Penwortham Girls High School Lesson Plan

Teacher: Claire Elliott Date & Period: Thursday p.3 Subject: RE Class: 8P1

No of pupils: 28

Type of Class Grouping: (e.g. mixed ability, form group, setted) Setted top ability set Levels 5a-7c Names of Sadia Badat Actions: pupils on G&T Humairaa Omer Directed questioning Anissa Kamal (in RE) Chloe Swarbrick Imogen Yeung Names of EAL Sadia Badat Actions: pupils: Nabilah Desai Raeesah Hussain Aysha Khoda Naznin Matak Amina Murad Misha Panchal School School SEN Statement Names of Name and Responsibility of in-class support: Action Action pupils on SEN N/A Plus Register:
Katie McVeigh N/A N/A

Learning in previous lesson Key facts about the Bible Learning Objective(s): pupils will learn to Know what a parable is Understand why Jesus told parables Understand the meaning of The Parable of the Lost Son and how the key terms apply to it Learning Outcomes(s): at the end of the lesson pupils will be able to State what a parable is and describe the Parable of the Lost Son Explain why Jesus used parables and explain the meaning of the Parable of the Lost Son Apply the relevant key terms about the nature of God, to the Parable of the Lost Son Success criteria: Good if pupils can state what a parable is and describe the story of the Parable of the Lost Son (AT1 L4) EBI pupils can explain why Jesus used parables as well as the meaning of the Parable of the Lost Son (AT1 L5) Exceptional if pupils can demonstrate a comprehensive understanding of the Parable of the Lost Son and apply the key terms about the nature of God appropriately (AT1 L6)

Key Vocabulary / Literacy Skills: Parable Pharisees Prodigal Immanent Transcendent Personal Impersonal Numeracy Skills: N/A

Planned Learning and Teaching Activities

Teaching
(Including in-staff support)

Pupil Activity & Learning Using the research from their research homework, pupils match up the key terms: Immanent, Transcendent, Personal, Impersonal to their correct definition. Glue sheet in book. 1.SPIRITUAL: Look at the image of Frank Wesleys painting, The Forgiving Father on PP. Choose 3 questions to answer/statements to complete from around the image. Jot thoughts down in books. What do you think has just happened? Who are the people in the painting? What is their relationship? How might they be feeling? How does the painting make you feel? AGT: What does the painting tell us about the artist? What would you like to ask the artist? 2.Pupils to copy down lesson title and Learning Objectives. Read the definition of a parable from PP. 3.MORAL: Volunteers to read the Parable of the Lost Son, directly from the Bible. 4. SOCIAL: In pairs, answer the questions about the parable from the PP. Write down answers in book. 5.Three pupils to act as characters from the parable. (NB. This is optional and dependent on whether pupils demonstrate a clear understanding of the parable) 6. Pupils to answer key questions about the parable in their book. 7. SOCIAL:In pairs, re-enact a conversation between the father and his youngest or eldest son. Try to convey the emotions of each of the characters. What might they say to each other? How will their body language demonstrate how they are feeling? What might the Parable of the Lost Son teach Christians about what God is like? Use the key terms to help explain your answer. Write word on mini-whiteboard and be ready to explain your answer.

Starter:

Mini-plenaries / assessment Go through answers as a class

Learning Activities:

Teacher uses random numbers (from those on desks). Pupil with that number must volunteer a response about the painting.

Class feedback. Directed questioning to AGT pupils regarding questions about the artist.

Introduce lesson and objectives and outcomes. Q&A: What is a parable? Why do you think Jesus used parables?

CULTURAL:As the parable is being read, the teacher asks why might the fact the youngest son went to work with pigs be an issue? (Revision of previous half-terms work on Judaism). Explain who the Pharisees were. If teacher questioning seems to show pupils are finding it difficult to understand the parable, ask for volunteers to be actors. Walk through the parable with the actors, asking pupils what happened next and why.

Check understanding of key words with pupils.

Teacher to check understanding by asking questions about the parable.

Teacher to take freeze-frame photograph of each pair, at a moment of pupils choosing.

Maxi-plenary: God is personal; He has characteristics that make Him similar to a human eg. forgiving as shown in the parable. Take 4 examples from the class. At least one should be from an AGT pupil.

Award a merit for the pupil who has made an exceptional effort during the lesson. Opportunities for ICT Powerpoint Resources req. (inc. H&S requirements) Powerpoint STARTER: Key terms worksheet Bibles

Homework MORAL/SPIRITUAL AT2: How would you have reacted if you had been the father in the parable? Would you have been able to forgive the eldest son? Explain you reasons. How easy is it to forgive? Lesson Checklist High expectations with challenging tasks Providing pupils with opportunities to identify and understand how they can improve their own learning Enthusing and engaging pupils, so that they are motivated and enjoy learning Providing learning activities to cater for all aptitudes & needs so that all pupils can progress Every Child Matters S
Stay safe

Assessing progress and providing constructive feedback Use of Q&A to assess learning and adjusting the lesson activities where needed Use of subject knowledge to deepen learning and provide pupils with the skills to learn independently Providing opportunities to develop skills in reading, writing and mathematics SMSC Opportunities

H
Be healthy

E
Enjoy & achieve

E
Economic wellbeing

P
Positive contribution

S
Social

M
Moral

S
Spiritual

C
Cultural