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Religion Unit: Forgiving and Caring like Jesus

School:

YEAR LEVEL: One Term: Year: 2019

Notes for this ResourceThis resource is intended as a unit of work. As always, you are expected to engage with the suggestions this resource contains, make choices and adapt and apply the activities to suit your own school situation.

There are a number of activities listed in this unit for students in year 1. Teachers are invited to talk with their colleagues to choose which activities are most appropriate for your particular students.

In determining the content to teach you must first decide on the Achievement Standard you wish to demonstrate and choose teaching and learning activities that will teach the content required for achievement of the Standard.

When time is limited, your guiding principle is, as it is with all good education, less content, taught more richly and deeply.

Quantity should never supersede quality1.

1 Dr Margaret Carswell

CEO – Rockhampton

YEAR LEVEL: One Term: Year: 2019

Inquiry / Wondering Questions:

What makes a good friend? How did Jesus treat his friends? Can I be forgiving and caring like Jesus?

Strands: Beliefs Sacraments Morality Prayer

Key Inquiry Questions:What makes a good friend?How did Jesus treat his friends?How did Jesus treat those in need?How do I care for others?

I Wonder:I wonder if I can be like Jesus? I wonder if I am caring towards others?I wonder if I can be forgiving to others?

Knowledge & Understanding…

I can make choices God gives us freedom to choose

I know that there are good and bad choices caring and careless choices;respectful and disrespectful choices Jesus is the model for right behaviour.

Skills…

express feelings that show forgiveness identify actions that show forgiveness

recall biblical information about Jesus and how he cared for people.

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Scripture that will be a focus: Jesus calls the first disciples Luke 5:1-11

One day Jesus was standing on the shore of Lake Gennesaret while the people pushed their way up to him to listen to the word of God. 2 He saw two boats pulled up on the beach; the fishermen had left them and were washing the nets. 3 Jesus got into one of the boats—it belonged to Simon—and asked him to push off a little from the shore. Jesus sat in the boat and taught the crowd.

4 When he finished speaking, he said to Simon, “Push the boat out further to the deep water, and you and your partners let down your nets for a catch.”

5 “Master,” Simon answered, “we worked hard all night long and caught nothing. But if you say so, I will let down the nets.” 6 They let them down and caught such a large number of fish that the nets were about to break. 7 So they motioned to their partners in the other boat to come and help them. They came and filled both boats so full of fish that the boats were about to sink. 8 When Simon Peter saw what had happened, he fell on his knees before Jesus and said, “Go away from me, Lord! I am a sinful man!”

9 He and the others with him were all amazed at the large number of fish they had caught. 10 The same was true of Simon's partners, James and John, the sons of Zebedee. Jesus said to Simon, “Don't be afraid; from now on you will be catching people.”

11 They pulled the boats up on the beach, left everything, and followed Jesus.

+ + + + +

Scripture that will be a focus: Jesus calls Levi Luke 5:27-3127 After this, Jesus went out and saw a tax collector named Levi, sitting in his office. Jesus said to him, “Follow me.” 28 Levi got up, left everything, and followed him.

29 Then Levi had a big feast in his house for Jesus, and among the guests was a large number of tax collectors and other people. 30 Some Pharisees and some teachers of the Law who belonged to their group complained to Jesus' disciples. “Why do you eat and drink with tax collectors and other outcasts?” they asked.

31 Jesus answered them, “People who are well do not need a doctor, but only those who are sick. 32 I have not come to call respectable people to repent, but outcasts.”

+ + + + +

Scripture that will be a focus: Jesus chooses Twelve Apostles Luke 6:12-16CEO – Rockhampton

Scripture that could be a focus: Jesus and Zacchaeus2 Luke 19:1-10

Jesus went on into Jericho and was passing through. 2 There was a chief tax collector there named Zacchaeus, who was rich. 3 He was trying to see who Jesus was, but he was a little man and could not see Jesus because of the crowd. 4 So he ran ahead of the crowd and climbed a sycamore tree to see Jesus, who was going to pass that way. 5 When Jesus came to that place, he looked up and said to Zacchaeus, “Hurry down, Zacchaeus, because I must stay in your house today.”

