Ghana curriculum lesson note

SHS 1 Islamic Religious Studies 1st Semester Week 14 Lesson Plan

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Weekly Learning Plan
Subject	Islamic Religious Studies	Week	14
Duration	60 minutes	Form	SHS 1
Strand	Religious Beliefs, Practices, Moral Values and Human Development	Sub-Strand	Major Beliefs of Islam
Learning Outcome(s)	1.2.1.LO.1 - Explain the key ideas related to the qur’an and hadith as sources of guidance.
Learning Indicator(s)	1.2.1.LI.5 - The Qur’an and Hadith as sources of guidance
Lesson Focus	The Qur’an and Hadith as sources of guidance
Previous Knowledge	Learners recall the immediately preceding knowledge/skill needed to engage with The Qur’an and Hadith as sources of guidance; the starter diagnoses this rather than assuming mastery.
Lesson Objective(s)	Identify or explain the key subject idea/procedure in The Qur’an and Hadith as sources of guidance. Complete the concrete guided/practical task for The Qur’an and Hadith as sources of guidance accurately. Apply The Qur’an and Hadith as sources of guidance independently to a new case, data set, text, material or performance situation.
Essential Question(s)	What evidence or procedure is needed to work accurately with The Qur’an and Hadith as sources of guidance? What would a strong practical/application response to The Qur’an and Hadith as sources of guidance look like? How would changing the context, data or constraints affect a decision about The Qur’an and Hadith as sources of guidance?
Pedagogical Strategies	Diagnostic questioning Experiential/problem-based learning Collaborative analysis Guided modelling Independent application Peer/self assessment
Teaching & Learning Resources	Short Qur’an/Hadith references (citations, not long quotations) Historical/community source cards Timeline/map template Notebook
Key Notes on Differentiation
Content	Provide a partially completed example, labelled materials or vocabulary support for learners who need scaffolding in The Qur’an and Hadith as sources of guidance. Extend the task by adding a new constraint, less familiar case or requirement to compare alternatives in The Qur’an and Hadith as sources of guidance.
Process	Use mixed-ability pairs for the first application, then require an individual transfer task. Allow oral/visual demonstration where appropriate while retaining the same subject accuracy criteria.
Product	Use a checklist/rubric tied to the concrete output for this week rather than participation alone. For advanced work, require justification with evidence, calculations, source reference or quality criteria.
Success Criteria	The learner uses correct subject terminology and evidence. The learner completes the week’s concrete product/calculation/performance with acceptable accuracy. The learner explains why the procedure/choice fits the stated context rather than giving a memorised general answer.
Homework	Write a short case response on The Qur’an and Hadith as sources of guidance: identify the issue, state one relevant Islamic principle and propose a practical action with justification.

Lesson Activities
Stage	Teacher Activity	Learner Activity	Assessment / DoK
Starter10 minutes	Present a short, respectful case or selected Qur’an/Hadith reference connected to The Qur’an and Hadith as sources of guidance; ask learners what question the case raises for belief and conduct.	Inspect the prompt/materials, record an initial response about The Qur’an and Hadith as sources of guidance, and justify it briefly.	Not provided.
Activity 115 minutes	Guide close reading/analysis of selected Qur’an/Hadith references and curriculum concepts for The Qur’an and Hadith as sources of guidance; avoid relying on unsupported opinion or long quotation.	Use source cards/timeline/map evidence to distinguish historical, scriptural and community sources relevant to The Qur’an and Hadith as sources of guidance.	Check accurate identification of the relevant belief/value/source and respectful use of terminology.
Activity 220 minutes	Learners apply The Qur’an and Hadith as sources of guidance to a realistic ethical, historical, community or development case and support their reasoning with relevant Islamic principles.	Construct a timeline or cause-and-effect map for The Qur’an and Hadith as sources of guidance, placing events/ideas in sequence and noting their significance.	Assess reasoning, relevance of the faith principle, awareness of consequences and respect for diversity.
Activity 310 minutes	Each learner gives an individual reasoned response to a new case or source question on The Qur’an and Hadith as sources of guidance.	Evaluate a new source statement: identify what it can support, what it cannot prove and one question a student should still ask.	Check whether the response applies rather than merely repeats a belief statement.

Lesson Closure

Ask learners to distinguish one belief/principle learned in The Qur’an and Hadith as sources of guidance from the concrete behaviour it should influence. Complete a one-minute exit response using a concrete example from the lesson on The Qur’an and Hadith as sources of guidance.

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