Lesson Plan Format

Class: Stage Three, Year Six

Date: Term 3 Duration: One week of lessons from a three week Unit of
Work
5 x 30-40min lessons
Key Learning Area: Religious Education (RE)

Lesson Topic: Sacrament of Marriage (the first week of the Unit of Work)
Recent Prior Experience:
Students have been learning about the seven Sacraments. They have learnt about the three different categories of the Sacraments in the Catholic faith and have
participated in Units of Work on Baptism, Reconciliation and the Anointing of the Sick, the Eucharist and Confirmation. Holy Orders will be covered after this Unit on Holy
Matrimony.

Unit 36C7 Focus:
In this unit students will relate the service of married couples and priests to the family and the parish with the meaning and celebration of the sacraments of Marriage and
Holy Orders. Students are encouraged to reflect upon the nature of their own vocation and how it is to be lived out in their daily lives.

Syllabus Outcome(s):

Stage 3 Outcomes:
Students demonstrate an understanding
and appreciation of the sacraments as
signs and symbols of Gods love and as
revealing the Holy Spirit at work in the
Church.

Unit Outcome:
Analyse the meaning of key symbols and
ritual actions within the celebration of the
sacrament of Marriage.










Indicators of Learning for this lesson:

By the end of each lesson, the students will:
1. Identify that the Sacrament of Marriage is instituted by the man and the
woman.
2. Discuss why the Catholic marriage is categorised as a Sacrament of
Service.
3. Identify some common views about a Catholic marriage, note the key
difference between a civil and Catholic wedding ceremony and express
what the exchange of rings symbolizes.
4. Recognise what the common themes in the wedding vows are.
5. Demonstrate their knowledge about the key elements of a Catholic
marriage.


Assessment:


1. Pre-assessment, informal observation and a
formal assessment.
2. Informal assessment: observation.

3. Informal assessment: listening to S
responses.

4. Formal assessment: collecting S books.
5. Formal assessment: viewing S movie maker
commentaries.




Resources:
Lesson 1: Butchers paper OR IWB, IWB or projector screen and computer for video viewing, S worksheets (Appendix One).
Lesson 2: Mr Nicks Knitting by Margaret Wild and Dee Huxley, S homework books.
Lesson 3: S homework books, IWB or projector screen and computer for video viewing and KWL chart from Lesson 1.
Lesson 4: 1 Corinthians 13:4-13 (Appendix Two) and S RE books.
Lesson 5: I-Pads for one between every two Ss and S RE books.

LESSON SEQUENCE (FIVE LESSONS)
Lesson Content / Indicators of Learning
(What is Taught)
Timing
(mins)
Teaching Strategies / Learning Experiences:
(How it is taught)

Assessment and Evaluation:
LESSON 1
Key Concepts for Lesson:
- That the Sacrament of Marriage is a religious
and civil contract between the bride and the
groom, witnessed by the priest.

Partner Discussion


KWL Chart:
Ss are asked to raise their hand to contribute
their prior knowledge about the Sacrament of
Marriage as well as what they would like to know.




Viewing of You-tube video
https://www.youtube.com/watch?v=uq2RDYlOLrs




Class discussion about the Sacrament of
Marriage








2mins


10mins








5mins




13mins





Ss will be seated on the floor. Ss to turn to their shoulder partner
and discuss in two minutes what they know about the Sacrament
of marriage.
The T then records S ideas in the Know section of a Know,
Want to Know and Learnt (KWL) on the whiteboard, interactive
whiteboard (IWB) if available or on a sheet of butchers paper for
future reference.
T to introduce idea of the Sacrament of Marriage being one of
two Sacraments of Service in the Catholic faith. Ask Ss to
discuss with a different shoulder partner why they think it has
been categorised in this way.

Ss to move to their desks to view the You-tube video from 4
minutes and 9 seconds.
Ss to complete a table to record key points from the video
(Appendix One).

T goes around the class to ask for S responses from their
worksheet. The key discussion points are:
- That the Catholic Sacrament of marriage is instituted by
the couple with the Priest as a witness.





Pre-assessment:
First two columns of a KWL chart to
gauge the prior knowledge of the Ss in
regards to the sacrament of marriage
as well as to inform the planning of the
Unit of Work.











Informal Assessment: Observation
In listening to S responses to the four
questions, the T is able to determine
their emerging knowledge of the
Sacrament of Marriage.








- That the two main purposes of a Catholic marriage are to
honour each other and to be open to having children.
- That the couple must come freely to the marriage with
the promises of being faithful to each other through good
times and difficult times.
This sharing of responses also allows Ss to hear alternate views
about what constitutes a Catholic Marriage.

