Ngh a S C p 1 Huynh Tr+,ng Lesson Plans - VEYM · M! 36/74@73/3)/3):*%! Be sure to work together and make sure you write you final answers on the poster board. Independent Work:

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Phong Trào Thi!u Nhi Thánh Th" Vi#t Nam T$i Hoa K% Mi&n ______________________

'oàn __________________________

Thành Ph(_________________ Ti"u Bang_______________

Ngh)a S) C*p 1

Huynh Tr+,ng Lesson Plans

Huynh Tr+,ng ____________________________________

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Thánh Th!

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HT: Ngành: Ngh!a S! Time: Date:

Lesson Title: The Mystery of the Eucharist

Objective(s):

Agenda: How do you plan to

sequence your activities? Students will be able to:

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Assessment: How will students show you they have mastered the objective?

Students will answer these questions at the end of the lesson:

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Key Points: What three-five key points will you emphasize in this lesson?

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Opening / Scripture: ( 5 minutes) Materials:

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Fact Finding: ( 5 minutes) How will you ensure that students actively take-in information?

How will you vary your approach to make information accessible to all students?

Which potential misunderstandings will you anticipate?

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Group Activity: ( 13 minutes) How will you clearly state and model behavioral expectations?

How will you ensure that all students have multiple opportunities to practice?

How will you monitor and correct student performance?

Overview:

Students will work in groups to further explore the mystery of the Eucharist and

Transubstantiation.

What You Will Do:

Divide students into 3 groups. If there are more than 3 groups, two groups can

work on the same topic.

Provide each group with the guiding questions, additional reading material, and

supplies.

Allow the groups a little extra time if needed.

What You Will Say:

Each group has 10 minutes to read the material and present your key points on

the large poster board

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Be sure to work together and make sure you write you final answers on the

poster board.

Independent Work: ( 7 minutes) How will you clearly state and model behavioral expectations?

In what ways will students attempt to demonstrate independent mastery of the objective?

How will you provide opportunities for extension?

Students will have a list of questions that they need to answer independently.

They will use the posters created from the Group Activity to help them answer.

What You Will Say:

You now need to complete the Independent Work sheet. You can only use your

notes or the newly created posters to find your answers. You can walk around

the room freely but you cannot get your answers from other NS. You have 7

minutes.

• !

Closing: ( 5 minutes) How will students summarize what they learned? How will students be asked to state the

significance of what they learned?

How will you provide all students with opportunities to demonstrate mastery of (or progress

toward) the objective?

What you will do:

Answer questions that students may have.

Pass out Post-it Notes of 3 different colors.

Write these questions on the board ahead of time:

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What you will say:

You each have a Post-it Note. There are 3 questions on the board. If you have a

yellow note, answer the first question. If you have a blue note, answer the

second question. If you have a green note, answer the third question

When we dismiss, please stick the note on the board on your way out.

Note: If there is enough time, ask students to answer all 3 questions.

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Homework: ( minutes) How will students practice what they learned?

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Lesson Title: Eucharist and Holy Scripture – Sources of Life for the Soul

Objective(s): !


sequence your activities?!

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Instruct students to write down the following information in their Guided Notes:

There are 4 parts of Mass: Introductory Rites, Liturgy of the Word, Liturgy of

the Eucharist, and Concluding Rites.

Liturgy of the Word: begins with the First Reading and ends with the General

Intercession (Prayer of the Faithful).

Liturgy of the Eucharist: begins with the Preparation of Gifts for the Altar and

ends with the Prayer after Communion.

Explain to Students: We learned from the previous lesson that the Liturgy of the

Eucharist is when transubstantiation occurs and receiving the Body & Blood of

Christ is necessary for the nourishment of our soul.

The Liturgy of the Word is directly connected to the Liturgy of the Eucharist. In

fact, these 2 parts of mass are a single act of worship. The word of God is

also necessary for our soul.

• !




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If students are done early, then they can compare answers with another NS.

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Review questions that students answered during Independent Work.

Ask students to provide their answers to the following questions:

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For the next week, read the Gospel each day and reflect on how it applies to

your life

You can use one of the follow sites to guide your reflections:

One Bread One Body:

133-GSS000%-6'7'*3/3):*8)*)736)'7%5:8S:@:@S:@:@%/7-

Daily Scripture: 133-GSS000%65%*'3S055S6'/D)*97S)*D',%138.

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Instructions: Read carefully all of the following situations. Then, look up the verses at the bottom of the page,

and match them to the correct situation.

1. Your friend wants to go to church, but he is

worried about what others might think of him.

What verse could you use?

2. Things are not going very well for Sue right

now. Maybe when things are better, she will feel

worthy to go to church. What verse could you

share?

3. My parents told me not to go to the mall

today, but I don't care. I'll go anyway, they will

never know. What verse covers this situation?

4. Your friend tells you that he is very afraid

whenever he has to walk home in the dark.

What verse could you tell your friend?

5. Your friend is jealous of Susan, because

she is so cool. She gets lots of mail from her

admirers. What verse could you tell your

friend?

6. Your neighbor thinks being a Christian is too

hard and takes too much work. He would rather

have fun. What verse could share with your

neighbor?

Ephesians 6:1-3 ___ Ephesians 2:8,9 ___ Psalm 55:22 ___

Matthew 5:10 ___ John 8:12 ___ Luke 18:14b ___

© 2000-2011 Kid 's Sunday School Place, Inc. Al l Rights Reserved.

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Lesson Title: Preparing to Receive the Eucharist

Objective(s):


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F,,>(A'(+50.1(50.(A)$#+(97,50B!

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#% A:0!D:!2:4!-6'-/6'!A,0#577'!(:6!6'5')I)*9!31'!+451/6)73>!CG!H$%"0&(A511G(8(0,,.(#)(>5'(5##,0#")0(.$%"0&(#+,(!"#$%&'()*(#+,(

=$9+5%"1#(50.(2+"7,(%,9,"E"0&(@)AA$0")0B!

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$% A:0!D:!2:4!-6'-/6'!1>"%"#$577'!(:6!6'5')I)*9!31'!+451/6)73>!CG!!8(A$1#(/,("0(5(1#5#,()*(&%59,(:+5E"0&(0)(A)%#57(1"01(1"09,(A'(751#(

@)0*,11")0(50.(/,7",E,("0(#%501$/1#50#"5#")0B!

