Stage 1 Module (Draft)

Jesus, Teller of Stories

http://www.catholica.com.au/ianstake/012_it_300906.php

Jesus, Teller of Stories

Module Focus This module will explore the role of story in Jesus’ mission as a travelling rabbi. Children will learn how when Jesus told stories (parables) he used words that were easy for people to understand. Students will explore how Jesus used examples from everyday life. He told stories that suited all groups from society including rural people and people who ran businesses in the cities. All Jesus’ stories were open ended, allowing people to take meaning from the story that was appropriate to their life situations. They will investigate how we can relate Jesus’ stories to our lives today.

http://www.ldskorea.net/chol2/Jesus-Children-057.jpg

Jesus, Teller of Stories (Draft) Stage 1 Page | 2 Outcomes

J S1.2: Sequences, records and communicates stories about Jesus S S1.5: Identifies and recalls stories from Sacred Scripture through which God reveals himself GRHD S1.1: Explores ways a relationship with God is experienced

Learn About Learn To

J S1.2: J S1.2:

 Jesus’ life  Locate, record and research  Jesus’ ministry to the sick and outcast selected Biblical stories (parables)  The genre of the ministry stories  Recount stories of Jesus’ ministry  Parables of Jesus in the synoptic Gospels  Reflect on and express key  Being a disciple of Jesus messages from Jesus’ ministry

S S1.5: S S1.5:

 Parables of Jesus in the Gospels of Matthew,  Retell specific Scripture stories in Mark and Luke their own words  Stories of the Bible revealing God’s love  Enact stories from the Scriptures  Stories important to the Catholic community  Ask questions to clarify meaning  Explain what these stories teach

GRHD S1.1 GRHD S1.1  describe events that indicate God’s  God’s presence in others presence in others  God’s love is expressed through Jesus

DISCIPLESHIP CHALLENGE

 Students are challenged to recognise the implications of Jesus’ words and actions  Students are challenged to show reverence and appreciation towards the Bible  Students are challenged to recognise God’s presence in the world

Jesus, Teller of Stories (Draft) Stage 1 Page | 3 Catholic Discipleship

Jesus’ parables were simple, everyday stories that opened up thinking for his disciples and others who heard them. At one level, they contain simple understandings to which anyone can respond. However, hidden beneath the most obvious meanings are deeper and more profound truths that can be found only with deeper reflection. As disciples of Jesus, we can begin reflecting at a simple level and move to more profound reflection as we grow and develop. It is therefore important that young disciples of Jesus to engage with parables at their simplest level, so they can reflect more profoundly as they grow.

Prayer Focus

Children will be invited to say their own thank you prayers, coming from the parables e.g.

“Thank you for being our shepherd”

“Thank you for loving people who are left out.”

“Thank you for helping me to grow like the mustard seed”

“Thank you for helping me to shine my light like Jesus.”

“Thank you for helping me to say sorry”

Core Scripture

This module will explore a variety of parables to give children an overall picture of the way Jesus told stories and the sorts of stories he told.

Suggested Parables of the Kingdom in this module are:

 The Pearl of Great Price Mt 13:45-46  The Yeast Mt 13: 33-35; Lk 13:19-20  Mustard Seed Mt 13:31-32, Mk 4:30-34; Lk 13:18-19  The Lamp on a Stand Mk 4:21-25; Lk 8:16-18  The Hidden Treasure Mk 13:44-46

The lost parables from the Gospel of Luke are:

 The Lost Sheep Lk 15:1-7  The Lost Coin Lk 15:8-10  The Lost Son Lk 15:11-32

Jesus, Teller of Stories (Draft) Stage 1 Page | 4 Children will also explore the Parable of the Good Samaritan (Luke 10:25-37)

Scripture in Context

Parables of the Kingdom:

“Especially in the Gospel of Matthew and to a lesser extent in those parables of Mark and Luke, the theme of the kingdom of heaven or God is prominent. The phrase “the kingdom of heaven is like” for these parables: wheat and weeds, mustard seed, yeast, hidden treasure, pearl, fishnet, unforgiving servant, workers in the vineyard, wedding banquet, and ten virgins. The parable of the talents may be added as a follow-up to the preceding one of the ten virgins. And last, the parable of the sower is placed in the context of “the knowledge of the secrets of the kingdom of heaven” (Matt 13:11). Simon J. Kistemaker ”Jesus As Story Teller: Literary Perspectives On The Parables” TMSJ 16/1 (Spring 2005) ,52-55 The “Lost Parables” of Luke’s Gospel: The best known parables of the Bible are to be found in Luke, Ch. 15, which is the high-point of the entire Gospel. This chapter is called the Gospel of the Outcast and the Gospel for the Outcast. Table fellowship The three parables are about the lost or the outcast – one about a lost sheep, one about a lost coin and the third about a lost son. The chapter is the heart of the Gospel of Luke because it is the story of Jesus’ compassion for the lost, the outcasts, the sinners. They are Jesus’ reply to those who criticised him for the table-fellowship he offered ‘tax collectors and sinners’ (Lk. 15:2). Some have called this table-fellowship the central feature of Jesus’ ministry.

This is the most characteristic feature of his compassion. Sinners were Jesus’ table companions and the ostracised tax-collectors and prostitutes his friends. His table-fellowship created sharp hostility between Jesus and his Jewish opponents. Jesus defends his table-fellowship as a festive celebration of the return of the outcasts. These parables about the lost focus on table-fellowship as an expression of his compassion for outcasts and sinners.

The Lost Sheep

The reason why the tax-collectors and sinners come to Jesus is to hear him. The Pharisees and scribes heard the three parables about the lost, culminating in the parable of the two sons. First of all, Jesus defends his welcome to sinners in the parable of the lost sheep. This welcome involves restoration to a community. The wandering sheep must be brought back to the fold gathered in the village. Restoration brings joy to the shepherd in finding the sheep. This shared joy of the community at the restoration of a lost sheep becomes the chief point of Jesus’ application of the parable. The joy is over a sinner who repents. That is what his ministry has been about – calling tax-collectors and sinners back to God’s love. Being found is equated with repentance. The Jesus, Teller of Stories (Draft) Stage 1 Page | 5 search proves fruitful. The shepherd finds the animal and takes it home. The imagery clearly alludes to God’s tender and protective care. Joy Given the possibility that the sheep could have been lost, stolen or destroyed by wild animals, the shepherd rejoices that the lost sheep has been found. This note of joy is the focus in the story. The point of comparison is that God rejoices at a sinner who is led back to him by Jesus’ ministry (or by his disciples’ ministry). The discovery of one such lost person is a cause for joy; such is God’s heart for the lost. God’s people should always seek to find more of the lost. The shepherd does not rejoice privately. He calls his friends and neighbours. They are to share in the joy of the rediscovered ‘found’ sheep.

