Alessandra Fernandez: S00164381

RELIGIOUS EDUCATION
Lesson Plan: Confirmation
GRADE:

UNIT OF WORK:

DURATION:

6F

6.4 Confirmation: Celebrating the Gift of the Holy Spirit.

Lessons:

Stage Three

Unit Content 3

1: 30 minutes

2: 30 minutes

3: 45 minutes

4: 30minutes

5: 45 minutes Total: 180 minutes

TEACHER AND SCRIPTURE BACKGROUND:

Unit Content 3 Teacher Background Information:

Baptism, Confirmation and Eucharist are the Sacraments of Christian initiation. In the early Church adults were baptised, confirmed and received the
Eucharist within one ceremony. This still occurs in the RCIA (Rite of Christian Initiation of Adults). In some expressions of the Catholic faith (for example
Maronite, Melkite traditions) the sacraments of Confirmation and Baptism are part of the one ceremony. Some students may have already been confirmed
at their Baptism as infants. The symbols are basically the same.
The story presented in this unit content, of Moses leading Israel through the Red Sea, is an overview of half of the book of Exodus but has been shortened to
focus on the key event, which is the passing through the Red Sea, from slavery in Egypt to freedom. The story of the Exodus is foundational to an
understanding of the symbol of water in Baptism and to the Eucharist as the new passover. As the Israelites moved through the sea into freedom, so
through the waters of Baptism, we enter into the freedom of Christ Jesus.
Anointing with oil is an ancient symbol. In the Old Testament kings were anointed when they were chosen by God to lead with justice and integrity. People
were called as prophets and anointed to carry out Gods work. Priests too were anointed. The ritual of anointing with oil symbolises strengthening for the
mission of the Church. The words Christ and Messiah mean anointed one. We are anointed to be Christ for each other, and Christ in the world. Saint

Teresa of Avila captures the concept well in her reflection:

You are Christs hands. Christ has no body now on earth but yours, no hands but yours, no feet but yours. Yours are the eyes through which He
is to look out on the world with compassion; yours are the feet with which He is to go about doing good; yours are the hands with which He is
to bless people now.

Scripture Background:

Exodus 14

Moses leads Israel through the Red Sea

The Book of Exodus is the second book of the Bible and the second book of the Torah (Law) or Pentateuch (5 books). The Torah or Pentateuch is made up
of five books Genesis, Exodus, Leviticus, Numbers and Deuteronomy. It was composed over a long period of time from oral, tribal stories as well as other
sources, both written and oral. By the time these texts were finally edited in the sixth century, hundreds of years had passed since the events they relate.
As the title of Exodus suggests the Book recounts the story of the Israelites escape or exit from slavery in Egypt to freedom and eventually their homeland
in Canaan. The Exodus theme permeates the rest of the Bible. The ideas of freedom, coming home, being chosen by God and covenant are all linked to the
Exodus. The background to the Exodus story is told in the first fourteen chapters. It is an epic narrative in which God and Moses are the major characters
and certainly the heroes. It is written, largely, to show the greatness of God and how God loves the people.
1 Samuel 16:1-13

David is Anointed

The story of King Davids anointing is quite surprising. God chooses David to be king when he is only a boy - the youngest in his family. King Saul, the
current king has been rejected. God sends Samuel, the last of the judges, to Jesse who is Davids father, to anoint one of his sons as king. All of Jesses sons
are brought in except David who is considered not old enough to be king. Jesse has fine looking sons but God does not choose any of them. Instead God
chooses the one no one expected. He chose David, as king because God does not see as people see; people look at appearances but God looks at the
heart (v7).

CATECHISM OF THE CATHOLIC CHURCH: CCC

Excerpts from the Catechism of the Catholic Church are included below as information for teachers. They present the Churchs teachings contained in this
unit.

