Weebly



Lesson 3Subject Religion Grade 9 Course Code HRE1O1Lesson Topic Gospel Portraits Duration 1 periodOverall Expectations SCV.03- describe the development of oral and written traditions in Scripture using historical, literary and critical approaches; PFV.04- consider how religious faith is shaped by human experience (i.e., one’s family, one’s culture, one’s temperament)Specific ExpectationsSC1.04- demonstrate knowledge of Scripture as the saving history of God’s activity in the life of the people of Israel and of the early Christian communityCatholic Graduate Expectations:CGE1c -actively reflects on God’s Word as communicated throughthe Hebrew and Christian scriptures;CGE2b -reads, understands and uses written materialseffectivelyPrerequisite Knowledge/Skills:In previous lessons, students were exposed to the New Testament and its different writings and books. In this lesson, they will look more deeply ay the gospels and how, by who, and when they were written.Differentiated Instruction DetailsKnowledge of Students Differentiation based on student: Readiness: This is the first time students have gone in depth with the New Testament. They did so with the Hebrew Scriptures, so they have experience performing exegesis and deeper reading. They also understand that different works were written with a specific purpose in mind, which they can apply when learning about the gospels. Interests:Students enjoy more interactive/visual presentations, so this lesson is on Prezi. Preferences: Styles: Verbal-Linguistic, Visual Intelligences: Verbal-Linguistic, Visual, Interpersonal Other (e.g., environment, gender, culture): Students can work individually or in pairs for worksheet. All students learning the same information about the gospels, some may even be surprised at the timeline of the gospel writing as it may oppose what they currently think about the gospels based on religious/cultural perceptions. Answer all questions and clarify where required. Will also be doing group work on Infancy Narratives so creating conducive groups important. Need to KnowThe writers and canonical order of all four gospels (Matthew, Mark, Luke, John)The chronological order of the gospels Each writer portrayed Jesus in a particular way, wrote for specific audience; be able to identify which writer goes with what theme and portrayal of Jesus The difference between the Infancy Narratives and observe how the gospels portray the event differentlyHow to Find Out Watch Prezi on the gospels and take notes accordinglyRead examples of each gospel and their portrait of Jesus and answer questionsDifferentiated Instruction Response Learning materials (content): The names and chronological order of the Gospels. They will also learn the portraits of Jesus each gospel writer portrays and the audience they are writing to from Prezi and receive timeline handouts and organizers. Ways of learning (process): Take notes on Prezi and receive handout outlining the development of the Gospels in history. Literacy Activity on Gospel Development. Ways of demonstrating learning (product): Completing Literacy Activity by reflecting and answering the questions based on what they read. Learning environment: Students can work in pairs or individually, depending on their preference. Lesson Learning Goals-Key Question: What will students know, understand, be able to do, and communicate?(Knowledge/Understanding Thinking Communication Application)Students will:Be introduced to the Four Gospels (Matthew, Mark, Luke, and John). Each gospel gives an account of Jesus’ early life and his ministry. We learn about the type of person Jesus was and what he did- like teaching and healing- in the gospels. These are the only books that offer us this information, which makes them so important in the New Testament and Catholic faith.We will learn the chronological order of the Gospels and their writers, when they were written, the audience the writer was writing to, and the specific way they depict Jesus in their account. They are all different because of these characteristics and each will be explained. For example, John wrote to a Greek audience and Matthew wrote to a Jewish audience- both groups believed in Jesus and see him in a particular way. That is why the writers wrote the way they did, which we will explore.Also, we will see how the gospels historically came to be when the Bible was first starting to come together and what we have today.Assessment – Indicators of Learning – Key Question: How will I know each student has learned the concept(s)/skills?AFL: Literacy Activity on Gospels, Infancy Narratives comparisonAAL: Exit Slip to solidify a couple of characteristics of each gospel portrait + assess their recall abilityAccommodations and/or Modifications- Key Question: What will I do to assist individual learners or provide enrichment for others?Give option for students to be in groups (some like to work individually)Check-in