Finding God: Grade 6, School, Teacher's Edition by Loyola Press

Our Response to Godâ&#x20AC;&#x2122;s Gifts

GRADE

School Catechist Guide

Catechist Preparation Unit 1

God, Our Creator and Father Unit 1 focuses on God as our Creator and Father and how the Bible reveals him to us. We read stories about faithfulness and Salvation, and about sin and God’s mercy. In this unit children will learn the following concepts.

Session 1

The Bible, God’s Story

This session focuses on the Bible, the sacred book of the Christian faith. The Bible is a collection of books by many writers using a variety of literary forms. The Holy Spirit guided all the writers. With the guidance of the Holy Spirit and the Church, we read the Bible and learn about God’s message of love and forgiveness and how it relates to our own lives.

Session 2

God Creates the World

The Book of Genesis has two different Creation stories. In the first story, God created everything in the universe—the sun, the moon, water, plants, and animals. He was pleased with his work. In the second story, God created man and woman in his own image, designing them to be equals, and to cooperate with him in caring for the earth.

Session 3

Un it Sa in t

Saint Jerome Jerome translated the Bible from Hebrew and Greek into Latin, the ordinary language of the time. He believed that people should translate the words of the Bible into actions.

Sin and Salvation

Adam and Eve disobeyed God, and the result of their disobedience is Original Sin. Because of their actions, we are born in a state of sin and sometimes find it difficult to resist the temptation to sin. The story of Cain and Abel shows that people who did not know God did not trust each other. All sin involves a lack of trust in God. We can always ask for God’s mercy, even when we sin.

Session 4

Abraham Listens to God

God spoke to Abraham and Sarah, and we can hear God speaking to us today. God spoke to Abraham directly and through special messengers—angels. He established a Covenant with Abraham and Sarah. God calls us to know him and to help other people know him.

Session 5

Celebrating Ordinary Time

Children learn the meaning of Ordinary Time, why we celebrate it, and how Ordinary Time is celebrated in our Church.

Un it 1

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CATECHIST PREPARATION

Prayer in Unit 1

Together as One Parish

In each session of Unit 1, establish the pattern and tone for prayer. Children pray prayers of petition and thanksgiving as well as participate in a guided reflection. Children also learn and pray the Prayer to the Holy Spirit, the Hail Mary, and the Act of Hope.

Catholic Social Teaching in Unit 1 In the story of the Good Samaritan (Luke 10:29–37), Jesus makes clear our responsibility to care for those in need. The Church articulates this responsibility in Catholic Social Teaching. Following are the themes of Catholic Social Teaching integrated into this unit. Call to Family, Community, and Participation Participation in family and community is central to our faith and to a healthy society. As the central social institution, family must be supported and strengthened. From this foundation people participate in society, promoting the well-being of all, especially those who are poor and vulnerable. Care for God’s Creation God is the Creator of all people and things, and he wants us to enjoy his creation. The responsibility to care for creation is a requirement of our faith. We are called to make moral and ethical choices that protect the ecological balance of creation both locally and worldwide. Life and Dignity of the Human Person The Catholic Church teaches us that all human life is sacred and that all people must be treated with dignity. As Catholics we strive to respect and value people over material goods. We ask whether our actions as a society respect or threaten the life and dignity of the human person. The foundation of our moral vision is our belief in the life and the dignity of the human person. Option for the Poor and Vulnerable In our world many people are wealthy, while, at the same time, many are poor. As Catholics we are called to follow Jesus’ example by making a specific effort to defend and promote the dignity of those who are poor and vulnerable and meet their immediate needs.

Religious Education with the Parochial School To nurture parish unity and celebrate the beginning of a new year of faith formation, add an insert to your parish bulletin that introduces the religious education team in one combined list, with catechists’ names from both the religious education program and the parochial school. Introduce the list by sharing common goals for children who participate in the programs.

Literature Opportunity Yang the Youngest and His Terrible Ear by Lensey N amioka You might wish to read aloud this story of a young Chinese boy’s quest to find his place in his new home of Seattle, Washington, and in his own family. Life and Dignity

Solidarity Solidarity is the attitude that leads Christians to share spiritual and material goods. Solidarity unites rich and poor, weak and strong, and helps build a society that recognizes that we live in an interdependent world.

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Catechist Preparation: Just for Schools

The following is an optional project that you can have children complete as you experience Sessions 1 through 5. Children practice the theme Call to Family, Community, and Participation. They work together to make a class illuminated book.

mat er ia l s ▶▶ Art supplies ▶▶ Cardstock ▶▶ Unit 1 Project Blackline

Master (page S-355) UNIT 1 PROJECT

Catholic Social Teaching: Unit 1 Project

Set the Stage

After reading say: During Unit 1 we are going to make our own illuminations. Each of you will illuminate a verse or two from a chapter of the Bible. Then we will design a cover and put the verses together to make a class book.

Date

The Book of Kells The Book of Kells is a handwritten copy of the New Testament books of Matthew, Mark, Luke, and John. It is famous for its magnificent artwork. Scholars believe that monks began making the Book of Kells in Scotland about a.d. 800 and finished it at a monastery in Kells, Ireland. The book includes many styles of art, and most of the illustrations have survived to the present day. The beautiful illuminations are considered some of the finest ever made.

Just for Schools

Today the Book of Kells is kept in a glass case in the library at Trinity College in Dublin, Ireland. The book is opened daily to show one of its wonderful illustrations. Many tourists come to the library specifically to see this incredible illuminated book.

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Grade 6 • Unit 1 Project

Top: clipart.com; Bottom: © iStockphoto.com/clintp

Photocopy and distribute to each child Unit 1 Project Blackline Master. Have a volunteer read aloud the first paragraph. Say: Monks illuminated the Bible with beautiful images because they wanted to show the beauty of God’s message. Monks in that time worked hard to make beautiful, valuable books. The monks spoke aloud each word as they wrote it. Sometimes the monasteries were raided and the books were stolen. The Book of Kells had a gold cover studded with precious gems. The book was stolen, and when it was found, the cover was gone. Writing and illustrating the Gospels was a way to make God present in the world and their own way to glorify God. Have volunteers read aloud the last two paragraphs.

Name

T ime

Time will vary.

Illuminate Verses Choose a chapter or a section of a chapter from one of the Gospels. Assign a section for each child to illuminate. Allow time for children to copy and illuminate their verses.

Put the Verses in Order Have children put the verses in the correct order as they appear in the Bible. Design a Cover Have the group brainstorm ideas for a cover design and title for the class book. Take a vote on your options. Then have several children make the cover. Have the group put the book pages and cover together to complete the book.

Close the Project At the end of Unit 1, have children read aloud verses from the class illuminated book. Together pray a prayer that asks God to remind you to put the lessons you learn from Scripture into action in your daily lives.

Unit 1

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CATECHIST PREPARATION: Just for Schools

Bulletin Board: Unit 1

mat er ia l s

Our Class Covenant The following is an optional bulletin board that you can have children complete as you experience Sessions 1 through 5. Children will learn about the covenant God made with Moses and with Noah. Have children make and display a class covenant to show love and respect for themselves, for one another, and for God.

▶▶ Art supplies ▶▶ Bulletin-board supplies

T ime

40 minutes

Set the Stage Ask: What is a covenant? Remind children that a covenant is an agreement or a promise and that there are many examples of covenants in the Bible. Point out that the Ten Commandments are the most obvious example of a covenant between God and his people. Ask: What covenant did God have with Noah? (to keep him, his family, and all the animals safe from the flood) Ask: What are some examples of covenants we have in our class? (Possible answers: classroom rules, respecting one another’s space and belongings) Say: We have written rules and unwritten rules that are like covenants in our classroom. Today we are going to make a bulletin board with a class covenant as a visible promise to one another and to God. We will make three promises: we will be good learners, we will show respect and love for one another, and we will work with God to make the world a better place.

Make the Bulletin Board Discuss the three promises of the covenant. As a class brainstorm a list of actions for each promise. Then have children choose three actions for each promise that they consider to be the most important. Ask children to use art supplies to add the actions to the bulletin board. Allow time for children to decorate the board as they wish. Suggest that they illuminate the title or the first letter of each word, use decorative letters in the title, or add an interesting border or symbols to the bulletin board.

Our Class Covenant Good Learners

Respectful Students

Helpful Citizens

Close the Project After finishing the bulletin board, say: Each day this week, choose one item from the bulletin board and make an effort to carry through with that action.

Use the Bulletin Board During appropriate times in Sessions 1 through 5, call children’s attention to the bulletin board to remind them of the class covenant.

Prayer Ask children to bow their heads to prepare for silent prayer. Together pray the Sign of the Cross. Say: God, please help us keep the promises that we made in our class covenant. Conclude by praying Amen.

S -1B

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Catechist Preparation Ses sion 1

The Bible, God’s Story

Knowing and Sharing Your Faith in Session 1

3-Minute Retreat

Consider how Scripture and Tradition can deepen your understanding of the session content.

Before you prepare the session, pause and be still. Take three deep breaths and be aware of the loving presence of God, who is with you on this journey.

Scripture 2 Peter 1:20–21 teaches that no prophecy of Scripture is a matter of personal interpretation and that the Holy Spirit inspires all prophecies.

Deuteronomy 30:19–20 I call heaven and earth today to witness against you: I have set before you life and death, the blessing and the curse. Choose life, then, that you and your descendants may live, by loving the Lord, your God, heeding his voice, and holding fast to him. For that will mean life for you, a long life for you to live on the land which the Lord swore he would give to your fathers Abraham, Isaac and Jacob.

Reflection Moses used these words to urge the Hebrews to follow God’s Law and to trust in God’s promises. Moses tried to convince the Hebrews to continue to follow God’s commandments. Moses knew that trusting in God was the right thing to do. Today we can use Bible stories and Scripture verses to help us know of God’s love and forgiveness. Understanding the Bible helps us understand who we are and prepares us to live the life God calls us to live.

Questions How do I, or can I, use Scripture to call or equip me to do good work? How can I help children see the Bible as God’s living Word?

Prayer Ask the Spirit for guidance, using this prayer or one of your own. Spirit of God, speak to my heart that I may find life in your sacred Word.

Deuteronomy 30:19–20 tells that Moses reminds the Hebrews to trust in God and he will fulfill his promise of a long and abundant life for them and their descendants.

Tradition Reading the Bible with the guidance of the Holy Spirit and in light of Catholic Tradition can help reveal God’s plan for our lives. The Bible contains instruction about how we are to live as a human family. The pope and the bishops—the Magisterium—act together to help us interpret the Bible. The Church encourages us to read the Bible to learn about God, to grow in our relationship with God and with others, and to hear God’s message of love and forgiveness.

Catholic Social Teaching In this session the integrated Catholic Social Teaching theme is Call to Family, Community, and Participation. See page 1b for an explanation of this theme.

Window on the Catechism The importance and unity of the Old Testament and the New Testament is explored in CCC 121–123, 128–130.

General Directory For Catechesis GDC 127–128 summarizes the fundamental importance of sacred Scriptures in the ministry of catechesis and the life of the Church.

Un it 1 • Session 1

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catechist Preparation: Just for Schools

Five-Day Classroom Session Planner Session 1

The Bible, God’s Story

Session Theme: In the Bible, God reveals himself to us, especially in the life, Death, and Resurrection of Jesus Christ.

Day 1: Engage

60 minutes

Open

Activity 1

Activity 2

Unit Saint: Saint Jerome

Bible Ceremony

Bible Headlines

pages 1–2

page 3

The Bible, God’s Story

Time: 15 minutes

page 3

Time: 10 minutes

Small-Group Project Optional

If you wish to have children complete the small-group project on page S-1D, have small groups begin now. Allow time on days 1 to 5 for children to work

Materials: Bibles, writing supplies, art supplies, poster board Point out that God reveals his Good News to us through Bible stories. Have small groups work together to write headlines and short newspaper stories retelling their favorite Bible stories. Allow time for groups to write the headlines and stories on poster board and illustrate them. Display the posters in class.

Time: 35 minutes

Day 2: Explore

60 minutes

Open

Activity 1

Activity 2

How the Bible Came to Be

Session 1 BLM

Old or New

page 4

page T-301

Understanding the Bible

Time: 30 minutes

page 5

Time: 15 minutes

Materials: Bibles Select verses from both the Old Testament and New Testament and mark them in your Bible. Have children form two teams. Explain that you will call out verses from the Bible—John 3:16, for example. Have a player on each team search for the verse in his or her Bible. The first player to find the verse stands, reads it aloud, and identifies whether it is in the Old Testament or the New Testament. If correct, his or her team earns a point. The first team to earn five points wins the game.

Time: 15 minutes

Day 3: Explore

60 minutes

Open

Activity 1

Activity 2

Art Print: An Illuminated Bible

Art Studio: Be An Illuminator

Music: The Lord’s Word

Print Back

Children’s Book

Time: 30 minutes

page 229

Print Back

Time: 10 minutes

Time: 20 minutes

S-1C

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catechist Preparation: Just for Schools

Day 4: Reflect

60 minutes

Open

Activity 1

Activity 2

Inspiration and Guidance

Read More About Moses

Symbols of the Holy Spirit

page 6

page 7

Making Choices

Time: 15 minutes

page 7

Time: 20 minutes

Materials: art supplies, drawing paper Review different symbols used to identify the Holy Spirit throughout Scripture: fire, water, wind, cloud, light, and anointing with oil. Have children choose their favorite symbol of the Holy Spirit from the Bible. Ask them to find a verse in which that symbol is described. Then have them make drawings using the symbol and their chosen verse.

Time: 25 minutes

Day 5: Respond Open

Activity 1

Activity 2

Living My Faith

Recognizing God

Presentation or Wrap-Up BLM

Page 8

Materials: completed project or Just for Schools Session Wrap-Up (page S-356)

Time: 10 minutes

SESSION 1 WRAP-UP

60 minutes

If children completed the smallgroup project of the week, have each group present its oral presentation. If children did not complete the project, have them complete Just for Schools Session Wrap-Up. Discuss the activity after children complete it.

Date

The Fruit of the Spirit The Holy Spirit inspired all the Bible writers. The Holy Spirit guides our actions as well. As a result we are blessed with the Fruit of the Spirit. Read Galatians 5:22.

Inspired by the Spirit On the lines below, list the words Saint Paul used to describe the Fruit of the Holy Spirit.

Just for Schools

Think about how the Holy Spirit inspires you and others to act out some of these qualities. Choose a fruit and write about how you see the Holy Spirit working.

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Grade 6 • Unit 1 • Session 1 Wrap-Up

Top: clipart.com

Time: 40 minutes

Name

Small-Group Project of the Week: Bible Research Materials: computers with internet access, poster boards, art supplies, writing supplies

Have small groups do research on the Internet or in the school library about one of the following topics: the Greek, Hebrew, and Latin alphabets; monks in scriptoriums, illuminated manuscripts from the past to the present such as the Book of Durrow, the Lindesfarme Gospels, and the St. John’s Bible, or any related topic of their choice. Ask groups to put together an oral presentation about their topic that includes posters, diagrams, or pictures of illuminated manuscripts.

NOTE: See page 1d for Prayer in Session 1, materials lists, and how to teach this session in one hour.

Unit 1 • Session 1

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catechist Preparation

One-Hour Session Planner Session 1

The Bible, God’s Story

Prayer in Session 1

Session Theme: In the Bible, God reveals himself to us, especially in the life, Death, and Resurrection of Jesus Christ.

