THE BIBLE

CHRISTIAN MORAL VALUES: SEXUAL PURITY

By the end of the lesson, the learner should be able to:

-Define the term pure and impure.
-Discuss the moral values that a young person should uphold.
-Desire to exercise sexual purity.

- In groups, learners to demonstrate as guided on page 16.
- Brainstorm on 1 Corinthians 15:33, 1st Thessalonians 4:3, 1st Corinthians 6:18-20, Leviticus 11:44 and discuss the moral values outlined.

What is sexual purity?

- Mentor CRE Learner's Book page 16-18
- Good News Bible

- Oral questions - Observation

THE BIBLE

CHRISTIAN MORAL VALUES: SEXUAL PURITY

By the end of the lesson, the learner should be able to:

-Define the term pure and impure.
-Discuss the moral values that a young person should uphold.
-Desire to exercise sexual purity.

- In groups, learners to demonstrate as guided on page 16.
- Brainstorm on 1 Corinthians 15:33, 1st Thessalonians 4:3, 1st Corinthians 6:18-20, Leviticus 11:44 and discuss the moral values outlined.

What is sexual purity?

- Mentor CRE Learner's Book page 16-18
- Good News Bible

- Oral questions - Observation

THE BIBLE

CHRISTIAN MORAL VALUES: SEXUAL PURITY

By the end of the lesson, the learner should be able to:

-Identify moral values that young people should uphold.
-Explain how CRE promotes sound moral and religious values.
-Desire to have moral values that will uphold in daily life.

- Learners in pairs brainstorm on moral values.
- Discuss other values that help young people to overcome sins.

Which are Christian morals that a young person should uphold?

- Mentor CRE Learner's Book page 16-19
- Good News Bible

- Oral questions - Written exercise

THE BIBLE

CHRISTIAN MORAL VALUES: SEXUAL PURITY

By the end of the lesson, the learner should be able to:

-Identify moral values that young people should uphold.
-Explain how CRE promotes sound moral and religious values.
-Desire to have moral values that will uphold in daily life.

- Learners in pairs brainstorm on moral values.
- Discuss other values that help young people to overcome sins.

Which are Christian morals that a young person should uphold?

- Mentor CRE Learner's Book page 16-19
- Good News Bible

- Oral questions - Written exercise

THE BIBLE

CHRISTIAN MORAL VALUES: FORBIDDEN SEXUAL PRACTICES

By the end of the lesson, the learner should be able to:

-Describe forbidden sexual practices outlined in the Bible.
-Mention sexual behaviors forbidden in society today.
-Desire to live a life free of forbidden sexual practices.

- Work with peers to read Galatians 5:19 and Leviticus 18:5-18, 20:23 and use power point slides or charts to list forbidden sexual practices.
- In groups learners to read what Joel, Grace and Tabitha are saying on page 20-21.

What are forbidden sexual practices?

- Mentor CRE Learner's Book page 19-21
- Good News Bible
- Computer or television

Oral questions

THE BIBLE

CHRISTIAN MORAL VALUES: FORBIDDEN SEXUAL PRACTICES

By the end of the lesson, the learner should be able to:

-Identify how youth are tempted into sexual practices.
-Explain ways to avoid getting lured into forbidden sexual practices.
-Desire to avoid forbidden sexual practices.

- In groups, describe some of the sexual perversions in society today.
- Discuss how the youth are tempted and trapped into these practices.
- Discuss how the youth can avoid getting lured into forbidden sexual practices.

How are youth lured into forbidden sexual practices?

- Mentor CRE Learner's Book page 14-15
- Good News Bible

- Group presentations - Oral questions

THE BIBLE

CHRISTIAN MORAL VALUES: FORBIDDEN SEXUAL PRACTICES

By the end of the lesson, the learner should be able to:

-Identify how youth are tempted into sexual practices.
-Explain ways to avoid getting lured into forbidden sexual practices.
-Desire to avoid forbidden sexual practices.

- In groups, describe some of the sexual perversions in society today.
- Discuss how the youth are tempted and trapped into these practices.
- Discuss how the youth can avoid getting lured into forbidden sexual practices.

How are youth lured into forbidden sexual practices?

