RELIGIOUS EDUCATION

Forward Planning Document

PRIMARY, 2018
Unit Title: EDUC3619 – Principles of Primary RE 2

Student Number: 20150138

Student Name: Jessica Retta

Date of Submission: 21st May 2018

Tutor: Rebecca Mola (Thursday, 8.30am)

 PLANNING OVERVIEW – TERM THREE
Year Level Unit Title Salvation Topic Aspect of Human Development
4 Coming to Your Table Eucharist The gift of loving the differences of the human person.
Overview – explanation of the content of the unit and how it explores the Salvation Topic and development of the Human Person
‘Coming to Your Table’ focusses on preparing Year Four students for their first Holy Communion. The unit begins by instilling a sense of curiosity, wonder and awe in students
about the differences between people in the classroom and wider community. Students investigate what makes people different from one another, including cultures different from
their own and recognise the importance of respecting and caring for everyone, just as Jesus did. They develop an appreciation for the creator of all beings and understand how He
showed His love for each and every one of us. The unit delves into God’s ability to create everyone different and unique, meaning He thought of each individual as being special,
worthy and most importantly, different.

Students explore the ways in which Jesus bought and continues to bring together a community of worshippers to God, a source of unity brought about in Holy Communion. By
learning about the Last Supper and receiving Holy Communion, each child understands the unique gift God has given each of us. As a result, the more someone celebrates the
Eucharist, the more those around them are able to see and feel God’s love for each of us, regardless of our physical and cultural differences.

The two key elements of the Eucharistic celebration are discussed and explored in detail. The bread and wine feature in the celebration as symbols of unity in Body and Blood,
celebrating the sacrifice made by Jesus in His life and death. As recipients of the bread and wine, the followers of Christ remember that we are each strengthened by the love of God
and this represents the miracle performed by Jesus at the Last Supper. To understand this miracle and how the Eucharist is celebrated today, students need to understand the two parts
of the Mass. The first part, or ‘The Liturgy of the Word’ and the second, ‘The Liturgy of the Eucharist’, along with the key components within each part are explored in detail to help
followers of Jesus share in the message of Christ. In addition to learning the keywords said during the Holy Communion, students will delve into the stories from the Bible which call
on them to love everyone and appreciate the gift given to them in the Eucharist.
Key Understandings and Learning Points
A. Wondering at God who Created People’s Bodies B. The Promise of Christian Salvation C. Christian Response
Different. B1. Jesus loved everyone regardless of physical C1. Catholics celebrate the Eucharist
A1. Wondering at our bodies which are different. Differences. C1.1 Compare the symbolism of the bread and wine to
A1.1 Expresses wonder at the differences in B1.1 Describes ways in which Jesus showed love many people forming one body.
people’s bodies. regardless of physical differences.
C2. God’s family celebrates the Eucharist
A2. Wondering at God who created our bodies B2. Jesus draws members of God’s family close to C2.1 Names the elements in the Liturgy of the Word
different. Him through the Eucharist. and the Liturgy of the Eucharist.
A2.1 Expresses wonder at God who created bodies B2.1 Explains the meaning of John 6:56 C2.2 Memorises responses, gestures and prayers used
Different. B2.2 Reports how the world would be different if during the Mass.
people drew closer to Jesus by receiving Him in C2.3 States:
A3. Attribute: God loves each of us personally. Holy Communion.  The words of the priest at the Consecration
A3.1 Celebrates God who loves each of us personally.  The words said before receiving Holy Communion

