Vine and Branches Teacher Manual sample by St. Augustine Academy Press

OUR HOLY FAITH A RELIGION SERIES for THE ELEMENTARY SCHOOLS

TEACHER’S MANUAL for

The Vine and ‘Ike Vine, andthe the Branches ‘Branches

THE

LONG

NEUMANN

PRAIRIE,

PRESS

MINNESOTA

St. Augustine Academy Press Homer Glen, Illinois

Nihil obstat: JOHN F. MURPHY, S.T.D. Censor librorum Imprimatur: + WILLIAM E. COUSINS Archbishop of Milwaukee August 7, 1961

T H E N E U M A N N P RE S S , L O N G P R A I R I E > M I N N E S O T A

CONTENTS

General Introduction for the Series “Our Holy Faith"

Introduction for Teacher's Manual to Accompany “The Vine and the Branches" . . . . .

Arrangement of Teacher's Manual

Sample Lesson Plans

. .

Unit One:

What We Believe (Review of the Creed)

Unit Two:

The Church, The Mystical Body of Christ

Unit Three: The Sacred Liturgy and the Church Year (Living What We Believe) . . . .

Unit Four: Living With Christ in His Church, I (Christmas Cycle: Advent to Septuagesima) . . .

Unit Five: Living With Christ in His Church, II (Easter Cycle: Septuagesima to Ascension) . .

Unit Six:

Living With Christ in His Church, III (Easter Cycle: Pentecost to AdventJ . . . .

GENERAL INTRODUCTION FOR THE SERIES OUR HOLY FAITH The Series, O u r H o l y F a i t h , is intended to provide a complete, integrated, and basic course in religion for the eight grades of the elementary school. The purpose of teaching religion in the elementary school is to see to it that the pupil has a clear and ade quate knowledge of his holy Faith, so as to guide and influence his will to use grace in forming the image of Christ in himself. While primarily addressed to the intellect, it does not neglect the will or the child’s atti tudes and emotions. The first purpose of this religion Series, therefore, is clear and adequate knowledge of the Catholic religion. The psychological basis for this is to be found in St. Augustine’s little gem, “On Catechizing the Unlettered.”* St. Augustine tells us that in teaching religion we must lead the pupil from faith, to hope, to charity. The first step, therefore, is knowledge of our religion based on supernatural faith. The child is taught and accepts what Christ’s Church, through her representatives, pro poses to be believed.

Content and Arrangement of the Series — Grades 1 and 2 The content of the first two grades is the traditional content of those grades, with emphasis on Confession and Holy Communion in the second grade.

Grades 3r 4, and 5 The first two grades are followed by two cycles of three grades each — 3 to 5 and 6 to 8. In Grades 3, 4, and 5, the No. 1 Baltimore Catechism is followed in the exact sequence of its lessons and indeed of its questions, in such fashion, however, that the first half of the No. 1 Revised Baltimore Catechism** (the Creed and the first three Commandments) is covered in the first book of that sequence (G o d ’s T r u t h s H e l p Us L i v e ) ; the second half of the No. 1 Catechism is covered in the third book of that sequence (L iv in g L i k e C h r i s t i n C h r i s t ). The second book of that sequence (T h e V i n e a n d t h e B r a n c h e s ) is devoted to a study of the liturgy and the liturgical year. In this book the cate chetical approach is, for obvious reasons, omitted. We have placed this material, which deals with an impor* There are many translations; that of Rev. Joseph P. Christo pher, De cotechizandis Rudibus (Washington, D. C.: Catholic University, 1926), is very good. ** All references to the Catechism are to the Confraternity Edition.

tant area of religious instruction omitted in the Cate chism, between two books devoted to explaining the Catechism. Thus, the suggested sequence for Grades 3 to 5 is:

Grade 3 — GOD'S TRUTHS HELP US LIVE (First half of No. 1 Catechism)

Grade 4 — THE VINE AND THE BRANCHES *

(The liturgy and the liturgical year)

Grade 5 — LIVING LIKE CHRIST IN CHRIST (Second half of No. 1 Catechism) 4

One value of this sequence is that it provides an alternation from the Catechism, applying the same doc trines but in a completely different manner.

