Assessment 2 – Holy Orders

Class: Year 5 (27 students) Date: Term 4, Week 2 Duration: 1 Week (30min - 45 min lessons)

Key Learning Area: Religious Education Lesson Topic: Holy Orders

Recent Prior Experience: Prior to these lessons, students have explored symbols and rituals in everyday life and within the seven sacraments of the church. They have defined the seven sacraments and have reflected on how their life experiences can reveal sacramental moments in a person’s life. Prior lessons have integrated Creative Arts to help students illustrate moments in their lives where they have been filled with wonder and awe. Ss are aware that symbols are a key element within sacraments and have a basic understanding of the symbols related to the sacrament of Holy Orders. Ss have watched to movie the Prince of Egypt to prepare them to understand Exodus as a scripture passage.

Syllabus Outcome(s):

Knowledge and Understanding

C3.2: Explain how Word, symbol and ritual are used in sacramental and non-sacramental celebrations (Catholic Education Office, Sydney, 2014)

Indicators of Learning for this lesson:

By the end of this lesson, the students will:

Demonstrate an understanding of the importance of the sacraments of Penance and Holy Orders (C3.2)

Explain the rituals and symbols used in the celebration of the sacraments of Penance and Holy Orders (C3.2)

Learn about the role of the bishop, priest and deacon (C3.2)

Learn about the symbols and rituals of the sacrament of Holy Orders (C3.2)

Learn about the significance of the sacrament of Holy Orders in the life of the Church (C3.2)

Assessment:

Diagnostic Assessment: The first lesson of the 5 lesson sequence

requires teachers to informally assess what ss already know about the sacrament of Holy Orders. Ss knowledge should be of a sound level. The prior knowledge above, should present a guide of what ss should know before undertaking these lessons.

Formative Assessment: Purposeful roving during lessons to

observe ss ability to work cooperatively. Provide feedback to ss as part of a

reflection with each lesson. Questioning, to informally assess ss

understanding of learning.

Summative Assessment: T will follow the marking rubric

provided (refer to appendix)

Resources: CEO Sydney ‘Unit 5.7 We Celebrate the Sacraments’ (Part 1) Bibles (one between two) KWL books A3 paper, pencils, pens

Ipads, computers, laptops Crest templates (appendix) PowerPoint (provided by CEO Sydney) Storytelling script and visuals (appendix- provided by Sydney CEO) Resource website link: http://nbholyorders.weebly.com

LESSON SEQUENCE (FIVE LESSONS)

Lesson Content / Indicators of Learning (What is Taught):Note key skills, concepts and values addressed in each section. Link to your Indicators of Learning.

Timing(mins)

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

Assessment and Evaluation

LESSON 1

Brainstorm of what Ss think a priest does.

Examples of questions to ask:1. How did you know you wanted

to be a Priest?2. What so you do during the day

if it’s not a Sunday?3. What is your favourite part of

being a Priest?4. Who do you talk to when you

have a problem? 5. What other jobs/roles do priests

have other than the Parish?6. Is there anything about our faith

that you find difficult to understand or explain?

7. How long does it take to become a priest?

8. Can you stop being a priest?9. Who were your role models? 10. Do you ever find it difficult to

pray?

Sentence Starters Why do you… How did you know... How do you… Why did you… Do you like…

2 min

15 min

10 min

5 min

Before the lesson begins, arrange to have the Parish Priest and/or deacon to speak to the class about his ordination and work at present.

Explain to the group that they will be having a guest speaker in today’s lesson.

Discuss with Ss about the proper manners one shows when a guest speaker is present.

Before the speaker comes, have students Think, Pair and Share about what they think a priest does.

Devise a class brainstorm of Ss ideas. From these ideas, work with the children on questions they

would like to ask the Parish Priest/Deacon. Have Ss write their questions in their Religion books, titled

‘Questions about the Ordination of the Parish Priest’. To get Ss started, provide a few examples of questions they

may want to ask and for any lower order thinking Ss, provide the following sentence starters.

When the guest speaker arrives, have Ss ready with their questions, reminding them of their manners and to be good listeners.

Have the group thank the priest when he is finished.

Reflection: Spend a few minutes with the group at the end of the talk,

asking Ss what they have learned from the priest

Diagnostic Assessment: Ss will be informally assessed on what they already know about what a priest does.

Evaluation: Through this diagnostic assessment, teachers will be able to determine a starting point in which to begin the topic. From here teachers can evaluate what Ss need to learn and what Ss already know.

