Unit 1

Unit 2

UNIT 1

Christ’s Prefigurement

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IMPORTANT!

Download the complete unit overview and unpacking guide to fully prepare ~2 weeks prior to starting the unit's first lesson:

Complete Unit Overview

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RUBRIC

Module 2, Unit 1, provides the disciple with grounding in the role of Old Testament prophets in order to understand the prefigurement of Christ as the mediator of the New Covenant. By encouraging a relationship between God and the whole world, the prophets spoke of this perfect covenant in Old Testament Scripture. The disciple will first examine the need for prophets in ancient Israel, understanding the role of a prophet as a messenger of God who draws the Hebrew people back to their covenantal observances. Then, by connecting the role of the prophets to the teachings of Christ, the disciple will examine their baptismal call to be prophets to the world. Relying on Scripture as a foundational source, the disciple will become acquainted with the four senses of interpreting Scripture (literal, allegorical, moral, anagogical). After examining the Gospel through each of these lenses, the disciple will be prepared to reach different depths of scriptural interpretation in order to share the Gospel message.

End of Unit Performance Task Description
The disciple will be split into groups and given the same scripture passage to analyze through a specific lens (allegorical, analogical, literal, moral). Each group will prepare a presentation highlighting the relevance this lens has to the text and our knowledge of Christ.

Materials Needed/Logistical Prep

  • Laptop
  • Projector 
  • Speakers 
  • Bible (one per disciple)
  • Yellow, green, pink, and blue highlighters

MODULE 2 | UNIT 1

PT

Denotes Performance Task

Denotes pre-work is required

DWBAT is an acronym for "Disciples will be able to"

Lesson 1

Objective: DWBAT explain the need for a New Covenant by examining the Hebrew people’s disregard for the Mosaic Law.

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Lesson 2

Objective: DWBAT describe prophets as messengers for God in order to determine how they can be prophets in their own lives.

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Lesson 3

Objective: DWBAT determine why the Hebrew people rejected the words of the prophets.

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Lesson 4

Objective: DWBAT explain how the prophets prefigured Christ in the events of the Joyful Mysteries.

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Lesson 5

Objective: DWBAT recognize Jesus as a prophet by examining how His message was received by the people in His hometown.

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Lesson 6

Objective: DWBAT explain how Christ was a prophet by examining His message of redemptive suffering in the Beatitudes.

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Lesson 7

Objective: DWBAT interpret a scripture passage using both the moral and literal senses in order to transmit the Gospel message.

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Lesson 8

Objective: DWBAT extract scriptural meaning through the moral and anagogical sense in order to interpret God’s message to us.

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Lesson 9

Objective: DWBAT analyze scriptural messages through the moral and anagogical sense in order to transmit them to people who need them the most.

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Lesson 10

Objective: DWBAT annotate the Book of Jonah in order to extract the message in relation to all four scriptural senses (literal, allegorical, moral, anagogical).

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Lesson 11

Objective: DWBAT demonstrate ability to extract God’s message for us using the four senses, synthesizing these to create a prophetic message for the modern day.

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Internalization Guide
6.ElCamino.M2.Unit1.Lesson1 (c) 2024. Seton Education Partners.

Lesson 1

Objective: DWBAT explain the need for a New Covenant by examining the Hebrew people’s disregard for the Mosaic Law.

Assessment of Mastery: Why do you think God needs to create a New Covenant? 

Key Vocabulary & Definitions

Covenant - a solemn agreement between God and a group of people
Prophet - a person who preaches the Word of God

Mosaic Law - God’s law given to the Hebew people through Moses

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 ground unit in prior knowledge of Hebrew covenants

  1. Present CFU 1 and take 1-2 responses
  2. Present CFU 2 and take 4-5 responses. Write each correct response on the board.

Questions & Prompts

1. What is a covenant?
A: A solemn agreement between God and a group of people.

2. What types of things did the Hebrew people have to do according to the covenant?
A: Only eat certain foods, sacrifice to God, keep holy the Sabbath, love God above all things, etc.

Guided Practice:

Teacher Actions

Teacher will establish significance of Mosaic Law

  1. Present definition of Mosaic Law
  2. Ask CFU 3 take 3 - 4 responses
  3. Ask CFU 4 and conduct Whip-Around
  4. Present and read Exodus 32: 1-6 in whole group
  5. Present CFU 5 and take 1 - 2 responses

GUIDED PRACTICE GIST: Soon after creating a covenant with God, the Hebrew people began to break it. They continued to break this covenant throughout the centuries. 