1300

The essential rite of the sacrament follows. In the Latin rite, "the sacrament of Confirmation is conferred through the anointing with chrism on the
forehead, which is done by the laying on of the hand, and through the words: 'Accipe signaculum doni Spiritus Sancti' [Be sealed with the Gift of the
Holy Spirit.]." In the Eastern Churches of Byzantine rite, after a prayer of epiclesis, the more significant parts of the body are anointed with myron:
forehead, eyes, nose, ears, lips, chest, back, hands, and feet. Each anointing is accompanied by the formula
(Signaculum doni Spiritus Sancti): "the seal of the gift of the Holy Spirit."

1242

In the liturgy of the Eastern Churches, the post-baptismal anointing is the sacrament of Chrismation (Confirmation). In the Roman liturgy the postbaptismal anointing announces a second anointing with sacred chrism to be conferred later by the bishop - Confirmation, which will as it were
"confirm" and complete the baptismal anointing.

1293

In treating the rite of Confirmation, it is fitting to consider the sign of anointing and what it signifies and imprints: a spiritual seal.
Anointing, in Biblical and other ancient symbolism, is rich in meaning: oil is a sign of abundance and joy; it cleanses (anointing before and after a
bath) and limbers (the anointing of athletes and wrestlers); oil is a sign of healing, since it is soothing to bruises and wounds; and it makes radiant
with beauty, health, and strength.

Syllabus Outcome(s):

Indicators of Learning for this unit:

By the end of Unit 3, the students will:

C3.2:

Values & Attitudes

Students will demonstrate that they are able to value Word,

Identify Confirmation as a Sacrament of Initiation.

Identify, understand and explain the symbols of Baptism and

symbols and ritual in the celebration of Catholic belief and

traditions

Confirmation.

Link the symbols of Baptism and Confirmation to sacred Scripture and

the Tradition of the Church.

Knowledge & Understanding

Recognise Baptism and Confirmation to be linked.

Describe the relationship between Baptism and Confirmation.

Students will demonstrate that they can explain how Word,

symbol and ritual are used in sacramental and non-sacramental
celebrations
SCRIPTURE PASSAGE:

Resources:
Lesson 1:

Exodus 14

Moses leads Israel through the Red Sea

iPads

14 Then the Lord said to Moses: 2 Tell the Israelites to turn back and

Religious Education workbooks

camp in front of Pi-hahiroth, between Migdol and the sea, in front of

Baal-zephon; you shall camp opposite it, by the sea. 3 Pharaoh will say
of the Israelites, They are wandering aimlessly in the land; the
wilderness has closed in on them. 4 I will harden Pharaohs heart, and
he will pursue them, so that I will gain glory for myself over Pharaoh
and all his army; and the Egyptians shall know that I am the Lord. And
they did so.
5 When the king of Egypt was told that the people had fled, the minds

Pens
Coloured Pencils
Weebly webpage: http://confirmationstagethree.weebly.com
Plenary cards
Lesson 2:

