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Religion Curriculum Inquiry Unit

School:

YEAR LEVEL: 3 Term: Year: 2019 Year C

Notes for this ResourceThis resource is intended as a unit of work. As always, you are expected to engage with the suggestions this resource contains, make choices and adapt and apply the activities to suit your own school situation.

There are many activities listed in this unit for students in year 3. Teachers are invited to talk with their colleagues to choose which activities are most appropriate for your students.

In determining the content to teach you must first decide on the Achievement Standard you wish to demonstrate and choose teaching and learning activities that will teach the content required for achievement of the Standard.

When time is limited, your guiding principle is, as it is with all good education, less content, taught more richly and deeply.

Quantity should never supersede quality1.

1 Dr Margaret Carswell 1 Catholic Education – Diocese of Rockhampton

Year Level Achievement Standards:

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

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

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

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

Inquiry / Wondering Questions:

I wonder how people lived at the time of Jesus.

I wonder about the people Jesus knew and how different their lives were compared to my life.

Strands: Beliefs

Sacraments MoralityPrayer

Cross-curricular priorities:

Class context/Learners: To be added by class teacher

You might like to read these descriptions as you consider your students.

http://www.ourladyoftheway.qld.edu.au/curricul um/Pages/Development-Characteristics-of-Learners.aspx

2 Catholic Education – Diocese of Rockhampton

http://www.ourladyoftheway.qld.edu.au/curriculum/Pages/Development-Characteristics-of-Learners.aspx

Key Inquiry Questions:What was life like in first century Palestine?What was the country like, the houses, the culture at that time and how did it effect the actions of people?What does the bible tell me about the people and places where Jesus lived?

I Wonder:I wonder what life was like for Jesus and others in first century Palestine.I wonder how their lives were different from my life.I wonder how their lives were the same. I wonder how the Bible can tell me about Jesus and his life.

Knowledge & Understanding…The Christian scriptures teach about Jesus in the New Testament particularly the Gospels.

Knowledge of the cultural contexts of the Gospels assists the reader to better understand the life and teaching of Jesus.

Jesus was a Jew.

The Bible is the inspired Word of God and it should be treated with respect.

Narratives about Jesus are found in the Gospels.

Jesus is present in the scriptures.

Skills…Identify people from the New Testament and from their own lives who live the Word of God.

Begin to analyse gospel stories by drawing on a growing knowledge of the cultural context in which the Gospels were written. e.g.Village life in first century Palestine (see teacher background information)Social structure – women, men, the poor, the sick, the children, houses, food, temple -religionGeography – Jerusalem, Bethlehem, Nazareth, Sea of GalileeMake connections between their own lives and the teachings of Jesus in the New Testament Scripture.

Name significant people, places, events and stories in the New Testament.

Show reverence when reading and handling the Bible.

Identify by name the four Gospels according to Matthew, Mark, Luke and John.


Identify Scripture to be studied: Luke 4: 15 – 22

Contemporary English Version (CEV)

15 Jesus taught in the Jewish meeting places, and everyone praised him.

16 Jesus went back to Nazareth, where he had been brought up, and as usual he went to the meeting place on the Sabbath. When he stood up to read from the Scriptures, 17 he was given the book of Isaiah the prophet. He opened it and read,

18 “The Lord’s Spirit has come to me, because he has chosen me to tell the good news to the poor.The Lord has sent me to announce freedom for prisoners, to give sight to the blind, to free everyone who suffers, 19 and to say, ‘This is the year the Lord has chosen.’”

20 Jesus closed the book, then handed it back to the man in charge and sat down. Everyone in the meeting place looked straight at Jesus.

21 Then Jesus said to them, “What you have just heard me read has come true today.”

22 All the people started talking about Jesus and were amazed at the wonderful things he said. They kept on asking, “Isn’t he Joseph’s son?”

Breakthrough Bible Good News Translation

15 Jesus taught in the synagogues and was praised by everyone.

16 Then Jesus went to Nazareth, where he had been brought up, and on the Sabbath, he went as usual to the synagogue. He stood up to read the Scriptures 17 and was handed the book of the prophet Isaiah. He unrolled the scroll and found the place where it is written,

18 “The Spirit of the Lord is upon me, because he has chosen me to bring good news to the poor.He has sent me to proclaim liberty to the captives and recovery of sight to the blind,to set free the oppressed 19 and announce that the time has come when the Lord will save his people.”