Questions & Prompts

3. Using your prior knowledge, determine what effect breaking this law would have on the Hebrew people’s relationship with God? Explain why.
A: A negative impact; breaking the law is breaking the covenant. Breaking the covenant is like breaking a promise made to God.

4. How long do you think it took the Hebrew people to break their covenant with God after receiving the law?
A: Answers will vary

5. Using your prior knowledge of the Mosaic Law, how were the Hebrew people breaking their covenant with God?
A: They broke the First Commandment: “You shall have no other gods besides Me.”

Independent Practice:

Teacher Actions

Teacher will help disciples investigate the Hebrew people’s continued disregard for their covenant with God in Scripture

  1. Present purpose and expectations for activity
  2. Divide class into pairs and distribute Bibles or printed scripture verses Numbers 25: 1-4, Jeremiah 3: 6-7, 2 Kings: 1-17
  3. Present scripture passages and discussion questions for each passage

Questions & Prompts

6. How are the Hebrew people breaking their covenant with God?
A: They are not following God’s laws.

7. What effect do the Hebrew people’s actions have on their relationship with God?
A: They are harming their relationship with God.

Closing:

Teacher Actions

Teacher will stamp objective with reflection questions

  1. Distribute journals
  2. Present Jeremiah 31: 31-33
  3. Present CFU 8 and allow for reflection time
  4. Collect journals

Questions & Prompts

8. Why do you think God decided to create a New Covenant?

6.ElCamino.M2.Unit1.Lesson2 (c) 2024. Seton Education Partners.

Lesson 2

Objective: DWBAT describe prophets as messengers for God in order to determine how they can be prophets in their own lives.

Assessment of Mastery: Choose one example from the far right column. Use this example to reflect on how you can be a messenger for God like the prophets. Who would you address? Why is it important that they convert and change their ways? What would your message be? How would you deliver it? (from 3.2.1.2.GO)  

Key Vocabulary & Definitions

Conversion - altering one’s convictions or belief
Prophet - someone who preaches God’s Word

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 importance of maintaining a covenant with God

  1. Present Reflection Question 1
  2. After allowing for time for reflection, share out 2 - 3 responses

Questions & Prompts

1. Incorporating what we learned about prayer from the last unit, why would it be important for the Hebrew people to continue to observe their covenant with God?
A: In prayer, we constantly need to continue to grow in our relationship with God. Likewise, if the Hebrew people stop recognizing God, their relationship will stop developing.

Guided Practice:

Teacher Actions

Teacher will introduce definition of prophet

  1. Present definitions of Prophet and Conversion
  2. Present CFU 1 and facilitate Think, Pair, Share
  3. Share out 2-3 responses

GUIDED PRACTICE GIST: The prophets were messengers from God sent to convert the Hebrew people back to God’s covenant.

Questions & Prompts

1. Using the definitions of “prophet” and “conversion,” reflect on why the Hebrew people need prophets during their time in history.

Independent Practice:

Teacher Actions

Teacher will instruct disciple to examine the message of the prophets, reflecting on how the message might still be relevant today

  1. Present purpose and expectations for activity
  2. Distribute Bibles and 6.2.1.2.GO
  3. Together as a group, complete first row of Graphic Organizer
  4. Allow disciples to complete Graphic Organizer in groups
  5. Monitor time and environment during Independent Practice
  6. Review 6.2.1.2.GO in whole group

Questions & Prompts

N/A

Closing:

Teacher Actions

Teacher will stamp objective using Graphic Organizer

  1. Instruct disciples to reflect and complete back of 6.2.1.2.GO
  2. After giving adequate time, share out 2 -3 responses
  3. Collect 6.2.1.2.GO

Questions & Prompts

N/A

6.ElCamino.M2.Unit1.Lesson1 (c) 2024. Seton Education Partners.

Lesson 3

Objective: DWBAT determine why the Hebrew people rejected the words of the prophets.

Assessment of Mastery: The words of the prophets show us that it can be hard for us to accept a message that asks us to change/convert our ways. Reflect on a time when someone’s feedback upset you. How did you react? Were you willing to change? Why or why not? 