of Pharaoh and his officials were changed toward the people, and they
said, What have we done, letting Israel leave our service? 6 So he had
his chariot made ready, and took his army with him; 7 he took six
hundred picked chariots and all the other chariots of Egypt with officers
over all of them. 8 The Lord hardened the heart of Pharaoh king of
Egypt and he pursued the Israelites, who were going out boldly. 9 The
Egyptians pursued them, all Pharaohs horses and chariots, his chariot
drivers and his army; they overtook them camped by the sea, by Pihahiroth, in front of Baal-zephon.
10 As Pharaoh drew near, the Israelites looked back, and there were the
Egyptians advancing on them. In great fear the Israelites cried out to the
Lord. 11 They said to Moses, Was it because there were no graves in
Egypt that you have taken us away to die in the wilderness? What have
you done to us, bringing us out of Egypt? 12 Is this not the very thing
we told you in Egypt, Let us alone and let us serve the Egyptians? For
it would have been better for us to serve the Egyptians than to die in the
wilderness. 13 But Moses said to the people, Do not be afraid, stand
firm, and see the deliverance that the Lord will accomplish for you
today; for the Egyptians whom you see today you shall never see again.
14 The Lord will fight for you, and you have only to keep still.
15 Then the Lord said to Moses, Why do you cry out to me? Tell the
Israelites to go forward. 16 But you lift up your staff, and stretch out
your hand over the sea and divide it, that the Israelites may go into the
sea on dry ground. 17 Then I will harden the hearts of the Egyptians so
that they will go in after them; and so I will gain glory for myself over
Pharaoh and all his army, his chariots, and his chariot drivers. 18 And
the Egyptians shall know that I am the Lord, when I have gained glory
for myself over Pharaoh, his chariots, and his chariot drivers.
19 The angel of God who was going before the Israelite army moved
and went behind them; and the pillar of cloud moved from in front of
them and took its place behind them. 20 It came between the army of
Egypt and the army of Israel. And so the cloud was there with the
darkness, and it lit up the night; one did not come near the other all
night.
21 Then Moses stretched out his hand over the sea. The Lord drove the
sea back by a strong east wind all night, and turned the sea into dry
land; and the waters were divided. 22 The Israelites went into the sea on

Personal Baptism photographs

Religious Education workbooks
Pens
Smartboard
Weebly webpage: http://confirmationstagethree.weebly.com
iPads
Butchers Paper x5
Markers
Highlighters
Computers
Thumbtacks (to hang up posters)
Hat
Small paper of images or text highlighting symbols from Baptism and
Confirmation
Whiteboards
Whiteboard markers
Lesson 3:
Symbols (Water, Oil, Baptismal candle, White garment)
Storytelling materials (sand tray, two strips of blue felt, eight peg figures, ten 3D
figures)
Story scripts
Bowl
Olive oil

dry ground, the waters forming a wall for them on their right and on
their left. 23 The Egyptians pursued, and went into the sea after them,
all of Pharaohs horses, chariots, and chariot drivers. 24 At the morning
watch the Lord in the pillar of fire and cloud looked down upon the
Egyptian army, and threw the Egyptian army into panic. 25 He
clogged[a] their chariot wheels so that they turned with difficulty. The
Egyptians said, Let us flee from the Israelites, for the Lord is fighting
for them against Egypt.
The Pursuers Drowned
26 Then the Lord said to Moses, Stretch out your hand over the sea, so
that the water may come back upon the Egyptians, upon their chariots
and chariot drivers. 27 So Moses stretched out his hand over the sea,
and at dawn the sea returned to its normal depth. As the Egyptians fled
before it, the Lord tossed the Egyptians into the sea. 28 The waters
returned and covered the chariots and the chariot drivers, the entire
army of Pharaoh that had followed them into the sea; not one of them
remained. 29 But the Israelites walked on dry ground through the sea,
the waters forming a wall for them on their right and on their left.

Lesson 4:

30 Thus the Lord saved Israel that day from the Egyptians; and Israel

Pens

saw the Egyptians dead on the seashore. 31 Israel saw the great work

Coloured pencils

that the Lord did against the Egyptians. So the people feared the Lord
and believed in the Lord and in his servant Moses.

1 Samuel 16:1-13

God Chooses David

16 The Lord said to Samuel, How long will you grieve over Saul? I
have rejected him from being king over Israel. Fill your horn with oil
and set out; I will send you to Jesse the Bethlehemite, for I have
provided for myself a king among his sons. 2 Samuel said, How can I
go? If Saul hears of it, he will kill me. And the Lord said, Take a
heifer with you, and say, I have come to sacrifice to the Lord. 3 Invite
Jesse to the sacrifice, and I will show you what you shall do; and you
shall anoint for me the one whom I name to you. 4 Samuel did what
the Lord commanded, and came to Bethlehem. The elders of the city

