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Religion Curriculum Inquiry Unit

School:

YEAR LEVEL: 3 Term: Year:

Inquiry / Wondering Question: I wonder about prayer and praying. I wonder about the Rosary.

Strands: Beliefs

Sacraments MoralityPrayer

Cross-curricular priorities:

Class context/Learners: To be added by class teacher

Key Inquiry Questions:How can I show honour to Mary?What is the Rosary?Can I pray a decade of the Rosary?Where do I pray?How do I pray?Why do I pray?

I Wonder:I wonder about Mary.I wonder what is the Rosary.I wonder about how I pray.I wonder about where I pray.I wonder why I pray.

Knowledge & Understanding:The Rosary – Praying the rosary is a meditative prayer practice in the Christian tradition. Pray a decade of the Rosary (Joyful)How to pray, when to pray, ways to pray, and why people pray.Members of the Church pray often; every day. Prayer is a way people communicate with God and God communicates with people.Prayer is a living relationship with God the Father, Son, and Holy Spirit.Faith is lived through prayer and action.

Skills:Say, individually and in unison, a decade of the Rosary using Rosary beads and meditates on the mysteries individually using visual clues to assist. Our Father Ten Hail Marys Glory Be Prayer of Fatima (optional said by teacher)Identify and provide reasons for praying.Evaluate ways of praying.Explore feelings about and attitudes towards personal and communal prayer

CEO – Diocese of Rockhampton

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Formal and informal prayers – the Joyful mysteries of the Rosary Reflect on experience of prayer.Engage in a personal action plan to promote more meaningful prayer.Experience daily prayer times in the class.Make connections between prayer and the experience of God in people’s lives.Describe how praying develops people’s relationship with God.To be aware how attitudes and actions are influenced by praying.Plan, lead and participate in prayer services using formal and informal prayer in the classroom. Participate in spontaneous prayer, daily prayer in the classroom, meditation, grace before and after meals

Scripture to be interpreted: Luke 1:28, 42

Begin 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: Luke 1:28, 42CEV Translation (The Contemporary English Version is approved by the Australian Bishops Conference for Children’s Liturgies)

28 The angel greeted Mary and said, “You are truly blessed! The Lord is with you.” 42 Then in a loud voice she said to Mary: God has blessed you more than any other woman! He has also blessed the child you will have.

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

28 The angel came to her and said, “Peace be with you! The Lord is with you and has greatly blessed you!” 42 and said in a loud voice, “You are the most blessed of all women, and blessed is the child you will bear! Good News Bible Translation Copyright © 1992 by American Bible Society Used with permission.

1 Dr Margaret Carswell


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Teacher BackgroundMary – “Mary holds the hearts of believers throughout the centuries as mother and first disciple of Jesus. Throughout Turkey she is held in great reverence, as is shown by the enormous statue near Mary’s House in Ephesus. The tradition that surrounds Mary is very much larger than the person we discover in the New Testament. The Protoevangelium (Infancy Gospel) of James, written no earlier than the second century CE, is subtitled ‘The Birth of Mary the Holy Mother of God and Very Glorious Mother of Jesus Christ’. It is best known of the later texts containing legends about Mary and her birth, life, death and bodily ascension into heaven. It is this apocryphal text that recounts Joachim as Mary’s father and Anna as her mother. Much of this text echoes Luke’s narrative and attributes similar sayings to Mary as are noted of Jesus in the Gospel of Luke.” 2

“The Second Vatican Council (1962 - 1965) made specific reference to Mary and her place in the Catholic Church. The Church document, Lumen Gentium (On the Church), viewed Mary not only as the Mother of God – affirming earlier Church teaching – but also as Mother of the Church, an example of faith to Christians, a sign of hope, and pre-eminent among all the saints. Because of her particular circumstances in the Christian tradition, the Catholic Church has always accorded Mary, a special place in prayer, liturgy and devotional practices. During the discussions at Vatican ll, Pope Paul Vl coined the phrase, ‘Mary, Mother of Christ, Mother of the Church’, which encapsulates the Council’s focus on the role of Mary in Catholic tradition. In recent years, theological reflection about Mary has turned to emphasise Mary as a woman of faith and as first among all disciples.” 3

