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Support material for

The Year of Matthew

Year A: From Advent to Christmas

Second Half of Autumn Term 2013/2014

The Diocesan Policy on Religious Education (2012) commits the Diocese to support schools in implementing the requirements of the Curriculum Directory and other norms of the Bishops’ Conference. More recently this Diocesan support has focussed on a number of areas including:

· Agreeing and developing a fuller understanding of the national Levels of Attainment including teaching required for achievement of Level 5

· Understanding of the new RECD

· Improving the teaching of Scripture according to the requirements of the RECD

· Increasing depth in thinking and questioning of pupils

· Extending the repertoire of teaching and learning activities available to teachers

· Richer assessment opportunities

To support professional development provided by Educational Advisers, in 2012, the Diocese decided to provide a framework of teaching and learning to model exemplar practises. The content taught in these frameworks was taken from the Archbishop’s themes for the Year of Faith.

Following positive feedback from schools using these frameworks the Diocese has determined to continue their provision and to include three new areas of development:

· Higher order questioning

· Links to AT 2

· Direct information for pupils ‘KIP’ in the form of posters for display

· KIP – Key Information for Pupils

Schools are reminded that, in keeping with Diocesan policy, they are free to choose the Religious Education programme that best suits their needs. These frameworks are neither compulsory nor, in themselves, a programme of learning. Schools wishing to use these frameworks as the basis of their learning must make the necessary changes and adaptations to meet their school’s needs.

Overview

Topic Theme: From Advent to Christmas

This unit is intended as the second for the academic year 2013/2014 and the first of the Liturgical year, Year A. In keeping with the Liturgical year, this framework teaches the seasons of Advent and Christmas, according to the Gospel of Matthew.

Key Teachings from the Catholic Tradition from the RECD Numbers in brackets refer to the Catechism of the Catholic Church

1.1.1. The Nature of Revelation: How Do We Know About God? (1-3,27-35)

C. Divine Revelation (50-53,68-69)

1.2.5. The Shape of the Bible (120-130)

D. The Gospels

1.5.1. Jesus Christ, Son of God (422-679)

A. Mystery of the Incarnation: Emmanuel (God-is- with-us) (Jn 3:16-17; 484)

1.5.2. The Promise of a Messiah and the promise of redemption fulfilled in Jesus (422-451

G. The Gospels recognise Jesus as the fulfilment of the promise

1.5.3.The Mystery of the Incarnation (461-463)

A. The Word became flesh (the Incarnation) (525-528, 456-478)

B Jesus Christ is fully God and fully man (464-469)

3.5.1. What is prayer? (2559-2565)

A The Church at prayer

3.5.2. A universal call (2566-2567)

A. God calls every individual to a vital relationship with him experienced in prayer (2558)

B. Developing intimacy and communion with Jesus Christ through prayer is an essential aspect in the life of a believer or disciple (CT, no. 5; GDC, no. 80; NDC, §19B; 2560)

D. Expressions of prayer can be vocal, meditative, or contemplative (2700-2724)

E. The forms of prayer are blessing, adoration, petition, intercession, thanksgiving, and praise (2626-2649)

F. Prayer requires effort and commitment (2729-2745)

3.2.4. Liturgical year (1163-1171)

A. Seasons (1163-1165)

B. The Sabbath and the Lord’s Day (1166-1167)

C. The Liturgical Year (1168-1171)

D. The Sanctoral (1172-1173)

E. The Liturgy of the Hours (1174-1178)

Content Areas from the RECD Numbers in brackets refer to age groups

Pupils will learn about:

Revelation:

· The main events, characters and places in the life of Jesus: Nativity (5-7)

· Stories of significant people in the Old and New Testament (5-7)

· The Gospel accounts of key events in the life of Jesus: The Nativity (7-11)

Church:

· Ways of belonging to the community (5-7)

· The ‘Church’ as the People of God made one by Jesus, a community which shares love and life (5-7)

· Ways of taking part in the life and worship of the domestic and local church (e.g. celebrating Eucharist, prayer for others, parish activities) (7-11)

· To being Church in the parish, diocese and universal Church (7-11)

· A variety of prayers and prayer forms, formal and informal used for personal and community prayer (7-11)

Celebration:

· The place and value of celebrations in family, school and parish (5-7)

· Some ways the church celebrates major seasons of the liturgical year (5-7)

· Prayers from Scripture and tradition (5-7)

· Ways in which people pray in church (5-7)

· Signs and symbols used by the Church (5-7)

· The Church’s celebrations of significant events in the life of Jesus (7-11)

· Community prayer (7-11)

· Signs and symbols and their significance in liturgy (7-11)

· A variety of prayers and prayer forms, formal and informal used for personal and community prayer (7-11)

Life in Christ:

· Passages in Scripture which express joy and trust in God’s love (5-7)

Dominant Strands from Levels of Attainment: AT 1 (i) and (ii)

This unit has been written to model linear teaching of AT 1(i) and AT 1(ii).

Block 1 provides content for Levels 1 to 3; Block 2 for Levels 3 and 4

Teachers are reminded that completion of a ‘levelled’ activity does not automatically constitute achievement of that level and that both on-going and summative assessment should be used to judge the levels at which pupils are working.

Content of Blocks 1 and 2

Pupils will explore the season of Advent with particular focus on the Jesse tree and its links to the Gospel of Matthew. They will then learn about the O Antiphons, said as part of Evening Prayer during the seven days before December 24th. Pupils will finish by learning Matthew’s story of the birth of Jesus.

Outcomes of Blocks 1 and 2

Block 1: Pupils will recognise, describe and explain the ‘O’ Antiphons as part of the season of Advent (AT 1 (ii) Levels 1-3). They will become familiar with or retell Matthew’s account of the birth of Jesus; Matthew 1:18-2:15 (AT 1 (i) Levels 1-2) and recall or identify the beliefs about God that are found in this text. (AT 1 (i) emerging or sound Level 3).

Block 2: Pupils will describe and/or explain the meaning and purpose of the ‘O’ Antiphons as part of prayer ritual used during Advent using appropriate religious terminology. (AT 1 (ii) Level 4 and 5)

They will retell Matthew’s account of the birth of Jesus (AT 1 (i) Level 2) and relate the titles for Jesus used by Matthew to belief in the Incarnation. (AT 1 (i) Level 3). Pupils will make links between the O Antiphons and Matthew’s Jewish audience (AT 1 (i) Level 4).

All pupils will pray the ‘O’ Antiphons.

Rich Assessment Opportunities

Block 1: Pupils choose and describe a symbol from the Jesse Tree. They tell the story of Matthew’s account of the birth of Jesus ‘in the round’. Pupils discuss the titles of Jesus in Matthew’s Infancy Narrative.

Block 2: Pupils respond to Kip’s Mum Blog. They tell Matthew’s story of the birth of Jesus ‘in the round’ and complete a written piece of work.

The Year of Faith

Linking School, Parish and Home

Insert school logo here

Religious Education

Key Idea: From Advent to Christmas

This unit is intended as the second for the academic year 2013/2014 and the first of the Liturgical year, Year A. In keeping with the Liturgical year, this framework teaches the seasons of Advent and Christmas, according to the Gospel of Matthew.

Unit Content

In this unit pupils explore the season of Advent with particular focus on the Jesse tree and its links to the Gospel of Matthew. They will then learn about the O Antiphons, said as part of Evening Prayer on the seven days before December 24th. Pupils finish this unit by learning Matthew’s story of the birth of Jesus.

Attitudes and Spiritual Dispositions

It is hoped that pupils will develop:

· An appreciation of the gift of God’s presence born again into the world at Christmas

· An openness to the incarnation in their own lives

· An appreciation of the truths contained in Scripture

· A willingness to pray during Advent

Activities to try at home

You are the first educator of your child in faith. Your child’s learning in Religious Education will be much higher if you and the school are engaged in talking about the same ideas and beliefs. Help your child by trying one or more of these activities while this unit is being taught:

· Talk to your children about your plans and preparations for Christmas. Point out what is happening in your local community.

