7.ElCamino.M2.Unit4.Lesson1 (c) 2026. Seton Education Partners.

Lesson 1

Objective: DWBAT reflect on the Hebrew Psalms in order to explain how the Apostles may have felt after the crucifixion of Christ.

Assessment of Mastery: How do you think the Apostles felt after Jesus died? What would you have told them if you were there? 

Key Vocabulary & Definitions

Not Applicable

Materials/Visuals Needed for Lesson

*Note while preparing your class: Verify video links; some require subscriptions or live on external sites. Also, make scripture available by printing passages, showing it on a screen, or providing Bibles.

Optional Lesson Enhancement (Refer to Virtue Scope & Sequence for Guidance)

Virtue Alignment:

Saint of the Week:

Hook:

Teacher Actions

Teacher will establish Apostles’ emotions

  1. Present Prompt 1 and facilitate Whip-Around
  2. Present Reflection Prompt 2 and facilitate Think, Pair, Share
  3. Share out 2 - 3 responses

HOOK GIST: Jesus’ followers believed that He was the Messiah who had come to save them. After witnessing His death, they may have felt abandoned, scared, and alone.

Questions & Prompts

1. How do you think the Apostles felt after Jesus was crucified?
A: Answers may vary (e.g., abandoned, sad, scared)

2. Would you have doubted Jesus was God if you had witnessed Him die? Explain why.
A: Yes, God is all-powerful (omnipotent).

Guided Practice:

Teacher Actions

Teacher will guide disciple through Chapter 15 of TLTWTW

  1. Present purpose and expectations for reading
  2. Distribute TLTWTW and present passage (p. 83-84)
  3. Begin reading
  4. Pause at the end of the third paragraph (“And she raised her hand to frighten them away.”).
  5. Present CFU 3 and take 1 - 2 responses
  6. Present CFU 4 and take 2 - 3 responses
  7. Resume and complete reading

Questions & Prompts

3. Who did Aslan die for?
A: Edmund
Follow Up: It doesn’t seem like he saved him. (Thumbs up - Thumbs down)

4. Where are the White Witch and her followers going and why?
A: To Edmund and Peter. Now that Aslan is dead, no one can protect them.

5. How did Lucy and Susan feel? Why?
A: Sad/upset/depressed. Aslan died and now their brothers will die.

Independent Practice:

Teacher Actions

Teacher will guide disciple in an examination of lamentations in the Hebrew Psalms

  1. Present Prompt 6 and taek 2 - 3 responses
  2. Present Prompt 7 and take 1 - 2 responses
  3. Present purpose and expectations for activity
  4. Distribute 7.2.4.1.readings (one Psalm per disciple) and 7.2.4.1.GO Monitor time and environment as disciples read, reflect, and write
  5. When time or task is complete, share out responses from 7.2.4.1.GO

INDEPENDENT PRACTICE GIST: The emotions the Apostles felt after Jesus died were shared with their Hebrew ancestors. Throughout salvation history, the Hebrew people experienced the impact and effects of sin. Although God was planning the salvation of humanity through the sacrifice of Jesus Christ, suffering, death, and feelings of abandonment are experiences all humans share after the Fall.

Questions & Prompts

6. What emotion is represented in this passage? Why do you think the author feels this way?

How long, O Lord, will I call for help, And Thou wilt not hear? I cry out to Thee, “Violence!” Yet Thou dost not save… Strife exists and contention arises. Therefore, the law is ignored and justice is never upheld. For the wicked surround the righteous... (Habakkuk 1:2-4)

A: Sadness; they do not feel God’s protection or presence.

7. What is a Psalm?
A: A poem the Hebrew people wrote and sang to God.
Follow Up: Why would someone write a Psalm?
A: To express their emotions

Closing:

Teacher Actions

Teacher will stamp objective with Exit Ticket

  1. Instruct disciple to complete 7.2.4.1.ET on back of 7.2.4.1.GO
  2. When task is complete, collect and file 7.2.4.1.ET

Questions & Prompts

N/A

7.ElCamino.M2.Unit4.Lesson2 (c) 2026. Seton Education Partners.

