LESSON PLAN ONE

STEP A- WONDERING AT THE CREATOR

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

Key Understanding Learning Point Salvation Topic

A1- Wondering at the creator of A1.1 Identifies the purposes of

Bible
emotions different emotions

Catholic Teaching Focus for this lesson

Feelings or passions are emotions or movements of the sensitive appetite that incline us to act or
not to act in regard to something felt or imagined to be good or evil. Catechism 1763

To assist the development of students religious awareness. This lesson aims to help students
understand the religious meaning of significant experiences.

The importance of evaluating emotions to prevent potential regrettable mistakes.

o Understand what the emotion is trying to tell you (is this emotion true and positioning you
to do the right thing?)
o Make informed choices after taking into account all relevant information
o Make a decision

Emotions can lead to mistakes and shape our behaviour and responses.

Emotions develop and mature through supporting what is good and what is right.

Students will deepen their understanding of praying together.

Aspects of the Human Person

Understanding, developing and responding to emotions.

Prior Knowledge

Students have recently been exploring the six steps for making choices in times of emotion. This
lesson is designed to consolidate students understanding through creating something out of consumed
information.

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-
Prudence Fortitude
Justice
To make the right Adopt habits of integrity Temperance
Become loving and
choices from our to overcome sinfulness
forgiving
emotions. and live like Jesus.
Religious Capabilities-
Charity
Faith Hope
To act justly and adopts habits
Practice the Hail Mary prayer.
of love.
General Capabilities-

ICT Critical and

Literacy competence creative Personal
Written Use iPads to thinking Ethical
and Social Intercultural
speech in Numeracy participate in Create a behaviour
comic strip competence understanding
comic the Kahoot.
activity from the six
steps.

Teachers Prior Preparation/Organisation Catering for Learner Diversity

o Kahoot loaded up on the smart board-
o Students who struggle with drawing can
https://play.kahoot.it/#/k/93199801-ff8d-4ab5-
focus on the written part of the comic or
b08c-d1b164ddf6a5
translate the comic text into a story.
Alternatively, students who struggle
o Class set of fully charged iPads
writing the words down in the comic can
 o Comic strip outline
o Dissolvable paper (class set)
o Water in a bowl.
o If the technology is unavailable due to
unknown reasons prior to the lesson, the
teacher can read out the questions from a
printed version and students can write their
answers in their religion book.
draw the pictures and verbalise the comic
through a video.
o Extension- Write a poem about emotion
control that ultimately leads one to live in
loving ways like Jesus.
o Students with hearing or sight
impairments can sit close to the teacher
to ensure student understanding.

o Students with gross/fine motor skills can

have a larger sheet of comic strip paper
and manipulatives to aid students
complete the activity.

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 results of the Kahoot quiz to identify students that could identify the six
steps for managing choices in times of emotion. This information is important to gain an insight into
what students know, what they dont know and what may need to be re-taught.

2. The students comic strips will be used as a piece of formative assessment to gain an insight into
whether or not students understood the six steps in order to create a scenario using the process.

3. The Teacher will use anecdotal notes to see who participated in the emotion sharing activity.

Lesson Objectives
1. The students will individually identify each step of the six steps for managing choices in times of

emotion.

2. Students will individually create a comic exploring their understanding of the six steps for

managing choices in times of emotion.

3. Participate in the emotion sharing activity.

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
clear visibility of students at all time (eg. Desks
Design and Technologies
arranged in a c/square shape).
Students participate in learning activities using
Information Communication Technology.
o Ensure students are aware of consequences of
misbehaviour and rewards for positive
The Arts
behaviour before commencing the lesson.
Application of visual art elements and selection of
materials, media and/or technologies, to
communicate an idea, belief or viewpoint o Kounins withitness to be exercised
(ACAVAM115) throughout eh lesson to prevent any
disruptions.
Health
Situations in which emotions can influence
decision-making: o Have high behavioural expectations that are
in peer group made clear to the students
with friends
with family
during sporting or physical activities o Encourage students internal locus of control.
(ACPPS056)

o Ensure students who get distracted by each

Cross-curriculum priorities other are not sitting next to each other.

