SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 CRE

WEEK 1: LESSON 1
Strand: Creation
Sub Strand: Work: God Worked

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Define the term "work."
2. State reasons why people work in the community.
3. Discuss the reasons why people work in the environment.
4. Appreciate the need for working in the environment.

Key Inquiry Questions:

- What is work?
- Why do people work in society?

Learning Resources:
- Lesson notes
- CRE Learner's Book

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson on God's creation and the importance of work.
- Guide learners to read and discuss relevant sections of their CRE Learner's Book, particularly
focusing on "work" in the context of creation and community involvement.
Lesson Development (30 minutes):
Step 1: Define Work
- In groups, learners will brainstorm and come up with a definition of "work."
- Each group will appoint a spokesperson to present their ideas to the class.
- As a class, compile a comprehensive definition on the board.

Step 2: Reasons for Working Hard

- Ask learners to list reasons why people work hard at home, school, and within the community.
- Groups will share their lists, and the teacher will facilitate a class discussion to expand on
these reasons.

Step 3: Importance of Work

- Groups will discuss and identify why it is important to work hard in their environments (home,
school, community).
- Focus on concepts like responsibility, contribution to society, and personal growth.
- Each group will present their findings to the class.

Step 4: Sharing Experiences

- Learners will share personal experiences regarding chores or tasks they perform in their
homes, schools, or communities.
- Emphasize connections between their experiences and the reasons discussed earlier for doing
work.

Conclusion (5 minutes):
- Summarize the key points around the definition of work, reasons for working, and the
importance of contributing to the community and environment.
- Conduct a brief interactive activity, such as a quick quiz or a "think-pair-share" focusing on one
key aspect learned from the lesson.
 - Prepare learners for the next session by previewing the relationship between work and God’s
creation, encouraging them to reflect on how their efforts contribute to a better environment.

Extended Activities:
- Community Service Project: Organize a small community service activity, where students can
work together to help out in the neighborhood (e.g., cleaning a park, helping in a local shelter).
- Reflection Journal: Have learners keep a journal for a week where they document tasks they
perform at home or school and reflect on how these activities relate to the concept of work and
community contribution.
- Interview Project: Encourage learners to interview a family member or community member
about their work and its significance, then present their findings to the class.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

 GRADE 9 CRE

WEEK 1: LESSON 2
Strand: Creation
Sub-Strand: Work: God Worked

Specific Learning Outcomes:

- By the end of the lesson, students should be able to:
1. Outline the requirements for different careers.
2. Seek information from the internet or a resource person on different careers and the
educational paths needed to qualify.
3. Develop a desire to work hard to achieve their goals and aspirations.

Key Inquiry Question:

- What will you do to achieve your career goal?

Learning Resources:
- Resource person (e.g., career counselor or professional)
- Digital devices (tablets, laptops)
- Internet access
- CRE Learner's Book

Organisation of Learning:

Introduction (5 minutes):
- Begin by reviewing key concepts from the previous lesson, focusing on the idea that
everyone's work contributes to God's creation.
- Encourage students to share their thoughts on different career paths they find interesting,
linking it to the role of work in fulfilling God's purpose.
Lesson Development (30 minutes):

Step 1: Brainstorming
- In small groups, students will brainstorm various career options. Each group will create a list of
at least five careers and discuss what they know about the qualifications needed for each.

Step 2: Research
- Using digital devices, students will search the internet for information on their chosen careers,
focusing on requirements such as education, skills, and experience needed. Alternatively, they
can interview a resource person. Encourage them to note down key points during their search
or conversation.

Step 3: Sharing Findings

- Groups will share their findings with the class, highlighting the requirements they discovered
for the different careers. Each group can present for about one minute, summarizing the most
important points.

Step 4: Journal Entry

- Students will individually write a journal entry about a career they aspire to undertake. They
should outline the steps they plan to take (education, skills, experiences) to achieve this goal,
emphasizing hard work and dedication.

Conclusion (5 minutes):
- Summarize the key points discussed in the lesson, such as the importance of understanding
career requirements and the value of hard work.
- Conduct a brief interactive activity, such as a quick quiz or a question-and-answer session, to
reinforce the main topics.
- Prepare students for the next session by previewing upcoming topics, perhaps focusing on
specific skills needed in the workplace or ethical considerations in different careers.
 Extended Activities:
- Career Day Preparation: Students can prepare for a career day where they dress up as their
chosen career and present their findings to the class.
- Research Paper: Students write a short paper on the career they aspire to, outlining the
challenges they may face and how they plan to overcome them.
- Goal Setting Workshop: Conduct a goal-setting workshop where students create vision boards
representing their career aspirations and the steps they will take to achieve them.

Teacher Self- Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 CRE

WEEK 1: LESSON 3
Strand: Creation
Sub Strand: Work: God Worked

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. State the need for having a positive attitude towards work in daily activities.
2. Discuss the need for having a positive attitude towards work.
3. Demonstrate a positive attitude towards work in daily activities.

Key Inquiry Question:

- Why is it important to have a positive attitude towards work?

Learning Resources:
- Lesson notes
- Digital devices
- CRE Learner's Book

Organisation of Learning:

Introduction (5 minutes):
- Briefly review the content of the previous lesson to build on prior knowledge.
- Prompt learners to read aloud and discuss key concepts related to work and attitude using
their CRE Learner's Book, guiding them to understand the importance of a positive approach in
their daily activities.

Lesson Development (20 minutes):

Step 1: Brainstorming Session
- Divide the class into small groups of 4-5 learners.
- Ask each group to brainstorm reasons why a positive attitude is essential for work.
- Encourage them to think about examples from their daily life, schoolwork, or community.
- Each group will then share their ideas with the class.

Step 2: Research and Discussion

- Assign each group a specific focus area (e.g., schoolwork, chores at home, volunteering).
- Using print or digital resources, learners will search for information supporting the value of a
positive attitude in those scenarios.
- Groups will prepare a short presentation to discuss their findings.

Step 3: Class Discussion

- After presentations, facilitate a class discussion on the overall importance of a positive attitude
towards work.
- Encourage learners to reflect on how attitude can impact motivation, relationships, and
outcomes in their work.

Step 4: Role-play Activity

- Engage students in a quick role-play activity where they act out scenarios depicting both
positive and negative attitudes towards work.
- After each scenario, prompt discussions on the effects of attitude on the tasks being portrayed.

Conclusion (5 minutes):
- Summarize key points from each group and the discussions made throughout the lesson.
- Reinforce the learning objectives and emphasize how a positive attitude enhances all work
aspects in life.
- Conduct an interactive activity where students can share one commitment they will make to
demonstrate a positive attitude in their daily activities.
- Briefly preview the next lesson, asking learners to think about how work is a calling and what it
means to integrate faith into their daily tasks.
 Extended Activities:
- Journaling: Assign students to keep a weekly journal documenting their experiences and
attitudes toward various tasks and how they overcame negative feelings.
- Community Service Project: Organize a school/community service project where students can
practice a positive attitude while volunteering.
- Discussion Forum: Set up an online discussion forum where students can share stories of
positivity in their work life, encouraging peer support and motivation.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 CRE

WEEK 1: LESSON 4
Strand: Creation
Sub Strand: Work: God Worked
Specific Learning Outcomes:
- By the end of the lesson, learners should be able to:
1. Outline the biblical teachings on work to foster responsibility.
2. Discuss the biblical teachings on work.
3. Prepare charts or PowerPoint presentations on the biblical teachings on work.
4. Appreciate the biblical teachings on work.

Key Inquiry Question:

- What are the biblical teachings on work?

Learning Resources:
- Good News Bible
- Revised Standard Bible
- Lesson notes
- CRE Learner's Book
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
1. Review of Previous Lesson:
- Begin with a brief recap of the previous lesson on the theme of creation.
- Ask students to share one key takeaway to reinforce retention.

2. Introduction to Today's Topic:

- Introduce the inquiry question: "What are the biblical teachings on work?"
- Guide learners to read selected verses from the learning resources in pairs or small groups,
focusing on the importance of work.

Lesson Development (30 minutes):

Step 1: Reading and Comprehension

- In groups, learners take turns reading the following verses:
- 2 Thessalonians 3:10-12
- Proverbs 6:6-11
- Proverbs 10:4
- Exodus 20:11
- Genesis 2:1-3
- As they read, each group notes key points on what the Bible teaches about work.

Step 2: Outlining Teachings

- Each group discusses how the verses relate to responsibility in work.
- They create a bullet-point outline of the biblical teachings on responsibility and work,
identifying common themes across the texts.

Step 3: Chart Preparation

- Groups prepare a visual representation (chart) summarizing their findings.
- They can use a whiteboard or large paper to illustrate the biblical principles discussed.

Step 4: PowerPoint Presentation

- Each group prepares a short PowerPoint presentation based on their chart.
- Assign a representative from each group to present to the class, encouraging peer learning and
engagement.
Conclusion (5 minutes):
1. Summarization:
- Recap key points discussed in the lesson regarding biblical teachings on work.
- Highlight how these teachings help to foster personal and communal responsibility.

2. Interactive Activity:
- Facilitate a quick quiz or reflect on a personal experience related to the lesson's content.
- Invite students to share how they can apply these teachings in their daily lives.

3. Preparation for Next Lesson:

- Briefly discuss what students will learn in the next session, linking it to today’s lesson.
- Encourage them to think about other forms of work and their significance within their
communities.

Extended Activities:
1. Journal Reflection:
- Ask learners to write a journal entry reflecting on what they learned about work this week.
- They can express how these biblical teachings might change their approach to responsibility
and work in their lives.

2. Service Project:
- Plan a class service project where students can apply the principles discussed by engaging in
work that serves the community, such as a clean-up day or volunteer work at a local charity.

3. Debate:
- Organize a friendly class debate on the value of work versus rest, referencing the biblical
teachings learned.
 Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 CRE

WEEK 2: LESSON 1
Strand: Creation
Sub Strand: Work: God Worked
Specific Learning Outcomes:
- By the end of the lesson, learners should be able to:
1. Identify the virtues related to Christian work ethics.
2. Discuss the virtues related to Christian work ethics.
3. Prepare flashcards showing the virtues related to Christian work ethics.
4. Acknowledge the virtues related to Christian work ethics.

Key Inquiry Question:

- What are the virtues related to work?

Learning Resources:
- Lesson notes
- Digital devices
- Flashcards
- CRE Learner's Book

Organisation of Learning:

Introduction (5 minutes):
1. Review the previous lesson by asking students what they remember about Christian ethics
and work.
2. Guide learners to read and discuss relevant content from the learning resources, focusing on
defining the key concepts of virtues and work ethics.

Lesson Development (30 minutes):

Step 1: Understanding Virtue

- In groups, learners brainstorm the meaning of "virtue."
- Each group presents their understanding to the class. Teacher facilitates discussion to ensure
clarity and relevance to Christian work ethics.

Step 2: Researching Virtues Related to Work

- Groups conduct online research to find virtues specifically related to work, such as diligence,
integrity, honesty, and responsibility.
- Each group summarizes their findings in a few key points to share.

Step 3: Preparing Flashcards

- Learners create flashcards showing the virtues they researched. On one side, they write the
name of the virtue, and on the other, a brief definition or example related to Christian work
ethics.

Step 4: Explaining Connection to Work

- Groups take turns explaining how the virtues they have researched apply to work. Encourage
peers to ask questions and provide real-life examples.

Conclusion (5 minutes):
- Summarize the key points discussed, reiterating the virtues and their importance to Christian
work ethics.
- Conduct a brief interactive activity, such as a quiz or a "virtue matching" game, to reinforce
learning.
- Prepare learners for the next session by previewing topics to consider, such as how to apply
these virtues in everyday work situations.

Extended Activities:
- Reflection Journal: Ask students to write a reflection on how they can apply one virtue they've
learned about in their own lives or schoolwork.
 - Guest Speaker: Invite a local professional to speak about the importance of virtues in their
career and how they've seen those virtues impact their work.
- Role-Playing Scenarios: Have small groups create and act out scenarios where they face
ethical dilemmas at work, demonstrating how virtues can guide their decisions.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 CRE

WEEK 2: LESSON 2
Strand: Creation
Sub Strand: Work: God Worked.

