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LESSON PLAN ONE A - Wondering at the Creator

Key Understanding/Learning Point


A1.1 Identifies the qualities that make a friend
Teaching Focus for the Lesson: A1.2 explores the idea that friends can share friends
A wondering at the Creator A2.1 Expresses wonder at God who wants people to be friends.
Continuing with following lessons: Experimenting the love from friendships
resembles Gods wish for all people to be friends with another. Understanding that
God created us to share love.

Timing Steps of the Lesson Resources


11:15 am
Introduction Amos & Borris by Willian Steig book
Teacher reads Amos & Borris by Willian Steig to the class
Once teacher has finished question students
What do you think this book was about?
What do you think is the true meaning behind this story?
How do you know that Amos and Borris were friends?
Explain to students that these a called qualities it is the way that people show
how they are being your friend
Ask all student to stand up (can also contribute to a brain break, catering for
diversity)
Stand up if you have a friend
Hands on heads if your friends are caring
Hands on noses if your friend is loving
Hands on ears if your friend is supportive
Shake your body if your friend is honest
Reinforce that these are all qualities of a friend

11:30 am
Strategies for Learning and Teaching Have an example of what a mobile is/ hanging
Children stay seated on the mat, ask to move into a semicircle (more interactive mobile
and visualising for the students) teacher does demonstration of the activity
Educator has various materials with her on the mat educator clearly describes Materials for Friendship Mobile:
what materials she is using and how to use them safely eg. Scissors, glue Coloured circle card
Educator explains that today you as a class are going to make a friendship Pencils
mobile Crayons
Teacher explains what a mobile is textas
Why do you think we are making a project as a class give them time to Edicol dye
reflect with their turn and talk partner we are making a friendship mobile Pom poms
as a class because we all share love around in this classroom which is one Pipe cleaners
important quality from a friend Tissue paper
Teacher explains to make your contribution to the friendship mobile, you get this Scissors
circle piece of paper and I want you to write as many qualities of a friend that you Glue
can think of. If they are finding it hard to think of qualities question them what Googly eyes
makes a good friend, ask them about one of their friends at school, what makes All different hands on materials caters
them so special? for learner diversity
Exemplify that children dont have to express their understanding of qualities
through writing they can do it through drawings, symbols or using the different
hands on materials provided to illustrate their understanding.
Once students have completed their activity, make sure they have their names on
the back
Giving children the responsibility to pack away their resources is a crucial step.
Make sure students follow this up.
Once completed the activity children quickly and quietly come and sit in a semi
circle on the mat.
11:50 Conclusion Making the mobile on the mat
Children are seated next to their turn and talk partner in the semi circle. String
Teacher asks to look at your turn and talk partner and think of one good quality Scissors
they have as being your classroom peer or friend (children stay in semicircle). Coat hanger
They do this in their heads (A time for reflection).
Teacher asks for each student to go around the circle state who their partner is
and the quality that makes them a good classroom friend.
As the students are expressing their ideas the teacher puts together the mobile so
students can also be involved in the final product.
Once students have finished the teacher shows the children the Friendship mobile
exemplifying that this mobile represents that we are all linked together in the
classroom and that we all love each other and we can share our friendship in the
Finish classroom.
11:55/12:00
pm
Catering for Learner Diversity Evidence of Learning for Assessment and Reporting
Children are assessed through a checklist Can tick/cross/write
Extension: comments) anecdotal notes can also be used for children that have
Children that are identifying a variety of qualities challenge their difficulties or are not challenged enough!
understanding on how these qualities can be expressed and
represented in different social, physical and mental situations.
Engagement:
Behaviour Management system is properly installed in the classroom
environment and applies throughout the lesson rewards such as
putting a body part on Mr. potatos body or giving out tokens for
praising students who are behaving and interacting well.
Disruptive students have a turn and talk partner on the mat that is
responsible and can control disruptive behaviours.

Special considerations:
When reflecting as a class children use their turn and talk partner
on the mat to collaborate and question and query each others
thoughts.
Brain break incorporating activates that allow students to focus
again.