- Mentor CRE Learner's Book page 14-15
- Good News Bible

- Group presentations - Oral questions

THE BIBLE

CHRISTIAN MORAL VALUES: FORBIDDEN SEXUAL PRACTICES

By the end of the lesson, the learner should be able to:

-Identify how youth are tempted into sexual practices.
-Explain ways to avoid getting lured into forbidden sexual practices.
-Desire to avoid forbidden sexual practices.

- In groups, describe some of the sexual perversions in society today.
- Discuss how the youth are tempted and trapped into these practices.
- Discuss how the youth can avoid getting lured into forbidden sexual practices.

How are youth lured into forbidden sexual practices?

- Mentor CRE Learner's Book page 14-15
- Good News Bible

- Group presentations - Oral questions

THE BIBLE

CHRISTIAN MORAL VALUES: WAYS TO AVOID BEING LURED INTO FORBIDDEN SEXUAL PRACTICES

By the end of the lesson, the learner should be able to:

-Discuss forbidden sexual practices.
-Mentioned ways in which you can avoid being lured into forbidden sexual practices.
-Desire to practice sexual purity.

- Learners in groups to do activity eight on page 24.
- Learners to read Romans 1:26-27.

Which are some of the ways you can avoid being lured into forbidden sexual practices?

- Mentor CRE Learner's Book page 24-25
- Good News Bible

- Oral questions - Observation

THE BIBLE

CHRISTIAN MORAL VALUES: WAYS TO AVOID BEING LURED INTO FORBIDDEN SEXUAL PRACTICES

By the end of the lesson, the learner should be able to:

-Discuss forbidden sexual practices.
-Mentioned ways in which you can avoid being lured into forbidden sexual practices.
-Desire to practice sexual purity.

- Learners in groups to do activity eight on page 24.
- Learners to read Romans 1:26-27.

Which are some of the ways you can avoid being lured into forbidden sexual practices?

- Mentor CRE Learner's Book page 24-25
- Good News Bible

- Oral questions - Observation

THE BIBLE

CHRISTIAN MORAL VALUES AND LIFE SKILLS THAT FOSTER SEXUAL PURITY

By the end of the lesson, the learner should be able to:

-Mention moral values and life skills that promote sexual purity.
-Write a prayer based on Matthew 1:6.
-Purpose to avoid sexual perversity.

- Learners in pairs study the crossword puzzle in activity 11 on page 25.
- Learners individually explain how each moral value and life skills identified help them promote sexual purity.
- Learners in group read diary entries.
- Learners recite the poem.

Which moral values and life skills promote sexual purity?

- Mentor CRE Learner's Book page 25-29
- Good News Bible

- Oral question - Word puzzle - Written exercise - Observation

THE BIBLE

CHRISTIAN MORAL VALUES AND LIFE SKILLS THAT FOSTER SEXUAL PURITY

By the end of the lesson, the learner should be able to:

-Mention moral values and life skills that promote sexual purity.
-Write a prayer based on Matthew 1:6.
-Purpose to avoid sexual perversity.

- Learners in pairs study the crossword puzzle in activity 11 on page 25.
- Learners individually explain how each moral value and life skills identified help them promote sexual purity.
- Learners in group read diary entries.
- Learners recite the poem.

Which moral values and life skills promote sexual purity?

- Mentor CRE Learner's Book page 25-29
- Good News Bible

- Oral question - Word puzzle - Written exercise - Observation

THE BIBLE

WOMAN JUDGE: DEBORAH

By the end of the lesson, the learner should be able to:

-Define the term leadership.
-Mention women leaders and the roles they play.
-Appreciate leadership qualities portrayed by women leaders.

- Discuss the meaning of the term leadership.
- What are some of the qualities of a good leader?
- In groups, list women leaders in school, church, and government positions.

What is leadership?

- Mentor CRE Learner's Book page 30
- Pictures of women in leadership

- Oral questions - Observation

THE BIBLE

WOMAN JUDGE: DEBORAH

By the end of the lesson, the learner should be able to:

-Define the term leadership.
-Mention women leaders and the roles they play.
-Appreciate leadership qualities portrayed by women leaders.

- Discuss the meaning of the term leadership.
- What are some of the qualities of a good leader?
- In groups, list women leaders in school, church, and government positions.

What is leadership?

- Mentor CRE Learner's Book page 30
- Pictures of women in leadership

- Oral questions - Observation

THE BIBLE

WOMAN JUDGE: DEBORAH

By the end of the lesson, the learner should be able to:

-List women leaders and the roles they play.
-List the roles played by women leaders.
-Decide to emulate leadership qualities portrayed by women leaders.

