1. We Belong to the Lord Jesus Year Two CCCB Catechetical Resource

2. The Levels in the Series Division One Created in the image of God Invited by Jesus to belong to God the Father Called by Jesus to break bread together Gathered in unity to be the people of God

3. The Levels in the Series Division 2 Knowing Jesus through those closest to him Being one with the Lord, who lives on in the Church Witnessing to God’s Spirit in the world.

4. Levels in the Series Division 3 Believe in Me: We believe in God, We believe in Jesus Christ Stand By Me: We believe in the Holy Spirit, We believe in the holy Catholic Church Be With Me: We are called to live in loving relationship with God, others and ourselves.

5. Theological Orientation We meet Jesus on the road to Emmaus through the story of Cleopas and his companion. On the way to Emmaus we meet Jesus first through his word and then in the breaking of bread. We Belong to the Lord Jesus gives a catechesis of the Sunday Eucharistic liturgy.

6. Theological Orientation Through the Eucharist the Lord Jesus comes to meet the children.Eucharist –First is in the story of God –The second is in the sharing of the meal Through these actions the disciples eyes and hearts were opened to see Jesus The Church repeats these actions in the Eucharist The catechist and children are invited to join Jesus as their companion on their journey through life.

7. Liturgical Orientation “The Eucharist is ‘rooted in the ordinary, in human values and gestures.’”Eucharist These acts and gestures mediate God’s presence to us.

8. Liturgical Orientation The structure of the Mass is handed down to us. The Mass is one single act of worship with two main parts. The basic structure does not change, however there are adaptations and options that can be used.

9. Liturgical Orientation The gathering rites assemble, unite and prepare us to hear God’s word and celebrate the Eucharist. In the Liturgy of the Word we listen and hear God’s word proclaimed. Christ is present in God’s word and we are nourished and fed. This is not a private act but a communal act of worship.

10. Liturgical Orientation “Formed as a community and nourished at the Table of the Word, our immediate response is twofold: we recite the Creed and make intercession.” In the creed we affirm our faith in God. In the Intercessions, we offer prayers for the Church, the world, the community and individual needs.

11. Liturgical Orientation On the night before he died, Jesus gave us the Eucharist in the context of a meal. We repeat his fourfold action every time we celebrate the Eucharist. –He took bread and wine, blessed God for them, broke the bread and poured out the wine, gave it as food and drink for is disciples.

12. Liturgical Orientation The fruit of God’s creation and the work of human hands. Jesus acknowledges God as creator and human work. God’s creation and human work are associated in the mystery of Christ and our salvation in him. “He took bread and wine”

13. Liturgical Orientation “A prayerful act of praise and thanksgiving to God for all God’s creative, redemptive and sanctifying deeds.” This act is an offering of the whole of creation to God in Jesus death and resurrection. God’s wonderful works become present and real. We make this same offering. “Blessed God for them”

14. Liturgical Orientation The bread and wine become the body and blood of Christ. We are united with Christ’s sacrifice on the cross. We, the Church, become the Body of Christ, the “living sacrifice of praise”. We are placed at the heart of Christ’s paschal sacrifice.

15. Liturgical Orientation The early Christians called the Eucharist the Breaking of Bread. It symbolizes “Christ’s life broken on Calvary and poured out for the whole world.” All who eat this bread and drink this cup are united in Christ, become one body in him. “Broke the bread and poured out the wine”

16. Liturgical Orientation This is the ritual climax of our participation in Christ’s sacrifice. Jesus gives us his body to eat and his blood to drink. The gestures of feeding one another and being fed become “presence carriers”. We are invited personally and communally to eat and drink at the Table of the Lord. “Gave it as food and drink for his disciples

17. Liturgical Orientation We come together as community to be fed and nourished at the Table of the Lord. We join together to sing the communion song and after everyone has eaten we join together in silent and prayerful thanksgiving. At the end of the celebration we are sent out into the world to be Eucharistic people, to serve others especially the poor. We bring Christ to the world and to everyone we meet, by our lives, our witness and our mission.

