Les s on Pl an Format

Cl as s : ye ar 6

Dat e : Durat i on: 4 l e s s ons 30mi ns e ach
30 hour durat i on
Ke y Le arni ng Are a: religious Education

Le s s on Topi c: Confirmation: Celebrating the Gift of the Holy Spirit
Re ce nt Pri or Expe ri e nce (specific relevant concepts, skills and values the school students have experienced prior to this lesson):

Students have completed the unit Pentecost: Celebrating the Presence of the Holy Spirit in year 5. Students are able to recall the story of
Pentecost and other biblical texts that are associated with the Holy Spirit. Students know about the seven sacraments and are able to identify
the sacraments of initiation. Although students are able to recall events of Pentecost, they are yet to draw meaning, which is the intention of
this unit. Most students will be preparing for their Confirmation this year. This unit will help prepare students for their confirmation but will
not lead the sacramental program. Teachers, students and parents will work with the local Parish when students undertake the sacrament.

Syl l abus Out come (s ):
One or two only. Please note the
syllabus reference number AND write
out in full.



L3.1 willing to accept their call
to respond to God in their lives



C3.2 able to value Word, symbols
Indicators of Learning for this lesson:
Behaviours that contribute toward achievement of outcome(s). Quote
syllabus numbers. Must be clear, specific, observable. Curriculum Content
Strands may be used as headings.

By the end of this lesson, the students will:
- Identify some images in Scripture that reveal God as Holy
Spirit


- Identify the significance of the symbols of wind and fire in the
Pentecost story

Assessment:
Strategies which will be used to assess
learners attainment of learning outcomes.
Should be linked to each learning indicator.


- Teacher observation in discussion


- Work samples


- Pre Assessment of prior knowledge

and ritual in the celebration of
Catholic belief and traditions







- Listen and respond to the story of the Pentecost story through Goldy
play



- explain how Word, symbol and ritual are used in
sacramental and non-sacramental celebrations




-


Re s ource s :
List resources you used in preparing the lesson AND those used in the lesson implementation.

Lesson 1
- Dictionary / bibal and English
-Students own item that is symbolic from home. Give students a week notice prior to the lesson.


Lesson 2
Gody play kit The story of Pentecost
Lesson 3
Resource sheet of Pinwheel Template (http://ateachersguidetoconfirmation.weebly.com)
Scissors
Crayons/markers/pencils/crayons
Pushpins
Pencils with eraser on top or straws
Lesson 4
Pass the passel box with questions
John Burland Yes Lord I Believe /Music
https://www.youtube.com/watch?v=jNiApXVR9go
Powerpoint A burning light found on (http://ateachersguidetoconfirmation.weebly.com)
Candle








LESSON SEQUENCE (FOUR LESSONS)
Le s s on Cont e nt / I ndi cat ors of
Le arni ng (What i s Taught ):
Ti mi ng
(mins)
Te achi ng St rat e gi e s / Le arni ng Expe ri e nce s :
(How i t i s t aught )
As s e s s me nt and Eval uat i on

Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.
Write detailed steps showing what the teacher (T) will do and
what students (Ss) will do.


LESSON 1



Introduction This is the first lesson
of the new unit. The following lesson
is an introduction to the upcoming
lessons. In particular preparing
students for the significance of
symbols used with the sacrament of
confirmation.
Symbols like fire, wind, a dove or
symbolic actions like anointing with oil
or laying on of hands, are useful but
limiting


Symbols and rituals are part of the
everyday life of families and the
social interaction of the young.
Teaching should draw out symbols and
rituals of the students culture
sporting teams, video games, popular
music, advertising as well as those
of their family stories and school
identity.


10mins























I NTRODUCTI ON
Students are seated in front of the white board.
Teacher introduces the unit of Confirmation: Celebrating
the gifts of the Holy Spirit.
Students have been told prior to the lesson to bring an
item from home that is importance to them.

! Teacher
draws brainstorm on
the white board











Students and Teacher engage in a discussion of
symbols that are used in everyday. Students are told
to think of physical and visual symbols that they


! Where students engaged?


