Principals of Religious Education 1

Lesson Plans

Natasha Griffin (20173134)

University of Notre Dame, Fremantle.

 SCHOOL OF EDUCATION
RE LESSON PLAN
Pre-Primary/
Primary A

LESSON ORGANISATION

Unit of work: God knows Salvation topic: Human person Topic:

everything Church The Creator

Year Level: 4 Students’ Prior Knowledge: (include faith

situations/previous lessons/Units)
Key Understanding:
This is the introductory lesson for this RE unit.
A1 Wondering at our learning gifts
In previous year students have explored ‘Gathered as
one’ in response to the same salvation topic of Church

In Year Two, the students learned about the gifts of

curiosity, memory and thought (reason). These gifts
Learning Point(s):
are reinforced before moving to the new content below,
the imagination.
A1.1 Identifies ways the imagination helps them to
learn Students have used their mini white boards various
times on the mat. They know they aren’t allowed to
touch them until they have been instructed to do so.

Students are familiar with their iPad and have used

bubble.us to create multiple brain storms in class.

Know how to access and upload a document to a

google doc account under their name.
Spiritual and Religious Capabilities (that may potentially be covered in the lesson)
Prudence Justice Fortitude Temperance Faith Hope Charity
eg Right choices eg Right eg Inner strength eg Moderation eg Prayer eg Reconciliation eg Service
relationships Students will
compose a
prayer giving
thanks to god for
their learning
gifts.
General Capabilities (that may potentially be covered in the lesson)
Literacy: Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative behaviour Social understanding
Students will Using their thinking competence
be writing on iPad to Whole class
‘I wonder’ approach to
their mini construct a questions
white boards mind develop a
thought-out the brainstorm of
as well as map/brainstor lesson to spark
constructing a m their
ideas (intro)
concept map. imagination
Working
Listening to individually to
the book create a mind
‘Imagine’ map
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:
 List four ways imaginations helps us to learn on their mini whiteboards.
 Display their understanding of how imagination helps us to learn by creating a mind map on bubbl.us on
their iPad.
 Compose a prayer of thanks to God for our learning gifts.

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

(include Teacher Witness)
Learning difficulty:
In step A students will be provided with the opportunity to
wonder, they will learn the importance of our learning gifts. For Student A: Make sure student A has their hearing aids
this lesson they will be discovering how imagination helps us on and are in the correct ear.
learn, for example picturing in our minds, recalling scenes and
thinking about ‘what might be’. Student B: Depending on the time of day make sure
Teacher:
student B has taken their ADHA medication at their set
The teacher will bring in images of art she has done to show the children time, which will ensure they can concentrate. During
what her imagination has led her to achieve. Images of her mosaic in the lesson make sure student B has their air-filled
the backyard as well as pictures of sculptures she has made. Might even cushion, and their stress ball if need be to prevent
be able to bring a few of her smaller paintings in. She will express how
fidgeting or distracting others.
her imagination has led her to this:

- Able to be more creative Weaker students:

- Helps me express my feelings and thoughts through colour, shape, Will work with the teacher when creating their mind
texture
map, instead of using ICT(IPad) for this lesson they
- Recalling scenes from the past
- Making up stories to tell others may use a piece of butcher’s paper and coloured
- Think about ‘what might be’ pencils for an easier visual approach. The teacher will
- Picturing in my mind also be writing any words the students need on the
white board as it is not a spelling test/English lesson.

- Ensure students have access to their iPad and that Advanced students:
they are charged If they finish early they are encouraged to add more
- Mini white boards available x21 than four ways ‘imagination helps us to learn’ onto their
- Spare white board markers for students mind map. Encourage them to come up with ideas that
- Butchers paper and pencils for struggling students haven’t been mentioned. They may like to include
- Prayer template made prior to the lesson images from google if they have finished all the above,
- Ensure white board is clean: Write the title “Ways our as long as the images are relevant to each bubble.
imagination helps us to learn”
- Take out ‘Imagine’ by Alison Lester from the school Physical disability:
library Ensure there is a spot of easy access for the child to
move his wheel chair to/from the introduction of the
lesson, ensuring he doesn’t feel left out. Once thee
children are back at their desks make sure there is
enough room for him and he is interacting/included
with the students around him. Provide him with a
‘buddy’ partner for this lesson to assist him getting his
iPad, markers or anything else,