· Ask your children to share the prayers they are saying at school with you. Include them in your bedtime rituals.

An idea for prayer at home

Prayer Activity

Pray this litany at bedtime:

Into the darknessCome, Lord Jesus

Into the cold

Come, Lord Jesus

Into our schoolCome, Lord Jesus

Into our homesCome, Lord Jesus

Into our hearts

Come, Lord Jesus

Into our world

Come, Lord Jesus

As we work

Come, Lord Jesus

As we play

Come, Lord Jesus

As we sleep

Come, Lord Jesus

As we pray

Come, Lord Jesus

As we wait

Come, Lord Jesus

Block 1 – From Advent to Christmas. Year A

Suggested duration: 5-6 weeks

Cognitive Outcomes

Assessment Opportunities

Students will:

Block 1:

a. Recognise, describe and explain the ‘O’ Antiphons as part of the season of Advent (AT 1 (ii) Levels 1-3)

b. Become familiar with or retell Matthew’s account of the birth of Jesus; Matthew 1:18-2:15 (AT 1 (i) Levels 1-2)

c. Recall or identify the beliefs about God that are found in this text. (AT 1 (i) emerging or sound Level 3)

d. Pray the ‘O’ Antiphons

Include:

Outcomes a: Pupils choose and describe a symbol from the Jesse Tree

Outcome b: Pupils tell the story ‘in the round’.

Outcome c: Discussion about the titles of Jesus in Matthew’s Infancy narrative

Outcome d: Not assessed

Attitudes and Spiritual Dimensions



· An openness to the incarnation in their own lives



Key Language

Advent, Christmas, narrative, antiphon, liturgical year/calendar/seasons, Gospel, First Testament, family tree, Jesse Tree, Psalm, incarnation, Messiah, Emmanuel, Maranatha

Other Curriculum links

English: Comprehension of stories/Literacy strategies/Structure of Antiphons

Art: Creation of Jesse tree and symbol

Maths:

PSHE/SMSC: Personal Reflection on care of self and others as a response to belief that God is present in the world (the Incarnation)

IT: mind map, use of the internet

Teaching and Learning Strategies

Focus Question: What are ‘O’ Antiphons? How are they part of the season of Advent? AT 1 (ii)

This framework teaches content suitable for Year A, Advent and Christmas.

· Advent marks the beginning of the Liturgical Year. Find a Liturgical Calendar and explain how the Liturgical year works.

http://ocarm.org/en/sites/default/files/images/calendar.jpg

more complex one on:

http://ocarm.org/en/sites/default/files/images/liturgical_0.gif

or

http://www.mccrimmons.com/uploads/products/1992_1.jpg

Use the image to explain that, the readings we hear at Mass (at our Liturgy), follow the life, death and resurrection of Jesus and so the Liturgical year starts with Advent: the time of waiting for the birth of Jesus.

· Ask the pupils to find the Liturgical Season in which is their birthday.

· Establish pupil’s prior knowledge about Advent with a ‘human Y chart’ in the class or hall. Make the Y with masking tape, chalk or rope. Identify the three sections of the Y as ‘I know this about Advent’; ‘I think I know this about Advent’; I am not sure about this.’ Ask pupils move to the section they belong to as you quiz them:

· When do we celebrate Advent?

· What colour do we use during Advent?

· What is the meaning of the word ‘Advent’?

· For how long does Advent last?

· What comes at the end of Advent?

· What sort of things do we do during Advent?

· Why is Advent important?

· Use the information on KIT and KIP to explain aspects of Advent to pupils and to outline the work you will be covering.

Key Information for Teachers – See KIP also

Advent is the time of waiting before Christmas. It is a period of four weeks and begins four Sunday’s before Christmas, this year, 2013, this will be on December 1st.

The word “Advent” means ‘coming’ or ‘arrival’. In Advent we thank God for coming into our world as Jesus and for what his life brings to us. Advent gives us time to get ready for Jesus so that our lives can reflect the love and joy that we feel at Christmas.

The liturgical colour for Advent is purple, and is characterised as a season of hope and expectation.

Symbols are an important part of Advent: the Advent wreath was taught in the Year of Faith framework last year. For information see Topic 2, Advent and Christmas.

The Jesse Tree is another symbol associated with Advent. This framework teaches the Jesse tree.

Prayer is also an important part of Advent. The Readings used during the four Sundays of Advent introduce us to people who prepared for the birth of Jesus: people like John the Baptist and Mary.

We also prepare by praying special prayers, among them the ‘O’ antiphons.

This framework teaches some of the O Antiphons.

The Jesse Tree

· Introduce Matthew’s Gospel as the Gospel for the year. Explain that each year the Church chooses to read from one Gospel for most of its Sunday readings. Over the year, stories from the Gospel are read, so people hear most of the story from start to finish. From Advent this year (2013) to the start of Advent 2014, the Gospel we will read is the Gospel of Matthew. Explain that this Gospel will be the Gospel you will study this year.

· Ask pupils to find the Gospel of Matthew in a Bible, or find it in your class Bible yourself. Mark it with a bookmark so pupils can find it later. Explain:

· The Gospel of Matthew is a Gospel – a story of ‘Good News’ about Jesus

· It is the first of the four Gospels in the Bible (although it was not the first to be written – ‘Matthew’ copied a lot of it from Mark, which was the first Gospel to be written.)

· It is quite long: 28 chapters.

· We are not sure who Matthew was – we used to think he was one of the disciples during Jesus’ lifetime but we don’t think that now. We think instead that he heard about Jesus from others and came to believe in him. We think he was Jew.

· We are sure why he wrote his Gospel though: he wanted people to believe, as he did, that Jesus was God made human. (The Incarnation of God).

· We also think the people he wrote for were mostly Jewish, like Jesus himself, as Matthew has lot of quotes from the First (Old) Testament and he talks a lot about the stories of the Jewish people.

· Give pupils a blank outline of KIP and write (or ask them to write) in it one fact about the Gospel of Matthew that they have learned. Ask pupils to decorate the rest of the space so it becomes a class poster. Display these.

· Begin a class concept map on the IWB that you can keep and refer to throughout the year. See Block 1 Resource 1 for a simple example. Put the information you have about Matthew onto your mind map now. Link to IT if possible. Weblink below

http://www.mymindmap.net/images/MindMap_Template_MultiNode.jpg

· Find Matthew 1:1-17. Put it on the IWB. Read it to the pupils as best you can! Explain that Matthew begins his Gospel with a family tree. Explain a family tree – make a simple family tree for yourself on the board to explain how they work.

· Matthew seems to have some of the names in Jesus’ family tree wrong…it doesn’t make perfect sense - but it reminds us of all the people who make up a family and how everyone contributes something important to a family – especially when a baby is born.

· Print off this family tree for pupils to complete at home. Be sensitive about families where this may be difficult.

http://thegrownupchild.ca/wp-content/uploads/2010/03/familytree.jpg

· Explain that during the season of Advent one of the ways we remember all those who were part of Jesus’ family is by making a Jesse Tree. Make a Jesse Tree:

· Use a bare branch shaped like a tree. Stand it in a bucket of sand or dirt to keep it stable.

· Gather some medium sized branches and hang them to be the frame of a mobile: put the symbols on the branches so they hang down into the room.

· Ask pupils to trace their hands, colour or paint the hands brown and cut them out. Put them onto the wall in the shape of a tree.

· Use a Christmas tree but decorate it as a Jesse tree.

· See these other examples:

http://paideaclassics.org/images/ext/box120.jpg?1198334212476d2104c973f

http://catholicartworks.com/Images/by_subject/sample_llco_nl_Jesse_Tree.jpg

http://christmas.yourway.net/files/2011/11/jessetree.jpg

· Add the caption, ‘Matthew’s Gospel begins with the family tree of Jesus’, to your tree.

· Hang the symbols on the tree. As you hang each one, pray: ‘Come Lord Jesus, come to live with us.’

