LESSON

PLAN ONE: C Christian Response

Teaching Focus for the Lesson Key Understanding
The aim of this lesson is to encourage students to think about how they can use C 2 Jesus wants his followers to use their imagination to show love.
the gift of imagination, given to them by Jesus, to show love.
Learning Point
C2.1 Selects ways of using the gift of imagination to show love.
Prior Knowledge
In approaching this lesson, students will have gained prior knowledge from the lessons for Steps A and B, where they learnt about ways they can use their imagination
and that Jesus was the one who gave human beings this amazing gift. Students will also have prior knowledge about how to properly structure an acrostic poem from
previous literacy lessons.
Timing Steps of the Lesson Curriculum Links Resources

15 minutes Introduction
1. The students gather on the mat.

2. The teacher links the students knowledge with their prior learning
experiences from the Step A lesson, where the students were asked to think
about what they could use their imaginations for. The teacher will discuss with
the students that one way people can use their imagination is to show others
that they love them.

3. Think-Pair-Share:
a. The teacher asks students to first think quietly about how they could
use the gift of imagination given to them by Jesus to show someone
special that they love them.

b. The teacher asks the students to turn to the person next to them and
share their ideas with each other.

c. The teacher asks a few pairs of students to share their ideas with the
class.
1 hour Strategies for Learning and Teaching
One group of students will be working with the teacher whilst the other students will
be engaged in literacy rotational activities. This activity will run throughout the week
until all students have completed the task.

1. The students return to their desks, ready to begin their work.

2. The students are to use their imagination to write an acrostic poem to English: Literacy Create short Paper and writing materials
demonstrate their love for someone, using that persons name as the imaginative and informative
foundation of their poem. The teacher should encourage the students to think texts that show emerging use of
about someone who may need some extra love at that particular time. appropriate text structure,
sentence-level grammar, word
3. Once the students have written their poem, they can decorate it as they wish. choice, spelling, punctuation
and appropriate multimodal
elements, for example
illustrations and diagrams
(ACELY1661)
5 minutes Conclusion
The conclusion will occur at the end of the lesson and will therefore involve only the
students who completed the RE activity in that lesson. The remaining students will
participate in the same conclusion on the day they complete the RE activity.

1. The students pack away their work/materials and return to the mat.

2. The teacher invites some students to share their poems with the class (Note:
the students right to not share their poems will be respected).

3. The students pray the Litany of Thanks together: Litany of Thanks (see Appendix
The teacher will remind the students that imagination is a special gift Five)
given by Jesus, which they should be grateful for.
The teacher will write the response on the whiteboard for the
students to read We thank you God for our imagination.
 The teacher will explain to the students that after each sentence, they
must say this response together.
Catering for Learner Diversity Evidence of Learning for Assessment and Reporting
The Litany of Thanks in the conclusion of this lesson can be prayed The lesson learning point will be assessed through the use of a rubric (see Appendix
together by students outdoors. Engaging in nature will assist children Six). The rubric will assess the students in terms of:
who are not spiritual, as the teacher can draw their attention to Structure.
imaginary play opportunities that children engage outdoors that Content.
connect them to nature and thus to a sense of spirituality. Imagination.
Higher-level students can be extended by being encouraged to write
sentences for each letter of the persons name instead of only single
words.
Lower-level students can be supported through scaffolding by the
teacher or by being encouraged to only write one word for each letter
of the persons name.