Formative Assessment: Ss will be informally assessed on their ability to generate a series of appropriate questions for the speaker. Ss will also be assessed on their speaking voice and manners as they ask their questions.

Evaluation Questions:1. Were the Ss engaged? 2. Did the Ss listen intently to the

priest? 3. Were Ss able to ask appropriate

questions about the priest’s ordination?

4. Did Ss require more guidance when writing their questions?

LESSON 2

Review Ss learning thus far

To recall this knowledge, Ss are reminded of the animated movie: “The Prince of Egypt”.

Questions may include:1. Who are the characters? 2. Where does the story take

place? 3. What is happening? 4. What is the ‘new covenant’

mentioned? 5. Who will serve God as ‘priests’?6. God tells Moses that the people

will serve God as “priests”. What does this mean?

Scaffold for poster: Name of priestly person i.e

priest, bishop, deacon. Role/task of that person Describe the person’s life What they do for the church What did they have to do to get

to where they are now

1 min

5 min

1 min

25 min

1 min

Teacher reviews Ss previous lesson about the ordination of the Parish Priest.

Ss recall their knowledge about Moses and the Israelites in the desert.

Use the ‘Scripture: Background Information’ (refer to appendix 1), to prepare students to hear this passage (document of website).

Read Exodus 19:3-8 to the Ss. Probe Ss by asking questions about the passage to guide

their thinking.

Lead the students to understand that God calls all of Israel to be a ‘priestly people’. By our Baptism we are also a ‘priestly people’.

Read the descriptions of the orders of bishop, priest and deacon in KWL Year 5, p127-130

Have a brief discussion with the class about each of the people and their roles. Name your parish priest, your Bishop and Deacon where you live and use these as the foundation for the activity.

Divide the class into three groups. Provide each group with a piece of A3 paper (Ss can use internet the research their person).

Ss are to develop a personal profile for their given ‘priestly person’ i.e. priest, bishop, deacon. These will be displayed in the class, so explain to Ss that they must be informative and aesthetically pleasing.

Provide Ss with a scaffold of what they may include in their personal profile.

Reflection (Teacher): As teacher purposefully roves, take mental notes of Ss work. Allocate 1 minute at the end of the lesson to discuss Ss findings.

Formative informal assessment: Teacher will informally assess Ss ability to interpret the scripture passage.

Formative assessment: Teacher will purposefully rove during the activity and redirect Ss learning wherever needed. Provide Ss with effective feedback on their personal profiles. Teacher will take anecdotal notes of Ss group work and participation.

Evaluation questions:1. Was the background information

a good accompaniment with the passage?

2. Did Ss listen intently to the scripture passage and were able to decode its message and importance?

3. Should the passage have been read twice?

4. Was the scaffold detailed enough?

5. Was the task achievable within the provided time frame?

6. Does the lesson meet the lesson indicators?

LESSON 3

Questions:1. Who was Timothy? 2. Who is writing the letter? 3. Why do people write letters? 4. Why may Paul be writing this

letter to Timothy?

After reading:1. What is Paul telling Timothy? 2. In Paul’s view, how can Timothy

be an example for believers? Briefly brainstorm ideas. Eg. We can be a good example for others in the way we speak: using kind words, being polite, telling the truth with kindness.

3. What rituals or symbols were used to demonstrate that Timothy had spiritual gifts given to him? (Laying on of hands by elders)

4. What does this Scripture text say about priests? (As a successor to the apostles Timothy was a bishop. The early Church, in the New Testament, did not use the language we use today to refer to the ordained ministry.)

1 min

7 min

15 min

5 min

Recall Ss understanding of the different roles of the priest, bishop and deacon.

Give students a brief background to this Scripture passage 1 Timothy 4:11-16 (refer to appendix 2). Write a series of questions on the board for Ss to think about while reading the passage.

Read the Scripture to Ss. After reading, ask Ss questions to stimulate their

understanding of the passage. Explain to Ss that Timothy preached the Good News and

was a ‘leader’ in the church.

Recall with Ss the process of receiving the Sacrament of Holy Orders. Highlight the laying on of hands.

Distribute all the materials for the activity. Instruct the Ss to trace their hands on the A3 paper so that

their hands are side by side, thumb touching thumb. Explain that within the outline of their hands, the children

are to write the words "Almighty Father, grant to this servant of yours the dignity of the priesthood." Explain to the Ss that these words are prayed by the bishop during Ordination.

