TOPIC 10F - FaithCentral
TOPIC 10G
THE TEACHINGS OF JESUS
Read Teacher’s notes and achievement Objectives and Learning Outcomes. Teachers really need to read the all the Introduction to the Topic page 2-14 to become familiar with the background and to have an overview of the TOPIC to be studied.
Look at Achievement Objectives and Learning Outcomes as a focus for this topic.
This topic links with topic 9B The Life and times of Jesus and leads on to 11F Understanding the Gospel Story. (B is developed more fully in this topic.)
The emphasis in this topic is on the parables of Jesus. Through exposure to a variety of Jesus’ stories students will be invited to discover the message that Jesus came to bring. As they come to know and understand the parables, students will realise that Jesus made use of local traditions and customs in his teaching. They will also reflect on the sorts of stories that Jesus might tell in order to communicate his message if he was living among us today. More importantly, as their understanding deepens, students will be challenged to examine their own values in the light of Jesus teaching.
Although the parables of Jesus are the central focus of this topic, students will also be introduced to other aspects of his teaching, including the short sayings, the sermons or discourses and karakia (prayer).
How many lessons do you want to dedicate to this topic? The topic is broken up into eight parts.
Before the start of the topic ask the students to prepare a paragraph or mind map on what they already know about Jesus Christ. This should be brought to class for the start of the topic.
PART ONE – JESUS THE TEACHER
Learning Outcomes/Intentions
What is your learning intention for this lesson? See “Learning Outcomes” in the Teacher Guide on pg24.
WORDS TO UNDERSTAND
Rabbi synagogue
❖ For a starter get the students to do one of the following activities:
- the Workbook activity on P.38 in the SWB Or the Old STB p. 2
- Students work in groups.
each group has a sheet of paper with the word ‘Jesus’ written at the top. The sheet is passed round and each student has to write 2-3 facts down about Jesus. They take the combined information and write a paragraph about Jesus. This is read aloud to the class.
- Each group writes down as many points about Jesus as they can. See which group has the most. Each group reads theirs out. If a point has been mentioned before they do not repeat it. From all the information a class biography of Jesus is written up on white board.
- A3 storyboard of Jesus’ life.
❖ Read p.4 in the STB and do Task 2. It might be good to put the key points on an OHT and to get the students to write them in their books.
PART TWO – THE POWER OF STORIES
Learning Outcomes/Intentions?
WORDS TO UNDERSTAND
prodigal
❖ Ask students if they have a favourite story that they can hear again and again without getting tired of it. Then ask them to get into pairs and to share the story and tell each other what made it a favourite story. Was it gripping, imaginative or funny?
❖ Who do you know who tells good stories? What makes them so?
Newspaper Headlines
Teacher has a collection of headlines in a box. Each student takes one out and each student has to deliver a 30 second talk (fictional or real) about the headline.
❖ Ask the class to shut and put away textbooks. Now divide the class into 7 groups. (That is the number of main paragraphs in the story of The Stonecutter in the STB on p.6.) Allocate each group a paragraph of the story and give them a sheet of A3 paper. Each group has to present their part of the story in visual form and then present it to the rest of the class. Then one person from each group has to come up and sequence their part of the story, at the front of the class.
❖ For ‘Jesus Stories’ in the STB on p.7 see alternative activity in Teacher Guide p.41. This page can be photocopied, cut up and given to students who will work in pairs to put the stories in order.
❖ Students can do the activity in the SWB on p.39 ‘The Lost Son’.
Then they can copy out ‘The Meaning of the Lost Son’ on p.8 in the STB. It would be good for them to also write an answer to the question asked in “Something to Discuss’.
❖ The extension activity can be done if there is time.
PART THREE – PARABLES AND THE REIGN OF GOD
PART FOUR - PARABLES OF RETURN
PART FIVE - PARABLES NEW AND OLD
I would combine these next three chapters to save time. The information in the textbook is good. Don’t do The Three Servants on STB p.16 as it is in Unit 11B next year. You will also have to omit Task 8 and only do Task 9 and the Extension activity in reference to the Parable of the Ten Girls.
Learning Outcomes/Intentions?
What would your Learning Intentions be for these next three chapters?
WORDS TO UNDERSTAND
similes metaphors Second Coming kitchen hand
❖ The information in the Student Textbooks is good so you can use what you want in each chapter. It would be good to teach about similes and metaphors.
Ask - How is a shopping trolley like a camel?
- How is a lake like a mirror?
When students have found points of similarity get them to ask each other a similar question.
Get the students to look at Matthew 13 and to do the same exercise.
Parables
Pick a Parable
Students do Task 4 on pg 11 from STB and answer questions :
‘What is the message behind this parable?’
‘What does it teach us about, the lost or the kingdom?’
Students then write or role-play the next scene. Onlookers or disciples reactions.
My Parable
• Students can then work in pairs choosing a parable from the list given and can illustrate it in any way they choose. Write what they think the message is behind the parable.
Suggestions – Children’s book, modern setting for story
Filmstrip or cartoon Role-play jigsaw puzzle
Limerick Flip chart write a rap of a parable
Newspaper report Ballad
Diorama Stained glass window
❖ There are also several activities in the SWB p.40-41
❖ At the end of these activities after the students have studied their parable carefully, ask them to pick out what they consider to be the key moment, the turning point. In faith stories this is often when divine action becomes clear, or when safety emerges from danger, or when a new awareness dawns on the lead character. Ask them to consider the turning point of their story carefully and ask them to illustrate the event in their books or on a piece of paper carefully and beautifully. Colour, shape, character are all important. These pieces of art can be used in a liturgy or to display on the wall.
PART SIX – THE SAYINGS AND SERMONS OF JESUS.
Learning Outcomes/Intentions?
WORDS TO UNDERSTAND
Beatitudes proverbs
❖ Proceed as in STB p.21 working in pairs. ‘Something to Think About’ on pg 22 can be done for homework. Students can design a sticker “Happiness is….”
❖ Read ‘The Beatitudes’ STB p.22.
❖ Then read ‘Other Sayings of Jesus’ and students can work in pairs on Task 13 on pg 23.
PART SEVEN – THE GREAT PRAYER AND THE GREAT COMMANDMENT
Learning Outcomes/Intentions?
We are learning how Jesus taught people to pray
WORDS TO UNDERSTAND
Aramaic The Law
❖ Read p. 25 – 26 in the STB and do Tasks Sixteen and Seventeen.
❖ Look at ‘Something to Do’ on p. 27. Students can do this and make their prayers into a class prayer booklet to be used for their own RE class prayer times.
❖ Read ‘The Great Commandment’ p.28 in the STB. ‘Something to Discuss” can be done as extension work or for homework.
PART EIGHT– FOLLOW ME.
Learning Outcomes/Intentions?
❖ “Jesus - the one who was concerned about others”, ask the students to add their own circle and to draw or write how they can reflect Jesus’ words and actions in their life.
❖ Ask the students to look back at what they wrote about Jesus and what they knew of him at the start of this unit. When they have done this, ask them to draw or write how they see Jesus now after they have studied the parables and sayings of Jesus.
❖ Write on the board the words “Follow Me!” Tell the students that Jesus said these words. Ask the students to consider why they would follow Jesus and to write down their reasons. Then ask them how they try to follow Jesus and his teachings.
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