Unit 2 Prayer, Saints and Feasts



Unit 2 – Prayer, Saints and Feasts

Year 2

This unit can also be called ‘People who care for us and help us to know God’

Rationale: aims and purpose of the unit

This unit is designed to extend the children’s knowledge and understanding of the life of Mary and Jesus through prayer (Rosary, with a particular focus on the Mysteries of the Light) and Scripture. The children will extend their knowledge of the liturgical cycle. They will learn about how we are called to respond to Jesus. They will learn about some saints who responded to the call of Jesus.

Through the Islamic faith children will learn that other faiths have special times of prayer during the year. For Muslims a special time is Ramadan.

Rationale

Know what a liturgical calendar is.

Know the role of Mary in the Church.

Understand that all of us are called to follow Jesus.

Other Skills and Knowledge Required

Email.

Write a simple recipe.

Create simple ICT databases.

Write a diary.

Design a CD cover.

Thinking skills, including concept maps, timelines.

Vocabulary

Baptism

Rosary

Litany

St. Therese of Lisieux

Ramadan

Explanation of the Theology

Teachers might want to discuss what the following words, which are based on the Catechism, mean for them, prior to teaching the unit. The key theological message for the pupils is highlighted in red.

Mary is a model of faith and charity for all of us. She is an important influence, an influence she gets from the merits of Christ. The veneration to her is given through prayer and special feasts including the Rosary, which is a compendium of the whole Gospel.

Cf Paragraph 197 Compendium: Catechism of the Catholic Church.

The Rosary enables us to look at the life of Jesus Christ through the eyes of Mary. The communion of saints is united with Jesus Christ and provide an example in faith of following him.

|Learning Intentions |Key Questions |Scripture to be |Engage Activities. |Explore Activities |Express |Success Criteria |

| | |read and explored |(What’s the story?) |(What’s the meaning behind the story?) |(Show understanding | |

| | |with the children | | |of the story) | |

|To explore how the |Who was Mary? |Jn 2:1-12 |Share the passages of Scripture |Use a concept map to show what happened |Send a simple email as if they were |Know that Mary showed |

|Church remembers and | |Wedding Feast of |highlighted. (Wedding Feast of Cana etc.) Feel free to |at the wedding. |at the wedding, saying what happened|us that Jesus is |

|honours Mary for her |What was her response to|Cana |choose your own picture, if there is one that you prefer. | |and how that makes them feel about |special. |

|response to God. |God? | | is also a good|Create a journey of the life of Jesus in |Jesus and what they are going to do | |

| | |Mt 2:13-15 Journey |website to help explain the Rosary. Background information |pictures as detailed in the Rosary, (e.g.|to be like him. |Identify the key facts|

|To know stories about|When did she respond to |into Egypt |on the Rosary can be found in the additional information |Baptism of Jesus, Wedding Feast of Cana, | |of a story about Mary,|

|Mary and her family |God in this way? | |section ‘Catholic Prayers to Accompany the Units’ |etc), saying which of those are |Create a simple step-by-step or |such as the Flight to |

|and what we can learn| | | |important. The journey could take the |instructional text for praying the |Egypt or the Wedding |

|from them. |What does this tell us | |Examine a picture of the feast such as the one above. |form of a timeline, where the pupils draw|Rosary. |Feast at Cana and |

| |about her relationship | |Identify what Mary said and did. Use post-it notes to create|different pictures of the aspects of | |identify what this |

|To explore how the |with Jesus? | |speech bubbles. (This miracle opened the disciples to faith |Jesus’ life and is an opportunity for the|Alternatively create a simple recipe|tells us about Mary |

|Rosary is a prayer | | |through Mary’s intervention.) |pupils to discuss what they already know |for praying the Rosary, remembering |and her relationship |

|that looks at the |What did she do at the | |What does the story tell us about doing what Jesus asks? |about Jesus and to place the events of |to identify what the ingredients |with God. |

|life of Jesus through|wedding at Cana? (“Do | | |the life of Jesus in order. |are, including the different parts | |

|the eyes of Mary. |whatever he tells you.”)| |Create a painting or list of all the other things Jesus asks| |of the life of Jesus, rosary beads |Know that the Rosary |

| | | |us to do. |Examine what we can learn from Mary or |and the prayers Hail Mary and Our |is a special prayer |

|To know that saints |What can we learn from | | |other people in each of the pictures that|Father. |that helps us think |

|like Mary help us to |her? | |What effect would this miracle have had on those who were at|have been drawn. | |about the life of |

|follow Jesus. | | |the wedding? | | |Jesus. |

| |How can we learn from | | |(Examples of the above can be found in | | |

| |her? | |Role-play the events immediately after the miracle. Write a |the Thinking Skills Pack in the | | |

| | | |letter to a relative who missed the wedding, saying what |supplementary materials section.) | | |

| |What parts of Jesus’ | |happened and how they are going to follow Jesus. | | | |

| |life do we think about | | | | | |

| |when we pray the Rosary?| | | | | |

|To understand that |How did Jesus call his |Mk 2:13-17 Dinner |Share the story of Levi with the pupils by reading the text.|Create posters which portray what Levi |Create a TV report of a disturbance|Know that Jesus calls |

