RELIGIOUS EDUCATION

Forward Planning Document

PRIMARY
ED3619/5619 Principles of Primary Religious Education 2

Unit Title: 6.6 Penance Student Number: 20162694

Date of Submission: 13th May 2019 Student Name: Jordyn Sheldrick

 PLANNING OVERVIEW – TERM 3

Year Level Unit Title Salvation Topic Aspect of Human Development

Six (6) Penance (6.6) Penance Emotions
Overview – explanation of the content of the unit and how it explores the Salvation Topic and development of the Human Person
This Year 6 unit explores how emotions can influence the way people behave and the relationships they have with each other and God. Students learn
about the ways that their emotions can affect them and how they might reflect upon and guide their emotions. Through the Parable of the Lost Sheep
Jesus taught that God is a loving Father who forgives. Students will examine this parable and learn how people may repair their relationship with God and
others through the Sacrament of Reconciliation. Furthermore, this unit teaches that Christians are strengthened by God to show love and mercy to others.
Students will learn that when people are in right relationship with God and others, they are better able to guide their emotions to reflect God’s love.
Key Understandings and Learning Points
(A) Wondering at the Creator (B) The Promise of Christian Salvation (C) Christian Response

 Emotions can influence behaviours and  Jesus came to heal people’s relationships  Catholics reconcile with God when they
relationships. with God and one another’s. celebrate the Sacrament of Penance.

 Jesus teachers that God is a loving father.  An examination of Conscience helps people  Christians are strengthened by God’s love to
prepare for the Sacrament of Penance. show love and mercy to others.

Links to General Capabilities

Literacy Numeracy ICT Critical and Ethical behaviour Personal Intercultural
Creative Thinking Competency Understanding

Religious Capabilities Spiritual Capabilities

Faith Hope Charity Prudence Justice Fortitude Temperance

Catholic World View and Teacher Witness

Sharing Experiences: During opportunities of sharing, it is important to share ones own experience. In doing so, students are able to see that all people
are susceptible to ‘bad’ emotions, ‘bad’ actions and even sin. As a role model, they will see that even the teacher seeks God’s forgiveness. This might
include sharing stories from the teachers own school experience or even recent experiences. This may also include some personal touches of the teacher
on sacred spaces such as the inclusion of images of the teacher’s confirmation saint on the prayer table.
Meditation: When opportunities for meditation arise, the teacher will also participate taking the opportunity to reflect on their emotions and actions. These
actions demonstrate the teacher as the key role model in the classroom.
 LEARNING AND TEACHING PROGRAM
Week Lesson1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Weekly Assessment and
Focus Evaluation:
Questions:
1 Emotions can influence Emotions can influence Emotions can influence Emotions can influence Emotions can influence  What is an Lesson 1 (diagnostic):
behaviours and behaviours and behaviours and behaviours and behaviours and emotion?  Checklist to assess
relationships relationships relationships relationships relationships student’s individual
 How are brainstorms on the
 Watch the Inside Out  Read ‘The Way I feel’  Listen to ‘Happy’ by  Watch the short film  Students will engage people word ‘emotion.’
clip “Meet Your by Janan Cain and Pharrell Williams. “Ian.” Discuss how in a community circle influenced by Lesson 2 (formative):
Emotions.” And identify different Discuss how music the characters discussing the their  Exit slip (template on
discuss what emotions people feel. and other influences interacted with each question reflecting on emotions? card) where students
emotions they saw.  Student’s work in can change emotions other. their emotions. As a will answer the
 Individual brainstorm pairs with an emotion  In groups of 4  Play the ‘Empathy class discuss actions  What is question: “how can
of the word ‘emotion’. allocated to them students will use the Game’ with the whole and how they differ empathy? my behaviour
What does it mean? preparing a poster Role Play cards to class. from emotions. influence the
How can we show on: the purpose of act out scenarios and  As a class, create a  Using PicCollage  How do emotions of others?”
them? the emotion, how the perform to the class. definition of the word students will use ICT emotions Lesson 3 (formative):
 Class discussion emotion influences  Students will: identify ‘empathy’ describing to create two posters. influence a  Peer reflection
answering the the behaviour of the emotion, take what it is and how we Poster 1 answers the person’s assessing each
question “What is people, how the moments to can show it. question “What are behaviour? performance.
love?” emotion influences experience the  Students will write a emotions?” Question Lesson 4 (formative):
 Students are to relationships with emotion, reflect on diary entry in their 2 answers the  How are  Observation notes
complete a drawing others and God. the emotion and workbooks about question “What are actions regarding how
of their depiction of choose a response to their day. They will actions?” different from students contributed
love. the emotion engage in  Students create a emotions? to writing the
throughout their conversation about flowchart of emotions definition.
dramatic act. why reflection is depicting what  Why should Lesson 5 (formative):
positive. actions should flow
from certain
people reflect  Checklist assessing
on their student’s ability to
emotions. emotions? distinguish emotions
and actions.

