Course Profile Religious Education:
“Christ and Culture”, Grade 10, Open, Catholic
Unit 2: Called to Be Church
Activity 1 | Activity 2 | Activity 3
| Activity 4 | Activity 5 | Activity 6|
Activity 7 | Activity 8 | Activity 9
| Activity 10 | Activity
11
Unit Developers
Cathy Corbett, Thunder Bay Catholic DSB
Frank Kewin, Toronto Catholic DSB
Sharron McKeever, Durham Catholic DSB
Leslie Miller, York Catholic DSB
Robert Ryan, Dufferin-Peel Catholic DSB
Michael Smith, Durham Catholic DSB
Development Date: February 15, 2000
Students enter into a three-way conversation about their own life experience, their experience of parish life, and their encounters with Church teaching in order to answer the core question for this unit: What does it mean to be Catholic? Students first explore their personal faith journey. This experience, along with an investigation of an aspect of parish life, provides the experiential basis for exploring the core question. Then a study of the notion of sacramentality is undertaken. At this point the students investigate the Sacrament of Anointing. This core understanding is then applied to particular aspects of Catholicism, namely: prayer, the communion of saints, Mary, and the Church. Finally, students are challenged to come to an understanding of the Eucharist as a life-giving sacrament. Throughout the unit, students write a journal that traces their explorations of each of the topics. Students compile an artistic response to their experiences and insights throughout the unit. In the culminating activity students integrate their learning by means of an artistic response to the core question of the unit question.
Ontario Catholic School Graduate Expectations: CGE1a, 1b, 1c 1e, 1f, 1g, 1h, 1i, 1j, 2a, 2b, 2c, 2d, 2e, 3a, 3b, 3c, 3d, 3e, 4a, 4b, 4c, 4d, 4e, 4f, 4g, 5a, 5b, 5c, 5e, 5f, 5g, 6d, 7a, 7b, 7d, 7e, 7f, 7h, 7i, 7j.
Strand(s): Scripture, Profession of Faith, Prayer and Sacramental Life, Family Life.
Overall Expectations: SCV.06, PFV.02, PFV.03, PFV.04, PFV.05, PFV.07, PFV.08, PFV.09, PSV.01, PSV.02, PSV.04, FLV.09.
Specific Expectations: SC4.02B, PF1.01B, PF1.02B, PF1.04B, PF1.05B, PF3.03B, PF4.01B, PS1.01B, PS1.02B, PS1.03B, PS1.04B, PS1.05B, PS1.06B, PS1.07B, PS1.08B, PS2.01B, PS3.01B, PS3.02B, PS3.03B, PS4.01B, PS4.02B, PS4.03B, PS4.04B, PS4.05B, PS4.06B, FL2.03B.
|
Activity 1 |
Our Faith Journeys |
150 minutes |
|
Activity 2 |
Parish Investigation |
75 minutes |
|
Activity 3 |
Sacramentality: Symbolism |
75 minutes |
|
Activity 4 |
Sacramentality: Ritual |
75 minutes |
|
Activity 5 |
Sacramentality: Anointing of the Sick |
90 minutes |
|
Activity 6 |
Prayer and Creed |
135 minutes |
|
Activity 7 |
The Communion of Saints |
75 minutes |
|
Activity 8 |
Mary and the Church |
75 minutes |
|
Activity 9 |
The People of God |
150 minutes |
|
Activity 10 |
The Meaning of the Eucharist |
150 minutes |
|
Activity 11 |
The Celebration of the Eucharist |
225 minutes |
Students should be able to look up references in Scripture.
The prayer schedule started in Unit 1 should continue through this unit. The Faith Journey activity and the Parish Investigation assignment form the experiential bases for the unit. If direct contact with the local parish community is impossible, then alternative exploration using the Internet could be provided. The personal faith journey and the investigation of a local parish are chosen as starting points because they can form a common ground of reference for experience and discussion. Note that the journal activity is usually placed at the end of the activity. This gives the teacher the option of assigning the journal activity for homework if more time needs to be devoted to the other exercises within the activity. Teachers may wish to collect or check journal entries at different stages in the unit rather than waiting for the end. There is a considerable amount of group work in this unit. Consider arranging the classroom seating into groups. If Internet and other computer-related resources are used, involve the teacher-librarian to assess the degree of instruction or review students will require. In an enrichment activity in Activity 9, as well as one of the artistic responses, the use of presentation software is mentioned. The teacher/librarian or the computer teacher may be contacted to train the student(s) in the use of necessary software and hardware.
Activities include whole class discussion and brainstorming, small group co-operative activities such as role playing, jigsaw and think/pair/share, individual exercises, reading, reflection, and teacher presentation. Creativity is particularly encouraged in the creative response assignment. Occasional class discussions, as well as journal entries, found at the end of each lesson, stimulate critical thinking.
Assessment and evaluation items take into consideration the four broad categories of knowledge and skills: knowledge/understanding, thinking/inquiry, communication, and application/making connections. Diagnostic evaluation, not included in mark reporting, includes pretests and discussions as well as informal feedback from the teacher and group members. Formative evaluation consists of eight quizzes, performance assessments on three group assignments, the individual Parish Interview, and an ongoing journal that consists of a set of personal reflections based on issues discussed in the class. Journal activities encourage student goal setting and self-evaluation as well as reflection on experiences and concepts. A rubric for journal evaluation is included as Appendix 3: Journal Assessment Rubric. At the end of the unit, students create an artistic response to their experiences and understanding of parish life. This forms the culminating assessment.
(T = Teacher resource, K = Key Text, S = Student Resource)
New Revised Standard Version Bible. Toronto: Oxford University Press, 1989. (K,T)
Catechism of the Catholic Church. Ottawa: CCCB Publications Service, 1994.(T)
Auer, Jim. “Who Runs Our Church?” Youth Update Y0893. Cincinnati, OH: St. Anthony’s Messenger Press, 1993. (S)
Cooke, Bernard. Sacraments and Sacramentality. (Revised Edition) Mystic, CT: Twenty-Third Publications, 1994.
Daley, Michael. “Connect the Creed to Your Life.” Youth Update Y0395. Cincinnati, OH: St. Anthony’s Messenger Press, 1995. (S)
Foley, Leonard. “The Communion of Saints.” Catholic Update CU1187. Cincinnati, OH: St. Anthony’s Messenger Press, 1987. (T)
Foley, Leonard. “Seen Any Saints Lately?” Youth Update YU1188. Cincinnati, OH: St. Anthony’s Messenger Press, 1988. (S)
Foley, Leonard. “Why We Have Sacraments.” Youth Update YU0787. Cincinnati, OH: St. Anthony’s Messenger Press, 1987. (S)
Friedman, Greg. “What Does It Mean to ‘Be Church?’” Catholic Update CU0585. Cincinnati, OH: St. Anthony’s Messenger Press, 1985. (T)
Gabriele, Edward. Prayer with Searchers and Saints. Winona, MN: Saint Mary’s Press, 1998. (T,S)
Koch, Carl and Joyce Heil. Created in God’s Image. Winona, MN: St. Mary’s Press, 1991. (T,S)
Link, Mark. Path Through Catholicism. Allen, TX: Tabor Publishing, 1991. (S)
McCarty, Michelle. Living the Catholic Sacraments. Dubuque, IA: Brown-ROA, 1994. (S)
McKeever, Sharron and Ralph Pallone. Retreats for Secondary Schools. Oshawa: Durham Catholic District School Board, 1999.
Qualls, Cathy and Kieran Sawyer. The Church at 21 Centuries: Director’s Manual. South Bend, IN: Ave Maria Press, 1998. (T)
Reynolds, Brian. A Chance to Serve: A Leader’s Manual for Peer Ministry. Winona, MN: Saint Mary’s Press, 1984. (T)
Richstatter, Thomas. “Inside a Catholic Church.” Youth Update Y1094, 1994. (S)
Roberto, John, Michael Mosely, et al. YouthWorks (Revised Edition). Naugatuck, CT: Center for Ministry Development, 1996.
Roberto, John, Michael Mosely, et al. DiscipleWays. Naugatuck, CT: Center for Ministry Development, 1997.
Schneider, M. Valerie. Teaching Sacraments and Seasons: Reflections, Prayers and Activities for Religion Teachers. Mystic, CT: Twenty-Third Publications, 1999. (T)
Schmitt, Lara. “On Mary Truths and Connections.” Youth Update Y0594, Cincinnati, OH: St. Anthony’s Messenger Press, 1994. (S)
Smith, Robert W. “Find Your Place In The Parish.” Youth Update YU0287, Cincinnati, OH: St. Anthony’s Messenger Press, 1987. (S)
Stouzenberger, Joseph. Celebrating Sacraments. Winona, MN: Saint Mary’s Press, 1993. (K)
Vatican II, Gaudium et Spes. (T)
Vatican II, Lumen Gentium. (T)
Zanzig, Thomas, ed. Horizons: A Senior High Parish Religion Program. Winona, MN: St. Mary’s Press, 1997. (T)
Zanzig, Thomas. Understanding Catholic Christianity. (Revised edition). Winona, MN: Saint Mary’s Press, 1999. (S)
“Ailing Annie” in the Changing Sacraments series. Cincinnati, OH: St. Anthony’s Messenger Press.
