SACRAMENTS Teacher

The Sacraments
Encounters with Christ
Teacher guide
Living in Christ
Michael T. Greene
To access the ancillary teaching

resources for this course, go to
http://www.smp.org/resourcecenter/books/
With gratitude to the communities of
Saint Agnes Academy
Houston
and
Incarnate Word High School
San Antonio
Michael T. Greene
The publishing team included Gloria Shahin, editorial director; Steven McGlaun, proj-
ect coordinator; Joanna Dailey, development editor; Ann Hanson, contributing writer.
Prepress and manufacturing coordinated by the production departments of Saint
Mary’s Press.
Cover Image: © The Crosiers / Gene Plaisted, OSC
Copyright © 2012 by Saint Mary’s Press, Christian Brothers Publications, 702 Terrace
Heights, Winona, MN 55987-1320, www.smp.org. All rights reserved. Permission is
granted to reproduce only the materials intended for distribution to the students. No
other part of this manual may be reproduced by any means without the written per-
mission of the publisher.
Printed in the United States of America
1251
ISBN 978-1-59982-117-7, Digital

Contents
Introducing the Living in Christ Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Unit 1: The Liturgy: Official Worship of the Church . . . . . . . . . . . . . . . 16

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Student Book Articles Addressed in this Unit:
Article 1 – What is Liturgy?
Article 2 – The Holy Trinity and the Liturgy
Article 3 – The Liturgical Year
Article 4 – Liturgical Rites and Traditions
Article 5 – Celebrating the Liturgy
Learning Experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Handouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Unit 2: The Sacraments: Redemptive Love Made Visible . . . . . . . . . . . 64

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Article 6 – Symbols and Rituals
Article 7 – Sacraments: Sign and Mystery
Article 8 – Sacraments: Signs of Christ
Article 9 – Sacraments: Signs of Redemption
Article 10 – The Praying Church
Learning Experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Handouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Unit 3: Baptism: Plunging into New Life . . . . . . . . . . . . . . . . . . . . . . . .116

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .116
Article 11 – Introduction to Baptism
Article 12 – Christian Initiation in the Early Centuries
Article 13 – The Rite of Christian Initiation of Adults I
Article 14 – The Rite of Christian Initiation of Adults II
Article 15 – The Rite of Christian Initiation of Adults III
Article 16 – The Rite of Baptism for Children
Article 17 – Baptism: The Source of Christian Living
Learning Experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
Handouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Unit 4: Confirmation: Anointed to Run the Good Race . . . . . . . . . . . 158

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
Article 18 – The Holy Spirit Among Us
Article 19 – Confirmation: East and West
Article 20 – The Rite of Confirmation
Article 21 – Life in the Holy Spirit
Article 22 – Discernment of God’s Will
Handouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .174
Unit 5: The Eucharist: Source and Summit . . . . . . . . . . . . . . . . . . . . . 198

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
Article 23 – What is the Eucharist?
Article 24 – The Eucharist in the Scriptures
Article 25 – The Eucharist: Then and Now
Handouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
Unit 6: The Eucharist: Bread for the World . . . . . . . . . . . . . . . . . . . . . 238

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238
Article 26 – Gather Faithfully Together
Article 27 – The Liturgy of the Word
Article 28 – The Liturgy of the Eucharist
Article 29 – The Liturgy of the Eucharist: The Eucharistic Prayer and
Communion Rite
Article 30 – Ministries at Mass
Article 31 – The Concluding Rite: To Love and Serve
Article 32 – The Power of the Eucharist
Article 33 – Living the Eucharist
Handouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256
Unit 7: The Sacraments of Healing: Restoring Relationships . . . . . . 294

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294
Article 34 – The Sacrament of Pardon and Peace
Article 35 – Scriptural and Historical Background
Article 36 – The Rite of Penance and Reconciliation
Article 37 – Penance and Reconciliation on Our Lives
Article 38 – The Sacrament of Healing and Strength
Article 39 – Scriptural and Historical Roots
Article 40 – The Rite of Anointing of the Sick
Article 41 – Christ’s Healing Power
Handouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315
Unit 8: The Sacraments at the Service of Communion:
Let Me Be as Christ to You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 344
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 344
Article 42 – Consecrated to God’s People
Article 43 – The Priesthood of the New Covenant
Article 44 – The Degrees of Ordination
Article 45 – The Graces of the Sacrament
Article 46 – Lifelong Covenant
Article 47 – Witnesses to Love
Article 48 – The Rite of Marriage
Article 49 – Lifelong Journey
Handouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 360
Appendix 1: Additional Resource . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 386
Appendix 2: Student Book/Teacher Guide Correlation . . . . . . . . . . . . . . 388
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 392
Introducing the Living in
Christ Series
The Sacraments: Encounters with Christ is the first-semester eleventh-grade
course in the Living in Christ series.
Saint Mary’s Press developed the Living in Christ series in response to
the needs of important stakeholders in the catechesis process. The courses
follow the sequence and contain the material from the USCCB’s Curriculum
Framework. Each course also contains other material in the student book and
teacher guide that students should know, understand, and be able to carry
out. Each course responds to the varied needs that teachers have expressed,
especially about limited time and the range of catechizing the young people in a
high school religion class have had, offering wisdom from “secular” educational
methods that can address both time limits and diversity in the classroom.
With the Living in Christ series, Catholic high school students will under-
stand foundational concepts about the Bible, Jesus Christ as a member of the
Trinity, the Paschal Mystery, the Church, the Sacraments, and morality. They
will also have skills to learn more about their faith by studying Scripture, reading
primary theological sources, consulting the Catholic faith community, doing self-
reflection, and having conversations with their peers. With your guidance your
graduates will possess a lived faith as they move into their future.
The Living in Christ Series

The Living in Christ series has a different look and feel from traditional high
school theology textbooks and teaching manuals.
r The teacher guide, rather than the student book, provides the scope
and sequence for the course. Teaching with the student book is more
like teaching with The Catholic Faith Handbook for Youth (Saint Mary’s
Press, 2008) than a textbook. The sequence of a textbook is important
because the content builds on what has come before. A handbook provides
material in a sensible order, but because the content does not rely on what
has come before in quite the same way, the material can be presented in
several different sequences.
r The teacher guide provides you with ideas about how to teach not
only with the student book but also with the Bible, resources on
the Saint Mary’s Press Web site (smp.org/LivinginChrist), and other
resources found on the Internet. The teacher guide works as a com-
mand center for the course, providing ways for you to teach key concepts to
the students by bringing in a wide variety of resources.
7
8 The Sacraments: Encounters with Christ
r The Living in Christ series invites you as teacher to develop your

abilities to facilitate learning. This series asks you to become an expert
about your own students, discern how they learn best, and then lead them
to understand main concepts in a way that speaks to their lived experi-
ences and the issues of the day.
r The Living in Christ series invites the students to be more engaged in
their own learning. This series asks the students to take charge of their
learning process and to practice what it will mean to be adult Catholics who
must translate scriptural and Church teaching into their real world.
These changes will enable the students to consider the most important con-
cepts in the course at a deeper level.
The Series Web Site: smp.org/LivinginChrist

In addition to the teacher guide and student book, the Living in Christ series
provides an extensive collection of digital resources for each course to assist
you in guiding the learning of your students. The digital resources are sorted on
the Web site by course and unit. For each unit in a course, you will find the fol-
lowing resources at smp.org/LivinginChrist:
r Handouts All handouts for a unit are provided in multiple digital formats,
including Word and rich text formats that you can revise.
r Method articles Method articles explain teaching methods introduced in a
unit that might be unfamiliar to some teachers.
r Theology articles Theology articles provide an in-depth exploration of
key theological concepts presented in a unit to assist you in explaining the
concept and responding to student questions.
r PowerPoint presentations Student learning in each unit is enhanced with
PowerPoint presentations. Beyond simply repeating student book content,
these PowerPoint presentations engage students through reflection and
discussion. All of the Living in Christ PowerPoint presentations are in a
format that allows you to revise them.
r Useful links Links to other resources are provided so you can enhance
your students’ learning with additional resources. The links direct your
students to Web sites you can trust, and are continually checked for appro-
priateness and to ensure that they are active.
Introducing the Living in Christ Series 9
At smp.org/LivinginChrist you will also have access to an online test bank,

which provides hundreds of questions for each course, beyond what is provided
in the units. You can use test questions as they are presented or modify them
for your students’ learning needs.
Introducing The Sacraments:

Encounters with Christ
This course leads the students toward a deeper understanding of the liturgy
and of the Sacraments, instituted by Christ and given to us through the Church.
The course first explores foundational concepts integral to an understanding
of liturgy and of the Sacraments: an expanded definition of liturgy, the liturgi-
cal year, and what we do when we celebrate liturgy. The Sacraments are first
introduced through an exploration of symbols and rituals, followed by a presen-
tation of the Sacraments as signs and encounters with Christ in our lives. The
Sacraments are then considered in their appropriate groupings: the Sacraments
of Christian Initiation (giving special attention to the Rite of Christian Initiation of
Adults), the Sacraments of Healing, and the Sacraments at the Service of Com-
munion. Throughout the course, the importance of the Sacraments as graced
encounters with the Risen Christ, and a strengthening of our relationship with
him, is emphasized. This closer relationship, in turn, sends us out to share the
love of Christ with others, especially those who are in need.
The course has eight units centered on eight important questions or con-
cepts about the Sacraments of the Church. Each unit builds on the knowledge,
skills, and understanding of the previous one. Within each unit the knowledge,
skills, and understanding also build as it progresses. The eight units are as
follows:
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to You
The Structure of Each Unit

in This Teacher Guide
This teacher guide offers the teacher one path through each unit, referring the
students to the student book, the Bible, resources on the Saint Mary’s Press
Web site (smp.org/LivinginChrist), and other Internet resources.
The path for each unit has the goal of leading all the students to compre-
hend four “understandings” with the related knowledge and skills. This curricu-
lum model assumes that you will adjust your teaching according to the needs
and capabilities of the students in your class. You do not have to complete every
learning experience provided, and we hope you substitute your own ideas for
those in the guide when needed.
Each unit has three basic parts: the Overview, the Learning Experiences,
and handouts.
Overview
The Overview is a snapshot of the whole unit. It provides the following
information:
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offered, which will show that the students understand the most important
concepts
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the unit builds on the one before but must be adjusted to fit your schedule
and the needs of the students. The use of steps is more flexible than is a
structure based on 60-minute periods, for example.)
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the Saint Mary’s Press Web site (smp.org/LivinginChrist)
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experiences in the teacher guide
Learning Experiences
The instruction and learning occur in this section. Each unit contains a similar
process for instruction.
Preassess Student Knowledge of the Concepts

Each unit opens with one or more options for preassessing what the students
already know about a topic. It is useful to know this information as you prepare
to present new material.
Preassessing the students’ knowledge can help you to determine how to
use your time effectively throughout the unit. It is not worth your time to teach
the students what they already know or to teach above their heads. Students
learn most effectively when new concepts build on what they already know.
More often, you have a mixed group knowledge-wise, which is good, because
the students can help one another.
Unit 1 offers a more comprehensive questionnaire to help you see where
the students are coming from religiously and in terms of knowledge and belief.
This preassessment will help you to make choices throughout the unit. Based
on what you learn in your preassessment in unit 1, you may decide to spend
more or less time on given topics.
Present the Final Performance Tasks to the Students

A final performance task is a type of summary assessment, which means that
it is a means of determining what the students understand, know, and can do
after a period of instruction such as a unit. (The unit test is also a summary
assessment.)
In addition to providing a unit test, we encourage you to assess (deter-
mine) student understanding of the four most important concepts in each unit
by assigning one of the short projects called final performance tasks. Through
these projects the students can demonstrate their understanding of the main
concepts. This assignment allows you to have another snapshot of what the
students understand.
For example, the four understandings for unit 3 are:
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Christ.
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of Christian Initiation.
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the midst of our everyday lives.
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God.
The handout “Final Performance Task Options for Unit 3” (Document #:

TX002089) in the teacher guide outlines the assignment options. Note that for
all the options, the students must show their understanding of these concepts.
The first final performance task option directs the students to attend a Bap-
tism, preferably during a Sunday Mass. They will then write a reflective essay
addressing particular points outlined in the task. The second asks them to
interview a catechumen at any time after the Rite of Acceptance. The students
will use particular suggested questions and then write a report, in the form of a
dialogue, based on this interview.
We suggest that you explain the performance task options early in the unit
so the students can focus on the knowledge and skills they can use for the final
performance task they choose. This also helps to decrease the number of the
“Are we learning anything today?” or “Why do we have to learn this?” questions
by giving the students the big picture of where they are headed and how they
will get there.
Provide Learning Experiences for the Students to

Deepen Their Understanding of the Main Concepts
This teacher guide uses the term learning experiences rather than activities
to emphasize that much of what goes on in the classroom should contribute
to student learning, such as explaining assignments; presenting new material;
asking the students to work individually, in pairs, or in groups; testing the stu-
dents; and asking them to present material to their peers.
Each step in the teacher guide leads the students toward deeper under-
standing of the four key understandings of a unit. At times learning experiences
are grouped into a single step because they work toward the same goal. At
other times a step includes only one learning experience. If you have a better
way of achieving a step goal, by all means use it. However, if new vocabulary
or content is introduced in a step you have chosen to skip, you may want to go
over that material in some way, or remove that material from the unit test.
Throughout the steps, references are made to student book articles,
resources at smp.org/LivinginChrist, and other Internet resources. Often the
teacher guide addresses the content in the student book early in the unit and
then asks the students to uncover a deeper meaning with various learning expe-
riences throughout. When applicable the book refers to smp.org/LivinginChrist
for resources at your fingertips.
The goal of this course is for the students to gain a deeper understanding
of the material. But what is understanding? The understanding we want the
students to gain is multifaceted. Understanding encompasses several of the
“facets of understanding,” used by Jay McTighe and Grant Wiggins in their book
Understanding by Design:
We have developed a multifaceted view of what makes up

a mature understanding, a six-sided view of the concept.
When we truly understand we
Can explain—via generalizations or principles,

Explain
providing justified and systematic accounts of
phenomena, facts, and data; make insightful
connections and provide illuminating examples or
illustrations.
Can interpret—tell meaningful stories; offer apt

Interpret
translations; provide a revealing or personal historical
dimension to ideas and events; make the object of
understanding personal or accessible through
images, anecdotes, analogies, and models.
Can apply—effectively use and adapt what we know in

Apply
diverse and real contexts—we can “do” the subject.
Have perspective—see and hear points of view

Perceive
through critical eyes and ears; see the big picture.
Can empathize—find value in what others might find

Empathize
odd, alien, or implausible; perceive sensitively on the
basis of prior direct experience.
Have self-knowledge—show metacognitive

Reflect
awareness; perceive the personal style, prejudices,
projections, and habits of mind that both shape and
impede our own understanding; are aware of what we
do not understand; reflect on the meaning of learning
and experience.
(P. 84)
Note that Saint Mary’s Press has created icons for each facet
Understand
of understanding. When a majority of facets are present, there
will be an “understand” icon. When relevant, all facets of
understanding should be addressed in each unit. If you are
used to Bloom’s Taxonomy, see smp.org/LivinginChrist for a comparison of
both models of understanding and learning.
Provide a Day or Partial Day for the Students to Work

on the Final Performance Tasks
This guide encourages you to give the students time in class to work on their
final performance tasks if you have assigned them. You do not, however, have
to wait until the end of the unit. Not only does this day give the students time
to work in groups if needed or to do some research, but it also gives you the
opportunity to identify any students who may be having trouble with the assign-
ment and allows you to work with them during class time.
Give the Students a Tool to Help Them Reflect

on Their Learning
The handout “Learning about Learning” (Document #: TX001159; see Appendix)
is a generic way to help the students think about what they have learned during
the entire unit. This process, whether done this way or in another fashion, is
valuable for several reasons:
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each unit. Looking over the unit helps them to make connections, revisit
any “aha!” moments, and identify which concepts remain difficult for them to
understand.
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Insights such as “I didn’t get it until we saw the video” or “Putting together
the presentation required that I really knew my stuff” can be applied to all
the disciplines they are studying.
Feel free to have the students discuss the handout questions in pairs at
times for variety.
Handouts
All the handouts in the teacher guide, as well as the unit tests, are available on
the Saint Mary’s Press Web site at smp.org/LivinginChrist, as PDFs, as Word
documents, or in rich text format (RTFs), for downloading, customizing, and
printing. The handouts found at the end of each unit in this guide are simply for
teacher reference.
Appendix
The teacher guide has one appendix, which consists of a handout that is used
in each unit. The handout is also available at smp.org/LivinginChrist for down-
loading, customizing, and printing.
Thank You
We thank you for putting your confidence in us by adopting the Living in Christ
series. Our goal is to graduate students who are in a relationship with Jesus
Christ, are religiously literate, and understand their faith in terms of their real
lives.
Please contact us and let us know how we are doing. We are eager to
improve this curriculum, and we value your knowledge and expertise. You may
e-mail us at LivinginChrist@smp.org to offer your feedback.
Unit 1 The Liturgy:
Official Worship
of the Church
Overview
This first unit of the teacher guide for The Sacraments: Encounters with Christ
builds on the key understandings from the previous course on the Paschal Mys-
tery. The students begin to explore the Sacraments by studying how the Church’s
liturgy gives ultimate meaning and direction to our lives by enabling us to fully and
consciously participate in the Paschal Mystery.
Key Understandings and Questions

Upon completing this unit, the students will have a deeper understanding of the
following key concepts:
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Upon completing the unit, the students will have answered the following
questions:
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How Will You Know the Students Understand?

The following resources will help you to assess the students’ understanding of the
key concepts covered in this unit:
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16
The Liturgy: Official Worship of the Church 17
Unit 1
Student Book Articles
This unit draws on articles from The Sacraments: Encounters with Christ
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teaching steps for the unit require the students to refer to or read an article from
the student book, the following symbol appears in the margin: . The articles
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The Suggested Path to Understanding

This unit in the teacher guide provides you with one learning path to take with
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necessary to use all the learning experiences, but if you substitute other mate-
rial from this course or your own material for some of the material offered here,
be sure that you have covered all relevant facets of understanding and that you
have not missed knowledge or skills required in later units.
Explain
Step 1: Preassess what the students know and want to know about
the liturgy.
Understand
Step 2: 'PMMPXUIJTBTTFTTNFOUCZQSFTFOUJOHUPUIFTUVEFOUTUIF
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59 BOEi3VCSJDGPS'JOBM1FSGPSNBODF5BTLTGPS6OJUu
%PDVNFOU59
Interpret
Step 3: Explore with the students the notion of ritual as a genre of
human expression that is fundamental to the Church’s liturgy.
Explain
Step 4: Provide the students with an overview of the general
structure of the Church’s liturgy.
Empathize Interpret
Step 5: -FBEBOFYFSDJTFUIBUFYQMPSFTIPXFBDIPGPVSTUPSJFTJT
FTTFOUJBMUPUIF$IVSDITGBJUIUIBUXFDFMFCSBUFJOUIFMJUVSHZ"O
opportunity for the students to share their own stories is valuable in
helping them to connect on an affective level with the liturgy.
Apply
Step 6: Show the students, through a sample study of the Lection-
ary, one important way that liturgical celebrations enable us to partici-
pate in the Paschal Mystery.
Perceive
Step 7:(VJEFUIFTUVEFOUTJOEJTDPWFSJOHIPXUIF1BTDIBM.ZTUFSZ
unfolds as we celebrate the liturgy, particularly the Eucharist, over the
course of the liturgical year.
Explain
Step 8: Present to the students the significance of the role of the
Magisterium in preserving the liturgy as the official, communal, and
public worship of the Church.
Empathize Apply
Step 9:-FBEUIFDMBTTJOBEJTDVTTJPOPGUIFQPFNi"O&NQUZ
$IVSDIBU/PPOu
Understand
Step 10: Make sure the students are all on track with their final
performance tasks, if you have assigned them.
Reflect
Step 11: Provide the students with a tool to use for reflecting on
what they learned in the unit and how they learned.
Background for Teaching This Unit

Visit smp.org/LivinginChrist for additional information about these and other
theological concepts taught in this unit:
r i-JUVSHZ*TUIF8PSLPGUIF1FPQMFu %PDVNFOU59
r i4VOEBZu %PDVNFOU59
5IF8FCTJUFBMTPJODMVEFTJOGPSNBUJPOPOUIFTFBOEPUIFSUFBDIJOHNFUIPET
used in the unit:
r i5IF8IJQ"SPVOEu %PDVNFOU59
r i6TJOHUIF5IJOL1BJS4IBSF.FUIPEu %PDVNFOU59
r i/PUF5BLJOHJO5XP$PMVNOTu %PDVNFOU59
Scripture Passages
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used in the learning experiences for each unit. The Scripture passages featured
in this unit are as follows:
r 4BNVFM DIBQUFS (PETQSPNJTFTUP%BWJE
r -VLFm "OOPVODFNFOUUP.BSZ
r -VLF *OTUJUVUJPOPGUIF&VDIBSJTU
Unit 1
Vocabulary
The student book and the teacher guide include the following key terms for
this unit. To provide the students with a list of these terms and their definitions,
EPXOMPBEBOEQSJOUUIFIBOEPVUi7PDBCVMBSZGPS6OJUu %PDVNFOU
59 POFGPSFBDITUVEFOU
"EWFOU 0SEJOBSZ5JNF
Christmas Paschal Mystery
Eastern Catholic Churches Passover
Epiphany Pentecost
icon ritual
-FOU Tradition
liminal Triduum
liturgical year Trinity
liturgy 8PSME:PVUI%BZ
Magisterium
Note: *GZPVXJTI ZPVNBZBTLUIFTUVEFOUTUPBEEUIJTTFOUFODFUPUIFEFGJOJ-

UJPOPG1BTDIBM.ZTUFSZHJWFOJOUIFJSIBOEPVUi$ISJTUJBOTFOUFSJOUPUIF1BT-
chal Mystery through sacramental initiation and participate in it by faithfully
MJWJOHPVUUIFQSPDFTTPGEZJOHBOESJTJOHUIBUDIBSBDUFSJ[FTBMMMJGFu
Step 1
Explain
Preassess what the students know and want to know
about the liturgy.
Teacher Note 1. PrepareCZNBLJOHDPQJFTPGUIFIBOEPVUi"1SFBT

TFTTNFOUPG.Z,OPXMFEHFPGUIF$IVSDIT-JUVSHZu
A preassessment may be %PDVNFOU59 POFGPSFBDITUVEFOU8SJUF
general or detailed, depending the following questions on the board:
on its purpose for the unit or
for the goals of the course. r 8IZEPXFTUVEZUIF4BDSBNFOUTBGUFSBOJOEFQUI
This preassessment will TUVEZPGUIF1BTDIBM.ZTUFSZ
provide you with a general r 8IZEPXFCFHJOBTUVEZPGUIF4BDSBNFOUTXJUI
picture of the students’ UIFUPQJDPGMJUVSHZ
knowledge of and interest
in liturgy. All knowledge and %JTUSJCVUFQFOTPSQFODJMTBOECSJFGMZJOUSPEVDFUIF
interest is helpful, but even Sacraments course with the following prompt:
negative attitudes can become ➤ 8FIBWFDPNQMFUFEBDPVSTFPOUIF1BTDIBM.ZT
opportunities for students to tery, and we are beginning a course on the Sacra-
discover the liturgy in new and NFOUT*OZPVSMFBSOJOHKPVSOBMTPSPOBTFQBSBUF
enriching ways. sheet of paper, please answer the two questions
listed on the board.
2. DistributeUPFBDITUVEFOUBDPQZPGUIFIBOEPVUi"1SFBTTFTTNFOUPG
.Z,OPXMFEHFPGUIF$IVSDIT-JUVSHZu %PDVNFOU59 &ODPVS
age the students to answer each question carefully, based on their current
understanding of the Church’s liturgy. To get the students started with an
example, you may ask a student or two to share aloud a fact they know
BCPVUMJUVSHZ"TLUIFTUVEFOUTUPBOTXFSDBOEJEMZPOUIFJSQBQFST BOE
assure them that it is okay if they aren’t clear on various aspects of the
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write their responses.
3. InviteUIFTUVEFOUTUPGPSNQBJSTUPDPNQBSFUIFJSSFTQPOTFT*OTUSVDUUIFN
to listen carefully to their partner’s responses without offering any feedback
PSDPSSFDUJPO"GUFSFBDITUVEFOUIBTGJOJTIFETIBSJOH BTLFBDIQBJSUPOPUF
similar responses or questions.
4. DirectUIFQBJSTUPOPXKPJOXJUIBOPUIFSQBJS GPSNJOHTNBMMHSPVQTPGGPVS
"TLFBDITNBMMHSPVQUPJEFOUJGZBOZJEFBT RVFTUJPOT PSUIFNFTUIBUUIFZ
shared in common.
5. Ask the small groups to report on their findings by electing a spokesperson
to summarize common ideas or themes that their small group discovered.
Unit 1
3FWJFXTPNFPGUIFTBMJFOUQPJOUTUIBUTUVEFOUHSPVQTNFOUJPO BOEUFMMUIF
students that you will return to those at a later time.
6. Conclude by providing a brief overview of the liturgy
using the following points:
➤ 8FIBWFIFBSEPOFBOPUIFSTJEFBTBCPVUUIF Teacher Note
liturgy. Be sure to schedule in a
Mention a few of the students’ ideas here. discussion of any topic that
you tell students you plan to
➤ There are some fundamental concepts that we will discuss at some point in the
continue to refer to. course. One way to remember
to discuss these topics is
➤ The liturgy is the Church’s official, public, and
to write student questions,
communal prayer.
concerns, or topics on sticky
➤ -JUVSHZJTSFBMMZ(PETXPSLJOXIJDIXF BTUIF notes and place them in this
Body of Christ, participate. teacher’s guide in the unit in
➤ &WFSZMJUVSHZJTBSJUVBM3JUVBMTBSFNFBOJOHGVM which they will be discussed.
repeated, and symbolic actions. As you prepare for the unit,
find an appropriate place to
➤ 8FQBSUJDJQBUFJOUIFMJUVSHZGPSUIFTBNFSFB discuss the topic.
TPOUIBUXFTFSWFPVSOFJHICPS8FBSFDBS
SZJOHPVU+FTVTDPNNBOENFOUUPiEPUIJTJO
NFNPSZPGNFu -VLF
7. Collect all written materials so that you can review each student’s answers.
3FUVSOBMMNBUFSJBMTCZUIFOFYUDMBTTNFFUJOH NBLJOHTVSFUIBUZPVIBWF
kept notes on topics the students discussed, especially any problem areas.
Step 2
Understand
Follow this assessment by presenting to the students
"SUJDMF the handouts “Final Performance Task Options for
Unit 1” (Document #: TX002049) and “Rubric for
Final Performance Tasks for Unit 1” (Document #:
TX002050).
This unit provides you with two ways to assess that the students have a deep
understanding of the most important concepts in this unit: an essay focusing on
the Sunday liturgy as a call to growth in Christ, and a PowerPoint presentation
illustrating how and why the Church celebrates the Paschal Mystery during the
DPVSTFPGBMJUVSHJDBMZFBS3FGFSUPi6TJOH'JOBM1FSGPSNBODF5BTLTUP"TTFTT
6OEFSTUBOEJOHu %PDVNFOU59 BOEi6TJOH3VCSJDTUP"TTFTT8PSLu
%PDVNFOU59 BUsmp.org/LivinginChrist for background information.
1. Prepare by downloading and printing the handouts

Teacher Note i'JOBM1FSGPSNBODF5BTL0QUJPOTGPS6OJU %PDVNFOU
59 BOEi3VCSJDGPS'JOBM1FSGPSNBODF5BTLT
You may wish to require
GPS6OJUu %PDVNFOU59 POFGPSFBDI
that students vary their final
performance tasks throughout student.
the course. For example, you 2. AssignUIFTUVEFOUTUPSFBEBSUJDMF i8IBU*T-JU-
may require that students VSHZ uJOUIFTUVEFOUCPPLBTQSFQBSBUJPO
complete at least two 3. DistributeUIFIBOEPVUT(JWFUIFTUVEFOUTBDIPJDFBT
individual and two partner to which performance task to work on and add more
or group final performance
options if you so choose.
tasks. Or you may require
that students choose different 4. Review the directions, expectations, and rubric in
types of final performance DMBTT BMMPXJOHUIFTUVEFOUTUPBTLRVFTUJPOT:PVNBZ
tasks, such as written, want to instruct students using the following or similar
multimedia, or artistic. If you words:
have these requirements, ➤ *GZPVXJTIUPXPSLBMPOF ZPVNBZDIPPTFFJUIFS
share them with the students
PQUJPO*GZPVXJTIUPXPSLXJUIBQBSUOFSPSXJUIB
now so that they can choose
group of three, you may choose option 2.
their final performance tasks
appropriately. This also ➤ Near the end of the unit, you will have one full
requires that you keep a class period to work on the final performance task.
more detailed record of each )PXFWFS LFFQJONJOEUIBUZPVTIPVMECFXPSLJOH
student’s performance task. on, or at least thinking about, your chosen task
UISPVHIPVUUIFVOJU OPUKVTUBUUIFFOE
5. Explain the types of tools and knowledge the students
Teacher Note will gain throughout the unit so they can successfully
complete the final performance task.
You will want to assign due
dates for the performance 6. Answer questions to clarify the end point toward which
tasks. UIFVOJUJTIFBEFE3FNJOEUIFTUVEFOUTBTUIFVOJU
If you have done these progresses that each learning experience builds the
performance tasks, or very knowledge and skills they will need to show you that
similar ones, with students they understand the liturgy and its basic purpose in
before, place examples of this Christian life.
work in the classroom. During
this introduction explain how
each is a good example of
what the performance task
calls for, for different reasons.
This allows the students to
concretely understand what
you are looking for and to
understand that there is not
only one way to succeed.
Unit 1
Step 3
Interpret
Explore with students the notion of ritual as a genre of
human expression that is fundamental to the Church’s
liturgy.
1. Prepare CZEPXOMPBEJOHBOEQSJOUJOHUIFIBOEPVUi)VNBO&YQSFTTJPO
UISPVHI3JUVBMu %PDVNFOU59 POFGPSFBDITUVEFOU/PUFUIBU
this exercise has two parts. The first part asks the students to examine a
secular ritual. The second part introduces the notion of rituals as liminal, or
threshold, experiences.
2. Distribute the handout, and ask the students to choose one of the ritual
celebrations they are interested in or know something about. They should
DIPPTFXJUIPVUEJTDVTTJOHUIFJSDIPJDFXJUIPUIFSTUVEFOUT*OTUSVDUUIF
students to complete the handout as quickly and completely as possible.
3. Arrange the students in small groups, after they have completed their
IBOEPVUT CZUIFUPQJDTUIFZDIPTF*GPOFHSPVQJTUPPMBSHF EJWJEFJUJOUP
UXPPSNPSFHSPVQT*GPOMZPOFTUVEFOUDIPPTFTBQBSUJDVMBSUPQJD QMBDF
UIBUTUVEFOUXJUIBOPUIFSTNBMMHSPVQ*UJTCFTUUPLFFQUIFHSPVQTTNBMM
UISFFPSGPVSTUVEFOUTJOFBDI"TLUIFTUVEFOUTUPDPNQBSFUIFJSXPSL
giving special attention to the context and meaning of the ritual.
4. Ask one member of each small group to briefly report to the class one
NBKPSJOTJHIUJOUPUIFNFBOJOHPGUIFSJUVBMUIFHSPVQEJTDVTTFE
5. Introduce the idea of all rituals as liminal, or threshold, experiences, using
these or similar words:
➤ "MMPGUIFFYQFSJFODFTZPVEJTDVTTFEDPVMECFDBMMFEMJNJOBMFYQFSJ
ences. The word liminal JTSPPUFEJOB-BUJOXPSEUIBUNFBOTiUISFTI
PMEu5IFRVBMJUZPGMJNJOBMJUZJTGPVOEJOBTFOTFPGCFJOHCFUXFFOUXP
EJGGFSFOUTUBUFTPGFYJTUFODF-JNJOBMFYQFSJFODFTIBQQFOPGUFO CVUXF
do not frequently reflect on what they mean.
➤ -JNJOBMFYQFSJFODFTNJHIUCFDPNQBSFEUPUIFGSPOUQPSDIPGBIPVTF
XIJDIJTOFJUIFSJOEPPSTOPSPVUEPPST0OBGSPOUQPSDIZPVNJHIUQVU
on a confident demeanor before knocking on the door to enter a social
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ZPVNJHIUPQFOVQBOVNCSFMMBVOEFSUIFQSPUFDUJPOPGUIFQPSDI0O
warm summer evenings, the porch might become a wonderful gather-
ing place where stories are shared and memorable conversations take
place.
➤ *OXIBUTFOTFDBOUIFFWFOUZPVDIPTFBOEFWBMVBUFECFDPOTJEFSFEB
MJNJOBMFYQFSJFODF
6. Continue UIFEJTDVTTJPOCZVTJOHFYBNQMFT*GUIF
Teacher Note students have difficulty connecting the event they dis-
cussed to the notion of liminal moments, describe the
Students often lack basic note-
PQFOJOHDFSFNPOZPGUIF4VQFS#PXM XIJDIJTOPUPO
taking skills. You may want
to suggest the following two- the handout) using these or similar words:
column note-taking method, ➤ The opening ceremony of the Super Bowl estab-
instructing the students as lishes a sense of continuity for all who are present
follows: by tying the present event with past bowl games
➤ Write on only one side of or other sporting events and by repeating similar
the page. Divide the page BDUJPOTGSPNZFBSUPZFBS'PSFYBNQMF UIFFWFOU
into two parts, either by CFHJOTCZDBSSZJOHJOUIF7JODF-PNCBSEJUSPQIZPS
folding it vertically or by sometimes by bringing back MVPs. The compet-
drawing a vertical line. ing teams are then introduced. The opening cer-
The left side should be emony also connects this event with values held
one third of the paper dear in the United States: equality, competition,
and the right side should BOEGSFFEPNUPQVSTVFPOFTESFBNT"MMJOBUUFO-
be two thirds. Date each EBODFQBUSJPUJDBMMZTJOHPSMJTUFOUPUIFi5IF4UBS
page and number it. 4QBOHMFE#BOOFS uIPOPSJOHUIF"NFSJDBOGMBH
➤ Write notes in the right- while placing their right hands over their hearts.
hand column as you listen "UUIJTNPNFOUUIFXJOOFSPGUIJTHSFBUDPOUFTUJT
to your teacher. Do not TUJMMQBSUPGUIFGVUVSF*UJTBMJNJOBMNPNFOU#PUI
attempt to write down sides have equal reason to hope. The crowd expe-
everything, but write down riences a strong feeling of unity; all are equals at
all of the main points
this moment.
your teacher makes.
Include everything that 7. Invite someone from each small group to share the
your teacher writes on the understanding of the event his or her group chose and
board. discussed as a liminal moment.
➤ Later that day, review your 8. Conclude by telling the students that this unit will give
notes. Clarify anything you them an opportunity to explore how all the Church’s
find confusing, or write a liturgies are liminal experiences that have the potential
question to ask the next to transform people’s lives.
day. Then write topic
headings for your notes
in the left-hand column.
You will be able to review
by covering the right side
of the paper and testing
yourself on what you know.
See the article “Note-Taking
in Two Columns” (Document
#: TX002065) at www.smp.
org/LivinginChrist for further
explanation of this and other
note-taking techniques you
may wish to share with your
students.
Unit 1
Step 4
Explain
Provide the students with an overview of the general
"SUJDMF structure of the Church’s liturgy.
2
1. Prepare CZEPXOMPBEJOHUIF1PXFS1PJOUi5IF4USVDUVSFPGUIF-JUVSHZu
%PDVNFOU59 5IFOJOTUSVDUUIF students to take out their learn-
JOHKPVSOBMTPSBTIFFUPGQBQFS
2. Assign UIFTUVEFOUTUPSFBEBSUJDMF i5IF)PMZ5SJOJUZBOEUIF-JUVSHZ uJO
the student book as preparation.
3. Present the PowerPoint, asking the students to take notes as they watch.
/PUJDFUIFi/PUFTuQSPWJEFEGPSUIFUFBDIFSXJUIJOUIF1PXFS1PJOU5IFTF
notes are intended as explanations, expansions, or applications of the
material being presented. This PowerPoint covers basic and important litur-
HJDBMDPODFQUT*GZPVBSFVOBCMFUPTIPXJU JUXPVMECFBHPPEJEFBUPDPQZ
it and go through it with the students.
4. Invite the students to form pairs and to share with each other what they
heard. Then each pair should write one important thing they learned and
POFRVFTUJPO"TLFBDIQBJSUPQSFTFOUXIBUUIFZMFBSOFEBOEUIFJSRVFT
UJPO8IFOBRVFTUJPOJTSBJTFEUIBUIBTOPUZFUCFFOBOTXFSFE JOWJUFBOZ
student that knows the answer to respond. Make sure the questions are
answered correctly and completely.
Step 5
Empathize Apply
Lead an exercise that explores how each of our stories
is essential to the Church’s faith that we celebrate in
the liturgy. An opportunity for the students to share
their own stories is valuable in helping them to connect
on an affective level with the liturgy.
1. Prepare CZEPXOMPBEJOHBOEQSJOUJOHUIFIBOEPVUTi8IBU*T.Z4UPSZ u
%PDVNFOU59 BOEi8IBU*T.Z4UPSZ (VJEFMJOFTGPS$SJUJRVJOH
4UPSJFTu %PDVNFOU59 POFPGFBDIGPSFBDITUVEFOU
2. Introduce this learning experience by making the following points:
➤ -JTUFOJOHUP4DSJQUVSFSFBEJOHTJTBOFTTFOUJBMQBSUPGUIFSJUVBMPGUIF
DFMFCSBUJPOPGUIFMJUVSHZ8FDBOEFTDSJCF4DSJQUVSFBT(PET8PSEJO
IVNBOXPSET"TXFMJTUFOUP4DSJQUVSF XFSFBMJ[FUIBUJOUIFNJETUPG
(PETTUPSZ UIFSFBSFBMTPIVNBOTUPSJFTPGMPWF IBUF GFBS DIBOHF
DPVSBHF TJO GPSHJWFOFTT EFTQBJS IPQFUIFXIPMFHBNVUPGIVNBO
FYQFSJFODFBOEFNPUJPO8FDBODPOOFDUXJUIUIFTFTUPSJFTCFDBVTF
we find our own stories in them.
➤ 8IBUJTZPVSTUPSZ *GZPVUSVMZLOPXXIPZPVBSF ZPVBSFNPSFMJLFMZ

to connect with someone else. Knowing your story can also enable you
UPDPOOFDUXJUI(PETTUPSZ BOEJUDBOIFMQZPVUPGJOEXBZTUIBU(PEJT
DPOOFDUJOHXJUIZPV$POOFDUJOHXJUI(PETTUPSZIFMQTVTUPEJTDPWFS
IPX XIFSF BOEXIFO(PENBZCFDBMMJOHVTUPGPMMPXBQBSUJDVMBS
path in life.
➤ The exercise is about discovering more deeply who you are, but not as
an end in itself. This knowledge that we will share with one another can
help us to appreciate one another as the Body of Christ and to experi-
ence the Paschal Mystery in a more meaningful way in the celebration
of the liturgy.
3. Distribute the handouts, and instruct each student to write her or his story
in silence. Tell the students that they will be sharing their stories with the
DMBTT"MMPXUPNJOVUFTGPSUIFTUVEFOUTUPXSJUF PSPVUMJOF UIFJS
stories.
4. AllowFBDITUVEFOUBCPVUNJOVUFTUPTIBSFIJTPSIFSTUPSZ%JSFDUUIF
SFTUPGUIFDMBTTUPUBLFOPUFT VTJOHUIFHVJEFMJOFTPOUIFIBOEPVUi8IBU*T
.Z4UPSZ (VJEFMJOFTGPS$SJUJRVJOH4UPSJFTu %PDVNFOU59 TP
that they can offer a positive critique of each person’s story. Keep each
response very brief. The purpose of the critique is to offer suggestions for
strengthening the story.
5. Conclude by making the following points:
Teacher Note ➤ FIBWFBMMIFBSEPOFBOPUIFSTTUPSJFT5IFTF
8
The opportunity for the TUPSJFTEFTDSJCFMJNJOBMFYQFSJFODFTUIPTFFYQF-
students to hear one another’s riences in our lives that presented a challenge and
stories can be a powerful required a response from us. Much like the stories
experience, and it can have in Scripture, our stories concern challenges we’ve
a significant effect on the faced and opportunities that lie before us.
students’ ability to connect ➤ Sharing our stories is an important part of being a
with the liturgy. This process $ISJTUJBOXJUOFTT"TXFSJTLTIBSJOHPVSTUPSJFT
will likely take more than
we also risk allowing others’ stories to change
one class session, so plan
this learning experience in a VT8IFOXFMJTUFOUP4DSJQUVSF(PETTUPSZJO
way that fits into your class IVNBOXPSETXFSJTLBMMPXJOHGod to change
schedule. us. This is an important part of what it means to
participate in the Paschal Mystery.
➤ TXFMFBWFUIJTDMBTTTFTTJPO *SFNJOEZPV
"
to remember one another’s stories with utmost
respect and to share these stories with other stu-
dents only if you have the storyteller’s permission.
Unit 1
Step 6
Apply
Show the students through a sample study of
the Lectionary one important way that liturgical
celebrations enable us to participate in the Paschal
Mystery.
1. PrepareCZEPXOMPBEJOHBOEQSJOUJOHUIFIBOEPVUi&YQMPSJOHUIFLection-
ary&YQFSJFODJOHUIF1BTDIBM.ZTUFSZ 1BSU" u %PDVNFOU59
POFGPSFBDITNBMMHSPVQPGUISFF:PVNBZBMTPDIPPTFUPIBWFUIFTUV
EFOUTXPSLBMPOF*GTP QSPWJEFFOPVHIDPQJFTGPSFBDITUVEFOUUPIBWF
IJTPSIFSPXO"MTP EPXOMPBEBOEQSJOUDPQJFTPGUIFIBOEPVUi&YQMPSJOH
the Lectionary&YQFSJFODJOHUIF1BTDIBM.ZTUFSZ 1BSU# u %PDVNFOU
59 POFGPSFBDITUVEFOU%PBO*OUFSOFUTFBSDIGPS)FOSZ0TTBXB
5BOOFSTQBJOUJOHi"OOVODJBUJPOuBOEFJUIFSQSJOUFOPVHIDPQJFTPGUIJT
image for the students to share, or save it on a PowerPoint slide.
2. DistributeUIFIBOEPVUi&YQMPSJOHUIFLectionary: Experiencing the Pas-
DIBM.ZTUFSZ 1BSU" u %PDVNFOU59 BOEBTL for a volunteer
XIPJTBHPPESFBEFSUPQSFQBSFJOBEWBODFUIFSFBEJOHPGCPUIUIF'JSTU
3FBEJOHBOEUIF(PTQFM3FBEJOHGPSUIF'PVSUI4VOEBZPG"EWFOU :FBS#
BTPOUIFIBOEPVU*OTUSVDUUIFTUVEFOUTUPMJTUFODBSFGVMMZUPUIF4DSJQUVSF
QBTTBHFTBTUIFWPMVOUFFSSFBETUIFN8IJMFUIFWPMVOUFFSJTSFBEJOH EJT
QMBZPSEJTUSJCVUFBOJNBHFPG)FOSZ0TTBXB5BOOFSTQBJOUJOHi"OOVODJB
UJPOuGPSUIFTUVEFOUTUPTFF
3. Distribute the handout i&YQMPSJOHUIFLectionary: Experiencing the Pas-
DIBM.ZTUFSZ 1BSU# u %PDVNFOU59 %JWJEFUIFDMBTTJOUPTNBMM
groups of three or four and instruct the groups to work together to answer
UIFRVFTUJPOTPOUIFIBOEPVU0OFTUVEFOUTIPVMEMFBEUIFEJTDVTTJPO POF
should take notes, and one should present the group’s responses to the
class.
4. Instruct the groups to answer the questions, one question at a time. The
third question may be optional, or you may invite any student who wishes
to share to respond. Be sure that the students understand the relationship
CFUXFFOIFBSJOHUIF8PSEPG(PEBOEQBSUJDJQBUJOHJOUIF1BTDIBM.ZTUFSZ
5. Display PSPUIFSXJTFDBMMBUUFOUJPOUP 5BOOFSTi"OOVODJBUJPOuBHBJO*OWJUF
UIFTUVEFOUTUPDPNNFOUPOXIBUUIFZTFFJOUIFQBJOUJOH-FBEUIFN JG
necessary, to see the liminal quality of this painting. Make the following
points:
➤ 8JUIGVMMPQFOOFTTUP(PE .BSZJTBOUJDJQBUJOHUIFJOWJUBUJPOUPCF
UIFEXFMMJOHQMBDFGPS(PET4PO4IFEPFTOPUVOEFSTUBOEXIBUUIJT
NFBOT CVUIFSBOTXFSJTi-FUJUCFEPOFUPNFBTZPVTBZu4IFDFS
tainly has no way of anticipating Jesus’ death on a cross.
➤ Notice the three bands of color, perhaps suggesting the Trinity; the
strange glowing light on the left side of the image suggesting the
presence of the angel; the subtle cruciform pattern behind Mary in the
QBJOUJOHBOE.BSZTQPTUVSFUIBUTVHHFTUTB1JFUÆ .BSZTBDDFQUJOH
the body of Jesus taken down from the cross).
➤ -JLF.BSZXFBSFDBMMFECZ(PEUPCFDPNFBEXFMMJOHQMBDFGPS(PET
4PO8FDBOOPULOPXFYBDUMZXIFSFUIJTQBUIXJMMMFBEVT CVUXFBSF
BTTVSFEJOGBJUIUIBU(PEJTXJUIVTPOUIFKPVSOFZ5PLOPXUIJTJTUP
participate in the Paschal Mystery.
Step 7
Perceive
Guide the students in discovering how the Paschal
"SUJDMF Mystery unfolds as we celebrate the liturgy,
particularly the Eucharist, over the course of the
liturgical year.
1. PrepareCZEPXOMPBEJOHBOEQSJOUJOHUIFIBOEPVUi5IF-JUVSHJDBM:FBS
6OGPMEJOHUIF1BTDIBM.ZTUFSZu %PDVNFOU59 POFGPSFBDI
TUVEFOU3FNJOEUIFTUVEFOUTUPCSJOHUIFJSTUVEFOUCPPLTUPDMBTT8SJUF
the following prompt on the board:
r 8IBUJTUIFMJUVSHJDBMDBMFOEBS
r 8IBUJTJUTQVSQPTF
2. AssignUIFTUVEFOUTUPSFBEBSUJDMF i5IF-JUVSHJDBM:FBS uJOUIFTUVEFOU
book as preparation.
3. Direct the students to take out a sheet of paper and write down answers
UPUIFUXPRVFTUJPOT*OWJUFUIFTUVEFOUT POFCZPOF UPRVJDLMZTUBUFUIFJS
SFTQPOTFT:PVNBZVTFBXIJQBSPVOE TFFUIFBSUJDMFi5IF8IJQ"SPVOEu
<%PDVNFOU59> TPUIBUFWFSZTUVEFOUIBTBOPQQPSUVOJUZUPDPO
USJCVUF(JWFTUVEFOUTUIFPQUJPOUPQBTTJGUIFZEPOPUXJTIUPTQFBL#SJFGMZ
summarize the more insightful points the students make.
4. DistributeUIFIBOEPVUi5IF-JUVSHJDBM:FBS6OGPMEJOHUIF1BTDIBM.ZTUFSZu
%PDVNFOU59 BOEHJWFUIFGPMMPXJOHJOTUSVDUJPOT
➤ *OUIFMFBSOJOHFYQFSJFODFTTPGBS XFWFTFFOPOMZDFSUBJOBTQFDUT
of the Paschal Mystery. The liturgy, especially the Eucharist, offers us
opportunities to enter into Paschal Mystery again and again so that our
lives might be shaped and improved by Christ’s Passion, death, and
3FTVSSFDUJPO
➤ Because the Paschal Mystery is an unfolding mystery for us, the
Church designed a liturgical year that emphasizes various aspects of
Christ’s life at different times.
Unit 1
➤ *OUIJTDMBTTTFTTJPO XPSLJOHJOTNBMMHSPVQT ZPVXJMMIBWFBOPQQPS
tunity to do some research on the liturgical year. Then each small
group will teach the class what they learned, answering the questions
on the handout, apprising the class of the exact date or dates on which
the feast or season falls in the current liturgical year.
5. DivideUIFDMBTTJOUPTNBMMHSPVQTPGUISFFPSGPVS"TTJHOUPQJDTUPFBDI
group. Each group will present its topic to the class in the order that the
UPQJDTBSFQSFTFOUFEPOUIFIBOEPVU CFHJOOJOHXJUI"EWFOU"UUIFDPODMV
sion of each group presentation, add any essential information that may be
missing.
6. Conclude by asking the following questions:
➤ *TUIFCFHJOOJOHPGUIFMJUVSHJDBMZFBSUIFTBNFBT
Teacher Note
UIFCFHJOOJOHPGBDBMFOEBSZFBS 8IZ One good way to assign topics
is to write topics on slips of
➤ *GFWFSZ4VOEBZBOEFWFSZEBZ DFMFCSBUFTUIFGVMM
paper and have each small
Paschal Mystery, why do we need different seasons
group draw a topic from a
BOEGFBTUEBZT container. Instruct the groups
➤ *TJUQPTTJCMFUIBUZPVNJHIUDPOOFDUCFUUFSXJUI to research the topic they
some liturgical seasons or feast days than others received, using article 3 in the
depending on what is going on in your life at a given student book and any other
UJNF resource you may choose to
make available. A large copy
➤ 8IBUEPFTUIJTTVHHFTUBCPVUUIFSFMBUJPOTIJQ
of the liturgical calendar would
CFUXFFOMJUVSHJDBMUJNFBOEUIF1BTDIBM.ZTUFSZ be useful for the students
to refer to during their
presentations.
Step 8
Explain
Present to the students the significance of the role of
"SUJDMF the Magisterium in preserving the liturgy as the official,
4 communal, and public worship of the Church.
1. Prepare for the learning experience by downloading and printing the hand-
PVUi5IF$IVSDIT-JUVSHZ(PET8PSLUISPVHI)VNBO)BOETu %PDVNFOU
2. AssignUIFTUVEFOUTUPSFBEBSUJDMF i-JUVSHJDBM3JUFTBOE5SBEJUJPOT uJOUIF
student book as preparation.
3. Distribute UIFIBOEPVUUPFBDITUVEFOU"TLUIFTUVEFOUTUPDBSFGVMMZ
read the excerpts from primary Church documents on the liturgy and then
BOTXFSUIFRVFTUJPOTUIBUGPMMPXFBDITFMFDUJPO%JSFDUUIFTUVEFOUTUPLFFQ
the following question in mind as they read:
➤ 8IBUSFTQPOTJCJMJUZEPFTUIFJOTUJUVUJPOBM$IVSDIBOEUIF.BHJTUFSJVN
which is the Church’s official teaching office, have in preserving and
QSPNPUJOHUIFMJUVSHZ
4. Invite the students, after they have finished writing, to meet in pairs to dis-
DVTTUIFJSBOTXFST5IFOIBWFFBDIQBJSKPJOXJUIBOPUIFSQBJSUPDPNQPTF
BHSPVQBOTXFSGPSFBDIRVFTUJPO*OTUSVDUFBDIHSPVQUPBQQPJOUBMFBEFS
who will share the group’s ideas with the class.
5. Summarize the group sharing by repeating some of the more important
student insights.
Step 9
Empathize Apply
Lead the class in a discussion of the poem “An Empty
Church at Noon.”
1. PrepareCZNBLJOHDPQJFTPGUIFIBOEPVUTi"O&NQUZ$IVSDIBU/PPOu
%PDVNFOU59 BOEiA"O&NQUZ$IVSDIBU/PPO2VFTUJPOTu
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"SUJDMF JOUPTNBMMHSPVQTPGUISFFPSGPVS BOEUIFOEJTUSJCVUFUIFIBOEPVUT"TL
5 each small group to choose a group leader and a scribe to take notes on
the discussion.
2. AssignUIFTUVEFOUTUPSFBEBSUJDMF i$FMFCSBUJOHUIF
-JUVSHZ uJOUIFTUVEFOUCPPLBTQSFQBSBUJPO
Teacher Note
3. Lead the students in an examination of their experi-
According to the Pew FODFPGUIFMJUVSHZVTJOHUIFQPFNi"O&NQUZ$IVSDI
Research Center, the Catholic BU/PPOuBTBDBUBMZTUGPSEJTDVTTJPO
Church has suffered a greater Teenagers sometimes find it difficult to relate to the
net loss of membership than
Church’s liturgy for a variety of reasons. This discus-
any other denomination in
recent decades. Protestant sion is intended to awaken in the students an appre-
Churches are also losing ciation for the Church’s challenge and responsibility to
membership. In other parts of nurture the living faith of the Catholic community and
the world, particularly Europe, to draw new members into the Church. By listening to
church attendance is at an all- one another’s stories, rather than focusing solely on
time low. Many contemporary structures and institutions, the students can experience
writers, religious and secular, themselves as the Church and eventually take greater
have written about and interest in and responsibility for the liturgy.
lamented a modern crisis of
culture and loss of symbolic
meaning. This time you
have with the students is
an invaluable opportunity to
assist them in understanding
and appreciating the value of
the liturgy at a time in their
lives when they are setting
patterns for the future. (You
should avoid offering this
information to the students
unless you feel that they can
benefit from it.)
Unit 1
4. Provide the following background information, using these or similar words:
➤ *OUIJTFYFSDJTFZPVBSFBTLFEUPEPFTTFOUJBMMZUISFFUIJOHTMJTUFOUP
a poem, discuss the poem with your group, and then reflect on your
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$IVSDIBU/PPO uUIFTQFBLFSTDSVUJOJ[FTBDIVSDIBOEMJUVSHJDBM
PCKFDUTJOTJEF"GUFSEJTDVTTJOHUIFQPFN ZPVXJMMIBWFBOPQQPSUVOJUZ
to describe your experience of the liturgy and consider its value at this
point in your life.
5. Read UIFQPFNi"O&NQUZ$IVSDIBU/PPO uPSCFUUFS JOWJUFBWPMVOUFFSUP
SFBEJU*GZPVDIPPTFUPIBWFBTUVEFOUWPMVOUFFSSFBEJU CFTVSFUPHJWFIFS
or him a copy of the poem in advance to practice reading.
6. Invite each small group to discuss the poem together using the ques-
UJPOTPOUIFIBOEPVUiA"O&NQUZ$IVSDIBU/PPO2VFTUJPOTu %PDVNFOU
59 BTBHVJEF"TLPOFNFNCFSPGUIFHSPVQUPQSFQBSFBTVN-
mary of the group’s conversation.
7. Ask the group leaders, after adequate time for discussion, to relay to the
class the most important ideas each small group discussed.
8. Conclude the discussion of the poem by making sure the class under-
stands that it is intended to stir imaginations and to begin conversation.
"GUFSSFBEJOHUIFQPFN XFDBOIBSEMZBWPJEBTLJOHPVSTFMWFT i8IBUEPFT
UIFMJUVSHZNFBOUPNF u
9. Invite the small groups to now discuss the second set of questions on
UIFIBOEPVU3FNJOEUIFTUVEFOUTUIBUUIFZTIPVMEOPUEXFMMPOOFHBUJWF
experiences, but that they may certainly discuss those as well as positive
experiences.
10. Allow adequate time for discussion, and quickly go around the class, ask-
JOHFBDITUVEFOUUPOBNFPOFTJHOJGJDBOUFYQFSJFODFPGUIFMJUVSHZ"XIJQ
around would work well here. Be sure to give the students the option to
pass if they so choose.
11. Conclude by asking the students the following questions:
➤ )PXJNQPSUBOUJTUIFMJUVSHZJOZPVSMJGF
➤ )PXJNQPSUBOUJTUIFMJUVSHZJOUIFMJGFPGUIF$IVSDI
Step 10
Understand
Make sure that the students are all on track with their
final performance tasks, if you have assigned them.
*GQPTTJCMF EFWPUFUPNJOVUFTGPSUIFTUVEFOUTUPBTLRVFTUJPOTBCPVUUIF
tasks and to work individually or in their small groups.
1. Remind the students to bring to class any work they have already pre-
QBSFETPUIBUUIFZDBOXPSLPOJUEVSJOHUIFDMBTTQFSJPE*GOFDFTTBSZ
reserve the library or media center so the students can do any book or
POMJOFSFTFBSDI%PXOMPBEBOEQSJOUUIFIBOEPVUTi'JOBM1FSGPSNBODF5BTL
0QUJPOTGPS6OJUu %PDVNFOU59 BOEi3VCSJDGPS'JOBM1FSGPS
NBODF5BTLTGPS6OJUu %PDVNFOU59 3FWJFXUIFGJOBMQFSGPS
mance task options, answer questions, and ask the students to choose one
if they have not already done so.
2. Provide some class time for the students to work on the performance
tasks. This then allows you to work with the students who need additional
HVJEBODFXJUIUIFQSPKFDU
Step 11
Reflect
Provide the students with a tool to use for reflecting
on what they learned in the unit and how they learned.
This learning experience will provide the students with an excellent opportunity
to reflect on how their understandings of the liturgy have developed throughout
the unit.
1. Prepare for this learning experience by making copies of the handout
i-FBSOJOHBCPVU-FBSOJOHu %PDVNFOU59TFF"QQFOEJY POFGPS
each student.
2. DistributeUIFIBOEPVUBOEHJWFUIFTUVEFOUTBCPVUNJOVUFTUPBOTXFS
the questions quietly.
3. Invite the students to share any reflections they have about the content
they learned as well as their insights into the way they learned.
The Sacraments: Encounters with Christ
A Preassessment of My Knowledge of the

Church’s Liturgy
The following exercise gives you the opportunity to explore your knowledge and awareness of the
Church’s liturgy. Describe what you know, what you think you know but are somewhat unsure about, and
what you would like to know.
The Liturgy
What I know about the liturgy:

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What I think I know about the liturgy:

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© 2012 by Saint Mary’s Press.

Living in Christ Series Document #: TX002048
A Preassessment of My Knowledge of the Church’s Liturgy Page | 2
What I would like to know about the liturgy (topics, questions, problems, etc.):
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Final Performance Task Options for Unit 1

Important Information for Both Options
The following are the main ideas you are to understand from this unit. They should appear in your final
performance task so your teacher can assess whether you learned the most essential content:
● The liturgy is the official, communal, and public worship of the Church.
● In the liturgy, the People of God participate in the work of God.
● All of the Church’s liturgies are celebrations of the Paschal Mystery of Christ.
● In the liturgical year, the whole mystery of Christ unfolds.
Option 1: An Essay: A Focus on the Sunday Eucharist

as an Opportunity for Growth in Christ
Write a five-paragraph reflection essay after participating in a Sunday celebration of the Eucharist. Your
essay should focus on the theme of the Sunday liturgy as a threshold (or liminal) experience that calls the
community to become the Christ it celebrates. Your essay should address the following points:
● how the liturgy is the official, communal, and public worship of the Church
● how the assembly (the people) participates in the work of God by celebrating the liturgy
● how the liturgy celebrates the Paschal Mystery
● how this liturgy focuses on a particular aspect of the Paschal Mystery
Conclude your essay with your own evaluation of how well this liturgy conveyed these four truths, and
how successfully the liturgy influenced your desire to go out and do as Jesus did.

Final Performance Task Options for Unit 1 Page | 2
Option 2: A PowerPoint Presentation on the

Liturgical Calendar
Create a PowerPoint presentation explaining how and why the Church’s liturgical calendar celebrates the
Paschal Mystery over the course of the liturgical year.
Your presentation should include the following:
● the essential understandings in this unit
● how celebrating different liturgical seasons helps the Christian community to connect with different
aspects of the Paschal Mystery
● how “liturgical time” is different from the calendar year
● how the liturgical year, as each day and feast is celebrated, brings the past into the present
moment, and connects us with future hope

Rubric for Final Performance Tasks for Unit 1

Criteria 4 3 2 1
Assignment includes Assignment not Assignment Assignment Assignment includes
all items requested in only includes all includes all includes over half less than half of the
the instructions. items requested items of the items items requested.
but they are requested. requested.
completed above
expectations.
Assignment shows Assignment Assignment Assignment shows Assignment shows

understanding of the shows unusually shows good adequate little understanding of
following concept: The insightful understanding understanding of this concept.
liturgy is the official, understanding of of this concept. this concept.
this concept.
communal, and public
worship of the Church.

following concept: In insightful understanding understanding of this concept.
the liturgy, the People understanding of of this concept. this concept.
this concept.
of God participate in
the work of God.
following concept: All insightful understanding understanding of this concept.
of the Church’s understanding of of this concept. this concept.
this concept.
liturgies are
celebrations of the
Paschal Mystery of
Christ.

following concept: In insightful understanding understanding of this concept.
the liturgical year, the understanding of of this concept. this concept.
this concept.
whole mystery of
Christ unfolds.
Assignment uses Assignment has Assignment has Assignment has Assignment has more
proper grammar and no grammar or one grammar or two grammar or than two grammar or
spelling. spelling errors. spelling error. spelling errors. spelling errors.
Assignment is neatly Assignment not Assignment is Assignment is neat Assignment is not

done. only is neat but is neatly done. for the most part. neat.
exceptionally
creative.

Vocabulary for Unit 1

Advent: The four-week liturgical season during which Christians prepare themselves for the celebration
of Christmas.
Christmas: The feast day on which Christians celebrate the birth of Jesus; also refers to the liturgical
season that immediately follows Christmas Day.
Eastern Catholic Churches: The twenty-one Churches of the East, with their own theological, liturgical,
and administrative traditions, in union with the universal Catholic Church and her head, the Bishop of
Rome.
Epiphany: A feast day celebrating the visit of the Magi to the infant Jesus and the revelation of the
Savior to the Gentiles. Originally celebrated on the twelfth day of Christmas (January 6), Epiphany is now
celebrated on the Sunday between January 2 and January 8.
icon: From a Greek word meaning “to resemble”; a pictorial representation or image of a religious figure
or event typically painted on a wooden panel and used in the prayer and worship of Eastern Christians.
Lent: Traditionally, the span of forty days (excepting Sundays) between Ash Wednesday and Easter
Sunday. In the official Church calendar, Lent begins with Ash Wednesday and ends on Holy Thursday
evening with the celebration of the Mass of the Lord’s Supper. It is followed by the Triduum, the three
days of the Lord’s Passion, death, and Resurrection. Lent is the season during which believers focus on
conversion, turning toward God more completely in their lives.
liminal: Of, relating to, or being an intermediate state, phase, or condition. A liminal experience is one of
being between one significant moment and another; a threshold experience; for example, the time of
engagement before marriage.
liturgical year: The Church’s annual cycle of religious feasts and seasons that forms the context for the
Church’s worship. During the liturgical year, we remember and celebrate God the Father’s saving plan as
it is revealed through the life of his Son, Jesus Christ.
liturgy: The Church’s official, public, communal prayer. It is God’s work, in which the People of God
participate. The Church’s most important liturgy is the Eucharist, or the Mass.
Magisterium: The Church’s living teaching office, which consists of all the bishops, in communion with
the Pope.
Ordinary Time: The time in the liturgical year that is not part of a special season like Advent, Christmas,
Lent, or Easter.
Paschal Mystery: The work of salvation accomplished by Jesus Christ mainly through his life, Passion,
death, Resurrection, and Ascension.

Vocabulary for Unit 1 Page | 2
Passover: The night the Lord passed over the houses of the Israelites marked by the blood of the lamb,
and spared the firstborn sons from death. It also is the feast that celebrates the deliverance of the Chosen
People from bondage in Egypt and the Exodus from Egypt to the Promised Land.
Pentecost: The biblical event following the Resurrection and Ascension of Jesus at which the Holy Spirit
was poured out on his disciples; in the Christian liturgical year, the feast fifty days after Easter on which
the biblical event of Pentecost is recalled and celebrated.
ritual: The established form of the words and actions for a ceremony that is repeated often. The actions
often have a symbolic meaning.
Tradition: This word (from the Latin, meaning “to hand on”) refers to the process of passing on the
Gospel message. Tradition, which began with the oral communication of the Gospel by the Apostles, was
written down in the Scriptures, is handed down and lived out in the life of the Church, and is interpreted
by the Magisterium under the guidance of the Holy Spirit.
Triduum: The three days of the liturgical year that begin with the Mass of the Lord’s Supper on Holy
Thursday and end with Evening Prayer on Easter Sunday.
Trinity: From the Latin trinus, meaning “threefold,” referring to the central mystery of the Christian faith
that God exists as a communion of three distinct and interrelated Divine Persons: Father, Son, and Holy
Spirit. The doctrine of the Trinity is a mystery that is inaccessible to human reason alone and is known
through Divine Revelation only.
World Youth Day: Instituted by Pope John Paul II in 1985, World Youth Days are convocations of youth
held in Rome and in several cities around the world to celebrate and encourage the participation of youth
in the life of the Church.

Human Expression through Ritual

Choose one of the ceremonies listed below and answer the questions that follow. To help with the
process, consider the following elements that are found in many rituals: processions, presentations,
gestures, speeches (including readings, proclamations, and so on), silence; use of symbolic objects such
as candles, water, oil, special clothing; tone, group responses, and so on.
● inauguration of a politician
● debut or cotillion ball
● opening ceremony for the Academy Awards
● opening ceremony for a rodeo
● opening ceremony for the Olympic Games
● opening ceremony for the Miss America Pageant
1. Describe in a step-by-step process how the ceremony you have chosen traditionally proceeds.
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Human Expression through Ritual Page | 2
2. List the individuals or groups that participate in this ceremony and what the ceremony means for each.
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What Is My Story?
Spend several minutes reflecting on moments in your life in which you faced a significant challenge. How
did you respond? What was the outcome? Choose one story, based on a moment or incident that you
believe had the greatest impact on your life.
Your story will be a public story because you will share it with the class. A good public story is drawn
from the series of choice points (liminal experiences) that structure the “plot” of your life—challenges you
faced, choices you made, and outcomes you experienced. Limit your story to 2 minutes.
Suggestions for Crafting Your Story
• Choose a story that is important in your life.
• Name the challenge, the choice you made, and the outcome (even if this is in the future) you want
to focus on for this story.
• Keep it short—you have a time limit of 2 minutes.
• Tell one story. Focus on one particular event, person, memory, or choice.
• Use “feeling” words, such as sad, happy, angry, confused, and use action verbs, such as hug, run,
think, hide.
• Include sensory descriptions such as smells, sights, sounds, and feelings to describe people,
places, and actions.
• Stories have plots: Describe events in such a way that you illustrate increasing intensity over time.
• Offer hope by offering something positive that did or could come from this story.
• Communicate your values and your faith using your emotions, tone, choices, relationships, hopes,
and outcomes to make a statement of personal belief about the way you believe the world could or
should be.

What Is My Story? Page | 2
Use the following steps to create your story:

1. Map the plot (challenge, choice, and outcome) for your story here.
2. What concrete images and action words bring your story to life?
3. What values are you hoping to express in your story? (Include at least one value your story contains
that can positively contribute to the faith of the Church.)
4. Write or outline a draft of your story.

What Is My Story?
Guidelines for Critiquing Stories
Listen carefully to the student’s story. As you listen, make notes so that you will be able to give positive
and helpful suggestions to the storyteller. Use the following criteria:
• What worked best? What aspect of the story influenced you the most?
• Were the challenge, choice, and outcome clear?
• Did the storyteller use emotion and action words to give the story a sense of purpose? Make a note
of some of the most effective words.
• What could have made the story stronger?
• What values were revealed in the storyteller’s decision?
• What did you want to know more about?

