Loving Like Jesus - Year 3

DRAFT
Religious Education
Archdiocese of Perth
Love Like Jesus
Jesus
Year 3
(Lent/Easter Unit)
TABLE OF CONTENTS
SECTION ONE
Overview ......................................................................................1
Steps of the Process ....................................................................2
Teacher Reflection........................................................................4
Parent Letter ................................................................................5
Glossary ......................................................................................6
SECTION TWO
Teacher Background Material ......................................................11
SECTION THREE
Symbols........................................................................................27
Learning Area Outcomes..............................................................28
Key Understandings
Learning Points ............................................................................29
Program of Work ..........................................................................30
SECTION FOUR
Activity Sheets..............................................................................67
SECTION FIVE
Resource Sheets..........................................................................73
SECTION SIX
Appendices ..................................................................................87
Support Material ..........................................................................88
Childrens Literature ............................................................88
Songs and Music ................................................................88
Teacher Resources ............................................................89
Videos ................................................................................90
Acknowledgements ......................................................................91
Section One
Overview
Steps of the Process
Teacher Reflection
Parent Letter
Glossary
OVERVIEW
From experience, we realise that the purpose of our bodies is to
relate with others (A1, A2). This teaches us also that God, our
Creator, wants to relate with us (A3).
Jesus taught people how to relate with God and others (B1). He
came to help people do so (B2).
The friends of Jesus celebrate who Jesus is so as to get to know
him better. Then they are better able to understand him as
someone who knows well what it is like to be human (C1). They
appreciate also that he came to help people change (C2).
People can relate more closely with God, who wants to relate
with them, by showing love for God as Jesus taught and loving
others as Jesus showed (C3).
Christians continue to wonder at their bodies and how they use
their bodies to relate with God and others (C4).
Love Like Jesus
STEPS OF THE PROCESS
A
WONDERING AT
THE CREATOR
A1
A2
A3
Wondering at experiences of being human

Wondering at the religious meaning of these
experiences
Understanding what these human
experiences reveal about God [Attribute]
C
CHRISTIAN RESPONSE
C1, C2
C3
C4
Christs power is experienced

through his Church
The person Christ empowers the
believer to become
Continuing to wonder at Christian
possibilities
B
THE PROMISE
OF CHRISTIAN
SALVATION
B1
B2
Love Like Jesus
Christ models the Christian Promise

Christ empowers to live like him
STEPS OF THE PROCESS

LOVE LIKE JESUS
YEAR 3
A
WONDERING AT GOD WHO
CREATED OUR BODIES
A1
A2
A3
Wondering at our bodies that enable us to

relate
Wondering at God who created our bodies
for a purpose
Attribute: God wants to relate with us
C
CHRISTIAN RESPONSE
C1
C2
C3
C4
Friends of Jesus celebrate who he is

Jesus came to help people change
Jesus calls people to show love through
their bodies
Continuing to wonder at our bodies and
relating with God and others as Jesus
taught
B
THE PROMISE
OF CHRISTIAN
SALVATION
B1
B2
Jesus showed how to relate with God

Jesus came to help people to relate
Love Like Jesus
TEACHER REFLECTION
Decision
Deciding is part of life. From the first moment of the day we are faced with many choices.
Some of these are not important, they just become routine. Others are significant in shaping
life decisions. The process of decision-making involves trying to determine what is right and
to ensure the good choices are made by trying to foresee all possible consequences. When
people follow the process of first stopping to think, then asking some pertinent questions,
seeking others advice, reflecting on the life of Jesus, they frequently end up making different
choices from those they first envisaged.
They then feel satisfied, believing the right choice has been made. But there are also
occasions when people make rush decisions and do not follow the process outlined above. As
a result, they become somewhat disappointed with the choice made, saying, If only I .
Yet, regardless of what choices are made, and their consequences, there is always room to
make another choice no matter what.
Reflect on choices you have made this past week. Decide upon one that was important for
you:
-
How do you feel about the choice you made?
What process did you use to make this choice?
What were the consequences?
Did it only affect you or did it affect others as well?
Read: The Man With the Paralysed Hand [Luke 6:6-10].

Reflect on the words, Stretch out your hand. Place your own name before this phrase.
How do you feel when Jesus says this to you?
Jesus is reaching out to help you with a difficult decision you are making or will have to make
soon.
Name what it might be?
Pray about it.
We have been called by Jesus and gifted with the Holy Spirit to live lives that reflect the
making of wise choices for the good of others and ourselves.
Love Like Jesus
PARENT LETTER
(insert school letterhead)
Dear
RE: NEXT RELIGIOUS EDUCATION UNIT TO BE STUDIED IN YEAR THREE
The human body was created so that human beings can express the goodness created in them
by God.
The unit begins with wondering at how we experience our life as bodily beings (somebodies).
This leads people to wonder at God who created our bodies for a purpose. As people discover
more about their bodies they discover that God wants to relate with them.
The unit then explores ways in which Jesus, in coming to help people, showed them how to
relate with God. The unit then introduces to the children how friends of Jesus celebrate who
he is, especially during the time of Lent/Easter.
Finally, the unit explores ways in which members of Gods family are called to show love
through their bodies.
You could help your child during this unit by, for example:
sharing with your child memories of the changes in their bodies since they were born, for
example, when they crawled, how their bodies responded to cuddles and hugs, etc.
discussing with your child the different ways your family show their love for each other in
a bodily way, for example, laughing, doing chores at home, hugging, play wrestling,
expressing sadness, etc.
sharing Bible stories of Jesus using his body to relate with God and others [Luke 22:19-20;
Matthew 19:13-15]
participating in Parish Lenten and Easter activities
Yours sincerely
Love Like Jesus
GLOSSARY
Apostle
One who saw and was sent to proclaim the Gospel by the Risen Christ.
There were many apostles in the early Church [1 Corinthians 15:58].
However, all recognised the special status of the Twelve Apostles who were
with Christ throughout his ministry in Israel, and who received from him a
mission, along with special spiritual gifts and authority [Matthew 18:18,
28:20]. Jesus appointed Peter, who became Bishop of Rome, the head of the
Apostles. The Apostles handing on of their powers to their successors is
known as Apostolic Succession.
Baptism
The first of the Seven Sacraments. Through this Sacrament, God makes a
home within a person and frees him or her from original sin [John 14:23].
Commandments
In the Old Testament, a Word a rhythmic phrase given by God to help

people recall Gods laws. There were Ten Words which came eventually
to be called the Ten Commandments [Catechism 20562063]. In the New
Testament, Jesus gave two Commandments to love God and to love ones
neighbour [Matthew 22:3740]. The Commandments of the Old
Testament can only be fully understood in the light of the Commandments
of Jesus.
Divine Revelation
The act through which God communicates with human beings, calling
them to enter into relationship with their Creator. The climax of
Revelation is the coming of Jesus Christ, the Son of God, into the world.
Disciple
A follower or student. In the New Testament, this word was used to

denote one of the many followers of Jesus [eg. Luke 10:1]. From his many
disciples, Jesus chose twelve to be his Apostles [Matthew 10:12].
Divine
An adjective for God.
Eucharist
The most important of the Seven Sacraments, during which Christ

changes bread and wine into his Body and Blood, as a remembrance of the
sacrifice of his life for us, and invites participants free from mortal sin to
receive him in Holy Communion.
Christ through Holy Communion:
draws Christians into deeper union with himself
nourishes spiritual gifts, especially those received through the other six
sacraments
cleanses past venial sins
strengthens against mortal sins
deepens unity with the wider Church community
stirs greater desire for Christian unity [Catechism 13911398].
Genuflection
The act of worshipping Christ, present in the Consecrated Hosts in the

Tabernacle, by kneeling briefly on one knee when entering or leaving a
seat in a Church or when crossing before the Tabernacle from one side of
the Church to the other.
Love Like Jesus
Incarnation
The Christian belief that Christ is fully human as well as fully divine.
John the Baptist
The last of the Old Testament prophets called by God immediately before
Jesus, sent to prepare the way for the coming Messiah. Son of Elizabeth and
Zachariah, cousin of Jesus [Luke 1:525; Matthew 3:1317; John 3:2233;
Mark 6:1720; etc.].
Miracle
An event which benefits a person or group, but for which there is no

natural explanation. Miracles, therefore, are usually accepted as
experiences of divine power.
Resurrection
The raising of Jesus to life three days after his death and burial.
Two Great
Commandments
Jesus taught his two Great Commandments, which are the goal of all
Gods Commandments and laws. These are [Luke 10:27] and
[Matthew 22:39]:
You must love the Lord your God with all your heart, with all your soul, with
all your strength, and with all your mind You must love your neighbour as
yourself.
By keeping the first, a Christian is empowered to keep the second, the true
standard of which is the selfless and life surrendering love of Jesus for
others [John 15:12].
Love Like Jesus
Section Two
Teacher Background Material
TEACHER BACKGROUND MATERIAL

Teacher Note
This unit contains the Lent/Easter content for your year level. As the majority of teaching of
this unit takes place in the Season of Lent, it is important that the emphasis be on the
Season of Lent and that any reference to Easter is made in future terms, as the Easter
Season is actually celebrated from the commencement of the Easter Vigil on Holy Saturday
night through to Pentecost Sunday, the last day of the Easter Season.
Therefore references to how Catholics celebrate Easter should be in terms of: Catholics will
pray special prayers, such as Alleluia!, Catholics will attend special Church celebrations.,
etc.
The children should not be given the impression that Easter is what is celebrated at school
or in the last week of term. It is a celebration of the whole Church and there are many Parish
celebrations that will take place outside of the school context.
WONDERING AT GOD WHO CREATED OUR BODIES

Teacher Note
The purpose of this step is to assist the development of the students religious awareness.
It aims to help them understand the religious meaning of significant experiences an
essential step for both Evangelisation and New Evangelisation (see Australian Religious
Education Facing the Challenges).
The students should be provided with opportunities to wonder in A1 and A2. They need to
celebrate (rather than merely understand) the related attribute of God in A3.
The basic questions of the human heart to which the following experiences relate are taken
up further in the Year 812 Religious Education units.
A1
Wondering at our bodies that enable us to relate

A1
(The human body shares in the dignity of the image of God . Sexuality affects all aspects
of the human person in the unity of [their] body and soul and in a more general way the
aptitude for forming bonds of communion with others. Catechism 364, 2332)
Teacher Note
This topic is about the human body. It emphasises one purpose of the human body: to
communicate the person within in relationships.
Human sexuality is treated more fully in later school years. The reference below to people
expressing themselves differently as males and females contributes to the foundation for a
Catholic understanding of human sexuality.
Everyone has a body. As we wonder at our bodies, we realise that, without them, we could
not relate with others.
Firstly, without our bodies, we could not tell others what we think or feel.
We need our bodies to say that we are happy. We need them to smile, to jump with pleasure,
and to run to someone to show how happy we are to see them.
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Love Like Jesus
Without our bodies, others would not be able to see when we are unhappy or scared. We
could not cry, look sad or move away when we are frightened.
Secondly, we need our bodies to show others that we love them. We need them to give kisses,
hugs and cuddles. And without their bodies, our parents, grandparents or older family
members would not be able to pick us up, look after us when we are sick or show that they
love us.
Without our bodies, we could not try to make people happy by showing our love for them.
We could not make cards, draw pictures, write letters or help carry bags from the shop to the
car. We could not help out at home by doing chores or caring for pets.
Our bodies, then, make it possible for us to communicate with each other. Their purpose is to
enable us to relate.
Peoples bodies affect how they relate

