Title: „Do unto others as you would have them do to you”

Lesson plan elaborated by: Magdalena Trysińska

Topic:

„Do unto others as you would have them do to you”.

Target group:

7th‑grade students of an elementary school.

Core curriculum

I. Literary and cultural education.

1. Reading literary works. Student:

7) defines existential issues in the texts being studied and reflects them;

8) defines the aesthetic values of the literary texts being studied;

9) uses, in the interpretation of literary works, references to universal values related to social, national, religious and ethical attitudes and prioritises them;

10) uses in the interpretation of literary texts elements of knowledge about history and culture;

11) uses in the interpretation of literary works the necessary contexts, e.g. biographical, historical, historical‑literary, cultural, philosophical and social;

2. Receipt of cultural texts. Student:

6) defines the aesthetic values of the cited cultural texts;

II. Language education

2. Differentiation of language. Student:

1) recognises the diversity of vocabulary, including recognizing national vocabulary and limited vocabulary (eg scientific terms, archaisms, colloquialisms); recognizes native and borrowed words, knows types of abbreviations and abbreviations – defines their functions in the text;

7) understands the concept of style, recognizes colloquial, official, artistic, scientific and journalistic style.

III. Creating statements.

1. Elements of rhetoric. Student:

1) functionally uses rhetorical means and understands their impact on the recipient;

7) agrees with other people's views or polemicizes with them, substantively justifying their own opinion;

IV. Self‑study. Student:

6) develops skills of independent presentation of the results of his work;

7) develops habits of systematic learning;

8) develops the ability to think critically and formulate opinions.

The general aim of education

Students learn about the parable of the Good Samaritan.

Key competences

• communication in the mother tongue;

• communication in foreign languages;

• social and civic competences;

• cultural awareness and expression.

Operational objectives

Student:

• knows the species qualities of the parable;

• indicates two layers of the meaning of the parable;

• uses a vocabulary that calls feelings;

• reads the message of the biblical parable of the Good Samaritan.

Teaching methods / techniques

• problematic: directed conversation, discussion;

• programmed: using a computer and e‑textbook;

• practical: subject exercises, work with text.

Forms of work

• individual activity;

• collective activity;

• activity in pairs.

Lesson plan overview (Process)

Introduction

1. The teacher determines the purpose of the class, which is to learn one of the biblical parables and to discover its meaning. He/she gives students the criteria for success.

2. The teacher reminds the students that Jesus gave his teachings in the form of a parable. He asks students what Bible parables they know from earlier Polish lessons. The students exchange titles and briefly tell their content.

Realization

1. The teacher displays on the board exercise 1 from the abstract, which consists in completing the definition of the parable. In this way, students repeat the messages needed during the lesson.

2. The teacher asks students if they know the term „samaritan”. He asks them to match the terms to these words (exercise in the abstract). Then the students make their own (intuitive) definition of the Samaritan.

3. Students reflect on the meaning of the word „neighbor”: they give the source of expression (they wonder what they associate with), they form a definition (tasks in abstract).

4. From the scattered elements, the students arrange the image of „Good Samaritan” by Giovani Battista Langetti. They analyse it, reflect on the title. Then they exchange the features of the Samaritan shown in the picture.

5. Linguistic exercise in abstract: students group synonyms and antonyms with the word „mercy”.

6. Students read a fragment of the Gospel according to Saint. Luke containing the parable of the Good Samaritan and information placed under the text.

Then they execute commands under the text.

Summary

1. The teacher asks students what they have learned today, whether the lesson was interesting for them. He asks them to evaluate their own work during the lesson. For this purpose, he can use the questionnaire or decision tree prepared earlier or carry out an oral evaluation.

2. Students write in their notebooks the keys to the lessons they consider the most important.

Homework

Take a look at the abstract in the final task of the picture, and then write a short story (use dialogues), in which you will show both indifference and interest in this man on the part of passers‑by.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

„Do unto others as you would have them do to you”

Jesus, wanting to convey his teaching to simple people, used simple examples, stories. In literature they are called parables. Of the approximately 40 of them, the story of the Good Samaritan is among the best known. The definitive introduction to it is a dialogue between Jesus and a Pharisee.