This first session establishes the pattern and tone for prayer in each session. The short opening prayer of petition and closing prayer of gratitude both invite children to reflect on this session’s theme. Each of these short prayers also provides an opportunity for children to add their personal intentions. In this session children review the Prayer to the Holy Spirit.

Before This Session ▶▶ Prepare a prayer space. See page EC-2 for ideas. ▶▶ Establish group rules and procedures. See page EC-2–EC-3 for ideas. ▶▶ Bookmark your Bible to 2 Peter 1:20–21 and Deuteronomy 30:19–20. Place

the Bible open to 2 Peter 1:20–21 in your prayer space. ▶▶ Display the Finding God poster The Books of the Bible. ▶▶ Read the Guide for this session, choose any additional If Time Allows activities

that you might have time to complete, and gather the listed materials.

Steps

Approximate Time

Engage Unit Saint: Saint Jerome The Bible, God’s Story

10 minutes

Pages 1–2 Page 3

Explore How the Bible Came to Be Understanding the Bible

30–40 minutes

Page 4 Page 5

Art Print: An Illuminated Bible

Art Print and Print Back

Reflect Prayer: Inspiration and Guidance Making Choices

15–20 minutes

Page 6

Page 7

Respond

5–10 minutes

Living My Faith page 8

Materials Required ▶▶ Bible

▶▶ CD 3, Track 2: “Lord You

▶▶ Art Print 1: An Illuminated Bible

and Children’s Book page 229 ▶▶ Writing supplies

Have the Words” (2:30) ▶▶ Finding God poster:

The Books of the Bible

▶▶ CD player

if time allows ▶▶ Bibles (pages 3, 5, 7) ▶▶ Session 1 BLM, T-301 (page 4) ▶▶ DVD player, DVD: The Bible: In the

Beginning, (page 4) ▶▶ Props, art supplies (page 5) ▶▶ Session 1 Assessment,

www.findinggod.com (page 8)

www.findinggod.com

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Engage UNIT

God, Our Creator and Father

Choose one approach to open the unit. 5-Minute Approach . . . . . . . . . . . . . below Optional Unit Opener . . . . . . . next page

5-Minute Approach Children’s Pages

1 Begin

Saint Jerome Saint Jerome translated the entire Bible from Hebrew and Greek into Latin. He is the patron saint of librarians.

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Saint Jerome

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345 in what is now northern Italy. As a young man, he traveled and studied in the great European cities of Rome and Trier. He then went to live in the desert. While there, he said that he had “no other company but scorpions and wild beasts.” He began to study Hebrew. He found the language difficult to learn, but his great effort was worth it. His knowledge of Hebrew made it possible for him to become a biblical scholar and translator.

St. Jerome in his Study (oil on linen paper on panel), Jan van Eyck, (c.1390-1441).

2 Introduce the Saint Ask: What is Saint Jerome doing? (writing, thinking) Read aloud the text. Ask: Why might Saint Jerome be the patron saint of librarians? (He worked with the Bible, a kind of library.) Ask children to turn to page 2. Read aloud the first paragraph. Ask: What is Hebrew? (the language spoken by Jewish people) Explain that few Christians in Jerome’s day could read and those who did, read Latin, their everyday language. Say: Jerome’s work made it possible for people to read the Bible in their own language. Have children read the last two paragraphs silently. Then read aloud Saint Jerome’s quotation. Ask: How did Jerome translate Scripture into deeds? (When war broke out, he stopped his work to help refugees.) What does his statement mean to you? (Possible answer: God wants us to help others.) Have children suggest ways to act out their faith to help others.

In 382 Jerome began a huge task. He began to translate the entire Bible from the Hebrew and Greek texts into Latin. His endeavor took many decades and eventually produced a version of the Bible in the ordinary language of that time. Jerome’s Latin translation of the Bible became the standard for use in the Church.

Jerome traveled to many places while working on his translation. He lived in Constantinople, Antioch, Alexandria, and Bethlehem. When war broke out and many refugees came to Bethlehem, Jerome took action. He knew that translating the Bible was not the only important task, so he gave up his work and study for a time to help people in need. He said, “We must translate the words of the Scriptures into deeds; and instead of speaking saintly words, we must act them.” His feast day is September 30.

“We must translate the words of the Scriptures into deeds; and instead of speaking saintly words, we must act them.”

UNIT 1 • God, Our Creator and Father

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Introduce yourself. Say: I’m so glad you’re here to learn more about your faith. Let’s begin with a question: What do we find in a library? (books, newspapers, research materials) Hold up your Bible. Say: Did you know the Bible is a library? Can anyone tell me why? (It is made up of many books.) Distribute the Children’s Books. Say: Use this book to help you remember that God cares for you. Have children open their books to page 1. Say: The first unit helps us understand that God is our Creator and Father and how the Bible reveals him to us.

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Engage TOGETHER

This page describes a program-wide intergenerational event that is offered in a supplemental component.

Optional Unit Opener Intergenerational Event

1 Prepare Work with your catechetical leader to use the Finding God Together kit to plan an intergenerational event for Unit 1.

2 Open the Event Gather families in one space. Use Finding God Together to open the event, introduce Finding God, and discuss the main theme for Unit 1. Together, enjoy an entertaining skit.

3 Implement the Saint Stations

Use Finding God Together to help families learn more about the saints at their grade-level saint stations. Be sure all families feel welcome and are engaged in the process.

Unit 1

GRADE

Saint Jerome

Feast Day: September 30 Image: © City of Detroit Purchase/ The Bridgeman Art Library International.

978-0-8294-3225-1

Ideas to Share

4 Close Gather families in one space for a guided reflection. Use Finding God Together to close the event.

5 Transition to

Events Guide Finding God Together: An Intergenerational Events Guide by Mary Lynn Hendrickson and Tom McGrath

Children’s Book

When children arrive for the faith formation session, discuss the event, distribute the Children’s Books, and review information about the unit saint. Have children open their books to page 3.

TOGETHER

E VEN TS G U I D E

Saint Jerome’s Work Lives on Today Before Jerome translated the Bible, there were many versions written from the Hebrew and Greek texts. Some considered these translations to be corrupt and incorrect. Jerome researched and revised the books of the Bible over many years. In the 16th century, the Council of Trent decided that Jerome’s work was the authoritative Latin text of the Catholic Church. It is still the official translation used today.

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Engage SESSION

Session 1 Outcomes ▶▶ Describe how the Holy Spirit inspired

Think of Bible stories you

the authors of the books of the Bible.

know and enjoy. Share your

▶▶ Explain the difference between the

favorite with the group.

Old and New Testaments. ▶▶ Demonstrate how the Magisterium

help us understand the Bible. ▶▶ Define inspired, interpretation,

Magisterium, scriptorium, and Vulgate.

The Bible, God’s Story

1 Set the Stage Say: As Jerome was translating the Bible, he read many fascinating stories. Ask: What makes a Bible story fascinating to you? Invite volunteers to share ideas.

2 Get Started

Prayer Loving God, help me to appreciate your Word in the Bible. Keep me faithful in praying from it so that I can come closer to you.

If Time Allows

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Bible Ceremony Tell PDF children youProduction are going to give them each their own Bible. Remind Signoff: _______ Design _______ Editorial _______ children that reading from their own Bible will help their relationship with God grow. Explain that receiving a Bible is an exciting event, so you are having a special ceremony. Call each child forward. Say: [Name], receive your Bible. Believe what you read and live what you believe. Tell children to respond by saying “Thanks be to God.”

Read aloud the session title and point out the picture. Discuss the importance of reading and discussing the Bible with family members. Read the text. Ask children to name familiar Bible stories and share their favorites. Share your favorite Bible story. Discuss some lessons we can learn from Bible stories. Invite children to turn to the song “Lord, You Have the Words” [CD 2, Track 3] on page 220. Explain that the song is a psalm—a song from the Bible. Play the song. Have children sing the refrain and reflect on the verses. As the song ends, hold up your Bible. Say: God’s words of everlasting life are in our most important book, the Bible.

Prayer

Go to www.findinggod.com/sessionextenders for an article about God’s Word and how it relates to you.

Say: Let’s pray together to hear God’s message for us. Ask a volunteer to pray the prayer aloud. Say: Let’s take a moment to talk to God in our hearts. Allow time for children to pray silently. Conclude by praying Amen and the Sign of the Cross.

Unit 1 • Session 1

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EXPLORE

Explore

1 Begin

How the Bible Came to Be The Bible is the Word of God. It is not just one book; it is a

Invite children to name any pieces of art with which they are familiar. Ask children what might have inspired each artist to make such a piece. Then have children find the word inspired in the Glossary. Ask a volunteer to read aloud the definition.

collection of many books. Different authors using different styles wrote these books. However, the Holy Spirit inspired them all. That is, although human beings wrote the Bible, the Holy Spirit guided them. The Bible has two sections—the Old Testament and the New Testament.

The Old Testament

2 Connect

Jews wrote the Old Testament hundreds of years

Read aloud the first section. Say: The authors of the books of the Bible were inspired and guided by the Holy Spirit to write God’s Word in stories, poetry, laws, songs, and letters called epistles. Let’s continue reading to find out about the two sections of the Bible—the Old Testament and the New Testament—and how they differ. Call on volunteers to read the rest of the page. Ask: What is the main story of the Old Testament? (the story of the Hebrew people and their faith in God) What is the main story of the New Testament? (the story of Jesus, the early Christians, and their new faith and Salvation through Jesus) Point out that the Old Testament tells about the time before Jesus and that the New Testament tells the story of Jesus’ birth, life, Death, and Resurrection.

Hebrew people and their faith in God. For example, the Book of Exodus tells the story of how Moses led the Hebrews out of Egypt and into the wilderness.

The New Testament Just as the Old Testament is the story of the Jews, the New Testament is the story of the early Christians. Christians wanted to explain their new faith and teach others how to experience Salvation through Jesus. Some of the books are actually letters written by leaders such as Saint Paul. The most important books in the New Testament are the Gospels, which tell us about Jesus’ birth, life, Death, and Resurrection. Although some of the Gospels tell the same stories, each expresses a unique point of view.

Did You Know? The Old Testament includes 46 books. The New Testament includes 27 books. 4

UNIT 1 • God, Our Creator and Father

If Time Allows

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3 Close Direct children’s attention to the feature at the bottom of page 4.

Did You Know? Ask a volunteer to read aloud this section. Then display the Finding God poster The Books of the Bible. Have volunteers name some of the books and tell what they know about each.

before Jesus was born. It tells the story of the

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Session 1 BLM TestPDF Your BibleProduction Knowledge Have Design children complete the Session Signoff: _______ _______ Editorial _______1 Blackline Master [T-301] to familiarize themselves with the Bible.

Message Through Media: The Bible: In the Beginning Have children view one of the stories from a classic Bible film such as The Bible: In the Beginning, which depicts six stories from Genesis. Allow time for children to summarize the story they viewed.

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EXPLORE

Explore Understanding the Bible Sometimes the Bible is difficult to understand. Some passages are about

Ask: What do you do when you don’t understand something? Do you ask someone for help or search books and the Internet? (Answers will vary.) Discuss children’s responses. Then ask: What would you do if you didn’t understand a passage in the Bible? (Answers will vary.)

events and people we know little about today. Other passages describe things that are difficult to understand because we do not think the same way people did long ago. God has given the authority to interpret the Scriptures to the Catholic Church and the Magisterium—the pope and the bishops teaching together. Their interpretation, or explanation of the Bible, helps us avoid confusion and leads us to a better understanding of God’s Word. Reading the Bible with the guidance of the pope and the bishops also makes it easier to learn about God’s intention for

2 Connect

us and for the salvation of the world. When we read the Bible with the help of the Holy Spirit and the Church, we learn the meaning of God’s revelation for our lives. This is especially true when we read about the words and actions of Jesus. The Church encourages us to read the Bible to learn about God, to grow in our relationship with him and others, to understand his message of love and forgiveness, and to teach a new generation what the Church believes. Illuminated Bible page

Reading God’s Word Know this first of all, that there is no prophecy of scripture that is a matter of personal interpretation, for no prophecy ever came through human will; but rather human beings moved by the holy Spirit spoke under the influence of God. 2 Peter 1:20–21

GO TO PAGE

229

SESSION 1 • The Bible, God’s Story

If Time Allows

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1 Begin

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Service: Share God’s Word Discuss the Bible stories that children suggested the discussion PDF Signoff: Production _______ Design _______for Editorial _______on page 3. Have children explain what they like about each story. Then invite groups to choose a favorite Bible story. Allow time for groups to develop and practice skits based on reenacting that story. Invite children to be creative and have fun. Have children present their skits to the group and, if possible, younger children.

Read aloud the first paragraph. Explain that the Church has scholars to help us understand the Bible. Ask a volunteer to read aloud the second paragraph. Discuss the terms Magisterium and interpretation. Then say: We believe that the Bible is the Word of God. The Spirit of God works through the Magisterium, and we rely on its members to help us understand what Scripture means for our lives. Share a favorite Bible story and its meaning to you. You might say that the story of the Good Samaritan reminds you to be kind to others. Ask a few volunteers to share other examples. Read aloud the last paragraph and review the four reasons the Church encourages reading Scripture. Direct children’s attention to the feature at the bottom of page 5.

Reading God's Word Read aloud the Bible verse. Ask children to explain its meaning.

3 Close

An Illuminated Bible

Display Art Print 1: An Illuminated Bible. Use the Art Print 1 instruction to teach this section. Art Print teaching instruction can also be found on page 229.

Art Print 1

Unit 1 • Session 1

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Reflect Prayer

Prayer

Inspiration and Guidance

Follow the steps to guide children through the prayer on page 6.

Spend some time praying to the Holy Spirit. Think about how the Holy Spirit has inspired and guided those who wrote the Bible and the popes and bishops who have helped us understand it. Begin with this traditional

Children’s Page

prayer to the Holy Spirit.

Prayer to the Holy Spirit

Prepare Pray the prayer in advance to become familiar with it.

Come, Holy Spirit, fill the hearts of your faithful. And kindle in them the fire of your love. Send forth your Spirit and they shall be created.

Pray Say: Each time we meet, we will

And you will renew the face of the earth.

pray together and then you will have a few moments to spend with God. Ask children to read the first paragraph silently. Then say: Praying is different from reading or reciting. A prayer is a conversation; think about the words you are praying and listen with your heart. Ask children to pray the prayer silently. Direct children to read silently the paragraph following the prayer and allow time for them to reflect on the suggestions. Conclude the prayer time by praying Amen and joining the children in the Sign of the Cross.

Let us pray. Lord, by the light of the Holy Spirit you have taught the hearts of your faithful. In the same Spirit help us to relish what is right and always rejoice in your consolation. We ask this through Christ our Lord. Amen.

You have asked the Holy Spirit to fill your heart. The Spirit that renews the face of the earth can renew you as well. Ask the Holy Spirit to help you grow in understanding the Bible as you study it this year. Thank God for the gift of the Spirit and the grace and guidance always available to you. Rest quietly in God’s presence, aware of his great love for you.

UNIT 1 • God, Our Creator and Father

If Time Allows

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Prayer and Meditation Encourage children to savor the PDF Signoff: Production _______ words and ideas of the Prayer to the Holy Spirit and to think about how it feels when the Holy Spirit fills their hearts. Ask volunteers to share their feelings if they wish.

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Coaching Children to Pray Editorial _______

Design _______

Set the tone for prayer by using a relaxed, confident, and reverent tone of voice. Begin the prayer session with a consistent statement to signal prayer. Ask children to be still. Say: Remember that you are in the holy presence of God who loves you. Be still and prepare to pray.

