Ghana curriculum lesson note
SHS 3 Islamic Religious Studies 1st Semester Week 5 Lesson Plan
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| Weekly Learning Plan | |||
| Subject | Islamic Religious Studies | Week | 5 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | Religious Beliefs, Practices, Moral Values and Human Development | Sub-Strand | Worship and Moral Values for Development |
| Learning Outcome(s) | 3.2.2.LO.1 - Demonstrate understanding and practical application of Worship, discipline and moral character within the curriculum sub-strand Worship and Moral Values for Development. | ||
| Learning Indicator(s) | 3.2.2.LI.1 - Worship, discipline and moral character | ||
| Lesson Focus | Worship, discipline and moral character | ||
| Previous Knowledge | Learners recall the immediately preceding knowledge/skill needed to engage with Worship, discipline and moral character; the starter diagnoses this rather than assuming mastery. | ||
| Lesson Objective(s) | Identify or explain the key subject idea/procedure in Worship, discipline and moral character. Complete the concrete guided/practical task for Worship, discipline and moral character accurately. Apply Worship, discipline and moral character 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 Worship, discipline and moral character? What would a strong practical/application response to Worship, discipline and moral character look like? How would changing the context, data or constraints affect a decision about Worship, discipline and moral character? | ||
| 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 Worship/practice cards Case study Action-plan template | ||
| Key Notes on Differentiation | |||
| Content | Provide a partially completed example, labelled materials or vocabulary support for learners who need scaffolding in Worship, discipline and moral character. Extend the task by adding a new constraint, less familiar case or requirement to compare alternatives in Worship, discipline and moral character. | ||
| 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 Worship, discipline and moral character: 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 Worship, discipline and moral character; ask learners what question the case raises for belief and conduct. | Inspect the prompt/materials, record an initial response about Worship, discipline and moral character, and justify it briefly. | Not provided. |
| Activity 115 minutes | Guide close reading/analysis of selected Qur’an/Hadith references and curriculum concepts for Worship, discipline and moral character; avoid relying on unsupported opinion or long quotation. | Sort worship/practice cards by purpose, conditions/elements and values developed, using selected Qur’an/Hadith references for support. | Check accurate identification of the relevant belief/value/source and respectful use of terminology. |
| Activity 220 minutes | Learners apply Worship, discipline and moral character to a realistic ethical, historical, community or development case and support their reasoning with relevant Islamic principles. | Analyse a case showing how Worship, discipline and moral character can influence discipline, compassion, honesty, unity or service; identify evidence and limits. | 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 Worship, discipline and moral character. | Design a one-week personal/community action that expresses a value linked to Worship, discipline and moral character without reducing worship to the action itself. | Check whether the response applies rather than merely repeats a belief statement. |
| Lesson Closure | Ask learners to distinguish one belief/principle learned in Worship, discipline and moral character from the concrete behaviour it should influence. Complete a one-minute exit response using a concrete example from the lesson on Worship, discipline and moral character. | ||
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More SHS 3 Islamic Religious Studies 1st Semester Lessons
Week 1Sub-strand: The Nature of God and His CreationWeek 2Sub-strand: The Nature of God and His CreationWeek 3Sub-strand: The Nature of God and His CreationWeek 4Sub-strand: The Nature of God and His CreationWeek 5 (current)Week 6Sub-strand: Worship and Moral Values for DevelopmentWeek 7Sub-strand: Worship and Moral Values for DevelopmentWeek 8Sub-strand: Worship and Moral Values for DevelopmentWeek 9Sub-strand: Muslim Practices and National DevelopmentWeek 10Sub-strand: Muslim Practices and National DevelopmentWeek 11Sub-strand: Muslim Practices and National DevelopmentWeek 12Sub-strand: Muslim Practices and National DevelopmentWeek 13Sub-strand: Muslim Practices and National DevelopmentWeek 14Sub-strand: Muslim Practices and National DevelopmentWeek 15Sub-strand: Religious Communities, Gender and DevelopmentWeek 16Sub-strand: Religious Communities, Gender and Development