Gathered As One Year 3

LESSON PLAN

STEP A WONDERING AT THE CREATOR

Key Understanding Learning Point

A1: Wondering at communities. A1.1 Identifies four common human communities.

Salvation Topic Aspect of the Human Person

The aspect of the human person developed and
explored through the salvation topic and key
understanding refers to the general idea of individual
growth through belonging. Belonging, in this sense,
refers to being part of the various communities
Church
including the family, school and parish. Through these
communities, people are able to draw closer to God
and work towards following the example established
by Jesus, particularly showing love to others through
their actions and words.
General Capabilities

Critical and Personal and

ICT Ethical Intercultural
Literacy Numeracy Creative Social
Competence Behaviour Understanding
Thinking Competence

Spiritual Capabilities Religious Capabilities

Prudence Justice Fortitude Temperance Faith Hope Charity

Catholic Teaching Focus for this lesson

The human person needs to live in society. Catechism 1879
There are four examples of communities:
- The family
- The parish (Church)
- The school
- Other communities (e.g. clubs)
Belonging to a community is a human experience, as given to us by God.
(CEOWA, n.d.a)
Prior Knowledge Catering for Learner Diversity
Extension:
Students have an understanding that the
- Students who excel with and complete this
family unit is a community.
task may be extended by being tasked with
Students have an understanding that members
creating a Seesaw entry/ video showcasing
of Gods family grow closer to each other as
their poster and discussing the different
they love one another.
activities they participate in within their
Students have an understanding of what it communities.
means to belong to a community. Engagement:
 Students are competent in using a dictionary.
(CEOWA, n.d.b)
Special Considerations:
- The teacher will provide an opportunity for
students whom are struggling with the task to
remain on the mat to seek further assistance.
- Students who struggle with writing may be
assessed for lesson objective three by
articulating (via speaking) the definition of
community to the teacher.
- During the time on the mat, students
requiring the use of a hockey stool may sit at
their desks.
- Students with learning challenges, including
ADD, may be provided with a fidget toy in
order to assist with keeping them focused on
the task and whilst listening on the mat.

Integration with other Learning Areas Classroom Management Practices

English At the commencement of the lesson students
- ACELY1792 will be reminded of the teachers expectation
- ACELY1677 of them during the lesson. This will involve
The Arts: Visual Arts asking students to Give me 5!.
- ACAVAM111 A bell will be used to gathered students
attention during the lesson.
(SCSA, 2014) The teacher will offer praise for student
achievements and effort during the lesson.
The teacher will ensure that he/she is
prepared, with any links to websites or
references to the bible ready.
Lesson Objectives

As a result of this lesson, students will be able to:

1. Recall the definition of the word community, writing it in their own words.
2. State four examples of human communities in a whole class discussion.
3. Create a poster, brainstorming through drawings, the different communities they belong to.

Resources/
Timing Lesson Steps
References
Introduction:

1. The lesson will begin with students being seated on the mat with their
clipboards (piece of blank paper clipped) and pencil cases.
5 minutes 2. To engage students with todays topic of communities, the word Clipboards, A4
community will be written on the board behind the teacher. paper, pencil cases
3. The teacher will begin by asking students what they think the word
community means. Students will perform a think-pair-share, firstly Whiteboard, markers
being provided with some time to think for themselves and then turning
to the people around them to discuss. As they discuss, students are
encouraged to write down their definitions of the term community or
examples of communities.
 4. The teacher will then invite 3 to 4 students to share their ideas with the
rest of the class.
5. The teacher will then ask students:
When we are not sure of the meaning of a word what should
we do?
6. Students responses should reflect that they must consult a dictionary.
7. The teacher will ask students to assist he/she to find the definition of
community using a dictionary. The teacher will then read the definition
aloud to students also writing it on the whiteboard. Dictionary
8. Once written, students will read the definition aloud as a group.

Extended Definition Special groups of people who gather

together frequently to do special things (CEOWA, n.d.a, p. 9)

Body:

9. The teacher will then draw students attention to the interactive

whiteboard which will have a series of clipart images relating to a Interactive
5 minutes family, the church, school and various other communities students whiteboard, clipart
may be involved with including a sports club etc. images
10. The teacher will then inform students that there are four main examples
of communities and that the images on the board provide clues to what
they may be.
11. The teacher will ask students to look at the images and raise their hand
when they know what an example may be. As answers are provided
15 by students, the teacher will write the titles (the family, the parish/
minutes Church, the school, other e.g. clubs) under the images. Poster sheet (A4)
12. The teacher will then explain the activity to be completed by students.
This will involve them writing a definition of community in their own Magazines
words in the centre of a piece of A4 paper and around the definition Scissors
drawing examples of the different types of communities they belong to. Glue
The teacher will present students an example of one that he/she has Pencil cases
completed to assist those students who may have trouble beginning
the task. Example completed
13. Students will return to their desk have 15 minutes to complete their by the teacher
artwork which will be displayed on the back wall under the title/ heading
We Belong. Header We
Belong printed
Conclusion:

14. Students will return to the mat and will be placed into groups of three
or four. In their groups, each student will have one minute each to
5 minutes share with the members of their group the different communities which
they belong to.
15. The teacher will then make a concluding statement regarding how we
each belong to a range of communities and will conclude the lesson
with the following prayer:

Dear Lord,
We praise you for the gift of community.
Thank you for the communities in which we work and live.
We ask that you watch over those whom are part of those communities. Prayer (printed)
Fill us with Your Spirit today so that we may all reflect your light and love
to each other and to the world.
Amen
Evidence of Learning for Assessment and Reporting

To assess whether the objectives of the lesson have been met anecdotal notes will be taken. The poster created
by students will be collected by the teacher and assessed. A checklist will be used to record whether students
have, have not or are working towards achieving the objectives.
References

Allen, M. (n.d.). Community What is community? Retrieved from

http://lessonplanspage.com/sslaomdcommunityunit-whatiscommunityl36-htm/
Catholic Education Office of Western Australia. (n. d.a). Perth Archdiocesan Primary RE Units. Gathered as
one. Perth CEOWA.
Catholic Education Office of Western Australia. (n. d.b). Perth Archdiocesan Primary RE Units. Gathered
together. Perth CEOWA.
Clker-Free-Vector-Images. (2012). Theatre. Retrieved from https://pixabay.com/en/theatre-sock-and-buskin-
29522/
Hudson, D. (n.d.). Stick family. Retrieved from http://www.publicdomainpictures.net/view-
image.php?image=139333&picture=stick-family
Open Clip Art Library. (2010). A temple. Retrieved from
https://commons.wikimedia.org/wiki/File:Religion_08.svg
Own work. (2015). Sports balls. Retrieved from https://commons.wikimedia.org/wiki/File:Sport_balls.svg
School Curriculum and Standards Authority. (2014). Western Australian curriculum. Retrieved from
https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser
University of Notre Dame Alliance for Catholic Education. (2017). Catholic school prayers For

communities. Retrieved from https://ace.nd.edu/resources/catholic-school-prayers-for-communities

UzbekIL. (2016). Education. Retrieved from https://pixabay.com/en/education-back-to-school-1545578/