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Catholic World View and Teacher Witness (See Teacher Note) Link with Key Understandings and Learning Points by highlighting
Prayer within the Catholic Faith is a central and key element. Prayer deepens a person's faith. Praying can help the believer come to a greater
understanding of God's purpose for their lives. It is imperative that as teachers we educate our students on the importance of prayer.
This unit seeks to educate students on the multiple ways people can pray. Prayer can be silent or said out loud. It can use set words, or a person's own
words. In prayer, Christians lift their minds and hearts to God. This unit lets students experience the power of prayer. Once they have learned to pray about
things, they will be able to feel the power of prayer. They will learn that prayer can be a sanctuary for them. They will develop a relationship with God, and
grow as individuals in Christ. This unit delves deep into scripture and how Jesus taught his followers how to pray. Once again strengthening the students
knowledge and understanding of prayer.
Extension – Students will be given differentiated questions to allow them to engage in higher order thinking skills. For example they will be asked to
provide evidence and justification to their answers.
Engagement – Groups will be strategically organised to ensure levels of abilities are levelled out. Highly skilled students will be placed in groups with
students who require further assistance. They will also be positioned near the teacher or EA so as to keep an eye on their progression throughout the
lessons activities.
Special Considerations – Students who require assistance with reading and writing will be assisted by the teacher or EA. If that does not work those
students will be pulled out of the group and will work one on one in a small group with the teacher or EA. Access to computers will be given to students
who have writing difficulties.
LEARNING AND TEACHING PROGRAM
Evaluation
Week Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5
and
Prayer Love your neighbour Love one another Spontaneous prayer: Invite Ask a student to select a prayer from Students write down two Assessment
students to pray asking for God’s prayer book. Read aloud to class and things they are thankful
help & guidance when making reflect. for and share with the
moral decisions. Response: Lord class.
give us strength and guidance in
our decision-making.
1 A1: Class brainstorm / A1: Read Spaghetti in a A1: Students in pairs research A1: Students watch YouTube: A1: Watch Diagnostic
identify using Hot Dog Bun: Having and create Pic Collage on what https://www.youtube.com/watch?v= https://www.youtube.co Assessment:
People Bubbl.us the choices the Courage to Be Who moral choice and conscience is. yHKFvxgQOFI on the ten m/watch?v=iOMKASxGEx Teacher collects
can make
made by people every You Are. Discuss the Identify the characteristics of commandments. Discuss how the w. Read the Beatitudes the My Choice
good
decisions day and what helps us difference between each. Present to class. Ten Commandments help us to make [Matthew 5:1-12]. My Future work
make an informed regular daily choices moral choices that are pleasing to Summarise/ discuss what sheet.
choice. and important choices. (Integrated with English God. each Beatitude means Continuous
ACELY1717) and how it applies to conversations
A2: In pairs students A2: Students TPS A2: Students in pairs create a poster, Christian moral life. and discussions
need to rank these who/how they can seek A2: As a whole class discuss which lists the 10 commandments, with students
choices from least to guidance when making findings / Pic Collage and create a and illustrate an image that A2: Students complete throughout all
most important (class a choice. Discuss how definition for each word. represents it (can draw/ or create a the beatitude Flip Square lessons. Will
discussion must justify choices impact others. collage using newspaper/magazine activity (see attached indicate
rankings) In pairs hand out cut outs). Students reword the resource). students
scenarios (see attached commandment positively. current
A3: Write a class resource) for students (Integrate Math understanding
definition to add to to act out with one (Integrated with English ACELY1717) ACMMG140) of decision
the wall display on person being the making.
how to make an guidance provider – A3: Discuss how the
informed swap roles. Beatitudes are the paths Formative
choice/decision. that God gives people as Assessment:
(Integrated with drama an answer to their desire (Lesson 5)
A4: Exit ticket skills for happiness. Students are
students complete ACADRM035) given one
worksheet – Ability to A4: Students are given a Beatitude to
Make Good decisions single Beatitude to focus focus on and
A3: Exit ticket students on and complete complete
complete ‘My Choice Resource Sheet 2 ‘The Resource Sheet
My Future’ activity (see Beatitudes’. ‘The
attached resource). Beatitudes’.