· Go back to Matthew’s Family Tree and read it again slowly, noting those people Matthew has named who are on your tree. (see Block 1 Resource 2)

The ‘O’ Antiphons

· Explain that prayer is another important part of the season of Advent. At any time, prayer strengthens our relationship with God, during Advent it helps us focus on what is going to happen and it gets us ready to be ready! Prayers and Trees remind us of what is going to happen and they help us get ready for the birth of Jesus by being particularly thoughtful to one another and close to God. One form of prayer we say during Advent is the ‘O’ Antiphon. The word ‘antiphon’ describes a short sentence said or sung before a Psalm or reading.

· Put two of the seven antiphons of the IWB (Block 1 Resource 3) Read them out loud to/with pupils. Discuss, using the information in KIT.

· Why do you think they are called ‘O’ Antiphons?

· Do you see any words in these antiphons that you might know? Use your Jesse Tree to link the antiphons to the family of Jesus.

· Talk about how the antiphons are structured: they begin with a title for Jesus and then move to ask Jesus to come to be with us.


The ‘O’ Antiphons are short prayers sung as part of the evening prayer of the prayers (called Liturgy of the Hours) that priests, members of religious communities and others use each day. There are seven ‘O’ Antiphons; a different one is said for each of the seven days before Dec 24th.

The ‘O’ antiphons get their name from the first word in each one, ‘O’. An ‘antiphon’ is a verse sung before or after a Psalm or reading. During Advent, the O Antiphons are sung before and after the Magnificat.

· Look at ‘The Follower,’ the Diocesan magazine. On pages 44 and 45 there is information about the O Antiphons. Ask pupils to find the pages and look at the symbols for each antiphon. Direct pupils’ attention to the image of the antiphon that talks about the Root of Jesse. Focus on this antiphon.

· Print out the antiphon: O Root of Jesse, you stand as a sign for the peoples; before you kings shall keep silence and to you all nations shall have recourse. Come, save us, and do not delay. (See Block 1 Resource 3)

· Explain the antiphon line by line:

· O root of Jesse – this is a title for Jesus, so the antiphon is speaking to Jesus.

· Jesus is a sign for all people of God’s love for them…Jesus is God who came to live with us

· God (Jesus) is so amazing that even kings, people who are very powerful and strong seem small and insignificant – so they keep quiet!

· All nations shall have recourse – In Jesus all nations have someone who will help them if they have a problem or need…

· Rewrite the antiphon more simply if necessary.

· Make up actions to go with the antiphon. Pray this antiphon as your morning prayer using the actions.

· Make small representations of the image of this antiphon (from The Follower) and hang them on your Jesse Tree.

· Print out the symbol of this antiphon in The Follower and have pupils colour it in with felt pens. Paint over the colouring with cooking oil. Let the work dry and hang it in the light (eg on a window) for a stained glass effect.

http://www.wdtprs.com/JTZ/o_antiphons/pp%20root.jpg

Rich Assessment Opportunity:

· Recognise, describe and explain the ‘O’ Antiphons and/or the Jesse tree as part of the season of Advent (AT 1 (ii) Levels 1-3)

Have pupils talk to you about their learning: either the Jesse Tree (as a whole or a symbol on it) or the O Antiphons.

Pupils’ response to questions such as those below will determine their level.

Level 1 and 2

In response to a symbol from the Jesse Tree.

What is the symbol you have chosen? Where did you get it from? Do you remember what that tree is called? Can you remember who Jesse was? Why is the Jesse Tree in our room now? Can you remember what season in the Church it is now? For what does the season of Advent help us get ready?

In response to the O Antiphons.

What are the O Antiphons? How would you explain them to someone who didn’t know what they are? Was there something you liked about praying the O Antiphons?

Level 3: Can you remember what the Jesse Tree /the O Antiphons reminds us of? Why do you think it’s important to get ready for the birth of Jesus? Do you think making a Jesse Tree/praying the antiphons is a good way to get ready? Why?

Pupils with greater writing skills could write a response to the questions.

Attainment Target Level Reminder!

Pupils at AT 1 (ii) Level 1 will be able to recognise and describe the symbol that they have chosen.

At Level 3, pupils will be able to explain how the Jesse

Tree and/or the antiphons help us get ready for the birth of Jesus.

Focus Question: How does the Gospel of Matthew record the birth of Jesus? AT 1 (i)

· Explain that there are two accounts of the birth of Jesus in the Gospels (Matthew has one and Luke has one) and that they are very different from each other. Remind pupils that the Gospels were not written to describe exactly what happened, rather they are sacred stories that teach us about God through the life of Jesus who, we believe, was God made human.


During Vatican II Pope Paul VI asked his Biblical Commission to explain why there are differences in the Gospel accounts of the life of Jesus. They wrote their answer as a document called ‘The Instruction Concerning the Historical Truth of the Gospels’.

In this document the commission tells us that ‘each evangelist chose a method suited to their purpose; they reduced or adapted some material, re-ordered and explained others, all determined by what would be useful to their audience.’ People studying the Bible are told to ‘seek out what each evangelist meant in recounting events or sayings in a particular way or in placing things within a specific context.’ Importantly though, the document reminds us that ‘the truth of the story is not affected at all by the fact that the Evangelists relate the words and deeds of the Lord in a different order and express his sayings not literally but differently, while preserving its sense’ (HTG IX).

We need to remember that although Luke and Matthew record the birth of Jesus very differently, the truth they are trying to convey is the same: Jesus was the Messiah, God in human form. Christians call belief that God took on human form to live among us, the Incarnation.

Prepare to Hear the Word

· Brainstorm what pupils remember about the birth of Jesus. Gather the ‘facts’ on the IWB. Use the information on Resource 4 to sort the information pupils give you into whose story it comes from: explain that there are two stories of Jesus’ birth, and that they are different. Explain that Luke and Matthew have different details in their stories: remind pupils that these stories weren’t written to try and describe what happened, instead they were written to say that, right from his beginning Jesus is God made man.

· Ask pupils to complete Resource 4 by drawing the scenes that belong to the correct author’s story. (see Block 2 Resource 1 for more complete answers)

· Explain that because it is the Year of Matthew you are going to learn about Matthew’s story of the birth of Jesus. Put Matthew 1:18-2:15 onto the IWB. (Older or more able pupils could go through to Mt 2:23)

Hear and Encounter the Word

· Allow pupils to hear the story: either read it to them or tell it in your own words with concrete materials. If you use a nativity set make sure you take out pieces that belong to Luke’s story – including any stable! Remember the setting: they are in Bethlehem in a house!

· Break the story into 3 scenes. Go through it again, either in role-play or freeze frame scenes to familiarize the pupils with the storyline.

· Joseph’s dream and the birth of the baby (Mt 1:18-15)

· The visit of the wise men (Mt 2:1-12) – explain that the visit of the wise men is celebrated in the Church on January 6 so you will not be focusing on them now.

· Joseph’s dream (Mt 2:13-15)

· Ask pupils to sequence the events using three pieces of the puzzle outline- ask them to draw a scene on each puzzle piece and retell the story as they make the puzzle. http://www.clker.com/cliparts/A/m/D/I/F/c/jigsaw-yellow-puzzle-piece-cutout-hi.png

· Focus on the titles given to Jesus. Put the passage on the IWB and play ‘word detective’ and find all the titles/descriptions given to Jesus.

· Mt 1:18 ‘Messiah’ [which means ‘the Anointed One’]

· 1:20 ‘from the Holy Spirit’

· 1:21 ‘Jesus’ [which is an English translation of the Jewish name Yeshua which means ‘to rescue’ or ‘deliver’ – we sometimes say ‘to save’]

· 1:23 ‘Emmanuel’ [which means ‘God with Us’]

· 2:2 ‘King of the Jews’; 2:6 ‘shepherd’)

Highlight these on the IWB. Discuss these titles/descriptions. Explain that Matthew uses these titles for Jesus to show that he thought that Jesus is God who had come to live with us as a human.