6 Zacchaeus hurried down and welcomed him with great joy. 7 All the people who saw it started grumbling, “This man has gone as a guest to the home of a sinner!”

8 Zacchaeus stood up and said to the Lord, “Listen, sir! I will give half my belongings to the poor, and if I have cheated anyone, I will pay back four times as much.”

9 Jesus said to him, “Salvation has come to this house today, for this man, also, is a descendant of Abraham. 10 The Son of Man came to seek and to save the lost.”

Good News Translation (GNT) Copyright © 1992 by American Bible Society

World behind the Text

Who wrote the text? When was it written? Who was the audience of the text? What do you know of the cultural, historical and

political context of the author? What do you know of the cultural, historical and

political context of the time? Where did this take place?

World of the text

What type of writing is this? What comes before and after this text? Who are the characters in the text? Who speaks and who is silenced? What happens in the text? What words are interesting, new or difficult and

need explaining?

World in Front of the Text

What meaning does this text have for my life today? How might people of different genders and cultures

interpret this text today? How could this text be used in prayer? What life experiences help me to better understand

this text? What aspects of this text might not be relevant to

our lives and time?

2 As the story of Zacchaeus is also used in several other year levels, it could help the students if teachers chose to use the story of “Levi” who was also a tax collector.

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http://www.americanbible.org/

https://www.biblegateway.com/versions/Good-News-Translation-GNT-Bible/

http://www.americanbible.org/

https://www.biblegateway.com/versions/Good-News-Translation-GNT-Bible/

Assessment PlanYear Level Achievement Standards:By the end of year one, students can illustrate their images of God and God’s loving presence in creation. Students identify that they belong to various communities. Students demonstrate their knowledge of Mary as mother of Jesus.By the end of year one, students identify common elements of the sacrament of Baptism. Students recall scripture stories of Jesus' birth, death and resurrection.By the end of year one, students express feelings and identify actions that show forgiveness. They recall biblical information about Jesus and how he cared for people. By the end of year one, students name Father, Son and Holy Spirit when they pray and demonstrate an understanding of the Hail Mary. Students recite the Hail Mary and Our Father in unison. Students contribute creatively to prayers and identify reasons to pray.Type of Assessment

Description Possible Sources of Evidence When assessment takes place

Formative

Assessment forLearning

Observe and make anecdotal records of children’s responses to the wondering questions about relationships and forgiveness

What does being a friend look like sound like feel like?

Responses to “what if” scenarios

Observations, checklists, anecdotal notes. Wondering questions

Looks like, sounds like, feels like strategy

What if …strategy

At beginning of learning

At beginning of unit

During the unit

Summative

AssessmentofLearning

Recall how Jesus forgives in the scripture stories. Identify who he forgave, what he said, what actions he used.

Identify words, actions and feelings of being loved

Have children express their feelings about forgiving others and being forgiven themselves.

Retrieval chart

Character Map

Take photos of situations where forgiveness is shown to each other and make it into a Class Big Book.

During the unit

During the unit

At the end of the unit

Affective

AssessmentasLearning

Using the Looks like sounds like and feels like strategy from the beginning of the Unit – revisit it and see if their responses have changed.

Journal writing

Looks like, sounds like, feels like strategy

At the end of the unit

During and at the end of the Unit.

Learning and Teaching Sequence

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No Inquiry PhaseActivity/Experience/Differentiation

Resources/ICLTs Assessment

1 Tuning In

Using children’s literature, read stories to the children with the theme of relationship and/or friendship.

In selecting literature make sure you cover various types of relationships: peer friends, adult-child friendship, friendships with a challenge.

Wonder about the story and adapt these generic questions when appropriate:

I wonder…

what is your favourite part of the story… if you have experienced…. what the story tells us about friendship…

Andrew Daddo and Jonathan Bentley (2018) Old Friends New Friends

Libby Gleeson (2011) Amy & Louis

Trace Moroney (2010)The Things I Love about Friends

Maria Ewers Brice (2007) My Friends: A Little Flower Book

Virginia Kroll (1994) New Friends, True Friends, Stuck-Like-Glue Friends

Please add other suggestions from your library.

Observe and make anecdotal records of children’s responses to the wondering questions about relationships and forgiveness

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2 Using the stories, begin to build up a list of qualities of good friends.

