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What is the main focus of this lesson?
Look at when students should pray and what they should pray for? Patience in praying.
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?
In this lesson students will learn about what things they can pray for. And in what circumstances they SHOULD be praying. They
will remember back to previous lessons and what other characters had prayed for. The idea of Prayer is further grown in this
lesson. And the important of Patience is emphasized in this lesson as characterized by the life of Hannah.

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.)

• Students gain the understanding of how and when we pray
• Have students analyze a character in the bible’s actions and reactions during a troubling time in their life.
• Have students think about their own lives to that of Hannah’s.

II. Before you start

Prerequisite knowledge and skills.
An idea on what prayer is and how we do it. Writing and reading.

• I will have students write down how their idea of prayer has grown or changed from
the beginning of the unit.
(formative and summative)
• I will assess my students by asking them questions to think about their own lives

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



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 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 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 &
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
Technology utilized?

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

Bibles, faith journals, pencils, pens, worksheet (bottom of these doc.) page 175 from student

Do you need to set up your
classroom in any special way for
this lesson? If so, describe it.
Groupings Utilized?

III. The Plan
Time Parts

Class can be set up in rows or groups; it does not matter for this lesson.

The description of the lesson, teacher activities and student activities
Hot lunch

Hand out 3x5 notecards to each student.
• Pose this question to them
o Have you ever wanted something so badly you would do anything for it, no matter
the cost?
o Write down:

§ What this thing was.
§ Feelings you felt during this event?
§ What were you thinking of doing in order to achieve this? AND
§ How did this event turn out

• Pick a few sticks for students to share with the class.

Remember to
Today we are going to read and learn about someone that wanted something so bad they would have
be intentional
done anything to get it.
about planning
Have students take out their bibles and turn to 1 Samuel 1.
• Hand out worksheet with questions on it for 1 Samuel 1
Integration into
• (page 175)
your lesson
Depending on the moods and actions of the students, have them read 1 Samuel 1 silently or read a
portion for the whole class and have them call on students when they want to switch. Have students
fill out worksheet as they read.

After students finish with worksheet ask:
So what have we learned from Hannah and Jacob (previous lessons) so far?
• That persistence is good and that by pouring out our hearts before the Lord and having faith
in Him we make better decisions in life. The more sincere we are the more it seems that God
is responsive to us.
Think of a time you were mocked or ridiculed? What was it about and how it made you feel? Think
about Hannah and what she was going through.
• Hannah had many other options instead of praying to God. Most would not be favorable to
her and some may even have harmer her.

• No matter what the request or how we feel about a situation we should always pray about it.

Go over the worksheet from page 175

All of you here have been down, depressed due to some other’s action. Many times we are mocked or
pushed around and after when no one sees us we may feel helpless and unloved. During these times
the best choice is to pray about it. God may not seem to answer it right away but keep being persistent
with it and God will answer it in some way.
• Prayer can cause comfort, confidence, relief, trust, and praise.


Have students update their idea of prayer in their faith journals. They should date the journal entry
and explain what about their idea changed or what added to the idea.

Teacher Intern Post Observation Reflections
On a scale of 1-10 how well do you think your lesson went?
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?
Students were engaged in the lesson and read with each other for the whole reading of Samuel 1. I did not get as much done as
I had hoped so tomorrow we will recap and the students will learn the takeaway from looking and reading about Hannah’s life.
Devotions went a little long and it seemed like the kids were off today in all subjects. All of the teachers agreed on that.
Transitions were very hard to do in this lesson because all the students were talking about things not related. For the next few
lessons I will keep working on transitions and keeping students busy. With what we did cover the students were engaged and
asked questions going further into the text, so I was very pleased with that.

How will the information you gleaned from this lesson assist your future instruction?
Keep students on topic by myself not giving an inch towards one of their tangents. And drawing their attention right away when
something is mentioned off topic

What I want to remember not to forget…

Keep pushing when teaching draw students attention purposefully on the subject or topic at hand.


1. How did Elkanah show Hannah that he loved her?

2. What had Hannah been unable to do?_______________________________________

3. Hannah was ridiculed on a continual basis by Elkanah’s other wife, Peninnah. What
was Hannah’s reaction to Peninnah’s ridicule?


What did Elkanah ask Hannah in 1 Samuel 1:8? Why do you think he said these things?