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Religious and Moral Education (RME) · B3

Term 3 · Week 4 · 3.00 credits · GHS 1.50

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Lesson Note - Religious and Moral Education (RME)

Kokomlemle 1 basic

Weekly Lesson Plan

Basic 3 · 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

Christiana Gyimah

Subject

Religious and Moral Education (RME)

Class

Basic 3

Class Size

Duration

60 mins

Week No.

Week 4

Strand

4. The Family and Community

Sub-Strand

1. Roles and Relationships

Content Standard & Indicator

B3.4.1.1.2

Content Standard

Appreciate the role of the family and the community in their relationship with God

Indicator

Identify the benefits of responding to God's call. Communication and

Performance Indicator

Identify at least three benefits of responding to God's call in daily life.

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
Tue 12 May 2026	1Recall ways people respond to God's call through prayer, service, and caring for others 2Ask learners: What does it mean when we say someone answered a call? Learners whisper their ideas to a partner, then invite one pair to share their answer aloud	UNDERSTANDING HOW WE RESPOND TO GOD'S CALL 1Write on the chalkboard: Prayer, Service to humankind, Caring for the environment, Helping the needy. Read each one aloud. Ask: Which one have you seen happen in your family or community? Learners give examples—Ama praying in the morning, Kofi helping sweep the church, Yakubu visiting a sick neighbour. Confirm each example by asking: Is this responding to God's call? 2Organise learners into four groups of seven. Give each group one way to respond from the chalkboard (Prayer, Service, Caring for environment, Helping the needy). Each group discusses for two minutes and prepares one real example from their own life or community to share. A representative from each group stands and tells the class their example using the exercise book to note it down 3Struggling learners: provide sentence starters such as 'In my family, we respond to God's call by _____'. Fast finishers: ask them to explain why their example shows responding to God's call.	1Textbook (Religious and Moral Education) 2Exercise book 3Chalkboard	1Learners stand in a circle. Call out each way to respond to God's call. If learners have done that action, they take one step forward and say 'Yes, I have.' Continue with all four ways 2Ask: Why do you think people respond to God's call? Learners turn to their partner and discuss for 30 seconds, then invite three learners to share their thoughts with the class Exercise 1In your exercise book, write or draw two ways you can respond to God's call this week. For each way, write one sentence explaining why it is important to do it
Wed 13 May 2026	1Recall ways that people respond to God's call in their daily lives 2Ask learners: How did Abena help her neighbour yesterday, and how might that be a response to God? Learners whisper their answer to their partner first, then a volunteer shares aloud	UNDERSTANDING THE BENEFITS OF RESPONDING TO GOD'S CALL 1Write on the chalkboard: 'When we respond to God's call, what good things happen to us?' Read aloud the four exemplar benefits from the textbook (blessings from God, drawing closer to God, long life, prosperity, eternal life). Learners repeat each benefit chorally three times and write them in their exercise books with one personal sentence explaining each 2Divide learners into six groups of four or five. Give each group one benefit written on paper (e.g. Group 1: Blessings from God). Each group discusses: How does this benefit show in the life of someone in our community? Group representatives share one real example with the class (e.g. 'Mama Ama serves at the church, and her business is growing—that is a blessing'). Use Textbook during the task 3Struggling learners: pair with a stronger learner and focus on naming the benefit aloud rather than writing; provide a sentence frame in the exercise book.	1Textbook 2Exercise book 3Chalkboard	1Call on one representative from each group to stand and state their benefit and their community example in one sentence. Learners who agree give a thumbs up 2Ask the whole class: Which benefit do you most want to experience in your life, and why? Learners discuss in pairs, then two or three volunteers share their choice with reasons Exercise 1Write in your exercise book: Name two ways you can respond to God's call this week, and write one benefit you hope to receive from each response
Thu 14 May 2026	1Recall the different ways we respond to God's call through prayer, service, caring for the environment, and helping the needy 2Ask learners: When you help your neighbour Ama collect water from the well or give money to a beggar on the street, what are you doing? Learners whisper their answers to their partner first, then a volunteer shares aloud	IDENTIFYING BENEFITS OF RESPONDING TO GOD'S CALL 1Divide the class into four groups of seven learners each. Give each group one way of responding: Group 1 — Prayer, Group 2 — Service to humankind, Group 3 — Caring for the environment, Group 4 — Helping the needy. Each group discusses and writes in their exercise books two benefits they receive when they respond in their assigned way (e.g., Group 1 prays and receives peace and guidance from God) 2Call one representative from each group to share their two benefits aloud while you write them on the chalkboard under headings: Blessings from God, Drawing Closer to God, Long Life, Prosperity, Eternal Life. Ask the class: Which benefit do you think is the most important and why? Three learners volunteer their opinion; affirm all thoughtful answers 3Struggling learners: provide sentence starters in their exercise books such as 'When we pray, we receive ___' or 'When we help the poor, we get ___' to guide their thinking.	1Textbook 2Exercise book 3Chalkboard	1Ask learners to stand and form a circle. Go around the circle: each learner states one benefit of responding to God's call in one sentence. After five learners speak, ask the class to clap if they agree that benefit is real 2Show the textbook page on responding to God's call. Ask: Looking at what we wrote on the board today, which of these benefits have you already experienced in your own life? Learners turn to their partner and share one sentence; select three pairs to report to the class Exercise 1Write in your exercise book: Name two ways you can respond to God's call this week and write one benefit you expect to receive from each action. (Example: I will pray every morning — benefit: God will guide my schoolwork. I will help my mother — benefit: I will feel happy and blessed.)

Class Teacher

Christiana Gyimah

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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