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LESSON PLAN ONE A - Wondering at the Creator

Teaching Focus for the Lesson


Teach students about the concept of freedom and decision-making. Key Understanding/Learning Point
Discuss different choices we make in life, whether those choices are A1. Wondering at the ability to choose (Key understanding)
good or bad and the kind of impact/consequences those choices
A1.2 Identifies different choices people can make (Learning point)
may have. Allow students to wonder about freedom and form
questions about making choices through questioning.
Salvation Topic: Lent/Easter
Prior Knowledge: Aspect of Human Development: Recognises that we have the ability to choose.
Students have previous knowledge in decision making and making Lesson Objectives:
good and bad choices through health lessons and previous religious 1. Participate in reflection activity to activate prior knowledge and to set the tone
education lessons. for the lesson
2. Create and design a Decision Tree reflecting their understanding of the
teaching focus of the lesson
Spiritual/Religious Capabilities Covered:
The cardinal human virtue of prudence can be explored and 3. Partake in a Gallery Walk observing their peers work
touched on within the lesson. With the two spiritual capabilities of: to
wonder and become awe-filled and to search beyond and become Integration with other Learning Areas:
wise being discussed within decision-making and making choices.
Art: Creating their decision trees (ACAVAM107)

Timing Steps of the Lesson Resources

Introduction - Wondering at the ability to choose (KEY UNDERSTANDING)


. Begin lesson by instructing students to quietly find a space to lie down on the floor in the YouTube music:
12.10pm classroom https://www.youtube.com/watch?v=dQIn_gEI0rM
. Ask students to close their eyes and breathe in slowly and out slowly
. Play some relaxation/mediation music for students to relax and reflect
. Whilst the music is playing and students are relaxed with their eyes closed with no distractions,
walk around the room and soothingly say statements like the following:
- Think to yourself what kind of choices have you made today?
- Did you make a choice when you made your breakfast this morning?
- Do you think youve made good choices today? If so what do you think those choices might
have been? What about bad choices? Have you made any bad choices? If so did those bad
choices have bad consequences or a good consequences?
- What are some things in your life that you didnt have a choice about?
- What are things that you might have to make choices about in the future?
. After 5 minutes turn off the music and ask students to quietly sit up and come and sit as a group Prayer:
on the mat
Dear Jesus
. Conduct a quick prayer Refer to resources
. After the prayer session conduct a quick/brief Think, Pair, Share with students about what they Thank you for coming to earth (pause) to show me the
think this lesson may be about after listening to the questions during the reflection time and after right way to live (pause). I want you to be part of my life
hearing todays prayer (pause). Im sorry Ive been living my own way (pause),
please help me to live the right way (pause).
. Gather some responses from students
. Introduce the lesson focus/topic to students Making different choices Amen

