Religion Curriculum Inquiry Unit

School:

YEAR LEVEL: 2 Term: Year:

Inquiry / Wondering Question: I wonder about praying. How does prayer help me grow as a person? Strands:

BeliefsSacraments

MoralityPrayer

Cross-curricular priorities:

Class context/Learners: To be added by class teacher

Key Inquiry Questions:What prayers can I pray? How does prayer help me to grow in friendship with God and as a person?

I Wonder:I wonder what prayers I can pray.I wonder how I can express my thoughts and feelings in my prayers.I wonder where I can experience to mystery and wonder of God.I wonder what I think about God.

Knowledge & Understanding…Jesus teaches his disciples to pray the Our FatherTraditional Prayer: Sign of the Cross, Hail Mary and Our Father.Jesus hears our prayers.Jesus prays.I am with God in prayer and God is with me.I can ask for help and guidance in prayer for myself and others.Prayer is a way of expressing emotions when relating to God e.g. Praise, happiness, sadness, joy etc. Prayer involves rituals, symbols, celebrations and silence.

Skills…recite the Hail Mary and Our Father

identify reasons to pray

participate in class ritualsselect appropriate symbols for prayer

DCEO – Rockhampton

Identify scripture to be interpreted: Year A – Matthew 6:9-15 Year B – Year C - Luke 11:1-4Begin with the text – World of the Text

Read the text from the bible and identify its literary form. Look at where the story occurs in the whole of the Gospel.

Look behind the Text – Worlds behind the Text When reading the text identify words, practices, places etc that will help develop an understanding of the time the author wrote and the time the

author was writing about.Use three keys for meaning – World in Front of the Text

3 Keys for Meaning What is the author trying to say about?

God People Our Ideal World 1

Scripture that will be the focus in Year A: Matthew 6:9-15Matthew 6:9-15

CEV Translation (The Contemporary English Version is approved by the Australian Bishops Conference for Children’s Liturgies)

9 You should pray like this:

Our Father in heaven,

help us to honour your name.

10 Come and set up your kingdom,

so that everyone on earth will obey you,

as you are obeyed in heaven.

11 Give us our food for today.[a]

12 Forgive us for doing wrong, as we forgive others.

13 Keep us from being tempted and protect us from evil.[b]

1 Dr Margaret Carswell

DCEO – Rockhampton

14 If you forgive others for the wrongs they do to you, your Father in heaven will forgive you. 15 But if you don’t forgive others, your Father will not forgive your sins.

Footnotes:

a. 6.11  our food for today: Or “the food that we need” or “our food for the coming day.”b. 6.13  evil: Or “the evil one,” that is, the devil. Some manuscripts add, “The kingdom, the power, and the glory are yours forever. Amen.”

Contemporary English Version (CEV) Copyright © 1995 by American Bible Society

Good News Translation (This translation is in the Breakthrough Bible and The Catholic Children’s Bible used by many schools in our Diocese)

9 This, then, is how you should pray:

‘Our Father in heaven:

    May your holy name be honoured;10 may your Kingdom come;

    may your will be done on earth as it is in heaven.11 Give us today the food we need.[a]

12 Forgive us the wrongs we have done,

    as we forgive the wrongs that others have done to us.13 Do not bring us to hard testing,

    but keep us safe from the Evil One.’[b]

14 “If you forgive others the wrongs they have done to you, your Father in heaven will also forgive you. 15 But if you do not forgive others, then your Father will not forgive the wrongs you

have done.

Footnotes:

a. Matthew 6:11  we need; or for today, or for tomorrow.b. Matthew 6:13  Some manuscripts add For yours is the kingdom, and the power, and the glory forever. Amen.

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

DCEO – Rockhampton

Teacher BackgroundOur Father Prayer– ‘This prayer is also known as the Paster Noster (Latin). Christian tradition attributes the origins of this prayer to Jesus, who used it as a model to teach his disciples to pray. There are two versions of this prayer, recorded in Luke 11:2-4 and Matthew 6:9-13. Luke’s Gospel contains the shorter form of the prayer. The version from Matthew’s Gospel has been used widely used throughout Christian worship, although adaptations have been made. According to Paul’s letters, the early Christians used the term of God as ‘Father’ or ‘Abba Father’ (Romans 8:15, Galatians 4:6). The Lord’s Prayer is found in the Didache (a book of instructions for Christians in the first or second century), which instructed the early Christians to pray this prayer three times each day. The Catechism of the Catholic Church states that the Lord’s Prayer is a summary of the whole gospel. 2 This document also refers to The Lord’s Prayer as being a key part of the Divine Office and the sacraments of Christian initiation. 3 The Lord’s Prayer is, both theologically and historically, the most important prayer in the Christian tradition.’4

Worlds of the textMatthew 6:9 – This, then, is how you should pray. Although 6:1-18 has a fairly precise structural pattern to it, the middle section on prayer is extended as compared to the sections on giving and fasting. One reason is that Matthew has included the Lord’s Prayer as part of this section, as a pattern for Christian prayer (6:9-13). Matthew 6:9-10 – hallowed by your name, your kingdom come, your will be done. After addressing God as “Father”, the prayer begins with three petitions in parallelism with one another:Hallowed by your name,Your kingdom come,Your will be done.This use of parallelism, common in Jewish poetry, song, and prayer, highlights that this is a prayer for God’s kingdom to arrive. All three petitions (with the characteristic to imperatival ending) ask God to come in fullness. We might paraphrase these petitions in this way: “might your name be recognised as holy (by all), might your kingdom arrive, might your will be done on earth as it already is being done in heaven.” The Lord’s Prayer is thoroughly kingdom focused and thus focused on God and God’s coming reign.Matthew 6:11 – daily bread. The adjective translated “daily” is epiousios, a word that occurs nowhere else in extant writings prior to the New Testament (and only here and in Luke 11:3). Although a word’s etymology does not always lead to correct conclusions about its meaning, in this case it is the only option for approximating the meaning of epiousios. Three options from etymology have been suggested: (1) bread for physical (or spiritual) existence (epi+ousia); (2) bread for the present (day) (epi ten ousan [hemeran]); (3) bread for the coming day, either the literal or

Worlds behind the TextGospel of Matthew‘Each Gospel is written for a particular community and has its own special flavour. Matthew’s Gospel is written for a community that is in a time of transition and change. Some fifty years have passed since the death and resurrection of Jesus, and Matthew’s community want to be faithful to their Jewish heritage and, at the same time, bring the message of Jesus to all people without demanding that they follow all the requirements of the Jewish law. As Jewish as Matthew’s Gospel is, it is surprisingly open to the nations who are not Jewish – known as the Gentiles. Although the genealogy of Jesus is Jewish, when Jesus begins his ministry it is in Galilee of the Gentiles (Matthew 4:15). While the disciples are first sent only to the lost sheep of the house of Israel in Matthew 10:6, by the conclusion of the Gospel Jesus commands his disciples to preach the Gospel message to all nations (Matthew 28:19-20).’ 7