Lesson 2

Objective: DWBAT demonstrate Jesus' experience of suffering by creating a Psalm from His perspective.

Assessment of Mastery: Some people believe Jesus is quoting a Hebrew Psalm (Psalm 22:2) in Matt 27: 46. Jesus never wrote a Psalm, but He read them and shared the experiences of their authors. Write a Psalm from the perspective of Jesus. 

Key Vocabulary & Definitions

N/A

Materials/Visuals Needed for Lesson

*Note while preparing your class: Verify video links; some require subscriptions or live on external sites. Also, make scripture available by printing passages, showing it on a screen, or providing Bibles.

Optional Lesson Enhancement (Refer to Virtue Scope & Sequence for Guidance)

Virtue Alignment:

Saint of the Week:

Hook:

Teacher Actions

Teacher will check for the disciple’s understanding regarding the Hebrew people’s experience of sin and suffering

  1. Present CFU 1 and facilitate Whip-Around
  2. Present CFU 2 and facilitate Turn & Talk
  3. Share out 2 - 3 responses

Questions & Prompts

1. What were some emotions and experiences the Hebrew people expressed to God in their Psalms?
A: Sadness, pain, suffering, abandonment

2. Do you think Jesus experienced these emotions? Explain why or why not.
A: Answers may vary (pre-assessment)

Guided Practice:

Teacher Actions

Teacher will establish Jesus’ shared experience of sin and suffering

  1. Present Prompt 3 with 7.2.4.2.image.a and facilitate Think, Pair, Share
  2. Share out 2 - 3 responses
  3. Present CFU 4 and take 2 - 3 responses

GUIDED PRACTICE GIST: All of humanity is united in our experience of the suffering and death owed to us because of sin. Jesus, as a man, takes on the price of sin that justice demands, unites Himself with humanity, and experiences suffering and death.  

Questions & Prompts

3. Who is Jesus talking to? What emotions do you think Jesus was feeling in this passage?

About the ninth hour Jesus cried out with a loud voice, saying, “Eli, Eli, lama sabachthani?” that is, “My God, My God, why have You forsaken Me?” (Matthew 27: 46)

A: Abandonment by God/loneliness

4. Why do you think Jesus chose to experience these things?
A: He was taking on the suffering and pain of sin/ He was taking on the price of sin we had to pay in order to satisfy justice.
Teacher Note: Prior knowledge from 7.ElCamino.Mod2.Unit4

Independent Practice:

Teacher Actions

Teacher will instruct disciple to depict Jesus’ experience of suffering in a Psalm

  1. Present Prompt 5
  2. Present purpose and expectations for activity
  3. Distribute journals and instruct disciples to create Psalm/poem from the perspective of Jesus
  4. Monitor time and environment as disciples reflect and write
  5. When time or task is complete, allow disciples to share out Psalms

Questions & Prompts

5. Some people believe Jesus is quoting a Hebrew Psalm (Psalm 22:2) in Matt 27: 46. Jesus never wrote a Psalm, but He read them and shared the experiences of their authors. Write a Psalm from the perspective of Jesus.

Closing:

Teacher Actions

Teacher will stamp objective by collecting journals

  1. Collect an file journals

Questions & Prompts

N/A

7.ElCamino.M2.Unit4.Lesson3 (c) 2026. Seton Education Partners.

Lesson 3

Objective: DWBAT illustrate an appropriate emotional response to an experience of the Resurrection.

Assessment of Mastery: Present your illustration and explain what emotions are depicted within it. 

Key Vocabulary & Definitions

Not Applicable

Materials/Visuals Needed for Lesson

  • Construction paper
  • Colored pencils, crayons, markers
  • TLTWTW

*Note while preparing your class: Verify video links; some require subscriptions or live on external sites. Also, make scripture available by printing passages, showing it on a screen, or providing Bibles.

