Basic 8 Religious and Moral Education Term 1 Week 8 Lesson Plan

Revise with learners to review their understanding in the previous lesson.

Concrete-resource task: Set out these resources for each group: Bragoro bead sample; Kente cloth sample; Printed photographs of Ghanaian puberty rites. Learners respectfully examine and compare the objects and printed examples, and refer to them as evidence during the discussion below. Braisnstorm learners to mention puberty rites activities performed by some Traditional Societies. • Bragro of the Akan • Baala of Sissala • Sodji-wi of the Chala, etc. Describe activities performed during puberty of some Traditional Societies. Bragro of the Akan Puberty rites among the Akans are known as "Bragoro" or "Brapue." Most Akans, especially the Ashantis and the Bono, perform puberty rites for their daughters. A girl who is being initiated into "Bragoro" is called "Brani" or "Sakyima." "Bragoro" is performed only after a girl's first menstruation. Before she takes part in the rite, she is examined physically by the queen mother to ensure that she is a virgin and at the same time not pregnant. STAGES INVOLVED IN "BRAGORO" RITES First Stage of the Rite The first rite is the "Enstoolment" which is performed by an old woman who has many children. The initiate (brani) takes her bath and covers her head to the waist leaving the face bare, etc. Second stage of the rite The next rite is the "ti-yi" (hair cutting). The initiate is given a special hair cut called "Dansinkran" and the father pays some money for it. This money serves as capital for the girl. Third stage of the rite The next stage is the ritual bath which takes place in a stream or a river. Her head is covered with cloth and she is carried to the stream for the ritual bath. On arrival, the officiating woman removes her cloth and dips her into the stream three times informing the spirits of the water of their presence and purpose. Fourth stage of the rite When they get home, she is seated on a stool for the "Anoka" This is the dedication ceremony. The food items for this ceremony are boiled eggs, eto, elephant skin, banana, and roasted groundnuts. Libation is poured and each of the food items is put into her mouth for her to taste it. Fifth stage of the rite The initiate holds the hands of two children (a boy and a girl) and then releases their hands for them to rush towards a big bowl of eto and eggs. The moment they touch the food other children present at the ceremony rush to go and get a bite. While the children are scrambling for the food, the initiate is blindfolded and asked to touch two of the children. It is believed that if she is able to touch a boy and a girl she will have children of both sexes Sixth stage of the rite All the initiates come together after feasting with their friends to celebrate the day's event with a special dance as the Bragoro singers drum. Seventh Stage of the rite Her invited friends are left behind to serve her for six days. During this period they engage in some evening activities like storytelling, love games and games for girls They also learn traditional dances and songs; learn to play the "Dondo" (the armpit drum) and any traditional instrument meant for women. Eighth stage of the rite Sunday is the initiation week called "Ndaase" or "Nnaase". The initiate dresses attractively. Her outfit consists of kente, a gold chain, a pair of native sandals, attractive beads and an umbrella. All those who will accompany her also put on beautiful clothes.

Use peer discussion and effective questioning to find out from learners what they have learnt during the lesson.

Share performance indicators with learners.

Concrete-resource task: Set out these resources for each group: Bragoro bead sample; Kente cloth sample; Printed photographs of Ghanaian puberty rites. Learners examine the resources and identify visible, public features of puberty rites such as special clothing, beads, advice from elders, music, dancing and community celebration. Guide learners to describe the stages of Bragoro and selected puberty rites such as Baala of the Sissala and Sodji-wi of the Chala using teacher narration, printed photographs and written stage cards. For role-play, learners demonstrate only safe and public stages of the rites, such as family preparation, presentation of beads or cloth, advice from elders, greetings, songs, drumming, dancing, public presentation and celebration. Sensitive or private stages are discussed only through teacher narration or printed descriptions. Learners must not role-play physical or virginity examinations, bathing or undressing, forced touching, intimate body procedures, blindfolding involving physical contact, or any activity that requires personal disclosure about menstruation, virginity, pregnancy or sexual experience. Groups prepare a short role-play showing the safe public stages of one puberty rite and explain the cultural meaning of each stage represented. Guide learners to identify the significance of puberty rites, including preparation for adulthood, cultural education, teaching responsibility, good manners and knowledge of community traditions. Learners discuss which aspects of puberty rites may still have positive educational or cultural value today and which practices should respect personal dignity, privacy and safety. Assessment: 1. State three public stages or activities associated with puberty rites. 2. Explain three reasons why puberty rites are performed. 3. State two safety or privacy rules that should be observed when learning about or role-playing puberty rites.

Take feedback from learners and summarize the lesson.