Exploring the Lectionary: Experiencing the

Paschal Mystery (Part A)
Fourth Sunday of Advent: Year B
Scripture Focus: The Annunciation
First Reading: 2 Samuel 7:1–5,8–11,16

When King David was settled in his palace, and the L ORD had given him rest from his enemies on every
side, he said to Nathan the prophet, “Here I am living in a house of cedar, while the ark of God dwells in a
tent!” Nathan answered the king, “Go, do whatever you have in mind, for the LORD is with you.” But that
night the LORD spoke to Nathan and said: “Go, tell my servant David, ‘Thus says the LORD: Should you
build me a house to dwell in?’
‘It was I who took you from the pasture and from the care of the flock to be commander of my people
Israel. I have been with you wherever you went, and I have destroyed all your enemies before you. And I
will make you famous like the great ones of the earth. I will fix a place for my people Israel; I will plant
them so that they may dwell in their place without further disturbance. Neither shall the wicked continue to
afflict them as they did of old, since the time I first appointed judges over my people Israel. I will give you
rest from all your enemies. The LORD also reveals to you that he will establish a house for you. . . .
Your house and your kingdom shall endure forever before me; your throne shall stand firm forever.’”
The Word of the Lord.
Gospel Reading: Luke 1:26–38

The angel Gabriel was sent from God to a town of Galilee called Nazareth, to a virgin betrothed to a man
named Joseph, of the house of David, and the virgin's name was Mary. And coming to her, he said, “Hail,
full of grace! The Lord is with you.” But she was greatly troubled at what was said and pondered what sort
of greeting this might be. Then the angel said to her, “Do not be afraid, Mary, for you have found favor
with God. Behold, you will conceive in your womb and bear a son, and you shall name him Jesus. He will
be great and will be called Son of the Most High, and the Lord God will give him the throne of David his
father, and he will rule over the house of Jacob forever, and of his kingdom there will be no end.” But
Mary said to the angel, “How can this be, since I have no relations with a man?” And the angel said to her
in reply, “The Holy Spirit will come upon you, and the power of the Most High will overshadow you.
Therefore the child to be born will be called holy, the Son of God. And behold, Elizabeth, your relative,
has also conceived a son in her old age, and this is the sixth month for her who was called barren; for

Exploring the Lectionary: Experiencing the Paschal Mystery (Part A) Page | 2
nothing will be impossible for God.” Mary said, “Behold, I am the handmaid of the Lord. May it be done to
me according to your word.” Then the angel departed from her.
The Gospel of the Lord.
(The readings are from Lectionary for [Sunday] Mass: For Use in the Dioceses of the United States of America,
second typical edition, by the United States Conference of Catholic Bishops [New Jersey: Catholic Book Publishing
Company, 1998], pages 86–87 and 88–89. Copyright © 2001, 1998, 1992, 1986 Confraternity of Christian Doctrine
[CCD], Washington, D.C. Used with permission of the CCD, Washington, D.C.)

Exploring the Lectionary: Experiencing the

Paschal Mystery (Part B)
This learning experience focuses primarily on the first and the third readings because these are chosen to
complement each other.
1. Follow the three steps below.
• Identify a challenge that is presented, or that someone faces, in each of these readings.
• Describe the response that is made.
• Explain the outcome resulting from the decision that is made.
Challenge:
______________________________________________________________________
______________________________________________________________________
Response:
______________________________________________________________________
______________________________________________________________________
Outcome:
______________________________________________________________________
______________________________________________________________________
2. Identify ways in which the challenges in the two readings are similar or different.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Exploring the Lectionary: Experiencing the Paschal Mystery (Part B) Page | 2
3. Relate these challenges in the Scriptures to a situation or decision in your life or to another person or
situation that you are aware of.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. In what ways did participating in the Liturgy of the Word through this learning experience help you to
connect with the Paschal Mystery—that is, to the mystery of Christ’s Passion, death, and
Resurrection?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

The Liturgical Year:

Unfolding the Paschal Mystery
Research one of the topics below as assigned by your instructor. You may refer to article 3, “The
Liturgical Year,” in the student book and any other resources allowed by your instructor.
Topics: Advent, Christmas, Lent, Holy Thursday, Good Friday, Holy Saturday, Easter, Pentecost,
Ordinary Time
• Identify the topic as a liturgical season or a feast day.
• Explain what aspect of the Paschal Mystery is unfolded and celebrated.
• Describe how this feast day or liturgical season helps us to live our lives better.
My group’s topic is ____________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

The Church’s Liturgy: God’s Work through

Human Hands
I: Unity
Reading 1: From Constitution on the Sacred Liturgy (Sacrosanctum
Concilium, 1963)
14. It is very much the wish of the church that all the faithful should be led to take that full, conscious, and
active part in liturgical celebrations which is demanded by the very nature of the liturgy, and to which the
Christian people, “a chosen race, a royal priesthood, a holy nation, a redeemed people” (1 Pet. 2:9; 4–5)
have a right and to which they are bound by reason of their Baptism.
In the restoration and development of the sacred liturgy the full and active participation by all the
people is the paramount concern, for it is the primary, indeed the indispensable source from which the
faithful are to derive the true Christian spirit. Therefore, in all their apostolic activity, pastors of souls
should energetically set about achieving it through the requisite formation.
(Chapter 1, Section II: “The Promotion of Liturgical Formation and Active Participation”)
• Why does the Church, speaking at the Second Vatican Council, say that each person’s full,
conscious, and active participation in the liturgy is a right and duty?
• Briefly describe what a congregation that is celebrating the Eucharist would look like if all present
are fully, consciously, and actively participating.
Reading 2: From Sacred Liturgy

24. Sacred scripture is of the greatest importance in the celebration of the liturgy. For from it are drawn
the lessons which are read and which are explained in the homily; from it too come the psalms which are
sung. It is from scripture that the petitions, prayers and hymns draw their inspiration and their force, and
that actions and signs derive their meaning. Hence, in order to achieve the restoration, progress, and
adaptation of the sacred liturgy it is essential to promote that warm and lively appreciation of sacred
scripture to which the venerable tradition of both eastern and western rites gives testimony.
(Chapter 1, Section III: “The Reform of the Sacred Liturgy, General Norms”)
• How does the Church propose to raise people’s awareness of the importance of Sacred Scripture
in the liturgy?
• Based on this excerpt from Sacred Liturgy and from other exercises in this unit, what can you do to
improve your participation in the liturgy, especially in the Liturgy of the Word?

The Church’s Liturgy: God’s Work through Human Hands Page | 2
Reading 3: From Sacred Liturgy

28. In liturgical celebrations each person, whether ministers or members of the congregation, should do
all that pertains to them, and no more, taking into account the rite and the liturgical norms.
29. Servers, readers, commentators, and members of the choir also exercise a genuine liturgical
ministry. They ought, therefore, to carry out their functions with the sincere piety and decorum which is
appropriate to so exalted a ministry and which God’s people right expect.
Consequently, they must all be deeply imbued with the spirit of the liturgy, each in their own
measure, and they must be trained to perform their functions in a correct and orderly manner.
30. To develop active participation, the people should be encouraged to take part by means of
acclamations, responses, psalms, antiphons, hymns, as well as by actions, gestures and bodily attitudes.
And at the proper times a reverent silence should be observed.
(Chapter 1, Section III: “The Reform of the Sacred Liturgy, Norms Drawn from the Hierarchic and
Communal Nature of the Liturgy”)
• How does fully conscious and active participation promote unity in the Church?
• Based on the reading and your own experience, briefly describe an ideal server, lector, choir
member, and Eucharistic minister.
• What should the rest of the people (the assembly) be doing?
• What difference do official teaching documents (such as the ones you’ve read) make to the
Church? to you?
Part II: Diversity

Reading 4: from the Catechism of the Catholic Church
1200 From the first community of Jerusalem until the parousia, it is the same Paschal mystery that the
Churches of God, faithful to the apostolic faith, celebrate in every place. The mystery celebrated in the
liturgy is one, but the forms of its celebration are diverse.
1201 The mystery of Christ is so unfathomably rich that it cannot be exhausted by its expression in any
single liturgical tradition. The history of the blossoming and development of these rites witnesses to a
1
remarkable complementarity.
1202 The diverse liturgical traditions have arisen by very reason of the Church's mission. . . . Through
the liturgical life of a local church, Christ, the light and salvation of all peoples, is made manifest to the

The Church’s Liturgy: God’s Work through Human Hands Page | 3
particular people and culture to which that Church is sent and in which she is rooted. The Church is
2
catholic, capable of integrating into her unity, while purifying them, all the authentic riches of cultures.
• Why does the Catholic Church permit adaptations in liturgy for different peoples and cultures?
• What is the value of having special liturgies such as those for wedding anniversaries, beginning a
new school year, or World Youth Day? Can you think of other occasions on which a liturgy has
special meaning?
• How can expressions of different liturgical and cultural traditions help to make liturgical celebrations
more meaningful and the Church stronger?
Endnotes Cited in Excerpts from the Catechism of the Catholic Church, Second Edition
1. Cf. Paul VI, Evangelii nuntiandi 63–64.

2. Cf. Lumen gentium 23; Unitatis redintegratio 4.
(The excerpts from Constitution on the Sacred Liturgy [Sacrosanctum Concilium, 1963] are from Vatican Council II:
Constitutions, Decrees, Declarations, Austin Flannery, general editor [Northport, NY: Costello Publishing Company,
1996]. Copyright © 1996 by Reverend Austin Flannery, OP. Used with permission of Costello Publishing Company.
The excerpts labeled Catechism of the Catholic Church are from the English translation of the Catechism of the
Catholic Church for use in the United States of America, second edition. Copyright © 1994 by the United States
Catholic Conference, Inc.—LEV. English translation of the Catechism of the Catholic Church: Modifications from the
Editio Typica copyright © 1997 by the United States Catholic Conference, Inc.—LEV.)

“An Empty Church at Noon”

Listen carefully to the following poem. Discuss the poem with your group, using the questions on the
handout “‘An Empty Church at Noon’ Questions” (Document #: TX002060) to spark conversation. You are
not limited to these questions.
“An Empty Church at Noon”

The sound of water trickles in a baptismal pool,
and an electrician teeters on a tall ladder
near the head of Saint Joseph,
dangling a leg,
changing a light bulb.
Honest work never interferes with prayer.
The ferns in front of the altar table

grow full in stained-glass light,
thrive in the dimness.
A red lamp glows near a side altar

above a golden box that remains firmly closed.
It holds a Secret.
Who knows? We know.
The brown pews line up like soldiers

at parade rest.
No one needs them now.
Except me.
I have genuflected. I have marked myself

with the sign of the cross.
I have knelt.
Now I sit, staring at the arches in the ceiling,

dotted with chandeliers:
“Light from light, true God from true God.”
No organ, no flute, no guitar:

Only the thumping stereo from a car stopped outside.
(Praise the Lord, ye thumping stereos!)
So that’s the church.

And that’s the steeple.
Open the doors.
Where are the people?

“An Empty Church at Noon” Questions

Part I
In your group, answer the following questions about the poet’s experience of an empty church:
• Name several of the observations that the speaker of the poem makes about the church and its
contents. Does the poet understand the purpose of each?
• Why might this person continue visiting this church or possibly other churches?
• The speaker is familiar with this church. How familiar are you with your parish church, its contents, and
its architecture? How would you describe your parish church?
• Does the speaker represent the Church’s liturgy in this poem? What major component is missing?
• The speaker ends the poem with an ambivalent question: Where are the people? How would you
answer this question?

“An Empty Church at Noon” Questions Page | 2
• How would you describe the church during a liturgical celebration? As a group, come up with some
words and phrases doing so. Join them with the words and phrases of other groups and combine
these into a new poem.
Part II
In your group, answer the following questions about your own experience of the liturgy:
• Describe the best experience of liturgy that you have had.
• Have you participated in a liturgy as a reader, altar server, Eucharistic minister, or hospitality minister?
If not, have you considered volunteering?
• Is there a particular part of the liturgy that you find most meaningful?
• Do you feel bored or uninformed about the Church and the liturgy? What do you think that you or
others in the Church could do to improve your experience of liturgy?

Unit 1 Test
Part 1: Multiple Choice
Write your answers in the blank spaces at the left.
____ 1. The liturgical year begins in ____.

A. July
B. Advent
C. Pentecost
D. September
____ 2. ____ is celebrated on a diocesan level every year, usually on Passion Sunday.
A. World Youth Day

B. Confirmation
C. the Incarnation
D. the feast of the Assumption
____ 3. The ____ is the book the priest uses at the altar and at his chair. It includes all the prayers of
the Mass.
A. Epistles
B. Book of the Gospels
C. Lectionary
D. Roman Missal
____ 4. The _____ is God’s work in which the People of God participate.
A. Magisterium
B. liturgy
C. communal feast
D. divine life
____ 5. All of the Church’s Sacraments and liturgies have ____ as their origin.
A. Christ
B. the Bible
C. Tradition
D. the Holy Spirit

Unit 1 Test Page | 2
____ 6. Scripture and Tradition form a single ____.
A. Sacramentary
B. Deposit of Faith
C. Penitential Act
D. function of liturgy
____ 7. Opus Dei means ____.
A. “the Lamb of God”

B. “the work of God”
C. “the hands of God”
D. “the Lord’s Prayer”
____ 8. Like the truths of faith, the ____ is guided by the Magisterium.
A. liturgy
B. work of charity
C. outreach to the poor
D. Word of God
____ 9. The Church’s liturgy is _____.
A. bi-modal
B. ex cathedra
C. Trinitarian
D. Unitarian
____ 10. The word _____ is from the Greek word meaning “image.”
A. photo
B. textile
C. rubric
D. icon
____ 11. The ____ is active in the liturgy, preparing us to encounter Christ.
A. Holy Spirit
B. Magisterium
C. Great Doxology
D. fountain of goodness

____ 12. The liturgical colors of white and gold signify ____.
A. despair
B. Advent
C. rebirth
D. joy
____ 13. Ordinary Time is called this because the Sundays are numbered with ____.
A. ordinal numbers
B. the twenty-four hours of the day
C. thirty days of the month
D. a forty-day countdown
____ 14. In ____ the Church reflects on the life of Jesus Christ—his mission, his miracles, and his
teaching.
A. Advent
B. Pentecost
C. Ordinary Time
D. Lent
____ 15. The week preceding Easter is called ____.
A. the Triduum
B. Pentecost
C. Lent
D. Holy Week

Part 2: Matching
Match each statement in column 1 with a term from column 2. Write the letter that corresponds to your
choice in the space provided. (Note: There are two extra terms in column 2.)
Column 1 Column 2
_____ 1. This term means “Scripture alone.” A. Magisterium
_____ 2. This feast day celebrates the visit of the Magi to the infant
B. sola scriptura
Jesus and the Revelation of the Savior to the Gentiles.
C. sola fide
_____ 3. This term means “of, relating to, or being in an
intermediate state, phase, or condition.”
D. liturgy
_____ 4. This is the Church’s living teaching office, which consists
of all the bishops, in communion with the Pope. E. Epiphany
_____ 5. This is the established form of the words and actions for a F. Trinity
ceremony that is repeated often.
G. Passover
_____ 6. From the Latin meaning “to hand on,” this refers to the
process of passing on the Gospel message. H. liminal
_____ 7. From the Latin meaning “threefold,” this refers to the I. Paschal Mystery
central mystery of the Christian faith that God is a union of
three Divine Persons: the Father, the Son, and the Holy J. Tradition
Spirit.
K. Easter
_____ 8. This is the Church’s official, public, communal prayer.
L. ritual
_____ 9. This is the work of salvation accomplished by Jesus Christ
through his life, Passion, death, Resurrection, and
Ascension.
_____ 10. This is the night the Lord passed over the houses of the
Israelites marked by the blood of the lamb, and spared the
firstborn sons from death.

Part 3: Short Answer

Answer each of the following questions in paragraph form on a separate sheet of paper.
1. What is the importance of Tradition in the Church?
2. Describe how the Church’s liturgy is Trinitarian.
3. Briefly describe the Triduum.
4. Why do we observe the season of Lent?

Unit 1 Test Answer Key

1. B 6. B 11. A
2. A 7. B 12. D
3. D 8. A 13. A
4. B 9. C 14. C
5. A 10. D 15. D
Part 2: Matching
1. B 5. L 9. I
2. E 6. J 10. G
3. H 7. F
4. A 8. D

1. Scripture and Tradition are distinct, yet very closely related. Both transmit the Word of God.
Together they form a single sacred Deposit of Faith. The word tradition (from the Latin, meaning “to hand
on”) refers to the process of passing on the Gospel message. Tradition, which began with the oral
communication of the Gospels by the Apostles, was written down in the Scriptures, is handed down and
lived out in the life of the Church, and is interpreted by the Magisterium under the guidance of the Holy
Spirit. Our liturgy has been handed on to us from Jesus, first when he “took bread, said the blessing,
broke it, and giving it to his disciples, said ‘Take and eat; this is my body’” (Matthew 26:26), and then
later, when he died and “gave up his spirit” (27:50) to his Father, and to us.
2. The Church’s liturgy is Trinitarian because in the liturgy, the three Divine Persons of the Trinity—the
Father, the Son, and the Holy Spirit—are at work, and through the liturgy the mystery of the Holy Trinity,
the central mystery of the Christian faith, is more deeply revealed. As a sign of this, every liturgy begins
“In the name of the Father and of the Son and of the Holy Spirit.” And every liturgy ends with the
celebrant’s asking for the blessing of the Holy Trinity. Each Person of the Trinity is involved in the
Church’s liturgy. We acknowledge the Father as the source of all the blessings of creation and salvation,
especially the gifts of his Son, Jesus Christ, and the Holy Spirit. Jesus Christ is central in the Church’s
liturgy because in every liturgy, Christ is made present to us, here and now, by the power of the Holy
Spirit.
3. The last days of Holy Week are called the Triduum (meaning “three days”). They are the most
solemn days of the entire year. A liturgical “day” always begins at sundown (or Evening Prayer) on the
night before, so the Triduum begins on Thursday evening and ends on Sunday evening.
On Holy Thursday we celebrate the Mass of the Lord’s Supper in the evening, and we commemorate
Jesus’ gift of himself in the Eucharist. A foot-washing ceremony reminds us that, as followers of Jesus, we
are to serve one another. On this day we also recall the institution of the priesthood.

Unit 1 Test Answer Key Page | 2
On Good Friday we remember Jesus’ Passion and death. We venerate the cross in some way. We
receive Holy Communion, reserved from the Mass of the Lord’s Supper, but there is no Mass on Good
Friday. The only sacrifice we offer is the sacrifice of Jesus on the cross.
On Holy Saturday we prepare for the Easter Vigil. We celebrate the welcoming of the elect (those
preparing to become Catholic) into the Church as they celebrate the Sacraments of Christian Initiation
(Baptism, Confirmation, and the Eucharist).
4. During Lent we recall Christ’s Passion—his suffering and death on the cross. Lent, the most solemn
and reflective time of the year, begins on Ash Wednesday. Its liturgical color is purple, symbolizing
penance. During Lent the Church encourages us to perform three Christian practices in a more focused
way: prayer, fasting, and almsgiving. The whole Church, as the Body of Christ, commits to these works
together, supporting one another in our efforts to remember Saint Paul’s question: “Do you not know . . .
that you are not your own? For you have been purchased at a price” (1 Corinthians 6:19–20). During Lent
we recall that Christ redeemed us through his death, and we prepare to celebrate his Resurrection on the
Solemnity of Solemnities: Easter.

Unit 2 The Sacraments:
Redemptive Love
Made Visible
Overview
This unit is intended to provide an overview of the Sacraments as visible signs of
God’s redemptive love and to help the students to understand why we need Sac-
raments. Special emphasis is given to personal and communal prayer because
prayer is fundamental to fully conscious participation in the celebration of the
Sacraments.

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his death and Resurrection.
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59
59
64
64
The Sacraments: Redemptive Love Made Visible 65
Unit 2
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substitute other material from this course or your own material for some of
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understanding and that you have not missed any knowledge or skills required in
later units.
Explain
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their meaningful celebration of the Sacraments as fully conscious and
active members of the assembly.
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rituals as integral to understanding the Sacraments.
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and sacramental significance, helping the students to become more
attuned to the symbolism of all the Sacraments while focusing on the
Sacrament of Baptism.
Explain
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Sacraments, allowing them to review fundamental ideas as they
approach a more in-depth study.
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a powerful source of grace and true freedom, leading them to differen-
tiate between the true freedom of living the sacramental life and the
freedoms commonly spoken of in our culture.
Empathize
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redemption and our need of the Sacraments as signs of redemption.
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made visible.
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used in the unit:
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Unit 2
Scripture Passages
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Vocabulary
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actual graces praise

blessing prayer
contemplation redemption
efficacious Sacrament
ex opere operato sacramental economy
freedom sacramentals
grace sanctifying grace
intercession sign
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meditation thanksgiving
petition vocal prayer
popular piety walking ritual
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live as his adopted sons and daughters. Grace restores our loving communion
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Step 1
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matching game that provides a broad overview of the
unit.
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seriously enough. Remind the the questions apart and place them in a container so
students that this is a fun, but
that students can draw questions randomly. Because
at the same time important,
review of their knowledge of most classes have more than twelve students, make a
the Sacraments. second set of questions that will be placed in the con-
tainer and distributed after the first three teams have
drawn theirs.
2. Divide the class into teams of four. Teams should move their desks so
that they are sitting in a circle with their group. Starting with the first three
teams, bring the container of questions to each team and allow each stu-
dent to choose one question. Repeat this process so that all the students in
the first three teams have two questions. Then refill the container with the
second set of questions and follow the same procedure with the remainder
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copies of the same question.
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or two if you have more students than you need to form groups of four.
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Unit 2
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the topic of Sacraments and other related topics that we will discuss
in this unit. Each team has chosen eight questions randomly. Each
student should have two questions. Each student may offer only two
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you do not know much about the topic a particular question concerns,
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in your hands.
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ZPVKVTUIFBSE TUBOEVQRVJDLMZ*XJMMDBMMPOUIFGJSTUQFSTPOXIP
TUBOETUPBOTXFS*GZPVDBMMPVUBOBOTXFSCFGPSFCFJOHDBMMFEVQPO
ZPVSUFBNMPTFTPOFQPJOU*GZPVBOTXFSDPSSFDUMZCZSFBEJOHUIFGVMM
DPSSFDURVFTUJPO ZPVSUFBNXJMMFBSOPOFQPJOU*GZPVBOTXFSJODPS-
rectly and another student stands up after you, she or he will have an
PQQPSUVOJUZUPBOTXFS0OMZTUVEFOUTUIBUTUPPEVQGSPNUIFCFHJOOJOH
will be given a chance to answer.
➤ "GUFSBMMUXFOUZGPVSRVFTUJPOTIBWFCFFOBTLFE UIFUFBNXJUIUIF
NPTUQPJOUTXJOTUIFHBNF*UJTQPTTJCMFUIBUUIFSFNBZCFBUJF
You may choose to arrange for a play-off game, if this game goes par-
ticularly well. You may also provide a prize to the winning team or teams.
4. Ask the students to return their desks to their usual order and to sit in their
usual places after the game is completed. Then ask the following questions:
➤ %JEZPVMFBSOBOZUIJOHUPEBZUIBUZPVEJEOPULOPX
➤ "SFUIFSFBOZUPQJDTUIBUXFNFOUJPOFE PSFWFOBUPQJDUIBUXFEJEOPU
NFOUJPO UIBUZPVXPVMEMJLFUPLOPXNPSFBCPVU
,FFQOPUFTBCPVUXIJDIUPQJDTUIFTUVEFOUTNBZOFFEUIFNPTUIFMQ
XJUI BOEUIFUPQJDTUIFTUVEFOUTFYQSFTTQBSUJDVMBSJOUFSFTUJOEJTDVTTJOH
Step 2
Understand
the handouts “Final Performance Task Options for
TX002071).
understanding of the most important concepts in this unit: writing a lesson plan
on the Sacraments for seventh graders, and creating a poster and presenta-
UJPOUIBUFYQMBJOTUIF4FWFO4BDSBNFOUT3FGFSUPi6TJOH'JOBM1FSGPSNBODF
5BTLTUP"TTFTT6OEFSTUBOEJOHu %PDVNFOU59 BOEi6TJOH3VCSJDT
UP"TTFTT8PSLu %PDVNFOU59 BUsmp.org/LivinginChrist for back-
ground information.
1. PrepareCZEPXOMPBEJOHBOEQSJOUJOHUIFIBOEPVUTi'JOBM1FSGPSNBODF
5BTL0QUJPOTGPS6OJUu %PDVNFOU59 BOEi3VCSJDGPS'JOBM
1FSGPSNBODF5BTLTGPS6OJUu %PDVNFOU59 POFPGFBDIGPS
each student.
2. Distribute the handouts. Give the students a choice as
Teacher Note to which performance task to work on and add more
options if you so choose.
dates for the performance 3. Review UIFEJSFDUJPOT FYQFDUBUJPOT BOESVCSJDJO
tasks. class, allowing the students to ask questions. You may
If you have done these want to say something to this effect:
performance tasks, or very ➤ *GZPVXJTIUPXPSLBMPOFPSXPSLXJUIBQBSUOFS
similar ones, with students you may choose either option. No more than two
before, place examples of this students can work together on either option.
this introduction explain how ➤ Near the end of the unit, you will have one full
each is a good example of class period to work on the final performance task.
what you are looking for, for )PXFWFS LFFQJONJOEUIBUZPVTIPVMECFXPSLJOH
different reasons. This allows on, or at least thinking about, your chosen task
the students to concretely throughout the unit, not just at the end.
understand what you are 4. Explain the types of tools and knowledge the students
looking for and to understand
will gain throughout the unit so that they can success-
that there is not only one way
fully complete the final performance task.
to succeed.
5. Answer questions to clarify the end point toward which
the unit is headed. Remind the students as the unit
QSPHSFTTFTUIBUFBDIMFBSOJOHFYQFSJFODFCVJMETUIF
knowledge and skills they will need to show you that
they understand the importance of the Sacraments in
our lives.
Unit 2
Step 3
Explain Understand
Guide the students to a deeper understanding of why
a regular experience of prayer, both personal and public,
is essential to their meaningful celebration of the
Sacraments as fully conscious and active members of
the assembly.
"SUJDMF
1. Prepare by reminding the students to bring their student books to class.
Gather markers and sheets of newsprint, one of each for every one to two
students.
2. AssignUIFTUVEFOUTUPSFBEBSUJDMF i5IF1SBZJOH$IVSDI uJOUIFTUVEFOU
3. Distribute pens or pencils and ask the students to take out their learning
KPVSOBMTPSBTIFFUPGQBQFS%JSFDUUIFNUPSFGMFDUPOBOEXSJUFBCPVUPOF
or two of their earliest memories of prayer, or about first learning to pray.
"MMPXUIFTUVEFOUTBCPVUNJOVUFTUPSFGMFDU:PVNBZFOIBODFUIFSFGMFD
tive mood of the class by playing soft instrumental music.
4. Invite BMMTUVEFOUTXIPXJTIUPTIBSFUPEFTDSJCFUIFFYQFSJFODFTUIFZ
reflected on. Students may choose to read what they wrote, or speak
FYUFNQPSBOFPVTMZ"GUFSUIFTUVEFOUTIBWFTQPLFO BTLUIFNXIFUIFSUIFJS
parents or guardians encouraged them to make a regular practice of prayer
in the morning, before meals, at bedtime, or on a regular basis.
5. Conclude this discussion by sharing the following points:
➤ 3FHVMBSSFGMFDUJPOBOEQSBZFSJTFTTFOUJBMGPSEJTDPWFSJOHIPXPVSFYQF
riences and choices shape who we are.
➤ 1SBZFSBOESFGMFDUJPOIFMQTVTUPNPSFDPOTDJPVTMZBOEGVMMZQBSUJDJQBUF
JOUIFQVCMJD DPNNVOBMXPSTIJQPGUIF$IVSDICFDBVTFXFBSFCFUUFS
able to bring ourselves and our stories to the liturgy.
6. DirectTUVEFOUTUPUVSOUPBSUJDMF i5IF1SBZJOH$IVSDI uJOUIFTUVEFOU
CPPL&YQMBJOUPUIFNUIBUUIFZXJMMCFFYBNJOJOHBOETUVEZJOHEJGGFS
ent prayer topics, and that afterward they will teach the class what they
learned.
7. 8SJUFUIFGPMMPXJOHUPQJDTPOTMJQTPGQBQFSBOEQMBDFUIFNJOBDPOUBJOFS
so that the students can draw topics randomly. You may have the students
work individually or in pairs.
r 5IF-JUVSHZPGUIF)PVST
r 1PQVMBS1JFUZ
r 1SBZFSTPG#MFTTJOHBOE"EPSBUJPO
r 1SBZFSTPG1FUJUJPO
r 1SBZFSTPG*OUFSDFTTJPO
r 1SBZFSTPG5IBOLTHJWJOH
r 1SBZFSTPG1SBJTF
r 7PDBM1SBZFS
r .FOUBM1SBZFSBOE.FEJUBUJPO
r $POUFNQMBUJWF1SBZFS
8. Distribute to each student or pair of students a marker and a sheet of
newsprint on which to write an outline for a presentation. Then offer the fol-
lowing instructions:
➤ :PVXJMMGJOEZPVSBTTJHOFEUPQJDJOBSUJDMF
i5IF1SBZJOH$IVSDI u
in the student book. Take careful notes so that you will be prepared to
UFBDIZPVSUPQJDUPUIFDMBTT:PVIBWFBCPVUNJOVUFTUPQSFQBSF
Be sure to inform the class if your topic happens to be a form or an
expressionPGQSBZFS BOEQSPWJEFBUMFBTUPOFCSJFGFYBNQMFPGUIBU
GPSNPSFYQSFTTJPO:PVNBZCFHJOOPX
8IFOUIFTUVEFOUTIBWFGJOJTIFEXPSLJOH IBWFUIFNQSFTFOUUIF
UPQJDTJOUIFPSEFSUIFZBSFMJTUFEJOQBSUPGUIJTTUFQ*OWJUFTUVEFOUDPN-
ments and questions after all the topics have been presented.
9. ConcludeXJUIUIFi1SBZFSPG"CBOEPONFOU uCZ$IBSMFTEF'PVDBVME5IJT
JTBWPDBMQSBZFSUIBUJODMVEFTQFUJUJPO UIBOLTHJWJOH BOECMFTTJOH*UJT
NFBOJOHGVMCFDBVTFJUJTUIFFYQSFTTJPOPGVMUJNBUFDPOGJEFODFJO(PECZB
NBOXIPXBTNBSUZSFEQSPUFDUJOHQFPQMFIFXBTNJOJTUFSJOHUPJO"MHFSJB
)FXBTCFBUJGJFECZ1PQF#FOFEJDU97*
➤ 'BUIFS *BCBOEPONZTFMGJOUPZPVSIBOET
do with me what you will.
8IBUFWFSZPVNBZEP *UIBOLZPV
*BNSFBEZGPSBMM *BDDFQUBMM
-FUPOMZZPVSXJMMCFEPOFJONF
and in all your creatures—
*XJTIOPNPSFUIBOUIJT 0-PSE
*OUPZPVSIBOET*DPNNFOENZTPVM
*PGGFSJUUPZPVXJUIBMMUIFMPWFPGNZIFBSU
GPS*MPWFZPV -PSE BOETPOFFEUPHJWFNZTFMG
to surrender myself into your hands without reserve,
and with boundless confidence,
GPSZPVBSFNZ'BUIFS
Unit 2
Step 4
Apply
Lead the students to discover the meaning of symbols
"SUJDMF and rituals as integral to understanding the
Sacraments.
1. PrepareCZEPXOMPBEJOHBOEQSJOUJOHUIFIBOEPVUTi*EFOUJGZJOH4ZNCPMT
BOE3JUVBMTu %PDVNFOU59 BOEi%FTDSJCJOH4ZNCPMTBOE3JUV
BMTu %PDVNFOU59 POFPGFBDIGPSFBDITUVEFOU
2. Assign UIFTUVEFOUTUPSFBEBSUJDMF i4ZNCPMTBOE3JUVBMT uJOUIFTUVEFOU
3. 1SPWJEFUIFGPMMPXJOHJOTUSVDUJPOT BMTPFYQMBJOJOH
that the students may work alone, in pairs, or in small
Teacher Note
groups of three or four:
Consider using periodic
➤ 5IJTMFBSOJOHFYQFSJFODFGPDVTFTPOUIFJNQPS
reading or accountability
tance of symbols and rituals to the celebration of quizzes to encourage the
the Sacraments. Symbols and rituals give us ways students to do a close reading
PGVOEFSTUBOEJOHBCTUSBDUBOEPGUFODPNQMFYJEFBT of the student book on the
*OVOJU XIFOXFEJTDVTTFEBWBSJFUZPGPQFOJOH nights that you assign articles
ceremonies and other events, we began to get a for homework. This type of
taste of the importance of rituals. quiz asks students to recall
➤ 8FXJMMEPBOFYFSDJTFUIBUIBTUXPQBSUT*OUIF
basic factual information.
first part, you will identify objects or actions as For example, you may choose
to use a true-or-false question,
either symbols or rituals. You may also add other
such as the following: “The
FYBNQMFTUIBUZPVDBOSFDBMM*OUIFTFDPOEQBSU
word symbol comes from
you will define symbol and ritual more precisely so a Greek word meaning ‘to
that you can better understand their importance to pull apart’” [false]. You may
UIF$IVSDITXPSTIJQ FTQFDJBMMZUIFDFMFCSBUJPOTPG choose to use a multiple-
the Sacraments. choice question, such as the
4. Distribute to each student a copy of the first hand- following: “The word redeem
PVU i*EFOUJGZJOH4ZNCPMTBOE3JUVBMTu %PDVNFOU comes from a Latin word
59 *OTUSVDUUIFTUVEFOUTUPXPSLPOJURVJDLMZ meaning (a) ‘a coupon,’ (b)
BMMPXJOHUIFNUPNJOVUFTUPDPNQMFUFUIFIBOEPVU ‘to save,’ (c) ‘to buy back,’
(d) ‘to deem worthy.’” You
5. Choose various students, after all have finished, to may simply use a fill-in-
SFBEUIFJSBOTXFSTBMPVE*OWJUFTUVEFOUTUPSFBEUIF the-blank question, with or
FYBNQMFTPGTZNCPMTPSSJUVBMTUIFZBEEFE BMPOHXJUI without a word bank, such
UIFJSFYQMBOBUJPOTPGXIBUUIFZNFBO"GUFSUIJTFYFS as the following: “A church
cise, if the students have worked in groups, they should procession is a type of
return to their usual seating arrangement. [walking] ritual.”
6. DistributeUPFBDITUVEFOUBDPQZPGUIFIBOEPVUi%FTDSJCJOH4ZNCPMT
BOE3JUVBMTu %PDVNFOU59 *OWJUFPOFTUVEFOUUPSFBEUIFCSJFG
EFTDSJQUJPOPGTZNCPMTBOESJUVBMTBMPVEUPUIFDMBTT"GUFSUIFTUVEFOUIBT
finished reading, ask the students whether anyone has a specific question
PUIFSUIBOUIFRVFTUJPOTPOUIFIBOEPVU $POTJEFSJOWJUJOHPUIFSTUVEFOUT
to answer questions if they know the answers.
7. InstructUIFTUVEFOUTUPBOTXFSUIFRVFTUJPOTPOUIFIBOEPVU*OWJUF
JOEJWJEVBMTUVEFOUWPMVOUFFSTUPBOTXFSUIFRVFTUJPOTGPSUIFDMBTT.BLF
BEEJUJPOTPSDPSSFDUJPOTBTOFFEFE$PODMVEFCZJOWJUJOHUIFTUVEFOUTUP
ask any further questions they might have.
Step 5
Perceive
Explore three Scripture passages that express
symbolic and sacramental significance, helping the
students to become more attuned to the symbolism of
all the Sacraments while focusing on the Sacrament of
Baptism.
1. PrepareCZEPXOMPBEJOHBOEQSJOUJOHUIFIBOEPVUi4BDSBNFOUBM4ZNCPMTJO
4DSJQUVSFu %PDVNFOU59 POFGPSFBDITUVEFOU)BWFDPQJFTPG
the Bible available for this class session, one for each small group of three
PSGPVS*GZPVDIPPTFUPIBWFUIFTUVEFOUTXPSLBMPOF IBWFB#JCMFBWBJM
able for each.
2. Divide the class into small groups of three or four students, or have the
TUVEFOUTXPSLBMPOFJGZPVQSFGFS%JTUSJCVUFUIFIBOEPVU
3. Direct the students to look up and read the first Scripture passage, to
identify any symbol, and to identify the Sacrament to which the Scripture
TUPSZCFTUSFMBUFT)BWFUIFNSFQFBUUIJTQSPDFTTGPSFBDITUPSZ5IFTUV
dents should use the questions on the handout to spark conversation, but
UIFZBSFOPUMJNJUFEUPUIFTFNBUUFST*OTUSVDUFBDITNBMMHSPVQUPDIPPTFB
leader who will report to the class after the group concludes its discussion.
4. Ask each group leader to briefly report the major ideas his or her group
discussed. Then have the students return to their usual seats.
5. Instruct the students to take out their learning journals or a sheet of paper.
$PODMVEFXJUIUIFGPMMPXJOHQPJOUT
➤ 5IFMFBSOJOHFYQFSJFODFZPVKVTUDPNQMFUFEQSPWJEFEBOPQQPSUVOJUZ
GPSZPVUPFYBNJOFUIFQPXFSPGTBDSBNFOUBMTZNCPMTJOUIF4DSJQUVSFT
The Scripture passages you just read relate primarily to Baptism, but a
TJNJMBSFYFSDJTFDPVMECFEFWJTFEGPSFBDIPGUIF4BDSBNFOUT1MFBTF
take notes on the following concluding ideas:
Unit 2
r 4BDSBNFOUBMTZNCPMTBSFSPPUFEJOPCKFDUTGSPNPSEJOBSZMJGF
such as water, oil, bread, and wine, and in gestures and words of
CMFTTJOH+FTVTVTFEUIFTFTJHOTBTXBZTUPDPNNVOJDBUF(PET
MPWFBOESFEFNQUJWFQSFTFODF5IBUJTXIZXFTBZUIBU+FTVT
$ISJTUJOTUJUVUFEUIF4BDSBNFOUT*OUIF4BDSBNFOUT +FTVTEPFT
nowXIBU+FTVTEJEEVSJOHIJTFBSUIMZNJOJTUSZIFIFBMT GPSHJWFT
feeds, and strengthens us for service.
r 5IFXPSETBOETZNCPMTVTFEJOUIFDFMFCSBUJPOPGUIF4BDSBNFOUT
are, therefore, also rooted in the Scriptures. The words and sym-
CPMTVTFEJOTBDSBNFOUBMDFMFCSBUJPOTSFDBMMOPUPOMZ+FTVTXPSET
BOEBDUJPOTCVUBMTPIJT+FXJTIGBJUIBOEUSBEJUJPO5IF4BDSBNFOUT
celebrate the continuity of God’s faithfulness from past generations
to the present.
r "OZUIJOHUIBUQPJOUTVTUPXBSE(PEDBOBMTPCFDBMMFEBTJHO'PS
FYBNQMF +FTVTNJSBDMFTJOUIF(PTQFMPG+PIOBSFDBMMFETJHOT
'PSUIJTSFBTPO 4BDSBNFOUTUSBEJUJPOBMMZIBWFBMTPCFFODBMMFE
TJHOT"MMTBDSBNFOUBMTZNCPMT PSTJHOT DPOWFZUIFQSFTFODFPG
$ISJTUBOEQPJOUVTUPXBSE(PET,JOHEPN
r "MMTBDSBNFOUBMDFMFCSBUJPOTBSFBDUTPGQVCMJDBOEPGGJDJBMXPSTIJQ
PGUIF$IVSDI
*OWJUFUIFTUVEFOUTUPDPNNFOUPOBOZUIJOHOFXUIFZMFBSOFEPSUPBTL
any questions they might have.
Step 6
Explain
Lead the students through a brief overview of
"SUJDMF the Seven Sacraments, allowing them to review
fundamental ideas as they approach a more in-depth
study.
1. PrepareCZEPXOMPBEJOHBOEQSJOUJOHUIFIBOEPVUi5IF4BDSBNFOUT4FWFO
8BZTPG&YQFSJFODJOH$ISJTUu %PDVNFOU59 POFGPSFBDITUV
EFOU"MTPEPXOMPBEBOECFQSFQBSFEUPTIPXUIF1PXFS1PJOUi5IF4FWFO
$BUIPMJD4BDSBNFOUTu %PDVNFOU59
2. AssignUIFTUVEFOUTUPSFBEBSUJDMF i4BDSBNFOUT4JHOBOE.ZTUFSZ uJO
3. Distribute the handout.
4. ShowUIF1PXFS1PJOUPOUIF4BDSBNFOUT5IFOMFBEUIFTUVEFOUTUISPVHI
UIFIBOEPVU POF4BDSBNFOUBUBUJNF"TLGPSWPMVOUFFSTUPSFBEUIFJOGPS-
mation provided. Then ask other students to offer answers for the missing
information. Repeat the answers succinctly so that the students may fill in
the information and use this handout as a quick reference in the future.
5. Direct the students to take out their learning journals or a sheet of paper.
$PODMVEFXJUIUIFGPMMPXJOHQPJOUT
➤ Now you have a helpful overview of the Seven
Teacher Note 4BDSBNFOUTPGUIF$IVSDI"TXFBQQSPBDIBNPSF
detailed study of the Sacraments, you will be able
When you have several points
to use this chart in the same way a contractor uses
to make and are asking the
students to take notes, one BCMVFQSJOUUPDPOTUSVDUBCVJMEJOH,FFQUIJTDIBSU
option to use is the socratic so that you can refer to it when you need a quick
seminar. A description of this reference.
teaching method can be found ➤ "TXFNPWFGPSXBSE SFNFNCFSUIFGPMMPXJOHJEFBT
at smp.org/LivinginChrist You should take notes.
(see “The Socratic Seminar” ➤ + FTVT$ISJTUJTUIFQSJNBSZ4BDSBNFOUUIF
[Document #: TX001015]
4FWFO4BDSBNFOUTPSJHJOBUFJO$ISJTUBOEBMM
and “How to Lead a Socratic
convey his presence.
Seminar” [Document #:
TX001006]). Asking questions ➤ Because the Sacraments actually make
often keeps the students more $ISJTUQSFTFOUUPVT (PETSFEFNQUJWFMPWFJT
engaged. made visible through our participation in the
Sacraments.
➤ FDFMFCSBUFUIF4BDSBNFOUTCFDBVTFUIFZ
8
are efficacious signs of grace. That means that
UIFZSFBMMZXPSLUIFZIBWFBSFBMBOEQPTJUJWF
effect on us, making us holy and freeing us
from sin.
➤ SBDFJTOUTPNFUIJOHUIBUZPViHFUuCVUBSFMB-
(
tionship that God enables us to develop with
him.
*OWJUFUIFTUVEFOUTUPBTLRVFTUJPOTPSNBLFDPNNFOUTBUUIJTUJNF
Unit 2
Step 7
Perceive
Guide the students in discovering how the Sacraments
"SUJDMF are a powerful source of grace and true freedom, leading
them to differentiate between the true freedom of
living the sacramental life and the freedoms commonly
spoken of in our culture.
1. Prepare by locating and bringing to class pairs of scissors, a variety of
newsmagazines from recent months that contain articles about people’s
BTQJSBUJPOTGPSGSFFEPN BSUJDMFTEFBMJOHXJUIDSJFTGPSQPMJUJDBMGSFFEPNBSF
BCVOEBOUBSUJDMFTEFBMJOHXJUIGSFFEPNGSPNQPWFSUZ NBMOVUSJUJPO TFYVBM
FYQMPJUBUJPO PSMBDLPGFEVDBUJPOBSFBMTPVTFGVMGPSUIJTFYFSDJTF NBSL
ers, and sheets of newsprint, one of each for each small group of four or
GJWF"MTPMPDBUFBOECFQSFQBSFEUPQMBZBSFDPSEJOHPGUIFIZNOi"NB[JOH
(SBDF uCZ+PIO/FXUPO
2. AssignUIFTUVEFOUTUPSFBEBSUJDMF i4BDSBNFOUT4JHOTPG$ISJTU uJOUIF
3. Direct the students to work in small groups of four or five. Give each group
BQBJSPGTDJTTPSTBOETFWFSBMNBHB[JOFT)BWFFBDIHSPVQGJOETFWFSBM BU
MFBTUPOFGPSFBDITUVEFOUJOUIFHSPVQ BSUJDMFTUIBUEFBMXJUIJTTVFTPG
GSFFEPN%JSFDUUIFTUVEFOUTUPGJOEBOEDVUPVUBWBSJFUZPGBSUJDMFTUIBU
EFBMXJUIEJGGFSFOULJOETPGGSFFEPN8SJUFUIFGPMMPXJOHRVFTUJPOTPOUIF
CPBSE FYQMBJOJOHUIBUUIFTUVEFOUTTIPVMEDPOTJEFSUIFTFRVFTUJPOTBOE
write down their answers for each article they choose:
r 8IBUJTTVFTPGGSFFEPNEPFTUIJTBSUJDMFDPODFSO
r )PXEPUIFQFPQMFBGGFDUFEDPNNVOJDBUFUIFJS Teacher Note
EFTJSFGPSGSFFEPN A good way to involve a
r )PXDBOHSFBUFSGSFFEPNJNQSPWFUIFMJWFTPGUIF student who tends to be
somewhat restive is to invite
QFPQMFJOWPMWFE
him or her to actively assist in
4. Distribute a marker and a sheet of newsprint to each class. Have this student write
TNBMMHSPVQ*OTUSVDUUIFHSPVQTUPCFHJOQSFQBSJOHGPS a list on the board for you
BTIPSUHSPVQQSFTFOUBUJPO)BWFUIFNFBDIUVSOUIF (see part 7 of this step). This
gives you greater freedom to
newsprint sideways and create three columns with the
listen carefully to what the
IFBEJOHTi5ZQFTPG'SFFEPN ui3FBTPOTGPS$IPPT students say. Your attention to
JOH'SFFEPN uBOEi3FTVMUTPG'SFFEPNu6TJOHUIFJS what the students are saying
answers to the questions on the board, the students helps to keep them more fully
should list information from the articles relating to these engaged.
topics.
5. Invite each group, when all have finished writing, to
briefly present what they discussed. You may point out to the students
that the three topics on the board parallel the steps in storytelling that we
VTFEJOVOJUDIBMMFOHF DIPJDF BOEPVUDPNF1FPQMFXIPIVOHFSGPS

HFOVJOFGSFFEPNBSFMJWJOHJOBUISFTIPMENPNFOUPGMJGF)PXFWFS JONBOZ
situations in the world, the outcome is not always what is best for those
involved, because their freedom to make positive choices is limited.
6. PlayGPSUIFTUVEFOUTUIFSFDPSEJOHPGUIFIZNOi"NB[JOH(SBDF uCZ+PIO
Newton, to begin a discussion of grace and freedom as effects of the Sac-
SBNFOUT*OWJUFTFWFSBMTUVEFOUTUPDPNNFOUPOXIBUUIJTTPOHNFBOTUP
them.
7. WriteUIFGPMMPXJOHDPMVNOIFBEJOHTPOUIFCPBSEi'SFFEPN'SPNuBOE
i'SFFEPN'PSu"TLUIFTUVEFOUTUPCSBJOTUPSNBCPVUUIJOHTXFIPQFUPCF
free from TVDIBTGSFFEPNGSPNQBJO-JTUUIFTFPOUIFCPBSEBTUIFTUV-
dents call them out. Then invite the students to suggest things we hope to
have freedom for TVDIBTGSFFEPNUPDIPPTFBDPMMFHF-JTUUIFTFJEFBTPO
UIFCPBSE"TLUIFTUVEFOUTXIZUIFTFUIJOHTNBUUFSUPUIFN
8. Instruct the students to take out their learning journals or a sheet of paper
to take notes on the topic of the freedom and grace of the Sacraments as
you share the following points:
➤ No one doubts the importance of freedom, but we do not always
understand clearly what freedom really means.
➤ "ZPVOHQFSTPOXIPIBTNPOFZBOEBWBSJFUZPGDIPJDFT BOEXIP
buys and uses dangerously addictive drugs, is not free. Use of drugs
NBZPGGFSUFNQPSBSZSFMJFGGSPNUIFQBJOPGBOYJFUZPSMPOFMJOFTT CVUJU
POMZEFFQFOTUIFQSPCMFNJOUIFMPOHSVO0OUIFPUIFSIBOE BTUVEFOU
who is less well off and who uses a grant to get a college education to
begin a meaningful career is free.
➤ Sacraments are about freedom. Sacraments free us from sin and for
life.
➤ Strange as it may seem, the Sacraments are also freely given. You’ve
IFBSEUIFTUBUFNFOUi'SFFEPNJTOUGSFFu4BDSBNFOUTBDUVBMMZare free!
➤ 5IFGSFFPGGFSPG$ISJTUTQSFTFODF HJWFOJOUIF4BDSBNFOUT JTDBMMFE
TBODUJGZJOHHSBDF8FSFDFJWFTBODUJGZJOHHSBDFXIFOXFBSFCBQUJ[FE
and every time we receive a Sacrament. This grace strengthens us for
the journey of life. That is why regular participation in the Eucharist can
make such a big difference in our lives.
➤ "OPUIFSUZQFPGHSBDFJTBDUVBMHSBDF"DUVBMHSBDFJTBOZJOUFSWFO-
tion God makes in our lives that inspires and enables us to act. God’s
grace, given to us in our daily lives, allows us to respond well to differ-
ent situations and opportunities we encounter, much like the student
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grace is also present when someone faces a temptation, such as an
urge to use drugs, tobacco, or alcohol, and overcomes it.
Unit 2
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Step 8
Empathize
Lead the students to better understand our human
"SUJDMF need for redemption and our need of the Sacraments as
signs of redemption.
1. Prepare by finding and having available several different kinds of coupons.
Grocery coupons, lottery tickets, or any type of voucher or claim ticket will
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in the student book as preparation.
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a discussion with this prompt:
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Briefly discuss what can be redeemed with the various kinds of cou-
pons and vouchers you brought. Read the following sentences that
use a form of the word redeem:
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redeem:
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ing movie.
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restaurants.
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By the end of this brief exercise, make sure the students know that the
word redeem literally means “to buy back” something. If a student says
something like,“Jesus redeemed us,” invite the students to ponder this
question:
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other ways the word redeemJTVTFE
Briefly sum up the students’ most insightful comments, and be sure to
include the following point:
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freed from the burden of sin.
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6. Conclude the discussion by asking the students the following questions:
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presence and unconditional love continues to redeem us in the Eucha-
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us to our eternal home.
Unit 2
Step 9
Understand
Make sure the students are all on track with their final
1. Prepare by reminding the students to bring to class any
work they have already prepared so that they can work Teacher Note
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library or media center so the students can do any book For at least several of the
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opportunity to present their
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final performance tasks to
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the class. Many of the final
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performance task options, answer questions, and ask themselves well to oral and
the students to choose one if they have not already visual presentations. Even
done so. projects that include essays or
2. Provide some class time for the students to work on interviews can be read to the
their final performance tasks. This then allows you to class.
work with the students who need additional guidance
with the project.
Step 10
Empathize
Provide the students with an opportunity to
participate in the Liturgy of the Hours (modified) with
the theme of redemptive love made visible.
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traditional, especially in monasteries, to read psalms in choir fashion, alter-
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place a large candle on a table and, if possible, light it, or use a battery-
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free to add recorded music or to adapt the prayer service for the needs of a
particular group of students.
2. Ask the students, after the prayer service has ended and if time permits,
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Students may suggest the forms of intercession, praise, thanksgiving, or
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with the students:
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lar and limited group of people. Using personal symbols in our prayer
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God’s strength, beauty, or creative power.
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Step 11
Reflect
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nity to reflect on how their understandings of the Sacraments have developed
throughout the unit.
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each student.
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Sacraments: Leader’s Guide
Instructions for leader: Read aloud only the answers in bold print, in the order in which they are printed
below.
1. My name comes from a Greek word that means “to throw together.” I throw together the
literal meaning of an object or action with other meanings that are suggested by me. For
example, I can be “fire” but I can suggest “anger” or “passion.” (What is a symbol?)
2. I am similar to a symbol, but my focus is on meaningful, repeated actions. I take many forms.
For example, I can be a birthday celebration, the opening ceremony of the Olympics, or
Baptism. (What is a ritual?)
3. My name comes from the same root as the word ritual. I am the visible symbols and rituals
that formally make a Sacrament what it is. (What is a rite?)
4. I am the gateway into the Church. I am Baptism, Confirmation, and the Eucharist. (What are
the Sacraments of Christian Initiation?)
5. I am Reconciliation and Anointing of the Sick. (What are the Sacraments of Healing?)
6. I am a servant of the Church; my two names are Ordination and Marriage. (What are the
Sacraments at the Service of Communion?)
7. My name is Jesus Christ. (Who instituted the Sacraments?)

A Preassessment of My Knowledge of the Sacraments: Leader’s Guide Page | 2
8. My name applies to the Church’s Sacraments and literally means “by the work worked.” In
other words, I accomplish what I’m intended to accomplish. (What is the meaning of the Latin
phrase ex opere operato?)
9. I am the free gift of God’s life, first given in Baptism and renewed in all of the Sacraments.
(What is sanctifying grace?)
10. I support you in holiness by giving you help in everyday matters. I help you turn your heart
toward God in ongoing conversion. (What is actual grace?)
11. I am the ancient practice of praying several times during the day using psalms and Scripture
readings, and sometimes in song and chant. I am found in monasteries where contemplative
orders pray each day. (What is the Liturgy of the Hours?)
12. I ask God for things that I need; if necessary, I ask over and over again. (What is a prayer of
petition?)
13. I ask God to assist others in their needs; sometimes I call upon the saints to pray for these
special needs. (What is intercessory prayer?)
14. I don’t ask for things. I simply express gratitude for all that God has done for us. (What are
prayers of thanksgiving?)

15. I joyfully bless God and give God glory. I acknowledge God as the One who deserves honor
above all else. (What are prayers of praise?)
16. I am not one of the more famous seven that Christ instituted, but the Church chose me to
bless in other special ways: I bless meals, places, objects, persons, pets, and so on. (What
are sacramentals?)
17. My name literally means “to buy back something.” I buy you back from the effects of Original
Sin and deliver you to the truth about God and yourself. (What is redemption?)
18. I witness to faith with my voice. Actually, sometimes I speak quietly or even silently. I often
use forms such as the “Our Father” or “Hail Mary,” and I also choose my own words at times.
(What is vocal prayer?)
19. I am the highest form of prayer. I am truly “union” with God. I do not require words. I am the
prayer of ordinary people who have extraordinarily deep love for God, as well as the prayer of
the mystics. (What is contemplation?)
20. People like me because I give them useful ways to connect with God. I take different forms,
such as a novena or the Rosary. (What is popular piety?)
21. I am a special form of prayer that became popular because I led the way to Christ through
Jesus’ mother, Mary. I am a form of prayer that uses repetition to lead those who pray with
me to a deeper understanding of the Passion, death, and Resurrection of Jesus. (What is the
Rosary?)

22. I am among pilgrims who make their way to holy places. I am a good reminder to those who
participate that Christian life is a holy journey. (What is a walking ritual?)
23. My name is John Newton; I wrote a famously emotive tune with inspiring words about
freedom. (Who wrote the song “Amazing Grace”?)
24. I am hauntingly beautiful. I am ancient in the Church, and yet I’m still the favored form of
sung prayer in the Church’s liturgy. (What is Gregorian chant?)


Sacraments: Student Questions
-----------------------------------------------------------------------------------------------------------
What is a symbol?
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What is a ritual?
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What is a rite?
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What are the Sacraments of Christian Initiation?
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A Preassessment of My Knowledge of the Sacraments: Student Questions Page | 2
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What are the Sacraments of Healing?
-------------------------------------------------------------------------------------------- ---------------
What are the Sacraments at the Service of Communion?
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Who instituted the Sacraments?
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What is the meaning of the Latin phrase ex opere operato?
-----------------------------------------------------------------------------------------------------------
What is sanctifying grace?
-----------------------------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------------------------
What is actual grace?
-----------------------------------------------------------------------------------------------------------
What is the Liturgy of the Hours?
-----------------------------------------------------------------------------------------------------------
What is a prayer of petition?
-----------------------------------------------------------------------------------------------------------
What is intercessory prayer?
-----------------------------------------------------------------------------------------------------------
What are prayers of thanksgiving?
-----------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------
What are prayers of praise?
------------------------------------------------------------------------------------------------------------
What are sacramentals?
------------------------------------------------------------------------------------------------ ------------
What is redemption?
------------------------------------------------------------------------------------------------------------
What is vocal prayer?
------------------------------------------------------------------------------------------------------------
What is contemplation?
------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------- -----
What is popular piety?
------------------------------------------------------------------------------------------------------------
What is the Rosary?
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What is a walking ritual?
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Who wrote the song “Amazing Grace”?
------------------------------------------------------------------------------------------------------------
What is Gregorian chant?
------------------------------------------------------------------------------------------------ ------------


The following are the main ideas you are to understand from this unit. They should appear in this final
• Through the Sacraments we are given a door, a way in, to the life of grace, which is the life of
relationship with God.
• Through the Sacraments we encounter Christ and enter into the mystery of his death and
Resurrection.
• Through the Sacraments Christ works in the Church today.
• Symbols and rituals play an essential role in the Sacraments.
Option 1: Lesson Plan on the Sacraments for Seventh-

Grade Students
Write a lesson plan for seventh graders that will provide them with an overview of each of the Seven
Sacraments. Keep the language simple and include activities to keep young students’ attention. Include
each of the following elements in your lesson plan:
• Name the Sacrament and the category of Sacraments to which it belongs.
• Explain its purpose.
• Explain the symbols and rituals used for the Sacrament.
• Explain how it relates to Christ’s life.
• Explain how Christ works in the Church through this Sacrament.
Option 2: A Sacraments Poster and Presentation

Make a poster that illustrates the meaning of each of the Seven Sacraments. Name each Sacrament and
label it with a brief description. Illustrate the symbols associated with each Sacrament using drawings or
images from magazines. Group the Sacraments on the poster according to Sacraments of Christian
Initiation, Sacraments of Healing, and Sacraments at the Service of Communion. Type a two-page
presentation to go with your poster that more fully explains the Sacraments. Be sure to include all of the
main ideas from unit 2 (listed above).

Rubric for Final Performance Tasks in Unit 2

Criteria 4 3 2 1
Assignment includes Assignment not Assignment Assignment Assignment includes
all items requested in only includes all includes all items includes over half less than half of the
the instructions. items requested but requested. of the items items requested.
they are completed requested.
above
expectations.
Assignment shows Assignment shows Assignment Assignment shows Assignment shows
understanding of the unusually insightful shows good adequate little understanding of
following concept: understanding of understanding of understanding of this concept.
Through the this concept. this concept. this concept.
Sacraments we are
given a door, a way in,
to the life of grace,
which is the life of

Sacraments we
encounter Christ and
enter into the mystery
of his death and
Resurrection.

Sacraments Christ
works in the Church
today.

Symbols and rituals this concept. this concept. this concept.
play an essential role
in the Sacraments.
Assignment uses Assignment has no Assignment has Assignment has Assignment has more
proper grammar and grammar or one grammar or two grammar or than two grammar or
spelling. spelling errors. spelling errors. spelling errors. spelling errors.


actual graces: God’s interventions and support for us in the everyday moments of our lives. Actual
graces are important for conversion and for continuing growth in holiness.
blessing: A prayer asking that God care for a particular person, place, or activity. A simple blessing is
usually made with the Sign of the Cross.
contemplation: A form of wordless prayer in which one is fully focused on the presence of God;
sometimes defined as “resting in God”; a deep sense of loving adoration of God.
efficacious: The power something holds to cause a desired effect. The Sacraments are efficacious in
bringing about the spiritual reality they signify.
ex opere operato: The Latin phrase that literally means “by the work worked” or, according to the
Catechism, “by the very fact of the action’s being performed” (CCC, 1128), indicating that Sacraments are
efficacious.
freedom: The ability to choose for the good; in light of the Sacraments, true freedom comes from the
positive response to God’s grace.
grace: The free and undeserved gift of God’s loving and active presence in the universe and in our lives,
empowering us to respond to his call and to live as his adopted sons and daughters. Grace restores our
loving communion with the Holy Trinity, lost through sin.
intercession: A prayer on behalf of another person or group.
Liturgy of the Hours: Also known as the Divine Office, the official, public, daily prayer of the Catholic
Church. The Divine Office provides standard prayers, Scripture readings, and reflections at regular hours
throughout the day.
meditation: A form of prayer involving a variety of methods and techniques in which one engages the
mind, imagination, and emotions to focus on a particular truth, biblical theme, or other spiritual matter.
petition: A prayer form in which one asks God for help and forgiveness.
popular piety: Religious reverence or devotion of the people, including customs such as novenas (nine
days of prayer), honoring or requesting the intercession of a particular saint, praying the Rosary, and so
on.
praise: A prayer of acknowledgment that God is God, giving God glory not for what he does, but simply
because he is.

prayer: Lifting up of one’s mind and heart to God or the requesting of good things from him. The five
basic forms of prayer are blessing, praise, petition, thanksgiving, and intercession. In prayer we
communicate with God in a relationship of love.
redemption: From the Latin redemptio, meaning “a buying back”; referring, in the Old Testament, to
Yahweh’s deliverance of Israel and, in the New Testament, to Christ’s deliverance of all Christians from
the forces of sin.
Sacrament: An efficacious and visible sign of God’s grace, instituted by Christ and entrusted to the
Church, by which divine life is dispensed to us. The Seven Sacraments are Baptism, the Eucharist,
Confirmation, Penance and Reconciliation, Anointing of the Sick, Matrimony, and Holy Orders.
sacramental economy: The communication or dispensation of the fruits of Christ’s Paschal Mystery in
the celebration of the Church’s sacramental liturgy.
sacramentals: Sacred signs (such as holy water and a crucifix) that bear some resemblance to the
Sacraments but that do not carry the guarantee of God’s grace associated with the Seven Sacraments.
sanctifying grace: The grace that heals our human nature wounded by sin and restores us to friendship
with God by giving us a share in the divine life of the Trinity. It is a supernatural gift of God, infused into
our souls by the Holy Spirit, that continues the work of making us holy.
sign: A word, object, or gesture that refers to a specific thing or action; however, when used with regard
to Sacraments, the word sign becomes interchangeable with the word symbol.
symbol: An object or action that points us to another reality. It leads us to look beyond our senses to
consider a deeper mystery.
thanksgiving: A prayer of gratitude for the gift of life and the gifts of life.
vocal prayer: A prayer that is spoken aloud or silently, such as the Lord’s Prayer. It is one of the three
expressions of prayer, the other two being meditation and contemplation.
walking ritual: Walking together, as in a procession or pilgrimage, symbolic of the journey of life and our
solidarity with others on this journey.
(The quotation labeled CCC is from the English translation of the Catechism of the Catholic Church for use in the
United States of America, second edition. Copyright © 1994 by the United States Catholic Conference, Inc.—Libreria
Editrice Vaticana [LEV]. English translation of the Catechism of the Catholic Church: Modifications from the Editio
Typica copyright © 1997 by the United States Catholic Conference, Inc.—LEV.)

Identifying Symbols and Rituals

The following objects or actions can be understood as symbols. Some actions, but not all, are rituals. As
specifically as you can, identify the object or action as a symbol or a ritual. Explain the abstract meaning
each communicates. Add your own examples at the end. Use the following examples as models.
Symbol or Ritual?
Object or Action Abstract Meaning
Explain.
symbol:
new life; hope; initial form of something
an egg an object that evokes
bigger; Easter
meanings beyond itself
ritual: the end of one year and the beginning of

blowing out birthday candles
a meaningful repeated action a new adventure; making a wish
the color green
a wedding ring
a yearly pilgrimage to the shrine of Saint

James of Compostela in Spain
a river

Identifying Symbols and Rituals Page | 2
a lion
laying hands on a person
wind
walking

Describing Symbols and Rituals

Symbols are objects or actions (such as rituals) that evoke meanings beyond themselves. The object or
ritual itself is concrete, such as water or a dance, and the meaning is abstract. Water, for example, may
symbolize life (drinking water) or death (a flood) or cleansing (a bath). A ritual dance may be used by an
indigenous culture as a rite of spring or a coming-of-age ceremony, to symbolize fertility or to represent
the arrival of a young adult to full membership in the group. When words describing such objects or
actions evoke other meanings, the words themselves become symbols. Though connecting us with the
world of sense perceptions, symbols also add power and depth to our words and stories.
Symbols participate in the abstract meaning for which they stand. Therefore the symbols (including
words) and rituals in sacramental celebrations communicate powerfully on many different levels. For
example, in Baptism the sacramental object of water can actually be used for cleansing and nourishing.
Water can also cause death. Pouring water over the head of or immersing the person to be baptized
ritually evokes the meanings of cleansing, nourishing, and dying to an old life. Those who receive
Baptism are truly cleansed of Original Sin and all human sin, and they truly die to an old life in order to be
reborn to a new life in Christ.
Liturgical symbols are widely recognized symbols such as water, oil, bread and wine, and gestures.
In contrast with all other symbols and rituals that evoke meanings beyond themselves, liturgical symbols
and rituals evoke and mediate the real presence of Christ. By fully conscious and active participation in
the celebration of the Sacraments, we are truly united with Christ and the Body of Christ, the Church.
• Describe a symbol in your own words.
• Describe a ritual in your own words.
• Why do we need concrete objects or actions to communicate abstract meanings and values that
are important to us?
• Why are symbols important in storytelling?

Describing Symbols and Rituals Page | 2
• Describe an object or ritual that is used in a Sacrament other than Baptism.
• Do you possess any special object that has symbolic meaning to you? How is this different from
widely known symbols like water, fire, a journey, and so on?

Sacramental Symbols in Scripture

Read each of the following Scripture passages. After reading each passage, use the following set of
questions to spark a discussion about the story. You are not limited to a discussion of these questions.
Genesis 6:5–8; 7:1–12 (Great Flood)
Exodus 17:1–7 (Water from the Rock)
John 4:4–26 (Woman at the Well)
• Does the story contain a symbolic object or action? If so, how does it impact the story?
• To which Sacrament does the story relate best? Why?
• Have you, or has someone close to you, ever experienced a “life or death” experience that can
help you to relate to these stories?
• If so, what symbol would you choose to describe this experience?

The Sacraments: Seven Ways of

Experiencing Christ
The chart below contains a concise overview of each of the Seven Sacraments. Some information is
missing. Succinctly complete the chart. Print neatly.
The Sacraments
Name of Sacrament; Sacramental Signs Brief Explanation of the Sacrament
Repeatable or non-
repeatable
Sacraments of Initiation
Baptism Pouring water or immersion Primary Sacrament of Christian Initiation beginning new
Non-repeatable three times in the name of the life in the Church; repeats what Jesus did as he began
Trinity his public ministry
Anointing with Sacred Chrism Completing of Baptism; strengthens new life; signifies
(oil), laying on of hands the gift of the Holy Spirit
The Eucharist Blessing, distributing, and eating Final Sacrament of Christian Initiation that nourishes
Repeatable consecrated bread and wine, and sustains us in resurrected life in Christ; spiritual
the Body and Blood of Christ food for the journey
Sacraments of Healing
Reconciliation Confession of sins, and words of
Repeatable absolution (forgiveness)
Anointing of the Sick Sacrament of Healing for those who are seriously ill or
_____________ for any life-threatening situation (e.g., serious surgery)
Sacraments ___________________________________
The laying on of hands and the A Sacrament of service to the Church as a deacon,
______________ speaking of the prayer of priest, or bishop; celebrates Sacraments according to
consecration their office (e.g., priest can celebrate the Eucharist but
Non-repeatable cannot ordain another priest)
Marriage Planned by God to bring about two great goods: man

Non-repeatable as long and woman pledged in love and service to one another,
as both spouses live and the procreation and education of children

The Meaning of Redemption: A Matter of

Unconditional Love (Part I)
Part I: The following survey provides an opportunity for you to identify some areas of your life that you feel
you need help to improve. Part I of this exercise is strictly personal; however, your reflections will help you
with the group exercise that follows in Part II.
I need help with . . . Strongly Disagree Unsure Agree Strongly

Disagree Agree
believing that I am an intelligent person.
doing my best in school.
expressing myself clearly.
making friends.
gaining respect from my peers.
gaining respect from adults.

