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could stand up if they believe a series of statements you make to be true. Sample statements: The sky is blue. The sun is hot. Tomorrow is Tuesday. Jesus is God.
I BELONG TO THE CATHOLIC CHURCH (page 14)
Students with challenging needs tend to retain more information when they experience ideas rather
than discuss them. Students could play the roles of godparents, parents, siblings, etc., and participate in
a “mock baptism” using a pitcher of water and a doll. Students could be invited to share pictures of their own baptisms. Since a shell is being used to pour water in the student copy, give each child a shell to remind them of their baptism. Ask nonverbal students to respond to questions by pointing at objects or items they see in the picture. Use name stamps to help students put their names on the top of page 3
of the student copy. Bring the symbols: water, candle, oil, unconsecrated hosts, a chalice, wine, to help
the student with intellectual disability gain a better understanding. The pantomimes on page 15 are excellent ways to involve the senses.
WE GATHER AND CELEBRATE (page 16)
Students with short attention spans need active involvement to remember the discussion. Assign students to work in pairs to share memories with each other. Or, create group collages to share memories of early years. Rather than have students draw themselves receiving Eucharist in the small space in their lesson, provide large sheets of chart paper so that students with motor impairments could participate more easily. Some students may need a peer buddy to help with the Our Father scroll. During the Rite of Enrollment, read the Children’s parts in brief phrases and let the children repeat the words. A simple song added to the Rite of Enrollment with some homemade instruments gives nonverbal students a chance for fuller participation.
Lesson 2
OUR COMMUNITY REMEMBERS JESUS
OPENING PRAYER (page 18)
Play the song from the previous week on tape for the class. They sing along with the tape. Add simple gestures so nonverbal students can participate. It is important to have everyone do the motions, not just those students who are unable to speak. Students
who are non-readers will need help reporting on
their interviews. Draw pictures of common interview elements to help the students who are visual learners.
WE CELEBRATE JESUS’ BIRTH (page 19)
Record children’s responses to names of holidays with pictures on chart paper, e.g., a Christmas tree,
a cross for Good Friday, or a turkey for Thanksgiving, Add pictures for other Gospel stories, e.g., loaves and fishes. Have students assume the various roles in the picture on their copy that relate to the Christmas story. To reinforce the concept of Advent, students can share stories about waiting for someone or something. Students can listen to the teacher read the bottom of page 1 of their lesson.
WE CELEBRATE JESUS’ DEATH, RESURRECTION AND SENDING OF THE HOLY SPIRIT (page 20)
To stimulate visually, use pieces of tag board in fluorescent colors for the words Ash Wednesday, Holy Thursday, Good Friday, and Holy Saturday. Use a dish of ashes when discussing Ash Wednesday. Use a bowl, basin, pitcher of water, and some bread and wine
as students discuss Holy Thursday. Let one student volunteer to represent the apostles, allowing Jesus, another volunteer, to wash the first student’s feet.
Use a cross, a globe, and an Easter candle as Good Friday and Holy Saturday are discussed. If available, show a video about Lent. Instead of individual activity for #9 (page 21), provide pre-cut symbols for students to work in small groups to create a mural of Holy Thursday, Good Friday, Holy Saturday, and Easter Sunday. (The optional activity on page 21 provides a great opportunity for a hands-on experience for the students.)
SUNDAY IS JESUS’ SPECIAL DAY (page 22)
After a discussion of the meaning of Sunday using the picture on the back of the student copy, students could listen to a simplified version of the Sunday Gospel. List the key words of the Gospel story. Assign the children to work in small groups to create a pantomime of the words to share with the class to show how this story applies to their lives. (This would be an alternative to drawing a picture of the Gospel story.)
WE CELEBRATE THE LITURGY OF THE WORD (page 22)
It would be important to be aware of children’s food