Grades 6, 7, and 8 The books for the three remaining grades — 6, 7, and 8 — are similarly organized. In the first book of the sequence, O u r F a i t h : Go d ’s Gr e a t G i f t , the pupil studies the first half of the No. 2 Revised Baltimore Catechism. The second half of the No. 2 Catechism is then taken up in the volume, To L iv e I s C h r i s t , which is recommended for Grade 8 because it contains a review of the first half of the No. 2 Catechism and an intense study of its second half. The third book in this sequence (recommended for Grade 7, but usable in any grade from the sixth to the eighth) is entitled C h r i s t i n P r o m is e , i n P e r s o n , a n d i n H is C h u r c h . I t contains a complete chronological treatment of Bible History and of Church History, which have often been neglected in recent courses of study. The suggested sequence for Grades 6 to 8 is this:

Grade 6 — OUR FAITH: GOD'S GREAT GIFT (First half of No. 2 Catechism)

Grade 7 — CHRIST IN PROMISE, IN PER SON, AND IN HIS CHURCH (Bible History — Church History)

Grade 8 — TO LIVE IS CHRIST (Second half of No. 2 Catechism)

Flexibility of the Series Although the Series follows the sequence of the Cate chism, its subject matter is so arranged that it is pos-

sible for a superintendent, a pastor, or a principal to adapt it to almost every course of study for religion in the elementary grades, or vice versa, to adapt the course of study to fit the Series. Since it contains books that are devoted to a study of the liturgy and of biblical and Church history, the Series makes it possible for the teacher to break up the monotony that frequently re sults from studying nothing but the Catechism year after year. It is suggested that the book covering the first half of the No. 1 Catechism be used in Grade 3 and that the one dealing with the second half be employed for Grade 5, with the book on the liturgy for Grade 4.

However, the order of sequence can be changed if another order seems more appropriate. The book on the liturgy, T h e V i n e a n d t h e B r a n c h e s , can be post poned to Grade 5 if it is thought too difficult for Grade 4 (it is, however, no more difficult than science or geog raphy in that grade); or it can be anticipated in an earlier grade or even completely omitted. The latter possibility, however, is one which the authors hope is not considered. Our present courses of study in ele mentary religion almost universally omit an ordered and intensive study of the liturgy and the liturgical year, which, as Pope Pius X II reminded us, is a basic means of religious instruction.

INTRODUCTION FOR TEACHER'S MANUAL TO ACCOMPANY

THE VINE AND THE BRANCHES The ultimate goal of religious instruction is to form our children in the likeness of Christ. This is done through the Holy Sacrifice of the Mass, the sacraments, and prayer, that is, through the liturgy. Religion is not meant for the intellect alone; it must touch the heart and move the will to action. Christ once said, “I am come that they may have life, and may have it more abundantly” (Jn. 10:10). The work of the teacher in the religion class is to bring the children to a conscious participation in the sacred liturgy wherein Christ Himself teaches and sanc tifies them. Eternity alone will disclose the marvelous working of divine grace in the souls of the children. The study of religion should be strengthened by the effort to incorporate into daily life the doctrine already learned. The liturgy should become the Creed in action. Intellect and will should work together and knowledge should flow into daily practices so that the child will become a living actor in a living liturgy. The spirit of the teacher will count for much in the presentation of this material. These suggestions are not intended to hinder ingenuity but to help organize work more quickly and to aid in bringing new and interest ing materials to the class.

OBJECTIVES With the following objectives in mind the teacher may be guided in the various activities which might otherwise deteriorate into work without definite purpose. A. To provide an opportunity for the development of a Christlike character in the children by fostering the moral virtue of religion and inculcating a sense of obligation to give honor and reverence to God. B. To emphasize the fact that the chief element of divine worship must be interior. C. To teach external liturgical practices. D. To interpret correctly and apply the meaning of excerpts from the Bible, the Breviary, and the Missal.

