24C9 Reconciliation: God’s Forgiveness and...

DRAFT

R e l i g i o u s E d u c a t i o n C u r r i c u l u m

S h a r i n g O u r S t o r y • D i o c e s e o f P a r r a m a t t a

Reconciliation: God’sForgiveness and Healing

24C9

2 Sharing Our Story K - 12 • Religious Educa t ion Curriculum2

GOD 2 human beings as created in the

image of God 3 calling us to love each other

JESUS 4 healing and forgiving

SACRAMENTS 3 Penance and Anointing of the

sick where we celebrate God’sforgiveness and healing

PRAYER 1 a very important way through

which we grow in closeness to God

CHURCH 3 called to be a welcoming,

caring and celebratingcommunity which proclaimsthe Good News

CHRISTIAN LIFE 1 living according to God’s

commandments 3 making loving choices, and

taking responsibility for ouractions based on the valuestaught by Jesus

This unit explores both the Sacrament of Penance where we celebrate reconciliation with God,with ourselves and with each other and the Sacrament of Anointing of the Sick which heals,frees and prepares us to continue our journey of life towards God.

Students demonstrate anunderstanding and appreciationof the sacraments of Baptism,Confirmation and Eucharist wherewe celebrate our initiation into theChurch and of the sacraments ofPenance and Anointing of the Sickas sacraments of God’s forgivenessand healing.

Revised: 12th November, 1999

1 appreciate that sometimes in relationships there is hurtwhich requires healing and forgiveness

2 retell stories of forgiveness and healing in the NewTestament

3 explain and relate to their own lives The Parable of theForgiving Father

4 recall the ways in which the Church helps them to forgiveand to be forgiven, and gives , peace and courage to thosewho are ill, suffering or frail through old age.

Reconciliation:God’s Forgiveness and HealingUnit Focus

STAGE 2 OUTCOMES

KEY CONCEPTS

DURATION4-5 weeks

SCRIPTUREPs 103 The Lord is kind and mercifulHos 14:2-9 The conversion of Israel to YahwehMt 5:38-48 Love your enemiesMt 6:9-13 Forgive us …as we forgive …Mt 18:21-22 Forgiving seventy seven timesMk 2: 1-12 Cure of the paralytic; forgiveness of sinsMk 12:28-31 The two great commandmentsLk 15:11-32 The parable of the forgiving father (Year A or

B )Lk 17:3-4 Repentance and forgivenessLk 19:1-10 Jesus and ZacchaeusLk 23:34 Father, forgive themLk 24:45-49 Repentance and forgiveness of sins is to be

proclaimedJn 20: 19-23 Peace be with you; forgiving sins2 Cor 5:17-19 ReconciliationJas 5:14-16 Praying over and anointing the sick

CATECHISM OF THE CATHOLIC CHURCHnn. 218–221 God, “He who is,” is truth and lovenn. 588–589 Jesus and sinnersnn. 977–980 One baptism for the forgiveness of sinsnn. 1113–1129 The Paschal Mystery in the Church’s

sacramentsnn. 1420–1525 The sacraments of healingnn. 1731–1742 Freedom and responsibility

UNIT OUTCOMES

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

24C9

Unit 24C9 • Reconci l iation: God 's Forgiveness and Healing3

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STUDENT CONTEXT

• Students at this age are becoming moreaware of how their actions and wordsaffect others. Their concept of conscienceis deepening. They may more readilyrecognise the thoughts and feelings ofothers. (O1)

• To be able to forgive others, students needto experience forgiveness in their lives.When parents and other adults apologiseto children, the children have theopportunity to learn to forgive. Students’experiences in this area will vary. (O1)

• It is likely that most students will havereceived the sacrament of Penance andsome may have received the sacrament ofAnointing of the Sick. (O4)

DEVELOPING THE PARTNERSHIP

• Students recall with family members a timewhen they felt hurt and unhappy and howpeople were reconciled with each other.

