This lesson plan aims to teach Year 4 students about the concept of sin. The lesson will begin with an activity to get students thinking about good and bad actions. Students will then discuss their understanding of sin and the teacher will explain the three conditions for an action to be considered a sin. Students will then work in groups to brainstorm examples of accidental and purposeful sins and present their examples to the class. To conclude, students will revisit the opening activity applying their new understanding of sin and whether actions are accidental or purposeful.
This lesson plan aims to teach Year 4 students about the concept of sin. The lesson will begin with an activity to get students thinking about good and bad actions. Students will then discuss their understanding of sin and the teacher will explain the three conditions for an action to be considered a sin. Students will then work in groups to brainstorm examples of accidental and purposeful sins and present their examples to the class. To conclude, students will revisit the opening activity applying their new understanding of sin and whether actions are accidental or purposeful.
This lesson plan aims to teach Year 4 students about the concept of sin. The lesson will begin with an activity to get students thinking about good and bad actions. Students will then discuss their understanding of sin and the teacher will explain the three conditions for an action to be considered a sin. Students will then work in groups to brainstorm examples of accidental and purposeful sins and present their examples to the class. To conclude, students will revisit the opening activity applying their new understanding of sin and whether actions are accidental or purposeful.
This lesson plan aims to teach Year 4 students about the concept of sin. The lesson will begin with an activity to get students thinking about good and bad actions. Students will then discuss their understanding of sin and the teacher will explain the three conditions for an action to be considered a sin. Students will then work in groups to brainstorm examples of accidental and purposeful sins and present their examples to the class. To conclude, students will revisit the opening activity applying their new understanding of sin and whether actions are accidental or purposeful.
LESSON ORGANISATION Unit of work: Loved and Forgiven Salvation topic: Penance Human person Topic: Power of Love Year Level: Year 4 Students’ Prior Knowledge: (include faith situations/previous lessons/Units)
Key Understanding: Jesus forgives sins through the This is the first lesson directed at the element of sin. Sacrament of Penance Students are aware of what is a good and bad action but are yet to formally call a wrong action a sin in this year. Learning Point(s): B2.1: Records the meaning of sin. Students, in the previous lesson, learnt about Jesus’ forgiveness to wrong doings.
Spiritual and Religious Capabilities (that may potentially be covered in the lesson) Prudence Justice Fortitude Temperance Faith Hope Charity eg Right choices eg Right eg Inner strength eg Moderation eg Prayer eg Reconciliation eg Service relationships General Capabilities (that may potentially be covered in the lesson) Literacy Numeracy ICT Critical and Ethical Personal and Intercultural competence creative behaviour Social understanding thinking competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Sustainability histories and cultures Asia Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb) As a result of this lesson, students will be able to: • Students will identify that a sin can be a thought or action. • Students will classify that a sin can be accidental or purposeful and be able to determine between the two.
Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:
(include Teacher Witness) Gifted Student: Organise butcher’s paper and colourful markers for individual activity Students who are gifted should be asked to provide a real-life example of an accidental sin and purposeful sin that they have witnessed in their life.
Physical Disability Student:
Student will be placed into a group of students who are able to write their opinions down, place at the front of the classroom where the teacher is able to make sure the inclusion of the student. LESSON DELIVERY attach worksheets, examples, marking keys, etc. as relevant Resources/References Time Motivation and Introduction: Align these with the segment where they will be introduced. • Place two posters at each end of the classroom one labelled GOOD and the other BAD 5 mins • Have scenarios (thoughts or actions) that you are able to give to the students (example: picking up litter as you walk by OR Taking someone’s pencil without looking) • Allow students to pick which end they think is most correct or if they are neutral allow them to stand in the middle • If they feel up to sharing allow them to for a class discussion
• Invite students to sit in a circle on the mat with the teacher joining them. • Invite students to share their understanding of a sin, what they 7 mins think it might be as a definition, action or thought. • With the help of a visual aid display the three conditions of a sin, while talking through them with a minor explanation if the students struggle to understand 1. the thought, word or action must actually be against the law of God (not something a person may simply ‘feel’ to be wrong or guilty about) 2. the person must know at the time that the thought, word or action is against the law of God (not have learned this later) 3. the thought, word or action must have been on purpose (or deliberate) – not an accident or unintentional.
After explaining the three conditions of a sin allow students to sit in
silence and encourage them to think and wonder
What is a ‘sin’? How does a person know if a word, thought or action is a
sin? What important questions does a person need to ask themselves to work out if they have sinned? What do we mean by ‘God’s Law’?
INDIVIDUAL STUDENT ACTIVITY
• Send students back to their tables with the group leader
collecting the materials Butchers Paper and Markers- 10 black to write and two altering mins • Instruct to students that they should brainstorm in their groups how people can do wrong (4 mins) colours to classify. • Get students to classify those actions/ thoughts/ feelings into two categories ACCIDENTAL and PURPOSEFUL • Share with the class two examples of each
Lesson Closure:(Review lesson objectives with students)
Get students to do starting activity, with some of the same scenarios and 3 mins getting them to explain how they think it is or isn’t a sin using the conditions and classifying if it is accidental or purposeful.
Transition: (What needs to happen prior to the next lesson?)
Hand up the 3 conditions of a sin.
Assessment: (Were the lesson objectives met? How will they be assessed?)
Students will have participated in class discussion and the warm up
activity, and in the group activity students will have correctly identified the two differing classifications of sins.
