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Guide<br />

available in<br />

Spanish at<br />

pflaum.com/pgwguides<br />

25th Sunday in Ordinary Time<br />

through the 32nd Sunday in Ordinary Time<br />

September 23, 2012, through November 11, 2012<br />

Volume 32, Number 1<br />

Grades 7, 8<br />

Teaching Guide<br />

Unit 1: Walking in Jesus’ Footsteps<br />

Contents<br />

Connecting Gospel and Doctrine page 2<br />

Lesson Plan, September 23 • 25th Sunday in Ordinary Time page 3<br />

Lesson Plan, September 30 • 26th Sunday in Ordinary Time page 4<br />

Lesson Plan, October 7 • 27th Sunday in Ordinary Time page 5<br />

Lesson Plan, October 14 • 28th Sunday in Ordinary Time page 6<br />

Lesson Plan, October 21 • 29th Sunday in Ordinary Time page 7<br />

Lesson Plan, October 28 • 30th Sunday in Ordinary Time page 8<br />

Lesson Plan, November 4 • 31st Sunday in Ordinary Time page 9<br />

Lesson Plan, November 11 • 32nd Sunday in Ordinary Time page 10<br />

Continuity Projects page 11<br />

Extending Activities page 12-14<br />

Assessment Tool page 15<br />

Unit 1: Scope and Sequence page 16<br />

Supplement to the <strong>Pflaum</strong> Gospel Weeklies


Connecting Gospel and Doctrine<br />

The Christian message centers on Jesus Christ. The Gospels<br />

are our primary source for knowing and adhering to Jesus<br />

Christ in faith. The <strong>Pflaum</strong> Gospel Weeklies put Jesus Christ at<br />

the center of catechesis by building lessons around the Sunday<br />

Gospels of the liturgical year. “Because the Gospels narrate the<br />

life of Jesus and the mystery of our redemption after Christ and<br />

the Reign of God that he proclaimed, catechesis will also be<br />

centered on Christ if the Gospels occupy a pivotal place within<br />

it.” Catechesis aims at putting “people… in communion …with<br />

Jesus Christ: only he can lead us to the love of the Father in the<br />

Spirit and make us share in the life of the Holy Trinity”<br />

(Catechism of the Catholic Church, 426). All further quotations<br />

are from the Catechism of the Catholic Church.<br />

Connecting the Weekly Issue of <strong>Visions</strong> to the What<br />

the Church Believes and Teaches Handbook<br />

As you look through this Teaching Guide, you will<br />

sometimes see a Chi-rho in the margin. This icon is<br />

your signal to look at the reference to a section in the What<br />

the Church Believes and Teaches catechism handbook<br />

(WCBT), which came with your subscription to <strong>Visions</strong>. The<br />

citation directs you to pages in the handbook that underscore<br />

and expand the doctrinal content of the <strong>Visions</strong> issues. You<br />

can incorporate the WCBT pages into your lesson, use them<br />

as a review of the doctrinal content, or call them to parents’<br />

attention as something to explore with their children at home.<br />

25th Sunday in<br />

Ordinary Time<br />

“At the heart of catechesis we find, in<br />

essence, a person, the Person of<br />

Jesus of Nazareth, the only Son from<br />

the Father…who suffered and died for us, and who now, after<br />

rising, is living with us forever” (426). “Christ’s whole life is a<br />

mystery of redemption” (516). “Christ did not live his life for<br />

himself but for us” (519). Also, 427-429.<br />

26th Sunday in<br />

Ordinary Time<br />

“In all of his life Jesus presents himself<br />

as our model. …who invites us to<br />

become his disciples and follow him”<br />

(520). The cross is the unique sacrifice of Christ. Because in his<br />

incarnate divine person Jesus has in some way united himself to<br />

every human, “the paschal mystery is offered to all” (618).<br />

27th Sunday in<br />

Ordinary Time<br />

The vocation of every follower of<br />

Jesus is to love. The vocation of every<br />

married couple is mutual love that<br />

becomes an image of God’s unfailing love for us. God created us<br />

out of love and calls us to love. The vocation of marriage is<br />

written in the very nature of man and woman as they came from<br />

the hand of the Creator (1603-05). God did not create humans as<br />

solitary beings but from the beginning created them male and<br />

female (Genesis 1.27; 383). The partnership of man and woman<br />

constitutes the first form of communion between persons<br />

(Gaudium et Spes #13). Also, CCC on marriage 1638-1664,<br />

2360-2372.<br />

TG1-2<br />

28th Sunday in<br />

Ordinary Time<br />

We follow Jesus by loving God, who is<br />

the source of all good, and our<br />

neighbor as ourselves. To the rich<br />

young man who asks Jesus what he must do to have eternal life,<br />

Jesus answers first by invoking the necessity to recognize God as<br />

the “One there is who is good,” and then by invoking the<br />

Commandments that involve love of neighbor. Jesus also<br />

challenges the young man to follow him as a model, to sell his<br />

possessions and follow him (2052-53). Also, 2075, 2443-49,<br />

2451-52, 2458, 2461-62.<br />

29th Sunday in<br />

Ordinary Time<br />

Christ’s whole life expresses his<br />

mission: “to serve and give his life as<br />

a ransom for many” (608). We follow<br />

Jesus Christ by pouring out our lives in love and service as he did.<br />

We follow Jesus by living our baptism, as James and John do in<br />

the Gospel. It is in the Church, in communion with all the<br />

baptized, that Christians fulfill their vocations (2030). Also, 618,<br />

2013-14, 2028-29.<br />

30th Sunday in<br />

Ordinary Time<br />

“The ministry of catechesis draws<br />

ever fresh energy from the councils”<br />

(9). “Catechesis in the Church has again<br />

attracted attention in the wake of the Second Vatican Council,<br />

which Pope Paul VI considered the great catechism of modern<br />

times” (10). “The college of bishops exercises power over the<br />

universal Church in a solemn manner in an ecumenical council.<br />

But there never is an ecumenical council which is not confirmed<br />

or at least recognized as such by Peter’s successor” (884).<br />

31st Sunday in<br />

Ordinary Time<br />

Jesus teaches his disciples two great<br />

commandments—love God and your<br />

neighbor as yourself. When someone<br />

asks Jesus, “Which Commandment in the Law is greatest?”<br />

Jesus replies: “You shall love the Lord your God with all your<br />

heart, and with all your soul, and with all your mind. This is the<br />

greatest and first Commandment. And a second is like it: You<br />

shall love your neighbor as yourself. On these two<br />

Commandments hang all the Law and the prophets” (2055). Also<br />

2052, 2196.<br />

32nd Sunday in<br />

Ordinary Time<br />

In all of his life Jesus presents<br />

himself as our model. In praising a<br />

widow for her wholeheartedness, Jesus<br />

lifts up someone who models his way of loving and being. “The<br />

whole of Christ’s life was a continual teaching: his silences, his<br />

miracles, his gestures, his prayer, his love for people, his special<br />

affection for the little and poor, his acceptance of total sacrifice on<br />

the Cross for the redemption of the world, and his Resurrection<br />

are the actualization of his word and the fulfillment of Revelation”<br />

(561). See Jesus’ love for the poor, 2443-2449.


Teaching Guide<br />

September 23, 2012 • 25th Sunday in Ordinary Time<br />

Wisdom 2.12, 17-20; James 3.16—4.3; Mark 9.30-37<br />

Gospel Theme: Who is greatest?<br />

In Sunday’s Gospel Jesus hears his disciples arguing about<br />

who is greatest. He teaches them that in the Christian<br />

community the greatest people are those who serve and<br />

welcome others. Jesus picks up a child and teaches the<br />

disciples that whoever welcomes a child welcomes him.<br />

Jesus wants his disciples to welcome every person, especially<br />

those in need, as if they were welcoming him.<br />

In the <strong>Visions</strong> story a popular boy discovers a way to<br />

welcome the talents of a quiet classmate in a class project.<br />

<strong>Visions</strong> activities stress welcoming one another, establishing<br />

classroom guidelines, and blessing the year.<br />

Share Our Life Stories<br />

Icebreaker Need a quick and easy way to get students who<br />

don’t know each other well to introduce themselves? Fill a<br />

bowl with M&Ms or Skittles. Invite group members to take<br />

some. Then break the news to them that they have to tell one<br />

thing about themselves for each piece of candy they have.<br />

Objective: The young people will reflect on ways they can<br />

welcome others.<br />

Cover: Welcome to a New Year!/Opening Prayer Gather the<br />

young people in the prayer space. Ask one student to light the<br />

candle and another to open the Bible to Sunday’s Gospel and<br />

place it on the table. Play “We Come Today” from the <strong>Visions</strong><br />

