Jesus Walks Water

WALT (We Are Learning To)

• Understand and retell the story of Jesus walking on water.
• Identify key events and emotions in the story.
• Represent story elements through drawing a storyboard.

Curriculum for Excellence Links

Religious and Moral Education (RME) Level 1

• I can talk about some Christian values and stories and how they make a difference to people's lives.
• Experiences and outcomes:
  • SOC 0-05a: I explore stories and other texts from the Bible and remember some of the main events.
  • SOC 0-06a: I can communicate my own thoughts and ideas about my experiences and stories I have listened to, through talking, role play and drawing.

Success Criteria

• I can listen carefully to the story on the PowerPoint.
• I can watch and recall important parts from the video.
• I can draw a sequence of pictures to show the order of the story.
• I can use my own words to talk about what happens in the story.

Lesson Structure (45 minutes)

1. Introduction & Context (5 minutes)

• Begin by briefly discussing water and boats to activate prior knowledge.
• Ask: "Have you ever been on a boat or near water? How did it feel?"
• Introduce Jesus as a kind and caring person who did amazing things.

2. Reading the Story (PowerPoint) (10 minutes)

• Display a carefully prepared PowerPoint telling the story of Jesus walking on water in simple language.
• Use dyslexia-friendly fonts (e.g., OpenDyslexic or Arial), large font size, and clear images.
• Read aloud with varied intonation and pauses to support understanding.
• Pause after each slide to check comprehension by asking simple questions like “What happened here?” or “How do you think the disciples felt?”

3. Watching the Video (7 minutes)

• Show a short, animated or child-friendly video adaptation of Jesus walking on water (no sound or use subtitles if noisy, for accessibility).
• After the video, engage the class with questions like:
  • “What did Jesus do?”
  • “Why did Peter get scared?”
  • “What can we learn from this story?”

4. Storyboard Drawing Activity (18 minutes)

• Explain: “You are going to draw the story in four parts, showing what happens first, next, then, and at the end.”
• Provide storyboards with four large empty boxes for drawing.
• Encourage children to focus on key moments (Jesus on water, Peter stepping out, Peter scared, Jesus helping).
• Support voice-to-text tools or scribe if needed for children who find drawing or writing challenging.
• Use prompts and scaffolding phrases on the board:
  • “First…”, “Next…”, “Then…”, “Finally…”

5. Sharing and Reflection (5 minutes)

• Allow children to share their storyboards in pairs or small groups.
• Encourage them to explain their drawings using simple sentences.
• Teacher to provide positive feedback, reinforcing understanding and confidence.

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Differentiation Strategies

• Support learners: Provide structured sentence starters for storyboard captions; pair them with a buddy; use tactile story props.
• Challenge learners: Invite them to add speech bubbles or write simple sentences describing feelings or thoughts of the characters.
• Dyslexia support: Use coloured overlays or backgrounds for storyboards; ensure PowerPoint uses dyslexia-friendly fonts and spacing; give verbal instructions reinforced with visuals.

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Extension Activity (If time permits or for advanced learners)

• Create a simple role-play of the story in small groups using props such as blue fabric for water.
• Encourage children to express characters’ emotions through voice tone or facial expressions.
• Alternatively, ask children to imagine and draw what might happen next after Jesus and the disciples reached the shore.

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Resources Needed

• PowerPoint presentation with dyslexia-friendly design.
• Device and projector for video.
• Printed storyboards with four boxes per student.
• Coloured pencils, crayons, or markers.
• Optional: props (blue cloth, toy boat) for extension role play.

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Assessment for Learning

• Observe participation during discussions and video reflection.
• Review completeness and understanding evident in storyboards.
• Note ability to sequence correctly and use of personal expression when sharing.
• Use oral questioning to gauge comprehension and emotional connection.

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This plan aims to meet the Curriculum for Excellence by embedding spiritual and moral development, language skills, and creative expression aligned with Level 1 RME outcomes. It balances listening, visual media, and expressive arts with inclusive strategies, providing a multi-sensory learning experience tailored for young learners in a Scottish context.