Lesson Plan Format

Class: Stage 3 Year 5

Date: n/a.

Duration: 5 x 30-45 minute lessons - One week (2.5-3.5

hours approx).

Key Learning Area: Religious Education

Topic: The Eucharist

Relevant Prior Experience: By this point in their schooling students have been attending mass for many years. Until this point there may have been little
to understanding as to why the mass is celebrated and the importance of the Eucharist in the Catholic tradition. Though students have has some education
about the symbols of the Eucharist they may not have understood the rich connection that the Eucharist has with Jesus Christ.
Previously in this unit of work students have identified their own needs in life such as food and shelter and further into love, affection and compassion.
Students are now ready to understand how Jesus has provided for these needs and how he continues to do this through giving us himself in his body and
blood. Students have previously completed the relevant units of work stage one - 1KC5 A community that celebrates Gods love, and 12C7 Eucharist:
Celebrating Gods love, stage two - 24C7 Eucharist: the structure of the Mass and 23C5 Sacraments of Initiation.
Syllabus Outcome(s):

Indicators of Learning for this lesson:

Assessment:

- Students demonstrate an
understanding and appreciation of the
Sacraments as signs and symbols of
Gods love and as revealing the Holy
Spirit at work in the Church.

By the end of this lesson, the students will:

- Lesson 1:
Recall previous knowledge about the Eucharist (Pre-Assessment).
Understand the importance of the Eucharist in their everyday lives and
the lives of those close to them (O2).
- Lesson 2:
Understand the importance of the Eucharist in their everyday lives and
the lives of those close to them (O2).
- Lesson 3:
Understand and represent the events that occurred in the Last Supper.
(O3).
Consider how Jesus disciples may have felt during the events that
occurred in the Last Supper. (O3).
- Lesson 4:

- Lesson 5
Retell the events that occurred in the Last Supper. (O3)
Devise own I wonder questions based on the presentation of their
representation of the Last Supper. (O3).

- Pre-Assessment:
KWL chart

O2 Explain how Jesus nourished the

needs of people, both physically and
spiritually.
O3 Explore how Jesus actions at the
Last Supper symbolised his gift of himself
and his life.

- Teacher observations of students work and

understanding.
- Marking of Student workbook
- Marking of Student work throughout the unit of
work.
- Formal assessing of students understanding of
important features of the Last Supper and their
sequencing and focus during last task.

Resources:
- Eucharist toolkit website http://lockleyedre102.weebly.com/
- Religion workbook
- Important aspects of students first holy communion/member of their familys first holy communion.
- Last Supper Godly Play

LESSON SEQUENCE
Lesson Content / Indicators of Learning
(What is Taught):

Timing
(mins)

Teaching Strategies / Learning Experiences:

(How it is taught)

Assessment and Evaluation

5
minutes

Students will begin with a class prayer.

Students will pray silently then teacher will give children opportunity
to pray for something aloud in class. E.g. a sick family member.

Students should be able to:

LESSON 1

- Students are thinking bout their previous

knowledge of the Eucharist and the things
that they have learnt in earlier stages and
through their attendance at church with
school and with their families.

10
minutes

15
minutes

Students move from their desks to the floor for the beginning of the
lesson.
Teacher tells students that they will be continuing to learn about the
Eucharist over the next few weeks.
Teacher will ask students to think, pair, share with their floor partner
about what they already know about the Eucharist.
Teacher will then ask students to get a laptop/computer and go onto
a weebly that has been created for this part of the unit.
Teacher will write the weebly URL on the board:
http://lockleyedre102.weebly.com/
Students are instructed to go on to the Students page and then to
resources. Students should print out and complete the KWL sheet.

To recall information that they have

previously learnt about the
Eucharist.
Able to relate their own Eucharist
experiences or those of their family
with the history of the Eucharist.

Teacher Assessment:

- Relating the Eucharist to their own

personal
experiences
(first
Holy
Communion) Students are beginning to
understand and relate the knowledge
behind the Eucharist and its importance.

30
minutes

40
minutes

As requested last lesson, students should have brought in

something that is important to them or they feel symbolises their first
holy communion.
Teacher plays solemn music as students walk around with their
item. When the music stops, students must pair up with the person
closest to them and tell them why this piece they have chosen is
important. Students must think about relating this item to what they
have already learnt about Jesus and the Eucharist.

Marking of the Pre-Assessment

task
- KWL chart
Listening to the responses of
students as they share with their
peers.
Marking poems made by students

Teacher reflection:

Was the amount of information

recalled by the students
satisfying?
How will the pre-assessment
results affect the rest of my
teaching for this unit?
What would I do differently next
time and why?

LESSON 2

5
Students will begin with a class prayer.
minutes Students will pray silently then teacher will give child
opportunity to pray for something aloud in class. E.g. a
- Joint construction to model the
sick family member.
activity for students
10
Students sit on the floor at the front of the room.
minutes Teacher asks students to brainstorm some terms that
Students
have
previously
are about school (or some other topic).
constructed conquain poems.
Teacher use the responses to construct a cinquain
poem. Teacher explains the cinquain poem structure as
they go.
- Students have previously used the 15
web-tool tagxedo.
minutes Teacher asks students to pair with partner. Teacher will
then ask students to get a laptop/computer and go onto
the units weebly.
Students are asked to open the Tagxedo link and to
enter any relevant words/terms/phrases about Eucharist.
Students have a limited time to complete this.
A cinquain poem have five lines
Line one is the topic title - one word
Line two is describing words two words
Line three actions- three words
Line 4 feelings- 4 words
Line 5 coverall connected synonym to title one word
20
minutes Students are then asked to use the completed tagxedos
and create their own cinquain poems individually.
30
minutes Students are asked to share their cinquain poems with
their think pair share partner. Students are asked to
upload their tagxedos and poems to the class Edmodo
page

Teacher Assessment:

Listening to the responses of

students as they share with
their peers.
Marking of students final
work.

