Sixth Grade: Lessons One & Two Communion Of Saints .
Sixth Grade: Lessons One & TwoCommunion of Saints-Treasure in HeavenLesson Objective: Students will be able todescribe how each vocation allows a personto know God and make God known.Lesson Materials: Large chart paper Copies of the saintlymodel biographiesfor pairs of students Highlighters PencilsLesson Assessment: Students will create faithjourney maps for the saintly models theyresearch, focusing on the ways they bothcame to know God and worked to make Godknown to others.Lesson Outline: Day One of TwoOpening Prayer(3-4 min)Tell the students that the next couple of lessons aregoing to be focused on holy men and women, and sotoday’s prayer will be a litany of the saints. Considerincluding the saints for whom students in your classare named, or asking them to add other saints duringthe litany, depending on the ability of the class.Instruct them to respond “pray for us” after the nameof every saint.Say: Holy Mary, Mother of God, pray for us.St. Michael, pray for us.St. Gabriel, pray for us.St. Raphael, pray for us.St. John the Baptist, pray for us.St. Joseph, pray for us.St. Peter, pray for us.St. Paul, pray for us.St. Andrew, pray for us.St. Thomas, pray for us.St. John, pray for us.St. Matthew, pray for us.St. Luke, pray for us.St. Mark, pray for us.St. Mary Magdalene, pray for us.St. Monica, pray for us.St. Augustine, pray for us.St. Jerome, pray for us.St. Anthony, pray for us.St. Benedict, pray for us.St. Dominic, pray for us.St. Francis, pray for us.St. Clare, pray for us.(Continued .)6 - 1 pg. 1
Lesson Outline , Continued:Opening PrayerContinuedAssessingPriorKnowledge(5 min)St. Teresa of Avila, pray for us.St. Thérèse of Lisieux, pray for us.St. John Vianney, pray for us.St. André Bessette, pray for us.Blessed Louis and Zélie Martin, pray for us.Blessed Pier Giorgio Frassati, pray for us.St. Teresa of Calcutta, pray for us.Blessed Basil Moreau, pray for us.All you holy men and women, pray for us.Amen.Determine what your students know about the term“saint.” Have the term written on the top of a piece ofchart paper.Say: In this lesson and the next one, we are going to talkmore about some saintly men and women. What canyou tell me about a person who is a saint?Use the students’ answers to build to a definition ofsaintly men and women. Some of aspects to includeare: Saints provide a model of faith. Saints said yes to their vocational call from Godand joyfully lived them. Saints lived their faith in an exemplary way toknow, love, and serve God in their own livesand made God known, loved, and served byothers. Saints are heroes in our faith.As a Church we celebratethose saints in heaven whoare not officially canonizedon the Feast of All Saintson November 1. Saints are our friends in heaven on our journeywith God.Remind the students that not all holy men and womenhave been officially canonized by the Church, but thatdoes not mean that they are not saints in heaven. Allthose in heaven are part of the Communion of Saints.6 - 1 pg. 2
Lesson Outline , Continued:Paired Work(15-20 min)Say: God also invites us to be certain people in Hiskingdom, and it is our job to pray and listen for Hisinvitation to learn what kind of person God wants us tobe.Say: Some people hear God calling them to be married.Some people hear God calling them to be priests,religious sisters, or religious brothers. Other peoplehear a different invitation. They are invited to be acommitted single person. God CALLS each of us to liveout our vocation and call in a certain way.Instruct the students that they will be making a chartof these vocations together as a class. Turning thepaper length-wise, they will write across the top:“Vocation God’s call to serve Him in our life.” Thenhave them divide the paper in four equal columns. Asthey write the name of one of the four vocations tohead each column, invite the students to share a fewthings they know or remember about that vocationfrom previous study. Do not have them record theseresponses on the sheet.Then under each of the four vocations, have themwrite the names of the corresponding saintly modelswho witness to that vocation for us. They are: Priesthood – Fr. Patrick Peyton, C.S.C. Religious life – St. André Bessette &Teresa of Calcutta Committed single life – Blessed Pier GiorgioFrassati Married life – Blessed Louis and Zélie MartinPair the students up, and assign each pair one of thefive saints whose biography they will then read.Say: You may remember these holy men and womenfrom the previous grades, but the biographies I ampassing out to you give you a more in-depth story oftheir lives.(Continued .)6 - 1 pg. 3