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 the difficulties of conversion

  1. Present CFU 1 and take 2 - 3 responses

Questions & Prompts

1. Is conversion easy?
A: No
Follow up: Why isn’t conversion easy?
A: It is hard to change our habits.

Guided Practice:

Teacher Actions

Teacher will establish that the message of the prophets was often unpopular
  1. Present purpose and expectations for activity
  2. Present 6.2.1.3.video.a
  3. Pause throughout the video to ask CFUs 2 - 5
  4. After video, present Reflection Question 6 and facilitate Turn and Talk
  5. Share out 2-3 responses

Questions & Prompts

2. How was Jeroboam breaking God’s covenant?
A: By allowing idol worship

3. How are the people of Israel (the Hebrews) breaking their covenant with God?
A: Not taking care of one another/debt slavery/ neglecting the poor

4. Why do you think the Hebrew people prefered to worship false idols?
A: Those gods did not require as much from the Hebrew people/They did not ask the Hebrew people to be good.

5. Why should the Hebrew people have hope, even after their just punishment?
A: Amos says a new covenant will be created by God.

6. Do you think the message of Amos was popular with the Hebrew people? Why or why not?
A: Answers will vary

Independent Practice:

Teacher Actions

Teacher will help disciple examine how the Hebrew people received the message of the prophets

  1. Present purpose and expectations for activity
  2. Distribute Bibles and present Discussion Question 7
  3. Allow disciples to read and discuss in pairs
  4. Share out 2-3 pair responses to discussion question

Questions & Prompts

7. Reflecting on the scripture passage, what are some unpopular messages the world needs to hear today? How do you think the world would receive this message?
A: Answers will vary

Closing:

Teacher Actions

Teacher will stamp objective with Reflection Question

  1. Present Prompt 6
  2. Distribute journals
  3. Allow disciples time to reflect and write
  4. Share out 2-3 responses

Questions & Prompts

6. The words of the prophets show us that it can be hard for us to accept a message that asks us to change/convert our ways. Reflect on a time when someone’s feedback upset you. How did you react? Were you willing to change? Why or why not?
6.ElCamino.M2.Unit1.Lesson4 (c) 2024. Seton Education Partners.

Lesson 4

Objective: DWBAT explain how the prophets prefigured Christ in the events of the Joyful Mysteries.

Assessment of Mastery: Define “prefigurement.” How were the events of Christ’s life prefigured by the Old Testament prophets? 

Key Vocabulary & Definitions

Prefigurement - to foreshadow or reference something or someone beforehand
Rosary - a special prayer to Mary, often using special beads
Incarnation - when God took on human nature (became man) in the Person of Jesus Christ to achieve the salvation of humankind

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 concept of prefigurement

  1. Present definition of Prefigurement
  2. Present CFU 1 and take 2 - 3 responses

HOOK GIST: The prophets' messages prefigure the coming of Christ, but they also prefigured His mission and ministry. We highlight some of these aspects of Christ’s life in the Mysteries of the Rosary.

Questions & Prompts

1. How is the following prophecy from 2 Samuel an example of a prefigurement of Jesus Christ?
A: “I will be a father to him and he will be a son to Me.” (2 Samuel 7:14)
It speaks of the relationship between Jesus and God the Father.

Guided Practice:

Teacher Actions

Teacher will reintroduce the rosary

  1. Present CFU 2 and take 1 - 2 responses
  2. Review five mysteries of the Joyful Mysteries
  3. Present CFU 3 and take 1 - 2 responses
  4. Present Prompt 4

Questions & Prompts

2. Who do we pray to in the rosary?
A: Mary

3. Why would we pray to Mary?
A: She is Christ’s mother, free from sin and close to Him.

4. Which Joyful Mystery asks us to meditate on the Incarnation?
A: The Nativity
Follow Up: What is the Incarnation?
A: The Son of God becoming Man
“And the Word became flesh and made his dwelling among us.”

Independent Practice:

Teacher Actions

Teacher will help disciple determine what Old Testament prophecies prefigured elements of Christ’s life and ministry
  1. Present purpose and expectations for activity
  2. Divide class into groups of 3 - 4
  3. Distribute cut-outs of prophetic passages randomly to each group 6.2.1.4.GalleryWalk
  4. Monitor time and task while groups circulate
  5. At end of activity, review the stations as an entire class

Questions & Prompts

N/A

Closing:

Teacher Actions

Teacher will stamp objective with journaling prompt

  1. Distribute journals and present Prompt 6
  2. After reflection time, share out 2 - 3 responses
  3. Collect journals

Questions & Prompts

6. Define “prefigurement.” How were the events of Christ’s life prefigured by the Old Testament prophets?
6.ElCamino.M2.Unit1.Lesson5 (c) 2024. Seton Education Partners.

Lesson 5

Objective: DWBAT recognize Jesus as a prophet by examining how His message was received by the people in His hometown.