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REFLECT

Reflect Making Choices In the Book of Deuteronomy, Moses gives the Hebrews their final

Ask: Have you ever had to make a difficult decision? Did you ask anyone for help—a family member, a friend, a teacher, or your priest, perhaps? (Answers will vary.) In the Bible story we will read, Moses gives the Hebrews instructions from God before they enter the Holy Land.

instructions before entering the Holy Land. Moses uses these words to urge the Hebrews to follow God’s Law and make the right choice. I call heaven and earth today to witness against you: I have set before you life and death, the blessing and the curse. Choose life, then, that you and your descendants may live, by loving the LORD, your God, heeding his voice, and holding fast to him. Deuteronomy 30:19–20

If people want happiness in life, God’s Law can give them the direction they need. They have to choose to follow God. He has given us free will to make choices. When we face tough decisions, we

2 Connect

can pray to the Holy Spirit and read God’s Word for help.

Ask a volunteer to read aloud the first paragraph. Discuss the importance of making the right choices when faced with difficult decisions. Then read aloud Deuteronomy 30:19–20. Say: Moses is trying to convince the Hebrews that if they follow God’s commandments, their lives will be blessed. Ask a volunteer to read aloud the third paragraph. Explain that free will is the ability to choose to do good because God has made us like him. Tell children that our free will is what makes us human. Then ask: How can we use free will to follow God? (Answers will vary.)

Seeking Advice Think of a time when you had to make a serious choice and you asked an older, knowledgeable person for advice. How did that person help you? Write your ideas below.

SESSION 1 • The Bible, God’s Story

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Read More About Moses Have children in small groups to read about Moses. PDF Signoff:gather Production _______ Design _______ EditorialAssign _______ each group a different passage from among the following to read and discuss: •• Exodus 2:1–10 •• Exodus 3:1–6 •• Exodus 14:15–29 •• Exodus 20:1–17 •• Deuteronomy 34:1–8

3 Close Discuss situations in which children have had to make decisions. Have a volunteer read aloud the section Seeking Advice. Ask children to choose one situation to write about. When children are finished, have small groups discuss the situations they wrote about. Then invite volunteers to share what they wrote with the entire group.

Then ask each group to share with the entire group something interesting or important in their passage. Ask children to reflect on why these stories are important to their faith. Then suggest that children share with a family member their findings about Moses. Family and Community

Unit 1 • Session 1

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RESPOND

Respond

Faith Summary Have a volunteer read aloud this section. Ask: Who inspired the Bible? (God, the Holy Spirit)

2 Connect Words I Learned Ask volunteers to read aloud and define the words. Review each word in the Glossary if necessary.

Faith Summary

Living My Faith

1 Begin

The Bible is God’s revelation. By reading it, especially the stories of Jesus, we learn what God has done for us and how we can help others.

Words I Learned

Ways of Being Like Jesus

inspired

Jesus was a Jew, and he studied the writings

interpretation

that now make up the Old Testament.

Magisterium

To understand what Jesus read and studied,

scriptorium*

read one or more of the following psalms from

Vulgate*

the Old Testament: 8, 84, 98, 114, and 150.

Ways of Being Like Jesus Read aloud this section. Say: Jesus would have studied the psalms listed on this page. Then ask children to read one of the psalms at home, select a verse that they think Jesus may have especially liked, and make a small poster to illuminate the verse.

Prayer Thank you, God, for the Bible and all the ways it helps me learn about you.

With My Family Activity A family Bible often contains a family history

Prayer

with information about births, deaths, and sacraments.

Say: Let’s take a minute to express our appreciation to God for the gift of his Word in the Bible. Ask children to close their eyes, fold their hands, and pray silently as you pray aloud. Allow a few seconds for silent reflection. Then pray Amen and the Sign of the Cross together.

Collect or update information by discussing your family history with an older relative. Write or type the information and keep it in your family Bible. Faith on the Go Ask one another: What is your favorite Bible verse, and why do you like it? Family Prayer Pray together the Prayer to the Holy Spirit.

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With My Family Ask children to read silently the three suggestions in this section. Invite children to choose one or more to complete at home.

3 Go in Peace Collect materials and return them to the appropriate places. Encourage children to discuss the With My Family section at home. Say: Make reading the Bible part of your week. Pray the Prayer to the Holy Spirit, then take some time to read and reflect on at least one Bible verse this week.

* This word is taught with the Art Print. See page 229.

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Recognizing God Remind childrenProduction that God_______ is always Design working, and there are many PDF Signoff: _______ Editorial _______ examples in our lives every day. On the top of a sheet of paper, have children write I See God. Then have children list ways that they see God working through those who love him. When children have finished, invite volunteers to share their ideas.

Session Assessment Option An assessment for this session can be found at www.findinggod.com.

P l a n A he a d

Get Ready for Session 2 Consult the catechist preparation pages to prepare for Session 2 and determine any materials you will need.

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Catechist Preparation Ses sion 2

God Creates the World

Knowing and Sharing Your Faith in Session 2

3-Minute Retreat

Consider how Scripture and Tradition can deepen your understanding of the session content.

Before you prepare for this session, stop to clear your mind of everyday distractions. Breathe deeply and remember that your loving Father loves you and guides you as you share his Word.

Scripture Genesis 1 and 2 tell the two stories of Creation and how care of the world is given to the man and the woman.

Genesis 2:9

Psalm 8:5–7 proclaims that God has crowned human beings with glory and given us rule over creation.

Out of the ground the Lord God made various trees grow that were delightful to look at and good for food, with the tree of life in the middle of the garden and the

Tradition

tree of the knowledge of good and bad.

Reflection God saw to it that creation meets our every need. In this passage from Genesis, we find the tree of life at the center of Eden. God’s care and love for us are manifested not only in the life he gives us today, but also in his desire for us to share eternal life with him. Each day we are called to praise God for his love by showing love for one another.

Questions How can I better learn to trust in God to fill my needs? How can I praise God in the way I treat others?

The first Creation story, Genesis 1:1—2:4, was written during the Babylonian exile [587–537 b.c.] to counteract the influence of the Babylonian civilization, especially its violent creation story. The second Creation story, Genesis 2:4–25, was written earlier, between 1005 and 928 b.c. It emphasizes that the human race was created by God to cooperate with him in caring for the earth and that men and women are equals. We have been created in God’s image, and as his representatives our behavior toward earth, its beings, and its resources should reflect how God would act.

Catholic Social Teaching Prayer Speak to God, using the words of this prayer or your own words. Bountiful God, give me the peace to share generously, trusting in your abundant blessings to meet all my needs.

In this session the integrated Catholic Social Teaching themes are Care for God’s Creation, Life and Dignity of the Human Person, Option for the Poor and Vulnerable, and Solidarity. See page 1b for an explanation of these themes.

Window on the Catechism A comprehensive presentation of the catechesis on creation is found in CCC 282–289.

General Directory for Catechesis GDC 42–45 examines the Church’s transmission of God’s Revelation.

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catechist Preparation: Just for Schools

Five-Day Classroom Session Planner Session 2

God Creates the World

Session Theme: The human family is created in the image and likeness of God.

Day 1: Engage

60 minutes

Open

Activity 1

Activity 2

God Creates the World

Ecology and Scripture

Creation Cards

page 9

Time: 5 minutes

Time: 30 minutes Small-Group Project Optional

If you wish to have children complete the small-group project on page S-9B, have small groups begin now. Allow time on days 1 to 5 for children to work.

Materials: note cards, magazines, writing supplies, art supplies Discuss with children places, plants, animals and other aspects of nature that they recognize as part of God’s creation. Have children look through magazines and cut out pictures that show examples of the beauty of God’s creation. Then have them glue the picture to a note card and write on the back positive things about that piece of creation. Encourage children to share their cards with family and friends. Challenge them to make cards whenever they find a part of God’s creation for which they are thankful. Remind children to pray a prayer of thanksgiving for the beauty of God’s creation each time they look at or share their cards.

Time: 25 minutes

Day 2: Explore

60 minutes

Open

Activity 1

Activity 2

The Book of Genesis

Service: Be a Good Samaritan

Explore Endangered Species

page 10–11

page 11

Time: 5 minutes

Time: 20 minutes

Materials: computers, writing supplies Assign small groups endangered animals to research. Have children identify the animal’s natural habitat, describe characteristics of the animal, tell why the animal is endangered, and explain what is being done to help save it. Ask groups to present their findings to the class.

Time: 35 minutes

Day 3: Explore

60 minutes

Open

Activity 1

Activity 2

Art Print: Expelled from Paradise

Art Studio: Two Creation Stories

Movement: Psalm 8

Print Back

Children’s Book

Time: 30 minutes

Page 230

Print Back

Time: 20 minutes

Time: 10 minutes

S-9A

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catechist Preparation: Just for Schools

Day 4: Reflect

60 minutes

Open

Activity 1

Activity 2

God’s Amazing Creation

Session 2 BLM

My Real Heart Home

page 12

page T-302

Equal in the Eyes of God

Time: 15 minutes

page 13

Time: 30 minutes

Materials: art supplies, writing supplies Point out that children pictured an imaginary heart home during the recorded guided reflection “God with Us.” Ask them to think about a real place that makes them feel safe, loved, and secure. Ask: What is it about this place that makes you feel good? What things do you see? Are there smells and sounds that make you feel good? Are there people who make you feel secure? Do you feel Jesus’ presence in this place? Have children illustrate their real heart home and write a paragraph to describe why the place makes them feel good.

Time: 15 minutes

Day 5: Respond Open

Activity 1

Activity 2

Living My Faith

Illustrate the First Creation Story

Presentation or Wrap-Up BLM

Time: 10 minutes

page 10

Time: 5 minutes

Materials: completed project or Just for Schools Session Wrap-Up (page S-357) If children completed the small-group project of the week, have each group present its slide show. If children did not complete the project, have them complete Just for Schools Session Wrap-Up. Discuss the activity after children complete it.

Date

Be Part of the Solution! God calls us to care for all his creation. Unfortunately we sometimes forget this responsibility. Pope John Paul II said, “Faced with widespread destruction of the environment, people everywhere are coming to understand that we cannot continue to use the goods of the earth as we have in the past.” He called upon people to take action against things that threaten the environment. As Catholics we are called to be good stewards of all God created.

Choose one of the environmental issues below. Then write five simple things you can do to help solve the problem. Remember that little things can add up to big changes. We must make an effort to protect God’s creation every day. Problems We Need to Solve Overflowing Landfills Endangered Animals Water Pollution

Deforestation Air Pollution Energy Dependence

Ways I Can Help 1.

Time: 45 minutes

Name

Making a Difference

Just for Schools

Page 14

SESSION 2 WRAP-UP

60 minutes

www.findinggod.com

Grade 6 • Unit 1 • Session 2 Wrap-Up

Small-Group Project of the Week: Environmental Problem Slide Show Materials: computers with Internet access, writing supplies

Say: Pope John Paul II spoke about environmental problems. Even though Pope John Paul II gave this speech in January 1991, his message still applies today. Have small groups find and read his message on the Internet [Message for the Celebration of World Peace Day, January 1991]. Have each group choose an environmental issue such as ocean pollution, deforestation, global warming, or destruction of natural habitats. Have groups prepare a slide-show presentation that tells why this problem needs to be addressed and gives steps all of us can take to help improve the problem.

NOTE: See page 9b for Prayer in Session 2, materials lists, and how to teach this session in one hour.

Unit 1 • Session 2

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catechist Preparation

One-Hour Session Planner Session 2

God Creates the World

Session Theme: The human family is created in the image and likeness of God. Before This Session ▶▶ Bookmark your Bible to Genesis 1, Genesis 2, and Psalm 8:5–7. Place the open

Bible in your prayer space. ▶▶ Read the Catechist Guide for this session, choose any additional If Time Allows

activities that you might have time to complete, and gather the listed materials.

Steps

Approximate Time

Engage God Creates the World

10 minutes

Page 9

Explore The Book of Genesis

30–40 minutes

Pages 10–11

Art Print: Expelled from Paradise

Art Print and Print Back

Reflect Prayer: God’s Amazing Creation Equal in the Eyes of God

15–20 minutes

Page 12

Page 13

Respond

5–10 minutes

Living My Faith page 14

Prayer in Session 2 This session continues the pattern and tone for prayer in each session. The short opening prayer of petition and closing prayer of gratitude invite children to reflect on the session’s theme. Each of these short prayers provides an opportunity for children to add their own personal intentions. In this session children reflect on the meaning of creation, past and present. Session 2 includes an extended guided reflection entitled “God With Us,” which is a special approach to prayer. Follow the Prepare directions in the Catechist Guide before sharing the reflection with children.

Materials Required ▶▶ Bibles

if time allows ▶▶ Poster board, art supplies (page 9)

▶▶ Art supplies

▶▶ Butcher paper, art supplies

▶▶ Art Print 2: Expelled from Paradise

and Children’s Book page 230

(page 10) ▶▶ Session 2 BLM, T-302 (page 13)

▶▶ CD player

▶▶ Newspapers, magazines (page 13)

▶▶ CD 3, Track 1: “God With Us” (13:06)

▶▶ Session 2 Assessment,

www.findinggod.com (page 14)

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Engage SESSION

Session 2 Outcomes ▶▶ Explain that God created the

world and everything in it. ▶▶ Conclude that everything God

created is good. ▶▶ Define culture, exile, racism,

and sexism.

1 Set the Stage

Think of ways you can care for God’s creation. Share

God Creates the World

Ask children to think of something they made or did recently—perhaps they planted a garden or painted a picture. Ask: How do you expect others to treat the things you make? (with respect) Ask: How do you think God expects us to treat his creation? (the same way, with respect and care) Ask: How are the people in the picture helping care for God’s creation? (They are watering plants and nurturing a garden.)

your thoughts with the group.

Prayer

2 Get Started

Creator God, help me learn to value people and all of creation as you do. Guide me to be true to you and myself so that I may be worthy of being made in your image.

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Ecology and Scripture Children may beProduction surprised_______ to learn that caring for theEditorial earth has a basis PDF Signoff: Design _______ _______ in Sacred Scripture. Explain that Scripture tells us we must be mindful of present and future generations. Point out that if we don’t care for God’s creation, we are violating the Seventh Commandment: You shall not steal. Have children choose something they can do to care for creation and help preserve it for others. Challenge children to make posters and write slogans that illustrate what they might do. God’s Creation

Go to www.findinggod.com/sessionextenders for an article about caring for God’s creation.

Read aloud the text. Share something that you do to care for God’s creation. Ask: What can you do to help preserve the beauty of God’s creation? (Do not litter. Conserve water and energy.) Record ideas on the board. Say: In this session we will learn about the wonders of God’s creation and how we are called to take care of it. God’s Creation

Prayer Say: We’ve named ways we can care for God’s creation, but we can always think of new ideas. Let’s pray together for new ways to honor God’s creation. Have children pray silently as you pray aloud. Say: Let’s take a moment to talk to God in our hearts. Allow time for children to finish their silent prayers. Pray Amen and conclude with the Sign of the Cross.

Unit 1 • Session 2

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EXPLORE

Explore

1 Begin

The Book of Genesis In Genesis we can read two stories about how God

Invite children to close their eyes and imagine something wonderful that God has created. Say: What amazing things did you see? Invite children to share the things they visualized. Record their responses on the board. Then have children review the list and suggest how they might categorize the things such as living things, nonliving things, things on earth, things in the heavens, and so on.

created the world.

