Sie sind auf Seite 1von 9




UNIT OF WORK: The Eucharist

DURATION: 5 weeks

24C7 Eucharist: The Structure of the Mass

Syllabus Outcome(s):
C2.2 Investigate ways in which the Catholic Church celebrates
beliefs and traditions
S2.2 Identify the actions and teachings of Jesus


Indicators of Learning for this lesson:

By the end of this lesson, the students will:

- Recognise from a picture at least four items or symbols used in the Eucharistic liturgy.
- Arrange pictures in the right order representing the structure of the mass.
- Write a short passage in reflection of their experience in the church.
- Tell another student about a shared meal they have experienced.

Resources: - This website includes many explanatory

videos that are useful as an initial stimulus for students. These videos are advantageous in
Jesus said to them, "I am the bread of life; he who comes to Me will not helping to initially spark interest in those students who need a highly visual hook into the lesson
hunger, and he who believes in Me will never thirst.
and topic.
John 6:35

Luke 22:19-20
And when He had taken some bread and given thanks, He broke it and
gave it to them, saying, "This is My body which is given for you; do this
in remembrance of Me." And in the same way He took the cup after
they had eaten, saying, "This cup which is poured out for you is the
new covenant in My blood.

Altar Kit - Altar kits are a hands-on way to have students engaging with learning without having
them record masses of information in books. These are kits also highly beneficial in engaging
students with the learning. They are particularly appropriate for interpersonal, visual and
kinaesthetically minded students.
Flash cards of Eucharistic symbols - Flash cards are a visual way of retaining information that
also involves conversation with peers and an auditory method of learning.
24C7: Eucharist: The Structure of the Mass - Parramatta Diocese


Theological and educational background
The Eucharist has a pre-eminent place in Catholic life. It 'is the heart and summit of the church's life.' (CCC 1407)
'The Mass is at the same time, and inseparably, the sacrificial memorial in which the sacrifice of the cross is perpetuated and the sacred banquet of communion with the
Lord's body and blood'. (CCC 1382)
'In the Eucharist, then, Jesus Christ offers himself to the Father - and enables those who are his members to offer their own lives also, in thanksgiving to his (and their)
Father.' (WDAU, 6.32).
The Constitution on the Sacred Liturgy n.56 reminds us of the unity of word and sacrament when it states that 'the Liturgy of the word and the Eucharistic liturgy are so
closely connected with each other that they form but one single act of worship.'
The form of the Eucharist has evolved during the past two thousand years. At the heart of this action is God's constant desire to nourish and speak with us.
The assembly - the community (the Church, the body of Christ) - celebrates the presence and action of Jesus in the Eucharistic celebration. It is here that we retell, reenact, remember and celebrate the story of Jesus. We believe when people gather in his name, that Jesus is present. Celebrating the Eucharist is central to the life of the
faith community. In the Eucharist, the Christian community, gathered in the Holy Spirit, remembers and celebrates Jesus' presence in the Word, in the assembly, in the
person of the priest and especially in the Eucharistic species of bread and wine. Knowing the ritual of the celebration enables fuller participation.
Introductory rites
When we gather we are one in the Body of Christ. We are welcomed and forgiven, ready to listen. We pray that our eyes, ears and hearts will be open to the presence of
Jesus among us; to discover the real hope and power for good that is there in our gatherings. We praise God in action and in word.
Liturgy of the word
The word of God is proclaimed. We listen with our hearts and minds and then reflect upon God's message. During this time we listen and respond.
The readings we share are encouraging, challenging, healing, active and direct. Through the Scriptures, God personally speaks to the faith community. Jesus is present
through his word and through their responses the people make God's word their own.
The Sunday readings are divided into a three year cycle - Matthew (Year A), Mark (Year B) and Luke (Year C). John is read on some Sundays in Lent, after Easter and on
some Sundays in Cycle B. The weekly readings usually consist of two readings - the first readings vary over a two year period while the gospels remain fixed.
Just prior to the proclamation of the Gospel, small crosses are made on the book, the forehead, the mouth and the heart - gestures expressing our intention of opening the
mind to God's word, speaking God's word to the world around us and keeping God's word alive in our hearts.
Liturgy of the Eucharist
The sharing of a meal and sitting down at table are important in the ministry of Jesus. He ate with sinners (cf. Mt 9: 9-13); he celebrated at a wedding feast (cf. Jn 2: 1-10)
and on the night before he died, Jesus gathered for a meal with his friends (cf. Lk 22: 15 -20) and asked us to do the same in memory of him. On the road to Emmaus, the
disciples recognised Jesus in the breaking of the bread (cf. Lk 24:13-35). In accounts of the life of early Church communities, we read of the importance of the gathered
community celebrating the presence of Christ (cf. 1Cor 11: 23-27 and Acts 2:42, 46-47).