L% <1/3!0:4.D!@'!31'!5:*7'^4'*5'!:(!0)#!-6:-'6.2!-6'-/6)*9!31'!6'5')I'!31'!+451/6)73>!CG!!8(2)$7.(9)AA"#(#+,(&%5E,(1"0()*(.+/%$,#0#B(


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• E'5')I)*9!31'!A:.2!B:884*):*!)7!6'5')I)*9!V'747!1)87'.(%!!• <'!*''D!3:!-6'-/6'!:467'.I'7!(:6!0:6312!3:!6'5')I'!31'!7/56/8'*3%!!• <'!*''D!3:!-6'-/6'!:467'.I'7!-127)5/..2H!8'*3/..2!/*D!7-)6)34/..2!)*!

:6D'6!3:!6'5')I'!V'747%!

"% ?"-!A#- (2)!#% C33'*D/*5'!J";!$% F6/2'6!J#;!L% /0&,1$*&%!JM;!M% 2%34.($%&,(5!

JM;!N% 6&-*14

70$,8,$"!J"M;!O% 9):%1%):%)$4

;-&<!JO;!P% =5-#,)>!JM;!Q% F6/2'6!J$;!

!

Total (45 min)

4


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"#!!9'(.!8C7&(88+)*(,(==(-/:'-4'+!

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R2*&+0&2>'%,&+0&(21&%+'&'"#0&4*%+5&+,5&5*#,3&'"%&718.&(21&8*27$+#<&'"%&5%+'"&

2>&'"%&S2*5&1,'#$&"%&72<%0=&:"%*%>2*%&)"2%6%*&%+'0&'"%&4*%+5&2*&5*#,30&'"%&

• !

! "#!

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S2*5=&B&8%*02,&0"21$5&%O+<#,%&"#<0%$>.&+,5&02&%+'&'"%&4*%+5&+,5&5*#,3&'"%&

718=&R2*&+,(2,%&)"2&%+'0&+,5&5*#,30&)#'"21'&5#07%*,#,-&'"%&425(.&%+'0&+,5&

5*#,30&K15-<%,'&2,&"#<0%$>=&:"+'&#0&)"(&<+,(&+<2,-&(21&+*%&#$$&+,5&#,>#*<.&

+,5&+&72,0#5%*+4$%&,1<4%*&+*%&5(#,-=&I>&)%&5#07%*,%5&21*0%$6%0.&)%&)21$5&

,2'&4%&1,5%*&K15-<%,';&41'&0#,7%&)%&+*%&K15-%5&4(&T'"%U&S2*5.&)%&+*%&4%#,-&

5#07#8$#,%5& 02& '"+'& )%& <+(& ,2'& 4%& 72,5%<,%5& +$2,-& )#'"& '"%& )2*$5=&

:"%*%>2*%.& <(& 4*2'"%*0.& )"%,& (21& 72<%& '2-%'"%*& '2& %+'.& )+#'& >2*& 2,%&

+,2'"%*=&I>&+,(2,%&#0&"1,-*(.&"%&0"21$5&%+'&+'&"2<%.&02&'"+'&(21*&<%%'#,-0&

<+(&,2'&*%01$'&#,&K15-<%,'=&

!




Instruct students to copy the main ideas on their Guided Notes

Preparing to Receive the Eucharist:

Physically – (1) fast for one hour (only drink plain water). (2) keep hands and

mouth clean. (3) dress appropriately

Mentally – during Mass, pay attention during Liturgy of the Eucharist and

while receiving Communion.

Spiritually – (1) have no mortal sins since last confession, (2) believe in

transubstantiation.

The consequence of improper preparation is committing the grave sin of

sacrilege

• !




FOUR CORNERS

Overview

Students will be presented with many different situations and answer the

question: “Is it appropriate?” The purpose of this activity is for students to have

a clear understanding of specific actions they need to take to prepare for

receiving Communion.

What you will do:

#% <6)3'G!_[36:*9.2!C96''`H!_C96''`H!_&)7/96''`H!/*D!_[36:*9.2!&)7/96''`!:*!L!D)(('6'*3!71''37!:(!-/-'6%!

$% ?/-'!:*'!-/-'6!3:!'/51!5:6*'6!:(!31'!6::8%!

• L!71''37!:(!-/-'6!

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What you will say:

• a*!'/51!5:6*'6!:(!31'!6::8!/6'!L!7)9*7G!_[36:*9.2!C96''`H!_C96''`H!_&)7/96''`H!/*D!_[36:*9.2!&)7/96''`%!

• ab8!9:)*9!3:!6'/D!7'I'6/.!73/3'8'*37%!!W:4!/6'!9:)*9!3:!/*70'6!@2!8:I)*9!3:!:*'!:(!31'!5:6*'67%!

• R:6!',/8-.'H!_F)*K!)7!/!-6'332!5:.:6`%!!!a(!2:4!/96''H!0/.K!3:!31'!_C96''`!5:6*'6%!!a(!2:4!D)7/96''H!0/.K!3:!31'!_&)7/96''`!5:6*'6%!

• Z'3b7!9'3!73/63'D%!!/0%)(&,-4H!)7!31/3!2:4!/6'!)*3'6I)'0)*9!(:6!/!c#MH]]]!5:..'9'!751:./671)-%!!F.'/7'!8:I'!3:!:*'!:(!31'!5:6*'67!/7!a!6'/D!'/51!73/3'8'*3%!

o W:4!0)..!9'3!/!1/)6543%!o W:4!0)..!@42!/!*)5'!74)3!S!:43()3%!o W:4!0)..!51'0!948%!o a(!2:46!-1:*'!6)*97!)*!31'!8)DD.'!:(!31'!)*3'6I)'0H!2:4!0)..!

/*70'6!)3%!o W:4!0)..!3',3!/!(6)'*D!D46)*9!31'!)*3'6I)'0%!o W:4!0)..!-6'-/6'!9::D!/*70'67!3:!-:77)@.'!)*3'6I)'0!

^4'73):*7%!o &46)*9!31'!)*3'6I)'0H!2:4!0)..!51'5K!2:46!R/5'@::K!73/347%!

• U:0H!0'!1/I'!/!*'0!75'*/6):!J/0%)(&,-4IB!W:4!/6'!6'5')I)*9!V'747!B16)73%!!C9/)*H!-.'/7'!8:I'!3:!:*'!:(!31'!5:6*'67!/7!a!6'/D!'/51!73/3'8'*3%!

o a3!)7!:K!3:!'/3!.4*51!6)913!@'(:6'!8/77%!o W:4!5/*!6'5')I'!B:884*):*!'I'*!)(!2:4!_D:d'D!:((`!:6!

