Catholic religious education.
TRAINING UNIT:
"Parable of the Lost Sheep."
Third Child Education
Magisterium.
LAURA FERNANDEZ ROMERO.
2011.
5 .- Linking Teaching unit with the Basic Curricular Design ........................................................ .5.
6 .- General objectives ............................................. .............................................. ................. 5
Learning Objectives ............................................. 7 .- ............................................ ................ 6
8 .- :............................................. Content .................................................. .............................. 7.
A. - facts, concepts and principles .......................................... ............................................... .. 7.
B. - Procedures .............................................. .................................................. ........................ 8.
C., attitudes, values and norms .......................................... ................................................ ...... 8.
DEVELOPMENT UNIT
* Description and timing of the activities ........................................... ..................................... 9.
1 .- Activities for understanding and reflection on the parable ............................................... 10.
2 .- Activities to identify key words in the parable ................................................................ 13
3 .- Activities for the identification of comparisons for understanding .................. ................ 14
* General Teaching Guidelines .............................................. ................................................ 14
* Evaluation of Teaching Unit ............................................ .................................................... 14.
1 .- Evaluation of students ........................................... ............................................... ........ 15
2 .- Evaluation of Teacher ............................................ ........................................................ 15
3 .- Evaluation of the functioning of the unit ....................................................... .................... 15
Poetry: The Lost Sheep of Luis de Gongora ........................................ .......................... 17
One hundred sheep ............................................... ................................................... .... 18
Psalm 23. The Lord is my shepherd ............................................. ................................. 19
Pastor Gloria Fuertes deaf ............................................ ................................................ 20
Gloria Fuertes Sheep .............................................. ...................................................... 21.
Other Biblical references: a lamb ............................................ .............................................. 22
the sheep .................................................. .................................. 23.
Bibliography ................................................. ...................................................................... 24
Pictures and sketches of shepherds and sheep ........................................... ............................ 25s.
An annex ................................................ .................................................. ....................... 30.
DESIGN UNIT.
Program follows the outline of
"Exemplifies the Base Curriculum Design." MEC. Spain.
Introduction.
1.-Description of the Teaching Unit.
This unit focuses on teaching experience, understanding and expression of religious feeling of joy and happiness to the fact that we are with God, if we are lost sheep, expressing their inner experiences and being able to enter the values of love of God revealed Father to attract a large flock, the people of believers who do good in humanity.
There are always difficulties from the standpoint of learning to work these religious content in class, because they are religious feelings and experiences to awaken the child in your life, beyond the simple narration and literary of the parable of the lost sheep.
The focus of this unit it is: The personal joy in inner freedom of the child to do good, not evil: being lost, being a moving personal message of interest to externalise, enjoying life and being affectionate able to live and express intimate religious experiences.
2 .- The teaching unit within the School Educational Project.
Since this teaching unit has to adhere to the contents of the Curriculum Design Base Area Catholic religious training agreed between the Spanish government and the Holy See, and through the Spanish Episcopal Conference, is understood to be able to develop any kind of public or private schools for kindergarten, whenever there is group of Catholic parents who have requested that Catholic education for their children.
However, the selected text from the parable of the lost sheep, as working material in children implies a level of reading comprehension or listening, adapting the teacher's application to the specific unit of the Centre and children.
Therefore, the site is public or private, in particular, is irrelevant, since this is a feature that does not affect the methodological approach of the unit or its specific content to enjoy their autonomy Catholic teaching content and teaching itself .
3 .- The teaching unit within the School Curricular Project.
This unit develops teaching in third year of Education.
To work properly it is necessary that children have general knowledge of the life of Jesus, and
presupposes:
- That children are accustomed to hear about Jesus, close to us and
- They feel the child's religious affection for Jesus in a Catholic family.
- That Jesus is present in our hearts through Baptism and
- That Jesus helps us to be happy doing good ...
However,
knowledge and experiences of Jesus tend to be uneven in different family environments,
so the teacher of religion must be careful to provide adequate explanatory help the child or existential.