Optional Lesson Enhancement (Refer to Virtue Scope & Sequence for Guidance)

Virtue Alignment:

Saint of the Week:

Hook:

Teacher Actions

Teacher will establish the importance of respect for the dead

  1. Present CFU 1 and take 2 - 3 responses
  2. Present CFU 2 and take 1 - 2 responses

Questions & Prompts

1. What do we do with a body after a person has died?
A: Have a funeral, prepare to bury it
Follow Up: Why do we have funerals?
A: To respect and remember people who have died

2. What emotions do you think you would see at a funeral?
A: Sadness, sorrow, etc.

Guided Practice:

Teacher Actions

Teacher will introduce the concept of resurrection in Chapter 15 of TLTWTW

  1. Present purpose and expectations for reading
  2. Distribute TLTWTW and present passage (p. 85 - midway p. 87)
  3. Begin reading (“‘Wait!’ said Lucy”)
  4. Pause at top of p. 86 (“I - I feel afraid..”)
  5. Present CFU 3 and take 1 - 2 responses
  6. Present CFU 4 and take 2 - 3 responses
  7. Resume and complete reading
  8. Present CFU 5 + 6 and take 2 - 3 responses for each

Questions & Prompts

3. What were the mice doing to Aslan’s body?
A: Untying the ropes
Follow Up: Why?
A: Out of respect for Aslan

4. What did the girls hear? Why do you think they were afraid to turn around?
A: A great cracking. They were afraid of the noise.

5. What happened to the stone table?
A: It cracked in half
Follow Up: Do you think the stone table will be used for sacrifices again? (Thumbs up - Thumbs down)
Follow Up: Explain.
A: It’s broken/Aslan broke it

6. What happened to Aslan?
A: He came back from the dead/ He resurrected.

Independent Practice:

Teacher Actions

Teacher will instruct disciple to visually depict the emotions of Susan and Lucy

  1. Present CFU 7 and take 2 - 3 responses
  2. Present purpose and expectations for activity with Prompt 8
  3. Make art materials available to disciples
  4. Monitor time and environment as disciples reflect and draw 
  5. When task or time is finished, orientate disciples back to whole group

Questions & Prompts

7. What emotions did Lucy and Susan respond with?
A: Happiness, gladness, joy, etc.
Follow Up: What level of happiness do you think this passage represents?
A: Sublime Beatitudo

Optional CFU: Explain how this passage depicts the graces found within the Eucharist.

“And the funny thing was that when all three finally lay together panting in the sun the girls no longer felt in the least tired or hungry or thirsty.”

A: Jesus nourishes us.

8. Illustrate the scene in which Aslan resurrects and is reunited with Lucy and Susan. Be sure to demonstrate the emotions of Lucy and Susan in this illustration.

Closing:

Teacher Actions

Teacher will stamp objective with Whip-Around

  1. Present Prompt 9 and facilitate Whip-Around

Questions & Prompts

9. Present your illustration, explain what emotions are depicted within it.
7.ElCamino.M2.Unit4.Lesson4 (c) 2026. Seton Education Partners.

Lesson 4

Objective: DWBAT explain the impact Jesus' Resurrection has on us.

Assessment of Mastery: If you were Peter, how would you explain to the Apostles what happened to Jesus? Write a letter from the perspective of Peter to a friend; describe what happened and the impact it will have on all of us. 

Key Vocabulary & Definitions

Not Applicable

Materials/Visuals Needed for Lesson

*Note while preparing your class: Verify video links; some require subscriptions or live on external sites. Also, make scripture available by printing passages, showing it on a screen, or providing Bibles.

Optional Lesson Enhancement (Refer to Virtue Scope & Sequence for Guidance)

Virtue Alignment:

Saint of the Week:

Hook:

Teacher Actions

Teacher will create context for lesson content

  1. Present CFU 1 and take 1 - 2 responses
  2. Present Prompts 2 + 3 and facilitate Thumbs up - Thumbs down

HOOK GIST: Jesus came back from the dead 2000+ years ago, but what impact does it have on me today?

Questions & Prompts

1. What happened to Aslan in Chapter 15?
A: He resurrected from the dead.
Follow Up: What happened to the stone table when Aslan came back from the dead?
A: It broke.

