast finishers: identify two virtues from their assigned leader and explain how each virtue helped them guide their people. 4Teacher tip: Ensure both Islamic and Christian/biblical examples are used to maintain religious balance and inclusion. Display pictures prominently for visual learners. ANALYSING AND COMPARING MORAL LESSONS FROM DIFFERENT PROPHETS AND CALIPHS 5Present two scenarios side by side on the board: Scenario A — Prophet Yusuf (Joseph) refused a sinful act despite pressure and punishment. Scenario B — Caliph Ali ibn Abi Talib resolved disputes with justice and compassion. Ask learners: What is the same moral lesson in both stories? Learners discuss in small groups using their Textbook and Bible/Quran reference texts, then write the shared lesson in their exercise books (e.g. staying firm in your values, choosing right over comfort). 6Each group creates a two-column comparison table in their exercise books: Column 1 — Life challenge faced by their assigned Prophet or Caliph; Column 2 — How they responded with moral virtue. Call on one representative from each group to share their table with the class. Learners identify which virtue appears in multiple leaders' lives. 7Struggling learners: complete a partially filled comparison table with teacher guidance. Average learners: complete the full table independently. Fast finishers: add a third column explaining how that same moral virtue applies to their life today as a B8 learner in Ghana. 8Differentiation: Pair struggling learners with stronger peers who have completed the textbook reading. Ensure all groups have access to the reference texts simultaneously.	1Textbook 2Bible/Quran/reference texts 3Exercise book 4Picture (of Prophet or Caliph) 5Board and markers 6Comparison table template (optional)	1Learners stand in a circle. Read aloud one moral lesson statement: 'Patience in hardship is a sign of a strong leader.' Ask learners to step forward if that lesson applies to a Prophet or Caliph they studied today. Invite a learner who stepped forward to name the Prophet or Caliph and briefly explain why (30 seconds maximum). Repeat with two more moral statements (e.g. 'Justice is more important than personal wealth' or 'Staying true to your beliefs, even when others disagree, shows integrity'). 2Learners pair up and discuss: Which moral lesson from the Prophets or Caliphs we studied today would help you most as a student in your school community? Why? After 2 minutes, ask three pairs to share their chosen lesson and explanation with the whole class. Emphasise that these lessons apply beyond religion—they are lessons for life. Exercise 1Write the name of one Prophet or one Caliph studied in today's lesson. Identify and explain two moral lessons from their life that you can apply as a B8 learner in Ghana today. Your answer should be at least 5 sentences. (Accept any Prophet or Caliph covered in the lesson; grade on clarity of identification and depth of explanation of moral lessons.)

Class Teacher

Habibatu Annan

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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