T to emphasise that the signing of the marriage contract does not
solely have the purpose of being recognised in the eyes of
Australian law but that the bride and groom are marrying one
another. The priest is bearing witness to the contract made
between the bride and groom. In other words, the couple minister
the sacrament themselves.

Formal Assessment:
Collecting answer sheets and
recording any misconceptions or points
that need further clarification.
T could also record names of Ss who
contribute insightful answers to the
class discussion.

Lesson Evaluation Question:
What are the class most interested in
learning about in regards to the
Catholic Sacrament of Marriage?
LESSON 2
Key Concepts for the Lesson:
- In what way is the Sacrament of
Marriage a Sacrament of Service?

Reading a picture book as a class.

Discussion of books central theme of serving
others and why the Sacrament of Marriage is
classed as a Sacrament of Service.




Class discussion of the terms vocation and
discipleship.



Discuss marriage as a sacrament of service.














7mins

5mins






10mins




10mins














T reads Mr. Nicks Knitting to class.

Use a think-pair-share strategy to discuss who, how and where
the service was in the story, and share discussion with class.
T to ask class:
- How did Mrs. Jolly feel about Mr. Nicks help?
- What motivated Mr. Nick to help Mrs. Jolly?
- In what ways was Mr. Nick being of service to Mrs. Jolly?

T to discuss the terms vocation and discipleship with the Ss
after reading 1 Pet 2:9. Ask Ss what they think the terms mean
and how do they relate to the sacrament of marriage. Ss to write
class definitions of the two terms into their RE books.

T reminds Ss that the Sacrament of Marriage is categorised as a
Sacrament of Service. T poses discussion question, In what
ways is a Catholic marriage of service? Who is it serving?
Possible discussion points include:
- The couple is serving each other by promising to be with
each other through good times and bad.
- The couple is serving the church by fulfilling its wish of
the lifelong union between a man and a woman.
- The couple is serving the Church community by
promising to raise their children in the way of the Church.














Informal Assessment:
Observing partner discussions about
the elements of service in the picture
book to gauge Ss understanding about
what it means to serve.


Listening to S responses about what
makes the Sacrament of Marriage a
Sacrament of Service.










Ss to think of key symbols in a wedding
ceremony and Ss design survey questions to
take home to relatives.









10mins








3mins
- The couple is living out the Sacrament as a sign of Gods
love in the world. Relate this point back to the definition
of Sacraments as outward signs of Gods grace.

What are the key symbols in a Catholic marriage? Why is it
different to a civil wedding ceremony?
The above questions are posed to the class. Ss form a short
survey of 3-5 questions to take home to ask their parents or other
relatives. Their parents dont need to have been married in a
Catholic Church to answer the questions but it will be a way of
seeing what peoples views on a Catholic marriage are. Ss will
have 2 days to complete this.

T quizzes Ss on what they have learnt during the lesson as a
closure.




Lesson Evaluation Questions:
To what extend did students
understand the concepts of vocation
and discipleship? What is the
evidence of this?
LESSON 3
Key Concepts for the Lesson:

- What are the common views about a
Catholic marriage?
- What are the key differences between a
Catholic and civil wedding ceremony?
- What does the exchange of rings
symbolise?

Ss to share survey responses from homework.



Class discussion about the
differences/similarities of civil and religious
wedding ceremonies.






















5mins



10mins
























Ss are seated on the floor to share their parents or relatives
responses to the S survey about marriage with their shoulder
partner.

T opens class discussion about the key differences between the
Sacrament of Marriage in the Catholic Church and a civil
marriage.
Points to mention:
- In the Catholic sacramental marriage the couple is
entering into a life-long covenant with each other. Define
covenant as an unchangeable agreement between a
man and a woman or God and man.
- Both ceremonies are legally recognized.
- The exchange of the rings symbolise the never-ending
commitment of marriage and


NB. The T needs to be aware of the family situation of their
Ss so as not to single out any S.














Informal assessment:
T will listen to S responses and ensure
every S contributes at least one point
to the discussion.












Ss to view You-tube video of a Catholic wedding
ceremony.
https://www.youtube.com/watch?v=VEuk
6Np_tD0


Class to discuss the key themes present in the
Catholic wedding vows.





10mins





5mins







Ss move back to their desks to view a video showing readings,
exchange of vows and the rings. After playing the video through
once, T replays the video from 3mins 28secs so that Ss can take
some notes of key things that the man and woman say to each
other.

After the reply the T asks the Ss, What was the key theme in the
exchange of vows?
The S responses can be added to a document on the IWB or
butchers paper if unavailable for later reference.