· Which title/s have you heard before? (K)

· Which one do you like the best? Why? (O/J))

· Which one helps us understand the Incarnation (that God came to be with us) best? (E)

· Which one makes Matthew’s belief in Jesus (that Jesus was God) the clearest? (E)

· Why do you think Matthew used so many different titles for Jesus? (S)

Ask pupils to draw, in decorative fashion, the title they like the best in their books.

Key Information for Teachers

Questions are labelled for thinking skills.

K – Knowledge;

O – Opinion; J – Justification;

E – Evaluation

S – Synthesis of information

· Go back to the O antiphons and learn the final one: O Emmanuel.

http://www.wdtprs.com/JTZ/o_antiphons/pp%20emmanuel.jpg

· Choose from the following activities according to your pupil’s needs and abilities.

· Focus on Joseph’s dreams. While in Luke the angel appears to Mary, in Matthew the angel appears to Joseph in dreams. Find the appearance of the angel in Mt 1:20-21 and 2:13. Ask pupils to draw Joseph asleep dreaming of the angel and its message.

· What does the angel tell Joseph?

· How does he respond?

· Use the titles and descriptions for Jesus in Matthew’s Gospel – see list above Link to ICT and ask pupils to make a ‘wordle’ of them. http://www.wordle.net

· Link to ICT and make an acrostic poem online using JESUS as the focus word. (http://www.readwritethink.org/files/resources/interactives/acrostic/

Respond to the Word

· Pray the O Antiphons during Advent

· Light a candle as the introduction is played to settle pupils into a prayerful atmosphere. You read each verse as it appears on the screen and ask pupils to read the verse which begins ‘Come….

http://www.youtube.com/watch?v=PruPSPyAHWg

· Sing the antiphon that is playing on this youtube clip: O Come O Come Emmanuel. Celebration Hymnal for Everyone 522; Hymns Old and New 384 and Laudate 112

http://www.youtube.com/watch?v=5BC8eW_V9pM

· Learn the chorus of the following song (note it is sung by a children’s choir called ‘Maranatha Kids’) and use it as a response to prayers of Intercession for Christmas. Maranatha is an Aramaic word which means ‘The Lord is coming!’

http://www.youtube.com/watch?v=DOG8uXqKgNI

Prayer

Open our eyes Lord, to the coming of your light.

Help us grow in hope

And give us the courage

To hope for your presence in our hearts,

Hope for your peace in our world

And hope for your promise in our lives.

We wait in joyful hope

For your coming into our hearts and lives

This Christmas.

We make our prayer

Through Christ, our Lord.

Amen


Have pupils tell the story ‘in the round’.

Arrange pupils into groups of three and ask them to sit in small circles. Make a set of cards (Resource 5) and place them in the middle of the pupils. Each person tells one scene of Matthew’s story of the birth of Jesus so that together the three pupils tell the whole story. Remind pupils to use the cards to remind them of what they must include (characters, setting and what happens). Ask pupils to swap positions (twice) so they all tell each scene. Afterwards ask them to do a simple self-assessment:

I know the whole story really well: I can tell it by myself.

I know the story quite well: sometimes I forget parts.

I know the story a bit: I like it when someone helps me tell it.


At Level 1 of AT 1 (i) pupils will be familiar with Matthew’s story of the birth of Jesus. They will require some assistance to tell the story.

At Level 2 pupils will be able to retell the whole story with the characters, setting and events intact, according to Matthew.

Evidence could be collected by their pupils’ own self-assessment or a photo of them telling the story in the round.

Move to AT 1 (i) Level 3: Belief drawn from text.

Put the titles and descriptions Matthew uses for Jesus onto card: one title per card. Have them in front of you as you speak to pupils.

‘Messiah’, ‘from the Holy Spirit’, ‘Jesus’, ‘Emmanuel’ [which means ‘God with Us’], ‘King of the Jews’, ‘shepherd’

Remind pupils that Matthew uses these titles for Jesus to show that he thought that Jesus was God who had come to live with us as a human. Ask pupils to choose the title or description that they think is the best one for showing that Jesus is God living among us.

Prompt questions to assist:

· Why do you like this title/description?

· Is it the one you chose earlier in our lessons? (ask them to look at their books)

· Matthew uses a lot of different titles for Jesus. Do you remember what he is trying to tell us by using so many?

· Which one do you think is the best of these?

· If you had to choose one of these to explain that at Christmas we celebrate Jesus as God born to live among us, which one would you use?

· Do you remember the word that we used to say that Jesus was God? We say that Jesus was the ……(Incarnation).


At Level 3 of AT 1 (i) pupils will be able to link belief to the story of the birth of Jesus.

Regardless of which title or description they choose, pupils will be able to explain how it reminds us that Jesus was God Incarnate: that God took on human form to become a human and live with us. Jesus was the Incarnation of God.

Depending on the ease and depth with which pupils do this they may be called an emerging or sound Level 3

Block 2 – From Advent to Christmas Year A

Suggested duration: 5-6 weeks

Cognitive Outcomes

Assessment Opportunities

Students will:

Block 2:

a. Describe and or explain the meaning and purpose of the ‘O’ Antiphons as part of prayer ritual used during Advent using appropriate religious terminology. (AT 1 (ii) Level 4 and 5)

b. Retell Matthew’s account of the birth of Jesus (AT 1 (i) Level 2)

c. Relate the titles for Jesus used by Matthew to belief in the Incarnation. (AT 1 (i) Level 3)

d. Make links between the O Antiphons and Matthew’s Jewish audience (AT 1 (i) Level 4)

e. Pray the O Antiphons

Include:

Outcome a: Response to Kip’s Mum Blog

Outcome b: Storytelling ‘in the round’

Outcome c and d: Written piece of work

Outcome e: Not assessed

Attitudes and Spiritual Dimensions



· An openness to the Incarnation in their own lives



Key Language

Genealogy, antiphon, liturgical year/calendar/seasons, gentile, Gospel, First Testament, family tree, Jesse Tree, Psalm, Incarnation, Messiah, Emmanuel, Maranatha

Other Curriculum links

English: Literacy strategies/techniques

Art: Jesse tree and creation of symbol

Maths:

PSHE/SMSC: Personal Reflection on care of self and others based on presence of God in the world

IT: Jesse Tree character, blog, use of internet – family tree

Teaching and Learning Strategies

Resources

Focus Question: What do we celebrate during Advent? AT 1 (ii)

This content of this framework is suitable for the seasons of Advent and Christmas, Year A

· Advent marks the beginning of the Liturgical Year. Find a Liturgical Calendar and explain how the Liturgical year works.

http://ocarm.org/en/sites/default/files/images/calendar.jpg

more complex one on:

http://ocarm.org/en/sites/default/files/images/liturgical_0.gif

or

http://www.mccrimmons.com/uploads/products/1992_1.jpg

Use one of the images to explain that the readings we hear at Mass (at our Liturgy), follow the life, death and resurrection of Jesus and so the Liturgical year starts with Advent: the time of waiting for the birth of Jesus.

· Ask pupils to find in what Liturgical Season is their birthday.

· Find the beginning of the Liturgical year at Advent. Establish pupil’s prior knowledge by asking them to complete a Y chart. Make the three sections of the Y as ‘I know this about Advent’; ‘I think I know this about Advent’; ‘I am not sure about this.’ Ask pupils to fill in all they know about Advent (or think they know) on the chart. Prompt their writing with questions if necessary.

· When do we celebrate Advent?

· What colour do we use at Advent?

· What does the word Advent mean?

· For how long does Advent last?

· What comes at the end of Advent?

· What sort of things do we do during Advent?

· Why is Advent important?

· Use the information below in KIT and KIP to explain aspects of Advent and to outline the content of your teaching.


Advent is the time of waiting before Christmas. It is a period of four weeks and begins four Sunday’s before Christmas, this year, 2013, on December 1.

The word “Advent” means ‘coming’ or ‘arrival’. In Advent we thank God for coming into our world as Jesus and for what his life brings to us. Advent gives us time to get ready for Jesus so that our lives can reflect the love and joy that we feel at Christmas.

Advent is characterised as a season of hope and expectation. The liturgical colour for Advent is purple.