Small cardboard index cards

Keyring
Markers
Coloured pencils
Pens
iPads
Computers
Weebly webpage: http://confirmationstagethree.weebly.com
Lesson 5:
Blank Pamphlet

came to meet him trembling, and said, Do you come peaceably? 5 He

said, Peaceably; I have come to sacrifice to the Lord; sanctify
yourselves and come with me to the sacrifice. And he sanctified Jesse
and his sons and invited them to the sacrifice.
6 When they came, he looked on Eliab and thought, Surely the Lords
anointed is now before the Lord.[a] 7 But the Lord said to Samuel, Do
not look on his appearance or on the height of his stature, because I
have rejected him; for the Lord does not see as mortals see; they look on
the outward appearance, but the Lord looks on the heart. 8 Then Jesse
called Abinadab, and made him pass before Samuel. He said, Neither
has the Lord chosen this one. 9 Then Jesse made Shammah pass by.
And he said, Neither has the Lord chosen this one. 10 Jesse made
seven of his sons pass before Samuel, and Samuel said to Jesse, The
Lord has not chosen any of these. 11 Samuel said to Jesse, Are all
your sons here? And he said, There remains yet the youngest, but he
is keeping the sheep. And Samuel said to Jesse, Send and bring him;
for we will not sit down until he comes here. 12 He sent and brought
him in. Now he was ruddy, and had beautiful eyes, and was handsome.
The Lord said, Rise and anoint him; for this is the one. 13 Then
Samuel took the horn of oil, and anointed him in the presence of his
brothers; and the spirit of the Lord came mightily upon David from that
day forward. Samuel then set out and went to Ramah.

Scripts found at the end of unit work 6.4, also can be found on web
links resource tab on weebly:
http://confirmationstagethree.weebly.com

LESSON SEQUENCE
Teaching Strategies / Learning Experiences:

STUDENT ASSESSMENT

(How it is taught)
LESSON 1
Introduction (5 minutes):

Diagnostic Assessment

Ss will be seated quietly and respectfully in a semi-circle on the classroom floor.

mindmap/concept map based on

current knowledge of both the

T will link Confirmation to students current experiences through questioning, where Ss reply back with

Sacraments of Baptism and

answers. (Ss are to raise their hands and only when selected may share their response)

Who is undergoing the Sacrament of Confirmation?

Creation of individual

Confirmation.

Plenary card: Ss self-assessment of

understanding. Focusing on three

What is the Sacrament of Confirmation?

Who has ever been to Church to see someone undergo Confirmation?

key words in the lesson, two things

learnt in the lesson and one thing
they would like to learn. This

Development (20 minutes):

further guides Ss teaching in the

T will play a video highlighting what Confirmation is Confirmation 101.

following lesson.

T will state that Confirmation is a Sacrament of Initiation.

Formative Assessment

T will question Ss to think carefully about the words in their head, in regards to what a Sacrament of Initiation
is.

T roams purposefully to view Ss

main points and selects Ss to state

T will also state that Ss are to think about the Sacraments that they know of and ones fall under as a Sacrament

key ideas. This allows the T to

of Initiation.

identify current Ss knowledge and

clarify misconceptions prior to

T verbally states instructions as well as writes them on the whiteboard for Ss to see. Ss are required to:

teaching taking place.

Use iPads in pairs to define the following words in relation to the Catholic Church

Sacrament

Initiation

Confirmation

Identify all Sacraments of Initiation

All findings are to be recorded in their Religious Education Workbook.

Selected students share key ideas

on their mindmap with the class.

Questioning: Ss are asked

numerous closed and open ended
questions to conclude the lesson.
This sums up what they have learnt
during the lesson and provides an
opportunity to clear up any wrong

T will instruct Ss to walk respectfully to their desks with a classroom iPad to share between two and begin
their research.
T instructs Ss to close iPads and close their eyes.
As the Ss have their eyes closed the T will ask Ss to recall in their head what they know about Baptism and
Confirmation.
After 30 seconds Ss are instructed to open their eyes and record in their workbook a mindmap/concept map on
what they know about Baptism and on the next page a mindmap/concept map on what they know about
Confirmation. (During this time Ss can use words and draw pictures to express their knowledge)
T will select various Ss to read a point on their mindmap, in order to allow for the T to clear up any

ideas.

misconceptions that Ss may have.

