SCHOOL OF EDUCATION

RE LESSON PLAN
Pre-Primary/
Primary

LESSON ORGANISATION
Unit of work: Loving Our Salvation topic: Prayer Human person Topic: Our bodies
Differences are different
Year Level: 2 Students’ Prior Knowledge: (include faith situations/previous
lessons/Units)
Key Understanding:
Students have learned about the stories: Jesus prayed
C1 Jesus taught God’s family to pray
with others, Jesus prayed alone, & Jesus prayed at
mealtime.

Learning Point(s): Previous lessons have focused on how Jesus showed

C1.3 Illustrates ways Jesus showed his followers to that God loves everyone in a special way by the ways he
pray treated everyone, regardless of body differences.
Because people are special to God, they can talk with
God in prayer.

Students are familiar with the use of iPad’s, taking

images and typing using them.

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:
 Students explain when and why people pray like Jesus taught.
 Students create a stained-glass window displaying how they pray like Jesus.
 Students apply their ICT skills to take an image of their artwork and reflect on their creation through using
an iPad.
Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:
(include Teacher Witness) Sensory impaired: Visually impaired student will have their own
The focus of the lesson: As they pray, followers of images printed on a large piece of paper (as a precaution) so they can
participate in the class discussion equal to other students who can
Jesus realise that, like him, they must love all human
clearly see the images displayed on the board. They are welcome to
beings, regardless of body differences. Followers of move around where best suits them to see the board or use the printed
Jesus continue to wonder at how prayer strengthens images.
people to love all human beings and respect body Intellectual disability: Student will have their own EA to assist them
with the activity and behaviour management strategies. The student
differences. will have simple, clear instructions repeated frequently.

Teacher witness: I pray like Jesus to thank God for
giving me my special gifts and talents. I thank God for
my beautiful family and friends who have their own
special gifts and talents. I also pray to God when times
get tough and I need his strength to help me through, I
know that he is always listening to my prayers so I am
never alone. We pray together as a class every day.
Extension – Students are encouraged to write more than five
sentences for their reflection. Students will upload their work to
SeeSaw independently and can assist other students in uploading.
Engagement – Students are encouraged to write at least five
sentences. Students will receive help from an EA or skilled buddy for
the cutting and placing of the stained glass.
Special Considerations – Students with fine motor concerns will be
assisted with the arts activity. If they face difficulty using the iPad to
reflect, they may voice record rather than type.
LESSON DELIVERY attach worksheets, examples, marking keys, etc. as relevant
Resources/References.
Time Motivation and Introduction:
On the board, show students pictures of Jesus praying in different Pictures of Jesus praying.
scenarios (from previous learned stories).

Ask the students to determine what is happening in the pictures – Who is

in the pictures? What is Jesus doing in the pictures?

Once students have established that Jesus is praying in the pictures, the
class will brainstorm when and why people pray.

Pose wonder questions:

I wonder what people pray about?

Discuss what we pray about, e.g. in school.

I wonder how Jesus feels when he prays to God?

Discuss how we feel when we pray to God.

I wonder where people pray so that God can hear them?

What makes us feel like God is listening?

5
minutes God with us everywhere, every day.

Lesson Steps (Lesson content, structure, strategies & Key Questions):

Invite the students to select and represent one of the ways that they pray Art materials: cellophane,
like Jesus through a stained-glass window (look-a-like) using markers, clear contact.
cellophane.


Students will take images of their creation on an iPad and type their iPad’s with SeeSaw
reflection of the image (how they pray like Jesus) on the same page. This application.
will be uploaded to SeeSaw and further used as a portfolio piece.

The students’ artworks will be grouped and displayed under the title:
Praying like Jesus.

15 Lesson Closure: (Review lesson objectives with students)

minutes Students will return to the mat after packing away their work area.
Students will sing the prayer song You can talk to God (J Flack) together You can talk to God (J Flack)
before the Guided Meditation. prayer song.

Jesus and I Pray (Guided Meditation).

- Invite the children to sit comfortably on the mat. Encourage them to Guided Meditation
keep their backs relatively straight; hands open and relaxed on their instructions.
lap. 


- Teachers need to be sensitive to the child or children who may not

feel comfortable closing their eyes. Direct these children to a point
upon which to fix their gaze. 