Church Teachings on Marian Prayer – “Prayer to and about Mary in Catholic liturgies and private prayer devotions is always to God through Mary. Official Catholic Church teaching does not attribute divine power to Mary. So, prayer practices in the Catholic Church affirm the Church’s teachings about Mary and her role and significance for the Church. The Catholic Church has given Mary a place of honour in its traditions, signified in the awarding of titles such as ‘Mother of God’. But, the Catholic Church makes a distinction between the adoration which is given to the Holy Trinity – Father, Son and Spirit and the devotion given to Mary. This distinction between adoration and devotion is an important one in the Catholic tradition.” 4 The Hail Mary – “an expression of Mary’s disposition, willing to play her part in the Incarnation as the Mother of Jesus: ‘Hail Mary full of grace. The Lord is with you. Blessed are you among women and blessed is the fruit of your womb, Jesus. Holy Mary, Mother of God, pray for us sinners now and at the hour of our death. Amen’ (see Lk 1:28 and 42). By the end of the third century, Mary had become known by the Greek title Theotokos, which can mean either “God-bearer” or “Mother of God”. The first part of the Hail Mary – known by its Latin words Ave Maria – was a common devotional prayer in the twelfth century. The second part of the prayer – beginning “Holy Mary” – was added in the sixteenth century.” 5 The Rosary – “The Rosary is a devotional prayer. The name comes from the Latin word rosarium, which means ‘rose garden’. In the Middle Ages, Mary was often called ‘Rose’ and eventually became ‘rosary’. Each decade begins with the Lord’s Prayer and concludes with the Doxology. A meditation on the life of Christ or Mary accompanies each decade. Until 2002, The Rosary was divided into three groups of five decades, called the Joyful, Sorrowful and Glorious Mysteries. In the sixteenth century, the Rosary developed into the form used today, but different forms of this prayer had been used in the church for many centuries prior to this. In October 2002 Pope John Paul ll released an Apostolic Letter titled Rosarium Virginis Mariae. This letter was addressed to the Bishops, Clergy and Faithful on the most Holy Rosary and it introduced the Mysteries of Light, which are based on five significant moments recorded in the Gospels about the public ministry of Jesus. In his Apostolic Letter, Pope John Paul ll called for the Rosary to be rediscovered as a treasure – as a prayer of peace for our world and a prayer that can be prayed by people of all ages, including children.” 6 http://w2.vatican.va/content/john-paul-ii/en/apost_letters/2002/documents/hf_jp-ii_apl_20021016_rosarium-virginis-mariae.html “The Rosary consists of the recitation of five sets of ten ‘Hail Marys’, preceded by an ‘Our Father’ and concluding with a ‘Glory be to the Father’. After apparitions of Mary in Fatima, Portugal in 1917, it became customary to add the so-called Fatima Prayer after the ‘Glory be to the Father’ ‘O my Jesus, forgive us our sins, save us

2 R Canavan, A Friendly Guide to Women in the New Testament, Garratt Publishing, Mulgrave Victoria, 2017, p 63 M Ryan, Learning Links to Mary, Lumino Press, Brisbane, 2009, pp 2-34 M Ryan, p 4 5 M Whelan SM, A Friendly Guide to Prayer, John Garratt Publishing, Mulgrave Victoria, 2011 p 596 B Nolan, Prayer Strategies A Teacher’s Manual 3rd Edition, Farrar House Publishing, Australia, 2014, p 63


http://w2.vatican.va/content/john-paul-ii/en/apost_letters/2002/documents/hf_jp-ii_apl_20021016_rosarium-virginis-mariae.html

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from the fires of hell. Lead/bring all souls to heaven, especially those most in need of your mercy’. A set of beads is normally used to count off the various prayers.” 7