Using the Character Map strategy select a character from on the children’s literature books and identify friendship qualities of that character.

Using concepts of friendship from the literature and the character mapcreate a wall of words and images to describe the qualities of friends.

A-Z Teaching Strategies

p12.

Assessment for learning

Observe and make anecdotal records of children’s responses to the wondering questions about relationships and forgiveness.

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Character MapThis strategy helps students select and describe a character from a story and then present evidence to justify the character’s description. The students can also use this strategy as a way of comparing/contrasting between two different characters from either the same story or from another.

With the students choose a character that they wish to describe in detail.

1. Fill information about the character under three headings: feelings, actions, and thoughts. The evidence comes from the story and supports the personality characteristics. Other categories can be added according to the activity.




3 Children finish the following sentence: “Friendship is like…”

In groups children brainstorm possible endings to the following stems:

Being friends feels like…Being friends sounds like…Being friends looks like…

You can record them on a Y Chart:

Y Chart Strategy from A-Z Teaching Strategies p 150

Keep these to refer to at the end of the unit and have children brainstorm endings again and notice if their responses have changed or have been elaborated upon.

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Process for Y chart: Decide on the topic to be analysed. Draw up a simple Y Chart (see below) and write the topic at the top of the chart. In the “Looks Like” segment, students brainstorm all they might see happening around

the topic. In the “Sounds like” segment, students record things they might hear such as words,

sounds and sound effects. In the “Feels Like” segment, students brainstorm all the things they might feel in a

tactile kinesthetic sense as well as in an emotional response. This information can then be applied in other learning contexts.




4 Finding OutRole play themselves doing something they do well; then extend this by role playing a class member doing something they do well.

Read Pearl Barley and Charlie Parsley or Henry and Amy and explore the ways we can use our unique gifts to complement each other.

Children trace two hands, in one they write/draw how others help them, in the other how they help others.

Continue using stories to illustrate characters and how they share their special gifts.

Aaron Blabey (2007) Pearl Barley and Charlie Parsley

Stephen Michael King (1998) Henry and Amy (right-way-round and Upside down)

5 Welcoming faces

Ask the children to close their eyes and imagine the friendliest person in the world is standing in front of them. What does their face look like? Have them share this by trying to make that same face to another person.

6 Scripture: Luke 5:1-11, 27-31, 6:12-16, 10:38-42

Prepare to read/listen to the accounts about Jesus and his friends.

There are some questions that might help you and your students as you focus on the text. There are many responses that could be added. See teacher background information for responses Who wrote the text? Who is the author? When was the text written?

Teacher Background - The Gospel according to Luke The author is a certain Luke, whom patristic writers identify as a companion of Paul. The texts that Luke wrote indicate that he was a highly educated person, influential in the early church and aware of geography and history.

The date widely favoured at which Luke’s Gospel was written is around A.D. 80.

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He is writing a narrative with features like characters, setting and plot, so that it is important to read and follow the story through introduction, conflict, climax and resolution.3 He is a gifted storyteller and relates events in sequence. The development of the plot itself has a persuasive force. We must seek Luke’s meaning through the movement of the story. It is of primary importance to locate where something occurs in Luke’s narrative.4

Luke’s readers were Greek-speaking and sufficiently acquainted with scriptural traditions to grasp many of his allusions. They were also Christian and Gentiles. His use of Greek is among the finest in the New Testament and he is well versed in Greco-Roman literary style.

3 R.T France Teach the Text commentary Series Luke. Baker Books, Grand Rapids Michigan, 2013. p. 7 4 L.T. Johnson. Sacra Pagina The Gospel of Luke. The Liturgical Press, Collegeville, Minnesota, 1991, p4

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7 Where do the texts take place?

8 Maps of the land where Jesus lived

You can find simple maps on this website that you could share on an interactive whiteboard

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Galilee is a small region in the north of modern-day Israel. In the time of Jesus, as today, it was a very fertile area, the fresh water of Lake Galilee being used to irrigate the rich red soil. In the adult life of Jesus, the region was governed by Herod Antipas (son of Herod the Great). According to Matthew, Mark and Luke, Jesus lived in Galilee and most of his ministry was in Galilee. The region is thought to have been well populated with up to 200 villages. Some of the best known are Nain, Nazareth, Cana and Capernaum.

http://www.thebibledoctor.com/g.html

Bethany was a village about three kilimetres east of Jerusalem, a distance considered a “Sabbath day’s journey”. Bethany was situated on the well-traveled road to Jericho.

