Re JTC FPD
Re JTC FPD
Re JTC FPD
To help people develop and train their emotions properly, Jesus taught by his own example how to lead emotions to maturity (B1). God helps too by giving us the Bible, which teaches
people how God only does what is good for people (B2).
Christians celebrate the Bible by trying to understand what it teaches (C1) and by celebrating it, especially its stories (C2).
The more people understand God’s teachings in the Bible, the more they learn to love others as Jesus taught (C3).
Christians continue to wonder at developing and training their emotions to love like Jesus and through other ways shown in the Bible (C4).
Closure:
• Reflection:
o In ‘Stirred Through Emotions’ book students respond to the
following questions:
§ What is being revealed about God through the psalm?
§ What literary devices have been used in the psalm?
§ How does your colour represent the emotion in your
psalm?
Week
MONDAY (P4: 12:00pm – 12:50pm) WEDNESDAY (P6: 2:20pm – 3:10pm) Evaluation and Assessment
9
C1.3 Interprets things revealed about God through stories in the C2.1 Designs a dramatic or written piece explaining how God lead • Whole class observations and
Old Testament. Israel through Judges and Kings. anecdotal notes of:
Motivation/introduction: Motivation/introduction: o Conversations/discussions
• Discussion: • Bible Timeline (http://timeline.biblehistory.com/home):
o Recall with the students stories that contain truths but where o As a class view an interactive timeline of the Old Testament and • Checklist of students’ work
the story details themselves are not true (TBM: pg. 22). identify when God established the kingdom of Israel and samples and reflection
o Discuss the difference between the story containing truths discover the main Judges and Kings. responses from each lesson on
but not being literally true. o Find out the main Judges and Kings by reading the information the ‘Stirred Through Emotions’
o Key idea: God’s revealed teachings are true ...not the story provided on the timeline as well as using the TBM: pg. 25-28. digital book on Book Creator.
details.
• Example: The First Creation Account [Genesis 1:1–2:4a] Activities:
o Read the story to the students, display the story on the • In small groups, the students are given a Judge or King story card
eBoard and have the students annotate examples of God’s (listed in the TBM: pg. 25-28).
teachings. • The group then are to choose and complete one of the activities
provided {Resource Sheets 6-11):
Activities: o Excitement Plus
• Analysing Bible stories o Talking Pictures
o The students choose from one of the Bible stories listed o Freeze
(TBM: pg. 22-24). o Liquid Freeze
o Students retrieve examples of God’s teachings that are o Sight and Sound
contained in the story. o What’s the News?
o Write guiding questions on the whiteboard: What can be • Extension:
learned about God from this story? What are some of the o The students could skim the book of Psalms and the book of
literary forms used by the writers of these stories? Proverbs and select an appropriate psalm and proverb to link to
o In ‘Stirred Through Emotions’ book students: the story of their Judge or King.
§ List things about God which are revealed through these
stories. Closure:
§ Include what they have learned about the use of story • Students share or perform their written/dramatic piece to the class:
as a literary form in the Bible. o While watching others, students actively take notes of the key
ideas concerning the Judge or King in their ‘Stirred Through
Closure: Emotions’ book.
• Students share analytic responses to a Bible story to a partner
and discuss the emotions they felt while reading the story.
Week
MONDAY (P4: 12:00pm – 12:50pm) WEDNESDAY (P6: 2:20pm – 3:10pm) Evaluation and Assessment
10
C3.1 States ways in which Christians can show love through C4.1 Reviews and expresses the main ideas of the unit. • Whole class observations and
emotions as Jesus did. Motivation/introduction: anecdotal notes of:
Motivation/introduction: • Guided meditation {Resource Sheet 1}: o Conversations/discussions
• Discussion: o Instruct the students to find their own spot on the floor, get in a
o What is a neighbour? Define who our ‘neighbours’ are comfortable position and close their eyes. • Grading of students’ work
(family, classmates, school community, neighbourhood, o After the meditation story have students reflect on the samples and reflection
community/city). following: responses from each lesson
o How does God want us to treat our neighbours? Discuss § Reflect on the good your emotions have led you to do in uploaded to the ‘Stirred
ideas. the past week. Express thanks to God who is good. Through Emotions’ digital book
o What are the two Great Commandments of Love made by § Reflect on difficulties you have experienced with choices on Book Creator.
Jesus? Direct students to scripture posted on Edmodo and following from emotions when trying to keep
discuss. Commandments of God. Ask God, who is good, for Summative assessment:
o What emotions help us to live out the second Great assistance to persevere. • Summary of learning through
Commandment? § Reflect on sins or failures committed by breaking a choice of medium.
• Class brainstorm: Commandment of God in a time of emotion.
o State lesson objective: Identify ways we can show love Activities:
through our emotions, as Jesus did. • Students reflect upon the understandings covered in the unit, in
o Brainstorm ways students can live the second Great particular, ways in which people can continue to reflect God by
Commandment of Jesus with their family, classmates, school loving through their emotions as Jesus did.
community, neighbourhood and community/city on the • The students could review and summarise the learning through:
whiteboard. o Mural
Activities: o Frieze
• The second Great Commandment of Jesus Popplet: o Billboard
o Students create a mind map on Popplet to brainstorm ways o Collage
they could live the second Great Commandment of Jesus out o Poster
with their family, classmates, school community, o Banner
neighbourhood and community/city. o Picture book
o Set an expectation of at least 1 detailed explanation for each o ICT video/presentation
section. Encourage higher-ability students to extend upon • Upload work to ‘Stirred Through Emotions’ book.
this expectation. • Share summary to peers in small groups.
o Students upload an image of their Popplet in their ‘Stirred Closure:
Through Emotions’ book on Book Creator. • Prayer of Thanks:
Closure: o Invite the students to compose prayers of thanks for their
• Whole class reflection: emotions.
o Ask particular students to share their Popplet responses with o The prayers could contain movement, music, sound or graphics.
the class.
o What can make it difficult to live this Commandment of Jesus
in times of emotion?
o What help is available to overcome difficulties at these
times?