RELIGIOUS EDUCATION

Forward Planning Document

PRIMARY, 2018
Unit Title: EDUC3619 – Principles of Primary RE 2

Student Number: 20150138

Student Name: Jessica Retta

Date of Submission: 21st May 2018

Tutor: Rebecca Mola (Thursday, 8.30am)

 PLANNING OVERVIEW – TERM THREE
Year Level Unit Title Salvation Topic Aspect of Human Development
4 Coming to Your Table Eucharist The gift of loving the differences of the human person.
Overview – explanation of the content of the unit and how it explores the Salvation Topic and development of the Human Person
‘Coming to Your Table’ focusses on preparing Year Four students for their first Holy Communion. The unit begins by instilling a sense of curiosity, wonder and awe in students
about the differences between people in the classroom and wider community. Students investigate what makes people different from one another, including cultures different from
their own and recognise the importance of respecting and caring for everyone, just as Jesus did. They develop an appreciation for the creator of all beings and understand how He
showed His love for each and every one of us. The unit delves into God’s ability to create everyone different and unique, meaning He thought of each individual as being special,
worthy and most importantly, different.

Students explore the ways in which Jesus bought and continues to bring together a community of worshippers to God, a source of unity brought about in Holy Communion. By
learning about the Last Supper and receiving Holy Communion, each child understands the unique gift God has given each of us. As a result, the more someone celebrates the
Eucharist, the more those around them are able to see and feel God’s love for each of us, regardless of our physical and cultural differences.

The two key elements of the Eucharistic celebration are discussed and explored in detail. The bread and wine feature in the celebration as symbols of unity in Body and Blood,
celebrating the sacrifice made by Jesus in His life and death. As recipients of the bread and wine, the followers of Christ remember that we are each strengthened by the love of God
and this represents the miracle performed by Jesus at the Last Supper. To understand this miracle and how the Eucharist is celebrated today, students need to understand the two parts
of the Mass. The first part, or ‘The Liturgy of the Word’ and the second, ‘The Liturgy of the Eucharist’, along with the key components within each part are explored in detail to help
followers of Jesus share in the message of Christ. In addition to learning the keywords said during the Holy Communion, students will delve into the stories from the Bible which call
on them to love everyone and appreciate the gift given to them in the Eucharist.
Key Understandings and Learning Points
A. Wondering at God who Created People’s Bodies B. The Promise of Christian Salvation C. Christian Response
Different. B1. Jesus loved everyone regardless of physical C1. Catholics celebrate the Eucharist
A1. Wondering at our bodies which are different. Differences. C1.1 Compare the symbolism of the bread and wine to
A1.1 Expresses wonder at the differences in B1.1 Describes ways in which Jesus showed love many people forming one body.
people’s bodies. regardless of physical differences.
C2. God’s family celebrates the Eucharist
A2. Wondering at God who created our bodies B2. Jesus draws members of God’s family close to C2.1 Names the elements in the Liturgy of the Word
different. Him through the Eucharist. and the Liturgy of the Eucharist.
A2.1 Expresses wonder at God who created bodies B2.1 Explains the meaning of John 6:56 C2.2 Memorises responses, gestures and prayers used
Different. B2.2 Reports how the world would be different if during the Mass.
people drew closer to Jesus by receiving Him in C2.3 States:
A3. Attribute: God loves each of us personally. Holy Communion.  The words of the priest at the Consecration
A3.1 Celebrates God who loves each of us personally.  The words said before receiving Holy Communion

C3. Christians are called to love everyone as ‘another

self’
C3.1 Identifies ways in which Christians love everyone
as ‘another self’.
C3.2 States ways in which people fail to behave as
Jesus taught.