Bethany is probably best known for being the hometown of Jesus’ good friends, Mary, Martha, and Lazarus. Another reference to Bethany is in Luke 19:29, which describes the preparations for Jesus’ triumphal entry into Jerusalem. It is also the place where Jesus stayed overnight during His final week of earthly ministry.

The name Bethany is translated by some to mean “house of figs,” as there are many fig trees and palms in the area.

Bethany is also significant as the place near which Christ ascended back into heaven (Luke 24:50). Forty days after His resurrection, Jesus gathered His eleven disciples to give them final instructions before He left the earth (Luke 24:50–51). He took them to the Mount of Olives, in “the vicinity of Bethany” (verse 50), where He blessed them and commissioned them.

https://www.gotquestions.org/Bethany-in-the-Bible.html

http://www.thebibledoctor.com/g.html

https://www.gotquestions.org/Bethany-in-the-Bible.html




http://www.kidsbiblemaps.com/jesus-ministry.html

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http://www.kidsbiblemaps.com/jesus-ministry.html




9 Who are the characters in the text?

Simon Peter, his brother Andrew, James and his brother John, who were sons of Zebedee, Levi a tax collector, Philip and Bartholomew, Matthew and Thomas, James son of Alphaeus, and Simon (who was called the Patriot), Judas son of James, and Judas Iscariot, who became the traitor.

Mary and her sister Martha. (Their brother Lazarus is not mentioned in this extract.)

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Tax collectors (see above) or agents collected ‘tolls’ or ‘taxes’ on behalf of the Romans. Taxes were used to fund the facilities provided to and for the people – much as our own tax system does now. However, while people often don’t like paying tax, there were three reasons it was particularly disliked in the time of Jesus.

Tax Collectors collected tax for the Romans, a people who had invaded and occupied the land. To the Israelites, paying tax to the people who had taken their land was particularly insulting. This was especially so as some of the tax the Israelites paid was used to pay the Roman army to keep the people under control! It was like paying the prison guard to keep you in prison! Some people thought that not paying taxes to the Romans was a good way of showing that they were not welcome in Palestine and should leave!

Also, the job of a Tax Collector was one that you bought. The Romans sold the licence to be a tax collector. When a Jewish person, such as Zacchaeus, bought the licence he effectively asked to be able to take money from his own people. That was very offensive to other members of Jewish society.

Finally, because they dealt with money, Tax Collectors were in a perfect position to steal from the people. Some charged more than they were entitled to and then kept a little for themselves. As a result Tax Collectors had a bad reputation: they were considered dishonest and untrustworthy.

For Jesus to attend the house of a tax collector was for him to associate with someone who was thought to be, by their own actions, working against the community in ways which were despised.http://www.thebibledoctor.com/t.html

http://www.thebibledoctor.com/t.html







10 There is a chorus version of Luke 5:1-11 that could be used to retell the story.

The teacher could read the text and the students simply repeat the last few words. The teacher might have to cue where to start eg

Teacher: Jesus was standing on the shore of the Sea of Galilee Chorus: Sea of Galilee.

Teacher: The people had gathered around him.Chorus: Gathered around him.

Teacher: To hear God’s messageChorus: To hear God’s message.

Rina Wintour (2006) Sacred Celebrations for Ordinary Time Year Cpp 23-24.

11 There is are some video versions that retell these stories:

This is a simple video of Jesus and Peter from the Crossroads Kids’ Club https://www.youtube.com/watch?v=UoWVrjbQWp0

There is an excerpt from the Jesus movie here https://www.youtube.com/watch?v=yt3z90U-x1w which highlights the miraculous catch of fish.