Symbols are an important part of Advent: the Advent wreath was taught in the Year of Faith framework last year. For information see Topic 2, Advent and Christmas.

The Jesse Tree is another symbol associated with Advent. This framework teaches the Jesse tree.

Prayer is also an important part of Advent. The Readings used during the four Sundays of Advent introduce us to people who prepared for the birth of Jesus: people like John the Baptist and Mary.

We also prepare by praying special prayers, among them the ‘O’ antiphons.

This framework teaches the O Antiphons.

· Introduce Matthew’s Gospel as the Gospel for this year: Year A. Explain that the Church has a 3 year cycle across the Gospel of Matthew (Year A), Mark (Year B) and Luke (Year C). Over the year, stories from the Gospel of the Year are read, so people hear most of the story from start to finish during the year. From Advent this year (2013) to the start of Advent 2014, the Gospel we will read is the Gospel of Matthew. Explain that Matthew’s Gospel will be the Gospel you will study this year. John’s Gospel is read during Easter each year.

· Ask pupils to find the Gospel of Matthew in a Bible. Note:

· It is a Gospel – a story of ‘Good News’ about Jesus

· The Gospel of Matthew is quite long: 28 chapters

· Originally the writing had no name on it: it was named ‘Matthew’ in the 4th Century by the early fathers who thought it might have been written by one of the disciples during Jesus’ lifetime. We don’t think that now. We think instead that whoever wrote this book had heard about Jesus from others and came to believe in him. We think the writer was a Jew.

· It is the first of the four Gospels in the Bible (although it was not the first to be written – whoever ‘Matthew’ was he copied a lot of his Gospel from ‘Mark’, which was the first Gospel to be written.)

· We are sure why he wrote his Gospel though: he wanted people to believe, as he did, that Jesus was God as human. (The Incarnation of God). Matthew’s Gospel (like all the Gospels) is biased! He believes in Jesus and he wants to persuade others to believe in him too.

· We also think the people he wrote for were mostly Jewish, like Jesus himself, as Matthew includes a lot of quotes from the First (Old) Testament (which Mark does not have) and he tries very hard to link Jesus to the stories of the Jewish people.

· Ask pupils to begin a concept map about the Gospel of Matthew. Ask them to stick it in the front or back cover of their books so they can add to it during the year. See Block 1 Resource 1 for a simple example. Ask pupils to put the information you have just shared about Matthew onto their map now. If possible, link to IT and make the map on the computer.

OR use the poster about Matthew on www.thebibledoctor.com

The Jesse Tree

· Find Matthew 1:1-17. Put it on the IWB. Read it to the pupils as best you can! Explain that Matthew begins his Gospel with a family tree. Explain a family tree – make a simple family tree for yourself or one of the pupils on the board to explain how they work. Introduce the term genealogy – a person’s ‘line of descent’. Matthew 1:1-17 is called the genealogy of Jesus.

· Discuss why someone would investigate and prepare a family tree. Extend this discussion to ask; ‘Why would Matthew (in particular) put a family tree (the genealogy of Jesus) at the beginning of in his Gospel?’ Ask pupils to use the information on their concept map to propose some answers. (The answer is that it links Jesus to his Jewish ancestors, especially King David. The Messiah was predicted to come from the ‘House (family) of David’ so by placing the family tree first in his Gospel, Matthew says from the very beginning that Jesus is identified as the Messiah they were waiting for. )

· Ask the pupils to trace their genealogy at home. For an example of tracking through PARENTS only see: http://blogs.ancestry.com/ancestry/files/2009/03/180fanchart_reedsmall.jpg Be sensitive to family circumstances.

· Explain that during the season of Advent one of the ways we remember Jesus’ genealogy (all those who were part of Jesus’ family) is by making a Jesse Tree. Make a Jesse Tree:

· Use a bare branch shaped like a tree. Stand it in a bucket of sand or dirt to keep it stable.

· Gather some medium sized branches and hang them to be the frame of a mobile: put the symbols on the branches so they hand down into the room.

· Ask pupils to trace their hands, colour or paint the hands brown and cut them out. Put them onto the wall in the shape of a tree.

· Use a Christmas tree but decorate it as a Jesse tree.

· See these other examples:

http://paideaclassics.org/images/ext/box120.jpg?1198334212476d2104c973f

http://catholicartworks.com/Images/by_subject/sample_llco_nl_Jesse_Tree.jpg

http://christmas.yourway.net/files/2011/11/jessetree.jpg

· Add the caption, ‘Matthew’s Gospel begins with the family tree of Jesus’, to your tree.

· Once your tree is made, pair or group pupils and ask them to make symbols for some of the people in Jesus’ family. Explain who the people were and how the symbol helps us remember them using the information in Block 2 Resource 1. Older or more able pupils may be able to find and read the Scripture passages themselves.

· Ask pupils to make a fact file for each person on the Jesse Tree (see Block 2 Resource 2)

· Hang the symbols on the tree. As you hang each one, pray: ‘Come Lord Jesus, come to live with us.’

· Go back to Matthew’s Family Tree and read it again slowly, noting those people Matthew has named who are on your tree. (see Block 2 Resource 1 for who is in Matthew’s list.)

The ‘O’ Antiphons

· Explain that prayer is another important part of the season of Advent. At any time, prayer strengthens our relationship with God, during Advent it helps us focus on what is going to happen and it gets us ready to be ready! One form of prayer we say during Advent is the ‘O’ Antiphon.


The ‘O’ Antiphons are short prayers sung as part of the evening prayer of the prayers (called Liturgy of the Hours) that priests, members of religious communities and others use each day. There are seven ‘O’ Antiphons; a different one is said for each of the seven days before Dec 24th.

The ‘O’ antiphons get their name from the first word in each one, ‘O’. An ‘antiphon’ is a verse sung before or after a Psalm or reading. During Advent, the ‘O’ Antiphons are sung before and after the Magnificat.

· Look at ‘The Follower,’ the Diocesan magazine. Pages 44 and 45 contain information about the ‘O’ Antiphons. Use a ‘wheel’ graphic organiser to gather information from the article – either ask pupils to complete the wheel themselves or complete it on the IWB as a class. For an example see http://www.eduplace.com/graphicorganizer/pdf/wheel_eng.pdf

· Print out the 7 antiphons from Block 2 Resource 3

· Explain the structure of an antiphon.

· A title for Jesus

· Something about Jesus (related to the title)

· An invitation to ‘come’ to us

· A plea (request) to do something for us

· Ask pupils to rewrite the antiphons more simply if necessary.

· Choose from the following activities:

· Group pupils and ask them to make up actions to go with each antiphon. Pray this antiphon as your morning prayer using the actions.

· Look up the Scripture passages associated with each antiphon (see Block 2 Resource 2) Make small representations of the image of the antiphons and hang them on your Jesse Tree.

· Google ‘O antiphon symbols’ and find those used in ‘The Follower’. Ask pupils to construct a display or project using these symbols of others they find in their search. Ask pupils to make ‘fake’ Christmas crackers out of paper decorated with the antiphon, rolls and ribbon.

· Make bookmarks of the antiphons for the pupils’ Books. Use the symbols of the antiphons and the Advent colours. Read Christmas picture stories and use the bookmarks.


KIP’s Mum has set up a blog: that is a chat page for pupils to put work up on. Have pupils write a small ‘blog’ for Kip’s mum explaining the O Antiphons. Explain the task clearly: they should describe what the antiphons are and explain how they are part of the season of Advent. They should use correct terminology, eg: O antiphon; title for Jesus, Advent, prayer ritual.

More able pupils should be able to explain the purpose of prayer during Advent.


Pupils at AT 1 (ii) Level 4 will be able to describe what the O Antiphons are and how and when they are said.

Pupils at Level 5 will also be able to explain the purpose for the antiphons, that is, why we say them and how we hope they help us get ready for the birth of Christ.

Focus Question: How does the Matthew’s story of Jesus’ birth meet the needs of his community? AT 1 (i)

Prepare to Hear the Word

· Ask pupils to complete the grid on Block 2 Resource 4 to establish their prior knowledge of the birth stories of Jesus.