Worlds of the text Words in the TextAngel Gabriel – Angels are referred to repeatedly throughout the Bible. In the biblical texts, angels are real, living beings. Spiritual and non-physical, some take on a physical appearance for a period of time. A human encounter with an angel is in some sense an encounter with God. On many occasions God chooses to be known through an angel (Ex 3:2). The main activities of an angel are to offer praise and worship of God, to make announcements, to carry messages on behalf of God and to guide and protect people. Angels were deeply involved in proclaiming the birth of Jesus. The book of Hebrews (Heb 1:14) refers to angels as ‘ministering spirits sent to serve.’8Galilee – Galilee is a small region in the north of modern day Israel. In the time of Jesus, as today, it was a very fertile area, the fresh water of Lake Galilee being used to irrigate the rich red soil. In the adult life of Jesus, the region was governed by Herod Antipas (son of Herod the Great). According to Matthew, Mark and Luke, Jesus lived in Galilee and most of his ministry was in Galilee. The region is thought to have been well populated with up to 200 villages. Some of the best known are Nain, Nazareth, Cana and Capernaum.9

Nazareth – Nazareth was a town in the northern region of Galilee about 15 miles south west of Lake Galilee (sometimes called the Sea of Galilee). Galilee is a very fertile area as water from the freshwater lake is used for irrigation.10

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.11 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

Luke 1: 42 - Elizabeth’s cry on meeting Mary reminds us of the cry of David as the ark of the covenant, the symbol of God’s presence among his people, came into the holy city: How can the ark of the Lord come into my care?’ – 2 Samuel 6:912

Worlds in Front of the TextMary and the Annunciation and birth of Jesus according to Luke – “Luke’s Gospel, written around 85 CE, relates a divine annunciation to Mary and the birth of Jesus. Mary receives the word of God via the angel Gabriel. The entrance of Gabriel signifies a message from God. His appearance to announce the birth of John the Baptist to Zechariah and the birth of Jesus to Mary is met with great fear, which is the usual response before an epiphany. What we observe of Mary is her openness to the word and her willing and faithful trust to what we would imagine as an incomprehensible request. Her faithfulness to God is paramount as she humbly says yes to becoming the mother of Jesus.” 13

“It is through Luke’s telling that we come close to Mary and the way she walks as mother and disciple. We imagine her as a young Palestinian woman betrothed to be married. The annunciation is depicted in classic art works and icons that lift the story from the text and into our vison and memory. Her response to God, ‘Behold the servant to the Lord; let it be with me according to your word.’ (Luke 1:38), abides as the faithful response to the call of God” 14 Mary the Mother of Jesus and our Mother – “In examining the scriptures we are able to revisit what we know of Mary in the New Testament. We know very little. Mary has few words to say. Her presence is powerful even in silence. She is the one who said yes to God to give birth to Jesus and in doing so gave birth to the Word of God active in the world. The later tradition adds to our understanding of Mary. She is our Mother as we are brothers and sisters of Jesus. She is our sister in discipleship and our model and inspiration in faithful service.” 15

7 M Whelan SM, p 59 8 Dr Margaret Carswell http://www.thebibledoctor.com/a.html 9 Dr Margaret Carswell http://www.thebibledoctor.com/g.html10 Dr Margaret Carswell http://www.thebibledoctor.com/n.html11 R.T France Teach the Text commentary Series Luke. Baker Books, Grand Rapids Michigan, 2013. p. 7


http://www.thebibledoctor.com/uploads/2/3/7/5/23753282/luke_poster.pdf

http://www.thebibledoctor.com/uploads/2/3/7/5/23753282/luke_poster.pdf

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

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

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

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

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 ….

12 Fr Michael Fallon MSC http://mbfallon.com/luke_commentary/luke_1,5-2,52.pdf13 R Canavan, A Friendly Guide to Women in the New Testament, Garratt Publishing, Mulgrave Victoria, 2017, pp 6-714 R Canavan, p 915 R Canavan, p 11


http://mbfallon.com/luke_commentary/luke_1,5-2,52.pdf

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Assessment PlanYear Level Achievement Standards:By the end of Year Three, students demonstrate wonder at the mystery of God as creative, compassionate, loving and forgiving. They name significant people, places, events and stories from the Gospels. They identify cultural aspects that assist them to understand Jesus’ life and teachings.