The Meaning of Redemption: A Matter of Unconditional Love (Part I) Page | 2
feeling good about my appearance.
showing my love and affection to others.
liking myself.
treating my friends better.
respecting my body.
dealing with sexual issues.
trusting people.
loving others as they deserve.
depending on God more for help.

The Meaning of Redemption: A Matter of

Unconditional Love (Part II)
Discuss the following questions:
• Do you believe that love is gaining ground in our time? Give evidence for your answer.
• Describe anything you have experienced or read about that you believe has stifled or continues to
stifle love or faithfulness.
• Describe anything you have experienced or read about that has nurtured love or faithfulness.
• If Jesus were in this room, inviting you to request anything you need to make the world a more loving
and faithful place, what would you ask for?
• Do you think we need God’s presence and help to positively change the world?
• Do you think that you are in need of redemption? Explain. (Do not feel obliged to share very
personal information.)

The Liturgy of the Hours: Redemptive Love

Made Visible
This prayer service is a modified form of the Liturgy of the Hours.
Leader: God, come to my assistance.
All: Lord, make haste to help me.
Glory to the Father, and to the Son,

and to the Holy Spirit;
as it was in the beginning, is now,
and will be forever. Amen. Alleluia.
Leader: As we come together in the name of Jesus, let us ask forgiveness for our sins and failings,
trusting in God’s love and compassion.
All:
I confess to almighty God,
and to you, my brothers and sisters,
that I have greatly sinned,
in my thoughts and in my words,
in what I have done and in what I have failed to do,
(And, striking their breast, they say:)
through my fault, through my fault, through my most grievous fault;
(Then they continue:)
therefore I ask blessed Mary ever-Virgin,
all the Angels and Saints,
and you, my brothers and sisters,
to pray for me to the Lord our God.
Leader:
May almighty God have mercy on us, redeem us from our sins, and bring us to everlasting life.
All: Amen.
(Roman Missal)
Psalmody
Antiphon
All: Night holds no terrors for me sleeping under God’s wings .

The Liturgy of the Hours: Redemptive Love Made Visible Page | 2
Read the following by dividing into two groups: Side 1 and Side 2.
Psalm 91
Side 1:
He who dwells in the shelter of the Most High
and abides in the shade of the Almighty
says to the Lord: “My refuge,
my stronghold, my God in whom I trust!”
Side 2:
It is he who will free you from the snare
of the fowler who seeks to destroy you;
he will conceal you with his pinions
and under his wings you will find refuge.
Side 1:
You will not fear the terror of the night
nor the arrow that flies by day,
nor the plague that prowls in the darkness,
nor the scourge that lays waste at noon.
Side 2:
A thousand may fall at your side,
ten thousand fall at your right,
you it will never approach;
his faithfulness is buckler and shield.
Side 1:
They shall bear you upon their hands
lest you strike your foot against a stone.
On the lion and the viper you will tread
and trample the young lion and the dragon.
Side 2:
Since he clings to me in love, I will free him;
protect him for he knows my name.
When he calls I shall answer: “I am with you.”
I will save him in distress and give him glory.
With length of life I will content him;

I shall let him see my saving power.

All:
Glory to the Father, and to the Son,
and to the Holy Spirit;
as it was in the beginning, is now,
and will be forever. Amen.
Antiphon
All: Night holds no terrors for me sleeping under God’s wings.
RESPONSORY
Leader: Into your hands, Lord, I commend my spirit.
All: Into your hands, Lord, I commend my spirit.
Leader: You have redeemed us, Lord God of truth.
All: I commend my spirit.
Leader: Glory to the Father, and to the Son, and to the Holy Spirit,
All: Into your hands, Lord, I commend my spirit.
GOSPEL CANTICLE
Antiphon
All: Protect us, Lord, as we stay awake; watch over us as we sleep, that awake, we may keep
watch with Christ, and asleep, rest in his peace.
READING
Reader: A reading from the Gospel of John (14:1–4,18–19,25–27, NRSV)
[Jesus said to his disciples], “Do not let your hearts be troubled. Believe in God, believe also in me. In my
Father’s house there are many dwelling places. If it were not so, would I have told you that I go to prepare
a place for you? And if I go and prepare a place for you, I will come again and will take you to myself, so
that where I am, there you may be also. And you know the way to the place I am going. . . .

“I will not leave you orphaned; I am coming to you. In a little while the world will no longer see me, but you
will see me; because I live, you also will live. . . .
“I have said these things to you while I am still with you. But the Advocate, the Holy Spirit, whom the
Father will send in my name, will teach you everything, and remind you of all that I have said to you.
Peace I leave with you; my peace I give to you. I do not give to you as the world gives. Do not let your
hearts be troubled, and do not let them be afraid.”
The Word of the Lord
All: Thanks be to God.
Antiphon
All: Protect us, Lord, as we stay awake; watch over us as we sleep, that awake, we may keep
watch with Christ, and asleep, rest in his peace.
Concluding Prayer
All: Lord,
Each and every day
we rise to new life in Christ.
We thank you for the gift of your redeeming love,
peace in our hearts,
and the presence of your Holy Spirit among us.
May we share your gift of peace with all we meet.
We ask this in the name of Christ, our Lord and Redeemer.
Amen.
Blessing
Leader: May Jesus Christ, who made God’s redemptive love visible, give us the strength to love as
Christ loves us.
All: Amen.

Unit 2 Test
____ 1. A ___ is an established pattern of actions, usually including words.
A. practice
B. ceremony
C. ritual
D. liturgy
____ 2. The Sacraments are a sign of God’s _____.
A. love
B. Ten Commandments
C. power over mankind
D. command
____ 3. Sacraments are efficacious, meaning that they actually ____.
A. are simply symbols

B. do not exist
C. work
D. exist
____ 4. In the Gospel of John, the miracles of Jesus are called _____, not because they are commands
or directions, but because they point to a deeper reality.
A. signs
B. rituals
C. symbology
D. icons
____ 5. The Sacraments were instituted by ____ and entrusted to the Church.
A. the Magisterium
B. Saint Paul
C. Jesus Christ
D. Saint Peter

____ 6. ____ is the primary Sacrament through which Christ enters our lives.
A. Confirmation
B. Baptism
C. Eucharist
D. Reconciliation
____ 7. The core of every Sacrament is the ____ of Christ.
A. divinity
B. Trinitarian aspect
C. Paschal Mystery
D. hope
____ 8. In every Sacrament, we _____ with Christ by letting go of some of our “former selves.”
A. die
B. wake
C. aspire
D. detach
____ 9. The word _____ comes from the Greek word meaning “to throw together.”
A. liturgy
B. ritual
C. tradition
D. symbol
____ 10. ____ is the free gift of God’s life.
A. Sanctifying grace
B. Actual grace
C. Sola gratia
D. Intervention
____ 11. God’s sending his Son into the world is God’s final _____.
A. dispensation
B. act
C. covenant
D. Revelation
_____ 12. In Christ, time became ____.
A. universal
B. eternal
C. finite
D. limited

_____ 13. ____ is the lifting up of one’s mind and heart to God.
A. Prayer
B. Obedience
C. Communion
D. Catholicism
_____14. United in _____, we are heard as beloved children of God in Christ.
A. sanctity
B. Baptism
C. the House of David
D. our sinfulness
_____ 15. _____ are sacred signs instituted by the Church rather than by Christ, preparing us for the
Sacraments and contributing to our holiness, our closeness to God.
A. Liturgies
B. Penances
C. Traditions
D. Sacramentals

Part 2: Fill-in-the-Blank
Use the word bank to fill in the blanks in the following sentences. (Note: There are two extra terms in the
word bank.)
WORD BANK
Sacraments Baptism ubi caritas
contemplation ex opere operato symbol
grace sign sacramental economy
redemption Liturgy of the Hours blessing
1. A _____ is a word, object, or gesture that refers to a specific thing or action.
2. A _____ is an object or action that points us to another reality, leading us to look beyond our senses
to consider the deeper mystery.
3. The _____ are seven efficacious signs of God’s grace.
4. The free and undeserved gift of God’s loving and active presence in the universe and in our lives is
called _____.
5. The reality that all the Sacraments signify and make present the work of Christ in our lives, through
grace, is known as _____.
6. ____ is the process by which we are “brought back” from slavery to sin into a right relationship with
God.
7. A ____ is a prayer asking that God care for a particular person, place, or activity.
8. ____ is a form of wordless prayer in which one is fully focused on the presence of God, sometimes
defined as “resting in God.”
9. The _____ is the official, nonsacramental daily prayer of the Catholic Church.
10. The Latin words _____ mean “by the work worked.”


1. Why are human beings symbol-makers and ritual-doers?
2. How do we know that the Sacraments work?
3. What is the core of every Sacrament and how do we participate in this?
4. Why do we call Jesus Christ the Original Sacrament?


1. C 6. C 11. D
2. A 7. C 12. B
3. C 8. A 13. A
4. A 9. D 14. B
5. C 10. A 15. D
1. sign 5. sacramental economy 9. Liturgy of the Hours
2. symbol 6. redemption 10. ex opere operato
3. Sacraments 7. blessing
4. grace 8. contemplation

1. We are symbol-makers and ritual-doers because that is the way God made us. When God
communicates with us, he does not use words alone. And when we respond to him, we do not use words
alone. One of God’s best ways of communicating with us is through the Sacraments, and one of our best
ways to respond is by participating in the Sacraments.
2. The Sacraments work because God—Father, Son, and Holy Spirit—is at work in them. Through the
centuries, questions arose as to the validity of the Sacraments under various circumstances. Is it “better”
to receive a Sacrament from a priest known to be holy? Are people really baptized or married if the priest
is not as holy as he could be? What if the recipients are not known for their overall goodness—do the
Sacraments still work for them? These kinds of questions were pondered by scholars and theologians
until, finally, the Council of Trent, in 1547, declared that the Sacraments act ex opere operato—literally,
“by the work worked,” or, as the Catechism of the Catholic Church (CCC) translates, “by the very fact of
the action’s being performed” (1128). In this the Council of Trent agreed with the statement of Saint
Thomas Aquinas: “The sacrament is not wrought by the righteousness of either the celebrant or the
recipient, but by the power of God” (Summa Theologiae III, 68, 8) (CCC, 1128).
3. The core of every Sacrament is the Paschal Mystery of Christ—his Passion, death, Resurrection, and
Ascension into Heaven. We participate in the Paschal Mystery in the Eucharist when we offer bread and
wine and receive the Body and Blood of Christ, and in every Sacrament. We die with Christ by “letting go”
of our former selves in some way and opening ourselves to new risen life with Christ, if we believe and
accept his grace (his love and friendship).
4. We call Jesus Christ the Original Sacrament because through him we encounter God. Jesus is the
ultimate sign of God’s love, God’s Final Answer to our sin and suffering. Jesus Christ is the only Son of
God, who has revealed God to us.

Unit 3 Baptism: Plunging
into New Life
Overview
This unit introduces the students to the Rite of Christian Initiation of Adults and
to the first and foundational Sacrament of Christian Initiation, Baptism. The unit is
also intended to help the students to see how the Sacraments of Christian Initia-
tion are a model for all of Christian life.

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116
Baptism: Plunging into New Life 117
Unit 3
The following resources will help you to assess the students’ understanding of
the key concepts covered in this unit:
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Unit 3
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elect Sacred Chrism
evangelization scrutinies
Step 1
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Unit 3
Step 2
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of Adults, and the place of the Sacraments of Christian the students to concretely
Initiation in the life of the Church and in their lives as understand what you are
followers of Christ. looking for and to understand
to succeed.
Step 3
Interpret
Explore the power of water as a symbol by viewing
Article and discussing water images from nature and the
Scriptures.
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endangered source of life. Today less than half of the world’s popula-
UJPOIBTBDDFTTUPDMFBOBOETBGFESJOLJOHXBUFS8FVTFXBUFSGPS
ESJOLJOH XBUFSJOHDSPQT DPPLJOH BOEFWFOGPSQMBZJOH8BUFSJTBMTP
BOJNQPSUBOUTPVSDFPGDMFBOTJOH8FCBUIFJOXBUFS XBTIDMPUIFT
BOEEJTIFTXJUIXBUFS FWFOQSPDFTTTFXBHFXJUIXBUFS8BUFSJTBMTP
EFTUSVDUJWF BOEDBOFWFODBVTFEFBUI8FBSFBXBSFPGEBOHFSPVT
floods, of people drowning in pools and rivers, of tsunamis, of water
surges that accompany hurricanes, and even of the danger of polluted
XBUFS&JHIUZQFSDFOUPGBMMDIJMEIPPEEJTFBTFTJOUIFXPSMEBSFDBVTFE
CZDPOUBNJOBUFEXBUFS8BUFSJT JOEFFE BQPXFSGVMTZNCPMPGCPUIMJGF
and death.
➤ 8BUFSBTBTPVSDFPGMJGFBOEEFBUIJTBQPXFSGVMTZNCPMJOUIF4BDSFE
Scriptures as well, and some of the most important of these accounts
BSFBOJOUFHSBMQBSUPGUIF#BQUJTNSJUVBM8FXJMMOPXMJTUFOUPGPVS
TIPSU4DSJQUVSFQBTTBHFTUXPGSPN(FOFTJT POFGSPN&YPEVT BOE
POFGSPNUIF(PTQFMPG.BSL
Unit 3
5. Prepare CZSFWJFXJOHUIF4DSJQUVSFQBTTBHFTPSCZBTLJOHBTUVEFOUPS
students in advance to prepare these readings. Show the slide that accom-
QBOJFTUIF4DSJQUVSFSFBEJOHBTFBDIQBTTBHFJTSFBE UIF4DSJQUVSFTMJEFT
BSFUIFMBTUGPVSTMJEFTJOUIF1PXFS1PJOU "GUFSSFBEJOHFBDIQBTTBHF
invite the students to share the characteristics of water that are suggested.
Ask the students why these events are so important to our salvation history.
$PODMVEFCZSFWJFXJOHUIFGPMMPXJOHQPJOUT VTJOHUIFTFPSTJNJMBSXPSET
➤ +FTVTDIPTFUPCFCBQUJ[FEJOUIF+PSEBO3JWFSCZ+PIOUIF#BQUJTUJO
TPMJEBSJUZXJUIVT FWFOUIPVHIIFXBTXJUIPVUTJO#ZEPJOHTP +FTVT
BMTPDIPTF#BQUJTNBTUIFTZNCPMPGJOJUJBUJPOJOUPUIF$IVSDI
*OWJUFTUVEFOUTUPNBLFDPNNFOUTPSBTLRVFTUJPOTBUUIJTUJNF
Step 4
Explain Interpret
Lead the students through an introductory explanation
of the history of the Rite of Christian Initiation of
Adults and a small-group discussion of the conversion
of Saint Augustine.
1. PrepareCZEPXOMPBEJOHBOEQSJOUJOHDPQJFTPGUIFIBOEPVUi5IF$POWFS
TJPOPG4BJOU"VHVTUJOFu %PDVNFOU59 POFGPSFBDITUVEFOU
3FNJOEUIFTUVEFOUTUPCSJOHUIFJSTUVEFOUCPPLTUPDMBTT
Article 2. Assign UIFTUVEFOUTUPSFBEBSUJDMF i$ISJTUJBO*OJUJBUJPOJOUIF&BSMZ$FO
UVSJFT uJOUIFTUVEFOUCPPLBTQSFQBSBUJPO
3. Invite a student who reads well to read the vignette at
UIFCFHJOOJOHPGBSUJDMFUPUIFDMBTT"GUFSUIFSFBEJOH
JOWJUFTUVEFOUDPNNFOUTPSRVFTUJPOT. Teacher Note
4. Instruct the students to take out their learning journals For instructional articles that
or a sheet of paper. Then lead them through the follow- contain a large amount of
information, such as articles
ing points:
12–16, consider creating
➤ +FTVTPXO#BQUJTNCFDBNFBNPEFMGPSJOJUJBUJPO a reading or accountability
JOUPUIF$IVSDI&BSMZ$ISJTUJBOTXFSFCBQUJ[FE quiz to give at the beginning
after three years of preparation, called catechesis, of class. For an explanation,
B(SFFLXPSEUIBUXFTUJMMVTFUPEBZ"OPGGJDJBM see the “Teacher Note” on
teacher of the faith was and is still called a cat- reading or accountability
echist. Catechesis is also the root of the word cat- quizzes in unit 2 for samples
echism, which is an official collection of teachings of questions.
of the Church.
➤ The word baptism DPNFTGSPNUIF(SFFLXPSE
baptizein XIJDINFBOTiUPQMVOHFu#BQUJTNSFBMMZJTBCPVUQMVOHJOH
JOUPOFXMJGF5IFQSJNBSZTZNCPMJTBDUVBMMZEZJOH ESPXOJOH BOE
SJTJOHUPOFXMJGF#BQUJTNJTBMTPDBMMFEiUIFCBUIPGFOMJHIUFONFOUu
CFDBVTFXFBSFFOMJHIUFOFECZUIFUSVFMJHIUPG$ISJTU
➤ "TXJUI+FTVT#BQUJTN UIJTTZNCPMJDBOETBDSBNFOUBMBDUJPOSFMFBTFT
UIFQSFTFODFBOEQPXFSPGUIF)PMZ4QJSJU5IF/FX5FTUBNFOUCPPL
"DUTPGUIF"QPTUMFTEFTDSJCFTUIF#BQUJTNPGUIPVTBOETPGQFPQMFBU
1FOUFDPTUBGUFSIFBSJOH1FUFSTTFSNPOBCPVU+FTVTMJGF EFBUI BOE
Resurrection for the forgiveness of sins and for the salvation of the
XPSME TFF"DUTm
➤ In the first two centuries of the Church, the norm for Christian Initia-
UJPOXBTUPCFCBQUJ[FE BOPJOUFEXJUIPJM BOEHJWFO$PNNVOJPOCZ
UIFCJTIPQ0GUFOUJNFTFOUJSFGBNJMJFTXFSFCBQUJ[FEUPHFUIFS"TUIF
$IVSDIHSFXJOOVNCFST FTQFDJBMMZBGUFSUIF&NQFSPS$POTUBOUJOF
SFDPHOJ[FE$ISJTUJBOJUZBTBOPGGJDJBMSFMJHJPOJOUIF3PNBO&NQJSF
CJTIPQTDPVMEOPMPOHFSCFQSFTFOUGPSFWFSZ#BQUJTN)PXFWFS UP
NBJOUBJOUJFTXJUIMPDBMDIVSDIFT UIFCJTIPQXPVMESFUVSOBUBMBUFS
UJNFUPBOPJOUUIFCBQUJ[FE BQSBDUJDFUIBUMBUFSXBTDBMMFE$POGJS-
NBUJPO&WFOUVBMMZUIFDBUFDIVNFOBMQSPDFTTXBTBMNPTUMPTUUPUIF
$IVSDIBTNPSFBOENPSF$ISJTUJBOTXFSFCBQUJ[FEBTJOGBOUT
➤ #ZUIFGPVSUIDFOUVSZ $ISJTUJBOJUZXBTCFDPNJOHBOFTUBCMJTIFESFMJ-
HJPO CVUOPUBMMUIFGVOEBNFOUBMEPDUSJOFTPGUIFGBJUIUIBUFYJTUUPEBZ
XFSFXFMMEFGJOFE0OFJNQPSUBOUDPOWFSUUPUIF$IVSDIEVSJOHUIJT
time was Saint Augustine, who was eventually canonized a saint and
OBNFEB%PDUPSPGUIF$IVSDICFDBVTFPGIJTTJHOJGJDBOUDPOUSJCVUJPOT
to our understanding of the faith. Augustine’s own compelling story of
his conversion HJWFTVTQFSTQFDUJWFBCPVUUIFIVNBOBOEEJWJOFRVBMJ-
ties of conversion to Christianity and the power of Baptism. Augustine’s
story also conveys the reality that every Christian can make a tremen-
dous difference in the world.
5. Distribute the handout and divide the class into small groups of three or
GPVS"TLFBDITNBMMHSPVQUPBQQPJOUBHSPVQMFBEFSXIPXJMMSFQPSUCBDLUP
the class.
6. AskUIFTUVEFOUTUPSFBEUIFIBOEPVU'PSTUVEFOUTXIPNBZBTL UIFXPSE
confessionJTVTFEJOUIFTFOTFPGiUFMMJOHUIFUSVUIBCPVU(PE uXIJDIJT
much like confessing one’s faith. Instruct the students to read Augustine’s
DPNQFMMJOHTUPSZBOEIJTEFDJTJPOUPCFCBQUJ[FEJOUFSNTPGIJTchallenges,
his decision, and the outcome of his decision. Advise the students to read
carefully with an awareness that Augustine lived and wrote in the fourth
century. The students may read silently, or one student in each small group
may read to the group in a low voice.
7. DivideUIFTUVEFOUTJOUPTNBMMHSPVQTBOEBTLUIFNUPEJTDVTTUIFRVFT-
UJPOTUIBUGPMMPXPOUIFIBOEPVU*OWJUFFBDIHSPVQMFBEFSUPSFQPSUCBDLUP
the class the major ideas the group discussed. Repeat and underscore the
NPSFTBMJFOUQPJOUTUIFTUVEFOUTNBLF&NQIBTJ[FUIFSFBMJUZUIBU(PEDBO
and does work in us, even with the untidiness of our lives.
Unit 3
Step 5
Explain
Lead the students through a description of the
Article Rite of Christian Initiation of Adults, from the pre-
catechumenate stage through the catechumenate.
1. Prepare CZEPXOMPBEJOHBOEQSJOUJOHUIFIBOEPVUi5IF+PVSOFZPGUIF
$BUFDIVNFOu %PDVNFOU59 POFGPSFBDITUVEFOU%PXOMPBE
BOEQSFQBSFUPVTFQBSU*PGUIFUISFFQBSU1PXFS1PJOUi5IF+PVSOFZPGUIF
$BUFDIVNFOu %PDVNFOU59 *OTUSVDUUIFTUVEFOUTUPUBLFOPUFT
in their learning journals or on a sheet of paper.
2. Assign the students UPSFBEBSUJDMF i5IF3JUFPG$ISJTUJBO*OJUJBUJPOPG
"EVMUT* uJOUIFTUVEFOUCPPLBTQSFQBSBUJPO
3. Lead the students through the Rite of Christian Initiation process using part
*PGUIF1PXFS1PJOU&ODPVSBHFUIFTUVEFOUTUPBTLRVFTUJPOTBUBOZUJNF
/PUFUIBUUIFQPJOUTPGJOTUSVDUJPODBOCFGPVOEJOUIFi/PUFTuTFDUJPOPG
each slide. Begin with these preliminary remarks:
➤ 8IZEPZPVTVQQPTFQFPQMFUPEBZTFFLFOUSBODFJOUPUIF$BUIPMJD
Church?
Allow several students to offer answers.
*GXFXFSFUPJOUFSWJFXUFOEJGGFSFOUDBUFDIVNFOTUIBUJT VOCBQUJ[FE
QFSTPOTXIPBSFTFFLJOHFOUSBODFJOUPUIF$IVSDIXFXPVMEQSPC
BCMZSFDFJWFUFOEJGGFSFOUSFBTPOTGPSUIFJSEFDJTJPOTUPGPMMPX$ISJTU
UISPVHIUIF$BUIPMJD$IVSDI8IBUJTMJLFMZDPNNPOUPBMM IPXFWFS JT
BEFTJSFUPCFDPNF$ISJTUTEJTDJQMFJOB$IVSDIDPNNVOJUZUIBUDPOUJO
VFTUPNFEJBUF$ISJTUTQSFTFODFJOUIFXPSME8FXPVMEQSPCBCMZBMTP
find that each catechumen faced some type of challenge and each felt
a need to fulfill a spiritual longing. If you have chosen the second final
performance task option of interviewing a catechumen, listen carefully
XIFOIFPSTIFUFMMTZPVBCPVUXIBUBUUSBDUFEIJNPSIFSUPUIF$IVSDI
➤ /PX XFXJMMCFHJOUPMPPLBUUIFKPVSOFZPGUIFDBUFDIVNFOBOEUIF
various stages through which they will progress along the way. Show
slide 1, the title slide, and slide 3,“Major Stages.”
3FGFSUPZPVSDPQZPGUIFIBOEPVUi5IF+PVSOFZPGUIF$BUFDIVNFOu
%PDVNFOU59 "MTP GPMMPXUIF1PXFS1PJOUQSFTFOUBUJPOBT
we progress through it.
➤ Show slide 4,“Inquiry Stage.”
5IFGJSTUTUBHFCFHJOTXIFOBQFSTPOJOUFSFTUFEJOGPMMPXJOH$ISJTUJO
UIF$IVSDIBOEJOCFJOHCBQUJ[FECFDPNFTBOiJORVJSFSu
➤ Show slide 5,“First Step: Rite of Acceptance into the Order of
Catechumens.”
5IF3JUFPG"DDFQUBODFJTUIFGJSTUQVCMJDTUFQUIFJORVJSFSNBLFT
➤ Show slide 6,“Questions for Inquirers (Candidates).”

*OUIFQSFTFODFPGUIFDPNNVOJUZ PSSFQSFTFOUBUJWFTPGUIFDPNNV
OJUZ UIFDFMFCSBOUBTLTUIFDBOEJEBUFTJNQPSUBOURVFTUJPOT
➤ Show slide 7, “Period of the Catechumenate.”
The catechumenate is a time of spiritual and catechetical formation. It
JOWPMWFTUIFXIPMFQFSTPOFNPUJPOT TQJSJUVBMMJGF JOUFMMFDU QIZTJDBM
self, and all of one’s gifts and weaknesses.
➤ Show slide 8,“Formation through:”
5IFGPSNBUJPOPGBDBUFDIVNFOBEESFTTFTBMMBTQFDUTPGUIFQFSTPOCZ
devoting the process to catechesis, spiritual development, liturgy, and
BQPTUPMJDXJUOFTT8FXJMMMPPLBUFBDIPGUIFTFCSJFGMZ
Show slides 9–12.
➤ 5IJTJTUIFNBKPSTVCTUBODFPGUIF1FSJPEPGUIF$BUFDIVNFOBUFQSJPS
UPUIFGJOBMTUBHFEVSJOH-FOU5IJTQFSJPEDBOMBTUGSPNOFBSMZBZFBS
up to three years. A year or less for the entire process is common in
NPTUQBSJTIFTJOUIF6OJUFE4UBUFT8FXJMMFYBNJOFUIFOFYUTUBHF
XIJDICFHJOTXJUIUIF3JUFPG&MFDUJPO EVSJOHUIFOFYUDMBTTTFTTJPO
*OWJUFUIFTUVEFOUTUPBTLRVFTUJPOTPSUPNBLFDPNNFOUTBUUIJTUJNF
Apply
Step 6
Explain
Lead the students through a description of the Rite of
Election and the final period of preparation during Lent
before the elect receive the Sacraments of Initiation.
1. Prepare CZSFNJOEJOHUIFTUVEFOUTUPCSJOHUIFJSTUVEFOUCPPLTUPDMBTT
"MTPQSFQBSFUPVTFQBSU**PGUIFUISFFQBSU1PXFS1PJOUi5IF+PVSOFZPGUIF
$BUFDIVNFOu %PDVNFOU59 *OTUSVDUUIFTUVEFOUTUPUBLFOPUFT
Article in their learning journals or on a sheet of paper, and remind them that they
NBZBMTPSFGFSUPUIFIBOEPVUi5IF+PVSOFZPGUIF$BUFDIVNFOu %PDVNFOU
59 XIJDIUIFZIBWFBMSFBEZSFDFJWFE(BUIFSGPVSTIFFUTPG
newsprint and four sets of markers.
2. Assign UIFTUVEFOUTUPSFBEBSUJDMF i5IF3JUFPG$ISJTUJBO*OJUJBUJPOPG
"EVMUT** uJOUIFTUVEFOUCPPLBTQSFQBSBUJPO
3. DivideUIFDMBTTJOUPGPVSTNBMMHSPVQT%JTUSJCVUFBTIFFUPGOFXTQSJOUBOE
a set of markers to each group. Assign each group one of the following
topics:
r 3JUFPG&MFDUJPOPS&OSPMMNFOUPG/BNFT
r QFSJPEPGQVSJGJDBUJPOBOEFOMJHIUFONFOU
r TDSVUJOJFT JODMVEJOHJOUFSDFTTJPOTBOEFYPSDJTNT
r QSFTFOUBUJPOTPGUIF$SFFEBOEUIF-PSET1SBZFS
Unit 3
1SFTFOUUIF1PXFS1PJOU BOEUIFOJOTUSVDUUIFHSPVQTUPEJTDVTTUIFJS
UPQJD QBZJOHBUUFOUJPOUPBOZSFMFWBOUTJEFCBSTJOUIFTUVEFOUCPPL5IFO
UIFZTIPVMENBLFBOPVUMJOFPGUIFJSQSFTFOUBUJPOPOUIFOFXTQSJOU0OFPS
NPSFNFNCFSTPGUIFHSPVQXJMMQSFTFOUUIFJOGPSNBUJPOUPUIFDMBTT
4. Invite the small groups to present the topics in the order in which they are
MJTUFEJOQBSUPGUIJTTUFQ4IPXQBSU**PGUIF1PXFS1PJOUQSFTFOUBUJPO
i5IF+PVSOFZPGUIF$BUFDIVNFOu %PDVNFOU59 BTFBDIUPQJD
is presented. Use the following points to fill in any missing or incorrect infor-
NBUJPO 0GUFO BTLJOHRVFTUJPOTJTNPSFFGGFDUJWFUIBOiUFMMJOHuTUVEFOUTUIF
answers):
➤ Show slide 13, the title slide, and then show slide 14, “The Rite of
Christian Initiation (continued).”
➤ Show slide 15,iThe Rite of Election.”
8IFSFBTUIFJORVJSFSGSFFMZDIPPTFTUPiBDDFQUuUIFOFYUTUFQPG
CFDPNJOHBDBUFDIVNFO UIFChurch chooses or elects the catechu-
men as a sign of the Church’s acceptance.
➤ Show slide 16,iThe Period of Purification and Enlightenment.”
➤ Show slide 17, “Scrutinies.”
Scrutinies involve prayers of intercession and special prayers called
FYPSDJTNT XIJDIBSFQMFBTUP(PEUIBUUIFFMFDUNBZBDLOPXMFEHF
UIFJSXFBLOFTTFTBOEQVUUIFJSUSVTUJO(PE*OUIFTDSVUJOZGPSUIF5IJSE
4VOEBZPG-FOU XFGJOE GPSFYBNQMF
(SBOUUIBUUIFTFDBUFDIVNFOT
NBZUVSOUPUIF-PSEBTUIFZIFBSIJTXPSE
and acknowledge the sin and weaknesses that weigh them down.
1SPUFDUUIFNGSPNSFMJBODFPOTFMG
and defend them from the power of Satan.
(Rite of Christian Initiation of Adults)
➤ Show slide 18,iPresentation of the Creed and the Lord’s Prayer.”
5. ConcludeCZJOWJUJOHUIFTUVEFOUTUPBTLRVFTUJPOTPSNBLFDPNNFOUT
Perceive
Step 7
Empathize
Watch the excerpt “The Circle of Life” from The Lion King
(1994, 89 minutes, rated A-I and G), and discuss its
relationship to Baptism.
1. Prepare by obtaining a copy of the movie The Lion King. Review the
excerpt and take note of the imagery that relates well to Baptism: the
waterfall and other water imagery; the sun rising; animals gathering for the
celebration of welcoming this “new creation”; the anointing of Simba on
the forehead as part of his initiation into his role as heir; the presentation
of Simba to the assembled animal kingdom by Rafiki, the wisdom-figure.
Arrange to have the appropriate equipment for showing the excerpt. Also
have available a copy of the lyrics of “The Circle of Life” for each student.
(The lyrics are widely available on the Internet.) Download and print the
handout “Baptism: Entering the Circle of Life” (Document #: TX002094),
one for each student.
2. Prepare the students for watching the short excerpt by reminding them that
videos are carefully chosen to relate to the topic being considered. Make
the following points, using these or similar words:
➤ We are about to view an excerpt from The Lion King that relates well
to the Sacrament of Baptism. It is not specifically religious, but you will
find that it beautifully portrays some of the same rituals and symbols
that are used in the celebration of Baptism. This excerpt is of an initia-
tion ceremony; it is the presentation of young Simba to the world. This
segment is called “The Circle of Life.” Remember, we are watching this
excerpt not for its entertainment value—which it has—but because it
helps us to stretch our imaginations about the Sacrament of Baptism
with which we are sometimes too familiar and at times take for granted.
Distribute the song lyrics at this time so that the students can read the
lyrics of the song as they watch the excerpt.
3. Show the excerpt. Then distribute the handout and ask the students to
answer the questions in silence. As the students work, you may choose to
play the music again softly—or choose another appropriate musical piece
from The Lion King.
4. Invite the students, after all have finished writing, to answer each question
by conducting a whip-around. It is not necessary that every student answer
every question, but be sure that all the students are given the opportunity
to answer at least one question. Give the students the option of passing.
5. Conclude by inviting the students to make comments or ask questions.
Unit 3
Apply
Step 8
Explain
Guide the students in an examination of the celebration
of the Sacraments of Christian Initiation and of the
period of post-baptismal catechesis.
1. Prepare CZSFNJOEJOHUIFTUVEFOUTUPCSJOHUIFJSTUVEFOUCPPLTUPDMBTT
"MTPQSFQBSFUPVTFQBSU***PGUIFUISFFQBSU1PXFS1PJOUi5IF+PVSOFZPG
UIF$BUFDIVNFOu %PDVNFOU59 *OTUSVDUUIFTUVEFOUTUPUBLF
Article notes in their learning journals or on a sheet of paper, and remind them
UIBUUIFZNBZBMTPSFGFSUPUIFIBOEPVUi5IF+PVSOFZPGUIF$BUFDIVNFOu
%PDVNFOU59 XIJDIUIFZIBWFBMSFBEZSFDFJWFE(BUIFSGPVS
sheets of newsprint and four sets of markers.
2. Assign UIFTUVEFOUTUPSFBEBSUJDMF i5IF3JUFPG$ISJTUJBO*OJUJBUJPOPG
"EVMUT*** uJOUIFTUVEFOUCPPLBTQSFQBSBUJPO
3. Divide the class into seven small groups, assigning one of the following
UPQJDTUPFBDI$PPSEJOBUJPOXJUIUIF1PXFS1PJOUTMJEFTJTOPUFEJOQBSFO
UIFTFT/PUFUIFJOGPSNBUJPOBCPVUUIFDFMFCSBUJPOQSPWJEFEJOUIF1PXFS
1PJOUOPUFT&BDIHSPVQTIPVMECFHJWFOPOFPGUIFGPMMPXJOHUPQJDT
r QSPDFTTJPOXJUIUIF1BTDIBM$BOEMF TMJEFTBOE
r UIF&YTVMUFU TMJEF
r UIF-JUVSHZPGUIF8PSE QSFTFOUFECZUFBDIFS TMJEF
r #BQUJTN BOEUIFTZNCPMTPGUIFXIJUFHBSNFOUBOEMJHIUFEDBOEMF
TMJEFTBOE
r $POGJSNBUJPO TMJEF
r UIF&VDIBSJTU TMJEF
r .ZTUBHPHZ TMJEF
1SFTFOUUIF1PXFS1PJOU BOEUIFOJOTUSVDUUIFHSPVQTUPEJTDVTTUIFJS
UPQJD QBZJOHBUUFOUJPOUPBOZSFMFWBOUTJEFCBSTJOUIFTUVEFOUCPPL5IFO
UIFZTIPVMENBLFBOPVUMJOFPGUIFJSQSFTFOUBUJPOPOUIFOFXTQSJOU0OFPS
NPSFNFNCFSTPGUIFHSPVQXJMMQSFTFOUUIFJOGPSNBUJPOUPUIFDMBTT
4. Invite the groups, after allowing sufficient time for preparation, to present
JOGPSNBUJPOUPUIFDMBTTPOUIFUPQJDT JOUIFPSEFSMJTUFEJOQBSUPGUIJTTUFQ
"GUFSUIFTUVEFOUQSFTFOUBUJPOPGUIF&YTVMUFU CSJFGMZEFTDSJCF CFDBVTF
UIFSFJTOPEFTDSJQUJPOJOUIFTUVEFOUUFYU UIFFMBCPSBUFBOEQPUFOUJBMMZQPX
FSGVM-JUVSHZPGUIF8PSEEVSJOHUIF7JHJM
➤ 4FWFO0ME5FTUBNFOUQBTTBHFTBSFSFBE BUMFBTUUISFFBSFNBOEBUPSZ
JODMVEJOH&YPEVT UIFDSPTTJOHPGUIF3FE4FB XIJDINBZ
OFWFSCFPNJUUFE SFDPVOUJOHTBMWBUJPOIJTUPSZ
➤ "OFQJTUMF 3PNBOTm JTSFBEBCPVU#BQUJTNJOUPUIFEFBUIPG
Christ so that we might rise with Christ.
➤ "(PTQFMSFBEJOHBOOPVODJOHUIF3FTVSSFDUJPOJTQSPDMBJNFE
"EEJOGPSNBUJPOUIBUNBZCFNJTTJOHGSPNTUVEFOUQSFTFOUBUJPOTBOE
make corrections if necessary.
5. ConcludeCZJOWJUJOHUIFTUVEFOUTUPNBLFDPNNFOUTPSBTLRVFTUJPOT
Apply
Step 9
Perceive
Read the Rite of Baptism for Children aloud together,
and then lead a brief discussion on the meaning of
infant Baptism or show a video or DVD related to
Baptism.
1. PrepareCZEPXOMPBEJOHBOEQSJOUJOHUIFIBOEPVUTi5IF3JUFPG#BQUJTN
GPS$IJMESFOu %PDVNFOU59 BOEi3FGMFDUJOHPOUIF.FBOJOHPG
*OGBOU#BQUJTNu %PDVNFOU59 POFPGFBDIGPSFBDITUVEFOU
Article 2. Assign the students UPSFBEBSUJDMF i5IF3JUFPG#BQUJTNGPS$IJMESFO u
JOUIFTUVEFOUCPPLBTQSFQBSBUJPO
3. %JTUSJCVUFUIFIBOEPVUi5IF3JUFPG#BQUJTNGPS$IJMESFOu %PDVNFOU
59 BOEBTTJHOUIFGPMMPXJOHQBSUTUPTUVEFOUTUPSFBEDFMFCSBOU
parents, godparents, lector, prayer leader, and commentator to read parts
in italics. The entire class can read the simple responses. The students who
UBLFQBSUJOUIJTSFBEJOHXJMMCFBDUJOHJUPVUBTJGJUXFSFBSFBM#BQUJTN"MM
the students should listen carefully.
Alternatively, you may want to show a video explaining and discuss-
JOHUIF3JUFPG#BQUJTNGPS$IJMESFO5IF8FCTJUFPGAmerican Catholic
NBHB[JOFIBTTFWFSBMBWBJMBCMF4FFUIFMJOLTBUsmp.org/LivinginChrist for
details.
4. Invite the students to return to their usual seating at the conclusion of the
TJNVMBUJPO%JTUSJCVUFUIFIBOEPVUi3FGMFDUJOHPOUIF.FBOJOHPG*OGBOU#BQ
UJTNu %PDVNFOU59
5. Lead UIFDMBTTUISPVHIUIFRVFTUJPOT$POTJEFSVTJOHUIFNFUIPEPGXSJUUFO
DPOWFSTBUJPOT TFFUIFCBDLHSPVOEBSUJDMFi8SJUUFO$POWFSTBUJPOTu<%PDV
NFOU59> UPBTTJTUUIFNPSFJOUSPWFSUFETUVEFOUT
6. ConcludeCZJOWJUJOHUIFTUVEFOUTUPNBLFDPNNFOUTPSBTLRVFTUJPOT
Unit 3
Apply
Step 10
Interpret
Invite the students to work in small groups to create
brief skits that represent the six effects of Baptism.
1. PrepareCZBSSBOHJOHTJYTNBMMHSPVQTJOBEWBODF&BDIHSPVQTIPVMEIBWF
a mixture of students who are creative, who stay on task, who are thinkers,
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other teacher-monitored spaces for the small groups to practice. Remind
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practice your skit. Therefore you will have to keep your skits simple and
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humor should not overshadow the message.
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they work to make sure they understand the assignment.
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small groups perform their skits in random order. At the end of each skit,
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➤ After exploring the adult process for entering the Church, and the
Sacrament of Baptism, through a variety of learning experiences, what
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Step 11
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choose one if they have not already done so.
2. Provide some class time for the students to work on their performance
guidance with the project.
Step 12
Reflect
to reflect on how their understandings of the Rite of Christian Initiation of Adults
and the Sacrament of Baptism have developed throughout the unit.
each student.
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A Preassessment of My Knowledge of
Baptism and the Rite of Christian
Initiation of Adults
I Know, I Think I Know, I Want to Know
Name: ___________________________________________________
Topic: ____________________________________________________
I Know I Think I Know I Want to Know


• The three Sacraments of Christian Initiation begin and strengthen our life in Christ.
• The Easter Vigil is the most appropriate time to celebrate the Sacraments of Christian Initiation.
• Baptism requires an ongoing conversion, a continual turning toward God in the midst of our
everyday lives.
• Through Baptism we are united with Christ and made adopted children of God.
Option 1: Attend a Baptism Celebration

Ask permission from your local Catholic parish to attend a Baptism, unless it occurs during a Sunday
celebration of the Eucharist. Infant Baptisms are often scheduled on a certain Sunday (or Sundays) of the
month. Baptisms during a Sunday Mass are preferable. The optimum celebration is an adult Baptism
during the Easter Vigil if this celebration happens to coincide with this unit.
Participate in a fully conscious and intentional way in the celebration by listening to the prayers, to
the words of the Rite of Baptism, and to the readings of the Word of God. Sing the communal hymns and
carefully watch for the symbols used in Baptism.
Write a reflection essay that addresses the following questions:
• What aspects of this sacramental celebration most clearly communicated the meaning of Baptism
as initiation into the Church?
• What symbols were used, and what was the purpose and meaning of each?
• Did the symbols convey their intended meaning effectively? Explain.
• Whether the celebration was for an adult or for an infant, what words or actions did you hear or
observe that communicated the importance of adult responsibility in living out the Christian life? If
the Baptism was an infant Baptism, where does adult responsibility fit in?
• In what manner is the identity of the person baptized different or changed after Baptism? (Listen
carefully to all of the words in the Rite of Baptism.)
Be sure to also address the unit’s key understandings in your reflection essay.

Option 2: Interview a Catechumen

Interview a catechumen (or candidate for full communion in the Catholic Church) at any time after the Rite
of Acceptance using the following questions as a guide. Then write a report about your interview,
addressing the following questions:
• What purpose do you think God might have for you as a Christian? (What is God asking you to do
as a Christian?)
• What difference has faith in Jesus Christ made in your life so far?
• After you have received the Sacraments of Christian Initiation, or the Sacraments of Confirmation
and the Eucharist, what will you need from the Church to help you live a life of faith?
• How have family members, friends, coworkers, and other people around you responded to your
decision to become a Catholic Christian?
• In which ways will initiation into the Church through Baptism change you?
• How important is it to you to be baptized (if you have not already been baptized), to be confirmed,
and to receive your First Communion at the Easter Vigil?
Be sure to also address the unit’s key understandings in your report.


Criteria 4 3 2 1
Assignment includes Assignment not only Assignment Assignment Assignment includes
all items requested in includes all items includes all items includes over half less than half of the
the instructions. requested but they requested. of the items items requested.
are completed requested.
above expectations.
Assignment shows Assignment shows Assignment Assignment shows Assignment shows little
understanding of the unusually insightful shows good adequate understanding of this
following concept: The understanding of this understanding of understanding of concept.
three Sacraments of concept. this concept. this concept.
Christian Initiation
begin and strengthen
our life in Christ.
following concept: The understanding of this understanding of understanding of concept.
Easter Vigil is the most concept. this concept. this concept.
appropriate time to
celebrate the
Sacraments of
Christian Initiation.
following concept: understanding of this understanding of understanding of concept.
Baptism requires an concept. this concept. this concept.
ongoing conversion, a
continual turning
toward God in the
midst of our everyday
lives.
following concept: understanding of this understanding of understanding of concept.
Through Baptism we concept. this concept. this concept.
are united with Christ
and made adopted
children of God.
Assignment uses Assignment has no Assignment has Assignment has Assignment has more
proper grammar and grammar or spelling one grammar or two grammar or than two grammar or
spelling. errors. spelling error. spelling errors. spelling errors.
Assignment is neatly Assignment not only Assignment is Assignment is neat Assignment is not neat.
done. is neat but is neatly done. for the most part.
exceptionally
creative.


Baptism, Sacrament of: The first of the Seven Sacraments and one of the three Sacraments of
Christian Initiation (the others being Confirmation and the Eucharist) by which one becomes a member of
the Church and a new creature in Christ.
catechesis, catechists: Catechesis is the process by which Christians of all ages are taught the
essentials of Christian doctrine and are formed as disciples of Christ. Catechists are the ministers of
catechesis.
catechumen: An unbaptized person who is preparing for full initiation into the Catholic Church by
engaging in formal study, reflection, and prayer.
Christian Initiation, Sacraments of: The three Sacraments—Baptism, Confirmation, and the
Eucharist—through which we enter into full membership in the Church.
common priesthood of the faithful: The name for the priesthood shared by all who are baptized. The
baptized share in the one priesthood of Jesus Christ by participating in his mission as priest, prophet, and
king.
Easter: The day on which Christians celebrate Jesus’ Resurrection from the dead; considered the most
holy of all days and the climax of the Church’s liturgical year.
elect: The name given to catechumens after the Rite of Election while they are in the final period of
preparation for the Sacraments of Christian Initiation.
evangelization: The proclamation of the Good News of Jesus Christ through word and witness.
mystagogy: A period of catechesis following the reception of the Sacraments of Christian Initiation that
aims to more fully initiate people into the mystery of Christ.
normative: Refers to the standard according to which a thing is done; this standard is not necessarily
affected by the number of times a thing is done. Adult Baptism through the RCIA is normative in the
Catholic Church, even though infant Baptism is more common.
Original Sin: From the Latin origo, meaning “beginning” or “birth.” The term has two meanings: (1) the
sin of the first human beings, who disobeyed God’s command by choosing to follow their own will and
thus lost their original holiness and became subject to death, (2) the fallen state of human nature that
affects every person born into the world.
Paschal candle: Also called the Easter candle, this is the large, tall candle lit at the Easter Vigil by a
flame from the new fire; the symbol of the Risen Christ. It is lit in the sanctuary for Masses during the
Easter season, and during the year is kept near the baptismal font. It is lit at Baptisms and at funeral
services throughout the year as a sign of the presence of the Risen Christ among us.

Rite of Christian Initiation of Adults: The process by which an unbaptized person, called a
“catechumen,” and those who were baptized in another Christian denomination, called “candidates for full
communion,” are prepared to become full members of the Church.
Rite of Election: The Rite, which takes place on the first Sunday of Lent, by which the Church elects or
accepts the catechumens for the Sacraments of Christian Initiation at the Easter Vigil. The Rite of
Election begins a period of purification and enlightenment.
Sacred Chrism: Perfumed olive oil consecrated by the bishop that is used for anointing in the
Sacraments of Baptism, Confirmation, and Holy Orders.
scrutinies: Rites within the Rite of Christian Initiation of Adults that support and strengthen the elect
through prayers of intercession and exorcism.

The Conversion of Saint Augustine

Excerpts from Confessions and Enchiridion
Book 8, Chapter VII
Augustine describes some of the challenges and obstacles to accepting faith.
17. But now, the more ardently I loved those whose wholesome affections I heard reported—that they had given
themselves up wholly to thee to be cured—the more did I abhor myself when compared with them. For many of my
years—perhaps twelve—had passed away since my nineteenth, when, upon the reading of Cicero's Hortensius, I
was roused to a desire for wisdom. And here I was, still postponing the abandonment of this world's happiness to
devote myself to the search. For not just the finding alone, but also the bare search for it, ought to have been
preferred above the treasures and kingdoms of this world; better than all bodily pleasures, though they were to be
had for the taking. But, wretched youth that I was—supremely wretched even in the very outset of my youth—I had
entreated chastity of thee and had prayed, “Grant me chastity and continence, but not yet.” For I was afraid lest thou
shouldst hear me too soon, and too soon cure me of my disease of lust which I desired to have satisfied rather than
extinguished.
18. And I had thought that I delayed from day to day in rejecting those worldly hopes and following thee alone
because there did not appear anything certain by which I could direct my course. And now the day had arrived in
which I was laid bare to myself and my conscience was to chide me: “Where are you, O my tongue? You said indeed
that you were not willing to cast off the baggage of vanity for uncertain truth. But behold now it is certain, and still that
burden oppresses you.”
Book 8, Chapter XI
Augustine moves closer to the decision to become a catechumen.
25. Thus I was sick and tormented, reproaching myself more bitterly than ever, rolling and writhing in my chain till it
should be utterly broken. By now I was held but slightly, but still was held. And thou, O Lord, didst press upon me in
my inmost heart with a severe mercy, redoubling the lashes of fear and shame; lest I should again give way and that
same slender remaining tie not be broken off, but recover strength and enchain me yet more securely.
I kept saying to myself, “See, let it be done now; let it be done now.” And as I said this I all but came to a firm
decision. I all but did it—yet I did not quite. Still I did not fall back to my old condition, but stood aside for a moment
and drew breath. And I tried again, and lacked only a very little of reaching the resolve—and then somewhat less,
and then all but touched and grasped it. Yet I still did not quite reach or touch or grasp the goal, because I hesitated
to die to death and to live to life. And the worse way, to which I was habituated, was stronger in me than the better,
which I had not tried. And up to the very moment in which I was to become another man, the nearer the moment
approached, the greater horror did it strike in me. But it did not strike me back, nor turn me aside, but held me in
suspense.
26. It was, in fact, my old mistresses, trifles of trifles and vanities of vanities, who still enthralled me. They tugged at
my fleshly garments and softly whispered: “Are you going to part with us? And from that moment will we never be
with you any more? And from that moment will not this and that be forbidden you forever?” What were they
suggesting to me in those words “this or that”? What is it they suggested, O my God? Let thy mercy guard the soul of
thy servant from the vileness and the shame they did suggest! And now I scarcely heard them, for they were not
openly showing themselves and opposing me face to face; but muttering, as it were, behind my back; and furtively
plucking at me as I was leaving, trying to make me look back at them. Still they delayed me, so that I hesitated to
break loose and shake myself free of them and leap over to the place to which I was being called—for unruly habit
kept saying to me, “Do you think you can live without them?”

The Conversion of Saint Augustine Page | 2
Book 10, Chapter XXXV

Augustine prepares for baptism, but is still tempted by “lust” for knowledge.
54. Besides this there is yet another form of temptation still more complex in its peril. For in addition to the fleshly
appetite which strives for the gratification of all senses and pleasures—in which its slaves perish because they
separate themselves from thee—there is also a certain vain and curious longing in the soul, rooted in the same bodily
senses, which is cloaked under the name of knowledge and learning; not having pleasure in the flesh, but striving for
new experiences through the flesh. This longing—since its origin is our appetite for learning, and since the sight is the
chief of our senses in the acquisition of knowledge—is called in the divine language “the lust of the eyes.” For seeing
is a function of the eyes; yet we also use this word for the other senses as well, when we exercise them in the search
for knowledge. We do not say, “Listen how it glows,” “Smell how it glistens,” “Taste how it shines,” or “Feel how it
flashes,” since all of these are said to be seen. And we do not simply say, “See how it shines,” which only the eyes
can perceive; but we also say, “See how it sounds, see how it smells, see how it tastes, see how hard it is.” Thus, as
we said before, the whole round of sensory experience is called "the lust of the eyes" because the function of seeing,
in which the eyes have the principal role, is applied by analogy to the other senses when they are seeking after any
kind of knowledge.
Book 13, Chapter XVII

Long after his own baptism, Augustine reflects on the outcome of his decision, and others’ decisions, to be initiated
into the Church.
21. But as for the souls that thirst after thee and who appear before thee—separated from “the society of the [bitter]
sea” by reason of their different ends—thou waterest them by a secret and sweet spring, so that “the earth” may bring
forth her fruit and—thou, O Lord, commanding it—our souls may bud forth in works of mercy after their kind. Thus we
shall love our neighbor in ministering to his bodily needs, for in this way the soul has seed in itself after its kind when
in our own infirmity our compassion reaches out to the relief of the needy, helping them even as we would desire to
be helped ourselves if we were in similar need. Thus we help, not only in easy problems (as is signified by “the herb
yielding its seed”) but also in the offering of our best strength in affording them the aid of protection (such as “the tree
bearing its fruit”). This is to say, we seek to rescue him who is suffering injury from the hands of the powerful—
furnishing him with the sheltering protection which comes from the strong arm of a righteous judgment.
Chapter XXI
Augustine continues his reflection on Baptism as entrance into a different order of life as intended by God from the
beginning of creation.
29. And thus, in thy Word, it was not the depth of the sea but “the earth,” separated from the brackishness of the
water, that brought forth, not “the creeping and the flying creature that has life,” but “the living soul” itself!
And now this soul no longer has need of baptism, as the heathen had, or as it did when it was covered with the
waters—and there can be no other entrance into the Kingdom of Heaven, since thou hast appointed that baptism
should be the entrance. Nor does it seek great, miraculous works by which to buttress faith. For such a soul does not
refuse to believe unless it sees signs and marvels, now that “the faithful earth” is separated from “the waters” of the
sea, which have been made bitter by infidelity. Thus, for them, “tongues are for a sign, not to those who believe but to
those who do not believe.”
And the earth which thou hast founded above the waters does not stand in need of those flying creatures which the
waters brought forth at thy word. Send forth thy word into it by the agency of thy messengers. For we only tell of their
works, but it is thou who dost the works in them, so that they may bring forth “a living soul” in the earth.
(The excerpts on this handout are from Confessions and Enchiridion, newly translated and edited by Albert C. Outler
[Philadephia: Westminster Press, 1955].)

The Conversion of Saint Augustine Page | 3
Reflecting on the Conversion of Saint Augustine

1. What were some of the challenges Augustine faced in his life? Are these unique to the fourth century
in which Augustine lived?
2. What do you think motivated Augustine to make the decision to seek initiation into the Church?
3. Were you surprised that Augustine continued to be tempted even after becoming a catechumen?
What was the nature of these temptations?
4. Write Augustine’s description of the meaning of Baptism in your own words.
5. Augustine considered himself to be a great sinner. Do you think that people today have the same
sense of sin that Augustine did?
6. Is there a lesson to be taken from Augustine regarding sin and the need for redemption? If so, put this
lesson in your own words.
7. The outcome of this story is that Saint Augustine is one of the greatest saints in the Catholic Church.
He is known as a Doctor of the Church because of his scholarly teaching and defense of the faith that
helped form Christian doctrine as we know it. What difference does it make that a man who was beset
by weaknesses such as promiscuity and intellectual pride was baptized and later became a bishop
and Doctor of the Church?
8. In what ways might Augustine be an inspiration to you?

The Journey of the Catechumen

1. Period of Inquiry: An unbaptized person is attracted to the Catholic
faith and asks to know more about the Church. He or she is invited to
become an “inquirer.” This is an open-ended period of exploring the
faith and a period of evangelization in which the inquirer experiences
the Gospel through word and witness. Someone baptized in another
Christian denomination may participate. He or she is called a
candidate.
2. Rite of Acceptance into the Order of Catechumens: This first rite

follows the inquirer’s decision to proceed with his or her plans to
become a member of the Church. This rite can take place at any
time, but always involves a Liturgy of the Word and usually takes
place during a Sunday liturgy. Often several people participate in this
rite, especially in larger parishes.
3. Period of the Catechumenate: During this period, which can last from one to
three years, the catechumen is formed in the faith by catechesis, spiritual
development, the Liturgy of the Word, and apostolic witness. Catechumens are led
to seek knowledge of the mystery of Christ, to grow close to Christ in prayer, to
celebrate Christ’s love in the liturgy, and to learn from other followers to witness to
Christ through their actions in the world.
4. Rite of Election: This rite is usually held on the first Sunday

5. Scrutinies: The elect participate in three
of Lent and is celebrated by the bishop. In smaller dioceses it
liturgical rites on the third, fourth, and fifth
takes place in the cathedral. In larger dioceses there may be
Sundays of Lent to encourage them and to
several celebrations by different bishops. This rite is the formal
strengthen their faith. These rites include
acceptance of the catechumens as candidates for Baptism.
intercessions and an exorcism, a prayer
From this point onward, they are no longer catechumens,
designed to help the elect acknowledge their
but the “elect.”
weaknesses and trust in God. Lent
commemorates Jesus’ forty days in the desert
after his Baptism, and is a special time of
preparation for the elect.
6. Presentation of the Creed
and the Lord’s Prayer: During
the third and fifth weeks of Lent,
two central Christian prayers 8. Mystagogy: A period after Easter in which the new
are presented to the elect. Christian and the community together grow in
deepening their grasp of the Paschal Mystery. During
this time the elect are now called neophytes, which
means “beginners.” These new Christians are powerful
7. Easter Vigil: During the Easter Vigil, the holiest night of the witnesses to the faith, but they also—like all of us—
year, the elect are fully received into the Church through need the support of a community of faith.
Baptism, Confirmation, and the Eucharist. This celebration has
been the goal of the catechumen / elect. It is the central
celebration for all Christians.

Baptism: Entering the Circle of Life
1. Which actions from the “Circle of Life” segment tell you that a ritual is taking place?
2. Even though the song and video are secular, there are ritual elements that we can relate to Baptism.
What imagery from the “Circle of Life” segment suggests that something like a Baptism is taking
place?
3. What are the various symbols in the excerpt, and what does each suggest to you?
4. This excerpt has been viewed by literally millions of people. What does this segment do that
resonates deeply with many people?

Baptism: Entering the Circle of Life Page | 2
5. Simba, the newborn lion in The Lion King, is clearly initiated into the whole circle of life and begins to
take his place in the universe. Have you ever thought of Baptism as an initiation into your own special
place in the universe? Does this idea surprise you?
6. When we are baptized into the Christian faith, we are immeasurably blessed to be claimed by the
Creator who brought us into being. We become children of God. We not only find our place in the
universe but also are found and redeemed so that we may witness to the majesty of our Creator
God, each in our own unique way.
Using the statement as a foundation, what would you do or say in the following situations:
a. A friend is fixated on his or her own weak points rather than strengths.
b. Someone confides in you that he or she is overcome by feelings of worthlessness.
c. Looking at the world, you wonder if you, one person, can make a difference.

The Rite of Baptism for Children

INTRODUCTION AND WELCOME
Reception or Welcome: Priest greets parents and godparents. Usually there are several baptisms at once as a sign
that the new member is one among many, and that all—rich or poor; black, red, white, or yellow; female or male—are
members of Christ’s Body.
Celebrant: What name do you give your child? (Or, “each of these children?”)
Parents: Parents speak name clearly in turn. (The name is generally a Christian name, but any respectful name is
acceptable today.)
Celebrant: What do you ask of God’s Church for N.? (Or, “for your children?”)
Parents: Baptism.
Celebrant: You have asked to have your children baptized. In doing so you are accepting the responsibility of training
them in the practice of the faith. It will be your duty to bring them up to keep God’s commandments as Christ taught
us, by loving God and our neighbor. Do you clearly understand what you are undertaking?
Parents: We do.
Celebrant (to godparents): Are you ready to help these parents in their duty as Christian mothers and fathers?
Godparents: We are.
Celebrant: N. & N. (names of children, or, “My dear children,”), the Christian community welcomes you with great joy.
In its name I claim you for Christ our Savior by the sign of the cross. I now trace the cross on your foreheads, and
invite your parents (and godparents) to do the same.
He signs each child on the forehead with a sign of the cross. A psalm may be sung:
Will you not give us life?

And shall not your people rejoice in you?
Show us, O Lord your kindness,
And grant us your salvation.
I will hear what God proclaims;
The Lord—for he proclaims peace to his people.
LITURGY OF THE WORD
(Celebrant instructs parents to sit for the Liturgy of the Word)

Mark 1:9–11 (The Baptism of Jesus)
INTERCESSIONS (Prayer of the Faithful)

Celebrant: My brothers and sisters, let us ask our Lord Jesus Christ to look lovingly on this child (these children) who
is / are to be baptized, on his / her / their parents and godparents, and on all the baptized.
Prayer Leader: Through baptism and confirmation, make those baptized in Christ today your faithful followers and
witnesses to your gospel.
ALL: Lord, hear our prayer.
Prayer Leader: Lead them by a holy life to the joys of God’s kingdom.

The Rite of Baptism for Children Page | 2
Prayer Leader: Make the lives of their parents and godparents examples of faith to inspire these children.
Prayer Leader: Renew the grace of our baptism in each one of us.
Celebrant: I now invite all of you to invoke the saints on behalf of the newly baptized. Your response is “Pray for us.”
Holy Mary, Mother of God, pray for us.
Saint John the Baptist, pray for us.
Saint Joseph, pray for us.
Saint Peter and Saint Paul, pray for us.
Saint Michael, pray for us.
Saint (patron of the child), pray for us.
All you saints of God, pray for us.
PRAYER OF EXORCISM (casting out evil) AND ANOINTING BEFORE BAPTISM

Celebrant:
Almighty and ever-living God,
you sent your only Son into the world
to cast out the power of Satan, spirit of evil,
to rescue us from the kingdom of darkness,
and bring us into the splendor of your kingdom of light.
We pray for this child (these children):
set her / him (them) free from original sin,
make them temples of your glory,
and send your Holy Spirit to dwell within them.
We ask this through Christ our Lord.
ALL: AMEN.
Celebrant continues and anoints each child on the breast with the oil of catechumens:
We anoint you with the oil of salvation in the name of Christ our Savior;
may he strengthen you with his power, who lives and reigns for ever and ever.
ALL: AMEN. (SONG—psalm— MAY BE INCLUDED HERE)
CELEBRATION OF THE SACRAMENT

Blessing of Water by Celebrant:
Father, you give us grace through sacramental signs,
which tell us of the wonders of your unseen power.
In baptism we use your gift of water,

which you have made a rich symbol of the grace
you give us in this sacrament.
At the very dawn of creation

your Spirit breathed on the waters,
making them the wellspring of all holiness.
The waters of the great flood

you made a sign of the waters of baptism
that make an end of sin
and a new beginning of goodness.

Through the waters of the Red Sea

you led Israel out of slavery
to be an image of God’s holy people,
set free from sin by baptism.
In the waters of the Jordan

your Son was baptized by John
and anointed with the Spirit.
Your Son willed that water and blood should flow

from his side
as he hung upon the cross.
After his resurrection he told his disciples:

“Go out and teach all nations,
baptizing them in the name of the Father, and of the
Son, and of the Holy Spirit.”
Father,
look now with love upon your Church,
and unseal for it the fountain of baptism.
By the power of the Spirit

give to the water of this font the grace of your Son
so that in the sacrament of baptism
all those whom you have created in your likeness
may be cleansed from sin
And rise to a new birth to innocence
by water and the Holy Spirit.
The celebrant touches the water with his right hand.

We ask you, Father, with your Son
to send the Holy Spirit upon the water of this font.
May all who are buried with Christ in the death of baptism
rise also with him to newness of life.
We ask this through Christ our Lord.
ALL: AMEN.
Celebrant continues. . .
Dear parents and godparents: You have come here to present this child (these children) for baptism. By water and
the Holy Spirit they are to receive the gift of new life from God who is love.
On your part you must make it your constant care to bring this child (these children) up in the faith. See that the divine
life which God gives them is kept safe from the poison of sin, to grow always stronger in their hearts.
If your faith makes you ready to accept this responsibility, renew now the vows of your own baptism. Reject sin;
profess your faith in Christ Jesus. This is the faith of the Church, the faith in which your child (children) is / are about
to be baptized.
Celebrant: Do your reject sin, so as to live in the freedom of God’s children?

Parents and godparents: I do.

Celebrant: Do you reject the glamour of evil, and refuse to be mastered by sin?
Celebrant: Do you reject Satan, father of sin and prince of darkness?
Celebrant: Do you believe in God, the Father almighty, creator of heaven and earth?
Celebrant: Do you believe in Jesus Christ, his only Son, our Lord, who was born of the Virgin Mary, was crucified,
died, and was buried, rose from the dead, and is now seated at the right hand of the Father?
Celebrant: Do you believe in the Holy Spirit, the holy Catholic Church, the communion of saints, the forgiveness of
sins, the resurrection of the body, and life everlasting?
Celebrant: This is our faith. This is the faith of the Church. We are proud to profess it, in Christ Jesus our Lord.
ALL: AMEN!
BAPTISM
Celebrant to parents and godparents:
Is it your will that N (and N.) should be baptized in the faith of the Church, which we have all professed with you?
Parents and godparents: It is.
Celebrant baptizes the child, saying:

N., I baptize you in the name of the Father, (he pours water from font on head)
and of the Son, (pours water)
and of the Holy Spirit. (pours water)
ANOINTING WITH CHRISM

Celebrant: God the Father of our Lord Jesus Christ
has freed you from sin
and brought you to new life
through water and the Holy Spirit.
He now anoints you with the chrism of salvation,
So that, united with his people,
You may remain for ever a member of Christ
Who is Priest, Prophet, and King.
ALL: Amen. (Each child is anointed on the crown of the head with chrism in silence.)
CLOTHING WITH WHITE GARMENT

Celebrant says:
N (and N), you have become a new creation, and have clothed yourselves in Christ. See in this white garment the
outward sign of your Christian dignity. With your family and friends to help you by word and example, bring that
dignity unstained into the everlasting life of heaven.
ALL: Amen.
LIGHTED CANDLE:
Celebrant: Receive the light of Christ.
(Celebrant gives godparents candle and they light candle from Easter candle and hold it for all to see.)
Celebrant continues: Parents and godparents, this light is entrusted to you to be kept burning brightly. These children
of yours have been enlightened by Christ. They are to walk always as children of the light. May they keep the flame of

faith alive in their hearts. When the Lord comes, may they go out to meet him with all the saints in the heavenly
kingdom.
CONCLUSION OF THE RITE

Celebrant: You have put on Christ;
in him you have been baptized.
ALL: ALLELUIA, ALLELUIA!
The Lord’s Prayer

Celebrant: Let us now pray in the words our Lord has given us . . . (all say together) Our Father . . .
BLESSING
By God’s gift, through water and the Holy Spirit, we are reborn to everlasting life. In his goodness, may he continue to
pour out his blessings upon all present, who are his sons and daughters. May he make them always, wherever they
may be, faithful members of his holy people. May he send his peace upon all who are gathered here, in Christ Jesus
our Lord.
ALL: AMEN!
(The material on this handout is from the English translation of The Rite of Baptism for Children © 1969, International
Commission on English in the Liturgy [ICEL], in The Rites of the Catholic Church, volume one, prepared by the ICEL,
a Joint Commission of Catholic Bishops’ Conferences [Collegeville, MN: Liturgical Press, 1990]. Copyright ©
1990 by the Order of St. Benedict, Collegeville, MN. Used with permission of the ICEL.)

Reflecting on the Meaning of Infant Baptism
1. Why does the Catholic Church baptize infants?
2. Infants are innocent. What benefit do they receive through Baptism?
3. Can infant Baptisms take place during Mass? (If so, then at what point in the celebration do they take
place?)
4. If the Sacraments require adult commitment, how and when does adult commitment take place during
an infant Baptism?
5. Did Christians baptize infants in the early Church?
6. Explain the meaning of each of the following symbols: pouring water over the baby’s head three times,
presenting a lighted candle, clothing the baby with a white garment.
7. Related to Baptism, why do Catholics bless themselves and other things with holy water?
8. Who are the ordinary ministers of Baptism?
9. Is there any circumstance under which you could administer the Sacrament of Baptism? If so, explain
the circumstances.