Peoples bodies are different. There are girls and boys bodies. There are people who cannot
use their bodies like others because of disability.
People who use their bodies differently

Some people cannot use their bodies or particular senses in the same ways as others. For
example, some cannot see or hear and others find it difficult to walk.
Often, such people have other gifts they can use. For example:
hearing impaired people often can read others lips or use sign language
sight impaired people can read by using Braille.
Teacher Note
Before moving on to the Wonder Questions, the students could briefly recall how they
express happiness, tiredness, friendliness, etc.
Wonder Questions
As people realise the range of ways they can communicate with their bodies, many wonder,
for example:
- How do I like to communicate best?
- How do I like to express thanks?
- How do I look when I am sorry?
- How do I like to show my parents that I love them?
- How can I best show my grandparents that I feel sad when they are sick?
- How can I show friends that I like them?
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A2
Wondering at God who created our bodies for a purpose

A2
(God speaks to [humankind] through the visible creation. ways of approaching God from
creation have a twofold point of departure: the physical world and the human person.
Catechism 1147, 31)
Teacher Note
The aim here is to encourage students to wonder. This is an important skill for discovering
God through creation [Catechism 32-33]. What is most important at this stage of each unit is
that students be given a wondering activity.
To lead students into the wondering activity, they may need to be reminded that wonder is a
gift God created in people so that they could discover God through everything God has
created. Wonder causes us to stop, to look, to feel, to smell, to listen or to taste so that we
might better enjoy and understand. Wonder leads us to be curious, which can lead us to
explore and to experiment.
Questions people ask about how they use their bodies to relate and communicate, lead many
to ask other questions, such as:
- Who designed my face so that I can smile?
- Who thought first of all the feelings my face can show?
- Where did our voices and tongues come from?
- How did we get hands, arms and legs?
Religious meaning
As they realise that God created the human body as the means of our communicating and
relating with one another, people may begin to wonder: I wonder what God, who created my
body able to communicate, is like?
Teacher Note
The students may offer a variety of answers to the question: I wonder what God, who
created my body able to communicate, is like? The answer of each should be valued.
What follows seeks to refocus the attention of the class for the purposes of systematic
religious education, rather than imply one answer is better than the others.
One possible answer

One answer to this question that many discover is that God wants to relate with human
beings.
This is one way God has created people so that they will discover and become close friends
with God.
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Love Like Jesus
A3

([God] calls [humankind] to seek him, to know him, to love him with all [their] strength.
God never ceases to draw [humankind] to himself. Only in God will [they] find the truth and
happiness [they] never stop searching for: . [Human] faculties make [one] capable of coming
to a knowledge of the existence of a personal God. Catechism 1, 27, 35)
A3
Teacher Note
Theologically, God is the selfrevealing Creator of the universe. The purpose of Gods act of
Revelation is to reach out and to call human beings into relationship, and to share Gods
own divine life with all who respond to this call. The following language tries to communicate
the basic concept of divine Revelation in the language of Year Three students.
God wants to be close friends with us, for God loves us. This is one reason why God created
the universe: to help us discover, and to relate with its and our Creator.
To help our discovery, God has created many clues in the world around us. All of these clues
tell us that God wants to relate with us.
A very important clue telling us this is our ability to use our bodies to relate with each other.
God could not create us capable of relating unless God was capable of relating.
Our ability to relate through our bodies therefore, teaches us that God wants to relate and to
be a close friend to every human being on the earth.
This tells us that God is a selfrevealing Creator. God is always reaching out to us, calling us
to become friends. Our bodies are a very important way God is doing so.
How as a class can we celebrate God who wants to relate and be friends with us?
THE PROMISE OF CHRISTIAN SALVATION

Teacher Note
From the beginning of his ministry, Jesus proclaimed the arrival, in his own person, of the
Kingdom of God a new and definitive intervention of the saving power of Gods love on
behalf of his creatures.
In the power of this love, expressed throughout the course of his life, death and resurrection,
Jesus accomplished our salvation. He:
freed people from sin and the influence of the evil one
brought people to share in Gods own divine life
revealed Gods love and closeness
modelled how to live in a truly human way in response to that love.
Returning to the Father, Jesus sent his Spirit to help people enter fully into the Kingdom of
God so as to live as he lived. For he had promised to send the gift of the Holy Spirit to his
followers, You will receive power when the Holy Spirit comes on you. [cf. Acts 1:8].
Christians experience this power within the Kingdom of God to the extent that they draw
upon the grace of the Risen Lord through the Eucharist, the other sacraments, prayer and
the other ways Jesus taught.
One element of the modelling of Jesus was that he showed how to relate with God (B1).
Jesus came to help people relate (B2).
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The purpose of Step B is to show Jesus as the model of truly human behaviour, and then to
focus upon how the world of the students experience would be different if all accepted his
promise of the power of his Spirit.
B1

(The Word became flesh to be our model of holiness . Jesus makes charity the new
commandment. Charity is the theological virtue by which we love God above all things for his
own sake, and our neighbour as ourselves for love of God. Catechism 459, 1823, 1822)
B1
Jesus used his body to show people how to relate with God. People do this by:
showing love for God
showing love for others.
Teacher Note
Teachers should select one or two of the following examples to show that Jesus used his
body to relate with God the Father and with others.
Jesus showed people how to relate with God

Jesus showed people ways of using their bodies to relate with God. He:
knelt to pray [Luke 22:41]
participated in public worship [John 7:114]
participated in religious meals, which included singing [Mark 14:1216 and 26].
The most important way Jesus showed how to relate with God is through his own
self-offering to God his Father in the Eucharist. He enabled his followers to share in this
self-offering during the Last Supper [Luke 22:1920].
Jesus showed people how to relate with others

Jesus used his body to relate with others, for example:
with his hands, he blessed children [Matthew 19:1315]
with his feet, he walked to cure the mother of Simons (or Peters) wife [Mark 1:2934]
using his tongue, he spoke kindly to people [Mark 1:4042]
using his tongue, answered peoples questions [Matthew 22:3440].
As he did so, people learned of his love and his care for them.
Jesus also used his body to communicate friendship. Among his special friends were:
the Twelve Apostles, with whom he talked and did many things [Mark 6:3032]
Lazarus, Martha and Mary, to whose home he went to relax [Luke 10:3842].
Jesus communicated when he:
cried over Jerusalem after he had entered on Passion (Palm) Sunday [Luke 19:41]
cried when he went to the grave of Lazarus his friend [John 11:36]
washed the Apostles feet at his Last Supper on Holy Thursday [John 13:116].
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Love Like Jesus
B2

(The Word became flesh to be our model of holiness . Jesus makes charity the new
commandment. Charity is the theological virtue by which we love God above all things for his
own sake, and our neighbour as ourselves for love of God. Catechism 459, 1823, 1822)
B2
Teacher Note
The foundation of the Christian Promise is that the power of Gods Kingdom is found in the
Person of Jesus Christ. People need to turn to him to draw fully upon this power in the ways
he taught.
The divine power of the Kingdom gradually frees people from human weaknesses and
failings, heals and forgives sin.
Gradually, it restores human beings to become what God originally intended human beings
to be at their creation and prior to original sin.
The word salvation derives from the Latin word for heal (salus). As the one in whom that
power is found, Jesus is called Saviour.
The term original sin was introduced to the students in Baptism Year Three.
The following content contributes to students gradual understanding of Salvation by teaching
them that Jesus came to help people relate more closely with God by living as he lived.
Jesus came to help people live as God calls them to. As they do so, they relate more closely
with God who wants them to be close.
Jesus came to help people relate with God

God wants to relate with people, but understands that they do not always find this easy. The
same is true of Gods desire that people relate with others.
Jesus came to help people. He:
taught many lessons about how to relate with God and others
helps people today whenever they try to relate with God and others, as he taught.
Practical application of the Promise

Teacher Note
The relationship between this part of B2 and the first part of C3 is that:
the focus of B2 is how the world would be if everyone lived as God wants
the focus of C3 is how God is calling each person to live so that the world will be as God
wants.
Jesus showed that people relate with God as they use their bodies to pray and to worship, just
as he did.
If people used their bodies to participate in worship to God as Jesus taught, everyone would
be closer friends with God.
Love Like Jesus
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Then, if everyone drew closer to God through prayer and worship, they would find it easier to
relate like Jesus with other people. Fewer people would:
hurt others by hitting them
steal others property
feel left out of games and other fun activities
bully or pick on people
tell things about people that are untrue
call others names
make fun of others.
CHRISTIAN RESPONSE
Teacher Note
To experience the Promise of Christian Salvation requires personal Christian conversion
[General Directory for Catechesis 53].
In the words of Jesus, this means people must [Mark 1:15]:
Repent, and believe the gospel.
Religious Education contributes to their New Evangelisation by helping students to
understand what is involved in repenting and believing. Religious Education needs to help
students discover what exactly faith in Jesus Christ is [General Directory for Catechesis 75].
The following content introduces Year Three students to:
C1
C1
the Christian belief that Jesus is fully human as well as Son of God (C1)
the love of Jesus is for all, including those who do wrong (C2)
practical examples of living the two great Commandments of Jesus (C3).

((Jesus Christ) became truly man while remaining truly God. Catechism 464)
Friends of Jesus want to know him better. They want to be better friends with him. For this
reason, they recall and celebrate stories that help understand better who he is.
Teacher Note
The following content begins with the recalling of stories learned in Year Two as a context for
introducing the new material in this unit.
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Love Like Jesus
Recall: Jesus is special

In Year Two, we learned stories about people discovering that Jesus is someone special.
They learned he is the Son of God:
the angel told Mary that Jesus is the Son of God [Luke 1:35]
God the Father said: You are my Son, the Beloved when Jesus was baptised by John the
Baptist [Mark 1:11]
when Jesus clothes became as bright as light, and the two holy men appeared talking with
him, God the Father again said: This is my Son, the Beloved Listen to him
[Matthew 17:5]
when Jesus rose from the dead on the Third Day; something no one else has ever done;
after he had been killed [Matthew 28:110].
Jesus is fully human

(Christ, being true God and true man, has a human intellect and will . Catechism 482)
Teacher Note
The following stories need to be told in simple ways. The focus in Year Three is upon stories
related to the Mystery of the Incarnation, or Christ being truly human as well as being truly
divine.
Jesus is special because he is Gods Son. However, he is also fully human. His friends celebrate
stories about how he:
questioned as a child [Luke 2:4147]
knew hunger [Matthew 4:12]
felt thirsty [John 4:17; 19:2830]
experienced tiredness [Matthew 8:2324]
was very afraid [Luke 22:3944]
cried when he was sad [Luke 19:4142; John 11:3336].
Teacher Note
The theme of Christ as fully human as well as the Son of God is the focus for Lent/Easter in
this unit.
The following Teacher Background Material could be presented in Holy Week. The story of
the washing of the Apostles feet at the Last Supper was treated briefly in B1 from the
perspective of Jesus showing how to serve others. The students need simply to be helped
recall this event, placed in the context of just one of the events celebrated by friends of
Jesus on Holy Thursday during Holy Week.
Friends of Jesus celebrate who he is during Lent