CD or some other song that fits the beginning of a new year.<br />

Pray: “Loving God, you gather us, welcome us, and call us your<br />

own. Help us to be worthy of our calling. Show us the way to<br />

follow you and become your disciples.” All respond: Amen.<br />

Distribute <strong>Visions</strong>. Call attention to the column on the left<br />

of the cover to preview the content. Ask the young people<br />

what the word welcome means to them, and have them keep<br />

that word in mind for the remainder of the lesson.<br />

Story: The Curse of Zombie Island (pages 2-4) Call on<br />

volunteers to read the story aloud, assigning two young people<br />

to the roles of Jake and Steve. If you have singers in the class,<br />

ask them if they want to sing or recite the lyrics of the song<br />

near the end of the story. Discuss TALK on page 3. Answers:<br />

1. Jake doesn’t seem like he will contribute anything to the<br />

project; open-ended. 2. Utilizing each other’s talents;<br />

teamwork. 3. Open-ended.<br />

Listen to the Gospel<br />

Objective: The young people will recognize Jesus values<br />

service.<br />

Gospel: Jesus’ Disciples Can’t Understand His Teaching<br />

(page 4) Choose two readers to take parts and proclaim the<br />

Gospel. Encourage young people to be creative in their<br />

proclamation. Discuss TALK. Answers: 1. They have the<br />

popular expectation that the Messiah will revive Israel’s status<br />

among nations, a great warrior king. 2. They are<br />

TG1-3<br />

embarrassed that they don’t get Jesus’ teaching. Openended.<br />

3. Status and vanity are important, not humility.<br />

4. Children are of low status in Jesus’ society. He accepts<br />

them and honors their simplicity.<br />

WCBT, page 11, Jesus’ Mission. Conclude that by his<br />

suffering, Jesus redeems the world.<br />

Objective: The young people will learn why the Church<br />

assembles.<br />

Our Catholic Faith: The Church Assembles (page 5) Ask the<br />

young people to share experiences of having to assemble<br />

something—a toy or puzzle—in order to enjoy it. Read the<br />

feature aloud as a class. Talk about the difference between an<br />

audience and an assembly. Give your young people time to write<br />

their responses to the questions. Share responses as a class.<br />

WCBT, page 12, The Church; also, page 19, column 2.<br />

Read with students to reinforce we are the Church, the<br />

people of God, the Body of Christ.<br />

Definition: Assembly (page 5) Read the definition aloud.<br />

Ask: How do we offer praise and thanks to God as an<br />

assembly?<br />

Build Christian Community<br />

Objective: The young people will develop class guidelines<br />

and bless the year.<br />

Living the Gospel: <strong>Visions</strong> Guidelines (page 6) Form small<br />

groups of three or four. Invite each group to choose a recorder;<br />

then ask the young people to discuss and complete the first<br />

question. When the groups finish, direct them to do the second<br />

question. To conclude, invite each small group to share their<br />

suggestions for guidelines with the entire class. Discuss which<br />

of these ideas the class should adopt for the year.<br />

Living the Gospel: Blessing Prayer, Step into 2012-2013<br />

(page 7) Follow the directions to celebrate this prayer service.<br />

Choose a song your group knows. Assign parts. Note the<br />

photo shows students doing the Step Prayer.<br />

Puzzle: Are You Ready for <strong>Visions</strong>? (page 8) Read the<br />

directions aloud. Have the young people work independently.<br />

Afterward, check answers and understandings. Answers are<br />

on page 4.<br />

Doctrine: Jesus Calls Us to Serve One Another (page 8)<br />

Read this summary of Sunday’s Gospel message aloud—<br />

loving acts of service and kindness build a strong community.<br />

Prayer: The <strong>Visions</strong> Pledge Copy the prayer on page 11 of<br />

this Guide so each of your young people has a copy. Or, print<br />

the prayer in large type and hang it in your meeting space. Use<br />

the prayer at the end of class today. Ask the young people to<br />

consider if they would like to begin each class with the prayer.


Teaching Guide<br />

September 30, 2012 • 26th Sunday in Ordinary Time<br />

Numbers 11.25-29; James 5.1-6; Mark 9.38-48<br />

Gospel Theme: God’s love<br />

is for all human beings.<br />

In Sunday’s Gospel Jesus tells his closest disciples that God’s<br />

love is not reserved for an “in crowd.” Rather, all human<br />

beings fit in the embrace of God’s love. Jesus wants his<br />

followers to be ready to accept others, to work with them, to<br />

learn from them, and to appreciate the gifts they have to share.<br />

<strong>Visions</strong> explores ways young people work to end<br />

homelessness and experience how outsiders in our society<br />

live. The activity RespectQuest promotes respect and<br />

inclusion of others.<br />

Share Our Life Stories<br />

Gathering Rites/Opening Prayer Page 11 of this guide<br />

suggests a special gathering/prayer space in your room.<br />

Gather in a circle or semi-circle in the prayer space. Have the<br />

young people choose something they have with them to<br />

represent who they are. Have them say their names and place<br />

the item in the center of their space. Ask them to show<br />

hospitality to one another by responding, “Welcome,<br />

_______________.” Use the following prayer to conclude.<br />

We all come to this group with different talents,<br />

backgrounds, and interests. Let us focus on our common<br />

bond—a desire to know and be closer to God. Join together<br />

now to pray the Our Father.<br />

Allow students a minute to collect their belongings before<br />

moving on with the lesson.<br />

Cover Activity: What Favorites Do We Have in Common?<br />

Distribute <strong>Visions</strong>. Have the young people look at the cover<br />