20 Jesus rolled up the scroll, gave it back to the attendant, and sat down. All the people in the synagogue had their eyes fixed on him, 21 as he said to them, “This passage of scripture has come true today, as you heard it being read.”

22 They were all well impressed with him and marvelled at the eloquent words that he spoke. They said, “Isn't he the son of Joseph?”


World of the text What type of writing is this? A narrative.

Margaret Carswell explains:

“The dominant genre (or literary form) in the Bible is narrative so most often you will find you are reading a narrative.

Watch out though: there are … traps with narratives.

1. The first is that when you call something a narrative, most people will assume 'made up' or fiction. However, calling something a narrative makes no claim at all about the factual accuracy of what is said. Narratives can be completely made up or they can be completely factual. What we do know when we call something a narrative is that it will be structured to have beginning, a middle and an end...and that there will be a problem in the passage (at least one) which is likely to be resolved.

It is the presence of a complication or hurdle or conflict that distinguishes a narrative from a recount. Further information is available at this sitehttp://www.thebibledoctor.com/narrative.html

What comes before and after this text? Jesus is tested in the desert by the devil.

What words are interesting, new or difficult and need explaining?

The word “synagogue” appears in the New Testament nearly forty times. It comes from a Greek word. It was a place to gather so it seems a synagogue would need to have a large room. It would probably be the largest building in a village.

World behind the Text

Who wrote the text? Luke. He gives much more detail than Mark and Matthew.

What do you know of the cultural, historical and political context of the time?

Nazareth was a small Jewish village in the hill country of Galilee.

Synagogue worship was based on the readings from the Torah and from the prophets. People stood to read and then sat to teach.

World in Front of the Text

Use three keys for meaning

What is the author trying to say about:

◆ 1 God◆ 2 People◆ 3 Our ideal world

What meaning does this text have for my life today?


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

Identify Scripture to be studied: Luke 2:41-52 Contemporary English Version (CEV)

41 Every year Jesus' parents went to Jerusalem for Passover. 42 And when Jesus was twelve years old, they all went there as usual for the celebration. 43 After Passover his parents left, but they did not know that Jesus had stayed on in the city. 44 They thought he was traveling with some other people, and they went a whole day before they started looking for him. 45 When they could not find him with their relatives and friends, they went back to Jerusalem and started looking for him there.

46 Three days later they found Jesus sitting in the temple, listening to the teachers and asking them questions. 47 Everyone who heard him was surprised at how much he knew and at the answers he gave.

48 When his parents found him, they were amazed. His mother said, “Son, why have you done this to us? Your father and I have been very worried, and we have been searching for you!”

49 Jesus answered, “Why did you have to look for me? Didn’t you know that I would be in my Father’s house?” 50 But they did not understand what he meant.

51 Jesus went back to Nazareth with his parents and obeyed them. His mother kept on thinking about all that had happened.

52 Jesus became wise, and he grew strong. God was pleased with him and so were the people.

Luke 2:41-52 Good News Translation (GNT)

41 Every year the parents of Jesus went to Jerusalem for the Passover Festival. 42 When Jesus was twelve years old, they went to the festival as

usual. 43 When the festival was over, they started back home, but the boy Jesus stayed in Jerusalem. His parents did not know this; 44 they thought that he

was with the group, so they travelled a whole day and then started looking for him among their relatives and friends. 45 They did not find him, so they went

back to Jerusalem looking for him. 46 On the third day they found him in the Temple, sitting with the Jewish teachers, listening to them and asking

questions. 47 All who heard him were amazed at his intelligent answers. 48 His parents were astonished when they saw him, and his mother said to him,

“Son, why have you done this to us? Your father and I have been terribly worried trying to find you.”

49 He answered them, “Why did you have to look for me? Didn't you know that I had to be in my Father's house?” 50 But they did not understand his answer.

51 So Jesus went back with them to Nazareth, where he was obedient to them. His mother treasured all these things in her heart. 52 Jesus grew both in

body and in wisdom, gaining favour with God and people.


World of the text

What type of writing is this? A narrative. (see above)

What comes before and after this text?

Jesus is presented to the Lord in the Temple when he is eight days old and circumcised. Simeon and Anna speak about Jesus. Mary and Joseph return to Galilee.