E. To help toward a realization that the Liturgical Year is a means of showing how to live in, with, and through Christ in union with the Father and the Holy Spirit.

CONTENT OF THE COURSE In this grade the pupil is given an opportunity to review thoroughly the previous year’s detailed study of the Creed and to gain an efficacious understanding of the liturgy with sincere applications to daily living. The teacher is strongly urged to acquire for herself a knowl edge and understanding of the liturgy and the Liturgi cal Year through resourceful reading, so that she can impart that knowledge effectively to the pupils. Only the Temporal Cycle will be taught lest con fusion arise from trying to teach also the feasts of the Sanctoral Cycle.

UNITS OF WORK AND APPROXIMATE TIME ALLOTMENTS: UNIT ONE:

WHAT WE BELIEVE

3 weeks

(Review of the Creed)

UNIT TWO:

THE CHURCH, THE MYSTICAL BODY OF CHRIST

2 weeks

UNIT THREE:

THE SACRED LITURGY AND THE CHURCH YEAR

6 weeks

(Living What We Believe)

UNIT FOUR

LIVING WITH CHRIST IN HIS CHURCH, I

7 weeks

(Christmas Cycle: Advent to Septuagesima)

UNIT FIVE

LIVING WITH CHRIST IN HIS CHURCH, II

13 weeks

(Easter Cycle: Septuagesima to Ascension)

UNIT SIX:

LIVING WITH CHRIST IN HIS CHURCH, III (Easter Cycle: Pentecost to Advent)

5 weeks

ARRANGEMENT OF TEACHER'S MANUAL This T e a c h e r ’s M a n u a l begins by offering Sample Lesson Plans for the various types of lessons. This is followed by sections dealing with each unit of the text book. Each section has been prepared according to the following outline:

I. OBJECTIVES OF THE UNIT These are general in nature and may be used as a basis for the specific objectives which the individual teacher believes may best meet the needs of her class.

II. TEACHER PRESENTATION OF THE UNIT The ideas proposed under this heading are merely suggestions, guides for classroom use. The teacher’s per sonal experience may possibly yield other valuable ideas. The unit method is advised. The lesson types listed below are suggested for the unit method. Some of these require only one class period, whereas others may require more than one.

SPECIFIC LESSON TYPES (For Sample Lesson Plans exemplifying these types, cf. pp. 9-12.) The unit procedure consists of four major lesson types: (1) Launching, (2) Study-Work, (3) Culmina tion, and (4) Evaluation. Of these, the Study-Work type is subdivided into (a) the Development Lesson, (b) the Study Lesson, (c) the Discussion Lesson, (d ) the Appreciation Lesson, and (e) the Drill Lesson. Each of these lesson types is developed according to pro cedures proper to it. 1. Launching

The launching lesson includes an oral or written pre test from which the teacher may determine the present knowledge of her class about the new unit. It also pre sents an overview of the entire unit, designed to help the teacher stress the main themes and problems of the unit, arouse interest, and challenge the pupil. Slides, filmstrips, pictures, charts, chalk talks, and other visual aids are invaluable to this particular phase of the unit. 2. Study-Work

The Study-Work lessons, as noted above, include a number of subdivisions. Each of these entails a maximum of guided self-activity on the part of the pupil, and requires the teacher to develop new content matter, and to direct and inspire the .child in his efforts to know, love, and serve his Creator. a) The Development Lesson: The development lesson usually opens the Study-Work step. Here the teacher leads the pupil to some new understanding or knowledge by direct exposition, explanation, and discussion. b) The Study Lesson: The study lesson has various procedures, but it is always intended to further or

increase an understanding of the material presented in the development lesson. The study involved may be independent individual study or teacher-directed study. c) The Discussion Lesson: The discussion lesson al ways follows a study lesson, unless the study lesson is teacher-directed. In the latter case, the discussion is a part of the study lesson. The children, under the careful guidance of the teacher, share their findings from the previous study lesson with the other members of the class. The initiative of the teacher and the previous experience of the children in participating in discussion lessons will determine the type and variety of material presented in the discussion. d) The Appreciation Lesson: Although an apprecia tion of our faith is the keynote of every religion lesson, there is a definite need to give explicit attention to appreciation during each unit. This lesson takes on the form of a meditation resulting in some simple, yet definite and practical resolution. e) The Drill Lesson: The drill lesson is employed when a topic or section of content has been covered. Its pur pose is to fix the knowledge gained thus far in the study. Here again, variety is most important in order to pre vent tedium and monotony. 3. The Culmination