Strategies for Learning and Teaching


Body of lesson:
Constructing a Decision Tree - Identifies different choices people can make
12.25pm (LEARNING POINT)
Example Decision Tree
. Using an example of an already constructed decision tree explain to students the purpose of a
decision tree. Ask the following questions:
- I wonder when we could possibly use these?
- What would these help us do?
- What other strategies could we use to help us make good choices?
. Talk about its structure Problem, Solutions (choices) and Consequences (Advantages &
Disadvantages) relating to real life scenarios.
. Explain to students that they will be making their own decision tree. Whiteboard/markers
. Whilst students are still seated on the mat conduct a quick guided whiteboard session with them
creating a class example of a decision tree and demonstrate the process of filing it in so students
understand how to design/create their own.
. Ask students to:
- Think of a scenario for his or her problem of the tree i.e. someone is being a bully in the
playground.
- Then ask them for three possible solutions (what could you do to stop the bully?) i.e. 1. Tell
a teacher 2. Fight back and 3. Walk away and dont say anything to anyone
- Then go through each solution and discuss the disadvantages and the advantages of that
solution.
- E.g. 1. Tell a teacher
ADVANTAGES
- The teacher can intervene and talk to the bully
- The bully is likely to stop being a bully after the teacher has spoken to them and explained
what they were doing is wrong
DISADVANTAGES:
- The bully could become even meaner because they were told on
. After going through each solution/outcome like the above example and writing it on the
12.35pm
whiteboard in a decision tree (for a visual example for students) ask students to return to their
Decision Tree Template & Craft Supplies
desks so they can begin their own.
. Hand out the template Refer to resources and craft supplies for decision tree (coloured pencils,
markers, feathers, pompoms, etc.).
. Encourage students to be creative and design their tree however they like.
. Instruct students to begin.
. Whilst students are completing their tree walk around the classroom observe student progress,
Ask questions such as: Early Finishers Worksheet
- What solution do you think Jesus would choose?
- Did Jesus always make good choices?
Conclusion
12:55pm . After students have had roughly 15-20 minutes creating time instruct pack away time.
. After students have cleaned their desks ask students to leave their decision trees on their desks,
students are to perform a Gallery Walk and briefly walk around their classmates desks and observe
their peers decision trees. This is to be done silently, so no judgements can be heard nor made.
. After the Gallery Walk instruct students to bring their decision tree and come and form a circle on
the mat area.
. Students have the opportunity to share their decision tree openly to the group without any form
of pressure and describe the problem they chose, the possible solutions (choices) they could make
in relation to that problem and the different outcomes those choices (solutions) may have.
. After students have shared briefly, reiterate the teaching focus through discussion relating to the
creation of their decision trees - concept of freedom and decision-making. Discuss different choices
we make in life, whether those choices are good or bad and the kind of impact/consequences those
choices may have.
. Leave room for students questions
1.10pm . Ask students to place their decision tree in a pile in the middle of the circle (so they can be
collected for assessment)
. Signal that the lesson is over and direct students back to their desks for further instructions.

Catering for Learner Diversity Evidence of Learning for Assessment and Reporting
Extensions for excelling students/Early finishers: Diagnostic Assessment:
- If students finish their decision tree with time left they can move Evidence can be gathered by:
on to an early finishers worksheet (refer to resources) - Student responses > Think, pair, share
EA Support: - Student questions
- For students with identified learning/special needs an EA will be - Student input in guided whiteboard session
available for extra assistance Formative Assessment:
Special Considerations: Evidence can be gathered by:
- Students who may have hearing impairments make an instruction - Observation of students work when walking around classroom
sheet for them for a visual aid - Observation of students ability to stay on task and complete activity
- Students who may have visual impairments ensure they are - Observation of decision tree progress
seated within close proximity of the board - Student questions/discussion
- Students with any fine motor concerns/struggles can be assisted Summative Assessment:
by classroom Education Assistant - Marking of the decision trees at the end of the lesson
LESSON PLAN TWO B - The Promise of Christian Salvation
Teaching Focus for the Lesson Key Understanding/Learning Point
B2. Jesus came to help people behave as he did (Key Understanding)
Show Jesus as the model of truly human behaviour, and focus upon
how the world of the students experience would be different if all B2.1. Recognises how families and schools would be different if everyone made
accepted his promise of the power of his Spirit. Discuss scenarios in choices to behave like Jesus (Learning Point)
the bible where Jesus made good choices, and relate to students
own experiences. Salvation Topic: Lent/Easter
Prior Knowledge: Aspect of Human Development: Recognises that we have the ability to choose.
Students in step A have previously explored the different choices Learning Objectives:
they are in life and the outcomes those choices can have. The
concept of freedom has also been addressed and explored. 1. Participate in a reflective warm up activity Milling to Music to activate prior
knowledge and open thinking for the lesson ahead
Spiritual/Religious Capabilities covered: 2. Observe and respond to a Godly Play
3. Rehearse and perform a role play
The human cardinal virtue of prudence where the spiritual capabilities of: 4. Work effectively in groups
to wonder and become awe-filled and to search beyond and become wise
can be explored throughout this lesson through discussion of choices and Integration of other Learning Areas:
the decisions Jesus made throughout his life. The theological virtues of
faith and hope and religious capabilities: To serve God & become Gods Drama: Role plays (ACADAM028)
witness and to follow & become a missionary disciple of Jesus can also be English: Story Telling/Responding to texts (ACELT1590)
explored through the lessons content

