Fully Alive - Lesson Plan

Lesson Plan Template
PLANNING THE LESSON/SUBTASK: Part 1

Date: (DAY ONE) Friday November 11,2016
Curriculum Area: Religion- Fully Alive
Grade: 5 Timeframe (time available: 40

Title of Unit (if appropriate): Fully Alive- Created and Loved by God
Context: Where does this lesson fit into your overall unit planning introductory, middle, culminating? (Prior
Knowledge?)
INTRODUCTORY
Curriculum Expectations:
Academic
1. A Discerning Believer Formed in the Catholic Faith
Community
2.
A Self-Directed, Responsible, Life Long Learner
3.
A Collaborative Contributor
4.
A responsible Citizen
Social
1. Collaborate with others, sharing thoughts
and ideas
2. Fostering self-regulation, raising hand and
waiting for teachers response.
Big Ideas:
Love
Eternal Love
Gods Love is Forever
Connections to Equity, Diversity, And Social Justice:
Cross Curricular Connections
1. Recognize and appreciate that God loves each
one of us forever
Connections to Students lives: (local/global)

Global- Gods love is everywhere (creations, nature,
family, friends)
Assessment:
Diagnostic (assessment for learning) ___
learning) ___
Formative (assessment for/as learning) ____

Work Samples
Observation
Project
Summative (assessment of
Presentation
Graphic Organizers- note book
evaluation
Accommodations and/or Modifications / Differentiated Instruction:

Instructional
Environmental
Assessment
Increase/Decrease time, amount
Change space, seating, quiet area
Draw a picture
Scribe for student
Change grouping
Extend
Use manipulatives
Oral explanation
Include visuals, models, organizers
Modifications for: _______________________________________________________________ (name(s) of students).
Materials/Resources:
Teacher Resources
Human Resources
Student Materials
Equipment
CreatingtheDynamicClassroom,AHandbookforTeachers,RevisedEdition,Schwartz/Pollishuke,PearsonPublishing,2011
- Lesson plan
- Paper
-One small shoe, one Big
Shoe
- Print Rubric and
Assignment Copies
- Paper
- Fully Alive textbook
- Book to write in
- White Board
- Markers
BLM 5.12 Lesson Plan Template #1 (Contd)

DELIVERING THE LESSON/SUBTASK - Part 2
*Grouping: W = Whole class; S = Small group; I = Independent
Timing Grouping Mental Set (hook):
W S I
2-5
- Draw Image of Love
minutes
- Words associated with Love, who loves you?
Materials/
Resources
-paper
-One small shoe,
one Big Shoe
Sharing the Purpose/Objectives (in student language)

1. What is Love?
2. What is Gods Love?
3. Scripture: Think, Pair, Share
4. Everlasting Love?
5. Exit Ticket
6. Journey Box
Body: Input, Modeling, Check for Understanding, Guided Practice, Independent
Practice
- Big shoe, Little

Shoe
Input
1. Gods Love Metaphor Little Shoe, Big Shoes
Hold up the small pair and show it to the group. Explain to kids parents help us
learn to walk and guide us through the beginning of our life. We get lots of hugs
and kisses because our parents shower us with love. However, as we get older our
parents are not with us every minute of the day. Once we learn to walk, we
become more independent. Eventually we do things for ourselves like make our
bed, tie our shoes and go to school.
Hold up the second pair of shoes. Tell kids that many children are sad about
becoming an adult. They still want kisses, hugs and lots of love from Mom and
Dad. Explain to children that no matter how big they are, God loves them as their
father. We are never too big to sit in Gods lap. Let kids know that they are never
too old to experience Gods love. He will always be with them. And His shoes are
always bigger!
Question: Why is Gods Love bigger?
Gods love is deeper, bigger and better than any other kind of love you can
receive.
2. Read Scripture pg.1
Yet, O Lord, you are our father; we are the clay and you are the potter. We are
all the work of your hands
Think, Pair, Share: What does this mean?
We are like the clay that potters use, God is our father, God created us, we are
his creations, which is why Gods love goes deeper.