Lesson Outline , Continued:For additional informationon the saintly models,see the supplementalmaterials on them includedin the curriculum.Paired WorkContinuedSay: We want to study them more closely so we canlearn more about how they came to know, love, andserve God in their vocations, as well as how they madeGod known, loved, and served by others.Have the students read the story of their assignedsaint in pairs and ask them to highlight on thebiographies ways that saint used his or her life toserve God.After giving the students time to read the biographiesand highlight them with their partners, ask them tosplit the columns on their chart into two. On the tophalf they will write: “How he/she came to know God.”On the bottom half they will write: “How he/she madeGod known.”Ask the students along with their partner to fill outthe column for their saintly model, recording bothhow the person came to know God but also how he orshe made God known to others.Group Work(10 min)When students have completed their work in pairs,have the pairs split up and now form groups of fivewith students who were assigned the other saintlymodels. They will then help each other completethe rest of the charts by recording what the otherslearned about the vocations and the models assignedto them.Remind the students to keep the charts they havemade as they will need them for the next lesson.Closing PrayerSay: Heavenly Father, we thank You for the witness ofall holy men and women. We thank You for how theyinspire us. We thank You for how they teach us manydifferent ways to follow Your Son, Jesus. Through theirintercession, we ask that we may grow in holiness andbe saints too. Amen.6 - 1 pg. 4
Lesson Materials: Copies of thefaith journey mapexample Students’ chartsfrom Lesson 1 Blank paper Pencils Coloring suppliesLesson Outline: Day Two of TwoPrayer(3-4 min)Repeat the Litany of the Saints from Lesson 1.Review ofPreviousLessons(5 min)Ask the students to name the four particularvocations that exist in the Church as well as the holymen and women who model them for us.Say: What do you remember about these holy men andwomen and their vocations?Invite different responses from the students, butencourage them to make a connection betweenwhat they share about the holy model and his or hervocation.IndependentWork(25 min)Say: Today, to help us keep learning more about thesevocations and the holy men and women who modelthem for us, we are going to make faith journey maps.First, I will show you an example of one done from thelife of Pope John Paul II.Distribute copies of the faith journey map forPope John Paul II to the students, either individually,in pairs, or in groups. Explain to them that the mapcharts John Paul II’s journey to the treasure of heavenwith different stops marked along the way as he cameto know God and also made God known.Instruct the students that they will now make twofaith journey maps on the blank sheets of paper usingthe charts they completed in their groups from theprevious lesson. Inform them that they cannot do thesaintly model that was assigned to them in their initialpair. They must choose two of the other models. Eachfaith journey map should have at least 5 “stops” alongthe way, prior to the person coming to the treasure ofheaven.Wrap Up(5-10 min)Invite the students to show their favorite of the twofaith journey maps either to a partner or to a smallgroup.(Continued .)6 - 1 pg. 5
Lesson Outline , Continued:Wrap UpContinuedEmphasize to the entire class how coming to knowGod and making God known to others is part of thework of being a saint and finding the treasure ofheaven.Ask the students to continue to save the chart theymade from Lesson 1.Closing PrayerSay: Lord, we rejoice in Yourholy men and women andhow they made You known, loved, and served in thisworld. We continue to pray through their intercessionthat we can become saints in our world today, as wepray together the prayer that Your Son taught us: OurFather . Amen.6 - 1 pg. 6
