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I.

Objectives
What is the main focus of this lesson?
Main focus of this lesson is to look at the Heidelberg catechism. Explain its history and why it was made and what it says about
what we as Christians believe about prayer.
Briefly describe the context of your lesson. How long have students been studying this particular topic and/or how does it tie
into a unit?
This is the second lesson on prayer. Yesterday’s lesson was to introduce prayer and have students think about what it is and why
we do it. Today we will be looking further into what it is and why we do it according to the Heidelberg catechism. After students
have looked at this they will be looking at how different people prayed in the Old testament and what God promises us through
prayer.

What are your objectives for this lesson? Indicate connections to applicable national or state standards.
(If an objective applies to only certain students write the name(s) of the student(s) to whom it applies.)

Give a brief explanation of about what the Heidelberg catechism is and the purpose of it.
Show what prayer is according to the HC
Have the students find how people pray in the bible and then analyze if these things people did are good or bad when we pray
Have students realize what God promises us through prayer.





II. Before you start

Prerequisite knowledge and skills. Intro questions to prayer talked about yesterday. Have an idea of what prayer is and how we

should be praying.


I will assess students by asking them questions about Why we pray, and what God promises
Assessment
us when we pray.
(formative and summative)
I will also assess students by reading their responses in their faith journals comparing their
previous idea of prayer and what they think now.

Universal Design for Learning Networks/Domains (see UDL Guidelines)
RECOGNITION

STRATEGIC

AFFECTIVE

Multiple Means of Representation

Multiple Means of Expression (Action)

Multiple Means of Engagement

Options for Perception
Provide concrete objects such as books,
handouts, and paper

Options for action/interaction
Students will be going through the bible
looking a different verses and students
will be creating a poster and presenting it

Options for Language/Symbols
All words or symbols in lesson should be
understandable. But we have access to
dictionaries and chromebooks.

Options for Expression
Students will be giving a report on a few
bible verses. Students can talk, draw, or
could do a skit


Options for recruiting interest
Another lesson in prayer. Students will
have a few options as to what they will be
creating on poster.


Options for Sustaining Effort &
Persistence
Students will present poster so they will
have to create one.

Options for Comprehension
Throughout the lesson I can pause and
reflect on what is being taught. Different
question strategies will also be used to
check comprehension and to assess for
other questioning to gain a students
better comprehension.
Materials-what materials (books,
handouts, etc) do you need for this
lesson?
Technology utilized?
Do you need to set up your
classroom in any special way for
this lesson? If so, describe it.
Groupings Utilized?

*Comments:

III. The Plan
Time Parts
5-15
Motivation
(Opening/
Introduction/
Engagement)

Options for Executive Function
Students know the objectives of the
lesson and what they will need to create
as a poster. They will see others present
and can gain ideas for their presentation.

Options for Self-Regulation
What students gain or learn will be
assessed at the end of the unit. So at the
end of each lesson in this unit they have
time to journal about what they have
learned.

Bible, faith journal, pen/pencil

Computer, overhead projector, screen
Students can be in desks or rows. How the desks are setup does not matter as long as
students can see the screen.

The description of the lesson, teacher activities and student activities
Bible memory-The books of the bible (Old testament). due Friday 9/30)
Devotions-Jesus calling Sept. 26 write in faith journal

So yesterday we talked about why we pray and then looked into some famous prayers. We looked at
what other people prayed for. We are going to briefly look a bit deeper into why we pray and what we
can ask of God when we pray.
So some of you have heard of the Heidelberg Catechism. Most of you said you do not know what it is

so we are going to briefly learn about it because it talks about prayer.

Development:
So if you have heard about the Heidelberg catechism where have you heard about it? Church? At
Remember to
school? At home? What is the context that you heard it in?
be intentional
• Brief history-in the 1500 in Heidelberg Germany the Christian church split in two. Lutherans
about planning
and Catholics disagreed on what they believed and often times the disputes ended in deadly
your
violence. The ruler (Frederick III) at the time wanted to come up with a Catechism or
faith/worldview
confession of faith so that the violence could end and people could agree on what Christians
Integration into
believe. He appointed theologians to create this document who were around 20-30 years of
your lesson

age. After this committee came up with a draft the ruler sent it to synod (which is a huge
group of theologians who review items and the passes or rejects law and bi-laws that the
church must follow) after synod carefully reviews this draft they accepted it. This document is
known as the Heidelberg Catechism. So the Heidelberg Catechism is a document written in Qs
and As and tells us what the Christian Reformed church believes in and teaches. All answers of
the Questions in the HC are based on the Bible.

Closure

“Four corners game”. Ask the students if they agree or disagree with these statements. Have them
write their response and rational in their faith journals: Prayer is necessary For Christians.

So what does the Bible say about Prayer?
Ppt. slide with the Heidelberg Catechism
• Go to the ppt slide that has the Lord’s Day 45 on prayer.
• Read Q&A 116 and 118 with the class
• Ask the students why prayer is necessary for Christians

Have students individually find Duet. 9:18, 2 Sam. 6:14, 2 Sam. 7:18, 1 Kings 8:22 and Daniel 6:10.

Opinion question: Ask the students
• Do you think any of these actions people have done while praying is wrong?
• Does God require us to act a certain way when we pray?
o Yes, as long as we show reference and respect to him when we pray.




For the remainder of the class have students journal about what they now think prayer is and how it
has changed or stayed the same from the first lesson. (Make sure they enter the date)




Teacher Intern Post Observation Reflections

On a scale of 1-10 how well do you think your lesson went?
1
2
3
4
5
6
7
8
9
10
1=not well at all





10=it couldn’t have gone any better!

What about your lesson went especially well? What strategies were effective? Did the students learn what you intended them to
learn? What specifically would you change if you were to teach it again?
I thought that student participation went pretty well. I did not have to pry students to answer all of my questions. I could have
picked sticks but the students all filled out the worksheet accompanying the material and the students also interpreted and
made connections between the Heidelberg catechism and the bible. Having students fill out the worksheet by themselves was
effective but the students did grumble when I passed it out. At the end of the lesson I think that students learned that prayer is
a tool used to closely communicate with God and that there are many things we can ask of Him when we pray. I was not
entirely happy with the entire outcome of this lesson I think that it could have gone quite a bit smoother, starting on my end.
The night before teaching this lesson I should have gone over the lesson to more familiarize the material and teaching. This
would have made for my speech to be much smoother when talking and explaining things to the students. I felt that my
language was choppy when talking with them.