Republic of Zambia MINISTRY OF GENERAL EDUCATION MUCHINGA PROVINCE KABANDA SECONDARY SCHOOL By: Bernard Tito. ©2020 Muchinga Province. Kabanda Secondary School PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 1 About the Author Mr Bernard Tito is a Social Science and Mathematics teacher, registered with teaching council of Zambia Bernard Tito is an Evangelist, Preacher, Singer and a teacher who was born in Kabulamema village of Kabompo district of North-western province. His mother and father are peasant farmers. He grew up in a home filled with Godly love and surrounded by extended family. He is number six in the family of eight, two females and six males. All of Christian faith and from the same father and mother. Bernard struggled financially but excelled at his studies. In 2008, he was awarded a certificate as an elder in the Christian Community Church (CCC). In 2010 he was awarded a sponsorship to study theology in Church Leadership and Christian ministry at Mapepe Bible College in Lusaka, from which he graduated in 2011. Fond memories of his time there remain with him. A year later, Bernard was given another sponsorship to study education, which saw him pursue diploma in secondary education in Mathematics and Religious education from 2012 and graduated in 2015 at George Benson Christian College of Education (GBCCE) in Kalomo of southern province. In the same year after his graduation he was employed as government teacher after working as a voluntary teacher at Kaputa Continuity School in Northern Province, and was posted to Nsama district in the same province In 2017 he was transferred to Muchinga Province, and whilst there in 2018 he got married to the most beautiful woman on earth by the name of Yvonne Chanda. Bernard hopes this booklet of lesson plans will, in some way contribute to the improvement of pupil performance at Junior and senior level in passing the examinations in Christian Religious of Education as it removes the stress and time of teacher planning.. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 2 ACKNOWLEDGEMENT The junior and Senior Christian Religious of Education lesson plan pamphlet was the great idea initiated by Bernard Tito. This was done with the view of lessening the load and time teachers get involved in preparing lesson plans every week, term, and year on the same topics over and over. It was not an easy project, as there were challenges experienced in terms of time, adequate research, resources and material. However, this end product will help the teachers have less time writing and preparing for those who wish to make some changes, as much of the work has already been done. Hence, giving teachers ample time to study and be familiar with the content he or she will present to the leaners prior to the actual day of lesson delivery. It is in this vein that i would like to thank the Namwianga Mission (George Benson Christian college of Education-GBCCE) for laying a cornerstone as a foundation for me to build on, which I am still doing. I have no doubt that this lesson plan pamphlet will directly or indirectly help (the leaner and the teacher) benefit them in order to enhance good results in religious of education. . I sincerely thank the Namwianga mission, Mr Holy commonly known as Shadrick Sibwaalu, Mr Roy Merit, and Mr Hobby for according me a sponsorship to pursue diploma in Mathematics and Religious of Education at George Benson Christian College of Education (GBCCE) I would like to thank Mr Simon Samutala the director of The Falconer Kabulamema Children’s Orphanage Home for sponsoring my education from grade 10 to 12. Above all, I would like to thank God almighty for the many blessings that I count. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 3 Dedication This Booklet is dedicated to my beautiful wife Yvonne Chanda Tito and my handsome son Benaiah Liyena Tito. Copyright ©Bernard Tito 2020. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 4 ABOUT RELIGIOUS OF EDUCATION The aim of Spiritual and Moral Education at junior level and Christian Religious education at senior level is to foster the development of personally held civic, moral and spiritual values. The learners are expected to attain a suitable level of competence in knowledge and understanding of spiritual, religious and moral values and the traditions within which they have developed [MOE 1996] .The appreciation of other religions should be drawn from the four main religious traditions in Zambia, [Namely: Christianity, Hinduism indigenous Zambian beliefs and Islam] Values and character development occurs over a period of years and within a number of environments. The family being the first institution one comes in contact with, the influence of the family continues to be extremely important to a child’s character and values development as pupils’ progress through Education. The teaching of Christian Religious Education in schools is different from faith development or Evangelism in churches. There is no room for Church Doctrines. The teachers have the obligation of tackling religion from an Educational point of view. In this way young people have the benefit of growing in faith in their churches and coming to a deeper understanding of that commitment as they learn to express it in ways which are intelligible even to those who belong to a different church or faith? Christian Religious Education has a special role to play in nation-building because it enables people to overcome the barriers of religious prejudice and to avoid bigotry and fanatism. In order to live together in harmony, people need to or understand one another and accept the fact that others have ways of viewing the World and God which are fundamentally different. They need to have accurate ideas of what other people believe and do. They must develop an attitude of openness and tolerance so that they are ready to listen and ask questions instead of making nasty judgments based on insufficient grounds or in accurate information. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 5 TABLE OF CONTENTS GRADE 8 UNITS UNIT 1 MOLARITY AND VALUES ..................................................................................... 4-17 UNIT 2 GROWING UP .................................................................................................... 18-30 UNIT 3 LEARNING ABOUT RELIGION ............................................................................. 31-39 UNIT 4 THE BIBLE… ....................................................................................................... 40-49 UNIT 5 CHOICES AND TALENTS… .................................................................................. 50-59 UNIT 6 COMPETITION, CO-OPERATION AND TRUST ...................................................... 60-68 UNIT 7 DIVISION, SIN AND FORGIVENESS .................................................................... 69-81 UNIT 8 LEARNING AND TRUTH ...................................................................................... 82-95 GRADE 9 UNITS UNIT 1 FREEDOM AND COMMUNITY ............................................................................ 96-103 UNIT 2 AUTHORITY AND LEADERSHIP… .......................................................................104-118 UNIT 3 AMBITIONS AND HOPES .................................................................................... 119-126 UNIT 4 FRIENDSHIP, LOVE AND MARRIAGE… ............................................................... 127-144 UNIT 5 SUFFERING AND DEATH..................................................................................145-156 UNIT 6 RELIGION AND PRAYER… .................................................................................. 157-169 PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 6 Grade 10 UNITS 10.1 Birth And Infancy Of John The Baptist And Jesus….......................................... 170-183 10 .2 Ministry And Death Of John The Baptist .......................................................... 184-194 10.3 Baptism. ............................................................................................................. 195-203 10. 4 Temptation ......................................................................................................... 204-211 10.5 Jesus Power Over Disease And Nature ...............................................................212-219 10.6 Jesus Power Over Evil Spirits............................................................................. 220-228 10.7 The Kingdom Of God ........................................................................................... 229-250 Grade 11 UNITS 11 .1 Judgment.................................................................................................. 251- 262 11.2 Prayer… ........................................................................................................... 263-270 11.3 Jesus Attitude To People. .......................................................................... 271-280 11.4 Suffering. ........................................................................................................ 281-294 11.5 Opposition................................................................................................... 295-306 11.6 The Last Supper And The Crucifixion ............................................................. 307-318 11.7 Jesus` Triumph Over Death ............................................................................. 319-333 Grade 12 UNITS 12.1 The Early Church ................................................................................................... 334-343 12 .2 Christian Witness. .................................................................................................. 344-349 12 .3 Life In The Early Church.......................................................................................... 350-353 12 .4 Christian Attitudes To Work................................................................................... 354-359 12 .5 Christian Attitudes To Leisure .................................................................................. 360-365 12.6 Christian Attitudes To Money And Possessions. ..................................................... 366-373 12.7 Christian Attitudes To Leadership ........................................................................... 374-379 12.8 Christian Attitudes To Sex And Marriage. ....................................................... 380-387 12 .9 Husband And Wife Relationship ............................................................................ 388-393 12 .10 Relationships Between Parents And Children ...................................................... 394-400 PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 7 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: MORALITY AND VALUES SUBTOPIC: Morality DATE: DURATION: 80 MINUTES CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 and teachers pamphlet notes book. TEACHING LEARNING /AIDS: learners book, teachers noes book and chart. RATIONALE: This lesson is on Morality .Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about People„s behavior and Purpose of spiritual and moral Education. The skill of Decision making on the right morals and Decision making on sources of morals. The value of applying good morals in society and Appreciate other people„s beliefs LEARNING OUTCOMES: L.S.B.A.T: Describe Morality PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY The teacher ask Morality pupils to define Is a set of rules and beliefs that distinguish good Morality and bad behaviour. -It deals with the way people should behave towards each other, animals and the environment. -A system of morality guides acceptable behaviour, e.g. in marriage, while rising and disciplining children and in business transactions A moral, an immoral and amoral person A moral person -has a sense of what is right and wrong. An immoral person -is one who behaves in a way that is not morally acceptable. An amoral person -is unconcerned with behaving in a morally acceptable way -The best known example of a moral principle is a PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Teacher consolidates Learner ‟responses and explain the three aspects of A moral, an immoral and amoral person 8 Pupils participate by trying to define Morality Question and answer Learners listen Attentively Teacher Exposition “golden rule” or ethic of reciprocity. -Its negative form is “do not do to others as you would not have them do unto you”. -Its positive form is “do unto others as you would have them do unto you.” -The golden rule can be found in Christianity, Judaism, Islam, Buddhism and Confucianism texts. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. What is morarity 2. Describe the following i.An immoral person ii.An amoral person 3. Explain the main teaching of the „‟golden rule‟‟ to religions Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 9 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: MORALITY AND VALUES SUBTOPIC: the purpose of Spiritual and Moral Education . DATE: DURATION: 40 MINUTES CLASS: 8A . NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and chart RATIONALE: This lesson is on the purpose of Spiritual and Moral Education .Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about Purpose of spiritual and moral Education.The skill of Decision making on the right morals and Decision making on sources of morals. The value of applying good morals in society and Appreciate other people „s beliefs LEARNING OUTCOMES: L.S.B.A.T: Explain the purpose of Spiritual and Moral Education PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY The teacher initiate Class discuss the GROUP/CLASS class discussion on purpose of spiritual DISCUSSION The purpose of spiritual and moral education the purpose of and moral education Due to the spiritual and moral decaying Question and spiritual and moral of the younger generation due to TV, answer education Radio, and internet, children are taught in schools for the following reasons: Teacher consolidates Teacher Exposition -Being aware of moral choices learner‟ responses Learners listen from the discussion Attentively -Give them skills to make better choices. -It encourages respect for other people‟s faiths Teacher Exposition -It helps to nature tolerance -To develop a positive self-image and mature as a person Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. State the purpose of spiritual and moral education 2. List two Purposes of spiritual and moral education in schools. Learners evaluation: ………………………………………………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 10 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: MORALITY AND VALUES SUBTOPIC: Sources Moral Code DATE: DURATION:80 MINUTES CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 and teachers pamphlet notes book TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on Sources Moral code .Teacher Exposition, Question and answer and group or class discussion methods will be used . This lesson will develop learners knowledge‟s about sources of moral code, examples and the importance of laws and the religious teaching on sources of morals. The skill of Decision making on the right morals and Decision making on sources of morals. The value of Applying good morals in society and Appreciate other people „s beliefs LEARNING OUTCOMES: L.S.B.A.T: Describe sources of moral codes Identify sources of religious moral codes Describe moral dilemmas PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT METHODS TEACHER‟S PUPIL‟S ACTIVITY ACTIVITY Teacher Moral Code Teacher explains Learners listen and exposition/ -A moral code is dependent upon situation and context in about moral code, Ask questions Question and which it is upheld. Many morals originate from Sources of moral Answer -Morals differ among cultures codes and allows -Moral code depends upon the situation and context in learners to ask which it is upheld questions -They may be written up formally or applied informally Sources of moral codes - religious source - Secular (non-religious) sources. Example of Sources of Religious and Non- Religious codes - families -friends -school -community, - constitution - religion Laws - are rules of conduct that guide behaviour in society. -The constitution of Zambia is the supreme law of the country of Zambia. - The code of Hammurabi is one of the oldest legal codes. It was written about 2250 BC by Hammurabi who was the king of Babylon. It consists of 282 sections that give rules PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 11 Teacher asks learners to state Example of Sources of Religious and NonReligious codes Learners attempt to state Question and answer regarding business, family, society and politics Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1.Define Moral dilemma 2, Identify the four of the Ten Commandments that were included by Dr Kentin the Universal moral Code. 3. According to Mahatma Gandhi, which book did he refer to as „‟his spiritual dictionary?‟‟ evaluation: ………………………………………………………………………………………………………………… …………………………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 12 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: MORALITY AND VALUES SUBTOPIC: RELIGIOUS SOURCES OF MORAL CODES. DATE: DURATION: 80 MINUTES CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and chart RATIONALE: This lesson is on RELIGIOUS SOURCES OF MORAL CODES. Teacher Exposition, Question and answer and group or class discussion methods will be used . This lesson will develop learners knowledge‟s about RELIGIOUS SOURCES OF MORAL CODES. The skill of Decision making on the right morals and Decision making on sources of morals. The value of Applying good morals in society and Appreciate other people „s beliefs LEARNING OUTCOMES: L.S.B.A.T: Identify sources of religious moral codes PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Teacher RELIGIOUS SOURCES OF MORAL CODES Teacher asks Learners listen exposition/ The Bible learners and Question and -Christians believe that morals come from God or Jesus his to state Example of Ask questions Answer messenger on earth. The Ten Commandments are a moral code Sources of found in the Old Testament according to Exodus 20:2-16. Religious and Non-These were revealed to Moses by God, while the New Testament Religious codes contains moral teachings given by Jesus and his followers to the early Christians. The Hindu religious text -The Bhagavad Gita -The Vedas an -The Upanishads. Each of these contributes to the Hindu understanding of morality. - The Bhagavad Gita (the song of the Bhagavan) often commonly called the Gita is a seven hundred verse poem that is part of an epic known as the Mahabharata. It was written between 400BC and 400EC. -The poem tells the story of the Pandava prince, Arguna, who is in a battle against his father. He turns to his Lord Krishna, who drives his chariot for help and wisdom PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 13 The teacher initiate class discussion on the religious sources of moral codes Teacher consolidates Learners attempt to state Question and answer GROUP/CL Class discuss ASS - This is a very important poem in Hindu moral life. It shows how learner‟ responses DISCUSSIO from the discussion the religious our choices have consequences for ourselves and others. sources of N -The Bhagavad Gita influenced the thinking of many visionaries th moral codes in the 20 century including Dr Martin Luther King and Teacher explains Mahatma Gandhi. Gandhi called about the five Teacher the Gita his “his spiritual dictionary”. pillars and allows Exposition -The Veda (meaning knowledge) is a collection of many texts learners to ask Learners listen which come from ancient India.They are thought to be created by questions Attentively the Hindu God who created the world Brahma. -Upanishads are a collection of writings that teach people how to live a moral life. Teacher Teacher consolidates exposition/ -Hindu morality focuses on the concept of Dharma and Karma. Learner ‟responses Question and Dharma canmean religion, law, duty, order, proper conduct Learners listen Answer morality, righteousness orjustice. and - A Caste is a social group that you are born into and it Ask questions determines your position in life. -Karma on the other hand has to with cause and effect. Positive actions cause positive effects while negative action produce negative effects. -Hinduism believes in reincarnation so Karma teaches that you act in a way that is as positive as possible The Quran and the Hadith Quran -The Quran is a sacred text of Islam which Muslims believe to be evelation from God. -It was written by Prophet Muhammad God‟s messenger on earth who said, “I have been sent to perfect the morals”. -The Quran guides Muslims in all issues of morality Hadith -The Hadith is the record of deeds and sayings of Muhammad. -They were collected, evaluated and written down during the 8th and 9th centuries. -They are given in the famous Hadith of Gabriel. The five pillars Guide Muslim‟sbehaviour. These are: -Creed -Declare there is no god except God and Muhammad. -Pray five times a day. -Fasting- during the month of Ramadan. -Alms giving- Give money to the poor (charity) Pilgrimage --Travel to Mecca at least once in a lifetime Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. According to Mahatma Gandhi, which book did he refer to as „‟his spiritual dictionary?‟‟ PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 14 evaluation: ………………………………………………………………………………………………………………… ……………………………………………………………………………………………..............………… ……………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: MORALITY AND VALUES SUBTOPIC: moral code DATE: DURATION: 80 MINUTES CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and chart RATIONALE: This lesson is on moral code .Teacher Exposition, Question and answer and group or class discussion methods will be used . This lesson will develop learners knowledge‟s about Meaning of moral code.. LEARNING OUTCOMES: L.S.B.A.T: State the meaning of moral dilemma State the importance of universal moral code. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Moral dilemma A moral dilemma is a situation that requires a choice between two equal alternatives. It is a situation where you have to choose between two conflicting morals of behaviour. You cannot choose both behaviours, and inevitably you will fail to keep same aspects of your moral code. The Universal Moral Code The universal moral code is the set of moral principles that was developed to be applicable throughout the world. It was developed by Dr Kent M. Keith in 2003 and four of the Ten Commandments are included in this code. These are: You shall not murder You shall not commit adultery You shall not steal You shall not give false testimony against your neighbour. The universal moral code also includes the golden rule. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 15 The teacher ask pupils to define moral dilemma Teacher consolidates Learner ‟responses and explain how moral dilemma happens Teacher explains about universal moral code and allows learners to ask questions Pupils participate by trying to define moral dilemma Learners listen Attentively Learners listen and ask questions Question and answer Teacher Exposition Teacher exposition/ Question and Answer Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners evaluation: ………………………………………………………………………………………………………………… ……………………………………………………………………………………………................................... DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: MORALITY AND VALUES SUBTOPIC: Values DATE: DURATION: 80 MINUTES CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 and teachers notes book TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on Values .Teacher Exposition, Question and answer and group or class discussion methods will be used . This lesson will develop learners knowledge‟s about Meaning of values. (Customs and values) (Justice, hospitality, compassion, sharing), Personal values and Positive values, Respect and good relationship .The skill of Application of different values ,Application of personal values in keeping virginity and Decision making on personal values .The value of Appreciation of customs and values, Awareness Of positive values in relation to sexuality and Ability to reflect honesty, integrity and respect in lives LEARNING OUTCOMES: L.S.B.A.T: State the meaning of values Identify personal values in relation to sexuality State the importance of maintaining positive personal values. State the benefits of keeping virginity till marriage PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Values -Values are ideas that people believe are important. -They are guiding principles, standards or behaviour that are regarded as desirable or held in high esteem in our society. Examples of values include: justice, hospitality, compassion and sharing Sources of Moral Values: Religion, School, Community, Family, club, etc. How values help us -Values help people to make decisions and take responsibility for their actions. -They also help to define who we are by influencing our PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 16 The teacher ask pupils to define Values Pupils participate by trying to define Values Question and answer Teacher consolidates Learner ‟responses and explain how values help us Learners listen Attentively Teacher Exposition behaviour and choices. PERSONAL VALUES IN RELATION TO SEXUALITY -Virginity refers to the state of never having had sexual intercourse -Keeping virginity until marriage is a value taught by bothy Christianity and Islam -Flee form sexual immorality -He who sins sexually sins against his own body (1st Corinthians 6:18) -„come not near to unlawful sexual intercourse , it is a great sin and an evil way‟. (Surah Al-Israa Q17:32) Teacher explains about personal values in relation to sexuality and allows learners to ask questions The teacher initiate class discussion on the benefits of BENEFITS TO KEEPING YOUR VIRGINITY keeping ones UNTILL MARRIAGE virginity until -You do not have to worry about pregnancy outside of marriage marriage -You do not have to worry about contracting sexually transmitted diseases such as HIV -Because sex involves intense emotions, you will avoid emotional pain when a relationship ends. -If your parents ,culture and religion disapprove of sex before marriage, you will have not to lie about what you are doing -You will not form habits that could make your future marriage partner think you are capable of being unfaithful Learners listen and ask questions Class discuss the benefits of keeping ones virginity until marriage Teacher exposition/ Question and Answer GROUP/CLASS DISCUSSION Learners listen Attentively Teacher consolidates learner‟ responses from the discussion Teacher Exposition Learners listen Importance of maintaining positive personal values. and ask question -Maintaining positive values is important because your values determine your Teacher explains priorities. the Teacher Importance of -Positive values include cheerfulness, self-discipline, maintaining exposition/ gratitude, freedom, Question and positive personal honesty and creativity. Much unhappiness is caused by Answer values and allows behaving in a way learners to that does not match your values. Ask questions - It is therefore, important to identify your values so that you can find out what is really important to you. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. What are values PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 17 2. Mention two benefits of keeping your virginity until marriage. 3. Compare the teachings of Christians and Muslims on sexual immorality. 4. Outline two ways on how values help us. Learners evaluation: ………………………………………………………………………………………………………………… …………………………………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… ………………………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: Growing Up SUBTOPIC: Growing Up DATE: DURATION:80 MINUTES CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 and teachers pamphlet notes book TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on Growing .Teacher Exposition, Question and answer and group or class discussion methods will be used . This lesson will develop learners knowledge‟s about Physical, Intellectual, Emotional and Spiritual growth .The skill of Identification of different types of growth. The value of Appreciation of different types of growth LEARNING OUTCOMES: L.S.B.A.T: Identify types of growth Name three ways in which people develop State two influences family members experience at home PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY GROWING UP - Growing up looks at how a person passes through different stages to develop from an infant into an adult - Growing up is not just about physical changes where the body gets bigger, but for a person to develop fully, he/she must undergo different types of growth Types of Growth BODY(physical MIND(intellectual) GROWTH PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 18 Teacher explains about Growing up and allows learners to ask questions Learners listen and Ask question Teacher exposition/ Question and Answer SPIRIT(spiritual) HEART(emotional) 1.Physical growth – the body increases in size and height and various physical changes take place that will lead to reproductive maturity. 2. Spiritual growth – this involves a person getting to know and love God. -As a person grows up, they are able to develop a spiritual relationship with God that becomes stronger and deeper as they experience more in life. 3. Intellectual growth – the mind gets to keep information and gather knowledge and develop the ability to understand and reason 4. Emotional growth - a person learns to control his/her feeling such as anger, sadness and joy and to think about the feelings of other people. Emotions are strong feeling that people show Influences family members experience at home. Two influences family members experience at home are: Good and Bad The teacher initiate class discussion on the types of growth Teacher consolidates learner‟ responses from the discussion Class discuss the types of growth GROUP/CLASS DISCUSSION Learners listen Attentively Teacher Exposition Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1.The type of growth where the mind gets to learn more is known as….. 2.state three types of growth Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 19 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: Growing Up SUBTOPIC: Different ways people develop DATE: DURATION: 80 MINUTES CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 and Teachers notes book TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on different ways in which people develop .Teacher Exposition, Question and answer and group or class discussion methods will be used . This lesson will develop learners knowledge‟s Interaction/relationship with people and how to use the natural resources well. The value of Awareness of ways people develop LEARNING OUTCOMES: L.S.B.A.T: Explain ways people develop PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Ways in which people develop -Developing may be described as moving from one level to another in a positive way. - We develop by being with people and this happens through interaction with people, the environment and God. Being with other people When children are young, they believe that their needs and wants are the most important in the world. -As they develop and mature, they start to understand that other people‟s needs and wants are important too. -Children need to interact with other people and the world PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 20 Teacher state Ways in which people develop Learners listen attentively Teacher exposition/ around them in order to learn these things. - Babies and young children are used to receiving foods from others. -Babies also give joy and happiness to their mothers. -They are provided with food, shelter, clothing, discipline and knowledge by their parents, relatives and teachers. -As children mature into adults they begin to give back to their caregivers and they change into someone who contributes as well as receives. -We learn to share things such as ideas, love, food and knowledge as we interact. The teacher initiate class discussion on Ways in which people develop Developing with the environment -The earth or the world consists of a variety of life. God created all sorts of things and finally made man the head of these things. -Human beings do interact with plants, animals, stones and one has to note what a plant shares with animal and shares with a human being as they grow. -Human being is superior to the other three things because a human being can think, is able to choose, know and love God. -In psalm 8, God places human above all other creatures and appointed the rulers of these other things for the benefit of mankind. - Therefore, to misuse them is wrong for nature always keeps a balance e.g. over-grazing and over-cultivating the field makes the soil poor and less fertile. -Water, trees, minerals and soil are the most familiar resources for the majority of people. -Using resources for our benefits but at the same time not using them in such a way those future generations find nothing for them to use Developing with God -Our relationship with God is a relationship that is simple when we are young, but like all relationships, it deepens as we mature. -Being with God is a choice that we make along with other choices that are available to us as we get older. -Religions look at the attribute of God e.g. God is present everywhere, he is all powerful, also all-knowing and he has many more qualities in addition to the above that make people depend on him. -A Muslim would answer questions concerning God by using the Quran; A Hindu would also answer questions about God by explaining the Bhagavad Gita and Upanishads. -A Christian looks up to God as his father. He looks up to him for help in his needs for production, for love, for forgiveness and for deliverance from evil. -Augustine of Hippo, an African Christian gave a prayer “you Teacher consolidates have made us for yourself, O God and our hearts are restless learner‟ responses PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 21 Class discuss Ways in which people develop GROUP/CLASS DISCUSSION Learners listen from the discussion until they find rest in you!” -“I am the path, the comforter, the creator, the witness, the resting place, the hiding place, the friend of all” (the Bhagavad Gita). -“Praise be to God the Lord of the worlds, the one who has mercy, the one who has pity, the ruler of the day of judgment” (Quran). Attentively Teacher Exposition Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1.What are the three ways by which people develop? 2.Mention two natural resources. evaluation: …………………………………………………………………………………………………….................... ............................................................................................................................................................................ ………………………………………………………………………………………. DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: Growing Up SUBTOPIC: Names, proverbs and prayers that describe God DATE: DURATION:80 MINUTES CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 and Teachers notes book TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on Identify different names of God and proverbs which describe God. Teacher Exposition, Question and answer and group or class discussion methods will be used . This lesson will develop learners knowledge‟s. about Names of Gods such as Shakapanga (Kikaonde), Nyambe (Siliozi) Mulengi (Nyanja) Leza (Chitonga)And Proverbs: Bemba: Lesa ta lombwa nama alombwa mweo (from God you do not ask for meat but life).Skill of Application of the knowledge of different names of God. The value of Showing respect to different believes LEARNING OUTCOMES: L.S.B.A.T: Identify different names of God and proverbs which describe God. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Names, proverbs and prayers that describe God -Ideas about God and his relationship with people are expressed through the names that people use for God. They are also expressed through the proverbs, stories and prayers. Names of God and their meanings in the languages spoken in Zambia Language Name Meaning PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 22 Teacher explains about names which describe God And allows learners to Ask question Learners listen and Ask questions Teacher exposition/ Question and Answer Tumbuka Ciuta The great rainbow Luvale Mwenya Vyonse The owner of everything Bemba Kabumba Creator Kapekape Giver Mulenga Kikaonde KalabaWethu Protector Mbuumbi Creator Shakapanga Silozi Nyambe He who does not speak Nyanja Mulengi Chitonga Leza Proverbs about God Bemba -Lesa talombwa nama alombwa mweo (From God you do not ask for meat, but life, one should approach God for every important thing). Silozi -Nyambe mung‟a bupilo. (God is the master of life) Lunda - Nzambi chinyawezi (God the only one) Chinyanja - ndife anainu Cauta mutipatse nyama (We are your children, O God give us meat). The teacher initiate class discussion on Proverbs about God Class discuss discussion on Proverbs about God groups according to their tribe GROUP/CLASS DISCUSSION Kikaonde -Shakapanga (maker of all things) Chitonga - Leza ngu tateesu, takwe umwiinda Leza pe. (God is our Father; there is no one else to compare with him). Teacher consolidates Chitonga learner‟ -Haabusiwa ngu pa mvula (God is the one who gives rain). Prayer. Luvale: Yehova kalunga ketu atengele melu namavu, na vyosena PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 23 responses from the discussion Learners listen Attentively Teacher Exposition viliho. Twakusakwilila twakulemesa. (Jehovah our God who created the Heavens and the Earth and the everything on it. We thank you we glorify you) Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Write two Zambian proverbs which describes God Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: Growing Up SUBTOPIC: different kinds of life DATE: DURATION: 80 MINUTES CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and chart RATIONALE: This lesson is on different kinds of life .Teacher Exposition, Question and answer and group or class discussion methods will be used . This lesson will develop learners knowledge‟s about the types of growth. Their similarities and differences too.. The value of Awareness of ways people develop LEARNING OUTCOMES: L.S.B.A.T: Describe the different kinds of life PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 24 Different kinds of life -God is the creator of both living and non-living things. -Non-living things include mountains, rivers and deserts. -While living things include plants, animals and human beings. - Human beings undergo stages of growth that plants and animals do not. Teacher asks learners to state two kinds of life Teacher consolidates learner‟ responses Learners listen attentively Class discuss Ways in which people develop Question and Answer/ GROUP/CLASS DISCUSSION -The differences among plants, animals and human beings are Teachers asks leaners to state the differences and similarities between plant life and animal life Learners listen Attentively Teacher Exposition Learners attempt to state Learners listen attentively Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1 State two kinds of life 2. Explain why human life is more important than animal and plant life? Learners evaluation: …………………………………………………………………………………………………........................ ............................................................................................................................................................................ ............................................................................................................................................................................ .............................................................................................…… Teachers evaluation: ………………………………………………………….................................................................................................... ............................................................................................................................................................................................ ............................................................................................................................................................................................ ................................................................……………………………. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 25 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: Growing Up SUBTOPIC: growing up in other religions DATE: DURATION: 80 MINUTES CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 and teachers notes book TEACHING LEARNING /AIDS: Learner‟s book, teachers‟ pamphlet notes book and chart RATIONALE: This lesson is on growing up in other religions .Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s .About Growing up in Christianity, Islam, African tradition and Hinduism.. The value of Appreciation of life LEARNING OUTCOMES: L.S.B.A.T: Explain growing up in the four religions PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S ACTIVITY PUPIL‟S METHODS ACTIVITY Teacher explains about Learners Teacher growing up in a religion listen and exposition/ Growing up in the four major religions in Zambia And allows learners to Ask Question and -Growing up in a religion means that you are taught the Ask questions questions Answer lessons and beliefs of that religion from when you are a young child Growing up in the Christian faith Proverbs 22:6 “Train up a child in the way he should go, even when he is old he will not depart from it.” Christian parents have various responsibilities towards The teacher initiate class PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 26 discussion on Growing up their children. Below are some of them. -Showing by the way they live and how they value God‟s in the four major religions in Zambia teachings. -Teaching their children to put God first. -Teaching their children that once they give their lives to Jesus, they will have a place in Heaven. Class discuss on Growing up in the four major religions in Zambia GROUP/CLASS DISCUSSION Learners listen Attentively Teacher Exposition Growing up in the Hindu faith The following are some of the responsibilities Hindu parents have toward their children. -They should teach their children to believe in God as creator of the world and protector of the family. -They should teach their children that they have a soul to link them to God. -They should teach the children to do well, whatever good they do in life will return to them in what is called Karma Growing up in the Muslim faith In the Quran, Muslim parents are told that they are accountable for the way their children grow up in Islam. -Their children should be given a good name that reflects Islamic traditions. -Children in the family should be treated fairly. -Children should be taught to recite the Quran and understand how its teachings can help them solve Teacher consolidates learner‟ responses from the everyday problems. discussion Growing up in Zambian traditional religion -In Zambian traditional religion, people look at God as the Supreme Being. They do not interact with God directly but use ancestors to speak for them. - Young people are taught using songs, stories, proverbs and traditions and other ways. Proverbs are teachings that help young people to grow up into respectful individuals of community. - Growing up in Zambian traditional society means having ideas about God and respecting everything that has to do with God. -Followers of the Zambian tradition will try to keep ancestors happy by making sacrifices. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 27 Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: Growing Up SUBTOPIC: SELF CONCEPT AND SELF ESTEEM DATE: DURATION: 80 MINUTES CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 and Teachers notes book TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on SELF CONCEPT AND SELFESTEEM .Teacher Exposition, Question and answer and group or class discussion methods will be used . This lesson will develop learners knowledge‟s .About Growing up in Christianity ,Islam, African tradition and Hinduism.. The value of Appreciation of life LEARNING OUTCOMES: L.S.B.A.T: Describe self-esteem and self-concept Explain the importance of self-esteem and self-concept PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT PUPIL‟S ACTIVITY METHODS TEACHER‟S ACTIVITY PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 28 Self-concept -Self- concept is the person‟s view of self as it relates to his or her appearance, intelligence, moral qualities, personality, possessions etc How you think and feel about yourself. Self –esteem -Self -esteem is the way of appreciating ourselves; the way we recognize our strengths, qualities and attributes. Importance of Self-concept and self –esteem It helps us develop the way we see ourselves and value ourselves as we mature. Development of self-concept -As you mature, you begin to understand that you can make a difference in the lives of other people. You start to see yourself not as a child who can only receive from others but rather as a young adult who can give and share as well as receive. -Your self-concept will change as you see yourself playing different roles in life. The teacher ask pupils to define Self –esteem Teacher consolidates The teacher initiate class discussion on Development of self-concept and Development of self-esteem -Self-esteem grows when others treat you with Development of respect: When you are given attention and self-esteem affection and when both your success and your failures are recognized and accepted. -When this is part of your upbringing, you become more confident about who you are and what your values are. As a result your relationship with other people should deepen. -You should see the value in yourself and develop a positive self-image. Low self-esteem can leave you feeling inadequate and unhappy. -Your relationship with God will help you to discover who you are and how you can feel good about yourself. Practical ways to develop self-esteem and Self-concept -At school you can build on your interests and strengths by joining a club e.g. debate, drama or chess. Every time you learn new skills, you develop a little more. -Each development helps you in your interactions with others and in this way you develop a positive self-concept and high self-esteem. At home: you can offer PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Pupils participate by trying to define Self – esteem Learners listen Attentively Class discuss the Development of selfconcept and self-esteem Question and answer Teacher Exposition GROUP/CLASS DISCUSSION Teacher Exposition Teacher consolidates learner‟ responses from the discussion 29 Learners listen Attentively to help other people, start gardening to raise school fees, help someone to look after a younger child. At school: you can join sports, debate, drama, chess club. In the community: you can join clubs that advocate for proper use of natural resources, protecting government property. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1.Define self-esteem? 2State one way how self-concept can be developed Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: Growing Up SUBTOPIC: The story of st Augustine. DATE: DURATION: 40 MINUTES CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and chart RATIONALE: This lesson is on The story of st Augustine..Teacher Exposition, Question and answer and group or class discussion methods will be used . This lesson will develop learners knowledge‟s about the story of st Augustine .His childhood life and his conversion The value of Appreciation of life LEARNING OUTCOMES: L.S.B.A.T: State the teaching of St. Augustine PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 30 TEACHER‟S ACTIVITY A teacher explains the St Augustine. CONTENT PUPIL‟S ACTIVITY Learners listen Attentivel METHODS The story of st Augustine. Teacher St Augustine was born in North Africa to a Christian Exposition mother and pagan father. When he was young he struggled to find God, and lived a worldly, materialistic and self-centred life. For a time he lived with an unmarried woman who gave birth to his son. His mother never stopped praying for him to be converted to Christianity. Although he believed that the Bible was true, he did not believe that he could live Question and a pure life. One day he prayed to God to be free from answer. sin, and he heard a child say, “Take up and read”. Learners tries to Augustine opened the bible and read Romans 13:13-14 Teacher asks question on the answer the which told him to live as Jesus lived. He was baptised lesson taught questions and stated to change his ways. Later Augustine became a priest, then a bishop and a Teacher Christian intellectual and writer. He is remembered Exposition for his exceptional service to the poor and needy, and the way in which he struggled with sin to live a holy life. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: Bernard Tito SUBJECT: RELIGIOUS EDUCATION TOPIC: LEARNING ABOUT RELIGION SUBTOPIC: Major religions in Zambia DATE: DURATION:80 MINUTES CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 and teachers notes book TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on Major religions in Zambia. Teacher Exposition, Question and answer and group or class discussion methods will be used . This lesson will develop learners knowledge‟s about the four major religion in Zambia Christianity, Hinduism, Islam, African Tradition Religion. The value of Appreciation of Tolerance of other religions LEARNING OUTCOMES: L.S.B.A.T: Describe the four religions in Zambia State the four main religious scriptures scriptures. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 31 PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Teacher explains Major religions in Zambia what Religion is A Religion -A Religion is what people believe about God and And allows earners to the purpose of their lives, how they behave and Ask questions decide what to do . Learning about religion Teacher asks learners a.They see and imitate to state ways of b.They hear and repeat Learning about c.They read and are taught religion Major religions in Zambia Christianity -Christianity is the religion of the followers of Jesus Christ, the son of God. -Christians believe in the trinity of God the Father, God the Son and God the Holy Spirit. -They believe that God is the creator of all things in the universe and that He is all- powerful and all-forging. -Christians believe that God created man as good, but man later was filled with sin. -Being loving and forgiving, God sent Jesus Christ to earth to save mankind. -Jesus Christ died on the cross so that man could have new life after death and be joined with God in heaven. - All Christians accept the Bible as God‟s word and message. “All scripture is inspired by God and is useful for encouraging and strengthening our faith”. Hinduism Hinduism is a collection of many different beliefs and ideas, built over thousands of years. Hinduism is the oldest religion in the world. The main beliefs are: -There is one absolute God, Brahman, who takes many forms. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Learners listen attentively Teacher Exposition Learners attempt to state Question and answer Learners listen Attentively Teacher Exposition The teacher initiate class discussion on the Major religions in Zambia Class discuss the Major religions in Zambia GROUP/CLASS DISCUSSION Teacher consolidates learner‟ responses from the discussion Learners listen Attentively Teacher consolidates Learner ‟responses 32 Teacher Exposition -The soul of a person is reincarnated in many forms until the soul is pure enough to be united with Brahman. -The soul lives and dies and is reborn over and over. -What happens to a person is a direct result of the way that person has lived and behaved towards others. -Hindu values include truth, honesty and nonviolence. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. What are the three ways by which people learn about a religion? 2. Mention the four world religions. 3.what is A Religion Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: LEARNING ABOUT RELIGION SUBTOPIC: Major religions in Zambia DATE: DURATION: 80 MINUTES CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and chart RATIONALE: This lesson is on Major religions in Zambia. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about the four major religion in PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 33 Zambia Christianity, Hinduism, Islam, African Tradition Religion. The value of Appreciation of Tolerance of other religions LEARNING OUTCOMES: L.S.B.A.T: Describe the four religions in Zambia PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Major religions in Zambia C. Islam -Muslims believe that Allah is the one and only God. Allah has 99 names that are a reflection of him as the creator, provider and Lord of the whole universe. -Muslims believe that Allah revealed all holy books such as the Torah and Quran as the word of God (Allah). -Allah revealed the Quran to the prophet Muhammad over a period of 23 years. -The Quran cannot be criticized or questioned; it must only be believed and obeyed. Muslims are expected to teach the whole Quran by heart, in its original language Arabic. -They mush wash before taking this book into their hands. -No other book may be placed on top of it. -While being read, everyone must listen in silence. -No eating, drink or smoke during that time. The teacher initiate class discussion on the Major religions in Zambia Teacher consolidates learner‟ responses from the discussion D. Zambian Traditional Religion -In Zambian Traditional Religion, people look at God as creator, a provider, a protector and a father. God is the owner of the whole world. -Ideas about God and his relationship with people can be expressed through the names that people use for God, through proverbs, stories and prayers. -Stories and proverbs teach people how to live a moral life and how society should be organized. -Death is not the end of life, but a time when people will join their ancestors and be rewarded for the way they lived on earth. All forms of nature are valued and many animals are believed to have PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 34 Class discuss the Major religions in Zambia GROUP/CLASS DISCUSSION Learners listen Attentively Teacher Exposition special powers. Followers of Zambian Tradition Religion must: -Respect their elders and people in authority. -Honour their ancestors -Look after the well-being of the community. -Provide for their families Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: LEARNING ABOUT RELIGION PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com DATE: DURATION: 80 MINUTES CLASS: 8A 35 SUBTOPIC: important dates and events in the history of the three religions in Zambia. . NO OF BOYS.......... GIRLS… REFERENCES: long man religious education book 8 and Teachers notes book TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on Major religions in Zambia. Teacher Exposition, Question and answer and group or class discussion methods will be used . This lesson will develop learners knowledge‟s about Brief history of the four religions in Zambia. (Time chart and map showing dates when churches and religious groups started operating in Zambia.).The skill of Classifying historical events. The value of Appreciation of Appreciation of historical events LEARNING OUTCOMES: L.S.B.A.T: Identify important dates and events in the history of the three religions in Zambia. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Year Events 1500 First Vedas are written 1300 Bantu BC begin to move southward from Cameroon into new areas escaping from hostile tribes and searching for The teacher initiate class discussion on important dates and events in the history of the three religions in Zambia Class discuss the important dates and events in the history of the three religions in Zambia GROUP/CLAS S DISCUSSION land 1000 First Old Testaments books are written 6 Birth of Jesus Christ 30 Death of Jesus Christ 50 First New Testament books are written 200- Bantu people arrive in Zambia 400 AD 379 List of New Testament books is decided 570 Birth of the PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com prophet 36 Teacher consolidates learner‟ responses from the discussion Learners listen attentively Teacher Exposition Muhammad 610 First entries of the Quran are written 641 Muslim conquest of North Teacher asks learners to explain what happen on 570AD Learners attempt to explain Question and answer Africa 1054 Christian church split to form the Eastern (Greek) Orthodox church and Roman Catholic church 517 Protestant revolution creates the protestant church which separates the Roman Catholic church 1873 David Livingstone dies in Zambia 1883 London Missionary Teacher consolidates learner‟ responses Learners listen attentively Society Teacher Exposition (LMS) enters Zambia 1895 “White missionary Fathers” society (WF) enters Zambia 1964 Zambia becomes independent 1966 Christianity is declared the national religion of Zambia Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners evaluation: …………………………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 37 LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: LEARNING ABOUT RELIGION SUBTOPIC: Religious scriptures DATE: DURATION: 80 MINUTES CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and chart RATIONALE: This lesson is on Major religions in Zambi. Teacher Exposition, Question and answer and group or class discussion methods will be used . This lesson will develop learners knowledge‟s about Christianity –Holy Bible, Islam – Quran, Hadith,Hinduism-Vedas, Bhaghavad Gita, Upanishad, Mahabarata reasons there was no writing in Zambian traditional religion and why Literature was in custody of priests . The skill Identification of different scriptures .The value of Awareness of different types of scriptures and Appreciation of oral tradition LEARNING OUTCOMES: L.S.B.A.T: Identify the scriptures of three religions Explain the reasons Zambian tradition has no scripture PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Learners listen and Teacher exposition/ Learning about religion Teacher Ask questions Question and -From a young age, children learn about the world by Answer seeing and imitating the behaviour of adults. When a explains about Learning about child sees another person behaving in a certain way, religion by that person‟s behaviour become real to the child. seeing and -The most effective way that parents and other adults imitating the can teach a child about their religion is by practicing behaviour of what they preach and by being good role models. adults -Children learn about their religion when their parents And allows read to them or tell them religious stories learners to ask questions Therefore, people learn about religion through: 1. Seeing and imitating. 2. Hearing and repeating. 3. Reading Holy Scriptures Religious scriptures -The Holy scriptures of a religion are a guide to followers. They contain the history and traditions of the religion as well as moral rules for how to live a good The teacher life and achieve purpose in life. initiate class discussion on the Religious The Bible The word Bible comes from the Greek word „biblia‟ scriptures which means „books‟ - The Bible is the Christian scripture. Within the bible PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 38 Class discuss the Religious scriptures GROUP/CLASS DISCUSSION the books are grouped into two sections, namely the Old and the New Testaments. -The Old Testament is about life on earth before Jesus Christ. It starts with a story of creation and ends in the time of Maccabees. The New Testament covers the life of Jesus Christ and the letters that the Apostles wrote to the early churches to guide them on how to live a Christian life. -The purpose of the Bible is to show Christians how they can come to know God through Jesus Christ. - “Thy word is a lamp to my feet and a light to my path” (Psalm 119:105). Luke 1:1-4. The Quran and the Hadith -God chose Muhammad to bring his massage to his fellow tribes men that they were to reject all idols and worship the only true God (Allah). Muslims believe that Muhammad received revelation from God through Angel Gabriel. -These revelations were later written in the book called the Quran. Muslims are taught about what is permissible (Halaal) and not permissible (Haram), how they should live as good Muslims, and the rewards and punishment that await them in heaven. -The Hadith is a record of the sayings of Muhammad. It is the second most important book in Islam. It gives people guidance in moral issues. Hindu Scriptures -The Hindu scripture is grouped into “Shruti” and “Smriti” scriptures. The shruti scripture is made up of sacred writings called the Vedas (which means Knowledge) and the Upanishads. -Hindus believe that the four Vedas are the truths of the universe as they were understood by Hindu saints. -The smriti scriptures are made up of stories and epic poems. They consist of the Bhagavad Gita (The song of the Lord), the Mahabharata and the Ramayana Zambian Traditional Religion -Zambian traditional religion does not have a founder or any sacred literature. It has always been passed on orally from the older to the younger generation. -The elders are in absolute authority and their words are believed. Traditions are also upheld by religious functions and rituals and shrines. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 39 Teacher consolidates learner‟ responses from the discussion Learners listen Attentively Teacher Exposition Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. In Hinduism, which group of people sung sacred songs? 2. Bhagavad Gita means….. 3. State the sacred books for the following religions; a. Christianity b. Islam c. Hinduism 4To whom was the angel Gabriel believed to have appeared? 5. The bible is a collection of ……..and ……. Books. 6. State two other words that mean the same as covenant. Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 40 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: The bible SUBTOPIC: Composition of the Bible DATE: DURATION: 80 MINUTES CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 and teachers notes book TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on The bible .Teacher Exposition, Question and answer and group or class discussion methods will be used . This lesson will develop learners knowledge‟s about Meaning of the bible, parts of the bible: old testament and new testament, Origin of the Jewish scriptures, Purpose of the New testament: the gospels, book of acts, letters, and prophecy and Bible translations. The skill Identification of parts of the bible and Application of the scriptures. The value of Awareness of parts of the bible and Appreciation of the teaching of the bible LEARNING OUTCOMES: L.S.B.A.T: Describe the Bible Identify composition of the bible. Explain the meaning of the word testament. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Teacher Learners listen and Teacher exposition/ Composition of the Bible explains about Ask questions Question and the Collection of Answer Collection of books books in the - The Bible is a collection of many books put together. The bible contains two collections of books, the Old bible and allows learners to ask Testament and the New Testament. questions -The word Testament means “agreement, covenant or pact” -These books were written by different people over a period of 1400 years. - The books are named for their theme or topic, or they are named after their author. Each book is divided into chapters and verses. -Although 40 different authors wrote the books of the Bible, it is still viewed as one book. The Bible records PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 41 has almost 4000 years of human history and it is about God‟s relationship with man. Books chapters and verses -When the Bible was first written, it was not divided into chapters and verses. This made it difficult to refer to specific parts of each book. - Bishop Steven Langton divided the Bible into chapter. Latter, a printer in France divided the chapters into verses. The teacher Parts of the Bible initiate class -The Old Testament contains 39 books and the New discussion on Parts of the Testament contains 27 books. -The word “Testament” refers to the covenant, Bible and origin of Hebrews, agreement or pact between God and his people. -A covenant is similar to a contract. It also binds God‟s Israelites and Jews people to do what they have agreed with God Hebrews, Israelites and Jews Class discuss -The Old Testament books tell how different groups of discussion on Parts people or families were called by God or were of the Bible and unfaithful to God. God called Abraham. origin of Hebrews, -In the Old Testament, Abraham is the ancestor of the Israelites and Jews people called Hebrews. Abraham had two sons Ishmael and Isaac. Isaac was chosen by God. -Isaac had two sons–Esau and Jacob. The name of Jacob was changed to Israel and Israel is the ancestor of the people called Israelites. -The Israelites were a group of different tribes who lived in Palestine. The king who united these tribes in one nation was called David who ruled over the Israelites. - David belonged to the Israelite tribe called Judah. GROUP/CLASS He chose Jerusalem as the capital city. After the rule DISCUSSION of David‟s son, Solomon, most of the Israelites refused to be rules by David‟s descendants. - Only a small group, including the tribe of Judah continued under the rules of David‟s family in Jerusalem. - The people, who lived in this area called Judah or Judea in the southern Palestine, are called Jews. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. What is the Bible? 2. Who divided the Bible into chapters? PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 42 Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNSRD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: The bible SUBTOPIC: Composition of the Bible DATE: DURATION: 80 MINUTES CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 and teachers pamphlet TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on The composition of the bible .Teacher Exposition, Question and answer and group or class discussion methods will be used . This lesson will develop learners knowledge‟s about the composition of the Bible ,Origin of the Jewish scriptures, Purpose of the New testament: the gospels, book of acts, letters, and prophecy and Bible translations. The skill Identification of parts of the bible and Application of the scriptures. The value of Awareness of parts of the bible and Appreciation of the teaching of the bible LEARNING OUTCOMES: L.S.B.A.T: identify the composition of bible Identify the gospels PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Teacher Learners listen and Teacher exposition/ The Old Testament Ask questions Question and -The books of the Old Testament were written down explains about the history of Answer about 1000BC. Many parts of the Old Testament begun the old as oral traditions passed on by the word of mouth. -These oral traditions were gradually written and testament And allows arranged into books; the books of the Bible are not learners to ask arranged in the order in which they were written, but questions they are grouped according to their topic e.g. Books that deal with history, poetry, wisdom or prophecy are grouped together. Composition of the old testament books. 1. Books of law: these are Genesis, Exodus, Numbers, Leviticus and Deuteronomy. 2. Books of History: these include; Joshua, PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 43 Judges, Kings, etc. 3. Books of Prophecy: these include; Samuel, Isaiah, Jeremiah, Ezekiel, Amos, Daniel, etc. 4. Books of Poetry: these include; job, psalms, and lamentations. 5. Books of wisdom: these include; proverbs, and Ecclesiastes. Selection of books -A decision about which books should be included in the Jewish scriptures was made at a meeting of Jewish leaders in 90 AD called the council of Jamnia - However, another group of Jewish religious leaders wished to include more books in the Jewish scripture, that is why some Bibles have 39 books in the Old Testament and others have 45 books. -The Old Testament is about the agreement between God and the Israelites. The main theme of the Old Testament is that God would look after the Israelites if they obey God‟s laws. This agreement, which is also called a “covenant”, it is stated in Deuteronomy 7:1113. -In the Good news Bible, you find a group of books called “Deutercanonical/Apocrypha” between the Old and New Testament. These were not included in the Jewish scriptures by the Jews who met at Jamnia. -„Deuterocanonical‟ means those books of the Bible which were later added to the canon. „Apocrypha‟ (hidden) are books of the Old Testament which are not written in Hebrew. -The „canon‟ is the list of the Bible books accepted by the church. Teacher asks learners to state the four parts of the old testament books and give examples of the books Learners attempt to state Question and answer Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1.identify the books found in the following books Bible Law Bible History Bible Poetry Bible Prophecy 2 The following agreements were made between which group of people; a. New Testamentb. Old TestamentPREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 44 Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: The bible SUBTOPIC: The Passover DATE: DURATION: 80 MINUTES CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and chart RATIONALE: This lesson is on The Passover .Teacher Exposition, Question and answer and group or class discussion methods will be used . This lesson will develop learners knowledge‟s about Meaning of the Passover, LEARNING OUTCOMES: L.S.B.A.T: identify the composition of the New Testament Books PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY The pupil pointed Question and The Passover at narrates the answer - The Israelites were living in Egypt and working as The teacher point at any pupil at random Passover slaves of the king of Egypt. -God sent many disasters to the Egyptians so that they to narrate the story would give the Israelites freedom, but the Egyptian of the passover king refused until one night, all the first born children in Egypt died except the children of the Israelites. -That night was called the Passover, because God passed over the Israelites home without killing the children there. The following day, the king of Egypt allowed the Israelites to go free and to leave Egypt. Teacher consolidates - Ever since that time the Israelites and their learner‟ responses descendants, the Jews have cerebrated the Passover each year to remember how God gave them freedom from slavery in Egypt. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 45 Learners listen Attentively Teacher Exposition -Read about the Passover in the book of Exodus: 11 and 12. Origin of the Jewish scripture -The books of the Old Testament form the “written Torah” which is part of the Jewish Holy Scripture. Jews do not call these books the Old Testament. -The written Torah is also known as Tanakh. The other Jewish scripture is the “oral Torah” and it explains the meaning of the scriptures of the written Torah and how they should be followed. -Both the Oral Torah and the written Torah have been around for 3,300 years. The Oral Torah was written down about 1,500 years ago and is called the Talmud. Teacher explains about Origin of the Jewish scripture and allows learners to Ask questions Learners listen and Teacher Ask question exposition/ Question and Answer Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners 1. The following agreements were made between which group of people; a. New Testament b. Old Testament 2. Passoverl means? Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 46 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNRD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: The bible SUBTOPIC: The New Testament Books DATE: DURATION: 80 MINUTES CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 and teachers notes book TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on The books of the new testament .Teacher Exposition, Question and answer and group or class discussion methods will be used . This lesson will develop learners knowledge‟s about Purpose of the New testament: the gospels, book of acts, letters, and prophecy and Bible translations. The skill Identification of parts of the bible and Application of the scriptures. The value of Awareness of parts of the bible and Appreciation of the teaching of the bible LEARNING OUTCOMES: L.S.B.A.T: identify the composition of The New Testament books PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT METHODS TEACHER‟S PUPIL‟S ACTIVITY ACTIVITY Teacher explains The new Testament Books The New Testament is about the agreement between about the New God and people. The agreement is based on love Testament between God and the people. This agreement is described in John 3:16 and John 14:23. -The books of the New Testament tell how this agreement was made and what it means to people to PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 47 Learners listen and Teacher Ask question exposition/ Question and Answer love God. -The books in the New Testament are the earliest writings by Christians. There is a gap of 400year between the end of the Old Testament and the start of the New Testament. -The books of the New Testament were written between 50AD and 150AD. - There are two kinds of books in the New Testament: a. Books of stories about Jesus and the beginning of the Christian church (the first five books). b. Letters of advice, teaching and encouragement written to Christian churches. (The other 22 books). In the New Testament there are: -Gospels: Mathew, Mark, Like and John -Church History: Acts of the Apostles -Letters: from Paul, John, Peter, Jude and James - Prophecy: Revelation The Gospels -The first four books in the New Testament are called the “Gospels” which means books of good news. -They were written to tell people good news about Jesus Christ who had lives and died and rose to bring a new agreement or covenant between God and his people. -The gospels were written to show what the Christians believed about Jesus and to tell how Jesus had brought God‟s kingdom. -The stories and teachings of Jesus were first passed on as oral traditions, and then some of them were written down to be read in church services with the Jewish scriptures. -The gospels were written by Matthew, Mark, Luke and John who were all disciples of Jesus. -Each gospel tells the story of the life of Jesus Christ, but each one is written for a different audience. E.g. - Matthew wrote for his fellow Jews concentrating on the long awaited Messiah. He showed Jesus as the new Moses repeating the law giver of the New Testament. -Mark shows Jesus in action proving the truth of his teaching by what he did. -Luke gives an “orderly account” based on eye witness accounts. He shows Jesus with a warm concern for the people. -John shows that simple things have a deep meaning. The purpose of the Gospels is to teach people about the new laws of God that replaced the Laws of the Old PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 48 Testament. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners 1. The following agreements were made between which group of people; a. New Testament b. Old Testament 2. According to Christians the word gospel means? Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: The bible SUBTOPIC: Choosing of Christian Scriptures DATE: DURATION: 80 MINUTES CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 and teachers notes book TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on choosing of Christian scriptures .Teacher Exposition, Question and answer and group or class discussion methods will be used . This lesson will develop learners develop knowledge about the Purpose of the New testament: the gospels, book of acts, letters, and prophecy and Bible translations. The skill Identification of parts of the bible and Application of the scriptures. The value of Awareness of parts of the bible and Appreciation of the teaching of the bible LEARNING OUTCOMES: L.S.B.A.T: identify the composition of bible Explain the disagreements over the scriptures. Explain why the Bible was translated in so many languages. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 49 LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Choosing Christian Scriptures -It took the Christians Church more than 300years to decide exactly which books to be included in the New Testament. -The list of 27 books was finally decided at the meeting of church leaders called Council of Carthagein North Africa in 397 AD. Bible Translations -The Old Testament books were originally written in Hebrew and Aramaic. -The New Testament books were originally written in Greek, which was the common language around the Mediterranean Sea at the time of Jesus. -Today, the Bible has been translated into over 2000 different languages, so that most of the people could read it. The use of the Bible Many of the Bible passages are plain and obvious. However, we should not approach the Bible as if it were an ordinary book. -2 Timothy 3:16 says that, “for Christian the scriptures are to be used to for teaching the truth about God, for correcting wrong ideas about God and for showing people how God wants them live” Steps in understanding the Bible There are three steps: a) Understand What the passage actually says. -When and where were the book or passage written and the setting. - Why was it written? The purpose. -What kind of writing is in this passage: Psalm, letter, proverb or Parable? The form. -What is the whole book about? The context. -What is the meaning of the individual words? Words. b) Explain – what does the passage mean? -What did the passage mean to the original hearers? -What is the main point or teaching of the passage? -How does it compare with other perhaps clearer bible PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 50 Teacher asks learners to explain the use of the Bible Learner explain the use of the Bible The teacher initiate class discussion on the Steps in understanding the Bible Class discuss on the Steps in understanding the Bible Question and answer GROUP/CLASS DISCUSSION passages? - If it was written to meet particular needs at that time, is there a general principle which applies c) Apply – What does the passage mean today? -What is a similar situation today to that of the original readers? Teacher -Does the passage have some teaching about God, consolidates man, the world and the church? Learner Teacher Exposition -Is there an example to follow in the light of the Learners listen ‟responses passage? attentively -Does it lead to prayer of praise? -Can we make our own the writer‟s words or expression of feeling Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. What three steps do we need to take into consideration in order to understand the Bible well? 2. Why was the Bible translated into many languages? Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: Choices and Talents SUBTOPIC: How People Make Choices DATE: DURATION:80 MINUTES CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 pg....... and teachers pamphlet page........ TEACHING LEARNING /AIDS: learners book, teachers pamphlet and chart RATIONALE: This lesson is on Morality .Teacher Exposition, Question and answer and group or class discussion methods will be used . This lesson will develop learners knowledge‟s about Chosen circumstances: marriage, career, friends, hobbies and Un-chosen circumstances gender, parentage and race, Steps in making choices judge, act See. The skill of Analysis of circumstances and Critical thinking in making choices, Classification of different choices and Inter personal relationships. Value of Appreciation of chosen and unchosen circumstances, Awareness of family responsibilities and Creating and Self – esteem in young people PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 51 LEARNING OUTCOMES: L.S.B.A.T: Describe chosen and un-chosen circumstances Mention different levels of choices Identify steps people take when making choices PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Teacher explains How Learners listen and Teacher exposition/ CHOICES AND TALENTS people make choices Question and ask questions And allows learners to Answer How people make choices ask questions -A choice is being able to choose one thing to the level best of your mind. Making choices -There are circumstances or conditions in our lives that we have no control over like choosing parents, gender, race etc. We have to deal with such circumstances because we are not able to deal with them.(unchosen circumstances) -On the other hand success depends on how skillful we are at making good choices. There are many things we can choose in life, e.g., our friends, type of clothes and activities we do in our spare time.(chosen circumstances) - When we are older we can chose a husband or a wife and a career. Different levels of choices The teacher initiate class discussion on different levels of choices Personal level - An individual making personal choice. Family Level -parents giving advice to their children on which talent to develop. Community Level -society has to make choices about things that affect many people and advice young children what to pursue. Each one will have their own point of view. Many factors can affect the choices that a group of Teacher consolidates learner‟ responses people make. -These include age, gender, culture and position of power. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 52 Class discuss different levels of choices GROUP/CLASS DISCUSSION Teacher Exposition Learners listen Attentively Steps in making choices Three important steps: See: -we need to use our five senses to identify our options. Judge -we need to evaluate the options. Act: - we need to take action. Teacher explains about three important steps when making choices And allows learners to ask questions Learners listen and ask questions Teacher exposition/ Question and Answer Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Give the three steps one has to consider when making choices. 2. Mention different levels of choices 3. Describe chosen and un-chosen circumstances Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: Choices and Talents SUBTOPIC: Different levels of choices DATE: DURATION:80 MINUTES CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and chart PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 53 RATIONALE: This lesson is on .Different levels of choices Teacher Exposition, Question and answer and group or class discussion methods will be used . This lesson will develop learners knowledge‟s about different levels of choices and factors that affect the choice that a group of people make LEARNING OUTCOMES: L.S.B.A.T: Describe different levels of choices Identify factors that affect the choices that a group of people make Identify steps people take when making choices PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Different levels of choices Personal level - An individual making personal choice. Family Level -parents giving advice to their children on which talent to develop. Community Level -society has to make choices about things that affect many people and advice young children what to pursue. Each one will have their own point of view. The teacher initiate class discussion on different levels of choices Many factors can affect the choices that a group of people make. -These include age, gender, culture and position of power. Teacher consolidates learner‟ responses The more people are involved in making a choice, the more difficult it is to reach agreement Teacher explains about three important steps when making choices And allows learners to ask questions Class discuss different levels of choices GROUP/CLASS DISCUSSION Learners listen Attentively Teacher Exposition Learners listen and ask questions Teacher exposition/ Question and Answer Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Give the three steps one has to consider when making choices. 2. Mention different levels of choices PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 54 3. Describe chosen and un-chosen circumstances Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com DATE: DURATION: 80 MINUTES 55 TOPIC: Choices and Talents SUBTOPIC: Central teaching when making Choices CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 and teachers pamphlet notes book TEACHING LEARNING /AIDS: learners book, teachers pamphlet and chart RATIONALE: This lesson is on Central Teachings on Choices. Teacher Exposition, Question and answer and group or class discussion methods will be used .This lesson will develop learners knowledge‟s Christianity: Love God and neighbor, Hinduism: To be free from all selfishness and evil desires. Islam: Complete obedience to God and live as brothers and Zambian tradition: Respect for everybody and to be at peace with people. The skill of Decision making on different choices. Value of Enhancing assertiveness in young people LEARNING OUTCOMES: L.S.B.A.T: Explain central teachings in the four religions on making choices. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY The teacher Class discuss Central teaching when making choices initiate class the Central GROUP/CLASS discussion on teaching when Zambian Traditional Religion DISCUSSION the Central making choices -Is to show respect to fellow human being and to be at peace teaching when the four major with the spirits of the dead. making choices religion Zambian Tradition in the four In order to be at peace with the spirits of the ancestors, major religion followers are expected to: • Give dead community members a decent burial • Name children after their dead relatives • Look after surviving members of their extended families especially orphans, widows, the aged, and the disabled. • Give gifts and offerings to the spirits of the dead Christianity -Is to love God and your neighbor “fellow man”. - Loving God means, putting him first in your life. This means that a Christian must use his or her time, money and resources to please God. Islam - Is to show obedience to Allah and to live at peace with every Muslim in the world. -Muslims show complete obedience to Allah by following the five pillars of Islam. Hinduism -Is to be free from all selfishness and all desires. -Hindus believe that sin and suffering come about from peoples evil desires. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 56 Teacher consolidates Learner ‟responses Learners listen Attentively Teacher Exposition - The Bhagavad Gita says: “The person who gives up all desires without thinking „mine‟ or „I‟ is the one who gains peace.” Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners 1. Compare the central teaching of African religion and Islam about choices. evaluation: ………………………………………………………………………………………………................ ................................................................................................................................................................ ................................................................................................................................................................ ................................................................................................ PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 57 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: Choices and Talents SUBTOPIC: How Choices show ones aim in life DATE: DURATION:80 MINUTES CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and chart RATIONALE: This lesson is on Choices show ones aim in life. Teacher Exposition, Question and answer and group or class discussion methods will be used .This lesson will develop learners knowledge‟s about how choices shows ones aim in life, and the meaning of the parables of Jesus on possessions.. The skill of Decision making on different choices. Value of Enhancing assertiveness in young people LEARNING OUTCOMES: L.S.B.A.T: State how choices show one`s aim in life. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Choices show ones aim in life -Your choices show your aim in life. E.g. If you choose to work hard at school, you show that you aim to get a good education. - The choices that Jesus made show us that he valued what kind of life he aimed to live Jesus in the temple - Every year, all adult Jews had to visit the city of Jerusalem to celebrate the Passover festival. Because Jerusalem was the capital city for the Jews, Jews could only offers sacrifices to God in Jerusalem. -A Jewish boy becomes an adult at the age of twelve, so when Jesus was twelve years old, he went to Jerusalem with his parents (Luke 2:41-49, Matthew 13: 45-46, Matthew 19:16-22) Teacher explains how choices shows ones aim in life and allows learners to ask questions The teacher point at any pupil at random to narrate the story of Jesus in the temple The Baptism of Jesus (Lk 3:21-22) -When Jesus made up his mind about what he wanted to do, he came to John the Baptist to be Teacher consolidates Learner ‟responses baptized. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 58 Teacher Exposition Learners listen Attentively Teacher exposition/ Question and Answer Learners listen and Ask question Teacher exposition The pupil pointed at narrates the story of Jesus in the temple -By doing this, he showed everybody that he had and explain the decided to teach people about God‟s word. He Baptism and also wanted his life to be an example for people to Temptation of Jesus follow. - It was important because God confirmed to the whole world that Jesus was the son of God. - While being baptised, heaven was opened, and the Holy Spirit came down upon him in bodily form like a dove. And a voice came from heaven, “you are my own dear son, I am pleased with you.” Luke 3:21-22. Learners listen Attentively and ask questions Teacher exposition/ Question and Answer The Temptation of Jesus -The Spirit led Jesus into the desert to be tempted by the devil. He was there for forty days and nights without food. -The devil tempted Jesus to act in a selfish way and produce food for Him to eat. -Secondly, he tempted Jesus to give honour to the devil so that he could own the whole world. -In the last temptation Jesus was told to jump from the top of the temple. -On every occasion that the devil tempted Jesus, he rebuked him. This shows that Jesus was able to make right decisions even in difficult circumstances (Matthew 4: 1-11, Mark 1, 12-13 and Luke4: 1-13) Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners 1. Explain why choices are important in life. Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 59 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: Choices and Talents SUBTOPIC: Talents DATE: DURATION: 80 MINUTES CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 and teachers pamphlet notes book TEACHING LEARNING /AIDS: learners book, teachers pamphlet notes book and chart RATIONALE: This lesson is on Central Teachings on Choices. Teacher Exposition, Question and answer and group or class discussion methods will be used .This lesson will develop learners knowledge‟s on what talents are, how to develop their talents an how they can lose their talents, and stories in the bible that teaches about talents. The skill of Decision making on different choices. Value of Enhancing assertiveness in young people LEARNING OUTCOMES: L.S.B.A.T: Define Talents Explain the meaning of the parable of talents. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Teacher Exposition The teacher to define Learners listen Talents Talents Attentively A talent is a natural ability to do something well The parable of Talents (Mt 25:14-30) -The parable of the talents Jesus told the parable of the talents as a lesson about how people can develop or lose their talents. -The story is about a rich man who had to leave his estate when he travelled to another country. He entrusted his property to his three servants. The talent in this parable is a sum of money. -Five talents were given to the first servant, two talents were given to the second servant and one talent was given to the third servant. When he returned he asked how each of the servants had used their talents he had given the Discovering talents -Through practicing Trying out many things PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com The teacher initiate class discussion on the parable of Talents (Mt 25:14-30) Class discuss the on the parable of Talents (Mt 25:1430) GROUP/CLASS DISCUSSION Teacher consolidates Learner ‟responses Learners listen Attentively Question and answer Teacher explains about discovering, Learners listen and Ask questions Teacher exposition/ Question and 60 Through friends Losing talents -By not practicing -Losing interest - Being discouraged People that can help you develop or grow your talent. Family Friends Teacher Pastor, etc Answer Losing of talents and allows learners to Ask questions Teacher asks learners to state three things people should know when choosing which talent to develop Learners attempt to state Question and answer Which talent to develop? -Although people may have many talents, they should choose those which are helpful to them and in the society that they live in. You must: Know yourself. - Know what talents you have, known what you do Teacher consolidates Learners listen Teacher Exposition well and what you do badly. learner‟ response attentively Know what people need. -Know what jobs need to be done, know what things people would like to have which are not available , know what further talent you can develop by further training after you have left school. Match your talents -with the things that people need Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Define the word talent. 2. Show one way how you can develop a talent. 3. What happens to someone who does not use his talent? 4. Identify two things one has to consider when developing a talent Learners evaluation:………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 61 …………………………………………………………………………………………………………………………… …………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: COMPETITION, CO OPERATION AND TRUST SUBTOPIC: Competition DATE: DURATION: 80 MINUTES CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 and Teachers notes TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on Competition. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about Competition Advantages and disadvantages, Describing cooperation and Levels of cooperation. The value of Appreciation of competition and Awareness of competition LEARNING OUTCOMES: L.S.B.A.T: Describe competition. Identify advantages and disadvantages of competition PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S ACTIVITY PUPIL‟S METHODS ACTIVITY Question and COMPETITION The teacher ask pupils to Pupils answer Competition define Competition participate by - Competition: is an event or situation in which trying to define people are competing to do better than others. Competition - Competition is striving or trying hard to be better than others. -Competition can make you work harder because you are trying to be better than someone else. - Healthy competition is good because it is through hard work that a society or a nation will Teacher consolidates develop. Learner ‟responses - Competition can either be formal or informal. You can compete as an individual or as part of a group. -Competition has many rewards. E.g. prizes, money and becoming popular. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 62 Learners listen Attentively Teacher Exposition - Competition becomes bad when you do it in order to look down upon others. -Competition must always go hand in hand with responsibility ADVANTAGES -Competition helps us fulfil our ambitions -Competition can make you work harder -Competition helps us to use our talents fully and share them with others -Competition helps us to strive for better performance Society and nation will develop -You can be rewarded -You will be recognised -You become fame. -It brings happiness DISADVANTAGES -Winners become proud -It leads to individualism -Losers become discouraged and feel hopeless -Losers become jealous of the winners -It promotes greediness e.g some people want to have everything to themselves -It promotes classes in society -It promotes hatred and enemity between groups of people The teacher initiate class discussion on the advantages and disadvantages of competition Class discuss the advantages and disadvantages of competition Teacher consolidates learner‟ responses from the discussion GROUP/CLASS DISCUSSION Teacher Exposition Learners listen Attentively Teacher explains Cooperation and trust And allows learners to ask question Learners listen and ask questions Teacher exposition/ Question and Answer Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Define the word competition. 2. Identify two bad things that competition brings about? Learners evaluation: ………………………………………………………………………………………………………………… …………………………………………………………………………………………… Teachers evaluation: ……………………………………………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 63 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: COMPETITION, CO OPERATION AND TRUST SUBTOPIC: cooperation DATE: DURATION: 80 MINUTES CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 and Teachers notes TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on Cooperation. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about Cooperationn Advantages and disadvantages, Describing cooperation and Levels of cooperation. The value of Appreciation of competition and Awareness of competition LEARNING OUTCOMES: L.S.B.A.T: . Describe cooperation PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S ACTIVITY PUPIL‟S METHODS ACTIVITY Question and CO-OPERATION The teacher ask pupils to Pupils answer Co-operation define Competition participate by Co-operation means working together trying to define towards a common good. Competition When you co-operate with others, you may have to put your own feelings, ideas or goals to one side because they may not be the best way to achieving your common goal. Levels of co-operation Teacher consolidates People co-operate on many different levels for the Learner ‟responses common good of their group. They co-operate: Economically- by the use of co-operatives PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 64 Learners listen Attentively Teacher Exposition and credit unions e.g., farmer‟s cooperatives. Nationally- By working together for a common good which could be the aim of the government, e.g., ensuring that there are medicines in the Hospitals and infrastructure in schools. Ecumenically- By working together with other churches e.g., interdenominational gatherings. Internationally- By working with other nations worldwide, through such organizations as the United Nations (UN), African Union (AU) etc. Benefits of co-operation Co-operation results in both good and bad things. E.g. if people work together with good motives, it results in good things. But if they work together with bad motives it results in bad things. Goodness of cooperation Development Meeting targets Unity Makes work easier More work done End result becomes greater Knowledge sharing Recognition Money harmony Badness of cooperation Laziness Theft Negligence The teacher initiate class discussion on the advantages and disadvantages of competition Class discuss the advantages and disadvantages of competition Teacher consolidates learner‟ responses from the discussion GROUP/CLASS DISCUSSION Teacher Exposition Learners listen Attentively Teacher explains Cooperation and trust And allows learners to ask question Learners listen and ask questions Teacher exposition/ Question and Answer Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCE 1. What does co-operation mean? 3. Identify two bad things that cooperation brings about? PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 65 Learners evaluation: ………………………………………………………………………………………………………………… …………………………………………………………………………………………… Teachers evaluation: ……………………………………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: COMPETITION, CO OPERATION AND TRUST SUBTOPIC: Religious teaching on cooperation DATE: DURATION: 80 MINUTES CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 and Teachers notes TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on religious teachings on cooperation. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about Cooperation in different religions Advantages and disadvantages, Describing cooperation and Levels of cooperation. The value of Appreciation of competition and Awareness of competition LEARNING OUTCOMES: L.S.B.A.T: . Describe cooperation PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Question and Co-operation in Islam The teacher ask Pupils answer The Quran and the Shariah Law encourages the pupils to define participate by believers to live a life based on positive values that trying to express the need and importance of deep concern Competition define for others in order to create a better society. Competition This is based on the first duty entrusted to Muslim, namely to submit to God‟s will at all times. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 66 The Quran says: „‟show kindness to the orphans and to the needy to your need and distant neighbours and to travellers. God does not love proud and boastful people who are selfish who teach others to be selfish who hide riches which God has given them and who spend their wealth for the sake of showing off‟‟. One of the main duties of Muslims is almsgiving, which is, giving away money and property to the poor and needy. Co-operation in Hinduism Hinduism believe that each person has a duty or way of that they are supposed to follow. E.g. a teacher, a nurse, a priest or a parent each has to follow his own Dharma. Further the other duties of a person would vary according to his occupation, class one‟s position, moral and spiritual development and material status. Dharma includes all external deeds, as well as thoughts and other perfection and glory. The Bhagavad- Gita says: „‟There is more joy in doing one‟s duty, but doing another person‟s duty brings fear‟‟. It is therefore important to develop the talents which you have in order to serve God and other people. Whatever the duties, they are to be performed with Excellency and moral and spiritual purity. The Bhagavad - Gita says,‟‟ Let the scriptures be the authority in determining what ought to be done and what ought not to be done‟‟. Zambian tradition In Zambian tradition, cooperation is encouraged more than competition. This is because every society wants to live in harmony (peace). Examples of cooperation in Zambian tradition. Building houses Herding cattle Growing food crops Fishing and hunting Decorating houses Dancing and singing Funerals Marriages, etc. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 67 Teacher consolidates Learner ‟responses The teacher initiate class discussion on the advantages and disadvantages of competition Learners listen Attentively Teacher Exposition GROUP/CLASS DISCUSSION Class discuss the advantages and disadvantages of competition Teacher consolidates learner‟ responses from the discussion Teacher Exposition Learners listen Attentively Teacher explains Co-operation and trust And allows learners to ask question Learners listen and ask questions Teacher exposition/ Question and Answer Zambian tradition encourages cooperation through songs, proverbs and dances. Proverbs that teach about cooperation in Zambian tradition. Language Proverb Meaning Bemba Cinci wababili Two are better teachi uli weka than one Bemba Twende babili Let us walk temwenso together. (do not show cowardice; you need others in whatever you do for you to succed) Luvale Kwatoku na Hold therewith a mukwenu friend, alone you ukhawove will step on it. mulyataho (doing something with your friend is much easier than doing it alone) Tonga Munwe omwe One finger taupwanya njina cannot kill a louse. (it is difficult to solve a problem without assistance from others) Kaonde Ufoila pabengi One who dies balamwalawila where there are many people is turned around(when you have a problem people will help Luvale Hasushila Where many vavulu hazova people urinates it will be wet(small acts add up if people cooperate) Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 68 Learners evaluation: ………………………………………………………………………………………………………………… …………………………………………………………………………………………… Teachers evaluation: ……………………………………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: COMPETITION,CO OPERATION AND TRUST SUBTOPIC: Trust DATE: DURATION:80 MINUTES CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 and teachers notes book. TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on Trust. Teacher Exposition, Question and answer and group or class discussion methods will be used . This lesson will develop learners knowledge‟s about Trust , How to create trust and how to lose trust. LEARNING OUTCOMES: L.S.B.A.T: Describe trust Explain trust in the bible PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 69 TRUST -Trust is a belief that someone does not want to harm you and that they will keep their promises -Trust is needed for healthy competition and cooperation -Trust is earned and not automatically given -Trust is an important part of all relationships -Trusting people means believing that they are honest and will do what they have promised to do. - When you trust a person it means you believe that person is willing to and able to do what you expect. -Trust is needed for both co-operation and competition. There cannot be co-operation without trust. Trusting is so important that it is used in many languages For example; - Kusepaa (lozi). -Kushoma (Tonga). -Kukhulupilila (Chewa). -Ukucetekela (Bemba). -Kuketekela (Kaonde). Creating trust -Creating trust can be fruitful when a promise has been fulfilled e.g. -When you lendyour friend a pencil, and your friend returns it to you after using it, you will trust your friend more in the future -If someone tells you a secret and you do not reveal that secret, you shall be trusted more by that person. Relationships of trust Trust is an important part of all relationships. Personal relationships, family, friends, distant relationships, marriage, football team, business, employment, all these involve trust. Relationship of trust occur between: Medical pfofessionals and their patients Teachers and their leaners Drivers and passengers Traders and buyers Husbands and wives. Creating trust Creating trust can be fruitful when a promise has been fulfilled e.g. When you lend your friend a pencil, and your friend returns it to you after using it, you will trust your PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 70 ACTIVITY ACTIVITY Teacher explains the advantages and disadvantages and allows learners to ask questions Learners listen and Ask questions Teacher exposition/ Question and Answer Class discuss the on Cooperation in other religion GROUP/CLASS DISCUSSION The teacher initiate class discussion on Co-operation in other religion Teacher consolidates learner‟ responses from the discussion Learners listen Attentively The teacher ask pupils to define Pupils participate by trying to define Teacher Exposition Question and Answer Trust Trust friend more in the future. If someone tells you a secret and you do not reveal that secret, you shall be trusted more by that person. When you stick to your promises you gain peoples trust. Stories that teach about trust in the Bible. People do not trust others freely. You have to earn it. Mk 6:1-6 – even Jesus did not have trust of all people Acts 9:26-29- Even the Apostles did not trust pauls immediately Trust is earned and not automatically given. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Give two reasons why trust is needed. 2. Outline two ways on how trust can be created among the people. 3. Describe one situation where trust is needed. evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: DIVISION, SIN AND FORGIVENESS SUBTOPIC: Division DATE: DURATION: 80 MINUTES CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 and Teachers notes book TEACHING LEARNING /AIDS: learners book, chalk board, teachers notes book and chart RATIONALE: This lesson is on DIVISION, .Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about causes of division such as Causes of division as Jealousy, Selfishness, discrimination, greed and Poor leadership. The skill of Identification Of causes of divisions in society . The value of Appreciation of values of honesty, trustworthiness LEARNING OUTCOMES: L.S.B.A.T: Identify causes of divisions between people State forms of division PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 71 CONTENT DIVISION, SIN AND FORGIVENESS TEACHER‟S ACTIVITY Teacher asks learners to state the forms and causes of division in society PUPIL‟S ACTIVITY METHODS Question and Answer Learners listen and Ask question Division and Hatred There are many forms and causes of division in society e.g. -Theft -Corruption -War -Murder -Tribe - Quarrels - Jealousy -Selfishness -Discrimination -There is evil in the world and there is hatred, all Teacher consolidates these things cause divisions in Zambia and the Learner ‟responses Learners listen Teacher Exposition world at large. attentively Causes of countries fighting. Resources such as land, oil, and minerals Suspicion and mistrust Religious beliefs, ideology and economic system. There is evil in the world and there is hatred, all these things cause divisions in Zambia and the world at large. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1.state the Causes of Division Between People Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 72 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: DIVISION, SIN AND FORGIVENESS SUBTOPIC: Religious Teaching about Overcoming Hatred DATE: DURATION: 40 MINUTES CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on Religious Teaching about Overcoming Hatred Christianity. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about how the four religions teach about overcaming division. The skill of Interpersonal Relationships within the society. The value of Tolerance of divergent views LEARNING OUTCOMES: L.S.B.A.T: State teachings on overcoming divisions and hatred in the four religions PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 73 LESSON DEVELOPMENT TEACHER‟S ACTIVITY CONTENT Religious Teaching about Overcoming Hatred Christianity - overcoming division and hatred Jesus taught in the Bible, Matthew 5:37-47 „‟ love your enemies and pray for those who persecute you‟‟. Muslim The Quran says, „‟ Repay evil deeds with good deeds and the person who is your enemy will become your dearest friend‟‟ Hinduism t -he Vedas says, „‟Do not repay a blow or an insult; do not cheat a person who has cheated you; give blessings in return for blows and insults‟‟ Mahatma Gandhi said, „‟A religion can be defended only by the holiness and good deeds of its followers, never by quarrels‟‟. PUPIL‟S ACTIVITY METHODS Teacher explains about how the four religions teach about overcomeing division and allows learners to ask questions Learners listen and Ask question Teacher exposition/ Question and Answer The teacher initiate class discussion on the Religious Teaching about Overcoming Hatred Class discuss Religious Teaching about Overcoming Hatred GROUP/CLASS DISCUSSION Teacher consolidates learner‟ responses from the discussion Teacher Exposition Learners listen Attentively Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Identify the two ways on how Jesus overcame division in society Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: DIVISION, SIN AND FORGIVENESS SUBTOPIC: Division in the four religions DATE: DURATION: 80 MINUTES CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and chart RATIONALE: This lesson is on DIVISION, SIN AND FORGIVENESS .Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about causes of division such as Causes of division as Jealousy, Selfishness, discrimination, greed and Poor leadership. The skill of Identification Of causes of divisions in society . The value of Appreciation of values of honesty, trustworthiness LEARNING OUTCOMES: L.S.B.A.T: State the teaching of division and separation among Christians in the early church PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 74 PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY DIVISION, SIN AND FORGIVENESS. The teacher initiate class discussion causes of division in the three religions Religious divisions 1. Division in Christianity - Christianity teaches people to love one another however it may cause divisions among people. Even among Christians we may see that there are divisions, sometimes, among different denominations. E.g. Luke12:51-53, the bible says, „‟ Do you suppose that I came to bring peace to Teacher consolidates the world? No, not peace but division. From now learner‟ responses from the discussion on a family of five will be divided, three against two and two against three. -Fathers will be against their mothers, mother-inlaw be against their daughters-in-law, and daughters-in-law against their mothers-in-law‟‟. -From James 4:1-2 „‟where do all the fights and quarrels among you come from? They come from your desires for pleasure, which are constantly fighting within you. -You want things but you cannot have them, so you are ready to kill. You strongly desire things but you cannot get them, so you quarrel and fight‟‟ . Division in the early church and the church of today. The letters to the churches in the New Testament tell a lot about divisions and separation between Christians due to the following reasons. - Because others do not believe in God and in Jesus Christ (2 Corinthians 6:14-17). -Because some people do not behave as Christians should behave (1 Corinthians 5:1-2 and 9-11). -Because different Christians follow different leaders (1 Corinthians 1:11-13). -Because there are different teachings about God and Jesus (2 John 7-11). 2. Division in Hinduism - The Bhagavad Gita says, „‟if a person thinks about material things, he will become attached to PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 75 Class discuss the causes of division in the three religions Learners listen Attentively GROUP/CLASS DISCUSSION Teacher Exposition them; he will begin to desire them, and from desire comes anger‟‟. -A wise man is a perfect social being, which makes society happy by his presence, for he regards the pain and pleasure of others as his own. -„‟He who looks upon every human being as himself with regard to pleasure and pain, he is considered as a saint of the highest order‟‟. (Bhagavad-Gita). 3. Division in Islam - Islam teaches that in the sight of God, all men are equal but they are not necessarily identical or the same. There are differences in abilities, potentials, ambitions, wealth and beliefs. -The Quran says, ‟‟Unbelievers, I do not serve what you worship, nor do you serve what I worship, nor will you ever serve what I worship. You have your own religion and I have mine‟‟. 4.Division in Zambian Tradition Zambian tradition teaches on treating strangers nicely, and doing good to your enemies. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. According to the letters to the church in the New Testament, why was there division and separation between Christians? evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: DIVISION, SIN AND FORGIVENESS SUBTOPIC: Division at the time of Jesus DATE: DURATION: 80 MINUTES CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on Division at the time of Jesus .Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about teachings on groups of PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 76 people that were duvided at the time of Jesus and how Jesus overcame division. The skill of Relationships within the society. The value of Tolerance of divergent views LEARNING OUTCOMES: L.S.B.A.T: Interpersonal State examples of divisions during the time of Jesus PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Jesus and divisions Among the Jews at the time of Jesus there were many causes of division and hatred between people. At the time of Jesus Christ various groups of people were divided in Palestine, these were; a. Jews and Gentiles. b. Jews and Romans c. Jews and Samaritans d. Jews and Tax collectors e. Jews and lepers f. Jews and sinners Why Gentiles were hated by the Jews. Because they were not Jews Because they thought they were not chosen by god as they were. Why Tax-Collectors hated by fellow Jews Because they helped the foreign rulers. Made themselves rich overcharging the people they taxed. Why Samaritans were hated by the Jews Because Samaritans did not worship at the temple in Jerusalem. Samaritans did not accept the Jewish scriptures. Why the Romans were hated by the Jews Romans soldiers in Palestine forced the Jews to obey them and pay taxes to the Romans. Many Jews hated the Romans and wanted to be free from colonial rule. Why Lepers were hated by the Jews Because they were considered to be unclean Because they were considered to be under Gods punishment Why sinners were hated by the Jews. Because they were considered to be unclean Because they were considered to be law breakers of God PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 77 Teacher explains about Jesus overcomes division and allows learners to ask questions Learners listen and Ask question Class discuss Religious The teacher initiate Teaching about class discussion on Overcoming the Religious Hatred Teaching about Overcoming Hatred Learners listen Attentively Teacher consolidates learner‟ responses from the discussion Teacher exposition/ Question and Answer GROUP/CLASS DISCUSSION Teacher Exposition Jesus overcomes division Jesus as a holy Jewish man was expected to keep himself away from sinners, tax collectors, romans, gentiles, Samaritans and lepers and treat them as enemies. However, Jesus worked out to overcome this division. Jesus overcomes divisions in society because; He was open to any person. He was brave. He did not discriminate anyone. He showed love for everybody regardless of what he/she had done. He didn‟t mind what people said about him He was courageous. He did what was right without fear. Note: read the following Bible passages about Jesus overcoming divisions. Luke 5:27-30- Jesus calls the tax collector; Matthew 8:5-13 Jesus cures the Romans‟ servant; John 4:6-9 the Samaritan woman; Luke 5:12-13 Jesus cures a leper. Luke 5:27-30 Jesus ate and drank with tax collectors Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 2. Identify the two ways on how Jesus overcame division in society Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: DIVISION, SIN AND FORGIVENESS SUBTOPIC: SIN DATE: DURATION: 80 MINUTES CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8, teachers notes book and other sources PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 78 TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on SIN .Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about the meaning of sin in different religious traditions in Christianity, Hinduism, Islam and Zambian Tradition . The value of Responsibility over their actions LEARNING OUTCOMES: L.S.B.A.T: Describe the meaning of sin in different religious traditions. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Sin and forgiveness - Sin is the wrong people do and the failure by people to show love to God and each other. - Sin is also the selfishness or caring about things and other people so much that they become more important to you than God is. Teacher explains about Sin and forgiveness and allows learners to ask questions Learners listen and Ask question Teacher exposition/ Question and Answer Class discuss on sin in different religious traditions GROUP/CLASS DISCUSSION Learners listen Attentively Teacher Exposition In Zambian Traditional Religion, there are three kinds of sin and these are Neglecting the spirits - the punishment for this is sickness in the family. Offending the spirits - punishment is dealt with by a family group. This is to say that the whole family mighty suffers. Hatred and Witchcraft - this is where someone (known as a witch) looks for medicine to harm people. Sin in Islam -Sin means disobeying God and Gods word in the The teacher initiate Quran. class discussion on -The worst sin is to stop believing in God and the sin in different religious traditions Quran (to stop being a Muslim). Sin and forgiveness in Hinduism -Sin is selfishness or caring about things and other people so much that they become more important to you than God. - The Vedas say, „‟When a sin is confessed it becomes less, it becomes the truth‟‟. Evil is always found where there is no knowledge of God Teacher consolidates Sin in Christianity learner‟ responses PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 79 from the discussion - Sin is disobeying Gods commandments Sin is the natural selfishness that each person is born with. Sin is caring more about yourself than about God and others - We all care most about ourselves of this we often harm our neighbour. God gave us the Ten Commandments as guidelines in our lives Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. define sin 2. State three kind of sin in Zambian Traditional Religion Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com DATE: DURATION: 80 MINUTES 80 TOPIC: DIVISION, SIN AND FORGIVENESS SUBTOPIC: FORGIVENESS CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 Teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: FORGIVENESS .Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners‟ knowledge‟s about forgiveness and reconciliation in the four religions .Christianity: Luke 15:11-32 (The lost son) Luke17:3-4, Islam, Hinduism and Zambian tradition. Skill of Interpersonal Relationships within Society. The value of Appreciation of other peoples weaknesses LEARNING OUTCOMES: L.S.B.A.T: Explain the meaning of forgiveness Describe the steps needed for forgiveness and reconciliation between people and God. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY FORGIVENESS Forgiveness is the remission of sins. How to be forgiven Steps needed for forgiveness and reconciliation. -If a person who has sinned wants to be friends again with God or with the one who has been offended, four things are needed: 1. Repentance - changing your mind, being sorry of the wrong thing you did. 2. Confession - sayingsorry, admitting that what you did was wrong. 3. Penance - doing something to show you are really sorry, accepting a punishment, paying back what you took or spoiled. 4. Forgiveness - forgiving the one you want to forgive you, showing that there is no bitterness in your heart about the quarrel or fight between you. One outstanding example is the parable of the „Lost Son and the Forgiving Father‟. Luke 15:11-32 PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Teacher explains about three things needed to be forgiven and allows learners to ask questions 81 Learners listen and Ask question Teacher exposition/ Question and Answer Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. What are the four things that are needed for reconciliation to take place Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 82 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: DIVISION, SIN AND FORGIVENESS SUBTOPIC: Religious teachings on Forgiveness DATE: DURATION:80 MINUTES CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and chart RATIONALE: This lesson is on DIVISION, SIN AND FORGIVENESS .Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about forgiveness and reconciliation in the four religions .Christianity: Luke 15:11-32 (The lost son) Luke17:3-4 ,Islam, Hinduism and Zambian tradition. Skill of Interpersonal Relationships within Society. The value of Appreciation of other peoples weaknesses LEARNING OUTCOMES: L.S.B.A.T: Explain teachings on forgiveness and reconciliation in the four religions. Describe the steps needed for forgiveness and reconciliation between people and God. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Teaching about forgiveness In Christianity - the story of the forgiving father teaches Christians that God is always willing to forgive sinners who come back to Him. -Read Matthew 18:21-35 about the parable of the unforgiving servant and Matthew 6:12-15 Jesus giving Christians a model prayer in which they are encouraged to forgive other people in order for them to be forgiven too. -Luke 17:3-4 „‟If your brother sins, rebuke him, and repents, forgive him. If he sins against you seven times in one day, and each time he comes to you saying I repent, you must forgive him‟‟. - In Hinduism- the Vedas say, „‟when a sin is confessed, it becomes less, because it becomes the truth‟‟.According to Mahatma Ghandi, he says, „‟Confession of sins is like a broom that sweeps away the dirt and leaves the surface cleaner than PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Teacher explains about three things needed to be forgiven and allows learners to ask questions Learners listen and Ask question The teacher point at any pupil at random to read from the bible the following books in the bible that The pupil pointed at read from the bible the following books in the bible that teaching about 83 Teacher exposition/ Question and Answer Teacher exposition/ Question and Answer forgiveness before….. A clean confession, combined with a teaching about forgiveness Matthew 18:21-35 promise never to sin again, is true repentance‟‟ Matthew 18:21-35 Luke 17:3-4 In Islam Luke 17:3-4 - the Quran says, „‟One who is forgiven by the person he has offended must still be prosecuted according to custom and must pay the offended person‟‟.„‟People who control their anger and who forgive others are rewarded with forgiveness from God‟‟. -„‟A kind word with forgiveness is better than kindness followed by insult. God is forgiving‟‟ . Asking God for forgiveness Christians -pray to God as from Matthew 6:12-15, „‟Forgive Class discuss on us our sins as we forgive the people who sin The teacher initiate class discussion on how to Ask God for against us‟‟. It is through prayer Christians ask how to Ask God for forgiveness in the GROUP/CLASS God for forgiveness. three religion , forgiveness in the DISCUSSION Muslims three religion , Christians, Muslims - prayer from the Quran says, „‟Lord do not be Christians, Muslims and Hinduism angry with us and if we forget and commit sins. and Hinduism -Lord does not charge us with more than we can bear. Pardon us, forgive us our sins and have mercy upon us. You alone are our protector‟‟. Hinduism -prayer from the Vedas: „‟If we have sinned against a person who loves us, we have wronged a brother, a dear friend or a comrade, if we have sinned against a neighbour or a stranger, removed this stain from us, O God Forgiveness in Action Teacher consolidates Learners listen - Involves making an apology to someone you learner‟ responses Attentively Teacher Exposition offended. from the discussion -Paying back to someone what you collected in bad faith. -It will also involve shaking hands, hugging each other; continue talking to each other even after a difference etc Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. What are the four things that are needed for reconciliation to take place Learners evaluation: ………………………………………………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 84 ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: LEARNING AND TRUTH SUBTOPIC: Ways of learning DATE: DURATION: 80 MINUTES CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on Ways of learning .Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about Two different ways of Learning Guided and Unguided, Learning process in the four religions: Christianity; (Matthew5:1-2,10.5-15; 18:1-9 Psalm 119: 105), Islam; (Study of God‟s word), Hinduism; (learning from the Guru), African Tradition; (Getting counsel from the elders) and Teaching of the disciples by Jesus Luke 6:20-26; 8:4-8; 14:25-33,Luke 8:9-15; 9: 1821.Luke 8:1; 9:10; 18:31 Luke 9:1-6; I0: 1 and john13:12-15; 15:12.The value of Appreciation of Awareness of different ways of learning experiences LEARNING OUTCOMES: L.S.B.A.T: Explain different ways in which people learn Identify guided and unguided learning experiences at home and at school Identify steps taken before choosing what to learn PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S ACTIVITY METHODS ACTIVITY Learners listen Teacher explains Teacher Ways of Learning about the two types exposition There are two types of learning namely: of Learning - Guided learning and -Unguided learning Guided learning -This is the type of learning where someone deliberately teaches another person. The teacher ask pupils to define Guided learning and Unguided learning Unguided learning - Is the kind of learning where we sometimes do not realize that we are learning e.g. the way we PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 85 Pupils participate by trying to define Guided learning and Unguided learning Question and answer talk, the way we walk, dress, laugh, dance etc. Choosing what we learn We often do not choose what we learn by guided learning; however what we learn by unguided learning we can often choose. When choosing we make three steps namely: See - the things from which we can choose. Judge - which is best according to our standards and Act - by doing what we have judged best. Teacher consolidates Learner ‟responses and explains about steps we take when choosing what we learn Learners listen attentively Teacher Exposition Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Mention the two types of learning. 2. Which type of learning involves someone deliberately teaching someone? 3. Identify the three steps we need to take into consideration before making a choice Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ………………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 86 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: LEARNING AND TRUTH SUBTOPIC: learning in different religions DATE: DURATION: 80 MINUTES CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on learning in different religions .Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about Learning process in the four religions: Christianity; (Matthew5:1-2,10.5-15; 18:1-9 Psalm 119: 105), Islam; (Study of God‟s word), Hinduism; (learning from the Guru), African Tradition; (Getting counsel from the elders) and Teaching of the disciples by Jesus Luke 6:20-26; 8:4-8; 14:25-33,Luke 8:9-15; 9: 18-21.Luke 8:1; 9:10; 18:31 Luke 9:1-6; I0: 1 and john13:12-15; 15:12.The value of Appreciation of Awareness of different ways of learning experiences LEARNING OUTCOMES: L.S.B.A.T: Describe the learning process in the four religions PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Class discuss The teacher on Learning in GROUP/CLAS Learning in different Religions initiate class S different discussion on DISCUSSION Religions 1. Christianity Learning in How did Jesus teach his disciples? different -Together with the crowds by preaching and telling Religions stories (Luke 6:20-26, 8:4-8, 14:25-33). -By giving them special teachings not given to the crowds (15, 9:821).Luke 8: 9-By living and travelling with them (Luke 8:1, 9; 10, 18:31). -By ending them out to experience the work of preaching PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 87 and healing (Luke 9:1-6, 10:1). - By giving them an example to follow (John 13:12-15, 15:12). -Today churches give guided learning to their members through Bible classes, sermons, catechism lessons and Christian books. Every person who is a Christian gives unguided learning by everything they do and say, by how they look and how they treat other people. Teacher consolidates learner‟ responses 2. Zambian Traditional life -There was guided learning, especially for the youth from the discussion before initiation ceremonies or marriage 3. Islam -Islam favours guided learning through listening to the Imam as heexplains the teachings of the Quran. -A Muslim is expected to learn the Quran by heart as much as possible,so that they will obey God at all times and in all things. Learning frompeople is not necessary because God has given in the Quran a direct guided learning experience for each person. 4. Hinduism -In Hinduism, unguided learning is emphasized as the path to trueknowledge. One who wants to learn the right path will go and stay with aguru, a holy man. - A guru teaches by what he is and how he lives more than by what hesays. A disciple is expected to watch and imitate a guru. His sayings are often riddles or hints or problems which the disciple must work out for him. Contradictions in learning Sometimes different learning experiences contradict each other. For example - The guided learning you have in church or Mosque about God creating the world in six days may contradict the guided learning you have in school about the world developing over six millions of years. -The unguided learning you have by seeing that one of your teachers enjoys smoking cigarettes may contradict the unguided learning you have by seeing that another of your teachers hates even the smell of tobacco. -The guided learning you receive from someone (what they say) may contradict the unguided learning you receive from the same person (their actions). Matthew 23:1-3. What the teachers of the law and the PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 88 Learners listen Attentively Teacher Exposition Pharisees taught contradicted what they taught. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE Learners evaluation: …………………………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: LEARNING AND TRUTH SUBTOPIC: Ways in which a statement can be True DATE: DURATION: 80 MINUTES CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on learning and truth. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about standards of truth in Christianity, Zambian tradition, Modern scientific world, Islam and Hinduism. Skill of Identification Of standards of truth. The value of Appreciation of Exhibiting honesty in their activities LEARNING OUTCOMES: L.S.B.A.T: identify Standards of truth PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Teacher ways in which a statement can be true Learners listen and Historically true e.g. there was never a real Teacher explains exposition/ Ask question person who was a good Samaritan in Jesus about ways how a Question and statement can be true parables Answer Emotionally true e.g. describing people‟s and examples, and allows learners to ask feelings. Not factually true(opinion or belief) e.g. questions stories and parables are true but they are PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 89 fictions. Mathematically true e.g. when you add one plus two is equal to three. Factually true .eg things we see with our eyes and can touch them Statements of facts, opinion and beliefs When we are trying to find out the truth of a statement, we must know whether it is a matter of fact or opinion or of belief. Statements of facts/truth include; Zambia is a country in Africa The bible is a collection of books Statements of opinion include; John is more handsome than peter. The bible contains interesting stories. Statements of belief include; Zambia is a Christian country The bible is the word of God Standards of truth People have different standards of truth. -This include personal experiences with their one of the five senses are true; they think that only what they have seen or smelt or heard or touched or tasted is true. -Some think that everything they read in a newspaper, a magazine or a book is true, others trust that anything seen in a film or on television is true. -While others believe that everything written in the Bible is true. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 90 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: LEARNING AND TRUTH SUBTOPIC: Religious teachings on Truth DATE: DURATION: 80 MINUTES CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 teacher‟s notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on learning and truth. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about standards of truth in Christianity, Zambian tradition, Modern scientific world, Islam and Hinduism. Skill of Identification Of standards of truth. The value of Appreciation of Exhibiting honesty in their activities LEARNING OUTCOMES: L.S.B.A.T: identify Standards of truth PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 91 Traditionally in Zambia truth was only known by the elders. It was believed that they had proved by experiences what was true and learned from the experience of the elders before them. Some Zambian proverbs talking about truth; -Akanwa ka mwefu takabepa (Bemba) - The bearded mouth does not lie. - Mau a akulu akoma akagonera (Chewa) – The words of the elders become sweet the day after. -Mupati usiigwa kuluno ku maano tomusiyi (Tonga) - The elder is overtaken in running but not in wisdom. -As to the above African Traditional religion proverbs, the wiser and more experienced the person was only elderly people can be said to have wisdom because they have experienced many things in life. -Truth is known by experience. A rain-maker speaks the truth if rain comes when he has promised it. -A doctor speaks the truth if his/her medicine cures the sickness. -A diviner speaks the truth if his/her solution for the problem removes the problem. In African Traditional religion taboos were there; -things that are said to help people avoid doing wrong things. Taboos are true because troubles come to people who disobey them. If not these taboos are forgotten. Truth is proved by experienced; the elders have more experience and so they know more of the truth. Truth in Hinduism -Hinduism teaches that Brahman is the Only Reality and the Only Truth. All the things we see and touch are not truly real; they are always changing and they will pass away. -Only the Soul is real, because it is part of Brahman; the Great Soul. The most important truth and the real truth is that each person‟s Soul (Atman) is part of the Great Soul (Brahman). -Brahman is greater than anyone can understand or know; the truth of Brahman cannot be fully understood or known by anyone. -Each person may find out only part of the truth, but only part. That part will be wrong because it is not the whole truth. - This is illustrated in the story of the six blind men and the elephant. - This traditional Hindu story teaches that each person can know only part of the truth. - Each blind man was partly right but each man was wrong about what an elephant was. -In the same way, each religious tradition knows only part of the truth but none knows the whole truth. Truth in Islam - For the Muslim, the standard of truth is God‟s word in the Quran. Anyone that contradicts the Quran cannot be true. -No human being can know more or better than God. In dealing with matters not found in the Quran, Islam encourages scientific research to find out the truth about God‟s word. -Traditionally, Muslims have been pioneers in Mathematics, Science and Technology. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 92 Teacher explains about religious teachings on truth, and allows learners to ask questions The teacher initiate class discussion on Finding out the truth in the four religions Learners listen and Ask question Teacher exposition/ Question and Answer Class discuss the statements of truth and truth in the four religions GROUP/CL ASS DISCUSSIO N Truth in Christianity -Christians believe that God shows people the truth through the things that he created-vegetation, animals, the earth, the sky, moon, people all these tell the truth about God,and through the events which happen in God‟s world e.g. the beautiful weather and seasons. -God also shows people the truth about himself through two most important ways which are through the Holy Spirit and through Jesus Christ. - John 14:6 Jesus said, ” I am the truth‟‟ - John 14:1 „‟he is the Spirit who reveals the truth about God‟‟ -John 16:13 when the Spirit comes, who reveals the truth about God, he will lead you into all truth‟‟. -People can know the truth about God by knowing Jesus Christ his son and by obeying God‟s Holy Spirit . Truth in Morden Zambia Science: truth is determined through observation and through experimentation Teacher consolidates learner‟ responses from the discussion Learners listen Attentively Teacher Exposition Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners Evaluation: ............................................................................................................................................................................ ............................................................................................................................................................................ ............................................................................................................................ DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: LEARNING AND TRUTH SUBTOPIC: Living Truthfully DATE: DURATION: 80 MINUTES CLASS: 8A NO OF BOYS… GIRLS… REFERENCES: long man religious education book 8 teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on living truthfully and prejudice.. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about Ways people use to find the truth: asking questions and Prejudice. Skill of Classification of ways find out the truth and Problem solving of serious matters. The value of Appreciation of Appreciation Of variety ways a statement can be true and Exercising accuracy in their judgments LEARNING OUTCOMES: L.S.B.A.T: Identify ways people use to find out the truth. Describe prejudice PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 93 LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Living truthfully -Christians believes that God is true because they have experienced that God is faithful and keeps His promises and does not change His loving attitudes towards people. -The Old Testament tells that God was faithful to the people he had chosen, even when they were unfaithful to him. Hosea 1:3 and 3:1 the prophet Hosea was faithful to his wife although she was unfaithful to him. Hosea said that God was the same; God still loved the Israelites, although they worshipped other gods and disobeyed God‟s commandments. - Romans 8:38-39 Paul writes that nothing at all can separate Christians from Gods love for them. God remains faithful and true in spite of all disasters and discouragements. - God is the truth because God is faithful and Gods love does not change. Jesus lived truthfully because he remained faithful to God, even though that led to his death. Jesus remained true to his baptism, his work and his teachings through all difficulties and dangers. - For the Christians today, living truthfully means being faithful to Gods commandments and always behaving in the loving way that Jesus showed. -Living truthfully means not changing ones behaviour or standards when temptations and difficulties come. Finding out the truth -Modern scientific education teaches us to find out the truth by observation and experiment. -Scientific method has shown how nature works and has made a lot of developments possible. -We use scientific methods to find out the truth of „‟factual‟‟ statements, but scientific methods cannot help us find out the truth of statements like „‟ I love you‟‟, „‟ God creates everything‟‟ or „‟Communism is wrong‟‟. Five important Questions to ask when finding out about the truth -To find out about the truth of what we read or hear, we need to ask these five questions about it: PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 94 Teacher explains about Living truthfully in Christianity and allows learners to ask questions Learners listen and Ask question The teacher initiate class discussion on Finding out the truth scientifically and identify five important Questions to ask when finding out about the truth Class discuss the Scientific way of finding out the truth Teacher exposition/ Question and Answer GROUP/CLASS DISCUSSION 1. Who said it? 2. What did he say? 3. What did he mean? 4. How does he know it? 5. What value does it have for my life? -To answer these questions correctly, it is important for us to listen or read carefully. If we do not pay attention, we shall not find out the truth of what is being said. Prejudice -„‟Prejudice‟‟ means „‟judging in advance‟‟, deciding before you know the truth, or making up your mind before listening to or looking at the facts. Examples of some prejudices - Men are selfish. Teacher consolidates - Communists are liars. Teacher learner‟ responses from Learners listen - Bembas talk too much. the discussion Attentively Exposition -Politicians are corrupt. - Women are foolish etc Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. State the five types of questions one has to ask in finding out the truth of what we read or hear. 2. . Define the word prejudice Learners evaluation: ………………………………………………………………………………………………………………… …………………………………………………………………………………………… Teachers evaluation: ……………………………………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES RELIGIOUS EDUCATION GRADE 8 QUESTION ON BIBLE PASSAGE TOPIC 1: MOLARITY AND VALUES 1. „‟Be under obligation to no one…….‟‟ Romans 13: 8-10 a. Who said these words? b. What obligation did he give? c. Which four commands were mentioned? PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 95 d. Which command were the four summed in? 2. „‟ Worship no god but Me. „‟Do not make for yourselves images of anything…‟‟ Exodus 20: 3-17. a. Who said these words? b. To who were these words spoken? c. To whom were these words directed to? d. Mention any four morals stated in the above passage. TOPIC 2: Growing Up 1. „‟ Your name will no longer be Jacob ............ ‟‟ Genesis 32:28 a. What did Jacobs name change to? b. What group of people did he become the ancestor of? c. Which king united the different tribes of Palestine? d. Where did he fix his capital city? 2. „‟ I will send only one more punishment on the king of Egypt and his people‟‟ Exodus 11 a. Who said these words? b. To whom was he speaking? c. What is the punishment that he was to send? d. Why was he to send that punishment? e. What do the Israelites call that night when the punishment was sent? f. Why is it called so? g. What do the Israelites and their descendants remember when they celebrate this event each year? 3. „‟ I am the Lord: I will rescue you and set you free from slavery to the Egyptians‟‟ Exodus 6:6. a. Who were to be set free? b. What did the Lord say he would do to the Egyptians? c. Mention two things that the Lord promised these people. d. What does God‟s spirits set people free from? TOPIC 5: Choosing and Talents 1. ‟Why did you have to look for me? Didn‟t you know that I had to be in my father‟s house‟‟? a. With whom was he? b. What was he doing? c. What was Jesus‟ aim in life? 2. „‟ But Jesus answered, the scripture say: Do not take the Lord your God to the test‟‟ a. On what occasion were these words said? b. Who was Jesus talking to on this occasion? PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 96 c. What happened to Jesus before this occasion? d. In all the temptations, Jesus showed his main aim in life. What was it? 3. „ ‟After a long time the Lord of those servants settled accounts with them‟‟ Matthew 25:19 a. What did the second servant do with his talents? b. What did the master say to the second servant? c. Why was the third servant thrown out into the darkness? d. What did the master do with the talent of the third servant? e. From this story, what do Christians learn about what they should do with their talents‟‟ 4. „‟ You are my own dear son, I am pleased with you‟‟ a. Who said these words? b. To whom were these words said? c. What had just happened? d. What two other things happened on this occasion? TOPIC 6: Competition, co-operation and Trust 1. Is not this the carpenter, the son of Mary and brother to James‟‟? Mark 6:3 a. To whom were the people referring when they said these words? b. In which town was this? c. Why did people not trust the person being referred to? d. What did the person referred to in the quotation say to the people at the end? TOPIC 7: Division, Sin and Forgiveness 1. „‟ After a few days the younger son sold his part of property and left home with the money‟‟ Luke 15:13. a. How did the younger son spend his money? b. When the money finished, what kind of work did he get? c. What did the younger son say to his father on his return? d. How does the father show that he has forgiven the younger son? e. What lesson does Christian learn from this story? 2. Jesus sat down by the well. It was about noon. A Samaritan woman came to draw some water. John 4: 4-7 a. What did Jesus first say to the Samaritan woman? b. What did the woman repay to Jesus? c. Mention two things which caused division between the Jews and the Samaritan. d. What happened when Jesus wanted to stay in a village in Samaria? e. What did Jesus‟ disciples, James and John, went to do to that Samaritan village? PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 97 3. Jesus stretched out his hand and touched him. „‟I do want to‟‟ he answered „‟Be clean‟‟ a. Who was Jesus talking to? b. What had the person said to Jesus? c. Mention two groups of people that were divided in Palestine at the time of Jesus. 4. „‟Oh no Sir.‟‟ Answered the officer. „‟I do not deserve you to come into my house just give the order….‟‟ Matthew 8: 8 a. Who said these words to Jesus? b. What did the man want Jesus to do for him? TOPIC:8 Learning and Truth 1. Jesus said,‟‟ I have set an example for you, so that you will do just what I have done for you‟‟. John 13: 15 a. On what occasion did Jesus say these words? b. To whom did Jesus say these words? c. What had Jesus done for them? d. This was one way Jesus taught his disciples. What why is this? 2. „‟ Go and get married; your wife will be unfaithful, and your children will be just like her‟‟ Hosea 1: 2 a. Who said these words? b. To whom were these words said? c. What was the name of the unfaithful wife? d. To who was the unfaithful wife compared? e. What is the main lesson in the book from which these words were taken? 3. „‟ Take nothing with you for your journey…….‟‟ Luke 9: 3 a. How many disciples did Jesus send out? b. What did he send them out to do? c. Mention two things which they were not to carry? d. Mention two tasks they were to carry out. 4. „‟Once there was a man who went out to sow grain…… As he scattered the seed in the field, some of it fell along the path……‟‟ Luke 8: 5 a. What happened to the seed that fell along the path? b. What happened to the seed that fell on rocky ground? c. What happened to the seed that fell among thorny bushes? d. What happened to the seed that fell in good soil? e. What is the name of this parable? f. Was this parable guided or unguided learning PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 98 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: FREEDOM AND COMMUNITY SUBTOPIC: Freedom PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com DATE: DURATION: 80 MINUTES CLASS: 9 NO OF BOYS… 99 GIRLS… REFERENCES: long man religious education book 9 Teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on Freedom .Teacher Exposition, Question and answer and group or class discussion methods will be used .This lesson will develop learners knowledge‟s about Meaning of freedom, Freedoms in conflict And Factors that make freedom possible.T he skill of Critical thinking on decision making. The value of Ability to make right decisions LEARNING OUTCOMES: L.S.B.A.T: State the meaning of freedom Describe freedom in conflict Describe factors that makes freedom possible in the world today. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Teacher explains Learners listen Teacher FREEDON AND COMMUNITY what freedom is and ask exposition/ Freedom means: and allows learners questions Question and -Being able to decide for yourself what you will do. to ask questions Answer -Being able to do what you want instead of being told what to do by another person. -You have more freedom now than you had when you were a child. -You have more freedom to decide what you will wear -To choose where you will go when you are out and to -Decide what activities you will do at school. Freedom from: Control of parents School rules Lack of money Lack of qualifications Ill health Freedom to: Get employed Get a salary Going to high school Get married Buy a house Freedom in conflict Conflict is the clashing of principles, opinions or ideas A conflict can also be defined as a strong disagreement PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 100 -In any society, community or family, the freedoms of different individuals clash. - E.g. Mulenga‟s freedom to shout at Bwalya clashes with Teacher asks Mwilas‟ freedom tostudy without being disturbed. Learners GROUP/CLASS - Mr Banda‟s freedom to spend his salary on beer clashes learners to be in DISCUSSION groups and discuss discuss the with his children‟s freedom from hunger. the factors that factors that Political freedom make freedom make freedom -People all over the word are trying to get more freedom e.g. possible to day possible to day -Freedom from being ruled by dictators or soldiers. -Freedom to choose their own rulers. -Freedom to worship. -Freedom to travel etc. Four (4) Factors that make freedom possible to day - People‟sability to communicate (using newspapers, radio, television, telephone etc.) -Peoples success in solving the problem of time, distance and space (modern methods of transport such as vehicles aircrafts) -Peoples ability to organise their societies as they want them to be -The development of science and technology More freedom brings more problems. You may want more freedom as you grow up but freedom may bring more problems and challenges. E.g. when you are free from control by your parents and you are free from school, you will have the problem of getting enough money to look after yourself and your children if any; you have to buy your own food and clothes, pay rent, water, and electricity bills and taxes. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. What is freedom? 2. Mention two factors that make freedom possible today Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 101 NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: FREEDOM AND COMMUNITY SUBTOPIC: freedom and laws DATE: DURATION: 80 MINUTES CLASS: 9 NO OF BOYS… GIRLS… REFERENCES: long man religious education book 9 teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on Freedom and Laws .Teacher Exposition, Question and answer and group or class discussion methods will be used .This lesson will develop learners knowledge‟s about freedom in the bible: laws are given to respect each other‟s freedom and Freedom in Islam: the law is to show man correct way, Zambian tradition: to be free with other people. The skill of Application of biblical teaching on freedom. The value of Awareness of freedom in three religious LEARNING OUTCOMES: L.S.B.A.T: explain the relationship between freedom and laws PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Teacher explains the Learners listen Teacher Freedom and Laws Difference between and exposition/ -Good laws and rules help us to live more fully and freely rules and laws (Ten Question and Ask questions -Laws such as the Ten Commandments are there to guide us Commandments) Answer on how we should live and how we can respect other and allows learners to people‟s freedom. ask questions -Rules are also there to help us know how to live with other people Relationship between laws and rules. Both laws such as the Ten Commandments and the Rules help us to respect other people‟s freedom. Difference between rules and laws (Ten Commandments) -Rules can easily be changed, Laws cannot easily be changed -The ten commandments are not thought by a group of people, whereas Rules are thought by a group of people or individuals -Commandments (laws) are divine and they express deep human values whereas Rules are not divine and does not reflect deep human values Freedom in the bible 1. Why laws are given? - in order to respect each other‟s freedom - Deuteronomy 24:10-18 God said to the Israelites through Moses: -do not deprive foreigners and orphans of their rights and - do not take a widows garment as a security for a loan - Remember you were also slaves in Egypt and the lord your PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 102 The teacher initiate class discussion on freedom in the bible (Christianity) Class discuss on freedom in the bible by reading the following verses Deuteronomy 24:10-18 Mark 3:1-6 Romans 8:1-2 Corinthians 10:24-25 GROUP/ CLASS DISCUSSION God set you free 2. God does not want people to be slaves of his laws Mark 3:1-6 Jesus said; -The Sabbath law was meant to give people freedom from working every day and -Freedom to rest and relax - At the time of Jesus this law had become burdensome to people and -They could do little or nothing apart from praying - Jesus showed that freeing a man from his sickness was more important 3. Paul tells us that God sends his spirit to set people free Romans 8:1-2 Paul said; -“there is no condemnation now for those who live in union with Christ Jesus -For Christ has set me free from the law sin and death.” -Paul also said we must use our freedom well by helping others and not become slaves to selfishness 1 Corinthians 10:24-25 Paul said; -“We are allowed to do something, so they say. Teacher consolidates -That is true, but not everything is true. .... ” Learner ‟responses 4. Jesus sums up all the laws of the old testament as; - Love the lord your God with all your heart, withall yoursoul, and with your entire mind. - This is the greatest and most important commandment. The second and most important commandment is this; - Love your neighbour as yourself (Mathew 22:37-40) All in all according to Christianity God gives Teacher Exposition Learners listen attentively laws to prevent abuse of freedom Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Which people in the Bible were the disciples supposed to give special help and not to exploit? 2.Determine two important commandments that Jesus gave to support all laws of the O.T.? Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 103 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: FREEDOM AND COMMUNITY SUBTOPIC: Religious teachings on Freedom DATE: DURATION: 80 MINUTES CLASS: 9 NO OF BOYS… GIRLS… REFERENCES: long man religious education book 9 teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on Religious teachings on Freedom .Teacher Exposition, Question and answer and group or class discussion methods will be used .This lesson will develop learners knowledge‟s about freedom in the bible: laws are given to respect each other‟s freedom and Freedom in Islam: the law is to show man correct way, Zambian tradition: to be free with other people. The skill of Application of biblical teaching on freedom. The value of Awareness of freedom in three religious LEARNING OUTCOMES: L.S.B.A.T: i. State different teachings on freedom PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S ACTIVITY METHODS ACTIVITY Class discuss on The teacher initiate GROUP/ freedom in the two Freedom in Islam CLASS religion Islam and - Muslims believes that God has given us a divine gift, class discussion on freedom in the two DISCUSSION Zambian Tradition freedom. religion Islam and -We can use correctly or badly Gods gifts Zambian Tradition - Rumi, a great Muslim Poet explain it this way; “Man is a mixture of intellect and lust. He is half angel and half animal, half snake and half fish. - God has sent the prophets to show the correct waythe five pillars of Islam and the Shariah law All in all according to Islam, freedom is a divine gift Hinduism. According to Hinduism freedom is not being greed. Freedom in Zambian Tradition -People were advised to help one another -To share what they had andGive special help to the people in need E.g. 1.Tukolwe twishibene twankishanya amabungo Teacher consolidates Learner ‟responses Learners listen (BEMBA) PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 104 Teacher Exposition -Monkeys which know one another give each other fruits 2. Odwala agawa mphika (CHINYANJA) - Even the one who is a sick share what is in the pot Four occasion when people in Zambian traditional religion helped each other At funerals When there was a poor harvest If someone was handicapped Looked after the orphans If someone was too old to work At marriages and initiations All in all in Zambian tradition freedom is in sharing from the discussion and explains some Zambian proverbs that talks about freedom Teacher explains about as declared by the United Nations in 1948 and allows learners to ask questions attentively Learners listen and ask questions Teacher exposition/ Question and Answer Morden Zambia. In Morden Zambia every person has rights. Because of this Zambia is a signatory to the declaration of human rights made in 1948 by the united nations United Nations and freedom -In 1948 the United Nations made a declaration of human rights and here are some of the freedoms for all the people of the world; - No one shall be arrested, detained or exiled without a proper case -Every one charged with a case has the right to be treated as innocent until proved guilty -Everyone has freedom to choose which religion to belong to -Everyone has freedom of movement. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Mention the name of the great Muslim poet who wrote about freedom? 2 .Show two occasions when people in Zambian tradition helped each other. Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 105 …………………………………………………………………………………………………………………………… …………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: FREEDOM AND COMMUNITY SUBTOPIC: Community DATE: DURATION: 80 MINUTES CLASS: 9 NO OF BOYS… GIRLS… REFERENCES: long man religious education book 9 teachers‟ notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on community .Teacher Exposition, Question and answer and group or class discussion methods will be used .This lesson will develop learners knowledge‟s about ideal and real community, the characteristics of real and ideal community. The skill of Application of biblical teaching on community. The value of Awareness of community in three religious LEARNING OUTCOMES: L.S.B.A.T: ii. State difference between real and ideal community iii. Identify the characteristics of real and ideal community iv. Define community PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT PUPIL‟S ACTIVITY METHODS TEACHER‟S ACTIVITY Class discuss on A community is a group of people who live together The teacher initiate GROUP/ community and the two and have common interests. class discussion on CLASS types of community Ideal community community and the DISCUSSION An ideal community is something that is two types of thought of as being perfect or perfect community example of community It can also mean as something existing only in ideas or an actual community of standard for imitation Characteristics of an ideal community Each member must contribute what he/she can to the whole community Each member must be respected and cared for by all the other members More respect and care must be shown to the weaker members Importance of ideal community according to PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Teacher explains about ideal community by reading from the bible the book of 1 Corinthians 106 apostle Paul: Paul tells the Christians at Corinth that they should be a community like; A human body (1 Corinthians 12:14-26) The scripture from Paul teaches us three (3) things; Each member contributes what he can to the whole community Each member must be respected and cared for by all other members More care and respect must be shown to the weaker members A real community A real community is an actually existing genuine and true community where freedoms of each member and of all the members are respected. E.g. the family, the school, the nation the world, etc. Characteristics of a real community Each member cares for the other members Each member receives what he/she needs Each member contributes what he/she can 12:14-26 and allows learners to ask questions Learners listen attentively Teacher consolidates Learners listen and ask Learner ‟responses questions from the discussion and explains some characteristics of real and ideal community Teacher Exposition Teacher exposition/ Question and Answer Teacher explains the two communities with examples Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. One characteristics of a real community is; each member receives what he needs. What are the other two? 2. One characteristics of a real community is; each member receives what he needs. What are the other two? 3. Conclude what the Sabbath day meant to do for the people 4. State the Characteristics of a real community 5. What is a real community? Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 107 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: AUTHORITYAND LEADERSHIP SUBTOPIC: Authority and Power DATE: DURATION: 80 MINUTES CLASS: 9 NO OF BOYS… GIRLS… REFERENCES: long man religious education book 9, Teachers notes book and other sources TEACHING LEARNING /AIDS: learners book 9, teachers notes book and chart RATIONALE: This lesson is on Authority and Power. Teacher Exposition, Question and answer and group or class discussion methods will be used .This lesson will develop learners knowledge‟s about the meaning of Authority and power , types of Authority and power, and factors that hinder proper use of Authority. The value of Appreciation of Authority LEARNING OUTCOMES: L.S.B.A.T: Explain the meaning of authority Differentiate between power and authority State the factors that hinder proper use of authority PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHO ACTIVITY ACTIVITY DS The teacher Pupils Question Authority. ask pupils to participate and Authority refers to powers given to people to make decisions, explain/define by answer rules and enforce them. authority trying to It also means the right given to people to make decisions, rules, define laws and enforce them or ensure that leaders, rules and laws are authority respected, listened to and obeyed Teacher When a person has authority they can give orders and expect them consolidates to be obeyed. Learner Learners Teacher Individuals who have disrespect for authority are known as being ‟responses listen Expositio asocial Attentively n Power Is the ability of a person or a group to influence the beliefs and PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 108 actions of other people by leading and controlling them A powerful person can challenge the decision of the elected group leader and encourage group members to disregard the group leaders authority Good leaders lead with authority and with power Coercion is rule by force .e.g. dictators who do not offer other peoples choice Types of power. 1. Personal power:- power that occurs when a person gets his power from his personality or from his expert knowledge. e.g. Doctors, lawyers, Engineers, Computer programmers, etc. 2. Legitimate or official power- power that comes from higher authority -it is often connected to people who hold a particular office of position Examples of people with authority President Religious leaders Chiefs A teacher Member of Parliament general manager, etc. Where those in authorities gets their authority from A teacher gets his/her authority from the head teacher. A member of parliament gets his authority from the people who voted for him/her A school prefect gets his/her authority from the teachers The president gets his authority from the electorates, etc. High court judge –from the chief justice Types of Authority. 1. Legal authority- means people obey rules because they accept the laws on which they are based. 2. Charismatic authority- is based on the exceptional personal qualities of an individual. e.g. special qualities 2.Traditional authority- based on traditions that have been in place for many years, e.g. monarchy in the UK or authority of a chief in the village Factors that hinder proper use of authority - Corruption -Disrespect of people] - Getting to position not on merit -Lack of leadership qualities -Nepotism - Fear of different people‟s opinion - Unreasonable criticism - Selfishness Teacher explains about factors that hinder proper use of authority and Reasons why communities such as schools, churches, organisations needs laws and rules and allows learners to ask questions Teacher asks learners to state reasons Why communities and groups of people have leaders The teacher initiate class discussion on the Bemba proverbs teach about leadership Teacher consolidates learner‟ responses and explains the meaning of some Bemba proverbs teach about leadership Learners listen and Ask question Learners attempt to state Class identify some Bemba proverbs teach about leadership and discuss Learners listen attentively Teacher exposition / Question And Answer Question and answer GROUP/ CLASS DISCUSS ION Teacher Expositio n Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 109 HOMEWORK/CLASS EXERCISE 1. What is authority 2. Give two reasons why rules are needed in a secondary school.. 3. Where do the following people get their authority from? a) A high court judge b) A police man evaluation: ………………………………………………………………………………………………………………… …………………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: AUTHORITYAND LEADERSHIP SUBTOPIC: Religious teachings on Authority DATE: DURATION: 80 MINUTES CLASS: 9 NO OF BOYS… GIRLS… REFERENCES: long man religious education book 9, Teachers notes book and other sources TEACHING LEARNING /AIDS: learners book 9, teachers notes book and chart RATIONALE: This lesson is on Religious teachings on Authority. Teacher Exposition, Question and answer and group or class discussion methods will be used .This lesson will develop learners knowledge‟s on religious teachings on authority and the importance e of rules and laws. The value of Appreciation of Authority LEARNING OUTCOMES: L.S.B.A.T: Explain authority in the four religions PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY The teacher ask Pupils Question and Authority in Zambian tradition pupils to participate by answer In Zambia chiefs and chieftainesses inherit authority. Only explain/define trying to members of the royal family can ascend to the position of authority define chieftainship authority -. In Zambian tradition authority is in the custody of the elders. Elders are looked on as final authority -Authority brings a lot of work and worries. -Authority is respected and obeyed -Headmen are appointed by the elders and so get authority from the elders -What do the following Bemba proverbs teach about authority? PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 110 Teacher consolidates Learner ‟responses Learners listen Attentively Teacher Exposition 1. Ubufumu buchindikwa na bene Chieftainship is respected by the owners of the land 2. Ubufumu bukashisha amenso. Chieftainship makes the eyes red 3. Kashi kalapya no mwine kashi apilemo. The village was burnt and the headman was burnt with it. 4. Wanya wanya tateeka calo. Threats and insults never rule the country. 5. Icikete ngoma no lwimbo cileshiba. The one who holds the drum must be able to lead the singing. It means the following; -Authority brings a lot of work and worries to the leader. -Those entrusted with authority should be faithful to the people, even to die for them. -They must lead by example not by threatening the people with punishments. Teacher explains about religious teachings on authourityand allows learners to ask questions The teacher initiate class discussion on the Bemba proverbs teach about authourity Learners listen and Ask question Class identify some Bemba proverbs teach about leadership and discuss Teacher exposition/ Question And Answer GROUP/CL Authority in Christianity ASS -In the Old Testament authority was given by God to those DISCUSSIO entrusted by him-prophets.e.g Moses N -In the New Testament authority was given by Jesus Christ to believers. E.g. Matthew 28:9-20…..”All authority in heaven and on earth has been given to me…” -Christians get their authority from the bible Teacher -The bible is used for proof and correction consolidates Authority in Islam learner‟ responses -Muslims get their authority from the Quran and explains the -They believe that the Quran is the exact words spoken by Allah meaning of some to prophet Muhammad Bemba proverbs Learners Teacher Authority in Hinduism. teach about Exposition listen -Hindus get their authority from the Vedas. authourity attentively -Vedas is believed to be the most authoritative scripture Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 111 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: AUTHORITYAND LEADERSHIP SUBTOPIC: Leadership DATE: DURATION: 80 MINUTES CLASS: 9 NO OF BOYS… GIRLS… REFERENCES: long man religious education book 9, Teachers notes book and other sources TEACHING LEARNING /AIDS: learners book 9, teachers notes book and chart RATIONALE: This lesson is on Leadership. Teacher Exposition, Question and answer and group or class discussion methods will be used .This lesson will develop learners knowledge‟s on religious teachings on Leadership, types of leadership and styles of leadership and the importance e of having leaders. The value of Appreciation of Authority LEARNING OUTCOMES: L.S.B.A.T: Identify types of leadership Explain the purpose of leadership describe characteristics of a good leader PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY The teacher Pupils Question and Leadership. ask pupils to participate by answer -Leadership is the ability to influence others for a common good. explain/define trying to A leader is a person with authority, able to influence others and Leadership define who fulfils the wishes of the group or organisation. authority Authority is important for leaders to be respected, listened to and obeyed. Good leaders are not born but made PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Teacher consolidates 112 Learners Teacher Good leaders develop their ability to lead through on-going selfstudy, education, training and experience. Types of leadership. 1.Political leaders: Are given authority through democratic elections In Zambia, presidential, parliamentary and local government elections are held every five years to elect leaders. 2.Civic leaders: Include town mayors, councillors, and town clecks 3.Traditional leaders: These are usually chosen through inheritance and some are appointed by the elders of a particular community. 4.Religious leaders: Are usually chosen or appointed by God or senior leaders of the church. These depend on God through holy scriptures for guidance and instructions on how to lead others. Styles of leadership Different situations require different styles. The following are the styles. 1.Autocratic leadership: A leader that makes decisions alone without the input of others. They possess total authority and impose their will on their followers. No one challenges the decisions they make. 2.Laissez-faire leadership: A leader that allows his followers to make many of their own decisions, It only works well when the followers are highly experienced and know exactly what to do and how to do it. 3. Participative leadership: It is called democratic leadership It values the input of team members and followers, but the responsibility of making the final decision rests with the leader. This leadership boosts morale because team members feel their opinions matter 4. Transaction leadership: This leadership negotiate tasks for the followers to perform and provide feedback to team members based on how they perform. Leaders and team members set goals together The leader possesses the power to review results and train or correct people when team members fail to meet goals. 5. Transformational leadership: Leaders motivate team members by communication and high visibility. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 113 Learner ‟responses Teacher explains about leadership, the importance of leadership and the importance of leadership and allows learners to ask questions Teacher asks learners to state reasons why we need leaders The teacher initiate class discussion on the Bemba proverbs teach about leadership listen Attentively Learners listen and Ask question Learners attempt to state Class identify some Bemba proverbs teach about leadership and discuss Exposition Teacher exposition/ Question And Answer Question and answer GROUP/CL ASS DISCUSSIO N Leaders focus on the big picture within the organisation and delegate smaller tasks to the team to accomplish goals Political leaders Teacher The country is organised democratically for one reason; In order to ensure that political leaders share power with the consolidates learner‟ people. responses and Learners To stop leaders from using their position to make them-selves explains the listen Teacher rich and to ensure that they serve people well, the government has meaning of attentively Exposition put in place a leadership code. some Bemba Criticism of leaders proverbs teach What does the chi Nyanja proverb teach us about leadership? about leadership Mutu ukulu sulewa nkhonya (when the head is big, it cannot avoid punches).It means; A leader should expect to be criticise Respect for leaders Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learnersLearners evaluation: ………………………………………………………………………………………………………………… …………………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: AUTHORITYAND LEADERSHIP SUBTOPIC: Characteristics of a good leader DATE: DURATION: 80 MINUTES CLASS: 9 NO OF BOYS… GIRLS… REFERENCES: long man religious education book 9 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and chart RATIONALE: This lesson is on Leadership. Teacher Exposition, Question and answer and group or class discussion methods will be used .This lesson will develop learners knowledge‟s about the purpose of leadership, and characteristics of a good leader. LEARNING OUTCOMES: L.S.B.A.T: State types of leadership Identify characteristics of a good leader State the purpose of leadership PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Teacher asks Learners Question and TYPES OF LEADERSHIP learners to state the attempt to state answer - Democratic leaders types of leadership -Dictators -Monarchy -God fearing PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 114 PURPOSE OF LEADERSHIP - They are needed to coordinate the people they lead -Help in setting up laws and regulations that govern a society -Bring positive change in the lives of people - Give courage and also help the community to move in the right direction -They guide the society in achieving what the community at the particular time CHARACTERISTICS OF A GOOD LEADER One who can lead by example One who listens, understands, and respects the views of others One who is honest and trust worthy One who is available to the people One who is willing to explain his actions and decisions to the people One whose authority is followed by people willingly and not being forced One who is hardworking, courageous and willing to suffer for the people. Teacher consolidates learner‟ response Teacher explains the purpose of leadership and allows learners to ask questions Learners listen Attentively Learners listen and ask questions Teacher Exposition Teacher exposition/ Question and Answer GROUP Why communities and groups of people have leaders The teacher initiate Class discuss /CLASS To co-ordinate the members class discussion on on the DISCUSSIO To do a particular work for the whole group the characteristics characteristics N To make sure that all members obey the laws and of a good leader of a good rules of the group leader To protect the weaker members of the group from being exploited by the stronger members To encourage members to achieve their aim Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Explain two importance of laws and rules in the community 2. .identify three types of leadership 3. State two characteristics of a good leader Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 115 Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: AUTHORITYAND LEADERSHIP SUBTOPIC: Leadership in the Old Testament DATE: DURATION: 80 MINUTES CLASS: 9 NO OF BOYS… GIRLS… REFERENCES: long man religious education book 9, teacher‟s notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on Leadership in the old testament . Teacher Exposition, Question and answer and group or class discussion methods will be used .This lesson will develop learners knowledge‟s about leadership in the four religions: (Old Testament, Deut. 17: 15- 20, Psalms 72: 12-14, Ezekiel 34: 2-4;. Skill of Identification of leadership qualities. The value of Appreciation of good leadership LEARNING OUTCOMES: L.S.B.A.T: Exolain leadership in the old testament PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT TEACHER‟S ACTIVITY CONTENT PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 116 PUPIL‟S ACTIVITY METHODS Leadership in the Old Testament Class discuss by GROUP/ The teacher initiate reading CLASS -Four more than four (400) hundred years, the leaders of Israel class discussion on DISCUSSIO were the kings. Leadership in the -Deuteronomy N Deuteronomy 17:15-20 bible (Christianity) 17:15-20 God said to the Israelites; Read: -Psalm 72:12-14 -Make sure the man you choose to be king is the one whom the -Deuteronomy -Ezekiel 34:2-4 lord has chosen. 17:15-20 -The king is not to have many children, -Psalm 72:12-14 -Because this would make him turn away from the lord. -Ezekiel 34:2-4 - He is not to make himself rich with silver and gold. -When he becomes king, he is to have a book of Gods law and teachings. -He is to keep this book near him and read from it all his life. -So that he will learn to honour the lord and to obey faithfully everything that is commanded from it. -This will keep him from thinking that is better than his fellow Israelites and -From disobeying the lords commandments in any way. Psalms 72:12-14 -He the king shall rescue the poor who call to him. -He has pity on the weak and the poor. -He rescues from oppression and violence. -Their lives are precious to him. Teacher asks Ezekiel 34:2-4 God said to the Israelites; learners to read -“You doomed, you shepherds of Israel! through all the - You take care of yourselves but never tend my sheep. verses on Learners to read - You drink the milk, wear clothe made from wool, and kill and through Leadership in the eat the finest animals, Old Testament -But you never tend the sheep. GROUP/ -You have not taken care of the young ones, healed those that are CLASS sick, bandaged those that are hurt DISCUSSIO -Brought back those that have wondered off. Instead you treated N them cruelly”. Learners listen In summary, God gave laws in the old testament to; attentively Teacher -Protect the weak and the poor from the rich, the strong who Teacher Exposition oppress them. consolidates -The king was supposed to favour for the weak, poor or neglected learner‟ responses Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Which people ruled Israel for more than 400 years? 2. Explain two reasons God gave people laws in the Old Testament? 3. Show the qualities of a king as stated in Deuteronomy 17:15-20.Mention three. 4. According to psalms 72:12-14, which people in the nation was the king of Israel was Supposed to favour. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 117 Learners evaluation: ……………………………………………………………………………………………………………........................ ............................................................................................................................................................................................ ............................................................................................................................................................................................ ................................................................................................................... DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: AUTHORITYAND LEADERSHIP SUBTOPIC: Leadership in the New Testament DATE: DURATION: 80 MINUTES CLASS: 9 NO OF BOYS… GIRLS… REFERENCES: long man religious education book 9, teacher‟s notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on Leadership in the Bible. Teacher Exposition, Question and answer and group or class discussion methods will be used .This lesson will develop learners knowledge‟s about leadership in New Testament, Mark 10: 42- 45, LK 22: 24-27, Jn 14:3-15, Mtt. 12: 17--20 LEARNING OUTCOMES: L.S.B.A.T: Exolain leadership in the New testament PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 118 LESSON DEVELOPMENT CONTENT TEACHER‟S ACTIVITY M Class GROUP/ Leadership in the New Testament The teacher initiate discusses CLASS Mathew 12:19-20 class discussion on - “He will not ague and shout, or make loud speeches in the streets. basing on DISCUSSI - He will be gentle to those who are weak and kind to those who are Leadership in the - Mark 10: 42- ON helpless. New testament 45 - He will persist until the causes of justice triumph and on him all (Christianity) - Luke 22: 24Read: people will 27 put their confidence” - Mark 10: 42-45 - John 14:3-15 -Mathew - Luke 22: 24-27 Mark 10:42-45 or Luke 22:24-27 or John 13:3-15. - John 14:3-15 12:17-20 - Jesus gave his disciples an example to follow , -As leaders, they must be servants of the people -Mathew 12:17-20 Leadership and law in the New Testament Mark 2:23-27 Teacher asks GROUP/ -“Jesus was walking through the cornfields on the Sabbath. learners to read Learners to -As his disciples walked along with him, they began to pick the ears of CLASS read through the corn. through all the DISCUSSI - So the Pharisees said to Jesus, look it is against our law for your verses on ON disciples do that on the Sabbath!” Leadership in the -Jesus answered, “ Have you never read what David did that time New Testament Teacher when he needed something to eat? Exposition Learners listen - He and his men were hungry, so they went into the house of God and attentively Teacher ate the bread offered to God. - This happened when Abiathar was the high priest. consolidates learner‟ responses -According to our law only the priests may eat this bread, but David ate it and gave it to his men. -And Jesus concluded that the Sabbath was made for the good of man; man was not made for the Sabbath.” Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners Learners evaluation: ……………………………………………………………………………………………………………........................ ............................................................................................................................................................................................ DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: AUTHORITYAND LEADERSHIP SUBTOPIC: Religious teachings on Leadership DATE: DURATION: 80 MINUTES CLASS: 9 NO OF BOYS… GIRLS… REFERENCES: long man religious education book 9 , Teachers notes bookand other sources TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on Religious teachings on Leadership. Teacher Exposition, Question and answer and group or class discussion methods will be used .This lesson will develop learners knowledge‟s about leadership in the other religions Hinduism, Islam ,Zambian Tradition. LEARNING OUTCOMES: L.S.B.A.T: Identify different teachings on leadership PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 119 PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S ACTIVITY PUPIL‟S METHOD ACTIVITY S Learners listen Teacher Teacher explains about and ask exposition/ Leadership in Islam leadership in the three questions Question -BAYAZID a Muslim saint did deliberately things against religion and the rules and rituals of Islam. (ISLAM,HINDUISM AND Answer -He bought a loaf of bread and began to eat in full view of ZAMBIAN TRADION) his followers. and allows learners to ask -It was the day of fasting in the month of Ramadan. questions -His followers were shocked when they saw Bayazid eating on a fast day. - His followers immediately left him and went back. ISLAM -Administration in an Islamic state in under an Amir or chief. He should have the confidence of the majority for his knowledge of Islam and should show a fear of God and have leadership qualities -The Amir is assisted by an advisory council called Shura. He administers the country with their advice - The citizens have the right to criticise the Amir, and he has to give up his office if he loses his confidence -The Ayatollahs are the religious leaders. They teach the Quran to the people and are allowed much freedom in interpreting its exact meaning. They have great influence and many of them are also political leaders -Among the Suuni, a sect, there is strong sense of community. They believe that their traditions are the only ideas which have come from God -However they say that Muhammad taught tolerance, so they have adopted a strong spirit of cooperation and accept the fact of differing ideas in Islam HINDUISM -Traditional Hindu leaders were the High Priest and were religious leaders -The great kings in ancient India used to take great advice from great Sages or wise one -The wise teachers were the real leaders of society. Their principles were simple, living and high thinking. They had thoughts above all earthly possessions. Spiritual goals of high standard were the aim of their leadership PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 120 - In modern India, Mahatma Gandhi could be considered as such a leader - All public figures in India respected him as a leader -Sacrifice, devotion, the welfare of the common people and the establishment of truth are the basic aims of Hindu leadership. ZAMBIAN TRADITION -The leader looks after the interest of the community -A leader demands special treatment because of his position -Leaders get into power through inheritance and consensus -Leaders are a fountain of knowledge and wisdom -In TZ community there are leaders or specialists who plays a special part in the traditional religion Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Analyse who Bayazid was? 2.Explain the behaviour of Bayazid which shocked his followers? Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: AUTHORITYAND LEADERSHIP SUBTOPIC: Rules and laws DATE: DURATION:80 MINUTES CLASS: 9 NO OF BOYS… GIRLS… REFERENCES: long man religious education book 9 and other sources TEACHING LEARNING /AIDS: learners book 9, chalk board and chart PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 121 RATIONALE: This lesson is on Rules and laws. Teacher Exposition, Question and answer and group or class discussion methods will be used .This lesson will develop learners knowledge‟s about the meaning of rules, and laws. The value of Appreciation of obeying rules and laws LEARNING OUTCOMES: L.S.B.A.T: State difference between rules and laws Define rules and laws PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY The teacher ask Pupils Question Rules and Laws pupils to participate by and answer Laws is a system of rule which a particular country or explain/define trying to community uses to control the actions of its members. rules and laws define rules The penalties of breaking the laws can be fines or and laws imprisonment Rules are a guideline of what is expected of someone in a community Importance of Laws and rules: because they help the community or country : To control the selfishness and greed of the members. To protect the freedom of each member to receive what he needs and to develop fully. To co-ordinate the members so that they are all working together to achieve the aim of the group. Differences between laws and rules: The main difference between laws and rules are the consequences associated with breaking them The weight of law is much heavier than the weight of a rule. Sources of laws and rules Constitution The bible The highway code School rules Club rules, etc. Teacher consolidates Learner ‟responses Teacher explains the importance of rules and laws Teacher asks learners to state the sources of rules and laws Learners listen Attentively Teacher Exposition Learners listen and Ask question Teacher exposition/ Question And Answer Learners attempt to state Question and answer Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Give two reasons why rules are needed in a secondary school. 2. State the sources of rules and laws 3. explain the importance of rules and laws PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 122 Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: AMBITIONS AND HOPE SUBTOPIC: Ambition PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com DATE: DURATION: 80 MINUTES CLASS: 9 NO OF BOYS… GIRLS… 123 REFERENCES: long man religious education book teachers notes book and other sources TEACHING LEARNING /AIDS: learners book 9, teachers notes book and chart RATIONALE: This lesson is on Ambition. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about the meaning of ambition, types of ambition and stages of ambition, and factors that determine ambition. The value of Appreciation of ambition and Tolerance of teachings of other religions LEARNING OUTCOMES: L.S.B.A.T: Explain ambition PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY The teacher ask Pupils participate Question and AMBITIONS AND HOPES pupils to define by trying to define Answer - Ambition is a strong desire to achieve something Ambition -An ambition is what someone plans and wants to do in the Ambition future Question Teacher Learners listen consolidates attentively And THREE TYPES OF AMBITIONS Answer Learner ‟responses Teacher Short Term- ambitions achieved over a short Exposition period of time. – e.g We want to win the match on Saturday Medium Term -ambitions achieved over a medium GROUP/CLA Class discuss on period of time SS – e.g I am studying hard in order to be selected to grade 10 The teacher initiate types and factors class discussion on DISCUSSION that determine Long Term -ambitions achieved over a long period types and factors ambition of time. that determine – e.g when I complete school, I would like to go and study ambition medicine Stages of ambitions; A person with ambitions goes through various stages before they have what they want or achieve their target. 1. Generating the idea or admiring somebody with that skill 2. Generating interest and finding out more about the job or the area of interest Importance of ambitions: 1. It drives us to stretch ourselves and achieve our goals 2. It helps us to have control over our destiny. 3. It makes us work hard and be disciplined 4. It helps communities grow and be uplifted The negative side of ambitions: It can blind us to the need of others and make us selfish and self-cantered wanting to get ahead at any cost. It causes rivalry PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 124 Learners listen attentively Teacher Exposition Teacher consolidates learner‟ responses Pupils participate by trying to explain Teacher It causes corruption Factors that determine ambitions: Positive factors: Interest to cultivate the idea -level of education Determination -nature of career Ability -guidance Believing in yourself -counsel Financial resources -encouragement Time -intelligence Practical skill -When you study hard -When you practice or spend many hours practicing - environment Negative factors: Stress Illness Emotional trauma Friends and associations Drugs and alcohol Lack of guidance Ambition change Ambitions do not remain constant Our ambition change as our circumstances change. This is due to the increase in knowledge and experience and also time we find ourselves in What shows our ambition? -Behaviour shows ambition -Wilma a girl changed the word through determination and prayer The teacher ask pupils to explain factors that determine ambition Teacher consolidates learner‟ responses the factors that determine ambition exposition/ Question and Answer Learners listen Attentively Teacher Exposition Learners listen and Ask questions Teacher exposition/ Question and Answer Teacher explains the factors both positive and negative and allows learners to ask questions Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. What makes our ambition change? 2. What shows our ambition? Learners evaluation: ………………………………………………………………………………………………………………… ……………………………………………….................................................................................................... ..............................................................................…………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 125 NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: AMBITIONS AND HOPE SUBTOPIC: Hope DATE: DURATION: 80 MINUTES CLASS: 9 NO OF BOYS… GIRLS… REFERENCES: long man religious education book , teachers notes book and other sources TEACHING LEARNING /AIDS: learners book 9, teachers notes book and chart RATIONALE: This lesson is on Hope. Teacher Exposition, Question and answer and group or class discussion methods will be used . This lesson will develop learners knowledge‟s about the meaning of hope and types of hope , importance of hope factors influencing hope. The value of Appreciation of hope and Tolerance of teachings of other religions LEARNING OUTCOMES: L.S.B.A.T: Define hope Discuss factors influencing hope State different religious teachings on hope PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY The teacher ask pupils to Pupils participate Question and Hope: define Ambition by trying to define Answer Hope can be defined as Ambition To look forward to the events turning in our Teacher consolidates favour to give us new feeling Learner ‟responses Learners listen Question A positive feeling or longing that gives us an attentively And inner drive for positive results Answer To trust in, wait for, look for, desire something or Teacher someone Exposition To expect something in future Importance of hope: It enables us to keep going through difficult times and plan for a better future The teacher initiate class discussion on types and factors that determine ambition Types of Hope: 1. Realistic Hope- hope that is based on good reasons to trust and believe that your hope will be fulfilled. e.g. past experience, working hard Attainable things 2. Unrealistic hope- hope that is based on dreaming or when there is no chance that such hopes will ever happen. e.g. hoping to be a white person when you are black or hoping to be a female when you are a male -not attainable things Teacher consolidates learner‟ responses PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 126 Class discuss on types and factors that determine ambition GROUP/CLAS S DISCUSSION Learners listen attentively Teacher Exposition What hopes are based on? Our hope is based on reasons. Factors influencing hope: Our pasts and achievements Available resources Kind of support we get Our level of faith Lack of support from others Pain due to long illness Fear of how other people will react to our circumstance in life What things does hope do for us? It gives us reason to keep going or trying not to give up easily It gives us peace It helps us to accept ourselves, talents, responsibilities and limitations It gives us confidence It gives us inner strength It helps us to work hard The teacher ask pupils to define hope Teacher consolidates learner‟ responses Teacher explains the types of hope and allows learners to ask questions Pupils participate by trying to define hope Teacher exposition/ Question and Answer Learners listen Attentively Teacher Exposition Learners listen and Ask questions Teacher exposition/ Question and Answer Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 127 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: AMBITIONS AND HOPE SUBTOPIC: Religious teachings on Hope DATE: DURATION: 80 MINUTES CLASS: 9 NO OF BOYS… GIRLS… REFERENCES: long man religious education book and teachers notes book other sources TEACHING LEARNING /AIDS: learners book 9, chalk teachers notes book and chart RATIONALE: This lesson is on religious teachings on Hope. Teacher Exposition, Question and answer and group or class discussion methods will be used . This lesson will develop learners knowledge‟s about Religious teachings on hope: Christianity (LK 12: 16-21, 12:22-34, Ps 62), Hinduism, Islam and Zambian tradition. The value of Appreciation of ambition and Tolerance of teachings of other religions LEARNING OUTCOMES: L.S.B.A.T: State different religious teachings on hope PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Teacher explains Learners listen Teacher RELIGIOUS TEACHINGS ON HOPE about hope in the four and Ask question exposition/ religions Question and The hope of Islam and allows learners to Answer -The Muslims hope is based on complete power and on ask questions Gods justice and favour towards good people. The Quran says; -“If God sends you suffering, no one can remove it except God. -If God gives you good luck, no one can take away his blessing from you. -God is good to whoever he wishes to bless” CHRISTYIANITY Hope in the Old Testament - The Israelites looked upon God as the creator who had the whole world in his hands. Here is part of an Israelite prayer; - “ I depend on God alone, I put my hope in Him, - He alone protects and saves me; He is my defender…….” Psalms 62:1-9 Hope in the New Testament PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 128 The teacher point at any pupil at random to read Psalms 62:1-9 Luke 12:16-21, Luke 12:22-34 The pupil pointed at random to reads Psalms 62:1-9 Luke 12:16-21, Luke 12:22-34 Teacher exposition/ Question and Answer - Christian is hopeful because they believe that God loved the world and cared for the people. -What makes Christian so sure about this is that God rose up Jesus from the dead. -Christians do not base their hope for a happy life on material things, on riches, on success, on their claver business. -This would be foolish. Luke 12:16-21, Luke 12:22-34. -Religious people hope for a better future, not with more money and more comfort, but with better relationships between people and also between people and God. Hinduism; Hinduism hope is based on Samsara(the cycle of life, death, rebirth of each person) Samsara is also called reincarnation Hinduism hope that their good thoughts and deeds will correct past wrongs and achieve Moksha(final release from reincarnation) The teacher ask pupils to explain what Christians hope for Pupils participate by trying to define Vocation Question and Answer Learners listen Zambian Tradition Teacher consolidates and ask questions Believes that success in life , including gifts of learner‟ responses Teacher offspring, wealth and prosperity are all blessings and gives examples exposition/ of religious hope Question and from gods and ancestors Answer The blessings come to people who work hard, keep to the customs and traditional values of the community. As such they hope of achieving the ancestorhood in the life after Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 4. In the parable of the rich fool, what is the rich fools hope based on? 5. Why the rich fool is called a fool? 6. What is a Muslims hope based on? 7. What is Christian hope? 8. Where are Christian hopes based on? Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 129 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: AMBITIONS AND HOPE SUBTOPIC: VOCATION DATE: DURATION: 80 MINUTES CLASS: 9 NO OF BOYS… GIRLS… REFERENCES: long man religious education book teachers notes book and other sources TEACHING LEARNING /AIDS: learners book 9, teacher‟s notes book and chart RATIONALE: This lesson is on Vocation. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about the meaning vocation, types of vocation Skill of Application of work or divine calling. The value of Appreciation of vocation and Tolerance of teachings of other religions LEARNING OUTCOMES: L.S.B.A.T: Explain vocation Describe different types of vocations PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Teacher explains Learners listen Teacher Vocation vocation and Ask question exposition/ There are many definitions of the word vocation. Below and allows learners to Question and Answer ask questions are some of them: Vocation is calling to do Gods work. It is the occupation to which an individual is especially attracted to. It is the occupation one is best suited for and has both the talent and qualification. A strong desire to spend your life, doing certain kind of kind; such as religion Difference between vocation and career. A vocation can be done on voluntary basis but a The teacher ask career is normally a job somebody does to get pupils to define Vocation paid PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 130 Pupils participate by trying to define Vocation Teacher exposition/ Question and Answer A job is something short term that we do for money, while a career is something with long Teacher consolidates learner‟ responses and gives examples of vocation term goals for which we make money Types of vocation Ministers of gospel Learners listen and ask questions nursing Teaching Engineering Medicine Question and Answer Farming carpentry Doctors, etc. Vocational prayer: “Lord make me a better person, more understanding of others, more honesty with myself, more faithful to you. Make me generous enough to do your will. Whatever it may be. Help me to find my true vocation in life, and Teacher exposition/ Question and Answer grant that through it I may find happiness myself, and bring happiness to others. AMEN” Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Explain the meaning of the term “vocation”. 2. Give examples of vocation in your area Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 131 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: FRIENDSHIP LOVE AND MARRIAGE SUBTOPIC: Friendship DATE: DURATION: 80 MINUTES CLASS: 9 NO OF BOYS… GIRLS… REFERENCES: long man religious education book 9 , teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on Friendship .Teacher Exposition, Question and answer and group or class discussion methods will be used .This lesson will develop learners knowledge‟s about Meaning of friendship, Conditions of true friendship. The value of Appreciation of friendship LEARNING OUTCOMES: L.S.B.A.T: Describe a friend Describe true friendship Discuss the meaning of friendship PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S ACTIVITY PUPIL‟S ACTIVITY METHODS The teacher initiate class Class discuss on GROUP/CLASS Who is your friend? discussion on friendship friendship in Christianity DISCUSSION -A person whom you like very much, learners to read trust, share secrets with, enjoy being with in Christianity and respect -Any person you know who is not your enemy -A person you have sex with who is not your marriage partner Friendship:- is the relationship between two or more people who care about each other. Relationship:- the way in which two or more people or things are connected Qualities of Good Friendship: i. Honesty ii. Trustworthiness iii. Loyalty PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Old Testament, 1Samuel 18, 19 and 20 Ruth 1: 1-17 New Testament Mt 16: 21-23 Mark 14: 18 John 14: 13-15 132 iv. Unconditional acceptance Levels of friendship: i. Young people with elderly ones ii. People from the same age group iii. A person with God. Conditions needed for friendship to exist: Trust and love True friendship A true friend is one you trust. A true friend is one who accepts your family and friends. Conditions of true friendship The conditions are trust and love and Honesty Spend time together Share common interest True friendship -A true friend is one you trust. -A true friend is one who accepts your family and friends Teacher consolidates learners Learners listen attentively Teacher Exposition Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. State condition for true friendship Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 133 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: FRIENDSHIP LOVE AND MARRIAGE SUBTOPIC: Friendship in the New Testament DATE: DURATION: 80 MINUTES CLASS: 9 NO OF BOYS… GIRLS… REFERENCES: long man religious education book 9 , teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on Friendship in the New Testament. Teacher Exposition, Question and answer and group or class discussion methods will be used .This lesson will develop learners knowledge‟s about friendship in Christianity (Old Testament, 1 Samuel 18, 19 and 20, Ruth 1: 1-17; New Testament , Mt 16: 21-23, Mark 14: 18, John 14: 13-15. The skill of Interpersonal relationships. The value of Appreciation of friendship LEARNING OUTCOMES: L.S.B.A.T: State different teachings on friendship in the New Testament PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S ACTIVITY PUPIL‟S ACTIVITY METHODS The teacher initiate class Class discuss on GROUP/CLASS CHRISTIANITY discussion on friendship friendship in Christianity DISCUSSION Friendship in the New Testament in Christianity learners to read 1. John 14:13-15 -“ The greatest love a person can have for his friends his to give his life for them. And you do what I command you. - I call you friends because I have told you everything I have heard from my father”. 2. Mathew 16:21-23 - “I must go to Jerusalem and suffer much from the elders; the chief priests and the teachers of the law. I will be put to death, three days later I will be raised to life”. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com New Testament Mt 16: 21-23 Mark 14: 18 John 14: 13-15 134 - Peter took him aside and began to rebuke him. “God forbid it lord! That must never happen”. - Jesus turned round and said to peter, get away from me Satan! You are my obstacle in my way. 3.Mark 14:18, John 14:13-15 -While they were at the table eating, Jesussaid, I tell you that one of you will betray me-one who is eating with me.” 4. Acts 9:26-30 and Acts 11:20-26 -Barnabas demonstrated being a true friend to Paul By openly accepting Paul By introducing Paul to the disciples By bravely giving Paul an opportunity to demonstrate his gifts of spiritual in Antioch church. By supporting Paul and risking his own life The friends of Jesus were not easy to live with, but Jesus loved and trusted them. E.g. Judas was dishonest and a thief later he betrayed Jesus James and John had quick tempers Peter was impulsive and later denied Jesus All his friends ran away and left him alone the night he was arrested. Inspite of their wickedness, Jesus showed his good friendship to them by: He lived and ate with them He forgave their sins and healed their Teacher consolidates sicknesses learners He welcomed and accepted them even when religious leaders had rejected them He was frank and open and rebuked those who did wrong. e.g.peter, James and Judas He prayed for them and loved them He trusted them enough to allow them to carry on with his work of preaching the Gospel when he returned to Heaven In return the disciples showed friendship to Jesus by: PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 135 Learners listen attentively Teacher Exposition Living and travelling with him Going out to preach good news Loving and respecting him Accepting that they had to continue doing Jesus‟ work Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: FRIENDSHIP LOVE AND MARRIAGE SUBTOPIC: Friendship in the Old Bible DATE: DURATION: 80 MINUTES CLASS: 9 NO OF BOYS… GIRLS… REFERENCES: long man religious education book 9 , teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on Friendship in the old Bible .Teacher Exposition, Question and answer and group or class discussion methods will be used .This lesson will develop learners knowledge‟s about friendship in Christianity (Old Testament, 1 Samuel 18, 19 and 20, Ruth 1: 1-17; New Testament , Mt 16: 21-23, Mark 14: 18, John 14: 13-15. The skill of Interpersonal relationships. The value of Appreciation of friendship LEARNING OUTCOMES: L.S.B.A.T: State different teachings on friendship in the old testament PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S ACTIVITY PUPIL‟S ACTIVITY METHODS The teacher initiate class Class discuss on GROUP/CLASS CHRISTIANITY discussion on friendship friendship in Christianity DISCUSSION Friendship in the Old Testament learners to read a) David and Jonathan (1 Samuel 18,19 in the old testament and 20) -David and Jonathan were great friends. -Jonathan swore eternal friendship with David because of his deep affection for him. -He took off the robe he was wearing and gave it to David, together with his PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Old Testament, 1Samuel 18, 19 and 20 Ruth 1: 1-17 136 armour and also his sword, bow, and belt. - Jonathan was the son of the first king of Israel called Saul and David the son of Jesse. -David met Jonathan in King Saul‟s palace. He had gone there to serve the king as a musician. -However David was a very talented young man .He was also a warrior. - One day he killed a giant called Goliath who had given the nation of Israel a hard time. -David was praised by many people and women sang a song for him. -King Saul become Jealous and planned to kill him. -Saul believed that David would take over the kingdom from him. Read more about the story Ruth and Naomi (Ruth 1:1-17) - Ruth was a daughter-in law of Naomi. -In Vs.16,17 But Ruth answered her; don‟t ask me to leave you -Let me go with you. Where ever you go, I will go; where ever you leave, I will live. -Your people will be my people and your God will be my God. Wherever you die, I will die, and that is where I will be buried. -May the lord‟s worst punishment come upon me if I let anything but death separate me from you? Read more about the story. Learners listen attentively Teacher consolidates learners Teacher Exposition Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 137 Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: FRIENDSHIP LOVE AND MARRIAGE SUBTOPIC: Friendship in the other three religions DATE: DURATION: 80 MINUTES CLASS: 9 NO OF BOYS… GIRLS… REFERENCES: long man religious education book 9 ,teacher‟s notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on friendship in the other religions .Teacher Exposition, Question and answer and group or class discussion methods will be used .This lesson will develop learners knowledge‟s about , Religious teachings on friendship: Hinduism (Rig Veda) Islam (The Qur‟an), Islam, zambian tradition and the aspects of a person‟s character. The skill of Interpersonal relationships. The value of Appreciation of friendship LEARNING OUTCOMES: L.S.B.A.T: State different teachings on friendship PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY The teacher initiate Class discuss GROUP/CLASS Friendship in Zambian tradition Religion class discussion on on Friendship DISCUSSION Traditional proverbs Friendship in the three in the three Friendship is important because it helps build a religion religion community, where everyone shares what he/she has with those who are needy. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 138 Proverbs and songs are shared and sung to teach people the value of friendship. e.g. -Umubyo untu wabona pacimbo ca mfwa A friend is one you see singing at the funeral (Lala) -Cibwenzi ca nkhwangwa cakoma pokwera The friendship of an axe is good when one is climbing up (Chinyanja) Friendship in Hinduism (The Rig Veda) - “The one who helps the passer-by when asked makes that passer-by a friend for days to come. The one who does not share his food with his friends, the comrade at his side, is no true… .... ” -A Hindu boy is told at his initiation ceremony that you have become a protector of your friends against the curse of men. Friendship in Islam (The Quran) - A friend is one who should be close to you. -“ All believers are brothers. Be at peace with all brothers and make peace among them”. Friendship in islam is based on the belief in the oneness and universality of God-meaning there is only one God who created everything. Different parts of a person‟s character 1.Physical needs - Are feelings which our bodies have, such as, hunger, pain, cold, heat thirst etc. 2. Social needs -We need to have friends and to friends to other people.We need to love and to be loved. 3. Emotions -Are strong feelings we have at different times, such as sex,anger, happiness, fear, jealous and sadness. 4. Reason -The ability to think and work out what is good for ourselves and for other people. 5. Will -This is our ability to do what is good for ourselves and other people even when we feel like not doing it. It is also our ability not to do what we feel like doing when it is not good for us or other people Four different aspects of a person involved in love - Emotional -Social PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 139 Teacher consolidates Learner‟ responses Teacher explains different parts of a person‟s character and allows learners to ask questions Learners listen attentively Teacher Exposition Learners listen and Ask question Teacher exposition/ Question and Answer -Physical -Spiritual Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. What is reason? 2. State four aspects of a person involved in love Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: FRIENDSHIP LOVE AND MARRIAGE SUBTOPIC Love DATE: DURATION: 80 MINUTES CLASS: 9 NO OF BOYS… GIRLS… REFERENCES: long man religious education book 9 , teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on Love .Teacher Exposition, Question and answer and group or class discussion methods will be used .This lesson will develop learners knowledge‟s about different meanings of love, differences between love and infatuation, factors promoting love, factors hindering love. The skill of Application of true love. The value of Awareness of genuine or unconditional love LEARNING OUTCOMES: L.S.B.A.T: State different teachings on love PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 140 ACTIVITY The teacher ask pupils to define love LOVE Meanings of love -Love is a feeling of affection towards someone or something -Love is a decision -True love is based on responsible friendship Five types of love Parental love-love between parents and children. 2. Filial- love between children and parents. 3. Civic-love among people not related but based on mutual respect and common interests. 4. Marital-love between husband and wife. 5. Creaturely- love between people and God 6. A God kind of love between God and People Teacher consolidates learner‟ responses ACTIVITY Pupils participate by trying to define love Question and answer Learners listen Attentively Teacher Exposition Teacher explains the five types of love and allows learners to ask questions Learners listen and Ask question Teacher exposition/ Question and Answer The teacher ask pupils to state factors that promote and hinder love Learners attempt to state factors that promote and hinder love FACTORS PROMONTING LOVE -Spiritual -Social -Emotional -Physical Factors Hindering love -Hatred -Jealousy Fighting - Laziness -Quarrelling -Disunity Question and answer Difference between love and Infatuation Love Infatuation 1.Love takes time 2. Love comes after seeing a person in many situations 3. Love is based on knowing the inner person, the qualities, and the attitudes 4.love wants another person to be truly happy in life 5.love gives 6.love sees the other 1.Infatuation comes suddenly 2.love at first sight The teacher initiate class discussion on the Difference between love and Infatuation 3.Infatuation is based on e.g. appearance social abilities e.tc 4.Infatuation is selfish, wanting pleasure now 5.Infatuation takes 6. Sees only the positive PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 141 Class discuss the Difference between love and Infatuation GROUP/CLASS DISCUSSION person as he/she really is both the negative and positive qualities 7.love creates trust, peace and self confidence 8.ove faces problems and overcomes barriers qualities and ignore the negative ones. 7.creates jealous, fighting and possessiveness Teacher Exposition 8.Infatuationignoresproblems and barriers Teacher consolidates Learner ‟responses Learners listen attentively Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Differentiate between love and Infatuations. 2. Identify five types of love Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………… Teachers evaluation: ……………………………………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: FRIENDSHIP LOVE AND MARRIAGE SUBTOPIC: Religious teachings on Love DATE: DURATION: 80 MINUTES CLASS: 9 NO OF BOYS… GIRLS… REFERENCES: long man religious education book 9 teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on Religious teachings on Love .Teacher Exposition, Question and answer and group or class discussion methods will be used .This lesson will develop learners knowledge‟s about Religious teaching on love: Christianity (Mt 22:37-39, Luke 10: 27-39, Mark 8: 34-35, 1 Cor 13: 4-8); Islam (Hadith),Hinduism (Mahabharata), Zambian tradition. The skill of Application of true love. The value of Awareness of genuine or unconditional love LEARNING OUTCOMES: L.S.B.A.T: PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 142 State different teachings on love PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT METHODS TEACHER‟S PUPIL‟S ACTIVITY ACTIVITY The teacher ask Pupils participate by Question and Religious teaching on love pupils to define trying to define love answer love a) Christianity (Luke 10:27-37 -Love the Lord your God with all your heart, soul, strength and mind; and love your neighbour as you love yourself. -The Samaritan gives up his time, transport and money and risks his life and property for the sake of the injured man. This completely unselfish love is the main teaching of the New Testament. The most important commandment is to love your neighbour as you love yourself. Mathew 22:37) 1 Corinthians 13:4-8 ( Qualities of love) Love is: -not irritable -patient -does not keep records of wrong -kind -not happy with evil -not jealous -happy with truth -not proud -never give up -not ill-mannered enteral Christian should strive to love God and His Son Jesus more than anything else (Mark 8:34-35) Teacher explains religions teachings on love and allows learners to ask questions The teacher ask pupils to state what other religions teach about love b) Islam (Hadith) “All human beings are the sons and daughters of Adam and Eve. God loves the person who loves the human being God has created… None of you is a believer until he loves for his brother what he loves for him-self”. It is not eyes that are blind but the hearts (Quran) Among his signs is that he created for you mates from among yourselves in order to have tranquility with them and he put love and mercy between your hears (Surah ar-rum) Learners listen Attentively Teacher Exposition Learners listen and Ask question Teacher exposition/ Question and Answer Learners attempt to state what other religions teach about love Question and answer GROUP/CLASS DISCUSSION Teacher consolidates Learner ‟responses c) Hinduism (Mahabharata) “Do nothing to others which, if done to you, would PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Teacher consolidates learner‟ responses 143 Learners listen attentively cause you pain……True righteousness is to treat other people as you wish to be treated.” Teacher Exposition Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………… Teachers evaluation: ……………………………………………………………………………………………………………….................... ............................................................................................................................................................................................ ...................................................................................................................................... DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: FRIENDSHIP LOVE AND MARRIAGE SUBTOPIC RELIGIOUS TEACHING ON MARRIAGE DATE: DURATION: 80 MINUTES CLASS: 9 NO OF BOYS… GIRLS… REFERENCES: long man religious education book 9, teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book and chart PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 144 RATIONALE: This lesson is on religious teachings on marriage .Teacher Exposition, Question and answer and group or class discussion methods will be used .This lesson will develop learners knowledge‟s about marriage in different religions, Christianity, Islam, Hinduism and Zambian tradition. The skill of appreciating other peoles view on marriage and tolerance will be inforced. LEARNING OUTCOMES: L.S.B.A.T: Identify religious teachings on marriage Describe a family Identify causes of marital differences and divorce PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S ACTIVITY PUPIL‟S METHODS ACTIVITY The pupil pointed at TEACHER RELIGIOUS TEACHINGS ON MARRIAGE The teacher point at any pupil at random to read read EXPOSITION All religions teach that marriage should be Genesis 126-28 Genesis 126-28 treated with respect because it is an important 1corinthians 7:3-4 1corinthians 7:3-4 part of life. Marriage provides the best social structure for people to live together and to look after children 1.CHRISTIANITY TEACHING ON MARRIAGE Genesis 1- 26-28 -Then God said,‟ And now we will make human beings, they will have power over the fish , the birds and all animals, domestic fall animals, large and small‟. So God created human beings, making them to be like himself, he created them male and female and blessed them. Christianity (1corinthians 7:3-4) - “A man should fulfill his duty as a husband and a wife should fulfill her duty as a wife, and each should satisfy the other‟s needs. A wife is not the master of her own body but her husband. In the same way the husband is not the master of his own body, but is wife”. Responsibilities of man and woman in marriage: Help each other Raise children Show sexual love Offer each other friendship HINDUISM TEACHING ON MARRIAGE PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Teacher consolidates Learner and explain on Christian teaching on marriage Teacher asks learners to explain Hindu and Islam teaching on marriage 145 Learners listen and ask questions Learners attempt to explain Hindu and Islam teaching on marriage Teacher exposition/ Question and Answer Question and answer The Law of Manu states: - In her childhood a girl should be under the will of her father, in her youth, she would be under the rule of her husband and her old age, she would be under the rule of her sons - Where women are not respected, prayers and sacrifices to God are often useless Dowry is paid to the man‟s family by the family of the woman -In the Hindu marriage ceremony the man Teacher consolidates Learners listen Teacher Exposition says to the woman; learner‟ responses attentively -“Let me reach your friendship; let me not be separated from your friendship ;let your friendship not go away from me; I hold your heart in service and friendship.” Responsibilities of man and woman in marriage: Build new family Produce children procreation Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Explain the purpose of marriage in most traditions? 2. In Zambian tradition, to who is the dowry paid? 3. In Hindu tradition, who pays the dowry? 4. According to the New Testament, which parable teaches unselfish love? Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com DATE: DURATION: 80 MINUTES 146 TOPIC: FRIENDSHIP LOVE AND MARRIAGE SUBTOPIC MARRIAGE CLASS: 9 NO OF BOYS… GIRLS… REFERENCES: long man religious education book 9 teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on marriage .Teacher Exposition, Question and answer and group or class discussion methods will be used .This lesson will develop learners knowledge‟s about different meanings of marriage types of marriage, qualities of a good husband and wife, and types of marriage.The skill of Application of marriage. The value of Awareness of genuine marriage. LEARNING OUTCOMES: L.S.B.A.T: Define marriage Analyze and understand different teachings on marriage Describe different types of marriage State different qualities of a good husband and wife PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY The teacher ask Pupils participate by Question and Marriage pupils to define trying to define Answer -Is a union between a man and a woman? Marriage Marriage -It is the legal union on mutual love and respect between partners - It is an expression of how God loves his people - It is an image of the relationship between the church and Jesus Christ TYPES OF MARRIAGES 1- Customary -these are marriages that receive blessings of their parents. And they are based on the traditions and customs of the couple. 2- Religious- marriages blessed by the religious leaders. 3- Civil -these are marriages built and blessed by the statutory laws of the constitution of Zambia. Certificates are given to the couple from the civic centre or the courts of law. 4- Illegal-thses are marriages not built on the blessings of parents nor the constitution of Zambia. They just start cohabit and from there stay together and have children TYPES OF FAMILIES: 1. Extended family:- the type of family that consists of father, mother, children, uncle, aunt, cousins, grand‟s, grandchildren, etc. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 147 Teacher consolidates learner‟ responses Learners listen Attentively Teacher Exposition Teacher explains the types of marriage and allows learners to ask questions Learners listen and Ask questions Teacher exposition/ Question and Answer 2. Nuclear family: the type of family that consists of The teacher the father , mother and their children only. initiate class Class discuss on the 3. Single parent family: the type of family where it discussion on the GROUP/CLASS qualities of a good consists of one parents either the mother or father and qualities of a wife and husband DISCUSSION his/her children. good wife and This is as a result of either death of the other spouse, husband divorce or pregnancy without responsible father Qualities of a good wife - Must submit to her husband as a leader and head of a house -Must be faithful -Must love her husband , children ,relatives and children - Must be able to produce children - Must be very hardworking (proverbs 31:10-31) -Must respect and be able to adopt the culture of the Teacher husband consolidates Learners listen Teacher Exposition -Should be in good health Learner attentively -Should be attractive, very neat and well organised ‟responses Qualities of a good husband - Must be faithful and honest -Must be trust worthy -Should be sociable and able to share with his wife, family, friends his money and food -Should be a loving and willing man to love his wife and children - Should be a God fearing man -Must protect and respect his wife -Should be healthy and not having chronic diseases Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. What is marriage 2. State the types of marriage 3.Explain the qualities of a good wife 4. Explain the qualities of a good husband Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 148 …………………………………………………………………………………………………………………………… …………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO DATE: SUBJECT: RELIGIOUS EDUCATION DURATION: 80 MINUTES TOPIC: FRIENDSHIP LOVE AND MARRIAGE CLASS: 9 SUBTOPIC MARRIAGE IN ISLAM AND ZAMBIAN TRADITION NO OF BOYS… GIRLS… REFERENCES: long man religious education book 9 teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on marriage .Teacher Exposition, Question and answer and group or class discussion methods will be used .This lesson will develop learners knowledge‟s about different meanings of marriage types of marriage, qualities of a good husband and wife, and types of marriage. The skill of Application of marriage. The value of Awareness of genuine marriage. LEARNING OUTCOMES: L.S.B.A.T: explain what marriage is in Islam and Zambian tradition Analyze and understand different teachings on marriage PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT TEACHER‟S PUPIL‟S CONTENT METHODS ACTIVITY ACTIVITY The teacher ask Pupils participate by Question and ISLAM TEACHING ON MARRIAGE pupils to Explain trying to explain Answer “A man, who has been blessed with a chaste wife, has marriage in Islam Marriage been helped by God to achieve half his Islam, and then he should observe piety so as to achieve the other half. Responsibility of man and woman in marriage: Build new family Avoid immorality Produce children and more followers of Islam Bring two families together To satisfy sexual desire For companionship For spiritual perfection ZAMBIAN TRADITION TEACHING ON MARRIAGE -The purpose of marriage was so that children would be born into a home with parents and family to love them and care for them. -Formally it was the families or parents who chose the marriage partners of their sons and daughters. -Marriages were made strong by agreements between PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 149 Teacher consolidates learner‟ responses Learners listen Attentively Teacher Exposition Teacher explains marriage in Zambian Tradition and allows learners to ask questions Learners listen and Ask questions Teacher exposition/ Question and Answer the families of the woman and man who got married. -Money or property called dowry was given from one family to the other. -In Zambian tradition, dowry (lobola) was given to the woman‟s family. - In Hindu tradition, dowry was given to the man‟s family The teacher Class discuss on the Responsibilities of man and woman in marriage: initiate class causes of marital GROUP/CLASS Produce children discussion on the differences DISCUSSION Strengthen the clan causes of marital Build family relationships within the differences community Morden Zambia: men and women have equal opportunities both have same chances of education both have equal pay at work and equal chance of jobs and promotions boys and girls are taught together in school women and men work together CAUSES OF MARITAL DIFFERENCES -Unfaithfulness Teacher -Cheating consolidates Learners listen Teacher Exposition Learner attentively -Dishonesty ‟responses -Unemployment -Selfishness and greed EFFECTS OF UNFAITHFUNESS IN MARRIAGE - Diseases - Divorce -Death -In case of orphans and street kids Note that, Unfaithfulness will lead to; - Family quarrels -Acquiring HIV/AIDS - Divorcé Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 150 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: SUFFERING AND DEATH SUBTOPIC: Suffering DATE: DURATION: 80 MINUTES CLASS: 9 NO OF BOYS… GIRLS… REFERENCES: long man religious education book 9, teachers notes book and other sources TEACHING LEARNING /AIDS: Learner‟s book, chalk teachers notes book and chart RATIONALE: This lesson is on Suffering. Teacher Exposition, Question and answer and group or class discussion methods will be used .This lesson will develop learners knowledge‟s about meaning of Suffering, different ways people suffer, types of suffering, sources of suffering and people‟s Reactions to suffering. The value of Expression of empathy, courage, sympathy LEARNING OUTCOMES: L.S.B.A.T: Describe the meaning of suffering Discuss how people react to suffering Identify types of suffering and pain PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S ACTIVITY PUPIL‟S METHODS ACTIVITY Teacher explains about Learners listen Teacher SUFFERING suffering and allows and ask questions exposition/ Suffering is experiencing pain or sadness or learners to Question and severe discomfort Answer Ask questions Suffering is undergoing unpleasant or traumatic experience Different ways in which people suffer: They get sick They get injured They experience hunger They get robbed Their family member or relative dies They lose their job They fail to achieve their goals in life All of us experience pain and suffering. Types of suffering or Pain There are different types of suffering or pain. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com The teacher initiate class discussion how individuals and groups reacts to suffering and disappointment 151 Class discuss on how individuals and groups reacts to suffering and disappointment GROUP/CLASS DISCUSSION Physical: toothache, hunger, etc. Mental: Emotional: loosing football match, a friend breaks a promise,etc Spiritual: un answered prayer How individuals reacts to suffering and disappointment They get angry They Give up They Complain They Blame God They Blame others They Cry They Try harder They Blame themselves They get depressed How groups react to suffering and disappointments They may gather to mourn and give comfort at a funeral. They may encourage a person not to give up but to try again. They may give money, shelter, medicine or advice. They visit the sick Sometimes people may mock reject or ignore the person who is facing problems. Sources of suffering: A fallen world containing evil Ourselves Other people Teacher consolidates learner‟ responses Learners listen Attentively Teacher Exposition Teacher explains the sources of suffering and allows learners to ask questions Learners listen and ask questions Teacher exposition/ Question and Answer Learners attempt to explain Question and answer Learners listen attentively Teacher Exposition Teacher asks learners to explain ways of comforting people Teacher consolidates Learner ‟responses Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Mention two ways in which people react to disappointments and sufferings. 2. Name two sources of suffering Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 152 Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO DATE: SUBJECT: RELIGIOUS EDUCATION DURATION: 80 MINUTES TOPIC: SUFFERING AND DEATH CLASS: 9 SUBTOPIC: Religious teaching on suffering, death and life after death NO OF BOYS… GIRLS… REFERENCES: long man religious education book 9 . teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on Religious teaching on suffering, death and life after death .Teacher Exposition, Question and answer and group or class discussion methods will be used .This lesson will develop learners knowledge‟s about Religious teaching on suffering, death and life after death: Christianity (Deut 8: 15-24, Heb12: 511, 1 Pet 1:6-7), Hinduism, Islam and Zambian tradition, Jesus‟ reaction to suffering (Mark3:20-22, 14:22, 15:37),Preparing for death, Respect for the dead, Life after death: Christianity (Is 14:9-11, Ps 16:9-10, Daniel 12:2,Acts 23:6), Hinduism, Islam and Zambian Tradition. The skill of Management of emotions. The value of Tolerance of other people‟s beliefs ,Respect for the dead and Appreciation of courage and perseverance LEARNING OUTCOMES: L.S.B.A.T: State religious teachings on suffering, death and life after death PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S ACTIVITY METHODS ACTIVITY The teacher initiate class Class discuss on suffering, GROUP/CL Disappointment death and life after death ASS Disappointment is a feeling of distress which discuss on suffering, death and life after death in Christianity DISCUSSIO results when an expectation or hope is not in Christianity N fulfilled. People get disappointed when something unpleasant happens; such as: Missing a buss Losing a match A friend breaking a promise Getting a lower grade in an examination than expected Religious teachings on suffering, death and PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 153 life after death a. Christianity The Bible gives different reasons for suffering. Here are some of them: -To punish people for their sins and for disobeying God. Deuteronomy28:15-24 -To discipline people and teach them. Hebrews 12:5-11 -To test and purify people‟s faith in God.1Peter 1:6-7 -Because suffering is the way to enter the kingdom of God. Mark 8:34-35 -To teach people that they depend completely on God for everything.2Corinthians 12:7-10 Five ways in which Jesus was disappointed Many people rejected his teaching and his help. His family neighbours and followers failed to understand his work. Mark 3:20-22; 6:16; 8:31-33 Judas betrayed him Peter denied him His disciples left him. The teacher to write bible verses from which the class will discuss from Learner to read the following verses Deuteronomy 28:15-24 Hebrews 12:5-11 1Peter 1:6-7 Mark 8:34-35 2Corinthians 12:7-10 Mark 14:22-15 Deuteronomy28:15-24 Hebrews 12:5-11 1Peter 1:6-7 Mark 8:34-35 2Corinthians 12:7-10 Mark 14:22-15 Teacher consolidates learner‟ responses Learners listen attentively Demonstratio n Teacher Exposition Ways Jesus suffered physically before his crucifixion (Mark 14:22-15) -His friend Judas betrays him -All his disciples left him and ran away. -People insulted him and beat him. -His friend Peter said he did not know him. -He was whipped and mocked. -He was nailed to a cross and insulted until he died Jesus reaction to suffering and disappointment (Mark 14:22-24) In all these suffering and disappointments, -Jesus did not complain or protest - He offered his suffering and his life, his body and blood to God for sake of other people Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. According to the bible why do people suffer PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 154 2. List two ways in which Jesus suffered physically before crucifixion Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO DATE: SUBJECT: RELIGIOUS EDUCATION DURATION: 80 MINUTES TOPIC: SUFFERING AND DEATH CLASS: 9 SUBTOPIC: Religious teaching on suffering, death and life after death NO OF BOYS… GIRLS… REFERENCES: long man religious education book 9 , teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on Religious teaching on suffering, death and life after death .Teacher Exposition, Question and answer and group or class discussion methods will be used .This lesson will develop learners knowledge‟s about Religious teaching on suffering, death and life after death: Hinduism, Islam and Zambian tradition, Jesus‟ reaction to suffering, Preparing for death, Respect for the dead, Life after death Hinduism, Islam and Zambian Tradition. The skill of Management of emotions. The value of Tolerance of other people‟s beliefs, Respect for the dead and Appreciation of courage and perseverance LEARNING OUTCOMES: L.S.B.A.T: State religious teachings on suffering, death and life after death PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S ACTIVITY METHODS ACTIVITY The teacher initiate Class discuss on GROUP/CLA b. Suffering in Zambian tradition class discuss on suffering, death and life SS Two reasons suffering happens according to suffering, death and after death in the three DISCUSSION Zambian tradition; life after death in religions -By offending (displeasing) the spirits. Zambian tradition, -Being hated by a witch Hinduism and Bemba proverbs Islam 1. Umupashi ushipalwa mupokwa Nama. (If the spirit is not respected he will take away the animals during hunting.) 2. Umupashi uwaishibikwa taulya muntu. (If the PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 155 spirit is respected he will prevent bad thing from happening Note that; -if the spirits are respected, thy can protect against sickness and bad luck. -Sometimes death or sickness or bad luck is blamed on a witch. -A witch -is a person who hates other people and uses special power to hurt or kill them Teacher to go through the group to hear the discussion Class discuss GROUP/CLA SS DISCUSSION C. Modern Zambian Religion People in Modern Zambia believe suffering comes because: Personal choice, e.g. drinking, smoking, misuse, etc. Selfish choices of someone else. e.g. stealing from company and are jailed, may cause suffering in the family D. Suffering in Hinduism -Hinduism teaches that we have suffering and disappointments because we care about things and our bodies. - The person who abandons all desires, who never thinks I am this or this is mine, will proceed to peace.(Bhagavad Gita) -Hinduism also explains why people suffer by the idea of Karma. -Karma is an action either good or bad. -the life into which I am reborn will depend on your karma -Bad karma can be removed only by doing good deed Teacher consolidates learner‟ responses Learners listen attentively Teacher Exposition d. Suffering in Islam -Islam teaches that sufferings come from God who has all power. -God does not put a burden on a soul greater than it can support. (Quran) Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 2. State two different traditional explanations for a person suffering. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 156 3. According to Hinduism, why do people suffer? Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: SUFFERING AND DEATH SUBTOPIC: DEAT DATE: DURATION: 80 MINUTES CLASS: 9 NO OF BOYS… GIRLS… REFERENCES: long man religious education book 9 , teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on Religious teaching on death .Teacher Exposition, Question and answer and group or class discussion methods will be used .This lesson will develop learners knowledge‟s about death, Preparing for death, Respect for the dead, Life after death The skill of Management of emotions. The value of Tolerance of other people‟s beliefs, Respect for the dead and. Appreciation of courage and perseverance LEARNING OUTCOMES: L.S.B.A.T: Define death Describe the effects of death Explain the importance of preparing for death Explain religious teaching on death PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Teacher explains the Learners listen Teacher Death meaning of death exposition/ and ask question Death is the cessation of vital functions required to and allows learners Question keep an organisation alive to ask question and Answer Death is when physical life comes to an end PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 157 Preparing for death. It is important to prepare for death because every one of us will at one time die, whether you believe it or not People prepare for death in the following way: 1. Writing a will: - A will is a written document showing how properties will bw shared after death - Hence, people write will before they die tabulating how his/her properties will be shared among the living once dead. 2. Physical preparation: - Some people may buy burial places in advance - Investing money in business for their children 3. Emotional preparation: - Praying to God for His help before they die - They try to live a good life so that they can also live a good life after death, so they try to be religious. Effects of death on the society: Creates sorrow Deprives society of skilled man power Deprives society of dependable member of the society. Religious teaching on death 1. Christianity -Death came into the word because of disobedience. (Genesis 3:22-24,6:1-7) -God decided that people will not leave forever because people are wicked and God is sorry that he made man. 2. Islam -In the Quran is like the story in Genesis; Adam and his wife were tempted by accepting to eat from the forbidden fruit. -“Allah says to them; Go away from here. Your descendant will be enemies of each other. There you shall live and there you shall die.”(Quran) 3. Hinduism - For Hindus, death is not the end of a person; it is a gateway to another world or life. -The Vedas tell the story of Yama. -Yama became the first man who died and the first man who conquered death - People pray to Yama to set them free to join the better world PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 158 The teacher initiate class discussion on effects of death and preparation of death Class discuss GROUP/CL ASS DISCUSSIO N Learners listen attentively Teacher consolidates learner‟ responses from the discussion Teacher Exposition Teacher explains about Africans who accepted death and allows learners to ask question Learners listen and ask question Teacher exposition/ Question and Answer after death 4. Zambian tradition Two ideas why death comes into the world; - Because of man‟s bad behaviour; God leaves the earth because man has become a killer. -The animal with the message of death arrives on earth, so that death is released to rule the earth. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. According to Hinduism, why do people suffer? 2. What is Karma? 3. How can bad Karma be removed? 4. Give two reasons the Bible give for suffering 5. What is birth into another body being called?. evaluation: ………………………………………………………………………………………………………………… ……………………………………………………………………………………………................................ DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: SUFFERING AND DEATH SUBTOPIC: life after death and Martyrs DATE: DURATION: 80 MINUTES CLASS: 9 NO OF BOYS… GIRLS… REFERENCES: long man religious education book 9 , teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on Religious teaching on life after death .Teacher Exposition, Question and answer and group or class discussion methods will be used .This lesson will develop learners knowledge‟s about life after death: Christianity (Is 14:9-11, Ps 16:9-10, Daniel 12:2,Acts 23:6), Hinduism, Islam and Zambian Tradition. The skill of Management of emotions. The value of Tolerance of other people‟s beliefs, Respect for the dead and Appreciation of courage and perseverance LEARNING OUTCOMES: L.S.B.A.T: State various beliefs in life after death State examples of people who died foe what they believed in Explain religious teachings on life after death PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 159 Ideas about life after death in Zambian tradition -The traditional Zambian belief is that after a person dies the spirit of the person still lives. -The spirit remains part of the community and has power to harm or help people. -This is why the spirit of the dead person is given gifts and asked for help. - It is believed that the spirit of the witch may continue troubling people just as the witch had done before death. -When there is a problem people would go to the shrine to consult the spirits of the ancestors for help because they believe because they believe the spirits are active members of the society -Spirits of the ancestors are invited at special times like; . Birth . Puberty . Marriage, etc. and words of welcome and praise will be said to the spirits -When a person dies, the Bemba say; -Lesa asekula nkoko shakwe. (God has taken back the chicken he put in safe keeping). - Lesa tona cakwe. (God does not destroy his creatures Muslim ideas about life after death - The Quran states very many times that God will raise people from death and judge them at the day of judgment. - God will reward the faithful ones and punish the unbelievers -That is why the face of the dead person is turned towards mecca. Hindu Ideas about life after death -The soul of a person does not die, because it is part of the great soul (Brahman), -Every Hindu hopes that his soul will be united with Brahman and set free from having to live in a body in this world. - Freedom from being born into another body is called Moksha. -The person who dies and lived a good life the soul will be born into a better. - of a person who dies has lived a bad life, the soul will be born into a lower class or even into animal, e.g. dog. -A person‟s spirit (Atman) is reborn after the physical body many times. - Re-incarnation is the rebirth of one‟s spirit. -Hindus usually burn the body of a dead person because PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 160 Teacher explains the Religious teaching on ideas about life after death and allows learners to ask question Learners listen and ask question Teacher exposition/ Question and Answer GROUP/CLAS S DISCUSSION The teacher initiate class discussion Ideas about life after death in the four religions Teacher consolidates learner‟ responses from the discussion Class discuss Learners listen attentively Teacher Exposition the burning of the body is a sign that the soul is free from the body-free to be united with -Brahman or free to be born into its next body. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 2. What is Karma? 3. How can bad Karma be removed? 5. According to Zambian traditional belief, what happens to the spirit of the person who has died? 6. What is birth into another body being called? Learners evaluation: ………………………………………………………………………………………………………………… …………………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: SUFFERING AND DEATH SUBTOPIC: life after death in the Bible and Martyrs DATE: DURATION: 80 MINUTES CLASS: 9 NO OF BOYS… GIRLS… REFERENCES: long man religious education book 9 , teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on Religious teaching on life after death .Teacher Exposition, Question and answer and group or class discussion methods will be used .This lesson will develop learners knowledge‟s about life after death: Christianity (Is 14:9-11, Ps 16:9-10, Daniel 12:2,Acts 23:6), Hinduism, Islam and Zambian Tradition. The skill of Management of emotions. The value of Tolerance of other people‟s beliefs, Respect for the dead and Appreciation of courage and perseverance LEARNING OUTCOMES: L.S.B.A.T: State various beliefs in life after death in the Bible State examples of people who died foe what they believed in Explain Christian teachings on life after death PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 161 PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Teacher explains Learners Teacher Life after death in the Old Testament the Christian listen and ask exposition/ - At first the Israelites did not believe in life after death. teaching on ideas question Question - “The world of the dead is getting ready to welcome the king of about life after and Answer Babylonia………You used to be honoured with the music of harps, death and allows but now here you are in the world of the dead”. Isaiah 14:9-11 learners to ask -“Later, many Jews believed that dead people would live again; question some will enjoy eternal life, and some will suffer eternal disgrace.” (Daniel 12:2) - At that time of Jesus, some Jews (the Pharisees) believed in resurrection after death, but other Jews (Sadducees) did not believe in any resurrection (Acts 23:6-7). Meaning which the resurrection of Jesus has for Christians -It puts Christian‟s right with God. Romans 4:25. - It proves Jesus is the son of God- Romans 1:4. - It means Jesus has prepared a place with God for his followersJohn 14:1-4 - It made it possible for Christians to receive the Holy spirit- John 16:12-20. - It makes Christians sure that they will also rise from the dead -1 Corinthians15:12-20. 1. The parable of JESUS and Lazarus makes Christians believe that people are judged and live their risen life immediately after death. Luke 16:19-31 2. In the parable of the last judgement Christians believe that people will rise and be judged all together at the second coming of Jesus. Mathew 25:31-46 Christian controversy concerning the ideas of life after death and Judgement. All Christians believe that God will raise them from death and live forever with God. However; Some have different beliefs concerning life after death(1Theselonians 4:13-17) Some Christians believe that after they rise from death they will be judged according to whatever they did on earth ,good or bad(Romans 2:6-11) Others believe that people are just judged immediately after death and live their risen life as told in the story of Lazarus and the Rich man in(Luke 16:19-31) and Paul PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 162 Class discuss The teacher initiate class discussion Ideas about life after death in the New Testament GROUP/CL ASS DISCUSSIO N wished to die and live with Christ(Philippians 1:23) Still others believe that after they rise they will be judged together at the second coming of Jesus like in the story of the final judgement in (Matthew 25:31-46 Example of people who died for what they believed in: People who died for their faith in something are known as martyrs. Examples: 1. Charles Lwanga of Uganda who was killed with more than 30 other men in 1986. - They died joyfully whilst singing hymns and praying 2. Bernard Mizeki from Mozambique who was killed in Zimbabwe in 1896 3. Manche Masemora, a young girl from South Africa who was killed in 1928 for becoming a Christian against the wishes of her parents 4. Yona Kanamuyezi from Burundi was killed in 1864 for helping refuges of both sides Teacher consolidates learner‟ responses from the discussion Teacher explains about Africans who accepted death and allows learners to ask question Learners listen attentively Learners listen and ask question Teacher Exposition Teacher exposition/ Question and Answer Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1.At the time of Jesus which Jews did not believe in resurrection? 2.Mention two African Christians who accepted death. Learners evaluation: ………………………………………………………………………………………………………………… …………………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: PRAYER SUBTOPIC: Prayer DATE: DURATION: 80 MINUTES CLASS: 9 NO OF BOYS… GIRLS… REFERENCES: long man religious education book 9, teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on Teachings on Prayer. Teacher Exposition, Question and answer and group or class discussion methods will be used .This lesson will develop learners knowledge‟s about the Meaning of Prayer, types of Prayers . importance of prayer and the activities of prayer. The skill of Communication with God and People and Application of Prayer.The value of Tolerance to other beliefs and Promoting team work LEARNING OUTCOMES: L.S.B.A.T: PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 163 Describe prayer Describe prayer in the four religions Give examples of different types of prayer PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Teacher to define Learners listen Teacher Religion Religion Attentively Exposition - Is the way people express their understanding of the meaning of life. Four ways to Moksha. A person who believes that the meaning of life is to unite the soul with Brahman expresses his belief by following one of the four ways to Moksha. - The way of action -The way of discipline -The way of devotion Prayer Prayer -is communication between people and that greater life. -For Muslims that greater life is the one God called Allah. - For Christians the greater life is the Trinity of the Father the Son and the Holy Spirit. -For Hindus the greater life is Brahman. - In Zambian Tradition, the greater life is the Creator God and the spirit he way of self-denial Importance of Prayer. • It gives wisdom and understanding of ourselves • It creates confidence • It gives us strength • It invites God • It brings us closer to God • It brings divine help in our lives • It keeps our selfishness in check • It attracts answers from God • It gains forgiveness • It improves our attitude • It offers us hope • It reduces stress • It makes us healthier PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Teacher asks learners to state four ways to Moksha Question and answer Teacher consolidates Learners listen learner‟ responses Attentively Teacher Exposition The teacher ask pupils to define Prayer The teacher initiate class discussion on Seven (7) activities involving prayer and class to discussion on the type of prayer 164 Learners attempt to state Pupils participate by trying to define Prayer Question and answer Class discuss on Seven (7) activities involving prayer and class to discussion on the type of prayer GROUP/CLA SS DISCUSSION Seven (7) activities involving prayer -Asking for things or help to do things. - Listening to commandments or guidance. - Expressing thanks for the gifts received. - Achieving unity between the greater life and the life of the person praying. - Saying sorry for things done wrong. - Praising the greatness and goodness of the greater life. -Giving gifts and offering sacrifices Teacher consolidates Learners listen learner‟ responses attentively Teacher Exposition Three kinds of prayer 1. Private prayer -when someone communicates with God or the spirits or Brahman. 2. Community prayer - Is when people meet together to worship and pray. 3. Prayer of action - Is when people express their religion in their everyday life, by their behaviour and their attitudes to other people Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. What is prayer? 2. Mention three activities which prayer teaches. 3. List down three kinds of prayer Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: PRAYER SUBTOPIC: Religious Teachings on Prayer DATE: DURATION: 80 MINUTES CLASS: 9 NO OF BOYS… GIRLS… REFERENCES: long man religious education book 9, teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book and chart PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 165 RATIONALE: This lesson is on Religious Teachings on Prayer. Teacher Exposition, Question and answer and group or class discussion methods will be used .This lesson will develop learners knowledge‟s about Prayer in different religions, different teachings on Prayer ,religious teaching on Prayer: Christianity, Hinduism, Islam and Zambian Tradition .types of Prayers Jesus teachings on Prayer (Mtt. 6:6,7:21, 6:9-14 1Cor. 11: 22-26, 10:16-17, Acts 2:4247).The skill of Communication with God and People and Application of Prayer. The value of Tolerance to other beliefs and Promoting team work LEARNING OUTCOMES: L.S.B.A.T: State different teachings on prayer PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Teacher explains prayer Learners listen Teacher 1. Prayer in Zambian tradition in Zambian tradition, exposition/ and what it involves and Question and ask question Prayer is offered to family spirits of ancestors allows learners to as Answer for healing question Territorial spirits for rain and good grope Occasions when prayer is offered in Zambian Tradition At planting and harvest time At puberty At the birth of a Child During marriage During illness or death When there is drought When on journey When going for hunting or fishing Why Beer is poured on the Ground in Zambian tradition: For thanksgiving For protection and success Before any special event like battle, long journey prayer was offered for protection Muslim prayer Muslim must worship God five times every day; at sunrise; at midday; in the afternoon; in the evening and before going to sleep at night. Before and whilst praying, a Muslim is expected to: Wash his face, hands and feet. Facing the direction of mecca PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Teacher asks learners to state Important moments of a person‟s life when prayer was conducted in Zambian tradition Teacher consolidates learner‟ responses Teacher explains how prayer is conducted Muslim and allows learners to ask questions 166 Learners attempt to state Learners listen Attentively Learners listen and ask questions Question and answer Teacher Exposition Teacher exposition/ Question and Answer Have a special mat on which to pray Cover their heads before praying Show complete obedience to God While praying, a Muslim must raise his hands, the bows, and then kneels. While kneeling-he bends forward two or more times until the face touches the mat or ground Midday prayers on Fridays are done in the mosque, by men only. Every prayer begins with what is called a call to prayer. “God is most great, God is most great, I bear witness that Muhammad is the prophet of God. Come to prayer, come to prayer” Two parts of the Quran often used in prayer In the name of God, the compassionate, the merciful: Praise be to God, the lord of creation, the compassionate, the merciful king of the judgement. Some actions taken during every day prayer Standing up while praying Muslim raises his hands Bow their knees; while kneeling, he bends forward two or more times until his face touches the mat or the ground. Prayer and the Order of activities in the mosque The midday prayers on Friday are held at the Mosque. A Mosque has a place for the people to wash before praying In the Mosque there is a place on one wall which shows the direction of Mecca. There are no seats in the Mosque. There are no pictures or statues or images in a Mosque; the walls may be decorated with pattern of lines or with verses from the Quran. Verses from the Quran are read and explained through a sermon The Quran is read in Arabic but the sermon is delivered in a familiar language The Friday midday prayers are attended only by men. Women do not attend. During worship in the Mosque, no offering or collection of money. Any man can lead the prayers and not PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Teacher asks learners to explain the two parts of the Quran often used in prayer Learners attempt to state Question and answer Teacher consolidates Learner ‟responses Learners listen Attentively Teacher Exposition Teacher explains how prayer is conducted in the mosque and allows learners to ask questions Learners listen and ask question Teacher exposition/ Question and Answer The teacher initiate class discussion on the five pillars of Islam Class discuss on the five pillars of Islam GROUP/CLASS DISCUSSION Teacher consolidates learner‟ responses from the discussion Learners listen Attentively Teacher Exposition 167 necessary a priest The five pillars of Islam 1. Creed/declaration-Believing that there is only one God and that Muhammad is the prophet of God. 2. Praying five times a day. 3. Alms giving ( helping the poor ) 4. Fasting in the month of Ramadan (are the 28 days when Muhammad wrote Quran). 5. Going on Pilgrimage to Mecca. Mecca in Arabia was the home of Muhammad and is the place of the Kaaba, which is the building containing the Black Stone given to Abraham by the Angel Gabriel. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Where do Muslims have their midday prayers on Friday? 2. Describe the five pillars of Islam. SAMPLE QUESTIONS 1. What is prayer? 2. Mention three activities which prayer teaches. 3. List down three kinds of prayer 4. In Zambian tradition, what does prayer mostly involve? 5. Why are gifts of food and drink given to the spirits of ancestors? 6. In Zambian tradition, at what important moments of a person’s life was there prayer 7. Where do Muslims have their midday prayers on Friday? 8. Describe the five pillars of Islam. Learners evaluation: …………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………… Teachers evaluation: ……………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 168 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: PRAYER SUBTOPIC: Teachings on Prayer DATE: DURATION: 80 MINUTES CLASS: 9 NO OF BOYS… GIRLS… REFERENCES: long man religious education book 9 , teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on Religious Teachings on Prayer. Teacher Exposition, Question and answer and group or class discussion methods will be used .This lesson will develop learners knowledge‟s about Hindu teachings on prayerThe skill of Communication with God and People and Application of Prayer. The value of Tolerance to other beliefs and Promoting team work LEARNING OUTCOMES: L.S.B.A.T: State different teachings on prayer(Hinduism) PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Teacher explains how Learners listen Teacher exposition/ Hindu prayer prayer is conducted in and ask Question and -In Hinduism prayer is by individual, not by a Hinduism and allows questions Answer congregation learners to ask question -There are no rules about to pray or how to worship. -The Hindu teacher called Ramakrishna says; “pray in any way you like”. -The word “ Om ” is often used in Hindu prayer. This word is full of religious meaning to the Hindu -To help them in prayer, Hindus use; images or objects. -The prayer mostly used at sunrise or sunset is called Gayati. Diwali -Hindus celebrates special feasts and festivals and pilgrimages. One of the most popular Hindu festivals in Zambia is Diwali. -Diwali means group of lights. -Hindus have many lights in their houses at Diwali to welcome wealth and prosperity for the New Year and to give thanks for the crops and harvest of the previous year. - Houses are cleaned, fireworks exploded to frighten away evil spirit. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 169 The teacher point at any pupil at random to narrate the Hindus festivals called Diwali Question and answer The pupil pointed at narrates the Hindus festivals called Diwali - Diwali is the feast the goddess Lakshmi, the wife of Teacher consolidates learner‟ response the God Vishnu. -Lakshmi is the one who brings wealth and prosperity Learners listen Attentively Teacher Exposition Class discuss GROUP/CLASS The four ways of Hinduism on the four DISCUSSION The teacher initiate -There four main ways called Yogas in Hinduism. A main ways class discussion the Hindu may follow one of them as a path to Moksha; called Yogas in four main ways called 1. The way of action Hinduism Yogas in Hinduism – working hard to do your duty; doing good things. 2. The way of devotion – Loving God and worshipping God and thinking about God all the time. 3. The way of discipline – controlling the body and senses so that you are no longer troubled by pain or physical desires. 4. The way of self-denial – giving up things like wealth, comfort, food, sexual Learners listen Teacher Exposition Teacher consolidates intercourse and the company of other people to learner‟ response attentively concentrate only on God . Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Explain the meaning of Diwali? Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 170 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATION TOPIC: PRAYER SUBTOPIC: Christian Teachings on Prayer DATE: DURATION: 80 MINUTES CLASS: 9 NO OF BOYS… GIRLS… REFERENCES: long man religious education book 9 , teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book and chart RATIONALE: This lesson is on Christian Teachings on Prayer. Teacher Exposition, Question and answer and group or class discussion methods will be used .This lesson will develop learners knowledge‟s about Christian teaching on Prayer: ,Jesus teachings on Prayer (Mtt. 6:6,7:21, 6:9-14 1Cor. 11: 22-26, 10:16-17, Acts 2:42-47).The skill of Communication with God and People and Application of Prayer. The value of Tolerance to other beliefs and Promoting team work LEARNING OUTCOMES: L.S.B.A.T: State different teachings on prayer(Christianity) PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S ACTIVITY METHODS ACTIVITY Class discuss on Jesus teaching The teacher initiate GROUP/ on prayer by reading the JESUS TEACHING ON PRAYER class discussion on CLASS following books -Jesus taught his disciples to pray in Jesus teaching on DISCUSSION Mathew 6:6 private (Mathew 6:6) prayer Mathew 7:21 -He taught them to pray not only with 1 Corinthians 1:23-25 words but also by their actions (Mathew Mathew 6:9-13) 7:21) -Taught them to continue to share bread and wine in memory of him (1 Corinthians 1:23-25) - He taught this followers how to pray (Mathew 6:9-13) - He taught them that God would always answer their prayers (Luke 1:5-8) - Jesus taught his disciples to be humble when they prayed, not to boast to God, but asking for forgiveness (Luke 18:10-14) Examples when Jesus conducted prayers -Jesus spent a lot of time in private prayer, especially at very important moments in his life. Luke6:12-13 and 21:41-44. -Jesus joined in community prayer when he attended the synagogue on the Sabbath. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Examples when Jesus conducted prayers Luke6:12-13 and 21:41-44 Luke 4:16, Luke 19:45-47. Luke 4:28-30, 8:52-55 and 22:42 171 Luke 4:16, Luke 19:45-47. -Jesus always expressed his prayer in action by obeying God. Luke 4:28-30, 8:52-55 and 22:42 Holy Communion -Jesus command to share bread and wine in memory of him. -Holy Communion is called by different names; Eucharist, Lords supper and Holy mass. -This kind of worship is celebrated in different ways by different congregations. -But all of them express certain things by this special meal as follows; 1. They share bread and wine to show that they are united as one community. (1 Teacher consolidates Corinthians 10:17) Learner ‟responses 2. They share bread and wine as Christ‟s Learners listen attentively Teacher body and blood to show that they are Exposition united with Christ. (1 cor.10:16) 3. They repeat the same actions which Jesus did at the last supper with his disciples to show that they are continuing Jesus work. (1Cor.11:22-26) Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Show three things expressed by Christians as they take the Holy Communion Learners evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… … PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 172 DEPARTMENT OF SOCIAL SCIENCES RELIGIOUS EDUCATION GRADE 9 QUESTION ON BIBLE PASSAGE TOPIC 1: FREEDOM AND COMMUNITY 1. “If the foot were to say, because I am not the hand, I do not belong to the body that would keep it from part of the body” 1 Corinthians 12:15 a) What did St. Paul say Christians in Corinth should be like to the community? b) Describe two things that St. Paul teaches about a community c) Write down two characteristics of a real community 2. Jesus said to the man, come here to the front. Then he asked the people, what does our law allow us to do on the Sabbath……? Mark 3:1-6 d) What did Jesus do for the man? b) Explain the reaction of the Pharisees?. c) What was the Sabbath meant to do for the people? e) Show the attitude Jesus portrayed towards the law? f) Where did this incident take place? TOPIC 2: AUTHORITY AND LEADERSHIP 1. “Look it is against our law for your disciples to do that on Sabbath”. Mark 2:23-27 a) Who said these words? b) Describe what the disciples had been doing which was against the law? c) What was Jesus answer to this question? d) Assess which of the Ten Commandments were the Pharisees observing in this case? e) Analyse the attitude of Jesus towards this law? f) Who said these words to Jesus? 2. Jesus rose from the table, took off his outer garment and tied a towel around his waist. “Are you going to wash my feet lord”? John 13:4-12 a) Who said these words, are you going to wash my feet lord? b) Explain what Jesus was about to do? c) On what occasion were these words said? d) What did Simon Peter say to Jesus when he came to him? e) What did Jesus answer? PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 173 F) Mention the question Jesus asked his disciples when he returned to his place at the table. g) Show the lesson Jesus taught his disciples by washing their feet? 3. “Have you ever read what David did that time when he needed something to eat”? Mark 2:23-27 a) Who said these words? b) Explain what David did in the passage c) Conclude the point the speaker was trying to make? 4. “You are doomed, you shepherds of Israel! You take care of yourselves but never tend the sheep ......... ” Ezekiel 34:2-4 a) Who said these words? b) Who was he talking to? c) Why were the shepherds of Israel doomed? d) Show two things they were doing to them. TOPIC 3: AMBITIONS AND HOPE 1. “ The man said I will tear down my barns and build bigger ones where I will store my corn and all my goods… ................. ”Luke 12:16-34 a) What made the man tear down his barns? b) What did Jesus call this man? c) What does Jesus tell his followers to do with their goods? d) Where does Jesus tell his followers to store their riches? e) Give one reason the man walked away very sad. 2. “Look how the flowers grow……even Solomon in his glory was not like one of these”. Mathew 6:26-31 a) Whom was Jesus addressing? b) Provide other examples did Jesus give? c) What was Jesus teaching? d) Give two reasons why Christians are hopeful TOPIC 4: FRIENDSHIP,LOVE AND MARRIAGE 1. Peter took him aside and began to rebuke him; God forbid! That must never happen to you”. Mathew 16:21-23 a) Whom had peter taken aside to rebuke? b) What had this person said that made Peter rebuke him? c) Explain what this person said to peter in reply? 2. While they were at the table eating Jesus said, I tell you that one of you will betray me, one who is eating with me.” Mark 14:18 a) Whom was Jesus talking to? b) Explain the reaction of those he was talking to? PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 174 c) What did they say to Jesus? d) Predict who was going to betray Jesus?. 3. “ Saul went to Jerusalem and tried to join the disciples, but they would not believe that he was a disciple.” a) Why did they think that Saul was not a true disciple? b) Who helped to convince the disciples that Saul could be trusted? c) Show the name of the town where believers for the first time were called Christians? d) What did Saul‟s name change to?. 4. “………I will give her to you as your wife on condition that you serve me as a brave and royal soldier............. ” 1 Samuel 18:17 a) Who said the above words? b) To whom was he talking? c) Name the daughter he was to give him as a wife? d) Mention the son who became deeply attracted to him? e) Describe two things the son gave him to show his love for him?. 5. “Where ever you go, I will go. Where ever you live I will live........” Ruth 1:1-17 a) Who said these words? b) To whom where these words said? c) Who was Naomi‟s husband? d) What else in the quotation did the person saying the above words say? Mention two e) Deduce the lesson we can learn from the above quotation?. TOPIC 5: SUFFERING AND DEATH 1. “Take this cup of suffering away from me. Yet not what I want but what you want.” Mark 14:36 a) Who said these words? b) Where did this happen? c) Name the three disciples who were sleeping nearby on this occasion d) Explain two ways Jesus suffered during the last day of his life e) Assess the reaction of Jesus to his suffering?. 2. “He is not here ; he has been raised” a) Who said the above words? b) Name one of the people they were talking to c) When these women told the disciples what had happened, what did they say? d) Which disciple went to prove that Jesus had really risen from the dead 3. One of them named Cleopas asked him, “ Are you the only visitor in Jerusalem who doesn‟t know the things that have been happening there these last few days”? PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 175 a) What “things” was Cleopas talking about? b) Where was Cleopas going when he said these words? c) What did Jesus go on explaining to Cleopas as they continued their journey? d) How did he recognise that it was Jesus talking to them? TOPIC 6: RELIGION AND PRAYER 1. “Once there were two men who went up to the temple to pray”. Luke 18:10. a) Who were these two people? b) Why was God not pleased with one of these two men? c) Why was God pleased with the other? d) What conclusion did Jesus make to this parable?. 2. “Suppose one of you should go to a friend‟s house at midnight and say to his friend; let me borrow three loaves of bread……… “Luke 11:5 a) What was the friends‟ reaction? b) What made the friend help him with the bread? c) Conclude whatthis parable teaches us about prayer? ………………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 176 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: BIRTH AND INFANCY OF JOHN THE BAPTIST AND JESUS SUBTOPIC: Zambian Birth Traditions DATE: DURATION: 80 MINUTES CLASS: 10 NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 10, Teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book, chalk board and bible RATIONALE: This lesson is on Zambian Birth Traditions. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learner’s knowledge’s about Birth and Naming of a baby in the Zambia traditions. The value of Appreciation of Appreciation of Zambian birth traditions LEARNING OUTCOMES: L.S.B.A.T: Describe what happens after a baby has been born in their families Explain how names are chosen and given to infants in their families PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S METHODS ACTIVITY Teacher explains about Learners listen Teacher THE BIRTH AND INFANCY OF JOHN THE various traditions and attentively and exposition/ BAPTIST AND JESUS CHRIST practices on the ask questions Question and -In Zambia, there are many birth traditions and customs. naming and protection Answer A custom is an activity, a rule or ceremony done by a of the baby at birth particular group of people as part of the way of life. and allows learners to Almost all ethnic groups in Zambia have their unique ask questions customs that make them different from others there are also some customs which are common and cut across all tribes. -These are what bring us together as Zambians in particular and Africans in general. Traditions on the other PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 177 hand are practices, customs, beliefs and opinions that are passed on from one generation to the next. b. What is a tradition? Traditions are customs, beliefs, opinions and practices that are passed on from generation to the next e.g,There are various traditions and practices on the naming and protection of the baby at birth OCCASION Choosing of a name and naming of the baby: Protection of the baby TRADITION AND CUSTOMS -Naming can be done before or after birth -Choosing of the name may depend on circumstances; examples: where there is hunger or famine (Nzala in Chi Tonga), a boy after a chain of girls (Mutinta) and many others. - The baby is named after the umbilical cord has dropped off. -Sometimes a child is named after a relative or ancestor - After birth, the mother and child are secluded for a period of time for protection -Both husband and wife are not allowed to have sexual relations for a period of time. -Roots, charms and other traditional medicines are used to protect the baby from disease and witchcraft -Sacrifices of beer or food and prayers are offered to the ancestral spirits. Importance of birth traditions and customs Birth is a unifying factor in every home. The birth of a child brings a strong bond between husband and wife and PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 178 the two families. Relative and friends usually bring gifts Teacher tells pupils to Class discuss on GROUP/CLASS for the baby or the mother to welcome and appreciate be in groups and the importance DISCUSSION discuss on the new life. of birth importance of birth These traditions are important because: traditions and customs traditions and a) They show an appreciation of new life. customs b) It is the identity of the child and continuity of life. c) It shows the usefulness of the child to the community Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1.State the Importance of birth traditions and customs Learners evaluation: ……………………………………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: BIRTH AND INFANCY OF JOHN THE BAPTIST AND JESUS SUBTOPIC: Birth of John the Baptist DATE: DURATION: 80 MINUTES CLASS: 10 NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 10 , Teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book chalk board and bible RATIONALE: This lesson is on Birth of John the Baptist. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about the announcement of the birth of John and his naming and the purpose of John‟s Life and Ministry .The skill of Application of bible teachings on John the Baptist and Narrating Bible texts. The value of Appreciation of Appreciation of Zambian birth traditions LEARNING OUTCOMES: L.S.B.A.T: Relate from Luke‟s Gospel the stories of the announcement of the birth of John and his naming Explain John the Baptist‟s life and ministry Narrate how the life and ministry of John the Baptist were a fulfilment of the OT prophecy. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Question and The teacher point at The pupil pointed Answer any pupil at random at reads THE BIRTH OF JOHN THE BAPTIST to read Luke 1:5-24; 57Bible text: 66 Bible text: Luke 1:5-24; 57-66 Luke 1:5-24; 57-66 PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 179 The reasons why the birth of John the Baptist was Teacher consolidates special and important: learner‟ responses -His birth was foretold (mentioned long before he was born) - It removed shame which came with barrenness on Elizabeth (childlessness was blamed on the wife in those days) -His parents where beyond child bearing age and very old. -Zachariah prayed for the son and the birth of John was the answer. -Both Zachariah and Elizabeth were descendants from the priestly families and upright before God. Customs of Nazarite Children at Birth (Numbers 6:18) John was to be brought up as a Nazarite; meaning the “separated one”. The customs included: -No drinking of alcohol -No going near or touching of dead bodies -No cutting of his hair The teacher initiate class discussion on the reasons why the birth of John the Baptist was special and important Teacher consolidates learner‟ responses and explains about the customs of Nazarite Children at Birth Learner s listen Attentively Class discuss GROUP/CLASS DISCUSSION Learners listen attentively Teacher Exposition Purpose of john‟s life and ministry -To be the forerunner of the Messiah. -To be the spiritual Elijah (performing tasks through the Holy Spirit). - To be the hearer of discord (to convert those who rebelled against right living). - To prepare the nation for the coming of the Messiah. How john‟s birth was a fulfillment of Old Testament prophecy -He was the forerunner of the Messiah -He was the hearer of discord - He prepared the way for the coming of the Messiah. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 180 Teacher Exposition Teacher asks learners to state the purpose of john‟s life and ministry Learners attempt to state Teacher consolidates Learner ‟responses and explains john‟s birth was a fulfilment of Old Testament prophecy and allow Learners listen and Ask questions Question and answer Teacher exposition/ Question and learners to ask questions Answer Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. a) Narrate the birth of John the Baptist. b) Give three reasons for the purpose of John‟s Life and Ministry Learners evaluation: …………………………………………………………………………………………………………………………… ………………………………………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… ………………………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: BIRTH AND INFANCY OF JOHN THE BAPTIST AND JESUS SUBTOPIC: Birth of Jesus Christ DATE: DURATION: 80 MINUTES CLASS: 10 NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 10, teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book, chalk board and bible RATIONALE: This lesson is on Birth of Jesus Christ . Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about the Announcement of the birth of Jesus Christ: (Luke 1:26-38 Matt. 1: 18-25; Luke 2:8-20; Matt. 2: 1-12).The skill of Application of Bible teachings on the birth of Jesus Christ. The value of Awareness of Bible teachings on the birth of Jesus Christ. LEARNING OUTCOMES: L.S.B.A.T Describe the announcement of the birth of Jesus to various people Describe the birth of Jesus Christ PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 181 The teacher initiate ANNOUNCEMENT OF JESUS Class discuss THE BIRTH OF class discussion on the Bible text -The announcement of the birth of Jesus to Mary (Lk 1:26-38) - The announcement of the birth of Jesus to Joseph (Mt 1:18-25) - Mary‟s visit to Elizabeth (Lk 1:39-45) -The birth of Jesus Christ (Lk 2:1-7) -The announcement of the birth of Jesus to shepherds (Lk 2:1-) -The visit of the wise men and the flight to Egypt (Lk 1-23) -Jesus in the temple as a baby (Lk 2:21-39) -Jesus at twelve years old (Lk 2:41-52) announcement of the birth of Jesus the Bible text Jesus‟ titles that show the purpose of his coming a) JESUS means- saviour of the people from sin. b) MESSIAH (the Christ) means- anointed one. c) SON OF GOD –meaning son of the most high, showing his deity. d) SON OF DAVID- meaning born in the lineage of David (to be king of people‟ lives) Teacher explains Jesus‟ titles that show the purpose of his coming And allows learners to Ask question The Purpose of the Messiah‟s Kingdom -Not conquest, but salvation. -Not an earthly monarch, but a spiritual one. -Not deliverance from the Romans, but from sin. Teacher asks learners to state the Purpose of the Messiah‟s Kingdom and the meaning of gifts from the wise men Meaning of gifts from the wise men Gold- showed Jesus‟ Kingship Frankincense- represented his Deity Myrrh- represented his coming suffering Teacher consolidates learner‟ responses GROUP/CLASS DISCUSSION Learners listen and ask question Teacher exposition/ Question and Answer Question and answer Learners attempt to state Learners Listen attentively Teacher Exposition Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. a) Narrate the announcement of Jesus to Mary. b) How did Mary react to this? Give three points PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 182 2. What was the purpose of the Messianic Kingdom? Give three points 3. State the meaning of the following gifts from the wise men i. Gold ii. Frankincense iii. Myrrh Learners evaluation: …………………………………………………………………………………………………………………………… ………………………………………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… ………………………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO DATE: SUBJECT: RELIGIOUS EDUCATIONION 2046 DURATION: 80 MINUTES TOPIC: BIRTH AND INFANCY OF JOHN THE BAPTIST AND JESUS CLASS: 10 SUBTOPIC: how the birth of Jesus was fulfilled in Old Testament prophecy NO OF BOYS…..… GIRLS…… REFERENCES: Learner hand book for Christian education book 10, teachers notes book and other source TEACHING LEARNING /AIDS: learner‟s book, Teachers notes book, chalk board and bible RATIONALE: This lesson is on how the birth of Jesus was fulfilled in Old Testament prophecy. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about the O.T. Prophecies of the birth of Jesus. Isaiah7:14;9:6-7 Micah 5.2; Hosea 11:1 LEARNING OUTCOMES: L.S.B.A.T Explain how these stories were a fulfilment of the O.T prophecies PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 183 CONTENT HOW THE BIRTH OF JESUS WAS FUFILLED IN OLD TESTAMENT PROPHECY LESSON DEVELOPMENT TEACHER‟S ACTIVITY The teacher point at any pupil at random to narrate from the bible how the birth of Jesus was a filled in the old testament by reading the following bible text Isaiah 9;6-7, 11:1-3; Psalms 89:3-4) Isaiah 7:14) Jeremiah 31:15 OLD TESTAMENT PROPHECY - To be born in David‟s family (Isaiah 9;6-7, 11:1-3; Psalms 89:3-4) - To be born of a virgin( Isaiah 7:14) - To be born in Bethlehem(Micah 5:2) - Would live in Egypt and called out(Hosea 11:1) Teacher consolidates learner - Would live in Nazareth(Isaiah11:1) ‟responses - Bethlehem‟s children would be killed (Jeremiah 31:15) PUPIL‟S ACTIVITY The pupil pointed at narrates from the bible how the birth of Jesus was a filled in the old testament METHODS Learner s listen attentively Teacher Exposition Learners listen and Ask question Teacher exposition/ Question and Answer Class discuss GROUP/ CLASS DISCUSSION Question and answer NEW TESTAMENT PROPHECY How the prophecy was fulfilled in New Testament: -Was born from the line of David (Mt 1:1,1617,20-21) - Was born of the virgin Mary(Mt 1:3) - Was born of the virgin Mary(Mt 1:3) -Was born in Bethlehem(Lk 2:1-7) - He lived in Egypt and was called out there(Mt2:18) - He lived in Nazareth(Mt 2;23) - Herod had Bethlehem‟s children massacred(Mt 2:18) The three main ceremonies performed by Jewish parents after birth Circumcision - was done when the child was eight days old or one week. This was an outward agreement or covenant that Gold had made with the Jews. Anyone not circumcised could neither share the hopes of the nation nor join in the worship Yahweh nor be counted as Israelite... (Genesis 17:9-14 and Leviticus 12:13) Dedication PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Teacher to narrate from the bible how the birth of Jesus was a filled in the new testament by reading from the bible text and allows learners to ask questions Teacher tells pupils to be in groups and discuss the three main ceremonies performed by Jewish parents after birth 184 - was the second ceremony and was performed at the age of one month. At this age, every first born male child was presented to God in the Temple of dedication; then bought back or redeemed by the payment of five Shekels. (Exodus 13:2, Numbers 18:15-16 and Luke 2:22) Purification - was the third ceremony done at forty days after the birth of the male child to sanctify Teacher consolidates (purify) the mother. She had to offer a lamb learner‟ responses for burnt offering and a bird for sin offering (Leviticus 12:1-8). If the parents were poor, they offer two birds instead of a lamb and a bird. Learners listen attentively Teacher Exposition Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Narrate from the bible how the birth of Jesus was a filled in the old testament 2. State the three main ceremonies performed by Jewish parents after birth Learners evaluation: …………………………………………………………………………………………………………………………… ………………………………………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… ………………………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION 2046 TOPIC: BIRTH AND INFANCY OF JOHN THE BAPTIST AND JESUS SUBTOPIC: How God directs human lives DATE: DURATION: 80 MINUTES CLASS: 10 NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 10, Teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book, chalk board and bible RATIONALE: This lesson is on How God directs Human lives. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about Jesus in the Temple as a baby: (Presentation) Lk2:21-39 and Jesus in the Temple at 12years, Lk2:41-52, He has appointed time to fulfill His purposes, He uses human being. The skill of Relating incidents in the bible and Critical thinking on how God directs human life. Value of Obedience and Submission to God`s words. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 185 LEARNING OUTCOMES: L.S.B.A.T Relate from Luke‟s gospel the stories about Jesus in the Temple as a baby and at 12 years Explain what the infancy narratives in the Gospel of Luke and Matthew teach about God‟s direction of human lives PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S ACTIVITY PUPIL‟S METHODS ACTIVITY Teacher explains the Learners listen Teacher A Jewish male child at twelve years and ask questions exposition/ a) At one month, a child is taken to the Temple; things that happens to a Jewish male child at Question and so was Jesus. twelve years by reading Answer b) At three the boy would fringed garments and from the scripture and be taught by the mother. By five years, he would allows learners to ask taught law (Torah) by the father and also attend questions school at Synagogue (Deut 6:4-9) c) At twelve, he would receive instructions in various religious observances at the Temple. INCIDENTS FROM JESUS‟ CHILDHOOD Jesus in the Temple as a Baby Read Luke 2:21-39 Jesus at Twelve Years Old Read Luke 2:41-52 How God directs human lives It is God‟s desire that people should live and do his will. However, God does not force his will and purpose on us. Humans have freedom of choice. In the case of John the Baptist and Jesus Christ, what happened to their parents is a way how God directs human lives as follows: 1. God has an appointed time to fulfill His purpose 2. God uses human beings to fulfill his purpose 3. He chooses special people for specific purposes (Joseph and Mary, Zachariah and Elizabeth) 4. Sometimes God use ordinary with special training or instruction. Examples of People Directed by God God directed Zechariah and Elizabeth, Joseph and Mary. Why? It was simple because; PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com The teacher initiate class discussion on how God directs human lives Teacher consolidates learner‟ responses Teacher asks learners to explain with examples of People Directed by God 186 Class discuss on how God directs human lives GROUP/CLASS DISCUSSION Learners listen Attentively Teacher Exposition Learners attempt to state explain Question and answer -Their way of life pleased God (Lk 1:6-30, Mt 1:19). -They were expecting the Messiah -They were instructed in supernatural ways to use their natural desires. -They were willing and available to fulfill God‟s purposes (especially Mary and Elizabeth). . Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. John is always asking how God can direct a human being identify God‟s direction in their lives. As a Christian, how would you tell John about how people can identify God‟s direction? Give three ways 2. Give three examples of People Directed by God in the bible Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO DATE: SUBJECT: RELIGIOUS EDUCATIONION 2046 DURATION: 80 MINUTES TOPIC: BIRTH AND INFANCY OF JOHN THE BAPTIST AND JESUS CLASS: 10 SUBTOPIC: How Christians can identify and respond to God‟s direction NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 10, Teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book, chalk board and bible RATIONALE: This lesson is on How God directs lives of Christians today. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 187 Response to God`s direction: God does not force His plans and purposes on us. God never guides us against what His word says, God promises clear guidance to Christians who are completely committed to Him .The skill of Application of bible teachings on God`s direction. The value of Appreciation of Bible teachings on God `s direction LEARNING OUTCOMES: L.S.B.A.T Discuss how Christians today can identify and respond to God‟s direction of their lives PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Learners listen Teacher How Christians can identify and respond to God‟s Teacher explains how God directs attentively and ask exposition/ direction lives of Christians questions Question and today and allows Answer How God directs lives of Christians today learners to ask a) He has a specific plan and purpose today for questions every life. b) He does not force these plans on us. We have the freedom of choice. c) In most cases, the choice between wrong and right is very clear. He never guides against His will. Ways by which God make His wishes known -Through His word (the Bible). -By inner inspiration of the Holy Spirit. -Through advice from friends. -Through a complete inner peace of mind in decision making. -By making ourselves available to God. -Doing various things to discover what we can do. Teacher asks learners to state Ways by which God make his wishes known to people How Christians are Expected to respond to God‟s direction - Surrendering to God all decisions, circumstances and plans. -Making ourselves available to God. -Accepting His guidance. -Accepting obedience to Him Teacher consolidates learner‟ response PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 188 Learners attempt to state Ways by which God make his wishes known to Question and people answer Learners listen Attentively Teacher Exposition Teacher explains about the expected Christian response to God‟s direction and allows learners to ask questions Learners listen and ask question Teacher exposition/ Question and Answer Lesson conclusion: Teacher to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. John is always asking how God can direct a human being identify God‟s direction in their lives. As a Christian, how would you tell John about how people can identify God‟s direction? Give three ways 2. Describe ways by which God make His wishes known to his people Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION 2046 TOPIC: BIRTH AND INFANCY OF JOHN THE BAPTIST AND JESUS SUBTOPIC: Religious teachings on how God directs people. DATE: DURATION: 80 MINUTES CLASS: 10 NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 10 and other sources PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 189 TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on Religious teachings on how God directs people. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about how God directs people in Christianity: Through His word, inner inspiration of the Holy spirit, friends, circumstances. Islam: Through his word in the Quran and Hinduism: Through life cycle rites.. The value of Awareness of Christian, Islam ,Hinduism teachings on `God`s direction. LEARNING OUTCOMES: L.S.B.A.T Compare Christian, Muslim and Hindu teaching on how God directs human lives PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Teacher exposition/ Religious teachings on how God directs people Teacher explains about Learners listen and Question and Answer Religious teachings on Ask questions a) Christianity how God directs people -Through His word (the Bible). and allows learners to -By inner inspiration of the Holy Spirit. Ask questions -Through advice from friends. -Through a complete inner peace of mind in decision making. -By making ourselves available to God. -Doing various things to discover what we can do. b) Islam -Everything that happens is the will of Allah and must be accepted. - Allah through Angel Gabriel gave the massage to the prophet Muhammad, the recorded in the Quran. -The Quran the basis for guidance in every part of a Muslim‟s life. c) Hinduism - One is born in a particular caste and is guided through daily and seasonal rituals. -God directs Hindus through life cycles including birth, marriage, worship and death. -A pilgrimage to one religious Site is important for a Hindu. -Annual festivals of Diwali and Nawaratri remind Hindus of religious values and bring life. -Strict conduct is expected of every Hindu. -God directs a Hindu through the Vedas while living with the Guru. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 190 Religious comparison on God‟s direction in human life The teacher initiate class discussion on Religious comparison on how God‟s direct people Class discuss GROUP/CLASS DISCUSSION Christianity Vs Islam Similarities -both consult scripture for guidance -both believe that whatever happens is the will of God Differences Christians: - God‟s messages are recorded in the Bible through inspired writers. Muslims: - Allah‟s messages are recorded in the Quran through prophet Muhammad from the angel Gabriel. Christians: - apart from the Bible, God has other ways of guiding people. Muslims: - the only basis of guidance is the Quran. b) Christianity Vs Hinduism Similarities -both believe that a strict conduct is expected to live according to God‟s plan - both consult the Holy scripture for guidance Differences Christians: - God directs Christians through the Bible. Hindus: - God directs Hindus through the Vedas Christians: - Are directed through the daily Teacher consolidates Learners listen Teacher Exposition surrounding of all decisions to God. learner‟ responses attentively Hindus: - Are directed through life cycle rite including birth, marriage and death. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Give two similarities and one difference between Christian and Muslim teaching about how God directs human lives. Learners evaluation: ……………………………………………………………………………………………………………….................... .................................................................................................................................................... DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com DATE: 191 SUBJECT: RELIGIOUS EDUCATIONION TOPIC: Ministry and Death of John the Baptist SUBTOPIC: -Speaking against Sin and Evil - The message of John the Baptist DURATION: 80 MINUTES CLASS: 10 NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 10, Teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book, chalk board and bible RATIONALE: This lesson is on Speaking against Sin and Evil. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about the message of John the Baptist on Repentance Lk 3:1-20, Change of behavior Mark1:1-8 and Baptism. Matthew 3:13-17. Skill of Application of Bible teachings on repentance. The value of Awareness of Appreciation of the Bible teachings on repentance LEARNING OUTCOMES: L.S.B.A.T: Outline the main message of John the Baptist PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY MINISTRY AND DEATH OF JOHN THE BAPTIST Speaking against sin and evil Sin is defined as failing to reach God‟s required standard or rebellion against God. Sin breaks the relationship between God and other people. Evil is anything done to a human being which is not acceptable by both God and man. Therefore, conflict is as a result of both sin and evil. -the result of both sin and evil Leads to “Conflict,” which descript the love and peace between God and Man Common evils in the world These include; -Corruption -Bribery -Exploitation -Prostitution -Discrimination based on race or sex some of the organizations which fight Sin and Evil. (i) The United Nations Human Right commission (UNHRC). (ii) Zambia civic Association PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 192 Teacher do define sin and evil and allows learners to ask question Learners listen and ask questions Teacher asks learners to state the Common evils in the world today Learners attempt to state the Common evils in the world today Teacher exposition/ Question and Answer Question and answer (iii) Evangelical Fellowship of Zambia. (iv) Zambia Episcopal conference. (v) Ant-corruption commission, etc The message of John the Baptist (Luke 3:1-20, Matthew 3:1-20) -John the Baptist was an outstanding man who denounced sin and evil in his time. His duty was to prepare the way for Messiah, to make people ready for the coming salvation through Jesus Christ. In his message, he spoke to three groups: Religious leaders- he rebuked them by calling them brood of vipers; warned them to flee the wrath that was coming. He told them the importance of sharing. Tax collectors- collect no more is appointed for you. Soldiers- robe none by violence of false accusations and be content with your wages c. The following was his massage and work: Matthew 3: 1-12; Mark 1:1-8 To prepare the way for the coming of the Messiah, Jesus Christ. He fearlessly commanded all men to repent, no matter who they were. He told the people to be baptized as a sign of their repentance. He baptized as a sign of their repentance. He baptized people whose lives shared true repentance. He told the crowds to be unselfish and be willing to share with others. He told the tax collectors to honest in their work. He told the soldiers to be content with their pay, and not to rob anyone by violence or through false accusation. He denounced Herod Antipas (the Tetrarch) for his immoral living with his brother‟s wife. Learners listen and ask questions Teacher explains about the message of John the Baptist Luke 3:1-20 ,Matthew 3:1-20 and allows learners to ask questions Teacher exposition/ Question and Answer The teacher initiate class discussion on the message of the work of John Class discuss GROUP/CLAS S DISCUSSION Teacher consolidates Learner responses Learners listen attentively Teacher Exposition Lesson conclusion: Teacher to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Define Sin and Evil. 2. Descibe the similarities between the work of John and Jesus EVALUATION: .............................................................................................................................................................................................................. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 193 .............................................................................................................................................................................................................. ........................................................................................................................................................................................................ DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: Ministry and Death of John the Baptist SUBTOPIC: Right behaviour in Zambia today DATE: DURATION: 40 MINUTES CLASS: 10 NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 10 , Teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book chalk board and bible RATIONALE: This lesson is on right behaviour in Zambia today. Teacher Exposition and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about the instructions about right behavior eg Must show good examples .Be honest and upright and do not bribe or accept bribes. Skill Application of the teachings of John the Baptist on the right behavior Value of Awareness of the right behaviour, (Accountability Sincerity Honesty) LEARNING OUTCOMES: L.S.B.A.T: Explain how John the Baptist‟s instructions about right behaviour could be applied in Zambia today. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S ACTIVITY PUPIL‟S METHODS ACTIVITY Class discuss The teacher initiate class GROUP/CLAS Right behaviour in Zambia today S discussion on John the DISCUSSION Baptist‟s instructions about Right behavior right behaviour and how it - is simply the ability to follow the accepted moral standards in society. Christians could be applied in Zambia today. believe that the right behaviour is doing what God expects to do. In order to have a normal society, it is expected that ordinary people, those in authority and church leaders should uphold certain standards and values How can the message of John the Baptist apply to people from different sectors in Zambia today? a) People in authority Such as Government Officials, politicians, police officers portray „right behavior‟ by -Should not take advantage of their positions. -Work honestly to benefit others. Teacher consolidates PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 194 Learners listen Teacher -Should not accept bribes -Not expecting extra benefits or special treatment. learner‟ responses attentively Exposition b) Ordinary people in secular work (teachers, police, nurses, doctors etc) -Work hard -Be honest to benefit others -Not worst employer‟s time -Be upright -Being punctual. • Not accepting bribes c) Religious and church leaders (priests, pastors, elders, deacons etc) -Live by example -Being upright -Having a good reputation • Being honest. • Being truthful. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Explain how John the Baptist‟s instructions about right behaviour could be applied in Zambia today Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 195 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: Ministry and Death of John the Baptist SUBTOPIC: The work of John and that of Jesus DATE: DURATION: 80 MINUTES CLASS: 10 NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 10, Teachers notes book and other sources TEACHING LEARNING /AIDS: learners book ,teachers notes book chalk board and bible RATIONALE: This lesson is on the work of John and that of Jesus. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about the work of John and Jesus: Work of John the Baptist Challenged people to repent Could not forgive sins Baptized with water. Work of Jesus Forgave people‟s sins. Healed people. Baptized with the Holy Spirit and Change of behaviour and moral values.. Skill of Application of Application of the teachings of John the Baptist and Jesus on religious and moral messages .The value of Awareness of Awareness of the work of Jesus and John the Baptist. LEARNING OUTCOMES: L.S.B.A.T: Compare the work of John with that of Jesus PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY The work of John and Jesus The work of John -Challenged people to repent(Mt 3:1-9) - Baptised with water(Mt3:6) - Encouraged people to bear the fruits of repentance(Mt 3:7-9) - Warned people against God‟s judgement The work of Jesus -Challenged people to repent(Mt 4:17) - Baptised with the Holy Spirit(Mk 1:8) -Forgave people‟s sins(Mk 2:5-11) -He healed the sick(Mt 4:23) -He cast out demons(Mt 8:30-32) -He warned people of the coming judgement(Mt 12:3841) Comparison between the work of John and that of Jesus Similarities PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 196 The teacher initiate class discussion on the similarities and differences of the work of John and Jesus Teacher consolidates learner‟ responses Class discuss Learners listen attentively Question and answer GROUP/CLAS S DISCUSSION Teacher Exposition -Both challenged people to repent. -Both warned the people about the coming judgement. -Both baptized people. -Both encouraged people to the true fruits of repentance Differences -John baptised with water while Jesus baptised with the spirit. -Jesus forgave people‟s sins while John could not. Responses to religious and moral messages today Morals -are acceptable patterns of behaviour in a particular society. Religious messages are those messages which bring out values of a given religion. In Zambia today, religious messages are received with mixed feelings as shown bellow -Some repent and change their behaviour for better. -Some turn a deaf ear to and continue with their way of life. -Others mock at those who teach moral or religious values. -Others criticize the message. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Compare the work of John with that of Jesus Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 197 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: Ministry and Death of John the Baptist SUBTOPIC: Imprisonment and death of John the Baptist DATE: DURATION: 80 MINUTES CLASS: 10 NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 10, Teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book, chalk board and bible RATIONALE: This lesson is on the Imprisonment and death of John the Baptist. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about John‟s imprisonment and death and Telling Herod the truth. Mark 6:17-2. Skill of Appreciating the virtue of endurance and Perseverance. Value of Appreciating the virtue of endurance and Perseverance LEARNING OUTCOMES: L.S.B.A.T: Explain why John the Baptist was imprisoned and killed Mention people who suffered or died because of their beliefs PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY The teacher initiate Class discuss by Group Imprisonment and death of John the Baptist class discussion being in groups and Discussion discuss Why John Why John the Baptist was imprisoned and killed Why John the Baptist was the Baptist was (Mk 6:17-29) imprisoned and -John challenge Herod‟s moral life after he took his imprisoned and killed (Mk 6:17-29) killed (Mk 6:17-29 brother‟s wife Herodias Other people who suffered for their faith Teacher a) Martin Luther King- An African American who consolidates was shot during a match for equal rights. Learner ‟responses b) Mahatma Gandhi- A Hindu who devoted his life to win independence for India through non-violence. c) Nelson Mandela- Spent 27 years at Robinson Island prison for political freedom d) Simon Kapwepwe, Nkumbula Harry and PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 198 Learners listen attentively Question and answer Teacher Exposition Kenneth Kaunda- suffered for political freedom in Zambia. e) William Tyndale- The British reformer who was burnt for translating the Bible into English. f) Kizito Charles Lwanga and Mukasa- Ugandan martyrs who were killed for their faith. Teacher explains about people who suffered for their faith and allows learners to ask question Learners listen and Ask questions Teacher exposition/ Question and Answer Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learner HOMEWORK/CLASS EXERCISE 1.Explain why John the Baptist was imprisoned and killed 2.Mention people who suffered or died because of their beliefs Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 199 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: Ministry and Death of John the Baptist SUBTOPIC: Religious central teachings on repentance DATE: DURATION: 80 MINUTES CLASS: 10 NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 10 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on Religious central teachings on repentance. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s various religious teachings on forgiveness. Skill of Appreciating the virtue of endurance and Perseverance. Value of Appreciating the virtue of endurance and Perseverance LEARNING OUTCOMES: L.S.B.A.T: Explain why John the Baptist was imprisoned and killed Mention people who suffered or died because of their beliefs PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHOD ACTIVITY ACTIVITY S a) Zambian Traditional Religion One must keep in touch with the ancestral spirits in order to get help in time of need. Offering of sacrifices at family of clan is important. The “shrine” is where the people meet the ancestral spirits. God is considered supreme but unknowable. He is spoken to in prayer at special times. b) Islam Teaches the five pillars: PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 200 The teacher initiate class discussion on Religious comparisons on repentance Class discuss on Religious comparisons on repentance Class discussion Kalima- There is no god but Allah and Muhammad is his prophet. Prayer- This is done five times in a day, while facing Mecca. Fasting- During the month of Ramadan, beginning at sunrise and ending at sunset. Almsgiving- Is the ritual of giving money to the poor. Pilgrimage- Every Muslim is directed to make a pilgrimage to Mecca at least once in a life time. c) Hinduism Has five main principles called Dharma (religion): God- He created and controls the universe. He is omnipresent, knows everything and is most merciful. Prayer- is the simplest way of knowing and finding God. Peace of mind is found in prayer. Reincarnation- the soul is immortal, it never dies. When the body dies, the soul finds another body. Karma- the law of action. A person gets the fruits of his actions; that whatever goes round comes round. Non violence- in the Hindu religion, respect (reverence) for life is very important. Teacher consolidates Learner ‟responses Religious comparisons on repentance a) Christianity Vs Islam Similarities: -Both believe that the word of God is important. -Both believe and teach that there is one God. - Both believe in respect for prayer Differences: Christians- charity work is not an obligation (not a must) Islam- charity work is a must (almsgiving) Christians- there is no going to a Holy place which is mandatory. Islam- one must go to Mecca at least once in a life time. b) Christianity Vs Zambian Traditional Religion Similarities: -Both call for the offender to pay back what was stolen. -Both ask for the one who has offended to ask for forgiveness. Differences: Christianity- when people do wrong (sin), God will not immediately punish them. Z.T.R- offerings are made to the spirits at special places as PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 201 Learners listen attentively Teacher Exposition ransom for sins done. Christianity- people go to God for the forgiveness of their sins. Z.T.R- offerings are made to the spirits to appease them. c) Christianity Vs Hinduism Similarities: -Both are tolerant (non violent). -Both regard God as a supreme being. -Both respect prayer. Differences: Christianity- at death, soul goes to live with God. Hinduism- believes in reincarnation, where one is reborn into another creature. Christianity- repentance leads to new life. Hinduism- good Karma leads to good life, performance of good things therefore, important Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1.Give one similarities and differences between Christian and Muslim teaching about on repentance Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 202 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: BAPTISM SUBTOPIC: Meaning and procedure of Christian Baptism DATE: DURATION: 80 MINUTES CLASS: 10 NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 10, Teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book, chalk board and bible RATIONALE: This lesson is on meaning of Baptism and procedure in Christian perspective. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the Procedure of Christian baptism belief in Christ and repentance method and Immersion, Pouring Sprinkling. Skill of Identification of methods of baptism and Application of teachings on baptism . Value of Awareness of Christian procedure of Christian Baptism LEARNING OUTCOMES: L.S.B.A.T: Describe Baptism Outline the procedure of Christian Baptism Describe various teachings on baptism found in Christian churches in Zambia today. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S METHODS ACTIVITY PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 203 Zambian Initiation Practices and Their Significance. 3.1. (a) What is to initiate? ‘Initiate’ means to introduce or to begin: The traditional ceremonies of initiation are called “rites of passage”. . Puberty rites for boys and girls take the form of circumcision in some tribes, but different in others. . Marriage rites for boys and girls is important because it ensures continuity of life through reproduction and means of preserving the family. (b) the importance of initiation for Boys and Girls and marriage. (i) It marks the start of adult life. (ii) It prepares them for their adult roles in future. (iii) It prepares boys and girls to become responsible wives and mothers and lathers and husbands. (iv) It trains them in skills, discipline, good morals and right attitudes, to help them fulfill their respective roles. -To make them become responsible members of society BAPTISM -The word Baptism comes from the Greek word “Baptizo” which means to dip, submerge or plunge in a liquid -Baptism is the immersion of the person in a liquid (water). In the New Testament, baptism was by immersion (Acts 8:38-39, John 3:32). Baptism procedure The procedure to Christian baptism answers to the following question: a) Who should be baptised? (There are two conditions for baptism-repentance and believing in Jesus Christ) b) When should someone be baptised? (Immediately one repents- Acts 19:1-5) c) How should a person be baptised? (The New Testament recommends dipping or immersion in water- Mt 3:16; the baptism of Jesus by John) Infant Baptism Is the baptizing of the children into the religious fellowship of their parents. Reasons for infant Baptism -To wash away the original sin man is born with. - For the child to become the member of the parent’s church. -To impart eternal life to the baby. -As a way of salvation. -So that the child should grow to fear God PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 204 The teacher ask pupils to define Baptism Teacher consolidates learner’ responses Teacher asks learners to state the Importance of initiation of boys and girls Teacher consolidates learner’ responses Pupils participate by trying to define Baptism Question and answer Teacher Exposition Learners listen Attentively to the teachers Question explanations and answer Learners attempt to state the Importance of initiation of boys and girls Teacher Exposition Teacher explains about the procedure to Christian baptism, Infant Baptism, Reasons for infant Baptism and allows learners to ask questions Teacher Learners exposition/ listen Question Attentively to and Answer the teachers explanations The teacher initiate class discussion on the methods of Baptism Learners listen and Ask questions GROUP/ CLASS DISCUSSION Teacher consolidates Class discuss Teacher learner’ responses on the Exposition Methods of Baptism methods of -There are three methods of Baptism; namely immersion, Baptism pouring and sprinkling. a) Immersion - Is a method of baptism where a person being baptised is completely submerged in water. It is the accepted method in the New Testament. Learners b) Pouring listen - Is a method of baptism where water from the vessel is Attentively to dripped on the head of the the teachers person being baptised. explanations c) Sprinkling - Is the method where water from the vessel is splashed on the face of the person being baptised. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. what is Baptism? 2. State the Importance of initiation of boys and girls 3.describe the three methods of Baptism. Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: BAPTISM SUBTOPIC: Jesus’ baptism and its significance. DATE: DURATION: 80 MINUTES CLASS:10 NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 10 , Teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book chalk board and bible RATIONALE: This lesson is on Jesus‟ baptism and its significance. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about the Jesus‟ Baptism: Matt. 3:13-17, Mark 1:9-11, Luke 3:21-32. Significance and identified himself with Humanity and Open sign to all. Skill of Narrating the story of Jesus` baptism .Value Appreciation of significance of Jesus` baptism. LEARNING OUTCOMES: L.S.B.A.T: Relate story of Jesus Baptism by John the Baptist. State the significance of Jesus Baptism. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S ACTIVITY PUPIL‟S METHODS ACTIVITY PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 205 JESUS‟ BAPTISM Read Matthew 3:12-17; Mark 1:9-11; Luke 3:21-22 Significance -At His baptism, God declared Jesus as His son to the people of Israel. -He was baptized to identify Himself completely with humanity. - A commitment to carrying out God‟s purpose of winning people for the kingdom of God The teacher point at any pupil at random to read from the bible Matthew 3:12-17; Mark 1:9-11; Luke 3:21-22 Teacher consolidates learner‟ responses The pupil pointed at reads from the bible Matthew 3:1217; Mark 1:911; Luke 3:2122 Learners listen attentively Question and answer Teacher Exposition Importance of the Baptism of Jesus (Mt 3:12-17) Jesus commanded that all the sinners who repent are baptised (Mt 28:18-20). He was baptised himself, not because he was a sinner but Teacher explains the Learners listen Teacher exposition/ wanted to set an example. and ask question Question and Answer Significance of Jesus -Set an example for his followers. baptism and allows -To identify himself with the people he came learners to ask questions to save (Isaiah 52:13, 53:12). -To show his commitment to carry on God‟s purpose to win souls for the kingdom (Mt 4:21-22) -To let the people of Israel know that he was the true son of God at his Baptism (Mt3:17) Three important things happened -Pair work a) The heavens opened as a sign of The teacher initiate class approval. discussion on the -GROUP/CLASS b) The voice confirmed Jesus as the son of Importance of the Class discuss DISCUSSION God. Baptism of Jesus c) The Holy Spirit as a sign of anointing and commissioning for the mission Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. a Narrate the story of Jesus getting baptized. b) State three things that happened at his baptism 2. State the significance of Jesus Baptism 3. A friend of yours asks why Christians get baptized. As a Christian give three reasons to why Christians get baptized. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 206 Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO DATE: SUBJECT: RELIGIOUS EDUCATIONION DURATION: 80 MINUTES TOPIC: BAPTISM CLASS: 10 SUBTOPIC: Christian Baptism with Admission practices in other religions. NO OF BOYS…..… GIRLS…… REFERENCES: Learner handbook for Christian education book 10, teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book ,chalk board and bible RATIONALE: This lesson is on Christian Baptism with Admission practices in other religions. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about the meaning of Baptism, Command from Christ (Matthew28:18-20) and knowledge of the Meaning of circumcision: Gen.17:10-14,Sign of covenant between God and people, marked entry into adult Status and command from God. Skill of Application of teachings on the importance of baptism. Value of Awareness of the importance of Baptism and Awareness of the meaning of circumcision. LEARNING OUTCOMES: L.S.B.A.T: Explain the meaning of baptism for Christians in the N.T, Times and its continued importance today. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 207 Illustrate with appropriate Bible passages the meaning of circumcision in the O.T. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S ACTIVITY PUPIL‟S METHODS ACTIVITY New Testament Baptism and its importance today - It is a physical symbol to show that a person has started following Jesus Christ. -It is the picture of death and resurrection of Jesus Christ. Christians identify themselves with Christ in his death, burial and resurrection (Romans 6:3-13). -It shows a person‟s complete obedience to the commands of Christ (Mt 28:19). -It makes people live in complete obedience to Christ‟s teachings Significance of circumcision in the Old Testament -It marked the admission to adulthood in the tribe, an outward sign of relationship. -It was a covenant between God and Abraham (Israel) -It was a mark of ownership and a reminder of the covenant between God and Israel. -It was a guarantee or certificate of inheritance of God‟s promises. Religious admission practices and rites a) Christianity -Baptism is the picture of the death and the resurrection of Jesus. -It is an expression of the beginning of new life in Christ. -Through baptism, a person symbolically becomes a member of the body of Christ(church) b) Hinduism -A Hindu boy between the age 8 and 12 the sacred thread of initiation as a sign of adulthood status. -It is a symbol of now being “twice born” PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Teacher explains about Baptism in the new testament and its importance today and allows learners to Ask questions Learners listen attentively and ask questions Teacher exposition/ Question and Answer Teacher asks learners to state the Significance of circumcision in the Old Testament Learners attempt to state the Significance of circumcision in the Old Testament Question and answer The teacher initiate class discussion on the Religious admission practices and rites Class discuss 208 GROUP/CLASS DISCUSSION - Pair work but is not the same as being born again in Christianity c).Islam -To become a Muslim, one must express belief in the Kalima (creed) - A Muslim child gradually learns Islamic beliefs and when he becomes an adult, he takes full religious responsibility. d) Zambian Traditional Religion -Puberty and marriage rites for boys and girls where meant to prepare them for Learners listen attentively Teacher consolidates Teacher their respective roles in adulthood. Learner ‟responses Exposition -Boys were circumcised and trained to become responsible fathers and husbands. -Girls were secluded for a short period during which time they were trained to become good mothers and wives.me as being born again is Christianity Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1.State te importance of Baptism in the new testament 2.State the Significance of circumcision in the Old Testament 3.State one similarity and difference between Hinduism and Zambian Traditional Religion on Religious admission practices and rites Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO DATE: SUBJECT: RELIGIOUS EDUCATIONION DURATION: 80 MINUTES TOPIC: BAPTISM CLASS: 10 SUBTOPIC: Christian Baptism with admission practices in other religions. NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 10, teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book, chalk board and bible PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 209 RATIONALE: This lesson is on Christian Baptism with admission practices in other religions. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about the meaning of Admission practices: Christianity: a symbol of death and resurrection of Jesus Christ, Islam: circumcision is cultural practice and Hinduism: sacred thread of initiation. Value of Awareness of Awareness of knowledge on Admission practices . LEARNING OUTCOMES: L.S.B.A.T: Compare Christian Baptism with admission practices in other religions. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Learners listen Teacher Christian Baptism with admission practices in other Teacher explains Various religious and exposition/ religions teachings on admission ask question Question and Answer Various religious teachings on admission practices practices and allows learners to ask questions a) Hinduism -Hindu boys between the ages of 8 to 12, receive the sacred thread of initiation. As a sign of adult status in Hindu culture. It is trip standard string, worn throughout his life. It means that he is new “twice born” this is not the same as the Christian of being born again. b) Islam -Muslim practice circumcision, but it has no religious attachment to become a Muslim. -To be Muslim one must express belief in a Kalima (creed); saying loud there is no god but Allah and Muhammad is the prophet. c) Zambian Traditional Religion -Puberty and marriage rites for boys where meant to prepare them for their respective roles in adulthood. - Girls were secluded for a short period of time during which they learnt how to be good wives and mothers. -Boys were circumcised, and trained to become responsible husbands and fathers. Religious comparison on baptism and admission practices a) Christianity Vs Hinduism Similarities -In both, the admission practice is a sign of entering in a new way of life. Differences PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com The teacher initiate class discussion on Religious 210 -Christianity: baptism practice is a sign of comparison on baptism and admission practices repentance and faith in Christ. Hinduism: the admission practice is an outward sign of the inward reality. b) Christianity Vs Islam Similarities: Both believe that inward expression of belief is more important than the outward. Differences: Christianity: To be a Christian, one must express belief in Christ and Biblical principles Islam: To become a Muslim, one must express belief in the Kalima (creed) c) Christian Vs Z.T.Z on admission practice Similarities: -In both initiations signify a new start in life. -Both believe that initiation is an outward symbol of an inward reality. Pair work Class discuss Religious comparison on baptism and admission practices GROUP/CL ASS DISCUSSIO N Differences: Christianity- baptism shows repentance and conversion Teacher consolidates Learners listen Teacher Z.T.R- initiation shows that one has entered into learner‟ responses attentively Exposition adult life Christianity- baptism identifies one with Christ in his death, burial and resurrection. Z.T.R- does not express dying with anyone. Christianity- baptism shows association with the body of Christ (the church). Z.T.R- initiation shows association with elders. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. a. Compare Christian Baptism with admission practices in other religions b. State one Similarity and one Differences between Christian and Z.T.R on baptism and admission practices Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 211 Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: TEMPTATION SUBTOPIC: Temptation, testing and sin DATE: DURATION: 80 MINUTES CLASS: 10 NO OF BOYS…… GIRLS…….. REFERENCES: Learner handbook for Christian education book 10 , teachers notes book and other sources PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 212 TEACHING LEARNING /AIDS: learners book, teachers notes book chalk board and bible RATIONALE: This lesson is on Temptation, testing and sin . Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about the Meaning of: Temptation, Gen 3:1-19 James 1:13-14,Testing Gen 22:1-13 Job1:6-22, James 1:2-3. Sin, 2 Sam. 11:1-5; 5:2-28.Skill of Application of Bible teachings on meaning of Temptation, testing and sin. The value of Awareness of Bible teachings on meaning of temptation ,sin, and testing. LEARNING OUTCOMES: L.S.B.A.T Illustrate with appropriate Bible passages the meaning of Temptation, Testing and Sin. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY TEMPTATION Temptation, Testing and Sin a) Temptation -Temptation is the attempt to make someone disobey God. -Is the desire to sin or do something wrong. Temptation in itself is not sin, but giving in too it is sin. Temptation tries to separate us from God just like Adam and Eve (Gen 3;1119). -God never tempts us because He is Holy (James 1:13), Satan is the one who tempts us. He tries to make us sin through our natural desires (1 Corinthians 7:5, 1 Thessalonians 3:5, James 1;14). -This means that temptations can come from “Satan‟s voice” or “purely from our natural desires”. Teacher explains to define temptation and Testing and allows learners to ask questions Learners listen and ask questions The teacher initiate class discussion on the Reasons why God tests Christians by reading bible text James 1:2-3 b) Testing Gen 22:1 Is God trying our faith and obedience to James 1:2-3 Class discuss Reasons why God tests Christians by reading bible text James 1:2-3 Gen 22:1 James 1:2-3 Him. There is difference between temptation and testing. When God is involved, it is testing; God tested Abraham and Job (Gen Teacher explains 22:1-13, Job1:1) Trials and tests are useful in building our about sin And allows learners faith and character (James 1:1-3). to ask questions Reasons why God tests Christians: -To prove the quality or strength of their faith (James 1:2-3). -To prove their love and obedience (Gen 22:1). PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 213 Learners listen and Ask questions Teacher exposition/ Question and Answer GROUP/CLASS DISCUSSION Teacher exposition/ Question and Answer -To build Christian character (James 1:2-3) c) Sin Means failing to reach God‟s standard. It is breaking or transgression of the law. It causes a break in the relationship between God and man. Sin begins in our thoughts and imaginations. The physical act just an expression of the inner feelings and thoughts. It is therefore, possible to commit adultery in one‟s heart, even though not actually not committing the deed (Mt 5:28) Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1.a.) Narrate the temptation of King David. b.) (i)What is sin? (ii)Give two reasons why God tested people Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: TEMPTATION PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com DATE: DURATION: 80 MINUTES CLASS: 10 214 SUBTOPIC: Ways of temptation and examples of people who were tempted in the Bible. NO OF BOYS…..… GIRLS…..… REFERENCES: Learner handbook for Christian education book 10 , teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book chalk board and bible RATIONALE: This lesson is on Ways of temptation and examples of people who were tempted in the Bible. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learner‟s knowledge‟s about the Ways temptations come: Desires. 1Cor. 7:5, Weaknesses. Mark 14:28. Daniel 4:30 prov. 30:9, 2 Sam 11:(Daniel 3: 14 -18) and Peter the apostle (Lk 22:54-62).Skill of Application of the virtues of self-control and discipline .The value of Exercising self- control and Discipline. LEARNING OUTCOMES: L.S.B.A.T With appropriate Bible passages ways in which temptations come. Give examples of people who were tempted in the bible. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Class discuss The teacher initiate Class discuss by How temptations come class discussion on reading bible text -Through our senses (2Samuel 11:2, Mt how temptations 2 Samuel 11:2, 5:27-28) Mt 5:27-28 -Through our weaknesses and desires (Mk come by reading bible text Acts 12:21, 14:38) 2 Samuel 11:2, Proverbs 30:8-9, -Through ride of position (Acts 12:21, Lk 8:14) Mt 5:27-28 Daniel 4:30)- Poverty; leads to complaining Acts 12:21, and stealing (Proverbs 30:9) Proverbs 30:8-9, -Prosperity and possession (Proverbs 30:8- Lk 8:14) 9, Lk 8:14) -Friends (Mt 16:22-23, Lk 8:14) -Circumstances (Mt 6:1) -Through Trying to help others: we should take care when try to help other people so that we do not fail into the same temptation. -Through Circumstances: Christians should avoid situations or places which would make it easy for them to be tempted. (Psalms 1:1). Example of people who were tempted in the Bible -The Bible gives us the experience of people who were tempted in the Bible and warns us of the danger of temptation. These include a) King David- he watched a naked woman bathing (2 Samuel 11:1-5) b) Apostle Peter- he trusted in his own strength to overcome temptation; but he later denied PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Teacher consolidates learner‟ responses Learners listen Attentively Teacher explains and give Example of people who were tempted in the Bible and allows learners to Ask questions Learners listen and ask question 215 Teacher Exposition Teacher exposition/ Question and Answer the Lord three times in spite of Jesus‟ warning (Lk 22:54-62) c). Daniels three friends: refused to worship the King‟s idol (Daniel 3:4-18). Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Narrate the temptation of King David. 2. State two Example of people who were tempted in the Bible Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 216 LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: TEMPTATION SUBTOPIC: Temptations of Jesus DATE: DURATION: 80 MINUTES CLASS: 10 NO OF BOYS…… GIRLS…… REFERENCES: Learner handbook for Christian education book 10, teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book, chalk board and bible RATIONALE: This lesson is on Temptation of Jesus. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learner‟s knowledge‟s about the how Jesus was tempted and how he overcame temptation. Skill of Application of the virtues of self-control and discipline .The value of Exercising self- control and Discipline. LEARNING OUTCOMES: L.S.B.A.T Relate the temptations of Jesus PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Temptations of Jesus Jesus‟ temptation after Baptism -The Holy Spirit led him into the wilderness for forty days of fasting. Satan tempted him in three ways: -Turn these stones into bread. Satan wanted Jesus to use his power for his own bodily needs. -Worship me. The devil wanted Jesus to win political power and authority by worshiping him. -Jump from the pinnacle of the Temple. Satan tempted Jesus to win the people through his demonstration miracles. Jesus resisted all these temptations by using the word of Go. Other temptations of Jesus Jesus faced temptation at other different occasions apart from those in the desert. These include: -To do miracles to provide all the people‟s needs (John 6:15) -To prove his Messiah ship. They asked him to prove he the Christ (Lk 11:29-30). -To save himself from the cross (Lk 23:35-36) -After feeding the five thousand: The crowed wanted Him to become King. -When He was asked to prove His Messiah ship: They asked Him to perform a sign to prove His Messiah ship (Luke 11:29-23). PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com The teacher initiate class discussion about Jesus‟ temptation after Baptism a.) Luke 4:1-13. Class discuss Jesus‟ temptation after Baptism a.) Luke 4:1-13. Teacher consolidates learner‟ responses from the discussion Learners listen Attentively Teacher explains other temptation faced Jesus and allows learners Learners listen attentively and ask questions 217 GROUP/CLASS DISCUSSION Teacher Exposition Teacher exposition/ Question and Answer -When Peter tried to prevent Jesus‟ death (Mt to ask questions 16:21-23). -During His Triumphant Entry into Jerusalem (Luke 19:28-49). -In the Garden of Gethsemane: To avoid the terrible suffering of separation from God. The will of God each Temptation of Jesus God met Jesus‟ temptations with clear vision: - His mission was not to force people to obey, but to change their hearts. -His Kingdom must be based on love and not force. - Sin could only be dealt with his suffering and death Christian‟s common temptations today Learners attempt -Corruption -Nepotism Question and to state -Stealing -Abuse of office answer -Adultery -Idolatry and divination Teacher asks learners -Ancestral worship to state todays How Christians can overcome temptations today common temptations By following Jesus‟ example. The fact that Jesus faced by Christian‟s was tempted and overcame gives us hope (Heb 2:18) Through prayer (Heb 4:15-16). Using the word of God (what is written in the Bible). Resisting temptation (James 4:7) Submission to God (James 4:7, John 13: 37-38) Leave the place of temptation, Joseph did this to Potiphar‟s wife (Gen 39:7-12) What we should do if we yield to temptation We must quickly repent of our sins, confessing it to God so as to receive His forgiveness (Colossians 1:12Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1.a.) Narrate the story of the temptation of Jesus. b.) How did Jesus overcome these temptations? Give three ways c.) Mention three other times Jesus was tempted d.) Give one similarity and one difference between Christian and Muslim teaching on temptation. evaluation: ……………………………………………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 218 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: TEMPTATION SUBTOPIC: Temptations in Christianity and other religions DATE: DURATION: 80 MINUTES CLASS: 10 NO OF BOYS….… GIRLS…… REFERENCES: Learner handbook for Christian education book 10, teachers notes book, and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book, chalk board and bible RATIONALE: This lesson is on Temptation in Christianity and other religions. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about Overcoming Temptation in other Religions. Skill of Comparing and Contrasting teachings on temptation from the four religions. The value of Understanding Awareness Integrity Honesty Equity Faith LEARNING OUTCOMES: L.S.B.A.T Compare temptation in Christianity with other religions PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S ACTIVITY PUPIL‟S METHODS ACTIVITY Teaching on temptation in other religions a) Hinduism -Lust is a strong desire for a person of the opposite sex. -Greed is a very serious or main temptation. A desire to have everything to oneself. -Lust can be resisted by thinking that all women are one‟s sisters. -A person is condemned if they think of the impurity which comes from the human body. -Greediness is resisted by remembering that money and possessions can only bring happiness when they are earned in an honest way. Teacher explains about temptation in other religions and allows learners to ask questions b) Islam -Belief in other gods is idolatry. It should not even be entertained in one‟s mind. - Lust; adultery or immoral relation are resisted by thinking of the day of The teacher initiate class PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 219 Learners listen Attentively and ask questions Teacher exposition/ Question and Answer GROUP/CLASS judgement. discussion on the Religious comparisons on Temptation Class discuss DISCUSSION Learners listen attentively Teacher Exposition Religious comparisons on Temptation a) Christianity Vs Hinduism Similarities: - In both, lust and greed are temptations. -In both, getting rich dubiously is sin. Teacher consolidates -In both, there is a reminder that physical learner‟ responses from the attraction is only temporal. discussion Differences: Christians- there are many areas of temptation in one‟s life. Hinduism- lust and greed are the two main temptations. Christians- temptation is resisted by turning to God for power and help. Hinduism- the temptation of lust is resisted by thinking that all women are one‟s sisters. b) Christianity Vs Islam Similarities: In both, it is sin to associate God‟s qualities with any person. In both, it is sin to believe in other gods other than one and only God. In both, is not the act but thoughts adultery that are sinful. Differences: Christianity- Obey God out of love. Islam- Obey God out of fear of judgement day. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1.) Give one similarity and one difference between Christian and Muslim teaching on temptation. Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 220 Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: JESUS POWER OVER DISEASE AND NATURE SUBTOPIC: Jewish attitude to and rules about Lepers DATE: DURATION: 80 MINUTES CLASS: NO OF BOYS…… GIRLS……. REFERENCES: Learner handbook for Christian education book 10, teacher’s notes book, and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book, chalk board and bible RATIONALE: This lesson is on Jewish attitude to and rules about Lepers. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the Miracles the Supernatural happening that can’t be explained using human reasoning ,Events regarded as Miracles and Healing without Medicine, Surviving a fatal accident and learners knowledge Why Jesus performed Miracles eg to show Kingdom of God had arrived. Matt 4:23-25,People to put their faith in Him. (Mark 6:5-6; 9: 23) ,Sympathy and compassion Lk2:8-12,Fulfilment of O.T. promises . (Isaiah29:18- 19; 35:5-6); (Matthew 8:16-17). Skill of Application of knowledge on miracles and Application of Bible teachings on Miracles. Value of Exercising the value of Sympathy and empathy. LEARNING OUTCOMES: L.S.B.A.T. State Jewish attitudes towards lepers PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S ACTIVITY PUPIL‟S ACTIVITY METHODS Jewish attitude to and rules about The teacher ask pupils to Lepers define miracle What is a miracle? -Is a happening which cannot be fully explained by natural events or human reasoning. It is supernatural. Teacher consolidates -In the Bible, a miracle is something Learner ‟responses with which man sees God at work Bible texts: -The paralyzed man (Lk 5:17-26) -The man with withered hand (Lk 6:611) -Jesus healing the ten lepers (Lk 17: PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 221 Pupils participate by trying to define miracle Question and answer Learners listen Attentively Teacher Exposition 11-19) -The man with dropsy (Lk 14: 1-6) -The blind man at Jericho (Lk 18:35- The teacher point at any pupil at random to narrate 43) Why Jesus performed the Miracles -To show His Messiah Ship. -To show that the Kingdom of God had come. -To fulfil the Old Testament prophecy. -To invite people to put faith in God. -Out of sympathy and compassion. Lessons from the Sabbath Miracle performance by Jesus Most of the time throughout Jesus‟ ministry, Jesus was in conflict with the teachers of law and Jewish leaders over the issue of performing miracles on the Sabbath. There are four lessons here: -Jesus had authority over the Sabbath. - The Sabbath was made for the good of man and not the opposite. - It is better to save life on Sabbath than keep rituals and rules. - Jesus had compassion and put the needs of the people first. the story of Jesus performing miracles from the following bible text The pupil pointed at narrates the story of Jesus performing miracles from the following bible text Luke 5:17-26 Luke 6:6-11 Luke 17: 11-19 Luke 14: 1-6 Luke 18:35-43 Luke 5:17-26 Luke 6:6-11 Luke 17: 11-19 Luke 14: 1-6 Luke 18:35-4 Teacher explains why Jesus performed the Miracles and allows learners to ask questions The teacher initiate class discussion on Lessons from the Sabbath Miracle performance by Jesus Learners listen and Ask questions Class discuss Question and answer Teacher exposition/ Question and Answer GROUP/CLASS DISCUSSION -pair work Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1.What is a miracle? 2 a.) Narrate the story of Jesus calming the storm. b.) Give three reasons why Jesus performed miracles. c.) You and your friend are arguing about miracles. Anna doesn‟t believe in miracles but you do. Give two arguments she can bring up and give your Christian response to both. Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 222 …………………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: JESUS POWER OVER DISEASE AND NATURE SUBTOPIC: Miracles in Modern Christian faith DATE: DURATION: 80 MINUTES CLASS: 10 NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 10, teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book chalk board and bible RATIONALE: This lesson is on Miracles and Why Jesus performed miracles . Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about the Jewish attitude to lepers: Caused by sin and Treated as outcasts, knowledge‟s about the Basis for believing the Birth of Jesus (Matthew 7: 21-23) .Resurrection of Jesus (Mark 7:21-23) and Basis for not believing: Lack of proof/evidence, Unbelief in a miracle. Value of appreciating different views on religion. LEARNING OUTCOMES: L.S.B.A.T. State Jewish attitudes towards lepers Explain why people have different views about miracles. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Miracles in Modern Christian faith Teacher explains about Jewish attitude Jewish attitude to lepers: At the time of Jesus, Jews believed that sickness was to lepers and allows caused either by sin of the sick person or the sin of learners to ask questions their relatives. Sickness was sent as punishment for the sin committed. It was seen as God‟s displeasure, and that person was considered a sinner. This made the Jews to make rules on leprosy and lepers. a) Leprosy was considered a very unclean disease. b) It did not only require healing but also cleansing. c) Lepers were pronounced unclean and unkempt PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 223 Learners listen and Ask questions Teacher exposition/ Question and Answer people who were to like mourners going to their death. Jewish rules on lepers and leprosy -Lepers were to avoid contact with other people. -They were ordered to ring the bell and shout “unclean! unclean! Unclean!” at every sight of a non leper about 100m away. -Only a priest could pronounce a leper clean by a certificate of cleansing. -The certificate was given after an elaborate ritual of cleansing Teacher explains about Jewish rules on lepers and leprosy and allows learners to ask questions Learners listen and Ask questions Teacher exposition/ Question and Answer Reasons why some people do not believe in miracles: Question and Many Christians believe that miracles occur in the Teacher consolidates answer will of God because they define results through learner‟ responses Learners listen their prayers or those of other people. They believe attentively that things happen because they believe in the miracle working God, and also the miracle birth, death and resurrection of Jesus. However, those who do not believe in miracle argue that miracle Teacher can be performed by satanic powers too. For Exposition example; magic, divination and witch doctor‟s power from Satan can bring miracles. They Teacher explains advance reasons such as: about Jesus‟ Attitude - They have unbelief in the miracle working God. towards the Lepers Teacher Learners listen -Unbelief in the miracle itself. and allows learners and exposition/ -Lack of proof or evidence to Question and Ask questions Why some people believe in miracles ask question Answer (i) Christians believe in miracles because they believe in Jesus. He was born of a virgin without a human father. (ii) The resurrection of Jesus is another miracle The teacher initiate believed by Christians. He was restored to life after class discussion why Class discuss some people do not Pair work being crucified by the Romans. believe in miracles why some Why others do not believe in miracles. GROUP/CLASS people do not (i) Unbelief in a miracle working God. believe in DISCUSSION (ii) Unbelief in a miracle itself. miracles Teacher consolidates (iii) Seeming lack of proof or evidence. Learner ‟responses NB: Not all miracles are from God. The test of the Teacher genuine is not the ability to perform miracles, but Exposition conformity and obedience to God‟s will. Read Learners listen attentively Matthew 7:21-23. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 224 HOMEWORK/CLASS EXERCISE 1a.) Narrate the story of the blind man at Jericho. b.) What do we learn from this story? Give three points c.) What was Jesus‟ attitude towards lepers? Give three points evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO DATE: SUBJECT: RELIGIOUS EDUCATIONION DURATION: 80 MINUTES TOPIC: JESUS POWER OVER DISEASE AND NATURE CLASS: 10 SUBTOPIC: Peoples attitude towards people living with HIV/AIDS NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 10 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and chart RATIONALE: This lesson is on Peoples attitude towards people living with HIV/AIDS. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about peoples attitude towards those living with HIV/AIDS, how to contract HIV/AIDS and how to avoid contracting it.. Value of Appreciating different views on religion. LEARNING OUTCOMES: L.S.B.A.T. Describe peoples attitude towards people living with HIV/AIDS Explain the effects of HIV/AIDS on family and country PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Teacher explains Learners listen and Teacher exposition/ Question and Ask questions c) What is people‟s attitude toward about the attitude of people living with Answer people living with HIV/AIDS in Zambia HIV/AIDS and allows Today? i. Stigma and discrimination in most learners to ask Learners listen and questions cases. Ask questions Teacher exposition/ ii. Lack of confidence in them for what Question and they can contribute to the to the society. Teacher explains Answer iii. Pity for them about how one can PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 225 iv. Some laugh at the sick and disabled. v. Some keep away for fear of those diseases. How can one Avoid Contracting HIV/AIDS? i. By abstaining from sex if they are not married. ii. The Bible says that they should be free from sexual immorality. Avoid bad company that will ruin their morals: 1 Thessalonians 4:3-5, 1 Corinthians 15:33. iii. Married couples must be faithful to one another. NB: Sexual encourages use of condoms, Christian emphasizes abstinence. What are the effects of HIV/AIDS on: a) Family, i. Loss of loved ones who are also at times the breadwinners. ii. Children are orphaned becoming street kinds in many cases. iii. Stress on families that adopt the orphans. contract HIV/AIDS and allows learners to ask questions Teacher asks learners to describe people‟s attitude towards people with HIV/AIDS today Teacher consolidates learner‟ respons Learners attempt to describe people‟s attitude towards people with HIV/AIDS today Question and answer Teacher Exposition Learners listen attentively Learners listen and Ask questions Teacher exposition/ Question and Answer Pair work Teacher explains about the effects of HIV/AIDS and allows learners to ask questiona Learners listen attentively GROUP/CLASS DISCUSSION Teacher Exposition b) Country: i. Loss of economically productive workers causing downturns in production and services. ii. The government has to find an answer to the problem of street kids. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 226 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: JESUS POWER OVER DISEASE AND NATURE SUBTOPIC: Miracles in Christianity and other religions DATE: DURATION: 80 MINUTES CLASS: NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 10, teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book, chalk board and bible RATIONALE: This lesson is on Temptation, testing and sin . Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about the Beliefs in Miracles in Christianity: Virgin birth resurrection of Christ ,Islam: God performs actual miracles, increases faith Hinduism: Can be performed by ordinary people, Can be performed through satanic power and in Zambian Tradition: Only performed by special people. performed through ancestral spirits. Skill of Comparing Contrasting Christian beliefs those of other religions. LEARNING OUTCOMES: L.S.B.A.T Compare Christian beliefs in miracles with those of other religions. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Teachings on Miracles in other Religions a) Zambian Traditional Religion -God perform unusual things through his chosen Teacher explains about Learners listen miracles in attentively and people. ask questions Christianity and other -Only special people can perform miracles. religions and allows PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 227 Teacher exposition/ Question and Answer -Miracles are performed through the help of learners to ask questions ancestral spirits. -Miracles increase the influence and reputation of a person performing them b) Islam -Muslims believe that at a command, Prophets perform unusual and extra ordinary deeds. -Allah (God) sometimes performs unusual things through holy men. -Miracles increase the reputation and influence of holy men. -Only Allah performs the actual miracle c) Hinduism - Hindus believe that miracles performed by a person are not proof of their divinity. -Miracles increase people‟s faith in God. -Miracles can be performed through satanic powers - Even ordinary people can perform miracles Religious Comparisons on Miracles and Attitude towards the Sick a) Christianity Vs Z.T.R Similarities: -Both take care of the sick. -Both try to find cure for the sick. -Both are sympathetic of the sick Differences: Christianity- prays for the sick. Z.T.R- Consult traditional hearers. Christianity- Takes care of the sick with love. Z.T.R- Takes care of the sick as an obligation b) Christianity Vs Islam Similarities: -Both believe in the miracle working God. -Both believe in the existence of miracles. Differences: Christianity- God can use any of the faithful people to perform miracles. Islam- Only Prophets sent by Allah can perform miracles. Christianity- Miracles increase people‟s faith in God not in a person. Islam- Miracles increase the influence and reputation of those who perform them c) Christianity Vs Hinduism PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com The teacher initiate class discussion on Religious Comparisons on Miracles and Attitude towards the Sick Class discuss on Religious Comparisons on Miracles and Attitude towards the Sick GROUP/CLASS DISCUSSION Pair work 228 Similarities: -Both believe that God performs miracles. -Both belie that miracles performed by a person is not proof of their divinity. -Both believe that miracles help deepen people‟s faith in God. Teacher consolidates Learners listen Teacher Differences: learner‟ responses attentively Exposition Christianity- Miracles can also be performed through satanic powers. Hinduism- Only God can perform miracles Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. a. Give two similarities and two differences between Christian and Muslim teaching about miracles. b. Give one similarity and one difference between Christian and Hindu teaching on miracles. Learners evaluation: ……………………………………………………………………………………………………………........................ ........................................................................................................................................................ DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: JESUS POWER OVER EVIL SPIRITS SUBTOPIC: -Spirit possession Zambian Tradition - Treatment of spirits in traditional Zambia. DATE: DURATION: 80 MINUTES CLASS: 10 NO OF BOYS…… GIRLS…… REFERENCES: Learner handbook for Christian education book 10 , Teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, chalk board, teachers notes book and bible RATIONALE: This lesson is on Jesus power over evil spirits.Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about the Kinds of Spirits eg ancestral spirit, Good spirits, Bad spirits and Dissatisfied spirits and Methods of treating spirits such as Charms Lotions ,Tattoos and Dancing . The value of Awareness of different spirits in traditional Zambia LEARNING OUTCOMES: L.S.B.A.T Describe various kinds of Spirits believed in traditionally in Zambia. Explain methods of treating Spirit possession in Zambian tradition PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 229 Spirit possession in Zambian Tradition The teacher initiate class discussion on kind of spirits in Zambian Tradition a) Kinds of spirits in Zambian Tradition Ancestral spirits: - Spirits of the ancestors which do not possess people. -They act as overseers and protect the living relatives. They are also referred to as the spirits of the living dead. Dissatisfied spirits: - These are spirits of people who once lived in society but were disgruntled (unhappy). They are harmful and also called troublesome spirits. They are believed to be responsible for diseases and conditions like; epilepsy, dumbness, childlessness and even death. Good spirits: these are guardian possession spirits which advise people. They are consulted to heal and protect. Bad spirits: -these are spirits of nature which are evil. They control certain parts of nature like mountains, rivers, forests etc. These spirits are not good and Teacher consolidates learner‟ responses so must be driven away. b) Methods of keeping spirits away Charms: These are natural concoctions which are worn on the body. They are sometimes put in doorways. Lotions: - Special lotions are prepared to keep spirits away. Spirits do not like heavy smells of these lotions. Tattoos: -body prints and cuts rubbed with medicines. Taboos: - Following strict rules like not eating particular foods like; pork, fish, rabbit meat etc. Attitude to and treatment of spirits in Zambian Traditional Religion -It is believed that there various kinds of spirits. The attitude to these spirits varies from one area to another. However, the general understanding is that: PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Teacher explains about the methods of keeping spirits away and allows learners to ask questions Teacher asks learners to describe peoples Attitude to treatment of 230 Class discuss Learners listen Attentively Learners listen and Ask question Learners attempt to describe GROUP/CLASS DISCUSSION Teacher Exposition Teacher exposition/ Question and Answer peoples Attitude Question and -The good spirits acts as overseers and spirits in Zambian to treatment of answer protectors of the living. As such, they are not Traditional Religion spirits in kept away. Zambian - Bad spirits are responsible for certain diseases Traditional and conditions like epilepsy Religion Teacher consolidates - Ancestral spirits are spirits of the departed. learner‟ responses They do not posses people protect and oversee them. Teacher Learners listen Treatment of spirit possession in Zambian Attentively Exposition Traditional Religion When a person is found to be possessed by Teacher explains about treatment of spirit spirits, they driven away (exorcised) by: possession in Zambian -Use of Charms Teacher Traditional Religion and Learners listen -Drumming allows learners to ask and exposition/ - Dancing questions Ask question Question and -Special ceremonies Answer Symptoms of Demon possessed people People who are possessed by demons may display symptoms like: - Dumbness (Lk 11;14) Teacher asks learners to -Fittings similar to that of epilepsy (Mk 9:17) state Symptoms of Learners attempt Question and -Madness Demon possessed to state answer people -Blindness Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1.Mention four kinds of spirits in Zambian Tradition 2.State three methods of keeping spirits away 3,What are the symptoms of demon possessed people Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 231 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: JESUS POWER OVER EVIL SPIRITS SUBTOPIC: -The two Kingdoms of the spiritual realm. - Types of spirits in Christian teaching. DATE: DURATION: 80 MINUTES CLASS: 10 NO OF BOYS…… GIRLS…… REFERENCES: Learner handbook for Christian education book 10 , teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book chalk board and bible RATIONALE: This lesson is on Jesus‟ power over evil spirits. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge about the two Kingdoms the kingdom of God (LK17:20-25) And the Kingdom of Satan (LK11:14-26) and learners knowledge‟s about the Holy Spirit and other kinds of spirits. Holy Spirit. (Acts:8;2:1- 5). The Human spirit (Prov.20:27), the Angels (Heb. 1:14) and evil Spirits. (Eph. 6:12; Rev 12:7-9.. The value of Awareness of the two kingdoms LEARNING OUTCOMES: L.S.B.A.T PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 232 Relate the connection between Jesus casting out evil spirits and the coming of the Kingdom of God. Distinguish between the Holy Spirit and other kinds of spirit PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY The two Kingdoms of the spiritual realm -These are the Kingdom of God and the Kingdom of Satan. a) The Kingdom of God -Is the sphere of God‟s rule and authority. God is the creator of the whole Universe. God represents; light, truth and goodness. Teacher explains about the two Kingdoms of the spiritual realm and allows earners to Ask questions Learners listen and Ask question The teacher initiate class discussion on Christian Teaching of the kind of spirits Class discuss Teacher exposition/ Question and Answer b) The Kingdom of Satan -Is the group an Angelic being called Satan and other angels who rebelled against God and become hostile. These have influences in many places and are hostile to God and his followers. This Kingdom represents; darkness, lies and evil. Kinds of spirits in Christian Teaching -There are four kinds of spirits; namely the Holy spirits, human spirit, angels and evil spirits. a) The Holy Spirit of God: Is the third person of the Trinity (Acts 1:45; 2:1-4). He is not a force or power of God but is one of the persons in the Trinity. He has personal attributes such as being able to grieve or angered; able to speak and lives in every believer who repents and seeks forgiveness. b) The Human Spirit: A human being has a physical body made of flesh, blood and bones. He also has a soul and a spirit, which makes be aware of God. This allows his to know and Teacher consolidates communicate with God. learner‟ responses c) Angels: These are described as “good spirits” or ministering spirits to Christians. They PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 233 Learners listen attentively GROUP/CLASS DISCUSSION Teacher Exposition God‟s messengers though we do not see them. God sends them to help protect Christians when they are in trouble. d) Evil Spirits: These are demons or unclean spirits which belong to the Kingdom of Satan. This is a highly organised empire of the evil spirits (Ephesians 6:12) Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. state two kingdoms of the spiritual realm 2. Describe two Kinds of spirits in Christian Teaching Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO DATE: SUBJECT: RELIGIOUS EDUCATIONION DURATION: 80 MINUTES TOPIC: JESUS POWER OVER EVIL SPIRITS CLASS: 10 SUBTOPIC: -Christian attitudes to and treatment of spirit possession. - Forms of demon practices to be avoided. NO OF BOYS…… GIRLS…… REFERENCES: Learner handbook for Christian education book 10, teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, chalk board , teachers notes book and bible RATIONALE: This lesson is on Jesus‟ power over evil spirits Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about the forms of Demon practice to be avoided such as Divination Jer. 29:8-9,witchcraft, I Sam 15:23,Magic, Acts 19:18-20, Spells or PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 234 omens Isaiah 8:19-22 and Sorcery, Isaiah 47:9-13 2Kings 9:22; Deut 8:9-12 and knowledge‟s about the attitudes to and treatment of spirit possession evil spirits are bad as such are cast out. the Holy Spirit is good and treatment of faith in Jesus . (LK 11:24-26,) Exorcism. (LK8:26-39), Quoting scriptures, (Rom5:9;1 John 1:7).Skill of Application of knowledge on forms of Demon practices to be avoided.. The value of Awareness of Knowledge on forms of Demon practices to be avoided. LEARNING OUTCOMES: L.S.B.A.T State attitudes to and treatment of spirit possession in Christianity. Illustrate with appropriate Bible passages the forms of Demon practices to be avoided PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S ACTIVITY PUPIL‟S METHODS ACTIVITY Teacher explains the Learners listen and Teacher exposition/ Treatment of Demons in Christianity treatment of Demons in ask questions Question and Since Christians believe that demons Christianity and allows Answer are bad and responsible for much evil, learners to ask questions they cast the out. Christians believe freedom from demons come by: -Repentance and confession of sin and faith in Jesus Christ. - Exorcism; casting out demons. This takes place when the person possessed wants to be a Christian. Representation of Evil Spirits or Demons in the Gospels -Belonging to the kingdom of Satan (Lk 11:14-26) -They recognise Jesus as the son of God (Lk 4:34, 8:28) -Dwelling in people, even preferring to live in pigs (Lk 4;31) -Responsible for certain diseases like epilepsy, madness, dumbness etc. Demonic Practice is forbidden in Christianity Divination: - is an attempt to predict future events. It is also used to discover users of witch craft. Witch Craft: an act leading to devil worship. It causes spiritual darkness, demon possession and death. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com The teacher point at any pupil at random to read the scripture that represent Evil Spirits or Demons The pupil pointed at narrates the Question and Answer Class discuss GROUP/CLASS DISCUSSION Lk 11:14-26 Lk 4:34, 8:28 Lk 4;31 The teacher initiate class discussion on forbidden Demonic Practice in Christianity Pair work 235 Magic -the use of mullets and charms to protect the one who wears them. Spells and Omens - Incantations or words used as Teacher consolidates learner‟ responses alternative to charms. They are used in connection to cure. Sorcery -this covers the art of astrology, palmistry and the use of familiar spirits. Learners listen attentively Teacher Exposition Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. State attitudes to and treatment of spirit possession in Christianity Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: JESUS POWER OVER EVIL SPIRITS SUBTOPIC: Attitudes to and treatment of spirit possession in Christianity and other religions. DATE: DURATION: 80 MINUTES CLASS: 10 NO OF BOYS…… GIRLS…… REFERENCES: Learner handbook for Christian education book 10, teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, chalk board, teachers notes book and bible PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 236 RATIONALE: This lesson is on Jesus‟ power over evil spirits. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learner‟s knowledge‟s about the attitudes to and treatment of spirit possession Christianity: Evil spirits bad, no bodies; to be cast out. Holy Spirit third person of the trinity, and he leads people in righteous living. And Zambian Tradition: Good spirit: act as oversees and protectors. Bad spirits are responsible for certain diseases and misfortunes. Ancestral Spirits are oversee and protect. Dissatisfied Spirits and disgruntled .Skill of Comparing and Contrasting attitudes and treatment of spirit possession. The value of Awareness of knowledge on spirit possession LEARNING OUTCOMES: L.S.B.A.T Compare attitudes to and treatment of spirit possession in Christianity with Zambian Tradition PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S ACTIVITY PUPIL‟S METHODS ACTIVITY Class discuss The teacher initiate class GROUP/CLASS Attitudes to and treatment of spirit discussion on Religious DISCUSSION possession Comparison on Demonic in Christianity and other religions Possession Religious Possession Comparison on Demonic Christianity Vs Zambian Traditional Religion Similarities: -Both believe that spirits possess people. -In both, evil spirits have different personality from the one possessed. -In both, evil spirits can be exorcised (cast out) Teacher consolidates learner‟ responses Learners listen attentively Teacher Exposition Differences: Christianity- They do not believe in the usefulness of ancestral spirits because they belong to the devil. Z.T.R- Some ancestral spirits are helpful and so should be protected. Christianity- Evil spirits can be exorcised by word of command in the name of Jesus. Z.T.R- Spirits are exorcised through drumming, dancing and special ceremonies Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 237 1. Compare attitudes to and treatment of spirit possession in Christianity with Zambian Tradition Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: THE KINGDOM OF GOD SUBTOPIC : two main types of government in the world PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 238 DATE: DURATION: 80 MINUTES CLASS: 10 NO OF BOYS…… GIRLS…… REFERENCES: Learner handbook for Christian education book 10 Teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book, chalk board and bible RATIONALE: This lesson is on Beliefs about two main types of government in the world. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about types of government and their characteristics.. Skill of Comparing and contrasting central beliefs in the four religions. Value of awareness of beliefs about God`s kingdom in Christianity and other religions. LEARNING OUTCOMES: L.S.B.A.T State types of government in the world Identify the characteristics of a totalitarian dictatorial state Name types of democracy PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S PUPIL’S METHODS ACTIVITY ACTIVITY the two main types of government in the world i. Democracy (democratic) Greek word and it means; rule by the people! ii. Dictatorship: imposed on the citizens, usually by force, and does not allow their general consensus. types of dictatorship and how they come to power. i. Military dictatorship. This is rule by the army. The soldiers take over power from the government, by overthrowing it („coup d‟etat‟ or military junta). Autocracy: this is rule by one man. He is initially elected to power by the people, but later refuses to allow elections. Declares himself a life president e.g the late Hastings Banda of Malawi. Monarchy: rule by a king or queen who rules through family inheritance. There are two types of monarchy, namely, Absolute and limited monarchy e.g morocco and Swaziland. Absolute while, Holland and Britain. A limited monarchy. Oligarchy; rule by a small group of people over the majority. E.g Rwanda and Burundi. ii. iii. iv. characteristics of a totalitarian dictatorial state? i. ii. iii. iv. No respect for human rights No freedom of the press No elections Power is in the lands of one person or a small group of people PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 239 Teacher explains about the types of Learners listen government and and allows learners to Ask questions ask questions Teachers explains about the characteristics of a dictatorial state Teacher exposition/ Question and Answer v. No rule of law. two types of democracy i. ii. Direct democracy which involves everyone in decision making practical in small communities Representative democracy only elected representatives are involved in decision making. characteristics of a democratic state? i. ii. iii. iv. v. There are the free and fair elections, which are held after in agreed period of time. Government accepts criticism as a path to improvement and development t. Citizens have freedom of speech and press freedom The rule of law is upheld There are several political parties competing for rule the control through elections. pillars of democracy? i. The citizens must be willing to take part in national affairs such as an election. ii. Party leaders and members must not use corruption and bribery to gain political power. iii. Every citizen is free to stand for elections, regardless of his, race, tribe, color or religion. iv. Political parties should not resort to violence as a means of resolving conflicts. This may lead to civil war. v. Conflicts should be resolved by using peaceful means through dialogue. What does the words Kingdom of God mean? - A country under the rule of a monarch. - Biblically this is not a physical place, but a spiritual kingdom. God is king there and he rules supreme. - God rules in the hearts and lives of believers - The victory of the spirit of God over the hearts and wills of men. Teacher ask what democracy is GROUP/CLASS DISCUSSION Class discuss The teacher initiate class discussion on characteristics of a democratic state Teacher consolidates Learner ’responses Learners listen attentively Teacher Exposition Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………….……………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 240 Teachers evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………….. DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 241 NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: THE KINGDOM OF GOD SUBTOPIC: God’s Kingdom DATE: DURATION: 80 MINUTES CLASS: 10 NO OF BOYS…… GIRLS…… REFERENCES: Learner handbook for Christian education book 10 , teachers notes book and other sources TEACHING LEARNING /AIDS: learner’s book, chalk board, teacher’s notes book and bible RATIONALE: This lesson is on God’s Kingdom. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the Kingdom of God God`s rule LK17:21; Mark1:14-15, the Kingdom of God Brought by Jesus : Mark1:14-15;13:24-27 LK17:20-21.Skill of Application of Bible teachings on God`s kingdom LEARNING OUTCOMES: L.S.B.A.T Describe the Kingdom of God. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS God’s Kingdom Forms of Contemporary Governments -There are two types of governments; namely democratic and dictatorial. The teacher initiate class discussion about God’s Kingdom a) God’s Kingdom: (Lk 17:20-25; Mk 1:14-19) -The word Kingdom means the country under the rule of the a King. In the Bible, the Kingdom of God is not a physical place, but a spiritual Kingdom. God is King and reigns supreme. -Jesus used the following points to explain to the Pharisees when the Kingdom of God would come: -The Kingdom of God will not be seen when it comes. People will not say “it is here” or “it is there”. -The Kingdom of God is within you. In other words, “it is spiritual”- within believers .The Teacher consolidates Jews had totally different ideas about the learner’ responses Kingdom of God. They believed that when the Messiah would come, he would gain a lot of political victory over his enemies. a) Present Kingdom PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 242 Class discuss by reading the following bible texts Lk 17:20-25; Mk 1:14-19 Learners listen attentively GROUP/CLASS DISCUSSION Pair work Teacher Exposition Jesus taught that God’s Kingdom had already come. It started with the coming of Jesus Christ, the Messiah, not in a political sense but spiritual in the hearts of all who accept his rule throughout the world. This was demonstrated by: -The authority with which Jesus spoke (Mt 7:28-29, Lk 3:22) -The fact that it came with power, like in miracles (Mk 9:1) -Blessings received by those who accepted Jesus’ forgiveness, salvation, healing eternal life etc. Teacher explains about Present Kingdom and who brought the Learners listen and Kingdom into the World Ask questions and allows learners to ask questions Teacher exposition/ Question and Answer Who brought the Kingdom into the World At the time John the Baptist was put in prison, Jesus went into Galilee preaching the good news of God. He said, “Repent the Kingdom of God is near, repent and believe the good news”. b) The Future Kingdom When Jesus returns the second time, he will gather to himself all those who have responded to his call and accepted his rule to in their lives. He will then: -Establish the Earthly Kingdom. -Rule with the help of his followers (Mt 24:30; 25:14-21) Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1.Describe the Kingdom of God. Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………. Teachers evaluation: PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 243 ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO DATE: SUBJECT: RELIGIOUS EDUCATIONION DURATION: 80 MINUTES TOPIC: THE KINGDOM OF GOD CLASS: 10 SUBTOPIC: Signs of the Kingdom of God and why Jesus came NO OF BOYS…… GIRLS…… REFERENCES: Learner handbook for Christian education book 10 , teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, chalk board, teachers notes book and bible RATIONALE: This lesson is on the kingdom of God . Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the Signs of God`s Kingdom eg Complete change of life style (Lk 19: 1-9), Physical changing (LK 6:6-11) and Deliverance from evil Spirits. (LK11:1423) and learners knowledge’s about the reasons Why Jesus came (To preach the Good News, (lk4:16-21) ,Heal the sick both physical and spiritually John 8:31 -36) and t o bring deliverance to the captives ( Luke 6: 9- 11) ) and the Requirement for entering God`s Kingdom . Skill of Application of Bible teachings on signs of the Kingdom of God and Application of Bible teachings on why Jesus came and Application of Bible teachings on requirements for entering God`s kingdom. Value of Awareness and Appreciation and Awareness of the requirements for entering God`s Kingdom. LEARNING OUTCOMES: L.S.B.A.T Illustrate from the Gospels the signs that the Kingdom of God had come. Explain why Jesus came Illustrate from the Gospels the entry requirements into the Kingdom of God PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS Signs of the Kingdom of God Visible signs that were showing that the Kingdom of God had already come included: -Spiritual change: As people responded to his messages, there was complete change in their life styles. -Healing: Many people received both physical and spiritual healing (Lk 8:26-39) -Deliverance from evil spirits: Jesus drove away a demon that caused the man to be mute (dumb) (Lk 11:14-23) PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Teacher explains about Signs of the Kingdom of God and allows learners to Ask questions 244 Learners listen and Ask question Teacher exposition/ Question and Answer Why Jesus came (Lk 14:16-21) -To preach good news to the poor. -To proclaim freedom to the prisoners. -To release the oppressed. - To proclaim the year of the Lord. How does one Enter the Kingdom of God a) Repentance: Jesus taught that the first step to the Kingdom of God is repentance. b) Faith in Jesus: Jesus said, “Repent and believe the good news of the Kingdom” (Mk 1:14, John 3:14-16) c) Be born again: Jesus told Nicodemus of that new birth-spiritual rebirth was vital to enter the Kingdom of God John 3:3-8) d) Obedience to Jesus: Jesus said, “Whoever comes to me and hears my word, and does them is like a man who builds his house on the rock” (Lk 6:46-48) Teacher asks learners to state reasons Why Jesus came Learners attempt to state reasons Why Jesus came Class discuss GROUP/CLASS DISCUSSION Learners listen attentively Teacher Exposition The teacher initiate class discussion on How does one Enter the Kingdom of God Teacher consolidates Learner ’responses Question and answer Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1.What are sign of the Kingdom of God 2.Explain why Jesus came on earth Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… Teachers evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 245 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: THE KINGDOM OF GOD SUBTOPIC :- Effects of the Kingdom of God DATE: DURATION: 80 MINUTES CLASS: 10 NO OF BOYS……..… GIRLS……… REFERENCES: Learner handbook for Christian education book 10, teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book chalk board and bible RATIONALE: This lesson is on The Effects of the Kingdom of God. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about The Effects of the Kingdom of God. Skill of Application of the Bible teachings on the presence of the kingdom of God in the World. LEARNING OUTCOMES: L.S.B.A.T Illustrate from the Gospels the teaching that the Kingdom of God is present in the world Show how Christians in Zambian today can show that God’s Kingdom is the most important thing in their lives Deduce the meaning from the parables Jesus taught about the kingdom of God. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS The Effects of the Kingdom of God a) The Hidden treasure and pearl (Mt 13:44-46) The lesson here is that being part of the God’s Kingdom is the most important thing in the entire world. We must be prepared to give up every thing for the Kingdom. b) Right priorities (Lk 12:22-34) The Kingdom must be our priority. God will provide our daily needs as we trust him. Christians must see material things from the perspective of God. c) The Parable of the Pounds (Lk 19:11-27) -The responsibility of the growth of the Kingdom PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Teacher explains about the Kingdom of God and allows learners to ask questions 246 Learners listen and ask questions Teacher exposition/ Question and Answer lies with us. -We must allow the teaching of the Kingdom not only to grow in us but also pass it on to others. -We are all in anger of losing what we have if it is not put to good use. d) The Widow’s offering (Lk 21:1-4) This is an example one who gave all she had to The teacher initiate God. class discussion on Class discuss GROUP/CLASS -The heart of true devotion and not the amount the difference DISCUSSION is what God wants. between God’s Kingdom and the For who is the Kingdom of God The four Gospels teach that the Kingdom of God modern State is for the poor, hungry, humble and persecuted people. For example; God chose Mary, a poor and humble woman to be the mother to his son Learners listen Teacher (Lk 1:51-55). The fact that God chose a poor and Teacher consolidates attentively Exposition humble young woman to be the mother of his learner’ responses son shows how highly he regards people who are devoted to him. a) The poor, hungry, persecuted and humble (Lk 6:20-26, 14:7-11) The emphasis above text is on what Christians think of themselves: -Those who are proud of their spiritual growth and do not acknowledge God will be humbled. -Those that in humility recognise their spiritual hunger and poverty more to God will be exalted. b) The parable of the Wedding Feast (Lk 14:7-11) In this parable, Jesus points out that: -A humble person does not push himself up to obtain the best seat. He was probably thinking of the Jewish leaders who had the best positions in society and thought that they will have the same positions in the Kingdom of God too. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1.State the effects of the kingdom of God Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 247 Teachers evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: THE KINGDOM OF GOD SUBTOPIC: - For whom is the Kingdom DATE: DURATION: 80 MINUTES CLASS: 10 NO OF BOYS……..… GIRLS……… REFERENCES: Learner handbook for Christian education book 10, teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers noes book, chalk board and bible RATIONALE: This lesson is on the kingdom of God. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the effects of the God `kingdom. Skill of Application of the Bible teachings on the presence of the kingdom of God in the World. LEARNING OUTCOMES: L.S.B.A.T Illustrate from the Gospels the teaching that the Kingdom of God is present in the world Show how Christians in Zambian today can show that God’s Kingdom is the most important thing in their lives Contrast the characteristic s of God’s Kingdom with the characteristics of a modern state. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS Where is the Kingdom of God now? -In the parable of the Mustered seed and Yeast, the gospels teach that the Kingdom of God is present in the world and is growing. -It is a universal Kingdom to include all- the Jews and the Gentiles Teacher explains about the Kingdom of God and allows learners to ask questions The Kingdom of God and Christians today -The way Christians live today ought to show that God’s Kingdom comes first in their lives. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 248 Learners listen and ask questions Teacher exposition/ Question and Answer Everything else is of secondary importance (Mt 6:31-34; Lk 13:20-21) -A Christian must be prepared to sacrifice everything else for the sake of the Kingdom of God. -If the Kingdom of God comes first in our lives, God will meet all our temporal needs and our blessings added. Difference between God’s Kingdom and the The teacher initiate Modern State GROUP/CLASS class discussion on the Class discuss a) In a modern state, we have: DISCUSSION difference between -A leadership supported by a Cabinet and God’s Kingdom and Ministers. the modern State -MPs who elected by the people as their representatives at constituency level b) In God’s Kingdom, we have in contrast: -No physical or actual place, but is where God rules over the hearts, minds and wills of Teacher consolidates Teacher Exposition Learners listen the people. learner’ responses attentively -It is brought to us by Jesus Christ, through repentance, faith in him and obedience. It must take place in our lives. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. State the difference between God’s Kingdom and the Modern State Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… Teachers evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 249 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: THE KINGDOM OF GOD SUBTOPIC : Beliefs about God’s Kingdom DATE: DURATION: 80 MINUTES CLASS: 10 NO OF BOYS…… GIRLS…… REFERENCES: Learner handbook for Christian education book 10, teachers notes book and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book, chalk board and bible RATIONALE: This lesson is on Beliefs about God’s Kingdom. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about God `kingdom. Skill of Comparing and contrasting central beliefs in the four religions. Value of awareness of beliefs about God`s kingdom in Christianity and other religions. LEARNING OUTCOMES: L.S.B.A.T Compare the central beliefs about the Kingdom of God in Christianity with those of other religions PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS Religious Teachings on Central ideas on God’s Kingdom a) Christianity -The Kingdom of God is for the poor, humble, hungry and persecuted. -It must be our first priority, material wealth is secondary. -Christians are responsible to pass on the message to others to increase the PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Teacher explains about the Religious Teachings on Central ideas on God’s Kingdom and allows learners to ask questions 250 Learners listen and Ask questions Teacher exposition/ Question and Answer Kingdom of God. -They must show devotion to God and be good examples to others in their Christian behaviour. b) Islam -Believe in God (Allah) - surrendering completely to the will of Allah. -Believe in the day of judgement and life after death. -Believe that both good and bad are ordained by Allah. -The five pillars of Islam have to be followed. c) Hinduism - God. Is the creator and controller of the universe. - Prayer. Is the simplest way of knowing God. - Reincarnation. The soul never dies; it continues to live through other bodies by rebirth. -Law of action. Known as Karma, one’s actions in the previous life. Non violence. Reverence for life is very important. The reverence for the cow illustrates of the Hindu belief that a soul does not only live in a human form, but in all other creatures d) Zambian Traditional Religion - Keep in touch with ancestral spirits. - Offer sacrifices to appease the spirits - Spirits will help n times of trouble; famine, drought, sickness etc. - If spirits are not respected, they main cause disasters or trouble. - An object is chooses to which sacrifices and prayers are given or offered. Class discuss GROUP/CLASS DISCUSSION Learners listen attentively Teacher Exposition The teacher initiate class discussion on Religious Comparisons on Central ideas on God’s Kingdom Teacher consolidates Learner ’responses Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 251 1. Give two similarities and one difference between Christian and Muslim teaching about the Kingdom of God. Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………….……………… Teachers evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………….. DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO DATE: SUBJECT: RELIGIOUS EDUCATIONION DURATION: 80 MINUTES TOPIC: THE KINGDOM OF GOD CLASS: 10 SUBTOPIC: Religious Comparisons on Central ideas on God’s Kingdom NO OF BOYS…… GIRLS…… REFERENCES: Learner handbook for Christian education book 10 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is Religious Comparisons on Central ideas on God’s Kingdom .Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about God `kingdom. Skill of Comparing and contrasting central beliefs in the four religions. Value of awareness of beliefs about God`s kingdom in Christianity and other religions. LEARNING OUTCOMES: L.S.B.A.T Compare the central beliefs about the Kingdom of God in Christianity with those of other religions PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S PUPIL’S METHODS ACTIVITY ACTIVITY Religious Comparisons on Central ideas on God’s Kingdom a.Christianity Vs Islam Teacher explains Similarities: about the Religious -Both believe in surrendering completely to will of God. Teachings on -Both believe in the day of judgement and life after PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 252 Learners listen and Teacher exposition/ death. b) Difference: Christians- Have no restriction where to face when praying. Islam- Must always face Mecca when praying. b- Christianity Vs Hinduism Similarities:- Both believe that God controls the universe. -Both believe that God is everywhere (Omnipresent). -In both, prayer is the simplest way of knowing and finding God. Differences: Christianity- Believe in the resurrection of the body when Jesus comes. Hindus- believe in reincarnation or rebirth. Christianity- Any prayer is important to God. Hindus- Certain prayers are more important than others. c.Christianity Vs Z.T.R Similarities - They both keep in touch with their super natural beings. -They both pass on the message to grow the religion. -They both offer prayer. Differences: Christianity- Do not offer sacrifices because Jesus has been given as a living sacrifice. Z.T.R- They offer sacrifices to appease the spirits. Christianity- Show true devotion to God and be good example to others. Z.T.R- An object is chosen to which devotion, sacrifice and prayers are offered. In both, there is belief in nonviolence. Differences: Christianity- Believe in the resurrection of the body when Jesus comes. Hindus- believe in reincarnation or rebirth. Christianity- Any prayer is important to God. Hindus- Certain prayers are more important than others. c) Christianity Vs Z.T.R Similarities: -They both keep in touch with their super natural beings. - They both pass on the message to grow the religion. - They both offer prayer. Differences: Christianity- Do not offer sacrifices because Jesus has PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 253 Central ideas on God’s Kingdom and allows learners to ask questions Ask questions Class discuss The teacher initiate class discussion on Religious Comparisons on Central ideas on God’s Kingdom Question and Answer GROUP/CLASS DISCUSSION been given as a living sacrifice. Z.T.R- They offer sacrifices to appease the spirits. Christianity- Show true devotion to God and be good example to others. Z.T.R- An object is chosen to which devotion, sacrifice and prayers are offered. Learners listen attentively Teacher Exposition Teacher consolidates Learner ’responses Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 2. Give two similarities and one difference between Christian and Muslim teaching about the Kingdom of God. Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………….……………… Teachers evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………….. RELIGIOUS EDUCATION 2046 GRADE TEN END OF TOPIC QUESTION AND ANSWER 2020 TOPIC 1.BIRTH OF JOHN THE BAPTIST 1. a) Narrate the announcement of Jesus to Mary. b) How did Mary react to this? Give three points c) How does God direct Christians today? Give three ways d) Give one similarity and one difference between Christianity and Muslims of how God directs human lives 2. a) Narrate Mary‟s visit to Elizabeth. b) Why did God use Mary and Elizabeth? Give three points c) John is always asking how God can direct a human being identify God‟s direction in their lives. As a Christian, how would you tell John about how people can identify God‟s direction? Give three ways d) Give two similarities and one difference between Christian and Muslim teaching about how God directs human lives. 3. a) Narrate the announcement to Joseph. b) In which two ways, could Joseph end his engagement with Mary after discovering she was pregnant? PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 254 c) What was the purpose of the Messianic Kingdom? Give three points d) Mention two similarities and one difference between Christianity and Zambian Tradition about religious and family duties. 4. a) Narrate the birth of John the Baptist. b) Give three reasons for the purpose of John‟s Life and Ministry. c) Michael is your friend and he says, „I don‟t know how John fulfilled the Old Testament Prophecy.‟ As a Christian give three ways of how you would explain to Michael of how John fulfilled the Old Testament prophecy. d) Give two similarities and two differences between Christian and Muslim teaching about God‟s direction in people‟s lives. ANSWERS 1. a) Luke 1:26-38 b) She said, “May it happen to me as you have said.” -She as a virgin, accepted to give birth to Jesus in a supernatural way before marriage to Joseph -She praised the Lord in her song c) -Through his word -Through inner inspiration of the Holy Spirit -Through circumstances d) Similarity -Both believe that God has a plan for each person‟s life Difference Christians: God uses the Bible and other means as a basis for guidance in a person‟s life. Muslims: God uses the Quran as the only basis for guidance in a person‟s life. 2. a) Luke 1:39-56 b) -They were people who were expecting the Messiah. -Their way of life pleased God. -They were willing to be used by God. c) -Through his word. -Through advice from friends. -Through inner inspiration of the Holy Spirit. d) Similarities -Both believe that God has a plan for each person‟s life. -Both believe that God directs every stage of their lives. Difference Christians: God‟s word is written in the Bible. Muslims: God‟s word is written in the Quran PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 255 3.a) Matthew 1:18-25 b)- Divorce Mary privately. -To take Mary to the court of law where she was to be condemned and stoned to death. c) -Not conquest but salvation. -Not earthly monarch but spiritual. -Not deliverance from Romans but from sin. d) Similarities -In both, children obey their parents -In both, children are loyal to their families. Difference Christianity: Obedience to God comes first. Zambian Tradition: Obedience to parents comes first. 4. a) Luke 1:5-25, 57-66 b) He would be the fore runner of the Messiah. -He would prepare the nation for the coming of the Messiah. -He would be a healer of discord. c) -He came earlier than the Messiah to pave way. -He preached and told people to repent and be baptized. -He worked with the power of the Holy Spirit as Elijah had done. d) Similarities -Both believe that God has a plan for each person‟s life. -Both believe that God directs each stage of their lives. Differences Christians: God‟s word is written in the Bible. Muslims: God‟s word is written in the Quran. Christians: God uses the Bible and other means as basis for guidance in a person‟s life. Muslims: God uses Quran as the only basis for guidance in a person‟s life. TOPIC 2 MINISTRY AND DEATH OF JOHN THE BAPTIST 1.a.) Narrate the message of John the Baptist in the wilderness. b.) State two ways in which religious and church leaders can portray right behavior. c.) How should people in authority work? Give two points. d.) Give two similarities and one difference between John‟s message and that of Hinduism. ANSWERS 1.a.) Luke 3:1-20 b.) To be upright. -To practice what they preach. c.) -To work honestly to benefit others. -Not to take advantage of position. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 256 d.) Similarities -In both, God controls the universe. -In both, the person gets the fruits of his deeds. Differences John‟s message: He talked about Jesus as a savior for man. Hinduism: There is no savior for man (one‟s rewards depends on his/her Karma). TOPIC 3. BAPTISM 1. a) Narrate the story of Jesus getting baptized. b) State three things that happened at his baptism. c) A friend of yours asks why Christians get baptized. As a Christian give three reasons to why Christians get baptized. d) Give two similarities and two differences between Christian teaching on baptism and Zambian Tradition on initiation. ANSWERS a) Matthew 3:13-17 b) Heaven opened. -A voice was heard. -The Holy Spirit came down from heaven in form of a dove and settled on Jesus head. c) It is Christ‟s command. -It shows repentance and faith in one‟s heart. -It shows obedience to God‟s word. d) Similarities -Both are a public sign that one has entered a new way of life. -Both show an outward symbol of inward reality. Differences Christian Baptism: It shows repentance and conversion. Z/Traditional Initiation: It shows that one has entered adulthood life. Christian Baptism: It shows an association with Christ. Z/Traditional Initiation: It shows an association with adults. TOPIC 4. TEMPTATION 1.a.) Narrate the story of the temptation of Jesus. b.) How did Jesus overcome these temptations? Give three ways c.) Mention three other times Jesus was tempted d.) Give one similarity and one difference between Christian and Muslim teaching on temptation. 2.a.) Narrate the temptation of King David. b.) (i)What is sin? (ii)Give two reasons why God tested people. c.) Michelle is your friend and she always keeps giving in to temptation whenever she‟s faced with it. As a Christian friend, what would you advise her to do? Give three points PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 257 d.) Give two similarities and one difference between Christians and Hindu teaching on temptation. ANSWERS 1. a.) Luke 4:1-13. b.) -By using God‟s Word, The Bible. -By resisting temptation. -By leaving the place of temptation. c.) -To prove His Messiah-ship. - Become a political leader. -Turn back from the cross. d.) Similarity For both, belief in other god‟s is a serious temptation. Difference Christians: Idolatry can be resisted through help from Christ. Muslims: Idolatry is so serious that it shouldn‟t even be in one‟s thoughts because it is a sin. 2. a.) 2 Samuel 11:1-5 b.) (i) It is the desire to sin or do wrong. (ii) -To prove of the quality or strength of their faith. -To prove their obedience and love. c.) -She must resist temptation through prayer -She must use God‟s Word, The Bible. -She must be leaving the place of temptation d.) Similarities -Both have temptation of greed and lust. -Both believe that moral and honest life brings peace and happiness. Difference Christians: Resist the temptation of lust through the help of Christ. Hindu: Resist the temptation of lust by thinking of all women as mothers and sisters. TOPIC 5. JESUS‟ POWER OVER DISEASE AND NATURE 1.a.) Narrate the story of Jesus calming the storm. b.) Give three reasons why Jesus performed miracles. c.) You and your friend are arguing about miracles. Anna doesn‟t believe in miracles but you do. Give two arguments she can bring up and give your Christian response to both. d.) Give two similarities and two differences between Christian and Muslim teaching about miracles. 2. a.) Narrate the story of the blind man at Jericho. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 258 b.) What do we learn from this story? Give three points c.) What was Jesus‟ attitude towards lepers? Give three points d.) Give one similarity and one difference between Christian and Hindu teaching on miracles. ANSWERS 1. a.) Luke 8:22-25 b.) -To invite people to have faith in him. -Because of his compassion and sympathy to people. -To show that the Kingdom of God had arrived. c.) Argument- There is no proof that miracles happen. - I do not believe in a miracle working God. Christian response- The birth of Jesus is miraculous enough for proof. -God performs miracles and through the prayers of Christians, miracles are performed. d.)Similarities -Both believe in a miracle working God. -Both believe that God performs miracles. Differences Christian: God uses anyone with faith to perform miracles. Muslims: Only holy men or prophets sent by Allah can genuine miracles. Christian: The ability to perform a miracle is not a test of faith. Muslims: The ability to perform miracles increases the reputation of the prophets. 