Teacher: Gently close your eyes ... Listen quietly to yourself breathing
... let your muscles RELAX... In your ‘mind’s eye’ see yourself sitting
 on a lovely white beach...the water nearby is very calm and still...You
see Jesus sitting on the beach nearby...There is a boat sailing from the
shore with Jesus’ special friends in it...Look at Jesus, who is still sitting
on the beach. ... He gets up and walks away to some green hills
behind you...You follow Jesus as he slowly walks towards the
hills...Jesus finds a quiet spot and begins to pray...What does it look
like in the hills?...What can you see in your ‘mind’s eye’?...What
colours can you see?...Jesus looks up and notices you...He smiles and
calls you to join him...Walk to Jesus and sit beside him...Talk to him
and tell him how you feel at this moment...Listen to Jesus...Jesus then
asks you to pray for a person who is special to you...Who will you pray
for?...Jesus then asks you to pray for another person who is special to
you...Who will you pray for?...Perhaps you can see these people in
your ‘mind’s eye’ as you pray...Now you have finished praying, Jesus
smiles at you...Thank Jesus for being with you and say good-bye…As
you walk away from the hills, back to the beach, think of one way you
5
could make these people you prayed for happy...Now you are sitting
minutes comfortably on the beach again...look at the beautiful beach and at the
calm still water...Your quiet time is coming to an end...When you are
ready come back to the classroom and gently open your eyes. 


Transition: (What needs to happen prior to the next lesson?)

Students will quietly move back to their desk under the teacher’s
instructions, stretching after the meditation. The teacher will choose 5 at
a time demonstrating and instructing them to lunge, stretch up high to the
sky, take big long steps, put your arms behind your back and stretch out
nice and far while walking back to your desk, etc.

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

assessed?)
Anecdotal notes.
Anecdotal notes and observations will be recorded on student’s
participation in discussions and explanations regarding when and why
people pray like Jesus.
The stained-glass window and reflection will be used as a portfolio piece
(formal assessment with comment; assessment example in resources). Checklist.
A checklist will be attached to the portfolio piece to determine if students
could successfully reflect on how they pray to God like Jesus did and
their ICT skills to take the image of the artwork and reflect using the iPad.
Explicit and appropriate connections with:

Spiritual and Religious Capabilities:

The Spiritual capability of Temperance is covered in the lesson through the class participating in guided
meditation, allowing them to meditate and become peaceful. Students learn that prayer is part of life not just
for Religious Education, they understand when, where and why Jesus prays to God and relate this to their own
lives and experiences where they pray to God. The Religious capability of Faith is covered through discussing
stories about Jesus, praising God and growing in His wisdom as we pray to God in Jesus’ likeness. Students
create a stained-glass window to portray this and reflect on the art piece (how they pray like Jesus).

General Capabilities:
Literacy is covered through the class discussing ideas and brainstorming when and why people pray like
Jesus modelled. The discussion allows students to communicate their ideas orally before writing them down
on the class brainstorm.

ICT Competence is covered as the students use iPad’s to photograph their image and type up their reflection
of the art piece. Students upload this to SeeSaw for their parents to view.

Early Years Learning Framework:

This lesson related to the EYLF Outcome 5: Children are effective communicators. In the lesson, students
interact as a class through discussions about Jesus praying to God and relating that to their own daily
experiences when they pray to God. Students verbally respond to images of Jesus praying and wonder
questions. Students communicate their experiences non-verbally through a stained-glass art piece
representing how they pray like Jesus. Students use information and communication technologies to express
their ideas through taking an image of their art piece and typing up their reflection, then, uploading this to the
SeeSaw iPad application to share their work with their family. The lesson enabled students to engage with
technology in a fun way and to create meaning; identifying the use of technologies in everyday life.
Resources
Resource 1 Pictures of Jesus praying

Previously learnt stories relating to pictures:

Jesus prayed with others
Sometimes, Jesus prayed with others, at other times he prayed to God the Father on his own. He prayed in
synagogues (buildings like churches, in which Jesus gathered for worship) [Luke 4:16].
Jesus told his followers that they too should pray together. He promised that whenever they did so, he would
be present with them wherever they were, even though they would not be able to see him. He promised
[Matthew 18:20]:
‘For where two or three meet in my name, I am there among them.’
This means that Jesus is present with his followers when they pray with others in a church, in families, in a
classroom or outside.
Jesus prayed alone
(‘Jesus often draws apart to pray in solitude ....’ Catechism 2602)
To draw closer to God as God wants, followers of Jesus need to pray every day: not just when they are with
others. They need also to pray to God when they are on their own.
Jesus used to pray also on his own. He would do so:
• in the morning [Mark 1:35] 

• at night [Matthew 14:23].
 Jesus told his followers that God listens to them when they too pray alone
[Matthew 6:6].
Jesus prayed at meal-time (‘Blessing expresses the basic movement of Christian prayer: it is an encounter
between God and man.’ ‘Jesus’ prayer (is) characterised by thanksgiving....’ ‘The thanksgiving of the members
of the Body participates in that of their Head.’ - Catechism 2626, 2604, 2637) 

Jesus prayed at mealtimes, blessing and thanking God the Father for the food. For example, he prayed: 

• before giving food to a crowd of hungry people [Matthew 14:19] 

• after the Last Supper [Mark 14:26]. 
 By doing this, Jesus taught his followers that, to grow closer to God
they need to pray before and after meals. 


