Lesson Plan on The Beginner’s Bible (Reggio Philippines)

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Kindergarten / Preschool / Vorschule / Pre-Elementary Lesson Plan – Lesson Plan on The Beginner’s Bible (Reggio Philippines), Reggio philosophy

Title: Exploring Central Themes in The Beginner’s Bible through Reggio Emilia Approach
Grade Level: Kindergarten / Preschool / Vorschule / Pre-Elementary
Subject: Language Arts / Religious Education
Duration: 5-7 days (45 minutes per day)

Curriculum Standards:
– Philippines K to 12 Curriculum Framework (KCF) for Kindergarten
– Language Arts: Listening, Speaking, Reading, and Writing
– Religious Education: Understanding basic Bible stories and values

Theorist: Reggio Emilia Approach
– Emphasizes child-led, experiential learning
– Encourages exploration, creativity, and collaboration
– Values the role of the environment in learning

Lesson Objectives:
1. Understand the central themes in The Beginner’s Bible.
2. Develop listening and speaking skills through group discussions.
3. Enhance reading comprehension by retelling and summarizing stories.
4. Foster creativity and critical thinking through art and dramatic play.
5. Promote collaboration and social skills through group activities.

Materials:
– The Beginner’s Bible by Zondervan Publishing
– Art supplies (crayons, markers, colored pencils, construction paper)
– Dramatic play props (costumes, puppets, props)
– Chart paper and markers
– Story sequencing cards (printable or handmade)
– Large poster board or mural paper
– Sticky notes or index cards
– Audiovisual equipment (optional)

Procedure:

Day 1: Introduction to The Beginner’s Bible
1. Begin by introducing the book The Beginner’s Bible and its central themes (e.g., creation, Noah’s Ark, Moses, Jesus).
2. Engage students in a class discussion about their prior knowledge of Bible stories.
3. Read aloud a selected story from The Beginner’s Bible, encouraging students to listen attentively.
4. Facilitate a group discussion to identify the main characters, setting, and events in the story.
5. Display a large chart paper and collaboratively create a mind map of the story elements.

Day 2: Story Retelling and Sequencing
1. Review the story from the previous day using the mind map created.
2. Provide each student with a set of story sequencing cards related to the story.
3. In small groups, have students work together to arrange the cards in the correct order.
4. Invite each group to share their sequencing and discuss any differences or similarities.
5. As a class, create a large story sequence mural on poster board or mural paper.

Day 3: Artistic Expression
1. Choose a specific story from The Beginner’s Bible and read it aloud to the class.
2. Discuss the emotions, characters, and settings depicted in the story.
3. Provide art supplies and encourage students to create individual or collaborative artwork inspired by the story.
4. Display the artwork in the classroom, creating an art gallery for students to appreciate and discuss.

Day 4: Dramatic Play and Role-Playing
1. Select a story from The Beginner’s Bible that involves characters and dialogue.
2. Divide the class into small groups and assign each group a different story.
3. Provide costumes, puppets, and props related to the assigned story.
4. Allow students time to practice and prepare a short role-play based on their story.
5. Conduct a mini-performance where each group presents their role-play to the class.

Day 5: Reflection and Summarizing
1. Review the stories covered throughout the week.
2. Distribute sticky notes or index cards to each student.
3. Ask students to write or draw a brief summary of their favorite story from The Beginner’s Bible.
4. Facilitate a class discussion where students share their summaries and explain their choices.
5. Conclude the lesson by revisiting the mind map and story sequence mural, reinforcing the central themes explored.

Assessment:
– Observations of student participation and engagement during discussions, activities, and performances.
– Review of students’ story sequencing cards and their ability to retell the stories accurately.
– Evaluation of students’ artwork and their ability to express emotions and elements from the stories.
– Review of students’ written or drawn summaries, assessing their comprehension and ability to identify key elements.

Note: Adapt the lesson plan as needed to suit the specific needs and abilities of the students in the Philippines

Country

Philippines

Framework

KCF (Philippines)

Theorist

Reggio Emilia

Subject

Books

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