‘We do not know the precise locale of the Matthean community, but a prosperous urban setting is likely from the twenty-six times that Matthew uses the word polis, “city” (cf. Mark, four times; Luke sixteen times) and the twenty-eight times he mentions that gold and silver (cf. Mark, one time; Luke four times). Matthean Christians, like those of other locales, were women and men of diverse social and civic status, ethnic identities, and levels of wealth. They compromised only a small percentage of the total population. It was a mixed community of Jews and Gentiles, striving to work out their identity as the New Israel. The oldest tradition, and still the most frequently suggested locale for the Matthean community, is Antioch of Syria. As the third largest city of the empire, it has a sizable Jewish population. It was an important centre of emerging

Worlds in Front of the TextJesus’ disciples are given a pattern for prayer that centres on a longing for the coming of God’s reign. In the middle of Jesus’ first discourse in Matthew focused on the coming of God’s kingdom, it is not surprising that Jesus offers his disciples a prayer that centres on God’s reign becoming a reality in this world (“on earth as it is in heaven’). Yet the use of the Lord’s Prayer in the churches today does not always exhibit or highlight a longing for the kingdom – what Luke Timothy Johnson refers to as the prophetic dimension and this the countercultural nature of the Lord’s Prayer.The single greatest countercultural act Christians perform is to worship together and proclaim that Jesus is Lord. To cease from the constant round of commerce and consumption, to resist the manipulation of media that insists that working and processing [define] worth, and to proclaim with the body language of communal gathering that Jesus, not any other power is Lord is to enact the politics of God’s kingdom and to embody the prayer “your kingdom come.”10

Do we long for God’s kingdom to come, especially in a Western, first-world cultural context that seeks first comfort, recreation, and pleasure rather than the kingdom? What might it mean to teach ourselves and our churches to pray with fervour and longing, “Your kingdom come”? As we will see later in Matthew, part of the way we might do this is to pursue solidarity with the “least of these” (25:31-46). Longing for mercy and justice for all people propels us to pray for God to come and make all things right.11 The instruction on prayer (6:5-17) particularly brings out the sense of God that Jesus wishes to communicate to his disciples. He prefaces the prayer that has become known as the ‘Lord’s Prayer’ (6:9-13) with an example, taken this time from the Gentile world, showing how not to pray. The

2 Catechism of the Catholic Church, 27743 Catechism of the Catholic Church, 27764 B Nolan, Prayer Strategies A Teacher’s Manual 3rd Edition, Farrar House Publishing, Australia, 2014, p 53

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the eschatological coming day (from epeimi, “to come upon, arrive”).5 Given that the last three petitions are for more immediate concerns prior to the kingdom’s arrival, one of the first two options is most likely.Matthew 6:13 – deliver us from the evil one. This prayer is Matthew ends with a request for deliverance from the evil one (Luke’s version ends with “And leads us not into temptation” [11:4]). The substantival adjective ponerou (“evil one”) at the end of this sentence can be either masculine or neuter, since these particular forms are identical in Greek. If it is masculine, then the translation as in the NIV results: “deliver us from the evil one” (the personal use is clear at 13:19). If neuter, it would be rendered as “deliver us from evil” (for a parallel idea see Sir. 33:1).The traditional, liturgical use of the Lord’s Prayer, in the early days of the Christian church, led to expansions of it in corporate prayer. This continuing usage explains the longer ending of the prayer (“for yours is the kingdom and the power and the glory forever. Amen”) that occurs in some Greek manuscripts but is not widely spread in the manuscript tradition. It was likely a scribal addition that became fixed over time.Matthew 6:14-15 – For if you forgive other people. Following closely on the fifth petition of the Lord’s Prayer asking for God’s forgiveness, these verses expand on the notion of forgiveness from God being connected to forgiveness of others. While the “if … then” construction could lead to presuming that believers’ forgiveness of others is the basis for God’s forgiveness of them, a further teaching in chapter 18 clarifies the point. Through the parable of the unforgiving servant Jesus makes it clear that God’s astounding and prior forgiveness is the basis for Christian forgiveness of a brother or a sister (18:23-35). The requisite for this forgiveness on the human level is essential (18:35, as at 6:14-15) but is grounded in God’s initial and ongoing forgiveness. 6

Christianity (Acts 11:19-26; 13:1-3), where Jewish and Gentile Christians struggled to work out their new relationship in Christ (Gal 2:11-13).’8Dr Margaret Carswell’s explanation of Matthew http://www.thebibledoctor.com/uploads/2/3/7/5/23753282/matthew_poster.pdf http://www.thebibledoctor.com/about-the-gospel-writers.htmJesus fulfils the Old TestamentThe focus throughout the gospel of Matthew is on Jesus, and Matthew’s most persistent theme is that Jesus is the fulfilment of the hopes and the spirituality of Judaism. The most likely hypothesis is that the author was a Jewish Christian who saw being a disciple of Jesus as the only way to be faithful to his Jewish tradition. He had to face the fact that Jesus had been rejected by the religious leaders of Judaism, and that only a minority of Jews had joined the community of Jesus’ disciples. We find in Matthew similar tensions to those which we find in Paul, who confronts his brother and sister Jews while passionately longing for them to accept Jesus. We also find a similar commitment to the universality of the church, reaching out to embrace all peoples.However, this tension existed before and after the destruction of the city, and before and after the formal act of excommunication of 85AD which simply gave expression to tensions that had been building up for decades. From the internal evidence of the text itself, there has not yet emerged a consensus among scholars concerning the date of the gospel: it could have been written any time between the middle sixties and the late eighties of the first century.Matthew’s pastoral concernOur main interest will be to see how Matthew and his community saw Jesus. Matthew’s focus is also pastoral. Besides the painful tensions experienced by Jewish Christians in their relations with Judaism, there are tensions in the Christian community itself. Matthew is attempting to reflect on Jesus’ life and teaching in a way that will guide him and the community in resolving these differences and