Assessment of Mastery: Why would the people in Jesus’ hometown want to kill Him? 

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 reestablish the Hebrew reception of the message of the prophets

  1. Present CFU 1 and take 2-3 responses

Questions & Prompts

1. What did the Hebrew people think of the message of the prophets? Explain why.
A: They did not receive it well. The prophets were calling the people back to the rule of the covenant and they did not want to listen/obey.

Guided Practice:

Teacher Actions

Teacher will introduce Christ in the role of prophet

  1. Present purpose and expectations for activity
  2. Distribute Bibles
  3. Present CFU 2 and facilitate Turn & Talk
  4. Share out 2-3 responses
  5. Begin reading Luke 4: 14-30 together as a group

Questions & Prompts

2. Do you expect people from your neighborhood to support you? Why or why not?
A: Answers will vary

3. Who was the author of the text Jesus was reading from?
A: A prophet Isaiah

4. What was Jesus’ message to the people in His hometown?
A: That He has fulfilled the words of Isaiah.

Independent Practice:

Teacher Actions

Teacher will help disciple determine why Christ’s message was so hard to accept

  1. Present purpose and expectations for activity
  2. Distribute 6.2.1.5.GO and divide class into pairs
  3. Allow pairs time to complete  6.2.1.5.GO using Luke 4
  4. Monitor task and environment during group work
  5. When complete, facilitate Whip-Around of “headlines” from Graphic Organizer

Questions & Prompts

N/A

Closing:

Teacher Actions

Teacher will stamp objective with Exit Ticket

  1. Distribute 6.2.1.5.ET
  2. Allow disciples time to complete
  3. Collect 6.2.1.5.GO and 6.2.1.5.ET

Questions & Prompts

N/A

6.ElCamino.M2.Unit1.Lesson6 (c) 2024. Seton Education Partners.

Lesson 6

Objective: DWBAT explain how Christ was a prophet by examining His message of redemptive suffering in the Beatitudes.

Assessment of Mastery: Create a Beatitude for the modern day that demonstrates you understand that God, through the prophets, calls us to redemptive suffering. 

Key Vocabulary & Definitions

Beatitudes - the promise of true happiness made by Jesus to those who follow Him faithfully
New Covenant - the perfect covenant between God and the whole world foretold by the prophets
Redemptive Suffering - suffering for the sake of something greater
Messiah - meaning “anointed one,” it refers to the savior who would come from the Hebrew people

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 ground lesson in need for a New Covenant

  1. Present CFU 1 and facilitate Turn & Talk
  2. Present definition of New Covenant

Questions & Prompts

1. The prophets told the Hebrew people that God was going to make a New Covenant with them. Explain why.
A: The Hebrew people broke their covenant/To create a covenant not only with the Hebrew people, but with the whole world.

Guided Practice:

Teacher Actions

Teacher will establish that Christ will create the New Covenant

  1. Present terms “Messiah,” “Savior,” “Anointed One” and ask CFU 2
  2. Present definition of Messiah
  3. Distribute Bibles and Present 1 Kings 19: 16

GUIDED PRACTICE GIST: There were traditionally three roles that were anointed in Hebrew culture: priests, prophets, and kings. By calling Jesus Christ “the Anointed One,” we are asserting that He takes on all three of these roles. Like other prophets, He has come to us with a divine message, and it is important that we examine what that message is.

Questions & Prompts

2. What are these terms referring to?
A: Jesus
Follow Up: Why do we call Him this?
A: Answers will vary

3. What two roles are anointed in this passage?
A: King and prophet
Follow Up: If we call Jesus “the Anointed One,” what roles does He take?
A: The roles of king, prophet, and priest

Independent Practice:

Teacher Actions

Teacher will help disciple examine the Beatitudes in order to grow in understanding of Jesus’ prophetic message

  1. Present purpose and expectations for activity
  2. Divide classroom into groups of three
  3. Present Prompt 4
  4. Distribute Bibles
  5. Monitor room during reading and discussion time
  6. Present definition of Redemptive Suffering

INDEPENDENT PRACTICE GIST: Like the Old Testament prophets, Jesus’ prophetic message is hard to live by and follow. However, the sufferings and challenges we overcome for God strengthen our relationship with Him and allow for future fruits.

Questions & Prompts

4. Which Beatitude do you think is the most difficult to live by? Explain why. How would living by this message improve your relationship with God?
A: Answers will vary (e.g., Blessed are the peace-makers; it is hard to not fight with my brother, but I know it makes God happy when I don’t)

Closing:

Teacher Actions

Teacher will stamp objective with Exit Ticket

  1. Distribute 6.2.1.6.ET
  2. Allow for time to complete
  3. Collect 6.2.1.6.ET

Questions & Prompts

N/A
6.ElCamino.M2.Unit1.Lesson7 (c) 2024. Seton Education Partners.