2 Jesus teaches that God Jesus teaches that God Jesus came to heal Jesus came to heal Jesus came to heal  What did Lesson 1 (Formative):
is a loving father is a loving father people’s relationships people’s relationships people’s relationships Jesus teach  Checklist assessing
with God and one with God and one with God and one about the ability to identify
 Engage in a shared  Create a wonder wall another another another forgiveness? the teachings in the
reading of the reflecting on why God  What does Parable.
Parable of the Lost loves them.  Engage in a shared  Participate in a Godly  Engage in guided the parable of Lesson 2 (formative):
Sheep.  Students are to use reading of John Play recounting the meditation reflecting the Lost  Peer review of the
 Identify the lesson cut out emoji’s and 20:20-23. Sacrament of on sin and wrong Sheep teach dramatic presentation
Jesus is teaching in use them to create a  Reflecting on their Penance. doings. people about using a smiley face
the reading. retelling of the very own  Watch the YouTube  Create a Canva God’s scale.
 Create a comic strip Parable of the Lost reconciliation video ‘Sacrament of poster defining sin, forgiveness? Lesson 3 (formative):
of the Parable Sheep. When God’s experience, students Reconciliation explaining the three  How did  Prior to leaving the
depicting God’s love or emotion is will create an Explained.’ conditions of sin as Jesus hand class students will
healing. shown in the Parable explanatory digital  Reflect on how well as explaining on the complete an exit slip
students will use the book on Explain priests and bishops and illustrating how spiritual activity.
 emoji to illustrate Everything. were given the power sin can impact powers to Lesson 4 (formative):
them.  They will retell this to forgive. relationships with forgive?  Checklist assessing
gospel reading and  Create a small iMovie others and God.  What is the individual iMovie.
explain how Jesus answering: Sacrament of Have they answered
gave the disciples the What is the Penance? their focus questions
power to forgive. Sacrament of  Who has the and how well.
Penance? power to Lesson 5 (formative):
Who has the power forgive sins?  After engaging in a
to forgive sins?  What is a gallery walk students
What is a sin? sin? will self assess their
 What are the learning and
three creativity.
conditions for
sin?
 How does sin
affect a
person’s
relationship
with God?
3 An examination of An examination of An examination of An examination of An examination of  What is an Lesson 1 (Formative):
Conscience helps Conscience helps Conscience helps Conscience helps Conscience helps Examination  Checklist assessing
people for the people for the people for the people for the people for the of the ability link
Sacrament of Penance Sacrament of Penance Sacrament of Penance Sacrament of Penance Sacrament of Penance Conscience? examination of
conscience criteria to
 Engage in a  Engage in the  Read ‘Miss Lily’s  Watch ’20 Things We  Students engage in a  Why is an the 10 Holy
meditation reflecting meditation developed Fabulous Pink Should Say More shared prayer writing Examination Commandments.
on their recent in the previous Feather Boa’ by Often’ by Kid experience as a of Lesson 2 (formative):
actions and lesson. Margaret Wild and President. whole class asking Conscience  Checklist assessing
interactions.  Students will make discuss the Last  Using the 10 Holy God for guidance to important? student’s ability to
 Discuss the term flip cards on Portoroo’s actions Commandments examine their identify how sin
‘Examination of PlayBuzz. They will and guilt. students list 10 conscience.  How do affects different
Conscience’ and as a be given a list of 7  Read and examine practical ways or  Students will engage Christians relationships they
class develop a sins that they will be Proverb 28:13. things they can do to in a summative perform an have.
criteria on how to required to label Define unknown be a better version of assessment of the Examination Lesson 3 (formative):
examine conscience either: “My terms and decipher themselves. first 3 weeks of this of  A rubric will assess
which can be used in relationship with what the proverb is  This is to be unit. They will use Conscience? the quality of
future meditation God”, “my teaching. brainstormed using Quizziz to complete understanding as
sessions. relationship with  Using an individually a3 paper and colour the multiple-choice demonstrated
 Independent Family” or, “my chosen medium pens. quiz. through student
matching activity relationship with students will create a  Students present  Students will engage artwork.
where students will friends.” drawing, painting their 10 items to the in their year 6 class Lesson 4 (formative):
match the class  Student must make a etc... That depicts the class and engage in Eucharistic  Students will engage
criteria with the 10 further 7 sin cards proverb illustrating discussion. celebration. in a self-review using
Holy and label them with their understanding of  During the a smiley scale
Commandments. the above labels. the message. Eucharistic indicating how
 Post these to their celebration the confident they feel
class sharing chapel will be with the work they
platform (Seesaw or adorned with artwork produced.
Seqta) created throughout Lesson 5 (Summative):
the term by the  Students will sit a 20-
students. question quiz, which
will account for 30%
of their overall grade
 for the unit.

