Christian Ethics 9 mini Unit

Learning Plan

 Lesson Plan Monday March 24

Course: Christian Ethics

Unit: 4

Topic: What Is Love

Purpose: To examine what love is.

Learning Outcomes

  • “Students will examine and evaluate their understanding of love”
  • Students will evaluate “what it means to be loved and to love unconditionally”
Indicators

  • Students will understand that “love is not just an emotion. Love is willed. Mature love is a call to action which fosters the good of others”
  • To Truly love others, we must love ourselves”

 

Materials: White board, markers, and bibles

Prerequisite Learning: Life experience

Quiet Reading and Journal time (5 minutes)

Set: (5 minutes)

Silly songs with Larry – https://www.youtube.com/watch?v=tpcf_qD3GW4

Development: (45 minutes)

Brainstorm (5 minutes)

-What is love? Collect student Reponses

Types of Love (10 minutes)

What are the different kinds of love, how do students responses fit with the categories?

-“Reflect on different kinds of love”

-Come up with different types of love

-Romantic love

-Family love

-Friendship love

-Agape love

-Love the Lord has for us

-Unconditional

Jesus and Love (20 minutes)

Students are put into groups and are assigned a biblical passage (from page119)

Answer questions: What does the passage teach us about love?

How did Jesus show his love for others?

How did Jesus expect his followers to love?

Share with class: Each groups shares the answers to the questions with the class. (10 minutes)

Closure: (5 minutes)

7. Exit slip

-One thing I already knew

-One thing I didn’t know

-One thing I want to know

For next class – Find a love song

Lesson Plan Tuesday March 25

Course: Christian Ethics

Unit: 4

Topic: Love in our culture

Purpose: Evaluate whether our culture values love, certain kinds of love. Does our culture put love of self or love of others first. Does it value love or lust.

Learning Outcomes

  • Students will analyze what it means to love others
Indicators

  • Students will understand that in order to truly love others we must first love ourselves.

CELs/Cross-Curricular Competencies: Music, art

Materials: Poster, Markers.

Prerequisite Learning: Last lesson plan + life experience

Journal and reading time (5 minutes)

Set: (15 minutes)

What love songs did we find.

-Write the title of the song on the board

-What kind of love is portrayed in the song

-Does our culture need love?

Development: (35 minutes)

-Go over the four types of love from last class.

Create a poster advertisement (you can work alone, in pairs, or in groups of three)

-Poster is meant to convince others that we need love in our world

-You must include a biblical passage on your poster (one that has to do with love)

and you poster must include the four types of love discussed in Class.

Closure: (5 minutes)

Reflect

-Do you think it is more important to love others, or to love yourself?

Or

-Is it possible to love others if you don’t love yourself?

Lesson Plan Wednesday March 26

Course: Christian Ethics

Unit: 4

Topic: Love in culture continued, how does Jesus tell us to love?

Purpose: Share their posters with the class, learn to love like Jesus

Prerequisite Learning:

Set: Journal and reading time (5 minutes)

Development:

Students work on poster, talk with partner about what you want to talk about, in front of the class, prepare yourselves for follow up Questions. (25)

Presentations- Students get to quickly explain their poster, what it means and what passage they wrote (30 minutes)

Lesson Plan Thursday March 27

Course: Christian Ethics

Unit: 4

Topic: Loving yourself

Purpose: To analyze what it means to love yourself

Reminder be compassionate: Some students may be struggling to love themselves, just as I struggle to love myself

Learning Outcomes

  • “Students will examine and evaluate their understanding of love”
Indicators

  • Students will understand that in order to truly love others they need to love themselves first

Materials: Markers, white board, video

Prerequisite Learning: What is love, Love in our culture lessons

Reading and journals (5 minutes)

Hook (5 minutes): Silly songs with Larry “I love my lips”

Set: (5minutes)

  1. Brainstorm what is means to love ourselves.

-Write students answers on the board.