photo. Read the center question and directions aloud. Allow<br />

time to write responses; then have students mingle to discover<br />

preferences in common. Ask what the biggest favorites are.<br />

Objective: The young people will explore homelessness.<br />

Articles: 12 Years of Sleep Outs (pages 2-3) and Staying in<br />

Cardboard City (pages 3-4) Introduce the two articles by giving<br />

the young people time to look closely at the photos. Both focus<br />

on ending homelessness. Notice Peter Larson grows older in the<br />

first 11 photos. Have volunteers read the article aloud, a<br />

paragraph or section at a time. Discuss TALK questions 1-2.<br />

Answers: 1. Peter realizes he can help and make a difference.<br />

He continues to sleep out because he knows the money he is<br />

raising is keeping families in their homes. 2. Open-ended;<br />

probably because people take notice when a young person puts a<br />

social justice concern before his or her own needs.<br />

• Ask your young people if they have participated in events like<br />

Cardboard City. Have volunteers take turns reading the article.<br />

Discuss TALK questions 3-5. 3. The young people realize they<br />

have easy access to food, their camp site is safe and patrolled;<br />

they have strength in community. Real homeless people probably<br />

don’t have security. 4. Open-ended. 5. Open-ended. Have<br />

information available if possible.<br />

Listen to the Gospel<br />

Objective: The young people will recognize that God’s love<br />

is for all.<br />

Gospel: Those Not Against Us Are With Us (page 4) Choose<br />

four readers to take parts and proclaim the Gospel. Encourage<br />

the young people to be expressive in their proclamation. Discuss<br />

TALK. Answers: 1. They may have been jealous because the<br />

man was not one of Jesus’ disciples. 2. Jesus wants his<br />

followers to welcome rather than exclude others. 3.<br />

Wholehearted.<br />

WCBT, page 11, Jesus’ Mission. Conclude Jesus’ whole<br />

life reveals God’s love.<br />

Objective: The young people will recognize the readings at<br />

Mass are from the Bible.<br />

Our Catholic Faith: We Read From the Bible at Mass (page<br />

5) Read the feature aloud as a class. Distribute Bibles. Give<br />

the young people time to help each other locate the readings<br />

and complete the two questions.<br />

Definition: Lectionary (page 5) Read the definition aloud.<br />

WCBT, page 20-21, The Calendar of Worship. See the<br />

name of the Sunday Gospel, <strong>Visions</strong>, page 4. Look at the<br />

calendar, page 21. Explain that we follow Jesus’ life in the<br />

Gospels of the Sundays of Ordinary Time.<br />

Build Christian Community<br />

Objective: The young people will explore respect.<br />

Living the Gospel: RespectQuest (pages 6-7) RespectQuest<br />

introduces basic guidelines for a positive and respectful<br />

classroom environment. Have your young people do the<br />

activity in pairs.<br />

• Instruct young people to stop once they get to Mission 7-T.<br />

As a class, follow the directions in the panel, and brainstorm<br />

ways to bring your group closer together.<br />

• After recording their responses on the board, have the<br />

young people discuss the question in the final panel, bottom<br />

right, in pairs or small groups.<br />

Objective: The young people will learn about Saint Kateri<br />

Tekakwitha.<br />

Christian Leaders: Kateri Takakwitha, First Native American<br />

Saint (page 8) Look at the icon and the cutline. Invite the<br />

young people to take turns reading the information boxes aloud.<br />

Kateri will be canonized October 21.<br />

Doctrine: God’s Love Is for All (page 8) Read this summary<br />

of Sunday’s Gospel message aloud—God loves everyone, and<br />

everyone can share in that love.<br />

Closing Prayer Invite the young people back into their prayer<br />

space. Ask them to join hands and say the Our Father.<br />

TG1-4


Teaching Guide<br />

October 7, 2012 • 27th Sunday in Ordinary Time<br />

Genesis 2.18-24; Hebrews 2.9-11; Mark 10.2-16<br />

Gospel Theme: Christians<br />

live in community.<br />

Jesus tells the Pharisees in Sunday’s Gospel that from the<br />

beginning God made men and women not to be alone but to<br />

join together and form families. Human beings are social—<br />

created for making bonds of love and friendship with one<br />

another; they become inseparably one in marriage. This<br />

principle underlies the lifelong, faithful commitment the<br />

Church celebrates in the Sacrament of Matrimony.<br />

<strong>Visions</strong> interviews young people about their feelings when<br />

parents divorce. They explore in the Gospel Activity who is<br />

part of the communities in which they live.<br />

Share Our Life Stories<br />

Opening Prayer Begin with your gathering ritual. Invite<br />

students to offer petitions for personal needs or needs of the<br />

world. To each petition all respond: “Loving God, hear our<br />

prayer.”<br />

Cover Activity: What Am I Like? Have the young people<br />

choose an answer in each box. When everyone is finished,<br />

read the information in the box at the bottom right together.<br />

Find out how many of each character type you have by a show<br />

of hands.<br />

Objective: The young people will identify problems<br />

common when parents divorce or separate.<br />

Story: How Do Kids Feel When Parents Divorce? (pages 2-<br />

4) Use the title and photos to introduce the interview topic.<br />

Be sensitive because most likely you have children in your<br />

group whose parents are divorced. Have the young people<br />

read the story aloud as a class or alone silently. Discuss TALK<br />

questions. Answers: 1. Open-ended; realizing that parents<br />

divorce one another, not their children. 2. Open-ended;<br />

celebrating holidays or birthdays; having both parents support<br />

them. 3. Open-ended; listen to them, be more patient.<br />

4. Open-ended. 5. Open-ended.<br />

Marriage Is a Sacrament (right panel, page 3) This sidebar<br />

provides basic information on annulment and how it differs<br />

from divorce. Use it as a transition to the Gospel and page 5.<br />

Listen to the Gospel<br />

Objective: The young people will recognize that lasting<br />

love is Jesus’ ideal for marriage.<br />

Gospel: Jesus’ Ideal Is Lasting Love (page 4) Have four<br />

volunteers proclaim the Gospel. Discuss TALK. Answers:<br />

1. God made human beings male and female, not only for the<br />

purpose of having children and populating the earth but so<br />

that they could form bonds of love and friendship. 2. Moses<br />

allowed divorce because of people’s stubbornness. Jesus<br />

says that Genesis tells us that marriage makes men and<br />

women one body which must not be torn apart. 3. Jesus’<br />

ideal for men and women is lasting love.<br />

WCBT, page 26, Matrimony. Invite the students to read<br />

and ask questions.<br />

Objective: The young people will recognize that the Old<br />

Testament reading helps us understand the Gospel.<br />

Our Catholic Faith: Our Scripture Readings Teach Us About<br />

Marriage (page 5) Have the young people read this feature<br />

and work in groups of three or four to complete the questions.<br />

The clear connection between the Old Testament reading from<br />

Genesis 2.18-24 and the Gospel, in which Jesus quotes this<br />

passage, offers an opportunity to teach how the first reading<br />

for each Sunday is chosen because it has the same theme as<br />

the Gospel.<br />

Definition: Sacrament (page 5) Choose a young person to<br />

read the vocabulary word to the class.<br />

WCBT, page 62, Sacraments. Review the definition of<br />

sacraments.<br />

Build Christian Community<br />

Objective: The young people will identify important<br />

relationships in their lives.<br />

Living the Gospel: Who Helps Us Become Who We Want to<br />

Be? (pages 6-7) Lead this inventory activity by reading the<br />

directions on the left column, page 6. Read each drop down<br />

box separately, pausing to give the young people time to fill in<br />

each symbol before moving on. When your young people have<br />

finished, ask them to note if the same names appear more<br />

than once. Ask how they connect with others. Ask volunteers<br />

to share some of their thoughts and answers. Don’t be<br />

surprised if they want to keep their responses private.<br />

Attitudes: When was someone a good friend to you? (page<br />

8) Ask the young people to answer the Attitudes question and<br />

compare their answers to those on page 8. Let Attitudes<br />

develop into a real discussion. Encourage the young people to<br />

talk about the importance of friendships and other close<br />

relationships in their lives.<br />

Doctrine: God Makes Us for Community (page 8) Have<br />

students read this summary of Sunday’s Gospel theme—<br />

Jesus calls us to keep working at making and keeping friends.<br />

Prayer of Thanks Gather in a prayer circle. Recall friends,<br />

family, and other people who have been respectful friends and<br />

mentors. Ask the young people to bring forward any prayers<br />

of thanks or petitions they have for these people. All respond,<br />

“Loving God, hear our prayer.”<br />

Note: You will need dice for next week’s lesson.<br />

TG1-5


October 14, 2012• 28th Sunday in Ordinary Time<br />

Teaching Guide Wisdom 7.7-11; Hebrews 4.12-13; Mark 10.17-30<br />

Gospel Theme: Christians<br />

respond to Jesus’ call.<br />

When Jesus tells the young man in Sunday’s Gospel to sell his<br />

possessions, give the money to the poor, and follow him, the<br />

young man walks away. <strong>Visions</strong> features the experience of<br />

four Catholic eighth graders who participate in the Joint<br />

Religious Legislative Coalition at their state capitol. They use<br />

their Catholic Social Teaching as a guide to advocate for the<br />

needs of others on a macro level.<br />

Share Our Life Stories<br />

Opening Prayer Gather everyone in the prayer space. Have<br />

one of the young people light the candle and another open the<br />

Bible to Sunday’s Gospel. Invite everyone to share one word<br />

which has been occupying their thoughts today (test, illness,<br />

girlfriend). Ask God to care for these concerns so the young<br />

people can clear their minds to focus on <strong>Visions</strong>.<br />

Objective: The young people will examine the ways they<br />