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o W:4!5/*!0'/6!3/*K!3:-7!:6!6)--'D!f'/*7!3:!8/77%!o a3!)7!'77'*3)/.!3:!6'5')I'!B:884*):*!:*!/!6'94./6!@/7)7%!o a(!2:4b6'!*:3!746'!)(!2:4!1/I'!8:63/.!7)*7H!)3b7!:K!3:!9)I'!

2:467'.(!31'!@'*'()3!:(!31'!D:4@3!/*D!6'5')I'!B:884*):*%!

Note:

Pay attention to how many students move to the “Agree” / “Strongly Agree”

corners as you read the statements from the Scenario 1. Emphasize that we

usually are mindful of our appearances and actions when dealing with people of

prominence.

During Scenario 2, take note of when there are large number of students moving

to the “Agree” / “Strongly Agree” corners. If students have misconceptions,

remember to address it at the end of the activity. Also take note of when

students are undecided in their movement (they are unsure of what they believe)

and discuss those moments / statements after the activity is finished.



! "L!



You should work independently first. If you are done early, you can compare

your answers with another NS.

• !





Review questions that students answered during Independent Work.

Ask students to provide their answers to the following questions:

$% A:0!8473!0'!-6'-/6'!3:!6'5')I'!31'!+451/6)73>!

L% -+'!8473!0'!-6'-/6'!3:!6'5')I'!31'!+451/6)73>!

• !

Homework: ( 60 minutes) How will students practice what they learned?

RE

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Attend mass 1 time during the weekday, and completely prepare (physically,

mentally, spiritually) to receive the Eucharist.

• !

! "M!


Lesson Title: Offering Ourselves and Praying

Objective(s):



"% FJ@&(,0!-4'!,A@/+-(0='!/3!.(,&1!@+(1'+#!

#% O.'0-,31!-4'!8'S'0!K(E,-)!/3!<(,&1!%+(1'+!P\+#!G=T&/)B'1R!

$% X'9)*!D'I'.:-)*9!#!:(!31'!1/@)37!:(!D/).2!-6/2'6%!!


"% <12!)7!D/).2!-6/2'6!*'5'77/62>!CG!!H5"7'(>%5',%("1(0,9,115%'(/,95$1,("#(*)%A1(5(.,,>,%(9)00,9#")0(

/,#2,,0(6).(50.($1B!

!

#% U/8'!$!:(!31'!['I'*!A/@)37!:(!&/).2!F6/2'6%!CG!I)%0"0&(J**,%"0&G(D"7,0#(;%5',%G(D>"%"#$57(4,5."0&G(I511(50.(

@)AA$0")0G(?0&,7$1G(4)15%'G(=K5A"0"0&(J$%(@)019",09,%!

!

$% <1/3!/6'!#!1/@)37!31/3!2:4!5/*!73/63!D'I'.:-)*9>!


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• F6/2'6!)7!'77'*3)/.!3:!:46!6'./3):*71)-!0)31!T:D%!• &/).2!-6/2'6!)7!/!1/@)3!31/3!*''D7!3:!@'!D'I'.:-'D!/*D!-6/53)5'D%!• C!1'/.312!1/@)3!:(!D/).2!-6/2'6!0)..!.'/D!47!3:!/!D''-'6!5:**'53):*!

0)31!T:D%!

"% ?"-!A#- (2)!#% C33'*D/*5'!J";!$% F6/2'6!J#;!L% /0&,1$*&%!JM;!M% 2%34.($%&,(5!

JM;!N% 6&-*14

70$,8,$"!J"#;!O% 9):%1%):%)$4

;-&<!J"#;!P% =5-#,)>!JM;!Q% F6/2'6!J$;!

!

Total (45 min)

4


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"# N)B!-4'!)-2.'0-)!$?41!)4/2&.!*'!@+(1C5!

6# ?+,-'!)/A'!/3!-4',+!(0)*'+)!/0!-4'!E/(+.#!

]# E'/D!.($$C%34JKJLHI43:9'31'6!!

L,1$1(15".(#)(+"1(."19">7,1M(N?1F(50.("#(2"77(/,(&"E,0(#)(')$O(1,,F(50.(

')$(2"77(*"0.O(F0)9F(50.(#+,(.))%(2"77(/,()>,0,.(#)(')$B(3)%(,E,%')0,(

2+)(51F1G(%,9,"E,1O(50.(#+,()0,(2+)(1,,F1G(*"0.1O(50.(#)(#+,()0,(2+)(

F0)9F1G(#+,(.))%(2"77(/,()>,0,.B(-+"9+()0,()*(')$(2)$7.(+50.(+"1(1)0(

5(1#)0,(2+,0(+,(51F1(*)%(5(7)5*()*(/%,5.G()%(5(105F,(2+,0(+,(51F1(*)%(5(

*"1+P(8*(')$(#+,0G(2+)(5%,(2"9F,.G(F0)2(+)2(#)(&"E,(&)).(&"*#1(#)(')$%(

9+"7.%,0G(+)2(A$9+(A)%,(2"77(')$%(+,5E,07'(35#+,%(&"E,(&)).(#+"0&1(

• !

! "N!

#)(#+)1,(2+)(51F(+"ABQ(

L% C7K!734D'*37!3:!5:8-/6'!31'![56)-346'!3:!7:8'!:(!31'!/*70'67!31'2!9/I'%!!




Students read notes on classifying prayers (Catholic Catechism 2629-2643):

"% M&("%&#4-D4M%$,$,-)!g!/7K)*9!T:D!(:6!(:69)I'*'77!/*D!/7K)*9!T:D!3:!1'.-!:467'.I'7%!

#% M&("%&#4-D49)$%&0%##,-)4!e!-6/2)*9!:*!@'1/.(!:(!:31'67!$% M&("%&#4-D4'C()<#>,8,)>4!e!/5K*:0.'D9)*9!T:Db7!6:.'!)*!:46!.)I'7!

/*D!71:0)*9!96/3)34D'!(:6!01/3!A'!1/7!9)I'*!47%!L% M&("%&#4-D4M&(,#%!g!6'5:9*)d)*9!31'!/0'7:8'!-:0'6!:(!T:D!/*D!

31/3!0'!/6'!A)7!51).D6'*%!

Students will write an example for each type of prayer.

• !




SEVEN HABITS OF PRAYER

Overview:

Students will be assigned one of Father McCloskey’s Seven Habits of Daily

Prayer. They will work in small groups (2-3 students) to create a poster

illustrating their assigned habit.

