GRADE:Year6Stage3
UNITOFWORK:WeCelebratethe
DURATION:185minutesacross5lessons.
Sacraments(Part2)Anointingof
Averageof40minuteseach.
theSick
TEACHERANDSCRIPTUREBACKGROUND:
TeacherBackground:
In5.7studentsexploredthesacramentofPenance.Nowtheyexploretheothersacramentofhealing:AnointingoftheSick.Begintheunitbydirecting
studentstorecallwhattheylearnedaboutsacramentsinpreviousyearsandunits.Thenbrieflyreviewthesacramentsofhealing.
ThroughoutthehistoryoftheChurchtherehasbeensomeformoflayingonofhandsandanointing,whichshowsaconcernforthosewhoaresickordying.
Likeallsacraments,AnointingoftheSickhasmovedthroughalonghistoryofdevelopmentandchange.Thissacramentwasonlyadministeredtothose
whoweredyingformanycenturies,hencethetermlastrites.SincetheSecondVaticanCouncilithasbeenrestoredtoitsrightfulplaceasasacramentfor
allwhoareseriouslysickandneedhealing.ThesacramentoftheAnointingoftheSickisfortheseriouslysick,theelderlywhohavebecomenoticeably
weakenedorfrail,andthosewhoaredying.Itiscelebratedwithinacommunityandcanbereceivedmorethanonce.
ThesacramentofAnointingoftheSickgivesstrength,comfortandcouragetothesickperson,bringsphysicalandspiritualhealingandforgivessins.Itis
importanttonotethathealingdoesnotmeanamagicalcureofthesickperson.
Thetwomainsymbolsandritualsinthissacramentcomefromancienttimes(theOldTestamenttradition).Layingonofhandssymbolisesthecallingofthe
HolySpirit.Itisdoneinsilence,followedbytheprayercallingontheHolySpirit.AnointingwithoilisasignofthegraceoftheHolySpiritgiving
strength,courageandpeace.
ItisusefultoconnectthissacramenttothemanyministriesandapostolatesoftheChurch,forthesick,elderlyanddying.
ScriptureBackground:
Mark7:3237Jesushealsadeafperson.ThisincidentisrecordedonlyinMarkandoccursinGentileterritory.InlocatingtheincidenthereMarkmay
havebeenacknowledgingtheChurchsmissiontoGentiles,tonoJewishpeoples.
Jesusreachesouttohealonesufferingfromdeafnessandaspeechimpediment.Hetakesthemanawayfromthecrowdandlayshishandsuponhim.
Followingthisactthemanshearingandspeecharerestored.
Inaskingthehealedmantokeepthiseventtohimself,MarkisindicatingthatJesusismuchmorethansimplyahealerofphysicalailments.Itisalsoa
warningthatexcessiveattentionmightfrustratehisministry.ThemanignoresthisinstructionandproceedstoproclaimJesusmission,incontrasttothose
whohavefollowedJesus,whohaveheardhiswords,andyethavenotlistenedtohismessage.Heretheonlookersclearlywitnessthephysicalcureandthis
servestohighlightthetruenatureofJesusidentity.
James5:1316
Anointingthesickandconfessingsin.Ultimatelythetextisaboutprayer,whichisamajorpartofoursacraments.Anointingofthesickincorporatesthe
healingpropertiesofoilaswellasprayer.Thesacramentsintheirpresentformhavetakenmanycenturiestodevelop.Whilethebiblicaltextsunderpinand
giveessentialmeaningtooursacramentaltheology,theydonotrecordtheritesaswecelebratethemtoday.
CATECHISMOFTHECATHOLICCHURCH:
ThosewhowithGod'shelphavewelcomedChrist'scallandfreelyrespondedtoitareurgedonbyloveofChristtoproclaimtheGoodNewseverywherein
theworld.Thistreasure,receivedfromtheapostles,hasbeenfaithfullyguardedbytheirsuccessors.AllChrist'sfaithfularecalledtohanditonfrom
generationtogeneration,byprofessingthefaith,bylivingitinfraternalsharing,andbycelebratingitinliturgyandprayer.
780:
TheChurchinthisworldisthesacramentofsalvation,thesignandtheinstrumentofthecommunionofGodandmen.
1131:
Thesacramentsareefficacioussignsofgrace,institutedbyChristandentrustedtotheChurch,bywhichdivinelifeisdispensedtous.Thevisibleritesby
whichthesacramentsarecelebratedsignifyandmakepresentthegracespropertoeachsacrament.Theybearfruitinthosewhoreceivethemwiththe
requireddispositions.
1210:
Christinstitutedthesacramentsofthenewlaw.Thereareseven:Baptism,Confirmation(orChrismation),theEucharist,Penance,theAnointingoftheSick,
HolyOrdersandMatrimony.ThesevensacramentstouchallthestagesandalltheimportantmomentsofChristianlife:theygivebirthandincrease,healing
andmissiontotheChristian'slifeoffaith.Thereisthusacertainresemblancebetweenthestagesofnaturallifeandthestagesofthespirituallife.
1532:
ThespecialgraceofthesacramentoftheAnointingoftheSickhasasitseffects:
theunitingofthesickpersontothepassionofChrist,forhisowngoodandthatofthewholeChurch;
thestrengthening,peace,andcouragetoendureinaChristianmannerthesufferingsofillnessoroldage;
theforgivenessofsins,ifthesickpersonwasnotabletoobtainitthroughthesacramentofPenance;
therestorationofhealth,ifitisconducivetothesalvationofhissoul;
thepreparationforpassingovertoeternallife.
SyllabusOutcome(s):
ClassroomOutcomes
Explainritualsandsymbolsusedinthecelebrationofthe
sacramentsoftheAnointingoftheSickandMarriage
Demonstrateanunderstandingoftheimportanceofthe
sacramentsoftheAnointingoftheSickandMarriage
IndicatorsofLearningforthislesson:Bytheendofthislesson,thestudentswill:
Values&Attitudes
Studentswilldemonstratethattheyare:
AbletovalueWord,symbolandritualinthecelebrationsofCatholicbeliefsand
traditions
Knowledge&Understandings
Studentswilldemonstratethattheycan:
ExplainhowWord,symbolandritualareusedinsacramentalandnonsacramental
celebrations
Skills
Studentswilldemonstratethattheycan:
PreparecelebrationsusingappropriateWord,symbolandritual
SCRIPTUREPASSAGE:
James5:1316Anointingthesickandconfessingsin
Resources:
CEOSydneyCelebratingOurJourney:Unit6.7WeCelebratetheSacraments(Part2)
Lesson1:
Mark7:3237Jesushealsadeafperson
Luke10:3035
Acts28:89
ClassIpadset
ThreeScripturePassages
SmartBoard
WebsiteResource
Lesson2:
AnointingoftheSickKit
Craftmaterials
Cardboard
Writingbooks
Stationary
Lesson3:
MapofPalestine
Religionbooks
James5:1315
GuidedMediationsheet
Mark7:3237
Oilclosedpassageandgrid
Lesson4:
Visitor/parishpriest
YoutubevideoAnointingoftheSick
Cardboard
A4paper
Stationarypencilsandpens
Religionbooks
Lesson5:
ClassComputerset
ClassIpadSet
Religionbooks
Oil
Religionbooks
VaticanWebsiteHealingoftheSick
LESSONSEQUENCE
TeachingStrategies/LearningExperiences:
STUDENTASSESSMENT
(Howitistaught)
Writedetailedstepsshowingwhattheteacherwilldoandwhatstudentswilldo.
LESSON1:(40minutes)
TheSswillbesittingattheirdesksreadytobeginthelesson.TheTwillplaceanIpadon
eachSstablewithPoppletreadyonit.
TheTintroducesthesacramentofHealing,specificallyAnointingofthesicktotheclass.
ReviewwhatSshavelearntaboutthesacramentinYear5andexplainthattheclasswill
goindeeperdepth.
TheTcanidentifywhatSsdonotknow
Sswillselectanarticlefromthethreeprovidedthatfocusesonthreehealingscripture andwhattheTneedstofocustheirtime
passages (Luke 10: 3035, Acts 28: 89, James 5: 1316) (Reference to Task 1 on on.
website). Ss will work individually contributing to one of the three, class mind map
Popplets. The Ss will use DeBonos hats to categorise the knowledge they know in 6
differentcolourcodedgroups.(15mins)TheTcanaccessthemindmapsonthesmart
boardforallSstosee.(ReferencetoTask1onwebsite)
TheSswillcometogetherinasacredcircleasaclassandspeakaboutthethingstheyhave
heardabouthealing/miraclesoriftheyhaveeverencountereditintheirlives.(12mins)
Formative:(InformalObservation) The
TinformallyobservestheSscontributing
(13 mins) Ss will improv different situations on experiences of sickness/healing and in class discussion. Are the Ss able to
suffering.TheTeacherselects34peopletocomeintothemiddleoftheclassroom.The follow instructions? Are Ss able to
teacherhastwoscenariosfortwogroupstoactout.
identifymainfeaturesoftheskit.Arethe
Thefirstsituationis:anelderlymemberisinhospitalandthesister(nurse)comesin Ssbeingresponsible,caringandshowing
totakecareoftheelderly.Whomaybetheotherperson?