While the core activity is the religious feeling of joy and happiness at the meeting of the lost sheep, we tend to be ourselves when we do wrong,
in this activity shows other Christian values that complement and strengthen, as feelings of friendship, or forgiveness, or understanding of acceptance of others to weaknesses, developing a positive self image and balanced and acquiring basic habits behavior that allow a basic personal autonomy.
4 .- The process of preparing the Unit.
To prepare the unit we have followed the logical steps that we believe should be brought before the design of curricular programming, in this case for four class sessions.
Why develop this unit?
What overall goals, which appear in the Curricular Design Base, already cited. want?
What learning objectives can be achieved and evaluated during the process of teaching and learning of the parable of the lost sheep?
"Through what content we reach the objectives?
Respond to the contents of the parable of the lost sheep taken directly from the curriculum design Base Area Catholic religion, to be there recorded, and the specifics of this unit, that break down and realize the above. This is developed below in the section "Linking to the Curriculum Design Unit Base."
What strategies will continue to engage the child in the theme of the parable of the lost sheep?
How to succeed in carrying out activities to make learning meaningful
existential and religious.?
How organize the work in the classroom or outside the classroom in the parish?
What we suggest to perform activities?
It is necessary to provide what resources we have for the development of the unit, as they will condition our options and approaches.
In paragraphs description and timing of activities and general teaching guidelines attempt to address.
Designed the project work of this unit, it must incorporate mechanisms for evaluating:
Learning, to be getting the children.
The teacher's own curriculum project.
The teacher's job.
In the section Assessment Unit provides the same theoretical approach.
Some suggestions for assessment also appear in the description and timing of activities.
The fact that the unit is present in a particular order, does not mean that the development of classroom work should be systematized in the same way.
The teacher will take the content and design appropriate activities, integrating the resources and the appropriate method to achieve the objectives.
5 .- Linking Learning Unit to Design Curricular Base.
6 .- * General Objectives.
Given the characteristic of the contents of the area of Religion and Catholic morality, virtually all general objectives proposed for this phase of education children are working at one time or another, throughout the development of the unit. Listening to the life of Jesus, is encouraged to live their values, to implement them with others from doing good.
However, specifically, the unit serves the following:
Listen carefully the text of the parable of the lost sheep.
Comment on the text of the parable: Who are the sheep?. Who is the lost sheep?
Explain that in the parable of the thought, finding happy, is not expressed by concepts, but is presented through a picture:
- Lost Sheep (Luke ,15,3-7.)
- Lost coin (Luke 15, 8-10.)
- The prodigal son (Luke, 15, 11-32.)
- The Good Shepherd (John, 10, 1-18) ...
Understanding the message of religious feeling of joy and happiness.
Children express this feeling of joy at something found.
Reflect upon themselves, at what times we are sheep of the flock.
Respect the child in his personality and capacity for action.
Respect the child in the development of knowledge and learning.
Express joy to meet the gang.
Express sadness when we get angry: We are lost sheep.
Express sadness when we lie. We are lost sheep.
Express sadness when we deliberately bad things: We are lost sheep.
Express the joy and happiness when we do good.
Getting the game in the kind of religion is a meeting required by children.
Getting children out of religion class content and happy person.
7 .- Syllabus.
The specific objectives to reach children through the work of the unit, highlight the following:
- Understanding the experiential religious messages as possible.
- Allow the child to him and "embodies" the religious message conveyed.
- Recognize and analyze some elements of the parable: keywords.
- Meet other parables of Jesus.
- Write a sentence of the parable according to age and interest.
- Express your feelings, fantasies, dreams,
way of living the religious feeling of joy and happiness.
- Enjoy the joy of sharing in class.
- Develop and verbalize other ways of expressing sadness and joy.
- Discover the inner personal knowledge before the manifestation of their feelings.
- Assess the communication skills of children, and personal enrichment.
- Solidarity and responsibly participate in various group tasks.
8 .- Content.