During the Last Supper, celebrated by the Church today on Holy Thursday, Jesus celebrated
a special meal with his Apostles. After the meal, Jesus performed the unusual act of washing
the feet of his Apostles even though they objected and were shocked by his actions. In Jesus
time the washing of feet was an action performed only by the lowest of servants. The
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Apostles called Jesus Master and Teacher; to them he was no lowly servant. Jesus served
them to show that they should serve others.
During Holy Week on Holy Thursday evening, at the Mass of the Lords Supper, friends of
Jesus remember this story. They celebrate the love and service Jesus communicated through
how he used his body, and remember his Commandment [John 15:12]:
love one another, as I have loved you.
The remembering by the friends of Jesus takes place through the reading of the Gospel story
of the Last Supper [John 13:1-16] and in the ritual of the Washing of Feet. During this
ritual, people chosen from the community gather in a place set aside in the church. The
priest, as a sign of service, pours water over, then dries the feet of those representing the
community. During this time all who are gathered sing special responses (The Sunday Missal).
Also, at the Mass of the Lords Supper, people are invited to bring forward gifts for the poor
(food, clothing, money, Project Compassion donations, etc.).
During the Eucharistic Prayer, friends of Jesus remember that at the Last Supper, Jesus
changed bread and wine into his Body and Blood and said to the Apostles:
Do this in memory of me.
The colour of the priests vestments and the sanctuary cloths for Holy Thursday will be white,
the colour of purity and integrity.
Teacher Note
Lent/Easter
The Season of Lent is a period of forty days (not including Sundays) a time of preparation for
the celebration of Easter.
The word Lent comes from the Anglo Saxon word for spring time (lencten). It is a period of
spiritual renewal.
The liturgical season of Lent begins on Ash Wednesday, a day on which followers of Jesus
celebrate the Eucharist and receive a cross of ashes on their foreheads. The ashes come
from palm branches, used at the previous years Passion (Palm) Sunday liturgy, then burned
and kept until the following Ash Wednesday.
This cross of ashes has its origin in Old Testament times, when mourners and penitents
clothed themselves in sackcloth and covered their faces and hands with ashes or dust as a
sign of repentance. Today, the ashes received on Ash Wednesday are a reminder that
followers of Jesus are called to live the teachings of the Gospel.
The liturgical season of Lent runs from Ash Wednesday until the Mass of the Lords Supper
exclusive [General Norms for the Liturgical Year #28].
The forty days of Lent conclude with the commencement of the Easter Vigil on Holy
Saturday. Sundays are not included because, from Old Testament times, the Sabbath has
always been a day of celebration.
The liturgical colour for Lent is violet, a colour signifying penance.
Friends of Jesus carry out special actions to draw closer to God during Lent
During Lent, culminating with Easter, the friends of Jesus recall the sufferings, death and
Resurrection of Jesus. As Jesus communicated love, service and self-giving through his body,
friends of Jesus also carry out special actions during Lent, so as to follow Jesus example and
become closer to God.
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Lent, a traditional time of penance, should be marked by:
prayer for the purpose of developing greater love for God
self-denial disciplinary practice of going without, for the purpose of gaining spiritual
strength
helping others doing good work for the purpose of developing greater love for others.
Some of the following may be appropriate ways to observe Lenten practices at this level:
prayer participating in the Eucharist, spontaneous prayer, praying the Hail Mary, special
efforts to pray in the morning and evening, special efforts to pray grace before and after
meals, etc.
self-denial watching less television and spending less time playing computer games to be
with family members, limiting lollies and treats so as to give to the poor, making special
efforts to eat the healthy food our families provide even if we do not like such food, etc.
helping others giving special attention to helping parents, helping younger brother and
sisters, being inclusive of those children at school that have no one to play with them,
helping others with their schoolwork rather than having free time, etc.
Teacher Note
Ash Wednesday and Good Friday are days of fasting (ie. eating only one full meal in a
day) and abstinence (not eating meat). The law of fasting binds those who have completed
their eighteenth year, until the beginning of their sixtieth year; the law of abstinence binds
those who have completed their fourteenth year [Corpus Christianorum, Series Latina 97,
125152]. Catholics abstain from meat on Ash Wednesday and on Good Friday.
Post-Resurrection appearances
(Christs body was glorified at the moment of his Resurrection . But during the forty days when
he eats and drinks familiarly with his disciples his glory remains veiled under the appearance of
ordinary humanity. Catechism 659)
Teacher Note
Teachers need to teach the students the following stories. The Resurrection was taught in
Year Two. What is different here is the Gospel emphasis upon the continued appearance of
his body.
On the Third Day after he died, Jesus rose again from the dead. This proved to all that he is
Son of God.
Now, though, his body was different.
Now, he could appear among his friends, even when they met in locked rooms ( the
doors were closed in the room where the disciples were, for fear of the Jews. Jesus came and stood
among them. John 20:19). However, his friends could still:
touch him, as did Thomas [John 20: 1927]
eat with him [John 21:114]
talk to him [Matthew 28:910].
Love Like Jesus
20
The Ascension
(Jesus final apparition ends with the irreversible entry of his humanity into divine glory .
Catechism 659)
Once his followers knew that Jesus had risen from the dead, the work of Jesus in this
world was finished. During his final apparition to his disciples, Jesus returned to heaven
[Acts 1:6-11].
C2
C2

([Jesus came] to free [humankind] from the greatest slavery, sin, which thwarts them in their
vocation as Gods sons [and daughters] and causes all forms of human bondage.
Catechism 549)
Jesus came to help people change through increasingly expressing love and goodness with
their bodies. He came to help them stop behaving in ways that are selfish or wrong.
Jesus came to help people to change

Several stories about Jesus teach how Jesus came to help people change for the better. He was
particularly concerned for those others thought of as bad.
Recall: the baptism of Christ

Teacher Note
The development of (C2) focuses upon Jesus modelling Christian behaviour by
communicating Gods love for people who did wrong. The recall of the baptism of Jesus is
to make clear that Jesus himself never did wrong.
The following reflects the Matthew account of the baptism of Christ [Matthew 3:1317].
When we heard the story of the baptism of Jesus by John the Baptist, we heard about God
the Father teaching that Jesus is God the Son.
Jesus did not need to be baptised, for he never did anything wrong. John the Baptist knew
this, and objected when Jesus came to him for baptism. However, Jesus insisted because he
wanted to show that he loves everyone who wants to do what is good but find it hard to
do so.
Jesus ate with those others thought to be bad people

Jesus used to eat with people who did wrong [cf. Mark 2:1517]. Through this action, he used
his body to show these people that God still loved them, and wanted to help them change.
Some criticised him for this, but he told them:
I came to help all who do wrong to change.
21
Love Like Jesus
Jesus showed his power to do good

Teacher Note
The focus of the following is how Jesus confirmed the authority of his words by miracles.
Jesus worked many miracles. He did so to demonstrate that he had the power to help
people do what is good rather than wrong. His followers remember these stories so that
they will not forget Jesus came to help them overcome temptations by the Devil.
Jesus communicated with others through his body. Through his words and actions, he
demonstrated the power he wants to use for the good of all people.
Cure of the paralysed man

[Mark 2:111]
One example was the miracle Jesus performed for a paralysed man who had done wrong. The
mans friends went to a lot of trouble to get him to Jesus, for they wanted Jesus to cure him.
Jesus first forgave the man all the wrongs he had done. Then Jesus cured him to show he had
the power to forgive his sins.
C3
C3
Jesus calls people to show love through their bodies

(Incorporated into Christ Christians participate in the life of the Risen Lord.
Christians are called to lead henceforth a life worthy of the Gospel of Christ. Life in the
Holy Spirit is graciously offered [us] as salvation. Catechism 1694,1692, 1699)
Teacher Note
The foundation of Christian morality consists in the fact that Jesus empowers Christians,
making them capable of living as he taught [Catechism 16911698].
The following content invites the students to identify the various ways God has created
human beings to live.
Jesus calls all his friends to use their bodies according to the purpose for which God created
them to show love for God, and to show love, care and friendship in their families and
among their friends. Jesus taught this at a moment when those who wanted to stop him
teaching about Gods love tried to trick him.
Jesus taught how to do good

Jesus taught basic commandments that would lead people always to use their bodies in ways
that do good, as he did. His friends remember these, and try hard to live them.
The two great Commandments

On one occasion, those who did not like Jesus trying to help people and who found it hard to
choose what is good, tried to ask him a hard question [Matthew 22:35]:
which is the greatest commandment of the Law?
Love Like Jesus
22
Their only concern really was to trick Jesus into saying something that would annoy his
listeners. They wanted to get Jesus into trouble.
However, Jesus then taught his two greatest Commandments [Luke 10:27; Matthew 22:39]:
You must love the Lord your God with
all your heart, with all your soul, with
all your strength, and with all your mind
You must love your neighbour as yourself.
Teacher Note
The following stories need not be dwelt upon, only touched on to offer practical examples of
the two great Commandments.
How to love God

Jesus taught that people can communicate love for God through their bodies. One way is by
praying daily [Luke 11:113].
How to love my neighbour

Jesus taught his friends that they use their bodies to communicate love for their neighbour
every time that they help them and forgive them [Luke 10:2937; Matthew 18:2122].
As well as calling them to live these commandments, Jesus helps his followers to actually live
them.
Gods Vision
Showing love for God
Teacher Note
The students need to suggest other examples that are important to them.
Jesus calls his followers to show love for God. People do so through our bodies whenever, for
example, they use their:
tongues, to pray aloud
legs, to genuflect before the Blessed Sacrament
hands, to make the Sign of the Cross
feet, to walk to church, to walk in procession, or to assist the priest at Mass
knees, to kneel.
How can people use their bodies to show love for God:
in the classroom?
during school assemblies?
in church?
23
Love Like Jesus
Showing love for others

Jesus calls his followers to love others. People fulfil the purpose of their bodies whenever they
do so verbally or non-verbally. People behave as Jesus calls whenever they show love to their
parents. They can do so by, for example, giving hugs, kissing them and telling them that they
love them.
People fulfil the purpose of their bodies, too, when they use their bodies to care for family
members. People care for family members when they help them, for example, by doing chores
at home, speaking respectfully and doing what they ask.
People use their bodies to show friendship to others when, for example, they shake hands,
talk and do things together, speak to those feeling left out, and invite them to join in games.
People can do wrong

Teacher Note
The difference between what is wrong and sin is explained in the Penance units.
People do wrong when they use their bodies to harm or to hurt. Then they are not loving like
Jesus. They are not fulfilling the purposes of the gifts of their bodies. They do wrong, for
example, when they:
C4
hit others
make rude faces and gestures
speak in ways that upset others
deliberately break or destroy things.
Continuing to wonder at our bodies and relating with God and

others as Jesus taught
From experience, we realise that the purpose of our bodies is to relate with others
(A1, A2). This teaches us also that God, our Creator, wants to relate with us (A3).
C4
Jesus taught people how to relate with God and others (B1). He came to help people
do so (B2).
The friends of Jesus celebrate who Jesus is so as to get to know him better. Then they are
better able to understand him as someone who knows well what it is like to be human (C1).
They appreciate also that he came to help people change (C2).
How as a class can we remind ourselves that people can relate more closely with God, who
wants to relate with them, by (C3):
showing love for God as Jesus taught?
loving others as Jesus showed?
Love Like Jesus
24
Section Three
Symbols
Learning Area Outcomes
Key Understandings
Learning Points
Program of Work
SYMBOLS
Activity Sheet
Book
Cassette Tape
Compact Disc
Journal
Music Bag
Prayer
Resource Sheet
Song
Video
27
Love Like Jesus
LEARNING AREA OUTCOMES

1.
Students understand that people come to discover God who calls them
through their human experiences of the universe, including the world
around them, and their human heart questionings and yearnings which can
only ever be satisfied by their Creator.
2.
Students understand and give expression to their most basic human heart
experiences in light of the Gospel, through study of their interests,
questions, hopes, anxieties, reflections and judgements.
3.
Students understand the content of the Christian message, by relating it to

examples drawn from their experiences.
4.
Students understand that God offers salvation through Christ who models
how to live in a truly human way.
5.
Students understand that Catholics are empowered to live like Jesus as they
draw on the power of the Spirit and of the Kingdom through Church,
Sacraments, Scripture, prayer and other ways Jesus taught.
6.
Students recognise that every good value, attitude or way of doing things is
a sign of Gods presence and influence within culture.
7.
Students know and appreciate the values of Christ and those of his Gospel
as the basis for living out the Christian mission in the world.
8.
Students demonstrate the skills necessary in order to read and apply

Scripture and to participate in Catholic ritual and prayer.
Love Like Jesus
28
KEY UNDERSTANDINGS
LEARNING POINTS
A WONDERING AT GOD WHO CREATED OUR BODIES
A
A1
Wondering at our bodies that enable us to relate
A1.1
A1.2
Names ways people use their bodies to communicate with others.

