INQUIRY QUESTIONWho do you say Jesus is?

ACHIEVEMENT STANDARDYear 3 Achievement Standard

By the end of Year 3, students select and use information, ideas and events in texts (including key stories from the Torah; images of God used by the human authors of Old Testament scriptures; and prayers attributed to the Saints) to express their ideas about God’s relationship with people as individuals and communities; God’s presence and action in daily life experiences; and the order and harmony in God’s creation. They locate information about the cultural contexts in which the Gospels were written and the text types used by the human authors of New Testament texts. They use this information about the texts to discuss ideas about the life and teaching of Jesus, including the Christian belief that Jesus is the Messiah.

Students explain how the Scriptures provide a foundation for living a moral life, including respect for basic human rights and acknowledgement of responsibilities, in particular to the poor and disadvantaged. They identify prayers of thanksgiving and prayers of praise, including psalms and doxologies, and demonstrate understanding of the significance of these forms of prayer for Christians. They explain ways in which the Sacraments of Initiation (Baptism, Confirmation and Eucharist) welcome and strengthen members of the Church community. They describe significant people, events and features of a parish and diocese, past and present, including the collaboration of clergy, religious and laity. They participate respectfully in a variety of prayer experiences, including meditative prayer, prayers of thanksgiving and prayers of praise.

CLASS CONTEXT Students in year three are yet to be Confirmed although approximately 66% have been

Baptised. The majority are unfamiliar with church practices. Students who will require support:

LEARNING INTENTIONS

RELIGI0N PLANNINGST. KEVIN’S PRIMARY SCHOOLYEAR THREETERM ONE

Develop an understanding of the word ‘Messiah’ from scripture Retrieve information about the cultural contexts in which the Gospels of Matthew was written Identify the structure and purpose of the infancy narrative in the Gospel of Matthew Use contextual information in Matthew’s infancy narrative to discuss the Christian belief that

Jesus is the Messiah Analyse contextual information in the Gospels of Matthew and Luke to discuss ideas about the life

and teaching of Jesus as Messiah Participate respectfully in guided meditation and mindful listening Investigate prayers of thanksgiving and prayers of praise, including the doxology (Glory Be)

CONTENT DESCRIPTIONSacred Texts

Old TestamentNew TestamentChristian Spiritual Writings and Wisdom Mandated Scriptural Texts

The birth of Jesus the MessiahMatthew 1:17-2:3-13Jesus' MissionLuke 4:16-21

Beliefs

TrinityHuman ExistenceWorld Religions

Religious Knowledge and Deep Understanding

Skills Religious Knowledge and Deep Understanding

Skills

A knowledge of the cultural contexts of the Gospels assists the reader to better understand the life and teaching of Jesus.

Retrieve contextual information from written and digital texts to identify some aspects of the cultural contexts in which the Gospels were written.Begin to analyse gospel stories by drawing on a growing knowledge of the context in which the story was written in order to communicate thinking and understandings about the life and teaching of Jesus

Christians believe that Jesus is the Messiah and this is revealed through his presence and in his words, deeds and encounters with others

Identify some Scriptural texts in which Jesus is called ‘Messiah’, including the birth of Jesus the Messiah (Matthew 1:17-2:12).Communicate an understanding of the term ‘Messiah’ from Scripture

The New Testament is a collection of text types (e.g. Gospels, the Acts of the Apostles, letters, other apostolic writings) which differ, depending on the intention and context of the human author. The intention of the human author is important in determining the nature of the truth revealed in the text (e.g. historical truth, factual truth, religious truth

Become familiar with typical structural stages and language features of various types of text in the New Testament (e.g. narratives, letters, parables). Speculate on the human author’s reasons for using particular types of

text

Church

Liturgy and SacramentsPeople of GodChurch History

Christian Living

Moral FormationMission and JusticePrayer and Spirituality

Religious Knowledge and Deep Understanding

Skills Religious Knowledge and Deep Understanding

Skills

In the Christian tradition, essential forms of prayer, including prayers of thanksgiving and prayers of praise, nurture the spiritual life of believers.For Christians, a primary role of prayer is praise and thanksgiving to a God who knows and cares for each person individually. There are many examples of prayers of praise and thanksgiving in the Christian tradition, such as: psalms of praise and thanksgiving; words of praise and thanksgiving from Paul’s letters; and doxologies, including Glory to the Father [Glory Be].