What you will do:

"% C7K!734D'*37!3:!06)3'!D:0*!/7!8/*2!:(!31')6!D/).2!1/@)37!/7!31'2!5/*!31)*K!:(%!!J',/8-.'7G!1)33)*9!31'!7*::d'!@433:*!/!('0!3)8'7H!@6471)*9!3''31H!71:0'6)*9H!?\H!51'5K)*9!'8/).!S!R/5'@::K!S!'35%;!

#% C7K!734D'*37!3:!5./77)(2!31')6!1/@)37!@2!31'!*''D7!31/3!)3!7'6I'7G!>+'1"957!J'9%!@6471)*9!3''31H!','65)7';H!!8'*3/.!J'9!6'/D)*9;H!7:5)/.!J'9!3/.K)*9H!7:5)/.(*'30:6K)*9;H!/*D!7-)6)34/.%!

$% ['-/6/3'!734D'*37!)*3:!/3!.'/73!O!96:4-7!J#e$!734D'*37!)*!'/51!96:4-;%!

What you will say:

• +I'62:*'!1/7!1/@)37%!!=:73!:(!31'8!7'6I'!:46!-127)5/.H!8'*3/.H!/*D!7:5)/.!*''D7%!!?1/3b7!:K!@'5/47'!31'7'!/6'!)8-:63/*3!*''D7%!!A:0'I'6H!:46!7-)6)34/.!*''D7!/6'!'^4/..2!J:6!8:73;!)8-:63/*3%!!F6/2'6!)7!/!1/@)3!31/3!0)..!(4.()..!:46!*''D!(:6!/!D''-!5:**'53):*!0)31!T:D%!!Z)K'!/*2!:31'6!1/@)3H!-6/2'6!*''D7!3:!@'!D'I'.:-'D!96/D4/..2H!@43!9)01"1#,0#7'%!

• F:73'6!@:/6D!J/3!.'/73!O!71''37;!

• B:.:6!8/6K'67H!-'*5).7H!56/2:*7!

! "O!

• +/51!96:4-!1/7!@''*!/77)9*'D!:*'!:(!R6%!=5B.:7K'2b7!['I'*!A/@)37!:(!&/).2!F6/2'6%!!F.'/7'!0:6K!)*!2:46!96:4-!3:!56'/3'!/!-:73'6!31/3!)..4736/3'7!/*D!-6:8:3'7!J/DI'63)7'7;!31/3!1/@)3%!!W:4!1/I'!"]!8)*43'7!3:!5:8-.'3'!2:46!-:73'6%!




Students will review the main ideas of the lesson and identify 2 habits that they

will develop.

"% <12!)7!D/).2!-6/2'6!*'5'77/62>!#% U/8'!$!:(!31'!['I'*!A/@)37!:(!&/).2!F6/2'6%!$% <1/3!/6'!7:8'!:(!2:46!5466'*3!$0+,57#+'(:/5.<(+5/"#1P!L% <1)51!:(!31'!['I'*!A/@)37!:(!&/).2!F6/2'6!5/*!2:4!47'!3:!6'-./5'!

2:46!$0+,57#+'(+5/"#1>!M% <1/3!/6'!#!1/@)37!31/3!2:4!5/*!73/63!D'I'.:-)*9>!

• !





Ask students to share:

"% U/8'!:*'!-6/2'6!1/@)3!31/3!2:4!0)..!@'9)*!D'I'.:-)*9%!#% <12!D:!2:4!31)*K!31/3!1/@)3!0)..!1'.-!2:4>!

What you will do:

Pass out one Post-It Note to each student. Use a mix of 4 different color notes.

What you will say:

• a(!2:4!1/I'!/!>&%%)!*:3'H!06)3'!/!1&("%&4-D41%$,$,-)%!• a(!2:4!1/I'!/!+5*%!*:3'H!06)3'!/!1&("%&4-D4,)$%&0%##,-)%!• a(!2:4!1/I'!/!"%55-3!*:3'H!06)3'!/!1&("%&4-D4$C()<#>,8,)>%!• a(!2:4!1/I'!/!&%:!*:3'H!06)3'!/!1&("%&4-D41&(,#%%!• a!0)..!/7K!I:.4*3''67!3:!6'/D!31')6!-6/2'6%!• Y*!2:46!0/2!:43H!-.'/7'!73)5K!31'!*:3'!:*!31'!@:/6D%!

• F:73ea3!*:3'7!:(!L!D)(('6'*3!5:.:67!


RE

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(optional)

• C7K!734D'*37!3:!7)9*!4-!:*!133-GSS000%1/@)3(:69'%5:8S!3:!36/5K!31')6!-6:96'77!3:0/6D!D'I'.:-)*9!31')6!-6/2'6!1/@)37%!

• C7K!734D'*37!3:!71/6'!31')6!-6:96'77!0)31!(6)'*D7H!('..:0!U91h/![hH!

• !

! "P!

/*D!A42*1!?6$%*9.!


Lesson Title: Examine Conscience and Repent

Objective(s):

Agenda: How do you plan to sequence your activities?

Students will be able to:

"% <'3,0'!^D71#D3%1D%^!(0.!^&%E%1$^!

#% O.'0-,31!4/*!-/!'J(A,0'!=/0)=,'0='!

!


!

"% <1/3!)7!5:*75)'*5'>!#% <1/3!D:'7!)3!8'/*!3:!6'-'*3>!$% A:0!D:!2:4!',/8)*'!2:46!5:*75)'*5'>!

CG!!8(950(%,E",2(#+,(R,0(@)AA50.A,0#1(50.(D"K(;%,9,>#1()*(#+,(

@5#+)7"9(@+$%9+(#)(1,,("*(8(+5E,(E")75#,.(50'()*(#+,AB(

L% a(!2:4!*''D!/DD)3):*!94)D/*5'!3:!',/8)*'!2:46!5:*75)'*5'H!01'6'!71:4.D!2:4!9:>!CG!!8(950(*"0.(51F(*)%(5(&$".,(*%)A(A'(7)957(>5%"1+()%(9)01$7#(2"#+(5(

>%",1#B!

+9G!133-GSS000%5/31:.)5e-/9'7%5:8S-'*/*5'S',/8)*'%/7-!

133-GSS000%75@:66:8':%:69S5:*('77%138!

!


PR

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!

• =-)#0,%)0%4)7!/!6'I)'0!:(!:46!:0*!-/73!31:49137H!0:6D7!/*D!/53):*7!(:6!31'!-46-:7'!:(!D'3'68)*)*9!)(!31'2!(:..:0!8:6/.!./0%!!