Great Stories of Faith: Ritual and Symbol. UMCom Productions, Ecufilm, Nashville, TN (www.ecufilm.org)
Mary of Nazareth. A& E Biography Series.
Pray Today. Harcourt Religion Publishers, 1997. (www.harcourtreligion.com/)
Sharelife and Students. Archdiocese of Toronto, 1999.
The History of the Eucharist. Harcourt Religion Publishers, 1993.
What the Eucharist Really Means. Harcourt Religion Publishers, 1993.
The Bible Library for Catholics CD-ROM. (NAB, NRSV, RSV) Liguori Faithware.
Butler’s Lives of the Saints. Harmony Media.
Catechism of the Catholic Church. NCCB.
Documents of Vatican II. Catholic Software.
Encyclopedia of Catholic History on CD ROM. Our Sunday Visitor.
The Illustrated Catholic Bible (NAB, RSV). Harmony Media.
Maranatha Multimedia. The Catholic Church: Exploring Our Tradition. Available at www.maranatha.on.ca
Logos Catholic Scholar’s Pack. Logos Software (www.logos.com)
Our Sunday Visitor’s Encyclopedia of Saints. Our Sunday Visitor.
Welcome to the Catholic Church on CD ROM. Harmony Media.
Alapadre’s Sacrament Links: http://www.alapadre.net/sacramen.html
Bible Gateway: http://bible.gospelcom.net/
New American Bible: http://www.nccbuscc.org/nab/bible/index.htm
The Catechism of the Catholic Church: http://www.christusrex.org/www1/CDHN/ccc.html
Christian Pulpit (Audio version of the RSV – Requires ‘Real Audio’): http://talkingbible.com/
Documents of the Second Vatican Council:http://www.christusrex.org/www1/CDHN/v1.html
Encyclicals and other Papal Documents: http://listserve.american.edu/catholic/church/papal/papal.html
The Ontario Conference of Catholic Bishops: http://www.occb.on.ca/
Roman Catholic Church Resources: http://home.golden.net/~wts/index2.html
The Vatican: http://www.vatican.va/
Time: 150 minutes
This lesson introduces the second experiential layer upon which this unit is grounded – that of the students’ faith journeys. After a guided meditation prayer experience that sets the context for a spiritual journey, students graphically portray their own faith journeys. They are asked to identify, categorize, and reflect upon episodes in their journeys. The question, What does it mean to be Catholic? is be asked throughout the unit. The artistic response assignment, which culminates the unit, will be introduced. Students and teachers collaboratively design a rubric for this assignment.
Ontario School Graduate Expectations: CGE1e, 1g, 7d.
Strand(s): Profession of Faith, Prayer and Sacramental Life, Family Life
Overall Expectations
PSV.01 - recognize the spiritual and sacramental dimension implicit in human experience and the created world;
FLV.09 - demonstrate an understanding of the sacredness of the human person, body, and spirit;
(CCC 2258-2262), from conception until natural death (CCC 2268-2283).
Specific Expectations
PF1.04B & PS4.01B - recognize the spiritual and sacramental dimension implicit in human experience and the created world;
FL2.03B - explore the meaning of respect for life from conception until natural death.
Select a guided meditation appropriate for the circumstances. If the teacher does not feel comfortable reading a script, consideration should be given to using a tape or CD version of guided meditations. If time is short, the forms for the faith journey exercise could be prepared and duplicated in advance. Note that this activity introduces an individual’s faith journey. Look for opportunities to show that we are communal people rather than isolated beings. Our faith journey is never completed in isolation. Sample rubrics can be duplicated to help students compile their group suggestions.
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1. Guided Meditation: The teacher leads students in a guided meditation that reflects the idea of a faith journey. Examples are found below in the resource list. Process the activity by looking at times when students felt closer to God and times when they felt distant. (20 minutes)
2. Individually: Students trace their own life as a faith journey. Students draw a horizontal line across the middle of a page. The horizontal axis is marked in years. A vertical line is drawn along the left-hand side of the page. The vertical scale is marked from high points at the top to low points at the bottom. On the horizontal line, students mark key events. Students are to graph their life so far according to whether they see the events as being high or low points. They are challenged to extend their timeline into the future up to and beyond their death (CCC 671-672.) Students then divide their faith journey into episodes. Students are asked to explain why they were higher or lower along their journeys. Students also comment on their understanding of the presence of God at these moments. (55 minutes)
3. Teacher-Centred: The teacher then introduces the central question of the unit: What does it mean to be Catholic? Preliminary responses to the questions are entertained. The teacher then distributes and explains the artistic response assignment. Throughout this unit, students will be exploring responses to the question: What does it mean to be Catholic? through discussions, exercises, and journal entries. This assignment allows students the opportunity to creatively express their response to the question using one of the products:
· Compact Disc cover with cover art, list of songs, and liner notes explaining why the song was included. It is to be presented in a CD jewel case. Include at least eight songs.
· An exhibition catalogue of reproductions of visual art. These can be obtained from the Internet or from art books. The catalogue includes explanations as to why they are included in the catalogue. The catalogue can either be presented as a booklet or using presentation software. Include at least eight items.
· A videotape documentary that compiles selections from movies or television as well as student narration to explain the inclusion of the clips. Include at least eight clips.
· Anthologies of poetry, prose, and art along with an explanation of each element. It can be presented as a booklet or as a radio documentary recorded on cassette tape. Include at least eight selections.
· A web site comprising of any of the elements described in the other categories. Include at least eight pages as well as a home page.
· Students can suggest another method to the teacher for approval.
These artistic responses will be viewed by other students in a class at the end of the unit and will be marked by means of a rubric devised collaboratively between the teacher and the students. (35 minutes)
4. Group: Teachers and students collaboratively design the rubric for the artistic response. Students are grouped. Models for rubrics are given to each group. Groups suggest categories for assessment and achievement criteria. The teacher collates these suggestions and responds to the class within three classes with the finished rubric. (40 minutes)
· The Faith Journey assignment will be assessed using a rubric that addresses expectations FLV.09; FL2.03B; PSV.01, PS4.01B, and PF1.04B. This rubric can be developed using the models provided in the Appendix. This assignment will be continued in Activity 3.
· The timeline exercise can be adapted into a simple four-question task: What are the best things that have happened to me since I was born? What are the worst things that have happened to me since I was born? What will be the best things about my future? What will be the worst things about my future? These questions can be answered according to the medium in which the students can best express themselves.
· Enrichment opportunities include having students:
· select and lead the guided meditation;
· select songs or visual artwork that would illustrate key moments in their timeline.
· For the artistic response assignment, students needing modification can be directed towards creating the communion meditation for the Mass at the end of the unit.
Some guided meditations are found in
Ayer, Jane E. Guided Meditations on Images of God: Mother, Potter, Compassion, Love (Leader's Guide). Winona, MN: St. Mary’s Press, 1999. (T)
Kelsey, Morton T. The Other Side of Silence. New York: Paulist, 1997. (T)
Koch, Carl and Joyce Heil. Created in God’s Image. Winona, MN: St. Mary’s Press, 1991. (T)
Rupp, Joyce. May I Have This Dance? Notre Dame, IN: Ave Maria Press, 1992. (T)
Time: 75 minutes
Students start the activity by sharing information about their local parish in small groups. After correcting any misconceptions, students are introduced to the question: What does it mean to be Catholic? Preliminary answers are discussed and the parish investigation assignment is introduced and explained. Finally, the notion of keeping a spiritual journal is introduced and explained. Students are told that they will be asked to keep this journal throughout the unit. It will hold directed reflections on the findings of the lessons as they relate to their findings in the parish interview, their faith journey, and the question, What does it mean to be Catholic?
Ontario School Graduate Expectations: CGE 5b.
Strand(s): Profession of Faith
Overall Expectations
PFV.02 - demonstrate an understanding of the role of the Church in God's plan for salvation (CCC 770-776).
Specific Expectations
PF1.05B - understand that the work begun by Jesus continues in the world through the Church and its members.