C3. Christians are called to love everyone as ‘another

self’
C3.1 Identifies ways in which Christians love everyone
as ‘another self’.
C3.2 States ways in which people fail to behave as
Jesus taught.
 C4. Continuing to wonder at how Jesus strengthens
His followers to love every human individual
regardless of physical differences.
C4.1 Reviews and expresses the main ideas of the unit.
Links to General Capabilities
Literacy Numeracy ICT Capabilities Critical and Creative Ethical Personal Competency Intercultural
Thinking behaviour Understanding
Use Speaking and Students use ComicLife to Students evaluate ways people Students work in pairs, small Pose wonder questions about
Listening skills when sequence drawn images can fail to love other as Jesus groups and as a class for the differences in people
contributing to discussions reflecting one of the Bible did. Being critical of this collaborative work. around the world.
and reflecting on other stories which demonstrate how information, students identify
students ideas. Jesus showed love and respect ways to solve this issues by Students should appreciate Identify the ways people
for everyone. replacing it with a positive and encourage group members from different cultures look
Write a persuasive letter action. when they give a response or and speak which may be
the school principal iMovie is used to create a short contribute to a group project. different to them.
outlining a criteria for video outlining a scenario of Students use their imagination
behaving in a way Jesus ways people can love others in and creative abilities to present Students develop a sense of Identify sources as difference
taught. the community, just as Jesus gathered information. For empathy for those in the as an asset to society and a
did. example, they develop a poster images which show ways in way of coming together,
Students reflect on a to show ways in which people which people have been unity as ‘one’ group.
variety of literature Wordle is used as a can be draw closer to God treated unjustly. The activity
sources, both fiction and brainstorming tool to identify through Holy Communion. is used to develop self-
non-fiction, visual and the growth in learning from the Dependent on their learning awareness on the students
written throughout the beginning to end of the styles, the children are given actions.
unit. teaching and learning. ‘free range’ to present their
poster.
Spiritual Capabilities Examples of how this capability can be Religious Capabilities Examples of how these capabilities can be
found in the unit. found in the unit.
Prudence: Right Choices 1. Identify wonder questions people Faith: 1. Identify and memorise prayers, actions and
1. To wonder and become awe-filled ask about the difference between 1. To search for God and become mystified by gestures used during Holy Communion. For
2. To search beyond and become wise other’s bodies and who created us as God example: The Lamb of God Prayer, when to
Justice: Right Relationships unique individuals. 2. To serve God and become God’s witness sit, stand or kneel and the Eucharistic
3. To relate and become loving 2. To search for answers within 3. To worship God and become reverent Acclamation.
4. To regret and become forgiving literature – fiction and non-fiction, Hope: 1. Write thanksgiving prayers and Prayers of
Fortitude: Inner Strength visual and written to answer class 4. To trust and become hope-filled by God the Faithful for their Holy Communion.
5. To dare and become resilient generated wonder questions. 5. To repent and become redeemed by God 4. Pose questions about ways in which people
can show love for one another and
6. To yearn and become good 3. Role play the ways Jesus showed 6. To follow and become a missionary disciple
brainstorm ideas.
Temperance: Moderation love to others from Bible stories. of Jesus
4. They compare and contrast ways
7. To fast and become grateful 8. Providing students with Charity: people show love and those action that do not
8. To meditate and become peaceful opportunities to 7. To give and become charitable like God show respect and love for others.
9. To enjoy life and become happy self-reflect during prayer. 8. To act justly and become merciful like God 7. Discuss the ways Jesus showed love towards
9. To respect all people and become tolerant of others. Identify ways the student can show
others’ beliefs love, compassion and empathy towards those
in need.
LEARNING AND TEACHING PROGRAM
Evaluation &
Week Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5
Assessment
A1.1 – Expresses wonder at A1.1- Reflect on idea that A2.1 – Expresses wonder at A2.1 - Discuss what the A3.1 – Celebrates God A1.1 – W1, L1
1 the differences in people’s people all over the world are God who created bodies world would be like if every who loves each of us Type:
bodies. The teacher reads the different from one another, different. person was created to look, personally. Diagnostic
