RERC Planner:May Primary: 5
Month/Season: May Class: Primary 5Level:Second
Strands of Faith : Experiences and Outcomes / Core Learning / Learning & TeachingClass/School/Home/Parish / Resources / Assessment
Son of God
RERC 2‐05a
I know that Jesus is truly divine and truly human and I can acknowledge Him as our Saviour who brings the New Covenant. / In P5 we will focus on the Gospel of Mark (with occasional references to the Gospel of John). Mark’s Gospel, “the Good News about Jesus Christ, Son of God” (Mark 1: 1) is thought to be the first gospel to be written. It chronicles the signs and wonders of Jesus and the amazement of those who witnessed them; the humanity of Jesus in his words,
looks and gestures; and his invitation to enter the Kingdom of God.
I can recognise that we can learn about Jesus through the Gospels and that each Gospel gives a particular portrait of the same Jesus.
I know that in P5 we will learn about Jesus through the Gospel of Mark.
I can hear, read and recount narratives about Jesus’ life to show that he was fully human.
being angry ‐the cure of the man with the withered hand (Mark 3: 1‐6)
I have read Mark 8: 34‐38 and I understand that Jesus called forth a response from the crowds.
I can identify how people responded in different ways e.g.
- the rich young man (Mark 10: 17‐22)
- the blind man of Jericho, Bartimaeus (Mark 10: 46‐52)
- Peter’s profession of faith (Mark 8: 27‐30).
Class:Children complete The Four Gospels Worksheet (attached to planner).
Class:Teacher explains to the children that having four Gospels, rather than one, gives us a more complete understanding of Jesus. Teacher distributes the bibles and leads the children to look for the following stories in each Gospel.
Matthew: Stories that connect Jesus to important people in the Old Testament.
Mark: Stories in which Jesus tries to keep his identity a secret.
Luke: Stories in which Jesus emphasises helping poor people.
John: Stories in which Jesus describes himself by starting with “I am the…”
Class:Children complete Some Stories Unique to Each Gospel Worksheet.
Class:Teacher explains to the class that they will be learning more about Jesus through the Gospel ofMark. Teacher reminds the children that although Jesus was the Son of God, he was also fully human and showed emotions just like they do. Teacher asks the children to name emotions that humans experience e.g. happiness, sadness, anger, fear. Teacher reads from the bible the story of Jesus curing the man with the withered hand (Mark3: 1-6) to the class. Teacher discusses the different emotions shown by the people in the story e.g. the onlookers, Jesus, the cured man, the Pharisees. Teacher emphasises that Jesus displayed the emotions of anger and pity in this scripture reading.
Class:Children work in groups to read the story of the man with the withered hand (Mark3: 1-6) from the bible and to create a short dramatisation of the event. Children are reminded to portray the emotions experienced by the characters. Groups watch each other perform and thenreflect and evaluate each other’s performances
(Evaluation Sheet attached to planner).
Class: Teacher distributes bibles to the class and leads the children in reading Mark 8: 34‐38. Teacher discusses the use of antonyms in the reading e.g. save and lose, gain and lose. Teacher encourages the children to imagine that they are in the crowd and Jesus is talking to them. What is Jesus asking you to do? What does Jesus mean when he asks us to “forget self, carry his cross, and follow me?” What does Jesusmean when he asks“whoever wants to save his own life will lose it; but whoever loses his life for me and for the gospel will save it.” What does Jesus mean when he asks “If a person is ashamed of me and of my teaching in this godless and wicked day, then the Son of Man will be ashamed of him when he comes in the glory of his Father with the holy angels.”
Teacher explains that this scripture reading from the Gospel of Mark is often called The Way of the Cross. Jesus wants us to remember that if we want to be a follower of Jesus we must be willing totake up our crosses. We will not carry a wooden cross like Jesusbut we must be willing to proclaim ourselves as a follower of Jesus and to be prepared to make sacrifices by denying ourselves things we enjoy and spending the time fruitfully e.g. praying, helping others.
Class:Children complete The Way of the Cross Worksheet by reading Mark 8: 34‐38 and selecting a statement spoken by Jesus to the crowd and writing it around the image of the cross.
Class: Teacher explains to the classthat people responded to the teachings of Jesus as wrote in Mark 8: 34‐38 in different ways and they will be using the Gospel of Mark tostudy the responses of:
- the rich young man (Mark 10: 17‐22)
- the blind man of Jericho, Bartimaeus (Mark 10: 46‐52)
- Peter’s profession of faith (Mark 8: 27‐30).
- What was Jesus asked?
- How did Jesus reply?
- How did the person respond to his answer?
Class come together to share their findings.
