LESSON PLANNING
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lesson planning PDF
PrayBseek
God=s
guidance as you begin your lesson preparations.
Pray all during the week
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for yourself,
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your pupils,
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for guidance,
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for the Holy Spirit,
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for your lesson to bear fruit.
Identify the lesson objectivesBwhat
do you want to happen during the classroom session?
Look at your entire unit to get the whole picture and how this lesson
fits into the unit.
Who are your pupils?
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What are their ages?
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What are their personalities?
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Do they get along?
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Do they want to be there?
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What ways do they learn best?
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What are their interests
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What are their needs?
Read the scriptureBbe
familiar enough to tell the story in your own words.
Choose the building blocks of the printed session which
you will use. Look in the
handbook for different options and aids.
Use the form on the next page to help you plan.
The main emphasis is on pupil activity and learning rather than on
teacher performance. You do not
need to use all these options.
Customize the lessons to your place, time frame, budget and
expertise. Think about
involving another who has gifts that would compliment this lesson.
How much time will it take for preparation?
What creative learning activities can help the pupils
remember the story?
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Identify the activity.
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Identify materials needed.
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Gather materials.
How can you relate the story to their daily lives?
What questions should be raised for discussion?
Prayer: Is
the prayer provided in the lesson one that speaks of your understanding of
the lesson objectives? Do you
need to write one? How can you
encourage your pupils to pray?
Music:
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What music will you use to reinforce the story?
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How will you teach it?
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Do you have accompaniment?
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Do you need someone to help you?
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Do you need a tape recorder? a CD player?
a guitar?
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Can you sing the song without instruments?
What is your memory verse?
Take Home: What activity can your pupils do at home
during the week which will reinforce the lesson?
How will you close this session?
Evaluation/Reviewing the lesson:
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How did the lesson go?
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Were the objectives met?
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What part did the pupils like best?
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Where did they participate most?
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What will you do differently next week?
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What did you enjoy the most?
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LESSON PLANNER
Objectives:
Pupils who will
probably be there:
Names
Ages
Grades
Notes
Write the scripture
story in your own words:
Creative Learning
Activity:
Materials Needed:
Check Materials Gathered
Discussion questions:
Music I will use:
Prayer:
Memory Verse:
Sending Activity:
LEADERSHIP STYLES
TIC-TAC-TOE
T eacher
The teacher lectures, providing the content of the lesson.
I n
Pupils ask questions of the teacher or answer the questions
C enter
they are asked.
T eacher
The teacher provides discussion questions and activities,
A nd
but the pupils interact with the teacher and with each other.
C lass
Sometimes even the class format is a group decision.
T eacher
Teacher provides a learning activity and then stands back
O n
and lets the pupils do their own learning.
The teacher
E dge
hovers on the edge of the group(s) and provides help and
guidance when needed.
When planning a lesson, be sure to use all three
leadership styles to provide variety.
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DRAG
A MODEL FOR
LEARNING
When you use a Creative Learning Activity to help teach
the lesson, the DRAG model is helpful to remember.
Never do only the activity.
Allow time to process what you have done and why you have done it.
DBDo
This is the creative activity or a common experience where everyone
is involved.
RBReflect
Talk about what you did.
Questions you may ask are:
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What happened?
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What questions do you have?
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What did you see happening?
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Who did things differently?
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Who feels differently about what happened?
ABAnalyze
What did the experience mean?
What did we learn? How
did it apply to the lesson?
Questions:
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What did this activity mean to you?
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When were you involved/not involved?
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What did you like best?
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What did you talk about during the activity?
GBGeneralize
This is the most important part of the discussion.
It grows out of the reflect/analyze sections.
How can we use what we have learned in our daily life?
Questions:
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What did you learn/relearn?
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How can you use what you learned at home?
at school? at work?
Feel free to list what was said in each part on a board
or newsprint or other paper for later reference.
This is called experiential learning because the pupils
are involved in the learning.
People remember 20% of
what they hear.
They remember 40-50%
of what they see and hear.
They remember 80% of
what they see, hear, and do.
Learning is change.
Individuals learn. Individuals have insights to share with each
other.
The greater the involvement, the greater the
opportunity for learning.
