We Are Called to Follow Jesus and to Love One Another

UNIT 3 We Are Called to Follow Jesus and to Love One Another

Lessons in This Unit ӹӹ Lesson 1: Exploring the Healing of ӹӹ Lesson 6: Love and Reverence for the Man with the Withered Hand with Parents/Guardians Sacred Art ӹӹ Lesson 7: Care for the Resources of ӹӹ Lesson 2: The Two Great the Environment Commandments ӹӹ Lesson 8: It Is Sinful to Refuse ӹӹ Lesson 3: Exploring Loving Others as to Love God, Our Neighbor, or Christ Loves Us with Sacred Art Ourselves ӹӹ Lesson 4: Respect for Life, from the ӹӹ Lesson 9: The Good Samaritan Unborn to the Elderly ӹӹ Lesson 10: Love for Enemies ӹӹ Lesson 5: Care for Our Own Bodies

Scripture Studied in This Unit ӹӹ Genesis 1:1-31 ӹӹ Matthew 12:10, 13, ӹӹ Luke 19:1-10 ӹӹ Genesis 22:1-13 15 ӹӹ John 1:3 ӹӹ Leviticus 19:18 ӹӹ Matthew 19:13-15 ӹӹ John 2:13-22 ӹӹ Deuteronomy 6:5 ӹӹ Matthew 22:35-40 ӹӹ John 13:34-35 ӹӹ Psalm 138 ӹӹ Mark 10:13-16 ӹӹ 1 Corinthians 6:19-20 ӹӹ Jeremiah 1:5 ӹӹ Luke 2:41-52 ӹӹ 1 Corinthians 12:12- ӹӹ Isaiah 56:7 ӹӹ Luke 6:27-36 26 ӹӹ Matthew 5:43-45 ӹӹ Luke 9:47-48 ӹӹ Ephesians 6:1-3 ӹӹ Matthew 8:1-4 ӹӹ Luke 10:25-37 ӹӹ Revelation 21:3

Lesson 1 Lesson 7 ӹӹ 547-550, 1421, 1842-1844 ӹӹ 293, 339, 354, 1147, 2405, 2415-1418 Lesson 2 ӹӹ 1823, 1974, 2052, 2055, 2086 Lesson 8 ӹӹ 790-791, 797, 947, Lesson 3 953, 2055, 2196 ӹӹ 1694, 1822-1823, 1844, 2133 Lesson 9 Lesson 4 ӹӹ 1465, 1849, 1931 ӹӹ 2258-2301 Lesson 10 Lesson 5 ӹӹ 1825, 1933, 1968, 2262, ӹӹ 364, 593, 782, 797-798, 1197, 2303, 2608, 2647, 2844 1265, 1684, 1695, 2288

Lesson 6 ӹӹ 531-534, 2196- 2206, 2214-2220

246 © SOPHIA INSTITUTE FOR TEACHERS Introduction

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

We are called to treat 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 247 Temple of the Holy Spirit Loving Our Neighbors (Including Our Our love for God is fundamentally Enemies) and Caring for Creation demonstrated by our love for our neighbor. Jesus calls us to love our neighbors as This love must begin with loving ourselves. ourselves. This means loving first our Our bodies are temples of the Holy Spirit. family and legitimate authorities God has Just as in the Old Testament God dwelled placed over us, by being obedient to them, first in the tabernacle with the Israelites respecting them, and showing gratitude. during their desert wanderings, and later in The Bible is filled with stories of children the Temple of Jerusalem, so today does God being obedient to their parents to serve dwell in each of our hearts. Jesus’ death on as model for own lives. Even Jesus was the Cross, His Resurrection and Ascension, obedient to His parents! We are called and the descent of the Holy Spirit at to treat everyone with equal respect and Pentecost made this possible. Because dignity, even our enemies. Each person is a of this truth, we have a responsibility to child of God and a temple of the Holy Spirit. care for our own bodies, minds, and souls Sometimes we fail to love our neighbor, because they do not belong to us, but to however. When we do so intentionally, it is God. We are called by God to holiness in all sinful, and we must seek God’s forgiveness. that we say and do. We are even called to care for the world around us, our common home. By caring for others, and for God’s creation, we demonstrate our love for Him in our lives.

248 © SOPHIA INSTITUTE FOR TEACHERS Connections to New York Religion Guidelines

Core Content Prayer and Worship ӹӹ [Jesus] shared their joy and sorrows and ӹӹ Help the children to see the sacredness healed their illnesses. of human life where it is most ӹӹ We too are called to follow Jesus and to vulnerable. be a part of His Body, the Church. ӹӹ Encourage personal prayer for those ӹӹ Jesus taught that His true followers are who hurt us as well as those who are those who love everyone. good to us. ӹӹ Refusing to love God, ourselves, and our ӹӹ Teach the children to thank God for the neighbors is sinful. gifts of the earth. Where possible, have a blessing of animals. Christian Living ӹӹ Some of the ways we follow Jesus are by Vocabulary showing respect for life and the earth, ӹӹ Miracle ӹӹ Obedience and by loving other people. ӹӹ Faith ӹӹ Gratitude ӹӹ Respect for life extends from the ӹӹ Hope ӹӹ Observe unborn to the elderly. It includes: ӹӹ Charity (Love) ӹӹ Creation respecting our bodies ӹӹ The Ten ӹӹ Natural developing our gifts and talents Commandments Resources ӹӹ We are to care for others by respecting ӹӹ The Two Great ӹӹ Conserve their: Commandments ӹӹ Body of Christ person ӹӹ Samaritan ӹӹ Levite reputation ӹӹ Dignity ӹӹ Samaritan property and possessions ӹӹ Rebuke ӹӹ Charity ӹӹ In justice, the resources of the earth are ӹӹ Leprosy ӹӹ Sins of omission to be cared for and shared. This is called ӹӹ Temple ӹӹ Enemy stewardship. ӹӹ Merchant ӹӹ Charity ӹӹ We have special responsibilities to show ӹӹ Honor ӹӹ Forgiveness love and reverence to our parents or guardians and to be kind to all other family members.

Pacing Guide Note Aim to begin presenting Unit 3 in October.

Unit 3 Overview 249 Notes ______

______

250 © SOPHIA INSTITUTE FOR TEACHERS Exploring the Healing of the Man with the Withered Hand with Sacred Art

UNIT 3, LESSON 1

Learning Goals Connection to the ӹӹ Jesus was baptized by John the Catechism of the Baptist. Catholic Church ӹӹ At Jesus’ Baptism, the Holy Spirit ӹӹ CCC 547-550 descended on Jesus and God the ӹӹ CCC 1421 Father spoke from Heaven. ӹӹ CCC 1842-1844 ӹӹ When we are baptized, God makes us one of His children and brings Vocabulary us into His life. ӹӹ Miracle ӹӹ Charity ӹӹ Faith (Love) ӹӹ Hope

Chastity Strand

BIBLICAL TOUCHSTONES

And behold, there was a man there who had a On the day I cried out, you answered; you withered hand. Then [Jesus] said to the man, strengthened my spirit. All the kings of earth “Stretch out your hand.” He stretched it out, will praise you, Lord, when they hear the words and it was restored as sound as the other. of your mouth. They will sing of the ways of the [Jesus] withdrew from that place. Many [people] Lord: “How great is the glory of the Lord!” The followed him, and he cured them all. LORD is on high, but cares for the lowly and knows the proud from afar. Though I walk in MATTHEW 12:10, 13, 15 the midst of dangers, you guard my life when my enemies rage. You stretch out your hand; I thank you, Lord, with all my heart; in the your right hand saves me. The Lord is with me presence of the angels to you I sing. I bow low to the end. Lord, your mercy endures forever. toward your holy temple; I praise your name Never forsake the work of your hands! for your mercy and faithfulness. For you have exalted over all your name and your promise. PSALM 138 Unit 3, lesson 1 251 Lesson Plan

Materials DAY ONE ӹӹ Handout A: The Healing of the Man with the Withered Hand Warm-Up ӹӹ Handout B: Jesus Heals A. Project an image of the painting on Handout A: The Me Healing of the Man with the Withered Hand.

ӹӹ Markers and/or colored B. Give students several minutes to quietly view the art pencils before you say or ask anything. Allow them to come up and stand closer to the image to examine the My Notes details.

______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 How does this painting make you feel? ______ӹӹ Where is your eye drawn in this painting? Why? ______ӹӹ Have you ever seen a painting like this? Where? ______ӹӹ Does it look old or new? ______ӹӹ This artwork is from a book of Bible stories about ______Jesus’ life. It shows Jesus healing a man with a withered hand. Why do you think the artist ______chose to illustrate this story of Christ’s life? ______D. Explain that this painting was done in the 1000s ______for a German book of Bible stories. The stories are organized in the order in which they are read at ______Mass throughout the year. Today, the Gospel story ______about Jesus healing the man with the withered hand is read every two years on the Wednesday in the ______second week after Christmastime ends. ______

______Activity ______Arrange students in small groups and give each group a laminated copy of Handout A: The Healing of the ______Man with the Withered Hand. Have them discuss the

252 © SOPHIA INSTITUTE FOR TEACHERS questions on the back of the handout. During this time, try to keep students focused on the artwork and the discussion questions, letting their conversations go in unexpected ways.

Formative Assessment A. Circulate among the groups, listening to their discussions, keeping them on task, and offering insights or clarification where needed.

B. Before moving on to the next activity, have each group write one question they would ask the artist of this painting about his work and turn it in.

DAY TWO

Warm-Up Project an image of the Healing of the Man with the Withered Hand from Handout A, and read aloud a few of the most interesting questions offered by the student groups the previous day. Allow students to share their reactions and other personal responses to the art.

Activity A. Give students copies of the art, and have them skim over the questions they discussed the previous day. Then call on groups in turn to share their answers to each of the questions. Conclude the discussion with the question of how the artist probably wanted the people who viewed his painting to feel.

B. Project and read aloud or have a student stand and read aloud Matthew 12:10, 13, 15:

And behold, there was a man there who had a withered hand. Then [Jesus] said to the man, “Stretch out your hand.” He stretched it out, and it was restored as sound as the other. [Jesus] withdrew from that place. Many [people] followed him, and he cured them all.

C. Ask your students the following questions:

ӹӹ What did Jesus cure for the man in the story? A withered hand.

ӹӹ What did Jesus command the man to do? Stretch out his hand.

ӹӹ What happened when the man stretched out his hand? His hand was healed.

Unit 3, lesson 1 253 Lesson Plan (continued)

ӹӹ Have you ever broken a bone or gotten really sick? What was that like? Call on a few students and accept reasoned answers.

ӹӹ If you broke your leg and couldn’t walk on it, and someone told you to walk on your leg, what would you do? Or, if you were so sick that you couldn’t get out of bed and someone asked you to go play tag with them outside, what would you do? What would you think? Answers will vary.

ӹӹ Why do you think the man stretched out his hand as Jesus asked? What did the man believe that made him think that he could stretch out his hand? The man believed that Jesus could cure him. Because of the man’s faith in Jesus, he was healed.

D. Ask your students to name other miracles in which Jesus healed people. Examples include: He healed 10 lepers, He healed a blind man, He healed a deaf man, He healed people with palsy, and He healed paralyzed people.

E. Explain to your students that Jesus still heals people. He heals our bodies when He helps us get better from sickness and pain. Sometimes He even heals very sick people with a miracle. In the Sacrament of Confession, He heals our souls from our sins and restoring His life and love in our souls.

F. Distribute to each student Handout B: Jesus Heals Me and make markers and/or colored pencils available. Have your students write or draw a picture about the topics for each box. Walk around, offering help and answering questions.

Formative Assessment A. When students have completed Handout B, have your student take turns sharing with a partner what they wrote about or drew.

B. Conclude by projecting and praying together the following prayer (Psalm 138):

I thank you, Lord, with all my heart; in the presence of the angels to you I sing. I bow low toward your holy temple; I praise your name for your mercy and faithfulness. For you have exalted over all your name and your promise. On the day I cried out, you answered; you strengthened my spirit. All the kings of earth will praise you, Lord, when they hear the words of your mouth. They will sing of the ways of the Lord: “How great is the glory of the Lord!” The LORD is on high, but cares for the lowly and knows the proud from afar. Though I walk in the midst of dangers, you guard my life when my enemies rage. You stretch out your hand; your right hand saves me. The Lord is with me to the end. Lord, your mercy endures forever. Never forsake the work of your hands!

254 © SOPHIA INSTITUTE FOR TEACHERS DAY THREE

Warm-Up A. Project again the image of the Healing of the Man with the Withered Hand from Handout A. Then ask your students the following questions:

ӹӹ Why do you think the man with the withered hand stretched out his hand when Jesus told him to, even though it was probably difficult to do so? He believed in Jesus and wanted to be healed.

ӹӹ How do you think the man felt when Jesus worked the miracle and cured his hand? Joyful and thankful to Jesus.

B. Project the following references from the Catechism of the Catholic Church, nos. 1842, 1843, and 1844, and have a student stand and read them aloud:

By Faith, we believe in God and believe all that he has revealed to us and that Holy Church proposes for our belief.

By hope we desire, and with steadfast trust await from God, eternal life and the graces to merit it.

By charity [love], we love God above all things and our neighbor as ourselves for love of God. Charity, the form of all the virtues, “binds everything together in perfect harmony.”

Then ask your students the following questions:

ӹӹ What do we do by faith? We believe in God and everything He has revealed to us and everything the Church teaches.

ӹӹ What do we do by hope? We trust in God and wait for Him. We wait for heaven and for God to help us go to heaven.

ӹӹ What do we do by charity? We love God above all things. We love others for love of God.

C. Have your students discuss with a partner how the man with the withered hand had faith and hope in Jesus and how he likely came to love God.

D. When your students have had sufficient time to discuss, call on a few pairs to explain their conversations. Help your students to understand that the man with the withered hand had faith in Jesus because He believed that Jesus could heal him. This man had hope

Unit 3, lesson 1 255 Lesson Plan (continued)

in Jesus because He desired the grace of God to be healed. This man probably loved God even more after being healed by God. It is the same for us. The more we have faith, hope, and love for God, the more God can heal us. The more we believe in God and trust Him, the more He can help us on our journey to Heaven. In the Sacrament of Reconciliation, Jesus heals our hearts so that we can better believe, trust, and love Him. In the Sacrament of the Anointing of the Sick, Jesus prepares us to love Him forever in Heaven.

Activity and Assessment Pope St. John Paul II strongly encouraged that the faithful memorize important passages of Scripture. In the Apostolic Exhortation Catechesi Tradendae, he wrote: “The blossoms...of faith and piety do not grow in the desert places of memoryless catechesis.” When students have memorized important Scripture passages, the Word of God resides in their minds and hearts and is at the ready when a student needs it.

To respond to Pope St. John Paull II’s wish, have your students write out and commit to memory some or all of the following Bible verses, which complement all the lessons in this unit. Give students a few minutes each day to study them and practice recitation and writing. Before completing this unit, select one or two of these verses to have students write out from memory as a quiz at the end of the unit. Use the Blank Copywork Page at the beginning of the book for these memorization quizzes. You may also choose to have your students recite some or all of the memorized Scripture.

