RELIGIOUS EDUCATION

Forward Planning Document

PRIMARY
2018
Arielle Nunis
John XXIII College
Term 3, Weeks 6-10
 PLANNING OVERVIEW – TERM 3
Year Level Unit Title Salvation Topic Aspect of Human Development
6 Stirred Through Emotion Bible Emotions
Overview
Emotions are rich human experiences if people train them to support their efforts to do what is good and what is right (A1, A2). When people think about developing their emotions for
good, this leads them to appreciate that God always does what is good (A3).

To help people develop and train their emotions properly, Jesus taught by his own example how to lead emotions to maturity (B1). God helps too by giving us the Bible, which teaches
people how God only does what is good for people (B2).

Christians celebrate the Bible by trying to understand what it teaches (C1) and by celebrating it, especially its stories (C2).
The more people understand God’s teachings in the Bible, the more they learn to love others as Jesus taught (C3).
Christians continue to wonder at developing and training their emotions to love like Jesus and through other ways shown in the Bible (C4).

Key Understandings and Learning Points

A Wondering at the Creator of Emotions
• A1 Wondering at Emotions
o A1.1 Identifies the purposes of different emotions.
o A1.2 Demonstrates an understanding of the six
steps for making choices in times of emotion.
o A1.3 Evaluates ways people can develop emotions
to do what is good.
• A2 Wondering at the Creator of human emotions
o A2.1 States wonder questions about God who
created human emotions
• A3 Attribute: God is good
o A3.1 Celebrates God who is good.
Links to General Capabilities
Literacy Numeracy
Links to Spiritual and Religious Capabilities
Prudence Justice
B The Promise of Christian Salvation C Christian Response
• B1 Jesus showed people must always love in times of • C1 Christians try to understand teachings about God’s
emotion love in the Bible
o B1.1 Identifies ways in which Jesus showed love in o C1.1 Recognises that the Psalm is a literary form
times of emotion. which reveals something about God’s love.
• B2 Christians learn from the Bible to love like God o C1.2 Recognises the proverb as a literary form.
o B2.1 Recalls facts about the Bible. o C1.3 Interprets things revealed about God through
stories in the Old Testament.
• C2 Christians celebrate the stories of the Bible
o C2.1 Designs a dramatic or written piece
explaining how God lead Israel through Judges and
Kings.
• C3 Christians are called to express love through their
emotions as Jesus did
o C3.1 States ways in which Christians can show love
through emotions as Jesus did.
• C4 Continuing to wonder at emotions
o C4.1 Reviews and expresses the main ideas of the
unit.
ICT Critical and Creative Ethical behaviour Personal Competency Intercultural
Thinking Understanding
Fortitude Temperance Faith Hope Charity
LEARNING AND TEACHING PROGRAM
NOTE: TBM = Teacher Background Material { } = Resources Italics = Wonder questions
Week
WEDNESDAY (P6: 2:20pm – 3:10pm) FRIDAY (P6: 2:20pm – 3:10pm) Evaluation and Assessment
6
A1.1 Identifies the purposes of different emotions. A1.2 Demonstrates an understanding of the six steps for making • Whole class observations and
Motivation/introduction: choices in times of emotion. anecdotal notes of:
• Discussion based on wonder questions: Motivation/introduction: o Conversations/discussions
o What are emotions? Brainstorm different kinds of emotions • Discuss the idea: We need to evaluate our emotions before we
as a class on the eBoard. make choices. • Checklist of students’ work
o What would the world be like if people lacked emotions? • Introduce the six steps in making deliberate choices in times of samples and reflection responses
o Is any one emotion more important than another? emotion (TBM: p.13). from each lesson on the ‘Stirred
• Students set up ‘Stirred Through Emotions’ digital book on Book Through Emotions’ digital book
Creator (display invite code for students to join the ‘Miss Nunis’ Activities: on Book Creator.
library). • Comic strip:
o The students depict the ‘six step chart’ using a six-frame 