text ‘Whoever You Are’ by making each of us unique. Use the wonder questions: I act and feel the same way. Recall the learning from Strategy:
Mem Fox. Discuss all the Students use magazines to wonder who planned that Display the words from lessons 1-4. Refer to the Group
ways in which people all find one picture showing our bodies would be different Genesis 1:26-27 on the IWB. brainstorm and class Conferencing
over the world are different how people are different from one another. I wonder displays create during
from one another. Identify from one another. why God created us all The teacher reads the this time. A2.1 – W1, L4
sources of diversity as different and unique. scripture piece and then Type:
differences in… Physical In a sharing circle, each gives students two-minutes Listen to the song ‘Just Formative
appearance, our senses, student gives a brief In small groups, identify of silent reflection. the Way You Are by Ali Strategy:
physical skills, changing description of the image they reasons why we were all Discuss what God must be Auburn’ (Source 2) . Checklist
bodies with age and culture found and how it shows created as individuals rather like if he wanted to create us Discuss the reflections
as well as physical abilities. diversity among people. than being all the same. all different from one students had from the A3.1 – W1, L5
Write each reason onto an another. song and identify the Type:
Create a list of two to three The children then use a index card. Gather on the greatest reason God Formative
wonder questions to explore variety of magazines and mat and bundle the reasons Students create a ‘hanging created our bodies Strategy:
during the brainstorm images collected to show the together to see which groups mobile’ of words that reflect different from one Self-
activity. differences between people. thought of similar and on the scripture reading and another. assessment
For example: I wonder how Sort, cut and glue around an different ideas. As a class, the wonder question. He wanted each of use to
everyone in this class is A3 image of the world. make a list of the reasons know that each of us is
different from one another. identified, making a chart for The base structure of the special to Him.
I wonder why everyone is Create a title for their piece the classroom display. mobile will consist of a coat
different. and reflect on what they have hanger with a cloud at the Create a self-portrait with
collected and represented in Look at the variety of ideas top. Students will write or the activity sheet which
In groups of three, complete their collage. Write one made by the students and draw a reflection from the reads ‘I am a child of
a Y-chart focussing on the wonder question at the discuss how God made us in scripture reading. Then, on God’ (Source 3). Draw an
statement ‘Everyone Is bottom of their collage. a way that means we all smaller clouds, students will image/representation of
Different’. Investigate the think differently and write or draw words/images themselves and write
‘looks like’, ‘sounds like’ Reflect on the statement, “In appreciate the ideas of that show who and why they words in the frame of
and ‘feels like’. diversity there is beauty and others. . believe everyone has been ways God knows they are
Groups share with the there is strength” (Maya made different. different.
teacher what they have found Angelou), writing one Write a prayer to God
(in a conference) important point on an index thanking Him for creating a Conclude with the prayer - Conclude by using one of
card and placing it in the world of diversity, making God Knows My Name. the students prayers from
Conclude by reflecting on ‘difference delivery box’. everyone individual and (Based on Isaiah 43:1b, 4a lesson 3. Using the echo
the song – Lanny Sherwin’s special. Resource Sheet 1, p.73) reading strategy, read out
‘Everyone Is Different’. each statement/sentence
(Source 1) and then students repeat.
 B1.1 – Describes ways in B1.1 – Formal Assessment B2.1 – Explains a B2.2 – Reports how the B2.2- The teacher B1.1 – W2,
2 which Jesus showed love Use a sharing circle, with meaning of John 6:56. world would be different should hang the posters L1
regardless of physical pairs explaining what they Explain students how if people drew close to up from the previous Type:
differences. The teacher is found from reading a parents or friends seek to Jesus by receiving Him in lessons. Complete a Formative
to read a selection of Bible particular Bible story. deepen the love between Holy Communion. gallery walk to view the Strategy:
stories where Jesus showed “From Luke 5:12-14 (the them, drawing them closer Explain to students that in posters made by other Rubric
love and respect for others. Bible story investigated, we to each other. the past people could see members of the class.