Development: (40 minutes)

-Sometimes it’s hard to love ourselves

-Think-Pair-Share activity (20 minutes)

-Give students (5 minutes) to think about reasons it’s sometimes hard to love ourselves

-Share with a partner about why it is sometimes hard to love ourselves (5Minutes)

-Share with the class reasons why it is sometimes hard to love ourselves (15 minutes)

-Depression (5 minutes)

-It’s not your fault

-It’s going to be ok

-Depression makes it hard to love ourselves

-Getting help is not a sign of weakness

-You need to get help, and that’s ok

-Depression is not something that is self diagnosed, if you think you have depression, or any other mental health issues, you need to see a doctor.

-If you need someone to talk to

-Kids Help Phone

-1800-668-6868

-Talk to an adult you trust

-Make an appointment with a counselor

Loving yourself is sometimes harder than loving others

-Remember that it’s ok to make mistakes

-Take care of your body

-You only get one, take care of it so it can take care of you

-Say no to alcohol and drugs

-Besides the fact that drugs are illegal, and alcohol is illegal for you

-Your brain is not fully developed and until your 21ish, alcohol and drugs can mess with your natural development

-Bad for your brains, and bodies

-Abusing your body is not loving yourself

-Live a balance lifestyle

-Eating too much or too little is not good for you

-Exercising too much or too little is not good for you

-Don’t obsess over food, or the way your body looks

-Loving yourself is not about how you look, it’s about how you treat

Yourself

-No matter what you look like people will say negative things about you

-Try not to internalize it, remember that god loves you, her created                          you and made you special

-Treat yourself and others with kindness.

Closure: (5 minutes)

Reflection on- What does it mean to treat myself and others with kindness?

or

Why is it important to treat myself and others with kindness?

Lesson Plan Friday March 28

Course: Christian Ethics

Unit: 4

Topic: What is the loving thing to do

Purpose: To help students analyze their own beliefs about what the right/ loving thing to do is.

Remember that there are a lot of gray areas in life when it may not be easy to make the right choice

Reminder for compassion

Students may be dealing with the consequences of making the wrong choices

Or may be in the middle of making a difficult choice

Learning Outcomes

  • “Identify times when it may be difficult to make a loving decision”
  • Identify times when it may be difficult to do the loving thing
Indicators

  • To understand that sometimes doing to loving thing is going to be unpopular and difficult
  • “Christians make moral decisions based on love”

 

Materials: Be with me Teachers manual, sticky notes

Prerequisite Learning: last four lesson plans

Reading and journal (5 minutes)

Set: (5 minutes) Refresher on the four types of love we have talked about so far, what do they mean?

Confirm student understanding, period 5 class finish presentations.

Development: (40 minutes)

20 minutes ish

Love Notes:

Give each student a sticky note

Ask them to write their name on the back of it

Collect sticky notes

Hand out randomly (kinda) to the class

-Read the name on the back of your sticky note

Write something nice about that person on the sticky note

don’t write your name.

 

Pair- share (10 minutes ) on

Why are some decisions harder to make than others?

Sometimes its hard because we don’t know what the right thing to do is. Or what the loving thing to do is.

Case studies (20 minutes)

Read case studies 1 and 4 under moral decision making ask the class what they think

Read 1 and 4 under the Churches Moral Teaching

(One is suppose to be on Euthanasia, but it sounds more like murder since the girl is never asked if she wants to die so I’m going to swing it that direction, #4 is on violence)

Debrief with class

 

Closure: (5 minutes)

Veggie tales- we are the pirates who don’t do anything

Have a safe weekend J

 

Lesson Plan Monday March 31

 

P Course: Christian Ethics

Unit: 4

Topic: Why Wait

 

Purpose: To help students understand that chastity is a Christian value

 

Learning Outcomes

 

  • Students will know that “sexual feelings are neither good not bad in themselves; they simply are”
Indicators

 

  • Students will be able to “Define Chastity and understand why it is a Christian virtue”

 

 

 

Materials: Paper for writing, white board and markers, Question Box

Prerequisite Learning:

Reading and Journal (5 minutes)

Set: (5 minutes)

1. What is self-control?

2. When is it hard to have self-control? (my examples delicious food, getting out of bed in the morning)

3. Why is it important to have self-control?

– We could hurt others

-We could hurt ourselves

-Wrong time or place

Development: (50 minutes)

The official teachings

PowerPoint

The churches official teachings

(20 minutes)

If you have any questions about what we are talking about today, write them down and stick them in the question box

Students are placed in groups of 5

-Why is it important to wait to have sex until you are married?

