Lesson Plan Format

Class: Year 4

Duration: 5 lessons

Key Learning Area: Religion

Lesson Topic: 4.1 Living the law of love. (linked to CEO, 2008)

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
This unit looks at the Ten Commandments and Jesuss new commandment of love which are well known guiding moral concepts in the life of a catholic. The students have explored at the first three
commandments and the eighth briefly in Year 3. They are familiar with the concept of love, the love God and Jesus has for all living things as curriculum of this concept was introduced from
Kindergarten. But the new commandment will be introduced to them in this unit.
Syllabus Outcome(s):
Outcome: S2.1
Values and Attitudes
Attentive to the opportunities
in their own lives where the
actions and teachings of Jesus
might be applied.
Knowledge and Understanding
- Identify the actions and teachings of
Jesus.
Skills
Apply the actions and teachings of
Jesus to their own lives
Resources: General
4.1-Sydney Unit
Pens/pencils
Smart board
Religion books
Computer/smart
board/IPad
MAIN RESOURCE
4.1 living the law of love
website.

Indicators/Classroom Outcomes of Learning for this lesson:

By the end of this lesson, the students will:

Assessment: (

- - Contributions/participation to class discussions and

Define the purpose and function of rules
blog/forum
Identify values and reasons on which familiar rules are based
Recall and explore the Ten Commandments, learn the meaning of its creation
and deeper meaning of each commandment.
- Completion and high standard of classwork.
Identify how the commandments guide our lives.
Explore and explain Jesus new commandment
Compare and contrast Jesus new commandment to the Ten Commandments
- The final task, which will inform student understandings
Use technology to explore the Ten Commandments and the new
across the lessons.
commandment (4.1 Resource)
Use stimulus material and blogging to explain learning and express their
understanding of the commandments, scripture and how to incorporate the
commandments into their own lives.
Contribute to class discussions.
Contribute to group collaboration.
Lesson 1:
Lesson 3:
- Lesson 5:
4.1 living the law of love website.
4.1 living the law of love website.
- IPads
http://year4livingthelawoflove.weebly.com
http://year4livingthelawoflove.weebly.com
- Paper
Paper per group
Ten commandments game (CEO, 2008) (Appendix 4)
- Pens
Godly Play Kit Exodus 14-15
Lesson 4:
4.1 living the law of love website.
(Appendix 1)
Lesson 2
http://year4livingthelawoflove.weebly.com
Wordle Website: ( http://www.wordle.net)
John 13:34-35
Ten commandments Godly play (Appendix 2)
Mathew 22:37-40.
4.1 living the law of love website.
https://skitguys.com/videos/item/love-a-newhttp://year4livingthelawoflove.weebly.com
commandment

http://year4livingthelawoflo
ve.weebly.com

LESSON SEQUENCE: FIVE LESSONS

Lesson Content / Indicators
of Learning (What is
Taught):

Timing
(mins)

Teaching Strategies / Learning Experiences:

(How it is taught)

Assessment and Teacher

Evaluation

60 mins

T will ask Ss what is their definition of the word rules is. The Ss are asked to write
the suggestions that they discuss on the smart board.

Assessment:
- Participation/contribution
to discussions
- Group work
- Questioning- to elicit
understandings/determin
what requires further
attention.
- Reflection blog at
conclusion of the lesson
will identify what Ss hav
come to understand. It w
show if the Ss were
engaged in the godly pla
experience.

LESSON 1

Content:
What is a rule?
Rules reflect values.
Exodus 14-15
Indicators being addressed:

Define the purpose

and function of rules
Identify values and
reasons on which
familiar rules are
based
Use
stimulus
material
and
blogging to explain
learning and express
their understanding
of
the
commandments,
scripture and how to
incorporate
the
commandments into
their own lives.
(BLOG/forum)
Contribute to class
discussions.