 Matthew 19:13-15 found that…..”. Discuss some examples of Jesus as a physical person This may assist students B2.1 – W2,
 Luke 5:12-14 students experiences. What and this connected them all. in understanding ‘how L3
 Mark 7:31-37 Using the comic strip from might these people do to Now, we receive him in the world would be Type:
 Luke 10:29-37 another group created in the draw them close? Holy Communion, which different’ from the Formative
Discuss with students the previous lesson, students means God’s family are perspective of their Strategy:
recurring theme from the write a postcard to a family Jesus wants to be close to drawn closer together. peers and give more Anecdotal
stories (Jesus showed love member as if you were the people also, so he invites examples. notes/making
to everyone). person who Jesus helped. them to become a part of Pose the question to comments on
Students are given on of Identify the Bible story God’s family – the Church. students “What would the Students complete a student work.
these stories, as well as a Jesus assisted you in, world be like if everyone journal response to the
collection of others. They describe the events of why Read to students the drew closer to Jesus by question “What would B2.2 – W2,
reflect upon the story and you needed help from Jesus scripture piece… receiving him in Holy the world be like if L5
create a comic strip using and explain how you felt “Whoever eats my flesh Communion?” everyone drew closer to Type:
drawings, sequencing the after Jesus showed you and drinks my blood lives Think-pair-share to provide Jesus by receiving him Formative
events as outlined in the compassion, empathy and in me and I live in that some answers. in Holy Communion?”. Strategy:
story. Take a photo of each love. person” Discuss with students that Include a reflection on Peer-
picture drawn and upload Place the post card into the Discuss as a class what the this might be things that how they will be drawn assessment
them into the app mailbox ready for delivery. meaning of this might be. people do which everyone closer to Jesus after their (Two stars and
ComicLife. Write a short (Source 5) Think-pair-share and can join in on, first Holy Communion a wish)
explanation of the way in brainstorm these ideas on greeting/words and actions. and ways they can
which Jesus showed love to Discuss the importance of the board. continue to stay
the person in the story. not only Jesus showing Students work in groups of connected to Jesus.
love for everyone, but for Create a bookmark with the three to create a poster
Listen to the song ‘Love us all to show love and words “I live in everyone demonstrating what the Gather in a sharing
One Another’ by Dakota respect for the people who receives me in Holy world might look like and circle, “Thank you
Pyle (Source 4) around us. Identify ways Communion” on the base. feel like if everyone made a Jesus, for drawing
we can show love to those Students write or draw conscious effort to draw people close in Holy
Conclude with a prayer in our classroom and what they understand by themselves closer to Jesus. Communion” then one
“Thank you Jesus for school. these words. (they can draw, write, find student at a time would
showing love towards pictures in magazines etc.) say a way the world
everyone without Read John 6:55-57. Discuss could be different if
judgement of our if this changes the child’s Share with others, how the people received Jesus in
differences, Amen” perception of the words. group presented their Holy Communion.
Reflect silently. answer to the question. Repeat “Thank you….”
 C1.1 – Compares the C1.1 – Watch the video – C2.1 – Names the Formal assessment C2.2 – Formal C1.1 – W3,
3 symbolism of the bread The Last Supper (Source 6) elements in the Liturgy of C2.2- Memorises assessment L2
and wine to many people Identify and discuss the the Word and Liturgy of responses, gestures and Watch the video with Type:
forming one body. importance of the words the Eucharist prayers used during the children from another Formative
In groups of three, students “Do this in remembrance of Read the text “We Mass. Parish receiving their Strategy:
create a procedural writing me” as Jesus’s way of Celebrate the Eucharist”, Discuss with students that Holy Communion. Self-
piece outlining the process repeating the miracle from identifying the key symbols they should know some of assessment
of making bread or wine. the Last Supper now during from the text that students the prayer said during their Liturgy of the Word.
Students add diagrams or each mass. will see on the day of their first Holy Communion Run through with C2.1 – W3,
draw pictures for each step. Holy Communion. Celebration. students the readings L3
Students dress up using the from the Bible that will Type:
Discuss how Jesus used the clothing/costumes Students gather on the mat Within the Introductory be used on the day of Formative