• N%1%)$()0%!)7!346*)*9!/0/2!(6:8!7)*!/*D!/!346*)*9!@/5K!3:!T:D%!a*!/!8:6'!9'*'6/.!7'*7'H!6'-'*3/*5'!8'/*7!/!51/*9'!:(!8)*D!:6!/!(''.)*9!:(!6'8:67'!:6!6'96'3!(:6!-/73!5:*D453%!

• E'5:*5).)/3):*!/*D!E'-'*3/*5'!D:'7!0)#!8'/*!0'!@'5:8'!-'6('53%!T:D!4*D'673/*D7!31/3!'I'*!/3!:46!@'73H!0'!8/2!@/5K7.)D'!/3!3)8'7%!

"% ?"-!A#- (2)!#% C33'*D/*5'!J";!$% F6/2'6!J#;!L% /0&,1$*&%!JM;!M% 2%34.($%&,(5!

JM;!N% 6&-*14

70$,8,$"!J"M;!O% 9):%1%):%)$4

;-&<!JO;!P% =5-#,)>!JM;!Q% F6/2'6!J$;!

!

Total (45 min)

4

! "Q!

A:0'I'6H!'I'62!3)8'!0'!7''K!A)7!(:69)I'*'77H!0'!0)..!6'5')I'!)3%!

• [)*5'!T:D!(:69)I'7!47H!0'!/6'!5/..'D!3:!(:69)I'!:31'67!


!

"% 9'(.!F1(-+),88(-/:'-4'+!

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Instruct students to write down the following information in their Guided Notes:

• =-)#0,%)0%4)7!/!6'I)'0!:(!:46!:0*!-/73!31:49137H!0:6D7!/*D!/53):*7!(:6!31'!-46-:7'!:(!D'3'68)*)*9!)(!31'2!(:..:0!8:6/.!./0%!!

• N%1%)$()0%!)7!346*)*9!/0/2!(6:8!7)*!/*D!/!346*)*9!@/5K!3:!T:D%!a*!/!8:6'!9'*'6/.!7'*7'H!6'-'*3/*5'!8'/*7!/!51/*9'!:(!8)*D!:6!/!(''.)*9!:(!6'8:67'!:6!6'96'3!(:6!-/73!5:*D453%!

• [3!F/4.!73/3'7!)*!C537!$G"Qe#]G!iE'-'*3H!31'*H!/*D!346*!3:!T:DH!7:!31/3!2:46!7)*7!8/2!@'!0)-'D!:43H!31/3!3)8'7!:(!6'(6'71)*9!8/2!5:8'!(6:8!

• !

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• 9'(.1a!8'-a!LDb!

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What You Will Say:

You now need to complete the Independent Work sheet and the reflection

questions. You should work independently first. If you are done early, you can

compare your answers with another NS. Anything you do not finish is

homework.

• !





Ask students to share their individual answers to these questions (answers can

vary):

"% A:0!D:!2:4!K*:0!31/3!2:4!1/I'!/!5:*75)'*5'>!J-:77)@.'!/*70'6G!8(5A(5/7,(#)(%,*7,9#()0(A'(>51#(#+)$&+#1(50.(

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#% ?1)*K!3:!31'!./73!3)8'!2:4!5:*('77'DG!01/3!D:'7!)3!(''.!.)K'!01'*!2:4!6'-'*3>!J-:77)@.'!/*70'6G!8(*,,7(15.()%(1+5A,*$7(#+5#(8(.".(1)A,#+"0&(#)()**,0.(

6).(50.()#+,%1B((8(*,,7(5*%5".(#+5#(6).(A5'(>$0"1+(A,(*)%(A'(1"01%;!

$% <12!8473!0'!(:69)I'!:31'67>!!?1)*K!/@:43!31'!/53)I)32!0)31!31'!6:-'!/*D!K*:37>!J-:77)@.'!/*70'6G!!-,(5%,(577(7"F,(#+,(%)>,(2"#+(/$A>1B((-,(

1)A,#"A,1()**,0.()#+,%(50.(1)A,#"A,1(2,(5%,(#+,(E"9#"A()*()#+,%1B((

6).(5725'1(*)%&"E,1($1G(1)(2,(A$1#(.)(#+,(15A,(*)%()#+,%1B;!

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Lesson Title: Resurrection and The Great Commission

Objective(s):



"% 9'=(&&!.'-(,&)!/3!-4'!9')2++'=-,/0!(0.!L+'(-!T/AA,)),/0!,0!G(--4'*!

6f>"M6g!

#% FJ@&(,0!-4'!),:0,3,=(0='!/3!-4'!9')2++'=-,/0!(0.!L+'(-!T/AA,)),/0!

$% O.'0-,31!4/*!-4'1!=(0!=(++1!/0!L/.X)!A,)),/0!,0!-4',+!.(,&1!&,S')!

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"% <1:!0'6'!31'!()673!#!-':-.'!3:!7''!V'747!/(3'6!A)7!6'7466'53):*>!CG!!I5%'(50.(I5%'(I5&.57,0,!

!

#% <1/3!0'6'!31')6!6'/53):*7>!CG!!R+,'(2,%,(5*%5".(',#(*"77,.(2"#+(S)'B!

!

$% <1/3!D)D!V'747b!6'7466'53):*!D:!(:6!47>!CG!!R+,(%,1$%%,9#")0(9)0*"%A1(#+5#(L,1$1("1(#%$,(6).(50.(&"E,1($1(0,2(

7"*,B(:@@@(TUVWTUX<(

(

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#%5E,7(#+%)$&+)$#(#+,(,5%#+(#)(9)0#"0$,(C"1(#,59+"0&1(50.(/5>#"Z,(

>,)>7,B(

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+,/8-.'G!8(950(*"0.()>>)%#$0"#",1(#)(#,77()#+,%1(:*%",0.1G(0)0W@+%"1#"50(

*5A"7'(A,A/,%1<(5/)$#(A'(@5#+)7"9(*5"#+(50.(+)2("#("01>"%,1(50.(

"0*)%A1(A'(.5"7'(.,9"1")01%!


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4

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"% a*736453!734D'*37!3:!3/K'!*:3'7!:*!31'!D'3/).7!:(!'/51!X)@.'!-/77/9'7G!

What:

Who:

When:

Where:

Why:

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<1/3!D:!2:4!31)*K!)7!31'!7)9*)()5/*5'!:(!31'!T6'/3!B:88)77):*>!!