pagans heap up empty phrases in their prayers because for them prayer is an attempt to move an ill-disposed or at best neutral deity to a more favourable frame of mind; the key thing is to hit upon the right phrase that will unlock the divine favour (v.7). How different the situation in the case of the disciples! The Father knows what they need even before they ask (v.8) and is only too willing to be generous. Believers’ prayer – and specifically the prayer that Jesus now goes on to teach the disciples – is not about moving God. It is about creating in the human heart the kind of disposition that will enable the divine generosity to flow in full measure. To promote such a disposition the petitions of the Lord’s Prayer follow a distinct sequence. They move from a focus on God and God’s ‘agenda’ to petitions more specifically directed to human need. In other words, the prayer first attempts to lift the human mind and heart away for a moment from fixation on its own concerns to a broader program, which is that of the ‘Father in heaven.’12 This opening address, which in all likelihood echoes the distinctive address of Jesus himself to the Father, 13 establishing the context in which the prayer is made: a community of disciples whom Jesus is moulding into the “family of God” (12:48-50) and seeking to draw into the relationship of intimacy and trust existing between himself and the Father.The prayer that God’s kingdom may “come” acknowledges that its full realisation remains an object of hope. Because the community has not arrived at the perfection of the kingdom it is a community standing in continual need of forgiveness – both from God and mutually among its members (v.12). The sense is not that God waits to see whether the members forgive one another before bestowing forgiveness. Rather, the flow of divine forgiveness is blocked if it is not passed on through them to transform human relationships as well (cf. Matt. 18:21-35).The Lord’s Prayer, then, is very much the prayer of a people on a journey. For all the incompleteness of that journey, the

5 D M Crump, “Prayer” DJG 6886 J K Brown, pp. 66-678 D. Durken OSB (Series Editor), New Collegeville Bible Commentary New Testament, Liturgical Press Collegeville Minnesota, 2008, p. 2 11 J K Brown, Teach the Text Commentary Series Matthew, Baker Books, Grand Rapids Michigan, 2015, pp. 68-69

10 Johnson, Prophetic Jesus, 1247 Monaghan C.J. The Gospels God With Us, Garratt Publishing, Mulgrave Victoria, 2014, pp 34, 36

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living the life of love shown them by Jesus. This pastoral interest makes it a very human and a relevant document for any community struggling with the paradoxes of the human condition while learning to live a life of faith as disciples of Jesus.9

community moves on, knowing that it enjoys already the familial relationship with God characteristic of the kingdom, aware that the contest with opposing forces not only occurs in the surrounding world but runs through its own life and the hearts of its individual members. We do not, perhaps, pray the Prayer today with the same sense of eschatological urgency as the early believers. But we can pray it with the same sense of creaturely dependence, familial intimacy, and hope as those to whom Jesus first taught it.14

Scripture that will be the focus in Year B:

Teacher Background Our Father Prayer: ‘This prayer is also known as the Paster Noster (Latin). Christian tradition attributes the origins of this prayer to Jesus, who used it as a model to teach his disciples to pray. There are two versions of this prayer, recorded in Luke 11:2-4 and Matthew 6:9-13. Luke’s Gospel contains the shorter form of the prayer. The version from Matthew’s Gospel has been used widely used throughout Christian worship, although adaptations have been made. According to Paul’s letters, the early Christians used the term of God as ‘Father’ or ‘Abba Father’ (Romans 8:15, Galatians 4:6). The Lord’s Prayer is found in the Didache (a book of instructions for Christians in the first or second century), which instructed the early Christians to pray this prayer three times each day. The Catechism of the Catholic Church states that the Lord’s Prayer is a summary of the whole gospel. 15 This document also refers to The Lord’s Prayer as being a key part of the Divine Office and the sacraments of Christian initiation. 16 The Lord’s Prayer is, both theologically and historically, the most important prayer in the Christian tradition.’17

Worlds 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?

Worlds 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?

Worlds 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?

Scripture that will be the focus in Year C: Luke 11:1- 4 Luke 11:1- 4

9 Fr Michael Fallon MSC http://mbfallon.com/matthew_commentary/intro_to_matthew.pdf13 It is likely that beneath the simpler Lukan form, “Father” lies the Aramaic Abba, preserved in the Markan version of Jesus’ plea in Gethsemane (14:36) and by Paul in Rom. 8:15 and Gal 4:612 We recall the definition of prayer attributed to St Augustine: “the lifting of the heart and mind to God”14 B Byrne Lifting the Burden Reading Matthew’s Gospel in the Church Today, St Paul’s Publication, Strathfield NSW, pp. 64-6615 Catechism of the Catholic Church, 277416 Catechism of the Catholic Church, 277617 B Nolan, Prayer Strategies A Teacher’s Manual 3rd Edition, Farrar House Publishing, Australia, 2014, p 53

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CEV Translation (The Contemporary English Version is approved by the Australian Bishops Conference for Children’s Liturgies)

11 When Jesus had finished praying, one of his disciples said to him, “Lord, teach us to pray, just as John taught his followers to pray.”2 So Jesus told them, “Pray in this way:

‘Father, help us to honor your name.

Come and set up your kingdom.3 Give us each day the food we need.[a]

4 Forgive our sins, as we forgive everyone who has done wrong to us.

And keep us from being tempted.’”

Footnotes: 11.3 the food we need: Or “food for today” or “food for the coming day.”

Good News Translation (This translation is in the Breakthrough Bible and The Catholic Children’s Bible used by many schools in our Diocese)

11 One day Jesus was praying in a certain place. When he had finished, one of his disciples said to him, “Lord, teach us to pray, just as John taught his disciples.”

2 Jesus said to them, “When you pray, say this:

‘Father: May your holy name be honored; may your Kingdom come.

3 Give us day by day the food we need.[a]

4 Forgive us our sins, for we forgive everyone who does us wrong.

And do not bring us to hard testing.’”

Footnotes: 11.3  the food we need; or food for the next day.

Teacher Background - Our Father Prayer: ‘This prayer is also known as the Paster Noster (Latin). Christian tradition attributes the origins of this prayer to Jesus, who used it as a model to teach his disciples to pray. There are two versions of this prayer, recorded in Luke 11:2-4 and Matthew 6:9-13. Luke’s Gospel contains the shorter form of the prayer. The version from Matthew’s Gospel has been used widely used throughout Christian worship, although adaptations have been made. According to Paul’s letters, the early Christians used the term of God as ‘Father’ or ‘Abba Father’ (Romans 8:15, Galatians 4:6). The Lord’s Prayer is found in the Didache (a book of instructions for Christians in the first or second century), which instructed the early Christians to pray this prayer three times each day. The Catechism of the Catholic Church states that the Lord’s Prayer is a summary of the whole gospel.18 This document also refers to The Lord’s Prayer as being a key part of the Divine Office and the sacraments of Christian initiation.19 The Lord’s Prayer is, both theologically and historically, the most important prayer in the Christian tradition.’20

18 Catechism of the Catholic Church, 277419 Catechism of the Catholic Church, 277620 B Nolan, Prayer Strategies A Teacher’s Manual 3rd Edition, Farrar House Publishing, Australia, 2014, p 53

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Worlds of the text‘Prayer, and especially Jesus’ practice of prayer is a prominent theme for Luke. In Luke 10:21-22 we have heard Jesus in prayer to his Father, and we have been told of the intimate relationship shared by the Father and the Son. The disciples have become aware of this special relationship expressed in Jesus’ prayers, and they want to share it. Remarkably, without compromising the uniqueness of that relationship, Jesus now encourages them also to address God as Father and to draw on that relationship in what they pray for.Jewish thought had adopted from the Old Testament the idea that God is the Father of his people, but to approach him in prayer simply a “Father” (Aramaic “Abba”, a familiar but respected form of address) is less clearly evidenced in surviving Jewish records and apparently is a distinctive innovation by Jesus that became a treasured spiritual privilege among the early Christians (Rom. 8:15; Gal.4:6).’21

‘The first words of the prayer express the deepest longing of the heart of Jesus: “Hallowed by your name”. To be “hallowed” is to be recognised as holy and treated as such. “Holy” is a word kept solely for God. It refers to the unique beauty and mystery of God who transcends the whole of the created universe. If people are said to be “holy”, as they sometimes are, this is not a statement about some quality which they possess; rather, it sis an assertion that God, the Holy One, is in them. Likewise, a place is said to be holy only because the Holy One has been experienced there. Who God is, has been revealed in creation, in the history of God’s “holy’ people and, for Luke and his community, most beautifully and in a perfect way in Jesus. The “name” of God means God as addressed by us, God as the one we invoke and to whom we pray.God is revealed as one who wished to relate to us personally.’22

Worlds behind the Text 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.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.23 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.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.Dr Margaret Carswell’s explanation of Luke http://www.thebibledoctor.com/uploads/2/3/7/5/23753282/luke_poster.pdf

Worlds in Front of the Text‘The Lord’s Prayer is a model for a right balance in our prayers. We should pray with confidence, knowing that God is not reluctant to respond. Our heavenly Father will give us what is good for us.’24

‘Here again we see Jesus in prayer, and on this occasion his disciples ask him to teach them to pray. Jesus’ reply takes us to the heart of his own prayer, and the prayer he taught them has been treasured in the community as an example of Jesus’ own prayer and of how we should pray as his disciples. To pray to God our “Father” is to be conscious of our union with Jesus. It is to join with his prayer and to allow his Spirit to move our hearts and minds to share his sentiments. Christian prayer is the prayer of Jesus drawing his disciples with him towards God. It is the prayer of the “poor”, responding to the assurance of a Father’s loving presence.Jesus understood his mission as letting everyone know who God really is, so that people would see the beauty of God radiantly manifest, and so would respond in delight and praise. The first movement of Jesus’ prayer makes it clear that this is to be the primary focus also of the prayer of his disciples. They are to want God to be praised and glorified everywhere and by everyone in a creation that filled with the glory of God.The second phrase, “your kingdom come”, points to the way in which this primary longing is to be realised. Jesus understood his mission as that of proclaiming “the good news of the kingdom of God” (Luke 4:43; see 8:1; 9:11). His disciples share this same mission (Luke 9:2,60; 10:9,11). Being part of God’s kingdom requires of us a wholehearted commitment to doing the will of God (Luke 9:62).’25

Active Reading Skills (Learning Links to Parables and Miracles p 17 26)

21 R T France, Teach the Text commentary Series Luke. Baker Books, Grand Rapids Michigan, 2013 p19422 Fr Michael Fallon MSC http://mbfallon.com/luke_commentary/luke_9,51-19,40.pdf23 R.T France p. 724 R T France, p19525 Fr Michael Fallon MSC http://mbfallon.com/luke_commentary/luke_9,51-19,40.pdf26 M Ryan, Learning Links to Parables and Miracles, Lumino Press, 2011, p17

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Ask Questions                                                               Make ConnectionsWho is involved?                                                                 I wonder why ….What are they doing? Why?                                                What caused ….What do they really want? Why?                                        I think ….What is the situation or the problem?                                  This is similar to …Who is telling the story? Why?                                            This is important because ..How is the story constructed? Why?                                   What do they mean by ….What is the source of the tension?                                      What I find confusing is …                                                                                         What will happen next is ….

I can relate to this because …. Predict                                                                                 SummariseWhat will happen next?                                                       What happened?Why do you think that?                                                        What is essential to tell?What effect will that have on the story                                What was the outcome?or the characters?                                                            Who was involved?                                                                                             Why did this happen?

Is that a detail or essential information?

Clarify                                                                                  SynthesiseAsk questions.                                                                      Three important points are ….Re-read what you do not understand.                                 These are important because …                                                                                             What comes next ….                                                                                             The author wants us to think …                                                                                             What interested me most was ….                                                                                             This means that ….

Assessment Plan

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Year Level Achievement Standards:By the end of year two, students explain that the Bible is important to Christians. They know that a narrative tells a story about Jesus and parables are stories or riddles that Jesus told to help teach people about God and they can retell a narrative or a parable. They compare and contrast some of the cultural and social background of the Gospels with ours e.g. family, food, housing, transport. By the end of year two, students name the most common sacramental elements, words and actions from the rite of Baptism.By the end of year two, students recall scripture that shows Jesus as loving and just. Students name ways they can show love and act responsibly in family, school and community.By the end of year two, student recite the Hail Mary and Our Father. Students identify reasons to pray. Students select appropriate symbols for prayer. Students know that Lent begins on Ash Wednesday. Students demonstrate an understanding of the life of Mary.Type of Assessment

Description Possible Sources of Evidence When assessment takes place

Formative

Assessment forLearning

I wonder…Students sit in Talking Circles and explore the statement “A special time when I feel close to God is…”Students take turns listening to each other’s responses to this statement

Post – it Note brainstormStudents are given post –it notes to write responses and place on the appropriate chart.

Observations

Post-it Notes

Beginning of Unit

During Unit

Summative

AssessmentofLearning

Using a Y–chart students identify what it sounds like, looks like, smells like, at times when they feel close to God and then students look for or are given a visual of a place where they might experience the mystery and wonder of God and complete a Star Chart (A-Z Teaching Strategies) to record their experiences. I can see …I can touch…I feel…I can hear…I can smell…

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? Who is the audience for the text? When was the text written?Where does the text take place? What type of text is it?Who are the characters in the text?

Prayer Ritual: Students lead a prayer ritual that their group has planned. At the end of each service, feedback is given by the class, and each group completes a self-assessment using the rubric.

Action Plan:

Y-Chart Star Chart

Breaking open the scripture tasks

Self-assessment Rubric

Action Plan can be written or drawn

During the unit

During the unit

At the end of the Unit.

At the end of the Unit

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Students to make an action plan by completing the following statements:When I pray by myself I will…When I pray with my friends I will…When I pray with my class I will…When I pray with my school community I will…When I pray at church I will…When I pray for the world I will…

or verbal

Affective

AssessmentasLearning

Personal Prayer rubric –Teacher and students create a “Personal Prayer’ rubric for students to fill in. This is not to be shared with the class but could be included in their personal journals. Headings are rated 1-3 stars in the following areas:- I pray- I know the Our Father- I know the Hail Mary- I can make up my own prayers- I make time to pray- I can make the sign of the cross

Beginning and end of Unit

Learning and Teaching Sequence

WK Inquiry Phase Activity/Experience/Differentiation Resources/ICLTs Assessment

Tuning In Create prayer space in the classroom where children gather daily for prayer. Place the Bible in a prominent place (the Bible should be opened to a piece of scripture not closed); make use of candles, icons/images/symbols, flowers or whatever is appropriate to the prayer focus at that time.

As a class complete a brainstorm using the following: ‘What is prayer?’Use a mind map to represent students’ responses.

Students share times and experiences when they have prayed.What prayers do they say?Do they pray alone or with someone?Where do they pray?

Use the time in your prayer space to introduce prayer starters:

Candles, flowers, a proper Bible, cross etc.

Assessment for learning

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“Jesus help me to…” “Thank you for …” “Show me how…” “Today I feel…” “I am sorry for …” etc. Display prayer starters so students don’t have to rely on memory.

Use morning prayer as a time to affirm students. These students could be ‘Prayer leader’ for the day. Make a badge for them to wear. Say a ‘thank you’ prayer for these people.

Use Prayer dice/cubes or a Prayer jar to select prayers or ways of praying for class prayer.

Use simple songs with actions for the afternoon prayer time. Simple songs can be found in the book “Sing Your prayers” by Karen Comstock and Nancy MetcalfE.g. To the tune of jingle bells

God sends loveFrom above

We send love to God.

Hear us prayEvery day

We send prayers to God.

With our loveWe will share

All our thoughts with GodGod will hear and answer prayers

And keep us in God’s care.

A simple grace song from Expressions Book 1 p. 43

Thank You God to the tune Hot cross buns

Thank You God, Thank you GodFor my lunch and for my friends, thank you God.

When teaching songs incorporate appropriate gestures.

Alternate spoken prayers with songs or hymns e.g.

Prayer dice/Prayer cubes can be bought from Liturgy Brisbane or made https://shop.liturgybrisbane.net.au/collections/sick-and-dying

Sing Your Prayers by Karen Comstock and Nancy Metcalf E.T. Nedder Publishing.

Expressions book 1 p 43

Assessment for learning

DCEO – Rockhampton

John Burland Hail Mary - traditional prayer (God Loves Me/One Family)Our Father – traditional prayer (God Loves Me/One Family)Sign of the Cross – traditional prayer (God Loves Me/One Family)Andrew Chinn*Gotta Sing Gotta Pray (In Joyful Hope)*Thank You God (In Joyful Hope)*Grace Before Meals (This Day/Together As One) God Be In My Heart (Together As One)Michael Mangan

List ways of communicating - talking, listening, drawing, writing, etc.

DiscussWho communicates?Where do we communicate?Why do we communicate?What do we communicate about?

Introduce prayer as our way of communicating.

Children’s picture booksPrayer: Learning How to Talk to God by Jeanette GrothWe Pray in Many Ways by Christine Way Skinner and Celeste Gagnon

Introduce the children to quiet prayer time by:- Listening to sounds- Focusing on breathing- Using the relaxation exercises- Listening to music- Listening to nature noises- Allowing children to sit in a quiet space outside.

I wonder…Students sit in Talking Circles and explore the statement “A special time when I feel close to God is…”Students take turns listening to each other’s responses to this statement. Personal Prayer rubric – teacher and students create a “Personal Prayer’ rubric for students to fill in. This is not to be shared with the class but could be included in their personal journals. Headings are rated 1-3 stars in the following areas:

- I pray

John Burland https://johnburland.net/Andrew Chinnhttp://www.butterflymusic.com.au/Michael Manganhttps://www.litmusproductions.com/

Children’s picture books

Assessment for learning – this will indicate students’ prior knowledge and experiences of prayer.

Assessment as learning

DCEO – Rockhampton

- I know the Our Father- I know the Hail Mary- I can make up my own prayers- I make time to pray- I can make the sign of the cross

This rubric can also be used at the end of the unit, and students may wish to discuss any changes in their ratings and why they think this has happened. The personal prayer rubric could be added to the prayer journals.

Finding Out Begin a class prayer book which will contain examples of children’s work as formal prayers, favourite prayers, prayers-songs etc. Add to this as the learning continues.

Prayer Journals Students assemble a prayer journal. As they learn different types of prayers their thoughts, reflections and examples could be placed in the journal.

Post – it Note brainstormHave a poster on walls in the classroom with the following headings:Prayer is…Prayers I know…I pray to …Times when I pray…Places where I pray…People I pray with…Questions I have about prayer…Students are given post –it notes to write responses and place on the appropriate chart. Charts are displayed around the room and referred to as necessary, or presented in a variety of ways, e.g.PowerPoint presentation, book, art-form.

Use the following steps to guide the class in the following listening meditation:

- Everybody takes a big breath in and out.- Can you feel your breathing?- Listen to your heartbeat.

Prayer journals - examples of Prayer Journals can be found on GailTDavis Pinterest Board – Prayer Journals. This Pinterest page can be accessed through the social media icon on: http://rokreligiouseducation.com/

Posters. Post-it notes

Assessment for learning This will be added to and referred to during the teaching and learning activities

DCEO – Rockhampton

- Listen to the sounds outside.- Listen to the sounds inside the room.- Feel the quiet inside you.- Think of a quiet place where you feel comfortable.- Who is there with you/- What would you say to them?- Listen to your heartbeat.- Listen to the sounds outside.- Listen to the sounds inside the room.- Now listen to me, open your eyes.

Think pair share strategy;Give students quiet time to reflect on this experience, using the following questions to guide their thoughts:

- Did you feel your breathing?- Did you feel your heartbeat?- What sounds did you hear?- How did the quiet feel?- Describe your quiet place.- Who was there with you?- What did you talk about?

Work with a partner and share responses. Display these questions around the room.

In their prayer journals students respond to the listening meditation by answering the following questions:Where was my quiet place?Who did I talk to?What did I say?Invite students to share their responses to the class.

Christian MeditationFor more information about Christian Meditation visit Melbourne Catholic Education website http://www.resourcemelb.catholic.edu.au/object.cfm?o=181&pid=1296&showrm=true&uptam=falseand/orChristian Meditation – Coming HomeThe Townsville Catholic Education Website Coming Home - Christian meditation for children and young people is an excellent website with information for teachers on the importance of Christian meditation in the prayer life of all students and also with ideas on how to implement it in classrooms.

Prayer journals

http://www.cominghome.org.au/

http://www.cominghome.org.au/

practice/dsp-default-d.cfm?loadref=136

Assessment for learning – observations

Assessment as learning – self reflection

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http://www.cominghome.org.au/ http://www.cominghome.org.au/practice/dsp-default-d.cfm?loadref=136

Christian Meditation Books: ‘Coming Home A Guide to Teaching Christian Meditation to Children’

Ernie Christie (this resource has been revised and updated) Garrett Publishing ‘Children Love to Meditate’ Ernie Christie & Cathy Day Garrett Publishing ‘Prayer Strategies A Teacher’s Manual 3rd Edition’ Beth Nolan, Farrar House

Publishing

10 Helpful hints for teaching Christian Meditation ‘Coming Home A Guide to Teaching Christian Meditation to Children’ 2008 p 61 Ask students to sit in a comfortable position. But do not be so comfortable that

you fall asleep! Ask students to quiet their bodies. Then quiet the mind. Become aware that

you are in God’s presence. God is around you now in this room. God is also inside of you.

Ask students to close their eyes. Continue to sit straight with your spine upright, relax the muscles of your body. Breathe normally from your stomach. Breathe slowly in and out.

When the students have become quiet, you may ring a bell, or chime or simply say, ‘We begin our meditation now.’ This signals the children to say their mantra silently

Do not give the children the impression that they can only pray at certain times or in certain places, or that meditation is the only way to pray, or even the best way to pray. There are many ways to pray, and they can all lead us to genuine communication with God.

Do not over explain or meditate for the child. Instead, invite the children to discover God’s love for themselves. Let their prayer be their own, not yours.’ 27

Christian Meditation in the Classroom – ‘There are some basic aspects to consider as you prepare to meditate. These include, making a regular time to meditate, choosing a suitable place, taking time to prepare the body and mind, adopting a good posture and attention to breathing. Focusing on Posture and Breath as you prepare students to meditate gives them time to make the transition from the busyness of the day to a more receptive mode of being. Meditation is essentially a simple practice and is ideal within the classroom setting. When beginning meditation in the classroom it is best to commit practicing consistently for a short amount of time (a few minutes) rather than occasionally for a longer time. This give the students the opportunity to become accustomed to it and enjoy it.

27 Ernie Christie, ‘Coming Home A Guide to Teaching Christian Meditation to Children’, John Garratt Publishing, Mulgrave Victoria, 2008, p 61

DCEO – Rockhampton

You could begin by setting aside short periods of time for meditation at the beginning or end of a lesson, as part of morning prayer or to conclude the day. As students become more comfortable with meditation you could increase the time. If possible choose a time of day when the students are most likely to be receptive. It can be helpful to clear a space in the room and create a calming environment, e.g. dim the lighting, light a candle, sit the students in a circle. Students can sit either cross-legged on the floor or upright on chairs.’Posture – Posture is an important part of meditation. If your body is still and relaxed, it is more likely you will be receptive to this way of deeper prayer and stillness. You may sit on the floor or on a chair with your hands resting comfortably on your knees or lap. If you are sitting in a chair, keep your feet firmly on the floor.Breath – As you prepare to meditate, pay attention to your breathing. Become aware of the present rate of your breathing, then gently, move toward a deeper, slower and calmer rhythm. Consciousness of your breathing helps you to become more centred and still, more deeply aware of the Spirit within.’ 28

Use Michael Mangan’s “Open Our Hearts” CD to lead/teach the students Christian Meditation. Christian Meditation is 'prayer of the heart' which takes place in silence, with the aid of a mantra.The recommended silence is one minute for each year of age e.g. 5 minutes for 5-year-old children

Photo wallCreate a photo/image wall of places of prayer at home, school, other classes, Church and the wider community. Students are grouped to go to other grades and to the parish to photograph and observe the prayer places and rituals, and interview teachers and students about their prayer practices. Set up a Google page with relevant links for groups to research information. Students create a concept map linking these words to the

Y-chart

https://www.litmusproductions.com/index.php/products-menu/products/meditations/open-our-hearts.html

Photos/images

Google

Assessment as learning This task will indicate students’’ understanding and experience of meditation as prayer.

28 RESource Melbourne Catholic Education http://www.resourcemelb.catholic.edu.au/object.cfm?o=181&pid=1296&showrm=true&uptam=false

DCEO – Rockhampton

information/photos using coloured string or wool. Some suggestions for words:

- Prayer - Father - Son - Spirit - Friendship - Symbols- Talk- Listen- Story- Actions- Informal- Formal- ‘Sing- Movement- Special Place.

Brainstorm/DiscussWhen do we pray? Where do we pray? How do we pray?Are there different types of prayers that we use?Are there different ways that we pray?Why do we pray?

Using a Y–chart students identify what it sounds like, looks like, smells like, at times when they feel close to God and then students look for or are given a visual of a place where they might experience the mystery and wonder of God and complete a Star Chart (A-Z Teaching Strategies) to record their experiences. I can see …I can touch…I feel…I can hear…I can smell…The visuals could include:A large shady treeA lightning stormA waterfallWelcoming a new baby to the family.MountainsSeeing animalsBeing with friends

Coloured wool or stringStar chart

A-Z teaching and learning strategieshttp://rokreligiouseducation.com/resources/?k=a-z+teaching+and+learning+&resource-category=&resource-type=

Assessment for learning

Assessment of learning Students will describe personal experiences of the awe and wonder of God.

DCEO – Rockhampton

On the beach etc.

Children’s picture books to support this theme:Grandad’s Prayers of the Earth by Douglas Wood Because Nothing Looks like God. by Lawrence Kushner & Karen Kushner All the Places to Love by Patricia MacLachlanGod’s Quiet Things by Nancy SweetlandShhh … God is in the Silence: A Story for All Ages by Fiona Basile

Play with prayer forms Expressions Book 1 Topic 1 Prayer and Celebrations Give many ways that they can “play” with each structure e.g.Write a prayer onto long pieces of card and cut each word.Give one word to individual students who are to come out to the front of the class and put themselves in to the right order.The other children can prompt them as to where they should be standing. Assist students to apply reading clues that you have already taught them, such as, the capital letter goes to the front, the full stop tells us what? Learn to finger spell using Auslan signs the word Amen.

Make a paper chain with one word per chain link. Display the paper chain in the classroom.

Children’s picture booksA World of Prayers by Elena GomezPeace: The Prayer of St Francis by Anna GobelPrayer: Learning How to Talk to God by Jeanette GrothWe Pray in Many Ways by Christine Way Skinner and Celeste GagnonPraying with My Fingers Inspired by Pope Francis Paraclete PressFive Finger Prayer Pope Francis http://rokreligiouseducation.com/resources/?k=five+finger+prayer&resource-category=&resource-type=Our Father by Sabrina Bus William B Eerdmans Publishing Co 2006

Singing prayers Sing Your Prayers book for examples of simple sung prayers using familiar tunes.

Music by John Burland, Andrew Chinn, and Michael Mangan have many beautiful songs that can be used with actions and movements for various prayer times of the day. Andrew Chinn

Children’s picture books

M Ryan Expressions Book 1 A Religious series for Catholic Primary Schools

Children’s picture books

DCEO – Rockhampton

*A Morning Prayer (This Day)*Together We Pray (Welcome to All)*An Australian Blessing (Welcome to All) *Gotta Sing Gotta Pray (In Joyful Hope)*Grace Before Meals (This Day/Together As One)*May God Be In My Heart (Together As One)Michael Mangan*For Your Gifts (1,2,3 God Loves Me)*Song Of Blessing (Hearts on Fire)*As We Pray (As We Pray)John Burland*Grace (Walking In Faith)*Sign of the Cross (One Family/God Loves Me)

DVDs (movement and music)John Burland - ‘God Loves Me’Andrew Chinn - ‘Gotta Sing Gotta Pray!, ‘In Your Footsteps’, ‘Come Dance with Me’ & ‘Hearts and Hands’

Sing Your Prayers by Karen Comstock and Nancy Metcalf

Andrew Chinn http://www.butterflymusic.com.au/John Burlandhttps://johnburland.net/Michael Manganhttps://www.litmusproductions.com/index.php/about-us/michael-mangan.html

Sorting Out Prepare to read/listen to the scripture that is focus for the current Liturgical Year (Year A: Matthew 6:9-15; Year B: Mark; Year C: Luke 11:1-4).

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? Please note - if your students are having difficulty interpreting passages, practice this skill with simple picture stories. An interpretive question such as ‘What do you think the author is trying to tell us or say about…? 29 Who is the audience for the text? When was the text written?Where does the text take place? What type of text is it?Who are the characters in the text?

Gospel Author frieze – Use the Gospel Author frieze relevant for the scripture focus that can be placed around the walls of the classroom to locate where this scripture text occurred in the context of the whole book. The Gospel Author friezes available from APRE and CEO. Gospel frieze – sample frieze

available from APRE/CEO

Assessment for/of learning

29 Dr Margaret Carswell

DCEO – Rockhampton

Story Wheel - Using their bibles, students reread or listen the scripture that is focus for the current Liturgical Year (Year A: Matthew 6:9-15; Year B: Mark; Year C: Luke 11:1-4 and then use the Story Wheel template to answer the following questions:Who is involved? Where did this happen?What happened? When does the action take place?How is this story told?   Why did the author tell this story?

Four Quarter Story CardUsing the Four Quarter Story Card strategy, students listen to the scripture that is focus for the current Liturgical Year (Year A: Matthew 6:9-15; Year B: Mark; Year C: Luke 11:1-4) and complete the following  Write the title and author of the story in the first quarter.  Include an illustration.Draw the characters and write their names in the second quarter.Draw the setting of the story and describe it in the third quarter.Outline the plot in the fourth quarter

Story Jigsaw/Jigsaw summaryStudents listen to the scripture that is focus for the current Liturgical Year (Year A: Matthew 6:9-15; Year B: Mark; Year C: Luke 11:1-4).Using a jigsaw template (maybe 6 - 8 pieces e.g. Jigsaw summary p 78 Into the Deep), students are asked to write or draw the key events of the story.  After the jigsaw is finished, students then cut along the lines to make a jigsaw.  Place jigsaw pieces in an envelope and invite others to make your jigsaw story. 

Revisit the traditional prayer of The Lord’s Prayer (Our Father) referring to scripture that has been the focus for the current Liturgical Year (Year A: Matthew 6:9-15; Year B: Mark; Year C: Luke 11:1-4).

Read Our Father by Sabrina Bus William B Eerdmans Publishing Co 2006

Use Rina Wintour Just Imagine 3 Echo mine on page 13 to enact the scripture. Wondering Questions: I wonder where Jesus and the disciples were praying.I wonder what words they used before Jesus taught them the Lord’s prayer. I wonder how many disciples were there.I wonder what words you do not understand in the prayer.

M Ryan & J GrajczonekLearning Links to Story in Religious Education p 29

M Ryan, Learning Links to The Gospels p 32

M Ryan, Learning Links to The Prophets p37 D White & K O’Brien, Into the Deep pp 76-78

Picture Book Our Father by Sabrina Bus 2006

Just Imagine 3 – Rina Wintour p 13

Assessment of learning

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Assessment of learning

Assessment for learning

DCEO – Rockhampton

Students role play Jesus teaching the disciples about prayer.

‘Spend time discussing the meaning implied in each line of the prayer. Write a summary of each line, such as that provided by Kevin Treston’30 on p 54 in Beth Nolan’s Prayer Strategies A Teacher’s Manual 3rd Edition.Explore each line of the prayer and discuss what it means. Complete a jigsaw or cut and paste activity for words and meaning.

In pairs, using gestures, music or movement try and pray the Our Father using your whole body.

John Burland DVD ‘God Loves Me’ has movements and music to faith through Song. Such songs as: Our Father can be used form this resource

Compare and Contrast Use a Venn diagram to compare Matthew 6:9-15 Year A or Luke 11:1-4 Year C with the Aboriginal Our Father

Aboriginal Our FatherYou are our FatherYou live in Heaven

We talk to youFather you are good

We believe your word FatherWe are children

Give us bread todayOthers have done wrong to us

And we are sorry for themFather today

Help us from doing wrongFather

Save us from the evil oneYou are our FatherYou live in Heaven

We talk to youFather you are good.

What are the similarities and differences?Which part of the prayer is the most moving to you?

B Nolan, Prayer Strategies A Teacher’s Manual 3rd Edition Farrar House Publishing, p54

God Loves Me – DVD John Burland

Assessment for/of learning

Assessment of learning

30 B Nolan, Prayer Strategies A Teacher’s Manual 3rd Edition, Farrar House Publishing, Australia, 2014, p54

DCEO – Rockhampton

Which part is the most important for you? Informal and formal Prayer; revisit photo wallLook at existing connections from concept words to pictures/information on the wall. New connections are made using a different coloured string e.g. there is a difference between formal and informal prayer, or God talks to us through scripture and prayer. This enables new learning to be apparent.

Learn to sing the Aboriginal Our Father (‘Let Your Light Shine’ CD Andrew Chinn)

Explore and describe the four types of vocal prayer: Prayers of thanks Prayers of petition Prayers of praise Prayers of sorrow.

Look on teacher resources (on Diocesan RE website) under Prayer for the structure of these prayers – Teaching Prayer in the Classroom http://rokreligiouseducation.com/teacher-background/prayer/

Immerse students in these forms of prayer. Include forms of these prayers in the class big book of prayers. Devote a number of pages to particular type of prayers. Prayers of sorrowPrayers of praisePrayers of petitionPrayers of thanks

As a class or in pairs, students could be asked to write a prayer for a specific line of the Our Father – use one of the four prayer types – prayer of sorrow, prayer of praise, prayer of petition or prayer of thanks

Picture Prayers Expressions Book 1 p 33Give out pictures at random and ask students to write and appropriate prayer. For example, you could have a picture of an older person giving a present to a young child for which a prayer of thanks could be composed.

Ask students to find a magazine and cut out a picture showing a nature scene or take some digital photos around the school environment of nature e.g. trees, flowers, sky, birds, mountains, insects etc. write a prayer

Let Your Light Shine CD Andrew Chinn

Teaching Prayer in the Classroom resources on Diocesan RE website http://rokreligiouseducation.com/teacher-background/prayer/

B Nolan, Prayer Strategies A Teacher’s Manual 3rd Edition Farrar House Publishing, p54

M Ryan Expressions Book 1 A Religious series for Catholic Primary Schools p33

Assessment of learning

Assessment for learning

Assessment of learning

DCEO – Rockhampton

of praise underneath it. Display the picture and prayer in the classroom. See Expressions Book 1 p 33

Prayers of Thanks - Expressions book 1 p 38Have several large anchor charts with the prayer structure of all prayer types printed and displayed in the classroom.

Model to the children the various prayer types using the anchor charts. Brainstorm with the students, particular things that they would like to pray for. As they suggest things write them on the cards and give them to children to blutac onto the appropriate poster. See Teaching Prayer in the Classroom on Diocesan RE website for more information http://rokreligiouseducation.com/teacher-background/prayer/ Use prayer wheel template in Expressions book 1 p 47Spin the wheel and ask students to write or say a prayer of that type.

Use Prayer dice/cubes, Prayer jar or class made prayer dice/cube to select prayers or ways of praying for class prayer – prayers of sorrowprayers of praise, prayers of petition, prayers of thanks

How to use a Prayer Dice1. Gather students and light candle2. Roll the dice3. Pray the prayer that is face up. This may involve the students praying

a known prayer together or may be a time for individual students to compose their own prayer using a prayer starter or known prayer form. 31

Have students design an individual prayer cloth/prayer mat that demonstrates an understanding that prayer involves rituals, symbols, celebrations, silence and thanksgiving. If possible, this activity could be completed with family input.

Students explain the design of the prayer cloth/prayer mat in an oral report.

Planning a prayer ritual: rubric or templateAs a guide for students when preparing for class prayer, the class devises

M Ryan Expressions Book 1 A Religious series for Catholic Primary Schoolsp 38

Teaching Prayer in the Classroom http://rokreligiouseducation.com/teacher-background/prayer/

M Ryan Expressions Book 1 A Religious series for Catholic Primary Schools p 47

Available from Liturgy Brisbanehttps://shop.liturgybrisbane.net.au/collections/sick-and-dying

Assessment of learning

31 Prayer Dice Brisbane Catholic Education http://extranetportal.bne.catholic.edu.au/re/REC/RLS/PW/Pages/ChristianPrayer.aspx?_sm_au_=iQVrjVVnp11L6WkQ

DCEO – Rockhampton

a rubric or format of a prayer service using the following headings as a guide:- Symbols- Environment- Song- Prayer- Scripture- Reflection/ meditation- Blessing

This is then copied and given to all students.

Students are divided into groups to plan a prayer ritual using the rubric or template as a guide. They can use the prayers that have been added to the class big book of prayers for examples.

Assessment of learningThis activity will demonstrate students’ ability to write or draw a prayer or to physically compose a prayer through movement.

Assessment of learning This activity will demonstrate students’’ ability to work cooperatively to plan communal prayer.

Communicating Prayer ritualStudents lead a prayer ritual that their group has planned. At the end of each service, feedback is given by the class and each group completes a self-assessment using the rubric.

Listening meditation Repeat listening mediation and discussion.Students journal their responses to mediation and compare with their responses to the questions given at the beginning of the unit.

Personal Prayer rubric – at the beginning of the unit the teacher and students created a “Personal Prayer’ rubric for students to fill in. Revisit this personal prayer rubric and have students complete again – students may wish to change their ratings. The personal prayer rubric is not shared with the class but may be included in their personal prayer journals. Discuss any changes and way they think that this may have happened.Headings are rated 1-3 stars in the following areas:- I pray- I know the Our Father- I know the Hail Mary- I can make up my own prayers- I make time to pray- I can make the sign of the cross

Action Plan:Students to make an action plan by completing the following statements:

Personal Prayer rubric

Assessment of learning This task will indicate what learning and skills students have developed on prayer meditation.

Assessment as learning Journal reflection

Personal prayer rubric evaluation

DCEO – Rockhampton

When I pray by myself I will…When I pray with my friends I will…When I pray with my class I will…When I pray with my school community I will…When I pray at church I will…When I pray for the world I will…

Assessment of learning

Evaluating and Reflecting

5 Questions What are we learning?What did you learn?How do you know?How can you improve?Where do you go for help?

Assessment as learning

Teacher reflection and Evaluation

What has been most successful about this unit?Were the chosen activities accessible to all students?How were you able to involve the students’ families in the Unit of Work?Can you identify ways of improving this unit?

DCEO – Rockhampton