! Did working in groups have
a negative or positive
impact on students
learning?
! Was there enough time to
complete the activity?


! Were students on task ?


ASSESSMENT

! Pre- Assessment on childs
knowledge of signs, symbols
and rituals of the Catholic
faith.


! Teacher observation of
Symbols used in
everyday



1145 A sacramental
celebration is woven from signs
and symbols. In keeping with
the divine pedagogy of
salvation, their meaning is
rooted in the work of creation
and in human culture, specified
by the events of the Old
Covenant and fully revealed in
the person and work of
Christ.












30mins


















experience on a daily level.
Student responses may include but are not limited to
Hug
Handshake
Kiss
Clapping
Pat on the back
Praying with hands
Teach engages in discussion with each suggestion, drawing
on prior knowledge and experience.
Students are expected to record the brainstorm in their
religion workbooks.
DEVELOPMENT

In their working groups (already assigned by the teacher
on mixed ability level) students are to define the following
terms
Symbol
Sign
Ritual
Using bible dictionary students will work in designated
areas of the classroom to complete the activity. Students
are given 15 minutes to complete the activity in their
religion workbooks.
* Students that finish the activity early are instructed to
add to the brainstorm for other signs and symbols they
have discovered after looking up a definition.
discussion of brainstorm
and definitions


Brainstorm of symbols used in
everyday life.

Symbols have unlimited meaning and
can carry different interpretations
simultaneously. Some symbols reach
the imagination of a community that
has a shared understanding and shared
meaning. They have a broader
meaning than signs, which are usually
fairly definite.









































5mins

Possible definitions
SI GN an object, quality, or event whose presence or
occurrence indicates the probable presence or occurrence of
something else.
- a gesture or action used to convey information or an
instruction.
SYMBOL- a thing that represents or stands for
something else, especially a material object representing
something abstract
RI TUAL- a religious or solemn ceremony consisting of
a series of actions performed according to a prescribed
order
- Observance of set forms in public worship.
Students share and discuss their definitions together with
the class.

Students are to draw the following table on their
workbook. Seated at their desk they are to individually
complete the table that will be marked by the teacher to
ass the students prior knowledge of religions signs, symbols
and rituals. Students are only given 10minutes to
complete the pre assessment.

Signs and Symbols of the
Church
Rituals of the Church


Discussion of definitions allows
students to have the opportunity to
share and expand their knowledge of
the content at hand. Class discussion
teaches students to be respectful and
how to cooperatively build on other
students learning.









Teacher collects their workbook to mark.

CLOSURE
Students are seated in the floor in a circle with their
personal item from home. Students are to be facing the
sacred space.
One-by-one students are to walk up to the sacred space
and place their symbol around the sacred space. Students
are to engage in a short reflection and close with the
school prayer.
Teacher congratulates students for their efforts and
participation
LESSON 2

Godly Play students will be engaged
in a Godly play experience. Students
are called to listen to scripture in a
play-orientated manner. Jerome
Bruner (1986)

Through the use of Godly play
teachers pass down scripture in a

10mins






20mins
I NTRODUCTI ON
! To begin the lesson the teacher will ask students
to make their way quietly to the carpet and sit
in a circle ready for Religious Education. To set
the mood of the lesson the teacher will play soft
meditation music while the students move to the
floor.

DEVELOPMENT

! What I Wonder questions will I
ask next time?





! What worked well?

way that is communal and follows
the conventions of story telling using
concrete materials







Students will respond to the story
through a series of questions that call
for no answer.
Students reflect on the significant
events and internalize what it would
have been liked to be apart of the
scripture passage.





