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<12!D:!2:4!31)*K!)3!)7!5/..'D!_96'/3`>!




THE FISHING TRIP STORY (10 MIN)

Overview:

Students work together in pairs to read and discuss dialogue from the The

Fishing Trip Story. Then, as a whole class discuss connections of the story to

the Great Commissioning and modern-day Catholics.

What you will do:

Print out the Fishing Story ahead of time and make copies.

What you will say:

Find a partner.

Together with your partner, take turns reading the dialogue of the fishing story.

Be prepared to answer the discussion questions.

You have 5 minutes to complete the dialogue

Discussion questions:

"% A:0!/6'!7:8'!8:D'6*eD/2!B/31:.)57!7)8)./6!3:!31'!()673!51/6/53'6!)*!31'!R)71)*9![3:62>!

#% A:0!/6'!2:4!7:8'3)8'7!7)8)./6!3:!31'!51/6/53'67!)*!31'!R)71)*9![3:62>!

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Students will reflect on their daily encounters with others and find

opportunities where they can share their faith with others.

"% <1'*!0/7!31'!./73!3)8'!2:4!3/.K'D!3:!/!*:*eB16)73)/*!/@:43!2:46!(/)31>!!<1/3!7-'5)()5!31)*97!D)D!2:4!3/.K!/@:43>!!

#% <1'*!0/7!31'!./73!3)8'!2:4!-6/2'D!)*!-4@.)5>!!A:0!D)D!2:4!(''.>!

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L% <1'*!2:4!1/I'!/!5:*I'67/3):*!0)31!/!*:*eB16)73)/*!:6!*:*e-6/53)5)*9!B16)73)/*!(6)'*DH!/6'!31'6'!3)8'7!01'*!2:4!5/*!3/.K!/@:43!2:46!(/)31>!

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D:!2:4!(''.!/@:43!#,77"0&!31'8!31/3!2:4!-6/2!(:6!31'8>!!<1/3!D:!2:4!31)*K!31')6!6'/53):*7!0)..!@'>!

Students answer assessment questions about Resurrection and Great

Commission.





Instruct students to share their answers from Independent Work.

Answer any questions that students have.

Remind students that to follow the Great Commission of Jesus, we cannot be

spectators in our faith. We need to actively live the Gospel and actively find

ways to share it with others.

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Identify a non-Christian friend / acquaintance in your life. Say a prayer for

him/her. Find an opportunity during the week to casually tell this person

about your prayer. Be prepared to talk about your faith if he/she asks

follow up questions.

Students work to finish questions from Independent Work.

• !

The Fishing Tripby Mike

A fish story worth telling.

Topics:

Christianity, Witnessing

Target Audience:

Grades 1-6 (Ages 6-12)

It was a clear crisp autumn morning, and Randy had just finished his morning Bible reading. He drew in a deep

breath of refreshing mountain air as the morning sun reflected off the surface of the lake. From the cabin's

porch, Randy could see his brother down on the boat dock. He quickly put away his Bible and walked down to

the dock to join him.

"What are you doing Billy?" Randy asked.

Billy looked up and said, "I'm fishing!"

Randy looked around and saw Billy's fishing pole and tackle box lying on the dock next to him. Next to the

tackle box was a bucket filled with lake water. Randy asked, "Don't you mean you're getting ready to go

fishing?"

Billy answerd, "No, I've been fishing for about half an hour."

Randy suppressed a giggle and said, "Billy, you don't have a worm on your hook and your fishing line isn't even

in the water. How could you be fishing?"

Billy smiled and said, "It's simple. You see, I have on my fishing hat and my life jacket. When fish swim by, they

will see a fisherman sitting on the dock and jump out of the water and land in the bucket."

Randy burst out laughing, "Billy you won't catch any fish that way! You have to put a worm on your hook and

throw your fishing line into the water."

Billy quickly replied, "I don't like touching the worms. They're slimy. I hate taking the fish off the hook because

it's hard and I sometimes get stuck by their fins."

Randy stopped laughing, "Billy, you'll never catch anything by hoping the fish see you are a fisherman. You

need to put your fishing line in the water. Come on, I'll help you."

Some Christians have a similar thought process when it comes to reaching others with the Good News of Jesus

Christ. You see, some Christians figure that people will see them going to church, helping others, or maybe see

the "I love Jesus" bumper sticker on their cars. They believe when others see that they are Christians, they will

simply follow them to church.

Jesus told us to go everywhere and share the Good News with everyone. However, sometimes it may be hard

to talk to people and share your faith. We may be afraid someone will laugh or make fun of us. To share the

Good News when ever we have the chance, we need to be prepared. We can prepare by reading our Bibles

and praying to God. It's also important to have a well balanced church to attend regularly. In that way we can

share with others about our own church home.

So don't just look like a Christian. Get to know the people around you, and share with them the Good News

about our Lord.

© 2001-2011 Kid 's Sunday School Place, Inc. Al l Rights Reserved.

! #O!


Lesson Title: Ascension of Jesus

Objective(s):



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:&/+1!

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&7)%"*",.(5*#,%(4,1$%%,9#")0(/$#(#+,(&7)%'(251(0)#(E"1"/7,(#)()#+,%1B((?#(

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What:

Who:

When:

Where:

Why:

• !

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WHO GETS THE GLORY?

Overview

God’s glory is in our daily lives, but we often forget (even if we are trying to be

humble). Students work in groups to determine if the person in the scenario is

giving glory to himself/herself.

What you will do:

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What you will say:

On the Activity page you have 5 different scenarios. Read example and discuss

with your group members:

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Discuss with students:

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Notes

Example 1: (X—she focuses on how she messed up and on what she did!)

Sally: Angie! You sang so beautifully today!! And your song had a very good

• ;C-46%$#4$C%4

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message!

Angie: Awww! Thanks, Sally! I really didn’t think I did that good. I worked

really hard on it, but it just didn’t sound too good. But thanks!

Example 2: (Circle—gives his teammates the credit)

Joe: Dude! You play soccer so well! Way to score three goals for the team!!

Harry: Thanks, man, but our team played very well together! We were a good

team! I wouldn’t have been able to do it without their help!

Example 3: (X—it’s all about her)

Jane: What are your plans for the future, Hanna? What do you want to study?

Hanna: Well, I want to be a nurse. I’m going to have to study really hard to get

into nursing school, but I love to help, so I will be a really good nurse.

Example 4: (Circle—Gives his parents the credit)

Joe’s mom: Hey, Jimmy. So, what are you guys doing this summer?

