Step B: The Promise of Christian Salvation

Key Understanding Learning Point

B2 Jesus gave the Eucharist to help people live good lives B2.1 Relates ways people can lead good lives as they are
strengthened by Jesus through the Eucharist
Salvation Topic Aspect of Human Life
Eucharist People struggle to do the right thing and live in goodness because of emotions and bad habits. It is important for people
to recognise that goodness comes from following Jesus and that Jesus provides you with the strength to overcome
emotions and bad habits.
Teaching Focus
What the world looks like if everyone followed Jesus and lived like he wanted.
To recognise the qualities within people and that these qualities were given to them by Jesus, through the Eucharist.
Jesus is the model of truly human behaviour
Prior Knowledge Catering for Learner Diversity
B1.1 Identifies good human qualities demonstrated by Jesus Ensure students with hearing/vision impairments to be seated at front
during reading of story
Provide pre-prepared chatterbox for weaker students

Spiritual Capabilities Religious Capabilities

Prudence Justice Fortitude Temperance Faith Hope Charity
Habits of Exploring Humility for the
seeking habits to strength provided by
harmony with overcome Jesus
selves and temptations
others and sin
General Capabilities
Literacy Numeracy ICT Competence Critical and Ethical Behaviour Personal and Intercultural
Creative Thinking Social Understanding
Competence
Teacher Organisation Learning Area Integration
- The book The Rainbow Fish by Marcus Pfister English:
- A5 pieces of coloured card (1 for each student) Reading literature as a class
- Chatter box template Writing a prayer to Jesus
Lesson Objectives
1. Identify the qualities present in characters within the childrens literature The Rainbow Fish
2. Recognise that followers of Jesus receive strength for goodness when they receive Him through the Eucharist
3. Create a chatter box that encourages peers to respond with ways one can express goodness
Time Lesson Steps Resources
Introduction

1. Ask students to sit on the mat, facing the teachers seat

2. Tell the students that we will read a book and that throughout the book, they
must try and identify the good human qualities the characters possess within the
story
Literature: The Rainbow Fish by
3. Read the childrens literature The Rainbow Fish by Marcus Pfister, from front Marcus Pfister
10 Minutes cover to back cover ensuring students can see the illustrations

4. Once the book is finished, discuss the story and the good qualities present
within the book by asking students the following questions:

i. What bad qualities did the Rainbow Fish possess in the beginning of the
story?
ii. What happened to the Rainbow Fish because of this behaviour?
iii. How did the other fish react when they received a shiny scale each?
iv. How did the Rainbow Fish feel when he gave away his scales?
v. What good qualities did the Rainbow Fish show and how were these
developed?

Lesson Steps

5. Ask students to quietly arrange themselves in a circle on the mat

6. Once the students have settled, say to students sometimes people can struggle
to express their good qualities, such as the Rainbow Fish. Explain that this is
because of emotions such as anger and fear and bad habits such as lying and
teasing
 7. Ask students to think about times they have struggled to show good qualities,
because of emotions and bad habits. Select three students to share with the
class

8. Explain to the students that followers of Jesus receive Him through the
Eucharist. Remind them of last year when most students would have done their
First Holy Communion

9. Explain that when followers receive Jesus, they are provided with the strength
to lead good lives

5 minutes 10. Ask students to think about the things and times they believe Jesus has
provided them strength for. Select three students to share with the class
Pieces of A5 coloured card
11. Hand out an A5 piece of coloured card to each student. Ask students to return
to their desk once they have received a piece of card

12. Ask students to come up with and write a prayer, thanking Jesus for the
strength and goodness he has given them.

13. Allow ten minutes for students to write their prayer and to reflect on it. Tell
students they can decorate the card with illustrations and borders

14. Collect the prayers for display once students have completed them. Make sure
to ask each student for permission to display them. Keep the prayers of
students who wish to keep theirs private
10 minutes
Closure

15. Hand out a chatter box template to each student. Tell them they are to create
their own chatter boxes to share with their partner, based on the four good Chatterbox Template
qualities: kindness, courage, honesty and compassion

16. Explain that students must fill in the blank spaces, with questions linked to the
good qualities and how they can be strengthened. Provide students with an
 example to get them started, such as: Give me an example of how someone
can show kindness at school.

17. Once students have created their chatterbox, allow five minutes for students to
share theirs with a partner

18. Ask students to return to their desk and prepare themselves to finish the lesson
with a prayer from one of their peers

10 minutes 19. Select a student who is willing to share their prayer with the class. As a class,
make the sign of the cross and ask students to listen to the prayer

Assessment
Objective 1: Determine whether select students can identify the qualities within the text, through direct questioning and class discussion after
the reading of the story
Objective 2: Check students understanding of the strength provided by Jesus, through responses to questions throughout the lesson and
brief analysis of each students prayer, thanking Jesus for their strength
Objective 3: Walk amongst the students as they are sharing their chatterboxes and observe how the students are interacting with each other,
as well as examples of questions and responses