• Parents could be encouraged to share someprayers of sorrow that they know and to helptheir children compose prayers of sorrowwhich they could pray as a family.

• Families could be encouraged to reflect onattitudes associated with forgiveness andreconciliation in their homes.

• Families may discuss ways in which they cansupport people in their lives who are ill ornearing death.

• The priest could be invited to explain to thestudents, and any family members able to bethere, current understanding and practicesregarding the sacrament of the Anointingof the Sick.

CURRICULUM LINKS

English

• The writing of acrostic poems on‘forgiveness’ and ‘healing’

• Rewriting Scripture stories in a modernday setting

• Speaking—discussing (in small groups)experiences of forgiveness and healing

• Scripting and preparing puppet plays

HSIE

• Examining the role of relationships

Creative Arts

• Role plays

• Painting—emotions in relationships

• Making puppets

• Making origami (paper cranes) – symbolsof peace

PDHPE

• Content Strand: InterpersonalRelationships: -Communication: - managing conflictsituations; understanding feelings ofothers.Peers: - making and maintainingfriendships.

12C6 Reconciliation:Belonging to a forgivingcommunity

24C9 Reconciliation: God’sforgiveness and healing

24C3 Year B: Practices andPromises

24C4 Year C: A Time forReconciliation

24C3 Year B: Practices andPromises

24C4 Year C: A Time forReconciliation

Why am I teaching this unit to these students at this time using these strategies and resources?

STAGE 1 STAGE 2 STAGE 3SYLLABUS CONTEXT


Theological and educational background INTRODUCTION (O1–O4)

• Relationships sometimes falter and a needarises for healing and reconciliation. God’slove is unconditional and is open to all. Thislove was shown by Jesus in his callingpeople to conversion, to a change of heart.The Church offers the opportunity forhealing through the sacraments of Penanceand Anointing of the Sick.

• ‘The Lord Jesus Christ, physician of oursouls and bodies, who forgave the sins ofthe paralytic and restored him to bodilyhealth, has willed that his Church continue,in the power of the Holy Spirit, his work ofhealing and salvation, even among her ownmembers. This is the purpose of the twosacraments of healing: the sacrament ofPenance and the sacrament of Anointing ofthe Sick’. (CCC 1421)

• The experience of forgiveness within theclass is a powerful contact with God’s lovingforgiveness. Students need to experience asupportive environment. Prayers andcelebrations of forgiveness and healing areimportant in the life of the class and schoolcommunity generally.

RELATIONSHIPS REQUIRE TIMES OFFORGIVENESS AND HEALING (O1)

• In the way we live our lives, our choicesand actions can either contribute to or bein conflict with the happiness of others. Aswe are all members of God’s family andmade in God’s image and likeness we havea responsibility to treat one another withrespect. Our relationships should be builtupon the qualities of trust, care,forgiveness and honesty.Qs. What experiences do the students haveof healing and forgiveness? Can theyrecognise, in relationships with otherstudents, the need for forgiveness andreconciliation?

STORIES OF FORGIVENESS AND HEALINGIN THE GOSPEL ACCOUNTS (O2)

• The loving acceptance and forgiveness byJesus of others is shown in many Scripturestories. In these stories Jesus calls us toconversion, forgiveness, reconciliation, andhealing. Throughout the Gospel accounts,the new life of Jesus confronts the presenceof sin. Jesus offers a new way of living to alland illustrates this through his teaching, egLk 15: 11-32, The Forgiving Father. TheGospel of Mark opens Jesus’ ministry withthe appeal, ‘Repent and believe the Gospel’(Mk1:15) Both the Gospels and otherwritings in the New Testament recognisethe effects of sin, of broken relationshipsbetween God and humankind, andproclaim the victory that Jesus Christ hasachieved over sin.