spend money.<br />

Cover Activity: Where Does Your Money Go? The central<br />

image on this cover is an empty wallet with money flying out.<br />

Ask the young people to think for a moment about where they<br />

spend their money. Invite all to share the one place where<br />

they spend the most. List the responses on the board.<br />

Objective: The young people will recognize that they have<br />

the ability to act as agents of social change.<br />

Article: A Day on the Hill (pages 2-4) Introduce the article by<br />

bringing a local newspaper to class and note ways people are<br />

participating in the run-up to the November elections. Then<br />

read aloud the first four paragraphs of this article. Divide the<br />

young people into pairs of weak and strong readers. Ask them<br />

to read the rest of the article together. Lead the class in group<br />

discussion of the TALK questions on page 3. Answers:<br />

1. Open-ended. Encourage students to be specific.<br />

2. Open-ended. If your parish has a social justice working<br />

group, invite a member to join in class discussion. 3. The<br />

poor and voiceless have less power to speak for themselves<br />

and advocate for their needs, so Church groups work for them<br />

around values they share.<br />

Definition: Preferential Option for the Poor (page 4)<br />

Conclude discussion of the article with this definition.<br />

Listen to the Gospel<br />

Objective: The young people will recognize that material<br />

possessions are desirable but not wholly satisfying.<br />

Gospel: Jesus Calls a Rich Young Man (page 4) Have the<br />

young people take parts and proclaim the Gospel. Discuss TALK.<br />

Answers: 1. Jesus appreciates the honesty of the young man<br />

and his fidelity to the Commandments. As much as the young<br />

man wants eternal life and obeys the Commandments, he isn’t<br />

willing to give up his material wealth. 2. Because he is selffocused.<br />

Perhaps he doesn’t know any people who are poor.<br />

3. Open-ended. 4. Open-ended. Be specific about ways your<br />

students can help—at a pantry, a meal, a parish project.<br />

WCBT, page 34 , 7th Commandment. Read the text. Ask<br />

how well the rich young man kept this Commandment.<br />

Our Catholic Faith: How Can We Follow Jesus Today?<br />

(page 5) Pope John Paul II’s encyclical letter The Splendor of<br />

Truth (June 8, 1993) used this Sunday’s Gospel as an example of<br />

our own struggles today with our possessions and the needs of<br />

the poor. In his letter on love, Pope Benedict XVI urges young<br />

people to follow their vocation as followers of Christ, to “no<br />

longer live for [themselves] but for him, and with him for others.”<br />

• Read this feature as a class; discuss how following the<br />

Commandments is the minimum Jesus asks of us; the<br />

maximum is to use our freedom to give ourselves to others as<br />

Jesus did.<br />

• Help the young people fill in the two feet. Help them<br />

articulate what giving of themselves means—something<br />

personal, a visit, a letter, a text. Identify ways they can<br />

connect with the poor of the world—CRS, Operation Rice<br />

Bowl, Heifer International, diocesan missions.<br />

Build Christian Community<br />

Objective: The young people will explore what human<br />

persons need to thrive and how they can achieve this.<br />

Living the Gospel: The Road to Dignity (pages 6-7) Read<br />

aloud the introduction to this activity at the top of page 6 and the<br />

directions at the bottom of the page. Read the eight basic<br />

necessities people need to live a life of dignity and to thrive.<br />

They are listed in the big pie at the top of page 7. The goal is to<br />

collect all eight by the time the players reach the end of the road.<br />

The young people will have to prioritize which needs are most<br />

important to them. When the game is over, ask about the<br />

difficulty of prioritizing multiple necessities. Which was most<br />

important to them? Why?<br />

WCBT, page 31, The Common Good of the Human<br />

Community. Invite the group to talk about what they learned<br />

from the game and then read this section as a summary.<br />

Christian Leaders: Kids in Service (page 8) Read this page<br />

aloud as a class. Ask the young people to identify ways they<br />

can serve in their own communities.<br />

Doctrine: Jesus Calls Us to Be Good News (page 8) Read<br />

this feature as a summary of Sunday’s Gospel concept.<br />

Closing Prayer The Our Father is the prayer of the Church in<br />

which we acknowledge we are children in the same family.<br />

Gather in a prayer circle. Ask the young people for whom or<br />

what they wish to pray. Pray the Our Father together.<br />

TG1-6


Teaching Guide<br />

October 21, 2012 • 29th Sunday in Ordinary Time<br />

Isaiah 53.10-11; Hebrews 4.14-16; Mark 10.35-45<br />

Gospel Theme: To be great as a<br />

Christian leader is to serve.<br />

In Sunday’s Gospel the ambitious James and John imagine<br />

Jesus as a political soldier-Messiah who will lead their country<br />

to triumph. Jesus corrects their vision. <strong>Visions</strong> shows that a<br />

true leader contributes to the human community through acts<br />

of selfless service. The lesson includes a game which helps<br />

the young people identify common needs.<br />

Share Our Life Stories<br />

Opening Prayer Begin with the gathering ritual. Invite<br />

students to focus on all the ways God serves them. Ask them<br />

to share one thing God did for them that day. After each<br />

person shares, the entire group responds, “Thanks be to God.”<br />

Distribute <strong>Visions</strong> and end your ritual by reading aloud<br />

together the words to the “Servant Song” by Richard Gillard,<br />

cover, top left corner. You may want to download the entire<br />

song in advance and sing it together. Or, invite your parish<br />

music coordinator to lead your group.<br />

Cover Activity: Who Serves You? Whom Do You Serve?<br />

Invite the young people to describe the cover photos. Ask<br />

them to think about who serves them. They can read through<br />

the list and check the answers that apply. Then ask them to<br />

think about whom they serve. Check the options from the<br />

lower list on the cover. Finally, ask them to fill in the answers<br />

to the two questions on the bottom of the page. Invite<br />

volunteers to share their answers.<br />

Objective: The young people will appreciate St. Damien de<br />

Veuster and St. Marianne Cope, who ministered to people<br />

with leprosy.<br />

Article: Saints Who Loved Lepers (pages 2-4) Have the<br />

group survey the photos and cutlines to introduce the story. Have<br />

volunteers take turns reading the story aloud for the class.<br />

Discuss TALK on page 3. 1. Everyone fears the disease because<br />

it is highly contagious. The only way they see to protect the<br />

public is to isolate diseased people. 2. They treat them with<br />

dignity and kindness, wash and bandage their sores, minister to<br />

them, teach them to dress up and garden, dig graves, and bury<br />

the dead. 3. They feel it is their call. They want eternal life with<br />

God and aren’t afraid to leave material wealth and possessions<br />

behind to follow God’s will. 4. Open-ended. 5. Open-ended.<br />

They watch those around them suffer and die and have distanced<br />

themselves from society.<br />

WCBT, page 30, What Is Virtue? Have your group read<br />

and identify ways the new saints exemplify these virtues.<br />

Listen to the Gospel<br />

Gospel: To Be Great Means to Serve All (page 4) Have four<br />

young people take the parts of Narrator, James, John, and<br />

TG1-7<br />

Jesus and proclaim the Gospel. Discuss TALK. Answers:<br />

1. Jesus suffers and dies on the cross. James and John<br />

commit their lives to spreading the Gospel; open-ended.<br />

2. The others get angry that James and John want to be<br />

leaders and claim the power positions in the kingdom.<br />

3. Jesus says the greatest in his eyes are the ones who serve<br />

others. 4. Open-ended. 5. They give their lives to serving<br />

the sick.<br />

Objective: The young people will explore the concept of<br />

the common good.<br />

Our Catholic Faith: The Common Good—What Is It? (page<br />

5) Ask the young people to examine the photos. Read aloud<br />

the first two paragraphs. Invite them to talk about the<br />

injustices in the Hunger Games. The government of Panem<br />

sets districts and individuals against each other, the opposite<br />

of the common good.<br />

• Read aloud the third and fourth paragraphs. Have the<br />

young people read the rest of the page in their pairs and work<br />

together to complete the questions. Invite volunteers to share<br />

their answers with the larger group.<br />

Build Christian Community<br />

Objective: The young people explore the rights and duties<br />

the common good involves.<br />

Living the Gospel: What Are Our Rights and Duties Toward<br />

One Another? (pages 6-8) Have two strong readers read the<br />

first two paragraphs aloud to the class. Then lead the class<br />

step by step through the directions. In Step 2 small groups<br />

can doodle in the right hand column to help think of symbols.<br />

Walk around from group to group to make sure all groups<br />

understand and play fairly.<br />

• Allow your young people to use the cards to play other<br />

games such as Slapjack or Hot Potato.<br />

• Conclude by reading aloud the definition of the common<br />

good, page 6, bottom left. Ask students what they learned.<br />

Give them time to write their own responses.<br />

WCBT, page 31, The Common Good of the Human<br />

Community. Invite the group to talk about what they<br />

learned from the game; then read this section as summary.<br />

Doctrine: Christians Serve Others (page 8) Read aloud this<br />

summary of Sunday’s Gospel concept—Jesus calls us to serve.<br />

Closing Prayer Gather back in the prayer space. If you have<br />

a recorded version of the “Servant Song,” play it in the<br />

background. Ask the young people to think about what they<br />

can do to serve someone at home, at school, and in their<br />

community. End with the following prayer.<br />

Servant God, help us live by your example. Give us wisdom<br />

to recognize our talents, compassion to identify the needs of<br />

others, and humility to do your work with grace. Amen.