and keep students on track with taskGive extra time for timeline for homeworkGraphic organizer works well for all students as it presents a lot of information in an easy-to-read, visual wayAssistive devices for those that will benefit from itResource Room if required for independent workAllow students to bring textbook homeResources and Materials Required/Safety Considerations-NRSV Bible-Smartboard-Prezi-Gospel Development Handout-Timeline of Gospel Activity/Four Gospel Perspectives Handout-Literacy Activity: Gospel Development HandoutTimeLesson Sequence and Instructional Strategies(Setting the stage, instructional strategies, consolidation)AssessmentOpportunitiesPeriod 19:40-9:45am9:45-9:559:55-10:2510:25-10:55-Weekly Bible Reading by student volunteer-Introduce the Four Gospels by name & what the Gospels tell Catholics/learners-accounts of Jesus’ life, ministry, and message-Prezi and take notes on Gospel Timeline/Gospel Portraits of writers-Distribute and read Timeline of Gospel Activity/Four Gospel Perspectives Handout-Complete Literacy Activity > Homework if necessary-Exit Slip: Describe two characteristics one can find in each of the gospel accounts that are unique to each writer.Teaching/Learning Strategy:LectureStory Map/Timeline-Observe for understanding/recall-Observe discussion and questions; walk around and check for understanding in organizers-Learning Skills: Independent Work, Self-Regulation-AAL: Exit Slip asking the portraits of Jesus each gospel portraysApplying Learning in Class/At HomeStudents will learn that the gospels did not just develop out of a vacuum. They came about over time and much development and consideration by Christians over time. Just like the stories we hear and media we see, they take time to create. They will also learn that any writer has a particular audience they are writing for. As a result, the details or the way they write their story or account will depend on their audience and the message they are trying to get across. In addition, students will see that not all the gospels are created equal- they depict Jesus in different ways. However, the gospel writers in the Bible demonstrate God’s ability to work through us, humans, in order for us to come to know Jesus and what he stood for. Without the gospel writers, we would not have any accounts about Jesus or what he did. They stand as integral books of Catholics and the New Testament.Post Lesson ReflectionReflection on Lesson: Key Questions: What went well? What do I need to change or modify?Students liked the Prezi format; it was organized and synthesized key informationThey got a lot of formative practice in reviewing the timeline of the Gospels in various ways (Prezi, reading, handout, re-creating the timeline)Have to explain context for the Gospel writers’ diverse audiences; need more history-focused lesson beforehand Follow Up – Specific Students (Learning and/or Behaviour)Student A* late to class; let them settle in and spoke to them when class was doing in-class workStudents B, C, and D* very talkative during lesson; had to stop multiple times; spoke to them during in-class work sessionStudent E* participated, which is out of their usual behaviour; followed up with positive reinforcement What facets of my own teaching do I need to focus on and refine?Tactics on classroom management pertaining to students talking during delivery; how can I acknowledge before without it taking away time from the actual lesson and away from other students?Lesson 5Subject Religion Grade 9 Course Code HRE1O1Lesson Topic Parables of Jesus Duration 2 periodsOverall ExpectationsSCV.05- express connections between the relationships described in biblical events and their own life experiences.Specific ExpectationsSC1.08- critique contemporary values with the teachings found in the GospelsPF1.10- evaluate how to live in and challenge society based on the model of JesusCatholic Graduate Expectations:CGE2a -listens actively and critically to understand and learn inlight of gospel values; CGE3c -thinks reflectively and creatively to evaluate situations and solve problemsCGE5a -works effectively as an interdependent team memberPrerequisite Knowledge/Skills: Students previously learned about the Beatitudes and 10 Commandments, which inform us how to treat others, relate to God, and honour our relationship/covenant with God. The Parables the students will explore share and represent similar ideas and values. Students have also learned about various literary forms (ie. Law, Myth, Parables). They know Parables are stories with a lesson/moral hat were used by Jesus to teach us how to reach God’s Kingdom. They are prepared to investigate Parables in a deeper way.Differentiated Instruction DetailsKnowledge of Students Differentiation based on student: Readiness – Students have previous learning of Beatitudes and Commandments as a way to act and behave in their lives in relation to