Principles of Religious Education 2

Coming to Your Table

Eucharist Year 4

Vanessa Collova

Unit Title: ED5619 Principles of Religious Education 2 Student Number: 20164233

Date of Submission: 21st May 2018 Tutor Name: Sharon Law-Davis

Website: http://primaryreligiouseducation.weebly.com/
Year Level Unit Title Salvation Topic Aspect of Human Development

Year 4 Coming to Your Table Eucharist God created us with human bodies which are different
from one another. Our differences mean that each
one of us is special to God in a unique way.

Overview – explanation of the content of the unit and how it explores the Salvation Topic and development of the Human Person

Humans were created in the ‘image of God,’ however, God created us with human bodies which are different from one another. In this unit, students wonder about the many ways our bodies are different and what this reveals
about God. God created us different and therefore knows and loves each of us personally. Our differences mean that each one of us is special to God in a unique way. Jesus teaches us that we should love like God. Just as God
loves everyone and cherishes their differences as that is what makes them special, we should love and respect others too, regardless of physical differences. Not only does Jesus offer His love to all people, regardless of their
physical differences, He invites every human being to be a part of God's family. As children prepare for the sacrament of Communion, they will learn that the Eucharist was given to them by Jesus to draw members of God’s
family closer to Him, and it reminds us to love every individual regardless of how they might be different. Catholics receive Holy Communion because by this sacrament they become united with Christ. Students appreciate the
specialness of A First Communion Mass and become familiar with the structure and symbols involved with the mass. The unit goes on to wonder how Jesus strengthens his followers to love everyone as they would love
themselves (Catholic Education Office of Western Australia, n.d.).

Key Understandings and Learning Points

A Wondering at God who created people’s bodies different B The Promise of Christian Salvation C Christian Response

A1 Wondering at our bodies which are different 
 B1 Jesus loved everyone regardless of physical differences 
 C1 Catholics celebrate the Eucharist
A1.1 Expresses wonder at the differences in people’s bodies. B1.1 Describes ways in which Jesus showed love regardless of physical C1.1  Compares the symbolism of the bread and wine to many people forming one
differences. body.

A2 Wondering at God who created our bodies different

A2.1 Expresses wonder at God who created bodies different.
A3 Attribute: God loves each of us personally 

A3.1 Celebrates God who loves each of us personally.
C2 God’s family celebrates the Eucharist
B2 Jesus draws members of God’s family close to him through the
C2.1 Names the elements in the Liturgy of the Word and the Liturgy of the Eucharist.
Eucharist

C2.2 Memorises responses, gestures and prayers used during the Mass.
B2.1 Explains the meaning of John 6:56. C2.3 States:
B2.2 Reports how the world would be different if people drew closer to - The words of the priest at the Consecration
Jesus by receiving him in Holy Communion. - The words said before receiving Holy Communion.

C3 Christians are called to love everyone as ‘another self’

C3.1 Identifies ways in which Christians love everyone as ‘another self’.
C3.2 States ways in which people fail to behave as Jesus taught. 



C4 Continuing to wonder at how Jesus strengthens his followers to love every
human individual regardless of physical differences
C4.1 Reviews and expresses the main ideas of the unit.

Links to General Capabilities

Literacy
- A1.1 Character development
- B1.1 Writing a Letter
- B2.1 & C3.2 Unpacking
children’s literature
Numeracy
- A1.1 Students measure the
human body. (Students can use
these measurements in math
lessons to create graphs etc.)
ICT
- B1.1 Students conduct and
extended project using the
app “Stop Motion Studio.”
- C1.1 Explain Everything.
- C4.1 Popplet Mind Map
Critical and Creative
Thinking
- B1.1 Claymation
- B2.1 & C1.1 Symbols
- Wonder questions
- B2.1, B2.2&C2.3 Comparison
diagrams
Ethical behaviour Personal Competency Intercultural Understanding
- C3.2 Students consider the modal - A3.1 Identifying positive - B1.1 Students study a Gospel
issues behind refuge camps. aspects of student’s self story of Jesus loving all types of
- B1.1 & C3 Students learn they - C3.2 Students discuss ways to people
need to accept others regardless kindness to our classmates or - C3.2 Students discuss how God
of physical differences. at home. would like us to treat other races.
- C3.1 ‘Jesus’ Help Hotline.’
LEARNING AND TEACHING PROGRAM
Week Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Assessment

Students begin and end each lesson with a prayer.