Teaching Guide<br />

October 28, 2012 • 30th Sunday in Ordinary Time<br />

Jeremiah 31.7-9; Hebrews 5.1-6; Mark 10.46-52<br />

Gospel Theme: Christians<br />

call on Jesus with faith.<br />

In this Sunday’s Gospel the blind beggar Bartimaeus calls out<br />

to Jesus in faith before he sees Jesus with his eyes. He is the<br />

ideal disciple in Mark’s Gospel who follows Jesus as soon as<br />

he can see. <strong>Visions</strong> celebrates the 50th anniversary of the<br />

Second Vatican Council with the story of the council; its three<br />

main documents on the Liturgy, the Church, and the Church<br />

and World; and its renewing vision for Jesus’ followers in our<br />

world today. The issue includes a special anniversary treasury<br />

of Vatican II teachings from the three major council documents<br />

for the young people to assemble and complete.<br />

Share Our Life Stories<br />

Objective: The young people will explore the meanings of<br />

the word seeing.<br />

Opening Prayer/Cover: What is Seeing? Begin with your<br />

regular gathering ritual. Distribute <strong>Visions</strong>. As you play “What<br />

Is Our Service to Be?” from the <strong>Visions</strong> CD, have the young<br />

people look around the room to see people or things for which<br />

they are thankful. Afterward, invite them to mention what they<br />

are thankful for in prayer. For each person or thing mentioned,<br />

invite the group to respond, “Thank you, all-seeing God.”<br />

Objective: The young people will explore ways Vatican II<br />

continues to renew the Church.<br />

Article: What Happened at Vatican II? (pages 2-4) The<br />

photos under the title shows all the bishops assembled in St.<br />

Peter’s Basilica. Look closely at the icon of John XXIII and the<br />

words on the scroll he holds. Look at the photo and read the<br />

cutline about Paul VI. Read aloud the three key words and<br />

their definitions, page 3, upper right.<br />

• Invite volunteers to take turns reading the article aloud<br />

from one subtitle to the next. Discuss the TALK questions on<br />

page 3. Answers: 1. It changed the liturgy by creating a 3-<br />

year lectionary cycle; the priest now faces the congregation;<br />

the Mass is said in every community’s native language instead<br />

of Latin. It opened up dialogue between Catholics and other<br />

faiths. It connected the Church and the modern world.<br />

2. Both councils were about trying to create standards and<br />

unity in a changing Church in a changing world. The first<br />

council was about not keeping Jewish laws. The second<br />

council was about making the Church more accessible and up<br />

to date. 3. Open-ended. 4. Open-ended. 5. The Church<br />

cares about the well-being of the entire human race.<br />

6. Open-ended.<br />

WCBT, page 5-6, Believe. Read the introduction, which<br />

reminds students they belong to the Church. Nicaea is an<br />

example of another council, page 6.<br />

Listen to the Gospel<br />

Objective: The young people will connect seeing and<br />

believing.<br />

Gospel: Jesus Cures a Blind Man (page 4) Have three young<br />

people proclaim the Gospel dramatically while the rest of the<br />

class acts as the crowd who tries to quiet Bartimaeus. Discuss<br />

TALK. Answers: 1. Many people in Jesus’ time thought<br />

disabilities were signs of God’s disfavor or punishment; they<br />

might have thought a blind man was sinful and should stay away<br />

from a holy man like Jesus; they may have been ashamed of<br />

him or embarrassed that Bartimaeus called attention to himself.<br />

2. Bartimaeus recognizes Jesus as the Son of David and one<br />

who can heal his blindness. Faith helps us see people’s inner<br />

humanity, their values and individual qualities; faith sees what<br />

oneself or others can be and do. 3. Jesus sees a man asking<br />

for help who believes Jesus can indeed heal him. Jesus says<br />

Bartimaeus’s faith heals him.<br />

Definition: Discipleship (page 4) Have a volunteer read the<br />

definition to the class.<br />

Our Catholic Faith: We Speak With Jesus at Eucharist<br />

(page 5) Read this feature with the class. It connects the<br />

Gospel and the Eucharist. Jesus reaches out to us in the<br />

Eucharist as he once reached out to Bartimaeus. Hand out<br />

missals so the young people can find additional dialogs<br />

between priest and people.<br />

Build Christian Community<br />

Objective: The young people will explore key teachings<br />

from Vatican II.<br />

Living the Gospel: My Treasury of Teachings from Vatican<br />

II (pages 7-8) Have your students separate pages 7-8 from<br />

the issue, fold the page in half, cut along the fold, and nest<br />

booklet pages 4-5 inside pages 2 and 7, and fold in half to<br />

make the booklet. Have your young people work in threes or<br />

fours.<br />

• Open to booklet page 2-3, Liturgy. Ask the student<br />

what the visuals show is part of the liturgy. Explain liturgy is<br />

the public worship of the Church; it includes the sacraments,<br />

liturgical year, divine office, sacred music and art. Read aloud<br />

the four key quotations—how worship builds the Church,<br />

how we are an Easter people at our Baptisms, how we should<br />

participate actively in liturgy, and how Christ is present<br />

among us. Lead the young people in doing each activity.<br />

• Booklet page 4, Church. Talk about each image of<br />

Church. Have the students circle their favorite and share<br />

why. Read aloud the quotation about the Holy Spirit. Have<br />

the young people underline the verbs as you read. Talk about<br />

each verb and give examples.<br />

ALERT: THE GUIDE CONTINUES ON PAGE 12, COLUMN 1.<br />

TG1-8


Teaching Guide<br />

November 4, 2012 • 31st Sunday in Ordinary Time<br />

Deuteronomy 6.2-6; Hebrews 7.23-28; Mark 12.28-34<br />

Gospel Theme: Jesus calls us<br />

to love.<br />

The two great Commandments in Sunday’s Gospel summarize<br />

the whole law of Israel and what Jesus expects of his followers.<br />

Jesus connects love of God, love of neighbor, and love of self.<br />

Jesus is the messenger and revealer of God’s love for us. Jesus<br />

makes God’s love visible in his words and actions. Jesus calls<br />

us who follow him to make God’s love visible to those in our<br />

lives—classmates, family, friends, neighbors.<br />

<strong>Visions</strong> explores practical ways junior-high-age young<br />

people can live out the two great Commandments and<br />

develop their capacity to appreciate others’ points of view, a<br />

capacity at the heart of compassion and love.<br />

WCBT, pages 31-2, God’s Law. Make sure students<br />

know Jesus’ new law includes the old.<br />

Definition: Commandments (page 4) Call on a volunteer to<br />

read aloud the definition. Take a moment to review the Ten<br />

Commandments. Have the young people work together to<br />

recall the Commandments from memory.<br />

Our Catholic Faith: The People of Israel Give Us a Creed<br />

(page 5) This feature provides background on the two great<br />

Commandments for both Christians and Jews. Have the<br />

students read the article in twos or threes and work together to<br />

think of ways to respond to the question at the end of the<br />

feature. Allow time for them to think and write their responses.<br />

Share Our Life Stories<br />

Objective: The young people will identify where they see<br />

love in their neighborhood, school, community, and world.<br />

Opening Prayer/Cover Activity—What Is Love? Invite the<br />

young people into the ritual space. Ask them to sit in a circle<br />

and close their eyes. You say, “God of mystery, you help us on<br />

our journey every day by revealing more of your plan and more<br />

of your love for us. Let your love for us be a sign, an example, a<br />

definition of what love should be in our lives. Amen.”<br />

• Distribute <strong>Visions</strong> and invite them to read the cover. Ask<br />

them to share their own answers to, “What is Love?” Ask<br />

them where they see evidence of love in their neighborhood<br />

and community.<br />

Story: Kick Me (pages 2-4) Invite your young people to<br />

speculate what this story is about by looking at the illustration.<br />

Most likely some students may have had “Kick Me” signs taped<br />

on their backs or may have taped them on others. Discuss why<br />

young people do this to others and what it feels like when<br />

they’re the ones wearing the sign. Then read the story aloud as<br />

a class or alone silently. Discuss TALK on page 3. Answers: 1.<br />

Ben is kind of a nerd; he’s Hispanic; Alec says, “he’s not one of<br />

us”; Costello rejects him due to peer pressure from Alec. 2.<br />

Ben finally has had enough teasing and abuse; he takes up the<br />

challenge to fight. Point out that at the end of the story Ben<br />

does not hold a grudge; his quick, helpful actions invite others to<br />

rethink their opinion of him. Open-ended. 3. Open-ended.<br />

Listen to the Gospel<br />

Objective: The young people will connect the Gospel<br />

command to love our neighbors as ourselves with respect<br />

for others.<br />

Gospel: Jesus Teaches Two Commandments (page 4)<br />

Have students proclaim the Gospel. Give them time to prepare<br />

their parts so they can read with authority. Discuss TALK.<br />

Answers: 1. Not far. 2. Gratitude for all God gives us—life,<br />

friendships, others’ love, creation. Reflecting on and trying to live<br />

God’s word. Joining in worship to praise and thank God. Using<br />

one’s gifts for others. 3. Open-ended.<br />

TG1-9<br />

Build Christian Community<br />

Objective: The young people will practice recognizing and<br />

respecting the feelings and viewpoints of others.<br />

Living the Gospel: Explore Points of View (page 6-7)<br />

Read aloud the opening paragraph of text on page 6.<br />

• Call on volunteers to read the first point-of-view story. As a<br />

class, discuss and write out the viewpoint of the account. This<br />

views Jesus negatively. He is poor, a revolutionary who got<br />

himself in trouble and whom everyone deserted.<br />

• Ask another volunteer to read the second point-of-view<br />

story. Have the students discuss and write out what they think<br />

is the viewpoint of the account. The Creed views Jesus<br />

positively and proclaims our Christian faith in Jesus’ death and<br />

resurrection. Contrast the viewpoints.<br />

• Read aloud the instructions, page 6, bottom right. Have the<br />

group works in threes or fours to read and discuss the two<br />

dilemmas on page 7.<br />

• Have the young people write their ideas of each character’s<br />

feelings and viewpoints in both of the stories. Gather as a<br />

class to discuss what the small groups decide. Act out the<br />

dilemmas with various answers.<br />

WCBT, page 35, The New Law. Stress Jesus’ new law<br />

includes the Ten Commandments.<br />

Doctrine: Who Are Our Neighbors? (page 8) Read this<br />

feature aloud as a summary of the Christian faith that asks us<br />

to love God through loving our neighbors.<br />

Puzzle: Gospel Review Crossword (page 8) The missing<br />

words come from sentences found in the Gospels in the first<br />

seven issues of <strong>Visions</strong>. Encourage students to complete the<br />