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Identify different career paths based on their gifts, talents, and abilities.
2. Choose career paths aligned with their talents, gifts, and abilities.
3. Search the internet for different careers of personal interest.
4. Develop a desire to pursue a career that reflects their talents and abilities.

Key Inquiry Question(s):

- What career do you wish to pursue in the future?

Learning Resources:
- Digital devices (laptops/tablets)
- Flashcards
- CRE Learner's book

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson by discussing what they learned about talents and gifts.
- Guide learners to read selected pages from the CRE Learner's book that discuss careers and
their connection to personal strengths.

Lesson Development (30 minutes):

Step 1: Career Aspirations
- Instruct students to contemplate and write down their career aspirations on flashcards.
- Encourage them to reflect on how their personal talents, gifts, and abilities relate to their
chosen careers.

Step 2: Research
- Have students use digital devices to research the careers they wrote on their flashcards.
- Encourage them to gather information about job responsibilities, required skills, educational
requirements, and job outlook.

Step 3: Presentation Preparation

- Guide students in organizing their findings and prepare to share their career choices with the
class.
- They should prepare a brief presentation that includes the reasons for choosing their specific
career.

Step 4: Class Sharing

- Invite students to share their aspirations and findings with the class.
- After each presentation, allow for two minutes of questions and comments from classmates.

Conclusion (5 minutes):
- Summarize the key points discussed during the lesson, emphasizing the connection between
personal gifts and career choices.
- Conduct a brief interactive activity where each student shares one new insight they gained
about careers.
- Prepare learners for the next session by previewing potential discussions about the
importance of education in pursuing their chosen careers.

Extended Activities:
- Career Day Project: Students research a career professional and prepare a presentation, either
through a video or poster, to share with the class on a designated "Career Day".

-Interviews: Encourage students to interview professionals in their desired career fields and
share their experiences and advice in class.

- Job Shadowing: Recommend that students find opportunities to shadow someone in a career
of interest for a day and reflect on that experience in a written report.
 Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 CRE

WEEK 2: LESSON 3
Strand: The Bible
Sub Strand: Christian Moral Values: Sexual Purity

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Identify the Christian moral values that a young person should uphold to overcome sexual
sins.
2.Discuss the Christian moral values that a young person should uphold to overcome sexual sins.
3. Prepare flashcards showing moral values a young person should uphold to overcome sexual
sins.
4. Utilize Christian moral values to foster sexual purity.

Key Inquiry Question:

- How can you live a morally upright life?

Learning Resources:
- Lesson notes
- Good News Bible
- Revised Standard Bible
- CRE Learner's Book

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson briefly, asking questions to recall what was discussed.
- Introduce the topic of sexual purity and the importance of moral values in this context.
- Guide learners to read and discuss relevant content from their learning resources, focusing on
key concepts associated with sexual purity.
Lesson Development (30 minutes):

Step 1: Reading Scripture

- In pairs, assign each group a biblical text: 1 Corinthians 15:33, 1 Thessalonians 4:3, 1
Corinthians 6:13,18-20, and Leviticus 11:44.
- Have students read their assigned verse aloud and take notes on how it relates to sexual purity
and moral values.
Step 2: Identifying Moral Values
- Ask each group to come together and discuss their findings, noting down specific Christian
moral values mentioned in their scriptures that relate directly to overcoming sexual sins.
- Example values: respect, self-control, purity, love, and accountability.

Step 3: Group Discussion

- Facilitate a broader class discussion where groups share the moral values they identified.
- Encourage students to think critically about how these values apply to everyday situations they
may face as teenagers and discuss ways to implement these values in their lives.

Step 4: Creating Flashcards

- Guide students in groups to create flashcards that display one Christian moral value on one
side and an explanation or example of how to uphold that value on the other.
- Encourage creativity—students can decorate cards or add illustrations to visually represent the
moral values.

Conclusion (5 minutes):
- Summarize the key points learned in the lesson, emphasizing the identified moral values and
their importance in fostering sexual purity.
- Conduct a brief interactive activity, such as a quiz or a reflective question session where
students can share their thoughts on how they plan to uphold these values in their lives.
- Preview the next session by introducing the topic of relationships and further moral
discussions, prompting students to think of questions or scenarios they want to discuss.

Extended Activities:
- Journaling: Ask students to keep a journal for a week, reflecting on daily situations where they
can apply the Christian moral values discussed.
- Role Play: In groups, students can create brief role-play scenarios demonstrating the
application of these moral values in real-life situations.
 - Class Discussion: Organize a discussion where students can share stories or examples (fictional
or real) of moral dilemmas they or their peers have faced and how these values could guide
decisions.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 CRE

WEEK 2: LESSON 4
Strand: The Bible
Sub Strand: Christian Moral Values: Sexual Purity

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Identify ways of avoiding getting lured into forbidden sexual practices.
2. Discuss ways of avoiding getting lured into forbidden sexual practices.
3. Prepare posters showing the ways of avoiding getting lured into forbidden sexual practices.
4. Develop a desire to live a morally upright life as guided by the Bible.
Key Inquiry Question:
- How can one avoid getting lured into forbidden sexual practices?

Learning Resources:
- Digital devices
- Lesson notes
- CRE Learner's Book
- Posters
- Marker pens

Organization of Learning:

Introduction (5 minutes):
- Begin with a brief review of the previous lesson on moral values.
- Encourage learners to read and discuss excerpts from the CRE Learner's Book related to sexual
purity, focusing on understanding key concepts and vocabulary.
Lesson Development (30 minutes):

Step 1: Brainstorming
- In pairs, learners brainstorm and list potential challenges that might lead to forbidden sexual
practices. They can use digital devices or print resources for inspiration.

Step 2: Research
- Learners will conduct research using their devices or books to find strategies and biblical
references that promote sexual purity. Each pair should choose 2-3 strategies that they find
most relevant.
Step 3: Group Discussion
- Each pair will share their findings with the class, fostering a discussion on the various strategies
identified. Encourage questions and reflections from classmates.

Step 4: Poster Creation

- Learners will create a poster in their pairs showcasing the strategies discussed. They should
include illustrations and key points to make the information engaging and clear.

Conclusion (5 minutes):
- Summarize the key points discussed during the lesson, revisiting the specific learning
outcomes achieved.
- Conduct a brief interactive activity, such as a “Think-Pair-Share,” where learners reflect on one
strategy they believe will help them in their own lives.
- Prepare learners for the next session by previewing the topic of integrity and how it relates to
moral decisions.

Extended Activities:
- Journaling: Ask learners to reflect in their journals about a time they faced peer pressure and
how they responded. They should write about what they could do differently based on today's
lessons.
- Role-Playing: Organize role-playing scenarios where students can act out situations involving
peer pressure related to sexual purity and practice the strategies discussed.
- Guest Speaker: Arrange for a guest speaker, such as a youth pastor or counselor, to discuss the
importance of sexual purity and answer questions from the students.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 CRE

WEEK 3: LESSON 1
Strand: The Bible
Sub Strand: Christian Moral Values: Sexual Purity

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Perform a skit on how to overcome or avoid being lured into sexual perversity.
2. Enjoy performing the skit.

Key Inquiry Question(s):

- How can you make the performance interesting?
Learning Resources:
- Digital devices (for research and idea generation)
- Acting props (costumes, masks, etc.)
- Open space (for skit performances)

Organisation of Learning:

Introduction (5 minutes):
1. Begin by briefly reviewing the previous lesson on Christian moral values, specifically focusing
on the importance of sexual purity.
2. Guide learners to read and discuss relevant content from their textbooks or provided
material, emphasizing the key concepts such as respect, boundaries, and the consequences of
sexual immorality.

Lesson Development (30 minutes):

Step 1: Group Formation

- Organize learners into small groups of 4-5.
- Assign each group the task of brainstorming ideas for a skit that conveys a message about
avoiding sexual perversity.

Step 2: Skit Preparation

- Allow groups to choose their approach, emphasizing creativity in their portrayal. They should
write a short script that focuses on real-life scenarios and practical ways to resist temptations.
- Encourage learners to think about how to make their performance engaging and clear, keeping
the audience's attention.

Step 3: Skit Rehearsal

- Groups will practice their skits, using acting props and digital devices if needed for sound
effects or images.
- Remind them to focus not only on the message but also on delivery, expressions, and
teamwork.

Step 4: Performance and Feedback

- Each group performs their skit for the class.
- After each performance, peers provide constructive feedback, highlighting what they enjoyed
and suggestions for improvement.

Conclusion (5 minutes):
- Summarize the key points discussed during the lesson, reinforcing the specific outcomes
related to sexual purity and the importance of making wise choices.
- Conduct a brief interactive activity, like a quiz or a quick round of sharing protective strategies
against challenges related to sexual purity.
- Prepare learners for the next session by previewing upcoming topics, such as the impact of
peer pressure and building healthy relationships.

Extended Activities:
- Create a Poster: Learners can create a poster illustrating the consequences of sexual
immorality and ways to maintain sexual purity.
- Write a Reflection: Ask students to write a one-page reflection on what sexual purity means to
them personally and how they plan to apply these values in their lives.
- Research Assignment: Learners can research a biblical character whose life exemplified sexual
purity, detailing their story and lessons learned.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 CRE

WEEK 3: LESSON 2
Strand: The Bible
Sub Strand: Christian Moral Values: Sexual Purity

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Identify the moral values and life skills one should utilize to overcome sexual perversity.
2. Discuss how the values and life skills can be utilized to overcome sexual perversity.
3. Cultivate a desire to live a morally upright life as guided by the Bible.

Key Inquiry Question(s):

- What moral values and life skills should you utilize to avoid sexual perversity?
Learning Resources:
- Digital devices (for research and presentations).
- Lesson notes.
- CRE Learner's Book.
- Flashcards.

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson on the importance of moral values in daily life.
- Ask students to share one key takeaway from the last lesson.
- Introduce today's topic on sexual purity and its relevance to Christian moral values. Direct
learners to read and discuss relevant sections in their resources to reinforce understanding.

Lesson Development (30 minutes):

Step 1: Brainstorming
- In small groups, learners brainstorm a list of moral values (e.g., respect, integrity, honesty) and
life skills (e.g., self-control, communication skills) that can help individuals avoid sexual
perversity.
- Groups share their lists with the class, and a teacher-led discussion highlights common
themes.

Step 2: Sharing Experiences

- Each group discusses personal experiences or scenarios where they or someone they know
had to exercise these values and skills in avoiding sexual perversity.
- One representative from each group shares a summary of their discussion with the class.

Step 3: Discuss Usage of Values and Skills

- Groups engage in a discussion on how these identified moral values and life skills can be
practically applied in everyday situations (e.g., peer pressure, media influence).
- The teacher facilitates and guides discussions with probing questions and encourages
examples from Biblical teachings.

Step 4: Role Play Activity

- Each group receives a scenario depicting a situation involving sexual perversity. They must
create a short role play demonstrating how to apply moral values and life skills to navigate that
situation.
- Groups present their role plays to enhance collective understanding through peer-learning.

Conclusion (5 minutes):
- Summarize key points discussed in the lesson, emphasizing the importance of moral values
and their practical application in maintaining sexual purity.
- Conduct a quick interactive quiz or a reflection activity (e.g., "One thing I will remember to
help me live morally upright") to reinforce the lesson's main topics.
- Prepare learners for the next session by previewing upcoming topics related to Christian values
in everyday actions.

Extended Activities:
- Journaling Task: Learners keep a personal journal for one week, noting situations where they
had to apply moral values and skills. They should reflect on the outcomes and lessons learned.
- Research Assignment: Investigate a biblical character known for exemplifying sexual purity and
present findings, focusing on the moral values they displayed and the lessons learned from their
experiences.
- Art Project: Create a poster that illustrates key moral values and life skills related to sexual
purity, including quotes from the Bible that support these values.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 CRE

WEEK 3: LESSON 3
Strand: The Bible
Sub Strand: Christian Moral Values: Sexual Purity

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. State reasons why a Christian youth should maintain sexual purity.
2. Discuss reasons why Christian youth should maintain sexual purity.
3. Search the internet for information on reasons why Christians should maintain sexual purity.

