Year 9 Term 3: People can achieve emotional peace – programme Brian Kane St. Mary’s College Broome
Week 1-2: Raising religious awareness: Emotions
Week 3-4: Jesus can give us emotional peace
Week 5-10: Christian response: prayer, healing sacraments: Reconciliation/Anointing of the sick, commandments, The Creed - forgiveness
WK / OUTCOME / STRATEGIES / RESOURCES / ASSESSMENT1 / 1. Students (know and understand) that
experiences of emotions give rise to the question: 'How can I handle my emotions?' / Ch 1: Key understanding: how emotions move people
- We need to grow to our full potential: physically, spiritually, emotionally, intellectually, socially.
- Humans are in need of emotional peace – especially in today’s busy, technological world[BK1].
- Year 9 students experience strong developing emotions
- Why are emotions important in our lives?
- As a class, a definition of emotion is agreed upon and written on
- Dictionary meaning: a mental state that arises spontaneously often accompanied by physiological changes e.g. fear → coldness, sorrow → tears.
- List all the emotions you can: joy, sorrow, reverence, hate, love, fear, anger, hope – students are put in 3 groups in lines, not talking, 3 whiteboard markers. Write up the emotions on the whiteboard over I minute – take in turns.
- Draw the emotions using circles
Catholic catechism:
1762 –1774
Emotions:
for the meaning of emotion. From the Latin ‘movere’: to move
2. Students (know and understand) the principal emotions: love, hatred, desire, fear, joy, sadness and anger /
- Selected students act out or mime situations where people display
these emotions to each other when prompted by the teacher. Students are given a piece of paper with an emotion written on it. They act out this emotion and other class members try to guess.
- Examples of emotions from newspapers – display on A3 paper or do for homework
- Journal examples of emotions in your life when you experienced extreme anger, sadness, happiness, fear etc.
3. Students (know and understand) that
developing emotions involves three steps:
recognizing the emotion, accepting it and choosing how to direct the emotion in life-giving ways. /
- Explain the initials RAC (Recognize, Accept, Choosing to direct),
- students create an eye-catching symbols that can be used to demonstrate and explain the 3 steps involved in developing emotions.
- Students complete Journal activity 1
- Students complete In class work 1 in pairs or groups, identifying life-giving ways to direct the emotion that is described in each situation.
- Sharing of ideas might be done using the Jigsaw method
- or in whole class discussion.
Show short video and students identify the emotions involved.
Journal Activity one page 6 / Assignment one: (answer questions on the emotions and email the assignment as an attachment)
4. Students (know and understand) that love is the most
fundamental emotion
/
- Discuss the meaning of the word love' agree on and write a definition.
- Students then discuss the meaning of what love is NOT, and once more, agree on and write a definition.
- Scripture readings on 'love' in Learning Activity Sheet 1.
- All students sit in a circle in a comfortable position and take it in turns to read the five reflections. Reflective music may be played to create a prayerful atmosphere. (Students should be encouraged to pause after each reading to reflect on the Scripture message)'
- true meaning of love (See Learning Activity Sheet 2)'
- Students complete Journal activity 2
- Student Resource
Learning Activity
Sheet 1: What
is Love?
Reflection music
Learning Activity
Sheet2 l Love-
My Gift to You ,
Student Resource P 7
2 / 1. Students (know and understand) that emotions function best when appropriately directed by the will /
- Ch 2: Key understanding: students understand that emotions function best when directed by will
- What reasons can you suggest for people allowing their emotions to take over their lives in situations such as these: (sporting venues – ugly parent syndrome,)
2. being violent towards someone who makes them angry – sport, school etc
3. getting even with someone who has hurt them - bullying
4 disobeying their parents – being grounded
5 . lying. / SR Page 8-9 Catholic
Catechism: 1768
2. Students (know and understand) that failure to direct emotions in life-giving ways can result in emotional stress /
- Students complete in class work 1 – how to redirect your pent up emotions
- Working with a partner, students l i s t the 7 principal emotions – love, hate, desire, fear, joy, sadness and anger.
- Next to each emotion they write down the possible consequences if the emotion was given the opportunity to dominate a person's l i f e .
- Students compete in class work 2 – what are the reasons that emotions take over.
- Students brainstorm the emotional stress people may experience in the situations outlined in Learning Activity Sheet 3. Discuss answers in class
Learning , Activity
Sheet 3: Stressful
Times
3. Students (know and understand) that people need to respect their emotions / 1 . Respecting emotions2. Being taken over by emotions.