crossword from memory but suggest they review the seven<br />

Gospels if they get stuck. Answers: page 5, bottom.<br />

Prayer: The Jewish Daily Prayer Gather in a prayer circle.<br />

Invite three young people to read the first Jesus part in Sunday’s<br />

Gospel. Tell them this was in Jesus’ time and still is a daily<br />

prayer for Jewish people. Ask every student to pick up his/her<br />

copy of <strong>Visions</strong> and read the prayer aloud together, imagining<br />

they are standing next to Jesus and saying it with him.


Teaching Guide<br />

November 11, 2012 • 32nd Sunday in Ordinary Time<br />

1 Kings 17.10-16; Hebrews 9.24-28; Mark 12.38-44<br />

Gospel Theme: Christians share<br />

without thought of reward.<br />

The widow in this Sunday’s Gospel gives to the Temple two<br />

small coins she could use to live on. Jesus contrasts her gift<br />

with the showy gifts of some teachers of the Law. The widow<br />

with her small but wholehearted gift is the exemplary believer,<br />

rather than the scribes. The Gospel calls us to be generous in<br />

the giving of ourselves to others.<br />

<strong>Visions</strong> involves young people in a values inventory.<br />

Share Our Life Stories<br />

Opening Prayer Ask the young people to print clearly the name<br />

of a person or a group of persons they want to pray for on a piece<br />

of paper. This can be anyone from a sick grandfather to people in<br />

Haiti who don’t have clean water to drink. Ask them to crumple<br />

their paper into a ball and place it in an empty container. Pray:<br />

God of Life, we are in awe of your creation and understand<br />

our responsibility to look out for one another. Please hear our<br />

prayers for those who need you the most.<br />

Pass around the container and ask the young people to take<br />

one and read aloud the special intention of one of their<br />

classmates. When everyone has finished, focus on all the people<br />

mentioned as you pray the Our Father together.<br />

Objective: The young people will identify the values that<br />

their choices express.<br />

Cover Activity: What Are You Willing To Give? Read the<br />

directions on the cover aloud. Give the young people enough<br />

time to complete the activity and compare their answers in<br />

pairs. Have the pairs report their similarities and differences<br />

to the class. Record on the board or on newsprint what your<br />

class finds to be the most valuable. Encourage discussion<br />

about what makes possessions valuable or dispensable.<br />

Story: The Widow’s Gift (pages 2-4) Ask your young people to<br />

speculate what this story is about by looking at the illustration.<br />

Have students read this story aloud or alone silently. Young<br />

people who help and volunteer at soup kitchens or homeless<br />

shelters might see themselves in this true story. Discuss TALK on<br />

page 3. Answers: 1. Mike has a permanent home, lots of food<br />

in the house, and doesn’t need to work to help support his family.<br />

Mike’s not afraid of hard work; he’s willing to help out others.<br />

Open-ended. 2. Julie realizes Mrs. Martinez gave food that her<br />

family depended on while Julie and her friends gave their extra<br />

food. 3. Mike realizes he eats too much and doesn’t really<br />

know what it’s like to be hungry.<br />

Listen to the Gospel<br />

Objective: The young people discuss what giving really is.<br />

Gospel: How Much Is a Penny Worth? (page 4) Have two<br />

young people proclaim the Gospel. Discuss TALK. Answers:<br />

1. By giving what she needs to live on, the widow gave more<br />

than all the others. Mrs. Martinez is like the widow because<br />

she brings food to the farm workers even though she is poor<br />

herself. 2. The widow, because she gives all she has.<br />

3. To share all that we have with others, not just what we<br />

have extra.<br />

WCBT, page 32, God’s law, grace. Use the widow as an<br />

example of a graced person.<br />

Definition: Charity (page 4) Read the definition aloud to<br />

conclude discussion on the Gospel.<br />

Objective: The young people will connect the collection<br />

at Mass and the Gospel call to generosity and justice.<br />

Our Catholic Faith: Christians Share Their Gifts (page 5)<br />

Have the students read this feature silently. It connects the<br />

purpose of the collection at Mass with the Gospel’s call to be<br />

generous. Complete the checklist as a group.<br />

WCBT, page 47, The Mass. Have the students read and<br />

identify when the people offer their gifts to God at Mass.<br />

Build Christian Community<br />

Objective: The young people will identify activities,<br />

people, and things they value.<br />

Living the Gospel: Choices + Actions = ? (pages 6-7)<br />

Read the opening paragraphs and directions aloud. This<br />

activity has no right or wrong answers.<br />

• Do this activity aloud as a class one grid at a time. Give the<br />

students time to fill out the first grid. Then have them look over<br />

the information. They may learn things such as, “I only like<br />

things I buy with my own money” or “I don’t do enough with my<br />

family.” Have them respond on the lines at the end of each grid.<br />

• Invite students to share what they learn about themselves<br />

in groups of three.<br />

• Point out that the activity’s title is like a math equation in<br />

need of an answer. Invite the students to suggest ways to<br />

complete the title/equation (e.g., Choices +Actions=My Values).<br />

Doctrine: Who Is a Christian? (page 8) Read this feature as<br />

a summary of Sunday’s Gospel concept of generous giving.<br />

Prayer: Let Me Tell You About Jesus (page 8) Assign parts<br />

by asking the young people if they remember the Gospel<br />

story of each character. If you have a large class, you can<br />

assign two students to each part, one reading in the first half<br />

of the prayer and the other reading in the second. Invite the<br />

young people to get into character and even act out the parts.<br />

Assume the role of Leader and begin the prayer. Read<br />

the directions in the middle of the page aloud and allow the<br />

young people time to think and fill in their responses. Once<br />

everyone has completed this, continue with the second part<br />

of the prayer. Allow enough time for everyone to share his or<br />

her answer near the end of the prayer.<br />

TG1-10


Continuity Projects<br />

Disciples Display<br />

In this unit <strong>Visions</strong> introduces your<br />

students to a number of people<br />

who encounter Jesus on his way to<br />

Jerusalem; the questioning<br />

Pharisees, the little children and<br />

their parents, and blind<br />

Bartimaeus. Some of these people<br />

believe in Jesus, follow him, and<br />

become his disciples.<br />

<strong>Visions</strong> also presents some<br />

modern-day examples of people<br />

trying to follow Jesus: St. Damien de<br />

Veuster; St. Marianne Cope, St.<br />

Kateri Tekakwitha, Peter Larson, Kids<br />

in Service at St. Dominic Parish,<br />

students and others who advocate<br />

with legislators for the common<br />

good.<br />

Invite your young people to make<br />

a visual display of the people who<br />

became and are becoming Jesus’<br />

disciples.<br />

Gathering Ritual<br />

● Begin the display with the figure<br />

of Jesus. This could be a drawing<br />

(of Jesus the person), an art picture<br />

from a magazine or holy card, or a<br />

symbolic representation—a Chi-rho,<br />

a cross, or a symbol/drawing of the<br />

students’ own design.<br />

● Every time the students meet<br />

someone in their <strong>Visions</strong> lesson who<br />

becomes Jesus’ follower and<br />

disciple, they can add that person<br />

or those persons to the display.<br />

● If the young people feel ill at<br />

ease with drawing, they can simply<br />

create symbols—figures or<br />

shapes—for Jesus and for his<br />

disciples. For example, a symbol<br />

for Bartimaeus might be a pair of<br />

dark glasses—real sunglasses or<br />

ones cut out of black construction<br />

paper. Pictures of children cut<br />

from magazines would be great for<br />

the children Jesus called to his side.<br />

Establish a regular gathering ritual for your <strong>Visions</strong> meetings.<br />

● Begin by creating a prayer space in your room. Cover a low table<br />

with a simple cloth.<br />

● Add seasonal flowers/decorations and a candle if local fire<br />

regulations permit.<br />

● Have a Bible, CD player, and a copy of the <strong>Visions</strong> CD, “With One<br />