Key Inquiry Question:

- Why should you maintain sexual purity as a Christian youth?

Learning Resources:
- Digital devices (tablets/laptops)
- Lesson notes from the CRE Learner's Book
Organisation of Learning:

Introduction (5 minutes):
- Begin with a brief review of the previous lesson, recalling the key themes discussed.
- Ask students to reflect on their understanding of Christian values and how they relate to daily
life.
- Guide learners to read relevant excerpts from the learning resources, encouraging group
discussion to ensure comprehension of key concepts related to sexual purity.

Lesson Development (30 minutes):

Step 1: Brainstorming
- In pairs, allow students to brainstorm a list of reasons why it is important for Christian youth to
maintain sexual purity.
- Encourage them to consider personal, social, and spiritual aspects.
- After brainstorming, each pair shares their ideas with the class.

Step 2: Research
- Assign learners to use digital devices to search for additional reasons why maintaining sexual
purity is important for Christian youth.
- Instruct them to consider various sources, such as articles, videos, and Christian websites.
- Each learner notes down at least three new insights.

Step 3: Group Discussion

- Organize students into small groups where they share their findings from the research.
- Each group should discuss the similarities and differences in their information and come to a
consensus on a few key reasons.
Step 4: Presentation
- Have each group present their top three reasons for maintaining sexual purity to the class.
- Provide feedback and facilitate a discussion on the presented ideas, ensuring to highlight
common themes and diversifications.

Conclusion (5 minutes):
- Summarize the key points discussed in class, reiterating the importance of sexual purity from a
Christian perspective.
- Conduct a quick interactive activity, such as a quiz or a discussion question, to reinforce the
main topics learned.
- Provide a preview of the next session, encouraging students to think about personal
experiences related to the topic or questions they might have.

Extended Activities:
- Personal Reflection Journal: Ask students to write a short reflection on what sexual purity
means to them, including how it may influence their decisions.
- Guest Speaker: Arrange for a youth pastor or a Christian counselor to speak to the class about
maintaining sexual purity and navigating challenges as a young Christian.
- Debate: Organize a class debate on the topic, "The Importance of Sexual Purity in Today's
Society," to develop critical thinking and communication skills.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 CRE

WEEK 3: LESSON 4
Strand: The Bible
Sub-Strand: Christian Moral Values: Sexual Purity

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Identify the forbidden sexual practices outlined in the Bible.
2. Discuss the outlined forbidden sexual practices from the biblical texts.
3. Prepare PowerPoint slides or posters showing the forbidden sexual practices.
4. Acknowledge the forbidden sexual practices from the Bible.

Key Inquiry Question(s):

- What are the forbidden sexual practices according to the Bible?

Learning Resources:
- Good News Bible
- Revised Standard Bible
- Digital devices (for PowerPoint/poster creation)
- Posters
- Lesson notes

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson on Christian moral values.
- Guide learners to read and discuss relevant content from the learning resources, focusing on
understanding forbidden practices outlined in the Bible.
Lesson Development (30 minutes):

Step 1: Reading and Identification

- In groups, learners are assigned to read Galatians 5:19 and Leviticus 18:5-18, 20-23. Each
group takes turns reading the passages aloud.
- As they read, learners identify and jot down examples of forbidden sexual practices mentioned
in the texts.

Step 2: Discussion
- Groups discuss their findings, encouraging a conversation about why these practices might be
considered forbidden.
- Each group will share their identified practices with the class, promoting respectful discussion
about their significance in a Christian context.

Step 3: Preparing Visual Aids

- Using digital devices, groups begin to create PowerPoint slides or design posters that highlight
the forbidden sexual practices identified from the biblical texts. They should include brief
explanations and relevant scripture references.

Step 4: Presentation and Display

- Each group will present their PowerPoint slides or posters to the class, explaining their content
and the reasoning behind the identified practices.
- After presentations, display the posters around the classroom for reference in future
discussions.

Conclusion (5 minutes):
- Summarize the key points and learning objectives that were achieved during the lesson.
- Conduct a brief interactive activity, such as a quick quiz or reflection question to reinforce the
main topics.
- Prepare learners for the next session by providing a preview of the upcoming topics,
encouraging them to consider questions about maintaining sexual purity in modern contexts.

Extended Activities:
- Journaling: Encourage students to keep a journal where they reflect on what they have learned
about sexual purity and how it applies to their lives.
- Guest Speaker: Arrange for a youth pastor or leader to speak about maintaining a Christian
perspective on relationships, reinforcing the values discussed in class.
- Research Project: Assign students to research and report on how different cultures interpret
the teachings of sexual purity and compare them with biblical perspectives.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 CRE

WEEK 4: LESSON 1
Strand: The Bible
Sub Strand: Woman Judge: Deborah

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Identify women leaders in schools, churches, or government positions.
2. Discuss the good leadership qualities that can be emulated from these leaders.
3. Prepare flashcards showcasing the leadership qualities of women leaders.
4. Appreciate and reflect on the leadership qualities exhibited by women leaders in society.

Key Inquiry Question(s):

- Which women leaders do you know in society?

Learning Resources:
- Digital devices (tablets/laptops)
- Internet access
- Photos of women leaders in government
- Lesson notes
- Flashcard materials (index cards, markers)

Organisation of Learning:
Introduction (5 minutes):
- Begin by reviewing the previous lesson on the role of women in biblical narratives, particularly
focusing on Deborah.
- Ask students to share their thoughts on what makes a good leader and list any examples they
might have encountered in their lives.

Lesson Development (30 minutes):

Step 1: Identify Women's Leadership

- In small groups, students brainstorm and list women leaders they know from their schools,
churches, or government.
- After a few minutes, each group shares their list with the class.

Step 2: Research and Image Collection

- Using digital devices, students are assigned to research and find images of women leaders in
government.
- Each group should find at least three different leaders and note down one significant
achievement for each.

Step 3: Discussion of Leadership Qualities

- Groups discuss and identify leadership qualities exhibited by the women leaders they
researched, such as courage, empathy, decisiveness, and integrity.
- Facilitate a class discussion, helping students link these qualities to the characteristics of
Deborah as a judge in the Bible.

Step 4: Flashcard Preparation

- Students will create flashcards that display leadership qualities and examples of the women
leaders they analyzed.
- Encourage creativity in their flashcards, including drawings or quotes that capture the essence
of each leader's qualities.

Conclusion (5 minutes):
- Summarize the key points discussed regarding women leaders and the leadership qualities that
can be emulated.
- Conduct a brief interactive activity where students share one quality they believe is the most
important and why.
- Preview the next session, which will dive deeper into the impact of these leadership qualities
on society and discuss historical women leaders.

Extended Activities:
- Research Project: Assign students to write a short paper on a woman leader of their choice,
detailing her life, contributions, and the qualities that made her a successful leader.
- Leadership Presentation: Students can prepare a short presentation about a woman leader,
highlighting her achievements and impact on society, to be shared in class.
- Community Engagement: Encourage students to conduct interviews with local women leaders
and present what they learned to the class.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 CRE

WEEK 4: LESSON 2
Strand: The Bible
Sub Strand: Woman Judge: Deborah

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Read the story of Judge Deborah in Judges 4:1-24.
2. Summarize the key points from the biblical text.
3. Use digital devices to search for and watch a short video on Judge Deborah.
4. Enjoy reading the story of Judge Deborah.

Key Inquiry Question:

What does the story of Deborah entail in Judges 4:1-24?

Learning Resources:
- Digital devices (tablets, laptops, etc.)
- Video clips about Judge Deborah
- Good News Bible
- Revised Standard Bible

Organisation of Learning:

Introduction (5 minutes):
1. Review the previous lesson on leadership in the Bible.
2. Guide learners to read and discuss relevant content from Judges 4:1-24, emphasizing key
concepts like bravery, leadership, and faith.

Lesson Development (30 minutes):

Step 1: Reading the Scripture

- Divide the learners into small groups.
- Each group takes turns reading Judges 4:1-24 aloud, ensuring everyone participates.
- Encourage them to pay attention to key characters and events.

Step 2: Retelling the Story

- After reading, ask each group to discuss among themselves and retell the story of Deborah in
their own words.
- Encourage them to focus on Deborah's role as a judge and a warrior and to highlight her
leadership qualities.

Step 3: Individual Summarization

- Have learners individually summarize the story by writing down the key events, characters,
and themes.
- Prompt them to think about what lessons can be drawn from Deborah's actions.

Step 4: Multimedia Exploration

- Using digital devices, learners will search for a short video about Judge Deborah.
- Allow them to watch the video and make note of any new insights or interpretations provided.

Conclusion (5 minutes):
- Summarize key points learned about Deborah and her significance in the Bible.
- Conduct a brief interactive activity, such as a class discussion or a quick quiz, to reinforce
understanding.
- Prepare learners for the next session by previewing upcoming topics, such as other influential
biblical figures.

Extended Activities:
- Creative Project: Learners could create a comic strip or storyboard depicting the story of
Deborah, focusing on key events and character traits.
- Role Play: Organize a short role-play activity where learners can reenact the story of Deborah,
showcasing the importance of her leadership.
- Research Task: Assign learners to research another biblical figure who demonstrated
leadership and share their findings with the class in the next session.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 CRE

WEEK 4: LESSON 3
Strand: The Bible
Sub Strand: Woman Judge: Deborah

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Identify the leadership qualities portrayed by Deborah as a woman judge in Israel.
2. Discuss the leadership qualities portrayed by Deborah as a woman judge in Israel.
3. Prepare flashcards showing the leadership qualities portrayed by Deborah as a woman judge
in Israel.
4. Appreciate the leadership qualities portrayed by Deborah as a woman judge.

Key Inquiry Questions:

- How did Deborah portray wisdom as a judge in Israel?
- What leadership qualities can we emulate from Judge Deborah?

Learning Resources:
- Bibles
- Digital devices
- CRE Learner's Book
- Lesson notes
- Flashcards

Organisation of Learning:
Introduction (5 minutes):
- Review the previous lesson by discussing the role of leaders in biblical times.
- Direct learners to read specific passages related to Deborah's story from their Bibles or CRE
Learner's Book and discuss their initial thoughts on the character traits mentioned.

Lesson Development (30 minutes):

Step 1: Identifying Leadership Qualities

- In pairs, learners will read about Deborah's story (Judges 4-5) and list down the leadership
qualities that they perceive in her character. Encourage them to think critically about her actions
and decisions.

Step 2: Group Discussion

- Bring students together into small groups to share their identified qualities.
- Each group should discuss why they believe these characteristics are essential for leadership
and how they relate to Deborah’s role. Encourage groups to think about her wisdom, courage,
and ability to inspire others.

Step 3: Flashcard Preparation

- Each group will prepare flashcards based on their discussions.
- One side of the flashcard should have a leadership quality (e.g., wisdom, courage) and the
opposite side should include a brief explanation of how Deborah exhibited that trait.

Step 4: Class Sharing

- Groups will present their flashcards to the class.
- As each group shares, encourage the rest of the class to ask questions or add additional
insights about how Deborah’s leadership can inspire them today.

Conclusion (5 minutes):
 - Summarize the key points discussed in the lesson: the qualities of wisdom, courage, and
inspiration as exemplified by Deborah.
- Conduct a brief “what would Deborah do?” game where students can suggest how Deborah
might respond to contemporary leadership challenges.
- Introduce the next topic, which could involve discussing other significant figures in the Bible
and their leadership qualities.
Extended Activities:
- Research Project: Assign students to explore another biblical leader (either male or female)
and write a brief report comparing their leadership qualities with those of Deborah.
- Debate: Organize a class debate about the impact of female leaders in the Bible versus those
in modern times.
- Creative Arts: Encourage students to create a poster or artwork that visually represents one of
Deborah’s leadership qualities and explain its relevance today.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 CRE

WEEK 4: LESSON 4
Strand: The Bible
Sub Strand: Woman Judge: Deborah

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Outline the lessons learnt from the leadership of Judge Deborah.
2. Discuss the lessons learnt from the leadership of Judge Deborah.
3. Prepare posters showing lessons learnt from the leadership of Judge Deborah.
4. Appreciate those in leadership by showing respect.
Key Inquiry Question:
- What lessons do we learn from the leadership of Judge Deborah?