CONCRETE/ABSTRACT THOUGHT
DESCRIPTIONS
Concrete Thinking:
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Persons think in terms of what can actually be seen, touched, tasted,
smelled or heard. They cannot
work with words or ideas they have not experienced.
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Persons translate abstract ideas into concrete images.
God has a physical body and speaks with a human voice.
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Persons cannot work with broad generalizations.
They can understand church as
ASt John in the Field@
because it is specific. The
concept of God=s
church throughout the ages cannot be understood.
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The person=s
ability to handle concepts of quantity, time and space is limited.
These concepts begin to develop between the ages of 7 and 11.
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Persons can use vocabulary that indicates abstract thought without
understanding the meaning of the words they use.
Abstract Thinking:
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Persons are not limited to things they experience through their
senses.
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Persons can deal with global ideas such as
Afor all times,@
Ain all places,@
and
Ato the end of time.@
Many theological concepts take this form.
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Persons can work with metaphors like,
AI am the Rock.@
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Persons can understand imagery.
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Persons can think about what they are thinking.
They can step outside themselves and take a look at what they are
doing or who they are.
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Persons can construct systems and theories.
They can work out theoretical problems and work with word statements
without seeing, touching, tasting, smelling or hearing the specific object.
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Persons can construct ideas about the future.
They can reason and make realistic plans.
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Persons can deal with ideas that contradict what is believed to be
true.
DEFINITIONS OF THEOLOGICAL THEMES
Law/Gospel
The law represents the way
God keeps good order in the world.
It also help humans to acknowledge their sinfulness and to only
depend on God. The gospel is
the good news of God=s
saving love. The gospel shows
we are right with God. We need
both the law and the gospel.
Creation
The universe was made by God.
It belongs to him. He continues to provide for us because he loves
us.
Prayer
Prayer is a relationship of
intimacy with God, a way of being before a way of doing, a gift, a response
initiated or provoked by God, and awareness of God=s
presence, communal, two-way:
listening and speaking.
Reconciliation
Through Jesus God has
restored our relationship with him.
It is God=s
action, not ours.
Sin
A condition where
we try to put ourselves in God=s
place. Because we are selfish
and self-centered, we are separated from God.
Hospitality
Welcoming, caring about
others.
Evil
To spoil or break in pieces.
Being broken and made worthless.
What is unpleasant, disagreeable, offensive.
Forgiveness
Granting pardon to those who have done wrong against us or against God.
God forgives us. We
forgive others.
Suffering
Physical or emotional or
spiritual pain.
Faith
Trust in the promises of God.
Stewardship
Caring for what God has given
us and returning a part of it to him.
Judgment
The sentence pronounced according to what we have done, whether good or
evil.
Trust
reliance and confidence in
God
Sense of Call
Each person is called by God
to serve him in our daily life and work, with our family and our neighbors,
in our community and in the world.
Love
To want the best for
everyone, to work for the good of others.
It is a conscious act, not just a feeling.
Obedience/Following
To do what God wants us to do.
Justice
God=s
will and the activities which result from it
Hope
trust in God=s
goodness in our lives
Grace
God freely gives us his love
and forgiveness even though we don=t
deserve it.
Joy
a quality of great happiness
grounded upon God himself
Kingdom of God
expectation of the
intervention of God to set up his rule in the world
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DALE=S
CONE OF LEARNING
The Cone of Learning shows
the importance of people being involved in their learning.
The more they experience, the more they learn.
The cone was developed by Edgar Dale.
Your classroom sets the mood
for your pupils when they arrive.
A cluttered, dingy room can say,
AYou=re
not really welcome here.@
A bright, decorated room bids the students to come in and relax.
Where do you meet?
In a classroom? in a
basement with other classes? in
a kitchen? in church pews?
Do other people use your space?
Is the area cluttered with things left over from previous years?
Are supplies lying all around?
If so, you may need to use
ingenuity to make it a welcoming classroom.
Do you need a table or could
a rug with cushions on the floor suit your class better?
Do you have wall space? Or
could you string a clothesline on which you could hang posters or pictures
with clothes pins?
If you meet in a kitchen,
magnets can hold decorations to refrigerators or stoves.