T will then ask Ss what groups of people use rules; this brainstorm will also be
recorded on the smart board.
T asks the students to organize themselves into groups that represent different types
of people with the same collective purpose and therefore, they would have rules
(e.g. Soccer group, musicians, dancers)
Those students who may not fit into groups formed are then part of the school
community.
T asks the Ss in those groups to create 5 rules that exist based on the values in their
group on a piece of paper. (Eg. Dancing: Listen to the music, break in shoes before
you wear them on stage). Ask students to blue tack their rules to the whiteboard. T
will discuss these with the Ss. Discuss and compare created rules with school rules.

Evaluation:
T highlights that all of Gods children are a group and community too. T asks Evaluation by T determines
students what rules do we have as Catholics? Can they think of any?
appropriateness/timing/
effectiveness/engagement.
T asks the students to sit on the floor in a semi circle to listen to a story. T reads T also reads blogs of the Ss.
Exodus 14-15 with hands on materials (Godly play) (Appendix 1)
T asks I wonder questions with thoughtful pauses between each:
1. I wonder what it would be like to be a slave.
2. I wonder how the people of Israel felt when they were trapped between the
powerful Egyptian army and the Red Sea. Have you ever felt trapped?

Contribute to group
collaboration.

3. I wonder how they will live now that they are free to do what they like and go
where they like.
T introduces the 4.1 living the law of love website that they will be using over the
next five lessons. T asks Ss to look at lesson one
T asks Ss to blog their thoughts they had about the I Wonder Question 1 on the Living
the law of love website.

LESSON 2
Indicators being addressed:

Recall and explore the Ten

Commandments, learn the
meaning of its creation and
deeper meaning of each
commandment.
Identify
how
the
commandments guide our
lives.
Use technology to explore
the Ten Commandments
and
the
new
commandment
(4.1
Resource)
Use stimulus material and
blogging to explain learning
and
express
their
understanding
of
the
commandments, scripture
and how to incorporate the
commandments into their
own lives. ( BLOG/forum)

90 mins

T asks the Ss to create a Wordle about their prior knowledge about the ten Assessment:
commandments. ( http://www.wordle.net) Print it out and create a Wordle word - Participation/contribution
wall. T and Ss discuss each commandment, the meanings and significance.
to discussions
- Group work
T then asks students to listen and watch to The Ten Commandments Godly Play - Questioning- to elicit
experience (Deuteronomy 5:1-22) (Appendix 2)
understandings/determin
T poses I wonder Questions to Ss to think about. T has discussion with students
what requires further
about why God sent the commandments to Moses. Discusses circumstances for
attention.
the ten commandments.
- Work completed through
the online resource.
T asks the Ss to use computers or IPads to access the 4.1 website Living the law
of love website/blog (Appendix 2) and look the first five commandments on the Evaluation:
resource, then begin to complete the activities provided.
This lesson will be evaluat
through marking Ss respons
T will supervise students and provide assistance.
online. This will inform the
Ss are required to respond to the web stimuli by blogging, using the forum or about areas of confusion f
responding in their religious books depending on the different questions and follow up.
activities provided for each commandment.

LESSON 3
Indicators being addressed:

Recall
and
explore
the
Ten
Commandments, learn the meaning of its
creation and deeper meaning of each
commandment.
Identify how the commandments guide
our lives.
Use technology to explore the Ten
Commandments
and
the
new
commandment (4.1 Resource)
Use stimulus material and blogging to
explain learning and express their
understanding of the commandments,
scripture and how to incorporate the
commandments into their own lives.
(BLOG/forum)
Contribute to class discussions.
Contribute to pair collaboration

60 mins

T begins the lesson by singing the ten commandments song that is on Assessment:
the 4.1 website together.
- Participation/contribution
to discussions/song
T asks the students to create a Wordle about their knowledge gained - Group work
about the five commandments they learn about last lesson. This will be - Questioning- to elicit
printed out and added to the Wordle wall.
understandings/determin
what requires further
T Asks students to play the ten commandments game with their
attention.
shoulder partner on their table.
- Work completed through
Each card is cut up and they need to match the commandment with its
the online resource.
meaning. (Appendix 4)
- Matching of
commandments and
T Asks students to continue their work on the 4.1 Living the law of
meanings.
love website and move through the activities commandments 6-10
provided. (See 4.1 website for further detail)
Evaluation:
This lesson will be evaluat
through marking Ss respons
online. This will inform the
about areas of confusion f
follow up.