Communicate an understanding of the features (e.g. language, purpose, structures, gestures, context) of prayers of thanksgiving and prayers of praise, including the Glory to the Father [Glory Be].Select and use an appropriate prayer structure (e.g. You Who Do Through) to demonstrate an understanding of the role of prayers of praise and prayers of thanksgiving for Christians

ASSESSMENTStudents respond to the fertile question, “Who do you say I am?” by creating a persuasive poster. The audience for the persuasive text is a person or people from the first Century Palestinian world (time of Jesus) and the purpose is to persuade them that Jesus could be the Messiah. Students’ responses should include:

A definition of the term ‘Messiah’

Evidence from scripture passages in Matthew such as the ‘Birth of Jesus’.

Persuasive language to encourage the audience to believe that Jesus could be the Messiah

SUCCESS CRITERIAStudents will:

Students communicate an understanding of the concept of Messiah in Jewish and Christian tradition.

Students pose questions and locate information about some aspects of the cultural contexts (world behind

the text) in which the Gospel of Matthew was written.

Students speculate on the human author’s reasons for using the text structure in the infancy narrative in

Matthew’s Gospel (world of the text, world behind the text).

Students discuss the Christian belief that Jesus is the Messiah as seen through the language features of

Matthew’s infancy narrative (world of the text, world behind the text).

Students communicate thinking and understanding about the life and teaching of Jesus the Messiah (world

behind the text, world of the text).

Students participate respectfully in guided meditation and mindful listening, and in prayers of praise and

thanksgiving, including the doxology (Glory Be).

Students create (e.g. through word, gesture, movement) prayers of praise and thanksgiving.

CONNECTIONSReligious Life of the SchoolReligious Identity and Culture

Ethos and charism (ICE) Authentic Christian community (ICC) Sense of the Sacred (ICS) Creating a sense of the sacred ICS1

Social Action and Justice Justice in the school community (SJS) Action for justice (SJA) Supporting and encouraging student-initiated justice projects

that contribute to the well-being of others locally and globally. SJA3.3 Reflection on action for Justice (SJR) Utilising the power of story to assist reflection on

social justice and themes. SJR2.Evangelisation and Faith Formation

Living the Gospel (EFG) Planning for prayer and worship in the school that is Christ-centred and strongly connected to the Cycles of the Liturgical Year. EFG1.2

Identifying and using scriptural texts to promote and support the Christian values of the school. EF.G3.1

Spiritual Formation (EFF) Exploring creative ways of promoting an awareness of the spiritual dimension of life. EFF3.2

Witness to the wider community (EFW)Prayer and Worship

Christian prayer (PWP) Teaching and using a variety of traditional prayers and devotions for individual and communal use (Glory Be). PWP1.1 Identifying appropriate times and occasions for different forms and expressions of prayer. PWP2.3 Teaching students how to identify and use scriptural texts during prayer and worship. PWP2.3 Immersing students in diverse experiences of prayer. PWP3.1

Celebration of liturgy and sacraments (PWL) Ritualising everyday life (PWR)

General Capabilities Cross- Curricular Priorities

LiteracyCritical and creative thinking Personal and social capability

Sustainability and ecological stewardship.

Ethical Understanding Intercultural Understanding

RECOMMENDED RESOURCES

A picture of Jesus Scripture Detectives PowerPoint: Gospels of Matthew and Luke

WEEKLY OVERVIEW

UNIT FOCUS SACRED TEXTS1 LEARNING INTENTION

Develop an understanding of the word ‘Messiah’ from scripture

RESOURCES

Students create a Question Wall titled:

Jesus asked, "Who do you say I am?" .

Students contribute questions about who Jesus was and what people said about him;

e.g. Who was he? Did he really exist? When did he live? What did he do? What did he say about himself? What did others say about Jesus? What questions did Jesus ask? What questions did Jesus answer? Was Jesus a Christian?

These questions are recorded on large paper strips (one per strip on the same colour) and displayed on the Question Wall so that they can be easily moved.

On a different colour strip the students record the many names for Jesus that they know and remember from scripture;

e.g. teacher, healer, Christ, Lord, Saviour, King, prophet, shepherd, Messiah.

A picture of Jesus in the middle of some cardboard.

Coloured strips for the questions Another colour for the names of

Jesus

(See teacher background for information on titles for Jesus.)

Students explore the word ‘Messiah’ using Bible Gateway and select one of the passages that are retrieved through the key word search. Students read the small verse section that refers to the word Messiah. As a whole class students discuss what they have read and heard about the concept of Messiah in the short verses from scripture.

