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Religion Planning YEAR 3 2016

St Luke’s School Term 3 Duration: 8 Weeks

Fertile Question / Topic

How is prayer used to praise, thank and intercede during difficult times in our lives? Class Context– Who are my learners?

• Class Needs • Individualised Learning Needs • Catholics/non-­‐Catholics –

other faiths – practising/non-­‐practising

• Students with Disabilities (e.g. ASD – ADHD abstract concepts may need further unpacking – visuals etc…)

• Adjustments for Learners • Differentiated learning

Year 3: 67.4% Catholics; 8.7% Other Christian; 2.2% Other; 4.3% No Religion; 17.4% Not Stated. 3WHITE:

• Students 23 • Female 12 • Males 10 • Student – 1 Verified student ASD, 2 Dyslexic student, 1 ESL student • 5 Mulit-­‐lit students -­‐ with low reading and comprehension levels

3BLUE: • Students 26 • Boys 15 • Girls 11 • 4 Multi-­‐lit students with love reading and comprehension levels

Learning Context -­‐ Significant Days and Celebrations • What events/demands/celebrations

are timetabled in the school for the duration of the unit?

• Religious Life of the School: Liturgies; Assembly Prayer; Feast days; Retreat Days; Social Justice Outreach etc

• Check Ways to Pray Calendar for significant dates in Liturgical Calendar

• Plan to integrate these things into learning, not add on top.

- Week 1: Collection for Rosie’s – 3 Blue prayer assembly - Week 3: Catholic Education Week, Tree day. - Week 4: Feast of Mary MacKillop (Thursday Prayer Liturgy) - Week 5: Catholic Schools Music Festival. 3Blue Prayer Liturgy - Week 6: Grandparents Celebration - Week 7: Wellness Week - Week 8: Father’s Day - Week 10: International Peace Day -­‐ 3 White Prayer Liturgy, Big

Breakfast (St Vincent de Paul)

Year Level Description – YEAR 3

In Year 3, students develop their understanding of God’s relationship with people as individuals and as community, and the presence and action of God in daily life experiences as they engage with a variety of texts (including key stories form the Torah, images of God used in Old Testament texts, and the wisdom of prayers attributed to the saints). They develop an appreciation of the order and harmony of creation. They learn about the cultural contexts in which the Gospels were written and the text types used in the New Testament to develop their understanding of the life and teaching of Jesus and the Christian belief that Jesus is the Messiah. Students develop an appreciation of the Scriptures as a basis for Christian moral living, including respect for basic human rights and acknowledgement of responsibilities, in particular to the poor and disadvantaged. They develop an appreciation of the collaboration of clergy, religious and laity as they learn about significant features of a parish and diocese, past and present. They learn about the significance of the Sacraments of Initiation (Baptism, Confirmation and Eucharist) for the Church community. They investigate prayers of thanksgiving and prayers of praise, to facilitate an appreciation of the significance of these forms of prayer for Christians Achievement Standard – YEAR 3

By the end of Year 3, students select and use information, ideas and events in texts (including key stories from the Torah; images of God used by the human authors of Old Testament scriptures; and prayers attributed to the Saints) to express their ideas about God’s relationship with people as individuals and communities; God’s presence and action in daily life experiences; and the order and harmony in God’s creation. They locate information about the cultural contexts in which the

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Gospels were written and the text types used by the human authors of New Testament texts. They use this information about the texts to discuss ideas about the life and teaching of Jesus, including the Christian belief that Jesus is the Messiah. Students explain how the Scriptures provide a foundation for living a moral life, including respect for basic human rights and acknowledgement of responsibilities, in particular to the poor and disadvantaged. They identify prayers of thanksgiving and prayers of praise, including Glory to the Father (Glory Be) and demonstrate understanding of the significance of these forms of prayer for Christians. They explain ways in which the Sacraments of Initiation (Baptism, Confirmation and Eucharist) welcome and strengthen members of the Church community. They describe significant people, events and features of a parish and diocese, past and present, including the collaboration of clergy, religious and laity. They participate respectfully in a variety of prayer experiences, including meditative prayer, prayers of thanksgiving and prayers of praise.

Content Descriptions: Cluster strands and sub-­‐strands that make connections with the Unit topic.

