We Belong to the Lord Jesus Year Two CCCB Catechetical Resource.

We Belong to the Lord Jesus Year We Belong to the Lord Jesus Year Two Two

CCCB Catechetical Resource

The Levels in the SeriesThe Levels in the SeriesDivision OneDivision One

• Created in the image of God

• Invited by Jesus to belong to God the Father

• Called by Jesus to break bread together

• Gathered in unity to be the people of God

The Levels in the SeriesThe Levels in the SeriesDivision 2Division 2

• Knowing Jesus through those closest to him

• Being one with the Lord, who lives on in the Church

• Witnessing to God’s Spirit in the world.

Levels in the Series Division 3Levels in the Series Division 3

• Believe in Me: We believe in God, We believe in Jesus Christ

• Stand By Me: We believe in the Holy Spirit, We believe in the holy Catholic Church

• Be With Me: We are called to live in loving relationship with God, others and ourselves.

Theological OrientationTheological Orientation

• We meet Jesus on the road to Emmaus through the story of Cleopas and his companion.

• On the way to Emmaus we meet Jesus first through his word and then in the breaking of bread.

• We Belong to the Lord Jesus gives a catechesis of the Sunday Eucharistic liturgy.

Theological OrientationTheological Orientation• Through the Eucharist the Lord Jesus comes to

meet the children.– First is in the story of God– The second is in the sharing of the meal

• Through these actions the disciples eyes and hearts were opened to see Jesus

• The Church repeats these actions in the Eucharist

• The catechist and children are invited to join Jesus as their companion on their journey through life.

Liturgical OrientationLiturgical Orientation

• “The Eucharist is ‘rooted in the ordinary, in human values and gestures.’”

• These acts and gestures mediate God’s presence to us.


• The structure of the Mass is handed down to us.

• The Mass is one single act of worship with two main parts.

• The basic structure does not change, however there are adaptations and options that can be used.


• The gathering rites assemble, unite and prepare us to hear God’s word and celebrate the Eucharist.

• In the Liturgy of the Word we listen and hear God’s word proclaimed.

• Christ is present in God’s word and we are nourished and fed.

• This is not a private act but a communal act of worship.


• “Formed as a community and nourished at the Table of the Word, our immediate response is twofold: we recite the Creed and make intercession.”

• In the creed we affirm our faith in God.

• In the Intercessions, we offer prayers for the Church, the world, the community and individual needs.


• On the night before he died, Jesus gave us the Eucharist in the context of a meal.

• We repeat his fourfold action every time we celebrate the Eucharist.– He took bread and wine, blessed God for them,

broke the bread and poured out the wine, gave it as food and drink for is disciples.


• The fruit of God’s creation and the work of human hands.

• Jesus acknowledges God as creator and human work.

• God’s creation and human work are associated in the mystery of Christ and our salvation in him.

“He took bread and wine”


• “A prayerful act of praise and thanksgiving to God for all God’s creative, redemptive and sanctifying deeds.”

• This act is an offering of the whole of creation to God in Jesus death and resurrection.

• God’s wonderful works become present and real.

• We make this same offering.

“Blessed God for them”


• The bread and wine become the body and blood of Christ.

• We are united with Christ’s sacrifice on the cross.

• We, the Church, become the Body of Christ, the “living sacrifice of praise”.

• We are placed at the heart of Christ’s paschal sacrifice.


• The early Christians called the Eucharist the Breaking of Bread.

• It symbolizes “Christ’s life broken on Calvary and poured out for the whole world.”

• All who eat this bread and drink this cup are united in Christ, become one body in him.

“Broke the bread and poured out the wine”


• This is the ritual climax of our participation in Christ’s sacrifice.

• Jesus gives us his body to eat and his blood to drink.

• The gestures of feeding one another and being fed become “presence carriers”.

• We are invited personally and communally to eat and drink at the Table of the Lord.

“Gave it as food and drink for his disciples


• We come together as community to be fed and nourished at the Table of the Lord.

• We join together to sing the communion song and after everyone has eaten we join together in silent and prayerful thanksgiving.

• At the end of the celebration we are sent out into the world to be Eucharistic people, to serve others especially the poor.

• We bring Christ to the world and to everyone we meet, by our lives, our witness and our mission.

Catechetical OrientationCatechetical Orientation

• Having received the assurances that we belong to God and that nothing can come between us and God’s love made visible in Christ, the children focus in year two on the Lord Jesus.