2. It’s good that Aslan resurrected from the dead, but isn’t the White Witch still going to kill Edmund and Peter and take over Narnia? (Thumbs up - Thumbs down)

3. It’s great that Aslan resurrected, but what about all the people the White Witch hurt and turned into statues? Aren’t they still dead? (Thumbs up - Thumbs down)

Guided Practice:

Teacher Actions

Teacher will guide disciples through the remainder of Chapter 15

  1. Present Prompt 4 and facilitate Think, Pair, Share
  2. Share out 2 - 3 responses
  3. Present CFU 5 and take 1 - 2 responses
  4. Present purpose and expectations for reading
  5. Distribute TLTWTW and present passage (p. 87 + 88)
  6. Begin reading (“‘and now... to business.’”)
  7. When Chapter 15 is completed, present CFU 6
  8. Present CFU 7 and facilitate Turn & Talk
  9. Share out 2 - 3 responses

GUIDED PRACTICE GIST: Jesus does not just save himself from death, he resurrects to demonstrate that he saves all of us from death.

Questions & Prompts

4. What do you think the following passage means?/What impact does death “working backwards” have?

“… when a willing victim who had committed no treachery was killed in a traitor’s stead, the Table would crack and Death itself would start working backwards.” - Aslan

A: Answers may vary (e.g., death has been broken, death has been undone, etc.)

5. What would you do now if you were Aslan?
A: Go save Peter and Edmund

6. Where does Aslan go after he comes back to life?
A: To the White Witch's house
Follow Up: The White Witch is not home; she went off to kill Edmund and Peter. Does Aslan know this? (Thumbs up - Thumbs down)

7. What do you think Aslan is going to do with the statues?
A: Answers may vary (pre-assessment)

Independent Practice:

Teacher Actions

Teacher will instruct disciple to reflect on the impact Jesus’ Resurrection has on us

  1. Present purpose and expectations for activity
  2. Distribute 7.2.4.4.GO  and read passage in whole group
  3. Present Prompt 8 and take 1 - 2 responses
  4. Present Prompt 9 and take 1 - 2 responses
  5. Instruct disciples to complete 7.2.4.4.GO
  6. Monitor time and environment as disciples read, reflect, and write
  7. When task or time is finished, share out responses

INDEPENDENT PRACTICE GIST: Through His Resurrection, Jesus destroys death and makes eternal life available to us and all souls who came before us.

Questions & Prompts

8. Why “must” the Son of Man be crucified?

“the Son of Man must be delivered into the hands of sinful men and be crucified and on the third day rise.”

A: To save us all from death/ Jesus took the justice that was owed us so we could live with Him forever.

9. Did the disciples believe the women?
A: No
Follow Up: Why not?
A: It was unbelievable.

Closing:

Teacher Actions

Teacher will stamp objective by collecting GO

  1. Collect and file 7.2.4.4.GO

Questions & Prompts

N/A
7.ElCamino.M2.Unit4.Lesson5 (c) 2026. Seton Education Partners.

Lesson 5

Objective: DWBAT depict the joy and happiness the Resurrection should evoke in us by adding a stanza to “The Resurrection” by Elizabeth Jennings.

Assessment of Mastery: Add one more stanza to the poem that depicts the impact Jesus' Resurrection has on all of us. Be sure to incorporate appropriate emotions. (Assessed on 7.2.4.5.ET) 

Key Vocabulary & Definitions

Not Applicable

Materials/Visuals Needed for Lesson

*Note while preparing your class: Verify video links; some require subscriptions or live on external sites. Also, make scripture available by printing passages, showing it on a screen, or providing Bibles.

Optional Lesson Enhancement (Refer to Virtue Scope & Sequence for Guidance)

Virtue Alignment:

Saint of the Week:

Hook:

Teacher Actions

Teacher will reintroduce the impact of Jesus’ Resurrection on our experience of suffering and death

  1. Present Prompt 1 and facilitate Think, Pair, Share
  2. Share out 2 - 3 responses
  3. Present CFU 2 and facilitate Thumbs up - Thumbs down
  4. Share out 2 - 3 responses from follow up

HOOK GIST: Aslan does not merely rise from the dead to save himself, he comes back to save Narnia from the White Witch. Similarly, Jesus' Resurrection does not just reverse His own death, it destroys death for all of humanity (past, present, and future souls).