bread and wine as the provided. The teacher to set and the teacher uses the Rite, the priest will say… their first Holy Strategy:
Eucharist to draw people up an area where a table Godly Play – Parts of the Discuss that students will Communion. Checklist
together, forming ‘one’ as cloth to be placed on the Mass to explain to students need to respond to the Questions can be asked
this was his body and blood mat for students to sit the four key parts to the priest… about the readings if a C2.2 – W3,
(reinforce that the bread around. Role play the Last mass – The Introductory Lord Jesus, you feed us word or phrase is L4&5
and wine are not literally Supper (Jesus sharing a Rite, The liturgy of the with your Body and Blood misunderstood by the W4, L1
his body and blood). special meal with his Word, The Liturgy of the Lord, have mercy students. Type:
Explain that during the Last Friends), with students Eucharist and the R: Lord, have mercy Formative
Supper, Jesus ‘transformed’ playing particular roles. Concluding Rite. Lord Jesus, you saved us by Students discuss why Strategy:
his body and blood into (Source 7 ) your death on the cross. receiving their Holy Work samples
bread and wine to share The teacher should film the Christ, have Mercy Communion is so to identify
with the disciples, giving role play so students can In groups of three, the R: Christ, have mercy special. those who
himself to them. rewatch it and discuss the students reflect on the Lord Jesus, you make us do/do not
importance of their first Godly play and using sharers in your life. Write the Prayers of the know the
Show students an image of Holy Communion, as they flashcards, place the parts Lord, have mercy Faithful. words from
people receive the will be sharing in the of the Mass in order. Feed R: Lord, have mercy Students reflect what the Holy
Eucharist. Explain how miracle performed at the these to students in small Discuss the gestures they have learnt so far in Communion
these people all look Last Supper. groups, so they are not (standing) during this time. the unit about receiving Mass.
different but are still are all overwhelmed by each part. their Holy Communion.
there in unity. Take a photo of each of the Teacher to cut the
four parts and upload them Penitential Rite into strips
Teacher to read Luke 22:8- to BookCreator. and the students place it in
13; 17-20 with music in order.
background. Students
silently reflect at the In pairs, glue the Penitential
conclusion of the reading. Rite onto paper. Decorate
with the symbols and
pictures used during the
Eucharistic celebration.
 Formal assessment C2.3- States the words of C3.1 – Identifies ways in C3.1 – C3.2 – States ways in C3.1 – W4,
4 C2.2- Liturgy of the the priest at the which Christians love Create a poster which which people fail to L4
Eucharist Consecration and the everyone as ‘another self’. shows the way in which behave as Jesus taught. Type:
Explain to students to words said before receiving Brainstorm ways we can people should treat others. Identify a list of ways in Formative
purpose of kneeling during Holy Communion. love others in our Use the statement “God which people can fail to Strategy:
the Mass. Invite the Parish Priest into community and around the wants us to love each other, love other as Jesus did Observations
Model the way we kneel, the classroom to discuss with world as Jesus did. regardless of our and taught on one side and anecdotal
with our backs straight and students with actions and differences by…” of a T-chart. notes.
our hands together. words during the Discuss the importance of
Consecration. the second of the Two Students can take photos of Students write one way
Use the following activities Great Commandments one another and draw in which people can
as two rotations (10 – 15 On an outline of a hand, “You must love your
mins at each) students should write on speech bubble for these ‘reverse’ this behaviour
neighbour as yourself” ways. with a positive one on
Eucharistic Acclamation – each finger the key words the
identify the prayer that will priest will say during their the opposite side.
be used during the students first Holy Communion that Create a role play in small Share these with other
Holy Communion. they need to understand for groups, of a situation where groups and discuss the Share as a whole class,
Students receive a set of that day. we can show love towards similarities and differences examples of behaviours
flashcards, with the Thumb – The words at the another person. between the posters. Write students discussed as
acclamation repeated in Consecration Write a script to hand in a list of ‘class rules’ that being ‘against what
segments. They halve the “This is my Body” and use iMovie to create a can be used to reflect on Jesus taught’ and the
pack and play ‘Go Fish’. “This is my Blood” short explanation of their how we should treat one process of getting to an
One at a time, the student “Do this in remembrance of role play. Students can another. outcome where Jesus