Unit 3 Test
____ 1. The Sacraments of ____ induct us into the life of Christ and the life of the Church.
A. Investiture
B. Instigation
C. Initiation
D. Instatement
____ 2. A person interested in being baptized in the Catholic Church begins by becoming an _____.
A. inquirer
B. initiate
C. inductee
D. oblate
____ 3. Another name for the Enrollment of Names is the _____.
A. Lenten Agreement
B. Rite of Election
C. Easter Vigil
D. Acceptance of Christ
____ 4. This word comes from the Greek word that means “to plunge.”
A. Inundation
B. Baptism
C. Chrism
D. Inoculation
____ 5. The Enrollment of Names begins a period of what the Church calls purification and _____.
A. atonement
B. chastity
C. penance
D. enlightenment
____ 6. The Rite of Christian Initiation of Adults is most appropriately celebrated at _____.
A. Advent
B. the Easter Vigil
C. Pentecost
D. Christmas

Unit 3 Test
____ 7. A _____ is an unbaptized person who is preparing for full initiation into the Catholic Church
by engaging in formal study, reflection, and prayer.
A. catechumen
B. canticle
C. cantor
D. catechesis
____ 8. The _____ is the symbol of the Risen Christ in our midst.
A. crucifix
B. ambo
C. baptismal font
D. Paschal candle
____ 9. Baptism frees us from _____.
A. the need for Christ

B. Original Sin
C. the temptation to sin
D. bonds of Heaven
____ 10. The Rite of Baptism for Children begins with the reception of the _____.
A. Eucharist
B. child
C. godparents
D. village of the faithful
____ 11. At Baptism the child is anointed on the chest with the “oil of catechumens,” as a strengthening,
and, after Baptism, is anointed on the crown of the head with the Sacred _____ of salvation.
A. Cross
B. Chrism
C. Charism
D. Covenant
____ 12. The theological term for the gifts of Baptism is _____.
A. anointing
B. charisms
C. sagacity
D. effects

Unit 3 Test
____ 13. All humans since Adam and Eve, except two, are born with _____.
A. a natural resistance to sin

B. not hope of salvation
C. Original Sin
D. a memory of Heaven
____ 14. Before Christ came to save us, says Saint Paul, we were enslaved by sin and _____.
A. temptation
B. strife
C. death
D. jealousy
____ 15. As children of God, we become members of Christ, partakers in the divine nature, and _____.
A. temples of the Holy Spirit

B. leaders of God’s earth
C. unblemished and cleansed for all time
D. equal with angels

Unit 3 Test
Part 2: Matching
Column 1 Column 2
_____ 1. The first of the Seven Sacraments. A. mystagogy
_____ 2. Rites within the Rite of Christian

B. Confirmation
Initiation of Adults that support and
strengthen the elect through prayers of
intercession and exorcism. C. Baptism
_____ 3. From the Latin origo, meaning D. catechesis

“beginning” or “birth.”
_____ 4. The name given to catechumens after E. Original Sin

the Rite of Election.
F. Sacred Chrism
_____ 5. The process by which Christians of all
ages are taught the essentials of
G. elect
Christian doctrine and are formed as
disciples of Christ.
H. evangelization
_____ 6. The name for the priesthood shared by
all who are baptized. I. scrutinies
_____ 7. The proclamation of the Good News of

Jesus Christ through word and witness. J. common priesthood of the faithful
_____ 8. Perfumed olive oil consecrated by the K. Easter

bishop that is used for anointing in the
Sacraments of Baptism, Confirmation,
L. Pharisees
and Holy Orders.
_____ 9. Considered the most holy of all days and

the climax of the Church’s liturgical year.
_____ 10. A period of catechesis following the

reception of the Sacraments of Christian
Initiation that aims to more fully initiate
people into the mystery of Christ.

Unit 3 Test

Answer the following questions in paragraph form on a separate sheet of paper.
1. In what four scriptural accounts do we find the symbolism of water, and what does each account tell
us about the Sacrament of Baptism?
2. Explain how the Baptism of Jesus prefigures the Sacrament of Baptism.
3. What are the effects of Baptism?
4. What is the common priesthood of the faithful?


1. C 6. B 11. B
2. A 7. A 12. D
3. B 8. D 13. C
4. B 9. B 14. C
5. D 10. B 15. A
Part 2: Matching
1. C 5. D 9. K
2. I 6. J 10. A
3. E 7. H
4. G 8. F

1. Four scriptural accounts remind us of the Sacrament of Baptism: creation, Noah’s Ark, the crossing of
the Red Sea, and the crossing of the River Jordan. They prefigure the mystery of the Sacrament of
Baptism. The waters of Creation remind us that in Baptism a human being becomes a new creation in
the Father, the Son, and the Holy Spirit. In the account of Noah’s Ark, we are reminded that we are
buried with Christ in the water, saved by him, and brought to a new land, the new life of the Promised
Land. In the crossing of the Red Sea, we are reminded that the waters of Baptism free us from slavery
to sin. The waters of the River Jordan, where Christ was baptized, remind us that we are now followers
of the Messiah, Jesus Christ, who leads us to true freedom.
2. Even though, as the Son of God, Jesus had no need to repent, he asked to be baptized. He wanted to
show his solidarity with us. It was at this event that the Father’s voice was heard saying, “This is my
beloved Son, with whom I am well pleased” (Matthew 3:17). At this Baptism the Father acclaimed his
Son. In the Sacrament of Baptism, we are adopted as the Father’s sons and daughters in Christ.
3. The effects of Baptism are:

• We die and rise with Christ.
• We are freed from Original Sin and all personal sins.
• We become adopted children of God.
• We become members of the Church and sharers in the priesthood of Christ.
• We receive a permanent or indelible sacramental character; therefore the Sacrament of Baptism
can never be repeated.
• We are empowered by the Holy Spirit for discipleship.
4. The common priesthood of the faithful is the name for the priesthood shared by all who are baptized.
The baptized share in the one priesthood of Jesus Christ by participating in his mission as priest,
prophet, and king.

Unit 4 Confirmation:
Anointed to Run
the Good Race
Overview
This unit introduces the students to the Sacrament of Confirmation, and to the
importance of the role of the Holy Spirit in the Church. Most important, the Sacra-
ment of Confirmation enables us to live in the Holy Spirit.

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158
Confirmation: Anointed to Run the Good Race 159
Unit 4
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the students, to enable them to begin their study of the Sacrament of Confir-
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unit, but if you substitute other material from this course or your own material
for some of the material offered here, be sure that you have covered all relevant
facets of understanding and that you have not missed any knowledge or skills
required in later units.
Explain
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know about Confirmation by having the students work in groups to
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ences of Confirmation.
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Churches.
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students.
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Unit 4
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Step 1
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add information to their handout as they hear responses from other groups.
5. Summarize briefly some of the important ideas the students have
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mation they would like to know more about.
Unit 4
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allowing the students to ask questions. You may want to Teacher Note
say something to this effect: You will want to assign due
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group of two or three, you may choose option 2. performance tasks, or very
similar ones, with students
➤ Near the end of the unit, you will have one full before, place examples of this
class period to work on the final performance task. work in the classroom. During
However, keep in mind that you should be work- this introduction explain how
ing on, or at least thinking about, your chosen task each is a good example of
throughout the unit, not just at the end. what you are looking for, for
4. Explain the types of tools and knowledge the students different reasons. This allows
the students to concretely
will gain throughout the unit so they can successfully
understand what you are
complete the final performance task.
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knowledge and skills they will need to show you that
they understand the importance of the Sacrament of Confirmation and the
role of the Holy Spirit in our lives.
Step 3
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Lead the students through a brief discussion of their
experiences of Confirmation.
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confirmed, students whose non-Catholic denominations offer a form of
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tribute the handout and direct the students to answer
Use this learning experience
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as an opportunity to
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observe how the students
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Unit 4
Step 4
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Explore who the Holy Spirit is using Scripture
passages.
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➤ You know from your reading and from our class discussions that the
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*TDBSJPU UIFZDIPTFCZMPUUFSZ TFF"DUTPGUIF"QPTUMFTm 4P
consider your choice of a Scripture passage to be divinely inspired!
➤ 8IFOZPVSFDFJWFZPVS4DSJQUVSFQBTTBHF POFQFSTPOJOZPVSHSPVQ
TIPVMESFBEUIFQBTTBHFUPZPVSHSPVQJOBRVJFUWPJDF"MMUIFTUVEFOUT
should silently follow along as the Scripture passage is read. Then, as
a group, discuss and answer the questions that follow. Be prepared to
report your answers to the class. You may choose a single spokesper-
son, or several members of your group may respond.
4. AllowBEFRVBUFUJNFGPSUIFTUVEFOUTUPEJTDVTTUIFRVFTUJPOT"GUFSUIFZ
IBWFDPNQMFUFEBMMPGUIFRVFTUJPOT DBMMPOFBDITNBMMHSPVQUPSFQPSU*G
time is limited, focus on the first and fourth questions.
5. Conclude by reviewing the more salient points the students have made.
Apply
Step 5
Interpret
Use music as an analogue to the manner in which the
Holy Spirit moves us to become a “new creation.”
1. Prepare by obtaining two recordings of music. The first
should be a piece that has a structured and repetitive
Teacher Note rhythm and the second should be an improvisational
QJFDF TVDIBTNPEFSOKB[["MTPEPXOMPBEBOEQSJOU
Music can be a helpful UIFIBOEPVUi4QJSJU/PUFTu %PDVNFOU59
teaching tool. For this learning
one for each student, and make sure that each student
experience, consider using
has scratch paper.
John Phillip Sousa’s “The
Thunderer” (or any Sousa 2. Instruct the students using these or similar words:
march) as an example of ➤ 5IJTMFBSOJOHFYQFSJFODFJTJOUFOEFEUPIFMQVTUP
a more structured musical CFUUFSVOEFSTUBOEUIF)PMZ4QJSJUTEZOBNJDQSFT
piece. The next piece or two FODFJOPVSMJWFT8FXJMMCFMJTUFOJOHUPUXPSFDPSE
should be improvisational,
ings of music and then reading a short essay as
such as modern jazz. Save
BNFBOTPGBQQSPBDIJOHUIFRVFTUJPOi8IPJTUIF
the best recording for last. For
example, you might try Greg )PMZ4QJSJU u8FDBOUTFFNVTJD CVUXFDBOGFFMJUT
Reitan’s “All of You” or Horace FGGFDUTPOVT8FDBOUTFFUIF)PMZ4QJSJU CVUJGXF
Silver’s “Blowing the Blues BSFBUUFOUJWF XFDBOGFFMUIF4QJSJUTFGGFDUT.VTJD
Away.” Consider asking the stirs our souls, so music makes a good analogy,
students to provide music in FWFOJGJNQFSGFDU UPUIF)PMZ4QJSJU-JTUFOUPUIFGJSTU
advance, according to these recording, and then write down your own impres-
guidelines. Be sure to listen sions of the music. You might describe the mood
to anything the students bring of the music or the rhythm, you might consider the
in before using it in class. place or the occasion that this piece of music might
Music may be found on CDs or be used for, and so on.
uploaded onto an MP3 device
that can be connected to a 3. Play the first piece of music, the one with a more
sound system, or recordings structured rhythm, and then allow the students time to
can be found on the Internet. XSJUFUIFJSSFTQPOTFTPOTDSBUDIQBQFS"GUFSUIFTUV
dents have finished writing, invite them to share their
reflections. They will likely note the regular rhythm and
the repetitiveness of the piece, or that the piece does
not allow room for much personal interpretation. They
may mention that the piece seems geared for a group
of people marching in unison.
4. PlayUIFJNQSPWJTBUJPOBMQJFDFPGNVTJDOPX"TLUIFTUVEFOUTUPMJTUFO
DBSFGVMMZ BOEUIFOUPXSJUFEPXOUIFJSJNQSFTTJPOTPOTDSBUDIQBQFS"GUFS
they have finished writing, again invite them to share their reflections. They
will likely talk about the surprise elements to this piece of music or they
NBZTBZUIBUUIJTQJFDFIBTNPSFiTPVMu5IFZNBZDPNNFOUUIBUQMBZJOH
KB[[PSTPNFPUIFSUZQFTPGNPEFSONVTJDJTNPSFEJGGJDVMUCFDBVTFFBDI
musician must always be aware of what the other musicians are doing.
Unit 4
5. DistributeUPFBDITUVEFOUBDPQZPGUIFIBOEPVUi4QJSJU/PUFTu %PDVNFOU
59 %JSFDUUIFTUVEFOUTUPSFBEUIFFTTBZJOTJMFODFBOEUIFOUP
write their personal responses to the questions that follow.
6. Ask the students, when they have finished writing, to pair with another
TUVEFOUUPTIBSFXIBUUIFZXSPUF"GUFSUIFZIBWFIBEUJNFUPEJTDVTTUIF
essay, invite members of the class to share with the entire class. You may
XBOUUPSFGFSUPUIFNFUIPEBSUJDMFi6TJOHUIF5IJOL1BJS4IBSF.FUIPEu
%PDVNFOU59 GPVOEBUsmp.org/LivinginChrist.
7. ReferUIFTUVEFOUTUPUIFIBOEPVUi7PDBCVMBSZGPS6OJUu %PDVNFOU
59 BOEUIFXPSETcharism and charismatic. These words refer to
UIFHJGUTPGUIF)PMZ4QJSJU 5IFXPSEcharismDPNFTGSPNUIF(SFFLXPSE
GPSiHJGUu 5IFHJGUTPGUIF)PMZ4QJSJUBSFBMXBZTHJWFOGPSUIFCVJMEJOHVQPG
UIFDPNNVOJUZ UPXPSLJOIBSNPOZXJUIUIFHJGUTPGPUIFST"HBJOXFDBO
NBLFBOBOBMPHZUPNVTJD+VTUBTNVTJDJBOTJOBCBOEPSPSDIFTUSBQMBZ
EJGGFSFOUJOTUSVNFOUTZFUiNBLFCFBVUJGVMNVTJDUPHFUIFS uTPNFNCFSTPGB
community use their differing gifts to make one Spirit-filled whole.
8. Conclude by inviting the students to ask questions or make comments.
Perceive
Step 6
Explain Teacher Note
Introduce the students to the A useful way of introducing
different but similar liturgical diversity in the Church and
practices of celebrating Confirmation to clarify meaning is to
use examples of prayers,
in the Eastern and Western Churches.
rituals, traditions, and even
architecture from Eastern
1. Prepare by downloading and printing the handout
Catholic Churches for
i$POGJSNBUJPO&BTUBOE8FTUu %PDVNFOU59 comparison and contrast
POFGPSFBDITUVEFOU3FNJOEUIFTUVEFOUTUPCSJOHUIFJS with the Roman Catholic
"SUJDMF TUVEFOUCPPLTUPDMBTT%FDJEFXIFUIFSUPDPOEVDUUIJT Church. For example, the
MFBSOJOHFYQFSJFODFXJUITUVEFOUTXPSLJOHJOEJWJEVBMMZ Eastern Catholic Churches
or in small groups. maintained the original order
2. Assign the TUVEFOUTUPSFBEBSUJDMF i$POGJSNBUJPO of the Sacraments of Initiation
&BTUBOE8FTU uJOUIFTUVEFOUCPPLBTQSFQBSBUJPO (Baptism, Confirmation, and
the Eucharist), even when
the celebration is for an
infant. This may at first seem
odd to the students, but it is
useful for underscoring the
meaning of the normative
form of Christian Initiation,
in both Eastern and Western
Churches, and for clearing up
confusion about the meaning
of Confirmation.
3. Divide the class into small groups at this time, if you have chosen the small
HSPVQTPQUJPO(JWFJOTUSVDUJPOTJOUIFTFPSTJNJMBSXPSET
➤ You will be doing a brief comparison of the different ways of celebrating
$POGJSNBUJPOJOUIF&BTUFSO$BUIPMJDBOE8FTUFSOPS3PNBO$BUIPMJD
Churches. You will receive a handout that asks you to compare these
two liturgical traditions according to several criteria. Then you will write
why you think it is important to note these differences. You will work
XJUIBSUJDMF i$POGJSNBUJPO&BTUBOE8FTU uJOUIFTUVEFOUCPPLUP
complete the handout.
4. DistributeUIFIBOEPVUBOEUFMMUIFTUVEFOUTUPCFHJO"GUFSUIFTUVEFOUT
have completed the handout, call on a number of different students to
share their responses with the class.
5. ConcludeCZFNQIBTJ[JOHUIFSFBMJUZUIBUFBDI$IVSDITUSBEJUJPOSFNJOET
VTPGTPNFUIJOHJNQPSUBOU5IF&BTUFSOUSBEJUJPOFNQIBTJ[FTUIFPSJHJOBM
PSEFSPGUIFDFMFCSBUJPOPGUIF4BDSBNFOUTPG*OJUJBUJPO XIJMFUIF8FTUFSO
USBEJUJPOFNQIBTJ[FTUIFJNQPSUBODFPG"QPTUPMJD4VDDFTTJPO.PTUJNQPS
UBOUPGBMM IPXFWFS JTUIBUUIF&BTUFSO$IVSDIFTNBJOUBJOFEXIBUJTOPX
VOEFSTUPPEUPCFUIFOPSNBUJWFDFMFCSBUJPOPGUIF4BDSBNFOUTPG*OJUJBUJPO
5IJTOPSNBUJWFPSEFSIBTCFFOSFTUPSFEJOUIF8FTUFSO$IVSDIUISPVHIUIF
3JUFPG$ISJTUJBO*OJUJBUJPOPG"EVMUT BOEJUIBTSFFTUBCMJTIFEBTUBOEBSE
BDDPSEJOHUPXIJDIBMMPGUIF4BDSBNFOUTPG*OJUJBUJPONVTUCFVOEFSTUPPE
and celebrated.
Step 7
Explain
Explain the Rite of Confirmation to the students.
"SUJDMF
1. PrepareCZEPXOMPBEJOHBOEQSJOUJOHUIFIBOEPVUi5IF3JUFPG$POGJSNB
20
UJPOu %PDVNFOU59 POFGPSFBDITUVEFOU"MTPBSSBOHFUPIBWF
B1PXFS1PJOUQSPKFDUPS TDSFFO BOEDPNQVUFSBWBJMBCMF BOEEPXOMPBEBOE
CFQSFQBSFEUPVTFUIF1PXFS1PJOUi5IF4BDSBNFOUPG$POGJSNBUJPOu %PDV
NFOU59
2. Assign the students UPSFBEBSUJDMF i5IF3JUFPG$POGJSNBUJPO uJOUIF
3. LeadUIFTUVEFOUTUISPVHIUIF3JUFPG$POGJSNBUJPOVTJOHUIF1PXFS1PJOU
QSFTFOUBUJPOi5IF4BDSBNFOUPG$POGJSNBUJPOu %PDVNFOU59
%JTUSJCVUFUIFIBOEPVUi5IF3JUFPG$POGJSNBUJPOu %PDVNFOU59
&ODPVSBHFUIFTUVEFOUTUPBTLRVFTUJPOTBUBOZUJNF%JSFDUUIFNUPUBLF
OPUFTPOUIFJSIBOEPVUT#FGPSFQSFTFOUJOHUIF1PXFS1PJOU JOUSPEVDFUIF
topic by making the following points, using these or similar words:
Unit 4
➤ "TXFCFHBOEJTDVTTJOHUIF4BDSBNFOUTJOVOJU XFTUBSUFEUIFEJT-
DVTTJPOXJUIUIFUPQJDPGQSBZFS"HBJO BTXFEJTDVTTUIF4BDSBNFOUPG
$POGJSNBUJPOBOEUIF(JGUPGUIF)PMZ4QJSJU JUJTJNQPSUBOUUPBDLOPXM-
edge that we must be people of prayer if we are to be open to the Holy
4QJSJUJOPVSMJWFT5IBUJTXIZUIF$IVSDITCatechism says that before
being confirmed, we should have a deep relationship with Christ and
BiMJWFMZGBNJMJBSJUZuXJUIUIF)PMZ4QJSJU TFFCatechism of the Catholic
Church 0OMZUISPVHIQSBZFSJTUIJTQPTTJCMF
➤ "MTP JOTPNFXBZTQBSBMMFMJOHUIFQSFQBSBUJPOPGBDBUFDIVNFO ZPV
QSFQBSFGPS$POGJSNBUJPOPWFSBQFSJPEPGUJNF1SFQBSBUJPOJOWPMWFT
prayer, study, and service. You make this journey with the assistance
of teachers or catechists, spiritual leaders, friends, and your chosen
TQPOTPS*UJTBQQSPQSJBUF JOPSEFSUPFNQIBTJ[FUIFVOJUZPG#BQUJTN
and Confirmation, that your sponsor be one of your godparents.
➤ 5IFDFMFCSBUJPOPGUIF3JUFPG$POGJSNBUJPOCFHJOTCFGPSFUIFBDUVBM
EBZPGZPVS$POGJSNBUJPO*UCFHJOTBUUIF$ISJTN.BTTDFMFCSBUFE
EVSJOH)PMZ8FFL XIFOUIFCJTIPQCMFTTFTUIFIPMZPJMT JODMVEJOHUIF
chrism that will be used during all the Confirmation ceremonies in the
EJPDFTF"MMQSJFTUTPGUIFEJPDFTFBSFFODPVSBHFEUPBUUFOE BOENBOZ
of these priests will administer the Sacrament of Confirmation to adults
BUUIF&BTUFS7JHJM5IFCJTIPQPSIJTBVYJMJBSZCJTIPQBENJOJTUFSTUIF
Sacrament to you.
➤ The Sacrament of Confirmation takes place during
.BTT BOEGPMMPXTBSJUVBM"T*TIPXFBDITMJEF * Teacher Note
will first ask you what you know about the particular An alternative to lecturing on
part of the ritual represented. Then we will discuss the Rite of Confirmation is to
each part to make sure you are not missing any show a video on the Rite of
information. Be sure to take notes on your handout. Confirmation. Be sure that
the students have understood
6TFUIFJOGPSNBUJPOJOUIFi/PUFTuPOUIFTMJEFTUP
the video by providing a study
TVQQMFNFOUUIFTUVEFOUTSFTQPOTFT#FHJOXJUITMJEFT guide or a set of questions on
BOE5IFOQSPDFFEXJUITMJEFTm the video material. A number
4. Conclude by asking the students the following two of good videos are available,
RVFTUJPOT BMTPPOTMJEFTBOE JOBCSJFGDMBTT such as those published by
discussion: Saint Anthony Messenger
Press. You can also check
➤ 8IBUEPFTJUNFBO JOUIF3FOFXBMPG#BQUJTNBM
with your school or diocesan
1SPNJTFT UPSFOPVODF4BUBOBOEBMMIJTXPSLTBOE libraries for good videos on the
BMMIJTFNQUZQSPNJTFT Sacraments.
Be sure that the students are aware that the power
of the Holy Spirit enables us to overcome tempta-
tion and sin. We may fail at times, but we must take responsibility for
our actions and move forward in faith.
➤ 8IBUEPFTJUNFBOUPCFiTFBMFEuXJUIUIF)PMZ4QJSJU
Be sure that the students understand that Confirmation permanently

“marks” those who receive it with the seal of the Holy Spirit, given for
faith and service in the Church.
Step 8
Perceive Interpret
Explore the signs and symbols of Confirmation with the
students.
1. Prepare by making three columns on the board with the headings
i0#+&$5$ISJTN 0JM ui(&4563&-BZJOH0OPG)BOET uBOEi803%4
#FTFBMFEXJUIUIF(JGUPGUIF)PMZ4QJSJUu
2. Lead the students in a discussion of what each of these signs and symbols
can mean within and beyond the sacramental celebration. Have a student
XSJUF BCCSFWJBUFE TUVEFOUSFTQPOTFTPOUIFCPBSEVOEFSFBDIDPMVNO
6TFUIFGPMMPXJOHFYBNQMFTBTBSFGFSFODF
OBJECTS: Chrism GESTURES: WORDS: “Be

(Oil) Laying On of sealed with the
Hands Gift of the Holy
Spirit”
to anoint prophets and sign of calling down the At creation, God’s Word
kings Holy Spirit brought all things into
to anoint athletes before sign of power being.
contests (sign of strength) transferred from one bringing something
for massage therapy person to another intended into reality
for lubricating sign of kingship or acknowledging an
prophecy important event
for cooking
sign of healing or
for heating
forgiveness
for lighting lamps
sign of conferral of
to make plastics (helps wisdom
create “shaped” objects)
for eating (salads, cooking
ingredients, etc.)
as a sign of wealth and
abundance
Unit 4
3. Conclude by asking the students what new ideas about Confirmation they
HBJOFEGSPNUIJTEJTDVTTJPOPGTJHOTBOETZNCPMT"MTPSFNJOEUIFTUVEFOUT
that sacramental symbols are powerful because they connect us to many
IVNBOFYQFSJFODFT0JM GPSFYBNQMF JTBSJDIBOETFOTVPVTTZNCPMUIBU
DPOWFZTUIFFYUSBWBHBODFPG(PETMPWFGPSVT
Apply
Step 9
Empathize
Explore with the students what it means to live in the
Holy Spirit by examining several case studies.
1. PrepareCZEPXOMPBEJOHBOEQSJOUJOHUIFIBOEPVUi-JGFJOUIF)PMZ4QJSJUu
%PDVNFOU59 POFGPSFBDITUVEFOU
2. Assign the students UPSFBEBSUJDMF i-JGFJOUIF)PMZ4QJSJU uJOUIFTUV
"SUJDMF dent book as preparation.
21 3. DistributeUIFIBOEPVU%JWJEFUIFDMBTTJOUPTNBMMHSPVQTPGUISFFPSGPVS
BOEBTLFBDITNBMMHSPVQUPDIPPTFBHSPVQMFBEFS*OTUSVDUUIFHSPVQ
MFBEFSTUPSFBEUIFTDFOBSJPUPUIFJSHSPVQT"GUFSFBDIHSPVQIBTMJTUFOFE
UPUIFTDFOBSJP UIFZTIPVMEEJTDVTTUIFRVFTUJPOTUIBUGPMMPX(JWFUIF
groups the following instructions:
➤ "GUFSMJTUFOJOHUPFBDITDFOBSJP VTFUIFRVFTUJPOTUIBUGPMMPXBTB
guide to apply the gifts and fruits of the Holy Spirit that would be
needed to respond appropriately. Consider how various gifts or fruits
of the Holy Spirit might help in making a good decision.
Step 10
Apply
Lead the students, through a group exercise, to
"SUJDMF discover the meaning of discerning God’s will.
22
%JWJEFUIFDMBTTJOUPTNBMMHSPVQTPGGPVS8JUIJOUIFHSPVQT FBDITUVEFOU
TIPVMEUBLFGPSDPOTJEFSBUJPOPOFPGUIFGPVSUPQJDTVOEFSUIFIFBEJOH i%JT
DFSONFOUPG(PET8JMMu
2. Assign the students UPSFBEBSUJDMF i%JTDFSONFOUPG(PET8JMM uJOUIF
3. Offer the following instructions, using these or similar words:
➤ :PVIBWFUBLFOPOFPGUIFGPMMPXJOHUPQJDTGPSDPOTJEFSBUJPO
,OPX
BOEQSBZXJUIUIF4BDSFE4DSJQUVSFT -JWFUIF4BDSBNFOUT -PWF
UIF$BUIPMJD$IVSDI UIF$IVSDIUIBU$ISJTUCFHBO PS 1SBZUPUIF
)PMZ4QJSJUUPLOPX(PETXJMMBOEUPGPMMPX$ISJTU
➤ 3FWJFXZPVSUPQJDJOUIFOFYUGFXNJOVUFT BOEUIFOEFTDSJCFUIFUPQJD
to the other members of your group. Then each person will describe to
your group the basic substance of all four topics.
4. Conclude, after the students have had ample time to review these four top-
ics, with these or similar words:
➤ %JTDFSOJOH(PET4QJSJUJTTPNFUIJOHBMM$ISJTUJBOTBSFDBMMFEUPEP
1FPQMFXIPQSBDUJDFPUIFSSFMJHJPOTJOUIFXPSMEPVUTJEFPG$ISJTUJBOJUZ
BMTPTFFL(PET4QJSJUBOE(PETXJMM$BUIPMJDTEPOPUIBWFFYDMVTJWF
rights on the Holy Spirit! Catholic Christians believe that the Holy Spirit,
given in Confirmation, is not only a gift but also a call to responsibility
UPEP(PETXJMM5IF$IVSDIIFMQTVTUPGJOE(PETXJMMCZQSPWJEJOHUIF
four ways we have discussed.
➤ $BOZPVFWFSLOPXGPSTVSFUIBUZPVBSFEPJOH(PETXJMM
Allow the students to respond.
'FXQFPQMFXPVMECFTPCPMEBTUPTBZUIBUUIFZBSFBCTPMVUFMZ XJUIPVU
BOZEPVCU EPJOH(PETXJMM)PXFWFS JGHJGUTBOEGSVJUTPGUIF)PMZ4QJSJU
BSFQSFTFOU XFDBOBDUXJUIDPOGJEFODFUIBUXFBSFEPJOH(PETXJMM
5IFHJGUPGJOOFSQFBDFJT QFSIBQT UIFDMFBSFTUTJHOPGUIF)PMZ4QJSJUT
QSFTFODFJOPVSEFDJTJPONBLJOH'PSNPTUPGVT MJLFUIFQSPQIFU&MJ
jah, the Spirit comes to us in a gentle whisper.
Step 11
Understand
1. Remind the students to bring to class any work they have already prepared
TPUIBUUIFZDBOXPSLPOJUEVSJOHUIFDMBTTQFSJPE*GOFDFTTBSZ SFTFSWF
the library or media center so the students can do any book or online
SFTFBSDI%PXOMPBEBOEQSJOUFYUSBDPQJFTPGUIFIBOEPVUTi'JOBM1FSGPS
final performance task options, answer questions, and ask the students to
Unit 4
Step 12
Reflect
5IJTMFBSOJOHFYQFSJFODFXJMMQSPWJEFUIFTUVEFOUTXJUIBOFYDFMMFOUPQQPSUVOJUZ
to reflect on how their understandings of the Sacrament of Confirmation have
developed throughout the unit.
each student.
A Preassessment of My Knowledge
of Confirmation
1. What is the purpose of Confirmation?
2. What is the relationship between Baptism and Confirmation?
3. What is the relationship between Confirmation and Pentecost?
4. What are the essential elements of the Rite of Confirmation?
5. Explain the differences in the way the Eastern Catholic and Western (Roman) Catholic Churches
celebrate Confirmation.
6. What are the Gifts of the Holy Spirit, and what is their purpose?
7. What is discernment and why is it important?

Final Performance Tasks Options for Unit 4

• The Holy Spirit brings life where death abounds, guides and clarifies where there is loss and
confusion, brings hope in the face of despair, and creates unity amid diversity.
• The Sacrament of Confirmation, as a Sacrament of Christian Initiation, seals the Christian with the
Holy Spirit.
• Confirmation unites us more firmly with Christ, strengthens our relationship to the Body of Christ,
the Church, and helps us bear witness to our faith in words and in service.
• The Holy Spirit empowers us to discern God’s will.
Option 1: Create a Lesson Plan

Create a lesson plan for a high school Confirmation class that helps the students to understand the four
key understandings (above). You can assume that the students have read all of section 2, part 2 in the
student book. The lesson plan you create must include the following:
• an opportunity for the students to talk about their understanding of who the Holy Spirit is
• a brief presentation of essential information
• an exercise to help the students understand the Gifts of the Holy Spirit and the fruits of the Holy
Spirit
Your lesson plan must be typed and double-spaced. Be sure you cover all the key understandings
from this unit.

Option 2: Living a Sacrament through Service

This option is intended for students who consider themselves seriously committed to living in the Holy
Spirit. The purpose of this final performance task is to experience the Gifts of the Holy Spirit through
service. This option has the following components:
1. Choosing Your Project
• Does the service project help those who are poor or address a social justice issue? (This type of
project is preferred.)
• Do I need permission before beginning this project?
• Is this project available at the time I can do it? (Service is “inconvenient.” Be generous with your
time.)
• Can I complete this project in the amount of time I have to volunteer?
2. Doing Your Project
• Do I have a schedule for the day, including transportation time, work time, lunch time, and so on?
• Have I arranged to arrive on time with any necessary tools or materials?
• Who is my contact person at the project? Who will show me what needs to be done?
• Have I thought about the people I will be helping so that I arrive with a positive attitude?
3. Reflecting on Your Project
Write a reflection essay (a minimum of two typed and double-spaced pages) concerning the ways the
Gifts of the Holy Spirit were manifested in your service day, and that incorporates the key understandings
for unit 4. Although not required, consider attending a celebration of the Eucharist just before or after your
service day.


Criteria 4 3 2 1
Assignment includes all Assignment not Assignment Assignment Assignment
items requested in the only includes all includes all includes over half includes less than
instructions. items requested items of the items half of the items
but they are requested. requested. requested.
completed above
expectations.
Assignment shows Assignment Assignment Assignment shows Assignment
understanding of the shows unusually shows good adequate shows little
following concept: The Holy insightful understanding understanding of understanding of
Spirit brings life where understanding of of this concept. this concept. this concept.
this concept.
death abounds, guides and
clarifies where there is loss
and confusion, brings hope
in the face of despair, and
creates unity amid diversity.
following concept: The insightful understanding understanding of understanding of
Sacrament of Confirmation, understanding of of this concept. this concept. this concept.
this concept.
as a Sacrament of Christian
Initiation, seals the
Christian with the Holy
Spirit.
following concept: insightful understanding understanding of understanding of
Confirmation unites us understanding of of this concept. this concept. this concept.
this concept.
more firmly with Christ,
strengthens our
relationship to the Body of
Christ, the Church, and
helps us bear witness to
our faith in words and in
service.
following concept: The Holy insightful understanding understanding of understanding of
Spirit empowers us to understanding of of this concept. this concept. this concept.
this concept.
discern God’s will.
Assignment uses proper Assignment has Assignment has Assignment has Assignment has
grammar and spelling. no grammar or one grammar or two grammar or more than two
spelling errors. spelling error. spelling errors. grammar or
spelling errors.
Assignment is neatly done. Assignment not Assignment is Assignment is neat Assignment is not
only is neat but is neatly done. for the most part. neat.
exceptionally
creative.


Apostolic Succession: The uninterrupted passing on of apostolic preaching and authority from the
Apostles directly to all bishops. It is accomplished through the laying on of hands when a bishop is
ordained in the Sacrament of Holy Orders as instituted by Christ. The office of bishop is permanent,
because at ordination a bishop is marked with an indelible, sacred character.
charism: A special gift or grace of the Holy Spirit given to an individual Christian or community,
commonly for the benefit and building up of the entire Church.
charismatic: The word refers to a person gifted with the charisms or graces of the Holy Spirit such as
healing, prophecy, and speaking in tongues. Because self-deception is always possible, the charisms
claimed by such a person must be verified by the Church.
Confirmation, Sacrament of: With Baptism and the Eucharist, one of the three Sacraments of Christian
Initiation. Through an outpouring of the special Gifts of the Holy Spirit, Confirmation completes the grace
of Baptism by confirming or “sealing” the baptized person’s union with Christ and by equipping that
person for active participation in the life of the Church.
Pentecost: The biblical event following the Resurrection and Ascension of Jesus at which the Holy Spirit
was poured out on his disciples; in the Christian liturgical year, the first fifty days after Easter on which the
biblical event of Pentecost is recalled and celebrated.

Personal Experiences of Confirmation

1. Have you been or will you be confirmed in the Catholic Church? If yes, why have you chosen to be
confirmed?
2. Have you been or will you be confirmed in a Christian denomination other than Catholic? If yes, why
have you chosen to be confirmed?
3. If you are part of a religious community that does not celebrate Confirmation or anything similar, what
is the process by which you become a full member?
4. If you are currently preparing for Confirmation, when will you be confirmed and who will confirm you?

Personal Experiences of Confirmation Page | 2
5. If you have been confirmed or you have attended a Confirmation celebration, what experience is most
memorable or meaningful to you?
6. If you have been confirmed or are preparing for Confirmation, what do you believe are two of the most
important things you can do to prepare?
7. What is the purpose of the Sacrament of Confirmation?

Who Is the Holy Spirit?

Ezekiel 37:1–13 (dry bones come to life)
Isaiah 11:1–9 (the Messiah will possess a spirit of wisdom and understanding)
John 14:13–31 (Jesus promises to send an Advocate to remain with his followers)
Acts of the Apostles 2:1–13 (the gift of the Holy Spirit brings unity at Pentecost)
2 Corinthians 1:12–22 (being sealed with the Holy Spirit brings confidence and truth)
Galatians 5:13–26 (gifts of the Spirit are given for the good of all)
1. What do you learn about who the Holy Spirit is in this passage?
2. Based on this Scripture passage, would you characterize the Holy Spirit as dynamic or passive?
Explain your answer.
3. Which gifts of the Holy Spirit are mentioned and to whom are they given?
4. The first key understanding for unit 4 is the following: The Holy Spirit brings life where death abounds,
guides and clarifies where there is loss and confusion, brings hope in the face of despair, and creates
unity amid diversity. Which of these characteristics of the Holy Spirit are most prominent in this
Scripture passage?

Spirit Notes
Almost everyone enjoys music because it moves our souls and spirits. Even a simple song with a
structured rhythm has value. The first piece of music we listened to, the more structured piece, might be
compared to the human race’s early experiences of the Holy Spirit. One of the earliest manifestations of
the Spirit was the beginning of structured laws that helped to establish order and harmony among people.
Laws among many ancient peoples often sounded like this: “If injury ensues, you shall give life for life,
eye for eye, tooth for tooth, hand for hand, foot for foot, burn for burn, wound for wound, stripe for stripe”
(Exodus 21:23–24). According to this understanding, if someone takes your eye, you may only take his or
her eye; no more retaliation is allowed. This helped to stop the practice of annihilation of entire villages
whenever one member of a tribe wronged someone from another tribe. Everyone could follow these laws;
the rhythm of life was fairly simple. The Law of Moses further refined laws of retribution to encourage
more opportunities for reconciliation, but life was still governed primarily by the law.
The second piece of music that we listened to could represent the Holy Spirit in our lives today. It is
more exuberant. It is filled with surprises. Yet it orders and unifies us in even more wonderful ways. Like
musicians who play jazz, people who receive the Gift of the Holy Spirit must pay attention to one another.
It isn’t enough to just follow the beat or play the right note. You must know about those around you and
be attentive to every move, joyful or mournful, fast or slow, loud or silent, high or low. This is a higher form
of unity, which celebrates and orders diversity, as jazz musicians celebrate and bring order to the
diversity of the sounds of their musical instruments. Like musicians freely bringing order and beauty by
creating music that is much more wonderful than the sum of its parts, the Holy Spirit “re-makes” us into a
new creation in which every member takes his or her rightful place for the good of all. This is an order that
law alone cannot accomplish. A higher order now exists that crosses borders of age, race, gender, social
status, class, nationality, and even religion. For each person, living in the Holy Spirit means becoming so
fully rooted in Christ that he or she becomes an integral witness to a radically different order of being and
relating in the world. It is an order of relationships bound together in freedom by love. To be fully
immersed into this new order of being is what it means to be a confirmed Christian.
Reflection Questions
• Can you further expand the analogy between music and the Holy Spirit in order to better
understand who the Holy Spirit is and what the Holy Spirit does?
• What new insights did you gain into the meaning of Confirmation from this learning experience?

Confirmation: East and West

Questions about Sacraments of Eastern Catholic Churches’ Tradition Western Catholic Church’s Tradition
What is the order in which the

Sacraments of Christian Initiation are
most frequently celebrated in this
tradition?
How does each tradition maintain an
important connection to the bishop?
Who is the ordinary minister of

Confirmation and why (include
relevant history)?
What aspect of the universal

Church’s Tradition is highlighted by
the way Confirmation is celebrated in
this tradition?
In your opinion, what are advantages

or disadvantages to each tradition’s
way of celebrating the Sacraments of
Christian Initiation?

The Rite of Confirmation
Introductory Rites:
____________________________________________________________________________________
____________________________________________________________________________________
The Liturgy of the Word:
____________________________________________________________________________________
____________________________________________________________________________________
The Presentation of the Candidates:
____________________________________________________________________________________
____________________________________________________________________________________
The Homily or Instruction:
____________________________________________________________________________________
____________________________________________________________________________________
The Renewal of Baptismal Promises:
____________________________________________________________________________________
____________________________________________________________________________________
The Laying On of Hands:
____________________________________________________________________________________
____________________________________________________________________________________

The Rite of Confirmation Page | 2
The Anointing with Sacred Chrism:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Prayers of the Faithful:
____________________________________________________________________________________
____________________________________________________________________________________
The Liturgy of the Eucharist
Preparation of the Gifts:
____________________________________________________________________________________
____________________________________________________________________________________
Other important information:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Life in the Holy Spirit

Part A
Use the following information to respond to the scenarios that follow.
• The Seven Gifts of the Holy Spirit are wisdom, understanding, right judgment (counsel), courage
(fortitude), knowledge, reverence (piety), and wonder and awe (fear of the Lord).
• The fruits of the Holy Spirit are charity, joy, peace, patience, kindness, goodness, generosity,
gentleness, faithfulness, modesty, self-control, and chastity.
Then answer the questions (see Part B, separate page) regarding the scenario assigned to your group.
Case #1
An acquaintance of yours offers you an invitation to what he calls “the party of the century.” It is an
invitation-only party in a barn at a wealthy family’s farm near town. The son of the owner has decided to
throw the party during spring break while his parents are away in Europe. He and several of his rich
friends are supplying a band, beer, and other “surprises.” The word is out that a couple of well-known
young heartthrob celebrities will be there. He tells you: “If you miss out on this party, you’ll never forgive
yourself. The best thing is that no adults will be present!” Because it is spring break, you are sure that
your parents will allow you to spend the night at a friend’s house. You’ll have an “alibi.” You are confident
that your parents will never find out about the party. Besides, you haven’t been accustomed to drinking at
parties, and you haven’t yet decided to drink. Smiling, your acquaintance reaches out to hand you the
invitation, which actually has your name on it!
Case #2
A teacher you admire speaks at an assembly in which she describes a poor village in Belize that she has
visited numerous times to teach math to primary school children during the summer. She is addressing
the student body now, in March, because the program is short of teachers for this summer. Help is
needed for a variety of courses and activities for the children. She and several other teachers are looking
for at least a dozen high school students to accompany them for six weeks during the summer. High
school students would be expected to do a variety of jobs, from teaching classes in English, science, or
math, to running recreation programs or even serving meals to the children. The work each student will
do will depend on his or her interests and talents. Travel expenses and room and board will be provided,
and the students will be safe with adult sponsors. This is a wonderful opportunity to make a difference
and to earn service hours, but it will take more than half of your summer, and you will lose that precious
“free time.”

Life in the Holy Spirit Page | 2
Case #3
It is a Saturday afternoon on a sunny day, so you decide to invite a friend to go the mall with you to look
at clothes. You walk through all the cool places first before going into the only store where you can
actually afford to buy jeans. You like the jeans, but they don’t have the same panache as the jeans you
looked at in an upscale specialty store. Looking at yourself in the mirror in the dressing room, you say to
yourself, “I’m too sexy for these jeans!” Your friend says to you: “Let’s go back to the other store. I have a
gadget on me that will remove the electronic tag so that you can leave the store in new jeans without
setting off the alarm. It’s easy!” You again walk into the dressing room at the upscale store with the
expensive new jeans in your hands. You’re carrying the gadget your friend handed to you to remove the
electronic tag. Suddenly you think to yourself, “Am I about to shoplift?”
Case #4
As you are about to leave the locker room after practice, you overhear a couple of classmates taunting
someone. You walk closer to listen. You are around the corner from those who are talking and out of their
view. As you listen, you hear three of your classmates, whose voices you now recognize, say: “You’re
queer; we know it! You’re a freak, and we’re going to tell the whole world about you.” These words are
followed by a string of ugly accusations, laced by expletives. Suddenly you hear what sounds like a
terrified and cornered animal. The same panicked voice cries: “Leave me alone! You don’t know
anything!” These frightened words are followed by the sound of cruel laughter. Now you realize that you
know everyone involved, including the victim of the bullying. You think to yourself, “It is easier to just not
get involved.” But then something inside of you hates this injustice.
Case #5
Your history term paper is due next week and you have procrastinated. Just last week your English
teacher assigned an essay on a John Milton sonnet that is due at almost the same time as your term
paper. While surfing the Internet, you find a Web site where you can buy an English essay—and it’s
cheap. You think to yourself: “I never cheat; the teacher will never suspect me. Besides, I’ll change things
up to make it my own.” The fact is that you have never cheated on an essay before. You can complete
both your term paper and the essay on your own if you begin today. Will this one time borrowing ideas for
an English essay be so bad? Everybody cheats! It’s just a fact of life.

Part B
QUESTIONS:
Each case study presents a challenge. For each scenario, a variety of decisions and outcomes are
possible. How might the seven Gifts of the Holy Spirit come into play in each of these scenarios? Can
God’s Holy Spirit within you really make a difference?
1. What is the challenge in this scenario?
2. Which Gifts of the Holy Spirit could help you to make a good choice? Why?
3. Which fruits of the Holy Spirit could help you to make a good choice? Why?

4. Realistically, what do you think you would do in response to this scenario?
5. What is the value of calling upon the Holy Spirit daily for help, even in small matters?

Unit 4 Test
____ 1. The Lord spoke to his prophet, saying, “Son of man, these _____ are the whole house of Israel!”
A. cattle
B. people
C. bones
D. sinners
____ 2. John the Baptist baptized Jesus in the _____.
A. Sea of Galilee
B. Jordan River
C. Red Sea
D. Font of Life
____ 3. “You are in the spirit, if only the _____ of God dwells within you.”
A. Spirit
B. Church
C. love
D. host
____ 4. Even while the Israelites were in exile in Babylon, the prophet _____ prophesied of a renewal of
life and a new covenant with God.
A. Micah
B. Ezekiel
C. Isaiah
D. Ishmael
____ 5. After Jesus’ Baptism “the Spirit, like a _____,” descended upon him.
A. dove
B. flame
C. angel
D. light

____ 6. _____ is apostolic preaching and authority handed on through the laying on of hands in the
Sacrament of Holy Orders.
A. Matrimony
B. The bishop’s mitre
C. Apostolic Succession
D. Tradition
____ 7. The prophet _____ prophesied that from the family of David would come a Messiah upon whom
the Spirit of God would rest.
A. Isaiah
B. Jeremiah
C. John
D. Habakkuk
____ 8. The candidate for Confirmation must seek out a _____, typically one of the candidate’s
godparents.
A. guardian
B. partner
C. confirmandi
D. sponsor
____ 9. In our Renewal of Baptismal Promises, we are asked if we reject _____.
A. Satan, his works, and his empty promises

B. temptation and the lies of the enemy
C. Satan and all sins
D. the sins of the flesh and of gluttony
____ 10. In _____ we are sealed with the Gift of the Holy Spirit.
A. Confirmation
B. Baptism
C. Matrimony
D. Anointing of the Sick
____ 11. Throughout our lives, we are sustained by the seven _____ of the Holy Spirit.
A. Apostles
B. Temptations
C. Gifts
D. Promises

_____ 12. _____ completes, or seals, the grace of Baptism.
A. Holy Orders
B. An act of faith
C. Sacrifice
D. Confirmation
_____13. At the age of seven, one is said to have reached the age of _____.
A. reason
B. conscience
C. repentance
D. maturity
_____14. The most extraordinary of the Gifts of the Holy Spirit are the gift of miracles and the gift of
_____.
A. tongues
B. balance
C. hospitality
D. sharing
_____15. In the New Testament, the Holy Spirit is called the promise of the Father, the power from on
high, and the _____ to help us and to be with us always.
A. dove
B. advocate
C. deliverer
D. liaison

Use the word bank to fill in the blanks in the following sentences. (Note: There are two extra items in the
word bank.)
WORD BANK
discern Pente character
Pentateuch madness fortitude
myron love joy
charism Pentecost Body of Christ
1. ___________________ is the Greek word for fifty.
2. The word ___________________ is another word for courage.
3. The word ___________________ is another word for to find.
4. The word ___________________ is the name for the sacred oil used at Chrismation (Confirmation) in the
Eastern Churches.
5. ___________________ is one of the fruits of the Holy Spirit.
6. In his Letter to the Ephesians, Saint Paul urges husbands to ___________________ their wives.
7. The fiftieth day following Easter is ___________________.
8. As members of the ___________________________, we have access to the counsel of others as we seek the
right path.
9. A special gift or grace of the Holy Spirit is called a _______________________.
10. The office of bishop is permanent, because at ordination a bishop is marked with an indelible, sacred
_______________________.

1. How does the word advocate describe the work of the Holy Spirit?
2. Briefly explain the difference in Confirmation, and reasons behind it, between the Eastern Churches and the
Western (Latin) Church.
3. What does the prophet Joel promise about the work of the Holy Spirit (see Joel 3:1–3)?
4. What is the purpose of preparing for Confirmation and what does this preparation require of the candidate?

(The scriptural quotations on this handout are taken from the New American Bible, revised edition © 2010, 1991,
1986, 1970 Confraternity of Christian Doctrine, Inc., Washington, D.C. All Rights Reserved. No part of this work may
be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying,
recording, or by any information storage and retrieval system, without permission in writing from the copyright
owner.)


1. C 6. C 11. C
2. B 7. A 12. D
3. A 8. D 13. A
4. B 9. A 14. A
5. A 10. A 15. B
1. Pente 5. joy 9. charism
2. fortitude 6. love 10. character
3. discern 7. Pentecost
4. myron 8. Body of Christ

1. An advocate is someone who speaks up for you, someone who is on your side in conflict, someone
who is a trusted helper and adviser. Jesus promised that he would ask the Father to send the Holy Spirit
as an advocate, a trusted helper and adviser, to be with us always. The work of the Holy Spirit is to be
with us always, to help and guide us. As an advocate the Holy Spirit is on our side to strengthen us in
conflict and to advise us by showing us the right path in times of decision.
2. In the first centuries of the Church, Confirmation was celebrated following Baptism in the same liturgy,
and the bishop was the ordinary minister of Confirmation. Gradually, due to the increased number of
infant Baptisms, the distance between parishes, and the growth of large dioceses, it became more and
more difficult for the bishop to be present at every Baptism. The response to this situation differed in the
East and the West. In the West, Confirmation was delayed until the bishop could be present. This
remains the usual practice today in the Latin Church. In the Churches of the East, the three Sacraments
were never separated. Because the sacred oil used at Confirmation, called myron, which means “chrism,”
had been consecrated by the bishop, the link to the bishop was maintained. And so today, in the Eastern
Churches, Confirmation immediately follows Baptism and is administered by the priest. Reception of the
Eucharist follows (even for infants).
3.
It shall come to pass
I will pour out my spirit upon all flesh.
Your sons and daughters will prophesy,
your old men will dream dreams,
your young men will see visions;
Even upon your male and female servants,

in those days, I will pour out my spirit.
I will set signs in the heavens and
on the earth.
(Joel 3:1–3)
(A prose summary of this passage would also be an acceptable answer.)
4. Without Confirmation the initiation of a Christian is incomplete. Preparation for Confirmation aims at
leading the Christian to a deeper relationship with Christ and a “lively familiarity” with the Holy Spirit. This
means that the candidate should know the Holy Spirit, recognize him at work in his actions and gifts, and
be willing to follow his inspirations. In the world we live in, following Christ is not always easy. The Holy
Spirit is there to help us with his gifts of grace, courage, and love. Of course, just as the Apostles and the
Mother of God prepared for the coming of the Holy Spirit with intense prayer, so must the candidate
prepare for the Sacrament of Confirmation with heartfelt prayer.
(The scriptural quotation on this handout is taken from the New American Bible, revised edition © 2010,
1991, 1986, 1970 Confraternity of Christian Doctrine, Inc., Washington, D.C. All Rights Reserved. No part
of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical,
including photocopying, recording, or by any information storage and retrieval system, without permission
in writing from the copyright owner.)

Unit 5 The Eucharist:
Source and Summit
Overview
This unit introduces the students to the Eucharist as the culmination of the Sacra-
ments of Christian Initiation and as the “source and summit” (Dogmatic Consti-
tution on the Church [Lumen Gentium, 1964], 11) of Christian life. The learning
experiences in this unit help the students to better understand what the Eucharist
is and does—or better, what participation in the Eucharist does for us.

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death, Resurrection, and Ascension—of Christ.
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questions:
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ticipating in the one sacrifice of Christ as we celebrate the Eucharist today?
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198
The Eucharist: Source and Summit 199
Unit 5
covered in the unit are from “Section 3: The Sacraments of Christian Initiation:
1BSUuBOEBSFBTGPMMPXT
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This unit in the teacher guide provides you with one learning path to take
with the students, to enable them to begin their study of the Sacrament of the
Eucharist, the culminating Sacrament of Christian Initiation. It is not necessary
to use all the learning experiences provided in this unit, but if you substitute
other material from this course or your own material for some of the material
offered here, check to see that you have covered all relevant facets of under-
standing and that you have not missed knowledge or skills required in later
units.
Explain
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know about the Eucharist.
Understand
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lives through the Eucharist can help us to participate in life more fully
and to reach our human potential.
Perceive
Step 4: &YQMPSFXJUIUIFTUVEFOUTUIFRVFTUJPOi8IBUJTUIF&VDIB
rist?” using the road to Emmaus Scripture passage.
Explain
Step 5: Assign topics about the Eucharist for student groups to
teach to the class.
Explain Apply
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Perceive Apply
Step 7:4IPXUIFTUVEFOUTQBSU PSBMM PGUIF%BOJTIGJMNBabette’s
Feast (1988, 102 minutes, rated A-II and G) and follow it with a
discussion of its Eucharistic symbolism.
Apply
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dynamism revealed in the different names of the Eucharist.
Understand
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Reflect

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59
used in the unit:
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Scripture Passages
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over event)
Unit 5
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Vocabulary
TX002123), one for each student.
anamnesis 1BTTJPO
Eucharist, the 1BTTPWFS
Logos
Step 1
Explain
Step 1: Preassess what the students already know
and want to know about the Eucharist.
1. Prepare CZEPXOMPBEJOHBOEQSJOUJOHDPQJFTPGUIFIBOEPVUi"1SFBTTFTT
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one for each student.
2. Distribute the handout and a pen or pencil to each student and instruct
them to work silently and answer all questions. (Note: The answer key to
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topics and questions in the space provided at the end of the
preassessment.
3. Ask the students to form pairs in order to correct
Teacher Note mistakes and to compare topics and questions. Con-
sider setting up pairings of students in advance so that
A step-by-step description of
students do not automatically work with their friends.
the think-pair-share method
Instruct the pairs to work together to correct their
can be found on the handout
“Using the Think-Pair- preassessments. Encourage the students to share
Share Method” (Document answers with other students in the class. To conclude
#: TX001019) at smp.org/ the process, call on student groups to answer the
LivinginChrist. questions aloud for the class to make sure all students
have correct answers. Conclude by calling on stu-
dent pairs to share any questions or topics about the
Eucharist that they would like to discuss. Explain to the
students that there are two units on the Eucharist and
that some topics and questions may be taken up in
unit 6. (Answers to this preassessment can be found at
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Unit 5
Step 2
Understand
TX002122).
This unit provides you with three ways to assess that the students have a deep
understanding of the most important concepts in the unit: writing a formal
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participating in a class blog that can be continued into unit 6. Refer to “Using
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LivinginChrist for background information. Also refer to the article “Setting Up a
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each student.
2. Distribute the handouts. Give the students a choice as
to which performance task to work on and add more
Teacher Note
options if you so choose. If you have chosen to offer a You will want to assign due
class blog, prepare in advance by reading the method dates for the performance
BSUJDMFi4FUUJOH6QB#MPHu %PDVNFOU59 4FU tasks.
up the blog and create your own specific expectations If you have done these
performance tasks, or very
for the blog. Create questions or statements for the blog
that students may write about on a scheduled basis.
The blog should require the students to make at least work in the classroom. During
three formal information entries and three entries of this introduction explain how
response to other students. This option can be contin- each is a good example of
ued through unit 6, if you choose. what you are looking for, for
3. Review the directions, expectations, and rubric in class, different reasons. This allows
BMMPXJOHUIFTUVEFOUTUPBTLRVFTUJPOT:PVNBZXBOUUP the students to concretely
say something to this effect: understand what you are
➤ If you wish to work alone, you may choose either of that there is not only one way
the first two options. If you wish to work with one or to succeed.
two partners, you may choose option 2. If you wish
to work as a group with the class (or in “learning
circles”), you may choose option 3.
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working on, or at least thinking about, your chosen task throughout the
VOJU OPUKVTUBUUIFFOE
4. Explain the types of tools and knowledge the students will gain throughout
the unit so that they can successfully complete the final performance task.
5. Answer questions to clarify the end point toward which the unit is headed.
Remind the students as the unit progresses that each learning experience
builds the knowledge and skills they will need to show you that they under-
stand the meaning of the Sacrament of the Eucharist.
Step 3
Perceive
Explore with the students ways that God’s presence in
our lives through the Eucharist can help us to reach our
human potential.
1. PrepareCZEPXOMPBEJOHBOEQSJOUJOHUIFIBOEPVUi"1FSTPOBM*OWFOUPSZPG
.Z1PUFOUJBMu %PDVNFOU59 POFGPSFBDITUVEFOU
2. Divide the class into small groups of three or four. Share the following
background information with the students prior to giving them the handout
to work with:
%FTDSJCFUIFQMPUPGUIFNPWJFLimitless, or you may want to choose to
show a scene from the very beginning of the movie in which the outline of
the plot is given. (The entire movie is not recommended because it is rated
1( BOEUIF$BUIPMJD/FXT4FSWJDFSBUFTJUi0u<NPSBMMZPGGFOTJWF>EVFUP
skewed moral values, considerable violence, implied premarital situations,
BOEDSVEFMBOHVBHF #FHJOBEJTDVTTJPOBCPVUXIBUJUSFBMMZNFBOTGPSVT
UPBDIJFWFPVSGVMMQPUFOUJBM#FDPNJOHXIPXFBSFJOUFOEFECZ(PEUPCF
would take more than a daily “smart pill,” but this is a good way to start the
EJTDVTTJPO%JTDVTTUIFGPMMPXJOHJEFBT TUSFTTJOHIPXUIF&VDIBSJTU PVS
“daily bread,” can help us to live as God created us to live:
➤ 8IBUJGZPVDPVMEUBLFBQJMMUIBUXPVMEFOBCMFZPVUPCFDPNFGVMMZ
conscious and to reach your full potential? The movie Limitless pro-
QPTFTBTJNJMBSJEFB5IFMFBEDIBSBDUFS &EEJF.PSB JTBQQSPBDIFE
by an old friend who offers him a pill that will enable him to use 100
QFSDFOUPGIJTCSBJODBQBDJUZBTMPOHBTIFUBLFTJUFWFSZEBZ)F
explains to Eddie that scientists believe we only use about 20 per-
DFOUPGPVSCSBJOTQPUFOUJBM&EEJFJTBOBVUIPSTVGGFSJOHGSPNXSJUFST
CMPDL TPIFXJMMJOHMZBDDFQUTIJTGSJFOETPGGFS"TBSFTVMUIFCFDPNFT
fully conscious and present to every situation in his life as never
CFGPSF%FTDSJCJOHIJTOFXTFMG IFTBZT i*XBTCMJOECVUOPX*TFFu
0GDPVSTFUIFPCWJPVTGMBXJOUIFGJMNJTUIBUNPSFUIBOJOUFMMJHFODFJT
SFRVJSFEGPSVTUPEFWFMPQPVSGVMMQPUFOUJBM8FBSFNPSBMBOETQJSJ
UVBMCFJOHTBTXFMM/POFUIFMFTT FWFOXJUIUIFGJMNTJNQFSGFDUJPOT JU
EPFTQPOEFSCBTJDIVNBORVFTUJPOT8IPBN* 8IBUBN*DBQBCMFPG
Unit 5
BDDPNQMJTIJOHJONZMJGF 8IZEP*TPNFUJNFTBDUMJLFBTQFDUBUPSJO
my life rather than a fully conscious participant?
➤ 8FBMMIBWFBUMFBTUQBSUJBMBOTXFSTUPUIFTFRVFTUJPOTBMSFBEZ8FWF
experienced ourselves doing good deeds and accomplishing things we
are proud of. Unfortunately we also disappoint ourselves and others
PDDBTJPOBMMZCZPVSBDUJPOTBOEJOBDUJPOT8FEPOPUBMXBZTMJWFUPPVS
full potential—not because we forgot to take our “smart pill,” but for
PUIFS TPNFUJNFTTFMGJTISFBTPOT8FXJMMEPBTFMGJOWFOUPSZFYFSDJTF
together to consider how our lives might be fuller and richer—but only
JG)PXXFNBZDPNQMFUFUIJTTUBUFNFOUJTUIFUPQJDPGVOJUT
and 6.
3. Distribute the handout and direct the students to work alone, silently, on
the personal inventory. Consider playing soft instrumental music as the
students work.
4. Ask the groups, after the students have completed their inventories, to dis-
cuss their responses to the statements. Call on the groups to share some
of their responses with the class.
5. Conclude by sharing the following information, leading into a discussion
of what the Eucharist is and why it is the “source and summit” (Dogmatic
Constitution on the Church, 11) of Christian life:
➤ 5IFFYFSDJTFXFWFQBSUJDJQBUFEJOIBTTIPXOVTUIFHSFBUQPUFOUJBMXF
BMMIBWF BTXFMMBTPVSGBJMVSFUPMJWFUPPVSGVMMFTUDBQBDJUZ8FEPOPU
have a “smart pill” that can enable us to achieve our potential. Even
if we did, we would then need a “generosity pill,” a “spirituality pill,” a
“virtue pill,” a “wisdom pill,” and probably a whole lot more pills.
➤ In unit 4 we discussed the Sacrament of Confirmation and the gifts
PGUIF)PMZ4QJSJU8FBMTPEJTDVTTFEPVSGBJUI XIJDIUFMMTVTUIBU
$POGJSNBUJPOTFBMTVTXJUIUIF)PMZ4QJSJU XIPXBTGJSTUHJWFOUPVT
JO#BQUJTN*GXFXFSFSFBMMZBCMFUPIBWFGBJUIBOEUPCFMJFWFXJUIBMM
PVSCFJOHFWFSZEBZ XFXPVMEOUOFFEBiTNBSUQJMMuUPBDDPNQMJTIPVS
QPUFOUJBM8FBMSFBEZIBWFUIF)PMZ4QJSJUXJUIJOVT BOEUIFGVMMQPXFS
PG(PETHSBDF
➤ 8FLOPXUIBUXFBSFBMTPIVNBOXFGPSHFU XFQSPDSBTUJOBUF XFESJGU
we grow discouraged, we doubt, we falter. That is why the gift of the
Eucharist is important. In the celebration of the Eucharist, our personal
MJWFTBOETUPSJFTBSFNFSHFEXJUI$ISJTUTMJGFBOETUPSZ XIJDIXFIBWF
DBMMFEUIF1BTDIBM.ZTUFSZ&BSMZ$ISJTUJBOTXIPQSBZFE i(JWFVTUIJT
day our daily bread,” well understood that these words referred to all
UIFJSEBJMZOFFET BOEUPUIF&VDIBSJTUBTXFMM+FTVT$ISJTUJTQSFTFOU
to us again and again in the celebration of the Eucharist, enabling us
UPUBLFUIFOFYUHSFBUTUFQJOUIFKPVSOFZPGPVSMJGF*OUIFOFYUMFBSOJOH
FYQFSJFODF XFXJMMNPSFTQFDJGJDBMMZFYQMPSFUIFRVFTUJPO i8IBUJTUIF
Eucharist?”
Step 4
Perceive
Explore with the students the question, “What is the
Eucharist?” using the road to Emmaus Scripture
passage.
1. Prepare by downloading and printing the handouts
i5IF%JTDJQMFTPOUIF3PBEUP&NNBVT -VLFm
Teacher Note u %PDVNFOU59 BOEi5IF%JTDJQMFTPO
Consider finding on the UIF3PBEUP&NNBVT -VLFm %JTDVTTJPO
Internet an artist’s depiction 2VFTUJPOTu %PDVNFOU59 POFGPSFBDI
of the disciples of Emmaus to small group of three or four. Remind the students to
show to the students as the CSJOHUIFJS#JCMFTUPDMBTT
Scripture passage is read. It
is possible to cut and paste 2. Divide the class into small groups of three or four.
the image onto a PowerPoint %JSFDUUIFTUVEFOUTUPSFBEUIF4DSJQUVSFQBTTBHFPG
slide for easy access. An UIFEJTDJQMFTPG&NNBVT -VLFm 0OFTUVEFOU
example of a wonderful in each group may read the passage to the group in a
image is The Supper at quiet voice (or you may choose one very good reader
Emmaus painting created to read the passage to the entire class). Ask each
by the Italian Renaissance group to choose a group leader.
painter Michelangelo Merisi 3. Instruct the students to discuss the Emmaus passage
da Caravaggio. A visual image
VTJOHUIFRVFTUJPOTPOUIFIBOEPVUi5IF%JTDJQMFTPO
can spur the imagination, so
UIF3PBEUP&NNBVT -VLFm %JTDVTTJPO
displaying an image is an
excellent way to begin this 2VFTUJPOTu %PDVNFOU59 "GUFSUIFHSPVQT
exercise. have had adequate time to discuss, ask each group
to share one insight into the meaning of the Eucharist
with the class.
4. Draw this discussion to a close by making the following points:
➤ The story of the disciples on the road to Emmaus is among the most
NPWJOH&VDIBSJTUJDQBTTBHFTJOUIF/FX5FTUBNFOU8IJMFUIFEJTDJ
QMFTBSFOPEPVCUGBDJOHUIFCJHHFTUDIBMMFOHFPGUIFJSMJGF +FTVTXBMLT
among them and begins opening up the meaning of the Scriptures—
BOE NPSFJNQPSUBOU UIFNFBOJOHPGUIF1BTDIBM.ZTUFSZ)FEPFTUIJT
through a process of helping the disciples to remember (anamnesis)
BOENBLFQSFTFOUUIFTFSFBMJUJFT5IFEJTDJQMFTGSFFSFTQPOTFUP+FTVT
JT i4UBZXJUIVTu -VLF 'BJUISFRVJSFTBGSFFSFTQPOTFUP(PET
JOWJUBUJPO5IFEJTDJQMFTSFDPHOJ[FUIF3JTFO+FTVTJOUIFSJUVBMCSFBL
JOHPGUIFCSFBE+FTVTEJTBQQFBSTGSPNUIFJSNJETUCFDBVTFIFOPX
dwells within them. They are now disciples with a mission to spread the
(PPE/FXT
Unit 5
➤ +FTVTJTSFGFSSFEUPJOUIF(PTQFMPG+PIOBTUIFLogos,UIF8PSE5IF
(PPE/FXTJT+FTVT$ISJTU5IFLogos is more than language. It is the
presence of God who took on human flesh and our human nature in
+FTVT$ISJTU+FTVTQSPNJTFEUPTUBZXJUIVTBOEIFDPOUJOVFTUPCF
XJUIVTJOBTQFDJBMXBZJOUIF&VDIBSJTU-JLFUIFEJTDJQMFTPG&NNBVT
we are transformed by the Eucharist to become our most authentic
selves. That is why the Eucharist is the culmination of Christian Initia-
UJPO5IF&VDIBSJTUDPOUJOVFTUPCFTQJSJUVBMGPPEGPSPVSMJGFTKPVSOFZ
transforming us into “other Christs.”
➤ 5IF+FTVJUQPFU(FSBSE.BOMFZ)PQLJOTQPXFS-
fully describes the notion of becoming a “Christ” Teacher Note
UPPUIFSTJOIJTTPOOFUi"T,JOHGJTIFST$BUDI'JSFu The use of poetry can be a
"LJOHGJTIFSJTBCJSE -JTUFOUP)PQLJOTBTIF wonderful way to approach
describes how every particular created thing has a the Sacraments because
NBSWFMPVTEFTJHOBOEQVSQPTF"T)PQLJOTTFFT poetry, like the Sacraments,
it, we are created to become the Eucharist for the uses the language of symbol
XPSME8FBSFDSFBUFEUPCFUIFQSFTFODFPG$ISJTU and emotion. Sacraments are
for one another. matters of the heart more than
matters of the head. Using a
Read the poem, or invite a good student reader to complex piece of poetry, such
read it: as “As Kingfishers Catch Fire,”
“As Kingfishers Catch Fire” however, requires some extra
by Gerard Manley Hopkins teacher preparation. Good
commentaries on this sonnet
As kingfishers catch fire, dragonflies draw flame; can be readily found on the
As tumbled over rim in roundy wells Internet.
Stones ring; like each tucked string tells, each hung bell’s
Bow swung finds tongue to fling out broad its name;
Each mortal thing does one thing and the same:
Deals out that being indoors each one dwells;
Selves— goes itself; myself it speaks and spells,
Crying What I do is me: for that I came.
I say more: the just man justices;
Keeps grace: that keeps all his goings graces;
Acts in God’s eye what in God’s eye he is—
Christ— for Christ plays in ten thousand places,
Lovely in limbs, and lovely in eyes not his
To the Father through the features of men’s faces.
6. Invite the students to ask questions or make comments.