After this text, Luke tells about the ministry of John the Baptist.


This is the third time in Luke’s prologue that the action takes place in the Temple. In this scene, we read the first words spoken by Jesus. He speaks of God as his “Father”. says his first words. The reference to “three days” suggests the resurrection narrative.


Who wrote the text?

Luke is the only Gospel writer to include this incident. Luke has tried to put things in order or sequence in his Gospel, so this account bridges the gap between the birth and the ministry of Jesus. According to Luke Timothy Johnson, “the account shows Luke’s artistry: the loss of a child at the festival with the resulting wrench in the heart of his parents, the frantic search; the distancing speech by the adolescent; the parents’ incomprehension of a mandate obvious to the young man; these are all sketched with economy and psychological penetration unusual in ancient religious literature. What readers cannot identify with the shock, anguish, and confusion of the parents, or the tension felt by the adolescent between piety owed parents and the pull of a higher vocation?’ (The Gospel of Luke p 60)

What do you know of the cultural, historical and political context of the time?

Passover was one of three pilgrimage feasts that pious Jews wanted to celebrate in Jerusalem. (The other two were Booths and Pentecost.)

Twelve years of age would mark Jesus’ time to accept adult religious responsibility.





What meaning does this text have for my life today?

Like Mary, we can become anxious when we experience the absence of God. Like all disciples, sometimes we must search for Jesus.


Identify Scripture to be studied: Luke 22:7-20 Contemporary English Version (CEV)

7 The day had come for the Festival of Thin Bread, and it was time to kill the Passover lambs. 8 So Jesus said to Peter and John, “Go and prepare the Passover meal for us to eat.”

9 But they asked, “Where do you want us to prepare it?”

10 Jesus told them, “As you go into the city, you will meet a man carrying a jar of water. Follow him into the house 11 and say to the owner, ‘Our teacher wants to know where he can eat the Passover meal with his disciples.’ 12 The owner will take you upstairs and show you a large room ready for you to use. Prepare the meal there.”

13 Peter and John left. They found everything just as Jesus had told them, and they prepared the Passover meal.

14 When the time came for Jesus and the apostles to eat, 15 he said to them, “I have very much wanted to eat this Passover meal with you before I suffer. 16 I tell you that I will not eat another Passover meal until it is finally eaten in God’s kingdom.”

17 Jesus took a cup of wine in his hands and gave thanks to God. Then he told the apostles, “Take this wine and share it with each other. 18 I tell you that I will not drink any more wine until God’s kingdom comes.”

19 Jesus took some bread in his hands and gave thanks for it. He broke the bread and handed it to his apostles. Then he said, “This is my body, which is given for you. Eat this as a way of remembering me!”

20 After the meal he took another cup of wine in his hands. Then he said, “This is my blood. It is poured out for you, and with it God makes his new agreement.

Luke 2:41-52 Good News Translation (GNT)

7 The day came during the Festival of Unleavened Bread when the lambs for the Passover meal were to be killed. 8 Jesus sent Peter and John with these instructions: “Go and get the Passover meal ready for us to eat.”

9 “Where do you want us to get it ready?” they asked him.

10 He answered, “As you go into the city, a man carrying a jar of water will meet you. Follow him into the house that he enters, 11 and say to the owner of the house: ‘The Teacher says to you, Where is the room where my disciples and I will eat the Passover meal?’ 12 He will show you a large furnished room upstairs, where you will get everything ready.”

13 They went off and found everything just as Jesus had told them, and they prepared the Passover meal.

14 When the hour came, Jesus took his place at the table with the apostles. 15 He said to them, “I have wanted so much to eat this Passover meal with you 8 Catholic Education – Diocese of Rockhampton

before I suffer! 16 For I tell you, I will never eat it until it is given its full meaning in the Kingdom of God.”

17 Then Jesus took a cup, gave thanks to God, and said, “Take this and share it among yourselves. 18 I tell you that from now on I will not drink this wine until the Kingdom of God comes.”

19 Then he took a piece of bread, gave thanks to God, broke it, and gave it to them, saying, “This is my body, which is given for you. Do this in memory of me.” 20 In the same way, he gave them the cup after the supper, saying, “This cup is God's new covenant sealed with my blood, which is poured out for you.