The Lumo Gospel of Luke provides very authentic images and an Aremenian “Jesus” who does not speak in English, instead a narrator provides the text. This excerpt begins at chapter 4:31 so you will need to go the 3:00 minute mark. https://www.youtube.com/watch?v=WlF3D-8Wz0g&list=PLcJVIuhI8isJOKcvkIMhwj7Gv5769FqEJ&index=13

The story of Levi is very well-depicted in this short extract https://www.youtube.com/watch?v=xygTXGitMZM&list=PLcJVIuhI8isJOKcvkIMhwj7Gv5769FqEJ&index=15

The story of Mary and Martha is told simply in this animated video https://www.youtube.com/watch?v=C91ygWW2u0U It highlights the differences in the character

Using the Character Map strategy to describe characters in the stories.

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https://www.youtube.com/watch?v=C91ygWW2u0U

https://www.youtube.com/watch?v=xygTXGitMZM&list=PLcJVIuhI8isJOKcvkIMhwj7Gv5769FqEJ&index=15

https://www.youtube.com/watch?v=xygTXGitMZM&list=PLcJVIuhI8isJOKcvkIMhwj7Gv5769FqEJ&index=15

https://www.youtube.com/watch?v=WlF3D-8Wz0g&list=PLcJVIuhI8isJOKcvkIMhwj7Gv5769FqEJ&index=13

https://www.youtube.com/watch?v=WlF3D-8Wz0g&list=PLcJVIuhI8isJOKcvkIMhwj7Gv5769FqEJ&index=13

https://www.youtube.com/watch?v=yt3z90U-x1w

https://www.youtube.com/watch?v=UoWVrjbQWp0




of the two sisters and the importance of relationships.

12 The call of Levi could be dramatized using a freeze frame strategy.Eg

Levi collecting taxes Jesus calling Levi to follow him Levi leaving his work The meal with Levi, the tax collectors and the pharisees

A-Z Learning Strategies p 56.

© Creative Ministry Resources

Downloaded with permission from Liturgy Help.

Recall how Jesus forgives Levi in the scripture story.

Identify who he forgave, what he said, what actions he used.

13 The first verse and chorus of the song “Fish with me” by Ken Canedo and Jesse Manibusan is very appropriate.

https://www.youtube.com/watch?v=u6vFKezkszY

This clip gives some actions to accompany the song https://www.youtube.com/watch?v=ZEohLpDBSxc

14 Use the Three Keys to pose the following questions:

What is Luke trying to say about ● Jesus● people● an ideal world

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Freeze frames are still images or silent tableaux used to illustrate a specific incident or event. They are useful for enabling close scrutiny of an incident or situation. Individual students or learning teams are asked to represent the characters at a significant moment.

Freeze frames can be improvised or planned briefly. Positioning and body shape have to be considered carefully in order to represent ideas or emotions. Freeze frames also help establish roles by giving children thinking time.

Sequential frames can be used to represent the key events as a narrative progresses. Freeze frames can be brought to life through improvisation or used as the basis for thought tracking.

https://www.youtube.com/watch?v=ZEohLpDBSxc

https://www.youtube.com/watch?v=ZEohLpDBSxc

https://www.youtube.com/watch?v=u6vFKezkszY




15 If you choose to use the Scripture: Luke 19:1-10 – Jesus and Zacchaeus

Where does the text take place?

16 Who are the characters in the text?

17 Use Godly Play figures to tell the story of Zacchaeus.

I wonder what it is like to be so short that you can’t see what you want to see?...I wonder how Zacchaeus felt when Jesus called him by name?…I wonder what Jesus and Zacchaeus said as they walked together? ...I wonder if it was hard for Zacchaeus to give back what didn’t belong to him? ...I wonder how the poor felt? …I wonder how Zacchaeus felt when he gave half of his things to the poor..I wonder how Zacchaeus felt when he was right with God and right with people? …

Young Children and Worship by Sonja M Stewart pp 183 – 185 and there are patterns for session 34 that can be used to create the figures.

Recall how Jesus forgives Zacchaeus in the scripture story.


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JerichoJericho was (and still is) a city about 10 kilometres north of the Dead Sea. Jericho was built around several fresh water springs which were used to irrigate the desert and turn it into useable, fertile land. As a result traders often passed through Jericho.

