SCHOOL OF EDUCATION

RE LESSON PLAN
Lower Secondary
LESSON ORGANISATION
Year Level:Year 10

Term:4

Learning Area:Religious Education

Chapter/Overview
Key Understanding:
Students will recognize ways in which God has created a
concern for justice within humanity.
Lesson Learning Point/s:
Students will understand that God has created within
people the potential to love justly.
Time:

9.00-9.50

Students Prior Knowledge:

Students have signed up for Padlet but not
for Glogster. They will need to be taught step
by step how to use the site.
Students have a general understanding of
the purpose of RE and will be familiar with
sacred texts and religious documents.
In term 3 students explored the work of the
Holy Spirit and the church. No specific
knowledge is needed for this lesson as it is
the beginning of term and thus a new unit of
work.

Date: October, Week 1, Tuesday

General Capabilities (that may potentially be covered in the lesson)

Critical and
Literacy
Numeracy
ICT
creative
thinking
(may be addressed in the lesson)
competence

Cross-curriculum priorities

Aboriginal and Torres Strait Islander

histories and cultures

Ethical
behaviour

Asia and Australias engagement with

Asia

Personal and
Social
competence

Intercultural
understanding

Sustainability

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:
1. Define fairness and justice
2. Produce a collaborative work of examples of justice and/or injustice
3. Explain the notion of justness originates from God
Teachers Prior Preparation/Organisation:
(including Teacher Witness)

Have the WebQuest website address written on the

board before the lesson starts.
Have the YouTube video ready to go.
Have a link to a Padlet session on the website
Have a link to the Glogster on the website
Make sure everyone will have access to a computer/
laptop.
Prepare the learning space.

Provision for students at educational risk:

Several of our students are Australian Aboriginals
so we will be sure to include skin groups,
regional and extended family samples in the
Scavenger hunt image for human families. I will
include various community groups in the family of
the world to illustrate the importance of Gods
human family not excluding feuding family
members.
Groups of 4 will have pre-selected and assigned
to ensure low literacy rate students are paired
with higher level readers and capable scribes.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Time

Things to keep in mind:

Greet students and take roll
Ask how their holidays have been etc. and review Term 3 content.
Make note of how far they have come and what direction term 4
will go.
Students to all have access to a computer and log on.
Seated according to teachers instructions.
Motivation and Introduction:

Personal testimony of impact of American Civil Rights

movement on Black Americans, including me.
Segway into Selma movie, Trailer 2:33 Running Time
https://www.youtube.com/watch?v=x6t7vVTxaic
At end of trailer instruct students to login to Padlet.
http://padlet.com/jennyjongste/ckxc7ctlr1db
Have website written on Whiteboard for slow learners
Lesson Steps(Lesson content, structure, strategies & Key Questions):

ICT Activity 1: Padlet

Students will input personal stories, words, opinions
about what they consider to be justice in Padlet. They
can also include definitions that they like from various
websites.. Teacher will assign one student to use
mobile phone timer for three minutes. Once the timer
goes off, students direct attention to front screen with
display of their ideas.
Defining Justice/Fairness
Explain difference between fairness and justice and facilitate
discussion about the notion of Justice.
Definition of Fairness from dictionary.com: the state,
condition, or quality of being fair, or free from bias or
injustice; evenhandedness:
Definition of Justice from dictionary.com: the quality of being
just; righteousness, equitableness, or moral rightness.
Activity 2a: Glogster Digital Posters
This part of the lesson will accomplish the second lesson
Objective.
It will build on the students definition of Justice by using real
world examples to flesh out the concept.
This activity will move from their own experiences of justice/
injustice to encompassing the universal human experience.
In many societies, people are treated unfairly because of their colour, race,
opinion, gender or religious beliefs. Mature people become concerned at this
unfairness, and try to do whatever they can to bring about change.
Task: In groups of 2 or 3, students will be responsible for a glogster
page. They will design and decorate a page(s) that focuses on one

Resources/Reference
s

example of either justice or injustice. The pages will have the

following information:
1. Describe your example
2. Why is this an example just or unjust
3. What is being/ has been done or is not being/ not been done
to address the issue.
Digital posters may include photos, drawings, words, paragraphs,
quotes, videos, sounds, personal opinions, citations etc.
Students can draw on examples from:
- Recent News Stories
- Historical figures and Events
- Modern day figures and events
- Significant Justice Issues
- Justice systems/ processes
- No personal Experiences to be used.
Remember:
- Walk around helping students by stimulating thoughts,
helping them to reflect on
- Give a warning when they have only a minute left
- Make clear that I can see their work and any abuse will not be
tolerated. (they know this from previous lessons)

Activity 2b: Glogster Comments

This activity will help students actively reflect on the patterns of
justice and injustice that they see in the examples they have
chosen.
Task: After everyone has finished their posters they will be able to
take some time to have a look at other ones and make
comments.
Reflection
What do we notice:
- There are a multitude of examples of justice and injustice in the world
- In happens in multiple cultures to multiple people in multiple times
- People have different ideas what should be classified as just or unjust
The notion of Justice originates from God
For a society to be truly just, it must protect the rights of all its citizens not just
some.
Justice is a basic human value. It is a feature of truly human love, a love that
is concerned for the good of others.
The desire for justice originates from God. Jesus showed us most clearly
what it means to act with justice and love.
If a persons sense of justice matures as created by God, two other concerns
will develop:
- Concern for the rights of the creator
- The growing ability to love others as members of the human family
(next lesson will focus on this)

Assessment: (Were the lesson objectives met? How will these be judged?)
During Class

Objective 1: Define fairness and justice

Informal: From discussion on Padlet and following
discussion
Objective 2: Produce a collaborative work of examples of justice
and/or injustice

Formal: Teacher is able to access the Glogster

posters
Informal: Travel from group to group helping them
think through the activity.
Objective 3: Explain the notion of justness originates from God
Informal: Teacher questioning

End of Class
Some summarizing questions with the whole class.

Lesson Closure:(Review lesson objectives with students)

Possible Review Questions (from rubric):
1. Did we integrate ICT into the curriculum (i.e., computers are
not just things that students learn how to use; they are tools
that help students learn in a range of learning areas).
2. Did we encourage ICT to be used collaboratively as thinking
tools to solve problems (i.e. social constructivist).
3. Did we engage students in content in an interesting, novel
and exciting way.
4.
(These will be displayed on the website)

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