Jimmy: Well, Miss Sue, we’re going on vacation. My parents are taking us

camping. Dad and Mom were both able to get off work, so they want to be able

to stay there a couple of weeks! Dad has all these fun activities planned!

Example 5: (Circle—Gives the credit to his Speech teacher)

Andy: Jesse, you are really good at giving speeches!

Jesse: Thanks, man, but I know I wouldn’t be half as good if I hadn’t had such a

good Speech teacher last year!




Students will answer Assessment questions and identify moments in their own

lives where they can recognize God’s glory.

• !





Ask students to share their answers and examples from their lives.

Summarize: Jesus ascends in glory after his Resurrection. His ascension to

heaven is the greatest glory of all. It is a way of telling us how He came down

from the Almighty Father to us. It is now the same way He comes back to the

Father in heaven. It is now up to us to let others know about His glory, that we

should obey His command as well as be His witness in our daily living.

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Who Gets the Glory?Instructions: Read each example below. Then circle the ones that give credit or glory to whom it belongs. Put

and "X" through the examples where the characters keep the credit for themselves.

1.

2.

Sally: Angie! You sang so

beautifully today!! And your song

had a very good message!

Angie: Awww! Thanks, Sally! I

really didn’t think I did that good. I

worked really hard on it, but it just

didn’t sound too good. But thanks!

3.

Joe: Dude! You play soccer so

well! Way to score three goals for

the team!!

Harry: Thanks, man, but our team

played very well together! We were

a good team! I wouldn’t have been

able to do it without their help!

4.

Jane: What are your plans for the

future, Hanna? What do you want to

study?

Hanna: Well, I want to be a nurse.

I’m going to have to study really

hard to get into nursing school, but I

love to help, so I will be a really

good nurse.

5.

Joe’s mom: Hey, Jimmy. So, what

are you guys doing this summer?

Jimmy: Well, Miss Sue, we’re

going on vacation. My parents are

taking us camping. Dad and Mom

were both able to get off work, so

they want to be able to stay there a

couple of weeks! Dad has all these

Andy: Jesse, you are really good

at giving speeches!

Jesse: Thanks, man, but I know I

wouldn’t be half as good if I hadn’t

had such a good Speech teacher

last year!!

! $#!


Lesson Title: Courage to Faith

Objective(s):



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4

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Students take Guide Notes on St. Paul, Colossians, and 2Timothy

St. Paul wrote the Book of Colossians to:

Who: residents of Colossae

When: uncertain

Where: St. Paul was in prison when he wrote it. The exact location is uncertain.

Why: Teachers in Colossae were promoting false beliefs about Jesus –

connecting Him to astrology and cults. The Colossians were resisting the

pressure to follow these false beliefs. St. Paul was commending the community

and also reminding them to stay strong in their faith.

(Có nhi!u nhà lãnh "#o $ Côlôsê gi%ng d#y sai trái v! Chúa Giêsu. Tín h&u

Côlôsê v'n ch(ng l#i nh&ng sai l)m này. Thánh Phaolô vi*t th+ "*n ", khen

các tín h&u và khuy*n khích h- v&ng m#nh trong ".c tin.)

St. Paul wrote Second Letter to Timothy:

Who: St. Timothy, his disciple

When: near the end of St. Paul’s life

Where: Paul writes the letter while in a Roman prison

Why: St. Paul tells Timothy to continue spreading the faith to others.

Faith is the theological virtue by which we believe in God and believe all that

he has said and revealed to us, and that Holy Church proposes for our belief,

• !

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because he is truth itself




!

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Create your own acrostic on the meaning of faith. Remember to include actions

that proclaim our faith to others.

!

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Students answer Assessment questions and reflect on faith in their own daily

lives.

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Ask students to share their acrostic and answers from Independent Work

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(Optional)

Read Colossians (all of it) and answer these questions:

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Lesson Title: Hope

Objective(s):



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!


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Total (45 min)

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Students complete Guided Notes on the background of Romans and

2Corinthians:

St. Paul wrote the Book of Romans to:

Who: Romans

When: not certain

Where: most likely from Corinth.

Why: There was already a Christian community in Roman. St. Paul was

heading to Rome and wanted to introduce himself and share the teachings of

Christ.

St. Paul wrote 2Corinthians to:

Who: residents of Corinth

When: AD 57

Where: Macedonia

Why: Paul had visited Corinth before and also had written to the Corinthians

(1Corinthian). There was conflict that arose between the Corinthians and St.

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Paul (the details of the conflicts are unknown). St. Paul was writing a second

letter to resolve the conflict.

Hope is the theological virtue by which we desire the kingdom of heaven and

eternal life as our happiness, placing our trust in Christ's promises and relying

not on our own strength, but on the help of the grace of the Holy Spirit.

Despair is the loss of hope.

We attain hope through prayer – asking God to give us hope. It is not a virtue

that we get by our efforts alone.




STORIES OF HOPE

Overview:

Students will work in groups to read a story of hope and despair. Through the

story and presentation, students will be able to see how the virtue of hope can

help them.

What you will do:

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Notes:

As students are working in groups, follow up and remind them to focus on the

themes of the case study.

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Students answer Assessment and Reflection questions.

Reflection questions:

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Instruct students to share some of their answers with the whole class.

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Students complete Assessment and Reflection questions.

Read the Act of Hope daily (as part of the your Morning Offering)

Act of Hope

O my God, relying on Your almighty power and infinite mercy and promises, I

hope to obtain pardon of my sins, the help of Your grace and life everlasting,

through the merits of Jesus Christ, my Lord and Redeemer. Amen.

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Lesson Title: The Way of Love (Charity)

Objective(s):



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Total (45 min)

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Students take Guided Notes

St. Paul wrote the First Letter to the Corinthians (1 Cor):

Who: Corinthians

When: around AD 56

Where: from Ephesus

Why: St. Paul established the Christian community in Corinth around AD 51.

After he left to continue in ministry in other places, he received news about

disturbing immorality from the residents of Corinth. 1Cor is his letter to address

the issues he heard about.

Charity is the theological virtue by which we love God above all things for his

own sake, and our neighbor as ourselves for the love of God.

“Charity” and “Love” is often used interchangeably. (St. Paul used “love”.

Catechism of the Catholic Church uses “charity”). Charity is love. However,

“the virtue of charity” means a love that is Christ-like. It is patient, kind,

unselfish – consistent with St. Paul’s writing in 1Cor.