Timing Steps of the Lesson Resources

Introduction - Jesus came to help people behave as he did (KEY UNDERSTANDING)


12.10pm Music:
. Begin lesson by instructing students to stand up, push their chairs in and stand https://www.youtube.com/watch?v=lSaUIZ7q-_I
. Explain the warm up/focus activity of Milling to Music

When the music is playing students walk around the room silently, the teacher will give a topic or
question for students to discuss i.e. If someone was crying in the playground what would you do?
When the music stops students are to pair up with the closest person to them, and discuss that
topic/question. After 1-2 minutes of discussion time, teacher will pick 2-4 pairs to share their
ideas/thoughts. The music will begin again; students will thank their partners and begin walking
around again. The teacher will then give another topic/question and the process repeats.
. Topics/Questions to ask students:
- What are some stories in the bible where Jesus made a good choice?
- What do you think Jesus disciples learnt from Jesus making good choices?
- What do you think school would be like if everyone chose to live like Jesus and make good Prayer:
choices everyday? Jesus,
. After 5 minutes of Milling to Music ask students to come and form a circle on the mat.
. Conduct a prayer session with students Refer to resources We know that you made only choices that are loving
. After prayer ask students to turn to one of their shoulder partners (person sitting next to them) and good. We want to be like you. Help us to make
choices that are loving and good, too.
and discuss what they think the lesson is after the warm up activity and prayer.
. Gather responses from students, and introduce the lesson topic/focus: Behaving like Jesus Amen.
through choices

Strategies for Learning and Teaching

Body of the lesson:

Godly Play -
12.20pm . Whilst students are still seated on the mat in a circle conduct a Godly Play session.
Godly Play Kit
. Godly Play Kit Story - Mark 10:13-16
. Set up Godly Play (Refer to resources for photos) and perform the story of Jesus and the
Children
. At the end of the story pose some wondering questions:
- I wonder what was your favourite part of the story?
- I wonder what was the most important part of the story?
- I wonder what was the least important part of the story?
- I wonder what was the message of the story?
. Wait for student responses (not compulsory, but accept all responses)
. Talk about the story, ask some focus questions:
- What were the good choices Jesus made in the story?
- What would of happened if Jesus did not choose to do what was good?
- What might Jesus disciples learn about choices from Jesus actions?
. Explain to students that we are all made in the image and likeliness of God and that in order to do
good we must act in the footsteps of Jesus, especially when making decisions and choices.
. Explain to students the next element of the lesson What shall I do? Role plays
Role plays - Recognises how families and schools would be different if everyone made choices to behave like

Jesus (LEARNING POINT)


12.30pm
. Spilt students into 5 groups of 6 Role Play Scenarios
. Give each group a situation/scenario:
1. A friend is having an argument about whose turn it is on the playground, what do you do?
2. The group of students you play with will not allow another group of your friends to join in on your
game, what do you do?
3. You and your group of friends see a classmate crying in the corner of the playground, what do you
do?
4. You see a group of students littering their rubbish, what do you do?
5. There is only one basketball to play with at lunch and the group who is playing with it, wont share
with you and your friends, what do you do?
. Students are to rehearse and perform their scenario to the class, and show two possible choices they could

12.35pm make in that situation, a positive/good choice or a negative/bad choice.