A. - facts, concepts and principles.
All contents of the religious area are closely related, making it easier to work together and harmonious, while facilitating the continuous interplay of them in class assignments.
We start in this unit of text:
The Parable of the Lost Sheep:
Lucas 15, 3-7,
Taken from the Jerusalem Bible.
"4 Who of you has a hundred sheep,
if you lose one of them
not leave the ninety and nine in the wilderness
and go after the lost until he finds it?
5 And when he finds,
puts it on his shoulders;
6 and coming home,
calls to friends and neighbors
and says, 'Rejoice with me,
I have found my sheep which was lost "
7 I tell you, likewise,
will be more joy in heaven over one sinner who repents
than over ninety and nine just
who have no need of conversion. "
Concepts and principles.
"The parables express the thought or religious teaching through images.
The parables illustrate only one fundamental thought.
The parables and comparisons are addressed to all listeners.
The parables provided to all understanding of the message.
The parables that are not understood today the first in urban areas, is that the parables come from an agricultural culture ye a civilization far away ..
Classification parables
The Gospel of St. John just bring parables (Allegories: The Good Shepherd: John from 10.1 to 16. The vine and the branches, John, from 15.1 to 11.).
The Parables of the Kingdom of God. (Sembrador. Seed, Mustard, Yeast, Treasure, Pearl, Weed, Red, Grapevine, Banquet, Wedding, tenants, Virgins, Talents, Mine.)
The moral parables (The Rich Fool, The servant cruel., The Good Samaritan, the unjust steward, rich and poor Lazarus, The importunate friend, the unjust judge, Pharisee and the publican
The lost sheep, the lost coin, the prodigal son.)
Short Parables: Prayer, Eschatology (The measure, Salt, City on the Mount, the lamp body, the eye lamp body, the servant of two masters, the child asks for bread, the two doors and two paths , The tree of good and evil, burrows of foxes, birds' nests. Patch again. New wine in old bottles, the sheep among wolves, the price of the birds, the divided kingdom, the strong armed, The good treasure, What goes in the mouth, the tribute of kings, The wheel of the mill, the hen and chicks, the fig tree sprouting, the thief in the night, the sheep and the goats, the house on the rock, Children played, two sons, aged wine, the fig tree, tower, King, Aspects of heaven ...)
Parables explained by Jesus. (El Buen Pastor, the tares, the two debtors, Son obedient and disobedient child, the woman who gives birth, The Sower, Vine and the branches.)
B) Procedures.
Simple analysis and feedback from the teacher and children on this parable.
Information for children about the existence of many other parables of Jesus.
Reading and explanation of another parable, poetry, with the same thought and another image.
Habituation to individual and group work.
Analyzes the thought and image of the parabola.
Reflection on the use of parables to teach.
Use of computer-projector where we have written the parábola.o images (p 23s)
Consultation of different Bibles or New Testaments or Gospels where is the parable.
Research brief historical background, geographical of the parable in the life of Jesus.
Invention by the children of a parabola.
Dialogical argument about the children's own ideas to the parable.
Expressing feelings of children to the parable.
C) Attitudes, values and norms.
- Environment of the kind of mutual friendship and familiarity.
- Positive assessment of religious education,
as Christian personal identification process of the child.
- Application and interest in helping the needy. "Who of you will find ...?"
- Answer attitude of helping children with the needs of others. "And go after .."
- Interest in expressing the inner world of the child. "Seeks, finds, calls .."
- Empathy of familiarity with self found. "Lays it on his shoulders. "
- Respect for the expressions of each child.
- Understanding the thinking of children.
- Acceptance of the feelings of children.
- Expression of feelings of joy at the find, which was lost.
- Participation of joy to others. "Rejoice with me ..."
- Reason for feeling happy. "Because I have found the lost sheep."
- Rating deeper message and difficult content in the parable:
"There will be more joy in heaven over one sinner who repents ..".."
- Taste for orderly participation in the group.
- Development of the sensitivity of the child's feelings and others.
- Value of Catholic education and religious experience,
as construction of the individual Christian child.
There are connections of these elements to each other (general objectives, instructional objectives and content) and their relationship with teaching and learning activities.
DEVELOPMENT OF THE UNIT.
TEACHING AND LEARNING ACTIVITIES.
1 .- Description and timing of activities.
The time allocated for the development of the teaching unit is four class sessions.
Class sessions according to the Center's hours is 0.45 hours.
The four sessions are for guidance in programming.
And in practice according to the group if it can advance, can be developed in three sessions
or if the group is slow, we could have up to five sessions.
Activities
Introduction.
The scheduled activities here focus on understanding the Christian message is perceived by the parabola, for a personal religious experience of the child,
Activities are proposed to complement and expand the understanding and experience of the message of unity.
Of the activities suggested here the teacher will select those that seem most significant in accordance with their own programming, adapting to the characteristics of the Centre and the particular group of children and in the classroom.
It aims to offer the child a series of varied tasks that take into account their abilities and interests, as the attainment of its objectives.
In practice there will be no class all activities, but those that the teacher considers that seem best for the particular group, as noted above.
1 .- Activities for understanding and reflection on the parable.
Teacher Activity: Initially the teacher comes to the reading of the parable.
(You can put a classical music background, very soft, while reading.)
Reading relaxed, giving sound and rhythm, and proclaimed, as Jesus would.
In a relaxed and respectful silence and emotion.
Children's activity: At the end of reading children applaud Jesus
by telling the beautiful and tender story of the lost sheep.
Child's activity: Paint on a piece of a shepherd with a flock of sheep and a sheep away, lost. They can do as a group.
Activity: After reading promotes a respectful debate with the simple order, raising his hand to participate and cediéndosela the teacher, through which they share different views about the parable heard:
- What do you think? - Do you like it?. - Who starts first? - Okay. "See you ...
Facilitating and interpretive plurality and creativity of children.
Children's activity: To illustrate the parable by groups drawing on a computer or image aspect of the parable and that they choose.
Children Activity: Finish the drawing, make a comment to one team or group about what they wanted to express in the parable. They all listen very carefully.
Activity of children and teachers: The drawings are stapled on the corkboard. Children may be looking around the pictures.
Children's activity: Make order respectful comments to the pictures on the parable of the other groups. Cut pictures of sheep and one shepherd.
Children's activity: Staging the parable in the class, handing out papers.
Teacher activity: Reading and discussing poetry, children of the "lost sheep" of Luis de Gongora. (P.17.) Or the poetry of "One hundred sheep" (p.18)
Children's activity: Staging a child class "Pepito" is lost, "Mom, where are you?. Come, I have fear, I'm lost, I cry, Mom! Mom! "Children are crying for that lost this child. The teacher strives to find. He finds it, puts it on his shoulders and shouts "Rejoice with me because I have found a" Johnny "that we had lost." All children applaud and embrace thrilled "Pepito." Atmosphere of celebration and joy.
Activity after the skit: Talking and expressing opinions and feelings.
* Contrast the feelings of the child:
- When I was lost: sadness, worry, anxiety, helplessness, crying, loneliness.
- And when it comes to content on the shoulders of the teacher, as a triumphant bullfighter.
* Contrast the feelings of children:
- When "Johnny" is lost, sadness, worry, insecurity, anxiety, uncertainty
- And when they find joy, excitement, happiness, satisfaction ... to find it.
Children's activity: Next, the kids will remember other parables, if his age had knowledge of them, in which the theme is similar to the parable of the lost sheep.
Teacher activity: The teacher can briefly summarize the parable:
"The lost coin: Lucas, 15, 8-10." Or
"The prodigal son: Luke, 15, 11-32." Or
"The Good Shepherd: John, 10, 1-18"
Common activity teacher and students: It will be used to compare concepts and images of these parables, to make different comments, encourage their own initiatives.
Teacher activity: At any parable, it is essential to begin to understand its meaning as a whole unit to enter the parable later.
Joint activity: It is considered advisable to make similar comments to that offered, as an example of, on the parables that have reminded children.
Joint activity: Notes to which the teacher has summarized as "drachma" "Prodigal Son" "Good Shepherd", to work briefly on them.
Joint activity: oral comments of the parable in question in class, remain a key aspect in the process of understanding and internalizing the message of the parable in the child.
Teacher activity: The teacher should consider the thought implicit or explicit parables, you choose to work, teaching on respect, tolerance, solidarity, freedom, love.
Teacher Activity: On the other hand, the comments of parables are not similar, as each parabola corresponds to a different approach to analysis and from the educational point of view, a parable be more profitable in some aspects than others depending on religious thought to look into it.
AIJ: The comments of the children themselves must value them so that other children do respectful analysis of what the other child has expressed.
Selective activity of the teacher: A parable may contain a number of secondary messages especially valuable at a particular time of the child's life, we should highlight them, and even also help modify their behavior ..
Teacher Activity: As a practical pattern of work in the development of specific activity through the comments of the children, the teacher will try to get deeper understanding of the message of the parable.
2 .- Activities to identify key words in the parable.
Introduction.
Words From a key way to radiate a given significant semantic and determine the message of the parable.
It is therefore considered an essential task for the teacher and the child, understanding, identifying and finding the value of those words, but many words to the kids are little known, used to go increased the child's lexicon.
The word is alive: every human being for certain words, their sounds, shapes, accent, carry an emotional charge and semantics that have to do with their experiences, life experiences, his life deeper, richer and therefore emit plural personal resonance when heard, read or write.
Within the language the word is a kind of cell, establishing the chain link speech to express our thoughts and feelings.
Without words, our knowledge and language would be like a building without bricks.
The word as a unit of meaning, sometimes polyvalent or polysemic.
These activities may have an interdisciplinary character with respect to the area of language.
Joint activity: analyze briefly its various elements:
"You," "sheep," "lost," "seek," "lies," "happy,"
"On his shoulders," "calls," "friends and neighbors," Rejoice with me, "
"I found," "joy in heaven," "sinner who repents."
Child's activity: Write down the three or four words that catches their attention more
and explain why they have chosen. (Write them on the blackboard by the teacher.)
Child's activity: Review and comment by the children's words: "Rejoice with me."
Child Activity: Look up words like "in his arms" "Happiness in heaven" to become the junk. "
Child's activity: Make a cartoon or phrase where it appears one of those words.
As: "To you one hundred euros" "sheep give wool" People lose the keys "
"Someone is a euro on the street" "I'm happy, it's my birthday"
"My dad takes me on his shoulders, when I'm too tired." Etc.
Teacher Activity: One of the fundamental teaching techniques to help children in the task of unraveling the rich meanings of the constituent elements of the parable, is to accustom them to the aforementioned commentary on the most important keywords in the parable
so that they are gradually able to:
to examine the different elements that make up the parable and, in turn,
to observe how they form a whole in a single message in the child living.
3 .- Activities for the identification of comparisons to better understand the parable.
Children's activity, that we have and compare experiences of feeling they have when they are lost in a fair, or festivals, or some supermarket.
* Feeling unable to find a family and are sad, anxious, tearful, nervous, abandoned, insecure.
* Feelings when her mother is scared and crying and hugs him and gives him kisses.
Teacher evaluative activity:
Valuing the expression of the feelings of children from these situations, such as communication skills.
Help them express those feelings experienced, if it costs communicate.
Rate to other children such expressions.
Children's activity:
Compare their feelings to those expressed in the parable.
Comment and discuss these comments in order to appraise the collection of the message of the parable.
General teaching guidelines.
Methodology assumes a
that "contributes to the physical, intellectual, emotional, social and moral development of children"
"Working closely with parents." Art 7, 1)
An "educational methodology based on experiences, activities and play in an atmosphere of affection and trust." Art.9, 5)
Active methodology, participatory and experiential, "gradually acquiring autonomy in their daily activities." Art.8, d).
Evaluation of Teaching Unit.
1 .- Evaluation of the students.
Assess the analysis of the work, the systematic observation of the path taken to carry out and finding the procedures and attitudes of children throughout the process.
Direct observation by a finding of competence in oral expression and comprehension of the feelings of the parable. Direct observation of work habits, the classroom environment, attitudes collaborative, supportive peer or not, the degree of participation in mini-debates, discussions, sharings.
Should have a record or information about the student, which record the progress.
Self-assessment and peer assessment: the teacher should encourage and respect the assessment and peer assessment that students do their work, through talks, the mini debates.
2 .- Evaluation of the teacher.
. The same teacher will observe and evaluate their way of directing or guiding the work processes, the adaptation in the programming of the unit, functional activities, etc
Objectives. Content. Activities.
THE LOST SHEEP.
By Luis de Góngora
Lost sheep, come
on my shoulders, today
I'm not just your pastor,
but your grass too
For better discovering you
when lost you bleat
I left the life on a tree
where the love rose me
if you want to pledge more,
my works today give it to you.
Your food, finally, me done today,
Which will most surprise,
or to me bring you in the shoulder
or to you get me in the chest?
Items are of narrow love
that even the blind see them.
SONG.
ONE HUNDRED SHEEP.
They were one hundred sheep
That there were in the herd
They were one hundred sheep
that a shepherd cared
But in a evening
By counting all
Lacked one
Lacked one
And he sad cried.
The ninety-nine
He left the fold
And through the mountain
to look for her he went
he found her moaning
Shivering
he healths her wounds
He took her in his arms
and returned her to the fold again
This same story
returnes to be repeated,
There are many sheep
that without direction go
With the broken soul
they go through on the hills
Shivering
Wandering in the world
Without God and without faith.
The ninety-nine
He left the fold
And through the mountain
to look for her he went
he found her moaning ,
Shivering
he healths her wounds
He took her in his arms
and returned her to the fold again.
he healths her wounds
He took her in his arms
and returned her to the fold again.
23rd Psalm of David
Copied from The Holy Bible
Old Testament
Cassiodorus old version of Queen (1569)
Revised by Cipriano de Valera (1602)
The Lord is my shepherd, I shall not want.
In green pastures He makes me lie:
Beside the still waters He will lead me.
My soul wil be in peace.
He will lead by paths of righteousness for love of his name.
Even though I walk through the valley of the shadow of death,
I will not fear no evil: because you will be with me:
Thy rod and thy staff they will comfort me.
Spread a table before me in the presence of mine enemies:
Anoint my head with oil: my cup runneth over.
Surely goodness and mercy shall follow me all the days of my life:
And in the house of the Lord I will live forever.
DEAF SHEPHERD
By Gloria Fuertes.
He was a shepherd so deaf,
so deaf,
he had a flock of ears.
The rain on over the rocks
the rain on over the grass
or the rain on over the river
the shepherd heard everything, The Guy.!
The sheep heard by him.
and he heard the bleating of his sheep.
- Baa, baa, baa!
Crow caws,
buck passing,
thunder cloud,
I heard everything from rock.
The truth was
the deaf little shepherd
faced of knuckleheads
and chilblains in the nose,
he called ears to her sheep
and he was happy.
OBESE SHEEP.
By Gloria Fuertes.
Sheep
obese
ate
grass,
stripping the countryside
ate
unabated.
Grazing (eating)
grazed in peace.
Sheep
obese
silly-faced,
anyone doing wrong.
Wool coat
(from "chachi Trujana”)
- Mother, What a hot!
And they look for a tree
and the Shearer.
(Come the barber
the shearing to rape).
Sheep
obese.
What ugly peeled!
They look like little balloons
with thin legs
they just say: beh!
-they seem happy,
I do not know why
Sheep
obese
bleat with joy;
I feel sorry for them
and the story ends.
ANNEX
OBJECTIVES
METHODOLOGY
ACTIVITIES