Learning Resources:
- Bible
- Lesson notes
- CRE Learner's Book
- Posters
- Marker pens

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson by asking learners what they remember about leadership.
- Guide learners to open their Bibles and read excerpts related to Deborah's story (Judges 4-5).
Facilitate a brief discussion around her leadership qualities.
Lesson Development (30 minutes):

Step 1: Brainstorming
- In pairs, learners brainstorm the qualities and actions of Judge Deborah that made her an
effective leader. Encourage them to list these qualities on paper.

Step 2: Group Discussion

- After brainstorming, each pair joins another pair to form groups of four. They discuss their lists
and come to a consensus on the most important lessons learnt from Deborah’s leadership.

Step 3: Note-taking
 - Groups write down their agreed-upon lessons in bullet points, preparing them for the next
step.

Step 4: Poster Preparation

- Each group uses the bullet points to create a poster that visually represents the lessons learnt
from Deborah's leadership. Encourage creativity in design using marker pens.

Conclusion (5 minutes):
- Summarize the key points discussed in each group, highlighting the main lessons that
emerged.
- Conduct a quick interactive activity by asking students to share one quality of Deborah they
admire and why.
- Prepare learners for the next lesson by asking them to think about modern-day leaders and
what they can learn from them.

Extended Activities:
- Reflective Journal Entry: Ask students to write a journal entry on how they would apply one
lesson from Deborah's leadership to their own lives.
- Research Assignment: Encourage students to research a modern-day female leader and write a
short report on their leadership style and lessons that can be drawn from them.
- Role-Play Exercise: In groups, have students create brief role-plays demonstrating situations
where they could apply Deborah's leadership lessons in real life.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

 GRADE 9 CRE

WEEK 5: LESSON 1
Strand: The Bible
Sub Strand: Kings David and Solomon

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Define the term "ancestor."
2. Discuss the importance of David as an ancestor of Jesus Christ.
3. Search the internet or print resources for information on David's significance as an ancestor
of Jesus Christ.
4. Appreciate the importance of David as an ancestor of Jesus Christ.

Key Inquiry Questions:

- Who is an ancestor?
- What was the importance of David as an ancestor of Jesus Christ?

Learning Resources:
- CRE Learner's Book
- Lesson notes
- Digital devices (tablets or computers)
- Good News Bible
- Revised Standard Bible

Organisation of Learning:

Introduction (5 minutes):
- Begin with a brief review of the previous lesson about the significance of the Old Testament
figures.
- Encourage learners to reflect on what they learned about family trees and heritage.
- Guide learners to read and discuss relevant content directed at defining "ancestor" and
emphasizing the key concepts of the importance of David.

Lesson Development (30 minutes):

Step 1: Define Ancestors

- In pairs, have learners brainstorm the meaning of the word "ancestor."
- Write down their ideas on the board.
- Facilitate a discussion to come up with a clear definition and examples of ancestors from their
personal lives.

Step 2: Explore Family Trees

- In small groups, learners will create or list names of members in their family tree, emphasizing
different generations.
- Discuss why understanding one's ancestry is important.

Step 3: Biblical Reading and Discussion

- Assign each group a passage: 2 Samuel 7:12-16, Matthew 1:1-2, or Luke 1:32-33.
- Groups take turns reading their passage aloud and discussing the meaning behind it.
- Facilitate a discussion on how these passages connect David to Jesus Christ.

Step 4: Presentation of Findings

- Each group will create a chart or PowerPoint presentation summarizing their discussions on
David's importance as an ancestor of Jesus.
- Encourage creativity and have groups present their conclusions to the class.
Conclusion (5 minutes):
 - Summarize the key points discussed during the lesson: the definition of ancestors, the
significance of David, and his connection to Jesus Christ.
- Conduct a quick interactive activity (e.g., a quiz or a "think-pair-share") to reinforce the main
topics covered.
- Briefly preview what learners will be exploring in the next session, such as Solomon's
contributions and his legacy.

Extended Activities:
- Research Assignment: Learners can research another figure in the Bible who is considered an
ancestor of Jesus, such as Abraham or Jacob, and create a brief presentation on their findings.
- Creative Project: Encourage learners to create an artistic representation of their own family
tree alongside a summary of David's ancestry and its importance.
- Journaling: Ask learners to write a short reflection on what having a family history means to
them personally and how it shapes their identity.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 CRE
WEEK 5: LESSON 2
Strand: The Bible
Sub Strand: Kings David and Solomon

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Outline the significance of David as king in Israel.
2. Discuss his contributions and impact as a ruler.
3. Prepare creative posters illustrating the importance of David.
4.Acknowledge and articulate David's legacy as a king.

Key Inquiry Question(s):

- What was the importance of David as king of Israel?

Learning Resources:
- CRE Learner's Book
- Lesson notes
- Good News Bible
- Revised Standard Bible
- Art supplies for poster creation

Organisation of Learning:

Introduction (5 minutes):
- Begin with a brief review of the previous lesson to refresh students' memories about kingship
in Israel.
- Engage learners by asking questions related to the characteristics of a great leader, leading into
David's kingship.
- Introduce today's focus on David, using relevant passages.

Lesson Development (30 minutes):

Step 1: Reading Scripture

- In assigned groups, learners take turns reading 1 Samuel 16:1-23 and 2 Samuel 6:1-15.
- After reading, each group discusses the key events from the passages that highlight David's
qualities as a king.

Step 2: Identifying Key Points

- Each group summarizes their findings, identifying and writing down the qualities and
achievements of David as presented in the Scripture.
- Key points should include his anointing, leadership, unification of Israel, and cultural
contributions such as music and psalms.

Step 3: Group Discussion

- Facilitate a discussion where each group shares their key points with the class.
- Encourage learners to reflect on David's political, military, and spiritual significance and how
these aspects contributed to building a strong nation.

Step 4: Poster Creation

- Learners will create informative posters that illustrate the importance of David as king,
incorporating both text and illustrations.
- Encourage creativity – posters should be colorful and visually engaging. After completion,
groups will present their posters to the class.

Conclusion (5 minutes):
- Summarize key points covered during the lesson, reinforcing the specific learning outcomes.
 - Conduct a brief interactive activity, such as a "David Jeopardy" game, where students can
answer questions based on today's lesson.
- Provide a preview of upcoming topics, hinting at Solomon’s wisdom and leadership. Pose
questions for students to ponder at home, such as: "How did David’s leadership style differ from
that of other leaders in Israel?"

Extended Activities:
- Research Project: Learners can choose a specific aspect of David's life (e.g., his role as a poet,
warrior, or king) and prepare a short report or oral presentation.
- Dramatic Presentation: Groups can create a short skit highlighting a key event in David's life,
making it educational and engaging.
- Creative Writing: Write a letter from David to his son Solomon, giving advice on being a wise
leader based on his own experiences.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 CRE
WEEK 5: LESSON 3
Strand: The Bible
Sub Strand: Kings David and Solomon

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1.Identify the characteristics of a good leader in society.
2. Discuss the characteristics of a good leader in society.
3. Prepare flashcards showing the characteristics of a good leader.
4.Acknowledge the characteristics of a good leader in society.

Key Inquiry Question:

- What are the characteristics of a good leader in society?

Learning Resources:
- Flashcards
- Manilla papers
- Lesson notes
- Digital devices
- Marker pens
- CRE Learner's Textbook

Organisation of Learning:

Introduction (5 minutes):
- Begin by reviewing the previous lesson on the lives of David and Solomon and how they led
their people.
- Ask learners to share what they remember about these leaders.
- Guide learners to read and discuss relevant content from the CRE textbook, focusing on their
leadership qualities and characteristics.

Lesson Development (30 minutes):

Step 1: Brainstorming
- Divide the class into small groups or pairs.
- Ask each group to brainstorm and list characteristics that they believe make up a good leader
in society.
- Provide prompts if needed (e.g., integrity, communication skills, empathy).

Step 2: Group Discussion

- After they have their lists, guide each group to discuss why they believe these characteristics
are important.
- Have them make notes on the reasons behind their choices.

Step 3: Flashcard Preparation

- Instruct the groups to prepare flashcards that illustrate the characteristics they discussed.
- Encourage them to be creative—using drawings, words, or both—and emphasize clarity and
relevance.

Step 4: Display and Share

- Have each group display their flashcards around the classroom.
- Allow time for each group to share their characteristics and rationale with the class.

Conclusion (5 minutes):
- Summarize the key characteristics of a good leader discussed throughout the lesson.
 - Reinforce that qualities such as empathy, integrity, and communication are essential for
effective leadership.
- Conduct a brief interactive quiz or question session to recap the main topics, engaging learners
and solidifying their understanding.
- Preview the next session, hinting at exploring the consequences of leadership decisions in the
stories of David and Solomon.

Extended Activities:
- Have learners research a contemporary leader (local or global) and identify how their
leadership characteristics compare to those discussed in class.
- Create a journal entry reflecting on personal leadership qualities they aspire to develop.
- Collaborate with another class to share their findings and create a display about good
leadership practices.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 CRE

WEEK 5: LESSON 4
Strand: The Bible
Sub Strand: Kings David and Solomon

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Outline qualities of a good leader from King David's leadership.
2. Discuss the qualities of a good leader from King David's leadership.
3. Search the internet or textbook to gather information on good leadership qualities derived
from King David.
4. Appreciate the good leadership qualities derived from King David.

Key Inquiry Question:

- What leadership qualities can we learn from King David's leadership?

Learning Resources:
- CRE Learner's Book
- Digital devices (tablets, computers)
- Lesson notes
- Flashcards
- Posters
- Bibles

Organisation of Learning:

Introduction (5 minutes):
- Begin with a brief review of the previous lesson. Ask students to recall key points discussed
about King David and his significance in the Bible.
- Introduce the focus of today's lesson: the leadership qualities of King David.
- Read a selected scripture about King David (e.g., 1 Samuel 16:7) and discuss with the class.

Lesson Development (30 minutes):

Step 1: Group Formation and Initial Discussion

- Divide students into small groups of 4-5.
- Each group will discuss what they believe makes a good leader based on their own experiences
and prior knowledge.

Step 2: Research and Gathering Information

- Provide each group with access to digital devices or textbooks.
- Instruct students to search for specific qualities of good leadership as exhibited by King David.
Encourage them to take notes on their findings.

Step 3: Identification and Discussion of Qualities

- Groups should compile a list of the leadership qualities they found and select 2-3 key qualities
to discuss in more detail.
- Each group prepares to share their findings with the class.

Step 4: Creation of Visual Aids

- Groups will create flashcards or posters highlighting the key qualities they discussed.
- Encourage creativity; they can include quotes, images, and bullet points.

Conclusion (5 minutes):
- Each group shares their flashcards or posters with the class. Summarize the qualities
discussed.
- Reinforce the learning objectives by highlighting how these qualities can apply to
contemporary leaders and their importance in personal life.
 - Conclude with an interactive question, such as asking students to think of a leader they admire
and the qualities that person exhibits.
- Preview the next session: a discussion on King Solomon and his leadership qualities.

Extended Activities:
- Research Project: Ask students to choose a leader from modern times and compare their
leadership qualities to those of King David. They can create a report or presentation to share in
the next class.
- Role-Playing: Students can role-play scenarios in which they demonstrate the qualities of a
good leader based on the discussions from this lesson.
- Journal Reflection: Encourage students to write a short journal entry about a time they had to
take on a leadership role and how they applied the lessons learned from King David's
leadership.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 CRE

WEEK 6: LESSON 1
Strand: The Bible
Sub Strand: King David and Solomon

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Identify King Solomon's achievements from the Bible.
2. Discuss the achievements of King Solomon as identified from the Bible.
3. Prepare posters or PowerPoint presentations showing King Solomon's achievements.
4. Appreciate the contributions of King Solomon during his reign.

Key Inquiry Question:

What were the achievements of King Solomon during his leadership?