LESSON 4
Indicators being addressed:
60 mins

Explore
and
explain
Jesus
new
commandment
Compare and contrast
Jesus
new
commandment to the Ten
Commandments
Use technology to explore
the Ten Commandments
and
the
new
commandment
(4.1
Resource)
How to incorporate the
commandments into their
own lives.
Contribute
to
class
discussions.
Contribute
to
group
collaboration.

LESSON 5
Indicators being addressed:

Recall and explore the Ten

Commandments,
learn
the
meaning of its creation and
deeper meaning of each
commandment.
Identify
how
the
commandments guide our lives.
Explore and explain Jesus new

120
mins

T begins the lesson by discussing with children about the Ten Commandments.
Talking about their strong imperative language. T reinforces that we have forgot
Jesus new commandment. The commandment of love. T with dimmed lights,
children seated and children listening to Mathew 22:37-40.

Assessment:
- Participation/contribution
to discussions
- Group work
- Questioning- to elicit
understandings/determin
T then reads John 13:34-35 for the students to listen to.
what requires further
attention.
T asks students their thoughts of that passage via discussion and questioning and asks - Venn-diagram
them to complete a Venn diagram in their religion books comparing and contrasting - Real life examples
the ten commandments and the new commandment of love.
Evaluation:
T then asks the students to look at the YouTube video on the 4.1 Website and respond This lesson will be evaluat
it how they wish. This could be through writing drawing, song or dramatic play etc.
through
observing
t
students participation an
T asks students to get into pairs and using one commandment each think of a real life work produced as well as t
situation that would explain that commandment. The real life example of a Venn diagram and poste
commandment will be put on poster paper by each pair and will be displayed in the This will inform the T abo
room.
areas of confusion for follo
up.

T asks students to create a short film about the meaning of the ten commandments Assessment:
and Jesuss commandment of love by showing real everyday life examples of how the - Participation/contribution
commandments can be adopted in real life.
to discussions
- Group work
This can be a news report film, drama film or any way they would like to present the - Questioning- to elicit
film. They have this lesson to complete it. Film will be both peer assessed and teacher
understandings/determin
assessed.
what requires further
For the first ten minutes, students create their group of four and then make their
attention.
success criteria for their film that will be given to the other students to assess them - Real life examples
on. T will provide guidance.
- Knowledge of the Ten

commandment
Compare and contrast Jesus
new commandment to the Ten
Commandments
Use technology to explore the
Ten Commandments and the
new
commandment
(4.1
Resource)
Use stimulus material and
blogging to explain learning and
express their understanding of
the commandments, scripture
and how to incorporate the
commandments into their own
lives.
Contribute to class discussions.
Contribute
to
group
collaboration.

Ss work on their film as a group and complete it by the end of the lesson.
-

Commandments and the

commandment of love.
Use of technology

T and Ss watch the videos and mark them according to criteria.

Appendix INDEX
Appendix One: Godly play Kit Exodus 14-15 (CEO, 2008)
Appendix Two: The Ten Commandments (Deuteronomy 5:1-22)
Appendix Three: Screenshot of Main resource website and resource link: 4.1 living the law of love.
Appendix Four: Ten Commandments matching game. (Adapted from (CEO, 2008)

Evaluation:
This lesson will be evaluat
based on the completion of t
S Films. Further discussio
will occur after the T has se
the work of Ss ensuring
discussion on what
enjoyed, found challengin
and would change.

Appendix One,

(CEO, 2006) Resource Sheet 2

The Exodus
(From Exodus 14-15)
YOU WILL NEED:

Sand tray - desert

Two strips of blue felt Red Sea
8 peg figures - 7 people of Israel including Moses, and Pharaoh

Students are seated in a semi-circle ready to listen to the story. When the students are settled, go to the shelf and carry the materials as you would the Bible. Place these
beside you.
Place sand tray in middle of story circle.
Take three of the people out of the story box and place them in the sand to your right.