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

Resources/References
Time Motivation and Introduction:
Align these with the segment
1. Ask the students to sit on the mat behind a mini white board where they will be introduced.
9.30 (which is turned over) and bring a white board marker with Book: Imagine by Alison
them. Lester
 2. Once all students are sitting quietly on the mat the teacher is
going to pull the bright cloth off the hidden object.
3. Students will get to guess what it is, Surprise it’s a book! The
teacher will read the book ‘Imagine’ by Alison Lester. A
children’s book exploring the imagination of a child going
under the sea, to the jungle, a farm and much more all with the
power of their imagination. Mini white boards x21
Spare white board markers
4. I wonder why God gave us an imagination? White board
“On your mini white boards can you write four ways
imagination might help us to learn”
5. Provide students with an example:

“Our imagination helps enhance our problem-solving skills”

OR

“Our imagination helps us to be creative”

6. Give students a minute or so to write down their ideas. The

teacher will then pick a few well-behaved students to read one
of their ideas to the class on how imagination might help us to
learn.
7. As the students read them out the teacher will brainstorm some Prayer template
of the ideas on the whiteboard in front of the students.

Responses from the students might be:

“Creativity”: Explain how this is the product of imagination

Ipads
“Makes learning more interesting”: Helps us to write narratives

“Recall scenes”

“Picturing in our minds: When the teacher is reading a book

“Explaining things to others”: Helps us access our prior

9.40
knowledge

As the questions become relevant to the students answers the

Prayers
teacher will ask the following wonder questions

“I wonder”:

Are there different types of imagination? 


 Does imagination change as you grow? 


Is there anything that couldn’t be imagined? 


Check list
Do some people have more imagination than others? Anecdotal notes

Why do different people understand different things?

8. Once the discussion is over, students will return to their seats

with their whiteboards, ensure they don’t rub out their work.
9. Students are to take a picture of their white boards using their
iPad. This will be submitted with their mind map, ensure their
name is on the top of the white board.

10. The teacher will discuss that God gave an us all learning gifts
and one of them was our very own imagination. Explain how
lucky we are and how God loves every one of us very much.

I wonder what God must be like to love each person so much?

Lesson Steps (Lesson content, structure, strategies & Key

Questions):

9.50 11. Discuss with students that God has given us learning gifts and
imagination is one of them, and how lucky we all are to have
such gifts. (recap of what they learnt in year 2)
12. Using the template provided on their desks, the students are
going to write a quick and simple prayer thanking God for our
learning gifts.

Remind students that God has given us the ability to have any kind
of imagination we wish; no two people have the same.

13. Explain that today students will be using their iPads to create a
bubble.us with the ideas they previously brainstormed on their
mini white boards.
14. The middle bubble must say:

‘How imagination helps us to learn’

The title will be written clearly on the board. Students will have
about ten minutes to do this.

Their mind map is to include:

a. Title
b. Four bubbles which explain how imagination helps us learn
 c. Brief example stemming from each bubble: e.g.
Creativity = (Provide an example of how creativity that
helps us learn) such as “Makes us picture the colour clothes
10am a certain character is wearing when reading a book”
15. The teacher will walk around the classroom monitoring
students’ progress, ensuring students stay on task as well as
answer any questions that may arise.
16. Once completed they need to upload their word to a google doc
including their mind map and white board image. This is so it
is ready to be assessed, printed and put up around the
classroom for display. (Students have done this in previous
lessons, they are familiar with uploading to google docs).

Lesson Closure:(Review lesson objectives with students)

1. Students are going to gather into a circle at the front of the

classroom. All the student’s prayers are in the middle of the
circle laid out of all to see.

The teacher will pick one prayer with permission from the child
and read the prayer of thanks for the students (The teacher will
read a line at a time and the students will repeat).