18. Catechetical Orientation Having received the assurances that we belong to God and that nothing can come between us and God’s love made visible in Christ, the children focus in year two on the Lord Jesus.

19. General Aim “The general aim of the year 2 program is to deepen the experience of belonging to God by growing in friendship with the Lord Jesus who, through the power of the Holy Spirit, shows us the caring, compassionate, forgiving love of God, especially when we gather with the Christian community to celebrate the Eucharist.”

20. Content: Meeting the Lord Jesus in the Christian Community as it 1. Gathers Unit 1 to be part of the circle of friends Unit 2 to belong to the Lord Jesus 2. Listens Unit 3 to hear the word of God Unit 4 to hear God’s word as Mary did Unit 5 to profess our faith and pray for all

21. Content: Meeting the Lord Jesus in the Christian Community as it 3. Eats and drinks Unit 6 to thank God for the gifts of the earth Unit 7 to praise and thank God for Jesus Unit 8 to remember Jesus given for us Unit 9 to eat and drink at God’s table 4. Is sent forth Unit 10 to celebrate God everywhere

22. The Process A joyful experience of growing in friendship with the Lord Jesus. A joyful experience of belonging to the Sunday assembly as it celebrates Eucharist.

23. The Process Gathering the folks being welcomed and opening our lives in hospitality Christ is present Telling the stories by listening we learn, obey and respond we are nourished and dwell in the word of God

24. The Process Sharing the meal the community is nourished spiritually and grows in holiness we are drawn into oneness with the community Going back to the world we are sent out to serve the world, especially the poor we go out as disciples, witnesses and messengers and bring Christ’s presence

25. Immersion in Symbol Symbol and liturgical initiation Ritual celebrations and prayer Mime and drama Music and gesture Art and dance Creative use of the environment “This stage of development is best served by activities that inspire awe and wonder and a sense of belonging to the mystery of life.”

26. Immersion in Symbol Engage our senses We gather with friends and family We tell stories and sing songs We eat drink and celebrate “From the moment we welcome the children into the warm, caring environment of the classroom, we have already begun to immerse them in the basic symbols of our faith-people, the book of God’s word, water, light, oil, cross, table and bread.”

27. Immersion in Symbol All these actions are imbued with a religious dimension We are encouraged to experience the mystery of God in the ordinary and familiar We are encouraged to respond to God in the responses of the eucharistic liturgy

28. Immersion in Symbol welcoming and gathering in a circle of friends gathering around God’s word proclaiming God’s word gathering around the table of the Eucharist giving praise and thanksgiving together gathering around the baptismal font and paschal candle processing with the cross signing each other and being signed with the cross immersing hands in blessed water sign of peace Gestures are important:

29. Scripture God’s word living and active Primary source of program Basis of most themes Movements flow in and out of scripture stories Children are invited into the stories With our ears we listen Ring around a story Big Book of Friendship

30. Catechism of the Catholic Church Program has parallels in the Catechism of the Catholic Church in part two “The Celebration of the Christian Mystery.” “The Sacramental Economy” (#1076-1206)The Sacramental Economy “The Sacrament of Eucharist” (#1322-1405)The Sacrament of Eucharist Rooted in Church tradition

31. Celebration The Church expresses its faith in celebration. Planning and enjoyment of celebrations is an important aspect of catechesis. Three aspects responding to human need Stop and remember an event We tell the story of the event Express our sense of wonder and thanks in ritual gesture or symbol Children should engage in planning as well as celebrating.planning A basic outline is provided

32. Music Music and song bring life to dance movement and gesture Sets the mood and helps children absorb what is being shared Music is integral to Year 2 process The purpose of music is: Transform the children’s experiences into song To enable the children to give praise and thanks To help the children name God and marvel at God’s presence Use music frequently so life may become a celebration before God.