Students discuss where the references to Messiah are found, e.g.the first 17 search results came from the Gospel of Matthew (Teacher note: The search results come up in the order of the Gospels.) Students respond to some key questions such as –

“Were there any Old Testament passages in the search results? Why do you think that Messiah might only be in the New Testament?"

Students brainstorm a response to the question

"If there are no scripture references in the Old Testament to ‘Messiah’, where might the idea have come from?"

Students begin to explore the Gospel contexts by responding to a wondering question such as “Why might the idea of Messiah have been important to the author of Matthew’s Gospel and his audience?" Students listen as the teacher explains that for Matthew’s audience to believe that Jesus was Messiah, certain expectations and promises had to be fulfilled from the Old Testament, as this was their understanding as Jewish people at the time (see Teacher Background about Matthew writing to Jewish audience and the word Messiah being part of the Jewish vocabulary and understanding of waiting for a Saviour). Explore information on the Jewish understanding of Messiah, from the following sources:  How do the Jewish people understand the word Messiah? and  Judaism - World Religions for Kids.

Students pose questions and explore the World Behind the Text for Matthew's Gospel: i.e. What can we learn about the context of Matthew's Gospel? - (the historical world of the human author(s); the cultural world of the time; the geographical considerations; the community for whom the text was written.)

When and where was the Gospel of Matthew written?

Who was the intended audience for the Gospel of Matthew?

What was the world like in first century Palestine?

What was important for people at the time of Matthew’s Gospel e.g. historical events, written after the death of Jesus

Students are introduced to a 'Scripture Detective' Activity to explore the understanding of Messiah for Matthew’s audience. In small groups or pairs, students complete the Scripture Detective task focusing on a given passage from the Old Testament.

PowerPoint: Matthew and Luke’s Gospel The Gospel of Matthew and the Gospel of Luke power point Pathways of Belief - The Bible;

Part 2 The New Testament (DVD available at Resource Link)

WORKSHEET: Scripture Detectives to be done in small groups using expert group strategy.

2 LEARNING INTENTIONS What’s in a name?

What’s in a name?Why might Jesus be named Messiah? Students discuss how and why names might be chosen. Students are invited to interview their parents or carers about the background of their name. Students share responses to questions such as "Why did your parents choose your name for you? Do you know what your name means? Do you have other names?

Students listen to Matthew 1:18-25. Who chose Jesus’ name? What does Jesus mean? Why do you think Jesus might have been given that name? Why was Jesus called other names?

Explore the ways Jesus was presented as the Messiah.Students listen to the story of the birth of Jesus as written in the Gospel of Matthew. The text ( Matthew 1:18 - 2:12 ) is projected onto the class electronic whiteboard for the students to follow as it is being read. Highlight key words and phrases that link with the class Messiah Criteria check list (from Lesson One).

The discovery of a new star in the sky, for people in Jesus’ time and place was a sign that a new King would be born.

The significance of Jesus being born into a royal family, the House of David.

King Herod and the Magi recognised the importance of the birth of Jesus.

The Magi brought gifts that were usually given to kings (gold).

Students listen to the story of the birth of Jesus from the Gospel of  Luke 2:1-21. As a whole class students identify things that are different from the story in Matthew's Gospel. 

Students view a clip or digital narrative, such as ‘Nativity Story- Jesus Birth’,  to identify which parts in the digital text are from Matthew’s account and which parts are from Luke's account. Students identify which parts of the story (e.g.characters, symbols) from the clip that are not referenced in either of the accounts (e.g. donkey). Complete a Venn Diagram for the two accounts of the stories.

Guided Meditation

Students participate respectfully in this guided meditation. 

Students listen to the reading of the story of the Birth of Jesus that is found in the Gospel of Matthew. For this guided meditation, students will listen to and focus on the part in the story where the Wise Men visit the Baby Jesus.

3 LEARNING INTENTIONSHow was the Messiah Good News?

RESOURCES

What is Good News?Students bring in a newspaper article, magazine article or printed story from the internet showing Good News. Students collage a ‘Good News Wall’.

Discuss: What was the Good News that Jesus shared?  How was he Good News for others? What did he do for others? How did he make people feel?

Students participate respectfully in this g uided meditation on Luke’s story about Jesus’ Mission Statement.   Students listen to the reading of the story from the Gospel of Luke of Jesus reading from the scroll in the synagogue in Nazareth.