KEY VOCABULARY: Gospels, Portrait of Jesus, Gospel of Mark, Son of God, Saviour, Incarnation, Jesus of Nazareth, Jesus, Son of Mary, fully human, fully divine ministry, miracles, / Bibles
The Four Gospels Information Sheet
The Four Gospels Worksheet
Bibles
Some Stories Unique to Each Gospel Worksheet
Bibles
Drama Evaluation Sheet
Bibles
The Way of the Cross Worksheet
Art materials
Response to Jesus Worksheet / Children develop understanding that we can learn about Jesus through the Gospels and that each Gospel gives a particular portrait of the same Jesus.
Children develop understanding that Jesus was fully human and felt the emotion of anger.
Children understand that Jesus called forth a response from the crowds.
Children can identify
how people responded to Jesus in different ways.
Children know that in P5 they will learn about Jesus through the Gospel of Mark.
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RERC Planner:May Primary: 5
Strands of Faith : Experiences and Outcomes / Core Learning / Learning & TeachingClass/School/Home/Parish / Resources / Assessment
Hours of God
RERC 2‐15a
I can recognise Mary's significance within the Catholic tradition and I know that celebrating her feast days and praying to God through Mary can enrich my life. / I am learning to pray the Angelus at noon, in honour of Mary, particularly in the season of Advent and during the months of May and October.
I can recognise that Mary is honoured as the first of all believers.
I know that Mary is given the titles ‘Mother of God’ and ‘Mother of the Church’ and I can explain what these terms mean.
I understand what ‘a litany’ means and I can participate in a simple Litany to Mary, or the Litany of the Saints.
I know and understand the structure and terminology associated with the Rosary.
I can name the Joyful, Sorrowful and Glorious and Luminous Mysteries of the Rosary, and I recognise that these narratives come from the Gospel accounts of Jesus’ life, death and Resurrection. / Class:Teacher explains to the class that the month of May has the liturgical colour of green and asks the children to help in dressing the class altar with a green cloth. Teacher places a statue or a picture of Mary on the altar and explains to the children that the month of May is a special month of the year when we pray to Mary, the mother of Jesus.
Teacher leads the class in praying an Our Father, Hail Mary and Glory be to the Father around the May Altar.
Class: Teacher explains to the class that during May we praise Mary by singing special hymns in her honour. Teacher introduces the hymn Mary Immaculate Star of the Morning (words attached to planner).
Available on:
Class:Teacher should revise the Story of Our Lady of Lourdes(October RERC Planner).
Class:Teacher reminds the class that a way of honouring Mary is to pray The Angelusat noon each day. Teacher explains that The Angelus means angels and Mary has been given the title Queen of the Angels. Teacher shows the children an image of Mary (attached to planner) which portrays her as Queen of the Angels. Teacher explains that the tradition of praying The Angelus has been painted by an artist called Jean Francois Millet, background notes on his painting The Angelus is attached to the planner. Teacher discusses the painting with the children. What had the man and woman been doing? How are they standing? What can you see in the distance? What time of day do you think it is?
Class: Teacher displays the words of The Angelus (attached to planner) and teacher leads the prayer with class.
Class: Teacher distributes bibles and reads Luke 1: 26-38, the story of The Annunciation with the class. Teacher discusses with children the faith and trust Mary had in the Angel’s words. Teacher explains to the children that Mary is honoured as the first of all believers because she said “yes” to God and became the Mother of his Son. Teacher shares with the class paintings by famous artists who painted an image of what they imagined when they read the story of The Annunciation (images attached to planner). These paintings are hundreds of years old and people around the world go to museums to admire their beauty and these paintingscontinue to tell the story of this important event.
Class:Children are given the opportunity to paint a picture of their interpretation ofThe Annunciation after reading about it in the Gospel of Luke.
Class:Teacher continues to teach the children the hymn Mary Immaculate Star of the Morning.
Class: The children will pray The Angelus in honour of Mary at noon throughout the month of May.
Class: Teacher explains to the class that Mary has many different titles. including ‘Mother of God’ and ‘Mother of the Church.’ Teacher explains that ‘Mother of God’ represents Mary as the mother of Jesus who was both fully God and fully man. The title ‘Mother of the Church’ was emphasised by Pope Paul VI when he said"For the glory of the Blessed Virgin and our own consolation, we proclaim the Most Blessed Virgin Mary Mother of the Church, of the whole people of God, faithful and pastors, and we call her most loving Mother." The Holy Father expressed the hope that this title of Mary, Mother of the church would "lead Christians to honour Mary even more and to call upon her with still greater confidence." He decreed that "from now onward the whole Christian people should give even greater honour to the Mother of God under this most loving title."
Class: Childrencomplete Titles for Mary Worksheet (attached to planner).
Class: Children work in groups to name other titles that Mary has been given and their significance. They come together as a class and present their findings
Class:Teacher continues to teach the children the hymn Mary Immaculate Star of the Morning.
Class: Teacher reminds the children that a litany is a form of prayer which is a prayer of petitions and responses. Teacher explains that a litany is has three parts:
- the invocation (addressing God)
- the petitions (asking God for favours)
- the responses ("Have mercy on us," "Pray for us," "Hear us").
They will use their findings of titles of Mary from the previous lesson but should be encouraged to make up their own titles for Mary. A layout of a litany and a list of titles for Mary are attached to the planner.
Class: Children are given the opportunity to choose a title for Mary and to write and illustrate it on a large sheet of paper. The finished titles for Mary could be displayed around the May altar or used as part of a Mary assembly.
School/Home: Children participate in a Litany to Mary at a school assembly and/or invite their parents to their class to participate with them in praying a Litany to Mary.
Class:Teacher continues to teach the children the hymn Mary Immaculate Star of the Morning.
Class: Teacher reminds the class that the Rosary is a special prayer to Mary when we ask her to intercede to God on our behalf. Our intercession might be for someone who is sick, upset, lonely etc. When we pray the Rosary we can use rosary beads. Teacher shows the class rosary beads and encourages them to bring their own rosary beads into school. Children are given a copy of Rosary Beads Worksheet (attached to planner) to help them find their way around their own rosary beads. Teacher can display on the whiteboard or give the children a copy of How to Pray the Rosary Worksheet (attached to planner) and explains how to pray the Rosary.
Class: Teacher explains that there are twenty mysteries to the rosary and these are divided up into four sets. These mysteries tell us about the life of Jesus
1. The Rosary begins with the Joyful Mysteries, which are happy stories about the birth of Jesus and his early life.
2. The Luminous Mysteries tell us about the life of Jesus as an adult as he spread the Word of God.
3.The Sorrowful Mysteries tell us about the passion and death of Jesus.
4.The Glorious Mysteries tell us what happened after Jesus died.
The teacher explains that the sequence of prayers at each mystery is called a decade of the Rosary.
A useful website is:
Class:Children complete The Rosary and the Life of Jesus Worksheet(attached to planner).
Class:Teacher reminds the class of the Joyful Mysteries.
- The Annunciation
- The Visitation
- The Nativity
- The Presentation of Jesus in the Temple
- The Finding of Jesus in the Temple
Class: Teacher reminds the class of the SorrowfulMysteries.
- The Agony in the Garden
- The Scourging at the Pillar
- The Crowning with Thorns
- The carrying of the Cross
- The Crucifixion
- The Baptism of Jesus
- The Wedding at Cana
- The Proclamation of the Kingdom of God
- The Transfiguration
- The Last Supper
- The Resurrection
- The Ascension
- The Descent of the Holy Spirit
- The Assumption
- The Coronation of Mary
Class:Over a few days, theteacher discusses each mystery with the class and how these narratives came from the Gospel accounts ofJesus’ life, death and Resurrection. Children are divided into pairs and given a mystery of the Rosary to research and are asked to find a relevant reading from the bible. Children will be reminded that The Assumption and The Coronation of Mary are not written about in the Gospels. The children will complete The Mysteries of The Rosary Worksheet. After all the mysteries have been researched,the children will come together to share their research with the class and read out their Gospel readings which accompany their mystery of the Rosary. The completed sheets could be made into a book about the mysteries of the Rosary and displayed on the May altar.
School/Parish: Children participate in May is the month of Mary assemblies or services.
KEY VOCABULARY: Angelus, Mother of God, Mother of the Church, Litany of Saints, Lourdes, Joyful, Sorrowful and Glorious Mysteries of the Rosary
* Pentecost is a movable feast so should be checked on the liturgical calendar. If the feast falls in May please refer to first lessons of the June Planner. / Green Altar Cloth
Statue/Picture of Mary
Words of Mary Immaculate Star of the Morning
Internet
October RERC Planner
Queen of the Angels Image
Image of The Angelus by Jean Francois Millet
Background notes on
The Angelus by Jean Francois Millet
Words of The Angelus
Images of paintings of the Annunciation by
- Leonardo Da Vinci
- Sandro Botticelli
- Fra Angelico
Art Materials
Titles for Mary Worksheet
Paper
Layout of a Litany
Titles of Mary
Paper
Art Materials
Rosary Beads
Rosary Beads
Worksheet
How to Pray the Rosary Worksheet
The Rosary and the Life of Jesus Worksheet
Internet
Bible
The Mysteries of The Rosary Worksheet. / Children can pray The Angelus.
Children recognise that Mary is honoured as the first of all believers.
Children know that Mary is given the titles ‘Mother of God’ and ‘Mother of the Church’ and can explain what these terms mean.
Children understand what a litany means.
Children participate in a Litany to Mary.
.
Children know and understand the structure and terminology associated with the Rosary.
Children can name the Joyful, Sorrowful and Glorious and Luminous Mysteries of the Rosary, and recognise that these narratives come from the Gospel accounts of Jesus’ life, death and Resurrection.
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