General AimGeneral Aim

“The general aim of the year 2 program is to deepenthe experience of belonging to God by growing in friendshipwith the Lord Jesus who, through the power of the Holy Spirit, shows us the caring, compassionate, forgiving love of God, especially when we gather with the Christian communityto celebrate the Eucharist.”

Content: Meeting the Lord Jesus Content: Meeting the Lord Jesus in the Christian Community as itin the Christian Community as it

1. Gathers

Unit 1 to be part of the circle of friends

Unit 2 to belong to the Lord Jesus

2. ListensUnit 3 to hear the word of God

Unit 4 to hear God’s word as Mary did

Unit 5 to profess our faith and pray for all

Content: Meeting the Lord Jesus Content: Meeting the Lord Jesus in the Christian Community as it in the Christian Community as it

3. Eats and drinks

Unit 6 to thank God for the gifts of the earth

Unit 7 to praise and thank God for Jesus

Unit 8 to remember Jesus given for us

Unit 9 to eat and drink at God’s table

4. Is sent forth

Unit 10 to celebrate God everywhere

The ProcessThe Process

• A joyful experience of growing in friendship with the Lord Jesus.

• A joyful experience of belonging to the Sunday assembly as it celebrates Eucharist.


• Gathering the folks• being welcomed and opening our lives in hospitality

• Christ is present

• Telling the stories• by listening we learn, obey and respond

• we are nourished and dwell in the word of God


• Sharing the meal• the community is nourished spiritually and grows in

holiness

• we are drawn into oneness with the community

• Going back to the world• we are sent out to serve the world, especially the poor

• we go out as disciples, witnesses and messengers and bring Christ’s presence

Immersion in SymbolImmersion in Symbol

• Symbol and liturgical initiation

• Ritual celebrations and prayer

• Mime and drama

• Music and gesture

• Art and dance

• Creative use of the environment

“This stage of development is best served by activities that inspire awe and wonder and a sense of belonging to the mystery of life.”


• Engage our senses

• We gather with friends and family

• We tell stories and sing songs

• We eat drink and celebrate

“From the moment we welcome the children into the warm, caring environment of the classroom, we have already begun to immerse them in the basic symbols of our faith-people, the book of God’s word, water, light, oil, cross, table and bread.”


• All these actions are imbued with a religious dimension

• We are encouraged to experience the mystery of God in the ordinary and familiar

• We are encouraged to respond to God in the responses of the eucharistic liturgy


• welcoming and gathering in a circle of friends

• gathering around God’s word

• proclaiming God’s word

• gathering around the table of the Eucharist

• giving praise and thanksgiving together

• gathering around the baptismal font and paschal candle

• processing with the cross

• signing each other and being signed with the cross

• immersing hands in blessed water

• sign of peace

Gestures are important:

ScriptureScripture

• God’s word living and active

• Primary source of program

• Basis of most themes

• Movements flow in and out of scripture stories

• Children are invited into the stories• With our ears we listen

• Ring around a story

• Big Book of Friendship

Catechism of the Catholic Catechism of the Catholic ChurchChurch

• Program has parallels in the Catechism of the Catholic Church in part two “The Celebration of the Christian Mystery.”

• “The Sacramental Economy” (#1076-1206)

• “The Sacrament of Eucharist” (#1322-1405)

• Rooted in Church tradition

CelebrationCelebration

• The Church expresses its faith in celebration.• Planning and enjoyment of celebrations is an

important aspect of catechesis.• Three aspects responding to human need• Stop and remember an event• We tell the story of the event• Express our sense of wonder and thanks in ritual gesture or symbol

• Children should engage in planning as well as celebrating.

• A basic outline is provided

MusicMusic

• Music and song bring life to dance movement and gesture

• Sets the mood and helps children absorb what is being shared

• Music is integral to Year 2 process• The purpose of music is:• Transform the children’s experiences into song

• To enable the children to give praise and thanks

• To help the children name God and marvel at God’s presence

• Use music frequently so life may become a celebration before God.

Our Circle GrowsOur Circle Grows• The “gathering in a circle of friends” is the central symbol of the

year.• A circle speaks of belonging• It expresses completeness or wholeness• Symbol of eternal life• Becomes the primary gathering place where everyone is welcome• In year two the circle is expanded to include the Eucharistic

community.• In year two the children explore what it means to gather on

Sunday

StorytellingStorytelling

• Story telling plays a central role in the bible.

• Stories provide a space in which we meet people like ourselves.

• Stories give us a way to identify and express our feelings.– With our ears we listen– Big Book of Friendship

PrayerPrayer

• Silent Moments• “The door through which one experiences being absorbed in God.”