4 How can Christians get to know Jesus through prayer?

Students still their bodies and listen to the sounds they can hear inside the room and outside the room. (Mindful listening) Students listen to their breathing. Students are asked to complete the sentence: When I am quiet, I can hear …..

Students watch as the prayer candle is lit. Students are given quiet time in prayer listening to Jesus.  Students are invited to talk about times when they feel quiet and peaceful on the inside as well as the outside. They are invited to pray this prayer as an Echo Prayer. .

Gentle Jesus You were God’s greatest helper. You were a helper for the poor, You healed the  sick and You were friends with the lonely. Help me to have a loving heartHelp me to lend a helping handHelp me to give a happy smileHelp me to pass on your good news Amen

Students explore some words that are recorded as being spoken by Jesus. These could be written on coloured cards and placed in a Mantra Treasure Chest .

I am with you Do not be afraid Come follow me Listen Peace to you Love God Love your neighbour My peace I give to you. Who do you say I am?

Students pray with the phrase Peace to you and Peace to me.

Students breathe in and say "Peace to you" in a quiet voice

Students breathe out and say in a quiet voice "Peace to me"

RELIGI0N ASSESSMENTST. KEVIN’S PRIMARY SCHOOLYEAR THREETERM ONE

When saying Peace to you, students open and spread hands out wide.

When saying Peace to me, students bring hands back to rest near their hearts

NAME:…………………………………………………………………………………………… DATE:………………………………………………………………….

ACHIEVEMENT STANDARD

Year 3 Achievement Standard

By the end of Year 3, students select and use information, ideas and events in texts (including key stories from the

Torah; images of God used by the human authors of Old Testament scriptures; and prayers attributed to the Saints) to express their ideas about God’s relationship with people as individuals and communities; God’s presence and action in daily life experiences; and the order and harmony in God’s creation. They locate information about the cultural contexts in which the Gospels were written and the text types used by the human authors of New Testament texts. They use this information about the texts to discuss ideas about the life and teaching of Jesus, including the Christian belief that Jesus is the Messiah.

Students explain how the Scriptures provide a foundation for living a moral life, including respect for basic human rights and acknowledgement of responsibilities, in particular to the poor and disadvantaged. They identify prayers of thanksgiving and prayers of praise, including psalms and doxologies, and demonstrate understanding of the significance of these forms of prayer for Christians. They explain ways in which the Sacraments of Initiation (Baptism, Confirmation and Eucharist) welcome and strengthen members of the Church community. They describe significant people, events and features of a parish and diocese, past and present, including the collaboration of clergy, religious and laity. They participate respectfully in a variety of prayer experiences, including meditative prayer, prayers of thanksgiving and prayers of praise.

Students Have Students Might Have

Student is able to select the traits from a gospel reading that describe what a messiah would be like.

Students communicate thinking and understanding about the life and teaching of Jesus the Messiah (world behind the text, world of the text).

Student is able to justify with examples from the gospels what traits made people think Jesus was the Messiah.

SCRIPTURE DETECTIVE TASK Finding out about ‘Messiah’

Your task is to read the scripture passage that is listed in the table below.

After you read the section from the Old Testament, record important information under the heading such as:

What words or sentences/phrases do you hear that describe what this person will be like? What words are used to make the ‘rules’ or ‘criteria’ about a Messiah?

You may use words and pictures to record your information.

Before you start, read the first example which has been completed for you. This will help you understand the detective work you are about to do!

Scripture passage Key words or phrases Criteria for Messiah

Jeremiah 23: 3 - 6 Bring my people home Care for them like a shepherd Leader Honest King Family of David Rule with justice Israel will have peace

From the house of David

Be just Bring peace Be honest Lead people Care for people Be like a shepherd

Isaiah 9: 6 – 8

Isaiah 9:6-8 Contemporary English Version (CEV)

A Child Has Been Born6 A child has been born for us. We have been given a son    who will be our ruler.His names will be Wonderful Advisor and Mighty God, Eternal Father and Prince of Peace.7 His power will never end; peace will last forever.He will rule David’s kingdom and make it grow strong.

WHO DO YOU SAY I AM?Name: Date: Students respond to the fertile question, “Who do you say I am?” by creating a persuasive poster. The audience for the persuasive text is a person or people from the first Century Palestinian world (time of Jesus) and the purpose is to persuade them that Jesus could be the Messiah. Students’ responses should include:

A definition of the term ‘Messiah’

Evidence from scripture passages in Matthew such as the ‘Birth of Jesus’.

Persuasive language to encourage the audience to believe that Jesus could be the Messiah