World of the text

What type of writing is this? This section of the text could be described as a recount as there is no conflict in this part.

Margaret Carswell offers a very helpful description of a recount on her webpage:

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

What comes before and after this text?

Judas speaks with the chief priests about handing Jesus over to them.After this text, Jesus predicts he will be betrayed and there is an argument among his followers about who would do this.


Thin bread or unleavened bread might be one term that needs to be explained during the unit. The festival of Passover will also need to be explained.


Who wrote the text?Matthew, Mark and Luke all have similar accounts of the Last Supper that Jesus shared with his followers. Mark’s Gospel seems to have been the source document for Luke. Luke emphasises that this is a Passover Meal.

What do you know of the cultural, historical and political context of the time?Passover was a family feast, but students did celebrate the feast with their rabbis.

This furnished room would have couches for reclining at the meal.

Jesus gives thanks – this refers to the blessing spoken over the items of food at Jewish meals. There are four cups of wine at the Passover





What meaning does this text have for my life today?This meal has enormous significance for Christians today as they gather to celebrate Eucharist.


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

Learning and Teaching Sequence

No Inquiry Phase/Activity/Experience/Differentiation Resources/ICLTs Assessment

1 Tuning In

Use KWL strategy:

Ask the students to label 3 pages in their books (or 3 columns on a worksheet)

Label the first one: K What I Know about Jesus already. Label the second one: W What I Want to find out about the JesusLabel the third one: L What I Learned about Jesus

As the unit progresses students fill in the Learn column as they make new Learnings.

A-Z Learning Strategies p 71

http://rokreligiouseducation.com/?s=A-Z+teaching+strategies

Assessment for learning

2 You could summarise some of their information on a classroom KWL chart eg

In the K section, they may remember:

Jesus was born in Bethlehem.Jesus grew up in Nazareth.His mother was Mary.Joseph was his foster father.Jesus was Jewish.

Some of the foods Jesus ate were ….His clothing was probably made from wool His home was probably made from stones, with a flat roof …

3 Use a roundtable learning strategy. https://educators.brainpop.com/teaching-tip/roundtable-learning-strategy/

Students pass a paper around with a question on it. They say their response, write it on the page and pass it on to the next person to write a response.

Who can you name from the Gospels? What events can you name? How many books of the Gospels can you name? How many places can you name?

Formative Assessment For Learning


https://educators.brainpop.com/teaching-tip/roundtable-learning-strategy/

https://educators.brainpop.com/teaching-tip/roundtable-learning-strategy/




4 Using a map of Israel at the time of Jesus, help the students to locate places they remember from stories they have heard.

Find places such as Nazareth, Bethlehem, Jerusalem, Sea of Galilee, Jericho, Cana, Capernaum etc.

Add these words to your Word Wall.

Enlarge a map of First century Palestine and mark these important geographical features on the map. Include other geographical features as your learning continues.

You can find simple maps on this website that you could share on an interactive whiteboard http://www.kidsbiblemaps.com/jesus-ministry.html

Worksheet: Map and Questions about Jesus’ Ministry in Palestine in Google Drive

5 Write up the questions from the Want to find out on the class chart.

6 Finding OutInvestigate the daily life and activities of people in First Century Palestine.Teach words e.g. temple, synagogue, scrolls, Shabbat, etc.

Create a Word Wall with various words already on it and then.

A list of words can be found in Expressions Book 4 p 77

7 Explore festivals, games and food of the time when Jesus was a child. Using Expressions No 2. Jesus as a Child, pp 2-5



http://www.kidsbiblemaps.com/jesus-ministry.html

8 Finding Out: What were the “religious” actions that Jesus did because he was Jewish?

The SabbathIf Sunday is the first day of the week, what is the last or seventh day of the week? Saturday.

For Jewish people the seventh day of the week was called “Shabbat”, in English we say “Sabbath”. The word means “rest”. The Sabbath begins on the evening of the sixth day (Friday) at the moment when the first stars appear. It ends at the same time on the evening of the seventh day.

The Sabbath is a day of joy. It is given to God. On this day, Jewish people rest and do not work.

They go to a synagogue. The word “synagogue” appears in the New Testament nearly forty times. It comes from a Greek word. It was a place to gather so it seems a synagogue would need to have a large room. It would probably be the largest building in a village.