Teacher reflection:

Were students able to make

connections with the
Eucharist?
Were students able to
identify many relevant
terms?
What would I do differently
next time and why?
Were students successful? If
not, why?
Did students create
meaningful cinquain poems?

LESSON 3
5
minutes
- Presentation of Last Supper Godly Play to
ensure that students are able to understand
the story and the events that occurred
throughout it.

10
minutes

Students will begin with a class prayer.

Students will pray silently then teacher will give child opportunity to
pray for something aloud in class. E.g. a sick family member.

Students should be able to:

Teacher explains that during this religion lesson Students will be

listening to the story of The Last Supper.
Students are directed by the teacher to leave the room and return in
a solemn manner as it is Godly Play time.

Students return to the classroom and are directed by the teacher to

be seated in a semi-circle manner around the Teacher quietly.
Teacher goes to the shelf and carries the materials needed for the
Godly Play; teacher places this beside them.

Understand what occurred in the

last supper.
Attempt to understand what Jesus
disciples may have felt during the
last supper.
Able to respond mentally to the I
wonder questions.

Teacher Assessment:

T places classroom bible carefully on the floor with hand on it and

describes to Students that this is a story from the special book the
Bible.

Note: Teacher makes sure to mention and

discuss unfamiliar terms prior to the telling
of the story- to ensure that Students are
able to comprehend i.e. Passover, etc.

- Reflection time given to allow students to

process the events that occurred in the Last
Supper and understand how they had an
impact on the Disciples and people today.

Telling the Story:

Teacher delivers the story of The Last Supper to Students using
Godly Play materials.
(Teacher will need materials and Last Supper script - Godly Play
script see resources on Weebly site)

Before introducing the I wonder statements Teacher pauses for a

period of silence/reflection then introduces the I wonder...
statements.
Students respond non-verbally during this time.
Teacher plays meditation music while this is occurring (See toolkit
resources).
30
minutes

40
minutes

Students are asked to quietly move back to their seats where they
will have access to pencils, textas, crayons, and paper. Students
asked to represent the Last Supper through a picture.

Students move back to the floor where they will have the opportunity
to present and explain their work to the class.

Marking of the students pictures

that present what they think the
Last Supper looks like.
(Comprehension of story).

Teacher reflection:

Were students able to represent

the story through a picture?
Were students engaged in the
lesson throughout it?
What would I do differently next
time and why?
Did students meet the success
criteria? If not, why?

LESSON 4

5
minutes

10
minutes

20
minutes

Students will begin with a class prayer.

Students will pray silently then teacher will give child
opportunity to pray for something aloud in class. E.g. a sick
family member.
The teacher will play the song the Our Supper Invitation by
Kevin Bates. Teacher will also play the accompanying
slideshow (located toolkit- resources).
Students will listen carefully to the song lyrics. Teacher will
play the song twice. Teacher can put up song lyrics.

Students are asked to respond to the song. Can be through I

wonder questions, reflection on how the song made them
feel, links they found from the song etc.
Class will come back together and share their responses to
the song.
Students are asked to update their KWL charts from the first
lesson and upload new chart onto the classes Edmodo site.

Informal listening to students

responses during partner time.
Listening to the responses of
students as they share with
their peers.

Teacher reflection:

Students will break into think pair share partners and are
asked to discuss the idea of nourishment and meaning of the
song.

30
minutes

Teacher Assessment:

Were students engaged in the

lesson throughout it?
What would I do differently next
time and why?

LESSON 5
Students will begin with a class prayer.
Students will pray silently then teacher will give child opportunity to
pray for something aloud in class. E.g. a sick family member
- Students are exploring and understanding
how Jesus actions at the Last Supper
symbolised his gift of himself and his life
and how this has had an impact upon our
Church today.

5
minutes

35
minutes

Teacher explains to students that today they will be retelling the Last
Supper in their own words.
Students are divided into small groups where they will re-tell the
Last Supper bible story using one of the following:
-Small group drama performances.
-Drawing images from the story (scenes or storyboard).
-Writing a newspaper article.
-Writing a re-count from a one of the disciples perspectives.

Students should be able to:

Am I able to relate the actions of

Jesus in the Last Supper to the
Eucharist?
Can I understand the lasting impact
Jesus has had on the Church?

Teacher Assessment:

Marking and watching students

retellings. This is the formal
assessment. Teacher will mark
students on their understanding of
the unit.

Students need to come up with a series of I wonder questions to

ask the class after their performance. Students have the whole
lesson time to come up their performance.

Teacher reflection:

Students will share their work with the class. (Performances, reading
their stories etc.). Students will ask their I Wonder Questions

45
minutes

Were students able to make the

connection to understand the
symbolic actions of Jesus in the
Last Supper?
Were students engaged in the
lesson throughout it?
What would I do differently the
next time I taught this unit and
why?