The First Story of Creation God spoke, and every part of the universe came into being—the sun and moon, the water and land, the plants and animals. God even made man and woman, and he made them in his own image. When he finished, he looked at everything and found that all of it was good. adapted from Genesis 1:1—2:4

The writer of this story in Genesis wanted to make clear that God created every part of the world and that God saw everything as very good. Everything good in the Creation story includes all physical things, such as plants, animals,

2 Connect Have children open their books to page 10. Invite a volunteer to read aloud the first sentence. Ask: Did you know that the Bible has two Creation stories? Acknowledge their answers and then say: Let’s look at the first story now. Have children silently read the story. Then read aloud the paragraph following the story. Ask: What did the writer of the first Genesis story want to make clear? (God created every part of the world and saw everything as good.) Read aloud the section It’s All Good. Ask children to name something that they typically think of as bad. Then say: Now tell me something good about it. (Possible answers: Forest fires remove underbrush and help new trees grow. Spiders eat harmful bugs.) Take a few suggestions and allow time for children to write their own examples. Encourage children to share their lists and to discuss how things with negative qualities can have positive effects in nature. God’s Creation

3 Close Ask children to find and read Genesis 1:1—2:4 in their own Bibles. Have children compare the story in the book to the story in the Bible. Then ask children to rewrite the story in their own words. Invite children to share their stories.

oceans, mountains, and rocks, as well as human beings. God was pleased with how everything turned out.

It’s All Good The first Creation story tells us that all of God’s creation is good. Think of a plant, an animal, or some other aspect of creation that you believe has some negative qualities. Then, in the space provided, write what is good about it, rather than what is bad.

Answers will vary.

UNIT 1 • God, Our Creator and Father

If Time Allows

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Inclusion: Communication Peer Sharing you have_______ children with communication impairments, PDF Signoff: IfProduction Design _______ Editorial _______ you may wish to have them pair with a peer to share their responses. These children may be more comfortable sharing with just one person rather than speaking to the whole class.

Illustrate the First Creation Story After children have read about the first Creation story, spread out butcher paper and colored pencils, pastels, or markers so that children can make a mural or a set of comic strip-like panels describing the first Creation story. When children have finished, invite volunteers to share their work.

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EXPLORE

Explore Far from Home The Jews were living in exile in Babylon when the first Creation story was written. They had been forced to leave their homeland to live in

Discuss what it would be like to move to a country where the customs and beliefs are different.

a place where the beliefs and customs were strange to them. Beliefs, customs, language, and dress make up a group’s culture. The Babylonians did not treat the Jews as

2 Connect

equals. The Jews were discriminated against because of their ethnic origins. The word

Read aloud Far from Home. Ask: What was it like for the exiled Jews? Why? (difficult; They were treated badly.) Have children suggest why Jews wrote a Creation story that differs from Babylonian stories. Say: The exiled Jews wanted to remember God’s goodness and their belief that he loved them. It helped calm their fears and remember their dignity as God’s creatures. Look up culture and racism in the Glossary. Discuss the definitions. Ask: What things define our culture? (Possible answers: music, TV shows) Ask: Do you have relatives who came to this country from elsewhere? Let children name relatives and their home countries. Say: Most Americans are immigrants or descendants of immigrants, so someone in your family had to get used to a new culture and may have faced racism.

for this form of discrimination is racism. The Babylonian culture was very different from the Jewish culture. Images of death and destruction caused by different gods filled the Babylonian creation stories. The Jewish creation story was peaceful and good. In their story God created the universe calmly with wisdom and love. Babylonian monument honoring a priest from the ancient Temple of Marduk (900–800 B.C.)

Meet a Saint Saint Frances Xavier Cabrini was born in Italy in 1850. Her devotion to missionary work eventually took her to the United States. While there, she helped establish schools, hospitals, and orphanages for Italian immigrants who were not treated well by society. She insisted that Italians living in the United States be treated the same way as everyone else. She is the patron saint of immigrants.

GO TO PAGE

230

SESSION 2 • God Creates the World

If Time Allows

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Service: Be a Good Samaritan Read aloud the Production parable of_______ the GoodDesign Samaritan [LukeEditorial 10:25–37]. PDF Signoff: _______ _______ Discuss simple ways children can help people who are immigrants, and those who are poor or homeless. List children’s ideas on the board. Then have children choose a simple service project from the list. Encourage small groups to design flyers that show and describe their service project. If possible, have groups hand out their flyers to other classes. Arrange with your catechetical leader to display the flyers in a prominent location to get church members involved.

Solidarity

Direct children’s attention to the feature at the bottom of page 11.

Meet a Saint Read aloud this section. Ask: How do people working for minority rights do God’s work? (They care for others and treat others as equals.)

3 Close

Expelled from Paradise

Display Art Print 2: Expelled from Paradise. Use the Art Print 2 instruction to teach this section. Art Print teaching instruction can also be found on page 230.

The Poor and Vulnerable

Art Print 2

Unit 1 • Session 2

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Reflect Prayer

Prayer

God’s Amazing Creation

Choose an approach and pray with the children.

Quiet yourself by taking a few deep breaths. Now imagine that you are in a completely dark place. You look all around, but you can see nothing. You hear the sound of splashing as you feel a gentle wind blowing

Approach 1

over water. God is about to create the universe.

Recorded Guided Reflection

Bring into your mind images that you have seen of galaxies, planets, and stars. Enjoy the beauty of the many shapes and colors. Then imagine our solar system with the bright yellow sun, the giant planet Jupiter, and

Prepare Listen in advance to the recorded guided reflection “God With Us” [CD 3, Track 1]. Decide if you will use the recording or lead the reflection yourself. If you choose to lead, listen to the recording a second time, following the script [pages T-290–T-291] and noting pauses and tone. You can then use the script or adapt it as you wish.

the delicate blue and green Earth. This is your home in the midst of this beautiful creation. On Earth you see mountains, deserts, forests, rivers, and lakes. You see fish in the sea, birds in the air, animals that crawl, and animals that walk. God makes each one and says that each one is very good. Finally look at the great expanse of humanity, people young and old, of many shades of skin color, harvesting crops, hunting, fishing, and building machines. God has made each one and called each one good. Now spend some time giving thanks for the great variety in creation. In your own words, thank God for

Pray During the session, play the recording or lead using the script, joining the children in reflective prayer. If you use the script, play reflective music softly in the background.

all that he has made. God has given all of this to you to care for. What promise can you make today that you will do your best to take care of his creation? Spend a few moments in God’s awesome presence, aware of his care for all that he has created.

Approach 2

Children’s Page Prepare Pray the prayer on page 12 in advance. Pray Say: Make yourself comfortable. Relax. Let go of all your worries, distractions, and plans. Close your eyes if you’d like. Now open your minds and hearts and listen. Pause to allow children to quiet themselves. Then read aloud the first four paragraphs slowly and with expression. Allow time for children to imagine what is being described. Read aloud the last paragraph. At the end of the reflection, provide 30 seconds of silence for children to talk to God in their hearts. Close the prayer by praying Amen and joining the children in the Sign of the Cross. Say: With the same spirit of quiet and prayerfulness, let’s talk about ways we can help take care of God’s creation.

UNIT 1 • God, Our Creator and Father

If Time Allows

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Pray Again If you have usedProduction the recorded PDF Signoff: _______ guided reflection, you might use this prayer page during another session.

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Coaching Children to Pray Editorial _______

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Before praying, tell children that we have a wonderful opportunity to use our imaginations in this prayer. Share that we get to use all our senses as we imagine what we see, hear, feel, smell, and touch. Emphasize this opportunity to open our hearts to God about whatever is happening in our lives. Remind children that God is always with us, loves to have us spend time with him, and wants what is truly best for us.

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REFLECT

Reflect Equal in the Eyes of God The story of Adam and Eve shows us a loving

Tell children that they are going to make self-portraits. Provide crayons and markers, but tell children with blond hair that they can only use pencil and paper to make their portraits. Then ask: Is it fair that children with blond hair can’t use crayons and markers? (No.) Why not? (Answers will vary.) Then tell the entire group they can use all the supplies and allow time for children to complete their self-portraits. Say: On page 11 we read about one form of discrimination or prejudice— racism. We learned that God calls us to treat all people with love and respect. On this page we will read about a different form of discrimination.

God who created man and woman—each a unity of body and soul—to be equal and to help God take care of the earth. When the man and woman disobeyed and rebelled against God, they had to leave his presence in the Garden of Eden. From then on life was different from the way God had intended it to be. God created women and men as equals. Since the rebellion of Adam and Eve, history shows that women in many cultures have not been treated as equal to men. The word for this kind of discrimination is sexism. As Catholics we have a duty to oppose sexism, racism, and other forms of discrimination.

We Can Be Good God made people to be good. Write three ways in which people can show their goodness. 1.

1 Begin

Answers will vary.

2. 3.

Draw a picture of yourself doing one thing that shows how God

2 Connect

calls us to live.

Have a volunteer read aloud the section Equal in the Eyes of God. Ask: What is our duty as Catholics regarding sexism and racism? (to oppose any kind of discrimination) Life and Dignity 13

SESSION 2 • God Creates the World

If Time Allows

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Session 2 BLM Understanding Prejudice Have children Session 2 PDF Signoff: Production _______ Design complete _______ the Editorial _______ Blackline Master [T-302] to write how they, as Catholics, would respond to situations involving prejudice and discrimination.

Doing God’s Work Distribute to small groups current editions of newspapers and magazines. Have children find examples of people doing good things to care for people, animals, or the environment. Invite groups to share some of their examples.

Discuss things children can do to help fight all types of discrimination or prejudice. Read aloud the section We Can Be Good. Then have children complete the activity independently.

3 Close Invite volunteers to share their responses and drawings. Reinforce that as Catholics we believe that all life is precious, and we must treat people and all living things with love, dignity, and respect.

Unit 1 • Session 2

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RESPOND

Respond

Faith Summary Have a volunteer read aloud this section. Then ask: Why should we care for the earth? (to show God that we know his creation is good and that we want to help keep it that way.)

2 Connect

Faith Summary

Living My Faith

1 Begin

Words I Learned Read aloud each word. Ask children to suggest words or phrases that clarify the meaning of each term. Review each word in the Glossary if necessary.

God created the human family in his image and likeness. We reflect God’s image by helping to care for the earth—its plants, creatures, and resources.

Words I Learned culture

exile

racism

sexism

Ways of Being Like Jesus Jesus understood that it was his responsibility to work with God to love people and care for the world. Be kind to other people and care for God’s creation.

Prayer God, thank you for making the earth a good place and for

Ways of Being Like Jesus Have a volunteer read aloud this section. Then ask each child to suggest one way that shows how to care for God’s creation.

creating people to be good. Help me act in ways that show people that I am made in your image.

With My Family

Prayer

Activity This week do something as a family to care for

Say: Let us thank God for his creation and for helping us treat it as he would. Ask a volunteer to pray aloud the prayer. Then invite children to fold their hands and pray the prayer together. Remind children to speak to God in their hearts at the end of the prayer and to listen for his response. Conclude with Amen and the Sign of the Cross.

With My Family Ask children to read silently the three suggestions in this section. Invite children to choose one or more to complete at home.

3 Go in Peace

God’s creation. Pick up litter in your neighborhood, plant a tree or flowers, or help at a local soup kitchen. Faith on the Go Ask one another: If you had to name your three favorite things that God created, what would they be? Family Prayer Dear God, thank you for creating our family. Help us care for others as you care for us. Amen.

UNIT 1 • God, Our Creator and Father

If Time Allows

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Session Assessment Option An assessment this session can be found at www.findinggod.com. PDF Signoff: for Production _______ Design _______ Editorial _______

P l a n A he a d

Get Ready for Session 3 Consult the catechist preparation pages to prepare for Session 3 and determine any materials you will need.

Collect materials and return them to the appropriate places. Encourage children to discuss the With My Family section at home. Say: Remember, we all have a responsibility to care for the wonderful world God created. Do something each day to show you care. Be ready to tell me about it the next time we meet.

www.findinggod.com

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Catechist Preparation Ses sion 3

Sin and Salvation 3-Minute Retreat Before you prepare the session, pause and be still. Take three deep breaths and be aware of the loving presence of God, who is with you on this journey of growth and discovery. Genesis 3:15 I will put enmity between you and the woman,

and between your offspring and hers;

He will strike at your head,

while you strike at his heel.

Reflection Even as the pain of sin takes hold in the world, God speaks of the one who will strike back against the evil one who tempted Adam and Eve. When we hear whispers or shouts tempting us to turn away from a trusting relationship with God, we remember the story of the fall of Adam and Eve. Even when we turn away from God, he does not abandon us. Jesus and the Holy Spirit are present in our lives to help us resist temptation and live a life of faithfulness to God.

Questions In what ways am I tempted not to love God and others? What steps can I take to be more open to God’s grace in my life?

Prayer Speak to God, using these words or words of your own. When I turn away from you, my God,

Lord, have mercy.

When I turn away from those around me,

Lord, have mercy.

When I hear the Word of God, thank you, Lord. When I let others into my heart, thank you, Lord.

Knowing and Sharing Your Faith in Session 3 Consider how Scripture and Tradition can deepen your understanding of the session content.

Scripture Genesis 3:15 contains the first promise of a Savior and Redeemer for humankind. Genesis 6:5—9:17 relates the story of the flood and how Noah and his family found favor with the Lord.

Tradition Human sin is rooted in a lack of trust in God and disobedience to God’s commands. It began with Adam and Eve when they succumbed to temptation. As a result we are born with Original Sin. The story of Cain and Abel shows a growing alienation between God and humanity. God grieves because the human family has become violent and corrupt. God sends a flood but saves the human family through Noah’s faith. God then establishes a covenant with Noah, promising never again to send such a destructive flood. The rainbow becomes the sign of God’s faithfulness. When we see a rainbow, we remember God’s promise never to give up on us, even when we sin.

Catholic Social Teaching In this session the integrated Catholic Social Teaching themes are Call to Family, Community, and Participation and Life and Dignity of the Human Person. See page 1b for an explanation of these themes.

Window on the Catechism The consequences of the sin of Adam and Eve are discussed in CCC 402–409. God’s promise of a Savior is discussed in CCC 410–411.

General Directory for Catechesis Jesus’ role in revealing God’s Salvation for us is summarized in GDC 102.

Un it 1 • Session 3

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catechist Preparation: Just for Schools

Five-Day Classroom Session Planner Session 3

Sin and Salvation

Session Theme: The root of sin is lack of trust in God and disobedience to his commands.

Day 1: Engage

60 minutes

Open

Activity 1

Activity 2

Sin and Salvation

Trusting Times

Sin and Temptation

page 15

Time: 5 minutes

Time: 15 minutes Small-Group Project Optional

If you wish to have children complete the small-group project on page S-15B, have small groups begin now. Allow time on days 1 to 5 for children to work.

Materials: writing supplies Have partners brainstorm books, movies, TV shows, or short stories in which characters make bad choices in difficult situations. Allow time for partners to discuss two or three different situations they have seen in a movie or on TV or read about. Then challenge children to rewrite the story endings to show how the character’s life is different after making a better choice. Invite partners to share their new story endings with the class.