Sacred Texts: Old Testament * New Testament* Christian Spiritual Writings and Wisdom

Religious Knowledge and Deep Understanding Skills

OLD TESTAMENT (STOT6) The Psalms are used in prayer, especially in praise of and thanksgiving to God.

Examine the textual features of Old Testament texts (e.g. language, form, use of images, words and phrases in the Psalms). Speculate on the human author’s reasons for choosing a particular image to portray God. (STOT6)

NEW TESTAMENT (STNT4, STNT5, STNT6) CHRISTIAN SPIRITUAL WRITINGS AND WISDOM (STCW3)

Beliefs:

Trinity * Human Existence * World Religions

Religious Knowledge and Deep Understanding Skills TRINITY (BETR4) HUMAN EXISTENCE (BEHE3) WORLD RELIGIONS (BEWR3)

Church:

Liturgy and Sacraments * People of God * Church History

Religious Knowledge and Deep Understanding Skills LITURGY AND SACRAMENTS (CHLS3) PEOPLE OF GOD (CHPG3) CHURCH HISTORY (CHCH1)

Christian Living:

Moral Formation * Mission and Justice * Prayer and Spirituality

Religious Knowledge and Deep Understanding Skills MORAL FORMATION (CLMF4, CLMF5) MISSION AND JUSTICE (CLMJ3) PRAYER AND SPIRITUALITY In the Christian tradition, essential forms of prayer, including prayers of thanksgiving and prayers of praise, nurture the spiritual life of believers. For Christians, a primary role of prayer is praise and thanksgiving to a God who knows and cares for each person individually. There are many examples of prayers of praise and thanksgiving in the Christian tradition, such as: psalms of praise and thanksgiving; words of

Communicate an understanding of the features (eg language, purpose, structures, gestures, context) of prayers of thanksgiving and prayers of praise, including the Glory to the Father (Glory Be). Select and use an appropriate prayer structure (eg You Who Do Through) to demonstrate an understanding of the role of prayers of praise and prayers of thanksgiving for Christians. (CLPS8)

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praise and thanksgiving from Paul’s letters; and doxologies, including the Glory to the Father (Glory Be). (CLPS8) PRAYER AND SPIRITUALITY Meditative prayer uses silence and stillness to assist believers to listen and talk to God. (CLPS9)

Learning Intentions Learning Intentions By the end of these learning experiences, students

• Will identify prayers for Christians of thanksgiving and praise, including Glory to the Father (Glory Be). • Will demonstrate understanding of the significance of these forms of prayer for Christians and their purpose. • Will participate respectfully in a variety of prayer experiences including meditative prayer, prayers of thanksgiving

and prayers of praise. • Will understand the purpose and meaning of the Our Father.

Success Criteria Assessment Achievement Standard Assessed Success Criteria How will we know if students have achieved the desired results and met the standard? What will we accept as evidence of student knowledge, understanding and skills?

Assessment Consider a range of assessment methods – informal and formal assessments during a unit

• Students will recite Glory Be and Our father -­‐ Will be able to write their own prayers of thanksgiving and praise and -­‐ communicate the purpose of such prayers. -­‐ Will explain the purpose of prayers of praise and thanksgiving for Christians

• Students will produce their own psalm of praise/ thanksgiving (poem).

• Students will explain the significance of their psalm. • Students will write their own You Who Do Through

prayer. • Choose an appropriate way to present their psalm.

Children will demonstrate their depth of understanding towards the meaning of a psalm of praise or thanksgiving. They may choose how to show their understanding. Some examples include Who-­‐Do-­‐Through structure, Prayer flags, Retrielval Chart or by writing and presenting an individualised psalm. Construct a Self-­‐ assessment tool with students that lists ways to be respectful in prayer. Include a comment from the teacher. Items may include:

ü Respectful bodies, we are relaxed usually seated comfortably as not to disturb others.

ü Acknowledgement that prayer is a conversation with God.

ü We are prayerful when we listen respectfully. ü We are prayerful when we take part in praying

prayers respectfully. ü We don’t disturb others during prayer. ü We are prayerful when we meditate respectfully –

closing our eyes, breathing deeply and sitting still helps with this.

