LESSON PLAN ONE

STEP A WONDERING AT THE CREATOR OF OUR HUMAN EMOTIONS

LESSON PLAN ONE: STEP A - Wondering at the Creator

Teaching Focus for the Lesson: Emotions are a wonderful gift that God means to help us in our lives. To help us, God gives us other gifts as well to help us
work out if what our emotions are telling us is true. Everyone has feelings. All know tiredness, hunger, thirst, heat and cold. We also know joy, sorrow, hope,
fear, happiness and regret. People who know us can work out sometimes how we are feeling, even if we do not tell them. They can see our faces, body
movements and, at times, our impatience. in the same way, we can tell how our parents, family members and friends are feeling. Also, when looking at a
movie or watching television we often see people expressing their feelings in different ways.
Catholic Teaching: Feelings or passions are emotions or movements of the sensitive appetite that incline us to act or not to act in regard to something felt or
imagined to be good or evil. Catechism 1763.
Key Understanding: A - Wondering at the experiences of being human.

Learning Point: A1.1 Identifies different types of feelings.

Prior Knowledge

This is an introductory lesson for this unit of Religious Education.

In previous years students have learnt to identity and label emotions and feelings.
Students understand the basic concept of God as the creator of emotions.

Lesson Objectives

1. Identifies and gives examples different emotions.

2. Labels and describes inside and outside emotions.

General Capabilities
Critical and Creative Personal and Social Intercultural
Literacy Numeracy ICT Competence Ethical Behaviour
Thinking Competence Understanding
Literacy: Throughout this lesson students use word knowledge and grammar knowledge when identifying and describing emotions.
ICT Competence: During this lesson students communicate key ideas through the use of ICT whilst also creating with ICT.
Spiritual Capabilities
 Justice Prudence Fortitude Temperance

Prudence: During this lesson students wonder and become awe-filled about the emotions human beings received from God the creator.

Religious Capabilities

Faith Hope Charity

Hope: As students identify human emotions the begin to trust God the creator and become hope filled that they will learn to use these emotions in loving
ways.
Catering for Learner Diversity
Extension:
Students are to create experience flash cards; on one side of the flash card they are to write an emotion. On the opposite side they are to write an
experience where they had felt this emotion. Students are to cover a minimum of four different emotions.

Enabling:
Students who may have issues using technology are able to create a physical collage, they will be asked to use cut outs from magazines and glue.
Alternatively they may require assistance using technology from and EA.

Support for students at educational risk:

Students who have difficulties with visual can be seated to the front of the class, where a better view of instruction and presentation can be seen. Students sat at the
front of the class will be able to hear more clearly compensating for disturbed vision.

Students who have difficulties with hearing l can be seated to the front of the class, where they are able to hear instruction clear and gain more visual cues.

At risk or lower learning students can be paired with higher achieving students, to ask questions and guide each other during and after the activity. This enables for
informal questioning and answer and students can often resolve understanding issues between themselves. This can also stop trouble children from being distracted
and distracting others.

One-on-one assistance can be offered to students that have difficulty with English. Providing clearer instruction.

An EA may be available for assistance.

Timing Steps of the Lesson Resources

 Introduction
1. Students will be sat on the mat in front of the teacher.

2. The teacher will introduce the new unit of work:

10 Today we are beginning to start our new unit in Religion. We are looking at
minutes our human emotions, who created them, Jesus and his emotions and how
the Holy Spirit can guide us and influence our emotions.

3. Ask students if they have any questions and answer them as appropriate.

4. Introduce todays topic:

Today we are looking at our emotions and we are going to make a collage of
our emotions.
White board & markers
5. On the whiteboard write:
Our human emotions.

6. Begin whole class discussion writing student answers on the board.

7. Ask questions:

What emotions do you have?

What emotions do we all have?
How do you feel when?

8. Students raise hand to answer.

9. Always offer praise and affirmation to students e.g. well done, fantastic
answer thank you!

10. Begin lesson activity

Lesson Steps:
 1. Instruct students to return to desks and open workbooks.
Student workbooks & individual writing resources
2. Explain that on their page they are to divide it into halves, on one side they
must write inside and the other they must write outside.

3. Students are to wonder and distinguish between what inside and outside
feelings are.
10
minutes
Example:
Outside heat
Inside joy

4. Students are to spend 10 minutes working within their desk groups to

determine and wonder about inside and outside feelings. Students may
sort the points written on the board. Individual student iPads (1 each)

5. After 10 minutes of collaborative work students are instructed to organise Pixabay (site)
their iPads.
PicCollage (app)
6. Students are to use Pixabay to find a minimum of six images of different
15 Seesaw (app)
emotions to place into PicCollage.
minutes
7. Using tools in PicCollage students are to label the emotion.

8. Once students have finished their picture collage they will place them on
display in the class Seesaw page.

Conclusion:

1. Students will be asked to sit on the mat with their iPads.

2. Four students will be chosen to present their collage to the class the
10 teacher may chose the children who displayed good behaviour or may ask for
minutes volunteers.
 3. Students will be asked to explain their reasoning behind their choice of
images.

Example: How is this person showing happiness in this picture? OR What

is a characteristic of sadness?

Students may give an example of the emotion in their images in relation to

their context.

Questions and answers are dependant on images selected.

4. Allow at least four students to present their work if not more depending on
time. TV OR Projector
YouTube clip:
5. To conclude the lesson students will watch a short clip for the film Inside
https://www.youtube.com/watch?v=vAzYhDu9P7M
Out. The clip explains five common emotions all human beings go through.
This will leave children wondering about these emotions within themselves
and will enable them to wonder at the creator of these emotions.

Strategies for Learning and Teaching:

Whole class discussion.
Collaborative work.
ICT intergration.
Evidence of Learning for Assessment and Reporting:
As a class students will list and identify different emotions.
In their workbooks students will have distinguished inside and outside emotions labelling them.
Student made collages will be displayed and kept in the Seesaw app for students and parents to view.
Anecdotal records will be kept, detailing student participation in class discussion and behavioural notes.
Classroom Management Strategies Integration with other Learning Areas

Students may be awarded with Dojo points for effort, behaviour and This lesson may be linked to Health lessons when teaching and
participation. learning resilience and coping strategies.
Students will be grouped in mixed ability tables.
Students will make several transitions from mat sessions to sitting at
desks.
An EA will be available for assistance.