Level: 3 Grade: 3

Lent and Easter – A Journey of Hope

In this unit students explore the seasons of Lent and Easter as a journey of Christian
hope. They learn about the symbols, colours, texts and events of these seasons and
what they mean. Throughout the Lenten journey students are supported to take on
acts of service and hope. They examine the events of Holy Week and Easter with a
particular focus on the actions and responses of the characters throughout these
events. Throughout the unit students create a prayer place of symbols, objects, texts
and prayers that take them through their journey from Lent to Easter.

DOCTRINAL FOCUS
In planning to teach this unit the following references from the Catechism of the
Catholic Church and the Compendium of the Catechism of the Catholic Church
are recommended:

#1435 Taking up one's cross each day and following Jesus is the surest way of
penance.
(See Compendium #123 Why does Jesus call upon his disciples to take up their
cross?)

#1437 Reading Sacred Scripture, praying the Our Father – every sincere act of
worship or devotion revives the spirit of conversion and repentance within us and
contributes to the forgiveness of sins.
(See Compendium #301 What forms does penance take in human life?)

#1939 The principle of solidarity, also articulated in terms of ‘friendship’ or ‘social

charity’, is a direct demand of human and Christian brotherhood.
(See Compendium #414 How is human solidarity manifested?)

#1946 The differences among persons belong to God's plan, who wills that we should
need one another. These differences should encourage charity.
(See Compendium #194 What is the communion of saints?)

#1394 By giving himself to us Christ revives our love and enables us to break our
disordered attachments to creatures and root ourselves in him.

SPIRITUAL REFLECTION FOR TEACHERS

Lent is a time of reflection and renewal. It is a time for Christians to consider how they
live the word of God and to renew this living. The Lenten practices of prayer, fasting
and almsgiving are one way in which Christians embody the values of justice,
compassion and generosity and the giving up of oneself. Do these practices have
significance in your life during Lent? How can you live generously and justly during
Lent?

To me, God and compassion are one and the same. Compassion is the joy of sharing.
It's doing small things for the love of each other – just a smile, or carrying a bucket of
water, or showing some simple kindness. These are the small things that make up
compassion. Compassion means trying to share and understand the suffering of
people (Mother Teresa, Blessed Teresa of Calcutta).

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Who are the people in the local and global communities who experience suffering?
How can you enable students to empathise with them this Lent? How can you and
your students be signs of hope and compassion during Lent?

LINKS WITH STUDENTS’ EXPERIENCES

Growing in relationship with another person involves listening, trusting and loving. The
development of students’ relationships with Jesus is influenced by loving, affirming
and positive relationships at home, school and in the local community. How can Jesus
be made real for the students?

At school and the local parish students have been immersed in the story and rituals of
Lent and Easter. What understandings and associations do students have of the Lent
and Easter symbols?

At times the call to love involves giving up our time or possessions for the good of
others. During Lent how can students link their acts of self giving with that of Jesus’
self giving?

EXPLANATION OF SCRIPTURE
Lk 19: 36–38 Palm Sunday
In the previous verse we hear the disciples have put their cloaks on the colt and set
Jesus on it. The others spread their garments on the road, thereby making a triumphal
carpet on which Jesus Christ rode. Luke does not mention spreading branches as the
other Evangelists do – John tells us they were palm branches. This was a happy
scene as the disciples rejoiced. They praised God for all the mighty deeds of power
they had seen. Although Luke does not explain the disciples’ enthusiasm, there
seems no doubt that the multitude saw Jesus’ entry to the city in the light of
Zechariah’s prophecy that Zion’s king would come on an ass’ colt. He was seen as a
King, the Messiah and the Prince of Peace.

Lk 22: 14–23 The Last Supper

The supper begins with Jesus Christ telling his apostles how much he has looked
forward to celebrating this Passover with them. In verses 15 and 16 he tells us he will
not do it (again) until it is fulfilled in the Kingdom of God. Luke has set the Eucharist
explicitly within the context of the Kingdom. Jesus Christ will be present in the
community that celebrates his memorial in the Eucharistic Rite. This will enable the
Church to continue in Jesus’ name the celebration of the hospitality of God that has
been foremost in his mission.