• Woven through the rituals in the program

• Contemplative• Provided through guided imagery, mime, quiet music and movement,

ritual and gesture, story, silence and art.

“We cannot really teach prayer. We can only provide experiences that lead others to pray or intimacy with God.”

PrayerPrayer

• Moments of Praise and thanks• The entire year becomes one of praise and

thanksgiving as they enter into a eucharistic catechesis

• All the gestures of the year are gestures of praise and thanks

“Gratitude for the gifts of creation, for faith, for life itself, becomes a fundamental attitude of the Christian who is able to rejoice in the presence of a loving God.”

PrayerPrayer

• “A sense of God is contingent upon an ability to marvel at and appreciate the beauty, power and minute precision found in creation.”

• Praying the prayers learned in year 1• Central to year 2 are the responses of the

celebration of the Eucharist

“A sense of God is more an experience to be shared with children than a fact to be learned. Children already have a sense of God that becomes more conscious as the mature and as their curiosity increases. The task of parent and catechist is to foster, with great respect, this growing awareness of reality.”

ArtArt

• Art allows children to become confident in their own ideas, succeed regardless of level of development and grow in self esteem.

• “This program is rich in possibilities that allow the child to work with a variety of art mediums that are stimulating and open-ended.”

“The purpose of the art activity is to allow the children to express their feelings and intuitions and share them with others through their favourite art selections”

ArtArt

“To see a child’s work, one must be gifted with inner sight. The child has an idea and is going to create a lovely perfect thing.The crude, crumpled thing held to your view is the incarnation of dreams. The child sees the dream and you just call on your inner sight and see it with the child. Otherwise there arises a great wall between you, and you and the child are strangers.”

Articulating the faithArticulating the faith

• Key ways children express themselves are:• Play

• Art

• Story and role play

• Drama

• Music and song

• Gesture and dance

• Celebration and ritual

Articulating the faithArticulating the faith

• Remember section• Meant to be an understanding involving a personal

wording of belief, not a memorizing of formulas• These expressions may be added to the Big Book

of Friendship, individual friendship books, a class mobile, a wall hanging, or a collection of banners.

Integration of ComponentsIntegration of Components

Introduction to Catechist’s Introduction to Catechist’s ManualManual

• Outlines units and themes

• Provides theological, pedagogical and catechetical orientations

• Highlights the general aim of the program

Catechist’s ManualCatechist’s Manual

• Key resource for sharing faith with children

• Consists of 10 units with 30 sequential themes

• Sequence of units follows the structures of the Eucharist

• Each theme is about one week

• Coincides with the liturgical seasons

• Scope and sequence outlines program, its approach and content

Child’s BookChild’s Book• Highlights material from the manual and gives

suggestions

• Builds upon catechetical themes

• Provides a strong sharing link with home

• Includes a “Remember” for each theme

• Deepens the catechetical message

• Includes children’s art and photographs from across Canada

• Helps make learning fun

BibleBible

• New Revised Standard Version (adult) is recommended.

• Bible should be given a place of honor in the prayer centre, on the table of God’s word with a special cloth, candle, etc.

• Provides a visible essential link with our faith tradition: the word of God as the primary symbol

CrossCross

• Introduced in Theme 5

• Constructed out of wood or sticks by the class

• Used as processional cross in specific celebrations

• Should be given a special place in the prayer centre

Table of God’s WordTable of God’s Word


• Focal point in the prayer centre

• Table where the Bible is given reverence

• Visually changes to reflect the children’s work and liturgical seasons.

• Could also include constants like bible cushion, candle, etc.

Table with plate and cupTable with plate and cup


• Constructed in the classroom

• Focal point in the prayer centre

• Key table where wine cup and plate are kept

TableclothsTablecloths

• Colours reflect the liturgical season• Green- Ordinary Time

• Royal Purple- Advent

• Deep Purple- Lent

• White- Christmas, Epiphany, Easter

• Used to cover the table of God’s word and the table of the Eucharist

Individual Friendship BooksIndividual Friendship Books


• One per child

• Provides a personal medium for each child to express feelings and experiences

• Provides a strong sharing link with the home

• Used most often in conjunction with the Big Book of Friendship

Big Book of FriendshipBig Book of Friendship• Introduced in Theme 3• Is a medium of expression for children’s art• Provides a way of gathering children’s images and

impressions of stories and experiences they have shared• Adds a communal dimension providing an opportunity for

children to work together• Fosters growth of friendship• Provides a way to remember special events and