The teacher should contact the local parish(es) regarding the assignment. Personally, or through the help of students, obtain copies of parish bulletins to verify phone numbers and contacts. The teacher may decide to pair or group students in their investigation. Students who have little or no affiliation with the local parish should be assigned to investigating parishes with which their homes would otherwise be affiliated. Adaptations to local situations may be needed in very small parishes. Use of e-mail to interview people at other parishes may be employed. An alternative to sending the students out to the parishes is to bring parishioners into the school as a panel of guest speakers. If this is the case, then an extra class needs to be added into unit planning.
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1. Group Activity: Students fill in a group pre-investigation form in groups of four. These groups should be formed of students from the same parish or within the geographic boundaries of the parish if there is no formal affiliation. This form has spaces for students to put the names of their local parishes and the pastors and any other personnel who work there, the different activities that the church does, and a definition for church. (20 minutes)
2. Teacher-Centred: Teacher leads a discussion of the findings and corrects any misconceptions. Groups can add to their list of parish personnel and activities. The assignment, Parish Investigation, is distributed and explained. (See Appendix 1: Parish Investigation) (50 minutes)
3. Guest Speakers: (Optional Activity) If the parish investigation assignment is not a viable option for your class, then invite guest speakers from various ministries within the parish to the school. The first part of the class is an introduction from one of the panelists who would describe the local parish. Panelists would then briefly describe what they do. Group the students. Each group of students, accompanied by a panelist, forms a discussion group where the interview questions from the assignment sheet are posed. The large group reassembles for general questions, concluding prayers, and thanks. (75 minutes – optional)
4. Journal: Students are expected to keep a spiritual journal of their growing understanding of what it means to be Catholic. Students then respond to these questions: What does it mean to be Catholic? What are my learning goals in this unit? (5 minutes plus homework)
· Both the parish investigation (PFV.02; PF1.05B) and the journal exercises (various expectations to be detailed in each lesson) will be assessed by means of a rubric. The Parish Investigation Rubric can be developed using the models provided in the Appendix. The Journal Assessment Rubric is found in Appendix 3: Journal Assessment Rubric.
· Pair students with language or academic difficulties with students who are able to help them with the parish interview. The parish interview can be taped, as can the journal reflections.
· Students in enriched programs could videotape the interview and present it as a television documentary.
Parish Bulletins.
Richstatter, Thomas. “Inside a Catholic Church.” Youth Update Y1094, 1994, for background on what to expect and the vocabulary encountered in the interview. (T)
Web Sites (T,S)
Archdiocese of Ottawa: http://www.ecclesia-ottawa.org/e-menu.html
Archdiocese of Toronto: http://www.archtoronto.org/
Canadian Catholic Directory of Churches: http://137.122.12.4/advent2/
The Canadian Conference of Catholic Bishops: http://www.cccb.ca/
Diocese of Alexandria-Cornwall: http://www.diocese-alex-cnwl.on.ca/e-welcome.html
Diocese of Hamilton: http://home.golden.net/~wts/hamilton/index2.html
Diocese of London: http://www.rcec.london.on.ca/
Diocese of St. Catharines: http://www.romancatholic.niagara.on.ca/
Diocese of Sault Ste. Marie: http://www.isys.ca/cathcom.htm
Diocese of Thunder Bay: http://dotb.baynet.net/
Diocese of Timmins: http://www.nt.net/~dioctims/
The Ontario Conference of Catholic Bishops: http://www.occb.on.ca/
Appendix 3: Journal Assessment Rubric
Time: 75 minutes
Students review the notion of symbols developed in Unit 1. Students then redraw their faith journey timeline using symbols. Students integrate the ideas presented in this class with their own experience in their journal entries.
Ontario School Graduate Expectations: CGE 1e, 1f, 7d.
Strand(s): Prayer and Sacramental Life
Overall Expectations
PSV.01B - recognize the spiritual and sacramental dimension implicit in human experience and the created world.
Specific Expectations
PS1.01B - demonstrate an understanding of the role of religious symbols, celebration, and ritual in revealing the significance of important passages in the life journey of human beings;
PS4.01B - recognize the spiritual and sacramental dimensions implicit in human experience and the created world;
PS4.02B - appreciate the importance of religious symbol and ritual in the sacramental life of the
Church.
The opening exercise reviews Unit 1, Activity 12. The presentation on symbols portrays an abstract notion. The examples should be made as real as possible to the students by using their examples and common symbols in everyday life. The teacher may wish to prepare worksheets for the faith journey exercise.
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1. Teacher Input on Symbols. The teacher reviews the important concepts related to symbols described in Unit 1 and extends these understandings into the realm of sacramentality:
· A sign is a general term referring to any object that represents something else.
· A symbol is a sign that operates on many levels (e.g., physical, spiritual) and has more than one meaning.
· A symbol’s meaning and physical appearance are interwoven. (Water is a symbol of Baptism, partly because it cleans)
· Symbols are most powerful when the personal meaning is shared with others (e.g., hockey sweaters).
· The most universal symbols are natural symbols (rock, water). These tend to have the deepest meaning.
· Symbolic seeing leads to sacramental awareness.
· Sacramental awareness is the ability to see God present around us. (20 minutes)
2. Student Exercise-Symbol Faith Journey: Students use this knowledge to redraw their faith journey exercise using symbols. This is the last part of the faith journey assignment started on the first activity in this unit. (25 minutes)
3. Journal: These questions are asked: Why were the symbols that were presented at the beginning of class powerful? What are the most effective symbols of God’s presence for you? How has this exercise helped you to answer the question: What does it mean to be Catholic? (15 minutes)
· Concepts taught in the teacher input (PS1.01B; PS4.02B) will be assessed in a quiz at the end of this activity. The symbol faith journey (PS1.01B; PS4.02B) will be part of the assignment described in the first activity. Adapt a rubric from Appendix A to evaluate this assignment. Expectations PSV.01B; and PS4.01B will be evaluated by means of the rubric assessing the journal entry found in Appendix 3: The Journal Assessment Rubric.
· During the input on symbols, the teacher frequently engages those students who have most difficulty with abstract symbols. This is done by frequently referring to their personal symbols. Student notes can be made for them with missing words to fill in.
· An enrichment activity could see students present a poem (e.g., “God’s Grandeur” by G.M. Hopkins) or art work (e.g., “The Starry Night” by V. Van Gogh) to illustrate the main ideas in the teacher-centred part of the activity.
Stoutzenberger, Joseph. Celebrating Sacraments. Winona, MN: St. Mary’s Press, 1993. See Chapter 2 for a treatment of symbols. (K)
The review on personal symbols can be supplemented with material from McKeever, Sharron and Ralph Pallone. Retreats for Secondary Schools. Oshawa: Durham Catholic District School Board, 1999. (S)
Alapadre’s Sacrament Links: http://www.alapadre.net/sacramen.html. (T,S)
Appendix 3: Journal Assessment Rubric
Time: 75 minutes
The teacher introduces this activity by identifying important components of ritual. Group work is used to explore different aspects of sacramentality. Group findings are then reported back to the class. The journal exercise gives the student a chance to articulate these new concepts in terms of their personal experience.
Ontario School Graduate Expectations: CGE 1e, 7d.
Strand(s): Profession of Faith, Prayer and Sacramental Life
Overall Expectations
PSV.01 - recognize the spiritual and sacramental dimension implicit in human experience and the created world;
PFV.02 - demonstrate an understanding of the role of the Church in God's plan for salvation (CCC 770-776).
Specific Expectations
PS1.01B - demonstrate an understanding of the role of religious symbols, celebration, and ritual in revealing the significance of important passages in the life journey of human beings;
PS1.02B - identify the concept of “sacraments of initiation” (Baptism, Confirmation, Eucharist)
(CCC 1212-1314);
PS1.04B - identify the seven sacraments of the Church as visible signs of God's invisible presence and action;
PS3.01B - explain the role of sacraments in the life journey of Catholics with special emphasis on the sacraments of initiation and healing (CCC 1145-1162);
PS3.02B - name the seven sacraments of the Church;
PS4.02B - appreciate the importance of religious symbol and ritual in the sacramental life of the
Church.
The teacher may prepare lists of common rituals, common parish rituals and routines to supplement suggestions students may make during the brainstorming exercise in the first exercise. Prepare the six group members and the information that each will be learning and teaching the rest of the class. Consider the appropriate classroom setup for presentations. The teacher may choose to have the quiz on the next day. If so, the journal exercise could be given in the last fifteen minutes of class.
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1. Teacher Input: The teacher explains that rituals are symbols in action. They are different from routine in that there is significance beyond the act itself. The teacher uses the brainstorming technique to identify some common rituals: birthdays, anniversaries, etc. Develop the concept of rituals by using such questions as: What is remembered? What symbols are present? What rituals did you encounter in your school? What routines did you find? (10 minutes)
2. Group Work: Students are placed into six groups. Each group has the task of teaching the rest of the class a particular facet of sacramentality. Each group has a set of information on these facets. Students are to use demonstrations and skits to get their point across. A summary statement should be made for each presentation and each student should record information in his or her notebooks. See the resource list for sources of information. Group topics include:
· The distinction between sacramentality and the seven sacraments of the Church;
· The names of the seven Sacraments and the subdivisions of each: vocation, initiation, healing;
· How Eucharist was celebrated in the early church;
· How Eucharist was celebrated after the Council of Trent;
· How the celebration of Eucharist changed at the Second Vatican Council;
· How the seven Sacraments celebrate key moments in the life journey of Catholics. (55 minutes)
3. Quiz: Students complete a short quiz based on the concepts explored in Activities 3 and 4. (15 minutes)
4. Journal: Questions to be asked include: Which sacraments have you participated in? Why does the participation in some sacraments become routine rather than ritual? What can you do to find more meaning in sacraments? What have Sacraments to do with being Catholic? (Homework)
· A quiz at the end of the activity will assess the learning associated with expectations PS1.01B; PS1.02B; PS1.03B; PS1.04B; PS3.01B, and PS3.02B. These expectations are dealt with in the group work exercise. A rubric for the prayer exercise may be developed using resources found at the Internet site found in the resource section. Appendix 3: Journal Assessment Rubric is used in assessing expectation PS4.02B.
· In the group activity, students who experience difficulty with more abstract concepts can be placed in a group that has to teach the names of the Seven Sacraments. The group should include students needing enrichment.
· The enrichment activity includes devising strategies to include all group members in the task of learning and teaching the section on naming the sacraments.
Most of the information for the group activity can be found in
Foley, Leonard. “Why We Have Sacraments.” Youth Update YU0787. St. Anthony’s Messenger Press, 1987. (S)
Link, Mark. Path Through Catholicism. Allen, TX: Tabor Publishing, 1991, Chapter 11-16. (S)
McCarty, Michelle. Living the Catholic Sacraments. Dubuque, Iowa: Brown-ROA, 1994, Chapter 3. (S)
Stoutzenberger, Joseph. Celebrating Sacraments. Winona, MN: St. Mary’s Press, 1993, Chapter 7. (K)
Zanzig, Thomas. Understanding Catholic Christianity (Revised edition). Winona, MN: St. Mary’s Press, 1999, Chapter 9. (S)
Software
Welcome to the Catholic Church on CD ROM. Harmony Media.
Maranatha Multimedia. The Catholic Church: Exploring Our Tradition. Available at www.maranatha.on.ca (T,S).
Web Sites
Alapadre’s Sacrament Links: www.alapadre.net/sacramen.html; (T)
Resources for Catholic Educators: www.silk.net/RelEd/sacraments.htm. (T)
The group work rubric can be developed from the resources found at: www.phschool.com/profdev/aa/aa08.html and www.phschool.com/profdev/aa/aa09.html. (T)
Video
Great Stories of Faith: Ritual and Symbol. UMCom Productions, Ecufilm, Nashville, Tennessee (www.ecufilm.org) (S)
Appendix 3: Journal Assessment Rubric
Time: 90 minutes
This activity starts in small groups with students looking at experiences of being broken socially, physically, emotionally, intellectually and spiritually. The teacher leads a class discussion to show that wounding and healing have a spiritual dimension. In groups, students explore different aspects of the Sacrament of Anointing. These findings are reported back to the class in the form of a skit. The journal entry relates the Sacrament of Anointing to students’ personal experience.
Ontario School Graduate Expectations: CGE1j.
Strand(s): Profession of Faith, Prayer and Sacramental Life
Overall Expectations
PSV.02 - explain the meaning and role of Eucharist and Anointing the Sick in the life of a Christian;
PFV.07 - identify and describe the role and history of the sacraments in the life of Catholics with special emphasis on the sacraments of Eucharist (CCC 1322- 1405) and Anointing of the Sick (CCC 1499-1525).
Specific Expectations
PS1.05B - identify and explain the meaning and structure of the rite of Anointing;
PS4.06B appreciate the sacrament of anointing in the context of sickness, dying, and eternal life.
The teacher may wish to share an experience of being broken to introduce and illustrate the think/pair/share exercise. This experience may be personal or one from a well-known public figure. Composition of the groups of four needs to be determined in advance in order to obtain a proper mix of abilities. The classroom could be rearranged for the skits.
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1. Think/Pair/Share: The teacher introduces this activity by stating that it provides an example of one of the Seven Sacraments. Using one of the incidents from the personal timeline exercise in the second activity, students recall an event that portrays the experiences of being broken and healed (socially, physically, emotionally, intellectually, and/or spiritually). They share this with a partner and the partner shares it with a group of four. The teacher elicits patterns in the group responses. The teacher then emphasizes the spiritual dimension of healing.
Or: Invite a person who has been anointed during a serious illness to bear witness to their plight and share what the Sacrament has meant to them.
And/or: Invite a parish priest to bear witness to the number of people who had received little hope from science and medicine yet were helped through the sacrament of anointing. (15 minutes)
2. Group Activity. Students are divided into groups of four. Each person in the group has the same question sheet to complete. Each group should be provided with four different sources of information on the Sacrament of Anointing. (See below for suggestions.) These readings examine the history of anointing and the different circumstances under which anointing of the sick can be administered. Students divide the work among themselves to research the answers. When the assigned section is complete, students teach the answers to other members of the group. The group is assigned the task of portraying one particular part of the research. They devise and present a skit that illustrates the different circumstances under which the sacrament can be administered or the different ways in which the sacrament was administered during history. (55 minutes)
Or: Use the video, “Ailing Annie” in the Changing Sacraments series. Although it is an old resource, it works well at portraying the developments in the sacrament as well as diverse modern understandings. The teacher can create a question sheet to guide students through the video and take up the questions at its end. (55 minutes)
3. Quiz: Students complete a short quiz based on the concepts explored in this activity at the end of Activity 6. (15 minutes)
4. Journal: Students describe new insights that they have achieved regarding the Sacrament of Anointing and explain how healing can be a sacred experience from a Catholic perspective. (15 minutes)
· Students will be evaluated on the achievement of their expectations (PSV.02, PS1.05B) in a quiz that will be held at the end of the activity. Appendix 3: Journal Assessment Rubric is used in assessing expectation PS4.06B.
· Prepare fill-in-the-blank answers, for students needing help, omitting only keywords. In other words, these students would complete a fill-in-the-blank exercise.
· As an enrichment activity, students can find examples of the five types of brokenness from the newspaper or television to present as a poster or short video presentation.
Most of the information for the group activity can be found in
Link, Mark. Path Through Catholicism. Allen, TX: Tabor Publishing, 1991, Chapter 14. (S)
McCarty, Michelle. Living the Catholic Sacraments. Dubuque, Iowa: Brown-ROA, 1994. (S)
Stoutzenberger, Joseph. Celebrating Sacraments. Winona, MN: St. Mary’s Press, 1993, Chapter 11. (K)
Welcome to the Catholic Church on CD ROM. Harmony Media. (S)
Web Sites
Alapadre’s Sacrament Links: http://www.alapadre.net/sacramen.html; (T)
Resources for Catholic Educators: http://www.silk.net/RelEd/sacraments.htm (T).
Video
“Ailing Annie” in the Changing Sacraments series. Cincinnati: St. Anthony’s Messenger Press. (S)
Appendix 3: Journal Assessment Rubric
Time: 135 minutes
Students collect perceptions about prayer by brainstorming. The teacher then looks at the different dimensions of prayer. Different styles of prayer are explored in a group exercise. The activity concludes with students reflecting on prayer in their lives.
Ontario School Graduate Expectations: CGE 1f, 6d.
Strand(s): Profession of Faith, Prayer and Sacramental Life
Overall Expectations
PFV.08 - demonstrate an understanding of the main creedal forms of the
Catholic Church (Apostle's Creed, Nicene Creed, baptismal liturgy);
PSV.04 - identify and assess the value of both personal and communal prayer within Christianity.
Specific Expectations
PF4.01B - use gospel readings in personal prayer and communal prayer services;
PS1.06B - demonstrate a knowledge of the various purposes of prayer;
PS1.07B - understand the importance of the main traditional prayers of the Church (Our Father,
Hail Mary, Glory to the Father);
PS1.08B - understand charitable giving and tithing as an offering to God and a form of prayer;
PS2.01B - identify and assess the value of both personal and communal prayer for a life of faith;
PS4.03B - value the importance of the use of the body in prayer;
PS4.04B - appreciate how a life of prayer contributes to the life journey of Catholics;
PS4.05B - show reverence for the traditional prayer forms of Catholicism.
The different dimensions of prayer can be explored using the teacher references provided below. The Prayer Stations exercise requires careful logistical preparation. Not only do groups have to be carefully selected, but also the timing of the different activities should be closely watched. You may wish to appoint a timekeeper to keep things on schedule. Resource packages using information described below will also have to be prepared. This class will usually be taught over two days and so a short review at the beginning of the second day may be necessary.
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1. Teacher Introduction The teacher explains that the activities so far have been laying the groundwork for a series of activities that explore facets of being Catholic. Students first explored their faith journey and then investigated a parish. Their experiences helped them to gain insight into a central Catholic understanding of sacramentality. The next part of the unit looks at some of the issues that have made Catholics distinct among Christians. (5 minutes)
2. Group Brainstorm: Students brainstorm types of prayer in groups of four to six using a pre-designed form. Students brainstorm various forms of prayer that are then categorized. Students explore reasons for prayer. Students then define prayer. These are placed on the board. (25 minutes)
3. Teacher-Centred: From these definitions, the teacher draws out different dimensions of prayer:
· personal and communal
· spiritual, moral, and physical
· speaking and listening (communication)
· traditional and modern
· life sustaining
This information is recorded into student notebooks. (15 minutes)
4. Group Exercise - Prayer Stations: Students return to their groups. Each group is given a particular prayer form to demonstrate. They prepare a five-minute demonstration on the origin and practice of the prayer form using resources provided. The prayer forms explored include: traditional prayers used in the rosary, use of body in prayer, tithing as a form of prayer, centring prayer, scripture reading as prayer, journaling as prayer, and art as prayer. In other words, they will be setting up prayer stations. There are two parts to the presentations. During the first half of the presentations, about half of the group stays at the group meeting place to teach the other students. The rest of the group rotates through the other stations at five-minute intervals. Students will be provided with a worksheet to record information systematically. During the second phase, the students who were teaching go on to learn at the different stations and those who were learning in the first phase will be teaching at their own stations in the second phase. As a concluding activity, all students on the worksheet list forms of prayer that the student would or would not like to explore and explain the reasoning for responses. (75 minutes)
5. Quiz: Students complete a short quiz based on the concepts explored in this activity. (15 minutes)
6. Journal: Students answer these questions: What evidence of prayer was encountered in the parish investigation? What forms of prayer do you prefer? Why? If you were to write the Apostle’s Creed in your own words, what would it say? Can classroom learning be a prayer? All Christians pray. What is distinctive about Catholic prayer? (Homework)
· A performance assessment of students in the prayer exercise adapting the group exercise rubric found in Appendix 2: Prayer Stations Worksheet Assessment Rubric will measure achievement with respect to expectations PFV.08; PSV.04; PF4.01B; PS1.06B; PS1.07B; PS1.08B; PS2.01B; PS4.03B; PS4.04B; and PS4.05B. A quiz will be held at the end of the activity evaluating knowledge/understanding associated with expectations PS1.06; PS1.07; and PS1.08. Expectations PS1.07B and PS4.04B will also be evaluated with the rubric found in Appendix 3: Journal Assessment Rubric.
· For the Prayer Stations exercise, students needing modification need not be part of a teaching group but would go through the learning activities twice for reinforcement of concepts.
· For enrichment in this exercise, students could research and role play people who were important in the development of the prayer style, e.g., St. Domenic: Rosary and Dom John Main: Centring Prayer.
Encyclopedia of Catholic History on CD ROM. Our Sunday Visitor (S)
Georgic, Bob. Prayer and Worship. Orlando: Harcourt Religion Publishers, 1995, selected chapters. (S)
Link, Mark. Path Through Catholicism. Allen, TX: Tabor Publishing, 1991, Chapter 10. (S)
McCarty, Michelle. Living the Catholic Sacraments. Dubuque, Iowa: Brown-ROA, 1994, Chapter 3. (S)
Stoutzenberger, Joseph. Celebrating Sacraments. Winona, MN: St. Mary’s Press, 1993, Chapter 4. (K)
Zanzig, Thomas. Understanding Catholic Christianity. (Revised edition). Winona, MN: Saint Mary’s Press, 1999, Chapter 11. (S)
Internet
Resources for Religious Educators: Prayer www.silk.net/RelEd/prayer.htm (S)
Video
Pray Today. Harcourt Religion Publishers, 1997. www.harcourtreligion.com/ (S)
Appendix 2: Prayer Stations Worksheet Assessment Rubric
Appendix 3: Journal Assessment Rubric
Time: 75 minutes
Students, in a group discussion, articulate their beliefs and attitudes regarding the Communion of Saints. Students then explore Church teaching on saints. Students discern the implications of this teaching for their lives, first in small groups and then in their journals.
Ontario School Graduate Expectations: CGE 1a, f.
Strand(s): Profession of Faith
Overall Expectations
PFV.05 - understand the importance of the communion of saints within Church history (CCC 946-962).
Specific Expectations
PF1.05B - understand that the work begun by Jesus continues in the world through the Church and its members.
Teachers should review the distinction between “veneration” and “worship”. Other vocabulary that will have to be defined includes “canonization” and “communion”. If the second option were taken in the exercise on Church teaching, then the teacher would have to prepare the true/false exercise based on the reading available. If the school or local parish is named after a saint, the teacher might want to research some of the background of the saint or saints to use as examples in the discussions. Extra questions pertinent to the school may be added to the group or class discussion.
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1. Group Discussion: Use the think/pair/share technique to answer this question: What does it take to be a saint? In think/pair/share the student first thinks about the answer, then shares it with a partner. The partner explains the response and the student explains the partner’s response to a group of four. The group then decides on the best answer to the question. They also determine where they have received their prior education about saints. They should also discuss the question: “Do I want to be a saint? Why? Why not?” These are then put on the board. The teacher facilitates a discussion regarding the common themes in the responses. (30 minutes)
2. Individual Reading: Students study a reading that summarizes Church teaching on the Communion of Saints. (See Resources.) Students answer these questions based on the text:
· According to scripture, what does it mean to be a saint?
· Why is a person made a saint in the Roman Catholic Church?
· What three groups make up the Communion of Saints?
· Do Catholics worship saints? Explain.
· How has the understanding of the communion of saints changed over church history?
· Other questions may be added according to the reading. (30 minutes)
or
Group Exercise: Give an individual true/false pretest based on the reading. Students then read the selection as a group to correct the answers. (30 minutes)
3. Journal: What evidence was there during your parish investigation of respect and veneration of saints? What saints have been particularly important for you in your past? If you were to nominate a person for canonization, what reasons would you give? Do you want to be a saint? Why or why not? (15 minutes)
· A quiz will be held at the end of Activity 10 testing knowledge/understanding associated with expectations PFV.05 and PF1.05B. Appendix 3: Journal Assessment Rubric is used in assessing expectations PFV.05 and PF1.05B.
· Students needing assistance may have the passage in the second exercise read to them. Instead of questions, students may have the most important passages copied out for them, leaving them to fill in the blanks left at strategic places. The reading on the Communion of Saints may be rewritten for them at a more accessible level.
· An enrichment activity would see students create a litany of saints for the class. This litany would include saints of local significance and relevance for youth.
The individual reading can be taken from one of the following:
Driedger, Patricia Morrison. The Church: Our Story. Notre Dame, Ave Maria Press, 1999: 215-221. (S)
Foley, Leonard. “The Communion of Saints” Catholic Update CU1187. St. Anthony’s Messenger Press, 1987. (T)
Foley, Leonard. “Seen Any Saints Lately?” Youth Update YU1188. St. Anthony’s Messenger Press, 1988. (S)
Link, Mark. Path Through Catholicism. Allen, TX: Tabor Publishing, 1991: 208- 210.
Johnson, Elizabeth. Friends of God and
Prophets. New York: Continuum, 1999. (T)
Describes a modern vision of the Communion of Saints as a radically inclusive
spiritual symbol.
Web Sites
Catholic Online: Saints and Angels http://saints.catholic.org/index.shtml; (S)
Resources for Catholic Educators – Saints: http://www.silk.net/RelEd/saints.htm#index (T)
CD-ROM
Maranatha Multimedia. The Catholic Church: Exploring Our Tradition. Available at www.maranatha.on.ca. It has a section on the Communion of Saints that can be used to supplement the individual reading. (T,S)
Appendix 3: Journal Assessment Rubric
Time: 75 minutes
Students brainstorm their knowledge and attitudes regarding Mary. An exploration of different views of Mary takes place by means of jigsaw grouping. Students then reflect on the implications of these understandings in their journals.
Ontario School Graduate Expectations: CGE 1c, 1g.
Strand(s): Profession of Faith, Prayer and Sacramental Life
Overall Expectations
PFV.04 - demonstrate an understanding of Mary as Mother of God and Mother of the Church (CCC 963-975).
Specific Expectations
PS4.05B - show reverence for the traditional prayer forms of Catholicism.
If the school and parish(es) are associated with one or more of Mary’s other titles, then add that title to the word web. Prepare the packages for the specialist groups in the jigsaw activity. Instructions for the jigsaw activity could be placed on chart paper, overhead, or board. Rosary beads, icons of Mary, modern images of Mary, prayer cards and other Marian objects should be brought either by the teacher or by students. Teachers should explore multifaceted understandings of Mary that transcend traditional devotional images. See Resources for some references.
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1. Teacher-Centred: Read the story of the Wedding at Cana. What words describe the actions of Mary? Show a picture of Mary such as those found on traditional holy cards. What words describe Mary in this image? Challenge students to reconcile the gospel image with the traditional image. Conclude the exercise by posing the challenge of understanding the role of Mary in the life of teens today. (10 minutes)
2. Group – Jigsaw: Students gather in groups of four or five. Students share their opinions and attitudes towards Mary. Students then go to specialist groups where they will read one of five articles on Mary (see Resources). They will report their findings back to their home group. Each group would prepare a short dramatic presentation to the class that shows how Mary would deal with a modern situation in the school. Some examples could be Mary as a pregnant student, as a member of a social justice group, as a teacher, as a bereaved parent, as a member of the liturgical committee or as a peer minister. (50 minutes)
3. Quiz: Students complete a short quiz based on the concepts explored in this activity. (15 minutes)
4. Journal: Students explain in their journal their attitudes towards Mary. They answer the question: How is Mary relevant to modern teens? They will also describe how their relationship with Mary contributes to their understanding of what it means to be Catholic. (Homework)
· A quiz will be held at the end of the activity evaluating knowledge/understanding associated with expectations PFV.04B. Expectation PFV.04B will also be evaluated with Appendix 3: Journal Assessment Rubric. Expectation PS4.05B will be evaluated as part of Activity 6.
· Students requiring special assistance could examine a series of icons of Mary. (See Web Sites in Resources.) They can describe which images they prefer and why. These images could then be shared with the rest of the class.
· An enrichment activity could be the design of a one-day Marian retreat that would appeal to contemporary youth.
New Revised Standard Version Bible. Toronto: Oxford University Press, 1989. (K, T)
Driedger, Patricia Morrison. The Church: Our Story. Notre Dame, Ave Maria Press, 1999, Chapter 7.2. (S)
Link, Mark. Path Through Catholicism. Allen, TX: Tabor Publishing, 1991, Chapter 21. (S)
Schmitt, Lara “On Mary Truths and Connections,” Youth Update Y0594, St. Anthony’s Messenger Press, 1994. (S)
Contemporary authors writing
about Mary include:
Carretto, Carlo. Blessed Are You Who Believed. Maryknoll: Orbis, 1983.
(T)
Friedmann Cavano, Jerilyn. Catholic Teaching on Mary. Villa Maria, PA:
The Center for Learning, 1999. (T)
Computer Software
Our Sunday Visitor’s Encyclopedia of Saints (T,S).
Our Sunday Visitor. Welcome to the Catholic Church on CD ROM. Harmony Media. (T,S)
Video
A& E Biography Series: Mary of Nazareth. (T,S)
Web Sites
At Bridge Building Icons:
www.bridgebuilding.com (T)
University of Dayton site: www.udayton.edu/mary (T,S) a series of traditional
and modern Marian icons to help students needing accommodation
Maranatha Multimedia. The Catholic Church:
Exploring Our Tradition. Available at
www.maranatha.on.ca. (T,S) Includes a section on Mary that can be used as one
of the specialist group centres.
Appendix 3: Journal Assessment Rubric
Time: 150 minutes
An exploration of possible roles and ministries within the early church is undertaken through a simulation game called, “The Mission.” Students discover that in the early church there were a variety of diverse but complementary ministries. In the other major exercise, students discover, in a jigsaw group activity, that there are modern images of the Church that have both strengths and weaknesses. These facets or understandings of the church are also diverse but complementary.
Ontario School Graduate Expectations: CGE 1g.
Strand(s): Profession of Faith
Overall Expectations
PFV.02 - demonstrate an understanding of the role of the Church in God’s plan for salvation (CCC 770-776);
PFV.03 - identify various ways in which the Church expresses itself as the “people of God” (CCC 781-786.
Specific Expectations
PF1.05B - understand that the work begun by Jesus continues in the world through the Church and its members;
PF3.03B - name the various ways the church expresses its relationship with Jesus Christ.
The mission exercise requires students to move around. Consider using a large open area. Art supplies need to be provided for the jigsaw group activity. Prepare a chart to help students gather information in their jigsaw activity.
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1. Simulation Game - The Mission: Teachers introduce the activity by explaining that students will be playing a role; that is, they will be acting in an imaginary situation. Nonetheless their choices should be as authentic as possible if the exercise is to work. Set the scene in Palestine a week after the empty tomb has been discovered. Tell the students that each is to play a follower of Jesus. Invite them to select a name. Explain the different feelings that might be running through people’s minds: confusion, wonder, joy, and responsibility. Ask students to decide what is going to be the most important thing for them to do over the next few months:
· Go out into the streets and synagogues and preach the Good News that Jesus taught, was crucified, and has risen. People should believe in him, repent their sins, and join the followers by being baptized.
· Serve the outcast, the sick, the poor.
· Organize fellow believers into communities to consider long-term plans.
· Go on a retreat to pray and reflect upon the experience, meaning and importance of the past few years with Jesus.
· Return to the way you were before you met Jesus and re-establish broken relationships.
· Start a school to teach the messages that Jesus has been teaching you.
· Gather people together to worship in the ways that Jesus taught.
· Write down as many sayings, stories, and lessons as you and your friends can remember.
Group students who have the same choice. If the numbers for any one particular group are too large, divide the group. Each group should then decide upon three reasons why their choice is best. The groups then present their choices and the reasons for selecting that choice. After the presentations, students are told that they will have five minutes to “evangelize” or to persuade people from other groups to join their group. After the time is up, ask students who switched groups to explain why they did so. (45 minutes)
2. Class Discussion: Students express what they felt during the different stages of the simulation. Particularly emphasize the last part. Elicit any conflicts and dilemmas that might have arisen. These conflicts help students to identify personal assumptions regarding the nature of Church. All of the options truly belong within the mission of the Church. The last phase of this exercise creates an artificial conflict to show the absurdity of such dispute. If this insight comes from students then build on it. If it doesn’t arise then invite students to critique the exercise. (15 minutes)
3. Journal: Of the eight different activities that were found in the simulation game, students are to explain what the modern equivalents are in their parish. Students also comment on the messages of the simulation game. (15 minutes)
4. Group Activity Jigsaw: Recalling information from the Scripture and Church activity, as well as the first part of this activity, students in groups of five or six are to list images or metaphors for the Church. Students then go into one of five or six specialist groups. In each specialist group, there is a different account of one of Dulles’ models of the church. (Depending on the reading, there are five or six models. Dulles later added a sixth model to his original five. Readings based on the later work are preferred but not essential. The most important point is that there is material describing the different facets of the mission of the Church.) In specialist groups, students describe the model, list its strengths and weaknesses and decide upon a symbol for the model. Home groups fill out a chart compiling the information acquired in specialist groups. Students then are challenged to find an image that unites all these images together. They should refer to the brainstorming session they had earlier when their home group met. The symbol is drawn on a large sheet of paper. The group explains their chosen image to the rest of the class. (60 minutes)
5. Journal: Students compare the image of the Church found in their Parish Investigation Interview with ideas found in the group presentations. Recalling the individual faith journey exercise from the first part of the unit, explain why an “individual” faith journey is a contradiction in terms? What are the advantages and disadvantages of having different images of the Church? (Homework)
6. Quiz: A quiz, evaluating knowledge and understanding from this lesson, will take place in the next class after the rest of this activity. (15 minutes)
· A performance assessment of students using a rubric of the mission exercise will measure achievement with respect to expectations PFV.02; PFV.03; PF1.05B; PF3.03B. A quiz will be held at the end of the activity testing knowledge/understanding associated with expectations PFV.02; PFV.03; PF1.05B; PF3.03B. Expectations PFV.03 will also be evaluated with the rubric found in Appendix 3: Journal Assessment Rubric.
· In both the simulation game and the jigsaw activity, students who require assistance can be paired with other students to make joint decisions.
· For enrichment, as a parallel activity to the jigsaw, students could be challenged to find examples of Dulles’ models on the Internet. They should find representative sites to present to the class as a summary; for example, they might show the Catholic Worker site as an example of the Servant Model in action. This presentation could include overhead transparencies made from printouts of web pages or slides shown by means of computer presentation software or hardware.
Resources
New Revised Standard Version Bible. Toronto: Oxford University Press, 1989. (K, T)
Fritsch, Waner, and Zulegar. Church History: Tracing Our Pilgrimage. Villa Marie, PA: The Center for Learning, 1989. (S)
Griggs, Donald. New Testament: 8 Simulated Activities. Livermore, CA: Griggs Educational Services, 1974. (T)
Koch, Carl. The Catholic Church: Journey, Wisdom and Mission. Winona, MN: St. Mary’s Press, 1994. (S)
Link, Mark. Path Through Catholicism. Allen, TX: Tabor, 1991, Chapter 8. (S)
Reynolds, Brian. A Chance to Serve: Leader’s Manual. Winona, MN: St. Mary’s Press, 1984. (T)
CD-ROM
Welcome to the Catholic Church on CD ROM. Harmony Media. (T, S)
Web Sites
Alapadre’s Church Links: www.alapadre.net/ecclesia.html (T,S)
Appendix 3: Journal Assessment Rubric
Time: 150 minutes
Students articulate their knowledge and attitudes about the Eucharist. Students read an article about the deeper significance of the Eucharist. Findings as well as student insights are integrated into a diagrammatic representation of the multifaceted nature of the Eucharist. Students also reflect upon this in their journals. The notion of the Eucharistic community is broadened from the parish to the global Catholic community by investigations of different aspects of the Church mission.
Ontario School Graduate Expectations: CGE1f, 7e, 7f.
Strand(s): Profession of Faith, Prayer and Sacramental Life
Overall Expectations
PSV.02 - explain the meaning and role of Eucharist and Anointing the Sick in the life of a Christian.
Specific Expectations
PF1.01B - identify justice as an essential ingredient in the liberation of human persons and a key expression of Christian love;
PF1.05B - understand that the work begun by Jesus continues in the world through the Church and its members;
PS3.03B - identify and explain the meaning and structure of the Eucharist (CCC 2174-2188);
PS1.03B - understand the reasons for Sunday Eucharist obligation in Catholic Church tradition (CCC 2174-2188).
Prepare readings and the Diamond Worksheet for each student. Construct a large drawing of a diamond showing the facets. These facets are each numbered. The students will be placing a symbol in each facet. Make arrangements for computer use for the Internet search.
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1. Individually: In their notebooks students complete the statement: Eucharist calls us to … with at least five words or phrases. (5 minutes)
2. Whole Class: The teacher then puts the responses on the board. Similar words and phrases are grouped together. (10 minutes)
3. Individually: Students explore a reading on the different levels of meaning and significance of the Eucharist with the aid of teacher-prepared questions. See below for a resource list. Students add these ideas to their list. Once again these are put on the board in the different categories. The teacher ensures that at least the ideas presented in the Catechism of the Catholic Church 2174-2188 are presented. Students are then given the outline of the diamond and told that a diamond is a single stone that has different facets that reflect light differently. In each of the facets on the diagram there is a number. Students are to put a symbol for the ten characteristics of the Eucharist that are most important to them in each of the facets. The numbered symbols should also have a key that explains the symbol in a sentence. When some responses are shared, students can fill in words and symbols of other meanings they find to be significant. (50 minutes)
4. Journal: Questions asked include: Why do some writers call Eucharist the “central sacrament”? Why is it unimportant to some people? What are the advantages and disadvantages to the diamond metaphor for Eucharist? What has Eucharist to do with being Catholic? (10 minutes plus homework)
5. Internet Search: The teacher introduces the activity by stating that the Parish Church is only one, albeit, important face of the universal Church. Students will use Internet resources in order to understand the variety of ways that the Church is present in the world. In as many groups as there are available computers, students investigate a variety of Church communities. Teachers assign a particular Web site to each group. These web sites consist of a variety of Church enterprises. See the resource list below. If class Internet access is not available or feasible, the teacher may have to print out a hard copy of sites. Students are given a question sheet that will be taken up by the teacher after the exercise. (75 minutes)
6. Journal: (Homework) From the Parish Interview, record reasons why the person attended Mass with the frequency stated. Other questions to be asked include: What other reasons could be given for regular Mass attendance? What reasons are given for Mass attendance? What are the greatest obstacles to your regular attendance at Mass? What could be done to increase regular Mass attendance for youth? (10 minutes plus homework time)
· A quiz will be held at the end of the activity testing knowledge/understanding associated with expectations PSV.02, PS 3.03B, and PF1.05B. Expectation PS1.03B will be evaluated with the rubric found in Appendix 3: Journal Assessment Rubric.
· In the “diamond” part of the exercise, students needing accommodation could have reduced demands on the number of meanings that they would be responsible for.
· For the Internet search, bookmark suitable sites in advance. Refer to Grade 5 program from the Canadian Catechism, Born of the Spirit Series, May We Be One, Unit 3 for a clear presentation of the meaning of the Eucharist. This resource could form the basis of modified student learning. It can be obtained from an associated elementary school. Material can be supplemented according the needs of the student.
· For enrichment, students prepare a slide show complete with music of their choice to portray aspects of meaning of the Eucharist.
Link, Mark. Path Through Catholicism. Allen, TX: Tabor Publishing, 1991, Chapter 12. (S)
McCarty, Michelle. Living the Catholic Sacraments. Dubuque, IA: Brown-ROA, 1994, Chapters 4, 5, and 6. (S)
Piechowski, Otto. Catholic Teaching on the Eucharist. Villa Maria, PA: The Center for Learning, 1999. (T) Recommended as background for teachers.
Raniero Cantalamessa. The Eucharist Our Sanctification. Collegeville, MN: The Liturgical Press, 1993. (T)
Stoutzenberger, Joseph. Celebrating Sacraments. Winona, MN: St. Mary’s Press, 1994, Chapter 9. (K)
Zanzig, Thomas. Understanding Catholic Christianity. (Revised edition). Winona, MN: Saint Mary’s Press, 1999, Chapter 9. (S)
Web Sites
Alapadre’s Sacrament Links: http://www.alapadre.net/sacramen.html. (T,S)
Videos
The History of the Eucharist. Harcourt Religion Publishers, 1993. (S)
What the Eucharist Really Means. Harcourt Religion Publishers, 1993. (T)
Appendix 3: Journal Assessment Rubric
Time: 225 minutes
Students grow in the understanding of the components of the Eucharistic Liturgy by planning and participating in a class Mass. If this option is not feasible, then groups make a poster that illustrates the different parts of the Mass. The journal activity gives students the opportunity to reflect on the significance of the Eucharistic liturgy in the identity of Catholics.
Ontario School Graduate Expectations: CGE1f, CGE6e.
Strand(s): Scripture, Profession of Faith, Prayer and Sacramental Life
Overall Expectations
SCV.06 - appreciate the use of Scripture in Christian prayer and worship;
PFV.07 - identify and describe the role and history of the sacraments in the life of Catholics with special emphasis on the sacraments of Eucharist (CCC 1322- 1405) and Anointing of the Sick (CCC 1499-1525).
Specific Expectations
SC4.02B - recognizes the reading of the gospels as a way of coming to know Jesus more deeply;
PS3.03B - identify and explain the meaning and structure of the Eucharist (CCC 2174-2188).
Invite the priest-chaplain associated with the school or a local parish priest to hold a Eucharistic celebration with the class. The Mass is planned in the first class but time is also set aside for the journal activity. In the second class the Mass is held and presentations for the artistic response begin. In the third class, the artistic response presentations are concluded and the quiz held. If Option 1 is followed, the Mass preparation and the journal exercises take place on the first day. On the second day, the Mass is held and the presentations are started. On the third day, the presentations are completed and the quiz is held. If Option 2 were followed, work on the poster exercise would start on the first day and be completed on the second. Also on the second day, there would be time set aside for the journal activity as well as the beginning of the presentations. On the third day, the presentations are completed and the quiz is held. If the group poster project is chosen, then materials will have to be gathered (Poster paper, missalettes or photocopies of parts of the Mass, glue, markers). The Mass would also be the celebration of learning for the unit. In arranging for the presentations of the artistic response portfolios, take into consideration that all students should present only a selection of their work.
· the growing understanding of what it means to be a Catholic developed through this unit
1. Group Preparation of a Eucharistic Celebration: Students would prepare parts of the Mass as well as music and the environment. As a class select a theme from the different topics studied through the unit. The date of the liturgy may determines the theme. Form five groups. The first group would be responsible for selecting and delivering the readings. The second group composes two sets of prayers: an opening introduction that states the themes of the Mass and welcomes those attending as well as the prayers of the faithful. The third group prepares the music. Ideally, students should be led in singing liturgical music. The fourth group prepares a communion meditation. This is an interpretative reading, slide show, or liturgical dance that reflects the theme of the Mass. The fifth group is responsible for setting the liturgical environment. This includes arrangement of the chairs, decorations including a poster or banner, and the offertory procession. The priest would be asked to explain the symbolism of actions at appropriate moments. (50 minutes preparation and 50 minutes for the liturgy).
or
Group Poster: As a group, use old missalettes or photocopies of parts of the Mass to create a poster explaining the parts of the Mass and their significance. These parts should be illustrated with a pertinent symbol. These posters can be displayed near the school chapel. Use one or more of the resources listed below to find the significance of these parts. (100 minutes)
2. Journal: This will be the final entry. Questions will include: Considering the hopes you described for this unit in the first journal, how well did you do? What does it mean to be a Catholic? From the topics studied, what are the most important characteristics of Catholics? Explain. (25 minutes)
3. Artistic Response Portfolio: Students present a section of their artistic response portfolio to the whole class. This activity has been ongoing through the unit. All students should present but only a selection of their work can be presented. Teachers allow each student two minutes to describe and/or display their artistic response. Any questions should be entertained at the end of the presentations. Peer evaluation of the presentation can form part of the mark. (85 minutes)
4. Quiz: This quiz evaluates the learning from the two lessons on Eucharist. It would have to be held in a class after the Mass or poster activity. (15 minutes)
· A quiz will be held at the end this activity testing knowledge/understanding associated with expectations SCV.06, PFV.07, SC4.02B and PS3.03B. The artistic response is the summative evaluation for this unit and encompasses all expectations. Evaluation will be determined by the teacher-student collaboratively designed rubric developed in Activity 1. The journal exercise will be evaluated with the rubric found in Appendix 3: Journal Assessment Rubric.
· Students who need modification prepare the communion meditation, which would symbolically present many of the unit themes. It is suggested that they select slides and music. Direction for these students could either come from conferences with teachers through the unit and/or students requiring enrichment.
· Students requiring enrichment could create a report of the artistic responses for a school newspaper or school newsletter.
If a class Mass is held, pages 166-167 of Teaching Manual for Celebrating Sacraments (First Edition) (T) has a particularly useful planning sheet.
Appendix 3: Journal Assessment Rubric
What is the purpose of this assignment?
The purpose of this assignment is to expand your knowledge and experience of Parish life so that you can use this experience as the basis for asking the question: What does it mean to be Catholic?
What am I supposed to do?
In this assignment, you will be asked to do one of the activities listed below and record your observations on the sheet on the other side of this assignment sheet.
How will I be marked?
There will be a rubric to determine evaluation. You will be evaluated on:
· Planning skills: Were you able to contact the people you needed to? Were you able to do the work on time?
· Attentiveness to detail: Were you able to accurately record the facets of parish life in sufficient detail?
· Accuracy: Were your facts correct?
When is this assignment due?
This assignment is due on ________________________. This is the scheduled date of the beginning of our new unit.
Interview Options
The Parish Priest, an Associate Pastor, a Deacon, a Parish secretary, a Parish worker, a lector, an usher, an altar server, a minister of communion, a choir member, a Parish council member, a member of the Catholic Women’s League, a member of the Youth Group or Youth Ministry Team, a member of the Knight’s of Columbus, a Sunday School teacher, an RCIA sponsor, a member of the prayer group…
Among the questions that you should ask
1. What do you do?
2. Who helps you?
3. Why do you do it?
4. What does it mean to be a member of the Roman Catholic Church?
5. How do you pray?
6. Why is Mary important to Catholics?
7. What is the Communion of Saints?
8. What does the phrase “people of God mean?”
This assessment is used to evaluate the worksheet that students will complete as they are going through the prayer stations.
|
Knowledge/Understanding |
|||||
|
Expectation |
Criteria |
1 |
2 |
3 |
4 |
|
PFV.08 |
Lists forms of the creed |
1 form |
2 forms |
3 forms |
4 or ore forms |
|
PFV.08 |
Lists distinguishing features of the creed |
1 feature |
2 features |
3 features |
4 or more features |
|
PSV.04, PS2.01B |
Lists reasons for the importance of personal prayer |
1 reason |
2 reasons |
3 reasons |
4 or more reasons |
|
PS1.06B |
Lists purposes of prayer |
1 purpose |
2 purposes |
3 purposes |
4 or more purposes |
|
PS1.08B |
Lists the ways in which charitable giving and tithing can be considered prayer |
1 way |
2 ways |
3 ways |
4 or more ways |
|
PS4.03B |
Lists ways in which the body can be used in prayer |
1 way |
2 ways |
3 ways |
4 or more ways |
|
PS4.05B |
Lists the main traditional prayers of the church |
1 prayer |
2 prayers |
3 prayers |
4 or more prayers |
|
Thinking/Inquiry |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|||
|
Asks questions at prayer stations for clarification |
Not asked |
1 or 2 questions asked |
3 or 4 questions asked |
5 or more questions asked |
|||
|
Questions asked are pertinent to the topic |
No questions asked or none on topic |
Occasionally on topic |
Usually on topic |
Always on topic |
|||
|
Communication |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|||
|
Information recorded neatly |
Not legible |
Usually legible |
Legible |
Exemplary |
|||
|
Spelling and grammar |
6 or more mistakes |
4 - 5 mistakes |
2-3 mistakes |
0-1 mistake |
|||
|
Applications/Connections |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|||
|
Lists and explains forms of prayer that the student would or would not like to explore. |
1 form listed and explained |
2 forms listed and explained |
3 forms listed and explained |
4 or more forms listed and explained |
|||
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
This assessment is used to evaluate the journals written by students.
|
Knowledge/Understanding |
|||||
|
Expectation |
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Activity 1 |
Complete |
Less than half of the entries are included |
Most entries are complete |
All entries are complete |
All entries are complete and expansion on some ideas is evident |
|
|
Information recorded neatly |
Not legible |
Usually legible |
Legible |
Exemplary |
|
|
Evidence of critical thinking skills |
Rarely |
Occasional |
Frequent |
Exceptional |
|
|
Evidence of application to one’s own life situation. |
Infrequent |
Frequent |
Consistently present |
Consistently present with profound insights |
|
|
Responds to the question “What does it mean to be Catholic?” |
Little evidence of growth in insight |
Occasional new insights |
Many new insights |
Many new and profound insights |
|
Activity 2 |
States learning goals |
1-3 are present |
1-3 are present but not all are consistently clear and achievable |
3-5 are present and are clear and achievable. |
3-5 are present and are clear, achievable and ambitious |
|
Activity 3 PSV.01 and PS4.01B |
States and explains the most effective symbols of God |
1 is stated without explanation |
1-3 are stated with some explanation |
3-4 are stated with a clear explanation |
3-4 are stated clearly with an eloquent explanation |
|
Activity 4 PS4.02B |
Lists and explains ways in which one can find more meaning in sacraments |
1 is stated without explanation |
1-3 are stated with some explanation |
3-4 are stated with a clear explanation |
3-4 are stated clearly with an eloquent explanation |
|
Activity 5 PS4.06B |
Describes new insights regarding the Sacrament of Anointing |
1 is stated without explanation |
1-3 are stated with some explanation |
3-4 are stated with a clear explanation |
3-4 are stated clearly with an eloquent explanation |
|
Activity 6 PS1.07B PS4.04B |
Responses show an appreciation for prayer forms in the question, “What prayer forms do you prefer? Why?” |
1 is stated without explanation |
1-3 are stated with some explanation |
3-4 are stated with a clear explanation |
3-4 are stated clearly with an eloquent explanation |
|
Activity 7 PFV.05, PF1.05B |
Shows an understanding of the constitution of the Communion of Saints |
Only one facet included |
Mostly correct but contains a few errors |
Correct and clearly stated |
Correct and eloquently stated with insightful examples |
|
Activity 8 PFV.04B |
Explains attitudes towards Mary. |
1 attitudes is stated without explanation |
1-3 are stated with some explanation |
3-4 are stated with a clear explanation |
3-4 are stated clearly with an eloquent explanation |
|
Activity 9 PFV.03 |
Shows a variety of understandings of how the church is present |
1 understanding |
2-3 understandings |
3-4 understandings |
5 or more understandings |
|
Activity 10 PS1.03B |
Gives reasons for the Sunday Mass obligation in the Catholic Church |
1 reasons is stated without explanation |
1-3 are stated with some explanation |
3-4 are stated with a clear explanation |
3-4 are stated clearly with an eloquent explanation |
|
Activity 11 |
Evaluates how well the goals set earlier have been evaluated |
1 goals has been addressed incompletely |
Most set goals have been addressed |
All set goals have been addressed |
All set goals have been articulately addressed |
|
Activity 11 |
Describes the most important characteristics of Catholics |
1-2 characteristics are described with minimal explanation |
2-4 characteristics are described with a satisfactory explanation |
4-6 characteristics are described with a clear explanation |
At least 5 characteristics are described showing profound insight |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.