You are on page 1of 5



Unit of work: Salvation topic: Human person Topic: The
Nourishing Our Goodness Eucharist Eucharist Promise of Christian Salvation
Students’ Prior Knowledge: (include faith situations/previous
Year Level: 5 Time: 40 minutes
Students are familiar with the person of Jesus. They understand the
nature of the coming of Christ, that he was sent by God as an act of
Key Understanding: love for us. They are aware he performed miracles and healings and
B1 Jesus had good human qualities that he is a role model for us to look up to. However, the
understanding of his divinity and the mystery of the holy trinity is still
to be further developed in the classroom.
Learning Point(s):
B1.1 Identifies good human qualities
demonstrated by Jesus. Students know they take turns alternatively each week accordance
to class prayer chart to read the class payer.

‘Charades’ is a game that has been played in their Year five

KEY: classroom for other subjects and religion lessons numerous times.
Teacher strategy Students are competent in how to participate, rules and the game’s
Behaviour management objective. Rulings such as having to raise your hand to guess
without calling out so that the role play isn’t interrupted (teacher’s
Provision of educational risk
classroom modification of ‘charades’). Students also have always
been encouraged to be inclusive and ensure roles are switched and
all participate as equally as possible and do this well.

Students are currently tackling the skill of finding a scripture

reference. This skill needs to be refreshed in this lesson to renew
student’s memory. Teacher prompts by annotating on the
board; Mark 10:13-16


Spiritual and Religious Capabilities (that may potentially be covered in the lesson)
Prudence Justice Fortitude Temperance Faith Hope Charity
e.g. Right choices. Exploring E.g. Right E.g. Inner E.g. Moderation e.g. Prayer e.g. e.g. Service
the right choice by relationships strength Reconciliation
exercising good qualities
that Jesus modelled for us.
General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural

competence creative behaviour Social understandi
thinking competence ng
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Sustainability
histories and cultures Asia
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:
 Students demonstrate Jesus showing his good human qualities
 Students identify Jesus to not act in a lack of compassion, unkindness, dishonesty and a lack in courage
 Students find bible passage
 Students justify Jesus as a role model who exercised good human qualities
Teacher’s Prior Preparation/Organisation: Provision for student diversity:

Class has a prayer chart. Charts responsibility of which Shala has language based dysgraphia which
students reads class prayers that week. Also has class makes it difficult for her to translate her ideas into
prayer book. Teacher chooses a prayer related to lesson. written form. By allowing the students to come up
This lesson’s will be – “Foot prints in the sand prayer” with a role play Shala can equally contribute and can
(attached below) excel.

Finds scripture references that are an example of Jesus Thomas has down syndrome which has low muscle
demonstrating; tone. The difference of roles in the play allow Thomas
to choose what he feel able and confident to perform
- Compassion (e.g. can narrate). In giving the students time to work
- Honesty and practise in their group accommodates for
- Courage Thomas’ cognitive delay. In group work the teacher
- Kindness has found Thomas’ peers to be especially
encouraging and accommodating, great for Thomas’
Write up scripture references on board next to their social competence.
correlating quality for students in groups to find in their Extension – Due to having open-ended questioning
class bible. In this case; this lesson allows students to extend themselves in
creating complex scenarios.
- Compassion (Luke 7:11-15)
- Honesty (John 6:53-66) Engagement – Students are actively moving and
- Courage (John 18:1-11) acting to engage in the lesson that has an arts twist.
- Kindness (Mark 10:13-16) It is also sold to the students as a game to appeal to
the fun and competitive nature in students.
Write up which students will be grouped in which group. Special Considerations – In relating Jesus to good
qualities of the human, students of all faiths can
Materials to acquire; engage as these good human qualities are
universally important to all faiths.
 Box with slips of paper requires paper to be
ripped into four strips, labelled, scrunched and
placed in box (alternatively a hat).

 Timer

 4x class bibles (NRSV)

 1x class dictionary

 4x Poster paper (A3) and Texta kits

LESSON DELIVERY attach worksheets, examples, marking keys, etc. as relevant

Time=40min Resources/References
0min Motivation and Introduction: 5min
Open the lesson with Prayer. Student that reads prayer is written on Class Prayer book –
class prayer calendar. That students Footprints in the sand by Mary
Fishback Powers
Teacher calls out student’s names in desired groups (2010)
*Groups desired to have 3 - 4 students

One member of the groups comes to the front. Lucky dip from Box with Box with slips of paper
paper slips reading either; lack of compassion, dishonesty, unkindness or
lack of courage is chosen. Groups are too keep their quality secret.