Voice,” available.<br />

Begin each <strong>Visions</strong> session by having the young people gather in the<br />

prayer space.<br />

● Each week choose one of the young people to light the candle<br />

and another to open the Bible to Sunday’s Gospel and reverently<br />

place it on the table.<br />

● Play and/or sing a song from the <strong>Visions</strong> CD or another<br />

appropriate song, and have the young people join in prayer.<br />

The Catechism of the Catholic Church reminds us that prayer should<br />

always “accompany the reading of Sacred Scripture so that a dialog may<br />

take place between God and us” (CCC 2653). Regularly beginning the<br />

young people’s weekly sharing of the Gospel with prayer can be the key<br />

that opens the door to that divine dialog.<br />

● The young people might simply<br />

want to use “named shapes” for<br />

Jesus and his disciples; for example,<br />

a sun shape for Jesus with the name<br />

“Jesus” printed inside and star<br />

shapes with disciples’ names<br />

printed inside.<br />

<strong>Visions</strong> Pledge<br />

As junior high students, your young<br />

people need to start taking<br />

responsibility for their own faith<br />

development. The <strong>Visions</strong> Pledge<br />

asks them to focus on why they<br />

attend <strong>Visions</strong> class. It also<br />

challenges them to look at their<br />

own faith development as an ongoing<br />

process. Incorporate the<br />

pledge into the start of each<br />

gathering, or remind the young<br />

people of the pledge throughout<br />

the year.<br />

VISIONS PLEDGE<br />

I pledge myself<br />

to grow in faith<br />

in God,<br />

in the Church,<br />

in myself.<br />

I will grow by<br />

seeking,<br />

listening,<br />

celebrating,<br />

respecting,<br />

and choosing to be<br />

a person of vision,<br />

a clear-sighted<br />

follower of Jesus.<br />

Amen.<br />

TG1-11


CONTINUED FROM PAGE 8.<br />

• Booklet page 5, Church The<br />

top quotation tells us we are an<br />

interdependent community, not<br />

merely individuals. Discuss how<br />

this is different from American<br />

society. Vatican II stressed the<br />

universal call to holiness. Talk<br />

about how to lead holy, justiceseeking<br />

lives in these roles.<br />

WCBT, page 12, The<br />

Church. The Body of Christ<br />

is another image of Church<br />

stressed at Vatican II.<br />

• Booklet pages 6-7, Church<br />

& World Read aloud the famous<br />

beginning of the Church in the<br />

Modern World. Explain it<br />

awakened people to transform<br />

our world, make life on earth as<br />

in heaven. Have the students do<br />

page 7. Answers: a. 1 in 5; e, all<br />

of the above; a, 0-5; c, one in<br />

five.<br />

• Booklet page 8, Ecumenism;<br />

Other Religions Read aloud the<br />

quotations. Discuss what<br />

changes these documents<br />

initiated. Invite students to talk<br />

about their experiences of other<br />

Christians and people of other<br />

religions. Discuss why<br />

understanding is important.<br />

Attitudes: What is the greatest<br />

injustice you see around you?<br />

(page 6) Have your group<br />

respond to the question on their<br />

own; then compare their<br />

responses with those on page 6.<br />

Doctrine: Faith Helps Us See<br />

(page 5) Read aloud this<br />

summary of Sunday’s Gospel<br />

concept—faith is a way of<br />

seeing.<br />

Closing Prayer: Invite the young<br />

people to exchange a sign of<br />

peace.<br />

Extending Activities<br />

Caring for the Poor<br />

and Vulnerable<br />

October is always a time of hunger<br />

awareness. Arrange for a volunteer<br />

opportunity at a homeless shelter or<br />

meal program for your young<br />

people. They might serve meals,<br />

play with children, clean up, or<br />

simply visit with people.<br />

FoodFast, available from<br />

Catholic Relief Services<br />

(foodfast.org), is another<br />

way for young people<br />

to become aware of<br />

the food needs of<br />

people.<br />

Reexamining<br />

Bullying<br />

To help the young people better<br />

appreciate how bullying is such a serious<br />

problem, use the following statistics to<br />

expand the bullying story, Kick Me, 31st<br />

Sunday in Ordinary Time in <strong>Visions</strong>.<br />

List the information on the board or<br />

make copies for the young people<br />

● According to 2009 statistics, one<br />

third of teens reported being bullied at<br />

school.<br />

● Only about a third of bullying<br />

victims reported the bullying to<br />

someone at school.<br />

● Violent crimes are more likely to<br />

occur among middle school students<br />

and younger teens than among older<br />

teens.<br />

● 10 percent of middle and high<br />

school students have had hate terms<br />

used against them, and over one third<br />

have seen hateful graffiti messages.<br />

Prayer Journal<br />

The reproducible activity on page 14 of<br />

this guide is a miniature prayer journal,<br />

one the young people can easily keep in<br />

a back pocket or wallet. Make a copy for<br />

each student. Complete one yourself, so<br />

you can tell them how to start. The only<br />

cut is on the heavy black line. The page<br />

numbers will help the young people see<br />

when they have the book folded<br />

properly. Go through the journal page<br />

by page, with a different person reading<br />

the text aloud. Give them a few<br />

moments to write on one of the pages.<br />

Tell them to finish the journal on their<br />

own. Ask in future classes if anyone has<br />

kept up the journal. Even if only a few<br />

continue, you will have been a success.<br />

● Females are more likely to be called<br />

by gender-based hate words, while<br />

males are more likely to be called by<br />

hate words related to their race or<br />

ethnicity.<br />

● Bullying is most common among<br />

middle school students. Almost half of<br />

students may be bullying victims.<br />

● Students with disabilities are more<br />

likely to be the victims of bullying.<br />

(See www.bullyingstatistics.org)<br />

Have the young people make<br />

antibullying posters for their school or<br />

parish, for example: Bully-Free Zone or<br />

No Bullying Allowed. Display the<br />

posters until the young people meet<br />

for the <strong>Visions</strong> lesson for the 3rd<br />

Sunday of Advent. After they read the<br />

Gospel for that Sunday (Luke 3.10-18),<br />

have the young people suggest what<br />

John the Baptist might say to people<br />

who tease, harass, or otherwise bully<br />

others.<br />

How Am I Doing?<br />

(Answers to Assessment on Page 15) Assessment in catechesis can be<br />

very useful in helping young people learn about their Catholic faith.<br />

Remember, however, that religious faith is much more a matter of<br />

conversion and commitment than it is of comprehension.<br />

A. Multiple Choice: 1. c; 2. b; 3. d; 4. e; 5. b; 6. d; 7. c; 8. a, b; 9. d.<br />

B. Vocabulary: 1. h; 2. e; 3. c; 4. g; 5. a; 6. d; 7. f; 8. b.<br />

TG1-12


Saint Shield<br />

Choose a patron saint or a<br />

person you regard as a saint in<br />

your family or community.<br />

Write the saint’s name in the top<br />

left portion of the shield.<br />

Research the saint. In the top<br />

right section write where the<br />

saint lived and for whom or what<br />

she or he is a patron saint. In<br />

the bottom left section write or<br />

draw something that tells about<br />

the saint’s work or ministry. In<br />

the bottom right section write or<br />

draw what you most admire<br />

about the saint.<br />

Reproducible Master<br />

TG1-13


Prayer Journal<br />

I heard the voice of the<br />

Lord saying:“Whom<br />

shall I send? Who will<br />

go for us?” I answered,<br />

“Here I am. Send me.”<br />

Isaiah 6.8<br />

How did God call me<br />

today?<br />

How did I answer?<br />

2<br />

What Is God<br />

Asking of<br />

Me?<br />

God, I know you’re near<br />

me. I see your presence<br />

every time I...<br />

3<br />

If you want to see the<br />

brave, look for those<br />

who can forgive. If you<br />

want to see the heroic,<br />

look at those who can<br />

love in return for<br />

hatred.<br />

Bhagavad Gita<br />

Did I act bravely or<br />

heroically today?<br />

4<br />

This is what God asks of<br />

you: To act justly, to<br />

love tenderly, and to<br />

walk humbly with your<br />

God. Micah 6:8<br />

Have I done what God<br />

asks today?<br />

5<br />

Ask, and it shall be<br />

given you; seek, and<br />

you shall find; knock,<br />

and it will be opened.<br />

Matthew 7.7<br />

What do I pray for?<br />

Has God answered my<br />

prayers?<br />

6<br />

