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allergies or diabetes when deciding on the treats to be shared at the conclusion of prayer time. No other modifications should be necessary.
Lesson 3
JESUS GATHERS PEOPLE TOGETHER
OPENING PRAYER (page 24)
Have the song prerecorded on tape and playing as the students enter the room. After the song is sung (with simple gestures or instruments for the students who are nonverbal), complete the opening prayer.
JESUS GATHERS PEOPLE TOGETHER (page 25)
Step #5 will work well with students who are kinesthetic learners. The catechist should demonstrate the lesson or ask for volunteers. Students with hearing impairment may need some visual cues as to what they are expected to do. The dramatization on page 26 provides all students with an opportunity to participate.
JESUS FEEDS A GREAT CROWD (page 26)
Ask for volunteer readers to avoid embarrassing someone with a learning disability who is unable to read out loud. For a student with a visual impairment, use a computer to type their lines in large print. Another option is to type the parts and cut them
into strips for each student. As a substitute for the dramatization describes in #3 (page 27), students who are unable to read could be mimes (white
gloves and a little make-up) and mime the story as other students read it. Provide students with fish- shaped crackers and bread to help concretize the story for students with intellectual disability. Give the kinesthetic learner play dough to form a basket, some fish, and some bread.
EATING TOGETHER IS A WAY OF MAKING FRIENDS (page 27)
Have students assume the roles of Jesus and Zacchaeus while the teacher pantomimes and says the words of the first paragraph on page 4 of the student copy. As the teacher reads each sentence
in the second paragraph, the students could repeat the sentence as a choral response. For students with intellectual disability use very simple language, e.g., “The Mass is like a family meal, but Jesus is our food.”
THANKING GOD FOR BREAD AND WINE (page 28)
Prepare pictures of sun, rain, seeds, hands, bread, wine, and grapes for the prayer ritual.
Lesson 4
JESUS’ SPECIAL SUPPER
OPENING PRAYER (page 30)
Students who are nonverbal, non-readers, and those who have hearing impairment would need some props for the opening song. Suggestions include pictures of friends, bread, wine, loaves, fish, and the word leftovers on a piece of tag board. Use a clapping rhythm to give a student who is deaf some feeling for the rhythm of the song. Students who are unable to sing could hold up the pictures of the objects in the song.
JESUS’ SPECIAL SUPPER (page 31)
As kinesthetic learners act out the things being done in the picture as Jesus’ friends prepared for a special meal with him, visual learners can illustrate the preparations for this special meal with Jesus. Students with intellectual disability will not understand the term Passover. Simply explain that God helped the Jews to be safe from some bad people. Give students an option to draw the bread and the wine or use the stickers.
JESUS EATS A SPECIAL SUPPER WITH HIS FRIENDS (page 32)
During the discussion phase about what the characters felt, visual learners could make small illustrations of feelings while other students respond orally. On a copier, enlarge the parts in red on page 3 of the student copy. Suggest simple gestures to accompany the phrase “God’s love will last forever” to facilitate the inclusion of nonverbal students and kinesthetic learners in this part of the lesson.
OUR COMMUNITY REMEMBERS JESUS AS HE ASKED US TO DO (page 33)
The activities described in this section rely on strong visual and verbal skills. To use movement and the senses in this lesson, divide the room in half. Have one half set up like the Last Supper and the other half of the room set up similar to a Sunday liturgy. This would be a good time to invite a priest to come and bring some of the items the students will see
in church. The students could create a paper chain