- Organize into three groups: list women leaders in school, church, and government positions.
- Discuss and list good leadership qualities you can emulate from the women leaders identified.

Which are qualities portrayed by women leaders?

- Mentor CRE Learner's Book page 30-31
- Pictures of women in leadership

- Observation - Group presentations

THE BIBLE

QUALITIES PORTRAYED BY DEBORAH AS A JUDGE IN ISRAEL

By the end of the lesson, the learner should be able to:

-Read and understand the story of Deborah.
-Analyze qualities portrayed by Deborah as a judge in Israel.
-Appreciate Deborah's leadership qualities.

- Learners in pairs read Judges 4:1-24 and answer the questions.
- Analyze the leadership qualities displayed by Judge Deborah.

How did Deborah portray wisdom as a judge in Israel?

- Mentor CRE Learner's Book page 32-34
- Good News Bible

- Observation - Oral question - Written exercise

THE BIBLE

QUALITIES PORTRAYED BY DEBORAH AS A JUDGE IN ISRAEL

By the end of the lesson, the learner should be able to:

-Read and understand the story of Deborah.
-Analyze qualities portrayed by Deborah as a judge in Israel.
-Appreciate Deborah's leadership qualities.

- Learners in pairs read Judges 4:1-24 and answer the questions.
- Analyze the leadership qualities displayed by Judge Deborah.

How did Deborah portray wisdom as a judge in Israel?

- Mentor CRE Learner's Book page 32-34
- Good News Bible

- Observation - Oral question - Written exercise

THE BIBLE

QUALITIES PORTRAYED BY DEBORAH AS A JUDGE IN ISRAEL

By the end of the lesson, the learner should be able to:

-Read and understand the story of Deborah.
-Analyze qualities portrayed by Deborah as a judge in Israel.
-Appreciate Deborah's leadership qualities.

- Learners in pairs read Judges 4:1-24 and answer the questions.
- Analyze the leadership qualities displayed by Judge Deborah.

How did Deborah portray wisdom as a judge in Israel?

- Mentor CRE Learner's Book page 32-34
- Good News Bible

- Observation - Oral question - Written exercise

THE BIBLE

QUALITIES PORTRAYED BY DEBORAH AS A JUDGE IN ISRAEL

By the end of the lesson, the learner should be able to:

-Explain how Deborah helped the Israelites.
-Identify leadership qualities from Deborah's story.
-Desire to emulate Deborah's leadership qualities.

- Read the story of Israelites oppressed by King Jabin and how Deborah helped them.
- Analyze the leadership qualities that Judge Deborah portrayed.
- Explain how Deborah helped the Israelites defeat the Canaanites.

What leadership qualities did Deborah display?

- Mentor CRE Learner's Book page 32-34
- Good News Bible

- Written exercise - Oral question

THE BIBLE

QUALITIES PORTRAYED BY DEBORAH AS A JUDGE IN ISRAEL

By the end of the lesson, the learner should be able to:

-Explain how Deborah helped the Israelites.
-Identify leadership qualities from Deborah's story.
-Desire to emulate Deborah's leadership qualities.

- Read the story of Israelites oppressed by King Jabin and how Deborah helped them.
- Analyze the leadership qualities that Judge Deborah portrayed.
- Explain how Deborah helped the Israelites defeat the Canaanites.

What leadership qualities did Deborah display?

- Mentor CRE Learner's Book page 32-34
- Good News Bible

- Written exercise - Oral question

THE BIBLE

JUDGE DEBORAH

By the end of the lesson, the learner should be able to:

-Complete a crossword puzzle on Deborah's leadership qualities.
-Identify leadership qualities from Deborah.
-Desire to develop good leadership qualities.

- Fill in the crossword puzzle with leadership qualities portrayed by Deborah.
- Share completed puzzle with classmates.

What qualities made Deborah a good leader?

- Mentor CRE Learner's Book page 24
- Crossword puzzle

- Crossword completion - Oral questions

THE BIBLE

JUDGE DEBORAH

By the end of the lesson, the learner should be able to:

-Complete a crossword puzzle on Deborah's leadership qualities.
-Identify leadership qualities from Deborah.
-Desire to develop good leadership qualities.