God, I feel so<br />

discouraged about...<br />

7<br />

Life-giving Spirit,<br />

I am ready to take<br />

another step on my<br />

journey.<br />

I can barely see the<br />

point from which I<br />

started,<br />

and I cannot yet see the<br />

place where I may rest.<br />

But I am ready.<br />

Where’s my journey<br />

taking me?<br />

8<br />

Name<br />

TG1-14


How Am I Doing?<br />

Name __________________<br />

A. Multiple Choice Questions Circle the letters beside all the correct answers.<br />

1. What does Jesus teach about<br />

including others?<br />

a. Be picky.<br />

b. Welcome only friends.<br />

c. Those not against us are with<br />

us.<br />

d. None of the above.<br />

2. What sacrament joins a man and<br />

woman together as one?<br />

a. Baptism<br />

b. Marriage<br />

c. Holy Orders<br />

d. Reconciliation<br />

3. Jesus says, “The kingdom of God<br />

belongs to such as these.” Who are<br />

the “these” Jesus is talking about?<br />

a. the poor<br />

b. widows<br />

c. Pharisees<br />

d. children<br />

B. Vocabulary Words<br />

4. The Second Vatican Council sought<br />

to—<br />

a. renew the Catholic Church.<br />

b. unify all Christians.<br />

c. involve Catholics in active,<br />

conscious participation in<br />

Eucharist.<br />

d. share the grief and anxieties of<br />

people today.<br />

e. All of the above.<br />

5. What do we call the prayers at Mass<br />

that are like the conversation between<br />

Jesus and Bartimaeus?<br />

a. personal.<br />

b. dialogs<br />

c. laments<br />

d. private<br />

6. Who does Jesus say are greatest in<br />

his kingdom?<br />

a. people who pray<br />

b. people who suffer<br />

Match the following vocabulary words from your <strong>Visions</strong> lessons<br />

with their definitions.<br />

1. Commandments<br />

2. Sacrament<br />

3. Preferential Option<br />

for the Poor<br />

4. Discipleship<br />

5. Assembly<br />

6. Charity<br />

7. Common Good<br />

8. Lectionary<br />

a. The People of God gathered to worship<br />

b. The book that has the Bible readings we hear<br />

during Liturgy of the Word<br />

c. The Church’s special concern for the needs of<br />

poor people<br />

d. The habit (virtue) of love-inspired good will,<br />

kindness, and generosity toward other people<br />

e. A sign of Jesus’ love and the making present<br />

of his actions<br />

f. Sum total of conditions that allow social groups<br />

. to thrive<br />

g. Following Jesus and helping spread his<br />

message of love<br />

h. The divine laws that state our relationships<br />

and duties to God and others<br />

c. people who meditate<br />

d. people who serve<br />

7. At what part of the Mass do<br />

Christians share their gifts?<br />

a. the Profession of Faith<br />

b. the Holy, Holy, Holy<br />

c. the Presentation of Gifts<br />

d. the Kiss of Peace<br />

8. Which popes served during the<br />

Second Vatican Council?<br />

a. John XXIII<br />

b. Paul VI<br />

c. John Paul II<br />

d. Benedict XVI<br />

9. How did people see Jesus?<br />

a. a teacher<br />

b. a reformer<br />

c. a friend<br />

d. all of the above<br />

e. none of the above<br />

C. Write or Talk<br />

1. What group guideline helps your<br />

<strong>Visions</strong> group the most?<br />

_____________________________<br />

_____________________________<br />

_____________________________<br />

_____________________________<br />

_____________________________<br />

2. Describe one way you can achieve<br />

greatness as Jesus taught it.<br />

_____________________________<br />

_____________________________<br />

_____________________________<br />

_____________________________<br />

_____________________________<br />

_____________________________<br />

TG1-15


UNIT 1<br />

Walking<br />

in Jesus’<br />

Footsteps<br />

“<br />

The Christian faith is, above all, conversion<br />

to Jesus Christ, full adherence to his<br />

person, and the decision to walk in his<br />

footsteps,” the National Directory for Catechesis<br />

emphasizes (98). By listening and responding to<br />

the Gospel, we walk in Jesus’ footsteps with his<br />

first men and women disciples and learn what<br />

Jesus asks of us as disciples.<br />

Jesus teaches about discipleship by<br />

responding to people’s questions and needs. A<br />

Pharisee asks about divorce. A young man seeks<br />

eternal life but can’t give up his wealth to follow<br />

Jesus. A beggar believes Jesus can give him<br />

sight. James and John learn greatness lies in<br />

service. Jesus puts more value on the pennies a<br />

widow gives to the Temple than on the<br />

ostentatious gifts of richer people.<br />

<strong>Visions</strong> calls young people to journeys of love<br />

and service like those others have made. They<br />

reflect on the experience of living in a cardboard<br />

box for a night. They recognize the heroic service<br />

of St. Damien and St. Marianne to people with<br />

leprosy. They follow young people their own age<br />

through their choices, and sometimes their<br />

mistakes, to a clearer idea of living Jesus’ law of<br />

love.<br />

The <strong>Visions</strong> activities provide the hands-on,<br />

concrete, cooperative experiences young people<br />

need to explore the challenges for their lives in the<br />

Sunday Gospels. The activities go beyond reading<br />

and writing. They get young people out of their<br />

seats and into small groups to play valuing games,<br />

act out moral dilemmas, and celebrate prayer<br />

services. The activities provide opportunities for<br />

the young people to put the Gospel into practice.<br />

<strong>Visions</strong> calls the young people to pray together<br />

as a community. Although they are often printed<br />

only in this guide, every session has a gathering<br />

prayer and a closing prayer. In this unit a blessing<br />

for the new school year, a song of prayer, and a<br />

role-play prayer of people Jesus met are in the<br />

student copies of <strong>Visions</strong>.<br />

Date/Sunday<br />

Gospel Theme<br />

Bible<br />

Catholic Social<br />

Teaching<br />

1 Creed 2 Sacraments 3 Life in Christ 4<br />

Prayer<br />

September 23, 2012<br />

25th Sunday<br />

September 30, 2012<br />

26th Sunday<br />

Mark 9.30-37<br />

The Greatest Serve<br />

Mark 9.38-48<br />

Those Not Against<br />

Us Are With Us<br />

Scripture<br />

readings<br />

at Eucharist<br />

<strong>Home</strong>lessness<br />

Preferential option<br />

for the poor<br />

Jesus suffers, dies<br />

and rises on the<br />

third day.<br />

The Church is<br />

Catholic, sent to all<br />

people.<br />

Assembly, a sign of<br />

Christ’s presence, a<br />

vision of Church<br />

Eucharist: lectionary<br />

readings<br />

Building community;<br />

setting class guidelines<br />

Respect for one another<br />

Blessing our new<br />

year<br />

Our Father<br />

October 7, 2012<br />

27th Sunday<br />

Mark 10.2-16<br />

Unity of Marriage<br />

Genesis 2.18-24;<br />

marriage<br />

The human person<br />

is social.<br />

God creates us for<br />

relationships.<br />

Marriage<br />

The community that<br />

helps us to grow<br />

Prayer of thanks<br />

October 14, 2012<br />

28th Sunday<br />

Mark 10.17-30<br />

Rich Young Man<br />

Ten<br />

Commandments<br />

Preferential option<br />

for the poor; basic<br />

rights<br />

Jesus values the<br />

Commandments.<br />

Pope and bishops as<br />

teachers<br />

Discipleship:<br />

St. Damien, St.<br />

Marianne<br />

Petitions<br />

October 21, 2012<br />

29th Sunday<br />

Mark 10.35-45<br />

Serve Others<br />

Common good,<br />

rights and duties<br />

Jesus gives himself<br />

for us.<br />

Rights, duties toward<br />

one another<br />

Prayer to serve<br />

October 28, 2012<br />

30th Sunday<br />

Mark 10.46-52<br />

Bartimaeus<br />

Vatican II: Church in<br />

the Modern World<br />

Jesus’ miracles<br />

show God’s love for<br />

us.<br />

Vatican II: Liturgy<br />

Vatican II: Church,<br />

People of God<br />

Seeing and<br />

thanking<br />

Sign of Peace<br />

November 4, 2012<br />

31st Sunday<br />

November 11, 2012<br />

32nd Sunday<br />

Mark 12.28-34<br />

Two Great<br />

Commandments<br />

Mark 12.38-44<br />

The Widow’s Mite<br />

The Creed of<br />

Israel—Sh’ma<br />

Solidarity is our call.<br />

Rights and<br />

responsibilities<br />

God is one and<br />

loving.<br />

The whole of Christ’s<br />

life teaches.<br />

Creed<br />

Eucharist: Collection,<br />

presentation of gifts<br />

Exploring points of<br />

view, developing<br />

compassion<br />

Recognizing values<br />

Sh’ma<br />

Praying in Gospel<br />

roles

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