Encourage Ss to draw symbols and pictures symbolic to the Sacrament of Holy Orders and the Holy Spirit eg. Chrism oil.

Reflection: Conclude the lesson by inviting the Ss to show and explain

their work to the class. Display Ss work in the classroom, or consider sending these drawings to the priest to display in the parish.

Formative Assessment: questioning Ss before and after reading the passage to informally assess Ss understanding and ability to link the passage to the Sacrament of Holy Orders. Teacher may take anecdotal or mental notes of Ss understanding. Make sure constructive feedback is provided and ensure Ss have a sound understanding of the passage before moving into the activity.

Formative Assessment: purposefully roving as Ss complete their artworks providing feedback and redirecting their learning wherever needed.

Evaluation Questions:1. Was the scripture passage to

complex to Ss to understand?

2. Does the laying of the hands activity, properly address the indicators of learning? (importance of symbols)

3. Did Ss enjoy the activity?4. Do Ss know the importance

of the laying of the hands in the sacrament of Holy Orders?

LESSON 4

Review Ss previous lesson, so they are able to link their learning.

PowerPoint can found in website

Crest templates ideas Refer to appendix

1 min

10 min

15 min

5 min

Review Ss previous lesson on the laying on of hands in the sacrament of Holy Orders.

Use the PowerPoint presentation (refer to website > resource page > teachers) provided by the Sydney Archdiocese to explore the Ordination ceremony for a priest and the Rite of Ordination (do not simply read off slides, but provide Ss with examples and ideas where necessary. Draw links with lesson 1).

As you go through the slides, identify any important features of an Ordination ceremony i.e symbols, gestures, prayers.

Explain to Ss that they will be creating a Crest using the important features of Ordination such as symbols, gestures and words.

Provide Ss with examples of Crests to get them started. For Ss who are not confident with drawing, provide them

with a crest template outline (refer to appendix 3). Distribute all the resources for the activity.

Reflection Instruct Ss to explain their crest to the class identifying

and explaining the significant symbols they have used. Display crests in the classroom.

Seeing what Ss have learnt.

Formative Assessment: Recalling information on the

ceremony of Ordination. Ensure Ss know understand the Holy Orders is the sacrament and Ordination is the Ceremony.

Evaluation: 1. Was the PowerPoint suitable for

a stage 3 classroom?2. Were Ss engaged in the lesson?3. Does the crest properly explore

the meaning/features of Ordination?

4. Were Ss given enough time?5. Was the task explained well

enough to Ss?6. Was the activity suitable for all Ss

abilities and learning styles?7. Were Ss able to share their ideas

effectively to the class?

Formative Assessment: Providing constructive feedback

on Ss crest. Teacher will take some anecdotal

notes on Ss crests, ensuring they have: explained the symbols used and their purpose, elements of creativity and chosen symbols which relate to the sacrament of Holy Orders.

LESSON 5

Reviewing what Ss have learnt will contribute to the final lesson (summative)

I Wonder questions: I wonder why Peter refused to let

Jesus wash his feet. I wonder why he changed his mind

and said “Lord, not only my feet but also my hands and my head!”

I wonder what Jesus wanted to teach his disciples by washing their feet.

I wonder what we can do to follow Jesus’ example.

I wonder why this is a special reading for deacons, priests and bishops.

1 min

10 min

25 min

5 min

Review previous lesson on the important features of ordination i.e symbols, words and gestures.

Using Storytelling, tell the story John 13:2–9, 12–15, Washing of the Feet using the suggested script and visuals (found on website).

Once the story has been told, engage Ss in the ‘I Wonder’ questions.

RICH TASK/SUMMATIVE ASSESSMENT

As part of an assessment, Ss are required to describe the Sacrament of Holy Orders and its importance in the life of the Church. They may include some of the major symbols and rituals used.

To cater to all Ss learning styles, Ss may choose to do this through a written explanation, a short assignment or presentation using ICT.

Ss are encouraged to be as creative as they like. The task is open to interpretation in terms of how the

choose to present their task.

Collect Ss assessment and if necessary have Ss present their work to the class. A marking rubric will be provided and is encouraged to be used.

Formative Assessment: informally assess Ss ability to engage with the ‘I wonder’ questions.

Summative Assessment: Teacher will assess Ss work based on the marking rubric provided (refer to appendix 5). This can be adapted if necessary.

Evaluation: Teacher will collect summative data and evaluate if any changes need to be made based on Ss understanding. Teacher will provide a mark, as well as written feedback for Ss to improve. This feedback should be considered by the teacher for follow-up lessons.

Evaluation questions:1. Did Ss enjoy the rich task?2. Did Ss interpret the task to

suit their particular learning style?

3. Was timely and effective feedback provided to Ss, with the intention of addressing the outcomes/indicators of learning?

4. Did the task help summarise Ss learning about the Sacrament of Holy Orders?

REFERENCE LIST

Bustedhalovideo. (2011, September 29). Sacraments 101: Holy Orders (what ordination means). Retrieved July 13, 2014, from YouTube: http://www.youtube.com/watch?v=q904xIwxnSc&list=PL60396574E0A0B9A2&index=6&hd=1

Catechism of the Catholic Church. (2014). The Celebration of the Chrisitian Mystery. Retrieved July 21, 2014, from Catechism of the Catholic Church: http://www.vatican.va/archive/ccc_css/archive/catechism/p2s2c3a6.htm

Catholic Archdiocese of Adelaide. (2013). Our Faith - Holy Orders. Retrieved July 14, 2014, from Catholic Archdiocese of Adelaide: http://www.adelaide.catholic.org.au/our-faith/sacraments/holy-orders

Catholic Education Office, Sydney. (2014). 5.7 We Celebrate the Sacraments. Sydney, NSW, Australia. Retrieved July 15, 2014, from http://www.ceosyd.catholic.edu.au/Parents/Religion/RE/Pages/Primary.aspx

Catholic Education Office, Sydney. (2014, July 21). RE Online- Primary. Retrieved July 11, 2014, from CEO Sydney: http://www.ceosyd.catholic.edu.au/Parents/Religion/RE/Pages/Primary.aspx

Catholic Online. (2014). Sacrament of Holy Orders. Retrieved July 14, 2014, from Catholic Online: http://www.catholic.org/prayers/sacrament.php?id=6

Loyola Press. (2013). Sacrament of Holy Orders. Retrieved July 11, 2014, from Loyola Press - A Jesuit Ministry: http://www.loyolapress.com/sacrament-of-holy-orders.htm

Our Lady of Mount Carmel, Mount Pritchard. (2014). Sacraments - Holy Orders. Retrieved July 20, 2014, from OLMC: http://www.olmcmtpritchard.org.au/sacraments/holy-orders

Saint Catherine of Siena Parish. (2014). Holy Orders. Retrieved July 20, 2014, from Saint Catherine of Siena Parish: http://saintcatherineparishnh.com/index.cfm?load=page&page=248

APPENDICES

Appendix 1: Background information

Exodus 19:3-8 You are a Priestly People

Chapter 19 of the Book of Exodus is a special and solemn chapter that prepares the way for the giving of the Ten Commandments in Chapter 20. Its ideas and teachings are imbued with important significance. The verses chosen here present a background to the Sacrament of Holy Orders. They describe with poetic imagery God’s choice and care of the people. Significantly they state that the whole nation is priestly and consecrated. We too believe and teach that as a result of our Baptism we also are a priestly and consecrated people. (Catholic Education Office, Sydney, 2014)

Appendix 2: Background information

1 Timothy 4:11-16 Use your Gifts

The spiritual ‘gift’ to which Paul refers was given to Timothy through the laying on of hands. This ancient ritual gesture was used to ordain Timothy, an immediate successor of the apostles, and to acknowledge the work of God in him and in his life as a bishop in the early Church.

Appendix 3: Crest Templates

Appendix 4: Story Telling Script

THE WASHING OF THE FEET(John 13:2–9, 12–15)

KWL Year 5 p131

YOU WILL NEED: Length of white ribbon to use as a story timeline. Visual Set: K.2B ‘Washing of the Feet’ (note: whilst visuals are the same as K, the script is different.

This is also available on CD ‘K-1 Religious Education Visual Sets’ (available from CEO, Sydney).1. Jesus takes bowl and towel2. Jesus pours water into a bowl3. Jesus washes the disciples’ feet4. Simon Peter protests5. Jesus washes Peter’s feet6. Jesus explains what he has done

Bible

Children are seated in a semi-circle ready to listen to the story. When the children are settled, go to the shelf and carry the materials as you would the Bible. Place these beside you.

