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Religious and Moral Education (RME) · B6

Term 3 · Week 2 · 4.00 credits · GHS 2.00

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Lesson Note - Religious and Moral Education (RME)

Shalom Special School

Weekly Lesson Plan

Basic 6 · Term 3

Religious and Moral Education (RME)

Lesson 1 of 1

Week Ending

Friday, 01 May 2026 Backdated

Week & Term

Week 2 · Term 3

Class Teacher

Richard Gyan Asiedu

Subject

Religious and Moral Education (RME)

Class

Basic 6

Class Size

—

Duration

70 mins

Week No.

Week 2

Strand

2. Religious Practices and their Moral Implications

Sub-Strand

2. Festivals in the Three Major Religions

Content Standard & Indicators

B6.2.2.1.2 B6.2.2.1.3

Content Standard

Discuss the significance of religious festivals

Indicator 1 B6.2.2.1.2

Explain the need for celebrating various festivals.

Indicator 2 B6.2.2.1.3

Discuss moral lessons from the festivals. Help learners recall the importance of festivals.

Performance Indicator

Learners will explain the need for celebrating various festivals in the three major religions practised 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 (23 mins) New learning + assessment	Resources	Phase 3: Plenary (7 mins) Reflection + exercise
Tue 28 Apr 2026	1Identify festivals celebrated in the three major religions in Ghana 2Ask learners to call out any festival they know from their family or community — write each festival name on the chalkboard as they speak (Christian, Muslim, and Traditional festivals mixed). Praise accuracy and encourage quiet learners to contribute	UNDERSTANDING WHY FESTIVALS MATTER IN RELIGIOUS LIFE 1Write on the chalkboard: "Why do people celebrate festivals?" Ask learners to think silently for 30 seconds, then invite three learners to share one reason each — write their responses on the board (e.g., Ama says "to remember God", Yakubu says "to bring the family together", Dela says "to say thank you"). Affirm each answer and link to love, sacrifice, and unity 2Read aloud one paragraph from the Textbook about the significance of festivals in one religion (e.g., Easter in Christianity or Eid in Islam). Pause and ask learners to write in their Exercise book one word that describes why that festival is important. Ask: What did you write? — take three responses and discuss how each word connects to love, sharing, or unity 3Struggling learners: provide a word bank on the board with festival purposes (love, sharing, unity, remembrance) to help them complete the exercise book task.	1Chalkboard 2Textbook 3Exercise book	1Display the list of festivals from Phase 1 on the board. Ask learners to stand if the next festival you call is a Christian festival, sit if Muslim, and crouch if Traditional — say: Christmas, Eid-ul-Fitr, Odwira, Ileya. Repeat once and celebrate learners who got all four correct 2Invite one confident learner to say aloud one complete sentence: "We celebrate [festival name] because." using one of the reasons written on the board (love, sharing, unity, remembrance). Ask the class: Who agrees? Show thumbs up. Repeat with two more learners Exercise 1In your Exercise book, write the name of one festival from each of the three major religions in Ghana. Next to each, write one reason why people celebrate it. (Assessed for accuracy of festival identification and clarity of the reason given.)
Thu 30 Apr 2026	1Learners will recall the major festivals celebrated in the three religions practised in Ghana 2Ask: What festivals did your family celebrate last year? Invite learners to name one festival and the religion it belongs to—examples: Eid-ul-Fitr (Islam), Easter (Christianity), Damba (Traditional). Write responses on the chalkboard as learners call them out	WHY DO WE CELEBRATE RELIGIOUS FESTIVALS? 1Write three festival names on the chalkboard: Easter, Eid-ul-Adha, and Homowo. Ask: Why do you think Christians celebrate Easter? Why do Muslims celebrate Eid-ul-Adha? Why do people celebrate Homowo? Learners discuss in pairs for one minute, then call on pairs to share answers. Record key words like 'love', 'sacrifice', 'remembering God', 'unity' on the chalkboard as learners speak 2Open the textbook to the section on festival significance. Read aloud one paragraph about why festivals promote brotherhood and unity in communities. Ask learners to identify in their exercise books two reasons mentioned in the text, then pair-share their answers. Confirm reasons aloud: festivals teach love and sacrifice; festivals bring families and communities together 3Struggling learners: work with a partner to identify one reason only from the textbook paragraph. Fast finishers: write a sentence explaining how one festival they know teaches sacrifice or unity.	1Chalkboard 2Textbook (RME Curriculum section on festival significance) 3Exercise book	1Display three statements on the chalkboard: 'Festivals teach us to love and share', 'Festivals bring people together', 'Festivals help us remember important religious events'. Learners vote with thumbs up if they agree, thumbs sideways if unsure. Discuss any disagreement briefly 2Ask: Which festival from today's lesson do you think teaches the most about unity? Learners whisper their answer to a partner, then one volunteer from each pair shares their choice with one reason why Exercise 1Write one sentence in your exercise book answering this question: Why is it important for people in Ghana to celebrate their religious festivals? Your sentence must include one reason that shows how festivals help communities
