SCHOOL OF EDUCATION

RE LESSON PLAN
Pre-Primary/ Primary

LESSON ORGANISATION
Unit of work: My Family Salvation topic: Penance Human person Topic: People who
belong in their family

Year Level: Pre-Primary Students’ Prior Knowledge:

In Kindergarten students learnt the following aspects

Key Understanding: A1 Wondering about Families of ‘Family’:

Learning Point(s): - Students are familiar with the people in their

A1.1 Identifies the people who belong to their family immediate family as well as grandparents,
aunties, uncles and cousins.
- Students have engaged in various dramatic
plays surrounding their family.
- Students have engaged in various
manipulative plays such as home corner
play, puzzles of their family.
- Students understand that their family loves
and cares them.

This is the introductory lesson for this RE Unit.

In previous lessons students have learnt about the

sacrament of baptism and the religious unit of work
prayer ‘Special Me’:

- Students are familiar that themselves and

their families are a part of God’s family.
- Students understand that everyone is special
and unique and God gave us all unique
qualities.

Spiritual and Religious Capabilities (that may potentially be covered in the lesson)
Prudence Justice Fortitude Temperance Faith Hope Charity
eg Right eg Right eg Inner eg eg Prayer eg eg Service
choices relationships strength Moderation Reconciliation
General Capabilities (that may potentially be covered
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative behaviour Social understandi
thinking competence ng

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Asia and Australia’s engagement Sustainability
Islander histories and cultures with 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:

 Identify the people who belong to their family.

 Create a unique artwork with photographs displaying their family.

 Describe orally what they like best about their family.

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:
(include Teacher Witness) Choose One from:
• Gifted
The focus in this unit is the wondering at families, • Sensory impaired
wondering at God who created families and knowing that • Learning difficulty
God loves us. It is through this unit of penance which
students will learn about their families, why God created Learning Difficulty:
them and knowing that we are all deserving of God’s love - One on one guidance.
and guidance. - Through looking at the images of their family
in front of them the student will be asked who
Points to discuss: through the sacrament of penance belongs to their family?
students will be guided by God to help them: - Students will be given a variety of materials
- To love always which they can use to crate their background
- To be grateful for their families for their photographs.
- To ask for forgiveness if sinned - Through one on one guidance students will
- To always do what is good be asked what they like best about their
family (E.g. what they do together, how their
Prior Preparation and materials: family cares for them etc.). This will then
- Prepare parent letter asking for family images of assist the child when they have to report
students back to the class on what they like best about
- Teachers own family pictures their family.
- Whiteboard + maker
- A3 white paper (class set) Choose One from:
- Paint • ADHD
- Painting tools (sponges, marbles, tray, brushes, • Intellectual disability
bubble wrap etc.) • Physical disability
- Drawing tools (pencils, crayons etc.)
- Natural materials (leaves, sand etc.) Physical Disability:
- Title (‘This is … Family’.) - Creating a classroom setting which provides
- Song ‘God Had Made Us a Family’ from CD Hi access to materials and promote
God 3 – C Landry & C Kinghorn independence.
- Vision impaired: sitting close to the board. Do
they have their glasses? Position in the
middle of the whiteboard for better vision etc.

Extension:
Students will draw an image on the following wonder
questions:
- what makes their special?
- What is their family name (write it)?
- Who is in your extended family?
- I wonder why do we have families?
- I wonder are all families the same?

Engagement:
Students will participate in discussions, share their
family photos, have choice over what art materials to
use and sing along to the song ‘God Had Made Us a
Family’.

Special Considerations:
Educator will need to be sensitive to the variety of
family situations within their class:

- Families may have a mum, dad, brothers or

sisters
- All children are girls or all children are boys in
one family
- Only child
- Sometime grandparents, aunties, uncles,
cousins live with the family too
- Family member/s who have passed away
- Family members (family culture considered
too) show love in various ways. E.g. feeding
or clothing us, spending time with us (playing
games, gong to the park), giving hugs,
reading bedtime stories etc.).
LESSON DELIVERY attach worksheets, examples, marking keys, etc. as relevant
Resources/References
Time Motivation and Introduction:
11:30am Students will be settled on the mat and students will discuss:
- Who are the people in your family?
- What is your family name?
- What do you like best about your family?
The educator will bring in photos and will discuss and share her/his Educators own family
findings of the above focus questions with the class. The educator will photographs
then ask for the student’s responses.

