SECONDARY LESSON PLAN

YEAR LEVEL & SUBJECT: Year 10 RE

DATE: 24/06/2014

NO. OF STUDENTS:

LESSON DURATION: 100 minutes

TOPIC/FOCUS: Parables

AusVELS/VCE STATEMENTS: Year 10 Unit 1a A Synoptic Gospel

GOALS AND OBJECTIVES (INCLUDE LINK TO AusVELS/VCE):
The students will be able to: Identify the components of a parable within a given passage and determine its purpose independently in written form. (yr 10, unit 1a 4.K and S)
Explain the role of context in defining the central message of a parable through a comparison of the same passage in each of the synoptic Gospels. (yr 10, unit 1a 1.S, 2.S)

SUMMARY OF RESOURCES REQUIRED: Bibles, exercise books.

LESSON PROCEDURE

TIMING

5 mins

RESOURCES

STEPS OF THE LESSON

(key activities and key questions)

Opening (links to previous lesson/s or

new topic, purpose of lesson):
Introduce myself
Introduce topic: parables

EXPECTED STUDENT REACTIONS

OR RESPONSES

TEACHER RESPONSES TO
STUDENTS
(including consideration of the need to
adapt, reteach or extend)

GOALS & METHODS OF EVALUATION

(including specific informal and/or formal
assessment links to AusVELS/VCE)

The overarching question for

the lessons on this topic will
be
Why are parables essential
to explaining the message of
Jesus?

Lesson Development:
Defining parable: Ask students to explain Provide explanations of what they
think a parable is. Copy down
parable; write definition on board.
definition.

10
mins

Guiding students to reach an

appropriate definition through
questioning if necessary.

Using last lessons work:

Projector.
25
mins

Have Matthew 13:1-23 projected.

Taking notes and asking questions or Stopping to ask questions to check
Use it to explainresponding as necessary.
learning as I go. Using student

the overarching
responses and questions to guide
messages/purposes of Jesus
explanation.
parables; Kingdom and behaviour.

The structure of parables,

repetition, contrast, folkloric
threesome and end stress.

Difference between parable and

allegory.

Ramifications for the way people

live; causing audience to
inadvertently pass judgment on
those in the story.
.
Go through their answers from last lesson Use last lessons work to discuss
and build upon them with what has been
learnt this lesson. (Leave questions about answers and build upon what we
comparison between the three Gospels until have discussed this lesson.
the end.)

30
mins

Facilitate class discussion.

Discuss the differences they found between

the three and go into discussion about
context. Explain the role context plays in
determining the message of a parable.

Bibles.

15
mins

Activity: Each of the three rows of seats is

given the same parable in a different
Complete the activity individually,
Gospel. The Wicked Tenants Mt 21:33-41,
quietly talking to the person next to
Mk: 12:1-9, Lk 20: 9 -16. Everyone will have
them if necessary.
to look at the passages in and around the
parable and identify each of the
components and determine its message
and purpose.
Regroup and discuss the findings for each
of the passages.

Walk around and provide assistance.

If theres a common problem address
whole class.

Questioning:
What do you understand a
parable to be?
So, why may parable be an
effective way of teaching?
What kinds of things was
Jesus trying to teach his
followers?
Why is it that parables
typically follow a pattern?

If there are some distinct

differences between the three
accounts, what are they and
why are they there?

5 mins

Closure
Emphasise the role parables play in Jesus
teaching. Ask the question Why are
parables essential to explaining the
message of Jesus? This will round up the
lessons.

Contribute to the
discussion.

Ask the question: Why are

parables essential to
Ask additional questions explaining the message of
to help the students bring Jesus?
their ideas together.

PRE-SERVICE TEACHERS POST LESSON REFLECTION

Student learning (Were the stated goals achieved by all students or only some?)

Effectiveness of the learning and teaching strategies (For example, review your questioning skills in checking for understanding or your explaining skills in
information and mo delling, or
your organising and communicating skills, for example, giving instructions, encouraging student participation etc.)

Reflection on what you have learned and changes for future lessons (Identify a key learning/insight that you have gained about effective learning and teaching and
those changes you will make when planning and implementing your next Direct Lesson Plan)

ASSOCIATE TEACHER FEEDBACK

Pre-service Teacher preparation for lesson, use of resources, teaching strategies,class room management. Lesson introduction and closure.
Acknowledgement of individual learning styles.