1.1 Introductory Activity:
a) View the video Decoy: A Portrait Session with a Twist from Canon Labs (YouTube link).
b) At the conclusion of the video in part a) add one sentence to a Padlet that you believe captures the message that the video makers were trying to convey.
Who do you say I am? clip
RE Quest – click on ‘the Jesus who was He‘ tab!
- Remember that each of the Gospel writers tells the story of Jesus’ life, ministry and teaching as it was handed down to their community from the perspective of faith. Each Gospel then presents a slightly different portrait of the same Jesus and the same essential truths of our faith.
Click on the link CCC Catechism of the Catholic Church Part 1 SECTION TWO
THE PROFESSION OF THE CHRISTIAN FAITH CHAPTER TWO
I BELIEVE IN JESUS CHRIST, THE ONLY SON OF GOD ARTICLE 2
“AND IN JESUS CHRIST, HIS ONLY SON, OUR LORD” 1 JESUS
c) Jumbled Summary Activity- The Gospels
d) Using RESource (CEO Melbourne), read ‘A Brief Word About the Gospels’, the introductory notes about each Gospel and view the introductory videos for each of the four Gospels: Matthew, Mark, Luke, John.
Together at One Altar Introducing the Gospels – Matt, Mark, Luke & John
d) Recall the text of Luke 1:1-4
and the caption from the video ‘A photograph is shaped more by the person behind the camera than by what is in front of it.’ The students write a brief response to the question ‘How true is this statement when applied to the Gospels?’
1.1 Extension Activity
- storyboard a portrait session with Jesus as the central figure and predict what the images of Jesus portrayed by the photographers might look like (inferential task).
a) Participate in a group exploration of the term ‘Good News’ in our lives today:
i) What are the ‘Good News’ stories for the school, individual, world at the moment?
ii) Will these ‘Good News’ items be relevant in a month, a year, or in 10 years time?
iii) What needs to occur for these ‘Good News’ items to be able to maintain relevance?
b. Explore: Why are Gospels considered the Good News?:
i) Divide into 8 groups and each group will be provided with a Gospel story where Jesus is interacting with his disciples and or the people.
Using the Four Gospel Parallels website:
Examples could include:
- John 20:1-9 (Easter Sunday Reading- Years A, B, C))
- Mark 16:15-20 (The Ascension of Our Lord- Year B)
- Matthew 15: 21-39 (The Canaanite Woman’s Faith, Jesus Cures Many People & Feeding the Four Thousand)
- John 4:1-39 Jesus and the Woman of Samaria
- John 9: 1-34 A Man Born Blind Receives Sight
- John 11:1-27 The Death of Lazarus
- Luke 24:13-35 The Walk to Emmaus
- Luke 24: 36-52 Jesus Appears to his Disciples
ii) Provide a brief outline of the encounter that occurs with Jesus in this passage.
iii) Describe how and why this encounter would have challenged the individual(s).
iv) If you were one of the people in this story, what ‘good news’ would you have wanted to share with everyone about Jesus?
c) i) Read one of the following Scripture passages:
Year A- Matthew 4:23-25 Jesus Ministers to Crowds of People;
Year B- Luke 4:42-44 Jesus Preaches in the Synagogues; or
Year C – Mark 1:35-39 A Preaching tour in Galilee.
ii) Discuss- What is the Good News that Jesus is proclaiming? &
Where do we proclaim this Good News today?
a) Lectionary Word Splash – Students are given the following list of words/phrases.
Discuss and identify what is common about these words/phrases, and then what connection does each word have with the word ‘Lectionary’?:
Old Testament Reading; Responsorial Psalm; Gospel Reading; New Testament Reading; Old Testament Reading; Three Year Cycle, Year A Cycle of Readings, Year B Cycle of Readings, Year C Cycle of Readings, Ambo.
Access the Lectionary document at http://www.smp.org/resourcecenter/resource/4317/ and use this information to construct an information bulletin notice for the parish newsletter to inform parishioners about the lectionary and why it is important in the Church today.
b) Define the word – Lectionary. If possible have a Lectionary to view.
The Lectionary is a collection of Scripture readings assigned to the Mass for each day of the Year- so on any day that you go to Mass, everyone else in the world is listening to the same readings being proclaimed. It is not a Bible but rather an organised collection of readings taken from the Bible. On a Sunday there are 4 readings proclaimed- an Old Testament reading, a Psalm, a New Testament
b) Students present a homily which focuses on the three Sunday readings, making links with the Gospel to both the first and second readings.
Reading and a Gospel reading- all are located in the Lectionary.
c) View The Synoptic Gospels (1 min 44 secs) and/or Liturgy of the Word Readings, Ambo, Lectionary and the Word of God.
d) Use the Lectionary to investigate a range of Sunday Gospel Readings. Divide into 3 groups and each group is to identify the Gospel reading for all of the Sundays (or a selection) in Ordinary Time for their cycle of readings:
The Bible Project video of the Gospels background
i) Group 1: Year A Cycle of Readings. For example the Sunday Gospel Readings for the 3rd-7th Sundays in Ordinary Time- Year A: Matthew 4: 12-23; Matthew 5:1-12; Matthew 5: 13-16; Matthew 5: 17-37 and Matthew 5:38-48 For a list of all the Readings from Matthew’s Gospel in Year A go to: Matthew in the Lectionary
ii) Group 2: Year B Cycle of Readings. For example the Sunday Gospel Readings for the 3rd-7th Sundays in Ordinary Time- Year B: Mark 1:14-20; Mark 1:21-28; Mark 1;29-39; Mark 1: 40-45; Mark 2:1-12
iii) Group 3: Year C Cycle of Readings. For example the Sunday Gospel Readings for the 3rd-7th Sundays in Ordinary Time- Year C: Luke 1:1-4, 14-21; Luke 4:21-30; Luke 5:1-11; Luke 6:17, 20-26; Luke 6:27-38
Students can use United States Conference of Catholic Bishops Website to identify the Sunday Readings across the Liturgical Year.
e) Select one of the Sunday Gospels readings identified in part d). Each student should select a different Gospel reading.
f) Students use this Gospel passage to write and deliver a 2 minute homily (Please note: an Ordained Minister delivers the homily at Mass, Lay persons can prepare a Reflection on the Word at other informal occasions) that highlights a point that helps those listening to understand the Scriptures and how they should be lived in our lives.
g) Other possible strategies to use are:
i) Invite your parish priest to speak to the students about what he believes to be the purpose of a homily and how he goes about preparing and structuring his homilies.
ii) Students discuss where homilies are delivered and what is the purpose of a homily?
A homily is given by the priest after the Gospel has been read. A homily can assist in understanding the Scripture readings and may relate the readings to the joys and struggles of our lives today. The homily can move us, inspire us to greater faith or may motivate us to follow Jesus’ example. We may also make connections with our Baptismal Call or the sharing in the Eucharist.
iii) Use simple commentaries to assist in your reflections on your selected Gospel passages. The USCCB Site has reflections on the daily readings. Also useful is The Sunday Connection by Loyola Press.
v) Deliver your homilies either in person to the class or using some type of recording. The class is to be encouraged to model prayerful attentive listening and enthusiastic support.
vi) At the conclusion of the homilies, you can write a journal entry/reflective writing that responds to:
- From all of the homilies presented, what point was made that was most meaningful to you?
How will/does this point help me to understand Scripture or relate Scripture to my life in a new and powerful way?