Two Builders’ Choices

Context

Class: Year 3 (7-8 years old)
Subject: Religious Education
Duration: 40 minutes
Class Size: 30 students
Curriculum: Curriculum for Excellence (CfE) - Scotland

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WALT

We are learning to analyse the story of two builders by exploring the characters’ choices and motivations, developing empathy, and understanding different perspectives to solve problems.

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Success Criteria

• I can retell the story of the two builders in my own words.
• I can identify and explain why each builder made their choices.
• I can show understanding of different points of view.
• I can describe how determination and perspective help in solving problems.

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CfE Relevant Experiences and Outcomes (Es and Os)

• Religious and Moral Education (RME):
  • SOC 2-02a: I can explore stories, practices and traditions associated with Christianity (including the Bible), other world religions and secular philosophies, and can discuss similarities and differences.
  • RME 2-07a: Through exploring religious stories, I can reflect on beliefs and values and how they impact on decisions.
• Literacy and English:
  • LIT 2-04a: I can show my understanding of what I listen to or watch by identifying the purpose, main points and supporting detail.

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Resources

• Storybook or printed text of The Parable of the Two Builders (dyslexia-friendly printed format: large font, sans-serif typeface, coloured paper)
• Large paper or whiteboard for mind mapping
• Role-play props (hats, tool belts, toy building blocks)
• Empathy cards (simple character cards describing feelings and motivations)
• Drawing materials: paper, crayons, markers

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Lesson Outline

1. Introduction (5 minutes)

• Begin by activating prior knowledge: “Have you ever had to build something or make an important choice? What did you do?”
• Introduce the story: The Parable of the Two Builders (Matthew 7:24-27 simplified), focusing on the two builders—one who built on rock, one on sand.
• Explain WALT and share success criteria.

2. Story Time and Comprehension (10 minutes)

• Read the story aloud, using a dyslexia-friendly format and clear expressive tone.
• After reading, ask key questions:
  • What did each builder decide to do?
  • Why do you think each made their choice?
  • What happened after the rain came?
• Use a mind map on the board to list builders’ choices and consequences.

3. Empathy and Role Play (15 minutes)

• Divide the class into two groups of 15, assign each group one builder’s perspective.
• Hand out empathy cards explaining the builder’s feelings, challenges, and motivations.
• Each group will spend 5 minutes discussing “Why did our builder choose to build on rock or sand?” focusing on determination and viewpoint.
• Groups then role-play their builder making their decision, explaining their thoughts aloud.
• Afterwards, discuss as a class how each perspective shows different problem-solving approaches.

4. Reflection and Critical Thinking (5 minutes)

• Pose reflective questions:
  • How do different perspectives help solve problems?
  • How does determination help when things are difficult?
• Have students sketch or write one sentence about what they learned regarding choices and solving problems from different viewpoints.

5. Plenary and Assessment (5 minutes)

• Invite students to share their reflections with a partner or the class.
• Use a thumbs-up/thumbs-down quick quiz on success criteria questions to assess understanding.
• Highlight next steps and connect learning to their own experiences.

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Differentiation Strategies

• For learners with additional support needs:
  • Provide empathy cards with simple language and pictures.
  • Allow more time for group discussions.
  • Use paired reading to support dyslexic students.
  • Provide story audio version for auditory learners or those with reading difficulties.
• For advanced learners:
  • Challenge them to write or explain a short paragraph on how the story could have different endings if builders made different choices.
  • Encourage deeper debate on what “strong foundations” mean beyond building houses, e.g. in friendships or learning.

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Extension Activities

• Create a class mural illustrating the story’s builders and the rainstorm, showing cause and effect visually.
• Write a short diary entry from the perspective of either builder reflecting on their decision and what they might do differently next time.
• Explore other parables or stories from different faiths or cultures that teach about choices and consequences.

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Dyslexia-Friendly Reading Options

• Use a sans-serif font such as Arial or Comic Sans, minimum size 14pt.
• Print text on pastel-coloured paper to reduce glare.
• Include lots of spacing between lines and paragraphs.
• Use clear, concise sentences.
• Provide an audio recording of the story for students to listen to alongside reading.

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This detailed lesson provides a rich exploration of the story of two builders, enabling Year 3 pupils to practise empathy, critical thinking, and understanding perspectives—explicitly aligned with Curriculum for Excellence outcomes in Religious Education and Literacy. The variety of activities caters for diverse learners, ensuring engagement and deep understanding!