Identifies ways people with disabilities communicate with others.
A2
Wondering at God who created our bodies for a purpose
A2.1
Expresses wonder at God who created bodies for a purpose.
A3
A3.1
Composes an artwork celebrating God who wants to communicate with them.
B THE PROMISE OF CHRISTIAN SALVATION
B1
B1.1
B1.2
States ways in which Jesus used his body to communicate with God.
Demonstrates ways in which Jesus used his body to communicate with others.
B2
B2.1
Records ways in which people would act if they used their bodies to
communicate as Jesus did.
C CHRISTIAN RESPONSE
C1
C1.1
C1.2
C1.3
C1.4
Retells learned stories about people discovering that Jesus is someone special.
States ways in which Jesus is human like us.
States ways in which Jesus showed himself to be divine.
Illustrates and explains why friends of Jesus celebrate the Holy Thursday ritual,
Washing of Feet.
Describes ways friends of Jesus can carry out actions of prayer, self-denial and
helping others during Lent.
C1.5
C2
C2.1
States ways in which Jesus helped people to change.
C3
Jesus calls people to show love through their bodies
C3.1
States ways in which Jesus calls people to use their bodies to show love for
others.
Describes how people use their bodies to show love for God.
Develops an awareness that people do wrong when they use their bodies to
harm or hurt others.
C3.2
C3.3
C4
C4.1
Continuing to wonder at our bodies and relating with God and others as
Jesus taught
Reviews and expresses the main ideas of the unit.
29
Love Like Jesus
Key Understandings
A
Learning Points
WONDERING AT GOD WHO CREATED

OUR BODIES
Teacher Note
The purpose of Step A is to assist the development of
students religious awareness. It aims to help them
understand the religious meaning of significant
experiences an essential step for both Evangelisation
and New Evangelisation (see Australian Religious
Education Facing the Challenges).
The students should be provided with opportunities to
wonder in A1 and A2. They need to celebrate (rather
than merely understand) the related attribute of God
in A3.
The basic questions of the human heart to which the
following experiences relate are taken up further in the
Year 8-12 Religious Education units.
Teacher Note
This unit contains the Lent/Easter content for your year
level. As the majority of teaching of this unit takes
place in the Season of Lent, it is important that the
emphasis be on the Season of Lent and that any
reference to Easter is made in future terms, as the
Easter Season is actually celebrated from the
commencement of the Easter Vigil on Holy Saturday
night through to Pentecost Sunday, the last day of the
Easter Season.
Therefore references to how Catholics celebrate Easter
should be in terms of: Catholics will pray special
prayers, such as Alleluia!, Catholics will attend
special Church celebrations., etc.
The children should not be given the impression that
Easter is what is celebrated at school or in the last
week of term. It is a celebration of the whole Church
and there are many Parish celebrations that will take
place outside of the school context.
A1
Wondering at our bodies which enable us to

relate
(continued )
Love Like Jesus
30
A1.1
Names ways people use their

bodies to communicate with
others.
Suggested Strategies
Support Material
Class Prayer
Teacher Note
The following Focus Questions should be used
with the strategies in A1.1 and A1.2. The
students may choose to journal their responses
to any or all of the questions:
Aboriginal Studies
Across The
Curriculum
pp 38-39
Catholic Education
Office of Western
Australia
- How do I like best to communicate?

- How do I show thanks to someone?
- How do I look when I am sorry, or sad, or
happy or delighted?
- How do I like to show my parents that I love
them?
- How can I best show my grandparents,
parents, friends, teachers, etc. that I feel sad
when they are sick?
- How can I show friends that I like them?
a)The teacher constructs cards that contain

feeling words, for example, fear, excitement,
etc. The students choose one card and mime
how they would show that feeling to others.
Students name the feeling being communicated.
Children of the Light

M Mangan
Peace I Give
(Prayer with
Actions)
1
OR
b)Using mood music or movement and song, the
students use their bodies to communicate
feelings. Other students in the class name the
feelings communicated.
Praying with
Children
pp 41-42
B Bretherton
OR
c)Students depict feelings using circles, lines,
colours or dots as they listen to music, for
example, William Tell Overture or Bolero or
other appropriate feelings music. The students
share their work with each other and name ways
they use their bodies to communicate different
feelings.
31
The Second Sunday

Sing-a-Long
Maranatha Music
The Wa-Wa Song
Love Like Jesus
Key Understandings
Learning Points
(continued )
A1
Wondering at our bodies which enable us to
relate
A1.2
Identifies ways people with

disabilities communicate with
others.
A2
A2.1
Expresses wonder at God who

created bodies for a purpose.
(continued )

for a purpose
(continued )
Teacher Note
The aim here is to encourage students to wonder. This
is an important skill for discovering God through
creation [Catechism 3233].
What is most important at this stage of each unit is that
students be given a wondering activity.
To lead students into the wondering activity, students
may need to be reminded that wonder is a gift God
created in people so that they could discover God
through everything God has created. Wonder causes
us to stop, to look, to feel, to smell, to listen or to taste
so that we might better enjoy and understand. Wonder
leads us to be curious, which can lead us to explore
and to experiment.
Teacher Note
Students may offer a variety of answers to the
question: I wonder what God, who created my body
able to communicate, is like? The answer of each
should be valued.
What follows seeks to refocus the attention of the class
for the purposes of systematic religious education,
rather than imply one answer is better than the others.
Love Like Jesus
32
Support Material
a)Students close their eyes for one minute and are

then led by another student on a trust walk.
Students identify ways sight-impaired people
might use their bodies to communicate with
others.
Class Prayer
Jessy and the

Bridesmaids Dress
R Anderson
OR
b)Students communicate with each other for part
of the day without speaking. They then identify
different ways of using their bodies to
communicate other than speech.
OR
c)The students place their hands over their ears.
The teacher or a class member (with their back
to the class, or with head bowed, or with loud
background music, etc.) speaks softly to the
students giving directions for an activity. The
students remove their hands and identify ways
in which they used their bodies to understand
what was being said.
The Race
C Mattingley
Claire and Emma

D Peter
Our God is Good

M Brown
You and I We
Grow
2a-2b
Teacher Note
After the strategies in A2.1, the teacher should
lead the students to ponder: I wonder what God,
who created people able to use their bodies to
communicate, is like?
a)The students talk about the wonder questions

they have about God who created people
capable of using their bodies to communicate
and relate with others. Construct a class list of
the questions and display under the title
Wonder Questions for God or a similar title.
OR
Faith and Fun with
Songs
J Macpherson
b)In groups,the students construct wonder songs

to nursery rhyme tunes that reflect wonder at
the God who created people capable of using
their bodies to communicate and relate, for
example:
Ears, Ears
(To the tune of Mary Had a Little Lamb)

I can use my hands to hug
Mum and Dad, my brother Tim.
I wonder why God gave me arms,
so I can hug and hold?
OR
33
Love Like Jesus
Key Understandings
Learning Points
(continued )
A2
for a purpose
(continued )
A2.1 Expresses wonder at God who
created bodies for a purpose.
A3
A3.1
Teacher Note
Theologically, God is the self-revealing Creator. The
purpose of Gods act of Revelation is to reach out to
call human beings into relationship, and to share Gods
own divine life with all who respond to his call. The
following language tries to communicate the basic
concept of divine Revelation in the language of Year
Three students.
Love Like Jesus
34
Composes an artwork
celebrating God who wants to
communicate with them.
Support Material
Class Prayer
c)In pairs, the students stand opposite each other.

They take it in turns to mirror the other person
as the teacher calls out feeling words similar to
those in A1.1(a). As a word is called aloud, one
child portrays the feeling using only a facial
expression, the other child mirrors the
expression. At the conclusion of the session, the
students ponder and/or journal the Wonder
Question from the Teacher Note.
Teacher Note
Recall any of the strategies from A1 and A2. For
each of the following, lead the students to
understand that God created people able to use
their bodies to communicate what they think and
feel, to relate, because God wants all people to
relate with God.
a)The students learn the song Clap de Hands.

They then compose their own lyrics to the tune,
celebrating God who wants to relate with all
people.
Kids Praise 2
Maranatha Music
Clap de Hands
OR
b)The students compose a dance or movement
comprising actions and expressions that
celebrate God who wants to relate with them.
God Wants To
Relate With Us
(Prayer Reflection)
OR
3
c)The students use different colours to create an
art piece, which celebrates that God wants to
relate with them. For example, the class paints a
piece of calico that may be used as a class prayer
cloth during the year.
35
Love Like Jesus
Key Understandings
B
Learning Points
THE PROMISE OF CHRISTIAN

SALVATION
B1.1
States ways in which Jesus used

his body to communicate with
God.
B1.2
Demonstrates ways in which

Jesus used his body to
communicate with others.
Teacher Note
From the beginning of his ministry, Jesus proclaimed
the arrival, in his own person, of the Kingdom of God
a new and definitive intervention of the saving power of
Gods love on behalf of his creatures.
In the power of this love, expressed throughout the
course of his life, death and resurrection, Jesus
accomplished our salvation. He:
freed people from sin and the influence of the evil
one
brought people to share in Gods own divine life
revealed Gods love and closeness
modelled how to live in a truly human way in
response to that love.