The culmination lesson is the organization, unifica tion, application, and conclusion of an entire unit of work. The culmination activity, although designated as the third major step of the unit, is not an isolated block of work, but is the natural outcome of the StudyWork periods. The culmination step is best carried out if it shows how the truths of religion are correlated with life and with other school subjects. 4. The Evaluation

The ultimate aim of religious education is the forma tion of true and perfect Christians. Since this can be known only by God, it is apparent that the teacher cannot measure the final outcomes. However, the evalu ation step is a measure of achievement, both of teacher and pupils, insofar as this is possible. A written examina tion and a discussion of outcomes in the light of original objectives will give evidence of the knowledge, apprecia tion. and attitudes acquired by the children and will also reveal weaknesses and defects in the teaching process. Enrichment Reading: Although this is not an actual part of the unit procedure, it has its place in the teach ing of religion and can be worked into either the StudyWork periods or possibly into the culminating activity. Books can provide material for a more active participa tion in the religion lesson. They offer not only informa tion but inspiration and enrichment as well. Through them, the reader extends his knowledge beyond the mere requirements and is inspired to draw from his readings Christlike principles which become a part of his daily living.

III. CORRELATING ACTIVITIES These activities are correlated with the various sub jects of the curriculum and supplement the suggested activities at the end of the chapters in the text. The individual teacher may select and use those which she feels will best suit her needs. The activities may further be used in the culmination lessons which conclude a par ticular unit of work.

IV. APPLICATION This is perhaps the most important part of the lesson

as far as practical life is concerned. This step is the transfer of the school to life. The teacher shows the pupils the “what,’’ “why,” “how,” and “where” in the practice of virtue.

V. SUMMARY OF THE UNIT Here will be found the key points of each unit.

VI. ANSWER KEY TO END-UNIT TESTS IN TEXTBOOK

SAMPLE LESSON PLANS The following sample lesson plans are suggested for each of the lesson types just enumerated. They are based on specific subject matter in the textbook, as their titles indicate. The plans apply to one particular phase of each unit. They may be used as a guide for planning similar lesson types.

I. SAMPLE LESSON PLAN FOR LAUNCHING LESSON UNIT I: What We Believe SUBJECT MATTER: The Apostles’ Creed (review) (Text,

pp. 3-31)

TYPE: Launching (informal discussion and overview) OBJECTIVES:

1. To ascertain what knowledge has already been mastered in regard to the Apostles’ Creed. 2. To arouse interest and enthusiasm in the unit and make the pupils realize the need for a better under standing of the Creed. 3. To instill a deeper appreciation for the greatness and goodness of God and our duty to love Him in return. PROCEDURE: Approach: Direct children to read the twelve articles

of Faith written on the chalkboard.

Presentation and Explanation: Individual pupils dis

cuss briefly important facts under each article of Faith, noting the special work attributed to God the Father, God the Son, and God the Holy Spirit.

List on the board those items in which children were weak. Draw their attention to the fact that everything that they shall review in Unit I will help them learn how to follow the liturgy, and will aid them to live with, in. and through Christ during the Church Year.

Generalization:

Application:

1. Recite frequently the Acts of Faith, Hope, and Charity.

2. By your words and actions, teach others to know, love, and serve God so that they may be better able to model their own lives on Christ.