11:45am Lesson Steps

Students will be required to bring photographs of their family
members in which they will create a ‘Family Photo Gallery’ within the Student family photographs
classroom.

- An email will be sent to their parents/guardians prior to the

lesson commencement asking for students to bring in
photographs of their family. A minimum of 4 images will be Email parents – prior to lesson
required. commencement

Students will be given an A3 sized white paper and they will be

required to design a background. Students can paint their background A3 white paper
with a variety of tools such as sponges, paint brushes, bubble wrap Paint
etc., drawings, marbling or collect natural materials such as leaves, Painting tools (sponges,
flowers, sand to create their background. marbles, tray, brushes,
bubble wrap etc.)
Once dried, students will arrange then glue their family pictures onto Drawing tools (pencils,
their A3 background page. On the top of each child’s work will be the crayons etc.)
title ‘This is … Family’. Natural materials (leaves,
sand etc.)
Each students work will be displayed around the classroom where Printed titles ‘This is …
parents and family members can come and observe their child’s work Family’.
and questions will be discussed together.
12:20pm
Lesson Closure:

Students will gather on the mat where they will discuss the following
wonder questions:
- I wonder why we have families?
- I wonder are all families the same?

As a class, students will contribute ideas which will be written on the

classroom whiteboard. Whiteboard + marker

Students will be asked what members are in their families.

Students will sing along to the song ‘God Had Made Us a Family’. ‘God Had Made Us a
Family’ song from CD Hi
12:30pm Transition: God 3 – C Landry & C
Kinghorn
Students who are sitting quietly on the mat will be asked what one
special thing is about their family. They will then be able to go and line
up at the bathroom and wash their hands ready for lunch.

Assessment:

Anecdotal notes will be taken during the lesson on the lesson Anecdotal notes
objectives.

A rubric will be created to judge the achievement of the lesson

objectives. Rubric
Anecdotal Notes

T 1 2 3 4 W 1 2 3 4 5 6 7 8 9 10 11 12

Activity Name: _________________________________________________________________

Rubric:

Objectives Excellent Good Satisfactory Needs

Improvement
Identify the
people who
belong to
their family.

Create a
unique
artwork with
photographs
displaying
their family.

Describe
orally what
they like best
about their
family.
Area How is it connected to lesson plan A
Early Years Learning Framework - Children have a strong sense of identity
- Children feel safe, secure, and
supported
- Children develop their emerging
autonomy, inter-dependence,
resilience and sense of agency
- Children develop knowledgeable and
confident self-identities
- Children develop dispositions for
learning such as curiosity, cooperation,
confidence, creativity, commitment,
enthusiasm, persistence, imagination
and reflexivity
- Children develop a range of skills and
processes such as problem solving,
enquiry, experimentation,
hypothesising, researching and
investigating
- Children transfer and adapt what they
have learned from one context to
another
- Children resource their own learning
through connecting with people, place,
technologies and natural and processed
materials
- Children interact verbally and non-
verbally with others for a range of
purposes
- Children express ideas and make
meaning using a range of media
- Children use information and
communication technologies to access
information, investigate ideas and
represent their thinking
References:

Australian Government Department of Education and Training. (2014). Belonging, Being and Becoming: The Early Years
Learning Framework. Retrieved from https://www.acecqa.gov.au/sites/default/files/2018-
02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf

Religious Education Archdiocese of Perth. (n.d.) Religious Units of Work My Family: Penance Pre-Primary. Retrieved
from https://www.dropbox.com/sh/bw42c621lodt7vr/AAC-
_BqHSCwHs3rSX5vEbMmba/Early%20Years/Preprimary?dl=0&subfolder_nav_tracking=1