others and God. Parables and their lessons are an extension of this. Interests – Students state they prefer videos Preferences: Styles – Visual (Prezi, videos), Auditory (Partner and class Discussions, mini Lecture on Prezi, videos) Intelligences - Visual-Spatial (Film), Verbal-Linguistic (Lecture, Discussion, Videos), Interpersonal (Connect self to scenarios, make connections between Scripture/video and social relations, reflect on how they would feel or act in given situations, discussing with peers) Other (e.g., environment, gender, culture) – Short film diverse in its representation of characters (ethnicity, culture) and social issue (ie. Not helping an injured stranger). Also, all individuals can relate to this experience in some form or another, so it is an accessible situation to question and evaluateNeed to KnowDefinition and function of a Parable as a story to teach a moral/lessonJesus used Parables to teach his followers and society in a concrete way by creating hypothetical or metaphorical scenarios they could relate to and easily transfer into their own livesThe 4 Main Themes of Jesus’ Parables (Kingdom Responses/how we should act, How to treat our neighbours, Descriptions of the God and how He relates to us, Fulfillment of the Kingdom)How Jesus’ Parables are still relevant today, how we can transfer their deeper meaning into our own livesHow to Find Out Reading The Good Samaritan and discussing its key features, context, and lesson/moral through class discussion. This Parable will be used as a model for the lecture when relating to Main Themes of Parables Watching a short modern interpretation of The Good Samaritan before PreziPrezi presentation with fill-in-the-blank handout supplement for presentation to learn definition of Parables, their function, and main themes while referring to The Good SamaritanWatch short film modern interpretation of The Good Samaritan to consolidate connections and ideasComplete Parables Activity Sheet where they choose 3 Parables to explore independently, discover their moral/lesson, and applying this lesson to their own lives/modernityDifferentiated Instruction Response Learning materials (content): Learn what parables are, how Jesus used them, the main themes found in parables, and how they apply to us today. Will learn this through various stages in the lesson and continually recap and discuss. Ways of learning (process): Through reading the parable of The Good Samaritan in Luke’s gospel, a Prezi presentation, two modern video interpretations of The Good Samaritan Ways of demonstrating learning (product): Completing independent work through Parable handout where students choose 3 parables to explore; Be prepared to share one next class; Submit an Exit Slip answering questions based on this lesson. Learning environment: Mix of whole class discussion and independent work. Allows for students to freely and openly participate and listen to each others’ perspectivesLesson Learning GoalsKey Question: What will students know, understand, be able to do, and communicate?(Knowledge/Understanding Thinking Communication Application)Students will:Learn how Jesus taught, and continues to teach us, through Parables. Parables are stories that have a moral or lesson which we can apply to our daily lives. They are not as straightforward as they seem. Parables contain a twist or surprise that we did not see coming and reveal a deeper meaning or truth we may not have realized. Jesus told Parables to teach those around him to be loving to their neighbours and how to reach God’s Kingdom. Even though these Parables were recorded and told thousands of years ago, they are still relevant today. We can adapt the lessons to our modern lives and situations. As we go through our lesson today, we will have the Parable of The Good Samaritan as our example. We will have a volunteer to read it from our class Bible and break the story down and understand why Jesus used the examples he did and what the lesson of the story is. Next, we will watch a short video that modernizes The Good Samaritan in a high school setting. We will discuss the similarities and differences between the Gospel version and the video and how we can relate the two. This will lead us to our first activity, which is a fill-in-the-blank sheet with a Prezi presenting what a Parable is, why Jesus used them, and what 4 main themes are present in Jesus’ parables, using the Good Samaritan as a model/example throughout the presentation.Next, we will watch a short film which is a more complex adaptation of The Good Samaritan. We will discuss the different characters, what and who they represent, and discuss how the Parables of Jesus’ day can still apply to us now.For the remainder of the class and possibly homework, you will work on a handout. This handout has a list of 8 other Parables found in the Gospels. You will choose 3 from the list to read, summarize the moral/lesson of