33. Our Circle Grows The “gathering in a circle of friends” is the central symbol of the year. A circle speaks of belonging It expresses completeness or wholeness Symbol of eternal life Becomes the primary gathering place where everyone is welcome In year two the circle is expanded to include the Eucharistic community. In year two the children explore what it means to gather on Sunday

34. Storytelling Story telling plays a central role in the bible. Stories provide a space in which we meet people like ourselves. Stories give us a way to identify and express our feelings. –With our ears we listen –Big Book of Friendship

35. Prayer Silent Moments “The door through which one experiences being absorbed in God.” Woven through the rituals in the program Contemplative Provided through guided imagery, mime, quiet music and movement, ritual and gesture, story, silence and art. “We cannot really teach prayer. We can only provide experiences that lead others to pray or intimacy with God.”

36. Prayer Moments of Praise and thanks The entire year becomes one of praise and thanksgiving as they enter into a eucharistic catechesis All the gestures of the year are gestures of praise and thanks “Gratitude for the gifts of creation, for faith, for life itself, becomes a fundamental attitude of the Christian who is able to rejoice in the presence of a loving God.”

37. Prayer “A sense of God is contingent upon an ability to marvel at and appreciate the beauty, power and minute precision found in creation.” Praying the prayers learned in year 1 Central to year 2 are the responses of the celebration of the Eucharist “A sense of God is more an experience to be shared with children than a fact to be learned. Children already have a sense of God that becomes more conscious as the mature and as their curiosity increases. The task of parent and catechist is to foster, with great respect, this growing awareness of reality.”

38. Art Art allows children to become confident in their own ideas, succeed regardless of level of development and grow in self esteem. “This program is rich in possibilities that allow the child to work with a variety of art mediums that are stimulating and open- ended.” “The purpose of the art activity is to allow the children to express their feelings and intuitions and share them with others through their favourite art selections”

39. Art “To see a child’s work, one must be gifted with inner sight. The child has an idea and is going to create a lovely perfect thing. The crude, crumpled thing held to your view is the incarnation of dreams. The child sees the dream and you just call on your inner sight and see it with the child. Otherwise there arises a great wall between you, and you and the child are strangers.”

40. Articulating the faith Key ways children express themselves are: Play Art Story and role play Drama Music and song Gesture and dance Celebration and ritual

41. Articulating the faith Remember section Meant to be an understanding involving a personal wording of belief, not a memorizing of formulas These expressions may be added to the Big Book of Friendship, individual friendship books, a class mobile, a wall hanging, or a collection of banners.

43. Integration of Components

44. Introduction to Catechist’s Manual Outlines units and themes Provides theological, pedagogical and catechetical orientations Highlights the general aim of the program

45. Catechist’s Manual Key resource for sharing faith with children Consists of 10 units with 30 sequential themes Sequence of units follows the structures of the Eucharist Each theme is about one week Coincides with the liturgical seasons Scope and sequence outlines program, its approach and content

46. Child’s Book Highlights material from the manual and gives suggestions Builds upon catechetical themes Provides a strong sharing link with home Includes a “Remember” for each theme Deepens the catechetical message Includes children’s art and photographs from across Canada Helps make learning fun

47. Bible New Revised Standard Version (adult) is recommended. Bible should be given a place of honor in the prayer centre, on the table of God’s word with a special cloth, candle, etc. Provides a visible essential link with our faith tradition: the word of God as the primary symbol

48. Cross Introduced in Theme 5 Constructed out of wood or sticks by the class Used as processional cross in specific celebrations Should be given a special place in the prayer centre

49. Table of God’s Word Introduced in Theme 7 Focal point in the prayer centre Table where the Bible is given reverence Visually changes to reflect the children’s work and liturgical seasons. Could also include constants like bible cushion, candle, etc.