3. Everlasting Love
What does it mean?
- Eternal, forever, never ending
- ask students to draw a chart
Chart
Feel Like
Looks Like
Sounds Like
Actions
Closure (sharing the learning in some way):

Sticky Notes- What stuck with you.
Write something that stuck with you in todays lesson on the way out.
Homework/ Reminders:
Journey Box
1. Bring in images/object that represents Gods Everlasting Love. (can be a
drawing, and words associated with everlasting love)
Ex: members of their family, friends, place that is representative of Gods
Creation.
Reflections: Include Successes, Challenges, Changes, Next step
PLANNING THE LESSON - Part 1

Date: Monday November 14, 2016 (DAY TWO)
Grade: 5
Timeframe (time available): 40-45 minutes
Curriculum Area: Fully Alive
Title of Unit (if appropriate): Created and Loved by God Forgiveness, extension (eternal love)
Context:
The purpose of this experience is to discuss the virtue of forgiveness, extending childrens understanding and relating this concept to
eternal love and God.
Learning Expectations:
1. Respond to a story about a boy who has done something wrong.
2. Recognize that we need to ask for forgiveness from people we have harmed, and from God, who is always ready to listen and
forgive
Academic:
OCSG Expectations:
1. A Discerning Believer Formed in the Catholic Faith Community Self-Directed, Responsible, Life Long Learner
2. A Self-Directed, Responsible, Life Long Learner
Social (optional):
1. Respectful of peers thoughts and ideas.
2. Contribute to group discussions
Big Ideas:
Learning about Love
Virtue: Forgiveness
Cross-curricular connections/Connections to students lives (local/global):
Local: experiences where they needed forgiveness.
Assessment:
- Observations
- Note to Mr.Kosta (apology letter) including concepts of forgiveness.
Accommodations and Modifications Differentiated Instruction:
- Fully Alive book
- Write Quote on the board
Homework/ Reminders/Personal Notes:
- Should have something to put their items in for the assignment.
DELIVERING THE LESSON - Part 2
Mental Set
God is always ready to listen and forgive
- what does this mean? Listen through what? (Prayer, connect with God Spiritually)
Sharing the Purpose/Objectives

1. Mr. Kostas Store
2. Discussion
3. Letter
Body: (Input, Modeling, Check for Understanding, Guided Practice, Independent Practice)
Input:
Read pg.7-9.
Discussion Questions:
1. Do you think Paul planned to steal the magazine? (No, sometimes people act without thinking)
2. Why do you think he stole?
3. When we do something wrong, why dont we think people love us anymore? (Think we arent worthy of being loved),
(People love us for who we are, not what we do)
4. Does God continue to love us when we do something wrong? (Everlasting love)- forgiveness.
5. What Virtue is applicable in this story? (Forgiveness, everlasting love, Conscience- right/wrong behaviour)
Closure
(Independent Practice of virtue of forgiveness)
Exit Ticket: Apology to Mr.Kosta.
Key Words: Forgiveness, everlasting love, conscience?
1. Images representing Everlasting Love/words associated with it to place in Journey Box.
2. Finish letter to Mr.Kosta- add this item to journey box?
Reflections: Include Successes, Challenges, Changes, Next Steps.

Date: Tuesday November 15, 2016 (DAY THREE)
Grade: 5
Timeframe (time available): 40-45
Title of Unit (if appropriate): Created and Loved by God
Context:
The purpose of this lesson is to teach children the virtue respect, including rules that can be implemented within the classroom to
create a respectful class environment.
1. Learn about classroom rules (related to respect)
Academic:
OCSG:
1. A Discerning Believer Formed in the Catholic Faith Community
Social (optional):
1. Work collaboratively with others; sharing thoughts and ideas.
Big Ideas:
Virtue: Respect (value)
- The Visual Arts
Assessment:
- paper
- markers
- respectful/disrespectful game cards
Note: Timing & Grouping
Mental Set
Quote: Respect yourself and others will respect you
Respect vs. Disrespect
- brainstorm ideas or words associated with these words
Respectful
-
someone you value
Friends, family, God
Gifts from God to appreciate, admire, show thoughtfulness
- Golden rule: treat others as you would like to be treated

1. Respect - what is it?
2. Activity
Input
Respect Game- Challenge
1. Read your card.
2. Think about if your card is a situation of being respectful or disrespectful.
3. Cards up once they found their partner.
4. Find the person that has the same card as you without talking.
5. Think, Pair, Share. Why?
6. Talk about a few discussions children had.
Closure
Exit Ticket: Group Poster of Rules of Respect
Ex: Respect yourself, respect each other, Respect our work
(Posters will be posted on the wall in the class)
Journey Box- add image of someone you respect, reasoning behind it.
2. Finish letter to Mr.Kosta
3. Image of someone you respect, reasoning behind it/how you show them respect?
4. Poster of Respect
Lesson Plan Template (no boxes)

Date: November 16, 2016 (DAY FOUR)
Grade: 5
Title of Unit (if appropriate): Created and Loved by God- A Journey
Context:
This lesson is to help children understand their Catholic Journey, and the various elements that are a part of that; physical, emotional,
intellectual, social, spiritual,
OCSG:
1. A Collaborative Contributer
2. A Self-Firected, Responsible, Life-Long Learner
Academic:
1. Identify and describe some features of the physical, emotional, social, intellectual, and spiritual dimensions of human
development.
2. Recognize and appreciate the gift of each human life
Social (optional):
1. Work collaboratively with other classmates.
2. Share thoughts and ideas.
Big Ideas:
Emotional, spiritual, physical, intellectual, spiritual (Human Development)
Connections to Equity, Diversity, and Social Justice:
- The Visual Arts
- Language
Assessment:
- observations
- Chart Paper
- Markers
- Fully Alive book
Homework/ Reminders/Personal Notes:

