LESSON PLAN FORMAT

TEACHER______DATE______

CLASS______SUBJECT _Religion______

# OF STUDENTS ______#IEP STUDENTS ______

UNIT ______TOPIC _Morality______

REQUIRED
ELEMENT / INSTRUCTIONAL INFORMATION
Self-contained __ grade CCD class, __ boys, __ girls, __ have IEPs
__ Special Needs (describe what students’ needs are to complete lesson) / ADDITIONAL NOTES
(REMINDERS
OBSERVATIONS,
REFLECTIONS)
VSC
INDICATOR/
OBJECTIVE
(INDICATOR # AND
OBJECTIVE) / Indicator- Identify what morals are.
Objective- Discuss moral characteristics.
OBJECTIVES
(IDENTIFY NEW LEARNING; MUST BE MEASURABLE; MUST ALIGN WITH STANDARDS) / Students will be able to:
-identify and analyze an ethical issue in the subject matter in the moral dilemma
-identify the multiple ethical interests at stake in a real-world situation or practice
-articulate what makes a particular course of action ethically defensible
-assess their own ethical values and the social context of problems
NEEDS
ASSESSMENT
(DETERMINES STUDENT READINESS FOR LESSON; MAY HAVE BEEN COMPLETED PRIOR TO LESSON) / Students have previously discussed what morals are and how they are to behave in any given situation.
RESOURCES
(LIST ALL REFERENCES RESOURCES USED TO DEVELOP THE LESSON) / Using moral dilemmas to teach Catholic morality is a tried and true, effective teaching method.
http://catechistsjourney.loyolapress.com/2009/01/moral-dilemmas-catechist-shares-her-ideas/
By Their Fruits
https://lifehopeandtruth.com/change/christian-conversion/the-sermon-on-the-mount/by-their-fruits/
MATERIALS
(SPECIFIC MATERIALS NEEDED TO COMPLETE LESSON) / Chalk board with chalk, Catholic Bibles
Games- WWJD? and Moral Dilemmas Card Game
http://catholicblogger1.blogspot.com/2009/03/making-right-decisions.html / Put a Catholic Bible on each student’s desk before class.
RECALL/DRILL / Take Home Sheet (attached)
ENGAGEMENT, MOTIVATION OR ANTICIPATORY SET
(PURPOSEFUL, ENGAGING ACTIVITY THAT ACTIVATES PRIOR KNOWLEDGE) / Teacher says: What is a moral person? (Teacher let’s students answer.)
Teacher reiterates what the students say and expands on it.
Example: “A moral person is a person who knows the difference between right and wrong or good and bad behavior.”
Say: What are the characteristics of a moral person? (Students give characteristics and teacher writes them on the board. Examples: trustworthy (responsible), respectful, virtuous, honest (integrity), courage, fortitude, loyal, empathy, etc.
Say: So what does trustworthy mean? (Teacher has students define each characteristic and the teacher writes it under the word.
Say: This passage in Matthew's Gospel (Matthew 7:17-20 teacher writes this on the board) helps us to understand the Fruits of the Holy Spirit, which are the observable behaviors of people who have allowed the grace of the Holy Spirit to be effective in them. (Have students look up this passage and have them read out loud.)
Say: What does this passage mean? (Have students answer.)
Say: Teacher reiterates what the students say and expands on it:
“Jesus instructed His disciples about the importance of bearing good fruit. He also talked about the need for them to recognize the type of people they were dealing with by evaluating the type of fruit those people bear. The Holy Spirit, working in our minds, produces the fruit of righteousness in terms of the character we have and the way we live our lives. A Christian’s personal responsibility to produce the fruit of the Spirit, rather than the works of the flesh, is clear. But what about our responsibility to recognize the fruit produced by others? That recognition will affect the way we allow the example of others to influence our decisions and the way we live our lives. God has the ability to discern the heart and mind of a person and to know what someone’s intentions are. As humans, we are not given that power on our own, and we can often be wrong when we assume the intentions of another. So how are we to avoid judging another wrongly while still not being led astray by someone who intends to deceive us? Jesus Christ gives us the answer: We can evaluate the consistent actions and results—the fruit of someone’s behavior.”
Say: We have it in our power to make the choice to be grounded in the Word of God and in the example of Jesus Christ. Doing so will not only allow us to bear godly fruit, but to recognize the same when we see it! By receiving the gift of God’s Holy Spirit, we are given the responsibility of recognizing and producing godly fruit in our lives.
Say: The tradition of the Church lists 12 fruits of the Holy Spirit: charity, generosity, joy, gentleness, peace, faithfulness, patience, modesty, kindness, self-control, goodness, chastity (CCC 1832)
Say: So what does charity mean? (Teacher has students define each Fruit of the Holy Spirit and the teacher writes it under each word.)
Examples:
Charity- The theological virtue by which we love God above all things for his own sake, and our neighbor as ourselves for the love of God.” (CCC 1822)
Generosity- The quality of being kind, understanding, and not selfish, willingness to give or to share
Joy- The feeling aroused by the expectation or possession of some good. Keeps us aware of God's unending goodness
Gentleness- Sensitivity of disposition and kindness of behavior, founded on strength and prompted by love.
Peace- It is a goodness of life that is not touched by what happens on the outside. It enables believers to remain calm in the most wildly fearful circumstances
Faithfulness- The theological virtue by which we believe in God and believe all that he has said and revealed to us…” (CCC 1814)
Patience- A form of the moral virtue of fortitude. It enables one to endure present evils without sadness or resentment in conformity with the will of God. Patience is mainly concerned with bearing the evils caused by another.
Modesty- Purity or chastity in one’s words and actions, and also in regard to dress and sex.
Kindness- The quality of understanding sympathy and concern for those in trouble or need. It is shown in affability of speech, generosity of conduct, and forgiveness of injuries sustained.
Self-control- The act, power, or habit of having one's desires under the control of the will, enlightened by right reason and faith.