During Vatican II Pope Paul VI asked his Biblical Commission to explain why there are differences in the Gospel accounts of the life of Jesus. They wrote their answer as a document called ‘The Instruction Concerning the Historical Truth of the Gospels’.

In this document the commission tells us that ‘each evangelist chose a method suited to their purpose; they reduced or adapted material, re-ordered and explained others, all determined by what would be useful to their audience.’ People studying the Bible were told to ‘seek out what each evangelist meant in recounting events or sayings in a particular way or in placing things within a specific context.’ Importantly though, the document reminds us that ‘the truth of the story is not affected at all by the fact that the Evangelists relate the words and deeds of the Lord in a different order and express his sayings not literally but differently, while preserving its sense’ (HTG IX).

We need to remember that although Luke and Matthew record the birth of Jesus very differently, the truth they are trying to convey is the same: Jesus is the Messiah, God as human. Christians call belief that God took on being human to live among us, the Incarnation.

· Explain that there are two accounts of the birth of Jesus (in the Gospel of Luke and the Gospel of Matthew) and they are very different from each other. Remind pupils that the Gospels were not written to describe exactly what happened, rather they are sacred stories that teach us about God through the life of Jesus who, we believe, was God as human.

· Note that the stories have different details: remind pupils that this story wasn’t written to try and describe what happened, instead it was written to say that, right from his beginning, Jesus was different – he was God made human.

· Explain that because it is the Year of Matthew you are going to learn about Matthew’s story of the birth of Jesus. Tell pupils that one of the most important things you should do before reading a Gospel story is try and find out who it was written for. Explain that Biblical scholars think that Matthew was writing for a Jewish community – a community who used to be Jews but are now thinking that Jesus was the Messiah the Jews were waiting for. Not all Jews believed Jesus was their Messiah as modern Jews are still waiting for the messiah to come, but a group of them, some who knew Jesus in his lifetime and others who spoke to those who did, came to realise that Jesus was their long-waited for Messiah. Matthew writes his Gospel to reassure his community that. Yes, Jesus was the Messiah! Give copies of Matthew’s Gospel poster from www.thebibledoctor.com or ask pupils to find it online.

· Put Matthew 1:18-2:23 onto the IWB. (Younger or less able pupils could stop at 2:15)

Hear and Encounter the Word

· Allow pupils to hear the story: either read it to them or tell it in your own words with concrete materials. If you use a nativity set make sure you take out pieces that belong to Luke’s story – including any stable! Remember the setting: they are in Bethlehem in a house!

· Put the text onto the IWB. Divide it into 5 scenes.

· Mt 1:18-25

· Mt 2:1-12

· Mt 2:13-15

· Mt 2:16-18

· Mt 2:19-23

Read through it slowly. Note the characters in each scene (in particular the angel and Matthew’s voice as he explains what has happened. eg Mt 1:22-23; 2:5-6; 2:17-18; 2:23.) Note that Matthew links the First (Old) Testament to the birth of Jesus by quoting from it. Look for his words ‘All this took place to fulfil…etc. Make clear: This is one of the reasons we think Matthew was a Jew writing for a Jewish community: he links Jesus to the Jewish ancestors and their experiences. Luke does not do this; he doesn’t seem as concerned about establishing Jesus’ connection to Jewish history and people.

· Break the pupils into 5 groups and allocate one scene to each group.

· Mt 1:18-25

· Mt 2:1-12

· Mt 2:13-15

· Mt 2:16-18

· Mt 2:19-23

Ask the groups to complete the Scripture Think Pad on Resource 5. Remind them that they need to watch for the presence of the angel and for Matthew’s own voice when he explains why things have happened. Tell them that they must look carefully for anything Matthew tells us about Jesus: in actual words (titles and descriptions) or by ‘reading between the lines’ – what ‘sense’ do they get about what Matthew thinks of Jesus. Ask groups to report back on their findings, in particular, their answer to the question: ‘What do we learn about Jesus?’ Ask pupils to record what Matthew believes about Jesus in their books.

· Focus on the titles given to Jesus. Find them in the Gospel and list them on the IWB.

· Mt 1:18 ‘Messiah’ [which means ‘the Anointed One’]

· 1:20 ‘from the Holy Spirit’

· 1:21 ‘Jesus’ [which is an English translation of the Jewish name Yeshua which means ‘to rescue’ or ‘deliver’ – we sometimes say ‘to save’]

· 1:23 ‘Emmanuel’ [which means ‘God with Us’]

· 2:2 ‘King of the Jews’; 2:6 ‘shepherd’)

Discuss these titles/descriptions. Explain that Matthew uses these titles for Jesus to show his belief in Jesus: that he thought that Jesus was God who had come to live with us as a human. Explain that Matthew’s Gospel was written a long time after the death and resurrection of Jesus so the titles are very deliberate – Jesus was probably not called these titles in his lifetime. See KIT.


Matthew wrote his Gospel around the year 80 CE. Jesus died around the year 30. It was not until after Jesus died and rose from the dead that people looked back on his words and actions, his death and resurrection and then realised who he was. They then began using titles to speak of him: titles that recognized and reflected who he was!

· Discuss the titles Matthew uses.

· Which title/s have you heard before? (K)

· Which one do you like the best? Why? (O/J))

· Which one helps us understand the Incarnation (that God came to be with us) best? (E)

· Which one makes Matthew’s belief in Jesus (that Jesus was God) the clearest? (E)

· Which one would Matthew’s Jewish community like the best? (S)

· If you were to write a Gospel, what title/s would you use? (A)

· Why do you think Matthew used so many different titles for Jesus? (S)


Questions are labelled for thinking skills.

K – Knowledge;

O – Opinion; J – Justification;

E – Evaluation

S – Synthesis of information

A – Application

· Link to ICT and have pupils make a ‘wordle’ of the titles Matthew uses. http://www.wordle.net

OR

Make an acrostic poem for the name JESUS using the titles and descriptions Matthew gives to him http://www.readwritethink.org/files/resources/interactives/acrostic/

· Ask pupils to evaluate and rank the titles and descriptions Matthew uses according to whether or not they think they explain the Incarnation.

Respond to the Word

· Pray: The O Antiphons you taught all emphasise the Jewish nature of Jesus and our links to the Jewish people. Pray the Antiphons

· Light a candle as the introduction is played to settle pupils into a prayerful atmosphere. You read each verse as it appears on the screen and ask pupils to read the verse which begins ‘Come….

http://www.youtube.com/watch?v=PruPSPyAHWg

· Sing the antiphon that is playing: O Come O Come Emmanuel. Celebration Hymnal for Everyone 522; Hymns Old and New 384 & Laudate 112

http://www.youtube.com/watch?v=5BC8eW_V9pM

· Learn the chorus of the following song (note it is sung by s children’s choir called ‘Maranatha Kids’) and use it as a response to prayers of Intercession for Christmas. The word Maranatha is Aramaic and means ‘The Lord is Coming!’

http://www.youtube.com/watch?v=DOG8uXqKgNI

Prayer

Lord Jesus,

master of both the light and the darkness,

send your Holy Spirit to be with us

during our Advent preparations.

We, who have so much to do,

Seek quiet space to hear your voice each day.

We, who are anxious over many things,

Look forward to your coming among us.

We, who are blessed in so many ways

Long for the complete joy of your kingdom.

We, whose hearts are heavy,

Seek the joy of your presence.

We are your people,

Walking in darkness,

Yet seeking the light.

To you we say,

“Come, Lord Jesus!”

Rich Assessment Opportunities:

AT 1 (i) Level 2

Ask pupils to tell the story ‘in the round’.

Put pupils into groups of five and ask them to sit in small circles. Make a set of cards (Block 1 Resource 5) and place them in the middle of the pupils. Each person tells one scene of Matthew’s story of the birth of Jesus so that together the five pupils tell the whole story. Tell pupils to use the cards to remind them of what they must include (characters, setting and events). Ask pupils to swap positions (four times) so they all tell each scene. Afterwards ask them to do a simple self-assessment of their knowledge of the story:

Yes! They know the story!

