Stage 1

Proclaiming God’s Word

Module Focus

This module is designed as an introduction to the Word of God as proclaimed in liturgy and the way it serves as praise and thanksgiving, prayer, and story. Students will be introduced to some of the elements of the Liturgy of the Word and invited to respond to God’s presence in Sacred Scripture. This will culminate in celebrating a Liturgy of the Word.

The best scripture reference for this particular module is My First Catholic Bible, New Revised Standard Version Illustrated by Natalie Carabetta and published by Thomas Nelson Inc in 2001.

Outcomes

GRHD S1.1: Explores ways a relationship with God is experienced
S S1.5: Identifies and recalls stories from Sacred Scripture through which God reveals himself
PS S1.4b: Identifies the purpose of prayer.
Learn About / Learn To
GRHD S1.1:
  • God’s presence in creative activity
  • God’s presence in others
  • God’s love is expressed through Jesus
  • the relationship between God, humankind and the environment
  • senses as an expression of God’s love for people
S S1.5:
  • the Bible as the Word of God
  • the purpose of the Bible
  • stories of God’s call and people’s response
  • stories of the Bible revealing God’s love
  • stories important to the Catholic community
  • special times when Scripture is proclaimed
  • Old Testament characters
PS S1.4b:
  • the respective places of personal and communal prayer
  • different ways to pray
/ GRHD S1.1:
  • identify how their senses enable them to experience and enjoy life
  • describe events that indicate God’s presence in others
S S1.5:
  • retell specific Scripture stories in their own words
  • enact stories from the Scriptures
  • ask questions to clarify meaning
  • explain what these stories teach
  • name times when Scripture is proclaimed
  • identify the response of Old Testament characters
PS S1.4b:
  • follow directions for a liturgical celebration
  • participate fully, actively and consciously at an age appropriate level

Discipleship Challenge
  • Students are challenged to recognise God’s presence in the world
  • Students are challenged to show reverence to and appreciation towards the Bible
  • Students are challenged to pray in a variety of ways

Catholic Discipleship

The receptiveness of children to the Word of God is often influenced by their parents’ receptiveness. Those who are connected with their local parish communities will already be familiar with some stories and songs from the Sacred Scriptures. Careful planning, explanation and presentation of the Sacred Scriptures are imperative for the Word to reach the hearts of children and affect their lives.

A teacher’s reverence towards the bible will also assist students in acknowledging the bible as a Holy Book containing many meaningful stories. Students’ regular (daily) access to a variety of biblical texts is crucial to students deepening appreciation for and understanding of sacred scripture. Students could be encouraged to read from and listen to scripture proclaimed each day. Each time a scriptural story is shared the potential for student learning should be supported by access to the same story using a variety of biblical texts.

Duration

This module is designed to support learning experiences of approximately SEVEN TO EIGHT WEEKS

Core Scripture

Matthew 6:25 – 29, 31God provides for usMy First Catholic Bible p. 234

Gold and Honey Bible p. 249

Acts 5:42Teaching about JesusMy First Catholic Bible p. 316

Psalm 150Celebrate and worshipMy First Catholic Bible p. 172

James 5: 13 – 16Pray for one anotherMy First Catholic Bible p. 393

Scripture in Context

The Scriptures teach us to pray, how to pray and why to pray. They tell us how much God loves us and what we can expect from that love. Matthew’s Gospel puts it so simply: the evidence of God’s love is all around us. The wisdom of the Sacred Scriptures points us to that evidence through story, parable, poetry and song. Although the themes may well be adult, the methodology is accessible to children, and should welcome them into a lifelong journey.

Catechism of the Catholic Church

1084 – 1090 Christ in Liturgy

1145 – 1162 Liturgy celebrated

Background for the Teacher

Our spiritual heritage holds that the Word of God is more than a record of events or a collection of wise sayings. It is living and powerful, capable of changing the hearts and minds of those who hear it. In its proclamation the Lord is present in a “mysterious” (sacramental)way. Its dynamism and power find expression in the words of the prophet Isaiah:

For as the rain and the snow come down from heaven, and do not return there until they have watered the earth, making it bring forth and sprout, giving seed to the sower and bread to the eater, 11so shall my word be that goes out from my mouth; it shall not return to me empty, but it shall accomplish that which I purpose, and succeed in the thing for which I sent it. (Isaiah 55: 10-11)

While it may be that in the present world of global communications, mass media and the internet words have become “cheap”, this has not always been the case. In ancient times, the word of a person was considered to be representative of the person’s presence. Our practice of “hearing” evidence is dependent on the consideration of one’s word as solemn.

The place of the Word in the Mass

The Mass is structured in two parts: the Liturgy of the Word and the Liturgy of the Eucharist. In the Liturgy of the Word God’s revelation through story, prophecy, song and poem is proclaimed. It is a time for us to listen with the ears of faith, to wonder at the love God has for us, and to discern what that Word has to say to us today.

The beginning of the Mass prepares us for the reception of the Word, gathering us together as a faith community; reminding us of our sinfulness and our need for reconciliation. Then, in a place set aside, befitting the sacredness of the Holy Scriptures, the Word that has touched, challenged and formed the lives of people in relationship with their God, is proclaimed.

Structure of the Liturgy of the Word

The readings we share are encouraging, challenging, healing, active and direct. Through the Scriptures, God personally speaks to the faith community. Jesus is present through his word and through their responses the people make God's word their own.

To this proclamation we respond, ideally in song, using one of the psalms or sacred songs that has come to us in the Sacred Scriptures.

The readings for use in the liturgy of the Word are structured to give the faithful a breadth of familiarity with the history of salvation. The Sunday readings are divided into a three year cycle - Matthew (Year A), Mark (Year B) and Luke (Year C). John is read on some Sundays in Lent, after Easter and on some Sundays in Cycle B. The weekly readings usually consist of two readings - the first readings vary over a two year period while the gospels remain fixed.

The highlight of the Liturgy of the Word comes with the proclamation of the Gospel, in which the words and actions of Jesus are presented to us through the eyes of the evangelists, the writer’s of the Gospels. The Gospel book is usually carried to the ambo in procession and may be accompanied by song, candles and incense, to emphasise its importance. Just prior to the proclamation of the Gospel, small crosses are made on the book, the forehead, the mouth and the heart - gestures expressing our intention of opening the mind to God's word, speaking God's word to the world around us and keeping God's word alive in our hearts.

Proclamation of the Word

As words sacred to our lives and traditions the Sacred Scriptures should be proclaimed in such a way as to witness to their meaning and to God’s presence. Such proclamation requires preparation and practice. This is particularly so with children, but it is also a lesson too often ignored by adults. When the Word of God is being proclaimed in public it needs to be slow and deliberate so that no words are passed over, and all have the opportunity to penetrate the hearts of the listeners. Good readers should always be chosen and rehearsed. This should not exclude weaker readers from participation, but it does require more practice to consolidate their confidence and allow the readings to be received by the assembly.

Celebrating the Word of God with children

The Directory for Masses with Children and a host of other support material outline ways that the liturgy of the Word can be enhanced to involve children and help them appreciate its value. The following extract should be noted by all involved in the preparation of liturgies with children:

41.Since readings taken from holy Scripture "form the main part of the liturgy of the word," [40] even in Masses celebrated with children biblical reading should never be omitted.

42.With regard to the number of readings on Sundays and holy days, the decrees of the conferences of bishops are to be observed. If three or even two readings appointed on Sundays or weekdays can be understood by children only with difficulty, it is permissible to read two or only one of them, but the reading of the gospel should never be omitted.

43.If all the readings assigned to the day seem to be unsuited to the capacity of the children, it is permissible to choose readings or a reading either from the Lectionary of the Roman Missal or directly from the Bible, but taking into account the liturgical seasons. It is recommended, moreover, that the individual conferences of bishops see to the composition of lectionaries for Masses with children.

If, because of the limited capabilities of the children, it seems necessary to omit one or other verse of biblical reading, this should be done cautiously and in such a way "that the meaning of the text or the intent and, as it were, style of the Scriptures are not distorted." [41]

44.In the choice of readings the criterion to be followed is the quality rather than the quantity of the texts from the Scriptures. A shorter reading is not as such always more suited to children than a lengthy reading. Everything depends on the spiritual advantage that the reading can bring to the children.

45.In the biblical texts "God is speaking to his people . . . and Christ is present to the faithful through his own word." [42] Paraphrases of Scripture should therefore be avoided. On the other hand, the use of translations that may already exist for the catechesis of children and that are accepted by the competent authority is recommended.

46.Verses of psalms, carefully selected in accord with the understanding of children, or singing in the form of psalmody or the Alleluia with a simple verse should be sung between the readings. The children should always have a part in this singing, but sometimes a reflective silence may be substituted for the singing.

If only a single reading is chosen, there may be singing after the homily.

47.All the elements that will help to explain the readings should be given great consideration so that the children may make the biblical readings their own and may come more and more to appreciate the value of God's word.

Among these elements are the introductory comments which may precede the readings [43] and help the children to listen better and more fruitfully, either by explaining the context or by introducing the text itself. In interpreting and illustrating the readings from the Scriptures in the Mass on a saint's day, an account of the saint's life may be given, not only in the homily but even before the readings in the form of a commentary.

When the text of the readings lends itself to this, it may be helpful to have the children read it with parts distributed among them, as is provided for the reading of the Lord's passion during Holy Week.

48.The homily explaining the word of God should be given great prominence in all Masses with children. Sometimes the homily intended for children should become a dialogue with them, unless it is preferred that they should listen in silence.

49.If the profession of faith occurs at the end of the liturgy of the word, the Apostles' Creed may be used with children, especially because it is part of their catechetical formation.

Children’s participation and appreciation of the Sacred Scriptures may be enhanced by their involvement in dramatic presentations of the readings. Such presentations should not preclude the proclamation of the Word and should not be seen as an end in themselves. They do, however, play a valuable role in developing children’s familiarity and connectedness with the Sacred Scriptures.

Where readings other than those of the day are chosen good planning should ensure that students are exposed to a breadth of readings during their school years. While some readings may lend themselves more to dramatisation and involvement than others, it is important that the meaning and relevance for the lives of the children be the primary consideration.

In Brief for Students

  • God’s love is expressed through his son Jesus
  • God helps us to perceive his presence in others and in our world
  • The Bible is the Word of God and has special purpose
  • Stories of the Bible reveal God’s love and are important everyone in our community

Student Context

How can I teach this module to these students at this time using these strategies and resources?

Developing the Partnership

How can I make connections between the learning in this module and parents and the wider community?

Children ask family members for stories that have been handed down through their family

Family members are invited to join the children for a Liturgy

Curriculum Links

Please note outcomes covered from other KLAs below

Suggested Teaching, Learning and Assessment Strategies

Suggestions for preparing classroom and initiating the module:

Definition of God’s Word, proclaiming – displayed (A Dictionary for Catholics,Laurie Woods p.67)

Word bank –for reference throughout the module. E.g. celebration, Liturgy of the Word,Old Testament, Hebrew Scriptures, New Testament, readings, psalms, procession,gospel, prayers of Intercession, sacred, scripture, letters, homily, preaching, priest.

Be aware that students may have completed in-depth units of work on Stories of Jesus and/or Old Testament prior to beginning this module. Teacher should revisestudents’ knowledge of bible asWord of God.

Display Symbols – for reference throughout the module. E.g. a collection of Bibles (students to add to collection), table and Bible, holy water to sprinkle on the class bible, candles to be used in processions with bible to classroom prayerspace/table and in class veneration of the Bible

Select appropriate literature/video (or excerpts of one) to be viewed during the module

THIS MUST BE OF A ‘G’ RATING. Please note written parental permission is required for viewing of videos/DVDs other than a ‘G’ rating e.g. ‘PG’

  • Use a story/stories (Include some aboriginal dreamtime stories and note the importance of handing down stories in aboriginal culture) or video/DVD clips that focus on memories of family life over generations, eg. The Lion King where Mufasa is telling Simba the story of the circle of life or Pocahontas where Grandmother Willow tree tells Pocahontas to listen with her heart just as she told her mother before her. Develop a series of questions using thinking tools / strategies to assist students understanding, eg. Possible Question starters for Bloom’s Taxonomy The Thinking Platform p. 62or Ten Story Questions Expressions Book 1 p. 121
  • Employ a strategy/ies that will focus student’s thinking about how families hand down stories: who tells stories about your mum and dad, aunt or uncle when they were children? What are some things you remember about stories of your grandfather and/or grandmother when they were young? Do you look at old photos/videos of your family and listen to the stories connected to them? Ask students to question family members on stories that have been handed down, get a family photo that has an old story connected to it or invite a family member in to share already published family trees and the associated stories. (Home link)
  • Facilitate the sharing of these stories: teacher models first, eg. I remember when…, I have a funny story about my family to share…Generate discussion groups that encourage students to share their experiences/memories of stories told by their families, eg. EEKK or Think-Pair-Square Into the Deep p. 37
  • Read Acts 5:42 on proclaiming scripture: Display scripture on flashcard.Discuss with students: Who could be the ‘they’? When do you think this might have happened? Why do they talk about Jesus all day and every day? What do you think ‘proclamation’ means? What is the good news of Jesus? How can we find out about all of this? In what places do we hear about Jesus’ story and about the story of God’s family?
  • Provide various bibles and allocate students to groups to explore these. Set questions to assist their exploration, eg. Is the text large or small? Are the pictures coloured or black/white? Are there headings? etc…Each group reports back on their findings. Teacher guides discussion to further the exploration, ‘Let’s find the Old Testament (stories, poems, and songs before Jesus was born), New Testament (stories, letters after Jesus was born). Introduce the word scripture.
  • Teacher shows the Lectionary as the book that contains all these stories, poems, songsand lettersand is used in the Liturgy of the Word at Mass. Teacher reads a well known story, eg. birth of Jesusor the wedding feast at Cana, from the bible and Lectionary (and perhaps even a published narrative story book) to show that the stories are the same. Identify by listing all the common elements of the shared texts.
  • Attend Parish Mass for the celebration of the Liturgy of the Word only. Consult with priest on emphasising the parts involved. Take photos of each part. Students leave after the prayers of intercession. Students report on observations/findings.
  • Construct a Concept Map on what students observed.Include photos that were taken during the Liturgy, eg.

listened to prayers