SCHOOL OF EDUCATION

RE LESSON PLAN
Pre-Primary/
Primary

LESSON ORGANISATION

Unit of work: Loving Like Jesus Salvation topic: Baptism Human person Topic: The purpose
of the human body
Year Level: 6 Students’ Prior Knowledge: (include faith
situations/previous lessons/Units)
This is the introductory lesson for this RE Unit.
Key Understanding: A1 Wondering at the purpose of our

bodies - In Jesus Year Three, the students learned

that people relate with others through their
bodies.
- In Penance Year Five, the students learned
that people relate differently as males and
Learning Point(s): females. The concept ‘sexuality’ was
introduced (though not the word): the ways
A1.1 Recalls the purpose of the human body. 

people think, feel and express themselves as
males and females.

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
Courage during
Working oral
collaboratively in presentations
a group
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative behaviour Social understanding
Oral thinking competence
presentation
Role Plays Communicating
in placemat
activity
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: (Using butchers paper activity)
 Explain what they think their ‘Purpose of the body topic’ using their own words
 List examples that fulfil their purpose (minimum of 2)

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

(include Teacher Witness)

- Prepare questions to ask the students during the
lesson – e.g questions to begin the lesson:
“I wonder how I can express my inner goodness?”
- Make sure the whiteboard is clear of any writing
- Make sure the whiteboard pen works well and will
not run out during the lesson
- Faction tokens
Enabling prompts (Intellectual disability): break down
the question on the board and where the answers
can be found.
- Scaffold the steps and apply
- Target teach focus group – Arki, Jake M,
Annalise, Jaxon, Freya, Amber gradual
release as students demonstrate
- Butchers paper competence and guide students with
- Dress ups/props additional needs by rephrasing paragraphs
and questions
- Use positive reinforcement to encourage
desirable work habits

Extending prompts (Gifted): Students write a prayer

thanking God for their body and how they’re going to
use their body to express love and goodness.
LESSON DELIVERY attach worksheets, examples, marking keys, etc. as relevant
Resources/References
Time Motivation and Introduction:
Align these with the segment
10am MOTIVATION where they will be introduced.
With students sitting on the carpet the teacher asks students too,
“Without using verbal skills you need to organise yourselves into groups
of 5.” – these groups are important for later (Personal and social
competence)
Once they’ve done this the teacher will ask “What was the main method
you used to form your group?”
Answer: our bodies
Follow up question: “How did you use your bodies to form your groups?”
Answer: mouthing words, gesturing/moving people into groups, hand
gestures etc.

The teacher reminds students they will be handing out faction tokens for
10:05 correct behaviour.
INTRODUCTION

“The feeling you have within you to help others and do to good is referred
to as your ‘inner goodness’. “
The teacher poses a Wonder Question: “I wonder how I can express my
inner goodness?” The teacher will instruct that they want students to just
think about this question for one minute quietly (teacher can repeat this
question)

Today were going to be talking about how we can express love as an

example of inner goodness using our bodies.
10:10

Lesson Steps (Lesson content, structure, strategies & Key Questions):

CONTENT
1. Students are sitting on the mat in front of the teacher.

“God’s basic purpose for giving people bodies is to make it possible for
them to express all that is loving and good within them. With their bodies,
people can express the love and goodness, both verbally and non–
verbally. “

The teacher asks the students “What are some ways that you can show
your love for another person non-verbally?”

Possible answers: Hug, high five, helping without being asking, doing
something for someone else (Justice)

“When people behave in ways that are selfish, or not good, they use their
bodies in ways that conflict with this basic purpose. Such as being
physically violent, kicking and hitting for example. In doing these actions
people are not using their bodies in the way they were intended”.

“The purpose of the body is meant to express:

 . 1. love, not selfishness 


. 2. good thoughts, not bad 


. 3. kindness, not harm to others 


. 4. friendliness, not rejection 


10:20 . 5. forgiveness, not ‘getting even’.”

Butchers paper
PLACEMAT ACTIVITY Coloured pens/pencils

2. The teacher writes these on the whiteboard, they then break the
class up into five groups (approx. 5/6 students in each group).
Each group is sitting at their desks and given a different ‘purpose
of the body’ category on the board. Students are also provided
with a piece of butchers paper and need to divide the paper into
5/6 sections with one group members name in each section, only
that one student can write in that section (Teacher draws and
explains this on the whiteboard). Whiteboard
Whitebaord marker
3. Students are required to write down in their section: (Literacy)
- What does this mean?
- How we fulfil that particular purpose of the body in everyday life?
The teacher writes this criteria on the whiteboard

4. Students are given 5 minutes to individually fulfil the criteria on https://classroomscreen.com

the butchers paper they then need to discuss and share
responses. The teacher sets a timer using
10:30 https://classroomscreen.com

5. The teacher regains the students attention once the timers has
gone off – the teacher will now explain the next task is to select
just one of their examples they wrote on the page and they now
need to role play this example to the class in their groups, with
each student having a role and a line to say/speech.
Dress ups

The students are encouraged to use the various dress ups and props the
teacher has brought in. The students have five minutes (use timer) to
practice their role plays and can practice within the classroom or use the
area outside the classroom. (Critical and creative thinking)

- The students will present these as motivation in the next RE

10:35 lesson(as motivation) with 5mins to practice

Lesson Closure:(Review lesson objectives with students)

 Once all groups have presented the teacher will hand the groups back
their piece of butcher’s paper and have the students add any extra
information they’ve learnt

The teacher then displays each groups piece of butcher’s paper on the
classroom walls. Remind students that they have written their names on
the piece of paper.

10:40 Transition: (What needs to happen prior to the next lesson?)

Have the councillors to collect the worksheets and place them on the
teacher’s desk. Students return to their desk and stand behind their chair
for further instructions.

Assessment: (Were the lesson objectives met? How will they be

assessed?)

Checklist reflects the year six students of the 6a class.

STUDENTS OBJECTIVE COMMENT

NAME OBJECTIVE
2: List
1: Explain examples
what they that fulfil
their
think their purpose
‘Purpose (minimum of
of the body 2)

topic’ using
their own
words

JASPER

BEN

JACK

DECLAN

JAMES

JAMIE R

JARRAH

SETH

JAKE S

ELANOR

LACHLAN
J

SAM F

NIC C

TIRIK
27 students

= Still developing, has basic knowledge, needs modelling

= Achieving standards, confused in some parts

= Deeper understanding, reasoning, application