Lesson 7

Objective: DWBAT interpret a scripture passage using both the moral and literal senses in order to transmit the Gospel message.

Assessment of Mastery: Why is it important that we understand how to interpret Scripture? 

Key Vocabulary & Definitions

Allegorical sense - reading Scripture in light of Jesus Christ; focus is on faith
Literal sense - the meaning that the author intended to communicate to the reader; focus is on past deeds

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 the need to interpret the words of Scripture

  1. Present CFU 1 and take 2 responses
  2. Read John 2: 13-19,20-22 and ask CFU 2
  3. Ready John 2: 20-22 and facilitate Turn & Talk with Reflection Question 3

HOOK GIST: We are all called to be prophets of the Gospel (Good News) because of our Baptism. It is important that we learn how to interpret Christ’s words so we can accurately transmit His message to the world. 

Questions & Prompts

1. Why was the temple so important to the Hebrew people?
A: It was where God existed/It is where they sacrificed to God.

2. Why would the Hebrew people be upset at the words of Christ?
A: He seems to be threatening to destroy God.

3. If we are all called to be prophets of Christ’s message, why would it be important to correctly interpret His words?
A: Answers will vary

Guided Practice:

Teacher Actions

Teacher will differentiate between literal and allegorical senses of Scripture

  1. Distribute 6.2.1.7.GO
  2. Present definitions of Literal Sense and Allegorical Sense
  3. Guide disciples in filling in first two columns of 6.2.1.7.GO
  4. Distribute Bibles and present Exodus 14: 13-20  and check for prior knowledge with CFU 4
  5. Present CFU 9 and allow disciples to read and reflect in silence
  6. Take 2 - 3 responses. Use CFU 10 and 11 if disciples need probing

Questions & Prompts

4. What is happening in Exodus 14: 13-20?
A: Answers will vary

5. What are the Hebrew people escaping?
A: Slavery from the Egyptians

6. How are they escaping?
A: Crossing water/Crossing the Red Sea

7. Where are they escaping to?
A: The Promised Land

8. What is the literal message being presented in Exodus 14: 13-20?
A: The Hebrew people escaped slavery by crossing the water to enter the Promised Land.

9. How can we read this passage in the allegorical sense?
A: Jesus leads us to freedom from sin when we cross the water through our Baptism.

10. What Sacrament did Jesus give us that requires water?
A: Baptism

11. In Baptism, what are we freed from?
A: Original sin/Sin

Independent Practice:

Teacher Actions

Teacher will help disciple extract allegorical meaning from Scripture

  1. Present purpose and expectations for activity
  2. Divide into groups and distribute Bibles
  3. Present Isaiah Isaiah 53: 4-6 and Reflection Prompt 12
  4. Allow groups time to read and discuss
  5. Share out 3-4 responses

Questions & Prompts

12. What is the allegorical message of Isaiah 43: 4-6?
A: Jesus will suffer and die for my sins.

Closing:

Teacher Actions

Teacher will stamp objective using reflection prompt

  1. Distribute journals
  2. Present Reflection Prompt 13 and allow time to reflect and complete
  3. Collect journals and 6.2.1.7.GO

Questions & Prompts

13. Why is it important that we understand how to interpret Scripture?
6.ElCamino.M2.Unit1.Lesson8 (c) 2024. Seton Education Partners.

Lesson 8

Objective: DWBAT extract scriptural meaning through the moral and anagogical sense in order to interpret God’s message to us.

Assessment of Mastery: How can we read Joshua 5:6 in the anagogical sense? (GO) 

Key Vocabulary & Definitions

Moral Sense - reading Scripture in light of moral truths; focus is on actions
Anagogical Sense - reading Scripture in light of heavenly destiny; focus is on where we are going

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

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

Questions & Prompts

1. What is the difference between the literal and allegorical sense of Scripture?
A: The literal deals with past deeds, the allegorical deals with my relationship with Christ.

2. Why is it important that we are aware of both senses?
A: If we don’t read Scripture with the correct sense, we may miss Christ’s message, like the Hebrew people in His hometown.

