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What is the main focus of this lesson?
How did Elijah pray to God? Faith is incredibly important when we pray
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 we learn more about prayer and what we must have when we pray (faith). Students learn the importance of faith
and when to ask things of God when they pray. This is lesson 6 of the unit. We will be looking at the story of Elijah and how he
needed faith during his encounter King Ahab and the Baal worshippers.
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 will learn when it is appropriate to ask for certain things when they pray to God
• Students will determine what is appropriate to ask for when praying
• Students will analyze the laws of nature we know and what God can do about them through the story of Elijah
• Student will read and create a picture relating to the story of Elijah
• Students will present this picture(s) to the class for a grade.

II. Before you start
What is prayer? How we pray? How we should come to God when we pray?
Prerequisite knowledge and skills. Writing, reading, drawing

• I will assess by asking them questions, listening to their answers and having them
write about things that are appropriate to ask God in prayer and when they should
ask for them.
• I will assess students by asking them questions about things and how (scientifically)
(formative and summative)
they work
• I will assess student’s presentation to the class by listening and looking to
presentation and visual aid.

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 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.

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

Materials-what materials (books,
handouts, etc) do you need for this
Technology utilized?

Bibles, activities sheet page 179, faith journals, chart paper, colored pencils/markers, pencils

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

Students will be in four groups for class. Arrange students in groups of for when necessary.

III. The Plan
Time Parts

The description of the lesson, teacher activities and student activities

Hot lunch slips
For devotions students will listen to “praise you in the storm” by Casting Crowns.
As they listen have them write in their faith journals about words or phrases that spoke to them. Have
them pay close attention to the word, “Amen” in the song. Have the students answer this question as
they first listen to the song: What does Amen mean in this context?
Listen to the song twice. For the second time have students continue writing or close their eyes and
reflect on the words sung.

Laws of physics-Drop a ball/bounce a ball. Ask the students how this happens. What makes things fall
or bounce. If I stand a book up and push on it what will happen? How do you know that this will

• Can you think of a time when the laws of nature were broken or altered? (sun stood still,
friends of Daniel did not burn in the fire.)
• If God created the world and wrote all of the laws, does he have the right to break his own
• Do God’s people have the right to ask God to break laws of nature or to do something

• Read Mathew 17:20-21. Ask students what does Jesus say is possible when we have Faith?
Remember to
(anything is possible when we approach God in Faith)
be intentional
• Select a student to read Mark 9:23. Select a different student to answer: What does this verse
about planning
say? (everything is possible for those who believe)
• Read Mark 10:27. What does this verse say? (with God all things are possible)
Integration into Today we are going to be talking about Elijah. He knew God well enough he knew that he could trust
your lesson


God to do “the impossible”

Read the summary of Elijah in the teacher handbook

Split class into four groups (keep students as they are seated)
Assign group each group a section:
• 1 kings 18:16-26a
• 1 kings 18:26b-29
• 1 kings 18:30-35
• 1 kings 18:36-39

Have each group read and draw a picture or series of pictures to represent the verse they read.
Students will share this with the whole class.

Have students present their posters to class then hang them so that all students can see them (on

Hand out the activity worksheet found on page 179 to the groups.
• Have students fill out the worksheet and use the pictures as reference.

Go over the worksheet with the whole class.

After answering this have students take out their faith journals and answer this question: Is there
something today that we could pray for that might be impossible for people to do?
• After they have put something down ask them: is this something that we should actually pray
for? Why or why not?
Remember that Elijah had a very close relationship with God before he asked God to disobey the laws
of nature that He created. What Elijah asked for was not for his own selfish Desires but he asked
something to glorify God so that the people knew that God was sovereign. If what we ask for
accomplishes God’s purpose He may grant out prayer.

Update student’s faith journals and the idea of prayer. What have they learned about this idea or what
about today reinforced what they already knew?

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?
I thought that the students worked very well together, this somewhat surprised me and I was a bit pessimistic about this lesson.
I wanted to try it and see what happened. When I planned this lesson I dictated who was with who to try to get the best
outcome for the class. I believe this helped. By communicating steps I wanted the students to do and providing that structure I
think the lesson went well. I need to make sure that I do that for all my lessons, making sure I know my content well so that I
can do management well. I did not accomplish what I wanted to do in this lesson. I was hoping to get a bit farther. The goal of
this lesson was to teach what students can pray for and when they could do it. This portion I will have to move to Monday’s
Bible class. (Tomorrow the whole school has chapel in place of 1 hour) If I taught this lesson again I think that I would still

communicate what I wanted with the posters before passing everything out. Today I stopped the students a few times to better
explain what they should be doing and where they should be doing it. I do not believe this disrupted learning but it did make the
lesson less efficient.

How will the information you gleaned from this lesson assist your future instruction?
I need to do my best to thoroughly think out a lesson and how every thing connects. I need to think of all the steps I will say ahead of
time so that when it comes to it and know what I will say. I believe this will also come as I gain more and more experience in

What I want to remember not to forget…

Know my content as well as possible so that my language and management can be the best it can be.