PARABLES OF JESUS REVEALING AFAITHFUL, FORGIVING GOD (O3)

• The ancient Hebrew and Greek words forforgiveness mean ‘to let go’, ‘to set free and‘to pardon’; in fact to re-establish what wasintact before. Jesus Christ told us andshowed us what it is to be united with God.Jesus revealed in a real and very human way,a God of forgiveness and healing. JesusChrist established for all of us that unity andintimate friendship with God which wasrejected in the beginning by man andwoman. Students can be led to see that theSacrament of Penance continually restoresthis relationship with God and others. ‘…theFather of mercies is the source of allforgiveness. He effects the reconciliation ofsinners through the Passover of his Son andthe gift of his Spirit, through the prayer andministry of the Church.’ (CCC 1449)Qs: What images of God do the studentshave? Have the students experienced thepeace of a reconciled relationship?

THE CHURCH HELPS US TO FORGIVE, TO BEFORGIVEN AND TO BE HEALED (O4)

• Sin is a deliberate choice to do wrong. ‘Sin isbefore all else an offence against God, arupture of communion with him. At thesame time it damages communion with the


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IN BRIEF FOR STUDENTS

• Sin is the deliberate choice to do wrong.

• When I sin I weaken my relationship withGod and others.

• We are to forgive others as Jesus did. Inforgiving one another we can experienceGod’s reconciling love.

• Jesus calls us to be reconciled with God andeach other.

• The sacrament of Penance celebrates God’sforgiving love.

• The sacrament of the Anointing of the Sickgives strength, peace and courage to thosewho are ill, suffering or frail through old age.

• The sacraments of healing are theSacraments of Penance and Anointing of theSick.

Church. For this reason conversion entailsboth God’s forgiveness and reconciliationwith the Church, which are expressed andaccomplished liturgically by the Sacramentof Penance and Reconciliation.’ (CCC 1440)The constant picture of God in the NewTestament is that God forgives sinners. TheSacrament of Penance is located within thisprocess of the continuing action of God inour lives. ‘The Lord Jesus Christ…has willedthat his Church continue in the power of theHoly Spirit, his work of healing andsalvation.’ (CCC 1421) The sacramentproclaims and effects God’s forgiveness ofus and invests us with new life. In theSacrament of Penance we not only celebrateGod’s forgiveness but become reconciledwith one another.Qs. What rites of Reconciliation have thestudents experienced?

PENANCE (O4)

• The students can be helped to identify keywords and actions in the celebration of thesacrament of Penance. The sacramentconsists of three actions of the penitent andthe priest’s absolution proclaimed in thename of the Father, Son and Holy Spirit. Theacts of the penitent are repentance,confession or disclosure of sins to the priestand the intention to make reparation. (cf.CCC 1491) The priest extends his hands overthe person receiving the sacrament tosymbolise God’s healing and forgiveness.The priest symbolises the Church, the bodyof Christ with whom the penitent is beingreunited; and though a sinner himself, thepriest also serves as a symbol of Christ whobestows the gifts of the sacrament. (cfWDAU 6.55)

• The teacher should emphasise that thepriest is bound to absolute secrecy. Theteacher can also guide the students inexamining their consciences and in facingup to personal responsibility for theirthoughts, words and actions. Students canbe encouraged to draw on Christ’s power tochoose the good in making personaljudgements about their attitudes andactions and their impact upon others.

ANOINTING OF THE SICK (O4)

• The sacrament of the Anointing of the Sick

heals, frees and prepares us to continue ourjourney of life towards God. It continues thepractice urged in St James 5:14. Thesacrament is administered by anointing theforehead and hands with chrism. Beingseriously ill or frail is sufficient reason toreceive the sacrament.

• Students can be directed to gospel stories ofJesus’ special love and healing (cf. Mt 9:1-8;Mk 2:1-12) for those who were ill. They canalso be helped to see that Jesus wasconcerned for the inner peace of thesepeople and that ‘he refuted thecontemporary Jewish idea that sickness wasa punishment from God for personal sin (cf.Jn 9:3)’. (WDAU 6:63). Those who are sicktoday can experience the peace that comesfrom his love through the Sacrament of theAnointing of the Sick.

