Religion Curriculum Inquiry Unit

School:

YEAR LEVEL: 5 Term: Year: Inquiry / Wondering Question: I wonder if I can use different strategies to meditate.

Strands: Beliefs

SacramentsMoralityPrayer

Cross Curricula Priorities

Class context/Learners:

Key Inquiry Questions:Am I able to use different forms of Christian meditation in my prayer life? 

I Wonder:I wonder if I can use different strategies to meditate.

Knowledge & Understanding:Prayer is an expression of a personal and communal relationship with God.Times of stillness and silence may help to deepen this relationship and enable reflection to take place. There are many and varied methods of Christian meditation - Lectio Divina, Rosary There are times when the response to God’s presence every day is one of song, movement, word, art, poetry or silence.

Skills:Engage in and experience various forms of Christian mediation: Guided meditation, Lectio Divina, ContemplativeIncorporate music, movement and mediation in class prayer and liturgy.Explore different poetry that touches on the everyday experiences of wonder, awe and life.Communicate a response using various media to popular songs, poems, religious art that can be used in prayer.Journal experiences of prayer.

Identify Scripture to be interpreted: Year A: Matthew 14:23 Year B: Mark 1:35 Year C: Luke 5:16Begin with the text – World of the Text

Read the text from the bible and identify its literary form. Look at where the story occurs in the whole of the Gospel.

Look behind the Text – Worlds behind the Text When reading the text identify words, practices, places etc that will help develop an understanding of the time the author wrote and the time the

author was writing about.Use three keys for meaning – World in Front of the Text

3 Keys for Meaning What is the author trying to say about:

God People Our Ideal World1

Scripture that will be the focus in Year C: Luke 5:16CEV Translation (The Contemporary English Version is approved by the Australian Bishops Conference for Children’s Liturgies)16 But Jesus would often go to some place where he could be alone and pray.

Good News Translation (This translation is in the Breakthrough Bible and The Catholic Children’s Bible used by many schools in our Diocese)16 But he would go away to lonely places, where he prayed.Good News Bible Translation Copyright © 1992 by American Bible Society Used with permission.Scripture that will be the focus in Year A: Matthew 14:23CEV Translation (The Contemporary English Version is approved by the Australian Bishops Conference for Children’s Liturgies)23 Then he went up on a mountain where he could be alone and pray. Later that evening, he was still there.

Good News Translation (This translation is in the Breakthrough Bible and The Catholic Children’s Bible used by many schools in our Diocese)23 After sending the people away, he went up a hill by himself to pray. When evening came, Jesus was there alone;Good News Bible Translation Copyright © 1992 by American Bible Society Used with permission.Scripture that will be the focus in Year B: Mark 1:35CEV Translation (The Contemporary English Version is approved by the Australian Bishops Conference for Children’s Liturgies)35 Very early the next morning, Jesus got up and went to a place where he could be alone and pray.

Good News Translation (This translation is in the Breakthrough Bible and The Catholic Children’s Bible used by many schools in our Diocese)

1 Dr Margaret Carswell

35 Very early the next morning, long before daylight, Jesus got up and left the house. He went out of town to a lonely place, where he prayed.Good News Bible Translation Copyright © 1992 by American Bible Society Used with permission.Worlds of the text

‘All four Gospels tell us that Jesus prayed. He prayed alone on mountains and in the wilderness. He prayed on roads, in people’s homes and in temples. He prayed alone with God and he prayed with and for others. He prayed out loud and he prayed silently, in his own heart.’2

Worlds Behind the TextThe Gospel according to Luke The author is a certain Luke, whom patristic writers identify as a companion of Paul. The texts that Luke wrote indicate that he was a highly educated person, influential in the early church and aware of geography and history. The date widely favoured at which Luke’s Gospel was written is around A.D. 80.He is writing a narrative with features like characters, setting and plot, so that it is important to read and follow the story through introduction, conflict, climax and resolution.3 He is a gifted storyteller and relates events in sequence. The development of the plot itself has a persuasive force. We must seek Luke’s meaning through the movement of the story. It is of primary importance to locate where something occurs in Luke’s narrative.Luke’s readers were Greek-speaking and sufficiently acquainted with scriptural traditions to grasp many of his allusions. They were also Christian and Gentiles. His use of Greek is among the finest in the New Testament and he is well versed in Greco-Roman literary style.

