LESSON PLAN THREE

STEP C - CHRISTIAN RESPONSE

Year Level: Year 6 Time: 2:00pm- 2:50pm Date: 16/11/2017

Key Understanding Learning Point Salvation Topic

C1- Christians try to understand

teachings about Gods love in the C1.2- Recognises the proverb Bible
Bible. as a literary form.

Catholic Teaching Focus for this lesson

(God inspired the human authors of the sacred books though he acted in them and by them, it
was as true authors that they consigned to writing whatever he wanted written, and no more.
"The divinely revealed realities, which are contained and presented in the text of Sacred
Scripture, have been written down under the inspiration of the Holy Spirit" To interpret
Scripture correctly, the reader must be attentive to what the human authors truly wanted to affirm
and to what God wanted to reveal to us by their words. In order to discover the sacred authors
intention, the reader must take into account the literary genres in use at that time, and the
modes of feeling, speaking and narrating then current. Catechism 105, 106, 109, 110)

o Christians try to understand teachings about Gods love in the Bible. The more one learns how to
love like God, the better one is enabled to control ones emotions.

o The Bible is full of lessons about how God does what is good for others.

o Proverbs were written in a society where many people could not read nor write and therefore
were sayings with a message/teaching behind it. There are hundreds of proverbs in the Bible
that one can learn from.

o Students will deepen their understanding of praying together.

Aspects of the Human Person

Understanding, developing and responding to emotions.

Prior Knowledge

Students have recently explored emotions; the purpose, effect and creator of emotions and how Jesus
showed love in times of emotion. This lesson is designed to engage students in the Bible, in particular,
proverbs. Students have had some exposure to proverbs during class, however this lesson attempts to
develop a deeper understanding of proverbs for students. Students pray with special intentions on a
regular basis.
In previous years, the students have explored;
o Some emotions in relation to God, such as the love God has for His children and the impact that
emotion has.
o There are many emotions that are derived from a response to something. Students have been
encouraged to respond like Jesus and act like Him through love.
o Some emotions can be more powerful than others. E.g. Love and forgiveness can triumph hate
and anger.
o Emotions can be celebrated through actions
o How to behave in ways that are loving and good through their conscience like Jesus.

From units of work:

Year 3:
Christian Conscience
o God calls us to love and do what is good

Speak From the Heart

o God created people with feelings. He loves each human person and sees feelings as good.
Year 4:
Loved and Forgiven
o The power of love in forgiveness.

Whispers From Within

o God calls us to behave in ways that are loving and good through our conscience.

Year 5:
Choosing to Do Good
o Choosing goodness over sin.

Relationship Restored
o Treating others equally as Jesus showed and communicating love and forgiveness verbally and
non-verbally.

Spiritual Capabilities-
Temperance
Prudence Fortitude
Justice Reflect on the ways
To make the right Adopt habits of integrity
Become loving and Jesus showed His
choices from our to overcome sinfulness
forgiving emotions
emotions. and live like Jesus.

Religious Capabilities-
Faith Charity
Hope
Practice prayer during a religious To act justly and adopts habits of
education lesson. love.
General Capabilities-
Personal
ICT Critical and Social
Literacy competence and competence
Use QR creative Ethical
Re- How to use Intercultural
Numeracy codes to find thinking behaviour
write/create Interpret the
our emotions understanding
proverb. proverbs to respond
message
revealed in to our
proverbs emotions in
 ways of
goodness.
Teachers Prior Preparation/Organisation Catering for Learner Diversity

o Extension- Students can use compose

their own proverb about using emotions
in ways that are good and loving like
Jesus.

o Students with hearing or sight

o Art materials; pens, textas, pencils, crayons, impairments can sit close to the teacher
oil pastels. to ensure student understanding.

o Class set of blank paper

o Students with gross/fine motor skills can
o Class set of fully charged iPads with the QR have a larger sheet of paper and
code reader downloaded onto the iPads.
manipulatives to aid students complete

o QR codes (see appendix 1 for the proverbs the reflective activity.

and codes).

o Students who do not follow the catholic

faith are encouraged to but not made to

participate in all activities.

Evidence of Learning for Assessment and Reporting

1. The Teacher will use the students individual re-written proverb to determine using a checklist
whether or not students have conveyed the same teaching of the proverb.

2. The students reflection piece will assessed using anecdotal notes to record methods of reflection
and engagement.

3. The Teacher will use anecdotal notes to record who worked well and who struggled during the
lesson.
Lesson Objectives
1. Students will individually re-write at least one proverb in their own words.

2. Students will use Edward De Bonos red thinking hat to reflect on emotions the rainbow prayer.

This will be assessed through the work in which the students create.

