an introduction to the gcse lesson plan...lesson plan 1 (student book pages 4–5) lesson outcomes...

1

An introduction to the GCSE lesson planLesson plan 0.1Learning outcomesBy the end of the lesson:

• all students will be able to recognise an examination paper

• all students will be able to describe the paper and make observations about how the questions are set out

• all students will be able to identify the list of key terms they need to learn

• some students will be able to name the four areas that need to be studied for the examination

• some students will be able to show a good understanding of how to approach the examination and the skills needed to be successful

• some students will be able to recognise the key terms and give defi nitions for some more frequently used words

• a few students will be able to describe comprehensively the skills required in the examination and identify topics and subjects to be covered

• a few students will be able to defi ne the key terms and understand their importance in the examination process.

Resources required• Student Book.

• Resource sheets 0.1a and 0.1b.

• Example examination papers.

• Key terms glossary sheet from the Edexcel specifi cation.

• Sticky notes.

Starter

Time Content

5 minutes Ask students to write a list of reasons why they study RS and how they best learn in this subject area.

As a class discuss the students’ responses.

SECTION 1: Discipleship

Unit 16 Mark’s Gospel © Pearson Education Limited 2010

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Main teaching

Time Content

10 minutes Give the students a copy of an exam paper. (There is a front cover displayed on page 125 of the Student Book.)

In pairs students should complete resource sheet 0.1a

a) Give one example of an important instruction that you will need to follow.

b) Do you think the marks on the side of the page and the space given for the answer in the booklet are connected? Give two reasons for your answer.

c) Write a list of the topics that appear to need to be studied. Explain how these are organised in the exam paper.

d) ‘Fifty per cent of the marks seem to require my own opinion. It’s impossible for me get this bit wrong.’

(i) Do you agree? Give reasons for your answer.

(ii) Give reasons why some people may disagree with you.

25 minutes Discuss the exam paper and their answers, drawing attention to:

• the instructions about where to write and to use a black pen (this is because the paper is cut up and scanned into a computer and if these instructions are not followed carefully the paper cannot be marked online and results could be delayed)

• choosing one question from each of the four sections and marking this choice at the top of the answer sheet with an X – it is advisable to cross out the question you are not answering, so as to avoid muddling up the questions.

Each question has four parts – (a), (b), (c) and (d).

Part (c) has an asterisk (*). This is because one mark is taken away on this question for poor spelling, punctuation and grammar.

Make students aware that the marks are there to give an indication not of how much to write but of how many points/features/attitudes/reasons they try to give. The space is an average for those people who need to write lots to express themselves and those who can do it in a few sentences.

The examination has four sections, each is a different topic and each has its own list of key terms and defi nitions.

Fifty per cent of the paper is about your own opinion but none of the questions ask ‘what you think’; they all ask for reasons why you think it. This is not as easy as it sounds. If you are a Christian, then you have biblical teachings and your Christian principles as reasons. If you are not, then you have to decide what you think about each topic and why, and what you base your opinions on.

You also have to be aware that people will disagree with you and what reasons they would give for their opinion.

Unit 16 Mark’s Gospel


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Time Content

10 minutes You will see that the ‘content’ of the specifi cation has been reduced and the need for understanding and evaluation increased – you should be aware of this in your teaching and plan lessons to follow the learning journey choosing a starting point of your choice. This is demonstrated in the fi rst few lesson plans.

Talk the students through the historical and political time of Mark’s Gospel and explain that they are moving from a Key Stage 3 focus of ‘learn, repeat and show understanding’ to an ‘analyse and evaluate’ format set out in four sections:

1 Discipleship

2 Confl ict and argument

3 Death and resurrection

4 The identity of Jesus.

Plenary

Time Content

5 minutes On one sticky note students should write the one thing they are looking forward to in the RS GCSE, and on another one question they have about the GCSE.

Homework

Time Content

2 weeks Give pupils a glossary list, photocopied from the back of the specifi cation. They should learn the key terms defi nitions for all topics – especially section 1.

They should complete resource sheet 0.1b.

DifferentiationBy outcome.



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Unit 16 Mark’s Gospel © Pearson Education Ltd 2010

Section 1: DiscipleshipIntroductory lesson plan 1.0(Student Book pages 2–3)

Learning outcomesBy the end of the lesson:

• all students will be able to defi ne some key terms

• all students will be able to describe what is required from the study of this section

• some students will be able to defi ne the majority of the key terms and use them effectively

• some students will be able to show an understanding of what is required from the study of this section

• a few students will be able to defi ne all the key terms

• a few students will be able to demonstrate an accurate understanding of what is required from the study of this section and have confi dence in their ability to answer GCSE questions

• a few students will be able to express a personal opinion on the accounts, the importance of the section to be studied and evidence, recognising that some people may disagree with them and explaining why.

Resources required• Resource sheet 1.0.

• Sheets of A3 paper.

Recap of previous experience and prior knowledgeThis lesson assumes that the history/geography and politics of the New Testament have been covered in Key Stage 3. Many students will have previous knowledge from studying Jesus as a signifi cant religious leader.

Starter

Time Content

5 minutes Put the word ‘discipleship’ on the board and ask students to make as many words from this word as possible.

Discuss with them what discipleship means (e.g. one who embraces and assists in spreading the teachings of another; an active adherent, as of a movement or philosophy).

Can they think of modern examples of discipleship? Can comparisons be made between the defi nition and people who follow football teams?

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Main teaching

Time Content

15 minutes Give students a copy of resource sheet 1.0.

Explain what is meant by each phrase – e.g. the nature of discipleship. Ask students to write on the sheet their own understanding of this.

Ask students to make a note of the Bible verses on the sheet where they are mentioned for future record.

15 minutes It is important that the students are familiar with the glossary defi nitions of these words. Refer to last week’s homework!

Give students a word puzzle or game focusing on the key terms for this section.

10 minutes Ask students to complete the activity on page 3 of the Student Book where they are asked to make a list or chart of advantages and disadvantages of working individually and in small groups.

10 minutes Explain that all Christians are called to be disciples of Jesus – they are not called to be ‘Lone Rangers’. Jesus trained his fi rst disciples for three years before he was killed. Times were hard, they often let him down, and yet today there are more than two billion people in the world who would classify themselves as Christian. Does this surprise the class or is this what they would expect? Ask students to give reasons for their answer.

Plenary

Time Content

5 minutes Ask students to spend fi ve minutes refl ecting on what they think it means to be a disciple of Christ. What would they expect a disciple to be like?

DifferentiationLower-ability students may need some help with the ideas map activity. You could give them a few ideas to get them started – e.g. the very idea of helping them…?

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1.1: The call of the fi rst disciplesLesson plan 1(Student Book pages 4–5)

Lesson outcomesBy the end of the lesson:

• all students will be able to defi ne some key terms

• all students will be able to describe the way Jesus called his fi rst disciples

• all students will be able to give an example of how the nature of discipleship is shown in these accounts

• some students will be able to explain how the nature of discipleship is shown in the call of the fi rst disciples

• some students will be able to explain why this is important for Christians today

• some students will be able to express a personal opinion on the accounts and importance of the call of the fi rst disciples with a reason or some evidence

• a few students will be able to describe comprehensively the nature of discipleship and how this is shown in the call of the fi rst disciples

• a few students will be able to explain why this is important for Christians today and give an personal opinion on this with reasons and evidence

• a few students will be able to express a personal opinion on the accounts and importance of the call of the fi rst disciples with reasons and evidence, recognising that some people may disagree with them and explaining why.

Resources required• Ideas maps from last lesson.

• Resource sheet 1.1.

Specifi cation topicHow the nature of discipleship is shown in the call of the fi rst disciples (1:14–20, 2:13–17), and why this is important for Christians today.

Starter

Time Content

5 minutes Ask students to complete activity 1 from page 4 of the Student Book. Discuss the results.

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Main teaching

Time Content

20 minutes Read pages 4–5 of the Student Book. Ask the students in pairs to write a list of the names of Jesus’s new recruits.

It is possible that the disciples had heard of Jesus before – or perhaps of John the Baptist – or perhaps they were just overwhelmed by Jesus’s personality when they did meet him. Ask the students to think about each disciple, and answer three questions:

1 What might have caused him to give up everything and follow Jesus?

2 What qualities did he have that would have been useful to Jesus on his mission to save the world?

3 By calling this man, what message was Jesus sending to the people watching?

Ask students to complete resource sheet 1.1 for one disciple and then share this with the rest of the group, who could record it if needed. This work could be done in small groups for lower ability students.

Alternatively, ask students to imagine that one or more of the disciples are applying for a job after they had worked with Jesus (resource sheet 1.1). Get them to create a CV for him/them , including name, previous employment, etc. … The students should include a section on qualities the disciple brought to his last job. What qualities did he develop while doing it? Include Jesus’s reference – why he ‘employed’ the disciple in the fi rst place.

15 minutes Go back over these ideas. Ask students to answer the following questions, either as a written exercise or in discussion:

What message does this send to modern Christians about discipleship and what being a disciple of Christ might entail? Why is this important for Christians today?

10 minutes Ask students to answer the following question:

Do you think it was easier to be a disciple in Jesus’s time? Give reasons for your answer.

Discuss the answers given by the students. Challenge them to give reasons for their opinions.

Plenary

Time Content

5 minutes Ask students: If you had an important message you wanted spreading to the whole school, who would you tell and how would you like them to spread it? Which famous person would you ask to spread this to the whole world? Why?

Go over the answers and then discuss the attributes of each of the disciples – they all had something to offer to the group. Strength, ability to resource food, good with money, good with planning, good at local knowledge, respected by the community, etc.

Homework

Time Content

1 week Ask students to write up an account of the story ‘The call of the disciples’, including answers to the following questions:

• What does this tell us about each of the disciples?

• Why is this important for Christians today?

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1.2: Sending out the TwelveLesson plan 2(Student Book pages 6–7)


• all students will be able to retell the story of the sending out of the Twelve

• all students will be able to recognise that the sending out of the Twelve shows some cost for discipleship

• some students will be able to explain how the costs of discipleship are shown in the sending out of the Twelve

• some students will be able to explain how this teaching affects Christian living today

• some students will be able to express a personal opinion on the accounts and importance of the call of the fi rst disciples with a reason or some evidence

• a few students will be able to describe comprehensively the cost of discipleship and how this is shown in the sending out of the Twelve

• a few students will be able to explain, with examples, how this affects Christian living today and give a personal opinion about this with reasons and evidence

• a few students will be able to express a personal opinion on the issues raised with reasons and evidence, recognising that some people may disagree with them and explaining why.

Specifi cation topicHow the nature of discipleship is shown in the sending out of the Twelve (6:7–13), and how this affects ideas about Christian living today.

Starter

Time Content

5 minutes Ask students to work in pairs and make a list of the items they think are essential for a Duke of Edinburgh Award (or a Scout) expedition. Add items they think may be important, but not essential.

If your students are unaware of this award, ask them to plan a camping trip and continue with the exercise.

Main teaching

Time Content

15 minutes The lesson follows the activities on pages 6–7 in the Student Book.

Read pages 6–7 of the Student Book.

Feedback the answers from the starter activity – write them on the board.

Read the story of the Twelve sent out by Jesus (Mark 6:7–13).

Underline any items which Jesus has told the Twelve to take that appear on the board list.

10 minutes In groups, ask students to discuss why they think the disciples were so restricted in what they could take with them.

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Time Content

10 minutes Now the groups should focus on the task Jesus set the disciples and answer the following questions: What did he send them to do? If Jesus was choosing disciples today, when he sent them out, what would he ask them to do? In groups, think how Christians today could show their discipleship.

15 minutes Ask students to write this up. They should retell the story and then answer the following exam-style questions:

• Explain how the account of the sending out of the Twelve shows the nature of discipleship. (8 marks)

• Explain how the account of the sending out of the Twelve affects ideas about Christian living today. (8 marks)

• ‘Most Christians today ignore Jesus’s teachings about discipleship.’

In your answer you should refer to Mark’s Gospel and Christianity.

(i) Do you agree? Give reasons for your opinion. (3 marks)

(ii) Give reasons why someone may disagree with you. (3 marks)

Plenary

Time Content

5 minutes Go over the answers to the exam questions, emphasising the way to answer these as GCSE questions.

Homework

Time Content

1 week Write up an account of the story ‘The sending out of the Twelve’, including answers to the following questions:

• What does this story tell us about the disciples and their work with Jesus?

• What does this story mean to Christians today?

• What are your thoughts and opinions on the issues/important points raised in this story?

DifferentiationLower-ability students would benefi t from the use of a writing frame to help them answer the exam questions.

LinksLiteracy – there is an opportunity for reading around the class.

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1.3: The true family of JesusLesson plan 1.3(Student Book pages 8–9)


• all students will be able to retell Mark’s account of the ‘true family’

• all students will be able to recognise how the costs of discipleship are shown in the true family of Jesus

• some students will be able to show an understanding of what is meant by the true family of Jesus

• some students will be able to explain how the costs of discipleship are shown in the true family of Jesus

• some students will be able to explain why this teaching causes problems for Christians today

• some students will be able to express a personal opinion on the accounts and importance of the true family of Jesus with a reason or some evidence

• a few students will be able to comprehensively describe the cost of discipleship and how this is shown in the true family of Jesus

• a few students will be able to explain, with examples, why this teaching causes problems for Christians today

• a few students will be able to express a personal opinion on the issues raised with reasons and evidence, recognising some people may disagree with them and explaining why.


How the costs of discipleship are shown in the true family of Jesus (2:31–35), and why this teaching causes problems for some Christians today.Sam

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Starter

Time Content

5 minutes There are a couple of alternatives here.

Either play a clip of Tracey Beaker – go to www.heinemann.co.uk/hotlinks (express code 4271P) and click on the appropriate link.

Discuss with students how, after losing her biological family and being placed in the ‘dumping ground’, the people Tracey lives with have become her family.

Ask students what they think of this?

Consider people from different types of families where the biological parents are separated, remarried or absent… What constitutes a real family?

OR

Have on the board a picture of an angry teenager or the phase ‘I hate my parents.’

Ask students to consider how many times they wished they could ‘divorce’ their parents and live on their own, go their own way and do what they like! Ask them to spend fi ve minutes discussing this with the person next to them.

OR

Tell a story of your own (exaggerated) about a time when you wanted to leave home and go your own way when you were 15…

Ask them to then imagine life without a family – be sensitive to children in care!

Main teaching

Time Content

15 minutes Read pages 8–9 of the Student Book.

Discuss – What do you think Jesus was trying to say? Was he rejecting his family? Was he introducing his listeners to the idea of the family of God?

15 minutes Go on to discuss the ‘For discussion’ points on page 9 of the Student Book. Concentrate on asking students for reasons and evidence for their opinions – remember that 50 per cent of the examination is awarded on this skill. This could be done as a whole class or in small groups.

20 minutes Choose a monk or nun who has given up everything to work for Christ. An example could be Mother Teresa – see resource sheet 1.3. Discuss this way of life and how this relates to discipleship and ask students to record their answers to the following questions:

• What do the students think of this way of life and choosing a religious community as a family over that of your own?

• How might having to leave your family or going against what your family wants in order to follow God instead cause problems for Christians today? This might especially be the case if a Christian has non-Christian parents.

• Might your Christian family become more of a support than your biological family? Why? (Think about values, understanding of faith and biblical teachings that non-Christian parents will not have.) For modern young Christians this may cause problems.

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Plenary

Time Content

5 minutes Read the letter on page 9 of the Student Book and complete activities 2 and 3.

Homework

Time Content

1 week Write up an account of the story ‘The true family of Jesus’, including answers to the following questions:

• What does this story tells us about the disciples and the costs of discipleship?



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1.4: True greatness Lesson plan 1.4(Student Book pages 10–11)


• all students will be able to retell Mark’s account of the ‘true greatness’

• all students will be able to recognise how the costs of discipleship are shown in true greatness

• all students will be able to suggest what true greatness is, and recognise recent examples of people who are thought to be great

• some students will be able to show an understanding of what is meant by true greatness

• some students will be able to explain how the costs of discipleship are shown in true greatness


• some students will be able to express a personal opinion on the accounts and importance of the true greatness with a reason or some evidence

• a few students will be able to comprehensively describe the cost of discipleship and how this is shown in the true family of Jesus


• a few students will be able to express a personal opinion on the issues raised with reasons and evidence, while recognising some people may disagree with them and explaining why.

Resources required• Resource sheet 1.4a and 1.4b.

• Pictures of ‘great people’ to display.

How the costs of discipleship are shown in true greatness (9:33–37), and why this teaching causes problems for some Christians today.

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Starter

Time Content

5 minutes Display on the white board pictures of ‘great people’ that the students will recognise (see resource sheet 1.4a for ideas).

OR

Give students the ‘pub quiz’-style resource sheet 1.4a to complete. The people on the sheet are:

President Obama

Bill Gates

Simon Cowell

Leona Lewis

Sir Bobby Robson

Discuss with students:

• What makes people great?

• Is greatness to do with what you achieve?

• Is greatness connected to how much money you earn or have?

• Is it about the effect you have on others’ lives or changes you make in history?

• Is it to do with being remembered? Doing great deeds? Fulfi lling your dreams? Being idolised by others?

• Can you be ‘great’ and not famous – or by being ‘great’ will you attract fame?

• Who is the ‘greatest’ person who ever lived?

Main teaching

Time Content

15 minutes What did Jesus say about true greatness? Read Mark 9:33–37.

What do you think Jesus was saying here? See resource sheet 1.4b.

How does this ‘greatness’ compare to what makes people great today – think back to the starter activity?

15 minutes Read pages 10–11 of the Student Book and complete the activities.

There is an opportunity here for students to work independently and fi nd out more about the work of Mother Teresa, using ICT and/or library skills.

20 minutes Students should answer the following exam questions:

a) What is a disciple? (2 marks)

b) Do you think Jesus expected too much from his disciples?

Give two reasons for your point of view. (4 marks)

c) Explain why the teachings about true greatness may cause problems for some Christians today. (8 marks)

d) ‘Only those who are servants of others can be truly great.’


(i) Do you agree? Give reasons for your answer. (3 marks)

(ii) Give reasons why some people may disagree with you. (3 marks)

Steve Redgrave

William Wilberforce

Wayne Rooney

Jesus

Emily Pankhurst

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Time Content

10 minutes Go over the answers to these questions and discuss how they are to be marked (see revision section for support)

Draw attention particularly to the ‘Do you think…’-style questions – discuss the difference between simply describing what you think and giving reasons and evidence from what you have learned.

Plenary

Time Content

5 minutes Ask students to refl ect on ‘greatness’: have they changed their minds to what makes someone great?

Homework

Time Content

1 week Write up an account of the story of ‘True greatness’, including answers to the following questions:

• What does this story tells us about the disciples and their work with Jesus?



DifferentiationLower ability students could be paired up to answer the exam questions and/or given writing frames.

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1.5: The rich manLesson plan 1.5(Student Book pages 12–13)


• all students will be able to retell Mark’s account of the rich man

• all students will be able to recognise how the costs of discipleship are shown in the story of the rich man

• some students will be able to show an understanding of what is meant by the cost of discipleship

• some students will be able to explain how the costs of discipleship are shown in the rich man


• some students will be able to express a personal opinion on the account and importance of the rich man with a reason or some evidence

• a few students will be able to comprehensively describe the cost of discipleship and how this is shown in the rich man



Resources required• ‘Who Wants to Be a Millionaire?’ game (some ICT departments will have this game in a format

that enables you to input your own information and to create a whiteboard version).

• ICT for newspaper report (optional).

How the costs of discipleship are shown in the rich man (Mark 10:17–31) and why this teaching causes problems for some Christians today.

Starter

Time Content

5 minutes Play a game of ‘Who Wants to Be a Millionaire?’ using questions about the key terms.

Single one person out – have a prize.

Ask what does… mean? Give a choice of four defi nitions (one being the glossary defi nition) and allow students to ‘ask a friend’, ‘go 50/50’ etc.

Main teaching

Time Content

20 minutes Read Mark 10:17–31 (page 12 of the Student Book).


Complete the activities. If some students have not seen Deal or No Deal, you could show a clip and explain how the game works. You may need to adapt the activities to fi t in all that is planned for this lesson.

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Time Content

30 minutes Ask students to refl ect again on the story of the rich young man. They should consider:

• what the headlines would be if Prince Harry was asked to give up everything to follow Jesus today – e.g.

‘Prince to give up all’ or ‘Cost of following Jesus too much for Harry.’

• how different newspapers might report this. Some may think it was too much for Jesus to ask; others may think Harry showed a lack of commitment to his beliefs…

Students should choose one viewpoint and write this up as a modern newspaper report.

This could be an ICT project and may need to be fi nished for homework. For literacy, ask students to produce it as a newspaper report, using the style and language of reporting.

Plenary

Time Content

5 minutes Ask students to refl ect on the cost of discipleship and how this might cause problems for Christians today.

Homework

Time Content

1 week Students could fi nish off their newspaper reports

OR

write up an account of the story of ‘the rich man’, including answers to the following questions:


• What does this story means to Christians today?


DifferentiationLower ability students may need the help of a writing frame for the newspaper report. Students could also work on this in pairs so they can share ideas.

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1.6 The tenants Lesson plan 1.6(Student Book pages 12–13)


• all students will be able to retell Mark’s account of the ‘the tenants’

• all students will be able to recognise how the costs of discipleship are shown in the tenants

• some students will be able to explain how the costs of discipleship are shown in the tenants

• some students will be able to explain the tenants’ relationship to Christians today

• some students will be able to express a personal opinion on the account and importance of the tenants with a reason or some evidence

• a few students will be able to comprehensively describe the cost of discipleship and how this is shown in the tenants

• a few students will be able to explain, with examples, the tenants’ relationship to Christians today


Resources required• Resource sheets 1.6a and 16b.

• Jesus Christ Superstar DVD and lyrics.

How the costs of discipleship are shown in the parable of the tenants (12:1–12) and its relationship to Christians today.

Starter

Time Content

5 minutes Key terms – ‘Crack the code!’ activity (resource sheet 1.6).

Main teaching

Time Content

40 minutes Read pages 14–15 of the Student Book.

Complete the activities.

The story has many points that need to be drawn out so that students are able to answer GCSE questions:

• The importance of the allegory representing the relationship between God and the Jews.

• The planned death of Jesus to enable all to become part of God’s kingdom.

• How and why this is important to Christians today.

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Time Content

10 minutes Clips of Jesus Christ Superstar (or the whole show – now on DVD) can be used to show how Jesus was a political fi gure – it shows the tension between the Jews and the Romans and also the rebellious hopes of some of the disciples for Jesus to be the messiah who saved them from Roman rule.

Some of the lyrics provide a very good way explore this. An example is included in resource sheet 1.6b.

Plenary

Time Content

5 minutes Summarise learning so far.

Ask students to explain:

• what the nature of discipleship is with examples from Mark’s Gospel

• what the costs of discipleship are with evidence and examples from Mark’s Gospel.

Homework

Time Content

1 week Write up an account of the story of ‘the tenants’ including answers to the following questions:




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1.7 A spirit cast out by JesusLesson plan 1.7(Student Book pages 16–17)


• all students will be able to retell Mark’s account of the ‘spirit cast out by Jesus’

• all students will be able to recognise how the problems of discipleship are shown in the spirit cast out by Jesus

• some students will be able to explain how the problems of discipleship are shown in the spirit cast out by Jesus


• some students will be able to express a personal opinion on the account and importance of the spirit cast out by Jesus with a reason or some evidence

• a few students will be able to comprehensively describe the problems of discipleship and how this is shown in the spirit cast out by Jesus




• Sticky notes.

How the problems of discipleship are shown in the spirit cast out of the boy (9:14–29), and why this teaching causes problems for some Christians today.

Starter

Time Content

5 minutes Hand out resource sheet 1.7 and ask students to translate the sentence on it and explain what it means:

Dette kan være hard for du – hvordan føler du dem?

(It is Norwegian for: ‘This may be hard for you – how do you feel?’)

They may get quite close – but hopefully some of it will be slightly beyond their ability to decode it.

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Main teaching

Time Content

40 minutes Read Mark 9:14–29.

Discuss with the students how the disciples must have felt. They seemed to have an understanding of what was required and were able to do some of it (just like the students in the starter activity) but something was just out of their grasp – something just did not click for them and so they felt they had failed.



Discuss the idea that there are still evil spirits today.

10 minutes Explain why the curing of the demon-possessed boy (the boy with an evil spirit) caused problems for the disciples. (8 marks)

This question is worth 8 marks – so students will have think carefully about their answer. In the (c) questions candidates are also marked on QWC, so they must write in paragraphs with attention to sentence structure and spelling.

Ask students to answer this question and discuss the answer.

Plenary

Time Content

5 minutes Give the students a sticky note.

Ask them to look at the picture on page 17 of the Student Book closely and identify the different characters.

Ask them to choose one of the characters and on the sticky note write a thought bubble saying what the character is thinking in this scene.

Homework

Time Content

1 week Give students a copy of the ‘parable of the sower’.

They must choose to retell the story in a storyboard or a children’s book, but they should give it a contemporary feel – i.e. not a farming story but something we would recognise as relevant today – see activity 1 on page 19.

For lower-ability students this could be done together in the following lesson together – use a fl ip chart to plan the story together step by step.

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1.8: The parable of the sowerLesson plan 1.8(Student Book pages 18–19)

Learning outcomesBy the end of the lesson

• all students will be able to retell Mark’s account of the parable of the sower

• all students will be able to recognise how the problems of discipleship are shown in the parable of the sower

• some students will be able to explain how the problems of discipleship are shown in the parable of the sower

• some students will be able to give reasons why Mark’s account causes problems for Christians today

• some students will be able to express a personal opinion on the accounts and importance of the spirit cast out by Jesus with a reason or some evidence

• a few students will be able to comprehensively describe the problems of discipleship and how this is shown in the spirit cast out by Jesus

• a few students will be able to explain, with example, why Mark’s account causes problems for Christians today, both as individuals living the faith and as scholars studying Mark’s gospel



• Plants, fl owers, weeds, cress.

How the problems of discipleship are shown in the parable of the sower (4:1–20) and why Mark’s account causes problems for Christians today.

Starter

Time Content

10 minutes Show students a plant, a bunch of fl owers, some cress, a weed.

Ask which is the odd one out and why? (There is no correct answer to this but whichever one they choose they must give good reasons.)

Main teaching

Time Content

30 minutes Ask students to show copies of their homework to one another (see lesson plan 1.8) – ask each of them to consider if the other students have retold the story effectively.

Read some of the retellings aloud. Do you think the allegory worked in each story?

Read pages 18–19 from the Student Book. (This may have been done for homework.)

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Time Content

20 minutes Tell students:

This story warns Christians that their message about God may not always be received well. But the account in Mark also poses problems for scholars who study the gospel because:

• according to Mark, Jesus treats the parable as an allegory when scholars say that’s not how Jesus used parables

• according to Mark, Jesus said that he told everything in parables so that the crowds would not understand what he meant

• according to Mark, Jesus did not want sinners to understand because he did not want them to repent and be forgiven (which seems to contradict all his teachings about coming to call sinners to repentance).

Ask students the following (discuss with them and then record the answers):

• Do you think it was wise of Jesus to warn Christians that their message may not be received well? Give reasons for your answer.

• Do you think that soils/hearts that are not ready to receive the seeds/message now can be cultivated/changed to become more accepting? Give reasons for your answer.

• Explain why Mark’s account of the parable of the sower causes problems for Christians today. (8 marks)

Give out the mark scheme for the fi nal question (resource sheet 1.8) and discuss how it is marked.

Plenary

Time Content

5 minutes Refer back to the starter.

Use the analogy of a fl ower in a garden. If the fl ower has good roots, then it will be strong and fl ower beautifully; if its roots are weak, then it can be overshadowed or strangled by the fl owers around it.

If people have good roots in their beliefs, if they are strong and secure in what they believe, then other people of different beliefs around will not be threatening or something to fi ght with. In this way, society can be like a colourful garden – the diversity making the whole beautiful!

This can be demonstrated by the difference between a fl ower in a pot with roots and a fl ower in a vase – which will last longer? Ask students to refl ect on the strength of their own beliefs and identity (religious or not). Are they strong enough not to feel threatened by other people’s beliefs or practices? How do Christians get good roots? What does the parable of the sower have to do with this?

Homework

Time Content

1 week Ask students to design a poster to show the message from the parable of the sower for Christians today.

DifferentiationLower ability students may not have been set the homework, so will not be able to complete the fi rst task. In this case, teachers could use a fl ip chart to plan the story together step by step.

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1.9 Jesus, the disciples and serviceLesson plan 1.9(Student Book pages 16–17)


• all students will be able to retell Mark’s account of Jesus, the disciples and service

• all students will be able to recognise how the problems of discipleship are shown in Jesus, the disciples and service

• some students will be able to explain how the problems of discipleship are shown in Jesus, the disciples and service


• some students will be able to express a personal opinion on the account and importance of Jesus, the disciples and service with a reason or some evidence

• a few students will be able to comprehensively describe the problems of discipleship and how this is shown in Jesus, the disciples and service



How the problems of discipleship are shown in Jesus and service (10:41–45) and what it means for Christian living today.

Starter

Time Content

5 minutes Put on the board the word ‘JOY’.

Then ask the students to consider how this may represent the nature of discipleship

After discussion and guesses, explain:

‘It’s J for Jesus fi rst; Y for yourself and O for Others in between:

Love the lord

Serve others

Think of yourself.’

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Main teaching

Time Content

20 minutes On lined paper, students draw a large equilateral triangle with one of the points at the top, and write inside the top the name of the most important member of staff in their school, e.g. the head teacher. On the next line down, they write the next most important member or members of staff, and so on to complete the triangle and show a hierarchy of power. They identify who serves whom and who is the most powerful.

Turning the triangle upside down illustrates the idea of service – the head supports the deputies… in supporting the staff… in supporting the students… and so on.

Students read the Bible reference (Mark 10:40–41) and refer back to the triangle they have drawn.

Discuss who serves whom.

Consider ideas about public service, serving your country, etc.

20 minutes In small groups, students should discuss the expectations of the disciples in the section so far, and what Jesus says.

They should write a letter to a magazine’s advice column in the role of modern disciples complaining about their situation, then write a reply giving advice about serving others.