Asia and Sustainability

Aboriginal
Australias
and Torres
engagement
Strait
with Asia
Islander
histories and
cultures
Timing Steps of the Lesson Resources

Introduction:
Catholic Education
1. Gather children to the mat. Office of
5 mins
Western
Australia. (n.
d.). Perth
2. Explain that todays lesson will be consolidating the six
Archdiocesan
steps for managing choices in times of emotion. Primary RE
Units. Stirred
Through
Emotions. Perth
CEOWA.
3. Ask students what steps they can remember and the

explain what the step means.

4. As each student refers to a step, write the steps on the

board in order for the students to refer to throughout the

lesson.

5. Encourage students to remember all six steps and explain

10 mins
steps that students may miss.

a. Stopping to be aware of the emotion and how we

are feeling

b. Asking: What is the emotion trying to tell me?

c. Asking: How is the emotion urging me to behave?

d. Asking: Is what the emotion telling me in fact true?

e. Asking: Is the way the emotion wants me to

behave morally right or the best way to respond to

the situation?

f. Choosing how to behave in the actual situation.

 6. Explain to students that they will be participating in a

Kahoot quiz that will give students an example of a step,

where they will need to identify the matching step.

7. Ask students if they have any questions.

8. Hand each child an iPad and ask them to load up Kahoot https://play.kah
oot.it/#/k/93199
and enter the game pin shown on the board. 801-ff8d-4ab5-
b08c-
d1b164ddf6a5

9. Students pick a Saints name as their nickname for the

quiz.

iPads

10. Once the everyone is logged in, start the Kahoot. After

every question, ask the students to justify why they chose

that answer to clarify any confusion amongst the class.

Lesson Body:

1. Explain to students that they will be creating a comic

exploring the six steps. Students will be required to

5 mins
demonstrate their understanding of the six steps through

thoughts and actions of the comics characters. Comic strip outline

2. Refer to the WALT and WILF explanation on the board to

share with students what they are doing and what the

teacher is looking for.

a. WALT: Create a comic exploring the six steps in a

created situation.

b. WILF: All the six steps to be used in the comic.

3. Ask students to return to their seats and two volunteers to

hand out the comic strips.

 4. Students start creating their comics.

15 mins Dissolvable paper

Water in a bowl
5. Students glue their comics into their religion books and

make their way down to the mat in a circle with a pencil.

Lesson Closure:

6. The teacher shares with students that sometimes our

emotions can cause us to make mistakes and why it is so

5 mins important to use the six step chart to ensure we are

responding to emotions in ways that are good.

7. The teacher asks students to close their eyes and think

about one time they were angry or upset and acted out on

that emotion.

8. Whilst students are thinking, the Teacher is to give each

student a piece of dissolvable paper.

5 mins

9. Once every student has a piece of paper, the Teacher is

to ask the student to write on that piece of paper;

a. The emotion

b. The outcome

10. Once students have privately written their responses, the

Teacher walks around the circle and asks the students to

drop their emotion response into the bowl and watch it

dissolve. The teacher explains that using the six step

chart can prevent emotions like anger, fear or sadness

from defining our behaviour.

 11. Explain to students that if these actions are not prevented

we can pray to God for forgiveness.

5 mins

12. Once every student has had a chance to dissolve their

emotion response, ask the students to bow their heads in

prayer and make the sign of the cross.

13. Pray Hail Mary together as a class.

Hail Mary,

Hail Mary Prayer

full of Grace,

The Lord is with thee.

Blessed art thou among women,

And blessed is the fruit

Of thy womb, Jesus.

Holy Mary,

Mother of God,

Pray for us sinners now,

And at the hour of death.

Amen.
 Comics
Option 1
Option 2
Option 3
 Anecdotal Notes
Emotion Sharing Activity

Student Name Student participation Behaviour Comments

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