Ss are informed by the T that they are to again work in pairs and view the webpage
http://confirmationstagethree.weebly.com which has been presented on the smartboard.
Ss are to select the Lesson 1 drop tab under the tab stated Students.
Ss will click the links and read in pairs about the history and development of Confirmation and how it links to
Baptism.
Ss are to write notes about how Baptism and Confirmation are linked.
T will stop Ss and ask them to raise their hand to share what they have learnt about the relationship between
Baptism and Confirmation.
The T will explain that in the early Church, adults were bapstised, confirmed and received the Eucharist within
one ceremony.
The T will explain that this still happens during an adults initiation, however, baptism occurs as an infant.
With the other Sacraments taking place at separate times and points in ones life.
T will identify that Baptism and Confirmation are still celebrated as one ceremony in some expressions of the
Catholic Church such as the Maronite Catholic Church.
Conclusion (5 minutes):
Ss will come together on the floor in a semi-circle, just as the lesson had begun in.
T will conclude the lesson through questioning:

What is a Sacrament of Initiation?

Which Sacraments are Sacraments of Initiation?

What two Sacraments are closely linked?

Why is Baptism and Confirmation related?

Today, are infants baptised and confirmed together in the one ceremony?

Ss will each be given a plenary card and a pen, Ss are to fill it out and stick it in their workbooks. This
includes, three key words used in todays lesson, two things learnt during this lesson and one thing they would
like to learn more about.
HOMEWORK TASK:
Bring a photograph of your Baptism to class and find out information about it:
T will ask Ss to bring a photograph or photocopy of an image from their personal baptism. This is to be
brought to the next lesson. Ss are also required to speak to their parents about their Baptism. What happened?
Who were the godparents? Which Church was it held at?
Interview:
Interview a person who has received the Sacrament of Confirmation. This person should be a family member,
godparent, sponsor or parish member. Ss must ask five questions about the Sacrament and how it has changed
the individuals life. The interview questions and responses are to be recorded as written text or video recorded
and brought into class via USB.

LESSON 2
Introduction (5 minutes):

Formative Assessment

Ss are seated at their desks with a photograph of their Baptism.

work in a group to identify symbols

and its significance in the

T instructs Ss to glue this into the middle of the next page in their Religious Education workbook.

Sacraments of Baptism and

Confirmation.

Around the photograph, Ss are to write down what happened at their Baptism, who the godparents were and
which church it was located at.

Collection of posters as a work

samples for evidence of

Ss leave their workbook open on their desk and roam around the room, allowing all Ss to view each others
images and information.

Creation of poster: Ss ability to

achievement and comprehension.

T roams between groups to assist Ss

Development (15 minutes):

expand their information and clear

Ss are to pay close attention to detail in their own image and images of their peers, making connections on

up misconceptions.

what they repeatedly see. (There is a focus on identifying reoccurring symbols such as water, white garment,
baptismal candle, oil of chrism and sign of the cross.)
Ss are seated on the floor in front of the smartboard.
T asks Ss to identify symbols that were evident in numerous pictures.
T records these symbols on the whiteboard.
T plays a video on YouTube, The Symbols of Baptism which can be found on the Lesson 2 drop tab under
Students on the weebly page.

Understanding of Ss knowledge
through Ss writing the significance
of various symbols on their
whiteboard.

Ss return to their desk with an iPad shared in pairs.

Ss are to view and read the information expressed in the links on the weebly page found in Lesson 2 drop tab
under Students in regards to the symbols of Confirmation.
After reading, Ss are to get into five groups of four to create a poster or a PowerPoint presentation.
Each group is given either butchers paper, markers and highlighters or access to a computer depending on
their choice of presentation.
Ss are to work together, dividing the poster in half, one side expressing the symbols and its meaning in
Baptism and the other side containing the symbols and its meaning in Conformation. Those doing the
PowerPoint will present this information appropriately using slides.
Appropriate spiritual music is played softly in the background as it is a time to reflect on what they have learnt
about the symbols and rituals that follow in Baptism and Confirmation. (Found on the weebly page.)
Conclusion (10 minutes):
Each group will present their poster or PowerPoint and elaborate on two symbols, one from Baptism and the
other from Confirmation. (Each group presents different symbols.)
Posters will be hung up in the classroom, PowerPoints will be uploaded onto the Weebly page and Ss will be
praised for their work.
Ss are seated on the floor.
T will hold a hat filled with small papers of Baptism and Confirmation symbols in the form of images or text.
T will select a Ss to come to the front and close their eyes, selecting a paper from the hat.

Ss are to write a definition on their personal whiteboards of the significance of the symbol. This is raised and
shown to the teacher. Various Ss are asked to read out their response. (This is repeated until all images have
been selected)
Ss given the opportunity to ask the T any questions in regards to todays lesson for further clarification.

LESSON 3:

Formative Assessment

(A classroom visit has been organised with the parish priest.)

Introduction (2 minutes):
Ss are seated on chairs in semi-circle facing a table where the parish priest is standing.

Explore understanding of the

stories, The God of Freedom (Ex
14) and God Chooses David (I
Samuel 16:1-13) which is
showcased through drama.

The T initiates the discussion by encouraging to share with the priest what they have learnt about
Confirmation thus far.

Development (41 minutes):

The priest introduces visual, hands on symbols (organised by the T) used in Confirmation through discussing
the structure and process of the Confirmation ceremony. The priest further links this to Baptism, and how the
symbols in both Sacraments relate to one another. Certain symbols are also linked by the priest to Scripture
briefly.

Each resource/symbol is passed around the classroom.

Ss are given time to ask the priest questions about the presentation.

T and Ss thank the priest for their time and lead in prayer.

Prayer to the Holy Spirit (Prayer of St. Augustine):

Breathe into me, Holy Spirit,
that my thoughts may all be holy.
Move in me, Holy Spirit,
that my work, too, may be holy.
Attract my heart, Holy Spirit,
that I may love only what is holy.
Strengthen me, Holy Spirit,
that I may defend all that is holy.
Protect me, Holy Spirit,
that I may always be holy.
Ss are now seated on the floor in a semi-circle facing the T.

T explains that the symbol of water and the symbol of oil will be separately explored through story.

Ss have previously watched the T tell the stories of The God of Freedom (Ex 14) and God Chooses David
(I Samuel 16:1-13) using materials.

T puts Ss into groups to explore these stories again and present to the class through drama, particularly freeze
frame. (One group of nine and one group of ten. Ss are familiar with highlighting moments from a story using
freeze frame and a narrator to read and instruct Ss to close their eyes as the freeze frame is prepared and
when to open eyes.)

Group of nine will read over and comprehend The God of Freedom (Ex 14) and the other group will focus on
God Chooses David (I Samuel 16:1-13). Each group has one narrator. Ss are also encouraged to reflect on
the I wonder questions on the script.

Ss present at front of class as other Ss are seated on the floor to watch.

T will link The God of Freedom (Ex 14) to water. Discussing the significance of water.

T will link God Chooses David (I Samuel 16:1-13) to the significance of oil. Discussion of oil will take
place. T also explains that during Confirmation each child is sealed with the Holy Spirit which strengthens
ones bond with the Church and with Christ. This is symbolised through the sign of the cross made with oil on
the adherents forehead. T will make the sign of the cross on a Ss backhand using olive oil and will say Be
sealed with the gift of the Holy Spirit. The bowl of oil is to be passed row by row with the Ss making the sign
of the cross on the person who is next to receive the bowls backhand, they must repeat the words stated by the
T, Be sealed with the gift of the Holy Spirit.

Conclusion (2 minutes):
T asks Ss if they enjoyed todays lesson and what they have learnt.

LESSON 4:
Formative Assessment
Introduction (5 minutes):
Ss are aware of the relationship between Baptism and Confirmation, the symbols and rituals involved.

Ss creation of flashcards based on

what they have learnt during this
unit. This further leads to sharing of

Class discussion takes place as Ss popcorn ideas about Baptism and Confirmation.

learning, as each Ss will share a key

idea noted on their flashcards.

Each group table is provided with small cardboard index cards with a puncture hole which are to be used as
flashcards and enough keyrings for each Ss. Markers and coloured pencils are also provided.

T will roam purposefully, assisting

Ss develop and expand their
flashcards.

Development (20 minutes):

T instructs Ss to create their own portable flashcards.

Ss are to record what they have learnt during this Unit in regards to the following (this is written on the
whiteboard for Ss to view):

History and development of Confirmation

Baptism and Confirmation relationship

Significance and identification of symbols and rituals used during the Sacraments, with further links to
Scripture and the Church

Process/structure of the Confirmation ceremony

Two new facts that they did not know about the Sacrament of Confirmation

Ss are given iPad and classroom computer assess to explore the weebly page,
http://confirmationstagethree.weebly.com

Ss will learn and absorb the information from the webpage and expand the information they present on their
individual flashcard.

Conclusion (5 minutes):
Ss will come together on the floor when the activity is completed.

Ss will sit in a circle and one by one share a key idea they have expressed on their flashcards.

Ss are made aware that during the following lesson, they will be assessed on what they have learnt by creating
a pamphlet in regards to Confirmation. This prepares them, encouraging them to study at home.
LESSON 5:
Introduction (5 minutes):

Formative Assessment

Peer Assessment: Group

Ss are to get into groups of four with the flashcards that they made in the previous lesson. Ss will test each

questioning stemmed from the

other based on the flashcard information.

information inside Ss personal

flashcards. This allows for Ss to

Ss are to be seated at their work desk.

feel comfortable and express their

knowledge with their peers and

Development (35 minutes):

further extend their comprehension.

Ss are given paper which is folded to signify a pamphlet. Ss are instructed to create an appealing and
informative pamphlet in regards to what they have learnt about Confirmation during the unit.
Their pamphlet should inform individuals about the following:

Summative Assessment

Pamphlet: Ss are to create an

What Confirmation is.

informative pamphlet about the

The structure of Confirmation.

Sacrament of Confirmation. The T

The history and development of Confirmation.

is looking for the following

The close relationship between Baptism and Confirmation.

Symbols and rituals used in both Baptism and Confirmation and which symbols they have in common.

Fast finishers may use earphones on the classroom floor and further explore the weebly website.
Conclusion (5 minutes):
Once the assessment is complete, Ss will sit in a circle on the floor with the T, each Ss individually sharing
something they have learnt or found interesting during this unit.

information:
-

What Confirmation is.

The structure of Confirmation

The history and development of

Confirmation.

The close relationship between

Baptism and Confirmation.

Symbols and rituals used in

both Baptism and Confirmation
and which symbols they have in
common.

TEACHER EVALUATION OF LESSONS TAUGHT

Evaluation for each lesson:
At the end of each lesson the T will complete the following evaluation questions to reflect on success of lesson and guide future planning.

To what extent did the learners achieve the intended learning outcomes today?

Identify the teaching strategies/learning experiences that were most/least effective. Explain why.

Describe how the selection and use of resources supported learning in the lesson.

Was the lesson interesting and engaging for students?

Was classroom management successful? Which strategies were most effective?

How could this lesson have been improved?

Unit 3 Evaluation:

To what extent did the learners absorb the information from unit?

What aspects of learning within the unit do the students require further collaboration?

Was the lesson sequence appropriate for the unit?

Were all indicators for the unit successfully explored and achieved?

If you were to reteach the unit again, what would you change?