Checklist
marking guide.
Week Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Evaluation
Prayer Ask a student to Play reflective music The Lord’s Prayer Ask a student to select a prayer from Prayer Partners: Students and
select a prayer from and allow time for the prayer book. Read aloud to class and write prayers to their Assessment
prayer book. Read students to reflect. reflect. partners and share them
aloud to class and with each other.
reflect.
A1: In small groups A1: Rotation activity. In A1: Recall The Lord’s Prayer. A1: Students use scripture discussed A1-3: Students Formative
2 students recall and list groups students rotate Watch in week 2 lesson 2 to plan a handwrite their final copy Assessment:
ways that the through and read the https://www.youtube.com/watc newspaper article explaining what of their newspaper article (Lesson 5)
Christian Beatitudes are Gospel passages that h?v=UmdN8zzyRtc Jesus taught about how to pray, and and decorate page (see Students create
follow
evident in everyday show how Jesus taught Explain to the students that Jesus what people are praying for when attached resource). newspaper
the
Beatitud life, and in everyday his followers how to taught The Lord’s Prayer to his they pray The Lord’s Prayer. Finally article
es people. Discuss as pray. disciples when they asked him why they think praying is important. (Integrated with English explaining how
whole class 1. In the morning how to pray [Matthew 6:9-13 & (Will have 2/3 lessons to complete). (ACELY1714) to pray.
[Mark 1:35] Luke 11:2-4]. - See attached resources Checklist
A2: In small groups 2. On the sabbath (These will be displayed during the (Formative assessment marking guide
reword the eight [Luke 4:16-17] A2: In small groups students mass) piece) (see attached
Beatitudes in positive 3. Alone [Mark 6:45- create dance actions for each for more
language. Discuss as a 46] part of The Lord’s Prayer and A2: Continue on with newspaper information)
class and add eight 4. With others in present to class. Show this video article draft (see attached resource). For fast finishers Students
definitions onto wall synagogues as example begin creating visual - All reflection
display. [Matthew 4:23] https://www.youtube.com/watc (Integrated with English representations of each pieces and exit
h?v=ZqQMxMWXJ7E (ACELY1714) petition of the Lord’s tickets collected
5. When facing
A3: In pairs find Prayer. Students can use (indicate
temptation
examples of people (Best group will be chosen to drawings, symbols, students ability
[Matthew 4:1-10]
who exemplify each teach the whole class and this will magazine clippings or to reflect and
Beatitude and explain 6. The night before he be presented during mass) take photos to represent understand
the way that they find died [Luke 22:41- each petition. These are their choices
happiness by 42]. (Integrated with Dance presented in poster and actions)
following these ACADAM009) format, with the petition
A2: Break students into
principles of Christian written on the poster as a Seesaw is used
six groups and allocate
moral life (fictional A3: Teach the seven petitions of heading. throughout
one of the above
characters from books The Lord’s Prayer. Watch the (images of
Gospel passages to
or movies, famous video that explains each petition. (Integrated with Visual students & exit
each group. Students
people or family https://www.youtube.com/watc Arts ACAVAM115) tickets) and
create a comic strip
members / friends). h?v=V6HjK8UGV3U&feature=you referred to for
titled ‘Jesus taught us
tu.be in pairs students match reporting to
how to prayer’ (see
each petition of the Lord’s Prayer parents.
attached resource
with its meaning (see attached
‘Comic Strip’).
resource ‘Chapter 50 Activity’)
A3: Exit ticket students
A4: Exit ticket students complete
complete ‘Is Prayer Like
‘How do we connect with Jesus?’
Talking With A Friend?’