2. Finish letter to Mr.Kosta
3. Image of someone you respect, reasoning behind it/how you show them respect?
4. Poster of Respect
Mental Set
- Give children group numbers, work with these groups.
Our Life Journey

What is our lifes journey?
How do we develop? We change and develop over the years.

1.
2.
3.
Discussion
Groups
Presentations
Input:
Read Pg. 13: A Journey
Draw a timeline:
1. Infancy (birth 2 years): learn to walk, cry easily
2. Childhood (2-12): deveolop new skills, begin school, learn to read, make friends, play sports
3. Adolescence (Puberty(young adult)-19)- growth spurt, become more independent, begin to think about future
4. Adulthood (Young, middle aged, seniors) complete education, start to work, make important decisions
At what stage are you in your life journey? (near end of childhood) What is the next stage? (adolescence)
Board- Human Development
5- words in the text book- Physically, Emotional, Social, Intellectual, Spiritual
Task:
1.
2.
3.
4.
5.
Break off into groups.

Number each other off from 1-5
Check for understanding, ex: 1s raise hand, etc.
Roles:
Read (1)
Write (2)
Draw (3)
On Task Supervisor (4)
Add Colour/ Writer (5)
Draw a person going through this specific area of development.
Ex: Physical- big feet because you develop skills such as running. Big muscles- muscles grow stronger
Closure
Presentations: Every group will present their person.
Relate back to Journey, areas of development. What people have influenced you on your journey, made you who you are?
Exit Ticket: Emoji exit ticket
Journey Box
4. Include: item that represents a person who has helped them on their journey

Date: November 17, 2016 (DAY FIVE)
Grade: 5
Title of Unit (if appropriate): Created and Loved by God- End of Journey
Context:
The purpose of this lesson is to get children to understand that although all journeys come to an end, at the same time a new beginning
emerges.
Students will:
1. respond to a story about the death of an elderly man
2. recognize and appreciate the importance of support and prayer at the time of death
Academic:
Social (optional):
Big Ideas:
- End of journey, Obituaries, Funeral/Masses, Importance of prayer
- connection to students- reflect on those who have passed away through a liturgy. Talk about the circle of life and what happens when
people pass away.
Assessment:
- Hearts
- Candle
- Print Obituaries
- Set up song and basket for ceremony
1. Why do people die?
Everything eventually dies, after death people go on to a new life with God (heaven). We miss those who have died, but
we can be sure that we will see them again.
2. What is a funeral home?
Place which the bodies of those who have died are prepared for burial. Other people have different customs. Opportunity
for people to come to express their sympathy to the family, and to share memories of that person.
Funeral Mass: special ceremony called a funeral. Gather to express our faith in the promise God offers us a new life.
3. How can you help people when theyre sad because someone they loved has died? Pray for them, spend time and listen to them.

Mental Set
Read: The End of the Journey, pg.18 to Introduce topic.
1. Discussion
2. Summary Chart- main ideas (Record in Notebook)
The life Journey, with its various stages and complex development, comes to an end with death, and at the same time, to a
new beginning
1. Discussion Questions:
- What did you think of this story? What did you learn from it?
- How can you show sympathy and support for each other when someone dies? (visiting the funeral home, spending time with them,
PRAYING)
2. Summary Chart- main ideas (Record in Notebook)
- It is a very difficult time for people when someone they love dies. They feel very sad.
- The people who have died are with God, and they continue to love us and pray for us, and we continue to love them and pray for
them
- We try to be a good friend to those who are sad because someone they love has died.
3. Obituaries: announcements of deaths.
- funeral information, about person who has passed away. Time of death, reason, kind thoughts about them.
- Read one per group.
Number of from 1-4
1. Read
2. Write
3. Present Ideas/ Write
4. On Task
Closure
Prayer Service- heart cards
- Write a name on the heart provided of someone you would like to pray for that has passed away, someone who is ill.
https://www.youtube.com/watch?v=XUt7ZysHTbE
1. The Lords Prayer: Our Father
2. Psalm 23- The Lord is my Shepard (speaks directly to them. Show them that God knows what they face in their lives, and
that hes right there with themwhether theyre tired, facing decisions, or even afraid)
The Lord is my shepherd; I shall not want.
He makes me lie down in green pastures.
He leads me beside still waters.
He restores my soul.
He leads me in right paths
for his name's sake.
Response: The Lord is my shepherd. I shall not want.
Even though I walk through the darkest valley,
I will fear no evil,
for you are with me;

