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: To be added by class teacher

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 A: Matthew 14:23Matthew 14:23 CEV 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.

Contemporary English Version (CEV) Copyright © 1995 by American Bible Society

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 Translation (GNT) Copyright © 1992 by American Bible Society

Worlds of the text Worlds behind the Text Worlds in Front of the Text

1 Dr Margaret Carswell

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

Matthew 14:23 – he went … by himself to pray. Although Jesus’ praying is not thematic as in Luke (who often mentions Jesus’ prayer life). Matthew does show him praying here and at 19:13-15, where Jesus blesses and prays for children. In Gethsemane Jesus is shown in concerned prayer as he anticipates his coming death (16:36, 39, 42, 44).3

Jesus and Peter Walk on the Sea 14:22-33After the feeding Jesus sends his disciples off to cross the lake by boat while he disperses the crowd and goes up the mountain to pray (vv. 22-23). As in the earlier boat scene (8:23-27), the image of the disciples struggling to make headway in a boat battered by the sea is symbolic of the later Church.4 Like them, the Church struggles against forces that threaten to engulf it, keenly sensing the physical absence of its Lord.Just before dawn5 Jesus joins them, walking on the sea – in biblical imagery a prerogative of God (Ps 77:19; Job 9:8; Isa. 43:16). Hence the terror evoked in the disciples (v.26). Jesus’ reassurance “Take courage; It is I; fear not” (v.27), is at one level a simple self-identification: they are not seeing a ghost but the Master they know and follow. At another level, “It is I” (Greek ego eimi) evokes the self-identification of God to Moses at the Burning Bush. (Exod. 3:13-15) and similar divine assurances in Isaiah (43:13, 25; 46:4; 48:12; 58:9). The presence of Jesus (“Emmanuel” [1:23; cf. 28:20]) is at one and the same time the saving presence of God. The Church, symbolized by the disciples in the boat, may go through long periods on its voyage through history seemingly abandoned by its Lord. This scene6 assures the

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).’ 8‘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).’9Dr Margaret Carswell’s explanation of Matthew http://www.thebibledoctor.com/uploads/2/3/7/5/23753282/m

Matthew 14:22-36 Walking on waterThis is the second time that Jesus demonstrates his mastery over the water. In 8:23-27 Jesus calmed the sea and the disciples’ dread in the midst of a storm. In this episode Jesus shows himself to be like God, both in his ability to tread on the water (e.g. Ps 77:19, Job 9:8; 38:16) and in his self-identification as ego eimi, literally “I am” (v.27), the self-identification of God to Moses (Exod. 3:14). While in the Markan episode the disciples remain uncomprehending and resistant to this epiphany (6:45-52), Matthew adds a poignant vignette that captures the faltering attempts of the disciples, represented by Peter to overcome their fears and to step out with Jesus in faith. His power to save (1:21; 8:25) takes them beyond their little faith (also 6:30; 8:26; 16:8; 17:20) to the ability to proclaim him “Son of God” (see 3;17; 16:16; 17:5; 27:54).Jesus continues his saving ministry to all those who are sick. As a pious Jew, he is wearing tassels as a reminder to keep God’s commandments (Num. 15:38-40; Deut. 22:12). Those who want to touch these are expressing their desire to live in the way that is faithful to God, through Jesus (as also the woman with a haemorrhage, 9:20-22). All who do so are saved (the verb diesothesan, v.36, means both “saved” and “healed”).11Jesus and Peter Walk on the Sea 14:22-33It is not entirely clear what prompts Peter’s desire to come to Jesus across the sea (vv.27-31).12 Love, boldness, bravado? Perhaps all three – but also a measure of faith: ‘Lord, if it is you, command me ..” (v.28)13 Faith enables Peter to participate in Jesus’ divine power to tread underfoot, for a few moments at least, the forces of destruction. Then doubt arrives. Peter takes his eyes off Jesus and “sees” instead only the forces of the wind.14 His plea for rescue, ‘Lord, save me!” (v.30) has about it the ring of liturgical prayer. Likewise, Jesus’ gentle rebuke – after he has stretched out his hand and rescued Peter – “O you of little faith, why did you doubt?” speaks to all members of the Church.15 By

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

3 J.K Brown Teach the Text Commentary Series Matthew, Baker Books, Grand Rapids Michigan, 2015, p. 168

4 The Greek word translated “battered” (basabuzestgai) literally means “to be tortured”.

5 Literally “at the fourth watch” (3 a.m. to 6 a.m.). The implication is that the disciples had been struggling almost the entire night.

6 The intense overlay of biblical allusion and theology renders the recovery of any historical kernel all but impossible. See again Meier, A Marginal Jew 2:919-24

faithful that divine concern is never truly absent but is ever ready, even in the darkest moments, to save.7

atthew_poster.pdf http://www.thebibledoctor.com/about-the-gospel-writers.htmMatthew’s pastoral concernOur main interest will be to see how Matthew and his community saw Jesus. Matthew’s focus is also pastoral. Besides the painful tensions experienced by Jewish Christians in their relations with Judaism, there are tensions in the Christian community itself. Matthew is attempting to reflect on Jesus’ life and teaching in a way that will guide him and the community in resolving these differences and living the life of love shown them by Jesus. This pastoral interest makes it a very human and a relevant document for any community struggling with the paradoxes of the human condition while learning to live a life of faith as disciples of Jesus.10

“detaching” Peter from the other disciples at this point and allowing him to make his individual journey across the waves Matthew personalises the ecclesial experience. Peter models the mixture of boldness and fear, strength and weakness, characteristic of all. Believers can make their own his cry for rescue and feel, as he felt, the Lord’s strong hand reaching out to draw them up from the deep.16 It is only as Jesus and Peter get into the boat that the rage of the wind subsides. When the disciples ‘worship” him, saying “truly, you are the Son of God” (v.33), they show that the whole traumatic experience has led to a new awareness of God’s saving presence among them in the person of Jesus.17When the boat comes to land at Gennesaret, Jesus resumes his ministry of healing (15:34-36), the sick begging to touch “the fringe of his cloak” (cf. 9:20). Coming straight after the theophany on the lake, this moment of healing depicts the accessibility of divine presence. In the person of Jesus, the afflicted can “touch” God and find healing.18

Scripture that will be the focus in Year B: Mark 1:35

7 B Byrne Lifting the Burden Reading Matthew’s Gospel in the Church Today, St Paul’s Publications, Strathfield NSW, pp. 119-120

8 Monaghan C.J. The Gospels God With Us, Garratt Publishing, Mulgrave Victoria, 2014, pp 34, 36

9 D. Durken OSB (Series Editor), p. 2

10 Fr Michael Fallon MSC http://mbfallon.com/matthew_commentary/intro_to_matthew.pdf

11 D. Durkin series editor, New Collegeville Bible Commentary New Testament, Liturgical Press, Collegeville, Minnesota, 2008, p.53

12 This episode with Peter is, of course, peculiar to Matthew’s version.

13 M Eugene Boring (“The Gospel of Matthew”, in Leander E Keck, ed. The New Interpreter’s Bible Vol. 8 [Nashville: Abingdon, 1995] 328-29 evaluates Peter’s desire to leave the boat and come to Jesus negatively, seeing it as seeking proof of the presence of the Lord. But Peter requests Jesus to ‘command’ him and so acts in obedience cf. Ulrich Luz, Matthew 8-20: A Commentary. Translated by James E Crouch. Hermeneia (Minneapolis: Fortress, 2001) 320.

14 “See” here must have the sense “notice”. One hardly “sees” wind.

15 The Greek word expressing “doubt” (distazein) means “to waver”: it will reappear to express the response of “some” (disciples) on seeing the risen Lord (28:17).

16 While Peter begins here to be singled out from the remaining disciples, his unique ecclesial role – to emerge in 16:13-19 – is not yet directly in view cf. Luz, Matthew 8-20

17 Confessing Jesus as “Son of God” here anticipates Peter’s confession at Caesarea Philippi in 16:16 and to some extent undercuts the narrative impact of that climatic moment. Matthew is more prepared than Mark to sacrifice that impact in the interest of creating scenes that reflect and express the experience of the later Church.

18 B Byrne, pp. 120-121

Mark 1:35 CEV 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.

Contemporary English Version (CEV) Copyright © 1995 by American Bible Society

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

Jesus Preaches in Galilee

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 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?

Worlds behind the Text 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?

Worlds in Front of the Text 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 5:16Luke 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.Contemporary English Version (CEV) Copyright © 1995 by American Bible Society

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 Translation (GNT) Copyright © 1992 by American Bible Society

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.’19

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.20 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.’ 21

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.’ 22

‘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’ 23

Active Reading Skills (Learning Links to Parables and Miracles p 17 24)

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

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

21 R T France pp 87-88

22 R T France p 87

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

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

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 ….

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

AssessmentofLearning

Learning About Prayer: Multiple Intelligences

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.

Prayer - Frayer Concept Model Strategy

Multiple Intelligences strategy

ICTPicture board presentation

Frayer Concept Model Strategy

During the Unit

During the Unit

During the Unit

De Bono’s thinking Hats activity on Christian Meditation

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

De Bono’s six thinking hats

Prayer Expo

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 that is focus for the current Liturgical Year (Year A: Matthew 14:23; Year B: Mark 1:35; Year C: 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?

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 14:23; Year B: Mark 1:35; Year C: 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 that is focus for the current Liturgical Year (Year A: Matthew

Gospel frieze – sample frieze available from APRE/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

Assessment of learning

Assessment of learning

14:23; Year B: Mark 1:35; Year C: 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? 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;

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-

Assessment for learning

Assessment for / of learning

Assessment for / of learning

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; 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

category=teaching-strategies&resource-type=all

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

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

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. 25

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

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.

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

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 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.’ 26

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

26 Ernie Christie, ‘Coming Home A Guide to Teaching Christian Meditation to Children’, John Garratt Publishing, Mulgrave Victoria, 2008, p 61

breathing helps you to become more centred and still, more deeply aware of the Spirit within.’ 27

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

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

Be Still – Creation Meditations by Jill Gowdie and Michael Mangan

Assessment for learning

Assessment of learning

27 RESource Melbourne Catholic Education http://www.resourcemelb.catholic.edu.au/object.cfm?o=181&pid=1296&showrm=true&uptam=false

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.’ 28Activity/Discussion – If I’m practising prayerfulness, what does it look like, feel like, sound like?

Virtue CardsThe Family Virtues Guide pp125-128

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.’29

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.

Assessment for learning

28 Linda Kavelin Popov, The Family Virtues Guide, the Penguin Group, 1997, pp 209 - 21229 Beth Nolen, Prayer Strategies A Teacher’s Manual 3rd Edition, Farrar House Publishing, Australia, 2014, p 105

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 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.’ 30

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

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

Assessment as learning

Assessment of Learning

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

Prayer

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.

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.

De Bono’s Six Thinking Hats

Assessment of Learning

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?