The Lost Coin

A woman is at the centre of the parable of the lost coin. It underlines the same themes as the previous parable: there is the loss, the seeking, the finding and the community rejoicing in a festive meal. The woman, after her diligent search, calls her neighbours together, saying, ‘rejoice with me’. Both parables picture God’s heart for the lost, the sinners, and his compassionate initiative towards them. He has not abandoned them, but wishes them to be drawn to him. Here is a God in search of people who will turn to him. God is like the shepherd and the woman. Worth noting is the typically

Lucan Jesus who gives us female images of God, here an image of a woman searching for the lost coin. A male shepherd searching for a lost sheep and a woman searching for her coin both mirror the loving compassion of God. A Father and Two Sons

The favounte parable of many people is that of the prodigal son, also known as the parable of the loving or prodigal father. It is, in fact, about a father and his two sons. It repeats the themes of the first two parables, that is, loss, restoration, joy and the invitation to celebrate with joy. The story illustrates God’s compassion towards a repentant sinner. It also criticises the protest of those who react against compassion. It is the reaction to both sons that is at the centre of the parable. God’s forgiveness is always available. Also we need to accept those who seek forgiveness. Father and younger son The main characters of the parable are named first, a father and two sons. Jesus, the model of the father’s love, eats with sinners, represented by the prodigal son. The story begins with the younger son requesting to receive the assets that will be his eventually, so that he can go his own way. The boy is probably in his late teens since he is still single. It is out of his rejection of his father’s love that the prodigal makes his request. This would be a most outrageous request in first century Israel and for that matter in any

Jesus, Teller of Stories (Draft) Stage 1 Page | 6 culture. An inheritance was usually handed over at the father’s death. But it is out of the father’s costly love that he grants the request. In the process, the father grants the ultimate form of freedom, namely the freedom to reject the offered relationship. In a distant land The young son’s life collapses after his departure. He converts all his inheritance into cash, goes to a distant land where he goes on a spending spree, throwing away his wealth through a wild life of indiscipline. (v.13) Now comes another blow, a severe famine. Desperate for food and funds, he seeks employment with a Gentile and is sent to an animal farm to supervise the pigs. This was the most dishonourable work for a Jew, since pigs were considered to be unclean animals. Thus he has taken the lowest job possible, one that no Jew would ever want. But the job is unable to meet the prodigal’s need. In fact, the pigs are better off than he is. The man has hit the bottom and there is no one to give him anything. The son’s plight hits him as he realises how far he has gone, and he develops a plan of action to go back to the father. He realises that the cause of his miserable condition is sin against his father and God. He is a true outcast, just like the tax-collectors and sinners who were coming to Jesus to hear his word. The prodigal has been true to form, predictable in his behaviour. The unpredictable character throughout this is the father – unpredictable because of his compassion, first granting the prodigal’s desire for his inheritance and now unpredictable, accepting the prodigal fully back into his household with joy. The climax of this section is Jesus’ description of the father’s compassion as he rushes forward to hug his son – a gesture of acceptance and of restored friendship. It is the father who heals the broken relationship. This was of more concern for the father than the money his son squandered. He receives his son back with full privileges. The son had been barefoot and destitute. He goes from destitution to restoration. The father lays on a great feast to celebrate. The father and the elder son The older brother does not welcome his brother home. What angers him is the welcome he is receiving. The father does not get angry with either son. He treats both with equal tenderness. But reconciliation of the prodigal with the father should extend across the whole household in joyful celebration. The older brother focuses on himself and his anger contrasts with the father’s joy. The father demonstrates the same quality of self-giving love that he had demonstrated earlier in the day to his prodigal son, calling him ‘son’, that is, ‘my beloved son’. Conclusion The parable of the loving father and his two sons is Jesus’ response to those who criticised His compassion in offering table-fellowship to sinners. It is a proclamation of compassion. Some have suggested that the unifying theme of this chapter is ‘the Gospel for the Outcasts’. Rather, the central theme is the offer of costly love or compassion to all, insider (older brother) and outsider (the prodigal), found or not found. The compassion of God comes to all in the person of Jesus.” Fr James McPolin SJ “Searching for the Lost”. http://www.catholicireland.net/searching-for-the- lost/

Jesus, Teller of Stories (Draft) Stage 1 Page | 7 The Parable of the Good Samaritan

The setting for the famous parable of the Good Samaritan is introduced with a question. It is a rather deep, penetrating question raised by a scholar of the Law of Moses. ..He actually asks Jesus two very essential questions. ..that get right to the heart of life. First of all, he asks, “Teacher, what must I do to inherit eternal life?” In other words, how do I need to live to be in right relationship with God in this life and the next?

…Second, this scholar of the Law asks, “And who is my neighbour?” Who are those people who should be the recipients of my love, my compassion? Luke tells us that the lawyer asked this second question because he wanted to justify himself. He wanted to “get the whole thing straight.” Maybe he was one of those people who cannot live with any loose ends... Or perhaps, like us at times, this man just felt overwhelmed by the needs of those around him and knew he could not respond to every need. So he wanted his duties and obligations precisely specified. ..

To answer his questions, Jesus tells him a story. Weaving a powerful, arresting story was something Jesus loved to do. .. – the story of the Good Samaritan. The term “good samaritan” has made its way into secular language, even for those who don’t profess religious belief. Many think of this Gospel story as a “nice” story. For Jesus’ hearers, however, this story would not have sounded so nice. It would have been shocking to them. It probably made many of his hearers very angry.

The scholar of the Law and the other listeners would most likely have been thinking: “Jesus, how can you possibly tell us a story about love of neighbour and have the hero be a Samaritan? Don’t you know what those people are like? What they have done to us through the centuries? Jesus, don’t you have a clue? They are heretics, traitors, our bitter, spiteful enemies. ..Jesus, how can you possibly tells us a story about love of neighbour that makes a priest and a Levite look so bad and a Samaritan look so good?”

If Jesus’ hearers had sentiments like these, they would have been right. In the minds of observant Jews, Samaritans had a very checkered history. And this anonymous Samaritan character looks amazingly good in the story. In the first place, he should not have been on this dangerous road between Jerusalem and Jericho. It was a road famous for bandits and unsafe for Samaritans. And the response of this hated heretic is filled with extraordinary compassion. He stops for this bleeding victim of violence. He approaches him and tends to his wounds. He cares for the wounds of a Jew who would have considered this Samaritan “unclean” under normal circumstances and may well have been frightened of him. He takes time with this wounded man. Healing takes time; it often takes a long time for us. And this Samaritan takes the time to lift this bleeding man onto his animal, take him to the inn and promise to visit again on his way back.

Another unusual, far-fetched story told by this unpredictable teacher, Jesus!! …Jesus is quite clever and creative in the stories that he tells. He often seems to turn things on their head – upside down. He does that with the question that the lawyer asks him. The Jesus, Teller of Stories (Draft) Stage 1 Page | 8 lawyer asks, “And who is my neighbour?” He wants to know who fits into this category of neighbour of those whom I must love as myself. But through the story Jesus changes the word “neighbour” from a noun almost to a verb. The Samaritan became neighbour through his compassionate action. It is no longer a question of identifying someone out there who is or who is not my neighbour. “Neighbour” is something inside of us. It is an attitude, a way of being, expressed in concrete actions. Neighbour is someone you become by doing.