-Ask students to come up with their own answers

-Separate answers by Christian answers and answers that apply to everyone. Example- Chastity is a Christian virtue goes under Christian

-To avoid STI’s, pregnancy etc. go under everyone

Discuss as class.

(20 minutes)

-Brainstorm some appropriate ways to show affection

Create a chart on the board

(10 minutes)

Closure: (5 minutes)

Write down, or think about, some positive things that couples can do to express their love.

Lesson Plan Tuesday April 1

Course: Christian Ethics

Unit: 4

Topic: When love goes wrong

Purpose: How can love go wrong? Analyze what abuse is, remember that it is not the victims fault.

 

Learning Outcomes

Students will be able to

  • “Use Corinthians 13.4 for identify the signs of manipulative, coercive and abusive behaviour in relationships”
  • “Value the basic dignity of every person within relationships”
  • “Understand and demonstrate skills of appropriate assertive behaviour”
  • “Use scripture for developing Christian attitudes towards loving others”

 

Indicators

Students will understand

  • “Blessed are the peacmakers, for they will be called the children of God”
  • “People in healthy relationships recognize the equal dignity and basic rights of all involved”
  • “Not all relationships are healthy. Manipulation, coercion and abuse are signs of unhealthy relationships”
  • “Love goes wrong when it becomes self-centered”
  • “Assertiveness skills are necessary for developing and maintaining healthy relationships”

Materials: Be with me teachers guide, bibles

Prerequisite Learning:

Reading and journals (5minutes)

Set: (5 minutes)

Does anyone know the difference between being assertive and being aggressive?

-Being assertive means that you are not allowing someone to take away your rights. You are standing up for yourself and still being respectful to others

-Being aggressive means that you are taking away power and rights from someone else.

-Aggression is (mostly) a destructive behaviour

-Assertive is a positive behaviour, remember that in order to do the right thing you need to stand up against what is wrong.

Development: (45 minutes)

Go through situations on page 158

Discuss with students on wither or not the people in the stories are being aggressive

Who in the stories need to be assertive, are there risks to being assertive.

Remember that its ok to be assertive, sometimes its important to be assertive in a safe way.

Sometimes it means that you need help in order to do this (and that’s ok)

Sometimes it is hard

And sometimes it means that you need to leave the situation, and go somewhere safe. (20 minutes)

What does the bible say about love: Corinthians 13.4-8

Revised Standard Version Catholic Edition (RSVCE)

Love is patient and kind; love is not jealous or boastful; it is not arrogant or rude. Love does not insist on its own way; it is not irritable or resentful; it does not rejoice at wrong, but rejoices in the right. Love bears all things, believes all things, hopes all things, endures all things.

Love never ends; as for prophecies, they will pass away; as for tongues, they will cease; as for knowledge, it will pass away.

Another translation

1 Corinthians 13:4-8

New International Version (NIV)

Love is patient, love is kind. It does not envy, it does not boast, it is not proud. It does not dishonor others, it is not self-seeking, it is not easily angered, it keeps no record of wrongs. Love does not delight in evil but rejoices with the truth. It always protects, always trusts, always hopes, always perseveres.

Love never fails. But where there are prophecies, they will cease; where there are tongues, they will be stilled; where there is knowledge, it will pass away

Romans 13:9-10

New Revised Standard Version Catholic Edition (NRSVCE)

The commandments, “You shall not commit adultery; You shall not murder; You shall not steal; You shall not covet”; and any other commandment, are summed up in this word, “Love your neighbor as yourself.” 10 Love does no wrong to a neighbor; therefore, love is the fulfilling of the law.

Where the situations we discussed examples of love?

Why? or not?

Discuss in

Groups of 5 or 6

Desks face each other.