places the next segment of me” include a narrator, who tells would be happy with
the acclamation. If they do Index – Eucharistic the story, or have a series of Conclude by listening and their choice/decision.
not have the next section, Acclamation used on the day short video/photo clips reflecting upon the entrance
they say, ‘go fish’ and their of their Holy Communion. which explain the ways we song which will be used
partner can place their card Middle – Sign of Peace and can show respect and love during the students Holy
down. Lamb of God for others. Communion
Ring – Roman centurion’s (Students can use the ideas “Break the Bread –
Students create a ‘Lamb of statement of unworthiness that were discussed during Communion Song”
God’, using a template and “Lord, I am not worthy to the brainstorming session, (Source 9)
cotton wool. Write the receive you, but only say the while they can also include
prayer into the love heart word and I shall be healed. their own).
template the sheep will be Pinky – The words the priest Students share one
stuck onto. Cotton wool is will say when the student reflection they had during
Thanksgiving Prayer to the song.
then used to stick onto the stands to receive the
body of the sheep. Eucharist and the response God, thanking Him for
(Source 8) from the student. showing us how to love
Conclude with prayer: others just as we love
Read the ‘Prayers of the ourselves.
Faithful’ as chosen from the
students creations.
 C3.2 – C3.2 – C4.1 – Reviews and C4.1 – Formal C4.1 – C3.2 – W5,
5 Examine ways in which Create a set of criteria expresses the main ideas Assessment Students play Holy L2
people have been treated which should be used as a of the unit. Students write a journal Communion Bingo. This Type:
unfairly. whole school policy when Students create a Wordle, entry which reflects the has key prayers, words, Formative
working and playing with to brainstorm all the ideas teaching and learning over symbols and actions that Strategy:
Review a series of images others inside the classroom they have learnt about the unit, in particular the students need to Individual
that show people being and in the playground. This during the unit. This will be strategies they will put into recall for their Holy Conferencing
treated unjustly. Discuss criteria will be in line with a reflection of the teaching place to ensure they treat Communion.
why this is not a way Jesus the students understanding and learning from A1, right everyone as they should be
would have shown love and of how Jesus wants through to C3, with a focus treated, regardless of the Each student receives a C4.1 – W5,
respect for everyone everyone to treat one on the way in which we, as differences of people. game board which has a L4
regardless of their cultural another. apart of God’s family can different selection of Type:
or physical differences. continue to reflect God in Provide students with an key elements to the Summative
Write a persuasive letter to the choices made. opportunity for them to Mass. As the teacher Strategy:
Glue this photo onto an A3 the school principal, express how they are reads the prayer or Rubric.
piece of paper and put a red outlining the new criteria Identify the key words used feeling about getting closer models the action,
cross through the middle. that should be put into to continue loving one to the date for their First students place a counter
Students then draw, paint, place. another regardless of the Holy Communion. on the game board if
use crayon etc to create an differences within the they have a tile which
image which shows how community and around the The children can also write corresponds. Once a
this situation has been world. any wonder questions they student has four in a
reversed. Students can still have before their first row, the call ‘BINGO’.
write a short summary at Holy Communion. (Source 10)
the base of the picture,
describing how the new Conclude with a prayer:
image they have created Refresh students
shows the behaviours Jesus memory on the Lord’s
taught and would Prayer.
encourage amongst those in
God’s family.
SCRIPTURE USED THROUGHOUT THE UNIT:
SCRIPTURE REFERENCE: SCRIPTURE READING:
Genesis 1:26-27 Then God said, “Let us make mankind in our image, in our likeness, so that they
may rule over the fish in the sea and the birds in the sky, over the livestock and all
the wild animals, and over all the creatures that move along the ground.”
So, God created mankind in his own image, in the image of God he created them;
male and female he created them.
Matthew 19:13-15 Then people brought little children to Jesus for him to place his hands on them and
pray for them. But the disciples rebuked them.
Jesus said, “Let the little children come to me, and do not hinder them, for the
kingdom of heaven belongs to such as these.” When he had placed his hands on
them, he went on from there.

