SPIRIT of TRUTH

“But when He comes, the Spirit of Truth, He will guide you to all truth.”

JOHN 16:13

CATECHIST GUIDE The KingdomSAMPLE of God and the Church

GRADE THREE About Sophia Institute for Teachers Sophia Institute for Teachers was launched in 2013 by Sophia Institute to renew and rebuild Catholic culture through service to Catholic education. With the goal of nurturing the spiritual, moral, and cultural life of souls, and an abiding respect for the role and work of teachers, we strive to provide materials and programs that are at once enlightening to the mind and ennobling to the heart; faithful and complete, as well as useful and practical.

Sophia Institute is a 501(c)(3) nonprofit organization founded in 1983.

Excerpts from the English translation of the Catechism of the Catholic Church, Second Edition, © 1994, 1997, 2000 by Libreria Editrice Vaticana–United States Catholic Conference, Washington, D.C. All rights reserved.

Scripture texts in this work are taken from the New American Bible, revised edition © 2010, 1991, 1986, 1970 Confraternity of Christian Doctrine, Washington, D.C., and are used by permission of the copyright owner. All rights reserved. No part of the New American Bible may be reproduced in any form without permission in writing from the copyright owner.

Excerpts from the English translation of Rite of Baptism for Children © 1969, International Commission on English in the Liturgy Corporation (ICEL); excerpts from the English translation of Rite of Christian Initiation of Adults © 1985, ICEL; excerpts from the English translation of The Roman Missal © 2010, ICEL; excerpts from the English translation of The Order of Celebrating Matrimony © 2013, ICEL; excerpts from the English translation of The Order of Confirmation © 2013, ICEL. All rights reserved.

Scriptural Stations of the Cross © 2017, United States Conference of Catholic Bishops, Washington, DC. Used with permission. All rights reserved. No part of this text may be reprinted without permission in writing from the copyright owner.

Unless otherwise noted, images in this book are in the public domain.

©2017 Sophia Institute for Teachers. All rights reserved. Portions of this publication may be photocopied and/or reproducedSAMPLE within the schools which purchased it for educational use only. Written permission must be secured from the publisher to use or reproduce any part of this book outside the school which purchased it in any medium.

Printed in the United States of America Design by Perceptions Design Studio Cover image: Pentecost mosaic panel, Chapel of Saint John the Baptist, Church of São Roque (Lisbon, Portugal). Image courtesy Google Art Project.

Spirit of Truth: The Kingdom of God and the Church Catechist Guide, Parish Edition ISBN: Contents

Acknowledgments...... iii

Why This Guide Is Different...... vi

Quick-Start Guide...... vii

Engage Families with Take-Home Activities...... ix

Sacred Art and Catechesis: How to Use the Works of Art in This Guide...... x

Using Free Sophia SketchPad Videos ...... xi

Professional Development and Ongoing Support...... xii

Unit 1: Jesus Reveals the Father’s Love...... 1 Session 1: Understanding the Trinity ...... 5

Session 2: The Incarnation: True God and True Man...... 19

Session 3: The Annunciation: Perfect Obedience ...... 31

Session 4: Jesus Paid the Debt for Our Sin...... 45

Session 5: Jesus Is the Lamb of God ...... 57

Session 6: Jesus Died for Us and Rose from the Dead ...... 73

Unit 2: Jesus Teaches Us about the Kingdom of God...... 87 Session 7: Exploring the Kingdom ...... 91 Session 8: Parables of the KingdomSAMPLE ...... 115 Session 9: The Wedding at Cana ...... 127

Session 10: The Multiplication of Loaves ...... 145

Session 11: God’s Kingdom Becomes Visible through Charity ...... 161

Session 12: Jesus Gathered a Community of Followers...... 179

Session 13: Jesus Showed Us God’s Love...... 195

SPIRIT OF TRUTH OVERVIEW i Unit 3: We Are Called to Follow Jesus and to Love One Another ...... 207 Session 14: The Two Great Commandments ...... 211

Session 15: We Must Love God above All Else...... 227

Session 16: The Good Samaritan ...... 243

Session 17: Loving Others As Christ Loves Us ...... 255

Session 18: Love and Reverence for Parents/Guardians ...... 267

Session 19: Caring for God’s Creation ...... 281

Session 20: Mary Is the Queen of Heaven ...... 293

Unit 4: The Church Continues Jesus’ Mission of Salvation...... 303 Session 21: Jesus Chose Twelve Apostles and Made Peter the First Pope...... 307

Session 22: Jesus’ Ascension and the Descent of the Holy Spirit at Pentecost...... 329

Session 23: The Church Continues Jesus’ Mission on Earth...... 345

Session 24: The Church Is United in the Holy Spirit ...... 367

Session 25: Leaders of the Church: The Pope and the Bishops ...... 391

Session 26: We Experience the Church in Our Parish...... 417

Unit 5: The Sacraments of Initiation and the Sacraments of Healing and Forgiveness...... 429 Session 27: The Sacrament of Baptism...... 433

Session 28: The Sacrament of Confirmation...... 445

Session 29: The Sacrament of Holy Eucharist...... 459

Session 30: The Sacrifice of the Mass ...... 479 Session 31: The Sacrament of PenanceSAMPLE and Reconciliation...... 495 Session 32: The Sacrament of Anointing of the Sick ...... 507

Session 33: Mary Is Our Mother ...... 521

Appendix A: The Rosary...... 533

ii © SOPHIA INSTITUTE FOR TEACHERS Acknowledgments

Teacher Authors Editors Tom Acemoglu Veronica Burchard James Bitting Mike Gutzwiller Sarah Brenner Anna Maria Mendell Joseph Breslin Veronica Burchard Anna Carter Academic Advisors Teresa Chu Douglas G. Bushman, S.T.L. Jackie Diebold Monsignor John Cihak, S.T.L., S.T.D. Raphael Domingo Richard Dougherty, Ph.D. Sean Fitzpatrick Michael Lichens Angela Frazier Daniel Garland, Jr. Jose Gonzalez Michel Therrien, S.T.L, S.T.D. Mike Gutzwiller Sarah Gutzwiller Illustrators Abby Johnsen Cindy Kelly John Folley Mark Lajoie Mary MacArthur Anna Mavrianos Patrick Nunes Carolyn McKinney Michael McLaughlin Copy Editors and Consultants Heather Patrowsky Jane Cavolina Beth Ann Raymond Therese Recinella Elisabeth Rochon Design Faith Rummelsburg Perceptions Design Studio Steven Jonathan Rummelsburg Amherst, NH James Sartino SAMPLE Remy Solorzano Melissa Stancato Derek Tremblay Danelle Urban Kelly Vardakas Michael Verlander Glenna Walsh Talia Westerby Janet Wigoff

SPIRIT OF TRUTH OVERVIEW iii Special Thanks To Our Field-Testing Teachers Mary Adkisson Kelly Clifford Emily Gann St. Ambrose School St. Catherine of Siena School Nativity School Boulder, CO Manchester, NH Menlo Park, CA

Katherine Arena Diane Dentini David Graver Our Lady of Mt. Carmel – St. Annunciation School Bishop Carroll High School Benedicta School Crestwood, NY Wichita, KS Staten Island, NY Raphael Domingo Claire M. Griffin Nancy Beck-Erdman Blessed Sacrament School Sacred Heart Academy (1985- Our Lady of the Lake Catholic Los Angeles, CA 2002) School Honolulu, HI Trisha Duman Mound, MN St. Joseph School Angie Gumm Kristina Boufford Salem, OR St. Mary Catholic School St. Casimir School Wichita, KS Stephanie Fallavollita Manchester, NH St. Thomas Aquinas School Jennifer Haile Jacqueline Brown Derry, NH Cathedral School Sacred Heart School Natchez, MS Daleen F. Farland Hampton, NH Cathedral High School Joseph Inverso Diane Buckley Springfield, MA La Purisima Concepcion St. John Paul II Catholic Catholic School Mary Finnegan School Lompoc, CA St. Isidore School Southern Pines, SC Quakertown, PA Abby Johnsen Amy Carrig Bishop Carroll High School Don Forster St. Joseph the Worker School Wichita, KS Christ the King School/St. Orefield, PA SAMPLEPatrick School Kathleen Johnston Matthew Chominski Wichita, KS St. Benedict Academy Catholic Archmere Academy Manchester, NH Susan Freethy Claymont, DE St. Benedict Academy Jen Knox Teresa Chu Manchester, NH St. Ambrose School Nativity Catholic School Boulder, CO Kathryn Galvin El Monte, CA Annunciation School Elizabeth M. La Dou Rosemary Circo Crestwood, NY Nativity Catholic School St. Bruno School El Monte, CA Whittier, CA

iv © SOPHIA INSTITUTE FOR TEACHERS Stacey La Valley Lambert Denise Pimpinella Aaron Swenson Diocesan Catechist St. Mary Interparochial School St. Timothy School Manchester, NH Philadelphia, PA Los Angeles, CA

Kristen Law Debbie Pio C. A. Thompson-Briggs Homeschooling Parent St. Joseph the Proctor School Holy Family Academy Colorado Springs, CO Glenside, PA Manchester, NH

Sarah Markey Regina Rebovich Tiffany Tyler St. Francis de Sales School Academy of St. Dorothy St. Mary’s Catholic School Lebanon, OH Staten Island, NY Stayton, OR

Kellianne Miley Cecelia Reynolds Marisia Vaughan St. Eugene School St. Ambrose/Homeschooling Blessed Sacrament School Primos, PA Parent Denver, CO Boulder, CO Laura Molinari Perla Villasenor St. Denis–St. Columba School Miriam Rojas St. Albert the Great Hopewell Junction, NY St. Therese School Elementary School Alhambra, CA Rancho Dominguez, CA Kenneth Monreal Blessed Sacrament School Brendan Ronan Kira Weiland Hollywood, CA Servite High School St. Thomas More Catholic Anaheim, CA School Lauren Moylen Denver, CO Infant Jesus School Terry Root Nashua, NH Parish of the Resurrection Gillian Wible Hollis, NH Regina Luminas Academy Christina O’Brien Dowington, PA St. Elizabeth Seton School Gretchen Sarrazolla Rochester, NH St. Paul’s Catholic School Melissa Wood Nampa, ID St. Francis de Sales School Erin Plummer SAMPLE Lebanon, OH St. John the Evangelist Tiffanee Saunders Catholic School St. Louis School Liz Zummo Tucson, AZ Alexandria, VA St. Bridget Catholic School Loves Park, IL Deacon Sergio Perez Jordan Schwab Holy Angels School St. Giles School Arcadia, CA Oak Park, IL

Michelle Peters Rachael Sleeter Holy Trinity Catholic Church Sacred Heart School Gainesville, VA Newburgh, NY

SPIRIT OF TRUTH OVERVIEW v Why This Guide Is Different

Spirit of Truth Catechist’s Guides and Student Workbooks for K-8 religious education classes are designed to give you everything you need to immerse your students in the fullness of the Catholic Faith.

Guided by the principles that teachers are the best creators and judges of high- quality materials and that students are hungry for engaging and memorable learning experiences…

We offer you: 99 Teacher-written, classroom-ready materials with high-quality design and layout

99 Encouragement and ideas for serving as a witness to Christ

99 Background essays to strengthen your knowledge

99 The confidence of using pilot-tested materials that have been proven to work

So you can offer your students: 99 Guided, age-appropriateSAMPLE study of Scripture 99 A chance to read and analyze primary sources, including Church documents and the Catechism of the Catholic Church

99 Formative activities, such as prayer, silence, and examination of conscience

vi © SOPHIA INSTITUTE FOR TEACHERS Quick-Start Guide

1 Getting started

1. Review the table of contents for an overview of the topics studied throughout the year. 2. Do a quick skim of any session to familiarize yourself with the structure of each session: ӹӹ A SESSION OVERVIEW page shows you what students will learn and what they will do. ӹӹ The SESSION AT A GLANCE page lists the workbook pages students will complete, along with needed materials, key vocabulary words, and a prayer to open the session with. ӹӹ A WARM-UP is offered with each lesson to engage your students with what they are learning. ӹӹ The SESSION PLAN offers step-by-step instructions for several activities to teach the day’s content. ӹӹ Following each session plan are scaled images of all the student workbook pages for that class.

2 Customize your program!

Work with your pastor and catechetical leader to customize a schedule that works for your religious education program. The following are suggestions that may provide a starting point.

If you have: You may present: 33 90-minute sessionsSAMPLE All sessions as written in this guide 30 90-minute sessions Sessions 3-32 24 90-minute sessions Sessions 3, 4, 5, 7-12, 15-29 18 90-minute sessions Sessions 5-10, 18-29

More suggestions for customizing your program are available at SophiaInstituteforTeachers .org/SpiritofTruthParishSupplements .

SPIRIT OF TRUTH OVERVIEW vii 3 Preparing to teach a session

ӹӹ Each session gives you step-by-step instructions. Ahead of time, review the materials list and the steps in the different activities. ӹӹ Bring your Bible to class. Scripture passages you will read aloud to your students are in bold so you can locate them ahead of time. ӹӹ If you have 90 minutes, you can probably present all the given activities. ӹӹ If you have less than 90 minutes, determine which of the activities you will present. ӹӹ Read the background essay in the unit overview for additional review or enrichment. ӹӹ Have fun teaching and learning!

Suggested times for activities All students are different, and certain activities may take more or less time depending on many factors. The following are offered as guidelines:

ӹӹ Coloring activities (younger grades only): 5-10 minutes ӹӹ Sacred art activities: 10-15 minutes ӹӹ Discussion activities: 10-15 minutes ӹӹ Scripture readings or meditations: 15-20 minutes ӹӹ Background readings and questions: 15-20 minutes

4 While you are teaching

ӹӹ Use the session plan for each session to guide the activities. ӹӹ Special opportunities in the session plans include:

ENGAGE FAMILIES! Look for severalSAMPLE take-home activities offered in this guide.

SHARE YOUR FAITH! Look for ways to share your own faith with your students. Share Your Faith Icons in some sessions show you easy ways to weave personal connections into your teaching.

ӹӹ Your Catechist’s Guide has copies of the student pages with each session so you can see what your students are working on. ӹӹ Hold your guide as you are teaching so you can refer to it. Use the session plan as well as the answer keys to guide discussion and to check answers. ӹӹ Think quality, not quantity! Choose which activities suit the needs of your classroom. Don’t worry if you don’t finish everything. viii © SOPHIA INSTITUTE FOR TEACHERS Engage Families with Take-Home Activities

SAMPLE Bring what children are learning about Jesus into their homes

Download or e-mail fun activities to send home tied to the liturgical season or to what children are learning in Catechism class.

Find take-home activities at SophiaInstituteforTeachers .org/SpiritofTruthTakeHome

SPIRIT OF TRUTH OVERVIEW ix Sacred Art and Catechesis How to Use the Works of Art in This Guide

This Catechist’s Guide uses sacred art as a means of teaching young people about the Catholic Faith. Beauty disposes us to the divine, and sacred art helps lead students to love what is good, beautiful, and true.

Art can be viewed and appreciated by all students, whatever their grade, reading ability, personal background, or level of sophistication. Feel free to use these works of art with students of all grade levels. Add your own questions if the ones provided are too hard. Ask them out loud if students cannot read the questions themselves. Have older students compose their own questions. Have fun.

More Tips ӹӹ Before presenting artwork, we recommend that you gather relevant Scripture passages and sections of the Catechism to contextualize discussion. These are provided in the lesson plans. ӹӹ Allow students to view the art quietly for several minutes — or for as long as you can. Encourage them to appreciate it for its own sake before beginning any analysis. ӹӹ Begin your discussion by asking questions that are easy to answer. This may help prime the pump for future discussion. ӹӹ Be willing to share your own response to the painting. Allow your students to see the painting move you. Sharing the feelings and ideas the artwork evokes in you may encourage your students to be more willing SAMPLEto take risks in the ways they contribute to the discussion. ӹӹ Add your own favorite works of art. Don’t be limited to paintings. Think about using sculpture, wood carvings, stained glass, and so forth. Your enthusiasm for works of art will be contagious.

x © SOPHIA INSTITUTE FOR TEACHERS Using Free Sophia SketchPad Videos Some lessons in this guide suggest the use of free catechetical Sophia SketchPad videos. These five-to-seven-minute videos use whiteboard animation to blend visual and auditory learning with engaging storytelling. You won’t find a more effective tool for explaining difficult to understand theological concepts to your students!

These free videos are available at SophiaSketchPad.org.

SAMPLE

SPIRIT OF TRUTH OVERVIEW xi How to Find Professional Development Sophia Institute offers in-person and online professional development for Catholic K-12 educators .

To learn more about professional development in your area, please visit SophiaInstituteforTeachers.org/Workshops or e-mail [email protected].

Sophia On Demand offers live webinars, as well as online courses consisting of six 30-minute sessions with a university professor. Each session is followed by 15 minutes with Sophia Institute master teacher Jose Gonzalez, who uses his decade of experience in the classroom to bring immediate, practical suggestions for applying your new knowledge in the classroom. For more information visit SophiaOnDemand.org.

More Resources on the Saints Get new saint biographies, activities, and coloring pages each month by signing up for Heavenly Hall of Fame.

Teach the Liturgical Year Get a fresh activity for all of the Sunday Gospel SAMPLEreadings each month by signing up for Joy of the Gospel.

Connect the Faith to Current Events Receive a monthly discussion guide on connecting the Faith with today’s news headlines by signing up for Teaching the Faith with Current Events.

xii © SOPHIA INSTITUTE FOR TEACHERS UNIT 1 Jesus Reveals the Father’s Love

Sessions in thisSAMPLE unit: ӹӹ Session 1: Understanding the Trinity ӹӹ Session 2: The Incarnation: True God and True Man ӹӹ Session 3: The Annunciation: Perfect Obedience ӹӹ Session 4: Jesus Paid the Debt for Our Sin ӹӹ Session 5: Jesus Is the Lamb of God ӹӹ Session 6: Jesus Died for Us and Rose from the Dead

Unit 1 Overview 1 Unit at a Glance

Connections to the Catechism of the Catholic Church:

Session 1 Session 3 Session 5 ӹӹ 225, 234, 237, 252-253, ӹӹ 430, 484, 488, 490-495, ӹӹ 608-618, 1334-1340, 259-261, 733 508-511, 971-974, 1171, 1384, 1393 2617-2619 Session 2 Session 6 ӹӹ 463-464, 470, 474 Session 4 ӹӹ 430, 601-609, 614-616, ӹӹ 638, 654, 1019, 1849- 620, 639-644, 651 1864

Scriptures studied in this unit: ӹӹ Genesis 1:26-28, 31 ӹӹ Luke 22:14-20 ӹӹ John 20:1-29 ӹӹ Exodus 12:1, 3, 5-8, ӹӹ John 1:29 ӹӹ Romans 6:23 11-14 ӹӹ John 6:53-57 SAMPLE

2 © SOPHIA INSTITUTE FOR TEACHERS Catechist Introduction

od is a Trinity of Persons, revealed to us Gby Jesus Christ, the Second Person of the Trinity who assumed a human nature. Jesus taught us about God’s love for us and how we are to love God and each other. He died on the Cross for our sins, and through His Resurrection we receive new life.

The Blessed Trinity The Blessed Trinity is the mystery of our Faith that God is three distinct Persons — God the Father, God the Son, and God the Holy Spirit — who are each fully and equally one God. This essential mystery of our Faith reveals to us not only God’s inner life but also how to love. In fact, love is at the very heart of who God is and Holy Trinity, fresco by Luca Rossetti da Orta. St. Gaudenzio Church at Ivrea. who we are. We are made in God’s image and likeness, and so there is something fundamental human body, intellect, and will. He was like us about us as human beings that is like God. in all things but sin. Jesus taught us about God Scripture tells us that God is love, and this truth and His plan of salvation, and He taught us how is manifest in God’s life as Trinity. Therefore, to love God and how to love our neighbor. Then when we love one another, we are reflecting Jesus died for our sins on the Cross, as was the love that is God, His very trinitarian foretold in the Old Testament, and rose again life. This truth is beyond complete human on the third day to defeat sin and death. understanding, but from the very beginning, God has desired to make Himself known to us. And so throughout Salvation History, God Jesus Takes Away the prepared us to know Him. SAMPLE Sin of the World Jesus did not come into the world to condemn The Incarnation us, but rather to set us free. Jesus willingly God so loved the world that He sent His only sacrificed His own life on the Cross for ours. In Son to save us from sin and death. In the Him, death holds no power over us. In Him, we fullness of time, the Second Person of the are set free from sin and once again are made Blessed Trinity, God the Son, entered into sons and daughters of God. Like the lamb that human history through the Incarnation, when the Israelites in the Old Testament sacrificed God assumed a human nature in the Person of on the night of Passover in order to be spared Jesus Christ. In Jesus, God has fully revealed from the angel of death and freed from slavery Himself to us. Jesus was fully God and fully in Egypt, Jesus is the Lamb of God, whose man, possessing a divine intellect and will and a sacrifice frees us from the slavery of sin.

Unit 1 Overview 3 Notes ______

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______SAMPLE ______

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4 © SOPHIA INSTITUTE FOR TEACHERS SESSION 1 Understanding the Trinity

What students will learn: What students will do: ӹӹ God is three divine Persons in ӹӹ Pray the Sign of the Cross and the one divine Being; this is called the Glory Be. Trinity. SAMPLE ӹӹ Create a symbol that represents the ӹӹ The Son eternally proceeds from the Trinity. Father and the Holy Spirit eternally ӹӹ Learn about St. Patrick and color in proceeds from the Father and the a shamrock. Son. ӹӹ The Blessed Trinity is a mystery that is beyond complete human understanding.

5 Session at a Glance

Workbook pages your students will complete: ӹӹ Doxology (page 7) ӹӹ Shamrock (page 11) ӹӹ Blessed Trinity Triangle (page 8) ӹӹ Prayer of the Church to St. Patrick ӹӹ The Mystery of God (page 9) (page 12)

Other materials you will need: ӹӹ Flashlight ӹӹ Mirror ӹӹ An apple and a knife ӹӹ Scissors ӹӹ Blank paper, markers, and colored pencils ӹӹ Tape

Vocabulary your students will learn: ӹӹ Mystery: A truth about God that we can come to know only with God’s help. ӹӹ Trinity: Christian belief revealed to us by God that He is three Persons in one God: God the Father, God the Son, andSAMPLE God the Holy Spirit.

Prayer for this session: In the Name of the Father, and of the Son, and of the Holy Spirit. Amen.

6 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Warm-Up

A. Begin by leading in making the Sign of the Cross. Explain that this is a simple prayer that they pray frequently, maybe without even realizing it. Every time we pray using the Sign of the Cross we are dedicating ourselves to God, in the names of the three Persons of the Blessed Trinity. This simple prayer strengthens us with God’s help when we are tempted to do wrong and when we face difficulties. B. Have students slowly make the Sign of the Cross while naming each Person of the Holy Trinity: In the name of the Father, and of the Son, and of the Holy Spirit. Amen. C. Teach about the Blessed Trinity with an apple. Cut open the apple and point to the three parts: the core, the skin, and the fruit we eat. Explain to your students that there is only one apple, but there are three different parts in the one apple. In the same way, there is only one God, but there are three Persons in the one God. Mention that this comparison or analogy between an apple and the Trinity obviously falls short of the true mystery of God. After all, the Trinity is three distinct Persons, but it can help guide our understanding.

Activity 1

A. Explain to your students that we have another prayer that we say to praise the Blessed Trinity Doxology that is very similiar to the Sign of the Cross. Ask Directions: First, decorate the prayer at the top of the page. Then write in students to turn to Doxology (page 7) in the boxes the names of the Persons of the Trinity, God the Father, God the Son, and God the Holy Spirit and decorate each box with their workbook. symbols of that Person of the Trinity to create a holy card.

SAMPLEGlory be to the Father, B. Read the Glory Be prayer with your students. And to the Son And to the Holy Spirit. Have them decorate the prayer as a prayer As it was in the beginning, is now, And will be forever. AMEN card, using markers and colored pencils. Then have students write the names of the Persons of the Trinity—God the Father, God the Son, and God the Holy Spirit—in the boxes on the worksheet and draw symbols for each Person of the Trinity. Have students display their prayer cards at home as a reminder that God is always with them.

Session 1: Understanding the Trinity 7 SESSION PLAN

Activity 2

A. Write the word mystery on the board and ask your students to define it. Answers may include a problem to solve, a crime to figure out, or something that we don’t know or can’t know. Accept reasoned answers. Then write the following definition: “A mystery is a truth about God that we can come to know only with God’s help.”

EXPLAIN that as Catholics we believe that the Holy Trinity is the communion of three Persons in one God. In other words, the Persons of the Holy Trinity—God the Father, God the Son, and God the Holy Spirit—are in relationship with each other. This is a great mystery of our faith. This means that God has made known to us this truth that we could not know in any other way. God calls us, through grace, to join in that loving relationship.

B. Draw an equilateral triangle on the board and ask your students Father Son why an equilateral triangle is a good symbol for the Trinity. Accept reasoned answers from your students, which should include that there are three equal sides in the triangle, but together they make up one triangle. God C. Label each side of the triangle as “Father,” “Son,” and “Holy Spirit.” In the center of the triangle write “God.” Explain how the three Persons act together in all They do, but each Person also has a special role. Remind students that God the Father is our Creator, God the Son is our Savior, and God the Holy Spirit makes us holy. Holy Spirit D. Have students turn to Blessed Trinity Triangle (page 8) and label their triangle the same Blessed Trinity Triangle way the triangle is labeled on the board. Directions: Follow your teacher’s instructions and label the triangle. E. R ead aloud to your students John 14:9: Jesus said to him, “Have I been with you for ______so long a time and you still do not know me, Philip? Whoever has seen me has seen the SAMPLEFather. How can you say, ‘Show us the Father’?” ____ EXPLAIN that just as the Father is in Jesus, Jesus is in the Father. In the Trinity, there are three Persons in one nature. Each distinct person is fully God: God the Father is God, God the Son is God, and God the Holy Spirit is God. Each Person of the ______Trinity shares fully in the nature of God. A 8 simple way to understand the difference between person and nature is to say that the Trinity is three whos (persons) in one what (God).

8 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

F. To help your students understand the difference between a who and a what, here are some examples: ӹӹ Who are you? Fido. What are you? A dog. ӹӹ Who are you? Joan of Arc. What are you? A saint. ӹӹ Who are you? Scott. What are you? A human being. G. Create your own examples with the students: ӹӹ Who are you? ______What are you? ______H. Applied to God, it looks like this: ӹӹ Who are you? Father. What are you? God. ӹӹ Who are you? Son. What are you? God. ӹӹ Who are you? Holy Spirit. What are you? God.

Activity 3 The Mystery of God

Directions:2. Draw Complete a symbol the thatfollowing represents in the Godspaces as Trinity.provided. A. Remind students that a mystery is a truth of Complete the sentence by fi lling in the blank, and illustrate your idea about the mystery of God in the space provided. 1. If you could ask God one question about your life, what would it be? Pray faith that cannot be fully understood, but to God for your understanding of this mystery. ______that is believed because God has shown it to ______G o d i s l i k e ______. ______people in Scripture, in the life of Jesus, or in the ______teachings of the Church. B. Ask students to turn to The Mystery of God (page 9) in their workbook. Have each student complete the activities. C. When they have finished, have them share their drawings with a partner and explain the symbol for God as Trinity that they created, and their 9 “God is like…” sentence. SAMPLE10

Activity 4

A. Ask students if they have heard of St. Patrick, and invite them to share what they know. B. When they have finished sharing, read to them this short story about St. Patrick:

ST . PATRICK was born near the west coast of Britain. When he was 16 years old, Patrick was captured by pirates and sold as a slave in Ireland. There he worked as a shepherd for six years. He turned to God for help and spent many hours in prayer. Patrick finally escaped Ireland on a ship sailing to Europe and was reunited with his family. Soon he began to study for the priesthood and spent 15 years in a monastery.

Session 1: Understanding the Trinity 9 SESSION PLAN

Patrick had a dream in which God was calling him to return to Ireland as a missionary. After he was consecrated as a bishop, he was sent to preach the Gospel to the Irish people. Ireland was full of pagans, and they did not want Patrick to preach the Gospel to them. An Irish chieftain tried to kill Patrick, but Patrick converted the chieftain to Christianity. All over Ireland, Patrick preached to people about God. He used a shamrock, a little plant that has three leaves from one stem, to help explain the Blessed Trinity—the Father, Son, and Holy Spirit—and that all three are God. St. Patrick ordained priests and founded several monasteries. He died in the town of Saul, the same town where he had built the first church in Ireland. His feast day is celebrated on March 17, the day he died. C. After reading the story, have your students turn to a neighbor and share one thing they found interesting about the story. D. Remind students that St. Patrick used the shamrock as an image of the Trinity. Ask your students how a shamrock could be useful in explaining the Trinity. Draw a shamrock on the board and explain that the shamrock has three distinct leaves, each separate from the others, yet together they make up one shamrock. E. Have students turn to Shamrock (page 11). Shamrock Make markers and/or colored pencils available

Directions: Color the shamrock and write the names of the Persons of the Trinity on each leaf section, then on the stem write “3 Persons in 1 to complete this activity. God.” F. Have students color the shamrock and write the names of the Persons of the Trinity on each leaf section. On the stem they should write “3 Persons in 1 God.” G. When they have finished coloring the Prayer of the Church to St . Patrick Shamrock, have students turn to Prayer of the Church to St. Patrick (page 12). Begin

Prayer of the Church with the Sign of the Cross, and then close this to St. Patrick session with the prayer. God our Father, SAMPLE You sent Patrick To preach Your glory to the people of Ireland.11

By the help of his prayers, May all Christians proclaim Your love To all people.

Grant this through our Lord Jesus Christ, Your Son, Who lives and reigns with You And the Holy Spirit, One God, forever and ever. AMEN

10 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

Get Ready for the Next Session Bring blank drawing or construction paper; simple objects like pencil, a plant, a figure of an animal in small boxes or bag; and markers and/or colored pencils. Review the upcoming session.

SAMPLE

Session 1: Understanding the Trinity 11 Doxology

Directions: First, decorate the prayer at the top of the page. Then write in the boxes the names of the Persons of the Trinity, God the Father, God the Son, and God the Holy Spirit and decorate each box with symbols of that Person of the Trinity to create a holy card.

Glory be to the Father, And to the Son And to the Holy Spirit. As it was in the beginning, is now, And will be forever. AMEN

SAMPLE

12 © SOPHIA INSTITUTE FOR TEACHERS Blessed Trinity Triangle

Directions: Follow your teacher’s instructions and label the triangle.

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SAMPLE

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Session 1: Understanding the Trinity 13 The Mystery of God

Directions: Complete the following in the spaces provided.

1. If you could ask God one question about your life, what would it be? Pray to God for your understanding of this mystery. ______

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SAMPLE

Accept reasoned answers

14 © SOPHIA INSTITUTE FOR TEACHERS 2. Draw a symbol that represents God as Trinity. Complete the sentence by fi lling in the blank, and illustrate your idea about the mystery of God in the space provided.

G o d i s l i k e ______.

SAMPLE

Accept reasoned answers

Session 1: Understanding the Trinity 15 Shamrock

Directions: Color the shamrock and write the names of the Persons of the Trinity on each leaf section, then on the stem write “3 Persons in 1 God.”

SAMPLE

16 © SOPHIA INSTITUTE FOR TEACHERS Prayer of the Church to St . Patrick

Prayer of the Church to St. Patrick

God our Father, You sent Patrick To preach Your glory to the people of Ireland.

By the help of his prayers, May all Christians proclaim Your love To all people.

Grant this through our Lord Jesus Christ, Your Son, Who lives and reigns with You And the Holy Spirit, One God, forever and ever. SAMPLEAMEN

Session 1: Understanding the Trinity 17 Notes ______

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______SAMPLE ______

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18 © SOPHIA INSTITUTE FOR TEACHERS SESSION 2 The Incarnation: True God and True Man

What students will learn: What students will do: ӹӹ In the Incarnation,SAMPLE the Second ӹӹ Brainstorm what attributes make up Person of the Trinity became man. an object. ӹӹ Jesus is one Person with two ӹӹ Draw a picture of what they think natures, divine and human. God is like. ӹӹ Because Jesus is divine, He has a ӹӹ Write a prayer thanking Jesus. divine intellect and will, and He has all the attributes of God. Because Jesus is human, He has a human body, soul, intellect, and will.

19 Session at a Glance

Workbook pages your students will complete: ӹӹ Nature and Attributes (page 13) ӹӹ Prayer Thanking Jesus (page 16) ӹӹ The Incarnation (page 15)

Other materials you will need: ӹӹ Blank drawing or construction paper ӹӹ Simple objects like a pencil, a plant, a ӹӹ Markers and/or colored pencils figure of an animal, in small boxes or bags

Vocabulary your students will learn: ӹӹ Divine: Of God. Jesus is fully divine, which means He is fully God. ӹӹ Incarnation: The Second Person of the Holy Trinity, the Son of God, assumed a human nature in the Person of Jesus Christ. ӹӹ Intellect: A person’s ability to know and understand. Human beings have an intellect. ӹӹ Nature: What something is. Unlike any other person, Jesus has two natures: human and divine. Jesus is fully human and fully divine. ӹӹ Person: A unique individual. The Holy Trinity is three Persons in One God. Each Person of the Trinity is a unique individual, and fully God. Each of us is a human person, a unique individual created in the image and likeness of God, even before we are born. ӹӹ Will: A person’s abilitySAMPLE to choose and act based upon knowledge and understanding. Human beings have free will.

Prayer for this session: Dear Jesus, we thank You and give You praise for coming down from Heaven to heal our broken human nature. You died on the Cross out of love for us. Because of You, we can see the Father in Heaven one day. Please continue to bless us and help us live lives always united with Yours. Amen.

20 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Note: Before class, place simple objects (e.g., a pencil, a plant, a figure of an animal) in small boxes or bags.

Warm-Up

A. Ask your students what makes a tree a tree instead of a dog or a rock. Answers might include that it has leaves, that it has a trunk, that it is alive, whereas a rock is hard, is not alive, and so forth. B. Explain to your students that all the things that make a tree a tree are a part of the tree’s nature or essence. All trees share these things in common. There might be other things that make one tree different from another, but there are certain attributes or characteristics that make all trees essentially the same. Even if you saw a type of tree that you had never seen before, you would still know it was a tree. C. As another example, ask your students what makes an elephant an elephant. It has four legs, is a mammal, is generally big (although the size might vary), has a trunk, has a rough hide, and so forth. D. Explain to your students that there are two important words to help us understand ourselves: person and nature. Ask your students to think about themselves. If someone asked one of them, “Who are you?” he would respond that he is Mark, not John or Michael. If he is less specific, he could say he is a person. His name is just the way he is identified as an individual person — somebody unique. On the other hand, if someone asked your students, “What are you?” they would be asking what the students’ nature is. After telling the asker that he is silly, your students would saySAMPLE they are human, not an elephant or a plant! This means that we have a human nature, not an elephant or plant nature. E. Hold up a book for your students to see. Ask them what makes a book a book. Students should be able to answer that it has paper, that it has a cover, and that it contains words that tell a story or teach us something. Explain that these are the attributes that make a book a book. Other things about a book might be different: some books are long, others are short; some have a hard cover, others a soft cover; some are fiction, others are books that teach us math or history. However, every book will have the same attributes we mentioned above (paper, cover, words/story). These are part of a book’s nature.

Session 2: The Incarnation: True God and True Man 21 SESSION PLAN

Activity 1

A. Ask students to turn to Nature and Attributes (page 13). In order to model for your students, record together the attributes of a book on the first section of the worksheet. B. Arrange students in groups of three or four. In advance, place simple objects (e.g., a pencil, a plant, a figure of an animal) in small boxes or bags. Distribute an object in its box or bag to each group and instruct students to look at the object in the box or bag and write the characteristics of their object(s) in the space provided on Nature and Attributes. Encourage them to keep their objects hidden in the box or bag so that other groups cannot see it.

C. When all groups have completed Nature and Attributes, have groups take turns reading the attributes of their object without revealing what the object is. Have students from the other groups guess from the descriptions what each object is. Help students understand that it’s fairly easy to guess what the objects are because nature tells us what something is! D. Explain that everything has a nature — we can ask what something is about anything. Not everything is a person, however. We do not ask who this pencil is. Only something that can think and choose can be a person (humans, angels, God). Students may object that animals, such as their pets, can think and choose. Try to get them to see that animals cannot act against their own natures. A dog may shower its owner with love and loyalty, or attack intruders, because this is an expression of the dog’s nature. But the nature of freedom means the ability to choose the good, or to act against our nature. (This is what sin is.) E. Have students complete theSAMPLE last two sections of Nature and Attributes, describing what attributes are a necessary part of human nature, and what attributes are necessary to God’s divine nature. Understanding human and divine nature is important for us to understand who Jesus is.

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Activity 2

A. Distribute blank drawing or construction paper to each student and make markers and/or colored pencils available. Have your students draw a picture of what they think God is like. Many students will either struggle or draw a picture of Jesus. This is okay! Discuss with your students that it can be hard for us to imagine exactly what God is like since He is a spirit. Help them understand that Jesus, however, is special, because He is both God and human! Since He has a human nature, it is easier for us to know Him. B. Explain to your students in a mini-lecture the following: Two things make Christians special: their belief in the Holy Trinity, which we have already learned about, and their belief in the Second Person of the Trinity, the Son of God, who assumed a human nature. The Son of God assuming a human nature in the Person of Jesus Christ is called the Incarnation. Carne is the Latin word for “flesh” or “body,” and so the wordIncarnate means “to become flesh.” The Incarnation is when the Second Person of the Trinity, the Son of the Father, takes on our human flesh and becomes a man. This happens at the Annunciation, when Mary says yes to God’s will, announced to her by the angel Gabriel, and Jesus is conceived in her womb by the power of the Holy Spirit. The rest of the world sees the beauty and joy of the Incarnation at Christmas, when Jesus is born and the shepherds and wise men adore him! Jesus, because He is God who assumed a human nature, is unique. As a person, Jesus is just like us. When we ask, “Who is He?” we respond that He is Jesus. This describes His person, just as our name describes us. However, Jesus’ nature is unique. If we ask, “What is He?” we have to say that He is two things: He is God and He is man. This means that Jesus has two natures: one divine and one human. However, this doesn’t mean that Jesus is two different people; He is still just Jesus. He is the only person in the universe with two natures! We might be tempted to think that Jesus is only part God and part man, but this isn’t true. Jesus is fully divine and fully human. Because He is fully divine, Jesus has everything that God has: He has a divine intellect and a divine will. By His intellect He knows all that God knows, and by His will He can choose and act just like God. Jesus has all of God’s attributes: He is all powerful, all knowing, all good, and soSAMPLE forth. All of these things belong to God’s nature. Jesus also has everything that makes him fully human: He has a human body and soul (rather than an elephant body and soul) and also a human intellect and a human will. These are what belong to human nature. Because Jesus has everything that makes Him divine and everything that makes Him human, we say that he is true God and true man. This is what the Incarnation means. It is a mystery, but one that we can understand at least partially. Finally, both of Jesus’ natures work together in perfect union. Jesus’ human intellect and human will always think and choose the same things as His divine intellect and divine will. If they didn’t always agree, Jesus would be two persons stuck in one body!

Session 2: The Incarnation: True God and True Man 23 SESSION PLAN

C. Ask students to turn to The Incarnation (page 15) in their workbooks and have them complete the first half of the graphic organizer, describing who the Second Person of the Trinity is (Jesus) and what He is (God and man). Also have the students label the circles with Jesus’ two natures, divine and human, and list some of the attributes of those natures, listed on Nature and Attributes.

Activity 3

A. Tell your students the following story: Stanley and his brother were playing ball in the house, even though they knew they weren’t supposed to. Stanley threw the ball to his brother, who missed it, and it ended up breaking their mom’s favorite vase. Stanley realized he did wrong, and when his mom got home, he apologized and asked for forgiveness. His mom recognized that he was sorry and decided to forgive him. But there was still one problem: the vase was still broken. Since Stanley was the person who broke the vase, his mom told him that he was responsible for fixing the problem. B. Ask your students what Stanley might do to fix the problem. He might take money out of his allowance to get it repaired or buy a new one. He might do some chores or extra work to make up for it. Accept other reasoned answers.

Share Your Faith Share with your studentsSAMPLE about a time that you did something wrong that needed to be “fixed.” Try to pick an event from your childhood. What were the consequences of what you did wrong and how did you “fix” it? Try to draw out what you learned about mercy and forgiveness, but also how your actions had real consequences.

C. Explain to your students that some things are easy to fix, while others, like a vase, might shatter completely. Our human nature is also broken after Adam and Eve sinned against God. It isn’t completely shattered like the vase, but it doesn’t always work as it is supposed to because we make mistakes and do the wrong thing (error, sin, and concupiscence). Not only do we need God’s forgiveness, but we also need our human nature to be fixed. We can’t fix it ourselves, and that is why Jesus became human!

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EXPLAIN that when God created Adam and Eve, their human nature was perfect. They always chose to do what was right, and their intellects (minds) always told them what was true. They never had to suffer. When Adam and Eve committed the Original Sin, they acted against their nature, and ever since, all their children have inherited a fallen or broken human nature. We still have an intellect and will, but they don’t always lead us to good, as they were made to. Also, we suffer and eventually die. When Adam and Eve committed the Original Sin, they chose to love themselves over loving God. Whenever we sin, we choose ourselves over God. Thankfully, God doesn’t give up on us, and He even forgives us. D. Ask your students when God shows us that He forgives us. Jesus shows us just how much God is willing to forgive us when He says on the Cross, “Father, forgive them, for they do not know what they do.”

CONTINUE to explain that even after we have been forgiven, our human nature is still wounded. Think of the broken vase. We need fixing, too, and this is why it is so important that Jesus was both human and divine. Because Jesus is God, He has the power to save us and fix us. When Jesus became human, He took on our fallen nature: He became a human like us. He could suffer and be hurt. He could even be tempted (and He was!), but He never sinned because both His human and divine wills worked together to choose what was right. When Jesus was crucified, He really died. Death is the thing that is most broken about our nature after the Fall of Adam and Eve. We were originally meant to live forever with God in paradise! However, since Jesus is God, He has power over death. E. Ask your students the following questions: ӹӹ What do we celebrate on Easter Sunday? Jesus’ Resurrection from the dead to new life. ӹӹ What was Jesus like when He rose from the dead? He was transformed. ӹӹ Did the Apostles recognize Jesus when they first saw Him after His Resurrection? No. His human nature was so transformed that the Apostles didn’t even recognize Him at first! That’s because Jesus “fixed” our human nature!

EXPLAIN to your students that Jesus also makes this transformation possible for us. St. Paul tells us that whenSAMPLE we are baptized, our fallen human nature “dies” with Jesus and is “raised” to new life with Him. For now, we can still suffer and die, and we still sometimes have trouble doing what is right, but when we die and remain in friendship with God, we believe that we will be raised to new life in Heaven with Jesus, and all these things will be transformed! In Heaven, our body and soul will become like Jesus’ body and soul. This is possible only because Jesus was both human and God! F. Have your students fill out the bottom portion ofThe Incarnation. Have them describe how both Jesus’ humanity and divinity forgive us and “fix” our broken nature.

Session 2: The Incarnation: True God and True Man 25 SESSION PLAN

Activity 4

Ask students to turn to Prayer Thanking Jesus (page 16) in their workbooks. Give them time to write a prayer thanking Jesus for dying on the Cross to save us from our sins.

SAMPLE

Get Ready for the Next Session Photocopy Catechist Resource: Annunciation Role-play (page 43 in this guide) for three students. Bring poster board, drawing paper, and markers and/or colored pencils. Review the upcoming session.

26 © SOPHIA INSTITUTE FOR TEACHERS SAMPLE

Accept reasoned answers

Session 2: The Incarnation: True God and True Man 27 SAMPLE

Accept reasoned answers

28 © SOPHIA INSTITUTE FOR TEACHERS SAMPLE

Accept reasoned answers

Session 2: The Incarnation: True God and True Man 29 SAMPLE

30 © SOPHIA INSTITUTE FOR TEACHERS SESSION 3 The Annunciation: Perfect Obedience

SAMPLE What students will learn: What students will do: ӹӹ Mary is the Mother of the Church. ӹӹ Create a timeline of Mary’s life. ӹӹ Mary’s “yes” to God is an important ӹӹ Draw a picture their favorite event event in our Catholic Faith and an in Mary’s life. example for us all. ӹӹ Brainstorm all the different ways ӹӹ Mary prayed the Magnificat in praise they can say yes. of and thanksgiving to God. ӹӹ Role-play the Annuciation. ӹӹ Write a prayer in praise of God.

31 Session at a Glance

Workbook pages your students will complete: ӹӹ The Life of Mary Strips (page 17) ӹӹ Mary Said Yes! (page 22) ӹӹ My Favorite Event from Mary’s Life (page ӹӹ Thank You, God! (page 23) 21)

Other materials you will need: ӹӹ Catechist Resource: Annunciation Role- ӹӹ Drawing paper play (page 43 in this guide) ӹӹ Markers and/or colored pencils ӹӹ Scissors ӹӹ Poster board

Vocabulary your students will learn: ӹӹ Annunciation: The visit of the angel Gabriel to the Virgin Mary to inform her that she was to be the Mother of the Savior. After giving her consent to God’s word, Mary became the Mother of Jesus by the power of the Holy Spirit. The Gospel story of the Annunciation can be found in Luke 1:26-38 and its feast day is on March 25. ӹӹ Magnificat: The prayer of praise and thanksgiving to God that Mary prayed when she visited her cousin Elizabeth after the Annunciation. This prayer is found in Luke 1:46-55. In this prayer, Mary said that SAMPLEher soul “magnifies” the Lord.

Prayer for this session: Hail Mary, full of grace, the Lord is with you; blessed are you among women, and blessed is the fruit of your womb, Jesus. Holy Mary, Mother of God, pray for us sinners, now and at the hour of our death. Amen.

32 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Note: Photocopy Catechist Resource: Annunciation Role-play (page 43 in this guide) for three students.

Warm-Up

A. Begin with the prayer for this session. B. Ask your students who Mary is to gauge their knowledge about her.

EXPLAIN to your students that Mary was a young woman who lived in Nazareth. She was engaged to marry a carpenter named Joseph. God chose Mary to be the Mother of His Son, Jesus. We believe that Mary was free from Original Sin and all personal sin from her conception. Mary was “full of grace.” She loved God very much and always wanted to do God’s will. Mary said yes to God’s plan. She is the Mother of Jesus, who is God. We believe that Mary is truly the Mother of God. And we believe that, at the time of her death, God took her, body and soul, to be with Him forever. Jesus told us to call Mary our Mother, too. She is the Mother of the Church. C. Ask your students what events from Mary’s life they know. Brainstorm with your students a list of events from Mary’s life. Refer to the following list throughout your discussion. You may wish to read from Scripture the events your students are less familiar with: ӹӹ Immaculate Conception — Mary ӹӹ Flight into Egypt to save Jesus was born without sin to her from Herod (Matthew 2:13-14). parents, Anne and Joachim. ӹӹ Finding of Jesus in the Temple ӹӹ Betrothal to Joseph (MatthewSAMPLE at Jerusalem (Luke 2:41-50). 1:16; Luke 1:27). ӹӹ Wedding feast at Cana (John 2:1-11). ӹ Annunciation of Christ’s birth ӹ ӹӹ Mary with Jesus during His public to Mary (Luke 1:26-38). life (Matthew 12:46-50; Mark 3:31- ӹӹ Mary’s Visitation to Elizabeth 35; Luke 8:19-21; John 2:12-13). (Luke 1:39-56). ӹӹ Mary at the Cross (John 19:25-27). ӹ Birth of Jesus in Bethlehem (Luke 2:1-19). ӹ ӹӹ Mary was assumed into ӹӹ Prophecy of Simeon concerning Heaven to rejoin her Son. Jesus and Mary (Luke 2:25-35).

Session 3: The Annunciation: Perfect Obedience 33 SESSION PLAN

D. Next have students turn to The Life of Mary Strips (page 17) and make scissors available for students to cut out the strips and arrange them in chronological order corresponding to the above list.

Activity 2

A. Ask students to turn to My Favorite Event from Mary’s Life (page 21) in their workbooks. Have them choose one event from Mary’s life and then illustrate and describe the event in the space provided on the worksheet. B. Have students share their illustrations and read their brief descriptions to the class. C. If you wish, you can extend this activity by having students create a story map or a class mural of the events in Mary’s life.

Activity 3

A. Explain to your students that we say yes in many ways. Ask students to brainstorm a list of verbal and nonverbal ways to say yes. Write student answers on the board. B. Explain to your students that sometimes it is easy to say yes (e.g., Yes, I would like a piece of cake), and sometimes it is difficult (e.g., Yes, I will clean my room). Have students turn to a partner and share one example of each. C. Discuss with students the importance of Mary’s yes. Jesus was born because Mary said yes when God asked her to be theSAMPLE Mother of Jesus. D. Invite three student volunteers to role-play the Annunciation from Luke 1:26-38. You will need a narrator, the angel Gabriel, and Mary. Pass out copies of Catechist Resource: Annunciation Role-play (page 43 in this guide) for your volunteers to read. Note: You may choose to read the narrative lines yourself. E. After the role play, ask your students the following questions: ӹӹ What was the angel Gabriel’s message for Mary? She would have a Son who would be called the Son of God. ӹӹ Describe how Mary felt. Mary was afraid. ӹӹ What words did Mary use to say yes? “Behold, I am the handmaid of the Lord. May it be done to me according to your word” (Luke 1:38).

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ӹӹ Who did the angel Gabriel promise would come to Mary? The Holy Spirit. F. Write Annunciation on the board along with the following definition: The visit of the angel Gabriel to the Virgin Mary to inform her that she was to be the Mother of the Savior. After giving her consent to God’s word, Mary became the Mother of Jesus by the power of the Holy Spirit (CCC 484, 494).

Activity 4

A. Explain to your students that Mary said yes to God’s will in times of joy (such as at the birth of Jesus) and in times of sorrow (such as during the suffering and death of Jesus on the Cross). Have students turn to Mary Said Yes! (page 22) in their workbooks. Have students work individually to answer the following questions in the space provided. ӹӹ What are some of the ways you are like Mary by saying yes to God each day? ӹӹ Make a list of ways to say yes to God at home, at school, and with friends. B. Have students turn to a neighbor and share one way they can say yes to God at home, at school, and with friends. Circulate around the room and listen to students’ responses.

Activity 4 EXPLAIN to your studentsSAMPLE that the Church celebrates every August 15 the Solemnity of the Assumption of the Virgin Mary into Heaven. We believe as Catholics that at the end of her earthly life, Mary was taken, or assumed, body and soul into Heaven. This event is not in the Bible, but as Catholics, we have the Sacred Tradition of the Church as a source of Faith in addition Sacred Scripture. Guided by the Holy Spirit, the pope and bishops for thousands of years have guarded and taught us the truths of our faith, including how, at the end of her earthly life, she was assumed into Heaven. There, in her bodily form, like her Son, Jesus, she was crowned; she is Queen of Heaven. Mary’s Assumption into Heaven is connected to her yes to God. All Mary did in her life glorified God and was obedient to Him. In fact, God had prepared her to be the Mother of Jesus even before she was born, by preserving her from sin. Because Mary was born without sin and remained sinless throughout her life, and because of her great obedience to God, Mary shares in the victory over death won by her

Session 3: The Annunciation: Perfect Obedience 35 SESSION PLAN

Son on the Cross. Like Jesus, Mary was glorified in her body in Heaven. Ultimately, all of us will share in this same glorification at the end of time when we experience the Resurrection of the Body. In short, even after her earthly life, everything that Mary did and experienced glorified God. A. Read aloud Luke 1:39-56, Mary’s visit to the home of her cousin Elizabeth.

EXPLAIN to your students that Mary rejoices in being chosen to be the Mother of God. The Prayer of Mary is called the Magnificat. The Bible tells us that Mary said this prayer at the home of her cousin after Elizabeth joyfully greeted her. Mary was so happy about the good news of Jesus’ coming that she said this prayer to praise and thank God. Mary understood that grace comes directly from God. God had blessed and honored her by asking her to be the Mother of Jesus. How often do we think something good has happened to us because of something we have done, not because of God! B. Discuss with your students that all their talents and abilities are gifts from God. C. Ask your students to consider which talents God has given them. Ask for volunteers to share with the class and keep a list on the board. D. Read to your students the Magnificat, one line at a time, and ask them to repeat after you. Mary said this prayer in praise and thanksgiving for all that God had given her. Instruct students to think about the expression Mary would have worn on her face and used in her voice when she said this prayer to God. (Mary was very humble.) My soul proclaims the greatness of the Lord, my spirit rejoices in God my Savior for he has looked with favor on his lowly servant. From this day all generations will call me blessed: the Almighty has done great things for me, and holy is his Name.

He has mercy on those who fear him in every generation. SAMPLE He has shown the strength of his arm, he has scattered the proud in their conceit. He has cast down the mighty from their thrones, and has lifted up the lowly. He has filled the hungry with good things, and the rich he has sent away empty.

He has come to the help of his servant Israel for he remembered his promise of mercy, the promise he made to our fathers, to Abraham and his children forever. LUKE 1:46-55

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E. After praying the Magnificat together, ask your students the following questions: ӹӹ How do you think Mary looked during this prayer? Answers may include she was on her knees, or she looked up to Heaven, or she looked happy or peaceful. ӹӹ How do you think Mary sounded? Answers may include kind, sweet, happy, joyful, or soft. ӹӹ How do you think Mary felt? Answers may include happy, excited, joyful, or peaceful.

Activity 5

A. Have students turn to Thank You, God! (page 23) in their workbooks. Instruct your students to write out or say three talents God has given them. Then have them write a prayer of praise to God, thanking Him for His goodness. Note: It may be helpful to brainstorm a list of praise words on the board, such as great, wonderful, awesome, fantastic, and amazing. B. Ask your students why Mary said the Magnificat prayer. Mary was responding to her cousin Elizabeth’s greeting and how the infant in Elizabeth’s womb leaped for joy at the presence of Jesus in Mary’s womb. SAMPLE

Get Ready for the Next Session Photocopy and cut out enough sets of strips from Catechist Resource: Adam and Jesus Strips (page 56 in this guide) for each student to have a set. Bring colored pencils or markers. Review the upcoming session.

Session 3: The Annunciation: Perfect Obedience 37 SAMPLE

38 © SOPHIA INSTITUTE FOR TEACHERS SAMPLE

Session 3: The Annunciation: Perfect Obedience 39 SAMPLE

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Accept reasoned answers

Session 3: The Annunciation: Perfect Obedience 41 SAMPLE

Accept reasoned answers

42 © SOPHIA INSTITUTE FOR TEACHERS CATECHIST RESOURCE Annunciation Role-play

NARRATOR: In the sixth month, the angel Gabriel was sent from God to a town of Galilee called Nazareth, to a virgin betrothed to a man named Joseph, of the house of David, and the virgin’s name was Mary. And coming to her, he said:

ANGEL GABRIEL: Hail, favored one! The Lord is with you.

NARRATOR: But she was greatly troubled at what was said and pondered what sort of greeting this might be. Then the angel said to her:

ANGEL GABRIEL: Do not be afraid, Mary, for you have found favor with God. Behold, you will conceive in your womb and bear a son, and you shall name him Jesus. He will be great and will be called Son of the Most High, and the Lord God will give him the throne of David his father, and he will rule over the house of Jacob forever, and of his kingdom there will be no end.

NARRATOR: But Mary said to the angel:

MARY: How can this be, since I have no relations with a man?

NARRATOR: And the angel said to her in reply:

ANGEL GABRIEL: The holy Spirit will come upon you, and the power of the Most High will overshadow you. Therefore the child to be born will be called holy, the Son of God. And behold, Elizabeth, your relative, has also conceived a son in her old age, and this is the sixth month for her who was called barren; for nothing will be impossible for God.

NARRATOR: Mary said:

MARY: Behold, I am the handmaid of the Lord. May it be done to me according to your word.

NARRATOR: Then theSAMPLE angel departed from her.

Session 3: The Annunciation: Perfect Obedience 43 Notes ______

______

______SAMPLE ______

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44 © SOPHIA INSTITUTE FOR TEACHERS SESSION 4 Jesus Paid the Debt for Our Sin

What students will learn: What students will do: ӹӹ Adam and Eve disobeyedSAMPLE God and ӹӹ Match Adam and Jesus strips. rejected His love. This was the ӹӹ Draw what Jesus accomplished on Original Sin that we are all born into. the Cross. ӹӹ The penalty for sin is death. ӹӹ Brainstorm what they can do to ӹӹ Jesus shed His blood to free us from thank God for His mercy, love, and death and sin. forgiveness. ӹӹ Through the Resurrection, we have a new life as Jesus’ brethren and the Father’s children.

45 Session at a Glance

Workbook pages your students will complete: ӹӹ Adam and Eve and Original Sin (page ӹӹ What Jesus Accomplished on the Cross 24) (page 28) ӹӹ Adam and Jesus (page 27)

Other materials you will need: ӹӹ Catechist Resource: Adam and Jesus ӹӹ Colored pencils or markers Strips (page 56 in this guide)

Vocabulary your students will learn: ӹ ӹ Jesus’ Passion: Jesus’ suffering and Death on the Cross for our salvation. ӹӹ Original Sin: The first sin of Adam and Eve that brought pain, suffering, and death into the world. Because we are all descendants of Adam and Eve we are all born with Original Sin in our souls. We need to be baptized to remove the stain of Original Sin. The effects of Original Sin remain, however. ForSAMPLE example, we tend to sin, we suffer, and die.

Prayer for this session: Eternal Father, we offer to You the Body, Blood, Soul, and Divinity of Your Son, our Lord Jesus Christ. For the sake of His sorrowful Passion, have mercy on us and on the whole world. — From the Divine Mercy Chaplet

46 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Note: Before class, photocopy and cut out enough sets of strips from Catechist Resource: Adam and Jesus Strips (page 56 in this guide) for each student to have a set.

Warm-Up

A. Begin with the prayer for this session. B. Ask your students the following questions to get a conversation started in the class. ӹӹ Who are some people that you love? ӹӹ Why is it good to love these people? ӹӹ How do you show your love? ӹӹ How does Jesus show His love for you? ӹӹ How do you show your love for Jesus?

Activity 1

A. Have students turn to Adam and Eve and Original Sin (page 24). Have your students work individually to read the story of Adam and Eve’s sin and then answer the questions. B. When students have completed the worksheet, review and discuss the correctSAMPLE answers.

Activity 2

A. Have students turn to Adam and Jesus (page 27). Ask students to discuss with a neighbor what each of the sentences in the left-hand column means. Walk around the room, offering help and answering questions. B. Then distribute to each of your students one set of strips from Catechist Resource: Adam and Jesus Strips. Have your students place the

Session 4: Jesus Paid the Debt for Our Sin 47 SESSION PLAN

strips next to the corresponding sentence about Adam on Adam and Jesus. Walk around the room, offering help and sharing insights. C. When student have finished, review and discuss the correct answers toAdam and Jesus.

Activity 3

A. Ask students to list the things that Jesus accomplished on the Cross. B. Read aloud the following excerpt from Eucharistic Prayer II: Father, fulfilling your will and gaining for you a holy people, Jesus stretched out His hands as He endured His Passion, so as to break the bonds of death and manifest the Resurrection. C. Then explain to your students that Jesus’ Passion is His suffering and Death on the Cross for our salvation:

EXPLAIN that “bonds of death” refers to the permanence of death. We all die because of sin. If Jesus had not died for us on the Cross, death would have been a permanent end to the story for us. But instead, Jesus sacrificed Himself for us and rose from the dead. Therefore, we, too, are invited to eternal life with Him. D. Ask your students the following questions: ӹӹ Where might you have heard this prayer before? At Mass, during the Liturgy of the Eucharist. ӹӹ To whom is this prayer addressed? The Father. ӹӹ What did Jesus do with His hands on the Cross? Stretched them out. ӹӹ What did Jesus endure? His Passion. ӹӹ What two things did Jesus do for the Father? Jesus fulfilled the Father’s will and gained for the Father a holy people. ӹӹ What two things did Jesus do for us? Jesus broke the bonds of death and manifested the Resurrection. ӹӹ What does it mean that SAMPLEJesus broke the bonds of death and manifested the Resurrection? Death no longer has power over us. We are invited to eternal life with the Father in Heaven.

48 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

E. Have students turn to What Jesus Accomplished on the Cross (page 28), and make markers and/or colored pencils available. Have your students reference the excerpt from Eucharistic Prayer II to answer each question on the graphic organizer. The correct phrases from the Eucharistic Prayer are listed. Then have students draw, color, and decorate What Jesus Accomplished on the Cross to help them remember all that Jesus accomplished for them on the Cross. Circulate around the room, helping students to visualize and draw what the different parts of the prayer mean. F. W hen students have finished, review and discuss the correct answers and have your students share their illustrations of What Jesus Accomplished on the Cross.

Activity 4

A. On their own paper, have your students write a response to the following prompt: ӹӹ What can you do today to thank and praise God for His mercy, love, and forgiveness? B. Ask volunteers to share their responses with the class. SAMPLE

Get Ready for the Next Session Bring markers and/or colored pencils. Review the upcoming session.

Session 4: Jesus Paid the Debt for Our Sin 49 SAMPLE

50 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. Adam and Eve. They lived in the Garden of Eden. 2. They were to rule over and care for God’s creation. 3. The Tree of Knowledge of Good and Evil.

SAMPLE

Session 4: Jesus Paid the Debt for Our Sin 51 Answer Key 4. They chose to eat the fruit from the Tree of Knowledge of Good and Evil even though God had commanded them not to. They now experienced pain, and God sent them out of the garden. Eventually, they would also die. 5. We have a tendency to sin, we experience pain and sickness, and we will all die. 6. He revealed Himself to us throughout Salvation History and sent His Son, Jesus, to die for our sins on the Cross. When Jesus rose from the dead, He defeated sin and death. SAMPLE

52 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. Jesus gives God’s love.

2. Jesus gives us everlasting life in Heaven.

3. Jesus heals our souls of sin.

4. Jesus gives us the truth.

5. Jesus offers to heal all our pains in Heaven.

6. Jesus invites us to live forever in Heaven.

SAMPLE

Session 4: Jesus Paid the Debt for Our Sin 53 SAMPLE

54 © SOPHIA INSTITUTE FOR TEACHERS Answer Key Top box: Father Top left: Gained for him a holy people Top right: Fulfilled His will Top of cross: Jesus stretched out his hands Bottom of cross: He endured His Passion Bottom left: The bonds of death Bottom right: The Resurrection

SAMPLE

Session 4: Jesus Paid the Debt for Our Sin 55 CATECHIST RESOURCE Adam and Jesus Strips

Directions: Ahead of class, photocopy, cut out, and shuffle enough sets of the strips below so that each student will have one. Distribute a set to each student, and ask students to place the strips next to the corresponding sentence about Adam on Adam and Jesus.

Jesus gives God’s love. Jesus gives us the truth.

Jesus gives us everlasting Jesus offers to heal all life in Heaven. our pains in Heaven.

Jesus invites us to live Jesus heals our souls of sin. forever in Heaven.

SAMPLE

56 © SOPHIA INSTITUTE FOR TEACHERS SESSION 5 Jesus Is the Lamb of God

What students will learn: What students will do: ӹӹ The sacrifice of the Passover Lamb ӹӹ Listen to Scripture. saved the HebrewSAMPLE people from the ӹӹ Color in the Passover Lamb. plague of death. ӹӹ Compare the Passover Lamb and ӹӹ The Passover is a sign of ultimate Jesus, the Lamb of God. salvation in Christ from sin and ӹӹ Look at sacred art. death. ӹӹ Jesus is the Lamb of God. ӹӹ We participate in the new Passover by receiving Christ’s Body and Blood in the Eucharist at Mass.

57 Session at a Glance

Workbook pages your students will complete: ӹӹ The Instructions for Passover (page 30) ӹӹ The Lamb of God (page 34) ӹӹ The Passover Lamb (page 32) ӹӹ The New Passover (page 35) ӹӹ The Lamb of God Stained-Glass Window (page 33)

Other materials you will need: ӹӹ Markers and/or colored pencils

Vocabulary your students will learn: ӹӹ Agnus Dei: Latin for “Lamb of God.” St. John the Baptist called Jesus the Lamb of God because He would take away the sins of the world. Jesus offered Himself to the Father as a sacrificial lamb out of love for us in order to redeem us from our sins. SAMPLE Prayer for this session: Lamb of God, you take away the sins of the world, have mercy on us. Lamb of God, you take away the sins of the world, have mercy on us. Lamb of God, you take away the sins of the world, grant us peace. —Agnus Dei from Roman Catholic Rite of Mass

58 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Warm-Up

A. Begin with the prayer for this session. B. After prayer, ask your students the following questions: ӹӹ Why do you think Jesus is called the Lamb of God? Accept reasoned answers, but do not explain the real reason yet. ӹӹ What other animals would you think would be more appropriate to represent Jesus, who is God and King of the Universe? Accept reasoned answers. C. Then ask your students if any of them know what Passover is. Accept reasoned answers. Then explain that Passover is one of the most important Jewish feasts that is still celebrated by Jews today. It is from this celebration that we have come to describe Jesus as the Lamb of God. We will see as we learn about the original Passover how calling Jesus the Lamb of God is one of the best ways to describe Him.

Activity 1

A. Explain to your students the following in a mini-lecture: The first Passover is described in the Old Testament in the book of Exodus. The Hebrew people had been slaves in Egypt for almost 500 years! God wanted the Egyptians to let the Hebrews go free, but the Egyptians refused. So God punished the Egyptians with ten plagues. The last plague was a plague of death. In this plague, God sent an angel of death to kill the firstborn son of every family in Egypt, even the firstborn of the animals! God did not want the Hebrew people to suffer this plague, SAMPLEhowever. So God spoke to the leader of the Hebrews, Moses, and gave him special instructions so that the angel of death would pass over the Hebrews’ homes and spare their firstborn. He instructed the Hebrew people that each family was to slaughter a year-old, unblemished (which means without any broken bones or defects) male lamb, roast it, and eat its flesh. They were also instructed to spread the lamb’s blood on their doorposts. This blood would be a sign to God that the family inside trusted and obeyed God. The angel of death would pass over that family and not make them suffer the plague of death. In a certain way, the Passover lamb died in place of the firstborn.

Session 5: Jesus Is the Lamb of God 59 SESSION PLAN

B. Ask your students to turn to The Instructions

The Instructions for Passover for Passover (page 30). Have your students

3. WhatDirections: did the Lord Read call the this passages night? ______from Exodus about the instructions God gives take turns reading aloud the instructions for to the Hebrews for Passover. Then answer the focus questions. 4. What did God say He was going to do that night? ______Passover from Exodus 12 and then answer the Exodus 12:1, 3, 5-8, 11b-14 ______The LORD said to Moses and Aaron unleavened bread and bitter herbs. 5. Whatin difference the land of would Egypt: the “... lambs’ Tell the blood whole on the... It doorposts is the Lord’s make? Passover. For on questions. Go over any difficult words students ______community of Israel: On the tenth this same night I will go through of this month every family must Egypt, striking down every fi rstborn ______may not know. procure for itself a lamb, one apiece in the land, human being and beast ______for each household. ... Your lamb alike, and executing judgment on must be a year-old male and without all the gods of Egypt — I, the Lord! 6. For how long does the Lord want this day to be remembered? blemish. You may take it from either But for you the blood will mark the C. W hen students have finished, review and ______the sheep or the goats. [T]hen, houses where you are. Seeing the with the whole community of Israel blood, I will pass over you; thereby, assembled, it will be slaughtered when I strike the land of Egypt, discuss the correct answers. during the evening twilight. They will no destructive blow will come take some of its blood and apply it upon you. This day will be a day of to the two doorposts and the lintel remembrance for you, which your EXPLAIN that not only did God want the of the houses in which they eat it. future generations will celebrate They will consume its meat that with pilgrimage to the Lord; you will same night, eating it roasted with celebrate it as a statute forever.” Hebrew people to celebrate the Passover

1. What did God want the Israelite people to do with the lamb he told them to get? that one night, but He also wanted them ______to remember the Passover forever. In this

2. Where did God want the Israelites to put the lamb’s blood? ______case, the word remember means “to become

30 one with again” or “to become a member of

31 again.” The Passover was to be celebrated every year so that future generations of Hebrew people would become a part of the original Passover sacrifice. When God sent His Son, Jesus, to earth to die for our sins, His Death and Resurrection became a new Passover, the ultimate Passover that brought us true salvation. The original Passover, then, was to be a sign of the salvation that was to come through Jesus Christ. Jesus, like the Passover lamb, would save us by dying in our place. He saves us from the death of sin, a spiritual plague. Jesus leads us out of slavery to sin and SAMPLEdeath into eternal life.

60 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

Activity 2

A. Have your students turn to The Passover Lamb The Passover Lamb (page 32). Make markers and/or colored pencils available and have your students color the door and the images of the lambs according to the instructions of the Passover. Then ask your students the following questions and have your students write the correct answers in the

column labeled “The Passover Lamb.” (Note: tell The Passover Lamb The Lamb of God your students to save the column labeled “The Lamb of God” for a future activity.) ӹӹ What did God tell the Hebrews to do with the Passover lamb? Sacrifice a year-old, unblemished, male lamb; roast and eat it; and spread its blood on their doorposts. 32 ӹӹ In place of whom did the lambs die? The firstborn. ӹӹ What did the lambs save the Hebrews from? Death. ӹӹ How is the Passover a sign of Jesus? Jesus, like the Passover lamb, would save us by dying in our place. He saves us from the death of sin, a spiritual plague. Jesus leads us out of slavery to sin and death into eternal life. B. Lead students in praying Psalm 116:1-3b, 4-5, 6, 8: I love the Lord, who listened to my voice in supplication, who turned an ear to me on the day I called. I was caught by the cords of death. ...Then I called on the name of the Lord, “O Lord, save my life!” Gracious is the Lord and righteous; yes, our God is merciful. The Lord protects the simple; SAMPLEI was helpless, but he saved me. ...[My] soul has been freed from death.

Session 5: Jesus Is the Lamb of God 61 SESSION PLAN

Activity 3

A. Have students turn to the image of the Lamb of The Lamb of God STAINED-GLASS wINDOw God and Seven Seals detail of a stained-glass window from The Lamb of God Stained-Glass Window (page 33). Give them time to view the image for a few minutes. Then ask them the following questions: ӹӹ What do you notice about this image? Answers will vary. ӹӹ Whom do you think the lamb represents? Jesus, the Lamb of God. ӹӹ What is the lamb holding? What is at the top

Lamb of God & Seven Seals (stained-glass window detail), St. Aloysius Catholic Church, Shandon, Ohio. of the flagpole? The lamb is holding a flag of victory. At the top of the flagpole is a cross.

33 ӹӹ What do you think Jesus the Lamb of God is victorious over? He defeated sin and death by His sacrifice on the Cross. ӹӹ What is the lamb in the image sitting on and why? A Bible. We meet Jesus in the Word of God, Scripture.

Activity 4

A. Ask your students who John the Baptist is. Jesus’ The Lamb of God cousin, who was His forerunner and a prophet. Read the Scripture passages, then answer the focus questions. Directions: Then explain that when Jesus came to John the John 1:29 The next day [John the Baptist] saw Jesus Baptist to be baptized, John called Jesus the coming toward him and said, “Behold, the Lamb of God, who takes away the sin Lamb of God. of the world.” SAMPLE

1. Read John 1:29. What does John the Baptist call Jesus? B. Have your students turn to The Lamb of God ______(page 34) and read the Scripture passages ______

2. What does John the Baptist say that and answer the questions. Jesus will do? ______C. When they have finished, review and discuss ______the correct answers. Saint John the Baptist in the Wilderness, ______by José Leonardo.

3. Recall the original Passover we learned about in the previous lesson. Why D. Then read aloud the following excerpt from did the Hebrew people sacrifi ce a lamb? ______John 19:1-3, 14-19, 28-37. First, explain that this ______is the account of the Crucifixion from John’s Gospel. In it, we see a lot of similarities between 34 the Passover Lamb and Jesus.

62 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

Then Pilate took Jesus and had him scourged. And the soldiers wove a crown out of thorns and placed it on his head, and clothed him in a purple cloak, and they came to him and said, “Hail, King of the Jews!” And they struck him repeatedly. ...It was preparation day for Passover, and it was about noon. And he said to the Jews, “Behold, your king!” They cried out, “Take him away, take him away! Crucify him!” Pilate said to them, “Shall I crucify your king?” The chief priests answered, “We have no king but Caesar.” Then he handed him over to them to be crucified. So they took Jesus, and carrying the cross himself he went out to what is called the Place of the Skull, in Hebrew, Golgotha. There they crucified him, and with him two others, one on either side, with Jesus in the middle. Pilate also had an inscription written and put on the cross. It read, “Jesus the Nazarene, the King of the Jews.” ...After this, aware that everything was now finished, in order that the scripture might be fulfilled, Jesus said, “I thirst.” There was a vessel filled with common wine. So they put a sponge soaked in wine on a sprig of hyssop and put it up to his mouth. When Jesus had taken the wine, he said, “It is finished.” And bowing his head, he handed over the spirit. Now since it was preparation day, in order that the bodies might not remain on the cross on the sabbath, for the sabbath day of that week was a solemn one, the Jews asked Pilate that their legs be broken and they be taken down. So the soldiers came and broke the legs of the first and then of the other one who was crucified with Jesus. But when they came to Jesus and saw that he was already dead, they did not break his legs, but one soldier thrust his lance into his side, and immediately blood and water flowed out. An eyewitness has testified, and his testimony is true; he knows that he is speaking the truth, so that you also may [come to] believe. For this happened so that the scripture passage might be fulfilled: “Not a bone of it will be broken.” And again another passage says: “They will look upon him whom they have pierced.” E. Explain to your students that Jesus fulfills God’s promise at Passover. The first Passover is a sign of the salvation from sin and spiritual death Jesus won for us by His Cross and Resurrection. F. Have students turn back to The Passover Lamb. Then ask them the following questions. Have your students write the correct answers in the column labeled “The Lamb of God”: ӹӹ What did John the Baptist call Jesus? Lamb of God. ӹӹ What happened to JesusSAMPLE at His Crucifixion? He was made to wear a crown of thorns; He was beaten and mocked; at the time of preparation for Passover they led Him away to be crucified; He carried His own Cross and was crucified with two criminals; He was given wine to drink from a sponge; He died; and His side was pierced to determine if He was dead, and blood and water poured out. ӹӹ In place of whom did Jesus die? All of us. ӹӹ What does Jesus save everyone from? Sin and death. ӹӹ How is Jesus, the Lamb of God, similar to the Passover lamb? The Passover Lamb was sacrificed so that the firstborn of the Hebrews would be spared the final plague, the angel of death. Jesus sacrificed Himself so that we would be spared the plague of sin and not suffer spiritual death.

Session 5: Jesus Is the Lamb of God 63 SESSION PLAN

Activity 5

A. Pray once again the opening prayer for this session, the Agnus Dei. Lamb of God, you take away the sins of the world, have mercy on us. Lamb of God, you take away the sins of the world, have mercy on us. Lamb of God, you take away the sins of the world, grant us peace. B. Then, ask your students the following questions: ӹӹ Where have you heard this prayer before? We sing or recite this prayer at every Mass, after the Consecration and right before we receive Jesus in the Eucharist. ӹӹ Who is the Lamb of God? Jesus. ӹӹ As we say in this prayer, what does Jesus, the Lamb of God, do? He takes away the sin of the world. ӹӹ What are we asking Jesus for in this prayer? Mercy and peace. ӹӹ Why do you think we pray the “Lamb of God” during the Mass? Accept reasoned answers, but don’t reveal the answer yet. C. Have your student turn to a neighbor and take turns sharing about a special meal in their family and why it’s special to them. After a few minutes, ask for volunteers to share with the class about their family’s special meal. Examples of special meals may include Thanksgiving, Christmas, birthdays, and so forth. D. Explain to your students that one of the most important parts of the original Passover was the special meal each Hebrew family had. Not only were they to sacrifice the lamb and cover their doorposts with its blood, but they also had to roast and eat the lamb. The sacrifice of the lamb was not complete if they did not eat it. The Passover meal also included cups of wine and unleavened (or unrisen) bread. E. Ask your students what special meal we share together as Christians. The Eucharist or the Mass. The New Passover

1. In Luke 22:14-20,Directions: what Readspecial the meal passages was Jesus from eatingGospel with about His the Apostles? Last Supper. Then F. Then ask them what we eat at this special meal. ______answer the questions.

2. What did Jesus say to His Apostles when He broke the bread and gave it to Bread and wine, which become the Body and Blood of them? Luke 22:14-20 SAMPLE ______When the hour came, he took his place at table with the apostles. He said to Jesus Christ, who is the Lamb of God. ______them, “I have eagerly desired to eat this Passover with you before I suffer, for, I tell you, I shall not eat it [again] until there is fulfi llment in the kingdom ______of God.” Then he took a cup, gave thanks, and said, “Take this and share it 3. What did Jesusamong say yourselves; to His Apostles for I tell when you He [that] gave from them this the time cup onof wine?I shall not drink G. Ask students to turn to The New Passover (page ______of the fruit of the vine until the kingdom of God comes.” Then he took the bread, said the blessing, broke it, and gave it to them, saying, “This is my ______body, which will be given for you; do this in memory of me.” And likewise the 35) in their workbooks. Working with a partner, ______cup after they had eaten, saying, “This cup is the new covenant in my blood, which will be shed for you.” 4. In John 6:53-57, what does Jesus tell us His Flesh and Blood are? have your students read the given Scripture ______John 6:53-57 ______Jesus said to them, “Amen, amen, I say to you, unless you eat the fl esh of the Son of Man and drink his blood, you do not have life within you. Whoever 5. Jesus says He was sent by the Father and has life because of Him. How passages and respond to the questions. eats my fl esh and drinks my blood has eternal life, and I will raise him on the does Jesus say that we have life? last day. For my fl esh is true food, and my blood is true drink. Whoever eats ______my fl esh and drinks my blood remains in me and I in him. Just as the living ______Father sent me and I have life because of the Father, so also the one who H. When students have finished, review and discuss feeds on me will have life because of me.” 6. Recall all that you have learned about the original Passover. Name at least one way Jesus and the Passover Lamb are similar. the correct answers. ______

______

______35

64 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

Activity 6

A. Explain to your students that you are going to play a video of the Agnus Dei sung in Latin, found at SophiaOnline.org/AgnusDei. Explain that the words Agnus Dei means “Lamb of God” in Latin. Latin is the official language of the Church and this chant is often sung at Mass. B. Then play the song “Lamb of God” by Matt Maher found at SophiaOnline.org/LambofGod MattMaher. The lyrics are included in the video. Encourage your students to sing along with the echo/congregation parts of the song.

SAMPLE

Get Ready for the Next Session Bring markers and/or colored pencils. Review the upcoming session.

Session 5: Jesus Is the Lamb of God 65 Answer Key 1. Kill it, roast it, and eat it. The Instructions for Passover 2. On the doorposts

and lintels. Directions: Read the passages from Exodus about the instructions God gives to the Hebrews for Passover. Then answer the focus questions.

Exodus 12:1, 3, 5-8, 11b-14 The LORD said to Moses and Aaron unleavened bread and bitter herbs. in the land of Egypt: “... Tell the whole ... It is the Lord’s Passover. For on community of Israel: On the tenth this same night I will go through of this month every family must Egypt, striking down every fi rstborn procure for itself a lamb, one apiece in the land, human being and beast for each household. ... Your lamb alike, and executing judgment on must be a year-old male and without all the gods of Egypt — I, the Lord! blemish. You may take it from either But for you the blood will mark the the sheep or the goats. [T]hen, houses where you are. Seeing the with the whole community of Israel blood, I will pass over you; thereby, assembled, it will be slaughtered when I strike the land of Egypt, during the evening twilight. They will no destructive blow will come take some of its blood and apply it upon you. This day will be a day of to the two doorposts and the lintel remembrance for you, which your of the houses in which they eat it. future generations will celebrate They will consume its meat that with pilgrimage to the Lord; you will same night, eating it roasted with celebrate it as a statute forever.”

1. What did God want the Israelite people to do with the lamb he told them to get? ______

______

2. Where did God want the Israelites to put the lamb’s blood? ______30SAMPLE

66 © SOPHIA INSTITUTE FOR TEACHERS 3. Passover.

4. Go through

Egypt and kill the 3. What did the Lord call this night? ______firstborn animals 4. What did God say He was going to do that night? and people. ______

5. The Lord would ______pass over every 5. What difference would the lambs’ blood on the doorposts make? family that had ______lambs’ blood on ______its doorposts and ______

lintels. 6. For how long does the Lord want this day to be remembered? ______6. Forever.

SAMPLE 31

Session 5: Jesus Is the Lamb of God 67 The Passover Lamb

The Passover Lamb The Lamb of God

SAMPLE

68 © SOPHIA INSTITUTE FOR TEACHERS The Lamb of God STAINED-GLASS wINDOw

SAMPLE

Lamb of God & Seven Seals (stained-glass window detail), St. Aloysius Catholic Church, Shandon, Ohio.

Session 5: Jesus Is the Lamb of God 69 Answer Key 1. The Lamb of God. 2. Take away the sin The Lamb of God of the world.

3. So that the angel Directions: Read the Scripture passages, then answer the focus questions. of death would John 1:29 “pass over” their The next day [John the Baptist] saw Jesus homes and the coming toward him and said, “Behold, firstborn would the Lamb of God, who takes away the sin of the world.” be spared from

death. The 1. Read John 1:29. What does John the Passover lamb Baptist call Jesus? took away death. ______

2. What does John the Baptist say that Jesus will do? ______

______

Saint John the Baptist in the Wilderness, ______by José Leonardo.

3. Recall the original Passover we learned about in the previous lesson. Why did the Hebrew people sacrifi ce a lamb? ______

______34SAMPLE

70 © SOPHIA INSTITUTE FOR TEACHERS The New Passover

Directions: Read the passages from Gospel about the Last Supper. Then answer the questions.

Luke 22:14-20 When the hour came, he took his place at table with the apostles. He said to them, “I have eagerly desired to eat this Passover with you before I suffer, for, I tell you, I shall not eat it [again] until there is fulfi llment in the kingdom of God.” Then he took a cup, gave thanks, and said, “Take this and share it among yourselves; for I tell you [that] from this time on I shall not drink of the fruit of the vine until the kingdom of God comes.” Then he took the bread, said the blessing, broke it, and gave it to them, saying, “This is my body, which will be given for you; do this in memory of me.” And likewise the cup after they had eaten, saying, “This cup is the new covenant in my blood, which will be shed for you.”

John 6:53-57 Jesus said to them, “Amen, amen, I say to you, unless you eat the fl esh of the Son of Man and drink his blood, you do not have life within you. Whoever eats my fl esh and drinks my blood has eternal life, and I will raise him on the last day. For my fl esh is true food, and my blood is true drink. Whoever eats my fl esh and drinks my blood remains in me and I in him. Just as the living Father sent me and I have life because of the Father, so also the one who feeds on me willSAMPLE have life because of me.”

Session 5: Jesus Is the Lamb of God 71 Answer Key 1. Passover.

2. “This is my body, 1. In Luke 22:14-20, what special meal was Jesus eating with His Apostles? ______which will be given for you; do 2. What did Jesus say to His Apostles when He broke the bread and gave it to this in memory of them? ______me.” ______

3. “This cup is the ______new covenant in 3. What did Jesus say to His Apostles when He gave them the cup of wine? my blood, which ______

will be shed for ______

you.” ______

4. True food and 4. In John 6:53-57, what does Jesus tell us His Flesh and Blood are? true drink. ______5. By feeding on Him. 5. Jesus says He was sent by the Father and has life because of Him. How does Jesus say that we have life? 6. The Passover ______lamb saved the ______

Hebrews from 6. Recall all that you have learned about the original Passover. Name at least slavery and death. one way Jesus and the Passover Lamb are similar. Jesus saves us ______from slavery of ______sin and death. ______The Hebrew people received life when they 36 ate the Passover lamb (they were saved from death). SAMPLE We receive eternal life in Christ when we receive the Eucharist.

72 © SOPHIA INSTITUTE FOR TEACHERS SESSION 6 Jesus Died for Us and Rose from the Dead

SAMPLE What students will learn: What students will do: ӹӹ Jesus died for us on the Cross. ӹӹ Listen to Scripture ӹӹ God saves us because He loves us. ӹӹ Write about a way they see God ӹӹ When we believe in Jesus and acting in their lives. repent, He forgives us and gives us ӹӹ Act out Jesus’ Resurrection. eternal life. ӹӹ Look at sacred art. ӹӹ Jesus rose from the dead and will ӹӹ Reflect on how they can thank Jesus raise us on the last day. for dying on the Cross for them.

73 Session at a Glance

Workbook pages your students will complete: ӹӹ Jesus Frees Me from My Sins (page ӹӹ The Resurrection of Christ and the 37) Women at the Tomb (page 41) ӹӹ Jesus Saves Me (page 38) ӹӹ Thanking God for His Resurrection (page ӹӹ The Resurrection According to St. John 42) (page 39)

Other materials you will need: ӹӹ Markers and/or colored pencils

Vocabulary your students will learn: ӹӹ Jesus: Hebrew word for “God saves.” Jesus was the name given to the Second Person of the Holy Trinity when He was born of the Virgin Mary. ӹӹ Resurrection: A return to life after death. Jesus rose from the dead on the third day after His Crucifixion. His Resurrection defeated sin and death so that we might someday go to Heaven and live eternally with SAMPLEGod.

Prayer for this session: O Lord, I believe and profess that You are truly Christ, the Son of the living God, Who came into the world to save sinners. Remember me, O Lord, when You come into Your kingdom. O God, cleanse me of my sins and have mercy on me.

74 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Warm-Up

A. Read aloud, 1 John 4:8-10: Whoever is without love does not know God, for God is love. In this way the love of God was revealed to us: God sent his only Son into the world so that we might have life through him. In this is love: not that we have loved God, but that he loved us and sent his Son as expiation for our sins. B. Ask your students the following questions: ӹӹ What does the author of 1 John tell us that God is? God is love. ӹӹ How was God’s love revealed to us? God sent His only Son into the world so that we might have life through Him. ӹӹ The word expiation means “to make up for.” What did Jesus “make up for,” and how did He do this? He made up for our sins, by dying on the Cross for us. C. Explain to your students that because Jesus is God, He has unlimited and perfect love for us. God loves us so much that He created everything that exists. He loves us so much that He can take on Himself every sin and suffer for every single person’s sins. He loves us so much that He died for us. He loves us so much that His death atones for our sins and so frees us from them. It is Jesus’ divine love to the end that makes His sacrifice our redemption. D. Have your students, with a neighbor, take turns sharing one way they can imitate Jesus by showing their love to their family and friends. Walk around the room, answering questions, offering suggestions, andSAMPLE sharing ways you show love to your friends and family. Activity 1

A. Read aloud to your students Jesus’ conversation with the Good Thief, Luke 23:33, 39-43: When they came to the place called the Skull, they crucified [Jesus] and the criminals there, one on his right, the other on his left... Now one of the criminals hanging there reviled Jesus, saying, “Are you not the Messiah? Save yourself and us.” The other, however, rebuking him, said in reply, “Have you no fear of God, for you are subject to the same condemnation? And indeed, we have been condemned justly, for the sentence we received corresponds to our crimes, but this man has done nothing criminal.” Then he said, “Jesus, remember me when you come into your kingdom.” He replied to him, “Amen, I say to you, today you will be with me in Paradise.”

Session 6: Jesus Died for Us and Rose from the Dead 75 SESSION PLAN

B. Ask students to think about the passage with these questions: ӹӹ Did Jesus deserve to die? No. ӹӹ Did the Good Thief deserve to die? He said that his punishment matched what he had done. ӹӹ What did the Good Thief ask of Jesus? To be remembered in Jesus’ Kingdom. ӹӹ What did he have to believe in order to ask this of Jesus? That Jesus is God. ӹӹ Where is Jesus’ Kingdom? Heaven. ӹӹ What did Jesus save the Good Thief from? Going to hell for his sins. ӹӹ What are the wages of sin? Death. ӹӹ What did Jesus promise the Good Thief? That the Good Thief would be in Heaven that day with Him. ӹӹ What did the Good Thief do in response? He believed and repented. EXPLAIN to your students that the name Jesus means “God saves.” This is exactly what the Good Thief believed. He believed that Jesus was God and that He could save him. Because the thief believed and repented, Jesus did save him. Jesus forgave him and gave him eternal life. C. Write on the board the following excerpt from CCC 620 and have a student stand and read it aloud: Our salvation flows from God’s initiative of love for us, because “he loved us and sent his Son to be the expiation for our sins” (1 Jn 4:10). D. Answer any questions and ask students to think about this passage with these questions: ӹӹ What does our salvation flow from? God’s love. ӹӹ Why did God send His Son? Because He loved us. ӹӹ Why did Jesus forgive the Good Thief and save him? Because Jesus loved him. ӹӹ Why does Jesus forgive us, save us, and give us eternal life? Because He loves us. E. Next write on the board 1 JohnSAMPLE 4:10 and have a student stand and read it aloud: In this is love: not that we have loved God, but that he loved us and sent his Son as expiation for our sins. F. Ask students how Jesus showed His love to the Good Thief. The thief had done nothing good to make up for his sins, but Jesus forgave him and promised him eternal life.

76 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

Activity 2 Jesus Frees Me from My Sins A. Have students turn to Jesus Frees Me from My Directions: On the lines below, answer one of these questions: Sins (page 37). 1. What can I do today to show God I repent of my sins? 2. What can I do today to thank God for forgiving me? B. Have your students choose one of the three 3. In what ways has God shown His love to me?

______

questions to answer. Circulate around the ______

______

classroom to help and answer questions. ______

______C. When they have finished have volunteers share ______

their responses with the class. ______

______D. Lead students in praying the Act of Contrition

at the bottom of the worksheet. If possible, Act of Contrition: O my God, I am heartily sorry for having offended thee, and I detest all my sins, because I dread the loss of Heaven and the pains of hell; but most of all because they offend thee, my God, Who are all good and arrange for you and your students to go to deserving of all my love. I fi rmly resolve, with the help of thy grace, to confess Confession today or in the near future. my sins, to do penance, and to amend my life. Amen

37 Share Your Faith Share with your students about the different ways you see God acting in your life. Perhaps share about a time your felt particularly blessed, or about a moment when you could see Jesus Saves Me

God’s will directing your life. Directions: Using the Word Bank, label the steps to show how Jesus saves us from death and brings us to eternal life. A few steps have been already been done Forgives for you. Color and decorate the image to help you better Activity 3 remember how Jesus saves us.

Have students turn to Jesus Saves Me (page 38) we believe and distribute colored pencilsSAMPLE to each student. Use God Saves the answers in the Answer Key to help guide your

Word Bank students on what words to select from the Word Gives life We repent Bank that best show how Jesus saves us from death Death and brings us to eternal life. Have them color and We believe Sin decorate the image to help them better remember Forgives Jesus how Jesus saves us. 38

Session 6: Jesus Died for Us and Rose from the Dead 77 SESSION PLAN

Activity 4

A. Ask your students if they know what the word resurrection means. A return to life after death. B. Ask if they can think of any stories in the Bible where someone is “resurrected.” Elijah raised the son of the widow of Zarephath from the dead (1 Kings 17:17-24); Jesus raised Jairus’ daughter (Mark 5:21-43), His friend Lazarus (John 11:43-44), and a widow’s son at Nain (Luke 7:13-15); Jesus rose from the dead on the third day after His death on the Cross (Matthew 28:5-7; Mark 16:1-8; Luke 24:1-11; John 20:1-10). C. Write 1 Corinthians 15:17 on the board and have a student stand and read it aloud: If Christ has not been raised, your faith is vain; you are still in your sins. D. Ask your students why in this passage St. Paul believes the Resurrection of Jesus to be so important. If Jesus did not rise from the dead, then our faith “is vain.” In other words, our faith is meaningless if Jesus did not rise from the dead.

EXPLAIN that the single most important fact of our Christian faith is the Resurrection. If Jesus did not rise from the dead, then we are still in our sins. The penalty for sin would not have been paid, and we would still owe that price, which is death. But Jesus truly rose from the dead on the third day. This historical fact was confirmed by the many hundreds of people who saw him after his Resurrection. Our faith is built upon this most important fact. E. H ave students turn to The Resurrection

The Resurrection According to St . John According to St. John (page 39) in their

Based on John 20:1-29 workbooks. MARY MAGDALENE: Rabbouni! NARRATOR: Thomas, one of the Twelve, was not with them when NARRATOR: RabbouniNARRATOR is the: On Hebrew the fi rst day of the NARRATOR: But Mary stayed outside Jesus came. word that meansweek, “Teacher.” Mary Magdalene came to the the tomb, weeping. And as she wept, F. Assign the roles of Narrator, Jesus, Peter, John, tomb early in the morning, DISCIPLESwhile : We shehave bent seen over the to Lord! look into the tomb JESUS: Go to my brothers and tell it was still dark, and saw the stone and saw two angels in white sitting them, ”I am going to my Father and THOMAS: Unless I see the mark of the removed from the tomb. So she ran there, one at the head and one at and Mary Magdalene to students who are your Father, to my God and your nails in His hands and put my fi nger and went to Simon Peter and to the the feet where the body of Jesus had God.” into the nail marks and put my hand other disciple whom Jesus loved. been. into His side, I will not believe. good at reading aloud, and assign the roles NARRATOR: Mary Magdalene went and MARY MAGDALENE: They have taken ANGELS: Woman, why are you announced to the disciples: NARRATOR: Now, a week later His the Lord from the tomb, and we weeping? disciples were again inside and MARY MAGDALENEdon’t: I knowhave seen where the they put Him. of Thomas, Angels, and Disciples to other Thomas was withMARY them. MAGDALENE Jesus came,: They have taken Lord! PETER: Let’s go to the tomb!although the doorsmy Lord, were and locked, I don’t and know where NARRATOR: On the evening of that stood in theirthey midst. laid Him. students. (The Narrator has the most lines, so NARRATOR: They both ran, but the fi rst day of the week, when the doors other disciple ran faster thanJESUS Peter: Peace beNARRATOR with you.: She Thomas, turned around and were locked, where the disciples and arrived at the tomb fi rst.put your fi ngersaw here Jesus and there, see butmy did not know it were, Jesus came and stood in their you may want to assign this role to yourself.) hands, and bringwas your Jesus. hand and midst. JOHN: I see the burial cloths in there. put it into my side, and do not be JESUS: Woman, why are you weeping? JESUS: Peace bePETER with: I you. see the cloth that coveredunbelieving, but believe. Whom are you looking for? G. Give students a few minutes to look through His head rolled up over here. SAMPLE NARRATOR: He showed them His THOMAS: My Lord and my God! NARRATOR: She thought it was the hands and HisJOHN side.: I see, and I believe! JESUS: Have yougardener. come to believe the script and think of things they can do to act DISCIPLES: It isPETER Jesus!: But We Iare do not yet understandbecause you have seen me? Blessed MARY MAGDALENE: Sir, if you carried overjoyed to seethat You! He had to rise from theare dead. those who have not seen and Him away, tell me where you laid have believed. out their parts. JESUS: Peace beJOHN with: I doyou. not As understand the either. Him, and I will take Him. Father has sent me, so I send you. PETER: Let’s go home. JESUS: Mary! H. Help students read aloud their parts and 39 encourage them to act out their parts with

40 gestures and facial expressions.

78 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

Activity 5

A. Write 1 Corinthians 15:17 on the board and have The Resurrection of Christ and the Women at the Tomb a student stand and read it aloud: By BL. FRA ANGELICO (C. 1440-1442) If Christ has not been raised, your faith is vain; you are still in your sins. B. Then have students turn to The Resurrection of Christ and the Women at the Tomb (page 41). Give them a few moments to observe the painting in silence and then ask: ӹӹ What do you first notice about this work of art? ӹӹ What do you like about it? ӹ What moment from the Bible is the ӹ Convento di San Marco, Florence.

painting portraying. The moment when 41 Mary Magdalene finds the empty tomb in the Resurrection story.

EXPLAIN to your students that Jesus’ Resurrection is our proof that we are not still in our sins. Peter, John, Mary Magdalene, and Thomas had to learn that Thanking God for His Resurrection Jesus really had risen, as He had promised. Directions: On the lines below, answer one of these questions: When Jesus rose, He revealed to them 1. What can I do today to tell God I love Him and am thankful to Him for dying for me? that He had saved them from their sins; 2. What can I do today to thank God for rising to show us that He has freed us from our sins? He had forgiven them and given them the 3. What can I do today to praise and thank Jesus for promising that if I follow Him, He will give me eternal life? opportunity to be with Him in Heaven. ______

______

C. H ave students turn to Thanking God for His ______

______

Resurrection (page 42) . Have your students ______SAMPLE______write an answer to one of the three questions. ______

______D. Circulate around the room, helping students ______

Prayer: We praise You, O God. All the earth worships You. Heaven and earth are full of the to think of good answers and answering their majesty of Your glory. You are King of Glory, O Christ. You are the everlasting Son of the Father. You took upon Yourself to deliver man. You overcame the sharpness of death. You opened the Kingdom of questions. Heaven to all believers. We believe that You shall come to be our Judge. We therefore pray You, help Your servants, whom You have redeemed with Your precious blood. E. W hen finished, ask for student volunteers to O Lord, keep us this day without sin. O Lord, let Your mercy be upon us; our trust is in You. —Excerpt from the Te Deum, an ancient Christian hymn, in simple language share their answers. Then share your own 42 answers to the questions. F. Le ad students in the prayer at the bottom of the worksheet, which is an excerpt of the Te Deum, and ancient Christian hymn.

Session 6: Jesus Died for Us and Rose from the Dead 79 SESSION PLAN

Get Ready for the Next Session Photocopy and cut out the Catechist Resource: The Kingdom of God Cards (page 109 in this guide), enough for each group of three or four students. Bring blank paper and markers and/or colored pencils. Review the upcoming session.

SAMPLE

80 © SOPHIA INSTITUTE FOR TEACHERS Jesus Frees Me from My Sins

Directions: On the lines below, answer one of these questions: 1. What can I do today to show God I repent of my sins? 2. What can I do today to thank God for forgiving me? 3. In what ways has God shown His love to me?

______

Act of Contrition: O my God, I am heartily sorry for having offended thee, and I detest all my sins, because I dread the loss of Heaven and the pains of hell; but most of all because they offend thee, my God, Who are all good and deserving of all my love. I fi rmly resolve, with the help of thy grace, to confess my sins, to do penance,SAMPLE and to amend my life. Amen

Session 6: Jesus Died for Us and Rose from the Dead 81 Jesus Saves Me

Directions: Using the Word Bank, label Gives Life the steps to show how Jesus saves us from death and brings us to eternal life. A few steps have been already been done Forgives for you. Color and decorate the image to help you better remember how Jesus saves us.

we believe Jesus We repent

God Saves

Sin Word Bank

Gives life We repent Death SAMPLE We believe Sin Forgives Jesus Death

82 © SOPHIA INSTITUTE FOR TEACHERS The Resurrection According to St . John

Based on John 20:1-29

NARRATOR: On the fi rst day of the NARRATOR: But Mary stayed outside week, Mary Magdalene came to the the tomb, weeping. And as she wept, tomb early in the morning, while she bent over to look into the tomb it was still dark, and saw the stone and saw two angels in white sitting removed from the tomb. So she ran there, one at the head and one at and went to Simon Peter and to the the feet where the body of Jesus had other disciple whom Jesus loved. been.

MARY MAGDALENE: They have taken ANGELS: Woman, why are you the Lord from the tomb, and we weeping? don’t know where they put Him. MARY MAGDALENE: They have taken PETER: Let’s go to the tomb! my Lord, and I don’t know where they laid Him. NARRATOR: They both ran, but the other disciple ran faster than Peter NARRATOR: She turned around and and arrived at the tomb fi rst. saw Jesus there, but did not know it was Jesus. JOHN: I see the burial cloths in there. JESUS: Woman, why are you weeping? PETER: I see the cloth that covered Whom are you looking for? His head rolled up over here. NARRATOR: She thought it was the JOHN: I see, and I believe! gardener. PETER: But I do not yet understand SAMPLEMARY MAGDALENE: Sir, if you carried that He had to rise from the dead. Him away, tell me where you laid JOHN: I do not understand either. Him, and I will take Him.

PETER: Let’s go home. JESUS: Mary!

Session 6: Jesus Died for Us and Rose from the Dead 83 MARY MAGDALENE: Rabbouni! NARRATOR: Thomas, one of the Twelve, was not with them when NARRATOR: Rabbouni is the Hebrew Jesus came. word that means “Teacher.” DISCIPLES: We have seen the Lord! JESUS: Go to my brothers and tell them, ”I am going to my Father and THOMAS: Unless I see the mark of the your Father, to my God and your nails in His hands and put my fi nger God.” into the nail marks and put my hand into His side, I will not believe. NARRATOR: Mary Magdalene went and announced to the disciples: NARRATOR: Now, a week later His disciples were again inside and MARY MAGDALENE: I have seen the Thomas was with them. Jesus came, Lord! although the doors were locked, and NARRATOR: On the evening of that stood in their midst. fi rst day of the week, when the doors JESUS: Peace be with you. Thomas, were locked, where the disciples put your fi nger here and see my were, Jesus came and stood in their hands, and bring your hand and midst. put it into my side, and do not be JESUS: Peace be with you. unbelieving, but believe.

NARRATOR: He showed them His THOMAS: My Lord and my God! hands and His side. JESUS: Have you come to believe DISCIPLES: It is Jesus! We are because you have seen me? Blessed overjoyed to see You! are those who have not seen and have believed. JESUS: Peace be with you. As the Father has sent me, soSAMPLE I send you.

84 © SOPHIA INSTITUTE FOR TEACHERS The Resurrection of Christ and the Women at the Tomb By BL. FRA ANGELICO (C. 1440-1442)

SAMPLE

Convento di San Marco, Florence.

Session 6: Jesus Died for Us and Rose from the Dead 85 Thanking God for His Resurrection

Directions: On the lines below, answer one of these questions: 1. What can I do today to tell God I love Him and am thankful to Him for dying for me? 2. What can I do today to thank God for rising to show us that He has freed us from our sins? 3. What can I do today to praise and thank Jesus for promising that if I follow Him, He will give me eternal life?

______

Prayer: We praise You, O God. All the earth worships You. Heaven and earth are full of the majesty of Your glory.

You are King of Glory, O Christ. You are the everlasting Son of the Father. You took upon Yourself to deliver man. You overcame the sharpness of death. You opened the Kingdom of Heaven to all believers. SAMPLE

We believe that You shall come to be our Judge. We therefore pray You, help Your servants, whom You have redeemed with Your precious blood.

O Lord, keep us this day without sin. O Lord, let Your mercy be upon us; our trust is in You.

—Excerpt from the Te Deum, an ancient Christian hymn, in simple language

86 © SOPHIA INSTITUTE FOR TEACHERS UNIT 2 Jesus Teaches Us about the Kingdom of God SAMPLE Sessions in this unit: ӹӹ Session 7: Exploring the Kingdom ӹӹ Session 8: Parables of the Kingdom ӹӹ Session 9: The Wedding at Cana ӹӹ Session 10: The Multiplication of Loaves ӹӹ Session 11: God’s Kingdom Becomes Visible through Charity ӹӹ Session 12: Jesus Gathered a Community of Followers ӹӹ Session 13: Jesus Showed Us God’s Love

Unit 2 Overview 87 Unit at a Glance

Connections to the Catechism of the Catholic Church:

Session 7 Session 10 Session 13 ӹӹ 541-542, 783, 786, 2105 ӹӹ 1333-1335 ӹӹ 50, 52, 457-460, 759-760

Session 8 Session 11 ӹӹ 543-546 ӹӹ 2447, 2761, 2804, 2816- 2821 Session 9 ӹӹ 410, 436-440, 494-495, Session 12 664, 840, 967-969, 1027, ӹӹ 751, 763-764 1335, 1613, 2618. 2679

Scriptures studied in this unit: ӹӹ Matthew 5:44-45 ӹӹ Mark 1:40-42 ӹӹ John 11:32-36, 43-44 ӹӹ Matthew 13 ӹӹ Mark 3:31-35 ӹӹ John 13:34-35 ӹӹ Matthew 14:13-14 ӹӹ Mark 6:41 ӹӹ John 15:9-10 ӹӹ Matthew 15:32-38 ӹӹ Mark 9:33-35 ӹӹ Matthew 18:1-4 SAMPLEӹӹ Mark 14:22

88 © SOPHIA INSTITUTE FOR TEACHERS Catechist Introduction

esus is the king of the universe. He came to be a part of God’s Kingdom by simply repenting Jearth to inaugurate God’s Kingdom here on of sin and believing in Him. It is in God’s earth. Everything He did and taught was aimed Kingdom that we find our salvation. at revealing and establishing the Kingdom of God. He founded the Catholic Church as the visible manifestation of this Kingdom on earth Jesus Teaches about the Kingdom and to gather together the people of God in Everything Jesus taught and did was designed anticipation of the fulfillment of the Kingdom to reveal and deepen our understanding of the at the end of time. Kingdom of God. Specifically, Jesus taught His disciples using parables. A parable is a short story that uses familiar characters or situations The Kingdom of God to teach us a deeper lesson that might be more The people of God had anticipated the coming difficult to understand. The Kingdom of God of Jesus from Old Testament times. The defies expectations and goes beyond our ability Messiah of God would usher in the reign of to understand fully. Therefore, Jesus used God. Jesus, who is the Son of God, the Second parables to reveal the truths of God’s Kingdom Person of the Blessed Trinity, God become and deepen our understanding. man, inaugurated God’s Kingdom here on earth. Jesus also performed many miracles, each Throughout His public ministry, Jesus’ central revealing something about God and his message was “The kingdom of God is at hand. Kingdom. From His first public miracle, Repent, and believe” (Mark 1:15). He came to changing water into wine at a wedding at Cana, preach the Good News: that now was the time to the multiplication of five loaves and two fish of fulfillment of all that God promised, and now to feed a crowd of 5,000, Jesus revealed to us His reign would begin. All people are invited to

Everything JesusSAMPLE taught and did was designed to reveal and deepen our understanding of the Kingdom of God.

Christ the King (stained-glass window), Melkite Catholic Annunciation Cathedral. Roslindale, Massachusetts. Photo by John Stephen Dwyer.

Unit 2 Overview 89 not only the power of God over all of creation, The Church Is the Seed of the but the abundance of life that awaits us in Kingdom of God on Earth Heaven. Jesus founded the Catholic Church during His Jesus even taught us how to live in the Kingdom earthly life. The Church, then, is the seed of of God: by loving one another as God first loved the Kingdom of God. Just as plants grow from us. When we love God and our neighbor as a seed, the Church is the seed and beginning Jesus commanded, we make the Kingdom of of the Kingdom. The Church is the visible God visible on earth. Jesus gave us the Corporal manifestation of the Kingdom of God here on and Spiritual Works of Mercy to teach us how earth. By following the teaching of Christ’s to love by serving others. In this way, we live Church and participating in the Sacraments, Christ’s commandments. we will grow in holiness and receive grace so that we can attain Heaven and be with God. In Heaven we will experience the fullness of God’s Kingdom and share fully in His divine life.

SAMPLE

90 © SOPHIA INSTITUTE FOR TEACHERS SESSION 7 Exploring the Kingdom

What students will learn: What students will do: ӹӹ Jesus is king of HeavenSAMPLE and earth. ӹӹ Look at sacred art. ӹӹ Jesus inaugurates the Kingdom of ӹӹ Draw their own stained-glass God on earth because He founded window. the Catholic Church during His ӹӹ Brainstorm ways they can live in the earthly life. Kingdom of God here on earth. ӹӹ Jesus’ Kingdom is vast, forever, and ӹӹ Write their own definition of one of at hand. Jesus’ titles. ӹӹ God reveals Himself to us out of love.

91 Session at a Glance

Workbook pages your students will complete: ӹӹ Jesus, King of Heaven (page 43) ӹӹ Jesus Is … (page 48) ӹӹ Jesus Our King Coloring Page (page 46)

Other materials you will need: ӹӹ Catechist Resource: The Kingdom of God ӹӹ Blank paper Cards (page 109 in this guide) ӹӹ Markers, crayons, or colored pencils

Vocabulary your students will learn: ӹӹ Dominion: The power or rule of a king. The prophet Isaiah (and other Old Testament prophets) foretold of the Messiah’s dominion over all things that would last forever. ӹӹ Gospel: Good News. Jesus preached the Good News, or Gospel message, of salvation and that now was the time for God’s Kingdom to begin on earth. ӹӹ Kingdom of Heaven: (Also called the Kingdom of God) God’s reign or rule over all things. The Church is the seed, or beginning, of the Kingdom here on earth. The Kingdom will be fulfilled in Heaven. ӹӹ Messiah: The Hebrew word for “anointed one.” God had promised the Chosen People that He would send the Messiah to free them from sin. Jesus is God’s promised Messiah and Savior. ӹӹ To Repent: To be sorrySAMPLE and ask for forgiveness. Jesus called us to repent and believe in the Gospel because the Kingdom of God was at hand.

Prayer for this Session: Our Father, who art in heaven, hallowed be thy name. Thy kingdom come. Thy will be done, on earth as it is in Heaven. Give us this day our daily bread, and forgive us our trespasses, as we forgive those who trespass against us, and lead us not into temptation, but deliver us from evil. Amen

92 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Note: Before class, make copies and cut out the Catechist Resource: The Kingdom of God Cards (page 109 in this guide), enough for each group of three or four students.

Warm-Up Jesus, King of Heaven A. Begin with the prayer for this session. Jesus, King of Heaven Jesus, King of Heaven, stained-glass window in St. John’s Anglican7. Jesus Church,is sitting Ashfi on a rainbow.eld, New SinceSouth GodWales used a rainbow to promise Noah that He would never destroy the world by water, rainbows represent God’s B. Have students turn to Jesus, King of Heaven faithfulness and mercy. Why do you think the artist has Jesus sitting on a Directions: Takerainbow? some time to quietly view and refl ect on the art. Let yourself be inspired in any way that happens naturally. Then (page 44) and give them several minutes 8. Jesus is wearing a crown, which symbolizes the power and rule of a king. think about the questions below, and discuss them with your Why do you think the artist showed Jesus with a crown? What is Jesus the classmates. to quietly view the art before you say or ask king of? Conversation Questions anything. 1. What do you fi rst notice about Jesus in this picture? 2. What do you notice about the colors the artist chose for this picture? How does the light look? Where is it coming from? C. Once several minutes have passed, ask 3. The blue and gold ball in Jesus’ hand is a decorated globe that represents the earth. Why do you think the artist shows Jesus holding a globe in His hand? students: 4. Red is the color of blood, so it represents suffering and victory through suffering. Why do you think the artist shows Jesus wearing a red cape?

5. The leaves around the edge could be fi g leaves. Fig trees produce many ӹ What do you first notice about this work of leaves and seeds, so artists use fi g trees as a symbol of producing or of ӹ plenty. Why do you think the artist put fi g leaves into this window with Jesus? St. John’s Anglican Church, Ashfield, New South wales. art? 6. The fl owers on Jesus’ clothes and around the edge could be strawberry fl owers. Strawberries are sweet, so artists use strawberries as a symbol of good actions. Why do you think the artists put strawberry fl owers into ӹ What do you like about it? this window with Jesus? ӹ 43

ӹӹ Is this a realistic or stylized work of art? 44

Why do you think the artist chose to depict 45 the subject matter in this way? ӹӹ This is a stained-glass window. The artist stained pieces of glass to be the colors you see in this picture. Then the artist cut out the glass into the shapes of the things in this picture and put the shapes of glass together like puzzle pieces. Then he used very hot iron metal to glue the pieces together. ThatSAMPLE is what the thick black lines are. Have you ever seen windows like this? Where? What kind of space do you imagine this window is in? How big do you think it is? D. Explain that this window was made in the 1800s, and it is about three feet across. It is in a church in Australia. There are many symbols in this picture, such as Jesus’ crown, the blue ball that He is holding, His red cape, the rainbow He is sitting on, and the leaves and flowers around Him. E. Arrange students in small groups and have them turn to Jesus, King of Heaven. Have them discuss the questions with each other. During this time, try to keep students focused on the artwork and the discussion questions, letting their conversations go in unexpected ways. F. Circulate among the groups, listening to their discussion, keeping them on task, and offering insights or clarification where needed. G. Call the groups together and then discuss the answers as a class.

Session 7: Exploring the Kingdom 93 SESSION PLAN

Activity 1

A. Read aloud Isaiah 9:5-6 to the class: [U]pon his shoulder dominion rests. They name him Wonder-Counselor, God-Hero, Father- Forever, Prince of Peace. His dominion is vast and forever peaceful, upon David’s throne, and over his kingdom, which he confirms and sustains by judgment and justice, both now and forever. B. Ask your students the following questions: ӹӹ What do think of this passage? Who do you think Isaiah was talking about? Accept reasoned answers. Although Isaiah didn’t know Him because He wouldn’t be born for many more centuries, Isaiah was ultimately talking about Jesus. ӹӹ Dominion is a word that refers to the power and rule of a king. What does Isaiah say about the dominion of Christ? That it rests upon His shoulders, that it is vast and will be peaceful forever. ӹӹ Whose throne will Christ inherit? King David’s throne. ӹӹ How does Isaiah describe how Christ will confirm and sustain His Kingdom? By judgment and justice, now and forever. ӹӹ Ask your students to close their eyes and imagine that they are in Heaven with Jesus. Ask them to think about what Jesus looks like and what they might see and hear and smell and feel. Then read the passage again. Ask them if how they saw Jesus with their imagination was more or less like the stained-glass window. Invite a few students to explain. C. H ave students turn to Jesus Our King Coloring

Jesus Our King Coloring Page Page (page 46), and distribute markers, crayons, and/or colored pencils. Have your SymbolsDirections: and Colors Draw your in Christian own stained-glass Art window of Christ the King as you imagine Him in Heaven. Use symbols from the list and use your ӹ Almond — God’s blessing and ӹ Lemon — faithful love imagination. approval, and Mary ӹ Lily — Mary students draw, in the space provided, their own ӹ Apple — represents sin when it is ӹ Olive — peace drawn in Adam’s hand; represents ӹ Orange — purity and generosity stained-glass window of Christ the King as they salvation when it is drawn in Jesus’ hand ӹ Palm — victory Peach — virtue and good works ӹ Black — death and sin ӹ imagined Him. Encourage students to think of Pear — Jesus’ love for humanity ӹ Blue — Heaven, Mary, and truth ӹ Purple — repentance and ӹ Brown — spiritual death ӹ the Bible passage and the various symbols from mourning, and royalty ӹ Bulrush — faithfulness, obedience, and salvation ӹ Red — suffering, victory through suffering, martyrdom, and fi re the list on Jesus Our King Coloring Page as ӹ Cedar tree — Christ ӹ Red rose — martyrdom SAMPLE ӹ Cherry — sweetness of a person who does many good things ӹ Strawberry — good words they illustrate Christ the King. Three-leaf clover — Trinity ӹ Daisy — innocence of Baby Jesus ӹ Vine — the relationship between ӹ Fig — production of plenty ӹ God and people ӹ Grapes — the blood of Christ D. Have students share what they drew and ӹ White — purity, innocence, and ӹ Gray — penance holiness ӹ Green — triumph over death, the explain the symbols in their drawings, whether ӹ White rose — purity Trinity, hope, and life ӹ Wreath of roses — joy of Heaven ӹ Ivy — faithfulness and eternal life ӹ Yellow and gold — divine glory from the list or invented by them. ӹ Laurel — triumph

Christ the King

94 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

Activity 2

A. Read aloud Catechism of the Catholic Church no. 541: ...“Jesus came into Galilee, preaching the gospel of God, and saying: ‘The time is fulfilled, and the kingdom of God is at hand: repent, and believe in the gospel.’” “To carry out the will of the Father, Christ inaugurated the kingdom of heaven on earth.” Now the Father’s will is “to raise up men to share in his own divine life.” He does this by gathering men around his Son Jesus Christ. This gathering is the Church, “on earth the seed and beginning of that kingdom.” B. Explain to your students that this Catechism reference tells us that Jesus, the King of Heaven, came to earth to found God’s Kingdom here on earth. The word gospel means “Good News.” Jesus came to preach the Good News that now was the time for God’s Kingdom to begin here on earth. This is what Jesus meant when He said, “The Kingdom of God is at hand.” To be “at hand” means “now.” Another way of saying “Kingdom of God” is “Kingdom of Heaven.” Both mean the same thing. Jesus founded the Catholic Church during His earthly life. The Church, then, is the seed of the kingdom. Just as plants grow big from their seeds, which were planted at their beginning, the Church is the seed and beginning of the Kingdom. The Church is the Kingdom of God here on earth. If we follow the Church’s teaching, we will grow in holiness so that we can be in Heaven. In Heaven, we will be in the fullness of God’s Kingdom and will share in His divine life. C. Arrange students in groups of three or four and give each group one of the Kingdom cards on Catechist Resource: The Kingdom of God Cards (page 109 in this guide). Have each group discuss the sentence and answer the questions about it in the space provided. Walk around, listening to conversations and offering help. D. Then have groups share how they answered their questions.

EXPLAIN that the Kingdom of God is fulfilled in Heaven, where God lives with the saints and angels and rules over the universe. Our journey to Heaven begins on earth in the Church, because we find in the Church everything we need to get to Heaven, especially Jesus Himself in the Eucharist. Jesus told us to repent and believe in the Gospel. The Church gives us the Sacrament of Confession as the means to repent, and the Church gives us the Gospel, written down in the SAMPLEBible. In the Church, we also experience a little bit of what Heaven will be like, because the Church gives us the Mass. In Mass we gather around Jesus Christ in the Eucharist. In the Mass, we pray with the saints and angels; we praise and pray to the Father, the Son, and the Holy Spirit.

Session 7: Exploring the Kingdom 95 SESSION PLAN

Activity 3

A. Explain that kings have titles to show their authority over their kingdom. One of Jesus’ titles is Messiah, which means anointed one. The kings of Israel would be anointed kings by having oil pour over their heads. We use many titles for Jesus so that we can better understand who He is. Write each of the following titles on the board and then go over the definitions. Messiah Messiah means “anointed one” (from Hebrew). In the Old Testament, the kings of Israel would be anointed king by having oil poured on their heads. The Old Testament prophets said that God would anoint someone to conquer sin and evil. Jesus was anointed with the Holy Spirit when the Holy Spirit descended upon Jesus’ head at His baptism. Another word for Messiah is Christ. Son of God The Second Person of the Holy Trinity, Jesus is the Son of the Father, the First Person of the Holy Trinity. God the Father loved us so much that He sent His only Son to save us from sin and to bring us to eternal life with Him in Heaven. Son of Man Jesus is fully God and fully man. Jesus often called Himself the Son of Man to make it clear that He was incarnate. This word means that He really became a man. Savior Jesus is our savior. He saves us from sin and death. Jesus died on the Cross so that He could save us from sin. He made it possible for us to be in Heaven with Him. Only through Jesus can our sins be forgiven. Only through Jesus can we receive the grace to go to Heaven. Emmanuel Emmanuel means “God is with us.” The prophets used the title “Emmanuel” to explain that God would come to us and be with us. Jesus was with us from His birth to His Ascension, and He is with us always in the Eucharist. Lord A lord is someone who hasSAMPLE authority over others. Jesus is Lord because He has authority over everything. In the Mass, we call upon the Lord when we ask for His mercy — “Lord, have mercy!” — because He has the power to forgive our sins.

96 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

B. Arrange students in small groups and assign each group one of the titles for Jesus. Have each Jesus Is … Directions: RewriteSon of yourGod assigned defi nition in your own words. Draw a pictureThe Second to illustrate Person what of the the Holy title Trinity, means. Jesus is the Son of the Father, the First group turn to their assigned title from Jesus Person of the Holy Trinity. God the Father loved us so much that He sent His Messiah only SonSon to saveof Man us from sin and to bring us to eternal life with Him in Heaven. Messiah means “anointedJesus one” is fully (from God Hebrew). and fully In man. the JesusOld Testament, often called the Himself kings the Son of Man to of Israel would be anointedmake it king clear by that having He wasoil poured incarnate. on their This heads.word means The Old that He really became a Is … (page 48) and discuss their title and Testament prophets saidman. that God Saviorwould anoint someone to conquer sin and ______evil. Jesus was anointed with the HolyJesus Spirit is our when savior. the He Holy saves Spirit us fromdescended sin and death. Jesus died on the Cross so upon Jesus’ head______at His baptism. Anotherthat He word could for save Messiah us from is sin.Christ. He made it possible for us to be in Heaven with

______Him. OnlyEmmanuel through Jesus can our sins be forgiven. Only through Jesus can we definition. Then have each group write down the ______receive theEmmanuel grace to meansgo to Heaven. “God is with us.” The prophets used the title “Emmanuel” to ______explain that God would come to us and be with us. Jesus was with us from His ______birth to His Ascension,Lord and He is with us always in the Eucharist. ______definition of each title in their own words, and A lord is someone who has authority over others. Jesus is Lord because He has ______authority over everything. In the Mass, we call upon the Lord when we ask for ______His mercy — “Lord, have mercy!” — because He has the power to forgive our ______sins. ______draw pictures to illustrate what the title means. ______

______C. When they have finished, have your students ______

______share what they wrote and drew. Ask them what ______their title tells them about Jesus and what He did 48 when God the Father sent Him to us on earth. 49

D. Read aloud the Catechism of the Catholic Church 50 nos. 68 and 73: 51

52 By love, God has revealed himself and given 53 himself to man. … God has revealed himself fully by sending his own Son. E. Ask your students the following questions: ӹӹ By what did God reveal Himself? By love. ӹӹ What did God give? Himself. ӹӹ What did God reveal when He sent His Son? Himself. F. Explain to your students that when God sent His own Son to earth, Jesus’ disciples had personal contact with God. They talked with Jesus; they did the things Jesus told them to do. They believed in Jesus. Jesus revealed to His disciples that He loved them and that He loves every person. God the Father loves us, so He sent the Son. God the Son loves us, so He came to earth. And in the Eucharist He SAMPLEis still with us, because He loves us.

Get Ready for the Next Session Select a brief story that conveys a lesson to read aloud to your students. For example, one of Aesop’s fables. Bring drawing paper and markers and/or colored pencils. Review the upcoming session.

Session 7: Exploring the Kingdom 97 Jesus, King of Heaven

SAMPLE

St. John’s Anglican Church, Ashfield, New South wales.

98 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. Accept reasoned answers. Jesus, King of Heaven 2. Accept reasoned Jesus, King of Heaven, stained-glass window in St. John’s answers. Anglican Church, Ashfi eld, New South Wales 3. Answers may include because Directions: Take some time to quietly view and refl ect on the art. Let Jesus is king of yourself be inspired in any way that happens naturally. Then think about the questions below, and discuss them with your the world, and He classmates. takes care of the world. Conversation Questions

1. What do you fi rst notice about Jesus in this picture? 4. Answers may include because 2. What do you notice about the colors the artist chose for this picture? How does the light look? Where is it coming from? Jesus suffered for 3. The blue and gold ball in Jesus’ hand is a decorated globe that represents us so that we can the earth. Why do you think the artist shows Jesus holding a globe in His go to Heaven. hand? 4. Red is the color of blood, so it represents suffering and victory through 5. Answers may suffering. Why do you think the artist shows Jesus wearing a red cape? include because 5. The leaves around the edge could be fi g leaves. Fig trees produce many Jesus made leaves and seeds, so artists use fi g trees as a symbol of producing or of everything. plenty. Why do you think the artist put fi g leaves into this window with Jesus?

6. Answers may 6. The fl owers on Jesus’ clothes and around the edge could be strawberry include because fl owers. Strawberries are sweet, so artists use strawberries as a symbol Jesus does good of good actions. Why do you think the artists put strawberry fl owers into this window with Jesus? things; because Jesus wants us to do good things so we can go to 44 Heaven. SAMPLE

Session 7: Exploring the Kingdom 99 Answer Key 7. Answers may include because 7. Jesus is sitting on a rainbow. Since God used a rainbow to promise Noah rain and light that He would never destroy the world by water, rainbows represent God’s come from the faithfulness and mercy. Why do you think the artist has Jesus sitting on a rainbow? heavens; because Heaven is above 8. Jesus is wearing a crown, which symbolizes the power and rule of a king. Why do you think the artist showed Jesus with a crown? What is Jesus the the sky where king of? we see rainbows; because Jesus is faithful and merciful to us and helps us go to Heaven.

8. Jesus is King of Heaven. Because Jesus made everything, He also rules over everything and is king of everything.

SAMPLE 45

100 © SOPHIA INSTITUTE FOR TEACHERS Jesus Our King Coloring Page

Directions: Draw your own stained-glass window of Christ the King as you imagine Him in Heaven. Use symbols from the list and use your imagination.

SAMPLE

Christ the King

Accept reasoned answers

Session 7: Exploring the Kingdom 101 Symbols and Colors in Christian Art

ӹ Almond — God’s blessing and ӹ Lemon — faithful love approval, and Mary ӹ Lily — Mary ӹ Apple — represents sin when it is ӹ Olive — peace drawn in Adam’s hand; represents ӹ Orange — purity and generosity salvation when it is drawn in Jesus’ hand ӹ Palm — victory Peach — virtue and good works ӹ Black — death and sin ӹ Pear — Jesus’ love for humanity ӹ Blue — Heaven, Mary, and truth ӹ Purple — repentance and ӹ Brown — spiritual death ӹ mourning, and royalty ӹ Bulrush — faithfulness, obedience, and salvation ӹ Red — suffering, victory through suffering, martyrdom, and fi re ӹ Cedar tree — Christ ӹ Red rose — martyrdom ӹ Cherry — sweetness of a person who does many good things ӹ Strawberry — good words Three-leaf clover — Trinity ӹ Daisy — innocence of Baby Jesus ӹ Vine — the relationship between ӹ Fig — production of plenty ӹ God and people ӹ Grapes — the blood of Christ ӹ White — purity, innocence, and ӹ Gray — penance holiness ӹ Green — triumph over death, the ӹ White rose — purity Trinity, hope, and life ӹ Wreath of roses — joy of Heaven ӹ Ivy — faithfulness and eternal life ӹ Yellow and gold — divine glory ӹ Laurel — triumphSAMPLE

Accept reasoned answers

102 © SOPHIA INSTITUTE FOR TEACHERS Jesus Is …

Directions: Rewrite your assigned defi nition in your own words. Draw a picture to illustrate what the title means.

Messiah Messiah means “anointed one” (from Hebrew). In the Old Testament, the kings of Israel would be anointed king by having oil poured on their heads. The Old Testament prophets said that God would anoint someone to conquer sin and evil. Jesus was anointed with the Holy Spirit when the Holy Spirit descended upon Jesus’ head at His baptism. Another word for Messiah is Christ.

______

______SAMPLE

Accept reasoned answers

Session 7: Exploring the Kingdom 103 Son of God The Second Person of the Holy Trinity, Jesus is the Son of the Father, the First Person of the Holy Trinity. God the Father loved us so much that He sent His only Son to save us from sin and to bring us to eternal life with Him in Heaven.

______

SAMPLE

Accept reasoned answers

104 © SOPHIA INSTITUTE FOR TEACHERS Son of Man Jesus is fully God and fully man. Jesus often called Himself the Son of Man to make it clear that He was incarnate. This word means that He really became a man.

______

SAMPLE

Accept reasoned answers

Session 7: Exploring the Kingdom 105 Savior Jesus is our savior. He saves us from sin and death. Jesus died on the Cross so that He could save us from sin. He made it possible for us to be in Heaven with Him. Only through Jesus can our sins be forgiven. Only through Jesus can we receive the grace to go to Heaven.

______

SAMPLE

Accept reasoned answers

106 © SOPHIA INSTITUTE FOR TEACHERS Emmanuel Emmanuel means “God is with us.” The prophets used the title “Emmanuel” to explain that God would come to us and be with us. Jesus was with us from His birth to His Ascension, and He is with us always in the Eucharist.

______

SAMPLE

Accept reasoned answers

Session 7: Exploring the Kingdom 107 Lord A lord is someone who has authority over others. Jesus is Lord because He has authority over everything. In the Mass, we call upon the Lord when we ask for His mercy — “Lord, have mercy!” — because He has the power to forgive our sins.

______

SAMPLE

Accept reasoned answers

108 © SOPHIA INSTITUTE FOR TEACHERS CATECHIST RESOURCE The Kingdom of God Cards

Directions: In advance, make copies and cut out the Kingdom cards, enough for each group of three to four students. Have each group discuss the sentence and answer the questions about it in the space provided.

Jesus came into Galilee, preaching the gospel of God, and saying: “The time is fulfilled, and the kingdom of God is at hand: repent, and believe in the gospel.”

1. What did Jesus do when He came to Galilee? ______

______

2. What does it mean that the Kingdom of God is hand? ______

______

3. What two things did Jesus tell people to do? ______

______4. What can youSAMPLE do in your own life to show that you believe in the Gospel? ______

______

Session 7: Exploring the Kingdom 109 B

To carry out the will of the Father, Christ inaugurated the Kingdom of Heaven on earth.

1. To inaugurate means to begin, to start. What did Christ inaugurate? ______

______

2. What is the Kingdom of Heaven? ______

______

3. Whose will is it that Christ should do this? ______

______

4. What are some ways that you can participate in the Kingdom of God here on earth? ______

______SAMPLE

110 © SOPHIA INSTITUTE FOR TEACHERS C

Now the Father’s will is “to raise up men to share His own divine life.”

1. What is the Father’s will? ______

______

2. How does the Father raise us up to share in His divine life? ______

______

3. Why does the Father want to share His life with us? ______

______

4. What are some ways you can live the life the Father wants you to live? ______

______SAMPLE

Session 7: Exploring the Kingdom 111 D

The Father gathers people around His Son Jesus Christ. This gathering is the Church.

1. Around whom does the Father gather us? ______

______

2. What is this gathering? ______

______

3. What are some examples of how we gather around Jesus in our churches? ______

______

4. What are some ways you can be more a part of your parish or church? ______

______SAMPLE

112 © SOPHIA INSTITUTE FOR TEACHERS E

The Church on earth is the seed and beginning of the Kingdom of Heaven.

1. The Church is the seed and beginning of what? ______

______

2. What are some things that the Church and Heaven have in common? ______

______

3. How does your church help you grow in holiness so you can go to Heaven? ______

______

4. How can you see the seeds of the Kingdom of God planted in your own life? ______

______SAMPLE

Session 7: Exploring the Kingdom 113 The Kingdom of God Cards Answer Key A 1. Preached the Gospel of God.

2. The Kingdom of God is present now.

3. To repent and believe in the Gospel.

4. Accept reasoned answers.

B 1. The Kingdom of God on earth.

2. The Church is the Kingdom of God here on earth. If we follow the Church’s teaching, we will grow in holiness so that we can be in Heaven. In Heaven, we will be in the fullness of God’s Kingdom, and we will share in His divine life.

3. The Father’s.

4. Accept reasoned answers.

C 1. To raise up men to share His own divine life.

2. By sending His Son to die for our sins, by giving us the Commandments to follow, and by giving us the Sacraments of the Church.

3. Because He loves us.

4. Accept reasoned answers.

D 1. The Father gathers people around His Son, Jesus Christ.

2. This gathering is the Church. 3. Answers may include we gatherSAMPLE to receive the Eucharist, for Mass, to pray to Jesus. 4. Accept reasoned answers.

E 1. The Church on earth is the seed and beginning of the Kingdom of Heaven.

2. Answers may include they both have God, saints, angels.

3. Answers may include my church has the Sacraments, Bible study, outreaches, etc.

4. Accept reasoned answers.

114 © SOPHIA INSTITUTE FOR TEACHERS SESSION 8 Parables of the Kingdom

What students will learn: What students will do: ӹӹ Jesus used parablesSAMPLE to teach His ӹӹ Listen to a story that conveys a disciples and the crowds. lesson. ӹӹ The parables teach that the Kingdom ӹӹ Brainstorm which parables they of God is meant for everyone. already know. ӹӹ Jesus used the parables to ask each ӹӹ Draw how their partner describes of us to accept the Kingdom of God Heaven. in our hearts. ӹӹ Listen to Scripture. ӹӹ God works to build His Kingdom, and He invites us to help it spread.

115 Session at a Glance

Workbook pages your students will complete: ӹӹ Parable of the Sower Explanation (page 54) ӹӹ Parables of the Kingdom of God ӹӹ Parables of the Kingdom of God (page 56) Assessment (page 58)

Other materials you will need: ӹӹ Bible ӹӹ Drawing paper ӹӹ Markers, and/or colored pencils

Vocabulary your students will learn: ӹӹ Parable: A short story that uses characters or situations that we can relate to in order to teach us a deeper lesson. Jesus taught about the Kingdom of God using parables.

Prayer for this session:SAMPLE Dear Father, please grant me eyes that see and ears that hear so that I can see and hear your Kingdom. Let the seed of your word be planted in the soil of my heart so that I can proclaim your Kingdom. In the name of your Son, Jesus Christ. Amen.

116 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Warm-Up

A. Begin with the prayer for this session. B. Choose a story to read that conveys a lesson, such as one of Aesop’s fables. It does not need to be a faith-based story but can be any secular tale with which students may or may not be familiar. After reading it, ask your students the following questions: ӹӹ How is this not simply a children’s story, but something that helps teach us a lesson? ӹӹ What does the story use that is familiar to us, that we can easily relate to, so that we can more easily understand the lesson it is teaching? ӹӹ What is the lesson of the story? How do you know? C. Ask your students the following questions: ӹӹ Why do we like to listen to stories? ӹӹ What are some lessons we learn from stories? D. Explain to your students that Jesus told many stories while He was on earth as a way to teach us things that are difficult to understand, especially about the Kingdom of Heaven. We call these stories parables. A parable is a short story that uses characters or situations we can relate to in order to teach us a deeper lesson. Many of you are probably familiar with some of the stories Jesus told. Can you think of any of them? E. To brainstorm the parables the children are familiar with, you may choose any of the following activities: ӹӹ Arrange students in groups of three or four, and distribute a brainstorm paper to each group. Have each studentSAMPLE use a different-colored marker to write down as many parables as he or she can think of. (The different colors will allow you to see who contributed each idea.) Have each group share their brainstorms when they have finished. ӹӹ Have students, with a neighbor, take turns listing the stories they are familiar with until they are unable to brainstorm anymore. Have each pair share their brainstorms when they have finished. ӹӹ Students may brainstorm as a whole group, calling out ideas as you record them on a brainstorm chart on the board for all to see.

Session 8: Parables of the Kingdom 117 SESSION PLAN

F. Ask your students why they think Jesus used parables. Allow them to share ideas.

GUIDE their discussion, reminding them that Jesus wanted to teach us about the Kingdom of God, and how God’s grace and love can rule in our lives. This is a difficult and complex thing to teach, so Jesus told us about the Kingdom using parables or stories that the people of His day were familiar with. Often this made it easier for them to understand and to remember, but it also challenged them to think deeper about the lesson that was being taught. We also know that people who were not Jesus’ disciples heard the stories, but did not understand them. As disciples of Jesus, we study the parables to know what Jesus taught us about the Kingdom of God. Sometimes we aren’t as familiar with the examples Jesus uses as the people in His day were, which is why it is helpful to talk about them in class.

Activity 1

A. Arrange students in pairs or trios. Give each student a piece of paper. Have your students fold the paper in half and draw a picture of what they think Heaven will be like, without their partner seeing their image. B. When students have finished with their quick sketch, have them take turns describing their picture to their partner. The other partner should then draw what their partner is describing on the blank half of their own paper. C. Once everyone has a chance to try to draw their partner’s picture, have the pairs share their images with the rest of the class. Everyone’s drawing might be different; that’s because it’s hard to compare Heaven to only one thing here on earth. However, each drawing might tell us something new about Heaven. Explain that even Jesus knew it was hard to describe Heaven in a way that people could easily recognize, so He used many different examples to help us understand.

Activity 2 A. Explain to your students thatSAMPLE Jesus taught about a lot of different things using parables, but one of the things He taught about often was the Kingdom of Heaven, or the Kingdom of God. Although the rules of the Kingdom of God are about love of God and others, Jesus wanted to tell us more about the Kingdom. B. The Gospels contain a number of parables that focus on the Kingdom of God. These parables compare the Kingdom to something more familiar to His listeners. Just like the drawings in our activity, each parable helps us understand the Kingdom in a different way. C. Read aloud Luke 17:20-21. Asked by the Pharisees when the kingdom of God would come, he said in reply, “The coming of the kingdom of God cannot be observed, and no one will announce, ‘Look, here it is,’ or, ‘There it is.’ For behold, the kingdom of God is among you.”

118 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

D. Ask your students the following questions: ӹӹ Who was asking Jesus about the Kingdom of God? The Pharisees. ӹӹ What did Jesus say about observing the Kingdom? Its coming cannot be observed. ӹӹ Where does Jesus say the Kingdom of God is? It is among us. E. Explain to your students that in this passage, Jesus explains that the Kingdom is not in some far-off place or something that will be created in the future. Instead, He says that it is already among us! Jesus is saying that God doesn’t just reign in Heaven, or even just in the Church. Rather, the Kingdom is in Jesus’ teaching and in the hearts of everyone who believes in Jesus and follows Him. F. Read aloud Matthew 13:1-9, the Parable of the Sower. G. After reading the passage, pause for a few seconds for students to reflect on what was read. Then reread the passage again slowly. Ask the students what they think Jesus is trying to teach in this parable. Listen to their answers, but explain that this parable is one of a few that Jesus actually explains. H. Arrange your students in groups of three or four. Have them turn to Parable of the Sower Parable of the Sower Explanation

Explanation (page 54) in their workbooks. Directions: In your group, read the Parable of the Sower from Matthew 13:1-9 andType Jesus’s of groundexplanation of the What parable happened in Matthew 13:18-23. Meaning Then Read aloud Matthew 13:18-23, Jesus’ description complete the chart. 1 The Parable of the Sower

of the Parable of the Sower. Matthew 13:1-9 On that day, Jesus went out of the house and sat down by the sea. Such large crowds gathered around him that he got into a boat and sat down, and the whole crowd stood along the shore. And he spoke to them at length in I. Explain how Jesus tells us that the seed 2 parables, saying: “A sower went out to sow. And as he sowed, some seed fell on the path, and birds came and ate it up. Some fell on rocky ground, where represents the “Word of the Kingdom” — in it had little soil. It sprang up at once because the soil was not deep, and when the sun rose it was scorched, and it withered for lack of roots. Some seed fell among thorns, and the thorns grew up and choked it. But some seed fell on other words, the Word of God is like a seed rich soil, and produced3 fruit, a hundred or sixty or thirtyfold. Whoever has that can grow in our hearts, but only if our ears ought to hear.” Matthew 18-23 “Hear then the parable of the sower. The seed sown on the path is the one hearts have the right “soil,” or attitude. This is 4 who hears the word of the kingdom without understanding it, and the evil one comes and steals away what was sown in his heart. The seed sown on an important key to understanding what Jesus rocky ground is the one who hears the word and receives it at once with joy. But he has no root and lasts only for a time. When some tribulation or persecution comes because of the word, he immediately falls away. The seed wants to teach us. sown among thorns is the one who hears the word, but then worldly anxiety and the lure of riches choke the word and it bears no fruit. But the seed sown on rich soil is the one who hears the word and understands it, who indeed J. Have each group reread the Scripture passages bears fruit and yields a hundred or sixty or thirtyfold.” SAMPLE54 together and then complete Parable of the

Sower Explanation. 55 K. Then review and discuss the answers to Parable of the Sower Explanation.

Session 8: Parables of the Kingdom 119 SESSION PLAN

Activity 3 Parables of the Kingdom of God

MatthewDirections: 13:45 — The Read Merchant your assigned in Search parable, of Fine then Pearls complete . the organizer. A. Arrange students in groups of three or four. “Again, the kingdom of heaven is like a merchant searching for fi ne pearls.” Matthew 13:24-31 — Weeds among the Wheat . ParablesMatthew of theHe 13:47-50 proposed Kingdom — anotherThe Net parableThrownof God to into them. theAssessment Sea“The . kingdom of heaven may be Assign each group a different parable of the likened to a man who sowed good seed in his fi eld. While everyone was “Again, the kingdom of heaven is like a net thrown into the sea, which collects asleep his enemy came and sowed weeds all through the wheat, and then fi sh of every kind. When it is full they haul it ashore and sit down to put what Directions: Read yourwent assigned off. When parable, the thencrop completegrew and borethe organizer fruit, the below.weeds appeared as well. is good into buckets. What is bad they throw away. Thus it will be at the end Kingdom. Have students turn to Parables The slaves of the householder came to him and said, ‘Master, did you not sow Parable Title:of the age. The ______angels will go out and separate the wicked from the righteous good seed in your fi eld? Where have the weeds come from?’ He answered, and throw them into the fi ery furnace, where there will be wailing and Scripture verses: ‘An enemy ______has done this.’ His slaves said to him, ‘Do you want us to go and grinding of teeth.” of the Kingdom of God (page 56) in their pull them up?’ He replied, ‘No, if you pull up the weeds you might uproot the wheat along with them. Let them grow together until harvest; then at harvest Summary of the parable: ______time I will say to the harvesters, “First collect the weeds and tie them in workbooks. Have them read their assigned ______bundles for burning; but gather the wheat into my barn.”’” ______parable and discuss with one another what they Matthew 13:31-33 — The Mustard Seed and Yeast . ______He proposed another parable to them. “The kingdom of heaven is like a mustard seed that a person took and sowed in a fi eld. It is the smallest of all think Jesus is intending to teach by the parable. Meaning of the parable:the seeds, ______yet when full-grown it is the largest of plants. It becomes a large

bush, and ______the ‘birds of the sky come and dwell in its branches.’”

He spoke ______to them another parable. “The kingdom of heaven is like yeast that Then have each group write a short paragraph a woman ______took and mixed with three measures of wheat fl our until the whole batch was ______leavened.” retelling the parable and their thoughts about

Matthew 13:44 — The Treasure Hidden in the Field . Illustration of the parable: “The kingdom of heaven is like a treasure buried in a fi eld, which a person it. Inform them that each group will teach the fi nds and hides again, and out of joy goes and sells all that he has and buys that fi eld.” class about their chosen parable after their 56 allotted preparation time. Assign one of the 57 following parables to each group:

58 ӹӹ Matthew 13:24-30 — Weeds among the Wheat. ӹӹ Matthew 13:31-33 — The Mustard Seed and Yeast. ӹӹ Matthew 13:44 — The Treasure Hidden in the Field. ӹӹ Matthew 13:45-46 — The Merchant in Search of Fine Pearls. ӹӹ Matthew 13:47-50 — The Net Thrown into the Sea. B. Allow each group to stand and share their conclusion about the parable. Clarify questions SAMPLEas needed. C. Conclude the class discussion by reiterating that Jesus taught these short parables to the crowds to help them understand how to let the Kingdom of Heaven take root in our hearts right here and now.

Get Ready for the Next Session Review the upcoming session.

120 © SOPHIA INSTITUTE FOR TEACHERS Parable of the Sower Explanation

Directions: In your group, read the Parable of the Sower from Matthew 13:1-9 and Jesus’s explanation of the parable in Matthew 13:18-23. Then complete the chart.

The Parable of the Sower

Matthew 13:1-9 On that day, Jesus went out of the house and sat down by the sea. Such large crowds gathered around him that he got into a boat and sat down, and the whole crowd stood along the shore. And he spoke to them at length in parables, saying: “A sower went out to sow. And as he sowed, some seed fell on the path, and birds came and ate it up. Some fell on rocky ground, where it had little soil. It sprang up at once because the soil was not deep, and when the sun rose it was scorched, and it withered for lack of roots. Some seed fell among thorns, and the thorns grew up and choked it. But some seed fell on rich soil, and produced fruit, a hundred or sixty or thirtyfold. Whoever has ears ought to hear.”

Matthew 18-23 “Hear then the parable of the sower. The seed sown on the path is the one who hears the word of the kingdom without understanding it, and the evil one comes and steals away what was sown in his heart. The seed sown on rocky ground is the one who hears the word and receives it at once with joy. But he has noSAMPLE root and lasts only for a time. When some tribulation or persecution comes because of the word, he immediately falls away. The seed sown among thorns is the one who hears the word, but then worldly anxiety and the lure of riches choke the word and it bears no fruit. But the seed sown on rich soil is the one who hears the word and understands it, who indeed bears fruit and yields a hundred or sixty or thirtyfold.”

Session 8: Parables of the Kingdom 121 Answer Key 1. Path/Birds came and ate the seeds/A person Type of ground What happened Meaning who hears the Word of God, 1 but doesn’t understand it; the evil one snatches away what is sown 2 in his heart.

2. Rocky ground/ Scorched by the sun and withered 3 away/A person who hears the word and receives

it with joy, but 4 when difficulty comes, he falls away.

3. Thorny ground/ Choked by the thorns/A person who hears the word, but the cares of the world and delight in 55 riches choke the word, and it proves unfruitful. SAMPLE 4. Good soil/Produced an abundance of grain/A person who hears the word, understands it, and it bears great fruit.

122 © SOPHIA INSTITUTE FOR TEACHERS Parables of the Kingdom of God

Directions: Read your assigned parable, then complete the organizer.

Matthew 13:24-31 — Weeds among the Wheat . He proposed another parable to them. “The kingdom of heaven may be likened to a man who sowed good seed in his fi eld. While everyone was asleep his enemy came and sowed weeds all through the wheat, and then went off. When the crop grew and bore fruit, the weeds appeared as well. The slaves of the householder came to him and said, ‘Master, did you not sow good seed in your fi eld? Where have the weeds come from?’ He answered, ‘An enemy has done this.’ His slaves said to him, ‘Do you want us to go and pull them up?’ He replied, ‘No, if you pull up the weeds you might uproot the wheat along with them. Let them grow together until harvest; then at harvest time I will say to the harvesters, “First collect the weeds and tie them in bundles for burning; but gather the wheat into my barn.”’”

Matthew 13:31-33 — The Mustard Seed and Yeast . He proposed another parable to them. “The kingdom of heaven is like a mustard seed that a person took and sowed in a fi eld. It is the smallest of all the seeds, yet when full-grown it is the largest of plants. It becomes a large bush, and the ‘birds of the sky come and dwell in its branches.’”

He spoke to them another parable. “The kingdom of heaven is like yeast that a woman took and mixed with three measures of wheat fl our until the whole batch was leavened.”SAMPLE Matthew 13:44 — The Treasure Hidden in the Field . “The kingdom of heaven is like a treasure buried in a fi eld, which a person fi nds and hides again, and out of joy goes and sells all that he has and buys that fi eld.”

Session 8: Parables of the Kingdom 123 Matthew 13:45 — The Merchant in Search of Fine Pearls . “Again, the kingdom of heaven is like a merchant searching for fi ne pearls.”

Matthew 13:47-50 — The Net Thrown into the Sea . “Again, the kingdom of heaven is like a net thrown into the sea, which collects fi sh of every kind. When it is full they haul it ashore and sit down to put what is good into buckets. What is bad they throw away. Thus it will be at the end of the age. The angels will go out and separate the wicked from the righteous and throw them into the fi ery furnace, where there will be wailing and grinding of teeth.”

SAMPLE

124 © SOPHIA INSTITUTE FOR TEACHERS Answer Key Meanings of the Parables of the Parables of the Kingdom of God Assessment Kingdom

ӹӹ Weeds among the Directions: Read your assigned parable, then complete the organizer below. Wheat (Matthew Parable Title: ______13:24-30) — This Scripture verses: ______parable teaches

that while we are Summary of the parable: ______

on earth, there ______is evil mixed in ______with good. At the ______end of time, God ______will separate us: Meaning of the parable: ______Heaven for the ______good and, for ______

the bad, the fiery ______

furnace. ______

ӹӹ The Mustard Illustration of Seed and Yeast the parable: (Matthew 13:31- 33) — These parables teach that sometimes God’s grace or the kingdom of Heaven starts really small and 58 can grow really big. Something small leads to SAMPLE something big.

ӹӹ The Treasure Hidden in the Field and the Merchant in Search of Fine Pearls (Matthew 13:44- 46) — These parables show that the Kingdom of Heaven is worth more than anything we could ever have on earth.

ӹӹ The Net Thrown into the Sea (Matthew 13:47-50) — This parable teaches that while we are on earth, there is evil mixed in with good. At the end of time, God will separate us: Heaven for the good and, for the bad, the fiery furnace, where there will be wailing and grinding of teeth.

Session 8: Parables of the Kingdom 125 Notes ______

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126 © SOPHIA INSTITUTE FOR TEACHERS SESSION 9 The Wedding at Cana

What students will learn: What students will do: ӹӹ Jesus performedSAMPLE His first public ӹӹ Look at sacred art. miracle at the Wedding at Cana at ӹӹ Role-play the Wedding at Cana. the request of His Mother. ӹӹ Write a short story about the ӹӹ Jesus’ miracle at the Wedding Wedding at Cana. at Cana is a sign that helps us ӹӹ Think about ways people have understand that He is the Messiah. interceded for them in their own ӹӹ Marriage represents God’s love for lives. us. ӹӹ Mary is our Mother and intercessor.

127 Session at a Glance

Workbook pages your students will complete: ӹӹ The Second Mystery of Light (page 59) ӹӹ Jesus the Messiah Note-Taking Guide ӹӹ The Wedding at Cana (page 60) (page 63) ӹӹ Water to Wine (page 62) ӹӹ Mary of the People (page 65) ӹӹ Mary Intercedes for Us (page 66)

Vocabulary your students will learn: ӹӹ Christ: The Greek word for “anointed one.” See Messiah. ӹӹ Intercede: To stand up for another person or ask for something for her when she is in need or in trouble. Our Blessed Mother Mary intercedes for us as Queen of Heaven. ӹӹ Marriage: A lifelong commitment of one man and one woman who promise to love and be faithful to each other, and to raise children in the Christian faith. Marriage is one of the seven Sacraments.

Prayer for this session: Hail Mary, full of grace, theSAMPLE Lord is with you; blessed are you among women, and blessed is the fruit of your womb, Jesus. Holy Mary, Mother of God, pray for us sinners now and at the hour of our death. Amen.

128 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Warm-Up

A. Begin with the prayer for this session. B. Have your students turn to The Second Mystery of Light (page 59) and observe the image of the stained-glass window. Then ask your students the following questions: ӹӹ What do you first notice about this work of art? ӹӹ What do you like about this work of art? ӹӹ How does this work of art make you feel? ӹӹ Where is your eye drawn? ӹӹ Who are the people in this image? Jesus, Mary, a married couple. ӹӹ What signs or symbols of marriage do you see in this image? The married couple in the top left corner and the wedding rings in the top right corner. ӹӹ Notice the jars in the bottom right corner. How does the image suggest these jars are filled with water and wine? The ones on the far right are colored blue for water and the ones on the left are colored red for wine. ӹӹ What does Jesus appearSAMPLE to be doing in this image? He is responding to His mother’s request to supply more wine for the wedding. C. Explain to your students that Jesus’ first miracle occurred at a wedding in the town of Cana. Jesus was at this wedding with His mother and His disciples. We are going to learn more about the Wedding at Cana and Jesus’ first miracle, as well as more about Jesus’ relationship with His mother, Mary.

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Activity 1

A. Arrange your students in groups of five or six. Have them turn to The Wedding at Cana (page 60) and have each group read the passage about the Wedding at Cana together. Then assign each member of each group a role to play and have each group act out the passage. The necessary roles are: Jesus, Mary, the steward (or master), the bride, the groom, the servants, the disciples. Note: the servants and the disciples can be played as one part by one student. B. Once students have entered into the passage more deeply through this role-play, draw the students back together and pose these questions to formulate a discussion of the Scripture text: ӹӹ Whose wedding is this? The text doesn’t say specifically, although we can assume that the bride and groom were friends of Jesus, His mother, and His disciples. ӹӹ Who was present at this wedding? Jesus, Mary, the disciples, and other guests. ӹӹ What does it mean, “the wine ran short”? There was no more wine. ӹӹ Who noticed that the wine ran out? Mary, Jesus’ mother. ӹӹ What does she do about it? She tells Jesus about it. ӹӹ How does Jesus respond? Jesus says to her, “Woman, how does your concern affect me? My hour has not yet come.” ӹӹ Mary tells the servants, “Do whatever he tells you.” Why does she do this? Accept reasoned answers. Help your studentsSAMPLE understand that Mary had complete faith in her Son, Jesus. ӹӹ What does Jesus do? What did He tell the servants to do? Jesus told the servers to fill six ceremonial stone jars with water. These were not water jars as we think of them, but rather jars that were used for a special Jewish rite of purification. These jars were gigantic! Jesus told the servants to draw some out and take it to the headwaiter, which they did. ӹӹ What do you think the servants were thinking when the steward tasted the wine? It says “although the servants who had drawn the water knew [where it had come from].” Answers will vary. ӹӹ When the steward called the bridegroom and told him that he had kept the good wine until now, what do you think the bridegroom was thinking? Answers will vary.

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Activity 2

A. Have students turn to Water to Wine (page 62). Give students 10 minutes to write a short story retelling the miracle of the Wedding at Cana from the perspective of one of the servers. Ask them the following questions before they begin writing to get their ideas flowing: ӹӹ What do you think a wedding feast would be like for a server? Do you think he would be happy at a wedding feast? ӹӹ How do you think the server felt when Mary told them to follow Jesus’ commands? ӹӹ What do you think the server thought when Jesus told him to present the stone jars to the headwaiter? ӹӹ How do you think he felt when he saw the water had been turned to wine? ӹӹ What do you think he thought about Jesus? B. Ask for volunteers to read their stories to the class.

Activity 3

A. With a neighbor and on their own paper, have your students list five ways that we celebrate things, such as birthdays, holidays, or weddings. Then, after a few minutes have passed, ask for student volunteers to share theirSAMPLE lists. On the board keep a master list of the best ideas. B. Explain to your students that in the story of the Wedding at Cana, Jesus is at a wedding party, but the story is about more than just a good time or even an impressive miracle. John tells us that this miracle is a sign that teaches us about who Jesus is. C. Have students turn to Jesus the Messiah Note- Taking Guide (page 63) and complete the note- taking guide as you discuss in the following mini- lecture how the miracle at Cana is a sign that Jesus is the Messiah.

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ӹӹ Even though Adam and Eve sinned and fell away from God, God began right away to bring them back to Him and to free us from Original Sin. The Bible tells us how God started to free us and make us His friends again. God made many promises to His people that He would send a Messiah to free them. The word Messiah is Hebrew for “anointed one.” The Greek word for this is Christ. The Messiah or Christ would be God’s chosen Savior of His people. Many of the prophets in the Old Testament taught about this Messiah in different ways. ӹӹ In the Gospel story of the Wedding at Cana, John teaches us that Jesus is this Messiah, the one God sent to save us. He says, “Jesus did this as the beginning of his signs in Cana in Galilee and so revealed his glory, and his disciples began to believe in him” (John 2:11). John uses this story to teach us that Jesus is the Messiah. There are three ways John uses this story to teach us about Jesus the Messiah. ӹӹ First of all, this is a miracle! None of us can change water into something else. We can’t change a desk into a horse, or a book into a basketball. That would be a kind of magic, which isn’t real. However, God, who created everything that exists, has power over what He created. This isn’t magic. It’s a miracle. It’s God using His power as the Creator of everything. Jesus is able to change water into wine, and this shows that He is God. ӹӹ Secondly, wine was a sign of the Kingdom of God. Some of the prophets, such as Isaiah, compared the Kingdom of God to a feast with lots of food and wine. Isaiah says that in the heavenly Kingdom, God will give us all the wine and good food that we can desire (Isaiah 25:6). When Jesus changes the water into wine, He makes more than they will ever need —about 125 gallons — and it is the best wine they have tasted. This is a sign of God’s Kingdom! ӹӹ Finally, both in the Old Testament and in the New Testament, the coming of God’s Kingdom is compared to a wedding feast (for example, in Matthew 22:1-14 and Revelation 19:5-9). Weddings are joyful celebrations where people have a feast, enjoy spending time with family and friends, and dance and sing. Weddings celebrate the love between two people. When God’s Kingdom is fulfilled, we will rejoice and enjoy the fact that God loves us as a husband loves his wife. Jesus is the Messiah who brings about our wedding feast with God in Heaven! ӹӹ The Wedding Feast at Cana is a reminder of the importance of marriage. Marriage is a lifelong commitment between a manSAMPLE and a woman. In marriage, people promise to love each other whether they are doing well or having trouble. They are faithful to each other. ӹӹ In the same way, God is always faithful to us and will never leave us, even though we sometimes sin. He loves us more than anyone else does. As in a marriage, we are supposed to be faithful to God. Marriages here on earth are a sign of God’s love and a way that we can grow to be more like God. D. When students have finished, review and discuss the correct answers toJesus the Messiah Note-Taking Guide.

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Activity 4

A. Have students turn to Mary of the People (page 65) by Federico Barocci. Give them a few moments to quietly observe the art and then ask them the following questions: ӹӹ What do you first notice about this work of art? ӹӹ What do you like about this work of art? ӹӹ How does this work of art make you feel? ӹӹ Where is your eye drawn? ӹӹ Who are the people in this image? Jesus, Mary, angels, a crowd of people. ӹӹ What is the crowd doing in this image? They are looking to Jesus and Mary and asking for help. ӹӹ What is Jesus doing in this image? He is blessing the people below. ӹӹ What is Mary doing in this image? How do you know? She is bringing the needs of the people to Jesus. Her open hands gesturing to the crowd and her look toward Jesus indicate this. ӹӹ This painting is titled Mary of the People. Do you think this is a good title for this painting? Why or why not? Answers will vary. to your studentsSAMPLE that Mary has a very important role in our salvation. Even though EXPLAIN Adam and Eve disobeyed God and rejected His love, God wanted to give us another chance to say yes to Him. God gave us this chance when He asked Mary to be the Mother of His Son, Jesus. Mary said yes to God’s plan for all of us! God doesn’t let Mary’s work stop at that one yes. While on the Cross, Jesus gave His Mother to us as our own Mother. She is now not only the Mother of Jesus, but also the Mother of everyone who follows Jesus. Just like our mothers here on earth, she looks out for us and helps us grow into the persons we are made to be: saints!

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B. Have students turn to Mary Intercedes for Us (page 66). Have them read the information and answer the questions.

SAMPLE

Get Ready for the Next Session Photocopy Catechist Resource: Loaves and Fishes Cards (page 157 in this guide) so that there are enough for one set per group of six students. Make four photocopies of Catechist Resource: Miracles of the Kingdom of God (page 155 in this guide). Review the upcoming session.

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Accept reasoned answers

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Accept reasoned answers

138 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. Power/miracle

2. Water/wine/God

3. Prophets/feast

4. Water/wine/ sign/Kingdom

5. Fulfilled/loves

6. Messiah/Heaven

SAMPLE

Session 9: The Wedding at Cana 139 Answer Key 7. Marriage

8. Lifelong/man/ woman

9. Promise/faithful

10. Faithful/sin/loves

11. Sign/grow

SAMPLE

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Accept reasoned answers

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Accept reasoned answers

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144 © SOPHIA INSTITUTE FOR TEACHERS SESSION 10 The Multiplication of Loaves

What students will learn: What students will do: ӹӹ The miracle of the Multiplication of ӹӹ Look at sacred art. the Loaves and Fishes appears in all ӹӹ Perform a skit. four Gospels. SAMPLEӹӹ Order Loaves and Fishes sequence ӹӹ The miracle of the Multiplication of cards. Loaves and Fishes foreshadows the ӹӹ Read Scripture. Last Supper and the Holy Sacrifice ӹӹ Create flap books about the of the Mass. Eucharist. ӹӹ There are four principal actions of the Prayer of Consecration at Mass (took, blessed, broke, gave), and each is present in the Multiplication of the Loaves and the Last Supper.

145 Session at a Glance

Workbook pages your students will complete: ӹӹ The Multiplication of the Loaves and the ӹӹ The Multiplication of the Loaves (page 69) Fish (page 68) ӹӹ Flap Books (page 71)

Other materials you will need: ӹӹ Catechist Resource: Miracles of the ӹӹ Catechist Resource: Loaves and Fishes Kingdom of God (page 155 in this guide) Cards (page 157 in this guide) ӹӹ Scissors

Vocabulary your students will learn: ӹӹ Foreshadowing: An earlier person, thing, or idea points to a later person, thing, or idea. In Scripture, there are many things in the Old Testament that foreshadow things in the New Testament. Jesus did many things during His public ministry that foreshadowed His Passion and Death on the Cross. ӹӹ Miracle: A supernatural act of God that demonstrates His power over all things. Jesus performed many miracles because He is God. Jesus’ miracles invited people to believe in Him and showed the powerSAMPLE of God. Jesus’ miracles were also signs of the Kingdom of God.

Prayer for this session: Our Father, who art in heaven, hallowed be thy name. Thy kingdom come. Thy will be done, on earth as it is in heaven. Give us this day our daily bread, and forgive us our trespasses, as we forgive those who trespass against us, and lead us not into temptation, but deliver us from evil. Amen

146 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Note: Before class, photocopy the Catechist Resource: Miracles of the Kingdom of God (page 155 in this guide); photocopy and cut out the cards from Catechist Resource: Loaves and Fishes Cards (page 157 in this guide), so that there are enough for one set per group of six students.

Warm-Up

A. Begin the the prayer for this session. B. Have students turn to The Multiplication of the Loaves and the Fish (page 68). Give them a few moments to observe the art in silence. C. Then ask your students the following questions: ӹӹ Which of Jesus’ miracles is depicted in this painting? The Multiplication of the Loaves and the Fish. ӹӹ What stands out to you the most about this painting? Answers will vary. ӹӹ What is the young boy doing in this painting? He is bringing Jesus his “gifts” of bread and fish. ӹӹ What is Jesus doing in this painting? He is accepting the young boy’s gifts and offering a blessing on them. ӹӹ How does the rest of the crowd appear to be acting? Some of them look confused or even angry (the ones directlySAMPLE behind Jesus), while others are distributing the loaves and fish, and others are happily receiving the gift of food.

Activity 1

A. Explain to your students that they may be familiar with the miracle of Jesus that they are going to learn about today: the miracle of the Multiplication of the Loaves. There is something special about this miracle: it is in all four Gospels, which tells us that it is very important! B. This miracle teaches us something important about the Kingdom of God. The Jewish prophets often said that God’s Kingdom would be like a feast in which God provides the food for His people. After Jesus performed this miracle, His disciples recognized Him as the Messiah. This

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miracle was a huge sign that was obviously very important to the Gospel writers, but Jesus also teaches that it is more than just about earthly food. Before we look at what Jesus wants to teach us, let’s read about this miracle and find out what happens. C. Arrange your students in four groups. Distribute Catechist Resource: Miracles of the Kingdom of God (page 155 in this guide) and assign one of the following passages to each group. Have them read their assigned passages and then make a short skit to act out the story. ӹӹ Matthew 14:13-21. ӹӹ Luke 9:10-17. ӹӹ Mark 6:35-44. ӹӹ John 6:1-15. D. Have each group present their skit of the miracle. E. Point out to the students that each of the stories has something a little bit different, but it is essentially the same event being told by a different person, a different Gospel writer. This might be a good time to use the analogy of how an event at recess might be told differently by four students, dependent on their individual perspective, but it is still the same event being described. So it is with the Gospel writers and this miracle. F. Ask your students why they think this story might be told four times within the Gospels. Accept reasoned answers and then reemphasize that this miracle is very important and thus we should take special note of what Jesus is showing us.

Activity 2

A. Arrange students in groups of six and distribute Catechist Resource: Loaves and Fishes Cards (page 157 in this guide) so that each group of six students has one set. Have each group read the cards together and decide the correct sequence of the cards. Challenge the groups to be the first group to put the cards in the correct order. B. Circulate around the room and check each group as they complete the activity.

Activity 3 SAMPLE EXPLAIN to your students that this miracle of the loaves and the fish is a sign of the Kingdom of God. In Heaven we will be completely happy and filled by God. He will provide everything we need, as Jesus provides bread for the hungry crowds. However, we have already learned that the Kingdom starts here on earth. Although it is good to remember that the food we eat here on earth truly is a gift from God, that isn’t the only bread Jesus gives us. He also gives us a special bread to help us on our journey to heaven: the Eucharist. Today we will take a closer look at the miracle of the Multiplication of the Loaves, as well as another passage from the Gospel and a prayer that we should be familiar with.

148 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

A. Have students turn to The Multiplication of the Loaves (page 69) and complete the worksheet. Ask them what are the four words or phrases they hear repeated in all three of the texts: Took, said the blessing, broke, and gave. B. Explain that these are four key actions that show us clearly that the Multiplication of the Loaves foreshadows, or points to, the Last Supper and the Mass. These are the four main actions that a priest performs when he says the Prayer of Consecration at Mass, changing the bread and wine into the Body and Blood of Christ. They have been a part of our celebration of the Mass ever since Jesus’ time. C. Arrange students in pairs or trios. Have them turn to Flap Books (page 71) and instruct them to work together to a flap book. To do this, students will need to cut around the outer border, fold in half, and cut the middle line between each flap. The flap book will help students to break the texts down even further by identifying each of the four specific actions in the miracle, the Last Supper, and the Holy Mass. Have them use their own words to describe the specific action and write their response under the corresponding flap. SAMPLE

Get Ready for the Next Session Photocopy and cut out enough of the mix-and-match cards from Catechist Resource: Works of Mercy Mix-and-Match Cards (page 171 in this guide) to distribute one card to each student. Bring markers and/or colored pencils. Review the upcoming session.

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154 © SOPHIA INSTITUTE FOR TEACHERS CATECHIST RESOURCE Miracles of the Kingdom of God

Matthew 14:13-21 When Jesus heard of it, he withdrew in a boat to a deserted place by himself. The crowds heard of this and followed him on foot from their towns. When he disembarked and saw the vast crowd, his heart was moved with pity for them, and he cured their sick. When it was evening, the disciples approached him and said, “This is a deserted place and it is already late; dismiss the crowds so that they can go to the villages and buy food for themselves.” [Jesus] said to them, “There is no need for them to go away; give them some food yourselves.” But they said to him, “Five loaves and two fish are all we have here.” Then he said, “Bring them here to me,” and he ordered the crowds to sit down on the grass. Taking the five loaves and the two fish, and looking up to heaven, he said the blessing, broke the loaves, and gave them to the disciples, who in turn gave them to the crowds. They all ate and were satisfied, and they picked up the fragments left over— twelve wicker baskets full. Those who ate were about five thousand men, not counting women and children.

Mark 6:34-44 When he disembarked and saw the vast crowd, his heart was moved with pity for them, for they were like sheep without a shepherd; and he began to teach them many things. By now it was already late and his disciples approached him and said, “This is a deserted place and it is already very late. Dismiss them so that they can go to the surrounding farms and villages and buy themselves something to eat.” He said to them in reply, “Give them some food yourselves.” But they said to him, “Are we to buy two hundred days’ wages worth of food andSAMPLE give it to them to eat?” He asked them, “How many loaves do you have? Go and see.” And when they had found out they said, “Five loaves and two fish.” So he gave orders to have them sit down in groups on the green grass. The people took their places in rows by hundreds and by fifties. Then, taking the five loaves and the two fish and looking up to heaven, he said the blessing, broke the loaves, and gave them to [his] disciples to set before the people; he also divided the two fish among them all. They all ate and were satisfied. And they picked up twelve wicker baskets full of fragments and what was left of the fish. Those who ate [of the loaves] were five thousand men.

Session 10: The Multiplication of Loaves 155 Luke 9:10-17 When the apostles returned, they explained to him what they had done. He took them and withdrew in private to a town called Bethsaida. The crowds, meanwhile, learned of this and followed him. He received them and spoke to them about the kingdom of God, and he healed those who needed to be cured. As the day was drawing to a close, the Twelve approached him and said, “Dismiss the crowd so that they can go to the surrounding villages and farms and find lodging and provisions; for we are in a deserted place here.” He said to them, “Give them some food yourselves.” They replied, “Five loaves and two fish are all we have, unless we ourselves go and buy food for all these people.” Now the men there numbered about five thousand. Then he said to his disciples, “Have them sit down in groups of [about] fifty.” They did so and made them all sit down. Then taking the five loaves and the two fish, and looking up to heaven, he said the blessing over them, broke them, and gave them to the disciples to set before the crowd. They all ate and were satisfied. And when the leftover fragments were picked up, they filled twelve wicker baskets.

John 6:1-15 After this, Jesus went across the Sea of Galilee [of Tiberias]. A large crowd followed him, because they saw the signs he was performing on the sick. Jesus went up on the mountain, and there he sat down with his disciples. The Jewish feast of Passover was near. When Jesus raised his eyes and saw that a large crowd was coming to him, he said to Philip, “Where can we buy enough food for them to eat?” He said this to test him, because he himself knew what he was going to do. Philip answered him, “Two hundred days’ wages worth of food would not be enough for each of them to have a little [bit].” One of his disciples, Andrew, the brother of Simon Peter, said to him, “There is a boy here who has five barley loaves and two fish; but what good are these for so many?” Jesus said, “Have the people recline.”SAMPLE Now there was a great deal of grass in that place. So the men reclined, about five thousand in number. Then Jesus took the loaves, gave thanks, and distributed them to those who were reclining, and also as much of the fish as they wanted. When they had had their fill, he said to his disciples, “Gather the fragments left over, so that nothing will be wasted.” So they collected them, and filled twelve wicker baskets with fragments from the five barley loaves that had been more than they could eat. When the people saw the sign he had done, they said, “This is truly the Prophet, the one who is to come into the world.” Since Jesus knew that they were going to come and carry him off to make him king, he withdrew again to the mountain alone.

156 © SOPHIA INSTITUTE FOR TEACHERS CATECHIST RESOURCE Loaves and Fishes Cards

Directions: Copy and cut out enough sets of the cards below to distribute one set to each group of six students.

Jesus and His disciples went to find a place to rest away from the crowds. The crowds of people ran ahead and met Jesus at the place He was going.

The disciples came to tell Jesus it was getting late and there was no food around to eat. Jesus told His disciples to give them the food they had.

Jesus said the blessing, broke the bread, and gave it to His disciples to pass out to the crowds.

Jesus saw the people and His heart was moved with pity and love for them because they were like sheep without a shepherd.SAMPLE He took the time to teach them many things. The disciples explained that they had only five loaves of bread and two fish. Jesus said that would be enough. He then ordered the crowds to sit on the grass.

Everyone in the crowd ate and was filled. The disciples picked up 12 baskets of leftover bread.

Session 10: The Multiplication of Loaves 157 Notes ______

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______SAMPLE ______

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158 © SOPHIA INSTITUTE FOR TEACHERS SESSION 11 God’s Kingdom Becomes Visible through Charity

What students willSAMPLE learn: What students will do: ӹӹ The two commandments to love ӹӹ Listen to Scripture. God and love neighbor are the ways ӹӹ Brainstorm which Acts of Mercy are we make God’s Kingdom visible on corporal and which are spiritual. earth. ӹӹ Match Corporal and Spiritual Acts of ӹӹ The Corporal and Spiritual Works Mercy. of Mercy are ways to live the ӹӹ Think of ways they can spread the commandment of love of neighbor. Kingdom of God.

159 Session at a Glance

Workbook pages your students will complete: ӹӹ Building the Kingdom of God (page 77) ӹӹ Christ’s Body, Hands, and Feet (page ӹӹ Building the Kingdom of God Assessment 80) (page 79) ӹӹ The Lord’s Prayer (page 81)

Other materials you will need: ӹӹ Catechist Resource: Works of Mercy ӹӹ Markers and/or colored pencils Mix-and-Match Cards (page 171 in this guide)

Vocabulary your students will learn: ӹӹ Corporal Works of Mercy: Jesus taught us that we must love our neighbor by performing Corporal (and Spiritual) Works of Mercy. Corporal means “body.” The corporal works of mercy help us meet a person’s physical needs. They are: feed the hungry, give drink to the thirsty, clothe the naked, shelter the homeless, visit the sick, visit the imprisoned, and bury the dead. ӹӹ Spiritual Works of Mercy: Jesus taught us that we must love our neighbor by performing Spiritual (and Corporal) Works of Mercy. The spiritual works of mercy help us meet a person’s spiritual needs. They are: instruct the ignorant, counsel the doubtful, admonish sinners, bear wrongs patiently,SAMPLE forgive offenses willingly, comfort the afflicted, and pray for the living and the dead.

160 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Note: Before class, photocopy and cut out enough of the mix-and-match cards from Catechist Resource: Works of Mercy Mix-and-Match Cards (page 171 in this guide) to distribute one card to each student.

Warm-Up

A. Begin with the prayer for this session. B. Read aloud Mark 12:28-34 to your students. C. Ask your students the following questions: ӹӹ When the scribe asks Jesus which is the “first” of all of the commandments, he means the greatest or most important. What does Jesus say in answer to his question? The Lord our God is Lord alone! You shall love the Lord your God with all your heart, with all your soul, with all your mind, and with all your strength. ӹӹ Jesus adds to this a second commandment, although He was not asked for one. What is the second commandment according to Jesus? You shall love your neighbor as yourself. ӹӹ Why does Jesus tell the scribe that he is not far from the Kingdom of God? The scribe understood what Jesus meant. D. Explain to your students that in this passage, Jesus summarized all the Ten Commandments. The first three commandments teach us about loving God, and the final seven commandments teach us about loving our neighbor. God’sSAMPLE Kingdom is a Kingdom of love. When we follow these two commandments, we are making God’s Kingdom more visible to those around us.

Activity 1

A. Arrange students in pairs or trios. Then ask them to turn to Building the Kingdom of God (page 77). Have your students compare and contrast the consequences of acts that bring about God’s Kingdom and acts that hinder His Kingdom from

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coming. Encourage your students to think of consequences greater than “I will get in trouble” and instead think of how the actions affect others. B. Gather the class back together and go over each group’s responses. C. Then have students turn to Building the Kingdom of God Assessment (page 79). Allow students time to complete the assessment independently in order to demonstrate their knowledge of how God’s Kingdom is a Kingdom of love. Students will think of their own scenario and possible actions, determine whether they are Kingdom actions or selfish actions, and then explain why. You can either brainstorm different scenarios together as a class or have students work individually. D. Call on volunteers to share their scenarios.

Activity 2

A. Have students turn to Christ’s Body, Hands, and Feet (page 80) and read the quote from St. Teresa of Ávila. Distribute markers and/or colored pencils and give them time to color in the decorative border. B. Ask for student volunteers to share what they think the quote means. Then discuss as a class SAMPLEhow our hands and feet are Christ’s hands and feet here on earth. C. Explain to your students that this quote shows how we can live out Jesus’ commandments to love our neighbor. They emphasize the fact that when we love as Jesus taught us, we make His Kingdom visible to others.

162 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

Activity 3

A. Have your students brainstorm at least ten ways we can love our neighbor as Jesus taught us and record their thoughts on the board. As students share, intentionally list items in two columns on the board, one for ways to care for a person’s physical needs and the other for ways to care for a person’s spiritual needs—do not label the columns or tell in advance why you are putting the items in two columns. If students do not immediately come up with examples of caring for a person’s spiritual needs, suggest one and ask them if they agree it would be an example of loving. Add it to the board, and it will help students think of more examples. B. After students have shared, ask them to see if they can see anything that the items in each column have in common. If needed, you may assist them in finding the theme of each. As they discover the theme of each list, you may label the columns “Corporal actions (works)” and “Spiritual actions (works).” Leave these lists on the board for the remainder of the lesson. C. Explain to your students that the Corporal and Spiritual Works of Mercy show us specific ways to love our neighbor. In loving our neighbor, we love as Jesus taught us. The word corporal related to the body. The Corporal Works of Mercy are ways to help meet someone’s physical needs, just as we brainstormed before. D. As you tell students the following, ask them to identify examples from the brainstorm list that fit each of the works of mercy. You may circle them on the board as you go through each one. E. The Corporal Works of Mercy are: ӹӹ to feed the hungry. ӹӹ to visit the sick. ӹӹ to give drink to the thirsty. ӹӹ to visit the imprisoned. ӹӹ to clothe the naked. ӹӹ to bury the dead. ӹӹ to shelter the homeless. F. Explain to your students that bodily needs are not the only type of needs that we have, however. We also have spiritual needs. The Spiritual Works of Mercy are specific ways to help meet someone’s spiritual needs and help make the Kingdom of God present in their hearts. Circle the examples in the class brainstormSAMPLE list as you announce each. G. The Spiritual Works of Mercy are: ӹӹ to instruct the ignorant. ӹӹ to forgive offenses willingly. ӹӹ to counsel the doubtful. ӹӹ to comfort the afflicted. ӹӹ to admonish sinners. ӹӹ to pray for the living and the dead. ӹӹ to bear wrongs patiently. H. Distribute one card from Catechist Resource: Works of Mercy Mix-and-Match Cards (page 171 in this guide) to each student. Explain to students that they have a card that has either an example or the name of one of the Corporal and Spiritual Works of Mercy. They are going to play a game. The rules are as follows: they are not to use their voices to communicate, but must

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walk around the room looking for the student who has the matching card. For instance, the student who has the card that says, “Bury the dead” must find the student with the card that says, “Visit a cemetery or attend a funeral.” Circulate around the room and assist as needed as students complete the activity.

Activity 5

A. Read Matthew 25:34-46 aloud to your students: B. Then ask your students the following questions: ӹӹ What is Jesus teaching about in this passage? The Corporal Works of Mercy. ӹӹ When we do these works of mercy, whom does Jesus say we are actually serving? Him. ӹӹ In the end, what will we receive from Christ if we have faithfully served others? Eternal life. C. Have your students discuss with a neighbor how they think the Corporal and Spiritual Works of Mercy are ways of spreading God’s kingdom. Listen as students share with each other. When they have had ample time to discuss with one another, call on one or two students to share their thoughts. Direct the discussion toward the conclusion that our acts of love are one important way that the love of God is made visible.

Activity 6

A. Have students turn to The Lord’s Prayer (page 81) in their workbooks. Have each pair read the information together and complete the questions. B. When students have finished, review and discuss the correct answers to the questions on The Lord’s Prayer. Ask for student volunteers to share their SAMPLEanswers to the fourth question.

Get Ready for the Next Session Bring construction or drawing paper and markers and/or colored pencils. Review the upcoming session.

164 © SOPHIA INSTITUTE FOR TEACHERS SAMPLE

Accept reasoned answers

Session 11: God’s Kingdom Becomes Visible through Charity 165 SAMPLE

Accept reasoned answers

166 © SOPHIA INSTITUTE FOR TEACHERS SAMPLE

Accept reasoned answers

Session 11: God’s Kingdom Becomes Visible through Charity 167 SAMPLE

168 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. Jesus used the Our Father to teach us how to pray.

SAMPLE

Session 11: God’s Kingdom Becomes Visible through Charity 169 Answer Key 2. When we ask God that His Kingdom come, we are praying that other people will come to know about His Kingdom and that we will be a witness to others of His love and His example.

3. It is important that we pray that others may see our witness, so they will be able to say yes to the Holy Spirit in their hearts and will decide to become members of God’s Kingdom, too. They can then share in God’s life and grace. This will spread God’s Kingdom. 4. Answers will vary. SAMPLE

170 © SOPHIA INSTITUTE FOR TEACHERS CATECHIST RESOURCE Works of Mercy Mix-and-Match Cards

Directions: Copy and cut enough cards to give one to each student in your class.

Corporal Works of Mercy

Visit a cemetery or Bury the dead. attend a funeral of someone who has died.

Donate clothes from your Clothe the naked. closet to those in need.

Send greeting cards to Visit the imprisoned.SAMPLE those in the local prison.

Session 11: God’s Kingdom Becomes Visible through Charity 171 Collect change in a jar Feed the hungry. and give it to the poor.

Avoid wasting food or Give drink to the thirsty. donate food to a homeless shelter/food pantry.

Make cards and deliver them to the elderly living Visit the sick. in a care home or to children in a hospital.

Invite a family who has Shelter the homeless.SAMPLE just moved in nearby (Welcome the stranger.) over for dinner.

172 © SOPHIA INSTITUTE FOR TEACHERS Spiritual Works of Mercy

Pray for someone who Bear wrongs patiently. has done something wrong to you.

Give hope to someone who is feeling down. Encourage Counsel the doubtful. and help that person to see that he or she can succeed.

Encourage and comfort Comfort the sorrowful. someone who is sad or hurt.

When a person is gossiping Admonish theSAMPLE sinner. about someone, tell (Correct someone who him or her that it is not is doing wrong and help loving and help change him or her do right.) the conversation.

Session 11: God’s Kingdom Becomes Visible through Charity 173 Forgive someone who has done something to hurt Forgive all injuries. your heart and don’t hold a grudge against him or her.

Pray for those in your family, Pray for the living class, or school, and for and the dead. the souls in purgatory.

Instruct the ignorant. Help a classmate with (Teach those who do schoolwork that he or she not understand.) does not understand. SAMPLE

174 © SOPHIA INSTITUTE FOR TEACHERS SESSION 12 Jesus Gathered a Community of Followers

What students will learn: What students will do: ӹӹ When on earth, Jesus gathered a ӹӹ Think of what makes a good friend. community of disciples and was ӹӹ Listen to Scripture. their friend, sharing their joys and ӹӹ Draw posters. sorrows. ӹӹ Jesus showed peopleSAMPLE He cared by healing the sick and feeding the hungry. ӹӹ Jesus taught His disciples that they must follow His example and live as He did. ӹӹ Jesus told His disciples to go out to the world and invite all people to join His community.

175 Session at a Glance

Workbook pages your students will complete: ӹӹ Friends with Jesus Fill-in-the-Blank (page ӹӹ Jesus Teaches Us How to Act (page 87) 83) ӹӹ Jesus Sends His Disciples to Make Other ӹӹ Jesus Responds to Our Needs (page Disciples (page 90) 84)

Other materials you will need: ӹӹ Drawing or construction paper ӹӹ Markers and/or colored pencils

Vocabulary your students will learn: ӹӹ Church: The community of disciples founded by Jesus that will exist until the end of time. The Church is at the same time human and divine. It is the gathering of God’s people on earth and it is the mystical Body of Christ. The Church is also the Temple of the Holy Spirit, who gives life to the Body of Christ and unites its members. ӹӹ Disciple: Student. The disciples were followers, or students, of Jesus. Jesus had thousands of disciples. All ChristiansSAMPLE are His disciples today.

Prayer for this session: Lord, make me an instrument of your peace: where there is hatred, let me sow love; where there is injury, pardon; where there is doubt, faith; where there is despair, hope; where there is darkness, light; where there is sadness, joy.

O divine Master, grant that I may not so much seek to be consoled as to console, to be understood as to understand, to be loved as to love. For it is in giving that we receive, it is in pardoning that we are pardoned, and it is in dying that we are born to eternal life. Amen.

176 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Warm-Up

A. Begin with the prayers for this session. B. Have your students think about a really good friend. Then ask them how they know someone is a good friend. Answers might include that you know they love you, they want to spend time with you, and you have fun together. Also, they might help you if you are having a hard time with something or try to cheer you up. C. Have your students turn to a neighbor and share about an enjoyable time they had with a friend and also a time when a friend helped them through a difficulty or shared in their sorrow or disappointment. Call on a few partners to share their experiences with the class. D. Explain that we were made for friendship with God. We can offer all our difficulties or hardships to God and He will take care of us. He is the only one who will make us truly happy!

Activity 1

A. Have students turn to Friends with Jesus Fill-in-the-Blank (page 83). Have your students follow along using the worksheet as a note-taking device as you explain the following points in a mini-lecture: ӹӹ We were made to be friends with God. God created Adam and Eve as His friends. When they sinned against Him,SAMPLE they lost this friendship. God wanted them to share His joy and happiness. Jesus came as our friend. He became human and died for us to fix this problem and make us friends again with God. ӹӹ Jesus also had to teach us how to be His friends. In order to do this, He first gathered a group or community of followers and showed them how He was their friend. Only then could they give their friendship to Him. Let’s think about our own lives. We are good friends to others when we notice that they are in trouble or in need, and then we do something to help them. Helping someone in need is a sign of our friendship with them. Jesus shows that He wants to be friends with people by helping

Session 12: Jesus Gathered a Community of Followers 177 SESSION PLAN

them in their needs, such as by curing the sick and feeding the hungry. By showing them compassion, Jesus is asking them to become His friends, too. Then Jesus will be able to share with them the perfect joy and happiness of God in Heaven. B. Explain to your students that they are going to read some passages from Scripture to see if they can find some examples of how Jesus showed that He was a friend to people and helped them with their needs. C. Arrange your students in groups of four. Have them turn to Jesus Responds to Our Needs (page 84). Assign one passage to each group and have them read their assigned passage from Scripture, describe the need that people had, and then describe how Jesus showed His friendship by responding to this need. It might be helpful to do one together as a class before sending students into groups. D. Circulate around the room to observe and assist groups as needed. E. When they are finished, call on each group to present to the class their assigned passage from Jesus Responds to Our Needs and share the answers they recorded. Have the rest of the class record the information as each group presents. SAMPLE

178 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

Activity 2

A. Explain to your students that the people whom Jesus gathered around Him were His friends, but they were more than just friends. Jesus called people to be His disciples. A disciple is someone who is a follower of Jesus. They have recognized Jesus’ love for them and made a decision to be friends with Him in return. They do this by taking Jesus as their teacher and trying to live as He does. A person can be Jesus’ friend only if he or she is His disciple. Jesus also teaches that being a disciple requires that we act as He has shown us. B. H ave students turn to Jesus Teaches Us How to Act (page 87). Arrange your students in the same groups as in the previous activity. Assign to each group one of the Scripture passages from Jesus Teaches Us How to Act. Have each group read their assigned passage and discuss and record on Jesus Teaches Us How to Act how Jesus taught His disciples to act. You may also choose to do this together as whole-group activity instead of breaking into small groups. C. Call on each group to share their portion of Jesus Teaches Us How to Act. Have the rest of the class fill in their worksheets as each group shares their discoveries.SAMPLE

Session 12: Jesus Gathered a Community of Followers 179 SESSION PLAN

Activity 3

A. Read Matthew 28:16-20 to your students. Then ask them the following questions: ӹӹ What did the disciples do when they saw Jesus? They worshipped Him. ӹӹ This story takes place after Jesus had risen from the dead. It tells us that the disciples doubted. What do you think they doubted? Answers might vary, but it is likely they doubted that it was Jesus who appeared to them on the mountain. At this point, the disciples still struggled with the idea that Jesus had truly risen from the dead. ӹӹ What three things did Jesus command the disciples to do? Make disciples of all the nations; baptize them in the name of the Father, Son, and Holy Spirit; and teach them to observe all that Jesus taught them. ӹӹ How will Jesus help them to do this? He would be with them always. B. Have students turn to Jesus Sends His Disciples to Make Other Disciples (page 90). Allow students time to read the information and respond to the questions. C. Distribute pieces of drawing or construction paper to each student and make markers or colored pencils available. Have your students imagine they are one of Jesus’ original disciples. As disciples, have them make a poster that communicates the following things: ӹӹ who Jesus was. ӹӹ two or three ways Jesus showed He was our friend. ӹӹ two or three ways that others can be Jesus’ friends and disciples. SAMPLED. Have students present their posters to the class.

Get Ready for the Next Session Bring writing paper, drawing or construction paper, and markers and/or colored pencils. Review the upcoming session.

180 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. Friends

2. Adam/Eve/ friends

3. Friendship/sad/ joy/happiness

4. Jesus/friends

5. Friends/ community

6. Helping/ friendship

7. Healing/feeding

8. God

SAMPLE

Session 12: Jesus Gathered a Community of Followers 181 Answer Key 1. The crowds follow Jesus and there are many sick people./Jesus cures the sick.

SAMPLE

182 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 2. The crowds have been with Jesus for three days and have nothing to eat./Jesus multiplies bread and fish to feed them.

SAMPLE

Session 12: Jesus Gathered a Community of Followers 183 Answer Key 3. A man is suffering from leprosy./ Jesus cures him. 4. Martha and Mary’s brother Lazarus has died./Jesus brings Lazarus back to life.

SAMPLE

184 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. Always do the will of God. 2. Love your enemies and pray for those who persecute you.

SAMPLE

Session 12: Jesus Gathered a Community of Followers 185 Answer Key 3. Love one another as Jesus loves us. 4. Keep my commandments. 5. Whoever wishes to be first must put themselves last and be a servant.

SAMPLE

186 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 6. Humble yourself and become like a child.

SAMPLE

Session 12: Jesus Gathered a Community of Followers 187 SAMPLE

188 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. The community He created.

2. To invite others to be a part of the community.

3. By being baptized and by living as Jesus taught His disciples to live.

4. The Church.

5. Through the Holy Spirit we receive at Baptism and when we receive the Eucharist.

SAMPLE

Session 12: Jesus Gathered a Community of Followers 189 Notes ______

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______SAMPLE ______

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190 © SOPHIA INSTITUTE FOR TEACHERS SESSION 13 Jesus Showed Us God’s Love

What students will learn: What students will do: ӹӹ Jesus came to show us God’s love ӹӹ Brainstorm what it means to share and make us friends with Him again. in someone’s life. ӹӹ The Sacraments are one way God ӹӹ Create a pamphlet showing God’s shows us His loveSAMPLE and makes us love. share in His divine life. ӹӹ Think of ways they can be friends ӹӹ At Baptism, we become Temples of with God. the Holy Spirit and thus sharers in God’s divine life. ӹӹ The Bible, the Sacraments, and prayer are three ways we can know God’s love for us and become friends with Him.

191 Session at a Glance

Workbook pages your students will complete: ӹӹ Sharers in God’s Divine Life Assessment ӹӹ God Loves Us (page 95) (page 92) ӹӹ Friend of God (page 97) ӹӹ Sharing in God’s Life through the Sacraments Note-Taking Guide (page 93)

Other materials you will need: ӹӹ Drawing or construction paper ӹӹ Markers and colored pencils ӹӹ Writing paper

Vocabulary your students will learn: ӹӹ Grace: The free gift of God’s life within us. We receive grace in the Sacraments.

Prayer for this session:SAMPLE Glory be to the Father and to the Son and to the Holy Spirit, as it was in the beginning, is now, and ever shall be, world without end. Amen.

192 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Warm-Up

A. Begin with the prayer for this session. B. Remind your students that God created Adam and Eve as His friends; God created them just so that He could show them His love. Then have your students, with a neighbor, think of the different gifts that God gave Adam and Eve as a sign of His love. Have them make a list, on their own paper, of as many of these gifts as they can think of. (Remind students that this is before Adam and Eve sinned.) C. Call on pairs of students to share items on their brainstorm list. Keep a master list on the board. Assist students in adding any they may have missed in their brainstorming. Answers include God breathed His breath of life in them, they lived in the beautiful Garden of Eden, all the animals were created for their enjoyment, Adam and Eve were friends with each other, no one got sick, there was no death, and so forth. The greatest gift God gave them was His friendship.

Activity 1

A. Explain to your students that when we are friends with someone, we let that friend share in our lives. God let Adam and Eve share in His life — all His joy and love. They had everything they could ever want! However, Adam and Eve rejected this gift. By turning away from God and eating from the Tree of Knowledge of Good and Evil, they were saying that they didn’t need God’s help. B. Have your students discuss with a neighbor how they would feel if they gave a gift to someone, but that person didn’t wantSAMPLE it. How would they feel if that person rejected their gift? How would they react in that situation? What would they do? Allow ample time for student pairs to share with one another; then ask for a few pairs to share about their discussion. C. Explain to your students that this is how God must have felt when Adam and Eve rejected the gift of His life. God could have responded by completely ignoring them, or even by wiping them out completely, but instead He started working to restore our friendship with Him — so that all people could share in His life once again. Ultimately, Jesus is God’s answer to Adam and Eve’s sin. D. Read aloud John 3:16-17 to your students: For God so loved the world that he gave his only Son, so that everyone who believes in him might not perish but might have eternal life. For God did not send his Son into the world to condemn the world, but that the world might be saved through him.

Session 13: Jesus Showed Us God’s Love 193 SESSION PLAN

EXPLAIN that this passage summarizes why Jesus came: He came to show us God’s love and to allow us to share in His life. Jesus didn’t come to tell us that we are in trouble with God. He came to fix the problem and make us friends again. Jesus tells us to turn away from our sin, but only because sin keeps us from being friends with God. Jesus makes us sharers in God’s divine life again. E. Distribute to each student Sharers in God’s Divine Life Assessment (page 92) and give them time to answer the questions. Go over the answers as a class.

Activity 2

A. Initiate a class discussion with the following prompt: ӹӹ What does it mean to share in someone’s life? For example, how does your grandma, or someone who loves you, share in your life? She might take you to a movie or out for ice cream. She might go to watch your soccer game or gymnastics program, or help you with your homework. She might read with you or even do something as simple as tell you she loves you and give you a hug. There are lots of examples! SAMPLEB. Explain to your students that spending time with someone, giving someone gifts, saying words of affirmation, doing acts of service, and offering physical signs of love are all ways that we can share our love and our very life with someone. C. H ave students turn to Sharing in God’s Life through the Sacraments Note-Taking Guide (page 93) for them to fill in as you give the following mini-lecture:

194 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

ӹӹ The Sacraments are the way God shows us His love and allows us to share in His life. Through the Sacraments, God gives us a share in His very life. In the Sacraments, we receive grace — the free gift of God’s life within us. Thus, it is through the reception of grace that we receive a share in God’s life. ӹӹ At Baptism, we receive the grace of salvation and become Temples of the Holy Spirit. We are made children of God, we are made to share in His life and all His blessings once again, and we are made members of the Church. ӹӹ When we receive the Sacrament of Confirmation, we are strengthened by the Holy Spirit and grace so that we can be good witnesses of Christ to the world. ӹӹ All the Sacraments help us share in God’s life, but there is one that lets us share in His life in a unique way: the Sacrament of the Eucharist. At every Mass, Jesus changes the bread and wine into His Body, Blood, Soul and Divinity. This doesn’t happen just so that we can look at it: Jesus wants us to partake in it! When we receive the Holy Eucharist, Jesus physically comes to live in us. This is a great gift — to share in God’s life in such a physical way! ӹӹ Although Jesus is physically within us for only a short time, through the Sacrament He stays with us in Spirit. We are Temples of His Spirit and share in His life as much as we can on earth. When we get to heaven, we will get to share in God’s divine life completely. There we will no longer die and we will be perfectly happy. The Eucharist is just a foretaste of our life with God in Heaven. D. Allow students time to complete the last question on Sharing in God’s Life through the Sacraments Note-Taking Guide. E. Then go over the answers to the note-taking guide as a class. SAMPLE

Session 13: Jesus Showed Us God’s Love 195 SESSION PLAN

Activity 3

A. Have your students imagine that they had a friend stop talking to them or begin to ignore them all the time. With a neighbor, have your students share how this would make them feel. After students have had time to share, call on a few pairs to share their thoughts with the class. B. Explain to your students that it is important that we take time to reflect on God’s life within us and His love for us and to spend time with Him. We certainly don’t want to ignore Him, especially after all Jesus did to make us His friends again. C. Arrange students in small groups of three or four students. Have students turn to God Loves Us (page 95) in their workbooks. Have them take turns reading the worksheet in their group and then respond to the focus questions together. D. When students have finishedGod Loves Us, distribute to each group a large piece of drawing or construction paper and help students fold it into three sections. Make markers and colored pencils available. Have each group create a trifold pamphlet to tell others how they can come to know God’s love for them. Have them include the three main ways as stated in God Loves Us, but also be creative. SAMPLEActivity 4 A. Have students to turn to Friend of God (page 97) and make markers and/or colored pencils available. Give students about five to seven minutes to respond to the writing prompt and draw a picture. B. Ask volunteers to share their answers with the class.

Get Ready for the Next Session Review the upcoming session.

196 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. God’s answer to Adam and Eve’s sin was to send His Son to show us His love.

2. Love/share

3. Friends

4. Sin keeps us from being able to be friends with God.

SAMPLE

Session 13: Jesus Showed Us God’s Love 197 Answer Key 1. The Sacraments/ love/life

2. Life/grace

3. Temples

4. Children/ blessings

5. Holy Spirit/world

6. Live

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198 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 7. Holy Eucharist

Accept reasoned answers.

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Session 13: Jesus Showed Us God’s Love 199 SAMPLE

200 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. Reading the Bible, especially the Gospels.

2. Everything that Jesus did to make us sharers in God’s life.

3. Through the Sacraments.

4. Through personal prayer.

5. That we are His sons and daughters.

SAMPLE

Session 13: Jesus Showed Us God’s Love 201 SAMPLE

Accept reasoned answers

202 © SOPHIA INSTITUTE FOR TEACHERS UNIT 3 We Are Called to Follow Jesus and to Love One Another SAMPLE Sessions in this unit: ӹӹ Session 14: The Two Great Commandments ӹӹ Session 15: We Must Love God above All Else ӹӹ Session 16: The Good Samaritan ӹӹ Session 17: Loving Others As Christ Loves Us ӹӹ Session 18: Love and Reverence for Parents/Guardians ӹӹ Session 19: Caring for God’s Creation ӹӹ Session 20: Mary Is the Queen of Heaven

Unit 3 Overview 203 Unit at a Glance

Connections to the Catechism of the Catholic Church:

Session 14 Session 17 Session 19 ӹӹ 1823, 1974, 2052, 2055, ӹӹ 1694, 1822-1823, 1844, ӹӹ 293, 339, 354, 1147, 2086 2133 2405, 2415-2418

Session 15 Session 18 Session 20 ӹӹ 206-207, 2084, 2143, ӹӹ 531-534, 2196-2206, ӹӹ 430, 484, 488-495, 508- 2174, 2807-2815 2214-2220 511, 963-969, 973-975, 1171, 2617-2619 Session 16 ӹӹ 1465, 1849, 1931

Scriptures studied in this unit: ӹӹ Matthew 6:9-13 ӹӹ Luke 2:41-52 ӹӹ Luke 21:1-4 ӹӹ Matthew 13:44 ӹӹ Luke 11:2-4 SAMPLE

204 © SOPHIA INSTITUTE FOR TEACHERS Catechist Introduction

esus knew what it was like to be one of us as yourself. The whole law and the prophets Jbecause He was fully human. He shared depend on these two commandments” in our joys and sorrows and healed physical (Matthew 22:35-40). In essence, Jesus illnesses and spiritual ones. He taught us to love summarize the first three of the Ten God and to love our neighbor as ourselves. This Commandments by saying we should first and requires us to care for our own body, mind, foremost love God with our whole selves. Then and soul as a dwelling place of the Holy Spirit. He summarized the final seven Commandments Then we can love others, from the unborn to by saying that we should love our neighbor the elderly, from our family and friends to our as ourselves. Jesus expanded on this teaching enemies, as well as the world we live in, as Jesus throughout His ministry through many loves us. parables, such as the parables of the Hidden Treasure and the Good Samaritan. Rather than replacing the Law of Moses, Jesus’ law of love The Greatest Commandments sums up the whole law and establishes it as the Jesus was challenged by a scholar of the law, law of the Kingdom of God. who asked Him, “Which commandment in the law is the greatest?” Jesus responded with a summary of the whole law: “You shall love Temple of the Holy Spirit the Lord, your God, with all your heart, with Our love for God is fundamentally demonstrat- all your soul, and with all your mind. This is ed by our love for our neighbor. This love must the greatest and the first commandment. The begin with loving ourselves. Our bodies are second is like it: You shall love your neighbor temples of the Holy Spirit. Just as in the Old

We are called to SAMPLEtreat everyone with equal respect and dignity, even our enemies. Each person is a child of God and a temple of the Holy Spirit.

Legend of St. Francis, Sermon to the Birds, by Giotto di Bondone.

Unit 3 Overview 205 Testament God dwelled first in the tabernacle and legitimate authorities God has placed with the Israelites during their desert wan- over us, by being obedient to them, respecting derings, and later in the Temple of Jerusalem, them, and showing gratitude. The Bible is filled so today does God dwell in each of our hearts. with stories of children being obedient to Jesus’ death on the Cross, His Resurrection and their parents to serve as models for own lives. Ascension, and the descent of the Holy Spirit at Even Jesus was obedient to His parents! We Pentecost made this possible. Because of this are called to treat everyone with equal respect truth, we have a responsibility to care for our and dignity, even our enemies. Each person own bodies, minds, and souls because they do is a child of God and a temple of the Holy not belong to us, but to God. We are called by Spirit. Sometimes we fail to love our neighbor, God to holiness in all that we say and do. however. When we do so intentionally, it is sinful, and we must seek God’s forgiveness. We are even called to care for the world around us, Loving Our Neighbors (Including Our our common home. By caring for others, and Enemies) and Caring for Creation for God’s creation, we demonstrate our love for Jesus calls us to love our neighbors as Him in our lives. ourselves. This means loving first our family

SAMPLE

206 © SOPHIA INSTITUTE FOR TEACHERS SESSION 14 The Two Great Commandments

What students will learn: What students will do: ӹӹ Jesus summarized the Ten ӹӹ Illustrate the Ten Commandments. Commandments with Two Great ӹӹ List ways they can live out the two Commandments.SAMPLEGreat Commandments in their lives. ӹӹ The first three Ten Commandments ӹӹ Look at sacred art. and the first Great Commandment teach us how to love God. The next seven Ten Commandments and the second Great Commandment teach us how to love our neighbor. ӹӹ Jesus teaches us about loving God and loving our neighbor in the Gospels.

207 Session at a Glance

Workbook pages your students will complete: ӹӹ The Ten Commandments (page 98) ӹӹ The Parable of the Hidden Treasure (page ӹӹ The Two Great Commandments (page 103) 101) ӹӹ The Poor Widow’s Contribution and the ӹӹ The Widow’s Mite (page 102) Parable of the Hidden Treasure (page 104)

Vocabulary your students will learn: ӹ ӹ The Ten Commandments: God’s Law given to Moses in the Old Testament. The Ten Commandments require us to act in certain ways that follow the Law of God. Failure to follow any of the Ten Commandments is a mortal sin. The gravity, or seriousness, of sins can be more or less great. For example, murdering someone is graver than stealing. A sin is also more or less grave based on who we wrong. If we set out to physically harm our parents, that is more grave than if we set out to physically harm a stranger. But both would be mortal sins. ӹӹ The Two Great Commandments: Jesus’ teaching that “You shall love the Lord, your God, with all your heart, with all your soul, and with all your mind,” and “You shall love your neighbor as yourself.” These two commandments are a summary of all Ten Commandments. SAMPLE Prayer for this session: O my God, I firmly believe that Thou art one God, in three Divine Persons, the Father, Son, and Holy Spirit. I believe that your divine Son became man and died for our sins and that he will come to judge the living and the dead. I believe these and all the truths which the Holy Catholic Church teaches because you have revealed them who are eternal truth and wisdom, who can neither deceive nor be deceived. In this faith I intend to live and die. Amen.

208 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Warm-Up

A. Begin with the prayer for this session, the Act of Faith. B. Ask students to share the rules that they have to follow in their homes. They should share examples such as completing their chores, doing their homework, going to Mass as a family, limited TV time, ect. C. Ask them what the consequences would be if they did not follow the rules. Try to draw from them that not only might they be punished, but that their houses would be a mess, they would get failing grades at school, they would waste their time, and so forth.

Share Your Faith Share some of the rules you had to follow at home when you were a child. Explain what you learned from following those rules and how that has helped you as an adult.

D. Explain that parents do not have rules in their homes because they are mean, but because they love their children. They know that their children would be happier following the rules than having to deal with the consequences of bad behavior. Parents want their children to grow up to be disciplined, happy adults who love God and take care of others. In the same way God also gives us rules. He made us, and He knows what makes us happy. If we follow His rules, then we will not have to deal with the negative consequences of sin, and we will also grow to have a loving friendship with Him.SAMPLE

Session 14: The Two Great Commandments 209 SESSION PLAN

Activity 1

A. Explain that one set of rules God gives us is the Ten Commandments He gave to Moses. These commandments teach us God’s law and guide us away from sin. B. Ask students to turn to The Ten Commandments (page 98). Review the Ten Commandments with your students. Under each commandment, have students come up with a positive action that relates to the commandment (e.g., “Do not bear false witness” can be presented as “Tell the truth when it is required of you.” Suggestions for each commandment are offered in the Answer Key). After each commandment, give your students two or three minutes to illustrate the positive action they came up with. C. Af ter reviewing the Ten Commandments, have your students share some of their illustrations with the class.

Activity 2

A. Ask your students which of the commandments is the greatest of the Ten Commandments. Accept reasoned answers. Then explain that Jesus was asked the very same question. Let’s take a look at how Jesus answered this question. Read aloud to your students Matthew 22:35-40. B. Ask your students the followingSAMPLE questions: ӹӹ Who asked Jesus a question, and why did he ask it? A scholar of the law, in order to test Him. ӹӹ What question did the scholar of the law ask? Which commandment in the law is the greatest? ӹӹ How did Jesus answer? You shall love the Lord, your God, with all your heart, with all your soul, and with all your mind. And, you shall love your neighbor as yourself.

EXPLAIN to your students that when Jesus was asked which of the Ten Commandments was the greatest, He answered with all of them! The first Commandment Jesus gave, “You shall love the Lord, your God, with all your heart, with all your soul, and with all your mind,” summarizes the first three commandments. These three commandments teach us how to love God. The second commandment Jesus gave, “You shall love your neighbor as yourself,”

210 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

summarizes the other seven commandments. These seven commandments teach us how to love our neighbor, or each other. Jesus summarized the Ten Commandments with two Great Commandments: Love God above all else, and love our neighbor as ourselves. To Jesus, all of the commandments are important. C. Write out the two Great Commandments on the board and read them aloud, having your students repeat them after you. D. Have students turn to The Two Great Commandments (page 101), and have your students write out the two Great Commandments in the space provided. Then have your students create a list of practical ways that they can live out the Great Commandments in their lives today. Encourage your students to think of four ways they can love God and four ways they can love their neighbor. Have them refer back to the list of the Ten Commandments and their drawings to help them think of ways. E. When students have finished, call on a few students and have them share what they wrote.

Activity 3

A. Ask your students what the first of the Great Commandments is. You shall love the Lord, your God, with all your heart, with all your soul, and with all your mind.

EXPLAIN to your students that the first Great Commandment tells us what the most important thing in our lives should be: God. We should put Him first, above all other things. He is more valuable SAMPLEand important than any possessions we own and all the money in the world. It can be difficult to remember to put God first, above all other things, especially when our things are good and bring us joy. But Jesus tells us the first Great Commandment is to love God above all other things. How do we do this? Jesus taught His disciples about loving God in the Gospel. Let’s take a look at few of these teachings.

Session 14: The Two Great Commandments 211 SESSION PLAN

B. Have students turn to The Widow’s Mite (page 102) and The Parable of the Hidden Treasure (page 103). Give them a few moments to observe the artwork and then ask them the following questions: ӹӹ What do your first notice about these works of art? ӹӹ What do you like about these works of art? ӹӹ Where are your eyes dawn? ӹӹ What is happening in each of these paintings? C. Next have students turn to The Poor Widow’s Contribution and the Parable of the Hidden Treasure (page 104), read both stories from Scripture, and then respond to the questions. Circulate around the room and assist as needed. D. When students have completed worksheet, review and discuss the correct answers.

SAMPLE

Get Ready for the Next Session Bring writing and drawing papers and colored pencils and/or markers. Review the upcoming session.

212 © SOPHIA INSTITUTE FOR TEACHERS SAMPLE

Session 14: The Two Great Commandments 213 SAMPLE

214 © SOPHIA INSTITUTE FOR TEACHERS SAMPLE

Session 14: The Two Great Commandments 215 Answer Key 1. Love the Lord your God with all your heart, and with all your soul, and with all your might.

2. Love your neighbor as yourself.

For all other questions, accept reasoned answers.

SAMPLE

216 © SOPHIA INSTITUTE FOR TEACHERS SAMPLE

Session 14: The Two Great Commandments 217 SAMPLE

218 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. Wealthy people putting their offerings into the treasury.

2. She put in more than all the rest because the others made offerings from their surplus wealth.

SAMPLE

Session 14: The Two Great Commandments 219 Answer Key 3. She gave out of her poverty, her whole livelihood. In other words, she gave all that she had.

4. A treasure buried in a field.

5. He hides the treasure and then out of joy sells all that he has and buys the field.

6. We should put God above all else. He is more valuable than any possessions we might have.

SAMPLE

220 © SOPHIA INSTITUTE FOR TEACHERS Reflection Questions:

Accept reasoned answers.

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Session 14: The Two Great Commandments 221 Notes ______

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______SAMPLE ______

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222 © SOPHIA INSTITUTE FOR TEACHERS SESSION 15 We Must Love God above All Else

What students willSAMPLE learn: What students will do: ӹӹ God’s name and greatness are ӹӹ Play “The First Three worthy of praise and reverence. Commandments” game. ӹӹ The first three commandments ӹӹ Sing the hymn “How Great Thou show us how to be faithful to God Art.” and honor Him. ӹӹ Write an acrostic poem. ӹӹ Jesus taught us to pray with the ӹӹ Draw a picture of themselves Lord’s Prayer. praising God. ӹӹ Play a word scramble.

223 Session at a Glance

Workbook pages your students will complete: ӹӹ Love God above All Things (page 107) ӹӹ The Lord’s Prayer in Scripture (page 112) ӹӹ “How Great Thou Art” (page 110) ӹӹ The Lord’s Prayer Fill-in-the-Blank (page ӹӹ Acrostic Poem (page 111) 113)

Other materials you will need: ӹӹ Writing paper ӹӹ Markers and/or colored pencils ӹӹ Drawing paper

Vocabulary your students will learn: ӹӹ Abba: The Hebrew word for Father. Jesus taught us to call God “Abba, Father” when we pray. ӹӹ Reverence: Honor or respect given to someone or something. The Second Commandment requires us to use God’s name with reverence. ӹӹ Yahweh: The sacred name of God, which means, “I AM,” or “I AM who AM.” God revealed His name to Moses in SAMPLEthe Burning Bush.

Prayer for this session: O Lord God, I hope by your grace for the pardon of all my sins and after life here to gain eternal happiness because you have promised it who are infinitely powerful, faithful, kind, and merciful. In this hope I intend to live and die. Amen.

224 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Warm-Up

A. Begin with the prayer for this session, the Act of Hope. B. Read aloud John 2:13-17. C. Ask your students the following questions: ӹӹ Why was Jesus angry? Because the temple had been turned into a marketplace; this was disrespectful toward the house of God. ӹӹ What is a false god? Something that is worshipped instead of God. This could be a pagan god or something else, such as money or fame. ӹӹ How can we can make sure that we do not have false gods? Always make sure that we keep God first in all that we do. ӹӹ In what ways can we show God that we believe He is the one true God? Accept reasoned answers, such as praying, going to Mass, hanging crosses in our homes, reading the Bible, and so forth. ӹӹ How can we show respect for God’s name, His Church, His Mother, and so forth? Accept reasoned answers, such as by not swearing, by treating Church property respectfully, by praising God’s name in prayer, and so forth. ӹӹ What are some ways that we can reverence God’s name every day? Pray a prayer in Jesus’ name, remembering the power of using His name in prayer. ӹӹ Do you truly worship God at Mass? How can you try to stay focused? Pay careful attention at Mass and participate in all parts of it. Pray in your mind and heart, and pray out loud at the appropriate times. SAMPLE ӹӹ What can we do during Mass to show that we love God above all else? By being focused on God and not getting distracted, by paying attention to all of the prayers, by responding to the prayers appropriately, by genuflecting reverently, by being quiet and respectful, and so forth. ӹӹ How can we keep the Lord’s Day holy in addition to going to Mass? By not working or by doing as little work as possible and by spending that time with family and other loved ones.

Session 15 : We Must Love God above All Else 225 SESSION PLAN

D. Write down the first three commandments on the board, which show us how to be faithful to God. 1. I am the Lord your God. You shall not have strange gods before me. ӹӹ The great purpose of life is friendship with God, which leads to eternal life. We place our faith in God alone. We worship, praise, and thank the Creator of all life. We believe, trust, and love God. 2. You shall not take the name of the Lord your God in vain. ӹӹ What we say reflects who we are. We respect the Lord’s name. We speak God’s name with reverence, or great respect. We never call on God to witness a lie. We don’t curse. 3. Remember to keep holy the Lord’s Day. ӹӹ On Sunday we remember Jesus’ Resurrection. We set aside Sunday as a day of rest. We avoid unnecessary work so that we can gather to worship God in the Eucharist. E. Play a game with your students to reinforce the first three commandments in our daily lives. Give the following instructions: I will read several statements describing how we should live the first three commandments. Raise one finger if the statement is about keeping the First Commandment, two fingers if it is about keeping the Second Commandment, and three fingers if it is about keeping the Third Commandment. F. After showing their fingers to indicate which commandment they think the statement relates to, ask for volunteers to explain why they think so. ӹӹ We go to Mass on Sunday. Third Commandment. ӹӹ Our actions show that we love God above everything else. First Commandment. ӹӹ We believe God is the one true God. First Commandment. ӹӹ We use God’s name with respect. Second Commandment. ӹӹ We participate fully in Mass, singing the hymns and saying the prayers out loud. Third Commandment. ӹӹ We spend special time withSAMPLE our families on Sunday. Third Commandment. ӹӹ We pray the Our Father with attention to the words. Third Commandment.

226 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

Activity 1

A. Explain to your students that the first three commandments teach us reverence for God. Write the word reverence on the board along with the following definition after the word: “Honor or respect given to someone or something.” B. Ask your students how the first three commandments teach us to show honor or respect (reverence) for God. They teach us to put God above all other things, to respect His name, and to make time to spend time with Him and to pray. C. Ask students to turn to Love God above All Things (page 107). Have students write each of the first three commandments in the space provided. Then, in the space beneath each commandment, have students list at least three things they will do this week to follow that commandment. Lastly, have students draw a picture of one of the first three commandments and how they will follow it in their own life.

Activity 2

A. Explain to your students that God told us His name in the Bible. Ask if anyone knows in which Bible story God did this. He told Moses His name from the burning bush. B. Read aloud Exodus 3:13-14:SAMPLE “But,” said Moses to God, “if I go to the Israelites and say to them, ‘The God of your ancestors has sent me to you,’ and they ask me, ‘What is his name?’ what do I tell them?” God replied to Moses: I am who I am. Then he added: This is what you will tell the Israelites: I AM has sent me to you. C. Ask your students what God tells Moses His name is. I AM. The Hebrew word for this is “Yahweh,” which means “I AM who AM.” D. Brainstorm with your students and record on the board a list of names or titles for God. Yahweh, Lord, Master, Creator, Abba, Father, Most High, Merciful God, Holy One, and so forth.

Session 15 : We Must Love God above All Else 227 SESSION PLAN

EXPLAIN that all of these are different titles we use for God and equally deserving of respect and honor. Each of these tells us something about God. God revealed his name, Yahweh, to Moses. The fact that God has a name tells us that He is knowable. It also gives us the ability to call upon Him, just as I can call upon you when I know your name. The fact that God has a name also tells us that we should honor His name and treat it with respect because it is the name of God. E. Ask students to turn to “How Great Thou Art” (page 110). Read or sing the hymn with your students. F. Ask your students the following questions: ӹӹ In what does the author of this hymn see God’s greatness? The beauty of nature/ creation. ӹӹ What causes the author of this hymn to “bow in humble adoration” of God? God’s only Son, Jesus Christ, died on the Cross and rose again so that we could live forever with God in Heaven. ӹӹ What does the word wonder mean? To be amazed or to admire. ӹӹ What causes you to wonder? Accept reasoned answers. These answers could range from something in the beauty of creation to something from a movie or a video game. Help students understand that the Holy Spirit’s gift of fear of the Lord helps us be awed by God’s love in creation, in any SAMPLEplace it can be found.

Activity 3

A. Arrange students in pairs or trios and ask them to list on writing paper all the places they can think of in nature where we see God’s greatness. B. When students have finished, have them share their lists with the whole class while you keep a list on the board. Then brainstorm together a list of words and phrases that remind us of God’s greatness. Write student responses on the board. Reference the hymn for ideas (awesome, joy, died on the Cross for us, Savior, gentle, and so forth).

228 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

C. Ask students to turn to Acrostic Poem (page 111). Have students describe God in words or phrases that begin with each of the letters in the word GREAT and then illustrate the poem.

Activity 4

A. Explain that the Lord’s Prayer is found in two accounts of the Gospel (Matthew 6:9-13 and Luke 11:2-4). Have students turn to The Lord’s Prayer in Scripture (page 112) and ask two volunteers to read the two Scripture passages aloud. B. Instruct the rest of the class to listen and compare the versions. C. Ask your students how the two versions of the Lord’s Prayer are similar and different. They are similar because they follow the same basic order and format. They are different because Matthew’s version is more detailed (OUR Father, your will be done on earth as in heaven, deliver us from the evil one). D. Explain that, taken together, these passages give us the Lord’s Prayer that we pray together at every Mass and in every Rosary. Jesus was teaching the Apostles how to pray simply and how to ask God for the right things in the right order. E. Pray the Lord’s Prayer together with your students. You may need to project the prayer on the board so that studentsSAMPLE can follow along. F. Ask your students to explain what we are praying for when we say, “hallowed be Thy name.” It means “holy is God’s name.” When we say “hallowed be Thy name,” we pray that God may be known and honored by all. G. Ask student to turn to The Lord’s Prayer Fill- in-the-Blank (page 113). Have them work individually to complete the activity. When they are finished, review and discuss the correct answers.

Session 15 : We Must Love God above All Else 229 SESSION PLAN

Activity 5

A. Read aloud Psalm 113:3: “From the rising of the sun to its setting let the name of the LORD be praised.”

EXPLAIN to your students that God is known by many names. He is called the Almighty because He is all powerful and mighty. He is King, and King of all kings. He is Creator because He created the world and all that is in it. God is also named Adonai, or Lord. He is the Alpha and the Omega, the Beginning and the End. B. Ask your students the following questions: ӹӹ Who can remember what God said his name was? God called Himself I Am, or Yahweh. ӹӹ When Jesus prayed he called God Abba. What does Abba mean? It is a Hebrew word for father. God is a great and wonderful Father. Our heavenly Father loves us so much that he calls each one of us by name! He loves us so much that He wants us to know him as Abba, Father. ӹӹ Why should we take care in talking about God? Because He is God and the Creator of all things. Therefore, He is deserving of having His name treated with respect. ӹӹ How can we use God’s name rightly? We can use God’s name in prayer and in song and in learning about Him, speaking lovingly about Him, and teaching others about Him. ӹӹ What prayers or hymns do you know that use God’s name? Answers will vary, but may include the Lord’s Prayer, the Glory Be, the Hail Mary, and so forth. ӹӹ How can we praise God our Father every day? Answers will vary. C. B rainstorm with your students a list of names of God. Record student responses on the board. Next discuss the ways in which God can be praised throughout the day. D. Distribute blank drawing paper and make colored pencils and/or markers available. Finally, have students illustrate Psalm 113:3 by drawing a picture of themselves praising the name of God between the rising and setting sun.

Activity 6 SAMPLE A. Write several names for God on the board, but scramble the order of the letters. For example: ATEHRF, BBAA, HYWEHA, ORLD — Father, ABBA, Yahweh, Lord. B. Challenge the students to unscramble the titles.

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Get Ready for the Next Session Photocopy and cut out enough cards from Catechist Resource: Good Samaritan Card-Sort Activity (page 250 in this guide) so that each group of three or four students will have a set of cards. Review the upcoming session.

SAMPLE

Session 15 : We Must Love God above All Else 231 Answer Key The First Commandment: I am the Lord your God. Do not have false gods before me.

Three ways I will follow this commandment this week: Accept reasoned answers.

The Second Commandment: Do not take the Lord’s name in vain.

Three ways I will follow this commandment this week: Accept reasoned answers.

SAMPLE

232 © SOPHIA INSTITUTE FOR TEACHERS Answer Key The Third Commandment: Keep holy the Sabbath.

Three ways I will follow this commandment this week: Accept reasoned answers.

SAMPLE

Session 15 : We Must Love God above All Else 233 SAMPLE

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Session 15 : We Must Love God above All Else 235 SAMPLE

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Session 15 : We Must Love God above All Else 237 Answer Key ӹӹ Father ӹӹ hallowed ӹӹ will ӹӹ heaven ӹӹ bread ӹӹ tresspasses ӹӹ lead ӹӹ deliver

SAMPLE

238 © SOPHIA INSTITUTE FOR TEACHERS SESSION 16 The Good Samaritan

What students will learn: What students will do: ӹӹ Through the parable of the Good ӹӹ Look at sacred art. Samaritan Jesus SAMPLEtaught us to love ӹӹ Complete a Good Samaritan card everyone. sort. ӹӹ Sometimes we sin not by doing ӹӹ Write a story about a modern-day something bad but by failing to do good Samaritan. the right thing. This is called a sin of omission. ӹӹ Jesus is the Good Samaritan who came to rescue humanity, wounded by Satan and Original Sin.

239 Session at a Glance

Workbook pages your students will complete: ӹӹ The Parable of the Good Samaritan (page ӹӹ The Good Samaritan Fill-in-the-Blank 114) (page 116) ӹӹ The Good Samaritan Graphic Organizer ӹӹ Modern-Day Good Samaritan (page 118) (page 115)

Other materials you will need: ӹӹ Catechist Resource: Good Samaritan Card-Sort Activity (page 250 in this guide)

Vocabulary your students will learn: ӹӹ Charity (Love): The theological virtue by which we love God above all things and our neighbor as ourselves for the love of God. ӹӹ Levite: A member of the tribe of Levi, one of the twelve tribes of Israel. Levites played important roles in religious services at the Temple in Jerusalem. ӹӹ Samaritan: A member of a group of people living in Israel during the time of Jesus. The Jewish people looked down upon the Samaritans and would not speak to them in public. ӹ SinsSAMPLE that result from not doing something we should do. It is a sin of ӹ Sins of omission: omission when we do not help our neighbor in need.

Prayer for this session: O Lord God, I love you above all things and I love my neighbor for your sake because you are the highest, infinite and perfect good, worthy of all my love. In this love I intend to live and die. Amen.

240 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Note: Before class, photocopy and cut out enough cards from Catechist Resource: Good Samaritan Card-Sort Activity (page 250 in this guide) so that each group of three or four students will have a set of cards.

Warm-Up

A. Begin with the prayer for this session, the Act of Love. B. Project or display the image from The Parable of the Good Samaritan (page 114) by Jan Wijnants. Then, ask your students the following questions: ӹӹ What do you first notice about this work of art? ӹӹ What do you like about this work of art? ӹӹ Where is your eye drawn? ӹӹ What is happening in this painting? ӹӹ This is a painting of Jesus’ parable of the Good Samaritan. Have you ever heard of this parable? Based on what you know, how does this painting illustrateSAMPLE the parable? Activity 1

A. Explain to your students that they are going to read and explore one of the more well-known parables of Jesus: the Good Samaritan. The term “good Samaritan” is even used in everyday language to describe someone who does a good deed or goes out of his way to sacrifice for someone else. B. Read aloud to your students the parable of the Good Samaritan from Luke 10:25-37.

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C. After reading the passage, have students turn to The Good Samaritan Graphic Organizer (page 115). Fill in the graphic organizer together as you discuss the parable. Have your students describe things that happened to each character or that each character did in the parable. D. Discuss with your students the actions of the Levite and the priest. Levites and priests were people who played important roles in religious services at the Temple in Jerusalem. They were persons whom everyone held in high esteem, but in the parable they do nothing to help the injured man and continue on their way. Have your students think of times in their own lives when they have acted as the priest and Levite did. Have your students think of people in their lives whom they look up to but who may have let them down or did not act in the way they should. Ask for a few volunteers to share. E. Contrast the behavior of the Levite and the priest with what the Samaritan does and how he goes out of his way to take care of the man who is in need. In ancient Jewish society, Samaritans were considered to be second-class citizens. There were laws that forbade good, upstanding Jews from being friends with Samaritans. And yet, it is only the Samaritan who helped the man who had been robbed. F. Ask the class if they think it’s surprising that the Samaritan, who was used to feeling outcast and treated badly by the Jews of the time, would respond so lovingly. Help students to see that when we feel outcast or treated badly by others, we might feel like being mean back, but we should instead respond withSAMPLE love, as Jesus always did. G. Ask students if they can think of times they acted like the Good Samaritan, and call on a few volunteers to share. If students give examples of times they helped their friends or loved ones, affirm their kindness but remind them that Jesus’ teaching is harder than that—He calls us to love our enemies, and to go out of our way to show love and mercy to those who treat us badly.

Activity 2

A. Arrange your students in groups of three or four and distribute to each group a set of cards from the Catechist Resource: Good Samaritan Card-Sort Activity (page 250 in this guide). Have each group sort each card into the category in which it belongs. They should recognize the elements of this activity from The Good Samaritan Graphic Organizer.

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B. Explain to your students that sometimes stories have a second meaning in addition to the first. To explore this, an additional item has been added to each category. This is another layer of symbolism, or meaning, for each of the characters in the parable. Explain that each character in the parable of the Good Samaritan symbolizes someone else in order to prompt them to figure out which character represents which in the card-sort activity. C. When students have finished sorting, review and discuss the correct answers.

Activity 3

A. Ask students to turn to The Good Samaritan Fill- in-the-Blank (page 116). Have them use the worksheet as a note-taking device as you discuss the following content in the points below. B. Explain to your students in a mini-lecture the following: ӹӹ The early Christians understood the parable of the Good Samaritan in two ways. The first way was what we discussed earlier: Jesus was teaching us how to love our neighbor. This is very important. ӹӹ Sometimes parables have a second, deeper meaning, too. This is one of those parables. The early Christians also saw that this parable helps us understand how Jesus saved us from sin. ӹӹ In order to understand the parable’s deeper meaning, we have to understand what each of the roles in the story represent: a. The man who was injured represents us human beings after the fall of Adam and Eve. We are wounded andSAMPLE left for dead because of Original Sin. b. The robbers represent the devil and his fallen angels, who fight against us and tempt us to sin. c. The priest and Levite represent anything we can try to do to save ourselves; they also represent the Old Testament laws and teachings. Neither of these things by themselves can save us and bring us back to life after Original Sin. d. The Good Samaritan is Jesus. He is the one who has compassion toward us and goes out of His way to rescue us (by coming down from Heaven). He is the only one who can save us because He is God. e. The oil and the wine that heal the wounds are God’s grace, which makes us whole again and gives us new life.

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f. The silver coins represent the price Jesus pays for us — His suffering and death. g. The inn represents the Church, which makes us healthy and strong and ready for new life. ӹӹ This parable helps us to understand God’s love for us and everything He did to save us. At the end of the parable, Jesus reminds us that we are supposed to love our neighbor just as much as He loves us when He tells us, “Go and do likewise.” C. Review and discuss the correct answers to the worksheet.

Activity 4

EXPLAIN to your students that Jesus used the Parable of the Good Samaritan to teach us how we are supposed to treat others. All people are important because they are God’s children, and Jesus wants us to love them like our brothers and sisters. Jesus teaches us that we are all neighbors on this earth. When we do not help our neighbor in need, we are neglecting our duty to love and take care of others. This is a sin of omission. We sin not only when we commit a wrong toward another but also when don’t do something we should do. A. Arrange students in groups of three or four. Have each group develop a modern-day example of the Good Samaritan by creating a script or a story using Modern-Day Good Samaritan (page 118). A modern-day example would be a situation that someone would likely encounter in the twenty-first century versus the story told from Jesus’ time period. Emphasize to the students that their stories do not have to focus on a person who is physically hurt, but on someone who is in need in some way. Circulate around the room and assist as needed. Alternatively, you could have students SAMPLEwork individually to write their own stories. B. W hen students have finished creating their modern-day examples, have each group share their story with the class.

Get Ready for the Next Session Review the upcoming session.

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Answers are the same as those on Good Samaritan Card-Sort Activity, page 250.

246 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. Neighbor/save

2. Us human beings/ Original Sin

3. Devil/angels/sin

4. Ourselves

5. Jesus/rescue/ God

6. Grace/life

SAMPLE

Session 16 : The Good Samaritan 247 Answer Key 7. Coins/death

8. Inn/life

9. Love/save

SAMPLE

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Accept reasoned answers

Session 16 : The Good Samaritan 249 CATECHIST RESOURCE Good Samaritan Card-Sort Activity

Directions: Cut apart to create sets of cards, making one set for each group of students.

The Robbers Priest and Levite The Samaritan

Harm him by Selflessly gives his Rob him doing nothing money to help

Leaves him only after he cares for Leave him without his wounds, takes Leave him to die helping him him to an inn, and ensures that he is cared for

Ignore him from Promises to come Abandon him SAMPLEa distance back to him

Symbolizes Symbolizes Symbolizes the devil and human beings Jesus his angels

250 © SOPHIA INSTITUTE FOR TEACHERS SESSION 17 Loving Others As Christ Loves Us

SAMPLE What students will learn: What students will do: ӹӹ We are to love God with all our ӹӹ Look at sacred art. hearts, minds, and souls. ӹӹ Come up with a list of the people ӹӹ As the Father loves Jesus, Jesus loves they love. us, and Jesus wants us to love each ӹӹ Listen to Scripture. other. ӹӹ Read the life story of Bl. Pier Giorgio ӹӹ Jesus said that we must be like Frassati. children to go in Heaven.

251 Session at a Glance

Workbook pages your students will complete: ӹӹ Suffer the Little Children to Come unto Me ӹӹ I Love … (page 121) (page 119) ӹӹ Bl. Pier Giorgio Frassati (page 122)

Prayer for this session: O my God, I love you with my whole heart and above all things, because You are infinitely good and perfect; and I love my neighbor as myself for love of You. Grant that I may love You more and more in this life, and in the next for all eternity. Amen.

SAMPLE

252 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Warm-Up

A. Begin with the prayer for this session. B. Have students turn to Suffer the Little Children to Come unto Me (page 119). Give students several minutes to quietly view the art before you say or ask anything. C. Onc e several minutes have passed, ask your students the following questions: ӹӹ What do you first notice about this work of art? ӹӹ What do you like about it? ӹӹ How would you describe this style of painting? ӹӹ What is happening in this painting? D. Explain to your students that this work was painted by a German artist who liked to paint scenes from the Bible as if they had happened in Germany in his lifetime. When an artist takes something from one time period (such as an event in Jesus’ life) and puts it into a different time period (such as his own time), it is called anachronism. E. Ask your students why someone might want to paint events from Jesus’ life as though they took place in their own time andSAMPLE place. Accept reasoned answers. Activity 1

A. Arrange your students in small groups and have them turn to Suffer the Little Children to Come unto Me (page 119) in their workbooks. Have them discuss the questions with each other. During this time, try to keep students focused on the artwork and the discussion questions, letting their conversations go in unexpected ways. B. Circulate among the groups, listening to their discussion, keeping them on task and offering insights or clarification where needed. C. Gather the groups back together and discuss the answers to the questions each group came up with.

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Activity 2

A. Ask your students to think of things they love. Call on volunteers to share with the class. Accept reasoned answers. They may name people, places, actions, items, and so forth. B. Read aloud to your students John 13:34-35: I give you a new commandment: love one another. As I have loved you, so you also should love one another. This is how all will know that you are my disciples, if you have love for one another. C. Ask your students the following questions: ӹӹ What is the new commandment Jesus gives? Love one another. ӹӹ How are we to love one another? As Jesus has loved us, so we should love one another. ӹӹ How does Jesus say others will know we are His disciples? By the love we have for one another. ӹӹ What are some things Jesus did because He loves us? Died on the Cross and rose for us, taught us about God, started the Church, worked miracles, gave us the Eucharist. ӹӹ How would you describe Jesus’ love for us? Generous, everlasting, without limit, sacrificial, patient, merciful, self-giving, etc.

EXPLAIN to your students that the word love is used in many way and to mean different things. We say things such as “I love my parents,” or “I love that movie,” or “I love my pet,” or “I love pizza,” or “I love to sleep late.” Each of these kinds of love is different from the others. The best kind of love is charity, because charity is love that imitates how Jesus loves. Charity is two things. First, to love God with all our heart, mind, soul, and strength by obeying Him, following Him, and praising Him. Second, charity is to want the best for other people, because we love God and He loves us and everyone. The best example of charity is Jesus. He does everything He does for us because He wants the best for us. The absolute best thing for every single person is to go to Heaven to be with God. That is why Jesus died for us; that is why He taught us how to be good; that is why He worked His miracles. That is why He wants us to love God andSAMPLE each other. When we love God, He prepares us to go to Heaven. When we love each other as generously and patiently and kindly and thoughtfully as God loves us, we are helping each other get to Heaven.

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D. Have students turn to I Love … (page 121). Have your students write in the blank circles the names of people they love (for example: parents, grandparents, brothers, sisters, friends, neighbors, Jesus, Mary, saints, their guardian angel, and so forth) but have them leave one or two blank circles. Next have them write in the names of a few people who are not currently friends or loved ones. Have your students write on the lines things they can do for these people to love them as Jesus loves them. Remember Jesus died for us while we were “enemies.” We are not only called to love our friends, but also our enemies. Circulate around the room to assist as needed. E. Ask students to share one thing they wrote on their worksheet, and why they wrote it.

Activity 3

A. Write on the board the Bible verse 1 Timothy 4:12 and read it aloud to your students. Let no one have contempt for your youth, but set an example for those who believe, in speech, conduct, love, faith, and purity.

B. Ask your students the following questions: ӹӹ To have contempt for something means that you believe that it is beneath you or unworthy of being taken seriously. What is the author of this passage saying about someone who is young? He is saying to not let others treat them as if they are beneath them or not be taken seriously just becauseSAMPLE they are young. ӹӹ This passage is from a letter written by the Apostle Paul to his disciple Timothy. Based on this passage, do you think Paul was older than Timothy? Why? Paul was older than Timothy because he was teaching him about how to act as a young person in the faith. C. In this Scripture verse, St. Paul tells Timothy he can take steps to ensure sure no one has contempt for his youth by deliberately setting a good example in his speech, conduct, love, faith, and purity. Ask students if they agree that young people may have to work harder to show others they can behave well. Have any of them ever modeled these virtues even though they are young? Call on a few volunteers to share.

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D. Explain to your students that there have been many young saints who faithfully served God and others despite their young age. They did not let their youth hold them back, and they did not let others think less of them because of their age. One such persons was Bl. Pier Giorgio Frassati. Pier Giorgio was very young, yet he showed a beautiful example of faith to his family, friends, and society. E. Ask students to turn to Bl. Pier Giorgio Frassati (page 122). Have them work individually to read the story of Pier Giorgio’s life, then answer the questions at the end. A. When your students have completed the worksheet, review and discuss the answers. B. Ask your students what things they can do to build the habits of always loving and trusting Jesus. Call on volunteers to share their ideas. Examples may include praying every morning, asking Jesus for grace throughout the day, telling Him about your day and talking to Him, remembering that Christ is watching you as you speak and interact with other people, treating people as well as if they were Jesus and Mary, and so forth. SAMPLE

Get Ready for the Next Session Photocopy and cut out the strips from Catechist Resource: Check Your Respect Strips (page 273 in this guide). Bring tape and markers and/or crayons. Review the upcoming session.

256 © SOPHIA INSTITUTE FOR TEACHERS SAMPLE

Session 17: Loving Others As Christ Loves Us 257 SAMPLE

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Accept reasoned answers

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260 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. He grew up in Italy. His family was wealthy.

2. They loved him but did not fully understand him.

3. Pier Giorgio tried to serve God and others in all that he did. He would invite his friends to come to Eucharistic Adoration and Mass with him before they did other things.

4. Pier Giorgio served the poor, the sick, the orphaned, and the soldiers returning from World War I. He even gave the poor the clothes off his own back. SAMPLE

Session 17: Loving Others As Christ Loves Us 261 Answer Key 5. He contracted polio. Huge crowds of people came.

6. “To the heights.” He always strived to do his best, and to reach Heaven.

7. Accept reasoned answers.

8. Accept reasoned answers.

SAMPLE

262 © SOPHIA INSTITUTE FOR TEACHERS SESSION 18 Love and Reverence for Parents/Guardians

What students willSAMPLE learn: What students will do: ӹӹ The Fourth Commandment is ӹӹ Play a game of Simon Says. “Honor your father and mother.” ӹӹ Listen to Scripture. ӹӹ Love of neighbor begins with love of ӹӹ Evaluate whether a scenario is family, particularly obedience and respectful or disrespectful. gratitude toward our parents. ӹӹ Write a thank-you letter to their ӹӹ The Bible contains stories of parents. children being obedient to their parents as a model for us.

263 Session at a Glance

Workbook pages your students will complete: ӹӹ The Obedience of Jesus (page 125) ӹӹ Letter to My Parents (page 128)

Other materials you will need: ӹӹ Catechist Resource: Check Your Respect ӹӹ Markers and/or crayons Strips (page 273 in this guide) ӹӹ Tape

Vocabulary your students will learn: ӹӹ Gratitude: Thankfulness. We honor our parents by being thankful to them. ӹӹ Honor: To show great respect to someone. The Fourth Commandment requires us to honor our parents. We do this by being obedient to them and by being grateful to them for giving us life and for all they do and have done for us. ӹӹ Obedience: Respecting and following the rules of someone with authority. We honor our parents by obeying or SAMPLEfollowing what they tell us.

Prayer for this lesson: Angel of God, ever this day be at my side, My guardian dear, to light and guard, to whom His love commits me here, to rule and guide. Amen.

264 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Before class, cut out the strips from Catechist Resource: Check Your Respect Strips (page 273 in this guide).

Warm-Up

A. Ask your students to name aloud one family member they would like to pray for this day. Then pray together the prayer for this session, the Guardian Angel prayer. B. Lead your class in a game of Simon Says. Play a few rounds, leading your students as “Simon,” and give small prizes (e.g., candy, pencils, stickers) to the winners. C. After playing Simon Says, ask your students the following questions: ӹӹ What was needed in order to be successful (to win) in the game? Listening closely, being quiet to hear the directions, being obedient to the directions, and so forth. Accept reasoned answers. ӹӹ How difficult was it to follow “Simon’s” directions? Students may answer that at first it was relatively easy to follow Simon’s directions, but as the game continued, it became more difficult. Accept reasoned answers. ӹӹ What were some things that made it difficult to follow “Simon’s” directions? Answers may include how quickly the directions were given, the challenge of the directions that were given, watching other students instead of “Simon,” and so forth. Accept reasoned answers. ӹӹ When else do you use the skills you used during this game? In school, during fire drills, when playing a sport, withSAMPLE parents, and so forth. Accept reasoned answers. Activity 1

A. Ask if any students know what the Fourth Commandment is. Honor your father and mother. Write the commandment on the board. Then ask your students the following: ӹӹ What do you think it means to honor someone? Accept reasoned answers. Then explain that to honor someone means to respect that person. ӹӹ What does it mean to honor or respect your father and mother? Accept reasoned answers. Help your students understand that honoring or respecting our father and mother can mean many things, but primarily it means to be obedient to them and to be grateful to them for giving us life and for all that they do and have done for us.

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ӹӹ In what ways can you be obedient to your parents? Answers may include doing our chores, listening when our parents tell us to do something, being kind to our brothers and sisters, and so forth. Accept reasoned answers. ӹӹ In what ways can you be grateful to your parents for all they do and have done for you? Answers may include saying thank you, listening better to what our parents ask of us, doing our chores or doing an extra chore, and so forth. Accept reasoned answers.

EXPLAIN to your students that honoring our fathers and mothers is not just a nice thing to do; it’s one of the Ten Commandments! God gave us each of the Ten Commandments to teach us how to love Him and how to love our neighbor. The first three Commandments teach us how to love God; the remaining seven teach us how to love our neighbor. The very first of the Commandments about loving our neighbor is about loving our family, specifically our father and mother. The first way that we love our neighbor as God commands us to do is to love our parents by honoring them — being obedient to them and being grateful for all they do and have done for us. Some of us may have only one parent or may live with our grandparents or another guardian. This commandment applies to them, too. God asks us to honor those whom He has placed in our lives to care for us and raise us. B. Ask your students to take turns sharing about a time that they honored their parents. C. Then read aloud, Ephesians 6:1-3: Children, obey your parents [in the Lord], for this is right. “Honor your father and mother.” This is the first commandment with a promise, “that it may go well with you and that you may have a long life on earth.” D. Explain to your students that in St. Paul’s letter to the Ephesians, he teaches about how husbands and wives are to treat each other, and here, he teaches about how children should treat their parents. Ask your students the following questions: ӹӹ How does St. Paul say children should act toward their parents? Children should obey their parents. ӹӹ Why does he say childrenSAMPLE should act this way? He says, “for this is right.” ӹӹ On what does St. Paul base his teaching? The Fourth Commandment: Honor your father and mother. ӹӹ What is the promise that comes with this Commandment? “That it may go well with you and that you may have a long life on earth.” In other words, if children obey their parents, they will lead good and long lives. E. Explain to your students that the Gospels contain many stories about obedience. F. Read aloud Matthew 14:22-33 and then ask the following questions: ӹӹ How did the disciples feel when they saw Jesus? Frightened. ӹӹ What two commands did Jesus give Peter? To not be afraid, and to come to Him. ӹӹ What was Peter able to do when he obeyed? He walked on water through the power of Jesus.

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ӹӹ How did Peter disobey? He became scared by the strength of the wind. ӹӹ What happened when he disobeyed? He sank. G. Conclude that this story shows us that God helps us do great things in His name if we simply trust and obey Him! H. Now read aloud Luke 5:1-11. Before you begin, ask students to listen carefully for what we can discover about obedience in these verses. I. Call on a few students to share their thoughts. Help students see that in this story, Peter obeyed even though he doubted, and great things once again happened! J. Continue to explain that Jesus was obedient to His parents, too. Even though there are not very many stories in the Bible of Jesus’ childhood, one that we do have is about Jesus’ obedience to His parents. K. Ask students to turn to The Obedience of Jesus The Obedience of Jesus

(page 125) in their workbooks. Have them work Directions:2. What Read did the Jesus’ story parents of how Jesus’discover parents a day found after theyHim beganin the Templethe journey back home?from Luke 2:41-52, then answer the questions that follow. individually to read the story of the finding of ______ach year ______his [Jesus’]5. parentsHow was Jesus obedientwere astounded to His parents at his understanding (Mary and Joseph) in this story? Ewent to Jerusalem for ______the feast and his answers. When his parents 3. Where did Jesus’ parents fi nd sawHim him,three they days were later, astonished, and what andwas He doing? the boy Jesus in the Temple from Luke’s Gospel of Passover, and when he ______was twelve years old, ______they went up according his mother said to him, “Son, why ______to festival ______custom. After they had have you done this to us? Your father and I have been looking for you with and then answer the questions. completed its days, as6. they How were was Jesus obedient to His heavenly Father, God? ______returning, the boy Jesus remained great anxiety.” And he said to them, ______behind in Jerusalem, but his parents “Why were you looking for me? Did 4. What did Jesus say to His parents when they asked why He had stayed did not know it. Thinking ______that he you not know that I must be in my behind? L. When students have completed the worksheet, was in the caravan, they ______journeyed Father’s house?” But they did not ______for a day and looked for him among understand what he said to them. He their relatives ______and acquaintances, went down with them and came to but not fi ______nding him, they returned to Nazareth, and was obedient to them; review and discuss the correct answers. Reﬂ ection Questions Jerusalem to look for him. After three and his mother kept all these things 7. What are three ways that you can be more obedient to your days they found him in the temple, in her heart. And Jesus advanced [in] parents? sitting in the midst of the teachers, wisdom and age and favor before listening to them and asking ______them God and man. questions, and all who heard ______him

______1. Where did Jesus and His parents travel to, and why? Activity 2 ______8. What are three ways that you can be more obedient to God? ______

______A. Draw a T-chart on the board. Label one side ______

“Respectful” and the other “Disrespectful.” Finding the Child Jesus in the Temple stained glass, 125 Saint Joseph Catholic Church, Somerset, Ohio. B. Distribute one strip from Catechist Resource: 126 Check Your Respect Strips (page 273 in this 127 guide) to each student and give each student a piece of tape. On each strip ofSAMPLE paper is a scenario that is either respectful or disrespectful. (There are twenty strips. Create your own scenarios on strips of paper if you have more students.) C. Have each student stand and read his or her scenario aloud, and then decide if it’s respectful or disrespectful and explain why. Then have them come to the board and tape their strips of paper in the correct column of the T-chart. D. After all the students have read their scenarios and taped their strips to the board, ask your students what the scenarios in the “Respectful” column have in common. Then ask what the scenarios in the “Disrespectful” column have in common. Accept reasoned answers, but help your students understand that the respectful scenarios all involve being kind to another or serving another, while the disrespectful scenarios all involve selfish or unkind actions.

Session 18: Love and Reverence for Parents/Guardians 267 SESSION PLAN

Activity 3

A. Ask your students to think of the different rules they follow at home. Ask for student volunteers to share a rule they follow. Keep a list on the board. B. After creating a sufficient list, ask your students why their parents might have this rule. Answers may include for their health, for their safety, because their parents love them, to keep the house clean, and so forth. Accept reasoned answers. C. Explain to your students that our parents give us rules to live by so that we can be safe, to help us grow into the best persons we can be, and most important, because they love us. The same is true of God. God gave us the Ten Commandments so that we can become the persons He created us to be and so that we can respond to His call to love: to love Him and to love our neighbor. Loving our neighbor begins with loving those who are closest to us: our families. And we love our parents and those God has placed in charge of us to care for us and raise us by being obedient to them and by being grateful to them for all they do for us. D. Have your students turn to Letter to My Parents (page 128). Have your students Letter to My Parents write a letter to their parents or guardians

Directions: Write a letter to your parents or guardians, thanking them for three things they have given you and telling them three reasons why you that responds to the following prompts. Make love them. Then draw a picture of your favorite memory together. markers and/or colored pencils available. ӹ Thank your parents for three things they D e a r ______, ӹ

______have given you.

______ӹӹ Tell your parents three reasons why you ______

______love them.

______ӹӹ Draw a picture of your favorite memory ______together. ______E. Giv e each student an envelope or have them ______Love, neatly fold their letters. Have them decorate ______the outside of the envelope (or the outside of the folded letter) and address it to their 128 SAMPLE parents. Encourage your students to take the letters home and give them to their parents and thank them for being their parents and taking care of them.

Get Ready for the Next Session Bring drawing paper and crayons, markers, and/or colored pencils. Review the upcoming session.

268 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. Jerusalem for the feast of Passover. The Obedience of Jesus

Directions: Read the story of how Jesus’ parents found Him in the Temple from Luke 2:41-52, then answer the questions that follow.

ach year his [Jesus’] parents were astounded at his understanding Ewent to Jerusalem for the feast and his answers. When his parents of Passover, and when he was twelve saw him, they were astonished, and years old, they went up according his mother said to him, “Son, why to festival custom. After they had have you done this to us? Your father completed its days, as they were and I have been looking for you with returning, the boy Jesus remained great anxiety.” And he said to them, behind in Jerusalem, but his parents “Why were you looking for me? Did did not know it. Thinking that he you not know that I must be in my was in the caravan, they journeyed Father’s house?” But they did not for a day and looked for him among understand what he said to them. He their relatives and acquaintances, went down with them and came to but not fi nding him, they returned to Nazareth, and was obedient to them; Jerusalem to look for him. After three and his mother kept all these things days they found him in the temple, in her heart. And Jesus advanced [in] sitting in the midst of the teachers, wisdom and age and favor before listening to them and asking them God and man. questions, and all who heard him

1. Where did Jesus and His parents travel to, and why? ______

______

______SAMPLE 125

Session 18: Love and Reverence for Parents/Guardians 269 Answer Key 2. Jesus was not with them or 2. What did Jesus’ parents discover a day after they began the journey back with any of their home? relatives or ______acquaintances. ______

3. In the Temple, 3. Where did Jesus’ parents fi nd Him three days later, and what was He doing? ______sitting in the ______midst of the ______teachers, listening to them and 4. What did Jesus say to His parents when they asked why He had stayed behind? asking questions. ______

4. “Why were you ______looking for me? ______Did you not know that I must be in my Father’s house?”

Finding the Child Jesus in the Temple stained glass, Saint Joseph Catholic Church, Somerset, Ohio. 126SAMPLE

270 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 5. He traveled with them to Jerusalem 5. How was Jesus obedient to His parents (Mary and Joseph) in this story? for Passover, ______

and He left with ______

them when they ______found Him in 6. How was Jesus obedient to His heavenly Father, God? the Temple. And ______

He remained ______

obedient to His ______parents after that.

6. He was in the Reﬂ ection Questions Temple learning 7. What are three ways that you can be more obedient to your from the teachers parents? there and ______teaching them. ______

______Reflection Questions:

Accept reasoned 8. What are three ways that you can be more obedient to God? answers. ______

______

SAMPLE 127

Session 18: Love and Reverence for Parents/Guardians 271 Letter to My Parents

Directions: Write a letter to your parents or guardians, thanking them for three things they have given you and telling them three reasons why you love them. Then draw a picture of your favorite memory together.

D e a r ______,

______

______SAMPLE Love,

______

128

272 © SOPHIA INSTITUTE FOR TEACHERS CATECHIST RESOURCE Check Your Respect Strips

Respectful

A man wearing a hat removes his hat when he enters a building.

Your family has friends visiting. You notice that after a meal, your mom has a big piece of lettuce on her tooth. You quietly whisper in your mom’s ear that she should check her teeth in the bathroom.

You respond with “Yes, please” or “No, ma’am” when asked a question.

You finish your homework before watching TV in the evening.

You offer to clean the table after dinner because your mom isn’t feeling well.

You pick up and throwSAMPLE away an old water bottle you find on the playground.

You are at a friend’s house and offer to help set the table for lunch.

You help take care of an elderly neighbor’s pet while she is in the hospital.

Session 18: Love and Reverence for Parents/Guardians 273 Respectful

You tell your parents where you will be when you go to play with a friend.

You ask your parents to help you study for a test.

Disrespectful

A friend is over, and you have a fun time playing together. Your toys are spread all over your room. Your friend leaves without offering to help clean up the toys.

You complain to friends at school about how mean your mom was last night because she wouldn’t tell you the answers to math homework you were working on.

You stick your tongue out at your father when he tells you to keepSAMPLE your toys off the table during dinner. You feel a sneeze coming, so you look for someone to sneeze on.

You begin whining when your grandma tells you that you can’t have a piece of candy while checking out at the grocery store.

274 © SOPHIA INSTITUTE FOR TEACHERS Disrespectful

You lie to your parents that you did well on a spelling test, when you actually received a D.

You go play in the woods when your parents told you not to.

You throw a temper tantrum when your parents tell you to turn off the TV.

You jump on the couch while with a babysitter even though that’s not allowed at your house.

You tell your mom you hate her when she won’t buy you the toy you want.

SAMPLE

Session 18: Love and Reverence for Parents/Guardians 275 Notes ______

______

______SAMPLE ______

______

276 © SOPHIA INSTITUTE FOR TEACHERS SESSION 19 Caring for God’s Creation

What students willSAMPLE learn: What students will do: ӹӹ Everything good on the earth was ӹӹ Listen to Scripture. created by God to glorify Him. ӹӹ Make a plan for how they can care ӹӹ If we love God, we will take care of for God’s creation at home. His creation. ӹӹ Hear about the life of St. Francis. ӹӹ Caring for the resources of the ӹӹ Record observations from a nature environment is something that we walk. can all do every day. ӹӹ Write a prayer of thanksgiving to God for His creation.

277 Session at a Glance

Workbook pages your students will complete: ӹӹ All activities in the St . Francis Journal (page 129)

Other materials you will need: ӹӹ Catechist Resource: St. Francis of Assisi ӹӹ Drawing paper (page 288 in this guide) ӹӹ Crayons, markers, and/or colored pencils

Vocabulary your students will learn: ӹӹ Creation: Everything that God has made. We have the responsibility to care for God’s creation. ӹӹ Natural Resources: The things of nature available to us that we use to make or build everything else. (For example, water, trees, fossil fuels, and so forth.) ӹӹ To Conserve: To protect from harm or destruction. Caring for God’s creation requires us to conserve our natural resources. SAMPLE Prayer for this session: Praise the Lord from the heavens; praise Him in the heights. Praise Him, all you His angels; Praise Him, sun and moon; praise Him, all shining stars. Praise the Lord from the earth, Lightning and hail, snow and thick clouds, storm wind that fulfills His command; Mountains and all hills, fruit trees and all cedars; Animals wild and tame, creatures that crawl and birds that fly; Young men and women, too, old and young alike. Let them all praise the Lord’s name, for His name alone is exalted, His majesty above earth and Heaven. Hallelujah! —Adapted from Psalm 148

278 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities

Warm-Up

A. Begin with the prayer for this session. B. Have students draw a picture of a special item that means a lot to them. Give each student an opportunity to talk about the item and why it matters so much to him or her. C. After all your students have had a chance to share, ask them the following questions: ӹӹ How would you feel if this item were broken, stolen, dirty, or mistreated in some way? ӹӹ How would you feel if you realized that the person who mistreated it was someone you love very much? How much more would that hurt or surprise you? D. Explain to your students that the earth is something that God loves, much as they love their special item. We are called to take care of the earth because we love God and He loves us!

Activity 1

A. Have your students turn to God’s Creation (page 130) in their St. Francis Journal. B. Read Genesis 1:1-31 aloud. Ask your students to write down everything they hear that God created as you read the story. You may need to read the passage twice to give your students a chance to compile a more complete list. C. After you have finished SAMPLEreading the story of creation, create a class list together on the board. Call on students to name the things that God created. Allow your students to write on their worksheet the parts of creation that they may have missed so their list is complete. Explain that they will be using this list later on.

Session 19: Caring for God’s Creation 279 SESSION PLAN

Activity 2

A. Have your students turn to Natural Resources (page 131) in their St. Francis Journal. Explain that the items listed on the page are natural resources. They are things from nature that we use to make everything else! Make sure the students understand where they might see each resource in their own lives. B. Have your students choose something from the list of things God made in creation or from the natural resource list to try to conserve when they go home today. Explain to your students that to conserve means to protect something from harm or destruction. C. Then have them turn to My Plan of Action (page 132) in their St. Francis Journal. Walk students through the page, and encourage them to decide on something they can do at home to care for some part of creation or a natural resource better than they usually do. Give your students time to respond to the questions on the page. Note: If your students are struggling for ideas, suggest some of the following: turn off the water while brushing your teeth, take your pet for a walk, clean up trash from your yard or street, plant something, turn off the lights when you are not using them, recycle plastics/paper/ SAMPLEaluminum, and so forth. D. Ask your students to try their new plan of conservation for “homework.”

Activity 3

A. Make a special note of the name of your students’ journal, the “St. Francis Journal.” Read aloud the Catechist Resource: St. Francis of Assisi (page 288 in this guide) to give them some background on St. Francis. Explain to your students that St. Francis is well known for respecting and loving all of God’s creation in nature. He would even talk to the birds and often heard God’s voice just by appreciating all of the beautiful parts of creation around him.

280 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

B. Take your students on a walk outside. Ask them to bring their St. Francis Journal and a pencil along with them. If this is not possible, have students fill out the page in their journals when you return to the classroom. Note: If weather or environment does not permit an actual walk outside, go somewhere in the building where students can see outside through windows and observe God’s creation around their everyday environment. If it is too dark to look outside the windows, then have your students brainstorm things God created for us to enjoy. C. As you walk outside together, pause a few times to let students either write about or draw what they observe outside on My Observations (page 133). Explain that God created everything simply because He loves them. If necessary, point out some examples as you walk, but ideally, just allow the students to make their own observations. D. Return to your classroom and have students turn to My Prayer of Thanksgiving for God’s Creation (page 134) and write a prayer thanking God for His gift of creation, naming as many specific resources or gifts of creation they observed outside as they can.

SAMPLE

Get Ready for the Next Session Bring drawing paper and markers and/or colored pencils. Print enough copies of the document titled “Marian Feasts in the General Roman Calendar” found at SophiaOnline.org/EWTNLiturgyFeasts for each group of two or three students. Review the upcoming session.

Session 19: Caring for God’s Creation 281 SAMPLE

282 © SOPHIA INSTITUTE FOR TEACHERS SAMPLE

Accept reasoned answers

Session 19: Caring for God’s Creation 283 SAMPLE

284 © SOPHIA INSTITUTE FOR TEACHERS SAMPLE

Accept reasoned answers

Session 19: Caring for God’s Creation 285 SAMPLE

286 © SOPHIA INSTITUTE FOR TEACHERS SAMPLE

Session 19: Caring for God’s Creation 287 CATECHIST RESOURCE St . Francis of Assisi

Francis was born in 1181 into a rich Italian family. He had an easy life with lots of friends and was a favorite among the noble young men of Italy.

Francis wished to become a knight and win glory. On his way to battle, he received a vision from God telling him to go home and wait for a different kind of knighthood. He listened. One day, when he was praying in a chapel, Christ spoke to Francis from the crucifix. Jesus said, “Francis, repair my church.” Francis did exactly what Jesus said. He 1181-1226 fixed the chapel’s walls and roof. Then he followed Christ’s Feast Day: October 4 commands from the Bible. He gave up all his riches to the poor and told them about God’s love.

Many men joined Francis. They also gave away their possessions. They begged when they needed food. They gave whatever they did not need to the poor and the sick. This was the knighthood Francis had been looking for: a knighthood in service of Christ and of others.

Francis set out to Egypt to try to make peace with the Sultan who was fighting Christians in the Crusades. The Sultan was impressed by Francis, but the war continued, so SAMPLEFrancis returned to Italy.

While praying one evening, Francis received the stigmata (wounds like the ones Jesus received on the Cross). He died a few years later. Religious men all over the world today continue to live according to the rules of St. Francis. They are known as Franciscans.

288 © SOPHIA INSTITUTE FOR TEACHERS SESSION 20 Mary Is the Queen of Heaven

What students will learn: What students will do: ӹӹ Mary magnifies the Lord — her life ӹӹ Look at sacred art. shows us the powerSAMPLE and love of God. ӹӹ Listen to Scripture. ӹӹ Mary was assumed into Heaven at ӹӹ Recite the Hail Holy Queen. the end of her earthly life. ӹӹ Draw pictures of Marian feast days. ӹӹ Mary is our Mother because she loves us and loves God. ӹӹ We can always ask Mary to help us. ӹӹ We honor Mary because of her deep faith in the Lord and her willingness to be the Mother of our Savior.

289 Session at a Glance

Workbook pages your students will complete: ӹӹ Trinity and Coronation of Mary Mural ӹӹ Hail Holy Queen Fill-in-the-Blanks (page (page 135) 137)

Other materials you will need: ӹӹ Drawing paper ӹӹ Markers and/or colored pencils

Vocabulary your students will learn: ӹӹ Assumption: According to tradition, at the end of Mary’s earthly life, she was assumed, or taken up, into Heaven body and soul. Mary is now in Heaven with her son, crowned Queen of Heaven and seated at His right hand. ӹӹ Fiat: Latin for “let it be done,” or “yes.” Mary responded to the angel Gabriel’s announcement that she would be the Mother of God by saying, “May it be done to me according to your word.” SAMPLE

Prayer for this session: Hail Mary, full of grace, the Lord is with thee. Blessed art thou among women and blessed is the fruit of thy womb, Jesus. Holy Mary, Mother of God, pray for us sinners, now and at the hour of our death. Amen.

290 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities

Note: Before class, print enough copies of the document titled “Marian Feasts in the General Roman Calendar” found at SophiaOnline.org/EWTNLiturgyFeasts for each group of two or three students.

Warm-Up

A. Begin with the prayer for this session. B. Have students turn to Trinity and Coronation of Mary Mural (page 135) and quietly observe the mural found in Saint Simpliciano Church in Milan, Italy. C. Once several minutes have passed, ask students: ӹӹ What do you first notice about this work of art? ӹӹ What do you like about it? ӹӹ Where is your eye drawn? ӹӹ What is happening in this painting? Mary is being crowned Queen of Heaven by her Son, Jesus, who is present with the Father and the Holy Spirit. The hosts of Heaven, all the angels and saints, stand around and observe. D. Arrange students in smallSAMPLE groups and have them turn to Trinity and Coronation of Mary Mural and discuss the questions. During this time, try to keep students focused on the artwork and the discussion questions, letting their conversations go in unexpected ways. E. Circulate among the groups, listening to their discussion, keeping them on task, and offering insights or clarification where needed.

Session 20: Mary Is the Queen of Heaven 291 SESSION PLAN

Activity 1

A. Read aloud Luke 1:46-49 (RSV translation): And Mary said, “My soul magnifies the Lord, and my spirit rejoices in God my Savior, for he has regarded the low estate of his handmaiden. For behold, henceforth all generations will call me blessed; for he who is mighty has done great things for me, and holy is his name.” B. Ask your students the following questions: ӹӹ Mary said that her soul “magnifies” the Lord. Think about a magnifying glass. What does a magnifying glass do? Makes things look bigger and easier to see. Mary does the same thing: the more we look at her life, the more we see the greatness of God. ӹӹ In what ways does Mary, by letting herself become the Mother of God, show us God’s greatness? Answers will vary.

EXPLAIN to your students that according to tradition, after Jesus ascended into Heaven, Mary spent the rest of her life helping the Apostles teach people about her Son. Then, at the end of her earthly life, Mary was taken into Heaven, body and soul. We call this the Assumption because Mary was assumed into heaven. Mary spent her whole life serving God. She agreed to be the Mother of Jesus, she raised Jesus, she believed in Him and what He taught, she was with Him at His Death on the Cross, and she helped His Apostles teach about Him. Mary is now in Heaven with her Son, crowned as Queen of Heaven and seated at His right hand. She takes care of the whole Church and everyone who asks for her help. C. Distribute to each student a piece of drawing paper. Make markers and/or colored pencils available. Have your students draw a picture of Mary helping the Church.

Activity 2

A. Remind your students that at the beginning of class they prayed a special prayer to Mary called the Hail Mary. Ask for a few volunteers to recite the Hail Mary aloud. B. Ask your students the followingSAMPLE questions: ӹӹ What other prayers do we pray to honor Mary? The Angelus, the Magnificat, the Hail Holy Queen. Explain that now we will learn the Hail Holy Queen, a prayer often prayed at the end of the Rosary. ӹӹ Why is Mary a queen? Jesus is King of the whole world. In Heaven, Mary His Mother is the queen. Mary is the Queen of Heaven and Earth. ӹӹ Can you think of a “Queen” title for Mary? Mary is the Queen of ______. Accept all reasoned answers. For example: Mary is the Queen of Peace.

292 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

C. Pray the Hail Holy Queen twice. The first time, instruct students to close their eyes and form an image of Mary in their minds as you say the prayer. The second time, invite students to repeat the prayer after you, line by line. Hail, holy Queen, Mother of Mercy, our life, our sweetness, and our hope. To you do we cry, poor banished children of Eve; To you do we send up our sighs, mourning, and weeping in this valley of tears. Turn then, most gracious advocate, Your eyes of mercy toward us, And after this our exile, show unto us the blessed fruit of your womb, Jesus. O clement, O loving, O sweet Virgin Mary. D. Ask your students the following questions: ӹӹ What did Mary look like as you imagined her during the prayer? ӹӹ What was Mary doing as you imagined her during the prayer? E. Have students turn to Hail Holy Queen Fill- in-the-Blanks (page 137) in their workbooks. Have students fill in each blank with the correct word from the word bank. Circulate around the room, giving aid where needed. F. R eview and discuss the answers to Hail Holy Queen Fill-in-the-Blanks.

Actvity 4

A. Explain to your students that the Church honors Mary in many ways throughout the liturgical year. We can show our love for Mary by celebrating the manySAMPLE feast days named for her during the course of the Church year. B. Arrange students into pairs or trios. Assign each group (or allow each group to choose) one Marian feast day from the list below. (This is not an exhaustive list. There are other Marian feast days.) Marian Feast Days ӹӹ January 1: Mary, Mother of God. ӹӹ February 11: Our Lady of Lourdes. ӹӹ March 25: The Annunciation of the Lord.

Session 20: Mary Is the Queen of Heaven 293 SESSION PLAN

ӹӹ The Immaculate Heart of Mary (Saturday after the Second Sunday after Pentecost). ӹӹ May 24: Our Lady Help of Christians. ӹӹ May 31: The Visitation of the Blessed Virgin Mary to Elizabeth. ӹӹ July 16: Our Lady of Mount Carmel. ӹӹ August 15: The Assumption of the Blessed Virgin Mary into Heaven. ӹӹ August 22: The Queenship of the Virgin Mary. ӹӹ September 8: The Birthday of the Blessed Virgin Mary. ӹӹ September 15: Our Lady of Sorrows. ӹӹ October 7: Our Lady of the Rosary. ӹӹ November 21: The Presentation of the Blessed Virgin Mary. ӹӹ December 8: The Immaculate Conception of the Blessed Virgin Mary. C. Distribute the document “Marian Feasts in the General Roman Calendar” found at SophiaOnline.org/EWTNLiturgyFeasts to each group. This document includes descriptions of the list of Marian feast days. Either distribute the entire document to each group, or cut out each feast day’s description from the document and after assigning each group a feast day, give them the corresponding description from the document. D. Have each group read the description of their assigned Marian feast day. Then, distribute to each group a blank piece of paper and have students illustrate a picture of Mary to represent the feast (filling the entire page) and label their picture with the title of the feast day. On the back of the piece of paper, have each group write a sentence or two that describes what we celebrate on that feast day. E. Have each group share their pictures with the class. SAMPLE

Get Ready for the Next Session Bring scissors, tape, and markers and/or colored pencils. Review the upcoming session.

294 © SOPHIA INSTITUTE FOR TEACHERS SAMPLE

Session 20: Mary Is the Queen of Heaven 295 Answer Key 1. From left to right: Jesus, God the Father, and Mary. The dove represents the Holy Spirit.

2. They are all angels.

3. The saints in Heaven.

4. Accept reasoned answers. Perhaps to symbolize royalty because Mary was being crowned Queen of Heaven.

5. Answers will vary.

6. Answers will vary.

SAMPLE

296 © SOPHIA INSTITUTE FOR TEACHERS SAMPLE

Session 20: Mary Is the Queen of Heaven 297 Notes ______

______

______SAMPLE ______

______

298 © SOPHIA INSTITUTE FOR TEACHERS UNIT 4 The Church Continues Jesus’ Mission of Salvation SAMPLE Sessions in this unit: ӹӹ Session 21: Jesus Chose Twelve Apostles and Made Peter the First Pope ӹӹ Session 22: Jesus’ Ascension and the Descent of the Holy Spirit at Pentecost ӹӹ Session 23: The Church Continues Jesus’ Mission on Earth ӹӹ Session 24: The Church Is United in the Holy Spirit ӹӹ Session 25: Leaders of the Church: The Pope and the Bishops ӹӹ Session 26: We Experience the Church in Our Parish

Unit 4 Overview 299 Unit at a Glance

Connections to the Catechism of the Catholic Church:

Session 21 Session 23 Session 25 ӹӹ 551-553, 754, 765, 880- ӹӹ 75, 96, 737-741, 781- ӹӹ 858-862, 869, 874-896, 883, 896 795, 797-798, 804-809, 934-939 871-896, 1113-1121, Session 22 1655 Session 26 ӹӹ 659-667, 688, 729-732, ӹӹ 3, 949, 1329, 1342, 746, 1831 Session 24 2178-2179, 2226, 2624, ӹӹ 688, 790-791, 799-801, 807, 811-816, 823-831, 836-838, 857

Scriptures studied in this unit: ӹӹ Matthew 4:18-20 ӹӹ John 13:4-5, 12-15 ӹӹ Matthew 9:9 ӹӹ John 14:16-17 ӹӹ Matthew 16:15-18 ӹӹ John 19:26-27 ӹӹ Matthew 17:1-8 ӹӹ John 20:19-23 ӹӹ Matthew 28:16-20 ӹӹ John 21:15-17: ӹӹ Mark 4:35-41 ӹӹ Acts 1:6-9 ӹӹ Mark 6:7, 12-13 SAMPLEӹӹ Acts 1:11 ӹӹ Luke 5:1-11 ӹӹ Acts 2:4, 14, 36-41 ӹӹ Luke 11:1-4 ӹӹ Acts 2:42-47 ӹӹ Luke 24:49 ӹӹ 1 Corinthians 12:4-27 ӹӹ Luke 22:14-20 ӹӹ Ephesians 4:4-6 ӹӹ John 6:67-69

300 © SOPHIA INSTITUTE FOR TEACHERS Catechist Introduction

esus established the Catholic Church during to redeem the People of God from their sin. JHis earthly life in order to continue His During His public ministry, Jesus founded mission after He returned to the Father. At His the Catholic Church — that is, He established Ascension, Jesus commissioned His Apostles to three features of the Church: her liturgy (the make disciples of all the nations and to baptize Sacraments), teachings (doctrines and dogmas), them in the name of the Father, and of the and hierarchy (priests, bishops, and the pope). Son, and of the Holy Spirit, and He promised He chose twelve men, the Twelve Apostles, to to send the Holy Spirit upon them so that they be the first bishops and to carry on His mission would be emboldened to continue His mission after He returned to the Father. And He chose in the Church. At Pentecost, Jesus fulfilled His Peter and prepared him specially to be the first promise, and the Holy Spirit descended upon pope. The Apostles faithfully carried out their the Apostles in the Upper Room, filling them great commission to spread the Good News of with His gifts so that they could go out to all salvation and make disciples of all the nations. the world and proclaim the Good News. The The Church, today, continues this work, faithful work of the Apostles continues in the Church to the teachings of Christ and His mission. today, faithfully carried out by the pope and the world’s bishops, united by the Holy Spirit. The Descent of the Holy Spirit at Pentecost The Church Continues Jesus’ Fifty days after Jesus’ Resurrection, the Mission on Earth Apostles had gathered together in the Upper Jesus’ mission on earth was the salvation of Room waiting for the Holy Spirit to come. Then, all people from sin. This is why, out of His with a sound of rushing wind, the Holy Spirit love for us, the Father sent the Son to earth: descended upon them and came to rest like SAMPLE At His Ascension, Jesus commissioned His Apostles to make disciples of all the nations.

The Ascension of Christ, by Pietro Perugino.

Unit 4 Overview 301 tongues of fire above their heads. Emboldened, all the Catholic churches and communities the Apostles, led by Peter, preached the Good in the world to be one, holy, catholic, and News of Jesus Christ and our salvation to the apostolic Church. gathered crowds. That day, more than 3,000 people repented and were baptized into the Church. The Holy Spirit, the “breath” of God, The Holy Spirit Unites the Church filled the Apostles with His gifts and enabled Like a body, the Church is made of many parts them boldly to witness their faith in Jesus and but is still one. The people of God make up the all of His promises. Body of Christ. The Holy Spirit works in and through the Church to unite all of her parts and make us holy. We most immediately experience The Leaders of the Church the Church in our local parishes, communities Today, the work of the Apostles continues in of the Christian faithful led by pastors. In our the Church. The pope and all of the world’s parishes, we receive the Sacraments and all of bishops teach the faithful and lead them to God’s gifts, everything we need to know, love, holiness so that we might attain Heaven. The and serve God. Our parish communities are pope is the successor of St. Peter, and the similar to the first Christian community led by bishops are the successors of the Apostles. the Apostles after Pentecost. Together, guided Together they lead the Catholic Church and by the Holy Spirit, we strive for holiness and imitate Jesus’ example of service to others. share in each other’s joys and sorrows. They are guided by the Holy Spirit, who unites

SAMPLE

302 © SOPHIA INSTITUTE FOR TEACHERS SESSION 21 Jesus Chose Twelve Apostles and Made Peter the First Pope

What students willSAMPLE learn: What students will do: ӹӹ Jesus chose the Apostles to be the ӹӹ Read Scripture. first bishops. ӹӹ Discuss the different roles of ӹӹ Jesus chose Peter and prepared him disciple and Apostle. to be the first pope. ӹӹ Complete a Jesus and Peter craft. ӹӹ The Apostles obeyed Jesus’ command to spread the Good News and to baptize people into the Catholic faith.

303 Session at a Glance

Workbook pages your students will complete: ӹӹ Jesus and the Apostles, Form A (page 138) ӹӹ The Mission of the Apostles (page 146) ӹӹ Jesus and the Apostles, Form B (page ӹӹ Jesus and Peter (page 150) 142) ӹӹ Jesus, Peter, and the Church (page 153)

Other materials you will need: ӹӹ Markers and/or colored pencils ӹӹ Scissors ӹӹ Tape

Vocabulary your students will learn: ӹӹ Apostle: A person who is sent out as a representative of someone else. Jesus chose twelve men to be His Apostles. They preached Jesus’ message of salvation and worked miracles in His name. Jesus gave the Apostles special authority and made them the first leaders (bishops) of the Church. ӹӹ Disciple: A student. Jesus had many thousands of disciples. They went where He did and followed His teachings. ӹӹ Bishop: The leader of a particular diocese and a main teacher of the Catholic Faith. A bishop also makes the Sacraments available to the people of his diocese. The bishops of the Church are the successors to the Apostles. They guard and protect the teachings of the Church to make sure they are handed on faithfully. ӹӹ Pope: The bishop of Rome and successor of St. Peter. The pope has the special responsibility of being SAMPLEthe head of the entire Church on earth. He unites and guides all of the world’s bishops and leads all of God’s people on earth. He is Christ’s chief representative on earth.

Prayer for this session: L e t u s p r a y f o r ______, o u r P o p e . power of his enemies. May Your hand be May the Lord preserve him, give him a upon Your holy servant. long life, make him blessed upon the earth, —From “Prayer for the Pope” and may the Lord not hand him over to the

304 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Warm-Up

A. Begin with the prayer for this session. B. Read aloud to your students Luke 6:12-16. C. Ask students to think about this passage:

ӹӹ What is the first thing Jesus did? He went to the mountain and prayed. ӹӹ Who are all the people Jesus called to Himself? The disciples. ӹӹ What did Jesus choose? Apostles. ӹӹ How many Apostles did Jesus choose? Twelve. D. Write the word disciple on the board. Explain to your students that Jesus had many thousands of disciples. The word disciple means “student.” Jesus’ disciples were His students. They followed Him and learned from Him. E. Then, write the word Apostle on the board. Explain to your students that out of His disciples Jesus chose twelve Apostles. The word Apostle means “one who is sent.” An Apostle is a person who is sent out as a representative of someone else. The Twelve Apostles were the messengers of Jesus and were sent out to represent Him. Wherever the Apostles went, they preached Jesus’ message of salvation, and they worked miracles in Jesus’ name because they represented Him.

Activity 1

EXPLAIN that Jesus did and said many things just for the Apostles because He was teaching them and training themSAMPLE so that they could be the first bishops. Like every organization, the Catholic Church needs leaders. Jesus chose and taught the Apostles to be the first Church leaders. The Apostles were the first bishops. After Jesus rose from the dead, Jesus told the Apostles that He was sending them, just as the Father had sent Him. Jesus breathed on the Apostles and gave them His spirit to strengthen them.

Session 21: Jesus Chose Twelve Apostles and Made Peter the First Pope 305 SESSION PLAN

A. Arrange your students in pairs or trios and have half of them turn to Jesus and the Apostles, Form A (page 138) and the other half turn to Jesus and the Apostles, Form B (page 142). Have each group read the given Scripture passages together and then determine and record what Jesus said and did and what the Apostles said and did in each passage. B. When students have finished, call on groups to share their findings for each Scripture passage.

Activity 2

A. Read aloud to your students Matthew 10:5a, 7-8: Jesus sent out these twelve after instructing them thus, “Go ... to the lost sheep of the house of Israel. As you go, make this proclamation: ‘The kingdom of heaven is at hand.’ Cure the sick, raise the dead, cleanse lepers, drive out demons. Without cost you have received; without cost you are to give.” B. Ask your students the following questions: ӹӹ Whom did Jesus send out? Twelve men – the Twelve Apostles. ӹӹ To whom did Jesus send the Apostle? The people of Israel because they are like lost sheep. SAMPLEӹӹ What were the Apostles to say and do on their mission? They were to tell the people “God’s Kingdom is now very near.” Then, they were to heal the sick, raise the dead, heal those with leprosy, cast out demons. ӹӹ How were the Apostles able to do this? Jesus gave them the power to do so.

306 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

C. Have your students return to their previous groups of pairs or trios. Have them turn to The Mission of the Apostles (page 146). Have each group read the given Scripture passages together regarding the call and mission of the Apostles and answer the questions. D. When students have finished, call on groups to share their findings for each Scripture passage.

Activity 3

A. Read aloud to your students Isaiah 28:16: Therefore, thus says the Lord God: “See, I am laying a stone in Zion, a stone that has been tested, a precious cornerstone as a sure foundation; whoever puts faith in it will not waver.” B. Ask your students the following questions: ӹӹ Zion is another name for the city of Jerusalem, the capital city of Israel. The sacred authors of the Bible also used Zion (and Jerusalem) to describe Heaven. What did Isaiah write that God would do to build Zion? Lay a stone in the city. ӹӹ What kind of stone would God use to build Zion? A stone that has been tested, a precious cornerstone as a sure foundation. ӹӹ What did God say about our faith? Whoever puts faith in the cornerstone will not waver. C. Explain that this passage is a prophecy about Jesus. It describes Jesus as a cornerstone, which is a large, strong stone put at the bottom corners of a building to make it stable. Jesus is the foundation of our entire Catholic Faith. Everything we believe is founded on Jesus. D. Then read aloud John 10:14-15:SAMPLE I am the good shepherd, and I know mine and mine know me, just as the Father knows me and I know the Father; and I will lay down my life for the sheep. E. Ask your students the following questions: ӹӹ Who did Jesus tell His Apostles He was? The Good Shepherd. ӹӹ What does a shepherd do? Tends and feeds his flock of sheep. ӹӹ What does Jesus say about His sheep? They know Him and He knows them. ӹӹ What does Jesus say He will do for His sheep? He will lay down his life for them.

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F. Explain to your students that not only is Jesus the cornerstone of our faith, He is also our Good Shepherd. This means that He loves us, cares for us, and leads us, just as a shepherd cares for and leads his sheep. G. Have students turn to Jesus and Peter (page 150) and complete the worksheet. When they are finished, go over the answers as a class. H. Go over Matthew 16:15-18 on the worksheet and explain to your students that Peter believed that Jesus was God. He had faith in Jesus and in Jesus’ teachings and promises. Jesus then gave Peter the task of being the rock, the foundation of His Church. Just as Jesus is the cornerstone of our faith, Peter was made to be the rock, or cornerstone of the Catholic Church. Peter’s faith and leadership help to keep the Church standing strong and rooted in true faith in Jesus Christ. I. Then go over John 21:15-17 on the worksheet and explain to your students that a flock of sheep will automatically follow their shepherd because he is the one who feeds them. The sheep know the one who feeds them and will trust him and follow him. Because Peter loved Jesus, Jesus gave Peter the task of loving Jesus’ followers. Jesus made Peter the shepherd of His Church. SAMPLEJ. Explain that Jesus gave Peter the tasks of being the foundation and shepherd because although Jesus is the cornerstone and the Good Shepherd, Jesus is in Heaven. Jesus wants the Church to have a leader on earth. Jesus wants the Church to have a pope to be the foundation and shepherd for the Church on earth. So Jesus made Peter the first pope. Every pope has been the foundation and shepherd of the Church on earth, and Jesus is always the cornerstone and Good Shepherd in heaven.

308 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

Activity 4

A. Have students turn to Jesus, Peter, and the Church (page 153). Make scissors, markers, and/or colored pencils available. In each labeled box, have your students draw a picture that represent Peter’s role as shepherd of the Church, Peter’s role as the rock or foundation of the Church, Peter’s faith in Jesus, and Peter’s love for Jesus. Also, in the two boxes labeled “Jesus” and “Peter,” have your students draw Jesus and Peter. B. When students have finished their illustrations, help them cut along the dotted lines, then fold and tape it into the shape of a church (see photo to the right).

SAMPLE

Get Ready for the Next Session Bring large pieces of red, yellow, and orange construction paper; black or dark markers; and yarn or string. Review the upcoming session.

Session 21: Jesus Chose Twelve Apostles and Made Peter the First Pope 309 Answer Key 1. What Jesus said and did: Jesus preached to a crowd from a boat. He told Simon Peter, “Put out into deep water and lower your nets.” He also told Simon Peter to not be afraid.

SAMPLE

310 © SOPHIA INSTITUTE FOR TEACHERS Answer Key What the Apostles said and did: The Apostles questioned Jesus when He told them to cast their nets into deep waters, but they followed His command. Simon Peter said to Jesus “Depart from me Lord, for I am a sinful man.”

2. What Jesus said and did: Jesus was praying. He taught the disciples how to pray by teaching them the Lord’s Prayer.

What the Apostles said and did: The Apostles asked Jesus to teach them how to pray. SAMPLE

Session 21: Jesus Chose Twelve Apostles and Made Peter the First Pope 311 Answer Key 3. What Jesus said and did: Jesus asked the Apostles if they wanted to leave Him.

What the Apostles said and did: Peter spoke for the Apostles and said, “Master, to whom shall we go? You have the words of eternal life. We have come to believe and are convinced that you are the Holy One of God.”

4. What Jesus said and did: Jesus was traveling. He said to Matthew: “Follow me.”

What the Apostles said and did: Matthew got up and followed Jesus. SAMPLE

312 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 5. What Jesus said and did: Jesus slept in a boat during a storm. He told the storm to be quiet. He also asked the Apostles why they were afraid.

What the Apostles said and did: The Apostles woke Jesus from His sleep. They asked Him if He cared that they were going to perish.

SAMPLE

Session 21: Jesus Chose Twelve Apostles and Made Peter the First Pope 313 Answer Key 1. What Jesus said and did: Jesus took Peter, James, and John up to a mountaintop, where He was transfigured and Moses and Elijah appeared with Him and He spoke with them. Jesus told the Apostles to not be afraid.

What the Apostles said and did: The Apostles went with Jesus up to the mountain top. They were amazed when Jesus was revealed in His glory and appeared with Moses and Elijah. Peter asked Jesus if he should set up tents for them. The Apostles were afraid when the SAMPLE cloud covered them and they heard the voice of the Father.

314 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 2. What Jesus said and did: Jesus ate the Passover meal with the Apostles. He said the blessing over the meal and shared the bread and cup of wine with them saying: “This is my body, which will be given for you; do this in memory of me,” and “This cup is the new covenant in my blood, which will be shed for you.”

What the Apostles said and did: The Apostles ate the Passover meal with Jesus and shared His Body and Blood. SAMPLE

Session 21: Jesus Chose Twelve Apostles and Made Peter the First Pope 315 Answer Key 3. What Jesus said and did: Jesus was dying on the Cross. He told His mother “Woman, behold your son.” He told John, “Behold, your mother.”

What the Apostles said and did: John was present at the foot of the Cross with Mary, Jesus’ mother. As Jesus commanded, he took Mary into his home.

4. What Jesus said and did: The Risen Jesus appeared to the disciples in a locked room. He showed His Apostles the wounds in His hands and side. He said to them SAMPLE “Peace be with you,” and “As the Father has sent me, so I send you.” Then He breathed on them and said, “Receive the holy Spirit. Whose sins you forgive are forgiven them, and whose sins you retain are retained.”

316 © SOPHIA INSTITUTE FOR TEACHERS Answer Key What the Apostles said and did: The disciples were hiding in fear. They rejoiced when they realized Jesus had appeared to them.

5. What Jesus said and did: Before He ascended into Heaven, Jesus was with His Apostles and said to them, “It is not for you to know the times or seasons that the Father has established by his own authority. But you will receive power when the Holy Spirit comes upon you, and you will be my witnesses in Jerusalem, throughout Judea and Samaria, and to the ends of the SAMPLE earth.” Then He ascended to Heaven.

What the Apostles said and did: The Apostles asked, “Jesus Lord, are you at this time going to restore the kingdom to Israel?” After Jesus answered them, they watched as Jesus was lifted into Heaven.

Session 21: Jesus Chose Twelve Apostles and Made Peter the First Pope 317 Answer Key 1. “Come after me.”

2. Fishers of men.

3. They left their nets and followed Him immediately.

SAMPLE

318 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 4. Two by two.

5. Authority over unclean spirits.

6. Repentance.

7. Drove out demons and cured the sick.

SAMPLE

Session 21: Jesus Chose Twelve Apostles and Made Peter the First Pope 319 Answer Key 8. They doubted.

9. All power on heaven and earth.

10. Make disciples of all the nations, baptize them in the name of the Father, Son, and Holy Spirit, and teach them to observe all He commanded them.

SAMPLE

320 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 11. Speak in different tongues (languages).

12. They stood up and proclaimed that Jesus is Lord and Messiah.

13. They were cut to the heart and asked, “What are we to do?”

14. He told them to repent and be baptized in the name of Jesus Christ for the forgiveness of their sins.

15. About three thousand.

SAMPLE

Session 21: Jesus Chose Twelve Apostles and Made Peter the First Pope 321 Answer Key 1. “Who do you say that I am?”

2. “You are the Messiah, the Son of the living God.”

3. “Blessed are you, Simon son of Jonah. I say to you, you are Peter, and upon this rock I will build my church.”

SAMPLE

322 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 4. “Do you love me?”

5. “Yes, Lord, you know that I love you.”

6. Feed His lambs, tend His sheep, and feed His sheep.

SAMPLE

Session 21: Jesus Chose Twelve Apostles and Made Peter the First Pope 323 SAMPLE

324 © SOPHIA INSTITUTE FOR TEACHERS SESSION 22 Jesus’ Ascension and the Descent of the Holy Spirit at Pentecost

What students willSAMPLE learn: What students will do: ӹӹ Jesus ascended into Heaven and ӹӹ Listen to Scripture. is seated at the right hand of the ӹӹ Make a Gifts of the Holy Spirit flame Father. poster. ӹӹ Jesus fulfills the promises He made ӹӹ Look at sacred art. before He ascended to help us follow ӹӹ Write a prayer to the Holy Spirit Him to Heaven. asking His help to lead holy lives. ӹӹ On Pentecost, Jesus sent the Holy Spirit to the Apostles, who were filled with the gifts of the Holy Spirit.

325 Session at a Glance

Workbook pages your students will complete: ӹӹ Jesus Promised (page 155) ӹӹ Pentecost Mosaic (page 158) ӹӹ Gifts of the Holy Spirit (page 157) ӹӹ My Life Is a Gift from God (page 160)

Other materials you will need: ӹӹ Large pieces of red, yellow, and orange ӹӹ Black or dark markers construction paper ӹӹ Yarn or string.

Vocabulary your students will learn: ӹӹ Ascension: Forty days after His Resurrection, Jesus went up to, or ascended into, Heaven in His glorified body. There He is seated at the right hand of the Father in all His glory. ӹӹ Pentecost: The day when Jesus sent the Holy Spirit upon Mary and the Apostles and the Church was born. Fifty days after Jesus’ Resurrection (10 days after His Ascension into Heaven), Mary and the Apostles had gathered in the Upper Room and were filled with the Holy Spirit, who came SAMPLEin a rush of wind and appeared as tongues of fire over their heads.

Prayer for this session: Come Holy Spirit, fill the hearts of your faithful and kindle in them the fire of your love. Send forth your Spirit and they shall be created. And You shall renew the face of the earth.

O God, who by the light of the Holy Spirit, did instruct the hearts of the faithful, grant that by the same Holy Spirit we may be truly wise and ever enjoy His consolations. Through Christ our Lord. Amen.

326 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Warm-Up

A. Begin with the prayer for this session. B. Ask students why they think Jesus ascended into Heaven. Accept reasoned answers and encourage students to think creatively. C. Read aloud to your students Catechism of the Catholic Church no. 666: Jesus Christ, the head of the Church, precedes us into the Father’s glorious kingdom so that we, the members of his Body, may live in the hope of one day being with him forever. D. Ask your students the following questions: ӹӹ What is Jesus head of? The Church. ӹӹ Where did Jesus go when His earthly life was completed? To His Father’s glorious kingdom. ӹӹ What do we live in hope of? Going to Heaven and being with Jesus forever. ӹӹ How does Jesus’ Ascension give us hope of being in Heaven? Jesus’ Ascension means that we can follow Him to Heaven.

EXPLAIN to your students that Jesus ascended to Heaven in order to give us hope that we can be in Heaven with Him. Jesus gives us hope that if we follow His commands in life, we can follow Him to Heaven in eternal life. Before Jesus ascended into Heaven, He promised the Apostles that He would help them and help everyone to follow Him. E. Have your students turn to Jesus Promised (page 155) and work individuallySAMPLE to read each promise Jesus made before His Ascension and then rewrite each promise in their own words. F. When students have finished, ask for volunteers to share their rewrites of Jesus’ promises. Then ask the following questions: ӹӹ Jesus is always with us. How does this help us get to Heaven? Since Jesus is always with us, He always strengthens us to do what is right.

Session 22: Jesus’ Ascension and the Descent of the Holy Spirit at Pentecost 327 SESSION PLAN

ӹӹ How does the Holy Spirit help us to get to Heaven? The Holy Spirit fills us with grace. ӹӹ The Apostles went to many countries to be witnesses of the Good News; how does this help us go to Heaven? Because of the Apostles, the good news of Jesus came to us, even though we live far away from where Jesus lived. ӹӹ How does Jesus’ promise, through the angels, that He will return, help us to get to Heaven? Jesus will come back and bring everyone who loves Him into Heaven.

Activity 1

A. Tell your students that they are going to be learning the lyrics to the song “That Where I Am” by Rich Mullins. Say each line and then have the students repeat after you: That where I am, there you may also be Up where the truth, the truth will set you free In the world you will have trouble, but I leave you my peace That where I am, there you may also be. B. Then play the video of the song “That Where I Am” by Rich Mullins found at the following link: SophiaOnline.org/ThatWhereIAmRichMullins. C. Have your students reflect on the song as they listen. Encourage them to sing along with the chorus.

Activity 2

A. Explain to your students that Jesus promised many times in Scripture to send the Holy Spirit. Do they know at what biblical event the Holy Spirit came? Pentecost. B. Explain to your students that Pentecost is the day when the Holy Spirit came to the Apostles, just as Jesus promised. The word Pentecost means “50 days.” Pentecost happened 10 days after Jesus ascended into Heaven,SAMPLE and 50 days after Easter. C. Read aloud to your students Acts 2:1-4. D. Ask students the following questions about the passage: ӹӹ Where were the Apostles at the time of Pentecost? They were all in one place together. ӹӹ What did the Apostles hear and feel? A noise from the sky like a strong driving wind that filled the house. ӹӹ What did the Holy Spirit look like? Tongues of fire that came to rest on each of the Apostles. ӹӹ What could the Apostles do after the Holy Spirit came? The Apostles could speak in different languages.

328 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

ӹӹ Why do you think it was important that the Apostles could speak in different languages? Answers will vary. Help your students understand that Jesus told them He wanted them to be witnesses of the Good News all over the world. ӹӹ What do you think it means that the Apostles were filled with the Holy Spirit? They were filled with His life; He came into their souls.

EXPLAIN to your students that when the Holy Spirit fills a person, He gives that person certain gifts. We receive the gifts of the Holy Spirit specifically through the Sacraments of Baptism and Confirmation. There are seven gifts of the Holy Spirit; they are: wisdom, understanding, counsel, fortitude, knowledge, piety, and fear of the Lord. E. Have students turn to Gifts of the Holy Spirit (page 157) and take turns reading aloud the descriptions of each gift of the Holy Spirit. Then distribute to each student a piece of red, orange, or yellow construction paper. Have each group cut their paper into the shape of a flame, similar to the one to the right. (Consider drawing the flame shape on the board for students to copy.) F. On the construction paper,SAMPLE both front and back, and using a black or dark marker, have your students write out each Gift of the Holy Spirit and a one-sentence definition in their own words of each gift of the Spirit. G. Walk around the room, offering help where needed and answering questions. H. When students have finished, ask for volunteers to share their definitions of the gifts of the Holy Spirit.

Session 22: Jesus’ Ascension and the Descent of the Holy Spirit at Pentecost 329 SESSION PLAN

I. Then punch a hole in the top of each student’s flame and tie a piece of yarn to it for them to take home.

Activity 3

A. Have students turn to Pentecost Mosaic (page 158). Give students several minutes to quietly view the art before you say or ask anything. B. Once several minutes have passed, ask your students the following questions: ӹӹ What do you first notice about this work of art? ӹӹ What do you like about it? ӹӹ Does anyone know what a mosaic is? A work of art created by putting together small pieces of colored glass, stone, or other materials. ӹӹ Does this mosaic look old or new? Why do you think so? ӹӹ What is in the center of the image? The Holy Spirit sitting on a throne. ӹӹ How many people are sitting on thrones? Twelve. C. Explain to your students that this mosaic is located in San Marco Basilica in Venice, Italy. It is a dome over where people gather in the church for Mass. This mosaic was created in the 1200s. Many churches in Italy have domes with the Holy Spirit depicted on the inside at the very top. If you stand under the dome, it looks like the Holy Spirit is coming down to you. Here, the Holy Spirit is sitting on a blue and gold throne. All around Him are seated the Twelve Apostles. Between the windows are people from all the different countries where the Apostles went preaching about Jesus. D. Arrange students into smallSAMPLE groups and have them turn to Pentecost Mosaic (page 158). Have them discuss the questions with each other. During this time, try to keep students focused on the artwork and the discussion questions, letting their conversations go in unexpected ways.

330 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

Activity 4

A. Ask your students how they know that they are alive. Answer may include because they are breathing, have a heartbeat, can think, can see and hear and use their other senses, and so forth. Accept reasoned answers. B. Explain that one way we know we are alive is because we are breathing. We can feel ourselves breathing, which means we are alive. Breath and life are connected. A person who is alive breathes, and a person who breathes is alive. C. Read aloud to your students Genesis 2:7: Then the Lord God formed the man out of the dust of the ground and blew into his nostrils the breath of life, and the man became a living being. D. Ask your students the following questions about this passage: ӹӹ This passage is about God creating Adam. What did God create Adam out of? The dust of the ground. ӹӹ What did God do to make Adam alive? God blew into Adam the breath of life. E. Next read aloud to your students the following sentences from the Catechism of the Catholic Church no. 691: “Holy Spirit” is the proper name of the one whom we adore and glorify with the Father and the Son. The Church has received this name from the Lord and professes it in the Baptism of her new children. The term “Spirit” translates the Hebrew word ruah, which, in its primary sense, means breath, air, wind. … [He] is personally God’s breath, the divine Spirit. F. Ask your students the following questions about this passage from the Catechism: ӹӹ With whom do we glorify the Holy Spirit? With the Father and the Son. ӹӹ Who taught us that the Third Person of the Trinity has the name Holy Spirit? The Lord Jesus. ӹӹ From what language does the word “Spirit” translate? Hebrew. ӹӹ What is the Hebrew SAMPLEword? Ruah. ӹӹ What does ruah mean? Breath, air, wind. ӹӹ That means that the Holy Spirit is God’s what? Breath. ӹӹ If the Holy Spirit is the breath of God, what did God breath into Adam? The Holy Spirit. G. Explain to your students that God gives each one of us life. Like Adam, He breathes His breath of life into each of us and creates each of our souls. In the Sacraments, God continues to breathe His life into us and fills us with the Holy Spirit so that we can live holy lives. H. Explain that when God created the first human being, Adam, God breathed His life into that person so that he came alive. Then, on Pentecost, God breathed His Spirit into the Apostles so that they could preach and make the Church alive all over the world.

Session 22: Jesus’ Ascension and the Descent of the Holy Spirit at Pentecost 331 SESSION PLAN

I. Have your students turn to My Life Is a Gift from God (page 160) and write a prayer thanking God for their lives and asking the Holy Spirit to help them lead holy lives. Then, ask your students write about or draw four things they can do to lead holy lives. J. When your students have finished, have them share with a neighbor or with the whole class something that they wrote or drew from My Life Is a Gift from God. Then, share your own thoughts.

SAMPLE

Get Ready for the Next Session Note: Before class, prepare for the class skits by dividing students into five groups, one group per skit, and photocopying for each student their assigned skit from Catechist Resource: What the Apostles Did after Pentecost (page 358 in this guide). Review the upcoming session.

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Accept reasoned answers

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Accept reasoned answers

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Accept reasoned answers

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Session 22: Jesus’ Ascension and the Descent of the Holy Spirit at Pentecost 339 Notes ______

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340 © SOPHIA INSTITUTE FOR TEACHERS SESSION 23 The Church Continues Jesus’ Mission on Earth

What students willSAMPLE learn: What students will do: ӹӹ The Church continues Jesus’ mission ӹӹ Perform skits. on earth: the salvation of all souls. ӹӹ Work in small groups. ӹӹ The Church can be understood ӹӹ Create a stained-glass window. as the family of God, the Body of Christ, and the Temple of the Holy Spirit. ӹӹ Jesus founded the Church during His earthly life.

341 Session at a Glance

Workbook pages your students will complete: ӹӹ Three Ways of Understanding the Church ӹӹ The Bishops and Priests of the Church (page 162) (page 169) ӹӹ The Sacraments (page 165) ӹӹ Liturgy, Doctrine, and Hierarchy of the ӹӹ The Teachings of the Church (page 167) Church Stained-Glass Window (page 171)

Other materials you will need: ӹӹ Catechist Resource: What the Apostles ӹӹ Tape or glue Did after Pentecost (page 358 in this ӹӹ Markers and/or colored pencils guide) ӹӹ Scissors

Vocabulary your students will learn: ӹӹ Church: The community of disciples founded by Jesus that will exist until the end of time. The Church is at the same time human and divine. It is the gathering of God’s people on earth and it is the mystical Body of Christ. The Church is also the Temple of the Holy Spirit, who gives life to the Body of Christ and unites its members. ӹӹ Family of God: A title for the Church. By our Baptism, we are made sons and daughters of God and members of His family, the Church. ӹӹ Temple of the Holy Spirit:SAMPLE A title for the Church. A temple is a place where God dwells. The Holy Spirit dwells in the Church and guides the Church to holiness. The Holy Spirit is the soul of the Church, and unites all of its members.

Prayer for this session: Breathe into me, Holy Spirit, that my thoughts may all be holy. Move in me, Holy Spirit, that my work, too, may be holy. Attract my heart, Holy Spirit, that I may love only what is holy. Strengthen me, Holy Spirit, that I may defend all that is holy. Protect me, Holy Spirit, that I may always be holy. — Prayer to the Holy Spirit by St. Augustine

342 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Note: Before class, prepare for the class skits by dividing students into five groups, one group per skit, and photocopying for each student their assigned skit from Catechist Resource: What the Apostles Did after Pentecost (page 358 in this guide).

Warm-Up

A. Begin with the prayer for this session. B. After praying together, ask your students the following questions: ӹӹ To whom did we just pray? The Holy Spirit. ӹӹ What were some of the things we asked the Holy Spirit for? For Him to breathe into us, move in us, attract our hearts, strengthen us, and protect us. ӹӹ Why did we ask the Holy Spirit to do these things? So that our thoughts and our work might be holy, that we might love and defend what is holy, and that we might always be holy. ӹӹ How would you summarize this prayer in one sentence? Accept reasoned answers. Help students to understand that this prayer asks the Holy Spirit to make us and the things we do holy. C. Ask your students what Jesus’ mission on earth was. Accept reasoned answers, but do not reveal the correct answer. D. Read aloud to your students John 3:16 and John 10:10b: For God so loved the world that he gave his only Son, so that everyone who believes in him might not perish but might have eternal life. (John 3:16) I came so that they mightSAMPLE have life and have it more abundantly. (John 10:10b) E. Ask your students again, given these Scripture passages, what Jesus’ mission on earth was. Help your students come to understand that Jesus’ earthly mission was the salvation of all souls — to give eternal life to God’s people. Explain that everything that Jesus did was directed toward this goal or mission. He died on the Cross, rose from the dead on the third day, and ascended into Heaven to save us from sin and bring us to everlasting life. F. Ask your students what the Apostles did after Jesus ascended into Heaven and the Holy Spirit descended upon them at Pentecost. Accept reasoned answers. G. Explain that at His Ascension, Jesus commanded the Apostles to preach the Good News so all people would believe in Him and follow Him. Then, on Pentecost, the Holy Spirit gave the Apostles the grace and power they needed to preach all over the world. From there the Apostles

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traveled throughout the known world, doing what Jesus had commanded them to do: preach the gospel and make Christians of all the world. They were strengthened to do so by the power of the Holy Spirit. The Apostles continued Jesus’ mission — the salvation of all souls. Today, the Church carries on this same mission of Christ following in the footsteps of the Apostles.

Activity 1

A. Arrange your students in five groups. Give each group copies of one of the scripts, one copy for each student, from Catechist Resource: What the Apostles Did after Pentecost (page 358 in this guide). Give students some time to look over the scripts and prepare a brief skit, acting out their assigned script. Circulate around the room, offering help and answering questions. B. When students have had sufficient time to prepare, have groups perform their skits in order. C. After the first skit, ask your students the following questions: ӹӹ Who was in this skit? The Apostles and a crowd of Jews from many countries. ӹӹ When did this happen? Right after the Holy Spirit descended on the Apostles on Pentecost. ӹӹ How do you know the Holy Spirit filled the Apostles? The Apostles were speaking in different languages. ӹӹ What did Peter say about the Holy Spirit and salvation when quoting the prophet Joel? He said that the Holy Spirit would be poured out upon the people and everyone who calls on the name of the Lord would be saved. ӹӹ What did Peter say about Jesus? Jesus is both Lord and Messiah. In other words, He is the one promised in the Old Testament — the one who came to pour out God’s spirit and save us. D. After the second skit, ask your students the following questions: ӹӹ Who was in this skit? A crowd of Jews and Peter. ӹӹ How did the Jews feel after Peter’s preaching? What do you think that means? They were cut to the heart. Peter’s preaching spoke to them deeply. ӹӹ What did the Jews ask ofSAMPLE Peter and the other Apostles? The Jews asked them what they should do. ӹӹ What was Peter’s answer? Repent and be baptized. ӹӹ In whose name did Peter say the Jews could be forgiven? In the name of Jesus Christ. E. After the third skit, ask your students the following questions: ӹӹ Who was in this skit? A group of early Christians and the Apostles. ӹӹ What did the group of early Christians share? Everything they owned. ӹӹ What were the early Christians amazed at? The miracles worked by the Apostles in the name of Jesus.

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ӹӹ What is the “breaking of the bread”? The Eucharist. ӹӹ What happens every day? More people come to be baptized into faith in Jesus and to be saved. F. After the fourth skit, ask your students the following questions: ӹӹ Who was in this skit? Peter, John, and a crippled man. ӹӹ Where did Peter and John go? To the Temple area. ӹӹ What did the crippled man ask Peter and John for? Money. ӹӹ What did Peter and John give the crippled man? A miracle; they healed him. ӹӹ In whose name did Peter and John work the miracle? In Jesus’ name. G. After the fifth skit, ask your students the following questions: ӹӹ Who was in this skit? The Apostle Philip, the people of Samaria, Peter, and John. ӹӹ What did Philip do? He preached to the people of Samaria, worked miracles, cast out unclean spirits, healed people, and baptized people. ӹӹ In whom did Philip bring the people of Samaria to believe? Jesus Christ. ӹӹ What did Peter and John do? They laid hands on the people so they could receive the Holy Spirit. ӹӹ With whom did Peter and John fill the people? The Holy Spirit. EXPLAIN to your students after all of the skits have been performed that the Apostles were able to continue doing the things that Jesus had done — preaching, miraculously healing people, baptizing, forgiving people of their sins, giving them the Holy Spirit, consecrating bread to be the Eucharist — because of the power of the Holy Spirit and because they acted in the name of Jesus Christ. The same is true today of the Church. The Holy Spirit dwells within the Church and moves her members to act in the name of Jesus Christ and follow him.

Activity 2 A. Write on the board the followingSAMPLE three sentences: 1. The Church is the family of God the Father. 2. The Church is the Body of Christ. 3. The Church is the Temple of the Holy Spirit. B. Explain to your students that each of these is a different way for us to see and understand the Church. You are now going to read about each of these ways of understanding the Church and answer some questions about them.

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C. H ave each student turn to Three Ways of Understanding the Church (page 162). Have students work individually or with a partner to read the given paragraphs from the Catechism of the Catholic Church and the short explanations that follow and to answer the questions. D. When students have finished, review and discuss the correct answers.

Activity 3

A. Write “Peanut butter and jelly sandwich” on the board. Then ask your students what the necessary or essential parts of a peanut butter and jelly sandwich are. In other words, what is absolutely needed to make a peanut butter and jelly sandwich, without which it wouldn’t be a peanut butter and jelly sandwich? Accept reasoned answers. Keep a list of student answers on the board. Your students should list the following: bread, peanut butter, and jelly. They may include things such as a plate or a knife, but those aren’t essential to the sandwich.

EXPLAIN to your students that just as a peanut butter and jelly sandwich is made of important parts, so, too, is the Church. Three aspects of the Church founded by Jesus are the Church’s Sacraments (liturgy), her teachings (doctrine), and her bishops SAMPLEand priests (hierarchy). Jesus founded these aspects of the Church during His earthly life. Therefore we can truly say that Jesus founded the Catholic Church during His earthly life. B. Arrange students in six groups. Assign two groups to each of the following worksheets: ӹӹ The Sacraments (page 165). ӹӹ The Teachings of the Church (page 167). ӹӹ The Bishops and Priests of the Church (page 169).

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C. Have each group work together to read the paragraphs on the worksheets and answer the questions. D. After allowing sufficient time for groups to read and answer the focus questions, distribute Liturgy, Doctrine, and Hierarchy of the Church Stained-Glass Window (page 171) to each student and make markers and/or colored pencils available. Have each student create a stained-glass window drawing to symbolize their assigned element of the Church. E. When students have finished, break the original six groups into new groups of three consisting of one student who worked on each of the worksheets. Have your students in these new groups take turns teaching each other about their assigned element of the Church and explaining their stained-glass windows. Circulate around the room and observe and assist as needed. F. When all is complete, have your students cut out their stained-glass windows and tape or glue them together into a trifold with the stained-glass windows of the other two members of their group to create a “mini- church.” The trifolds should be able to stand freely for display in yourSAMPLE classroom.

Get Ready for the Next Session Review the upcoming session.

Session 23: The Church Continues Jesus’ Mission on Earth 347 Answer Key 1. By faith and baptism.

2. The family and one people of God.

3. Jesus Christ.

SAMPLE

348 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 4. Christ’s.

5. He is the Head.

6. From Christ, in Christ, and for Christ.

SAMPLE

Session 23: The Church Continues Jesus’ Mission on Earth 349 Answer Key 7. A temple is a place where God lives.

8. Life, unity, gifts, and charisms.

9. By helping everyone to be united even when they are very different kinds of people.

SAMPLE

350 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. The words and actions of Jesus during His earthly life.

2. There are seven Sacraments: Baptism, Confirmation, Holy Eucharist, Reconciliation, Anointing of the Sick, Holy Matrimony, and Holy Orders.

SAMPLE

Session 23: The Church Continues Jesus’ Mission on Earth 351 Answer Key 3. They make God known to His people and communicate His grace.

4. The Eucharist, because in it we receive the true Body and Blood of Jesus Christ.

5. Jesus began His public ministry at a wedding. During His earthly life Jesus gave the Apostles the power of “binding and loosing.” In other words, Jesus gave the Apostles the power to act in His place. He gave the Apostles the power to forgive sins, and He commanded them to baptize all the nations. He taught them to feed His people SAMPLE with the Eucharist at Mass. Jesus sent the Apostles out to heal the sick, and He sent the Holy Spirit to be with His people.

6. For over 2,000 years. She will stop when Christ comes again at the end of time.

352 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. To teach the nations all that He commanded.

2. They are perfect and have never been changed and will never be changed.

SAMPLE

Session 23: The Church Continues Jesus’ Mission on Earth 353 Answer Key 3. The Church guards and protects Christ’s teachings.

4. To the Apostles, who then handed them on to the popes, bishops, and priests of the Church.

5. He taught in the Temple and in synagogues, He taught crowds of people, and He taught individuals. He taught in parables and in sermons.

6. Jesus specifically taught about God Himself, that He is a Trinity and that He loves us. He taught about His own Incarnation and about God’s plan for our salvation and how SAMPLE we can be saved.

354 © SOPHIA INSTITUTE FOR TEACHERS SAMPLE

Session 23: The Church Continues Jesus’ Mission on Earth 355 Answer Key 1. The bishops are the successors of the Apostles. The bishops were given their power and authority directly from the Apostles, who received it from Jesus.

2. Guard and protect the teachings of the Church, serve as the Church’s main teachers, and make the Sacraments available to God’s people.

3. He is the bishop of Rome, the successor of St. Peter, and the Vicar of Christ, head teacher of the Church.

4. Representatives of their bishop who serve in their SAMPLE bishop’s place.

5. The Twelve Apostles.

6. The power the pope has over the Church to lead and teach in Christ’s name.

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Session 23: The Church Continues Jesus’ Mission on Earth 357 CATECHIST RESOURCE What the Apostles Did after Pentecost

Directions: Copy and cut out the skit cards. Distribute one to each group and have students perform the skit.

1 . Peter Preaches on Pentecost Based on Acts 2:4-5, 8-10, 14, 16-17, 21-22, 33, 36

Narrator: The Apostles were all filled with the Holy Spirit and began to speak in different tongues, as the Spirit enabled them to proclaim.

Jews: How does each of us hear those men speaking in our many different native languages? We are Parthians, Medes, and Elamites, inhabitants of Mesopotamia, Judea and Cappadocia, Pontus and Asia, Phrygia and Pamphylia, Egypt and the districts of Libya near Cyrene, as well as travelers from Rome.

Peter: Let this be known to you, and listen to my words. This is what was spoken through the prophet Joel: “It will come to pass in the last days,” God says, “that I will pour out a portion of my Spirit. And it shall be that everyone shall be saved who calls on the name of the Lord.”

Jews: We remember this prophecy. Is God’s promise truly fulfilled today? SAMPLE Peter: Jesus was commended to you by God with mighty deeds, wonders, and signs, which God worked through Him in your midst, as you yourselves know. Exalted at the right hand of God, Jesus received the promise of the Holy Spirit from the Father and poured it forth, as you see and hear. Therefore let the whole house of Israel know for certain that God has made Jesus both Lord and Messiah.

358 © SOPHIA INSTITUTE FOR TEACHERS 2 . The Apostles Baptize Jews into Faith in Jesus Based on Acts 2:37-39, 41

Jews: We have heard Peter telling us that Jesus is the Messiah. He is the Savior sent from God! We feel cut to the heart. Peter! Apostles of Jesus! What are we to do, my brothers?

Peter: Repent and be baptized, every one of you, in the name of Jesus Christ for the forgiveness of your sins; and you will receive the gift of the Holy Spirit.

Jews: Yes, we want our sins to be forgiven! We want to receive the gift of the Holy Spirit in the name of Jesus! But how can this be possible?

Peter: God made this promise to you and to your children and to all those far off, whomever the Lord our God will call.

Jews: We accept your message, Peter. We want to be baptized.

Narrator: Those who accepted his message were baptized, and about three thousand persons were added that day. SAMPLE

Session 23: The Church Continues Jesus’ Mission on Earth 359 3 . How the Early Christians Lived Based Act 2:42-47

Narrator: The Jewish people who now were baptized into faith in Jesus lived in peace together.

Christian 1: I love to listen to the teaching of the Apostles and to learn about Jesus.

Christian 2: We live together and pray together and eat our meals together, like a family because we are the family of God.

Christian 3: We sold everything we did not need, and we used the money to buy things that other people needed. We share and give everything we have so that everyone has what they need.

Christian 4: We are amazed by the power of God working through the Apostles. In the name of Jesus, the Apostles work miracles. They heal people and cure people!

Christian 5: The most amazing miracle is that they consecrate bread and wine to be the Eucharist, the Body, Blood, Soul, and Divinity of Jesus.

Apostles: We lead the Christians in prayer together every day in the Temple.SAMPLE Then we go to our homes and consecrate bread. We receive the Eucharist together.

Christians: Let us praise God! And every day more people come to the Apostles to be baptized into faith in Jesus and to be saved.

360 © SOPHIA INSTITUTE FOR TEACHERS 4 . Peter and John Heal a Crippled Man in the Name of Jesus Based on Acts 3:1-8

Peter: Let us go up to the Temple area.

John: Yes, it is the three o’clock hour of prayer.

Peter: Look, there is the man who was crippled from birth.

John: Some people carry him from there to the Temple gate every day, and he begs for money.

Crippled man: Can you spare me some money?

Peter: Look at us.

Crippled man: Yes, I am looking at you.

Peter: I have neither silver nor gold, but what I do have I give you: in the name of Jesus Christ the Nazarene, rise and walk.

Narrator: Then Peter took the crippled man by the right hand and raised him, and immediately his feet and ankles grew strong. He leaped up, stood, walked around, and went into the Temple with them, walking and SAMPLEjumping. Crippled man: Praise be to God!

Session 23: The Church Continues Jesus’ Mission on Earth 361 5. Philip Preaches and Baptizes, and Peter and John Confirm Based on Acts 8:5-8, 12, 14-17

Philip: The Holy Spirit filled us with His grace and power on Pentecost, and Jesus told us to preach the Good News to all people. So I went down to the city of Samaria and proclaimed the Messiah to them.

People of We all listen to Philip, to all that he says and all the miracles Samaria: he works. He sends unclean spirits out of possessed people, and he heals the crippled and paralyzed people in the name of Jesus. There is great joy in our city!

Philip: The people of Samaria believe the Good News about the kingdom of God.

People of We believe in Jesus Christ. And Philip baptized us in faith in Samaria: Jesus!

Apostles in We have heard that Philip has taught and baptized the Jerusalem: people of Samaria. Peter and John, you should go to Samaria to confirm the people that Philip baptized in the Holy Spirit.

Peter and Let us go to the people of Samaria. John: SAMPLE Philip: Peter and John, you are most welcome here! Thank you for coming. Will you lay hands on the people of Samaria so that they can be confirmed in the Holy Spirit?

Peter and God our Father, send forth Your Holy Spirit to these people John: of Samaria. People of Samaria, receive the Holy Spirit!

People of We are filled with the Holy Spirit. Praise be to God forever! Samaria:

362 © SOPHIA INSTITUTE FOR TEACHERS SESSION 24 The Church Is United in the Holy Spirit

What students will learn: What students will do: ӹӹ The Church is the Body of Christ. ӹӹ Listen to Scripture. ӹӹ Like a body, the ChurchSAMPLE is made ӹӹ Think of ways their gifts and talents of many parts but is still one. The can help build up the Body of Christ. People of God make up the Body of ӹӹ Hold group discussion on the four Christ. marks of the Church. ӹӹ The four marks of the Church are ӹӹ Color images on how we know the the defining characteristics of the Holy Spirit. Church given to her by Jesus. ӹӹ The Holy Spirit, working in and through the Church today, unites the People of God.

363 Session at a Glance

Workbook pages your students will complete: ӹӹ My Gifts and Talents (page 172) ӹӹ The Church Is Apostolic (page 181) ӹӹ The Church Is One (page 175) ӹӹ The Four Marks of the Church (page 183) ӹӹ The Church Is Holy (page 177) ӹӹ The Holy Spirit Unites the Church (page 184) ӹӹ The Church Is Catholic (page 179) ӹӹ The Holy Spirit in the Church (page 187)

Vocabulary your students will learn: ӹӹ Charism: A gift of grace from God that helps us follow God’s plan for us. ӹӹ Four Marks of the Church: Four defining characteristics of the Church given to her by Jesus. The Church is one, holy, catholic, and apostolic. ӹӹ Magisterium: The teaching authority of the Church. The Holy Spirit assists the Church in teaching the truth to the faithful. When the pope and all of the world’s bishops proclaim to all Catholics a very important truth about faith or morals, the Holy Spirit ensures that this teaching is free from any mistakes or falsehoods. ӹӹ Nicene Creed: The profession of faith said at every Sunday Mass. In the Creed, we profess belief in the Holy Trinity and in the one, holy, catholic, and apostolic Church. ӹӹ Tradition: The mode of transmission of the Word of God. The Word of God was given to the Apostles by Jesus and the Holy Spirit. The Apostles in turn handed it on to their successors, the bishops. SAMPLE

Prayer for this session: Breathe in me, O Holy Spirit, that my thoughts may all be holy. Act in me, O Holy Spirit, that my work, too, may be holy. Draw my heart, O Holy Spirit, that I love only what is holy. Strengthen me, O Holy Spirit, to defend all that is holy. Guard me, then, O Holy Spirit, that I always may be holy. Amen. — St. Augustine

364 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Warm-Up

A. Begin with the prayer for this session. B. Ask your students, with a neighbor, to think of something that is made of many parts. On their own paper, have them write the name of the thing and then list all its different parts. For example, a ham sandwich (two pieces of bread, ham slices, cheese, and so forth), a plant (the roots, the stem, leaves, and so forth), a car (four wheels, seats, a steering wheel, an engine, and so forth), a family (a mom, a dad, children, grandparents, aunts and uncles, cousins, and so forth). C. When students have had sufficient time to brainstorm, call on pairs to share what they discussed. Then ask your students the following questions: ӹӹ What would the thing you discussed be like if it was missing one or more of the different parts that make it up? For example, what if a ham sandwich was missing a slice of bread? It might not be the thing that it is anymore, or it might not work as well or be as strong. ӹӹ Why do you think it’s important for something that is made of different parts to have all of its parts? So that it can be the best version of itself that it can be. D. Explain to your students that the Church is similar to the things they suggested. The Church is made of many different parts that work together. But, despite the fact that the Church is made of many different parts, it is still one. In fact, the many different parts of the Church make it stronger, especially when all the parts of the Church are working togetherSAMPLE to follow God’s will. Activity 1

A. Have your students turn to My Gifts and Talents (page 172) and ask for volunteers to be assigned a part of reading 1 Corinthians 12:4-27. There are seven parts total, plus the teacher reading at the end. After each student reading, pause and ask the following questions. Clarify any difficult words in the reading and help your students understand what St. Paul was teaching:

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ӹӹ After Reader 1: We each have different gifts and talents. Where does St. Paul tell us those gifts and talents come from? God, the Holy Spirit and the Lord. ӹӹ After Reader 2: What are some of the gifts given to us by the Spirit? Wisdom, knowledge, faith, healing, mighty deeds, prophecy, discernment of spirits, varieties of tongues, and interpretation of tongues. ӹӹ After Reader 3: A body has many parts. How are we made part of the Body of Christ? Through Baptism in the Spirit. ӹӹ After Reader 4: Why can’t one part of a body be another part of a body? Each part has its own function. A hand is a hand, and a foot is a foot. Each has its own part to play. ӹӹ After Reader 5: Why can’t one part of a body tell another part of a body that it’s not needed? Because God placed each part in the body as He intended. ӹӹ After Reader 6: Some parts of the body seem weaker or less honorable. What does St. Paul say about these parts? The weaker parts are all the more necessary, and we surround with great honor the less honorable parts. ӹӹ After Reader 7: If one part of the body suffers or is honored, what do the other parts do? They suffer or are honored as well.

EXPLAIN to your students, after reading the last (teacher) part of 1 Corinthians 12:4-27, that in this passage, St. Paul was comparing the different parts of the body and their different functions to the Body of Christ. The Body of Christ is another name for the Church. Each of us is a different part of Christ’s Body. As in a human body, in which each part has a specific and important role to play in the body’s functioning, so, too, is it with the Church. Each of us plays a specific and important role in the Body of Christ. We are literally Christ’s hands and feet in the world. Each of us brings our unique personality, needs, gifts, and talents to the Church and offers them for the good of the Body of Christ. Together, we build up the Body of Christ, the Church, in the world around us. The Holy Spirit unites us all as one people of God, one Church, one Body of Christ. B. Have students think of their own God-given gifts and talents and how they can use them to serve the Church, the Body SAMPLEof Christ. Then have them answer the questions. C. Ask students to share their answers with the class.

Activity 2

A. Read aloud to your students the following lines from the Nicene Creed (but don’t tell your students what prayer these lines are from): I believe in the Holy Spirit, the Lord, the giver of life, who proceeds from the Father and the Son, who with the Father and the Son is adored and glorified,

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who has spoken through the prophets. I believe in one, holy, catholic, and apostolic Church. B. Ask your students the following questions: ӹӹ What longer prayer is this passage from? The Nicene Creed, which we say every Sunday at Mass and on Holy Days of Obligation. ӹӹ In whom are we professing belief? The Holy Spirit. ӹӹ How is the Holy Spirit described in this prayer? As “the Lord, the giver of life.” ӹӹ Along with the Father and the Son, how are we to show respect to the Holy Spirit? He is adored and glorified. ӹӹ What four words are used to describe the Church? One, holy, catholic, and apostolic. ӹӹ Why do you think we are reflecting on the Holy Spirit and the Church together in this prayer? Answers may include because the Holy Spirit guides the Church to be one, holy, catholic, and apostolic. The Holy Spirit is at work in and through the Church today.

EXPLAIN to your students that the four words used to describe the Church, “one, holy, catholic, and apostolic,” are known as the four marks, or defining characteristics, of the Church. When Jesus founded His Church, He marked the Church with these qualities. The Holy Spirit, working in and through the Church today, helps her fulfill these marks. In this lesson, we are going to take a closer look at each of the four marks of the Church. SAMPLE C. Arrange your students in four groups and have them turn to either The Church Is One (page 175), The Church Is Holy (page 177), The Church Is Catholic (page 179), or The Church Is Apostolic (page 181). (Optional: You may choose to arrange your students into eight groups and assign two groups to each worksheet.) Have each group read the material on their assigned worksheet and answer the given questions together.

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D. When students have had sufficient time to complete their assigned worksheets, rearrange your students in groups of four, so that each student in each group will have studied a different mark of the Church. Each new group should have all four marks of the Church represented. E. Have students in their new groups take turns sharing what they learned about their assigned mark of the Church.

Activity 3

A. While students are still in their second groups, write the following four sentences on the board: ӹӹ The Church is one because we believe in one God and one faith, and we are all moved by the Holy Spirit. ӹӹ The Church is holy because the Holy Spirit leads God’s people to holiness. ӹӹ The Church is catholic because it is universal; it is for everyone. ӹӹ The Church is apostolic because Jesus commanded the Apostles to continue His mission of making disciples in and through the Church. B. Then have your students turn to The Four Marks of the Church (page 183). Have each group work together to read each sentence and write on the line which mark of the Church that sentence describes. Circulate around the room to observe and assist as needed. C. W hen students have finished, review and discuss the correct answers to The Four Marks of the Church. SAMPLE

368 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

Activity 4

EXPLAIN to your students that the Holy Spirit is with us today in the Church. The Holy Spirit guides us and the leaders of the Church. The Holy Spirit inspires us and unifies us. The Holy Spirit answers our prayers and bestows God’s grace upon us. We are now going to explore each of the ways in which we know the Holy Spirit in the Church. A. Have your students turn to The Holy Spirit Unites the Church (page 184). Have your students, with a partner, read about each of the eight ways we know the Holy Spirit in the Church and then answer the questions. B. When students have finished, review and discuss the correct answers. C. Have your students turn to The Holy Spirit in the Church (page 187). Make markers and/or colored pencils available. Have your students color the images for the ways we know the Holy Spirit in the Church. For each image, have your students write one thing they learned about each way we know the Holy Spirit in the Church.

SAMPLE

Get Ready for the Next Session Review the upcoming session.

Session 24: The Church Is United in the Holy Spirit 369 SAMPLE

370 © SOPHIA INSTITUTE FOR TEACHERS SAMPLE

Accept reasoned answers

Session 24: The Church Is United in the Holy Spirit 371 SAMPLE

Accept reasoned answers

372 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. One body, one Spirit, one Lord, one faith, one baptism, and one God.

2. He is the Father of all, over all, through all, and in all.

SAMPLE

Session 24: The Church Is United in the Holy Spirit 373 Answer Key 3. One God and one Catholic faith.

4. Baptism in the name of the Father, and of Son, and of the Holy Spirit.

5. The Holy Spirit.

SAMPLE

374 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. The Holy Spirit.

2. Always.

3. Remain with us and be in us.

SAMPLE

Session 24: The Church Is United in the Holy Spirit 375 Answer Key 4. To lead people to holiness.

5. Because the Holy Spirit works in and through the Church to make God’s people holy.

SAMPLE

376 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. The power of the Holy Spirit.

2. In Jerusalem, throughout Judea and Samaria, and to the ends of the earth.

SAMPLE

Session 24: The Church Is United in the Holy Spirit 377 Answer Key 3. Universal.

4. So that all people could have eternal life in heaven.

5. Invite everyone to be a part of God’s family and to help everyone get to heaven.

SAMPLE

378 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. Make disciples of all nations.

2. By baptizing them in the name of the Father, and of the Son, and of the Holy Spirit.

3. Teach all the nations everything He commanded them.

SAMPLE

Session 24: The Church Is United in the Holy Spirit 379 Answer Key 4. They faithfully carried out Jesus’ commands to make disciples and to teach.

5. Because the Apostles and their successors continue Jesus’ mission of making disciples in and through the Church.

SAMPLE

380 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. One

2. Apostolic

3. Holy

4. Catholic

5. Apostolic

6. Catholic

7. Holy

8. One

9. Holy

10. Catholic

11. Apostolic

SAMPLE

Session 24: The Church Is United in the Holy Spirit 381 SAMPLE

382 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. The Holy Spirit moved in the sacred authors of the Bible to write the truth that God wanted written down.

2. The Holy Spirit has helped the Church keep the content of our Faith, both written and spoken, whole and complete, so that it can be handed on.

SAMPLE

Session 24: The Church Is United in the Holy Spirit 383 Answer Key 3. The Holy Spirit guides the pope and all of the world’s bishops to teach the truth of faith and morals without error.

4. Makes God present to us and works in our hearts.

5. He takes our prayers before God the Father and asks Him to answer them.

6. The Holy Spirit gives to each different gifts to be able to follow God’s plan for us.

7. The Holy Spirit moves some people to go out and proclaim the gospel to others. He fills them with His own life and strengthens them. SAMPLE 8. He works in the hearts of the saints to do God’s will even when it’s hard, making them examples of holiness for others.

Accept reasoned answers

Session 24: The Church Is United in the Holy Spirit 385 SAMPLE

Accept reasoned answers

What students willSAMPLE learn: What students will do: ӹӹ The pope and bishops are leaders ӹӹ Find out who their local bishop and of the Catholic Church, and they pastor are. imitate Jesus’ example of service. ӹӹ Read biographies of canonized ӹӹ Popes and bishops teach the faithful bishops. and lead the faithful to holiness so ӹӹ Watch the papal Angelus. that we might attain Heaven. ӹӹ Write a letter to the pope. ӹӹ Bishops are the successors of the Apostles.

387 Session at a Glance

Workbook pages your students will complete: ӹӹ Jesus’ Example (page 189) ӹӹ The Angelus (page 202) ӹӹ Saint Bishops (page 191) ӹӹ What the Pope Does (page 203) ӹӹ Pope Francis (page 201)

Vocabulary your students will learn: ӹӹ Bishop: The leader of a particular diocese and a main teacher of the Catholic faith. A bishop also makes the Sacraments available to the people of his diocese. The bishops of the Church are the successors to the Apostles. They guard and protect the teachings of the Church to make sure they are handed on faithfully. ӹӹ Diocese: Geographic areas into which the Church is organized throughout the world. Each diocese is made up of many parishes, and is led by a bishop. ӹӹ Hierarchy: The leadership of the Church. The pope is the head of the Church on earth and the bishop of Rome. He works together with all of the world’s bishops to teach all that Jesus commanded and make disciples of all the world. ӹӹ Pope: The bishop of Rome and successor of St. Peter. The pope has the special responsibility of being the head of the entire Church on earth. He unites and guides all of the world’s bishops and leads all of God’s people on earth. He is Christ’s chief representative on earth. ӹӹ Priest: Coworkers with their bishops who serve the faithful by building up and guiding the Church. Priests preach the gospel of Christ and make available the Sacraments to the People of God, especially the Holy Eucharist. In a special way, priests act in the person of Christ, making Jesus presentSAMPLE to us, when they present the Sacraments.

Prayer for this session: Pray an Our Father for the intentions of the Holy Father:

Our Father, who art in heaven, hallowed be thy name. Thy kingdom come. Thy will be done, on earth as it is in heaven. Give us this day our daily bread, and forgive us our trespasses, as we forgive those who trespass against us, and lead us not into temptation, but deliver us from evil. Amen

Warm-Up

A. Begin with the prayer for this session. B. Ask your students to name some leaders. Write some of the best examples on the board. Examples may include coaches, principals, teachers, the president of the United States and other world leaders, police chiefs or sheriffs, bosses or managers, and parents. C. Then choose some of the leaders from the list on the board and ask your students for examples of who they lead and how they lead. Examples may include: coaches lead their team by teaching them how to play their sport; principals lead their schools, teachers, and students by ensuring that learning goes on; teachers lead their students by ensuring that they learn their lessons; the president of the United States and other world leaders lead the people in their countries by setting and enforcing just laws; police chief or sheriffs lead their communities by enforcing laws and keeping people safe; bosses or managers lead their employees by making sure that the work they do is done well; and parents lead their families and children by teaching them and loving them and making sure the family is safe and kind to one another. D. Explain to your students that leaders are responsible for people and for organizations. A leader does his or her job best when he or she works to help other people. A swim coach does his job best when he teaches his team to swim better. A chess-club president does his job best when he helps the players get better at playing chess. A boss does his job best when he gives his employees what they need to work better. E. Ask your students who the leaders of the Church are: the pope, bishops, and priests. F. Then ask your students the following questions: ӹ Who is the leader of SAMPLEthe whole Church? The pope. ӹ ӹӹ Who is the current pope? Pope Francis. ӹӹ Throughout the world, the Church is organized into areas called dioceses. Each diocese is made of many individual Catholic churches, or parishes. Who is the leader of a diocese? A bishop. ӹӹ Who is our current bishop? Answers will vary according to diocese. This information can be found at the following link: USCCB.org/about/bishops-and-dioceses/diocesan-locator.cfm. ӹӹ Each individual Catholic church is called a parish. Who leads each parish? A pastor with his associate priests.

Session 25: Leaders of the Church: The Pope and the Bishops 389 SESSION PLAN

ӹӹ Who is the pastor of your parish? What other priests serve there? Answers will vary according to each parish. ӹӹ What do the pope, bishops, and priests help the faithful they lead to do? To get to Heaven.

Activity 1

EXPLAIN to your students that the leaders in the Catholic Church are the pope, bishops, and priests. We call the leadership of the Church the hierarchy of the Church. Jesus placed the first bishops — the Apostles, and Peter, the first pope — in charge of leading His Church, of teaching all that He taught them, and of making disciples of all the world. The successors of the Apostles, or those who came after the Apostles, the bishops and the popes, have continued to lead Jesus’ Church for over two thousand years! Together they help get us to Heaven. A. Arr ange your students in pairs or trios. Have your students turn to Jesus’ Example (page 189) and work together to read the excerpts and then answer the questions. B. W hen students have completed the worksheet, review and discuss the correct answers together.

Activity 2

A. Ask for a show of hands to see who has ever given a speech, or seen someone give a speech. Call on volunteers to share their experiences. Using some examples your students might SAMPLEbe familiar with, wonder aloud if Abraham Lincoln, or Martin Luther King, Jr., or someone who gave a book report in front of the class prepared what they were going to say ahead of time. Ask the class how they would react if they were told they would have to give a speech and not prepare for it at all, but rather trust that the Holy Spirit would tell them what to say! Would they be nervous? This is exactly what Jesus told His disciples to do! That’s how much we can trust the Holy Spirit to guide us!

B. Read aloud to your students Matthew 10:18-20: You will be led before governors and kings for my sake as a witness before them and the pagans. When they hand you over, do not worry about how you are to speak or what you are to say. You will be given at that moment what you are to say. For it will not be you who speak but the Spirit of your Father speaking through you. C. Ask students to think about this passage: ӹӹ Before whom does Jesus say the Apostles will be led? Before governors and kings. ӹӹ What does Jesus say the Apostles will be to these governors, and kings, and the pagans? A witness. ӹӹ What does Jesus tell the Apostles not to worry about? About what they will speak or say. ӹӹ What does Jesus promise them? That the Holy Spirit will speak through them. EXPLAIN to your students the Church is guided by the Holy Spirit. The Holy Spirit makes the members of the Church holy. Particularly, the Holy Spirit guides the leaders of the Church, the pope and all of the world’s bishops. The Holy Spirit makes them holy and helps them to make good decisions and to be good leaders of the Church. D. Next read aloud to your students Catechism of the Catholic Church no. 938: The bishops, established by the Holy Spirit, succeed the apostles. They are “the visible source and foundation of unity in their own particular Churches.” (LG 23) E. Explain to your students that to succeed someone means to come after or replace that person. When a bishop dies or retires, a new bishop comes after or replaces him. This has happened since the very beginning with the first bishops, the Apostles. The pope is responsible for making, or consecrating, new bishops and for assigning bishops to dioceses around the world. F. Ask students to think about this passage: ӹӹ Who does the Catechism tell us establishes bishops? The Holy Spirit. ӹӹ What are the bishops the visible source and foundation of? Unity in the Church. ӹӹ What do you think itSAMPLE is that unites the bishops to be able to lead the faithful to Heaven? What kind of unity do you think is important for leading people to Heaven? Faith in Jesus and obeying Jesus’ commands.

EXPLAIN to your students that the Apostles established many Christian communities around the world. They consecrated, or made, a new bishop in each new community to lead the faithful in that place after they were gone. These bishops made new bishops to come after them, and so forth, all the way to today. When a bishop dies or retires, a new bishop takes his place. Every bishop can trace his way back to one of the Apostles! As Jesus promised the Apostles, the Holy Spirit guides all of the world’s bishops so that they can best lead the faithful people of Jesus’ Church. Many bishops throughout history are saints. They were not only great leaders of their individual local churches but also models of holiness for the whole Church.

Session 25: Leaders of the Church: The Pope and the Bishops 391 SESSION PLAN

G. Arr ange students in pairs or trios. Have students in each group turn to one of the saint- bishop biographies from Saint Bishops (page 191). Have each group read about their saint bishop and write answers to the questions. Walk around the room, offering help and answering any questions. H. W hen they have finished, have each group stand and tell the class about their assigned saint bishop by explaining how they answered the questions from their saint-bishop biographies.

Activity 3

A. Have students turn to Pope Francis (page 201). Explain to your students that every Sunday afternoon, the pope stands at his window overlooking St. Peter’s Square and leads the gathered people in praying the traditional prayer called the Angelus. Then he delivers a brief message to the gathered people. The text of the pope’s message is posted on the Vatican website so everyone can read it.

B. Have your students turn to The Angelus (page 202) and lead your students in in the prayer together.

C. If possible, play the video for your students SAMPLEto watch the pope leading the Angelus and giving the “After the Angelus” message. The most recent Angelus message and archived messages can be found at the following link: SophiaOnline.org/PopeAngelus.

Activity 4

A. Arrange students in pairs or trios. Have students turn to What the Pope Does (page 203). Have each pair or group work together to read the information, discuss the questions, and write answers. Walk around the room, helping students.

B. When students have completed What the Pope Does, call on groups to share and explain their answers.

Activity 5

A. Distribute blank paper to your students. Have them write notes or letters to the pope, thanking him for the many things he does for the Catholic Church. Encourage students to tell the pope that they will pray for him. Circulate around the room to assist as needed.

B. When they have finished, gather the letters and put them into an envelope. Address and mail the envelope to:

His Holiness, Pope Francis Apostolic Palace 00120 Vatican City

C. Close with a short prayer for the pope’s intentions. SAMPLE

Get Ready for the Next Session Bring enough parish bulletins from your parish for each group of three to four students to work with, as well as markers and/or colored pencils. Review the upcoming session.

Session 25: Leaders of the Church: The Pope and the Bishops 393 Answer Key 1. He washed their feet.

2. Teacher and master.

3. A master. A servant would be doing the washing.

4. To wash each other’s feet.

5. He gave them a model to follow, that as He has done for them, they should also do.

SAMPLE

394 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 6. Answer may include by their example, through homilies, by writing letters and books, and so forth.

7. Answers may include they give us an example by caring for suffering people. They give us the Sacraments and give us priests who also give us the Sacraments. They advise us on how we can become better Christians.

SAMPLE

Session 25: Leaders of the Church: The Pope and the Bishops 395 SAMPLE

396 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. Nicholas helped other bishops at the Council of Nicaea decide how to teach that Jesus was both God and man.

2. He gave his people an example of how to care for the poor by giving away his money.

3. He brought them together during a famine by providing them food.

4. The miracle of the wheat on the ship showed that the Holy Spirit was helping St. Nicholas. SAMPLE

Session 25: Leaders of the Church: The Pope and the Bishops 397 SAMPLE

6. He preached to the people of Ireland, converted them to Christ- ianity, and baptized them.

7. He united the people of Ireland under one Faith in God.

8. God protected Patrick and the Paschal fire when the king and the pagan chieftains wanted to kill him and put out the Paschal fire.

SAMPLE

Session 25: Leaders of the Church: The Pope and the Bishops 399 SAMPLE

400 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 9. Augustine preached many sermons and wrote many books and letters to teach the people about Jesus.

10. He converted many people to Christianity. His example of a simple way of life also showed the people how to be holier.

11. He corrected the false teachings of another religion. He also taught his people about the truth of Christianity.

12. His conversion to Christianity through the prayers of his mother as well as the ability to preach SAMPLE and convert many to Christianity showed the Holy Spirit working through him.

Session 25: Leaders of the Church: The Pope and the Bishops 401 SAMPLE

402 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 13. Isidore taught people the truth about Jesus at a time where there were many false teachings going around.

14. He called on the bishops of Spain to start seminaries to form good, holy priests to lead the people of Spain to holiness.

15. He united the people by teaching the truth of Jesus. He also worked to unite the Germanic tribes so that they would stop fighting.

16. He was guided by the Holy Spirit to teach the truth and to educate his people. SAMPLE

Session 25: Leaders of the Church: The Pope and the Bishops 403 SAMPLE

404 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 17. Basil preached to the people and wrote letters and had meetings to explain the truth of the Trinity.

18. He cared for the needs of the poor, the sick, and the dying. He also worked to make priests holier so they could serve the people. His example of a simple way of life encouraged people to holiness.

19. He united the people by feeding them and caring for the poor, the sick, and the dying.

20. The great deal that Basil accomplished showed the Holy SAMPLE Spirit working through him.

Session 25: Leaders of the Church: The Pope and the Bishops 405 SAMPLE

Session 25: Leaders of the Church: The Pope and the Bishops 407 SAMPLE

Session 25: Leaders of the Church: The Pope and the Bishops 409 SAMPLE

Accept reasoned answers

Session 25: Leaders of the Church: The Pope and the Bishops 411 Notes ______

______

______SAMPLE ______

______

What students will learn: What students will do: ӹӹ A parish is a communitySAMPLE of the ӹӹ Record things their parish does to Christian faithful led by a pastor. serve its community. ӹӹ In our parishes, we receive the ӹӹ Compare their parish with the first Sacraments and all God’s gifts, Christian community. everything we need to know, love, ӹӹ Look through their parish bulletin. and serve God. ӹӹ Draw pictures on how they can be ӹӹ Our parish communities are similar involved in parish life. to the first Christian community led by the Apostles after Pentecost.

413 Session at a Glance

Workbook pages your students will complete: ӹӹ At My Parish (page 207) ӹӹ What Does a Parish Do? (page 210) ӹӹ The First Christian Community (page 208) ӹӹ My Parish Life (page 211)

Other materials you will need: ӹӹ Markers and/or colored pencils ӹӹ Black or dark markers ӹӹ Large pieces of red, yellow, and orange ӹӹ Yarn or string construction paper

Vocabulary your students will learn: ӹӹ Parish: A local community of Christian faithful led by a pastor. In our parishes, we receive the Sacraments and all of God’s gifts, everything we need to know, love, and serve God. ӹӹ Pastor: A priest who leads and cares for a parish. He is assigned to be pastor by the bishop of his diocese. SAMPLE

Prayer for this session: O God, You have made us the Church of Your dear Son. Make our parish a family of one heart and mind in love toward You. Grant that our common life and work may be an example to all about us. Guide our pastor and his assistants in their work. – From “Prayer for Our Parish”

Note: Before class, gather enough parish bulletins from your parish, enough for each group of three to four students to work with, and gather parish bulletins from different local parishes. Instead of gathering printed parish bulletins, you could also print them from the Internet.

Warm-Up

A. Begin with the prayer for this session. B. Ask your students what is the name of their parish. Then ask them why they think it is important to go to church. Answers will vary but may include: to spend time with Jesus, to receive the Eucharist, to hear God’s Word, to be a part of the community, and so forth. C. Explain to your students that Jesus wants us to come to Mass every Sunday as one People of God to meet Him and to receive Him in the Eucharist. D. Recall the prayer you opened the session with, and how you asked God to help make your parish a family of one heart and one mind in love. Draw a big heart on the board and ask the class to brainstorm some ways we can be of “one heart” in our parish. Write a list inside the heart as students respond. If your students have trouble coming up with ideas, jump-start the brainstorming with ideas like:

ӹӹ warmly greeting each other when we arrive. ӹӹ focusing our hearts on the Mass. ӹӹ volunteering at homeless shelters. ӹӹ caring for the elderly.SAMPLE ӹӹ making cards for people who are sick. E. Now draw a big head on the board (it is okay if students giggle a little bit!) and do the same exercise for the mind. You might prompt new ideas by suggesting:

ӹӹ reading Scripture and thinking about what it means for our lives. ӹӹ focusing our minds on the Mass. ӹӹ listening to our pastor’s advice. ӹӹ thanking our pastor for his thoughtful homily. ӹӹ thinking of ways to improve others’ lives.

Session 26: We Experience the Church in Our Parish 415 SESSION PLAN

Activity 1

A. Read aloud to your students Catechism of the Catholic Church no. 2179: “A parish is a definite community of the Christian faithful. …[T]he pastoral care of the parish is entrusted to a pastor as its own shepherd under the authority of the diocesan bishop.” It is the place where all the faithful can be gathered together for the Sunday celebration of the Eucharist. The parish initiates the Christian people into the ordinary expression of the liturgical life: it gathers them together in this celebration; it teaches Christ’s saving doctrine; it practices the charity of the Lord in good works and brotherly love. B. Ask your students the following questions:

ӹӹ What is a parish? A definite community of the Christian faithful. ӹӹ Who is entrusted to care for the parish? A pastor. ӹӹ Who gave the pastor the authority to care for his parish? The diocesan bishop. ӹӹ What is the parish a place for? For people to gather for Sunday Eucharist (Mass/Liturgy). ӹӹ Into what does the parish initiate people? Ordinary expression of the liturgical life; the celebration of the Eucharist. ӹӹ What does the parish teach? Christ’s saving doctrine. ӹӹ What does the parish practice? The charity of the Lord in good works and brotherly love. EXPLAIN to your students that our parishes are our local churches. Our parish is where we go to receive the Eucharist; where we gather to participate in the life of the Church as one People of God; where we learn about Christ and the salvation from sin He won for us on the Cross; where we can use our gifts and talents to serve others and help those who are in need; where priests lead us in prayer and we all pray together. It is through our parish that we most immediately and directly live out and celebrate our Catholic Faith as one family of God. C. H ave your students turn to At My Parish (page 207) and think of things that their parish At My Parish does or things that they can do at their parish Directions: On the lines below, write some things that your parish does for you or that you can do at your parish. For example, your parish priest gives you the Eucharist at your parish. You also pray at your and record them on on the lines. Then make parish. Finally, decorate the church. SAMPLE markers and/or colored pencils available and have each student decorate the church. D. When students have completed the activity, have them share their illustrations and lists the class.

207

Activity 2

A. Explain to your students that the very first

Christian community had a lot in common with The First Christian Community

our parishes. Now we’re going to learn about Directions: The4. fiWhat rst didChristian they devotecommunity themselves was made to every up of day?the Apostles, the fi rst people the Apostles baptized on Pentecost, and those who ______joined their community in the days after Pentecost. Read about that first Christian community and compare it the fi ______rst Christian community below, then answer the focus and refl ection questions. 5. What did God do for them every day? What does this mean?

______to our parish life today. Acts 2:42-47 ______They devoted themselves to the teaching of the apostles and to the communal life, to the breaking of the bread and to the prayers. Awe came upon everyone, 6. The Apostles were the fi rst priests. The “breaking of the bread” is another and many wonders and signs were done through the apostles. All who believed B. Have your students turn to The First Christian way to describe the Mass when we receive the Bread of Life, the Eucharist. were together and had all things in common; they would sell their property How is the fi rst Christian community similar to our parishes today? How and possessions and divide them among all according to each one’s need. are they different? Community (page 208). Have your students Every day they devoted themselves to meeting together in the temple area and to breaking bread ______in their homes. They ate their meals with exultation and sincerity of heart, ______praising God and enjoying favor with all the people. And

read about the first Christian community in every day the Lord ______added to their number those who were being saved.

______1. What did this fi rst Christian community devote themselves to? ______Acts 2:42-47 and then answer the questions. ______

7. What is something you can do to make your parish community more like 2. What did all who believed have in common? C. W hen students have completed The First the community of the fi rst Christians? ______Christian Community, review and discuss 3. How were property ______and possession divided among them? ______the answers. Focus your conversation on how ______

our parish communities are similar to the first 208

Christian community and how we can become 209 What Does a Parish Do? more like them today. Directions: Look through a parish bulletin and fi nd and record the following information.

1. What are the weekday and Sunday Mass times? ______Activity 3 2. When is the Sacrament of Reconciliation/Confession offered? ______

3. What are the names of the priests assigned to the parish? A. Arrange your students in groups of three or ______four. Distribute to each group a copy of your 4. Is there a youth group? If so, when does it meet? Who is in charge? ______

parish bulletin, or a bulletin from a different 5. Are there religious education, catechism, CCD, or Sunday school classes? If so, when do they meet? Who is in charge? local parish. Then have each group turn to What ______6. Are there ministries to the poor? If so, what are they? Does a Parish Do? (page 210) and search ______

through the parish bulletin to find and record 7. What other interesting things can you fi nd that the parish does? (List at least two things.) the information on What Does a Parish Do? ______My Parish ______Life

______

B. When students have completed their review Directions: Answer the question and then draw a picture showing how you can be involved in the life of your parish. of their assigned parish bulletins, conduct 210 SAMPLEI can become involved in the life of my parish by… a conversation about what a parish does by ______calling on groups to share some of what they ______found. ______C. Have students turn to My Parish Life (page 211). Make markers and/or colored pencils available and have students respond to the prompt, and then draw a picture showing how they can be involved in the life of their parish.

D. Invite students to share their answers with the

class. 211

Session 26: We Experience the Church in Our Parish 417 SESSION PLAN

Get Ready for the Next Session If you are unable to watch online videos in class, send out an e-mail to students’ parents to encourage them to watch together the Sophia SketchPad video on Baptism found at SophiaSketchpad.org. Bring drawing paper and markers and/or colored pencils. Review the upcoming session.

SAMPLE

Directions: On the lines below, write some things that your parish does for you or that you can do at your parish. For example, your parish priest gives you the Eucharist at your parish. You also pray at your parish. Finally, decorate the church.

SAMPLE

207

Accept reasoned answers

Session 26: We Experience the Church in Our Parish 419 Answer Key 1. The teaching of the Apostles and The First Christian Community the communal life, the breaking Directions: The fi rst Christian community was made up of the Apostles, the of the bread, and fi rst people the Apostles baptized on Pentecost, and those who the prayers. joined their community in the days after Pentecost. Read about the fi rst Christian community below, then answer the focus and 2. All things. refl ection questions.

3. According to one’s Acts 2:42-47 need. They devoted themselves to the teaching of the apostles and to the communal life, to the breaking of the bread and to the prayers. Awe came upon everyone, and many wonders and signs were done through the apostles. All who believed were together and had all things in common; they would sell their property and possessions and divide them among all according to each one’s need. Every day they devoted themselves to meeting together in the temple area and to breaking bread in their homes. They ate their meals with exultation and sincerity of heart, praising God and enjoying favor with all the people. And every day the Lord added to their number those who were being saved.

1. What did this fi rst Christian community devote themselves to?

______

2. What did all who believed have in common?

______

3. How were property and possession divided among them?

______

______208SAMPLE

420 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 4. Meeting in the Temple and 4. What did they devote themselves to every day? breaking bread in ______

their homes. ______

5. Added to their 5. What did God do for them every day? What does this mean?

number — brought ______

more people to ______their community 6. The Apostles were the fi rst priests. The “breaking of the bread” is another to be saved from way to describe the Mass when we receive the Bread of Life, the Eucharist. sin. How is the fi rst Christian community similar to our parishes today? How are they different?

6. We are similar ______

because we listen ______

to the teaching ______

of our priests ______

and bishops, we ______

come together ______as a Church 7. What is something you can do to make your parish community more like community to the community of the fi rst Christians?

celebrate the ______

Mass, receive the ______

Eucharist, and ______

pray together, ______

just like this ______first Christian community. We are different because we don’t 209 go to the Temple every day, and we don’t share our SAMPLE possessions as they did.

7. Answers will vary.

Session 26: We Experience the Church in Our Parish 421 What Does a Parish Do?

Directions: Look through a parish bulletin and fi nd and record the following information.

1. What are the weekday and Sunday Mass times? ______

2. When is the Sacrament of Reconciliation/Confession offered?

______

3. What are the names of the priests assigned to the parish?

______

4. Is there a youth group? If so, when does it meet? Who is in charge?

______

5. Are there religious education, catechism, CCD, or Sunday school classes? If so, when do they meet? Who is in charge?

______

6. Are there ministries to the poor? If so, what are they?

______

______7. What other interestingSAMPLE things can you fi nd that the parish does? (List at least two things.)

______

210

Accept reasoned answers

Directions: Answer the question and then draw a picture showing how you can be involved in the life of your parish.

I can become involved in the life of my parish by…

______

SAMPLE

211

Accept reasoned answers

Session 26: We Experience the Church in Our Parish 423 Notes ______

______

______SAMPLE ______

______

Sessions in thisSAMPLE unit: ӹӹ Session 27: The Sacrament of Baptism ӹӹ Session 28: The Sacrament of Confirmation ӹӹ Session 29: The Sacrament of Holy Eucharist ӹӹ Session 30: The Sacrifice of the Mass ӹӹ Session 31: The Sacrament of Penance and Reconciliation ӹӹ Session 32: The Sacrament of Anointing of the Sick ӹӹ Session 33: Mary Is Our Mother

Unit 5 Overview 425 Unit at a Glance

Connections to the Catechism of the Catholic Church:

Session 27 Session 29 Session 31 ӹӹ 1210, 1212, 1213-1216, ӹӹ 1322-1324, 1328-1333, ӹӹ 1421-1433, 1427-1428 1223-1225, 1227, 1234- 1337, 1341, 1359-1368, 1243, 1257-1260, 1262- 1374, 1391-1397, 1406- Session 32 1274, 1277, 1279 1409, 1412-1413, 1416 ӹӹ 1499, 1503-1507, 1514, 1519, 1520-1523 Session 28 Session 30 ӹӹ 436-439, 1285-1289, ӹӹ 103, 1334, 1341-1344, Session 33 1293-1296, 1299-1300, 1348-1355, 1362-1366 ӹӹ 495, 501, 1667-1676 1302-1305, 1312-1321

Scriptures studied in this unit: ӹӹ Matthew 26:26-29 ӹӹ Luke 15:11-32 ӹӹ Ephesians 6:11-17 ӹӹ Matthew 28:19-20 ӹӹ John 6:48-57 ӹӹ James 5:14-15 SAMPLE

esus established the seven Sacraments of receive an indelible mark upon our souls and Jthe Church. They are an essential part of are given new life in Christ. the Church’s identity and mission, and they The Sacrament of Confirmation strengthens the communicate grace to us, each in their own outpouring of the Holy Spirit begun in Baptism. way. A Sacrament is a sign of God’s grace Like the Apostles at Pentecost, we receive a that brings about the grace it signifies. The special strength to witness to the Christian Sacraments of Initiation introduce us to and faith and to resist sin and temptation. When the make us members of the Church, strengthen us bishop anoints us with holy oil and places his for our life’s journey, and give us our calling as hands upon us, we receive the gifts of the Holy Christians. They are Baptism, Confirmation, and Spirit in a special way and a seal is imprinted Holy Eucharist. The Sacraments of Healing and upon our souls. Forgiveness restore our relationship with God and others and prepare us for life’s final journey to Heaven. The Sacrifice of the Mass The third Sacrament of Initiation is the Holy The Sacraments of Initiation Eucharist, which we receive at Mass. The Eucharist is the Sacrament in which we Baptism, Confirmation, and Holy Eucharist receive the Lord’s Body and Blood under the are the Sacraments of Initiation. Together, appearances of bread and wine. In the Eucharist, these three Sacraments fully integrate us Jesus fulfills His promise to give Himself to into the Church and instill in us a share in us. When we receive the Eucharist, we are Christ’s mission. Baptism is the first Sacrament spiritually nourished, not by a mere symbol, but we receive. It is necessary for salvation. By by Christ’s true Body and Blood. The Eucharist is passing through the baptismal waters, we are the source and summit of the Christian life. That cleansed of Original Sin and gifted with an means that the Eucharist is the foundation of outpouring of the Holy Spirit. In Baptism, we SAMPLEour Faith and its greatest expression. Like the Apostles at Pentecost, we receive a special strength to witness the Christian faith and to resist sin and temptation.

Holy Spirit at Pentecost (stained glass), Saint James the Greater Catholic Church, Concord, North Carolina.

Unit 5 Overview 427 Jesus instituted the Eucharist on the night Anointing of the Sick. In the Sacrament of before He died, at the Last Supper, when He Reconciliation, we are able to confess our sins took bread and a cup of wine, gave them to His to a priest and receive God’s forgiveness in a disciples, and said, “This is my Body” and “This real, tangible way. Once the priest speaks the is my Blood.” Then, the next day, on the Cross, words of absolution, our sins are forgiven and Jesus fulfilled His sacrifice. Every Mass is a re- we are reconciled to God and His Church. In presentation of Christ’s sacrifice on the Cross. the Sacrament of Anointing of the Sick, Jesus At the Mass, we worship and receive the Lord continues to heal those in need of healing, in His Word and in His Body and Blood from the both physically and spiritually. If it is not God’s same altar. We participate in the one and the will that someone who is sick or dying be same sacrifice of Christ made present again. healed, this Sacrament prepares that person for his or her final journey in life, to meet God. In Anointing of the Sick, the suffering of the The Sacraments of Healing and person is united to Christ’s suffering on the Forgiveness Cross and given a redemptive character, so The Sacraments of Healing and Forgiveness that we can find meaning even in suffering. are the Sacraments of Reconciliation and In Christ, we can offer our suffering for the salvation of ourselves or others.

SAMPLE

SAMPLE What students will learn: What students will do: ӹӹ Baptism is one of the Sacraments of ӹӹ Brainstorm groups they belong to. Initiation. ӹӹ Create a symbol. ӹӹ Baptism is the first Sacrament we ӹӹ Identify baptismal symbols. receive. It makes us members of the ӹӹ Listen to Scripture. Church, forgives our sins, and gives us new life in Christ. ӹӹ Baptism is necessary for salvation.

429 Session at a Glance

Workbook pages your students will complete: ӹӹ The Sacrament of Baptism (page 212) ӹӹ The Need for Baptism (page 216) ӹӹ Symbols of Baptism (page 214)

Vocabulary your students will learn: ӹӹ Baptism: The first Sacrament we receive. Baptism makes us members of the Church, forgives our sins, and gives us new life in Christ. It is necessary for salvation. ӹӹ Holy Oil: A blessed and perfumed oil that is used to anoint a person at Baptism and Confirmation. ӹӹ Sacraments of Initiation: Baptism, Confirmation, and Holy Eucharist.These Sacraments introduce us to and make us members of the Church. They strengthen us for our life’s journey and give us a share in Christ’s mission of the salvation of all souls. ӹӹ Symbol: Something that stands for or represents something else.

Prayer for this session: By God’s gift, through water and the Holy Spirit, we are reborn to everlasting life. In His goodness, may He continueSAMPLE to pour out His blessings upon these sons and daughters of His. May He make them always, wherever they may be, faithful members of His holy people. May He send His peace upon all who are gathered here, in Christ Jesus our Lord. –From The Rite for Baptism.

Warm-Up

A. Begin with the prayer for this session. B. Together with your students, brainstorm a list of communities that they belong to and record the list on the board. For example: family, friends, sports team, school club, video-game party, and so forth. C. Then ask students the following questions and engage in a discussion: ӹӹ How do you know that you belong to each of these communities? Answers will vary but may include hanging out with family, attending holiday/birthday parties, wearing a uniform, having a logo, playing online video games, and so forth. ӹӹ What responsibilities do you have in each of the communities that you belong to? Answers will vary but may include doing chores, going to practices, playing in games, and so forth.

EXPLAIN to your students that the Church has seven Sacraments. (Have students name the seven Sacraments and write them on the board — Baptism, Confirmation, Eucharist, Reconciliation, Anointing of the Sick, Holy Orders, and Holy Matrimony.) Of those seven Sacraments, we recognize three that are called the Sacraments of Initiation because they introduce us to and make us members of the Church, strengthen us for our life’s journey, and give to us our calling as Christians. They are Baptism, Confirmation, and the Eucharist. Today, we are going to study the Sacrament of Baptism.

Activity 1 A. Read aloud to your studentsSAMPLE Matthew 28:19-20: Go, therefore, and make disciples of all nations, baptizing them in the name of the Father, and of the Son, and of the Holy Spirit, teaching them to observe all that I have commanded you. B. Then read aloud John 3:5: Jesus answered, “Amen, amen I say to you, no one can enter the Kingdom of God without being born of water and Spirit.” C. Ask your students the following questions: ӹӹ What command does Jesus give His disciples? To baptize all of the nations and teach them everything He taught them.

Session 27: The Sacrament of Baptism 431 SESSION PLAN

ӹӹ What does Jesus say is necessary in order to enter the Kingdom of God? Being born of water and Spirit, or Baptism.

EXPLAIN to your students that Jesus instituted or began the Sacrament of Baptism during His public ministry. In fact, He began His public ministry with His own Baptism! (Jesus, however, did not need to be baptized because He was sinless. He did so in order to show us how to be holy and get to Heaven.) Baptism is the first Sacrament we receive. It makes us members of the Church and forgives our sins. The Catechism of the Catholic Church no. 1213 describes Baptism as “the sacrament of regeneration through water in the word.” This means that Baptism gives us new life in Christ. D. Have students quickly choose a partner and try to come up with as long a list as they can of things we can do with water, and/or things we need water to do. Give them 90 seconds to do this, and then call on a few pairs to share some examples. Whenever students mention it, call special attention to how water is essential to life and how it is used for cleansing. Now have your students turn to The Sacrament of Baptism (page 212) and, with a partner, read the information and answer the questions. E. When students have finished, review and discuss the correct answers. Wrap up this activity by asking the class to explain why water is perfect for Baptism.

Activity 2 SAMPLE A. Write the word symbol on the board and ask your students what a symbol is. Accept reasoned answers. Then, explain that a symbol is something that stands for or represents something else. Often a symbol is a visible sign of something that is invisible or difficult to understand. The symbol summarizes the thing it represents. For example, think of a red stoplight. ӹӹ What does it symbolize? Stopping. ӹӹ Does it actually make you stop? No. You can drive right through the red light if you choose to (although it’s probably not a good idea). Continue to explain that the red light is not “stopping” itself, nor does it physically cause us to stop. But we understand that it is a visible sign, a symbol, that tells us to stop.

B. Write on the board two or three symbols you have chosen in advance. These could be superhero symbols, product logos, sports team logos, and so forth. Ask your students what the pictures symbolize. Then ask them to think of other symbols that represent sports (balls, hockey stick, and so forth), schools (mascot, colors, and so forth), and entertainment (movie reel, roller coaster, and so forth). Call on students to share their ideas and discuss what these symbols represent. C. Distribute to each student a piece of drawing paper, and make markers and/or colored pencils available. Have your students create and draw a symbol or logo of a group or club they belong to. Tell students not to tell anyone what the club or group is. D. When they have finished their drawings, arrange students in groups of three or four and have them take turns sharing their symbols with each other. Have them try to guess what each drawing represents. Once they have guessed the meaning of the symbols, have your students share what they represent and why. Circulate around the room to observe and assist as needed. Help guide discussions toward the deeper meaning of being on a “soccer team,” such as belonging, collective understanding of the game, being the best goalie, and so forth. E. Explain to your students that there are many symbols in the Sacrament of Baptism. Each represents a different invisible truth happening within the celebration of the Sacrament. By recognizing these symbols and participating in the words and actions of the Sacrament, the newly baptized is introduced to the many blessings of the Sacrament of Baptism. F. Have your students turn to Symbols of Baptism (page 214). Have your students, while still in their groups from the warm-up, read Symbols of Baptism together and then fill in the information on the chart together. Students should complete the graphic organizer by recording what each symbol represents and then drawing a picture of that symbol. G. When students have finished, review and discuss the correct answers to the chart. For each baptismal symbol, SAMPLEcall on a few students to share and briefly explain their drawings.

Session 27: The Sacrament of Baptism 433 SESSION PLAN

Activity 3

A. Read aloud to your students Mark 1:9-11: It happened in those days that Jesus came from Nazareth of Galilee and was baptized in the Jordan by John. On coming up out of the water he saw the heavens being torn open and the Spirit, like a dove, descending upon him. And a voice came from the heavens, “You are my beloved Son; with you I am well pleased.” B. Ask your students the following questions: ӹӹ Why did Jesus come to John (the Baptist)? To be baptized in the Jordan River. ӹӹ What happened after Jesus was baptized and came up out of the water? The heavens were opened, and the Spirit descended upon Him like a dove. ӹӹ What did the voice from the heavens say to Jesus? “You are my beloved Son; with you I am well pleased.” ӹӹ Whose voice do you think spoke from the heavens? God the Father’s. EXPLAIN to your students that Jesus is like us in all things but sin. This means that Jesus was born without Original Sin and remained sinless throughout His life. All of us, on the other hand, are born with Original Sin and tend to sin throughout our lives. We are in need of the Sacrament of Baptism to free us from Original Sin and to give us God’s grace. Ask your students why they think Jesus was baptized even if He did not need to be baptized. Accept reasoned answers. Then explain that although Jesus was not in need of the forgiveness of sin, He was baptized to set an example for all of us. Because Jesus was fully human, He submitted to the will of the Father and showed us the way to holiness and to salvation. C. Have your students turn to The Need for Baptism (page 216). Call on volunteers to read aloud the Catechism paragraphs on The Need for Baptism. Then have them work individually to answer the prompt. SAMPLED. Ask for volunteers to share their answers with the class.

Activity 4

Show the Sophia SketchPad video on Baptism, found at SophiaSketchpad.org. Spend a few minutes discussing students’ reactions to the video. You might ask: ӹӹ What stood out to you about this video? ӹӹ What was the most memorable part? ӹӹ Were you surprised by anything?

Get Ready for the Next Session If you are unable to watch online videos in class, send out an e-mail to students’ parents to encourage them to watch together the Sophia SketchPad video on Confirmation found atSophiaSketchpad.org . Bring markers and/or colored pencils. Review the upcoming session.

SAMPLE

Session 27: The Sacrament of Baptism 435 SAMPLE

2. In order to receive salvation.

3. The priest pours water on the head of the person being baptized and says, “I baptize you in the name of the Father, and of the Son, and of the Holy Spirit.”

4. It is broken because of Original Sin.

5. Sin. We are freed from sin and share in Christ’s death on the Cross and Resurrection to new life.

6. Baptism seals us with an indelible or permanent SAMPLE mark that means we belong to Christ. This mark can never be erased and therefore Baptism can only be received once.

Session 27: The Sacrament of Baptism 437 SAMPLE

2. Symbolizes being “born of water and the spirit” as Jesus commanded. The immersion in water signifies the death of sin. The triple immersion or pouring represents the newly baptized person’s entry in the life of the Trinity.

3. The first anointing represents the denial of Satan and sin. The second anointing symbolizes the person’s becoming like Christ and gives the person SAMPLE the same mission as Christ: to be priest, prophet, and king.

4. Symbolizes that the baptized has “put on Christ” and been washed clean of the stain of sin.

5. Symbolizes that Christ has enlightened the baptized person’s life so that he or she might be “the light of the world.”

Session 27: The Sacrament of Baptism 439 SAMPLE

Accept reasoned answers

What students will learn: What students will do: ӹӹ Confirmation givesSAMPLE a special ӹӹ Listen to Scripture. outpouring of the Holy Spirit like ӹӹ Present their assigned gift of the that on Pentecost. Holy Spirit. ӹӹ Confirmation perfects the graces of ӹӹ Draw their armor of God. Baptism. ӹӹ Watch the Sophia SketchPad video ӹӹ Confirmation gives a special on Confirmation. strength to witness to the Christian Faith and to defend against sin and temptation.

441 Session at a Glance

Workbook pages your students will complete: ӹӹ The Sacrament of Confirmation (page ӹӹ My Gifts of the Holy Spirit (page 220) 217) ӹӹ The Armor of God (page 223)

Other materials you will need: ӹӹ Markers and/or colored pencils ӹӹ Black or dark markers ӹӹ Large pieces of red, yellow, and orange ӹӹ Yarn or string construction paper

Vocabulary your students will learn: ӹӹ Anointing: Rubbing or marking with oil. Holy oil is spread on our foreheads in Baptism and Confirmation, and again in the Sacrament ofAnointing of the Sick. ӹӹ Confirmation: The Sacrament of Initiation that strengthens the outpouring of the Holy Spirit received in Baptism. Confirmation also gives to us special strength to spread and protect our Catholic Faith. ӹӹ Laying on of Hands: Placing hands upon another person’s head. In Confirmation, the bishop places his hands on the head of the person receiving the Sacrament as a sign of being chosen. ӹӹ The Gifts of the HolySAMPLE Spirit: Wisdom, knowledge, understanding, counsel, fortitude, piety, and fear of the Lord.

Warm-Up

A. Begin with the prayer for this session. B. Write the word messiah on the board. Ask your students where they have heard this word before. It is used to describe Jesus. Jesus is the Messiah.

EXPLAIN to your students that the word messiah means “anointed one.” In the Old Testament, Levitical priests and the kings descended from David were all anointed by holy oil as a sign of their status as a priest or king and of the task given to them according to their position. All those who were anointed were messiahs. That means that the kings descended from David in the Jewish royal kingdom were messiahs because they were all anointed. This anointing gave the person an outpouring of God’s Spirit to empower him or her for the tasks given to him or her by God. From the very beginning through the New Testament and even today, God desires His people to be a “royal priesthood,” anointed and consecrated as His Chosen People who will “announce the praises” of His saving work. The Sacrament of Confirmation completes the work begun in us at our Baptism and sets us apart as this very royal priesthood proclaimed since the Old Testament. C. Read aloud to your students 1 Peter 2:9: But you are “a chosen race, a royal priesthood, a holy nation, a people of his own, so that you may announce the praises” of Him who called you out of darkness into His wonderful light. D. Ask your students the following questions: ӹӹ What does this passage tell us we have been chosen to be? A chosen race, a royal priesthood, a holy nation, and people of God’s own. ӹ What have we been chosenSAMPLE to do? Announce the praises of God, who called us out of darkness ӹ into His light.

Session 28: The Sacrament of Confirmation 443 SESSION PLAN

Activity 1

The Sacrament of Confi rmation

Directions: Read the following information about the Sacrament of A. Explain to your students that in the Sacrament makes us more like Jesus, who said, Confi rmation strengthens not only Confi rmation, then answer the questions that follow. “For on [the Son of Man] the Father, our relationship with the Father God, has set his seal” (John 6:27b). but also our relationship with of Confirmation, we are anointed, just like the esus made Confi rmation a 4. What is anointing with oil a sign of? His Church. By the Sacrament of Just as the SonJ ofSacrament. God was sealed While Baptism ______Confi rmation we are more perfectly by the Father,is we the are “doorway” sealed by to the Christian bound to the Church. We are priests and kings of the Old Testament, to be a ______Father in Confilife, rmation. Confi rmation We receive helps give us fi lled with the Holy Spirit, just as and indelible themark strength that seals to liveus as faithfully as ______the Apostles were at Pentecost. God’s own andChristians. that can never go The Apostles then went out and “royal priesthood.” The word royal refers to kings, 5. Whataway. does it mean that anointing with holy oil is a seal and a When we are baptized, we areproclaimed the gospel to the world. consecration? Jesus often calledreborn his in Father the Holy — and Spirit. WhenAt our we Confi rmation the Holy Spirit ______our Father — “Abba.”are confi This rmed, shows the the grace wefi llsreceived us and strengthens us, like and the word priesthood refers to priests. Because of ______close, familiarat love Baptism of a child is made for hisstronger the within Apostles, to be able to go out ______or her own parent.us. We Confi are united rmation, more closelyand withannounce the Good News of this anointing, we are given a similar mission as the through God’sJesus grace, and brings the Church. us into The giftssalvation of to the world. 6. Whatthis does love, calling too.the God Holy “Abba” Spirit show? grow greater in us, ______and we are given special strength to priests and kings of the Old Testament: to announce spread and protect our Faith. ______1. How is Confi rmation different from Baptism? The Holy Spirit as ﬁ re stained glass, Church of the Ascension, Johnstown, Ohio. ______When we are confi rmed, the bishop In this Sacrament, the bishop also the praises of God to others. In essence, we become ______lays his hands upon us and prays for 7. How does Confi rmationGod’s blessing. make us This like isthe similar Apostles? to the anoints us with holy oil. When he ______way, in Jewish history, leaders would does so, he says, “Be sealed with lay their hands upon someone who the gift of the Holy Spirit.” This “messiahs,” anointed ones. ______2. What are the effects of Confi rmation? was selected for a task. This was anointing is a symbol of the gift ______a sign of being chosen. It was also of the Holy Spirit. Oil cleanses, ______a sign of God’s blessing upon the soothes, strengthens, and beautifi es B. H ave your students turn to The Sacrament of ______person to help him carry out his task. us. This anointing is a seal and a The Church continues this tradition consecration. In other words, we are 3. Why does inthe the bishop Sacrament lay hands of Confi upon rmation.us in Confi rmation?marked as God’s possession! This Confirmation (page 217). Have your students, ______

______217

______with a partner, read the information and 218 answer the focus questions. 219 C. When students have finished, review and discuss the correct answers to The Sacrament of Confirmation.

Activity 2

A. Read aloud to your students Isaiah 11:2-3a: The spirit of the LORD shall rest upon him: a spirit of wisdom and of understanding, a spirit of counsel and of strength, a spirit of knowledge and of fear of the LORD, and his delight shall be the fear of the LORD. B. Ask your students the following questions: ӹӹ Think back to when we learned about the descent of the Holy Spirit upon the Apostles at Pentecost. What is IsaiahSAMPLE talking about in this passage? The gifts of the Holy Spirit. ӹӹ What are the gifts of the Holy Spirit? Wisdom, understanding, counsel, fortitude, knowledge, piety, and fear of the Lord (wonder and awe).

EXPLAIN to your students that Isaiah was writing about the gifts of the Holy Spirit hundreds of years before the birth of Jesus. In this passage, he was describing how the Messiah would possess the gifts of the Spirit. Jesus, as we know now, is the Messiah Isaiah was waiting for and writing about. Remember that in our last lesson we learned about the meaning of the word messiah (anointed one) and how we, too, are made “messiahs” in the Sacrament of Confirmation because we are anointed with holy oil. That anointing is a sign of being filled with the gifts of the Holy Spirit, just like Jesus the Messiah, and just as the Apostles received these gifts at Pentecost.

C. Have your students turn to My Gifts of the

Holy Spirit (page 220), which has the same My Gifts of the Holy Spirit

chart as in Session 22. Arrange your students Directions: ReadWhat about is your your assigned assigned gift gift of ofthe the Holy Holy Spirit? Spirit and answer the questions. ______in seven groups. Assign each group one of Wisdom Wisdom helps us to know God’s plan for us and value it above all else. RewriteWisdom the defi also nitionhelps us of to your know assigned truth.My Gift giftof theof the Holy Holy Spirit: Spirit in your own words. ______the gifts of the Holy Spirit. Have each group Understanding Understanding helps us to know and understand the truths of the ______Catholic Faith that are beyond our ability to know by ourselves. ______Understanding helps us to know and follow God’s will for us.

read the description of their assigned gift and ______Counsel Counsel, or right judgment, helps us to know right from wrong and ______to avoid sin. Counsel gives us the ability to live a moral life and get to complete the activity on My Gifts of the Holy Heaven someday. Fortitude Give twoFortitude, examples or courage, of how helps your us assignedto stand up gift for and of thedefend Holy the Spirit can help you announceCatholic the Faith,Good even News to the of pointJesus of Christ physical to harm others. or death. (For This example, gift how can strengthens us to do God’s will, and helps us overcome fear. Spirit. Make markers and/or colored pencils the gift of Knowledge help you tell others about Jesus, salvation, and the Church?) Knowledge Knowledge helps us to know of God’s plan in our own lives and to act upon it. Knowledge helps us to know our weaknesses, sins, and 1. ______available for students to draw a symbol of their failures. Knowledge helps us to overcome them with the grace of ______God.

assigned gift. Circulate around the room and Piety 2. ______Piety, or reverence, helps us have the right attitude toward God and to worship Him because we love Him. ______assist as needed. Fear of the The gift of fear of the Lord, or having wonder and awe for the Lord, Lord 3. On theallows next us to page, recognize draw that a symbol God is God that and represents we are not. By your this gift,assigned gift of the Holywe Spirit. know our relationship to God and His glory and greatness. We fear displeasing God by our sin and want to be close to Him. D. When students have finished, have each group give a mini-presentation to the class about 220 their assigned gift of the Holy Spirit. Have 221 students explain what their assigned gift is, 222 describe their three examples of how their gift can help someone announce the Good News of Jesus to others, and show and explain their illustration of that gift.

Activity 3

A. Have your students turn to The Armor of The Armor of God

God (page 223). Read aloud to your students Directions: Read the Scripture passageMy and Armor then of draw God a picture of what your armor of God would look like. Ephesians 6:11-17, while they follow along on Ephesians 6:11-17 Put on the armor of God so that you your loins girded in truth, clothed their worksheets. may be able to stand fi rm against the with righteousness as a breastplate, tactics of the devil. For our struggle and your feet shod in readiness is not with fl esh and blood but with for the gospel of peace. In all B. Ask your students the following questions: the principalities, with the powers, circumstances, hold faith as a shield, with the world rulers of this present to quench all [the] fl aming arrows of darkness, with the evil spirits in the evil one. And take the helmet of the heavens. Therefore, put on the salvation and the sword of the Spirit, ӹӹ According to St. Paul in this passage, why armor of God. …[S]tand fast with which is the word of God. do we need to “put onSAMPLE the armor of God”? To protect ourselves against the tactics of the devil and the evil of the world and to battle against evil spirits. ӹӹ What are the different parts of the armor of God that St. Paul is talking about in this passage, and what are they for? The armor of 223 God helps us to be able to stand firm against 224 the tactics of the devil; loins girded with truth; a breastplate of righteousness; feet shod in readiness for the gospel of peace; a shield of faith; a helmet of salvation; a sword of the Spirit.

Session 28: The Sacrament of Confirmation 445 SESSION PLAN

EXPLAIN to your students that it is not easy to live a faithful Christian life, to live like Christ. The devil and his evil spirits want to tempt us to turn away from God and to sin. The world around us is filled with temptations to sin, and other people often make those temptations look very desirable. Without God’s assistance, it would be very easy for us to give in to temptation and to sin. But God gives us His help to avoid sin, to resist temptation, and to fight against the devil and his evil spirits. God sends us the Holy Spirit to do this. We are filled with the Holy Spirit at our Baptism, and the gifts of the Holy Spirit are strengthened within us at our Confirmation. It’s very much like putting on the armor of God. C. Allow time for students to draw, in the space provided, a picture of what their “armor of God” would look like. Make markers and/or colored pencils available. D. When students have finished their drawings, call on a few students to share their drawings.

Activity 4

A. Show the 6-minute Sophia SketchPad video on Confirmation, found atSophiaSketchpad.org . Spend a few minutes discussing students’ reactions to the video. You might ask: ӹӹ What stood out to you about this video? ӹӹ What was the most memorable part? ӹӹ Were you surprised by anything?

SAMPLE

Get Ready for the Next Session If you are unable to watch online videos in class, send out an e-mail to students’ parents to encourage them to watch together the Sophia SketchPad video on the Eucharist found at SophiaSketchpad.org. Bring writing paper and markers and/or colored pencils. Review the upcoming session.

Directions: Read the following information about the Sacrament of Confi rmation, then answer the questions that follow.

esus made Confi rmation a JSacrament. While Baptism is the “doorway” to Christian life, Confi rmation helps give us the strength to live faithfully as Christians.

When we are baptized, we are reborn in the Holy Spirit. When we are confi rmed, the grace we received at Baptism is made stronger within us. We are united more closely with Jesus and the Church. The gifts of the Holy Spirit grow greater in us, and we are given special strength to

spread and protect our Faith. The Holy Spirit as ﬁ re stained glass, Church of the Ascension, Johnstown, Ohio. When we are confi rmed, the bishop lays his hands upon us and prays for In this Sacrament, the bishop also God’s blessing. This is similar to the anoints us with holy oil. When he way, in Jewish history, leaders would does so, he says, “Be sealed with lay their hands upon someone who the gift of the Holy Spirit.” This was selected forSAMPLE a task. This was anointing is a symbol of the gift a sign of being chosen. It was also of the Holy Spirit. Oil cleanses, a sign of God’s blessing upon the soothes, strengthens, and beautifi es person to help him carry out his task. us. This anointing is a seal and a The Church continues this tradition consecration. In other words, we are in the Sacrament of Confi rmation. marked as God’s possession! This

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Session 28: The Sacrament of Confirmation 447 Answer Key 1. Baptism is the doorway to makes us more like Jesus, who said, Confi rmation strengthens not only the Christian “For on [the Son of Man] the Father, our relationship with the Father life, while God, has set his seal” (John 6:27b). but also our relationship with His Church. By the Sacrament of Confirmation Just as the Son of God was sealed Confi rmation we are more perfectly by the Father, we are sealed by the gives us the bound to the Church. We are Father in Confi rmation. We receive fi lled with the Holy Spirit, just as strength to live and indelible mark that seals us as the Apostles were at Pentecost. faithfully as God’s own and that can never go The Apostles then went out and away. Christians. proclaimed the gospel to the world. Jesus often called his Father — and At our Confi rmation the Holy Spirit 2. The grace we our Father — “Abba.” This shows the fi lls us and strengthens us, like received at close, familiar love of a child for his the Apostles, to be able to go out Baptism is made or her own parent. Confi rmation, and announce the Good News of through God’s grace, brings us into salvation to the world. stronger in us, we this love, too. are united more

closely with Jesus 1. How is Confi rmation different from Baptism? and the Church, ______the gifts of the ______Holy Spirit grow ______

greater in us, and 2. What are the effects of Confi rmation? we are given a ______

special strength ______to spread and ______protect our Faith. 3. Why does the bishop lay hands upon us in Confi rmation? 3. As a sign of being ______chosen and as ______a sign of God’s blessing to help 218 the person carry out his God-given task. SAMPLE

448 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 4. The gifts of the Holy Spirit. 4. What is anointing with oil a sign of? ______

5. It means that we ______

are marked as ______God’s possession, 5. What does it mean that anointing with holy oil is a seal and a and it makes us consecration? more like Jesus. ______

______6. The close, familiar ______love of a child for a parent. 6. What does calling God “Abba” show? ______

7. We are filled with ______

the Holy Spirit, ______like the Apostles 7. How does Confi rmation make us like the Apostles? at Pentecost, to ______be able to go out ______and announce ______the Good News of salvation to the world.

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Session 28: The Sacrament of Confirmation 449 My Gifts of the Holy Spirit

Directions: Read about your assigned gift of the Holy Spirit and answer the questions.

Wisdom Wisdom helps us to know God’s plan for us and value it above all else. Wisdom also helps us to know truth.

Understanding Understanding helps us to know and understand the truths of the Catholic Faith that are beyond our ability to know by ourselves. Understanding helps us to know and follow God’s will for us.

Counsel Counsel, or right judgment, helps us to know right from wrong and to avoid sin. Counsel gives us the ability to live a moral life and get to Heaven someday.

Fortitude Fortitude, or courage, helps us to stand up for and defend the Catholic Faith, even to the point of physical harm or death. This gift strengthens us to do God’s will, and helps us overcome fear.

Knowledge Knowledge helps us to know of God’s plan in our own lives and to act upon it. Knowledge helps us to know our weaknesses, sins, and failures. Knowledge helps us to overcome them with the grace of God.

Piety Piety, or reverence, helps us have the right attitude toward God and to worship Him because we love Him.

Fear of the The gift of fear of the Lord, or having wonder and awe for the Lord, allowsSAMPLE us to recognize that God is God and we are not. By this gift, Lord we know our relationship to God and His glory and greatness. We fear displeasing God by our sin and want to be close to Him.

220

______

Rewrite the defi nition of your assigned gift of the Holy Spirit in your own words.

______

Give two examples of how your assigned gift of the Holy Spirit can help you announce the Good News of Jesus Christ to others. (For example, how can the gift of Knowledge help you tell others about Jesus, salvation, and the Church?)

1. ______

______

2. ______

______

3. On the next page, draw a symbol that represents your assigned gift of the Holy Spirit. SAMPLE

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Accept reasoned answers

Session 28: The Sacrament of Confirmation 451 My Gift of the Holy Spirit:

______

SAMPLE

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Accept reasoned answers

Directions: Read the Scripture passage and then draw a picture of what your armor of God would look like.

Ephesians 6:11-17 Put on the armor of God so that you your loins girded in truth, clothed may be able to stand fi rm against the with righteousness as a breastplate, tactics of the devil. For our struggle and your feet shod in readiness is not with fl esh and blood but with for the gospel of peace. In all the principalities, with the powers, circumstances, hold faith as a shield, with the world rulers of this present to quench all [the] fl aming arrows of darkness, with the evil spirits in the evil one. And take the helmet of the heavens. Therefore, put on the salvation and the sword of the Spirit, armor of God. …[S]tand fast with which is the word of God.

SAMPLE

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Session 28: The Sacrament of Confirmation 453 My Armor of God

SAMPLE

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What students will learn: What students will do: ӹӹ The Eucharist is the Sacrament in ӹӹ Look at sacred art. which we receive the Lord’s Body ӹӹ Listen to Scripture. and Blood under the appearances of ӹӹ Watch Sophia SktechPad video on bread and wine. SAMPLE the Eucharist. ӹӹ The Eucharist was instituted at the ӹӹ Write about why the Eucharist is Last Supper, the night before Jesus more than just a symbol. died. ӹӹ The Eucharist is the “source and summit of the Christian life.” ӹӹ There are many titles for the Eucharist that help us better understand the Sacrament.

455 Session at a Glance

Workbook pages your students will complete: ӹӹ The Last Supper (page 225) ӹӹ Eucharist Video Script (page 232) ӹӹ The Eucharist (page 226) ӹӹ The Eucharist Fill-in-the-Blank (page ӹӹ Titles for the Eucharist (page 229) 236)

Other materials you will need: ӹӹ Markers and/or colored pencils ӹӹ Black or dark markers ӹӹ Large pieces of red, yellow, and orange ӹӹ Yarn or string construction paper ӹӹ Eucharist SketchPad

Vocabulary your students will learn: ӹӹ Communion: A title for the Eucharist. When we receive the Eucharist we are united to Jesus Himself. We are made members of the one Body of Christ. Our membership in the Body of Christ that began in Baptism is renewed, strengthened, and deepened by Holy Communion. ӹӹ Mass: The liturgical celebration and memorial of Christ’s sacrifice on the Cross and Resurrection from the dead. At every Mass, the priest changes the bread and wine into Christ’s Body and Blood in the Eucharist. The Mass is divided into two sections: the Liturgy of the Word and the Liturgy of the Eucharist. ӹӹ The Eucharist: The Sacrament in which we receive the Body and Blood, Soul and Divinity of our Lord Jesus Christ under the appearances of bread and wine. The Eucharist is the source and summit of our Christian life. It is spiritual food for the soul. It is not merely a symbol, but is Jesus’ true flesh andSAMPLE blood. ӹӹ The Last Supper: The last meal shared between Jesus and His disciples. It took place on the night before He died on the Cross. Jesus instituted the Holy Eucharist at the Last Supper. ӹӹ Transubstantiation: The word used to describe the change of the bread and wine at Mass into the Body and Blood, Soul and Divinity of Jesus Christ.

Prayer for this session: O Sacrament most Holy, O Sacrament Divine, All praise and all thanksgiving, Be every moment Thine. Amen

Warm-Up

A. Begin with the prayer for this session. B. Have students turn to The Last Supper (page 225) by Leonardo da Vinci. Give students several minutes to quietly view the art before you say or ask anything. C. Once several minutes have passed, ask your students the following questions: ӹӹ What do you first notice about this work of art? ӹӹ What do you like about this work of art? ӹӹ Where do the colors in the work of art draw your eye? Answers will vary. ӹӹ What is happening in this picture? It is the Last Supper. ӹӹ Who is the person in the middle of the painting? Jesus. ӹӹ Who are the other figures? The Apostles. ӹӹ Can you name any of the Apostles in this painting? From left to right: Bartholomew, James son of Alphaeus, Andrew, Judas Iscariot, Peter, John, Jesus in the center, Thomas, James the Greater, Philip, Matthew, Jude, Thaddeus, and Simon the Zealot. ӹӹ What happened at the Last Supper? It was the last meal shared by Jesus and His disciples and took place the night before He died on the Cross. This was the institution of the Holy Eucharist, where the bread and SAMPLEwine become Jesus’ real Body and Blood as spiritual food and drink for us. D. Read aloud to your students John 6:48-57. E. Then ask your students the following questions: ӹӹ What did Jesus tell the crowd that He was? The bread of life, the living bread that came down from heaven. ӹӹ How did the crowd respond to Jesus’ teaching? They were confused and argued among themselves, asking how Jesus could give them His flesh to eat. ӹӹ How did Jesus respond to the confusion of the crowd? He explained further that whoever does not eat His flesh and drink His blood does not have life within them. ӹӹ What does Jesus say about His flesh and blood? It is true food and true drink.

Session 29: The Sacrament of Holy Eucharist 457 SESSION PLAN

ӹӹ Overall, what do we understand Jesus to be teaching about in this passage? (Hint: We receive it every time we attend Mass.) The Eucharist, Jesus’ Body and Blood. F. Next read aloud to your students Matthew 26:26-29. G. Ask your students the following questions: ӹӹ What is this passage the story of? The Last Supper. ӹӹ How does the painting of the Last Supper help illustrate this Gospel story? Accept reasoned answers. ӹӹ How are the painting of the Last Supper and the passage from Matthew related to Jesus’ teaching about the Bread of Life in John 6? At the Last Supper, Jesus transformed the bread and wine into His Body and Blood and gave it to His Apostles to eat and drink. Jesus’ teaching in John 6 was fulfilled at the Last Supper, when He made a New Covenant for the forgiveness of sins.

Activity 1

EXPLAIN to your students that the Catechism of the Catholic Church describes the Eucharist as “the source and summit of the Christian life” (CCC 1324). The source of something is where it begins. Think of the source of a river, where the water begins to flow. The summit of something is its highest point. Think of the summit of a mountain, the very top peak. The Eucharist is the source and summit of our faith. That means that our Christian faith begins with the Eucharist or flows out of it, and the Eucharist is the greatest expression of our faith. In other words, the whole of the Christian life begins with the Eucharist and is directed toward the Eucharist. A. Have your students turn to The Eucharist (page 226). Ask them to read the information with a partner and answer the focus questions. B. W hen students have finished, review and SAMPLEdiscuss the correct answers to The Eucharist.

Activity 2

A. Read aloud to your students Luke 24:30-31: And it happened that, while he was with them at table, he took bread, said the blessing, broke it, and gave it to them. With that their eyes were opened and they recognized him, but he vanished from their sight.

EXPLAIN to your students that this passage from Luke’s Gospel comes from a story called the Road to Emmaus. This story takes place on Easter Sunday after Jesus has risen from the dead. Two of Jesus’ disciples are walking to a town outside of Jerusalem called Emmaus. Along the way, they meet a stranger and have a conversation with him about Jesus’ suffering and death three days before. The stranger then begins to teach the disciples about everything in the Scriptures that speaks of Jesus. When they reach their destination, the two disciples and the stranger gather together to break bread. B. Ask your students the following questions: ӹӹ What did the person in this passage do while “at table” with the disciples? He took bread, said the blessing, broke it, and gave it to them. ӹӹ What do these actions sound like? The Mass. These are similar to the words the priest says during the Consecration. ӹӹ What happened after the breaking of the bread? The eyes of the disciples were opened, and they recognized the stranger they had been traveling with to be Jesus. Then He vanished from their sight. C. Explain to your students that one of the many titles for the Eucharist is the Breaking of the Bread. Just as with the disciples in this story, Jesus is revealed to us in the Breaking of the Bread, the Eucharist. When we participate in the Eucharist at every Mass, Jesus is made known to us. He is literally there with us, Body and Blood, Soul and Divinity. There are other important titles for the Eucharist. In this lesson, we are going to consider some of these titles. D. Have your students turn to Titles for the Eucharist (page 229). Arrange students into pairs and trios. Have each group read Titles for the Eucharist together and then fill in the information on the chart together. Student should complete the graphic organizer by recording what each title means and then drawing a picture to representSAMPLE each title. Make markers and/or colored pencils available for students to complete the activity. E. When students have finished, review and discuss the correct answers to the chart. For each title, call on a few students to share and briefly explain their drawings.

Session 29: The Sacrament of Holy Eucharist 459 SESSION PLAN

Activity 3

A. Show the Sophia SketchPad video on the Eucharist, found at SophiaSketchpad.org. Spend a few minutes discussing students’ reactions to the video. You might ask: ӹӹ What stood out to you about this video? ӹӹ What was the most memorable part? ӹӹ Were you surprised by anything? B. If you are not able to show the video have students turn to and read Eucharist Video Script (page 232) and then complete The Eucharist Fill-in-the-Blank (page 236). Encourage them to watch the SketchPad video with their parents at home if they have not already done so. Then skip to step E. C. H ave your students turn to The Eucharist Fill- in-the-Blank. Play the video again. This time, have your students complete the worksheet as they watch. D. Give your students a few minutes after the video to finish writing their answers. E. When students have finished, review and discuss the correct answers to The Eucharist Fill-in-the-Blank.

SAMPLEActivity 4 A. On their own paper, have students write a paragraph that responds to the following prompt: ӹӹ What would you say to someone who said the Eucharist is just a symbol for Jesus’ Body and Blood in order to convince them they are wrong? B. When students have finished, ask for volunteers to share their responses.

Get Ready for the Next Session Review the upcoming session.

SAMPLE

Session 29: The Sacrament of Holy Eucharist 461 SAMPLE

Session 29: The Sacrament of Holy Eucharist 463 Answer Key 1. It is the real Body and Blood of Jesus Christ. 2. By the Holy Spirit, the priest transforms them into the actual Body and Blood of Jesus Christ. 3. The transformation of the bread and wine into Jesus’ Body and Blood. 4. At the Last Supper Jesus took the bread and wine and said, “This is my body” and “This is my blood.” We can believe Jesus because He is God. 5. Just as real food nourishes us and gives us strength, the Eucharist nourishes us spiritually and strengthens our SAMPLE souls so that we can live faithfully as Christians.

464 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 6. A desire for eternal life with Mary and all the angels and saints in Heaven with God. 7. It means we grow closer to Christ and see things a different way — a more positive and hopeful way. 8. Catholics are required to receive the Eucharist once a year, but we can receive it more often, every week or even every day.

SAMPLE

Session 29: The Sacrament of Holy Eucharist 465 SAMPLE

Session 29: The Sacrament of Holy Eucharist 467 Answer Key 1. Thanksgiving.

2. Making present again Jesus’ sacrifice on the Cross.

3. The participation of the People of God in the work of God, which is our salvation from sin.

4. The great truths of God and our salvation which are greater than our ability to fully understand.

5. When we receive the Eucharist we are united to Christ and to each other.

6. Being sent forth to carry out the mission of the Church and announce the Good News. SAMPLE

Session 29: The Sacrament of Holy Eucharist 469 SAMPLE

Session 29: The Sacrament of Holy Eucharist 471 SAMPLE

2. Living bread/live forever/ flesh

3. Body

4. Last Supper/ Mass

5. Priests/ Mass

6. Adam/Eve

7. Satan

8. Free will/ Original Sin

SAMPLE

Session 29: The Sacrament of Holy Eucharist 473 Answer Key 9. Death/sin

10. Animals

11. Punishment

12. Banishment

13. Man/Cross/ Resurrection

14. Eating/drinking

15. Eternal

16. Original Sin/ eating

17. United

18. Life/grace

SAMPLE

What students will learn: What students will do: ӹӹ Jesus is the LambSAMPLE of God who frees ӹӹ Listen to Scripture. us from sin and spiritual death. ӹӹ Complete a worksheet on the ӹӹ The Mass is a re-presentation of Passover Lamb. Christ’s sacrifice on the Cross. ӹӹ Match Liturgy of the Word and ӹӹ The Mass is divided into two main Liturgy of the Eucharist terms. parts: the Liturgy of the Word and the Liturgy of the Eucharist. ӹӹ We worship and receive the Lord in His Word and in His Body and Blood from the same altar at every Mass.

475 Session at a Glance

Workbook pages your students will complete: ӹӹ The Passover Lamb (page 238) ӹӹ Liturgy of the Eucharist (page 244) ӹӹ Liturgy of the Word (page 241)

Vocabulary your students will learn: ӹӹ Lamb of God: Jesus is the Lamb of God whose sacrifice on the Cross freed us from sin and spiritual death. Just as the Israelites had to eat flesh of the Paschal Lamb for the sacrifice to be complete, Jesus gave us His Body and Blood in the Eucharist at the Last Supper for us to receive the blessings of the Passover of the New Covenant. ӹӹ Liturgy of the Eucharist: The second part of the Mass in which we receive the Body and Blood of Jesus Christ in the Eucharist. In this part of the Mass, the priest prays the words of consecration and changes the bread and wine in the Body and Blood of Christ. We also come to the altar of the Lord and receive Holy Communion. ӹӹ Liturgy of the Word: The first part of the Mass in which we receive the written Word of God. In this part of the Mass, the Scriptures are proclaimed and the priest teaches us in his homily. We also join together in prayer for others and profess our faith. ӹӹ The Mass: The liturgical celebration and memorial of Christ’s sacrifice on the Cross and Resurrection from the dead. At every Mass, the priest changes the bread and wine into Christ’s Body and Blood in the Eucharist. The Mass is divided into two sections: the Liturgy of the Word and the LiturgySAMPLE of the Eucharist.

Prayer for this session: Lamb of God, you take away the sin of the world: have mercy on us. Lamb of God, you take away the sin of the world: have mercy on us. Lamb of God, you take away the sin of the world: grant us peace.

Warm-Up

A. Begin with the prayer for this session. B. Read aloud to your students John 1:29: The next day he saw Jesus coming toward him and said, “Behold, the Lamb of God, who takes away the sin of the world.” C. Explain to your students that this passage appears in John’s Gospel where John the Baptist was baptizing people in the Jordan River. When Jesus came to meet John and his followers, John introduced Jesus to them in this way. Ask your students the following questions: ӹӹ What animal does John call Jesus? A lamb, the Lamb of God. ӹӹ What did John say that Jesus, the Lamb of God, will do? Take away the sin of the world. ӹӹ What are lambs usually like? Small, innocent, shy, meek, cute, cuddly, soft, gentle, kind, and so forth. ӹӹ Do you think a lamb is a good animal to compare Jesus to? Why or why not? Answers will vary, but most students will likely answer no, because Jesus is God and King of the universe, not cute and cuddly. ӹӹ Why did John describe Jesus as the Lamb of God? Accept reasoned answers. Then explain that this seemingly strange description of Jesus actually connects Jesus’ suffering, Death, and Resurrection to the events of the Old Testament. In this lesson, we’re going to learn about those events. SAMPLE

Session 30: The Sacrifice of the Mass 477 SESSION PLAN

Activity 1

A. Ask students to turn to The Passover Lamb (page 238). Have them work in pairs to read the information and complete the questions. B. When students have finished, review and discuss the correct answers to the questions. C. Then read aloud to your students Luke 22:14- 20: D. Ask your students the following questions: ӹӹ What is this Scripture passage the story of? The Last Supper. ӹӹ What special meal was Jesus sharing with His Apostles? The Passover. ӹӹ What similarities do you see between this account of the Last Supper and the Passover? Jesus says He has desired to eat this Passover with His Apostles. There was a cup of wine and bread. Jesus said the cup of wine is the new covenant in His blood, which will be shed for us. ӹӹ Notice that while there is bread and wine, there is no lamb at this Passover meal. Why do you think that is? Jesus is the Lamb of God, as John the Baptist announced. He gives us His Body and Blood to eat and drink, just as the Israelites had to eat the flesh of the original Passover lamb. ӹӹ As in the original Passover, Jesus asked His Apostles to remember this event, to “do this in memory” of Him. How is this sacred meal made present to us today? At every Mass when we receive the Eucharist. SAMPLE EXPLAIN to your students that the sacrifice of the Mass is a re-presentation of Jesus’ one sacrifice on the Cross. When we receive the Eucharist, we are receiving the Lamb of God who takes away our sin and we are taking part in the New Passover.

Activity 2

A. Read aloud Catechism of the Catholic Church no. 103: [T]he Church has always venerated the Scriptures as she venerates the Lord’s Body. She never ceases to present to the faithful the bread of life, taken from the one table of God’s Word and Christ’s Body. B. Ask your students the following questions: ӹӹ What does it mean to “venerate” something or someone? To honor. ӹӹ What two things does this Catechism reference tell us that we honor? The Scriptures and the Lord’s Body. ӹӹ Where are the Scriptures and Lord’s Body presented to us? The one table of God’s Word and Christ’s Body. In other words, when we come before the altar at every Mass.

EXPLAIN to your students that there are two main parts of the Mass: the Liturgy of the Word and the Liturgy of the Eucharist. The liturgy of the Word and the liturgy of the Eucharist together form “one single act of worship” (CCC 1346) because they both prepare us to receive Christ, first in the Word of God then in His Body and Blood. In today’s lesson, we are going to explore the different parts of the Liturgy of the Word. C. Have your students turn to Liturgy of the Word (page 241). Ask them to read the essay, then use the information they learned to fill in the term matching. D. When students have completed Liturgy of the Word, review and discuss the correct answers.

Activity 3

A. Read aloud to your students Isaiah 6:1-3: I saw the Lord seatedSAMPLE on a high and lofty throne, with the train of his garment filling the temple. Seraphim were stationed above; each of them had six wings: with two they covered their faces, with two they covered their feet, and with two they hovered. One cried out to the other, “Holy, holy, holy is the LORD of hosts! All the earth is filled with his glory!” B. Explain to your students that this passage is about Isaiah’s vision of God in Heaven with angels surrounding Him (seraphim are a type of angel). Then ask your students the following questions:

Session 30: The Sacrifice of the Mass 479 SESSION PLAN

ӹӹ What did the angels (seraphim) look like in this vision? They had six wings, two covering their faces, two covering their feet, and two being used to hover. ӹӹ What did the angels cry out? “Holy, holy, holy is the Lord of hosts! All earth is filled with His glory!” ӹӹ Where else have you heard words similar to what the angels said? At Mass. In fact, during every Liturgy of the Eucharist, we pray the same words as the angels who surround God. We call this moment at Mass the “Sanctus” or the “Holy, Holy.” C. Explain that in today’s lesson your students will be exploring the second part of the Mass, the Liturgy of the Eucharist. It is in this part of the Mass that we receive Jesus in the Eucharist. We join our prayers with those of all of the angels and saints in Heaven and sing together “Holy, holy, holy is the Lord of hosts!” D. Have your students turn to Liturgy of the Eucharist (page 244). Have them read the essay, then use the information they learned to fill in the term matching. E. When students have completed Liturgy of the Eucharist, review and discuss the correct answers.

SAMPLE

Get Ready for the Next Session If you are unable to watch the video in class, send out an e-mail to students’ parents to encourage them to watch together the Sophia SketchPad video on Confession found at SophiaSketchpad.org. Bring sitcky notes. Review the upcoming session.

Session 30: The Sacrifice of the Mass 481 Answer Key 1. They were slaves of the Egyptians. Moses.

2. Ten Plagues. Some examples are: God turned the Nile River to blood, sent large swarms of insects, killed the Egyptian cattle, and ruined the Egyptian crops. He blocked out the sun and made it completely dark during the daytime.

3. A plague of death. God would send the angel of death to kill the firstborn children throughout Egypt.

4. Kill it, spread its blood on their doorposts, and roast and eat its flesh. SAMPLE

482 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 5. Remember the Passover event with a sacred meal of unleavened bread, wine, and a lamb.

6. The angel of death came down upon Egypt and killed the firstborn children of Egypt, including Pharaoh’s son. The Israelites were spared. Then Pharaoh let the Israelites go free.

7. Spiritual death, separation from God.

8. Sin and spiritual death. By dying on the Cross.

9. As the Passover lamb in the Exodus freed the Israelites from slavery and saved them SAMPLE from physical death, Jesus’ sacrifice frees us from sin and spiritual death.

10. Jesus was the sacrificial lamb of a new Passover, one that would free us from sin.

Session 30: The Sacrifice of the Mass 483 SAMPLE

Session 30: The Sacrifice of the Mass 485 Answer Key 1. Gospel

2. Responsorial Psalm

3. Second Reading

4. Prayers of the Faithful

5. Liturgy of the Word

6. First Reading

7. Homily

8. Profession of Faith

9. Gospel Acclamation

10. Gospel

SAMPLE

Session 30: The Sacrifice of the Mass 487 Answer Key 1. Epiclesis

2. Preface

3. Eucharistic Prayer

4. Holy Communion

5. Offertory

6. Sanctus or Holy, Holy

7. Liturgy of the Eucharist

8. Prayer after Communion

SAMPLE

10. Mystery of Faith

11. Sign of Peace

12. Lamb of God

13. The Lord’s Prayer

SAMPLE

Session 30: The Sacrifice of the Mass 489 Notes ______

______

______SAMPLE ______

______

SAMPLE What students will learn: What students will do: ӹӹ The Sacraments of Healing were ӹӹ Look at sacred art. given by Christ to restore our ӹӹ Read Scripture. relationship with God and others. ӹӹ Interview characters from the ӹӹ God is always waiting to forgive Parable of the Prodigal Son. us and welcome us back in the ӹӹ Compare the Prodigal Son’s Sacrament of Reconciliation. contrition with the four steps of the Sacrament of Reconciliation.

491 Session at a Glance

Workbook pages your students will complete: ӹӹ The Return of the Prodigal Son (page ӹӹ Interview Response (page 250) 247) ӹӹ The Prodigal Son and Reconciliation ӹӹ News Reporter Interview Questions (page (page 252) 248)

Other materials you will need: ӹӹ Sticky notes ӹӹ Black or dark markers ӹӹ Large pieces of red, yellow, and orange ӹӹ Yarn or string construction paper

Vocabulary your students will learn: ӹӹ Absolution: The priest prays the prayer of forgiveness (absolution), and we are welcomed back into our full relationship with Christ. ӹӹ Confession: We confess our sins to a priest. The priest acts in the person of Christ, and we show we are truly sorry as we pray the Act of Contrition. ӹӹ Conversion: We recognize all that we have done to hurt our heavenly Father, are truly sorry for our actions, and resolve not to sin again. The examination of conscience can aid us in recognizing our faults. ӹӹ Satisfaction: We approachSAMPLE Jesus with humility. The priest gives us a penance for the wrong we have done. We perform our penance, to repair not only our relationship with our heavenly Father but also our relationships with those we have hurt.

Prayer for this session: O my God, I am heartily sorry for having offended Thee, and I detest all my sins because of thy just punishments, but most of all because they offend Thee, my God, who art all good and deserving of all my love. I firmly resolve with the help of Thy grace to sin no more and to avoid the near occasion of sin. Amen.

Warm-Up

A. Begin with the prayer for this session. B. Hve students turn to The Return of the Prodigal The Return of the Prodigal Son Son (page 247). Allow some time for students By REMBRANDT vAN RIJN (C. 1661-1669) to quietly view and reflect on the art. Let students be inspired in any way that happens naturally. Then ask your students the following questions. ӹӹ What do you first notice about this work of art? ӹӹ What do you like about this work of art? ӹӹ What do you think is happening in this painting? ӹӹ What emotions do you see in the faces and Rembrandt van Rijn, Return of the Prodigal Son, c. 1669, oil on canvas, body language of the men in this image? Hermitage Museum, St. Petersburg, Russia.

ӹӹ Does the title of this painting, The Return 247 of the Prodigal Son, give you any more thoughts on what is happening and who the characters might be? C. Discuss the different answers and ideas, allowing the conversation to go in unexpected directions. SAMPLE

Session 31: The Sacrament of Penance and Reconciliation 493 SESSION PLAN

News Reporter Interview Questions Activity 1

QuestionsDirections: for the forgiving Read the fatherquestions for the character assigned to you from the 1. How did you feelstory when of your the youngerProdigal sonSon. left Then and write spent a responseall of your to gift each on question A. Read aloud the story of the Prodigal Son, Luke a life of pleasure onand the selfi Interview shness? Response Sheet.

2. Did you think your son would ever return? Questions for the younger son 15:11-32. 3. What were you thinking when you saw your son coming from a distance? 1. What were your fi rst thoughts when your father gave you your 4. Why didinheritance? you not scold your son and punish him for what he did to hurt Interview Responseyou and his relationship with you? 2. Why did you leave, and where did you go? B. When you are finished, arrange students in 3. What changed your heart? How did you feel? QuestionDirections: 3 Read the questions from the News Reporter Interview Sheet for 4. When you returned home, was it hard to receive your father’s celebration ______the character assigned to you from the story of the Prodigal Son. groups of three. Assign each student in the group Then write a responseand love? to Dideach you question feel deserving in the space of it? provided ______below. ______Questions for the older brother one of the three characters in the parable. ______1. How did you feel when your brother left with his inheritance and went to

______Question 1 spend it on pleasure? ______2. Did you miss your brother while he was gone? ______C. Explain to students that a news reporter would 3. When the servant came to tell you your brother was home, what were you Question______4 doing, and how did the news make you feel? ______4. When your father tried to explain why he was so happy that your brother like to feature them on a news segment. Have ______was home, did you ever come to an understanding and forgive your ______brother? ______students turn to News Reporter Interview ______Question 2 ______Questions (page 248) and Interview Response ______248 ______(page 250) in their workbooks. ______

______249 D. Allow students time to brainstorm as a group how each character will respond to the questions. 250 Following the brainstorm, have students write 251 their responses on Interview Response, which they may use during the interview if they wish. E. Cir culate around the room as students work in their groups. Guide their discussions as necessary. F. Allo w students 5 to 10 minutes to practice their interview responses in their groups. Remind them to “become the character” and truly dive into the story from their character’s perspective, showing emotions that their character would have experienced. G. In each group, have students take turns as the news reporter, reading the interview questions to one of the characters and allowing each character to be interviewed. H. Then have each group watch each other’s “live” news report. I. Following the interviews, bring the class together to discuss what they thought about the parable. Allow these questions to guide your discussion. Engage all students in the class by allowing them to share with a neighbor first and then calling on one or two pairs to share their thoughts aloud with the class. SAMPLE ӹӹ What does the younger son do? Why were his actions wrong? Whom did his actions affect? He asks for his inheritance from his father while his father is still alive, leaves the family home, and squanders all his money on a sinful lifestyle. This is wrong because it is disrespectful to parents to take an inheritance from them while they are still living. It is also irresponsible of the younger son to squander the inheritance. His actions affected the entire family as well as the workers on his father’s farm. ӹӹ How does the older brother react? Why do you think he reacts this way? Does the younger son deserve the father’s mercy? The older brother is jealous of the attention to and celebration for his brother because he has been faithfully serving his father and working on the family farm. The younger son does not deserve the father’s mercy but receives it anyway because the father loves his children unconditionally.

ӹӹ How does the father react when the younger son comes home? What did the younger son have to do in order for the father to react this way? The father reacts by running out to meet his son before he has even made it home. The younger son asks his father for forgiveness. The father then gives the younger son the finest robe and a ring and sandals and has the fattened calf slaughtered to eat at a celebratory feast. ӹӹ Whom could you most identify with? Were you the jealous, upset brother or the merciful father or the prodigal son? Do you agree with the father’s actions? Answers will vary.

ӹӹ What do you think was the most important moment in the story? Answers will vary.

Activity 2

A. Distribute a sticky note to each student and then write the following question on the board. Have students write their response on the sticky note. ӹӹ Would the father’s response in the parable of the Prodigal Son have been the same if the younger son had come back but had not been sorry for what he had done? Why or why not? B. Draw a T-chart on the board, labeling one side “Yes” and the other side “No.” When students have finished responding to the question, have them come up to the board and stick their note on the appropriate side of the T-chart. C. Read aloud a few of their thoughts and discuss as a class.

Activity 3

A. Ask students if they can make any connections between this parable and the Sacrament of Reconciliation. The Prodigal Son and Reconciliation

Directions: Fill in the chart with your teacher. B. After allowing them to share some of their

The Parable of The Sacrament of thoughts, show the Sophia Sketchpad video on the Prodigal Son Reconciliation Confession located at SophiaSketchpad.orgSAMPLE. Conversion 1 Activity 4 Confession A. Have your students turn to The Prodigal Son 2 and Reconciliation (page 252). Satisfaction

B. Discuss the following as you complete the 3 graphic organizer together with the students:

ӹ God desires to forgive us as the father does Absolution ӹ 4 in the story. God is already running to meet 252 us and forgive us, but we have to realize that

Session 31: The Sacrament of Penance and Reconciliation 495 SESSION PLAN

we need to go back home, just as the son did, in order to receive the Father’s forgiveness. The son went to the father after he realized what he had done wrong and was truly sorry for his actions. We notice that the son in the story was so sorry that he did not even feel worthy to return as the son he had been before, but only as a hired servant. He recognized that he was not deserving after what he had done; he had true contrition, or sorrow, for his actions. ӹӹ The father joyfully welcomed him back into his family. However, the younger brother’s relationship with his older brother was still broken. When we step into the confessional, we approach the Father like the younger son, who feels unworthy to be anything but a hired servant. God offers us so much more than that, though. He runs to us in the Sacrament by forgiving us completely and welcoming us back into His grace. He goes so far as to purify us to the point where we are made fit to receive Him in the Eucharist. Jesus gave us the Sacrament of Reconciliation to heal our relationship with God and the Church. It is one of the two Sacraments of Healing that Jesus gave us while He was living on earth. C. Write the four main steps of Reconciliation on the board: conversion, confession, satisfaction, and absolution. D. Define ache of these steps for your students and have them fill in the graphic organizer onThe Prodigal Son and Reconciliation: ӹӹ Conversion: The first step in the Sacrament of Penance and Reconciliation. We recognize all that we have done to hurt our heavenly Father, are truly sorry for our actions, and resolve not to sin again. The examination of conscience can aid us in recognizing our faults. ӹӹ Confession: The second step in the Sacrament of Penance and Reconciliation. We confess our sins to a priest. The priest acts in the person of Christ, and we show we are truly sorry as we pray the Act of Contrition. ӹӹ Satisfaction: The third step in the Sacrament of Penance and Reconciliation. We approach Jesus with humility. The priest gives us a penance for the wrong we have done. We perform our penance, to repair not only our relationship with our heavenly Father but also our relationships with those we have hurt. ӹӹ Absolution: The fourth step in the Sacrament of Penance and Reconciliation. The priest prays the prayer of forgivenessSAMPLE (absolution), and we are welcomed back into our full relationship with Christ. E. Then have your students identify each of the four steps of Reconciliation in the story of the Prodigal Son.

Get Ready for the Next Session Photocopy and cut out the cards from Catechist Resource: Anointing of the Sick Scavenger-Hunt Cards (page 514 in this guide). Review the upcoming session.

SAMPLE

Rembrandt van Rijn, Return of the Prodigal Son, c. 1669, oil on canvas, Hermitage Museum, St. Petersburg, Russia.

247

Session 31: The Sacrament of Penance and Reconciliation 497 News Reporter Interview Questions

Directions: Read the questions for the character assigned to you from the story of the Prodigal Son. Then write a response to each question on the Interview Response Sheet.

Questions for the younger son 1. What were your fi rst thoughts when your father gave you your inheritance?

2. Why did you leave, and where did you go?

3. What changed your heart? How did you feel?

4. When you returned home, was it hard to receive your father’s celebration and love? Did you feel deserving of it?

Questions for the older brother 1. How did you feel when your brother left with his inheritance and went to spend it on pleasure?

2. Did you miss your brother while he was gone?

3. When the servant came to tell you your brother was home, what were you doing, and how did the news make you feel?

4. When your father tried to explain why he was so happy that your brother was home, did youSAMPLE ever come to an understanding and forgive your brother?

248

498 © SOPHIA INSTITUTE FOR TEACHERS Questions for the forgiving father 1. How did you feel when your younger son left and spent all of your gift on a life of pleasure and selfi shness?

2. Did you think your son would ever return?

3. What were you thinking when you saw your son coming from a distance?

4. Why did you not scold your son and punish him for what he did to hurt you and his relationship with you?

SAMPLE

249

Session 31: The Sacrament of Penance and Reconciliation 499 Interview Response

Directions: Read the questions from the News Reporter Interview Sheet for the character assigned to you from the story of the Prodigal Son. Then write a response to each question in the space provided below.

Question 1 ______

______

Question 2 ______

______

______SAMPLE

250

Accept reasoned answers

______

Question 4 ______

______

SAMPLE

251

Accept reasoned answers

Session 31: The Sacrament of Penance and Reconciliation 501 Answer Key 1. Parable: The son recognizes what The Prodigal Son and Reconciliation he has done wrong and wants to return Fill in the chart with your teacher. to his father. He is Directions: truly sorry (has true contrition) for what The Parable of The Sacrament of the Prodigal Son Reconciliation he has done. Sacrament: We recognize all that

we have done to Conversion

hurt our heavenly 1 Father and are truly sorry for our actions. The

examination of Confession 2 conscience can aid us in recognizing our faults.

2. Parable: The son Satisfaction returns to his father 3 and confesses, “Father, I have sinned against Absolution

heaven and against 4 you. I no longer deserve to be called 252 your son.” Sacrament: We confess our sins to a priestSAMPLE in the Sacrament of Reconciliation. The priest acts in persona Christi (in the person of Christ), and we show we are truly sorry as we pray the Act of Contrition.

3. Parable: The son recognizes that he needs to repair the wrong he has done and feels unworthy to be called his father’s son. Sacrament: We approach Jesus with humility. The priest gives us a penance for the wrong we have done. We perform our penance, to repair not only our relationship with our heavenly Father but also our relationships with those we have hurt.

4. Parable: The father mercifully welcomes his son back. He celebrates, saying, “This son of mine was dead, and has come back to life again; he was lost, and has been found.” He has been made new. Sacrament: The priest prays the prayer of absolution, and we are welcomed back into our full relationship with Christ. We are made new, and our heavenly Father celebrates our return.

What students will learn: What students will do: ӹӹ Jesus loved the sick and sinners, and ӹӹ Be a teacher for a day and think up He had the powerSAMPLE to cure them. questions to ask other students. ӹӹ Jesus’ work of healing continues ӹӹ Go on an Anointing of the Sick today in the Sacrament of Anointing scavenger hunt. of the Sick. ӹӹ Respond to a scenario. ӹӹ People who are suffering from illness need special strength to suffer with Jesus and to continue to practice virtue. ӹӹ Jesus gave His healing power to the Apostles.

503 Session at a Glance

Workbook pages your students will complete: ӹӹ Jesus Heals Us (page 253) ӹӹ Anointing of the Sick Scavenger Hunt ӹӹ Teacher for a Day (page 254) (page 257) ӹӹ Anointing of the Sick (page 255) ӹӹ Anointing of the Sick Reflection (page 258)

Other materials you will need: ӹӹ Catechist Resource: Anointing of the Sick Scavenger-Hunt Cards (page 514 in this guide)

Vocabulary your students will learn: ӹӹ Presbyter: A priest. ӹӹ To Anoint: To rub or mark with oil. Holy oil is spread on our foreheads in Baptism and Confirmation, and again in the Sacrament of Anointing of the Sick. SAMPLE Prayer for this session: Tend to you sick ones, O Lord Christ. Pity your afflicted ones. Rest your weary ones. Shield your joyous ones. Bless your dying ones. And for all your love’s sake. Amen. —St. Soothe your suffering ones. Augustine.

Note: Before class, photocopy and cut out the cards from Catechist Resource: Anointing of the Sick Scavenger-Hunt Cards (page 514 in this guide). Tape them on the walls around the room at a height that is easily read by the students. Depending on your class size, it may help “crowd control” to make more than one copy of each card to place around the room, allowing students to spread out, rather than having multiple students visiting the same card at the same time.

Warm-Up

A. Begin with the prayer for this session. B. Remind your students that Jesus had compassion for people who were sick and dying and that He often healed them with His power. He also showed mercy to those who were struggling with sin, and He forgave their sins. Jesus did all of this because suffering, death, and sin were not a part of God’s original plan for us but came into our lives when our original parents, Adam and Eve, sinned against God.

Activity 1

A. Have your students turn to Jesus Heals Us (page

253) and read the text. Jesus Heals Us

Directions: Read the information below and use it to write your own quiz B. After your students have read Jesus Heals Us, questions on Teacher for a Day.

ince Adam and Eve sinned sins. He also prayed that they might explain that they will be given a new privilege, Sagainst God, all who have come have strength not to sin again. When after them are born into a world with He ascended to Heaven, He sent the suffering, sin, and death. Jesus came Holy Spirit to help us avoid sin. Jesus the privilege of being the teacher! They will each to invite us into God’s Kingdom, wants our souls to be free of sin so where there will be no more that we can be friends with God suffering, sin, or death. Jesus invites again. write three questions whose answer is given in us to new life and freedom. Jesus cares about people who are When the people of Jesus’ Teacher time saw for sicka Day and suffering. To show this, what they have just read. Him cure others of illness and even He gave the Church the Sacrament raise people from the dead, they of Anointing of the Sick. Through SAMPLEwould have understoodDirections: that God’s Write threethis short-answerSacrament, Jesus questions helps people about the most important Kingdom had come. When Jesus informationwho fromare sick Jesus and Heals suffering, Us, then not answer each question. C. Have each students turn to Teacher for a Day healed people, He was announcing only physically, but spiritually as the coming of the Kingdom of God. well. Through Anointing of the Q: Sick, Jesus works to give people Although Jesus cared about healing (page 254) and write three short-answer the spiritual strength they need to people’s bodies, He cared even bear the suffering of their illness, to more about healing their souls. Sin heal them if it is God’s will, and to separates us from God. Jesus healedA: prepare them for death when the

questions about the most important information Question 1 people’s souls when He forgave their time comes. from the text and the answer to each question. Q: D. Then go around the room and ask each student

A: 253 to read aloud one of their questions and have Question 2

the other students raise their hands if they know Q: the answer to the question. You or the student A: asking the question can call on a student to answer. Question 3

E. Make sure to guide and correct the question and 254 answers when needed.

Session 32: The Sacrament of Anointing of the Sick 505 SESSION PLAN

Activity 2 Anointing of the Sick

God doesn’t chooseDirections: to heal Read everyone the information the person’s below. time You onwill earth use whatis simply you learn to A. Have your students turn to Anointing of the who is sick. Only God knowscomplete the the Anointingover and itof is the time Sick for Scavenger him or her Hunt to . answer to that. Perhaps the illness go to Heaven. Whatever the reason, is purifying the personesus gave and the helping Apostles somethe Sacrament of The of Anointingpriest fi rst of anointsthe the person’s Sick (page 255) and read the text with a him or her to JchooseHis power God. Maybeto heal the sickSick and helps to us toforehead make good with useoil and of says a prayer. it is an opportunityforgive to sins. do penanceThey continued our to sufferings heal He and then to haveanoints our the sins hands of the sick so the personsthe can sick go andstraight forgive to sins afterforgiven Jesus so thatperson we can and be says ready another to prayer. The partner. Encourage them to underline the Heaven when ascendedhe or she todies. Heaven. Perhaps One ofgo the to Heaven Sacramentwhen the time of Anointing comes. of the Sick Apostles, St. James, tells us that the has several effects: Apostles prayed over and anointed ӹ It strengthens us to suffer with those who were sick: information that stands out and is important. Jesus. Is anyone among you sick? He ӹ It heals us if it is God’s will. should summon the presbyters ӹ It frees us from our sins if we are [priests] of the church, and they not able to receive the Sacrament B. Onc e your students have finished reading should pray over him and anoint of Reconciliation. [him] with oil in the name of the ӹ It prepares us for eternal life in Lord, and the prayer of faith will Anointing of the Sick Scavenger Hunt Heaven. Anointing of the Sick, have each pair turn to save the sick person, and the The Sacrament of Anointing of the Lord will raise him up. If he has Sick is not meant for someone who is committed any sins, he will be Directions: Taped around the room are numbered cards with questionssuffering on from a little cold. Rather, it forgiven. Anointing of the Sick Scavenger Hunt (page them. Move around the room, answering the questions untilis for all someone of with a serious illness —JAMES 5:14-15 the answer spaces have been fi lled in. or someone who might be in danger Priests follow this example today. of death from sickness, injury, old 257). Explain to your students that they When someone is very sick and age, or surgery. might die, a priest administers We need help to suffer well and 1 . the Sacrament of Anointing of the still be able to do good (practice Sick. He prays over the person and will participate in a scavenger hunt in order virtue). Many people wonder why anoints him or her with holy oil. 2 . 255 to answer questions about the text they just

3 . 256 finished reading. Taped around the room are 4 . numbered cards with questions on them.

5 . Each question is answerable by the text and

6 . has a corresponding spot on the worksheet to

7 . answer each question. Students will continue

8 . the scavenger hunt until all of the answer spaces have been filled in. 257 C. W hen students have completed the scavenger hunt, review and discuss the correct answers.

Activity 3

A. Ask your students to think of a time when they were sick. Ask for a few student volunteers to share how being sick affected or disrupted their normal actions. B. Explain to your students that when we are sick, not only do our bodies feel weak and unhealthy, but our natural weakness and tendency to sin is increased. It is easy to become irritable or impatient. Sometimes we areSAMPLE unable to take care of our normal responsibilities, and we are more likely to be lazy. C. Take the opportunity to point out the instances when their intellect, their will, or their bodies were weakened (when they were more irritable, impatient, unable to take care of normal responsibilities, more apt to laziness, etc.). Emphasize that when we are sick, it can be very difficult to do good and stand strong in fighting against the temptation to sin. But that doesn’t excuse our sinfulness. D. Have your students, with a partner, take turns sharing about the following prompt: ӹӹ Imagine that you become very ill with a serious disease. How would this affect you and your ability to do good (practice virtue)? What could you do to practice virtue and avoid sin?

E. When students have had sufficient time to discuss, call on individual students to share Anointing of the Sick Reﬂ ection their thoughts with the rest of the class.

Directions: Write a response to the scenario below. F. Conclude by explaining that it can be very Imagine that your aunt is fi ghting cancer. She recently received the Sacrament of Anointing of the Sick. When your brother heard about this, difficult to be virtuous and make good choices he was confused and asked you why she received the Anointing of the Sick because he thought it is only for someone who is going to die very soon. when we are not feeling well. God gives Explain to your brother what you know about the Sacrament of Anointing of the Sick and how it will help your aunt.

us special grace through the Sacrament of ______

______

Anointing of the Sick to be faithful and virtuous. ______

______G. Have your students turn to Anointing of ______the Sick Reflection (page 258). Have your ______students write a response to the scenario. ______H. When students have finished, call on a few ______students to share what they wrote. ______

258

SAMPLE

Get Ready for the Next Session Bring a Miraculous Medal, scapular, rosary, and markers and/or colored pencils. Review the upcoming session.

Session 32: The Sacrament of Anointing of the Sick 507 Jesus Heals Us

Directions: Read the information below and use it to write your own quiz questions on Teacher for a Day.

ince Adam and Eve sinned sins. He also prayed that they might Sagainst God, all who have come have strength not to sin again. When after them are born into a world with He ascended to Heaven, He sent the suffering, sin, and death. Jesus came Holy Spirit to help us avoid sin. Jesus to invite us into God’s Kingdom, wants our souls to be free of sin so where there will be no more that we can be friends with God suffering, sin, or death. Jesus invites again. us to new life and freedom. Jesus cares about people who are When the people of Jesus’ time saw sick and suffering. To show this, Him cure others of illness and even He gave the Church the Sacrament raise people from the dead, they of Anointing of the Sick. Through would have understood that God’s this Sacrament, Jesus helps people Kingdom had come. When Jesus who are sick and suffering, not healed people, He was announcing only physically, but spiritually as the coming of the Kingdom of God. well. Through Anointing of the Sick, Jesus works to give people Although Jesus cared about healing the spiritual strength they need to people’s bodies, He cared even bear the suffering of their illness, to more about healing their souls. Sin heal them if it is God’s will, and to separates us from God. Jesus healed prepare them for death when the people’s souls when He forgave their SAMPLEtime comes.

253

Directions: Write three short-answer questions about the most important information from Jesus Heals Us, then answer each question.

A: Question 1

A: Question 2

Q: SAMPLE A: Question 3

254

Accept reasoned answers

Session 32: The Sacrament of Anointing of the Sick 509 Anointing of the Sick

Directions: Read the information below. You will use what you learn to complete the Anointing of the Sick Scavenger Hunt.

esus gave the Apostles some of The priest fi rst anoints the person’s JHis power to heal the sick and to forehead with oil and says a prayer. forgive sins. They continued to heal He then anoints the hands of the sick the sick and forgive sins after Jesus person and says another prayer. The ascended to Heaven. One of the Sacrament of Anointing of the Sick Apostles, St. James, tells us that the has several effects: Apostles prayed over and anointed ӹ It strengthens us to suffer with those who were sick: Jesus. Is anyone among you sick? He ӹ It heals us if it is God’s will. should summon the presbyters ӹ It frees us from our sins if we are [priests] of the church, and they not able to receive the Sacrament should pray over him and anoint of Reconciliation. [him] with oil in the name of the ӹ It prepares us for eternal life in Lord, and the prayer of faith will Heaven. save the sick person, and the The Sacrament of Anointing of the Lord will raise him up. If he has Sick is not meant for someone who is committed any sins, he will be suffering from a little cold. Rather, it forgiven. is for someone with a serious illness —JAMES 5:14-15 or someone who might be in danger Priests follow this SAMPLEexample today. of death from sickness, injury, old When someone is very sick and age, or surgery. might die, a priest administers We need help to suffer well and the Sacrament of Anointing of the still be able to do good (practice Sick. He prays over the person and virtue). Many people wonder why anoints him or her with holy oil.

255

510 © SOPHIA INSTITUTE FOR TEACHERS God doesn’t choose to heal everyone the person’s time on earth is simply who is sick. Only God knows the over and it is time for him or her to answer to that. Perhaps the illness go to Heaven. Whatever the reason, is purifying the person and helping the Sacrament of Anointing of the him or her to choose God. Maybe Sick helps us to make good use of it is an opportunity to do penance our sufferings and to have our sins so the persons can go straight to forgiven so that we can be ready to Heaven when he or she dies. Perhaps go to Heaven when the time comes.

SAMPLE

256

Session 32: The Sacrament of Anointing of the Sick 511 Answer Key 1. He prays over and anoints the Anointing of the Sick Scavenger Hunt person with blessed oil. Directions: Taped around the room are numbered cards with questions on 2. It helps us to them. Move around the room, answering the questions until all of suffer well and the answer spaces have been fi lled in. still be able to practice virtue. 1 . 3. Someone who is going to have 2 . surgery, someone who is fighting a disease, someone 3 . who is seriously injured, and 4 . someone who is very old. 5 . 4. He anoints the forehead and 6 . hands.

5. This Sacrament is 7 . not for someone who has a cold or 8 . a minor sickness. 6. The effects are:

ӹӹ It strengthens 257 us to suffer with Jesus. ӹӹ It heals us if it SAMPLE is God’s will. ӹӹ It frees us from our sins if we are not able to receive the Sacrament of Reconciliation. ӹӹ It prepares us for eternal life in Heaven. 7. Jesus gave the Apostles the power to heal the sick in the Sacrament of Anointing of the Sick. 8. Some reasons might be (no one but God knows for sure): ӹӹ to help purify the person. ӹӹ to help the person choose God. ӹӹ to give the person an opportunity for penance. ӹӹ simply because the person’s life on earth is over.

Directions: Write a response to the scenario below.

Imagine that your aunt is fi ghting cancer. She recently received the Sacrament of Anointing of the Sick. When your brother heard about this, he was confused and asked you why she received the Anointing of the Sick because he thought it is only for someone who is going to die very soon. Explain to your brother what you know about the Sacrament of Anointing of the Sick and how it will help your aunt.

______

______SAMPLE

______

258

Accept reasoned answers

Session 32: The Sacrament of Anointing of the Sick 513 CATECHIST RESOURCE Anointing of the Sick Scavenger-Hunt Cards

Directions: Cut out the cards and tape them on the walls around the room at a height that is easily read by the students. Depending on the size of your class, you may want to put up more than one copy of each card.

When a person is sick and could die, what 1 does the priest do in order to administer the Sacrament of Anointing of the Sick?

What does the Sacrament of Anointing 2 of the Sick help us to do?

Name three possible people who could 3 receive the SacramentSAMPLE of Anointing of the Sick (example: someone fighting cancer).

4 What parts of the body does the priest anoint with oil?

What are the four effects of the Sacrament 6 of Anointing of the Sick?

Who gave the Apostles the ability to heal others 7 in the Sacrament of Anointing of the Sick?

What are some possible reasons God might 8 choose notSAMPLE to heal a person physically?

Session 32: The Sacrament of Anointing of the Sick 515 Notes ______

______

______SAMPLE ______

______

What students willSAMPLE learn: What students will do: ӹӹ Mary is our Mother and nurtures ӹӹ Brainstorm ways they listen to God our souls. in their lives. ӹӹ Marian sacramentals help prepare ӹӹ Draw a picture of their favorite our souls for grace through our faith Marian sacramental. and prayers. ӹӹ Write a prayer to Mary. ӹӹ The Rosary, the Miraculous Medal, ӹӹ Label a diagram of the Rosary. and scapulars are sacramental gifts ӹӹ Pray a decade of the Rosary. from Mary.

517 Session at a Glance

Workbook pages your students will complete: ӹӹ Mary Is Our Mother (page 259) ӹӹ The Rosary (page 264) ӹӹ Marian Sacramentals (page 261)

Other materials you will need: ӹӹ Miraculous Medal, scapular, and rosary ӹӹ Markers and/or colored pencils

Vocabulary your students will learn: ӹӹ Brown Scapular: Two small pieces of cloth connected by a cord worn around the neck. Our Lady appeared to St. Simon Stock and gave him this special sacramental to wear as a sign that we are faithful to God and our baptismal promises. ӹӹ Miraculous Medal: A sacramental medal with an image of Mary imprinted on it. Our Lady appeared to St. Catherine Labouré and asked her to make a medal with Mary’s picture on it. Around the picture are the words of this prayer, “O Mary, conceived without sin, pray for us who have recourse to you.” Mary said that all who wear this medal around their neck with confidence will receive many graces. ӹӹ Sacramental: Objects or actions that are sacred signs of God’s grace which prepare us to receive His grace and SAMPLEcooperate with it.

Prayer for this session: Remember, O most gracious Virgin Mary, that never was it known that anyone who fled to thy protection, implored thy help, or sought thine intercession was left unaided. Inspired by this confidence, I fly unto thee, O Virgin of virgins, my mother; to thee do I come, before thee I stand, sinful and sorrowful. O Mother of the Word Incarnate, despise not my petitions, but in thy mercy hear and answer me. Amen.

Warm-Up

A. Begin with the prayer for this session. B. Ask your students how they think Mary cares for our souls. In the same way that Mary nurtured and cared for Jesus and His needs, Mary nurtures and cares for our souls and their needs. She brings our worries and prayers to her Son, Jesus, who answers her prayers on our behalf. C. Read aloud to your students John 19:26-27: When Jesus saw his mother and the disciple there whom he loved, he said to his mother, “Woman, behold, your son.” Then he said to the disciple, “Behold, your mother.” And from that hour the disciple took her into his home. D. Ask your students the following questions: ӹӹ Why do you think Jesus gave His Mother to John, the disciple whom He loved? Jesus did this while dying on the Cross. He was making sure that His Mother would be cared for after His death. ӹӹ Why do you think Jesus gave John to His mother? So that His mother would have someone to love and care for after His death. E. Explain to your students that these words were meant for all of Jesus’ followers. Jesus gave His Mother to all of us. Mary has a special love for each one of us, just as she has a special love for her Child Jesus.

Activity 1

A. Have students turn to Mary Is Our Mother (page Mary Is Our Mother

Directions: Answer the questionsDraw a picture below of and a time then when draw Mary a picture listened of a time 259) in their workbooks. when Mary listenedand andresponded responded to God’s to God’s will willfor her.for her.

List three ways that you listen to God.

B. Explain that Mary listened to God and obeyed His 1. ______will. Mary is our Mother in Heaven. Mary protects 2. ______SAMPLE3. ______and loves us; she is always with us, especially when How do you know what God’s will is for you? How should you respond to we are sad or when we ask for her help. God’s will for you? ______

______C. H ave students respond to the questions on Mary Is ______Our Mother. Make markers and/or colored pencils ______

______available and have students complete the activity, ______drawing a picture of a time when Mary listened and ______responded to God’s will for her. ______D. Review and discuss the responses to Mary Is Our 259 Mother. 260 E. Ask for a few volunteers to share and explain their drawings.

Session 33: Mary Is Our Mother 519 SESSION PLAN

Activity 2

EXPLAIN to your students that sacramentals are objects or actions that we use as Catholics to connect to the Sacraments and live out our Faith. Objects such as medals, crosses, scapulars, and rosaries become sacramental when they are blessed by the church. ӹӹ Who has a sacramental at home? Answers will vary. ӹӹ How do you treat an object that has been blessed? With respect and reverence. A. Explain that a sacramental will help prepare our souls for grace through our faith and prayers. A sacramental is a sign of our faith and commitment to God. B. Ask your students what people wear as a sign of a commitment to someone or something. A wedding ring, for example. A wedding ring is an outward sign of a promise. A team uniform is another example. It is an outward sign of belonging to the team. C. Explain to your students that not all sacramentals are objects. In fact, even more important than sacred objects are blessings. Blessings ask Jesus for His gifts of grace, usually followed by the Sign of the Cross. Blessings are usually given by priests. Sacred actions such as kneeling to pray, making the Sign of the Cross, using holy water, and visiting holy places are also sacramentals. D. Three very special sacramental gifts from Mary are the Rosary, the Miraculous Medal, and the scapular. E. H ave students turn to Marian Sacramentals

Marian Sacramentals (page 261) and complete the worksheet. Make

Directions: Read about the following Marian Sacramentals. Pick your favorite markers and/or colored pencils available. sacramental to draw in detail and then write a prayer to Mary The Rosary asking her to lead you closer to Jesus. The prayers of the Rosary, the Apostles’ Creed, the Our Father, Note: It would be helpful to have examples of a and the Hail Mary,The Brownhave been Scapular prayed by ChristiansOur Lady from appeared to St. Simon Stock the beginningand of thegave Church. him a special sacramental Miraculous Medal, a scapular, and a rosary to Christians usedcalled to use the prayer Brown Scapular. A scapular beads to helpis them two smallpray these pieces prayers of cloth throughout connected the day. Over time, this practice becameby a cord more worn formalized. like a necklace. Tradition Our holds that one day show students. St. Dominic wasMother praying Mary and is pleasedhad a vision when of her the Blessed Virgin Mary with three angelschildren by her wear side. her She scapular told him as ato sign use the prayers of the Rosary as a waythat to we teach are faithfulthose who to our did Faith not believe and our in baptismal Jesus about promises. her It is an Son. St. Dominicoutward did as sign she showing told him. that He thegrouped wearer the has prayers asked totogether be protected and to to be prayed onbe aguided string closer of beads. to Jesus. He organized Those who the wear stories the ofscapular the lives and are faithful of Jesus and Maryto Jesus into in three all things sets areof mysteries, promised thesalvation. Joyful, Sorrowful, and Glorious Mysteries. Later, the Luminous Mysteries were added by Pope St. John Paul II. St. Dominic used the Rosary to convert souls to Activity 3 Christ and teach them how to pray. The Miraculous Medal Today, our MotherOur Lady Mary appeared wants us to to St. save Catherine souls by praying the Rosary ______often. Labouré and asked her to make a medal ______with Mary’s picture on it. Around the A. Ask your students if they have heard of the ______picture are the words of this prayer, “O ______SAMPLE Mary, conceived without sin, pray for us ______who have recourse to you.” prayer called the Rosary. What comes to mind ______Our Mother Mary said that all who wear this medal like a necklace ______with confi dence will receive many graces. Wearing the Miraculous when they hear the word Rosary? Prayer, Mary, ______Medal helps us to remember our heavenly Mother. ______261 a rose. ______

______262 B. Explain to your students that a very long time

263 ago, Mary taught St. Dominic how to pray the Rosary. St. Dominic was a priest. He loved Jesus and Mary very much. The Rosary is a very special prayer. When we pray the Rosary, we reflect on the Joyful, Sorrowful, Luminous, and Glorious Mysteries — events in the lives of Jesus

and Mary. By thinking about Mary’s triumphs and sufferings, we learn how to live an obedient and holy life in service to God. C. We say many prayers as we think about the mysteries. Ask your student to name the prayers we pray when we pray a Rosary. The Apostles’ Creed, the Our Father, the Hail Mary, the Glory Be, and the Hail Holy Queen. D. Show the students a rosary and explain that it is a special chain of beads on which we say these prayers. Point to each bead and show students how to pray the Rosary. E. Explain that we begin the Rosary by making the Sign of the Cross and reciting the Apostles’ Creed while holding the crucifix; then we pray one Our Father, three Hail Marys, and a Glory Be. Next, we recite the Our Father on each large bead, the Hail Mary on each of the ten smaller beads, and finish with the Glory Be. That completes one decade. Before we begin each decade, we say the mystery for that decade and think about it as we pray the prayers. After five decades, we pray the Hail Holy Queen and make the Sign of the Cross. F. Have students turn to The Rosary (page 264) in their workbooks. On this worksheet, there The Rosary is a diagram of a Rosary. Instruct students to Directions: Write the following prayers next to the correct beads on the write the following prayers next to the correct Rosary diagram: the Apostles’ Creed, the Our Father, the Hail Mary, the Glory Be, and the Hail Holy Queen. beads: the Apostles’ Creed, the Our Father, the Hail Mary, the Glory Be, and the Hail Holy Queen. Circulate around the classroom, giving help where needed. Have students decorate and color their rosary diagram. Note: For more information on the Rosary, including a bead diagram, see Appendix A: The Rosary (page 529 in this guide). G. Pray a decade (or more) of the Rosary together.

Activity 4 SAMPLE264 Teach the Joyful Mysteries. Explain that on Mondays and Saturdays, we meditate on the Joyful Mysteries. Read aloud the accompanying Scripture passages to help students meditate on each mystery. ӹӹ First Decade: The Annunciation of Gabriel to Mary (Luke 1:26-38). ӹӹ Second Decade: The Visitation of Mary to Elizabeth (Luke 1:39-56). ӹӹ Third Decade: The Birth of Our Lord (Luke 2:1-21). ӹӹ Fourth Decade: The Presentation of Our Lord (Luke 2:22-38). ӹӹ Fifth Decade: The Finding of the Child Jesus in the Temple (Luke 2:41-52).

Session 33: Mary Is Our Mother 521 Mary Is Our Mother

Directions: Answer the questions below and then draw a picture of a time when Mary listened and responded to God’s will for her.

List three ways that you listen to God.

1. ______

2. ______

3. ______

How do you know what God’s will is for you? How should you respond to God’s will for you?

______

______SAMPLE

______

259

Accept reasoned answers

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260

Session 33: Mary Is Our Mother 523 Marian Sacramentals

Directions: Read about the following Marian Sacramentals. Pick your favorite sacramental to draw in detail and then write a prayer to Mary asking her to lead you closer to Jesus.

The Brown Scapular Our Lady appeared to St. Simon Stock and gave him a special sacramental called the Brown Scapular. A scapular is two small pieces of cloth connected by a cord worn like a necklace. Our Mother Mary is pleased when her children wear her scapular as a sign that we are faithful to our Faith and our baptismal promises. It is an outward sign showing that the wearer has asked to be protected and to be guided closer to Jesus. Those who wear the scapular and are faithful to Jesus in all things are promised salvation.

The Miraculous Medal Our Lady appeared to St. Catherine Labouré and asked her to make a medal with Mary’s picture on it. Around the picture are the words of this prayer, “O Mary, conceivedSAMPLE without sin, pray for us who have recourse to you.”

Our Mother Mary said that all who wear this medal like a necklace with confi dence will receive many graces. Wearing the Miraculous Medal helps us to remember our heavenly Mother.

261

524 © SOPHIA INSTITUTE FOR TEACHERS The Rosary The prayers of the Rosary, the Apostles’ Creed, the Our Father, and the Hail Mary, have been prayed by Christians from the beginning of the Church. Christians used to use prayer beads to help them pray these prayers throughout the day. Over time, this practice became more formalized. Tradition holds that one day St. Dominic was praying and had a vision of the Blessed Virgin Mary with three angels by her side. She told him to use the prayers of the Rosary as a way to teach those who did not believe in Jesus about her Son. St. Dominic did as she told him. He grouped the prayers together to be prayed on a string of beads. He organized the stories of the lives of Jesus and Mary into three sets of mysteries, the Joyful, Sorrowful, and Glorious Mysteries. Later, the Luminous Mysteries were added by Pope St. John Paul II. St. Dominic used the Rosary to convert souls to Christ and teach them how to pray.

Today, our Mother Mary wants us to save souls by praying the Rosary often. SAMPLE

262

Session 33: Mary Is Our Mother 525 ______

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263

Accept reasoned answers

Directions: Write the following prayers next to the correct beads on the Rosary diagram: the Apostles’ Creed, the Our Father, the Hail Mary, the Glory Be, and the Hail Holy Queen.

SAMPLE

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Answers in Appendix A

Session 33: Mary Is Our Mother 527 Notes ______

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he Rosary is a prayer that invites us to There are four sets of Mysteries: Joyful, Tmeditate on stories from the Gospel and Luminous, Sorrowful, and Glorious. There are important moments in the lives of Jesus and five Mysteries in each set. Each Mystery of His mother Mary. the Rosary focuses on one event in Jesus’ life or in the life of the Blessed Mother. For each The Rosary begins by praying the Apostles Mystery of the Rosary, we pray an Our Father, Creed. In this prayer, we summarize the ten Hail Marys, and a Glory Be. Some conclude essential beliefs of our Catholic faith and give each mystery by reciting the Fatima Prayer, our assent to them. Then, we pray an Our a brief prayer the Blessed Mother, in a vision, Father, reciting the words given to us by Christ requested be recited while praying the Rosary. when He taught us to pray. Next, we pray the The repetition of the prayers of the Rosary is Hail Mary three times. The Hail Mary repeats meant to lead us into contemplation of each the words of the Angel Gabriel’s greeting to mystery and draw us into the silence of our Mary at the Annunciation of Jesus’ birth and heart where we meet and listen to our Lord. Elizabeth’s greeting to Mary at the Visitation. The Rosary concludes by praying the Hail Holy The prayer also asks for Mary’s motherly Queen. The rosary can be prayed alone or with intercession in our lives. We conclude the a group of people. beginning of the Rosary by praying a Glory Be, praising the most Holy Trinity.

Mysteries of the Rosary Joyful Mysteries Luminous Mysteries Traditionally prayed on Mondays, Saturday, Traditionally prayed on Thursday and Sundays during Advent 1. The Baptism of Jesus in the Jordan 1. The Annunciation SAMPLE2. The Wedding Feast at Cana 2. The Visitation 3. Jesus’ Proclamation of the Coming of the 3. The Nativity Kingdom of God 4. The Presentation of Jesus at the Temple 4. The Transfiguration 5. The Finding of Jesus in the Temple 5. The Institution of the Eucharist

appendix A 529 Sorrowful Mysteries Glorious Mysteries Traditionally prayed on Tuesdays, Fridays, and Traditionally prayed on Wednesdays and Sundays during Lent Sundays not during Advent or Lent

1. The Agony in the Garden 1. The Resurrection 2. The Scourging at the Pillar 2. The Ascension 3. The Crowning with Thorns 3. The Descent of the Holy Spirit 4. The Carrying of the Cross 4. The Assumption of Mary 5. The Crucifixion and Death of our Lord 5. The Coronation of Mary

Prayers of the Rosary Apostles’ Creed Hail Mary I believe in God, the Father Almighty, Creator Hail Mary, full of grace, the Lord is with thee; of heaven and earth; and in Jesus Christ, His blessed art thou among women, and blessed is only Son, our Lord; Who was conceived by the the fruit of thy womb, Jesus. Holy Mary, Mother Holy Spirit, born of the Virgin Mary, suffered of God, pray for us sinners, now and at the hour under Pontius Pilate, was crucified, died, and of our death. Amen. was buried. He descended into hell; the third day He arose again from the dead. He ascended Glory Be into heaven, and sits at the right hand of God, Glory be to the Father, and to the Son, and the Father Almighty; from thence He shall to the Holy Spirit. As it was in the beginning, come to judge the living and the dead. I believe is now, and ever shall be, world without end. in the Holy Spirit, the Holy Catholic Church, Amen. the communion of Saints, the forgiveness of sins, the resurrection of the body and life Fatima Prayer everlasting. Amen. O My Jesus, forgive us our sins, save us from the fires of Hell and lead all souls to Heaven, Our Father especially those who are in most need of Thy Our Father, who art in heaven, hallowedSAMPLE be thy mercy. Amen. name. Thy kingdom come. Thy will be done, on earth as it is in heaven. Give us this day our daily bread, and forgive us our trespasses, as we forgive those who trespass against us, and lead us not into temptation, but deliver us from evil. Amen.

530 © SOPHIA INSTITUTE FOR TEACHERS Hail Holy Queen Prayer after the Rosary Hail, Holy Queen, Mother of Mercy, our life, Let us pray. O God, whose only begotten our sweetness and our hope! To thee do we Son, by His life, death, and Resurrection, has cry, poor banished children of Eve; to thee do purchased for us the rewards of eternal life, we send up our sighs, mourning and weeping grant, we beseech Thee, that meditating upon in this vale of tears. Turn then, most gracious these mysteries of the Most Holy Rosary of the advocate, thine eyes of mercy toward us, and Blessed Virgin Mary, we may imitate what they after this our exile, show unto us the blessed contain and obtain what they promise, through fruit of thy womb, Jesus. O clement, O loving, O the same Christ our Lord. Amen. sweet Virgin Mary!

V. Pray for us, O Holy Mother of God. R. That we may be made worthy of the promises of Christ.

SAMPLE

Coronation of the Virgin, by Diego Velazquez. appendix A 531 How to Pray the Rosary The bead diagram to the right shows the numbers that correspond to each prayer or set of prayers. Note that 8 7 each set of 10 beads, which begin with the large beads, is called a “decade.”

1 Make the Sign of the Cross, say the Apostles’ Creed.

2 Pray the Our Father.

3 Pray 3 Hail Marys, praying for the virtues of faith, hope, and charity.

4 Recite the Glory Be. 6 5 Announce the First Mystery, pray the 9 Our Father, then pray 10 Hail Marys (one for each bead) while meditating on the First Mystery, then recite the Glory Be and the (optional) Fatima Prayer.

6-9 Repeat the same sequence for the remaining decades, meditating on the Second, Third, Fourth, and Fifth 9 5 Mysteries. 4 10 Pray the Hail Holy Queen and the Prayer after the Rosary.

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