II. SAMPLE LESSON PLANS FOR STUDY-WORK LESSON A. Development Lesson UNIT IV: Living With Christ in His Church, I SUBJECT MATTER: Living With Christ During Advent

(Text, pp. 123—125)

TYPE: Development OBJECTIVES:

1. To teach the meaning and significance of Advent and how we should live with Christ in His Church during this season. 2. To promote acts of self-denial as a means of unit ing with the Church in a spirit of prayer and penance. 3. To inculcate an appreciation for the beauty and meaning of the Church Year. PROCEDURE: A. Approach: Recall the preparations made for vari

ous events such as holidays, parties, fairs, school plays, programs, etc. Compare with Advent — a preparation for Christmas.

B. Presentation:

1. Review the meaning of the Church Year. 2. Recall the two main seasons and note the par ticular division which is started in this chapter. 3. Develop the meaning and purpose of Advent. 4. Discuss ways in which we can prepare for the coming of Christ. 5. Stress the Advent liturgy, especially the Holy Sacrifice of the Mass, as a means of help to us for the preparation of Christ’s birth. C. Summary: Individual pupils give summary state

ments of important facts learned.

WHAT WE BELIEVE

UNIT ONE:

(Review of the Creed)

OBJECTIVES OF THE UNIT: A. To provide a thorough review of the Creed in order to gain a better understanding of it that we may the better live our faith in the liturgy. B. To encourage frequent recitation of the Acts of Faith, Hope, and Love as an expression of thanks giving to God the Father for creating us, to God the Son for redeeming us, and to God the Holy Spirit for sanctifying us.

LAUNCHING ACTIVITIES: A. By means of questions check the children’s knowl edge of the subject matter on the Creed taught in the previous years. The questions may be used: 1. As a pretest, oral or written. 2. In informal discussions. 3. In a question box. B. Show and discuss the filmstrips: The Creed, Unit IV, “The Creation and Fall of Man.” No. A923-7 — The Catholic Church; No. 2923-8 — Com munion of Saints and Four Last Things. Visual Catechism Series (Society for Visual Education).

CHAPTER I.

GOD THE FATHER: CREATION AND FALL OF MAN (Text, pp.

4- 13) I. OBJECTIVES:

A. To review the perfections of God and the pur pose of man's existence. B. To help children realize the effects of original sin and to show God’s goodness and love in His promise of a Redeemer. C. To promote the understanding that the Advent season corresponds to the time from the fall of man and promise of a Redeemer to the birth of Christ. II. NOTES ON TEACHER PRESENTATION: A. Activities for Developing Understanding:

1. Read and discuss Bible stories relating to the perfections of God, e.g.: a) Creation of the World . . . God is eternal and almighty. b) Disobedience of Adam and Eve . . . God is all-present, all-knowing.

2. 3. 4.

5. 6. 7.

c) Punishment of Adam and Eve . . . God is all-just. d ) The Promise of a Redeemer . . . God is all-good. Discuss with the class why God created man. Elicit from the children various ways of know ing, loving, and serving God to become more Christlike. Spend a short time in reviewing the Ten Com mandments of God, particularly the first three. Use practical problems to clarify their applica tion to daily life. Emphasize through stories and discussions the promise of a Redeemer to Adam, Abraham, Jacob, and Juda. Have the children memorize the words of prom ise God made to these men. Contrast the punishment of our first parents with that of the angels. Stress the fact that the punishment meted out to Adam and Eve affected the whole human race.

B. Correlating Activities:

1. Find selections of fiction and poetry which express the greatness and majesty of God or indicate the unlimited power of His divine providence. 2. Observe plant and animal life and list as many things as possible which bring to mind the thought of God’s wisdom and power and care of His creatures. 3. Arrange a bulletin-board display with pictures which suggest the attributes of God or which show forth His glory. 4. Select quotations from the Psalms which relate to the glory of God. 5. Make posters illustrating the truth that God is all-powerful, all-wise, and all-good. 6. Dramatize the story of the fall of Adam and Eve. 7. Draw a set of pictures illustrating the promise of the Redeemer. 8. Prepare The Story of the Redemption for Chil dren by Rev. F. Abair and use it as a Culminat ing Activity (Gregorian Institute of America, Toledo, Ohio). C. Applications:

1. Recite daily the Acts of Faith, Hope, and Love. 2. Imitate the obedience of Abraham and the others by obeying cheerfully and promptly.