15mins



! Once here, the music is faded out and the teacher
is seated in the circle with a box in front of
her. Within the box are the materials for telling
the The First Pentecost

! Using the Godly play script teacher will retell this
Acts story using the Godly play materials.
Godlyplay script can be found on the tool kit A
teachers guide to confirmation
http://ateachersguidetoconfirmation.weebly.com

! Teacher asks students to reflect on what they just
experienced through a series of questions that call
for no answer.
I wonder
! I wonder how those who received the Holy Spirit
felt.
! I wonder how they knew that they were filled with
the Holy Spirit.
! I wonder why the early Christians used fire to
describe what the coming of the Holy Spirit
! I wonder why the early Christians used wind to
describe the coming of the Holy Spirit.
! I wonder how the apostles were able to speak in
different languages.
! I wonder what the people did after hearing the
disciples speak.





! What didnt work well?



Celebrating the feast.
In true Godly play spirit, students gather
in a feast where they are able to share
a meal and reflect upon the scripture.





! I wonder why some of the people sneered and said
the apostles were drunk.

CLOSURE

Students will grab their recess or fruit snack and return
to their circle seating.
Students are encouraged to share a few words or insights
about the story they just experienced.




















LESSON 3
LESSON 2


Symbols - Symbols have unlimited
meaning and can carry different
interpretations simultaneously. Some
Symbols reach the imagination of a
community that has a shared
understanding and shared meanings.



Discussion Students discuss what
has happened in the Story of
Pentecost. Students are encouraged to
raise their hand and to respect their
classmates.












10mins








30mins














I NTRODUCTI ON

! Students are seated on the floor.
Teacher explains that the following lesson will be about
and symbols.
Teacher explains what a symbol is.

SYMBOL -An action, object, event, etc., that
expresses or represents a particular idea or quality

DEVELOPMENT
! Students are given a Bible to share between two
students. They are to direct themselves to Acts 2
:1-13. Students are to read the passage to
themselves at their own pace. (Allow 5-10
mins)
Teacher than asks students if there is something
that they dont understand or they need clarifying
about the passage they just read.
Students and teacher engage in a discussion. Students
retell the key events of the story. The main idea of the
discussion is to focus on the three things that happened
when the Holy Spirit came to the disciples.
1. Wind
! Where students engaged?


! Where the resources effective?



! Was time efficient?


! Where students on task?


! What would I change next
lesson ?


ASSESSMENT

! Discussion of the story of
Pentecost.
























































2. Fire
3. Languages
Today the lesson will be focused on the symbol wind.
Discuss the following questions with students
1. Where was the wind that the disciples heard? (in
a house)
2. How do you think the disciples felt? (Surprised,
scared, confused)
3. Have you ever been in a really strong wind?
How did it make you feel?
4. Have you ever been in a really gentle wind?
How did that make you feel?
5. Can you see wind? (no)
6. Then how can you tell when there is a wind?
(feel it, hear it, see it move things)
The Holy Spirit is like the wind. You cant see it but
you can see signs of it. You cant control it and it can
be wild and scary or gentle and refreshing.
Students return to their desks.
Teacher introduces the activity of making Pinwheels.
Pinwheels spin even in a gentle wind, giving us a sign
that the wind is blowing. They can remind us to pay
attention to the signs of the Spirit.

Integration of Visual Arts. Students
explore the symbol of Wind through
art. Students are encouraged to
reflect upon the movement of a
pinwheel and make connections to how
the Holy Spirit, like the wind is not
visible but makes an impact and is a
sign that the Holy Spirit /wind is
present.
















Reflection students are called to
reflect on the symbolism of the
























5mins




Maki ng Pi nwhe e l s
What you will need:
Resource sheet of Pinwheel Template
(http://ateachersguidetoconfirmation.weebly.com)
Scissors
Crayons/markers/pencils/crayons
Pushpins
Pencils with eraser on top or straws
Invite the students to cut out the square and decorate it
on both sides.
Once the square is decorated, cut down the four lines
towards the centre.
Bend down (dont fold) every other corner and pin the
tips together in the centre. Spin the pin in its hole a
few times to help the pinwheel spin more freely.
Finally, stick the pin into a pencil eraser or straw
Blow on the front of the pinwheel and watch it spin.
Teacher is to model first and then explain step-by-step
with the students.
CLOSURE
Students return to the floor and sit in a circle with
their Pinwheel
Admire everyones pinwheels. Ask if anyone wants to
Pinwheel and to appreciate the art
that has been created.







explain the drawings they made or colours they chose for
their pinwheel. Finish with a synchronized pinwheel spin.