2. a.) Luke 18:35-43 b.) Jesus had authority over the Sabbath. -The Sabbath was made for the good of man and not man for the Sabbath. -Jesus had compassion and put the needs of the sick first. c.) He had compassion and love for them. -He mixed with them. -He accepted them. d.) Similarity -Both believe in a miracle working God. Difference Christian: God uses anyone with faith to perform miracles Hindu: Even ordinary people can perform miracles. TOPIC 6. JESUS‟ POWER OVER EVIL SPIRITS Q1a.) Narrate the story of the Gerasene demoniac. b.) What does this story show? Give two points. c.) A man practices divination. He meets a pastor and tells him about it. What will his arguments be and how can the pastor respond to them? d.) Give two similarities and two differences between Christianity and Zambian Tradition over treatment of the demon possessed PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 259 ANSWERS 1.a.) Luke 8:26-39 b.) Jesus‟ ability to command evil spirits showed that the Kingdom of God had come to defeat other powers. -Jesus had power over demons so that people would believe in Him and then enter God‟s kingdom. c.) Arguments-I do this to earn a living. -I am helping people so God is with me. -There is nothing wrong with this since it doesn‟t involve killing people. Pastor‟s response-Divination is a demonic practice forbidden by God. -God has power to destroy all other powers. d.)Similarities -In both, spirits can be casted out. -Both give possible solutions to the problem aiming at healing the spirit possessed person. Differences Zambian Tradition: Can be treated by drumming, dancing and use of charms. Christianity: Treated by exorcism or casting out demons. Zambian Tradition: Freedom from demons comes through observing certain rituals and taboos. Christianity: Freedom is by repenting and confessing Jesus Christ as Lord and Saviour. TOPIC 7. THE KINGDOM OF GOD QUESTION 1a.) Narrate the Parable of the Pounds. b.) Mention three signs of the Kingdom of God. c.) Mention three reasons why Jesus came. d.) Give two similarities and one difference between Christian and Muslim teaching about the Kingdom of God. ANSWERS 1 a.) Luke 19:11-27 b.) Spiritual change. -Physical healing. -Deliverance from evil spirits. c.)- To bring deliverance to captives of sins, sickness and death. -To preach the good news to those who were poor in spirit. -He was anointed to heal the broken heart, mind and soul. d.) Similarities - Both believe in the Day of Judgment. - Both believe in life after death. Difference Muslims: Are restricted to facing Mecca when praying. Christians: Have no restrictions regarding where to face when praying PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 260 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: JUDGEMENT SUBTOPIC: - Meaning of Judgement. -Christian teaching about Christ‟s return PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 261 DATE: DURATION:80 MINUTES CLASS: 11 NO OF BOYS.……. GIRLS……. REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on JUDGEMENT. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about the God`s judgement Assessment for reward or punishment and factors on which God will judge people Matt13:24-30 Matt 25:1-13 Matt25:31-46 LK12:35-40.Skill of application of Bible teachings on Judgement .Value of appreciation of bible teachings on judgement LEARNING OUTCOMES: L.S.B.A.T. Describe Judgement Explain ways Christian teaching about Christ‟s return leads them to witnessing and serving others. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S ACTIVITY METHODS PUPIL‟S ACTIVITY Pupils participate by Question and JUDGEMENT trying to define answer Is an assessment on a person‟s works The teacher ask pupils to define Judgment judgment or actions for a reward or punishment An example is what is done in the court of law. It can be criticism of actions for punishment e.g. a court of law. How people will be judged by Jesus The Bible gives the basis of judgement by Jesus. These are; a) People‟s response to Jesus -It is difficult sometimes to tell the difference between believers and non believers. - At the final judgement, separation will be done. - The son of man knows those who belong to him. b) People‟s behaviour towards others The following two parables show how people will be judged according to behaviour towards others: -The parable of the final judgement (Mt 25:31-46) - John the Baptist‟s warning about the coming judgement (Lk 3:1-17) - Jesus will separate believers from non believers. - Christians should make themselves ready for the Master. They should not PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Teacher Consolidates learner ‟responses The teacher initiate class discussion on how people will be judged by Jesus 262 Learners listen Attentively Teacher Exposition Class discuss how people will be judged by Jesus GROUP/CLASS DISCUSSION live to please themselves. Christ will come suddenly Learners listen No one knows the time Christ will Teacher consolidates attentively come, hence everyone must be ready learner‟ response and watch (Mk Teacher Exposition 13:32-37). a) The parable of waiting servants (Lk 12:3540) -Jesus‟ followers are like servants waiting for their master ready at all times because his return may be sudden. Those who are ready will be saved. -Jesus will not announce his coming in the same the thief does not announce when he will come to your house. -Good servants do their work faithfully and have everything ready for the master. They do not live to please themselves. b) Signs of the coming judgement (Lk 21:7-11) Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Describe Judgement 2. Explain Christian response to Christ‟s return 3. State two ways people will be judged by Jesus Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com DATE: DURATION:80 MINUTES 263 TOPIC: JUDGEMENT SUBTOPIC: -Christian teaching about Christ‟s return CLASS: 11 NO OF BOYS.……. GIRLS……. REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on Christian teaching about Christ‟s return . Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about the God`s judgement Assessment for reward or punishment and factors on which God will judge people Matt13:24-30 Matt 25:1-13 Matt25:31-46 LK12:35-40.Skill of application of Bible teachings on Judgement .Value of appreciation of bible teachings on judgement LEARNING OUTCOMES: L.S.B.A.T. Describe signs of the coming judgement Explain ways Christian teaching about Christ‟s return leads them to witnessing and serving others. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S ACTIVITY PUPIL‟S METHODS ACTIVITY Pupils participate by Question and The teacher ask pupils to trying to state the answer The following end time signs will state the signs of the coming signs of the coming come before judgement: judgement Signs of the coming judgement (Lk judgement 21:7-11-False prophets, wars, earthquakes, diseases (HIV/AIDS), persecutions etc. Judgement for unbelief Judgement for unbelief The story of the rich man and Lazarus (Lk 16:19-31) The lessons learnt include: - The results of not responding to the gospel. The rich man did not use his wealth for God. - God will judge those who reject the message by his servants. -There are many places including Zambia where the message has reached but there is still cruelty, dishonesty, immorality and no faith in God. To reject a message from his servant is to reject Jesus himself. Christian response to Christ‟s return -The duty of the apostles was to go PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Teacher Exposition Teacher Consolidates learner ‟responses Learners listen Attentively The teacher initiate class discussion on the story of Lazarus Class discuss GROUP/CLASS DISCUSSION Teacher Exposition Teacher consolidates learner‟ response Teacher explains about the 264 Learners listen attentively Learners listen and out and tell the good news so that sudden coming of Jesus Teacher exposition/ people could be brought out into the Christ and allows learners to Ask question Ask questions Question and spiritual Kingdom. Jesus promised Answer them the Holy Spirit to give them power for work. -Today, Christians must work as Christ‟s witnesses; to warn people about the coming judgement and the way into the Kingdom of God (Acts 1:6-8) Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 4. Explain Christian response to Christ‟s return 5. State two ways people will be judged by Jesus Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 265 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: JUDGEMENT SUBTOPIC: Religious central ideas about Judgement DATE: DURATION:80 MINUTES CLASS: 11 NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on judgement. Teacher Exposition and group or class discussion methods will be used. This lesson will develop learners knowledge’s about Personal judgement in Christianity people will be judged according to response and obedience to God’s will (LK16:9-31 LK10:8-16), Islam people will be judged according to deeds and in Hinduism people will karma.Skill of. Comparing the teachings about personal judgement in the four religions .Value of Appreciating the teachings about personal judgement LEARNING OUTCOMES: L.S.B.A.T. Compare the teaching about religious central ideas about Judgement PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS The teacher initiate Class discuss GROUP/CLASS class discussion on religious central DISCUSSION Religious central ideas about Judgement religious central ideas ideas about about Judgement Judgement a) Christianity People will be judged according to their deeds. - Response to Christ (in one’s life). -Behaviour to others. -Christian conduct and service b) Islam -Islam implies total surrender to the will of Allah. -Whatever Allah wills; be it good or dad must come to pass. -Jesus is coming to rule for forty years. He will then establish Islam in the whole world. - They recognise the need for Allah’s forgiveness, but doubts if he would ever do that. -A soldier who dies in a holy war, to protect the spread of Islamic faith, does not need to worry about keeping the law of Islam, or having his good or bad weighed. His death in PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 266 war blots away any sins in his life. -They are deeply concerned by about judgement day. -Judgement for a Muslim is a fearsome thing. The good or bad in a person’s life will be weighed on a scale by the God of vengeance. -if good deeds weigh heavier than the bad, a Musl9im is promised heaven full of delights of life; water gardens, good harvest, pure wives who please him. -if bad outweigh good, he will go to hell but he cannot know until judgement. c) Hinduism -The idea of judgement is relevant to Hindus. -In Karma, a Hindu believes that that reward or punishment always depends on deeds. - A good living Hindu does not worry about judgement. He acts unselfishly and does his duty and so, leaves judgement to God. -If his actions are devout or pious, in his life time or the next, he will be rewarded now and in the next life. If his deeds are bad, punishment must follow. - One cannot escape the results (punishment or reward) of one’s actions. Teacher consolidates learner’ response Learners listen attentively Teacher Exposition Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Compare the teaching about religious central ideas about Judgement between Hinduism and Christianity Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… Teachers evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 267 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: ……………………… SUBJECT: RELIGIOUS EDUCATIONION TOPIC: JUDGEMENT SUBTOPIC: -Personal judgement. DATE: DURATION:80 MINUTES CLASS: 11 NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on judgement. Teacher Exposition and group or class discussion methods will be used. This lesson will develop learners knowledge’s about Personal judgement in Christianity people will be judged according to response and obedience to God’s will (LK16:9-31 LK10:8-16), Islam people will be judged according to deeds and in Hinduism people will karma.Skill of. Comparing the teachings about personal judgement in the four religions .Value of Appreciating the teachings about personal judgement LEARNING OUTCOMES: L.S.B.A.T. Compare the teaching about religious central ideas about Judgement PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS GROUP/CLASS The teacher initiate Class discuss DISCUSSION class discussion on religious central Personal judgement religious central ideas ideas about about Judgement Judgement Religious central ideas about Judgement a) Christianity People will be judged according to their deeds. - Response to Christ (in one’s life). -Behaviour to others. -Christian conduct and service b) Islam -Islam implies total surrender to the will of Allah. -Whatever Allah wills; be it good or dad must come to pass. -Jesus is coming to rule for forty years. He will then establish Islam in the whole world. - They recognise the need for Allah’s forgiveness, but doubts if he would ever do that. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 268 -A soldier who dies in a holy war, to protect the spread of Islamic faith, does not need to worry about keeping the law of Islam, or having his good or bad weighed. His death in war blots away any sins in his life. -They are deeply concerned by about judgement day. -Judgement for a Muslim is a fearsome thing. The good or bad in a person’s life will be weighed on a scale by the God of vengeance. -if good deeds weigh heavier than the bad, a Musl9im is promised heaven full of delights of life; water gardens, good harvest, pure wives who please him. -if bad outweigh good, he will go to hell but he cannot know until judgement. c) Hinduism -The idea of judgement is relevant to Hindus. -In Karma, a Hindu believes that that reward or punishment always depends on deeds. - A good living Hindu does not worry about judgement. He acts unselfishly and does his duty and so, leaves judgement to God. -If his actions are devout or pious, in his life time or the next, he will be rewarded now and in the next life. If his deeds are bad, punishment must follow. - One cannot escape the results (punishment or reward) of one’s actions. Teacher consolidates learner’ response Learners listen attentively Teacher Exposition Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 2. Compare the teaching about religious central ideas about Judgement between Hinduism and Christianity Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… Teachers evaluation: PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 269 ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: JUDGEMENT SUBTOPIC: Religious Comparisons on Personal Judgement DATE: DURATION:80 MINUTES CLASS: 11 NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on judgement. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about Personal judgement in Christianity people will be judged according to response and obedience to God‟s will (LK16:9-31 LK10:8-16), Islam people will be judged according to deeds and in Hinduism people will karma.Skill of. Comparing the teachings about personal judgement in the four religions .Value of Appreciating the teachings about personal judgement LEARNING OUTCOMES: L.S.B.A.T. Compare the teaching about personal judgement in the four religions PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY GROUP/CLASS Religious Comparisons on Personal The teacher initiate class discussion on DISCUSSION Judgement Religious Comparisons on Personal Judgment a) Christianity Vs Islam Similarities: -Both believe in personal judgement. -Both believe that people will be judged according to their deeds. Differences: Christianity- People will primarily be judged on their response to Christ and Christian behaviour. Islam- Judgement depends on one‟s behaviour. Christianity- Judgement will be done by God of kindness and love. Islam- Judgement will be done by God of PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Class discuss Religious Comparisons on Personal Judgment 270 vengeance b) Christianity Vs Hinduism Similarities: -In both, there will be reward and punishment. -Both believe in personal judgement. - Both believe that there will be judgement according to personal conduct. Differences: Christianity- People will be primarily judged according to their response to Teacher consolidates Christ. Learners listen Hindus- People will be primarily judged Learner ‟response attentively Teacher Exposition according to their deeds. Christianity- When a Christian dies, the soul goes to live with Jesus. Hindus- When a Hindu dies, the soul enters another body and continues to live in the world. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1.state one similarity and one difference between Christian and Hindus on Personal Judgment Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 271 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: JUDGEMENT SUBTOPIC: -Personal judgement. DATE: DURATION:80 MINUTES CLASS: 11 NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on judgement. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about Personal judgement in Christianity people will be judged according to response and obedience to God‟s will (LK16:9-31 LK10:8-16), Islam people will be judged according to deeds and in Hinduism people will karma. Skill of. Comparing the teachings about personal judgement in the four religions .Value of Appreciating the teachings about personal judgement LEARNING OUTCOMES: L.S.B.A.T. Compare the teaching about personal judgement in the four religions PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT METHODS TEACHER‟S PUPIL‟S ACTIVITY ACTIVITY GROUP/CLASS Religious Comparisons on Personal The teacher initiate class discussion on DISCUSSION Judgement Religious Comparisons on Personal Judgment a) Christianity Vs Islam Similarities: -Both believe in personal judgement. -Both believe that people will be judged according to their deeds. Differences: Christianity- People will primarily be judged on their response to Christ and Christian behaviour. Islam- Judgement depends on one‟s PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Class discuss Religious Comparisons on 272 Personal Judgment behaviour. Christianity- Judgement will be done by God of kindness and love. Islam- Judgement will be done by God of vengeance b) Christianity Vs Hinduism Similarities: -In both, there will be reward and punishment. -Both believe in personal judgement. - Both believe that there will be judgement according to personal conduct. Differences: Christianity- People will be primarily judged according to their response to Teacher consolidates Learner ‟response Learners listen Christ. attentively Teacher Exposition Hindus- People will be primarily judged according to their deeds. Christianity- When a Christian dies, the soul goes to live with Jesus. Hindus- When a Hindu dies, the soul enters another body and continues to live in the world. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1.state one similarity and one difference between Christian and Hindus on Personal Judgment Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 273 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: PRAYER SUBTOPIC: Personal Prayer DATE: DURATION:80 MINUTES CLASS: 11 NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on PRAYER. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about the meaning Prayer ,when to pray and Reasons for prayer praise, worship.).Value of Appreciating the meaning of prayer LEARNING OUTCOMES: L.S.B.A.T. Describe prayer. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY The teacher ask pupils Pupils participate by Question and Prayer trying to define answer is talking and listening to God. God wants to define prayer prayer us to communicate with him in this way. When should we pray? - Anytime, anywhere. -The good time to pray privately is when reading the Bible each day. -Christians should also come together for prayer (Mt 18:19-20). TYPES OF PRAYER There are three ways of prayer: PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Teacher consolidates learner‟ responses Learners listen Attentively Teacher explains when Learners listen and should we pray and Ask questions types of prayer and allows learners to ask 274 Teacher Exposition Teacher exposition/ Question and Answer Questions Private (oneself/personal) prayer -this is when an individual communicate with God. b) Community prayer -This is when a community meet together to pray. c) Action prayer -This involves reaching out to others; example helping those in need. Methods of prayer a.Worship and Thanksgiving -This involves thanking the God that he is Great and Holy. b) Confession -Is telling God about the wrong things one has done and if one has failed God in any The teacher initiate way. class discussion on the Class discuss the methods of praying GROUP/CLASS DISCUSSION Learners listen Attentively Teacher Exposition The pupil pointed at narrates the occasion when had private prayer Question and answer Learners listen and Ask question Teacher exposition/ Question and Answer methods of praying c) Intercession -Is praying on behalf of others; like the sick, poor, widows, orphans d) Personal -This is when an individual prays to God about any problems or needs they may have. e)Thanksgiving -Thanking God for hearing and answering Teacher consolidates our prayers Learner responses Jesus‟ examples of private prayer Jesus often went alone to pray to his father. Some of the occasions when Jesus prayed alone were: -After he was baptised (Lk 3:21) -After he had healed many people (Lk 4:42) -When he gave thanks for food provided (Lk 5:16) -Before he chose the twelve (Lk 6:12) -Before he spoke of his coming suffering (Lk 9:18) -Before the transfiguration (Lk 9:28) -Before going to the cross (Lk 22:20-45 Reasons why Jesus Prayed -To get the strength he needed to do his PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com The teacher point at any pupil at random narrate the occasion when had private prayer Teacher explains Reasons why Jesus Prayed and allows learners to ask 275 questions mission. -To know the will of the father (God). This mattered to him more than anything. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. What is prayer 2. Mention three types of prayer 3.State methods of praying Learners evaluation: …………………………………………………………………………………………………………………………… ………………………………………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… ………………………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: PRAYER SUBTOPIC: The Lord‟s Pattern of Prayer DATE: DURATION:80 MINUTES CLASS: 11 NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on The Lord‟s Pattern of Prayer. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about how to pray ,when to pray and Reasons for prayer praise, worship.).Value of Appreciating the meaning of prayer LEARNING OUTCOMES: L.S.B.A.T. Describe the Lords prayer. Identify ways through which God answers Prayer PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT METHODS TEACHER‟S PUPIL‟S ACTIVITY ACTIVITY The teacher ask Pupils Question and The Lord‟s Pattern of Prayer pupils to read The participate by answer Jesus encouraged us to bring our needs to God, Lord‟s pattern of The believing he hears and answers. prayer (Lk 11:1-4) Lord‟s pattern There are four important elements in the Lord‟s of prayer (Lk Prayer: 11:1-4) Recognising God as our father. He is in PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 276 control in heaven. Allowing God‟s will is more important than Teacher consolidates learner‟ responses anything else. God gives us our daily provisions. Forgive us our sins as we forgive others. Christian attitude to Prayer a) A friend at midnight (Lk 11:1-4) The parable teaches the importance of perseverance or persistence in prayer. We never ask God in vain, he will answer. God is never reluctant to answer, but waiting for the best time. b) The Widow and the Judge (Lk 18:1-8) In the story, an ungodly judge does not want to help the begging widow but decides to help her because she is becoming a nuisance. Judges were supposed to have special concern for the widows, orphans and the poor, but they were often corrupt and selfish. They only helped those who had money and influence. The widow had no money and influence, no one helped her, she only got justice because of persistence. Unlike the judge, God helps the needy and the oppressed. We can rely on him to help us if we trust in him and be persistent in prayer. c) The Pharisee and the Tax Collector (Lk 18:914) Prayer must be addressed to God. The Pharisee was only interested in himself and did not have faith in God, but in his religious works. For this he was condemned. The Tax collector had faith in God and he knew he was a sinner. So he admitted to God, humility and sorrow gripped him. He was forgiven of all his sins. God does not listen to people who try to tell him about their good deeds. Teacher explains Christians attitude to prayer and allows learners to ask Questions Learners listen Attentively Learners listen and Ask questions The teacher initiate class discussion on the parables about prayer Class discuss the parables about prayer Teacher consolidates Learner responses Learners listen Attentively The teacher point at any pupil at random to state some ways God answers prayer The pupil pointed at Random tries to state prayer Ways through which God answers prayer God can answer prayer in three ways; YES, NO and WAIT. But then: Always believe that that God will answer Teacher explains your prayer. ways through which PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Teacher Exposition 277 Teacher exposition/ Question and Answer GROUP/CLASS DISCUSSION Teacher Exposition Question and answer Learners listen Teacher Pray in the name of Jesus. God answers God answers prayer and allows learners exposition/ and when we in the name of his son. to ask questions Ask question Question and Pray according to will of God. Let God Answer answer in a way he wants. Always obey. God answers when we obey him. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. State three ways through which God answers prayer 2. Mention three parables that teaches about prayer 3. State the Lord‟s Prayer Learners evaluation: …………………………………………………………………………………………………………………………… ………………………………………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… ………………………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: PRAYER SUBTOPIC: Religious Teachings on prayer DATE: DURATION:80 MINUTES CLASS: 11 NO OF BOYS………….. GIRLS……… REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book chalk board and bible RATIONALE: This lesson is on Religious teachings on prayer. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the nature and significance of prayer in the four major religion. Skill of Comparing and Contrasting significance of prayer in Christianity and other religions LEARNING OUTCOMES: L.S.B.A.T. Compare the nature and significance of prayer in Christianity with other religions. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 278 Religious teachings on Prayer Teacher explains Learners listen Teacher exposition/ a) Zambian Traditional Religion about the religious and ask questions Question and - In some tradition, an altar is made at every teaching on prayer in Answer house for contact with the family. the three religion - At a special place, sacrifices are offered the and allows learners to spirits to give them a share of food, ask questions harvest especially in times of famine and sickness. - Prayers are made through the ancestral spirits as mediators between man and supreme God. - Most believe that if all is well, there is no need to pray to God, it will bother and annoy him. - Community prayer is more common than private prayer as most people are aware that God is more interested in the community than an individual. b) Islam -Prayer is one of the essential five pillars of Islam. - Islam does not excuse the ill from praying as they can pray while lying down. Those that cannot go to the Mosque can still pray at home facing Mecca. -At noon on Friday which is the Holy day for Muslims, special congregational messages are said in a Mosque. There is also a sermon on moral, social and political issues. c) Hinduism -Prayer has a very important position in life of a Hindu. It influences thought processes. -The nature of Hindu prayer is diverse. A Hindu prays to the ultimate God, Brahman the Great Soul. But a Hindu is encouraged to see God in form of various gods and goddesses or even nature. - During prayer, he Hindu may chant his own verse (Mantra) from the Holy books. He may just sit quietly in a quiet spot and try to be one with nature. -Congregational prayer is not common among the Hindus. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 279 1. State various ways and conditions in which God answers prayer Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: PRAYER SUBTOPIC: Religious Comparison on Prayer DATE: DURATION:80 MINUTES CLASS: 11 NO OF BOYS………….. GIRLS……… REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on Religious Comparison on Prayer . Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learner’s knowledge’s about the nature and significance of prayer in the four major religion. Skill of Comparing and Contrasting significance of prayer in Christianity and other religions LEARNING OUTCOMES: L.S.B.A.T. identify similarities and differences in the four religions about prayer Compare the nature and significance of prayer in Christianity with other religions. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 280 LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Religious Comparison on Prayer a) Christianity Vs Zambian Traditional Religion Similarities: - Both believe that prayer is the way of communicating with the Supreme God. -Both have special places where they conduct prayer. - In both Communities prayer is common. - Both pray through a mediator. Differences: Christianity- Prayer is made through Jesus as a mediator. Z.T.R- Prayer is made through ancestral spirits as mediators. Christianity- Prayer is said any time anywhere. Z.T.R- Prayer is only done at special times e.g famine or disease. b) Christianity Vs Islam Similarities: -In both, prayer is an essential part of religious practice. -In both, there is congregational prayer. Differences: Christianity- There is no fixed number a person can pray in a day. Islam- A Muslim prays five times a day. Christianity- One does not need to face in any special place when praying. Islam- A Muslim prays while facing Mecca. The teacher initiate class discussion on Religious Comparison on Prayer Teacher consolidates learner‟ responses c) Christianity Vs Hinduism Similarities: - Both attach great importance to prayer. -Both pray to God. Differences: Christianity- Are not encouraged seeing God in various forms gods and goddesses. Hinduism- Are encouraged seeing God in various forms of gods and goddesses. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 281 Class discuss Religious Comparison on Prayer GROUP/CLASS DISCUSSION Learners listen attentively Teacher Exposition Christianity- All prayers are important. Hinduism- Some prayers are more important than others. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 2. Give one similarity and one difference between Christian and Muslim teaching on prayer Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: JESUS ATTITUDES TO PEOPLE SUBTOPIC: Despised people in Zambia DATE: DURATION:80 MINUTES CLASS: 11 NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on Jesus attitudes to other people .Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about the Despised people such as (Sex workers, Street kids Criminals) and Jesus attitudes to despised people. LEARNING OUTCOMES: L.S.B.A.T. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 282 Give examples of despised People in Zambia. Describe attitudes towards Unpopular or despised people. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY JESUS‟ ATTITUDE TO OTHER PEOPLE The unpopular and despised people in Zambia -People have different attitudes towards others, especially the despised or unpopular. They sometimes mock, ignore and isolate them. Some of the causes of these dislikes are; jealousy, pride, fear and poverty. Examples of people who are despised or unpopular are: -The poor -Uneducated -The blind -The handicapped -Prostitutes -Thieves -People of other races or nationalities -Those with HIV/AIDS How the despised can be helped -By providing them with practical skills, material things and spiritual help. -By also mixing with them (those of race and HIV positive Jesus‟ attitude to the despised and unpopular a) Lepers -At the time of Jesus, Leprosy was not only considered to be an unclean disease, which required not only healing but cleansing. -Jesus associated with them though he was expected stay from them. -He had compassion, pity, love and sympathy for them such that He healed, mixed and touched them. -Jesus respected the Jewish laws by insisting that healed lepers observe the laws. b) Tax collectors This was another group of people who where despised at the time of Jesus. They were treated as outcasts in the society because they were traitors to the nation because they worked for the Romans. They were hated for being known as cheaters because they overcharged. -Jesus told the Pharisees that, if tax collectors were bad, they were the ones who needed his help most e.g. Levi and Zaccheaus. Zaccheaus the tax collector (Lk 19:1-10) - To become a friend of God, instead of an enemy, one had to make friends with fellow men e.g. Zaccheaus gave out he had stolen. -Jesus was able to see beyond the selfishness And cheating and saw a man who was “lost” and needed to be put right with God. c) Sinners PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 283 Teacher explains about despised People in Zambia ,give example and allows learners to ask questions Teacher asks learners to state how the despised can be helped The teacher initiate class discussion on Jesus‟ attitude to the despised and unpopular Learners listen and Ask questions Learners attempt to state Class discuss about Jesus‟ attitude to the despised and unpopular Teacher exposition/ Question and Answer Question and answer GROUP/CLASS DISCUSSION -According to the Jewish thought; sinners were groups of people who did not keep the Law of Moses in its totality. Those who mixed with gentiles and tax collectors made themselves unclean. Strict Jews believed that salvation was in the keeping of the Law strictly. -Jesus was not concerned with such social evils, but a person who was a victim of such social evils e.g. The adulterous woman, The parable of the money lender- Luke 7:36-50. -In the story of the adulterous woman, Simon is surprised that Jesus could allow such show of emotions from a sinful woman. In answer to his criticism, Jesus tells him a story of two people who owed money to the money lender. Jesus shows Simon three things: Teacher a) Simon was wrong in condemning Christ‟s attitude to this consolidates woman, who had already repented. b) A repentant sinner is much better than a proud person who is not learner‟ responses aware of sin. c) Jesus reinstates the woman in society admits are sinful past, but publicly announces that her sins have been forgiven d) Gentiles Learners listen Gentiles were non- Jews and as such Jesus was not supposed to attentively Teacher interact with them. Exposition -Jesus‟ attitude to the gentiles showed that he was following the Law by treating them with respect and helping them (Lk 7:1-10) -The Pharisees kept their tradition which kept them far away from gentiles Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Give examples of despised People in Zambia. 2. Describe Jesus attitudes towards Unpopular or despised people. Learners evaluation: ……………………………………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: JESUS ATTITUDES TO PEOPLE SUBTOPIC: Kindness and selfishness DATE: DURATION:80 MINUTES CLASS: 11 NO OF BOYS………… GIRLS…..… REFERENCES: Learner handbook for Christian education book 11 and other sources PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 284 TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on Jesus attitudes to other people .Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about Jesus teachings. Skill of Application of Bible teachings on kindness and selfishness LEARNING OUTCOMES: L.S.B.A.T. Explain what Jesus taught about kindness and selfishness from the parable of the Good Samaritan PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY The teacher initiate Class discuss by Kindness and selfishness class discussion on reading the kindness and following Jesus‟ teaching about forgiveness parables a) The Parable of unforgiving servant (Lk selfishness 10:25-37) Only God‟s unlimited forgiveness makes it possible for the sinners to enter his Kingdom. The best evidence that we belong to this Kingdom is depth of our forgiveness and love to those who wrong us. The parable of the unforgiving illustrates that: -God has forgiven us all our debts quite beyond our means to repay. -Many times we show lack of forgiveness to those whose debt of wrong doing to us are very small, compared to what we owe God. The Bible passage of Matthew 18:25-20 has steps whish Jesus gave towards restoring Christian fellowship with wrong doers: -A personal visit straight to the offender, if he refuses -Another visit with two or three to talk about it, if he refuses to repent -Take it to the Church. The offender is taken before a local congregation, to try to settle the matter. If he refuses -Treat him as an outsider. No longer a member of the fellowship. b) The Parable of the Lost Coin, Lost Sheep and Son (Lk 15:1-30) -The parables were told in criticism of Jesus by the Pharisees and Scribes, who believed that PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 285 Group 1 The parable of the unforgiving Matthew 18:2520 Group 2 The Parable of the Lost Coin, Lost Sheep and Son Lk 15:1-30 GROUP/CLAS S DISCUSSION tax collectors and sinners were beyond the hope of God‟s forgiveness. -Jews were aware of the mercy of God for the nation and not for an individual. -Jesus emphasised God‟s interest in each person. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Explain what Jesus taught about kindness and selfishness from the parable of the Good Samaritan 2. State our attitude towards despised people should Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com DATE: DURATION: 80 MINUTES 286 TOPIC: JESUS ATTITUDES TO PEOPLE SUBTOPIC: Love and Tolerance CLASS: 11 NO OF BOYS………… GIRLS…..… REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book, chalk board and bible RATIONALE: This lesson is on Jesus Love and Tolerance .Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about Jesus teachings. Skill of Application of Bible teachings on kindness and selfishness LEARNING OUTCOMES: L.S.B.A.T. Explain Love and Tolerance PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S ACTIVITY PUPIL‟S METHODS ACTIVITY Love and Tolerance a) Jesus uses the Greek word “agape” for love. It describes love, which takes an active interest in the welfare of others. It does not expect anything in return. b) Love does more than it needs, because even people who have no religion show love to friends. Acts of kindness will receive God‟s reward, if done from proper motives (Mt 5:43-48). Intolerance and lack of Love a) The Samaritans had been enemies of the Jews for Centuries. They hated the Jews passing in their province on their way to Jerusalem. b) Jesus disapproved of the Kind of exclusive, intolerant behaviour shown by one of his disciples when cut off Marcus‟s ear (Lk 22:47-53). Jesus demonstrated his love, compassion and forgiveness. c) Jesus was a friend of the gentiles and tax collectors. He did not despise them or ignore them. He tried to bring them into the Kingdom. Teacher explains Intolerance, lack of Love and our attitude towards despised people and allows learners to ask questions Learners listen and ask questions Our attitude towards despised people should be PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Learners listen Attentively 287 Teacher Exposition Teacher exposition/ Question and Answer -Always being willing to pray for them. -To encourage them to repent. -Help them. -Show love. An attitude of love will often bring such people into the fellowship with God and other Christians. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 3. Explain what Jesus taught about kindness and selfishness from the parable of the Good Samaritan 4. State our attitude towards despised people should Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 288 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO DATE: SUBJECT: RELIGIOUS EDUCATIONION DURATION:80 MINUTES TOPIC: JESUS ATTITUDES TO PEOPLE CLASS: 11 SUBTOPIC: Teaching on Love, Forgiveness and Tolerance in other Religions NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on Jesus Teaching on Love, Forgiveness and Tolerance in other Religions .Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the teachings on Forgiveness love and Tolerance .Skill of Comparing and Contrasting Christian teachings on love, forgiveness and tolerance with those of other religions. Value of Exercise Love ,Tolerance, Compassion, Patience, Kindness and Sympathy. LEARNING OUTCOMES: L.S.B.A.T. Compare Christian teachings on love, forgiveness and tolerance with those of other Religions PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS Teaching on Love, Forgiveness and Tolerance in other Religions a) Zambian Traditional Religion In Zambian Traditional community, there: -Love for each other especially the unfortunate ones. -Revenge was discouraged; visitors and strangers were welcome. -A deep sense of kinship controlled the how people behaved together and to each other. Each person had their place in the system. -If one person offended another in his behaviour, they were expected to ask for forgiveness. b) Islam -Islam declares that all men are brothers and in their status us human beings. A man’s merit does not depend on his family, connections or his wealth, but on whether he is better than others in moral conduct and holiness. - In matters to with the religious Law, a Muslim is unyielding. -Revenge is allowed (condoned) by the Quran, especially against those what do not believe in PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Teacher explains about Love, Forgiveness and Tolerance in other Religions and allows learners to ask questions 289 Learners listen and ask question Teacher exposition/ Question and Answer Islam. -Muslims are hospitable people and proud of hosting guests. One may even go hungry in order to feed the guest. c) Hinduism -Hinduism is not an aggressive religion. It has been practised through love, forgiveness and tolerance. -Hinduism has never tried to expand itself through religious persecution, or by imposing its principles on other people. It uses the principle of winning opponents through love and forgiveness. -Hinduism believes in external love, not the kind which expects anything in return, not motivated but for the unity of soul and mind. It is a spiritual love and all materials can give. -Forgiveness is the main principle in Hinduism. Wrong doers are expected to be forgiven. Therefore, forgiveness is not a weakness, but comes from a strong feeling of liberalism and broadness of mind. -Tolerance is an important teaching in Hinduism and it has its reward in the long run. Tolerance shows a strong character and spiritual strength of mind. Hinduism itself has survived through tolerance. The teacher initiate class discussion on Teaching on Love, Forgiveness and Tolerance in other Religions Teacher consolidates learner’ responses Class discuss on Love, Forgiveness and Tolerance in other Religions Learners listen attentively GROUP/CLASS DISCUSSION Teacher Exposition Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… Teachers evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 290 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO DATE: SUBJECT: RELIGIOUS EDUCATIONION DURATION:80 MINUTES TOPIC: JESUS ATTITUDES TO PEOPLE CLASS: 11 SUBTOPIC: Religious Comparison on Love, Forgiveness and Tolerance NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on Religious Comparison on Love, Forgiveness and Tolerance. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the teachings on Forgiveness love and Tolerance .Skill of Comparing and Contrasting Christian teachings on love, forgiveness and tolerance with those of other religions. Value of Exercise Love ,Tolerance, Compassion, Patience, Kindness and Sympathy. LEARNING OUTCOMES: L.S.B.A.T. Compare Christian teachings on love, forgiveness and tolerance with those of other Religions PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS Religious Comparison on Love, Forgiveness and Tolerance a) Christianity Vs Z.T.R Similarities: - Both believe that the offender must be forgiven. -In both, revenge is discouraged. Differences: Christianity- Their love for Christ controls how they behave together and towards each other. Z.T.R- A deep sense of kinship controls how they behave together and towards each other. The teacher initiate class discussion on Teaching on Love, Forgiveness and Tolerance in other Religions b) Christianity Vs Islam Similarities: -Both show hospitality to enemies. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 291 Class discuss on Love, Forgiveness and Tolerance in other Religions GROUP/CLASS DISCUSSION -Both believe in common brotherhood of all humankind. Differences: Christianity- No revenge is allowed. Islam- Revenge is allowed to non believers. Christianity- People who oppose God are forgiven or tolerated. Islam- No forgiveness or tolerance to those who oppose Allah’s word. Teacher Exposition Teacher consolidates learner’ responses Learners listen attentively c) Christianity Vs Hinduism Similarities: -Both forgive wrong doers. -Both win opponents through love, forgiveness and tolerance. -Both do not condone revenge. - Both believe in “agape” love, which is unconditional. Differences: Christianity- Show love forgiveness and tolerance to all through the love of Jesus. Hinduism- Shows love, forgiveness and tolerance through one’s strength. Christianity- Allows the Holy spirit to produce unselfishness, humility and love to counter intolerance and lack of love. Hinduism- The Hindu religion has survived trough tolerance; hence it is a matter of pride and own effort. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1.State one similarity and one difference on Religious comparison on love, forgiveness and tolerance in Christianity and Z.T.R Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… Teachers evaluation: PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 292 ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: SUFFERING SUBTOPIC: Different types of suffering in Zambia DATE: DURATION: 80 MINUTES CLASS: 11 NO OF BOYS……….. GIRLS……… REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on suffering. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about deferent types of suffering and different ways people react to suffering: .Skill of managing stress. Value of Exercising Empathy, Sympathy and Perseverance in difficult times. LEARNING OUTCOMES: L.S.B.A.T. Identify different types of suffering in Zambia Identify different ways people react to suffering. State various sources of Suffering PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT METHODS TEACHER‟S PUPIL‟S ACTIVITY ACTIVITY Suffering: -Is the physical, mental, spiritual or emotional anguish or turmoil human beings go through in life. Examples of suffering include; sickness, death, loss of employment, injuries e.t.c. Suffering in Zambia Suffering is experienced by all creatures. Human beings go through a lot of suffering throughout their lives. These are spiritual, mental, emotional and psychological. Our reaction to Suffering (in Zambia) When a person is experiencing suffering, we must react by: - Encourage that person not to give up but try harder. - Giving material and spiritual support. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com The teacher ask pupils to define Suffering Pupils participate by trying to define Suffering Question and answer Teacher consolidates learner‟ responses Learners listen Attentively Teacher Exposition 293 -Gathering to mourn and give comfort if it is a funeral. -Not mocking or rejecting a person who is suffering. Sources of Suffering Christians have their own views on why people suffer. Suffering is basically as a result of sin cursed world. Before Adam and Eve sinned, there was no suffering. Causes of Suffering Many people believe that suffering does not just come; there must be sources of these suffering. Each type of suffering has its own source: -It comes from a fallen world containing evil. -People some times bring suffering on themselves because of their conduct. -Because of jealousy or hatred, people have caused suffering on others. -Though God is in control, He sometimes allows the Devil to bring tragedies on man (Job 1 and 2). a) Christians: Today, God allow people to suffer for the following different reasons: -To test and purify their faith- (1Peter 1:6-7) -To punish them for their sins and disobedience(Deut 28:15-24) -To discipline them and teach them- (Heb 12:511) -To teach to depend on God- (II Cor 12:7-10) -It is the cost of following Jesus- (Mk 8:34-35) b) Zambian Traditional Religion: People suffer because: -They have displeased the spirits. -They are hated by the witch or bewitched. -Disrespect to ancestral spirits which bring sicknesses, bad luck or even death. Teacher explains about our reaction to Suffering (in Zambia) And allows learners to Ask questions Learners listen and Ask questions Teacher exposition/ Question and Answer Teacher asks learners to state the Sources of Suffering Pupils participate by Trying state the Sources of Suffering Question and answer Teacher consolidates learner‟ responses Learners listen Attentively Teacher Exposition Class discuss the Causes of Suffering GROUP/CLASS DISCUSSION Learners listen attentively Teacher Exposition The teacher initiate class discussion on Causes of Suffering Teacher consolidates learner‟ responses from the discussion Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. What is Suffering 2. Mention ways in which people reaction to Suffering (in Zambia) PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 294 3. State different causes of suffering Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… … DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: SUFFERING SUBTOPIC: Avoidable suffering DATE: DURATION: 80 MINUTES CLASS: 11 NO OF BOYS………. GIRLS……………. REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on Avoidable suffering. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about Suffering that can be avoided, How HIV and AIDS is transmitted and Effects of HIV and AIDS on the family: Illness and death, child headed homes, changes in roles and responsibilities. Skill of Identification Critical thinking Comparing Contrasting and Application of Problem Solving and stress management .Value of Prevention Abstinence Faithfulness ,Self-control Self-discipline awareness LEARNING OUTCOMES: L.S.B.A.T. Give examples of suffering that could be avoided. Explain how HIV and AIDS is Transmitted. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS Teacher explains about Learners listen Teacher Avoidable Suffering avoidable Suffering and attentively exposition/ Diseases which kill like HIV/AIDS, Cholera, Dysentery and and allows learners to ask questions Question and many others are preventable, because they are passed ask questions Answer on. Other sufferings cannot be avoided like death. Human Immunodeficiency Virus (HIV) 1. This is the virus that causes AIDS. This caused mainly by 1. Having unprotected sex with an infected person or 2. Sharing contaminated razors, needles PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 295 Teacher asks learners to state the causes of HIV/AIDS Pupils participate by trying to state the causes of HIV/AIDS Question and answer 3. Also through blood transfusion of infected blood and from infected mother to baby. 3. People with HIV/AIDS suffer from common diseases such as Malaria, Coughing and Headache. Effects of AIDS on the family - Disintegration of families as children have to shared. - Loss of breadwinners. - Stress on extended family, as the family will have to take care of the sick. - Some family members will abandon their jobs to take care of the sick. - Funerals and mourning costs leave families with financial burdens. Many orphans without adequate health care and education. Effects of AIDS on the Nation - Treatment of opportunistic infections is expensive and causes a lot of strain on national budget. - Increases the number of orphans making it difficult for government to provide adequate health care and educational services. -The number of street kids rises and there is increase in child labour as orphan look for ways to survive. Effects of AIDS on the Economy -The productive human resource is drastically reduced. -The quality and quantity of labour is affected. - Loss of skilled and experienced workers means higher replacement cost through training. Effect of AIDS on Education - Reduced number of trained teachers, as such lack of skilled manpower. -Increased absenteeism due to illness, thus affecting performance. -Reduced number of education officers due to death. -Reduces public finance (health care budget increases). -Family resources are reduced as much resource is spent on health care. -Some children may not attend school but remain home to care of the sick especially girls. How to Avoid various types of Suffering Though some suffering cannot be avoided, there are others that can. This can happen in the following ways: - Good moral standards (Proverbs 5:7-12). PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 296 Class discuss on the effects of AIDS The teacher initiate class discussion on the effects of AIDS GROUP 1 Effects of AIDS on the family GROUP 2 Effects of AIDS on the Nation GROUP 3 Effects of AIDS on the Economy GROUP/CLASS DISCUSSION GROUP/CLASS DISCUSSION GROUP/CLASS DISCUSSION GROUP 4 Effect of AIDS on Education Learners listen Attentively Teacher consolidates learner’ responses from the discussion Teacher explains how GROUP/CLASS DISCUSSION GROUP/CLASS DISCUSSION Teacher Exposition to Avoid various types of Suffering and allows learners to ask questions -Proper use of drugs. -Caring for the environment. -Respect for Human Rights. -Population control Learners listen and ask questions Teacher exposition/ Question and Answer Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1State the Effects of AIDS on the following i. Education ii. Nation iii. Family iv. Economy evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: SUFFERING SUBTOPIC: Christians view on suffering DATE: DURATION: 80 MINUTES CLASS: 11 NO OF BOYS………. GIRLS……………. REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on suffering. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about Suffering that can be avoided, How HIV and AIDS is transmitted and Effects of HIV and AIDS on the family: Illness and death, child headed homes, changes in roles and responsibilities. Skill of Identification Critical thinking Comparing Contrasting and Application of Problem Solving and stress management .Value of Prevention Abstinence Faithfulness ,Self-control Self-discipline awareness LEARNING OUTCOMES: L.S.B.A.T. describe Christians view on suffering. Explain how HIV and AIDS is Transmitted. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS Teacher explains Learners listen and Teacher Peter’s confession of Faith (Lk 9:18-21) about avoidable attentively exposition/ The Bible passage is meant to show that Jesus’ suffering Question and was the fulfilment of the Old Testament prophecy, and Suffering and allows ask questions learners to ask Answer the problem that Jesus’ disciples had in understanding questions the fact that Jesus had to suffer and die for mankind. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 297 In the Old Testament, two vivid sides of Jesus are shown: The Messiah is shown as a ruling King (Psalms 2) He is also shown as a suffering servant (Isaiah 53) Why Jews failed to understand Jesus as suffering servant and ruling King They expected the Messiah to chase the Romans away. They expected Messiah to be the King and live in luxury. They expected the Messiah to be a powerful political leader. Meaning of the phrase “Son of Man” His suffering and glory. His life on earth in manhood (as a human being). His future coming; in glory and power of his Kingdom. Jesus tells (predicts) his suffering (Lk 9:21-22) The cost Christ paid to make it salvation possible. Often as a sign of obedience to God. The disciples discovered an important truth about Jesus: a) He was the Messiah, as such; b) He must to suffer. The meaning of the phrase “I must” The Son of Man must suffer... “Jesus often used the phrase, “I must” to show that: He saw his mission as the father’s will. He and the father were one (John 10:30) God’s will was his will too. Christian’s hope and faith in Suffering (I Peter 1:6-7; 2:2024) Christians can be glad even in suffering. It is a way of testing our faith and proves to be real. If we become fearful, we need to speak to God. He will give us the right words and attitude through suffering time. It is one way of learning to depend on God. We are assured that we will never be tested beyond our strength. The Suffering and Death of John the Baptist (Mk 6:17-29; Lk 7:8-28) From this story, we learn that: The way of God is not in special sign and great show. It grows gradually, slowly, often through suffering and persecution. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 298 Teacher asks learners to state the causes of HIV/AIDS Pupils participate by trying to state the causes of HIV/AID The teacher initiate class discussion on the effects of AIDS Class discuss on the GROUP/CLASS effects of AIDS DISCUSSION Question and answer GROUP 1 Effects of AIDS on the family GROUP/CLASS DISCUSSION GROUP 2 Effects of AIDS on the Nation GROUP/CLASS DISCUSSION GROUP 3 Effects of AIDS on the Economy GROUP/CLASS DISCUSSION GROUP 4 Effect of AIDS on Education GROUP/CLASS DISCUSSION John’s obedience to God through the preaching of Teacher consolidates the word of God, the testing of his faith led him to learner’ responses Learners listen Teacher from the discussion glory and acceptance in the Kingdom of God. Attentively Exposition Teacher explains how The humblest believer today, is greater than John Teacher to Avoid various the Baptist. Learners listen and exposition/ types of Suffering Greater blessings re available to us through the ask questions Question and and allows learners Jesus Christ. Answer to ask questions If John and Jesus suffered for the Kingdom, we also must be willing to suffer. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1State the Effects of AIDS on the following v. Education vi. Nation vii. Family viii. Economy Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: SUFFERING SUBTOPIC: Christians should be willing to suffer DATE: DURATION: 80 MINUTES CLASS: 11 NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on suffering. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the ways in which Christians should be willing to suffer: (LK 9: 23-24; Mark 6:17-29; 1 Peter 1:6; 2:20-24) LEARNING OUTCOMES: L.S.B.A.T. Describe ways in which Christians should be willing to suffer PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 299 Christians Should Be Willing To Suffer A. Suffering And Death of John the Baptist, Mk 6:17-29; 7:18- 28. 1. John had shown great courage by treating everyone the same, even the King. Perhaps he wondered why Jesus did not declare Himself openly as Messiah, and releases him from prison to continue his work. 2. He sent disciples to ask if Jesus was the one who was promised. Jesus identified Himself as the Messiah of the poor and persecuted, bringer of salvation to all trouble people Isaiah 35:4-6. 3. Jesus reassured John by telling him that he was right to have faith in Him. John’s obedience to God’s will in preaching God’s message, and the testing of his faith, led him to glory and acceptance in the Kingdom. 4. The humblest believer in Christ now, is ‘greater’ than John. If John and Jesus suffered, we must also be willing to suffer. The teacher initiate class discussion on ways in which Christians should be willing to suffer B. Take up The Cross, Lk 9:23-27 1. The Cross is a symbol of suffering Lk 9:23-27. It was especially so to the Jews during the Roman occupation. Christ’s followers must be prepared to suffer. 2. The one who wants to follow Christ must be ready to make sacrifices and give up comfort and security, although it is not sinful for a Christian to be wealthy. Jesus demands total commitment, this may include suffering, Lk 9:57-58, in Acts 14:22, Paul and Barnabas taught the new Christians to remain true even through ‘many troubles.’ C. Christian Faith and Hope in Suffering. 1 peter 1: 6-7; 2:20-24 1. Christians can be glad even in suffering. It is the way our faith is tested and proved to be real. We can experience joy when we realize that soon we shall enter our promised inheritance. We deny our faith if we fail to identify ourselves as Christ’s disciples. 2. If the fear of God controls our lives, we need not be afraid to speak for Christ. Fear of God is not like PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 300 Class discuss ways in which Christians should be willing to suffer by reading the bible text GROUP 1 Mk 6:17-29; 7:18- 28. GROUP/CLASS DISCUSSION GROUP 2 Lk 9:23-27 GROUP 3 1 peter 1: 6-7; 2:20-24 being scared of something harmful but respect and Teacher consolidates Learners listen Learner ’responses Teacher attentively honouring God. Exposition 3. Paul wrote to the Christians at Corinth that God would not allow them to be tested beyond their power to remain firm. 1 Cor 10:12-13. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Describe ways in which Christians should be willing to suffer Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… Teachers evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: SUFFERING SUBTOPIC: God’s involvement in our sufferings DATE: DURATION:80 MINUTES CLASS: 11 NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on Gods involvement in our suffering. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the Biblical teachings about Gods concerns for suffering:(LK. 13: 4-7, 29-31; 2 Corinthians 1: 3-5) and (LK 9: 21-22, 28-33; 22: 39-44.Skill of Application of Bible teachings about God`s concern for the poor. LEARNING OUTCOMES: L.S.B.A.T. Mention the biblical teachings about God’s concerns for our suffering PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 301 Describe occasions when Jesus spoke of His suffering. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S PUPIL’S METHODS ACTIVITY ACTIVITY God’s Involvement in Our Suffering -Though God may allow us to suffer, it does not mean he does not care. He cannot let us suffer beyond what we cannot endure (1 Cor 10:13) -He wants us to seek his kingdom first then everything else will be given to us. We should not fear man but trust in God. He knows about our suffering. Luke 12:4-7; 29-31 - God also shares our suffering in Jesus’ Luke 9:57-58; Heb 2:18. Jesus demands total commitment. God however, strengthens us in all our suffering. 2 Cor 3:5 Jesus’ Willingness to Suffer For Us -Suffering was the cost Christ paid to make Salvation possible. His suffering provides Salvation and the glory of heaven. To carry out God’s will for mankind involved great suffering for Christ. Jesus predicted His suffering and on certain occasions He spoke of His coming suffering A. Jesus Predicts His Suffering. Lk 9:21-22 The apostles had discovered an important truth about Jesus. He was the Messiah. He and The Father were one, John 10:30, and as such, God’s will was His will. This was the first declaration that Jesus knew he would suffer and die at the hands of Jewish leaders. The Transfiguration – Lk 9:28-36; Isaiah 52:13-53:12 1. The “high mountain” could have been Mount Hermon, North of Caesara Philippi. When Jesus went to pray, He knew what would happen in Jerusalem, and he was completely committed to God’s will, in spite of any temptations Satan might put before Him. 2. Jesus’ whole appearance was changed and His glory was revealed. 3. The word used for ‘Death’ or ‘Departure’, v.31, is the Greek, ‘Exodus’. Moses, who led the Israelites to deliverance from slavery in Egypt in the first Exodus], now speaks with the One whose own Exodus or death will bring deliverance from sin. 4. Peter wanted things to remain as they were, v.33. In v.34 “a cloud’’ is a symbol of God’s presence, Exodus 13:21-22, 1 Kings 8:10-11 PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 302 The teacher initiate class discussion on God’s Involvement in Our Suffering Class discuss God’s Involvement in Our Suffering by reading bible text GROUP/CLA SS DISCUSSION 1 Cor 10:13 Luke 12:4-7; 29-31 2 Cor 3:5 Luke 9:57-58 Heb 2:18. Teacher consolidates Learner ’responses from the discussion Teacher explains about the Transfiguration of Teacher Exposition Learners listen Attentively 5. The disciples were afraid as they entered the cloud. Only after Jesus and allows the resurrection would they be able to understand the meaning learners to ask of the Transfiguration and be able to explain it. 2 Peter 1:16-18, questions John 1:14 6. Soon after the Transfiguration Jesus again told His disciples that he would soon suffer and die. 7. The third prediction of Jesus’ death is in Lk 18:31-34. God, through Jesus, was prepared for shame and humiliation that men might enter His Kingdom. 8. The Apostles knew the Old Testament, but failed to recognize the kind of Messiah shown there. Their hope for a national Learners listen deliverer prevented them from seeing the Old Testament’s and emphasis on a suffering Messiah. ask questions 9. Later they would be leaders and preachers in the Early Church. Lk 8:51; Mk 14:33 Gethsemane, Lk 22: 39-46 ‘And he came out, and went, as was His custom, to the Mount of Olives’. Jesus knew that his own Nation would reject him. Even his friends would run away, and He Teacher would suffer and die. The worst trial of all was to take on Himself exposition/ the sins of the whole mankind. Jesus was actually meant to be Question and Answer sin for us. 2 Cor 5:21. Jesus was “The Lamb of God” who takes away the sins of the world. He had come for this purpose. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Mention the biblical teachings about God’s concerns for our suffering 2.Describe occasions when Jesus spoke of His suffering.evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: SUFFERING SUBTOPIC: Religious Teachings on Suffering DATE: DURATION: 80 MINUTES CLASS: 11 NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on Religious Teachings on Sufferings. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the ways in which Christians should be willing to suffer: (LK 9: 23-24; Mark 6:17-29; 1 Peter 1:6; 2:20-24) PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 303 LEARNING OUTCOMES: L.S.B.A.T. Explain religious teaching on suffering PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS The teacher initiate Class discuss ways Religious Teachings on Suffering class discussion on religious teachings on a) Christianity GROUP/CLASS religious teachings on suffering Jesus as the Messiah came to suffer and die DISCUSSION for us. It was the only way God could suffering provide deliverance from sin. Jesus’ followers must be willing to suffer. Christ’s followers must be willing to make sacrifices. God gives strength to endure suffering. During suffering, a Christian should not have the fear of man but trust God. Christians should not be afraid to speak to God. b) Islam Suffering of any kind in Islam is accepted as the will of Allah. Muhammad himself had a difficult time. He was born in a wealthy family but became an orphan at a very young age and grew up in poverty. Those who suffer for their religion or in defence of Islam are especially commended by the Quran. Those who fight in defence of Allah’s true religion will be guided and led into Paradise Teacher consolidates Learner ’responses by God (Allah). c) Hinduism Hindus believe that suffering is part of our life and we cannot avoid it. Suffering is the gift of God and we have to bear it. Suffering is the way to measure one’s strength of mind and soul. A true Hindu believes that; the more holy a person is, the greater his power to bear PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 304 Learners listen attentively Teacher Exposition suffering. According to the Hindus; the more you suffer, the more you are purified. Suffering may bring to physical death, and not spiritual death. d) Zambian Traditional Religion Life is full of suffering because of sickness, famine, death and hunger. Suffering is caused by magic, Witchcraft, curses and spirits. Death ends physical suffering, but there is no escape because the next world also has its suffering. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… Teachers evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: SUFFERING SUBTOPIC: Religious Comparison on Suffering DATE: DURATION:80 MINUTES CLASS: 11 NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 305 RATIONALE: This lesson is on Religious Comparison on Suffering. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the Biblical teachings about Gods concerns for suffering:(LK. 13: 4-7, 29-31; 2 Corinthians 1: 3-5) and (LK 9: 21-22, 28-33; 22: 39-44.Skill of Application of Bible teachings about God`s concern for the poor. LEARNING OUTCOMES: L.S.B.A.T. Compare religious teachings on suffering. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS Religious Comparison on Suffering a) Christianity Vs Islam Similarities: Both believe that there is suffering in the world. Both believe that suffering can bring physical death. Differences: Christianity- Some sufferings are not God’s responsibility; they are caused by people themselves or others. Islam- Suffering of any kind is accepted as the will of Allah. b) Christianity Vs Hinduism The teacher initiate class discussion on religious teachings on Suffering Class discuss God’s Involvement religious religious teachings on suffering Teacher consolidates Learners listen Attentively Similarities: Learner ’responses Both believe suffering may bring from the discussion to physical and not spiritual death. Both believe the more one suffers the more purified and stronger in faith. Both expect to suffer and make sacrifices. Differences: Christianity- God allows us to suffer but too much beyond cannot come from a caring God. Hinduism- Everything comes from God even suffering. Christianity- Suffering is a test of one’s faith to know if is real. Hinduism- Suffering is a way to measure PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 306 GROUP/CLASS DISCUSSION Teacher Exposition one’s mind and soul. Christianity- All Christians sometimes suffer; it does not depend on one’s holiness, but gives strength to endure it. Hinduism- Suffering can end if we give our desires and ambitions. c) Christianity Vs Zambian Traditional Religion Similarities: Both believe that suffering is there in the world. Differences: Christianity- Ask God to remove suffering. Z.T.R- Do not asks God to remove suffering because he does not cause it. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Mention the biblical teachings about God’s concerns for our suffering 2.Describe occasions when Jesus spoke of His suffering. Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… Teachers evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: OPPOSITION TO JESUS PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com DATE: DURATION: 80 MINUTES CLASS: 11 307 SUBTOPIC: Reactions to criticism in Zambia NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on Jewish attitude to and rules .Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the reactions to criticism and opposition. Skill of application of conflict resolution .Value of excising Self-control, Humility, longsuffering during criticism and opposition and effects of aggressive behavior LEARNING OUTCOMES: L.S.B.A.T. Identify different reactions to criticism and opposition. Discuss the effects of aggressive reaction to criticism and Opposition. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S PUPIL’S METHODS ACTIVITY ACTIVITY OPPOSITION TO JESUS - Opposition means having a different opinion or view -People react differently when they are faced with opposition. REACTIONS - Strong resentments -Anger -They blame other people -They blame God -They blame themselves -Accept criticisms and change for the better. DISADVANTAGE OF AGGRESSIVE REACTIONS -Violence -Spoil relationships among people -Misrepresentation of Christ. The teacher ask pupils to define Opposition Teacher consolidates Learner ’response Teacher explains about people’s Occasions When Jesus Was reactions to Criticized criticism and allows OCCASION CRITICISM REACTIONS learners to ask Rejection -Who was he to -He walked away questions at NazarethLk 4:14-30 say that a gentile woman and a leper were better than the Jew? PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com and left them with arrogant thought. 308 Pupils participate by trying to define Opposition Learners listen Attentively Learners listen and ask questions Question and answer Teacher Exposition Teacher exposition/ Question and Answer GROUP/CLA SS DISCUSSION Healing the paralyzed man Lk 5:17-31 Call of Levi-Lk 5:27-31 -Blasphemy only God can forgive sins. -Eating and drinking with Tax collectors and sinners. -Working on the Sabbath Day. -“Easier to forgive sins or to heal”. Class discuss The teacher -He answered: “I initiate class have come to call discussion Disadvantage of aggressive reaction GROUP/CLA SS DISCUSSION sinners to repentance”. -He reminded them of what their great hero King David did. -He asked them; “is it lawful to do good or evil on the Teacher Sabbath. consolidates Picking corn on the SabbathLk 6:1-15 Healing a -Healing man with a (working) on the weathered Sabbath Day. hand Lk Learners listen Teacher 6:6-11 learner’ attentively Exposition Healing the -Healing -“Hypocrisy” He responses woman (working) on the said; do you not with the Sabbath. water your animals infirmity on the Sabbath. Lk 13:1017 Healing a -Healing -He asked; “would man with (working) on the you allow your son Sabbath. dropsy Lk to drown on the 14:1-6 Sabbath”. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1.State two people reactions to criticism in Zambia 2.What was Jesus’s reaction to his accusations Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………….............................................................................................................................................. .................................……………..................................................………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com DATE: 309 SUBJECT: RELIGIOUS EDUCATIONION TOPIC: OPPOSITION TO JESUS SUBTOPIC: Occasion when Jesus was criticized DURATION:80 MINUTES CLASS: 11 NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on Occasion when Jesus was criticized. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about Jesus `reaction to critism (LK4:16-40; 5:17-26, 27 31. Skill of application of Bible teachings on Jesus` reaction to Critism and Occasions when religious leaders questioned Jesus `authority . Value of appreciation of Bible teachings on Jesus` reaction to Critism. LEARNING OUTCOMES: L.S.B.A.T. Describe how Jesus reacted when criticized. Relate occasions when religious leaders questioned Jesus’ authority PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS Teacher explains about Learners listen and Teacher Occasions When Jesus Was Criticized Occasions When Jesus ask questions exposition/ Rejection at Nazareth Lk 4:14-30 Was Criticized Question and -Healing the paralyzed man Lk 5:17-26 and allows learners to Answer -Call of Levi Lk 5:27-31 ask questions -Picking corn on the Sabbath Lk 6:1-15 -Healing a man with a withered hand Lk 6:6-11 -Healing the woman with infirmity Lk 13:10-17 THE PRIESTS AND SCRIBES CHALLENGE JESUS AUTHORITY-LUKE 20:1-8 A question about Jesus authority The priest was upset with Jesus’ because He had; -Entered Jerusalem triumphantly riding on a donkey-a messianic sign.-( MARK 20:1-8) - Seen teaching crowds in the Temple, daily. -Driven traders out of the Temple-John 2:23 -The religious leaders came up with a tricky question, ‘’by what authority are you doing this?’’ -This question was trick because; -If he answered he had the right because He was the Messiah, they would accuse Him of blasphemy against God, and the rebellion against the Roman Ceaser. - If He denied His Messiah ship, or claimed He own authority, the people who had just hailed Him as the son of David (MESSIAH) would not accept this and the result would have been disillusionment and a riot. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 310 The teacher initiate class discussion Class discuss GROUP/CLASS DISCUSSION GOUP 1 occasions when THE PARABLE OF THE WICKED TENANTS-LUKE 20:9-19 religious leaders -The God’s vineyard represents Israel. questioned -The bad tenants represent the religion leaders, who Jesus’ authority. beat and killed God’s messengers (prophets) from the Old Testament up to John the Baptist’s time. -They were about to do the same to Jesus. -This would bring punishment to Israel and God would withdraw Israel’ special privileges. -The vine yard would be given to true believers soon to called ‘’the church’ mainly made up of Gentile Christians Eph 3:6, 9-10. PAYING TAX TO CAESAR –LUKE 20:20-25 GROUP/CLASS - If Jesus accepted to pay, he would be treated as a DISCUSSION traitor to the Jews. -If h e had refused to pay, He would have been quilt of treason against Rome. GROUP 2 -Jesus answer showed that duty to both God and civil betrayal of Jesus authority were not opposed to each other. The question about resurrection and marriage –Luke 20:27-40 -The Sadducees believed only in the first five books of the Bible of Moses. -Since resurrection is not mentioned in the five books of the Bible, they did not believe in it. Hence this tricky question to Jesus. -Jesus showed the Sadducees that Moses’ law about GROUP 3 marriage only applied to the physical world and not in The question about spiritual. resurrection and -He later showed them that even in the book of Moses marriage –Luke resurrection was implied ‘’I am the God of Abraham, 20:27-40 Isaac and Jacob’’ (Exodus 3: 6) and not ‘’I was God of ……………..’’ Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Narate the story of Jesus’ arrest Luke 22:47-53 2. What was Jesus’s reaction to his accusations evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 311 ………………………………………...................................................................................................................................................... ...............................................................……………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: OPPOSITION TO JESUS SUBTOPIC: The Betrayal and Arrest of Jesus DATE: DURATION: 80 MINUTES CLASS: 11 NO OF BOYS………. GIRLS…………… REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learners book, Teachers handbook, chalk board and bible RATIONALE: This lesson is on the betrayal and arrest of Jesus. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the trials of Jesus and Why Jesus was condemned to death. Skill of application of Bible teachings on the trials and condemnation of Jesus to death .Value of Appreciation of the Bible teachings on the trials of Jesus. LEARNING OUTCOMES: L.S.B.A.T. Describe the betrayal and arrest of Jesus Give reasons why Jesus was betrayed and arrested. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS THE BETRAYAL AND ARREST OF JESUS The Plot- Luke 22: 1-6 As the opposition to Jesus was building up, some people informed the Pharisees of what Jesus had done. He had raised Lazarus from the dead (John 11: 45-53) Because of the miraculous things did the Pharisees would become unpopular. The Sanhedrin feared to lose their power and privileges from the Romans. A charge of treason against Jesus was suggested. The prophecy to save the nation was fulfilled in this PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com The teacher initiate class discussion on the betrayal and arrest of Jesus. a). the Plot Luke 22: 1-6 b). the arrest Luke 22: 47-53 Class discuss GROUP 1 The Plot- Luke 22: 16 GROUP 2 The arrest –Luke 22:47-53 312 GROUP/CLASS DISCUSSION way. The Chief priests decided to arrest Jesus quietly after the feast of the Passover. Judas offer made their plan easier. Teacher consolidates The arrest –Luke 22:47-53 Learner ’responses Judas led his group of people (Chief Priests, Temple guards and Roman soldiers) to capture Jesus. A kiss was the arranged signal. When Judas kissed Jesus, they came and arrested Him Learners listen attentively Teacher Exposition Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1.Describe the plot and arrest of Jesus Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… Teachers evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 313 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: OPPOSITION TO JESUS SUBTOPIC: The Trials of Jesus DATE: DURATION:80 MINUTES CLASS: 11 NO OF BOYS………. GIRLS…………… REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learners book, teachers notes book, chalk board and bible RATIONALE: This lesson is on the Trials of Jesus. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the trials of Jesus and Why Jesus was condemned to death. Skill of application of Bible teachings on the trials and condemnation of Jesus to death .Value of Appreciation of the Bible teachings on the trials of Jesus. LEARNING OUTCOMES: L.S.B.A.T. Describe the trials of Jesus before the Sanhedrin, Pilate and Herod Give reasons why Jesus was condemned to death. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS The Trials of Jesus ACCUSATIONS AND TRIALS OF JESUS -Jesus had to endure three trials before; -The Jewish Sanhedrin. - The Romans Governor, Pilate. -King Herod Antipas of Galilee The teacher initiate class discussion on trials of Jesus before the Sanhedrin, Pilate and Herod GROUP 1 Jesus trials before Sanhedrin a) Before the Sanhedrin -They wanted a statement from Jesus, which they could use to accuse Him of blasphemy Him of blasphemy and condemn Him to death. -One witness said that Jesus had said that he would destroy the Temple and build it in three days, ( Matt26:60) -Jesus admitted that He was the son of God on his way to glory.