Learning Resources:
- CRE Learner's Textbook
- Lesson notes
- Bibles
- Posters
- Digital tools for PowerPoint presentation

Organisation of Learning:

Introduction (5 minutes):
- Begin by reviewing the previous lesson on King David.
- Ask students to share what they remember about King David and his contributions.
- Introduce the day's focus on King Solomon and briefly explain why his achievements are
significant.
Lesson Development (30 minutes):

Step 1: Reading & Discussion

- In small groups, learners take turns reading 1 Kings 3 aloud.
- After reading, groups discuss the chapter and note any achievements or contributions of King
Solomon mentioned.

Step 2: Research
- Using digital or print resources, learners search for additional information on King Solomon’s
achievements (e.g., building the Temple, his wisdom, trade relationships).
- Encourage them to look for both biblical references and historical context.

Step 3: Group Discussion

- After research, reconvene as a class.
- Each group shares their findings about King Solomon’s achievements.
- Teacher facilitates the discussion, ensuring key points are highlighted and clarified.

Step 4: Preparation of Presentation

- In their groups, learners decide whether to create a poster or a PowerPoint presentation to
showcase their findings about King Solomon’s achievements.
- Discuss the key elements they should include (e.g., visuals, main accomplishments).

Conclusion (5 minutes):
- Summarize the main achievements of King Solomon discussed during the lesson (e.g., building
the Temple, renowned wisdom, wealth, and trade).
- Conduct a brief interactive quiz or game (e.g., Kahoot) to reinforce their understanding of King
Solomon’s achievements.
- Preview the next session by mentioning that they will explore lessons from Solomon’s wisdom.
 Extended Activities:
- Creative Writing: Learners can write a diary entry from the perspective of someone living
during King Solomon’s reign, detailing the impact of his leadership on daily life.
- Debate: Organize a classroom debate on the statement: "King Solomon was the greatest king
of Israel." This encourages critical thinking about leadership qualities and achievements.
- Art Project: Design a timeline poster showing significant events during Solomon’s reign,
including illustrations of his major achievements.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 CRE

WEEK 6: LESSON 2
Strand: The Bible
Sub Strand: King David and Solomon
Specific Learning Outcomes:
- By the end of the lesson, learners should be able to:
1. Identify the failures of King Solomon from the Bible.
2. Discuss the failures of King Solomon during his reign.
3. Prepare posters showing the failures of King Solomon during his leadership.
4. Acknowledge the failures of King Solomon during his leadership.

Key Inquiry Question(s):

- What were the failures of King Solomon during his reign?

Learning Resources:
- Good News Bible
- Revised Standard Bible
- Lesson notes
- Posters

Organisation of Learning:

Introduction (5 minutes):
- Review previous lesson content on the life of King David.
- Introduce the topic of King Solomon and his reign, prompting students to consider his
successes and failures.

Lesson Development (30 minutes):

Step 1: Reading and Understanding

- Break the class into small groups. Assign each group the task of reading selected passages
from 1 Kings 9, 10, and 11. Each group will take turns reading aloud and summarizing the key
events related to Solomon's reign.

Step 2: Identifying Failures

- After reading, guide each group to discuss and identify specific failures of King Solomon as
mentioned in the passages. Encourage them to think critically about how these failures affected
his leadership and the kingdom of Israel.

Step 3: Research and Compare

- Provide print resources (lesson notes, scholarly articles, etc.) for each group. Have students
compare their findings with what they read in the Bible to find additional context or
explanations for Solomon's failures.

Step 4: Creating Posters

- In their groups, learners will prepare posters that visually represent the failures of King
Solomon. Each poster should include a summary of a specific failure, its implications, and
relevant Bible verses. Encourage creativity in design and clarity in content.

Conclusion (5 minutes):
- Summarize the key points discussed in class, highlighting Solomon's failures and their
consequences.
- Conduct a brief interactive activity such as a "Think-Pair-Share," where students pair up to
share their favorite failure of Solomon and why they think it is significant.
- Provide a preview of the next lesson, focusing on the lessons learned from Solomon's reign—
what we can apply today.

Extended Activities:
1. Personal Reflection Journal:
- Ask learners to write a short reflection on how they can avoid the same failures in their own
lives and leadership roles, drawing parallels to their personal experiences.
 2. Debate on Leadership:
- Organize a class debate on the topic: "What makes a great leader?" Use the failures observed
in Solomon's reign to argue for or against certain leadership qualities.

3. Creative Writing:
- Invite students to write a diary entry from the perspective of King Solomon during a moment
of failure, exploring his thoughts and feelings at that time.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 CRE

WEEK 6: LESSON 3
Strand: The Bible
Sub Strand: King David and Solomon---

Specific Learning Outcomes:

- By the end of the lesson, students should be able to:
1. Examine how Solomon portrayed wisdom in his leadership.
2. Role-play how Solomon demonstrated wisdom to judge between the two disputing women.
3. Enjoy role-playing the act of wisdom demonstrated by King Solomon.

Key Inquiry Question:

- How did King Solomon portray wisdom during his reign?

Learning Resources:
- Good News Bible
- Dramatization props (e.g., crowns, robes, props for the babies)

Organisation of Learning:

Introduction (5 minutes):
- Briefly review the previous lesson. Ask students what they remember about King David and
transition to King Solomon’s story.
- Guide learners to read and discuss 1st Kings 3:16-28 from the Good News Bible. Highlight key
concepts regarding wisdom.

Lesson Development (30 minutes):

Step 1: Read and Understand

- Divide the class into small groups. Each group will take turns reading selected verses of 1st
Kings 3:16-28.
- After reading, discuss the main events and characters in the story, particularly focusing on the
situation with the two women and the baby.

Step 2: Assign Roles and Prepare

- Assign roles within each group (e.g., King Solomon, the two women, and narrators).
- Allow each group some time to brainstorm and plan how they will portray their assigned
characters in a dramatization. Encourage them to think creatively about how they can represent
Solomon's wisdom during the judgment.

Step 3: Dramatization
- Each group will perform their dramatization for the class. Remind them to focus on how King
Solomon’s actions demonstrate wisdom in resolving the conflict between the two women.
- Encourage applause and support from peer groups to foster a positive atmosphere.

Step 4: Feedback and Reflection

- After each group’s performance, conduct a brief feedback session where peers can express
what they liked and what could be improved. Ask guiding questions such as "What did Solomon
do that showed he was wise?"
- Facilitate a discussion about the importance of wisdom in leadership, drawing connections to
modern leadership scenarios.

Conclusion (5 minutes):
- Summarize key points discussed and how they relate to the learning objectives.
- Engage students in a brief interactive quiz about the lesson, using questions to reinforce the
main topics. For example, "What did King Solomon ask for?" or "How did his wisdom benefit the
two disputing women?"
- Preview upcoming topics by asking, "What other qualities do you think a good leader should
have?"

Extended Activities:
- Creative Writing Assignment: Ask students to write a short diary entry from the perspective of
one of the women involved in the dispute, reflecting on their feelings and thoughts during the
encounter with King Solomon.
 - Wisdom in Our Lives: Students can create a poster or presentation on a modern-day leader
they believe demonstrates wisdom. They should provide examples of their wisdom and how it
impacts their community.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 CRE

WEEK 6: LESSON 4
Strand: The Bible
Sub Strand: King David and Solomon

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Outline qualities to consider in choosing leaders at school, church, and in the community.
2. Make a presentation using a chart or digital device on these qualities.
3. Choose leaders of integrity at school, church, and in the community.
Key Inquiry Questions:
- What qualities should you consider in choosing leaders at school, community, and church?

Learning Resources:
- Digital devices (tablets, computers)
- CRE Learner's Textbook
- Charts and markers for presentation

Organisation of Learning:

Introduction (5 minutes):
- Review: Start by asking students about the previous lesson involving King David and Solomon,
focusing on leadership qualities demonstrated by these biblical figures.
- Discussion: Guide learners to read and discuss sections of the CRE textbook that outline what
makes a good leader, highlighting key concepts related to integrity and service.
Lesson Development (30 minutes):

Step 1: Brainstorming
- Activity: Divide the class into small groups. Each group will brainstorm and list the qualities
they believe are essential for leaders in school, church, and the community.
- Focus Points: Encourage discussions about integrity, honesty, empathy, and responsibility.

Step 2: Group Discussion

- Activity: Each group shares their list with the class. As a whole class, discuss and refine these
qualities.
- Guided Questions: What qualities stood out? Are there any that overlap? Why are these
qualities important?
Step 3: Preparation of Presentations
- Activity: Groups will decide on 3-5 qualities they believe are most important and create either
a chart or a PowerPoint presentation to showcase these qualities.
- Materials: Provide access to digital devices for those creating PowerPoint presentations or
markers and chart paper for those preparing posters.

Step 4: Presentations
- Activity: Each group presents their findings to the class, explaining their selected qualities and
why they chose them.
- Engagement: Encourage classmates to ask questions or provide feedback after each
presentation.

Conclusion (5 minutes):
- Summary: Highlight key points discussed during the lesson, including the most important
qualities identified by each group.
- Interactive Activity: Conduct a quick quiz or game where students match qualities to their
definitions or discuss scenarios in which these qualities would be important.
- Preview: Inform learners about the next session, which will focus on real-life examples of
leaders and the impact of their qualities on communities.

Extended Activities:
- Profiles of Leaders: Students can research a leader (from history, local community, or church)
and prepare a report on the qualities they exhibited.
- Role Play: In pairs, students can role-play scenarios in which they must demonstrate qualities
of good leadership in different settings.
- Community Service Project: Discuss an opportunity to engage with a local group or charity,
providing students a chance to observe and reflect on leadership in action.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 CRE

WEEK 7: LESSON 1
Strand: The Life and Ministry of Jesus Christ
Sub Strand: Raising the Widow's Son

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Identify challenges faced by families in society.
2. Discuss ways of coping with grief or loss in the family or society.
3. Acknowledge the different ways of coping with grief or challenges in the family.

Key Inquiry Question(s):

- How do you cope with grief or loss in your family?

Learning Resources:
- Digital devices
- CRE Learner's Book

Organisation of Learning:

Introduction (5 minutes):

- Begin with a quick review of the previous lesson to activate prior knowledge.
- Introduce the main topic of the day: Raising the Widow's Son, emphasizing how this story
illustrates the themes of grief and community support.
- Guide learners to read brief excerpts from the CRE Learner's Book that relate to challenges
families face and the emotional ramifications of grief.

Lesson Development (30 minutes):

Step 1: Sharing Personal Experiences

- Group Formation: Divide the class into small groups of 4-5 students.
- Activity: In their groups, learners share brief personal experiences of challenges or losses they
have faced in their families.
- Guidance: Provide prompts to help them think about the types of situations, such as illness,
separation, or death.

Step 2: Discussing Coping Mechanisms

- Group Discussion: Encourage learners to discuss the ways they coped with these experiences.
- Facilitate Conversation: Pose guiding questions, such as “What helped you during that
challenging time?” or “Did you find support from friends, family, or community?”
Step 3: Group Presentations
- Sharing Out: After discussing, each group presents a summary of their discussions and key
coping mechanisms they identified.
- Feedback Session: Allow classmates to provide feedback or share similar experiences, fostering
a supportive environment.

Step 4: Reflection on Coping Differences

- Individual Reflection: Ask students to think about and write down different ways people cope
with grief in various cultures or communities.
- Class Discussion: Briefly discuss how understanding these different coping mechanisms can
help us support others.

Conclusion (5 minutes):
- Summary: Recap the key points discussed during the lesson, emphasizing the importance of
community support in times of grief.
- Interactive Activity: Conduct a quick “thumbs up or thumbs down” activity where students
indicate how they feel about various coping strategies presented.
- Preview Next Session: Give learners a glimpse of the next session’s topic and pose a reflective
question related to it, encouraging them to think about it before the next class.

Extended Activities:
- Journaling Exercise: Encourage students to keep a grief journal where they can write about
their feelings and coping strategies in response to personal losses or challenges.
- Support Project: Assign students to create a poster or digital presentation that outlines
resources for grief support available in their school or community.
- Role-Playing Scenarios: Have students role-play different scenarios where grief is a central
part, allowing them to practice supportive dialogue.
 Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 CRE

WEEK 7: LESSON 2
Strand: The Life and Ministry of Jesus Christ
Sub Strand: Raising the Widow's Son

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Outline the events in the raising of the Widow's son according to Luke 7:11-16.
2. Describe the miracle of raising the widow's son at Nain.
3. Role play the miracle of raising the widow's son at Nain.
4. Acknowledge Jesus' power of raising the dead.