Well, they know bits of it….some bits a still a bit muddled!

With someone to help they can tell the story fine!

Move to AT 1 (i) Level 3 and 4 (Linking the ‘O’ Antiphons to Matthew’s story of the birth of Jesus) PLUS AT 1 (ii) Level 3

Part 1: Remind pupils of what we think Matthew’s community were like. Ask pupils to choose the title they think Matthew’s community would have found most exciting or reassuring. Ask them to write a persuasive piece (letter, advertisement, invitation) as a member of Matthew’s community explaining what you believe (are trying to say) when you use this title for Jesus. AT 1 (i) Level 3

Part 2: Ask pupils to write their own ‘O’ antiphon using the title of their choice. Use the structure of the antiphons studied earlier: AT 1 (i) Level 4

· Their chosen title for Jesus

· Something about Jesus (related to the title but taken from Matthew’s birth story)

· An invitation to ‘come’ to us (now, in your community)

· A plea (request) to do something for us (in your community)

Part 3: Ask pupils to finish their piece of writing explaining why the Antiphons, individually and collectively, are a good way to prepare for the birth of Jesus. AT 1 (ii) Level 3 and 4


The significant difference between Level 3 and 4 of AT(ii) is that knowledge, at Level 3 applied to one aspect of prayer and ritual, is applied to a larger whole liturgy at level 4.

Comment pupils might make about the usefulness of praying an Antiphon (its ability to focus you, express something, connect you to God, make you more aware of what is happening) need to be extended and applied to the whole series of Antiphons to achieve Level 4.

NOTE: Good examples of writing, photographs of pupil’s working etc. could be sent to Mark Nash at the Diocese of Westminster for inclusion in the next edition of ‘The Follower’.

BLOCK 1 RESOURCES

Resource 1: Simple concept Map for the Gospel of Matthew

Resource 2: The Jesse Tree (adapted to include ONLY those family members in Matthew’s genealogy – see Block 2 for other family members often in a Jesse Tree)

Abraham: Abraham was the first member of the Israelite family. Abraham was promised as many descendants as stars in the sky. He was married to Sarah and they had a son, Isaac. Symbol: A Star.

Isaac: The son of Abraham and Sarah. A story that tells us that Abraham took Isaac to a mountain to sacrifice him to show his great love of God but God did not let it happen and so Abraham sacrificed a ram instead. The mountain they were on is the mountain where the Temple was eventually built. Isaac married Rebekah and they had twin boys, Jacob and Esau. Symbol: A ram (male sheep).

Jacob: Jacob was one of the twin sons of Isaac and Rebekah. He married Rachael and Leah (he had 2 wives) and had 12 sons and many daughters (but we don’t know how many!) Jacob changed his name to Israel so his family were called the 12 tribes of Israel, or, the Israelites. Symbol: a name badge with both names on it.

Jesse: The father of King David. His name is the name of the family tree. Symbol: a tree.

David: King David was the best king of the Israelite people. We say Jesus was ‘from the house (family) of David).’ In Luke’s Gospel Mary and Joseph had to travel to Bethlehem because Joseph was from ‘the house of David.’ Symbol: A crown.

Solomon: Solomon was the son of King David and the third King of the Israelites. He built the Temple in Jerusalem on the mountain where Abraham was going to sacrifice Isaac.

Ruth: Ruth was from a country called Moab where they did not believe in God. She married a Jewish man but after her husband died his mother, Naomi, told Ruth that she should go back to her own people. Ruth said No, she would stay with Naomi and that Naomi’s God would be her God. We remember Ruth because she loved God very much. Symbol: A red heart.

Joseph: Was the husband of Mary. He was from the house (family) of King David. Joseph was a carpenter but as a carpenter he would have worked with stone and wood. Symbol: A hammer.

Mary: Mary came from a very poor family. She was promised in marriage to Joseph when she found she was to have a child. We remember Mary and the great love she had for Jesus. Symbol: A blue heart.

Jesus: Jesus – the one we call the Messiah, or the Christ – both words mean ‘the Anointed One!’ Christians believe that Jesus was God made human – that means that God actually became human and loved like us and with us. We call Jesus the Light of the World. Symbol: a light – candle or lamp

Resource 3:

2 of the ‘O’ Antiphons for Evening Prayer, Liturgy of the Hours

O Root of Jesse, you stand as a sign for the peoples; before you kings shall keep silence and to you all nations shall have recourse. Come, save us, and do not delay.

O Emmanuel, God with us, our King and lawgiver, the expected of the nations and their Saviour: come to save us, O Lord our God.

For a full list see Block 2 Resource 2

Resource 4: The Birth of Jesus: Luke and Matthew

Luke 2:1-2:20

Matthew 1:18-2:23

Caesar calls a

census

The family go

to

Bethlehem

The baby is

born

Shepherds visit

the baby

Wise men visit

the baby

An angel tells

Joseph that

King Herod

wants to

kill Jesus

Joseph takes

the family to

Egypt

The family

return after

Herod has

died and settle in Nazareth

ANSWERS

Luke 2:1-2:20

Matthew 1:18-2:23

Caesar calls a

census

YES

NO

The family go

to

Bethlehem

YES

NO

The baby is

born

YES

YES

Shepherds visit

the baby

YES

NO

Wise men visit

the baby

NO

YES

An angel tells

Joseph that

King Herod

wants to

kill Jesus

NO

YES

Joseph takes

the family to

Egypt

NO

YES

The family

return after

Herod has

died and settle in Nazareth

NO

YES

See Block 2 Resource 1 for more complete answers.

Resource 5: Storytelling ‘in the round’

Cut out the circles to prompt accurate storytelling

BLOCK 2 RESOURCES

Resource 1: The Jesse Tree (those found in Matthew’s genealogy are highlighted)

Abraham: Abraham was the first member of the Israelite family. Abraham was promised as many descendant as stars in the sky. He was married to Sarah and they had a son, Isaac. Symbol: A Star.

Isaac: The son of Abraham and Sarah. A story tells us that Abraham took Isaac to a mountain to sacrifice him to show his great love of God but that God provided a ram instead. The mountain they were on is the mountain where the Temple was eventually built. Isaac married Rebekah and they had twin boys, Jacob and Esau. Symbol: A ram (male sheep).

Jacob: Jacob was one of the twin sons of Isaac and Rebekah. He married Rachael and Leah (he had 2 wives) and had 12 sons and many daughters (but we don’t know how many!) Jacob changed his name to Israel so his family were called the 12 tribes of Israel, or, the Israelites. Symbol: a name badge with both names on it.

Joseph: Joseph was Jacob‘s (Israel’s) favourite son. Israel gave Joseph a beautiful coat that made his brothers jealous so they sold him as a slave to some Egyptians and he was taken there to live. Eventually Jacob (Israel) and the whole family moved to Egypt too – and when the Pharaoh treated the people harshly, Moses had to lead them to freedom. Symbol: A coat of many colours.

Moses: Moses was a great leader. We remember Moses as he and his brother and sister (Aaron and Miriam) led the people to freedom from slavery in Egypt. Symbol: A ‘staff’ – shepherd’s crook.

Jesse: The father of King David. His name is the name of the family tree. Symbol: a tree.

David: King David was the best king of the Israelite people. We say Jesus was ‘from the house (family) of David).’ In Luke’s Gospel Mary and Joseph had to travel to Bethlehem because Joseph was from ‘the house of David.’ Symbol: A crown.

Solomon: Solomon was the son of King David and the third King of the Israelites. He built the temple in Jerusalem on the mountain where Abraham was going to sacrifice Isaac.

Isaiah: Isaiah was a great prophet. He called the people to remember their promises to God during a time of hardship when many had forgotten. Some of his writing is in the Book of Isaiah. Symbol: A scroll.

Joshua: A story in the Bible tells us about Joshua leading the people in a battle. We remember him because he was courageous. Symbol: A sword and shield.