A1.1 Expresses wonder at the differences
1 in people’s bodies.
Students play “Human Bingo,” where
they need to find different peers who fit
the different descriptions. In partners,
students complete the “Physical
Appearance” worksheet and measure
features such as height and hand span.
Students wonder how everyone is
different and these differences make us
special and unique. Students being a
Wonder Wall, and add to it any wonder
questions they have about their bodies.
A1.1 (Continued)
Students are placed into small groups and
each group is assigned a different
character from the current class book
“Wonder” by R.J. Palacio. Students make
an outside vs inside character trait chart.
Students regroup and share their chart
with students who are ‘experts’ on
another character. Discussion points: “Do
the main characters have various points of
view and attitudes about the acceptance
of differences?”, “Can you give some
examples of the different points of view
and attitudes?”, “Which character is most
similar to you?”, “Which character is
unlike you?”
A2.1 Expresses wonder at God who A3.1 Celebrates God who loves each of A3.1 (Continues) Formative
created bodies different. us personally. assessment:
Review Topics learnt in A1 and A2. Share - Work sample -
Ask questions: Let students describe themselves both with the students that God created each ‘Physical
• Who planned that my body would be externally and internally, in the same of us with bodies which are different so appearance,’
different to that of everyone else in the format they used for lesson 2. Ask the that we will realise that each of us is ‘God Loves All of
class?   students “What would it be like if special to God. Students trace their hand Us,’ and ‘Inside
• Who makes human bodies grow? everyone had the same appearance, on a piece of paper and cut it out. On the vs Outside.’
• What must God, who creates us all same tastes, the same hobbies, the same hand, students reflect on the previous - Anecdotal notes,
different, be like? ideas?” lesson and finish the sentence "God loves checklists taken
Students add any questions or answers to me because I am…" and decorate their from ‘Wonder’
their Wonder Wall. 
 hand. Students create a class banner, by discussions and
gluing their cut out hands on a large brainstorms.
piece of material around the words "God
Loves All of Us.”

B1.1 Describes ways in which Jesus
2 showed love regardless of physical
differences.
One way Jesus offered salvation was by
modelling how to live in a truly human
way. In small groups students are
assigned a Gospel story which shows
Jesus loving all types of people. Together
they read and discuss the meaning of the
story. Then using Play Doh and other
materials, students create a Claymation to
present to the rest of the class.
B1.1 (Continued)
Students finalise their Claymation. In turns
each group showcases their Claymation
to the class. Students write a prayer
thanking Jesus for the way in which he
showed them how to love and express
how they felt inside when this love was
shown. Students reflect on how they can
use this message in their own life.
B2.1 Explains the meaning of John 6:56.
Students listen to the story ‘Let’s Eat!’ by
Ana Zamorano and Illustrated by Julie
Viva. Students consider why the Mum
found it so important to eat together as a
family. Students discuss more ways
parents or others who love them seek to
deepen that love or to draw them close.
Students reflect on the story ‘Let’s Eat!’ by considered family.
Ana Zamorano and in groups, create a
graffiti wall brainstorming different ways
that food brings people together.
B2.1 (Continued) & B2.2 B2.1 (Continued) & B2.2 Formative
assessment:
Students reflect on the story read the day Students learn that the Eucharist was - Anecdotal notes,
before. Students listen to the song given to them by Jesus to draw members checklists taken
“Welcome to the Family” by Praise Kids of God’s family closer to Him. Students from discussions,
and practice singing it together. This look at John 6:56 and what it means. brainstorms and
hymn will be used in their liturgy. Students show their understanding of the graffiti wall.
story through drawing. The class selects a - Work sample -
Students brainstorm the characteristics of few art works to scan and use to create a drawing of John
‘Family’ and ways in which Church can be powerpoint. This powerpoint will be 6:56
displayed during the reading of the
Gospel. Formal
assessment:
- Claymation
(Rubric)