- Fill in the crossword puzzle with leadership qualities portrayed by Deborah.
- Share completed puzzle with classmates.

What qualities made Deborah a good leader?

- Mentor CRE Learner's Book page 24
- Crossword puzzle

- Crossword completion - Oral questions

THE BIBLE

JUDGE DEBORAH

By the end of the lesson, the learner should be able to:

-Deduce lesson learned from the leadership of judge Deborah.
-Write a prayer for their leaders.
-Appreciate those in leadership by respecting them.

- As a class learner to watch a movie on judge Deborah.
- In groups learners brainstorm on lessons learnt from the leadership of Judge Deborah and make short notes.

What do we learn from the leadership of Judge Deborah?

- Mentor CRE Learner's Book page 34-36
- Digital devices

- Observation - Oral question - Written exercise

THE BIBLE

JUDGE DEBORAH

By the end of the lesson, the learner should be able to:

-Deduce lesson learned from the leadership of judge Deborah.
-Write a prayer for their leaders.
-Appreciate those in leadership by respecting them.

- As a class learner to watch a movie on judge Deborah.
- In groups learners brainstorm on lessons learnt from the leadership of Judge Deborah and make short notes.

What do we learn from the leadership of Judge Deborah?

- Mentor CRE Learner's Book page 34-36
- Digital devices

- Observation - Oral question - Written exercise

THE BIBLE

KINGS DAVID AND SOLOMON

By the end of the lesson, the learner should be able to:

-Study a family tree.
-Draw a personal family tree.
-Appreciate the concept of family ancestry.

- In pairs, study Kioko's family tree.
- Identify Kioko's family members who lived a long time ago.
- List names of members of their family including ones who lived a long time ago.
- Present the names in form of a family tree.

What is a family tree?

- Mentor CRE Learner's Book page 37
- Family tree diagram

- Family tree diagram - Oral questions

THE BIBLE

KINGS DAVID AND SOLOMON

By the end of the lesson, the learner should be able to:

-Analyze the importance of David as a king and ancestor of Jesus Christ.
-Explain the relationship between Joseph, David, Abraham and Jesus Christ.
-Desire to belong to family like David.

- Individually learners to list names of members in their family tree.
- Brainstorm the meaning of the word ancestor.
- Conduct a buzz session on king David as an ancestor of Jesus Christ.

Why was King David a man after God's own heart?

- Good News Bible
- Mentor CRE Learner's Book page 37-38
- Digital devices

- Observation - Oral question

THE BIBLE

KINGS DAVID AND SOLOMON

By the end of the lesson, the learner should be able to:

-Analyze the importance of David as a king and ancestor of Jesus Christ.
-Explain the relationship between Joseph, David, Abraham and Jesus Christ.
-Desire to belong to family like David.

- Individually learners to list names of members in their family tree.
- Brainstorm the meaning of the word ancestor.
- Conduct a buzz session on king David as an ancestor of Jesus Christ.

Why was King David a man after God's own heart?

- Good News Bible
- Mentor CRE Learner's Book page 37-38
- Digital devices

- Observation - Oral question

THE BIBLE

KINGS DAVID AND SOLOMON: IMPORTANCE OF DAVID AS A KING IN ISRAEL

By the end of the lesson, the learner should be able to:

-Read 1 Samuel 16:1-23 and 2 Samuel 6:1-15.
-Analyze the importance of David as a king.
-Desire to choose leaders from integrity in school and in the community.

- In turns learners read 1st Samuel 16:1-23 and 2nd Samuel 6:1-15 and write key points on the importance of David as a king of Israel.
- Learners in groups read what teacher Joshua wrote on the importance of David as a king of Israel.

What was the importance of David as a king in Israel?

- Good News Bible
- Mentor CRE Learner's Book page 39-40
- Flashcards

- Written quiz - Oral question

THE BIBLE

KINGS DAVID AND SOLOMON: IMPORTANCE OF DAVID AS A KING IN ISRAEL

By the end of the lesson, the learner should be able to:

-Read 1 Samuel 16:1-23 and 2 Samuel 6:1-15.
-Analyze the importance of David as a king.
-Desire to choose leaders from integrity in school and in the community.