Guided Practice:

Teacher Actions

Teacher will introduce the moral and anagogical senses of Scripture

  1. Distribute 6.2.1.7.GO
  2. Present definitions of Moral Sense and Anagogical Sense
  3. Guide disciples in filling in next two columns of 6.2.1.7.GO
  4. Distribute Bibles and present 1 Corinthians 10: 1-13 and read as a class
  5. Present CFU 3 - 5 and take responses
  6. Allow disciples to finish the “moral sense” row on their GO

Questions & Prompts

3. What event is the author referring to?
A: The crossing of the Red Sea and the escape from Egypt.

4. Which of the two senses is the author referencing during the crossing of the Red Sea? How do you know?
A: Moral. He is talking about the Hebrews “acting immorally” with grumbling, idolatry, etc.

5. What happened to the Hebrew people after they committed these evil acts (e.g., idolatry, etc.)?
A: God made them wander the desert for 40 years.

Independent Practice:

Teacher Actions

Teacher will instruct disciple to extract the anagogical message from Scripture

  1. Distribute Bibles
  2. Present Joshua 5:6
  3. Present CFU 6 and take 2 -3 responses
  4. Allow disciples time to complete 6.2.1.7.GO

Questions & Prompts

6. How can we read Joshua 5:6 in the anagogical sense?
A: As the Hebrew people were on a journey to the Promised Land, we are on a journey to our true home: Heaven.

Closing:

Teacher Actions

Teacher will stamp objective by collecting GO

  1. Collect 6.2.1.7.GO

Questions & Prompts

N/A

6.ElCamino.M2.Unit1.Lesson9 (c) 2024. Seton Education Partners.

Lesson 9

Objective: DWBAT analyze scriptural messages through the moral and anagogical sense in order to transmit them to people who need them the most.

Assessment of Mastery: How do we transmit the Gospel message to those who need to hear it? (Exit Ticket) 

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 four senses of Scripture

  1. Present CFU 1 and take responses

Questions & Prompts

1. What are the four senses of scripture? A: Literal, allegorical, moral, anagogical

Guided Practice:

Teacher Actions

Teacher will differentiate between moral and anagogical sense

  1. Present CFU 2 and facilitate Turn & Talk
  2. Share out 3 - 4 responses

Questions & Prompts

2. Which sense focuses on our heavenly destiny?
A: Anagogical
Follow Up: Why would we want to learn about Heaven?
A: So we can figure out how to get there.

Independent Practice:

Teacher Actions

Disciples will use both moral and anagogical sense to extract message from Scripture

  1. Explain purpose and expectations for activity
  2. Divide the class into four groups and distribute Bibles
  3. Present Luke 16: 19-31 and assign two groups Reflection Question 3 and two groups Reflection Question 4
  4. Monitor time and environment as groups read and discuss
  5. Allow disciples to share out responses

Questions & Prompts

3. Using Luke 16: 19-31, what is the moral lesson Christ is conveying? Use evidence and be specific.
A: We should treat the poor and needy with love and compassion.

4. Using Luke 16: 19-31. determine the anagogical message Christ is conveying? Use evidence and be specific.
A: If we act against God’s will in this life, there will be a great chasm between us and HIm in the afterlife/ Our actions in this life have consequences in the next.

Closing:

Teacher Actions

Teacher will stamp objective using Exit Ticket

  1. Distribute 6.2.1.8.ET and allow for time to complete
  2. Collect 6.1.2.7.GO and 6.2.1.8.ET

Questions & Prompts

8. What does God want us to use these gifts for?
A: To love Him and love others 

6.ElCamino.M2.Unit1.Lesson10 (c) 2024. Seton Education Partners.

Lesson 10

Objective: DWBAT annotate the Book of Jonah in order to extract the message in relation to all four scriptural senses (literal, allegorical, moral, anagogical).

Assessment of Mastery: What is one takeaway you had from Jonah 1-3?
What scriptural sense revealed it to you? 

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 ground lesson in disciple’s knowledge of the prophets

  1. Present CFU 1
  2. Take 2 - 3 responses

Questions & Prompts

1. Is the role of a prophet easy?
A: No.
Follow up: Why? Give evidence.
A: Much of the time, people did not receive the message of the prophets well. They tried to kill prophets.

Guided Practice:

Teacher Actions

Teacher will guide disciples through Jonah 1 - 3, annotating text that is significant to the literal sense 

  1. Present purpose and expectations for activity
  2. Distribute 6.ElCaminoM2.Unit1.PerformanceTask.a
  3. Present CFU 2 and take 2 - 3 responses
  4. Distribute Bibles and read Jonah 1-3 and annotate verses that are significant to the literal sense
  5. After reading in whole group, present Reflection Question 3

Questions & Prompts

2. What does the literal sense deal with?
A: Past deeds/What happened in the past

3. What message can we extract with the literal sense?
A: God sends us prophets/ God speaks through people/ God forgives us.