Dr Margaret Carswell’s explanation of Luke http://www.thebibledoctor.com/uploads/2/3/7/5/23753282/luke_poster.pdf

‘Luke tells us more about the priority of prayer Jesus’ ministry than do the other evangelists (see 3:21; 6:21; 9:18; 28; 11:1). Because of popular pressure he often needed to retreat to a “solitary place”, as in 4:42, and this general statement is deliberately placed alongside the mention of persistent crowds in 5:15.’ 4

Worlds in Front of the Text‘Jesus has a widespread reputation as a healer and crowds follow him everywhere, but he still manages to find time alone to pray.’ 5

‘As in an earlier scene (4:42-44), Jesus makes space in his life for intimate prayer-communion with God. His healing ministry flows from this prayer, for it is God who anointed Jesus with the Holy Spirit and with power’ 6

2 RESource Melbourne Catholic Education http://www.emptybell.org/methods.html

3 R.T France Teach the Text commentary Series Luke. Baker Books, Grand Rapids Michigan, 2013. p. 7

4 R T France pp 87-88

5 R T France p 87

6 Fr Michael Fallon MSC http://mbfallon.com/luke_commentary/luke_4,14-8,56.pdf

Active Reading Skills (Learning Links to Parables and Miracles p 17 7)

Ask Questions                                                               Make ConnectionsWho is involved?                                                                 I wonder why ….What are they doing? Why?                                                What caused ….What do they really want? Why?                                        I think ….What is the situation or the problem?                                  This is similar to …Who is telling the story? Why?                                            This is important because ..How is the story constructed? Why?                                   What do they mean by ….What is the source of the tension?                                      What I find confusing is …                                                                                         What will happen next is ….

I can relate to this because …. Predict                                                                                 SummariseWhat will happen next?                                                       What happened?Why do you think that?                                                        What is essential to tell?What effect will that have on the story                                What was the outcome?or the characters?                                                            Who was involved?                                                                                             Why did this happen?

Is that a detail or essential information?

Clarify                                                                                  SynthesiseAsk questions.                                                                      Three important points are ….Re-read what you do not understand.                                 These are important because …                                                                                             What comes next ….                                                                                             The author wants us to think …                                                                                             What interested me most was ….                                                                                             This means that ….

7 M Ryan, Learning Links to Parables and Miracles, Lumino Press Brisbane, 2011, p17

Assessment PlanYear Level Achievement Standards:By the end of Year Five, students identify and demonstrate ways of being reconciling with others and the world. Students read, recall and wonder about key healing miracles and how Jesus responded to people in need in first century Palestine. Students examine the Bible and identify Biblical texts such as narratives, parables and miracles. They locate the lands of the Bible and name some significant geographical locations in Jesus’ time. Students recognise aspects of Marian spirituality through liturgical feast days, Marian prayers and images.By the end of Year Five, students identify and describe the parts of the Mass. Students examine ways Jesus is present in the Eucharist. By the end of Year Five, students use a variety of tools and techniques to explore and communicate how Jesus gives us the Beatitudes as a guide to service and justice. They research ways the Church and its organisations reach out to others with justice e.g. Catholic Earthcare, Caritas, Catholic Missions, St Vincent de Paul Society. By the end of Year Five, students can understand and say, in unison and individually, a number of traditional prayers including The Confiteor, Apostles’ Creed and a decade of the Luminous mysteries of the rosary.Students engage in and experience various forms of Christian meditation. They prayerfully and creatively respond to God through art, poetry, movement, word and silence.

Type of Assessment

Description Possible Sources of Evidence When assessment takes place

Formative

Assessment forLearning

Relate their observance of communication in relationships to prayer by asking the following questions:What is communication? How is it used in the children’s book?How do we communicate with God?Why is communication important in the story?Why is communication with God important?What is friendship? What were examples of friendship in the story?How do we build up a friendship with God?

Brainstorm traditional prayers

Concept Maps

Huddle Strategy

At the beginning of the Unit

At the beginning of the unit

Summative

Assessmentof

Learning About Prayer: Multiple Intelligences

Research using drawings, photos, videos, and interviews- where and when is prayer expressed.

Multiple Intelligences strategy

ICT

During the Unit

During the Unit

Learning Collate information and present using a picture board and display in the classroom.

Prayer - Frayer Concept Model Strategy

De Bono’s thinking Hats activity on Christian Meditation

Prayer Expo – examples of what students have learnt during the Unit.

Picture board presentation

Frayer Concept Model Strategy

De Bono’s six thinking hats

Prayer Expo

During the Unit

During the Unit

At the end of the Unit

Affective

AssessmentasLearning

Prayer Journal

Think pair share where and when the students have seen prayer happen and how individuals and communities pray.Students use their journals to express their reasons why they think people pray.

Prayer Journal

Think Pair Share and Journaling

Beginning of the Unit / During the Unit

At the beginning of the unit

Learning and Teaching SequenceWK Inquiry Phase Activity/Experience/Differentiation Resources/ICLTs Assessment

Tuning In Journaling Have students prepare a personal prayer journal for this unit in which they can write their personal prayers, thoughts and feelings about prayer.Go to http://www.pinterest.com/gailtdavis/prayer-journals/ for ideas on how to make a prayer journal.

Individually children respond in their journal to inquiry questions:How is prayer a part of people’s lives?How is prayer a part of my life?When does it happen?Where does it happen?Share responses in small groups.

Think pair share where and when the students have seen prayer happen and how individuals and communities pray.Students use their journals to express their reasons why they think people pray. Explain that prayer is a personal expression of a relationship to God.

Personal Prayer JournalChildren design and create a prayer journal to reflect their personal prayer journey. This book could contain images, formal prayers, personal prayers, Scripture. Journals may be compiled using anyone of the ideas on http://www.pinterest.com/gailtdavis/prayer-journals/

Picture Story BookUse children’s picture books to explore the place of communication in relationships. This can be completed in small groups each with a different children’s book. Relate their observance of communication in relationships to prayer by asking the following questions:What is communication? How is it used in the children’s book?How do we communicate with God?Why is communication important in the story?Why is communication with God important?

Children can make their own prayer journals. Ideas can be found on the Prayer Journal Pinterest page http://www.pinterest.com/gailtdavis/prayer-journals/

Think Pair Share

Prayer Journal

A selection of children’s picture books

Assessment as/for learning – Journaling

Assessment as Learning

Assessment as Learning

Assessment for learning

What is friendship? What were examples of friendship in the story?How do we build up a friendship with God?

Students share their work with the class. They could do this by using a concept map. Emphasise the link between communication, relationship (or friendship) and God.Ideas for Concept Map Templateshttps://www.google.com.au/search?q=concept+maps+templates&es_sm=122&tbm=isch&tbo=u&source=univ&sa=X&ei=OcxLU77pBoW5iAfUl4GgBw&ved=0CCkQsAQ&biw=1360&bih=643

Collate their thoughts by using a concept mapSee Templates:https://www.google.com.au/search?q=concept+maps+templates&es_sm=122&tbm=isch&tbo=u&source=univ&sa=X&ei=OcxLU77pBoW5iAfUl4GgBw&ved=0CCkQsAQ&biw=1360&bih=643

Finding Out Prepare to read/listen to the scripture from Luke’s Gospel (Luke 5:16) There are some questions that might help you and your students as you focus on the text.  There are many responses that could be added. See teacher background information for responses Who wrote the text?   Who is the author? Who is the audience for the text? When was the text written?Where does the text take place? What type of text is it?Who are the characters in the text?

Lukan frieze – Use the Luke frieze that can be placed around the walls of the classroom to locate where this scripture text occurred in the context of the whole book. A sample frieze will be available from CEO.

Story Wheel - Using their bibles, students reread or listen to Luke 5:16 and then use the Story Wheel template to answer the following questions:Who is involved? Where did this happen?What happened? When does the action take place?How is this story told?   Why did the author tell this story?

Scripture Probe – students individually, in pairs or as a class reread the scripture Luke 5:16 and respond to the following questions Who are the main characters in this story? What event/story came before this passage? What happens immediately after this story in the scriptures? Are there any repeated words or phrases - What are they? What is the Story’s setting? Time of day/Day of the week/What is happening at the time? What are the main symbols or images used in this passage?

Lukan frieze – sample frieze will be available from CEO

M Ryan & J GrajczonekLearning Links to Story in Religious Education p 29

D White, K O’Brien, S ToddInto the Deep pp 60 - 63

Considering the people of this time, what would be the significance/impact of this story? Does the Author have a particular message or theme with this Book of the Bible? What are your thoughts and feelings about what happens in this story? When you hear this story again in the future what image will come back to you? Our reflection on the meaning of this passage is?

Brainstorm/Discuss When do we pray? Where do we pray? How do we pray? Are there different types of prayers that we use? Are there different ways that we pray? Why do we pray?

Using Huddle technique students brainstorm traditional and contemporary prayers of the Catholic Tradition. These can include such traditional prayers as the Lord’s Prayer, the Hail Mary, Grace before and after meals, contemporary songs, Rosary, Meditation, prayers in the Mass, Labyrinths, spontaneous prayer, prayers online, prayer books etc.

Learning About Prayer: Multiple IntelligencesUsing the Multiple Intelligences Approach immerse the students in a variety of prayers and praying, e.g.:

Verbal Linguistic: students listen to/read children’s picture books about pray and praying‘Hail Mary’ – Sabrina Bus William B Eerdmans Publishing Co 2006‘Our Father’ – Sabrina Bus William B Eerdmans Publishing Co 2006‘Praying the Rosary with Mary’ – Angela M Burrin 2012‘Hail Mary’ – Ermes Ronchi 2013‘Prayer with My Fingers’ – inspired by Pope Francis Paraclete Press 2014‘God’s Quiet Things’ – Nancy Sweetland Eerdmans Books for Young Readers‘Grandad’s Prayers for the Earth’ – Douglas Wood Candlewick Press

Logical Mathematical: Survey and graph well-known and loved prayers in your extended family and family friends and classmates;

Bodily Kinaesthetic: Choreograph a dance or movement to a prayer;

Musical: Create or find music that supports you to pray alone;

Visual Spatial: Find an icon, image or symbol to bring to class prayer;

Huddle strategy p 25 in Good News for Learning Teaching Strategies http://rokreligiouseducation.com/resources/?k=Good+News+for+Learning+Teaching+Strategies&resource-category=teaching-strategies&resource-type=all

For more information see Multiple Intelligences pp 14-15Good News for Learning Teaching Strategies http://rokreligiouseducation.com/resources/?k=Good+News+for+Learning+Teaching+Strategies&resource-category=teaching-strategies&resource-type=alland/or Multiple Intelligences p 84 A-Z Teaching Strategishttp://rokreligiouseducation.com/resources/?k=A-Z+strategies&resource-category=teaching-strategies&resource-type=all

Assessment for learning

Assessment for / of learning

use clay or paint to explore art as a form of personal prayer;

Interpersonal: Pair up with a friend to learn to recite a traditional prayer such as the Regina Coeli.

Intrapersonal: In your journal write a letter to God about your day or your feelings and ideas about an important experience.

Use Brisbane Catholic Education resource ‘Ways to Pray’ for different ideas for classroom prayer. http://bcewaystopray.weebly.com/

Prayer Dice/Prayer Cube - Students (individually or in pairs) create their own Roll a Prayer Cube (see Roll a Prayer Grace Cube and Roll a Prayer Bedtime Cube from Liturgy Brisbane.)Prayer Dice - A Prayer Dice is a cube with words written on each side instead of numbers. Teachers can use this to capture the attention of students and to inspire them to use a variety of prayer forms. It can also be a tool to enable students to demonstrate their understanding and knowledge of prayers as well as be a support for them to actually have the words to pray with. Use of a prayer dice in a reverent setting can reinforce known prayer forms and teach new forms. Prayer dice can be made out of cardboard, using a standard cube template or any cube shaped box. Examples of what can be added to each face of the cube include: Names for God e.g. God of Love, Creator God etc Prayer Starters e.g. Let us pray for…. Images e.g. people, places, things Different forms of prayer e.g. thank you prayers, intercessions, meditation Traditional prayers e.g. Hail Mary Scripture quotes e.g. Be still. Be healedHow to use a Prayer Dice1. Gather students and light candle2. Roll the dice3. Pray the prayer that is face up. This may involve the students praying

a known prayer together or may be a time for individual students to compose their own prayer using a prayer starter or known prayer form. 8

Ways to Pray - Brisbane Catholic Educationhttp://bcewaystopray.weebly.com/

Available from Liturgy Brisbanehttps://shop.liturgybrisbane.net.au/collections/sick-and-dying

8 Prayer Dice Brisbane Catholic Education http://extranetportal.bne.catholic.edu.au/re/REC/RLS/PW/Pages/ChristianPrayer.aspx?_sm_au_=iQVrjVVnp11L6WkQ

In learning groups, investigate and document pictorially, ways our school community prays. Research using drawings, photos, videos, and interviews- where and when is prayer expressed. Collate information and present using a picture board and display in the classroom.

Christian MeditationFor more information about Christian Meditation visit Melbourne Catholic Education website http://www.resourcemelb.catholic.edu.au/object.cfm?o=181&pid=1296&showrm=true&uptam=falseand/orChristian Meditation – Coming HomeThe Townsville Catholic Education Website Coming Home - Christian meditation for children and young people is an excellent website with information for teachers on the importance of Christian meditation in the prayer life of all students and also with ideas on how to implement it in classrooms.http://www.cominghome.org.au/ http://www.cominghome.org.au/practice/dsp-default-d.cfm?loadref=136

Christian Meditation Books: ‘Coming Home A Guide to Teaching Christian Meditation to Children’

Ernie Christie (this resource has been revised and updated) Garrett Publishing ‘Children Love to Meditate’ Ernie Christie & Cathy Day Garrett Publishing ‘Prayer Strategies A Teacher’s Manual 3rd Edition’ Beth Nolan, Farrar House

Publishing

10 Helpful hints for teaching Christian Meditation ‘Coming Home A Guide to Teaching Christian Meditation to Children’ 2008 p 61 Ask students to sit in a comfortable position. But do not be so comfortable that

you fall asleep! Ask students to quiet their bodies. Then quiet the mind. Become aware that

you are in God’s presence. God is around you now in this room. God is also inside of you.

Ask students to close their eyes. Continue to sit straight with your spine upright, relax the muscles of your body. Breathe normally from your stomach. Breathe slowly in and out.

When the students have become quiet, you may ring a bell, or chime or simply say, ‘We begin our meditation now.’ This signals the children to say their mantra silently

Do not give the children the impression that they can only pray at certain times or in certain places, or that meditation is the only way to pray, or even

Using audio visual materials, cameras, drawing equipment, interview questions etc…Picture display board.

Assessment of learningThis task will be used to help demonstrate and understanding of a variety of ways to pray.

the best way to pray. There are many ways to pray, and they can all lead us to genuine communication with God.

Do not over explain or meditate for the child. Instead, invite the children to discover God’s love for themselves. Let their prayer be their own, not yours.’ 9

Christian Meditation in the Classroom – ‘There are some basic aspects to consider as you prepare to meditate. These include, making a regular time to meditate, choosing a suitable place, taking time to prepare the body and mind, adopting a good posture and attention to breathing. Focusing on Posture and Breath as you prepare students to meditate gives them time to make the transition from the busyness of the day to a more receptive mode of being. Meditation is essentially a simple practice and is ideal within the classroom setting. When beginning meditation in the classroom it is best to commit practicing consistently for a short amount of time (a few minutes) rather than occasionally for a longer time. This give the students the opportunity to become accustomed to it and enjoy it. You could begin by setting aside short periods of time for meditation at the beginning or end of a lesson, as part of morning prayer or to conclude the day. As students become more comfortable with meditation you could increase the time. If possible choose a time of day when the students are most likely to be receptive. It can be helpful to clear a space in the room and create a calming environment, e.g. dim the lighting, light a candle, sit the students in a circle. Students can sit either cross-legged on the floor or upright on chairs.’Posture – Posture is an important part of meditation. If your body is still and relaxed, it is more likely you will be receptive to this way of deeper prayer and stillness. You may sit on the floor or on a chair with your hands resting comfortably on your knees or lap. If you are sitting in a chair, keep your feet firmly on the floor.Breath – As you prepare to meditate, pay attention to your breathing. Become aware of the present rate of your breathing, then gently, move toward a deeper, slower and calmer rhythm. Consciousness of your breathing helps you to become more centred and still, more deeply aware of the Spirit within.’ 10

Use Michael Mangan’s “Open Our Hearts” CD to lead/teach the students

9 Ernie Christie, ‘Coming Home A Guide to Teaching Christian Meditation to Children’, John Garratt Publishing, Mulgrave Victoria, 2008, p 6110 RESource Melbourne Catholic Education http://www.resourcemelb.catholic.edu.au/object.cfm?o=181&pid=1296&showrm=true&uptam=false

Christian Meditation. Christian Meditation is 'prayer of the heart' which takes place in silence, with the aid of a mantra.The recommended silence is one minute for each year of age e.g. 5 minutes for 5-year-old children

Allow for a period of Christian meditation out-of-doors. Guide the Christian meditation to follow a simple pattern, such as:1. Becoming still and silent (3 minutes)2. Awareness of the breath (2 minutes)3. Awareness of the sounds of creation around us (2 minutes)Conclude with a prayer of thanksgiving.

Lead the class in an awareness Christian meditation. This begins with an awareness of the stillness of the body, an awareness of the breathing and the heartbeat. Finally, allow time for the awareness of the presence of God’s Holy Spirit in our midst. For ways to do this see ‘Preparing to Meditate’ (Junior) on RESource Melbourne Catholic Education websitehttps://www.litmusproductions.com/index.php/products-menu/products/meditations/open-our-hearts.htmlSet up a religious icon, painting or image and invite the students to focus on this. Use classical music to create the atmosphere. Allow adequate time for students to enter into silent personal prayer.

Invite the students to participate in a Guided Christian Meditation on the theme of creation. A good example of one is in Be Still – Creation Meditations by Jill Gowdie & Michael Mangan (includes a CD as well as the written text).

Virtue Cards - Discuss with the students what are ‘emotions’ and ‘feelings’ – when and how do we experience these.‘Prayerfulness – can be practiced in many ways. You can pray in silence or out loud. You can sing or dance in prayer. Prayer is praising God, being thankful for things. Prayerfulness is quiet reflection. It is allowing the Great Spirit to speak to you. It is listening and receiving God’s guidance. Trust God’s wisdom and don’t expect that everything that you ask will happen. Listen and notice what happens. Prayer can be answered in many ways. Prayerfulness is saying thank you to God and remembering to stay in God’s presence.’ 11Activity/Discussion – If I’m practising prayerfulness, what does it look like, feel like, sound like?

https://www.litmusproductions.com/index.php/products-menu/products/meditations/open-our-hearts.html

Be Still – Creation Meditations by Jill Gowdie and Michael Mangan

Virtue CardsThe Family Virtues Guide pp125-128

11 Linda Kavelin Popov, The Family Virtues Guide, the Penguin Group, 1997, pp 209 - 212

‘Praying the Bible – Lectio Divina’ & ‘Go into your Heart Room’ (MJR topics) Teaching suggestions for using MJR are found on the MJR Google site on the Rockhampton Religious Education website http://rokreligiouseducation.com/

MJR Google Site – Rockhampton Religious Education websitehttps://sites.google.com/rok.catholic.edu.au/mjr-diocese-of-rockhampton/home

Sorting Out Christian Mandalas‘A mandala is a tool for prayer. It is usually characterised by a circular shape with a centre point, filled with many different colours. The circular shape symbolises all things being encompassed by God; the centre point symbolises that God is in the centre of our lives.Mandalas provide another form of expression for students and adults. While a mandala provides an opening for communication, it is always private and personal, and some students may not wish to share the symbolism of their mandala.No mandala is ever the same as another. Combined mandalas make a great display and students really value them. Prayer is an inner journey and often there is nothing concrete from our prayer time to show others. If mandalas are used correctly, they have the potential to make prayer a highly meaningful and enjoyable experience for both students and adults.’12

For more information please see Beth Nolen’s ‘Prayer Strategies A Teacher’s Manual 3rd Edition’ Chapter 7 or Brisbane Catholic Education website http://extranetportal.bne.catholic.edu.au/re/REC/RLS/PW/Pages/ChristianPrayer.aspx?_sm_au_=irVtNNrkVS5r9sKj

Using mandalas for prayer – ‘When students have completed their mandalas, invite then to try one of the following activities.Contemplative Prayer – ask participants to spend some time in silence reflecting on their mandala. Encourage participants to think about God is present with us in everything, in every moment, even though we often forget.Prayer Writing – ask participants to choose a name for God that seems appropriate for them at this point in their lives. Invite participants to write their own prayer, beginning with this name for God. When the prayer is

12 Beth Nolen, Prayer Strategies A Teacher’s Manual 3rd Edition, Farrar House Publishing, Australia, 2014, p 105

completed, each person can out the mandala and write the prayer underneath.Mantra – encourage participants to create their own mantra that reflects their mandala. This may be a quote from scripture or a short personal prayer, for example ‘God, you are with me.’ Participants should write the mantra under the mandala and have some quiet time to pray the mantra in silence.’ 13

Students paint, colour or draw a mandala. A Christian mandala is a reflective and artistic response to a meditation or Scripture reading. It is based on a circle, which is a symbol of wholeness and often features at the centre the connecting points of the cross.For examples of children’s mandalas visit the following websites:http://www.mandalaproject.org/Mandalas/index_new.html

https://olmcridgewoodresources.wordpress.com/2013/09/08/mandalas/

Frayer Concept Model Strategy – students use the Frayer Concept Model Strategy to define/explain what prayer is. For more information see

A-Z Teaching Strategies p 55 http://rokreligiouseducation.com/resources/?k=A-Z+strategies&resource-category=teaching-strategies&resource-type=all

Is/Definition Characteristics

Examples Non-Examples

De Bono’s thinking Hats activity on Christian Meditation

White hat: the facts – Consider the facts about Christian meditation. Using a variety of sources, locate and share four interesting facts you have discovered about prayer and Christian meditation.

Create and decorate a Mandala

Frayer Concept Model Strategy p 55 A-Z Teaching Strategishttp://rokreligiouseducation.com/resources/?k=A-Z+strategies&resource-category=teaching-strategies&resource-type=all

De Bono’s Six Thinking Hats

Assessment as learning

Assessment of Learning

Assessment of Learning

13 Beth Nolen, Prayer Strategies A Teacher’s Manual 3rd Edition, Farrar House Publishing, Australia, 2014, p 106

Prayer

Black hat: bad points – List the negative aspects of Christian meditation

Red hat: emotions – Communicate how the Christian meditation makes you feel.

Green hat: creative points – Present some creative solutions to Christian meditation.

Yellow hat: the good points – Outline the positive consequences of Christian meditation.

Blue hat: thinking – As a result of all your thinking, summarise in three sentences the importance of Christian meditation for you. Propose one thing you might now do about Christian meditation.

Communicating Prayer ExpoHaving developed a deeper understanding of prayer, the class creates a prayer expo to which the wider school community is invited. The purpose of the expo is to raise the awareness in the community of the richness of prayer and Christian meditation in the Catholic tradition. The expo could feature the prayers students have explored and expressed throughout the unit. Where students are exhibiting their own prayerful responses e.g. artwork or liturgical movement, it would be important to ask students for their permission before considering them for an expo, as these are personal expressions of faith rather than works of art.

Assessment of learning

Evaluating and Reflecting

Personal JournalChildren revisit and respond to the inquiry questions asked in the orientation phase:How is prayer a part of people’s lives?How is prayer a part of my life?

Assessment as Learning

Teacher reflection and Evaluation

What has been most successful about this unit?Were the chosen activities accessible to all students?How were you able to involve the students’ families in the Unit of Work?Can you identify ways of improving this unit?