Mandated Scriptural Texts Appendix A

EXPLICIT TEACHING ABOUT PRAYER Appendix B

Core Texts o Prayers of thanksgiving and praise: Psalm 23 o Psalm 28:1, 6-­‐9 o Isaiah 49: 15-­‐16

o Prayers of thanksgiving o Prayers of praise o Our Father o Glory Be o Meditative prayer practices,

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Supplementary texts: - Our Father Luke 11:2-­‐4 - Glory Be, Song of the Angels (Gloria) Luke 2:14 - Beginnings: Ephesians 1:3-­‐5;Ephesians 3:20-­‐21;Philippians 1:3-­‐4;2

Corinthians 1:3-­‐4;Colossians 1:3 - Endings: - Paul’s letters

Romans 16:25-­‐27;Philippians 4:20

including guided meditation and mindful listening

CURRICULUM Connections: What connections can be made with other Curriculum areas (eg History, Geography, English)?

English o Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction,

including rhythm and onomatopoeia in poetry and prose (ACELT1600) o Create texts that adapt language features and patterns encountered in literary texts, for example characterisation,

rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791)

Religious Life of the School General Capabilities Cross-­‐Curricular Priorities

Religious Identity and Culture • Ethos and charism (ICE) • Authentic Christian

community (ICC) • Sense of the Sacred (ICS)

Social Action and Justice • Justice in the school

community (SJS) • Action for justice (SJA) • Reflection on action for

Justice (SJR) Evangelisation and Faith Formation

• Living the Gospel (EFG) • Spiritual Formation (EFF) • Witness to the wider

community (EFW) Prayer and Worship

• Christian prayer (PWP) • Celebration of liturgy

and sacraments (PWL) • Ritualising everyday life

(PWR)

• Literacy • Numeracy • Information and

communication technology (ICT) capability

• Critical and creative thinking • Personal and social capability • Ethical understanding • Intercultural understanding.

• Aboriginal and Torres Strait Islander histories, cultures and spiritualties

• Asia and Australia’s engagement with Asia in a multi-­‐faith context

• Sustainability and ecological stewardship.

Recommended Resources

Resources Teacher Background Mandated Scriptural Texts A-­‐Z Learning Strategies Prayer Chart Learning Bytes Melbourne RESource,

Together at One Altar; ResourceLink Caritas Judaism Ways to Pray

TEACHING AND LEARNING SEQUENCE: CORE CONTENT AREA 1: Select a relevant Inquiry Process Explore Elaborations

Engage • What is the topic?

Investigate • Identify possible

Apply

What do we want to

Create

Extend and challenge

Refl

ecting

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• Why should we study this topic?

• Frame manageable questions.

• What do I already know about this topic? I think I know

• How is this relevant to me?

sources of information

• Identify skills necessary for the investigation.

• How did it happen? • Who was there and what were the facts?

find out? • How can we do this best?

• How will we gather the information?

• Does what I knew before still apply?

• Does my first idea still make sense?

students’ understandings • Offer more information

• Is there something else I need to deepen my knowledge understandings?

• What difference does this make to me?

• So what have I learnt?

• If I know this, how can I connect it with my world?

Title Page: Prayer Praying outdoors and examining different places we can pray Introduce different types of prayer: * Psalms – Praise (19, 65, 67, 100, 135, 145-­‐148, 150), Thanksgiving (ch9:1-­‐4, 138) * Examples of simple Prayers of Praise * Examples of simple Prayers of Thanksgiving

Prayer * joint construction of prayers, discuss structure of prayers of praise, thanks * Look at Psalms and fact that there are different ways to refer to God * Recite Glory Be, Our Father, etc in prayer gatherings

Prayer * continue joint and independent construction of prayers * Glory Be and Our Father-­‐ write/type into RE books and decorate (these prayers are in their diary)

Prayer * continue writing independent Haiku prayers for the prayer table * discuss prayer as a means to strengthen community and as a form of welcome * plan prayer to share with other year 3 class (choose music, symbols, poems to share, location)

Teaching and Learning Sequence: Focus/Question: How is prayer used to praise, thank and intercede during difficult times in our lives?

Resources Adjustments for Learners

Engage

• Students, as text users, investigate the purposes of different written, spoken and visual texts. Ask the question of diverse texts: What is the purpose of this text?

• Using a collection of secular, written, spoken and visual texts -­‐ students sort texts into groups for the appropriate purpose: Praise; Thanks; Welcome; Persuade; Inform; Argue; Sympathise; Inspire; Forgive; Entertain; Say sorry; Invite.

• Students create a class book of prayer sounds, prayer words, prayer feelings and prayer observations.

• Students use the Frayer concept model to determine a class understanding and definition of prayer.

Definition Characteristics

Include texts with helpful illustrations & symbols for readers of all levels Acknowledge diversity of students’ beliefs and circumstances

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Examples Non-­examples

• The prayer that Jesus taught us is the “Our Father”. Recite ‘Our Father’ as a class and give students a print out with the words and the meaning of each line beside it. Also give students a copy of this prayer with pictures accompanying it to further demonstrate meaning.

• Glory Be: What is the significance of this form of prayer for Christians?

Investigate • Students, in learning teams of three, read a psalm printed on flag shape and record the purpose and a possible use/s of this prayer on the same side. The following Psalm references may be useful: Keep in mind the mandated Psalms are 23 & 28:1, 6-­‐9

Psalms of Praise include Psalms 19,65,67, 100, 135, 145, 146, 147, 148 149, 150 Psalms of Thanksgiving include Psalms 9, 30, 75,107,138 Psalms of petition include Psalms 59, 61,64, 69, 70, 77, 86,88, 130, 140, 141, 142, 143 Psalms of Sorrow include Psalms 32, 38, 73, 90

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• Use the Frayer Concept Model to determine an understanding of a

psalm. • Create a class flag decribing what psalms are. • Youtube ‘The Lord’s Shepherd’ -­‐ a well known psalm. • Join the flags to create class bunting as they are shared and discussed.

Investigate

The Our Father • Students complete the following Retrieval Chart to identify the purposes

of phrases within the traditional Our Father e.g. Forgive us our sins – To seek forgiveness. The Our Father Purposes within the text

Our Father who art in heaven hallowed be your name Your kingdom come, your will be done, on earth as it is in heaven. Give us this day our daily bread, Give us today the food we need. and forgive us our trespasses, as we forgive those who trespass against us;;

and lead us not into temptation but deliver us from evil. Amen

Students with reading difficulties work with a buddy. Assistance required from teacher and school officers to read and write mandated texts

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Apply

• Students use flag templates to design prayer flags of thanks to suit an appropriate current context.

• The following simple structure can be used to assist in designing a prayer. The example given was created by a group of year 4 students for a prayer of thanks after drought breaking rains in central Queens land. The students reflected on the prayer they had written and created an appropriate illustration for the reverse side of the flag.

You – Do – Through

• Students work in pairs to create prayer of praise and prayers of thanksgiving for Christians. Use Grandparents’ Day and Fathers’ Day or a significant person in their lives to be.

You (A description of God to whom the group is praying)

God of love

Do (What God is asked to do)

We praise you and thank you

for gifting us our amazing family fathers

Through (The prayer is made through Jesus Christ or the Holy Spirit)

We ask this through Christ

our Lord

Create

Our Father • Students, in teams, design a Liquid Picture for use in the Our Father to

choreograph a song, for use in a prayer ritual or reflection. Glory Be

• Students could complete similar retrieval charts to the one above used for the ‘Our Father’ to describe the purpose of any of the following traditional prayers that are provided.

Glory Be Purposes within the text Glory be to the Father And to the Son

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As it was in the beginning Is now And ever shall be Amen

Meditation • Students, in learning teams, use the Frayer Concept Model to explore the

concept and practice of stillness. • Students use the Think Whisper Refine Share Strategy to evaluate how

can we make our prayer time more meaningful? Reflecting

• Whole class reflection. • Complete KWL

Evaluate

• Students participate in meditative prayer, including focusing on breathing and posture.

• Students reflect on how they can praise and be thankful in their own contexts and in today’s world.

Core Content Are One Who or what is God?

Engage Teacher introduces students to the focus question – “How can we know what God is like?”

• Discuss with students “Who or What is God?” Read the book “In God’s name” or view the DVD of the book (available at Resource Link)

• Brainstorm with the class what can God look like, sound like, and feel like in the world around us and in our lives. Students record words about what God is like on a class display.

• Students draw their own image of God and add their image to the class display.

• Explain to students that because no one has ever seen God, authors have used lots of descriptions to help people understand what God is like. Some of those are recorded in the Old Testament and the New Testament.

Investigate • Discuss with students how people in the time of the Old Testament tried to make sense of what God was like by looking at the world around them, including what was happening to people in the world. They shared their understanding of God through stories, myths, songs and poetry.

• Remind students that the books of the Old Testament tell about the life and history of the Jewish people. Introduce students to the term ‘Torah’ which is used to describe the sacred writings for the Jewish people. Discuss with students the importance of Torah and what it is (refer to teacher information on the Teaching Judaism weebly). The Jewish people have a special relationship with God. This relationship is revealed through the stories, people and events recorded in the Torah, or written la

• Introduce students to the story of Jacob in the Torah. Brainstorm what students may already know about Jacob (e.g. if they have heard the story of Joseph and his coloured coat)

• Read the story to the students or use Bible Gateway to share the story of Jacob’s dream at Bethel (Genesis 28:10-­‐22)

Apply In small groups or as a whole class students engage in activities to explore the world of the text. World of the Text

• Recording key elements of the story -­‐ What did God promise to Jacob? He would be wherever Jacob went,

would keep him and his family safe, he would have many descendants, he would have all the land he could see)

-­‐ What did Jacob promise? (He would make a place to worship God) -­‐ What did Jacob do in the story?

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• Creating a comic strip to share the significant parts of the story – Journey, Dream, Promise to Jacob Promise to God, Pillar and Anointing.

• Creating a visual of the key words and images from the text • Role playing or retelling the story using puppets or frozen pictures

As a whole class students highlight unfamiliar words and identify elements to explore in the world behind the text. Students work in small groups or pairs to explore the world behind the text. World Behind the Text

• Looking at a bible atlas to find places such as Haran and Bethel • Using a dictionary to find out the meaning of unfamiliar words such as

descendants, dedicate, solemnly promised • Exploring the way that people travelled in the ancient world

As a whole class students discuss aspects of the world in front of the text for the story of Jacob’s dream. World in front of the text

• How can the story tell us what God was like for the people of the time? • What message can the story have for me today in my world?

Teacher Resources Prayers of Praise: The catechism defines prayers of praise:

2639 Praise is the form of prayer which recognises most immediately that God is God. It lauds God for his own sake and gives him glory, quite beyond what he does, but simply because HE IS. It shares in the blessed happiness of the pure of heart who love God in faith before seeing him in glory. By praise, the Spirit is joined to our spirits to bear witness that we are children of God, testifying to the only Son in whom we are adopted and by whom we glorify the Father. Praise embraces the other forms of prayer and carries them toward him who is its source and goal: the "one God, the Father, from whom are all things and for whom we exist."

The Divine Praises are another of the great traditional prayers of praise of the Church and have been traditionally are recited after Benediction. A line-­‐by-­‐line explanation of The Divine Praises can be found at www.ponyexpress.net/~aberhome/divinepraise.html. Some simple prayers of praise for children can be found at www.bellaonline.com/articles/art14618.asp

A Psalm of David

A Psalm of David The Lord is my shepherd, I shall not want. He makes me lie down in green pastures; He leads me beside still waters; He restores my soul. He leads me in right paths for his name’s sake. Even though I walk through the darkest valley, I fear no evil. For you are with me your rod and your staff – They comfort me; You prepare a table before me in the presence of my enemies; You anoint my head wit oil; my cup overflows. Surely goodness and mercy shall follow me all the days of my life, And I shall dwell in the house of the lord my whole life long.

The Our Father (Lord’s Prayer)

The Our Father (Lord’s Prayer) In response to the request of his followers “Lord, teach us to pray as you do”, Jesus gave them the ‘Our Father’ or the Lord’s Prayer. Even though the Our Father is recounted in different words in the Gospels of Luke (11.2-­4) and Matthew (6.9-­13), this essentially reinforces the argument that that the spirit of prayer is more important than the formula of words. The ‘Our Father’, itself providing a pattern of prayer for contemporary followers of Christ, captures key elements in the Christian understanding of the purposes of prayer-­ praising God, petitioning God, maintaining a relationship with God and a yearning for the coming of God’s reign in the ‘here and now’. The Catechism of the Catholic Church identifies seven petitions (seven is the perfect number) in The Lord’s Prayer. These are: 1. May your holy name be honoured;; 2. May your kingdom come;;

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3. May your will be done on earth just as it is in heaven;; 4. Give us today the food we need;; 5. Forgive us the wrongs we have done, just as we forgive the wrongs others have done to

us;; 6. Do not put us to hard testing 7. Keep us safe from all that is evil Liquid Pictures Strategy ‘Liquid pictures’ is a form of drama that allows a story to be presented in a flowing or liquid manner. The process follows this pattern: 1. Choose a familiar Scriptural story. 2. Divide the story into five or six main sections 3. For each section choose one or two short phrases. 4. Choose a simple action for each section. 5. Choose one person for each section. These five or six people stand with their backs to the rest of

the group. 6. A teacher or leader introduces the story with a simple statement. 7. The first child turns to face the group, repeats a phrase two or three times (once is not enough for

children to remember!) accompanied by a simple action, then freezes. 8. The second child turns, repeats a phrase from the second, or the next section while performing a

simple matching action and also freezes. 9. The process continues with the repetition of phrases accompanied by a simple action from the

remaining sections of the text until the last child finishes. 10. The teacher or leader concludes with a simple statement.

Meditation and Reflection

Teacher Background Meditation is a form of mental prayer, involving an extended reflective thought on the presence and activity of God. It is a practice developed by the monastic tradition, which requires stillness of body in order for the mind to be active and fully focused on God. Christian meditation is generally understood to involve discursive reasoning, traditionally using the lectio divina -­‐ the prayerful reading and meditative reflection upon sacred Scripture, the Christian classics, or other types of spiritual writing. Three well-­‐known styles of meditation have emerged from the Benedictine, Ignatian and Augustinian monastic traditions. Benedictine meditation focuses on the concept of lectio or, as Benedict called it, “listening with the ear of one’s heart”. In it, one listens to, or reads over, or reflects on a Scriptural passage, pausing to sit with any word that presents itself and allowing it to speak to one of God or the works of God. Ignatian meditation involves reflecting on a passage of Scripture, especially the words or actions of a Biblical character and then imagining that one has the opportunity to have some time alone with the character in order to seek further explanation of the character’s words or actions. What would one ask? The Spiritual Exercises of St. Ignatius of Loyola (known as “The Examen”) can be used as a guide in fostering or teaching about the mental prayer of meditation. Caroline Berger and Maureen Burton have adapted and modified the spiritual exercises of St Ignatius of Loyola for school students. Their publication, Kids Connect, contains a variety of activities based on these spiritual exercises to assist students to become more reflective and spiritual. The adapted Examen has been used in this module to introduce students to this form of interior prayer prayed by many Christians. Augustinian meditation involves inserting into a passage one’s own name-­‐ for example, where God or Jesus addresses Israel, the crowd, or an individual, one replaces them with oneself in order to ask what God is saying to us.

Think Whisper Refine Share Strategy

This strategy encourages students to listen to the ideas of others and provides opportunities for students to refine and develop their original ideas in a spirit of collaboration. The process for this strategy is described below.

q Students are organised into learning teams of four and designated A, B, C and D. q All students listen to the question and think of an answer to the problem (Think). q At a given signal, A whispers a solution to B while C whispers a solution to D. Then B offers a

solution to C and D tells A a solution. In this way, each member of the group is now likely to have his or her own solution plus that of another member of the group (Whisper).

q Without speaking students think of their first solution and the solution offered by another person and how attempt to refine or improve their thinking in order to generate an even better idea (Refine).

q The students now share all four new ideas within this group, discuss each one and attempt to

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present a solution based on the discussion. Each group then presents one solution to the class (Share).

Mandated Text Isaiah 49:15-­‐16

Isaiah 49:15-­‐16 New International Version (NIV) 15 “Can a mother forget the baby at her breast and have no compassion on the child she has borne? Though she may forget, I will not forget you! 16 See, I have engraved you on the palms of my hands; your walls are ever before me.

Images of God in the Old Testament “I will never forget you” Isaiah 49: 15-­‐16 Using the WOT students will explore the mandated text Isaiah 49: 15-­‐16

B C

A D

1 1

2

2