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

Explain to students that they are going to go to recess. Mini white

boards all need to be collected, the teacher will pick two well
behaved students to do this. The teacher will also pick two helpers
to collect all the Prayers on the mat which will be displayed around
the classroom by the end of the day. Students must stand nicely
behind their desks with their sip and crunch as well as their water
bottles ready. Once the siren has gone the teacher will send row by
row to leave the classroom.

Prior to next religion lesson the teacher will mark each student
mind map and give them a score.
Assessment: (Were the lesson objectives met? How will they be
assessed?)

During the lesson the teacher will make observations of student’s

contributions to the discussion, anecdotal records of the statements of
understanding as well as comments during the white board activity.

The teacher will use a checklist to assess each of the three objectives.
They will receive a mark based on the following key:
Tick = established, Dash (-) = consolidating, Dot (.) is emerging, NA =
not apparent
 Prayer Card: Printed a lot larger for the
Dear God, children.

We thank you for our learning

gifts that help us to

We pray together with Jesus,

Mary and all the saints.

Amen

Book: Imagine by Alison Lester

Marking key: Lesson A

A1 Wondering at our learning gifts

Date Completed:

Names: Other comments/

List four ways Display their Compose a prayer of thanks
anecdotal notes:
imaginations understanding of how to God for our learning gifts.
helps us to imagination helps us to
learn on their learn by creating a mind
mini map on bubbl.us on
whiteboards. their iPad.
(objective 1) (objective 2) (objective 3)

AAMINA

ALYSSA

AMELIE

BILIJANA

BRODIE

BRODY

CHLOE

EMILY

JUN

LILA

NATHAN

Key:
Tick = established, Dash (-) = consolidating, Dot (.) is emerging, NA = not apparent
 SCHOOL OF EDUCATION
RE LESSON PLAN
Pre-Primary/
Primary B

LESSON ORGANISATION
Unit of work: God knows Salvation topic: Church Human person Topic:
everything The Creator

Year Level: 4 Students’ Prior Knowledge: (include faith

situations/previous lessons/Units)
Key Understanding:
Students have previously discovered/ researched
B2 Jesus gave his truths to the Church words that relate and explore the idea of imagination.

In Year Two, the students learned about the gifts of

curiosity, memory and thought (reason). These gifts
Learning Point(s):
are reinforced before moving to the new content
below, the imagination.
B1.1 Identifies that Jesus used his
imagination in the telling of parables, to The students learned in Bible Year Two that ‘God
help people use their imagination to knows everything’. This point is repeated merely to
understand truths provide a context for God reveals ‘truths’

Students have previously participated in a lesson

where they listed ways imagination helps us to learn
and made their thoughts into a mind map. As well as
construct a prayer of thanks for their learning gifts
from God.

Students have previously participated in the following

lessons relating to wondering at the creator of truth:

1. ‘Naming ways they use the gifts of curiosity,

memory, thought and imagination so that
they can understand’.
2. ‘Express wonder at God who created
learning gifts’
3. ‘Celebrate God the Revealer of Truths’

Students are familiar with ‘Godly play’ and

understand that it is a very sacred and serious aspect
of the lesson and we must show great respect to the
Godly play and take it very seriously.

Spiritual and Religious Capabilities (that may potentially be covered in the lesson)
Prudence Justice Fortitude Temperance Faith Hope Charity
eg Right choices eg Right eg Inner strength eg Moderation eg Prayer eg Reconciliation eg Service
relationships
Students will be It takes inner Students will See that even
listening and strength to participate in a though the Lost
watching the forgive. whole class sheep disobeyed
Godly play of prayer asking Jesus and sinned
the parable ‘The God for the ability Jesus gave
lost sheep’ to hear Jesus’ forgiveness and
showing not to parables. went looking for
leave one him. Jesus will
behind. forgive us for our
Emphasised sins.
how Jesus
made the right
choice.
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
Students will competence creative behaviour Social understanding
be using Using the app thinking competence
Literacy ‘strip Think creatively Weaker
about how their students will
when they designer’ on imagination
are their iPad, the be working
perceives the together with
constructing students will parable ‘The
their comic construct a lost sheep’
the teacher.
strips. comic strip.
Wonder
questions as
well as recap
questions to
make them
think.
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:
 Construct a six-scene comic strip on the parable ‘The lost sheep’;
 Annotate a comic strip using appropriate illustrations reflected in the Godly play of ‘The lost sheep’;
 Explain why Jesus told parables in one simple sentence at the beginning or end of the comic strip.