This copywork activity is but one means of helping students commit Scripture to memory. Encourage your students to explore other means of memorization, such as hanging important Scripture verses on their refrigerator at home, or on their bathroom mirror, reciting and discussing it with their parents, using Scripture passages in conversation, and other creative means of use and memorization.

Students should also be able to identify the work of art in this lesson. You may wish to give extra points to students who can identify not only the artwork but also the location of the work.

ӹӹ One of them [a scholar of the law] tested him by asking, “Teacher, which commandment in the law is the greatest?” He said to him, “You shall love the Lord, your God, with all your heart, with all your soul, and with all your mind. This is the greatest and the first commandment. The second is like it: You shall love your neighbor as yourself. The whole law and the prophets depend on these two commandments.”

MATTHEW 22:35-40

256 © SOPHIA INSTITUTE FOR TEACHERS ӹӹ “I give you a new commandment: love one another. As I have loved you, so you also should love one another.”

JOHN 13:34:

ӹӹ “Before I formed you in the womb, I knew you.”

JEREMIAH 1:5

ӹӹ Jesus realized the intention of their hearts and took a child and placed it by his side and said to them, “Whoever receives this child in my name receives me, and whoever receives me receives the one who sent me. For the one who is least among all of you is the one who is the greatest.”

LUKE 9:47-48

ӹӹ I will bring [them] to my holy mountain and make them joyful in my house of prayer. …For my house shall be called a house of prayer for all peoples.

ISAIAH 56:7

ӹӹ Do you not know that your body is a temple of the Holy Spirit within you, whom you have from God, and that you are not your own? For you have been purchased at a price. Therefore glorify God in your body.

1 CORINTHIANS 6:19-20

ӹӹ Children, obey your parents [in the Lord], for this is right.

EPHESIANS 6:1

ӹӹ He went down with them and came to Nazareth, and was obedient to them; and his mother kept all these things in her heart. And Jesus advanced [in] wisdom and age and favor before God and man.

LUKE 2:51-52

ӹӹ God looked at everything he had made, and found it very good.

GENESIS 1:31

ӹӹ Therefore you shall love the Lord, your God, with your whole heart, and with your whole being, and with your whole strength.

DEUTERONOMY 6:5

Unit 3, lesson 1 257 Lesson Plan (continued)

ӹӹ Which of these three, in your opinion, was neighbor to the robbers’ victim?” He answered, “The one who treated him with mercy.” Jesus said to him, “Go and do likewise.”

LUKE 10:36-37

ӹӹ “But to you who hear I say, love your enemies, do good to those who hate you.”

LUKE 6:27

258 © SOPHIA INSTITUTE FOR TEACHERS HANDOUT A The Healing of the Man with the Withered Hand BY UNKNOWN ARTIST (C. 1400-1420)

DIGITAL IMAGES AVAILABLE AT WWW.SOPHIAINSTITUTEFORTEACHERS.ORG

The Healing of the Man with the Withered Hand

Directions: Take some time to quietly view and reflect on the art. Let yourself be inspired in any way that happens naturally. Then think about the questions below, and discuss them with your classmates.

Conversation Questions 1. Would you describe this style of painting as more realistic or more stylized? Why do you think the artist chose to paint this story in this way?

2. What is the main color in this painting? Why do you think the artist may have chosen to use the colors he used?

3. Who are the people in this painting?

4. What is happening in this painting?

5. Read Matthew 12:10, 13, 15:

How does this painting illustrate this story?

6. How does Jesus have the power to heal sick people?

7. Why do you think Jesus performs miracles like this one? What does this tell us about God?

260 © SOPHIA INSTITUTE FOR TEACHERS HANDOUT B Jesus Heals Me

Directions: Write about or draw a picture of the topics in each box.

A time when you A time when you A time when Jesus trusted Jesus. were sick and got healed your heart in better. Confession.

______

Handout A: The Healing of the Man with the Withered Hand 1. Answers will vary.

2. Blue. Accept reason answers.

3. Jesus, the man with the withered hand, and onlookers.

4. Jesus is healing the man with the withered hand.

5. Accept reasoned answers.

6. Jesus is God. He has all of the power of God, and He uses it to heal people.

7. Answers may include: because He loves us, because He wants us to be healthy, because He wants us to be happy, and so forth. Jesus performs miracles to show us that He is God and that He loves us.

262 © SOPHIA INSTITUTE FOR TEACHERS The Two Great Commandments

UNIT 3, LESSON 2

Learning Goals Connection to the ӹӹ Jesus summarized the Ten Catechism of the Commandments with Two Great Catholic Church Commandments. ӹӹ CCC 1823 ӹ The first three of the Ten ӹ ӹӹ CCC 1974 Commandments and the first Great ӹӹ CCC 2052 Commandment teach us how to ӹ CCC 2055 love God. The next seven of the Ten ӹ Commandments and the second of the ӹӹ CCC 2086 Great Commandments teach us how to love our neighbor. Vocabulary ӹӹ Jesus teaches us about loving God and ӹӹ The Ten Commandments loving our neighbor in the Gospels. ӹӹ The Two Great Commandments ӹӹ Samaritan

Chastity Strand

BIBLICAL TOUCHSTONES

One of them [a scholar of the law] tested him by “Which of these three, in your opinion, was asking, “Teacher, which commandment in the neighbor to the robbers’ victim?” He answered, law is the greatest?” He said to him, “You shall “The one who treated him with mercy.” Jesus love the Lord, your God, with all your heart, said to him, “Go and do likewise.” with all your soul, and with all your mind. This LUKE 10:36-37 is the greatest and the first commandment. The second is like it: You shall love your neighbor as yourself. The whole law and the prophets depend on these two commandments.”

MATTHEW 22:35-40

Unit 3, lesson 2 263 Lesson Plan

Materials DAY ONE ӹӹ Handout A: The Ten Commandments ӹӹ Handout B: The Poor Warm-Up Widow’s Contribution and Create a prayerful atmosphere in your classroom, and the Parable of the Hidden ask your students to think about three specific blessings Treasure Jesus has given them in their lives. Then project and ӹӹ Handout C: The Good pray together the Act of Faith. Samaritan O my God, I firmly believe that you are one God in three divine Persons, My Notes 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. ______

______Activity A. Distribute to each student Handout A: The Ten ______Commandments. Review the Ten Commandments ______with your students. After each commandment, give your students two or three minutes to illustrate that ______commandment. ______B. After reviewing the Ten Commandments, have ______your students turn to a neighbor and take turns ______sharing and explaining their drawings of each commandment. Circulate around the room and ______observe.

______C. Ask your students which of the commandments ______is the greatest of the Ten Commandments. Accept reasoned answers. Then explain that Jesus was asked

264 © SOPHIA INSTITUTE FOR TEACHERS the very same question. Let’s take a look at how Jesus answered this question. Project and read aloud, or have a student stand and read aloud, Matthew 22:35-40:

One of them [a scholar of the law] tested him by asking, “Teacher, which commandment in the law is the greatest?” He said to him, “You shall love the Lord, your God, with all your heart, with all your soul, and with all your mind. This is the greatest and the first commandment. The second is like it: You shall love your neighbor as yourself. The whole law and the prophets depend on these two commandments.”

D. Ask your students the following 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.

E. 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,” 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.

Assessment A. On Part II of Handout A: The Ten Commandments, 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.

B. When students have finished, call on a few students and have them share what they wrote.

Unit 3, lesson 2 265 Lesson Plan (continued)

DAY TWO

Warm-Up A. Create a prayerful atmosphere in your classroom and ask your students to think about three specific prayer intentions. Then project and pray together the Act of Hope.

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.

Activity 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.

B. 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 and 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.

C. Arrange your students in groups of three or four. Distribute to each group Handout B: The Poor Widow’s Contribution and the Parable of the Hidden Treasure. Have each group work together to reflect on the paintings The Widow’s Mite by James Tissot and The Parable of the Hidden Treasure by Rembrandt, read both stories from Scripture, and then respond to the questions on the handout. Circulate around the room and assist as needed.

Assessment When students have completed Handout B, review and discuss the correct answers.

266 © SOPHIA INSTITUTE FOR TEACHERS

DAY THREE

Warm-Up A. Create a prayerful atmosphere in your classroom, and ask your students to think of three people who love them. Then project and pray together the Act of Love.

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.

Activity A. Ask your students what the second of the Great Commandments is. You shall love your neighbor as yourself.

B. Explain to your students that loving our neighbor is an extension of the first Great Commandment: to love God above all things. When we love our neighbor, we are, in fact, loving God. When we love our neighbor, we are loving others as God loves us. We are also following His Commandments when love our neighbor. Ask your students to give some examples of who our neighbor might be. Our friends and family, our classmates, our teachers, our literal neighbor who lives next door, even complete strangers. Accept reasoned answers.

C. Continue to explain that Jesus told a story, a parable, about loving our neighbor. In fact, it’s a parable that we studied in the previous unit. Ask if anyone can guess what this parable is. The Parable of the Good Samaritan. Explain that in this lesson, your students are going to take another look at the Parable of the Good Samaritan and consider what it teaches us about loving our neighbor.

D. Arrange your students in groups of three or four. Distribute to each group Handout C: The Good Samaritan. Have each group work together to reflect on the painting of the Parable of the Good Samaritan by Rembrandt and read the story from Scripture, and then respond to the questions on the handout. Circulate around the room and assist as needed.

Assessment A. When students have completed Handout C, review and discuss the correct answers.

Unit 3, lesson 2 267 HANDOUT A The Ten Commandments

Part I Directions: Review the Ten Commandments and draw pictures to illustrate each one in the spaces below.

I am the Lord your God. Do not have false gods before me.

Do not take the Lord’s name in vain.

Keep holy the Sabbath.

268 © SOPHIA INSTITUTE FOR TEACHERS Honor your mother and father.

Do not kill.

Do not commit adultery.

Do not steal.

Do not covet your neighbor’s wife.

Do not covet your neighbor’s possessions.

270 © SOPHIA INSTITUTE FOR TEACHERS Part II Directions: Write out the two Great Commandments in the space provided, then create a list of practical ways that you can live out the Great Commandments in your lives today. Try to think of four ways you can love God and four ways you can love your neighbor. Refer back to the list of the Ten Commandments and your drawings to help you think of ways.

The Two Great Commandments

1. ______

2. ______

Ways to Live Out the Two Great Commandments in My Life Ways I can love God:

1. ______

2. ______

3. ______

4. ______

Ways I can love my neighbor:

1. ______

2. ______

3. ______

4. ______

Brooklyn Museum, New York.

DIGITAL IMAGES AVAILABLE AT WWW.SOPHIAINSTITUTEFORTEACHERS.ORG

272 © SOPHIA INSTITUTE FOR TEACHERS HANDOUT B The Parable of the Hidden Treasure BY REMBRANDT (C. 1630)

Museum of Fine Arts, Budapest.

DIGITAL IMAGES AVAILABLE AT WWW.SOPHIAINSTITUTEFORTEACHERS.ORG

Part I Directions: Reflect on the paintings The Widow’s Mite by James Tissot and The Parable of the Hidden Treasure by Rembrandt using the questions below.

1. What do you first notice about these works of art?

2. What do you like about these works of art?

3. How do these works of art make you feel?

4. Where is your eye drawn?

5. What is happening in each of the paintings?

274 © SOPHIA INSTITUTE FOR TEACHERS Part II Directions: Next, read the stories of the Poor Widow’s Contribution from Luke’s Gospel and the Parable of the Hidden Treasure from Matthew’s Gospel, then answer the questions that follow.

The Poor Widow’s Contribution (Luke 21:1-4) When he [Jesus] looked up he saw some wealthy people putting their offerings into the treasury and he noticed a poor widow putting in two small coins. He said, “I tell you truly, this poor widow put in more than all the rest; for those others have all made offerings from their surplus wealth, but she, from her poverty, has offered her whole livelihood.”

The Hidden Treasure (Matthew 13:44) “The kingdom of heaven is like a treasure buried in a field, which a person finds and hides again, and out of joy goes and sells all that he has and buys that field.

1. In the story of the Poor Widow’s Contribution, what did Jesus first see when He looked up? ______

2. What did Jesus then notice? ______

3. Surplus wealth means extra or leftover wealth. What did Jesus say about the widow’s contribution? ______

______

5. What does the story of the widow tell us about her love for God? ______

______

6. In the parable of the Hidden Treasure, what does Jesus compare the Kingdom of Heaven to? ______

7. What does the person who finds this treasure do? ______

______

8. What does the Parable of the Hidden Treasure tell us about loving God? ______

______

Reflection Questions

1. How do the paintings illustrate each story? ______

______

276 © SOPHIA INSTITUTE FOR TEACHERS 2. How are these stories examples of the first Great Commandment? ______

______

3. What are at least three ways that you can put God first in your life? ______

______

Part I Directions: Reflect on the painting The Good Samaritan by Rembrandt using the questions below.

1. What do you first notice about this work of art?

2. What do you like about this work of art?

3. How does this work of art make you feel?

4. Where is your eye drawn?

5. What is happening in the painting?

278 © SOPHIA INSTITUTE FOR TEACHERS HANDOUT C The Good Samaritan BY REMBRANDT (C. AFTER 1633)

Wallace Collection, London.

DIGITAL IMAGES AVAILABLE AT WWW.SOPHIAINSTITUTEFORTEACHERS.ORG

Parable of the Good Samaritan (Luke 10:25, 29-37) There was a scholar of the law who He approached the victim, poured stood up to test him. …[H]e said to oil and wine over his wounds and Jesus, “And who is my neighbor?” bandaged them. Then he lifted him Jesus replied, “A man fell victim up on his own animal, took him to to robbers as he went down from an inn and cared for him. The next Jerusalem to Jericho. They stripped day he took out two silver coins and and beat him and went off leaving gave them to the innkeeper with him half-dead. A priest happened the instruction, ‘Take care of him. to be going down that road, but If you spend more than what I have when he saw him, he passed by given you, I shall repay you on my on the opposite side. Likewise a way back.’ Which of these three, Levite came to the place, and when in your opinion, was neighbor to he saw him, he passed by on the the robbers’ victim?” He answered, opposite side. But a Samaritan “The one who treated him with traveler who came upon him was mercy.” Jesus said to him, “Go and moved with compassion at the sight. do likewise.”