Key Inquiry Question(s):

- What happened in the miracle of raising the widow's son at Nain?
Learning Resources:
- Good News Bible
- Revised Standard Bible
- Lesson notes
- Digital devices
- Video clips
- CRE Learner's Textbook

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson briefly to activate prior knowledge about the Life and Ministry of
Jesus.
- Guide learners to read Luke 7:11-16 together, encouraging them to discuss and reflect on the
key concepts of the passage.

Lesson Development (30 minutes):

Step 1: Reading
- In small groups, learners take turns reading Luke 7:11-16 aloud. Each group can assign roles
(e.g., narrator, Jesus, widow, crowd) to make the reading engaging.

Step 2: Outlining the Events

- After reading, groups will outline the key events of the miracle. They can list important details
such as:
- The context of the widow’s sorrow.
- Jesus’ compassion.
- The actions taken by Jesus.
- The reaction of the people present.

Step 3: Watching a Video Clip

- Use digital devices to watch a selected video clip that retells the miracle. Encourage students
to pay attention to the details presented in the clip.

Step 4: Role-Playing
- In their groups, learners will role-play the raising of the widow's son. Each group can depict the
story incorporating the emotions and reactions of the characters. Afterward, allow groups to
briefly present their role plays to the class.

Conclusion (5 minutes):
- Summarize the key points discussed in the lesson, emphasizing the power of Jesus and the
significance of the miracle.
- Conduct a brief interactive activity, such as a "True or False" game related to the lesson. For
example, stating various facts about the passage and asking students to identify if they are true
or false.
- Prepare learners for the next session by previewing an upcoming topic and asking thought-
provoking questions to consider.

Extended Activities:
- Reflection Journal: Learners can write a short paragraph in their journals reflecting on what
they learned about Jesus' compassion and power and how they can apply these lessons in their
lives.
- Creative Arts: Have students create a comic strip that tells the story of the miracle, focusing on
the characters' feelings and the impact of the event on the community.
- Community Service Idea: Encourage students to plan a small project where they can show
compassion in their community, inspired by Jesus' actions in the story.
 Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 CRE

WEEK 7: LESSON 3
Strand: The Life and Ministry of Jesus Christ
Sub Strand: Raising the Widow's Son

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Outline lessons learned from the miracle of raising the widow's son for application in day-to-
day life.
2. Discuss the lessons learned from the miracle of raising the widow's son at Nain.
3. Prepare posters showing the lessons learned from the miracle of raising the widow's son.
4. Appreciate God's power over life and death and hope for resurrection.

Key Inquiry Question(s):

- What lessons do you learn from the miracle of raising the widow's son at Nain?
Learning Resources:
- Lesson notes
- Posters
- CRE Learner's Textbook

Organisation of Learning:

Introduction (5 minutes):
- Begin by reviewing the previous lesson to activate prior knowledge.
- Guide learners to read relevant content from the learning resources, focusing on the miracle of
raising the widow's son. Engage the class in a brief discussion to understand key concepts.

Lesson Development (30 minutes):

Step 1: Group Formation and Discussion

- Divide the class into small groups.
- Ask each group to discuss and identify key lessons that can be learned from the miracle of
raising the widow's son. Prompt them with questions like:
- What impact did this miracle have on the people present?
- How can we relate this event to our lives today?

Step 2: Collective Idea Sharing

- Each group shares their findings with the class.
- As groups present, write key lessons on the whiteboard for all to see. Encourage discussions
and allow for questions from peers to deepen understanding.

Step 3: Creative Poster Activity

- Instruct each group to select one lesson they discussed and create a poster or flashcard that
visually represents that lesson. They can use drawings, keywords, or symbols to convey their
message.

Step 4: Gallery Walk

- Once posters are complete, have a brief gallery walk where groups can display their work
around the classroom.
- Allow students to walk around, view each other's posters, and provide positive feedback or
questions.

Conclusion (5 minutes):
- Summarize the key points discussed during the lesson, revisiting the identified lessons.
- Conduct a brief interactive activity, such as a reflective question session, where students can
share how they might apply the lessons learned in their own lives.
- Prepare learners for the next session with a preview of upcoming topics or questions they
should consider.

Extended Activities:
- Have students write a short reflection piece or journal entry on a time when they experienced
or witnessed a miracle in their life or someone else's life.
- Encourage students to create a short skit based on the miracle of raising the widow's son,
showcasing the lessons learned through drama and performance. This can be performed for the
class or as part of a school assembly.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 CRE

WEEK 7: LESSON 4
Strand: The Life and Ministry of Jesus Christ
Sub Strand: Raising the Widow's Son

Specific Learning Outcomes

- By the end of the lesson, learners should be able to:
1. State the reasons why it is important for Christians to believe in resurrection.
2. Search the internet for information on the importance of believing in resurrection as
Christians.
3. Appreciate God's power over life and death and the hope of resurrection.

Key Inquiry Question(s)

- Why is it important to believe in the resurrection as Christians?

Learning Resources:
- Good News Bible
- Revised Standard Bible
- Lesson notes
- Digital devices
- CRE Learner's Textbook

Organization of Learning:

Introduction (5 minutes):
1. Review Previous Lesson:
- Begin with a quick recap of the last lesson to engage students. Ask a few questions related to
the content covered previously.

2. Read and Discuss:

- Introduce the topic of the resurrection by guiding learners to read selected verses related to
the raising of the widow's son from the Good News Bible. Facilitate a brief discussion on the
significance of this miracle and its connection to the resurrection.

Lesson Development (30 minutes):

Step 1: Reading and Meditation

- Activity: In groups, learners will read John 11:25. Encourage them to reflect on the verse and
its implications for faith in resurrection.
- Discussion Prompt: What does this verse reveal about Jesus’s power over death?

Step 2: Brainstorming Reasons

- Activity: Each group brainstorms reasons why believing in the resurrection is important to
Christians.
- Guided Questions:
- What hope does resurrection provide?
- How does it affect Christians' daily lives?
Step 3: Research Activity
- Activity: Learners will use digital or print resources to search for facts or opinions about the
importance of believing in resurrection as Christians.
- Note: Encourage students to note down interesting points for sharing later.

Step 4: Class Presentation and Discussion

- Activity: Groups present their findings and share insights gained from the readings and
research.
- Discussion: Facilitate a class discussion on the importance of resurrection in their faith and
how it relates to the story of raising the widow's son.

Conclusion (5 minutes):
- Summarize Key Points: Recap the reasons and insights discussed regarding the importance of
believing in resurrection.
- Interactive Activity: Conduct a quick quiz or an interactive question session to reinforce the
main topics covered.
- Preview Next Session: Briefly introduce the next topic, encouraging students to think about
related questions or stories they might want to explore.

Extended Activities:
- Personal Reflection Journal: Ask students to write a reflective journal entry on what
resurrection means to them personally as Christians.
- Research Project: Have students choose a biblical figure who experienced resurrection or
miracles related to resurrection and present their findings to the class in a subsequent lesson.
- Creative Expression: Invite students to create a poem or artwork that represents their
understanding of resurrection and its significance in their lives.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 CRE

WEEK 9: LESSON 1
Strand: The Life and Ministry of Jesus Christ
Sub Strand: Raising the Widow's Son

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. State ways in which Christians show compassion to the needy or the suffering in society.
2. Create charts or a PowerPoint presentation showing acts of compassion to the needy or the
suffering.
3. Model the value of compassion as portrayed by Jesus Christ.

Key Inquiry Question:

- How do you show compassion to the needy and the suffering in society?

Learning Resources:
- Digital devices (tablets/laptops)
- Charts, manillas, and marker pens
- Lesson notes from the CRE Learner's Textbook

Organisation of Learning:
Introduction (5 minutes):
- Review the previous lesson by asking students to share what they remember about the
themes of compassion discussed.
- Guide learners to read a relevant excerpt from the CRE Learner's Textbook related to
compassion, encouraging discussion about Christ’s example of compassion.
Lesson Development (30 minutes):

Step 1: Group Discussion

- Divide the class into small groups.
- Each group discusses and lists different ways they believe they can show compassion to those
who are suffering in their community.
- Prompt them with examples, such as helping the elderly or volunteering in local charities.

Step 2: Research and Ideation

- Using digital devices, groups research additional acts of compassion practiced by Christians
both locally and globally.
- Encourage them to think creatively about resources like community service, food drives,
emotional support, etc.

Step 3: Creation of Presentation

- Each group selects one or two acts of compassion to create a simple chart or a few PowerPoint
slides.
- Provide materials like markers and chart paper for those who prefer physical presentations, or
allow digital creation.

Step 4: Presentation Sharing

- Groups share their presentations with the class.
- Foster a supportive environment, allowing peers to ask questions and provide positive
feedback.
Conclusion (5 minutes):
- Summarize the key points discussed regarding compassion in society and how Jesus
exemplified that value.
- Conduct a brief interactive activity where each student states one way they plan to show
compassion based on what they learned.
- Preview the next session's topic, hinting at a discussion about another of Jesus’ miracles or
teachings related to compassion.

Extended Activities:
- Community Service Project: Organize a class trip to a local charity or community service
organization where students can actively show compassion.
- Reflection Journal: Encourage students to keep a journal for a week where they note down
ways they or their peers demonstrate compassion.
- Role-Playing: Have students role-play various scenarios where they could show compassion
and discuss the impact of their actions on others.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 CRE

WEEK 9: LESSON 2
Strand: The Life and Ministry of Jesus Christ
Sub Strand: Raising the Widow's Son

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. State ways in which Christians show compassion to the needy or the suffering in society.
2. Create charts or a PowerPoint presentation showing acts of compassion to the needy or the
suffering.
3. Model the value of compassion as portrayed by Jesus Christ.

Key Inquiry Question:

- How do you show compassion to the needy and the suffering in society?

Learning Resources:
- Digital devices (tablets/laptops)
- Charts, manillas, and marker pens
- Lesson notes from the CRE Learner's Textbook

Organisation of Learning:
Introduction (5 minutes):
- Review the previous lesson by asking students to share what they remember about the
themes of compassion discussed.
- Guide learners to read a relevant excerpt from the CRE Learner's Textbook related to
compassion, encouraging discussion about Christ’s example of compassion.
Lesson Development (30 minutes):

Step 1: Group Discussion

- Divide the class into small groups.
- Each group discusses and lists different ways they believe they can show compassion to those
who are suffering in their community.
- Prompt them with examples, such as helping the elderly or volunteering in local charities.

Step 2: Research and Ideation

- Using digital devices, groups research additional acts of compassion practiced by Christians
both locally and globally.
- Encourage them to think creatively about resources like community service, food drives,
emotional support, etc.

Step 3: Creation of Presentation

- Each group selects one or two acts of compassion to create a simple chart or a few PowerPoint
slides.
- Provide materials like markers and chart paper for those who prefer physical presentations, or
allow digital creation.

Step 4: Presentation Sharing

- Groups share their presentations with the class.
- Foster a supportive environment, allowing peers to ask questions and provide positive
feedback.
Conclusion (5 minutes):
- Summarize the key points discussed regarding compassion in society and how Jesus
exemplified that value.
- Conduct a brief interactive activity where each student states one way they plan to show
compassion based on what they learned.
- Preview the next session's topic, hinting at a discussion about another of Jesus’ miracles or
teachings related to compassion.

Extended Activities:
- Community Service Project: Organize a class trip to a local charity or community service
organization where students can actively show compassion.
- Reflection Journal: Encourage students to keep a journal for a week where they note down
ways they or their peers demonstrate compassion.
- Role-Playing: Have students role-play various scenarios where they could show compassion
and discuss the impact of their actions on others.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 CRE

WEEK 9: LESSON 3
Strand: The Life of Jesus Christ
Sub Strand: Healing the 10 Lepers

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Role play the healing of the ten lepers as outlined in the Bible.
2. Enjoy role playing the healing of the ten lepers.