- Divide the class into two groups and assign each group one of the above.
- Students in each group are to create their own cartoon panel of someone either respecting a specific emotion or someone at risk of being taken over by a specific emotion.
- Students paste these in their assigned section, creating a class collage for further discussion.
3 / 1. Students (know and understand) that all people are created in God's own image /
- Ch 3: Key understanding: Students understand that Jesus promises salvation to give us emotional peace
- Explain how we come to know God and value this relationship.
- Students then individually research the life of one of the people outlined in Learning Activity Sheet 4 (LTProgram) – try to identify emotions in that persons life and how they reacted.
- Students explore and present how their chosen person behaved like God by displaying love in the way Jesus taught without negative emotions taking over their lives.
Learning Activity sheet 4: The precious gift of love – Lives of the saints
Catholic Catechism 355-347, 374, 459.
Web link for Saints
2. Students (know and understand) that the Scriptures recall signs of God's love /
- Students read Scripture references and describing signs of God's love calling to relationship and sealed by a covenant or agreement.
- Explain examples in the O.T. where God displayed his love e.g. Abraham, Noah, Moses,. Inviting a relationship with God and sealed by a covenant or agreement.
- Noah’s sacrifice – Genesis 8:20-22
- God’s covenant with Noah – Genesis 9-17
- God’s call to Abraham – Genesis 12:1-3
- God’s covenant with Abraham – Genesis 15
- A son promised to Abraham, Isaac – Genesis 18
- The call of Moses – Exodus chapter 3
3. Students (know and understand) that the emotions of Jesus always reflect God's love /
- Students explore the Gospel stories and find examples of how Jesus' emotions always reflected God's love. (Jesus recognized, acceptedand chosethe best way to react)
- Love – Matthew 19:14
- Weeping – Luke 19:41-42
- Grieving – John 11:33-35
- Frustration – John 14:9
- Compassion – Luke 7:11-17
- Fear – Luke 22:44
- Students try to find others e.g. anger in the temple, sadness meeting his mother on the way to Calvary.
Students find Bible references which show a variety of Jesus’ emotions – e.g. anger, compassion, love, sorrow, anguish, fear, weeping, frustration.
4. Students (know and understand) that the Christian promise can become a reality if people are empowered by the love of Jesus /
- Ch 4: Key understanding: Students understand that Jesus shares his power to love through the sacraments and commandments.
- Students read the 'Stop and Think' box of the Student Resource
- and complete ln class work 1.
4 / 1. Students
(know and understand)
that Jesus shares his power to love with his followers through the sacraments of Baptism and Confirmation /
- Being a Christian can bring us emotional peace and provide direction in our life
- Baptism usually occurs at birth – Confirmation confirms that we wish to live a Christian life – now and in the future.
- Why are people baptised and confirmed?
- Why did John the Baptist baptise Jesus?
- what are the gifts of the Holy Spirit and explain their meaning
(Go over the Spiritual gifts of Baptism and Confirmation in our daily life) / Assessment 1:
Baptism and Confirmation – Internet research
Jesus quotes on Baptism and the Holy Spirit
Student resource
2. Students
(know and understand)
that 'charity' is the power to love as Jesus does -
a selfless love that grows as people keep his
commandments /
- Students complete in class work 1 : living examples of charity
- '' Students write a letter to the Prime Minister (See Learning Activity Sheet 7) nominating a Christian person as Australian of the Year.
- In the letter outline how this person helps to raise .people's awareness of what charity is, submissions must: explore the meaning of charity. demonstrate how charity empowers Christians to love...
Learning activity sheet 7: the power of Charity / Assessment 2:
Letter to the Prime Minister nominating a Christian person as Australian of the Year.
3. Students (know and understand) that the commandments of Jesus call Christians to live the Ten Commandments in love of God and neighbour. /
- Students complete the questions for reflective writing in learning Activity Sheet 8, which invites students to reflect on how they live the ten commandments and how adopting an attitude of charity can help them become more selfless.
Learning activity sheet 8: Charity creates energy to live the commandments.
5/6 / 1. Students (know and understand) that sin is any deliberate thought, word or deed against God's law /
- Ch 5: Key understanding: Students understand sin, how it destroys emotional peace how God helps people to overcome it.
- Students list examples of sin: e.g. cheating, stealing, lying, vandalism, pornography, domestic violence, slander, gossip etc.