that Parable, and provide an example of how this Parable can apply to situations or experiences today. Students should also be prepared to have a casual discussion for the next class about one of the parables they chose by summarizing it and what the lesson was. This way, the whole class can hear different stories and lessons Jesus has for us.Finally, before you leave class today, an Exit Slip must be completed and submitted. You will have to answer the questions in your own words: What are parables? Why do you think Jesus used parables to teach? Can the lessons in Parables apply to us now? Why or why not?Assessment – Indicators of Learning – Key Question: How will I know each student has learned the concept(s)/skills?AAL: Through meaningful participation in class discussion, answering and posing questions/examples, observing their engagement with films/videosAFL: Completing the Parables handout and submitting itAccommodations and/or Modifications- Key Question: What will I do to assist individual learners or provide enrichment for others?Fill-in-the-blank sheet allows for only key words to be written down rather than slides of notes loaded with information. Handout also has a word bank at the bottom of the page; appropriate for ESL/ELL and students who have slower fine-motor skills in writingClosed captioning will be provided for videos in order to follow alongVisual learning through videos rather than just text/readingResources and Materials Required/Safety ConsiderationsSmartboardPrezi: BibleFill-In-The-Blank HandoutParables HandoutList of Parables for SkitsTimeLesson Sequence and Instructional Strategies(Setting the stage, instructional strategies, consolidation)AssessmentOpportunitiesPeriod 19:45-9:559:55-10:0010:00-10:1510:15-10:2010:20-10:3010:30-10:4510:45-10:5010:50-10:55 Period 29:45-9:55am9:55-10:0010:00-10:3010:30-10:55-Welcome students. Start class with prayer.-Go over class agenda, learning goals, and present Exit Slip questions.-Briefly introduce the definition of parables, where they are found in the Bible (NT, gospels), and why they are useful. Have a student volunteer read The Good Samaritan (Luke 25:25-37).Prompt students to summarize the parable in their own words -What is this parable literally about? What happened? -Who/What is a Samaritan? (marginalized Jewish group in Jesus’ time) -Why is this important? (Jesus tried to include people who were socially excluded into God’s group/Kingdom, wanted to include everyone. Having a Samaritan be the only figure to do the right thing over a priest/Levite, people held to high standards and respect in Jewish society, shows that we must put aside our views of who is included/excluded/right/wrong in order to serve all of our neighbours)-Distribute Fill-In-The-Blank handout for Prezi: 2 min Youtube Clip modern version of The Good Samaritan: modern version with the gospel version -Discussion: Break down similarities/differences, the message/lesson of the video, how it relates to parables’ lesson-Present Prezi using The Good Samaritan as a model throughout to explain ideas/concepts/themes of parables-Present short film (15 min) of modern adaptation of The Good Samaritan:: Consolidate the message of the parable, as well as how parables work/themes/lesson/how we can apply parables to various situations and scenarios)-Distribute Parables Handout Activity and go over instructions-Have students get NRSV Bible from back of class. Work on handout for remainder of class; take home to complete if necessary.-Be prepared to talk about at least one of these parables in the next class for a brief recap to get a better idea of the various messages Jesus has for us.-Introduce skit activity and pre-arrange groups of 4-Bible Reading by student volunteer-Get into groups and each group draws a parable from the list provide-Read, prepare, practice parable skit to present at the end of class-Present skits and debrief their meaning, lesson, and how we can apply to our everyday livesTeaching/Learning Strategies:DiscussionLecture/Media PresentationNote MakingSkits AFL: Observe student engagement, prompts, questions-AAL: Students self-reflect on meaning of parables and make own connections-AFL: Check for student understanding of concepts, themes, meaning of parablesLearning Skills: Independent Work, Self-Regulation-AFL: Creating and presenting skits allows students to dig deeper for meaning, how to present and communicate meaning of the parable-Learning Skills: Collaboration, Organization, Initiative, Responsibility Applying Learning in Class/At HomeFollowing the lesson and reading various parables of choice, students should discern why Jesus taught the way he did and what the mean lessons were of the parables. They all direct us to love our neighbour by accepting and supporting them, seeking God’s forgiveness and Kingdom through right action, and understanding how God relates to us. By seeing multiple modern interpretations