Returning to the Father, Jesus sent his Spirit to help
people enter fully into the Kingdom of God so as to live
as he lived. For he had promised to send the gift of the
Holy Spirit to his followers, You will receive power
when the Holy Spirit comes on you. [cf. Acts 1:8].
Christians experience this power within the Kingdom of
God to the extent that they draw upon the grace of the
Risen Lord through the Eucharist, the other
sacraments, prayer and the other ways Jesus taught.
One element of the modelling of Jesus was that he
showed how to relate with God (B1). Jesus came to
help people relate (B2).
The purpose of Step B is to show Jesus as the model
of truly human behaviour, and then to focus upon how
the world of the students experience would be different
if all accepted his promise of the power of his Spirit.
B1
Teacher Note
The story of Jesus showing how to relate with others
by washing the feet of his Apostles will be recalled in
C1.4, as it relates to how friends of Jesus celebrate
who he is during Lent.
It would be an advantage to the students later, if this is
one of the stories introduced during B1.2.
Love Like Jesus
36
Support Material
a)The students could use one of the following

activities based on the Scripture passages from
the Teacher Background Material, p. 15, to state
ways in which Jesus showed people how to use
their bodies to communicate with God:
cartoon strip
popstick puppet play
role-play
dramatisation
concertina book.
4a-4b
Class Prayer
Litany of Thanks I
For our hands with
which we can join in
prayer,
Response:
Thank you, Jesus.
For our voices which
we can use in song,
R:
For
(The students could
compose their own
words and actions for
the litany.)
Teacher Note
The story of Jesus showing how to relate with
others by washing the feet of his Apostles will be
recalled in C1.4, as it relates to how friends of
Jesus celebrate who he is, during Lent. It would
be an advantage to the students later, if this
were one of the stories introduced during B1.2.
Teacher Note
The teacher selects and reads any four
Scripture passages from those listed in the
Teacher Background Material, p. 15.
a)The students construct a grid for each story,

depicting how Jesus used his body
1
2
to communicate with others.
3
OR
b)The students construct a word web that explores
how Jesus used his body to communicate with
others, for example:
spoke kindly
to people
blessed with
his hands
walked to
cure people
Jesus
Litany of Thanks II
For our hands which
we can use to help
others,
Response: We
thank you, Jesus.
For our tongues with
which we can speak
encouraging words,
R:
For
(The students could
compose their own
words and actions for
the litany.)
OR
c)In groups, the students mime to others how
Jesus used his body to relate with others.
OR
d)The students find and cut out magazine pictures
that depict people using their bodies to
communicate with others as Jesus did.
37
Love Like Jesus
Key Understandings
B2
Learning Points
B2.1
Teacher Note
The relationship between this part of B2 and the first
part of C3 is that:
the focus of B2 is how the world would be if
everyone lived as God wants

the focus of C3 is how God is calling each person to
live so that the world will be as God wants.
Love Like Jesus
38
Records ways in which people

would act if they used their
bodies to communicate as Jesus
did.
Support Material
Class Prayer
Teacher Note
In B1.1 and B1.2, the students read Scripture
passages showing how Jesus communicated
with God and with others. In B2.1, the students
learn that Jesus came to help people
communicate with God and others.
a)The students construct a T-chart. On one side

of the chart they list ways in which people can
communicate with God and others, as Jesus did.
On the other side of the chart they list ways in
which people do wrong in the ways they use
their bodies to communicate with God and
others.
Focus Question
- If people related with God as Jesus taught,
what differences would we see in our school
and in our community?
OR
b)In small groups, the students are allocated a
body part (mouth, tongue, hands, ears, feet,
etc.). Each group role-plays or mimes how this
body part could be used, in ways Jesus taught, to
communicate with God and others.
Snookles
J Flack
I Want to be
Gentle
More Stories and

Songs of Jesus
C Walker
What Can I Give

to God?
Record the information in chart form.

Focus Question
OR
c)The students tally, at recess or lunch, the times
when students in the playground relate with
each other in a positive way or a negative way,
using their bodies. Construct graphs for different
body parts, for example, using hands in ways
Jesus did, etc.
Focus Question
39
Love Like Jesus
Key Understandings
C
Learning Points
CHRISTIAN RESPONSE
C1.1
Teacher Note
To experience the Promise of Christian Salvation
requires personal Christian conversion [General
Directory for Catechesis 53].
In the words of Jesus, this means people must
[Mark 1:15]:
Repent, and believe the gospel.
Religious Education contributes to their New
Evangelisation by helping students to understand what
is involved in repenting and believing. Religious
Education needs to help students discover what
exactly faith in Jesus Christ is [General Directory for
Catechesis 75].
The following content introduces Year Three students
to:
the Christian belief that Jesus is fully human as well
as Son of God (C1)

the love of Jesus is for all, including those who do
wrong (C2)
practical examples of living the two great
Commandments of Jesus (C3).
C1

(continued )
Love Like Jesus
40
Retells learned stories about

people discovering that Jesus is
someone special.
Support Material
Class Prayer
Teacher Note
C1 begins with recalling stories learned in Year
Two, as a context for introducing the new
material in this unit.
The following stories should be narrated prior to
each strategy:
the angel telling Mary that Jesus is the Son of
God [Luke 1:35]

God the Father saying: You are my Son, the
Beloved when Jesus was baptised by John

the Baptist [Mark 1:11]
when Jesus clothes became as bright as
light, and the two holy men appeared talking

with him, God the Father again said: This is
my Son, the Beloved Listen to him
[Matthew 17:5]
when Jesus rose from the dead on the
Third Day after he had been killed

[Matthew 28:110].
Talk about how friends of Jesus celebrate that
he is special. They can celebrate when they
remember stories of Jesus specialness.
a)In pairs, the students construct posters that tell

of people discovering that Jesus is someone
special. The poster could include an appropriate
caption. The students share their work with
each other.
More Stories and

Songs of Jesus
C Walker
The Friends of
Jesus
OR
b)The students write a letter to a friend recalling,
from one of the Scripture passages, ways in
which people discovered that Jesus is someone
special.
OR
c)In small groups, the students brainstorm all the
stories that they are able to recall where people
discovered that Jesus is someone special. The
groups report back to the class. Construct and
display a class list of the stories.
41
A Special Prayer
Whilst seated around
the class sacred
space, invite the
students to share
their letters of Jesus
specialness
[C1.1(b)].
A response between
letters could be:
Thank you, God,
for your Son, Jesus.
Love Like Jesus
Key Understandings
C1
Learning Points

(continued )
Love Like Jesus
42
C1.2
States ways in which Jesus is

human like us.
Support Material
Class Prayer
Teacher Note
The Scripture stories below need to be narrated
simply. The focus in Year Three is upon stories
related to the Mystery of the Incarnation, or
Christ being truly human as well as being truly
divine. This is one of the ways in which Jesus is
very special.
The following stories need to be narrated prior to
each of the strategies in C1.2. Jesus:
questioned as a child [Luke 2:4147]
knew hunger [Matthew 4:12]
felt thirsty [John 4:1-7; 19:2830]
experienced tiredness [Matthew 8:2324]
was very afraid [Luke 22:3944]
cried when he was sad [Luke 19:4142;
John 11:3336].
a)Discuss and list the emotions and feelings

shown by Jesus.
The students complete What Can
We Find Out About Jesus?.
OR
b)Ask the students: In what ways did Jesus show

that he is like us? Record their responses and
build a character profile of Jesus.
OR
c)The students take photographs (eg. using a
digital camera) of other students adopting a
posture that Jesus may have displayed in the
Scripture passages. Discuss ways in which Jesus
is human like us.
43
Love Like Jesus
Key Understandings
C1
Learning Points

(continued )
Love Like Jesus
44
C1.3
States ways in which Jesus

showed himself to be divine.
Support Material
Class Prayer
Teacher Note
Prior to the strategies in C1.3, briefly recall with
the students that God the Father said of Jesus
[cf. Mark 1:11; Matthew 17:5]:
This is my Son, the Beloved.
When Jesus rose from the dead this proved to
all that he is Son of God.
The strategies in C1.3 explore stories that show
Jesus body was different after his Resurrection.
a)The students listen to stories about the events

following Jesus death (see Teacher Background
Material, p. 20). In pairs, the students illustrate
one frame of a six-frame post-Resurrection
story-map, for example, Jesus:
risen from the dead
appearing in a locked room [John 20:19]
being touched by his friends [John 20:1927]
eating with his friends [John 21:114]
talking with his friends [Matthew 28:910]
returning to heaven [Acts 1:611].
Animated Stories of
the New Testament
He is Risen
The illustrations are joined and labelled to

create a class story-map: Jesus After the
Resurrection.
OR
b)The teacher conducts a class quiz on the events
following Jesus death based on the Scripture
passages in the Teacher Background Material,
p. 20.
Burble and Squeek

Songbook
Christian Education
Publications
Hes Alive
The following questions could be asked after the

quiz:
- After his Resurrection what could Jesus do
that was different from what others could do?
- How was Jesus different after the
Resurrection?
OR
c)In pairs, the students write inside the outline of
a star the words or actions of Jesus, which
showed that after the Resurrection he could do
things that others could not.
Combine the stars to create a Milky Way of
the words and actions of Jesus that showed Jesus
to be divine.
45
Love Like Jesus
Key Understandings
C1
Learning Points

(continued )
Love Like Jesus
46
C1.4
Illustrates and explains why

friends of Jesus celebrate the
Holy Thursday ritual, the
Washing of Feet.
(continued )
Support Material
Teacher Note
Recall from B1.2, the story of Jesus washing the
Apostles feet at the Last Supper. Discuss with
the students that the Apostles would have been
shocked at Jesus wish to wash their feet and
would have strongly objected.
In Jesus time the washing of feet was an action
performed by only the lowest servants, and to
be avoided by others.
Invite the students to suggest what actions of
service, today, are most avoided and disliked,
for example:
cleaning the toilet
cleaning up after the dog
emptying rubbish bins
clearing lunchboxes and school bags of stale
food
caring for the poorest and sickest of people
(as did Mother Teresa) etc.

Jesus served the Apostles in a way that he knew
would shock them so that they would serve
others in ways that would sometimes be very
difficult.
a)The teacher describes to the students how

friends of Jesus remember the washing of feet
and the call to love and service by Jesus, in the
Mass of the Lords Supper through the ritual
Washing of Feet. In small groups, the students
create displays that illustrate and outline:
the Gospel story [John 13:116]
the Washing of Feet ritual from the Holy

Thursday Mass of the Lords Supper (The
Sunday Missal)
an action that friends of Jesus might do at

home, at school or in the community, which
might be difficult or unpleasant but is of
loving service to someone.
The Sunday Missal

Wm Collins
Class Prayer
Mealtime Prayers
Discuss with the
students that
gathering to share a
meal, as Jesus did
with his Apostles
and often with his
friends, can be a
time of celebration,
sharing and relating
with others.
People often ask
God to bless these
meal gatherings and
the good things that
come from them by
saying a special
prayer called Grace,
for example:
Bless (+) us, O Lord,
and these your gifts
which by your
goodness we are
about to receive.
Through Christ our
Lord.
R: Amen.
People can also
thank God after a
meal has been
shared, for example:
We give you thanks
for all your gifts,
almighty God,
who lives and reigns
now and forever.
R: Amen.
People can also ask
blessings and give
thanks, in their own
words at meal times.
OR
47
Love Like Jesus
Key Understandings
C1
Learning Points

(continued )
Love Like Jesus
48
( continued)
C1.4 Illustrates and explains why
friends of Jesus celebrate the
Holy Thursday ritual, the
Washing of Feet.
Support Material
b)Each student creates a triptych (three-part

picture) that illustrates:
the Gospel story of the Last Supper

[John 13:116]
the Washing of Feet ritual from the Mass of

the Lords Supper (The Sunday Missal)
an action that friends of Jesus might do at

home, school or in the community, which
might be difficult or unpleasant but is of
loving service to someone.
Class Prayer
The Sunday Missal

Wm Collins
The triptychs could be displayed at the class

sacred space or throughout the school.
OR
c)Create a class circle display entitled: Friends of
Jesus Celebrate His Call to Love and Service
(or similar):
inner circle represents the Gospel story of the
washing of the Apostles feet [John 13:116]
middle circle represents the Washing of Feet

ritual from the Holy Thursday Mass of the
Lords Supper (The Sunday Missal)
outer circle represents an action friends of