Links to General Capabilities
Literacy Numeracy
Use Speaking and
Listening skills when
contributing to discussions
and reflecting on other
students ideas.
Write a persuasive letter
the school principal
outlining a criteria for
behaving in a way Jesus
taught.
Students reflect on a
variety of literature
sources, both fiction and
non-fiction, visual and
written throughout the
unit.
Spiritual Capabilities
Prudence: Right Choices
1. To wonder and become awe-filled
2. To search beyond and become wise
Justice: Right Relationships
3. To relate and become loving
4. To regret and become forgiving
Fortitude: Inner Strength
5. To dare and become resilient
6. To yearn and become good
Temperance: Moderation
7. To fast and become grateful
8. To meditate and become peaceful
9. To enjoy life and become happy
C4. Continuing to wonder at how Jesus strengthens
His followers to love every human individual
regardless of physical differences.
C4.1 Reviews and expresses the main ideas of the unit.
ICT Capabilities Critical and Creative Ethical Personal Competency Intercultural
Thinking behaviour Understanding
Students use ComicLife to Students evaluate ways people Students work in pairs, small Pose wonder questions about
sequence drawn images can fail to love other as Jesus groups and as a class for the differences in people
reflecting one of the Bible did. Being critical of this collaborative work. around the world.
stories which demonstrate how information, students identify
Jesus showed love and respect ways to solve this issues by Students should appreciate Identify the ways people
for everyone. replacing it with a positive and encourage group members from different cultures look
action. when they give a response or and speak which may be
iMovie is used to create a short contribute to a group project. different to them.
video outlining a scenario of Students use their imagination
ways people can love others in and creative abilities to present Students develop a sense of Identify sources as difference
the community, just as Jesus gathered information. For empathy for those in the as an asset to society and a
did. example, they develop a poster images which show ways in way of coming together,
to show ways in which people which people have been unity as ‘one’ group.
Wordle is used as a can be draw closer to God treated unjustly. The activity
brainstorming tool to identify through Holy Communion. is used to develop self-
the growth in learning from the Dependent on their learning awareness on the students
beginning to end of the styles, the children are given actions.
teaching and learning. ‘free range’ to present their
poster.
Examples of how this capability can be Religious Capabilities Examples of how these capabilities can be
found in the unit. found in the unit.
1. Identify wonder questions people Faith: 1. Identify and memorise prayers, actions and
ask about the difference between 1. To search for God and become mystified by gestures used during Holy Communion. For
other’s bodies and who created us as God example: The Lamb of God Prayer, when to
unique individuals. 2. To serve God and become God’s witness sit, stand or kneel and the Eucharistic
2. To search for answers within 3. To worship God and become reverent Acclamation.
literature – fiction and non-fiction, Hope: 1. Write thanksgiving prayers and Prayers of
visual and written to answer class 4. To trust and become hope-filled by God the Faithful for their Holy Communion.
generated wonder questions. 5. To repent and become redeemed by God 4. Pose questions about ways in which people
can show love for one another and
3. Role play the ways Jesus showed 6. To follow and become a missionary disciple
brainstorm ideas.
love to others from Bible stories. of Jesus
4. They compare and contrast ways
8. Providing students with Charity: people show love and those action that do not
opportunities to 7. To give and become charitable like God show respect and love for others.
self-reflect during prayer. 8. To act justly and become merciful like God 7. Discuss the ways Jesus showed love towards
9. To respect all people and become tolerant of others. Identify ways the student can show
others’ beliefs love, compassion and empathy towards those
in need.
LEARNING AND TEACHING PROGRAM
Week Lesson 1
A1.1 – Expresses wonder at
1 the differences in people’s
bodies. The teacher reads the
text ‘Whoever You Are’ by
Mem Fox. Discuss all the
ways in which people all
over the world are different
from one another. Identify
sources of diversity as
differences in… Physical
appearance, our senses,
physical skills, changing
bodies with age and culture
as well as physical abilities.
Create a list of two to three
wonder questions to explore
during the brainstorm
activity.
For example: I wonder how
everyone in this class is
different from one another.
I wonder why everyone is
different.