Write down key points of conversation

Share conversations with class

(25 minutes)

How can we love others if we use their love for us to hurt them?

We need to be respectful of the people around us

We should not abuse our partners, our friends, our families or ourselves

Closure: (5 minutes)

Reflection

Should love should be centered on self, or on others.

Or on

What is wrong with centering love on self rather than on others?

Lesson Plan Wednesday April 2

Course: Christian Ethics

Unit: 4

Topic: Abuse

Purpose: To explain abuse to students, and explain how to get help

 

 

Learning Outcomes

  • Students will be able to find help if they are being abused, or abused in the future.
Indicators

  • Students will recognize what love is based on Corinthians 13.4-8a and Romans 13.9-10

 

 

Students go to library and get new books (10 minutes)

 

Set: (3mins)

Recap

Ask for a volunteer to read Corinthians 13.4-8

Revised Standard Version Catholic Edition (RSVCE)

Corinthians 13.4-8

Love is patient and kind; love is not jealous or boastful; it is not arrogant or rude. Love does not insist on its own way; it is not irritable or resentful; it does not rejoice at wrong, but rejoices in the right. Love bears all things, believes all things, hopes all things, endures all things.

Love never ends; as for prophecies, they will pass away; as for tongues, they will cease; as for knowledge, it will pass away.

If no volunteer I will read

Ask another volunteer to read

Romans 13:9-10

New Revised Standard Version Catholic Edition (NRSVCE)

Romans 13:9-10

The commandments, “You shall not commit adultery; You shall not murder; You shall not steal; You shall not covet”; and any other commandment, are summed up in this word, “Love your neighbor as yourself.” 10 Love does no wrong to a neighbor; therefore, love is the fulfilling of the law.

-Love is an important part of life, but sometimes when we love someone they don’t treat us very well

and sometimes we get abused.

Development:

What is abuse?

Ask class- what they think abuse is.

Development:

According to the RCMP there are four kinds of abuse.

Neglect

Failure to give due attention or care to a child resulting in serious emotional or physical harm.

Emotional Abuse:

Verbal attacks or demeaning actions that impact on a childs self esteem and self worth.

Physical Abuse:

the intentional use of force against a child resulting in injury or causing bodily harm.

Sexual Abuse:

any form of sexual conduct (touching, exploitation, intercourse)

Facts about child abuse (apply to children, but can be used to explain abuse to anyone)(taken from RCMP)

  • Child abuse usually reflects patterns of behaviour rather than an isolated incident.
  • The vast majority of child abusers are parents, relatives, or trusted adults, not strangers.
  • Children rarely lie about abuse. They are more likely to deny abuse and take back truthful statements than to make false reports.
  • Child abuse knows no class boundaries.

Abuse is normally an ongoing issue, and is rarely a one time occurrence

(Explain cycle of abuse)

In instances on abuse both the abused and abuser need help

Do not blame victims

-When abuse occurs it is not the victim’s fault

-It is not something they did

The blame lies solely on the shoulders of the abuser.

Why don’t people just leave?

-Sometimes they don’t feel like they can

-Rely on abuser to care for them financially or otherwise

-Sometimes they are afraid

-Abusers are more violent when they think a victim may leave them

-Leaving is the most dangerous time for a victim

What should I do if I am being abused?

            Call kids help phone

-ask them for the number

1800 668 6868

You can tell a teacher, parent, counselor, another adult you know you can trust.

You can tell the police

-They are required by law to help you

-They have the physical ability to help you

-If you are afraid for your safety call 911 immediately

-If you are afraid for the safety of someone else call 911

Give students time to fill out

I like Miss Parker as a teacher because

I don’t like Miss Parker as a teacher because

Hand out sheet highlighting what we covered in the unit

Closure:

Today is my last day L

One last silly songs with Larry

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One Response to Christian Ethics 9 mini Unit

  1. Again, you lesson plan pages could stand to be reorganized – linking to the lessons will help – then you can just include a brief description of each lesson, link to the plan itself and to any supplementary materials, and even link to any student work that you received.

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