3. When you have an opportunity, teach others to know, love, and serve God so that they may better be able to model their own lives on Christ. 4. Study your religion well so that you may be able to fulfill your duties and obligations in a proper manner. III. EVALUATION: A. Complete the following statements to make them correct. Use the words below to help you.

nothing Supreme Being image Creator commandments likeness goodness 1. God is above every created being and so we call Him the Supreme Being. 2. He can make things from nothing and for this reason we say that God is the Creator of heaven and earth and all things. 3. Man is made to the image and likeness of God. 4. By creating us, God showed His goodness to us. 5. If wereally love God, we will keep His Commandments and become more Christlike. B. Underline the best answer.

1. Man is created for work heaven pleasure 2. The greatest evil which came into the world be cause of Adam’s sin was suffering sadness sin 3. God asked Abraham to prove his love by the sacrifice of his son Cain Seth Isaac 4. “In you shall all the nations of the earth be blessed.” God said these words to Noe Abraham Isaac 5. Esau was the brother of Jacob Isaac Abraham 6. “I am the Lord, the God of Abraham your father, and the God of. Isaac. I will give you and your descendants the land on which you lie.” God said this to Esau Jacob Noe «

C. Match the words in Column I with the meanings in Column II:

Column I 1. Messias 2. covenant 3. Redeemer 4. grace

CHAPTER II.

Column II (2) the agreement of God with man (4) supernatural gift of God which helps us to win heaven (1) another name for our Lord (3) one who buys back: our Lord Jesus Christ

GOD'S PLAN FOR FALLEN MAN (Text, pp. 14-20)

I. OBJECTIVES:

A. To help the children review their knowledge of

the merdy of God in sending a Saviour after man had sinned. B. To strengthen the belief that Christ is God and man. ,> C. To instill a greater appreciation and love for the Redeemer who made up for Adam’s sin and merited many graces for us. D. To prepare for Christ and His work in the liturgy. m W

II. NOTES ON TEACHER PRESENTATION:

* V. $

A. Activities for Developing Understanding: %

1. Review the storv of the fall of Adam and Eve. Emphasize the effects of original sin in us. 2. Explain to the class how necessary it was for God the Son to make up for the sin of Adam to merit grace for us to live with, in, and by Christ. 3. Show the class a picture of St. John the Baptist. Read and clarify the gospel phrases relating to St. John. Develop the term “prophet.” Stress the fact that St. John the Baptist was the last prophet. 4. On a map of the Holy Land locate the River Jordan. Recall the baptism of Jesus. Who bap tized our Lord? What words were heard at the baptism of Jesus? Discuss with the class their significance. 5. Let the children tell briefly and vividly the story of the life of Jesus and Mary beginning with the Annunciation and concluding with the Ascension of Christ into heaven. Dwell on Mary’s perfect obedience, her deep humility, and total self-forgetfulness. Point out Christ’s superabundance of goodness and love shown us by His Passion and Death. 6. Enumerate important quotations in the life of Christ and tell where they belong, as: a) “Glory to God in the highest” . . . Birth b) “Hail Mary, full of grace” . . . Annunciation c) “He increased in wisdom, and age, and grace with God and men” . . . Life at Nazareth d) “Father, forgive them” . . . Crucifixion B. Correlating Activities:

1. Review the mysteries of the Rosary. Let the children tell in their own words or illustrate by means of a series of fifteen pictures the story of the mysteries. Explain how these mysteries make a complete cycle in the life of our Lord. Elicit also the lesson each mystery holds for us to live like Christ. 2. Learn the Angelus, letter perfect. Recite it daily in a spirit of love and reverence. In this prayer we sum up the whole story of the Incarnation. 3. In conjunction with the story of the Passion and Death of Christ, review the Act of Contrition.