Page 7 - Pflaum Publishing Group

LESSON 2:
LESSON 3: LESSON 4:
LESSON 5:
LESSON 6: LESSON 7:
Paper tongues of fire, symbols of wind, and an image of a dove, pictures of Jesus’ Baptism
Container of oil, picture of hands Religious clip art of Christmas, Ash Wednesday, Holy Thursday, Good Friday, Holy Saturday, Easter Sunday, and Pentecost; picture of local parish church on Sunday
Leaves from a tree for the story of Zacchaeus, loaves of bread and fish- shaped crackers
A miniature table, a model of a chalice, bread, grapes
Pictures of the parts of the Mass, a gift box, bread, wine, pictures of the inside of the church, possibly slides that could have accompanying background music
LITURGY OF THE EUCHARIST (page 59)
The students emulate the teacher’s motions as the Great Thank-You prayer is read. The works: “This is my body, this is my blood” could also be typed for each student prior to the class. A stamp with the priest’s or bishop’s name on it could be used by all
of the children to complete page 7 of the booklet. Some students may need assistance with putting the date on page 8 of their booklets. For students with hearing impairments, it is important that they be able to see the teacher’s face during the closing blessing. The summary and blessing of booklets needs no additional modifications.
SUMMARY
In closing, some planning and thought need to go into all lesson preparation. Developing motivational, active lessons requires innovation and creativity on the part of a catechist. Every student should benefit from lessons that include visual, auditory, and kinesthetic ways of presenting lesson content. Remember active participation and variety are two keys to effective lessons.
Mary Pat Carter has a master’s degree and 20 years’ experience in the field of special education. She has experience as a consultant to directors of religious education, catechists, and parents of students with challenging needs.
Some students may need assistance to assemble their books correctly. Students with fine motor impairments may need labels and pictures to add to their booklets rather than being required to print.
THE CHURCH GATHERS TOGETHER (page 57)
Pictures could be used as substitute for oral sharing. Names could be written for students unable to use a pencil.
LITURGY OF THE WORD (page 58)
The vocabulary in the Gospel may need to be simplified for some students. Some students will need to have a picture of the story provided for them instead of having to draw it themselves.
WE BELIEVE IN GOD; WE PRAY FOR ALL PEOPLE (page 58)
Some statements of belief may need to be expressed in simpler terms. It will be necessary to continue enacting the Confirmation ritual for extra practice for students with limited cognitive ability. The response “I do” that is used with the renewal of Baptismal promises could be prewritten on a label for students who are unable to print. A bag of objects familiar to the children could be used as things for which we thank God. Allowing the children to add their own ideas verbally or in pictures will help increase the relevance to their lives. Likewise, the teacher can list people the children wish to pray for.