SCHOOL OF EDUCATION

RE LESSON PLAN
Pre-Primary/
Primary

LESSON ORGANISATION

Unit of work: Jesus Salvation topic: Loving Like Jesus Human person Topic: Relating with God and
one another
Year Level: 3 Students’ Prior Knowledge:
Key Understanding:
A1 Wondering at our bodies that enable us to relate This is the introductory lesson for this RE Unit.
Learning Point(s): In year 2 students explored wonder questions related
A1.1 Names ways people use their bodies to to how God created each body differently (See
communicate with others Loving our Differences – Year 2 Unit of Work)

Spiritual and Religious Capabilities (that may potentially be covered in the lesson)
Prudence Justice Fortitude Temperance Faith Hope Charity

Making the Including End of lesson

right choices everyone prayer
when it when we focusing back
comes to communicate on what we
using our with our have learnt
bodies bodies,
appropriately especially
to express those with
thoughts and differences
feelings
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 Asia and Australia’s engagement with Sustainability
Islander histories and cultures Asia

Lesson Objectives
As a result of this lesson, students will be able to:

 Identify ways that people use their bodies to communicate with one another
 Brainstorm ideas about how people use their bodies to show their feelings

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

1. Prepare “Feelings Charades” cards
2. Have back up “Extended – Feelings Charades”
cards for stronger students
3. Poster paper
4. Coloured Textas and pencils for each group
5. Name cards for picking groups at random
6. Prepare PowerPoint of ‘emotion’ images
• Gifted
Ensure that gifted students have the
opportunity to use extended Feelings
Charades cards that go further into detailed
situations where they may use their bodies to
communicate/relate with others
• Physical disability
Be mindful that student with physical
disability is made comfortable and not
excluded or highlighted throughout activities
that may segregate him from classroom
 activities (Students remain sensitive when
they discuss how some people do not relate
to others in the same way)

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

Resources/References
Time Motivation and Introduction:
2:20pm  In the beginning of the lesson, direct students’ attention to the Whiteboard markers
class goal for this lesson. Write the WALT (We Are Learning
Too…) on the board:

“WALT: Use our bodies to communicate with one another”

 Discuss with the children the idea that there are many ways
people use their bodies to communicate and relate with others
that don’t involve using words.

Each and every individual’s body was created in the image of

God with the main purpose of communicating what we think
and feel. When someone smiles we know they are happy and PowerPoint with different
when they cry we know they are sad. These are simple ways of emotions and body language
using our bodies for communication. images

 Activate prior knowledge by asking students to raise their hand

and tell you ways that they interact with people, without using
words.

As they raise their hands, point out that a simple action such as
raising your hand is one way we can communicate with one
another without using our words – to suggest that we have
something to say.
2:25pm
 Prompt understanding through classroom discussion with the
following wonder questions (in later lessons we will extend
upon these wonder questions and write answers in our
journals) – some possible/expected answers are indicated in
italics

1. How do I show someone I love them?

Smiling, laughing, cuddles, kisses, random acts of
kindness, make special things (cards/drawings)

2. How do we know when people are sad?

They cry, frown, move away from us, don’t talk, slouch their
shoulders.

3. How do people with difficulties with seeing, hearing or

reading communicate?
Facial expressions, body language, lip reading, sign
language, braille.

 Explain to students that all of these ideas are ways of showing

our thoughts and feelings simply through the use of our bodies.

Lesson Steps:
 To encourage interaction between all students, put children into
2:30pm random small groups (all different levels) to participate in the
Name cards
first activity.

 Each group will play “Feelings Charades”. Taking turns going

around the circle, children will pick a card out of the hat that
 has a feeling written on it as well as a related picture.
Feelings Charades cards
Feelings such as happiness, excitement, sadness, fear and joy
will be printed on the cards.

Students will take turns to choose a card and similar to regular

charades, they will act out the feeling and other students have
to guess what they are trying to communicate.

Have a set of advanced cards for students that get through it Extended Feelings Charades
easily and can act out specific situations where different cards
emotions are communicated.

 Give students 10 minutes to have at least one go each. Then in

the same groups, students will be given an A2 sheet of paper
to make posters that will be hung on the classroom wall. Poster paper, textas, pencils

2:50pm Students can explore their creativity using lots of colours,

words, sentences, pictures, symbols and drawings to express
the different ways we use our bodies to communicate. The
focus will be on how we show people we love them, how we
comfort people, or simply specific body language that we use.

Lesson Closure:
 To finish the lesson on human bodies and how we interact with
one another using our body, take the students through a guided
meditation. The meditation will encourage students to wonder
about their bodies and the way to express the goodness
created in them through their body.

Begin by taking students through simple breathwork techniques

breathing in through their nose and out through their mouth.
Use the following prompts throughout the short 4-minute
meditation:

1. Think about a time when you were really happy. How did you
express this emotion?

2. When you are really nervous about something, what does your
body do represent this feeling?
2:55pm
3. Imagine that you are sitting with Jesus. You might be praying,
outside in nature or sitting in Church in your image. What would
you like to ask Jesus about your body?

 Finish with a prayer thanking God for our bodies:

Dear God,
We thank you for giving us the ability to relate to people and
communicate with our bodies. We know each body is different,
but everyone is special.
Amen

Transition:
 This lesson takes place at the end of the day; therefore, the
transition will be putting away all materials used in RE and
returning to the front mat for the afternoon routine
3pm
(rollcall, prayer, messages)

Assessment:

Use the following checklist to decipher whether each objective was met.
Classroom observations, anecdotal notes and work samples will be
used.

Student Name Objective 1: Objective 2: Comments Checklist

Identify ways Brainstorm
that people use ideas about
their bodies to how people use
communicate their bodies to
with one show their
another feelings
Resource 1: Feeling Charades Cards

Happy Sad Joyful Excited Lonely

Bored Annoyed Silly Apologetic Anxious

Disappointed Angry Interested Jealous Grieving

Confident Focused Envious Blissful Regretful

Meditative Calm Curious Aggressive Hurt

Resource 2: Extended Feeling-Scenario Charades Cards

Losing a Falling Feeling Being told Misplacing

game of and left out by
off for your
sport hurting a group ofdoing favourite
yourself friends something toy/item
you didn’t
do
Nervous Making a Telling Dropping Hearing
while new someone your ice someone
riding a friend that you cream on say
roller- love them the something
coaster ground nasty

Helping Saying Doing Taking Singing on

someone goodbye something out the stage in
carry to kind for stinky front of all
their someone another rubbish your
grocery you will person friends
bags miss and family