Adapted for EDUC 362 Teaching the Christian Faith

Name: Paige Borcherding Grade Level(s): 4th-5th

Topic/Central Focus Subject: Religion

Parables Part 1: The Good Samaritan
Time Frame: 50 Minutes

Standard(s) to be met in the lesson: (2 of Fryar’s 4 Goals)

That we may keep God’s commands (#3; faith)

That we may have loyal hearts, faithful toward God. (#4; attitudes)

Learning Objective: Assessment Tool(s) and Procedures:

1. Students will be able to retell the parable of
the Good Samaritan.
2. Students will be able to transform the
parable into their own modern day version of
the parable of what it means to be a good
Samaritan.
Students will discuss with two partners
about what the parable meant back then. I
will walk around the room and listen. When
finished, the groups of 4 will prepare a skit
that shows their understanding of the
parable in terms of modern day society.

Research-Based Best Practice – Marzano or other – Must cite here.

1. This lesson incorporates nonlinguistic representations in that students will be showing skits
related to the parable.
2. This lesson incorporates cooperative learning because students will be working together in
small groups when creating a skit.
3. This lesson incorporates summarizing and note taking because students will be able to
retell the parable of the Good Samaritan.

Student Engagement used throughout the lesson

Students will be actively involved by creating a skit of a modern day meaning of the parable in
groups of four. They will also be involved by reading from the Bible the parable.
Key Vocabulary:
Parable
Samaritan
Neighbors
Mercy
Denarii (sing. Denarius)— daily wage of a day laborer

Materials: Technology:
Bibles iPad for recording skits.
Props for skits
Potential Integration into other subjects:
History— Discussing who the Samaritans were and how society viewed them.
Literacy— Reading the Bible

Assets (Knowledge of Students: personal, cultural, community)

Knowledge: Understanding what a parable is and how Jesus used them to teach about Him.
Skills: Students know how to find Luke in the Bible as well as the chapter and verses. They
also know how to read.

Differentiating Instruction – not required for DCE

Identify the elements of the lesson that are differentiated (content, process, product).

Identify the student characteristic you will use to differentiate (readiness, interest, learning profile).

Explain how you differentiate (whole class, groups of students, individuals, or students with IEPs or 504 plans)

Using a skit is differentiating the process using learning profile. They write the skit, they work
in groups, and choral reading.
Procedure with time allotments:
A) Hook/Engage/Pre-Assess Students

“What are qualities of a nice person?” I will allow students to offer traits of a good
person. (Answers may include they help others, they are friendly, they are happy,
respectful, etc.) “What are some ways we can help each other at school?” (Answers
may include helping each other with homework, play together on the playground,
share school supplies, etc.) “Today we are going to read a Bible story that Jesus tells,
called a parable, about a man who was nice to another man.

B) Communicate the purpose of the lesson to students (objective/assessment)


State the following with students: Objective: Students will be able to retell the parable
of the Good Samaritan as well as transform the parable into their own modern day
version of the parable of what it means to be a good samaritan. Assessment: Students
will discuss with two partners about what the parable meant back then. I will walk
around the room and listen. When finished, the groups of 4 will prepare a skit that
shows their understanding of the parable in terms of modern day society.

C) Instructional Sequence:

1. “Turn to Luke chapter 10 starting at verse 25.” Have each student read a verse until
they get to 37.
2. “Who are the main characters in this parable?” —Man attacked by robbers, Priest
who passed by, Levite who passed by, Samaritan who stopped to help the man.
“Why did the priest and Levite pass by the man?”—The man was left without
clothes, was beaten and left half dead. They didn’t want to associate themselves with him or
maybe they thought he really was dead.
“How did the Samaritan help the man?”—The Samaritan bandaged his wounds,
poured on oil and wine, put the man on his donkey, brought him to an inn, and took care of
him. He also gave denarii to the innkeeper to look after the man.
“What was Jesus’ meaning behind this parable?” —love your neighbor as yourself
and show mercy to your neighbor.
4. Explain to the students what a parable is and how Jesus used them. “A parable is a
story that Jesus used to teach a moral or spiritual lesson.”
5. “Today, being a ‘Good Samaritan’ means to help someone in need. Jesus used this
parable to teach us to love our neighbors as ourselves. What are some ways we can love our
neighbors who are in need?” “Who is the perfect Good Samaritan?”
"Jesus is the only perfect Good Samaritan. He saves us even though we are His
enemy."
6. I will put the students into groups of 4. “Everyone find your groups and sit
together.”
7. “With your groups, you will prepare a modern-day translation of the Good
Samaritan by preparing a skit to show the rest of the class. The main point of this is to show
what it means to be a Good Samaritan in today’s world. In your groups, decide who will be
the Good Samaritan, who will be the man in need, and who will be the priest and Levite.”
 —Provide some examples of what students can do. Two ideas include: 1) a student walking
in the school hallway drops their textbooks and papers everywhere during passing period.
Students pass by, some laughing, others walking away, but one student stops to help the
student by collecting the papers and picking up the textbooks. 2) an elderly woman is at the
grocery store buying her groceries. As she’s paying she realizes she’s short money. The man
behind her in the checkout avoids eye contact with her by checking his phone, and another
person in line changes checkout lanes. One man then comes up to pay for not only the
remaining amount, but all of her groceries.
8. “I will give you 30 minutes to prepare the skits. This includes creating any props if needed.
You may use items around the classroom as your materials if you need.” Invite them to be
creative and have fun with the skits as the ideas are wide open.
9. After 20 minutes of preparation, give the students a 10 minute warning, and then a 5
minute warning to go over their skits and finalize any last things that need to be done.
10. I will tell the students to go back to their seats and ask which group wants to go first. Go
through all of the groups’ skits. I will stand in the back of the classroom and record each skit.

D) Closure
The class will close after each group of students has presented their modern-day skits
of the Good Samaritan to the class. “As we go throughout our days, remember to be
like the Good Samaritan and help our neighbors when they are in need.”

E) Clearly state where (above) Law and Gospel are taught in the lesson:
Law: We are often times like the priest and Levite and don’t always help our neighbors when
they need help. We do not love our neighbors as ourselves.
Gospel: We don’t always help our neighbors, but Jesus loves us and died for us and we are
forgiven. Because of His forgiveness, we are given eternal life with Him.

Analyzing Teaching (Reflection):


Completed after the lesson is taught.

Give evidence that the lesson was successful for students meeting the learning
objective(s).

If you could teach this lesson to the same group of students again, what are two or three things you would do
differently to improve the learning of these students based on their varied developmental and academic needs and
characteristics? Consider missed opportunities and other aspects of planning, instruction, and/or assessment.
Explain in the table below.

Clearly state each change you would Explain why and how you would change
make. it.
 Resources
BibleGateway. (n.d.). Retrieved April 03, 2018, from https://www.biblegateway.com/passage/?
search=Luke 10:25-37&version=NIV
Fryar, J. L. (2004). Go and Make Disciples: The Goal of the Christian Teacher (2nd ed.). River
Forest, IL: Lutheran Education Association.
McDaniel, R. (1970, June 10). Bloom's Taxonomy. Retrieved April 03, 2018, from https://
cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/