- Students discuss the sort of person we become by turning to sin: regretful, unreliable, devious, vicious, self-centered, promiscuous, user of people
- Students explore the concept of what constitutes sin by completing
- Learning Activity Sheet 9. Share and discuss results as a class.
Student resource pp 32-33
Catholic Catechism: 1871,1773,1860,1776,1960,1854,1855,1857,1472,1875,1844,1876,1434-1439,1861.
‘TO KNOW WORSHIP AND LOVE’ : STUDENT BOOK – CH. 8
2. Students (know and understand) the conditions for sin /
- Students complete ln class work 1-2 page 34-35
- Discuss the grey areas –cloning etc.
- Students make a poster of news items and pictures which depict the opposite of the commandments portrayed in a daily newspaper
3. Students (know and understand) that God wants to forgive and heal and bring emotional peace /
- Students read Mark 2:5-12. Students discuss: Paralized man – your sins are forgiven
- How did this story help the people understand the authority
- Jesus had to forgive sins?
- How does this story help us understand the sacrament of
- Penance today?
4. Students (know and understand) that no one can judge another's sinfulness /
- Students complete In class work 3. Do not judge and you will not be judged. Students search through magazines and newspapers to find examples of where they consider someone has been judged without people having all the facts. Students present examples on a wall mural as a class focus for discussion.
- As a class, students then create a paraphrased version of Matthew7:1, as they see it applied in the media today. This then becomes the title of the wall mural.
5. Students (know and understand) that God has revealed that there are two degrees of sin
It mortal sin'
and 'venial sin' /
- Firstly explain the words mortal (mortis:death) and venial (fault)
- What has the person done to sin against God? ls it venial or mortal sin? What makes it so?
- How did the person realize that they had sinned?
- How does the person feel now that they recognise that sin has put a separation between them and God?
- How does the person hope to remove this separation?
7 / 1. Students (know and understand) that the Old Testament tells how the people of Israel sought forgiveness by God /
- Ch 6: Key understanding: Students understand Penance as a sacrament of healing
- ln small groups students answer and discuss the following questions linked to sacrifice in the O.T.
the good of each other and the family
2. List the things that you think people sacrifice in the world today
for the good of others.
3. What might you be required or called to sacrifice in the future? / Student resource: pp 43-44
Catholic catechism: 1449,1469,1454,1980,1982,1983,1985,1440.
Reconciliation:
‘TO KNOW WORSHIP AND LOVE’ : STUDENT BOOK – CH. 9
2. Students (know and understand) that Jesus came to heal people's relationship with God /
- Students complete Learning Activity Sheet 10, which looks at the annual Day of Atonement. Discuss as a class.
- Form groups of five and each member of the group is to select and read one of the following Gospel stories:
- The Pharisee and the Tax Collector (Luke 18:9-14)
- Zacchaeus (Luke 19:1-10)
- The Adulterous Woman (John 8:1-11)
- The Woman who was a Sinner (Luke 7:36-50)
- The Cure of a Paralytic (Mark 2:1-12)
- After reading the story, students take on the central character in their story (i.e. Pharisee, Zacchaeus, Adulterous Woman, Weeping Woman, Cripple) and tell their story to the group.
- In their story-telling, students are to describe their thoughts and feelings about being forgiven and heated.
Student resource: pp 44-46
3. Students (know and understand) that Jesus gave the power to forgive sins to his Church /
- Students read John 20:19-21 , 22-23 and answer the following questions:
- What did Jesus say to his Apostles about sin?
- How do Bishops and priests today exercise the spiritual power Jesus gave his Apostles?
4. Students (know and understand) that the Sacrament of Penance brings reconciliation with God and with the Church community /
- Students complete Journal Activity l.
- Students discuss the difference in a relationship if people are truly
- able to forgive one another when there has been hurt.
- Aboriginal reconciliation
8 / 5. Students (know and understand) that the Sacrament of Penance is a sacrament of healing /
- Students complete journal activity 2
6. Students (know and understand) how the gifts of the Sacrament of Penance can help people to live the Christian life /
- Using the internet, students research how stained glass windows in Churches are designed. They research the original purpose, use of symbols (including colours), and how 'to read' traditional stained glass windows in churches.
- Students design a stained glass window that illustrates the possible experiences of one of the four spiritual gifts offered through the
- Sacrament of Penance:
- Reconciliation with God
- Reconciliation with the Church
- Peace of conscience
- Increased spiritual strength that help people to live the Christian life.