4 Catholics reconcile with Catholics reconcile with Catholics reconcile with Catholics reconcile with Catholics reconcile with  What does Lesson 1 (Summative):
God they celebrate the God they celebrate the God they celebrate the God they celebrate the God they celebrate the the term  Students will submit
Sacrament of Penance Sacrament of Penance Sacrament of Penance Sacrament of Penance Sacrament of Penance ‘reconcile’ their Word Cloud via
mean? the class-sharing
 Listen to ‘When  Engage in a Godly  Students are to  Watch the YouTube  Pray the Act of platform. Student
Jesus Say Yes’ by Play of the story of perform a Godly Play video ‘How To Go To Contrition to open the  What made definitions will
Michelle Williams. Zacchaeus. of the story of Confession.’ lesson. happens be marked on a 3-tier
 Use a dictionary to  Individually use a Zacchaeus.  Recount the process  Students are to during the scale accounting for
define the term bible to locate the  Students are to bring of Confession create and iMovie Sacrament of 10% of their overall
‘Reconcile.’ story of Zacchaeus in items from their through role-play explaining the Penance? mark for the unit.
 Create a World Cloud and examine it. reconciliation and scenarios. Sacrament of Lesson 2 (formative):
defining this key  Use the activity sheet engage in a show  Create a brief Penance.  How does  Checklist assessing
term. to deconstruct the and tell to reflect on checklist detailing  They will be required the story of the activity sheet
 Perform and Bible passage their First ‘how to go to to use the guiding Zacchaeus completed during the
experiment with indicating how the Reconciliation. confession.’ questions on the teach lesson.
water to demonstrate story relates to the  Students create a t- resources sheet followers of Lesson 3 (formative):
a metaphoric sacrament of chart comparing their relating to lesson Jesus about  Observation and
example of sin and Penance. reconciliation and the week. reconciliation checklist assessing
repentance on story of Zacchaeus. ? engagement during
humans (see the lesson.
resource sheet). Lesson 4 (formative):
 Students will create
wonder questions
about an issue they
do not quite
understand.
Lesson 5 (Summative):
 A rubric will be used
to assess student’s
knowledge as
illustrated through
their iMovie. This will
account for 30% of
their overall grade for
this unit.
5 Christians are Christians are Christians are Christians are Christians are  What are Lesson 1 (Summative):
strengthened by God’s strengthened by God’s strengthened by God’s strengthened by God’s strengthened by God’s Jesus’ Two  Journal entries will be
love to show love and love to show love and love to show love and love to show love and love to show love and Great used as a work
Mercy to others Mercy to others Mercy to others Mercy to others Mercy to others Commandme sample that assesses
nts? their understanding.
 Recall Jesus’ Two  Create a pantomime  Students pray and  Students engage in a  Watch ‘Pinocchio and Lesson 2 (formative):
Great of the Act of practise the Nicene prayer that examines Jiminy Cricket –  Why is it  Checklist indicating if
Commandments and Contrition. Creed. conscience (written Always let your important for students have
explore how these  Create two of their  Create a prayer during a previous Conscience Be Your people to be understood content.
can help guide the own flipbook with the lesson). Guide.’ in right Lesson 3 (formative):
choices people make. ‘commandments’, following titles:  Locate and read the  Create a relationship  Share and tell.
 Explain relationship which will guide them Adoration, Contrition, following Bible conversation with with God, the Students will share
with God, the Church to live a better life. Petition and passages: John 14: conscience iMovie Church their flipbooks in
community, the  Students will look at Thanksgiving. 15-21 & John 16:15- where students will community, whole class sharing
environment, Bible proverbs for  Each title should 11. recap all their the session.
themselves and inspiration. contain one prayer.  Write a paragraph knowledge they have environment, Lesson 4 (formative):
others, will enable  Use a range of craft  Students may create summary explaining learnt during this unit themselves  Traffic light, students
them to better guide materials to make a their own prayer or why the power of the of work (see task and others? will be given a traffic
their emotions to poster displaying use ICT to search for Holy Spirit can help sheet). light and will need to
make choices that their two prayers they would them in their lives  Students will be  How can indicate which light
reflect God’s love. commandments. like to use. and decision-making. asked to bring in Catholics they currently identify
 Write a journal entry  Display these around objects from their strengthen their learning as.
reflecting on how the classroom. reconciliation or to their Lesson 5 (Summative):
students can guide make replicas. relationship  Students will be
their emotions using  Share iMovie’s with with God? marked according to
Jesus’s the class at the end a rubric and will
Commandments. of production. account for 30% of
their overall mark for
the unit.