(Image of paper strips labelled is seen above)

Example of ‘poor qualities’

Group 1 – unkindness
Group 2 – lack of courage
Group 3 – dishonesty
Group 4 – lack of compassion
(Depending on class numbers there can be a fifth group that has a repeat
of any of the qualities)

Lesson Steps: 20min

5 min
In their groups, students discuss and invent ways to role-play for class
game of ‘Charades’, demonstrating their ‘poor quality’ in a scenario at
school (or home). They have 5 minutes to distribute roles within their
group so that all are actively involved and practise their performance of
their scenario.
As students do so, teacher writes up clearly the four good human Timer
qualities on the board and sets timer.

Once 5minutes is up students take seats and groups take turn to perform
their skit/ role-play/scenario to the class. In conclusion of their skit they
choose the peer that raised their hand first to guess. Next group. Teacher
intervention only when needed, use this time for assessment and to
exercise responsibility of the students.
(William Glasser’s ‘Choice theory’ for classroom management is

After all scenarios are performed students re-group and are given a
15min scripture reference according to their ‘poor quality’ that demonstrates an Scripture references (found on
example of how Jesus dealt; underside of students slip they
- Compassion (Luke 7:11-15) lucky dipped from the hat
- Honesty (John 6:53-66) earlier in the lesson)
- Courage (John 18:1-11)
- Kindness (Mark 10:13-16)
Class Bibles (NRSV)
Teacher briefly refreshes memory of finding scripture reference on the
board. Also writes word “indignant” on the board and providing the group
who comes across this word with a dictionary to decode its meaning
(choice theory.) Dictionary

Teacher explains direction, discussing the following teaching points

before students continue investigation and discussion in groups;
- Find and read passage as a group Timer
- Discuss within group how in their previous skit performed,
Jesus would have dealt with this by showing good human
- Create a new skit that demonstrates what Jesus would have
- Must alternate roles
- Given 5 minutes to do this (however walk around prompting
students to move on from reading a discussing scripture passage
to re-creating skit)

The re-creation of skits illustrating “what would Jesus do” is conducted in

similar manner to previous skit performance. While students create and
then perform these new skits is a perfect opportunity for teacher to

Lesson Closure:(Review lesson objectives with students)

Students remain in groups and create a poster titled;
Title- How we can show _________ like Jesus

This is a group brainstorm of different ways Jesus shows compassion or

Poster paper
kindness etc. This poster is a reiteration of what students have learnt
Texta kit
today and is another way to show their knowledge and meeting of
lesson’s objectives. These postures will be hung on the classroom wall
as a reminder of our CHRISTIAN RESPONSE in acting as Jesus
modelled for us with his good human qualities.

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

Class pack up and return to assigned seating for next lesson


Observational checklist during lesson as teacher listens to group

discussions and performance of skits as well as work sample (poster)

Checklist as attached below. Checklist has available space for anecdotal

notes for teacher reference and clarification.

Assessment – Observational Checklist

(with additional anecdotal notes for clarification)

OBJECTIVE A - Students demonstrate Jesus showing his good human qualities

OBJECTIVE B- Students identify Jesus to not act in a lack of compassion, unkindness, dishonesty and a lack in courage
OBJECTIVE C- Students find bible passage
OBJECTIVE D- Students justify Jesus as a role model who exercised good human qualities

Group Students Objective Objective Objective Objective Notes

1 Amelia Y Y Y Y
Troy Y Y - - Was quiet in group discussion
Kayla Y Y Y Y Lead group
Reece NA Y - NA Poor attitude today
2 Adele Y Y NA Y
Cont.. Y Y - Y

( - ) Yet to be assesed
( Y ) Achieved
( NA ) Not adequet

By Mary Fishback Powers (2010)

One night I dreamed a dream.

As I was walking along the beach with my Lord.
Across the dark sky flashed scenes from my life.
For each scene, I noticed two sets of footprints in the sand,
One belonging to me and one to my Lord.

After the last scene of my life flashed before me,

I looked back at the footprints in the sand.
I noticed that at many times along the path of my life,
especially at the very lowest and saddest times,
there was only one set of footprints.

This really troubled me, so I asked the Lord about it.

"Lord, you said once I decided to follow you,
You'd walk with me all the way.
But I noticed that during the saddest and most troublesome times of my life,
there was only one set of footprints.
I don't understand why, when I needed You the most, You would leave me."

He whispered, "My precious child, I love you and will never leave you
Never, ever, during your trials and testings.
When you saw only one set of footprints,
It was then that I carried you."