There would be a container for the scrolls of the Law (the Torah which is the first five books of our Bible) and the Prophets. There was a place where the Scriptures were read in the centre of the room and a seat for the teacher. People sat on stone benches along the walls or on mats on the floor.

Add these words to your Word Wall as the unit continues. Include a short meaning of the word where necessary and perhaps an illustration.

9 Jesus in the synagogue in Nazareth – Luke 4:15-22

This video clip gives a simple visual presentation of the synagogue. It does include the reaction of some members of the synagogue to Jesus’s teaching. A synagogue was a place for dialogue and discussion. Women were present in synagogues. Why do you think the people reacted to Jesus with anger?

https://www.youtube.com/watch?v=CrChtUM4Qm8

All primary schools in the Rockhampton diocese subscribe to Liturgy Help. Ask your APRE for assistance https://2019.liturgyhelp.com

Assessment of Learning

Some students might enjoy completing the Crossword from Liturgy Help for Fourth Sunday in Ordinary Time Year C

10 Investigate how the Jewish Tradition honours the Scriptures. Collect pictures of Jewish scrolls and the elaborate ways they store them in the Synagogue.



https://2019.liturgyhelp.com/

https://2019.liturgyhelp.com/

https://www.youtube.com/watch?v=CrChtUM4Qm8

11 Use the Story Wheel strategy to record this narrative

Who is involved?Where did this happen?Why did Luke tell the story? How is the story told? When does the action takes place? What happened?

A-Z Learning Strategies p 124


Summative AssessmentOf Learning

12 Have a ‘Dress up Day’ of people from Jesus’ time.

Include activities suitable to the time, food, games. Invite parents to the day, have information learned displayed creatively around the classroom.

Students can adopt a character from first century Palestine and explain their life. e.g. Jacob the shepherd, Miriam the textile dyer.

Allow children to reflect on the day and discuss what they thought worked well and why.13 The Passover – its history

Margaret Carswell explains in the glossary on her website http://www.thebibledoctor.com/p.html

Passover is a Jewish religious festival which remembers and commemorates the Israelites exodus (departure) from slavery in Egypt. In Hebrew the festival is called pesah. Pesah means ‘passing over’ and it reminds us that the angel of death ‘passed over’ the houses of the Israelites during the 10th plague when the first-born children were killed. In the time of Jesus Passover was one of the three festivals which Jewish men were obliged to attend. Passover was celebrated at the Temple in Jerusalem where the Priests would sacrifice a lamb and give the meat back to the family to roast and eat.

According to the Gospels of Matthew, Mark and Luke Jesus’ last supper was a Passover meal.

In order to understand the Passover, the students need to know a little about Moses and the Israelites in Egypt and how they escaped from slavery and Pharaoh. There is a simple version of the story here https://www.youtube.com/watch?v=rzcYLCYItuc There is no reference to the final plague.

There is another version with the inclusion of the final plague and the blood of the lamb sprinkled on the doorposts of the Israelites. You must watch this video first to decide if you want to share it with your class. They might find it distressing. https://www.youtube.com/watch?v=UFU5NrPgutA



https://www.youtube.com/watch?v=UFU5NrPgutA

https://www.youtube.com/watch?v=UFU5NrPgutA

https://www.youtube.com/watch?v=rzcYLCYItuc

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




14 Jesus goes to Jerusalem for the Passover and visits the Temple

Using the scripture passage Luke 2:41-52 Jesus in the Temple

Margaret Carswell gives some information about the Temple in the glossary on her website http://www.thebibledoctor.com/t.html

Once the Israelites had settled in the promised land they began the task of building a permanent Temple. They chose the piece of land in Jerusalem that they believed Abraham had been going to sacrifice Isaac on generations earlier as the site.

The Temple was the centre of religious life in Judaism in the time of Jesus. It was here that the major festivals were held, it was here that the people offered their sacrifice to God.

The Temple was destroyed in the year 70 CE, so we have no photos of what it was like.