Jonah: One of the stories in the Bible tells of a man, Jonah, who, although he knew God wanted him to tell the people of Ninevah that they were not following God’s commands, didn’t want to. So he tried to escape on a boat. According to the story, God arranged for a severe storm, so rough that Jonah was thrown overboard; but God saved Jonah by a fish swallowing him, taking him to Ninevah and spitting him out on the beach! Symbol: A huge fish.

Noah: A story in Genesis tells us that Noah was asked by God to build an ark (boat) and to collect his family and some animals into it. The story tells us God sent a flood but Noah and his family and animals were saved. Eventually the water subsided and a rainbow filled the sky. It reminds us of Noah and his family. Symbol: A rainbow

Ruth: Ruth was from a country called Moab where they did not believe in God as the Jews did. She married a Jewish man but after her husband died his mother, Naomi, told Ruth that she should go back to her own people. Ruth said No, she would stay with Naomi and that Naomi’s God would be her God. We remember Ruth because she loved God very much. Symbol: A red heart.

John the Baptist: John was the son of Zechariah and Elizabeth. He baptised Jesus in the Jordan River just before Jesus began his work and teaching. Symbol: A river.

Joseph: Was the husband of Mary. He was from the house (family) of King David. Joseph was a carpenter but as a carpenter he would have worked with stone and wood. Symbol: A hammer.

Mary: Mary came from a very poor family. She was promised in marriage to Joseph when she found she was to have a child. We remember Mary and the great love she had for Jesus. Symbol: A blue heart.

Jesus: Jesus – the one we call the Messiah, or the Christ – both words mean ‘the Anointed One!’ Christians believe that Jesus was God as human– that means that God actually became human and loved like us and with us. We call Jesus the Light of the World. Symbol: a light – candle or lamp

JESSE TREE SCRIPTURE REFERENCES

Those in Matthew’s genealogy.

Abraham: Gen. 12:1-3

Isaac: Gen. 22:1-14

Jacob: Gen. 25:1-34; 28:10-15

David: 1 Sam. 17:12-51

Solomon: 1 Kings 3:5-14, 16-28

Ruth: Ruth 1:1-22

Joseph: Matt. 1:18-25

Mary: Matt. 1:18-25; Luke 1:26-38

Those NOT in Matthew’s genealogy but on the Jesse tree.

Joseph: Gen. 37:23-28; 45:3-15

Moses: Ex. 2:1-10

Jesse: 1 Sam. 16:1-13

John the Baptist: Mark 1:1-8

Resource 2: Your Jesse Tree person.

Either: Enlarge this page onto A3 and ask pupils to make an ID file of their person by writing on the page OR link to IT and ask them to write into the text box on the screen of this image.

Resource 3: The O Antiphons

‘O’ Antiphons for Evening Prayer, Liturgy of the Hours

O Wisdom, who came from the mouth of the Most High, reaching from end to end and ordering all things mightily and sweetly: come, and teach us the way of prudence.

O Adonai, you appeared to Moses in the fire of the burning bush and on Sinai gave him your law. Come, and with outstretched arm redeem us.

O Root of Jesse, you stand as a sign for the peoples; before you kings shall keep silence and to you all nations shall have recourse. Come, save us, and do not delay.

O Key of David and Sceptre of the House of Israel; you open and no man closes; you close and no man opens. Come, and deliver from the chains of prison those who sit in darkness and in the shadow of death.

O Dawn of the East, brightness of light eternal, and sun of justice: come, and enlighten those who sit in darkness and in the shadow of death.

O King of the Gentiles and their desired One, the cornerstone that makes both one: come, and deliver man, whom you formed out of the dust of the earth.

O Emmanuel, God with us, our King and lawgiver, the expected of the nations and their Saviour: come to save us, O Lord our God.

Scripture references for the ‘O’ Antiphons

December 17 Jesus is Wisdom: Sirach (or Ecclesiasticus in old Bibles) 24:2; Wisdom 8:1

December 18 Jesus is Lord: Ex. 3:2; 20:1

December 19 Jesus is the Flower of Jesse: Isaiah 11:1-3

December 20 Jesus is Key of David: Isaiah 22:22

December 21 Jesus is the Radiant Dawn: Psalm 19:6-7

December 22 Jesus is King of the Gentiles: Psalm 2:7-8; Ephesians 2:14-20

December 23 Jesus is Emmanuel: Isaiah 7:14; 33:22

December 24 Jesus is Light of the World: John 1:1-14

Resource 4: SCRIPTURE KNOWLEDGE! The Birth of Jesus according to Luke and Matthew

The Author

Luke 1:1-2:20

Matthew 1:18-2:23

Does an angel announce

that Jesus will be born?

Does Mary visit Elizabeth?

Does Mary sing her

‘Magnificat’?

Is there a census?

Is there a journey to

Bethlehem?

Is there a donkey?

Where is the baby born?

Who visits the baby?

Is there a star?

Does King Herod want to

visit ‘this new king’?

Does an angel warn the

family that King Herod

wants to destroy the

baby?

Do the family go to

Egypt?

Do the family return from

Egypt after Herod has

died?

ANSWERS

The Author

Luke 1:1-2:20

Matthew 1:1-23

Does an angel announce

that Jesus will be born?

Yes. An angel comes to

Mary.

Yes. An angel comes to

Joseph.

Does Mary visit Elizabeth?

Yes

No

Does Mary sing her

‘Magnificat’?

Yes

No

Is there a census?

Yes

No

Is there a journey to

Bethlehem?

Yes

No, the family are already

living in Bethlehem

Is there a donkey?

No, Luke doesn’t mention

a donkey

No

Where is the baby born?

Because there is no room

in the Kataluma (guest

room of the house) the

baby is born with the

animals and placed

in a manger

Matthew doesn’t say

Who visits the baby?

Shepherds, with a choir of

angels

Wise men from the East.

They bring gifts for the

baby

Is there a star?

No

Yes

Does King Herod want to

visit ‘this new king’?

No

Yes

Does an angel warn the

family that King Herod

wants to destroy the

baby?

No

Yes. An angel tells Joseph

that he must leave and go

to Egypt to keep the baby

safe

Do the family go to

Egypt?

No

Yes

Do the family return from

Egypt after Herod has

died?

No

Yes. An angel tells Joseph

that is it safe to return to Nazareth

Resource 5: SCRIPTURE THINK PAD

CHARACTERS:

(Who is there? Watch for the angel and Matthew’s voice!)

1.

2.

3.

4.

TEXT REFERENCE:

----------------------------------------------

SUMMARY of EVENTS/PLOT:

(what happens?)

1.

2.

3.

4.

5.

What do we learn about Joseph?

What do we learn about Jesus?

(from the actual words in the text and by ‘reading between the lines’)

References

Children’s Literature

Teacher Resources

YOUTUBE

See body of the framework.

BOOKS

Generic books useful for the teaching of RE

Merrell, Judith. 2001, New Ideas for Creative Prayer, Scripture Union, England.

O’Brien, K. and White, D. 2001, The Thinking Platform: Strategies to foster Whole Brain Thinking in the Cooperative Classroom, K.D. Publications, Marayong.

O’Brien, K., White, D. and Todd, S. 2003, Into the Deep: Strategies to foster ‘DEEP’ Thinking in the Religious Education Classroom, K.D. Publications, Marayong.

Ryan, Maurice. 2003, Expressions: A Religion Series for Catholic Primary Schools, Social Science Press, Australia.

USEFUL WEB SITES

www.thebibledoctor.com

Other links in body of framework.

MUSIC/DVD’s

The people he wrote for:

The Author:

The Gospel of Matthew

Some of the things we see in his writing:

Some of his stories:

Events

Characterss

Setting

Start here!

Who is your person?

What did they do?

Draw a picture of them and their life

Why do you think we remember them? Because….

What is their symbol?

Do you think it is a good symbol? Why? Why not?

If you had to choose a new symbol for them, what would it be?

Decorate your page!!!

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A Year of Faith

From Advent to Christmas

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