In our homes, when family and friends gather, we prepare food and drink and come together around the table to share. We renew our love and faith for each other and offer
words and gestures of support.
In the Eucharist, after the gifts have been prepared, we give praise and thanks and repeat the actions of the Last Supper. The bread and wine become the Body and Blood of
Jesus. We break bread and share as a community. We receive Jesus in Holy Communion (the sacrament of the Eucharist) (cf. CCC 1373-1377).
The teacher needs to assist the children's developing understanding of the presence of Jesus and of the Eucharist as memorial meal and sacrifice. There is a variety of
suitable literature that highlights the significance of memory and memorial. Anzac Day, eg, is a celebration of a form of sacrifice.
Qs. How can we assist children to understand the concept of sacrifice?
How can we assist the children to understand how Jesus can be present in the assembly and priest, the Word and Sacrament?
Concluding Rite
We conclude with a blessing and we go forth to live what we have celebrated. Celebrations of every kind come to an end. We go back to our homes and communities
strengthened by the sharing, joy and love we have for each other. We go from the Eucharist with the blessing of the Father, Son and Holy Spirit. We are sent forth to our
homes, communities and work places to continue Jesus' mission of service, justice and love. (See the Directory for Masses with childrenDMC.)

Key symbolic persons: Christ is present in the assembly of the faithful who gather, sing and pray in his name. 'The celebrating assembly is the community of the baptised ' (CCC 1141)
'Among the symbols with which liturgy deals, none is more important than the assembly of believers The most powerful experience of the sacred is found in the
celebration and in the celebrating, that is, it is found in the action of the assembly: the living words, the living gestures, the living sacrifice, the living meal..' (EAW 28-29)
Christ is present in the person of the priest. 'The ordained minister, the priest, acts in the person of Christ, serving the worshipping assembly.' (CCC 114)

Some key symbols: Bread and wine become the Body and Blood of Jesus whom we receive in the Eucharist (Holy Communion). We receive Jesus as nourishment for our journey of faith. We
also become his body given for the life of the world. We commit ourselves to bring Christ to others.
The altar is the table of the sacrificial memorial and the sacred meal. 'On the altar , which is the centre of the church, the sacrifice of the Cross is made present under
sacramental signs. The altar is also the table of the Lord, to which the People of God are invited.' (CCC 1182)
The ambo is a raised platform from which the scriptures are read. It is usually combined with a lectern for holding the book. 'The dignity of the word of God requires the
church to have a place that is suitable for proclamation of the word and is a natural focal point for the people during the Liturgy of the word.' (GIRM 272)
'The priest celebrant's chair ought to stand as a symbol of his office of presiding over the assembly and of directing prayer.' (GIRM 271)
Key symbolic actions/words: Music is of great importance. 'As sacred song united to words it forms a necessary or integral part of the solemn liturgy.' (MCW 23)
The sign of the cross is a reminder that Jesus died on the cross for us. It is a symbol of our faith in the Father, Son and Holy Spirit in whose name we are baptised into the
Church. It is the sign we have of God's love for us and of the mission we share with Jesus.
We join with the priest in making the sign of the cross and affirm our faith by responding with the 'Amen'.
The proclamation of the Word and the assembly's response to the Word constitute the Liturgy of the Word.
Praying for the needs of the Church and the world was considered so significant that in the early Church, catechumens were dismissed. As they did not share in the
priesthood of the faithful, they were not able to intercede on behalf of the world.
The assent of the faithful in the 'Great Amen' is the culmination of the Eucharistic Prayer during which 'the Eucharistic presence of Christ begins at the moment of the
consecration.' (CCC 1377)
The sign of peace today is given by all the people as a sign of our unity in the Holy Spirit.

