Good News Translation (This translation is in the Breakthrough...

Religion Curriculum Inquiry Unit

School:

YEAR LEVEL: 4

Term:

Year:

Strands: Beliefs

Sacraments

Morality

Prayer

Cross-curricular priorities:

Class context/Learners:

To be added by class teacher

Knowledge & Understanding…

Jesus loves all people.

Jesus calls all people to live the law of love.

“Love God, love others as yourself’

Living Jesus’ way of life is discipleship.

Jesus' commandment is to love one another.

Jesus identified with the poor, the lonely, the sick, and the outcast.

St Francis of Assisi cared for the poor, the outcast and the environment.

Skills…

Recall stories from Scripture where Jesus showed love for others.

Wonder about scripture:

Parables:

Articulate ways that Jesus exercised his mission and identified with the poor, the lonely and the outcast.

Identify those who are outcasts and treated unfairly in today’s society and suggest ways Christians are called to affirm the dignity of every human being.

Investigate attributes in the life of St Francis of Assisi and how he showed dignity to all people.

Identify the Franciscan Spirituality and how it can be implemented today.

Identify scripture to be interpreted: Year A – Matthew 10:1, 7-14

Year B – Mark 6:7-13

Year C – Luke 9:1-2, 6

Begin 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 World [footnoteRef:1] [1: Dr Margaret Carswell]

Scripture that will be the focus in Year A: Matthew 10:1, 7-14

Matthew 10:1, 7-14 (Jesus Chooses His Twelve Apostles)

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

10 Jesus called his twelve disciples together and gave them authority to drive out evil spirits and to heal every disease and every sickness. 7 Go and preach, ‘The Kingdom of heaven is near!’ 8 Heal the sick, bring the dead back to life, heal those who suffer from dreaded skin diseases, and drive out demons. You have received without paying, so give without being paid. 9 Do not carry any gold, silver, or copper money in your pockets; 10 do not carry a beggar's bag for the trip or an extra shirt or shoes or a walking stick. Workers should be given what they need.

11 “When you come to a town or village, go in and look for someone who is willing to welcome you, and stay with him until you leave that place. 12 When you go into a house, say, ‘Peace be with you.’ 13 If the people in that house welcome you, let your greeting of peace remain; but if they do not welcome you, then take back your greeting. 14 And if some home or town will not welcome you or listen to you, then leave that place and shake the dust off your feet.

Good News Translation (GNT) Copyright © 1992 by American Bible Society

Worlds of the text

‘Leprosy: In biblical times the word “leprosy” was used for many different kinds of skin diseases.’[footnoteRef:2] [2: Bible Gateway https://www.biblegateway.com/passage/?search=Matthew+8%3A2&version=CEV]

’10:1 Jesus called his twelve disciples. The people of Israel came from twelve tribes from the lineage of Jacob and continued to be identified by tribe throughout this history (e.g., Phil. 3:5). Thus, choosing twelve disciples would have been symbolic act communicating that Jesus was restoring and reconstituting Israel around himself and his ministry.

Gave them authority to drive out impure spirits and to heal every disease and sickness. The pattern of and power for the ministry enacted by Jesus in 4:23 – 9:34 is given to the twelve disciples here. Specifically, Jesus empowers his disciples to heal and cast out demons.

10:7 proclaim this message: “The Kingdom of heaven has come near.” The twelve disciples are given the same kingdom centred message to proclaim that has characterised the preaching of both John the Baptist and Jesus (3:2, 4:17). The call that follows to “heal the sick, raise the dead, cleanse those who have leprosy, drive out demons” (10:8) reflects precisely what Jesus has been doing in chapters 8-9, with its various healing stories (including a leper [8:1-4]), exorcisms (8:28-34; 9:32-34), and a resuscitation (9:18-26). The disciples’ call to kingdom ministry derives from the kingdom ministry of Jesus himself.

10:11 Whatever town or village you enter, search there for some worthy person. The import of 10:9-15 is to guide the Twelve in their mission to rely upon the hospitality of people within the various towns they visit. This explains the prohibition against bringing money and extra supplies (10:9-10). The reception in these towns of the disciples and their kingdom message determines whether they “let [their] peace rest” on a home or whether they “shake the dust off [their] feet” (10:13-14).