Key Inquiry Question(s):

- How can you make the role play interesting?

Learning Resources:
- Good News Bible
- Open area for activity
- Digital devices (tablets or smartphones for recording)

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson: Ask students to summarize what they learned about the life of
Jesus, focusing on His miracles.
- Guide learners to read Luke 17:11-19 from the Good News Bible, discussing the significance of
the story and the emotions of the lepers.

Lesson Development (30 minutes):

Step 1: Group Formation

- Divide the class into small groups of 4-5 students. Assign roles (Jesus, lepers, and any
townspeople) ensuring each student has a part in the role play.

Step 2: Script Creation

- Each group collaborates to create a simple script for their role play based on the biblical
account. They should incorporate dialogue, emotions, and actions that reflect the story's
themes of healing and gratitude.

Step 3: Rehearsal
- Groups practice their role plays, focusing on bringing energy and creativity to their
performances. Encourage them to think about how they can make their portrayal engaging and
interesting. Suggest adding sound effects or emotional expressions.

Step 4: Performance and Recording

- Each group performs their role play in the open area. Use digital devices to record the
performances for later reflection. Encourage the class to celebrate each group's effort and
creativity.

Conclusion (5 minutes):
- Summarize key points: Reinforce the central messages of the healing story and the importance
of showing gratitude.
- Conduct a brief interactive activity: Ask students to shout out how they would feel if they were
healed like the lepers, leading to a discussion on empathy and appreciation.
- Preview the next lesson: Provide a quick overview of what they will learn about Jesus’
teachings and their relevance today.
Extended Activities:
- Writing assignment: Have students write a short reflection on the importance of gratitude in
their lives, inspired by the lepers’ response to their healing.
- Art activity: Create a visual representation (drawing or collage) that illustrates the story of the
ten lepers and the themes of healing and gratitude.
- Group discussion: Engage in a class discussion about other miracles performed by Jesus and
their broader significance in today's context.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 CRE

WEEK 9: LESSON 4
Strand: The Life of Jesus Christ
Sub Strand: Healing the Ten Lepers

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Outline the lessons learned from the healing of the ten lepers.
2. Discuss the lessons learned from the healing of the ten lepers.
3. Create posters or flashcards showing the lessons learned from the healing of the ten lepers.
4. Apply the lessons learned by showing kindness to others.

Key Inquiry Question:

What lessons do we learn from the healing of the ten lepers?

Learning Resources:
- Lesson notes
- Posters
- Flashcards
- CRE Learner's Book

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson: Start with a brief recap of the last lesson, connecting it to today's
topic on the healing of the ten lepers.
- Reading and Discussion: Guide learners to read the chosen passage in the CRE Learner's Book
that focuses on the healing of the ten lepers. Facilitate a class discussion on initial thoughts and
understanding of the story.

Lesson Development (30 minutes):

Step 1: Identification of Lessons

- Group Work: Divide the class into small groups to brainstorm and identify specific lessons
learned from the healing of the ten lepers. Each group writes down their ideas on a piece of
paper.

Step 2: Discussion
- Class Discussion: Regroup and have each group share their identified lessons. Encourage
dialogue among groups to compare insights. Key lessons may include faith, gratitude, and the
importance of kindness.

Step 3: Creation of Visual Aids

- Materials Distribution: Provide materials for groups to create posters or flashcards
representing the lessons learned. Encourage creativity in their presentations. Key points to
include could be quotes from the passage or illustrations.

Step 4: Presentation and Display

- Showcase: Allow groups to present their posters or flashcards to the class. Display the
creations around the classroom for continued engagement.

Conclusion (5 minutes):
- Summarize Key Points: Reiterate the main lessons learned: faith, gratitude, and kindness.
- Interactive Activity: Conduct a quick "kindness challenge" where students share one way they
can demonstrate kindness in their daily lives.
- Preview Next Session: Brief the learners on what to expect in the next lesson, such as the
importance of faith and healing in other Biblical stories.
Extended Activities:
- Journaling: Assign students to keep a kindness journal for a week, recording three acts of
kindness they performed each day and their impact.
- Role Play: In small groups, have students create skits that depict modern-day scenarios where
kindness can be shown, inspired by the lessons learned from the healing of the ten lepers.
- Research Assignment: Explore other healing miracles by Jesus and present findings on them,
drawing parallels to the healing of the ten lepers.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 CRE

WEEK 10: LESSON 1

Strand: The Life of Jesus Christ
Sub Strand: Healing the Ten Lepers

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Identify ways of showing gratitude to God in daily life.
2. Discuss ways of showing gratitude to God in daily life.
3. Compose a song of thanksgiving and perform it.
4. Acknowledge different ways of expressing gratitude to God.

Key Inquiry Questions:

- How did the ten lepers show gratitude to God?
- How do you show gratitude to God in your daily life?

Learning Resources:
- Lesson notes
- Digital devices
- CRE Learner's Book

Organisation of Learning:

Introduction (5 minutes):
- Review: Begin with a brief recap of the previous lesson to connect to today’s topic.
- Discussion: Guide learners to read a section from the CRE Learner’s Book about the healing of
the ten lepers, focusing on their responses to healing and what gratitude means.

Lesson Development (30 minutes):

Step 1: Understanding Gratitude

- Activity: In small groups, learners brainstorm what the term "gratitude" means. Each group can
present one or two definitions.
- Discussion: Together, summarize their meanings and relate them to the healing of the ten
lepers.

Step 2: Sharing Personal Experiences

- Activity: Groups share personal experiences of how they express gratitude to God and to
others in their lives. Encourage students to think of specific examples, such as prayers, thank-
you notes, or acts of kindness.
- Discussion: Facilitate a discussion on the importance of these acts in building a grateful heart.

Step 3: Exploring Ways to Show Gratitude

- Brainstorm: Groups discuss ways they can show gratitude to God in their daily life. List all
suggestions on the board, and highlight common themes.
- Encouragement: Encourage learners to pick one method they will try to implement over the
week.

Step 4: Song Composition and Performance

- Activity: Each group will create a short song of thanksgiving, using simple melodies. Provide a
few minutes for them to compose their lyrics.
- Performance: Each group shares their song with the class. Consider recording some
performances for later sharing in school assemblies or during PPI.

Conclusion (5 minutes):
 - Summary: Highlight the key points discussed about gratitude, how the lepers showed their
thankfulness, and the importance of expressing gratitude in daily life.
- Interactive Activity: Use a quick round of “gratitude shouts” where learners shout out one
thing they are thankful for before the lesson ends.
- Preview: Briefly discuss what will be covered in the next lesson, encouraging students to think
about other figures in the Bible who showed gratitude.

Extended Activities:
- Gratitude Journal: Encourage students to keep a gratitude journal for a week, where they write
down three things they are thankful for each day.
- Art Project: Have students create a gratitude poster or mural expressing how they can show
gratitude to God and others, to be displayed in the classroom.
- Community Service: Organize a community service project where students can express their
gratitude through actions, such as helping at a local charity or community center.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

 GRADE 9 CRE

WEEK 10: LESSON 2

Strand: The Life of Jesus Christ
Sub Strand: The Healing of the Ten Lepers

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Identify ways in which Christians demonstrate faith when faced with challenges.
2. Discuss the different ways in which Christians demonstrate faith when faced with challenges.
3. Prepare posters or flashcards showing ways of demonstrating faith when faced with
challenges.
4. Demonstrate faith by praying to God when faced with challenges.

Key Inquiry Question:

- How do we demonstrate faith in God when faced with challenges?

Learning Resources:
- Posters
- Flashcards
- CRE Learner's Book
- Lesson notes

Organisation of Learning:

Introduction (5 minutes):
- Begin with a quick review of the previous lesson, focusing on the importance of faith in the life
of Jesus.
- Ask students to share what they remember about the healing miracles of Jesus.
- Guide learners to read a relevant excerpt from the CRE Learner's Book that discusses Jesus and
faith.
- Briefly introduce the key inquiry question.

Lesson Development (30 minutes):

Step 1: Brainstorming Session

- Divide the class into small groups (4-5 students each).
- Each group should brainstorm and list at least three ways they believe people can demonstrate
faith in God when facing challenges.
- Encourage them to think about their personal experiences or stories they know.

Step 2: Group Discussion

- After brainstorming, have each group discuss their ideas.
- Ask each group to take turns presenting their lists to the class.
- Facilitate a class discussion, helping students to elaborate on the different ways faith can
manifest in difficult times.

Step 3: Poster/Flashcard Creation

- In their groups, students will choose one or two ways they discussed to create a poster or
flashcard.
- Provide materials from the learning resources for students to create their visuals, using images
and words to effectively communicate their ideas.

Step 4: Sharing and Reflection

- Have each group briefly present their poster or flashcard to the class.
- Encourage other students to ask questions or add thoughts on the presented ideas.

Conclusion (5 minutes):
 - Summarize key points by highlighting the different ways faith can be demonstrated based on
the students' work.
- Reinforce the learning objectives achieved during the lesson.
- Conduct a brief interactive activity such as a group prayer, inviting students to suggest what
they would pray for when facing challenges.
- Prepare learners for the next session by introducing the topic of the next lesson, encouraging
them to think about their personal experiences of faith.

Extended Activities:
- Ask students to keep a faith journal for a week where they write about challenges they
encounter and how they chose to demonstrate their faith during those times.
- Encourage students to pair up and interview each other about their experiences with faith,
preparing to share insights in the next class.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 CRE

WEEK 10: LESSON 3

Strand: The Life and Ministry of Jesus Christ
Sub Strand: Parable on Prayer: A Friend at Midnight

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Define the term parable.
2. Describe the parable of a friend at midnight according to Luke 11:5-13.
3. Prepare charts or PowerPoint presentations showing the summary of the parable.
4. Appreciate the parable by understanding the importance of praying to God always.

Key Inquiry Questions:

- What is a parable?
- How do you exercise faith in God?

Learning Resources:
- Lesson notes
- Digital devices
- Good News Bible
- Revised Standard Bible
- Charts

Organisation of Learning:

Introduction (5 minutes):
1. Review the Previous Lesson: Recap key points from the last lesson on the life of Jesus,
focusing on His teachings and parables.
2. Discussion: Engage learners by asking what they remember about parables. Guide them to
read and discuss the definition of a parable from the lesson notes, emphasizing its purpose in
teaching moral lessons.

Lesson Development (30 minutes):

Step 1: Define the Term Parable

- Activity: In small groups, learners brainstorm the meaning of "parable." Each group writes
their definition on flashcards.
- Sharing: Groups present their definitions, and the teacher highlights the common elements,
focusing on how parables are stories that teach a lesson.

Step 2: Reading and Understanding the Parable

- Activity: Assign learners to read Luke 11:5-13 in turns. Encourage dramatic reading to maintain
engagement.
- Discussion: Lead a discussion about the characters and the main events in the parable. Prompt
questions like: "Why did the man ask for bread at midnight?" and "What does this tell us about
persistence in prayer?"

Step 3: Summarizing the Parable

- Activity: Learners work in groups again to prepare a chart or PowerPoint presentation that
summarizes the parable. Encourage creativity in how they present the main message.
- Sharing: Each group presents their summary to the class, allowing for questions and additional
comments.

Step 4: Reflection on Prayer

- Discussion: Facilitate a conversation about the importance of prayer and how faith is
demonstrated through consistent prayer.
- Activity: Ask learners to write a short prayer that embodies what they've learned about prayer
from the parable.
 Conclusion (5 minutes):
- Summarization: Recap the main points covered: the definition of parables, the story of the
friend at midnight, and the significance of prayer.
- Interactive Activity: Conduct a quick quiz or ask learners to share one new thing they learned
today.
- Preparation for Next Session: Briefly introduce the next topic and ask learners to think about
another parable and how it relates to their lives.

Extended Activities:
- Activity 1: Create a personal prayer journal where learners can write down their prayers and
reflections on their faith journey.
- Activity 2: Research and present on another parable of Jesus, discussing its meaning and
relevance today.
- Activity 3: Role-play different scenarios linked to praying for others and how it relates to the
essence of the parable.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 CRE

WEEK 10: LESSON 4

Strand: The Life and Ministry of Jesus Christ
Sub Strand: Parable on Prayer: A Friend at Midnight

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1.Role play the parable of a friend at midnight.
2. Learners should enjoy role-playing the parable of a friend at midnight.