Step 5
Explain
Assign topics about the Eucharist for student groups
Article to teach to the class.
23
)BWFBWBJMBCMFTJYTIFFUTPGOFXTQSJOU QSFGFSBCMZUIFUZQFXJUIBTUJDLZ
FEHF BOETJYNBSLFST%JWJEFUIFDMBTTJOUPTJYTNBMMHSPVQT"TLFBDI
group to choose a student leader. If the groups are larger than four stu-
dents, consider creating more groups and giving the same topic to more
UIBOPOFHSPVQ8SJUFUIFGPMMPXJOHUPQJDTPOTUSJQTPGQBQFSBOEQMBDFUIFN
in a container for the small groups to draw randomly:
r UIFTJHOTPGCSFBEBOEXJOF
r UIFJOTUJUVUJPOPGUIF&VDIBSJTU
r +FTVTDPNNBOEUPi%PUIJTJONFNPSZPGNFu
r HJWJOHUIBOLTHJWJOHBOEQSBJTFUPUIF'BUIFS
r UIFTBDSJGJDJBMNFNPSJBMPG$ISJTU
r UIFTBDSJGJDFBOENFNPSJBMPGUIF$IVSDI
2. AssignUIFTUVEFOUTUPSFBEBSUJDMF i8IBU*TUIF&VDIBSJTU uJOUIFTUV
dent book as preparation.
3. Bring the container with topics around to each small group and ask them to
choose a topic. Give each small group a sheet of newsprint and a marker
with the following instructions:
➤ :PVSHSPVQXJMMTUVEZUIFUPQJDZPVIBWFCFFOBTTJHOFEBOECFDPNF
iFYQFSUTuPOUIBUUPQJD:PVXJMMNBLFBOPVUMJOFPGJNQPSUBOUQPJOUTPO
UIFOFXTQSJOUZPVSFDFJWFE:PVTIPVMEXSJUFUIFPVUMJOFPOBTDSBUDI
TIFFUPGQBQFSCFGPSFUSBOTGFSSJOHUIFJOGPSNBUJPOUPUIFOFXTQSJOU:PV
XJMMIBWFNJOVUFTUPQSFQBSFUPUFBDIZPVSUPQJDUPUIFDMBTT8FXJMM
discuss each topic in the order in which it appears in article 23 of your
TUVEFOUUFYU:PVNBZCFHJOOPX
4. AllowBCPVUNJOVUFTGPSUIFTUVEFOUHSPVQTUPDPNQMFUFUIFJSXPSL
8IFOUIFTUVEFOUTBSFQSFQBSFE DBMMPOFBDIHSPVQUPDPNFGPSXBSEUP
present the section it chose. Ask them to post their newsprint where every-
one can see it as they present. After each presentation add information or
make corrections as needed using the following information:
r (JGUTPGCSFBEBOEXJOFIBWFBSJDIUSBEJUJPO JODMVEJOHUIFGPMMPXJOH
ƕ 5IFQSJFTU.FMDIJ[FEFLPGGFSFEHJGUTPGCSFBEBOEXJOFUP"CSBN
who was later called Abraham (see Genesis 14:18).
ƕ 8IFOGMFFJOH&HZQU UIF+FXTPOMZIBEUJNFUPUBLFVOMFBWFOFE
bread.
ƕ In the desert, God fed the Israelites manna and quail.
Unit 5
ƕ 5IF+FXJTIiDVQPGCMFTTJOH uXIJDIXBTBDVQPGXJOF BOUJDJQBUFE
UIFDPNJOHPGUIF.FTTJBI
ƕ *OUIF/FX5FTUBNFOU UIFNVMUJQMJDBUJPOPGMPBWFTBOEGJTIFTQSF-
figures the Eucharist.
ƕ "UUIFXFEEJOHGFBTUBU$BOB +FTVTUVSOFEXBUFSJOUPXJOF QSFGJH-
uring the Eucharist.
ƕ "UUIF1BTTPWFSNFBMLOPXOBTUIF-BTU4VQQFS +FTVTJEFOUJGJFE
UIFCSFBEBOEXJOFXJUIIJT#PEZBOE#MPPE
r +FTVTJOTUJUVUFEUIF&VDIBSJTUBUUIF-BTU4VQQFS
ƕ +FTVTDIPTFUIF1BTTPWFSGFBTUXIFOBTBDSJGJDJBMMBNCXBTTMBJO
UPNFNPSJBMJ[FIJTEFBUIBOE3FTVSSFDUJPO+FTVTJTUIFOFX
1BTTPWFS
ƕ +FTVTJEFOUJGJFEIJTPXO#PEZBOE#MPPEUIBUXPVMECFTBDSJGJDFE
POUIFDSPTTXJUIUIF1BTTPWFSCSFBEBOEXJOF
ƕ *OFWFSZ&VDIBSJTU XFTIBSFJOUIF1BTTPWFSPG+FTVTBOEBOUJDJ-
QBUFPVSPXO1BTTPWFSGSPNEFBUIUPFUFSOBMMJGF
r +FTVTDPNNBOEFEIJTEJTDJQMFT i%PUIJTJONFNPSZPGNFu -VLF
22:19).
ƕ 5IFNFNPSJBMPG+FTVTEFBUIBOE3FTVSSFDUJPOJTEJGGFSFOUGSPN
PUIFSNFNPSJBMTCFDBVTF+FTVTJTSFBMMZQSFTFOUFBDIUJNFUIF
Eucharist is celebrated.
ƕ This kind of memory has a special name for Christians: anamne-
sis. This is also a name for a special part of the Eucharistic prayer.
ƕ 5IF-BTU4VQQFSDPVMECFDBMMFEUIFi'JSTU4VQQFSuCFDBVTFJUXBT
the first of all the Eucharistic celebrations that would take place
VOUJM+FTVTSFUVSOTBHBJO
ƕ The memorial of the Eucharist was continued through the Apostles
XIPEJEBT+FTVTEJEUIFZtook bread, broke it, blessed it, and
gave it.
ƕ 8IFOXFDFMFCSBUFUIF&VDIBSJTU XFNBLFQSFTFOUUIF1BTDIBM
.ZTUFSZ
r 5IF&VDIBSJTUJTBTBDSJGJDFPGQSBJTFBOEUIBOLTHJWJOH
ƕ The word Eucharist comes from a Greek word meaning
“thanksgiving.”
ƕ In the celebration of the Eucharist, all of creation is offered to
God—both the beauty and the brokenness of creation.
ƕ 8FPGGFSPVSTFMWFTBTBMSFBEZSFEFFNFEBOETBODUJGJFE
ƕ Christ unites himself to us in the Eucharist and intercedes to God
UIF'BUIFSGPSVTBTPVS)JHI1SJFTU
r &WFSZ&VDIBSJTUJTCPUIUIFTBDSJGJDFBOENFNPSJBMPG$ISJTU
ƕ The memorial, or anamnesis JTNPSFUIBOKVTUSFDBMMJOHBQBTU
FWFOUUIFNJHIUZXPSLTPG$ISJTUT1BTTJPO EFBUI 3FTVSSFDUJPO
and Ascension become present in our midst.
ƕ (PETXPSLTCFDPNFQSFTFOUOPX BTUIFZXFSFQSFTFOUJOUIF
past and will be present in the future. This reality is stated in the
proclamation of faith:
8FQSPDMBJNZPVS%FBUI 0-PSE
and profess your Resurrection
until you come again.
(Roman Missal)
r &WFSZ&VDIBSJTUJTPVSQBSUJDJQBUJPOJOUIBUPOFTJOHMFTBDSJGJDF
ƕ The fullness of who we are is united with Christ and transformed
CZPVSQBSUJDJQBUJPOJOUIF1BTDIBM.ZTUFSZXFCFDPNFBOFX
creation.
r 5IF$FMFCSBUJPOPGUIF&VDIBSJTUJTBTBDSJGJDFBOENFNPSJBMPGUIF
Church.
ƕ Every Eucharist unites the Church as a whole—past, present, and
future—with the offering of Christ.
ƕ &WFSZ&VDIBSJTUQSPGPVOEMZVOJUFTVTXJUIUIF1PQF UIFNJOJTUSZPG
1FUFSBOEUIF"QPTUMFT BOEUIFFOUJSF$IVSDIBSPVOEUIFXPSME
ƕ Every Eucharist is a sign of unity, as it is a celebration with and in
the name of the local bishop who is the pastor of the local church.
ƕ The Eucharist is sign that Christ unites the Church with his heav-
FOMZ'BUIFS BOEXJUI$ISJTUIJNTFMGUISPVHIIJT1BTDIBM.ZTUFSZ
5. ConcludeCZFNQIBTJ[JOHUIFTFJEFBT5IFSFJTPOF$ISJTU POF1BTDIBM
.ZTUFSZ POF$IVSDI BOEPOF&VDIBSJTU XIJDI JOUIFXPSETPG1PQF+PIO
1BVM** JTDFMFCSBUFEPOUIFBMUBSPGUIFXPSME
6. Invite the students to ask questions or make comments.
Unit 5
Apply
Step 6
Explain
Lead the students in a Scripture search to discover the
roots of the Eucharist in the Old and New Testaments.
1. PrepareCZSFNJOEJOHUIFTUVEFOUTUPCSJOHUIFJSTUVEFOUCPPLTBOE#JCMFT
UPDMBTT%PXOMPBEBOEQSJOUUIFIBOEPVUi5IF&VDIBSJTUJOUIF4DSJQUVSFTu
Article 2. Assign the students to read article 24, “The Eucharist in the Scriptures,” in
24 the student book as preparation.
3. DivideUIFDMBTTJOUPTNBMMHSPVQTPGUISFFPSGPVS%JTUSJCVUFUIFIBOEPVU
and assign each small group one of the Scripture passages listed at the
top, or allow each small group to choose one. Then have the students circle
UIF4DSJQUVSFDJUBUJPOGPSUIFQBTTBHFUIFZXJMMCFTUVEZJOH%JSFDUFBDI
small group to choose a group leader and to prepare to teach the Eucharis-
tic dimensions of their Scripture passage to the class.
4. Give the following instructions:
➤ Each group will choose a group leader who will keep the group on task.
0OFQFSTPOJOUIFHSPVQTIPVMESFBEUIF4DSJQUVSFQBTTBHFJOBRVJFU
voice to the group. Then the group will use the worksheet to discuss
the passage. Each student should record answers on his or her hand-
out. After all the groups have finished this exercise, each group will
UFBDIUIFDMBTTXIBUJUMFBSOFE%FDJEFOPXXIJDINFNCFSPSNFN
bers of your group will present. The members or members will read the
Scripture passage to the class and then explain the Eucharistic signifi-
cance of the passage. Use the questions on your handout as a guide.
If you are not presenting for your group, make sure you contribute in
PUIFSXBZTCZXSJUJOH EJTDVTTJOH BOEMJTUFOJOH:PVIBWFNJOVUFT
UPSFBEUIFQBTTBHF EJTDVTTJU BOEQSFQBSFUPUFBDIJUUPUIFDMBTT:PV
may begin now.
5. Call on the students who will be presenters to come forward one at a time.
#FHJOXJUI0ME5FTUBNFOUQBTTBHFTBOEUIFONPWFUPUIF/FX5FTUBNFOU
passages. After each presentation, highlight one or two of the best insights.
.BLFBOZDPSSFDUJPOTJGOFDFTTBSZ
Apply
Step 7
Perceive
Show the students part (or all) of the Danish film
Babette’s Feast (1988, 102 minutes, rated A-II and G)
and follow it with a discussion of its Eucharistic
symbolism.
1. PrepareCZPCUBJOJOHB%7%PS7)4WFSTJPO
Teacher Note of Babette’s Feast and arranging to have the
Babette’s Feast is a 1988 Danish film in appropriate equipment available to show it.
Danish, Swedish, and French directed %PXOMPBEBOEQSJOUUIFIBOEPVU“Babette’s
by Gabriel Axel and based on a novel by Feast” %PDVNFOU59 POFGPSFBDI
Karen Blixen. It is available either with student.
English subtitles or dubbed in English. It
is a wonderful story of two devout sisters 2. Introduce the film by telling the students that
who take in a refugee from the French they will be watching Babette’s Feast (or a
Revolution as a cook. The cook, Babette, portion of the film). Tell the students that they
gratefully cooks for the two unmarried will be watching this film because of its power-
daughters of a now deceased pastor. Her ful Eucharistic symbolism. Invite them to watch
only link to her old life is a lottery ticket carefully for Eucharistic symbolism such as
that a friend in Paris renews for her each blessing, offering a sacrifice, words of hope,
year. After fourteen years of service as a breaking bread, communion of persons, and so
cook, Babette wins the lottery, giving her on.
enough money to return home to a modest
life if she so chooses. Instead Babette 3. Direct each student, after viewing the film, to
uses the money to prepare a sumptuous pair with another student to discuss the Eucha-
feast for the women who kindly took her ristic symbolism in the film using the handout
in and have employed her, as well as “Babette’s Feast” %PDVNFOU59
for the whole small congregation on the %JTUSJCVUFUIFIBOEPVUBOEBMMPXUIFTUVEFOUT
pastor’s one hundredth birthday. One of BCPVUUPNJOVUFTUPEJTDVTTUIFGJMN0OF
the guests is a former suitor to one of option is to use the think-pair-share method
the two sisters; he is the only one who TFFUIFBSUJDMFi6TJOHUIF5IJOL1BJS4IBSF
comprehends and is able to comment on .FUIPEu<%PDVNFOU59>
how fine and sumptuous the meal is that
4. Ask each student, after the pairs have finished
Babette has prepared. As each course
is served, the congregation becomes their work, to describe one Eucharistic symbol
more and more filled with new life. The he or she observed. An option here is to use
tremendous sacrifice made by Babette UIFi5IF8IJQ"SPVOEuNFUIPE %PDVNFOU
though her time, talent, and treasure in 59 #FTVSFUIBUUIFTUVEFOUTEPOPU
creating a beautiful meal transforms this miss important elements such as the great sac-
community. SJGJDFPG#BCFUUF IFSHSBUJUVEFUPIFSFNQMPZFST
The final part of the film in which BOEUP(PE UIFNFNPSJBMFWFOUPGUIFQBTUPST
Babette prepares and serves the meal is one hundredth birthday, her choice to share her
most important. Consider showing only finest talent, transforming gifts of the earth into
this segment of the film if time is limited. a magnificent banquet, the reconciling element
Babette’s Feast is rich in Eucharistic of the meal, the increased unity of all involved,
symbolism. The film is available as an
Orion Classics film from Metro-Goldwyn-
Mayer Studios, Inc., 1987.
Unit 5
the elements of bread and wine, the fully conscious participation by all who
are present, and the “new life” that comes to the participants as a result of
the meal.
Step 8
Apply
Lead the students through a discovery exercise on
Article the dynamism revealed in the different names of the
Eucharist.
1. PrepareCZEPXOMPBEJOHBOEQSJOUJOHUIFIBOEPVUi8IBUTJOB/BNF 5IF
%ZOBNJTNPGUIF&VDIBSJTUu %PDVNFOU59 POFGPSFBDITUV
EFOU"MTPEPXOMPBEUIF1PXFS1PJOUi8IBUTJOB/BNF 5IF%ZOBNJTNPG
UIF&VDIBSJTUu %PDVNFOU59
2. AssignUIFTUVEFOUTUPSFBEBSUJDMF i5IF&VDIBSJTU5IFOBOE/PX uJO
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their handouts. They should use the sample name “Eucharist” on their
handout as a model. Tell the students that the pattern will be to write down
CBDLHSPVOEJOGPSNBUJPOJOUIFTFDPOEDPMVNOBOE(PETBDUJPOBOEPVS
response in the third column. Instruct the students to write phrases rather
than complete sentences and to use abbreviations for longer words.
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cess of questions and answers. Encourage the students to answer before
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UIF1PXFS1PJOUTMJEFTBTBHVJEF
Step 9
Understand
so that they can work on it during the class period. If necessary, reserve
SFTFBSDI%PXOMPBEBOEQSJOUFYUSBDPQJFTPGUIFIBOEPVUT i'JOBM1FSGPS
2. Provide some class time for the students to work on their final perfor-
mance tasks. This then allows you to work with the students who need
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Step 10
Reflect
to reflect on how their understandings of the Sacrament of the Eucharist have
each student.
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A Preassessment of My Knowledge of the Eucharist: Part I Page | 1

Eucharist: Part I
Use the following word bank to answer the questions. There are extra answers in the word bank.
WORD BANK
the Apostle Paul multiplication participate
the Apostle Peter Sacrament Body and Blood of Christ
Matthew Logos Jesus
unity epiclesis anamnesis
blessed Passover dismissal
dying division Mark
manna Eucharist Melchizedek
Jesus one Corpus Christi (Body of Christ)
thanksgiving Luke Solemnity of the Body and Blood
wedding feast at Cana pilgrims of Christ
1. _____________________ instituted the Eucharist in 11. The Jewish priest ________________________ brought
fulfillment of his promise to remain with us after his death. out bread and wine to Abram (later Abraham), prefiguring
the Eucharist.
2. The _______________________ is the Sacrament that
makes present the death and Resurrection of Jesus Christ. 12. Another Old Testament event that prefigures the
Eucharist is that of God feeding the Israelites
3. In the Mass the gifts of bread and wine become the ___________________ in the desert.
______________________________________________.
13. In the New Testament, the _____________________ of
4. According to the Gospels, the Last Supper was celebrated loaves and fishes to feed multitudes prefigures the
during the Jewish _____________________ feast. Eucharist.
5. At the Last Supper, when Jesus ____________________ 14. The Gospels that record an account of the Last Supper
the bread and wine, making them his Body and Blood, he are (name all) __________________________________.
also said the words, “Do this in memory of me.”
15. The earliest account of the institution of the Eucharist in
6. The word Eucharist comes from a Greek word that means the New Testament was written by _________________.
______________________.
16. The first of Jesus’ signs that prefigure the Eucharist took
7. It is because Christ really is present in the Eucharist that place at the ____________________________________.
we are truly able to _________________ in the Paschal
Mystery each time we celebrate the Mass. 17. One name for the Eucharist that emphasizes the reality
that we share Christ with the entire Church, as a single
8. Every Eucharist brings us into ______________ with the Body, is the name ______________________________.
Pope and all members of the Church on earth as well as
those in Heaven. 18. The word viaticum means “with you on the way” and is
Eucharist given to the ____________________.
9. Because there is one Paschal Mystery, there is
__________ Eucharist in which we participate. 19. The word Mass takes its name from the Latin word missa
that refers to the sending out of Christians, in the part of
10. The Greek title for Jesus in the Gospel of John that refers the Mass known as the __________________________.
to the Word who “became flesh / and made his dwelling
among us” is the ________________. 20. A special celebration of the gift of the Eucharist occurs on
the Sunday after Trinity Sunday and is called the
_________________________________.

A Preassessment of My Knowledge of the Eucharist: Part I Page | 2
The questions on this preassessment concern background information on the Eucharist that will be
discussed in unit 5. In the space below, write down topics or questions concerning the Eucharist that you
would like to know more about.
(The scriptural quotations on this handout are taken from the New American Bible, revised edition ©
2010, 1991, 1986, 1970 Confraternity of Christian Doctrine, Inc., Washington, D.C. All Rights Reserved.
No part of this work may be reproduced or transmitted in any form or by any means, electronic or
mechanical, including photocopying, recording, or by any information storage and retrieval system,
without permission in writing from the copyright owner.)


Important Information for All Three Options
performance task so your teacher can assess whether you learned the most essential content.
• Through the Eucharist, we enter into the Paschal Mystery—the Passion, death, Resurrection, and
Ascension—of Christ.
• In the Eucharist we are united with Christ and the entire Church.
• Jesus Christ is the Bread of Life, our food for life’s journey.
• The Eucharist is the source and summit of Christian life.
Option 1: The Eucharist as the Culmination of

Write an essay (minimum 600 words, typed and double-spaced) explaining what the Church means in
saying that the Eucharist is the culmination of Christian Initiation. Describe what the Eucharist is and
does, using information from the student book and from one other reliable source. Incorporate the key
understandings from the unit as a guide to make sure that your essay is complete.
Option 2: Teaching the Eucharist to a Teen RCIA

Group
Create a short instructional video or audio CD explaining background information on the Eucharist to a
teen RCIA group. Your video or audio CD must include the following parts:
• what the Eucharist is
• scriptural background on the Eucharist (at least four passages)
• what the Eucharist does
If you make a video, you may include a lecture, but also be sure to include images that convey ideas
you are communicating. If you make an audio CD, you may include a lecture, but also include music that
can convey your ideas. Be sure to incorporate all key understandings in your presentation.

Option 3: Class Blog

On a schedule determined by your teacher, you will make contributions to a blog, created by your
teacher, on the topic of the Eucharist as the culmination of Christian Initiation. You may be assigned to a
learning circle of students who will post blogs together. You may be asked to do outside research, to state
your opinion, to list new insights you have gained, and so on. There will be three major topics: (1) What Is
the Eucharist? (2) The Eucharist in Scripture, and (3) The Eucharist: Then and Now. Be sure to do the
following when writing for the blog:
• Always maintain a high standard of writing. Remember that blogs usually have a public audience.
Your writing should be organized and written with a strong voice. Before posting, edit your work for
spelling, capitalization, punctuation, and grammar. Cite any outside sources.
• Make sure that you address, in your cumulative contributions to the blog, all key understandings for
unit 5.

Criteria 4 3 2 1
Assignment includes Assignment not Assignment Assignment includes Assignment
all items requested in only includes all includes all items over half of the items includes less
the instructions. items requested requested. requested. than half of the
but they are items requested.
completed above
expectations.
Assignment shows Assignment Assignment shows Assignment shows Assignment
understanding of the shows unusually good adequate shows little
following concept: insightful understanding of understanding of this understanding of
Through the understanding of this concept. concept. this concept.
this concept.
Eucharist, we enter
into the Paschal
Mystery—the Passion,
death, Resurrection,
and Ascension—of
Christ.
following concept: In insightful understanding of understanding of this understanding of
the Eucharist we are understanding of this concept. concept. this concept.
this concept.
united with Christ and
the entire Church.
Jesus Christ is the understanding of this concept. concept. this concept.
this concept.
Bread of Life, our food
for life’s journey.
The Eucharist is the understanding of this concept. concept. this concept.
this concept.
source and summit of
Christian life.
Assignment uses Assignment has Assignment has Assignment has two Assignment has
proper grammar and no grammar or one grammar or grammar or spelling more than two
spelling. spelling errors. spelling error. errors. grammar or
spelling errors.
Assignment is neatly Assignment not Assignment is Assignment is neat Assignment is

done. only is neat but is neatly done. for the most part. not neat.
exceptionally
creative.


anamnesis: The Greek word for memory. In the Eucharist, this refers to the making present of the
Paschal Mystery, Christ’s work of salvation. The anamnesis refers also to a particular section of the
Eucharistic Prayer after the words of institution in which the Church remembers Christ’s saving deeds: his
Passion, Resurrection, and glorious return.
Eucharist, the: Also called the Mass or Lord’s Supper, and based on a word for “thanksgiving,” it is the
central Christian liturgical celebration, established by Jesus at the Last Supper. In the Eucharist the
sacrificial death and Resurrection of Jesus are both remembered and renewed. The term sometimes
refers specifically to the consecrated bread and wine that have become the Body and Blood of Christ.
Logos: A Greek word meaning “word.” Logos is a title of Jesus Christ found in the Gospel of John that
illuminates the relationship between the Three Persons of the Holy Trinity. (See John 1:1,14.)
Passion: The sufferings of Jesus during his final days in this life: his agony in the garden at
Gethsemane, his trial, and his Crucifixion.
Passover: The night the Lord passed over the houses of the Israelites marked by the blood of the lamb,
and spared the firstborn sons from death. It also is the feast that celebrates the deliverance of the Chosen
People from bondage in Egypt and the Exodus from Egypt to the Promised Land.

A Personal Inventory of My Potential

Rate yourself according to each statement on a scale of 1 to
10, with 10 signifying the highest achievement of your
1 2 3 4 5 6 7 8 9 10
potential.
I use my time to the best of my ability.
I use my physical energy to its full potential.
I eat the healthiest possible diet.
I generously share my time and talent with others.
I give my family the time and respect that they deserve.
I always treat my friends the way I would want to be treated.
I generously give my time for prayer and worship.
I take advantage of opportunities to learn about my faith.
I take advantage of opportunities to learn about the plight of

those who suffer most in the world.
I make wise use of opportunities to exercise my body.
I act chastely toward members of the opposite sex.
I take advantage of opportunities to learn about different

cultures and religions.
I treat all people with respect, regardless of race, gender,

religion, sexual orientation, age, or social status.

A Personal Inventory of My Potential Page | 2
I take advantage of opportunities to learn about and

appreciate my culture through music, dance, and the arts.
I take adequate time to patiently reflect on where my life is

going and how well I am achieving my potential.
I am one of the first people to volunteer when help is needed

and when I am able to assist.
I have an excellent work ethic.
I always humbly accept opportunities to learn from others who

are more knowledgeable and wiser than me.
I do everything possible to avoid temptations and evil.
I do everything possible to live my life with love.
In which of the areas do you need to improve the most? Discuss with your group the areas in which you
need and want to develop your potential. What would help you to accomplish your goals?

The Disciples on the Road to Emmaus

(Luke 24:13–35)
Now that very day two of them were going to a village seven miles from Jerusalem called Emmaus, and
they were conversing about all the things that had occurred. And it happened that while they were
conversing and debating, Jesus himself drew near and walked with them, but their eyes were prevented
from recognizing him. He asked them, “What are you discussing as you walk along?” They stopped,
looking downcast. One of them, named Cleopas, said to him in reply, “Are you the only visitor to
Jerusalem who does not know of the things that have taken place there in these days?” And he replied to
them, “What sort of things?” They said to him, “The things that happened to Jesus the Nazarene, who
was a prophet mighty in deed and word before God and all the people, how our chief priests and rulers
both handed him over to a sentence of death and crucified him. But we were hoping that he would be the
one to redeem Israel; and besides all this, it is now the third day since this took place. Some women from
our group, however, have astounded us: they were at the tomb early in the morning and did not find his
body; they came back and reported that they had indeed seen a vision of angels who announced that he
was alive. Then some of those with us went to the tomb and found things just as the women had
described, but him they did not see.” And he said to them, “Oh, how foolish you are! How slow of heart to
believe all that the prophets spoke! Was it not necessary that the Messiah should suffer these things and
enter into his glory?” Then beginning with Moses and all the prophets, he interpreted to them what
referred to him in all the scriptures. As they approached the village to which they were going, he gave the
impression that he was going on farther. But they urged him, “Stay with us, for it is nearly evening and the
day is almost over.” So he went in to stay with them. And it happened that, while he was with them at
table, he took bread, said the blessing, broke it, and gave it to them. With that their eyes were opened
and they recognized him, but he vanished from their sight. Then they said to each other, “Were not our
hearts burning [within us] while he spoke to us on the way and opened the scriptures to us?” So they set
out at once and returned to Jerusalem where they found gathered together the eleven and those with
them who were saying, “The Lord has truly been raised and has appeared to Simon!” Then the two
recounted what had taken place on the way and how he was made known to them in the breaking of the
bread.
(The scriptural excerpt on this handout is taken from the New American Bible, revised edition © 2010,

The Disciples on the Road to Emmaus

(Luke 24:13–35): Discussion Questions
The Scripture passage you listened to about the disciples on the road to Emmaus has a rich Eucharistic
dimension. It helps us to answer the question, What is the Eucharist? Use the following questions to
discuss the meaning of the Scripture passage.
1. In this Scripture account, the disciples of Jesus on the road to Emmaus face a challenge to their faith.
How would you describe their situation?
2. What is the significance of the disciples’ inability to recognize Jesus when he begins walking with
them?
3. How does Jesus help the disciples to remember all that he had taught them? How does this relate to
the Eucharist?
4. Like catechumens preparing for the Sacraments of Baptism, Confirmation, and the Eucharist, the
Emmaus disciples are on a journey. What is the nature of their journey?

The Disciples on the Road to Emmaus (Luke 24:13–35): Discussion Questions Page | 2
5. What do the disciples do or say that helps them to experience the Risen Christ? Why is this a
significant moment of grace?
6. When Jesus takes bread, blesses, breaks, and gives it to the disciples, they recognize him “in the
breaking of the bread” (Luke 24:35). Would this action of Jesus have been familiar to the disciples?
When might they have experienced something like this before?
7. What are the disciples compelled to do after recognizing Jesus and “taking him in” in the Eucharistic
Bread?
8. Who took the initiative in moving the disciples toward an experience of the Risen Christ?

The Disciples on the Road to Emmaus (Luke 24:13–35): Discussion Questions Page | 3
9. When Jesus “disappears,” where does he go? How does this correlate to the celebration of the
Eucharist?
10. If you were going to write a continuation of this story, how would you depict the disciples of Emmaus
living their lives after this experience? Does the Scripture passage give any clues?
(The scriptural quotation on this handout is from the New American Bible, revised edition © 2010, 1991, 1986, 1970
Confraternity of Christian Doctrine, Inc., Washington, D.C. All Rights Reserved. No part of this work may be
reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording,
or by any information storage and retrieval system, without permission in writing from the copyright owner.)

The Eucharist in the Scriptures

• Genesis 14:17–24 (Melchizedek brings gifts of bread and wine to greet • Matthew 14:13–21 (the multiplication of loaves and fishes)
Abram.)
• John 6:1–15 (Jesus distributes the loaves to the crowds.)
• Exodus 12:1–20 (The Israelites eat unleavened bread in the original
Passover event.) • Luke 22:14–20 (The Last Supper)
• Exodus 16:1–15 (God gives the Israelites manna to eat.) • 1 Corinthians 11:23–26 (Paul recounts the institution of the Eucharist.)
What is the need or the challenge that is being answered?
Describe all symbolic objects and actions and their meaning.
Describe God’s actions.
Describe all humans’ responses (or expected responses) to God.
Explain how this passage relates to the Eucharist.
Write one question or comment that you have about this Scripture passage.

Babette’s Feast
1. What is Babette’s role in the household of Philippa and Martine? Why is this important?
2. Why does Babette choose to cook a sumptuous feast rather than take her lottery winnings and
return home? Why is this important?
3. What is the significance of only one person at the table fully comprehending the quality of the feast?
4. How are the participants in the meal changed by this meal?
5. Describe all the symbolic elements of this meal that correspond to the Eucharist.

What’s in a Name? The Dynamism of the Eucharist

Name History of / Basis for Name Dynamic Action Revealed by the Name
The Eucharist • comes from Greek word eucharistein, meaning • God’s action? actions that reveal God’s active presence in Jewish
“thanksgiving” and Christian traditions = giving thanks and blessing
• related to the idea of “blessing” because Jesus took, • Why? God gave us everything = blessed us (saved us!); continues
blessed, broke, and gave the bread; the Jewish to do same in present moment
berakah, integral to the Eucharist, is a blessing that • Our response? action of thanking and blessing God in return
acknowledges God’s presence and continued saving through participation in the Eucharist and by doing God’s will in our
action daily lives
The Lord’s Supper • recalls the Last Supper, a Passover meal God’s action?
• anticipates the “supper of the Lamb” we will share
with Jesus in the Kingdom of Heaven Our response?
(see 1 Corinthians 11:20, Revelation 19:9)
The Breaking of the Bread God’s action?
Our response?
The Eucharistic Assembly God’s action?
Our response?
The Holy Sacrifice God’s action?
Our response?
The Divine Liturgy God’s action?
Our response?
Holy Communion and Holy God’s action?

Mass
Our response?

Unit 5 Test
____ 1. Jesus Christ is the Word of God who became ____.
A. eternal
B. flesh
C. Spirit
D. holy
____ 2. Christ gives us ____ in the Eucharistic elements.
A. himself
B. independence
C. forgiveness
D. the Holy Spirit
____ 3. The Sacrament that makes present the death and Resurrection of Christ is ____________.
A. Holy Orders
B. Transubstantiation
C. Consecration
D. the Eucharist
____ 4. In the Gospel of John, Jesus is introduced to us as the ____, who is God, and who took on a
human nature.
A. Logos
B. Eucharist
C. Fides
D. Spiritus Sanctus
____ 5. Based on a word for thanksgiving, the ____ is the central Christian liturgical celebration.
A. Gospel
B. Eucharist
C. sharing of the peace
D. Act of Contrition

____ 6. In the Old Covenant, drinking of wine was sharing joyful anticipation of the coming of ____.
A. the Flood
B. Passover
C. the Messiah
D. the Kingdom of God
____ 7. In the New Testament, Jesus’ multiplication of the _____ prefigures the Eucharist.
A. loaves and fishes

B. tables in the Temple
C. people of Israel
D. number of Apostles
____ 8. Just as the Passover ____ was killed and eaten to sustain the life of God’s People, so Jesus
would suffer and die for us.
A. lamb
B. goat
C. boar
D. cow
____ 9. The liturgical action of the Eucharist ___ the work of salvation accomplished by Jesus Christ.
A. echoes
B. makes present
C. prefigures
D. remembers
____ 10. Christ died once and for ____ on the cross, but his sacrifice remains present to us in the
Eucharist.
A. Galileans
B. Israelites
C. Christians
D. all
____ 11. In the wedding at ____, Jesus used the miracle of water turned into wine to announce his
presence among his people.
A. Beersheba
B. Galilee
C. Nazareth
D. Cana

____ 12. God provided ____ for the Israelites when they were in the desert.
A. fruits
B. famine
C. manna
D. locusts
____ 13. Unleavened bread is baked without ____.
A. dough
B. yeast
C. flour
D. water
____ 14. ___ was the King of Salem and the priest of God.
A. Melchizedek
B. Azariah
C. Rehoboam
D. Jehoida
____ 15. In instituting the Eucharist, Jesus made himself our ____, our Passover from the slavery of sin
into the freedom of the risen life.
A. model
B. guide
C. Pasch
D. Deus

Part 2: Matching
Column 1 Column 2
_____ 1. This is also called the Lord’s Supper.
A. Logos
_____ 2. This food was gathered as fine flakes on
the ground in the desert. B. Passover
_____ 3. In the Eucharist, God acts to make us C. holy

this.
D. Passion
_____ 4. This Greek word means “word” and is
also a title for Jesus Christ. E. eulogein
_____ 5. This is the Greek word for memory. F. anamnesis
_____ 6. This is the night the Lord spared the G. charisma

houses of the Israelites marked by the
blood of the lamb. H. manna
_____ 7. This Greek word means “gift” or “grace.” I. Reconciliation
_____ 8. This is the sufferings of Jesus during his J. the Eucharist

final days in this life.
K. lumina
_____ 9. This Greek word means “good word.”
L. Berakah
_____ 10. This is the Hebrew word for a prayer of
blessing.


1. Describe Jesus’ actions at the Last Supper and how we follow his instructions at the Eucharist today.
2. Explain how Jesus’ feeding of the five thousand with loaves and fishes prefigures the Eucharist in the
world today.
3. Explain how God’s giving the Israelites food in the desert prefigures the Eucharist.
4. Explain the word anamnesis and how we participate in the Paschal Mystery of Christ in the Eucharist
today.


1. B 6. C 11. D
2. A 7. A 12. C
3. D 8. A 13. B
4. A 9. B 14. A
5. B 10. D 15. C
Part 2: Matching
1. J 5. F 9. E
2. H 6. B 10. L
3. C 7. G
4. A 8. D

1. The Gospel accounts of Matthew, Mark, and Luke tell us of the Last Supper and of the words and
actions of Jesus when he broke the bread and gave it to his disciples, saying: “‘Take and eat; this is my
body.’ Then he took the cup, gave thanks, and gave it to them, saying, ‘Drink from it, all of you, for this is
my blood of the covenant’” (Matthew 26:27–28). The words given in the Gospel of Matthew are the words
we pray in our liturgy. When we celebrate the Eucharist today, we follow these instructions of Jesus to “do
this” (Luke 22:19) in memory of him and so share in his Body and Blood, his own life. The Eucharist is
also an anticipation of “the supper of the Lamb” we will share with Jesus in the Kingdom of Heaven.
2. The multiplication of the loaves and fishes is also a prefiguring of the Eucharist, even though it is a
New Testament event. The synoptic Gospels (Matthew, Mark, and Luke) are fairly similar in their
accounts. They all start with five loaves and two fish, and end with twelve wicker baskets full of fragments.
Only in the Gospel of John do we find the detail of the young boy who offered to share his five loaves and
two fish with the Apostles, who gave them to Jesus, who then gave them back in abundance to the
crowd.
In all the accounts, the actions of Jesus remind us of his actions at the Last Supper: he says a
blessing, breaks the loaves, and gives them to the disciples. In John, however, Jesus takes the loaves,
gives thanks, and distributes them to the people directly. Later in this chapter, in what is called “The
Bread of Life Discourse,” the teaching of Jesus about himself as the Bread of Life is revealed. The
miracle of the loaves had always been a sign of the Eucharist; in the Gospel of John, the sign is
deepened by the teachings of Jesus.
3. After the Israelites escaped from Egypt, they were led into a vast desert. The land was barren, and
they could find no food. They complained to Moses and Aaron, saying that they would rather have died in
Egypt, where they had their fill of bread. They complained that God had led them into the desert to die. To
answer their complaint, the Lord told Moses that he would give them bread from Heaven. This was
manna, which appeared as fine flakes on the ground. It had to be gathered each day (except on the

Sabbath; a double portion was gathered the day before), and it tasted like “wafers made with honey”
(Exodus 16:31). Such was the loving care God showered on his People.
Centuries later, in the Gospel of John, Jesus describes himself as the true Bread from Heaven.
Those who ate the manna eventually died, but the Bread of Life is a pledge of eternal life. Manna
prefigured the Eucharist because it was a glimpse of the true Bread from Heaven, Jesus himself, who
gives us life now and always.
4. Anamnesis means more than just remembering Jesus or recalling a past event. In the Eucharist,
when we remember Christ’s Passion, death, Resurrection, and Ascension, we are remembering and
primarily proclaiming the Paschal Mystery (the Passion, death, Resurrection, and Ascension of Jesus)
that is made present in our midst. For God and his works are not limited to the past. We participate in this
Paschal Mystery now, in our time and as we are. Christ died once, is now risen, and will never die again,
but every Eucharist is our participation in that one single sacrifice. In receiving the Body and Blood of
Christ, we also participate in the everlasting life of his Resurrection.
Answers for the handout “A Preassessment of My Knowledge of the Eucharist: Part I”

(Document #: TX002120)
1. Jesus
2. Eucharist
3. Body and Blood of Christ
4. Passover
5. blessed
6. thanksgiving
7. participate
8. unity
9. one
10. Logos
11. Melchizedek
12. manna
13. multiplication
14. Matthew, Luke, Mark
15. the Apostle Paul
16. wedding feast at Cana
17. Corpus Christi (Body of Christ)
18. dying
19. dismissal
20. Solemnity of the Body and Blood of Christ

Unit 6 The Eucharist:
Bread for the World
Overview
This unit is intended to provide the students with a practical guide on the dynamic
structure of the celebration of the Eucharist, and to lead them to understand the
transformational power of the Eucharist.

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TX002133)
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238
The Eucharist: Bread for the World 239
Unit 6
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1BSU uBOEBSFBTGPMMPXT
r i(BUIFS'BJUIGVMMZ5PHFUIFSu BSUJDMFQQm
r i5IF-JUVSHZPGUIF8PSEu BSUJDMFQQm
r i5IF-JUVSHZPGUIF&VDIBSJTUu BSUJDMFQQm
r i5IF-JUVSHZPGUIF&VDIBSJTU5IF&VDIBSJTUJD1SBZFSBOE$PNNVOJPO3JUFu
BSUJDMF QQm
r i.JOJTUSJFTBU.BTTu BSUJDMF QQm
r i5IF$PODMVEJOH3JUF5P-PWFBOE4FSWFu BSUJDMF QQm
r i5IF1PXFSPGUIF&VDIBSJTUu BSUJDMF QQm
r i-JWJOHUIF&VDIBSJTUu BSUJDMF QQm

the students, to enable them to continue their study of the Eucharist as a Sac-
SBNFOUPGPOHPJOHDPOWFSTJPOBOEUSBOTGPSNBUJPO*UJTOPUOFDFTTBSZUPVTFBMM
the learning experiences provided in the unit, but if you substitute other mate-
rial from this course or your own material for some of the material offered here,
be sure that you have covered all relevant facets of understanding and that you
have not missed knowledge or skills required in later units.
Explain
Step 1:1SFBTTFTTXIBUUIFTUVEFOUTBMSFBEZLOPXBCPVUUIF
structure of the Eucharist and what they want to know about it.
Understand
%PDVNFOU59
Explain Apply
Step 3: Explore with the students what it means to gather as a
Eucharistic assembly by having the students examine Scripture
passages that concern the Eucharist.
Explain
Step 4:(VJEFTNBMMHSPVQTJOUFBDIJOHUIFSFTUPGUIFDMBTTUIF
QBSUTPGUIF&VDIBSJTUJODMVEFEJOUIF-JUVSHZPGUIF8PSE
Perceive Apply
Step 5:*OWJUFUIFDMBTTUPQBSUJDJQBUFJOB-JUVSHZPGUIF8PSEQSBZFS
service, followed by a class discussion.
Explain
Step 6: (VJEFTNBMMHSPVQTJOUFBDIJOHUIFDMBTTUIFQBSUTPGUIF
&VDIBSJTUJODMVEFEJOUIF-JUVSHZPGUIF&VDIBSJTU
Explain
Step 7: Show an instructional video, as a review for the parts of the
.BTT BCPVUUIFNFBOJOHPGUIF&VDIBSJTU 0QUJPOBM
Explain Apply
Step 8:-FBEUIFTUVEFOUTJOEJTDPWFSJOHUIFNFBOJOHPGUIF&VDIB
rist as a meal.
Explain Apply
Step 9: Explore with the students how the Eucharist is a sacrifice
UIBUUSBOTGPSNTUIF$IVSDIUPCFDPNFUIF#PEZPG$ISJTUJOUIFXPSME
Explain Apply
Step 10:-FBEUIFTUVEFOUUISPVHIB1PXFS1PJOUQSFTFOUBUJPOPO
UIFWBSJPVTNJOJTUSJFTBU.BTT
Empathize Apply
Step 11: Explore with the students what it means to be sent as a
member of the Eucharistic assembly, using excerpts from the writings
PG"SDICJTIPQ0TDBS3PNFSP
Understand
Step 12:(VJEFUIFTUVEFOUTUPFYQMPSFIPX UISPVHIGVMMZDPO
scious participation in the Eucharist, the assembly lives out its voca-
UJPOPGCFDPNJOHUIF#PEZPG$ISJTUJOUIFXPSME
Understand
Step 13: Help the students to make a connection between living
the Eucharist and the Church’s social doctrine of the universal desti-
nation of goods.
Understand
Step 14: .BLFTVSFUIFTUVEFOUTBSFBMMPOUSBDLXJUIUIFJSGJOBM
Reflect

r i5IF&VDIBSJTUJD1SBZFSTu %PDVNFOU59
r i"8BMLUISPVHIUIF.BTT"O&ODPVOUFSXJUIUIF3JTFO$ISJTUu %PDVNFOU
59
r i"&VDIBSJTUJD1SBZFS4QJSJUVBMJUZu %PDVNFOU59
r i4PNF'JOBM3FGMFDUJPOTu %PDVNFOU59
Unit 6
used in the unit:
r i6TJOHUIF#BSPNFUFS.FUIPEu %PDVNFOU59
r i4FUUJOH6QB#MPHu %PDVNFOU59
Scripture Passages
r (BMBUJBOTm VOJUZJO+FTVT$ISJTU
r "DUTPGUIF"QPTUMFTm UIFFBSMZ$ISJTUJBO&VDIBSJTU
r 3PNBOTm 1IPFCFBOEUIFDIVSDIBU$FODISFBF
r $PSJOUIJBOTm 1BVMTBDDPVOUPGUIFJOTUJUVUJPOPGUIF&VDIBSJTU
r $PSJOUIJBOTm EJGGFSJOHGPSNTPGHJGUTBOETFSWJDF
r 1FUFS CFJOH(PETQFPQMF
r +PIOm UIFGPPEBOEESJOLPGFUFSOBMMJGF
Vocabulary
this unit. To provide the student with a list of these terms and their definitions,
assembly ministry
Church Transubstantiation
Step 1
Explain
Preassess what the students already know about the
structure of the Eucharist and what they want to know
about it.
1. PrepareCZEPXOMPBEJOHBOEQSJOUJOHUIFIBOEPVUi"1SFBTTFTTNFOUPG.Z
,OPXMFEHFPGUIF&VDIBSJTU1BSU**u %PDVNFOU59 POFGPSFBDI
TUVEFOU1BJSUIFTUVEFOUTTPUIBUUIFJSBCJMJUJFTDPNQMFNFOUPOFBOPUIFS
2. Distribute the handout and instruct the pairs to work quietly together to
DPNQMFUFUIFDIBSUXJUIDPSSFDUJOGPSNBUJPO5IFZTIPVMEXSJUFBi6uOFYUUP
any item they answer but are unsure about. Allow adequate time for the stu-
dents to answer.
3. Call UIFDMBTTCBDLUPHFUIFS*OWJUFTUVEFOUQBJSTUPWPMVOUFFSBOTXFSTGPS
the class, proceeding through the chart item by item. You do not need to
provide complete information at this time, but do assist the students in cor-
SFDUJOHPCWJPVTFSSPST.BLFTVSFUIFTUVEFOUTIBWFXSJUUFOUIFJSOBNFTPO
the charts, and collect them so that you can evaluate students’ knowledge.
3FUVSOTUVEFOUXPSLEVSJOHUIFOFYUDMBTTTFTTJPO
Step 2
Understand
TX002134).
understanding of the most important concepts in the unit: preparing a class
MJUVSHZ QBSUJDJQBUJOHJOBDMBTTCMPH BOENBLJOHB&VDIBSJTUJDIPMZIPVS3FGFS
UPi6TJOH'JOBM1FSGPSNBODF5BTLTUP"TTFTT6OEFSTUBOEJOHu %PDVNFOU
59 BOEi6TJOH3VCSJDTUP"TTFTT8PSLu %PDVNFOU59 BU
smp.org/LivinginChrist for background information.
Unit 6
2. DistributeUIFIBOEPVUTBOEQFOTPSQFODJMT(JWFUIFTUVEFOUTBDIPJDFBT
to which performance tasks to work on and add more options if you so
DIPPTF*GZPVIBWFDIPTFOUPPGGFSBDMBTTCMPHBTBOPQUJPO QSFQBSFJO
BEWBODFCZSFBEJOHUIFNFUIPEBSUJDMFi4FUUJOH6QB
#MPHu %PDVNFOU59 4FUVQUIFCMPHBOE
design your own specific expectations. Create questions
Teacher Note
or statements for the blog that the students may write You may wish to require
about on a scheduled basis. The blog should require the that students vary their final
students to make at least three formal information performance tasks throughout
entries and three entries of response to other students the course. For example, you
may require that students
per week.
complete at least two
3. Review the directions, expectations, and rubric in class, individual and two partner
allowing the students to ask questions. You may want to or group final performance
say something to this effect: tasks. Or, you may require
➤ *GZPVXJTIUPXPSLBMPOF ZPVNBZDIPPTFPQUJPO that students choose different
PS*GZPVXJTIUPXPSLXJUIPOFPSUXPQBSUOFST types of final performance
ZPVNBZDIPPTFPQUJPO*GZPVXJTIUPXPSLBTB tasks, such as written,
multimedia, or artistic. If you
HSPVQXJUIUIFDMBTT PSJOiMFBSOJOHDJSDMFTu ZPV
have these requirements,
may choose option 2. share them with the students
➤ Near the end of the unit, you will have one full now so that they can choose
class period to work on the final performance task. their final performance tasks
However, keep in mind that you should be work- appropriately.
ing on, or at least thinking about, your chosen task
throughout the unit, not just at the end.
4. Explain the types of tools and knowledge the students Teacher Note
will gain throughout the unit so that they can success- You will want to assign due
fully complete the final performance task. dates for the performance
5. Answer questions to clarify the end point toward which tasks.
UIFVOJUJTIFBEFE3FNJOEUIFTUVEFOUTBTUIFVOJUQSP- If you have done these
gresses that each learning experience builds the knowl- performance tasks, or very
edge and skills they will need to show you that they
VOEFSTUBOE+FTVTTVGGFSJOH EFBUI BOE3FTVSSFDUJPO
each is a good example of
what you are looking for, for
different reasons. This allows
the students to concretely
understand what you are
to succeed.
Apply
Step 3
Explain
Explore with the students what it means to gather as
a Eucharistic assembly by having the students examine
Scripture passages that concern the Eucharist.
1. PrepareCZEPXOMPBEJOHBOEQSJOUJOHFOPVHIDPQJFTPGUIFIBOEPVUi"MM"SF
0OFJO$ISJTU+FTVTu %PDVNFOU59 TPUIBUFBDITNBMMHSPVQXJMM
SFDFJWFPOF4DSJQUVSFQBTTBHF*UJTQSFGFSBCMFUPEJWJEFUIFDMBTTJOUPTJY
Articles small groups, but if the groups will have more than four people, consider
creating more small groups and giving more than one group the same
Scripture passage. Cut the Scripture passages along the dotted lines and
place them in a container. Then have each small group draw one passage.
2. Assign UIFTUVEFOUTUPSFBEBSUJDMF i8IBU*TUIF&VDIBSJTU uJOUIFTUV
3. Direct the students to choose a group leader who will keep the group
focused. Each group will carefully read the Scripture passage they chose
BOEUIFOEJTDVTTUIFGPMMPXJOHRVFTUJPOJOMJHIUPGUIFQBTTBHF8IBUEPFT
this Scripture passage tell you about why Christians gathered for the cel-
ebration of the Eucharist week after week? Another student in the group
should record the group’s collective response to the question.
4. Call on each small group to read aloud the Scripture passage they dis-
cussed and then to answer the question for the class. The students will
likely note that the early Church experienced itself as a community of
members who were radically equal: there were no distinctions of status
CFUXFFO+FXPS(FOUJMF XPNBOPSNBO TMBWFPSGSFF BOETPPO&WFSZ
$ISJTUJBOXBTHJGUFECZ(PEGPSUIFHPPEPGUIF$IVSDI"GUFSBMMUIFTNBMM
groups have finished answering, invite the class to respond to the follow-
ing question: How can we, today, become more like the early Christians in
our sharing of our gifts and talents with one another and even with those
outside our Eucharistic assembly? Consider using the whip-around method
TFFUIFNFUIPEBSUJDMFi5IF8IJQ"SPVOEu<%PDVNFOU59>
5. ConcludeCZNBLJOHUIFGPMMPXJOHQPJOUTGSPNTUVEFOUCPPLBSUJDMF
i(BUIFS'BJUIGVMMZ5PHFUIFS uBTLJOHUIFTUVEFOUTUPUBLFOPUFTJOUIFJSMFBSO
ing journals or on a sheet of paper:
➤ The Scripture passages we considered underscore a major idea from
BSUJDMFUIBUUIFGJSTU$ISJTUJBOTGFMUcompelled to gather together to
DFMFCSBUFUIF-PSET4VQQFS5PGBJMUPBUUFOEUIF4VOEBZ&VDIBSJTUXBT
MJLFEFQSJWJOHUIF#PEZPG$ISJTUPGPOFPGJUTNFNCFSTMJLFBIVNBO
body missing an arm or an eye or a foot.
➤ The word churchDPNFTGSPNUIF(SFFLXPSEekklesia NFBOJOHiBO
BTTFNCMZu5IF)FCSFXSPPUGPSTVDIBOBTTFNCMZBMTPNFBOTiBEJWJOF
TVNNPOJOHu*UJT(PEXIPDBMMTVTUPDFMFCSBUFUIF&VDIBSJTUBTB
Unit 6
iADIPTFOSBDF BSPZBMQSJFTUIPPE BIPMZOBUJPO BQFPQMFPGIJTPXOu
1FUFS "TQSJFTUTXFBSFall worshippers; as prophets we are all
XJUOFTTFTUPIFBSBOEEP(PETXJMMBOEBTLJOHTXFBSFall servants,
FTQFDJBMMZUPUIFQPPS8FBSFBMMSBEJDBMMZFRVBM
➤ Today the word Church has three meanings that cannot be separated
GSPNPOFBOPUIFS UIF$IVSDIJTUIFFOUJSF1FPQMFPG(PEUISPVHI
PVUUIFXPSME UIF$IVSDIJTUIFdiocese PSMPDBM$IVSDI UIF
Church is those gathered together for the celebration of the Eucharist
TFFCatechism of the Catholic Church [CCC] *UJTFTQFDJBMMZBT
we gather to celebrate the Eucharist that, little by little, we are trans-
GPSNFEJOUPUIF#PEZPG$ISJTUUIBUXFSFDFJWF
➤ 5PFYQFSJFODFPVSTFMWFTBOEUPLOPXPVSTFMWFTBTUIF#PEZPG$ISJTU
SFRVJSFTUIBUXFHBUIFSUPHFUIFSBTPOF#PEZPG$ISJTU5IJTBTLTNPSF
of us than may at first seem apparent. As we explore the structure of
the Eucharist, we will also examine how our participation in the Eucha-
SJTUUSBOTGPSNTVTUPCFDPNFUIF#PEZPG$ISJTUXFSFDFJWF BOECSFBE
for the world.
Step 4
Explain
Guide small groups in teaching the rest of the class the
Articles parts of the Eucharist included in the Liturgy of the
Word.
1. PrepareCZEPXOMPBEJOHBOEQSJOUJOHUIFIBOEPVUi5IF-JUVSHZPGUIF8PSEu
%PDVNFOU59 $VUUIFUPQJDTJOUPTMJQTBOEQMBDFUIFNJOBDPO
UBJOFSGPSUIFTUVEFOUTUPESBXGSPN%JWJEFUIFDMBTTJOUPTJYTNBMMHSPVQT*G
UIFHSPVQTIBWFNPSFUIBOGPVSQFPQMF DPOTJEFSBEEJOHi(SFHPSJBO$IBOUu
as an alternative topic, or assigning the same topic to more than one
HSPVQ*UXPVMECFIFMQGVMUPPCUBJODPQJFTPG4VOEBZNJTTBMFUUFTTPUIBU
UIFTUVEFOUTDBOGJOEDPODSFUFFYBNQMFTPGUIFQBSUTPGUIF.BTTUIFZXJMM
CFTUVEZJOHBOEFYQMBJOJOH1SFQBSFBMTPCZPCUBJOJOHTIFFUTPGOFXTQSJOU
QSFGFSBCMZXJUIBTUJDLZFEHF TIFFUTPGTDSBUDIQBQFS BOETFUTPGDPMPSFE
markers, one of each for each small group.
2. Assign UIFTUVEFOUTUPSFBEBSUJDMF i5IF-JUVSHZPGUIF8PSE uJOUIFTUV
EFOUCPPLBTQSFQBSBUJPO3FNJOEUIFNUPCSJOHUIFJSTUVEFOUCPPLTUPUIF
DMBTTTFTTJPO 5IFZXJMMBMTPCFSFGFSSJOHUPBSUJDMF i(BUIFS'BJUIGVMMZ
5PHFUIFSu
3. Invite FBDITNBMMHSPVQUPESBXBUPQJDTMJQGSPNUIFDPOUBJOFS%JTUSJCVUF
the missalettes, scratch paper, markers, and sheets of newsprint. Consider
QMBZJOHB$%PG(SFHPSJBODIBOUBUBMPXWPMVNFBTUIFTUVEFOUTXPSL
0GGFSUIFGPMMPXJOHJOTUSVDUJPOT
➤ :PVXJMMCFXPSLJOHJOTNBMMHSPVQTUPCFDPNFiFYQFSUTuPOPOFPGUIF
QBSUTPGUIF*OUSPEVDUPSZ3JUFTPSUIF-JUVSHZPGUIF8PSEJOUIFDFMFCSB
tion of the Eucharist. You will have 20 minutes to prepare a presenta-
tion. Then, as a group, you will teach the class what you learned. Use
the student book and the missalette to find concrete examples of what
you are studying.
➤ Each small group should choose a leader to keep the group focused,
a person who will write down ideas on scratch paper, a person or two
who will create an outline of your topic on the sheet of newsprint, and a
person or two who will present to the class what the group has learned.
#FGPSFXSJUJOH SFWJFXUIFJOGPSNBUJPOGPSUIFUPQJDZPVWFDIPTFO NBLF
notes, and then transfer major ideas in outline form onto the newsprint.
4. CallFBDITNBMMHSPVQGPSXBSEUPUFBDI GPMMPXJOHUIFTFRVFODFPGUIF-JU
VSHZPGUIF8PSE&BDIHSPVQTIPVMEDMFBSMZEFTDSJCFUIFQBSUUIFZTUVEJFE
and preferably give a brief example. As each group presents, they should
post on the wall or board the outline they created. After each presentation,
add or correct information as necessary.
5. ConcludeCZNBLJOHUIFGPMMPXJOHQPJOUTBCPVUUIF-JUVSHZPGUIF8PSE
➤ 5IF8PSEPG(PEJOUIFDFMFCSBUJPOPGUIF&VDIBSJTUJTBOFYQSFTTJPOPG
(PETJOJUJBUJWFUPXBSEVT JOWJUJOHVTUPFOBDUPVSWPDBUJPOUPCFDPNF
UIF#PEZPG$ISJTUJOUIFXPSME5IFSFGPSFUIF8PSEJTBMJWJOHJOUFSBD
UJPOXJUIVTXIPBSFUIFIFBSFSTPGUIF8PSESometimes it is our expe-
SJFODFPGUIFBCTFODFPG(PEJOPVSMJWFTUIBUCSJOHTVTUPIFBS(PET
8PSEOften UIF8PSEPG(PEDIBMMFOHFTPVSXBZPGQFSDFJWJOHSFBMJUZ
#VUalways JUJT(PETJOJUJBUJWFBUXPSLXJUIJOVT
Apply
Step 5
Perceive
Invite the class to participate in a Liturgy of the Word
prayer service, followed by a class discussion.
1. PrepareCZEPXOMPBEJOHBOEQSJOUJOHUIFIBOEPVUi"-JUVSHZPGUIF
8PSE1SBZFS4FSWJDF5VFTEBZPGUIF'JGUI8FFLPG-FOUu %PDVNFOU
59 POFGPSFBDITUVEFOU4FMFDUUISFFTUVEFOUTUPMFBEUIFQSBZFS
service: a prayer leader, lector 1, and lector 2. Even though this set of read-
JOHTJTJOUFOEFEGPSUIFTFBTPOPG-FOU JUJTBHPPEDIPJDFGPSBOZTFBTPO
because it can be used to show that the Eucharist is at all times a call to
conversion of heart. Consider augmenting this prayer experience by select-
ing music, such as an opening hymn, a psalm setting, and a closing hymn.
Advise the students that they will be discussing this prayer service after it is
concluded. Encourage them to be attentive.
Unit 6
2. Distribute the handout and invite the prayer leader to begin the prayer
service.
3. LeadBDMBTTEJTDVTTJPO BGUFSUIFQSBZFSTFSWJDF POUIF-JUVSHZPGUIF
8PSEVTJOHUIFGPMMPXJOHRVFTUJPOT BMTPHJWFOPOUIFIBOEPVU BTBHVJEF
➤ 5IFGJSTUSFBEJOHSFDPVOUTUIF*TSBFMJUFTKPVSOFZJOHXJUI.PTFTUISPVHI
UIFEFTFSUBGUFSFTDBQJOHTMBWFSZJO&HZQU5IFZBSFiGSFFuCVUUIFZ
DPNQMBJO8IBUEPFTUIJTSFBEJOHUFMMZPVBCPVUUIFOBUVSFPGGSFFEPN
Inner freedom is a lifelong process. It isn’t easy to be a truly free
person because of our ignorance and fear and our tendency to easily
become discouraged or disappointed.
➤ $BOZPVSFMBUFUIFFYQFSJFODFPGUIF*TSBFMJUFTJOUIFEFTFSUUPBOZUIJOH
in your own experience?
Student answers will vary. Even hypothetical answers can be helpful.
➤ Can a lack of gratitude be healed? Can the Eucharist help to heal

ingratitude?
Ingratitude can be healed, but it requires God’s grace, and our willing-
ness to respond. To be truly grateful means to take on the radical posi-
tion of one who understands that all is a gift. Gratitude is the opposite
of an attitude of entitlement. The image of a serpent on a pole from the
Scripture passage in the Book of Numbers has become the standard
symbol of healing for doctors. Jesus lifted up on the cross is a symbol
of our salvation. The Eucharist is a memorial of that sacrifice, and in the
Eucharist Jesus gives us the gift of his self-giving love in his Body and
Blood, poured out once and for all on the cross. Gratitude for this gift
of love can heal our lives.
➤ *TUIFSFBSFMBUJPOTIJQCFUXFFOHSBUJUVEFUP(PEBOEEPJOH(PETXJMM
Gratitude requires openness to God and humble recognition that all

good gifts come from God. Standing humbly before God is fundamen-
tal to doing God’s will.
➤ -JTUFOBHBJOUPUIFGPMMPXJOHWFSTFTGSPNUIF(PTQFM3FBEJOHXFKVTU
heard:
8
IFOZPVMJGUVQUIF4POPG.BO
UIFOZPVXJMMSFBMJ[FUIBU*".
BOEUIBU*EPOPUIJOHPONZPXO
CVU*TBZPOMZXIBUUIF'BUIFSUBVHIUNF
The one who sent me is with me.
He has not left me alone,
CFDBVTF*BMXBZTEPXIBUJTQMFBTJOHUPIJN
+PIOm
➤ 8IBUEPFT+FTVTPCFEJFODFUP(PEBEEUPPVSVOEFSTUBOEJOHPGUSVF
freedom?
This image from John’s Gospel says, in effect, that when Jesus was
raised on the cross, our sins were healed because Jesus died for
our sins in obedience to God’s will. Freedom is not necessarily about
always doing or getting what we “want.” Freedom means knowing
God’s love for us and acting out of that knowledge. This sometimes
leads us to make great sacrifices as Jesus did, the sacrifice we cel-
ebrate in the Eucharist.
➤ $POTJEFSUIFGPMMPXJOHQBTTBHFGSPNUIF-FUUFSUPUIF)FCSFXT
i*OEFFE UIFXPSEPG(PEJTMJWJOHBOEFGGFDUJWF TIBSQFSUIBOBOZUXP
edged sword, penetrating even between soul and spirit, joints and mar-
SPX BOEBCMFUPEJTDFSOSFGMFDUJPOTBOEUIPVHIUTPGUIFIFBSUu
How do these images of simultaneous cutting and healing relate to the
-JUVSHZPGUIF8PSEBOEUIF-JUVSHZPGUIF&VDIBSJTU
God’s Word never leaves us in a neutral place. It always challenges
us, which can feel painful, like a cutting knife. At the same time, God’s
Word heals us and brings us closer to Jesus in the Body of Christ.
➤ )PXJTUIF-JUVSHZPGUIF8PSE JOXIJDIXFQBSUJDJQBUFE SFMBUFEUPUIF

-JUVSHZPGUIF&VDIBSJTU
The assembly is fed by the Word and by the Eucharist to go out as
witnesses to Christ and servants to their brothers and sisters.
Step 6
Explain
Guide small groups in teaching the class the parts of
Articles the Eucharist included in the Liturgy of the Eucharist.

1. Prepare CZEPXOMPBEJOHBOEQSJOUJOHUIFIBOEPVUi5IF-JUVSHZPGUIF
&VDIBSJTUu %PDVNFOU59 $VUUIFUPQJDTJOUPTMJQTBOEQMBDF
UIFNJOBDPOUBJOFSGPSUIFTUVEFOUTUPESBXGSPN%JWJEFUIFDMBTTJOUPTJY
TNBMMHSPVQT*GUIFHSPVQTIBWFNPSFUIBOGPVSQFPQMF DPOTJEFSBTTJHOJOH
UIFTBNFUPQJDUPNPSFUIBOPOFHSPVQ*UXPVMECFIFMQGVMUPPCUBJODPQ
ies of Sunday missalettes so that the students can find concrete examples
PGUIFQBSUTPGUIF.BTTUIFZXJMMCFTUVEZJOHBOEFYQMBJOJOH1SFQBSFBMTP
CZPCUBJOJOHTIFFUTPGOFXTQSJOU QSFGFSBCMZXJUIBTUJDLZFEHF TIFFUT
of scratch paper, and sets of colored markers, one of each for each small
group.
2. AssignUIFTUVEFOUTUPSFBEBSUJDMFTBOE i5IF-JUVSHZPGUIF
&VDIBSJTUuBOEi5IF-JUVSHZPGUIF&VDIBSJTU5IF&VDIBSJTUJD1SBZFSBOE
Unit 6
$PNNVOJPO3JUF uJOUIFTUVEFOUCPPLBTQSFQBSBUJPO%JSFDUUIFNUPCSJOH
their student books to the class session.
3. Invite FBDITNBMMHSPVQUPESBXBUPQJDTMJQGSPNUIFDPOUBJOFS%JTUSJCVUF
the missalettes, scratch paper, markers, and sheets of newsprint. Consider
playing contemporary music for worship at a low volume as the students
XPSL0GGFSUIFGPMMPXJOHJOTUSVDUJPOT
➤ :PVXJMMCFXPSLJOHJOTNBMMHSPVQTUPCFDPNFiFYQFSUTuPOPOFPGUIF
QBSUTPGUIF*OUSPEVDUPSZ3JUFTPSUIF-JUVSHZPGUIF8PSEJOUIFDFMFCSB
tion of the Eucharist. You will have 20 minutes to prepare a presenta-
tion. Then, as a group, you will teach the class what you learned. Use
the student book and the missalette to find concrete examples of what
you are studying.
➤ Each small group should choose a leader to keep the group focused,
a person who will write down ideas on scratch paper, a person or two
who will create an outline of your topic on the sheet of newsprint, and a
person or two who will present to the class what the group has learned.
#FGPSFXSJUJOH SFWJFXUIFJOGPSNBUJPOGPSUIFUPQJDZPVWFDIPTFO NBLF
notes, and then transfer major ideas in outline form onto the newsprint.
4. Call FBDIHSPVQGPSXBSEUPUFBDIBDDPSEJOHUPUIFTFRVFODFPGUIF-JUVSHZ
of the Eucharist. Each group should clearly describe the part they studied
and preferably give a brief example. As the group presents, they should
post on the wall or board the outline they created. After each group presen-
tation, add or correct information as necessary.
Step 7
Explain
Show an instructional video, as a Teacher Note
review for the parts of the Mass, An alternative to having the
about the meaning of the Eucharist. students present the parts
(Optional) of the Mass is to show an
instructional video on the
1. PrepareCZPCUBJOJOHBDPQZPGB%7%PS7)4WFSTJPO Eucharist. You may do this
of an instructional video about the Eucharist and the in addition to, or in place of,
appropriate equipment to show it. Create a brief study steps 4 and 6. Provide a study
HVJEFUPHJWFUPUIFTUVEFOUT.BOZJOTUSVDUJPOBMWJEFPT guide or a set of questions on
have pre-prepared study guides. the video material to be sure
the students have understood
2. Review the study guide with the students after viewing the video. A number of good
the video. videos are available through
3. Conclude by inviting the students to ask questions or Saint Anthony Messenger
make comments about the video. Press. You might also check
with your school or diocesan
libraries for good videos on the
Sacraments.
Apply
Step 8
Explain
Lead the students in discovering the meaning of the
Eucharist as a meal.
1. PrepareCZEPXOMPBEJOHBOEQSJOUJOHUIFIBOEPVUi"1MBDFBUUIF5BCMFu
%PDVNFOU59 POFGPSFBDITUVEFOU%JWJEFUIFDMBTTJOUPTNBMM
groups of three or four, and ask them to move into their groups.
2. Distribute the handout and instruct the groups to use the questions for
discussion and to prepare to report what they discuss to the class. The
questions will be used as a basis for a class discussion about the nature
of the Eucharist as a meal. Allow adequate time for the students to discuss
UIFRVFTUJPOT8IFOBMMUIFHSPVQTIBWFGJOJTIFEUBMLJOH DBMMPOFBDIHSPVQ
to contribute to the discussion, using the questions as a guide.
3. Emphasize the following concluding points with the students. Ask them to
take notes in their learning journals or on a sheet of paper.
➤ The Eucharist is both a special meal and a Sacrament of Christ’s
presence. Sharing meals has the universal significance for people of
sharing their life with one another. To share in the Eucharist is to share
in Christ’s life.
➤ #FDBVTF$ISJTUJBOTXFSFEFFQMZDPOWJODFEUIBUUIFDFMFCSBUJPOPGUIF
Eucharist is sharing in the very life of Christ, the Church eventually
expressed this understanding in the doctrine of Transubstantiation. This
EPDUSJOFTUBUFTUIBUUIFDPOTFDSBUFECSFBEBOEXJOFCFDPNFUIF#PEZ
BOE#MPPEPG$ISJTU5IFBQQFBSBODF BDDJEFOUT PGCSFBEBOEXJOF
SFNBJO CVUUIFFTTFODF TVCTUBODF DIBOHFTJOUPUIFSFBMQSFTFODFPG
$ISJTUIJNTFMG TFFCCC m .PTUJNQPSUBOU XFSFNFNCFS
the intention of this doctrine, which unequivocally tells us that we are
invited to participate in a banquet in which Christ is at the head and
UIFXIPMFXPSMEIBTBQMBDFBUUIFUBCMFUPSFDFJWFIJTMJGF8FBSFBMM
equally invited to take Christ into our lives when we receive the Eucha-
SJTU5IFRVFTUJPOXFXJMMDPOUJOVFUPEJTDVTTJT 8IBUEPFTUIF&VDIB
rist, which is both a meal and a sacrifice, ask of us?
Unit 6
Apply
Step 9
Explain
Explore with the students how the Eucharist is a
sacrifice that transforms the Church to become the
Body of Christ in the world.
1. Prepare CZEPXOMPBEJOHBOEQSJOUJOHUIFIBOEPVUi5IF&VDIBSJTU"4BDSJ
GJDJBM0GGFSJOHBOE5SBOTGPSNBUJPOBM&WFOUu %PDVNFOU59 XIJDI
will be used as questions for small groups. Cut the questions apart along
UIFEPUUFEMJOFTTPUIBUFBDITUVEFOUXJMMSFDFJWFPOFRVFTUJPO1SPWJEF
paper and pencils or pens for each student.
2. Divide the class into small groups of three and assign a number to each.
(JWFFBDITUVEFOUPOFRVFTUJPOBOEBTIFFUPGQBQFS5IFTUVEFOUTJOHSPVQ
1 should be given questions 1 through 3, the students in group 2 should be
HJWFORVFTUJPOTUISPVHI BOEUIFTUVEFOUTJOHSPVQTIPVMECFHJWFO
RVFTUJPOTUISPVHI3FQFBUUIJTQSPDFTTGPSNPSFUIBOUISFFHSPVQT
3. Instruct them students to begin by silently answering the individual ques-
tion they have received. After the students have answered their questions,
direct them to share their answers within their small groups. After all answers
have been shared in groups, have one person in each group share answers
UPUIFJSRVFTUJPOTXJUIUIFDMBTT*GNPSFUIBOPOFHSPVQIBTUIFTBNFTFU
of questions, ask those groups to answer together before moving on to the
OFYUTFUPGRVFTUJPOT"GUFSFBDIHSPVQ PSQBJSTPGHSPVQT IBTBOTXFSFE
add any missing information and make any necessary corrections.
Apply
Step 10
Explain
Teacher Note
Lead the student through a
This topic provides an
PowerPoint presentation on the excellent opportunity to
various ministries at Mass. encourage the students
to a more fully conscious
1. PrepareCZEPXOMPBEJOHBOEQSJOUJOHUIFIBOEPVUi5IF participation in the Eucharist
.JOJTUSJFTBU.BTTu %PDVNFOU59 POFGPS by becoming a liturgical
FBDITUVEFOU%PXOMPBEBOECFQSFQBSFEUPVTF1PXFS minister. Encourage the
Article 1PJOUi5IF.JOJTUSJFTBU.BTTu %PDVNFOU59 students to seek out liturgical
30 2. Assign UIFTUVEFOUTUPSFBEBSUJDMF i.JOJTUSJFTBU ministries that are available
.BTT uJOUIFTUVEFOUCPPLBTQSFQBSBUJPO to them in their own parish
communities. The school may
3. Lead UIFTUVEFOUTUISPVHIUIF1PXFS1PJOU EJSFDUJOH offer good opportunities as
them to take notes in their learning journals or on a well.
sheet of paper.
4. Conclude by asking the class whether anyone serves or has served as

BMBZMJUVSHJDBMNJOJTUFS#SJFGMZEJTDVTTUIFWBMVFPGBOBTTFNCMZUIBUDPO
TDJPVTMZBOEJOUFOUJPOBMMZDFMFCSBUFTUIF&VDIBSJTUUPHFUIFS#FDBVTFUIJT
BTTFNCMZUSVMZFYQFSJFODFTUIF1BTDIBM.ZTUFSZ UIFUSBOTGPSNBUJPOPG
death to life, its members will undoubtedly become agents of transforma-
tion in society.
Apply
Step 11
Empathize
Explore with the students what it means to be sent as
a member of the Eucharistic assembly, using excerpts
from the writings of Archbishop Oscar Romero.
1. PrepareCZEPXOMPBEJOHBOEQSJOUJOHUIFIBOEPVUi8IBU%PFTUIF&VDIB
SJTU"TLPG6T 3FGMFDUJOHPOUIF8PSETPG"SDICJTIPQ0TDBS3PNFSPu
%PDVNFOU59 $VUBMPOHUIFEPUUFEMJOFTUIFTIPSUQBTTBHFT
Article GSPN"SDICJTIPQ0TDBS3PNFSPTXSJUJOHTUPCFEJTUSJCVUFEUPTUVEFOU
31 HSPVQT(BUIFSTIFFUTPGTDSBUDIQBQFS POFGPSFBDITUVEFOU
2. AssignUIFTUVEFOUTUPSFBEBSUJDMF i5IF$PODMVEJOH3JUF5P-PWFBOE
4FSWF uJOUIFTUVEFOUCPPLBTQSFQBSBUJPO
3. Divide UIFDMBTTJOUPTNBMMHSPVQTPGUISFFPSGPVS(JWFFBDITUVEFOUB
sheet of scratch paper and one passage from the handout, making sure
that each student in a particular group has a different passage.
4. Instruct the students as follows:
➤ 0OFPGUIFHSFBUFTUXJUOFTTFTUPUIFQPXFSPG$ISJTUTQSFTFODFJOUIF
&VDIBSJTUJONPEFSOUJNFTXBTUIFMBUF"SDICJTIPQ0TDBS3PNFSPPG
El Salvador, who used the broadcast of his weekly Sunday homily to
speak out on behalf of the poor during that country’s civil war in the
MBUFTBOET"SDICJTIPQ3PNFSPXBTBTTBTTJOBUFEGPSIJT
defense of the poor while he was celebrating the Eucharist.
➤ 3FBEUIFQBTTBHFZPVIBWFCFFOHJWFOBOEUIFOXSJUFZPVSUIPVHIUT
about how these words affect your understanding of what it means to
CFTFOUPVUBTBNFNCFSPGUIF#PEZPG$ISJTU"GUFSZPVIBWFGJOJTIFE
writing, you will share your ideas with your group.
5. Introduce a whip-around through the entire class using the following
prompt:
➤ 8FXJMMEPBXIJQBSPVOEUISPVHIUIFDMBTTUPIFBSIPXFBDIPGZPV
DPNQMFUFTUIFGPMMPXJOHTFOUFODFTUBSUFSi*OPXCFMJFWFUIBUUPCFTFOU
PVUBTBNFNCFSPGUIF#PEZPG$ISJTUNFBOTu5BLFBNPNFOUUP
think about and write down your response.
6. Conduct the whip-around so that all can respond.
7. ConcludeCZTVNNBSJ[JOHTFWFSBMPGUIFNPSFIFMQGVMJOTJHIUTPGTUVEFOUT
Unit 6
Step 12
Understand
Guide the students to explore how, through fully
Articles conscious participation in the Eucharist, the assembly
32, 33 lives out its vocation of becoming the Body of Christ in
the world.
1. PrepareCZEPXOMPBEJOHBOEQSJOUJOHUIFIBOEPVUi*T:PVS-JGFB&VDIBSJT
UJD+PVSOFZ u %PDVNFOU59 POFGPSFBDITUVEFOU
2. Assign UIFTUVEFOUTUPSFBEBSUJDMFTBOE i5IF1PXFSPGUIF&VDIB
SJTUuBOEi-JWJOHUIF&VDIBSJTU uJOUIFTUVEFOUCPPLBTQSFQBSBUJPO
3. Distribute the handout and provide the following background information:
➤ Article 32 in the student book focuses on the power of the Eucharist
to transform our lives and the lives of our communities. As we move
toward a conclusion of our study of the Eucharist, it is appropriate for
FBDIPGVTUPBTL 8IBUQPXFSEPFTUIF&VDIBSJTUIBWFJONZMJGF
Study the chart on the handout for a few moments, looking to find the
connections between the different items.
4. Invite the students to ask questions or make comments after giving the
TUVEFOUTBGFXNJOVUFTUPFYBNJOFUIFDIBSU.BLFTVSFUIBUUIFTUVEFOUT
VOEFSTUBOEUIFDIBSUTQVSQPTFUPJMMVTUSBUFUIFEZOBNJDPGPOHPJOHDPO
version and transformation. After taking questions and comments, direct the
students to silently answer the questions that follow on the second page of
the handout.
5. Ask the students to move into pairs using the think-pair-share teaching
NFUIPE TFFUIFIBOEPVUi6TJOHUIF5IJOL1BJS4IBSF.FUIPEu<%PDVNFOU
59> 5IFTUVEFOUTXJMMDPNQBSFUIFJSBOTXFSTBOEMPPLGPSDPN
mon insights. Then, invite as many pairs as possible to share some of their
mutual insights.
Step 13
Understand
Help the students to make a connection between living
Article the Eucharist and the Church’s social doctrine of the
33 universal destination of goods.
1. Prepare by downloading and printing copies of the first page of the hand-
PVUi5IF6OJWFSTBM%FTUJOBUJPOPG(PPET"&VDIBSJTUJD6OEFSTUBOEJOHu
%PDVNFOU59 POFGPSFBDITUVEFOU.BLFPOFDPQZPGUIFTFD
ond page, or print the words neatly on the board or on a sheet of newsprint.
1PTU JOUXPTFQBSBUFBSFBTPGUIFSPPN POFTJHOUIBUTBZTi"HSFFuBOEPOF
UIBUTBZTi%JTBHSFFu
2. Assign UIFTUVEFOUTUPSFBEBSUJDMF i-JWJOHUIF&VDIBSJTU uJOUIFTUVEFOU

3. DistributeUPFBDITUVEFOUBDPQZPGUIFGJSTUQBHFPGUIFIBOEPVU1SPWJEF
the following information, explaining the barometer method that will be
VTFE TFFUIFNFUIPEBSUJDMFi6TJOHUIF#BSPNFUFS.FUIPEu<%PDVNFOU
59>
➤ *IBWFHJWFOZPVUXPTUBUFNFOUTUPSFBE5IFGJSTUJTUBLFOGSPNUIF
Second Vatican Council’s Pastoral Constitution on the Church in the
Modern World Gaudium et Spes, BOEUIFTFDPOEJTUBLFOGSPN
BIPNJMZPG1PQF+PIO1BVM**POUIFPDDBTJPOPGUIF&VDIBSJTUJD$PO-
HSFTTJO#SB[JM8FXJMMCFVTJOHUIFCBSPNFUFSNFUIPEGPSUIJTMFBSOJOH
FYQFSJFODF*IBWFQPTUFEBTUBUFNFOUBUUIFGSPOUPGUIFDMBTTSPPNUIBU
TUBUFT i$ISJTUJBOTCFMJFWFUIBU VOUJMBMMIBWFUIFJSCBTJDOFFETNFU
none have a rightUPNPSFUIBOUIFZDBOVTFu:PVXJMMBMTPTFFQPTUFE
JOUIFSPPNUXPTJHOTXIJDITBZi"HSFFuBOEi%JTBHSFFu
"T*SFBEUIFUXPTUBUFNFOUTPOZPVSIBOEPVU SFBEBMPOHXJUI
me. After reading, you will decide whether you agree or disagree with
the statement posted at the front of the classroom in light of these two
JNQPSUBOUSFBEJOHT*UJTJNQPSUBOUGPSZPVUPDPOTJEFSXIFUIFSUIFTF
readings influence your understanding of the statement posted at the
GSPOUPGUIFDMBTTSPPN'FFMGSFFUPXSJUFOPUFTPOZPVSIBOEPVU
8IFO*BTLZPVUPUBLFBTUBOE ZPVXJMMTUBOEVQBOENPWFUP
FJUIFSUIFi"HSFFuPSi%JTBHSFFuTJHO"GUFSBMMTUVEFOUTIBWFUBLFOB
TUBOE *XJMMDBMMPOFBDIPGZPVUPCSJFGMZTUBUFXIZZPVIBWFUBLFOUIF
position you have taken. At that time, everyone will listen without offer-
ing any critique or comment about other students’ answers. After every
student had stated his or her opinion and the reason, we will return to
our seats and conclude with a class discussion.
4. DirectUIFTUVEFOUTUPNPWFCBDLUPUIFJSVTVBMTFBUJOHQPTJUJPOT*OWJUF
them to answer the following question:
➤ After listening to your fellow students, has your opinion changed in any
way from your initial position?
*OWJUFTUVEFOUTXIPXJTIUPNBLFBDPNNFOUUPBOTXFS5IFODPOUJOVF
➤ The Church’s teaching on the universal destination of goods is difficult
GPSNBOZQFPQMFUPIFBS*OUIF6OJUFE4UBUFT XIFSFXFQSJ[FJOEJWJEV-
ality and personal responsibility, we do not generally like to be told that
PVSTVSQMVTHPPETJOSFBMJUZCFMPOHUPUIFQPPS0VSGVMMZDPOTDJPVT
participation in the Eucharist continues to challenge us, perhaps more
UIBOBOZPUIFSFYQFSJFODF UPBDPOWFSTJPOPGIFBSU3BUIFSUIBOTJNQMZ
proclaiming our individual rights, the Eucharist moves us to see reality
in a radically new way. The world to which we belong is a gift for which
XFUIBOL(PE CFHJOOJOHXJUIPVSMJWFT BOEXFBSFQSJWJMFHFEUPTIBSF
JOJUTSFTPVSDFT*GPVSMJWFTDPVMECFDPNFi&VDIBSJTUuPSUIBOLTHJWJOH
suffering in the world might nearly disappear.
Unit 6
Step 14
Understand
SFTFBSDI%PXOMPBEBOEQSJOUFYUSBDPQJFTPGUIFIBOEPVUTi'JOBM1FSGPS
Step 15
Reflect
to reflect on how their understandings of the Sacrament of the Eucharist have
1. Prepare for this learning experience by downloading and printing the hand-
PVUi-FBSOJOHBCPVU-FBSOJOHu %PDVNFOU59TFF"QQFOEJY POF
for each student.
2. Distribute UIFIBOEPVUBOEHJWFUIFTUVEFOUTBCPVUNJOVUFTUPBOTXFS
A Preassessment of My Knowledge of the Eucharist: Part II

Gospel Reading Greeting and Final Blessing Presentation and Preparation of the Gifts
Gloria (Glory to God) Opening Prayer Dismissal
Communion Rite Profession of Faith / Prayer of the Faithful Responsorial Psalm
Penitential Act Eucharistic Prayer First Reading
Homily Second Reading
Gathering of the Assembly
Division of the Mass Parts within Division (List parts of the Explanation of Part of the Mass
Mass in the correct order.)
Every Eucharist begins with the gathering of the assembly. Christ
Gathering of the Assembly himself is the head of the assembly, and the bishop or priest acts
in his name. At a Sunday liturgy there is often an opening hymn.
Introductory Rites
A prayer or litany that acknowledges the mercy of Christ and his
Penitential Act role in our salvation.

A Preassessment of My Knowledge of the Eucharist: Part II Page | 2
Division of the Eucharist Parts within this Division (List in the Explanation of Part of the Mass
correct order.)
A Scripture reading that draws us to the roots of our faith.
Generally taken from the Old Testament, this reading is
coordinated with the Gospel Reading.
Liturgy of the Word
Responsorial Psalm
Gospel Reading
The Nicene Creed is recited as a response to the Word of God,

Profession of Faith / Universal Prayer and as a way for the assembly to proclaim as one, “I believe!”
(Prayer of the Faithful) This is followed by the Prayer of the Faithful, or intercessory
prayers for the Pope, bishop, world, parish, and for other needs.

A Preassessment of My Knowledge of the Eucharist: Part II Page | 3
Division of the Eucharist Parts within this Division (List in the Explanation of Part of the Mass
correct order.)
Liturgy of the Eucharist
Eucharistic Prayer
Concluding Rites
Dismissal
What questions about the Eucharist would you like answered during the course of this unit?


• Our participation in the Eucharist flows from our Baptism into the Body of Christ.
• Jesus Christ is truly and fully present in the Eucharist.
• Every member of the assembly is essential to the celebration of the Eucharist.
• Our participation in the Eucharist calls us to be the Body of Christ in the world.
Option 1: Prepare a Class Liturgy

Prepare a class weekday Eucharistic Liturgy that would be celebrated with a focus on a social justice
issue. For example, the liturgy might take up the theme of “feeding the world.” To prepare this liturgy, you
will need access to a missalette or to the Sacramentary and Lectionary. Use the regular weekday
readings. You will choose the music, write an outline for the homily, and write the General Intercessions.
Use the following outline of the Mass as a guide (type these on another sheet of paper):
Introductory Rites
Gathering Song (Entrance Chant): ________________________________________
Opening Prayer (Collect): (usually there is a choice) __________________________
Liturgy of the Word
First Reading (Write the Scripture reference; choose a lector.)
Responsorial Psalm (Find a musical setting.) __________________________________
Gospel Reading (Write the Scripture reference.) ________________________________
Homily (Write an outline for the homily.)
Prayers of the Faithful or Universal Prayer (Write the prayers.): _____________________
Liturgy of the Eucharist
Presentation and Preparation of the Gifts (Choose music): _________________________

Eucharistic Prayer (Choose from Eucharistic Prayers I, II, or III)
Communion Rite (Locate Eucharistic ministers; choose music.): ____________________
Greeting and Blessing (Choose a blessing.)
Dismissal (Choose a concluding song.): _______________________________________
Option 2: Participate in a Class Blog

On a schedule determined by your teacher, you will make contributions to a blog, created by your
teacher, on the topic of the Eucharist as a Sacrament of ongoing conversion and transformation. You may
be assigned to a learning circle of students who will post blogs together. You may be asked to do outside
research, to state your opinion, to list new insights you have gained, etc. There will be two major topics:
(1) How is the Eucharist structured? and (2) How does the Eucharist have the power to transform us?
When writing for the blog, follow these guidelines:
• Always maintain a high standard of writing. Remember that blogs usually have a public audience.
Writing should be organized and written with a strong voice. Before posting, edit your work for
spelling, capitalization, punctuation, and grammar. Any outside sources should be cited.
• Make sure that you address, in your cumulative contributions to the blog, all key understandings for
this unit.
Option 3: Make a Eucharistic Holy Hour

Adoration of the Eucharist has been traditional in the Church since the Middle Ages. Make an effort to
participate in this tradition by following these steps to make a Eucharistic holy hour:
• Research the history of worship of the Eucharist and related topics (i.e., the practice of the Forty
Hours’ Devotion, Perpetual Adoration, and Benediction of the Blessed Sacrament).
• Make your own personal holy hour (i.e., sixty minutes) before the Blessed Sacrament. Many
parishes today have available special times of prayer before the Host, when it is placed in a
monstrance on the altar. Or, you may simply find a time to pray in church. (You will remember that
the sanctuary light lit near the tabernacle is a reminder that the Body and Blood of Christ is
present.)
• Beforehand, make an informal plan for prayer. Will you bring a favorite book of prayers or
meditations? Will you say the Rosary? Will you bring a Bible to pray with a favorite psalm or Bible
passage? Be sure to leave some time for talking to and listening to God in your own way.
Remember that you are in the presence of the living God, in the Body of Jesus Christ present in the
tabernacle or in the monstrance.
• Afterward, write a two-page report recounting your experience. Use the following questions as a
guide:

What were my thoughts and feelings before I went to church?
How did the hour progress? Did I keep to my plan? Did I find my plan of prayer helpful? Did I
vary my plan in any way?
What were my feelings and attitudes during the hour? Was I agitated at times? peaceful?
Did I get into prayer right away, or did I gradually feel more comfortable with this quiet time?
What difficulties did I experience? Did I experience any particular benefits that I can now
recognize?
How do I relate the key understandings of this unit to Eucharistic worship, both personally
(as in my time of prayer) and in general?
Was this time valuable or helpful to me? Would I plan to do this again? Did I gain any insight
into the reasons for this long-lasting tradition of prayer in the Church?


Criteria 4 3 2 1
Assignment includes Assignment not only Assignment Assignment Assignment
all items requested in includes all items includes all items includes over half includes less than
the instructions. requested but they requested. of the items half of the items
are completed above requested. requested.
expectations.
Assignment shows Assignment shows Assignment Assignment shows Assignment
understanding of the unusually insightful shows good adequate shows little
following concept: understanding of this understanding of understanding of understanding of
Our participation in concept. this concept. this concept. this concept.
the Eucharist flows
from our Baptism
into the Body of
Christ.
concept. this concept. this concept. this concept.
Jesus Christ is truly
and fully present in
the Eucharist.
Every member of the
assembly is essential
to the celebration of
the Eucharist.
Our participation in
the Eucharist calls us
to be the Body of
Christ in the world.
Assignment uses Assignment has no Assignment has Assignment has Assignment has
proper grammar and grammar or spelling one grammar or two grammar or more than two
spelling. errors. spelling error. spelling errors. grammar or
spelling errors.
Assignment is neatly Assignment not only Assignment is Assignment is neat Assignment is not
done. is neat but is neatly done. for the most part. neat.
exceptionally
creative.


assembly: Also known as a congregation, a community of believers gathered for worship as the Body of
Christ.
Church: The term Church has three inseparable meanings: (1) the entire People of God throughout the
world; (2) the diocese, which is also known as the local Church; (3) the assembly of believers gathered
for the celebration of the liturgy, especially the Eucharist. In the Nicene Creed, the Church is recognized
as One, Holy, Catholic, and Apostolic—traits that together are referred to as “marks of the Church.”
ministry: Based on a word for “service,” a way of caring for and serving others and helping the Church
fulfill its mission. Ministry refers to the work of sanctification performed by those in Holy Orders through
the preaching of God’s Word and the celebration of the Sacraments. It also refers to the work of the laity
in living out their baptismal call to mission through lay ministries, such as that of lector or catechist.
Transubstantiation: In the Sacrament of the Eucharist, this is the name given to the action of changing
the bread and wine into the Body and Blood of Jesus Christ.

All Are One in Christ Jesus

Scripture Passage 1: Galatians 3:26–29
For through faith you are all children of God in Christ Jesus. For all of you who were baptized into Christ
have clothed yourselves with Christ. There is neither Jew nor Greek, there is neither slave nor free
person, there is not male and female; for you are all one in Christ Jesus. And if you belong to Christ, then
you are Abraham’s descendant, heirs according to the promise.
Scripture Passage 2: Acts of the Apostles 2:42–47
They devoted themselves to the teaching of the apostles and to the communal life, to the breaking of the
bread and to the prayers. Awe came upon everyone, and many wonders and signs were done through
the apostles. All who believed were together and had all things in common; they would sell their property
and possessions and divide them among all according to each one’s need. Every day they devoted
themselves to meeting together in the temple area and to breaking bread in their homes. They ate their
meals with exultation and sincerity of heart, praising God and enjoying favor with all the people. And
every day the Lord added to their number those who were being saved.
Scripture Passage 3: Romans 16:1–8
I commend to you Phoebe our sister, who is [also] a minister of the church at Cenchreae, that you may
receive her in the Lord in a manner worthy of the holy ones, and help her in whatever she may need from
you, for she has been a benefactor to many and to me as well.
Greet Prisca and Aquila, my co-workers in Christ Jesus, who risked their necks for my life, to whom
not only I am grateful but also all the churches of the Gentiles; greet also the church at their house. Greet
my beloved Epaenetus, who was the firstfruits in Asia for Christ. Greet Mary, who has worked hard for
you. Greet Andronicus and Junia, my relatives and my fellow prisoners; they are prominent among the
apostles and they were in Christ before me.
(Note: Names in bold are women, some of whom are leaders of house churches.)
Scripture Passage 4: 1 Corinthians 11:23–26
For I received from the Lord what I also handed on to you, that the Lord Jesus, on the night he was
handed over, took bread, and, after he had given thanks, broke it and said, “This is my body that is for
you. Do this in remembrance of me.” In the same way also the cup, after supper, saying, “This cup is the
new covenant in my blood. Do this, as often as you drink it, in remembrance of me.” For as often as you
eat this bread and drink the cup, you proclaim the death of the Lord until he comes.

All Are One in Christ Jesus Page | 2
Scripture Passage 5: 1 Corinthians 12:3–11
And no one can say, “Jesus is Lord,” except by the holy Spirit.
There are different kinds of spiritual gifts but the same Spirit; there are different forms of service but
the same Lord; there are different workings but the same God who produces all of them in everyone. To
each individual the manifestation of the Spirit is given for some benefit. To one is given through the Spirit
the expression of wisdom; to another the expression of knowledge according to the same Spirit; to
another faith by the same Spirit; to another gifts of healing by the one Spirit; to another mighty deeds; to
another prophecy; to another discernment of spirits; to another varieties of tongues; to another
interpretation of tongues. But one and the same Spirit produces all of these, distributing them individually
to each person as he wishes.
Scripture Passage 6: John 6:53–58
Jesus said to them, “Amen, amen, I say to you, unless you eat the flesh of the Son of Man and drink his
blood, you do not have life within you. Whoever eats my flesh and drinks my blood has eternal life, and I
will raise him on the last day. For my flesh is true food, and my blood is true drink. Whoever eats my flesh
and drinks my blood remains in me and I in him. Just as the living Father sent me and I have life because
of the Father, so also the one who feeds on me will have life because of me. This is the bread that came
down from heaven. Unlike your ancestors who ate and still died, whoever eats this bread will live forever.”
(The scriptural quotations on this handout are from the New American Bible, revised edition © 2010,

The Liturgy of the Word

Group 1
Article 26: “The Gathering of the Assembly” and “Introductory Rites”
Group 2
Article 27: “The Liturgy of the Word” (introductory material) and “Elements of the Liturgy of the
Word”
Group 3
Article 27: “The First Reading,” “The Responsorial Psalm,” and “The Second Reading”
Group 4
Article 27: “The Gospel Acclamation,” “Gospel Reading,” and “The Homily”
Group 5
Article 27: “Profession of Faith” and “The Prayer of the Faithful”
Group 6
Article 27: “The Readings of the Liturgical Calendar” and “The Sunday and Weekday Cycles”
Group 7
Article 26: “Gregorian Chant” (optional topic)

A Liturgy of the Word Prayer Service:

Tuesday of the Fifth Week of Lent
Greeting
Leader: In the name of the Father, and of the Son, and of the Holy Spirit.
All: Amen.
Penitential Act (Form C)
Leader: You were sent to heal the contrite of heart: Lord have mercy.
All: Lord have mercy.
Leader: You came to call sinners: Christ have mercy.
All: Christ have mercy.
Leader: You are seated at the right hand of the Father to intercede for us: Lord have mercy.
All: Lord have mercy.
Leader: May almighty God have mercy on us,
forgive us our sins,
and bring us to everlasting life.
All: Amen.

A Liturgy of the Word Prayer Service: Tuesday of the Fifth Week of Lent Page | 2
Opening Prayer (Collect)
Leader: Let us pray . . . (prayer)
Lord,
help us to do your will
that your Church may grow
and become more faithful in your service.
Grant this through our Lord Jesus Christ, your Son,
who lives and reigns with you and the Holy Spirit,
one God, for ever and ever.
All: Amen.

Lectionary 252: Tuesday of the Fifth Week of Lent
Reading 1
Lector 1: A Reading from the Book of Numbers (Numbers 21:4–9)
From Mount Hor the children of Israel set out on the Red Sea road,
to bypass the land of Edom.
But with their patience worn out by the journey,
the people complained against God and Moses,
“Why have you brought us up from Egypt to die in this desert,
where there is no food or water?
We are disgusted with this wretched food!”
In punishment the LORD sent among the people saraph serpents,

which bit the people so that many of them died.
Then the people came to Moses and said,
“We have sinned in complaining against the LORD and you.
Pray the LORD to take the serpents away from us.”
So Moses prayed for the people, and the LORD said to Moses,
“Make a saraph and mount it on a pole,
and whoever looks at it after being bitten will live.”
Moses accordingly made a bronze serpent and mounted it on a pole,
and whenever anyone who had been bitten by a serpent
looked at the bronze serpent, he lived.
The Word of the Lord
All: Thanks be to God
Lector 1: Responsorial Psalm (Psalm 102:2–3,16–18,19–21) (Option: Play a recording of a musical

setting of this psalm.)
Lector 1: (Read once, and then repeat each time with Congregation:)
All: O Lord, hear my prayer, and let my cry come to you.
Lector 1: O LORD, hear my prayer,

and let my cry come to you.

Hide not your face from me

in the day of my distress.
Incline your ear to me;
in the day when I call, answer me speedily.
Lector 1: The nations shall revere your name, O LORD,

and all the kings of the earth your glory,
When the LORD has rebuilt Zion
and appeared in his glory;
When he has regarded the prayer of the destitute,
and not despised their prayer.
Lector 1: Let this be written for the generation to come,

and let his future creatures praise the LORD:
“The LORD looked down from his holy height,
from heaven he beheld the earth,
To hear the groaning of the prisoners,
to release those doomed to die.”
Lector 2: A Reading from the Gospel of John (John 8:21–30)
Jesus said to the Pharisees:

“I am going away and you will look for me,
but you will die in your sin.
Where I am going you cannot come.”
So the Jews said,
“He is not going to kill himself, is he,
because he said, ‘Where I am going you cannot come’?”
He said to them, “You belong to what is below,
I belong to what is above.
You belong to this world,
but I do not belong to this world.
That is why I told you that you will die in your sins.
For if you do not believe that I AM,
you will die in your sins.”
So they said to him, “Who are you?”

Jesus said to them, “What I told you from the beginning.

I have much to say about you in condemnation.
But the one who sent me is true,
and what I heard from him I tell the world.”
They did not realize that he was speaking to them of the Father.
So Jesus said to them,
“When you lift up the Son of Man,
then you will realize that I AM,
and that I do nothing on my own,
but I say only what the Father taught me.
because I always do what is pleasing to him.”
Because he spoke this way, many came to believe in him.
The Word of the Lord.
(Note: A priest or deacon would say, “The Gospel of the Lord,” and the assembly would respond, “Praise
to you Lord, Jesus Christ.”)
(The homily would normally take place here.)

The Prayer of the Faithful
Leader: Let us now offer our petitions to God our Creator. The response will be “Lord, hear our prayer.”
For the leaders of the Church: Pope Benedict, our bishop N., and all of our local clergy, that they may
always be God’s instruments of healing and peace, we pray to the Lord.
All: Lord, hear our prayer.
Leader: For all leaders of our nation, our state, and our city, that they may be guided by the law of God
in their hearts, always considering their responsibility to all who are sick or in need, we pray to the Lord.
Leader: For all who suffer from illness, depression, loneliness, or isolation, that they may feel the
consolation of God’s presence, we pray to the Lord.
Leader: For all of us who sometimes grumble and complain like the Israelites in the desert, that we will
continue to grow in awareness that all we have is God’s gift and to grow in gratitude for the life that God
has given us, we pray to the Lord.
Leader: You may offer your own prayers and petitions at this time.
Leader: Loving God, we ask you to bless us as we pray in the name of your Son, Jesus, that we might
grow in gratitude daily for all your gifts in our lives, and that we may more generously share our gifts as a
holy offering in your name. We offer these prayers in the name of Jesus.
All: Amen.
Let us go in peace to love and serve the Lord.
(The Penitential Act and the Opening Prayer are from the English translation of The Roman Missal ©
2010, International Commission on English in the Liturgy Corporation [ICEL]. All rights reserved. Used
with permission of the ICEL.
The readings and the Responsorial Psalm are from Lectionary for Mass: For Use in the Dioceses of
the United States of America, second typical edition, volume II, year 1, by the United States Conference
of Catholic Bishops [Collegeville, MN: Liturgical Press, 2002], pages 262–267. Copyright © 2001, 1998,
1992, 1986 Confraternity of Christian Doctrine [CCD], Washington, D.C. Used with permission of the
CCD, Washington, D.C.)

Questions
1. The first reading recounts the Israelites’ journeying with Moses through the desert after escaping
slavery in Egypt. They are “free” but they complain. What does this reading tell you about the nature of
freedom?
2. Can you relate the experience of the Israelites in the desert to anything in your own experience?
3. Can a lack of gratitude be healed? Can the Eucharist help to heal ingratitude?
4. Is there a relationship between gratitude to God and doing God’s will?
5. Read again the following verses from the Gospel Reading we just heard:
When you lift up the Son of Man,
then you will realize that I AM,
and that I do nothing on my own,
but I say only what the Father taught me.
because I always do what is pleasing to him.
(John 8:28–29)
What does Jesus’ obedience to God add to our understanding of true freedom?
6. Consider the following passage from the Letter to the Hebrews: “Indeed, the word of God is living and
effective, sharper than any two-edged sword, penetrating even between soul and spirit, joints and
marrow, and able to discern reflections and thoughts of the heart” (4:12). How do these images of
simultaneous cutting and healing relate to the Liturgy of the Word and the Liturgy of the Eucharist?
7. How is the Liturgy of the Word, in which we participated, related to the Liturgy of the Eucharist?

The Liturgy of the Eucharist

-----------------------------------------------------------------------------------------------------------------
Group 1
Article 28: “The Liturgy of the Eucharist” (background on Real Presence) and “The Real Presence
of Christ in the Eucharist”
-----------------------------------------------------------------------------------------------------------------
Group 2
Article 28: “The Eucharist for You” and “Presentation and Preparation of the Gifts”
-----------------------------------------------------------------------------------------------------------------
Group 3
Article 28: “The Responses of the Assembly” (sidebar), “Receiving the Eucharist” (sidebar), and
“The Eucharist as Banquet and Sacrifice” (sidebar)
-----------------------------------------------------------------------------------------------------------------
Group 4
Article 29: “The Preface and Acclamation” and “Epiclesis”
-----------------------------------------------------------------------------------------------------------------
Group 5
Article 29: “The Institution Narrative and Consecration,” “The Anamnesis, Offering, and
Intercessions,” and “The Great Amen”
-----------------------------------------------------------------------------------------------------------------
Group 6
Article 29: “The Communion Rite” and “Anima Christi (Soul of Christ)” (sidebar)
-----------------------------------------------------------------------------------------------------------------

A Place at the Table

1. Why is sharing a meal a universal symbol of belonging throughout the world?
2. Why is a sense of belonging a fundamental human need?
3. What behavior is asked of us when we share a meal with friends or family?
4. What happens if someone present at a meal ignores others at the table or becomes angry?
5. What behavior is required of us when we eat with strangers or with people we do not know well?

A Place at the Table Page | 2
6. Read the following statement:
A shared meal establishes an expression of friendship in which those gathered need not be
anything other than who they are. Unless someone present does something to violate the
environment of acceptance that sharing food and friendship normally establishes, the meal has
the power to be a gracious experience among friends that is worthy of the name “communion.”
Does this statement ring true? Why or why not?
7. Read the following statement:
In the celebration of the Eucharist, a meal which is spontaneous among friends becomes in faith a
universal experience. We bring ourselves to a meal in which the power of a most personal human
action can work upon us, not only with those who are familiar to us, but frequently with people we
consider to be different or strangers. Our faith leads us to call them “my sister” or “my brother”
but, in fact, we may not always treat them as such or even desire to. Yet, if we are open to the
Eucharistic meal shared together and allow its power to unfold upon us, we must be transformed,
gradually, eventually.
What type of transformation is this statement referring to? Does this statement ring true? Why or why not?
8. What did Jesus do or say during his Last Passover meal with his friends to designate it as a perpetual
memorial of his presence among us?

A Place at the Table Page | 3
9. Actually eating the Body and Blood of Christ is the most important moment of the Eucharistic
celebration. Why?
10. For whom is the Eucharist intended? How does our participation in the Eucharist affect our treatment
of those who are strangers or who are different from us?

The Eucharist: A Sacrificial Offering and

Transformational Event
1. How does the reality that humans depend upon the gifts of the earth in order to live help us to explain
why many ancient cultures offered symbolic sacrificial meals? How well does the ancient Jewish
Passover meal fit this pattern? Explain.
------------------------------------------------------------------------------------------------------------------------------------
2. What did the lamb that was sacrificed and shared as a part of every Passover meal symbolize? What
do we mean when we say that Jesus is our Paschal Lamb?
------------------------------------------------------------------------------------------------------------------------------------
3. At the last Passover meal that Jesus shared with his friends, what is the significance of Jesus’
identifying himself with the bread and wine?
------------------------------------------------------------------------------------------------------------------------------------
4. The term sacrifice in the Judeo-Christian community is used to embrace any action that is done to
acknowledge God as Creator of all and to commit oneself in obedience to God. How does Jesus’
sacrifice fit with this understanding? In what ways does our participation in the Eucharist fulfill this
description of a sacrifice?
------------------------------------------------------------------------------------------------------------------------------------
5. As Jesus broke and offered the bread at the Last Supper, he said, “Do this in memory of me” (Luke
22:19). What is Jesus really asking us to do in his memory?
------------------------------------------------------------------------------------------------------------------------------------
6. How does each of the four ways Christ is present in the celebration of the Eucharist make Christ
present as a sacrifice for us?
------------------------------------------------------------------------------------------------------------------------------------
7. Consider for a moment what it means to be present, and how being present to another person requires
a “sacrifice” of self-giving. How does this relate to the presence of Christ in the Eucharist?
------------------------------------------------------------------------------------------------------------------------------------
8. How can the sacramental offering of Christ’s sacrificial presence in the celebration of the Eucharist
transform a community?
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The Eucharist: A Sacrificial Offering and Transformational Event Page | 2
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9. How does Christ’s sacrificial presence in the Eucharist continue to be offered to the world after the
celebration has ended? Give specific examples.
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(The scriptural quotation on this handout is from the New American Bible, revised edition © 2010, 1991,
1986, 1970 Confraternity of Christian Doctrine, Inc., Washington, D.C. All Rights Reserved. No part of this
work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including
photocopying, recording, or by any information storage and retrieval system, without permission in writing
from the copyright owner.)

The Ministries at Mass

Use this sheet to record essential information. You may record additional information in your learning
journal.
The word ministry means ______________________________________.
In the context of the Eucharist, ministries are all of the _____________________________ that different
people play in the celebration of the Eucharist.
The assembly that gathers for the celebration of the Eucharist assembles as
_________________________________________________________________________.
Every Eucharist is a celebration of __________________________ gathered around its bishop.
In every Eucharist the priest stands as _____________________________________________ over the

people.
In many celebrations of the Eucharist, _______________________________________ will proclaim the

Gospel, preach the homily, assist in the distribution of Holy Communion, and offer the Sign of Peace,
among other things.
Other important ministries at Mass are a variety of lay liturgical ministries. The need of each of these
ministries is determined by the particular celebration:
Greeters or hospitality ministers:

____________________________________________________________________________
Commentator:
___________________________________________________________________________
Sacristan:
___________________________________________________________________________
Altar servers:
___________________________________________________________________________
Lectors:
____________________________________________________________________________
Singers or choir (schola cantorum):
____________________________________________________________________________
Eucharistic ministers:
____________________________________________________________________________
Ushers:
__________________________________________________________________________
For all who celebrate the Eucharist as a member of the assembly or as a liturgical minister, it is essential
to remember that Christ is our _________________________, who celebrates in and through all of us,
offering himself to the Father for our salvation.

What Does the Eucharist Ask of Us? Reflecting on the

Words of Archbishop Oscar Romero
---------------------------------------------------------------------------------------------------------------------------------------------------------
“Some want to keep a gospel so disembodied that it doesn’t get involved at all in the world it must save. Christ is now in history, Christ is
in the womb of the people. Christ is now bringing about the new heavens and the new earth.” (Sunday homily, December 3, 1978)
---------------------------------------------------------------------------------------------------------------------------------------------------------
“When we leave Mass, we ought to go out the way Moses descended Mount Sinai: with his face shining, with his heart brave and strong to
face the world’s difficulties.” (Sunday homily, June 17, 1979)
---------------------------------------------------------------------------------------------------------------------------------------------------------
“A religion of Sunday Mass but of unjust weeks does not please the Lord. A religion of much praying but with hypocrisy in the heart is not
Christian. A church that sets itself up only to be well off, to have a lot of money and comfort, but that forgets to protest injustices, would not
be the true church of our divine redeemer.” (Sunday homily, December 4, 1977)
---------------------------------------------------------------------------------------------------------------------------------------------------------
“I am glad, brothers and sisters, that our church is persecuted precisely for its preferential option for the poor and for trying to become
incarnate on behalf of the poor. And I want to say to all the people, to rulers, to the rich and powerful: If you do not become poor, if you do
not concern yourselves for the poverty of our people as though they were your own family, you will not be able to save society.” (Sunday
homily, July 15, 1979)

What Does the Eucharist Ask of Us? Reflecting on the Words of Archbishop Oscar Romero Page | 2
---------------------------------------------------------------------------------------------------------------------------------------------------------
“Anyone who is chosen, for society’s need, to be a cabinet member, to be president of the republic, to be archbishop—to be a servant—is
the servant of God’s people. That must not be forgotten. The attitude to be taken in these offices is not ‘I’m in charge here! What I want
must be done.’ You are only a human being, God’s servant. You must be at the Lord’s beck and call to serve the people according to
God’s will and not according to your whim.” (Sunday homily, September 23, 1979)
---------------------------------------------------------------------------------------------------------------------------------------------------------
“Receive the Holy Spirit.” Christ himself explains: “As my father sent me, I send you.” He means that the church is born with this breath of
his, and the mission that the church will bear to the world for all time will be that of Christ dead and risen. The church celebrates its liturgy
and preaches its word only for this: to save from sin, to save from slaveries, to overthrow idolatries, to proclaim the one God who loves us.
That will be the church’s difficult mission, which earned for Christ a cross and humiliations, it will have to be ready also not to betray that
message and, if necessary, to suffer martyrdom like him—suffer the cross, humiliation, persecution.” (Sunday homily, April 22, 1979)
---------------------------------------------------------------------------------------------------------------------------------------------------------
“I repeat what I told you once before when we feared we might be left without a radio station: God’s best microphone is Christ, and Christ’s
best microphone is the church, and the church is all of you. Let each one of you, in your own job, in your own vocation—nun, married
person, bishop, priest, high-school or university student, workman, laborer, market woman—each one in your own place live the faith
intensely and feel that in your surroundings you are a true microphone of God our Lord.” (Sunday homily, January 27, 1980)
---------------------------------------------------------------------------------------------------------------------------------------------------------
“‘God’s reign is already present on our earth in mystery. When the Lord comes, it will be brought to perfection’ (Gaudium et Spes, 39).
That is the hope that inspires Christians. We know that every effort to better society, especially when injustice and sin are so ingrained, is
an effort that God blesses, that God wants, that God demands of us.” (Weekday homily, March 24, 1980)
(Note: This is taken from Archbishop Romero’s last homily. He was assassinated as he concluded the homily.)
---------------------------------------------------------------------------------------------------------------------------------------------------------
(The quotations on this handout are excerpted from The Church Is All of You: Thoughts of Archbishop Oscar Romero, by James R.
Brockman, SJ [Minneapolis: Winston Press, 1984]. Copyright © 1984 by Chicago Province of the Society of Jesus. Used with permission
of Winston Press, Inc.)

Is Your Life a Eucharistic Journey?

Disciples on the Road to
Your Name_________ The Paschal Mystery Eucharist
Emmaus
God’s Initiative
God’s Approach
Jesus approaches, as yet
The Liturgy of the Word
What is Christ calling you to unknown by disciples.
The Incarnation
do?
Challenge
Jesus’ Response The disciples falter; they are
Preparation of the Gifts:
What challenges could challenged by the events of the
Offertory
prevent you from hearing or Passion and death Passion.
following Christ’s call?
Graced Insight
What is your clearest God’s Response The disciples recognize Jesus in

the breaking of the bread. Consecration
understanding right now of
Jesus’ Resurrection
the direction in which Christ
may be calling you?
Decision
Formation of the Church Receiving Communion
How will you ultimately Jesus disappears from their (indwelling of Christ’s presence)
Holy Spirit given at Pentecost sight; he now lives within them.
respond to Christ?
Outcome
Dismissal: Sending out to
Imagine and make a note of The Mission of the Church The disciples go out to witness
to their experience of the Risen witness
the great things you may
accomplish for Christ. Christ.

Is Your Life a Eucharistic Journey? Page | 2
Questions
The chart helps to illustrate the relationship between your own faith journey and the celebration of the Eucharist. In the space below,
answer the questions presented in the column under “Your Name.”
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
How can your participation in the Paschal Mystery through the celebration of the Eucharist strengthen your union with Christ?
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
How can your participation in the Paschal Mystery through the celebration of the Eucharist strengthen your union with the Church?
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
How can your participation in the Paschal Mystery through the celebration of the Eucharist free you from the burden of sin?
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________

Is Your Life a Eucharistic Journey? Page | 3
How can your participation in the Paschal Mystery through the celebration of the Eucharist commit you for service to those who are poor
or disadvantaged?
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________

The Universal Destination of Goods: A

Eucharistic Understanding
From Pastoral Constitution on the Church in the Modern World (Gaudium et Spes, 1965)
69. God intended the earth with everything contained in it for the use of all human beings and peoples.
Thus, under the leadership of justice and in the company of charity, created goods should be in
abundance for all in like manner. Whatever the forms of property may be, as adapted to the legitimate
institutions of peoples, according to diverse and changeable circumstances, attention must always be
paid to this universal destination of earthly goods. In using them, therefore, man should regard the
external things that he legitimately possesses not only as his own but also as common in the sense that
they should be able to benefit not only him but also others. On the other hand, the right of having a share
of earthly goods sufficient for oneself and one’s family belongs to everyone. The Fathers and Doctors of
the Church held this opinion, teaching that men are obliged to come to the relief of the poor and to do so
not merely out of their superfluous goods. If one is in extreme necessity, he has the right to procure for
himself what he needs out of the riches of others. Since there are so many people prostrate with hunger
in the world, this sacred council urges all, both individuals and governments, to remember the aphorism
of the Fathers, “Feed the man dying of hunger, because if you have not fed him, you have killed him,” and
really to share and employ their earthly goods, according to the ability of each, especially by supporting
individuals or peoples with the aid by which they may be able to help and develop themselves.
From Pope John Paul II’s homily to the Eucharistic Congress in Brazil (1980):
Eucharistic communion is the sign of the meeting of all the faithful. A truly inspiring sign, because at the
holy table all the differences of race or social class disappear, leaving only the participation of all in the
same holy food. This participation, identical in all, signifies and realizes the suppression of all that divides
men, and brings about the meeting of all at a higher level, where all opposition is eliminated. Thus the
Eucharist becomes the great instrument of bringing men closer to one another. Whenever the faithful take
part in it with a sincere heart, they receive a new impetus to establish a better relationship among
themselves, leading to recognition of one another’s rights and corresponding duties as well. In this way
the satisfaction of the requirements of justice is facilitated, precisely because of the particular climate of
interpersonal relations that brotherly charity creates within the same community.
(The first excerpt on this handout is from Pastoral Constitution on the Church in the Modern World
[Gaudium et Spes, 1965], number 69, at
www.vatican.va/archive/hist_councils/ii_vatican_council/documents/vat-ii_cons_19651207_gaudium-et-
spes_en.html. Copyright © Liberia Editrice Vaticana [LEV]. Used with permission of LEV.
The second excerpt on this handout is from John Paul II’s “Homily at the Inaugural Mass of the
National Eucharistic Congress at Fortaleza,” which was published in L’Osservatore Romano [English
Edition], August 11, 1980, and is reprinted here from The Christian Faith in the Doctrinal Documents of
the Catholic Church, revised edition, edited by J. Neuner and J. Dupuis [New York: Alba House], page
443. Copyright © 1982 Theological Publications in India. Used with permission of LEV.)
© 2012 by Saint Mary’s Press

The Universal Destination of Goods: A Eucharistic Understanding Page | 2
One modern principle of Catholic social justice may be stated in the following way:
CHRISTIANS BELIEVE
THAT UNTIL ALL HAVE THEIR BASIC
NEEDS MET,
NONE HAVE A RIGHT
TO MORE THAN THEY CAN USE.
Compare to this quotation: “The bread in your cupboard belongs to the hungry man; the coat
hanging in your closet belongs to the man who needs it; the shoes rotting in your closet belong to
the man who has no shoes; the money which you put into the bank belongs to the poor. You do
wrong to everyone you could help but fail to help.” (Saint Basil of Caesarea, AD 330–370)

Unit 6 Test
____ 1. The ____ (“remembering” and making present) begins with the Memorial Acclamation and
recalls all that Christ has done and is doing for us.
A. epiclesis
B. eucharistia
C. ekklesia
D. anamnesis
____ 2. ____ literally means “having God inside you.”
A. Aspiration
B. Enthusiasm
C. Deification
D. Arrogance
____ 3. In _____, Christ is made present in the Eucharist in his Body, Blood, soul, and divinity.
A. Substantiation
B. Transubstantiation
C. Substitution
D. Transportation
____ 4. The Eucharistic Prayer ends with a ____, literally, “words of praise.”
A. doxology
B. Benedictus
C. Laus Deo
D. Deo volente
____ 5. Following this, we show our assent to the Eucharistic Prayer, the very greatest prayer, the prayer
in which we become one with Christ in his Paschal Mystery, by proclaiming, “___________”
A. Praise God!
B. Thanks be to God!
C. Amen.
D. Peace be with you.

____ 6. The word ____ means “service.”
A. laity
B. mission
C. ministry
D. waiter
____ 7. The Eucharistic bread is ___ (without yeast).
A. lite
B. gluten-free
C. unleavened
D. made of barley
____ 8. These letters together mean “Jesus Christ Conqueror.”
A. XC NIKA
B. IN NIKA
C. XC IC
D. NIKA
____ 9. Legend has it that the ____ has such great love for its offspring that it pierces its own breast to
feed them with its blood. It has become a symbol of Christ.
A. dove
B. eagle
C. lion
D. pelican
____ 10. These letters represent the Latin words for “Jesus of Nazareth, King of the Jews.”
A. INRI
B. IJRI
C. INRJ
D. NIKA
____ 11. The singer of the responsorial psalm is called the _____.
A. lector
B. schola cantorum
C. psalmist
D. cantor

_____12. Which one of the following is not a lay minister of the Eucharist?
A. lector
B. extraordinary minister of Holy Communion
C. deacon
D. reader
_____13. The Eucharistic Prayer includes the ____, the calling down of the Holy Spirit upon the gifts of
bread and wine.
A. epiclesis
B. anamnesis
C. eucharistia
D. ekklesia
_____14. The manna we eat in the Eucharist is the _____, the New Bread from Heaven.
A. New Manna
B. Symbolic Bread
C. Ordinary Bread
D. Paschal Mystery
_____15. The ____ is the gathering of the baptized, and the head of this gathering is Christ himself.
A. liturgy
B. assembly
C. paraliturgy
D. council

Use the word bank to fill in the blanks in the following sentences. (Note: There are two extra terms in the
word bank.)
WORD BANK
ekklesia Ma Tovu epiclesis
chalice Jews purificator
corporal paten anamnesis
Berakah church atrium
1. The first Christians were _________________.

2. Another word for courtyard, the _________________ was a central large room in Middle Eastern and
Roman homes.
3. Our English word _________________, given to the gatherings of Christians, has an extensive
history and significant meaning.
4. The _________________ is a white linen cloth upon which all the sacred vessels are placed during
the celebration of the Mass.
5. The _______________ is the vessel into which the wine is poured during the celebration of the Mass.
6. The _________________ is the round dish used to hold the Host.
7. The _________________ is a Jewish blessing prayer.
8. The word church comes from the Greek word _________________, meaning “an assembly.”
9. The Eucharist is the memorial, the _________________, of the sacrifice of Christ on the cross and
his Resurrection.
10. The _________________ is a small piece of white linen, folded in three layers, marked with a cross
in the center, and used by the priest to clean his fingers, the chalice, and the paten.

Respond to each of the following prompts in paragraph form on a separate sheet of paper.
1. Explain the importance of the words of dismissal at the end of Mass: “Go and announce the Gospel of
the Lord.”
2. Briefly describe how the Eucharist strengthens our union with Christ.
3. Briefly describe how the Eucharist strengthens our union with the Church.
4. Briefly explain why the reception of Holy Communion in the Catholic Church by members of other
Churches and ecclesial communities is not allowed, and why it is allowed, under certain
circumstances, for members of the Eastern Orthodox Churches.


1. D 6. C 11. C
2. B 7. C 12. B
3. B 8. A 13. A
4. A 9. D 14. A
5. C 10. A 15. B
1. Jews 5. chalice 9. anamnesis
2. atrium 6. paten 10. purificator
3. church 7. Berakah
4. corporal 8. ekklesia

1. The Gospel of the Lord is the Good News of God’s love. In Jesus’ Parable of the Judgment of the
Nations, the king said, “Whatever you did for one of these least brothers of mine, you did for me”
(Matthew 25:40). This is what Jesus, the king, expected of his disciples, and this is what he expects of
us—to bring the Good News of God’s love to others. As the beloved disciple, Saint John the Apostle,
wrote to his assembly, his local church, so long ago: “The way we came to know love was that he [Christ]
laid down his life for us; so we ought to lay down our lives for our brothers. . . . Children, let us love not
in word or speech but in deed and truth” (1 John 3:16,18). We announce the Gospel of the Lord not only
in our words but also in our actions. Every dismissal formula encourages us to walk with the Lord as we
leave the assembly, and reminds us to follow God’s will in every event of our daily lives.
2. This is the principal effect of receiving Holy Communion: the strengthening of our personal and
intimate union with Jesus Christ. This primary effect reflects the words of the Lord himself: “I have called
you friends” (John 15:15), and “Whoever eats my flesh and drinks my blood remains in me and I in him”
(6:56).
The Eucharist gives us life. In the Last Supper Discourse in the Gospel of John, Christ describes
our connection with him as the life-giving connection between the vine and its branches. If a branch
separates from the vine, it withers. In the Eucharist we are connected to Christ as branches to the vine.
The Eucharist is the foundation of our new life in Christ.
In every Eucharist we die to sin and rise to new life in him. The Eucharist helps us to grow in the
Christian life. Just as we need material food for growth and strength, so we need the spiritual food of the
Eucharist to grow into the fullness of Christ during our entire lifetime.
3. “The Eucharist makes the Church” (Catechism of the Catholic Church [CCC], 1396). Through our
participation in the Eucharist, we are united more closely to Christ, and therefore our incorporation into
the Church, which began at Baptism, is renewed and deepened. In Baptism we are called to form one
body in the Church. The Eucharist fulfills this baptismal call. As Saint Augustine explained, when we say

Amen to the Body of Christ and receive the Body of Christ, we become true members of the Body of
Christ (see CCC, 1396).
4. Unfortunately, all who are baptized in the name of the Father, and of the Son, and of the Holy Spirit
do not share a common table of the Lord in the Eucharist. We are called to pray for the full unity of all
those who believe in Christ and have been baptized in him. Because we are not fully united through
Apostolic Succession and the Real Presence in the Eucharist, Eucharistic intercommunion is not
permitted.
This means the reception of Holy Communion in the Catholic Church by members of other
Churches and ecclesial communities is not allowed. Neither are Catholics permitted to receive
Communion in those congregations. Eucharistic intercommunion is not possible with those whose
ecclesial communities have not preserved Apostolic Succession through the Sacrament of Holy Orders.
These include the ecclesial communities usually described as Protestant.
However, in the Eastern Orthodox Churches (the Eastern Churches not in full communion with the
Catholic Church), the line of Apostolic Succession has never been broken. The Eastern Orthodox
Churches possess true Sacraments, especially in the priesthood and in the Eucharist. Therefore, in
certain circumstances, and with the approval of Church authority, the receiving of Communion in the
Catholic Church by members of the Orthodox Churches is permitted.
(The scriptural quotations on this handout are taken from the New American Bible, revised edition ©
2010, 1991, 1986, 1970 Confraternity of Christian Doctrine, Inc., Washington, D.C. All Rights Reserved.
No part of this work may be reproduced or transmitted in any form or by any means, electronic or
mechanical, including photocopying, recording, or by any information storage and retrieval system,
without permission in writing from the copyright owner.
The quotation and reference labeled Catechism of the Catholic Church and CCC on this handout are
from the English translation of the Catechism of the Catholic Church for use in the United States of
America, second edition. Copyright © 1994 by the United States Catholic Conference, Inc.—Libreria
Editrice Vaticana [LEV]. English translation of the Catechism of the Catholic Church: Modifications from
the Editio Typica copyright © 1997 by the United States Catholic Conference, Inc.—LEV.)

Unit 7 The Sacraments of
Healing: Restoring
Relationships
Overview
This unit examines the Sacraments of Healing as a source of ongoing conver-
sion and healing for the individual and for the well-being of the entire community.
These learning experiences also explore the urgency of our responsibility to strive
to overcome sin and to live healthy lives as members of the Body of Christ for the
good of the Church and of the world.

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thus freeing us to take responsibility for our actions.
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(PE TVQQPSUTVTJOHSBWFJMMOFTT BOEPGGFSTTQJSJUVBMBOE JGJUJT(PETXJMM
physical healing.
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suffer.
questions:
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NFFU
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294
The Sacraments of Healing: Restoring Relationships 295
Unit 7
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the key concepts covered in this unit:
59
59

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follows:
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the students, to enable them to begin their study of the Sacraments of Healing.
It is not necessary to use all the learning experiences provided in the unit, but if
you substitute other material from this course or your own material for some of
the material offered here, check to see that you have covered all relevant facets
of understanding and that you have not missed knowledge or skills required in
later units.
Explain
Step 1:1SFBTTFTTXIBUUIFTUVEFOUTLOPXBCPVUUIF4BDSBNFOUTPG
)FBMJOHUISPVHIUIFi*,OPX *5IJOL*,OPX *8BOUUP,OPXuFYFSDJTF
Understand
%PDVNFOU59
Empathize Apply
Step 3: Invite the students to share stories of reconciliation and
healing in small groups and to discuss why these stories are signifi-
cant to them.
Explain
Step 4:(VJEFUIFTUVEFOUTUPXBSEBOVOEFSTUBOEJOHPGUIFQVSQPTF
PGUIF4BDSBNFOUPG1FOBODFBOE3FDPODJMJBUJPO
Perceive Apply
Step 5: Explore with the students the scriptural background for the
Sacraments of Healing.
Explain
Step 6: Invite the students to work in small groups to study and
FYQMBJOUPPOFBOPUIFSUIF3JUFPG1FOBODFBOE3FDPODJMJBUJPO
Perceive Empathize
Step 7: -FBEUIFTUVEFOUTUISPVHIBOFYBNJOBUJPOPGDPOTDJPVT
ness prayer service based on the examen PG4BJOU*HOBUJVTPG-PZPMB
Perceive Empathize
Step 8: View and discuss scenes from the movie Invictus
NJOVUFT SBUFE"***BOE1( UPJMMVTUSBUFUIFQPXFSPGQFOBODF
and reconciliation, as well as the power of healing, in our lives.
Explain Empathize
Step 9: Invite the students to work in pairs to explore the meaning
of illness, and of Christ as healer.
Explain Apply
Step 10: "TLUIFTUVEFOUTUPQSFQBSFBOEUFBDIUPUIFDMBTTUIF
TDSJQUVSBMBOEIJTUPSJDBMSPPUTGPSUIF3JUFPG"OPJOUJOHPGUIF4JDL
Understand
Step 11: Invite the class to work in small groups to explore how the
FGGFDUTPGUIF4BDSBNFOUPG"OPJOUJOHPGUIF4JDLDBOCFBQQMJFEUP
society as a whole.
Understand
Reflect Step 13:1SPWJEFUIFTUVEFOUTXJUIBUPPMUPVTFGPSSFGMFDUJOHPO

Unit 7
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59
r i"OPJOUJOHPGUIF4JDLu %PDVNFOU59
used in the unit:
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Scripture Passages
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Vocabulary
absolution 0JMPGUIF4JDL
"OPJOUJOHPGUIF4JDL 4BDSBNFOUPG 1FOBODFBOE3FDPODJMJBUJPO
concupiscence Sacrament of
conversion 1VSHBUPSZ
examination of conscience reparation
Heaven SFQFOUBODF DPOUSJUJPO
Hell sin
indulgence venial sin
mortal sin
Step 1
Explain
Preassess what the students know about the
Sacraments of Healing through the “I Know, I Think I
Know, I Want to Know” exercise.
1. PrepareCZEPXOMPBEJOHBOEQSJOUJOHUIFIBOEPVUi*,OPX *5IJOL*,OPX *
8BOUUP,OPXu %PDVNFOU59 POFGPSFBDITUVEFOU
2. DistributeUIFIBOEPVUBOEQFOTPSQFODJMT0OTJEFPGUIFIBOEPVU OFYU
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MBCFMFEi5PQJD uJOTUSVDUUIFTUVEFOUTUPXSJUFi5IF4BDSBNFOUPG"OPJOUJOH
PGUIF4JDLu
3. Explain to the students that they will fill in the two-part handout with things
they know, think they know, and want to know about the Sacrament of
1FOBODFBOE3FDPODJMJBUJPOBOEUIF4BDSBNFOUPG"OPJOUJOHPGUIF4JDL
'PSFYBNQMF XJUISFHBSEUPUIF4BDSBNFOUPG1FOBODFBOE3FDPODJMJB
tion, a student may know that only a priest or bishop can grant absolution;
may think he or she knows the requirements for a sin to be considered a
mortal sin; and may want to know why he or she should go to a priest when
anyone can approach Christ directly for forgiveness. Instruct the students
to try to fill in each side of the handout with a minimum of eight items, with
BUMFBTUPOFJUFNJOFBDIPGUIFUISFFDPMVNOT"MMPXBCPVUNJOVUFTGPS
students to work individually.
4. Direct the students to form pairs and compare their responses. The stu-
dents can also take this opportunity to add to their own lists from the lists of
UIFJSQBSUOFST"MMPXBCPVUNJOVUFTGPSUIJTDPOWFSTBUJPO
5. Bring the students back together as a large group and invite them to share
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QPTTJCMZXSJUFTUVEFOUSFTQPOTFTPOUIFCPBSE1SPWJEFQPTJUJWFGFFECBDLUP
UIFTUVEFOUTUPSFJOGPSDFUIFJNQPSUBODFPGXIBUUIFZBMSFBEZLOPX'PMMPX
UIFTBNFQSPDFEVSFXJUIUIFi*5IJOL*,OPXuBOEi*8BOUUP,OPXuDPM
umns. Encourage the students to ask questions.
6. Conclude by assuring the students that the unit is intended to build on
their present knowledge and to help them discover answers to the impor-
tant questions they have posed and that may arise as they progress
through the unit. %JSFDUUIFTUVEFOUTUPLFFQUIJTIBOEPVUTPUIFZDBOSFGFS
to it again at the end of the unit.
Unit 7
Step 2
Understand
TX002153).
understanding of the most important concepts in the unit: keeping a daily
examen journal and creating a presentation on two feature films that incorpo-
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5BTLTUP"TTFTT6OEFSTUBOEJOHu %PDVNFOU59 BOEi6TJOH3VCSJDT
UP"TTFTT8PSLu %PDVNFOU59 BUsmp.org/LivinginChrist for back-
ground information.
GPSNBODF5BTLTGPS6OJUu %PDVNFOU59 POFPGFBDIGPSFBDI
student.
3. Review the directions, expectations, and rubric in class, allowing the
students to ask questions. You may want to say something to this effect:
➤ If you wish to work alone, you may choose either of
the two options. If you wish to work with one or two
partners, you may choose option 2. Teacher Note
➤ Near the end of the unit, you will have one full You will want to assign due
class period to work on the final performance task. dates for the performance
However, keep in mind that you should be work- tasks.
ing on, or at least thinking about, your chosen task If you have done these
throughout the unit, not just at the end. performance tasks, or very
4. Explain the types of tools and knowledge the students
will gain throughout the unit so that they can success-
fully complete the final performance task. this introduction explain how
5. Answer questions to clarify the end point toward which each is a good example of
UIFVOJUJTIFBEFE3FNJOEUIFTUVEFOUTBTUIFVOJU what you are looking for, for
progresses that each learning experience builds the different reasons. This allows
knowledge and skills they will need to show you that the students to concretely
UIFZVOEFSTUBOEUIF4BDSBNFOUTPG1FOBODFBOE3FD understand what you are
PODJMJBUJPOBOE"OPJOUJOHPGUIF4JDL looking for and to understand
to succeed.
Apply
Step 3
Empathize
Invite the students to share stories of reconciliation
and healing in small groups and to discuss why these
stories are significant to them.
1. PrepareCZEPXOMPBEJOHBOENBLJOHDPQJFTPGUIFIBOEPVUi4UPSJFT
PG3FDPODJMJBUJPOBOE)FBMJOHu %PDVNFOU59 POFGPSFBDI
student.
2. Distribute the handout the day before this class session and ask the stu-
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IBOEPVU EFTDSJQUJPOTPGNFBOJOHGVMBOEQSFGFSBCMZDPNQFMMJOHTUPSJFTPG
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dents, pointing out the three sections: challenge, decision, and outcome.
3FWJFXXJUIUIFTUVEFOUTUIFUISFFFMFNFOUTPGBDPNQFMMJOHTUPSZUIBUXF
discussed in unit 1:
➤ You will be finding or writing a description of a story about reconcilia-
tion, forgiveness, or healing. Stories may come from personal experi-
ence, from articles in magazines or newspapers, from books, from
NPWJFT CBTFEPOUSVFTUPSJFT BOETPPO
➤ You will recall from unit 1 that there are three basic elements for telling
BDPNQFMMJOHTUPSZDIBMMFOHF EFDJTJPO BOEPVUDPNF"TXFQSFWJPVTMZ
discussed, each of us is presented with challenges in life, sometimes
in the form of opportunities and other times in the form of challenges
PSPCTUBDMFT8FIBWFBOBSSBZPGPQUJPOTGPSEFDJTJPONBLJOH TPNF
more authentically good than others, and each option will lead to a
EJGGFSFOUPVUDPNF&WFOUIPVHIB$ISJTUJBOTEFDJTJPOUPBDUBDDPSEJOH
UP(PETXJMMEPFTOPUBMXBZTMFBEUPiXPSMEMZTVDDFTT uUIFPVUDPNF
PGEPJOH(PETXJMMJTVMUJNBUFMZGBSNPSFJNQPSUBOU5IFTFUISFFNPWF
ments of challenge, decision, and outcome also apply to the process of
conversion, which is often essential to reconciliation or healing.
➤ You will be looking for compelling stories about forgiveness, reconcilia-
tion, or healing. You will then prepare to share the story in terms of the
challenge presented, the decision a person or persons made, and the
outcome of that decision. You should also be prepared to discuss why
you consider this story to be a compelling story.
➤ This learning experience will provide an opportunity for us to exam-
ine why we are so much in need of reconciliation and healing in our
XPSMEUPEBZ1FSIBQTJUXJMMHJWFVTBXJOEPXJOUPXIZUIF4BDSBNFOU
PG1FOBODFBOE3FDPODJMJBUJPO BTB4BDSBNFOUPG)FBMJOH JTWJUBMMZ
important.
Unit 7
3. Divide the class into small groups of three or four on the day the students
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PG3FDPODJMJBUJPOBOE)FBMJOHu %PDVNFOU59 XJUIUIFNUPUIFJS
groups. Then offer the following instructions:
➤ You will read your entire story, constructed in three parts, to the other
NFNCFSTPGZPVSHSPVQ"UUIFFOEPGUIFTUPSZ UIFPUIFSNFNCFSTPG
your group will tell you why they think your story is powerful or com-
QFMMJOH"GUFSFBDIHSPVQNFNCFSIBTTQPLFO UIFSFBEFSTIPVMEUIFO
share why she or he chose this particular story.
4. Instruct each small group, after all the groups have presented their stories,
UPDIPPTFPOFNFNCFSUPTIBSFIJTPSIFSTUPSZXJUIUIFDMBTT"GUFSFBDI
presentation, invite responses from the class.
5. Conclude by inviting the students to respond to the following questions:
➤ *TTJOSFBM
➤ 8IZEPZPVUIJOLPVSDVMUVSFPGUFOEJTDPVSBHFTQFPQMFGSPNUBLJOH
SFTQPOTJCJMJUZGPSUIFJSBDUJPOT
Step 4
Explain
Guide the students toward an Teacher Note
"SUJDMF understanding of the purpose of The notion of a “fundamental
the Sacrament of Penance and option” proposed by
Reconciliation. theologians such as Fr. Avery
Dulles, SJ, may be helpful
1. Prepare by downloading and printing the handout here. Essentially this means
i5IF4BDSBNFOUPG1BSEPOBOE1FBDFu %PDVNFOU that many Christians make a
59 POFGPSFBDITUVEFOU"MTPEPXOMPBEBOE fundamental choice to follow
CFQSFQBSFEUPTIBSFUIF1PXFS1PJOUi5IF4BDSBNFOUPG Christ and to live their lives
1BSEPOBOE1FBDF1BSU*u %PDVNFOU59 according to Christian values.
Even though such a person
2. Assign UIFTUVEFOUTUPSFBEBSUJDMF i5IF4BDSB may have moral lapses, the
NFOUPG1BSEPOBOE1FBDF uJOUIFTUVEFOUCPPLBT fundamental direction of this
preparation. person’s life is not altered.
Knowledge of a fundamental
option can be helpful to teens
who may be insecure about
their faith or goodness.
3. LeadUIFTUVEFOUTUISPVHIUIFGJSTUQBSUPGUIF1PXFS
1PJOUQSFTFOUBUJPOBOEBTLUIFNUPUBLFOPUFTJOUIFJS Teacher Note
MFBSOJOHKPVSOBMTPSPOBTIFFUPGQBQFS%JTDVTTUIF A detailed study of conscience
images, inviting the students to suggest what types of was presented in the course
EJTPSEFSPSTJOFBDIJNBHFTVHHFTUT"TLUIFTUVEFOUT on morality; however, it may
whether we participate in these sins to any degree. If be useful to again review the
necessary, remind the students that our complacency theological article “Free Will”
and inaction can be just as clearly a sin as our actions. (Document #: TX001257),
Then lead the students through the second part of the by Arthur David Canales.
1PXFS1PJOUQSFTFOUBUJPO BHBJOBTLJOHUIFNUPUBLF Canales explains in detail
OPUFT-FBEUIFTUVEFOUTUISPVHIBTFSJFTPGRVFTUJPOT that to choose freely for good
and against evil requires a
UIBUDPSSFTQPOEXJUI1PXFS1PJOUTMJEFT 5IFTFRVFT
developed conscience and
UJPOTBQQFBSJOUIFi/PUFTuTFDUJPOPGFBDITMJEF *GZPV
good moral character. The
DBOOPUTIPXUIF1PXFS1PJOU NBLFDPQJFTPGJUGPSVTF examination of consciousness
as an aid in discussion of these important concepts. presented in this unit is one
4. Conclude by inviting the students to ask questions or excellent way for students to
make comments. both form their consciences
and to develop a strong moral
character.
Apply
Step 5
Perceive
Explore with the students the scriptural background
for the Sacraments of Healing.
1. Prepare, the day before this class session, by dividing the class into small
HSPVQTPGGPVSBOECZEPXOMPBEJOHBOEQSJOUJOHUIFIBOEPVUi4DSJQUVSBM
#BDLHSPVOEGPSUIF4BDSBNFOUTPG)FBMJOHu %PDVNFOU59 POF
"SUJDMF for each small group. Cut the Scripture references into strips and distribute
35 them so that each group member receives one of the four Scripture refer-
ences. Instruct all the students to look up and read the Scripture passage
they have been assigned and to write a paragraph about it, making sure
to include a description of the challenge faced, the decision made, and
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%PDVNFOU59 POFGPSFBDITNBMMHSPVQ BOECZNBLJOHTVSF
that each group has a copy of the Bible in class to use as a reference, if
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XIJDIZPVXJMMGJOEPOUIFIBOEPVUi6TJOHUIF+JHTBX1SPDFTTu %PDVNFOU
59 BUsmp.org/LivinginChrist.
Unit 7
2. Assign UIFTUVEFOUTUPSFBEBSUJDMF i4DSJQUVSBMBOE)JTUPSJDBM
#BDLHSPVOE uJOUIFTUVEFOUCPPLBTQSFQBSBUJPO
3. Invite UIFTUVEFOUTUPNFFUJOUIFJSBTTJHOFEHSPVQT"TLFBDIHSPVQUP
choose a group leader, and then give each leader a copy of the handout
i5IF+JHTBX1SPDFTTu %PDVNFOU59 *OTUSVDUUIFTUVEFOUTJO
each group to write all of their names on the handout.
4. Offer the following instructions:
➤ Each member of your group will have several minutes to explain his
or her Scripture passage to the rest of your group using the summary
QBSBHSBQIIFPSTIFXSPUFBIFBEPGUJNF"TFBDITUVEFOUQSFTFOUT
the other group members should take notes in their learning journals
or on a sheet of paper. You will have about 10 minutes to do this.
➤ "GUFSBMMUIFTUVEFOUTJOZPVSHSPVQIBWFTVNNBSJ[FEUIFJS4DSJQUVSF
passages and the rest of the group has taken notes, you will work
cooperatively as a group to answer the questions on the handout. You
XJMMIBWFBQQSPYJNBUFMZNJOVUFTUPDPNQMFUFUIFIBOEPVUi5IF+JH-
TBX1SPDFTTu %PDVNFOU59
➤ 8IFOBMMUIFHSPVQTIBWFGJOJTIFEXPSLJOH XFXJMMEJTDVTTUIFGPVS
primary passages from the Bible as a group, using the handout as a
guide.
5. Lead the students in a class discussion using the following questions
BEBQUFEGSPNUIFIBOEPVUi5IF+JHTBX1SPDFTTu<%PDVNFOU59>
➤ 8IBUUPQJDTEPFBDIPGUIFGPVSCJCMJDBMQBTTBHFTBEESFTT
➤ 8IBUEPUIFGPVSCJCMJDBMQBTTBHFTIBWFJODPNNPO
➤ )PXBSFUIFGPVSCJCMJDBMQBTTBHFTEJGGFSFOU
➤ If you had to create a title to unify these four biblical passages, what
XPVMEZPVDIPPTF 8IZ
➤ How do these biblical passages help us to understand the roots of

UIF4BDSBNFOUPG1FOBODFBOE3FDPODJMJBUJPOBOEUIF4BDSBNFOUPG
"OPJOUJOHPGUIF4JDL
➤ 8IZEPFT+FTVTDPOOFDUGPSHJWFOFTTPGTJOBOEIFBMJOHJOUIFTFBOE
PUIFSCJCMJDBMQBTTBHFT
Step 6
Explain
Invite the students to work in small groups to study
"SUJDMF and explain to one another the Rite of Penance and
Reconciliation.
1. PrepareCZEPXOMPBEJOHBOEQSJOUJOHUIFIBOEPVUi5IF3JUFPG1FO
BODFBOE3FDPODJMJBUJPOu %PDVNFOU59 POFGPSFBDITUVEFOU
3FNJOEUIFTUVEFOUTUPCSJOHUIFJSTUVEFOUCPPLTUPDMBTT
2. Assign UIFTUVEFOUTUPSFBEBSUJDMF i5IF3JUFPG1FOBODFBOE3FDPO
DJMJBUJPO uJOUIFTUVEFOUCPPLBTQSFQBSBUJPO
3. Divide UIFDMBTTJOUPQBJSTUIBUDBOXPSLXFMMUPHFUIFS"TLUIFGPMMPXJOH
RVFTUJPOTBTBQSPNQU SFWJFXJOHUIFTUVEFOUTSFBEJOHPGBSUJDMF
➤ 8IBUJTSFQFOUBODF PSDPOUSJUJPO
Repentance, or contrition, is sorrow for one’s sin and a hatred for sin,
combined with the intention to avoid sin in the future. This is the pri-
mary act of the penitent.
➤ 8IBUEPXFNFBOCZiDPOGFTTJPOPGTJOTu
Confession of sins is actively taking responsibility for our actions and

seeking to make things right again. It is absolutely necessary to con-
fess mortal sins.
➤ 8IBUJTUIFiJOUFOUJPOUPNBLFSFQBSBUJPOu
Reparation, although not always necessary or even possible, is the

action of repairing the wrong we have done. For example, if one stole
something, he or she returns it.
4. Distribute the handout and instruct the students to begin writing out a
EFTDSJQUJPOPGFBDIQBSUPGUIF3JUFPG1FOBODFBOE3FDPODJMJBUJPOPOJU
5IFQBSUTBSFMJTUFEJOPSEFS"TLUIFTUVEFOUTUPEFTDSJCFXIBUUIFQSJFTU
EPFTBOEXIBUUIFQFOJUFOUEPFTBTOFFEFEJOFBDIQBSU0ODFUIFTUV
dents have completed this work, highlight the essential elements of both
the individual and the communal forms of the Sacrament by asking the
following questions:
Unit 7
➤ 8IBUBSFUIFGPVSFTTFOUJBMFMFNFOUTPGUIF4BDSBNFOUPG1FOBODFBOE
3FDPODJMJBUJPOGPSBOJOEJWJEVBMQFOJUFOU
Three essential elements of the Sacrament for the penitent are repen-
tance, confession, and the intention to make amends. The fourth essen-
tial element is the priest’s words of absolution.
➤ 8IBUJTUIFEJGGFSFODFCFUXFFOBDPNNVOBMDFMFCSBUJPOPGUIF4BDSB
NFOUPG1FOBODFBOE3FDPODJMJBUJPOBOEBDFMFCSBUJPOPGUIF4BDSB
NFOUXJUIBOJOEJWJEVBMQFOJUFOU
The communal celebration is a service in which the whole community
is invited to attend together. It begins with a Liturgy of the Word, fol-
lowed by individual confession. Normally, several priests from neigh-
boring parishes will be invited to the communal service so that a large
number of people can go to individual confession.
➤ 8IBUJTUIFWBMVFPGUIFDPNNVOBMDFMFCSBUJPOPGUIF4BDSBNFOU
Although the graces of the Sacrament are the same either way, the
communal celebration reminds the community of the social nature of
sin. Each of our sins impacts the community in a negative way.
Step 7
Perceive Empathize
Lead the students through an examination of
consciousness prayer service based on the examen of
Saint Ignatius of Loyola.
1. PrepareCZEPXOMPBEJOHBOEQSJOUJOHUIFIBOEPVUi5IF&YBNJOBUJPOPG
$POTDJPVTOFTTu %PDVNFOU59 POFGPSFBDITUVEFOU&TUBCMJTI
a prayerful atmosphere in the classroom by lighting a candle, dimming the
MJHIUT BOETPPO"TZPVMFBEUIJTQSBZFSFYQFSJFODF FNQIBTJ[FUIBUJUJT
POFFYDFMMFOUXBZUPQSFQBSFUPSFDFJWFUIF4BDSBNFOUPG1FOBODFBOE
3FDPODJMJBUJPO BOEJUDPVMEBMTPCFIFMQGVMUPBQFSTPOXIPJTQSFQBSJOHUP
SFDFJWFUIF4BDSBNFOUPG"OPJOUJOHPGUIF4JDL
:PVXJMMBMTPGJOEBOPQUJPOBM1PXFS1PJOUDBMMFEi5IF&YBNJOBUJPOPG
$POTDJFODFu %PDVNFOU59 UIBUQSFTFOUTUIJTexamen, if you
would prefer to offer the experience in a more visual way.
2. Lead the students in the examination of consciousness prayer service by
sharing the following:
➤ 8FXJMMEPBQSBZFSFYFSDJTFJOXIJDIXFCFHJOUPTFFLUIFNPWFNFOU
of the Spirit in our daily lives as we reflect on our day.
If class time is earlier in the day, this examination can be a reflection

on the events of yesterday and today so far.
This prayer can be made anywhere, individually, but we will pray

together today. Through this method of praying, you can grow in a
sense of who you are and of greater awareness of the Source of your
CFJOH5IJTUZQFPGQSBZFSDBOMFBEZPVUPHSFBUFSPQFOOFTTUP(PET
4QJSJUBOEUPUIFHSBDFT(PEJTPGGFSJOHZPV5IFFYBNJOBUJPOPGDPO-
sciousness is also an excellent way to continue to form your con-
TDJFODFBOEBOFYDFMMFOUXBZUPQSFQBSFGPSUIF4BDSBNFOUPG1FOBODF
BOE3FDPODJMJBUJPO
➤ "TXFCFHJO TJUDPNGPSUBCMZBOETUJMMZPVSTFMGSFMBY CFBXBSFPGZPVS
breathing, your body, and how you are feeling. Close your eyes, but be
attentive.
➤ Be aware that you are in the presence of God right now. You are
(PETDSFBUVSFJOUIFNJETUPG(PETDSFBUJPO"TZPVRVJFUZPVSTFMG
CFDPNFBXBSFUIBU(PEJTQSFTFOUXJUIJOZPV JOUIFDSFBUJPOUIBUTVS-
SPVOETZPV JOZPVSCPEZ JOUIPTFBSPVOEZPV5IF4QJSJUPG(PE TFOU
by Christ, will remind you that you are called and given gifts that will
IFMQUPCSJOHDSFBUJPOUPJUTGVMMOFTT"TLUIF)PMZ4QJSJUUPFOBCMFZPV
UPMPPLPOBMMZPVTFFXJUIMPWF"T$PSJOUIJBOTmTBZT i-PWF
is patient, love is kind. It is not jealous, . . . it is not rude, it does not
seek its own interests, it is not quick-tempered, it does not brood over
injury, it does not rejoice over wrongdoing but rejoices with the truth. It
CFBSTBMMUIJOHT IPQFTBMMUIJOHTu
➤ Spend a moment looking over your day with gratitude for this
day’s gifts. Be concrete and let special moments or pleasures spring
UPNJOE3FDBMMUIFUBTUFPGTPNFUIJOHHPPEUIBUZPVBUF UIFTNJMFPG
a friend, the peaceful feeling you experienced that was brought forth
by a kind word, a lesson that you learned—even if it came through
BNJTUBLF5BLFTUPDLPGXIBUZPVSFDFJWFEBOEXIBUZPVHBWF(JWF
UIBOLTUP(PEGPSGBWPSTSFDFJWFE3FDBMMZPVSQBSUJDVMBSTUSFOHUITJO
times of difficulty, your ability to hope in times of weakness, your sense
of humor and your life of faith, your intelligence and health, your fam-
JMZBOEGSJFOET(PEUIF'BUIFSHJWFTZPVUIFTFUPESBXZPVJOUPUIF
GVMMOFTTPGMJGF(JWFUIBOLTUP(PEGPSIJTQSFTFODFJOUIFCJHBOEUIF
small things of your life.
➤ Ask for the gift of God’s Holy Spirit to help you to look at your
actions and attitudes and motives with honesty and patience.
+FTVTTBJE i#VUXIFOIFDPNFT UIF4QJSJUPGUSVUI IFXJMMHVJEF
ZPVUPBMMUSVUIu +PIO 5IF)PMZ4QJSJUJOTQJSFTZPVUPTFFXJUI
growing freedom the development of your life story. The Spirit gives
you freedom to see yourself without condemnation and also without
Unit 7
DPNQMBDFODZ"TLUIBUZPVXJMMMFBSOBOEHSPXBTZPVSFGMFDU EFFQFO-
JOHZPVSLOPXMFEHFPGTFMGBOEZPVSSFMBUJPOTIJQXJUI(PE
➤ Now review the concrete events of your day. This is the longest
PGUIFTUFQT3FDBMMUIFFWFOUTPGZPVSEBZUIBUZPVDBOSFNFNCFS
&YQMPSFUIFDPOUFYUPGZPVSBDUJPOT8IBUNPWFEZPVUPBDUBTZPV
EJEPSUPSFTQPOEJOUIFNBOOFSZPVEJE "TLXIBUZPVXFSFJOWPMWFE
JOBOEXIPNZPVXFSFXJUI%JEUIFTFTJUVBUJPOTHJWFZPVIPQF %JE
UIFZDSFBUFBHJUBUJPOPSBOYJFUZJOZPV .BOZTJUVBUJPOTXJMMTIPXUIBU
your heart was divided—wavering between helping and disregarding,
scoffing and encouraging, listening and ignoring, rebuking and forgiv-
JOH TQFBLJOHBOETJMFODF OFHMFDUJOHBOEUIBOLJOH3FNFNCFS UIJT
is not a time to dwell on your shortcomings; rather, it is a gentle look
XJUIUIF-PSEBUIPXZPVIBWFSFTQPOEFEUP(PETHJGUT8IFSFEJEZPV
BDUNPTUGSFFMZ 8IFSFXFSFZPVTXFQUBMPOHXJUIPVUGSFFEPN 8IBU
SFBDUJPOTIFMQFEPSIJOEFSFEZPV 8IFSFNBZ$ISJTUIBWFFOUFSFE
ZPVSWJTJPOBOEZPVSSFTQPOTFTUPEJGGFSFOUTJUVBUJPOT 8IFSFNBZZPV
IBWFIFTJUBUFEUPUIFJOGMVFODFPG(PET4QJSJU "T4BJOU1BVMVSHFTJO
$PSJOUIJBOTi&YBNJOFZPVSTFMWFTUPTFFXIFUIFSZPVBSFMJWJOH
JOGBJUI5FTUZPVSTFMWFT%PZPVOPUSFBMJ[FUIBU+FTVT$ISJTUJTJOZPV u
5IF)PMZ4QJSJUTJOGMVFODFDPNFTUISPVHI(PETQFPQMF UIF#PEZPG
$ISJTU5IF4QJSJUTJOGMVFODFDPNFTUPPUISPVHI4DSJQUVSF UIF8PSEPG
(PE"MMPX(PEUPTQFBL DIBMMFOHF FODPVSBHF BOEUFBDIZPV5IVT
you will come to know that Christ is with you.
➤ The final step is your own heart-to-heart talk with Jesus. Here
UBLFBGFXNJOVUFTUPTQFBLXJUI+FTVTBCPVUZPVSEBZ4IBSFZPVS
UIPVHIUTPOZPVSBDUJPOT BUUJUVEFT GFFMJOHT BOEJOUFSBDUJPOT1FSIBQT
during this time you may feel led to seek forgiveness, ask for direction,
share a concern, express gratitude, and so on.
Pause in silence for the students to reflect.
Having reviewed this day of your life, look upon yourself with compas-
TJPO"DLOPXMFEHFZPVSOFFEPG(PE&YQSFTTTPSSPXGPSTJOBOEFTQF-
DJBMMZBTLGPSHJWFOFTTGPSUIFUJNFTZPVSFTJTUFE(PETMJHIUUPEBZ(JWF
UIBOLTGPSHSBDF UIFFOMJHIUFOJOHQSFTFODFPG(PE3FTPMWFXJUI+FTVT
to move forward in action where appropriate.
➤ /PXMFUVTDPODMVEFUIJTUJNFXJUIUIF-PSET1SBZFS
5IJTTUFQJTBEBQUFEGSPNUIF8FCTJUFPGUIF4PDJFUZPG+FTVT /FX0SMFBOT
1SPWJODF
Empathize
Step 8
Perceive
View and discuss scenes from the movie Invictus
(2009, 134 minutes, rated A-III and PG-13) to
illustrate the power of penance and reconciliation, as
well as the power of healing, in our lives.
1. Prepare by obtaining a copy of the movie Invictus and the appropriate
FRVJQNFOUUPTIPXJU%PXOMPBEBOEQSJOUUIFIBOEPVUiInvictus: 'PSHJWF
OFTT 3FDPODJMJBUJPO BOE)FBMJOHu %PDVNFOU59 POFGPSFBDI
"SUJDMF student.
2. Assign UIFTUVEFOUTUPSFBEBSUJDMF i1FOBODFBOE3FDPODJMJBUJPOJO0VS
-JWFT u in the student book as preparation.
3. Introduce this learning experience by informing the
students that they will be viewing scenes from the
Teacher Note movie Invictus.3FNJOEUIFTUVEFOUTUIBUUIFQVSQPTF
Many other movies can of viewing these scenes is to deepen our appreciation
serve the same purpose of of the power of reconciliation and healing, as well as
providing a powerful example to broaden our understanding of the Sacraments of
of reconciliation and healing. )FBMJOH"MUIPVHIUIFFOUJSFNPWJFJTXPSUIZPGWJFX
If you choose a movie other ing, the essential segments for the purposes of this
than Invictus, make sure that learning experience are from the beginning to the point
it includes both themes, so as XIFO/FMTPO.BOEFMB QMBZFECZ.PSHBO'SFFNBO
to serve as a bridge between BEESFTTFTUIFOFXMZGPSNFE4PVUI"GSJDBO4QPSUT
the Sacrament of Penance Committee. He exhorts them not to disband the team
and Reconciliation and the but rather to embrace them as part of a larger oppor-
Sacrament of Anointing of the UVOJUZUPCSJOHIFBMJOHUP4PVUI"GSJDBTZFBSTPGBQBSU
Sick. heid. This team symbolized the ugly discrimination of
BQBSUIFJEGPSNBOZ4PVUI"GSJDBOCMBDLT
4. Introduce the film with the following points:
➤ 8FXJMMCFWJFXJOHBTFHNFOUPGUIFNPWJFInvictus that deals with the
CFHJOOJOHTPGUIFOFX4PVUI"GSJDBOHPWFSONFOUJOVOEFSUIF
presidency of Nelson Mandela, and with his support of the Spring-
CPLTSVHCZUFBNBT4PVUI"GSJDBQSFQBSFEUPIPTUUIF3VHCZ
8PSME$VQ6OEFSUIFTZTUFNPGBQBSUIFJEUIBUMBTUFEGSPNUP
JO4PVUI"GSJDB CMBDL4PVUI"GSJDBOTXFSFMFHBMMZTFQBSBUFE
GSPNXIJUFTBOEGPSDFEUPMJWFBQBSUJOiUPXOTIJQTuXJUIWJSUVBMMZOP
rights. Nelson Mandela served twenty-seven years in prison, much of
JUBU3PCCFO*TMBOE GPSIJTTVQQPSUPGFRVBMJUZGPSBMM4PVUI"GSJDBOT
4PNFXBOUFEiQBZCBDLuGPSUIJTVOKVTUTZTUFNBOEUIPVHIUUIFZDPVME
get it by withdrawing government support for the rugby team, which,
MJLF4PVUI"GSJDBBTBXIPMF IBEQSBDUJDFEBQBSUIFJE5P.BOEFMBT
way of thinking, reconciliation, forgiveness, and healing was the only
Unit 7
right course to take for the good of his country. To take revenge on a
rugby team that was associated with apartheid, as some bitter South
"GSJDBOTXBOUFEUPEP SBUIFSUIBOTVQQPSUJOHUIFUFBN XPVMECFB
cowardly course of action that would only further divide the country.
.BOEFMBTTVQQPSUPGBTQPSUTUFBNSFNJOETVTPGUIFUSVUIUIBUBMM
UIBUJTOPUTJOGVMJTTBDSFE"TZPVXBUDIUIFGPMMPXJOHTDFOFTGSPNUIF
beginning of Invictus, listen carefully to the words of Nelson Mandela,
QMBZFECSJMMJBOUMZJOUIFGJMNCZ.PSHBO'SFFNBO5IFUJUMFPGUIFNPWJF
comes from an English Victorian poem that gave Mandela strength and
inspiration during his many years in prison. These are the words of the
QPFNi*OWJDUVT uCZ8JMMJBN&SOFTU)FOMFZ m
0VUPGUIFOJHIUUIBUDPWFSTNF
#MBDLBTUIF1JUGSPNQPMFUPQPMF
I thank whatever gods may be
'PSNZVODPORVFSBCMFTPVM
In the fell clutch of circumstance

I have not winced nor cried aloud,
Under the bludgeonings of chance
My head is bloody, but unbowed.
Beyond this place of wrath and tears

-PPNTCVUUIF)PSSPSPGUIFTIBEF
"OEZFUUIFNFOBDFPGUIFZFBST
'JOET BOETIBMMGJOE NFVOBGSBJE
It matters not how strait the gate,

How charged with punishments the scroll.
I am the master of my fate:
I am the captain of my soul.
➤ Now watch and listen closely to the opening scenes
of the movie Invictus, which deal with the challenge Teacher Note
PGGPSHJWFOFTTBOEIFBMJOH"GUFSUIFTFHNFOUPGUIF Show the first 35 minutes
movie we will be viewing, we will spend some time of the movie, skipping the
together in reflection and discussion. opening credits and stopping
at 35:10. Preview the segment
5. Distribute to each student a copy of the handout after
in advance to decide whether
TIPXJOHUIFPQFOJOHTDFOFT3FNJOEUIFTUVEFOUTUIBU
you would like the class
they have seen the segment of the movie that deals to view fewer scenes or
XJUIUIFDIBMMFOHFPGGPSHJWFOFTTBOEIFBMJOH-FUUIFN subsequent scenes.
know that if they have not seen this movie before, they
will find it worthwhile to watch the whole thing at a later
UJNF"TLUIFTUVEFOUTUPGJSTUXSJUFUIFJSSFTQPOTFTUPUIFRVFTUJPOTPOUIF
handout. Then lead the class in a discussion, taking care to call on some
of the more introverted students. The students can read their responses, if
they prefer.
6. Conclude by asking the following questions and inviting students to share
their responses:
➤ 8IBUBSFBGFXPGUIFOFFETGPSSFDPODJMJBUJPOBOEIFBMJOHUIBUZPVGJOE
NPTUQSFTTJOHUPEBZ
➤ %PZPVUIJOLJUNBLFTBEJGGFSFODFGPSFBDIPGVTUPFYQFSJFODFBOE
understand reconciliation and healing if we are to bring other people
UPHFUIFSJOPVSGBNJMJFT TDIPPMT DPNNVOJUJFT BOEFWFODPVOUSZ
Empathize
Step 9
Explain
Invite the students to work in pairs to explore the
meaning of illness, and of Christ as healer.
1. Prepare CZEPXOMPBEJOHBOEQSJOUJOHUIFIBOEPVUi5IF.FBOJOHPG)FBM
JOHu %PDVNFOU59 POFGPSFBDITUVEFOU
2. Assign UIFTUVEFOUTUPSFBEBSUJDMF i5IF4BDSBNFOUPG)FBMJOHBOE
"SUJDMF 4USFOHUI uJOUIFTUVEFOUCPPLBTQSFQBSBUJPO
3. Direct the students to answer the questions on the handout alone and in
silence. Consider playing soft instrumental music as the students work.
Then instruct the students to form pairs and discuss their responses. You
NBZBEBQUUIFUIJOLQBJSTIBSFNFUIPEGPSUIJTMFBSOJOHFYQFSJFODF TFFUIF
IBOEPVUi6TJOHUIF5IJOL1BJS4IBSF.FUIPEu<%PDVNFOU59>
Invite the students to share some of their responses, beginning with the
first question and proceeding through other questions on the handout.
4. Conclude by sharing the following points:
➤ In your discussion with one another and with the class, we have
learned more clearly that illness can cause tremendous turmoil in
our lives. Even minor illnesses are to be taken seriously. Serious ill-
OFTTFTiTUPQUIFXPSMEuGPSUIPTFXIPBSFJMM5IJTDBOCFBDBVTFGPS
despair, or a call to metanoia BNPNFOUPGUVSOJOHUPXBSE(PEJOUIF
MJWFTPGUIFTFQFPQMF'PSFYBNQMF 4BJOU*HOBUJVT-PZPMB UIFGPVOEFS
PGUIFSFMJHJPVTPSEFSLOPXOBTUIF+FTVJUT XBTTFSJPVTMZJOKVSFEJO
his youth and suffered many ailments throughout his life. Yet he told
the members of his religious order to pray for what he called indiffer-
FODFUPIFBMUIPSJMMOFTT HPPEUJNFTPSIBSETIJQ BOETPPO'PS4BJOU
Ignatius the word indifferenceNFBOUiPQFOOFTTUPFWFSZNPNFOUPG
MJGFBT(PETCMFTTJOHu)FCFMJFWFEUIBUFWFSZFYQFSJFODF FWFOUIF
most challenging illness, is an opportunity to experience the healing
Unit 7
QSFTFODFBOEHSBDFPG(PE5IJTJTUSVF OPUPOMZGPSUIFJMMUIFNTFMWFT
but also for all who know and care about them, as well as for those
who are their caregivers.
➤ 8FBMTPEJTDVTTFEIPXJMMOFTTJTPMBUFTVTGSPNPUIFST#FJOHJMMJTB
lonely experience. In the early Church, the consecrated Bread, the
Body of Christ, from the celebration of the Eucharist was reserved for
the ill only. Members of the Eucharistic assembly brought the Eucharist
to the sick as a powerful sign that, even in isolation and suffering, they
DPOUJOVFEUPCFJNQPSUBOUNFNCFSTPGUIFDPNNVOJUZ"UBUJNFXIFO
illness was widely believed to be caused by personal sin or the sins of
family members, this action was powerfully countercultural. The Eucha-
rist was and is a powerful sign that the ill, as members of the Body of
Christ, are not only not left out or forgotten but are, in fact, essential
NFNCFSTPG$ISJTUT#PEZ
➤ 8FDBOMPPLUPUIFQBUJFOUTVGGFSJOHPGUIF1BTTJPOPG$ISJTUEVSJOH
UJNFTPGJMMOFTT+FTVTXBTUIFOBOEJTOPXCPUIGVMMZ(PEBOE MJLF
us, fully human, but without sin. He understands our experience and
enables us to find meaning during our illness through our participa-
UJPOJOIJTEZJOHBOESJTJOH IJT1BTDIBM.ZTUFSZ JOBVOJRVFMZQSJWJ
leged and holy way. It is indeed a paradox that our own suffering can
intensely unite us with Christ.
Apply
Step 10
Explain
Ask the students to prepare and teach to the class the
scriptural and historical roots for the Rite of Anointing
of the Sick.
1. PrepareCZEPXOMPBEJOHBOEQSJOUJOHUIFIBOEPVUi5IF4DSJQUVSBMBOE
)JTUPSJDBM3PPUTuBOEi5IF3JUFPG"OPJOUJOHPGUIF4JDLu %PDVNFOU
59 %JWJEFUIFDMBTTJOUPTNBMMHSPVQTPGUISFFPSGPVS BOEHJWF
"SUJDMFT each group a couple sheets of scratch paper and a sheet of newsprint
QSFGFSBCMZPOFXJUIBTUJDLZFEHF $VUUIFIBOEPVUJOUPTUSJQTBTNBSLFE
and give each group one slip.
2. Assign UIFTUVEFOUTUPSFBEBSUJDMFTBOE i4DSJQUVSBMBOE)JTUPSJ
DBM3PPUTuBOEi5IF3JUFPG"OPJOUJOHPGUIF4JDL uJOUIFTUVEFOUCPPLBT
QSFQBSBUJPO3FNJOEUIFNUPCSJOHUIFJSTUVEFOUCPPLTUPDMBTT
3. Offer the following instructions:

➤ Each small group has received a slip with a topic or several shorter
UPQJDTUPQSFQBSF'JSTU DIPPTFBHSPVQMFBEFSXIPXJMMLFFQUIFHSPVQ
focused. Choose another group member to take notes that will be used
for an outline of the text that you will teach the class. Choose someone
who can write neatly to write the outline on the sheet of newsprint.
'JOBMMZ DIPPTFBNFNCFSPSNFNCFSTPGZPVSHSPVQUPQSFTFOUXIBU
you have prepared to the class. You have 10 minutes to prepare.
4. Invite the groups, when they have finished preparing, to present their topics
JOUIFPSEFSHJWFOJOUIFTUVEFOUCPPL"GUFSFBDIQSFTFOUBUJPO NBLFBEEJ
tions or corrections as needed.
Step 11
Understand
Invite the class to work in small groups to explore how
"SUJDMF the effects of the Sacrament of Anointing of the Sick
can be applied to society as a whole.
1. PrepareCZEPXOMPBEJOHBOEQSJOUJOHUIFIBOEPVUi$ISJTUT)FBMJOH1PXFS
JO4PDJFUZu %PDVNFOU59 POFGPSFBDITUVEFOU0CUBJODPQJFT
of newsmagazines, enough for each student to have one to work with.
2. Assign UIFTUVEFOUTUPSFBEBSUJDMF i$ISJTUT)FBMJOH1PXFS uJOUIFTUV
3. DivideUIFDMBTTJOUPTNBMMHSPVQTPGUISFFPSGPVS%JTUSJCVUFUIFIBOEPVU
and the magazines. Instruct the students to each find one article that illus-
USBUFTBOFFEGPSIFBMJOHJOTPDJFUZPSJOUIFXPSME(JWFTFWFSBMFYBNQMFT
of problems, such as involvement in war, the dehumanization of illegal
immigrants, debate over health care law, debate over public services for
UIFQPPS BOETPPO0OUIFIBOEPVUUIFTUVEFOUTTIPVMEXSJUFBEFTDSJQ
tion of the problem, and then he or she should apply each of the effects
PGUIF4BDSBNFOUPG"OPJOUJOHPGUIF4JDLUPTIPXIPXUIFQSPCMFNDPVME
CFTPMWFE PSIFBMFE"GUFSBMMUIFTUVEFOUTIBWFDPNQMFUFEUIFJSJOEJWJEVBM
work, they should share their descriptions and application of the effects of
healing with the remainder of the group.
4. Invite each small group, after all groups have finished their sharing, to
share with the rest of the class one of the ills of society they discussed,
along with a summary of how these societal ills may be healed. They need
not describe each point individually.
Unit 7
5. Emphasize the following ideas:
➤ 8FIBWFDBSFGVMMZTUVEJFEUIFNFBOJOHPGUIF4BDSBNFOUTPG)FBMJOH
"TXJUIBMMPGUIF4BDSBNFOUT UIF4BDSBNFOUTPG)FBMJOHBSFMJNJOBM
experiences because they transport us from one moment in life to a
NPSFJNQPSUBOUNPNFOUPGEFDJTJPO"MMUIF4BDSBNFOUTBSFNPNFOUT
PGOFXCFHJOOJOH"TXFIBWFFYBNJOFEUIF4BDSBNFOUTPG)FBMJOH
XFIBWFPCTFSWFEUIBUUIFZBSFOPUPOMZJOEJWJEVBMHJGUTPG(PETHSBDF
for us but also gifts for the good of the community and the world. Each
4BDSBNFOUDPNQFMTVTUPMJWFJOSJHIUSFMBUJPOTIJQXJUI(PEBOEPVS
GFMMPXIVNBOCFJOHT8FIBWFFYBNJOFEBGFXPGUIFNBOZOFFETGPS
SFDPODJMJBUJPOBOEIFBMJOHJOPVSOBUJPOBOEJOUIFXPSME"TBTBDSB
mental people, we should live each day with a sense of urgency that
by our fully conscious participation we might further, not hinder, the
DPNJOHPG(PET,JOHEPN
6. Conclude by inviting the class to answer the following questions:
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Step 12
Understand
1. Remind the students to bring to class any work they have already pre-
pared so that they can work on it during the class period. If necessary,
reserve the library or media center so the students can do any book or
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mance task options, answer questions, and ask the students to choose one
if they have not already done so.
Step 13
Reflect
to reflect on how their understandings of the Sacraments of the Healing have
1. Prepare for this learning experience by downloading and printing the hand-
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for each student.
2. Distribute the handout and give the students about 15 minutes to answer

performance task so that your teacher can assess whether you learned the most essential content.
• The Sacraments of Healing are rooted in Jesus’ ministry.
• The Sacrament of Penance and Reconciliation offers us God’s forgiveness, thus freeing us to take
responsibility for our actions.
• The Sacrament of Anointing of the Sick strengthens our relationship with God, supports us in
grave illness, and offers spiritual and (if it is God’s will) physical healing.
• The Sacraments of Healing compel us to offer forgiveness to others so that we might be forgiven,
and to share the compassion of God with those who suffer.
Option 1: Keep a Daily Journal

This daily journal will be based specifically on your experience of the examination of consciousness. You
will need to have a copy of the handout “The Examination of Consciousness (Based on the Examen of
Saint Ignatius of Loyola)” (Document #: TX002159). Read the entire handout and, if needed, ask your
teacher for further clarification. You will need a small notebook that you will submit to your teacher at the
end of this unit.
Use the following guidelines in making your journal entries:
• Do the examination of consciousness prayerfully once a day. It is best to do this at the same time
of the day each day. Evening time before going to bed is ideal.
• After completing the examination of consciousness, write a journal entry that includes the following:
a statement about ways that God may have been present to you during the day
a statement or two about some of the attitudes and motivations you had during the day
a description of how well or poorly you responded to different situations (How Christlike were
your decisions?)
a statement of your intention to live more authentically the next day

Option 2: Write a Report about Reconciliation

and Healing
Locate two movies that deal with themes of reconciliation or healing or both. You may not use the movie
Invictus. Many excellent movies are available, including Cry, the Beloved Country (1995, 120 minutes,
rated A-II and PG-13); Hotel Rwanda (2004, 121 minutes, rated A-III and PG-13); Dead Man Walking
(1995, 122 minutes, rated A-II and R); and The Blind Side (2009, 129 minutes, rated A-III and PG-13).
Create a presentation that could be given in class about the ways each of the movies relates to the
key understandings of unit 7. Follow these guidelines:
• View each movie carefully, taking notes.
• For your presentation, explain the primary challenge in each movie, the decision that was made,
and the outcome.
• Incorporate concrete examples of scenes from the movies to illustrate the key understandings of
unit 7.
• Consider recording or “marking” two or three short video clips to show as evidence for your
presentation.


Criteria 4 3 2 1
Assignment includes all Assignment not Assignment Assignment Assignment
items requested in the only includes all includes all includes over includes less
instructions. items requested items half of the than half of the
but they are requested. items items requested.
completed above requested.
expectations.
Assignment shows Assignment Assignment Assignment Assignment
understanding of the shows unusually shows good shows shows little
following concept: The insightful understanding adequate understanding of
understanding of of this concept. understanding this concept.
Sacraments of Healing are
this concept. of this concept.
rooted in Jesus’ ministry.
Sacrament of Penance and understanding of of this concept. understanding this concept.
Reconciliation offers us
God’s forgiveness, thus
freeing us to take
responsibility for our
actions.
Sacrament of Anointing of understanding of of this concept. understanding this concept.
the Sick strengthens our
relationship with God,
supports us in grave
illness, and offers spiritual
and (if it is God’s will)
physical healing.
Sacraments of Healing understanding of of this concept. understanding this concept.
compel us to offer
forgiveness to others so
that we might be forgiven,
and to share the
compassion of God with
those who suffer.
Assignment uses proper Assignment has Assignment has Assignment Assignment has
grammar and spelling. no grammar or one grammar or has two more than two
spelling errors. spelling error. grammar or grammar or
spelling errors. spelling errors.
Assignment is neatly done. Assignment not Assignment is Assignment is Assignment is
only is neat but is neatly done. neat for the not neat.
exceptionally most part.
creative.


absolution: An essential part of the Sacrament of Penance and Reconciliation in which the priest
pardons the sins of the person confessing, in the name of God and the Church.
Anointing of the Sick, Sacrament of: One of the Seven Sacraments, sometimes formerly known as
“the Sacrament of the dying,” in which a gravely ill, aging, or dying person is anointed by the priest and
prayed over by him and attending believers. One need not be dying to receive the Sacrament.
concupiscence: The tendency of all human beings toward sin, as a result of Original Sin.
conversion: A change of heart, turning away from sin and toward God.
examination of conscience: Prayerful reflection on, and assessment of, one’s words, attitudes, and
actions in light of the Gospel of Jesus; more specifically, the conscious moral evaluation of one’s life in
preparation for reception of the Sacrament of Penance and Reconciliation.
Heaven: A state of eternal life and union with God in which one experiences full happiness and the
satisfaction of the deepest human longings.
Hell: The state of permanent separation from God, reserved for those who freely and consciously
choose to reject God to the very end of their lives.
indulgence: The means by which the Church takes away the punishment that a person would receive in
Purgatory.
mortal sin: An action so contrary to the will of God that it results in a complete separation from God and
his grace. As a consequence of that separation, the person is condemned to eternal death. For a sin to
be a mortal sin, three conditions must be met: the act must involve grave matter, the person must have
full knowledge of the evil of the act, and the person must give his or her full consent in committing the act.
Oil of the Sick: Blessed olive oil used in the Sacrament of Anointing of the Sick to anoint the forehead
and hands of people who are seriously ill or near death.
Penance and Reconciliation, Sacrament of: One of the Seven Sacraments of the Church, the liturgical
celebration of God’s forgiveness of sin, through which the sinner is reconciled with both God and the
Church.
Purgatory: A state of final purification or cleansing, which one may need to enter following death and
before entering Heaven.
reparation: Making amends for something one did wrong that caused harm to another person or led to
loss.

repentance (contrition): An attitude of sorrow for a sin committed and a resolution not to sin again. It is
a response to God’s gracious love and forgiveness.
sin: Any deliberate offense, in thought, word, or deed, against the will of God.
venial sin: A less serious offense against the will of God that diminishes one’s personal character and
weakens but does not rupture one’s relationship with God.

Stories of Reconciliation and Healing

Write a description of a true story that illustrates forgiveness, reconciliation, or healing. You may take this
story from personal experience; from an article in a magazine or newspaper; from a book, or from a
movie—as long as the story is true. Break the story into the three parts shown below: the challenge, the
decision, and the outcome. As you write a description of the person’s decision, be sure to clearly describe
the motivation. Then write why you think this particular story is compelling.
The Challenge:
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Stories of Reconciliation and Healing Page | 2
The Decision:
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The Outcome:
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Why is this story compelling?

______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
_____________________________________________________________________________

The Sacrament of Pardon and Peace

These questions accompany the PowerPoint “The Sacrament of Pardon and Peace” (Document #:
TX002171). Note here your teacher’s remarks, your own response, and points from the class discussion.
How does the presence of sin in our lives affect us? Isn’t Baptism enough to overcome sin?
Why is it important to respond to the subtle or sometimes not so subtle “invitations” to do things that you
know are wrong but that “everybody” does anyway?
Why do actions taken by a group often seem less sinful than choices you would make on your own?
Can you name some of the things that “everybody” supposedly does?
Does a group have a conscience?
Is there such a thing as “social sin”?
What is the theological name and definition of the sins we commit practically every day that are harmful
and that weaken, but do not rupture, our relationship with God and one another?

The Sacrament of Pardon and Peace Page | 2
What might the result be if you commit the venial sin of gossiping a bit day after day about one of your
friends?
What is the theological name and definition for a sin that is so contrary to God’s law that it actually
separates us from God?
Besides the Sacraments of Baptism and Penance and Reconciliation, are there any other forms of
forgiveness that come through the Church?
Why is the Church’s teaching on mortal sin important?
What is the ultimate purpose of doing good and avoiding evil? Is it to avoid Hell, or is it to grow in union
with God and our fellow human beings?
This brings us full circle to where we began: Do we need the Sacrament of Penance and Reconciliation?
Isn’t our Baptism enough?

Scriptural Background for the Sacraments of Healing

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Scripture Passage 1:
Luke 5:17–26: Jesus heals a paralytic man and forgives his sins.
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Mark 5:21–42: Jesus restores life to Jairus’s twelve-year-old daughter and heals a woman who has been afflicted by a
hemorrhage for twelve years.
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John 8:1–11: Jesus forgives a woman caught in the act of adultery and challenges those who condemned her to confront their
own sinfulness and forgive as well.
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Mark 10:46–52: Jesus hears the blind Bartimaeus calling him and heals his blindness.
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The Rite of Penance and Reconciliation

Celebration of the Rite of the Sacrament of Penance and Reconciliation
Preparation of the Priest and the Penitent

Priest:
Penitent:
2. Penitent:
Welcoming of the Penitent
Reading of the Word of God (optional)
Penitent’s Confession and Acceptance of

the Penance
Penitent’s Prayer
Priest’s Absolution
Proclamation of Praise and Dismissal of

Penitent

The Examination of Consciousness (Based

on the Examen of Saint Ignatius of Loyola)
This is a prayer where we try to find the movement of the Spirit in our daily lives as we reflect on our day.
This prayer can be made anywhere: on the beach, in a car, at home, in the library. Many people make the
Examen twice daily: once around lunchtime and again before going to bed. There are five simple steps to
the Examen, which should take 10 to 15 minutes to complete, and what follows is just one interpretation
of these five steps in discerning the movement of God’s Spirit in your day. Through this method of praying
you can grow in a sense of self and the Source of self; you can become more sensitive to your own spirit
with its longings, its powers, its Source; you will develop an openness to receive the supports that God
offers.
Before you start: Try to be in a place where you are least likely to be disturbed, and where there is
the least amount of external noise. Perhaps you might light a candle or change the lighting when you pray
to symbolize the start of this activity. Sit comfortably and still yourself; relax, be aware of your breathing,
your body, and how you are feeling.
1. Recall that you are in the presence of God. No matter where you are, hilltop or valley, country or
cities, in a crowd or alone, you are a creature in the midst of creation. As you quiet yourself, become
aware that God is present within you, in the creation that surrounds you, in your body, in those around
you. The Creator who brought you forth into being is concerned for you. The Spirit of God, sent by Christ,
will remind you that you are gifted to help bring creation to its fullness. Ask the Holy Spirit to let you look
on all you see with love. “Love is patient, love is kind, love is not jealous or boastful, it is not arrogant or
rude. Love does not insist on its own way; . . . it does not rejoice at wrong but rejoices in the right. . . .
Love hopes all things” (1 Cor. 13).
2. Spend a moment looking over your day with gratitude for this day’s gifts. Be concrete and let
special moments or pleasures spring to mind! Recall the smell of your morning coffee, the taste of
something good that you ate, the laugh of a child, the fragrance of a flower, the smile brought forth by a
kind word, a lesson that you learned. Take stock of what you received and what you gave. Give thanks to
God for favors received. Also look at your permanent gifts that allow your participation in this day. Recall
your particular strengths in times of difficulty, your ability to hope in times of weakness, your sense of
humor and your life of faith, your intelligence and health, your family and friends. God the Father gives
you these to draw you into the fullness of life. As you move through the details of your day, give thanks to
God for His presence in the big and the small things of your life.
3. Ask God to send you His Holy Spirit to help you look at your actions and attitudes and motives
with honesty and patience. “When the Spirit of truth comes he will guide you into all truth” (John 16:13).
The Holy Spirit inspires you to see with growing freedom the development of your life story. The Spirit
gives a freedom to look upon yourself without condemnation and without complacency and thus be open
to growth. Ask that you will learn and grow as you reflect, thus deepening your knowledge of self and your
4. Now review your day. This is the longest of the steps. Recall the events of your day; explore the
context of your actions. Search for the internal movements of your heart and your interaction with what
was before you. Ask what you were involved in and who you were with, and review your hopes and

The Examen of Consciousness (Based on the Examen of St. Ignatius of Loyola) Page | 2
hesitations. Many situations will show that your heart was divided—wavering between helping and
disregarding, scoffing and encouraging, listening and ignoring, rebuking and forgiving, speaking and
silence, neglecting and thanking. Remember, this is not a time to dwell on your shortcomings; rather, it is
a gentle look with the Lord at how you have responded to God’s gifts. It is an opportunity for growth of self
and deepening your relationship with God. Notice where you acted freely—picking a particular course of
action from the possibilities you saw. See where you were swept along without freedom. What reactions
helped or hindered you? See where Christ entered your decisions and where you might have paused to
receive His influence. “Test yourselves,” St. Paul urges, “to see whether you are living in faith; examine
yourselves. Perhaps you yourselves do not realize that Christ Jesus is in you” (2 Cor.). His influence
comes through His people, the Body of Christ. His influence comes through Scripture, the Word of God.
Now, as you pray, Christ’s spirit will help you know His presence and concern. As you daily and
prayerfully explore the mystery of yourself in the midst of your actions you will grow more familiar with
your own spirit and become more aware of the promptings of God’s Spirit within you. Allow God to speak,
challenge, encourage and teach you. Thus you will come to know that Christ is with you. Christ will
continually invite you to love your neighbor as yourself and strengthen you to do this.
5. The final step is our heart-to-heart talk with Jesus. Here you speak with Jesus about your day.
You share your thoughts on your actions, attitudes, feelings and interactions. Perhaps during this time
you may feel led to seek forgiveness, ask for direction, share a concern, express gratitude, etc. Having
reviewed this day of your life, look upon yourself with compassion and see your need for God and try to
realize God’s manifestations of concern for you. Express sorrow for sin, the obscuring darkness that
surrounds us all, and especially ask forgiveness for the times you resisted God’s light today. Give thanks
for grace, the enlightening presence of God, and especially praise God for the times you responded in
ways that allowed you to better see God’s life. Resolve with Jesus to move forward in action where
appropriate. You might like to finish your time with the Lord’s Prayer.
Once you’ve done the Examen a few times, you will find your own rhythm and method. Cover all five
points daily with freedom to dwell more on one than another, as the Spirit moves you. You might also like
to add some music, candles or images to help you pray.
(The material on this handout is from “The Examen of Consciousness,” at

www.norprov.org/spirituality/ignatianprayer.htm. Copyright © by the Jesuits of the New Orleans Province.
Used with permission of the Jesuits of the New Orleans Province.)

Invictus: Forgiveness, Reconciliation,

and Healing
Article 37, “Penance and Reconciliation in Our Lives,” in the student book deals with some of the
following themes: the forgiveness of all sins, reconciliation with God and the Church, remission of
punishment for sin, peace and serenity of conscience, and an increase of spiritual strength for the
Christian battle. Apply two or three of these to the words and actions of Nelson Mandela on behalf of his
country, and to the Springboks rugby team he inspired.
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How well did Mandela’s choice of making the Springboks rugby team an important part of healing his
nation work? What does this tell you about the meaning and importance of healing?
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Invictus: Forgiveness, Reconciliation, and Healing Page | 2
Nelson Mandela often challenged people to overcome their individual injuries and sufferings so that a
greater healing of the South African nation could take place. How might the Sacraments of Healing
(Penance and Reconciliation and Anointing of the Sick) assist us in forming stronger communities and
even a stronger society?
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The Meaning of Healing

1. Have you, or has anyone close to you, ever experienced a serious illness? If so, describe this event
and explain how you, your family, your friends, and others handled the situation.
2. What are some of the ways that illness changes our lives and relationships? (You may refer to the
same event to explore this question if you wish.)
3. When you or someone close to you has experienced illness, have you felt the desire or need to pray
for healing? Describe the manner in which you responded.

The Meaning of Healing Page | 2
4. The vocation of medical doctors is to heal. How would you describe the relationship between God’s
healing power and the competency of physicians to assist in healing illness?
5. Many people struggle with faith at times in which they face serious illness, chronic illness,
disfigurement from accidents, and so on. Can you describe a way in which we can reconcile such
traumatic experiences with belief in a loving God who wishes us to be healthy and whole?
6. How might Christ’s own patient endurance through his suffering and death offer consolation to the sick
or injured?

“The Scriptural and Historical Roots” and

“The Rite of Anointing of the Sick”
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Topic 1: “Scriptural and Historical Roots” (article 39)
“The Meaning and Use of Oil” and “Anointing in the Early Church”
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Topic 2: “Scriptural and Historical Roots” (article 39)

“A Short History of the Sacrament” and “The Minister of the Sacrament”
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Topic 3: “The Rite of Anointing of the Sick” (article 40)
“Three Aspects of the Sacrament,” “The Laying On of Hands,” “The Anointing with Blessed Oil,” “The
Celebration of the Sacrament,” and “Celebration Outside of Mass”
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“Greeting,” “Sprinkling with Holy Water and Instruction,” and “Penitential Act and Liturgy of the Word”
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“The Liturgy of Anointing” (Note: Write out the prayers on your sheet of newsprint.)
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“Viaticum” and “Share Your Gifts”
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Christ’s Healing Power in Society

Description of the problem in society or the world that needs to be healed:
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Apply the following effects (slightly modified) to the problem:
Union of the ill in society to Christ in his Passion:
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Christ’s Healing Power in Society Page | 2
Strength, peace, and courage to endure the ill of society:

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Forgiveness of sins (including the blindness of people to the depth of the problem):
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Restoration of the health of society with God’s help (if God wills it):
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Grace of union with the Body of Christ (Can helping to heal an ill of society make the Body of Christ more
visible as a sign of the love of Christ in the world?):
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Christ’s Healing Power in Society Page | 3
Preparation for God’s Kingdom (Will seeing visible signs of the presence of the Kingdom of God help
people to believe in God’s healing power?):
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Unit 7 Test
____ 1. The Sacrament of ____ of the Sick gives spiritual healing and strength, and physical healing
(if God wills) to a person who is seriously ill.
A. Ablation
B. Absolution
C. Anointing
D. Abolition
____ 2. Hansen’s disease, also called _____, is a contagious disease that was incurable at the time of
Jesus.
A. leprosy
B. scabies
C. eczema
D. influenza
____ 3. The prayer to Mary for protection, “Under Your Protection,” is also called _____.
A. lares et penates
B. peccavi
C. Sub tuum praesidium
D. a deo et rege
____ 4. This term means “last anointing.”

A. final ointment
B. extreme unction
C. terminal blessing
D. omega oils
____ 5. ___ is an action so contrary to the will of God that it results in a complete separation from God
and his grace.
A. Venial sin
B. Mortal sin
C. Adultery
D. Annulment

____ 6. This Latin word literally means “with you on the journey.”
A. dux gregis
B. beatae memoriae
C. cantillatio
D. viaticum
____ 7. If a priest violates the “_____,” he is automatically excommunicated.

A. seal of the confessional
B. bond of secrecy
C. non dicta dictum
D. confessional fiat
____ 8. Pain, suffering, and death are the consequences of _____.

A. avarice
B. lack of faith
C. innate weakness
D. Original Sin
____ 9. The state of eternal separation from God is called _____.

A. Purgatory
B. abyss
C. Hell
D. partition
____ 10. Before asking for God’s forgiveness in the Sacrament of Penance and Reconciliation, the
penitent first makes _____.
A. First Holy Communion
B. an examination of conscience
C. a pilgrimage
D. a penitential act
____ 11. Those who die in God’s grace and friendship, but in a state of venial sin, must be purified in
_____ before entering the joy of God’s presence in Heaven.
A. ashes
B. Purgatory
C. sackcloth
D. Hell

____ 12. A ____ is bound to secrecy even when a serious crime, even murder, has been confessed.
A. detective
B. police officer
C. confessor
D. penitent
____ 13. It is said that ____ is good for the soul.

A. confession
B. duplicity
C. anonymity
D. clarification
____ 14. The Son of God shed his blood so that _____.
A. humankind would no longer sin
B. the gates of Hell would close
C. humans would know he is God
D. sin might be forgiven
____ 15. To those who are dead in sin, the Sacrament of Penance and Reconciliation brings a “____.”
A. cleansed spirit
B. spiritual resurrection
C. promise of sinning no more
D. life free from sin

Part 2: Matching
Column 1 Column 2
_____ 1. Any deliberate offense, in thought, word, A. Heaven
or deed, against the will of God.
B. sin
_____ 2. A Greek term meaning “a change of
heart.”
C. Order of Penitents
_____ 3. A less serious offense against the will of
God that diminishes one’s personal D. metanoia
character and weakens but does not
rupture one’s relationship with God.
E. repentance
_____ 4. A turning toward God.
F. conversion
_____ 5. The tendency of human beings toward
sin, as a result of Original Sin.
G. absolution
_____ 6. In the Middle Ages, those who carried
out a rigorous program of public H. venial sin
penance, which often lasted for years.
I. avarice
_____ 7. A state of eternal life and union with God
in which one experiences full happiness
and the satisfaction of the deepest J. concupiscence
human longings.
K. ora pro nobis
_____ 8. Sorrow for one’s sin and a hatred for sin,
combined with the intention to avoid sin
L. reparation
in the future.
_____ 9. Making amends for something one did

wrong that caused harm to another
person or led to loss.
_____ 10. An essential part of the Sacrament of

Penance and Reconciliation in which the
priest pardons the sins of the person
confessing, in the name of God and the
Church.


1. Who may receive the Sacrament of Anointing of the Sick?
2. Explain the benefit of confessing one’s sins aloud to a priest, rather than silently to God.
3. Explain how reparation helps to repair the wrong we have done through sin.
4. How did Pope Benedict XVI explain the need to go to confession, even when we commit the same
sins over and over again?


1. C 6. D 11. B
2. A 7. A 12. C
3. C 8. D 13. A
4. B 9. C 14. D
5. B 10. B 15. B
Part 2: Matching
1. B 5. J 9. L
2. D 6. C 10. G
3. H 7. A
4. F 8. E

1. The Sacrament of Anointing of the Sick may be received by any baptized Catholic above the age of
reason (age seven) who is suffering from a serious illness. These include those about to undergo serious
surgery, those who suffer from addictions or mental illness, and those who face the possibility of death
due to illness or old age.
2. Even on a purely human level, as the saying goes, “Confession is good for the soul.” Honest
conversations—though difficult—in which we take responsibility for our actions and seek to make things
right again are an important part of human life. If you have admitted wrongdoing and asked for someone’s
forgiveness, if you have ever had a misunderstanding with a friend and then helped restore that
friendship, you have some idea of what this kind of honesty can mean.
In the Sacrament of Penance and Reconciliation, we go a step further along this path, and, by
confessing our sins to the priest, we confess them to God, and, in absolution, are assured of God’s
forgiveness. Thus confession is an essential part of the Sacrament and, like every Sacrament, it is a
personal meeting with Christ.
3. Within the Sacrament the opportunity is given to accept a penance, which is a prayer or action that
repairs the harm caused by sin, from the priest. Sometimes this is a matter of justice: To repair the wrong
we have done, we must return something stolen or pay for something we deliberately broke in anger.
However, this is not the full reason for the act of reparation. Absolution takes away sin, but there may still
be disorder within us. The penance we are given, which will often include prayer or an action, such as an
act of mercy, is aimed toward our own spiritual health and well-being, to help us deal with the chaos or
disorder within ourselves that led us to sin. The penance helps us to “reset” our hearts in the right
direction and live as disciples of Christ.

4. In speaking with children who had just made their First Holy Communion, preceded by their First
Penance, Pope Benedict XVI took questions. One child asked if she had to go to confession before each
Communion and said that she committed the same sins each time. In reply, Pope Benedict told her that it
is not necessary to go to confession each time before receiving Holy Communion. But, it is good to
confess our sins regularly, even though they are the same. He compared going to confession with
cleaning a room. It gets dirty again, so it has to be cleaned again each week. Otherwise, the dirt will build
up. If we neglect the Sacrament of Penance and Reconciliation, we neglect our spiritual selves, our souls.
We tend not to make progress. The Sacrament of Penance and Reconciliation is an aid to our spiritual
maturity and the development of conscience.

Unit 8 The Sacraments at
the Service of Communion:
Let Me Be as Christ to You
Overview
This unit examines the Sacraments at the Service of Communion as gateways
into lives of public witness and service. Both Holy Orders and Matrimony offer
unique and different opportunities to help build the Kingdom of God while serving
the common good of humanity.

r 5ISPVHIUIF4BDSBNFOUTPG)PMZ0SEFSTBOE.BUSJNPOZ $ISJTUJBOTSFDFJWF
particular consecrations for special service in the Church.
r 5ISPVHIUIF4BDSBNFOUPG)PMZ0SEFST CBQUJ[FENFOBSFPSEBJOFEUPTFSWF
the Church in varying degrees.
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is an image and likeness of God’s love for all of us.
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ness to children.
questions:
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the Service of Communion?
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r )PXBSFUIFSPMFTPGNFOBOEXPNFOEFTDSJCFEJOUIF/VQUJBM#MFTTJOH
r 8IZJTiGSFFEPNGSPNDPOTUSBJOUuBOFTTFOUJBMFMFNFOUJOUIF4BDSBNFOUPG
Matrimony?

TX002174)
TX002175)
344
The Sacraments at the Service of Communion: Let Me Be as Christ to You 345
Unit 8
DPWFSFEJOUIFVOJUBSFGSPNi4FDUJPO5IF4BDSBNFOUTBUUIF4FSWJDFPG$PN
NVOJPOuBOEBSFBTGPMMPXT
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the students, to enable them to begin their study of the Sacraments at the Ser-
WJDFPG$PNNVOJPO*UJTOPUOFDFTTBSZUPVTFBMMUIFMFBSOJOHFYQFSJFODFT CVU
if you substitute other material from this course or your own material for some
of the material offered here, be sure that you have covered all relevant facets of
understanding and that you have not missed any knowledge or skills required in
later units.
Explain
Step 1:1SFBTTFTTXIBUUIFTUVEFOUTLOPXBOEXBOUUPLOPXBCPVU
the Sacraments of Holy Orders and Matrimony by having them play a
matching game that provides a broad overview of the unit.
Understand
59 BOEi3VCSJDGPS'JOBM1FSGPSNBODF5BTLTGPS6OJUu %PDV
NFOU59
Explain Perceive
Step 3: Explore with the students the idea of the Sacraments at the
Service of Communion as gateways to vocations of service.
Understand
Step 4: -FBEUIFDMBTTJOBEJTDVTTJPOBOEMFDUVSFBCPVUUIFNFBO
ing of priestly ministry, beginning with a brief video clip from the film
Romero NJOVUFT SBUFE"**BOE1(
Explain Apply
Step 5:*OWJUFUIFTUVEFOUTUPXPSLJOHSPVQTUPQSFQBSFBOEUFBDI
UIFEFHSFFTPGPSEJOBUJPOUPUIFDMBTT VTJOHBQSFQSFQBSFE1PXFS
1PJOUPVUMJOF
Explain Perceive
Step 6: *OWJUFBQSJFTUPSBSFMJHJPVTTJTUFS PSCPUI UPWJTJUUIFDMBTT
as a guest speaker to talk about religious vocations.
Empathize Perceive
Step 7: Show a segment of the film A Beautiful Mind
NJOVUFT SBUFE"***BOE1( BOEUIFOEJTDVTTXIBUUIFGJMN
conveys about the meaning of Marriage.
Explain Apply
Step 8: Explore with the students the notion of the Sacrament of
Matrimony being a covenant of equal partners.
Explain
Step 9:-FBEUIFTUVEFOUTUISPVHIBOFYQMBOBUJPOPGUIF3JUFPG
.BSSJBHF VTJOHB1PXFS1PJOUQSFTFOUBUJPO
Explain Empathize
Step 10:%JSFDUUIFTUVEFOUTUPQBSUJDJQBUFJOBHSPVQFYFSDJTFJO
which they will imagine the blessings and challenges of a lifelong
marriage commitment.
Understand
Reflect
Step 12: 1SPWJEFUIFTUVEFOUTXJUIBUPPMUPVTFGPSSFGMFDUJOHPO

r i5IF.FBOJOHPG)PMZ0SEFSTu %PDVNFOU59
r i5IF%PNFTUJD$IVSDIu %PDVNFOU59
used in the unit:
r i6TJOHUIF+JHTBX1SPDFTTu %PDVNFOU59
Unit 8
Scripture Passages
r .BSLm UIF4POPG.BOEJEOPUDPNFUPCFTFSWFECVUUPTFSWF
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Vocabulary
annulment indissoluble
bishop Matrimony, Sacrament of
deacon priest
divorce procreation
Holy Orders, Sacrament of unity
Step 1
Explain
Preassess what the students know and want to know
about the Sacraments of Holy Orders and Matrimony
by having them play a matching game that provides a
broad overview of the unit.
1. PrepareCZEPXOMPBEJOHBOEQSJOUJOHTFWFSBMDPQJFTPGUIFIBOEPVUi"
1SFBTTFTTNFOUPG.Z,OPXMFEHFPGUIF4BDSBNFOUTPGUIF)PMZ0SEFST
BOE.BUSJNPOZ-FBEFST$PQZu %PDVNFOU59 1SJOUPOFDPQZ
for yourself and then enough extra copies for each team of four to receive
eight different answer slips when you cut the handout apart as scored.
1MBDFPOFTFUPGRVFTUJPOTMJQTJOBDPOUBJOFS
2. Divide the class into teams of four. Have each team choose a team name
and then write those names on the board so that you or a student can keep
TDPSF%JSFDUUIFTUVEFOUTUPNPWFUIFJSEFTLTTPUIBUUIFZBSFTJUUJOHJOB
small circle with their team members. Starting with the first three teams,
bring the container of questions to each team and allow each student to
choose one question. Then repeat this process so that all the students in
UIFGJSTUUISFFUFBNTIBWFUXPRVFTUJPOT3FGJMMUIFDPOUBJOFSXJUIUIFTFD
ond set of questions and follow the same procedure with the remainder of
UIFUFBNT1SPDFFEJOUIJTXBZTPUIBUUFBNTEPOPUFOEVQXJUINPSFUIBO
one copy of the same question.
3. Moderate the game, or seek the assistance of a student or two if you have
more students than you need to form teams of four. Explain the rules to the
class, using the following points:
➤ 8FBSFQMBZJOHBNBUDIJOHHBNF NVDIMJLFUIFHBNFXFQMBZFEBT
we began unit 2, to see how much you know about the Sacraments of
Holy Orders and Matrimony. Each of the three teams has chosen eight
questions randomly. Each student in your team should have two ques-
tions, so that each student may offer a maximum of two responses.
-PPLBUZPVSRVFTUJPOT*GZPVEPOPULOPXNVDIBCPVUUIFUPQJDB
question concerns, you may exchange that question with another stu-
dent in your group right now.
Allow a few moments for the students to exchange questions within
their teams, if they so choose.
"HBJO ZPVNBZSFTQPOEUPPOMZUIFUXPRVFTUJPOTZPVIBWFJOZPVS
hands.
Unit 8
➤ 5IJTJTIPXUIFHBNFXJMMQSPDFFE*<or student’s name] will read a
EFTDSJQUJPOUIBUXJMMTPVOETPNFUIJOHMJLFUIJTi*BNBWJTJCMFTJHO
PG(PETJOWJTJCMFHSBDFu*GZPVIPMEBRVFTUJPOUIBUTBZTi8IBUJT
B4BDSBNFOU uBOEZPVLOPXUIBUUIJTRVFTUJPOJTBOTXFSFECZUIF
TUBUFNFOUZPVKVTUIFBSE TUBOEVQRVJDLMZ*XJMMDBMMPOUIFGJSTUQFS
TPOXIPTUBOET*GZPVDBMMPVUBOBOTXFSCFGPSFCFJOHDBMMFEPO ZPVS
UFBNMPTFTPOFQPJOU*GZPVBOTXFSDPSSFDUMZCZSFBEJOHUIFGVMMDPSSFDU
RVFTUJPO ZPVSUFBNXJMMFBSOPOFQPJOU*GZPVBOTXFSJODPSSFDUMZBOE
another student stood up after you, he or she will have an opportunity
to answer. Only students that stood up from the beginning will be given
a chance to answer.
➤ "GUFSBMMUXFOUZGPVSRVFTUJPOTIBWFCFFOBTLFE UIFUFBNXJUIUIF
NPTUQPJOUTXJOTUIFHBNF*UJTQPTTJCMFUIBUUIFSFNBZCFBUJF
*GUIJTHBNFHPFTXFMM ZPVNBZDIPPTFUPBSSBOHFGPSBQMBZPGGHBNF
:PVNBZBMTPQSPWJEFBQSJ[FUPUIFXJOOJOHUFBNPSUFBNT
4. Direct all the students to return their desks to their usual order and sit
in their usual places after the game is completed. Then ask the following
questions:
➤ %JEZPVMFBSOBOZUIJOHUPEBZUIBUZPVEJEOPULOPX
➤ "SFUIFSFBOZUPQJDTUIBUXFNFOUJPOFEPSFWFOBUPQJDUIBUXFEJEOPU
mention that you would like to know more about?
Step 2
Understand
TX002175).
understanding of the most important concepts in the unit: interviewing a priest
and a married couple to learn about their vocations; writing and designing a
vocational guide for those who might be interested in priesthood, religious life,
PSNBSSJBHFBOEDSFBUJOHB1PXFS1PJOUQSFTFOUBUJPOPOUIF3JUFPG0SEJOBUJPO
PGBQSJFTUBOEUIF3JUFPG.BUSJNPOZEVSJOHB.BTT3FGFSUPi6TJOH'JOBM1FS
GPSNBODF5BTLTUP"TTFTT6OEFSTUBOEJOHu %PDVNFOU59 BOEi6TJOH
3VCSJDTUP"TTFTT8PSLu %PDVNFOU59 BUsmp.org/LivinginChrist for
background information.
GPSNBODF5BTLTGPS6OJUu %PDVNFOU59 POFPGFBDIGPSFBDI
student.
2. Distribute the handouts. Give the students a choice as to which perfor-
mance tasks they prefer and add more options if you wish.
3. Review the directions, expectations, and rubric in class, allowing the stu-
dents to ask questions. You may want to say something to this effect:
➤ *GZPVXJTIUPXPSLBMPOF ZPVNBZDIPPTFBOZPGUIFUISFFPQUJPOT*G
you wish to work with a partner, you may choose option 1 or option 2.
*GZPVXJTIUPXPSLJOBTNBMMHSPVQPGUISFFPSGPVS ZPVNBZDIPPTF
PQUJPO
➤ /FBSUIFFOEPGUIFVOJU ZPVXJMMIBWFPOFGVMMDMBTTQFSJPEUPXPSLPO
the final performance task. However, keep in mind that you should be
working on, or at least thinking about, your chosen task throughout the
unit, not just at the end.
4. Explain the types of tools and knowledge the students will gain throughout
the unit so that they can successfully complete the final performance task.
Perceive
Step 3
Explain
Explore with the students the idea of the Sacraments
at the Service of Communion as gateways to vocations
of service.
1. PrepareCZEPXOMPBEJOHBOEQSJOUJOHUIFIBOEPVUi4UBUFNFOUTGSPNUIF
CatechismPOUIF4BDSBNFOUTBUUIF4FSWJDFPG$PNNVOJPOu %PDVNFOU
TX002177), one for each small group of four. Cut apart the statements from
the Catechism of the Catholic Church and their questions as scored, so
that each group will have four statements and questions, one set for each
student.
2. Explain to the groups that each student will receive a short statement from
the CatechismBOEUXPRVFTUJPOTUPBOTXFS*OTUSVDUUIFTUVEFOUTUPSFBE
the statement and answer the questions that follow. Make sure the students
are aware that the Catechism does not use inclusive language; students
TIPVMEGPDVTPODPOUFOU"GUFSFBDITUVEFOUIBTSFBEUIFTUBUFNFOUBOE
answered the questions, she or he will read and explain the statement to
the other students in the group, and answer the questions for them.
Unit 8
3. Ask the groups, after each has finished discussing the four statements,
to write a brief explanation of how the Sacraments at the Service of Com-
munity are gateways to service in the Church and for the common good
of humanity. Call on each group to read its statement when all have com-
pleted them.
4. Ask the students whether they have thought of these Sacraments as voca-
UJPOTPGTFSWJDF*OWJUFUIFTUVEFOUTUPBTLRVFTUJPOTPSNBLFDPNNFOUT
5. ConcludeCZQMBZJOHUIFIZNOi8JMM:PV-FU.F#F:PVS4FSWBOU u:PVDBO
GJOEBWJEFPWFSTJPOPGUIFIZNOPOUIF*OUFSOFU*GZPVDBOOPUGJOEBSFDPSE
ing, read the words to this beautiful hymn, which you can also find on the
*OUFSOFU
Step 4
Understand
Lead the class in a discussion and lecture about the
"SUJDMFT meaning of priestly ministry, beginning with a brief video
clip from the film Romero (1989, 102 minutes, rated
A-II and PG-13).
1. Prepare by locating and being prepared to show the movie Romero, a
GJMNBCPVUUIFNJOJTUSZPGUIFMBUF"SDICJTIPQ0TDBS3PNFSP$IPPTFB
NJOVUF PSMFTT DMJQUIBUEFQJDUT"SDICJTIPQ0TDBS3PNFSPTFYFSDJTJOH
IJTQSJFTUMZNJOJTUSZBT"SDICJTIPQCZBEWJTJOH DPOTPMJOH UFBDIJOH QSFBDI
ing, and so on.
2. Assign the students UPSFBETUVEFOUCPPLBSUJDMFTBOE i$POTFDSBUFE
UP(PET1FPQMFuBOEi5IF1SJFTUIPPEPGUIF/FX$PWFOBOU uJOUIFTUVEFOU
3. Lead the class in a discussion and lecture about the meaning of the priest-
IPPE*OTUSVDUUIFTUVEFOUTUPUBLFOPUFTJOUIFJSMFBSOJOHKPVSOBMTPSPOB
sheet of paper as you share the following points:
➤ Today we will discuss the meaning of ministerial priesthood in the
Church, using a short video clip from the film Romero, which concerns
UIFTFSWJDFPGUIFMBUF"SDICJTIPQ0TDBS3PNFSPPG&M4BMWBEPS8F
XJMMUIFOEJTDVTTUIFJOGPSNBUJPOGSPNBSUJDMFTBOEJOUIFTUV
EFOUCPPL8FXJMMCFHJOXJUIUIJTWJEFPDMJQ XIJDI*BTLZPVUPXBUDI
carefully.
Show the video clip.
➤ "SDICJTIPQ0TDBS3PNFSPFYFSDJTFEUIFGVMMOFTTPGQSJFTUIPPEBT
UIFDIJFGQBTUPSBOEBSDICJTIPQPG&M4BMWBEPSJOUIFT8IBUBSF
some of the priestly qualities you saw in the video clip?
Listen to several students’ answers.
➤ "GVOEBNFOUBMDBMMUPTFSWJDFJTSPPUFEJOUIFDPNNPOQSJFTUIPPEPG
the faithful that we all share through our Baptism. Bishops, priests,
and deacons do not have more priesthood than the laity; they have a
different priesthood. The degrees of priesthood of a deacon, priest, or
bishop are of a different order and purpose from our common priest-
hood as laypeople, but they are nonetheless rooted in the purpose of
TFSWJOHUIF$IVSDI*OGBDU BTUIFQVCMJDGBDFPGUIF$IVSDI PSEBJOFE
ministers have a double responsibility to witness to the Catholic faith as
both leaders and servants.
➤ Our understanding of priesthood is rooted in the priesthood of the Old
5FTUBNFOU FTQFDJBMMZJOUIFUSJCFPG-FWJPOFPGUIF5XFMWF5SJCFT
PG*TSBFMUIBUXFSFGJSTUMFECZ.PTFTCSPUIFS "BSPO5IFFOUJSF
tribe carried the responsibility of holding the stone tablets of the Ten
Commandments and of carrying out liturgical sacrifices and worship.
"MUIPVHIUIJTQSJFTUMZUSJCFCSPVHIUUIFQFPQMFUPHFUIFSBTPOFXPSTIJQ-
ping body, they could not bring salvation.
➤ *O+FTVT XIPEJFEPOBDSPTTBOESPTFGSPNUIFEFBE XFIBWFBHSFBU
)JHI1SJFTU PODFBOEGPSBMM4BDSJGJDJBMPGGFSJOHTPGMBNCTPSPUIFSBOJ-
NBMTBSFOPMPOHFSOFFEFEPSSFRVJSFE+FTVTJTPVS1BTDIBM-BNCIJT
death on a cross brought us salvation.
➤ Bishops and priests offer the Sacrifice of the Mass and celebrate other
4BDSBNFOUTiin persona Christi,” in the person of Christ. Christ is pres-
ent, through the power of the Holy Spirit, through the celebration of all
of the Sacraments. Therefore it is particularly important that bishops,
QSJFTUT BOEEFBDPOTMJWFFYFNQMBSZMJWFTBTXJUOFTTFTUPUIF3JTFO
$ISJTU PVS)JHI1SJFTU CZUIFJSGBJUI UIFJSTFSWJDFUPUIFQPPS BOEUIFJS
DIBSJUZBOEKVTUJDFJOUIFJSFWFSZEBZBDUJPOT"SDICJTIPQ0TDBS3PNFSP
was a model of charity, service, and faith; he is presently a candidate
GPSDBOPOJ[BUJPOBTBTBJOUJOUIF$BUIPMJD$IVSDI
4. AskBTUVEFOUUPSFBEBMPVEUIFTJEFCBSi"SDICJTIPQ0TDBS3PNFSPuGSPN
BSUJDMFJOUIFTUVEFOUCPPL%PBRVJDLXIJQBSPVOEUPDIFDLGPSTUVEFOU
understanding. Use two or three key questions and alternate questions as
you call on students.
Unit 8
Apply
Step 5
Explain
Invite the students to work in groups to prepare and
teach the degrees of ordination to the class, using a
pre-prepared PowerPoint outline.
1. PrepareCZEPXOMPBEJOHUIF1PXFS1PJOUi5IF%FHSFFTPG0SEJOBUJPOu
%PDVNFOU59
2. AssignUIFTUVEFOUTUPSFBEBSUJDMF i5IF%FHSFFTPG0SEJOBUJPO uJOUIF
"SUJDMF student book as preparation.
44 3. DivideUIFDMBTTJOUPTNBMMHSPVQTPGUISFF"TTJHOPOFPGUIFGPMMPXJOH
UPQJDTUPFBDIHSPVQ UIFCJTIPQ UIFQSJFTU BOE UIFEFBDPO5SZ
UPBDIJFWFBCBMBODFPGHSPVQTXPSLJOHPOUIFTBNFUPQJD"SSBOHFUIF
groups working on the same topic so that they are sitting near one another.
Offer the following instructions:
➤ Your group will study the section of article 44 that concerns the topic
you have been assigned: bishop, priest, or deacon. You should discuss
your topic among yourselves, taking notes so that you will be prepared
UPUFBDIUIFDMBTTBQBSUJDVMBSQBSUPGZPVSUPQJD"GUFSZPVIBWFQSF
QBSFE *XJMMQSFTFOUB1PXFS1PJOUPVUMJOFPGUIFUISFFUPQJDT"T*QSF
TFOUFBDICVMMFUFEQPJOU *XJMMSBOEPNMZDBMMPOBHSPVQUIBUTUVEJFE
this topic to explain the point. You will have 15 minutes to prepare. You
may now begin.
4. ShowUIF1PXFS1PJOU *GZPVDBOOPUTIPXUIF1PXFS1PJOU NBLFDPQJFTPG
JUGPSUIFTUVEFOUTUPBJEJOEJTDVTTJPO "TZPVTIPXUIFTMJEFT SBOEPNMZ
DBMMPOBHSPVQUIBUTUVEJFEUIFUPQJDUPFYQMBJOUIFCVMMFUFEJUFN*GBO
answer is incomplete or incorrect, call on another group that studied this
topic to complete or correct the answer.
Perceive
Step 6
Explain
Invite a priest or a religious sister (or both) to visit
the class as a guest speaker to talk about religious
vocations.
1. Prepare well in advance by inviting a priest or a religious sister to talk with
UIFDMBTTBCPVUWPDBUJPOTUPUIFSFMJHJPVTMJGF1SFQBSFBMTPCZQSPWJEJOHB
time limit and several questions for your visitor to help guide the class con-
"SUJDMF versation. The following questions may be helpful:
45 r 8IFOBOEIPXEJEZPVFYQFSJFODFBDBMMJOHUPUIFSFMJHJPVTMJGF
r 8IBUBTQFDUPGUIJTSFMJHJPVTWPDBUJPOBUUSBDUFEZPVUIFNPTU
r 8IBUBSFTPNFPGUIFTQFDJBMHSBDFTZPVIBWFSFDFJWFEJOZPVSMJGFBT
a priest or sister?
r 8IBUJTPOFPGZPVSDIBMMFOHFTPSGSVTUSBUJPOTBTBQSJFTUPSTJTUFS
r 8IFOUIFTUVEFOUTBSFCFHJOOJOHUPDPOTJEFSUIFJSGVUVSFWPDBUJPO IPX
would you recommend they go about discerning their calling?
"MTP SFDPNNFOEUPUIFTQFBLFSUIBUIFPSTIFBMMPXBGFXNJOVUFTGPS
students’ questions. This can be the most important part of the visit.
2. Assign UIFTUVEFOUTUPSFBEBSUJDMF i5IF(SBDFTPGUIF4BDSBNFOU uJO
3. Welcome and introduce your speaker or speakers to the students when
class begins, and then follow with the prayer for vocations, which you will
GJOEJOBSUJDMFPGUIFTUVEFOUCPPL*OWJUFUIFTQFBLFSPSTQFBLFSTUP
begin immediately, with a brief reminder that there will be a short time at
UIFFOEPGUIFDMBTTTFTTJPOGPSRVFTUJPOTBOEBOTXFST"CPVUNJOVUFT
before the time set aside for questions and answers, politely remind the
speaker or speakers that the question-and-answer period will take place in
NJOVUFT"MMPXUJNFGPSDPODMVEJOHSFNBSLT CVUFODPVSBHFUIFTQFBLFSPS
speakers to move on to the question-and-answer period.
4. Thank the speaker or speakers for generously providing time and a valu-
BCMFFYQFSJFODFGPSUIFDMBTT1SPWJEFBDBSE BEESFTT BOETUBNQGPSUIF
class to write a thank-you note to the speaker or speakers.
Unit 8
Perceive
Step 7
Empathize
Show a segment of the film A Beautiful Mind (2001,
136 minutes, rated A-III and PG-13), and then discuss
what the film conveys about the meaning of Marriage.
1. PrepareCZEPXOMPBEJOHBOEQSJOUJOHUIFIBOEPVUi4UVEZ(VJEF5IF
5SBOTGPSNJOH1PXFSPG.BSSJBHFJOA Beautiful Mindu %PDVNFOU
59 POFGPSFBDITUVEFOU"MTPMPDBUFBOECFQSFQBSFEUPTIBSFUIF
"SUJDMF movie A Beautiful Mind.
2. Assign UIFTUVEFOUTUPSFBEBSUJDMF i-JGFMPOH$PWFOBOU uJOUIFTUVEFOU
3. BeginCZJOUSPEVDJOHUIFNPWJFUPUIFDMBTT3FNJOE
the students that movies can be useful in communicat- Teacher Note
ing important ideas. Before playing the movie, distrib-
The movie A Beautiful Mind,
ute the handout. Then share the following background
besides being based on a
information:
compelling true story, is a
➤ 8FXJMMCFWJFXJOHBMPOHTFHNFOUPGUIFNPWJF solid testament to the power
A Beautiful Mind, which is based on a true story of love in marriage. Although
BCPVUBTDJFOUJTUBOEQSPGFTTPSBU1SJODFUPO6OJ it is a worthy film that won
versity whose wife, through her constant love and four Academy Awards in
support, helped him to survive the most difficult of 2001, including best picture,
challenges. The movie is a strong testimony to the the first part of the film is
transformational power of love in marriage, and it not as clearly relevant to the
can help us to understand the true meaning of faith-
topic of marriage as the latter
part. Provide background
GVMOFTT8FXJMMCFXBUDIJOHBTFHNFOUPGUIFGJMN
information to the class
EJWJEFEJOUPUXPQBSUT8FXJMMOPUCFWJFXJOHUIF about the beginning of the
opening third of the film because, although it helps movie. Then start it at 51:40
UPFTUBCMJTIUIFFDDFOUSJDDIBSBDUFSPG+PIO/BTI and end it at 128:40 (77
the central character, and the earliest signs of his minutes). You may choose to
DIBMMFOHFT JUEFBMTWFSZMJUUMFXJUINBSSJBHF"TXF show the segment over two
view the first part of the movie, consider the ques- class periods, breaking the
UJPOTPOQBSUPGZPVSIBOEPVU*XJMMTUPQUIFNPWJF discussion of the movie into
for discussion at the end of the first part. two parts. If you choose to do
4. Show the first part of the movie and then lead the class this, begin the first segment
at 51:40 and stop at 89:50.
JOBEJTDVTTJPOVTJOHUIFTUVEZHVJEFIBOEPVU"MMPXUIF
Begin the second segment at
students to ask questions or make comments. 89:50 and go to 128:40.
5. Repeat the process for the second part of the movie.
Encourage the students to look also for aspects of mar-
riage that may not be addressed on the handout.
Apply
Step 8
Explain
Explore with the students the notion of the Sacrament
of Matrimony being a covenant of equal partners.
1. PrepareCZEPXOMPBEJOHBOEQSJOUJOHUIFIBOEPVUi&RVBM1BSUOFSTJO
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dent books to class.
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regarding what they may have discuss each question on the handout with the inten-
heard or read in the Scriptures tion of arriving at a consensus. One student will write
about relationships between EPXOUIFHSPVQTBOTXFSTPOUIFTIFFUPGQBQFS*UJT
men and women in marriage, not necessary that every group answer every ques-
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Saint Paul, it may be helpful opinion about the questions.
to refer to the student book
The New Testament: The Good 4. Invite the students, after all have finished discussing
News of Jesus Christ in the the handout questions and writing down answers in
Living in Christ series. See their groups, to individually answer the questions in
the section “Roles of Men their learning journals or on a sheet of paper and to
and Women in Marriage” in describe the disagreements members of the group
article 39, “First Corinthians: may have had.
Responding to Community
5. Summarize this discussion with the following points:
Problems,” in “Section 4: The
Letters of Paul.” ➤ *OUIFOVQUJBMCMFTTJOHEVSJOHUIFDFMFCSBUJPOPGUIF
Sacrament of Matrimony, the priest prays for the
married couple with these words:
May her husband entrust his heart to her,
so that, acknowledging her as his equal
and his joint heir to the life of grace,
he may show her due honor
and cherish her always
with the love that Christ has for his Church.
Roman Missal, /VQUJBM#MFTTJOH"
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Invite student responses.
Unit 8
➤ The Sacrament of Marriage is in fact a radical celebration of the union
and complementarity of equal partners. Think about this: the Sacra-
ment of Marriage is a powerful witness of equality to other people,
other cultures, our own society, and even the Church. Marriage publicly
witnesses to the equality and complementarity of all women and men
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witness to the covenantal love of God promised equally to all people.
6. ConcludeCZIBWJOHGPVSTUVEFOUTSFBEUIFTJEFCBSi"TL'BUIFS4UFWFO u
in article 47 of the student book, which deals with several special circum-
stances with regard to the Sacrament of Marriage in the Catholic Church.
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scenarios have been read.
Step 9
Explain
Lead the students through an explanation of the Rite
"SUJDMF of Marriage, using a PowerPoint presentation.

1. Prepare CZEPXOMPBEJOHBOEQSFQBSJOHUPVTFUIF1PXFS1PJOUi5IF4BDSB
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questions and to take notes in their learning journals or on a sheet of
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discuss these important concepts concerning the Sacrament of Marriage.
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dents to ask questions or make comments. Be sure the students note the
words about the equality of husband and wife.
Empathize
Step 10
Explain
Direct the students to participate in a group exercise
in which they will imagine the blessings and challenges
of a lifelong marriage commitment.
1. PrepareCZEPXOMPBEJOHBOEQSJOUJOHUIFIBOEPVUi-JGFMPOH+PVSOFZu
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TUVEFOUTBOTXFSUIFRVFTUJPOTJOEJWJEVBMMZJOTJMFODF8IFOUIFTUVEFOUT
have finished answering the questions, ask them to move into their respec-
UJWFTNBMMHSPVQT JGUIFZXJMMCFXPSLJOHJOHSPVQT
4. Begin the exercise by making the following points:
➤ *GZPVIBWFBUUFOEFEBUXFOUJFUIPSGPSUJFUIPSFWFOTJYUJFUIXFEEJOH
anniversary, you have experienced a special event. These anniver-
saries are really milestones in the lives of married couples in a time
JOXIJDITPNBOZNBSSJBHFTFOEJOEJWPSDF"OOJWFSTBSJFTBSFBUSF
mendous cause for celebration. The exercise we are about to do is
designed to help us look both realistically and hopefully at the Sacra-
ment of Marriage today. The majority of you are likely to marry. The
rest of you will choose the single life or, perhaps, religious life. Unless
trends change in the United States, about half of you who marry will
FWFOUVBMMZEJWPSDFBUMFBTUTUBUJTUJDBMMZ6OGPSUVOBUFMZ $BUIPMJDTEPOPU
currently have an edge over any other group when it comes to divorce.
Yet Catholics profess to believe in the indissolubility of marriage. This
learning experience invites us to consider what permanent marriage
really does mean.
Have the students work through the questions on the handout, and
UIFOIBWFUIFNEJTDVTTUIFRVFTUJPOTJOUIFJSTNBMMHSPVQT :PVNBZBMTP
choose to have the class as a whole discuss the handout together.)
5. Conduct a whip-around, asking each student to state one new thing he or
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that stands out as particularly important.
6. Conclude by reading, or asking a student to read, 1 Corinthians, chapter
POFPGUIFNPTUQPXFSGVMEFTDSJQUJPOTPGMPWFBOEBGBWPSJUFSFBEJOHGPS
weddings.
Unit 8
Step 11
Understand
research. %PXOMPBEBOEQSJOUFYUSBDPQJFTPGUIFIBOEPVUTi'JOBM1FSGPS
Step 12
Reflect
This learning experience provides the students with an excellent opportunity to
reflect on how their understandings of the Sacraments at the Service of Com-
NVOJPO )PMZ0SEFSTBOE.BUSJNPOZ IBWFEFWFMPQFEUISPVHIPVUUIFVOJU
each student.
2. Distribute the handout and give the students about 15 minutes to answer

Sacraments of Holy Orders and Matrimony:
Leader’s Copy
Instructions to Leader: Read aloud only the answers in bold print. You may read them in random
order. The students should respond with the appropriate question.
---------------------------------------------------------------------------------------------------------------------
1. Who are the People of God?
---------------------------------------------------------------------------------------------------------------------
I am the collective group of God’s priestly people who participate in the one priesthood of Christ,
which we all share through Baptism.
---------------------------------------------------------------------------------------------------------------------
2. Who is an ordained minister?
---------------------------------------------------------------------------------------------------------------------
I am called to be a servant leader: Depending on the degree of my ordination, I am called to serve
and to lead the Church by teaching the Word of God, by offering divine worship in the liturgy, and
by governing the Church as a representative of Christ, who is the Head of the Church.
---------------------------------------------------------------------------------------------------------------------
3. What is the Sacrament of Holy Orders?
---------------------------------------------------------------------------------------------------------------------
I am the Sacrament by which baptized men are ordained for permanent ministry in the Church as
bishops, priests, or deacons.
---------------------------------------------------------------------------------------------------------------------
4. What is the tribe of Levi?
---------------------------------------------------------------------------------------------------------------------
I am the tribe of Aaron, Moses’ brother, chosen by God among the Twelve Tribes of Israel to be
priests to carry out liturgical sacrifice and worship.
---------------------------------------------------------------------------------------------------------------------
5. Who is the High Priest of the New Covenant, and the Head of the Church?
---------------------------------------------------------------------------------------------------------------------
I am Jesus Christ, who entered the sanctuary of Heaven itself though my own sacrifice on the
cross; there is no priesthood except through me.
---------------------------------------------------------------------------------------------------------------------
6. Who is Melchizedek?
---------------------------------------------------------------------------------------------------------------------
My Old Testament offering of bread and wine prefigured the offerings of bread and wine in the
Eucharist.

A Preassessment of My Knowledge of the Sacraments of Holy Orders and Matrimony: Leader’s Copy Page | 2
---------------------------------------------------------------------------------------------------------------------
7. Who is a bishop?
---------------------------------------------------------------------------------------------------------------------
I am the visible head of the particular Church or diocese to which I have been assigned as a
successor to the Apostles with duties as teacher, shepherd, and priest.
---------------------------------------------------------------------------------------------------------------------
8. What is the College of Bishops?
---------------------------------------------------------------------------------------------------------------------
I am a group of leaders of the Church who, under the authority of the Pope, share the
responsibility of caring for the entire Church.
---------------------------------------------------------------------------------------------------------------------
9. Who is a priest?
---------------------------------------------------------------------------------------------------------------------
I am consecrated to preach the Gospel, to guide the People of God, and to celebrate the liturgy of
the Church; I may also serve as a pastor and administrator of a local parish church.
---------------------------------------------------------------------------------------------------------------------
10. What is the presbyterium?
---------------------------------------------------------------------------------------------------------------------
I am a body of priests, around the bishop of our diocese, who helps and advises him in the
governance of the local church.
---------------------------------------------------------------------------------------------------------------------
11. Who is a permanent deacon?
---------------------------------------------------------------------------------------------------------------------
My name means “service.” I am ordained to preach the Word of God, to assist during the
celebration of the Eucharist, to assist with pastoral governance, and to dedicate myself to the
service of charity and good works. I can be married, but I promise not to remarry if my wife should
die.
---------------------------------------------------------------------------------------------------------------------
12. Who is a transitional deacon?
---------------------------------------------------------------------------------------------------------------------
I am in the process of becoming a priest and have been ordained to preach the Word of God, but I
cannot yet consecrate the bread and wine.
---------------------------------------------------------------------------------------------------------------------
13. What is celibacy?
---------------------------------------------------------------------------------------------------------------------
I am a discipline of the Church for bishops, priests, and other religious women and men, which
requires that my total dedication be to Christ and the Church rather than to one person in a
married state.

---------------------------------------------------------------------------------------------------------------------
14. What is Sacred Chrism?
---------------------------------------------------------------------------------------------------------------------
I am used in Baptism, Confirmation, and in the ordination of bishops and priests; I anoint the head
of a bishop and the hands of a priest.
---------------------------------------------------------------------------------------------------------------------
15. What is a miter?
---------------------------------------------------------------------------------------------------------------------
I am the uniquely pointed hat that is worn by a bishop for liturgical celebrations.
---------------------------------------------------------------------------------------------------------------------
16. What is a crosier?
---------------------------------------------------------------------------------------------------------------------
I am the shepherd’s staff of a bishop.
---------------------------------------------------------------------------------------------------------------------
17. What is a permanent character?
---------------------------------------------------------------------------------------------------------------------
I am the changed state of being, the spiritual mark, that never leaves a person who is baptized,
confirmed, or ordained. Because of me, these Sacraments can never be repeated.
---------------------------------------------------------------------------------------------------------------------
18. What is the Sacrament of Matrimony?
---------------------------------------------------------------------------------------------------------------------
I am, by Jesus’ command, the Sacrament whose visible sign is the lifelong committed love and
fidelity of a man and a woman toward each other as Christ is committed to the Church; it is a
celebration of both “otherness” and equality.
---------------------------------------------------------------------------------------------------------------------
19. What are the purposes of marriage?
---------------------------------------------------------------------------------------------------------------------
I am the freely given union of minds and hearts and the procreation and education of children.
---------------------------------------------------------------------------------------------------------------------
20. What is a mixed marriage?
---------------------------------------------------------------------------------------------------------------------
I am the marriage between a baptized Catholic and a baptized Christian of a different
denomination.
---------------------------------------------------------------------------------------------------------------------
21. What is disparity of cult?
---------------------------------------------------------------------------------------------------------------------
Because of me, special permission is required from the Catholic Church for a baptized Catholic to
marry a nonbaptized person.
---------------------------------------------------------------------------------------------------------------------

22. What is a constraint to marriage?

---------------------------------------------------------------------------------------------------------------------
I am any obstacle that prevents free and full consent to marriage. I can be unknown mental illness,
an unplanned pregnancy, a secret addiction, or anything that truly takes away full and free
consent. I am the primary grounds for an annulment—which means that no sacramental Marriage
was possible.
---------------------------------------------------------------------------------------------------------------------
23. What is an annulment?
---------------------------------------------------------------------------------------------------------------------
I am the Catholic Church’s official pronouncement that a marriage is null and void, and that a
sacramental Marriage was not possible because of some form of constraint to marriage at the
time of the marriage ceremony. I do not dissolve legal marriage, nor do I cause children to
become illegitimate. However, a completed civil divorce is required before you can seek me
through the Church.
---------------------------------------------------------------------------------------------------------------------
24. What is the domestic church?
---------------------------------------------------------------------------------------------------------------------
I am the Christian family, the core community in the Church and the place where children first
hear the faith proclaimed.


• Through the Sacraments of Holy Orders and Matrimony, Christians receive particular
consecrations for special service in the Church.
• Through the Sacrament of Holy Orders, baptized men are ordained to serve the Church in varying
degrees.
• In the intimate union of man and woman in both body and spirit, marital love is an image and
likeness of God’s love for all of us.
• The key elements essential to Marriage are unity, indissolubility, and openness to children.
Option 1: An Interview with a Priest and a

Married Couple
You will interview both a priest and a married couple to learn more about their respective vocations. You
will need to make arrangements with a priest at your local parish for an interview time. Arrange to
interview a married couple other than your parents. The married couple you choose does not have to be
Catholic, but they must be baptized Christians who were married in a church by a priest, deacon, or other
minister. Each interview should take no more than 30 minutes. Be aware that time is valuable, so be
generous and flexible with your own time. Once you have made arrangements for an interview, be on
time.
Use the following questions in your interview with a priest:
1. What attracted you to service in the Church as a priest?
2. What is the highlight of your life of service as a priest?
3. What role does daily prayer serve for you as a priest?
4. What is most difficult about being a priest?
5. What is the experience of celebrating the Eucharist like for you?
6. What is the experience of celebrating the Sacrament of Penance and Reconciliation, or the experience
of witnessing the Sacrament of Marriage like for you?
7. Where do you find your strongest support for your vocation?
8. What do you think people should know about the life of a priest that they may not be aware of?

9. Do you envision any changes being made to the priesthood in the future? If yes, what do you think
they will be?
Use the following questions in your interview with a married couple:
1. When did you first know that you were meant for each other?
2. How long after that moment did you wait to get married?
3. Why did you choose to get married by a priest, deacon, or minister in a church?
4. How important for you was it to have children at the time you got married?
5. (If the couple has children): How have your children contributed to your marriage?
6. In what other ways does your marriage vocation help to support and nurture other people outside of
your immediate family?
7. What is the best thing about being married?
8. What is the most difficult thing about being married?
9. Do you believe that marriage is intended to be permanent?
Option 2: A Vocational Guide for Priesthood,

Religious Life, and Marriage
Write and design a vocational guide that is aimed at helping teenagers begin to look seriously at possible
future vocations. Life as a diocesan priest, as well as life in a religious order as a priest, brother, or monk,
is a special and important vocation. Equally significant is the vocation to be a religious sister or monastic
nun. The vocation of marriage is a more popular choice for many, but it is no less valuable or holy. A
challenge to the Sacrament of Matrimony and its meaning is the unfortunate reality that more and more
couples are choosing to live together without ever marrying. You need to convince your peers that, should
they decide to marry, they should choose to receive the Sacrament of Matrimony.
Your task in creating your vocational guide is twofold. You must first create a guide (questions or
statements) that will help someone your age to responsibly consider the vocations of priesthood, religious
life, and Marriage by helping them to know what to expect. This will require the use of the student book
for information, as well as some outside research. The second important task of your guide is to promote
the positive benefits of each vocation, and to show the respective importance of each. Be creative! You
should type all written parts of the guide, but you may add color, images, and other designs to make the
guide more attractive to someone your age. Be sure to address, directly or indirectly, the key
understandings for the unit in your vocational guide.

Option 3: A PowerPoint Presentation on the Rites of

the Sacraments of Holy Orders and Matrimony
Create a PowerPoint presentation that illustrates, step-by-step, the liturgical celebration of a priest’s
ordination and the liturgical celebration of Marriage within a celebration of the Eucharist. Include all of the
major parts of these liturgies in outline form on PowerPoint slides. To accompany the slides you create,
write detailed notes for the presenter of the PowerPoint presentation that explain each part of the liturgy
in greater detail. The major part of this presentation will be words; however, you should also include
several pertinent images that illustrate the power of the celebrations of the Sacraments of Holy Orders
and Matrimony. You may ask your teacher, the librarian at school, or a priest at your local parish for
permission to use the books in which the Rites for Holy Orders and for Matrimony can be found. Much of
the information you will need can be found in the student book. Be sure to incorporate the key
understandings for this unit directly or indirectly in your presentation.


Criteria 4 3 2 1
Assignment includes all Assignment not only Assignment Assignment Assignment
items requested in the includes all items includes all items includes over half includes less
instructions. requested but they requested. of the items than half of the
are completed requested. items requested.
above expectations.
Assignment shows Assignment shows Assignment Assignment Assignment

understanding of the unusually insightful shows good shows adequate shows little
Through the
Sacraments of Holy
Orders and Matrimony,
Christians receive
particular consecrations
for special service in the
Church.
Through the Sacrament concept. this concept. this concept. this concept.
of Holy Orders, baptized
men are ordained to
serve the Church in
varying degrees.
following concept: In understanding of this understanding of understanding of understanding of
the intimate union of concept. this concept. this concept. this concept.
man and woman in both
body and spirit, marital
love is an image and
likeness of God’s love
for all of us.
following concept: The understanding of this understanding of understanding of understanding of
key elements essential concept. this concept. this concept. this concept.
to Marriage are unity,
indissolubility, and
openness to children.
Assignment uses Assignment has no Assignment has Assignment has Assignment has
proper grammar and grammar or spelling one grammar or two grammar or more than two
spelling. errors. spelling error. spelling errors. grammar or
spelling errors.
Assignment is neatly Assignment not only Assignment is Assignment is Assignment is
done. is neat but is neatly done. neat for the most not neat.
exceptionally part.
creative.


annulment: The declaration by the Church that a marriage is null and void, that is, it never existed as a
sacramental union. Catholics who divorce must have the marriage annulled by the Church to be free to
marry once again in the Church.
bishop: One who has received the fullness of the Sacrament of Holy Orders and is a successor to the
Apostles.
deacon: One who is ordained for service and ministry, but not for ministerial priesthood, through the
Sacrament of Holy Orders. Deacons are ordained to assist priests and bishops in a variety of liturgical
and charitable ministries.
divorce: The action or an instance of legally dissolving a marriage.
Holy Orders, Sacrament of: The Sacrament by which baptized men are ordained for permanent
ministry in the Church as bishops, priests, and deacons.
indissoluble: Incapable of being undone or broken. The Marriage bond is a commitment to lifelong
fidelity and can never be dissolved.
Matrimony, Sacrament of: A lifelong covenant, modeled on that between Christ and the Church, in
which a baptized man and a baptized woman make an exclusive and permanent commitment to faithfully
love each other and to cooperate in the procreation and education of children.
priest: One who has received the ministerial priesthood through the Sacrament of Holy Orders. The
priest serves the community of faith by representing and assisting the bishop in teaching, governing, and
presiding over the community’s worship.
procreation: The begetting or bringing forth of offspring. The procreation and education of offspring is
one of the ends (or purposes) of Marriage.
unity: The state of being made one. Marriage unites the husband and wife in an unbreakable and
exclusive union, and is one of the ends (or purposes) of Marriage. Thus adultery and polygamy are sins
against the unity of Marriage.

Statements from the Catechism on the

Sacraments at the Service of Communion
-----------------------------------------------------------------------------------------------------------------
The ordained ministry or ministerial priesthood is at the service of the baptismal priesthood.1 The
ordained priesthood guarantees that it really is Christ who acts in the sacraments through the Holy Spirit
for the Church. The saving mission entrusted by the Father to his incarnate Son was committed to the
apostles and through them to their successors: they receive the Spirit of Jesus to act in his name and in
his person.2 (CCC, 1120)
The Sacrament at the Service of Communion described here is _______________________________.
What is the nature of service described here? ______________________________________________
____________________________________________________________________________
Based on this statement, how does this Sacrament help to serve the common good of the Church and the
world?
____________________________________________________________________________
____________________________________________________________________________
-----------------------------------------------------------------------------------------------------------------
Certain members are called by God, in and through the Church, to a special service of the community.
These servants are chosen and consecrated by the sacrament of Holy Orders, by which the Holy Spirit
enables them to act in the person of Christ the head, for the service of all the members of the Church.3
The ordained minister is, as it were, an “icon” of Christ the priest. (CCC, 1142)
The Sacrament at the Service of Communion described here is ________________________________.
____________________________________________________________________________
world?
____________________________________________________________________________
____________________________________________________________________________
-----------------------------------------------------------------------------------------------------------------

Statements from the Catechism on the Sacraments at the Service of Communion Page | 2
God who created man out of love calls him to love—the fundamental and innate vocation of every human
being. For man is created in the image and likeness of God who is himself love.4 Since God created him
man and woman, their mutual love becomes an image of the absolute and unfailing love with which God
loves man. It is good, very good, in the Creator’s eyes. And this love which God blesses is intended to be
fruitful and to be realized in the common work of watching over creation: “And God blessed them, and
God said to them: ‘Be fruitful and multiply, and fill the earth and subdue it.’”5 (CCC, 1604)
____________________________________________________________________________
world?
____________________________________________________________________________
____________________________________________________________________________
-----------------------------------------------------------------------------------------------------------------
The fruitfulness of conjugal love extends to the fruits of the moral, spiritual, and supernatural life that
parents hand on to the children by education. Parents are the principal and first educators of their
children.6 In this sense the fundamental task of marriage and family is to be at the service of life.7 (CCC,
1653)
____________________________________________________________________________
world?
____________________________________________________________________________
-----------------------------------------------------------------------------------------------------------------

Statements from the Catechism on the Sacraments at the Service of Communion Page | 3
(The quotations on this handout labeled CCC are from the English translation of the Catechism of the
Catholic Church for use in the United States of America, second edition. Copyright © 1994 by the United
States Catholic Conference, Inc.—Libreria Editrice Vaticana [LEV]. English translation of the Catechism
of the Catholic Church: Modifications from the Editio Typica copyright © 1997 by the United States
Catholic Conference, Inc.—LEV.)
Endnotes Cited in Quotations from the Catechism of the Catholic Church, Second Edition
1. Cf. Lumen gentium § 2.
2. Cf. John 20:21–23; Luke 24:47; Matthew 28:18–20.
3. Cf. Presbyterorum ordinis 2; 15.
4. Cf. Genesis 1:27; 1 John 4:8, 16.
5. Genesis 1:28; cf. 1:31.
6. Cf. Gravissimum educationis 3.
7. Cf. Familiaris consortio 28.

Study Guide: The Transforming Power of

Marriage in A Beautiful Mind (2001, 136
minutes, rated A-III and PG-13)
1. Marriage is the gift from God of a covenant between a woman and a man who freely commit
themselves to one another in love and in service. Give several examples that demonstrate John and
Alicia Nash’s love and service toward each other.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Marriage celebrates the most intimate union between a man and a woman, but it also celebrates
“otherness.” What are some of the signs of union and some of the signs of “otherness” in the marriage of
John and Alicia?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Sacramental Marriage is an indissoluble covenant. What is meant by a covenant? Which signs do you
see in the movie that John and Alicia consider their bond of marriage to be sacred and permanent?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Study Guide: The Transforming Power of Marriage in A Beautiful Mind Page | 2
Part 2
1. Fidelity in marriage requires the deepest level of trust, and at times confidentiality. How does Alicia,
who faced a nearly insurmountable challenge in her marriage to John, convey to him that she is
trustworthy and faithful to their marriage covenant?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. The love that exists between two married people gives new life through children, and often new life
through the sharing of gifts with the community. Describe how each of these is illustrated in the lives of
John and Alicia.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. The Catholic form of the wedding vow reads: “I, ___________, take you, ___________, to be my
(husband / wife). I promise to be true to you in good times and in bad, in sickness and in health. I will love
you and honor you all the days of my life” (Rite of Marriage, 25). Few people think about poverty or illness
on their wedding day. How do you think you could deal with the types of challenges John and Alicia faced
in their marriage?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Study Guide: The Transforming Power of Marriage in A Beautiful Mind Page | 3
4. What is the scene regarding the meaning of marriage that you will best remember from A Beautiful
Mind? What does this scene show you about marriage?
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________
(The quotation labeled Rite of Marriage is from the English translation of Rite of Marriage © 1969,
International Commission on English in the Liturgy [ICEL], in The Rites of the Catholic Church, volume
one, prepared by the ICEL, a Joint Commission of Catholic Bishops’ Conferences [Collegeville, MN:
Liturgical Press, 1990]. Copyright © 1990 by the Order of St. Benedict, Collegeville, MN. Used with
permission of the ICEL.)

Equal Partners in Marriage: Are Women and

Men Really Equal in Our Society?
• Do girls experience the same type of discipline and have the same opportunities as boys as they grow
up today? Name any differences you can, noting whether these are signs of inequality.
• Do women and men share the same vocational opportunities? Name any differences you can (as
above).
• Are women and men who are equally competent treated equally as authority figures (in academics,
politics, science, religion, and so on)? Describe similarities and differences.
• Are women and men treated as equals by financial institutions, businesses, and the media? (Are
women and men paid equally for their work?)
• Do married women and men have equal or fully complementary roles in most households with regard
to decisions about finance, the care of children, care of the household, responsibility for financial well-
being, and so on?
• If significant differences exist today in the way women and men are treated in society, what impact
could this have on a marriage that is a union of equals? How should this issue be addressed?

Lifelong Journey
Most of you will marry, but all of us have to live, to one degree or another, in cooperation with others.
Relationships with others help us to learn more about ourselves. Use your imagination to relate what you
know about yourself now to the possibility of marriage in the future. It is always best to consider these
kinds of questions before entering into the permanent covenant of marriage, rather than after! So
consider the following:
• What do you think are some of your best personal qualities that you can bring to a married
relationship?
• What are some of the liabilities you have that you would have to work on before getting married?
(For example, are you somewhat sloppy, unorganized, lazy, crude, a procrastinator, a gossip, not
ready for fidelity, and so on?)
• What are some of the qualities you would look for in someone you would consider marrying?

Lifelong Journey Page | 2
• How do you think you will deal with the inevitable foibles and limitations of a spouse?
• Many people have difficulty getting along with college roommates. How easy do you think it will be
to live with a spouse who may have different habits, interests, likes or dislikes, and so on, from your
own?
• How will you and your spouse make decisions about the many issues you will inevitably deal with?
(Some of these include when to have children, how many children to have, how to handle your
finances, who works outside the home or who does not, where to live, who your friends will be, how
much time you spend with each other’s parents and family, how frugally or lavishly you will live,
where you will live, what schools your children will attend, and so on.)
• What will you do if you and your spouse experience an unexpected and devastating change such
as a serious illness, the loss of a job, a serious and debilitating accident, the loss of a child, and so
on? Will you be able to adjust and stand by your partner through difficult times?

• As time passes, the good looks and vigor of youth begin to fade away. Will your love be deep
enough to survive the many changes that go with the process of aging?
• The average lifespan has continued to lengthen for women and men. Are you prepared to spend
fifty or sixty or even seventy years with the same person? What will you do if you become a widow
or widower at a young age?
• The way you are living your life right now is either preparing you for a life of fidelity in marriage—or
not. Do you consider yourself to be a trustworthy, compassionate, faithful, and chaste person? If
you do not practice these virtues now, do you think that you will be able to be truly faithful to a
spouse in the future?

• Do you see marriage as an opportunity to witness to the faithful love of Christ? If a person does not
see marriage in this way, should he or she seek marriage in the Church?
• Who are the best models for marriage that you have in your life at this time? What hope for your
own (potential) marriage can they give you? What can they teach you that you can try to emulate?
• In our society, many people live several years on their own, before marriage, as single persons.
For many others, life as a single person is a valid and rewarding choice. As a single person now,
what can you do to bring new life to others and witness to Christ? How do you foresee doing this as
a young single person in the world?

Unit 8 Test
____ 1. Marriage must be open to ___ and accept them as gifts from God.
A. neighbors
B. in-laws
C. children
D. sacrifice
____ 2. A ___ is an obstacle that prevents free and full consent to marriage.
A. bylaw
B. constraint
C. dichotomy
D. sin
____ 3. The Church’s declaration of nullity of a marriage is called ___.
A. an annulment
B. a divorce
C. a feasible error
D. an absolution
____ 4. Each bishop is ordained in the line of ____ that extends back to Saint Peter and, thus, to Christ
himself.
A. Moses
B. David
C. Apostolic Succession
D. Christian unity
____ 5. The Sacrament of ___ is the Sacrament by which baptized men are ordained for permanent
ministry in the Church as bishops, priests, or deacons.
A. Holy Orders
B. Priestly Ordination
C. Order of Melchizedek
D. Religious Life

____ 6. The ordination of a new bishop must be approved by ____.
A. Christ himself
B. the cardinal of the diocese
C. the People of God
D. the Pope
____ 7. The ___ is the order of bishops.
A. diocese
B. presbyterate
C. episcopate
D. psalmody
____ 8. In the early Church, a person joined an order through a liturgical rite called ____.
A. ordination
B. indoctrination
C. installation
D. fraternization
____ 9. ____ is another word for divine worship.

A. Community
B. Ecclesiology
C. Liturgy
D. Agnus Dei
____ 10. A declaration of nullity of marriage declared by the Church is not the same as a ____.
A. nolo contendere
B. civil divorce
C. pardon
D. probation
____ 11. God’s People include the ordained, those in consecrated life, and the ____.
A. betrothed
B. laity
C. extraordinary
D. priests
_____12. The word ___ comes from the Greek word that means “service.”
A. monsignor
B. waiter
C. deacon
D. priest

_____13. Adultery and ___ are sins against the unity of marriage.
A. polygamy
B. mendacity
C. foibles
D. errancy
_____14. Marriage ___ the husband and wife in an unbreakable and exclusive union.
A. separates
B. engulfs
C. ordains
D. unites
_____15. Under the Old Covenant, the unity and ___ of marriage was a moral concept that developed
gradually.
A. rite
B. indissolubility
C. abstinence
D. division

Use the word bank to fill in the blanks in the following sentences.
WORD BANK
monsignor marriage Song of Songs
deacon presbyterium priest
God Christ ordinand
bishop exclusive ordination
1. ___________________ is the word used today when a man joins the order of deacons, priests, or
bishops.
2. ___________________ is the Head of the Church.
3. When a priest is ordained a ___________________, he receives the fullness of Holy Orders.
4. The one who is to be ordained is called an ___________________.
5. A ___________________ is one who has received the ministerial priesthood through the Sacrament
of Holy Orders.
6. The priests of a diocese form a ___________________, or body of priests, around the bishop, to help
and advise him.
7. A ___________________ is one who is ordained for service and ministry, but not for ministerial
priesthood, through the Sacrament of Holy Orders.
8. The ___________________ has traditionally been seen as a metaphor for God’s covenantal love for
his people.
9. Marriage is an ___________________, permanent, and lifelong contract between a man and a

woman in which they commit themselves to care for each other and to procreate and raise children.
10. ___________________ and the family are the central social institutions that must be supported and
strengthened.

1. How is the call of the ministerial priesthood related to the one priesthood of Christ and the common
priesthood of all the faithful?
2. How is the priest ordained in Holy Orders authorized to act in the person of Christ?
3. What is free consent and why is it so important to the bond of Marriage?
4. Why is the family called the domestic church, and how does it fulfill this call?


1. C 6. D 11. B
2. B 7. C 12. C
3. A 8. A 13. A
4. C 9. C 14. D
5. A 10. B 15. B
1. ordination 5. priest 9. exclusive
2. Christ 6. presbyterium 10. marriage
3. bishop 7. deacon
4. ordinand 8. Song of Songs

1. The People of God is a priestly people who participate in the one priesthood of Christ. We all share,
through Baptism, in “the common priesthood of the faithful.” Yet springing from this baptismal call is
another participation in Christ’s priesthood, the ministerial priesthood of priests and bishops. This
priesthood helps all of us to fulfill our baptismal call. This ministry serves the People of God in the name
of Christ and represents Christ within the community of the Body of Christ.
2. By the anointing of the Holy Spirit and the character of Holy Orders, the priest is authorized to act in
the person of Christ. He is consecrated to preach the Gospel, to guide the People of God, and to
celebrate the liturgy of the Church as a priest of the New Covenant. Even though he is assigned to a
particular ministry in a diocese, mission, or parish, he in fact shares in the universal mission of Christ, to
preach the Gospel to the ends of the earth. It is especially at the Eucharist, in the assembly of the faithful,
that priests fulfill their priestly office, for at the Eucharist, acting in the person of Christ, they make present
again the one sacrifice of Christ’s offering himself for all.
3. If free consent is lacking on either side, there is no Marriage bond. To be free when expressing
consent means (1) not being under any constraint (coercion or pressure, even if subtle), and (2) not being
barred from Marriage by any natural or Church law.
Where there is constraint, or obstacles to free and full consent, there is no valid Marriage bond. This
is one reason why the Church requires a period of preparation before the Sacrament of Marriage, often
with some kind of assessment to determine a couple’s readiness. Free consent is very important to a
faithful and fruitful marriage.

4. The family is called the domestic church because it is a community of grace and prayer. It fosters
growth in human virtues and, especially, practice in Christian love. The Christian family is where children
first learn the love of God through the love of their parents. The domestic church lives out its call by
teaching children the faith through a family routine of prayer and reading from Scripture. Parents should
set an example by regularly participating in the Sacraments, praying, helping those in need, serving
others, and forgiving one another in the family. Children should learn the dignity and satisfaction of work
as they are gradually included in the daily chores of household living.

Appendix
Additional Resource
“Learning about Learning” (Document #: TX001159)
386
Learning about Learning
We can understand ourselves better by taking the time to review the process of learning the material
in a unit.
Respond by using the scale below. Put a mark where you think your understanding falls. Then write
your answers to the other questions below.
Unit Number and Name ________________________________
Knew none of this material before Knew everything already
What was your favorite learning experience in this unit and why? Do you usually enjoy this type of
learning experience?
What was your least favorite learning experience and why? Do you usually find this type
of learning experience challenging?
How did your understanding of the unit’s subject matter change throughout the unit?
Was anything you learned particularly interesting? Why?
Write any other observations you have.

Appendix 2
Student Book/Teacher Guide
Correlation
Section 1: An Introduction to Liturgy

and the Sacraments
Part 1: Liturgy
Article 1: What Is Liturgy?
Unit 1, Step 2, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p .21
Article 2: The Holy Trinity and the Liturgy
Unit 1, Step 4, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p .25
Article 3: The Liturgical Year
Unit 1, Step 7, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p .28
Article 4: Liturgical Rites and Traditions
Unit 1, Step 8, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p .29
Article 5: Celebrating the Liturgy
Unit 1, Step 9, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p .30
Part 2: Sacraments
Article 6: Symbols and Rituals
Unit 2, Step 4, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p .73
Article 7: Sacraments: Sign and Mystery
Unit 2, Step 6, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p .75
Article 8: Sacraments: Signs of Christ
Unit 2, Step 7, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p .77
Article 9: Sacraments: Signs of Redemption
Unit 2, Step 8, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p .79
Article 10: The Praying Church
Unit 2, Step 3, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p .71
388
Section 2: The Sacraments of
Christian Initiation: Part 1
Part 1: Baptism
Article 11: Introduction to Baptism
Unit 3, Step 3, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 122
Article 12: Christian Initiation in the Early Centuries
Unit 3, Step 4, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 123
Article 13: The Rite of Christian Initiation of Adults I
Unit 3, Step 5, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 125
Article 14: The Rite of Christian Initiation of Adults II
Unit 3, Step 6, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 126
Article 15: The Rite of Christian Initiation of Adults III
Unit 3, Step 8, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 129
Article 16: The Rite of Baptism for Children
Unit 3, Step 9, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 130
Article 17: Baptism: The Source of Christian Living
Unit 3, Step 10, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 131
Part 2: Confirmation
Article 18: The Holy Spirit Among Us
Unit 4, Step 4, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 165
Article 19: Confirmation: East and West
Unit 4, Step 6, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 167
Article 20: The Rite of Confirmation
Unit 4, Step 7, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 168
Article 21: Life in the Holy Spirit
Unit 4, Step 9, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 171
Article 22: Discernment of God’s Will
Unit 4, Step 10, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 171

Christian Initiation: Part 2
Part 1: The Eucharist: Culmination of Christian Initiation
Article 23: What Is the Eucharist?
Unit 5, Step 5, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 208
Unit 6, Step 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 244
Article 24: The Eucharist in the Scriptures
Unit 5, Step 6, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 211
389
Article 25: The Eucharist: Then and Now
Unit 5, Step 8, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 213
Part 2: The Celebration of the Eucharist

Article 26: Gather Faithfully Together
Unit 6, Step 3, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 244
Article 27: The Liturgy of the Word
Unit 6, Step 4, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 244
Article 28: The Liturgy of the Eucharist
Unit 6, Step 6, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 248
Article 29: The Liturgy of the Eucharist: The Eucharistic
Prayer and Communion Rite
Unit 6, Step 6, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 248
Article 30: Ministries at Mass
Unit 6, Step 10, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 251
Part 3: The Eucharist in Daily Life

Article 31: The Concluding Rite: To Love and Serve
Unit 6, Step 11, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 252
Article 32: The Power of the Eucharist
Unit 6, Step 12, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 253
Article 33: Living the Eucharist
Unit 6, Step 12, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 253

Healing
Part 1: The Sacrament of Penance and Reconciliation
Article 34: The Sacrament of Pardon and Peace
Unit 7, Step 4, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 301
Article 35: Scriptural and Historical Background
Unit 7, Step 5, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 302
Article 36: The Rite of Penance and Reconciliation
Unit 7, Step 6, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 304
Article 37: Penance and Reconciliation in Our Lives
Unit 7, Step 8, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 308
390
Part 2: The Sacrament of the Anointing of the Sick
Article 38: The Sacrament of Healing and Strength
Unit 7, Step 9, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 310
Article 39: Scriptural and Historical Roots
Unit 7, Step 10, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 311
Article 40: The Rite of the Anointing of the Sick
Unit 7, Step 10, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 311
Article 41: Christ’s Healing Power
Unit 7, Step 11, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 312
Section 5: The Sacraments at the

Service of Communion
Part 1: The Sacrament of Holy Orders
Article 42: Consecrated to God’s People
Unit 8, Step 4, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 351
Article 43: The Priesthood of the New Covenant
Unit 8, Step 4, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 351
Article 44: The Degrees of Ordination
Unit 8, Step 5, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 353
Article 45: The Graces of the Sacrament
Unit 8, Step 6, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 354
Part 2: The Sacrament of Matrimony

Article 46: Lifelong Covenant
Unit 8, Step 7, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 355
Article 47: Witnesses to Love
Unit 8, Step 8, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 356
Article 48: The Rite of Marriage
Unit 8, Step 9, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 357
Article 49: Lifelong Journey
Unit 8, Step 10, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 358
391
Acknowledgments
Scripture texts used in this work are taken from the New American Bible,
revised edition © 2010, 1991, 1986, 1970 Confraternity of Christian Doctrine,
Inc., Washington, D.C. All Rights Reserved. No part of this work may be repro-
duced or transmitted in any form or by any means, electronic or mechanical,
including photocopying, recording, or by any information storage and retrieval
system, without permission in writing from the copyright owner.
The excerpts and quotations marked Catechism and CCC are from the
English translation of the Catechism of the Catholic Church for use in the
United States of America, second edition. Copyright © 1994 by the United
States Catholic Conference, Inc.—Libreria Editrice Vaticana (LEV). English
translation of the Catechism of the Catholic Church: Modifications from the
Editio Typica copyright © 1997 by the United States Catholic Conference,
Inc.—LEV.
The list of what makes up a mature understanding on page 13 is from
Understanding by Design, expanded 2nd edition, by Grant Wiggins and Jay
McTighe (Upper Saddle River, NJ: Pearson Education, 2006), page 84. Copy-
right © 2005 by ASCD. Used with permission of ASCD.
The excerpt on page 127 from the English translation of the Rite of Chris-
tian Initiation of Adults © 1985, ICEL, number 154; the excerpts on the unit 3
handout “The Rite of Baptism for Children” (Document #: TX002095) from the
English translation of the Rite of Baptism for Children © 1969, ICEL, numbers
37–42, 47–50, 54, 56, 57, 60, 62, 63, 64, 67, 68, 70; and the quotation on the
unit 8 handout “Study Guide: The Transforming Power of Marriage in A Beauti-
ful Mind (2001, 136 minutes, rated A-III and PG-13)” (Document #: TX002178)
from the English translation of the Rite of Marriage © 1969, ICEL, number 25;
are found in The Rites of the Catholic Church, volume one, prepared by the
ICEL, a Joint Commission of Catholic Bishops’ Conferences (Collegeville, MN:
Liturgical Press, 1990]. Copyright © 1990 by the Order of St. Benedict, College-
ville, MN. Used with permission of the ICEL.
The readings on the unit 1 handout “Exploring the Lectionary: Experienc-
ing the Paschal Mystery (Part A)” (Document #: TX002055) are from Lec-
tionary for [Sunday] Mass: For Use in the Dioceses of the United States of
America, second typical edition, by the United States Conference of Catholic
Bishops (USCCB) (New Jersey: Catholic Book Publishing Company, 1998),
pages 86–87 and 88–89. Copyright © 2001, 1998, 1992, 1986 Confraternity of
Christian Doctrine (CCD), Washington, D.C. Used with permission of the CCD,
Washington, D.C. No portion of this text may be reproduced by any means with-
out permission in writing from the copyright owner.
The excerpts on the unit 1 handout “The Church’s Liturgy: God’s Work
through Human Hands” (Document #: TX002058) from Constitution on the
Sacred Liturgy (Sacrosanctum Concilium, 1963), numbers 14, 24, 28, 29, and
30; and the quotations on pages 198 and 205 from Dogmatic Constitution on
the Church (Lumen Gentium, 1964), number 11, are from Vatican Council II:
392
Acknowledgments 393
Constitutions, Decrees, Declarations, Austin Flannery, general editor (Northport,

NY: Costello Publishing Company, 1996). Copyright © 1996 by Reverend Austin
Flannery, OP. Used with permission of Costello Publishing Company.
Portions of the prayer service on the unit 2 handout “The Liturgy of the
Hours: Redemptive Love Made Visible” (Document #: TX002079) are from
Christian Prayer: The Liturgy of the Hours, English translation copyright ©1974,
International Commission on English in the Liturgy (ICEL) (Boston, MA: Daugh-
ters of St. Paul, 1976), pages 1010–1013. Copyright © 1976 Daughters of St.
Paul. Used with permission of the ICEL. Excerpts from Psalm 91 are copyright
© 1963 The Grail, and used with permission of GIA publications for The Grail
(England). The Scripture verses are from the New Revised Standard Version of
the Bible, Catholic Edition. Copyright © 1993 and 1989 by the Division of Chris-
tian Education of the National Council of the Churches of Christ in the United
States of America. All rights reserved.
The prayer labeled Roman Missal on the unit 2 handout “The Liturgy of the
Hours: Redemptive Love Made Visible” (Document #: TX002079), the proclama-
tion of faith on page 210, and the Penitential Act and Opening Prayer on the unit
6 handout “A Liturgy of the Word Prayer Service: Tuesday of the Fifth Week of
Lent” (Document #: TX002138) are from the English translation of The Roman
Missal © 2010, ICEL Corporation. All rights reserved. Used with permission of
the ICEL.
The excerpts on the unit 3 handout “The Conversion of Saint Augustine”
(Document #: TX002092) are from Confessions and Enchiridion, newly trans-
lated and edited by Albert C. Outler (Philadephia, PA: Westminster Press, 1955).
The readings and the Responsorial Psalm on the unit 6 handout “A Liturgy
of the Word Prayer Service” (Document #: TX002138) are from Lectionary for
Mass: For Use in the Dioceses of the United States of America, second typi-
cal edition, volume II, year 1, by the USCCB (Collegeville, MN: Liturgical Press,
2002), pages 262–267. Copyright © 2001, 1998, 1992, 1986 Confraternity of
Christian Doctrine (CCD), Washington, D.C. All rights reserved. No portion of
this text may be reproduced by any means without permission in writing from
the copyright owner. Used with permission of the CCD and the ICEL.
The excerpts on the unit 6 handout “What Does the Eucharist Ask of
Us? Reflecting on the Words of Archbishop Oscar Romero” (Document #:
TX002143) are from The Church Is All of You: Thoughts of Archbishop Oscar
Romero, compiled and translated by James R. Brockman (Minneapolis, MN:
Winston Press), pages 39, 86, 10, 90, 99, 77, 105, and 110, respectively. Copy-
right © 1984 by Chicago Province of the Society of Jesus. Used with permission
of Chicago Province of the Society of Jesus.
The first excerpt on the unit 6 handout “The Universal Destination of Goods:
A Eucharistic Understanding” (Document #: TX002145) is from Pastoral Con-
stitution on the Church in the Modern World (Gaudium et Spes, 1965), number
69, at www.vatican.va/archive/hist_councils/ii_vatican_council/documents/
vat-ii_cons_19651207_gaudium-et-spes_en.html. Copyright © LEV. Used with
permission of LEV.
The second excerpt on the unit 6 handout “The Universal Destination of

Goods: A Eucharistic Understanding” (Document #: TX002145) is from John
Paul II’s “Homily at the Inaugural Mass of the National Eucharistic Congress at
Fortaleza,” which was published in L’Osservatore Romano (English Edition),
August 11, 1980, and is reprinted here from The Christian Faith in the Doctrinal
Documents of the Catholic Church, Revised edition, edited by J. Neuner and J.
Dupuis (New York: Alba House), page 443. Copyright © 1982 Theological Publi-
cations in India. Used with permission of LEV.
The adapted prayer service on pages 305–307 and on the unit 7 handout
“The Examination of Consciousness” (Document #: TX002159) is from “The
Examen of Consciousness,” at www.norprov.org/spirituality/ignatianprayer.htm.
Copyright © by the Jesuits of the New Orleans Province. Used with permission
of the Jesuits of the New Orleans Province.
To view copyright terms and conditions for Internet materials cited here, log
on to the home pages for the referenced Web sites.
During this book’s preparation, all citations, facts, figures, names,
addresses, telephone numbers, Internet URLs, and other pieces of information
cited within were verified for accuracy. The authors and Saint Mary’s Press staff
have made every attempt to reference current and valid sources, but we can-
not guarantee the content of any source, and we are not responsible for any
changes that may have occurred since our verification. If you find an error in,
or have a question or concern about, any of the information or sources listed
within, please contact Saint Mary’s Press.
Endnotes Cited in Quotations from the Catechism of the Catholic Church,

Second Edition
Unit 1 Handout “The Church’s Liturgy: God’s Work through Human Hands”
(Document #: TX002058)
1. Cf. Paul VI, Evangelii nuntiandi 63–64.
2. Cf. Lumen gentium 23; Unitatis redintegratio 4.
Unit 2 Handout “Unit 2 Test Answer Key” (Document #: TX002084)

1. St. Thomas Aquinas, Summa Theologiae III, 68, 8.
Unit 8 Handout “Statements from the Catechism on the Sacraments at the

Service of Communion” (Document #: TX002177)
1. Cf. Lumen gentium 10 § 2.
2. Cf. John 20:21–23; Luke 24:47; Matthew 28:18–20.
3. Cf. Presbyterorum ordinis 2; 15.
4. Cf. Genesis 1:27; 1 John 4:8, 16.
5. Genesis 1:28; cf. 1:31.
6. Cf. Gravissimum educationis 3.
7. Cf. Familiaris consortio 28.

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The Sacraments

Encounters with Christ

To access the ancillary teaching

Cover Image: © The Crosiers / Gene Plaisted, OSC

Printed in the United States of America

ISBN 978-1-59982-117-7, Digital

Unit 1: The Liturgy: Official Worship of the Church . . . . . . . . . . . . . . . 16

Unit 2: The Sacraments: Redemptive Love Made Visible . . . . . . . . . . . 64

Unit 3: Baptism: Plunging into New Life . . . . . . . . . . . . . . . . . . . . . . . .116

Unit 4: Confirmation: Anointed to Run the Good Race . . . . . . . . . . . 158

Unit 5: The Eucharist: Source and Summit . . . . . . . . . . . . . . . . . . . . . 198

Unit 6: The Eucharist: Bread for the World . . . . . . . . . . . . . . . . . . . . . 238

Unit 7: The Sacraments of Healing: Restoring Relationships . . . . . . 294

Appendix 1: Additional Resource . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 386

Appendix 2: Student Book/Teacher Guide Correlation . . . . . . . . . . . . . . 388

The Living in Christ Series

r The Living in Christ series invites you as teacher to develop your

The Series Web Site: smp.org/LivinginChrist

At smp.org/LivinginChrist you will also have access to an online test bank,

Introducing The Sacraments:

The Structure of Each Unit

Preassess Student Knowledge of the Concepts

Present the Final Performance Tasks to the Students

The handout “Final Performance Task Options for Unit 3” (Document #:

Provide Learning Experiences for the Students to

We have developed a multifaceted view of what makes up

Can explain—via generalizations or principles,

Can interpret—tell meaningful stories; offer apt

Can apply—effectively use and adapt what we know in

Have perspective—see and hear points of view

Can empathize—find value in what others might find

Have self-knowledge—show metacognitive

Provide a Day or Partial Day for the Students to Work

Give the Students a Tool to Help Them Reflect

Key Understandings and Questions

How Will You Know the Students Understand?

The Suggested Path to Understanding

Background for Teaching This Unit

Note: *GZPVXJTI ZPVNBZBTLUIFTUVEFOUTUPBEEUIJTTFOUFODFUPUIFEFGJOJ-

Teacher Note 1. PrepareCZNBLJOHDPQJFTPGUIFIBOEPVUi"1SFBT

1. Prepare by downloading and printing the handouts

➤ 8IBUJTZPVSTUPSZ *GZPVUSVMZLOPXXIPZPVBSF ZPVBSFNPSFMJLFMZ

A Preassessment of My Knowledge of the

What I know about the liturgy:

What I think I know about the liturgy:

© 2012 by Saint Mary’s Press.

© 2012 by Saint Mary’s Press.

Final Performance Task Options for Unit 1

● In the liturgy, the People of God participate in the work of God.

● In the liturgical year, the whole mystery of Christ unfolds.

Option 1: An Essay: A Focus on the Sunday Eucharist

● how the liturgy celebrates the Paschal Mystery

● how this liturgy focuses on a particular aspect of the Paschal Mystery

© 2012 by Saint Mary’s Press.

Option 2: A PowerPoint Presentation on the

● the essential understandings in this unit

● how “liturgical time” is different from the calendar year

© 2012 by Saint Mary’s Press.

Rubric for Final Performance Tasks for Unit 1

Assignment shows Assignment Assignment Assignment shows Assignment shows

Teacher Note 1. PrepareCZNBLJOHDPQJFTPGUIFIBOEPVUi"1SFBT

1. The liturgical year begins in .

6. Scripture and Tradition form a single .