Resource 2 You can talk to God (J Flack) prayer song

Retrieved from: http://www.jennieflack.com/product/cd-hey-you-guess-what/

Resource 3 Guided Meditation Instructions

Jesus and I Pray (a guided meditation)
Instructions:

- The teacher may wish to play some reflective music during the meditation. 

- Invite the children to sit comfortably in their chairs. Encourage them to keep their backs relatively
straight; hands open and relaxed on their lap. 

- Teachers need to be sensitive to the child or children who may not feel comfortable closing their
eyes. Direct these children to a point upon which to fix their gaze. 

Teacher: 
 Gently close your eyes. ... Listen quietly to yourself breathing ... let your muscles RELAX.
... In your ‘mind’s eye’ see yourself sitting on a lovely white beach ... the water nearby is very calm and
still. ... You see Jesus sitting on the beach nearby. ... There is a boat sailing from the shore with Jesus’
special friends in it. ... Look at Jesus, who is still sitting on the beach. ... He gets up and walks away to
some green hills behind you. ... You follow Jesus as he slowly walks towards the hills. ... Jesus finds a
quiet spot and begins to pray. ... What does it look like in the hills? ... What can you see in your ‘mind’s
eye’? ... What colours can you see? ... Jesus looks up and notices you. ... He smiles and calls you to
join him. ... Walk to Jesus and sit beside him. ... Talk to him and tell him how you feel at this moment.
... Listen to Jesus. ... Jesus then asks you to pray for a person who is special to you. ... Who will you
pray for? ... Jesus then asks you to pray for another person who is special to you. ... Who will you pray
for? ... Perhaps you can see these people in your ‘mind’s eye’ as you pray. ... Now you have finished
praying, Jesus smiles at you. ... Thank Jesus for being with you and say good-bye. ... As you walk
away from the hills, back to the beach, think of one way you could make these people you prayed for
happy. ... Now you are sitting comfortably on the beach again ... look at the beautiful beach and at the
calm still water. ... 
 Your quiet time is coming to an end. ... When you are ready come back to the
classroom and gently open your eyes. 

 Suggestions: 

- At the end of the meditation invite the children to quietly stand and stretch. 

- The children could draw one of the pictures they saw in their ‘mind’s eye’. 

- The children could write in their journal how they felt talking and praying with Jesus.

Formal Assessment

Portfolio sample of artwork and reflection, comment attached, for example;

Jerome reflected on how he prays to God like Jesus did by commenting on his family praying before mealtime,
just as we pray as a class before mealtime. It is clear Jerome has a sound understanding of how and why
people pray as Jesus taught.

Checklist (attached)
Student will Achieved Limited Satisfactory Unsatisfactory
Reflect on how they pray to
God like Jesus did.
Use their ICT skills to take an
image of their artwork and
reflect using the iPad.
Comment:
THE ENVIRONMENT TO SUPPORT LESSON LEARNING LATER IN LIFE
Activities integrated into the learning environment
Playdough table:
- Pictures of Jesus praying for students to model with playdough.
- Students can create their own models of themselves praying.

iPad Drawing:
- Students draw images on the drawing iPad application representing how they feel when they pray to
God, what they pray about to God and why they pray to God.
- Students can voice record over their drawings to explain why they drew the picture in that particular
way.

Matching pairs:
- Students will match pictures of Jesus praying in different situations (Resource 1) and match them to
explanations.
- These can be cut and arranged in the students’ RE books.

Create a diorama:
- Students represent Jesus praying with others, alone or at mealtime through creating a diorama.
References:

Religious Education of Archdiocese. (n.d.) Loving our differences. Retrieved from

https://www.dropbox.com/sh/bw42c621lodt7vr/AAAROXV_oNl4c8dNW6B32ilza/Early%20Years/Year%
202?dl=0&preview=Loving+Our+Differences.pdf&subfolder_nav_tracking=1

School Curriculum and Standards Authority. (2014). Western Australian Curriculum. Retrieved from
https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser

Department of Education, Employment and Workplace Relations (DEEWR). (2009). Belonging, being and
becoming: The early years learning framework. Barton, ACT: Commonwealth of Australia.