CatholicValues.
Secondsituation:Youareatasportsgameandyouseeaplayeronthesideofthe Can link to the Drama syllabus
fieldcollapseandbecomeill.Whatmayyoudo?Describetotheclassafteryour outcomes.
performancewhowerethecharacters.
StudentsaretopackawaytheclassIpadsandgetreadyforthenextlesson.
LESSON2:(35minutes)
Informal Assesment:
ability to
TheTistoputallthetablestogethertoformabigcirclearoundthem.BringtheSsinandremind
themtheruleswhenaGodlyPlayiscompleted.
IwonderwhetheryouveseensomeonereceivetheSacramentofAnointingofthe
Sick.
Iwonderwhythepriestlayshishandsonthesickperson.
Iwonderwhythepriestanointsthesickpersonwithoil.
Iwonderhowthesickpersonmightfeelwhenheorshereceivesthissacrament.
(20mins)TheTistogettheSstofixthetablesbacktonormal.TheSsaregivenclear
FormativeAssessment:AllowsfortheT
to be able to see if Ss have a clear
understanding of the procedure of
AnointingoftheSick.TheTisableto
clearlyidentifyiftheSswerelisteningor
payingattention.TheTlooks outfora
instructionstoretell,paint,illustrate,writeaboutapartofthestory,Anointingofthe cleardepictionofpartofthekitthatwas
Sick.TheTmayremindSstorememberthemainfeaturesinthetextandthedifferent shown in the story. Speaking and
listening of the children are observed
stages.
whentheSsexplaintheirpieceofwork
TheTchoosesafewSsatthetimetogettheopportunitytousethematerialsandretellthe totheSs.
storytofellowpeers.TheTaskssomestudentstoexplaintheirillustrationstotheclass,for
themtorememberandreiteratethestory.TheSscanalsodescribethemainpartsofthe
sacramentsproceedings(5mins).
CanlinkintoCreativeArtssyllabusand
outcomes.
TheTgetstheSstopackuptheirworkandallfinishedworkispassedtotheTsomarkingcanbe
completed.
LESSON3:(40minutes)
TheTistostarttheclasswithsayingtheAngelus(standup)GettheSstositdownontheirtables
whentheAngelusiscomplete.
TheTandSsreadMark7:3237together.TheTaskstheSswhatthescripturewasabout.
TheTgetstheSstolocateonamapofPalestinewerethehealingofthedeafmanoccurredby
Jesus.AstheSshowthescripturepassagerelatestothesacramentoftheAnointingofthesick.
ThiswillallowforSstoremembertherealreasontheSsstudythesacramentoftheAnointing
ofthesick(5mins).(ReferencetoTask3onwebsite)
TheTistoreadJames5:1315andtheSsfindanyreferencestosacredsimples,specifically
oil.TheTcanreadtheguidedmediationtogettheSsthinking.(Optional)Findoutabout
differentwaysthatspecialoilshavebeenusedforanointingthroughouthistory.(20mins)
Sswillcompletethequestionsbelowintheirreligionbooks.
AccordingtoJames(inthispassage)whatmustbedoneforsickpeople?
WhydidtheearlyChristiancommunitiesuseoil(oliveoil)?
Whatdoestheprayingandanointingwithoildoforthesickperson?
GettheSstopackupreadyforthenextperiodofwork.
LESSON4:(30minutes)
TheSssaytheAngelusbeforethelessonbegins.
TheSs willgetanA3orA4paperandtheyneedtodesignaposterorpamphletthe
promotesthesacramentoftheanointingofthesickintheirschoolparish.TheSsDesigna
FormativeAssessment: TheSsareable
todesignanappealingposterorpamphlet
thatisabletopromotetheworkofthe
schoolparishinrelationtotheSacrament
ofHealing.Ssareabletorememberwhat
the Parish Priest/Video or visitor has
stated about the Churches role in the
Sacrament.TheTwillbelookingatthe
clearunderstandingoftheSacramentand
the connection between the school and
chuch.
poster or pamphlet to promote the work that the school parish does in relation to the
SacramentofHealing(15mins).
TheTistogettheSstopackupandtidytheroomforrecess/nextperiod.Sswillconcludewiththe
Angelus.
LESSON5:(40minutes)
Formative Assessment: The T looks at
howwelltheSsareabletoidentifythe
The T discusses the holy oils and how they are used in the rituals of our Church major symbols and rituals. The Ss are
community.Ssaretobrainstormallthedifferentritualsandsymbolswhenthereisaliturgy able to identify their meanings,
ofanointingofthesick.TheSswilllisttheimportanceandroleinthesamebubbleasthe
importance and role they play in the
symbolorritual(10mins).
CatholicChurch.ThiswillallowforSsto
recogise the symbols and rituals
sacredness.
TheTistobrieflyremindthestudentsofthedifferentpartsoftheliturgy.TheTpointsout
themainfeatures.Eg.Introductoryrite,concludingriteandliturgyofanointing(4mins).T
uses the Vatican website to help Ss understand the content.
http://www.vatican.va/archive/ccc_css/archive/catechism/p2s2c2a5.htm
TheSsaretostartthelessonoffsayingtheAngelus.
Summativeassessment(26mins(ReferencetoAssessmenttabandRubicandOutline)):
Ssareabletoworkinpairswiththispresentation.IfSsdonotfinishinonelessontheycontinueit
forhomeworkorinotherlessons/freetime.
TheAssessmenttaskistomakeapresentationabouttheAnointingoftheSick.
WhatSsshouldincludeanddo:
DescribetheSacramentofAnointingoftheSickanditsimportanceinthelifeoftheChurch.
Includesomeofthemajorsymbolsandritualsused.Describetheiruseandwhenitisused.
IncludeafewscripturepassagesthatrelatetotheSacramentoftheAnointingoftheSick.
StudentsgiveacreativepresentationusingmultipleICTsystems.
Haveclearcommunicationandfocusinyourpresentation
GettheSstopackupandgetreadyforthenextlesson.
TEACHEREVALUATIONOFLESSONSTAUGHT
Howwellwerethestudentsabletorecognizerituals,symbolsandiconsinrelationtothe
AnointingoftheSick?
Throughmultipleresourcesthelayingofthehandsandtheoilsymbolsweresufficientlytaughtto
thestudents.ThroughtheGodlyPlayandspeakingabouttheliturgicalproceedings,theSscould
remembertherituals.
HowwelldidstudentsexplaintheimportanceofthesacramentsofAnointingofthesickinthe
Catholictradition?
Throughoutthelessonstherewasquietclearassessmenttechniquesputinplace.Wealsohad
talking/sacred circles that allowed for others to share their ideas of the importance of the
SacramentsofAnointingoftheSick.InmostactivitiesthatSsproducedapieceofwork,theSs
neededtoexplaintheirthinkingandunderstandingbehindthework.
Howeffectivelydidstudentsidentifyspecificaspectsofliturgiesandprayersrelatingtothe
SacramentsofHealing?
TheGodlyplayresourceactivitiesallowedtheSstochoseapartoftheliturgyandrememberit.
AsateacherwecantrytogettheSstoattendaserviceattheschoolparish.
HowwelldidthestudentsmakeaconnectiontotheSacramentandtoJesuslife?
There was avariety of scripturepassages the Ss have read andstudied. The Ss linked them
PassagestoJesuslifemiracles.Introducingmorevideosforthevisuallearnersmaymakedeeper
connections.
Towhatextentdidstudentsdemonstrateachievementofclassroomoutcomes?
Thelastassessmentthatwas inplacecoveredalltheclassroom outcomes.Throughoutthe5
lessons the Ss were assessed on one or more of these outcomes. (Have more recordable
assessments for outcomes). No Ss found the unit to difficult and the Ss seemed to grasp the
outcomesquietwell.
Arethereoutcomesthatwerenotachieved?
Whatchanges(ifany)wouldyoumakeifyouwereteachingthisunitagain?
Introduceamorewebbasedapproach.MoreintroductionofKLAsinalllessons.Wealsoneedto
considerintroducingthecrosscurriculumprioritiesandtheCALDSs. Thelessonsalsomay
requiredifferentadaptionstoSswhohasadisability.