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

(include Teacher Witness)
Student A: Make sure student A has their hearing
Teacher: aids on and are in the correct ear.
Draw upon a time Jesus has helped me when I might have been
‘The lost sheep’ or a time I have been Jesus like and helped ‘the Student B: Depending on the time of day make sure
lost sheep’. For example, I have helped my sister when she is student B has taken their ADHA medication at their
upset and feeling lost and distant from the family. set time, which will ensure they can concentrate.
During the lesson make sure student B has their air-
filled cushion, and their stress ball if need be to
Step B students will learn that Jesus wanted people prevent fidgeting or distracting others.
everywhere to learn the truths he taught from God. Advanced students:
He wanted everyone to learn the truths of God that Will be encouraged to put more detail into their comic
strips, they might do more than six scenes and are
lead to true happiness. 
 encouraged to use extended vocabulary in their
dialogue.

Weaker students:
- Prepare a Godly play based on the parable ‘The lost sheep’ Will be working in the front row where the teacher
- Have the instructions written on the board prior to the can closely monitor them. Ideas may be discussed as
lesson a group with the teacher and then they will be
- Provide an example of a comic strip encouraged to work independently on their comic
strip. If they are really struggling they will be asked to
only complete four scenes.
LESSON DELIVERY attach worksheets, examples, marking keys, etc. as relevant
Resources/Reference
Time Motivation and Introduction:
s
9.00a
m 1. Ask the class ‘What is a Parable?’
Align these with the
2. Remind students that a Parable is: segment where they
will be introduced
“A simple story used to illustrate a moral or spiritual lesson, as told by
Jesus in the Gospels”.

3. Lead the class in a prayer that will include asking God for the
ability to hear from Jesus' parables and what God wants heard.
Cross or prayer table
4. Students will sit on the mat and watch the teacher perform the might pray near
parable ‘The lost sleep’ using Godly play.
Godly play box with all
Script will be attached below the required materials

Wonder questions to spark their imagination will be asked during the

script. They are as follows:

I Wonder:

 Why the shepherd works so hard to protect his sheep?

 How does the shepherd know when one of his sheep is missing?
 How the lost sheep feels when it hears the shepherds voice?
 Why the shepherd called all his neighbours and friends to rejoice
with him?
 If you have ever been lost?
 If you have ever lost something very special?

5. Once the Godly play has commenced, stress why it is important to

study the parables: Emphasize the following point:

Jesus is primarily known for two things: his death on the cross and
subsequent resurrection and for being an astonishing teacher.

6. “Jesus taught parables to help people use their imagination to

9.10a understand truths”. Ask students to repeat this and say it again.
m
Lesson Steps (Lesson content, structure, strategies & Key Questions):
 1. Students will use their IPads to construct a comic strip retelling
the story of ‘The lost sheep’. They will be using the app ‘Strip Ipads
designer’ which they are familiar with. At the bottom of the comic
strip they must write a sentence answering why Jesus told
parables.
2. Prior to the lesson the teacher would have written on the board
White board:
what their comic strip must include: instructions

a. Title, author
b. Minimum of six scenes
c. Speech bubbles when appropriate (Illustrations)
d. Caption at the bottom or top of their comic strip saying why Jesus
9.20a
told Parables.
m
3. The students will have the rest of the lesson to complete their
comic strip. Once they are completed they must take a screenshot
of their comic and airdrop it to the teacher’s laptop.
4. Those students who finish early will have the opportunity to share Teachers laptop: for
with their peers their comic strips on the mat with the supervision airdrop
of the teacher.
5. The teacher will ask the following two questions

a. How does this parable show us that Jesus used his imagination to
teach? 

b. What happens ‘inside people’s heads’ when they read this
9.30a
parable? 

m

Lesson Closure:(Review lesson objectives with students)

1. Discuss how Jesus used his imagination in telling of the parable

‘The lost sheep’, as well as how is it that everyone heard the same
parable yet their comics all look different?
2. Reflect the idea that it is because God has given us all our own
imagination which helps us to see things differently.
3. Ask the following questions to the class to reflect what they have
learnt:

a. What is a parable?
b. What happened in the parable ‘The lost sheep’?
c. Why did Jesus tell parables?
d. I wonder is there a time in your life you have felt like the lost
sheep?
9.40 e. Is there a time you have been like Jesus to help the lost sheep?
Might have been a friend or family member?