With the final blessing, we return to our homes and communities assured that the Father, Son and Spirit are with us and giving our 'Amen' to love and serve the world.
We need nourishment both physically and spiritually. Bread and wine become the Body and Blood of Jesus, nourishment for our journey of faith.
Other symbols/objects: The main vessels used are the paten, chalice, ciborium and cruets.
Vestments are the outer clothing worn by the priests. The colour of the vestments worn is regulated by the seasons and feasts in the Liturgical year.


The two main parts of the Eucharist (Mass) are the Liturgy of the Word and the Liturgy of the Eucharist.
The Eucharist is the memorial of the life, death and resurrection of Jesus. Jesus is really present in the celebration of the Eucharist.
In the Eucharist, we remember and celebrate Jesus' presence in the Word, in the assembly, in the person of the priest and especially in the bread and wine which become
the Body and Blood of Jesus.
In the celebration of the Eucharist (Mass) we offer Jesus to God, and ourselves along with him. Jesus becomes present to us under the appearances of bread and wine.
When we receive the Eucharist (Holy Communion), we are nourished and strengthened by the Body and Blood of Jesus Christ.

Teaching Strategies / Learning Experiences:
(How it is taught)
Write detailed steps showing what the teacher will do and what students will do.


Peer assessment: Students discuss with one

Prior to this students have learnt the term transubstantiation and the history of the Eucharist and its origin in another about their experiences and compare
with their own.
the passover.

LESSON 1 Introduction

Teacher starts by reading students the story Lets Eat by Ana Zamorano. When finished teacher introduces Teacher assessment: Teacher constantly
roves and observes, ensuring to ask
the importance of gathering as a family and the significance of sharing a meal.
questions of students who seem to be
Teacher tells students that the Eucharist is a special celebration in the Church and we are being nourished struggling, disengaged or have limited
by God when we take Holy Communion and we also remember the sacrifice of Jesus. Teacher tells students experience to draw on.
that the body and blood of Christ are represented by the Eucharist. Teacher tells students it all started at the
Last Supper when Jesus was sharing a meal with his disciples like in the story.
Teacher plays students this video
loadref=15 from Luke 22:19. Teacher tells students about the Last Supper and Jesus sharing a meal with the
disciples and how they Eucharist comes from this.
Teacher creates a word wall prior to showing video. All words the students might not understand are on the
board and the teacher tells students what they mean before playing the video.
Teacher asks students to reflect on when they share a meal with their families. What do they talk about?
What foods do they eat? What would it be like without food? Why is food important for people in making
connections? Teacher writes these on the board for students to refer to.
Students stand in two circles one inside the other and facing each other. Students have sixty seconds to
share with each other memories of eating with their families and to answer the questions previously reflected
on. Teacher times and has the outer circle rotate so that students can swap partners, repeat a few times so
that students hear other ideas.
Students sit back at the front of the classroom to discuss as a class. Teacher asks students in light of their
discussions, why eating is an important part of belonging to something and community.

Teacher assessment: Teacher constantly

roves and observes, assisting where needed
Teacher plays this video twice to students and asking questions to check that students
content.cfm?loadref=38. The first time is just watching, the second time students write down each of the know what different items symbolise. Teacher
looks at student drawings after the lesson and
items talked about. The teacher then shows students this video and asks them to note marks.
when each of the items is used or where it is in the church. The teacher points out when each is used if
Peer assessment: Students are working
students are not.
closely with one another and constantly
The teacher then brings out Altar kits - small models of the altar including items used in the Mass. Students sharing points and ensure that other students
in groups of four each take turns at setting up the church for Mass and telling one another the different are on task.
elements that are used in the Eucharist and reminding each other what they symbolise - altar, altar cloth,
altar crucifix, candle, chalice, corporal, purificator, paten, cruets, bowl, jug and towel.

LESSON 2 The items, symbols and actions involved

Teacher asks students to draw a picture of each of the items and label them in their books. When this is
completed students write a note next to each telling what it is used for and why.
At conclusion of lesson the teacher reads the students John 6:35 - Jesus said to them, "I am the bread of
life; he who comes to Me will not hunger, and he who believes in Me will never thirst. The students are
asked what this passage might mean. After this is discussed the teacher asks the students if they can tell
her what items in the altar kits might be used as symbols of never thirsting and not being hungry.