50. Table with plate and cup Introduced in Theme 18 Constructed in the classroom Focal point in the prayer centre Key table where wine cup and plate are kept

51. Tablecloths Colours reflect the liturgical season Green- Ordinary Time Royal Purple- Advent Deep Purple- Lent White- Christmas, Epiphany, Easter Used to cover the table of God’s word and the table of the Eucharist

52. Individual Friendship Books Introduced in Theme 2 One per child Provides a personal medium for each child to express feelings and experiences Provides a strong sharing link with the home Used most often in conjunction with the Big Book of Friendship

53. Big Book of Friendship Introduced in Theme 3 Is a medium of expression for children’s art Provides a way of gathering children’s images and impressions of stories and experiences they have shared Adds a communal dimension providing an opportunity for children to work together Fosters growth of friendship Provides a way to remember special events and experiences Should be given a special place in the prayer centre

54. Music Cassette/CD 18 songs with original lyrics to accompany themes Instrumental tracks for some songs Allows child to freely express feelings Key prayer form for praise and thanksgiving with several selections patterned on music in the Eucharist Songs are to be used with specific themes and may be used randomly throughout the year. Words for songs are printed on the inside of the cassette jacket Music and gestures for songs are provided at the back of the manual Music is an integral part of the program

55. Children’s Literature Relevant books are listed at the beginning of each theme Books complement theme activities Stories should be reviewed before they are presented and integrated

56. Engaging the Family Located at the back of the manual Consists of family letters Provides a continual link with the home: information sharing, invitations to celebrations, outings and other class events, requests for needed material

57. Engaging the Parish Located at the back of the manual Consists of parish letters Provides a continual link with the parish: information sharing, invitations to celebrations and other class events, requests for needed materials

58. Book lists Located at the back of the manual Included a bibliography of books for adults (background for the catechist) and a bibliography of children’s literature

59. Eucharistic Prayers for Masses with Children With the introduction of the New Roman Missal, please check on changes to the response prayers that are in your current resource. (PDF files in Grade 2 folder/Religion on S drive) Work with your parish priest and music ministry to choose appropriate prayer responses.

61. Anatomy of a Theme

62. Aims Shape the activities and express what should happen in the child as the theme develops Provide a touchstone for the catechist’s supplementary material-is it achieving the aim?

63. Note to the Catechist For catechists, not children States rationale for development of the theme Ties together Scripture and/or doctrine with the aim, content and methodology

64. Movement of the theme Each explores the theme from a different perspective Spells out a particular method or learning strategy Indicates rhythm and pace of teaching and learning Not necessarily a lesson division; varies in length depending on nature of topic

65. Reflecting Provides background and inspiration for catechists, not children Biblical passages referred to in this section should be read by the catechist

66. Resources and Planning Lists music, children’s literature and other resources to support the teaching process

67. Looking Ahead Provides catechists with sufficient notice to plan for upcoming events in future themes

68. Development of the Theme Step-by-step development of each movement Movements may contain options to suit particular situations Options provide opportunities to enrich the learning process

69. Activity Icons Help to locate specific activities that develop the theme Indicate the unique features of each activity-e.g., story time, home link, music, visitors

70. Ritual Celebrations Gather in God’s graciousness Proclaim God’s word Celebrate God’s presence through symbolic action Pivotal moments of celebration when we:

71. Pages from the child’s Book Included for quick reference to key pages in the child’s book

72. Remember For the child Provides guide to core content of the theme Not formulas to be memorized but rather an understanding involving personal wording Could be added to Friendship books, mobile, wall hanging or collection of banners as the year progresses

73. Catechism of the Catholic Church For the Catechist, not children Roots content and activities of the theme in Church tradition

74. Evaluation Experience How does the child express, own and name the experience? How does the child relate to God? to Jesus? Does the child show interest in what is happening? Does the child express awe, wonder, praise, thanks? Feedback from behaviour patterns

75. Evaluation Participation How willing is the child to listen to the experience of others? Does the child show willingness to help others? to work with others? to pray with others? Does the child show self-control in listening and responding to others?

76. Evaluation Valuing Does the child indicate an understanding of being cared for and show caring for others? Does the child anticipate and enjoy times of prayer and reflection? Does the child respond in a loving and respectful way to the word of God?

77. Evaluation Self Evaluation (catechist) Have the aims of the theme been carried out? Variety of teaching strategies? Taken time to be aware of the developmental changes in the individual children? Have I established a prayerful atmosphere when this was called for? Have I myself come to a moment of prayer? Have the celebrations been spontaneous? Did they flow from the life of the children?