(Reflect upon how to use prayer
to strengthen relationship with
God)
Week Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Evaluation
Prayer The Lord’s Prayer Ask a student to select Prayer Partners: Students write Ask a student to select a prayer from Cumulative prayer: all and
a prayer from prayer prayers to their partners and prayer book. Read aloud to class and participate in reading a Assessment
book. Read aloud to share them with each other. reflect. prayer aloud.
class and reflect.
A1: Discuss the A1: Explain through A1: Identify the ways that Jesus A1: Instruct groups to talk about their A1: Discuss the journal All reflection
3 connections between prayer people can came to teach people about how weekly “schedule.” Using resource questions as a class and pieces and exit
Christia the Lord’s Prayer and develop a good to develop a close relationship sheet ‘How Do You Get The Most Out then students journal tickets collected
ns are the Beatitudes. relationship with God. with God. Of Your Day?’ have students write responses to the (indicate
strengt Students TPS the Brainstorm ways that - Gospel of John their daily chores and activities on the following questions: students ability
hened important Christian people develop good - John 5:14-15 schedule. (The point of the activity is to reflect and
by teachings present relationships with - John 16:23 to get a visual representation of the 1. In what ways can understand
prayer within the Lord’s others. extremely busy schedules we all have) people develop a their choices
to Prayer and the Students read through the (Extension students can be challenged closer relationship and actions)
choose Beatitudes. A2: In pairs students scripture readings and in groups with creating their own timetable) with God?
good will compose a and discuss. 2. Why is it important Seesaw is used
A2: In groups brainstorm outlining (Integrated with Math ACMMG139) to pray and develop a throughout
students create a the ways that people A2: Students complete the ‘My close relationship (images of
drama piece which develop a good God Moments’ resource sheet. A2: Then read Luke 10:38-42. Discuss with God? students & exit
depicts / explains the relationship with God. spending time with God is a choice. 3. How does our tickets) and
way that The Lord’s Discuss and share ideas A3: Students individually send a Just like we put all our other activities relationship with God referred to for
Prayer and the with class postcard to God - on the calendar, we need to set a affect our decisions? reporting to
Beatitudes summarise https://postcardtogod.com/ time to meet with God. What are 4. What did Jesus teach parents.
the important A3: Exit ticket. How will some ways or activities you can do to so that people could
teachings for you grow as a spend time with God? relate to God in Formative
Christians. Christian? Write down https://www.youtube.com/watch?v= prayer? Assessment:
some simple goals yk8In-6KUGc (Lesson 5)
A3: Students present below you will work on A2: Invite in the local Student journal
their drama piece to in this next month! A3: Students then add into their Parish Priest to discuss responses
the class. schedule where they will spend time the importance of prayer collected and
with God. with the students. graded.
(Integrated with Checklist
Drama ACADRM035) A4: Exit ticket – students complete marking guide.
‘Welcoming God Moments’ and
reflect upon how they will welcome
God.
Week Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Evaluation
Prayer Ask a student to Cumulative prayer: all Students journal down their Ask a student to select a prayer from Prayer Partners: Students and
select a prayer from participate in reading a thoughts and feelings, write a prayer book. Read aloud to class and write prayers to their Assessment
prayer book. Read prayer aloud. prayer to themselves. reflect. partners and share them
aloud to class and with each other.
reflect.
