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Subject: Religion

Group: 1st year

Lesson Plan Number:

Topic: Evidence of Jesus

Year

No. of Students: 20
Date:
19th/ 1/ 16
Time: 9:00
Length of
Lesson: 40 minutes
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1.
KEY CONCEPT(S):
What Key Concept(s) (ideas) will I teach in this lesson?

Source of evidence about Jesus


Nature and Origin of the Gospel
Purpose of writing the Gospels

(The number of appropriate Key Concepts will vary depending on the lesson you intend on teaching)

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2.
LESSON AIM(S):
What am I going to teach?
Identify the Gospels as the main source of knowledge about Jesus
Explain the main message of the gospel and identify the authors of the Gospel and when they were written
Evaluate why the evangelists wrote the Gospels
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3.
LEARNING OUTCOMES:
At the end of this lesson, students should be able to.

Identify the Gospel as source of evidence about Jesus of Nazareth


Explain the basic plotline and identify the authors of the Gospel and when they were written.
Evaluate the purpose of the four evangelists in writing the Gospels.

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4.
ASSESSMENT/EVIDENCE OF STUDENT LEARNING:
How will I know that the learning outcomes are being achieved?
I will use dialogue and oral questioning regularly as a means of assessment. I will incorporate both higher and lower
order questioning and use Bloom's Taxonomy as an aid to ensure all levels are being catered for. Questioning will
allow me to evaluate the student's ability in keeping with the pace of the lesson and the content of the topic. Other
means of assessment will be homework and group work.
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5.
PRIOR KNOWLEDGE:
What prior knowledge do students have about this topic?
Students will have prior knowledge of this subject from attending mass on a regular basis as this topic involves
learning about the gospel.

6.

TEACHER ACTIVITIES:
What activities will I use to facilitate the teaching of EACH Key Concept? How much time for each activity?

7.

STUDENT ACTIVITIES:
What activities will the students be engaged in to understand EACH Key Concept? How much time for each
activity?

8.

QUESTIONS:
Please list lower and higher order questions that are linked to each Key Concepts. (A minimum of six
questions specifically related to the key concepts, identifying higher/lower order with HO/LO)
1. Key
6. Teacher Activity
7. Student Activity
8. Questions
Concept(s)
Teaching
Divide class into
What is the main source
Key
Class will get into their
of evidence identified in
groups of four and
Concept
groups
of
four
and
read
and
the case study
present them with a
analyse the article
short article
1 and 2
Where do we hear about
Think about my questions
the story of the robbery?
Ask students to
individually, then pair their
answer some
Source of
ideas amongst the group and
Where in the article
questions based on the
evidence
then share their ideas
located?
about Jesus
article. This will be
amongst the class
done in the THINK
When was the article
nature and
PAIR SHARE
Repeat the same procedure
written?
evidence of
answering different
method.
the gospel
questions. Think about my
What is the basic plot of
questions individually, then
Ask students similar
the article?
pair
their
ideas
amongst
the
question but now
group and then share their
Who wrote the article?
applying it to the story
ideas amongst the class.
of Jesus. Again this
This will create a brain
will be done by the
storm on the board.
What is our main source
think pair share
of evidence about Jesus
method
(LO)
20 mins

Conduct a brain storm


on the white board
using the students
answers

Where did we hear about


Jesus story (LO)

Where in the bible is the


gospel located (LO)

When were the Gospels


written (LO)

What is the Basic


plotline of the Gospel
(LO)

Who wrote the gospels


(LO)

Who are the

Key
concept
3

evangelists(LO)
8. Questions
6. Teacher activity

Purpose for
writing the
gospels
20 mins

Read the questions


based on the text to
focus the students and
then read the text to
the students
Assign homework to
the class group based
on the lesson

7. Student activity

Listen to the questions and


identify the answers as they
listen to the teacher reading
the text.
Write the answers to the
questions in their class copy
Take down their homework
in their journals

Why did the Evangelists


write the Gospel (HO)

How did they hope


people would benefit
from the gospel message
(HO)

How do we know the


gospel writers were
people of faith (HO)

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9.
DIFFERENTIATION:
How will I differentiate the content knowledge of this lesson so as to include all learners in a mixed
ability class?
Throughout the lesson I will ask a series of both Higher and lower order questions. This will allow for a clearer
understanding of the topic and also to cater for abilities in the classroom. By conducting a brainstorm I will keep the
students will be engaged and actively involved within the class. I feel that some students may not understand the new
terminology so by allowing them to write down three thing they want to learn from the lesson this can be addressed
accordingly. Therefore from this activity I hope to develop each students understanding of the topic. This lesson
includes a range of different teaching styles e.g. group activity reading listening and analysing. From this I hope that
all students needs are met and all every student develops their understanding of the topic.
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10.
RESOURCES:
What materials/resources will I need/use?

Whiteboard
Whiteboard markers
Duster
Worksheets
Textbook
Syllabus for Junior Certificate religious Studies.

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11.
LITERACY & NUMERACY:
What are the essential aspects of literacy/numeracy in this lesson?
Questioning allows thinking
Reading allows interpreting and thinking
Brainstorming allows listening to others ideas and thinking about their own ideas
Interpreting new vocabulary and ideas
Word bank
Gospel
Evidence
Witness
Evangelist
Resurrection
New Testament

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12.
SELF EVALUATION:
Were the Learning Outcomes achieved? Why /why not? How do I know they were/were not achieved?

What have I learned about my own practice from this lesson?

What will I do differently in my next class?