- In turns learners read 1st Samuel 16:1-23 and 2nd Samuel 6:1-15 and write key points on the importance of David as a king of Israel.
- Learners in groups read what teacher Joshua wrote on the importance of David as a king of Israel.

What was the importance of David as a king in Israel?

- Good News Bible
- Mentor CRE Learner's Book page 39-40
- Flashcards

- Written quiz - Oral question

THE BIBLE

QUALITIES OF A GOOD LEADER DERIVED FROM KING DAVID'S LEADERSHIP

By the end of the lesson, the learner should be able to:

-Outline qualities of a good leader from King David's leadership.
-Match qualities with their correct explanation.
-Appreciate the leaders with good qualities.

- In groups, learners discuss and make notes on the characteristics of a good leader.
- Use print materials or search in the Internet on good leadership qualities portrayed by King David.

What are the qualities of a good leader?

- Digital devices
- Mentor CRE Learner's Book page 41-43
- Flash cards
- Good News Bible

- Checklist - Oral question - Written expression

THE BIBLE

ACHIEVEMENTS OF KING SOLOMON

By the end of the lesson, the learner should be able to:

-Describe the achievements of king Solomon.
-Outline lessons learned from king Solomon leadership.
-Appreciates the achievements made by leaders.

- In groups Learners to use print resources or Internet to search on achievements of king Solomon and make short notes.

What are the achievements of King Solomon?

- Digital devices
- Mentor CRE Learner's Book page 43-44
- Print resources

- Written expressions - Oral question

THE BIBLE

ACHIEVEMENTS OF KING SOLOMON

By the end of the lesson, the learner should be able to:

-Describe the achievements of king Solomon.
-Outline lessons learned from king Solomon leadership.
-Appreciates the achievements made by leaders.

- In groups Learners to use print resources or Internet to search on achievements of king Solomon and make short notes.

What are the achievements of King Solomon?

- Digital devices
- Mentor CRE Learner's Book page 43-44
- Print resources

- Written expressions - Oral question

THE BIBLE

ACHIEVEMENTS OF KING SOLOMON

By the end of the lesson, the learner should be able to:

-Describe the achievements of king Solomon.
-Outline lessons learned from king Solomon leadership.
-Appreciates the achievements made by leaders.

- In groups Learners to use print resources or Internet to search on achievements of king Solomon and make short notes.

What are the achievements of King Solomon?

- Digital devices
- Mentor CRE Learner's Book page 43-44
- Print resources

- Written expressions - Oral question

THE BIBLE

FAILURES OF KING SOLOMON

By the end of the lesson, the learner should be able to:

-Describe the failures of King Solomon.
-Mention things that led to the failure of King Solomon.
-Decide not to have failures when they lead.

In small groups learners use digital devices to search on the failures of King Solomon and make short notes.

What are the failures of King Solomon?

- Digital devices
- Mentor CRE Learner's Book page 44-46
- Good News Bible

- Oral question - Written expression

THE BIBLE

FAILURES OF KING SOLOMON

By the end of the lesson, the learner should be able to:

-Describe the failures of King Solomon.
-Mention things that led to the failure of King Solomon.
-Decide not to have failures when they lead.

In small groups learners use digital devices to search on the failures of King Solomon and make short notes.

What are the failures of King Solomon?

- Digital devices
- Mentor CRE Learner's Book page 44-46
- Good News Bible

- Oral question - Written expression

THE BIBLE

WAYS IN WHICH KING SOLOMON PORTRAYED WISDOM IN HIS LEADERSHIP

By the end of the lesson, the learner should be able to:

-Examine how Solomon portrayed wisdom in his leadership.
-Read 1 kings 3:16-28 and discuss how King Solomon portrayed wisdom in his ruling.
-Desire to portray wisdom in day to day activities.

- Read 1st Kings 3:16-28 in groups, then discuss how King Solomon portrayed wisdom in his ruling.
- Role play how King Solomon demonstrated wisdom in his ruling.

Which ways did king Solomon display wisdom?

- Mentor CRE Learner's Book page 46-47
- Good News Bible

- Oral questions - Written expression - Role play performance

THE BIBLE

WAYS IN WHICH KING SOLOMON PORTRAYED WISDOM IN HIS LEADERSHIP

By the end of the lesson, the learner should be able to:

-Examine how Solomon portrayed wisdom in his leadership.
-Read 1 kings 3:16-28 and discuss how King Solomon portrayed wisdom in his ruling.
-Desire to portray wisdom in day to day activities.