Jesus’ body will be broken in death so that others may find life. His blood will be shed
in death so that others may enter the new covenant of life. All Christians share in the
blessings of that night.

Lk 23: 33–34 Crucifixion and Death

This is the scene of Jesus’ death and crucifixion on the cross. Luke shows us a
solemn tableau with many participants, but Jesus Christ is always the central figure.
By reminding us it is ‘the place of the skull’ we have an image of death and
destruction. Luke merely recounts that they killed him there. The prayer that Jesus
utters is not unusual in Luke’s Gospel as we often see Jesus at prayer in times of trial.
He has forgiven many throughout his ministry – it is fitting that he does it here.

Lk 24: 1–12 The Women Discover the Empty Tomb

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Luke opens his Easter narrative with the coming of the dawn, symbolising a new
beginning. Jesus Christ’s death had completed one part of Luke’s story. Now the
new life of the risen Lord begins. But it does not happen peacefully. Fear,
confusion, disbelief, surprise and amazement are some of the reactions to the
Easter event as depicted in the tradition Luke passes on to us.

In the Jewish culture of the first century women had little legal status and could not
give public witness, yet Luke presents women as the first to remember what Jesus
had taught them about the meaning of his death and resurrection. They were the
first to believe and to proclaim that Jesus Christ had really risen from the dead.
Luke’s account tells us about faith and seeing with the eyes of faith. We must also
look for the risen Lord in life with the eyes of faith.

POSSIBILITIES FOR PRAYER AND WORSHIP

• Decorate the prayer space with purple cloths. Add a bowl of ashes for Ash
Wednesday and the early part of Lent. Prepare a prayer service for Ash
Wednesday:
Leader: As we journey through this season of Lent we pray for strength
to make the changes that are needed in our lives. May we know
that God is with us in every moment, helping us to choose what
is right.
All: Amen.
(Time of quiet reflection)
(Blessing with ashes)
Leader: Turn away from sin and be faithful to the gospel.
Response: Amen.
All: God, your love is never-ending. You know me in my inward
being. You cleanse me from my sin and bring me peace and
happiness.
Leader: Let us enter the season of Lent, ready to follow Jesus Christ.
All: Amen. Thanks be to God!

• During the season of Lent establish a pattern of daily prayer. Daily Prayer Under
the Southern Cross (Elizabeth McMahon Jeep, Sr Margaret Smith SGS) is an
excellent resource for this purpose.

• Use one of the Scripture passages recommended for this unit in a Lectio Divina
(sacred reading) style of prayer:
− Read the passage slowly.
− Invite the children to choose from it a word or short phrase.
− Allow one or two minutes of silence for them to meditate on the word or
phrase (this can be done with the breathing, i.e. repeat the word/phrase
silently on every second or third ‘out’ breath).
− Conclude by rereading the passage together.

• Have the students write a reflection on each Station of the Cross. Illustrate these
and make them into a booklet. Use this to pray two or three of the Stations on
each Friday of Lent. Use an antiphon or chant, e.g. ‘We Adore You O Christ’ (Br
Michael Herry, Sing Spirit, Sing Life, Marist Brothers Music).

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• Decorate the prayer space for Holy Week using palms, red cloth and a large cross.
Gather for a time of shared reflection and song. Suggestions include ‘I Am the
Way’ and ‘Jesus Our Saviour’ (Michael Mangan, Setting Hearts On Fire, Litmus
Productions).

• During the Easter season use white and yellow cloths, a large candle and a bowl
of holy water in the prayer space. Establish a pattern of daily prayer for the season
around the Easter candle and the water.
Prayer structure to include:
We Gather … We Listen … We Respond … We Go Forth
A model to assist in preparing a Litany of Thanksgiving can be found in
Praying With Children: A Resource Book for Primary Teachers, Barbara Ann
Bretherton, pp. 12–13.