Questions & Prompts

1. Examine the poem. What is it attempting to express about the impact of Christ’s Resurrection? State your evidence.

“In a flash, at a trumpet crash,
I am all at once what Christ is, | since he was what I am, and
This Jack, joke, poor potsherd, | patch, matchwood, immortal diamond,
Is immortal diamond.” (G.M.H)

A: Because Jesus resurrected, we will resurrect after we die: “I am all at once what Christ is”/”immortal diamond” refers to the gift Jesus gives us through the Resurrection.

2. Since Jesus destroyed death, we no longer experience pain and suffering (Thumbs up - Thumbs down)
Follow Up: Why do we still experience suffering?
A: Answers may vary (pre-assessment)

Guided Practice:

Teacher Actions

Teacher will guide disciple’s through “The Resurrection” by Elizabeth Jennings

  1. Present purpose and expectations for poem
  2. Distribute “The Resurrection” from 7.2.4.5.readings. Teacher Note: Though this is the simplest poem in reading.a, any of these readings could be used to modify this lesson.
  3. Read in whole group
  4. Present CFU 3 + 4, taking 2 - 3 responses for each
  5. Distribute 7.2.4.5.GO and instruct disciples to complete as a class; read poem in whole group a second time
  6. After substantial time for reflection and writing, allow disciple to share out responses from 7.2.4.5.GO
  7. Present Reflection Prompt 5 and facilitate Think, Pair, Share
  8. Share out 2 - 3 responses
  9. Present Prompt 6 and stamp

Questions & Prompts

3. Who do you think is speaking? Where are they?
A: One of Jesus’ disciples/Mary Magdalene, from Jesus’ tomb

4. What do you think the author experienced?
A: Jesus’ Resurrection

5. What do you think the following passage means? How does this line demonstrate the emotional impact of the Resurrection?

Despair returned but now it danced, it danced.
Possible Probes: How do we feel when we dance?/ Why would despair return after experiencing Jesus' Resurrection?/What seemed to change or shift in Mary Magdalene’s emotions throughout the poem?

A: Knowledge of Jesus’ Resurrection transformed despair./We know that though we will continue to suffer, we will experience the Resurrection just like Jesus.

6. We will still experience suffering, but because of the Resurrection, it will be taken away one day. (Thumbs up - Thumbs down)

Independent Practice:

Teacher Actions

Teacher will instruct disciple to depict the impact of Jesus’ Resurrection in a poem
  1. Present purpose and expectations for activity. Teacher Note: Disciples may benefit from the teacher presenting a personal exemplar.
  2. Distribute 7.2.4.5.ET
  3. Monitor time and environment as disciples read, reflect, and write
  4. When time or task is finished, allow disciples to share out stanzas

Questions & Prompts

N/A

Closing:

Teacher Actions

Teacher will stamp objective by collecting Exit Ticket

  1. Collect and file 7.2.4.5.ET

Questions & Prompts

N/A

7.ElCamino.M2.Unit4.Lesson1 (c) 2026. Seton Education Partners.

Lesson 6

Objective: DWBAT depict the joy and happiness the Resurrection should cause in us by illustrating a picture of John or Peter running away from the empty tomb.

Assessment of Mastery: What emotion did you depict in your illustration? Explain how you attempted to depict this emotion. 

Key Vocabulary & Definitions

Not Applicable

Materials/Visuals Needed for Lesson

*Note while preparing your class: Verify video links; some require subscriptions or live on external sites. Also, make scripture available by printing passages, showing it on a screen, or providing Bibles.

