Ghana curriculum lesson note
SHS 1 Islamic Religious Studies 1st Semester Week 9 Lesson Plan
Create your lesson notes your way
Create, personalize and download your complete lesson notes on Sirbus.
| Weekly Learning Plan | |||
| Subject | Islamic Religious Studies | Week | 9 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | Study of Religions, God’s Creation and Humankind | Sub-Strand | Background to the Study of Religion and Islam |
| Learning Outcome(s) | 1.1.1.LO.1 - Explain the key ideas related to islam in ghana. | ||
| Learning Indicator(s) | 1.1.1.LI.9 - Islam in Ghana | ||
| Lesson Focus | Islam in Ghana | ||
| Previous Knowledge | Learners recall the immediately preceding knowledge/skill needed to engage with Islam in Ghana; the starter diagnoses this rather than assuming mastery. | ||
| Lesson Objective(s) | Identify or explain the key subject idea/procedure in Islam in Ghana. Complete the concrete guided/practical task for Islam in Ghana accurately. Apply Islam in Ghana 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 Islam in Ghana? What would a strong practical/application response to Islam in Ghana look like? How would changing the context, data or constraints affect a decision about Islam in Ghana? | ||
| 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 Islam in Ghana. Extend the task by adding a new constraint, less familiar case or requirement to compare alternatives in Islam in Ghana. | ||
| 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 Islam in Ghana: 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 Islam in Ghana; ask learners what question the case raises for belief and conduct. | Inspect the prompt/materials, record an initial response about Islam in Ghana, and justify it briefly. | Not provided. |
| Activity 115 minutes | Guide close reading/analysis of selected Qur’an/Hadith references and curriculum concepts for Islam in Ghana; avoid relying on unsupported opinion or long quotation. | Use source cards/timeline/map evidence to distinguish historical, scriptural and community sources relevant to Islam in Ghana. | Check accurate identification of the relevant belief/value/source and respectful use of terminology. |
| Activity 220 minutes | Learners apply Islam in Ghana 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 Islam in Ghana, 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 Islam in Ghana. | 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 Islam in Ghana from the concrete behaviour it should influence. Complete a one-minute exit response using a concrete example from the lesson on Islam in Ghana. | ||
Create your lesson notes your way
Create, personalize and download your complete lesson notes on Sirbus.
More SHS 1 Islamic Religious Studies 1st Semester Lessons
Week 1Sub-strand: Background to the Study of Religion and IslamWeek 2Sub-strand: Background to the Study of Religion and IslamWeek 3Sub-strand: Background to the Study of Religion and IslamWeek 4Sub-strand: Background to the Study of Religion and IslamWeek 5Sub-strand: Background to the Study of Religion and IslamWeek 6Sub-strand: Background to the Study of Religion and IslamWeek 7Sub-strand: Background to the Study of Religion and IslamWeek 8Sub-strand: Background to the Study of Religion and IslamWeek 9 (current)Week 10Sub-strand: Major Beliefs of IslamWeek 11Sub-strand: Major Beliefs of IslamWeek 12Sub-strand: Major Beliefs of IslamWeek 13Sub-strand: Major Beliefs of IslamWeek 14Sub-strand: Major Beliefs of IslamWeek 15Sub-strand: Major Beliefs of IslamWeek 16Sub-strand: Major Beliefs of Islam