Wed 29 Apr 2026	1Recall the names and dates of major religious festivals celebrated in Ghana and identify one moral value associated with each 2Display pictures of Diwali candles, Eid decorations, and Easter eggs on the chalkboard. Ask learners: What festivals do you see here, and when are they celebrated? Learners call out festival names and share what they remember from Day 1	UNDERSTANDING MORAL LESSONS IN FESTIVALS 1Write on the chalkboard: Christmas (kindness and generosity), Eid (sacrifice and sharing), and Odwira (reconciliation and forgiveness). Read each festival name aloud and ask learners to explain in their exercise books what moral lesson each festival teaches using their Textbook. Call on one representative from each row to share their answer. Confirm that festivals teach values that help us live better together 2Divide the class into three groups: Group 1 (Christmas), Group 2 (Eid), Group 3 (Odwira). Give each group a scenario card: Group 1 receives 'Akosua refuses to share her Christmas gift with her sister'; Group 2 receives 'Yakubu keeps all his Eid money for himself'; Group 3 receives 'Kwesi will not forgive his friend before the festival.' Each group discusses which moral lesson is missing and writes one sentence in their exercise book explaining how the lesson should guide the character's behaviour. One group representative shares their work 3Struggling learners work with teacher using picture cards of festivals; they match each festival to ONE moral lesson only and speak their answer aloud.	1Textbook 2Exercise book 3Chalkboard 4Picture cards of Christmas, Eid, and Odwira 5Scenario cards (written on paper strips)	1Ask learners to stand if they celebrate a festival at home. Invite a volunteer from boys and a volunteer from girls to name their festival and name one moral lesson they learn from it. Learners clap for each response 2Learners pair-check: partners whisper to each other one way they will show generosity, sacrifice, or kindness this week because of what they learned today about festivals. Call on three pairs to share their commitment with the class Exercise 1In your exercise book, write the name of ONE religious festival celebrated in your community and explain in 2–3 sentences what moral lesson it teaches and how you will practise that lesson at home or school this week
Mon 27 Apr 2026	1Learners will recall the three major religious festivals studied this week and identify one key moral value associated with each 2Display the names of three festivals on the chalkboard: Ileya (Islamic), Christmas (Christian), and Durbar Festival (Traditional). Ask learners to raise their hands and name one festival they know, then write it on the board alongside the religion	IDENTIFYING AND DISCUSSING MORAL LESSONS FROM FESTIVALS 1Write the heading 'Moral Lessons from Our Festivals' on the chalkboard. Using the textbook, read aloud two examples: Ileya teaches generosity because families share meat with the poor; Christmas teaches kindness and forgiveness because families forgive past wrongs and come together. Ask learners to write one moral lesson they have learned from a festival they have celebrated in their exercise books 2Divide learners into three mixed-ability groups. Assign each group one religion (Islam, Christianity, Traditional). Give each group two minutes to list on paper two moral values from their assigned festival using the Learners Resource Pack as reference. Call on one representative from each group to read their answers aloud while others note them in their books. For struggling learners: provide a word bank on the board (generosity, kindness, sacrifice, forgiveness) to help them select correct answers 3Struggling learners work with the word bank provided; fast finishers explain to their group why each moral lesson is important.	1Textbook 2Exercise book 3Chalkboard 4Learners Resource Pack 5Picture cards (optional: images of three festivals)	1Ask learners to stand and mime one action from a festival that shows a moral lesson (e.g. sharing food to show generosity, or embracing someone to show forgiveness). Other learners guess the moral lesson being shown. Repeat with three or four volunteers 2Learners turn to their partner and discuss: 'How did the moral lessons from these festivals help you become a better person this week?' Invite two pairs to share their discussion with the class Exercise 1Write this sentence starter in your exercise book and complete it: 'The most important moral lesson I learned from the festivals we studied is _____ because _____.' Learners write two to three sentences explaining their chosen moral lesson and how it applies to their life at home or school

Class Teacher

Richard Gyan Asiedu

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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