Jesus might do at home, at school or in the
community, which might be difficult or
unpleasant but is loving service to someone.
Loving S
erv
s of
n
o
ic
cti
F
e
f
et R
go
i
hin
3
n 1 :1
Joh
al
tu
6
1
Wa
s
The Sunday Missal

Wm Collins
Little Book of
Prayers
Invite the students
to write prayers in
their own words to
Jesus about their
efforts to give loving
service.
The students could
journal their prayers
or create a little
book of prayers that
could be shared with
others. This book
could be kept in the
class sacred space.
More prayers could
be written
throughout the
remainder of this
unit and added to
the booklet.
49
Love Like Jesus
Key Understandings
C1
Learning Points

(continued )
Love Like Jesus
50
C1.5
Describes ways friends of Jesus

can carry out actions of prayer,
self-denial and helping others
during Lent.
(continued )
Support Material
Teacher Note
LENT/EASTER
Class Prayer
Hail Mary
Provide
opportunities for the
students to pray the
Hail Mary at the
beginning and/or
end of the day or
during the day.
The students could
pray the Hail Mary
with movements or
in song.
The theme of Christ as fully human as well as

the Son of God is the focus for Lent/Easter in
this unit.
During the forty days of Lent, culminating with
Easter, the friends of Jesus recall the sufferings,
death and Resurrection of Jesus.
As Jesus carried out actions of love, service and
self-giving, friends of Jesus also carry out
special actions during Lent, so as to follow
Jesus example and become closer to God
through:
prayer
self-denial
doing good works.
For specific examples, see Teacher Background

Material, p. 20. As these examples have been
allocated to Year Three, it would be beneficial
that the examples be charted.
a)Create class charts that describe ways friends of

Jesus can carry out special actions during Lent,
for example:
My Spirit Sings:
Songs of Mary
M Mangan
Ave Maria
Simple Songs Your

Children Sing
J Cosgrove
M.A.R.Y.
Friends of Jesus make special efforts during Lent

To pray
To give up or do without
something they want in
order to strengthen
self-control
To help others to
develop greater love
on the spot
watch less television including all
moments in the day play less on the
children in our
with God
games
computer, etc.
praying the Hail
helping with jobs at
Mary in the morning
home (especially
and evening or at
jobs we avoid, see
quiet times
C1.4) etc.
praying before and
after eating
Journal Questions
- What is one way I might make a special effort
to pray during Lent?
- Is there something I want or like to do that
would be good for me to give up, which would
help me develop greater self-control?
- Is there something I do not usually like to do
that would be good for me to take up, which
would help me develop greater self-control?
- What might be one thing I could do during
Lent to help others at home or at school?
- Why might I choose to do these special
actions?
OR
51
Love Like Jesus
Key Understandings
Learning Points
( continued)
C1
Love Like Jesus
( continued)
C1.5 Describes ways friends of Jesus
can carry out actions of prayer,
self-denial and helping others
during Lent.
52
Support Material
Class Prayer
b)Individually or in groups, the students create

mobiles that describe ways in which friends of
Jesus may carry out special actions of prayer,
self-denial and helping others during Lent.
The students could read one anothers mobiles
then journal the questions below.
Journal Questions
actions?
OR
c)The class creates a word web or sunshine wheel
for each of the categories of special actions
carried out by friends of Jesus during Lent.
my
ow
nw
ord
s
G
ra
ce
be
fo
re
m
ea
ls
Hail Mary
r
ye
pra
up
ke
wa
The students have individual think time to

generate ideas as to how each action might be
carried out during Lent. The students are then
given time to record their ideas onto the
appropriate web or wheel, for example:
Prayer
mo
rn
ing
pr
ay
er
Journal Questions
helping
others
help
with more jobs
at home
dont
just do the jobs
I like to do
play
with someone
who is alone
include
all children in
games
share the
choice of what
games to play

actions?
53
Love Like Jesus
Key Understandings
C2
Learning Points

(continued )
Love Like Jesus
54
C2.1
States ways in which Jesus

helped people to change.
(continued )
Support Material
Teacher Note
Class Prayer
Echo Prayer
A leader prays each
of the following
lines, which are then
echoed by the
students.
Thank you God for
Jesus, who shows us
how to do good.
Help us to do good
like Jesus.
Help all people to
change for the
better.
Thank you, God.
Jesus used his body in ways that helped others

change. He:
ate with people who did wrong to show that
God still loved them

communicated with others through words and
actions, demonstrating that he had power to

help people do what is good.
a)Read to the students Mark 2:111 and Mark

2:1517. The students state how Jesus words or
actions may have helped people change for the
better.
Focus Questions
- How might Jesus actions or words in these
stories help people to change for the better?
- What do you think might have been the most
successful way in which Jesus helped people
change and why?
The students could imagine they were one of
the characters in the above stories. They write
a simple postcard to a friend explaining how
Jesus helped them change.
Focus Question
- How might Jesus help people today to change?
OR
b)Using The Dramatised Bible, the students
dramatise Mark 2:1517 and Mark 2:111 or
Jesus Cures A Paralysed Man.
The Dramatised
Bible
M Perry (Ed)
Focus Questions
change and why?
- How might Jesus help people today to
change?
8a-8b
OR
55
Love Like Jesus
Key Understandings
Learning Points
( continued)
C2
(continued)
C2.1 States ways in which Jesus
helped people to change.
C3
C3.1
Jesus calls people to show love through their

bodies
(continued )
Love Like Jesus
56
States ways in which Jesus calls

people to use their bodies to
show love for others.
(continued )
Support Material
Class Prayer
c)The students share with each other ways in

which other peoples words or actions have
helped them change, for example, a coach
through their words or actions can change the
way a certain skill is performed, thus enhancing
performance.
Read to the students Mark 2:111 and
Mark 2:1517.
Focus Questions
change and why?
- How might Jesus help people today to change?
The students write answers to these questions in
their RE books.
Teacher Note
The following Journal Questions could be used
with each of the strategies in C3.1:
- What do I like most about using my body to
show love to others?
- Which body part do I use most to express love
to others?
- Which body part could I use more to express
love to others (eg. parents, teachers,
siblings, friends, etc.)?
a)The students brainstorm ways Jesus calls people

to use their bodies to show love for others. They
select one part of their body, then write a
cinquain poem that focuses upon how Jesus may
have used that body part to express love. The
students then write another cinquain poem
about ways people can use their bodies to
express love, for example:
Hand
Gentle, supportive
Touching, healing, blessing
Hand.
Hand
Giving, holding
Touching, stroking, feeding
Hand.
Hello God, I Just

Wanted to Say
p 22 (53)
W Threlfo
Write Now! A Guide

to Working with
Genres
Catholic Education
Office of Western
Australia
Love Each Other

Invite the students
to pray the prayer
together.
OR
The students could
use their cinquain
poems as prayers.
OR
57
Love Like Jesus
Key Understandings
C3
Learning Points

bodies
(continued )
( continued)
C3.1 States ways in which Jesus calls
people to use their bodies to
show love for others.
C3.2
Love Like Jesus
58
Describes how people use their

bodies to show love for God.
Support Material
Class Prayer
Going Home Prayer
Lord God, you sent
us Jesus to show us
how to love others.
Thank you for the
gift of our bodies
that we used to show
love to others today.
b)The students brainstorm ways people could use

their bodies to show love for others as Jesus
taught. They select six to ten of these ways and
write these on cards that are kept in a special
envelope in their desk. Each day the students
could be invited to select one of the cards and
try especially hard to show love in the way
presented on the card.
OR
c)Using Luke 10:27 and Matthew 22:39 the
students, in groups, construct banners displaying
the two great Commandments and how Jesus,
through these commandments, helps people to
use their bodies to show love for others, for
example, Jesus used his body to pray daily; Jesus
used his body to heal and forgive others, etc.
a)The students write their own rap song or jingle,

expressing ways people can use their bodies to
show love for God:
in the classroom
during school assemblies
in the church.
Gestures Used
During Mass
Appendix (i)
The students share their compositions.

OR
b)Invite the students to describe ways in which
they could remind each other of ways they can
use their bodies to show love for God:
in the classroom
during school assemblies
in the church.
The students develop pamphlets that have

pictures of different parts of the body and how
these can be used to show love for God. The
pamphlets could be distributed to other classes.
59
Love Like Jesus
Key Understandings
Learning Points
( continued)
C3
bodies
Love Like Jesus
60
C3.3
Develops an awareness that

people do wrong when they use
their bodies to harm or hurt
others.
Support Material
Class Prayer
Teacher Note
Prior to the strategies in C3.3, talk with the
students about people doing wrong: when
people use their bodies to harm or hurt others
they are not loving like Jesus.
a)Invite the students to reflect on times when

they have seen or experienced people using
their bodies in ways that harm or hurt others,
for example:
hitting
making rude faces and gestures
speaking in ways that upset others
deliberately breaking others property, etc.
End of Day Prayer

Take time at the end
of the day to ask the
students to recall
ways in which they
have seen people use
their bodies to
reflect God by
showing love for
others.
Invite some students
to share examples.
After each example
say a prayer of
thanksgiving, for
example:
Leader: For Joes use
of hands to help
another,
Response: Thank
you, God.
In their journals, the students explore ways they

might have responded differently in these
situations.
OR
b)In small groups, the students use puppets to
portray examples of people not using their
bodies to love others.
OR
c)Invite the students to write a letter to Jesus
talking about the difficulties young people
might have in showing love to others through
their bodies.
OR
d)The students make large golden hands, feet,
tongues, ears, etc. These are presented at
assembly to teachers and students who use their
bodies to love others.
OR
Kids on the Rock

Gospel Light
Publications
Love the Lord
Love Your
Neighbour
e)The students complete Love Tickets.
61
Love Like Jesus
Key Understandings
C4
Learning Points
Continuing to wonder at our bodies and

relating with God as Jesus taught
Love Like Jesus
62
C4.1
Reviews and expresses the

main ideas of the unit.
Support Material
a)Provide opportunities for the students to reflect

on their learning in the unit, particularly ways
in which followers of Jesus can continue to love
as Jesus did by using their bodies to love God
and others. The students could review and
summarise the learning through:
mural
frieze
billboard
collage
poster
banner
picture book, etc.
Class Prayer
With My Body I
Can Love
(Prayer Service)
OR
b)The students complete Love Like Jesus
(Anonymous Self Assessment).
OR
c)Before and after recess and lunch times, talk

with the students about ways people can use
their bodies to love as Jesus taught. The
students could journal about their efforts to
love others.
63
Love Like Jesus
Section Four
Activity Sheets
Activity Sheet 1
What Can We Find Out

About Jesus?
Jesus felt like
this ...
I have felt like

this when ...
questioned as a
child
[Luke 2:41-47]
was hungry
[Matthew 4:1-2]
felt thirsty
[John 4:1-7; 19:28-30]
felt tired
[Matthew 8:23-24]
was very afraid
[Luke 22:39-44]
cried when he
was sad [Luke
19:41-42; John 11:33-36]
What did you find out about Jesus from these Scripture quotes?
Program of Work Reference C1.2(a)
67
Love Like Jesus
Activity Sheet 2
Directions:
Love
s
t
e
Tick
Cut out the four tickets below and

create a special book of love
tickets. Fill in the tickets stating
how you will use your body to show
love to someone, for example:
Dear Grandma
I will use my arms to give you a big hug each time I visit you.
Dear ...................................
I will use my ....................................... to ..................................................................
Dear ...................................
I will use my ....................................... to ..................................................................
Dear ...................................
I will use my ....................................... to ..................................................................
Love Like Jesus
68
Program of Work Reference C3.3(e)
Activity Sheet 3
L ove Like Jesus