Activities: cartoon strip (one frame for each of the steps).
• Purpose of each emotion o In the comic strip the students draw a character progressing
o Introduce the 7 emotions that will be focused on and the through the six steps with appropriate ‘thought bubbles’
purpose of each emotion (TBM: pg.11). expressing the thoughts of the character at each step.
o Students are to define each in their own words in their o Provide an example on the whiteboard to guide the students.
‘Stirred Through Emotions’ book. • Extension:
o Read the ‘Emotions can lead to mistakes’ paragraph (TBM: o In pairs or groups, the students use body shapes to depict
pg.12) and discuss. how different emotions may be expressed.
• Emotional response to news: o Take photos of the expressions of each emotion. Add the
o As a class discuss major news stories and discuss the image to ‘Stirred Through Emotions’ book and write wonder
emotions they may feel when reading/viewing specific questions concerning the emotion.
stories.
o Are there particular emotions which seem to dominate Closure:
incidents reported in news segments? Why might this be so? • Reflection:
o In ‘Stirred Through Emotions’ book students respond to the
Closure: following questions:
• Reflection: § I wonder why sometimes people stop and think before
o In ‘Stirred Through Emotions’ book students respond to the acting and at other times they do not?
following question: § What wonder questions do I have about my emotions?
§ How different would life be if people lacked:
Love? Desire? Hope? Fear? Courage? Anger?
Compassion?
Week
MONDAY (P4: 12:00pm – 12:50pm) WEDNESDAY (P6: 2:20pm – 3:10pm) Evaluation and Assessment
7
A1.3 Evaluates ways people can develop emotions to do what is B1.1 Identifies ways in which Jesus showed love in times of emotion. • Whole class observations and
good Motivation/introduction: anecdotal notes of:
A2.1 States wonder questions about God who created human • Guided Meditation: ‘Jesus Raises a Widow’s Son’ {Resource sheet o Conversations/discussions
emotions 2a-b)
A3.1 Celebrates God who is good. o Instruct the students to find their own spot on the floor, get in a • Checklist of students’ work
Motivation/introduction: comfortable position and close their eyes. samples and reflection
• Students respond to the following question on Answer Garden: o After the meditation story have a class discussion on the responses from each lesson on
o In what ways can I develop my emotions to do what is good? following questions: the ‘Stirred Through Emotions’
o Discuss responses as a class. § What is your favourite part of the story? Explain what was digital book on Book Creator.
o Read ‘Wondering at the Creator of human emotions (TBM: special for you about this part.
p.15). § What are some of the questions you would like to ask Jesus
Activities: about what he did and said?
• God is Good poster: § What did you like or did not like about the way Jesus
o In pairs the students make lists of the good they have seen responded to his emotions?
others do when stirred by their emotions. From their list § Are there times you respond to your emotions in order to
each pair chooses three examples to write onto a poster do what is loving?
display titled ‘People Can Do Good Because God is Good’. Activities:
• Extension: Training schedule for emotions: • ‘Dear Diary’:
o Using the ‘six-step approach’ the students create an o The students identify the times Jesus showed love in times of
imaginary ‘training schedule’ for the emotions in their emotion by reading the scripture stories Luke 18:15-17; 7:11-17;