By the end of Year Three, students explain the rite of reconciliation and understand that we can choose to be loving and forgiving like Jesus.

By the end of Year Three, students wonder and recognise how their gifts can serve the community by being welcoming, caring and joyous. They respond to stories of Jesus by relating them to their own lives.

By the end of Year Three, students can understand and say, individually and unison, the Act of Contrition and a decade of the Rosary (joyful mysteries). They participate in prayer every day and identify reasons for praying.Type of Assessment

Description Possible Sources of Evidence When assessment takes place

Formative

Assessment forLearning

As a class complete a Post –it Note brainstorm using the following: ‘What is prayer?’

Post-It Note Brainstorming During the 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.

Personal prayer writing

Re-write the Hail Mary in your own words

Y-Chart

Personal prayer writing

Re-write the Hail Mary in your own words

At the beginning of the unit

During the unit

During the unit


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Group presentation of one of the decades of the Joyful Mysteries

Using a checklist ask each student to List possible times, places, ways to pray Articulate why and how we pray.

Pray a decade of the Rosary – the Joyful Mysteries

Action PlanStudents 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 ...

Group research and response to a decade of the Joyful Mysteries

Consultation

Observation

Cloze activity

During the unit

At the end of the unit

At the end of the unit

At the end of the unit.

Affective

AssessmentasLearning

Personal prayer rubricHeadings are rated 1–3 stars in the following areas:I prayI know the Our FatherI know the Hail MaryI can make up prayersI make time to prayI can make the Sign of the Cross.

Listening Meditation

Prayer Rubric

Evaluate meditation

At the beginning of the unit and at the end of the unit.

During the Unit


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Learning and Teaching Sequence

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

Tuning In Teacher creates 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 prayI know the Our FatherI know the Hail MaryI can make up my own prayersI make time to prayI 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.

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

Responding Activities to tune in to the Topic of Prayer: Using a Y-chart students identify what it sounds like, looks like,

smells like, at times when they feel close to God.

Begin a Class Prayer Book which contains examples of children’s

Personal Prayer rubricI prayI know the Our FatherI know the Hail MaryI can make up my own prayersI make time to prayI can make the Sign of the Cross.The rubric to have three levels Three stars – I can do itTwo stars – I need helpOne star – I don’t know this.

Y chart see a-z teaching strategieshttp://rokreligiouseducation.com/resources/?k=a-z+teaching+strategies&res

Assessment as/for LearningThis will indicate students’ prior knowledge and experience of prayer.

Assessment of LearningThese tasks indicate students’ prior understanding, perceptions and experiences of prayer.


http://rokreligiouseducation.com/resources/?k=a-z+teaching+strategies&resource-category=&resource-type=


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work, formal prayers and favourite prayers.

Use Morning Prayer as a time to affirm students. These students can be Prayer leader for the day. Say a ‘thank you’ prayer for these people.

Invite students to keep a prayer journal using words, pictures and images. It can assist students to be aware of what they believe value, feel and wonder about. Invite students to address their journal entries to God. Sometimes writing a letter to God can be a way of journaling. For other students, sentence starters may be helpful, e.g. I feel like … I am happy/sad because … I wish … I need … I am wondering about … I am sorry for …

On a chart build a treasury of prayer words such as silence, thanking, praise, listening, asking, singing, etc. These words can be added to as the unit and learning progresses.

Plan, with the students, a classroom prayer roster. Encourage students to take responsibility for setting up the sacred space. Have a procession when you change the cloth on your Prayer Table at the beginning of Easter from Purple to White. Remind the students about the Church’s Liturgical Year and the various colours that are used for each liturgical season. See Teacher Background Information for more about the liturgical year.