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

Students need to ensure that their iPads are packed away into a safe place.
Desk space needs to be clean, sip and crunch as well as any drink bottles are in
their hands and they are ready to go to recess. Standing up nicely behind their
desks.
The teacher will ensure they have marked each student’s comic strips which
need to reflect each aspect of the marking rubric.

Assessment: (Were the lesson objectives met? How will they be assessed?)

Students comics will be marked using a pre-made marking rubric, on a scale 1-

4. Four will represent the best possible mark for that section and shows the
student has achieved exactly what was required of them. Three/two will suggest,
aspects of their comic strip met the standards yet there is room for improvement.
One being the minimum score suggest the student didn’t meet the standard the
teacher is looking for and may suggest that student is struggling and required
further help in lessons to come.
 Lesson B: Godly Play script

Awakenings Unit: Jesus Helps Me to Choose - Level 2

Parable of the Lost Sheep Luke 15:3-8

Prepare to hear the word:

 This is a parable, it is a teaching story with a twist. 

 It is about God’s unconditional love 
 Shepherds were not very important in society and no one would have liked to be compared to
them. 
 A responsible shepherd would never have left ‘ninety nine’ sheep defenceless while he
searched for the ‘one’ that was lost. 

You will need:

Good Shepherd figure, 5 sheep

green felt underlay,
patches of dark brown felt for rocks and places of danger Bible

When children are seated in a semi-circle ready to listen to the story, place the gold box/bag, containing the
materials you will need, carefully beside you.

Place class Bible in front of you with your hand on it.

This story comes from our special book which we call the Bible. This is a parable that Jesus
told about a Lost Sheep.

Hold your hand over the shepherd as you say:

If a shepherd has one hundred sheep

Move one sheep away from the group to wander then put it behind a rock.

And one of those sheep goes off by itself and gets lost.

Move shepherd away from the flock

Then the shepherd will leave the other ninety nine sheep in the wilderness.

Move shepherd away to look for lost one.

And he will go looking for the one that is lost.

He will keep searching and calling out until he has found the lost sheep.

Put lost sheep on the shepherd’s shoulder and take it back to the other sheep.

When he finds the sheep, he put will put it on his shoulders and carry it home.

Move the shepherd and the lost sheep back to the flock.

He will call his friends and neighbours saying “rejoice with me, for I have found my sheep that
was lost.”

And Jesus said, “there is more joy in heaven because of one sinner who turns to God than
over ninety-nine good people who don't need to."

The Gospel of the Lord

Response: Praise to you Lord Jesus Christ.

Encountering the Word Through Godly Play/Awakenings/Diocese of Ballarat/10

Parable of the Lost Sheep Luke 15:3-7 

Then Jesus told them this story:

If any of you has a hundred sheep, and one of them gets lost, what will you do? Won't you leave the
ninety-nine in the field and go look for the lost sheep until you find it? And when you find it, you will be
so glad that you will put it on your shoulder 6and carry it home. Then you will call in your friends and
neighbours and say, "Let's celebrate! I've found my lost sheep."
Jesus said, "In the same way there is more happiness in heaven because of one sinner who turns to
God than over ninety-nine good people who don't need to." 

Prepare to hear the Word: Teacher 

The construction of this parable invited listeners to identify themselves with the shepherd. To see
themselves as shepherds would have made his audience of Pharisees choke. There lay the “sting” of
the parable. They could never have spontaneously identified themselves with a shepherd. In the
estimation of the time, shepherds were unclean, they were regarded as violent and dishonest. They
were the scum of society. Jesus’ suggestion was offensive. 