• The priest lays hands on the sick, a reminderof God’s power to heal and strengthen; heprays over them then anoints them with theoil of the sick. (cf. CCC 1519) Those who arepresent during the celebration are alsoreminders of the presence of Christ,especially if they are caring for the personwho is ill. (cf. WDAU 6.65)

OF INTEREST

• Eucharist offered to the dying is calledViaticum—nourishment for the journey toGod. (Via from the Latin—on the way.)


• present the story, The hurt, and analyse theconsequences of unloving behaviour. (O1)

• invite a priest to explain to the students theelements and meaning of the twosacraments of healing, Penance and theAnointing of the Sick. (O4)

• teach the names of the seven sacraments.(O4)

• research liturgies, signs and symbols of theseason of Lent in order to explore the manyways the Church celebrates forgiveness andhealing. (O3)

O1 appreciate that sometimes in relationships there is hurt which requires healing andforgiveness

O2 retell stories of forgiveness and healing in the New Testament

O3 explain and relate to their own lives The Parable of the Forgiving Father

04 recall the ways in which the Church helps them to forgive and to be forgiven; and givesstrength, peace and courage to those who are ill, suffering or frail through old age.

• explore a variety of ways and times ofexpressing sorrow, eg a hug, a handshake, asmile, signing the ‘sorry book’ ofreconciliation with indigenous Australians.(O3)

• rewrite The Parable of The Forgiving Father.(O3)

• link the elements of the sacrament ofReconciliation with the elements in Lk 15:11-32, The Parable of The Forgiving Father,eg examples of types of sin, the father waitsfor his son’s return, the welcome home,words of reconciliation, repentance, signsof forgiveness and celebration. (O3,4)

• find out when and how the sacrament ofthe Anointing of the Sick is celebrated inthe local parish. (O4)

UNIT OUTCOMES

Activities promoting knowing based on structure, order, planning, following rules, practising.Asks ‘How?’, ‘What?’ and ‘When?’

Teaching, learning and assessment strategiesActivities promoting knowing based on fact, information, definitions, procedures, rules.

Asks ‘What?’ and ‘What proof?’

• list the rituals and symbols of thesacrament of the Anointing of the Sick.(O4)

• define and give examples of sin, eg sin is adeliberate choice to do wrong. (O4)

• list the seven sacraments. (O4)

• sequence the elements of the first and/orsecond Rite of Reconciliation . (O4)

• identify, and illustrate within the four partsof a cross ?, the four main parts of Jn 20:19–23, Jesus appears to the disciples andempowers the Church to forgive sin. (03)

• map the events in The Parable of TheForgiving Father, (Lk 15:11–32). (O3)

• listen to ‘Sadako and the thousand papercranes’ to appreciate what it means to workfor peace. (O1)

• watch Anointing of the sick (slides) to set thesacrament in context. (O4)

• learn the Peace Prayer of St Francis. (O4)

• explore the meaning of the words penance,reconciliation, sin, sorrow, absolution,confession, repentance after viewing thevideo Rites of Reconciliation (CAVC). (O4)


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• list times of feeling left out, eg not beinginvited to a party, not being asked to joinin a game. (O1)

• express artistically, using music ofFantasia or other appropriate music,emotions of anger, fear, jealousy. (O1)

• write an acrostic poem on the words hurt,healing, forgiveness in their journals and/or for class display . (O1)

• create a ‘splash page’ for the Scripturepassage Mk 12:28–31, the FirstCommandment. (O2)

• make paper cranes for a class display inresponse to Sadako and the thousandpaper cranes. (O1)

• illustrate Hos 14:2–9, Repentance andForgiveness, using creative movement andpieces of coloured fabric. (O2)

Activities promoting knowing based on sharing, discussing, experiencing, sensing, intuiting,relating to self/others. Asks ‘What meaning and implications does this have for me?’

Teaching, learning and assessment strategiesActivities promoting knowing based on designing, connecting, exploring, patterning,

metaphor-making. Asks ‘Why?’ & ‘What if?’