Mark 7:31-37 Then Jesus left the vicinity of Tyre and went through Sidon, down to the Sea of
Galilee and into the region of the Decapolis.[a] There some people brought to him a
man who was deaf and could hardly talk, and they begged Jesus to place his hand
on him.
After he took him aside, away from the crowd, Jesus put his fingers into the man’s
ears. Then he spit and touched the man’s tongue. He looked up to heaven and with
a deep sigh said to him, “Ephphatha!” (which means “Be opened!”). At this, the
man’s ears were opened, his tongue was loosened and he began to speak plainly.
Jesus commanded them not to tell anyone. But the more he did so, the more they
kept talking about it. People were overwhelmed with amazement. “He has done
everything well,” they said. “He even makes the deaf hear and the mute speak.

Luke 5:12-14 While Jesus was in one of the towns, a man came along who was covered with
leprosy.[a] When he saw Jesus, he fell with his face to the ground and begged him,
“Lord, if you are willing, you can make me clean.”
Jesus reached out his hand and touched the man. “I am willing,” he said. “Be
clean!” And immediately the leprosy left him.
Then Jesus ordered him, “Don’t tell anyone, but go, show yourself to the priest and
offer the sacrifices that Moses commanded for your cleansing, as a testimony to
them.”
Luke 10:29-37 But he wanted to justify himself, so he asked Jesus, “And who is my neighbour?”
In reply Jesus said: “A man was going down from Jerusalem to Jericho, when he
was attacked by robbers. They stripped him of his clothes, beat him and went
away, leaving him half dead. A priest happened to be going down the same road,
and when he saw the man, he passed by on the other side. So too, a Levite, when
he came to the place and saw him, passed by on the other side. But a Samaritan, as
he travelled, came where the man was; and when he saw him, he took pity on
him. He went to him and bandaged his wounds, pouring on oil and wine. Then he
put the man on his own donkey, brought him to an inn and took care of him. The
next day he took out two denarii[ and gave them to the innkeeper. ‘Look after him,’
he said, ‘and when I return, I will reimburse you for any extra expense you may
have.’
“Which of these three do you think was a neighbour to the man who fell into the
hands of robbers?”. The expert in the law replied, “The one who had mercy on
him”. Jesus told him, “Go and do likewise.”
Luke 22:8-13 Jesus sent Peter and John, saying, “Go and make preparations for us to eat the
Passover.”
“Where do you want us to prepare for it?” they asked. He replied, “As you enter
the city, a man carrying a jar of water will meet you. Follow him to the house that
he enters, and say to the owner of the house, ‘The Teacher asks: Where is the
guest room, where I may eat the Passover with my disciples?’ He will show you a
large room upstairs, all furnished. Make preparations there.”
They left and found things just as Jesus had told them. So they prepared the
Passover.
Luke 22:17-20 After taking the cup, he gave thanks and said, “Take this and divide it among you.
For I tell you I will not drink again from the fruit of the vine until the kingdom of
God comes.” And he took bread, gave thanks and broke it, and gave it to them,
saying, “This is my body given for you; do this in remembrance of me.” In the same
way, after the supper he took the cup, saying, “This cup is the new covenant in my
blood, which is poured out for you”.
John 6:56 Whoever eats my flesh and drinks my blood remains in me, and I in them
John 6:55-57 For my flesh is real food and my blood is real drink. Whoever eats my flesh and
drinks my blood remains in me, and I in them. Just as the living Father sent me and
I live because of the Father, so the one who feeds on me will live because of me.
Assessment piece: Week 2, Lesson 1 – B1.1: Describes ways in which Jesus showed love regardless of physical differences
Students have read a story from the Bible which shows the love and kindness, generosity and empathy shown towards someone in need. Jesus does not discriminate against
people who have physical differences to him. Once students have read their chosen Bible story, they have to create a comic which shows the progression and sequence of
events as outlined in the story. The students are required to draw at least four frames to the story. The teacher will be looking for whether the student includes the scripture
reference and title to the story, in addition to whether the students can identify the person in the story that Jesus is helping. The students will take a photo of their draws and
place them in Comic Life, an app which allows the students to add text or bubbles showing speech. This will demonstrate to the teacher each student’s level of understanding
to the story, in addition to whether they have critically examined and inferred from the event. At the base of their comic strip, students should write a short explanation of how
Jesus showed love towards the other person and write a brief reflection on how the person in the reading must have felt after Jesus helped them and disregarded their physical
differences.