Time: 40 minutes

Day 2: Explore

60 minutes

Open

Activity 1

Activity 2

Trusting God

Session 3 BLM

Explore Cain and Abel’s Story

pages 16–17

page T-303

Time: 15 minutes

Materials: Bibles, writing supplies Have children read Genesis 4:12 to find out more about why Cain and Abel did not get along. Then have small groups identify and discuss typical conflicts they have experienced or observed between siblings, such as borrowing things without asking or deciding what TV program to watch. Ask children to choose three situations and then come up with ways to resolve each one. Encourage children to discuss how trusting God helps in each situation. Allow time for children to share their solutions. Some children may wish to act out the situations and solutions.

Time: 30 minutes

Day 3: Explore

60 minutes

Open

Activity 1

Activity 2

Art Print: Building Noah’s Ark

Art Studio: My Promise Rainbow

Movement: The Ark Chant

Print Back

Children’s Book

Time: 30 minutes

page 231

Print Back

Time: 15 minutes

S-15A

www.findinggod.com

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catechist Preparation: Just for Schools

Day 4: Reflect

60 minutes

Open

Activity 1

Activity 2

Hail Mary

Prayers of Petition

Mary and Jesus

page 18

God’s Mercy, Our Trust

Time: 10 minutes

page 19

Time: 20 minutes

Materials: art supplies, writing supplies Explain that as Catholics we honor Mary in many different ways and ask her to pray to Jesus for us. Ask children to think about what God asked of Mary and how she responded. Say: There are countless pictures and sculptures of Mary with the infant Jesus. Reflect on the Hail Mary and on the challenging role Mary had as the mother of Jesus. As children reflect, distribute art supplies. Then say: Draw a picture of Mary and Jesus that shows how you imagine them in your own mind. You may draw them at any time during Jesus’ life. Then write a simple prayer of thanksgiving to Mary on the back of your drawing.

Time: 30 minutes

Day 5: Respond Open

Activity 1

Activity 2

Living My Faith

Interviews in the Garden

Presentation or Wrap-Up BLM

Page 20

page 16

Time: 10 minutes

SESSION 3 WRAP-UP

60 minutes

Materials: completed project or Just for Schools Session Wrap-Up (page S-358) If children completed the small-group project of the week, have each group present its artwork. If children did not complete the project, have them complete Just for Schools Session Wrap-Up. Discuss the activity after children complete it.

Name

Date

Beautiful But Evil In the Garden of Eden, evil came in the form of a snake. The snake told Adam and Eve that if they disobeyed God, they would be wise. Although a snake has not likely tried to tempt you, evil does confront each of us in one way or another. Evil can be difficult to recognize, but we rely on God to help us make good decisions based on his commandments and the knowledge that he is always there to guide us and love us. Imagine a situation in which you have to make a difficult choice. Imagine that while trying to decide what to do, a beautiful butterfly lands on your shoulder and begins talking to you. You like butterflies, but this one tries to convince you to do something that goes against what God would want you to do. What is the butterfly saying to you? What does it promise you for disobeying God and making a bad choice? Will you get money or recognition? Will your friends think you are cool? Although the butterfly is beautiful and persuasive, it is evil. It makes a bad choice sound appealing.

A Conversation with Evil Write what the butterfly says to you. Then write your response to the butterfly. My Response:

Just for Schools

Butterfly:

www.findinggod.com

Grade 6 • Unit 1 • Session 3 Wrap-Up

Greg Phillips

Time: 40 minutes

Small-Group Project of the Week: Artful Representations Materials: art supplies, clay, paint, paintbrushes, cloth

Have small groups select a scene from a story in this session to make an original piece of art. Tell children they may draw; sculpt with clay; paint; make a collage using cloth, paper, and other objects; or choose another medium to depict the scene. Have children select from among these stories: Adam and Eve, Cain and Abel, or Noah.

NOTE: See page 15b for Prayer in Session 3, materials lists, and how to teach this session in one hour.

Unit 1 • Session 3

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catechist Preparation

One-Hour Session Planner Session 3

Sin and Salvation

Session Theme: The root of sin is lack of trust in God and disobedience to his commands. Before This Session ▶▶ Review group rules and procedures. ▶▶ Read Genesis 6:5—9:17 to become familiar with the passage that was adapted

for the recorded Scripture story. ▶▶ Bookmark your Bible to Genesis 3:15 and 6:5—9:17. Place the Bible open to

Genesis 3:15 in the prayer space. ▶▶ Read the Guide for this session, choose any additional If Time Allows activities

that you might have time to complete, and gather the listed materials.

Steps

Approximate Time

Engage Sin and Salvation

10 minutes

Page 15

Explore Trusting God

Art Print: Building Noah’s Ark

Art Print and Print Back

Reflect

15–20 minutes

Page 18

God’s Mercy, Our Trust

This session continues the pattern and tone for prayer established earlier and reinforced in each session. The short opening prayer of petition and closing prayer of gratitude invite children to reflect on this session’s theme. Each of these short prayers also provides an opportunity for children to add their personal intentions. In this session children review and reflect on the Hail Mary.

30–40 minutes

Pages 16–17

Prayer: Hail Mary

Prayer in Session 3

Page 19

Respond

5–10 minutes

Living My Faith page 20

Materials Required ▶▶ Bibles

if time allows ▶▶ Art supplies (page 15)

▶▶ Art Print 3: Building Noah’s Ark

▶▶ Props for Adam and Eve role-play

and Children’s Book page 231

(page 16)

▶▶ Writing supplies

▶▶ Session 3 BLM, T-303 (page 17)

▶▶ CD player

▶▶ Note cards, envelopes (page 17)

▶▶ CD 1, Track 1: “God Chooses Noah” (5:13)

▶▶ Basket (page 18) ▶▶ Blindfolds (page 19) ▶▶ Session 3 Assessment,

www.findinggod.com (page 20)

15b

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Engage SESSION

Session 3 Outcomes ▶▶ Analyze the consequences of Adam

and Eve’s disobedience to God. ▶▶ Show how the story of Cain and Abel

Think of ways that you have shown trust in someone who cares for you.

illustrates the growing alienation between God and the human family. ▶▶ Discuss God’s covenant with Noah. ▶▶ Define Garden of Eden.

1 Set the Stage Ask: Who comes to mind when you think about trust? Why? Invite volunteers to share. Then discuss the picture. Ask: How do you know that the people trust each other? (They’re putting their safety in each other’s hands; they’re helping each other.) Say: God wants you to place your trust in him.

Sin and Salvation

2 Get Started

Prayer

God, my Creator, help me love and trust you so that doing what is right and avoiding anything that is wrong becomes my way of living.

If Time Allows

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Trusting Times Invite children use drawing paperDesign and colored or markers PDF Signoff: to Production _______ _______pencils Editorial _______ to illustrate situations that involve trust—for example, talking to a police officer or a doctor. Encourage children to share their illustrations when they are complete.

Go to www.findinggod.com/sessionextenders for an article about trust and forgiveness.

Read aloud the text. Share a situation in which you trusted someone. Allow time for children to describe a situation in which they trusted in someone who cares for them. Ask: How do you think we can show our trust in God? (by obeying his commands, through prayer) Say: In this session we will learn about people who did not trust in God. We will also learn that God always forgives us, even when we make mistakes.

Prayer Say: Think again about the people you trust. Even though you know they care about you, it is sometimes difficult to follow their advice. Trusting in God is like that too, so let’s pray for help right now. Invite children to pray aloud the prayer. Say: Let’s silently ask God to help us find ways to better obey his commands. Wait for children to finish their prayers. Pray Amen and conclude with the Sign of the Cross.

Unit 1 • Session 3

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EXPLORE

Explore

1 Begin

Trusting God When we stop trusting God, things start going wrong. In Genesis

Say: Think about a time you regretted a choice you made. Ask: What were the consequences of that choice? Ask volunteers to share if they are comfortable. Offer examples such as telling a lie, not doing chores, or not sharing with a sibling. Say: These are examples of disobedience, and they can harm the trust between people and God.

Chapters 3 and 4, we find two stories that show lack of trust.

Adam and Eve Disobey God God placed Adam and Eve in the Garden of Eden and gave them everything they needed. Their life was very pleasant there. They tended the garden and cared for the animals, and they had each other for companionship. God told them that if they ate the fruit from one tree in the middle of the garden, they would die. It was the tree of knowledge of good and evil. One day a snake convinced Adam and Eve that they were missing out on something. The snake said that they would not die if they ate from

2 Connect Have children turn to page 16. Read aloud the first paragraph of Trusting God. Say: Even though it may sometimes be hard to trust God, life is more difficult when we stop trusting him. Explain that this section revisits the second Creation story that children were introduced to during the last session. Say: Let’s read to find out what led Adam and Eve to disobey God and the consequences they faced as a result. Have children read the section silently. Ask: What does the snake represent? (the devil, Satan, sin) Why do you think Adam and Eve ate the one fruit that God had forbidden them to eat? (They wanted to be wise.) What were the consequences for Adam and Eve? (They were sent out of the garden, and life became more challenging.) Tell children that Original Sin refers to the consequences of Adam and Eve’s actions. Say: Adam and Eve disobeyed God and chose to follow their own will rather than God’s. As a result, humans lost God’s original blessing and became subject to sin and death.

Reading God's Word

the tree but would have wisdom like God’s. They forgot that God loved them and would tell them anything they needed to know. They did not need to disobey him by eating from the tree in order to be wise. They could walk and talk with God every day. Even so, Adam and Eve ate the fruit. That act of disobedience resulted in Original Sin. It changed everything. God sent Adam and Eve out of the garden. From that time on, life became more challenging for human beings. adapted from Genesis 2:15–3:24 Stained-glass window depicting Adam and Eve, Sacred Heart Church, Faribault, Minnesota

Reading God’s Word I will put enmity between you and the woman, and between your offspring and hers; He will strike at your head, while you strike at his heel. 16

UNIT 1 • God, Our Creator and Father

If Time Allows

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Interviews in the Garden Have small groups role-play PDF Signoff: Production _______ the scene in the garden. Ask one child to be a reporter and the others to be Adam, Eve, the snake, and God. Have the reporter interview the main characters to get the story from different points of view.

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The Fruit on the Tree of Knowledge Editorial _______

Design _______

Read aloud Genesis 3:15 from your Bible. Ask: What other word does enmity look or sound like? (enemy) What do you think the word enmity means? (hatred) Explain that these words are what God said to the snake after sending Adam and Eve out of the Garden of Eden.

Genesis 3:15

Scripture never mentions an apple as the fruit that tempted Adam and Eve, only fruit. Why then is the apple associated with the story? Once the Bible was translated into Latin and people told the story in Latin, they noticed that the word for evil—a real part of the story—is spelled the same way as the word for apple. That association has stayed with Adam and Eve for hundreds of years.

www.findinggod.com

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EXPLORE

Explore Cain and Abel After leaving the garden, Adam and Eve had two sons, Cain and Abel. Cain and Abel had never known what it was like in the garden. They had never walked and talked with God as their parents had, so it’s no surprise that Cain and Abel didn’t get along. Most brothers argue sometimes, but Cain became so angry one day that he killed his brother, Abel. God had mercy on Cain and allowed him to live, but he sent Cain away from home. Cain had his own family, and his children had families as well. As time passed, there were many people living in the world. By then Adam and Eve were dead, and no one remembered the garden. No one knew what it was like to walk and talk with God. adapted from Genesis 4:1–16

Stained-glass window depicting Cain killing Abel, Trinity Lutheran, Valley City, North Dakota

Just a few years out of the garden and away from God’s presence was all it took for people to start hurting one another. When people stop trusting God, they stop trusting one another as well.

God’s Mercy When do you need God’s mercy? Maybe you have failed to do something you should have done. Complete these sentences. When I disobey you by

Answers will vary.

When I need to When I have trouble When it is hard for me to

, Lord, have mercy. , Lord, have mercy. , Lord, have mercy. , Lord, have mercy. , Lord,

When I feel tired, afraid, angry, or

GO TO PAGE

have mercy.

231

SESSION 3 • Sin and Salvation

If Time Allows

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Session 3 BLM Personal Covenant After experiencing Print 3, have children PDF Signoff: Production _______ DesignArt _______ Editorial _______ complete the Session 3 Blackline Master [T-303] to write a personal covenant with God. Encourage children to share their covenants with the group.

Service: We Trust in You Have each child design a note card to send to a community member whom he or she knows and trusts, such as a police officer, teacher, firefighter, or military member. Tell children to thank these people for what they do and to tell why they trust and appreciate them. Encourage children to deliver the letters.

Introduce the story of Cain and Abel by saying: Life became more difficult for people after they left the garden. Let’s read another story from Genesis that shows a lack of trust in God. Have children read the story silently. Read aloud the last paragraph. Explain that Cain and Abel didn’t have the same close relationship with God that Adam and Eve had and that their distance from God made them prone to disobey him. Ask: How can we talk to God and have a close relationship with him today? (We can pray.) Say: God’s children suffered consequences for sinning—they lost original holiness and justice—but God also showed them mercy. What is mercy? Allow time for children to express ideas about the meaning of mercy, forgiveness, and understanding. Emphasize that mercy is a kind and tolerant response to a difficult time, not just to sin, and that we need God’s mercy to help us at these times so that we don’t sin. Ask a volunteer to read aloud the directions for God’s Mercy. Then provide one or two simple examples. Say: When I need to say I’m sorry, Lord have mercy. When it’s hard for me to be patient, Lord have mercy. Allow time for children to write their responses.

3 Close Display Art Print 3: Building Noah’s Ark. Use the Art Print 3 instruction to teach this section. Art Print teaching instruction can also be found on page 231.

Building Noah’s Ark

Art Print 3

Family and Community

Unit 1 • Session 3

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Reflect Prayer

Prayer

Follow the steps to guide children through the prayer on page 18.

Hail Mary The disobedience of Adam and Eve resulted in Original Sin, but God did not give up on people. With the words of the angel to Mary, “Hail, full of

Children’s Page

grace,” something new began. Mary gave birth to Jesus, who redeems and saves us. Pray the Hail Mary

Prepare Pray the prayer in advance.

now, stopping to reflect on each sentence. Hail Mary, full of grace, the Lord is with you.

Pray Begin by saying: In this session we saw that after the fall of Adam and Eve, God gave the first promise of a Savior. Our Catholic tradition recognizes Mary’s willingness to become Jesus’ mother as the first step toward fulfilling that promise. We celebrate her role in our salvation in the Hail Mary. This is a prayer of petition, asking Mary to help us live as Jesus wants us to live. Invite a volunteer to read aloud the paragraph before the prayer. Say: Let’s slowly pray aloud each line of the Hail Mary together. After each line, silently read the sentences that follow and think about what they mean. Allow 20–30 seconds after each line of the prayer for children to think about what they have read. When you have finished leading children through the prayer page, pause for at least 10 seconds. Then say: Let’s pray the entire Hail Mary together, slowly and thoughtfully giving thanks to Mary. Listen to your heart as you share your prayer with her. Conclude by praying Amen and the Sign of the Cross.

God gave Mary the help she needed to accomplish what he called her to do. God also gives us the grace we need to live as Jesus wants us to live. Blessed are you among women, and blessed is the fruit of your womb, Jesus.

Mary was a person who was special because of her willingness to answer God’s call in her life. God calls us each day to be a sign of his love in the world. Holy Mary, Mother of God, pray for us sinners, now and at the hour of our death.

Mary prays for our needs and the needs of the world. We ask her to support us as we present our own needs to God. Take a moment to speak with Mary. Ask her to be with you as you present your needs before God. Amen.