Besides, for the shepherd to abandon ninety-nine sheep, without fences and without a sheep dog,
and to leave them defenceless while he went off looking for one lost one would have been the height
of irresponsibility. To then let all his friends and neighbours know of his foolishness (even though in
this case it paid off), and invite them to rejoice with him, would have been seen simply as
compounding his stupidity. 

Jesus was talking about God. Joy in heaven was another way of referring to God’s joy. Jesus was
effectively saying that when confronted with sinners God abandoned all sense of personal honour.
God was stupid. Forgiveness was idiocy. But God was like that. In the mind of God every sinner was
of infinite worth, and reconciliation was cause for unbounded joy. Whether intending to do so or not,
the parable also challenges those Christians who fear that emphasis on God’s unconditional
forgiveness, rather than on punishment, is dangerous, serving to leave sinners undisturbed and
unrepentant. Jesus spoke of a God apparently reckless enough to take the risk. 

Together Towards Jerusalem John McKinnon 2006 

Encountering the Word Through Godly Play/Awakenings/Diocese of Ballarat/10

 Marking rubric comic:

Name_____________ COMIC STRIP MARKING RUBRIC Date________________

Example of a comic strip on ‘The lost sheep’
 SCHOOL OF EDUCATION
RE LESSON PLAN
Pre-Primary/
Primary C

LESSON ORGANISATION

Unit of work: God knows Salvation topic: Church Human person Topic:
everything The creator

Year Level: 4 Students’ Prior Knowledge: (include faith

situations/previous lessons/Units)
Key Understanding:
This is the 6th lesson students are engaging in with
this unit. (Christian response).
C3 Jesus calls his followers to share his In previous lessons students have:
teaching with others a. Considered Church leaders and their
missions, appointed to by Jesus to promote
and preserve his truths.
b. Researched how Jesus have his apostle’s
special spiritual gifts to make sure they would
Learning Point(s): understand his teaching accurately
c. Had their Parish priest speak to them about
the roles of, the diocesan bishop and priest.
C3.2 States examples of people doing
wrong by deliberately not observing the
Eighth Commandment.

Spiritual and Religious Capabilities (that may potentially be covered in the lesson)
Prudence Justice Fortitude Temperance Faith Hope Charity
eg Right choices eg Right eg Inner strength eg Moderation eg Prayer eg Reconciliation eg Service
relationships To forgive Sorrow prayer Reconciliation is
someone takes a will be said in the a time when
great deal of introduction of students ask God
inner strength the lesson and for forgiveness,
and love for the students will which is
person compose their discussed in the
own lesson.
Takes inner reconciliation
strength to say prayers.
what you are
sorry for.
General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural

Students will competence creative behaviour Social understanding
be writing thinking competence
what they did Thinking about Weaker
questions the students will
wrong to teacher is
disobey the be working
asking as well together with
8th as their thought
commandme process when
the teacher to
nt as well as analysing assist them in
a wonder their
reconciliation questions. development.
prayer to
Jesus. Students
working
 individually to
reflect and
write their
own prayer.
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:
 List three ways you have followed the Eighth Commandments by telling the truth;
 Compose a forgiveness prayer explaining three things you’re sorry for;
 Construct a prayer that asks God for forgiveness.

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

(include Teacher Witness)
Task C is teaching children to try live in God’s vision Student A: Make sure student A has their hearing
of spreading the teachings of Christ, the truths of aids on and are in the correct ear.
the Gospel, means obeying the Eighth Student B: Depending on the time of day make sure
Commandment, ‘You shall not bear false witness student B has taken their ADHA medication at their
against your neighbour’. set time, which will ensure they can concentrate.
During the lesson make sure student B has their air-
filled cushion, and their stress ball if need be to
prevent fidgeting or distracting others.
- Bible: to read the passages from the gospels
Matthew 28:19-20; Mark 16:15 and John 20:21 Advanced students:
- Template ready for students to write their Will be encouraged to write their prayer using the
reflection and prayer on. extended list of vocabulary that they are familiar from
their English lessons in the morning.
- Clear white board ready for the lesson
- White board markers ready Weaker students:
Will be seated in the front row of the classroom so
the teacher can easily monitor them whist watching
the rest of the class. The teacher will brainstorm
ideas of what to say in their prayer to God, this will
The teacher might bring in a picture of a time she help them when writing their prayer.
obeyed the eighth commandment in her life as well
as provide a scenario on where she might have not
followed the commandment and how did she ask
God for forgives.
For example: “I didn’t tell the truth when …..”
“I asked God for forgivness by..”

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

 Resources/Reference
Time Motivation and Introduction: s

1. Write the Eighth Commandment on the whiteboard.
Play quiet Music ready on the
12.30 computer
background music and invite the students to be seated comfortably on White board + markers
the mat.

‘You shall not bear false witness against your neighbour’. 


“I wonder why Jesus made this one of the ten commandments?”

2. Discuss with the students that Jesus wants everyone to know the truths
he taught. Jesus instructed his followers to teach his truths to others
Bible
“I wonder why Jesus wants people to tell the truth?”

[read Matthew 28:19-20; Mark 16:15 and John 20:21]. 


3. Discuss with the students that all who do as Jesus commands fulfil the
Eight Commandment. Among other things, this Commandment calls
people to teach others the truths revealed by Jesus.

4. Recall with the students the people identified in B2.1, explaining that
these people have obeyed the Eighth Commandment. 

5. Invite the students to complete the following four steps sitting quietly
on the mat and thinking:

“Reflect on the ways you have followed the Eighth Commandments by”

a. Telling the truth 


b. Praising others for doing what God has taught to be right 


c. Telling others, the truths revealed by Jesus. 


“I wonder what we could do in our day to follow this commandment?”

“I wonder how Jesus feels when we don’t follow his commandments?”

6. Reflect on the difficulties you may have experienced in trying to follow

the Eighth Commandment. Ask for God’s assistance to persevere in
12.40
trying 


7. Reflect on the times you may have deliberately failed to follow the
Commandment. Ask for God’s forgiveness. 


8. As a class, we will all pray a prayer of sorrow. This will be displayed

on the interactive white board for all to read.
Forgive me my sins, O Lord,
forgive me my sins;
the sins of my youth,
the sins of my age,
the sins of my soul, Interactive white board
the sins of my body; ready with prayer
my idle sins,
my serious voluntary sins,
the sins I know,
the sins I have concealed so long,
and which are now hidden from my memory.
I am truly sorry for every sin,
mortal and venial,
for all the sins of my childhood
up to the present hour.
I know my sins have wounded Thy tender Heart,
O my Saviour,
let me be freed from the bonds of evil
through the most bitter Passion of my Redeemer.
O my Jesus,
forget and forgive what I have been.

Amen.

Lesson Steps (Lesson content, structure, strategies & Key Questions):

1. Students will go back to their seats and using the sticky note placed on
their desk, first ask them all to put their name on the back.
2. Then they must write three ways you have followed the Eighth
Commandments by telling the truth. Once they have completed this
they need to come and stick it on the white board.

3. Now they must think of a time they have disobeyed the eighth
commandment by:

a. Not telling the truth 
 Template ready

b. Doing the opposite of praising others for doing what God has
taught to be right 


c. Lying about the truths revealed by Jesus. 


4. Students are going to fill out the template provided by writing

what did they do to disobey the eighth commandment and then
write a prayer apologising to God, prayer of
12.50 forgiveness(reconciliation). They must write three examples of
things they are sorry for.
5. Explain to students that their prayer needs to explain what they
have done wrong and reflect them asking for forgiveness.
6. Once students have constructed their prayers they can go over
their writing in fine liner and draw a picture that reflects their
prayer at the bottom.

Lesson Closure:(Review lesson objectives with students)

1. The teacher will ask all students to ensure their name is on top of
their work, this will be their ticket out the door.
2. Ask students to sit on the mat so the teacher can do a plenary of
the lesson.
3. Discuss with the class how we can live the ten commandments,
(number eight in particular) throughout our everyday life.

Ask students the following questions to summarise what they have learnt
in the lesson:

a. How might we use the eighth commandment in the classroom?

b. What is an example of a way that you have followed the eighth
commandment?
c. If you disobey Gods commandments, what could we do to fix the
situation?
d. If you see someone else not following the eighth commandment
what could you do?

If there is enough time ask the class if anyone would like to share their
prayer of forgiveness.

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

1. Ask students to stand behind their desks ensuring all their

coloured pencils are put away nicely and their desk is clear from
any mess. The teacher will ask a person from each row to collect
the work ensuring they check that each sheet has a name at the
top. Once the students are standing behind their desks quietly the
teacher will send row by row off to lunch.

The teacher will collect all the sticky notes on the board to be assessed.

Assessment: (Were the lesson objectives met? How will they be

assessed?)

1.00 Anecdotal notes will be taken and observations of participation in relation

to the motivation.

The three objectives:

1. List three ways you have followed the Eighth Commandments by telling the
truth
2. Compose a forgiveness prayer explaining three things you’re sorry for;
3. Construct a prayer that asks God for forgiveness.

Will be assessed by the marking rubric below. Students will receive

one-three ticks for each objective depending on their level of
achievement.

Key:
One tick = Needs work
Two ticks= Satisfactory
Three ticks = Excellent
 Marking Rubric:
Eighth commandment assessment
NAMES Objective 1: List Objective 2: Explain Objective 3: Prayer
three ways you have three things you are reflects student
followed the eighth sorry for asking for
commandment forgiveness
Nadine

Lara

Gracija

Isabelle

Aleisha

Eileen

Adam

Zachary

Luke

Catherine

KEY

One tick = Needs work

Two ticks= Satisfactory
Three ticks = Excellent
 NAME __________________________

Prayer Journal …

PRAYER OF FORGIVENESS

___________________________________

___________________________________

___________________________________

___________________________________

__________________________________

___________________________________

___________________________________

AMEN
 Forgiveness Prayer

Forgive me my sins, O Lord,

forgive me my sins;
the sins of my youth,
the sins of my age,
the sins of my soul,
the sins of my body;
my idle sins,
my serious voluntary sins,
the sins I know,
the sins I have concealed so long,
and which are now hidden from my memory.
I am truly sorry for every sin,
mortal and venial,
for all the sins of my childhood
up to the present hour.
I know my sins have wounded Thy tender Heart,
O my Saviour,
let me be freed from the bonds of evil
through the most bitter Passion of my Redeemer.
O my Jesus,
forget and forgive what I have been.

Amen.
References

Catholic Education Office of Western Australia. (2004). God knows everything: Truth - church ; year four.

Leederville, W.A: Catholic Education Office of Western Australia.

Culturally Diverse Children Praying | Prayer Clipart. (2018). Retrieved from

https://www.sharefaith.com/image/culturally-diverse-children-praying.html

Imagine - Alison Lester - 9781760293444 - Allen & Unwin - Australia. (2016). Retrieved from

https://www.dymocks.com.au/book/imagine-by-alison-lester-9781741147124/#.W7F2-C9L06g

McKinnon, J. (2006). Parable of the Lost Sheep Luke 15:3-8. Retrieved from

http://www.ceoballarat.catholic.edu.au/media/uploads/rec_godlyplay_scripts/TheLostSheep.pdf

Nail, K. (2018). Parable Of The Lost Sheep Comic Strip. Retrieved from http://www.kingnail.info/parable-of-

the-lost-sheep-comic-strip.html

Online, C. (2018). The Catholic Prayer - A Special Act of Sorrow - Prayers - Catholic Online. Retrieved from

https://www.catholic.org/prayers/prayer.php?p=1058

Perry, M. (2009). Dramatised Good News Bible | Harper Collins Australia. Retrieved from

https://www.harpercollins.com.au/9780007329366/

The Holy Tales: Bible. (2015). Parables Of Jesus | Stories of Jesus I Animated Children's Bible Stories | Holy

Tales Bible Stories [Video]. Retrieved from https://www.youtube.com/watch?v=Q9Wpd2pDg2I