Charity is a theological virtue (like faith and hope) so it is not something we can

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attain on our own. We need God to grant us this virtue and we need to ask for it

in prayer.




LOVE, LOVE, LOVE

Overview:

We use the word “love” in many different ways. Students will classify different

“love” sentences into a category: passions, friendships, Godly.

What you will do:

Make copies of “Love, Love, Love” worksheets

Make 3 signs: “Passions” , “Friendship”, “Godly” and tape them around the

room.

What you will say:

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(after students are done with the worksheet) …

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Discussion:

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Students answer Assessment questions.

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Students answer reflection questions:

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• !

LOVE, LOVE, LOVE

There are three kinds of LOVE used in the Bible.

Passion Friendship Genuine Godly Love

I love my best friend.

I love pepperoni pizza.

For God so loved the world...

I love my brother and sister.

I love playing with my classmates.

A new command I give you, love one another.

I love going to the movies.

Love your neighbor as yourself.

I love my pet hamster.

My mom is always telling me she loves me.

I just met the boy down the street, we're in love.

I love all sports, but especially soccer.

! LM!

Phong Trào

! LN!


Lesson Title: Châm Ngôn & M!u Kh"n Ngành Ngh#a Objective(s):



L% Explain the reason for using yellow as the color of the Ngh!a S! scarf !

M% Explain the meaning of the words "Chinh Ph&c"!!

!


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#% <1/3!)7!31'!36/*7./3):*!(:6!31'!0:6D7!_B1)*1!F1&5`? How does it

apply to Ngh!a S!?!d@+"0+(;+/9Q!A,501(d9)0^$,%QB((R+"1("1(0)#(9)0^$,%"0&("0(5(E")7,0#(

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Total (30 min)

4

Opening / Scripture: ( minutes) Materials:

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! LO!

Use a word association activity for students to discuss and lead into main ideas:

HT presents a word (either on PowerPoint or with large notecards).

Students write down the first word that comes to mind. Then students share

answers with a partner.

Ask students to share answers with the whole group.

Words:

Mom, Food, Red, Happy, Fun, TNTT, 'u Nhi, Thi(u Nhi, Ngh!a S!

Instruct students to take notes on the why Yellow is used for Ngh!a S! and what

“Chinh Ph&c” means.

• F:0'6F:)*3!:6!U:3'5/6D7!




Three Versions of Yourself

Overview: In this activity, students will examine how 'u Nhi, Thi(u Nhi, and

Ngh!a S! react to common situations in their lives. Students will identify what

makes Ngh!a S! unique from 'u Nhi and Thi(u Nhi.

What you will say:

We will explore how the difference in behavior between Ngh!a S! and other age

groups. I will give each team a list of scenarios and you will discuss how an 'u

Nhi, Thi(u Nhi, and Ngh!a S! will react. Be prepared to present you answers in

10 minutes.

What you will do:

• Give a worksheet to each team.

• Monitor the teams to make sure they are on-task.!• Encourage discussion from quiet students!• If there is time, ask the students to demonstrate their answers by acting

out some of the behaviors.!• When students present their answers, ask the students how the motto

“Chinh Ph&c” applies to the scenario.!

• ?16''!\'67):*7!:(!W:467'.(!<:6K71''3!




Students work quietly to answer their Homework questions.

• !




! LP!


Ask a few volunteers to share an immature habit that they will try to “Chinh

Ph&c”

• !


• !

Name:______________________________ Team: ________________________

Three Versions of Yourself

Read the follow scenarios and think back to your time as !u Nhi and Thi"u Nhi. Describe how

you would respond back then and how you may respond now that you are a Ngh#a S#.

Scenario 1

It’s free time at home. You try to watch TV but your sibling has the remote. He/she wants to

watch a show that you dislike. Your favorite show is on at the same time. There are no other

TVs available in the house.

!u Nhi Response:

Thi"u Nhi Response:

Ngh#a S# Response:

Scenario 2

A teacher corrects your behavior and gives you a stern warning. You think he/she is being too

harsh/unfair. Other students have done the same thing in the past, but you are the only one to

receive a warnin.

!u Nhi Response:

Thi"u Nhi Response:

Ngh#a S# Response:

Name:______________________________ Team: ________________________

Scenario 3

Another student makes an inappropriate comment about your appearance (regarding your hair,

weight, or race).

!u Nhi Response:

Thi"u Nhi Response:

Ngh#a S# Response:

Scenario 4

During mass, after the General Intercessions (L$i Nguy%n Giáo Dân), everyone sits down. You

do not know what to do during this time.

!u Nhi Response:

Thi"u Nhi Response:

Ngh#a S# Response:

! LQ!


Lesson Title: Ngu$n G%c Phong Trào

Objective(s):



6. Recall important dates in TNTT history and explain their significance

O% Explain how and from whom TNTT derived its their mottos: Prayer,

Communion, Sacrifice, and Apostolic Works!!

!


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U4,(2!Nhi Thánh Th2. Songs, games, camping were integrated into the

activities.!


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Total (30 min)

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! M]!

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Opening / Scripture: ( minutes) Materials:

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Ask students to write down what they know about their own Doan, including its

history and what makes it unique.

Explain to students that TNTT also has a rich history that makes it unique from

other youth organizations.

Students take notes on the key points.

Emphasize 5 important dates: 1915, 1929, 1964, 1975, 1984

• !




TNTT Ads

Overview: Students will work in their teams to create posters for TNTT. If

possible, hang the posters in your classroom / sinh hoat space and refer to them

throughout the year.

What you will say:

You will work in groups of 2-3 people to create a poster. I will assign you one

of the following topics: Prayer, Communion, Sacrifice, Apostolic Service, or

“Five Years to Remember”. If you are assigned one of the mottos, you need to

include a description, source, example, and illustration.

If you are assigned Five Years to Remember, include a description and an image

illustrating the significance of the year.

What you will do:

Monitor the groups and make sure that they are on task.

• X4351'6!-/-'6H!-:73'6!@:/6D7!

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Students work quietly to answer Assessment Questions.





Ask students as TNTT continues to grow, what they think may change. Ask

them what they think will not change (focus on Thánh Th2)

• !


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Documents

Ngh a S C p 1 Huynh Tr+,ng Lesson Plans - VEYM · M! 36/*74@73/*3)/3):*%! Be sure to work together and make sure you write you final answers on the poster board. Independent Work:

Ngh a S C p 1 Huynh Tr+,ng Lesson Plans - VEYM · M! 36/74@73/3)/3):*%! Be sure to work together and make sure you write you final answers on the poster board. Independent Work: