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Visions - Pflaum Home
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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