This video gives a brief insight into the size and scale of the Temple https://www.youtube.com/watch?v=QQQyNVw8Pf4

Some of the commentary in this video may be beyond the students in Year 3 but it does provide insights into Herod, the Temple and its history https://www.youtube.com/watch?v=sZCEWE7ioUM

This video shows a model of the city of Jerusalem at the time of Jesus. There is no commentary, but the size of the Temple is very clear. https://www.youtube.com/watch?v=Ea9xol4yJC4

This virtual tour of Herod’s Temple offers some written commentary on the architecture https://www.youtube.com/watch?v=fymffT1M5bg

There is also a Lego model of the Second Temple with an explanation by the man who built it that might appeal to some students https://www.youtube.com/watch?v=i9hmXl4GoYc He provides a great deal of detail about the destruction of the Temple by the Romans.

Point out the central buildings, the surrounding walls, the long corridors and so on

Discuss who was authorises to enter the sanctuary in the Holy of Holies; where the women could go; the area for gentile visitors and so on. Discuss the types of materials that could be used for columns, walls, courtyard…

The book Daily Life at the time of Jesus by Miriam Feinberg Vamosh is a very useful resource.

Assessment of learning – what is a Temple


https://www.youtube.com/watch?v=i9hmXl4GoYc

https://www.youtube.com/watch?v=fymffT1M5bg

https://www.youtube.com/watch?v=Ea9xol4yJC4

https://www.youtube.com/watch?v=Ea9xol4yJC4

https://www.youtube.com/watch?v=sZCEWE7ioUM

https://www.youtube.com/watch?v=sZCEWE7ioUM

https://www.youtube.com/watch?v=QQQyNVw8Pf4

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


15 Scripture Luke 2:41-51 The Boy Jesus in the Temple

I wonder how Jesus felt when he was finally old enough to go to the Temple all by himself?I wonder how Joseph and Mary felt when they could not find Jesus?I wonder why Jesus was surprised when his parents didn’t know where he was?I wonder what Jesus meant when he called this his Father’s house?

Explore how the story tells us about Jesus’ family and the local community; the value of prayer; travel, the importance of the Temple, Jesus’ learning and his obedience.

This video clip from the movie Jesus of Nazareth depicts a fair-skinned Jesus with blue eyes who speaks with an English accent and uses the King James translation of the Scriptures, but it does give some insights into the size of the Temple and the number of pilgrims. https://www.youtube.com/watch?v=trePi2pBtdM

This cartoon version provides some useful revision of other events in Jesus’ life as recorded in chapter 2 of Luke’s Gospel,https://www.youtube.com/watch?v=ho_3gvIWzbw

Sonja M. Stewart and Jerome Berryman Young Children and Worship pp 147 – 149.

16 Sequencing: Groups of children are given an envelope with scrambled events in Jesus’ life.

Children work together or individually to sequence the events.

Free Bible Images can provide four different sets of images of “12-year-old Jesus in Jerusalem”. You could print the pictures. They also offer Story Planners with a short description of what is happening in each scene. You could separate the pictures and the text and ask the students to match them correctly to retell the story.

http://freebibleimages.org/search/?character=Jesus

Summative AssessmentOf Learning



https://www.youtube.com/watch?v=ho_3gvIWzbw

https://www.youtube.com/watch?v=trePi2pBtdM


17 Jesus’ Last Meal with His Friends was at the Passover Festival in Jerusalem

There is a very helpful description of the Passover and the Last Supper on the Diocesan Religious Education website. http://rokreligiouseducation.com/wp-content/uploads/2017/02/holythurspassover3.pdf

Free Bible images offers 4 sets of images of the Last Supper to help retell the story of the Last Supper.


18 Jesus’ Last Passover

Use Godly Play materials to tell the story of Jesus’ Last Passover. You do not have to use the whole script which continues with Jesus’ arrest in the garden, his death and resurrection.

Wondering Together:

I wonder how it felt to be around this table and to hear Jesus say, “Take. Eat. This is my body broken for you”?I wonder how the disciples felt eating the bread and drinking the wine?I wonder if you have ever been close to a table like this?

Sonja M. Stewart and Jerome Berryman Young Children and Worship pp 189 – 192.