‘Stirred Through Emotions’ book. Luke 22:39-46; 19:41- 44; John 2:13-22 and completing ‘Dear
o Model the example ‘Hope Fitness Schedule’: Diary’ {Activity sheet 1).
§ 5 minutes per day becoming aware of emotions felt. o The students pair up and share diary entries with each other.
§ 10 minutes per week actively practicing the hope
emotion by listing the positives of a future situation. Closure:
§ 10 minutes per week practicing mindfulness through • Reflection:
meditation or drawing. o In ‘Stirred Through Emotions’ book students respond to the
§ Results: After four weeks you will start to feel more following questions:
hope filled and use this emotion for the good of others. § In my life when have I experienced the emotions Jesus
Closure: experienced?
• Reflection: § What can I learn about the way Jesus used his emotions for
o In ‘Stirred Through Emotions’ book students respond to the good?
following questions: § What would the world be like if people trained themselves
§ Who made emotions part of being human? to express their emotions always in ways that show love
§ Where do emotions come from? for others as Jesus did?
§ Why are emotions important?
o The students could list other Wonder Questions that arise
from their personal experience about God who created
human emotions.
Week
MONDAY (P4: 12:00pm – 12:50pm) WEDNESDAY (P6: 2:20pm – 3:10pm) Evaluation and Assessment
8
B2.1 Recalls facts about the Bible. C1.2 Recognises the proverb as a literary form. • Whole class observations and
C1.1 Recognises that the Psalm is a literary form which reveals Motivation/introduction: anecdotal notes of:
something about God’s love. • Discuss: What is a proverb? o Conversations/discussions
Motivation/introduction: o Remind students of simple proverbs they have learned or heard
• Discuss and recall: What the Bible is (TBM: pg. 18): of, and to discuss briefly their message, e.g. look before you • Checklist of students’ work
o What is the Bible? leap, the early bird catches the worm, when the cat is away the samples and reflection
o What is contained in the Bible? mice will play, two wrongs don’t make a right. responses from each lesson on
o Why was the Bible created? o Ask if students know any other proverbs. the ‘Stirred Through Emotions’
o Why was the literary form psalms used to express ideas in • Discuss proverbs in the Bible (TBM: pg. 20): digital book on Book Creator.
the Bible? o What lesson is being taught by these proverbs?
o Why do you think the Book of Proverbs is in the Bible?
Activities:
• Exploring psalms of God’s love: Activities:
o Students read one or more of the following Psalms: 23, 86, • The students complete ‘Playing with Proverbs’ {Activity sheet 4}:
103, 104, 139, 150. o Students select five proverbs and next to each write the
o Students identify what is being revealed about God through meaning of the proverb or an incident from their own life that is
the psalm and write what is being revealed in a ‘one liner’ in an example of that proverb.
a form of their choice (poster or Pic Collage). o Students add some proverbs and their meanings in the spaces
o Eg. Psalm 22: ‘God cares for us as a shepherd cares for their provided.
sheep’.
o Students could decorate the page using colours that Closure:
represent the emotion or emotions being expressed in the • Reflection:
psalm. o In ‘Stirred Through Emotions’ book students compose their own
o Students are to upload a picture of their ‘one liner’ psalm to proverbs. These should particularly be about using emotions in
their Stirred Through Emotions’ book. ways that are good.
• Extension:
o Students complete ‘Bible Quiz’ and ‘Bible Match’ {Activity
sheet 2a and 2b}.