Optional Lesson Enhancement (Refer to Virtue Scope & Sequence for Guidance)

Virtue Alignment:

Saint of the Week:

Hook:

Teacher Actions

Teacher will introduce art medium for lesson
  1. Present 7.2.4.6.image.a
  2. Present Reflection Prompt 1 and facilitate Think, Pair, Share
  3. Share out 2 - 3 responses
  4. Present Reflection Prompt 2 and facilitate Think, Pair, Share
  5. Share out 2 - 3 responses
  6. Present Reflection Prompt 3 and facilitate Think, Pair, Share
  7. Share out 2 - 3 responses

Questions & Prompts

1. Who do you think these men are?
A: Answers may vary

2. What do you think they are doing? Explain why.
A: Running; they look like they are moving forward.

3. What emotions do you think they are feeling? Explain why.
A: Excited/scared/worried/ecstatic. You can tell by the bearded man’s eyes.

Guided Practice:

Teacher Actions

Teacher will establish the importance of illustration and painting

  1. Present Reflection Prompt 4 and facilitate Turn & Talk
  2. Share out 2 - 3 responses
  3. Present Reflection Prompt 5 and facilitate Think, Pair, Share
  4. Share out 2 - 3 responses

GUIDED PRACTICE GIST: Art allows us to reach a deeper understanding of the Resurrection. Art can illustrate the relationship between Jesus and the Church (us), allowing us to engage with theological realities (and mysteries) in a special way.

Questions & Prompts

4. This is a painting of Peter and John, two of the first people to witness Jesus’ Resurrection. After the women told them what happened, they ran to the tomb to find it empty. Do you think they are going to the tomb, or coming back from the tomb? Explain why.
A: Answers may vary (e.g., To tomb; they look nervous /Away from the tomb; they look excited.)
Teacher Note: Guide the disciples to determine that John and Peter are going towards the tomb. The Independent Practice is centered around them moving away from the tomb.

5. Doesn’t it take less work to tell someone “John and Peter discovered Jesus had resurrected when they found the tomb empty” rather than paint a picture of it? Why do you think someone would create a picture instead of telling a story?
A: Answers may vary (e.g., A painting helps us feel what they felt/A painting draws us into the event/A painting helps us understand the impact of the event, etc.)

Independent Practice:

Teacher Actions

Teacher will instruct disciple to depict the emotional impact of the Resurrection in an illustration 

  1. Present 7.2.4.6.image.b and CFU 6 + 7
  2. Take 1 - 2 responses for each
  3. Present purpose and expectations for activity using Prompt 8
  4. Present 7.2.4.6.image.b. Teacher Note: Teacher can differentiate with 7.2.4.6.image.c or 7.2.4.6.image.d for this activity.
  5. Make art materials available to disciples
  6. Monitor time and environment as disciples work
  7. When task or time is complete, orientate disciples back to whole group.

Questions & Prompts

6. What is this picture depicting?
A: John and Peter running to the tomb.
Follow Up: What will they find there?
A: Nothing/It’s empty.

7. What emotions do you think they will feel?
A: Happiness, excitement, joy
Follow Up: Why?
A: Jesus has destroyed death/We now have access to eternal life.

8. Illustrate a picture of either Peter or John running back to tell the Apostles what they found. Be sure to demonstrate the emotions of Peter and John in this illustration.

Closing:

Teacher Actions

Teacher will stamp objective with Whip-Around

  1. Present CFU 9 and facilitate Whip-Around
  2. Collect and file illustrations

Questions & Prompts

9. What emotion did you depict in your illustration? Explain how you attempted to depict this emotion.
7.ElCamino.M2.Unit4.Lesson7 (c) 2026. Seton Education Partners.

Lesson 7

Objective: DWBAT demonstrate knowledge and understanding in a Performance Task.

Assessment of Mastery: 7.ElCamino.Mod2.Unit4.PerformanceTask 

Key Vocabulary & Definitions

Not Applicable

Materials/Visuals Needed for Lesson

*Note while preparing your class: Verify video links; some require subscriptions or live on external sites. Also, make scripture available by printing passages, showing it on a screen, or providing Bibles.

