Page 5 - Pflaum Publishing Group

For a student with a speech impediment, it may be necessary to discuss the upcoming activity with the parent and ask for their input on the best way for their child to be included in the class activity. This could also relate to other things the students believe in but cannot experience with their senses.
WE CELEBRATE JESUS’ BIRTH (page 33)
Visual learners will be successful with the use of the pictures on page one of this lesson. For students with other impairments, it may be necessary to have students watch another class enact the birth of Jesus or have the class do it themselves. Costumes and simple scenery would add to the enactment.
An actual Advent wreath would be important as you review the ritual of using the Advent wreath.
WE CELEBRATE JESUS’ DEATH, RESURRECTION, AND SENDING OF THE HOLY SPIRIT (page 34)
The review of Jesus’ Death, Resurrection and the sending of the Holy Spirit can be easily expanded
to more than one lesson. One way to review these ideas is to have the students work in small groups
and create a Holy Week calendar. Symbols of Holy Thursday, Good Friday, Holy Saturday, Easter Sunday, and Pentecost could be given to each group. Having the groups share with the class will again reinforce the desired concepts. Baking bread can be broken down into various tasks so that all students may contribute to the end product. Many students may find it difficult to color the Lenten calendar accurately. Creating a construction paper chain and having students add links will provide a visual and tactile experience of
the notion of 40 days. Students could each make their own individual chains and remove a link as each day of Lent passes. Using purple construction paper reinforces the color that the students will see at Sunday liturgy. Giving each student 40 small crosses would be another kinesthetic way to explain 40 days.
SUNDAY IS JESUS’ SPECIAL DAY (page 36)
For students who have difficulty drawing, a larger sheet of newsprint may be needed. Another possibility would be a pre-drawn image, which they paint, or objects that could be used to enact the story. Puppets could also be used to enact the Gospel story. The Liturgy of the Word ritual may be too lengthy for students with ADD/ADHD. One way to involve them might be to have them draw as the Liturgy of the
Word is played out. Another option would be some background humming by a small group of students.
Lesson 5
JESUS GATHERS PEOPLE TOGETHER
OPENING PRAYER (page 38)
Students who are nonverbal will need instruments
or simple gestures to be included in the song. An open box that is gift-wrapped might be ideal for the students’ contributions of ingredients for making bread. A group of items familiar to the students might be used to talk about the many gifts we have from God.
JESUS GATHERS PEOPLE TOGETHER (page 38)
The suggestions for dramatization on page 39 of the Teaching Guide are excellent and need no modifications.
JESUS FEEDS A GREAT CROWD (page 40)
When assigning reading parts for the play, it may be necessary to have pre-recorded a speaking part for a nonverbal student. At the moment when their part
is to be read, they can simply push a button on the tape recorder and be heard. The facial expressions on page 40 could be done via pictures or by having the students make the faces themselves. Additional props such as fish-shaped crackers and five loaves of bread would add another sensory dimension to the story.
EATING TOGETHER IS A WAY OF MAKING FRIENDS (page 41)
Have students share a snack and then discuss it. Such an experience would help students continue to make the connection between the Mass and a family meal. Teachers need to stress that eating together is a time to share stories and become better friends.
THANKING GOD FOR BREAD AND WINE (page 42)
This activity needs no modifications.
Lesson 6
JESUS’ SPECIAL SUPPER
OPENING PRAYER (page 44)
Gestures could be easily incorporated into the song as it is written. Pictures of the sequence of the steps involved in making bread would enhance the verbal explanation.