Just before the time of Jesus, Herod the Great rebuilt several old Roman palaces there as well as building 3 new ones, complete with swimming pools and extensive gardens. However, not everyone in Jericho was wealthy and the contrast between the wealth of the Romans and the poverty of the blind and the lepers would have been very obvious in Jericho.

http://www.thebibledoctor.com/j.html

Zacchaeus was the Chief Tax Collector. This means he was responsible for supervising other Tax Collectors. Zacchaeus was therefore very involved in the whole process: being the Boss of the ‘disliked’, he was ‘doubly disliked’. Because they were very wealthy, one of the practises some Chief Tax Collectors did was buy up crops (grains) when they were first harvested and abundant. They would then store them and sell them back to the people at a huge profit when they were in short supply.

http://www.thebibledoctor.com/j.html




18 The song “Come and follow me” from the album In joyful hope by Andrew Chinn is very appropriate. See the lyrics athttp://www.butterflymusic.com.au/documents/ComeAndFollowMe-Lyrics.pdf

You can hear an excerpt of the song herehttp://www.butterflymusic.com.au/audio/COMEANDFOLLOWMESoundfile.mp3

19 Responding to Jesus’ invitation

As all the schools subscribe to Liturgy Help, there is a simple worksheet that invites the students to name some of Jesus’ friends and encourages them not to be afraid to follow Jesus. The worksheet can be edited. Your APRE will be able to download a copy for you to use if you wish.

Liturgy Help Children's Worksheet 5th Sun Yr C

Liturgy Help Children’s Worksheet for Sunday Week 5 Ordinary Time Yr C (10 Feb 2019)

20 MJRTeachers could read the text about G.T.S. How do we Greet, Treat and Speak to others? The students could complete Activity 6.

Students could draw a picture in their books of Jesus showing kindness or being caring.

Students could complete Activity 3 on Manners at home and at school.

Cherie Meiners offers simple practical advice in her books such as Be Polite and Kind.

My Friend Jesus by Liz Celegato pp 7, 9, 10, 12,13, 14, 15.

p 22

p 24

The Learning to get Along series by Cherie J. Meiners

20 PrayerDuring daily prayer, give children time to reflect on some choices they have put into action to promote friendship.

Assessment of learning – identify words actions and feelings with being loved

21 Explain that sometimes it is difficult to be friendly.

What prevents us from being good friends?

This is a short, animated YouTube on choices we can make http://www.youtube.com/watch?v=G4YOqKz8zvk

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http://www.youtube.com/watch?v=G4YOqKz8zvk

http://www.youtube.com/watch?v=G4YOqKz8zvk

http://liturgyhelp.com.au/tabs/default.aspx#param1=liturgy&param2=date&param3=child&param4=N05ORSUC&param5=Feb%2F10%2F19&param6=WORN&param7=6029d898-7a28-4e63-9bf7-110b8eab680c&param8=overview_div

http://www.butterflymusic.com.au/audio/COMEANDFOLLOWMESoundfile.mp3

http://www.butterflymusic.com.au/documents/ComeAndFollowMe-Lyrics.pdf




Discuss the clip in light of what they saw in actions and gestures.

The story of Tobin the red engine illustrates some of the ways we can make friends and advice such as “Don’t shout too loud”, “Don’t interrupt” etc

What choices can we make to be friendly with members of the class? Invite children to think of one way to show friendship at school or home and do it in the next few weeks.

Diane Murrell (2001) Tobin learns to make friends

22 Review the story of Martha and Mary.

It can highlight some of the difficulties of caring for our friends and family members.

This worksheet from Liturgy Help invites the students to spend time with Jesus and listen to him.

As all the schools subscribe to Liturgy Help, your APRE will be able to download a copy for you to use if you wish.

Liturgy Help Children’s Worksheet from 16th Sun Ordinary Time Year C(Sun 21 July 2019)

Recall how Jesus forgives Martha in the scripture story.


23 Review the class rules that show they care and respect each other.

24 MJRTeachers could also talk about the W.E.S.T. way to act – to Welcome, Encourage, say Sorry and Thanks.

Students could complete Activity 8 on W.E.S.T. Use MJR practises of being WEST (Welcoming, Encouraging, saying Sorry, saying Thank you) people to reinforce the importance of saying sorry and thankyou every day and many times a day.

The students could draw their own picture of Jesus with their class.

My Friend Jesus by Liz Celegato pp 16, 17.

p 29

p 31

Assessment of learning

Recall how Jesus forgives in the scripture stories.