LESSON 4


Hot Seat allow students to think
deeply and take on the persona of a
character from the Story of Pentecost
to answer questions asked by their
peers.
Students are to ask open-ended
questions that call for students to
analyze and channel inner feelings and
emotions of their character.






10mins








30mins
I NTRODUCTI ON

Students remain seated on the floor. Students revise the
story of Pentecost through the game of Hot Seat.
Teacher selects 2 students to role-play a disciple and a
witness from another country. Students are to raise their
hand to ask the characters a question.

Teacher explains that the lesson is based on the symbol of
fire from the Story of Pentecost.

DEVELOPMENT
! Where students engaged?


! Where the resources effective?



! Was time efficient?


! Where students on task?


! What would I change next


Use of visuals- Teacher shows
students Youtube clip of the Pentecost
Story. This is to revise the story
and extend a visual to students who
are more visual learners.



Pass the passel Students play a
simple game to bring on discussion
about the symbol of fire. Teacher
selects music and places questions in
a box. Students are to pass the box
around in the circle and when the
music stops (done by the teacher)
the student with the box is expected
to draw a question and answer it.
Questions contain both open and closed
style questions. This gives student the
opportunity to engage in discussion
and bring experience into play.





































Teacher shows students Youtube clip of the Story of
Pentecost. Students remain seated in front of the Smart
board/ projection view.
ht t ps ://www. yout ube . com/wat ch?v=j Ni ApXVR9go

! Students are to sit in a circle. Teacher plays
Yes Lord I believe Music. Students are already
familiar with the song. Students are encouraged to
sing along. Students are to pass the box, clockwise
in a circle. When the music stops, the student is
expected to draw a question from the box and
answer it. Students and Teacher are to engage in
discussion about the question.
Once the question has been answered and discussed, the
student is to keep the question to him or herself, not
placing it back in the box. The game is continued until
al questions are answered.
The questions in the box are as followed (Possible
answers are in brackets but are not limited to)
1. What Three things happened when the Spirit came
to the disciples? (Wind, fire, languages)
2. How did the fire interact with the disciples? (Sat
on the shoulders of the disciples)
3. What can you tell me about fire in general? (it
gives heat, it gives light, it can be hard to
control)
4. How do we use fire in church? (candles; as a
symbol) What is fire a symbol for? (light and
truth; power; warmth)
lesson ?


ASSESSMENT

Discussion of the story of symbolism.






Using the resource tool kit A
teachers guide to Confirmation ,
teacher presents a powerpoint of
images that depict fire. Students are
to look at the representation and
symbolism of fire. It is important to
note the positive and negative aspects
of these images, e.g. bushfire is
destructive. Fire cooks our food etc




Reflection through prayer




























5 mins



5. In the passage, what was the fire a symbol of ?
(the Holy Spirit)
6. How do you think the disciples would of felt?
(Scared, confused, amazed, surprised)
! Teacher prints of PowerPoint A burning light in
handout setting. This was next to each slide there
is lined space for students to write. On the
whiteboard or smart board teacher projects the
PowerPoint A burning light from the tool kit A
teachers guide to confirmation.
Teacher displays each slide of the PowerPoint to
students for 2 minutes. Students are to write
emotions, experiences and general information about
the image they see. All the images depict fire in
a positive or negative way.
! The last image shows the disciples surrounded by
tongues of fire. Discuss with students how fire is
a symbol of the Holy Spirit.
CLOSURE
Students sit in a circle. Teacher lights a candle and places it
in the center of the circle. Students remain silent in reflection for
one minute. Teacher says a prayer

Dear God, thank you for fire. Thank you for its light
and its heat. Help us use it wisely and safely. Thank
you for the Holy Spirit, helping us to share our
knowledge of your power and love with everyone around





us.
Amen.