Teach simple morning offerings. Alternate spoken prayers with

songs or hymns. As children become more confident, they can take it in turns to lead prayer.

ource-category=&resource-type=

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/

http://rokreligiouseducation.com/teacher-background/liturgical-year/

Andrew Chinn*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)





http://rokreligiouseducation.com/

http://rokreligiouseducation.com/



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*As We Pray (As We Pray)John Burland*Grace (Walking In Faith)*Sign of the Cross (One Family/God Loves Me)

Finding Out As a class complete a Post –it Note brainstorm using the following:‘What is prayer?’ Have a poster on walls in the classroom with the following headings:Prayer is ...Prayers I know ...I pray to …Times when I pray ...Places 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 the information collected can be presented in a variety of ways e.g. PowerPoint presentation, in their religion book, art-form, etc.

Use children’s picture books to explore the place of communication in relationships. Find books from the school library that focus on how the characters communicate with each other and about friendship. See list of suggested children’s literature at the end of the unit.Relate this to prayer by asking the following questions:What is communication?How do we communicate with God?Why do we communicate with God?What is a ‘friendship’?How do we build up a friendship with God?

Students share their work with the class. They could do this by using a concept map. Emphasise the link between communication, relationship (or friendship) and God.

Brainstorm/DiscussWhen do we pray? Where do we pray? How do we pray?

Post –it Note Brainstorming.

List of children’s picture books at the end of the unit.

Assessment for /as LearningWhat do the students know about prayer?


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Are there different types of prayers that we use?Are there different ways that we pray?Why do we pray?

Investigate and experience a variety of prayers both inside and outside the classroom. Include music and symbols. Students complete Y Charts to share impressions of each of the prayer experiences.Creative prayers:Action songsWhen teaching songs, try to incorporate appropriate gestures. John Burland’s DVD resource – Move! Pray! Celebrate! is an excellent resource for showing songs with gestures - It contains 18 songs which cover a variety of themes such as Gathering, God's Love, Christmas, Easter, Mary, the Sacraments, Justice and many others. The DVD clearly demonstrates the accompanying movements to all 18 songs and includes four songs being demonstrated within a group situation by children and young adults. John Burland has also release God Loves Me DVD.

Andrew Chinn also have DVDs (Gotta Sing Gotta Pray!, In Your Footsteps, Come Dance with Me, Hearts and Hands)

The Auslan sign language dictionary id also a great help to work out appropriate gestures for songs. Just type in the word and it will show you the Sign language for the word.http://www.auslan.org.au/about/dictionary/

Listening MeditationUse 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.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?

Y Chart - see a-z teaching strategieshttp://rokreligiouseducation.com/resources/?k=a-z+teaching+strategies&resource-category=&resource-type=

https://johnburland.net/dvd-collection/

http://www.butterflymusic.com.au/shop/dvds

http://www.auslan.org.au/about/dictionary/

Assessment for/as Learning.Observe and take anecdotal notes of students’ ability to participate in meditation activity.














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Who do you want to talk to?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 – ShareGive 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.

See the Townsville Catholic Education website http://www.cominghome.org.au/ for more ideas on Christian Meditation

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

Prayer CirclesSpontaneous Prayers – students sit in a circle and using a prayer focus such as a candle, Bible, crucifix etc. invite the students to pray for their own intentions. These prayers can be prayers of petition, praise or thanks, forgiveness. When teaching prayer in the classroom students can follow the format:

1st line WHO is the prayer to?

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

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

Assessment for/as Learning.Observe and take anecdotal notes of students’ ability to participate in meditation activity.

Assessment of learningStudents writing their own









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2nd line WHAT are you asking for/thanking God for/praising God for/sorrow for? 3rd line END with AMEN

See http://rokreligiouseducation.com/teacher-background/prayer/ for a more detailed explanation.

Have each child write their own prayers and illustrate. These can be added to their religion book or made into a class book of prayers.

http://rokreligiouseducation.com/teacher-background/prayer/

prayers.