- Read 1st Kings 3:16-28 in groups, then discuss how King Solomon portrayed wisdom in his ruling.
- Role play how King Solomon demonstrated wisdom in his ruling.

Which ways did king Solomon display wisdom?

- Mentor CRE Learner's Book page 46-47
- Good News Bible

- Oral questions - Written expression - Role play performance

THE BIBLE

CHOOSING LEADERS IN SCHOOLS AND COMMUNITY

By the end of the lesson, the learner should be able to:

-Brainstorm on qualities to consider in choosing leaders at school, church, and the community.
-Outline qualities of a good leader.
-Desire to choose leaders of integrity.

- In groups, learners brainstorm on qualities to consider in choosing leaders at school, church and community and make a presentation using a chat or digital device.

What are the qualities of a good leader?

- Mentor CRE Learner's Book page 46-47
- Charts and digital devices

- Oral questions - Written expression - Checklist

THE BIBLE

CHOOSING LEADERS IN SCHOOLS AND COMMUNITY

By the end of the lesson, the learner should be able to:

-Brainstorm on qualities to consider in choosing leaders at school, church, and the community.
-Outline qualities of a good leader.
-Desire to choose leaders of integrity.

- In groups, learners brainstorm on qualities to consider in choosing leaders at school, church and community and make a presentation using a chat or digital device.

What are the qualities of a good leader?

- Mentor CRE Learner's Book page 46-47
- Charts and digital devices

- Oral questions - Written expression - Checklist

THE BIBLE

KINGS DAVID AND SOLOMON: ASSESSMENT

By the end of the lesson, the learner should be able to:

-Brainstorm the lessons in sub-strand learnt.
-Answer questions on self assessment.
-Appreciate the learning from Kings David and Solomon.

- In groups, brainstorm the lessons learnt in the sub-strand on king David and Solomon and Answer questions on self assessment.

What are the answers on self assessment questions?

- Digital devices
- Mentor CRE Learner's Book page 48

- Oral questions - Written expression - Self-assessment

CREATION

WORK: GOD WORKED

By the end of the lesson, the learner should be able to:

-Define the word work.
-Interpret the scriptures on work to foster responsibility.
-Desire to exercise responsibility in daily activities.

- Learners to brainstorm on the meaning of the word work.
- Guide learner to discuss how God worked.
- Learners in groups study the Bible to outline the teachings on work.

What is work?

Mentor CRE Learner's Book page 1-4

Oral questions

CREATION

WORK: GOD WORKED

By the end of the lesson, the learner should be able to:

-Define the word work.
-Interpret the scriptures on work to foster responsibility.
-Desire to exercise responsibility in daily activities.

- Learners to brainstorm on the meaning of the word work.
- Guide learner to discuss how God worked.
- Learners in groups study the Bible to outline the teachings on work.

What is work?

Mentor CRE Learner's Book page 1-4

Oral questions

CREATION

WORK: GOD WORKED

By the end of the lesson, the learner should be able to:

-Define the word work.
-Interpret the scriptures on work to foster responsibility.
-Desire to exercise responsibility in daily activities.

- Learners to brainstorm on the meaning of the word work.
- Guide learner to discuss how God worked.
- Learners in groups study the Bible to outline the teachings on work.

What is work?

Mentor CRE Learner's Book page 1-4

Oral questions

CREATION

WORK: GOD WORKED

By the end of the lesson, the learner should be able to:

-Explain why Christians should work hard.
-Outline Biblical teachings about work.
-Desire to work hard.

- In groups, read Biblical verses on work (Proverbs 6:6-11, Proverbs 10:4, Exodus 20:11, Genesis 2:1-3).
- Outline the Biblical teachings about work.
- Interpret the scripture on work by answering questions in a table.

Why should you work hard as a Christian?

Mentor CRE Learner's Book page 3-4

- Oral questions - Written exercises

CREATION

WORK: GOD WORKED

By the end of the lesson, the learner should be able to:

-Explain why Christians should work hard.
-Outline Biblical teachings about work.
-Desire to work hard.

- In groups, read Biblical verses on work (Proverbs 6:6-11, Proverbs 10:4, Exodus 20:11, Genesis 2:1-3).
- Outline the Biblical teachings about work.
- Interpret the scripture on work by answering questions in a table.

Why should you work hard as a Christian?

Mentor CRE Learner's Book page 3-4

- Oral questions - Written exercises

CREATION

VIRTUES RELATED TO CHRISTIAN WORK ETHICS

By the end of the lesson, the learner should be able to:

-Discuss virtues related to Christian work ethics.
-Define work ethics.
-Desire to exercise virtues related to Christian work ethics.

- In pairs learners to do activity four on page five, discuss the meaning of the term "work ethics".
- In groups, learners read through activity five, page six.

What are Christian work ethics?

Mentor CRE Learner's Book page 5-6

- Oral questions - Written quiz

CREATION

VIRTUES RELATED TO CHRISTIAN WORK ETHICS

By the end of the lesson, the learner should be able to:

-Discuss virtues related to Christian work ethics.
-Define work ethics.
-Desire to exercise virtues related to Christian work ethics.

- In pairs learners to do activity four on page five, discuss the meaning of the term "work ethics".
- In groups, learners read through activity five, page six.

What are Christian work ethics?

Mentor CRE Learner's Book page 5-6

- Oral questions - Written quiz

CREATION

VIRTUES RELATED TO CHRISTIAN WORK ETHICS

By the end of the lesson, the learner should be able to:

-Identify virtues related to Christian work ethics.
-Explain the importance of virtues related to work.
-Desire to practice virtues related to work.

- Using online resources or relevant textbooks, search for virtues that are related to work.
- Discuss the virtues related to work identified.
- Share findings with classmates.

How can you apply Christian virtues in your work?

Mentor CRE Learner's Book page 5-7

- Oral questions - Group presentations

CREATION

VIRTUES RELATED TO CHRISTIAN WORK ETHICS

By the end of the lesson, the learner should be able to:

-Identify virtues related to Christian work ethics.
-Explain the importance of virtues related to work.
-Desire to practice virtues related to work.

- Using online resources or relevant textbooks, search for virtues that are related to work.
- Discuss the virtues related to work identified.
- Share findings with classmates.

How can you apply Christian virtues in your work?

Mentor CRE Learner's Book page 5-7

- Oral questions - Group presentations

CREATION

WORK: CAREER PATHS

By the end of the lesson, the learner should be able to:

-Define what is a career.
-Discuss requirements of various careers.
-Desire to choose subjects depending on career pathways.

- In groups learners to do activity seven on pages eight to nine.
- In groups brainstorm on other careers.
- Write their careers aspirations on flashcards and share with the class.

What is career?

- Flashcards
- Mentor CRE Learner's Book page 8-11

- Making flashcards - Assessment - Checklist

CREATION

WORK: POSITIVE ATTITUDE TOWARDS WORK

By the end of the lesson, the learner should be able to:

-Discuss what is positive attitude.
-Explain how to have positive attitude towards work.
-Desire to have positive attitude towards work.

- Discuss the statement having a positive attitude towards work and write key points in their notebooks for presentation in class.
- Write and keep a journal on careers they aspire to undertake and how to work towards them and share them with the peers.

How can we have positive attitude towards work?

Mentor CRE Learner's Book page 12-14

- Writing Journals - Observation Schedule - Oral questions

CREATION

WORK: POSITIVE ATTITUDE TOWARDS WORK

By the end of the lesson, the learner should be able to:

-Discuss what is positive attitude.
-Explain how to have positive attitude towards work.
-Desire to have positive attitude towards work.

- Discuss the statement having a positive attitude towards work and write key points in their notebooks for presentation in class.
- Write and keep a journal on careers they aspire to undertake and how to work towards them and share them with the peers.

How can we have positive attitude towards work?

Mentor CRE Learner's Book page 12-14

- Writing Journals - Observation Schedule - Oral questions

CREATION

WORK: POSITIVE ATTITUDE TOWARDS WORK

By the end of the lesson, the learner should be able to:

-Discuss what is positive attitude.
-Explain how to have positive attitude towards work.
-Desire to have positive attitude towards work.

- Discuss the statement having a positive attitude towards work and write key points in their notebooks for presentation in class.
- Write and keep a journal on careers they aspire to undertake and how to work towards them and share them with the peers.

How can we have positive attitude towards work?

Mentor CRE Learner's Book page 12-14

- Writing Journals - Observation Schedule - Oral questions