|Jesus called men and |disciples? (He called |at Levi’s house | |was like before the calling and what he |at Levi’s house. Imagine you are |all of us to follow |

|women through his |them by name and spent | |Role-play being Levi after Jesus had visited; What questions|was like after the calling. The same |the person giving the report to the|him. |

|life and mission. |time with them.) | |would you have asked Jesus? |posters could be created to identify the |camera; how would you sum up events| |

| | | |How many can you think of? |response of the Pharisees. |at the house in a one-minute |Know that saints and |

| |How are we called to | |How do you think Jesus will respond? | |report? What happened? Why? Who was|disciples respond to |

| |follow Jesus? (Through | | | |cross? (Pharisees) Why? |the calling by Jesus. |

| |baptism, by being part | | | | | |

| |of a community like the | | | |Imagine that the Pharisees were | |

| |disciples.) | | | |very cross at what they saw. Write | |

| | | | | |a letter to a newspaper or a | |

| |What does Jesus call us | | | |postcard saying what you thought of| |

| |to do? | | | |events at Levi’s house. This will | |

| | | | | |help the pupils identify the | |

| | | | | |differences in those who chose to | |

| | | | | |follow Jesus and those who did not.| |

|To investigate the |Why do we remember the | |Examine the story of St. Therese. Create a class flow |Create class litany of favourite saints |Devise a recipe for what makes a |Know that saints help |

|lives of some saints.|saints? (Give example of| |chart, detailing the important events in the life of this |(e.g. “St Paul, pray for us on our |saint. Allow the children to |us become more like |

|(Be a ‘saint |how to follow Jesus.) | |saint. In the flow chart, try and detail the important |journeys”, “St John, guide us in our |discuss what the ingredients are. |Jesus. |

|detective’, i.e. what| | |things that the saint did, said or believed in. |writing”,St. Therese, help us as we learn|For example, the ingredients might | |

|makes a saint?) For |Who is your favourite | | |etc). Design a symbol or gesture or |be: following Jesus; acts of | |

|example, St Francis |saint? Why? | | |simple musical accompaniment with each |kindness towards others; setting |Identify the qualities|

|of Assisi, St Andrew,| | | |line. |aside time to pray; or other |saints have. |

|St. Therese, All |How do they inspire you?| | | |qualities that they may have | |

|Saints Day. | | | |Design a CD cover to go with music that |identified in a particular saint. | |

| | | | |accompanies a litany. | | |

|To know that we |How did they respond to | | |The CD could be called ‘Saints’ Litany’. |Create a simple database in ICT | |

|venerate saints for |the call of Jesus? | | |(What saints would they draw on the cover|showing; where the saint lived, | |

|their witness to God | | | |or would they use symbols to show what |what they did, when they were | |

|in a prayer called a |What is a litany? (Ask | | |the saint was like?) |alive, how they inspire us to be | |

|litany. |priest for examples of | | | |like Jesus, etc? | |

| |when we pray it.) | | | | | |

|To know that the |How does the liturgical | |Create a timeline of all the events of the Church’s |Design their own liturgical calendar with|Create a collage or a stained |Know and understand what |

|Church identifies |calendar help us think | |calendar that take place each year. (See Thinking Skills |symbols to remind us what to pray for and|glass window, depicting the |a liturgical calendar is.|

|different times of |about the life and | |Pack in the supplementary materials section) |why. For example, November for the Holy |different events of the Church’s |(Liturgy means |

|the year for special |teachings of Jesus? | |These should include Advent, Christmas, Lent, Easter and |Souls – to remind us to be faithful to |year. |participation of God’s |

|prayer and to analyse| | |important feast days for the school. They may also include |God; October, Mary to remind us to do | |people in the work of |

|how this forms part | | |months associated with particular devotions, e.g. October: |what God wants, etc. | |God.) The calendar |

|of the liturgical | | |Mary. | | |reminds us of the things |

|cycle. | | | | | |that Jesus has done for |

| | | | | | |us and what we should do |

| | | | | | |in return. |

| | | | | | | |

| | | | | | |Know the key liturgical |

| | | | | | |seasons such as Advent, |

| | | | | | |Christmas, Lent, Holy |

| | | | | | |Week and Easter and where|

| | | | | | |they come in the |

| | | | | | |liturgical calendar. |

|To know that Ramadan |What is Ramadan? | |Create instructional text of what happens at Ramadan. |Learn what the word ‘Ramadan’ means. |Write a simple diary account |Know that other faiths have |

|is a special time of | | | | |or extract of what a Muslim |special times in the year to|

|prayer for Muslims. |What happens during | |The following website might provide help with information |Identify reasons why we fast. |child might do during Ramadan.|help them get closer to God.|

| |Ramadan? | |of Islam: | | | |

| | | | |What can we do instead of eat? (Pray, | |Know that Ramadan is a time |

| |When is Ramadan? | | |give alms to the poor, etc.) | |when Muslims fast and pray, |

| | | | | | |so they can get closer to |

| | | | |Do a concept map for what happens during | |God. |

| | | | |Ramadan. | | |

| | | | |(See Thinking Skills Pack in the | | |

| | | | |supplementary materials section.) | | |

Notes

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download