Independent Practice:

Teacher Actions

Teacher will instruct disciple to continue annotating text using allegorical, moral and anagogical senses

  1. Reintroduce and reinforce purpose and expectations
  2. Allow disciples to read and complete 6.ElCaminoM2.Unit1.PerformanceTask.a

Questions & Prompts

N/A

Closing:

Teacher Actions

Teacher will stamp objective with Whip-Around

  1. Present CFU 4 and facilitate Whip-Around
  2. Collect 6.ElCaminoM2.Unit1.PerformanceTask.a

Questions & Prompts

4. What is one takeaway you had from Jonah 1-3 and what scriptural sense revealed it to you?
6.ElCamino.M2.Unit1.Lesson11 (c) 2024. Seton Education Partners.

Lesson 11

Objective: DWBAT demonstrate ability to extract God’s message for us using the four senses, synthesizing these to create a prophetic message for the modern day.

Assessment of Mastery: 6.ElCaminoM2.Unit1.PerformanceTask.b 

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 ground Performance Task in our Christian call to be prophets

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

Questions & Prompts

1. Who is called to be a prophet?
A: All Christians

2. Why are all Christians called to be prophets?
A: Through our Baptism, we are called to preach Christ’s message to the world.

Independent Practice:

Teacher Actions

Teacher will instruct disciple to complete Performance Task

  1. Present purpose and expectations for Performance Task
  2. Distribute 6.2.1.PreformanceTask.a and 6.2.1.PreformanceTask.b
  3. Monitor time and environment as disciples complete

Questions & Prompts

N/A

Closing:

Teacher Actions

Teacher will collect 6.2.1.PerformanceTask.a and 6.2.1.PerformanceTask.b

  1. Allow disciples to share out prophetic messages
  2. Collect Performance Tasks

Questions & Prompts

N/A

Back to all lessons

UNIT 2

Christ’s Fulfillment

Download All Unit Files

IMPORTANT!

Download the complete unit overview and unpacking guide to fully prepare ~2 weeks prior to starting the unit's first lesson:

Complete Unit Overview

PT

RUBRIC

In Module 2, Unit 2, the disciple will explore the significance of the Paschal Mystery in the context of our own salvation. Now that the disciple has established the prefigurement of the “Anointed One” in the previous unit, they will examine how Christ specifically fulfilled the promises of the prophets as the Messiah. By exploring the Passover covenant and examining how Christ’s own crucifixion meets the tenets of this sacrificial covenant, the disciple will develop a connection between the prefigurement of salvation and its fulfillment in Christ. Once the disciple understands the complexities of the Paschal sacrifice, they will explore some of the questions that Christ’s passion, death, resurrection, and ascension create in the context of “mystery.” The disciple will then commit to praying with one of these devotions for a week, reflecting on the mysteries within it. At the end of the unit, they will present their devotion to the class, explaining how it helped them deepen their understanding of the Paschal Mystery.

End of Unit Performance Task Description
The disciple will choose a provided devotion that is meant to help them pray through the Paschal Mystery. They will use this devotion for a week and write a reflective essay on its impact.

Materials Needed/Logistical Prep

  • Laptop
  • Projector
  • Speakers
  • Bible (one per disciple)
  • Sacred Heart
  • The Five Wounds of Christ
  • Rosaries
  • Divine Mercy
  • Holy Face of Jesus

MODULE 2 | UNIT 2

PT

Denotes Performance Task

Denotes pre-work is required

DWBAT is an acronym for "Disciples will be able to"

Lesson 1

Objective: DWBAT explain the importance of sacrifice in the ancient  Hebrew culture.

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Lesson 2

Objective: DWBAT explain the essential elements of a Hebrew sacrifice to God.

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Lesson 3

Objective: DWBAT determine that God prefers some sacrifice to others by reading the story of Cain and Abel.

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Lesson 4

Objective: DWBAT explain why a lamb needed to be killed to save the first born son during the accounts of Exodus.

Read More

Lesson 5

Objective: DWBAT determine why we call Jesus the “Lamb of God” by exploring the Last Supper.

Read More

Lesson 6

Objective: DWBAT explain why we call the Paschal Mystery a “mystery,” and how we can come to understand it better.

Read More

Lesson 7

Objective: DWBAT determine why devotions help us understand the mysteries of the Catholic Faith.