• In prayer celebrate the new life of the risen Jesus. A model to assist in preparing
a class prayer liturgy is ‘Easter: Jesus is Alive, He is with Us’ in Praying With
Children: A Resource Book for Primary Teachers, Barbara Ann Bretherton, pp.
50–51.

• Participate in a guided meditation of Lk 24: 1–12. An example of how to organise a

guided meditation using Scripture can be found in Prayer Strategies: A Teacher’s
Manual, Beth Nolen, pp. 58–60.

Related Chapters – KWL, 2nd edn, Year 3: Chapter 4, Jesus Teaches Us

How Much He Loves Us; Chapter 5, Lent, Holy Week and Easter.

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Faith concepts: seasons, time, journey, symbol, sign, ritual, story, hope.

Seeking understanding:
What does following Jesus Christ mean during Lent?
How can Christians grow closer to Jesus Christ during the Lenten season?
What is the relationship between the story, the symbols and the rituals of Holy Week and Easter?

Understandings:
Lent is a season when Christians think about the way Jesus Christ gave himself to others. They can follow Jesus
Christ by loving and giving of themselves.
During Lent groups and individuals share what they have to bring hope to others.
During Holy Week and Easter Christians remember and celebrate that Jesus Christ shared the gift of himself in
his Last Supper, and in his death and in resurrection.
The symbols, signs, actions and rituals of Holy Week and Easter remember the Passion, death and resurrection
of Jesus Christ.

Scripture Text:
Palm Sunday: Lk 19: 36–38
Holy Thursday: Lk 22: 14–23
Good Friday: Lk 23: 33–34
Easter Sunday: Lk 3: 34; Lk 24: 1–12

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 Unit specific learning:
Students will learn about Students will learn to Students will undertake to
Knowledge and Understanding Reasoning & Responding Personal & Communal Engagement
• The symbols, colours, texts, rituals and • Choose an action that is a sign of hope • Engage in acts of love and service during
events of Lent, Holy Week and Easter, and an expression of service during Lent. Lent, e.g. almsgiving for Caritas.
and the meaning of these. • Represent their interpretations of the • Create a prayer space of symbols, objects
• The Lenten practices of almsgiving, characters in the Holy Week and Easter and texts which are part of the Lent to
prayer and fasting, and how these apply events. Easter journey.
to modern life. • Identify ways in which they feel close to
• Gospel stories that explore Christian love Jesus Christ .
and service. • Reflect on Lent, Holy Week and Easter
• How to locate scripture texts in the Bible. Scripture and symbols through meditation.
• The characters of the Holy Week and
Easter events and their reactions and
responses to the events of Jesus Christ’s
Passion, death and resurrection.
• Ways in which people experience the
risen Christ in their own lives today.

PHASES OF STUDENT INQUIRY

Additional Reading for Teachers Orientation to Inquiry Assessment:

What do students already know, think or feel in relation to the for learning, as learning, of
topic? What are students’ questions about the topic? What
experiences and reflections can we offer students to become learning
engaged with the topic?
Lent is the season in the Church’s calendar • Setting the Scene: Preparation for the Assessment of Learning
that prepares for the celebration of the death Lenten Journey The development of the prayer space
and resurrection of Jesus at Easter. It is also Read or view stories about journeys, e.g. throughout the unit will indicate the
the time when we especially remember those Where The Wild Things Are; The Journey class’s emerging thinking and beliefs.
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nearing the end of their journey to baptism. Home; Highway; Mr Grumpy’s Motor Car. How
do people plan a journey? What do they take?
Lent lasts forty days – the length of time What happens to them on the way?
Jesus spent praying and fasting in the desert
Introduce students to the idea that during Lent
before his ministry began. Beginning on Ash
and Easter they will be on a journey with
Wednesday, Lent finishes on Holy Thursday
Jesus. How will we plan? What will we take on
and leads into the Triduum – the great Three
the journey? I wonder what will happen on the
Days – which celebrates the death and
way?
resurrection of Jesus Christ.
Place a backpack in the prayer space and ask
The church often looks quite different in Lent
students to suggest what kind of symbols and
as it is a time of penance. Purple is the colour
objects might be appropriate for the journey,
that represents penitence. There are no
e.g. bible, cross. Students add to the backpack
flowers round the altar and the Alleluia is not
as their learning develops.
sung during the forty days.
Daily prayer can focus on the notion of journey
through Lent, and the symbols, texts, objects,
etc. for the journey can be focal points for
prayer.
A special focus in the Mass during Lent is the • Concept Spiral Assessment for/as Learning
Penitential Rite, which focuses on the great Each student is given a concept spiral diagram The concept spiral will indicate the
mercy of God and expresses our need for to record on throughout the unit. They record knowledge and experiences students
forgiveness. information about the significant days and bring to the topic. Students add to
practices in Lent, Holy Week and the Triduum. the spiral throughout the unit,
The Lenten journey begins with Ash
completing it at the end of the
Wednesday. The gospel calls the whole On the inner wedge students draw a symbol or
development section. This will enable
people of God to repentance, and the people ritual that features in the liturgy at this time. In
students to evaluate their learning.
receive on their foreheads the cross of ashes the inner circle they illustrate an event
Alternatively, students complete a
which starts the journey of Lent. associated with Jesus’ life at this time. In the
concept spiral now and another one
The gospel texts during the Sundays of Lent outer circle they write or draw how this season
at the end of the unit and compare
help us see the road to travel to Easter. relates to life.
the development in their knowledge
and understanding of Lent and
Easter.

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 Lent Easter

Ash Good
Wednesday Friday

Palm Sunday Holy Thursday

Additional Reading for Teachers Development Assessment:

What experiences and religious texts will provide new learning for for learning, as learning, of
students? What skills will students need in order to work with these learning
resources? What strategies and tools will enable students to think
and reflect on these experiences and texts? How will students
process their thinking and learning?

• Investigating Lent and Easter: Jigsaw

Teachers establish a Myclasses page for the
students to use throughout their investigation.
In Expert Groups students are given a season
or feast to explore.
They are firstly placed in Home Groups with
which they will share their findings at the end of
the investigation. After these groups are
established students move into Expert Groups
which research their specific feast or season.
Investigation tasks:
− List the main symbols and colours of the Assessment as Learning
season or feast. The responses to the investigation
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 − Illustrate the events of a Scripture text tasks will demonstrate students’
associated with the season or feast. knowledge and understanding of the
− Create a headline that summarises the symbols, colours, events and
meaning or theme of the season. meaning of the Lent and Easter
Back in Home Groups students share their seasons.
Expert Groups’ findings.

During Lent the Church asks that we: • Our Lenten Journey: The Three Lenten Assessment as Learning
• take extra time to pray – speaking and Practices The concept map will demonstrate
listening to God Students read KWL, 2nd edn, Year 3, Chapter how students understand the Lenten
• fast from foods or give up things that 5, p. 38. Develop a concept map with words practices and how they relate to
we normally enjoy and pictures to describe what each practice is modern day living.
• generously give of ourselves, our about and how it looks in modern-day living.
money or our time to others. • Our Lenten Journey in Scripture
During Lent what can you do to follow Jesus
Christ’s way of praying, loving and giving?
In pairs or small groups locate and read one of
the following Lenten scriptures with the above
question in mind.
− Jesus Christ in the desert fasting and
praying: Mt 4: 1–11.
Add to backpack in prayer space: desert
picture/stones.
− Jesus Christ meeting a Samaritan woman
at a well: Jn 4: 5–14.
Add to backpack in prayer space: water
bottle.
− Jesus Christ enlightening a blind man: Jn
7: 1–7.
Add to backpack in prayer space: torch.

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 Discuss:
− What does Jesus say and do in each
story?
− What are the consequences for others?
− How would this story look in our school or
local community today?

Assessment of Learning
Using a template of a footprint, students In identifying and carrying out an
choose an action that they will engage in action students demonstrate their
during Lent as a commitment to loving and capacity to engage in a Lenten
giving and being a sign of hope to others. It practice in response to scripture or to
could take the form of a Lenten practice such the practices of the Church.
as almsgiving for Project Compassion, or an
action inspired by the scripture texts. Students
record their action on the footprint and display
in the classroom as footprints leading to the
prayer space.
The Stations of the Cross is a dynamic • Jesus Christ’s Journey to the Cross
meditation on Jesus Christ’s suffering and This may be an alternative task to the following
death where we walk with him along the Way task on the Holy Week scripture. Students view
of the Cross. Each ‘station’ is an image that the Stations of the Cross. Each student creates
recalls a moment in the last day of Jesus’ life a Stations of the Cross booklet with words,
on earth. We stop at each station to reflect on images and symbols that depict each station.
the events of Jesus’ suffering and death. It is These can be used in prayer during Holy Week
a way of prayer. We walk in spirit with Jesus or each Friday during Lent. The booklets can
Christ on his journey to Calvary. be placed in the backpack for the journey to
Easter.
• Journey Through Holy Week Scripture
This may be an alternative task to the Stations
of the Cross. Students in pairs choose and
explore one of the Holy Week texts:
− Palm Sunday, Lk 19: 36–38
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 − Holy Thursday, Lk 22: 14–23
− Good Friday, Lk 23: 33–34
− Easter Sunday, Lk 24: 1–12.
Use 2 or 3 of de Bono’s hats to reflect on the
story. If students are unfamiliar with this Assessment of Learning
strategy try using the red and white hats only. Students’ responses to the de Bono
Challenge students by using other hats to questions and their visual works will
deepen their reflection. demonstrate how they interpret the
events of Holy Week and Easter, and
Red: How do you feel as you read this story? the actions and responses of
White: What are the events in this story? characters in these events.
Green: How do you think Jesus’ family felt in
this story?
Yellow: What positive things does the story tell
us about people on Jesus’ journey?
Black: What negative things does it tell us
about people on Jesus’ journey?
Blue: What have you learned about Jesus or
others in this story?
Alternative task: visual arts
Each pair of students creates a visual
interpretation of the text they explored,
depicting the feelings, reactions and responses
of characters. Place all interpretations in
sequence to create a class portrayal of Jesus’
journey in Holy Week.
• Concept Spiral Assessment of/as Learning
Students record new learnings on their concept The concept spiral will demonstrate
spirals. As a class discuss their new learning the development of students’
and discoveries through their Lent and Easter knowledge and understanding over
journey: the unit. It will provide students with
an opportunity to reflect on and
− What did you like about the unit? evaluate their learning in the unit.
− What is the most important thing you learned?
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 − Have any of your ideas changed over this
unit?
− What has been the biggest surprise or
challenge in the unit?

Additional Reading for Teachers SYNTHESIS Assessment:

How will students demonstrate their understandings, beliefs, for learning, as learning, of
values, skills and feelings in relation to the topic? How will students learning
take action based on their learning? What strategies and tools will
enable students to discern their action, to plan and implement
action and to evaluate their action?
• Jesus Christ Alive Today
Where is Jesus today? Students create a
description of when they feel close to Christ in
their own lives through one of the following
modes: PowerPoint presentation; painting;
banner; collage of images and words; concept
map.

• Holy Week and Easter Prayer Times

Each day of Holy Week and Easter lead
students through a guided meditation on the
Holy Week Scripture from the previous task.
Alternatively lead students through a
meditation on the symbols and images of
Easter that students have put into the
backpack in the prayer space.
To long for a more just, peaceful and • A Sign of Hope on the Journey Assessment as Learning
compassionate world and to allow an Students celebrate and reflect on the action This self-assessment enables
imagined future to guide our behaviour is they took during Lent as a sign of love, hope students to reflect on and monitor
distinctively human. The Church teaches that and service. what they have learned about
justice is one of the four cardinal virtues themselves and God through loving
What did you do? How did others respond?
which are the hinges of a good moral or and serving others.
virtuous life. What have you learned about yourself, others,
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God?

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 RESOURCES

To Know, Worship and Love, 2nd Edition

Year 3: Chapter 4, Jesus Teaches Us How Much He Loves Us; Chapter 5, Lent, Holy Week and Easter.

Student Resources
McKay, L Jr 1998, Journey Home, D & K Lee (illus.), Lee & Low.
Ball, D & Rawlins, D 1990, Jeremy's Tail, Scholastic.
Hathorn, L & Fleming, G 1999, Magical Ride, Hodder Headline.
Smyth, G 1989, A Pet for Mrs Arbuckle, Penguin.
Wheatley, N & McLean, A 1998, Highway, Omnibus.
Lester, A 1994, The Journey Home, Hodder & Stoughton.
Sendak, M 1967, Where the Wild Things Are, HarperCollins.
Thompson, C & Ottley, M 1996, Sailing Home, Hodder Children's Australia.

Websites
The Benziger website has a diagram of the Liturgical calendar.
<http://www.mhschool.com/benziger/program/cjtw/home/ordinary.shtml>

The Cyberfaith website has a diagram of the liturgical year and a description of the colours of each season.
<http://cyberfaith.com/liturgical_year.cfm>

The Refuel website has a retelling of the major events of the Passion.
<http://www.refuel.org.uk/curric/infant_topics/easter/index.html>

The Request , Woodlands Junior School and Wilstar sites have basic information on Ash Wednesday, Holy Week and the seasons of Lent and
Easter.
<http://www.request.org.uk/main/festivals/festivals.htm>
<http://wilstar.net/holidays/lent.htm>
<http://www.woodlands-junior.kent.sch.uk/customs/easter/ashwednesday.htm>

The Request and Topmarks sites have scripture stories associated with Holy Week.
<http://www.request.org.uk/infants/jesus/easter/easter00.htm>
<http://www.topmarks.co.uk/christianity/easter/easter.htm>
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The Crypton site has a prayerful reflection on the Stations of the Cross for students.
<http://www.cptryon.org/prayer/child/stations/01.html>

The BBC has an explanation of the symbolism of the ashes.

<http://www.bbc.co.uk/religion/religions/christianity/holydays/lent_3.shtml>

The Refuel site has some simple material on the journey through Lent with links to artwork depicting stories and people associated with this
season.
<http://www.refuel.org.uk/curric/festivals/lent/index.html>

The Topmarks site has material for primary students on the symbols and colours of Ash Wednesday, Lent, Holy Week and Easter.
<http://www.topmarks.co.uk/easter/AshWednesday.aspx>
<http://www.topmarks.co.uk/easter/HolyWeek.aspx>
<http://www.topmarks.co.uk/easter/Lent.aspx>
<http://www.topmarks.co.uk/easter/GoodFriday.aspx>
<http://www.topmarks.co.uk/easter/EasterSunday.aspx>

The Whyeaster site describes how Easter traditions and customs came into being, how Easter is celebrated in different countries around the
world and, most importantly, why Easter exists, to celebrate and remember what Jesus did for us.

<http://www.whyeaster.com/>

The section on symbols at the Holiday Spot site is fine. Use the rest of the site with caution.
<http://www.theholidayspot.com/easter/easter_symbols.htm>

RELIGIOUS EDUCATION STANDARDS

This unit may be used to assess some of the Level 3 standards.

Students identify with biblical characters and people in the past and present Church by making inferences about their actions, feelings and
motives. Students interpret key actions, signs and symbols of liturgy and sacrament by providing a meaningful explanation of their
significance. Students evaluate their choices and actions by reflecting on Scripture and Church teaching.

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