At educational risk:
Student with vision impairment requires seating close to teacher and
magnification equipment for viewing task.
Make sure that students that are most disruptive sit closest to the
teacher on the mat.
All students understand and know how to sit quietly on the mat
without disturbing others
Students that are at educational risk provide students to set goals
according to their IEP (Individualised Educational Plan).
Students that have sensory problems provide with materials that
aid their needs without distracting themselves or others.

LESSON PLAN TWO B - The Promise of Christian Salvation


Key Understanding/Learning Point
Teaching Focus for the Lesson
The Promise of Christian Salvation B1.1 explores the bible story of Jesus and Zacchaeus
B2.1 Represents ways people can care for friends as Jesus did

God shared love for all his friends, resembling that all people need to live as friends.
Timing Steps of the Lesson Resources

Introduction Godly play scrip or bible; Luke 19:1-10


Educator sets up the setting for the godly play
Educator asks all children to form a circle on the mat
Educator delivers the godly play in an interactive and
respectful way
Children are expected to know how to sit in a respectful way
At the end of the godly play, educator queries and inquires
wonder questions (Attached scripture at the end)
Educator gives children 2 minutes to reflect and
communicate their answers to the wonder questions with
their turn and talk partners.

Strategies for Learning and Teaching


Children are handed out a piece of coloured material (that 4 colours of fabric
represented 1 of 4 of the characters in the godly play). 1 colour for each child in the classroom
Children have one minute to find their other group members
that have the same coloured fabric.
Each fabric represents one of the 4 main characters in the
story.
If the children can not remember their character that was
represented with their given fabric the teacher tells them
Children discuss in their groups whether this character
showed love for another person in the scripture, if they did
how? If the children clearly understand that the character did
not show a friendly attitude within the scripture, they can
brainstorm a way that the character could of showed love like
Jesus did. (Characters may include Jesus, Zaccaheus, two
of the crowd members).
The group leader of each holds on to their fabric, the rest of
the members hand fabric back to the teacher. Children are
directed to then form a circle
Group leaders share one way that their character in the
godly play showed love and if not how could of they?
Conclusion
Children remain in the circle Like Jesus, Friends Show Love by box
For children to reflect on the story of Zacchaeus, children Inside there are green leaves, one with every childs name on them
need to represent their knowledge in a contemporary way A5 (enough room for children to express their understandings in their
Teacher walks around the circle with the Like Jesus, Friends own way/form and capability).
Show Love by box, which has a leaf with a member in the Coloured pencils, crayons, lead pencils
classs name on it.
Each child picks out a name Sycamore Tree enlarged tree print out (on the classroom wall)
Children are give 5 minutes to either draw or write a way that Blue tack for sticking the leaves onto the trees.
they can show love/ friendly qualities towards this person
during that day.
The leafs represent the making of the Sycamore Tree in the
bible scripture each of us are friends and show love as Jesus did.
Children stick their leaves to the Sycamore tree in the classroom
as their understanding that Jesus loved and cared for all of his
friends
Catering for Learner Diversity Evidence of Learning for Assessment and Reporting
Extension:
When writing their action on their leaf they can relate it back to the Children are assessed through a checklist Can tick/cross/write
Zacchaeus story. Children link their knowledge of their interpretation of comments) anecdotal notes can also be used for children that have
the story with real life situations, actions and values. difficulties or are not challenged enough!

Engagement:
Behaviour Management system is properly installed in the classroom
environment and applies throughout the lesson rewards such as
putting a body part on Mr. potatos body or giving out tokens for
praising students who are behaving and interacting well.
Disruptive students have a turn and talk partner on the mat that is
responsible and can control disruptive behaviours.
Using different ways to group students using fabric to group students
allows them to develop their senses, their social and interactive skills
as well as their fine motor and cognitive skills
Giving a character to base conversation interactive way for creating
discussion within the classroom environment. Children understand that
listening to the specifics within any story is crucial for understanding the
meaning.

Special considerations:
Godly Play: children know that this is a time to be respectful children
know the rules of being and showing respect at this time.
When reflecting as a class children use their turn and talk partner on
the mat to collaborate and question and query each others thoughts.
Group work aids for kids that are more visual learners, caters for
children to express ideas in a different form allowing to develop
socially, learning to inquire, question, query, discuss and debate with
other children. It creates a more collaborative, nurturing, safe,
supportive and accepting environment.

At educational risk:
Student with vision impairment requires seating close to teacher and
magnification equipment for viewing task.
Make sure that students that are most disruptive sit closest to the
teacher on the mat.
Children that cant represent their ideas in writing can draw their
response or idea/action.
If the leaf is to small for children allow some to use whiteboards or
other forms of hands on materials.
Students that are at educational risk provide students to set goals
according to their IEP (Individualised Educational Plan).
Students that have sensory problems provide with materials that aid
their needs without distracting themselves or others.
LESSON PLAN THREE C Christian Response
Teaching Focus for the Lesson Key Understanding/Learning Point
C1. States that Gods family, the church has a special place this place helps friendships with God and
Christian Response others to grow.
C2 Jesus wants his followers to show love
C2.2 Names ways people can show love during church

Family and friends celebrate their love through the church

Timing Steps of the Lesson Resources


Introduction
9:45
am Following an oral news session, ask all children to sit on the mat in a semi circle Interactive Whiteboard
Ask children to turn and talk to their partner on what it looks like, feels like and sounds like to be a
loving class member while someone is sharing their news.
Teacher asks all children to shut their eyes, teacher walks around and taps one member of each
partner to stand up.
Each child standing up shares to the class how to show love when sharing important news.
(teacher writes on interactive white board).
Children all sit down as a class the teacher and students make up actions for what it sounds
like, looks like and feels like.
Children repeat the actions a couple of times to revise and remember
10:00 Strategies for Learning and Teaching
am Walk to the Chapel.
Teacher walks to the school chapel/church.
As the teacher is walking in, reinforce that this is a place for respect and love for God. The
teacher shows the alter, the lectrum, the pews, the tabernacle and the area to light candles.
Teacher states that these are the ways that we show love for God and grow closer towards him.
Teacher directs students to sit on the carpet in the church.
Teacher states the church is a communal place where we can grow and develop friendships and
love with God and others. In our classroom we share the good news that is important to our
families and us, this is similar when we share Gods word. When someone is explaining their
news in the classroom it is like when the lectern or the priest is sharing the good news and gods
word but its in a church community (link Good News within the classroom so children have a
better and clearer and more contextual understanding). When someone, either within the
classroom or at Church is sharing the Good News, we have to show love
Teacher recaps with the students the actions they made of what it sounds like, looks like and
feels like to show love when someone is sharing their classroom news.
Teacher states like these actions that we made for showing love when someone is sharing news,
in groups I want you to quietly and respectful make an action of how you think you can show love
within the church (students can either do an action that sounds like, feels like, looks like).
Teacher groups students each group has to come up with one action of how they think they can
show love in the church (it could be bowing at the alter, the sign of the cross, singing, saying a
prayer, taking the Eucharist, reminding someone to be quite during mass).
The leader of each group stands up one at a time and shares to the class the action and what the
action is as well as how is it showing love within the church.
Teacher takes children back to class
10:30 Conclusion
am
When children are lined up outside the classroom to go inside, as they go in they show their
teacher one action that can show love when your in church
Children go and stand behind their desks ready for recess.
Catering for Learner Diversity Evidence of Learning for Assessment and Reporting
Extension: Children are assessed through a checklist Can tick/cross/write
Children that need to extend their answers explain to the class why is comments) anecdotal notes can also be used for children that have
it important to show love within the church? Expand their knowledge difficulties or are not challenged enough!

Engagement:
Behaviour Management system is properly installed in the classroom
environment and applies throughout the lesson rewards such as
putting a body part on Mr. potatos body or giving out tokens for
praising students who are behaving and interacting well.
Disruptive students have a turn and talk partner on the mat that is
responsible and can control disruptive behaviours.
Using senses to base conversation a good way to build
understanding.
Using secular and contemporary examples (sharing news in the
classroom) to show similarities caters for all students to grow a deeper
understanding.
Drama using action based expression allows students to collaborate
with each other and use a different style of expressing their ideas.

Special considerations:
Going into the chapel make sure kids know its a place for respect
When reflecting as a class children use their turn and talk partner on
the mat to collaborate and question and query each others thoughts.
Group work aids for kids that are more visual learners, caters for
children to express ideas in a different form allowing to develop
socially, learning to inquire, question, query, discuss and debate with
other children. It creates a more collaborative, nurturing, safe,
supportive and accepting environment.

At educational risk:
Student with vision impairment requires seating close to teacher and
magnification equipment for viewing task.
Make sure that students that are most disruptive sit closest to the
teacher on the mat.
Students that are at educational risk provide students to set goals
according to their IEP (Individualised Educational Plan).
Students that have sensory problems provide with materials that aid
their needs without distracting themselves or others.

The Story of Zacchaeus:


Before starting the Godly Play exemplify to the students that when we lay out fabric and fold the fabric we do it in a respectful manner.

Educator: Before we start what do you think friends are for? Do they judge you? Like you for who you are? Make them inquire, question and reflect on what a friend is,
what qualities do friends have.

Toady we are going to step into the story about Zacchaeus. It is based on Luke 19:1-10 reading.

Educator opens the godly play box, carefully lays out the yellow cloth (state that this represents the hot dry desert), places the brown cloth over the yellow cloth (to
represent the path that the crowd walk on) and then places the tree in the background (state that this has great importance in the story).

1. Place all the crowd on the scene, exemplifying that there is a big crowd.

2. One day Jesus was walking through Jericho (Jericho is a city in the Middle East)
Move the Jesus model from side to side through the crowd, make sure Jesus is walking slowly)

3. Amongst the crowd of people there was a man called Zacchaeus, he was a tax collector and was a very rich man
Move Zacchaeus through the crowd, make the doll look up and down of his clothing

4. He was a very short man.


Make Zacchaeus jump up and down over the crowd

5. Zacchaeus could not see Jesus within the crowd anywhere. He was very stressed. There was a large crowd
Shake head, move him around the crowd

6. So he ran ahead of the crowd


Turn right, run on the spot, move the doll around the crowd

7. Zacchaeus decided to get Jesuss attention he would climb the sycamore tree
Zacchaeus climbs up the tree, wobble his body up the tree, make all the crowd stare at him.

8. Jesus stopped at the tree


Wobble jesus through the crowd and stop at the tree

9. Jesus looked up and said


Make jesus look upwards at the tree at Zacchaeus

10. Zacchaeus come down


move Jesuss body with the intention that Zaccaeus climbs down the tree

11. I want to stay at your house today


Jesus bows, moves his body upwards

12. Zacchaeus hurried down the tree.


Wobbles down the tree

13. The crowd all grumbled


Crowd stamp feet, move their bodies left to right

14. They didnt like Zacchaeus,


Move bodies left to right

15. For Zacchaeus was a cheat.


Shake bodies from side to side

16. Yet Zacchaeus said,


Stand straight

17. I will give half of all I own


stretch arms/cloak out wide

18. to the poor.


sewwp cloak apart
19. if I have cheated anyone
move body upwards

20. I will pay them back four times what I stole


Shake body side to side

21. Jesus said to Zacchaeus


Stretch cloak outwards

22. Today you are a happy man.


Brings cloak together, representing that he is clapping

23. I have come to make friends with people like you


Both Zachaeus and jesus hug

24. The crowd claps


Jumping up and down

25. This is the story of Zacchaeus


Educator stretches both arms forward in a v shape over the setting

26. Lets step out of the story and back into the classroom.
Educator carefully and respectfully folds the cloth and places characters back into the gold box.

Focus Question:
Why do you think Jesus wanted to be friends with Zacchaeus?
What do you think Jesus is trying to teach people in his story?
Why is this story important to us?
How does it link to our life?
What does it make you think about how you are going to be a friend to the members within your community?