What should we do with this story? … Listen to the way in which an influential third century theologian reflected on this parable. Origen of Alexandria (Egypt) was a brilliant biblical scholar and theologian who wrote a famous homily on this parable. He cites a tradition that likens the man wounded and left half-dead to Adam. Adam, the first human being, was wounded by sin and vice. The man left half-dead by the roadside actually represents a wounded humanity. The priest who does not stop to help represents the Law. The Levite symbolizes the prophets. Something, someone, greater than the Law and the Prophets is needed to save this humanity so sorely wounded. The Samaritan, the one who stops and draws near, is Christ the Son of God who became incarnate for our sake. He drew near to us in order to become our neighbour. Origen says that Christ, our Good Samaritan, bears our sins and grieves for us. He comes to the wounded man and brings him to the inn, which Origen believed represented the Church. The Church is meant to be the place of refuge where everyone is accepted and help is denied to no one. Origen proceeds to exhort his hearers to imitate Christ the Good Samaritan and to show compassion for those who have “fallen among thieves.” Christians are called to draw near to these people, to bind their wounds, put them on our own beasts, and bear their burdens.

In our own personal lives of faith, it is important for us to recognize that Christ the Good Samaritan stops for us. Each of us has had our own personal moments when we have been “lying by the roadside”: moments of anxiety and confusion; times when were in need of Christ’s forgiveness; experiences of facing illness and dealing with the loss of loved ones. Usually through other people, Christ has stopped for us to be a source of healing. It is through our awareness of his being Good Samaritan for us that you and I are empowered to stop for others by the roadside.”

Catholic Theological Union http://www.catholicsoncall.org/week-four-christ-good-samaritan

Catechism of the Catholic Church for teacher reference nn.478 What does the heart of Jesus exemplify? (Compendium, 93) nn.541-546,566 Who is invited to come into the Kingdom of God proclaimed and brought by Jesus? (Compendium, 107) nn.541-546,567 Who is invited to come into the Kingdom of God proclaimed and brought about by Jesus? (Compendium, 108) nn. 1905-06,1924 What is the common good? (Compendium, 407) Jesus, Teller of Stories (Draft) Stage 1 Page | 9 nn 1934-35, 1943-45 On what is human equality based? (Compendium, 412)

Background for Teachers

Jesus as Storyteller

Jesus was a wandering rabbi who used story as a way of teaching people from all walks of life, most of whom could not read and therefore learnt from this way of teaching. “Jesus loved stories, he told them all the time. He told them in the streets, around meal tables, with friends on the road, at synagogue and even on hillsides. Jesus was indeed a storyteller.… Jesus’ stories had it all, stories about the everyday stuff of life. Stories connected to the towns and place where Jesus lived yet most importantly stories that connected these earthly places with heavenly reality.”

http://pciyac.org/documents/1357/Jesus%20the%20Storyteller%20-%20Youth.pdf

As a Jewish rabbi, Jesus would have known the Old Testament Scriptures well and may have taken note of parables that were generally in a longer story form ( such as Jonah and the Whale). However, there is something different and unique about the parables Jesus told.

Whilst other rabbis of the time may have used some storytelling, evidence of the use of parables in rabbinic writings does not occur until a century after the death of Jesus. It is possible that they adopted Jesus’ technique. However, the parables in these writings have a different emphasis to those of Jesus.

Although “both Jesus and the rabbis have a similar background rooted in the OT and traditions, they have differences. One of them is that the rabbinic parables are applications of the Law and interpretations of scriptural passages; while Jesus’ parables set forth the theme of God’s forgiving love as an extension and further development of God’s revelation. For instance, the love of God the Father is depicted in the father of the prodigal son (Luke 15:11-32). Jesus highlights God’s grace and generosity in the parable of the vineyard, whose owner deals with his hired men like no other employer ever had (Matt 20:1-16)”. Simon J. Kistemaker ”Jesus As Story Teller: Literary Perspectives On The Parables” TMSJ 16/1 (Spring 2005) ,52-55

What is a parable?

The word 'parable' comes from the Greek word parabole. It means "to throw alongside” and is where the word “ball” is derived. Parables use everyday objects to teach deeper truths which would be difficult to grasp otherwise. Jesus’ parables were used to open up listeners to deeper concepts, often Divine truths which are difficult to comprehend (e.g. the Father in the Prodigal Son can be seen to represent God as Father and Mother).“ It is the intangible wrapped in the tangible. It is beyond logic, metaphor, allegory, or abstract reasoning; it is stimulating the person's interest to open his/her

Jesus, Teller of Stories (Draft) Stage 1 Page | 10 eyes and ears and engaging his mind to seek truth, rather than himself, as a means of grasping the lesson God has for him (Matt. 13:52; 2 Tim. 3:7)”. Reference: http://www.intothyword.org/apps/articles/web/articleid/78397/columnid/3801/default.asp

Jesus’ Parables

The parables of Jesus, found mainly in the synoptic Gospels (Matthew, Mark and Luke) are quite unique, being both timeless and universal stories. In fact, the threads of some of the most famous of Jesus’ parables have been the basis of many movie scripts and songs (e.g. the song “Amazing Grace” is based on the story of the Prodigal Son). Words of some parables have become part of modern language e.g. news reports commonly speak of Good Samaritans helping people who are in trouble.

Jesus’ parables address people from different walks of life e.g. “The Lost Sheep” was told appropriately for shepherds and other rural people, “The Parable of the Talents” would have made sense for business people and those who lived in towns. Similar themes occurred in different parables with different settings e.g. the lost parables (The Lost Coin, The Lost Sheep, The Prodigal Son). Jesus laid emphasis through the technique of repetition.

The parables of Jesus are open-ended stories, which invited listeners then come to their own conclusions. That invitation still speaks to us today. People may relate more to the situations of different characters at different times of their lives e.g. sometimes the listener might be feeling lost like the lost sheep, sometimes like the herd of sheep or crowd forgetting about the one who is lost and sometimes like the shepherd who reaches out to the one who is lost.

“Jesus’ teaching method involves the hearers or readers in the context of the parables. It removes them from their comfort zones and places them in the story to become active participants. The hearers of the Parable of the Lost Son are the Pharisees and Teachers of the Law who are portrayed by the older son. They are invited to come and participate in the joy of the forgiven son who personifies the tax collectors and moral outcasts. But if they refuse to come, they in effect are the ones who are lost and dead”.

“The examples Jesus used in telling His parables are true to life and people relate to them without any difficulty. He relates stories of events that could have happened in the daily lives of the people of that day. Anyone could readily identify with the roles people filled, work that they did, relations that were broken and restored, losses they sustained and happiness they experienced. “

Simon J. Kistemaker,”Jesus As Story Teller: Literary Perspectives On The Parables” TMSJ 16/1 (Spring 2005) ,52-55 Jesus, Teller of Stories (Draft) Stage 1 Page | 11 Parables in the Gospels

The parables of Jesus appear mainly in the three Synoptic Gospels ( Matthew, Mark and Luke).

Gospel of Mark: There are six parables in Mark’s Gospel. One is found only in this Gospel i.e. the Parable of the Seed Growing Secretly (Mk 4:26-29)

Gospel of Matthew: Matthew has ten parables that are specific to his Gospel. His storied tend to appear in black and white sketches e.g. the pearl merchant is an ordinary person who fails to come to life.

“Matthew’s style is to present contrast, that is, five virgins are wise and five are foolish. The king forgives his indebted servant who owes him a tremendous sum of money, but this servant refuses to show mercy to a fellow servant whose debt to him is minuscule. A farmer sows wheat but his enemy scatters weeds in that same field. Some workers in the vineyard grumble about their wages, while others are thankful and rejoice because of their master’s generosity. The children in the marketplace are either glad or sad, and the fisherman’s catch yields fish that are both good and bad”.

Gospel of Luke: There are sixteen parables specific to the Gospel of Luke.

“By contrast, the parables that Luke has selected sparkle in their crispness, are vivid in the portrayal of life, and are colourful in design. In these parables the people talk, as in the case of the rich man who, reaping a bumper crop, built bigger and better barns (Luke 12). Even in the parable of the lost sheep recorded by both Matthew and Luke, this difference is obvious. Upon finding the lost sheep, the shepherd, filled with joy, returns home and calls together his friends and neighbours and says, “Rejoice with me; I have found my lost sheep” (Luke 15:6). Matthew merely records that the man is happy (Matt 18:13).It almost seems as if Matthew is taking his pictures on film that is black-and-white while Luke uses colour”.

The parables in Luke also feature contrast. This can be seen in the Parable of the Good Samaritan. The contrast is one of the Jewish clergy of priest and Levite over against a Samaritan.

(Simon J. Kistemaker, The Parables: Understanding the Stories Jesus Told (Grand Rapids: Baker, 2002) 225.)

Literary Techniques in Parables

Parables are short allegorical stories designed to convey some truth or moral lesson; or sayings conveying meaning by comparisons. The origins of the parable can be traced back to the Hebrew word, 'mashal' which is derived from the verb meaning 'to be like'. 'Mashal' was used for any verbal image from a saying or a proverb to a long evolved parable or Jesus, Teller of Stories (Draft) Stage 1 Page | 12 apocalyptic tradition. The word parable itself is a Greek word, but the Old Testament implications or associated meanings remain. So in the New Testament, proverbs like 'Physician, heal thyself' or sayings like 'The things which come out of a man defile man', are called parables equally with the 'Talents'. (c.f. Goosen, Gideon and Tomlinson, Margaret, Studying the Gospels, p. 121 )

A parable is also a literary form with certain characteristics:

 Repetition helps to imprint the story on the minds of the listeners. The theme of compassion, for example, is stressed by frequent use of expressions such as 'feeling sorry for', 'being distressed' or 'having pity on', in the parable of the 'Unforgiving debtor' (Mt 18: 23-25).  The use of contrast and opposites helps to throw elements of a story into sharp relief, as in the 'Parable of the lamp' (Mk 4:21-23) on the lamp stand/under the bed; hidden/disclosed; kept secret/ brought to light.  Rule of end stress. There is often some emphasis, climax or concentrated attention directed to the last character, e.g. in the 'Talents', the third slave is rebuked. (Goosen, Gideon and Tomlinson, Margaret, Studying the Gospels, p. 1121-123)  Parables use the technique of the folkloric threesome which has been employed by story- tellers throughout the ages, be it three characters, incidents or events, e.g. 'Three blind mice'; 'Goldilocks and the three bears'; the three sisters in 'Cinderella'. In the 'Lost sheep' (Lk 15: 3-7), the ninety nine sheep, the one lost sheep and the shepherd make a group of three. In the 'Talents' (Mt 25: 14-30), the man has three slaves.  Whilst some parables use three characters, some of Jesus’ parables focus on only two people or groups. “They are the two builders: one built his house on the rock, the other on sand. The one son told his father that he would not work in the vineyard but later changed his mind and worked. The other son said he would work but never did. The generous landowner is placed over against the grumbling workmen.

Student Context Please cater for the student context of your class in your planning of this module.

Developing the Partnership Please make connections between the learning in this module and parents and the wider community.

Curriculum Links Please note connections with other KLAS and cross curricular perspectives in your planning.

Planning a Quality Learning Sequence for your class

Quality religious education will be achieved only by deep thinking about where you are going and how you plan the learning journey to get there. Begin with the end in mind and then consider how you will build field to meet your goals. Remember that you cannot expect children to develop deep knowledge and understanding, unless you as teacher have

Jesus, Teller of Stories (Draft) Stage 1 Page | 13 deep knowledge and understanding yourself. According to the Quality Teaching Framework, quality teaching will occur when you ask yourself four questions:

 What do you want the students to learn?  Why does the learning matter?  What are you going to get the students to do (or produce)?  How well do you expect them to do it? The suggested learning sequence has been planned through such a process. However, it cannot be written with the understanding of the student context of each class and relationship to other learning that is happening in the class. It is therefore necessary for you as teacher to plan your own unit, using this module as a support. Doing so is part of your role as an “activist professional” (a teacher who actively works to improve their professionalism).

Suggested Teaching, Learning and Assessment Experiences

These are suggested teaching and learning experiences. The essential part of teaching this module is that you, as teacher have deep knowledge and understanding of the subject matter. Reading in depth the “Background for the Teacher” and “Scripture in Context” will give you the basic understanding you need.

It is essential to use the whole module to plan your own unit. You might like to change the questions to suit your class. Your unit should be written in acknowledgement of the student context of your class. The suggested learning experiences are meant to be adapted for this purpose. You should design learning experiences for the purpose of formative and summative assessment. When designing quality learning experiences and assessments, they must address the outcomes, learning intentions and success criteria based on the enduring understandings of the module.

Jesus told stories to teach us how to follow him

Key Concepts

love Gospel parable poverty touch

disciple Jewish tradition leper healing compassion

commandments Scribe Pope Francis generosity faith

Jesus, Teller of Stories (Draft) Stage 1 Page | 14 neighbour Kingdom of God isolation faith mercy

What is important for Students to Know and Do

 Jesus told stories called parables.  Parables are stories that have a special meaning or purpose.  Jesus’ parables are mainly in the Gospels of Matthew, Mark and Luke.  Jesus told stories for people who had different lives.  Jesus repeated ideas in his parables to help people to understand.

 Name actions that demonstrate the message of parables  Reach out to others in need

Enduring Understandings

 Jesus’ parables still have meaning for us today.  Jesus’ parables are open-ended, so we can make our own meaning from them.  Jesus told stories about bringing about the Kingdom of God in people’s lives.

Suggested Big Question

How do Jesus’ stories help us to follow him? Suggested Essential Questions

Why is story important in our lives?

How and why was Jesus a storyteller?

What are some of Jesus’ stories and what do they teach us?

Review big question.

Suggested Teaching, Learning and Assessment Experiences

How do stories help us to follow him?

Introduce Big Question and brainstorm children’s knowledge of Jesus’ stories. Ensure that children don’t confuse stories about Jesus in which Jesus was there (such as “Jesus Heals a Man Jesus, Teller of Stories (Draft) Stage 1 Page | 15 Born Blind”) and stories that Jesus told (such as the “Parable of the Good Samaritan”). Add to this list as the module continues.

Display the word “PARABLE” and set up a focus area for the module. Tell children that we use the word “Parable” about Jesus’ stories which means that that have special lessons for our lives. Jesus let people find their own meaning from his stories and we do the same today.

Tell that there are other stories called fables which teach us about life. Read a fable to children and see if they can come up with a teaching point / moral from the story. Tell children that we can look for meanings in Jesus’ parables in a similar way, although Jesus’ stories are about the way we live in we have faith in God. You can also use You Tube version of fables e.g. “The Ant and the Grasshopper” https://www.youtube.com/watch?v=6Pxqy-xRDzo

Why is story important in our lives?

Ask children to bring in a favourite storybook, maybe one that they listened to in their early years. In groups, children share what the story is about and why they love it.

Home School Connector: Discuss with parents/carers family stories that have been handed down e.g. about past family holidays or celebrations or maybe stories of older relatives who are no longer with us. Perhaps look at photos which are reminders of these stories. Children create a poster of this story to share at school. Children share their stories and posters, discussing whether they have learnt anything about life from these family stories.

Invite a storyteller, perhaps an Aboriginal storyteller to tell a story to the children and talk about what the stories teach us OR share and discuss an Aboriginal story from the ABC site, Dust Echoes at http://www.abc.net.au/dustechoes/dustEchoesFlash.htm

How and why was Jesus a storyteller?

Tell children that Jesus was a Jewish teacher called a rabbi. Like many other rabbis of his time, he wandered in the area between Galilee and Jerusalem teaching people how they could live in God’s ways. Most of the people couldn’t read, so they listened to stories and learnt that way. Jesus’ stories were about things in their lives that they understood.

Jesus used the words “Kingdom of God” all the time in his teaching. This didn’t mean a kingdom with kings and queens, thrones and carriages. It meant a world or kingdom which was fair and just, particularly to the poor and lonely people, where people lived in God’s ways. Watch this You Tube video of Jesus telling the Parable of the Good Samaritan which shows the way Jesus told stories and in what setting and discuss what it would have been like for Jesus and for his followers. https://www.youtube.com/watch?v=ueh1sErHPeg

Create a diorama, artwork or poster of Jesus, the travelling rabbi teaching people through story.

What are some of Jesus’ stories and what do they teach us?

Look at the list of parables created by the children at the beginning of the unit. Tell children that Jesus told stories that were about the lives of people of his time. There were parables for people who were farmers or shepherds e.g. the Parable of the Lost Sheep, the Parable of the Mustard Seed. There were parables for wealthy people and for merchants e.g. the Parable of the Hidden Jesus, Teller of Stories (Draft) Stage 1 Page | 16 Treasure, The Parable of the Rich Fool. They were simple stories, but people were asked to find their own meaning from them. There were different sorts of parables. Discuss the childrens’ list in regards to who these stories may have appealed to particularly in Jesus’ time.

Throughout the unit say “thankyou “prayers related to parables e.g. “Thankyou for letting my light shine”, “Thankyou for helping me to be a Good Samaritan” etc.

Begin exploring parables~

Kingdom parables

Remind children that Jesus was teaching about the Kingdom of God, a Kingdom of love and care for all (so different from a wealthy kingdom with a castle and throne!) Some of his stories, we call Kingdom parables because Jesus compared the Kingdom of God ( which he also calls the Kingdom of Heaven) to things from life. They are short parables that create pictures in our minds. Ensure that you use children’s versions of these parables. You can also choose other kingdom parables.  The Pearl of Great Price Mt 13:45-46  The Yeast Mt 13: 33-35; Lk 13:18-29  Mustard Seed Mt 13:31-32, Mk 4:30-34; Lk 13:18-19  The Lamp on a Stand Mk 4:21-25; Lk 8:16-18  The Hidden Treasure Mk 13:44-46

Choose some of these to explore with children in different ways, such as:  Liquid Pictures The Hidden Treasure Just Imagine 4, p. 15  The Mustard Seed, the Yeast, the Treasure and the Pearl- all in “To Know, Worship and Love” big book called “ Parables of the Kingdom” ( all schools have copies purchased by the CSO)  The Mustard Seed- Scripture storytelling. Appendix 1  Sing “This Little light of Mine” (Traditional, As One Voice for Kids, no.40); Have You Ever Seen a Mustard Seed? (Alive in Christ-Songs of Scripture Vol 1 John Burland)

 Echo Mime “ The Parable of the Lamp under a Stand” Appendix 2  You Tube videos The Mustard Seed https://www.youtube.com/watch?v=DSB_At4H8kA Parables of Mustard Seed and the Yeast https://www.youtube.com/watch?v=Z6rqFKggEfI

Create a display of a tree and hang on it art in which children illustrate an image from a Kingdom parable. As a class write a statement about the stories of the Kingdom and place on the tree OR make a display of symbols from these parables: a lamp; a mustard seed and a picture of a mustard tree; a packet of yeast and a loaf of bread; a pearl in a shell; a treasure box. Come up with memory lines to go with these e.g. “ “ Let your light shine”; “ Grow your faith like a mustard seed grows”; “ Find your treasure and use it” etc.

The Lost Parables Jesus, Teller of Stories (Draft) Stage 1 Page | 17 Another group of parables are called the lost parables. Tell children that these parables are all found together in Luke’s Gospel and they follow, one after the other which means that their meanings are connected. Here are Luke’s stories:

 The Lost Sheep Lk 15:1-7  The Lost Coin Lk 15:8-10  The Lost Son Lk 15:11-32

There is a You Tube version of these three parables from Beginner’s Bible. If you move along the video to 1:20 to start , you will miss the introduction to the Beginner’s Bible. https://www.youtube.com/watch?v=W-FH62O_9sI

Explore the stories in different ways e.g.  Echo Mime~ The Lost Sheep Just Imagine p. 54 One Lost Son, Just Imagine p. 55  Liquid pictures ~ ‘Welcome Back’ Just Imagine 3, p. 51  Scripture Storytelling : The Parable of the Lost Sheep . See Appendix 3 The Parable of the Prodigal Son. See Appendix 4  “To Know, Worship and Love” big book called “Parables Jesus Told” has the story of “The Prodigal Son”.  Sing: Guide Me Good Shepherd Andrew Chinn (In Joyful Hope); Many Roads, One Journey Andrew Chinn (- 4 well-known biblical journeys: Mary, the prodigal son, the Good Samaritan, and the journey to Emmaus. Many Roads One Journey); The Good Samaritan John Burland (Alive in Christ- Songs of Scripture Vol 2); The Prodigal Son John Burland (Alive in Christ-Songs of Scripture Vol 2)

Discuss common elements of these three parables:  an animal, object or person is lost  all belong to someone,  all remained valuable to the owner , even though they were lost  even though the owner had others, they never stop looking for the one that is lost, and  there is great happiness at the lost being found.

Wonder about the lost parables:  I wonder why Jesus was always concerned with people who were lost and lonely.  I wonder why Jesus found stories such a great way to teach people.  I wonder why in all three stories, the owner kept looking for something that was lost.  I wonder if you have ever been lost or found someone who is lost.  I wonder what these stories mean about the Kingdom of God.  I wonder why these old stories still have meaning for us today.

Jesus, Teller of Stories (Draft) Stage 1 Page | 18 Complete Six Thinking Hats activity about the lost parables.

Suggested Assessment SS 1.5: Children choose one of Luke’s “lost parables” and make jigsaw summary using the categories given for each piece. See Appendix 5

The Parable of the Good Samaritan ( Luke 10:25-37)

Tell children that they will hear this story many times, but it is important to explore, because it only occurs in Luke’s Gospel and it is so important to help us to understand how to treat people in Jesus’ way. Explore story in different ways e.g.  Scripture Storytelling. See Appendix 6.  “To Know, Worship and Love” big book called “Parables Jesus Told”  You Tube videos: https://www.youtube.com/watch?v=fO4qSAhI1sI https://www.youtube.com/watch?v=GS1AkbBlxmM (start at 1:20 to miss the introduction to the “Beginner’s Bible.”

Suggested Assessment JS 1.2: Create a flow chart/ movie strip (try Comic Maker App) of the Parable of the Good Samaritan, showing a sequence of the events. Write a reflection/ draw a picture about how you can be a good Samaritan in your own life.

How do Jesus’ stories help us to follow him?

Review stories children have explored in the unit. Look at the tree OR display of symbols and the retrieval chart of parables. Discuss:  Do you think Jesus was a good storyteller and why?  What is your favourite story of Jesus and why?  How can following Jesus’ way help you to come to know God?

Celebrate the module though a class liturgy to which you might invite parents/ carers. See Appendix 7

Assessment GRHD S 1.1, SS 1.5 Choose your favourite parable from the unit. Using Appendix 8, write the name of the parable and its Biblical reference in the scroll. In the box (left side) draw and write what you think is the main message of Jesus’ parable . On the other side draw and write about an action you can take to live out this message. At the bottom, write a short prayer to God, showing how you are developing your relationship with God.

Jesus, Teller of Stories (Draft) Stage 1 Page | 19 Appendix 1

Parable of the Mustard Seed Matt 13:31-32

Prepare to hear the Word:

1 This story is a parable about the kingdom of heaven. 2 A mustard seed is extremely small 3 A mustard bush is not large, certainly not a tree. You will need:

1 Bone coloured felt underlay 2 Very small seed – mustard seed 3 Class Bible 4 2D materials: 5 birds, 5 nests stored in a box; tree.

When children are seated in a semi-circle ready to listen to the story, place the gold box/bag, containing the materials you will need, carefully beside you.

Place class Bible in front of you with your hand on it.

This story comes from our special book, the Bible. In the Bible we read that Jesus told stories to the crowds of people who followed him. Jesus told stories, parables, to help the people understand what the kingdom of heaven is like. One of Jesus’ stories was about a mustard seed – the smallest seed of all.

Place Bible beside you. Smooth out the underlay in the middle of the circle. Take seed from box and plant it on far edge of the underlay.

One day a man took a mustard seed and planted it.

Use your hands to show the mustard seed growing slowly

The mustard seed grew slowly.

Use your hands to show the rain and sun, then the seed continuing to grow

The rain came, the sun shone, the seed grew bigger…and bigger…and bigger.

Place picture of tree over the seed.

After many years the seed had grown into the biggest shrub of all. It was large, like a tree.

Place some birds flying towards the tree, the remaining birds on nests in the tree as you say:

The birds of the air came and built their nests in the tree.

The mustard seed had become what it was meant to be.

This is what God’s Kingdom is like. It starts very small and grows!

I Wonder:

I wonder how long it takes for a mustard seed to grow into a tree. I wonder how the kingdom of God could be like this mustard seed. Jesus, Teller of Stories (Draft) Stage 1 Page | 20 I wonder what God’s Kingdom is all about. I wonder how God’s Kingdom is different from other Kingdoms. I wonder how the kingdom of God grows in us. Appendix 2 Echo Mime The parable of the Lamp on a Stand Mk 4:21-25; Lk 8:16-18

A reading from the Gospel of Luke Hands open to represent reading a book

One day One finger pointed up

Jesus was walking through a village Use fingers to make walking movement

With his disciples and some women Join hands

Telling the villagers about the Good News of the Thumbs up kingdom

A large crowd gathered around Place arms in a circular position

To hear Jesus speak Put hand to ear

One of the stories he told them was about a lamp Move arms outwards to represent a light shining

Jesus said Move hand outward from mouth

No-one lights a lamp Move as if to light a lamp

And puts it under a bowl or a bed Move as if to put lamp down under something

A lamp is always put on a lampstand Move lamp as if to put on a stand

So that people who come into the house will see Move hands upwards to represent light the light

There is nothing hidden that will not be found Cover eyes

There is no secret that will not be known Shake heads

Pay attention to how you listen Cup both hands behind ears

Jesus, Teller of Stories (Draft) Stage 1 Page | 21 The way you treat others is the way you will be Shake hands with each other treated

Let you light shine Wave hands in the air

Appendix 3 The Parable of the Lost Sheep Lk 15:1-7 (Re-written from script on Sydney RE Online)

YOU WILL NEED: . Good Shepherd figure, several sheep, one lost sheep

. green felt underlay, felt strips/ pop sticks etc. for sheepfold, patch of light blue felt or material for water, patches of dark brown felt or hessian , rocks .

. Bible

Children are seated in a semi-circle ready to listen to the story. When the children are settled, go to the shelf and carry the materials as you would the Bible. Place these beside you.

Place class Bible in front of you with your hand on it.

This story comes from our special book which we call the Bible. This is another story about the Good Shepherd. In Luke’s Gospel it is called the Parable of the Lost Sheep.

Place Bible beside you.

Roll out the green underlay.

This is the soft, green grass.

Place the blue felt patch and say:

This is the nice cool water.

Place the dark brown felt pieces to create rocky areas and places of danger.

These are the dark places in our story. It’s very dark in these places and it could be dangerous.

Build the sheepfold, place sheep inside.

This is the sheepfold. The sheep are safe in here.

Hold the Good Shepherd as you say:

The Good Shepherd loves his sheep very much.

Move shepherd out, fold back one side of the sheepfold to form an opening, move one sheep at a time, each sheep following after him Jesus, Teller of Stories (Draft) Stage 1 Page | 22 He protects the sheep from dangers.

Move one sheep away from the group to the rocky outcrop

Sometimes one of the sheep goes off by itself and gets lost.

Move remaining sheep back into sheepfold.

The shepherd herds his sheep back into the sheepfold and notices that one is missing

Move shepherd to look for the lost sheep.

When this happens, the shepherd will leave all his other sheep safe in the sheepfold. He checks that the gate is locked.

Move shepherd away to look for lost one.

He will then go and look for the one that is lost.

He will keep searching and calling out until he has found the lost sheep.

Move the shepherd until he comes to the rocky outcrop

The shepherd looks everywhere, even though it is dark and dangerous.

Put lost sheep on the shepherd’s shoulder and take it back into the sheepfold.

When he finds the sheep, he puts it on his shoulder and carries it safely home.

Move the shepherd in celebration.

He calls his friends and neighbours to celebrate the safe return of the lost sheep.

Carefully pack story materials into storage box and put on shelf. Ensure that children are watching so they know how to pack the materials away and where to find them.

Wonder Questions:  I wonder why Jesus chose to tell a story about shepherds and sheep.  I wonder why the shepherd cared so much about his sheep.  I wonder how a shepherd would feel if he knew one of his sheep was lost.  I wonder if a shepherd would be frightened when he set out in the dark to look for the lost sheep.  I wonder how the shepherd would feel when he found the lost sheep.

Jesus, Teller of Stories (Draft) Stage 1 Page | 23  I wonder how the sheep would feel when the shepherd carried him back.  I wonder what Jesus was trying to say about God.  I wonder if you’ve ever been like a lost sheep, feeling a bit lost or lonely and hoping that someone would find you or be friendly to you.  I wonder if you’ve ever been like the sheep in the sheepfold feeling safe in a big group, but knowing that some was a bit lonely out there.  I wonder if you’ve ever been like the Good Shepherd and reached out to someone who was feeling a bit lost.

Appendix 4 The Parable of the Prodigal Son Adapted from Sydney Re Online, used with permission (based on Luke 15:11-24)

YOU WILL NEED: . figures of prodigal son, brother, father, 2 or 3 other characters, pigs . a long piece of cloth or felt that could be rolled out to make a road . a simple cut out shape to represent the Father’s house and popsticks or cloth strips to . form a pigpen

Children are seated in a semi-circle ready to listen to the story. When the children are settled, go to the shelf and carry the materials as you would the Bible. Place these beside you.

Roll out the road, place the Father’s house at one end and the pigpen past the other end of the road but off to one side as you say:

Jesus once told a story about a boy who was away from home for a long time. Jesus told this story to help us understand what God’s love is like.

Bring the Father out and place on one side of the house. Bring the two sons out and place on the other side of the house as you say:

The story is about a father who had two sons.

Move the younger son over next to the father.

One day, the younger son asked his father to give him a lot of the family’s money so he could leave home and go far away. The father gave him the money. Jesus, Teller of Stories (Draft) Stage 1 Page | 24 Move the younger son a little way along the road. Move the father in front of the house as if looking up the road. Move the older brother off to the side (almost out of the scene).

So the younger son packed his things and went away.

Continue to move the younger son towards the end of the road. Bring out one of the extra characters and put him with the younger son.

He spent his money on wild parties and having a good time.

Remove the extra character and move the son into a space by himself.

Soon he had spent all the money the father had given him and he had nothing left. Now, he was hungry and poor.

Move the son next to pigpen and bring out the pigs.

He got a job feeding pigs. He was so hungry he could have eaten the pigs’ food.

Move the son to the end of the road facing the direction of his father’s house. He thought for a long time and made up his mind to go back to his father. He was going to ask his father to take him back, not as a son but as a servant.

Move the son slowly down the road. Stop on the road, just over half way

He started the long journey home.

Move the son on a little further and stop a short distance from the house. Move the father along the road towards the son. Have father and son facing each other.

One day his father saw him in the distance and ran to meet him. He hugged him and kissed him.

Walk father and son back down the road together and stand next to the house. Bring in the other extra characters and place around them.

The boy was trying to say sorry, but the father quickly called his servants to get a party ready. All the father wanted to do was celebrate and welcome his son home.

Bring father to the front as if addressing the crowd and hold your hand over him to indicate he is speaking.

‘My son was lost,’ he said, ‘and now he is found. He was dead and has come back to life!’

And they began to celebrate.

Wonder Questions: Jesus, Teller of Stories (Draft) Stage 1 Page | 25 . I wonder why the son went away. . I wonder how the father felt when his son went away. . I wonder how the son felt when he was living with the pigs . I wonder how the father felt when he saw his son coming home. . I wonder why the brother was jealous . I wonder if you’ve ever been like the lost son, doing something wrong and hurting someone else . I wonder if you’ve ever been like the father and welcomed back someone who hadn’t been nice to you. . I wonder if you’ve ever been jealous like the brother if someone else receives attention that you don’t . I wonder how the father is like God.

Carefully pack story materials into storage box and put on shelf. Ensure that children are watching so they know how to pack the materials away and where to find them

Appendix 5 In the jigsaw children insert in each puzzle piece:

1. Who/what was lost

2. Where it was/they were lost

3. Who found them

4. What this story means in my life

Jesus, Teller of Stories (Draft) Stage 1 Page | 26 Appendix 6 The Good Samaritan (Luke 10:29-37)

Use with permission and thanks Sydney CEO

YOU WILL NEED:

 Light yellow or cream felt background (the area between Jericho at Jerusalem was desert)  Brown felt road and rocks  2D characters: Good Samaritan, 2 robbers, priest, Levite, man, donkey (see RE Online for 2D masters)  Jericho  Jerusalem

Children are seated in a semi-circle ready to listen to the story. When the children are settled, get the materials and carry them respectfully to the storytelling place as you would the Bible. Place these beside you.

Place the felt background in the middle of the story space.

Place the road on top of the background.

Place the rocks on both sides of the road with robbers under the rocks. Place Jericho at the far end of the road away from you. Place Jerusalem at the end closest to you.

Place your hand on the bible in front of you and say:

This story comes from the Gospel according to Luke, which is in the New Testament section of the Bible. Jesus often told stories which we call parables.

One day a lawyer, who wanted to challenge Jesus, asked him, “Teacher, what must I do to gain everlasting life?” Jesus said to him “What do you read in the Law? The lawyer answered “You shall love the Lord your God with all your heart, with all your soul, with all your strength and with all your mind and your neighbour as yourself.” Jesus said “You have given the right answer. Do this and you will live” Then the lawyer asked Jesus “And who is my neighbour?

To answer him, Jesus told this parable.

Place man on the road near Jerusalem. Move him down the road a little way as you say:

Once a man was going down a lonely road from Jerusalem to Jericho,

Bring robbers out and place on top of the man. Jesus, Teller of Stories (Draft) Stage 1 Page | 27 when he was attacked by robbers.

Move man to side of road. Remove robbers

They took all he had, beat him and then left him half dead on the side of the road.

Move priest down middle of road from Jerusalem. When he comes to the wounded man, move priest to the other side of the road, and then down to Jericho.

Now by chance a priest was going down that road, and when he saw him, he passed by on the other side.

Move Levite down middle of the road from Jerusalem. When he comes to the wounded man, move Levite to the other side of the road, and then down to Jericho

Next, a Levite, a man who helped in the Temple came to the place and saw him, and he also passed by on the other side.

Move Samaritan and his donkey down middle of road from Jerusalem. When he comes to the man, move Samaritan over next to him.

But, then, a Samaritan came down the road. He was moved with pity when he saw the wounded man.

He knelt down, bandaged his wounds and poured oil and wine on them.

Place wounded man on donkey and move the Samaritan and wounded man almost to Jericho,

Then the Samaritan lifted the wounded man onto his donkey and took him to an inn and took care of him.

Place 2 coins near the injured traveller.

The next day, he took out two denarii, gave them to the innkeeper and said, “Take care of him; and when I come back, I will repay you whatever more you spend.”

Sit back, keep looking down and say:

When Jesus had finished telling this story he asked, “Which of these three men was a true neighbour to the wounded man?”

Replace the Samaritan with the priest and ask

The priest, who served in the Temple?

Replace the Priest with the Levite.

The Levite, who helped in the Temple?

Replace the Levite with the Samaritan.

The Samaritan?

The Lawyer replied, “The one who looked after the wounded man was a true neighbour.” Jesus ended the story by saying, “Go, and do the same yourself.”

Jesus, Teller of Stories (Draft) Stage 1 Page | 28 Pause quietly for a moment and then begin to wonder together.

I wonder why the Samaritan helped the injured man.

I wonder why the priest and Levite didn’t help.

I wonder if you know a Good Samaritan in your life.

I wonder if you’ve ever helped someone who other people ignored.

I wonder if you have ever ignore someone who needed help.

I wonder if you have ever felt like anyone in the story.

I wonder how we can be more like ‘The Good Samaritan’.

I wonder who our neighbours really are.

Carefully pack story materials into storage box and put away.

Appendix 7

Liturgy Outline

Liturgy Definition: “work of the people” (in this case - the children)

A liturgy to celebrate module learning usually has four parts of which these can contain all or some one of the suggestions.

Before you begin some other considerations!!  Where will the liturgy be celebrated? Does not have to be celebrated in the church or the classroom. Outdoors is a possibility - weather permitting.  Consider the placement of chairs and sacred space.  Who to invite? (parents, staff, priest etc)

WE GATHER: Setting the scene  Sacred Space (cloth, candle, Bible, icons etc) to be created in this part.  Procession  Hymn or songs of welcome  Welcome and introduction to celebration  Opening prayer

WE LISTEN: Stories  From the Bible  Outline of what has been learnt  Multimedia presentations  Dramatisation/ dialogue of story  Hymns  Liturgical Movement of story  Stories of their life and families Jesus, Teller of Stories (Draft) Stage 1 Page | 29  Related narratives (eg Dreamtime story)

WE RESPOND: Responding to the stories  Hymn or songs  Liturgical movement  Prayers of Intercession  Prayer  Multimedia presentations  Sharing work from module (eg artwork)

WE GO FORTH: Sending Forth  Recessional hymn or songs  Liturgical movement  Prayer  Thank you statement Liturgy can be followed by offer of hospitality

Appendix 7

Jesus’ parable My action

Jesus, Teller of Stories (Draft) Stage 1 Page | 30 My prayer

Resources

Note: The resources indicated below are recommended but not essential to assist with the teaching of this module. Please locate those available in your school and add to those below.

Teacher Hari & Singer, Albert. 1993. Experience Jesus Today: Understanding the Gospel. Brookvale: JHP Marketing and Distribution. Reehorst, Jane. 1991. Guided Meditations for Children 2: How to Teach Children to Pray Using Scripture. U.S.A. Brown ROA Publishing Media White, O’Brien, Todd, Dan. 2003. Into the Deep: Rich Teaching Strategies for the Religious Education Classroom. Marayong: K.D. Publications. Wintour, Rina Just Imagine Series 1-4 : Creative Ways of Presenting Scripture. Brisbane: Mountjoy Enterprises Wintour, Rina. 1998. Sacred Celebrations: Liturgies for Children. Brisbane: Mountjoy Enterprises. LabOra Worship Jesus, Teller of Stories (Draft) Stage 1 Page | 31 Audio Visual

Literature

“To Know, Worship and Love” big book called “Parables Jesus Told”

“This Little light of Mine” (Traditional, As One Voice for Kids, no.40)

John Burland

Have You Ever Seen a Mustard Seed? Kingdom of God Matthew 13:31-32 Alive in Christ-Songs of Scripture Vol 1

The Good Samaritan Love/Compassion/Mercy Luke 10:30-37 Alive in Christ-Songs of Scripture Vol 2

The Prodigal Son Forgiveness Luke 15: 11-32 Alive in Christ-Songs of Scripture Vol 2

Andrew Chinn Guide Me Good Shepherd (In Joyful Hope) Many Roads One Journey (Many Roads, One Journey) - 4 well-known biblical journeys: Mary, the prodigal son, the Good Samaritan, and the journey to Emmaus

Internet Mission and Religious Education (Lighthouse) http://missionandreligiouseducation.dbbcso.org/ “ The Ant and the Grasshopper” https://www.youtube.com/watch?v=6Pxqy-xRDzo

ABC site, Dust Echoes at http://www.abc.net.au/dustechoes/dustEchoesFlash.htm

The Good Samaritan https://www.youtube.com/watch?v=ueh1sErHPeg

You Tube videos The Mustard Seed https://www.youtube.com/watch?v=DSB_At4H8kA Parables of Mustard Seed and the Yeast https://www.youtube.com/watch?v=Z6rqFKggEfI There is a You Tube version of these three parables from Beginner’s Bible. If you move along the video to 1:20 to start , you will miss the introduction to the Beginner’s Bible. https://www.youtube.com/watch?v=W-FH62O_9sI

Jesus, Teller of Stories (Draft) Stage 1 Page | 32 The Parable of the Good Samaritan (Luke 10:25-37) https://www.youtube.com/watch?v=fO4qSAhI1sI https://www.youtube.com/watch?v=GS1AkbBlxmM

Mindmapping

www.bubbl.us

Godly Play Resources

Godly Play Australia http://godlyplay.org.au/materials/ Godly Play Resources http://www.godlyplayresources.com/ Nurture Bright http://store.nurturebright.com.au/ Rob’s craft and toys [email protected] http://godlyplay.org.au/robs-craft-and- toys.pdf

Storytelling

Make short art-inspired storieshttp://storybird.com/

Capzles social storytellinghttp://www.capzles.com/

General  http://wallwisher.com/  http://www.wordle.net/  http://www.tagxedo.com/  http://www.surveymonkey.com/home/  http://www.ning.com/  http://www.wikispaces.com/ Interactive Bible Map http://wild.biblesociety.org.au//wild/index.php

Useful Apps

3 Minute Retreat Sand Draw Lectio Divina Ignatian Examen

Jesus, Teller of Stories (Draft) Stage 1 Page | 33 The Pope App Superbook Bible The Holy Bible Bible for kids App

Educreations PuppetPals Show Me Comic Maker

Jesus, Teller of Stories (Draft) Stage 1 Page | 34