Sorting Out 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, around the school and to the Church (if possible) to photograph and observe the prayer, places of prayer and rituals, and interview teachers and students about their prayer practices. – ask using the 5W’s+H strategy

Using the photos taken find commonalities such as formal and informal prayer, sung prayer, meditation, colours, symbols, etc. group photos under agreed headings.

Discuss the difference between formal and informal prayer.Find examples of formal prayers:Hail MaryOur FatherGrace before / after mealsResponses in the Mass

Look at the ‘Hail Mary’ in more depth. The ‘Hail Mary’ is a most familiar prayer used in the Catholic Church in honour of Mary.We honour Mary through prayer. Teacher Background – Hail Mary p 56 “Prayer Strategies A Teacher’s Manual 3rd edition” Beth Nolan

Revisit Luke’s Gospel to make connections with the Hail Mary:The Hail Mary is drawn from Luke 1:28 and Luke 1:42.

Digital cameras/iPads/iPods

5Ws + H strategy - see a-z teaching strategieshttp://rokreligiouseducation.com/resources/?k=a-z+teaching+strategies&resource-category=&resource-type=

See teacher background on Rockhampton Religious Education website http://rokreligiouseducation.com/teacher-background/mary/Hail Mary p 56 Prayer Strategies A Teacher’s Manual 3rd edition Beth Nolan

Bibles

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http://rokreligiouseducation.com/teacher-background/mary/







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Locate Nazareth and Galilee on a map of Palestine in 1st century AD.Map – Israel in New Testament Times p1989 The Catholic Children’s Bible St Mary’s Press

Prepare to read/listen to the story of the Annunciation from Luke’s Gospel There are some questions that might help you and your students as you focus on the text. 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?

What does the angel Gabriel say to Mary?Go through the Hail Mary and discuss the words used in this prayer.

Hail Mary in many languages – does a student in your class or a family member speak another language? Are they able to say the Hail Mary in another language?

Lukan frieze – Use the Luke frieze that can be placed around the walls of the classroom to locate where this scripture text occurred in the context of the whole book. A sample frieze available from CEO – diocese of Rockhampton.

Scripture Play – use Rina Wintour Just Imagine 2 p 17 or Just Imagine 4 p 21 as a guide

Story Wheel - Using their bibles, students listen to the story of the Annunciation and then use the Story Wheel template to answer the following questionsWho is involved?Where did this happen?What happened?When did this happen?How is this story told? Why did the author tell this story?

3D map of IsraelThe Catholic Children’s Bible St Mary’s Press p1989

Learning Links to Prayer p 28

Lukan frieze – sample frieze available from CEO

Rina Wintour Just Imagine 2 p 17Just Imagine 4 p 21

Learning Links to Story in Religious Education p 29


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Scripture Probe – as a class reread the story of the Annunciation and respond to the following questionsWho are the main characters in this story?What event/story came before this passage?What happens immediately after this story in the scriptures?Are there any repeated words or phrases - What are they?What is the Story’s setting? Time of day/Day of the week/What is happening at the time?What are the main symbols or images used in this passage?Considering the people of this time, what would be the significance/impact of this story?Does the Author have a particular message or theme with this Book of the Bible?What are your thoughts and feelings about what happens in this story?When you hear this story again in the future what image will come back to you? Our reflection on the meaning of this passage is?

Story Pyramid - Using their bibles, students listen to the story of the Annunciation and then use the Story Pyramid strategy to answer the following questionsName the main characterTwo words describing main characterThree words describing the setting for the storyFour words stating the problem or conflictFive words describing one eventSix words describing second eventEight words stating solution/resolution to the story

Pray the Hail Mary using actions - https://www.loyolapress.com/faith-formation/activities/praying-the-hail-mary-with-actions

Use John Burland’s Songs of Mary (2010) to sing the Hail Mary – traditional prayer.

In pairs or individually re-write the Hail Mary in your own words and illustrate an aspect of this prayer. Present to class.

