Professional Documents
Culture Documents
Miracle
Real-life miracles
Religious miracles
(The number of appropriate Key Concepts will vary depending on the lesson you intend on teaching)
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2.
LESSON AIM(S):
What am I going to teach?
In this lesson I aim to examine the meaning of the word "miracle" and I also intend to explore the different
miracles that exist, both those of real-life miracles and religious miracles.
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3.
LEARNING OUTCOMES:
At the end of this lesson, students should be able to.
demonstrate and understanding of the word "miracle"
provide an example of a real-life miracle
identify a religious miracle found in the bible
explain what has happened in various different miracles
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4.
ASSESSMENT/EVIDENCE OF STUDENT LEARNING:
How will I know that the learning outcomes are being achieved?
1. Key concept one will be assessed by: conducting a brainstorm on the word "miracle"
2. Key concept two will be assessed by: teacher observation while a power point is presented
3. Key concept three will be assessed by: completion of a worksheet task following a video clip of a
religious miracle
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5.
PRIOR KNOWLEDGE:
What prior knowledge do students have about this topic?
Students will have a prior knowledge of this topic as they would have heard of various religious miracles from
both primary school and from mass should they be mass goers. In primary school they would have been read
many stories that included miracles. They might be able to recall some of these stories in this class. Students
will also have a knowledge of miracles from various sources of media and technology. With easy access to the
internet, students are able to watch a variety of videos that can relate to various types of miracles. Also by
watching the news and being aware of their surrounding environment they can hear of many real-life miracles
from the news and from their parents. Students could have heard of various places and people where miracles
have occurred.
6.
TEACHER ACTIVITIES:
What activities will I use to facilitate the teaching of EACH Key Concept? How much time for each activity?
7.
STUDENT ACTIVITIES:
What activities will the students be engaged in to understand EACH Key Concept? How much time for each
activity?
8.
QUESTIONS:
Please list lower and higher order questions that are linked to each Key Concepts. (A minimum of six
questions specifically related to the key concepts, identifying higher/lower order with HO/LO)
1. Key
6. Teacher Activity
7. Student Activity
8. Questions
Concept(s)
Teaching
Take roll call
Answer when called for roll
Does anyone know what a
Key
miracle means?
Concept 1 Ask various students to read
Students read out their answers
out their work answers of a
while teacher sets up power point
Can anyone give an example of
miracle that they have heard
a miracle?
of
Can anyone name a religious
Set up laptop and overhead
miracle?
Miracle
projector for power point
presentation of miracles
Can you form a final definition
Participates in brainstorm by
of what a miracle is? HO
Brainstorm the word miracle answering questions
by asking higher and lower
order questions to probe
answers
Form a definition from the
brainstorm
Form a definition following
the brainstorm
Make notes of the main points of
Present power point on
the power point
(10
miracles
minutes)
Teaching
Key
Concept 2
Real-life
Miracles
(15 minutes
)
Why?/Why not? HO
Teaching
Key
Concept 3
Religious
Miracles
(15
minutes)
Answer questions
Provide examples of miracles in
religion
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9.
DIFFERENTIATION:
How will I differentiate the content knowledge of this lesson so as to include all learners in a mixed
ability class?
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10.
RESOURCES:
What materials/resources will I need/use?
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11.
LITERACY & NUMERACY:
What are the essential aspects of literacy/numeracy in this lesson?
In this lesson I will be presenting a power point presentation on the topic of miracles. This will involve
students reading and understanding the material presented. In order to avoid any difficulty with words or
sentences, I will accompany the students by reading the text and explaining any difficulties that arise. They
will come across terms such as "stigmata" and "incorruptible corpses". I will also include a YouTube clip of a
miracle followed by a worksheet to be completed; this will involved understanding of the video clip in order
to complete the task. I will also put students into pairs to answer the worksheet, therefore students will benefit
from peer teaching enhancing learning.
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12.
SELF EVALUATION:
Were the Learning Outcomes achieved? Why /why not? How do I know they were/were not achieved?