Religion Planning Year 3 Term 4 2014

School Our Lady of Lourdes Duration 6 Weeks

JESUS AND HIS GREAT COMMANDMENT
Fertile Question / Topic
Who is the Messiah and how do we know about the Messiah?
How are Christians called to live out the message of Jesus through following his great commandment?

Class Context Differentiated learning
WHO ARE MY LEARNERS? Write a short blurb about specific needs of student learning and Religious Background information
Class Needs Students enjoy being involved in discussions and can become easily distracted. Students need to be kept on task
Individualised Learning Needs 1 student verified SED, 1 student with visual impairment (needs additional resources) and 15 students with learning
difficulties. There is a large number of students who have behavioural problems
Catholics/non-Catholics other faiths practising/non-practising
o 4 Anglican, 53 Catholics, 3 Eastern Orthodox, 1 Hinduism, 1 No Religion, 2 Not Stated
Adjustments for Learners


Learning Context - Significant Days and Celebrations
October- Month of the Rosary
October- Mission Month
7 October- Our Lady of the Rosary
November- Month of Remembrance
1 November- All Saints Day
11 November - Remembrance Day
Class Liturgy / Mass
End of School Year
Advent & Christmas

Year Level Description
The Religion Curriculum involves four strands: Sacred Texts, Beliefs, Church and Christian Life. These strands are interrelated and should be
taught in an integrated way; and in ways that are appropriate to specific local contexts.

In Year 3, students develop their understanding of Gods relationship with people as individuals and as community, and the presence and
action of God in daily life experiences as they engage with a variety of texts (including key stories form the Torah, images of God used in Old
Testament texts, and the wisdom of prayers attributed to the saints). They develop an appreciation of the order and harmony of creation.
They learn about the cultural contexts in which the Gospels were written and the text types used in the New Testament to develop their
understanding of the life and teaching of Jesus and the Christian belief that Jesus is the Messiah.

Students develop an appreciation of the Scriptures as a basis for Christian moral living, including respect for basic human rights and
acknowledgement of responsibilities, in particular to the poor and disadvantaged. They develop an appreciation of the collaboration of clergy,
religious and laity as they learn about significant features of a parish and diocese, past and present. They investigate prayers of thanksgiving
and prayers of praise, including psalms and doxologies, to facilitate an appreciation of the significance of these forms of prayer for Christians.
Achievement Standard
By the end of Year 3, students select and use information, ideas and events in texts (including key stories from the Torah; images of God used
by the human authors of Old Testament scriptures; and prayers attributed to the Saints) to express their ideas about Gods relationship with
people as individuals and communities; Gods presence and action in daily life experiences; and the order and harmony in Gods
creation. They locate information about the cultural contexts in which the Gospels were written and the text types used by the human
authors of New Testament texts. They use this information about the texts to discuss ideas about the life and teaching of Jesus, including the
Christian belief that Jesus is the Messiah.

Students explain how the Scriptures provide a foundation for living a moral life, including respect for basic human rights and
acknowledgement of responsibilities, in particular to the poor and disadvantaged. They identify prayers of thanksgiving and prayers of praise,
including psalms and doxologies, and demonstrate understanding of the significance of these forms of prayer for Christians. They explain ways
in which the Sacraments of Initiation (Baptism, Confirmation and Eucharist) welcome and strengthen members of the Church community.
They describe significant people, events and features of a parish and diocese, past and present, including the collaboration of clergy, religious
and laity. They participate respectfully in a variety of prayer experiences, including meditative prayer, prayers of thanksgiving and prayers of
praise.

Content Descriptions
Cluster strands and sub-strands that make connections with the Unit topic.
Sacred Texts
Old Testament
New Testament
Christian Spiritual Writings and Wisdom
Mandated Scriptural Texts
Beliefs
Trinity
Human Existence
World Religions

Religious Knowledge and Deep
Understanding
Skills Religious Knowledge and Deep
Understanding
Skills
A knowledge of the cultural contexts
of the Gospels assists the reader to
better understand the life and
teaching of Jesus.
Begin to analyse gospel stories by
drawing on a growing knowledge of
the context in which the story was
written in order to communicate
thinking and understandings about
the life and teaching of Jesus.
Christians believe that Jesus is the
Messiah and this is revealed through
his presence and in his words, deeds
and encounters with others.
Identify some Scriptural texts in
which Jesus is called Messiah.
Communicate an understanding of
the term Messiah from Scripture.
Church
Liturgy and Sacraments
People of God
Church History

Christian Living
Moral Formation
Mission and Justice
Prayer and Spirituality
Religious Knowledge and Deep
Understanding
Skills Religious Knowledge and Deep
Understanding
Skills

Jesus great commandment (John 15:
12-13; Matthew 7:12; Luke 6:31)
requires Christians to respect basic
human rights and acknowledge
responsibilities. Concern for the poor
and disadvantaged is a key message
in Scripture and Church teaching.

Make connections between the
concern for the poor and
disadvantaged, found in
Scripture and Church teaching,
and the responsibility of
Christians.




Learning Intentions
Learning Intention
By the end these learning experiences, students
Communicate an understanding of the term Messiah from Scripture.
Analyse gospel stories of Jesus great commandment by drawing on a growing knowledge of the context
Make connections between the concern for the poor and disadvantaged, found in Scripture
Examine the textual features of Old Testament texts (e.g. language, form, use of images, words and phrases in the
Psalms).

Success Criteria
Success Criteria
How will we know if students have achieved the desired results and met the standard?
What will we accept as evidence of student knowledge, understanding and skills?
Students are able to choose a scripture passage which makes reference to the Messiah
Students can create a visual representation (bookmark) using the text of one scripture passage which references the
Messiah
Students can identify ways that they can show love to their neighbour
Students know the great commandment


Assessment
Assessment Background
Consider a range of assessment methods informal and formal assessments during a unit
Chose a scripture passage which makes reference to the Messiah
Create a visual representation (bookmark) using the text of one scripture passage which references the Messiah
Identify ways that we can show love to our neighbour
Unscramble the great commandment


Curriculum Connections
What connections can be made with other Curriculum areas (eg History, Geography, English)?

Religious Life of the School General Capabilities Cross-Curricular Priorities
Religious Identity and Culture
Ethos and charism (ICE)
Authentic Christian community (ICC)
Sense of the Sacred (ICS)
Social Action and Justice
Justice in the school community (SJS)
Action for justice (SJA)
Reflection on action for Justice (SJR)
Evangelisation and Faith Formation
Living the Gospel (EFG)
Spiritual Formation (EFF)
Witness to the wider community
(EFW)
Prayer and Worship
Christian prayer (PWP)
Celebration of liturgy and sacraments
(PWL)
Ritualising everyday life (PWR)
Literacy
Numeracy
Information and communication
technology (ICT) capability
Critical and creative thinking
Personal and social capability
Ethical understanding
Intercultural understanding.

Aboriginal and Torres Strait Islander
histories, cultures and spiritualities
Asia and Australias engagement with
Asia in a multi-faith context
Sustainability and ecological
stewardship.









Recommended Resources
Resources
Teacher Background
Mandated Scriptural Texts
A-Z Learning Strategies
Prayer Chart
Learning Bytes
Melbourne RESource,
Together at One Altar;
ResourceLink
Caritas
Judaism
Ways to Pray

Learning Experiences - Select a relevant Inquiry Process
Explore Elaborations
Tuning In


What is the topic?
Why should we study this
topic?
Frame manageable
questions.
What do I already know
about this topic? I think I
know x,y,z.
How is this relevant to me?
Finding Out


Identify possible sources of
information
Identify skills necessary for the
investigation.
How did it happen?
Who was there and what were
the facts?
Sorting Out


What do we want to find out?
How can we do this best?
How will we gather the
information?
Does what I knew before still
apply?
Does my first idea still make
sense?
Communicating


Extend and challenge students
understandings
Offer more information
Is there something else I need to
deepen my knowledge understandings?
What difference does this make to me?
Reflecting and Evaluating

So what have I learnt?
If I know this, how can I connect it with
my world?


Teaching and Learning Sequence Resources
Adjustments for
Learners
Tuning In



Finding
Out
Fertile Question: Who is the Messiah and how do we know about the Messiah?
JESUS AND HIS MANY NAMES
- Begin class discussion Does anyone know another name Jesus was called?
- Explain activity
Students in pairs
each pair given a bible passage
students are to find the name Jesus is called in the bible passage (ie teacher, son of God
etc)
- class discussion pairs report back to class the name they found
- worksheet Jesus and his many names (fill in the crossword, the hints are the bible passages. Ss move
around from pair to pair and trade their name for the other pairs)
- Create wordle together (each pair comes to computer to type in their name given to Jesus) ~ this key
needs to be put in between words if you want them to stay together (eg son~of~god)




