Page 5 - Pflaum Publishing Group

connecting both halves of the room to symbolize the connection between the Last Supper and the Eucharistic Celebration of the Mass on Sunday.
BAKING AND SHARING BREAD (page 34)
No adaptation is necessary. Lesson 5
OUR COMMUNITY SHARES A MEAL
OPENING PRAYER (page 36)
The song should be on audiotape for students who cannot read. Some simple gestures are important in order for students with speech difficulties to participate.
OUR COMMUNITY SHARES A MEAL (page 36)
Augment the opening discussion with pictures and objects that relate to the Last Supper, the Agony in the Garden, the Crucifixion, and the Resurrection. Provide the items in the procession pictured on page 1 of the student copy for the class to examine. Make each student copies on index cards of the words liturgy and Eucharist with the definitions on the back and give to each student. Divide students into six groups. Give groups 1, 2, and 3 the numbers 1, 2, and 3 on large cards. Give groups 4, 5, and 6 the phrases: Preparing the gifts of bread and wine, praying the great thank-you prayer, Sharing the Body and Blood
of Christ. (The word cards could include illustrations on them.) Have the groups match up in the order that these events occur during the Mass. Give students
the option to draw or use craft materials such as yarn, string, and clay to represent their gift to Jesus this week, or simply describe their gift for a friend to draw.
WE PRAISE AND THANK GOD (page 38)
Students could assume the role of the priest and hold up the bread and the chalice as the words are ready by the teacher. Have students write, illustrate, or paste pictures of praise and thanks to God in their own words in groups of two or three. Review the parts of the liturgy of the Eucharist verbally for auditory learners and visually from the chart in the front of the room.
WE SHARE THE BODY AND BLOOD OF CHRIST (page 39)
Students with intellectual disability may need
many repetitions of practicing the reception of the Eucharist. Because of physical limitations, some students may be able to consume only a tiny piece of a host. Parents of children with special needs are generally eager to work with their children at home. It may be necessary to begin sooner and break down the process into smaller steps, but in most cases, they will be able to receive Communion with their class. Some students may need picture cues as you practice the Our Father, the greeting of peace, and the reception of Communion.
WE SHARE A MEAL AS JESUS TAUGHT (page 40)
If students are unable to hold pencils, cut out phrases and duplicate pictures for students to match to the photos.
OUR PARISH CHURCH (page 40)
Additional adult helpers may be required for this activity. Not all students will be able to understand and remember all the terms that are introduced. Have pictures of all the things they will see in the church to use for review the following week.
Lesson 6
MY FIRST EUCHARIST BOOK
OPENING PRAYER (page 42)
No adaptations should be necessary.
PREPARING MY FIRST EUCHARIST BOOK (page 42)
In addition to holding up each student copy for review, have key words and items to remind the students of a particular lesson’s content.
For example: Lesson 1:
Lesson 2: Lesson 3:
Word cards with Baptism, Confirmation, and Eucharist
Pictures of Christmas, Ash Wednesday, Holy Thursday, Good Friday, Holy Saturday, and Easter Sunday
Tree branch as a reminder of Zacchaeus, a basket, fish-shaped crackers, and bread