In a large room dividers can
be blackboards or filing cabinets or a piano or a storage cupboard or a
sheet strung on a wire.
Decorations can be hung from
the ceiling with fishing line or yarn.
Use a paper clip to fasten the string if you have metal strips that
hold the ceiling tile.
If you meet in the nave, can
you put chairs in the aisle? Or
cushions? Is there a space in
front of the pews? Or behind
them? If the church isn=t
full every Sunday, could a couple of the back pews be turned to face each
other?
Could you light a candle
and/or spread a cloth to create a more reverent atmosphere?
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Use cardboard boxes or
baskets or crates to store supplies if you don=t
have a storage area.
Collect pictures from
magazines or calendars for use in your classroom.
Not enough light?
Ask for donations of floor lamps or lamps that clamp to tables.
Be careful to place wires so the children will not trip
over them. You may need to
cover the cords on the floor with duct tape.
Below draw a diagram of your meeting space.
What can you do to make it more welcoming?
Even a small amount of time
spent to make your classroom more welcoming will be noticed by your
students. Be creative.
SEARCH INSTITUTE=S
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DEVELOPMENTAL ASSETS
Search Institute has identified the following building
blocks of healthy development that help young people grow up healthy,
caring, and responsible
EXTERNAL ASSETS:
Support:
1.
Family SupportBfamily
life provides high levels of love and support
2.
Positive Family CommunicationByoung
person and her or his parent(s) communicate positively and young person is
willing to seek advice and counsel from parents.
3.
Other Adult RelationshipsByoung
person receives support from three or more non-parent adults.
4.
Caring NeighborhoodByoung
person experiences caring neighbors.
5.
Caring School ClimateBschool
provides a caring, encouraging environment.
6.
Parent Involvement in SchoolingBparent(s)
are actively involved in helping young person succeed in school.
Empowerment:
7.
Community Values YouthByoung
person perceives that adults in the community value youth.
8.
Youth as ResourcesByoung
people are given useful roles in the community.
9.
Service to OthersByoung
person serves in the community one hour or more per week.
10.
SafetyByoung
person feels safe at home, school, and in the neighborhood.
Boundaries and
Expectations:
11.
Family BoundariesBfamily
has clear rules and consequences and monitors the young person=s
whereabouts.
12.
School BoundariesBschool
provides clear rules and consequences.
13.
Neighborhood BoundariesBneighbors
take responsibility for monitoring young people=s
behavior.
14.
Adult Role ModelsBparent(s)
and other adults model positive, responsible behavior.
15.
Positive Peer InfluenceByoung
person=s
best friends model responsible behavior.
16.
High ExpectationsBboth
parents and teachers encourage the young person to do well.
Constructive Use of Time:
17.
Creative ActivitiesByoung
person spends three or more hours per week in lessons or practice in music,
theater, or other arts.
18.
Youth ProgramsByoung
person spends three or more hours per week in sports, clubs or organizations
at school and/or in the community.
19.
Religious CommunityByoung
person spends one or more hours per week in activities in a religious
institution.
20.
Time at HomeByoung
person is out with friends
Awith nothing special to do@
two or fewer nights per week.
INTERNAL ASSETS:
Commitment to Learning:
21.
Achievement MotivationByoung
person is motivated to do well in school.
22.
School EngagementByoung
person is actively engaged in learning.
23.
HomeworkByoung
person reports doing at least one hour of homework every school day.
24.
Bonding to SchoolByoung
person cares about her or his school.
25.
Reading for PleasureByoung
person reads for pleasure three or more hours per week.
Positive Values:
26.
CaringByoung
person places high value on helping other people.
27.
Equality and Social JusticeByoung
person places high value on promoting equality and reducing hunger and
poverty.
28.
IntegrityByoung
person acts on convictions and stands up for her or his beliefs.
29.
HonestyByoung
person
Atells the truth even when it is not easy.@
30.
ResponsibilityByoung
person accepts and takes personal responsibility.
31.
RestraintByoung
person believes it is important not to be sexually active or to use alcohol
or other drugs.
Social Competencies:
32.
Planning and Decision MakingByoung
person knows how to plan ahead and make choices.
33.