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Religious and Moral Education · B8

Term 3 · Week 2 · 1.00 credits · GHS 0.50

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Lesson Note - Religious and Moral Education

Ave Maria R/C JHS

Weekly Lesson Plan

JHS 2 (B8) · Term 3

Religious and Moral Education

Lesson 1 of 1

Week Ending

Friday, 01 May 2026 Backdated

Week & Term

Week 2 · Term 3

Class Teacher

Samuel Kpei

Subject

Religious and Moral Education

Class

JHS 2 (B8)

Class Size

Duration

60 mins

Week No.

Week 2

Strand

5. ETHICS AND MORAL LIFE

Sub-Strand

1. MORAL TEACHINGS IN THE THREE MAJOR RELIGIONS IN GHANA

Content Standard & Indicator

B8.5.1.1.1

Content Standard

Exemplify the

Indicator

Identify and explain the moral teachings from the Bible, Qur’an and Oral Traditions

Performance Indicator

Learners will identify and explain three key moral teachings from the Bible, Qur'an, and Indigenous African Oral Traditions.

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 30 Apr 2026	1Recall examples of moral teachings from Christianity, Islam, and Indigenous African traditions 2Ask learners: What does the word moral mean? Invite three different volunteers to call out answers. Write responses on the board (right behaviour, good character, doing what is correct)	IDENTIFYING MORAL TEACHINGS FROM THE THREE SOURCES 1Divide the class into three groups of 16–17 learners. Assign Group 1: Christian teachings, Group 2: Islamic teachings, Group 3: Indigenous African teachings. Give each group the Textbook and Bible/Qur'an reference texts. Group 1 locates and reads aloud the Ten Commandments (Exodus 20:1-17) or a parable of Jesus. Group 2 finds and reads a verse on social justice (Qur'an 16:90) or duty to parents (Qur'an 17:23-24). Group 3 discusses and lists three oral proverbs: Unity is strength, Good name is better than riches, Patience moves mountains. Each group writes two examples in their Exercise book 2Call on one representative from each group to stand and read one moral teaching their group found. Invite another learner from a different group to explain in one sentence why that teaching is important in daily life. For example: If Group 1 says 'Do not steal,' ask Group 2 or 3: Why should we not steal? Learners respond chorally or in pairs. Use Textbook during the task. 3Struggling learners: work with the first example only and repeat it with their group before sharing. Fast finishers: identify one more teaching and draw a simple picture to represent it.	1Textbook 2Bible 3Qur'an 4Exercise book 5Picture cards or objects (Bible, Qur'an, talking drum) 6Whiteboard and marker	1Ask the whole class: Which of the three religions' teachings did you see overlap or repeat? For example, 'patience' or 'respect for elders.' Learners whisper to their partner first, then share aloud. Record on the board any common themes (e.g., patience, honesty, respect) 2Invite learners to form mixed pairs (not the same group as before). Each pair chooses one teaching from the board and acts out a 15-second scenario showing how someone follows that teaching in a local Ghanaian context (e.g., Ama respects her grandmother by carrying her water; Kwame is patient when waiting for his turn at the chop bar). Call on three pairs to perform Exercise 1Write in your Exercise book: Name one moral teaching from the Bible, one from the Qur'an, and one from Indigenous African Oral Traditions. For each, write one sentence explaining what it means and give one example of how to follow it in your community

Class Teacher

Samuel Kpei

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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