Optional Lesson Enhancement (Refer to Virtue Scope & Sequence for Guidance)

Virtue Alignment:

Saint of the Week:

Hook:

Teacher Actions

Teacher will check for disciple’s understanding of the significance of visual art

  1. Present CFU 1 and facilitate Think, Pair, Share
  2. Share out 2 - 3 responses
  3. Present CFU 2 and facilitate Think, Pair, Share

Questions & Prompts

1. What is this poem referencing?
The stone is rolled back, not papier-mache,
Not a stone in a story,
But the vast rock of materiality that in the slow grinding of
Time will eclipse for each of us
The wide light of day. (John Updike)

A: The stone that was rolled away from the tomb

2. How might you depict this poem in an illustration?
A: Answers may vary (e.g., a rock with light shining behind it)

Independent Practice:

Teacher Actions

Teacher will instruct disciple to demonstrate knowledge and understanding in a  Performance Task

  1. Present purpose and expectation for  7.Mod2.Unit4.PerformanceTask
  2.  Teacher Note: Disciple will have two periods to complete the PT. It might be best to encourage them to focus on Prompts A and B in separate periods to help with pacing.
  3. Make art materials available to disciples

Questions & Prompts

2. Performance Task Prompt
A. Create a poem describing the impact Jesus’ Resurrection has on us. The poem should establish two or three emotions the Resurrection evokes in you while also explaining how this event impacts our experience of death and suffering. Your poem should be a minimum of two stanzas (eight lines).
B. Using your poem as inspiration, illustrate a picture of Jesus’ Resurrection. Include figures, objects, and settings associated with the event to help the viewer understand the significance of Jesus’ Resurrection. Be sure to artistically depict the emotions referenced in your poem. 

Closing:

Teacher Actions

Teacher will stamp objective by collecting Performance Task

  1. Present Prompt 3 and facilitate Whip-Around
  2. Collect and file 7.Mod2.Unit4.PerformanceTask

Questions & Prompts

3. What is one emotion you attempted to depict in your poem or illustration?
7.ElCamino.M2.Unit4.Lesson8 (c) 2026. Seton Education Partners.

Lesson 8

Objective: DWBAT demonstrate knowledge and understanding in a Performance Task.

Assessment of Mastery: 7.ElCamino.Mod2.Unit4.PerformanceTask 

Key Vocabulary & Definitions

Not Applicable

Materials/Visuals Needed for Lesson

*Note while preparing your class: Verify video links; some require subscriptions or live on external sites. Also, make scripture available by printing passages, showing it on a screen, or providing Bibles.

Optional Lesson Enhancement (Refer to Virtue Scope & Sequence for Guidance)

Virtue Alignment:

Saint of the Week:

Hook:

Teacher Actions

Teacher will check for disciple’s understanding of the significance of the Resurrection

  1. Present CFU 1 and facilitate Think, Pair, Share
  2. Share out 2 - 3 responses

Questions & Prompts

1. Imagine someone said to you, “It is great that Jesus rose from the dead, but my grandmother died and she did not rise from the dead. What does Jesus' Resurrection matter for me?”
A: When Jesus rose from the dead, He destroyed death for us all. One day we too will rise from the dead.

Independent Practice:

Teacher Actions

Teacher will instruct disciple to demonstrate knowledge and understanding in a Performance Task

  1. Present purpose and expectations for Performance Task. Teacher Note: Disciple will have two periods to complete the  7.Mod2.Unit4.PerformanceTask
  2.  It might be best to encourage them to focus on Prompts A and B in separate periods to help with pacing.
  3. Make art materials available to disciples

Questions & Prompts

2.Performance Task Prompt
A. Create a poem describing the impact Jesus’ Resurrection has on us. The poem should establish two or three emotions the Resurrection evokes in you while also explaining how this event impacts our experience of death and suffering. Your poem should be a minimum of two stanzas (eight lines).
B. Using your poem as inspiration, illustrate a picture of Jesus’ Resurrection. Include figures, objects, and settings associated with the event to help the viewer understand the significance of Jesus’ Resurrection. Be sure to artistically depict the emotions referenced in your poem. 

Closing:

Teacher Actions

Teacher will stamp objective by collecting Performance Task

  1. Present Prompt 3 and facilitate Whip-Around
  2. Collect and file 7.Mod2.Unit4.PerformanceTask

Questions & Prompts

3. What is one emotion you attempted to depict in your poem or illustration?