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Religious and Moral Education (RME) · B1

Term 3 · Week 4 · 1.00 credits · GHS 0.50

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Lesson Note - Religious and Moral Education (RME)

Islamic

Weekly Lesson Plan

Basic 1 · Term 3

Religious and Moral Education (RME)

Lesson 1 of 1

Week Ending

Friday, 15 May 2026 Backdated

Week & Term

Week 4 · Term 3

Class Teacher

HAMISH Jaifa

Subject

Religious and Moral Education (RME)

Class

Basic 1

Class Size

Duration

45 mins

Week No.

Week 4

Strand

2. Religious Practices and their Moral Implications

Sub-Strand

2. Religious Festivals in the Three Major Religions in Ghana

Content Standard & Indicator

B1.2.2.1.1

Content Standard

Describe religious festivals

Indicator

Describe religious festivals in Ghana.

Performance Indicator

Learners will describe at least three religious festivals celebrated in Ghana, naming the religion and one key feature of each festival.

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 (15 mins) New learning + assessment	Resources	Phase 3: Plenary (5 mins) Reflection + exercise
Mon 11 May 2026	1Recall the names of major religious festivals celebrated by different faith groups in Ghana 2Ask learners: What festivals have you seen celebrated in your community or family? Learners raise hands and call out festival names (Christmas, Eid, Homowo, Easter, etc.). List their answers on the chalkboard as they speak	IDENTIFYING AND DESCRIBING FESTIVALS OF THE THREE MAJOR RELIGIONS 1Write three column headings on the chalkboard: Christian Festivals \| Islamic Festivals \| African Traditional Religion Festivals. Call on volunteers to name one festival under each heading while you record their responses. Use the textbook to confirm and add any missing examples (Christmas, Easter for Christians; Eid-ul-Fitr, Eid-ul-Adha for Muslims; Odwira, Damba, Homowo for ATR). Ask: Why do people celebrate these festivals? Learners answer: to worship, to give thanks, to remember important events, to come together 2Divide the class into three groups (6–7 learners per group). Assign each group one religion. Provide the textbook and ask each group to find and write down two festivals of their assigned religion and one reason people celebrate it. Groups write their findings in their exercise books. After, invite one representative from each group to share their findings with the class while you add notes to the chalkboard chart 3Struggling learners: Provide them with a list of festival names to match to religions rather than recall. Fast finishers: Ask them to name which month(s) their assigned festivals are celebrated.	1Textbook 2Exercise book 3Chalkboard	1Ask the class: Which festival brings people together to worship God or to thank ancestors? Learners call out answers (Christmas, Eid, Homowo). Confirm that all three religions use festivals as times for unity and reconciliation. Learners repeat chorally: Festivals bring us together 2Show the chalkboard chart you created during Phase 2. Point to each festival and ask: Who celebrates this? Learners respond with the religion name. Ask a volunteer from each group to read one festival aloud while others listen and nod in agreement Exercise 1In your exercise book, write the name of one festival from each of the three religions in Ghana and write one sentence describing why that religion celebrates it. You may use the chalkboard chart or textbook to help you

Class Teacher

HAMISH Jaifa

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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