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SIX | LESSON PLANNING – TEMPLATE 3

Subtask: Religion – Story of Moses Timeline: 1-4 days (can be less)

Expectations Addressed:
LS1.1: Identify and compare the call stories in scripture which reflect conversion and fidelity to God as the
foundation of our vocation and which can transform the lives of others
LS2.3: Identify situations of injustice in society, our country and the world which oppose the virtue of human
dignity and fundamental human rights (e.g. right to life, liberty, religious freedom, food, shelter, health care,
education, and employment) and use those examples to describe social justice which reflect the principle that
“everyone should look upon his neighbor (without any exception) as ‘another self’”
Learning Intention: Success Criteria:
- Students will gain knowledge of the story of Moses - I can identify the main idea/point from the passage
- Students will have an opportunity to sketch out the - I am able to make connections to real life situations
main idea of the passages they will be reading during this exercise
- Students will understand the sacrifice that Moses and - I am able to see the injustice of the Pharaoh in the
God had to make for the salvation of the Israelites Scriptures
- Students will understand what it means to be devoted - I am able to work in a group setting and discuss the
to helping others task at hand
- I used the Bible reference and title somewhere on
the poster (include Bible book, chapter and verse,
and the name of the chapter)

Opportunities for Descriptive

Assessment:
Feedback:
- how well can they pick out the main - having students expand their minds
ideas of the excerpts from the Scripture further by asking them about why
¨ Modelled - are students able to connect to the they chose to discuss certain topics
¨ Shared scripture and pull out information that of injustice (e.g. slavery,
¨ Guided will be useful for them in the future homelessness, etc)
¨ Independent Practice - are students able to see the injustice
¨ Other in our own world, and reference back
to the passages in the Scripture
- does the poster have a nice flow to it,
can you read it, do the colour choices
make the main idea stand out
Accommodations/Modifications
Resources: Differentiation:
(ELL/IEP):
- Bible - If they would like to recreate this - have students work in a smaller
- Religion textbook online, they have the ability to do the group to focus a little more
- Chromebook drawing, and also complete a Google - pair off with the EA and another
- Large paper Slides presentation (3-4 slides) about student in order for further
- Markers/pencil crayons the Scripture passages explanation if necessary
- Pencil + eraser - to help improve students with their
writing, they could also write it down on
a piece of paper
-students can also listen to the bible
verse on Bible Gateway
Beginning/Engagement: - Guiding question: What do you see around the world that is not fair/just?
- See what the students say and build off to what they know about the
story of Moses. Have students summarize it to you. Gauge to see where
they are in their knowledge of the story.

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 - Ask the students if they know what the term “Exodus” means (it means to “go
out” or “on the way out”, referring to the Story of Moses leading the Israelites
from Egyptian slavery

- Have the students listen to an audio clip of the bible verse Exodus 14:5-31
from Bible Gateway (roughly 5-10 minutes). Stop for important questions such
as:
- Why did the Israelites want to stay in Egypt when they found out that the
Pharaoh was going to come after them? Why did they not want their
freedom?
- How did God help the Israelites and Moses when the Egyptians came
for them? In what form did God come in? (Pillar of cloud during the day,
pillar of at night to light their way)
- Why are they giving thanks to God? What did He do for them? (give
them a sample song from Prince of Egypt on Youtube. Start clip at 2:27,
end at 3:32—instead of reading Exodus 15:1-21)

- When asking these questions, recite the passage that you are referring to, in
case the students were lost. These questions are to ensure that the students
were paying attention and that they can form ideas about what they
heard/read.

- Introduce the Minds On Activity

Middle: - The class will be participating in a large gallery. Students will be split into
groups of 2 (9 groups in total). Each group will be given a passage from the
scripture listed on pages 43-47. Once they have been given the passage, they
will have to read both the summary on whichever page their passage is on
between 43-47, and also the passage within the bible so that they understand
what is happening in the passage. (This may take the full class, depending on
the reading level of some students. If they happen to be finished, present them
with a small sheet of white paper for their rough copy of their poster)

- Once they have listened/read the passage and the summary, they are now
ready to start designing their poster. This poster must be different than the ones
in the religion textbook, or have very few similar elements to it. The posters are
to reflect what is happening in the passage. On the Smartboard, have the list of
Bible references with the book, chapter and verse with the title of the chapter
on the screen

- Provide the students with large paper, markers and/or pencil crayons.
Students can create a mock poster on a smaller sheet of paper, and do their
good copy on the large paper. (Take most of the class, 30 minutes or so)

- Once they have completed this, have them prepare a summary of what is
happening in the picture, as mentioned in the bible verse. Have them tell us
what the passage is, what the title of the passage is, and what the depiction is
about. This can be done on Google Docs. (10-20 minutes)
Wrap-up: Students will post their pictures around the classroom and stand by their
picture. They will present what they did, tell uswhat the title of the passage is,
what the passage is about, point out who is in the picture, and those characters
are doing.

After all the students have presented, have the students walk around the room
looking at each other’s art to admire the life of Moses.

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 Reflections:

Planning for Student Learning © 2016 ETFO/FEEO CHAPTER SIX | LESSON PLANNING – TEMPLATE 3