25 Books that might help The Learning to get

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Cherie Meiners offer simple practical advice in her series of books:

Understand and CareTalk and Work it OutShare and Take Turns

Children could explore options through drama – contrasting feelings of being forgiven, not being forgiven, saying sorry, not saying sorry.

Along series by Cherie J. Meiners offer simple practical advice.

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26 Catholic Social Teaching – Dignity of the Human Person

This is one of the perennial principles of Catholic Social Teaching. The way that we treat each other is built on the belief that each person was made by God and is in God’s image.

There are many helpful ideas and suggestions on the Caritas website.

https://www.caritas.org.au/learn/cst/educational-toolkit/lower-primary/dignity-of-the-human-person

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27 Sorting Out

What if we were all gentle with each other…?What if we all shared our food with those who are hungry…?What if we cared for our environment…?What if we cared for each other…?What if we all said kind things to each other…?What if we all smiled and said hello to each other…?What if everyone said thank you and please …?

Discuss the differences they can make.

A-Z strategies p 145 Responses to “what if” scenarios.

28 Use the Huddle strategy to work in groups and to respond to the whole class.

Question: How can you be a good friend?1. Smile2. Say nice things and mean them

Good News for Learning p 24

Take photos as a record of responses.

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What If …strategy enables students to reflect on problems, situations to visualise a better time and place.

Process: Students think of situations /problems that we experience in our lives. Students generate ideas on the consequences of using moral actions of caring for our

environment, charity, kindness, generosity, love, expressing joy, being peaceful people, patience, goodness, faithfulness, gentleness, and self-control.

Students draw, paint, or create a collage of their ideas.

HUDDLE Strategy

A problem, situation or question is posed. Students huddle together in groups of 2, 3 or 4 to formulate responses (speed is a factor). Each member of the huddle contributes to the discussion before the group addresses the class. Group responses are shared. The role of speaker is rotated around the group ensuring full participation of all group members.




3. Ask others to join in games4. Think about their feelings5. Listen to them6. Play and have fun.

Question: How can you show someone you are sorry?1. Give them something2. Say “sorry”3. Do something nice4. Promise not to hurt them again5.

Question: How can you show someone you are grateful?1. “Thank you”. 2. Give them a card3. Send them a letter4. Draw them a picture5.

Question: How can you forgive someone?1. Tell them you forgive them2. Shake hands3. Offer a sign of peace4.

Anecdotal notes and observations.

29 Consequences

A Consequences Web is a type of graphic organiser. It assists students to analyse the likely or observable consequences of an action. The web can contain any number of circles.

Children consider and discuss strategies/ choices they can use when faced with a situation where they have been hurt by someone else’s words or actions.

A – Z Strategies p 27

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A consequences wheel strategy can be used “If I do this then the consequences are….”

Suggested choices and their consequences could include: Saying sorry Talk it over with someone Cool off Get angry Hit someone Take no notice

30 Communicating

Children find photos that remind them of forgiveness. Have them tell you how the photos makes them feel about forgiveness – about how they forgive others who hurt them and how they are forgiven by others when they do something to hurt them.

Photo images Kit

31 Take photos of forgiving practices in the classroom and make a Class Big Book of “How we are good friends every day.” Write captions for each photo.

Assessment of Learning

Have children express their feelings about forgiving others and being forgiven themselves.

32 Children write in their journals about experiences of forgiveness.

33 Write simple poems about forgiveness. (integrated with English)

34 Review of the Unit Use the Y-Chart strategy from Activity 3 “Looks like/ sounds like/ feels like” from the beginning of the Unit – revisit it and see if their responses have changed.

Evaluating and Reflecting

As a religion teacher

CEO – Rockhampton

Did I spend time reflecting upon the unit and the significance of its implications for my own life and faith? What did I learn about myself and my relationship with God? Was I able to identify and articulate, for myself, the relationship between life and faith?

Students’ Understanding How well did activities allow students to come to understandings related to the focus of the unit? How well did activities allow students to come to understandings related to the general focus on life within the unit?

Accessibility Were the chosen activities accessible to all students?

Student involvement and interest Were students as fully involved and interested as possible?

Highlights of unit What were the highlights of this unit?

Improvement Can you identify practical ways to improve this unit?

CEO – Rockhampton

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