ACTIVITIES: identifying and symbolically displaying or dramatising times/situationswhich require forgiveness and healing

THEMES: forgiveness and healing, the healing sacraments, God’s forgiving love

SYMBOLS: a bowl symbolically holding ‘hurts’, hugs, handshakes, helium- filledballoons, oil, anointing, the sign of the Cross, priest’s stole.

• creatively portray the key words of 2 Cor5:17–19, the ministry of reconciliation.(O2)

• script and perform glove puppet playsdramatising Mt 9:1–8, Jesus heals aparalytic. (O2)

• create a card of support for people in thecommunity who are aged and/or sick. (O3)

• respond emotionally through music andmovement to Ps 103, Thanksgiving forGod’s goodness. (O3)

• identify and discuss major themesemerging from the video And Jesus said,‘When I was sick you visited me.’ (O4)

FOCUSING ACTIVITIES, THEMES AND SYMBOLS

• elect/select a class peace committee toassist in the resolution of conflicts (to meeton a regular basis or as the need arises).Involve the students in writing a missionstatement for the committee andprocedures for the resolution of conflict.(O1)

• design a forgiveness and healing prayercelebration incorporating appropriatesymbols. (O3,4)

• prepare for and participate in a celebrationof the Sacrament of Reconciliation.

• design a ‘Who’s who’ of people mentionedin Lk 15: 11-32, the parable of the ForgivingFather. (O2)

• play a game of musical chairs in order toexperience the feeling of being left out. (O1)

• examine groups that work for peace. (O1)

• create a symbol or shape which describes atime when they received forgiveness. (O1)

• brainstorm a range of associations for theword/concept ‘hurt’, eg an accident, hurtfeelings, anger, sin, forgiveness, healing. (O1)

• create a comic strip for Jas 5:14-16, thePrayer of Faith. (O2)

• design awards for peace makers. (O1)


Assessment strategiesThe following are examples of formal and informal assessment strategies.

SELF ASSESSMENT

• Students complete an ongoing journal. Thisconsists of reflective writings based on theirresponse to the questions, ‘What does Jesusteach us about forgiveness?’ and ‘Whatdifference can it make to the way I forgive?’The students are offered opportunities towrite daily and to reflect upon theirresponses over time. (O1-4)

PEER ASSESSMENT

• Students check each other’s sequencing of aScripture story against the teacher’s answersheet or the Scriptural text. (O2)

TEACHER ASSESSMENT

• Observe the students as they interpret therecommended Scripture passages revealingGod’s forgiveness and healing. Check forthe students’ understanding of the messageof the passages. (O2,3)

• In the rewriting of Lk 15: 11-32, the story ofthe Forgiving Father, check that studentsdemonstrate knowledge of the events andcharacters, sequence events correctly andknow the message of the parable. (O2,3)

• Students sequence a given set of elementsof the first and or second Rite ofReconciliation and explain verbally or inwritten form, the meaning of each element,including the relevant signs and symbols.Teacher checks for accuracy of sequenceand understanding of the sacrament. (O4)

• Students sequence a given set of elementsof the sacrament of the Anointing of theSick and explain verbally or in written form,the meaning of each element, including therelevant signs and symbols. Teacher checksfor accuracy of sequence andunderstanding of the sacrament. (O4)


47C1Resources

TEACHER

• Archdiocese of Melbourne Guidelines.1995. Forgiving Forgiven. Middle PrimaryUnit 8 and Celebrating Forgiveness. MiddlePrimary Unit 9. East Melbourne: CatholicEducation Office.

• Leininger, J. 1989. The beginners Bible.Oregon: Questar Publishers Inc.

• McCallen, A. J. 1976. Listen! Themes fromthe Bible retold for Students. London:Collins Liturgical.

• McCallen, A. J. 1979. Praise! Songs andpoems from the Bible retold for students.London: Collins.

AUDIO VISUAL

• Anointing of the Sick. (Sacramental slidespack) Homebush: Catholic Audio VisualCentre.

• Rites of Reconciliation : an introduction torites 1,2 and 3 of the Sacrament ofPenance. (slide kit). 1985. Homebush:Catholic Audio Visual Centre.

• The Prodigal Son. (Animated stories fromthe New Testament) (video). 1988. USA:Family Entertainment.

• When I was sick you visited me (And Jesussaid; no. 8) (video) 1992. Rockhampton,Qld: Award Media.

MUSIC

• Brown, Monica. 1986.‘Let’s begin again’ inPeace goes on. Thornleigh, NSW: EmmausProductions.

• Brown, Monica. 1991. ‘Healing is yourtouch’ in A remembering heart.Thornleigh, NSW: Emmaus Productions.

• Kearney, Peter. 1987. ‘Celebration’ inCelebration. Mittagong: Crossover Music.

• Landry, Carey. 1986. ‘We come to ask yourforgiveness’ in Hi God 3. Phoenix, Arizona:North American Liturgy Resources.

LITERATURE

• Landry, Carey. 1989. ‘Come home’ in Comehome. Phoenix, Arizona: North AmericanLiturgy Resources.

• Smith, R. 1987. ‘Isn’t it good’ in Isn’t it good.Homebush, NSW: Group MediaProductions.

• Walker, Christopher and Freeburg, Paule.1994. ‘I’m sorry’, ‘The boy who came home’and ‘Walking up to Jesus’, ‘Jesus heals a manwho cannot walk’ in Stories and songs ofJesus. Portland, Oregon: OCP Publications.

• Browne, Anthony. 1997. The tunnel.London: Walker.

• Coerr, Eleanor. 1995. Sadako and thethousand paper cranes. Rydalmere, NSW:Hodder Headline Australia.

• Doleski, T. 1983. The Hurt. New Jersey:Paulist Press.

• Sharmat, Marjorie. 1978. A big fatenormous lie. USA: Puffin Books.

• Stafford, Tim. 1993. John Porter in bigtrouble. Albatross Books.

• Stevenson, James. 1993. The Worst Personin the World. (A Mulberry paperback book).New York: Green Willow.

• Wilde, Oscar. 1998. Theselfish giant. Australia:Penguin Books.


NOTES

FOCUSING ACTIVITY

In groups, students dramatise a playground situation where a fight ordisagreement causes friction between class members. Individually, then,students record on pieces of paper, the emotions portrayed, and/or similaremotions they may have experienced or caused in a conflict situation.Students place these into a bowl in the Sacred Space.

RELATIONSHIPS REQUIRE TIMES OF HEALING AND FORGIVENESS (O1)

• Read the story, The hurt, to the students. Students reflect on thefollowing questions and respond verbally, through artwork, writingforms or drama:- What happened in the story?- What made the rock grow bigger?- When have you ever felt like Justin?- What happened when Justin told his father about the "hurt"?- How did Justin and Gabriel play after the hurt had gone?- How do you feel when you become friends again? N (Naming)

• Students cartoon, write about or dramatise a situation where someonekeeps a hurt inside. N/RF (Reflecting)

STORIES OF FORGIVENESS AND HEALING IN THE GOSPEL ACCOUNTS (O2)

• Read to the students, ‘Jesus heals a man who cannot walk’ (based on Mk2: 1-12, The Cure of the Paralytic). As a response, students learn the song‘Walking up to Jesus’. CSV (Christian Story and Vision)

• Role play The Cure of the Paralytic. Focus on the range of emotions ofthe characters due to the understanding at the time that sickness wasthe result of sin. CSV

• Students read Lk 19: 1-10, Jesus and Zacchaeus and participate in a classdebate with a topic such as ‘Zacchaeus should/should not have to giveback money to the people.' CSV/I (Integrating)

• Students reflect on and journal a response to questions such as:- What was Zacchaeus like before he met Jesus?- How did Jesus treat Zacchaeus?- Why do you think Jesus was kind to Zachaeus?- How did Zacchaeus feel after he had met Jesus? CSV

JESUS’ PARABLE REVEALS A FAITHFUL FORGIVING GOD (O3)

• Students view the video, The prodigal son. As a response, they completesome of the following activities (based on Bloom’s taxonomy):Knowledge:- Who were the main characters in the story?- Describe the home-coming scene. AComprehension:- Sequence the events of the story in art or written form.

Play quiet musicduring the individualactivity. Explain to thestudents that (i)throughout the unitthey will explore waysin which healing canoccur, especiallythrough thesacraments of Penanceand Anointing of theSick and (ii) the ‘hurts’in the bowl will be usedat the end of the unit tosymbolise peace andfreedom foundthrough healing andforgiveness.

If appropriate, learnand sing, Zacchaeus.

Self AssessmentStudents check theirwork against teacher’sanswer sheet.

Teacher AssessmentCheck for sequencingand understanding ofthe story.

A sample pathway of teaching,learning and assessment strategies


47C1NOTES

Students may needprompting here.

When students arecompleting theAnalysis, Synthesisand Evaluationactivities, observeand note whetherthey can create newideas, makejudgments andsupport them.

Students viewSinner Sam or Ritesof Reconciliation ifthe teacher thinks itwould be helpful/appropriate.

Note the elements offorgiveness in theSacrament of theSick. Allow somereflection and/orjournalling time afterthis activity.Arrange with theparish priest for aRite of Reconciliationto follow soon after.Make links betweenthe class celebrationand the Rite ofReconciliation.

- Write what you think is the main message of the story as a newspaperitem. Give your paragraph a heading. AApplication:- Explain what you think is significant in the words, "But while he was stillfar off, his father saw him and was filled with compassion"?Analysis:- Draw two T charts to compare how the younger son felt and acted at thebeginning and end of the story.Synthesis:- Discuss with a partner then record your responses to the question (in ajournal or for class display): What solutions would you suggest for helpingthe older son to accept the return of the younger son?Evaluation:- Discuss with a partner or in a group of four:- What is the most important point made in the story?- Why do many people like this story? CSV/I

IN THE SACRAMENTS THE CHURCH HELPS US TO FORGIVE, TO BEFORGIVEN AND TO BE HEALED (O4)

• Students, together with the teacher, make links between the story of theForgiving Father and the sacrament of Reconciliation. On one half of awork sheet the teacher outlines the steps of the sacrament. On the otherhalf, students describe matching parts of the story, using direct Scripturequotes where appropriate, eg:

contrition "I am no longer worthy to be(sorrow for sin) called your son."

confession "Father, I have sinned against(telling our sins to a priest) heaven and before you."

satisfaction the son’s willingness to be(receiving and accepting treated like a hired handways to make up for sin)

absolution "filled with compassion"(God’s love and forgiveness "put his arms around him"are given to us through the "kissed him"words and actions of the priest.)

• Watch the video, When I was sick you visited me. Identify and discuss themajor themes emerging, eg God’s healing presence is celebrated in thesacrament; the sick person is prayed for, anointed and supported byfamily/community. Ask the students to find out when and how thesacrament is celebrated in their local parish. CSV

• Invite a priest to explain to the students the rituals and symbols of thesacrament of the Anointing of the Sick. CSV

• Invite parents to a class forgiveness and healing celebration. Use thestories, Scripture and experiences of the Unit in this liturgy. Read Mk 2: 1-12. Play quiet music while students tie the pieces of paper on which arerecorded times/feelings of hurt which they have experienced and/orcaused (see the Focusing Activity), to helium filled balloons. All recite aclass prayer of thanks for God’s gift of forgiveness and healing experiencedin the sacraments of Penance and Anointing of the Sick. Students releasethe balloons and sing "I’m sorry". RF/CSV/R (Responding)

24C9 Reconciliation: God’s Forgiveness and...

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