God’s Word and Faith

Overview

In this second lesson of Rooted in Faith, students explore pages 18–21 and listen to selected Scripture passages, including Mark 4:1–20. Through partner sequencing, discussion, prayer, and a bilingual foldable, students connect the Parable of the Sower with practical ways to listen to God and live their faith.

Learning intentions

Students will:

• listen for the main ideas and message of a Scripture passage.
• retell and sequence the main events in the Parable of the Sower.
• explain what it means to be “good soil” in daily life.
• use simple French and English vocabulary to express a faith response.
• participate respectfully in prayer, reflection, and partner discussion.

Success criteria

• I can identify and sequence the four types of soil in the parable.
• I can explain one message Jesus teaches through the story.
• I can name practical actions that show I am open to God’s Word.
• I can use some faith words in French and English.
• I can listen and respond respectfully during Scripture and prayer.

Curriculum links

• English Language Arts 5: listening purposefully to identify main ideas, supporting details, opinions, purpose, and perspective.
• English Language Arts 5: reading and responding to contemporary, traditional, oral, written, and multimedia texts.
• English Language Arts 5: communicating understanding through discussion, visual representation, and written response.
• English Language Arts 5: identifying strengths and setting goals in listening, reading, speaking, writing, and representing.
• Social Studies 5: recognizing how beliefs, identities, and diverse cultural traditions contribute to community life.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and hook. Teacher displays the question “What helps a seed grow?” and opens the opening question and seed image; students silently jot or sketch one idea, then share with a partner. Invite students to connect physical conditions for growth with conditions that help faith grow.

2. 5–12 min · Prepare to listen. Teacher previews pages 18–21 and introduces the bilingual vocabulary in the Scripture vocabulary slides: la Parole de Dieu/God’s Word, écouter/to listen, le cœur/heart, grandir/to grow, la foi/faith, agir/to act, and prier/to pray. Read or paraphrase the selected passages, including Mark 4:1–20, pausing to clarify unfamiliar words. Students listen for the repeated images, record one key word or sketch, and ask questions about meaning.

3. 12–22 min · Build understanding. Teacher rereads or retells the parable using the four-soils teaching slides, emphasizing the seed, the path, rocky ground, thorns, and good soil. Students use gestures or quick sketches to show each soil and discuss: “What happened to the seed in each place?” Check understanding by inviting pairs to retell the story in their own words.

4. 22–32 min · Partner sequencing task. Teacher forms 10 pairs and distributes the Parable of the Sower foldable and sequencing page. Partners cut, arrange, or number the four soil events in order, then complete the “good soil” section with two actions such as listening, praying, forgiving, helping, or choosing what is right. Provide a quiet movement option: one partner collects materials while the other begins. Students take turns as Reader/Explainer and Checker, then compare their sequence with the sequencing check slide.

5. 32–38 min · Faith vocabulary foldable. Teacher models how to complete the French/English foldable from the worksheet, saying each word aloud and accepting drawings or single words. Students complete the vocabulary panels and choose one word to use in a sentence, for example, “I can écouter God’s Word” or “Je peux prier.” Early finishers add an illustration showing good soil.

6. 38–43 min · Prayer and silent Scripture response. Teacher dims the screen, displays the prayer and silent reflection slide, and leads: “God, help us receive your Word with open hearts.” Allow a brief silence. Students respond privately by drawing or writing one sentence: “This week I can be good soil by…” Students may write in French, English, or both.

7. 43–45 min · Share and exit check. Teacher invites two or three voluntary responses and asks students to show a thumb, sideways thumb, or down thumb for confidence. Students hand in the worksheet or show the completed foldable and state one message from the parable before transitioning.

Resources

• Bible or child-friendly Scripture text featuring Mark 4:1–20
• Pages 18–21 of the Rooted in Faith student text
• the complete Scripture, teaching, activity, prayer, and review deck
• the bilingual vocabulary, sequencing, and reflection worksheet
• Scissors, glue sticks, pencils, crayons, and coloured paper
• Board or chart paper
• Optional timer and quiet instrumental music for the reflection

Assessment

• Listen to partner retellings and check whether students identify the four soils, the seed, and the central message.
• Review sequencing, vocabulary, and “good soil” responses on the worksheet; conference briefly with students who need prompting.
• Use the final confidence signal and silent response to assess listening comprehension, personal connection, and next steps.

Differentiation

• Provide picture-supported vocabulary, oral directions, repeated readings, sentence starters, and permission to respond through drawing, French, English, or a combination.
• Pair students intentionally; give the less-fluent reader the option to listen first, rehearse orally, and use the completed word bank.
• For students needing movement or attention support, assign purposeful jobs such as materials manager, sequence checker, or slide pointer; use a visible timer, short directions, and a designated standing workspace.
• Extend confident learners by asking them to explain how two different “soils” might appear in a real-life situation and support their answer with details from the passage.