Into the Deep pp 60 - 63

Learning Links to Paul p 31

https://www.loyolapress.com/faith-formation/activities/praying-the-hail-mary-with-actions

https://johnburland.net/cd-collection/

Assessment of learningThis activity will provide evidence of students’ knowledge of the Hail Mary.









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After students have discussed and examined this popular Marian devotion, they could teach it to a buddy or a younger student. What strategies would they use – Illustrations? Music? Rhymes? Actions?Storytelling?

Examine a decade of the Rosary. Choose the Joyful Mysteries as they are related to the life of Mary, 1. The Annunciation (Luke 1:26-38)2. The Visitation (Luke 1:39-45)3. The Nativity (Luke 2:1-7)4. The Presentation (Luke 2:22-35)5. Finding in the Temple (Luke 2:41-52)

As part of an ongoing class prayer celebration, divide the class into five groups and allocate one event depicted in the Joyful Mysteries and have the students complete the following:Research some information about the event – this could include scriptural reference.Dramatise or mime the event.Draw, paint or sketch their own interpretation of this event.

Over a period of 5 weeks groups share their individual interpretation of the chosen event during class prayer. These could be displayed around the prayer space if suitable.Look at some Rosary beads. Ask the children to bring some in from home and share the story of who owns the beads.What do we call these beads? What are they used for?

Look at diagrams on how to pray a decade of the Rosary – Cross Our FatherTen Hail MarysGlory Be

Praying the Rosary https://catechistsjourney.loyolapress.com/2016/10/creative-ways-to-pray-the-rosary

Show the students how to make their own rosary beads. This can be a complete rosary or decade of the Rosary.

Bibles



http://rokreligiouseducation.com/resources/?k=rosary&resource-category=&resource-type=

Assessment of learning











https://catechistsjourney.loyolapress.com/2016/10/creative-ways-to-pray-the-rosary


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http://www.catholicicing.com/how-to-make-a-rosary-with-kids/

https://www.catholicicing.com/easy-rosary-craft-for-kids/

see Pinterest http://www.pinterest.com/gailtdavis/the-rosary-for-kids/ for more creative ideas for making rosary resources.




http://www.pinterest.com/gailtdavis/the-rosary-for-kids/

Communicating Using a checklist ask each student to List possible times, places, ways to pray Articulate why and how we pray.

Pray a decade of the Rosary – the Joyful Mysteries

Action PlanStudents 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 ...

Checklist and anecdotal records completed through consultation.

Observations

Cloze activity




Evaluating and Reflecting

Look at the ‘Personal Prayer’ rubric for students from the beginning of the unit and have the students re-evaluate their knowledge at the end of the unit.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 prayI know the Our Father

Assessment as learning
















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Teacher reflection and Evaluation

I know the Hail MaryI can make up prayersI make time to prayI can make the Sign of the Cross.

Suggested Children’s Literature

Allen, Pamela. (1991) Black dog Ringwood: Penguin Books. [OP]

Blabey, Aaron. (2007) Pearl Barley and Charlie Parsley Camberwell: Penguin.

Fox, Mem. (1984) Wilfred Gordon McDonald Partridge Omnibus Books

Gleeson, Libby. (2006) Amy and Louis Scholastic Australia

Gliori, D. (1999) No matter what Mascot N.S.W.: Koala.

Graham, Bob. (2001). Let’s get a pup! London: Walker.

Grindley, S. (2000) What are friends for? London: Kingfisher. [OP]

Horn, P. (1999) When I grow up New York: North-South. [OP}

King, S. M. (1998). Henry and Amy: right-way-round and upside-down Sydney: Scholastic.

King, S. M. (1995). The man who loved boxes New York: Scholastic.

Lee, L., & Gamble, K. (2000). Pog Norwood, S.A.: Omnibus Scholastic.

Ormerod, Jan. (2010) Maudie and Bear Hardie Grant Publishers

Shanahan, L., & Quay, E. (2001) Bear and Chook Sydney: Hodder Headline.

Weedn, Flavia. (1995) The Elephant Prince London: Hodder Children’s Books.


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