(MATT 26: 27-63) PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Class discuss 314 GROUP/CLASS DISCUSSION -The Jews were satisfied that he was guilty of blasphemy GROUP 2 Jesus trials before Pilate b) Before Pilate and Herod-Luke 23:1-25 -A change of blasphemy would be useless before a Roman Court. -Such a religious charge would not have Pilate’s sympathy, so it was changed to a political charge. GROUP3 Jesus trials before Herod The accusation had three parts -Jesus had stirred up the people to rebel. -He had forbidden them to pay tax to Caesar. -He had set himself as king of the Jews( treason against Caesar) ( John 19 :12) All these accusations were lies -Pilate could not see that Jesus was not the kind of person to stir up trouble and found no reason to condemn Him. -However, the Jews insisted that He was causing trouble even in Galilee. -Jesus teaching about opposition Luke 9:1-2, Luke 10:13-16, Luke 8:37. -Jesus told the disciples simply ‘’to leave’’ the place of opposition.( Matt 4:11-12) -Jesus taught his disciples to ‘’rejoice and be glad when they faced opposition’’ Luke 11:1423) -Jesus taught His disciples to ‘’answer with Teacher consolidates Learner ’responses argument e.g. Jesus and Beelzebub ( Satan)’ Learners listen attentively Teacher Exposition Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1.Describe the trials of Jesus before Herod Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 315 ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… Teachers evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: OPPOSITION TO JESUS SUBTOPIC: Jesus’ teaching about Opposition. DATE: DURATION: 80 MINUTES CLASS: 11 NO OF BOYS….... GIRLS……..…. REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on OPPOSITION TO JESUS.Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the trials of Jesus and Why Jesus was condemned to death. Skill of application of Bible teachings on the trials and condemnation of Jesus to death .Value of Appreciation of the Bible teachings on the trials of Jesus. LEARNING OUTCOMES: L.S.B.A.T.. State Jesus’ teachings on reaction to opposition and persecution. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS Jesus’ Teaching About Opposition 1. Lk 9:1-5, Lk 10 Jesus sent the disciples to preach and not beg for food or money but accept whatever they were given. If they were not accepted in a village they were to leave that village shaking off the dust off their feet as they left. Lk 10:13-16 2. Lk 8:37. Jesus simply left Geransenes when he was told to leave but told a man that was PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Teacher explains about Jesus’ Teaching About Opposition by referring to the bible and allows learners to ask questions BIBLE TEXT Lk 8:37 Lk 9:1-5, Lk 11: 14-23 Lk 11:20 316 Learners listen and Ask question Pupils participate by trying to explain how people React to Persecution and Teacher exposition/ Question and Answer Question and answer Opposition in possessed by many demons to tell Christianity and them what God had done for him. Other Religions 3. Mt 5:11-12 Jesus told his disciples to rejoice and be glad after being Teacher consolidates rejected. learner’ responses 4. Lk 11: 14-23 Jesus was accused of casting out demons by the power of Beelzebub. Jesus took time to explain that what they were saying was absolutely impossible; Learners listen Attentively a. Satan would not use his own demons to drive out demons b. Why are others that cast out demons not accused of working with Satan c. His accusers should know that it is only God’s power that can break hold of Satan (Lk 11:20) Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… Teachers evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 317 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO DATE: SUBJECT: RELIGIOUS EDUCATIONION DURATION:80 MINUTES TOPIC: OPPOSITION TO JESUS CLASS: 11 SUBTOPIC: Reactions to persecution and Opposition in Christianity and other religious.NO OF BOYS….... GIRLS……..…. REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on opposition to Jesus. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the trials of Jesus and Why Jesus was condemned to death. Skill of application of Bible teachings on the trials and condemnation of Jesus to death .Value of Appreciation of the Bible teachings on the trials of Jesus. LEARNING OUTCOMES: L.S.B.A.T.. Compare Christian teaching to persecution and opposition with those of other religions PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S PUPIL’S METHODS ACTIVITY ACTIVITY Reaction to Persecution and Opposition in Christianity and Other Religions Muslims -The Jews in Medina refused to accept Muhammad as a prophet. They mocked the Quran. Muhammad expelled the Jewish Clans from the city and had the men of the third clan executed. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 318 Teacher asks learners to explain how people React to Persecution and Opposition in Learners listen Attentively Class discuss Teacher Exposition -A Muslim is ready to sacrifice everything for Allah. -The Quran encourages revenge against unbelievers Hindus -Hindus faced opposition from reforms. One such was Buddha. He established a new religion in other parts of Asia. -Hinduism is based on tolerance and non-violence. -There are fanatics and extremists that despise Hinduism. -In Hinduism, a physical defeat is not a real defeat. They never accept a moral defeat Christianity -Christians do not revenge and rejoice when persecuted. -Persecution identifies Christians with Christ 1 Peter 4:14 -Persecution can build strong Christian character - They will forgive their persecutors (Mathew 5:10-12; 44 – 45; 6:12-15 -They stand firm, walk away or use argument in the face of persecution or opposition. Religious Comparison on Opposition and Persecution Christianity Vs Islam Similarities: -Both face opposition or persecution. -Both believe that some times persecution or opposition is the will of God. -Both are ready to sacrifice for God. Differences: Christianity- Revenge is not allowed in Christianity. Islam- Quran encourages revenge after persecution. Christianity- Forgive their persecutors. Islam- Forgiveness is seen as a weakness. b) Christianity Vs Hinduism Similarities: -Both believe in non-violence or tolerance. -Both forgive their persecutors. Differences: Christianity- Pray for their persecutors. Hinduism- Often threaten fasting until death. Christianity- Rejoice when persecuted. Hinduism- Stage a “sit down” on the street PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 319 Christianity and Other Religions Religious Comparison on Opposition and Persecution GROUP/CLASS DISCUSSION Learners listen attentively Teacher consolidates Learner ’responses The teacher initiate class discussion on Religious Comparison on Opposition and Persecution Teacher consolidates learner’ responses Teacher Exposition Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Compare Christian and t Hindus teaching to persecution and opposition 2. State one similarity and one difference on Religious comparison on opposition and persecution between Christianity and Islam Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………..................................................………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: THE LAST SUPPER AND THE CRUCIFIXION SUBTOPIC: How people react to Bereavement. DATE: DURATION:80 MINUTES CLASS: 11 NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on THE LAST SUPPER AND THE CRUCIFIXION. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about the different ways people react to death. Skill of Application of Bible teachings on the last super. LEARNING OUTCOMES: L.S.B.A.T. Describe different ways people react to death.. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Teacher asks Pupils tries to Question and 1. Introduction the pupils to answer answer Sooner or later, everyone has to face death; it concerns everyone and brings sorrow and loss describe the to families, communities families. We learn reaction of from some death and burial ceremonies that people to death death is not the end of existence, but rather “a departure” or “sleep” there are several rituals that express this belief: PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 320 1. There are several rituals that express this belief 2. Burying the dead with certain objects like cups, plates, guns etc. 3. The use of words like “departure”, or sleeping‟ are used instead of „dying” How people react to Believements -Accept death as a will of God. - Blame others -Blame God -Blame it on which craft -They cry. Teachers asks the class to discuss the rituals and beliefs attached to burial Rituals and beliefs attached to burial -There are several rituals which express the belief that there is life after death e.g. burying the dead with certain objects like cups, plates, and guns. - Words like “departed” or “sleeping” are used instead of „‟dying.‟‟ -The washing of hands after burial. Teachers points - The women wear mourning bands around at random at a their heads. pupil to -Sleeping outside the funeral house for men. describe the -Women sleep inside the house. last supper THE LAST SUPPER-LUKE 22:7-23 The preparation of the passover-Luke22:7-13, Exodus 12:1-30 -Every year the Jews celebrated the Passover feast to remember how they were delivered from slavery in Egypt. -Jesus had made careful arrangements for a place to hold the Passover. -He told two disciples to go into the city and follow a man carrying a water pot. -He would lead them to a house with a upper room where they would hold their last supper. -Preparations would include buying, sacrificing and roasting a lamb. -They also brought bread without yeast, bitter herbs and wine. -This would be the last time the Lord Jesus PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 321 Class discusses discussion Pupil tries to describe Teachers exposition would eat this meat and it was very important to him. -He would introduce a feast of remembrance to the disciples before He suffered and died. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: ............................................................................................................................................................................................ ............................................................................................................................................................................................ ............................................................................................................................................................................................ ............................................................................................................................................................................................ ......................................................................................................................................................................................... DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: THE LAST SUPPER AND THE CRUCIFIXION SUBTOPIC: The Lord’s Supper DATE: DURATION:80 MINUTES CLASS: 11 NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learners book, teachers handbook, chalk board and bible RATIONALE: This lesson is on Lord’s Supper .Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the last supper. Skill of Application of Bible teachings on the last super. LEARNING OUTCOMES: L.S.B.A.T. Relate what happened at the Last Supper. Explain the meaning and importance of the Lord’s supper for Christians PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 322 The Lord’s Supper- Luke 22:14-23 -Several cups of wine were blessed during the Passover meal and there would be several loaves of bread on the table. -After supper Jesus took a loaf of bread. -‘’This is my body given for you, do this in remembrance of me.’’ - Then, he took a cup of wine saying ‘’this is a new covenant in my blood which is poured out for you. -Jesus made it clear that he was going to die. -His death would have a meaning, which His followers were to remember. - The broken bread was a symbol of His body, bruised and given for us on the cross. -The wine was a symbol of His blood poured out. -The old covenant was sealed by the blood of a sacrificed animal.(Exodus 24:3-8) - Jesus death sealed a new covenant of God with man (JER 31:31-34) - The new covenant would deliver people from sin bring forgiveness and eternal life to all who receive Jesus as saviour and Lord. -Jesus wanted those who have eternal life through his death to join together to remember Him, by eating bread and drinking wine in thanks giving and worship. Teacher explains about the lords supper and allows learners to ask questions The teacher initiate class discussion on the significance of the Lord’s Supper for the early church The significance of the Lord’s Supper for the early church -It was symbolic communal meal known as Agape feast ( LOVE) (1 CORITH 11:23-28) Teacher consolidates -It is an act of remembrance of the death of Jesus Christ. learner’ responses -There could be no new covenant without the blood. -It is a reminder of what God has done for use through the death of Jesus. -It is an expression of God’s redemption and the new covenant. For Christians today - Look back- in thankful remembrance of the cost of their redemption. -Look up- in faith to sense Christ’s presence and his welcome. -Look round- to rejoice in their unit with other Christians. -Look forward- to the Lord’s return and His visible PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 323 Learners listen and ask questions Teacher exposition/ Question and Answer Class discuss GROUP/CLASS DISCUSSION Learners listen attentively Teacher Exposition presence. -Look within- to make an act meaningful. -To admit- their unworthiness, and come to Christ, ready to receive all he had to give TEACHING EXODUS 24:3-8 -Jesus last supper is the fulfilment of the old covenant(Jer31:31-34) -It is the fulfilment of the New Testament (beginning). -Jesus is the sacrificial lamb whose sacrifice brings salvation Other Names for the Lord’s super 1. Eucharist – meaning “thanksgiving’. 2. Holy communion 3. Mass or the breaking of bread. Acts 2:42 Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Relate what happened at the Last Supper. 2. Explain the meaning and importance of the Lord’s supper for Christians Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: THE LAST SUPPER AND THE CRUCIFIXION SUBTOPIC: The Crucifixion and death of Jesus DATE: DURATION: 80 MINUTES CLASS: 11 NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learners book, teachers handbook, chalk board and bible RATIONALE: This lesson is on the Crucifixion and death of Jesus .Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the Crucifixion and death of Jesus and about new Testament teachings about the significance of the death of Jesus and ways Christ` death affect Christians. Skill of Application of the Bible teachings on the significance of the crucifixion and death of Jesus Christ. LEARNING OUTCOMES: L.S.B.A.T. Relate what happened at the crucifixion and death of Jesus PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 324 Explain the teaching of the New Testament about the significance of the death of Jesus Show ways Christ’s death affects Christians PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS THE CRUCIFIXION OF JESUS-LUKE 23:26-49 Christian understanding of the death of Christ - The crucifixion of Christ was the fulfilment of the Old Testament prophecy about the messiah. (Psalms 22and Isaiah 53). - Shows God’s love for us and we are shared (John 3: 16-18) -Temple curtains are torn into two meaning now the way to God is open to all. -Even in great suffering, Jesus forgave his enemies -Jesus’ final cry shows his trust in his father to the end. V 46 THE DEATH The burial of Jesus-Luke 231-6, John19:38 The significance of the death of Jesus (Romans 5:6-10) -Christ died for our sins. -This shows God’s attitude of love towards sinners. -Sinners are changed from God’s enemies into God’s friends -Man is justified as a sinner and saved from sin. -Because of Christ’s death (or’ blood’’) sins can be forgiven.( Eph 2: 12-18). -It broke barriers between people e.g. Jews and Gentiles. -It brought reconciliation between man and God.(Romans 5 6-10) -It has brought to an end animal sacrifice and the inauguration of the covenant. -Christ’s sacrifice has brought about PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com The teacher point at any pupil at random to narrate the crucifixion and death of Jesus LUKE 23:26-49 Teacher consolidates Learner ’responses Teacher explains about the significance of the death of Jesus (Romans 5:6-10) and allows learners to ask questions 325 The pupil pointed at narrates the crucifixion and death of Jesus LUKE 23:26-49 Learners listen attentively Learners listen and Ask questions Question and answer Teacher Exposition Teacher exposition/ Question and Answer redemption. -Because of the death of Jesus we have’’ died to sin’’ and sin no longer has power over our lives. -Baptism is a picture of new life we live in Him, therefore behave as those who are dead to sin, self and world, but alive to God through the death of Christ. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1.state ways how Christ’s death affects Christians 2.Explain the significance of the death of Jesus evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………………...... ................................................................................................................................................................................................ ................................................................................................................................................................................................ .............................................................................................. DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: THE LAST SUPPER AND THE CRUCIFIXION SUBTOPIC: The burial of Jesus Christ. DATE: DURATION: 80 MINUTES CLASS: 11 NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learner‟s book, teachers handbook ,chalk board and bible RATIONALE: This lesson is on THE burial of Jesus Christ. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about the different ways people react to death. Skill of Application of Bible teachings on the last super. LEARNING OUTCOMES: L.S.B.A.T. Describe the burial of Jesus Christ PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 326 Identify the effects of Christ‟s death to Christians today.. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT METHODS TEACHER‟S PUPIL‟S ACTIVITY ACTIVITY Class discuss How GROUP/CLASS 1. The burial of Jesus Christ Luke 23:50-56 The teacher the death of Christ DISCUSSION Jewish would have buried in a common grave for initiate class discussion , affect Christians executed criminals, but Joseph of Arimethea prevented this. He was a member of the Sanhedrin, How the death today? but had not agreed with their decision about Jesus. of Christ affect V51. He buried Jesus in private burial cave, which Christians today? had never been used. Here we learn that: Teacher Exposition 1. Animal sacrifices are not necessary 2. 3. 4. 5. 6. (Hebrews 10:8-12) Barriers are broken down Eph. 2:1218. Jews and Gentiles are brought by Jesus death Jesus death is a way to cancel sin and bring man salvation Man, who was separated from God, can now be reconciled to him. Christ sacrifice is sufficient for redemption We have died to sin. Sin no longer has power over our lives. Teacher consolidates learner’ responses 2. The effects of Christ death to Christians today People are accepted by God; because their sin is forgiven and they are reconciled to God Christians now have the hope of eternal life Christian should not place barriers between themselves and people of other tribes and races. Christians now have new life in Christ, their sin is forgiven Funerals, burials and teaching about death in other religions How does the death of Christ affect Christians today? The death of Jesus affected us because we are justified by his death. In Christ, people are accepted by God because their sins are forgiven and are PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 327 Learners listen attentively reconciled to God. They may appear before God without sin, put right with him. We are now accepted to God. All that is offered on the basis that Jesus Christ died our death and rose again and it is received by faith. The Christian life is one of freedom and a relationship with God in which you are unafraid. God sees the Christian as if he shared Christ‟s death. His sinful nature was crucified with Christ ( Romans 6: 1-6) Christians now have hope of eternal life. Christians should not place barriers between themselves and people of other tribes or races. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: Bernard Tito SUBJECT: RELIGIOUS EDUCATIONION TOPIC: THE LAST SUPPER AND THE CRUCIFIXION SUBTOPIC: Funerals, burials and teachings about death. DATE: DURATION:80 MINUTES CLASS: 11 NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 328 RATIONALE: This lesson is on Funerals, burials and teachings about death. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about the teachings about death. Skill of Comparing and contrasting Christian funeral and burial practices with those of other religions LEARNING OUTCOMES: L.S.B.A.T. Compare funeral and burial practices and teachings about death in Christianity with those of other Religions. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Funerals, Burials and Teaching about Death in Other Religions Zambian Tradition 1. Causes of death are said to be; -Magic/witchcraft. -Spirits who have been offended. -A powerful curse. 2. Some bury the body in the house where the person lived, in the area in front of his house or behind. As well as at the birth place of the person. 3. Often food, weapons, tobacco, clothing are buried with the body to „accompany‟ him to the next world. Teacher explains about funerals, burials and teaching about death in other religions and allows learners to ask question Christianity 1-Christians believe that man became subject to physical and spiritual death because of sin. Genesis 2:17, 3:19 -The body dies but life continues in the spirit and soul. -Ephesians 2:1, 5 – For the unbeliever death is eternal. -The body is committed to the grave, with suitable prayers and scriptures. No extreme expression of grief such as wailing. Islam -Muslims believe that death is not the end of existence. -There is life after death. -When a person dies, relatives gather at home. The PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 329 Learners listen and Ask questions Teacher exposition/ Question and Answer body is washed, scented, and camphor is put on it. It is wrapped in a white cloth. People pay respects and view the face. If the body is female, only close relatives may view the face. -Each male takes a turn to carry the coffin at each of the four corners. -They go to the mosque first and prayers are led by an Imam. -close relatives go into the grave and receive the coffin and lay the body to rest. 7. Mourners fill in the grave with sand and recite words from the Quran. -The day after the burial, people gather again at the Mosque to pray. -For 40 days all males of the immediate family visit the grave and offer prayers. On the 40th day people gather again in the evening. -When a woman loses her husband she stays at home for and a half months and refrains from talking to people other than close relatives. She is called Iddat Hinduism -Hindus do not have burials. Dead bodies are cremated (burnt) usually besides a lake or river, or any open space. -Family members carry the body to the place and lay the body on a special place with firewood. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Compare funeral and burial practices and teachings about death in Christianity and Hinduism Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: THE LAST SUPPER AND THE CRUCIFIXION PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 330 DATE: DURATION: 80 MINUTES CLASS: 11 SUBTOPIC: Religious comparison on funerals, burials and teaching about Death . NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on Religious comparison on funerals, burials and teaching about Death. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about the teachings about death. Skill of Comparing and contrasting Christian funeral and burial practices with those of other religions LEARNING OUTCOMES: L.S.B.A.T. Compare funeral and burial practices and teachings about death in Christianity with those of other Religions. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Religious comparison on funerals, burials and teaching about Death a) Christianity Vs Zambian Traditional Religious Similarities: -Both mourn the dead. -Both accept death. - Both bury the dead. The teacher initiate class discussion about Religious comparison on funerals, burials and teaching about Death Differences: Christianity- Accept death as coming from God. Z.T.R- They accept death but believe death comes from spirits and external causes. Christianity- Death cannot be prevented as it is coming from God. Z.T.R- Death can be prevented as it comes from external forces. b) Christianity Vs Islam Similarities: -Both believe that physical death must come and physical life must end. -Both believe in life after death Differences: Christianity- After committal prayer at burial, mourners disperse. Islam- A day after burial, mourners gather PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 331 GROUP/CLASS DISCUSSION Class discuss Religious comparison on funerals, burials and teaching about Death at a Mosque to pray. Christianity- May only pray at memorial service usually after a year. Islam- For forty days, all males of immediate family visit the grave. Christianity- After death, there is no hope of God‟s forgiveness. Islam- Muslims continue to pray for forgiveness of the deceased to Allah to reward the dead. Teacher consolidates learner‟ responses Teacher Exposition Learners listen attentively c) Christianity Vs Hinduism Similarities: -Both accept death as god‟s decision. Differences: Christianity- They burry the dead. Hinduism- Do not have burial, but burn the dead. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Compare funeral and burial practices and teachings about death in Christianity and Hinduism Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 332 NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: JESUS’ TRIUMPH OVER DEATH SUBTOPIC: Ideas about life after death DATE: DURATION:80 MINUTES CLASS: 11 NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learners book, chalk board, teachers handbook and bible RATIONALE: This lesson is on JESUS‟ TRIUMPH OVER DEATH. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about the Ideas about life after death and Stories of Jesus raising people from the dead Skill of Relating stories of Jesus raising people from the dead. Value of Appreciating Jesus `power over death. LEARNING OUTCOMES: L.S.B.A.T. Describe different ideas people have about life after death. Relate the stories of Jesus Raising people from death. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Teachers asks the Leaners tries to Question and Ideas about life after death leaners to state state answer -Some believe life continues in one form or the other. some ideas about - Others do not believe in life after death at all. -There are those who believe that the dead have the influence life after death that they know on the living. -Other people believe that a person‟s actions in this life determined the next life. - Christians believe that there will be a resurrection of the dead. - Basically people hold on to the following beliefs about life after death e.g. -Death is the end of everything. -Life goes on beyond death. -Christian preachers believe and teach that there will be a resurrection. -Those who believe in death as a cessation of life have no bearing on the next, since they say there is none. -In Zambia Traditional Religion, believe that life continues beyond death. -Though they may not say that the present life determines the next life. -They also believe that those who die badly, either by a disease or away from home, tend to deal with the living in a bad way. -They bring curses, bad luck, disease, death and bareness. JESUS RAISING DEAD PEOPLE PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 333 Teachers asks learners to discuss the various people in the New Testament that Jesus rose from the dead Leaners discuss discussion -During the time of Jesus, many people faced death. Jesus was concern about the people‟s welfare both physically and spiritually. a) The widow‟s son at Nain- Luke7:11-16 -Nain was a small town, east of Nazareth. -The widow lived there and had only one son. -Unfortunately her only son died. -This meant that the widow would remain in a terrible state of poverty. -This miracle made people to recognize Jesus as great prophet. -Jesus used His divine power to triumph over death. b) Jesus raises Jairus‟ daughter-Luke 8:40-42, 49-56 -Jairus held an important position -He was a ruler of a Synagogue, responsible for all organization of the Synagogue. -At that time, there was an increase in the official disapproval of Jesus. -Therefore it took much courage for Jairus, a Jewish leader, to approach Jesus to heal his daughter. -While on the way, there were two interruptions. -These were a healing miracle; this delayed the procession to Jairus‟ house. -Jesus received a report that Jairus‟ daughter had died. -Jesus responded to the report by saying the child had not died. -„‟Only believe only believe and she will be well.‟‟ -The son of God used His power to overcome death by death by raising the girl from death back to life. -This miracle too shows that Jesus is Lord both life and death. -It is only faith in Him, which saves c) Raising of Lazarus- John 11: 1-44 -Lazarus lived in Bethany and was very sick. - Jesus was near this location and heard about the sickness. -However, Jesus never hurried to Bethany, though He heard that His friend had died. -Jesus was to raise him back to life and prove that He was in unity with the father as son of God. - Martha Lazarus‟ sister believed that it was too late for Jesus to heal her brother. -Jesus told her that Lazarus would rise to life. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 334 -Jesus saw physical death as an enemy to be destroyed and as the weapon of Satan. -Jesus was filled with sorrow and determined to win a victory over death. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: ............................................................................................................................................................................................ ............................................................................................................................................................................................ ............................................................................................................................................................................................ ..................................................................... PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 335 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: JESUS’ TRIUMPH OVER DEATH SUBTOPIC : Jewish beliefs about life after death DATE: DURATION: 80 MINUTES CLASS: 11 NO OF BOYS…….. GIRLS…….. REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learners book, chalk board, teachers handbook and bible RATIONALE: This lesson is on Jewish beliefs about life after death Luke 20:27-38. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the Ideas about the meaning of Jesus `resurrection for Christians. Value of Appreciation of bible teaching on Hope Faith Confidence in the resurrection Power LEARNING OUTCOMES: L.S.B.A.T. Explain the Jewish beliefs about life after death PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS Teacher explains about Learners listen Teacher exposition/ jewish traditions about and Question and 1. Jewish beliefs about life after death life after death and allow Ask questions Answer Luke 20:27-38 learners to 1. The soul of a dead person ask questions remains near the grave for three days after death. 2. On the fourth day there was a climax to the period of mourning 3. The teaching about resurrection is not found in the Torah (Jewish written law) however, they have an idea of life after death. 2. Pharisees’ beliefs about life after death. The Pharisees believe in: 1. Angel’s 2. Spirits 3. The resurrection of the dead for God’s judgment PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com The teacher initiate class discussion on Jewish ideas about life after death 336 Class discuss GROUP/CLASS DISCUSSION 3. The Sadducees beliefs about life Learners listen after death attentively 1. There is no life after death No resurrection from the dead (the Teacher consolidates Pharisees and the Sadducees were learner’ responses Teacher Exposition continually in conflict over the subject of the resurrection of the dead Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Explain the Jewish beliefs about life after death Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… Teachers evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… ............ PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 337 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: JESUS’ TRIUMPH OVER DEATH SUBTOPIC: Jesus raising dead People. DATE: DURATION: 80 MINUTES CLASS: 11 NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learners book, chalk board , teachers handbook and bible RATIONALE: This lesson is on JESUS‟ TRIUMPH OVER DEATH. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about the Ideas about meaning of stories and the experiences of disciples at Christ `Resurrection. Skill of Relating stories of Jesus raising people from the dead. Value of Appreciating Jesus `power over death. LEARNING OUTCOMES: L.S.B.A.T. Explain what these stories teach about Jesus Relate the experiences of the disciples at Christ‟s Resurrection. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY TEACHING ABOUT LIFE AFTER DEATH -The stories teach clearly that Jesus is the resurrection and the life. -We also learn that Jesus is Lord over death and death cannot conquer Him. - Jesus has power over death to set free those who are bound by the power of Satan THE RESURRECTION OF JESUS -LUKE 24:1-48 a) The women at the tomb –Luke 24:112 -The women went in the morning and found the tomb empty. -The Angel said that Jesus had risen. -The women told the Good news to the disciples who did not believe.( John 2011-18) -( Mary Magdalene sees the risen Lord) PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Teacher explains about life after death, the resurrection of Jesus and allows learners to ask question 338 Learners listen and ask questions Teacher exposition/ Question and Answer b) Jesus on the road to Emmaus - Luke 24: 13-53 -Jesus appeared to the two on the road to Emmaus to show them that He had risen. - Jesus reminded the two about the Old Testament prophesy of suffering Messiah. Jesus appears to his disciples in the upper room- Lk 24:36-53 -The disciples were behind locked doors, talking about these appearances, when suddenly Jesus appeared to them. -Since the doors were locked, the disciples thought it was a Ghost and were afraid. -Jesus calmed their fears by showing them His body of flesh and bones and marks of crucifixion. -He told them to touch Him and asked for some food to eat so that they could be sure that He was alive, since the sprit does not food. – (Lk 24:36-43). Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Explain what the stories of Jesus resurrection teaches us today Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 339 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO DATE: SUBJECT: RELIGIOUS EDUCATIONION DURATION: 80 MINUTES TOPIC: JESUS’ TRIUMPH OVER DEATH CLASS: 11 SUBTOPIC: The meaning of Christ‟s resurrection for the early Christians NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on the meaning of Christ‟s resurrection for the early Christians. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about the Ideas about meaning of stories and the experiences of disciples at Christ `Resurrection. Skill of Relating stories of Jesus raising people from the dead. Value of Appreciating Jesus `power over death. LEARNING OUTCOMES: L.S.B.A.T. Explain the meaning of Jesus resurrection to the Christians today Explain What Christians believe about Jesus Resurrection PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY The meaning of Christ‟s resurrection for the early Christians -Acts 2:22-36( Peter‟s sermon) -Peter told the crowd that God had raised Jesus from the dead as foretold in the Old Testament and now He is at the right hand of God. -The life, death and the resurrection of Jesus Christ meant that; -Jesus was the Messiah spoken of in the Old Testament. -The other meaning was that this resurrection brought about new birth (Life). -It gave them hope of eternal Heaven. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Teacher explains the meaning of Christ‟s resurrection for the early Christians and allows learners to ask questions 340 Learners listen and Ask question Teacher exposition/ Question and Answer Paul writes about the resurrection- (1 Corin 15:1-58) -Jesus‟ resurrection is of the greatest importance for Christian religion. - If Christ is not alive then Christians are biggest liars, losers and fools. -Christ‟s resurrection implies our resurrection. -One day we will believe in His glory. -Christ‟s resurrection gives assurance of human resurrection, triumph over death and evil and gives power for Christian service. -Paul teaches that at resurrection time, God will give his people different new bodies. The teacher initiate class discussion on Christians believe about Jesus Resurrection Class discuss on Christians believe about Jesus Resurrection GROUP/CLASS DISCUSSION What Christians believe about Jesus Resurrection -Jesus resurrection is God‟s approval of Him after being resurrected and killed. -It is the confirmation that Jesus is the Messiah, the son of God, through Him Learners listen we get a new Teacher consolidates attentively Teacher Exposition life.( peter 1:3). learner‟ responses -The resurrection of Jesus is the fulfilment of God‟s plan of salvation, showing self-giving love of God in the origin of our salvation. -It shows that man can be reconciled to God through Christ‟s death. - The resurrection gives Christians hope for the future life.( 2Cor 5:17) -The Christian church bases its faith on the death and resurrection of Jesus. -The resurrection of Jesus means that God‟s power is greater than that of Satan. -The resurrection is the greatest miracle of all. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Explain what the stories of Jesus resurrection teaches us today PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 341 Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO DATE: SUBJECT: RELIGIOUS EDUCATIONION DURATION:80 MINUTES TOPIC: JESUS’ TRIUMPH OVER DEATH CLASS: 11 SUBTOPIC: - What Christians believe about Life after death NO OF BOYS… -Beliefs about Life after death GIRLS… REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on Christians believe about Life after death . Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the Ideas about Resurrection. LEARNING OUTCOMES: L.S.B.A.T. Explain what Christians believe about life after death. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS What Christians Believe About Jesus’ Resurrection -It is the confirmation that Jesus is the Messiah. -The climax of God’s plan is Jesus’ death and resurrection. -It shows that man can be reconciled to God through Christ. -The Christian faith is based on this belief. -For Christians, it means the power of PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Teacher explains about Christians Believe About Jesus’ Resurrection and allows learners to ask questions 342 Learners listen and ask questions Teacher exposition/ Question and Answer God is greater than that of Satan What Christians Believe about Life after Death -Man has a spirit that will survive the death of their body. -The Bible clearly states that we shall ne spirits with “bodies”, able to identify each other and continue our individual existence. 2 Cor 5:1-8 -The Lord, at the cross assured the thief that he will be with him. Therefore, death is not the end of everything -Physical death comes to all of us. -Read Philippians 1:23 and 2 Cor 5:8. Physical spirit separates soul and spirit from the body. -In the resurrection life, we shall know each other. We shall be known there as we are known here on earth. We will be called by these names. Rev 20:15 -The resurrection body will be: -A God-given body. -A different body. -Immortal. -A beautiful body The teacher initiate class discussion about what Christians Believe about Life after Death Teacher consolidates Learner ’responses Class discuss on Christians Believe about Life after Death GROUP/CLASS DISCUSSION Learners listen attentively Teacher Exposition Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Explain what Christians believe about life after death Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… Teachers evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 343 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: JESUS’ TRIUMPH OVER DEATH SUBTOPIC: Beliefs about Life after death DATE: DURATION: 80 MINUTES CLASS: 11 NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learners book, chalk board, teachers handbook and bible RATIONALE: This lesson is on : Beliefs about Life after death. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the Beliefs about life after death. Skill of Comparing and/Contrasting Christian ideas about life after LEARNING OUTCOMES: L.S.B.A.T. Compare beliefs about life after death in Christianity and other religions PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS Teacher explains about the Learners listen and Teacher exposition/ Beliefs about Life after Death in Other Beliefs about Life after Ask question Question and Religions Death in Other Religions Answer Zambian Tradition -By death a person becomes an ancestral and allows learners to ask questions spirit, but only those who died in an acceptable way and those with children. -The spirit of the childless dead become wandering spirits and may cause harm. - Some characteristics of the dead can be PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 344 reborn into a new life. -Ideas vary from tribe to tribe Hinduism -Hindus believe that there is no death of the soul. After death, the soul can take another form and come back to the earth as another person or animal. - The more sinful you are, the more often you come back into this world. -A holy man does not come back into this worlds suffering. Muslims -Muslims believe in life after death. -Every person’s deeds will be presented before God for Judgement, and then God will decide the rewards and or punishments for each one. -If the good deeds outweigh the bad deeds, the person goes to paradise. If the other way round, he will be condemned to hell The teacher initiate class discussion on Religious Comparison on Life after Death Class discuss on Religious Comparison on Life after Death GROUP/CLASS DISCUSSION Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Compare beliefs about life after death in Christianity and that of Hinduism Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………..................................................................................................................... ..........................................................................................................……… Teachers evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………….......................................................................................................... .................................................................................................................………………………………………………………………………… ………………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 345 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: JESUS’ TRIUMPH OVER DEATH SUBTOPIC: Religious Comparison on Life after Death DATE: DURATION: 80 MINUTES CLASS: 11 NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 11 and other sources TEACHING LEARNING /AIDS: learners book, chalk board , Teachers handbook and bible RATIONALE: This lesson is on : Religious Comparison on Life after Death . Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the Beliefs about life after death. Skill of Comparing and/Contrasting Christian ideas about life after LEARNING OUTCOMES: L.S.B.A.T. Compare beliefs about life after death in Christianity and other religions PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS The teacher initiate class Class discuss on GROUP/CLASS discussion on Religious Religious DISCUSSION Religious Comparison on Life after Death Comparison on Life after Comparison on Life Death after Death a) Christianity Vs Zambian traditional Religion PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 346 Similarities: -Both believe in life after death. -Both believe that the spirit survive death. Differences: Christianity-Spirits of the dead do not return to earth. Z.T.R- Some spirits return to work as wondering spirits and may cause. Christianity- Spirits of the may not be contacted. Z.T.R- Spirits of the dead may be contacted. b) Christianity Vs Hinduism Similarities: -Both believe that the Soul does not die. -Both teach that there is life after death, Teacher consolidates depending on how we lived on earth. Learner ’responses Differences: Christianity- The spirit of a dead Christian go to live with God. Hinduism- The spirit can take another form and come back to earth as another form or animal. Christianity- There is no coming back in this world once dead. Hinduism- There is coming back in another form. Learners listen attentively Teacher Exposition c) Christianity Vs Hinduism Christianity: -Both believe in life after death. -Both believe that God will Judge them in the life to come. Differences: Christianity- They know whether they belong to the devil or God before judgement. Hinduism- In life to come, people will be judged on their deeds Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 347 1. State one similarity and on difference between Christianity and Zambian traditional Religion about life after death Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… Teachers evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: THE EARLY CHURCH SUBTOPIC: Relationships between Different people. DATE: DURATION:80 MINUTES CLASS: 12 NO OF BOYS……….. GIRLS……..… REFERENCES: Learner handbook for Christian education book 12 and other sources TEACHING LEARNING /AIDS: learner’s book, chalk board , teachers handbook and the bible RATIONALE: This lesson is on Relationships between Different people. . Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the difficulties in relationships and the day of Pentecost. Value of Appreciating Harmony/ Unity in relationships. LEARNING OUTCOMES: L.S.B.A.T. Identify difficulties in relationships between people of different languages, cultures and races. Describe how language barriers were overcame among the first Christians in Jerusalem. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 348 CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS Teacher explains about Communication barriers Before the beginning of the church And allows learners to Ask questions Learners listen and Ask questions Teacher exposition/ Question and Answer The teacher initiate Class discuss on the story of the day of Pentecost Acts 2: 1 -13 and the Signs of the Holy Spirit GROUP/CLASS DISCUSSION RELATIONSHIP BETWEEN DIFFERENT PEOPLE Before the beginning of the church -Communication barriers existed between Jews, Samaritans, and Gentiles. All three groups were segregated. Jews were prejudiced against Tax collectors and Samaritans. There was also segregation between women and men, lepers and ordinary people. After the Birth of the Church -The people were united in Christ and the differences became immaterial. Both Jews and Gentiles. Language barriers Language is crucial for all forms of communication. Whenever there are different groups of people, it is essential to have a common language for communication. The language barriers were overcome on the Day of Pentecost (Acts 2: 1 – 13) The day of Pentecost (Acts 2: 1 -13) class discussion - Pentecost is a Greek word meaning “fifty’’. The “feast of Pentecost’’ was a Jewish Festival of thanks giving at the end of the Wheat harvest. This feast took place fifty days after Passover. -Many people (Jews) came from distant places for this feast Signs of the Holy Spirit -Strong wind blowing symbolizes the Holy Spirit’s present. -The tongues of fire represent the present of God just like the Old Testament flames of fire. e.g. Teacher consolidates Moses and the burning bush. The pillar of fire learner’ responses guiding the Israelites. -The Holy Spirit brings the presence and power of God to believers, but Judgment to unbelievers. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 349 The day Pentecost Acts 2: 1 -13 Learners listen attentively Teacher Exposition -The disciples began to speak in other tongues or language, which they had not learned, yet those who listened understood them. -The visitors to Jerusalem where Jews from other countries, while some were Gentiles converted to the Jewish faith, yet all understood in their own language, the great things has done. -The Holy Spirit had come in power on the disciples enabling them to take the Gospel to every people and nations as Christ commanded. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1.Narate the story of the day of Pentecost Acts 2: 1 -13 Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… Teachers evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: THE EARLY CHURCH SUBTOPIC: Racial and cultural barriers overcome DATE: DURATION: 80 MINUTES CLASS: 12 NO OF BOYS…….… GIRLS…..… REFERENCES: Learner handbook for Christian education book 12 and other sources TEACHING LEARNING /AIDS: learner’s book, chalk board, Teachers handbook and bible RATIONALE: This lesson is on THE EARLY CHURCH .Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the Racial and cultural barriers and Inclusion of Samaritans and Gentiles .Skill of Application of Bible teachings on overcoming cultural and racial barriers LEARNING OUTCOMES: L.S.B.A.T. Describe how racial and cultural barriers were overcome PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 350 Explain how Philip helped the church to include Samaritans and Gentiles. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS RACIAL AND CULTURAL BARRIER a) The problem of the Greeks (Acts 6: 1 – 6) -A quarrel arose in the Christian community The teacher initiate class between the Greek- Jews and the local Aramaic discussion speaking Jews. -The Greek – speaking Jews claimed that their widows were not being cared for properly.- Then they suggested that seven men be appointed to administer supplies of money, food and clothing. -The seven were to be wise, filled with Holy Spirit and to have a good standing. The Group chose seven Greek - speaking men. - One of them was Stephen who was full of faith and the Holy Spirit. Stephen’s role (Acts 6:8- 15) -He was filled with the Holy Spirit and had great wisdom and was given power from God to do miracles. He witnessed and taught in the synagogues of the Greek – speaking Jews. -Jews from this synagogue with others from the provinces of Asia and Cilicia had to argue with Stephen and did not agree with his teaching or his interpretation of the old testament. -They could not prove him wrong in any of their arguments as he showed wisdom from the Holy Spirit. -His teaching emphasized new life in Christ, who fulfilled the Mosaic Law. -They accused him, and bribed people to make false accusations that he was speaking against Moses, the law and the temple GROUP 2 Inclusion of Samaritans Acts 8: 1 – 25 351 GROUP/CLASS DISCUSSION GROUP 1 The problem of the Greeks Acts 6: 1 – 6 GROUP 2 Stephen’s role Acts 6:8- 15 Inclusion of Samaritans (Acts 8: 1 – 25) -The Apostles heard of the blessing among the Samaritans, their traditional enemies (people of mixed race, half Jewish, half Assyrian). Peter PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Class discuss how racial and cultural barriers were overcome GROUP/CLASS DISCUSSION GROUP/CLASS DISCUSSION and John went to assess Phillip’s Ministry. They prayed and placed the hands on the believers. God showed his acceptance of the Samaritans by giving them the gift of the Holy Spirit also. -To the Simon the sorcerer who deceived Samaritans by his satanic power saw the giving of the Holy Spirit by just laying hands on the people as a wonderful power. Teacher consolidates Learners listen -He wanted to buy this power from the learner’ responses attentively Teacher Exposition Apostles, and probably thought of it as a magic spell, which sorcerers bought from each other. -Peter was horrified and told Simon that, unless he truly repented, he and his money would perish in hell. Then Simon begged him to pray for him. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Describe how racial and cultural barriers were overcome 2. Explain how Philip helped the church to include Samaritans and Gentiles Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… Teachers evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: THE EARLY CHURCH SUBTOPIC: Paul’s witness to various cultures. DATE: DURATION: 40 MINUTES CLASS: 12 NO OF BOYS…….... GIRLS………. REFERENCES: Learner handbook for Christian education book 12 and other sources TEACHING LEARNING /AIDS: learners’ book, chalk board teachers handbook and bible PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 352 RATIONALE: This lesson is on THE EARLY CHURCH. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about Paul`s ministry .Skill Application of the Bible teachings on the Ministry of Paul. Value Appreciating other cultures LEARNING OUTCOMES: L.S.B.A.T.. Explain how Paul witnessed to various cultures PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS The teacher initiate class Class discuss Paul’s GROUP/CLASS PAUL’S WITNESS TO PEOPLE OF VARIOUS discussion witness to people of DISCUSSION CULTURES various culture Saul’s conversion (Acts 9: 1 – 19) -Saul increased his persecution of the church, imprisoning many and executing others. -Instead of stamping out the “Seat,” the increased persecution caused the believers to scatter, preaching as they went. The Gospel spread to new areas. - Saul heard that the movement was strong in Damascus in Syria and so he asked the high priest for letters of introduction to the synagogues in that area. These letters would give Saul the authority to search out these people of “the way”. -On the road to Damascus, this hard – hearted Pharisee met God’s challenge. -Suddenly there was a blinding light and was struck to the ground. Then a voice asked, “Saul, Saul, why are you persecuting me? Why are you kicking against your conscience and the working of the Holy Spirit? -Saul thought this must be God’s voice and the reply came, “I am Jesus...............” Saul had to identify the “Lord ‘(Jehovah of the Old Teacher consolidates Testament) with Jesus of Nazareth whom he learner’ responses had persecuted through his followers. He realized that the crucified Jesus was indeed alive and able to communicate with people. -The tremendous shock of this revelation, together with the bright light, blinded Saul. He realized he had to change loyalty to be on the side of Jesus. -Three days of darkness followed. Ananias of PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 353 Saul’s conversion Acts 9: 1 – 19 Learners listen attentively Teacher Exposition Damascus was sent to help him physically and spiritually. Saul’s’ future work is then revealed to Ananias. -Ananias obeyed and went to Saul and called him, “brother” showing him that he now belonged to the people he had been persecuting. -As Saul’s’ physical sight returned, so his spiritual “eyes” were opened. He began to “understand the Gospel of Jesus Christ and was baptised. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Explain how Paul witnessed to various cultures Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… Teachers evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: THE EARLY CHURCH SUBTOPIC: Paul‟s Witness to Various Cultures PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 354 DATE: DURATION: 80 MINUTES CLASS: 12 NO OF BOYS…….… GIRLS…..… REFERENCES: Learner handbook for Christian education book 12 and other sources TEACHING LEARNING /AIDS: learners’ book, chalk board and bible RATIONALE: This lesson is on THE EARLY CHURCH .Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the Racial and cultural barriers and Inclusion of Samaritans and Gentiles .Skill of Application of Bible teachings on overcoming cultural and racial barriers LEARNING OUTCOMES: L.S.B.A.T. Explain how Paul witnessed to various cultures PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S PUPIL’S ACTIVITY METHODS ACTIVITY The Church at Antioch (Acts 11:19 – 26) When persecution struck the believers in Jerusalem some fled as far as Antioch and continued to preach the Good News there, but to Jews only. Other Christians from Cyprus and Cyrene arrived and preached to Greek – speaking Gentiles and great numbers believed, forming a multi- racial church. This news reached the church in Jerusalem and they sent Barnabas to see if this was of God and to give any help needed. Barnabas was from Cyprus and spoke Greek. He knew the culture of these. He seeks out Saul from Tarsus to help hi, teach. He recognises Saul as a man with leadership abilities and a deep knowledge of scriptures. Saul and Barnabas worked in Antioch for a year in a wonderful partnership of service, teaching in the church. It was at Antioch that the followers of Christ were first called “Christians”. Many people were talking about there that the people nick – named them” Christians” or ‘Christ ones’ It was in Antioch that Saul began his great work to carry the Good News to people of many nations. The Council at Jerusalem – (Acts 15: 1 -35) The “ circumcision party” was a group of Jews who PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 355 The teacher initiate class discussion Paul‟s ministry: Saul‟s conversion Acts 9:1-16 The church at Antioch Acts 11:19-26 The Council at Jerusalem (Acts 15:1-35) Class discuss how racial and cultural barriers were overcome GROUP/CLASS DISCUSSION GROUP 1 The problem of the Greeks Acts 6: 1 – 6 GROUP 2 Stephen’s role Acts 6:8- 15 GROUP/CLASS DISCUSSION insisted that to be a true Christian, one first had to become a Jew by being circumcised keeping all the laws of Moses. They insisted the Gentile converts had first to become believers in Judaism. Some of these people came to Antioch and taught that unless one was circumcised and obeyed the Law of Moses, could be saved. Paul and Barnabas argued with them and finally the church sent Paul and others to Jerusalem to present the problem to the Apostles and elders. After Paul recounted what God had been doing among the Gentiles, there was much debate. Peter explained how God had chosen him to go to the Gentiles and also, how God has shown that people are saved by faith in Christ, not by laws. They all agreed to write a letter and send it to the Gentile Christians through Paul, and Barnabas. The letter pointed that: They were advised not to: (i) Eat food offered to idols (ii) Eat or drink blood (iii) Eat animals that had been strangled, killed by snaring or those not bled properly according to the Jewish law. (iv) Commit sexual immorality The guidelines were not meant to make anyone a Christian, but simply to help Christians of Jewish or Gentile races to live at peace with each other. GROUP 2 Inclusion of Samaritans Acts 8: 1 – 25 GROUP/CLASS DISCUSSION Learners listen attentively Teacher Exposition Teacher consolidates learner’ responses Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners Philip helped the church to include Samaritans and Gentiles evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com DATE: 356 SUBJECT: RELIGIOUS EDUCATIONION DURATION: 80 MINUTES TOPIC: THE EARLY CHURCH CLASS: 12 SUBTOPIC: INCLUSION OF DIFFERENT RACES AND CULTURES IN OTHER RELIGIONS NO OF BOYS……….. GIRLS……..… REFERENCES: Learner handbook for Christian education book 12 and other sources TEACHING LEARNING /AIDS: learners’ book, chalk board and the bible RATIONALE: This lesson is on INCLUSION OF DIFFERENT RACES AND CULTURES IN OTHER RELIGIONS. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the difficulties in relationships and the day of Pentecost. Value of Appreciating Harmony/ Unity in relationships. LEARNING OUTCOMES: L.S.B.A.T. Compare Christian reactions to persecutions with those of other religions PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS INCLUSION OF DIFFERENT RACES AND CULTURES IN OTHER RELIGIONS Teacher explains about the inclusions of Islam in Zambia different races and Islam is not based on the customs or cultures in other traditions of any one particular tribe. religions Islam declares itself to be a universal And allows learners to ideology and makes no discrimination on the Ask questions Learners listen and Ask questions Teacher exposition/ Question and Answer basis of race, Colour or language. Any person, who declares belief in the Islamic creed, is entitled to the same rights as any other Muslim. Muslim marriage laws, religious belief about prayer times, and rituals differ. Zambian Traditional Belief All human beings are to be treated with respect. This belief unites people and is to be obeyed by all. All who subscribe to such a belief are welcome and have equal rights any other like- minded people. Christian Churches in Zambia Zambian churches have the aim of sharing PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com The teacher initiate class discussion 357 Learners listen attentively GROUP/CLASS DISCUSSION the Good news about Christ with people of other races. Teacher Exposition In most churches, people from any tribe, race or culture are welcome to come and listen to the Good News of Jesus Christ. Many Christians make it their aim to witness to others who do not attend church services this is very important. Christians today should follow the example of Teacher consolidates the early church by reaching out to others. learner’ responses Christians travelled all over the known world to people of different races and cultures. No one was to be excluded. They obeyed the command of Jesus” You shall be my witness in Jerusalem, in all Judea and Samaria and to the ends of the earth (Acts 1:8). Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… Teachers evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 358 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: CHRISTIAN WITNESS SUBTOPIC: Witnessing in the face of opposition DATE: DURATION: 80 MINUTES CLASS: 12 NO OF BOYS………… GIRLS…….. REFERENCES: Learner handbook for Christian education book 12 and other sources TEACHING LEARNING /AIDS: learners book, chalk board , Teachers handbook and bible RATIONALE: This lesson is on CHRISTIAN WITNESS. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the persecution of the apostles. Skill of Application of Bible teachings on the apostles `reaction to persecution .Value of Exercising Calm in the midst of persecution. LEARNING OUTCOMES: L.S.B.A.T. Identify reasons for the persecution of the Apostles. Show how the apostles reacted to these Persecutions. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S PUPIL’S METHODS ACTIVITY ACTIVITY The teacher Class discuss GROUP/CLASS WITNESSING IN THE FACE OF OPPOSITION initiate class about the DISCUSSION Reasons for persecution of the apostles Peter and John (Acts 3: 1discussion persecution of 26) the apostles -The apostles became popular as a result of healing the lame man. -The apostles were blamed for assuming the authority of the religious leaders and teachers. -Their preaching about the resurrection angered the Sadducees, who did not believe in life after death. The reactions -The apostles showed respect to the Jewish leaders and recognized that these leaders had been given the job of judging in religious matters. -They were unafraid and boldly preached the gospel to the leaders. -They committed the whole problem to God in prayer. Persecution of Stephen and Paul a) Stephen (Acts 6:8- 15, 7: 1-8:1) -Stephen was persecuted because the Jews could not with stand the wisdom which the Holy Spirit gave him in his answers when they tried to argue publicly PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 359 GROUP 1 apostles Peter and John Acts 3: 1-26 Teacher consolidates Learner ’responses Teacher Exposition GROUP 2 Persecution of Stephen and Paul Acts 6:8- 15, 7: 1-8:1 with him. -Stephen used Jewish history to show how the Jewish how the Jews had been rebelling against God in the past, just as they were now. -Stephen however showed an attitude of love and forgiveness towards his persecutors in spite of what they were doing to him. Teacher explains GROUP 3 -He first of all calmly explained what he had preached the Apostles Saul Acts 9: 23- Teacher b) Saul (Acts 9: 23-30) Reactions to exposition/ 30 - After becoming a Christian himself, Saul or Paul as he was later opposition and Question and known, was persecuted. allows learners Answer -He never allowed himself to be discouraged by persecution. to ask questions Opposition at Phillip (Acts 16: 16-30) -A young woman possessed by a demon followed Paul and Silas. -The demon in her knew who these men were. Learners listen -This was an effort of Satan to oppose the work of God. attentively -Paul and Silas cast out the demon of the younger woman -They dragged Paul and Silas to the market place were the local magistrate presided. -The Magistrate was persuaded by the crowd without looking into the matter. - Paul and Silas were beaten with rods on their backs Reactions of the Apostles -When first opposed by the demon possessed woman, they just ignored. -Paul never went out looking for people with demons in order to cast them. -In prison, the apostles prayed and rejoiced, and sang songs of praise. Learners listen -The earthquake which followed, and the conversion of the jailer, and brings out the truth that God was with them. Ask questions Opposition at Lystra (Acts 14: 8-12) -The people of Lystra misunderstood the Gospel and mistook Paul and Barnabas for heathen gods. -The Jews influenced the Gentiles in Lystra until in their fury, they stoned Paul. -Paul and Barnabas left the city the next day, not wanting to force people to receive the Gospel Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Identify two reasons for the persecution of the Apostles 2. Describe how the apostles reacted to these Persecutions PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 360 Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………….................................................……………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: CHRISTIAN WITNESS SUBTOPIC: Various persecution faced by the apostles. DATE: DURATION: 80 MINUTES CLASS: 12 NO OF BOYS…………. GIRLS………. REFERENCES: Learner handbook for Christian education book 12 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on CHRISTIAN WITNESS. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the persecution of the Christians ,persecution by the magicians and Christians reaction to Persecution. Value of Exercising Calm in the midst of persecution and Perseverance LEARNING OUTCOMES: L.S.B.A.T. State reasons for the persecution of Christians by Herod Antipas. Give reasons why the apostles were persecuted by the magicians and how they reacted. Show how Christians today react to Persecution. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS The teacher initiate Class discuss on Various GROUP/CLASS Various Persecutions Faced by the Apostles class discussion Persecutions Faced by DISCUSSION Persecution by Herod Agrippa I the Apostles Acts 12: 1-24 Persecution of -The Jews hated Herod appointed by the the Romans. He was always looking for ways and Christians: Persecution of means to please them so that he could rule Teacher Exposition Persecution by Herod the the Jews easily. Antipas: (Acts12:1-24) Christians: -When he realized that the Jews also hated Persecution by Herod Opposition Christians, he arrested James and had him Antipas: (Acts12:1-24) from a beheaded. Samaritan sorcerer Opposition from Reactions of the apostles Question and (Acts 8:9-24) a answer Samaritan sorcerer -The Christian reaction to this persecution Persecution by (Acts 8:9-24) the was to use was to use the greatest weapon of Persecution by the magicians: all prayer. magicians: Opposition - God struck Herod down in public and he Opposition from from a died an agonizing death a Jewish magician b) Opposition from Jewish Magician PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 361 (Acts13:4-11) Acts 13:4-11 -Elymas was a Jewish magician and a force prophet who pretended to lead people in God’s ways. - Because Satan controlled him, and possibly because he thought he might lose his position and influence if the proconsul became a Christian, he opposed Paul and Barnabas. Jewish magician (Acts13:4-11) Teacher exposition/ Question and Answer PAUL’S REACTIONS: Teacher consolidates -Paul rebuked him publicly and exposed him learner’ responses Learners listen attentively of what he really was-not a ‘’son of Jesus’’ Teacher asks learners but a ‘’son of the devil.’’ -Publicly exposing a person for what he really to state Paul’s reaction is was a commonly used in Acts to fight to Herod Antipas opposition. ( Acts 8 22, 5: 4) Learners attempt CHRISTIANS REACTION TO PERSECUTION to state TODAY -Ignore the persecutors Teacher explains about -Pray for the persecutors Christian reaction to -Pray for guidance and strength from God persecution and allows -Rejoice Learners listen and learners to Ask questions ask questions -Calmly explain the situation. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. State reasons for the persecution of Christians by Herod Antipas. 2. Give reasons why the apostles were persecuted by the magicians and how they reacted. 3.Describe how Christians today react to Persecution Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… Teachers evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 362 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO DATE: SUBJECT: RELIGIOUS EDUCATIONION DURATION: 80 MINUTES TOPIC: CHRISTIAN WITNESS CLASS: 12 SUBTOPIC: Reactions to persecution in Christianity and other religions. NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 12 and other sources TEACHING LEARNING /AIDS: learners book, chalk board, teachers Handbook and bible RATIONALE: This lesson is on CHRISTIAN WITNESS. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about Christian reactions to persecution. Skill of comparing and Contrasting Christian reactions to persecution with those of other religions. Value of appreciating virtues of Selflessness Humility and peace LEARNING OUTCOMES: L.S.B.A.T. Compare Christian reactions to persecutions with those of other Religions. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY Teacher explains about Learners listen Teacher REACTIONS TO PERSECUTION IN OTHER reactions to persecutions and ask exposition/ RELIGIONS in other religion and question Question and HINDUISM allows learners to ask Answer -Hinduism is based on love, tolerance and forgiveness. questions -To a true Hindu persecution is not a real defeat. ISLAM -Islam is a very militant religion. Any opposition is dealt in a violet way. -The non-violate reaction can be looked upon as a weakness, and also as being unfaithful to their religion. -The Quran encourages revenge after persecution. -The Muslim believes that his life, property and everything else belong to God and Allah decrees everything that happens even persecution Religious Comparison on Persecution a) Christianity Vs Islam Similarities: PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 363 Reactions to persecution: Christianity: ignore, pray, rejoice and calmly explain the reasons for faith in Jesus Islam: encourages revenge and forgiveness as a weakness Hinduism: love, tolerance and forgiveness -Both react to persecutions Differences: Christianity- Ignore the persecutors. Islam- The Quran encourages revenge. Christianity- Pray for the persecutors. Islam- Any persecution is dealt with in a violent way. Christianity-Pray for guidance and strength from God rejoice and calmly explain the situation Zambia Tradition: consults the spirits; where one is only forgiven when one repents The teacher initiate class discussion Christianity Vs Zambian Traditional Religion Similarities: Both expect everyone to work -Both work to feed their families -Both believe that neglect of work leads to lack of food and shelter. -Both have a discussion on the issue in order to arrive at a lasting solution. - Both get the consensus of the parties involved in conflict so as to reach an agreeable solution. Differences: Christianity-This should be of integrity, diligence, cooperation, punctuality, reliability and honest. Z.T.R: Everyone was expected to work from childhood to adulthood with supervision and teaching. Christianity-They refer to Scripture for the teaching concerning the situation. Z.T.R- There is a go between so as to assist the parties concerned to find a way of resolving the conflicts. Christianity- There is always Scriptural counselling to help people in conflict to find the spiritual solution to the problem. Z.T.R- Those found guilty are made to apologize or pay damages to the other party with whom they were in conflict. Christianity Vs Hinduism Similarity: - Both have an opportunity of a leisure time. -Both spend time relaxing and resting -Both spend their time visiting friends. Differences: Christianity- The day is observed as a day of rest and relaxation, and has a religious significance. Hinduism- Leisure opportunity has no religious significance. Teacher consolidates learner‟ responses PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 364 GROUP/CLASS DISCUSSION Class discuss on Religious comparison on Persecution Learners listen attentively Teacher Exposition Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Compare reactions Hindus to persecutions with that of Islam. 2. State one similarity and one difference between Christianity and Hinduism on Religious Comparison on Persecution evaluation: …………………………………………………………………………………………………………………………… …….……………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: LIFE IN THE EARLY CHURCH SUBTOPIC: Causes of Conflict among People DATE: DURATION: 80 MINUTES CLASS: 12 NO OF BOYS……………. GIRLS………… REFERENCES: Learner handbook for Christian education book 12 and other sources TEACHING LEARNING /AIDS: learners’ book, chalk board , Teachers handbook and bible RATIONALE: This lesson is on Causes of Conflict among People .Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the Causes of conflict in the early church :( Jealousy, Breakdown in communication, Pride, Greed), Characteristics of life among early Christians and Disagreements in the early Church. Skill of Conflict- Resolution. Value of Application of Unity Selflessness Humility Loyalty Tolerance LEARNING OUTCOMES: L.S.B.A.T. Identify causes of Conflicts in the early Church. State the characteristic of Life among the early Christians. Describe disagreements which arose in the early church. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S METHODS ACTIVITY Teacher explains the Causes of Learners listen Teacher LIFE IN THE EARLY CHURCH conflicts among people and and exposition/ allows learners to Ask question Question and Causes of conflicts among people Ask questions Answer -Misunderstanding through lack of communication. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Causes of conflict in the 365 early church: (Jealousy, breakdown in communication, pride, greed) Characteristics of life among early Christians: Prayer Communal meals , Fellowship Witnessing (Acts 2:42Characteristics of community life in the early 47;4:32-37) church Disagreements in the early -New converts were willing to learn the teachings church: Corruption; (Acts 5:1111;Acts 8:14-17) of Christ through the Apostles. Administration (Acts 6:11-7) - Spent much of their time together and their How these disagreements fellowship were warm without discord or strife. were solved -Prayer was another characteristic. Inclusion of Gentiles - The Church had a holy reverence for God as (Acts 15:1-21) -Unwillingness to see another person’s point of view. -Failure to discuss situations from all angles. -Being dogmatic and not being prepared to give way in a given situation. -Violation of strict principles on moral issues. -Jealousies - Pride they saw miracles being performed in the name of Jesus Christ, through the apostles who were with him. -They generously shared their possessions so that no one lacked material needs. -They continually worshipped God in the Temple with praise and thanks giving for his might works. - The warmth of their daily fellowship in their homes extended to the community outside and others joined them. The teacher initiate class discussion Class discuss on the Characteristics of community life in the early church GROUP/CLASS DISCUSSION Learners listen attentively Teacher Exposition Teacher consolidates learner’ responses Learners listen and Ask question Teacher explains about problems in the early church and allows learners to ask questions Teacher exposition/ Question and Answer Problems in the early church -Corruption within the Church ( Acts 5:1-11,8:924) -A problem of administration ( 6: 1-7) -Barnabas and Paul ( Acts 9: 22-30) -Inclusion of Gentiles ( Acts 15:1-21,24-29,21:35) Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Identify causes of Conflicts in the early Church. 2. State the characteristic of Life among the early Christians. 3.Describe disagreements which arose in the early church PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 366 Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… Teachers evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: LIFE IN THE EARLY CHURCH SUBTOPIC: Resolving disagreements among Christians in Zambia today. DATE: DURATION: 80 MINUTES CLASS: 12 NO OF BOYS…………. GIRLS………. REFERENCES: Learner handbook for Christian education book 12 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on RESOLVING PROBLEMS AMONG CHRISTIAN. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about resolving conflicts and Conflict resolution in Traditional Zambian society. Skill of Analyzing situations and Conflict resolution Analysis. Value of appreciating virtues of Peace Harmony Unity LEARNING OUTCOMES: L.S.B.A.T. State how Christians should resolve disagreements in Zambia today. Explain how problems are solved in traditional Zambia. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S METHODS ACTIVITY PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 367 RESOLVING PROBLEMS AMONG CHRISTIAN Problems in the Christian church today -Doctrinal differences between members of the Church. -Competition for leadership positions in the Church. -Mismanagement of the Church funds by those in leadership. -Rumour mongering among believers. - Partiality in disciplining wrong-doers in the Church. -Personality clashes among leaders. -Church splitting and sheep stealing. -Not recognizing the labours of other leaders in the Churches Resolving problems -Through understanding of the problems. - Mutual discussion of the problem. -Committing it to God in prayer -Referring for the teaching concerning the situation. -Leadership addressing the doctrines in question carefully. - Open rebuke to the culprits. -Asking the culprits to step down from leadership positions for serious cases such as adultery and misuse of funds. -Scriptural counselling to help people in conflicts to find the spiritual solution to their problems. How Zambian tradition and Christianity solve their problems a) Zambian Tradition - Having discussions on the issue in order to arrive at a lasting solution. -Getting the consensus of the parties in conflict through a gobetween, so as to reach neutral and agreeable solutions. -In case of death, divination was done, and revenge was sought. -Being willing to give to give the statements as they occurred so as to assist the mediators to find a way of resolving the conflicts. Christianity - Having a clear understanding of the problem. - Mutual discussions -Committing the problem to God through prayer. -Referring to relevant scriptures. -Giving brotherly and Godly counsel to the people in conflict. Christianity - Having a clear understanding of their disagreement by -Mutual discussions -Committing the problem to God through prayer -Referring to relevant scriptures -Giving brotherly and Godly counsel to the people in conflict Religious Comparison on Resolving Conflicts Christianity Vs Zambian Traditional Religion Similarities: -Both have a discussion on the issue in order to arrive at a lasting solution. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 368 Teacher explains about Problems in the Christian church today and allows learners to Ask question Learners listen and ask questions Teacher exposition/ Question and Answer Resolving conflicts: Prayer, discussion, consulting scriptures, counselling Question and answer Teacher asks learners to state ways of resolving problems among Christian churches today Learners attempt to state ways of resolving problems among Christian churches today Teacher Exposition Teacher consolidates learner’ responses Teacher explains how Zambian tradition and Christianity solve their problems and allows learners to ask questions Learners listen attentively Learners listen and Ask question Teacher exposition/ Question and Answer Conflict resolution in Traditional Zambian society : Dialogue Consensus Co-operation GROUP/CLASS DISCUSSION The teacher initiate class discussion Conflict resolution: Christianity: Class discuss on religious comparison on resolving -Both get the consensus of the parties involved in conflict so as to reach an agreeable solution. Differences: Christianity- They refers to Scripture for the teaching concerning the situation. Z.T.R-There is a go between so as to assist the parties concerned to find a way of resolving the conflicts. Christianity- There is always Scriptural counseling to help people in conflict to find the spiritual solution to the problem. Z.T.R- Those found guilty are made to apologize or pay damages to the other party with whom they were in conflict. counselling, prayer, confessing, mutual discussion, careful investigations Zambian Tradition: in case of death divination was done, revenge, mutual discussions conflicts Teacher consolidates learner’ responses Learners listen attentively Teacher Exposition Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. State how Christians should resolve disagreements in Zambia today. 2.Explain how problems are solved in traditional Zambia. Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………Teachers evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: CHRISTIAN ATTITUDE TO WORK SUBTOPIC: Goals, Dreams and Values DATE: DURATION: 80 MINUTES CLASS: 12 NO OF BOYS……… GIRLS………. REFERENCES: Learner handbook for Christian education book 12 and other sources TEACHING LEARNING /AIDS: learners’ book, chalk board, teachers handbook and bible RATIONALE: This lesson is on Christian Attitude to work. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the Christian Attitudes to work, goal s, dreams, values, and reasons why people work. Identify goals, dreams and values in life Explain how sexual behaviour can affect one‟s goals, dreams and values State different reasons why people in Zambia work LEARNING OUTCOMES: L.S.B.A.T PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 369 CONTENT LESSON DEVELOPMENT TEACHER’S ACTIVITY Reasons why people work Feed themselves and their families. Earn money to purchase food, homes and other necessities. Pass time and be occupied. Give prestige. Meet people and to get together with others Earn money to accumulate possession. People have different gifts to help them work God has created us (Christians) to live a life which pleases Him .He has already prepared good deeds for us to do. (Eph 2:10) We must work for our food. Each one is given a talent (natural ability) by God. Parable of the talents (Mt 25: 14-30) The teacher ask pupils to state reasons why people work Goals dreams and values in life: family life, personal aspirations) (Academics, career, How sexual behaviour can affect goals, dream and Values Question and answer Teacher Exposition Learners listen and Ask questions Teacher exposition/ Question and Answer Curtail educational and career opportunities We are entrusted with talents. Everyone has been given one. We are given talents according to our own ability to use them. There shall be a „‟day of reckoning „‟ were we shall be required to account for the use of talents and abilities. More responsibility is given to those who develop their talents. Those who fail to use them will loose what they had. God uses our natural abilities, developing them as we surrender them to him for guidance in our work and careers. Reasons for work as found in the Bible Reasons why people work: -To feed themselves and families -To earn money ,purchase homes and other necessities -To accumulate wealth or possessions Parable of the Talents: (Matt 25:14 -30) Work was part of God‟s original purpose of man( Gen 1: 28-28, 2: 15) If most people can find employment, it is often a sign of God‟s blessing and approval. Unemployment in a nation may be a sign of God‟s Judgment Zech 8:9-12 Bible teachings Teacher explains peoples different gifts to work and the meaning of the parable of talents and allows learners to ask questions God‟s original purpose, Gen 1:26-28. Bible reasons for work: 370 METHODS Learners listen Attentively GROUP/CLASS DISCUSSION Teacher consolidates learner’ responses Meaning of the parable PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com PUPIL’S ACTIVITY Pupils participate by trying to state reasons Class discuss on the biblical reason Reasons for work as found in the Bible Teacher Exposition Learners listen attentively Work was appointed for six days. The seventh day was the day of rest. Gen 2:1-3 God intended man to find job enjoyable. Eccl 5: 18-20 Incentives for daily work; -to buy food, proverbs 16 : 26 and to build a home and sustain it –Proverbs 24:27 Work was part of God‟s plan for the support of human race – Prov27: 25-22 -God’s original purpose, Gen1:26 -28 -Work was appointed for 6 days Exodus 8:20 -God intended man to find his work enjoyable, Eccl 5:18-20 The teacher initiate class discussion Teacher consolidates learner’ responses Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… Teachers evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: CHRISTIAN ATTITUDE TO WORK SUBTOPIC: Christian purposes for work in the New Testament DATE: DURATION: 80 MINUTES CLASS: 12 NO OF BOYS……… GIRLS………. REFERENCES: Learner handbook for Christian education book 12 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on Christian purposes for work in the New Testament. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the importance of work and respect for workers time in Zambia. Value of Appreciation of constructive ways of Work Explain from appropriate Bible passages the teachings that all workers should be respected Illustrate with appropriate Bible passages that exploitation of workers is wrong State the essential principles of Christian behaviour in conflicts over work values PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 371 LEARNING OUTCOMES: L.S.B.A.T PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S METHODS ACTIVITY The teacher ask Pupils Question and pupils to state the participate by answer Christian purposes for work in the New Testament importance of work trying to state Work is not meant to be a means of gaining the importance Teacher possessions. Luke 12: 13-34 Bible teachings on Exposition Everyone should work with the aim of being able to respect for the Learners listen help others. worker: Attentively Paul says work is encouraged so that everyone may -All workers earn his own living contribute to the Work is an obligation. welfare of society Teacher Those who work hard should not feed those who do Eph 4:28 exposition/ not work, or refuse to work (Thess 3 :10-12). -Manual work is Learners listen Question and often and Answer By working and earning money, we can be able to despised but the Ask questions help our parents. bible By doing different kinds of work, people have the opportunity to contribute to the life and welfare of commands us to work the community to contribute to the life and welfare with our hands 1Thes GROUP/CLASS of the community in many different ways. 4:11 DISCUSSION ALL WORKERS SHOULD BE RESPECTED Bible teachings The Bible teaches that all workers contribute to the welfare of society and therefore deserve respect. Manual work is usually despised, but the bible commands us to work with our hands. We must make use of our talents large or small. Even in such jobs (manual work) Christian commitment increases one’s abilities and may well lead to increased respect from others, and to promotion. CONFLICTS OVER WORK VALUES Biblical teaching on the exploitation of workers The Bible clearly says that a worker deserves his pay and must be give it, Luke 10: 7. Exploitation of workers is wrong. Having agreed to a wage, the employee should not afterwards argue with his employers. The employee should be obedient and give the best service he or she can offer. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 372 Teacher consolidates learner’ responses Class discusses Learners listen Teacher explains how attentively workers should be respected in Zambia today and allows learners to ask questions The teacher initiate class discussion Teacher Exposition Wages and Salaries Most employments in Zambia have fixed wage scale, set by the Government and agreed upon by trade Unions. Any changes of wages are done by the Public Service Commission appointed and supported by the Government. Teacher consolidates The Christian stand on salaries and wages must be learner’ responses just and fair. DISPUTES Jesus’ teaching for Christian Behaviour in conflict over work values The parable of the workers in the vineyard – Mat 20: 1-16 Where there are conflicts over work values or wages , a Christian should react in a Christian way, that is with patience , humility, love, in quite dialogue , not being selfish or greed, 1Peter 2:18. John the Baptist told the soldiers to be content with their pay, Luke 3: 14. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE. Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… Teachers evaluation: DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO DATE: SUBJECT: RELIGIOUS EDUCATIONION DURATION: 80 MINUTES TOPIC: CHRISTIAN ATTITUDE TO WORK CLASS: 12 SUBTOPIC: ATTITUDE TOWARDS WORK IN CHRISTIANITY AND OTHER RELIGIONS NO OF BOYS……. GIRLS……….. REFERENCES: Learner handbook for Christian education book 12 and other sources TEACHING LEARNING /AIDS: learners book, chalk board , teachers handbook and bible RATIONALE: This lesson is on attitude towards work in Christianity and other religions Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 373 work in the four religions. Skill of Comparing and Contrasting Christian ideas and attitudes to work with those of other religions. Value of Appreciating ideas on work from other religions. LEARNING OUTCOMES: L.S.B.A.T Compare Christian attitudes to work with those of other religions Identify different attitudes towards work in Zambia PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S ACTIVITY METHODS ACTIVITY The teacher initiate Class discuss on the GROUP/CLASS a) Zambian Tradition attitudes towards work class discussion DISCUSSION Everyone was expected to work from in Christianity with childhood to adulthood with supervision those of other religions and teaching. Neglect in working resulted in lack of food and shelter. There are many proverbs, which illustrate the need to work e.g. „‟if you don‟t want to work you cannot eat.‟‟ b) Hindu Work is a source of happiness. „Thou should do thy allotted task for work is superior to idleness‟ ( The Bhagavad Gita 3:8) Without work even the maintenance of your body is impossible. c) Muslim The Quran commands people to work. There is no disrespect for manual workers. Laziness is not encouraged at all. d) Christianity Christians attitude to work should be one of integrity , diligence co-operation, punctuality, reliability and honest Eph4:28 and 6:5-9 Work should be done to the Glory of God 1cor 10:31. Attitudes to work in the four religions: Christianity: Integrity, diligence, reliability and honesty Islam: Work is a command, no disrespect for manual workers Hinduism: Work is a source of happiness; one should work without looking for approval or thanks. Work is for right motives. BhagavadGita (ch 3 vs 8) Zambian Tradition: Everyone is a worker, neglect to work results in lack of food GROUP 2 b) Hindu GROUP 3 c) Islam ATTITUDE TO WORK IN ZAMBIA TODAY Different attitudes towards work Lack of interest in the job. No purpose in life To support the family. To have material possessions PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com GROUP 1 a) Zambian Traditions Learners listen Attentively 374 Teacher Exposition To gain prestige To meet people and to get together with others. Teacher consolidates learner‟ responses Learners listen and Ask question Religious Comparisons on the teaching on Attitude towards Work Teacher exposition/ Question and Answer Christianity Vs Z.T.R Similarities: Both expect everyone to work. Teacher explains Both work to feed their families. Both believe that neglect of work leads to about Religious Comparison on lack of food and shelter. Attitudes to work And allows learners to ask questions Differences: Christianity- This should be of integrity, diligence, co-operation, punctuality, reliability and honest. Z.T.R- Everyone was expected to work from childhood to adulthood with supervision and teaching Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1.. State one similarity and one difference between Christianity and Zambia Traditional Religion on their attitude to work. 2. (a) Relate Paul‟s teaching to Timothy on work. (b) Give three Old Testament reasons for work. (c) During a Christian Religious lesson, your teacher asks your desk mate What type of job he would want to do after school and he says; driving. This sends the whole class into laughter. Encourage the friend who has been laughed at that all jobs are important. State three points. evaluation: …………………………………………………………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: CHRISTIAN ATTITUDE TO LEISURE SUBTOPIC: Leisure in Zambia today DATE: DURATION:80 MINUTES CLASS: 12 NO OF BOYS……… GIRLS………. REFERENCES: Learner handbook for Christian education book 12 and other sources PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 375 TEACHING LEARNING /AIDS: learners book, chalk board , teachers handbook and bible RATIONALE: This lesson is on Jewish attitude to and rules about. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the Leisure time in Zambia and Ways of spending leisure time. Value of Appreciation of constructive ways of spending leisure time LEARNING OUTCOMES: L.S.B.A.T Describe leisure time in Zambia State bible reasons for leisure. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S METHODS ACTIVITY The teacher ask pupils to define Pupils Question and LEISURE leisure participate by answer -This is the way people spend their free time trying to define Teacher consolidates leisure Teacher LEISURE IN ZAMBIA TODAY learner’ responses Exposition Learners listen -People spend leisure time visiting family and Leisure time in Zambia: Attentively friends, beer drinking, watching sports and TV. After work, during weekend Some of the ways in which people spend leisure public holidays time can be helpful Teacher Ways of spending leisure exposition/ Time : physically and mentally. For example: Learners listen Question and -Positive (Reading, - Walking sports, praying) and Answer - Going to church -Negative: (Watching Ask questions - Swimming pornographic materials, engaging in wrong relationship, - Hunting illicit activities) Class discuss on - Fishing GROUP/CLASS the biblical Other ways people relax is to: DISCUSSION reason for Teacher explains how leisure - Visit family friends time is spent in Zambia today Leisure read: and allows learners to ask Genesis 2:2-3. - Watch sport, television, theatre, or cinema questions Mark 6:31. - Attend traditional dances Exodus 23:12 Bible reasons for Leisure - Go beer drinking -Relax with family (Mark Psalm 92 Teacher - Go sight-seeing 6: 30-32) John 4:6-34 Exposition -Doing good (John 4: 6Biblical Reason for Leisure Read Genesis 2:2-3. This principle of rest is seen 34) -Praising and worshipping God. in Exodus 20:8-11; Exodus 23:12 and Mark 6:31. (Isaiah 58: 13-14; Psalm Learners listen Leisure allows man to worship God, Leviticus 92; Luke 4: 16) attentively -Resting: Exodus 20: 823:26-32. 11 Leisure in the Bible was used as: -An opportunity for rest, recreation and PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com The teacher initiate class 376 discussion refreshment; Exodus 20:11; 23:12; Mark 6:31 - For praising and worshipping God, Luke 4:16; Teacher consolidates Isaiah 58:14:Psalm 92 learner’ responses -For meeting friends and relaxing with the family, Mark 6:30-32 -Read John 4:6-34 -Leisure allows man to worship God, Leviticus Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. What is leisure? 2. Describe how leisure time is spent in Zambia 3.State three biblical reasons for leisure. Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… Teachers evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: CHRISTIAN ATTITUDE TO LEISURE PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com DATE: DURATION: 80 MINUTES CLASS: 12 377 SUBTOPIC: Christian behaviour in Leisure time activities NO OF BOYS……… GIRLS…..… REFERENCES: Learner handbook for Christian education book 12 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on Jewish attitude to and rules about. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the New Testament Standards of spending Leisure time. Skill of Application of Bible teachings on Standards for Christians in leisure and Christian behavior in leisure time situations and Critical thinking in decision making. . Value of Exercising self-control and Self-discipline during leisure and Appreciating Sincerity Integrity Honesty during leisure. LEARNING OUTCOMES: L.S.B.A.T State the New Testament Standards for Christians in Leisure time Suggest how Christians should behave in Leisure time situations which conflict with their belief PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY The teacher initiate class Class discuss discussion CHRISTIAN BEHAVIOUR IN LEISURE TIME ACTIVITIES Zambian Christian‟s leisure time -Christians must avoid things which are not good for them. - Christians must avoid certain things which may lead a weaker brother or sister into sin, 1 Corinth 8: 9-12 -Christians must avoid things which are not good for them. Some things are expressly forbidden in Scripture, because they are an abuse of the body. example, drunkenness and sexual immorality, I Corinthians 6:12-20, -Christians must consider how to use leisure time wisely-in ways which will honour God. PROPOSED PLAN FOR A CHRISTIAN‟S LEISURE -Resting, talking with friends, involvement in Christian activities such as Church services and young people‟s work. -A Christian must remember that all their time is given by God, and they are therefore accountable to God how they use their time including leisure PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Teacher consolidates Learner ‟responses GROUP 1 Zambian Christian‟s leisure time New Testament Standards: -Avoid things of the world (Gal 5:19-21) -Have positive thoughts (al 5:22-25) Christian behaviour in leisure time situations: -Avoid them -Consult the Bible GROUP 2 Proposed plan for a Christian‟s leisure time GROUP 3 leisure time in difficult situation 378 GROUP/CLASS DISCUSSION GROUP/CLASS DISCUSSION GROUP/CLASS DISCUSSION LEISURE TIME –DIFFICULT SITUATIONS - Should a Christian pupil refuse to attend prep during Sundays or Saturdays? -Should a Christian pay entertainment fee at school in order to attend to film shows and attend Discos? - Should a Christian miss Scripture Union Bible study meetings in order to spend time revising? -A Christian footballer to play games on Sundays Teacher Exposition Learners listen attentively Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Suggest how Christians should behave in Leisure time situations which conflict with their belief Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 379 NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: CHRISTIAN ATTITUDE TO LEISURE SUBTOPIC: Leisure in Christianity and other religions. DATE: DURATION: 80 MINUTES CLASS: 12 NO OF BOYS……. GIRLS……….. REFERENCES: Learner handbook for Christian education book 12 and other sources TEACHING LEARNING /AIDS: learners’ book, chalk board and bible RATIONALE: This lesson is on Leisure in Christianity and other religions. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about Leisure in the four religions. Skill of Comparing and Contrasting Christian ideas and attitudes to Leisure with those of other religions. Value of Appreciating ideas on leisure from other religions. LEARNING OUTCOMES: L.S.B.A.T Compare ideas and attitudes to Leisure in Christianity with those of other religions. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY The teacher initiate Class discuss on the GROUP/CLASS Leisure in Christianity and other religions class discussion ideas and attitudes to DISCUSSION Leisure in LEISURE IN OTHER RELIGION Christianity with those of other a) Zambian Traditions religions - Leisure time came at the end of the day‟s work. -There was no particular day of rest. There were tasks Teacher that had to be done everyday. consolidates -In their leisure time, Children went out and „‟played at learner‟ responses families‟ „and daily living activities. -Leisure was used for resting from work, chatting, visiting relatives playing games and feasting GROUP 1 d) Zambian Traditions Leisure in the four b) Hindu -Opportunities for leisure came outside working hours religions: and at weekends, especially on Saturdays. -Leisure activities include; spending time with the family, visiting friends, or other places and relaxing at the picnic c) Islam -Opportunities for leisure occurred outside working hours, and at weekends (Zambia). -Beer drinking and immoral cinema shows are forbidden in Islamic law. -Leisure activities include spending time with their friends or places, and participation in sports. Religious Comparison on Attitude of Leisure PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 380 Christianity: relaxing, resting, worshipping God, reading the Bible. Islam: spending time with family, visiting friends, sport etc. Hinduism: Sunday observed as a day GROUP 2 e) Hindu GROUP 3 a) Christianity Vs Zambian Tradition Religion Similarities 1.In both, leisure comes after working hours 2.Both relax with family and friends. Differences 1. Christians; Use their leisure time pleasing God Z.T.R: Use their leisure time on secular activities i.e. beer-drinking, traditional dances etc. 2. Christians: Have a specific day of rest e.g. Sunday and Saturday Z.T.R; No particular day for rest of relaxation and rest for convenience only Zambian Tradition: no particular day of rest. Tasks done everyday f) Islam Teacher Exposition Learners listen Attentively Learners listen and Teacher exposition/ Question and Answer Teacher explains Ask question b)Christianity Vs Hinduism on Leisure about Religious Similarities Comparison on 1.Both spend leisure-visiting friends Attitudes to 2.Both take part in sport during leisure Leisure 3.Both spend time relaxing and resting And allows Differences learners to ask 1.Christians: The day of rest has some religious questions significance Hinduism: The day of rest has no religious significance c)Christianity Vs Islam on Leisure Similarities 1. In both, they spend time with family and friends during leisure 2. In both, activities for leisure occur outside working hours 3. In both discourage immoral activities during leisure time Differences 1.Christians: Saturday and Sunday are the days of worship and other leisure activities. Islam: opportunities for leisure occur outside working hours, and at weekends (in Zambia). Time is allowed on Fridays for prayer and worship. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Compare and contrast attitudes to leisure in the four main religions. Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 381 …………………………………………………………………………………………………………………………… ……………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: CHRISTIAN ATTITUDES TO MONEY AND POSSESSIONS SUBTOPIC: Attitudes to money and possessions in Zambia. DATE: DURATION:80 MINUTES CLASS: 12 NO OF BOYS…….. GIRLS…..… REFERENCES: Learner handbook for Christian education book 12 and other sources TEACHING LEARNING /AIDS: learners book, chalk board , teachers handbook and bible RATIONALE: This lesson is on CHRISTIAN ATTITUDES TO MONEY AND POSSESSION. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about Attitudes (saving, spending, sharing,).Value of. Appreciation of positive attitudes to money. (Honesty Integrity Accountability Equity) LEARNING OUTCOMES: L.S.B.A.T. Identify different attitudes to money and Possessions in Zambia. Identify different ways in which people acquire money and possessions Identify Bible attitudes to wealth and possessions PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS Learners listen and Teacher ATTITUDES TO MONEY AND POSSESSIONS Teacher explains about people’s attitudes to Ask questions exposition/ IN ZAMBIA money and Possessions in Question and Money: Zambia and allows Answer -Save monthly for a ‘’rain day.’’ learners to ask questions -Use it wisely by investing it. -Use it on family’s basic needs. -Waste it on their own pleasures and selfish desires .- Gamble it, risking their money on the chance of increasing it. Possessions: -Means of prestige. - Means of showing off. -Personal development. -Promoting God’s work. Biblical teaching on attitudes to Wealth and PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com The teacher initiate class discussion Attitudes: (saving, spending, sharing) Good ways: (hard work, legal business) Bad ways:(illegal business, corruption, stealing, charms) 382 Class discuss GROUP 1 Biblical teaching on attitudes to Wealth and Possessions Read Amos 8:4-7 GROUP 2 Biblical Teaching on the use of Wealth GROUP/CLASS DISCUSSION GROUP/CLASS DISCUSSION Possessions Exploitation of the poor and the needy. Disrespect of Jewish festivals. Use of dishonest weights and scales. Buying people as slaves. Jesus’ views on wrong attitudes Greed and covetousness. Laziness and taking life easy. Enjoying selfish pleasures e.g. beer drinking. You cannot serve God and money. Love of money is the beginning of many evils in a person’s life, 1 Tim 6:10. Bible attitudes: -Bible use of wealth (Mark 10:21-26) Biblical teachings: Biblical warning about wealth (Matt 6:24) Judgment on wrong use of wealth (James 5:1-6) Biblical Teaching on the use of Wealth -Riches come from God and must be considered to belong to Him and should be used in God’s service. 1 Chron 29:1-12 -Wealth should be used to help the poor. Mk 10:21-27 -Wealth must be used to do good and be shared with others, 1 Tim 6 :17-19 1 Chron 29:1-1 Mk 10:21-27 1 Tim 6 :17-19 GROUP 3 God’s Judgment on Wrong use of Wealth Read James 5:1-6 Luke 12:20 1 Tim 6:9 GROUP/CLASS DISCUSSION Teacher Exposition Learners listen attentively God’s Judgment on Wrong use of Wealth Read James 5:1-6 -James gives a warning to the rich that they will lose everything if they have exploited Teacher consolidates their employees. learner’ responses -Read Luke 12:20 -Read 1 Tim 6:9 God will not forget their evil deeds, but will punish them. Amos 8;7. God may require them to give up their lives. God may bring to them ruin and destruction. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Identify different attitudes to money and Possessions in Zambia. 2. Identify different ways in which people acquire money and possessions PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 383 3. Identify Bible attitudes to wealth and possessions Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO DATE: SUBJECT: RELIGIOUS EDUCATIONION DURATION:80 MINUTES TOPIC: CHRISTIAN ATTITUDES TO MONEY AND POSSESSIONS CLASS: 12 SUBTOPIC: Christian behavior in situations concerning money NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 12 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on Christian attitudes to money and possessions. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about ways Christians should use money. Skill of application of knowledge on the right use of money and why it is difficult to enter the kingdom of God. Value of Exercising self-discipline Honesty Awareness Accountability Prudence in use of money LEARNING OUTCOMES: L.S.B.A.T. Suggest ways Christians should behave in conflicting situations concerning money and Possessions. Explain why it is difficult for a rich man to enter the Kingdom of God. Discuss the effects of wealth on a person‟s Life. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S ACTIVITY PUPIL‟S METHODS ACTIVITY Teacher explains about Learners listen and Teacher exposition/ Christian behaviour in situations Christian behavior in Question and Ask questions concerning money situations concerning Answer money and allows learners Christians that are wealth are expected to: to ask questions -Have earned their wealth –money and possessions in an honest way. -Give towards God‟s service. -Share with others. -Use it to help others The teacher initiate class discussion The rich find it difficult to enter the Ways Christians should Kingdom of God -Why is it hard for a rich man to enter the use money: -Use it to help others kingdom of God? (MARK 10: 17-31). Should be earned in an -Pride ( Hosea 12:8) honest way -Forgetting God. Deut 8:13-14 -Denying God and bringing disgrace on -Use it in God‟s service PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 384 Class discuss why the rich find it difficult to enter the Kingdom of God MARK 10: 17-31 GROUP/CLASS DISCUSSION Him. -Rejecting Christ. effects of wealth on a person‟s Life What riches may do -The love of riches may choke the message of God‟s word in our hearts it does not have much effect on us. -The love of riches may be the beginning of evil in a person‟s life, leading to lack of faith and many sorrows 1Tim 6:10. What riches cannot do - Cannot cause you any good when you face death ,Job 1:21 -Cannot redeem us -We cannot pay the God the price for our lives or someone else‟s life. Ps 49: 6-9 Store riches in heaven Why it is difficult to enter the kingdom of God: ?Proverbs 30:8-9; Mark 10:22 Teacher explains the effects of wealth on a person‟s Life And allows learners to Ask questions What riches may do: Matt 13: 22 What riches cannot do: Psalms 49:6-9 Examples of rich people: Luke 16:19-26; Mark 10:17-31 GROUP 1 Pride Hosea 12:8 GROUP 2 Deut 8:13-14 GROUP/CLASS DISCUSSION GROUP 3 MARK 10: 17-31 GROUP/CLASS DISCUSSION Learners listen and Ask questions Teacher exposition/ Question and Answer Pupils participate by trying to give examples of Rich People in the Bible Question and Answer The teacher ask pupils to Examples of Rich People in the Bible state examples of Rich -Abraham – Genesis 13:12 People in the Bible -Isaac – Genesis 26:13-14 - Boaz – Ruth 2:1 - Job – Job 1:3 -Joseph of Arimathea – Matthew 27:57 -Other rich men will not be in the kingdom of God because they rejected God. Lk 16:19-26 Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Suggest ways how a Christians should behave in conflicting situations concerning money and Possessions 2. Explain why it is difficult for a rich man to enter the Kingdom of God. 3. State the effects of wealth on a person‟s Life Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 385 …………………………………………………………………………………………………………………………… ……………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO DATE: SUBJECT: RELIGIOUS EDUCATIONION DURATION: 80 MINUTES TOPIC: CHRISTIAN ATTITUDES TO MONEY AND POSSESSIONS CLASS: 12 SUBTOPIC: Attitudes and use of wealth in Christianity with those of other Religions NO OF BOYS…… GIRLS…… REFERENCES: Learner handbook for Christian education book 12 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on christian attitudes to money and possessions. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about ways Christians should use money. Skill of application of knowledge about attitudes to wealth in the four religions. Value Appreciating positive attitudes LEARNING OUTCOMES: L.S.B.A.T. Compare Biblical attitudes to wealth and use with those of other Religions. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S ACTIVITY METHODS ACTIVITY Teacher explains Learners listen and Teacher exposition/ a) Zambian Tradition Attitudes and use of Ask questions Question and - Riches come from hard work. wealth in Answer -Gifts must be received gratefully, even though Christianity with small. those of other -One must share with others. Religions and allows -Wealth is a means of prestige learners to b) Hinduism Ask questions -To gather riches is not the right goal of life. -Wealth is a blessing when it helps one onward to the realization of life. - It is a misery to be wealth, if one is not virtuous in life. -During the Hindu festival of Diwali, Lakshmi, The teacher initiate the goddess of wealth and prosperity is class discussion honoured and welcome. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 386 -Acquired wealth should be carefully used, for a wealthy man is more responsible to society than a poor man. Islam -It is not a sin to be rich, as long as the wealth has been obtained honestly and through hard work. - Exploitation of one‟s fellow man in obtaining wealth is forbidden. Money must be used wisely. -Saving money is encouraged, especially with regard to future needs. Lending money is permitted, but taking interest is forbidden. Christianity - Exploitation is forbidden. -Cheating, bribery, corruption and any form of dishonesty is forbidden -Generosity and sharing are encouraged. -Putting God‟s kingdom first is the right priority Attitudes to wealth in the four religions: Christianity: Exploitation forbidden; generosity and sharing encouraged; wealth acquired in a honesty way Islam: saving money encouraged; lending money is allowed but taking an interest is forbidden Hinduism: wealth should be acquired in hard working manner; gathering riches is not a right goal Zambian Tradition: wealth is acquired through hard work; sharing is vital. Wealth is a means of prestige Class discuss Religious Comparison on attitude to Money and Possessions in GROUP/CLASS DISCUSSION Christianity Zambian Traditional Hinduism Islam Teacher consolidates Learners listen Learner ‟responses attentively Teacher Exposition Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Compare Biblical attitudes to wealth and use between Christianity and Islam Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 387 Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO DATE: SUBJECT: RELIGIOUS EDUCATIONION DURATION:40 MINUTES TOPIC: CHRISTIAN ATTITUDES TO MONEY AND POSSESSIONS CLASS: 12 SUBTOPIC: Religious Comparison on attitude to Money and Possessions NO OF BOYS…… GIRLS…… REFERENCES: Learner handbook for Christian education book 12 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on Christian attitudes to money and possessions. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about ways Christians should use money. Skill of application of knowledge about attitudes to wealth in the four religions. Value Appreciating positive attitudes LEARNING OUTCOMES: L.S.B.A.T. Compare Biblical attitudes to wealth and use with those of other Religions. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S ACTIVITY METHODS ACTIVITY Teacher explains Learners listen and Teacher exposition/ Religious Comparison on attitude to Money Attitudes and use of Ask questions Question and and Possessions wealth in Answer Christianity with a) Christianity Vs Zambian Traditional those of other Religion Religions and allows Similarities: learners to - Both believe that work is necessary in order to Ask questions get wealth. -Both believe that wealth should be shared with the poor. Differences: PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 388 Christianity- Wealth should be used in the service of God. Z.T.R- Wealth is for prestige and show off b) Christianity Vs Hinduism Similarities: -Both recommend wealth obtained through honest and hard work. - Both believe that wealth is a blessing when it helps us get closer to God. Differences: Christianity- Encourages storing wealth in heaven. Hinduism- Do well for fear of reincarnation. The teacher initiate class discussion Class discuss Religious Comparison on attitude to Money and Possessions in GROUP/CLASS DISCUSSION Christianity Zambian Traditional Hinduism Islam c) Christianity Vs Islam Similarities: -Both recommend wealth obtained through honest and hard work Teacher consolidates Learners listen Teacher Exposition -Both forbid exploitation of fellow man to obtain Learner ‟responses attentively wealth. -Both encourage people to spend money wisely. Differences: Christianity- Recommend that the money be used in the service of God. Islam- Recommend that money should first be used to support one‟s family. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 2. State one similarity and one difference between Christianity and Hinduism on peoples attitude to Money and Possessions Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 389 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: CHRISTIAN ATTITUDES TO LEADERSHIP SUBTOPIC: GOVERNMENT IN A DEMOCRATIC SOCIETY DATE: DURATION:80 MINUTES CLASS: 12 NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 12 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on Christian attitudes to leadership. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about Israel `rejection of God and types of leadership. Skill of application of bible teachings on leadership in the Bible. Value of Appreciating the virtues of Patriotism and Selflessness in leadership LEARNING OUTCOMES: L.S.B.A.T. State some fundamental Human rights Describe a mult-party system PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S ACTIVITY PUPIL‟S METHODS ACTIVITY Class discuss about GROUP/CLASS GOVERNMENT IN A DEMOCRATIC The teacher initiate class discussion mult-party system DISCUSSION SOCIETY and human rights A multi- party system is where the laws of a particular country allow the formation of many political parties. Teacher consolidates To „govern‟ means to rule. learner‟ responses Fundamental Human Rights The right to life, security, and liberty. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 390 Learners listen attentively Teacher Exposition The right to fair hearing. The right to own property. The right to marry and have a family. Teacher explains about The right to Nationality. fundamental human rights The right to education. and functions of a Husbands and fathers should provide care democratic government and support for their wives and children. and allows learners to ask Equal pay for equal work. questions Protection against unemployment. Just and favourable working condition. Some attitudes of responsible citizens towards the government are: Obedience to authority and those in power. Working together. Social justice and respect for human rights. Peaceful resolution of conflicts. Patience and tolerance. Sense of responsibility. Functions of a Democratic Government To make, implement and enforce the laws. To meet the political demands. Teacher exposition/ To meet the social needs of the people. Question and To meet the economical needs of the Answer people. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Define mult-party state 2. State functions of a democratic state Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 391 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: CHRISTIAN ATTITUDES TO LEADERSHIP SUBTOPIC: Bible teachings on Leadership DATE: DURATION:80 MINUTES CLASS: 12 NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 12 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on Christian attitudes to leadership . Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge‟s about Israel `rejection of God and types of leadership. Skill of application of bible teachings on leadership in the Bible. Value of Appreciating the virtues of Patriotism and Selflessness in leadership LEARNING OUTCOMES: L.S.B.A.T. Give an account of Israel‟s rejection of God in their early history Describe leadership in the Bible PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY The teacher initiate Class discuss GROUP/CLASS Bible teachings on Leadership about biblical class discussion DISCUSSION teaching on What the bible teaches on leadership Leadership -God had promised Israel to be their God and leader as PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 392 Israel‟s rejection of God: 1Samuel 8: 4-9,1920; 9: 2 Types of leadership: Bad leadership (Judges ISRAEL REJECTS GOD AS KING AND RULER 9:1-15; Ezekiel 34:11 SAMUEL 8:4-9, 19-20; 9:2 10) -Political instability led the people to demand a king, who Good leaders would provide a royal family and continuity of leadership. (Ezekiel -God told Samuel who was their Judge at that time, that 34:11-16;34:20-31; their decision to choose a human King was not only a Mark 10:35-45; rejection of Samuel, God‟s appointed leader, it was also a Psalms 72:1-14; John 13:3rejection of God as their King and Ruler. 15) long as they obeyed His commandments (Deut 6: 1-3). -He appointed Moses and Joshua as leader of Israel to lead the Israelites out of Egypt and into the land of Canaan. -God raised Judges as leaders to save the people from their enemies and to help them solve their problems Resistance to and condemnation of bad rulers (Judges 9:1-15, 22-25) -In the time of Judges, Gideon‟s son, Abimelech wanted to set himself up as King. He murdered his brothers to Teacher consolidates eliminate opposition. learner‟ responses -Choosing a bad man to rule is dangerous both to the ruler and to the people he leads. -Ahab sinned against God more than any of his ancestor. -God condemns the leaders of Israel for not doing their duty to the people of God. They were greed and selfish Qualities of a good Leader (Luke 9:46-48; 22:24-30) - Humility. This means to be like a servant. It means putting the interests of others before oneself. -One who listens and pays attention to the needs of the people he leads. -One who is able to explain the reasons for decisions and actions taken without being a dictator. James and John‟s request (Mark 10: 35-45) -James and John asked Jesus to be seated one on either side of Jesus. -Jesus implied that this would depend, in part on their willingness to suffer for his sake. But it did not come with his right to grant it. -James and John had been quick to make their request first and this annoyed the other disciples. Jesus had told them that true greatness lay in serving others. Parable about humility (Luke 14: 7-11-The Wedding PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 393 Teacher explains about Qualities of a good Leader Luke 9:46-48; 22:24-30 and allows learners to ask questions Learners listen attentively Teacher Exposition Feast) Teacher -Jesus was having a meal at the house of a Pharisees and exposition/ he noticed how people were choosing the best places as a Question and way of honouring themselves .This was bad manners and Answer could cause embarrassment. Jesus warned them that they would be fortunate to have even the lowest in the Kingdom of God. -„‟It is better to be asked to take a higher position than to be told to give your place to someone more important. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1.Give an account of Israel‟s rejection of God in their early history 2.State Qualities of a good Leader Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: CHRISTIAN ATTITUDES TO LEADERSHIP SUBTOPIC: Christian attitudes to rulers DATE: DURATION: 80 MINUTES CLASS: 12 NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 12 and other sources TEACHING LEARNING /AIDS: learners’ book, chalk board, teacher’s handbook and bible RATIONALE: This lesson is on CHRISTIAN ATTITUDES TO LEADERSHIP. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about Christian attitudes to rulers. Value of appreciating positive attitudes to rulers LEARNING OUTCOMES: L.S.B.A.T. Identify different attitudes towards rulers Compare Christian attitudes to rulers with those of other religions PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S PUPIL‟S METHODS ACTIVITY ACTIVITY PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 394 Christian attitudes to leaders -All rulers, even bad ones, receive their authority from God. Therefore we must be subject to our rulers since they have been put their by God.(Romans 13:1-7) -Leaders should be obeyed and respected. However, the first loyalty of Christians is to God, rather than to human rulers. Attitudes to rulers in Christianity and other religions a) Christianity -A leader must be willing to serve, listen and learn. - A true leader is humble. He forgets himself in the interest of others, and does not rule over others like a dictator. -A leader does not demand special treatment because of his position. -Christ‟s followers must reproduce in their lives, the humility of Christ. b) Zambian Tradition -A leader looks after the interest of the community. He has a subordinate who works with him. -A leader demands special treatment because of his position. -Leaders get into power through inheritance and consensus. - Leaders are a fountain of knowledge and wisdom. -Medicine men, Witch finders, diviners, rain markers and priest were specialists in the community and played a special role in the Traditional religion. c) Islam -Administration in an Islamic state is under an Amir or Chief. He should have the confidence of the majority for his knowledge of Islam and should show a fear of God and have leadership qualities. -The Amir is assisted by an advisory Council called Shura. He administers the country with their advice. -The Ayatollahs are the religious leaders and teachers. Amongst the Sunni, a sect of Islam, there is a sense of community. -Muhammad taught them tolerance, so they have adopted a strong spirit of co-operation and accepts the fact of differing ideas within Islam. d) Hinduism -Traditional Hindu leaders were high Priests and were religious leaders. -The great Kings of ancient India used to take advice from the Great Sages or Wise ones. -According to ancient Hindu legends and Hindu history, all PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 395 Teacher explains about Christian attitudes to leaders and allows learners to ask questions Learners listen and Ask question Teacher exposition/ Question and Answer Class discuss about Attitudes to rulers in Christianity and other religions GROUP/CLASS DISCUSSION The teacher initiate class discussion Romans 13:1-7 Christian attitudes to rulers: Obey good rulers Denounce bad rulers Pray for rulers Attitudes to rulers : Christianity: a leader must be willing to serve, listen and learn; be humble Islam: cooperative, confident and Godfearing; of God great influence Hinduism: take advice, guide, sacrifice, devotion for the welfare of the people Zambian Tradition: great Kings had great „Gurus‟. These Gurus guided the rulers. -In modern India, Mahatma Gandhi could be considered such a leader. He took the traditional ideas of leadership and adjusted them to contemporary conditions of Indian Society. Religious Comparison on Christian attitudes to the State in Multi Party System demands special treatment because of his position, get into power through inheritance and consensus Christianity Vs Islam Similarities: -Both have respect for their leaders. Differences: Christianity- A leader does not demand special treatment because of his position. Islam- A leader is criticized and he has to lose position if he loses the citizens confidence Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Identify different attitudes towards rulers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: CHRISTIAN ATTITUDE TO SEX AND MARRIAGE SUBTOPIC: Attitudes to marriage in Zambia. DATE: DURATION: 80 MINUTES CLASS: 12 NO OF BOYS………. GIRLS………. REFERENCES: Learner handbook for Christian education book 12 and other sources TEACHING LEARNING /AIDS: learners book, chalk board , teachers handbook and bible RATIONALE: This lesson is on Attitudes to marriage in Zambia. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the Ideas and purpose for marriage and Family structure. Value of Appreciation of the purpose for marriage and different family structures. LEARNING OUTCOMES: L.S.B.A.T. Discuss ideas and purposes for marriage. Describe different family structures Discuss the effects of small and large families Explain the purpose of marriage PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 396 PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S ACTIVITY PUPIL‟S METHODS ACTIVITY Attitudes to marriage in Zambia To have children. For companionship. Because of love for each other For prestige. For status in society. Advantages of a large family Work is easily done. Support for each other. More security for parents in old age. Perpetuation of the Clan. Disadvantages of a large family Insufficient food Inability to educate children. Inadequate clothing and other basic needs. Advantage of a small family Adequate resources. Good education affordable. Quality standard of Education. Disadvantage of a small family Inadequate labour in the home. Limited care of the aged. Biblical purposes of Marriage Marriage was instituted by God. (Gen 1:27-28; 2:18-25) God created a woman primarily to be a partner, a suitable companion for the man. He ordained that a man should leave his parents and cleave his wife, Biblical purposes of Marriage PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Teacher explains the biblical purposes of Marriage and allows learners to ask questions Teacher asks learners to state people‟s attitudes to marriage in Zambia Ideas and purposes for marriage: Prestige, to have children, status, companionship Family structure: Nuclear, extended, child headed, single parent families, orphanages and transit homes Effects of Small families: -No care for aged parents -Inadequate labour in a home Effects of large family: Good education Sufficient food The teacher initiate class discussion Purpose of marriage in the Bible: Genesis, 1:27-28 Genesis 2:18-25 397 Learners listen and Ask questions Teacher exposition/ Question and Answer Learners attempt to state people‟s attitudes to marriage in Zambia Question and answer Class discuss the advantages and disadvantage of large and small family GROUP/CLASS DISCUSSION Mutual help Mutual love Permanent union Reproduction of life Fulfilment of desire Mark 10:6-9 1 Cor 7:1-6 Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Describe different family structures 2Discuss the effects of small and large families Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: CHRISTIAN ATTITUDE TO SEX AND MARRIAGE SUBTOPIC: Biblical purposes for marriage in other religions DATE: DURATION:80 MINUTES CLASS: 12 NO OF BOYS….… GIRLS……… REFERENCES: Learner handbook for Christian education book 12 and other sources TEACHING LEARNING /AIDS: learners book, chalk board , teachers handbook and bible RATIONALE: This lesson is on purpose of marriage in other religions. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the purpose of marriage in the Bible. Skill of Application of Bible teachings on the purpose of marriage. Value of Appreciation of Bible teachings on marriage LEARNING OUTCOMES: L.S.B.A.T. PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 398 Explain the purpose of marriage. Compare ideas and purposes for marriage in Christianity with those of other religion. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS The teacher initiate Class discuss the purpose GROUP/CLASS Biblical purposes for marriage. class discussion of marriage in the Bible DISCUSSION Purpose of Marriage in the Bible -Mutual help. Genesis 2:18 -Mutual love and faithfulness. Gen 2:24 -A permanent union between two people. Mark 10:9 -Reproduction of life. Genesis 1:28; 2:18 -Fulfillment of desire. 1 Cor 7:1-6 Purposes for Marriage in Other Religions Islam -To strengthen relationships between families -For procreation, to produce more followers of Islam -To create a new family unit -To discourage immorality Hinduism -For procreation -To create a family unit through a man and wife partnership Zambian Tradition -For reproduction -To strengthen ties with other people - For the good of the community. If a marriage did not produce children it would be ended Teacher consolidates learner’ responses GROUP 1 Mutual love and faithfulness. Gen 2:24 Purpose for marriage in the four religions: Christianity: for companionship, mutual love, faithfulness, reproduction, fulfilment of desires Islam: Strengthens family relationship, procreation, discourage sin of immorality Hinduism: Procreation, create family unit Zambian Tradition: Procreation, strengthen ties, good of the community Teacher explains the purposes for marriage in other religions and allows learners to ask questions GROUP 2 A permanent union between two people. Mark 10:9 GROUP 3 Reproduction of life. Genesis 1:28; 2:18 GROUP 4 Fulfillment of desire. 1 Cor 7:1-6 GROUP/CLASS DISCUSSIO Teacher Exposition Learners listen attentively and ask question Teacher exposition/ Question and Answer Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Explain the biblical purpose of marriage PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 399 2. Compare ideas and purposes for marriage in Christianity with those of other religion Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………….……………………………………………………………………… Teachers evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………….…………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO DATE: SUBJECT: RELIGIOUS EDUCATIONION DURATION: 80 MINUTES TOPIC: CHRISTIAN ATTITUDE TO SEX AND MARRIAGE CLASS: 12 SUBTOPIC: Choosing marriage partners in Christianity and other Religions. NO OF BOYS… GIRLS… REFERENCES: Learner handbook for Christian education book 12 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on Attitudes to marriage in Zambia. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the Principles in choosing PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 400 marriage partners and Standards for choosing marriage partners. Skill of Application of Bible teachings on the purpose for marriage. Value of Appreciating standards of choosing marriage partners in the four religions. LEARNING OUTCOMES: L.S.B.A.T. Illustrate with appropriate bible passages principles that should guide a Christian in choosing a marriage partner Compare Christian standard of choosing marriage partners with those found in other religions PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S ACTIVITY PUPIL‟S METHODS ACTIVITY Teacher explains the Learners listen and Teacher Choosing marriage partners in Christianity principles that should ask question exposition/ and other Religions guide a Christian in Question and Christianity choosing a marriage Answer - Choosing a marriage partner and preparing partner and allows for marriage learners to ask questions Guiding Principles: -A man should not marry until he can leave the support of his parents and be able to support himself. Genesis 2: 24, 24:1-32 -Christians are forbidden to marry someone who is not a Christian. -One should not choose a marriage partner out lust, but in honor and love because lust always dies but love lives on. -It is not enough for a Christian to choose to marry another Christian-they must also be compatible. Choosing marriage partners in Christianity and other religions a) Christianity -A man should be able to marry if he is able to support himself and his wife. -The man must leave his parents and cleave to his wife. -Both husband and wife must be Christians. -Both must be compatible. Standards for choosing marriage partners: Christianity- A man should marry when able to support him and wife. Both must be christians, compatible Islam: Parents arrange marriages Hinduism: Parents arrange marriages, woman pays dowry Zambian Tradition: Parents arrange marriages, man pays lobola (bride price) Class discuss the principles guide a Christianity and other religions in choosing a marriage partner The teacher initiate class discussion b) Islam -The parents arrange marriages. c) Hinduism -Traditionally, parents arrange all marriages PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Learners listen 401 GROUP/CLASS DISCUSSION -The girl‟s look for the suitable husband for their daughter Teacher consolidates learner‟ responses attentively Teacher Exposition d) Zambian Traditional Religion - Parents arrange marriages. -In modern Zambian society, young men and women meet at school, college, fall in love and marry. Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. State the Guiding principles that guide a Christian in choosing a marriage partner 2. Compare Christian standard of choosing marriage partners with that of Zambian Traditional Religion Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: CHRISTIAN ATTITUDE TO SEX AND MARRIAGE SUBTOPIC: Why some Christians do not Marry PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 402 DATE: DURATION: 80 MINUTES CLASS: 12 NO OF BOYS……. GIRLS……….. REFERENCES: Learner handbook for Christian education book 12 and other sources TEACHING LEARNING /AIDS: learners book, chalk board , teachers handbook and bible RATIONALE: This lesson is on Attitudes to marriage in Zambia. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s Why some Christians don’t marry and Attitudes to unmarried adults. Skill of Comparing and contrasting Christian attitudes to unmarried adults with the other religions. Value of Appreciation of positive attitudes to unmarried youths LEARNING OUTCOMES: L.S.B.A.T. Explain why some Christians do not marry Compare various attitudes to the un married adult in Christianity and other religions PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER‟S ACTIVITY PUPIL‟S ACTIVITY METHODS CHRISTIAN ATTITUDE TO SEX AND MARRIAGE Teacher explains Why some Christians do not Marry and allows learners to ask questions Why some Christians do not Marry -They have been placed in circumstances where marriage is impossible. -They take vows of celibacy, so that they can give themselves completely to God‟s service. - An unmarried person can give more time to the things of the Lord, their aim being The teacher initiate class undivided discussion devotion to Christ Various attitudes to unmarried adults in Christianity and other religions a) Christianity -It is more common to find unmarried adults in the Christian religion than in any other way. -The demands of Christ are stronger than those of traditions in other religions and cultures. Why some Christians don‟t marry: -Physical make up -Vows of celibacy -More time to the things of God (MATTHEW 19:10-12) b) Islam -Muslims regard an unmarried adult as abnormal, and it is not a common condition. -Sometimes a Muslim may remain unmarried for religious reasons, so that he or she can be more devoted to God. -Sometimes a person with a bad reputation Attitudes to unmarried adults: PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Christianity-Unmarried are appreciated and 403 Learners listen and ask questions Teacher exposition/ Question and Answer Class discuss Various attitudes to unmarried adults in Christianity and other religions GROUP/CLASS DISCUSSION or from a family of ill repute will find it difficult to get a married partner. -Those of other religions who are unmarried are accepted and appreciated c) Hinduism -Consider the unmarried adult to be abnormal, possibly indicating some mental or physical defect or even unwillingness to be married. -Sometimes an only Child (daughter) will remain unmarried in order to look after her aging parents. -Unmarried adults of other races or religions are accepted and appreciated. accepted for their commitment for Christ‟s sake Islam: Regard unmarried adult as abnormal and uncommon. May remain Unmarried for religious‟ sake Hinduism: Unmarried considered to be abnormal. They accept unmarried adults from other religions Zambian Tradition: They are abnormal and despised and deficient in reproductive organs Zambian Tradition -Unmarried Zambian adult has deficient reproductive organ. Teacher consolidates -An unmarried adult of a difference race or learner‟ responses culture is accepted, although it is considered an abnormal state. -It is also acceptable for a Zambian adult to be unmarried for religious purposes e.g. priest and nuns. Learners listen attentively Teacher Exposition Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Explain why some Christians do not marry 2. Compare various attitudes to the un married adult in Christianity and Zambian Tradition Learners evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… Teachers evaluation: …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 404 NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: HUSBAND AND WIFE RELATIONSHIP SUBTOPIC: Responsibilities of husband and wife in Christian marriages. DATE: DURATION: 80 MINUTES CLASS: 12 NO OF BOYS…….. GIRLS…….. REFERENCES: Learner handbook for Christian education book 12 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on HUSBAND AND WIFE RELATIONSHIP. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the responsibilities of a good wife and qualities of a good wife. Skill of Responsibilities of good Husband. Value of Appreciating the virtues of Respect Responsibility Faithfulness Honesty Integrity in marriage LEARNING OUTCOMES: L.S.B.A.T. Describe the qualities and responsibilities the Bible demands of a good husband Describe qualities and responsibilities the bible demands of a good wife. Compare different attitudes to husband / wife relationships found in Christianity with those of other religions PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS The teacher initiate class discussion on the qualities of a good husband and wife RESPONSIBILITIES OF HUSBAND AND WIFE IN CHRISTIANITY Qualities of a good husband Must love his wife and show it. Qualities of a good wife be joined to her husband in a new home. kind. to her husband. Husband and wife relationships in Christianity and other religions a) Zambian Traditional Belief PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Responsibilities of good husband: -Protects his wife -Supports his wife and family -Helps train and teach children Qualities of a good husband: -Must be understanding -Caring and loving -Shows respect for his wife -Responsibilities of a good wife: -Brings up children and trains them 405 Class discuss Teacher exposition/ Question and Answer Learners listen Attentively Teacher Exposition -Care for the family and home -Fulfils her husband’s needs Qualities of a good wife: -Loving and kind -Cheerful -Understanding role. a slave would work in the past time. b) Hinduism her needs of the family. respects and obeys him. c) Islam Learners listen and Ask questions Teacher exposition/ Question and Answer Teacher consolidates learner’ responses with him. sense of being a slave. d) Christianity he husband loves respects and cares for his wife. before God. Teacher explains about Husband and wife relationships in Christianity and other religions and allows learners to Ask questions Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Describe the qualities and responsibilities of a good wife and husband 2. Compare different attitudes to husband / wife relationships found between Christianity and Islam Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………..................................................................................................................................... ..................................................................................……………………… Teachers evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………..................................................................................................................................... ................................................................................................................................................................................................ ........................................................................................………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 406 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO DATE: SUBJECT: RELIGIOUS EDUCATIONION DURATION: 80 MINUTES TOPIC: HUSBAND AND WIFE RELATIONSHIP CLASS: 12 SUBTOPIC: Responsibilities of husband and wife in Christian marriages. NO OF BOYS….… GIRLS….. REFERENCES: Learner handbook for Christian education book 12 and other sources TEACHING LEARNING /AIDS: learners book, chalk board, teachers handbook and bible RATIONALE: This lesson is on HUSBAND AND WIFE RELATIONSHIP. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the Spiritual influences. Skill of Application of Bible teachings on sex. Value of Excercing Respect Responsibility Faithfulness Honesty Integrity Faithfulness in relationships .Appreciating the virtues of Respect Responsibility Faithfulness Honesty Integrity in marriage LEARNING OUTCOMES: L.S.B.A.T. State Bible teaching about sex Compare Christian standards for sexual behaviour with those of Modern Zambian PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS Teacher to define Learners listen and Teacher exposition/ adultery and fornication Ask questions Question and The Biblical Teaching on Adultery and Answer Fornication and allows learners to ask questions a) Adultery -This is sexual affair between two people, where one of them is married. -It is forbidden in the scriptures Exodus 20:14. Attitudes to Husband and wife: b) Fornication -This is sexual affair between two people, who Christianity: Husband loves, respects and cares are unmarried. for wife; husband is head -It is forbidden in the Scriptures. of the family; wife loves, respects and submits to Adultery and Fornication in Christianity and husbands and both are Other Religions equal Zambian Tradition Islam: Husband loves -Adultery is generally forbidden and culprits are wife; wife submits to fined heavily. In certain situations adultery is husband allowed. A man may sleep with his dead Hinduism: Husbands brother’s wife, to ensure children for the dead PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 407 Class discuss GROUP/CLASS DISCUSSION brother. It is also allowed for a man to prove his manhood, although this rarely happens. -There were a lot of taboos and rules aimed at preventing boys and girls from fornicating. However, in some cases, elders insist on a young committing this act before marriage. Hinduism -Both fornication and adultery are forbidden Islam -Adultery is punishable by stoning -Many Muslim marriages cannot take place unless the woman’s virginity is proven -Fornication is prohibited Christianity - Both fornication and adultery are sins -Offenders are excommunicated from the fellowship of the local church Loves, cares for family and wife Zambian Tradition: Husband plays a dominant role. Wife is regarded as a property, not consulted on family matters. Beating is allowed. Wife does all types of manual works The teacher initiate class discussion on Adultery and Fornication in Christianity and Other Religions Teacher consolidates Learner ’response Learners listen attentively Teacher Exposition Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. define the following 2. Compare Christian standards for sexual behavior with those of Modern Zambian Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… Teachers evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 408 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: HUSBAND AND WIFE RELATIONSHIP SUBTOPIC: Polygamy and Divorce. NO OF BOYS… DATE: DURATION:80 MINUTES CLASS: 12 GIRLS… REFERENCES: Learner handbook for Christian education book 12 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on HUSBAND AND WIFE RELATIONSHIP. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about the Standards for sexual Behaviour. Skill of Comparing and contrasting standards for sexual behavior. Application of Bible teachings on sex. Value of Excercing Respect Responsibility Faithfulness Honesty Integrity Faithfulness in relationships .Appreciating the virtues of Respect Responsibility Faithfulness Honesty Integrity in marriage LEARNING OUTCOMES: L.S.B.A.T. Define Polygamy State Bible teaching about sex Compare Christian standards for sexual behaviour with those of Modern Zambian PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS Polygamy and Divorce in the Bible Polygamy -This is a practice of having more than one wife -Solomon’s many wives many wives made him turn away from God b) Divorce -This is the dissolving or cancelling of a marriage. -It is forbidden in the Bible. - A man marries his wife once and they become ‘’one flesh’’ this situation is for life. -God hates divorce and from the beginning never intended that there should be such a situation, Matt 19:8 Polygamy and Divorce in Other PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com The teacher ask pupils to define Polygamy Divorce Spiritual influences (sex outside marriage, lust for sex, covetousness Psychological influences: sexual imagination e.g. masturbation) Bible teachings on sex: Adultery (John 8:1-11; ?Matthew 5:27-32) Fornication 6: 18, 1 Thessalonians 409 Pupils participate by trying to define Polygamy Divorce Learners listen Question and Answer Religions a) Zambian Traditional Belief -Polygamy was widely practiced and is still fairly common. - Divorce was permitted usually initiated by a man. b) Hinduism -Polygamy is not practiced. It is unacceptable - Divorce is also forbidden. c) Islam -Polygamy is practiced. - To increase the spread of Islam by producing more followers. -Divorce is allowed in case of adultery and also incompatibility Biblical standards of Self control and Sexual Morality a) Marital disputes - Common causes of marital disputes are the inability to have Children, incompatibility and pressure from relatives. -If a dispute arises, he/she should act in love and forgiveness. -Many marriage problems begin because the husband and wife do not communicate b) Christian Standards for sexual Behaviour -The first important point is –no sex before marriage. Purity of life is commanded. 2 Tim2:22. -Secondary there must no unfaithfulness after marriage. Faithfulness is commanded. -Self control is part of the fruit of the Holy Spirit. -Immorality is a sin. -Homosexuality is also sin. 1cor6:9. -Christians should be cautious when they talk about sexual evils and morals c) Modern Zambia -Life without any control leads very quickly to sin and lawlessness. 4:3-7) (1Corinthian -Homosexuality (lesbianism, gayism) Bestiality (Leviticus 18: 22 – 23, Leviticus 20: 13, 15 – 16, 1 Corinthians 6: 9, 10) -Standards for sexual Behaviour: Christianity: faithfulness, self- control, abstinence Modern Zambia: -abuse of freedom in sexual behaviour -disregard of morals - lack of control leads to sin Attentively Teacher Exposition Learners listen and Ask question Teacher exposition/ Question and Answer Teacher consolidates learner’ response Class discuss GROUP/CLASS DISCUSSION Teacher explains about polygamy and divorce in Other Religions and allows learners to ask questions Teacher Exposition Learners listen attentively The teacher initiate class discussion on Biblical standards of Self control and Sexual Morality Teacher consolidates Learner ’responses Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 410 1. Define the following i. Polygamy ii. Divorce 2. Compare Christian standards for sexual behavior with those of Modern Zambian evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… …….................................................................................................................................................................................... DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: RELATIONSHIPS BETWEEN PARENTS AND CHILDREN SUBTOPIC: Attitudes to family life in Zambia DATE: DURATION:80 MINUTES CLASS: 12 NO OF BOYS…… GIRLS…… REFERENCES: Learner handbook for Christian education book 12 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on RELATIONSHIPS BETWEEN PARENTS AND CHILDREN. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about Attitudes to family life, Culture and Family. Value of Awareness of attitudes to family life in modern society and Awareness of attitudes to family life in traditional Zambia. LEARNING OUTCOMES: L.S.B.A.T. State different attitudes to family life in modern Zambia State different attitudes to family life in Traditional Zambia Identify the characteristics of a Christian home. PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS The teacher initiate class Class discuss on GROUP/CLASS people’s attitudes discussion on peoples DISCUSSION ATTITUDES TO FAMILY LIFE IN ZAMBIA attitudes to family life in to family life in modern Zambia, modern Zambia, a) Traditional Zambia Traditional Zambia and Traditional Zambia -Children are the glory of the family, an and The Christian The Christian Home economic asset and labour force. Home - After a certain age, Children are segregated according to their sex. -The children learnt by imitation. -The child’s own parents taught him or her Attitudes to family life: duties and skills of their sex. b) Modern Zambia PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Modern Zambia: -Marriages not arranged 411 -Children generally respect and love their parents. -Compared with urban areas, parents in rural situations have a more direct influence over their children. -In rural areas, traditional customs and practices are more carefully followed than in urban areas. -In towns, customs and traditional values are more easily abandoned because of the mixing of different peoples with different cultures, traditions and background -Breakdown in family Life -Influence of foreign Culture -Problems of extended family Traditional Zambia: Marriages are arranged by parents Influence of parents must not be ignored Characteristics of a Christian Family: Learners listen -Start with a Christian marriage attentively -Christ is the head and centre of the home -Children are trained in Christian behaviour -Cares for others Teacher Exposition c) The Christian Home -A Christian home starts with a Christian marriage of two people who belong to Jesus Christ and have committed their life to Jesus. -Prayer and Bible reading should be a regular practice of this home. -Children’s idea of what God is like comes from the example of their parent, behaviour. -The home should reflect God’s purity and goodness -Read Gen 2:24 Teacher consolidates -Read Eph 5:25 learner’ responses -Read Deut 6:4-9 - Read Heb 13:2 Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. State different attitudes to family life in modern Zambia 2.State different attitudes to family life in Traditional Zambia 3.Identify the characteristics of a Christian home Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… Teachers evaluation: PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 412 ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: RELATIONSHIPS BETWEEN PARENTS AND CHILDREN SUBTOPIC: Duties of parents to their children DATE: DURATION:80 MINUTES CLASS: 12 NO OF BOYS……. GIRLS…….. REFERENCES: Learner handbook for Christian education book 12 and other sources TEACHING LEARNING /AIDS: learners book, chalk board , teachers handbook and bible RATIONALE: This lesson is on RELATIONSHIPS BETWEEN PARENTS AND CHILDREN. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about duties of parents and Duties of children. Skill of Application of Bible teachings on duties of parents to their children and the application of Bible teachings on the duties of children. Value of Appreciation of Bible teachings on duties of parents and Appreciating the values of Loyalty Obedience Respect in relationships with parents. LEARNING OUTCOMES: L.S.B.A.T. Explain duties of parents to their children Explain the duties of children to their parents PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS The teacher initiate class Class discuss GROUP/CLASS Duties of Parents to their Children Duties of DISCUSSION - Parents should recognize that children are a discussion on the Duties of Parents to their Children Parents to their gift from God. Read Titus 2:4; Luke 15:11-32; Children Psalm 127:3-5; Titus 2:5 -Parents should share the God given Teacher consolidates responsibility to teach their children the things learner’ responses of God. Deuteronomy 6:4-9;32:46; Matt 7:7-11 -Parent should pray for their children. - Parents should train and discipline their PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 413 children. Proverbs 22:6; 13:24; Hebrews 12:5-11 - Children are the responsibility of their parents other than their parents. Read 1 Chronicles 29:19 Teacher explains the Duties of Children to their Parents and allows learners to ask questions Duties of Children to their Parents -The first duty of children is to honour and obey their parents, Exodus 20:12; Eph 6:1-2; Luke 2:51 -Take care of their parents in old age. 1 Timothy 5:4; Mark 7:9-13 -Respect their elders. 1 Samuel 3:1-14; 1 Peter 5:5 Loyalty to God comes first in the Family Christianity: -Children respect and obey their parents. Parents train and discipline their children Islam: - Parents provide for their children; -children obey and respect their parents Hinduism: Children are a gift from God; a) Jesus example of loyalty (Luke 2:40-52) -parents care, train and When Jesus’ parents lost him and later found provide for them. him, in the Temple, Mary rebuked him causing -Children respect and obey anxiety. Jesus reply showed that loyalty to his Zambian Tradition: heavenly father came first -Fathers train their sons; mothers train their b) Loyalty to Christ will divide families (Luke 12 daughters -Children love and care for 51-53) their parents Jesus said that faith in Him would divide families for and against Him, and against each -Other relatives bring up their children other Teacher Exposition Learners listen attentively Learners listen and Ask question Teacher exposition/ Question and Answer Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Explain duties of parents to their children 2.Explain the duties of children to their parents Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………..…… Teachers evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………..…… PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 414 DEPARTMENT OF SOCIAL SCIENCES LESSON PLAN NAME OF TEACHER: BERNARD TITO SUBJECT: RELIGIOUS EDUCATIONION TOPIC: RELATIONSHIPS BETWEEN PARENTS AND CHILDREN SUBTOPIC: Loyalty to God comes first in the family DATE: DURATION: 80 MINUTES CLASS: 12 NO OF BOYS……… GIRLS…….. REFERENCES: Learner handbook for Christian education book 12 and other sources TEACHING LEARNING /AIDS: learners book, chalk board and bible RATIONALE: This lesson is on RELATIONSHIPS BETWEEN PARENTS AND CHILDREN. Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about being Loyalty to God . Skill of Application of Bible teaching on loyalty to God. Value of Appreciating teachings on attitudes to child parent relationships in the four religions LEARNING OUTCOMES: L.S.B.A.T. Describe how Jesus demonstrated that loyalty to God comes first. Compare attitudes to child parent relationship in Christianity and those of other religions PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught. LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the topic and to revise through the previous lesson LESSON DEVELOPMENT CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS Teacher explains how Teacher Loyalty to God comes first in the Family Jesus demonstrated exposition/ a) Jesus example of loyalty (Luke 2:40-52) Learners listen and Question and - When Jesus’ parents lost him and later found that loyalty to God ask questions comes first by reading Answer him, in the Temple, Mary rebuked him causing anxiety. Jesus reply showed that loyalty to his PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com Luke 2:40-52 415 heavenly father came first Luke 12 51-53 Luke 9:59-62 b) Loyalty to Christ will divide families (Luke 12 51and allows learners to 53) ask questions -Jesus said that faith in Him would divide families for and against Him, and against each other. c)The Cost of Discipleship (Luke 9:59-62) Parent /Child Relationships in Other Religions a) Islam -Muslim parents see children as a gift from God, so that it is their responsibility to provide for their needs -Parents must train and discipline their children and teach them the beliefs and duties of Islam. -Children are expected to respect and obey their parents. -They have a responsibility to care for aged parents especially their mothers The teacher initiate class discussion on Parent /Child Relationships in Other Religions b) Hinduism -Children are a gift from God and are loved and cared for. -Parents are responsible for their children’s Teacher consolidates training, discipline, spiritual, moral education and Learner ’responses guidance. -Children are taught to respect their elders. -It is also the duty, especially of sons to care for their parents in their old age. -Children are guided spiritually by listening to religious stories and observing religious festivals and celebrations Class discuss Learners listen attentively GROUP/CLASS DISCUSSION Teacher Exposition Zambian Tradition: -Fathers train their sons; mothers train their daughters -Children love and care for their parents -Other relatives bring up their children Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners HOMEWORK/CLASS EXERCISE 1. Describe how Jesus demonstrated that loyalty to God comes first, Luke 2:40-52 PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 416 2. Compare attitudes to child parent relationship in Christianity and those of other religions Learners evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… Teachers evaluation: ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… THANKYOU PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 417 GOD BLESS PREPARED BY BERNARD TITO CELL: 0974896855/0976129595 EMAIL: bernardtito1988@yahooo.com 418