A1: Brainstorm A1: Identify ways that A1: Teach the three major A1: Describe and explain the five A1: Recall the forms of All reflection
4 reasons why people fellow students pray, expressions of prayer. Watch: forms of prayer. prayer. pieces and exit
Christia might pray. Watch: and ways that they https://www.youtube.com/watc tickets collected
ns pray https://www.youtube choose to communicate h?v=3lR9uaEXnQ8 A2: Provide students with Resource A2: Provide students with (indicate
in .com/watch?v=QVHU with God. Students Sheet ‘Forms of Prayer’ and allocate a variety of prayers and in students ability
many x_EJnUs (explore walk around the room A2: Provide students with each group with a form of prayer. small groups, and using to reflect and
ways various prayer books and have discussions Resource Sheet ‘Expressions of Students create a prayer that fits the Resource Sheet ‘Forms of understand
provide examples) with each other and Prayer’ and allocate each group form of prayer and present it to the Prayer’, students their choices
record findings. with an expression of prayer. class. Students must incorporate determine which form of and actions)
A2: Go through the Students create a prayer that fits movement / dance into their prayer. prayer each is by
formula for writing a (Integrate with English their expression of prayer and highlighting evidence Formative
prayer. Provide ACELY1709) present it to the class. (Integrate with English ACELY1710) within the prayer to Assessment:
students with justify their findings. (Lesson 2)
multiple prayer books (Integrate with English A3: Students complete resource sheet Discuss as a class. Students create
to explore. A2: Students create a ACELY1710) ‘What are you thankful for?’ and Pic Collage of
Pic Collage of why we ‘How do we pray?’. A3: Perform a prayer why we pray.
Loved: The Lord's pray session for the students. Checklist
Prayer Board book A3: Students reflect upon which Afterwards run through marking guide.
Sally Lloyd-Jones (Integrated with English expression of prayer they are with the class what Will indicate
ACELY1717) drawn too and justify why elements were involved students
I Prayed for You Board (personal reflection piece). (music, prayer, scripture current
book by Jean Fischer reading, candles, understanding
(Integrate with A4: As a whole class discuss the activities etc.) Group of importance
English ACELY1711) prayers of faithful. In small students and provide of prayer.
groups students will create a line them some time to begin
A3: Students will each for the Prayers of The planning their own prayer
create and write their Faithful to be read out during session. These will be
own prayer. mass. presented over the
following lessons. Each
A4: Provide students group will be given a
with a piece of blank specific topic to base
card. Students will their prayer session on.
write and decorate
their own prayer card.
Lesson 5 Evaluation
Week Lesson 1 Lesson 2 Lesson 3 Lesson 4 and
Assessment
A1: Provide students A1: Group presents A1: Group presents their prayer A1: Group presents their prayer A1: Group presents their Formative
5 time to plan their their prayer session session session prayer session Assessment:
prayer session. Clarify Students will be
Christia any problems. Provide A2: Discuss the ways A2: Recall Liturgy knowledge. A2: Explain that prayer strengthens A2: Students are assessed on
ns pray access to computers Christian communities Students work in small groups to Christians to choose what is good and allocated one of the four their creation
togeth to find scripture pray together. view ‘What Takes Place During helps them to make good moral ways that Christians can and running of
er as a readings and music. the Mass’ from the Together at choices. pray to God, and create a their prayer
commu A3: Introduce the topic One Altar website. The groups promotional flyer session.
nity (Integrate with of liturgy are allocated one of the following Teach the four ways that Christians explaining their learning. - Gather,
English ACELY1710) (Liturgy is the official weblinks to read and report back can pray to God: Details should include: listen,
public prayer of the on the symbols, rituals and reflect and
A2: As a class discuss church and is always an actions that take place during 1. Participating in retreats - Explanation of the respond
what happens in mass action with rituals and liturgy: 2. Spending time in monasteries way Christians pray procedure.