of The Good Samaritan, students will see that these gospel stories were not just for the people in Jesus’ time, but can still apply for us today. Students will be able to apply the lessons and morals in the parables they chose in their everyday lives when faced with scenarios or seek forgiveness from others or God.Post Lesson ReflectionReflection on Lesson: Key Questions: What went well? What do I need to change or modify?Students strongly reacted and discussed the short video clip and the short film; talked about different experiences, what the characters could have done, what the “Samaritan” character stood for and how he was depictedStudents enjoyed working in groups, so I would do that again; Skits were overall well done; some did not use their time wisely and it showedFollow Up – Specific Students (Learning and/or Behaviour)Student E* was very emotional during short film; asked what happened and relayed current situationStudent B, D, F, G* were very distracted from skit and their groups approached me about issues; one-on-one conference with each of them to encourage them to re-focus; made those groups practice in the classroom whereas more responsible groupings permitted to practice in hallwayWhat facets of my own teaching do I need to focus on and refine?Next time, arrange practice spaces in-class for students presenting challenges to their groups so I can see the issue first-hand and check-in with groups right awayOffer more time for the kinesthetic/skit portion of the lesson as students responded very well to that vs. taking notes at firstMake the skit a summative assessment as it involved various aspects that could have went towards their marks in a more concrete way; they had a lot of practice, feedback from me, and incorporate a reflection portion so group members can self-assess + peer-assess; missed opportunity Lesson 7Subject Religion Grade 9 Course Code HRE1O1Lesson Topic Virtues, Vices, & Beatitudes Duration 2 periodsOverall ExpectationsPFV.01- describe what it means to believe and live in Christ, and name some of the joys and demands involved (CCC §144-165)CMV.05- understand the nature of sin, both personal and social (CCC §1846-1869)Specific ExpectationsSC1.09- communicate a genuine understanding of the Beatitudes and the Ten Commandments, and their relevance to Christian lifeSC1.07- locate key Scriptural passages (e.g., the Ten Commandments, the Beatitudes)CM1.02- identify ways that the Ten Commandments and the Beatitudes help us understand the Christian attitude toward being with others (CCC §1716-1724)Catholic Graduate Expectations:CGE1d -develops attitudes and values founded on Catholic socialteaching and acts to promote social responsibility, human solidarity andthe common good; CGE5b -thinks critically about the meaning and purpose of workPrerequisite Knowledge/Skills: In previous lessons, students aware of how Jesus taught people about God’s kingdom throughout his ministry- parables and miracles. As such, this prepares them to get in-depth with what Jesus was trying to explain to his followers. There is vice/sin in the world as well as virtues/attitudes we can take in order to be good people and follow God’s hope for us. Also, they know how to navigate scripture and perform exegesis from previous unit. This skill is needed when exploring the Beatitudes in Matthew’s Gospel.Differentiated Instruction DetailsKnowledge of Students Differentiation based on student: Readiness – Students have learned and have an idea about what sin is and what being good entails. They will get into depth in this lesson about what vices and virtues are. Also, they have learned much of the context from Jesus’ life and now they can start applying it to their own lives and experiences. Interests – This lesson has various activities which appeal to the whole class. There are more interactive worksheets/notetaking where they must pay attention to fill out the blanks, using Spongebob Squarepants as an example of vice with an episode they will watch, and other videos to depict what some of the Beatitudes mean/call us to do. There is also a self-quiz they will complete which allows them to evaluate their own actions. Preferences: Styles – Visual, Auditory Intelligences - Visual-Spatial, Verbal-Linguistic, Interpersonal, Intrapersonal Other (e.g., environment, gender, culture)- Students will be working independently, but also discussing their own experiences with each other. These experiences cross cultural and gender boundaries as we may face similar situations.Need to KnowWhat Virtues and Vices mean; what the 7 Virtues and Vices areBe able to identify Virtues and Vices and explain themKnow what the word Beatitude means; what the Beatitudes areHow we can live out the Beatitudes in our everyday livesWhere the Beatitudes are located in the New TestamentHow to Find Out Complete a worksheet identifying and filling out what each of the Virtues and Vices areWatch a Spongebob Squarepants episode depicting the Vices and identifying which is depicted by each character Complete a self-quiz on the Beatitudes to discover whether or not they live by them in their daily livesTake notes on Beatitudes from the powerpoint and watch videos that explain each BeatitudeDifferentiated Instruction Response Learning materials (content): 7 Virtues and Vices, the Beatitudes, and comparing the Beatitudes with the 10 Commandments Ways of learning (process): Take notes from powerpoint, watch Spongebob Squarepants video to identify 7 vices, complete an exit ticket, do a self-quiz/reflection on the Beatitudes in their daily life, take notes and watch videos of the Beatitudes in action, write a journal about the Beatitudes, compare and contrast the Beatitudes and 10 commandments through discussion and debate, read Scripture examples. Ways of demonstrating learning (product): Exit ticket on Virtues/Vices, Beatitudes self-quiz, Beatitudes reflection journal, debate between the class, completion of Beatitudes chart Learning environment: Combination of whole-class discussion, independent work/reflection, debate. This means students have to think on their own, but also collaborate with each other and listen. Teamwork is essential and reflection.Lesson Learning GoalsKey Question: What will students know, understand, be able to do, and communicate?(Knowledge/Understanding Thinking Communication Application)Students will:Learn about Virtues, Vices, and the Beatitudes. It seems like a lot, but much of this topic deals with you reflecting on your own actions and situations. First, we are going to look at the 7 Virtues and 7 Vices, or sins, the Church identifies as the most important to look at. To see examples of the 7 Vices in action, we will watch a video on Spongebob Squarepants and how each character seems to represent a vice. We will discuss what we find later! You will also be introduced to the Beatitudes, which are the blessings or teachings Jesus gave to his followers about how we can reach heaven. We will reflect on how we act with each other or in different situations by doing a self-quiz where you select an answer on a range from 1-10. This will set you up to see how you are in your current behaviour or values. We will then go through each of the Beatitudes and watch some videos about some historical figures/regular people that display these qualities, which we can hope to follow. We will write a journal on the Beatitudes and how society can benefit from following them. Lastly, you will explore each Beatitude by going through Matthew’s Gospel, or what the Church titles “The Sermon on the Mount”, where Jesus tells his followers each of the Beatitudes. You will summarize what they mean and how you can apply them in your everyday life. Whatever is incomplete is for homework.The next day, we will continue whatever we did not cover or finish from the previous day. We will review what we know about the Beatitudes, and compare them to the 10 Commandments. If you recall, the 10 Commandments were God’s rules to the Israelites when he was creating a new covenant, or agreement, with them through Moses after they escaped from Egypt. We will read and compare both passages from Exodus’s 10 Commandments and Matthew’s Sermon on the Mount/Beatitudes. Assessment – Indicators of Learning – Key Question: How will I know each student has learned the concept(s)/skills?AFL: Identifying the 7 Vices in Spongebob videoAFL: Exit Ticket on Virtues and VicesAFL: Beatitudes self-quizAAL: Beatitudes Journal as diagnostic for their writing + understanding of Beatitudes applicationAFL: Beatitudes Scripture Chart on MatthewAFL/AAL: Think-Pair-Share to compare Beatitudes and 10 CommandmentsAccommodations and/or Modifications- Key Question: What will I do to assist individual learners or provide enrichment for others?Closed captioning for videos for all students to benefit Resource room if necessary for independent work Graphic organizers for all students to navigate scriptural passages in a visual wayAssistive devices when requiredResources and Materials Required/Safety ConsiderationsSmartboard“Be With Me” Textbook pg. 207-210NRSV BiblePowerpoint: Virtues/Vices BeatitudesVirtues & Vices HandoutBeatitudes Self-Quiz/Warm-upBeatitudes Chart/Graphic Organizer HandoutBeatitudes/10 Commandments set of questions (teacher-use for discussion)Videos:Spongebob: (9:00)Sermon on the Mount: (2:08)Pope Francis: (3:16) (11:19, just show beginning)Mother Theresa: (2:07)Martin Luther King Jr.: (5:00, show beginning)Ghandi: (2:46)Dorothy Day: (2:00)Pope John Paul II: (3:00, show him forgiving man who shot him)Nelson Mandela: (5:32, show only beginning)Jesus: (3:34)TimeLesson Sequence and Instructional Strategies(Setting the stage, instructional strategies, consolidation)AssessmentOpportunitiesPeriod 19:45-9:559:55-10:0010:00-10:3010:30-10:3510:35-10:4510:45-10:55Period 29:45-9:55am9:55-10:0010:00-10:3510:35-10:5010:50-10:55-Welcome students. Start class with Bible Reading by student volunteer.-Ask them what sin is to open up conversation-Ask what they think about “rules”-Introduce lesson on Virtues, Vices, and Beatitudes+ Learning Goals-Distribute Virtues/Vices Handout Notes-Display Virtues and Vices powerpoint for students to take notes on their handout-Show Spongebob video-Discuss/Clarify/Answer any questions-Introduce Beatitudes as a way for us to practice and perform our virtues. Beatitudes are God’s way of blessing us and our actions so we lead a good life.-Distribute and have students complete Beatitude Self-Quiz/Warm-up activity (extra time if necessary for some students)-Debrief some of the questions and ask what they think about them, provide examples, perhaps share their results/my results -Prep students for next day’s lesson -Homework: Beatitudes Chart (Distribute handout) -Requires NRSV Bible, online version, or “Be With Me” Textbook using appendix with Beatitudes -Exit Ticket on Virtues/Vices on last slide of powerpoint-Welcome students. Start class with teacher-led prayer (Hail Mary)-Recap and ask if students have any questions about what they have learned so far/Beatitudes homework-Beatitudes Powerpoint & videos throughout-Students to take notes-Clarify/open discussion if they have any comments or questions-Ask students to recall who gave the Beatitudes, what they mean, call us to do (Jesus, blessing, practice and to live a good life)-Recall students’ knowledge on 10 Commandments, where they are located, who gave/received them, what they are -Have one student read 10 Commandments from Exodus aloud -Have another student read Beatitudes/Sermon on the Mount aloud-Ask students if they notice a difference in the delivery of both sets of “rules” (Think-Pair-Share) > The Commandments require little contemplation because they are extremely black and white. Do honor your father and mother. Do not steal. The rules, or laws, laid out here are very straight-forward, yet very minimal. The Beatitudes, in comparison, reflect on the state of the human being in his/her human condition and in turn show us how to act. They are the “next step”, guiding us in how to live in the kingdom of God and showing us the values that he cares about. And we have the greatest example, Jesus Christ himself lived the Beatitudes every day of his life.-Discussion questions (On Teacher Discussion Resource – Beatitudes and 10 Commandments) -Wrap-up conversation; if required, continue into beginning of next class-Assign Beatitudes Journal exercise (last slide on Powerpoint) = HomeworkTeaching/Learning Strategies:Note Making/LectureDiscussionMedia PresentationChoral ReadingThink-Pair-ShareJournal Reflection -AAL: Discussion/opening questions on sin and rules to gauge where they are in their thinking-AFL: identifying 7 Vices in video-AAL: Students self-reflect on Beatitudes in their own life-AFL: Exit Ticket to reflect on virtues/vices, what they can do to improve-AAL: Gauge and observe how review discussion goes, recall of information -AFL/AAL: Observe contributions, thoughts, recall, use of information, thinking-Learning Skills: Initiative, Collaboration, Organization (Homework completion)Applying Learning in Class/At HomeFollowing this set of lessons, students will have an in-depth understanding of Virtues/Vices and the Beatitudes. They will understand that having good behavioural habits and following Jesus’ example can benefit other people around them, just like the figures displayed in the videos, who championed social change. They can also be more aware in reflecting on their behavior, what they can improve on or avoid to be a better person. Post Lesson ReflectionReflection on Lesson: Key Questions: What went well? What do I need to change or modify?Students had great discussion on the Youtube videos and even brought in their own examples of people who demonstrate the Beatitudes, or notEx. Student A* suggested the athletes and rappers they like do not portray themselves in a positive light and focus on self-centred thingsExtend the lesson an extra day to show them this other Powerpoint that relates the 10 Commandments in a visual way vs. verbally as some of their attention was lost Slip an AFL so they can practice their recall of Beatitudes; an informal pop quiz, peers mark each others; peer feedback + discuss with each other to clarify ideasFollow Up – Specific Students (Learning and/or Behaviour)Student C * was not using their assistive device (laptop) appropriately to take notes or watch the videos; easily distractedWhat facets of my own teaching do I need to focus on and refine?Allow for digressions to happen. Even though it feels like students are off topic / losing time in the lesson, they are engaging in thinking and communication skills they do not get to use often in their classes ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download