SCHOOL OF EDUCATION

RE LESSON PLAN A
Primary

LESSON ORGANISATION
Unit of work: Salvation topic: Human person Topic: Wondering
Nourishing Our Goodness Eucharist at the Creator of Mystery
Year Level: 5 Time: 30 minutes Students’ Prior Knowledge: (include faith
situations/previous lessons/Units)

Key Understanding:
A1 Wondering at the good qualities people discover This is the introductory lesson for this RE Unit. The
within themselves required prior knowledge of students is minimal.
However, students are to have developed their
Learning Point(s): personal and social competence to be able to identify
A1.1 Identifies that all people have talents. their talents and have the confidence to share this
with their peers. To foster this the teacher and
teachers in the past are to manage classroom to be
KEY:
an inclusive and safe environment for all students.
Teacher strategy
Behaviour management Students pray daily at school so understand the aim
Inclusivity and nature of a prayer, making it easy for them to
Provision of educational risk write their own.

Spiritual and Religious Capabilities (that may potentially be covered in the lesson)
Prudence Justice Fortitude Temperance Faith Hope Charity
eg Right choices eg Right eg Inner strength eg Moderation eg Prayer eg Reconciliation eg Service
relationships
General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural

competence creative behaviour Social understanding
thinking competence

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Sustainability
histories and cultures Asia
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:
 Identify all people have talents
 Recognise that what is within someone is what makes them distinctly them
Teacher’s Prior Preparation/Organisation: Provision for student diversity:
Shala has language based dysgraphia which
makes it difficult for her to translate her ideas into
Prayer worksheet is created and printed off (30 copies) written form. The only written task is the prayer which
prior to lesson. Attached below is an example.
can be as short or long as student desires. It is also
then shared allowed within the group so Shala can
Video is acquired prior. Watched for appropriateness and
then teacher develops teacher points for her questioning verbally express her ideas if she is not confident in
after the video. her written translation of ideas.

Thomas has down syndrome which has low muscle

tone and difficulty in the development of his fine
motor skills. This greatly effects Thomas’ handwriting
so the written prayer is done in student’s personal
 workbook. Thomas’ workbook has wide big lines that
accommodate for his large printing.

Extension – Open-ended task of performing their

chosen talent allows for extensive creativeness.

Engagement –

Special Considerations – In relating to talents and

that ALL have them it is not exclusive to those
students who have a catholic religious background
and/or affiliation.

LESSON DELIVERY attach worksheets, examples, marking keys, etc. as relevant

Resources/References
Time Motivation and Introduction: 5 minutes

WATCH VIDEO (https://www.youtube.com/watch?v=23QOy9Q2qNI) VIDEO: People Are Awesome

This video is a highly energetic, engaging and motivating. Aim of the (2017). Retrieved from
video is to excite the students for the lesson. YouTube:
https://www.youtube.com/watc
5 min h?v=23QOy9Q2qNI (2018)
Lesson Steps: (15 minutes)

CLASS DISCUSSION
Teacher uses flat and soft tone of voice to bring excitement to a lower
level for effective classroom management. Teacher asks;
- What makes us the person we are?
Writes on the board as well to emphasise importance. Repeats
questioning again. Think aloud strategy to answer however, allow
students to share if they volunteer input to answer. Think aloud touches
on the following points
- What a wear …doesn’t make me who I am
- Where I live … doesn’t make me who I am
- The colour of my skin… doesn’t make me who I am
- What disability I have … doesn’t make me who I am
- What makes me who I am? My actions, my ability, my talents?

THINK PAIR SHARE

Teacher asks students turn to think to themselves (THINK), then turn to
their pair (person next to them on the mat) and share to each other (PAIR
SHARE) for the following questions;
- What do I like that others might not?
- What can I make or do that others might not be able to?
- What talents do I have?

Thank the students for sharing and reiterate ALL people have talents,
sometimes obvious and sometimes not. Ask if anyone would like to share
what they learnt about their partner.
10 min
CREATING A PRAYER OF THANKS

Students assume assigned seats and are to take out their workbooks. Student’s work books
They are to write their own prayer with the conditions of;
- It is a prayer of thanks or petition (Asking of God for help)
- Must be regarding talents and gifts

20min
Lesson Closure: (8 minutes)

Students are asked to, in their desk groups, read aloud their prayer of
thanks regarding talents and gifts. Teacher reminds prayer is done in a
reverent manner.
 PLANNING CLASS TALENT SHOW
Teacher announces to students their homework for next week is to
prepare from their ‘class talent show’ that will be conducted next religion
lesson on Monday. They can perform, tell a story, show images of and
bring in the product of their talent. If stuck students are to ask friends or
family to help identify one of their talents.

Transition: (2 minutes)

Students are excused for recess, teacher shares to students they can
30 min
stay and ask her anything regarding the talent show now before they
leave. This allows any students to express anxiety or fear over
presenting in front of class or ask for clarification.

Assessment: (Were the lesson objectives met? How will they be

assessed?)

Observational notes (Done in teachers exercise book for assessment)

Did the students understand ALL have talents, included themselves?

Were they able to identify their own talent/s? Were they then able to
identify this is what made them who they were?

Observation of student’s contributions to discussion, anecdotal records of

the statements of understanding that struck teacher.