LESSON 3 The structure of the Eucharist

Watch ask students to take note

of the structure of the Eucharist - what happens when. As a class brainstorm the events of the Eucharist,
breaking it up into twelve sections - the greeting, penitential act, scripture readings, homily by the priest, the
creed, the prayer of the faithful, the preparation of the gifts, consecration of the bread and wine, the Lords
prayer, the sign of peace, communion and the final blessing. This structure of key moments in the Mass can
be found at Teacher notes to
point out to students how the congregation are behaving and reacting and have a short discussion on
appropriate behaviour in the church.

Teacher assessment: Teacher observes

students participation in the discussion and
poses questions to check students
understanding of the structure. Teacher
checks drawings for sufficient detail about
aspects of the Eucharist students have
already learnt about.

Peer assessment: Working in a group allows

students to monitor each others knowledge
When the teacher has guided students in the right direction about the structure of the Eucharistic Mass and and remind on another when they have
has written these steps on the board, the class is split into twelve groups - of two or three students each - forgotten aspects.
and assigned an A4 sheet of paper and coloured pencils. Teacher asks students to include in each of their
drawings the appropriate symbols as learnt in last lesson, for example the paten, chalice and other vessels,
and the appropriate vestments for the priest. Each groups draws their step of the Mass on the sheet of
paper. At the end of the lesson they are hung on the classroom wall in a line as a storyboard for the students
future reference.

Teacher assessment: The teacher is

constantly observing students to see the level
Teacher introduces the lesson by telling student they will be visiting the parish and that they need to know of reverence they take in the church and to
the responses appropriate for the assembly. The students are split into ten groups of two or three and see if they respond with appropriate gestures
assigned a gesture or action to report on. Students are given five minutes to look at this website http:// and actions. and tell the rest of the students
why their gesture is important and what it means. The gestures include those such as genuflection, standing,
kneeling and the sign of the cross.

LESSON 4 Visiting the parish

The teacher then takes students to the parish and they proceed to participate in a Liturgy of the Eucharist
lead by the priest. This is a great opportunity for students to experience the church in person as many of
them are likely to not often get a chance to attend. Visiting the parish brings an aspect of reality to the
students learning and brings an element of being close to God and realising that they are learning about the
worship of God that is so important in a healthy spiritual wellbeing. Students will experience a sense of
reverence and be able to see in person the importance and relevance of the priest and their role in the
Te a c h e r a s s e s s m e n t : Te a c h e r r o v e s
Teacher arranges a series of short quizzes and has them in rotation around the room. Students are throughout lesson and has a checklist for
students, teacher spends a short amount of
partnered up and have five minutes at each station.
time with each student and makes marks on
Station one: Flash cards with symbols of the Eucharist on one side are used by one student to test their paper to signify if they did or didnt learn a
partner of their knowledge of the symbols. Each student has a go and the one testing has sheet to mark certain aspect of the Eucharist unit.
whether their partner knew they symbols or not. Each student has a go at being tested.
Peer assessment: Students test each other
Station two: Using the storyboard made in lesson 3, students are required to work together to rearrange the and work together to peer assess.
pictures into the correct order of the structure of the Mass. Students work together to do this.

LESSON 5 Assessment - Peer and Teacher

Station three: Students each write a short passage on how they felt whilst visiting the church in lesson 4.
The teacher is looking for responses about reverence and use of key words such as genuflection or sign of
the cross.
Station four: Students draw a picture that shows why it is important to share meals and how it links to
remembering. They can do this with any sort of drawing they choose whether it is a story board or a comic
In conclusion the teacher seats students for a class discussion and asks questions like What is something
new youve learnt about the Eucharist?, What is the relevance of the Eucharist?, What are some questions
you still have?


The teacher observes every lesson closely, how the students are participating and marks all work. Peer
assessment among students promotes their taking responsibility for their own learning. The teacher gives
feedback of previous lesson in the introduction of every lesson to ensure the students are aware of their
position in the learning and to encourage self assessment. Quantitative and qualitative assessment will give
the teacher the evidence they need to recognise the improvements that need to be made to lessons and the
opportunity to notice where differentiation and modification needs to take place.