Possible responses include:
- Being of service to one another.
- Looking after each other.
- That the promises made do not end until death.
- Mutual respect for each other.
- Being open to having children.














Lesson Evaluation Question:
Were there any students who were
unable to contribute to the class
discussion due to not doing their
homework? What were the reasons for
them not completing their homework?
LESSON 4
Key Concepts for the Lesson:

- What is included in the vows of a
Catholic marriage ceremony?

Recalling prior knowledge.



Ss read 1 Corinthians 13:4-13 and discuss how
the wedding vows viewed in the previous lesson
embody the Catholic values listed in the Bible
passage.

Ss to write their own set of wedding vows which
also encompass the values and meanings
present in the Catholic wedding tradition.



S responses are shared with the class.





5mins



10mins




15mins





5mins





The T reminds the Ss of the key themes of the wedding vows
from the previous lesson by displaying them on either the IWB or
sheet of butchers paper used.

Ss view 1 Corinthians 13:4-13 and discuss how the vows in the
You-tube video embodied and echoed this passage (Appendix
Two).


Individually, Ss have a go at writing their own wedding vows in
their RE books.
Task: Write your own set of wedding vows including some of the
key themes suggested in the previous lesson. The vows should
be no longer than one page in your exercise book, and no less
than half a page long.
The T then asks the class for some Ss to share their responses.














Formal Assessment:
Ss books are collected at the end of
the lesson. The T reads S vows and
records who makes mention of most of
the key themes that were discussed in
the previous lesson.

Lesson Evaluation Question:
How many students demonstrated their
knowledge of the key themes in the
vows of a Catholic wedding ceremony?

LESSON 5
Key Concepts for the Lesson:

- What is the significance of the vows in a
Catholic wedding ceremony?



























30mins










In pairs, Ss will create a voice-over for the wedding ceremony
viewed in Lesson 3. Ss will begin their voice-overs from 2mins 30
secs into the You-tube video and are expected to demonstrate
what they have learnt during the week in terms of the key
symbols in a Catholic wedding ceremony and the meaning
behind the vows and readings.
Task: There is another royal wedding coming up and you have
been chosen to do the commentary for the world to hear while
watching it broadcast! Working with your partner, you are to re-
watch the You-tube video of a wedding ceremony that we viewed
earlier in the week and write out a commentary script. Things to
include:
- Why were their wedding vows chosen?
- What is the symbolism behind the exchange of rings?
- What makes a Catholic marriage different from a civil
ceremony?
Your commentary doesnt need to go for the whole 4mins 30
secs remaining of the video but should include as much as you
have learnt during the week as possible.

Ss will be using I-Pads and movie maker to put together their
commentaries. They will have three half-hour lessons to
complete it and the commentaries will be presented to parents
during a final lesson at the end of the unit, combined with a
prayer service for strong relationships.





Formal Assessment:
Give Ss their marking criteria.

What you will be marked on:
- Including what the exchange of
rings is symbolic of.
- Describing how a Catholic
marriage is different from a
civil ceremony.
- Explaining the promises made
during Catholic wedding vows.
- Use of a clear, speaking voice.
- How entertaining and
informative your commentary
would be to someone with little
understanding of a Catholic
wedding ceremony.

Lesson Evaluation Questions:
Were there enough I-Pads and
computers for each lesson when
students were working on their
commentary?
Did partners work well or could groups
have been smaller/larger?
Was there enough time given for
students to complete this task over the
three lessons?
Would you have students do this task
again?
How worthwhile was this task for
student learning? Did they enjoy it?






Appendix One



Who institutes the sacrament of Marriage?
















When is the sacrament invalid?
What are the two main purposes of a Catholic marriage?


















What is the domestic Church?
Appendix Two

4Love is patient, love is kind. It does not envy, it does not boast, it is not proud. 5It does not dishonour others, it is not self-seeking, it is not easily
angered, it keeps no record of wrongs. 6Love does not delight in evil but rejoices with the truth. 7It always protects, always trusts, always hopes, always
perseveres.
8Love never fails. But where there are prophecies, they will cease; where there are tongues, they will be stilled; where there is knowledge, it will
pass away. 9For we know in part and we prophesy in part, 10but when completeness comes, what is in part disappears. 11When I was a child, I talked
like a child, I thought like a child, I reasoned like a child. When I became a man, I put the ways of childhood behind me. 12For now we see only a
reflection as in a mirror; then we shall see face to face. Now I know in part; then I shall know fully, even as I am fully known.
13And now these three remain: faith, hope and love. But the greatest of these is love.
(Bible Hub, 2011)