7. Students (know and understand) the Gospel stories about Jesus that contain the elements of the Rites of Reconciliation /
- Students complete In class work 1-2 and Journal activity 3.
- Working in pairs, students create a brochure (as outlined in Learning Activity Sheet 11), explaining the Sacrament of Penance to a group of year four students from St. Mary’s College who are about to receive the Sacrament of Penance for the first time. The brochure must present a clear understanding of:
- How the Sacrament of Penance is celebrated
- The elements of contrition, confession, satisfaction and absolution
- The importance of examining their conscience regularly and before receiving the sacrament of Penance
Learning activity sheet 11: Spreading the word
8. Students (know and understand) that the Sacrament of Penance includes the elements of the Rites of Reconciliation: contrition, confession, satisfaction and absolution /
- Paraliturgy on Reconciliation
9. Students (know and understand) that people need to examine their conscience to prepare for Reconciliation. /
- Students complete in class work 3
9 / 1. Students (know and understand) that
experiences of illness and death are some of the most
emotional times in life /
- Ch 7: Key understanding: Students understand the Sacrament of Anointing as a sacrament of healing
- Students reflect on experiences of illness and of death by completing learning activity sheet 12. Discuss answers as a class.
Student resource page 57
Catholic catechism: 1520,1532,1499,1500.
Anointing
‘TO KNOW WORSHIP AND LOVE’ : STUDENT BOOK – CH. 10
2. Students
(know and understand) that the Catholic Church continues the work of Jesus in showing special care for the sick /
- Students make a list of the ways Jesus cared for the sick by looking up the Gospel references as outlined in Learning Activity Sheet 13:
- Matthew 8.1-4
- Matthew 8: 14-15
- Matthew 9.20-22
- Matthew 9:27-31
- Matthew 9:32-34
- Mark 2:11-12
- Luke 7:1-10
- Luke 17:11-19
- John 4:46-54
- John 5:1-15
- Student then select one of the healing stories from their chart and re-write it from the point of view of the person who was healed by Jesus. Try to draw out more than the physical healing. Focus on the effects of healing on the person's spirit and emotions.
- Students complete In class work 1 and 2.
ASSESSMENT 3
Students find out:- what the organisation/group does
- whether it offers physical care or more
- the people it helps
- the service it offers
- where the organisation/group is located
- how to contact it .
- Students design a logo for one of the organisations or groups that demonstrates their commitment to care for all of God's people.
- Findings can be displayed in any written/visuar form. create a large class noticeboard, which advertises the organisations the class has investigated.
- Also encourage students to identify how they could help the poor, the sick, or those people in need of their support.
- students could visit Germanus Kent hostel.
Student resource page 58-60 /
ASSESSMENT 3
Students research one of theorganisations or groups who care for the sick or dying.
10 / 3. Students (know and understand) that Jesus gave his Church the power to heal and care for the sick through the sacrament of Anointing / Students prepare illustrated charts, which highlight the essential elements in the celebration of the Sacrament of Anointing.
These can be displayed around the class as a focus for the Unit of Work.
OR
Teachers invite the parish priest or school chaplain to share with the
students how the Sacrament of Anointing is celebrated, showing
them the Oil of Anointing. They also explain the significant changes
to the celebration of the Sacrament, the 'Last Rites' and the
significance of the three Sacraments. / Student resource page 60-61
4. Students (know and understand) that the Last Rites consist of three sacraments / Students discuss the difference between the sacrament of
Anointing and the Last Rites / Student resource pp 62-64
5. Students (know and understand) that the gifts of the Sacrament of Anointing can heal people and draw them closer to God / Students create one of the following to express, in their own language and/or symbolism, the meaning of the idea that Jesus won the 'salvation' of all people:
- an acrostic, ie. finding a word or phrase for each of the letters in the word 'salvation' which, read together, captures the essence of the concept that Jesus has saved and continues to save all people from the forces of evil
- a poem or song that proclaims Jesus the Savior- the one who SAVES
- a poster with a catchy title and other information encouraging people to get to know Jesus the Saviour – the one who saves
Anointing. Groups present a series of tabloid scenes that capture
the different ways in which the assigned gift/s of the sacrament
helps sick people. The audience's task is to guess which gift is
being presented in each tabloid. / Student resource pp 64-67
Review of 9.3 unit / Learning activity sheet 15: the happy owls.
Student resource pp 68-69
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