. Get students in their groups to spread out and find a space to rehearse their role play give them 5-10
minutes of preparation time (walk around to each group, and observe progress)

12.45pm . After 5-10minutes gather students on the mat leaving room for a stage.
. Get each group to stand up and perform their scenario.
. After each group performs have a discussion with the class about the possible choices that group chose in
their situation. Ask questions like:
- Why was the good choice, a good decision to make?
- Why was the bad choice, a bad decision to make?
- What do you think Jesus would of done?
12.55pm . Ensure students clap at the end of each performance to show appreciation and praise.
. At the end of the role-plays ask students to return to their desks.
Conclusion
1.00pm . Once students are seated back at their desks, ask them to get out their RE journals
. Write up a question/statement on the board If everyone made good choices like Jesus did the
world would look like
. Ask students to copy it into their journals and respond to it
. Give them 5 minutes
. Ask students to close their books and put them in a pile on teachers desk
. Recap the lesson, highlighting the lesson focus - Jesus as the model of truly human behaviour, and focus
upon how the world of the students experience would be different if all accepted his promise of the power of
his Spirit

1.10pm . Ask students if they have questions or thoughts theyd like to share

. Signal that the lesson is over and wait for further instructions

Catering for Learner Diversity Evidence of Learning for Assessment and Reporting
EA Support: Diagnostic Assessment:
- For students with identified learning/special needs an EA will be Evidence can be gathered by:
available for extra assistance with role play and journal entry - Students responses in the milling to music warm up
Special Considerations: - Students responses to questions in Godly Play
- Students who may have hearing impairments make an instruction - Students questions
Formative Assessment:
sheet for them for a visual aid
Evidence can be gathered by:
- Students who may have visual impairments ensure they are - Students participation in preparation for role plays
- Observation of group work
seated within close proximity of the board
- Observation of role play performance
- Students with any fine motor concerns/struggles can be assisted - Student questions/input
Summative Assessment:
by classroom Education Assistant
Evidence can be gathered by:
- Ensuring grouping of students has a mixture of learners and - Observation of role plays
- Marking of journal entries
personalities
LESSON PLAN THREE C Christian Response
Teaching Focus for the Lesson Key Understanding/Learning Point
Help students recall the various ways God has created human
beings to live, based upon what they have learned already in their C3. - God frees Christians to choose always what is good like Jesus (Key
homes and at school. Placing emphasis that friends of Jesus are understanding)
helped by him to love and to do good. Focus on how God is calling
each person to live so that the world will be as God wants. C3.1 - Identifies ways people can be loving and good like Jesus. (Learning Point)

Prior Knowledge: Salvation topic: Lent/Easter

Students in step A and B have previously explored what different Aspect of Human Development: Recognises that we have the ability to choose.
choices we can make in life, and how the world would be different if
everyone made choices to behave like Jesus. The concept of Learning Objectives:
freedom has also been explored. 1. Participate in a reflective warm up and prayer session
2. Produce and create a video using iMovie on the iPad on ways people can be
Spiritual/Religious Capabilities covered: loving and good like Jesus
3. Work effectively and collaboratively in a group
The human cardinal virtue of prudence where the spiritual capabilities of: 4. Upload the video on a Google Drive
to wonder and become awe-filled and to search beyond and become wise
can be explored throughout this lesson through discussion of choices and
the decisions Jesus made throughout his life. The theological virtues of
Integration of other Learning Areas:
faith and hope and religious capabilities: To serve God & become Gods
Technologies: (ACTDIP003)
witness and to follow & become a missionary disciple of Jesus can also be
English: (ACELY1789)
explored through the lessons content.

Timing Steps of the Lesson Resources

Introduction
12.10pm
. Students are to form a circle on the mat.
. Once students are seated instruct students to close their eyes
. Ask students:
- In what ways can the people in our school be loving and good like Jesus?
- How does Jesus help us to love and to do good? Sticky Notes

. Give students 2-3 minutes thinking/reflection time on these questions.