EXAMPLE OF THE ACTIVITY SHEET THE CHILDREN WOULD BE GIVEN:

YOUR TASK:
Using the Bible story you have chosen, reflect on the love and kindness, generosity and empathy Jesus showed towards the main character in
the reading. Sequence the events from that reading to create a comic strip, drawing individual pictures that show what happened. You need to
create a comic strip with at least four frames, each showing a different event/perspective from the reading.

You can also write short phrases in the frames such as the title of the scripture story or the scripture reference to help
explain what is happening. Once you have sequenced and drawn images to show the event, take a photo of each and create
a digital comic strip on Comic Life. At the bottom of your comic strip add a text box and explain how Jesus is showing love
towards another without thinking about how they might be different, while also reflecting and giving a short response to
the question “How do you think the person Jesus helped must be feeling?”.
STUDENTS WILL BE MARKED USING THE FOLLOWING RUBRIC:

Coming to Your Table:

B – The Promise of Christian Salvation
B1 – Jesus loved everyone regardless of physical differences.
B1.1 – Describes ways in which Jesus showed love regardless of physical differences.

Scripture Reference and Title of Does not include the scripture Includes the scripture reference Includes both the scripture
Bible Story. reference nor a title or the title of the Bible Story. reference and the title of the Bible
Story.
Identify the person in the Bible Does not identify the person Identifies the person Jesus Identifies and makes a connection
Story Jesus showed love to. Jesus showed love. showed love. to the person Jesus showed love
to.
Sequencing of events. Incorrectly sequences the events Sequences all the events Identifies the key elements to the
from the story. correctly. story and sequences them
correctly.
Features of the Comic Strip Does not include four frames in Includes four frames in comic Includes more than four frames in
(minimum of 4 frames) comic strip. strip. comic strip that
Explains how Jesus showed Gives a short, vague explanation Gives an explanation of how Gives a detailed explanation of
love to of how Jesus showed love to the Jesus showed love to the person how Jesus showed love to the
person in the reading. in the reading. person in the reading.
Reflection on feelings. Does not provide a reflection of Provides a reflection on the Provides a reflection on the
the persons feelings from the feelings of the person from the characters feelings and makes a
scripture reading. scripture reading. connection to a time when they
may have felt the same (positive
feeling – after someone showed
love and helped them).
APPENDIX – List of references (APA6 referencing style)

Archdiocese of Perth. (2010). Coming to your table: Eucharist – year 4. Retrieved from https://my.nd.edu.au/sfs

Auburn, A. (2014). Just the way you are [Video File]. Retrieved from https://www.youtube.com/watch?v=Da9esX2nR68

Fox, M. (1997). Whoever you are. New York, NY: Voyager Books.

House of Peace Worship. (2014). Break the bread [Video File]. Retrieved from https://www.youtube.com/watch?v=SA3V3r0cxEc

I Know Heavenly Father Loves Me. (2011). Retrieved from https://ldslessonideas.wordpress.com/tag/lesson-1-i-am-a-child-of-god/

McGunnigle, C., & Hackett, C. (2015). Spiritual and religious capabilities for catholic schools. eJournal of Catholic Education in Australasia, 2(1),

1-30. Retrieved from https://researchonline.nd.edu.au/cgi/viewcontent.cgi?article=1017&context=ecea

Pyle, D. (2014). Love one another [Video File]. Retrieved from https://www.youtube.com/watch?v=p9diFwUly4M

The Catholic Toolbox. (2018). Holy Eucharist Bingo. Retrieved from http://catholicblogger1.blogspot.com.au/2009/03/holy-eucharist-bingo.html

Saddleback Kids. 2017). The story of easter: The last supper [Video File]. Retrieved from https://www.youtube.com/watch?v=SigoALSS1R8

Sherwin, L. (2011). Everyone is different [Video File]. Retrieved from https://www.youtube.com/watch?v=-QSLlEt_LJY

Smith, M. (2015). We celebrate the eucharist big book: Mulgrave, VIC: Garratt Publishing.

ICT TOOLS:

BookCreator Wordle

Comic Life iMovie