3. Participate cooperatively in class prayer.

Integration with other Learning Areas Classroom management practices

English o The Teacher reminds students to be reverent

Create literary texts that adapt or combine aspects when praying to God.
of texts students have experienced in innovative
ways (ACELT1618)
o Arranging the class so that the teacher has
Design and Technologies clear visibility of students at all time (eg.
Students participate in learning activities using Desks arranged in a c/square shape).
Information Communication Technology.
The Arts
o Ensure students are aware of consequences
Application of visual art elements and selection of
of misbehaviour and rewards for positive
materials, media and/or technologies, to
communicate an idea, belief or viewpoint behaviour before commencing the lesson.
(ACAVAM115)
o Kounins withitness to be exercised
throughout eh lesson to prevent any
Cross-curriculum priorities
disruptions.
Asia and Sustainability
Aboriginal
Australias
and Torres o Have high behavioural expectations that are
engagement
Strait made clear to the students inside and outside
with Asia
Islander
the classroom.
histories and
cultures

o Making sure that students behave

appropriately (language, actions, behaviour)
when using technology.

Timing Steps of the Lesson Resources

 Introduction:

1. Students gather on the mat in a circle.

5 mins
2. The teacher asks students to make the sign of the

cross before entering in a prayer of special

intentions.

3. Facilitate a prayer of special intentions where

students have the opportunity to pray with the class

about something about a particular emotion they

may be feeling due to a particular situation. The

teacher can add in intentions in moments of silence

such as;

a. For students who feel pressured by their

peers to do what they know is wrong, may

they follow Christs example of obedience

and do what is right.

b. For all those struggling to fit in with their

peers, may they recognize that they are

unique, and that each person is beautiful

and made in the wonderful image of God.

c. For those with difficulties in learning, may

they grow in patience and endurance to

help them conquer their challenges.

d. For those students who are struggling to

learn while they deal with tragedies in their

lives.
 4. After students have shared in the prayer, the

teacher closes the prayer by asking for all the

intentions to be heard by God and making the sign

of the cross.

Lesson Body:

5. Explain to students that the rainbow prayer will be

Rainbow Prayer
red to them. Students are to put on Edward De
15 mins
Bonos red thinking hat and listen for the emotions

revealed in the prayer.

6. Students are to express their interpretations of the

emotions explored in the prayer using the blank

piece of paper infront of them.

7. Ask students if they have any questions.

8. Students return to their seats and the teacher

starts reading out the rainbow prayer.

9. Whilst students work on their prayer reflection of

feelings and emotions, the teacher is to hand out

an iPad to each student in the class.

10. Students glue their work into their religion book.

Lesson Body:

11. Explain to students that there are a series of QR

25 mins
codes hidden around the classroom that contain a iPads
QR codes
proverb.
 12. Referring to WALT and WILF explanations on the

board, explain to students that they are to find a

proverb and re-write it in their own words to convey

the same teaching/meaning. Their re-imagined

proverb is to be written in their religion books.

a. WALT- Re-write a proverb into my our

words.

b. WILF- The same message/meaning

conveyed.

13. Students use their iPads to QR hunt for the

proverbs and work on interpreting the message of

the proverb into their own words.

Lesson Closure:

1. Students make their way back down to the mat, bow their
5 mins
heads in prayer and make the sign of the cross.

2. The class prays Our Father:

Our Father,

Who art in heaven

Hallowed be Thy Name;

Thy kingdom come,

Thy will be done,

on earth as it is in heaven. Our Father Prayer

Give us this day our daily bread,

and forgive us our trespasses,

as we forgive those who trespass against us;

and lead us not into temptation,

but deliver us from evil.

Amen.
 Appendix 1: QR Codes to Proverbs.

A wise child is a fathers joy, a foolish child a mothers grief.

A slack hand brings poverty,

but the hand of the diligent brings wealth.

Anyone whose ways are honourable walks secure,

but whoever follows crooked ways is soon unmasked.

Hatred provokes disputes,

but love excuses all offences.

A flood of words is never without fault,

Whoever controls the lips is wise.
The uprightness of the good makes their way straight,
the wicked fall by their own wickedness.

A tittle-tattler lets secrets out,

the trustworthy keeps things hidden.

Whoever loves discipline, loves knowledge,

stupid are those who hate correction.

No one is made secure by wickedness,

but nothing shakes the roots of the upright.
Fools think the way they go is straight,
the wise listens to advice.

Thoughtless words can pierce like a sword,

but the tongue of the wise brings healing.

Deceit is in the heart of the schemer,

joy with those who give counsels of peace.

No harm can come to the upright,

but the wicked are swamped by misfortunes.

Lying lips are abhorrent to Yahweh;

dear to him those who make truth their way of life.
Whoever walks with the wise becomes wise,
whoever mixes with fools will be ruined.

Evil will pursue the sinner,

but good will reward the upright.

Mastery of temper is high proof of intelligence,

a quick temper makes folly worse than ever.

To oppress the weak insults the Creator,

kindness to the needy honours the Creator.

The eyes of Yahweh are everywhere:

observing the wicked and the good.
The way of the lazy is like a thorny hedge,
the path of the honest is a broad highway.

Pride goes before destruction,

a haughty spirit before a fall.

Better be humble with the poor

than share the booty with the proud.

Whoever listens closely to the word finds happiness;

whoever trusts Yahweh is blessed.
 Anecdotal Notes

Class Prayer

Student Name Student participation Behaviour Comments

Eg. Sally May Eg. Played with her Eg. Quite quiet
thumbs alot