19 Song – Take this and eat – John Burland

Look at the lyrics of this song. What words do the students notice eg the twelve, the Passover, sacrifice?

https://drive.google.com/drive/folders/0B5aXQfilGqdBd1F5Q3R3ZUFGSVU

You can listen to it at this link https://www.youtube.com/watch?v=nMGlivHq6aQ

From the album Walking in Faith by John Burland


https://www.youtube.com/watch?v=nMGlivHq6aQ

https://drive.google.com/drive/folders/0B5aXQfilGqdBd1F5Q3R3ZUFGSVU


http://rokreligiouseducation.com/wp-content/uploads/2017/02/holythurspassover3.pdf


20 The Passover Today

There is a great deal of information on this website about Jewish festivals such as Hanukkah, the Seder meal and the festival of Passover.

https://www.myjewishlearning.com/article/the-passover-pesach-seder/

There is a video showing the foods on the Seder plate for Passover today. https://youtu.be/r37_hNy9A1A

Talk about the foods eaten at a Seder meal and their meanings.

Haroset: a mixture of apple, nuts, wine and cinnamon. A reminder of the mortar used by the Hebrews slaves to cement the heavy bricks on their building work in Egypt.

Karpas; parsley. It is dipped into salt water before being eaten to remind the Jews of the many tears shed by their ancestors when they were slaves.

Maror: horseradish, for the bitterness of slavery

Hazeret: bitter lettuce which leaves a bitter aftertaste in the mouth, a reminder of the life in Egypt which began well but turned to pain.

Zeroa: roasted lamb. Reminder of the lamb sacrificed.

Betzah: roasted egg. Not eaten during the Seder, it is a symbol of a new life of freedom promised by God.


https://youtu.be/r37_hNy9A1A

https://www.myjewishlearning.com/article/the-passover-pesach-seder/


21 After checking with parents about the food allergies of the students, you could prepare a tasting table of foods eaten at a Seder meal:

Horseradish, hard-boiled eggs, parsley, lettuce, haroset, lamb shank, matzah or unleavened bread,

Invite children to suggest why you have prepared this food? Where do they think it comes from? Allow children to use a recording chart in groups or individually to collate information on the foods they liked, the name of the food and a drawing of the food.

The Sydney Jewish Museum has an online shop which sells products such as a Haggadah, Seder plates and puzzles. https://sydneyjewishmuseum.com.au/product-category/products/passover/

22 Have students make a Seder plate. This plate (or platter) would be placed in the centre of the table. Give each student a paper plate and outlines for the symbolic foods. Have them colour the foods as you explain their significance, cut them out and then glue them onto the plate. These can be used in a display in the classroom.

23 Complete the Jesus celebrated Passover activity on page 14 Expressions Book 2. The roles of Mary, Joseph and Jesus at Passover.

Expressions Book 2 Summative Assessment of learning – the role of people during the Passover meal.

24 Create a bible artefact collection

This could include students’ ideas of work that has been completed earlier in the unit.

Objects pertaining to or are in some way related to life in First century Palestine. e.g. Maps showing locations of places Jesus visited Recipes for food eaten in the time of Jesus Clothes and jewellery made from craft materials Pottery objects Models of a village in Palestine or photos of models previously made

Words associated with the artefacts can be printed on cards and displayed with the artefact.These artefacts can be used to stimulate student writing. Students could be given a particular set of objects from the collection and be invited to compose a story that somehow links the objects.

Refer to Ryan, M. Expressions, Book 4 (2003) p 64 and Teaching the Bible (2001)


https://sydneyjewishmuseum.com.au/product-category/products/passover/


25 Character profile

Create a character from first century Palestine and complete a Character profile giving such information as:Name (select an appropriate name from the list provided)Job (select an occupation from the list provided) And some information about their character with a drawing of the person.

Have the students then complete some simple diary entries: for their character. These entries can show their understanding of the everyday life of people in first Century Palestine. Morning, afternoon, night-time can be written, drawn or scribed by an adult.

Expressions Book 3 – p 21-25

26 Evaluating and Reflecting

Students are asked to reflect on their performance.

They are to identify three stars: which represent two specific positives about their work.

Students then identify one wish: something that needs improvement. This is expressed as a wish because beginning with the criticism ‘I wish…” means that it is improvement-focussed.

Assessment as learning


http://mypad.northampton.ac.uk/20217532/files/2013/01/3-stars-and-a-wish-28y3l4k.png


27 Pass the Remote activity

Using the ‘remote control’ strategy below help student reflect on their thinking.

Questions:What switched you on?What is worth remembering?What would you do differently?What would you benefit from doing again?What pictures are being created in your mind?What did you do that wasn’t helpful?What parts of your learning here can you use in the future?

Assessment as learning

Teacher reflection and Evaluation

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


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