The people of Israel lived in Egypt for many years. Their numbers grew. Pharaoh, the King, made the Israelites his slaves. They lived as slaves for
many years. Life as a slave was hard. They prayed to God to save them from slavery in Egypt.
Take rest of the people and place them in the sand with the others.

God heard the prayers of Israel and remembered the covenant made with Abraham, Isaac and Jacob.
Place Moses in front of the group.

God called Moses.

Place Pharaoh to your left facing the people. Then move Moses over to face Pharaoh.

God called him to go to Pharaoh and give him Gods message, Let my people go.
Turn Pharaohs back to Moses

Pharaoh would not listen. Many terrible things happened to Pharaoh and his people. But still Pharaoh would not let the Israelites go.
Move Moses in front of the people of Israel.

One night Moses told the Israelites to eat a special meal of lamb and unleavened bread. They called this the great Passover meal. Moses told the
people to dress in travel clothes and be ready to leave at a moments notice.

Turn Pharaoh back to look at the people

Finally Pharaoh agreed to let the people of Israel go.

Move Moses and the people one by one into the middle of the desert. Dont rush this as the students can engage with the silence.

Moses gave the signal and all of Israel began the journey out of Egypt. They had to hurry. They wanted to leave Egypt before Pharaoh changed his
mind.
Place the blue felt across the sand tray in front of the people.

Pharaoh did change his mind. He sent his mighty army to find the Israelites and bring them back.
Soon the people of Israel were trapped between the powerful army of Egypt and the Red Sea. Moses prayed to God.
Turn back each piece of felt, leaving a path through the water. Move the people through one at a time.

God is more powerful than any army. God separated the sea and made a path for the people of Israel to walk across the sea on dry ground. The
Israelites went across the sea where they were safe and free.
Turn each piece of felt back to its original position.

Then God closed the path so that the army could not follow them.
Move the people into a circle with one person (Miriam) in the centre.

God had saved the people from slavery and had given them freedom. The whole of Israel praised God. Miriam led them in dance and song.
Engage with I wonder.

I wonder what it would be like to be a slave.

I wonder how the people of Israel felt when they were trapped between the powerful Egyptian army and the Red Sea.
I wonder if youve ever felt trapped.
I wonder how the people felt when they were free at last.
I wonder why the Israelites felt close to God after their delivery out of Egypt.
I wonder how they will live now that they are free to do what they like and go where they like.
Carefully pack story materials into storage box and put on shelf. Ensure that children are watching so they know how to pack the materials away and where to find them.

Appendix 2
(CEO, 2006) Resource Sheet 3

The Ten Commandments

(Deuteronomy 5:1-22)
This story is told after the story of The Exodus.
YOU WILL NEED:

Sand tray - desert

Rock to represent mountain
7 peg figures or people of God figures, including Moses and Miriam
Heart shaped Box with Ten Commandments inside
Two hearts, one with Love God and one with Love Others on them - use template on RE Online to laminate and cut out.
Ten commandments laminated and cut out

Students are seated in a semi-circle ready to listen to the story. When the students are settled, go to the shelf and carry the materials as you would the Bible. Place these
beside you.
Place sand tray in middle of story circle. Slowly run your fingers through the sand as you say:

This story also happens in the desert. Deserts can be lonely places and places of danger. Many important stories about the people of God happened in the desert.
Bring out the rock and put it in one corner.

In this desert there is a very important mountain called Mt Sinai.

Place the people of God in a circle in the sand at the opposite end of the mountain with a woman Miriam in the centre. (This is the scene at the end of The Exodus story)

These are the people of Israel. Do you remember Miriam? She led the dancing as her people celebrated their escape from Egypt.
Bring Moses to the front as you say:

This is Moses who led the people out of slavery in Egypt, through the Red Sea and into freedom in the desert.