Key Inquiry Question:

- How do you exercise faith in God?

Learning Resources:
- Digital devices (tablets, smartphones), Bible, Open space for role-playing.

Organisation of Learning:

Introduction (5 minutes):
1. Review: Begin by briefly reviewing the previous lesson, focusing on the importance of prayer
in the life of a believer.
2. Discussion: Guide learners to read the parable of the friend at midnight from the Bible.
Discuss its main themes, emphasizing the importance of persistence in prayer.

Lesson Development (30 minutes):

Step 1: Re-Reading the Parable

- In groups, ask learners to re-read the parable. Encourage them to focus on the characters and
the key messages conveyed about prayer.

Step 2: Role Assignment

- Each group decides who will play the role of the friend at midnight, the neighbor, and any
additional characters they might want to include. Ensure roles are assigned fairly to engage all
students.

Step 3: Collaboration and Practice

- Allow groups time to rehearse their role-play. Encourage them to think about how they can
express the emotions and actions of their characters effectively. Remind them to consider the
central theme of faith and persistence in prayer.

Step 4: Recording Performances

- Each group will use digital devices to record their role play. Encourage creativity in how they
choose to present their performance.

Conclusion (5 minutes):
- Summary: Summarize the key points from the lesson. Reinforce how the parable teaches us
about persistence in prayer and faith in God’s response.
- Interactive Activity: Conduct a brief Q&A where learners can share their thoughts on how they
exercise faith in God, referencing their role play experiences.
- Preview: Prepare learners for the next session by introducing the next parable or theme they
will explore related to the life and teachings of Jesus. Ask them to think about what they can
learn about faith in that context.

Extended Activities:
- Write a personal reflection on a time when they had to show persistence in prayer and how it
affected their faith.
- Create a group presentation that compares the parable of the friend at midnight to another
biblical story about prayer or faith.
- Illustrate the parable by drawing a scene from the story and writing a few sentences about its
meaning.
 Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 CRE

WEEK 11: LESSON 1

Strand: The Life and Ministry of Jesus Christ
Sub Strand: Parable on Prayer: A Friend at Midnight
Specific Learning Outcomes:
- By the end of the lesson, the learner should be able to:
1.Outline the lessons learnt from the parable of a Friend at Midnight for application in daily life.
2.Discuss the lessons learnt from the parable of a Friend at Midnight for application in daily life.
3.Prepare PowerPoint slides or charts on lessons learnt from the parable of a Friend at
Midnight.
4.Acknowledge the lessons learnt from the parable of a Friend at Midnight.

Key Inquiry Question:

- What lessons do we learn from the parable of a Friend at Midnight?

Learning Resources:
- CRE Learner's Textbook
- Bible (Luke 11:5-8)
- Lesson notes
- Digital devices (for presentations)
- Charts

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson briefly, highlighting the importance of parables in Jesus' teachings.
- Guide learners to read Luke 11:5-8 in the Bible and discuss the narrative, emphasizing their
understanding of the story.

Lesson Development (30 minutes):

Step 1: Group Reading and Understanding
- Divide the class into small groups.
- Each group reads the parable of the Friend at Midnight and discusses the key points, ensuring
each member understands the narrative.

Step 2: Identifying Lessons

- Still in groups, learners identify specific lessons from the parable that can be applied in daily
life. For example, the importance of persistence in prayer and helping others in need.

Step 3: Discussion and Reflection

- Groups share the lessons they identified with the class, facilitating a discussion.
- Encourage students to reflect on their own lives and how these lessons could be practiced
personally.

Step 4: Presentation Preparation

- In their groups, students will prepare PowerPoint slides or charts to present the lessons they
discussed.
- Set clear expectations for what should be included on their slides or charts, such as key
lessons, examples from life, and a summary.

Conclusion (5 minutes):
- Summarize the key points discussed during the lesson, reiterating the lessons identified from
the parable.
- Conduct a brief interactive activity, such as a quick quiz or a think-pair-share, to reinforce the
main topics.
- Prepare learners for the next session by previewing upcoming topics or posing questions they
should consider for the next lesson.

Extended Activities:
 - Ask students to write a short reflection piece on a time they had to be persistent in asking for
help or in prayer.
- Suggest that students create a journal or log their prayers for a week, noting any changes or
answers.
- Encourage students to role-play situations reflecting the lessons from the parable,
demonstrating how they can be applied in real life.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 CRE

WEEK 11: LESSON 2

Strand: The Life and Ministry of Jesus Christ
Sub Strand: Parable on a Prayer: A Friend at Midnight

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. State reasons why Christians should pray to God at all times.
2. Discuss the reasons why Christians should pray to God at all times.
3. Write a reflection journal on how they pray daily.
4. Acknowledge the need for praying to God at all times.

Key Inquiry Question(s):

- Why should Christians pray at all times?

Learning Resources:
- Digital devices
- Lesson notes
- CRE Learner's Textbook

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson by briefly discussing the importance of parables.
- Guide learners to read from the CRE Learner's Textbook about the parable of "A Friend at
Midnight."
- Encourage students to share their initial thoughts on the text.

Lesson Development (30 minutes):

Step 1: Group Brainstorming

- Divide the class into small groups (4-5 students each).
- In their groups, learners brainstorm and list reasons why Christians should pray to God at all
times.
- Each group writes their ideas on a shared digital document or on paper.

Step 2: Group Discussion and Presentation

- Ask each group to discuss their brainstormed ideas and select 2-3 key reasons to share.
- Each group presents their findings to the class, promoting dialogue by encouraging classmates
to ask questions or add ideas.

Step 3: Reflection Journal Writing

- Transition to individual work where each student writes a short reflection journal entry (3-5
sentences) on how they pray daily.
- Prompt students with questions such as: What do they pray for? When do they pray? Why is
prayer important to them?

Step 4: Class Sharing

- Invite a few students to share their reflections with the class (optional based on comfort level).
- Encourage respectful listening and support for each other's thoughts.

Conclusion (5 minutes):
- Summarize key points discussed during the lesson, reiterating the reasons for praying at all
times.
- Conduct a brief interactive activity, such as a sentence completion game with statements
about prayer that learners can fill in (e.g., "I pray because _______").
- Preview the next session by discussing the upcoming topics, such as deeper exploration into
different forms of prayer.

Extended Activities:
- Prayer Circle: Organize a class prayer circle where students can share their prayer requests and
pray for one another.
- Prayer Diary Project: Encourage students to keep a 'prayer diary' for a week, noting down their
prayers and reflections on the outcome.
 - Interview Activity: Have students interview family members about their prayer habits and
bring their findings to share in class.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 CRE

WEEK 11: LESSON 3

Strand: The Life and Ministry of Jesus Christ
Sub Strand: Nicodemus' Encounter with Jesus Christ

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Read John 3:1-16 from the Bible.
2. Describe Nicodemus’ encounter with Jesus Christ as guided by the scripture.
3. Role-play the story of Nicodemus' encounter with Jesus Christ.
4. Enjoy role-playing the story of Nicodemus' encounter with Jesus Christ.

Key Inquiry Question:

- How did Nicodemus’ encounter with Christ change his life?

Learning Resources:
- Good News Bible
- Revised Standard Bible
- CRE Learner's textbook

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson on the life of Jesus, focusing on His role as a teacher and leader.
- Guide learners to read and discuss the first part of John 3:1-16, highlighting the context of
Nicodemus' visit to Jesus.
Lesson Development (30 minutes):

Step 1: Reading the Scripture

- In small groups, learners will take turns reading John 3:1-16 aloud.
- Encourage each group to highlight phrases or verses that resonate with them or stand out as
significant.

Step 2: Summarizing and Discussing Key Points

- After reading, each group will summarize their understanding of Nicodemus’ encounter.
- Prompt discussions with questions such as: What questions did Nicodemus have? What does it
mean to be "born again"?
- Each group shares their summaries with the class to foster a collective understanding of the
passage.

Step 3: Role-Playing the Encounter

- Provide time for groups to plan a brief role-play of Nicodemus’ encounter with Jesus, focusing
on key exchanges from the scripture.
- Each group then presents their role-play to the class.

Step 4: Watching a Video

- Watch a short, engaging video that depicts the story of Nicodemus’ conversion.
- Discuss the video afterward, asking students how the portrayal aligned with or differed from
their own understanding.

Conclusion (5 minutes):
- Summarize key points from the lesson, emphasizing the importance of personal encounters
with Jesus and their transformative power.
- Conduct an interactive activity, such as a quick quiz or a "think-pair-share" about how they
might respond to Jesus if they were in Nicodemus' position.
- Preview the next session topic, encouraging learners to consider questions like, "In what ways
can we seek understanding from Jesus today?"

Extended Activities:
- Reflection Diary: Learners can write a short reflection about what they learned from
Nicodemus’ story and how it might apply to their own lives.
- Creative Writing: Assign learners to create a fictional dialogue between Nicodemus and a
modern-day character seeking spiritual truth.
- Art Project: Ask learners to illustrate key moments from the text or create a scene from their
role-play activity.
 Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 CRE

WEEK 11: LESSON 4

Strand: The Life and Ministry of Jesus Christ
Sub Strand: Nicodemus' Encounter with Jesus Christ

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Outline the significance of the bronze serpent to the mission of Jesus Christ.
2. Relate the significance of the bronze serpent to the mission of Jesus Christ.
3. Prepare PowerPoint slides to illustrate the relationship between the bronze serpent and Jesus
Christ’s mission on earth.
4. Acknowledge the significance of the bronze serpent to the mission of Jesus Christ.

Key Inquiry Question(s):

- What is the relationship between the bronze serpent and Jesus Christ's mission on earth?

Learning Resources:
- Good News Bible
- Revised Standard Bible
- Lesson notes
- Digital devices (for PowerPoint preparation)

Organisation of Learning:

Introduction (5 minutes):
1. Review the Previous Lesson: Begin the lesson by briefly reviewing the last topic discussed,
focusing on Jesus' early encounters and teachings.
2. Guide Discussion: Pose guiding questions to the learners that lead them to read relevant
passages—most importantly, Numbers 21:4-8 and John 3:14-15—to understand the bronze
serpent's context and its connection to salvation.

Lesson Development (30 minutes):

Step 1: Reading and Discussion

- Group Reading: Divide students into small groups. Each group will take turns reading the
specified scripture passages (Numbers 21:4-8, John 3:14-15, Luke 4:18-21 & Acts 10:38).
- Discussion Questions: After reading each passage, guide groups to discuss:
- What does the bronze serpent represent in the story?
- How does Jesus reference the bronze serpent in his teachings?

Step 2: Brainstorming Session

- Interactive Brainstorming: Have groups brainstorm ideas about how the bronze serpent relates
to the mission of Jesus Christ. Use a whiteboard or chart paper for each group to jot down their
ideas.
- Facilitate Discussion: Encourage groups to share their findings with the class, promoting a
collaborative discussion.

Step 3: PowerPoint Slide Preparation

- Collaborative Work: In their groups, students will create PowerPoint slides that:
- Outline the connection between the bronze serpent and Jesus.
- Include key scripture references and explanations.
- Encourage Creativity: Use visuals or illustrations relevant to the bronze serpent and Jesus’
mission.

Step 4: Presentations
- Class Presentations: Each group presents their slides to the class. Encourage feedback and
questions from peers to enrich understanding.

Conclusion (5 minutes):
- Summarize Key Points: Highlight the key discussions and the significance of the bronze serpent
as it relates to Jesus Christ's mission on earth.
- Interactive Activity: Conduct a brief quiz or an interactive discussion where learners can share
their most significant takeaway from the lesson.
- Preview Next Session: Excite the learners about the next lesson by introducing a key question
or theme that will be explored.

Extended Activities:
- Creative Reflection: Ask students to write a short essay or create a visual project that depicts
how the bronze serpent signifies salvation through Christ.
- Role Play: Encourage students to role-play the encounter between Jesus and Nicodemus,
highlighting the discussion on the bronze serpent and its implications for belief and salvation.

Teacher Self-Evaluation: