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Emelia Benson (S00092076)EDRE101 – Assessment 2. Planning a Unit of Work

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1KC6 – Advent: A Time for WaitingUNIT FOCUS:

This unit provides students with the opportunity to gain an understanding of Advent, a time of waiting for the birth of Jesus through classroom activities and making real life connections to student’s lives and exploring different ways in which they prepare and wait. Students will gain an awareness of the sings and symbols associated with Advent and how they are related to Jesus and us today.

STAGE 1 OUTCOMES:

Students demonstrate an understanding and appreciation of: The Church as a special community described as God’s family. Jesus as the incarnate Son of God who loves us and invites us to grow Key signs, symbols, and rituals of the Catholic Tradition

KEY CONCEPTS:GOD3 always present in our lives

JESUS1 the son of God who became human2 a member of a family

PRAYER1 very important in our relationship with God2 comprising many different forms

SCRIPTURE3 containing stories of Jesus

CHURCH2 a community that celebrates God’s love4 a community where Mary has a special place

CLASSROOM OUTCOMES:By the end of this unit students should be able to:

1 recognise the value and meaning of waiting

2 identify that Advent is a time of waiting

3 recognise that Mary and Joseph waited for the birth of Jesus

4 list ways in which they could help others in the community this Advent

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Scripture Catechism of the Catholic ChurchLk 1:26- 38 The story of the AnnunciationLk 2:1-20 Jesus is born(see appendix 1)

n. 524 The liturgy of adventn. 724 “Rejoice you who are full of grace”n. 1093-1095 The Holy Spirit prepares for the reception of Christnn. 1163-78 The liturgical season

TEACHER BACKGROUND: THEOLOGICAL AND EDUCATIONAL

INTRODUCTION (O1–3)

• Advent is the liturgical season during which the Church prepares to remember and celebrate the birth of Jesus. It is a time in the life of the Church community characterised by waiting in hope and expectation.

THE SEASON OF ADVENT (O2)

• Kindergarten students may not all be familiar with the season of Advent. Activities planned prior to the commencement of this topic would enable students to develop an appreciation of ‘waiting in hope and expectation’. For example activities such as unwrapping a present layer by layer over the period of a week, announcing a surprise treat for a week’s time giving a clue each day, or, marking off the days on a calendar leading up to an important event would all assist the Kindergarten student to be ready for this topic.

SYMBOLS OF ADVENT

• The Advent calendar could be explained as a way in which some people mark off the days of Advent leading up to Christmas. Advent begins four Sundays before Christmas, therefore, the number of days in Advent will vary depending on what day of the week Christmas Day falls.

• Another way of marking the four Sundays of Advent is to use an Advent wreath. Students could make an Advent wreath which could be kept in the classroom as part of the prayer focus. Each week a candle is lit for each Sunday of Advent: one candle for the first Sunday of Advent, two for the second Sunday and so on. Traditionally, three of these candles are purple and one is pink. This time of waiting is also marked by the use of the colour purple, for example, priest’s vestments, altar cloths, banners and drapes. Q. Are students able to visit the parish church and see some of these signs and symbols of Advent?

MARY AND JOSEPH WAITED FOR THE BIRTH OF JESUS (O3)

• Mary responded to God by hearing God’s word and keeping it. Jesus’ conception was possible only because Mary responded to God in this way at the Annunciation. ‘At the announcement that she would give birth to "the Son of the Most High" without knowing man, by the power of the Holy Spirit, Mary responded with the obedience of faith, certain that "with God nothing will be impossible". "Behold I am the handmaid of the Lord; let it be (done) to me according to your word." Thus giving her consent to God’s word, Mary becomes the mother of Jesus. Espousing the divine will

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for salvation wholeheartedly , without a single sin to restrain her, she gave herself entirely to the person and to the work of her Son; she did so in order to serve the mystery of redemption with him and dependent on him, by God’s grace.’ (CCC 494)

• Mary lived as the Father wanted, even though at times she was disturbed (cf. Lk 1:29), asked questions (cf. Lk 1:34), wondered (cf. Lk 2:33) and simply did not understand (cf. Lk 2:50).

HELPING OTHERS DURING ADVENT (O4)

• Kindergarten students could be made familiar with community actions during Advent. If the parish has an Advent wishing tree, or distributes hampers through an action group the students could contribute in some way towards helping others in the community. This could involve family members and might be a project that asks for time rather than money . ‘The just man, often mentioned in the Sacred Scriptures, is distinguished by habitual right thinking and the uprightness of his conduct towards his neighbour. "You shall not be partial to the poor or defer to the great, but in righteousness shall you judge your neighbour"’. (CCC1807)

IN BRIEF FOR STUDENTS

• Mary and Joseph waited for Jesus to be born

• During Advent we wait to celebrate the birth of Jesus.

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Teaching and Learning Sequence: This sequence is only weeks of the unit. It is the last 3 weeks of Term 4.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAYWEEK

1Ask Ss what they know about Christmas and why Christmas is celebrated. Have the class recall and brainstorm on the board who Jesus is and what they know about him (ie. Son of God, Mary and Joseph, kind and loving, teacher etc). (R)

Discuss how Jesus is a very important person in our lives and we are part of his family. After talking about Jesus and his family, explain how we too are part of Jesus’ family, then have Ss complete ‘I am part waiting for Jesus’ worksheet (see appendix 3). Ss will colour in the sheet and write their name and draw a picture of themselves. The sheets will be displayed in the classroom as a reminder that we all belong to one big family.

Talk about Christmas and how we celebrating the birth of Jesus. Introduce the term ‘Advent’ to Ss and explain how it is a time of waiting. During Advent we prepare and wait for the birth of Jesus. Ask Ss when are some time in their lives when they wait. Brainstorm these ideas together ie. Waiting for a birthday, a holiday, opening a present. Ask Ss how they feel when they are waiting. (R)

Do a meditation with the class. Play some soft relaxing music and have each student find their own space on the floor and close their eyes, and listen as the teacher describes waiting for the birth of Jesus (who, where, why, what). The teacher will need to make sure they explain that Jesus is a special baby that does very special things. Then get Ss to quietly move to their seats where they will write on a card a feeling/emotion they get while waiting and display

Introduce to Ss an Advent calendar. Start by asking Ss if they had seen one before Advent calendar and what they think it might be counting down the days till. Talk about how some Advent calendars have chocolate and toys, but the Advent calendar that they will be making in class on the Smartboard, will have small tasks that Ss can do or statements to think about. Example: Tell someone you love them. Think about how you have been like Jesus this year. Play with someone different today.

Once the class has brainstormed 25 ideas, cover each with a box and number. Each day in class, have an Ss reveal the task/statement below. Decorate the calendar. (F)

Have Ss recall their personal times of waiting. (N) Read ‘How Many Days to My Birthday?’ by Gus Clarke related to the theme of long anticipated events.

Assessment:Teacher listens to and observes studentsas they retell waiting stories.(R)

Then engage Ss in talking, drawing and writing about how they might get ready for Jesus. Students complete the stem: I will get ready for Christmas by…. Make into scrolls and place in a basket on the sacred space.(F)

Read the class Luke 1:26-38 ‘The Birth of Jesus Foretold’. Talk about the passage with children as a whole class. (R) Using questioning to assess the children’s understanding of the text. Suggestions being ‘Who was in the story?’‘What did the angel say to Mary and Elizabeth?’

‘Why is this story important?’(CSV)

Assessment:Students write or present orally what Mary said to the angel in a speech bubble to discover what understanding they have of the Scripture passage (appendix 4).

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the cards around the sacred space. (F)

WEEK 2

Following on from the previous lesson, the Birth of Jesus Foretold, perform a Godly play with the class to re-familiarise Ss with the story, ‘Getting Ready for Jesus’ (see appendix 5).

Give Ss the opportunity to go and reflect on the story by self selecting an activity (art, re-enactment, journal writing etc). (RF/CSV/I)

Introduce an Advent wreath to the class. Explain the significance of the colours and when we light each of the candles. Set up an Advent wreath on the classroom sacred space. Light the first candle (signifying the previous Sunday). Read a small prayer as a class (see appendix 6).

Get Ss to then trace around their hand on paper, cut it out, write their name on it and decorate green. Arrange the classes hands as the ‘leaves’ of an Advent wreath to go on the wall as a display.

Discuss with the class how Advent is a good time to help others. At Christmas time, many family’s go without things that we may take for granted. Discuss how they can support toy collections for needy students as part of aschool/ parish initiative. (R)

Assessment: Ss then complete in workbooks the open ended statement, ‘Wecan help others in Advent by.....’.(F)

Together as a class list ways in which they could help others in the community this Advent. (N)

Then put Ss in groups of 4-5 and get them to act out a scenario of helping someone less fortunate. Have some groups present to the class and discuss. (F)

Ask the class questions after each performance such as: ‘Who need help in that play’

‘How did the people in the show help that needy person?’

‘How else could we help that person?’

Begin the lesson by discussing what they have learnt so far about Advent. Get Ss to recall the announcement of the birth of Jesus, Advent as a time of waiting and helping other.

Get the Ss to write an Advent Prayer in their workbooks. Have Ss use the ‘G-R-E-A-T’ formula (Greeting, Reason, Emotion, Action, Thanks). Do an example as a class before getting Ss to write one individually. (F)

Assessment: Read Ss prayers and make sure it is appropriately linked to Advent.

WEEK 3

Have a brief class discussion about what they have learnt about the lead up to the birth of Jesus. Luke 2: 1-20 – ‘The Birth of Jesus’. Discuss the story as a class what happened, characters, setting etc. (CSV/R)

Re-tell the story of the birth of Jesus in Bethlehem and the visit of the shepherds, from KWL ch 20, pp147-151 using 3D materials (see appendix 8). (CSV)

After discussing and pondering ‘I wonder’

Brainstorm as a class different symbols and signs that are important and seen during Advent. (N) Ss then select a symbol/sign and paint/draw it on an A4 piece of paper. Ss will write what their symbol/sign is and why it is significant. All the

Get Ss out of the classroom and visit a parish Church and view the symbols and liturgical objects associatedwith Advent. Walk around the parish grounds and observe different features of the church. Make sure Ss notice the colours that the church

Read the Ss ‘The Nativity’ By Julie Vivas, which revisits the angels visit to Mary and the birth of Jesus.

To end the unit have Ss write a letter to God, thanking him for the gift of Jesus. (F)

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Assessment: Have Ss complete a storyboard, showing the story of the Birth of Jesus. Ss will need to write and illustrate the story board (see appendix 7).(F)

statements, allow Ss to further engage with the story through different self-selected activities. (CSV/RF/I)

Assessment: Observe Ss actively participating in activities and have an understanding of the scripture.

images get stapled together to make a booklet ‘Symbols and Signs of Advent’. (F)

Take photos of each Ss work and project them onto board so the whole class can view each other’s work and discuss the different images.

has in relation to the liturgical season.

With permission from the parish priest, get Ss to take photos of the different symbols and signs they find in the church so Ss are able to make a presentation/booklet or use for class discussion.

After Ss complete their letter and seal it in an envelope, the class can get together to learn the Christmas Carol ‘Away in a Manager’ (see appendix 9).

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Annotated Bibliography

Clarke G, (1994), How Many Days To My Birthday ? Mammoth Books, USA

This book is appropriate for the unit of work as it helps give students a sense of ‘waiting’ in their own lives. Making ‘real life connections’ is very important for students so they are able to put themselves into different situations and engage with similar emotions. Incorporating story telling into religious education is important as students enjoy storytelling and relating religion to their lives. Making sure that there are a variety of lessons and activities allows students to be engage with the lesson.

Lyrics Mania (2010). Away in a Manger .

This Christmas carol, is a very appropriate song to teach kindergartens students who are learning about the birth of Jesus. ‘The stars in the bright sky, Looked down where He lay, The little Lord Jesus, Asleep on the hay’. It has a simply melody and teachers can easily incorporate simple actions into the song for students to learn. Some of the lyrics however, may need to be explained to students. It is a classic song and a very useful resource that helps support student learning. ‘Lyrics Mania’ is a website that provides access to thousands of songs, which is a resource that teachers can use again for future reference.

Vivas, J (2006) The Nativity. Sandpiper Publishing.

This is a beautiful book that illustrates the angels visit to Mary and the birth of Jesus, it is described as ‘The biblical story of the Nativity is one about faith, love and a miracle’. It is a valuable resource as it helps build and visual image of the story for students. Kindergarten students cannot simply just hear and story, they need to see what is happening to help them comprehend and remember the text. Children love story books so it is a perfect resource to engage student learning.

Archdiocese of Sydney, Unit K.8 Advent and Christmas. Religious Education Curriculum.

Sydney Archdiocese provides ‘Godly Play’ scripts which are an excellent tool to tell the story of Jesus’ birth as it uses visual aid to show the story being told. It gives students the opportunity to reflect on what they are seen/heard by the use of ‘I Wonder’ statements. When students see a story they are more likely to remember what it was about, key characters and location. It is written for the appropriate age group so students can understand and comprehend the text.

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Reference List

Archdiocese of Sydney, Unit K.8 Advent and Christmas. Religious Education Curriculum.

Clarke G, (1994), How Many Days To My Birthday? Mammoth Books, USA

Diocese of Parramatta. 1KC6- Advent a Time of Waiting. Religious Education Curriculum.

Saint Charles Borromeo Parish. (n.d.). Retrieved March 13, 2011, from Catechism of The Catholic Church:

http://www.vatican.va/archive/ccc-css/archive/catechism/ccc_toc.htm

Vivas, J (2006) The Nativity. Sandpiper Publishing.

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http://www.vatican.va/archive/ccc-css/archive/catechism/ccc_toc.htm


Appendix

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Appendix 1: Scripture Passages

Luke 1:26-38 - The Birth of Jesus Foretold 26 In the sixth month of Elizabeth’s pregnancy, God sent the angel Gabriel to Nazareth, a town in Galilee, 27 to a virgin pledged to be married to a man named Joseph, a descendant of David. The virgin’s name was Mary. 28 The angel went to her and said, “Greetings, you who are highly favoured! The Lord is with you.”

29 Mary was greatly troubled at his words and wondered what kind of greeting this might be. 30 But the angel said to her, “Do not be afraid, Mary; you have found favour with God. 31 You will conceive and give birth to a son, and you are to call him Jesus. 32 He will be great and will be called the Son of the Most High. The Lord God will give him the throne of his father David, 33 and he will reign over Jacob’s descendants forever; his kingdom will never end.”

34 “How will this be,” Mary asked the angel, “since I am a virgin?”

35 The angel answered, “The Holy Spirit will come on you, and the power of the Most High will overshadow you. So the holy one to be born will be called[a] the Son of God. 36 Even Elizabeth your relative is going to have a child in her old age, and she who was said to be unable to conceive is in her sixth month. 37 For no word from God will ever fail.”

38 “I am the Lord’s servant,” Mary answered. “May your word to me be fulfilled.” Then the angel left her.

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Luke 2: 1-20 - The Birth of Jesus

1 In those days Caesar Augustus issued a decree that a census should be taken of the entire Roman world. 2 (This was the first census that took place while[a] Quirinius was governor of Syria.) 3 And everyone went to their own town to register.

4 So Joseph also went up from the town of Nazareth in Galilee to Judea, to Bethlehem the town of David, because he belonged to the house and line of David. 5 He went there to register with Mary, who was pledged to be married to him and was expecting a child. 6 While they were there, the time came for the baby to be born, 7 and she gave birth to her firstborn, a son. She wrapped him in cloths and placed him in a manger, because there was no guest room available for them.

8 And there were shepherds living out in the fields nearby, keeping watch over their flocks at night. 9 An angel of the Lord appeared to them, and the glory of the Lord shone around them, and they were terrified. 10 But the angel said to them, “Do not be afraid. I bring you good news that will cause great joy for all the people. 11 Today in the town of David a Savior has been born to you; he is the Messiah, the Lord. 12 This will be a sign to you: You will find a baby wrapped in cloths and lying in a manger.”

13 Suddenly a great company of the heavenly host appeared with the angel, praising God and saying,

14 “Glory to God in the highest heaven, and on earth peace to those on whom his favour rests.”

15 When the angels had left them and gone into heaven, the shepherds said to one another, “Let’s go to Bethlehem and see this thing that has happened, which the Lord has told us about.”

16 So they hurried off and found Mary and Joseph, and the baby, who was lying in the manger. 17 When they had seen him, they spread the word concerning what had been told them about this child, 18 and all who heard it were amazed at what the shepherds said to them. 19 But Mary treasured up all these things and pondered them in her heart. 20 The shepherds returned, glorifying and praising God for all the things they had heard and seen, which were just as they had been told.

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Appendix 2: Catechism of the Catholic Church

CCC524 When the Church celebrates the liturgy of Advent each year, she makes present this ancient expectancy of the Messiah, for by sharing in the long preparation for the Saviour’s first coming, the faithful renew their ardent desire for his second coming…

CCC724 In Mary, the Holy Spirit manifests the Son of the Father, now become the Son of the Virgin. She is the burning bush of the definitive theophany. Filled with the Holy Spirit she makes the Word visible in the humility of his flesh. It is to the poor and the first representatives of the gentiles that she makes him known.106

CCC1163 "Holy Mother Church believes that she should celebrate the saving work of her divine Spouse in a sacred commemoration on certain days throughout the course of the year. Once each week, on the day which she has called the Lord's Day, she keeps the memory of the Lord's resurrection. She also celebrates it once every year, together with his blessed Passion, at Easter, that most solemn of all feasts. In the course of the year, moreover, she unfolds the whole mystery of Christ. . . . Thus recalling the mysteries of the redemption, she opens up to the faithful the riches of her Lord's powers and merits, so that these are in some way made present in every age; the faithful lay hold of them and are filled with saving grace."33

CCC1164 From the time of the Mosaic law, the People of God have observed fixed feasts, beginning with Passover, to commemorate the astonishing actions of the Savior God, to give him thanks for them, to perpetuate their remembrance, and to teach new generations to conform their conduct to them. In the age of the Church, between the Passover of Christ already accomplished once for all, and its consummation in the kingdom of God, the liturgy celebrated on fixed days bears the imprint of the newness of the mystery of Christ.

CCC1165 When the Church celebrates the mystery of Christ, there is a word that marks her prayer: "Today!" - a word echoing the prayer her Lord taught her and the call of the Holy Spirit.34 This "today" of the living God which man is called to enter is "the hour" of Jesus' Passover, which reaches across and underlies all history:

Life extends over all beings and fills them with unlimited light; the Orient of orients pervades the universe, and he who was "before the daystar" and before the heavenly bodies, immortal and vast, the great Christ, shines over all beings more brightly than the sun. Therefore a day of long, eternal light is ushered in for us who believe in him, a day which is never blotted out: the mystical Passover.35

The Lord's day

CCC1166 "By a tradition handed down from the apostles which took its origin from the very day of Christ's Resurrection, the Church celebrates the Paschal mystery every seventh day, which day is appropriately called the Lord's Day or Sunday."36 The day of Christ's Resurrection is both the first day of the week, the memorial of the first day of creation, and the "eighth day," on which Christ after his "rest" on the great sabbath inaugurates the "day that the Lord has made," the "day that knows no evening."37 The Lord's Supper is its center, for there the whole community of the faithful encounters the risen Lord who invites them to his banquet:38

The Lord's day, the day of Resurrection, the day of Christians, is our day. It is called the Lord's day because on it the Lord rose victorious to the Father. If pagans call it the "day of the sun," we willingly agree, for today the light of the world is raised, today is revealed the sun of justice with healing in his rays.39

CCC1167 Sunday is the pre-eminent day for the liturgical assembly, when the faithful gather "to listen to the word of God and take part in the Eucharist, thus calling to mind the Passion, Resurrection, and glory of the Lord Jesus, and giving thanks to God who 'has begotten them again, by the resurrection of Jesus Christ from the dead' unto a living hope":40

When we ponder, O Christ, the marvels accomplished on this day, the Sunday of your holy resurrection, we say: "Blessed is Sunday, for on it began creation . . . the world's salvation . . . the renewal of the human race. . . . On Sunday heaven and earth rejoiced and the whole universe was filled with light. Blessed is Sunday, for on it were opened the gates of paradise so that Adam and all the exiles might enter it without fear.41

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The liturgical year

CCC1168 Beginning with the Easter Triduum as its source of light, the new age of the Resurrection fills the whole liturgical year with its brilliance. Gradually, on either side of this source, the year is transfigured by the liturgy. It really is a "year of the Lord's favor."42 The economy of salvation is at work within the framework of time, but since its fulfillment in the Passover of Jesus and the outpouring of the Holy Spirit, the culmination of history is anticipated "as a foretaste," and the kingdom of God enters into our time.

CCC1169 Therefore Easter is not simply one feast among others, but the "Feast of feasts," the "Solemnity of solemnities," just as the Eucharist is the "Sacrament of sacraments" (the Great Sacrament). St. Athanasius calls Easter "the Great Sunday"43 and the Eastern Churches call Holy Week "the Great Week." The mystery of the Resurrection, in which Christ crushed death, permeates with its powerful energy our old time, until all is subjected to him.

CCC1170 At the Council of Nicaea in 325, all the Churches agreed that Easter, the Christian Passover, should be celebrated on the Sunday following the first full moon (14 Nisan) after the vernal equinox. Because of the different methods of calculating the 14th day of the month of Nisan, the date of Easter in the Western and Eastern Churches is not always the same. For this reason, the Churches are currently seeking an agreement in order once again to celebrate the day of the Lord's Resurrection on a common date.

CCC1171 In the liturgical year the various aspects of the one Paschal mystery unfold. This is also the case with the cycle of feasts surrounding the mystery of the incarnation (Annunciation, Christmas, Epiphany). They commemorate the beginning of our salvation and communicate to us the first fruits of the Paschal mystery.

The sanctoral in the liturgical year

CCC1172 "In celebrating this annual cycle of the mysteries of Christ, Holy Church honors the Blessed Mary, Mother of God, with a special love. She is inseparably linked with the saving work of her Son. In her the Church admires and exalts the most excellent fruit of redemption and joyfully contemplates, as in a faultless image, that which she herself desires and hopes wholly to be."44

CCC1173 When the Church keeps the memorials of martyrs and other saints during the annual cycle, she proclaims the Paschal mystery in those "who have suffered and have been glorified with Christ. She proposes them to the faithful as examples who draw all men to the Father through Christ, and through their merits she begs for God's favors."45

The Liturgy of the Hours

CCC1174 The mystery of Christ, his Incarnation and Passover, which we celebrate in the Eucharist especially at the Sunday assembly, permeates and transfigures the time of each day, through the celebration of the Liturgy of the Hours, "the divine office."46 This celebration, faithful to the apostolic exhortations to "pray constantly," is "so devised that the whole course of the day and night is made holy by the praise of God."47 In this "public prayer of the Church,"48 the faithful (clergy, religious, and lay people) exercise the royal priesthood of the baptized. Celebrated in "the form approved" by the Church, the Liturgy of the Hours "is truly the voice of the Bride herself addressed to her Bridegroom. It is the very prayer which Christ himself together with his Body addresses to the Father.49

CCC1175 The Liturgy of the Hours is intended to become the prayer of the whole People of God. In it Christ himself "continues his priestly work through his Church."50 His members participate according to their own place in the Church and the circumstances of their lives: priests devoted to the pastoral ministry, because they are called to remain diligent in prayer and the service of the word; religious, by the charism of their consecrated lives; all the faithful as much as possible: "Pastors of souls should see to it that the principal hours, especially Vespers, are celebrated in common in church on Sundays and on the more solemn feasts. The laity, too, are encouraged to recite the divine office, either with the priests, or among themselves, or even individually."51

CCC1176 The celebration of the Liturgy of the Hours demands not only harmonizing the voice with the praying heart, but also a deeper "understanding of the liturgy and of the Bible, especially of the Psalms."52

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CCC1177 The hymns and litanies of the Liturgy of the Hours integrate the prayer of the psalms into the age of the Church, expressing the symbolism of the time of day, the liturgical season, or the feast being celebrated. Moreover, the reading from the Word of God at each Hour (with the subsequent responses or troparia) and readings from the Fathers and spiritual masters at certain Hours, reveal more deeply the meaning of the mystery being celebrated, assist in understanding the psalms, and prepare for silent prayer. The lectio divina, where the Word of God is so read and meditated that it becomes prayer, is thus rooted in the liturgical celebration.

CCC1178 The Liturgy of the Hours, which is like an extension of the Eucharistic celebration, does not exclude but rather in a complementary way calls forth the various devotions of the People of God, especially adoration and worship of the Blessed Sacrament.

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Appendix 3:

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Appendix 4:

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The angel said to Mary......

CribSand Box

Blue strip – river Jordan

Purple underlay

Mary & Elizabeth

Prophets


Appendix 5:

GETTING READY FOR JESUSKWL Chapter 19

(based on Luke 1:39-40, 56-60, 80; Luke 3:2-3, 15-18)YOU WILL NEED: a purple cloth a length of blue cloth for a river sand box (sand in small tray or bowl) 8 peg figures, and one peg figure undressed small piece of Hessian or fur and a short length of leather for a belt a crèche without the baby Jesus in it or an empty crib

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.

Begin by rolling the purple cloth in front of you and saying:Purple is the colour for getting ready. Advent is a time for getting ready.

Place the empty crèche or crib on the left hand side of the cloth.The season of Advent is the time the Church gets ready to celebrate the mystery of Christmas.

Put one or two of the peg figures on the cloth.During Advent we remember the prophets. Prophets are special people who listen to God. They help us get ready for Christmas.

Move the figures across the purple cloth towards the empty crib. Place them on the side looking at the crib from a distance.Prophets point the way towards Jesus. They are like lights showing the way.Let’s listen to a story about one of the most important prophets. We will need some other things to help us tell the story.

Place the sand box on the cloth on the opposite side to the crib.This is the desert.

Slowly run your fingers through the sand as you say:Deserts can be very hot in the daytime and very cold at night. They can be lonely places and places of danger. There is not much water in the desert and sometimes the wind blows the sand around.

Place the strip of blue cloth between the sand box and the crib.

We also need a river. This is the river Jordan.I think we are ready now.Let’s begin.

Take Mary and Elizabeth and place to the side of the sand box also looking in the direction of the crib.Just before Jesus was born, his mother Mary visited her cousin Elizabeth.Elizabeth was going to have a baby too.

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Take plain peg figure and place beside Elizabeth.Elizabeth called her baby ‘John’.

Dress figure with Hessian cloth and belt and place in the sand box.When John grew up he lived in the desert. He wore clothes made of camel’s hair, tied with a leather belt.

Move John to different parts of the desert as you say:He ate insects and wild honey. He spent most of the time talking to God.

Move John to alongside the river.When John came out of the desert he went to the river Jordan.

Place two figures next to John.He told people to live good lives and to get ready for Jesus, the Messiah, who was coming soon.

Place two more figures near to John. Lots of people came to the river.

Move John into the river with one of the figures.John baptised them with water.

Move John to the other side of the river facing the direction of the crib.We call him John the Baptist. He told people to listen to Jesus.He told people to get ready for Jesus by changing their lives.

Sit quietly for a moment and then begin to wonder together.Use ‘I wonder’ from KWL p144.

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.

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Appendix 6:

Advent PrayerLord Jesus, in this Advent season we wait

eagerly for your arrival.Come fill us with your hope, your peace, your

love, and your joy.Come, Lord Jesus, come!

Come, Lord Jesus, Come!

The world isn’t like you wanted it to be. We don’t love each other as you loveus. So come and help us change.

Come, Lord Jesus, come!Come, Lord Jesus, Come!

The world is full of fighting and wars. We even find it difficult to get on with

our friends and family sometimes. We need you, Jesus. Come show us how

to live in peace. Come, Lord Jesus, come!

Come, Lord Jesus, Come!

http://www.deverell.net/advent_prayers_children.pdf

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http://www.deverell.net/advent_prayers_children.pdf


Appendix 7: Story Board

Birth of Jesus Name:..............

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Appendix 8:

Resource Sheet 3

THE CHRISTMAS STORYPart 2

KWL Chapter 20

(based on Luke 2:7-20)

YOU WILL NEED

Bible beige or pale yellow underlay road the same length as the underlay Nativity set

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 the Bible in front of you with your hand on it.This story comes from our special book which we call the Bible.

Place the underlay in the middle of the space. Place the road on top of the underlay.Place Mary, Joseph and donkey on the road at the far end away from you.When the time came for Jesus to be born, Mary and Joseph had to go to Bethlehem.

Slowly move Mary, Joseph and donkey halfway down the road.Place your hand at the opposite end of the road to Mary and Joseph.Bethlehem was a long way from their home.

Continue to slowly move Mary, Joseph and donkey down the road to Bethlehem.When they arrived the town was very crowded.

Place stable to the side of the road. Move Mary, Joseph and donkey from the road to the stable.The only place Mary and Joseph could find to stay was a stable.

Place Jesus in the manger between Mary and Joseph.In this cold and lonely place Jesus was born.

Place shepherds and sheep on the underlay away from the road and the stable. Nearby some very poor shepherds were looking after their sheep.

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Place an angel near shepherds.An angel of the Lord appeared to them and told them that Jesus had been born in a stable in Bethlehem.

Place more angels facing shepherds.That night God’s angels sang, “Glory to God in the highest and peace on earth.”

Move angels to your side. Move shepherds to the stable.The shepherds went to the stable to see Jesus. They saw Mary and Joseph and the baby Jesus lying in the manger. The shepherds were the only other people who came to see Jesus, the Son of God, on the night he was born.

Engage with ‘I wonder’, KWL p152.

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.

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Appendix 9:

Away in a MangerAway in a manger,No crib for His bedThe little Lord Jesus

Laid down His sweet head

The stars in the bright skyLooked down where He lay

The little Lord JesusAsleep on the hay

The cattle are lowingThe poor Baby wakesBut little Lord JesusNo crying He makes

I love Thee, Lord JesusLook down from the sky

And stay by my side,'Til morning is nigh.

Be near me, Lord Jesus,I ask Thee to stay

Close by me foreverAnd love me I pray

Bless all the dear childrenIn Thy tender care

And take us to heavenTo live with Thee there.

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Resource List

Digital Camera

Incorporating technology into religious education is very beneficial to students as students are constantly using technology in other subject areas and religion should be no exception. With a digital camera students are able to view their own work and work of other students and/or recall different events such as symbols and signs in the church. Having a visual, digital copy of what they are learning about allows them to reflect on what they have been learning about easily. Technology excites students and should therefore be implemented when possible.

‘Getting Ready for Jesus’ Script

This script from Sydney Archdiocese, is an excellent tool to tell the story of Jesus’ birth as it uses visual aid to show the story being told. It gives students the opportunity to reflect on what they are seen/heard by the use of ‘I Wonder’ statements. When students see a story they are more likely to remember what it was about, key characters and location. It is written for the appropriate age group so students can understand and comprehend the text.

‘How Many Days To My Birthday?’ G.ClarkeClarke G, (1994), How Many Days To My Birthday? Mammoth Books, USA

This book is appropriate for the unit of work as it helps give students a sense of ‘waiting’ in their own lives. Making ‘real life connections’ is very important for students so they are able to put themselves into different situations and engage with similar emotions. Incorporating story telling into religious education is important as students enjoy storytelling and relating religion to their lives. Making sure that there are a variety of lessons and activities allows students to be engage with the lesson.

Advent Wreath

Having an Advent wreath in the classroom is very important in the Advent season, as it is a physical reminder to students that they are in a time of waiting. Visual aid in the classroom helps students remember what it is they are learning and helps then become active participants and learners. It is a visual symbol in the classroom which is located on the sacred space as a reminder that it is an important sign of Jesus.

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