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RE LESSON PLAN
Pre-Primary/ Primary
LESSON ORGANISATION
Unit of work: Together in Prayer Salvation topic: Prayer, Advent and Christmas Human person Topic: Gift of Families
Key Understanding: In Year 2, students have explored how each person belongs
Learning Point(s): • share together (e.g. surnames, home, food, pets, etc.)
A1.1 Explores the ways in which people can contribute to family life.
Personal and
ICT Critical and creative Ethical Intercultural
Literacy Numeracy Social
competence thinking behaviour understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander
Asia and Australia’s engagement with Asia Sustainability
histories and cultures
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:
• Identify the ways in which people contribute to their own family life by stating the chores and jobs that they do for their own
family/at home in class activity.
• Display their understanding of contributing to family life by creating a family tree of all members, linking to their gifts and
creating a visual presentation of all the ways their family members work together to contribute to their family life.
• Compose a prayer of thanks to God for the gift of families.
Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:
(include Teacher Witness) • Hearing impaired (Alex and Sierra) when watching the
• Interactive White Board (IWB) story on the YouTube video ensure captions/subtitles are
• A3 paper for assessment activity on and ensure physical demonstrations of all aspects to the
• Textas poster are shown and instructions are on the board for
• Pencils reference with extra guidance from the EA.
• Piggybook by Anthony Browne on IWB or hard copy • Physical disability When sitting on the ground in a circle
• Piggybook Worksheet on IWB or for story time, ensure Kynan is involved and considered
• How do I contribute to my family life e.g. doing the food by all students.
shopping, taking the dog for a walk, cooking for family • Low-level students
celebrations etc. - Offer guidance and assistance through one-on-one or
• Points to discuss: group work with teacher and breaking down the
o Family using their gifts to help concepts further where needed.
o Keeping family rules High-level students
o Joining in family celebrations - Extension activity: Students create a simple prayer
o Co-operating with parents thanking God for the gift of Families.
• Implement extending and enabling prompts for each
question to cater for student capabilities.
cook
clean up
sing
tell jokes
o Keeping family rules To keep everyone safe and healthy, and to help their
homes to run smoothly, parents make rules. Family members contribute to
ensure members show respect for each other (‘Don’t interrupt when others
are speaking’)
protect family health (‘Keep food scraps in a covered bin’, ‘wash your hands
before eating’)
protect property (‘No games in this room’ ‘Always ask before borrowing’).
o By keeping family rules, family members contribute to the well–being of other family
members. In doing so, family members are showing love and care for each other.
family members.
adopted the child have shown special love by taking her or him as their own.
8. Once the family trees have been created, beneath each member on the tree,
students brainstorm and write the ways in which that family member
contributes to family life by using their gifts to help.
9. Teacher will do a brief example on the IWB Teacher draws a family tree of
IWB
their chosen members. Under mother, they may dot point aspects such as:
cooks dinner every night, does the laundry every weekend, takes the Dog for
a walk etc. Teacher fills out a few other members as an example for students
till they grasp the concept.
10. Once the family tree is complete, using the knowledge revised above on the
gift of families’, students will display their family rules, celebrations and how
they co-operate with their parents.
11. Students may choose how they use the right half of the A3 paper to show this
by displaying the rules they have in their families, the events or times their
families celebrate together and how they co-operate with their parents. This
may be presented in any form, such as using pictures, brainstorming, writing a
journal etc.
12. Revise the details from above to activate thinking, briefly giving examples of
each: family rules, family celebrations and co-operating with parents.
13. Whilst students go on with task, the teacher displays or writes up the IWB with Poster Instructions
instructions on the whiteboard/smartboard ensuring students know what is Rubric displayed on IWB or
expected along with the assessment rubric. Teacher then walks around and printed and displayed at the
monitors student work, observing work ethic etc. for anecdotal notes front of the class
assessment.
14. Students do not have to work in complete silence, a productive quiet buzz will
be allowed, however if off task and too noisy, silent work will be put forward.
15. For those students who finish early, encourage students to write a simple
prayer to God, thanking him for the gift of their Family. Great Prayer Formula Sheet
16. Students are to collect the guide to writing a prayer of thanks and prayers Some Prayer Beginnings and
starters from the teachers desk. Endings sheet
Assessment: (Were the lesson objectives met? How will they be assessed?)
Mode of Assessment:
- Informal observation of students’ participation in Piggybook activity of
completing the statement with their contribution to family life.
- Formative Assessment: Rubric marking of poster once complete, assessing
the students’ demonstration of understanding and knowledge of the ways in
which people contribute to family life through gifts, rules, celebrations and
co-operation. Anecdotal notes in Exercise
Assessment Strategy: book
- Anecdotal notes in exercise book of observations made throughout the lesson Marking rubric
- Marking rubric of final assessment piece.