SCHOOL OF EDUCATION

RE LESSON PLAN
Pre-Primary/
Primary

LESSON ORGANISATION
Unit of work: Guided Through Salvation topic: Prayer Human person Topic: Choice to do
Prayer Good

Students’ Prior Knowledge: (include faith

Year Level: 6 situations/previous lessons/Units)
Key Understanding:
Ways followers of Jesus pray Students are currently exploring the unit of work,
Guided Through Prayer, and have completed two
lessons in regards to exploring the Ten
Learning Point(s): Commandments and how they guide us to make
C2.4: Generates prayer experiences that can be prayed good moral choices and why prayer is important and
thorough visual arts how we can use prayer to ask God to help us make
moral choices.

Students will have completed a lesson previous to

this lesson looking at how song and dance can be
used as a way to pray to God.

Spiritual and Religious Capabilities (that may potentially be covered in the lesson)
Prudence Justice Fortitude Temperance Faith Hope Charity
eg Right choices eg Right eg Inner strength eg Moderation eg Prayer eg Reconciliation eg Service
relationships
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative behaviour Social understanding
thinking competence

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Sustainability
histories and cultures Asia
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:

 Identify how visual arts is a form of prayer/worship to God

 Create a visual painting that reflects thanksgiving to God

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

(include Teacher Witness)
 Gifted
 Rearrange desks to form a long desk at the back o Student can complete an additional journal
of the room for art supplies – spread art supplies entry to accompany their art work
over the table and include a range of different
supplies. i.e. paint, leaves/nature, collage pieces,
glue, pencils, pens, crayons, glitter etc.  Physical disability
 Print out photos representing different emotions o Source special art supplies made for
and have these prepared at the front of the class students with physical disabilities.
before the lesson
 Have meditation music loaded before the lesson
begins
LESSON DELIVERY attach worksheets, examples, marking keys, etc. as relevant
Resources/References
Time Motivation and Introduction:
Align these with the segment
10  Call students down to the mat where they will be introduced.
mins  Introduce the topic
 “Today we are going to continue looking at prayer and how we
can be guided through prayer.”
 “We are going to focus on the different ways that we can pray to
God. One way we can do that is through visual arts
 “We can use visual arts to represent how we feel or what we want
to say to God without using our words.”
 Direct students to come to the front of the classroom and choose
a photograph that accurately represents how they feel right now Photographs representing
different emotions
 “When I call you, I would like you to come to the front of the
classroom and choose one of these photographs that describes
how you feel right now.”
 “When you select your photo, bring it back and sit on the mat”
 Call students up one by one
 Ask students to hold up their photo
 Randomly choose students to explain why they chose their photo
 Explain to students the importance of using visuals to connect
with God
 “God can understand us when we are trying to communicate with
him, but sometimes we can’t always think of the right thing to say.
We can use visuals to show how we feel.

Lesson Steps:

25  Explain the main activity

mins
 “You are going to create a painting of something in your life that
you are thankful for. Perhaps it’s your family, your friends, your
school, maybe it’s because you have food and water.
 “Think of something you are thankful for a paint it on a piece of
paper. Instead of telling God what we are thankful for, we are going
to show him.”

 Explain expectations
 “I am looking for paintings that are really creative. I want to see
how thankful you are to God for all the blessings in your life.”
 “I am going to put on some relaxing music. I do not want any
talking to anyone. This is an independent activity so I do not want
you sitting next to anyone or talking to anyone.”
 There is a selection of materials around the classroom. You can
choose how you want to create your art and you can choose where
you would like to sit.”
 “You can paint, make a collage, draw, do a dot painting etc.

 Select students to choose materials (i.e., if you’re born in Various art supplies
December, if you have a brother, if you play netball ..)
 Give students 20-25 minutes to complete their art
Play meditation music https://www.youtube.com/watch?v=6xDyPcJrl0c Meditation music
 Walk around the room monitoring students work https://www.youtube.com/watc
 If students finish early, they can do another painting. h?v=6xDyPcJrl0c
 Lesson Closure:
10  Regain student’s attention using the countdown method
mins  Ask students to bring their painting to their desk and leave it on
their desk
 Conduct a gallery walk – students walk around to every desk and
views everyone’s work
 Ask students to come to the mat and bring their painting with
them
 Ask students to share their painting

 “Would someone like to share what they decided to paint?”

 “Can you explain why you chose that?”
 “If you could do it again, what else would you have painted?”
 “Why did you want to thank God for that?”

 Conclude the lesson by praying over the paintings that God

would see them and see our thanksgiving for the things he has
blessed our lives with.

Transition: (What needs to happen prior to the next lesson?)

 Students will need to pack away all art materials and rearrange
classroom furniture before the next day.
 Magic piece of rubbish – choose a piece of rubbish on the floor
but do not tell students what piece of rubbish it is. Whoever picks
it up wins a prize.

Assessment:

 Poor: Students did not paint/draw something relevant in their life

that they are thankful for. Students did not take pride in their
work and lacks originality.
 Satisfactory: Students sufficiently created a visual art piece that
reflected a relevant thing in their life they are thankful for and
were able to provide an explanation of the artwork when asked.
Students displayed creativity, care and pride in their work.