Goodness- All the qualities and virtues which make us what God wants us to be.
Chastity- The virtue of purity in thought, word and act.
Say: Is a moral person a good friend? (Yes)
Why? (Students answer and it is discussed with the class.)
So would you like a friend to be a moral person? (Yes)
Why? (Students answer and it is discussed with the class.)
Would you like to be a moral person? (Yes)
Why? (Students answer and it is discussed with the class.)
STRATEGIES/
ACTIVITIES
STEPS OR PROCEDURE
(LOGICAL; SEQUENCED;
APPROPRIATE; PROMOTE
HIGHER LEVEL
THINKING)
*MUST INCLUDE
DIFFERENTIATION OF
PRESENTATION &
RESPONSE FOR
IDENTIFIED
STUDENTS~FOR
EXAMPLE: MODELING,
GUIDED PRACTICE,
INDEPENDENT
PRACTICE “I DO, WE
DO, YOU DO” / Say: What are moral dilemmas? A moral dilemma is a problem a person must face and there is no clear or wrong resolution. There are many choices that the person can have to solve his/her problem, but which one is the best?
Break the students into 12 groups. Assign each group one of the 12 attributes of the Fruit of the Holy Spirit. Have students do a skit with a moral dilemma about that Fruit of the Holy Spirit attribute in front of the class with a resolution that they think is the right thing to do for that problem. After each skit discuss with the students:
What was the moral dilemma?
What were the multiple moral concerns?
Why did the group choose what they thought was the right thing for them to do?
Discuss if there were any other options to do the right thing if they were in that predicament.
WWJD? and Moral Dilemmas Card Game
Break students into groups and play one of the games above according to their abilities. If the groups are large, players can play in teams.
WWJD?
Explain the activity- Teacher says: Making the right decisions in life is hard to do, but if you let Jesus be your guide and think, “What Would Jesus Do?” it will make it a lot easier.
Teacher models and demonstrates game: “Put the Game Cards in a small basket near the game board. Place your markers at START. The player spins the spinner and follows the directions. If you spin to move ahead 3, 4, or 5, you move ahead that many spaces. During your turn be careful because if you place your marker on any space in the maze you must continue in that path even though it might be the wrong way to go. On your next turn however, you can change directions and get on the right path to FINISH. If the player spins WWJD you draw a Game Card and read it out loud. The Game Card might have a “What Would Jesus Do” (WWJD) situation and you must tell what the right thing for you to do if you were in that predicament. If you are correct, you move ahead 3. If you are not correct, you stay where you are. The Game Card might also have a colored square on it that the player must move his marker to and continue playing the game from (don’t lose your temper because that’s not what Jesus would do). The first player to FINISH wins. Continue playing to find out who comes in second, third, fourth, etc. place.”
Moral Dilemmas Card Game
Explain the activity- Teacher says: Why do problems come into our life? People face problems every day. Some are harder than others. There are many choices that the person can have to solve his/her problem, but which one is the best? What would Jesus want us to do?
Say: What are moral dilemmas? A moral dilemma is a problem a person must face and there is no clear or wrong resolution. There are many choices that the person can have to solve his/her problem, but which one is the best?
Tell the students a situation with a moral dilemma. Examples: Your best friend wants to borrow $20 to buy his girlfriend a present, but you know he gambles regularly. Would you give him the money?” Try to draw out some responses from the students.
Example: If all your friends are cheating on a test, you are faced with a moral dilemma: Should you tell the teacher or keep quiet so that you do not lose your friends?
Say: You are going to play a game based on answering similar questions that are about moral dilemmas.
Teacher models and demonstrates game: “Place the Game Cards on a table. Toss a coin to find out who goes first. The player then draws a card and reads the moral dilemma, but does NOT say what he will do. The players then write down what they would do and why on their piece of paper (a sentence or two should suffice). Each player then shares what they wrote with the group. Discuss the answers that they have written. You could ask, “What do you think of Steve’s answer?” or “What is the worse thing someone could say or do in this situation?” or “Why do you think that answer is the right thing to do?” Etc. Students will vote on which answer(s) is the best. The player(s) with the best answer receives a point (token). The player with the most points wins the game. NOTE: While playing this game be sure to respect individual differences and preferences.”
*The teacher can also have the players relate each issue to a commandment to help them decide what to do.
When appropriate, the teacher should reinforce a variety of ways to say or do things properly.
Continue game as time permits or until the student’s attention wanes.
Dismissal- Give each student a Take Home Sheet and review the assigned homework. Have your students look at the homework, allow them to ask final clarifying questions. Ask your students “Is there anyone, for any reason, who will not be able to turn in their homework on time?” Have students take it home to complete and bring back to next class. Have each student put their Take Home Sheet in their folder. Dismiss students at proper time.
TECHNOLOGY
USE
(FOR PRESENTATION &
RESPONSE) / NA
ASSESSMENT
(MUST MIRROR STATED
OBJECTIVES)
*INDICATE
DIFFERENTION OF
PRODUCTS FOR
IDENTIFIED STUDENTS. / ___FORMATIVE _X SUMMATIVE
(ASSESS PROGRESS) (ASSESS ACHIEVEMENT)
Each student has a Take Home Sheet to complete and bring back next week (next Sunday).
ANTICIPATED
INTERVENTION/
RETEACHING
STRATEGIES
BASED ON
ASSESSMENT
RESULTS
(MUST BE FOCUSED,
SPECIFIC / Review Take Home Sheet the following week.
Reteach- Give the students some social situations out loud during class with a moral dilemma. Have the student raise their hands and state what is the right thing for them to do if they were in that predicament.