and what prayers we symbols). 3. Going on a pilgrimage in this setting
might hear at mass. - God Calls - We Gather ( 4. Daily life - Description of the
Brainstorm an Watch: https://bit.ly/2Quv8G1 ) setting
opening prayer for https://www.youtube.c - God Speaks – We Listen A3: Students complete ‘Go Into Your - Examples of where Summative
mass. om/watch?v=8OtH8vW (https://bit.ly/2sf3za9 ) Heart Room and Where is Your the prayer takes Assessment:
12i4 - God Acts – We Give Thanks Special Place’ reflection piece. place Students will
A3: Exit ticket ‘why is (https://bit.ly/2Qz0nQi ) - How Christians complete an
praying important and https://youtu.be/INsNT - God Sends – We Go benefit from this online test
how does it help daBIG8 (https://bit.ly/2FfK6yr ) type of prayer created through
develop our Students will have several Socrative
relationship with https://youtu.be/H5nzA (Integrated with HASS lessons to complete this. (https://socrativ
God?’ xPY0Wo WAHASS52) e.com/) which
(Integrated with English assesses their
(ACELY1714) knowledge
based on this
A3: Select several prayers unit of work.
as a class to be included
in the mass.
NOTES:
Prayers = Daily prayers are provided as a guide. Depending on the day/need teacher can change these options.
A1 = Activity One
A2 = Activity Two
A3 = Activity Three
Integration
Resource
Assessment
PLANNED ASSESSMENT:
Week Two Lesson 4 Assessment Task: Students are tasked with creating a newspaper article that explains what Jesus taught
us about how to pray (using scripture), and what people are praying for when they pray The Lord’s Prayer.
Finally, students will address why they think praying is important. This lesson is integrated with English (ACELY1714).
Students should consider how language features and grammar could be used to enhance cohesion and structure in their writing.
Finally they must consider their point of view when writing and creating their article.
This is a formative assessment task, which will be used to help inform future planning and teaching.
The assessment will determine whether any knowledge needs to be revised and or if further teaching of the content is required.
This assessment will help the teacher to determine and clarify any misconceptions the students may have before moving onto the topic of Christians are
strengthened by prayer to choose good (week 3). Marks will be then recorded into the teachers mark book as future evidence for reporting.
PLANNED ASSESSMENT: Week 2 Newspaper Article
Jesus Taught His Followers Pray (content descriptor)
Marking Key: Name: Date:
Description Score
Definitions
Defines using scripture how Jesus taught us to pray with good examples used 3
Provides limited information about how Jesus taught us to pray. Minimal examples used 2
Provides definition for prayer no examples used 1
Irrelevant definitions are provided 0
Subtotal
Described Examples of Lord’s Prayer
Describes at least three relevant examples of what people are praying for when they pray the Lord’s Prayer 3
Provides examples of what people are praying for when they pray the Lord’s Prayer 2
Provides limited examples of what people are praying for when they pray the Lord’s Prayer 1
Subtotal
Described Examples of importance of Prayer
Describes at least two relevant examples of why praying is important 3
Provides examples of why praying is important 2
Provides limited examples of why prayer is important 1
Subtotal
Communication of Ideas
Communicates information in a format that shows purpose and clarity of ideas 2
Communicates ideas with limited evidence of consideration for purpose or audience 1
Subtotal
Feedback:
Total
11
PARENT INFORMATION NIGHT
Presentation Notes
Slide One:
- I would like to warmly welcome you and your child to the wonderful learning community within our year six classroom.
- Your child is important to you, and important to me. We need to work together to help them grow, learn and develop, both as an individual and as a
member of our school community.
My Belief:
- Every learner is created in the image and likeness of God and inspired by the Spirit, responds with passion and creativity to life.
- Every learner is a lifelong learner, with a desire to search for truth and do what is right; accountable for choices and responsible for actions
- Every learner brings to the learning experience their own richly diverse life journey to contribute to a community in communion,
empowered by the Spirit to be at the service of others.
- Every learner seeks to find meaning and through Religious Education and Faith in Jesus Christ we can achieve this.
Slide Three
- Hand out prayer books to parents
Mitchell, P., & Tasmanian Catholic Education Office. (2016). Make Jesus Real: A book for life grades 5 and six. Australia, Victoria: Garrett
Publishing
Note: Upload onto your Weebly by creating a Religious Education Tab. Create a word document with the Weebly address on it with your name and student
number . Upload the word document into Turnitin under Assessments in Bb.