Closure:
• Reflection:
o In ‘Stirred Through Emotions’ book students respond to the
following questions:
§ What is being revealed about God through the psalm?
§ What literary devices have been used in the psalm?
§ How does your colour represent the emotion in your
psalm?
Week
MONDAY (P4: 12:00pm – 12:50pm) WEDNESDAY (P6: 2:20pm – 3:10pm) Evaluation and Assessment
9
C1.3 Interprets things revealed about God through stories in the C2.1 Designs a dramatic or written piece explaining how God lead • Whole class observations and
Old Testament. Israel through Judges and Kings. anecdotal notes of:
Motivation/introduction: Motivation/introduction: o Conversations/discussions
• Discussion: • Bible Timeline (http://timeline.biblehistory.com/home):
o Recall with the students stories that contain truths but where o As a class view an interactive timeline of the Old Testament and • Checklist of students’ work
the story details themselves are not true (TBM: pg. 22). identify when God established the kingdom of Israel and samples and reflection
o Discuss the difference between the story containing truths discover the main Judges and Kings. responses from each lesson on
but not being literally true. o Find out the main Judges and Kings by reading the information the ‘Stirred Through Emotions’
o Key idea: God’s revealed teachings are true ...not the story provided on the timeline as well as using the TBM: pg. 25-28. digital book on Book Creator.
details.
• Example: The First Creation Account [Genesis 1:1–2:4a] Activities:
o Read the story to the students, display the story on the • In small groups, the students are given a Judge or King story card
eBoard and have the students annotate examples of God’s (listed in the TBM: pg. 25-28).
teachings. • The group then are to choose and complete one of the activities
provided {Resource Sheets 6-11):
Activities: o Excitement Plus
• Analysing Bible stories o Talking Pictures
o The students choose from one of the Bible stories listed o Freeze
(TBM: pg. 22-24). o Liquid Freeze
o Students retrieve examples of God’s teachings that are o Sight and Sound
contained in the story. o What’s the News?
o Write guiding questions on the whiteboard: What can be • Extension:
learned about God from this story? What are some of the o The students could skim the book of Psalms and the book of
literary forms used by the writers of these stories? Proverbs and select an appropriate psalm and proverb to link to
o In ‘Stirred Through Emotions’ book students: the story of their Judge or King.
§ List things about God which are revealed through these
stories. Closure:
§ Include what they have learned about the use of story • Students share or perform their written/dramatic piece to the class:
as a literary form in the Bible. o While watching others, students actively take notes of the key
ideas concerning the Judge or King in their ‘Stirred Through
Closure: Emotions’ book.
• Students share analytic responses to a Bible story to a partner
and discuss the emotions they felt while reading the story.
Week
MONDAY (P4: 12:00pm – 12:50pm) WEDNESDAY (P6: 2:20pm – 3:10pm) Evaluation and Assessment
10
C3.1 States ways in which Christians can show love through C4.1 Reviews and expresses the main ideas of the unit. • Whole class observations and
emotions as Jesus did. Motivation/introduction: anecdotal notes of:
Motivation/introduction: • Guided meditation {Resource Sheet 1}: o Conversations/discussions
• Discussion: o Instruct the students to find their own spot on the floor, get in a
o What is a neighbour? Define who our ‘neighbours’ are comfortable position and close their eyes. • Grading of students’ work
(family, classmates, school community, neighbourhood, o After the meditation story have students reflect on the samples and reflection
community/city). following: responses from each lesson
o How does God want us to treat our neighbours? Discuss § Reflect on the good your emotions have led you to do in uploaded to the ‘Stirred
ideas. the past week. Express thanks to God who is good. Through Emotions’ digital book
o What are the two Great Commandments of Love made by § Reflect on difficulties you have experienced with choices on Book Creator.
Jesus? Direct students to scripture posted on Edmodo and following from emotions when trying to keep
discuss. Commandments of God. Ask God, who is good, for Summative assessment:
o What emotions help us to live out the second Great assistance to persevere. • Summary of learning through
Commandment? § Reflect on sins or failures committed by breaking a choice of medium.
• Class brainstorm: Commandment of God in a time of emotion.
o State lesson objective: Identify ways we can show love Activities:
through our emotions, as Jesus did. • Students reflect upon the understandings covered in the unit, in
o Brainstorm ways students can live the second Great particular, ways in which people can continue to reflect God by
Commandment of Jesus with their family, classmates, school loving through their emotions as Jesus did.
community, neighbourhood and community/city on the • The students could review and summarise the learning through:
whiteboard. o Mural
Activities: o Frieze
• The second Great Commandment of Jesus Popplet: o Billboard
o Students create a mind map on Popplet to brainstorm ways o Collage
they could live the second Great Commandment of Jesus out o Poster
with their family, classmates, school community, o Banner
neighbourhood and community/city. o Picture book
o Set an expectation of at least 1 detailed explanation for each o ICT video/presentation
section. Encourage higher-ability students to extend upon • Upload work to ‘Stirred Through Emotions’ book.
this expectation. • Share summary to peers in small groups.
o Students upload an image of their Popplet in their ‘Stirred Closure:
Through Emotions’ book on Book Creator. • Prayer of Thanks:
Closure: o Invite the students to compose prayers of thanks for their
• Whole class reflection: emotions.
o Ask particular students to share their Popplet responses with o The prayers could contain movement, music, sound or graphics.
the class.
o What can make it difficult to live this Commandment of Jesus
in times of emotion?
o What help is available to overcome difficulties at these
times?