3 B2.2 Reports how the world would be
different if people drew closer to Jesus by
receiving him in Holy Communion.
Students discuss how the Eucharist
reminds us to love every individual
regardless of how they might be different.
Students are posed the question: How
would our classroom look like, feel like
and sound like if people drew closer to
Jesus by receiving him in Holy
Communion? In small groups, students
complete a Y chart and fill out each of the
C1.1  Compares the symbolism of the
bread and wine to many people forming
one body.
Students read the Bible story 1 Kings
19:4.-8 In this lesson students create a
series of tableaus (actors posed in frozen
scenes). Together the class decided on
the best frames and photographed them.
This will be used in their Eucharistic mass
alongside the first reading.
C1.1  (Continued) C1.1  (Continued) C2.1 Names the elements in the Liturgy Formative
of the Word and the Liturgy of the assessment:
Students engage in a Godly Play of the Students are split into small groups and Eucharist. - Anecdotal notes,
Last Supper. Students reflect on this Bible
narrate and mime the process of either checklists taken
Story by either creating: the ‘Making of Bread’ or ‘Making of Students get into small groups and create from discussions,
- Explain Everything video Wine.’ Just like bread is made by a short jingle to remember the order of brainstorms and
- Comic Drawing combining many grains of wheat, Jesus the Mass. Works samples.
- Model with Play-Doh wants to draw many people together as - Work sample -
one through the Eucharist. As a class, the Using ‘Elements of the Eucharist’ the ‘Look Like, Feel
Students discuss the elements used in the students brainstorm and record in their RE students cut out the elements and place Like and Sound
Eucharist, that are based on this bible books, ways Catholics see Jesus drawing them in the correct order. In pairs, one Like’
story. people together through mass. person removes one or more of the
elements, then their partner guesses.
 areas. The groups share their ideas to
create one class Y chart. Students practice
the song “Welcome to the Family” by
Praise Kids
C2.2 Memorises responses, gestures and
4 prayers used during the Mass.
Students visit the Church and practice
how to:
- Enter and exit the Church .
- Bless themselves with the holy water.
- Genuflect before sitting down.
- Kneel down.
Students also take this opportunity to:
- Practice prayers.
- Practicing songs that will be in their
Holy Communion mass
Teacher orderly takes class towards the
front of church and points out symbols
that are relevant to the Eucharist (alter,
tabernacle, and symbols around the
church)
Teacher will make time for this activity to
take place a few times throughout the
unit before children have their First Holy
Communion mass.
C3.1 (Continued)
5 behave as Jesus taught.
Students are asked to role play that they
are helping the ‘Jesus’ Help Hotline.’
Students must respond to various ‘text
messages’ from people with dilemmas
who are seeking help from Jesus.
Students must respond to the messages
in a way which promotes Jesus’ message
that we must “love one another.”
Students practice the song Just Like You
by Kids Praise.
C2.2 (Continued)
Throughout the unit, students have been
practicing prayers and responses relevant
to their First Holy Communion during
class prayer. These prayers will now be
tested on these prayers using a cloze
format. Students will be able to make a
‘Flip Booklet’ with these prayers that they
can take home to practice with their
families. Prayers and responses include:
- Glory By
- Eucharistic Prayer
- Our Father
- Penitential Act
- Communion Rite
C3.2 States ways in which people fail to
Ask student what kindness is. Brainstorm
a list of ideas and create an anchor chart.
Students read the picture book version of
‘Wonder’ by R.J. Palacio. Create a circle
map with the ways, in both the picture
book and the novel, that people were not
very kind to Auggie. Students discuss
how these actions were different to those
that Jesus taught. Students consider how
Jesus would like us to act and brainstorm
ways that, if they were in the novel with
Auggie, they could be kinder to him. Ask
students to brainstorm 10 different ways
they personally could act like Jesus and
show kindness at school or at home. In
art, Students draw their own Wonder
inspired portrait and paint 10 rainbow
sunshine rays coming out from the
portrait. Students write a way they can be
kind on each different ray.
which elements were removed.
C2.2 & C2.3 States: C2.3 (Continued) C3.1 Identifies ways in which Christians Formative
- The words of the priest at the Students recall the words of the priest at love everyone as ‘another self’. assessment:
Consecration the Consecration and the words said - Anecdotal notes,
- The words said before receiving Holy before receiving Holy Communion Students participate in an activity called checklists taken
Communion. discussed from the previous lesson. “On My Back.” For this activity students from discussions,
bull clip an A5 piece of paper to their brainstorms and
Invite the Parish Priest to talk to the Students watch the youtube video back and students circle the room writing Works samples.
students about the actions, the symbols ‘Gods Story: Last Supper’ (https:// personalised appreciation messages on - Work sample
and words used during the Consecration. www.youtube.com/watch? the backs of their classmates. ‘Eucharist vs Last
Lead the students to the understanding v=wYAVu4MR7rc) Supper’
that one way Jesus is present in the Students listen to the song Just Like You - - Prayers Checklist
Eucharist is through the priest. Together Students complete the venn diagram Kids Praise and discuss the lyrics. - Church
they role play these actions and words. comparing the Eucharist to the Last Super Students learn and practice the song. In behaviour
groups, students sing in harmony with checklist
Students look at the usual sequence for each group singing a different part of the
the Prayers of the Faithful. Students song simultaneously.
reflect on what they have learnt so far in
the unit and write their own Prayers of the Song: https://www.psalty.com/track/
Faithful. 687851/just-like-you
C3.2 (Continued) C4.1 Reviews and expresses the main C4.1 (Continued) Formative
ideas of the unit. Assessment:
Students listen to the story “Dancing in Stations Unit Summary - Anecdotal notes,
the Boom-Cha-Cha Boogie,” written by Summary of Unit Worksheet. The teacher can adapt these stations checklists taken
Narelle Oliver. Students discuss depending on how the student from discussions,
xenophobia and why people might be performed on the summary worksheet brainstorms and
afraid of other races. Students discuss yesterday. Works samples.
how God would like us to treat other - Work samples:
races. Station 1 Jesus’ Help
Students create a Popplet mind map of Hotline
Ask students to recall a Bible story which the different parts of the Mass.
showed Jesus loving others and reflect on Formal
what this means for us. Station 2 Assessment
‘Now These Will Make A Difference!’ task - Wonder Art
cards. Work (Was the
student able to
Station 3 identify 10 ways
Students listen to a Bible story and model to be kind?)
it with PlayDoh. - Summary of Unit
Work Sheet
Station 4
Journal Entry “Why is receiving my First
Holy Communion important to me?”