Ghana curriculum lesson note
SHS 1 Islamic Religious Studies 2nd Semester Week 3 Lesson Plan
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| Weekly Learning Plan | |||
| Subject | Islamic Religious Studies | Week | 3 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | Religious Communities and Nation Building | Sub-Strand | The Origin and Nature of Islamic Communities |
| Learning Outcome(s) | 1.3.1.LO.1 - Explain the key ideas related to characteristics of islamic communities. | ||
| Learning Indicator(s) | 1.3.1.LI.2 - Characteristics of Islamic communities | ||
| Lesson Focus | Characteristics of Islamic communities | ||
| Previous Knowledge | Learners recall the immediately preceding knowledge/skill needed to engage with Characteristics of Islamic communities; the starter diagnoses this rather than assuming mastery. | ||
| Lesson Objective(s) | Identify or explain the key subject idea/procedure in Characteristics of Islamic communities. Complete the concrete guided/practical task for Characteristics of Islamic communities accurately. Apply Characteristics of Islamic communities 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 Characteristics of Islamic communities? What would a strong practical/application response to Characteristics of Islamic communities look like? How would changing the context, data or constraints affect a decision about Characteristics of Islamic communities? | ||
| Pedagogical Strategies | Diagnostic questioning Experiential/problem-based learning Collaborative analysis Guided modelling Independent application Peer/self assessment | ||
| Teaching & Learning Resources | Selected Qur’an/Hadith references Concept/value cards Case-study sheet Notebook | ||
| Key Notes on Differentiation | |||
| Content | Provide a partially completed example, labelled materials or vocabulary support for learners who need scaffolding in Characteristics of Islamic communities. Extend the task by adding a new constraint, less familiar case or requirement to compare alternatives in Characteristics of Islamic communities. | ||
| 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 Characteristics of Islamic communities: 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 Characteristics of Islamic communities; ask learners what question the case raises for belief and conduct. | Inspect the prompt/materials, record an initial response about Characteristics of Islamic communities, and justify it briefly. | Not provided. |
| Activity 115 minutes | Guide close reading/analysis of selected Qur’an/Hadith references and curriculum concepts for Characteristics of Islamic communities; avoid relying on unsupported opinion or long quotation. | Use selected Qur’an/Hadith references and concept cards to define and distinguish the beliefs/values in Characteristics of Islamic communities. | Check accurate identification of the relevant belief/value/source and respectful use of terminology. |
| Activity 220 minutes | Learners apply Characteristics of Islamic communities to a realistic ethical, historical, community or development case and support their reasoning with relevant Islamic principles. | Apply the beliefs/values to a realistic Ghanaian school/community case, identifying a defensible action and its likely consequences. | 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 Characteristics of Islamic communities. | Write a reasoned response that cites the relevant Islamic principle and explains how it should shape conduct. | Check whether the response applies rather than merely repeats a belief statement. |
| Lesson Closure | Ask learners to distinguish one belief/principle learned in Characteristics of Islamic communities from the concrete behaviour it should influence. Complete a one-minute exit response using a concrete example from the lesson on Characteristics of Islamic communities. | ||
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More SHS 1 Islamic Religious Studies 2nd Semester Lessons
Week 1Sub-strand: Major Beliefs of IslamWeek 2Sub-strand: The Origin and Nature of Islamic CommunitiesWeek 3 (current)Week 4Sub-strand: The Origin and Nature of Islamic CommunitiesWeek 5Sub-strand: The Origin and Nature of Islamic CommunitiesWeek 6Sub-strand: The Origin and Nature of Islamic CommunitiesWeek 7Sub-strand: The Origin and Nature of Islamic CommunitiesWeek 8Sub-strand: The Origin and Nature of Islamic CommunitiesWeek 9Sub-strand: The Origin and Nature of Islamic CommunitiesWeek 10Sub-strand: Islam and the EnvironmentWeek 11Sub-strand: Islam and the EnvironmentWeek 12Sub-strand: Islam and the EnvironmentWeek 13Sub-strand: Islam and the EnvironmentWeek 14Sub-strand: Islam and the EnvironmentWeek 15Sub-strand: Islam and the EnvironmentWeek 16Sub-strand: Islam and the Environment