your rod and your staff,
they comfort me.
You prepare a table before me
in the presence of my enemies;
you anoint my head with oil;
my cup overflows.
Response: The lord is my shepherd. I shall not want.
Surely goodness and mercy shall follow me
all the days of my life,
and I shall dwell in the house of the Lord
my whole life long.
3. Play Music. Invite students group by group to place their cards in the basket, and have a moment of silence and prayer.
4. End the prayer service by exchanging a sign of peace.
Exit Ticket: Write down one word that stuck with you during this lesson or main idea.
- Continue to work on Journey Box components, catch up if needed.

Date: November 21, 2016 (DAY 6)
Grade: 5
Title of Unit (if appropriate): Created and Loved by God- We are Connected
Context:
The purpose of this lesson is to teach children that although we are all unique in our own ways, we are all connected. There are a
variety of influential factors that make us who we are, and people in our lives who have shaped our lives.
1. Identify special people who have made a positive difference in the lives of their family members and their own lives.
2. Recognize and appreciate that people can have a lasting positive influence on others.
Academic:
Social (optional):
Big Ideas:
1. We are all connected
2. Positive influences that one person can have on the lives of others. setting an example for people
3. People who lived long before we were born can influence and inspire us by their example, their interests, and their talents. Ex: God,
Steve Jobs.
Connections to students- reflect on who has made an impact in their lives, and on their journey.
Assessment:
- String
- text book
Mental Set
1. Web Activity- exemplifying Connectedness
- Ask students to sit in a circle.
Set Limits: in order for this to work everyone must pass the string carefully. Do not throw the string.
Pass to someone if
- they have the same colour hair as you
- same colour eyes
- helped you with homework
- pass it to someone who likes hockey, soccer, dance
- Pass it to someone you sit next to
- Pass it if someone here helped you with anything
- Pass to someone you have taught something to
Question: why are we all webbed together? What does this represent?
- that we are all connected and influence each other in many ways.
1. We are Connected
2. Positive influences that one person can have on the lives of others. setting an example for people
3. People who lived long before we were born can influence and inspire us by their example, their interests, and their talents. Ex: God,
Steve Jobs.
Input:
Read pg. 26-27 about Connections
What does this reading mean?
1. Many people have a positive influence in our lives, especially those who touched the lives of others.
Closure
Fold the Line:
Talk about one person who has influenced their lives/ inspired them.
Share a couple of ideas with the entire class
Journey Box- 5. An item that represents someone who has influenced the student in their lives. (friend, parent, teacher)
- Prepare for oral presentation
November 22/23, 25 presentations
- go over expectations of what needs to be in the box again- independent project.

Fully Alive - Lesson Plan

Uploaded by

Copyright:

Available Formats

Fully Alive - Lesson Plan

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Fully Alive - Lesson Plan

Uploaded by

Copyright:

Available Formats

What is the metaphor used to describe God's love?

What is the metaphor used to describe God's love?

What are some positive influences mentioned in the text?

What are some positive influences mentioned in the text?

Lesson Plan Template

PLANNING THE LESSON/SUBTASK: Part 1

Grade: 5 Timeframe (time available: 40

A Self-Directed, Responsible, Life Long Learner

Connections to Students lives: (local/global)

Formative (assessment for/as learning) ____

Accommodations and/or Modifications / Differentiated Instruction:

BLM 5.12 Lesson Plan Template #1 (Contd)

Sharing the Purpose/Objectives (in student language)

- Big shoe, Little

his creations, which is why Gods love goes deeper.

Closure (sharing the learning in some way):

Reflections: Include Successes, Challenges, Changes, Next step

PLANNING THE LESSON - Part 1

Sharing the Purpose/Objectives

Reflections: Include Successes, Challenges, Changes, Next Steps.

PLANNING THE LESSON - Part 1

Accommodations and Modifications Differentiated Instruction:

someone you value

Friends, family, God

Gifts from God to appreciate, admire, show thoughtfulness

- Golden rule: treat others as you would like to be treated

Reflections: Include Successes, Challenges, Changes, Next Steps.

Lesson Plan Template (no boxes)

Homework/ Reminders/Personal Notes:

Our Life Journey

Sharing the Purpose/Objectives

Break off into groups.

Lesson Plan Template (no boxes)

Accommodations and Modifications Differentiated Instruction:

DELIVERING THE LESSON - Part 2

for you are with me;

Lesson Plan Template (no boxes)

Accommodations and Modifications Differentiated Instruction:

You might also like