10 minutes Students should answer the following question:

‘Only those who are servants of others can be truly great.’


(i) Do you agree? Give reasons for your opinion. (3 marks)

(ii) Give reasons why people might disagree with you. (3 marks)

Plenary

Time Content

5 minutes What does this all mean to Christians today? Discuss with students:

How can Christians serve others? Is this practical for all Christians to do? Are the some situations when it is better not to be a servant but to use another strategy to help someone? Is service to others a sign of weakness or strength?

Homework

Time Content

1 week Refl ect on the ‘JOY’ idea – of Jesus (his teachings) fi rst, Yourself last and Others in between. Choose one situation you have been in when this would have been diffi cult to do. Explain why.

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1.10 Are the disciples really failures?Lesson 1.10(Student Book pages 22–23)


• all students will be able to retell Mark’s account of the failure of the disciples

• all students will be able to recognise how the problems of discipleship are shown in the failure of the disciples

• some students will be able to explain how the problems of discipleship are shown in the failure of the disciples

• some students will be able to explain how this might both help and cause problems for Christians today

• some students will be able to express a personal opinion on the account and importance of the failure of the disciples with a reason or some evidence

• a few students will be able to comprehensively describe the problems of discipleship and how this is shown in the failure of the disciples

• a few students will be able to explain, with examples, why this teaching might both help and cause problems for Christians today


Resources required• Jesus Christ Superstar DVD.

• Sticky notes.

How the problems of discipleship are shown in the failure of the disciples (14:27–42) and how it might help and cause problems for Christians today

Starter

Time Content

10 minutes Put on the board the expression ‘The spirit is willing but the fl esh is weak.’

Ask students to work in pairs to answer:

• What does this phrase mean?

• Are there any situations you have found yourself in where you would say that your spirit was willing but your fl esh was weak?

Main teaching

Time Content

30 minutes Watch the clip from Jesus Christ Superstar from the Last Supper through to Jesus’s arrest and Peter’s denial – provide students with words if this helps.

Discuss the role of the disciples in all these scenes – Jesus is predicting his death and the future and yet they seem not to understand.

Why do students think this is the case?

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Time Content

10 minutes Read the Student Book pages 22–23.


Discuss how this story might help Christians today.

Plenary

Time Content

5 minutes Ask students to refl ect on what they know about discipleship so far. On a sticky note they should write one good thing about being a disciple of Christ, and one challenge faced by a disciple of Christ. It can refer either to the time of Jesus or to today.

Homework

Time Content

1 week Spend this week revising the knowledge and skills learned during this section.

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1.11 Peter denies knowing JesusLesson 1.11(Student Book pages 24–25)


• all students will be able to retell Mark’s account of Peter’s denial

• all students will be able to recognise how the problems of discipleship are shown in Peter’s denial

• some students will be able to explain how the problems of discipleship are shown in Peter’s denial

• some students will be able to explain how this might both help and cause problems for Christians today

• some students will be able to express a personal opinion on the account and importance of the failure of the disciples with a reason or some evidence

• a few students will be able to comprehensively describe the problems of discipleship and how this is shown in Peter’s denial

• a few students will be able to explain with examples, why this teaching might both help and cause problems for Christians today


Resources required• Resource sheets 1.11a, 1.11b and 1.11c.

How the problems of discipleship are shown in Peter’s denial (14:66–72) and how it might both help and cause problems for Christians today.

Starter

Time Content

10 minutes Give students a copy of Mark 14:27–31 on resource sheet 1.11a and ask them to complete the activity beneath – writing an account of what happened from Peter’s point of view.

Main teaching

Time Content

30 minutes Read and discuss the information on pages 24–25.


10 minutes Complete the activity on resource sheet 1.11b.

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Plenary

Time Content

5 minutes Put this question on the board to explore more about the man Peter and his importance to Christians.

• Do you think Peter was a failure? Give two reasons for your answer.

• Discuss reasons for thinking he was a failure:

a) He often did not understand the teachings of Jesus.

b) He denied being a follower of Jesus.

c) He ran away when Jesus was arrested.

• Discuss reasons for thinking Peter was not a failure:

a) He was the fi rst to recognise Jesus as Messiah.

b) He led the disciples after the resurrection.

c) He was the leader of the early Church and the fi rst Bishop of Rome.

Homework

Time Content

1 week Students should complete the full exam question on resource sheet 1.11c.

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an introduction to the gcse lesson plan...lesson plan 1 (student book pages 4–5) lesson outcomes...

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