UNIT 1 • God, Our Creator and Father

If Time Allows

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Prayers of Petition Have children one or PDF Signoff:write Production _______ two personal petitions they would like the Blessed Mother to help them present to God. Tell children they will not have to share these with anyone. Ask children to fold up their petitions, collect them in a basket, and have the class pray the Hail Mary as they think about the personal needs they placed in the basket.

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Coaching Children to Pray Editorial _______

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Explain that in the Hail Mary, we ask Mary, our Blessed Mother, to be present to us, to pray for us, and to support and help us as we present our needs to God. You may wish to present the Rosary as an extension of this prayer session.

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REFLECT

Reflect God’s Mercy, Our Trust Adam, Eve, and Cain made decisions that showed a

Assign each of three groups one of the three stories from this session: Adam and Eve, Cain and Abel, and Noah’s ark. Ask children to retell the story. Encourage them to be creative. Then allow the groups to present their stories.

lack of trust in God. Even though they sinned, God had mercy on them. In the story of Noah and the ark, God promised that he would never give up on us. We must always remember to place our trust in him.

Words of Wisdom Peruvian sculpture of Noah’s ark

These Bible verses teach us to put our faith and trust in the Lord. Read each verse and rewrite it in your own words.

Possible answer: If you pay attention to God and depend upon him completely, he will show you the way.

Proverbs 3:5–6

2 Connect Have a volunteer read aloud the first paragraph on page 19 and the directions for the activity. Then allow time for children to use their Bibles to find the Bible verses, read them, and rewrite them in their own words. Have volunteers share their responses. Read aloud the directions for the poem. Invite children to write poems that show what trusting in God means to them. You may wish to model the first two lines to help children get started. Say: The Lord is present for you and me. Rely on him and be carefree.

Possible answer: God is just, so if we are honest with him and admit our sins, he will forgive us.

1 John 1:9

Jeremiah 17:7

1 Begin

Possible answer: God will bless us if we put our trust and

hope in him.

Trust in the Lord Write a poem that tells why you should trust in God. Use the letters of the word trust to begin each line of your poem. T R U S T

3 Close SESSION 3 • Sin and Salvation

If Time Allows

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Trust Walk Have each childProduction put on a blindfold. child atEditorial a time _______ to a difPDF Signoff: _______ Lead Designone _______ ferent part of the room. If you have a large class, you may wish to lead small groups by having them hold hands. Once everyone has had a chance, ask: Was it difficult to walk with your eyes covered? How did it feel to have someone else lead you? How would you have felt if I had led you out of the room? Would you have felt better if a close friend or a family member had been guiding you? Discuss how this activity is similar to God leading us. Emphasize that we can always trust God to lead us and guide us in the right direction.

After children have finished, invite volunteers to read aloud their poems. Then have children discuss what trusting in God means to them. Encourage children to share how they can show their trust in God.

Unit 1 • Session 3

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RESPOND

Respond

Faith Summary Say: Imagine that you have been asked to teach this session. Search through pages 15–19 for two important ideas that you have learned. Encourage volunteers to share their responses. Then have a volunteer read aloud this section. Ask: How did your responses compare to the Faith Summary?

Faith Summary

Living My Faith

1 Begin

The story of Cain and Abel shows how quickly people began to sin after Adam and Eve lost trust in God and disobeyed him. God renewed that trust through Noah and through his promise to help us even though we sin. When we trust God and obey his commands, we can avoid sin and live peacefully together.

Words I Learned

Ways of Being Like Jesus

Garden of Eden

After his baptism, Jesus was tempted. He resisted temptation by remembering God’s commands in the Old Testament. Rely on verses from the Scriptures to strengthen your faith in God.

2 Connect

Prayer

Words I Learned Read aloud the term. Ask children to suggest words or phrases that clarify the meaning of the term. Review the term in the Glossary if necessary.

God, thank you for not giving up on people, even though we often forget you. Let me listen to you every day and do what you prompt me to do.

With My Family

Ways of Being Like Jesus Invite a volunteer to read aloud this section. Remind children that they have read a Bible passage in each session.

Activity Find an object that will remind your family of God’s love and mercy. It may be a photograph, a statue, or any object that reminds you of a time when God took care of your family. Display this object in a prominent place in your home.

Prayer

Faith on the Go Ask one another: If you were to draw a

Say: In this session we read stories about trust and faithfulness. Let’s end by thanking God for trusting us. Invite a volunteer to pray aloud the prayer. Say: Take a moment now to pray this prayer silently as you think of some ways you can honor God. Allow time for personal prayer. Pray Amen and the Sign of the Cross together.

picture to illustrate God’s mercy, what would it look like? Family Prayer Pray together the Hail Mary.

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Session Assessment Option An assessment this session can be found at www.findinggod.com. PDF Signoff: for Production _______ Design _______ Editorial _______

P l a n A he a d With My Family Ask children to read silently the three suggestions in this section. Invite children to choose one or more to complete at home.

Get Ready for Session 4 Consult the catechist preparation pages to prepare for Session 4 and determine any materials you will need.

3 Go in Peace Collect materials and return them to the appropriate places. Encourage children to discuss the With My Family section at home. Say: As you begin each day, ask God to guide your choices so that you remain faithful and obedient to him.

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Catechist Preparation Ses sion 4

Abraham Listens to God Knowing and Sharing Your Faith in Session 4

3-Minute Retreat

Consider how Scripture and Tradition can deepen your understanding of the session content.

Before you prepare this session, pause for a few minutes to set aside distractions. Take three deep breaths and be aware of the loving presence of God, who is with you on this journey of growth and discovery.

Scripture Genesis 15:1–5 and 18:1–10 describes God’s making a covenant with Abraham and promising him a son.

Genesis 22:11–12

Galatians 3:7 tells that those who have faith are the children of Abraham.

But the Lord’s messenger called to him from heaven, “Abraham, Abraham!” “Yes, Lord,” he answered. “Do

Tradition

not lay your hand on the boy,” said the messenger. “Do not do the least thing to him. I know now how devoted you are to God, since you did not withhold from me your own beloved son.”

Reflection God blessed Sarah and Abraham with a son. Abraham’s willingness to sacrifice Isaac, his long-awaited child, is a dramatic demonstration of his faithfulness. God blesses Abraham’s trust, declaring that Abraham’s descendants will be as countless as the stars. With God, abundant blessings can come from even the most difficult trials. The descendants of Abraham are God’s Chosen People. With them we have a mission to help others learn about God.

God tells Abraham that he will be the father of many nations through a child born to his wife, Sarah. Sarah, however, has long been childless. Then three messengers—angels from God—tell Abraham and Sarah that they will have a son. Years later Isaac is born. God tests Abraham, telling him to offer Isaac in sacrifice. Willing to do anything for God, Abraham prepares to sacrifice Isaac. At the last moment, an angel stops him. Abraham’s story is an argument against child sacrifice. People in Canaanite cities sacrificed their firstborn to placate their gods. The importance of the story is the covenant established between God, Abraham, and Sarah, showing they are the ancestors of the Chosen People.

Questions

Catholic Social Teaching

What area of my life do I withhold from God? What blessings has God brought out of the trials of my life?

In this session the integrated Catholic Social Teaching theme is Life and Dignity of the Human Person. See page 1b for an explanation of this theme.

Prayer Speak to God with this prayer or one of your own. Faithful God, you walk with me through all my difficulties. Help me be a witness to your strength and faithfulness.

Window on the Catechism CCC 59, 72, 762, 992, and 2571 discuss Abraham as a model of faith for Christians. Abraham is presented as a model of hope in CCC 165 and 1819.

General Directory for Catechesis Salvation history, including God’s covenant with Abraham, is discussed in GDC 108.

Un it 1 • Session 4

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catechist Preparation: Just for Schools

Five-Day Classroom Session Planner Session 4

Abraham Listens to God

Session Theme: God calls Abraham and Sarah to believe in him.

Day 1: Engage

60 minutes

Open

Activity 1

Activity 2

Abraham Listens to God

Filter Out the Noise

Follow a Plan

page 21

Time: 10 Minutes

Time: 10 minutes Small-Group Project Optional

If you wish to have children complete the small-group project on page S-21B, have small groups begin now. Allow time on days 1 to 5 for children to work.

Materials: writing supplies Have children identify situations that require family members to cooperate to complete a job, project, or other task. Offer several examples, such as preparing for a party or special gathering with extended family and friends or cleaning out the garage or basement. Ask children to choose a job, project, or task and write how they would divide up the work fairly among family members to complete it without conflict, as God would want them to do.

Time: 40 minutes

Day 2: Explore

60 minutes

Open

Activity 1

Activity 2

Sarah and Abraham Have a Child

Session 4 BLM

Connect to Cooperate

page 22

Abraham Is Tested

page T-304

Time: 15 minutes

page 23

Time: 15 minutes

Materials: craft sticks or toothpicks, glue Say: Abraham and Sarah followed God’s instructions without question. They were blessed for their faith and trust in God. In this activity you will place your trust in your partner. Have children form pairs. Give craft sticks or toothpicks and glue to each pair. Say: You will have 15 minutes to build something, but you cannot speak to each other. Begin now. As you monitor children’s progress, remind them that talking is forbidden. After 15 minutes direct children to stop building. Have partners display their structures and explain how they communicated to complete the task.

Time: 30 minutes

Day 3: Explore

60 minutes

Open

Activity 1

Activity 2

Art Print: Hora

Art Studio: Movement in Art

Movement: Dance the Hora

Children’s Book

Print Back

page 232

Time: 15 minutes

S-21A

Time: 30 minutes

Print Back

Time: 15 minutes

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catechist Preparation: Just for Schools

Day 4: Reflect

60 minutes

Open

Activity 1

Activity 2

Hope and Trust

Understanding the Act of Hope

Acronyms for Faith, Hope, and Trust

page 24

The Messengers of God page 25

page 24

Time: 15 minutes

Materials: art supplies Have children look at page 24 and discuss what they see in the picture as a symbol of hope. Then ask them to think about what their hope in God and faith means to them. Say: Sometimes it is nice to have a slogan or an acronym as a reminder to place our trust in God. Some popular acronyms are PUSH, which means Pray until something happens, and FROG, which means Fully rely on God. People wear bracelets with these acronyms. Have children make up their own acronyms as reminders to place their hope and trust in God. Then have children design a logo for a bracelet or a T-shirt, using their acronym.

Time: 30 minutes

Day 5: Respond Activity 1

Activity 2

Living My Faith

My Own Angel

Presentation or Wrap-Up BLM

Page 26

page 25

Time: 10 minutes

Materials: completed project or Just for Schools Session Wrap-Up (page S-359) If children completed the small-group project of the week, have groups present their skits. If children did not complete the project, have them complete Just for Schools Session Wrap Up. Discuss the activity after children complete it.

Date

Abraham’s Journey According to Genesis 11:27-31, Abraham grew up in the city of Ur, which is located in modern-day Iraq between the Tigris and Euphrates Rivers. Abraham’s father moved the family north to Haran. After Abraham married Sarah, they left their home in Haran because they felt God was calling them to live somewhere else. For many years they traveled through what is now the Middle East. It was very difficult to live in lands where water is in short supply. They probably had to wander from place to place to survive. Wherever they stopped, however, they built a shrine to God. They followed God’s instructions and finally settled in Canaan.

Track Their Journey This map shows the Middle East in Abraham’s time. Use your Bible and the Finding God poster The Fertile Crescent to track Abraham’s journey from Ur to Canaan. Add the names of places where Abraham lived. Write at least three important events that happened along the way or after Abraham and Sarah finally settled in Canaan.

Just for Schools

CAN AAN

Haran •

• Babylon Ur •

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Grade 6 • Unit 1 • Session 4 Wrap-Up

Peter Siu

Time: 40 minutes

Name

CAN AAN

Open

SESSION 4 WRAP-UP

60 minutes

Small-Group Project of the Week: In Abraham’s Shoes Materials: poster board, art supplies, various props

Organize children into small groups. Ask them to imagine that they are members of a modern-day family that has just been transported back in time to Abraham’s world. Ask each group to develop a scene in which their family gets a message from God or from one of his angels to do something. Encourage each group to think about how its family will respond to God’s call and then work together to write a skit to tell their story.

NOTE: See page 21b for Prayer in Session 4, materials lists, and how to teach this session in one hour.

Unit 1 • Session 4

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catechist Preparation

One-Hour Session Planner Session 4

Abraham Listens to God

Session Theme: God calls Abraham and Sarah to believe in him. Before This Session ▶▶ Bookmark your Bible to Genesis 15:1–5, 18:1–10 and Galatians 3:7. Read

Genesis 21:1–13. Place the open Bible in your prayer space. ▶▶ Read the Guide for this session, choose any additional If Time Allows activities

that you might have time to complete, and gather the listed materials.

Steps

Approximate Time

Engage Abraham Listens to God

Explore Abraham Is Tested Art Print: Hora

In this session continue the pattern and tone for prayer throughout the program. Children pray the Act of Hope. They also pray prayers of petition asking God to help them place their hope and trust in him.

10 minutes

Page 21

Sarah and Abraham Have a Child

Prayer in Session 4

30–40 minutes

Page 22

Page 23

Art Print and print back

Reflect Prayer: Hope and Trust The Messengers of God

15–20 minutes

Page 24 Page 25

Respond

5–10 minutes

Living My Faith page 26

Materials Required ▶▶ Writing supplies

if time allows ▶▶ Art Supplies (pages 21, 25)

▶▶ CD player

▶▶ Session 4 BLM, T-304 (page 22)

▶▶ CD 2, Track 5: “If (Si)” (2:37)

▶▶ Finding God poster: The Fertile Crescent,

▶▶ Art Print 4: Hora and

Children’s Book page 232

world map or globe (page 22) ▶▶ Writing supplies, envelopes (page 23) ▶▶ Session 4 Assessment,

www.findinggod.com (page 26)

21b

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Engage

Abraham Listens to God

SESSION

Session 4 Outcomes ▶▶ Summarize the stories of Abraham

and Sarah and how God tested Abraham’s faith. ▶▶ Describe how God showed he wanted

faith and obedience from his people. What are some things that your parents ask you to do that are difficult for you?

▶▶ Explain God’s covenant with his

Chosen People. ▶▶ Define Chosen People and patriarchs.

1 Set the Stage Ask: How do you usually feel after completing a difficult task? Are you ever rewarded? How? Invite volunteers to share their ideas and experiences. Say: A sense of accomplishment and words of praise can be great rewards.

2 Get Started Prayer God, my Creator, over the years you have strengthened people’s faith. Please strengthen mine now. You know what I need.

If Time Allows

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Inclusion: Attention Draw a Signoff: Difficult Task If _______ you have children with attention PDF Production Design _______ Editorialdisabilities, _______ invite them to draw a picture of a difficult task they performed successfully as you discuss concepts with the rest of the class. When they are finished drawing, invite children to share their pictures with the group. Discuss whether this drawing reminded children of a time they were frustrated or if it reminded them of a successful accomplishment. Tell children that in the future they can turn to God for guidance when they become frustrated.

Filter Out the Noise Have children sit quietly for a few minutes. Encourage children to listen for sounds that can’t be heard until everyone is quiet. Invite children to share what they heard in the stillness. Compare this exercise to how we need to quiet ourselves to “tune in” to God’s voice. Go to www.findinggod.com/sessionextenders for an article about making difficult decisions.

Direct children’s attention to the picture. Ask: Why is this activity difficult? (It requires working together. It is physically demanding.) Read aloud the text. Say: Now think about a difficult task you’ve completed. How does it compare with the one God gives us to obey his commands? Discuss children’s responses. Say: In this session we will learn about Abraham and Sarah and how they were faithful and obedient to God under difficult circumstances.

Prayer Say: Everyone needs help in being faithful and obeying God’s commands, so let’s ask for help now. Have children close their eyes and think of times when they need faith to obey God’s commands. Pray aloud the prayer. Say: Let’s take a moment to talk to God in our hearts. Allow time for children to finish their silent prayers. Pray Amen and conclude with the Sign of the Cross.

Unit 1 • Session 4

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EXPLORE

Explore

1 Begin

Sarah and Abraham Have a Child The story of Sarah and Abraham takes place many years after Noah and

Have children make two columns on a sheet of paper. In one column have children write the rewards of receiving good grades in school. In the other column, ask children to list the consequences of getting poor grades. Invite volunteers to share responses. List these on the board. Discuss how being obedient can bring rewards and blessings. Then say: Today we are going to read about Abraham and Sarah, who received many blessings because they were faithful and obeyed God.

the Flood, when the world had many people in it once again. Abraham and Sarah had been married a long time, but they did not have children. One night God took Abraham outside and said, “Look up at the sky and count the stars if you can.” He told Abraham that he would have as many descendants as there are stars in the night sky. Years later Sarah had still not become pregnant. Then three visitors, sent from God, came to Abraham and Sarah. They said that in a year Sarah would have a son. Even though Abraham and Sarah thought they were too old to have children, Sarah gave birth to Isaac one year later. adapted from Genesis 15:1–5; 18:1–10 Abraham and the Three Angels, Lodovicom Carracci, 1555–1619.

2 Connect Read aloud the title. Then have children read the section independently. Point out that Abraham and Sarah recognized God’s voice when he spoke to them in different ways. Ask: In what ways did God speak in this story? (He spoke directly to Abraham; he spoke to Abraham and Sarah through three visitors.) What are some ways God speaks to us? (through Bible stories, our conscience) What can we do to be sure we hear God’s voice? (Slow down, quiet our minds, and listen for God as we pray.) Have children turn to the back of their books for the song “If (Si)” [CD 2, Track 5]. Say: This song is about listening to God. Ask children to follow along with the lyrics as the song plays. Encourage children to join in singing as they learn the refrain. Introduce the section Abraham Is Tested on page 23. Say: Let’s read a story that truly tested Abraham’s strong faith. Read aloud the section. Say: Abraham surely proved how strong his faith was. Let’s read the next section to find out the two important lessons God taught his people with this story.

UNIT 1 • God, Our Creator and Father

If Time Allows

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Session 4 BLM Exploring the Meaning of Trust Have children PDF Signoff: Production _______ Design _______complete Editorialthe _______ Session 4 Blackline Master [T-304] to learn more about trusting in God.

Abraham’s Journey Display the Finding God poster The Fertile Crescent. Explain that the region is called the Fertile Crescent because the soil is rich, crops grow well there, and it is shaped like a crescent. Tell children that God called Abraham to leave his home in Haran and promised him that he would become the father of a nation. Display a current map or globe, and help children identify the countries Iraq, Syria, Jordan, Lebanon, Israel, and parts of Egypt, Iran, and Saudi Arabia that make up this region today.

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EXPLORE

Explore Abraham Is Tested When Isaac was a young boy, God called out to Abraham and told him to kill Isaac and burn him on an altar. Abraham obeyed God’s request and brought Isaac up a mountain, where he built an altar. As Abraham prepared to take his son’s life, a messenger of God appeared and stopped Abraham just in time. God allowed Abraham to offer an animal instead of Isaac as a sacrifice. adapted from Genesis 22:1–13

Why Did God Test Abraham? The story of Abraham became a popular tale in Jewish culture at a time when sacrificing a firstborn child was a common practice in the area. In an attempt to criticize this practice, Jewish storytellers and writers offered this story in which God stopped Abraham from killing Isaac. In the ancient world, the story of Abraham set Judaism apart from other religions. The story not only condemned child sacrifice but also provided a human model of the perfect Jew, Abraham, who was completely obedient and faithful to God. Abraham and Isaac are listed among the patriarchs, or founders of the Hebrew people, within ancient Israel. Patriarchs, along with prophets and other Old Testament characters, have been and always will be honored as saints by the Church.

Have a volunteer read aloud the section Why Did God Test Abraham? Ask: What lessons did the Jewish people learn? (God did not want human sacrifice. He wanted faith and obedience.) Say: God put Abraham through a very difficult test. He wanted to show his people another, and better, way to honor him, because it was the custom of some people of that time to sacrifice their firstborn children in religious rites to their gods. Ask: What did God show his people by stopping this sacrifice? (He did not want this kind of sacrifice; he wanted faith.) Say: This is an example of how God always wants us to value and show dignity to all people. Point out the word patriarchs. Explain that a patriarch is a male ancestor, or forefather, of a family. Tell children that Abraham, his son, Isaac, and his grandson Jacob are all patriarchs in the Old Testament. Life and Dignity

Direct children’s attention to the feature at the bottom of page 23.

Reading God’s Word Realize then that it is those who have faith who are children of Abraham. Galatians 3:7

GO TO PAGE

232

Reading God's Word SESSION 4 • Abraham Listens to God

If Time Allows

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Service: Write To Seniors Have children a pen-pal project with_______ a local nursing PDF Signoff:begin Production _______ Design Editorialhome. _______ Visit or contact a local nursing home and ask for a list of residents who would like to receive letters from children. Have children write about their families, school, church, and friends. Encourage children to ask questions to which their pen pals can respond. Have children share with the class any letters they receive. Life and Dignity

Read the verse from your Bible as children follow along in their books. Ask: Why are we all children of Abraham? (because we have faith in God)

3 Close Display Art Print 4: Hora. Use the Art Print 4 instruction to teach this section. Art Print teaching instruction can also be found on page 232.

Hora

Art Print 4

Unit 1 • Session 4

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Reflect Prayer Follow the steps to guide children through the prayer on page 24.

Prayer Hope and Trust Abraham and Sarah had reasons not to hope, yet God led them to increased faith

Children’s Page

and trust. Hope is an important Christian characteristic. We hope because we believe

Prepare Pray the prayer in advance.

that God has made a commitment to us to care for us and show us how to live.

Pray Ask children what they think the word hope means as it relates to faith and God. After children have shared their thoughts, explain that hope is the confidence that God will always be with us and guide us. Ask a volunteer to read aloud the paragraphs before the Act of Hope. Say: Many people learn to pray this traditional Catholic prayer from memory. Direct children to pray aloud the prayer. Encourage them to learn the prayer by heart. Invite children to sit comfortably, close their eyes, and quiet their minds. Say: Pray in your heart as I pray aloud the prayer. Think about your hope and trust in God. Read aloud the Act of Hope slowly and with feeling. Pause after “pardon of my sins,” after “help of your grace,” and after “life everlasting” so that children may reflect on each of these gifts. Have children read silently and follow the suggestions in the last paragraph. Provide 30 seconds of silence for children to talk to God in their hearts. Close the prayer by praying Amen and joining the children in the Sign of the Cross.

Pray the Act of Hope and think about your trust in God.

Act of Hope O my God, relying on your infinite mercy and promises, I hope to obtain pardon of my sins, the help of your grace, and life everlasting, through the merits of Jesus Christ, my Lord and Redeemer. Amen.

After you pray the Act of Hope, spend a few minutes with God. Thank him in your own words for his grace and for the hope that you will live with him forever. Rest a few moments in his presence.

UNIT 1 • God, Our Creator and Father

If Time Allows

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Have children use their own words to rewrite the Act of Hope to help them better understand it when they pray it again.

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Coaching Children to Pray Editorial _______

Design _______

Tell children that using traditional prayers is a good way to link with our Catholic heritage—they are like family heirlooms passed from generation to generation. Encourage children to take these prayers to heart by learning and remembering the words of the prayers and by reflecting on the full meaning of the words as children pray.

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REFLECT

Reflect

Discuss what children know about messengers sent by God. Invite children to share what they know. Ask: What stories do you know in which God sent messengers, or angels? (Possible answers: when Gabriel visits Mary; when Joseph finds out Mary was pregnant with Jesus)

The Messengers of God God performed a miracle for Sarah and Abraham in their old age by giving them a son. God also sent messengers to Abraham and Sarah. Recall the three visitors who came to Abraham and told him that Sarah would have a son. The visitors were angels sent by God. Also, when Abraham was about to kill his son, God sent an angel to stop him. Angels help people understand God’s plan, and they give people the courage to follow God’s instructions.

2 Connect

Angels in Action Each of the following Bible citations refers to a story in which an angel

Say: Now we are going to read about how angels helped Abraham and how God still sends angels as messengers to help us. Have children silently read the section The Messengers of God. Then ask: Why does God use angels as messengers? (to help people understand and follow his plan) Ask a volunteer to read aloud the directions to the activity Angels in Action. Explain that angels appear throughout the Bible. Have children work in small groups to find the passages in their Bibles and write what each angel did.

appears and performs an act for God. Read each passage and write what the angel did in it. Matthew 1:18–21

An angel appeared to Joseph in a dream and told

him that Mary had conceived a son by the Holy Spirit. The angel told him to name the child Jesus.

Luke 2:8–14

An angel appeared to some shepherds and told them

that the Messiah had been born in Bethlehem.

Mark 1:12–13

1 Begin

Angels came to Jesus while he was in the desert and

took care of him.

3 Close SESSION 4 • Abraham Listens to God

If Time Allows

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My Own Angel Angels oftenProduction depicted_______ as PDF are Signoff: human figures with wings and halos. Some artists have pictured them as ordinary people. Others have shown them as columns of light or swirls of color. Have children use assorted art materials to illustrate how they believe angels could be represented. Invite children to share and explain their illustrations.

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Our oldest Scriptures and earliest Church traditions describe spiritual, noncorporeal beings as God’s messengers. They announced Isaac’s birth to Abraham. In the New Testament, they brought the news of Jesus’ birth to Mary and Joseph and of the Resurrection to the women at the tomb.

Invite groups to share their responses from the activity. Ask children to share additional Bible stories they know about angels. Then have children make an illustration for the story of their choosing. Display the illustrations when children have finished.

Unit 1 • Session 4

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RESPOND

Respond

Faith Summary Read aloud this section. Then ask children to discuss ways to help themselves believe and better understand God’s words and obey him. Offer suggestions such as praying for guidance and listening for God’s direction.

2 Connect

Faith Summary

Living My Faith

1 Begin

God called Abraham and Sarah to believe in him. God also calls us to believe what he says and to obey him because we trust in him.

Words I Learned Chosen People* patriarchs

Ways of Being Like Jesus When Jesus lived on the earth, he learned to trust God. God asked Jesus to do some very difficult things. Jesus prayed when his trust in God was put to the test. When your trust in God is challenged, pray as Jesus did to find strength.

Words I Learned Ask volunteers to give the meaning of Chosen People and patriarchs. Invite children to compare their descriptions with the definitions in the Glossary.

Prayer God, thank you for the story of Abraham and Sarah. You keep your promises and do great things for us. Help me always to trust in you.

Ways of Being Like Jesus Have a volunteer read aloud this section. Then ask children for examples of Bible stories or verses that help strengthen their faith. You may wish to read aloud Philippians 4:13 as an example.

With My Family Activity Together write a special prayer asking God to help your family have hope in his promises. Post the prayer on the refrigerator or another place where everyone can see it as a reminder to trust God every day. Faith on the Go Ask one another: When you are worried about friends, school, or family, what can you do to show that you put your trust in God?

Prayer Say: Abraham and Sarah shared amazing faith. We know how hard it can be to be trusting and faithful, so before we go today, let’s thank God for the examples of trust and faith he has given us. Ask children to pray silently as you pray aloud. Allow a few seconds for silent reflection. Pray Amen and the Sign of the Cross together.

With My Family Ask children to read silently the three suggestions in this section. Invite children to choose one or more to complete at home.

Family Prayer Dear God, help us put our trust in you when we face challenges in life. Amen.

UNIT 1 • God, Our Creator and Father

* This term is taught with the Art Print. See page 232.

If Time Allows

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Session Assessment Option An assessment this session can be found at www.findinggod.com. PDF Signoff: for Production _______ Design _______ Editorial _______

P l a n A he a d

Get Ready for Session 5 Consult the catechist preparation pages to prepare for Session 5 and determine any materials you will need.

3 Go in Peace Collect materials and return them to the appropriate places. Encourage children to discuss the With My Family section at home. Say: This week let’s practice being faithful by using Abraham as our example.

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Catechist Preparation Ses sion 5

Celebrating Ordinary Time Knowing and Sharing Your Faith in Session 5

3-Minute Retreat

Consider how Scripture and Tradition can deepen your understanding of the session content.

Before you prepare the session, pause and be still. Take three deep breaths and be aware of the loving presence of God, who is with you on your journey.

Scripture Psalm 25:5 tells how God is our guide to a life of truth and love.

Psalm 25:5 Guide me in your truth and teach me,

Tradition

for you are God my savior.

For you I wait all the long day,

because of your goodness, Lord.

Reflection Psalm 25 is a lament. The psalmist calls upon God to relieve his sufferings and emphasizes his faithfulness. The psalmist also acknowledges his sins and asks God only to remember him in the light of love (Psalm 25:7). In the midst of his troubles, the psalmist remains faithful, recognizing the goodness of God. This is a prayer we can all identify with and pray as we celebrate the Sundays of Ordinary Time. As we face the daily task of remaining faithful and recognizing our need for God’s mercy, along with the psalmist we can pray that we let honesty and virtue preserve us as we wait for the Lord.

Question In what way do you need God to be your teacher on the path of truth?

Prayer Speak to your heavenly Father, using this prayer or one of your own. Jesus, as I navigate the perils of everyday life, be with me on the way to truth and virtue.

Ordinary Time is celebrated on Sundays in two separate periods. The first period is after the Christmas season until Ash Wednesday. The second period is after the Easter season until the First Sunday of Advent. There may be 33 or 34 Sundays in Ordinary Time. The term Ordinary Time is based on the word ordinal, meaning “numbered days.” These are the Sundays in which the Church reflects on the mystery of Christ in his day-to-day life. It is during this time we ask for Christ’s saving help, especially by receiving him in the Eucharist. We live out our commitment to Christ in our daily lives through the community of the Church. Together with the Church, we are a sign of Christ’s presence in the world.

Catholic Social Teaching In this session the integrated Catholic Social Teaching theme is Option for the Poor and Vulnerable. See page 1b for an explanation of this theme.

Window on the Catechism The ways in which we may enter into fellowship with Jesus in the ordinary events of daily life are found in CCC 533.

General Directory for Catechesis The centrality of Jesus Christ for catechesis is found in GDC 98.

Un it 1 • Session 5

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27a

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catechist Preparation: Just for Schools

Five-Day Classroom Session Planner Session 5

Celebrating Ordinary Time

Session Theme: Ordinary Time is a time to grow in the love of Jesus Christ.

Day 1: Engage

60 minutes

Open

Activity 1

Activity 2

Celebrating Ordinary Time

Make It Extraordinary

Write a Prayer

page 27

Time: 10 minutes

Time: 15 minutes Small-Group Project Optional

If you wish to have children complete the small-group project on page S-27B, have small groups begin now. Allow time on days 1 to 5 for children to work.

Materials: writing supplies, art supplies Have children write a prayer of their own that might help them grow closer to Jesus during Ordinary Time. Tell children their prayers can be prayers of petition, thanksgiving, or adoration. Encourage children to write a complex prayer in the form of a song or a poem. Then have children decorate their prayers. Suggest that children share their prayers with family members and pray the prayers during Ordinary Time.

Time: 35 minutes

Day 2: Explore

60 minutes

Open

Activity 1

Activity 2

We Experience Scripture During Ordinary Time

Session 5 BLM

Gospel Readings

pages 28

Time: 15 minutes

page T-305

Time: 15 minutes

Materials: Bibles, writing supplies, art supplies Give children a list of the Gospel readings for one month during Ordinary Time. They can be found at www.usccb.org/nab/. Have children choose one reading and find a verse. Ask children to share the verse and tell why they chose it. Have them illuminate the verses and display the illuminations. Encourage children to reflect on that verse silently each Sunday at Mass throughout Ordinary Time.

Time: 30 minutes

Day 3: Reflect

60 minutes

Open

Activity 1

Activity 2

Mass During Ordinary Time

Service: Run a Shoe Drive

Tour Your Church

page 29

Time: 15 minutes

Materials: writing supplies Take children on a tour of the church. Have them sit quietly in the pews and draw a diagram of the sanctuary and the other things they see. Have children label each item. When you return to the classroom, have children share their diagrams and tell how or when each object is used during Mass.

Time: 30 minutes

S-27A

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catechist Preparation: Just for Schools

Day 4: Reflect

60 minutes

Open

Activity 1

Activity 2

Art Print: The Four Evangelists

Art Studio: Modern-Day Evangelist

Movement: Gospel Readers

Children’s Book Page 233

Print Back

Time: 30 minutes

Print Back

Time: 25 minutes

Time: 5 minutes

Day 5: Respond Open

Activity 1

Activity 2

Living My Faith

Unit Assessment BLM

Presentation or Wrap-Up BLM

Materials: Unit 1 Assessment (pages T-306–T-308)

Materials: completed project or Just for Schools Session Wrap-Up (page S-360)

Time: 10 minutes

Time: 20 minutes

Date

Growing in Faith The season of Ordinary Time is a time for growth in the Church. The color green used in Ordinary Time symbolizes growth and life. Your faith journey began when you were baptized. Think about how you have grown and changed since your Baptism. Think about family celebrations and sacraments you have experienced along the way.

Your Faith Journey

If children completed the small-group project of the week, have each group present its project. If children did not complete the project, have them complete Just for Schools Session Wrap-Up. Discuss the activity after children complete it.

The path below begins at your Baptism. Fill in the road signs along the path with the special events and dates that mark your own spiritual growth. At the end of the path, draw a picture of yourself as you are right now. Or you may continue your path on the opposite side of this page and mark things you hope to experience as you continue your faith journey.

www.findinggod.com

Grade 6 • Unit 1 • Session 5 Wrap-Up

People: Philomena O’Neill

Time: 30 minutes

Name

Just for Schools

Page 30

SESSION 5 WRAP-UP

60 minutes

Small-Group Project of the Week: Feasts Days During Ordinary Time Materials: computers with internet access, art supplies, writing supplies, poster board

Say: Ordinary Time is a time to grow closer to Jesus. It occurs two times during the liturgical year. There are many feast days that we celebrate during Ordinary Time, such as All Saints Day, the Assumption, and the Feast of Christ the King. Have small groups use books or the Internet to find feast days that occur during Ordinary Time. Ask each group to put together a presentation about a different feast day with display boards to use during the presentation. Encourage groups to include the date of the feast, why we celebrate it, special prayers, and illustrations, photos, or pictures on their display boards.

NOTE: See page 27b for Prayer in Session 5, materials lists, and how to teach this session in one hour.

Unit 1 • Session 5

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catechist Preparation

One-Hour Session Planner Session 5

Celebrating Ordinary Time

S ession T heme: Ordinary Time is a time to grow in the love of Jesus Christ. Before This Session ▶▶ Determine whether you will use the Unit Assessment option. ▶▶ Determine whether you will also discuss the All Saint’s Day and All Souls Day

seasonal pages in the back of the Children’s Book. ▶▶ Bookmark your Bible to Psalm 25:5. Place the open Bible in your prayer space. ▶▶ Read the Guide for this session, choose any additional If Time Allows activities

that you might have time to complete, and gather the listed materials.

Steps

Approximate Time

Engage Celebrating Ordinary Time

25–35 minutes

We Experience Scripture During Ordinary Time Page 28

Reflect Art Print: The Four Evangelists

The prayers in this session encourage children to ask God to help them grow as Jesus’ disciples. Prayer time includes the opportunity for children to pray to God, using their own words. During this time children may wish to share with God anything that is on their minds or in their hearts.

10 minutes

Page 27

Explore

Mass During Ordinary Time

Prayer in Session 5

20–25 minutes

Page 29 Art Print and Print Back

Respond

5–10 minutes

Living My Faith page 30

Materials Req u ired ▶▶ Writing supplies

if t ime a l l o w s ▶▶ Felt (page 27)

▶▶ Bible

▶▶ Session 5 BLM, T-305 (page 28)

▶▶ Art supplies

▶▶ Session 5 Assessment,

▶▶ Art Print 5: The Four Evangelists

and Children’s Book page 233

27b

www.findinggod.com (page 30) ▶▶ Unit 1 Assessment, T-306–T-308 (page 30)

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Engage SESSION

Celebrating Ordinary Time

Session 5 Outcomes ▶▶ Demonstrate that in Ordinary Time,

we grow in our understanding of Jesus by reading Scripture. ▶▶ Describe the four Evangelists and

During the liturgical year, the Church remembers the life

the meaning of their symbols.

of Jesus, from the preparation for his coming and his birth (Advent and Christmas), through his Death and Resurrection (Lent, Holy Week, and Easter), to his Ascension and the sending of the Holy Spirit to the apostles

1 Set the Stage

at Pentecost. During Ordinary Time we are called to follow Jesus every day.

Ask children to describe briefly the current season of the year and tell how it differs from the other three seasons. Say: Our Church also celebrates special seasons throughout its liturgical year. Let’s read about our Church’s year and one specific part of it.

The Church celebrates Ordinary Time twice during the year. Following the Christmas season and until Ash Wednesday is the first period. The second follows the Easter season and goes until the Advent season in late fall. Near the end of Ordinary Time, the Church celebrates All Saints Day and All Souls Day. The whole season of Ordinary Time lasts 33 or 34 weeks. Ordinary time does not mean “common time,” but rather “counted time.” It comes from the word ordinal and refers to time in a certain order.

2 Get Started

Prayer Dear Jesus, please walk beside me each day of Ordinary Time. Help me feel your presence and follow your lead at all times.

If Time Allows

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Inclusion: Cognitive

F unPDF with F elt Boards Use this activity if you have children with Signoff: Production _______ Design _______ Editorial _______ cognitive differences. Prepare by making a large calendar on a felt board. Label each season of the liturgical year and have felt symbols for each season—palms for Palm Sunday, a crucifix for Holy Week and so on. Briefly discuss each season, encouraging children to place the correct seasonal symbols on the felt board in the correct season.

Make It Extraordinary Challenge children to list five ways to make Ordinary Time extraordinary. Offer an example, such as beginning each day with a simple prayer to Jesus, saying a prayer of thanksgiving before meals, or praying with a family member each day. Then have small groups make posters with their extraordinary ideas.

Ask volunteers to read aloud the first three paragraphs. Say: Think about a recent family celebration you attended. Try to visualize your family members and why you were together. Recall how wonderful it felt to gather as a family to celebrate. Explain that celebrating the Church’s special feasts and seasons is the same—we gather as members of God’s family at Mass to participate in the Eucharist, sing songs of praise, and celebrate a special season or feast day. Say: In this session we’ll learn about Ordinary Time—the time of year when we learn about Jesus and how to experience his love through Scripture.

Prayer Say: Let’s pray together to ask Jesus to be with us during Ordinary Time. Ask a volunteer to read aloud the prayer. Say: Let’s take a moment to talk to Jesus in our hearts. Have children pray silently. Allow time for children to finish their silent prayers. Pray Amen and conclude with the Sign of the Cross.

Un it 1 • Session 5

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EXPLORE

Explore

1 Begin

We Experience Scripture During Ordinary Time

Ask: What do plants need to grow? (water, sun, fertilizer) What do we need so our faith will grow? (Possible answers: prayer, Scripture, Mass) List children’s responses on the board. Discuss the importance of each answer that children provide.

Ordinary Time is a time to grow in our faith. We develop a deeper understanding of how Jesus wants us to live. We reflect upon and try to accept Jesus’ invitation to love God, serve others, and avoid sin. We seek the presence of God’s grace to help us grow in our understanding of Scripture. We thank him for the many opportunities he gives us to better hear, take to heart, and respond to the Word of God.

reading from the Gospels. We are listening

2 Connect Have a volunteer read aloud the first paragraph on page 28. Explain that we can use Ordinary Time to grow closer to Jesus by reading Scripture. Say: The Word of God speaks to our hearts—we use this time to learn how to listen better so we can live the lives Jesus calls us to live. Read aloud the second paragraph. Give children a few minutes to complete their prayers. Invite volunteers to share their prayers with the group. Read aloud the first two sentences of How Can I Grow? Say: There are many ways Scripture invites us to learn more about Jesus and the way he lived. Think about how you feel when you’re listening to or reading Scripture. Then have children complete the activity. Invite volunteers to read aloud their sentences.

Read aloud the verse from your Bible as children follow along in their books.

Reading God's Word Say: We try to live our lives as God wants us to. Sometimes we need a gentle hand guiding us to make the best decision or to say the correct thing. We ask God to be with us and teach us how to live a life that honors him.

to the spoken Word of God. In the space provided, write a short prayer to pray silently after you hear the Gospel. Thank God for sharing his Word with you and ask him to help you better understand his message.

How Can I Grow? During Ordinary Time we read Scripture to help us grow closer to God. Complete the following sentences. During Ordinary Time I can read Scripture in order to . Reading Scripture makes me feel like . When I hear Scripture being read, I like to picture in my mind .

Reading God’s Word Guide me in your truth and teach me, for you are God my savior. 28

Psalm 25:5

UNIT 1 • God, Our Creator and Father

If Time Allows

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3 Close

Dear Go

When we go to Mass on Sundays, we hear a

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Session 5 BLM

Growing in S cripture Have children complete the Session 5 PDF Signoff: Production _______ Design _______ Editorial _______ Blackline Master [T-305] to explore how Scripture can help them grow. Encourage children to share their findings.

Seasonal Pages: All Saints Day and All Souls Day Explain that the Feasts of All Saints Day and All Souls Day are near the end of Ordinary Time in the autumn. Work with children through pages 177–180 of the Children’s Book and this guide. These special sessions can each take up to one hour to complete.

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REFLECT

Reflect Mass During Ordinary Time During Ordinary Time we hear Scripture readings that help us grow in our relationship with Jesus. The first reading is often about the Hebrews, our ancestors in faith. The second reading describes life in the early Christian communities. In the Gospel we hear about the life and ministry of Jesus.

What We Experience Before the Gospel is proclaimed, we trace the Sign of the Cross on our forehead, mouth, and heart. We ask God, through his Word, to be in our thoughts, on our lips, and in our hearts. Notice the Lectionary, the book containing the readings for Mass. If possible, look at its cover. You might see the symbols

Stained-glass window depicting Saint Mark as a lion at Trinity Church, Ripon, England.

winged man for Matthew, a winged lion

Read aloud the first paragraph of the section What We Experience. Ask a volunteer to demonstrate making the Sign of the Cross. Then invite another volunteer to read aloud the second paragraph. Ask: What is an Evangelist? (one who spreads the Good N ews) Ask: Why do you think we give these four men the title of Evangelist? (Their writings contain the Good N ews.) Direct children to complete the activity Symbols of My Faith. If children are comfortable, invite volunteers to draw their symbols on the board.

for Mark, a winged ox for Luke, and an eagle for John. These symbols remind us of the richness of the Good News.

Symbols of My Faith Draw a Christian symbol in the box to the right. On the lines below, explain the meaning of this symbol to you.

GO TO PAGE

233

SESSION 5 • Celebrating Ordinary Time

If Time Allows ~ pg 29 ~

Read aloud the first paragraph on page 29. Explain that Ordinary Time helps us grow in our relationship with Jesus. Say: The Scripture readings from Mass look at Jesus’ life from three perspectives. The first looks at Jesus as the fulfillment of God’s promise. The second explores life in the early Christian communities. The Gospel is about his life and teachings.

2 Connect

of the Gospel writers, or Evangelists: a

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Service: Run a Shoe Drive Research a localProduction organization that accepts gently used shoe _______ donations. PDF Signoff: _______ Design _______ Editorial Have children work together to make an informational flyer to take home to their families. Arrange a drop-off date that all shoes are to be brought in and have children sort and box up the shoes for delivery. The Poor and Vulnerable

3 Close

The Four Evangelists

Display Art Print 5: The Four Evangelists. Use the Art Print 5 instruction to teach this section. Art Print teaching instruction can also be found on page 233.

Art Print 5

Un it 1 • Session 5

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RESPOND

Respond

Faith Summary Ask a volunteer to read aloud this section. Ask children how they can grow during Ordinary Time by reading Scripture. Discuss that they can learn how Jesus lived his life on earth, discover examples of how Jesus wants us to live, and gain strength and comfort from hearing the Word of God.

Faith Summary

Living My Faith

1 Begin

Ordinary Time falls outside of the seasons celebrating specific aspects of the mystery of Christ. We celebrate Ordinary Time in two parts during the liturgical year. We use this time to help us grow in our faith and our understanding of Scriptures so that we can live the way Jesus wants us to live.

Ways of Being Like Jesus Jesus blessed and broke bread at the Last Supper with his twelve apostles. Pray before mealtime to thank Jesus for the many blessings he has given you.

2 Connect Ways of Being Like Jesus Have a volunteer read aloud this section. Say: Remember to pray before each meal, just as Jesus did at the Last Supper.

Prayer Dear God, thank you for giving us this time to listen to your Word and grow closer to you every day. May we always feel the warmth of your light on our shoulders.

Prayer

With My Family

Ask children to close their eyes, fold their hands, and pray silently as you pray aloud. Allow a few seconds for silent reflection. Pray Amen and pray the Sign of the Cross together.

Activity When you go to Mass during Ordinary Time, look for examples of the ideas and symbols you read about. Talk about what you see. Faith on the Go Ask one another: Why is reading Scriptures so important? How do you think it helps you grow closer to God? Family Prayer Use Ordinary Time to invite family members to grow in faith by keeping a prayer jar for

With My Family Ask children to read silently the three suggestions in this section. Invite children to choose one or more to complete at home.

3 Go in Peace Collect materials and return them to the appropriate places. Encourage children to discuss the With My Family section at home. Say: During Ordinary Time this year, tell me some of the ways you’ve found to act more like Jesus by practicing the sacraments. I can’t wait to hear what you’ve discovered!

special prayer intentions or requests.

UNIT 1 • God, Our Creator and Father

If Time Allows

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Session Assessment Option

An assessment this session can be found at www.findinggod.com. PDF Signoff: for Production _______ Design _______ Editorial _______

Unit Assessment Option If you wish, photocopy the Unit Assessment on pages T-306–T-308. Administer the assessment during the session or send it home.

P l a n A he a d

Get Ready for Session 6 Consult the catechist preparation pages to prepare for Session 6 and determine any materials you will need.

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