6th GradeExample: Saint John Paul II MapPope John Paul II travelsto more countries andcanonizes more saints thanany other pope in history.Pope John Paul II dies April 2,2005. At his funeral, the crowdschanted “Santo Subito,” voicingtheir belief that he was a saint.He was canonizedApril 27, 2014Carol Wojtyla is elected Popein 1978, and takes the nameJohn Paul II.Carol serves as Bishop of Krakowunder communist rule, and stoodin solidarity with the people asthey struggled for their freedom.Carol enters a secretseminary in 1942, and isordained a priest in 1946.NAME: Saint John Paul IICarol’s mother, Emilia, dieswhen Carol is just 8 years old.Young Carol takes the BlessedVirgin Mary as his mother.NCarol Wojtyla is bornMay 18, 1920.EWS
6th GradeTreasure Map ActivityNAME:NEWS
Sixth Grade: Lesson ThreeSeeing with God’s EyesLesson Objective: Students will be able tolearn from the parable of the Good Samaritanthat we often know God’s call by seeing withGod’s eyes.Lesson Materials: Students’ chartsfrom Lesson 1 Bibles (at least 1 forevery 2 students) Chart paper Pencils Coloring supplies Blank paperLesson Assessment: Students will create ascenario in which a person has to see theworld through God’s eyes and respond to thecall to follow His will and show love to others.Lesson Outline:Opening Prayer(5 min)Say: God, You say many times in the Scriptures that wedo not see as You see. Give us Your eyes to see the worldas You see the world, the way that Jesus saw the world.We want to see with Your eyes so we can love with Yourlove. We ask this through Christ our Lord. Amen.Discussion &GospelConnection(20 min)Say: As we have learned from the lives of the saintlymodels we have been studying, we are all called tomake God known, loved, and served in our lives. It issometimes hard, however, to hear God’s voice in ourlives. Sometimes, it is even harder to listen to whatGod is telling us, because doing what God asks of us canseem harder than what we want to do. What are somethings that make it hard to live as God would have us?Record the students’ responses on the board, or havea student recorder write them. Examples include: Some people are hard to be kind to. It is easier to follow the crowd. We want to do other things than take time forprayer, Mass, and service to others. We do not want to offend our friends who donot believe in God. When we do not know what God’s will is for us,it is confusing. We are selfish and think of ourselves first. We lack courage and strength.(Continued .)6 - 3 pg. 1
Lesson Outline , Continued:Discussion &GospelConnectionContinuedSay: Today, we are going to read a parable that willteach us an important lesson about doing God’s will. Wewill read the passage together, and then brainstorm thelessons and themes of this story. So, open your bibles toLuke’s Gospel. Is that a New or Old Testament story?New Testament.Say: Next, turn to 10:25. Who remembers what thosenumbers mean?The first number is the chapter, and the secondnumber is the verse.Say: OK, let’s find chapter 10, verse 25. Who willvolunteer to read aloud? The rest will read alongsilently.Read the story of the Good Samaritan (NAB Luke10:25-37). Consider dividing the reading by paragraph.Say: There was a scholar of the law who stood up totest him and said, “Teacher, what must I do to inheriteternal life?” Jesus said to him, “What is written in thelaw? How do you read it?” He said in reply, “You shalllove the Lord, your God, with all your heart, with allyour being, with all your strength, and with all yourmind, and your neighbor as yourself.” He replied to him,“You have answered correctly; do this and you will live.”But because he wished to justify himself, he said toJesus, “And who is my neighbor?” Jesus replied, “A manfell victim to robbers as he went down from Jerusalemto Jericho. They stripped and beat him and went offleaving him half-dead. A priest happened to be goingdown that road, but when he saw him, he passed by onthe opposite side. Likewise a Levite came to the place,and when he saw him, he passed by on the oppositeside. But a Samaritan traveler who came upon him wasmoved with compassion at the sight. He approachedthe victim, poured oil and wine over his wounds andbandaged them. Then he lifted him up on his ownanimal, took him to an inn and cared for him. The nextday he took out two silver coins and gave them to theinnkeeper with the instruction, ‘Take care of him. If youspend more than what I have given you, I shall repayyou on my way back.’(Continued .)6 - 3 pg. 2
Lesson Outline , Continued:Discussion &GospelConnectionContinued“Which of these three, in your opinion, was neighborto the robbers’ victim?” He answered, “The one whotreated him with mercy.” Jesus said to him, “Go and dolikewise.” (Luke 10:25-37)Say: There are many lessons and themes from thisparable. What are some of them?Invite a student to record the responses on a piece ofchart paper, having written “The Good Samaritan” atthe top. Responses include: We are called to help others. Everyone in need is our neighbor. Don’t judge a person by their appearance orreligion. We need to respond to our call to help othersand do what is right. We need to hear God’s voice in our life. We should put others’ needs before our own. Do unto others as we would have them do untous. Love our neighbor. Seeing is hearing.The last lesson is one the students might not seethemselves. It might be necessary to contribute thatlesson yourself as something you see in the story.Say: The Good Samaritan “hears” God’s call to help thewounded man because he “sees” him differently. In thepassage from Luke’s Gospel, the priest and the Levitejust “see” the man, but the Good Samaritan, Jesus tellsus, is “moved with compassion at the sight.” So Jesuschanges the verb regarding how they saw the man tomake a point that the Good Samaritan saw somethingthe others did not see. He saw with God’s eyes. Thatis what it means for him to have been moved withcompassion at the sight, because God is similarly movedwith compassion at seeing those in need.Invite the students to offer their thoughts,observations, or questions about this lesson or idea.(Continued .)6 - 3 pg. 3
Lesson Outline , Continued:Discussion &GospelConnectionContinuedAsk them if they have ever had a similar experienceof seeing with God’s eyes, of being moved withcompassion at the sight of something that madeit instantly clear to them what they had to do. Toprompt them, give an example from your own life.Say: As we said at the start of the lesson, it can be hardat times to hear God’s voice in our lives. But sometimeswe need to listen less with our ears and more with oureyes. If we can start to see the world as God does, thenwe will often be able to “hear” – that is to know – whatGod is asking of us.Say: This seems to have been the case with Jesus too.The Gospels do not often record Jesus hearing anaudible voice, but several times before Jesus acts we aretold he was “moved with compassion at the sight.” Andso we know that for Jesus, He often knew exactly whatHis Father was asking Him to do because He saw theworld as His Father saw it.ClosingAssessment(10-15 min)Instruct the students that they are now going toinvent a scenario similar to the one in the story of theGood Samaritan. The scenario will include someonewho is in need. Some people will see but not help;others will be moved with compassion at the sightand help.They will write their scenario, explaining what hashappened, at the top of one side of a sheet of paper.Then, on the same side of the piece of paper, theywill write “Seeing” and draw a picture of those whoonly see the person and what they do. Then on theback side of the paper, they will write “Moved withCompassion at the Sight” and draw a picture of thosewho are moved with compassion at the sight of thosein need and what they do to help.Students might need help imagining a scenario. Somepossible examples to share with them: A student who trips in the hallway and drops allhis/her books(Continued .)6 - 3 pg. 4
Lesson Outline , Continued:ClosingAssessmentContinued A homeless person begging on the street A classmate who is struggling with homework An elderly person trying to load groceriesinto a car A sibling who is falling behind on his/herchoresTime permitting, have the students share theirscenarios with a partner or a small group, or havesome volunteers share their scenarios with the wholeclass.Emphasize after each story the lesson that seeing isoften hearing when it comes to knowing God’s will inour lives.Closing Prayer(1 min)Say: Heavenly Father, we want to be like the GoodSamaritan. We want not just to see people who are inneed, but we want to be moved with compassion at thesight so that we can see them as our neighbor and lovethem. Help us hear Your call to us by beginning moreand more to see the world as You see it. Amen.6 - 3 pg. 5
Sixth Grade: Lesson FourGod’s Invitation through ScriptureLesson Objective: Students will be able to prayScripture through the Ignation VisualizationTechnique and Lectio Divina to come to knowGod more fully.Lesson Materials: Copies of prayingwith Scripturehandout for eachstudent Bibles for eachstudent Audio/visualequipment(optional)As today’s lesson focuseson praying with Scripture,consider taking your classto the chapel or churchfor the lesson.Lesson Assessment: Students will journal andreflect on their experience in using the twonew Scripture reflection techniques we studytoday.Lesson Outline:Opening Prayer(2 min)Say: O Lord, You have given us Your Word for light toshine upon our path. Grant us the grace to meditateon that Word, and to follow its teaching, that we mayfind in it the light that shines more and more until theperfect day. We ask this through Christ our Lord. Amen.Prayer from St. JeromeReview ofPreviousLessons(3 min)Say: We have discussed our call to live God’s will inour life, to be open to God’s call to help others, andto live the vocation He intends for us either throughthe committed single life, married life, religious life, orpriesthood. Who can share something we learned aboutthe saintly models we studied, or the parable of theGood Samaritan?Field different answers from the students. Be sure toinclude that seeing is hearing.Given the length of thelesson, you might wantto consider splittingthe lesson into two, orthree days. Teaching onetechnique each day andthen leaving the studentsindependent work foranother day.Instruction(30 min)Say: Today, we will focus on two great ways for us tocontinue to draw important lessons and meaning fromScripture, and also to let those Scripture passages staywith us throughout the days, weeks, and months ahead.Say: We know that Scripture is God’s Word, and wewant to listen to His voice, connect with Him as muchas we can, and find the most meaning we can in ourexperiences by shining the light of Scripture on them.(Continued .)6 - 4 pg. 1
Lesson Outline , Continued:InstructionContinuedSay: Today, as I just said, we will learn two ways to readand reflect on Scripture. We will learn about each ofthem and then try each of them.Say: The first way of praying with Scripture is oftencalled the Ignatian Visualization Technique. It is calledIgnatian after Saint Ignatius of
Carol’s mother, Emilia, dies when Carol is just 8 years old. Young Carol takes the Blessed Virgin Mary as his mother. Carol enters a secret seminary in 1942, and is ordained a priest in 1946. Carol Wojtyla is elected Pope in 1978, and takes the name John Paul II. Pope John Paul II travels to more countries and canonizes more saints than
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Grade 4 NJSLA-ELA were used to create the Grade 5 ELA Start Strong Assessment. Table 1 illustrates these alignments. Table 1: Grade and Content Alignment . Content Area Grade/Course in School Year 2021 – 2022 Content of the Assessment ELA Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
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TOPIC 12 Understand Fractions as Numbers 8 LESSONS 13 DAYS TOPIC 13 Fraction Equivalence and Comparison 8 LESSONS 12 DAYS TOPIC 14 Solve Time, Capacity, and Mass Problems 9 LESSONS 11 DAYS TOPIC 15 Attributes of Two-Dimensional Shapes* 5 LESSONS 9 DAYS TOPIC 16 Solve Perimeter Problems 6 LESSONS 8 DAYS Step Up Lessons 10 LESSONS 10 DAYS TOTAL .
Math Course Progression 7th Grade Math 6th Grade Math 5th Grade Math 8th Grade Math Algebra I ELEMENTARY 6th Grade Year 7th Grade Year 8th Grade Year Algebra I 9 th Grade Year Honors 7th Grade Adv. Math 6th Grade Adv. Math 5th Grade Math 6th Grade Year 7th Grade Year 8th Grade Year th Grade Year ELEMENTARY Geome
Four kids are each in a different grade. Figure out which grade they are in. The Clues 1. Joseph is not in sixth grade and is also not in fourth grade. 2. Megan is not in fourth grade and is also not in second grade. 3. Taylor is not in second grade and is also not in fifth grade. 4. William is not in second grade and is also not in sixth grade. 5.
grade students 64% sixth-grade students Total Students: 75. Jefferson Middle School Students on Academic Teams. Total Students: 80 seventh-grade students 55% sixth-grade students 45%. Part A. Based on the data in the circle graph for South Middle School, what percent of students on academic teams are sixth-grade students? Show or explain how .
The Warrior King (Lessons 41—44) 64 Two Splendid Kingdoms (Lessons 45—50) 69 The Man of the Fish (Lessons 51—54) 76 A Miraculous Birth (Lessons 55—61) 81 The Man with the Two Horns (Lessons 62—64) 90 The Hidden Cave (Lessons 65—70) 95 . Le
