3.

Five Lessons
Lesson Plan Format
Teacher Note: Beginning of unit. Please note some of the following activities are integrated with other KLAs (English and Creative Arts: Visual Arts & Drama) and therefore
more time may be allowed to focus on this UoW as some of both KLA outcomes are being met at once.
Class: 4 Blue (Stage 2, Year 4) Date: Mon 10
th
- Fri 14
th
March 2014
Week 7, Term 3, 2014
Duration: 5 x hour lessons = Total: 2.5 hours
Mon-Wed & Fri: 12:20-12:50, Thurs: 2:20-2:50 (4-5 week unit)
Key Learning Area: RE (RE) Lesson Topic: Reconciliation: Gods Forgiveness and Healing (CEO Parramatta, 1999).
Recent Prior Experience: In year 2 Ss completed the UoW Reconciliation: Belonging to a Forgiving Community (12C6) (CEO Parramatta, n.d.). They are familiar with
how choices affect relationships with God and others, experiences of reconciliation and the elements of the sacrament of Reconciliation and appreciate that they
experience Gods forgiveness in the Churchs celebration of the sacrament of Reconciliation (CEO Parramatta, n.d.).
Syllabus Outcome(s):

Stage 2 Outcome
Students demonstrate an understanding
and appreciation of the sacraments of
Baptism, Confirmation and Eucharist
where we celebrate our initiation into the
Church and of the sacraments of
Penance and Anointing of the Sick as
sacraments of Gods forgiveness and
healing.

Unit Outcome
Recall the ways in which the Church
helps them to forgive and to be forgiven,
and gives, peace and courage to those
who are ill, suffering or frail through old
age (O4)
Indicators of Learning for this lesson:

By the end of Lesson #, the students will:
1. Identify times of forgiveness in their lives through discussion.


2. Reflect on the Godly Play The Prodigal Son, demonstrating an
awareness of the importance of forgiveness.


3. Sing the song Loving and Forgiving by Scott Soper, with
reverence, confidence and with enthusiasm.

4. Learn the main parts of the celebration of the Sacrament of
Penance through listening and watching a clip and sequencing on
The Sacrament of Penance sheet.

5. Participate in the Childrens Liturgy of the Word and offer those
who are ill, suffering or frail through old age a symbol of peace and
courage.
Assessment:

- Observation, listening to responses, oral
responses.

- Ss complete a reflection, recalling the ways in
which the Church helps them to forgive and to
be forgiven.

- No formal assessment T makes anecdotal
record of Ss efforts.

- Ss complete The Sacrament of Penance
sheet, placing elements in correct order.


- No formal assessment T makes anecdotal
record of Ss efforts.
Resources:
Lesson 1: Pictures of moments of reconciliation (Velarde, 2012), whiteboard, whiteboard markers, A4 craft paper, coloured pencils.
Lesson 2: Godly Play Script (Appendix 1), Godly Play Masters (Appendix 2), box for Godly Play resources, A4 craft paper, coloured pencils or oil pastels, RE books,
Ongoing Journals.
Lesson 3: Coloured cloth, a candle, a bible, Ss artworks from Lesson 1, Shared prayer of forgiveness either on Interactive White Board (IWB) or on paper (1 per child),
Loving and Forgiving song displayed on IWB, grab bags x amount of tables, craft paper hearts, coloured pencils or textas, sequins, glitter, stickers etc, RE book, tray for
Peace and Courage hearts.
Lesson 4: RE books, rulers, lead pencils, red pens, blue pens, Sacrament of Anointing of the Sick: (whos it for) displayed on IWB, Confession: Explained displayed on
IWB, The Sacrament of Penance sheets (Appendix 4) x amount of chn, glue.
Lesson 5: Peace and Courage hearts, Ts script for Childrens Liturgy of the Word, Snakes and Ladders game (see Online Portfolio Resources Games), Ongoing
Journal.

LESSON SEQUENCE (FIVE LESSONS)
Lesson Content / Indicators of
Learning (What is Taught):

Timing

Teaching Strategies / Learning Experiences:
(How it is taught)
Assessment and Evaluation



LESSON 1 - Monday
INTRODUCTION
Definition of sin:
Sin is a deliberate choice to do wrong
(CEO Parramatta, 1999, p.6).

Classroom management:
When Ss have finished Think-Pair-
Share, they send a message to the T by
facing the front with their arms crossed.

If necessary, T gains Ss attention by
saying pss pss chicka chicka pwa kkki
aaaah. Ss join in and mimic four times.

Popcorn strategy:
Ss call out answers as T writes on the
board.

Ways of showing reconciliation:
- hugs
- hand shakes
- forgiving







12:20
(2mins)







(3mins)




(4mins)







(5mins)




(2mins)
- T asks Ss to move to their allocated floor space and sit on
the floor mat quietly.
- T greets Ss praises behaviour.
- T asks Ss to turn to their partner and cross their arms
quietly.
- Ss without a partner stand quietly and pair up. (Pairs or
groups of three are acceptable.)

- T asks Ss to define and give examples of sin.
- Ss Think-Pair-Share by discussing with their partner.
- T reminds Ss to raise hands and asks Ss by name.
- T praises correct responses and corrects when necessary.

- T asks Ss to define and give examples ways of showing
reconciliation.
- Ss Think-Pair-Share by discussing with their partner.
- T reminds Ss to raise hands and asks Ss by name.
- T praises correct responses and corrects when necessary.
- T points out the word reconcile in the word reconciliation.

- T introduces the terms Sacrament of Penance or
Reconciliation and defines it.
- T shows pictures of moments of reconciliation or making of
peace (Velarde, 2012).

EVALUATION
As all Ss have experienced sin and sinned
themselves it was good to reflect on the importance
of Penance or Reconciliation as a sacrament and its
importance within our Catholic community.





*ASSESS*
Teacher assessment
Key elements to look for are the ability to:
- Present some correct facts
- Identify some knowledge of symbols within the
sacrament


Learn the vocabulary as it is introduced. The
following words could be included in the students
weekly spelling words over the four weeks:
Sacrament, Reconciliation, Penance, forgiveness,
forgive, reconcile, Anointing, priest, peace, courage.



- T uses the Popcorn strategy to make a word bank/
brainstorm containing words associated with Penance or
Reconciliation on the whiteboard.
DEVELOPMENT
Reflection Questions:
Q/ What does forgiveness feel like?
A/ e.g. Forgiveness feels like a warm
bubble bath.
Q/ What does forgiveness smell like?
A/ e.g. Forgiveness smells special like
my mums favourite perfume.
Q/ What does forgiveness taste like?
A/ e.g. Forgiveness tastes delicious like a
baked lamb dinner.
Q/ What does forgiveness look like?
A/ e.g. Forgiveness looks like a great big
hug.
Q/ What does forgiveness sound like?
A/ e.g. Forgiveness sounds like happy
voices laughing.
Q/ When have I found it difficult to forgive
someone?
Q/ What sometimes holds me back from
forgiving others?
Q/ Recall a time when you offered
forgiveness to someone.
Q/ What was the experience like for you
and the person involved? (CEO Sydney,
n.d.a).
Q/ Think of your own story about being
hurt by something that someone said or
did. What happened?
Q/ Did the person say sorry and were
you able to accept the apology?
Q/ How did you feel?
Q/ How did they feel?
Q/ What words were used?
Q/ How does it feel to say sorry?
Q/ What words and gestures can be
used?
12:36


(10mins)
[During the previous Literacy lesson: T played the Youtube clip
of the Chns literature The selfish giant by Oscar Wilde
(IvlagnetoTwo, 2013) to explore elements of forgiveness.]
- T leads chn through a reflection, by asking Qs about the
feelings associated with forgiveness.
- T encourages Ss to use similes to answer some of the Qs
e.g. Forgiveness feels like a warm bubble bath.
- T asks Ss the first Q.
- Ss Think-Pair-Share by discussing with their partner.
- T reminds Ss to raise hands to answer.
- T asks Ss by name to respond.
- T asks three Ss to share their ideas, praises and writes
these on the whiteboard under the heading Forgiveness is
like.
- T asks Ss to turn back to their partner and cross their arms
quietly. Ss repeat this if this is not done so quietly.
- T asks Ss the next Q and so on. (T asks a maximum of 3
qs.)
EVALUATION
Naming, reflecting and making connections back to
prior knowledge/experience especially regarding
family and community follows the Shared Christian
Praxis. Shared Christian Praxis has allowed for prior
knowledge and Christian story and vision to be
integrated and responded to within RE to achieve
successful outcomes (Hemmings, 2013).
CONCLUSION
12:46
(5mins)
- T invites Ss to draw one of their responses on an A4 piece
of craft paper and include a caption e.g. Forgiveness feels
like a big hug from Mum.

- Ss pack away craft materials.
- Dismiss class when the classroom is tidy and all Ss are
quiet.
LESSON 2 - Tuesday
INTRODUCTION
I wonder questions:
1. I wonder why Jesus told this
parable?
2. I wonder what Jesus followers
thought of this story?
3. I wonder if Jesus was telling the
story about the younger son or
both the or the father?
4. I wonder if we are sometimes like
the older son, or the father, or the
prodigal son?
5. I wonder why the father ran to
meet the son and forgave him so
easily?
6. I wonder which person in the
story is most like God? (Catholic
Education Office Ballarat, 2009).

Eye contact:
4 Blues T does not make eye contact
with the Ss during Godly Play.
12:20
(10mins)





- Ss from both (4 Blue & 4 Gold) year four classes join
together quietly outside 4 Blues classroom.
- 4 Blues T sits on the floor.
- Ss are asked to enter the room reverently by the door
person (4 Golds T) and sit in a large circle on the floor.
- 4 Blues T follows the script (Appendix 1), telling the story of
the Prodigal Son using 2D masters (Appendix 2).
- 4 Blues T presents I wonder questions to engage Ss in
wondering together about the story (CEO Sydney, n.d.a).
-
ASSESSMENT
Teacher assessment
Key elements to look for are the ability to:
- Communicate an understanding of the Sacrament
of Reconciliation or Penance, using pictures and/or
words.
- Present the correct sequence

EVALUATION
Activities and strategies chosen did cater for a
diversity of learning styles, however in the future I
would use a MI/BLOOM PLANNING MATRIX
(Appendix 3) to ensure all eight intelligences were
catered for.

DEVELOPMENT
Ongoing Journal:
- What does Jesus teach us about
forgiveness?
- What difference can it make to the
way I forgive?
Ss could also journal their own sorry
prayer. Tell Ss their sorry prayers will not
be shared with anyone.
12:30
(10mins)
- 4 Blues T explains that Ss can choose to either:
1. Draw an expression of how they feel, as an
reflection of the Godly play activity
OR
2. Journal an experience of theirs or of a family
member being welcomed home in their RE books
(CEO Sydney, n.d.a).
- 4 Blues T asks Ss 4 Gold to quietly stand and follow their T
out to their room. 4 Gold completes task in their room.

*ASSESS*


CONCLUSION
Six Ws questions:
- Who
- When
- Where
- What
- Why
- How
12:40
(10mins)


- T asks Ss to write Six Ws questions about Penance or
Reconciliation to ask the Priest during Lesson 4, in their RE
books on a new page.

Early finishers:
- T asks Ss to silently and independently answer the
Ongoing Journals Qs.


- Ss pack away books
- Dismiss class when all Ss are quiet.
LESSON 3 - Wednesday
INTRODUCTION
Demonstrating a developing confidence
and willingness to engage in singing the
song.







12:20
(4mins)





(3mins)


(4mins)
- Ss gather in a circle (sitting) around the sacred space
(which includes a table with a coloured cloth, a candle and a
Bible) with each S holding their artwork (from Lesson 1).
- T lights candle and all make the Sign of the Cross.
- T proclaims the word (Lk 15:11-24).

- Invite each S, one at a time, to place their artwork in the
sacred space saying God loves me as they place their
heart. Ss move back to their place on the floor.

- T and Ss join together in a shared prayer of forgiveness
(Beliefnet, n.d.). which is displayed on the SMARTboard.
- Sing Loving and Forgiving by Scott Soper (Drent, 2013;
CEO Sydney, n.d.a).



EVALUATION
Children really engage with hands-on activitIes
rather than the group/class discussions, hence I
would ensure that there were more relative hands-
on experiences in the future.



*ASSESS*

Some of the worksheets used were difficult for some
chn. To rectify this differentiation will need to occur,
two or three worksheets that focus on various
students ability levels and learning styles will assist
in these childrens success in this UoW.
DEVELOPMENT
Demonstrating a developing confidence
and willingness to engage and perform
drama activities.

Grab bag contents:
Bag with symbols and objects related to
the story e.g. father, prodigal son, son,
pigs.

Roles:
- director/ narrator
- father
- prodigal son
- other son
- pigs
- other
12:31
(10mins)
- Ss are asked to move back to their tables, table group by
table group, quietly and sit down.
- T hands out a grab bag to each table group.
- T asks Ss as a group, to retell the parable, adding specific
detail to each aspect.
- T allocates each S a role.

CONCLUSION
Peace and Courage heart:
Front
Chn draw symbols and signs related to
12:41
(9mins)

- T explains Ss are to make a Peace and Courage heart for
someone who is ill, suffering or frail through old age.
- T explains what Ss are to write on the front and back of the

forgiveness, peace and courage and
decorate with sequins, glitter and stickers
etc.

Back
Chn write to someone who are ill,
suffering or frail through old age, as
reminder about how it feels to know God
always loves and forgives them.

Classroom Organisation:
Creative Arts leaders assist in the
distribution and packing away of craft
materials.
heart.
- T asks S to begin designing a Peace and Courage heart
(CEO Sydney, n.d.a).

Early finishers:
Ss can choose to (begin to):
- Write a letter to the lost son.
- Write a reflective journal.
- Write the next scene in the parable to Luke 15:11-24.

- Ss pack away their Peace and Courage hearts in an
allocated tray.
- Dismiss class when the classroom is tidy and all Ss are
quiet.
LESSON 4 - Thursday
INTRODUCTION


2:20
(10mins)
- Priest enters room. Priest greets Ss.
- T asks Ss to collect their RE books and sit at their desks.
- T asks Ss on a new page to rule one horizontal and one
vertical line across the page, so Ss have four rectangles.
- Ss label the each rectangle with one of the headings: how,
when, symbols and ritual.
- Ss watch Sacraments 101: Anointing of the Sick (who it's
for) (Busted Halo, 2011) to set the sacrament in context.
- As Ss watch they jot down words, phrases and draw images
relevant to the four headings: how, when, symbols and ritual
with a blue pen.



EVALUATION
There was not sufficient time allocated to complete
this unit. In future I would implement further
integration in English to ensure the unit is completed
on time.
DEVELOPMENT
2:30
(5mins)









(5mins)
- Ss Priest, Ss and T watch Confession Explained (Padul,
2012) to set the sacrament in context.
- As Ss watch Confession Explained, Ss jot down words,
phrases and draw images relevant to the four headings:
how, when, symbols and ritual with a red pen. S write a key
on the page e.g.

KEY
Red = Reconciliation or Penance
Blue = Anointing of the Sick

- Priest explains ways in which the Church helps patrons to
forgive and to be forgiven, and gives, peace and courage to
those who are ill, suffering or frail through old age.

CONCLUSION
Learning and sequencing the
elements of Reconciliation:
- Telling God I am sorry - Act of
Contrition.
- Going in Peace. Carrying out my
Penance.
- Reading a story from the bible.
- Welcome and sign of he cross.
- Prayer of forgiveness from the Priest.
- Talking about my sons to the Priest.
Receiving a Penance (Appendix 4).
2:40
(10mins)


- T hands out The Sacrament of Penance sheet (Appendix
4).
- Individually Ss arrange sections (bottom of sheet) in the
correct place (in the order they occur).
- T and Priest monitors and assists.
- S glue The Sacrament of Penance sheet into their RE
book.
- Ss explain one of the sections to their table partner.

- Ss thank Priest for visiting them.
- Ss pack away books
- Dismiss class when all Ss are quiet.

*ASSESS*

LESSON 5 - Friday
INTRODUCTION
Lining up rules:
- Two lines
- Quiet
- Sensible
- No pushing or shoving.
- No pushing in.
12:20
(2mins)




Note: Ss have practiced for the Childrens Liturgy of the Word
during the Creative Arts: Drama KLA.
- T asks Ss to collect their Peace and Courage hearts from
tray, table by table.
- T asks Ss to line up at the door remembering the lining up
rules.
- T asks Ss to fold their hands for prayer.
- Ss move to join the rest of the school and those who are ill,
suffering or frail through old age, in two straight lines with
their hands folded for prayer to the school hall.
- Ss sit on the 4 Blue Mat in silence.

DEVELOPMENT
Childrens Liturgy of the Word
structure
- Introduction
- First reading
- Responsorial Psalm
- Gospel Acclamation
- Gospel
- Homily or Reflection of the Word
- Procession of the Faith
- General Intercession
- Dismissal
12:22
(20mins)

Childrens Liturgy of the Word
- 4 Blues T follows the structure of Childrens Liturgy of the
Word (Brisbane Catholic Education and The Liturgical
Commission, 2003) to lead the liturgy.
- 4 Blue Ss contribute to the Childrens Liturgy of the word
during DO: Breaking open the word by performing
Welcome Home (Liquid picture for Luke 15:11-24)
(Appendix 5).
- Ss distribute their Peace and Courage hearts those who
are ill, suffering or frail through old age, saying God loves
you.




*ASSESS*

CONCLUSION



12:42
(8mins)
If time allows, Ss can:
- Play Snakes and Ladders game (see Online Portfolio
Resources Games).






- Continue their ongoing journal.
- Ss are asked write a short sorry prayer to God.

Dismiss class when all Ss are quiet.
EVALUATION
More time needed to be spent focusing on the
Sacrament of Anointing the Sick rather than the
Sacrament of Penance as these chn focused on
Reconciliation in year 2.