. Go around the circle and ask each student to say one thing they think people can do in school to
be loving and good like Jesus and how Jesus helps us to love and to do good (try and gather a
different response from each student).
. Acknowledge and praise student responses
. Give each student a sticky note and instruct them to go back to their desk and write one thing they
wish to thank God for
Whiteboard/Markers
. Whilst students are doing this write the following on the class whiteboard:
Dear God,
We would like to show our gratitude and appreciation for
[Leave space for students sticky notes]
We thank you for providing us with lifes gifts that allow us to live the best life possible.
We pray together with Jesus, Mary and all the Saints,
Amen
. After they have written on their sticky note they are to come up and stick their sticky note on the
board in the space provided.
12.25pm . After all sticky notes are up on the whiteboard instruct students to come and sit on the mat quietly
for prayer.
. Ensure silence before commencing the prayer
. Conduct prayer session, reading the students anonymous sticky notes
. After prayer introduce the lesson focus/topic: Ways people can be loving and good like Jesus
. Ask students to return to their desks.
Strategies for Learning and Teaching

Body of the lesson:


Construct a video about way to be like Jesus: God frees Christians to choose always what is good like
Jesus (KEY UNDERSTANDING) Identifies ways people can be loving and good like Jesus (LEARNING POINT)

. Explain the activity for the lesson to students and hand out the below guidelines to students. iPads & iMovie
. In groups using the iPads (1 iPad per group) students will produce and upload a 1-2 minute iMovie
on ways they believe people can be loving and good like Jesus. The way they choose to produce,
film and edit their video is up to them.
As long as they follow the following guidelines:
- Video must have a title slide and ending slide
- Video must be between 1-2 minutes long
- Each group member must be featured in the video
- Minimum of 5 ways people can be like Jesus need to be presented/identified in video
- Minimum of 2 thing people can do everyday to be more like Jesus presented/identified in
video
- Video is uploaded on class wiki/Google drive
. After task is explained, spilt students into groups of 4-5 and designate filming areas (different
corners of classroom, outside, wet area etc.)
12.35pm . Give students 5 minutes planning time
. Instruct students to begin (they have 30 minutes)
. Whilst students are completing the task, walk around and observe their progress and how they are
working collaboratively.
. Assist students with production and help them work the software if needed.
. Continue to give students time updates to ensure they are on task and get the task completed.
. Turn on the interactive whiteboard in the classroom to prepare a demonstration on uploading
onto Google Drive.
. With 5 minutes to go get students to save and end their video
Conclusion
1.05pm . Gather students altogether back in the classroom Interactive Whiteboard
. Use stop, look and listen to obtain students attention
. Get students to sit with their group and ask them to follow along the whiteboard in order to
upload their video
. Education Assistant can help groups during this finalisation stage
. After videos are uploaded get students to pack away iPads and sit down at their desks
. When all students are seated and focused ask students to think about the lesson: What
did they learn? What did they enjoy? What didnt they enjoy? What could have been done
better?
. Gather some responses.
1.10pm . End lesson
Catering for Learner Diversity Evidence of Learning for Assessment and Reporting
Extensions for excelling students/Early finishers: Diagnostic Assessment:
- Students who are advanced with technology have the opportunity Evidence can be gathered by:
to edit and present their video with any extra aspects they wish - Student responses in reflective warm up
EA Support: - Student ideas in prayer
- For students with identified learning/special needs an EA will be - Student questions
available for extra assistance - Students ideas
Special Considerations: Formative Assessment:
- Students who may have hearing impairments make an instruction Evidence can be gathered by:
sheet for them for a visual aid - Observation of students completing the task
- Students who may have visual impairments ensure they are - Listening to student conversation
seated within close proximity of the board - Observing student progress
- Students with any fine motor concerns/struggles can be assisted Summative Assessment:
by classroom Education Assistant - Viewing and marking of group videos on Google Drive