experiences• Should be given a special place in the prayer centre

Music Cassette/CDMusic Cassette/CD• 18 songs with original lyrics to accompany themes• Instrumental tracks for some songs• Allows child to freely express feelings• Key prayer form for praise and thanksgiving with several

selections patterned on music in the Eucharist• Songs are to be used with specific themes and may be used

randomly throughout the year.• Words for songs are printed on the inside of the cassette jacket• Music and gestures for songs are provided at the back of the

manual• Music is an integral part of the program

Children’s LiteratureChildren’s Literature

• Relevant books are listed at the beginning of each theme

• Books complement theme activities

• Stories should be reviewed before they are presented and integrated

Engaging the FamilyEngaging the Family

• Located at the back of the manual

• Consists of family letters

• Provides a continual link with the home: information sharing, invitations to celebrations, outings and other class events, requests for needed material

Engaging the ParishEngaging the Parish


• Consists of parish letters

• Provides a continual link with the parish: information sharing, invitations to celebrations and other class events, requests for needed materials

Book listsBook lists


• Included a bibliography of books for adults (background for the catechist) and a bibliography of children’s literature

Eucharistic Prayers for Masses Eucharistic Prayers for Masses with Childrenwith Children

• With the introduction of the New Roman Missal, please check on changes to the response prayers that are in your current resource. (PDF files in Grade 2 folder/Religion on S drive)

• Work with your parish priest and music ministry to choose appropriate prayer responses.

Anatomy of a ThemeAnatomy of a Theme

AimsAims

• Shape the activities and express what should happen in the child as the theme develops

• Provide a touchstone for the catechist’s supplementary material-is it achieving the aim?

Note to the CatechistNote to the Catechist

• For catechists, not children

• States rationale for development of the theme

• Ties together Scripture and/or doctrine with the aim, content and methodology

Movement of the themeMovement of the theme

• Each explores the theme from a different perspective

• Spells out a particular method or learning strategy

• Indicates rhythm and pace of teaching and learning

• Not necessarily a lesson division; varies in length depending on nature of topic

ReflectingReflecting

• Provides background and inspiration for catechists, not children

• Biblical passages referred to in this section should be read by the catechist

Resources and PlanningResources and Planning

• Lists music, children’s literature and other resources to support the teaching process

Looking AheadLooking Ahead

• Provides catechists with sufficient notice to plan for upcoming events in future themes

Development of the ThemeDevelopment of the Theme

• Step-by-step development of each movement

• Movements may contain options to suit particular situations

• Options provide opportunities to enrich the learning process

Activity IconsActivity Icons

• Help to locate specific activities that develop the theme

• Indicate the unique features of each activity-e.g., story time, home link, music, visitors

Ritual CelebrationsRitual Celebrations

• Gather in God’s graciousness

• Proclaim God’s word

• Celebrate God’s presence through symbolic action

Pivotal moments of celebration when we:

Pages from the child’s BookPages from the child’s Book

• Included for quick reference to key pages in the child’s book

RememberRemember

• For the child

• Provides guide to core content of the theme

• Not formulas to be memorized but rather an understanding involving personal wording

• Could be added to Friendship books, mobile, wall hanging or collection of banners as the year progresses

Catechism of the Catholic Catechism of the Catholic ChurchChurch

• For the Catechist, not children

• Roots content and activities of the theme in Church tradition

EvaluationEvaluation

• Experience• How does the child express, own and name the

experience?

• How does the child relate to God? to Jesus?

• Does the child show interest in what is happening?

• Does the child express awe, wonder, praise, thanks?

Feedback from behaviour patterns


• Participation• How willing is the child to listen to the experience of

others?

• Does the child show willingness to help others? to work with others? to pray with others?

• Does the child show self-control in listening and responding to others?


• Valuing• Does the child indicate an understanding of being cared for

and show caring for others?

• Does the child anticipate and enjoy times of prayer and reflection?

• Does the child respond in a loving and respectful way to the word of God?


• Self Evaluation (catechist)• Have the aims of the theme been carried out?

• Variety of teaching strategies?

• Taken time to be aware of the developmental changes in the individual children?

• Have I established a prayerful atmosphere when this was called for?

• Have I myself come to a moment of prayer?

• Have the celebrations been spontaneous? Did they flow from the life of the children?

Date post:	25-Dec-2015
Category:	Documents
Upload:	allison-simon
View:	218 times
Download:	0 times

We Belong to the Lord Jesus Year Two CCCB Catechetical Resource.

Documents