Move the people slowly over to the foot of the mountain as you say:

But it wasnt all celebrating for the people. It was hard in the desert. Often they didnt have enough food or water. It was hot and windy and
sometimes they wished they were back in Egypt as slaves.
Now they were free they needed to live well together as Gods holy people. God loved and cared for them and so God called Moses up the
mountain and gave him the Commandments to help them to live in peace with God and one another.
Take out heart with Love God and put it in sand to the back facing children (commandments will go in front of it).

The first three commandments are about loving God.

Put Love People heart beside Love God facing students

The other seven are about loving people

All the commandments are to help people to live good and happy lives.
Now announce each commandment slowly and clearly as you put it down in the sand in front of whichever heart it belongs in. (1,2,3, with Love God, 4, 5, 6, 7, 8, 9, 10 with Love people).
Engage with I wonder.

I wonder why many important things in the story of God and Gods people happen in the desert.
I wonder if youve ever been in the desert.
I wonder what it would be like to be in the desert.
I wonder which commandments you think would help the people live well together.
I wonder which one of the commandments you think is most important.
I wonder which commandment you like the best.
Carefully pack story materials into storage box and put on shelf. Ensure that students are watching so they know how to pack the materials away and where to find them.

Appendix 4: This is a site I created as a resource for my 5 lessons; the lessons are located
in tabs in the MORE section.
http://year4livingthelawoflove.weebly.com

Appendix 4
(CEO, 2006) Resource Sheet 6

The Ten Commandments

Match the Ten Commandments in column 1 with the commands in column 2.
1

I am the Lord your God. Make time for God on Sunday

You shall have no other
gods besides me

You shall not steal

Respect Gods name in all you

say and do

You shall not take the Respect your parents and those 8
name of the Lord, your who care for you
God, in vain

You shall not bear false witness

against your neighbour

Respect relationships

Remember to keep holy Be faithful

the Lords day

You shall not

neighbours wife

covet

your

Be happy with what you have

Honour your father and Respect the good name of others

your mother

10

You shall not covet

neighbours goods

your

Respect all life

You shall not kill

Put God first in your life

References.
Berk, L. E. (2012). Infants, children, and adolescents (7th ed.). Boston, MA: Pearson Education.
Bishops of NSW,. (2007). Catholic schools at a Crossroads. Retrieved 8 October
2015, from http://www.cecnsw.catholic.edu.au/db_uploads/catholic-schools-at-a-crossroads.pdf
Bradford, J. (2015). Year 4 Living the law of love. Year 4 Living the law of love. Retrieved 8 October 2015, from http://year4livingthelawoflove.weebly.com
Brown, S. (2015) Conceptualizing digital literacies and digital ethics for sustainability education International Journal of Sustainability in Higher Education,
2014, Vol.15(3), pp.280-290 [Peer Reviewed Journal]

Catholic Education Office, Sydney. (2006). Unit 4.1 Living the law of love. Religious Education Curriculum. Retrieved from
http://www.ceosyd.catholic.edu.au/Parents/Religion/RE/Pages/Primary.aspx

Catechism of the Church, C. (2015). Catechism of the Catholic Church - The Ten Commandments. Vatican.va. Retrieved 8 October 2015, from
http://www.vatican.va/archive/ccc_css/archive/catechism/command.htm
Ceosyd.catholic.edu.au,. (2015). Catholic Education Office Sydney -

Primary. Retrieved 8 October 2015, from

http://www.ceosyd.catholic.edu.au/Parents/Religion/RE/Pages/Primary.aspx
Skit guys,. (2015). Love: A New Commandment Video. SkitGuys.com. Retrieved 8 October 2015,
Retrieved from https://skitguys.com/videos/item/love-a-new-commandment

William, B.,R. (2002) Multiple Intelligences for differentiated learning . USA, California: Sage Publications.

Zwang, J. (2011). Ten Ideas for Interactive Teaching. Retrieved from http://www.eschoolnews.com/2011/06/06/ten-ideas-for-interactive-teaching/