1. What question did the scholar of the law ask Jesus? ______

2. Jesus answered the scholar’s question by telling a story about a traveler. What happened to this traveler? ______

______

280 © SOPHIA INSTITUTE FOR TEACHERS 3. Who passed by the traveler first? What did he do? ______

______

4. Who passed by the traveler second? What did he do? ______

______

5. Who passed by the traveler third? What did he do? ______

______

6. In Jesus’ time, Samaritans (or people from Samaria) were outcasts from society. Jewish citizens were forbidden by the law from talking to them or having anything to do with them. How was what the Samaritan did for the traveler a great act of love? ______

______

7. What question does Jesus ask at the end of the parable? ______

8. How does the scholar of the law answer Jesus’ question? ______

9. What command does Jesus give the scholar? ______

1. How does the painting illustrate this story? ______

______

2. How is this parable an example of the second Great Commandment? ______

______

3. What are at least three ways that you can show love to those whom you might not normally show love? ______

______

282 © SOPHIA INSTITUTE FOR TEACHERS Answer Key

Handout B: The Poor Widow’s Contribution and the Parable of the Hidden Treasure 1. Wealthy people putting their offerings into the treasury.

2. A poor widow putting in two small coins.

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

4. She gave out of her poverty, her whole livelihood. In other words, she gave all that she had.

5. She loved God above all else because she gave all that she had for Him.

6. A treasure buried in a field.

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

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

Handout C: The Good Samaritan 1. Who is my neighbor?

2. He fell victim (was attacked) by robbers as he traveled. He was stripped and beaten and left for dead.

3. A priest. He passed by on the opposite side of the road.

4. A Levite. He passed by on the opposite side of the road.

5. A Samaritan. He came over to the traveler and cleaned and bandaged his wounds. Then he carried him on his own animal to an inn and cared for him. He paid the innkeeper to continue to take care of him.

6. He had no responsibility to care for the traveler because the traveler would likely not have cared for him or even spoken to him. The Samaritan acted entirely out of love and concern for another human being.

7. “Which of these three, in your opinion, was neighbor to the robbers’ victim?”

8. “The one who treated him with mercy.”

9. “Go and do likewise.”

Unit 3, lesson 2 283 Notes ______

______

284 © SOPHIA INSTITUTE FOR TEACHERS Exploring Loving Others as Christ Loves Us with Sacred Art

UNIT 3, LESSON 3

Learning Goals Connection to the ӹӹ We are to love God with all our hearts, Catechism of the minds, and souls. Catholic Church ӹӹ As the Father loves Jesus, Jesus loves ӹӹ CCC 1694 us, and Jesus wants us to love each ӹӹ CCC 1822-1823 other. ӹӹ CCC 1844 ӹӹ Jesus said that we must be like ӹӹ CCC 2133 children to go in Heaven.

Vocabulary ӹӹ Love ӹӹ Charity ӹӹ Anachronism

Chastity Strand

BIBLICAL TOUCHSTONES

And people were bringing children to him “I give you a new commandment: love one that he might touch them, but the disciples another. As I have loved you, so you also should rebuked them. When Jesus saw this he became love one another.” indignant and said to them, “Let the children JOHN 13:34 come to me; do not prevent them, for the kingdom of God belongs to such as these. Amen, I say to you, whoever does not accept the kingdom of God like a child will not enter it.” Then he embraced them and blessed them, placing his hands on them.

MARK 10:13-16

Unit 3, lesson 3 285 Lesson Plan

Materials DAY ONE ӹӹ Handout A: Suffer the Little Children to Come unto Me Warm-Up ӹӹ Handout B: I Love… A. Project an image of the painting on Handout A: ӹӹ Handout C: Bl. Pier Suffer the Little Children to Come unto Me by Fritz Giorgio Frassati von Uhde. Give students several minutes to quietly view the art before you say or ask anything. Allow My Notes them to come up and stand closer to the image to examine the details. ______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 How does this work of art make you feel? ______ӹӹ How would you describe this style of painting? ______ӹӹ What is happening in this painting? ______C. Explain to your students that this work was painted ______by Fritz von Uhde. He lived in Germany in the 1800s and early 1900s. He liked to paint what he ______saw outside, to paint how things look in natural ______sunlight. The only lighting in this painting is the natural sunlight coming through the windows. Fritz ______also 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. Ask your students how this painting is an example of anachronism. Accept reasoned ______answers. ______

______

286 © SOPHIA INSTITUTE FOR TEACHERS Activity Arrange your students in small groups and give each group a laminated copy of Handout A: Suffer the Little Children to Come to Me. Have them discuss the questions on the back of the handout 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.

Formative Assessment A. Circulate among the groups, listening to their discussion, keeping them on task and offering insights or clarification where needed.

B. Before moving on to the next activity, have each group write one question they would ask the artist about this painting and turn it in.

DAY TWO

Warm-Up Project an image of Suffer the Little Children to Come unto Me from Handout A, and read aloud a few of the most interesting questions offered by the student groups the previous day. Allow students to share their reactions and other personal responses to the art.

B. 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.

C. Project and read aloud, or have a student stand and read aloud, 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.”

D. Ask your students the following questions:

ӹӹ What is the new commandment Jesus gives? Love one another.

Unit 3, lesson 3 287 Lesson Plan (continued)

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.

E. 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, especially people in your family and community, and to help make the best happen for them, 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 and 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.

F. Distribute to each student Handout B: I Love… 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). Then have your students write on the lines things they can do for these people to love them as Jesus loves them. Circulate around the room to assist as needed.

Formative Assessment A. Ask students to share one thing they wrote on Handout B, and why they wrote it.

B. Lead your students in praying together an Our Father, a Hail Mary, and a Glory Be for all the people they love.

288 © SOPHIA INSTITUTE FOR TEACHERS DAY THREE

Activity A. Project 1 Timothy 4:12, and have a student stand and read it aloud:

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 taken seriously just because 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 to act as a young person in the faith.

ӹӹ Have you ever felt like you weren’t being taken seriously or you were treated differently because you were young? Call on a few students to share stories of times they were treated differently because they were young.

C. 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 Blessed Pier Giorgio Frassati. Pier Giorgio was very young, yet he showed a beautiful example of faith to his family, friends, and society.

D. Distribute to each student Handout C: Bl. Pier Giorgio Frassati. Have your student work individually to read the story of Pier Giorgio’s life and then answer the questions at the end.

Assessment A. When your students have completed Handout C, 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.

Unit 3, lesson 3 289 DIGITALIMAGES A Suffer the Little Children to Come unto Me BY FRITZ V ON UHDE (C. AFTER 1885) Pomerania State Museum, Greifswald, Germany. V AILABLE AT WWW.SOPHIAINSTITUTEFORTEACHERS.ORG HANDOUT A

290 © SOPHIA INSTITUTE FOR TEACHERS HANDOUT A Suffer the Little Children to Come unto Me

Suffer the Little Children to Come unto Me, by Fritz von Uhde (c. after 1885)

Conversation Questions 1. What do you think Jesus might be thinking and feeling in this painting? Why?

2. What do you think the children might be thinking and feeling? What do you think the adults in the room are thinking and feeling? Why?

3. Do you think Jesus is enjoying His visit with this family? Why do you think Jesus likes when people visit Him?

4. This painting shows Jesus in a German farmhouse in the 1800s. That is almost 1800 years after Jesus lived, and over 200 years before today. Why do you think the artist chose to show Jesus in his own country, Germany, and in his own time period? Do you like that this painting shows Jesus in a more modern setting? Why or why not?

5. If you were to paint a picture of Jesus, what country and time period would you choose to put Jesus in? Why?

6. Would you like to be in this room with Jesus and the other children? Why?

7. What would you do if you were with Jesus and the children in this painting?

8. Jesus is with you and watching over you even though you cannot see Him. Why do you think He enjoys being with you?

Directions: Write in the blank circles the names of some of the people you love. On the lines, write ways that you can show your love for each person.

I love...

I have charity for...

292 © SOPHIA INSTITUTE FOR TEACHERS HANDOUT C Bl. Pier Giorgio Frassati

Directions: Read the story of Bl. Pier Giorgio Frassati, then answer the questions that follow.

ier Giorgio Frassati was born in On most days, though, he spent his PTurin, Italy in 1901. His family time serving God by caring for the was wealthy. Pier Giorgio died when sick, the orphans, and the disabled he was only 24 years old. Even so, he veterans who were returning from made a big impact with his life. Pier World War I. He also loved to serve Giorgio’s friends and family loved the poor. He was very active on his him, but never quite understood school’s campus telling others about him. Pier Giorgio struggled through the needs of the people he helped. school and did not have much Several times his father found him interest in his family’s business. He coming home without his coat on loved the outdoors and would go because he had given it to someone on hikes with his friends and enjoy in need. His father would be angry, God’s creation. He was also had a but he could not change who Pier was deep faith in God. He often asked his or what Christ was calling him to do. friends to join him for Eucharistic When Pier Giorgio was only 24 he Adoration or Mass before they went contracted a deadly disease called off on their adventures. polio. This disease caused great Pier Giorgio’s parents never fully physical suffering and paralysis. approved of his commitment to He died within three days of being the Faith. Even so, Pier Giorgio diagnosed. At his funeral, his parents continued to love God above were amazed to see huge crowds of everything else. He tried his best to people he had helped come to pay make his parents happy. Even though their respects. They learned that he struggled, he took school very their son had helped many people in seriously and studied to do his best. his short life.

© SOPHIA INSTITUTE FOR TEACHERS 293 Pier Giorgio once wrote the words As an example to us all, Pier Giorgo “to the heights” on the back of always reached for the heights of a photo of himself climbing a holiness and tried to serve God in mountain. It shows us how Pier everything he did. Giorgio lived every day of his life.

1. Where did Bl. Pier Giorgio Frassati grow up? What was his family like? ______

______

2. What did Bl. Pier Giorgio’s family and friends think of him? ______

______

3. What was Bl. Pier Giorgio’s relationship with God like? ______

______

4. How did Bl. Pier Giorgio serve God in his life? ______

______

5. How did Bl. Pier Giorgio die? What surprising thing happened at his funeral? ______

______

6. What did Bl. Pier Giorgio write on the back of a photo of him climbing a mountain? How does this show us how he lived his life? ______

______

294 © SOPHIA INSTITUTE FOR TEACHERS 7. What was the most interesting thing you learned about Bl. Pier Giorgio’s life? ______

______

8. How can the example of Bl. Pier Giorgio’s life inspire you to live a life of holiness? ______

______

Unit 3, lesson 3 295 Answer Key

Handout C: Bl. Pier Giorgi Frassati 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.

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.

296 © SOPHIA INSTITUTE FOR TEACHERS Respect for Life, from the Unborn to the Elderly

UNIT 3, LESSON 4

Learning Goals Connection to the ӹӹ Respecting life means defending and Catechism of the protecting those who cannot defend Catholic Church and protect themselves. ӹӹ CCC 2258-2301 ӹӹ Respecting life means recognizing the dignity of every person. Vocabulary ӹӹ Dignity ӹӹ Rebuke ӹӹ Leprosy

Chastity Strand

BIBLICAL TOUCHSTONES

“Before I formed you in the womb, I knew you.” Jesus realized the intention of their hearts and took a child and placed it by his side and said to JEREMIAH 1:5 them, “Whoever receives this child in my name receives me, and whoever receives me receives the one who sent me. For the one who is least among all of you is the one who is the greatest.”

LUKE 9:47-48

Unit 3, lesson 4 297 Lesson Plan

Materials DAY ONE ӹӹ Horton Hears a Who by Dr. Seuss ӹӹ Handout A: Jesus’ Friends Warm-Up A. Have your students help you come up with a list My Notes of people who work to defend us and keep us safe. Keep a list on the on the board for the class to see. ______Examples may include police officers, firefighters, ______lawyers, nurses, doctors, military/soldiers, and so forth. ______B. Have each of your students choose one of jobs listed ______on the board and pretend that it is theirs. Arrange ______your students in groups based on the job they chose. ______(Doctors sit with doctors, soldiers with soldiers, and so forth.) If some students chose jobs that don’t fit ______exactly with others, try to arrange them with other ______similar jobs.

______C. In their groups, have students take turns sharing why they chose the job they did and explain why it is ______appealing to them. Then, have each group determine ______whom they would be defending or keeping safe if they had that particular job. Have one person from ______each group share with the rest of the class, and ______write this list of different types of people on the board for all students to see. ______D. Have your students return to their seats. Explain that ______you are going to read a story about someone/thing ______you might not expect to be a defender and protector, but who will defend and protect an entire city! ______

______Activity ______A. Read the book Horton Hears a Who by Dr. Seuss ______aloud to your students. Facilitate the following discussion by asking the following questions: ______

______

298 © SOPHIA INSTITUTE FOR TEACHERS ӹӹ Who is the defender/protector in the book? Horton, who is an elephant.

ӹӹ Who is Horton protecting? The city of Whoville, which is populated by tiny people called Whos.

ӹӹ Who is trying to destroy or harm the Whos? All of the other jungle animals, who ridicule Horton for his beliefs.

ӹӹ Horton keeps saying, “A person’s a person, no matter how small.” What does that mean? Accept reasonable answers, but be sure to make the point that it does not matter about a person’s size or age or ability. Every single person has something to offer the world! Everyone should be respected!

B. Ask your students to think about what could have happened if some parts of the story were different and then ask the following questions:

ӹӹ What would have happened if Horton did not hear the Whos in the first place and they had no one to defend them? Accept reasoned answers.

ӹӹ What would have happened if Horton gave up on the Whos when they were stolen? Accept reasoned answers.

ӹӹ What would have happened if the mayor had not made sure to have every voice heard from Whoville? Accept reasoned answers.

Formative Assessment Tell your students to pretend that they are the mayor of Whoville, and have them write on their own paper a letter (using all the parts of a formal letter) to Horton’s attackers. What would they, as the mayor, say to those attackers to make them understand how important Whoville really is? What would they say to defend the Whos?

DAY TWO

Warm-Up A. Find online and project photos that correspond to the following examples:

ӹӹ a baby making a silly face

ӹӹ a well-known athlete

ӹӹ an elderly person smiling

Unit 3, lesson 4 299 Lesson Plan (continued)

ӹӹ a well-known musician or band

ӹӹ someone with Down syndrome

ӹӹ a homeless person in America

ӹӹ Pope Francis

ӹӹ someone sick in a hospital bed

ӹӹ African orphans

ӹӹ a prisoner

B. Show each photo one by one, and ask your students to describe each person or group of people. Ask them how they would describe the person or people in each photo to someone who was not looking at the photo.

C. After you have shown all of the photos, ask your students what every single one of these people has in common. Accept reasoned answers, and help your students come to the conclusion that they are all God’s children. They all have dignity. (Define dignity as being worthy of honor and respect.) These are the people whom God calls us to defend and protect, as Horton did with the Whos!

Activity A. Ask your students to think about who Jesus would have spent time with if He lived in our world today. Call on volunteers to share their thoughts about the people Jesus would have surrounded Himself with. Accept reasoned answers.

B. Explain to your students that in this lesson, they are going to look in the Bible to see who Jesus hung out with when He lived on the earth.

C. Distribute to each student Handout A: Jesus’ Friends. Call on volunteers to read aloud the three stories from Scripture about the people Jesus spent His time with, and have the rest of your students follow along on their handouts. Then ask the discussion questions following each story to get your students thinking about how Jesus did not always surround Himself with the most popular, healthy, or perfect people. Have your students record the answers as you discuss them.

Formative Assessment Arrange your students in groups of three or four. Have each group come up with a list of people Jesus might surround Himself with if he were living today. Allow one person per group to share them with the class, and make a list on the board for the entire class to see.

300 © SOPHIA INSTITUTE FOR TEACHERS

DAY THREE

Warm-Up A. In advance, ask one to three people from your school (whom your students would recognize) to volunteer to help with this activity. (Ideally, you would have an older student, another teacher and an administrator, but any three will do.)

B. Begin this warm-up time with your students by reading aloud any book you choose. Make a show of how important this book is and how important this lesson time is. Then have each volunteer knock on your door (one at a time, a minute or two apart from each other), come into your classroom and try to get your attention by politely but intensely telling you, “I really need you to come to the office. You are needed for something very important!” While the visitor is nicely trying to get your attention, try your best to ignore him or her and continue reading aloud to your students. After a few seconds, ask the person to leave. Explain that you do not have time for the person and that he or she is not worth listening to. Repeat this process for each volunteer.

C. After the third volunteer leaves, have all three come back in and let your students know that this was just an experiment! You would never actually treat any of your friends like this! Thank them for playing along in front of the students. Then, ask your students the following questions:

ӹӹ What was wrong with the way I treated each of our guests? You were rude to them! They were just trying to tell you something!

ӹӹ Why was it so wrong? What they had to say was obviously important!

ӹӹ What might have happened if I never listened to them? You could have missed out on helping with something important. Something very bad could have happened!

D. Thank your volunteers again for coming, and make the connection with your students that this little experiment goes along with everything that has been talked about in the previous days’ lessons. Treating our neighbors with charity means giving them respect.

Activity and Assessment A. Review with your students the main ideas of the previous days’ lessons: Every single person has dignity, because God created everyone in His image. Sometimes it is necessary for us to stand up and defend people who have no one to speak for them. That is what we are going to do today!

Unit 3, lesson 4 301 B. Have your students think of many ways we can do something for people who may need defending or protecting or who aren’t heard. Keep a list on the board. Remind your students of the list of people your class created who would be in “Jesus’ Crew.” Think about what you could do for people who needed support. If they are having trouble thinking of ideas, suggest the following:

ӹӹ writing letters or drawing pictures for people in a nursing home or kids in the hospital

ӹӹ putting together a coin collection for the school to donate to a charitable organization

ӹӹ putting together a list of people and encouraging your class and the school to pray for them (the homeless, unborn babies, the elderly, the sick, etc.)

C. Choose at least one of the ideas suggested by your class and create a concrete plan as a class to carry out that idea and put that plan into action.

302 © SOPHIA INSTITUTE FOR TEACHERS HANDOUT A Jesus’ Friends

Directions: Read or listen to the three stories from Scripture. Discuss the question following each story with your classmates.

Scripture Story #1: Read Matthew 19:13-15. Then children were brought to Him that He might lay His hands on them and pray. The disciples rebuked them, but Jesus said, “Let the children come to me, and do not prevent them; for the kingdom of heaven belongs to such as these.” After He placed His hands on them, He went away.

Explanation: Rebuke means to scold harshly.

At this time in history, children were not encouraged to speak to adults unless they were spoken to. In this passage, children also meant really little ones, mainly babies. The disciples might have thought that bringing babies to Jesus would delay His teaching and interrupt what He was there to do.

Discussion Questions 1. Who was Jesus spending time with in this passage?

2. Are you surprised that Jesus spent time with children? Why or why not?

3. How do you think the disciples reacted when Jesus asked them to bring the babies to Him?

4. How do you think the parents of the babies felt when Jesus was willing to bless their children?

5. What does this story teach you about Jesus?

© SOPHIA INSTITUTE FOR TEACHERS 303 Scripture Story #2: Read Matthew 8:1-4. When Jesus came down from the mountain, great crowds followed Him. And then a leper approached, did Him homage, and said, “Lord, if you wish, you can make me clean.” He stretched out His hand, touched him, and said, “I will do it. Be made clean.” His leprosy was cleansed immediately. Then Jesus said to him, “See that you tell no one, but go show yourself to the priest, and offer the gift that Moses prescribed; that will be proof for them.”

Explanation: Leprosy is a terrible skin disease. In biblical times, people with leprosy were made to live outside the city, away from everyone else. This was because leprosy was easy to catch, and if you had leprosy, you would die from it. A person with leprosy was thought to be “unclean.” In fact, people thought that if you had leprosy, you were being punished because you probably did something really bad.

Discussion Questions 1. Who was Jesus spending time with in this passage?

2. Why is this surprising?

3. Can you imagine what it would be like not to be allowed to be touched at all and to be blamed for something that is not your fault? How do you think the leper felt when Jesus actually touched him?

4. What does this teach you about Jesus?

304 © SOPHIA INSTITUTE FOR TEACHERS Scripture Story #3: Read Luke 19:1-10. He came to Jericho and intended to quickly and received him with joy. pass through the town. Now a man When they all saw this, they began there named Zacchaeus, who was a to grumble, saying, “He has gone to chief tax collector and also a wealthy stay at the house of a sinner.” But man, was seeking to see who Jesus Zacchaeus stood there and said to the was; but he could not see him because Lord, “Behold, half of my possessions, of the crowd, for he was short in Lord, I shall give to the poor, and if I stature. So he ran ahead and climbed have extorted anything from anyone a sycamore tree in order to see Jesus, I shall repay it four times over.” And who was about to pass that way. When Jesus said to him, “Today salvation has he reached the place, Jesus looked up come to this house because this man and said to him, “Zacchaeus, come too is a descendant of Abraham. For down quickly, for today I must stay the Son of Man has come to seek and at your house.” And he came down to save what was lost.”

Explanation: Tax collectors were considered to be sinners in biblical times. They would go to peoples’ houses to collect their taxes and often take more than they should so that they could get rich. They were not known sharing their riches, either. So, many people hated tax collectors for being greedy and selfish.

Discussion Questions 1. Who was Jesus spending time with in this passage?

2. Why was this surprising?

3. Jesus did not just talk to Zacchaeus. What else did He do that was so surprising?

4. How did Zacchaeus react to getting to meet with Jesus? What did Jesus inspire him to do?

5. What did this teach you about Jesus?

______

306 © SOPHIA INSTITUTE FOR TEACHERS Care for Our Own Bodies

UNIT 3, LESSON 5

Learning Goals Connection to the ӹӹ The Temple was God’s dwelling place Catechism of the on earth in the Old Testament. Catholic Church ӹӹ Because of Jesus’ sacrifice on the ӹӹ CCC 364 ӹӹ CCC 1197 Cross and the coming of the Holy ӹӹ CCC 593 ӹӹ CCC 1265 Spirit, our bodies are temples of the ӹӹ CCC 782 ӹӹ CCC 1684 Holy Spirit. ӹӹ CCC 797- ӹӹ CCC 1695 ӹӹ We have a responsibility to care for 798 ӹ CCC 2288 our bodies, including our thoughts, ӹ because our bodies are holy and we are called by God to holiness. Vocabulary ӹӹ Temple ӹӹ Merchant

Chastity Strand

BIBLICAL TOUCHSTONES

I will bring [them] to my holy mountain and Do you not know that your body is a temple make them joyful in my house of prayer. …For of the Holy Spirit within you, whom you have my house shall be called a house of prayer for from God, and that you are not your own? For all peoples. you have been purchased at a price. Therefore glorify God in your body. ISAIAH 56:7 1 CORINTHIANS 6:19-20

Unit 3, lesson 5 307 Lesson Plan

Materials DAY ONE ӹӹ Handout A: Holy and Healthy Habit Plan Warm-Up ӹӹ Teacher Resource A: A. Ask your students what it means to be holy. Accept Temples of the Holy Spirit reasoned answers. Then explain to your students ӹӹ Teacher Resource B: that being holy, or holiness, is to love God with Temple of the Holy Spirit our whole heart, mind, and soul, and to love and Cards serve our neighbor. Ask your students where they ӹӹ Marker and/or colored have heard this explanation of holiness before. pencils This explanation of holiness is the two Great Commandments given by Jesus. Continue to explain My Notes that to be holy we must follow Jesus’ commands to ______love God and to love our neighbor. When we love God and our neighbor, we are holy. Then ask your ______students if you can ever love God too much, and ______if you can ever love your neighbor too much. No. Throughout our lives we continually love God more ______and more, and we love and serve our neighbor more ______and more. God calls us to holiness, and we respond to this call by becoming more and more like the perfect ______model of holiness, God’s Son, Jesus Christ. ______B. Create a prayerful atmosphere in your classroom. ______Ask your students to think of two practical ways the Holy Spirit can help them become holier (i.e., ______love God and love their neighbor) every day. Then, ______project and pray together Holy Spirit Prayer:

______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. ______Amen.

308 © SOPHIA INSTITUTE FOR TEACHERS Activity A. Project and read aloud, or have a student stand and read aloud. Isaiah 56:7:

I will bring [them] to my holy mountain and make them joyful in my house of prayer. …For my house shall be called a house of prayer for all peoples.

B. Ask your students the following questions:

ӹӹ In this passage from the Old Testament book of Isaiah, Isaiah is recording the words of God Himself. Where does God say that He will make His people joyful? In His house of prayer.

ӹӹ What does God say His house will be called? A house of prayer for all peoples.

C. Explain to your students that in the Old Testament God promised King David that his son would build a house for Him. David’s son, King Solomon, built a large, beautiful building called the Temple. The Jewish people believed that God dwelled with His people in the Temple. The Spirit of God was present in the Temple. People from all over the world came to the Temple to worship God and to pray to Him.

D. Project and read aloud, or have a student stand and read, aloud Revelation 21:3:

I heard a loud voice from the throne saying, “Behold, God’s dwelling is with the human race. He will dwell with them and they will be his people and God himself will always be with them [as their God].”

E. Ask your students the following questions:

ӹӹ This passage is from the end of the New Testament, in the book of Revelation. The author, St. John, is describing a vision of Heaven. Where did the voice from the throne say God’s dwelling is? With the human race.

ӹӹ How did St. John describe the relationship between God and the human race? They will be His people and God will always be with them as their God.

ӹӹ How is St. John’s description of God’s dwelling place at the end of the New Testament different from Isaiah’s description of God’s dwelling place in the Old Testament? Isaiah describes God’s dwelling place as a physical place, the house of God, or the Temple, whereas St. John describes God’s dwelling place as being with His people.

ӹӹ What changed between Isaiah’s description of God’s dwelling place and St. John’s? God became man in the Person of Jesus Christ and gave His life on the Cross for all of humanity. After Jesus ascended into Heaven, He sent the Holy Spirit to be with us in our hearts.

Unit 3, lesson 5 309 Lesson Plan (continued)

F. Project and read aloud, or have a student stand and read aloud, 1 Corinthians 6:19-20:

Do you not know that your body is a temple of the Holy Spirit within you, whom you have from God, and that you are not your own? For you have been purchased at a price. Therefore, glorify God in your body.

G. Ask your students the following questions:

ӹӹ This passage is from a letter in the New Testament. It was written by St. Paul to a Christian community in Corinth. St. Paul was teaching the people there how to live a holy life. What did St. Paul say about our bodies? Our bodies are temples of the Holy Spirit.

ӹӹ St. Paul said we “have been purchased at a price.” What does he mean by this? Jesus died on the Cross to pay the price for our sins.

ӹӹ If Jesus died on the Cross for us and we are temples of the Holy Spirit, what does St. Paul say we should then do? Glorify God in our bodies.

H. Explain to your students that our bodies are temples of the Holy Spirit. Our physical bodies are homes to our souls. Our bodies are also a place where the Spirit of the Lord may come to dwell. Just as, in the Old Testament, the physical Temple was a dwelling for God, our bodies are a dwelling for God’s Spirit. In this way God dwells among His people just as St. John said in the book of Revelation. Because we are made by God and His Spirit is within us, our bodies are holy. This means they are sacred and worthy of respect. Just like the Temple, our bodies should be clean and beautiful.

Assessment On their own paper, have your students write a three- to five-sentence paragraph that responds to the following prompt:

ӹӹ If I were to explain what it means that our bodies are temples of the Holy Spirit so someone could really understand it, I would say…

310 © SOPHIA INSTITUTE FOR TEACHERS

DAY TWO

Warm-Up A. Project and read aloud John 2:13-22:

Since the Passover of the Jews was near, Jesus went up to Jerusalem. He found in the temple area those who sold oxen, sheep, and doves, as well as the money- changers seated there. He made a whip out of cords and drove them all out of the temple area, with the sheep and oxen, and spilled the coins of the money-changers and overturned their tables, and to those who sold doves he said, “Take these out of here, and stop making my Father’s house a marketplace.” His disciples recalled the words of scripture, “Zeal for your house will consume me.” At this the Jews answered and said to him, “What sign can you show us for doing this?” Jesus answered and said to them, “Destroy this temple and in three days I will raise it up.” The Jews said, “This temple has been under construction for forty-six years, and you will raise it up in three days?” But he was speaking about the temple of his body. Therefore, when he was raised from the dead, his disciples remembered that he had said this, and they came to believe the scripture and the word Jesus had spoken.

B. Ask your students the following questions:

ӹӹ Where did Jesus go in Jerusalem? The Temple.

ӹӹ What did Jesus find in the Temple? People selling oxen, sheep, and doves, as well as money-changers. Explain to your students that essentially what Jesus found in the Temple was a marketplace: people selling all sorts of goods and making a profit.

ӹӹ What did Jesus do? He made a whip out of cords and drove them out of the Temple and overturned their tables.

ӹӹ What did Jesus call the Temple? My Father’s house.

ӹӹ The people asked Jesus for a sign. What did Jesus say in response to them? “Destroy this temple and in three days I will raise it up.”

ӹӹ What was Jesus really talking about? Not the physical Temple, but the temple of His body.

ӹӹ When did Jesus’ disciples come to understand what Jesus meant? After He was raised from the dead.

Unit 3, lesson 5 311 ӹӹ Why was it bad for the merchants and money-changers to be in the Temple? Accept reasoned answers. Help your students understand that they were not treating the Temple the way it was meant to be treated. They were not respecting it and were using it for their own selfishness. They did not treat the Temple as God’s dwelling place.

Activity A. Explain to your students that as they learned in the previous class, our bodies are just like the Temple. Just as God dwelled in the Temple, His Spirit dwells in our hearts. And just as some people treated the Temple badly, did not respect it as God’s dwelling place, and used it selfishly, sometimes we do the same thing with our bodies.

B. Draw a T-chart on the board. On one side label it “Ways We Treat Our Bodies Well” and on the other side label it “Ways We Treat Our Bodies Poorly.” Then, explain that sometimes we treat our bodies very well. This includes our minds and what we think about. Ask your students for some examples of ways that we can treat our bodies well. Some examples include eating healthy food, getting enough sleep, exercising, reading good books, not watching too much TV, praying, going to Church and so forth. Accept reasoned answers.

C. After a sufficient time for discussion, explain to your students that sometimes we treat our bodies poorly. This also includes our minds and what we think about. Ask your students for some examples of ways that we can treat our bodies poorly. Some examples include eating junk food, staying up late, not exercising, watching too much TV, not praying or going to Church, and so forth. Accept reasoned answers.

D. Because our bodies are temples of the Holy Spirit, the place where God’s Spirit dwells, we have a responsibility to care for our bodies, including our thoughts. Our bodies are holy, and we are called by God to holiness. This means that we must respect ourselves and our bodies.

E. Before class, make enough copies of Teacher Resource A: Temples of the Holy Spirit to give one to each student, and copy and cut out Teacher Resource B: Temple of the Holy Spirit, enough so that each group of four students can have one set.

F. Arrange your students in pairs. Distribute to each pair Teacher Resource A: Temples of the Holy Spirit and make markers and/or colored pencils available. Explain to your students that they are going to play a game. First, each pair should color the various parts of the body on Handout A so that the person looks like a temple of the Holy Spirit. Then have each pair carefully cut out each part of the body.

G. When they have finished, have each pair of students form a group of four with another pair. Each original pair is one team. Then distribute to each group of four a set of Temple of the Holy Spirit Cards from Teacher Resource B: Temple of the Holy Spirit

312 © SOPHIA INSTITUTE FOR TEACHERS Cards. Have each group place their Temple of the Holy Spirit cards face down in a pile between them. Have teams take turns drawing a card. If what is listed on the card is good for the body, that team may add one part to their body. If what is listed on the card is bad for the body, they should not add any body parts. Each group will continue in this way, “hangman” style, until one team successfully builds an entire person, or temple of the Holy Spirit. Circulate around the room to observe and assist as needed.

Assessment On their own paper, have your students write a three- to five-sentence paragraph that responds to the following prompt:

ӹӹ I was surprised to learn that…

DAY THREE

Warm-Up Lead your students in the “Bible Boot Camp” workout. Read the Bible passages below, and have your students complete the accompanying exercise.

Hebrews 12:1 — “Since we are surrounded by so great a cloud of witnesses, let us rid ourselves of every burden and sin that clings to us and persevere in running the race that lies before us while keeping our eyes fixed on Jesus, the leader and perfecter of faith.”

Have your students run two laps around the classroom or run in place for thirty seconds.

Acts 3:8 — “He leaped up, stood, and walked around and went into the temple with them, walking and jumping and praising God.”

Have your students do 10 jumping jacks.

Isaiah 40:31 — “[B]ut those who hope in the Lord will renew their strength. They will soar on wings like eagles; they will run and not grow weary, they will walk and not be faint.”

Have your students do 10 arm windmill circles.

Activity A. Review with your students the main ideas of the previous day’s lessons: Our bodies are temples of the Holy Spirit; we have a responsibility to care for our bodies, including our thoughts; our bodies are holy, and we are called by God to holiness. This means that we

© SOPHIA INSTITUTE FOR TEACHERS 313 must respect ourselves and our bodies. Answer any questions your students may still have about our being temples of the Holy Spirit and our responsibility to care for our bodies.

B. Distribute to each student Handout A: Holy and Healthy Habit Plan.

C. Explain to your students that when we think about respecting and caring about our bodies because they are temples of the Holy Spirit, there are three areas we need to keep healthy in our lives: our body, our mind, and our soul. Then have your students write down one practical way in each category to grow in holiness and health throughout the day. Examples include:

ӹӹ Mind: study in school, read the Bible, protect mind from bad things on TV/movies

ӹӹ Body: exercise, eat healthy foods, get sleep, shower/bathe

ӹӹ Soul: go to Mass, forgive others, be grateful, think of others first

D. Challenge your students to post their Holy and Healthy Habit Plan on their refrigerator or bathroom mirror at home to help them remember to do the things they have listed.

Assessment A. Ask the following questions and have your students write the correct answer on their paper:

1. TRUE or FALSE: A temple is where God dwells. True.

2. TRUE or FALSE: Man worships the Temple itself, not what it contains. False.

3. TRUE or FALSE: Jesus cleansed his Father’s house because it was being misused. True.

4. TRUE or FALSE: The Holy Spirit causes our bodies to become living Temples, dwellings of God. True.

5. TRUE or FALSE: We need to take care of only our souls, so it’s acceptable to eat whatever we want. False.

6. TRUE or FALSE: God calls us not only to care for our bodies, but to respect our neighbor’s as well. True.

314 © SOPHIA INSTITUTE FOR TEACHERS HANDOUT A My Holy and Healthy Habits

Directions: Write ways that you can love God using the parts of the body listed on the handout.

Morning Noon Night

MIND: MIND: MIND:

______

BODY: BODY: BODY:

______

SOUL: SOUL: SOUL:

______

Directions: Color the various parts of the body so that the person looks like a temple of the Holy Spirit. Then carefully cut out each body part.

316 © SOPHIA INSTITUTE FOR TEACHERS TEACHER RESOURCE B Temple of the Holy Spirit Cards

Directions: Copy and cut out enough of the cards below so that each group of four can have a complete set.

Playing video Eating an Going to Cheating on games all apple the park homework weekend

Eating a lot Drinking Washing Showering of chips water your hands

Eating a lot Drinking a Reading a Praying the of chocolate lot of soda Good Book Hail Mary

Eating Brushing Going to a whole Jogging your teeth church birthday cake

Unit 3, lesson 5 317 Staying up Eating a Receiving the really late Flossing banana Eucharist on a school night

Eating an Combing Drinking a Going to entire box your hair smoothie Confession of mac ’n’ cheese

Watching Washing Eating Studying eight hours your hair broccoli for a test of TV every night

Watching an R-rated Playing Cutting your Biting your movie without basketball toenails fingernails your parents’ permission

318 © SOPHIA INSTITUTE FOR TEACHERS Love and Reverence for Parents/Guardians

UNIT 3, LESSON 6

Learning Goals Connection to the ӹӹ The Fourth Commandment is “Honor Catechism of the your father and mother.” Catholic Church ӹӹ Love of neighbor begins with love of ӹӹ CCC 531-534 family, particularly obedience and ӹӹ CCC 2196-2206 gratitude toward our parents. ӹӹ CCC 2214-2220 ӹӹ The Bible contains stories of children being obedient to their parents as a Vocabulary model for us. ӹӹ Honor ӹӹ Obedience ӹӹ Gratitude

Chastity Strand

BIBLICAL TOUCHSTONES

Children, obey your parents [in the Lord], for He went down with them and came to this is right. Nazareth, and was obedient to them; and his mother kept all these things in her heart. And EPHESIANS 6:1 Jesus advanced [in] wisdom and age and favor before God and man.

LUKE 2:51-52

Unit 3, lesson 6 319 Lesson Plan

Materials DAY ONE ӹӹ Handout A: The Obedience of Jesus ӹӹ Handout B: Letter to My Warm-Up Parents Create a prayerful atmosphere in your classroom. Ask ӹӹ Teacher Resource: Check your students to name aloud one family member they Your Respect Strips would like to pray for this day. Then project and pray ӹӹ Markers and/or crayons, together the Guardian Angel prayer: tape Angel of God, My guardian dear, My Notes to whom His love commits me here, ______ever this day be at my side, to light and to guard, ______to rule and guide. ______Amen.

______Activity ______A. 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. ______B. 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.

______

320 © SOPHIA INSTITUTE FOR TEACHERS 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, with parents, and so forth. Accept reasoned answers.

C. Ask your students to remember the Fourth Commandment: “Honor your father and mother.” Write or project the Fourth Commandment on the board. Then ask your students the following questions:

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.

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.

D. 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.

Unit 3, lesson 6 321 Lesson Plan (continued)

Assessment Have your students turn to a neighbor and take turns sharing about a time that they honored their parents. Circulate around the room and observe.

DAY TWO

Warm-Up A. Project and read aloud, or have a student stand and 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.”

B. 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 children 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 is 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.

Activity A. Explain to your students that the Bible contains many stories of children being obedient to their parents. One of the first stories we read in the Bible, in Genesis, is of Abraham and his son Isaac.

B. Project and read aloud, or have a student stand and read aloud, Genesis 22:1-13:

Some time afterward, God put Abraham to the test and said to him: Abraham! “Here I am!” he replied. Then God said: Take your son Isaac, your only one, whom you love, and go to the land of Moriah. There offer him up as a burnt offering on one of the heights that I will point out to you. Early the next morning Abraham saddled his

322 © SOPHIA INSTITUTE FOR TEACHERS donkey, took with him two of his servants and his son Isaac, and after cutting the wood for the burnt offering, set out for the place of which God had told him. On the third day Abraham caught sight of the place from a distance. Abraham said to his servants: “Stay here with the donkey, while the boy and I go on over there. We will worship and then come back to you.” So Abraham took the wood for the burnt offering and laid it on his son Isaac, while he himself carried the fire and the knife. As the two walked on together, Isaac spoke to his father Abraham. “Father!” he said. “Here I am,” he replied. Isaac continued, “Here are the fire and the wood, but where is the sheep for the burnt offering?” “My son,” Abraham answered, “God will provide the sheep for the burnt offering.” Then the two walked on together. When they came to the place of which God had told him, Abraham built an altar there and arranged the wood on it. Next he bound his son Isaac, and put him on top of the wood on the altar. Then Abraham reached out and took the knife to slaughter his son. But the angel of the LORD called to him from heaven, “Abraham, Abraham!” “Here I am,” he answered. “Do not lay your hand on the boy,” said the angel. “Do not do the least thing to him. For now I know that you fear God, since you did not withhold from me your son, your only one.” Abraham looked up and saw a single ram caught by its horns in the thicket. So Abraham went and took the ram and offered it up as a burnt offering in place of his son.

C. Ask your students the following questions:

ӹӹ How was Isaac obedient to his father, Abraham? It is clear from the story that Isaac knew that Abraham was going to the mountain to sacrifice him. We know this from Isaac’s question about where the sheep for the offering was. And yet, even though he knew, he still obeyed his father and followed him to the mountain.

ӹӹ How was Abraham obedient to his Father, God? God asked Abraham to sacrifice his only son, whom he loved, Isaac. Abraham obeyed and took Isaac to the mountain to sacrifice him. He was also obedient when the angel told him at the last moment not to sacrifice Isaac and instead sacrifice the ram caught in the thicket.

ӹӹ How did God reward both Abraham and Isaac’s obedience (and faith) at the end of the story? He did not have Abraham kill his son Isaac. Instead, he provided a ram for Abraham to sacrifice instead.

D. Explain to your students that this is a very important part of the story of salvation history. Isaac’s obedience to his father is a preview of Jesus’ obedience to His Father, God. Just as Abraham was willing to sacrifice his only beloved son, God, our Father in heaven, sacrificed His only beloved Son, Jesus, for us on the Cross. Through this story of Abraham and Isaac, we learn about God’s plan to save us from sin later in history.

Unit 3, lesson 6 323 Lesson Plan (continued)

E. 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.

F. Distribute to each student Handout A: The Obedience of Jesus. Have your students work individually to read the story of the finding of the boy Jesus in the Temple from Luke’s Gospel and then answer the questions.

Assessment When students have completed Handout A, review and discuss the correct answers

DAY THREE

Warm-Up A. Draw a T-chart on the board. Label one side “Respectful” and the other “Disrespectful.”

B. In advance, cut out the strips from Teacher Resource: Check Your Respect Strips. Distribute one strip from the handout to each student and give each student a piece of tape. On each strip of paper is a scenario that is either respectful or disrespectful. (There are twenty strips on the handout. 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.

324 © SOPHIA INSTITUTE FOR TEACHERS Activity and Assessment 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 importantly, 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. Distribute Handout B: Letter to My Parents. Have your students write a letter to their parents or guardians that responds to the following prompts. Make markers and/or colored pencils available.

ӹӹ Thank your parents for three things they have given you.

ӹӹ Tell your parents three reasons why you love them.

ӹӹ Draw a picture of your favorite memory together.

E. Give each student an envelope or have them neatly fold their letters. Have them decorate the outside of the envelope (or the outside of the folded letter) and address it to their 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.

Unit 3, lesson 6 325 HANDOUT A The Obedience of Jesus

Directions: Read the story of how Jesus’ parents found Him in the Temple, and then answer the questions.

Luke 2:41-52 Each year his [Jesus’] parents went to all who heard him were astounded at Jerusalem for the feast of Passover, his understanding and his answers. and when he was twelve years old, When his parents saw him, they they went up according to festival were astonished, and his mother said custom. After they had completed its to him, “Son, why have you done this days, as they were returning, the boy to us? Your father and I have been Jesus remained behind in Jerusalem, looking for you with great anxiety.” but his parents did not know it. And he said to them, “Why were you Thinking that he was in the caravan, looking for me? Did you not know they journeyed for a day and looked that I must be in my Father’s house?” for him among their relatives and But they did not understand what acquaintances, but not finding him, he said to them. He went down with they returned to Jerusalem to look them and came to Nazareth, and was for him. After three days they found obedient to them; and his mother him in the temple, sitting in the kept all these things in her heart. midst of the teachers, listening to And Jesus advanced [in] wisdom and them and asking them questions, and age and favor before God and man.

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

______

326 © SOPHIA INSTITUTE FOR TEACHERS 2. What did Jesus’ parents discover a day after they began the journey back home? ______

______

3. Where did Jesus’ parents find Him three days later, and what was He doing? ______

______

4. Why were the teachers in the Temple astounded by Jesus? ______

______

5. What did Jesus say to His parents when they asked why He had stayed behind? ______

______

6. Even though His parents did not understand what Jesus meant at that time, what did Jesus do afterward? ______

______

8. How was Jesus obedient to His heavenly Father, God? ______

______

Reflection Questions 1. What are three ways that you can be more obedient to your parents? ______

______

2. What are three ways that you can be more obedient to God? ______

______

328 © SOPHIA INSTITUTE FOR TEACHERS HANDOUT B 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 ______,

______

Love,

______

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 throw 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.

330 © SOPHIA INSTITUTE FOR TEACHERS Respectful

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

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 keep your toys off the table during dinner.

You feel a sneeze coming, so you look for someone to sneeze on.

Unit 3, lesson 6 331 Disrespectful

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

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.

332 © SOPHIA INSTITUTE FOR TEACHERS Answer Key

Handout A: The Obedience of Jesus 1. Jerusalem for the feast of Passover.

2. Jesus was not with them or with any of their relatives or acquaintances.

3. In the Temple, sitting in the midst of the teachers, listening to them and asking questions.

4. They were astounded by His answers and His understanding.

5. “Why were you looking for me? Did you not know that I must be in my Father’s house?”

6. He went home with them to Nazareth and was obedient to them.

7. He traveled with them to Jerusalem for Passover, and He left with them when they found Him in the Temple. And He remained obedient to His parents after that.

8. He was in the Temple learning from the teachers there and teaching them.

Unit 3, lesson 6 333 Notes ______

______

334 © SOPHIA INSTITUTE FOR TEACHERS Care for the Resources of the Environment

UNIT 3, LESSON 7

Learning Goals Connection to the ӹӹ Everything good on the earth was Catechism of the created by God to glorify Him. Catholic Church ӹӹ If we love God, we will take care of His ӹӹ CCC 293 creation. ӹӹ CCC 339 ӹӹ Caring for the resources of the ӹ CCC 354 environment is something that we can ӹ all do every day. ӹӹ CCC 1147 ӹӹ CCC 2405 ӹӹ CCC 2415-1418

Vocabulary ӹӹ Observe ӹӹ Creation ӹӹ Natural Resources ӹӹ Conserve

Chastity Strand

BIBLICAL TOUCHSTONES

God looked at everything he had made, and All things came to be through Him, and without found it very good. Him nothing came to be.

GENESIS 1:31 JOHN 1:3

Unit 3, lesson 7 335 Lesson Plan

Materials DAY ONE ӹӹ Handout A: St. Francis Journal ӹӹ Teacher Resource: Warm-Up Oil Spill Experiment A. Allow students to have a show-and-tell time. Ask Instructions (materials them to bring in a material possession that means a listed on handout) lot to them. Give each student an opportunity to talk ӹӹ Appendix A: Saint Cards about the item and why it matters so much to him or her.

My Notes ӹӹ Adaptation: If bringing in items will not work, ______ask students either to talk about a material possession that means a lot to them or to draw ______a picture of it and then explain in the same ______way they would if they had the object in the classroom. ______B. 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 you ______or surprise you?

______C. 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 A. Distribute to each student Handout A: St. Francis ______Journal. They will be using this journal throughout ______the entire set of lessons. Have them store it in a ______folder or collect them at the end of the lesson to redistribute during the next lesson. ______

336 © SOPHIA INSTITUTE FOR TEACHERS B. Have your students gather around a table (they should leave their St. Francis Journals at their desks for now) on which you will perform the experiment explained in Teacher Resource: Oil Spill Experiment. Conduct the experiment as outlined.

Formative Assessment After observing the oil-spill experiment, students should return to their seats to fill out the page(s) in their St. Francis Journals titled “Oil Spill Experiment.” Allow students to share their observations with the class.

DAY TWO

Warm-Up A. Have your students take out Handout A: St. Francis Journal (or redistribute the handouts if they were collected after the previous lesson) and turn to the page with the title “God’s Creation.”

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.

In the beginning, when God created the heavens and the earth and the earth was without form or shape, with darkness over the abyss and a mighty wind sweeping over the waters — Then God said: Let there be light, and there was light. God saw that the light was good. God then separated the light from the darkness. God called the light “day,” and the darkness he called “night.” Evening came, and morning followed — the first day. Then God said: Let there be a dome in the middle of the waters, to separate one body of water from the other. God made the dome, and it separated the water below the dome from the water above the dome. And so it happened. God called the dome “sky.” Evening came, and morning followed — the second day. Then God said: Let the water under the sky be gathered into a single basin, so that the dry land may appear. And so it happened: the water under the sky was gathered into its basin, and the dry land appeared. God called the dry land “earth,” and the basin of water he called “sea.” God saw that it was good. Then God said: Let the earth bring forth vegetation: every kind of plant that bears seed and every kind of fruit tree on earth that bears fruit with its seed in it. And so it happened: the earth brought forth vegetation: every kind of plant that bears seed and every kind of fruit tree that bears fruit with its seed in it. God saw that it was good. Evening came, and morning followed — the third day. Then

Unit 3, lesson 7 337 Lesson Plan (continued)

God said: Let there be lights in the dome of the sky, to separate day from night. Let them mark the seasons, the days and the years, and serve as lights in the dome of the sky, to illuminate the earth. And so it happened: God made the two great lights, the greater one to govern the day, and the lesser one to govern the night, and the stars. God set them in the dome of the sky, to illuminate the earth, to govern the day and the night, and to separate the light from the darkness. God saw that it was good. Evening came, and morning followed — the fourth day. Then God said: Let the water teem with an abundance of living creatures, and on the earth let birds fly beneath the dome of the sky. God created the great sea monsters and all kinds of crawling living creatures with which the water teems, and all kinds of winged birds. God saw that it was good, and God blessed them, saying: Be fertile, multiply, and fill the water of the seas; and let the birds multiply on the earth. Evening came, and morning followed — the fifth day. Then God said: Let the earth bring forth every kind of living creature: tame animals, crawling things, and every kind of wild animal. And so it happened: God made every kind of wild animal, every kind of tame animal, and every kind of thing that crawls on the ground. God saw that it was good. Then God said: Let us make human beings in our image, after our likeness. Let them have dominion over the fish of the sea, the birds of the air, the tame animals, all the wild animals, and all the creatures that crawl on the earth. God created mankind in his image; in the image of God he created them; male and female he created them. God blessed them and God said to them: Be fertile and multiply; fill the earth and subdue it. Have dominion over the fish of the sea, the birds of the air, and all the living things that crawl on the earth. God also said: See, I give you every seed-bearing plant on all the earth and every tree that has seed- bearing fruit on it to be your food; and to all the wild animals, all the birds of the air, and all the living creatures that crawl on the earth, I give all the green plants for food. And so it happened. God looked at everything he had made, and found it very good. Evening came, and morning followed — the sixth day.

C. After you have finished reading 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 handout the parts of creation that they may have missed so their list is complete. Explain that they will be using this list later in the lesson.

Activity A. Make a special note of the name of your students’ journal, the “St. Francis Journal.” Distribute to each student the St. Francis of Assisi Saint Card from Appendix A: Saint Cards (or read the card aloud) 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

338 © SOPHIA INSTITUTE FOR TEACHERS 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.

B. Have your students open their St. Francis Journal to the page titled “Natural Resources.” Explain that the items listed on the page are natural resources. They are things we have available to us that we cannot recreate or make more of. From these resources we can make everything else! Make sure the students understand where they might see each resource in their own lives, homes, school, and so forth.

C. 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. Have them turn to the page in their St. Francis Journal titled “My Plan of Action.” 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/aluminum, and so forth.

Formative Assessment A. Ask your students, for “homework,” to try their new plan of conservation at home. Tell them that, during the next lesson, they will be asked to share how their conservation plan went.

B. Ask them to define the terms creation, natural resources, and conservation again to make sure they are clear on the meanings.

DAY THREE

Warm-Up A. Have your students take out their St. Francis Journal (or redistribute the handouts if they were collected after the previous lesson) and turn to the page with the title “My Plan Played Out.” Walk them through filling out this page, and then call on a few students to share how their conservation/appreciation efforts went.

B. As students are sharing, make a class list of their conservation efforts on the board.

Unit 3, lesson 7 339 Lesson Plan (continued)

C. Challenge them to pick something they liked that another of their classmates tried and try it for fun at home tonight.

Activity A. Take your students on a walk around your school grounds. Ideally they would bring their St. Francis Journal and a pencil along with them, clipped to a clipboard or something hard to write on, as they will be making observations. If this is not possible, have students fill out the page in their journals titled “My Observations” when you return to the classroom.

Note: If weather does not permit an actual walk around the school grounds, go somewhere in the building where students can see outside through windows and observe God’s creation around their everyday environment.

B. As you walk around the school grounds together, pause a few times to let students either write about or draw what they observe around the school. 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.

C. If weather permits, stay outside for this last part of the lesson. If not, return to your classroom and explain to your students that you are going to pray together as a class to thank God for what you observed when walking around. All students will get a chance to say out loud their favorite part of creation or natural resource they observed while walking around. Have your students repeat after you (or project on the board if you are in the classroom) the following prayer:

Heavenly Father, we want to say thank you for all of the ways that you have made our earth so beautiful simply because you love us. We each want to take a moment to thank you by naming something we observed today (allow students to share out loud). Thank you, God, for all of these parts of creation. We ask you for the strength to love you more by taking care of the gifts you have given us. Amen.

Assessment Assign students to do the same thing at home that they just did on their observation walk: observe God’s creation there. They may use the page in their journals titled “God’s Creation at Home” or write it down on notebook paper and bring it to class the next day. Make sure they write a prayer thanking God for His Creation, naming as many specific resources or gifts of Creation they observed at home as they can.

340 © SOPHIA INSTITUTE FOR TEACHERS HANDOUT A

St. Francis Journal

______NAME

Directions: Answer the questions below about the oil spill experiment. Share your observations with the class.

1. What did you observe when the oil was first poured into the water?

______

2. What happened to the oil and water after the waves formed?

______

3. What happened to the marine life/feathers after the oil moved around?

______

4. What different cleaning methods did your class use to try to clean up the marine life and/or feathers?

______

5. What seemed to work the best?

______

6. What was surprising to you about this cleaning process?

______

As your teacher reads the passage from Genesis, listen for the things God created. List them all below and create a drawing of them on the right side of the page.

______

Air

Water

Soil

Plants

Animals

Fossil Fuels

Minerals

Directions: Choose a natural resource that you can conserve at home, and construct a plan of action by answering the questions below.

1. Which part of God’s creation or which natural resource are you going to conserve or appreciate when you go home today?

______

2. What do you plan to do?

______

3. Why are you choosing this part of creation or this natural resource to do something about today?

______

Directions: Answer the questions below about your conservation efforts.

1. What did you choose to do to appreciate or conserve God’s creation or a natural resource at your home yesterday?

______

2. Was this hard for you to do? Why or why not?

______

3. Challenge: after hearing your classmates’ ideas, which additional idea will you try today?

______

As you walk around your school or look out the windows, draw or write everything you observe that you know God made for you to enjoy:

1. As you observe the world around your home, write down what you observe that God created just for you to enjoy and appreciate:

______

2. Write a prayer below that you can say each night to thank God for these specific gifts of His Creation.

______

Materials Needed Optional Materials Needed (for Additional Experiment) ӹӹ Glass jar (large) ӹӹ Distilled water (enough to fill half the jar) ӹӹ Paper towel ӹӹ Blue food coloring ӹӹ Cotton balls ӹӹ Cooking oil (mix well with cocoa ӹӹ Rag powder to simulate oil, optional) ӹӹ Sponge ӹӹ Rubber duck (or other bath toy to ӹӹ Liquid dishwashing detergent represent wildlife) or feathers

Procedure 1. Have students gather in an area in which they can all observe the glass jar.

2. Fill half of the jar with distilled water. Add the blue food coloring (to mimic the color of the ocean).

3. Add the bath toys and allow them to float freely.

4. Pour in the oil, carefully avoiding the “marine life” bath toys. Make sure students see how the water and oil look before the next step.

5. Now, create “waves” in your “ocean” by gently swaying the water around, making sure the oil comes in contact with the “marine life.” Tell students to observe what is happening to the bath toys when the oil starts touching them.

6. Explain to students that this is something that really happens in our oceans! Big ships carrying oil sometimes leak or sink and spill oil into the ocean, killing wildlife.

Additional Experiment (optional) 1. If you want to see what a long process it is to clean up an oil spill, try to clean up parts of the water or bath toys with a variety of absorbents, such as paper towels, cotton balls, a rag, a sponge, or liquid dishwashing detergent.

2. Take turns placing some of the absorbents in the middle of the “oil spill” to see how effective each method is in cleaning up the mess.

3. After trying many, the students will observe that it takes a lot of effort and work to clean up even a small oil spill. Make the point that, even though it is hard, it is important that we make sure to take this kind of responsibility seriously to respect God’s creation!

UNIT 3, LESSON 8

Learning Goals Connection to the ӹӹ Jesus gave us the two Great Catechism of the Commandments, and He calls us to Catholic Church live by them. ӹӹ CCC 790-791 ӹӹ We need God in our lives, and it is sinful to refuse to love Him. ӹӹ CCC 797 ӹӹ CCC 947 ӹӹ We need our neighbors in our lives, and it is sinful to refuse to love them. ӹӹ CCC 953 ӹӹ We need to love ourselves, and it is ӹӹ CCC 2055 sinful to refuse to love ourselves. ӹӹ CCC 2196

Vocabulary ӹӹ Body of Christ

Chastity Strand

BIBLICAL TOUCHSTONES

Therefore you shall love the Lord, your God, “Teacher, which commandment in the law is with your whole heart, and with your whole the greatest?” He said to him, “You shall love being, and with your whole strength. the Lord, your God, with all your heart, with all your soul, and with all your mind. This is DEUTERONOMY 6:5 the greatest and the first commandment. The second is like it: You shall love your neighbor as yourself.”

MATTHEW 22:36-39

Unit 3, lesson 8 351 Lesson Plan

Materials DAY ONE ӹӹ Handout A: Loving God Completely ӹӹ Teacher Resource: Body Warm-Up of Christ Game A. Arrange your students in pairs or trios. Have ӹӹ Blank white paper partners take turns responding to the following ӹӹ Crayons or markers questions that you read aloud: (multiple colors for each ӹӹ What is the greatest food you’ve ever eaten? student) ӹӹ What is the greatest place you’ve ever visited? ӹӹ Scissors ӹӹ Optional: The Day the ӹӹ Who is the greatest storyteller in your family? Crayons Quit by Drew ӹӹ Who is the greatest joke teller in your family or Daywalt among your friends? ӹӹ 1 large sheet of butcher paper per student (enough ӹӹ Where is the greatest place you could imagine for each student to trace visiting? his or her body) ӹӹ Who is your greatest friend?

ӹӹ What is the greatest show or sport to watch on My Notes TV? ______ӹӹ What is the greatest job you could imagine ______having when you grow up?

______B. After completing the list of questions, ask your ______students to recall Jesus’ answer when He was asked what the greatest commandment was. “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.” ______C. Explain to your students that in a previous lesson, ______we learned all about what it means to love God and ______to love our neighbor as ourselves. Jesus told us that these are the two greatest commandments. And ______He tells us to keep these commandments if we love ______Him. Therefore, we are given a choice: we can either choose to keep Jesus’ commands to love God and to ______love our neighbor, or we can choose not to. It’s really

352 © SOPHIA INSTITUTE FOR TEACHERS that simple. In our next few lessons, we will focus on different parts of these two Great Commandments and consider how important it is to keep them. In this lesson, we will learn about the importance of choosing to love God throughout our lives.

Activity A. Ask your students the following questions and call on volunteers to share their thoughts and answers:

ӹӹ How do you picture God in your mind? Many will mention a man with a white beard sitting on a cloud, or as a father or grandfather, and so forth. Accept reasoned answers.

ӹӹ How would you describe your relationship with God right now? Do you talk to Him much? Do you feel close to Him or far away? Why do you feel that way? (Depending on your class, you may choose to ask students to think about this quietly to themselves, rather than ask for volunteers to share.)

ӹӹ What are some times when it is easier to love God? What are some times when it is harder? Accept reasoned answers.

B. Give your students a moment to think about some ways that we can show God that we love Him. Then call on a few volunteers to share their ideas. Create on the board a list of ways to show God that we love Him (praying, going to Mass, helping others, and so forth). Leave this list up to help with the final activity.

C. Then give your students a moment to think about some ways that we choose not to love God. Call on a few volunteers to share their ideas. Create on the board another list of ways that we choose not to love God (using His name in vain, skipping Mass, and so forth).

D. Explain to your students that we have the choice either to love God or not to love God. When we choose to love Him, we are keeping Jesus’ first Great Commandment. When we choose not to love God, we are sinning. A sin separates us from God. We must take these sinful choices to the Sacrament of Reconciliation so we can be forgiven by our God, who waits with His arms open, ready to restore our relationship with Him. We are so lucky and blessed to have a God who does not stop loving us, even when we stop loving Him.

Formative Assessment Distribute to each student Handout A: Loving God Completely. Have your students come up with ways that they can love God using the parts of the body listed on the handout. Use

Unit 3, lesson 8 353 Lesson Plan (continued)

the eyes as an example done together as a class, and then let your students come up with ways for the other parts of the body on their own.

DAY TWO

Warm-Up A. Distribute a blank sheet of white paper to each student. Have them complete the following activity:

ӹӹ Have your students fold their paper into thirds so there are three sections.

ӹӹ Then have students, using only one marker or crayon, draw a rainbow in the top section.

ӹӹ Next, have them choose a second crayon or marker and draw another rainbow in the middle section using only that crayon or marker.

ӹӹ Finally, have your students use as many crayons or makers as they want to draw a rainbow and anything else (such as the sky, clouds, trees, grass, birds, and so forth) in the lowest section of the paper.

B. Ask your students which picture they like the best of the three and why. Students will likely prefer the third picture, because it is the most colorful and was most fun to draw. Accept reasoned answers.

C. Lesson option: if possible, get a copy of the book The Day the Crayons Quit by Drew Daywalt and read it aloud. Tell your students that they are going to hear a story that is a lot like the activity they just completed.

D. Explain to your students that our world would be very boring if it were just one color or if there was just one type of person in it. We need others, our neighbors, and the “color” they bring to our lives in order for our world to be beautiful and even fun!

Activity A. Explain to your students that the Bible talks about the differences in people in the world. This is called the Body of Christ. St. Paul discussed the Body of Christ in his first letter to the community of Christians in Corinth. Read aloud 1 Corinthians 12:12-26 to your students:

354 © SOPHIA INSTITUTE FOR TEACHERS As a body is one though it has many parts, and all the parts of the body, though many, are one body, so also Christ. For in one Spirit we were all baptized into one body, whether Jews or Greeks, slaves or free persons, and we were all given to drink of one Spirit. Now the body is not a single part, but many. If a foot should say, “Because I am not a hand I do not belong to the body,” it does not for this reason belong any less to the body. Or if an ear should say, “Because I am not an eye I do not belong to the body,” it does not for this reason belong any less to the body. If the whole body were an eye, where would the hearing be? If the whole body were hearing, where would the sense of smell be? But as it is, God placed the parts, each one of them, in the body as he intended. If they were all one part, where would the body be? But as it is, there are many parts, yet one body. The eye cannot say to the hand, “I do not need you,” nor again the head to the feet, “I do not need you.” Indeed, the parts of the body that seem to be weaker are all the more necessary, and those parts of the body that we consider less honorable we surround with greater honor, and our less presentable parts are treated with greater propriety, whereas our more presentable parts do not need this. But God has so constructed the body as to give greater honor to a part that is without it, so that there may be no division in the body, but that the parts may have the same concern for one another. If [one] part suffers, all the parts suffer with it; if one part is honored, all the parts share its joy.

B. Ask your students the following questions:

ӹӹ What does St. Paul say about how the different parts of a body relate to each other? Although there are many different parts, they make up one body together.

ӹӹ St. Paul uses examples of a foot and an ear. What does he say about these body parts? A foot is not a hand, nor is an ear an eye, but they are no less a part of the body. And no one part of the body is the whole body.

ӹӹ What has God done with the different parts of the body? He placed them where He intended them to be.

ӹӹ What does St. Paul say about one part of the body being honored or suffering? If one part is honored or suffers, then the whole body, in all its parts, shares in its joy or suffering.

C. Explain to your students that everyone in your classroom is a part of the Body of Christ. We all have certain gifts and talents and reasons why we are important. Together, we complement each other and support each other. When one of us suffers, the rest of us suffer with that one, and when something great happens to one of us, the rest of us share in that person’s joy. If we choose not to love someone else, our neighbor, that is sinful, because God says here that we are all important! He placed all of us

Unit 3, lesson 8 355 Lesson Plan (continued)

here together as one body! When we choose not to love one of our neighbors, we are choosing not to keep Jesus’ command to love our neighbor as ourselves and choosing not to love Him.

D. Arrange your students in groups of four or five. Explain that you are going to play a game a lot like Simon Says but without any tricking. Refer to Teacher Resource: Body of Christ Game for the directions for the game.

E. After playing the game, explain to your students that without working with a group of their neighbors, the students could not have accomplished any of the tasks. We need each other and need to learn how to appreciate and love each other.

Formative Assessment A. Distribute to each student a blank sheet of white paper and a piece of tape. Have students write their names at the top of their papers and then tape their papers to the tops of their desks. (Have someone make a sheet like this for any students who may be absent.) Then have them stand, push in their chairs, grab a pencil, and stand behind their chair for further instructions.

B. Once everyone is ready, explain that each student will walk around to every other student’s desk to write something nice about that student on his or her sheet of paper. Challenge the students to think of something more creative or specific than just “You are nice” or “You are funny.” Really think about what makes that person unique and special and important to the Body of Christ. Only positive compliments are allowed on each other’s papers, and everyone must write something on everyone else’s paper.

C. When everyone has had a chance to write on each paper, tell your students to keep their papers in a folder (or hand them in for you to redistribute later), because you are going to use them in the next lesson.

DAY THREE

Warm-Up A. Have your students take out their compliment sheets from the end of the previous lesson (or redistribute them). Have your students take a few minutes to reread all of the nice things that their neighbors/classmates wrote about them.

356 © SOPHIA INSTITUTE FOR TEACHERS B. When your students have had sufficient time to read their compliment sheets, ask them how reading all the nice things their classmates said about them made them feel. Were there any surprises on their sheets? Call on volunteers to share their thoughts.

C. Remind your students that in the previous lessons, you have talked about how important it is to love God and your neighbor. Jesus also said it is important to love yourself! When we choose not to love ourselves — as when we choose not to love God or our neighbors — we are being sinful.

Activity and Assessment A. Move all the desks, chairs, and tables to the perimeter of the classroom. You will need as much floor space for this activity as possible.

B. Arrange your students in pairs, and distribute to each pair of students two large sheets of butcher paper. Have your students trace their partners’ bodies on the butcher paper, and then have their partners do the same for them.

C. Once they have finished, have students cut out the tracings of their bodies. Then allow some time (approximately 10 minutes) for your students to draw their eyes, nose, mouth, ears, hair, fingernails, clothes, and so forth. Make sure they leave plenty of space on their bodies for room to write as well.

D. When students have finished, tell them to take some time simply to think about (don’t write anything yet) why they are worth loving. Encourage them to think about things they are good at, good deeds they have done for others, things that make them unique or special, and so forth.

E. Before your students write anything else, instruct them to write “God made me in His image!” close to their hearts.

F. Give your students the remainder of the time to write in the empty space on their traced bodies other reasons that they are worth loving. If they are struggling to come up with things they are good at or like about themselves, encourage them to look back at their compliment sheets from the last lesson for some ideas. Circulate around the room and assist as needed.

G. If possible, display the traced bodies around the room or in the hallway for a while.

Unit 3, lesson 8 357 HANDOUT A Loving God Completely

Directions: Come up with ways that you can love God using the parts of the body listed.

Brains/Minds:

______

______Eyes: Ears: ______

______

Mouth: Heart:

______

Hands: Feet:

______

Directions: Arrange your students in groups of four or five (this game does not work well with groups of two or three). Each group will need some space to move around as a group, so have everyone move tables, desks, and chairs to the outskirts of the room, creating plenty of space in the center.

Tell your students that you are going to give them challenges that they could never accomplish on their own. They need their neighbors/classmates in order to complete these challenges, and they will need to work together.

After a direction is given, they need to stay in their positions until the next challenge is given.

Challenge 1 Your group needs to have ONLY 8 feet and ONLY 4 hands touching the floor. (No more, no less.) All students should have both feet on the floor and only 4 of the 8 available hands should be touching the floor.

Challenge 2 Your group needs to have ONLY 6 feet and ONLY 4 hands touching the floor.

Challenge 3 Your group needs to have ONLY 4 feet and ONLY 4 knees touching the floor.

Challenge 4 Your group needs to have ONLY 4 feet and ONLY 2 elbows touching the floor.

Challenge 5 Your group needs to have ONLY 6 feet, 2 knees, and 1 elbow touching the floor.

Challenge 6 Your group needs to have ONLY 4 feet, 4 knees, and 3 hands touching the floor.

Challenge 7 Your group needs to have ONLY 6 feet, 2 heads, 1 nose, and 4 hands touching the floor.

Unit 3, lesson 8 359 Notes ______

______

UNIT 3, LESSON 9

Learning Goals Connection to the ӹӹ Through the parable of the Good Catechism of the Samaritan Jesus taught us to love Catholic Church everyone. ӹӹ CCC 1465 ӹ Sometimes we sin not by doing ӹ ӹӹ CCC 1849 something bad but by failing to do ӹӹ CCC 1931 the right thing. This is called a sin of omission. Vocabulary ӹӹ Jesus is the Good Samaritan who came to rescue humanity, wounded by Satan ӹӹ Levite and Original Sin. ӹӹ Samaritan ӹӹ Charity ӹӹ Sins of omission

Chastity Strand

BIBLICAL TOUCHSTONES

Take no revenge and cherish no grudge against Which of these three, in your opinion, was your own people. You shall love your neighbor neighbor to the robbers’ victim?” He answered, as yourself. I am the LORD. “The one who treated him with mercy.” Jesus said to him, “Go and do likewise.” LEVITICUS 19:18 LUKE 10:36-37

Unit 3, lesson 9 361 Lesson Plan

Materials DAY ONE ӹӹ Handout A: The Parable of the Good Samaritan Warm-Up ӹӹ Handout B: The Good A. Project or display the image from Handout A: The Samaritan Graphic Parable of the Good Samaritan by Jan Wijnants. Organizer Then, ask your students the following questions: ӹӹ Handout C: Modern-Day Good Samaritan ӹӹ What do you first notice about this work of art? ӹӹ Handout D: The Good ӹӹ What do you like about this work of art? Samaritan Fill in the Blank ӹӹ How does this work of art make you feel? ӹӹ Handout E: Good ӹӹ Where is your eye drawn? Samaritan Assessment ӹӹ What is happening in this painting? ӹӹ Teacher Resource: Good Samaritan Card-Sort ӹӹ This is a painting of Jesus’ parable of the Good Activity Samaritan. Have you ever heard of this parable? Based on what you know, how does this painting My Notes illustrate the parable? ______Activity and Assessment ______A. Explain to your students that in this lesson 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. Project the parable of the Good Samaritan from ______Luke 10:25-37 and read it aloud:

______There was a scholar of the law who stood up to test him and said, “Teacher, what must I do to ______inherit eternal life?” Jesus said to him, “What ______is written in the law? How do you read it?” He said in reply, “You shall love the Lord, your God, ______with all your heart, with all your being, with ______all your strength, and with all your mind, and your neighbor as yourself.” He replied to him, “You have answered correctly; do this and you

362 © SOPHIA INSTITUTE FOR TEACHERS will live.” But because he wished to justify himself, he said to Jesus, “And who is my neighbor?” Jesus replied, “A man fell victim to robbers as he went down from Jerusalem to Jericho. They stripped and beat him and went off leaving him half-dead. A priest happened to be going down that road, but when he saw him, he passed by on the opposite side. Likewise a Levite came to the place, and when he saw him, he passed by on the opposite side. But a Samaritan traveler who came upon him was moved with compassion at the sight. He approached the victim, poured oil and wine over his wounds and bandaged them. Then he lifted him up on his own animal, took him to an inn and cared for him. The next day he took out two silver coins and gave them to the innkeeper with the instruction, ‘Take care of him. If you spend more than what I have given you, I shall repay you on my way back.’ Which of these three, in your opinion, was neighbor to the robbers’ victim?” He answered, “The one who treated him with mercy.” Jesus said to him, “Go and do likewise.” C. After reading the passage, distribute Handout B: The Good Samaritan Graphic Organizer to each student. 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.

DAY TWO

Warm-Up A. Reread Luke 10:25-37 aloud and 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. B. 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. Guide your students to think of times in their own lives when they or someone else felt outcast or unwelcome. Have them think of times they acted like the good samaritan in their own lives. Ask for a few volunteers to share.

Unit 3, lesson 9 363 Lesson Plan (continued)

Activity and Assessment A. Explain to your students that Jesus used this parable 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. B. Arrange students in groups of three or four. Have each group develop a modern-day example of the Good Samaritan. Have them create a script or a story using Handout C: Modern-Day Good Samaritan. 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. C. When students have finished creating their modern-day examples, have each group share their story with the class.

DAY THREE

Warm-Up A. In advance, copy and cut out enough cards from Teacher Resource: Good Samaritan Card-Sort Activity so that each group of three or four students will have a set of cards. B. Arrange your students in groups of three or four and distribute to each group a set of cards. Have each group sort each card into the category in which it belongs. They should recognize the elements of this activity from Handout B completed on Day I. C. 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. D. When students have finished sorting, review and discuss the correct answers.

Activity A. Distribute Handout D: The Good Samaritan Fill in the Blank to each student. Have them use the handout as a note-taking device as you discuss the following content in the points below.

ӹӹ The early Christians understood the parable of the Good Samaritan in two ways. The first way was what we discussed yesterday: 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 and 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.

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 Handout D.

Assessment Distribute to each student Handout E: Good Samaritan Assessment and have your students work individually to fill in the missing information.

Unit 3, lesson 9 365 HANDOUT A The Parable of the Good Samaritan BY JAN WIJNANTS (C. 1670)

Hermitage Museum, St. Petersburg, Russia DIGITAL IMAGES AVAILABLE AT WWW.SOPHIAINSTITUTEFORTEACHERS.ORG

Directions: Fill in the square underneath each character from the parable of the Good Samaritan. Describe things that happened to each character or that each character did in the parable.

The Robbers Priest and Levite The Samaritan

Directions: Create a story that is an example of a modern-day good Samaritan.

______

Directions: Follow along with the class discussion and fill in the blanks with the correct information.

1. In the parable of the Good Samaritan, Jesus is teaching us how to love our ______. It also helps us understand what Jesus did for u s i n o r d e r t o ______u s .

2. T h e m a n w h o w a s i n j u r e d r e p r e s e n t s ______a f t e r t h e f a l l o f A d a m a n d E v e . W e a r e l e f t f o r d e a d b e c a u s e o f ______.

3. T h e r o b b e r s r e p r e s e n t t h e ______a n d h i s ______, who fight against us and tempt us to ______.

4. The priest and Levite represent anything we can try to do to save ______.

5. The Good Samaritan in the story is ______. He is the one who has compassion on us and goes out of His way to ______us by coming down from heaven. He is the only o n e w h o c a n s a v e u s b e c a u s e H e i s ______.

7. The silver ______represent the price Jesus pays for u s — H i s s u f f e r i n g a n d ______.

8. The ______represents the Church, which makes us h e a l t h y a n d s t r o n g a n d r e a d y f o r n e w ______.

9. This parable helps us to understand God’s ______for u s a n d e v e r y t h i n g H e d i d t o ______u s .

Directions: Use what you have learned from the Parable of the Good Samaritan to fill in the missing information in the table below.

The Robbers Priest and Levite The Samaritan Action of each character in the parable each character of Action Who each character by is represented

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 a distance back to him

The devil and Us Jesus his angels

Handout B: The Good Samaritan Graphic Organizer

The Robbers Priest and Levite The Samaritan

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

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

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

Handout E: The Good Samaritan Fill in the Blank 1. Neighbor/save

2. Us human beings/Original Sin

3. Devil/angels/sin

4. Ourselves

5. Jesus/rescue/God

6. Grace/life

7. Coins/death

8. Inn/life

9. Love/save

Unit 3, lesson 9 373 Handout F: The Good Samaritan Assessment

The Robbers Priest and Levite The Samaritan

selflessly gives his see the man on rob the man and money and time the side of the leave him to die to ensure the man road and do on the side of the is cared for and nothing to help road also promises to him come back him

Action of each character in the parable each character of Action

the devil and his ourselves Jesus angels Who each character by is represented

UNIT 3, LESSON 10

Learning Goals Connection to the ӹӹ Loving your enemies requires you to Catechism of the show charity. Catholic Church ӹӹ Loving your enemies means praying ӹӹ CCC 1825 ӹӹ CCC 2303 for them. ӹӹ CCC 1933 ӹӹ CCC 2608 ӹ Loving your enemies means using “I” ӹ ӹӹ CCC 1968 ӹӹ CCC 2647 statements. ӹӹ CCC 2262 ӹӹ CCC 2844 ӹӹ Loving your enemies means forgiving them. Vocabulary ӹӹ Enemy ӹӹ Charity ӹӹ Forgiveness

Chastity Strand

BIBLICAL TOUCHSTONES

“You have heard that it was said, ‘You shall love “But to you who hear I say, love your enemies, your neighbor and hate your enemy.’ But I say do good to those who hate you.” to you, love your enemies, and pray for those LUKE 6:27 who persecute you, that you may be children of your heavenly Father, for he makes his sun rise on the bad and the good, and causes rain to fall on the just and the unjust.”

MATTHEW 5:43-45

Unit 3, lesson 10 375 Lesson Plan

Materials DAY ONE ӹӹ Handout A: Problem and Solution Worksheet ӹӹ Handout B: “I” Statement Warm-Up Worksheet A. Ask your students if they know what the word ӹӹ Teacher Resource A: Mia “enemy” means. Allow them to define the term and Liz in their own words, and then guide them to the ӹӹ Teacher Resource B: following definition: Response Examples ӹӹ Enemy — a person (or group of people) who is ӹӹ Teacher Resource C: St. actively against someone and may try to do them Maximilian Kolbe harm. ӹӹ Teacher Resource D: B. Tell your students about a time when you had an Simon and James enemy and how it made you feel. Do not yet offer a solution or how you might have moved past your My Notes feelings. Instead, tell them that you are now going ______to read a story together to decide what we can do when we have enemies in our lives, because God ______calls us to love them even when it is hard. ______

______Activity ______A. Read aloud “Mia and Liz,” the first story from Teacher Resource A: Mia and Liz. Ask your students ______to listen closely to the story to learn what the ______problem is.

______B. Distribute to each student Handout A: Problem and Solution Worksheet and/or create a large one to fill ______out together. ______ӹӹ Walk through Handout A together as a class. ______Identify the enemy in the story and the problem that the enemy causes. ______ӹӹ When talking through the “solutions” section ______of the worksheet, explain to your students that ______God calls us to show charity to our enemies. is another word for . To show charity ______Charity love to others is to be compassionate and kind to

376 © SOPHIA INSTITUTE FOR TEACHERS them without judging them harshly. To love our enemies involves really thinking about why they might have done what they did and how you can solve the problem without becoming an enemy yourself!

Formative Assessment A. Ask your students the following questions:

ӹӹ What is an enemy? A person (or group of people) who is actively against someone and may try to do them harm (or some variation of this definition).

ӹӹ What does God call us to show our enemies? Charity (or love).

B. Once we have thought through why our enemies might have done what they did, we can always pray for them. How could we pray for the enemy from the Mia and Liz story?

C. Say a prayer together for the enemy from the Mia and Liz story, focusing on the reasons for his or her actions from Handout A.

DAY TWO

Warm-Up A. Review the main ideas of the previous day’s lesson using a copy of Handout A: Problem and Solution Worksheet as a reference. Remind your students that God calls us to love our enemies by showing them charity and praying for them. Ask your students:

ӹӹ What is an enemy? A person (or group of people) who is actively against someone and may try to do them harm.

ӹӹ What does it mean to show charity? To be compassionate and kind to people and not judge them harshly.

B. Review with your student the story of Mia and Liz from Teacher Resource A. Ask your students:

ӹӹ Who is Mia’s enemy in the story?

ӹӹ What is the problem?

ӹӹ How would you feel if you were Mia in this story?

C. Explain that in this lesson they are going to learn about another way, in addition to praying and showing charity, to love our enemies.

Unit 3, lesson 10 377 Lesson Plan (continued)

Activity A. Read your students the scenarios from Teacher Resource B: Response Examples. Then read the reactions to each scenario and ask your students which of the reactions would be an example of loving your enemy.

B. Distribute to each student Handout B: “I” Statement Worksheet and/or create a large one to fill in together. Explain to your students that there is another way that we can love our enemies. We can let them know how their actions make us feel and what we need from them.

C. Using the story from the previous lesson of “Mia and Liz” from Teacher Resource A, walk through Handout B together from Mia’s perspective. Ask your students to create “I” statements that Mia could say to Liz. Some examples might be:

ӹӹ I felt sad when I found out that you took my iPod Touch, Liz, because I had pictures of my new sister on it and would have really missed them! I need you to respect what is mine and not go through my backpack.

ӹӹ I felt angry when I found out that you took my iPod Touch, because it was a special gift from my parents and means a lot to me. I need you to apologize and leave my things alone.

ӹӹ I felt scared when I knew my iPod Touch was missing, because I know my parents saved up to get it for me. I need you to ask before looking through my backpack.

Formative Assessment A. Have your students take turns using “I” statements with a partner. Tell the following story (or create your own) for half of your students to use to practice “I” statements with their partners.

ӹӹ You walk outside at recess wearing your brand-new pair of white tennis shoes. It rained the night before, so you are very careful not to step in or near puddles, because you want your shoes to continue to look new for a while. Your partner decides to splash you when you get near a puddle, covering your shoes with mud and muck. Your partner laughs and runs away, leaving you with a very messy pair of shoes and other kids laughing at you, too.

B. After telling the first story, have the first half of your students practice using an “I” statement or two with their partners. Circulate around the room and listen to some examples, perhaps having some students share their statements. Then, tell the following story (or create your own) for the other half of the students:

378 © SOPHIA INSTITUTE FOR TEACHERS ӹӹ You and your partner were invited to a friend’s birthday party. You had the perfect idea for a gift your friend would love, and you told your partner what it was. Your partner went out and got the same gift you were going to get and got to the party early so his or her present would be opened first. Your friend was very happy with the gift, and your partner took all the credit for the good idea.

C. After telling the story, have the other half of your students practice using “I” statements. Circulate around the room and choose some good examples to share in front of the class.

DAY THREE

Warm-Up A. Explain to your students that the Bible has a lot to say about loving our enemies. Project and read aloud, or have a student stand and read aloud, Luke 6:27-36:

“But to you who hear I say, love your enemies, do good to those who hate you, bless those who curse you, pray for those who mistreat you. To the person who strikes you on one cheek, offer the other one as well, and from the person who takes your cloak, do not withhold even your tunic. Give to everyone who asks of you, and from the one who takes what is yours do not demand it back. Do to others as you would have them do to you. For if you love those who love you, what credit is that to you? Even sinners love those who love them. And if you do good to those who do good to you, what credit is that to you? Even sinners do the same. If you lend money to those from whom you expect repayment, what credit [is] that to you? Even sinners lend to sinners, and get back the same amount. But rather, love your enemies and do good to them, and lend expecting nothing back; then your reward will be great and you will be children of the Most High, for he himself is kind to the ungrateful and the wicked. Be merciful, just as [also] your Father is merciful.”

B. Ask your students the following questions:

ӹӹ What are some of the things that Jesus says we should do to or for our enemies or those who hurt us? Accept answers from the passage.

ӹӹ Why does Jesus say we should love our enemies and do good to them? We will be children of the Most High (God), and our reward will be great.

ӹӹ Whom does Jesus say we should be merciful like? God the Father.

Unit 3, lesson 10 379 C. Remind your students that it is important to continue to pray for our enemies and that we are going to start today doing just that! Have each student think of someone in their life who feels like an enemy or who has hurt them. Tell your students to keep the persons’ names to themselves. Tell them to think about those persons and what makes them feel like an enemy and why they might be doing what they are doing. Finally, project and pray together the following prayer:

Heavenly Father, we thank You for loving each of us, even though we are not perfect. We each have people in our lives who make our days harder to enjoy. God, we are going to take a few minutes of silence to think of those people who are making our lives hard right now (pause for silence). Please help us and give us strength to know how to forgive them and move forward. We love You. Amen.

Activity A. Read aloud the story “St. Maximilian” from Teacher Resource C: St. Maximilian Kolbe. Explain to your students that instead of using a fictional story today, they will be hearing about a real person who dealt with some very real enemies.

B. Distribute to each student a blank copy of Handout A: Problem and Solution Worksheet and a blank copy of Handout B: “I” Statement Worksheet (or make copies with Handout A and Handout B on opposite sides of a page).

C. Read the story of St. Maximilian Kolbe aloud, or have your students read it quietly to themselves. Then, walk through the parts of Handouts A and B together with your students. Call on students to read their answers aloud. The goal is to make sure that your students understand how to determine the problem and solution and come up with an applicable “I” statement.

Assessment A. Distribute to each student Teacher Resource D: Simon and James, and distribute to each student another copy of Handouts A and B (or one worksheet with the handouts on opposite sides of the page). Have your students work individually to read the story of Simon and James and then identify the enemy, the problem, and the possible solutions as well as write a few “I” statements that correspond to the story.

B. When students have completed the handouts, review and discuss the answers.

Directions: After reading or listening to the example story, answer the following questions.

1. What is the problem? ______

______

2. Who is the “enemy” causing the problem? ______

______

3. What are the solutions? ______

______

5. How would that make you feel? ______

______

6. What would you do to solve this problem? ______

______

Directions: After reading or listening to the example story, answer the following questions.

Tell the person how you feel.

I feel:

Tell the person what happened to make you feel that way.

When you:

Because:

Tell the person what you would like instead.

I need you to:

ia came to school on Monday with Later that day, during recess, Liz went into Ma big smile on her face! It was her Mia’s backpack and took her iPod. She hid birthday over the weekend, and her parents it in her own backpack and went out to join got her a great gift: a brand new iPod everyone else on the playground. Touch! They let her bring it to school for When Mia got back from recess and show-and-tell, because she took some lunch, she went to put her lunch bag into pictures of her family on it and wanted her backpack and noticed that her iPod to show her friends her new baby sister, was missing! She told her teacher right Hannah. away, and everyone in the class started When Mia got up in front of the class to looking around for it. After looking through show everyone her birthday gift and the everyone’s backpacks, the teacher found pictures of her new baby sister, most the iPod touch in Liz’s backpack and of her classmates were very excited for became very angry. She sent Liz to the her — except Liz. It was Liz’s birthday last office, which made Liz cry. The teacher weekend, too, and her parents did not get then returned the iPod to Mia and told her her anything nearly as nice as Mia’s gift. It that Liz would be punished. made Liz feel sad, jealous, and eventually angry. Liz got an idea.

Unit 3, lesson 10 385 TEACHER RESOURCE B Response Examples

Scenario #1 I was next in line to order at a fast-food restaurant, but a man pushed ahead of me. What should I say?

1. Hey! You turkey! It is my turn to order, and you’d better step off, because this is not cool!

2. Excuse me, sir. I felt really frustrated when you stepped in front of me in line, because I have been waiting for a long time, and it was finally my turn. I need you to let me take my turn and wait your turn.

Scenario #2 I went out to eat and saved my leftover dessert in the fridge. My roommate (Heather) came home and ate it without asking. What should I say?

1. Heather, I feel really upset that you ate my dessert, because I saved it and paid for it myself. I need you to respect the food that is mine by not eating it without asking me first.

2. Heather! How could you? That was MY dessert, and you just took it! How could you! I am so mad at you, and I’m not talking to you anymore!

Scenario #3 I was walking out of the restroom and overheard my classmate Ryan telling another kid that he thought my new glasses make me look dumb. What should I say?

1. Ryan, YOU look dumb!

2. Ryan, I feel really embarrassed and sad that you said I look dumb with my new glasses, because I am nervous about wearing them and thought we were friends. I need you to apologize and not talk about me behind my back.

t. Maximilian Kolbe was born in Poland. in Jesus Christ, he always said yes. They SHe became a priest and was known for would hurt him and give him hard jobs to always putting other people’s needs before do. He would give most of his food to other his own. He traveled all over the world prisoners instead of eating it himself. trying to set up communities where men One day, the Nazi soldiers thought that could become brothers or priests if they a prisoner escaped. They wanted to kill were called to that vocation. After traveling, another prisoner as punishment because he returned to Poland, but the Nazis had they were angry. St. Maximilian took the invaded his country, and it was a time of place of one of those prisoners. The Nazis war. made him sit in a prison cell without any Since the Nazi soldiers did not like priests food or medicine when he was sick until he or Jews, they rounded them up to send to passed away. The whole time St. Maximilian work camps, and St. Maximilian Kolbe was was in the cell, he was peaceful and prayed taken there, too. When he was there, the with any of the other prisoners who needed Nazi soldiers were always especially mean comfort. to him. When they asked if he believed

Unit 3, lesson 10 387 TEACHER RESOURCE D Simon and James

imon always loved it when it was time Today, when Simon put his pencil down Sfor math in school. He thought math after finishing his timed test, he heard was fun and easy, and he was always one of James say about him, “What a nerd,” to the first ones finished with his daily timed the kid next to him and chuckle. Simon tests. He practiced his multiplication facts turned red in the face. Later that day, when at home for fun. Simon was going through the lunch line, James called him a nerd to another kid and James, on the other hand, was not good at laughed. Simon hung his head and went to math. No matter how much he practiced, eat alone. he just could not memorize those facts. He was pretty embarrassed about it.