Place class Bible in front of you with your hand on it.This story comes from the Bible, our sacred Scriptures and is in the Gospel of John.

Place Bible beside you. Roll the white ribbon in front of you.White is the colour priests wear at their ordination. It is also the colour worn at the Mass of the Lord’s Supper when this story is re-enacted. The story is about Jesus, just before he died. He knew that he had come from God and was going to God.

Hold Visual 1 in front of you. He was at supper with his friends when he got up from the table, took off his outer robe and tied a towel around himself.Place Visual 1 on the purple ribbon to your far right facing the children.

Hold Visual 2 in front of you. Then he poured water into a basinPlace Visual 2 on the left of Visual 1.

Hold Visual 3 in front of you.and began to wash the disciples’ feet and to wipe them with the towel that was tied around him.Place Visual 3 on the left of Visual 2.

Hold Visual 4 in front of you. He came to Simon Peter who said, “Lord are you going to wash my feet?” Jesus answered, “You do not know now what I am doing but later you will understand.” Peter said to him, “You will never wash my feet.”Place Visual 4 on the left of Visual 3.

Hold Visual 5 in front of you. Jesus answered, “If I don’t wash you, you have no share with me.”Simon Peter said to him, “Lord, not only my feet but also my hands and my head!”Place Visual 5 on the left of Visual 4.

Hold Visual 6 in front of you.

After he had washed their feet, had put on his robe and returned to the table, he said, “Do you know what I have done to you? You call me Teacher and Lord and you are right, that is what I am. So if I your Lord and Teacher have washed your feet, you also ought to wash one another’s feet. For, I have set you an example that you also should do.”

Place Visual 6 on the left of Visual 5.

Pause quietly for a moment, and then begin to wonder together.

- I wonder why Peter refused to let Jesus wash his feet.- I wonder why he changed his mind and said “Lord, not only my feet but also my hands and my head!”- I wonder what Jesus wanted to teach his disciples by washing their feet.- I wonder what we can do to follow Jesus’ example. - I wonder why this is a special reading for deacons, priests and bishops.

Carefully pack story materials into storage box and put on shelf. Ensure that children are watching so they know how to pack the materials away and where to find them.

Appendix 5: Marking RubricYear Level: 5 Student name:

Subject name: Religious Educationn Assessment name: Sacrament of Holy Orders

Elements Very High High Sound Developing Support Required

Describe the sacrament of Holy Orders.

Student’s work demonstrates a very high level of knowledge and understanding of the sacrament of Holy Orders

Student’s work demonstrates a high level of knowledge and understanding of the sacrament of Holy Orders

Student’s work demonstrates a sound level of knowledge and understanding of the sacrament of Holy Orders

Student’s work demonstrates a limited level of knowledge and understanding of the sacrament of Holy Orders

Student’s work demonstrates a very limited level of knowledge and understanding of the sacrament of Holy Orders

Explain the importance of the sacrament of Holy Orders in the life of the

church

Students explain the importance of the sacrament of Holy orders in the life of the church in a very high manner.

Students explain the importance of the sacrament of Holy orders in the life of the church in a high manner.

Students explain the importance of the sacrament of Holy orders in the life of the church in a sound manner.

Students explain the importance of the sacrament of Holy orders in the life of the church in a limited manner.

Students explain the importance of the sacrament of Holy orders in the life of the church in a very limited manner.

Identify and describe at least one symbol used in

the Sacrament of Holy Orders

Students identify and describe more than one symbol used in the sacrament of Holy Orders in a very high manner.

Students identify and describe more than one symbol used in the sacrament of Holy Orders in a high manner.

Students identify and describe more than one symbol used in the sacrament of Holy Orders in a sound manner.

Students identify and describe one symbol used in the sacrament of Holy Orders in a limited manner.

Students identify and describe one or no symbol used in the sacrament of Holy Orders in a very limited manner.

Explain the ceremony of Ordination in the

sacrament of Holy Orders

Students are able to explain the ceremony of Ordination in the sacrament of Holy Orders in a very high manner.

Students are able to explain the ceremony of Ordination in the sacrament of Holy Orders in a high manner.

Students are able to explain the ceremony of Ordination in the sacrament of Holy Orders in a sound manner.

Students are able to explain the ceremony of Ordination in the sacrament of Holy Orders in a limited manner.

Students are able to explain the ceremony of Ordination in the sacrament of Holy Orders in a very limited manner.