(Anonymous Self Assessment)
I often communicate with my body by:

a. __________________________________________________________
b. __________________________________________________________
c. __________________________________________________________
Something I would like to ask God about using my body is:
____________________________________________________________
____________________________________________________________
This is how I feel when I think of God wanting to communicate with
me.
My favourite story in which Jesus used his body to show love:
On the back of the page write and/or draw about how you can try
to use your body like Jesus did.
Program of Work Reference C4.1(b)
69
Love Like Jesus
Section Five
Resource Sheets
Resource Sheet 1
Peace I Give
Action Song
Words & Music by Michael Mangan
1993 Litmus Productions, Brisbane
Reprinted with permission.
In pairs, the students pray, using the following words and actions.
Peace I give you,
Facing each other

join right hands
Peace I leave
Left hand on
right shoulder
My own peace I give to you
Join both hands
No more trouble, no more fear
Side by side
arm around
partners shoulder
Peace forever more
Then face each

other and join
other hand.
Program of Work Reference A1.1
73
Love Like Jesus
Resource Sheet 2a
You and I, We Grow

1.
Chorus:
You and I we know

face partner, point to partner on
you, point to self on I
That a seed cant grow just on its own;

make a semi closed fist with one hand,
drop seed into the hole at the top
It needs the deep warm earth

place other hand around semi
closed fist
To hug itself around;

remove other hand and push gently
against the sides of closed fist
And with a little rain and a

little sun
twinkle fingers down for rain,
make an arch over semi closed
fist for sun
Youll see it grow
But you and I we grow

you, to self on I
With a warm touch and a warm smile;

gently touch partners cheek, draw a
smile on your own face
Warm words and warm deeds;

fingers to own mouth and then
outwards, then shake partners
hand
You and I we grow

point to partner on you, point to self on I,
then press hands against partners hands at
chest level, at head level, then overhead on
grow
from hole at top of fist, use other hand

to indicate growth upwards.
Yes with a little bit of warm

love.
Jump into air and clap own hands
together on yes, then hug
partner or hug self.
Love Like Jesus
74
Resource Sheet 2b
2.
You and I we know

you, point to self on I
How a cruel harsh word can hurt us so;

hand to mouth and then outwards, then turn
face away and downwards
At times a mean old frown

draw frown on own face
Is enough to drag our spirits down;

point to ground and slowly lower self to
crouching position
In a cruel cold world

one hand over face
Where love is lost

other hand over face
Its hard to grow

remain in crouched position till grow
then return to standing position
for final chorus.
Chorus:
But you and I we grow

you, to self on I
With a warm touch and a warm smile;

gently touch partners cheek, draw a
smile on your own face
Warm words and warm deeds;

fingers to own mouth and then
outwards, then shake partners
hand
You and I we grow

point to partner on you, point to self on I,
then press hands against partners hands at
chest level, at head level, then overhead on
grow
Yes with a little bit of warm

love.
Jump into air and clap own hands
together on yes, then hug
partner or hug self.
From Our God is Good by M Brown

Words & music by Monica Brown
1986 Emmaus Productions, Thornleigh NSW
Reprinted with permission.
75
Love Like Jesus
Resource Sheet 3
God Wants to Relate

with Us
Gather:
Invite the participants to gather around a prayer focus consisting of:

an enthroned Bible
a candle
completed work from the unit.
Focus:
Student:
All make the Sign of the Cross.

God wants to be close friends with us because God loves us. God has
given us our bodies, which we can use to communicate and relate, to
show us that God wants to relate to us. Jesus showed us how we can use
our bodies to relate with God and with others. The following story is one
way Jesus did this.
Read, tell or the students dramatise Matthew 19:1315 or Mark 10:1316.
Reflect:
Those gathered could be asked to picture the Scripture story in their

minds eye as it is read again. They could then be invited to talk to Jesus
about ways in which they use their bodies to communicate and relate to
others.
Respond: Sing the song Clap de Hands from Kids Praise 2 with accompanying
actions.
OR
The students construct their own prayers of praise or thanks to God who
has created people with the ability to use their bodies to relate and
communicate.
Conclude with the Sign of the Cross.
Love Like Jesus
76
Resource Sheet 4a
My Little Book About

Jesus Showing Love
Instructions:
1.
Provide each student with a blank sheet of A4 paper.
2.
Demonstrate to the students how to construct the small concertina book.
Fold and cut the A4 sheet in half length ways.
Paste these two strips of paper together end to end.
Paste
Fold
Fold each of the strips of paper in half, then in half again.
Fold
Fold
Organise the book in concertina form, that is, fold the paper strips back and forth,
back and forth, then hold them together.
The students write a title for their book.
On alternate pages the students draw and write ways in which Jesus used his body to
show love.
Program of Work Reference B1.1(a)
77
Love Like Jesus
Resource Sheet 4b
BILLBOARD words or phrases written in different styles and colours that are placed
haphazardly on a sheet of cardboard or paper.
unity
ik ndness
celebra
te
r
e
h
t
e
tog
love
join in
be active
parti
c
i
p
a
t
e
CARTOON STRIP a picture story.

Use a long strip of paper and fold into four rectangles.
Draw the steps of the story or event in each box.
COLLAGE small pictures, paper or objects glued on card to illustrate a concept or

theme.
A collage is made by using a variety of materials pasted onto a backdrop.
Collages can be done individually or in groups.
Use overhead projector to draw outline for a specific feast or story.
Love Like Jesus
78
Program of Work Reference B1.1(a)
Resource Sheet 5
Friends of Jesus Make Special

Efforts to Pray During Lent
Blessing Before Meals
Bless (+) us, O Lord, and these your gifts
which by your goodness we are about to receive.
Through Christ our Lord.
R: Amen.
Blessing After Meals

We give you thanks for all your gifts,
almighty God,
who lives and reigns now and forever.
R: Amen.
Spontaneous Prayer
(Jesus followers pray in their own words)

To help the students pray in their own words the following prayer beginnings and
endings may be useful.
Some Suggested Prayer Beginnings

God, our Loving Father
Father in heaven
Dear God
Thank you, God
Heavenly Lord
Praise you, Jesus
Help me, God
Prayer Endings
We ask this through Jesus, our Lord.
We ask this through Jesus, your Son.
We ask this through Christ Jesus, our Lord.
We ask this through Jesus, our brother.
Hear us, O Lord.

Listen to our prayer.
Praise our God.
We place our trust in you.
Hail Mary
Hail Mary, full of grace,
the Lord is with you;
blessed are you among women,
and blessed is the fruit of your womb, Jesus.
Holy Mary, mother of God,
pray for us sinners
now and at the hour of our death.
Amen.
Program of Work Reference C1.4
79
Love Like Jesus
Resource Sheet 6
My Little Book of Pr ayer s

Instructions:
1.
Provide each student with a blank sheet of A4 paper.
2.
Demonstrate to the students how to construct the small concertina book.
Fold and cut the A4 sheet in half length ways.
Paste these two strips of paper together end to end.
Paste
Fold
Fold each of the strips of paper in half, then in half again.
Fold
Fold
Organise the book in concertina form, that is, fold the paper strips back and forth,
back and forth.
The students write a title on their book.
On the pages of the book the students write short prayers or stories about loving
actions to which Jesus calls his followers. Pictures could accompany the words.
The students colour and decorate the concertina book.
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Resource Sheet 7
Hail Mary
(with suggested movements)
The Hail Mary, reminds us of Marys Yes to God. The use of gestures, such
as the following, can help the students understanding of this prayer.
Hail Mary, full of grace,

(right arm outstretched and raised, palm facing up)
the Lord is with you;

(arms around self in hugging action)
blessed are you among women,

(arms outstretched in front, head raised)
and blessed is the fruit of your womb, Jesus.

(hands over heart)
Holy Mary, mother of God,

(stand, arms extended to sides and raised above shoulders, head looking upwards)
pray for us sinners

(stand, bow head and join hands)
now and at the hour of our death.

(head on right shoulder and resting on joined hands as if asleep)
Amen.
(both arms extended out to side)
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Resource Sheet 8a
Jesus Cur es A Paralysed Man

(based on Mark 2:111)
The teacher or leader simultaneously says the words and performs the action. The students
then repeat (echo) the words and action of the teacher or leader.
1.
Lets step into a story about Jesus.

take a large step to the left
2.
Jesus went back to his home town.

walk on spot
3.
Lots and lots of people

point to children
4.
went to see him

hand to eyebrows and peer
5.
and listen to him.

hand to ear
6.
Four men arrived

hold up four fingers
7.
carrying a man on a mat.

hold on to imaginary mat
8.
The man was paralysed.

point to legs and shake head from side to side
9.
They could not get the man to Jesus,

action as if parting branches of a bush
10. there were too many people.

hands in the air in desperation
11. Then they had an idea!
point to the roof, eyes wide
12. They climbed onto the roof,
walk up imaginary stairs
13. they made a hole in the roof,
take away imaginary straw and mud
14. they lowered the man on the mat
lowering action, hand over hand
15. down in front of Jesus.
point to your feet
16. Jesus looked at the man.
look from roof down to floor
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Resource Sheet 8b
17. Wow! These people have a lot of faith, thought Jesus.

point to ceiling
18. Your sins are forgiven, Jesus said.
hands in blessing action over paralysed man
19. Pick up your mat,
grabbing action from floor upwards
20. and go home.
point to distance
21. All the crowd watched.
peer intently!
22. What would the man do?
turn from side to side with questioning look
23. The man slowly got up
from squatting position slowly and shakily rise to standing
24. and began to walk around.
walk around stiffly
25. Then he picked up his mat
pick up mat
26. and hurried away.
walk quickly on spot
27. Everyone was amazed,
shocked look on face
28. they began to praise God.
both arms extended upwards
29. Weve never seen anything like this, they said.
shake head from side to side, bemused expression on face
30. Jesus words have power! they shouted.
hand to mouth and then hand out in front of face, fingers spread
31. And this is the end of the story
close imaginary book
32. of Jesus healing the paralysed man.
hand in blessing action
33. Lets step out of the story and back into the classroom.
large step to the right
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Love Like Jesus
Resource Sheet 9
With My Body, I Can Love

Gather:
Invite the students to bring their journals and gather around a prayer
focus.
Those gathered make the Sign of the Cross.
Sing the song Peace I Give from Children of the Light by M Mangan
with accompanying actions (Resource Sheet 1).
OR
The students recite cinquain poems with accompanying actions
[C3.1(a)].
Focus:
Student:
In Religious Education we have been learning more about God who
loves us and who wants us to use our bodies to love others. The
following story shows how Jesus used his body to help people to
change. He used his body to show love for others.
The students perform the echo pantomime Jesus Cures a Paralysed
Man (Resource Sheets 8a8b).
OR
Read or tell the Scripture story of Mark 2:111.
Reflect:
Focus Questions
Those gathered think, pair, share:
- What do you think the people in the crowd might have learnt from
Jesus about how to use their bodies to love others?
- What do you think the man who was cured might have said to
Jesus if he met him the following day?
Invite the students to write in their journals one way they would like
to use their body to love others.
Respond:
Sing the song You and I We Grow from Our God is Good by
M Brown with accompanying actions (Resource Sheets 2a2b).
OR
Pray the Litany of Thanks (B1.1).
Conclude with the Sign of the Cross.
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Section Six
Appendices
Support Material
Childrens Literature
Songs and Music
Teacher Resources
Videos
Acknowledgements
Appendix (i)
Gestur es Used
During Mass
Joined hands expression of prayerful reverence.
The Sign of the Cross reminder that they are friends of Jesus, and showing
that they are part of Gods family.
Kneeling posture for prayer.
Genuflection a gesture of worship by going down briefly on the right knee

before Jesus, present in the Blessed Sacrament.
Bowing sign of respect.
Standing shows readiness to listen and pray.
The priest kissing the altar gesture of reverence and honour for the table of
the Lord.
Blessing with holy water when entering the church reminder of Baptism.
Making the Sign of the Cross on the forehead, lips and chest before the Gospel
is read gesture of being ready to listen to the Word of God.
Extending of the priests hands over the gifts calling Jesus and the Holy Spirit
over the gifts of bread and wine.
Sign of peace before receiving Jesus in Holy Communion offering peace to

others, and trying to live as brothers and sisters.
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Love Like Jesus
SUPPORT MATERIAL
Childrens Literature
Alex, M. & B. (1983). Grandpa and Me, Lion, Tring.
Anderson, R. (1994). Jessy and the Bridemaids Dress, Young Lions, London.
Browne, A. (1986). Willie the Wimp, Methuen, London.
Hawker, F. (1979). Donna Finds Another Way, Jacaranda Press, Milton, Queensland.
Hawker, F. (1979). I Can Read in the Dark, Jacaranda Press, Milton, Queensland.
Hawker, F. (1979). With a Little Help from My Friends, Jacaranda Press, Milton, Queensland.
Mattingley, C. (1995). The Race, Ashton Scholastic, Sydney.
Muller, R. (1988). The Lucky Old Woman, Ashton Scholastic, Sydney.
Munsch, R. (1989). Love You Forever, Beaver, London.
Peter, D. (1977). Claire and Emma, Black, London.
Peterson, J.W. (1984). I Have a Sister, My Sister is Deaf, Harper & Row, New York.
Peterson, P. (1975). Sally Cant See, Black, London.
Richards, M. (1994). Dirty Rotten Robert, Lamont Publishing, Ringwood, Victoria.
Simon, N. (1979). Why am I Different?, Whitman, Chicago.
Walker, K. & Cox, D. (1994). Our Excursion, Omnibus Book, Norwood, South Australia.
Wild, M. & Vivas, J. (1991). The Very Best of Friends, Margaret Hamilton, Sydney.
Wild, M. & Young, N. ((1993). Toby, Omnibus Books, Norwood, South Australia.
Wilde, O. (1984). The Selfish Giant, Neugebauer, London.
Wilehelm, H. (1985). Ill Always Love You, Hodder and Stoughton, London.
Songs and Music

Brown, M. (1982). Being Alive, Give it All to Jesus, Living is the Word, Let the Children Come,
Good Samaritan Life, Northcote, Victoria.
Brown, M. (1986). You and I We Grow, Lets Begin Again, Speak from Your Heart, Our God is
Good, Emmaus Productions, Thornleigh, New South Wales.
Burgess, M. (1982). A World Full of Gifts, Songs for Children of the Kingdom Vol.1, Dove
Communications, Melbourne.
Christian Education Publications. (1993). Hes Alive, God Made a Promise, Burble and Squeek
Songbook, Sydney.
Cosgrove, J. (1987). M.A.R.Y, Simple Songs Your Children Sing, Brisbane.
Flack, J. (1992). Tell Me, Tell Me, Mischief and Miracles, Just Life, Alphington, Victoria.
Flack, J. (1987). I Want to be Gentle, Snookles, Just Life, Alphington, Victoria.
Gospel Light Publications. (1994). Love the Lord, Love Your Neighbour, Kids on the Rock,
Ventura, California.
Love Like Jesus
88
Landry, C. (1987). Hail Mary, Gentle Woman, Gentle Sounds Volume 1, North American Liturgy
Resources.
Landry, C. (1975). Every Person is a Gift of God, Hi God 3, North American Liturgy Resources,
Phoenix, Arizona.
Landry, C. (1973). New Hope, Father, We Adore You, What Makes Love Grow?, Hi God 2,
North American Liturgy Resources, Phoenix, Arizona.
Macpherson, J. (1991). Ears, Ears, Faith and Fun with Songs, Joint Board of Christian Education,
Melbourne.
Mangan, M. (1995). Ave Maria, My Spirit Sings: Songs of Mary, Litmus Productions, Brisbane.
Mangan, M. (1993). Peace I Give, Children of the Light, Litmus Productions, Brisbane.
Maranatha Music. (1987). The Wa-Wa Song, The Second Sunday Sing-a-long, California.
Maranatha Music. (1981). Clap de Hands, Kids Praise 2, California.
Miffleton, J. (1997). Hail Mary, God Be in My Heart, OCP Publications, Portland, Oregon.
North American Liturgy Resources. (1977). Hail Mary, Gentle Woman, Glory and Praise Volume 1,
Phoenix, Arizona.
Walker, C. (1998). What Can I Give to God, The Friends of Jesus, More Stories and Songs of
Jesus, OCP Publications, Portland, Oregon.
Teacher Resources
Australian Catholic Bishops Conference Education Committee. (1999). Australian Religious
Education Facing the Challenges, National Catholic Education Commission.
Bretherton, B. (1995). Praying with Children, Social Science Press, Wentworth Falls,
New South Wales.
Catholic Education Commission of Western Australia. (1998). A Planning Guide for Celebrating
Liturgy in Catholic Schools, Perth.
Catholic Education Office of Western Australia (1998). Aboriginal Studies Across the Curriculum,
Perth.
Catholic Education Office of Western Australia. (1991). Write Now! A Guide to Working with
Genres, Perth.
Childrens Mission. (1997). The Prayer Box II, Sydney, New South Wales.
Childrens Mission. (1995). The Prayer Box, Sydney, New South Wales.
Congregation for Catholic Education. (1997). The Catholic School (Australian Edition), St Paul
Publications, Homebush, New South Wales.
Congregation for Divine Worship. (1988). Circular Letter Concerning the Preparation and
Celebration of the Easter Feasts, Office of Publishing and Promotion Services, Washington DC.
Congregation for the Clergy. (1997). General Directory for Catechesis (Australian Edition), St Paul
Publications, Homebush, New South Wales.
E.J. Dwyer. (1980). Holy Week Missal, Sydney, New South Wales.
Education Department of Western Australia. (1994). First Steps Reading Resource Book, Longman
Australia Pty Limited, Melbourne, Victoria.
Garth, M. (1982). Starbright, Collins Dove, North Blackburn, Victoria.
89
Love Like Jesus
Glavich, M.K. (1988). Acting Out Miracles and Parables, Twenty-Third Publications, Mystic,
Connecticut.
Lang, J.P. (1989). Dictionary of the Liturgy, Catholic Book Publishing Co., New York.
Libreria Editrice Vaticana. (1994). Catechism of the Catholic Church (Australian and New Zealand
Edition), St Paul Publications, Homebush, New South Wales.
Liturgy Training Publications. (1991). The Liturgy Documents, Chicago, Illinois.
Perry, M. (Ed.). (1990). The Dramatised Bible, Marshall Pickering: Bible Society, London.
Reehorst, J. (1991). Guided Meditations for Children 2, Brown Publishing, ROA Media, USA.
Schommer, T. (1993). Easiest Gospel Plays Ever, Twenty-Third Publications, Mystic, Connecticut.
The Liturgical Commission. (Annual). ORDO: The Celebration of Eucharist and the Liturgy of the
Hours in Australia and New Zealand, Brisbane.
Threlfo, W. (1989). Hello God, I Just Wanted to Say , Marist Publishing, Drummoyne,
New South Wales.
Wm Collins Pty Ltd. (1982). The Sunday Missal, Sydney, New South Wales.
Videos
Bambi
Animated Stories from the New Testament: He is Risen
The Human Senses
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90
ACKNOWLEDGEMENTS
Permission to use materials for non-commercial, educational purposes is gratefully acknowledged to:
Quotations from the English translation of the Catechism of the Catholic Church for Australia 1994
St Pauls, Strathfield, Australia/Libreria Editrice Vaticana, used with permission.
Quotations from the New Jerusalem Bible, published and copyright 1985 by Darton, Longman and
Todd Ltd and Doubleday, a division of Random House Inc, and used by permission of the publishers.
Quotations from the Good News Bible, published and copyright 1988 by The Bible Society in
Australia Limited.
Excerpts from the English translation of the Rite of Confirmation, Rite of Blessing of Oils, Rite of
Consecrating the Chrism 1972, International Committee on English in the Liturgy, Inc. (ICEL);
excerpts from the English translation of The Roman Missal 1973, ICEL; excerpts from the English
translation of Rite of Penance 1974, ICEL; excerpts from the English translation of Eucharistic Prayer
for Masses with Children 1975, ICEL; excerpts from the English translation of A Book of Prayers
1982, ICEL; excerpts from the English translation of Book of Blessings 1988, ICEL.
All rights reserved.
Every effort has been made to trace and acknowledge copyright. However, should any infringement have
occurred, the publishers tender their apologies and invite copyright owners to contact them.
91
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Loving Like Jesus - Year 3

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DRAFT

Love Like Jesus

Love Like Jesus

STEPS OF THE PROCESS

Wondering at experiences of being human

Christs power is experienced

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Christ models the Christian Promise

STEPS OF THE PROCESS

Wondering at our bodies that enable us to

Friends of Jesus celebrate who he is

Jesus showed how to relate with God

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How do you feel about the choice you made?

What process did you use to make this choice?

What were the consequences?

Did it only affect you or did it affect others as well?

Read: The Man With the Paralysed Hand [Luke 6:6-10].

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participating in Parish Lenten and Easter activities

Love Like Jesus

In the Old Testament, a Word a rhythmic phrase given by God to help

A follower or student. In the New Testament, this word was used to

An adjective for God.

The most important of the Seven Sacraments, during which Christ

The act of worshipping Christ, present in the Consecrated Hosts in the

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John the Baptist

An event which benefits a person or group, but for which there is no

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Teacher Background Material

TEACHER BACKGROUND MATERIAL

WONDERING AT GOD WHO CREATED OUR BODIES

Wondering at our bodies that enable us to relate

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Peoples bodies affect how they relate

People who use their bodies differently

sight impaired people can read by using Braille.

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Wondering at God who created our bodies for a purpose

One possible answer

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Attribute: God wants to relate with us

THE PROMISE OF CHRISTIAN SALVATION

brought people to share in Gods own divine life

revealed Gods love and closeness

modelled how to live in a truly human way in response to that love.

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Jesus showed how to relate with God

showing love for God

showing love for others.

Jesus showed people how to relate with God

knelt to pray [Luke 22:41]

participated in public worship [John 7:114]

Jesus showed people how to relate with others

with his hands, he blessed children [Matthew 19:1315]

using his tongue, he spoke kindly to people [Mark 1:4042]

using his tongue, answered peoples questions [Matthew 22:3440].

Jesus communicated when he:

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Jesus came to help people to relate

Jesus came to help people relate with God