10:15 shake the dust off your feet. This phrase reflects the action of Jews shaking the dust from foreign soil off their feet when returning to their own land.[footnoteRef:3] It functions here as a sign of judgement (c.f. 10:15). [3: J.K. Brown, “Direct Engagement.”]

The authority that Jesus bequeaths to his twelve disciples is for the empowerment of their mission, which is to parallel his own (10:1,5-8). While their mission at this early stage is limited to Israel, a mission to “all nations” opens up after his resurrection (28:19).[footnoteRef:4] [4: J. K. Brown, Teach the Text Commentary Series Matthew, Baker Books, Grand Rapids Michigan, 2015, pp. 106-108]

‘Having been associated with Jesus for some time, his twelve leading “apprentices” are now to have an active share in his preaching and healing mission. It is a first sight rather curious that we are not told the names of the twelve disciples before being informed as to the powers conferred upon them. Only then, almost as an afterthought, comes the list of names – two pairs of six, headed as in all the lists by “Simon, also known as Peter” (vv. 2-4). Matthew’s order makes an important point. The Twelve may symbolically represent the reconstitution of the people of God but they are not the static “pillars”: they, and the Church to be built upon them, are there for the liberating mission just outlined.’[footnoteRef:5] [5: B Byrne, Lifting the Burden Reading Matthew’s Gospel in the Church Today, St Pauls Publications, Strathfield NSW, 2004, p.86]

Worlds Behind the Text

Gospel of Matthew

‘Each Gospel is written for a particular community and has its own special flavour. Matthew’s Gospel is written for a community that is in a time of transition and change. Some fifty years have passed since the death and resurrection of Jesus, and Matthew’s community want to be faithful to their Jewish heritage and, at the same time, bring the message of Jesus to all people without demanding that they follow all the requirements of the Jewish law. As Jewish as Matthew’s Gospel is, it is surprisingly open to the nations who are not Jewish – known as the Gentiles. Although the genealogy of Jesus is Jewish, when Jesus begins his ministry it is in Galilee of the Gentiles (Matthew 4:15). While the disciples are first sent only to the lost sheep of the house of Israel in Matthew 10:6, by the conclusion of the Gospel Jesus commands his disciples to preach the Gospel message to all nations (Matthew 28:19-20).’ [footnoteRef:6] [6: Monaghan C.J. The Gospels God With Us, Garratt Publishing, Mulgrave Victoria, 2014, pp 34, 36 ]

‘We do not know the precise locale of the Matthean community, but a prosperous urban setting is likely from the twenty-six times that Matthew uses the word polis, “city” (cf. Mark, four times; Luke sixteen times) and the twenty-eight times he mentions that gold and silver (cf. Mark, one time; Luke four times). Matthean Christians, like those of other locales, were women and men of diverse social and civic status, ethnic identities, and levels of wealth. They compromised only a small percentage of the total population. It was a mixed community of Jews and Gentiles, striving to work out their identity as the New Israel.

The oldest tradition, and still the most frequently suggested locale for the Matthean community, is Antioch of Syria. As the third largest city of the empire, it has a sizable Jewish population. It was an important centre of emerging Christianity (Acts 11:19-26; 13:1-3), where Jewish and Gentile Christians struggled to work out their new relationship in Christ (Gal 2:11-13).’[footnoteRef:7] [7: D. Durken OSB (Series Editor) p. 2 ]

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

http://www.thebibledoctor.com/about-the-gospel-writers.htm

Worlds in Front of the Text

‘While it is important to keep in mind that not all the instructions that Jesus provides for the twelve apostles are applicable to Matthew’s audience, including contemporary readers (e.g. mission to Israel only, no extra clothing), it seems clear that Matthew wants followers of Jesus to understand that their ministry is to be patterned in particular ways on Jesus’ own mission. The centre of Jesus’ ministry is also the centre for the preaching of the Twelve: “The kingdom of heaven has come near” (10:7; likewise, 4:17). While, a post-Easter message will rightly include and emphasize Jesus as rightful king and his life, death and resurrection as the inauguration of God’s reign in this world, it is important that the Christian message continue to be centred on the kingdom. God in Christ has come to reclaim and put back in right order all that belongs to God. The Christian message is not, as some have criticized, just pie in the sky – a message about how we can escape from this world and go to heaven. The gospel of Jesus Christ is written on a much bigger canvas than this. The Christian message is about God’s work in this world, drawn from God’s covenant with Israel, established inexorably in the coming of Jesus the Messiah and culminating at the final day when heaven and earth will be renewed and all who have trusted in and followed Jesus will experience resurrection from the dead.[footnoteRef:8] [8: J.K. Brown pp. 109-110]

‘Christian missionaries make the same proclamation as Jesus (4:17) and John the Baptist (3:2), and they perform the same healing deeds as Jesus (chaps. 8-9). By so doing, Christians are the human face of Christ still at work in the world, bringing hope and healing wherever there are illness, death, and manifestations of evil. Missionaries are to present themselves as completely vulnerable – without money, luggage, extra clothing, footwear, or weapons (a walking stick was often used to fend off beasts). They are not self-sufficient; rather they are totally reliant on God’s providence, demonstrated in their dependence on the hospitality of others. While missionaries deserve to be paid (v. 10, similarly 1 Cor 9:14), Jesus instructs them to minister without charge so that the poor are not excluded and so that they are able to proclaim the Gospel with integrity (v. 8b, similarly 2 Cor 11:7). The message cannot be tailored to what those who will give money want to hear. Missionaries are not to move around seeking better accommodations. They are to remain in one house, a visible sign of “God-with-us” (1:23; 28:20), offering peace (see above on 5:9) to all within. Like Jesus, missionaries face acceptance by some and rejection by others. When rejected, they are not to respond violently but rather they symbolically shake off the vestiges of their encounter.’[footnoteRef:9] [9: B Byrne, p.41]

Scripture that will be the focus in Year B: Mark 6:7-13

Mark 6:7-13

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

7 He called the twelve disciples together and sent them out two by two. He gave them authority over the evil spirits 8 and ordered them, “Don't take anything with you on the trip except a walking stick—no bread, no beggar's bag, no money in your pockets. 9 Wear sandals, but don't carry an extra shirt.” 10 He also told them, “Wherever you are welcomed, stay in the same house until you leave that place. 11 If you come to a town where people do not welcome you or will not listen to you, leave it and shake the dust off your feet. That will be a warning to them!”

12 So they went out and preached that people should turn away from their sins. 13 They drove out many demons and rubbed olive oil on many sick people and healed them.

Good News Translation (GNT) Copyright © 1992 by American Bible Society

Worlds of the text

· What type of writing is this?

· What comes before and after this text?

· Who are the characters in the text?

· Who speaks and who is silenced?

· What happens in the text?

· What words are interesting, new or difficult and need explaining?


· Who wrote the text?

· When was it written?

· Who was the audience of the text?

· What do you know of the cultural, historical and political context of the author?

· What do you know of the cultural, historical and political context of the time?

· Where did this take place?


· What meaning does this text have for my life today?

· How might people of different genders and cultures interpret this text today?

· How could this text be used in prayer?

· What life experiences help me to better understand this text?

· What aspects of this text might not be relevant to our lives and time?

Scripture that will be the focus in Year C: Luke 9:1-2, 6

Luke 9:1-2, 6 (Instructions for the Twelve Apostles)

Worlds of the text

‘The Twelve disciples chosen by Jesus in 6:13-16 have hitherto been merely his companions and audience; now they become his agents as he extends the scope of his mission. In 10:1-12 that delegation of his mission will be further expanded. The reader is thus prepared for the eventual continuation of the movement after Jesus’ death.’[footnoteRef:10] [10: R T France Teach the Text commentary Series Luke, Baker Books, Grand Rapids Michigan, 2013, p. 158]

‘9:1 he gave them power and authority. The roles for which the Twelve are authorised – exorcism, healing, proclamation – mirror closely Luke’s depiction of Jesus’ own Galilean mission. He thus delegates his own authority to them, and the mission is extended.

9:3 Take nothing for the journey. The aim is not so much asceticism or ‘living simply’ for its own sake (like the Cynics, as noted above) as the recognition that hospitality should be expected, and that the work of the kingdom of God deserves its own support (cf. 10:7)

9:5 If people do not welcome you … shake the dust off your feet. Jews returning from pagan territory shook off its dust in order to leave behind any contamination. So, this was a gesture of dissociation and judgement (see 10:10-12; Acts 13:50-51). To reject the messenger is to reject the message and the one who sent it (10:16). The message is for all, but where it is not received, they are not to waste time ‘flogging a dead horse.’

When Jesus called his first disciples, he commissioned them to ‘fish for people’ (5:10). When the Twelve were designated, we were told nothing of their ‘job description’, except insofar as it was encapsulated in the term of ‘apostle’, referring to someone sent out (6:13-16; repeated here in 9:10). Now the nature of that ‘sending out’ (9:2) becomes more explicit, and it will be further clarified as a second wave of emissaries is sent out in 10:1-12. In view of Luke’s massive emphasis on the unique authority and supernatural power of Jesus, it comes as a surprise to find his mission shared in this way with fallible disciples. He remains the source of that authority, of course, and sometimes they will fail in their task. But the message of the kingdom of God is now clearly more than a one-man campaign, and the way is being prepared for the awesome responsibilities and authority of the church as Luke will later describe it in Acts.’[footnoteRef:11] [11: R T France p. 158]


The 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.[footnoteRef:12] 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. [12: R.T France p. 7]

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

‘The Greco-Roman world at this time was familiar with itinerant teachers in the form of the Cynics, who were famous for their simple lifestyle and their dependence on material support from the local population. It is not clear; however, how prominent Cynics might have been in Palestine. More typically Jewish was the itinerant exorcist (9:49; 11:19; Acts 19:13-16). Josephus (J.W. 2.124-25) also describes how Essenes travelled without provisions and were given hospitality by other Essenes. Hospitality for strangers was, and still is, a deeply rooted tradition in Middle Eastern life.’[footnoteRef:13] [13: R T France p. 158]


‘The mission of the Twelve is probably best approached in conjunction with the mission of the seventy-two in 10:1-12, since the principles of the mission are very much the same but are more fully spelled out there. But here in 9:1-2 we have a more explicit listing of the tasks entrusted to them. There are three elements: (1) drive out demons, (2) cure diseases/heal the sick, and (3) proclaim the kingdom of God. Consider how this agenda compares to the current concerns of the church, both in its general manifestation and as it is expressed locally. In what ways is our commission the same? In what ways is it different? Have we lost our way?[footnoteRef:14] [14: R.T France p. 162]

‘The ‘good news’ is that God is establishing his reign, carrying out his promise to bring redemption and salvation through the ministry of Jesus. The angel Gabriel announced this to Zechariah (1:19), the angel of the Lord announced it to the shepherds (2:10) and John the Baptist announced it to the crowds (3:18). The essence of Jesus’ ministry was to demonstrate this good news and invite people to believe it. Jesus’ instructions echo the challenge issued by John the Baptist who told the people to share food and clothing, to act justly and to avoid all violence and excess (3:10-14). Jesus insists that his apostles are to place their trust in the providence of God (compare 1Corinthians 9:14; 1 Timothy 5:18).

Typically, Luke, highlights the universal extension of the mission entrusted to the apostles by Jesus. They are to preach and heal ‘everywhere’. The theme of total reliance on grace in the carrying out of our ministry is expressed in the prayer of Saint Ignatius of Loyola, in his Contemplation for Obtaining Love.’[footnoteRef:15] [15: Fr Michael Fallon MSC http://mbfallon.com/luke_commentary/luke_9,1-50.pdf]

Active Reading Skills (Learning Links to Parables and Miracles p 17 [footnoteRef:16]) [16: M Ryan, Learning Links to Parables and Miracles, Lumino Press Brisbane, 2011, p17]

Ask Questions Make Connections

Who 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 Summarise

What 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 Synthesise

Ask 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 ….

Assessment Plan

Year Level Achievement Standards:

By the end of Year Four, students will demonstrate ways of living in harmony with and caring for God’s creation: themselves, others and the environment. Students locate texts within the Bible by book, chapter and verse. Students identify and reflect upon key parables from the New Testament.

By the end of Year Four, students explore lived celebrations and compare them to the structure of a religious ritual. Students compare the celebration of the Eucharist to the structure of a religious ritual.

By the end of Year Four, students recall ways Jesus reached out to the poor, the lonely and the outcast. Students identify ways Christians can reach out to those in need.

By the end of Year Four, students can understand and say, in unison a number of traditional prayers including the Prayer of St Francis and a decade of the Sorrowful Mysteries of the rosary. Students compose, read and pray different forms of Christian prayer.

Type of Assessment

Description

Possible Sources of Evidence

When assessment takes place

Formative

Assessment

for

Learning

Display large sheets of paper around the room. In the middle of each sheet write key words from the scriptural text on paper, e.g. Jesus, love, disciples, new command. Love one another, I have loved you, etc. students write or draw any ideas that are sparked by the words.

Leave these sheets up for the duration of the unit and add changes as the students’ ideas grow and develop.

Brainstorm what students know about the teaching of Jesus.

This brainstorm could be organised as a ‘hot potato’ where sheets are passed on to be added to by other groups.

Graffiti Board

Hot potato brainstorming

At the beginning of the Unit

During the unit

Summative

Assessment

of

Learning

Mostly true/mostly false activity on the social and cultural aspects of first century Palestine

Create a T- chart (A-Z teaching strategies) on ways to treat others as Jesus would.

Through different eyes activity – from BCE module – Teaching and Actions of Jesus p 34

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?

Debate: Actions speak louder than words.

Create a poster/PowerPoint/iMovie for Actions speak louder than words

Video/ scripts/ photos

T-Chart


Debate

Creative response

Beginning of the unit

During the Unit

During the unit

During the Unit

At the end of the Unit


Affective

Assessment

as

Learning

Throughout the unit students are invited to use a journal to reflect on and monitor their leaning

2 stars and a wish

Journaling

2 stars and a wish

Throughout the Unit


Learning and Teaching Sequence

WK

Inquiry Phase

Activity/Experience/Differentiation

Resources/ICLTs

Assessment

Tuning In

Prepare to read/listen to the scripture that is focus for the current Liturgical Year (Year A Matthew 10:1, 7-14; Year B Mark 6:7-13; Year C Luke 9:1-2, 6).

Lectio Divina prayer strategy;

Invite students to choose a word or short phrase from the reading. Invite them to close their eyes and be still, aware of their breathing, and introduce the word or short phrase silently into their meditation. Allow a few minutes of silence for this. Conclude by rereading the text from Luke’s Gospel.

In their journals students record their reflection in response to the prayer and Scripture.

Graffiti Board

Display large sheet s of paper around the room. In the middle of each sheet write key words from the scriptural text on paper, e.g. Jesus, love, disciples, preach, kingdom of God, tell, Good News, people everywhere etc. students write or draw any ideas that are sparked by the words.

Leave these sheets up for the duration of the unit and add changes as the students’ ideas grow and develop.

Complete a KWL on life in first century Palestine.

Imagine you lived in Palestine 2000yrs ago.

What would it have been like if you were wealthy?

Poor?

Sick?

From another part of the world?

Who would have been significant people for you?

Family?

Villagers?

Religious leaders?

Who would have been a threat to you?

Roman soldiers?

Diseased people?

How would you have spent your day?

Working in fields or home?

Divide into groups and using the jigsaw strategy (A-Z teaching strategies) have a group take one aspect of life and then tell the group

Research the life of men and women in the time of Jesus. See Teacher Background Information on the Diocesan religious Education website http://rokreligiouseducation.com/teacher-background/scripture/

Research clothing worn during the time of Jesus. Design costumes for Jesus and the people he met. Sketch costume designs showing how men and women dressed in the time of Jesus.

Explore the clean/unclean framework with the children and invite them to consider who would be in each section today.

This image is available on the on the Diocesan Religious Education website http://rokreligiouseducation.com/ in teacher background information- scripture

When students have gathered social and cultural information play

Mostly true/mostly false

In pairs or small groups, provide students with a range of statements related to topics previously investigated – each statement on a separate piece of paper or card. Students discuss each statement and come to a consensus on whether it is mostly true or mostly false and establish two columns to demonstrate their discussions.

Teacher background information can be found on the teacher background – scripture page of the Diocesan Religious Education website http://rokreligiouseducation.com/teacher-background/scripture/

Biblical atlas

Biblical encyclopaedia

Illustrated Bibles.

Into the desert – Cultural snapshots to unlock scriptures Dan White and Kate O’Brien

The time of Jesus Loris Rock

Food at the time of the Bible Miriam Feinberg Vamosh

Daily Life at the Time of Jesus Miriam Feinberg Vamosh

The World that Jesus Knew Marc Olson

The Lion Encyclopedia of Jesus Lois Rock

http://www.womeninthebible.net/food.htm - food

http://www.womeninthebible.net/index.htm - information and images from the Bible.

Jigsaw Strategy - A-Z Teaching Strategies

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

A variety of statements about cultural / social aspects of life in first century Palestine.

Assessment as learning

Throughout the unit students are invited to use a journal to reflect on and monitor their leaning

Assessment for learning

These tasks will indicate students’ understanding, perceptions, experiences of friendship and love.

Assessment of learning –

based upon their understanding of social and cultural aspects of first century Palestine.

Finding Out

Brainstorm what students know about the teaching of Jesus.

This brainstorm could be organised as a ‘hot potato’ where sheets are passed on to be added to by other groups.

Identify in the story the words and actions of Jesus, the social place of the characters in the story using the pure/impure information.

Create a T- chart (A-Z teaching strategies) on ways to treat others as Jesus would.


Students use a character map strategy to show how different people may have viewed Jesus:

I wonder what the Pharisee is thinking/feeling/ saying/doing

I wonder what the crippled man is thinking/feeling/saying/doing

Sheets for hot potato brainstorming.

T- Chart - A-Z Teaching Strategies

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


Assessment for Learning

Assessment of Learning

Assessment of Learning

Sorting Out

Prepare to read/listen to the scripture that is focus for the current Liturgical Year (Year A Matthew 10:1, 7-14; Year B Mark 6:7-13; Year C Luke 9:1-2, 6).

Explore maps of Israel in the times of Jesus.

3D map of the Israel/Palestine in 1st century AD.

Map – Israel in New Testament Times p1989 The Catholic Children’s Bible St Mary’s Press

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?

Please note - if your students are having difficulty interpreting passages, practice this skill with simple picture stories. An interpretive question such as ‘What do you think the author is trying to tell us or say about…?[footnoteRef:17] [17: Dr Margaret Carswell]

Gospel Author frieze – Use the Gospel Author frieze relevant for the scripture focus that can be placed around the walls of the classroom to locate where this scripture text occurred in the context of the whole book. The Gospel Author friezes available from APRE and CEO.

Story Wheel - Using their bibles, students reread or listen to the scripture that is focus for the current Liturgical Year (Year A Matthew 10:1, 7-14; Year B Mark 6:7-13; Year C Luke 9:1-2, 6) 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?

Postcard strategy

Using their bibles, students reread the scripture that is focus for the current Liturgical Year (Year A Matthew 10:1, 7-14; Year B Mark 6:7-13; Year C Luke 9:1-2, 6) and then write a postcard from the perspective of a character in the story to a friend or associate. The second character may be real or imaginary. An example of a postcard template can be found on p 24 Learning Links to Paul.

Students role play the scripture that is focus for the current Liturgical Year (Year A Matthew 10:1, 7-14; Year B Mark 6:7-13; Year C Luke 9:1-2, 6).

Story Jigsaw/Jigsaw summary

Students reread the scripture that is focus for the current Liturgical Year (Year A Matthew 10:1, 7-14; Year B Mark 6:7-13; Year C Luke 9:1-2, 6). Using a jigsaw template (maybe 6 - 8 pieces e.g. Jigsaw summary p 78 Into the Deep), students are asked to write or draw the key events of the story. After the jigsaw is finished, students then cut along the lines to make a jigsaw. Place jigsaw pieces in an envelope and invite others to make your jigsaw story.

Responding to Stories

· Draw a comic strip of a scene from the story or the main idea of the story.

· Use a shoe box to make a model of a scene from the story.

· Write a letter to one of the characters in the story responding to their words or actions in the story and giving your own view on their role.

· Make poster about the story as if it was an advertisement for a film.

· Create a mini-book about the story. Provide an outline of the plot, information about characters, background on the setting, pictures, statistics, images ….

· Create a postcard to send to one of the characters from the story. Include a statement of why you would one day like to meet that character. Draw a relevant picture.

· Make a bookmark outlining key features of the story - plot, setting, conflict and resolution. On the other side, draw an illustration of a scene from the story.

Diary Entry - Re-tell the scripture that is focus for the current Liturgical Year (Year A Matthew 10:1, 7-14; Year B Mark 6:7-13; Year C Luke 9:1-2, 6). Write a diary entry as a disciple.

Think Pair Share - Re-read the scripture that is focus for the current Liturgical Year (Year A Matthew 10:1, 7-14; Year B Mark 6:7-13; Year C Luke 9:1-2, 6). Using ‘Think Pair Share” explore what you think the disciples did to bring the Good News to the community.

Complete a cloze exercise based on the scripture that is focus for the current Liturgical Year (Year A Matthew 10:1, 7-14; Year B Mark 6:7-13; Year C Luke 9:1-2, 6).

Identify some of the features and challenges of mission as Jesus’ disciples. – use a character outline to collate this information.

Introduce the concept that there are Catholic organisations who are involved in caring/reaching out to others – Catholic Mission, St Vincent de Paul, Caritas

Invite a guest speaker who is involved in caring for others in the community e.g. St Vincent de Paul. Record how they share the Good News of Jesus’ ministry.

Explore the work of Catholic Mission

https://www.catholicmission.org.au/for-students-educators-1

https://wmm2019.cm.org.au/

Pope Francis has declared this an Extraordinary Missionary Month (October 2019), calling for a reawakening of missionary vitality across the world. Whatever you do for mission this World Mission Month will be contributing to this call. Join us!

Steps to use when interacting with the materials – explore resources for World Mission Appeal, watch video, Read Pope Francis’ WMD message, talk about Pope Francis, what did Jesus say?

Discuss the logo of Catholic Mission

Explore the work of Caritas

https://www.caritas.org.au/

https://www.caritas.org.au/learn/schools

https://lent.caritas.org.au/page/schools

Steps to use when interacting with the materials – watch the introduction video about Caritas, explore resources for Project Compassion, what did Jesus say?

Discuss the logo of Caritas Australia

Explore the work of St Vincent de Paul

https://vinniesyouthqld.org.au/about-us

https://www.vinnies.org.au/

Discuss the logo of St Vincent de Paul

3D map of Israel

The Catholic Children’s Bible St Mary’s Press p1989

Gospel frieze – sample frieze available from APRE/CEO

M Ryan & J Grajczonek

Learning Links to Story in Religious Education p 29

Learning Links to The Prophets p37

Into the Deep pp 76-78

Role play

Learning Links to Paul

p 24

Presenting the New Testament p228

Think Pair Share Activity Good News for Learning Teaching Strategies Diocesan Religious Education website

http://rokreligiouseducation.com/resources/?k=good+news+for+learning&resource-category=&resource-type=

Character outline

Catholic Mission

https://www.catholicmission.org.au/for-students-educators-1

https://wmm2019.cm.org.au/

.

Caritas

https://www.caritas.org.au/

https://www.caritas.org.au/learn/schools

https://lent.caritas.org.au/page/schools

St Vincent de Paul

https://vinniesyouthqld.org.au/about-us

https://www.vinnies.org.au/

Assessment of learning




Assessment for/of learning


Assessment of/as learning

Observe students as they link Catholic Mission with proclaiming the Good News


Observe students as they link Caritas Australia with proclaiming the Good News


Observe students as they link St Vincent de Paul with proclaiming the Good News

Communicating

Read and discuss children’s picture book The Golden Rule by Irene Cooper.

Read and discuss pp. 20-21 Jesus and Justice (Wonderings Big Book) Luke Edwards

Debate: Actions speak louder than words.

Create a poster/PowerPoint/iMovie for Actions speak louder than words.

Daily during prayer build up a mantra about how we can show God’s hospitality to all those we meet e.g. to those who feel rejected…Let us show God’s hospitality as Jesus did. To those who hunger for love…Let us show God’s hospitality as Jesus did. To those who are bullied…Let us show God’s hospitability as Jesus did.

The Golden Rule by Irene Cooper

pp. 20-21 Jesus and Justice (Wonderings Big Book) Garratt Publishing



Evaluating and Reflecting

Teacher reflection and Evaluation

Complete the two stars and a wish activity: Identify two things that went really well (the stars) and one thing that might be improved (the wish)

OR

What did you learn?

How do you know?

How can you improve?

Where do you go for help?

Teacher Reflection:

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?

Assessment as learning

CEO – Rockhampton

Good News Translation (This translation is in the Breakthrough...

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