Page 6 - Pflaum Publishing Group

JESUS’ SPECIAL SUPPER (page 45)
Short attention spans may necessitate keeping the explanation of the Passover story brief.
JESUS EATS A SPECIAL SUPPER WITH HIS FRIENDS (page 46)
The discussion questions focus on the feelings of
the different speakers in the story. Students with autism, Tourette’s syndrome, and possibly Down syndrome may not have sufficient vocabulary to use feeling words. If this happens, you may need to have faces depicting different feelings available and have students point to specific faces. Having the students move about and pretend to prepare a meal for their families as described on page 47 in the Teaching Guide is an excellent activity. A large poster depicting what happens at a meal would be a good visual aid to reinforce the concepts of this lesson.
OUR COMMUNITY REMEMBERS JESUS AS HE ASKED US TO DO (page 48)
This part of the lesson is auditory and visual and it requires good verbal skills. Using a video as additional input for students may reinforce the ideas that are being discussed.
BAKING AND SHARING BREAD (page 48)
The prayer ritual needs no changes except the addition of gestures for students who cannot speak.
Lesson 7
OUR COMMUNITY SHARES A MEAL
OPENING PRAYER (page 50)
The addition of clapping or gestures will allow full participation by all students.
OUR COMMUNITY SHARES A MEAL (page 50)
This part of the lesson involves good listening skills and verbal skills on the part of the students. A more active way of reviewing this information may be to have numbers around the room with a picture of each part of the liturgy under the number. As the class journeys around the room, the class can discuss what part of the Mass it is and what it means to them. Students with significant motor impairment will need a much larger sheet of white paper to draw their gift.
WE PRAISE AND THANK GOD (page 52)
This part of the lesson requires good listening
skills. For students who have auditory processing problems, sensory impairment, autism, or attention deficit disorder, it is important to actively engage
the students as much as possible. Any participatory enactment of this part of the Mass will reinforce what has been presented.
WE SHARE THE BODY AND BLOOD OF CHRIST (page 53)
Students with special needs will need many repetitions of exactly what they are supposed to do when they receive Eucharist for the first time. Parent reinforcement is important. It is important to practice in the church if possible. This could be done in small groups with typical students modeling the correct way to receive the sacrament. The Our Father is an important part of receiving the Eucharist. All students should be able to participate in the greeting of peace.
WE SHARE A MEAL AS JESUS TAUGHT (page 54)
For students with cognitive impairment, simplified vocabulary may be required. One possibility: giving gifts to Jesus, getting the bread and wine ready, receiving Jesus into our hearts. Students could be put into pairs to check each other about the correctness of the lines drawn.
OUR PARISH CHURCH (page 54)
Church visits are very helpful for students. Virtual tours of the inside of a church are also available online or on CD and can be used in the home
to review key ideas. The prayer ritual needs no modifications.
Lesson 8
MY FIRST EUCHARIST BOOK
OPENING PRAYER (page 56)
No adaptations are necessary.
PREPARING MY FIRST EUCHARIST BOOK (page 56)
When you do your review of each lesson, have key words and concrete items to remind the students of each lesson’s content.
LESSON 1: The words Baptism, Confirmation, and
Eucharist in large print, container of water, a candle, a white garment, container of oil, picture of hands, bread, and wine