Bible passages





Student worksheet

http://www.wordle.net/
Sorting Out


JESUS IS THE MESSIAH
- Children watch youtube clip on a modern day leader (Martin Luther King) who has led their people to
freedom
- Numbered Heads Together exercise
Ss in groups
one Ss is a checker


http://www.youtube.com
/watch?v=k6Au81aHuSg



Communic
ating


each student gets a playing card
teacher asks what did Martin Luther King do that made him famous? What sort of
person was he?
Ss put their heads together and work out answer (everyone must know the answer)
checker asks if everyone understands, teacher calls out one playing card and the Ss who
is that number raises hand to answer (2 questions call out 2 playing cards)
- Compare Martin Luther Kings story to Jesus story remind Ss of the word Messiah
- Ss complete Jesus storyboard (either draw or write the section they need to complete)
- Class discussion What did Jesus and Martin Luther King have in common? They both led their people
to freedom
- Ss complete A Great Leader and the Messiah
deck of cards


Worksheet Jesus
storyboard

Worksheet - A great
Leader and the Messiah

Reflecting
and
Evaluating
Assessment piece 1
- 6 bible pages 3 make reference to Jesus (teacher, Son of God & Messiah) and the others dont
- Ss are to find a bible verse (one at a time) which they believe mentions Jesus
- Ss need to create a visual representation of the bible passage (bookmark, poster, wordle)
Bible passages
Possibly book laptops? If
you want Ss to make
wordle
IWB checklist
Cardboard for bookmarks
etc
Tuning in











Finding
Out
Fertile Question: How are Christians called to live out the message of Jesus through
following his great commandment?
RULES AND COMMANDMENTS
Lesson 1 in WEEK 4 Rules and Commandments
- In learning teams Ss are given one of the following situations to reflect on and brainstorm rules for right
behaviour in
The Classroom
The Home
The Playground
The Sporting Field
The Library
Another Persons House
The Church
Assemblies
- Class discussion record on concept web
- DISCUSS No matter where we are, who we are, or what we are doing there will always be commands and rules
to obey. These rules help us know what to do and how we should behave. ASK What do you think will happen if
everyone decided that they no longer needed to obey the rules? Our life and world would be a really big mess.
Rules and commands help keep order, safety and peace in our lives.
- We remember the commands for living a Christian life. What are they? the 10 Commandments




Worksheet concept web





Matthew -
http://www.biblegateway.co
m/passage/?search=Matthe
w+22%3A36-40





- Read Matthew 22:36 40 (1-4 of the 10 commandments relates to the GREAT COMMANDMENT and 5-10 of the
10 commandments relates to the SECOND GREATEST COMMANDMENT
- Discuss the great commandment Love the Lord your God with all your heart, with all your soul, and with all your mind. The
second is this; You shall love your neighbour as yourself.
- Ss write great commandment in their religion book

Lesson 2 in WEEK 4 1 November- All Saints Day
When your class has the laptops (on Thursday) have them search for a saint using the website
(could be their name, a favourite saint of theirs etc)
Create a Saints Day Card




http://www.catholic.org/s
aints/
Worksheet - Saints Day
Card
Sorting Out






Communica
ting
HOW DO WE LOVE OUR NEIGHBOURS?
It's rather easy to love those who are like us, but what about those who are different? Jesus great
commandment helps us to respect basic human rights
- Read Matthew 25:35-36
- Ss in learning teams are given one of the following phrases from Matthew 25:35-36
I was hungry & you gave me something to eat
I was thirsty
I was a stranger
I was cold
I was sick
I was in jail
- Ss use Whats in my head strategy to explore how people would feel if they were in that situation (complete first
head). They then complete the second head to reflect on changed feelings (when someone is given something to
eat etc)
- DISCUSS Class findings
- How else can we love our neighbour? (Brainstorm as a class)
- Create mindmap in RE book




Matthew
http://www.biblegateway.co
m/passage/?search=Matthe
w+25%3A35-
36&version=NIV

Worksheet whats
in my head
Reflecting
and
Evaluating

Assessment Piece 2
- Written assessment task
(students unscramble the great commandment)
(students view youtube clip Good Samaritan)
(students outline ways to love their neighbour)
http://www.youtube.com/wa
tch?v=A8VRSFuFDGk
(Good Samaritan Clip)


Post Unit Evaluation
What would I do differently?

What teacher background did I need to access?

Were the assessment tasks appropriate?

Did I offer a variety of opportunities for students to demonstrate their learning?

What did the students enjoy learning about?

What did the students want to learn more about?

What would I do differently next time?

What did I find challenging to teach?

What additional resources did I use?

Was the time frame appropriate? Did I put too much in it?