SCHOOL OF EDUCATION

RE LESSON PLAN
Pre-Primary/
Primary

LESSON ORGANISATION
Unit of work: The spirit who Salvation topic: Confirmation Human person Topic: Christian
strengthens response

Year Level: Students’ Prior Knowledge: (include faith

situations/previous lessons/Units)
Key Understanding:
This is the first lesson relating to Christian response,
C1 Catholics celebrate stories of the spirit strengthening
students have learnt about the strengths that the holy
others
spirit gives to people and about how we use this
strength to do the right thing despite our emotions
Students have also looked at confirmation and have
Learning Point(s): reflected on their first holy communion
C1.2 Explains how St peter was changed by the strength of the spirit

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  
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
 competence creative behaviour Social understanding
thinking competence

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:
 Students will create a prayer focusing on having/receiving strength

 Students reflect on their own lives through Godly play

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

(include Teacher Witness)
 Godly play props ready to use
 Light coloured card ready for students
 An example prayer ready to show
 Reflection questions for students to think about
 Students were given time prior to the lesson to
run around and stretch their legs before sitting
down to listen
• Sensory impaired
A Student that has trouble hearing will be catered for
by handing out interactive materials that relate to the
story and they will be seated closer to the teacher, so
they can hear better
• ADHD
Students will be allowed to use the pillows, so this
child will be more comfortable sitting on the mat for a
period of time and they have a “stress ball” for them
to fidget with during the story so they can listen better
LESSON DELIVERY attach worksheets, examples, marking keys, etc. as relevant
Resources/References
Time Motivation and Introduction:
10:00am
1. Students are gathered on the mat in a circle
- Students are given the chance to sit comfortable using the
class pillows however students who are displaying
undesirable behaviour will lose this privilege
10:02am
2. Ask students what they know about Pentecost
- Students should give answers such as “it’s a holiday” or “it’s
when the holy spirit came down”

3. Discuss the answers that students give and try to help them
understand the event using their own descriptions and recounts

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

10:07am
1. Ask a student/s who is sitting nicely to collect the prayer table Classroom prayer table
and the story box

2. While the students are setting up the prayer table, remind

students of the expectations during prayer time
- students need to act reverently and be respectful of the
prayer props
Godly Play Box
3. Once the table is set up open the box and take out the contents
10:10am
- lay it out slowly and respectfully

4. Using the items recreate the story of Pentecost

- Read the story aloud to the students
- Simultaneously use the props to tell the story
- There will be items to pass around for the students to
interact with during the story
- Throughout the story, stop and give students a chance to
reflect by asking questions such as “consider you were in the
same situation, how would you feel? Scared? Excited?”
10:20am
5. Relate the story to the year 6’s who are about to receive their
confirmation
- Once you have finished telling the story slowly and
respectfully pack away the prayer props back into the box

Lesson Closure:(Review lesson objectives with students)

1. Instruct the students that they will need to create a prayer, show Coloured card
10:22am
students your example as an expectation
Teacher prayer example
- Students can find a quite spot in the room to work
individually
- Students can use colours and coloured paper
- Students must create a prayer of thanks, thanking the
holy spirit for giving them the strength to do something or
a prayer asking for the strength to do something
10:29am
2. Ask two students who are being respectful and reverent to pack
away the prayer table
10:30am
3. Students need to pack away iPads/One Note
- Students need to photograph their prayer and upload it to
one note
- Students also need to pack away their prayers in their folder
and be seated on the mat ready for instructions
Transition: (What needs to happen prior to the next lesson?)

1. The students’ prayers and other work needs to be completed so

Religion Folder
it can be put together to make a poster

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

assessed?)

The student’s prayers can be informally assessed through a formative

observation of their submissions on one note. Once all the work has
been combined at the end the teacher can formally assess the final
product using a summative checklist.

Students self-reflection can be informally assessed by formatively

reviewing the students prayers and seeing the level of depth they went
into as well as observing which students are engaged during the godly
play.