In groups of three, complete
a Y-chart focussing on the
statement ‘Everyone Is
Different’. Investigate the
‘looks like’, ‘sounds like’
and ‘feels like’.
Groups share with the
teacher what they have found
(in a conference)
Conclude by reflecting on
the song – Lanny Sherwin’s
‘Everyone Is Different’.
(Source 1)
Lesson 2
A1.1- Reflect on idea that
people all over the world are
different from one another,
making each of us unique.
Students use magazines to
find one picture showing
how people are different
from one another.
In a sharing circle, each
student gives a brief
description of the image they
found and how it shows
diversity among people.
The children then use a
variety of magazines and
images collected to show the
differences between people.
Sort, cut and glue around an
A3 image of the world.
Create a title for their piece
and reflect on what they have
collected and represented in
their collage. Write one
wonder question at the
bottom of their collage.
Reflect on the statement, “In
diversity there is beauty and
there is strength” (Maya
Angelou), writing one
important point on an index
card and placing it in the
‘difference delivery box’.
Lesson 3
A2.1 – Expresses wonder at
God who created bodies
different.
Use the wonder questions: I
wonder who planned that
our bodies would be different
from one another. I wonder
why God created us all
different and unique.
In small groups, identify
reasons why we were all
created as individuals rather
than being all the same.
Write each reason onto an
index card. Gather on the
mat and bundle the reasons
together to see which groups
thought of similar and
different ideas. As a class,
make a list of the reasons
identified, making a chart for
the classroom display.
Look at the variety of ideas
made by the students and
discuss how God made us in
a way that means we all
think differently and
appreciate the ideas of
others. .
Write a prayer to God
thanking Him for creating a
world of diversity, making
everyone individual and
special.
Lesson 4
A2.1 - Discuss what the
world would be like if every
person was created to look,
act and feel the same way.
Display the words from
Genesis 1:26-27 on the IWB.
The teacher reads the
scripture piece and then
gives students two-minutes
of silent reflection.
Discuss what God must be
like if he wanted to create us
all different from one
another.
Students create a ‘hanging
mobile’ of words that reflect
on the scripture reading and
the wonder question.
The base structure of the
mobile will consist of a coat
hanger with a cloud at the
top. Students will write or
draw a reflection from the
scripture reading. Then, on
smaller clouds, students will
write or draw words/images
that show who and why they
believe everyone has been
made different.
Conclude with the prayer -
God Knows My Name.
(Based on Isaiah 43:1b, 4a
Resource Sheet 1, p.73)
Evaluation &
Lesson 5
Assessment
A3.1 – Celebrates God A1.1 – W1, L1
who loves each of us Type:
personally. Diagnostic
Recall the learning from Strategy:
lessons 1-4. Refer to the Group
brainstorm and class Conferencing
displays create during
this time. A2.1 – W1, L4
Type:
Listen to the song ‘Just Formative
the Way You Are by Ali Strategy:
Auburn’ (Source 2) . Checklist
Discuss the reflections
students had from the A3.1 – W1, L5
song and identify the Type:
greatest reason God Formative
created our bodies Strategy:
different from one Self-
another. assessment
He wanted each of use to
know that each of us is
special to Him.
Create a self-portrait with
the activity sheet which
reads ‘I am a child of
God’ (Source 3). Draw an
image/representation of
themselves and write
words in the frame of
ways God knows they are
different.
Conclude by using one of
the students prayers from
lesson 3. Using the echo
reading strategy, read out
each statement/sentence
and then students repeat.
 B1.1 – Describes ways in
2 which Jesus showed love
regardless of physical
differences. The teacher is
to read a selection of Bible
stories where Jesus showed
love and respect for others.
 Matthew 19:13-15
 Luke 5:12-14
 Mark 7:31-37
 Luke 10:29-37
Discuss with students the
recurring theme from the
stories (Jesus showed love
to everyone).
Students are given on of
these stories, as well as a
collection of others. They
reflect upon the story and
create a comic strip using
drawings, sequencing the
events as outlined in the
story. Take a photo of each
picture drawn and upload
them into the app
ComicLife. Write a short
explanation of the way in
which Jesus showed love to
the person in the story.
Listen to the song ‘Love
One Another’ by Dakota
Pyle (Source 4)
Conclude with a prayer
“Thank you Jesus for
showing love towards
everyone without
judgement of our
differences, Amen”
B1.1 – Formal Assessment
Use a sharing circle, with
pairs explaining what they
found from reading a
particular Bible story.
“From Luke 5:12-14 (the
Bible story investigated, we
found that…..”.
Using the comic strip from
another group created in the
previous lesson, students
write a postcard to a family
member as if you were the
person who Jesus helped.
Identify the Bible story
Jesus assisted you in,
describe the events of why
you needed help from Jesus
and explain how you felt
after Jesus showed you
compassion, empathy and
love.
Place the post card into the
mailbox ready for delivery.
(Source 5)
Discuss the importance of
not only Jesus showing
love for everyone, but for
us all to show love and
respect for the people
around us. Identify ways
we can show love to those
in our classroom and
school.
B2.1 – Explains a
meaning of John 6:56.
Explain students how
parents or friends seek to
deepen the love between
them, drawing them closer
to each other.
Discuss some examples of
students experiences. What
might these people do to
draw them close?
Jesus wants to be close to
people also, so he invites
them to become a part of
God’s family – the Church.
Read to students the
scripture piece…
“Whoever eats my flesh
and drinks my blood lives
in me and I live in that
person”
Discuss as a class what the
meaning of this might be.
Think-pair-share and
brainstorm these ideas on
the board.
Create a bookmark with the
words “I live in everyone
who receives me in Holy
Communion” on the base.
Students write or draw
what they understand by
these words.
Read John 6:55-57. Discuss
if this changes the child’s
perception of the words.
Reflect silently.
B2.2 – Reports how the
world would be different
if people drew close to
Jesus by receiving Him in
Holy Communion.
Explain to students that in
the past people could see
Jesus as a physical person
and this connected them all.
Now, we receive him in
Holy Communion, which
means God’s family are
drawn closer together.
Pose the question to
students “What would the
world be like if everyone
drew closer to Jesus by
receiving him in Holy
Communion?”
Think-pair-share to provide
some answers.
Discuss with students that
this might be things that
people do which everyone
can join in on,
greeting/words and actions.
Students work in groups of
three to create a poster
demonstrating what the
world might look like and
feel like if everyone made a
conscious effort to draw
themselves closer to Jesus.
(they can draw, write, find
pictures in magazines etc.)
Share with others, how the
group presented their
answer to the question.
B2.2- The teacher B1.1 – W2,
should hang the posters L1
up from the previous Type:
lessons. Complete a Formative
gallery walk to view the Strategy:
posters made by other Rubric
members of the class.
This may assist students B2.1 – W2,
in understanding ‘how L3
the world would be Type:
different’ from the Formative
perspective of their Strategy:
peers and give more Anecdotal
examples. notes/making
comments on
Students complete a student work.
journal response to the
question “What would B2.2 – W2,
the world be like if L5
everyone drew closer to Type:
Jesus by receiving him Formative
in Holy Communion?”. Strategy:
Include a reflection on Peer-
how they will be drawn assessment
closer to Jesus after their (Two stars and
first Holy Communion a wish)
and ways they can
continue to stay
connected to Jesus.
Gather in a sharing
circle, “Thank you
Jesus, for drawing
people close in Holy
Communion” then one
student at a time would
say a way the world
could be different if
people received Jesus in
Holy Communion.
Repeat “Thank you….”
 C1.1 – Compares the
3 symbolism of the bread
and wine to many people
forming one body.
In groups of three, students
create a procedural writing
piece outlining the process
of making bread or wine.
Students add diagrams or
draw pictures for each step.
Discuss how Jesus used the
bread and wine as the
Eucharist to draw people
together, forming ‘one’ as
this was his body and blood
(reinforce that the bread
and wine are not literally
his body and blood).
Explain that during the Last
Supper, Jesus ‘transformed’
his body and blood into
bread and wine to share
with the disciples, giving
himself to them.
Show students an image of
people receive the
Eucharist. Explain how
these people all look
different but are still are all
there in unity.
Teacher to read Luke 22:8-
13; 17-20 with music in
background. Students
silently reflect at the
conclusion of the reading.
C1.1 – Watch the video –
The Last Supper (Source 6)
Identify and discuss the
importance of the words
“Do this in remembrance of
me” as Jesus’s way of
repeating the miracle from
the Last Supper now during
each mass.
Students dress up using the
clothing/costumes
provided. The teacher to set
up an area where a table
cloth to be placed on the
mat for students to sit
around. Role play the Last
Supper (Jesus sharing a
special meal with his
Friends), with students
playing particular roles.
The teacher should film the
role play so students can
rewatch it and discuss the
importance of their first
Holy Communion, as they
will be sharing in the
miracle performed at the
Last Supper.
C2.1 – Names the
elements in the Liturgy of
the Word and Liturgy of
the Eucharist
Read the text “We
Celebrate the Eucharist”,
identifying the key symbols
from the text that students
will see on the day of their
Holy Communion.
Students gather on the mat
and the teacher uses the
Godly Play – Parts of the
Mass to explain to students
the four key parts to the
mass – The Introductory
Rite, The liturgy of the
Word, The Liturgy of the
Eucharist and the
Concluding Rite.
(Source 7 )
In groups of three, the
students reflect on the
Godly play and using
flashcards, place the parts
of the Mass in order. Feed
these to students in small
groups, so they are not
overwhelmed by each part.
Take a photo of each of the
four parts and upload them
to BookCreator.
Formal assessment C2.2 – Formal C1.1 – W3,
C2.2- Memorises assessment L2
responses, gestures and Watch the video with Type:
prayers used during the children from another Formative
Mass. Parish receiving their Strategy:
Discuss with students that Holy Communion. Self-
they should know some of assessment
the prayer said during their Liturgy of the Word.
first Holy Communion Run through with C2.1 – W3,
Celebration. students the readings L3
from the Bible that will Type:
Within the Introductory be used on the day of Formative
Rite, the priest will say… their first Holy Strategy:
Discuss that students will Communion. Checklist
need to respond to the Questions can be asked
priest… about the readings if a C2.2 – W3,
Lord Jesus, you feed us word or phrase is L4&5
with your Body and Blood misunderstood by the W4, L1
Lord, have mercy students. Type:
R: Lord, have mercy Formative
Lord Jesus, you saved us by Students discuss why Strategy:
your death on the cross. receiving their Holy Work samples
Christ, have Mercy Communion is so to identify
R: Christ, have mercy special. those who
Lord Jesus, you make us do/do not
sharers in your life. Write the Prayers of the know the
Lord, have mercy Faithful. words from
R: Lord, have mercy Students reflect what the Holy
Discuss the gestures they have learnt so far in Communion
(standing) during this time. the unit about receiving Mass.
their Holy Communion.
Teacher to cut the
Penitential Rite into strips
and the students place it in
order.
In pairs, glue the Penitential
Rite onto paper. Decorate
with the symbols and
pictures used during the
Eucharistic celebration.
 Formal assessment
4 C2.2- Liturgy of the
Eucharist
Explain to students to
purpose of kneeling during
the Mass.
Model the way we kneel,
with our backs straight and
our hands together.
Use the following activities
as two rotations (10 – 15
mins at each)
Eucharistic Acclamation –
identify the prayer that will
be used during the students
Holy Communion.
Students receive a set of
flashcards, with the
acclamation repeated in
segments. They halve the
pack and play ‘Go Fish’.
One at a time, the student
places the next segment of
the acclamation. If they do
not have the next section,
they say, ‘go fish’ and their
partner can place their card
down.
Students create a ‘Lamb of
God’, using a template and
cotton wool. Write the
prayer into the love heart
template the sheep will be
stuck onto. Cotton wool is
then used to stick onto the
body of the sheep.
(Source 8)
Conclude with prayer:
Read the ‘Prayers of the
Faithful’ as chosen from the
students creations.
C2.3- States the words of
the priest at the
Consecration and the
words said before receiving
Holy Communion.
Invite the Parish Priest into
the classroom to discuss with
students with actions and
words during the
Consecration.
On an outline of a hand,
students should write on
each finger the key words the
priest will say during their
first Holy Communion that
they need to understand for
that day.
Thumb – The words at the
Consecration
“This is my Body”
“This is my Blood”
“Do this in remembrance of
me”
Index – Eucharistic
Acclamation used on the day
of their Holy Communion.
Middle – Sign of Peace and
Lamb of God
Ring – Roman centurion’s
statement of unworthiness
“Lord, I am not worthy to
receive you, but only say the
word and I shall be healed.
Pinky – The words the priest
will say when the student
stands to receive the
Eucharist and the response
from the student.
C3.1 – Identifies ways in
which Christians love
everyone as ‘another self’.
Brainstorm ways we can
love others in our
community and around the
world as Jesus did.
Discuss the importance of
the second of the Two
Great Commandments
“You must love your
neighbour as yourself”
Create a role play in small
groups, of a situation where
we can show love towards
another person.
Write a script to hand in
and use iMovie to create a
short explanation of their
role play. Students can
include a narrator, who tells
the story, or have a series of
short video/photo clips
which explain the ways we
can show respect and love
for others.
(Students can use the ideas
that were discussed during
the brainstorming session,
while they can also include
their own).
Thanksgiving Prayer to
God, thanking Him for
showing us how to love
others just as we love
ourselves.
C3.1 –
Create a poster which
shows the way in which
people should treat others.
Use the statement “God
wants us to love each other,
regardless of our
differences by…”
Students can take photos of
one another and draw
speech bubble for these
ways.
Share these with other
groups and discuss the
similarities and differences
between the posters. Write
a list of ‘class rules’ that
can be used to reflect on
how we should treat one
another.
Conclude by listening and
reflecting upon the entrance
song which will be used
during the students Holy
Communion
“Break the Bread –
Communion Song”
(Source 9)
Students share one
reflection they had during
the song.
C3.2 – States ways in C3.1 – W4,
which people fail to L4
behave as Jesus taught. Type:
Identify a list of ways in Formative
which people can fail to Strategy:
love other as Jesus did Observations
and taught on one side and anecdotal
of a T-chart. notes.
Students write one way
in which people can
‘reverse’ this behaviour
with a positive one on
the opposite side.
Share as a whole class,
examples of behaviours
students discussed as
being ‘against what
Jesus taught’ and the
process of getting to an
outcome where Jesus
would be happy with
their choice/decision.
 C3.2 –
5 Examine ways in which
people have been treated
unfairly.
Review a series of images
that show people being
treated unjustly. Discuss
why this is not a way Jesus
would have shown love and
respect for everyone
regardless of their cultural
or physical differences.
Glue this photo onto an A3
piece of paper and put a red
cross through the middle.
Students then draw, paint,
use crayon etc to create an
image which shows how
this situation has been
reversed. Students can
write a short summary at
the base of the picture,
describing how the new
image they have created
shows the behaviours Jesus
taught and would
encourage amongst those in
God’s family.
C3.2 –
Create a set of criteria
which should be used as a
whole school policy when
working and playing with
others inside the classroom
and in the playground. This
criteria will be in line with
the students understanding
of how Jesus wants
everyone to treat one
another.
Write a persuasive letter to
the school principal,
outlining the new criteria
that should be put into
place.
C4.1 – Reviews and
expresses the main ideas
of the unit.
Students create a Wordle,
to brainstorm all the ideas
they have learnt about
during the unit. This will be
a reflection of the teaching
and learning from A1, right
through to C3, with a focus
on the way in which we, as
apart of God’s family can
continue to reflect God in
the choices made.
Identify the key words used
to continue loving one
another regardless of the
differences within the
community and around the
world.
C4.1 – Formal
Assessment
Students write a journal
entry which reflects the
teaching and learning over
the unit, in particular
strategies they will put into
place to ensure they treat
everyone as they should be
treated, regardless of the
differences of people.
Provide students with an
opportunity for them to
express how they are
feeling about getting closer
to the date for their First
Holy Communion.
The children can also write
any wonder questions they
still have before their first
Holy Communion.
C4.1 – C3.2 – W5,
Students play Holy L2
Communion Bingo. This Type:
has key prayers, words, Formative
symbols and actions that Strategy:
the students need to Individual
recall for their Holy Conferencing
Communion.
Each student receives a C4.1 – W5,
game board which has a L4
different selection of Type:
key elements to the Summative
Mass. As the teacher Strategy:
reads the prayer or Rubric.
models the action,
students place a counter
on the game board if
they have a tile which
corresponds. Once a
student has four in a
row, the call ‘BINGO’.
(Source 10)
Conclude with a prayer:
Refresh students
memory on the Lord’s
Prayer.
SCRIPTURE USED THROUGHOUT THE UNIT:
SCRIPTURE REFERENCE: SCRIPTURE READING:
Genesis 1:26-27 Then God said, “Let us make mankind in our image, in our likeness, so that they
may rule over the fish in the sea and the birds in the sky, over the livestock and all
the wild animals, and over all the creatures that move along the ground.”
So, God created mankind in his own image, in the image of God he created them;
male and female he created them.
Matthew 19:13-15 Then people brought little children to Jesus for him to place his hands on them and
pray for them. But the disciples rebuked them.
Jesus said, “Let the little children come to me, and do not hinder them, for the
kingdom of heaven belongs to such as these.” When he had placed his hands on
them, he went on from there.

Mark 7:31-37 Then Jesus left the vicinity of Tyre and went through Sidon, down to the Sea of
Galilee and into the region of the Decapolis.[a] There some people brought to him a
man who was deaf and could hardly talk, and they begged Jesus to place his hand
on him.
After he took him aside, away from the crowd, Jesus put his fingers into the man’s
ears. Then he spit and touched the man’s tongue. He looked up to heaven and with
a deep sigh said to him, “Ephphatha!” (which means “Be opened!”). At this, the
man’s ears were opened, his tongue was loosened and he began to speak plainly.
Jesus commanded them not to tell anyone. But the more he did so, the more they
kept talking about it. People were overwhelmed with amazement. “He has done
everything well,” they said. “He even makes the deaf hear and the mute speak.

Luke 5:12-14 While Jesus was in one of the towns, a man came along who was covered with
leprosy.[a] When he saw Jesus, he fell with his face to the ground and begged him,
“Lord, if you are willing, you can make me clean.”
Jesus reached out his hand and touched the man. “I am willing,” he said. “Be
clean!” And immediately the leprosy left him.
Then Jesus ordered him, “Don’t tell anyone, but go, show yourself to the priest and
offer the sacrifices that Moses commanded for your cleansing, as a testimony to
them.”
Luke 10:29-37 But he wanted to justify himself, so he asked Jesus, “And who is my neighbour?”
In reply Jesus said: “A man was going down from Jerusalem to Jericho, when he
was attacked by robbers. They stripped him of his clothes, beat him and went
away, leaving him half dead. A priest happened to be going down the same road,
and when he saw the man, he passed by on the other side. So too, a Levite, when
he came to the place and saw him, passed by on the other side. But a Samaritan, as
he travelled, came where the man was; and when he saw him, he took pity on
him. He went to him and bandaged his wounds, pouring on oil and wine. Then he
put the man on his own donkey, brought him to an inn and took care of him. The
next day he took out two denarii[ and gave them to the innkeeper. ‘Look after him,’
he said, ‘and when I return, I will reimburse you for any extra expense you may
have.’
“Which of these three do you think was a neighbour to the man who fell into the
hands of robbers?”. The expert in the law replied, “The one who had mercy on
him”. Jesus told him, “Go and do likewise.”
Luke 22:8-13 Jesus sent Peter and John, saying, “Go and make preparations for us to eat the
Passover.”
“Where do you want us to prepare for it?” they asked. He replied, “As you enter
the city, a man carrying a jar of water will meet you. Follow him to the house that
he enters, and say to the owner of the house, ‘The Teacher asks: Where is the
guest room, where I may eat the Passover with my disciples?’ He will show you a
large room upstairs, all furnished. Make preparations there.”
They left and found things just as Jesus had told them. So they prepared the
Passover.
Luke 22:17-20 After taking the cup, he gave thanks and said, “Take this and divide it among you.
For I tell you I will not drink again from the fruit of the vine until the kingdom of
God comes.” And he took bread, gave thanks and broke it, and gave it to them,
saying, “This is my body given for you; do this in remembrance of me.” In the same
way, after the supper he took the cup, saying, “This cup is the new covenant in my
blood, which is poured out for you”.
John 6:56 Whoever eats my flesh and drinks my blood remains in me, and I in them
John 6:55-57 For my flesh is real food and my blood is real drink. Whoever eats my flesh and
drinks my blood remains in me, and I in them. Just as the living Father sent me and
I live because of the Father, so the one who feeds on me will live because of me.
Assessment piece: Week 2, Lesson 1 – B1.1: Describes ways in which Jesus showed love regardless of physical differences
Students have read a story from the Bible which shows the love and kindness, generosity and empathy shown towards someone in need. Jesus does not discriminate against
people who have physical differences to him. Once students have read their chosen Bible story, they have to create a comic which shows the progression and sequence of
events as outlined in the story. The students are required to draw at least four frames to the story. The teacher will be looking for whether the student includes the scripture
reference and title to the story, in addition to whether the students can identify the person in the story that Jesus is helping. The students will take a photo of their draws and
place them in Comic Life, an app which allows the students to add text or bubbles showing speech. This will demonstrate to the teacher each student’s level of understanding
to the story, in addition to whether they have critically examined and inferred from the event. At the base of their comic strip, students should write a short explanation of how
Jesus showed love towards the other person and write a brief reflection on how the person in the reading must have felt after Jesus helped them and disregarded their physical
differences.

EXAMPLE OF THE ACTIVITY SHEET THE CHILDREN WOULD BE GIVEN:

YOUR TASK:
Using the Bible story you have chosen, reflect on the love and kindness, generosity and empathy Jesus showed towards the main character in
the reading. Sequence the events from that reading to create a comic strip, drawing individual pictures that show what happened. You need to
create a comic strip with at least four frames, each showing a different event/perspective from the reading.

You can also write short phrases in the frames such as the title of the scripture story or the scripture reference to help
explain what is happening. Once you have sequenced and drawn images to show the event, take a photo of each and create
a digital comic strip on Comic Life. At the bottom of your comic strip add a text box and explain how Jesus is showing love
towards another without thinking about how they might be different, while also reflecting and giving a short response to
the question “How do you think the person Jesus helped must be feeling?”.
STUDENTS WILL BE MARKED USING THE FOLLOWING RUBRIC:

Coming to Your Table:

B – The Promise of Christian Salvation
B1 – Jesus loved everyone regardless of physical differences.
B1.1 – Describes ways in which Jesus showed love regardless of physical differences.

Scripture Reference and Title of Does not include the scripture
Bible Story. reference nor a title
Identify the person in the Bible Does not identify the person
Story Jesus showed love to. Jesus showed love.
Sequencing of events. Incorrectly sequences the events
from the story.
Features of the Comic Strip Does not include four frames in
(minimum of 4 frames) comic strip.
Explains how Jesus showed Gives a short, vague explanation
love to of how Jesus showed love to the
person in the reading.
Reflection on feelings. Does not provide a reflection of
the persons feelings from the
scripture reading.
Includes the scripture reference
or the title of the Bible Story.
Identifies the person Jesus
showed love.
Sequences all the events
correctly.
Includes four frames in comic
strip.
Gives an explanation of how
Jesus showed love to the person
in the reading.
Provides a reflection on the
feelings of the person from the
scripture reading.
Includes both the scripture
reference and the title of the Bible
Story.
Identifies and makes a connection
to the person Jesus showed love
to.
Identifies the key elements to the
story and sequences them
correctly.
Includes more than four frames in
comic strip that
Gives a detailed explanation of
how Jesus showed love to the
person in the reading.
Provides a reflection on the
characters feelings and makes a
connection to a time when they
may have felt the same (positive
feeling – after someone showed
love and helped them).
APPENDIX – List of references (APA6 referencing style)

Archdiocese of Perth. (2010). Coming to your table: Eucharist – year 4. Retrieved from https://my.nd.edu.au/sfs

Auburn, A. (2014). Just the way you are [Video File]. Retrieved from https://www.youtube.com/watch?v=Da9esX2nR68

Fox, M. (1997). Whoever you are. New York, NY: Voyager Books.

House of Peace Worship. (2014). Break the bread [Video File]. Retrieved from https://www.youtube.com/watch?v=SA3V3r0cxEc

I Know Heavenly Father Loves Me. (2011). Retrieved from https://ldslessonideas.wordpress.com/tag/lesson-1-i-am-a-child-of-god/

McGunnigle, C., & Hackett, C. (2015). Spiritual and religious capabilities for catholic schools. eJournal of Catholic Education in Australasia, 2(1),

1-30. Retrieved from https://researchonline.nd.edu.au/cgi/viewcontent.cgi?article=1017&context=ecea

Pyle, D. (2014). Love one another [Video File]. Retrieved from https://www.youtube.com/watch?v=p9diFwUly4M

The Catholic Toolbox. (2018). Holy Eucharist Bingo. Retrieved from http://catholicblogger1.blogspot.com.au/2009/03/holy-eucharist-bingo.html

Saddleback Kids. 2017). The story of easter: The last supper [Video File]. Retrieved from https://www.youtube.com/watch?v=SigoALSS1R8

Sherwin, L. (2011). Everyone is different [Video File]. Retrieved from https://www.youtube.com/watch?v=-QSLlEt_LJY

Smith, M. (2015). We celebrate the eucharist big book: Mulgrave, VIC: Garratt Publishing.

ICT TOOLS:

BookCreator Wordle

Comic Life iMovie