Read More

Lesson 8

Objective: DWBAT determine what devotion will be most beneficial for their Performance Task.

Read More

Lesson 9

Objective: DWBAT explain why the Church provides tools for us to pray with by reflecting on the Glorious Mysteries.

Read More

Lesson 10

Objective: DWBAT prepare their Performance Task.

Read More

PT

Lesson 11

Objective: DWBAT present their Performance Task.

Read More

PT

Back to all lessons
Internalization Guide
6.ElCamino.M2.Unit2.Lesson1 (c) 2024. Seton Education Partners.

Lesson 1

Objective: DWBAT explain the importance of sacrifice in the ancient Hebrew culture.

Assessment of Mastery: Why is sacrifice so significant in Hebrew culture? 

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 ground lesson in the concept of faith

  1. Present CFU 1 and take 2 - 3 responses
  2. Present Reflection Question 2 and facilitate Turn & Talk
  3. Share out 1 - 2 exemplar responses

Questions & Prompts

1. How do we demonstrate faith in someone?
A: By trusting in them

2. Think of a time you had faith in someone and trusted them? What happened?
A: Answers will vary

Guided Practice:

Teacher Actions

Teacher will guide disciples through the sacrifice of Isaac

  1. Present purpose and expectations for activity
  2. Distribute Bibles and guide disciples through Genesis 22
  3. Present  CFU 3 and take 1 - 2 responses
  4. Pause at verse 4 and present CFU 4
  5. Pause at verse 9 and present CFU 5
  6. After reading is complete, present CFU 6

Questions & Prompts

3. How many children did Abraham have with his wife Sarah?
A: One
Follow Up: What was so significant about Isaac’s birth?
A: Sarah had him when she was very old.

4. What is a burnt offering? What is God asking Abraham to do?
A: A burnt offering is a sacrifice/God is asking Abraham to kill his only son as a sacrifice to Him.

5. If you were Isaac, would you be suspicious? Explain.
A: Yes, Abraham didn’t bring anything to sacrifice.

6. If you were Abraham, what would you have done? Explain.
A: Answers will vary

Independent Practice:

Teacher Actions

Teacher will instruct disciple to discuss things they can sacrifice to God
  1. Present CFU 7 and take 1 - 2 responses
  2. Present CFU 8 and take 2 - 3 responses
  3. Distribute 6.2.2.1.GO and allow disciples to work independently
  4. Monitor time and environment during Independent Practice
  5. After the activity is finished, facilitate Whip-Around using CFU 9

Questions & Prompts

7. How does Abraham demonstrate his faith in God?
A: By demonstrating a willingness to sacrifice his son for God

8. What takes the place of Isaac at the end of the passage?
A: A ram
Follow Up: Even after Abraham showed his faith, why would God require a sacrifice?
A: Answers will vary

9. What is one thing you can offer up to God to demonstrate your faith?
A: Answers will vary

Closing:

Teacher Actions

Teacher will stamp objective using Exit Ticket

  1. Allow disciples to complete the question at the bottom of 6.2.2.1.GO as their Exit Ticket.

Questions & Prompts

N/A

6.ElCamino.M2.Unit2.Lesson2 (c) 2024. Seton Education Partners.

Lesson 2

Objective: DWBAT explain the essential elements of a Hebrew sacrifice to God

Assessment of Mastery: What are the essential elements of a Hebrew sacrifice? 

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 ground lesson in the significance of sacrifice

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

HOOK GIST: Sacrifice was very important to the Hebrew people because it was how they maintained a strong relationship with God. God explained to the Hebrew people how to sacrifice in His covenant with them.

Questions & Prompts

1. Why do we sacrifice to God?
A: To show our faith in Him

2. Who did God send to the Hebrew people to remind them to sacrifice?
A: The prophets

Guided Practice:

Teacher Actions

Teacher will guide disciples through the first row of the Graphic Organizer

  1. Present purpose and expectations for activity
  2. Distribute 6.2.2.2.GO and present prompt

GUIDED PRACTICE GIST: The Hebrew people would sacrifice to God for various reasons, but each sacrifice contained all of these elements.

Questions & Prompts

3. In our last lesson, we read about the sacrifice of Isaac. In this passage we can find the essential elements of a Hebrew sacrifice. Who can determine what these elements were in the sacrifice of Isaac?
A: Offering → Ram replacing Isaac
Mediator → Abraham
Purpose → Show faith in God
Instrument → Knife and fire

Independent Practice:

Teacher Actions

Teacher will help disciple extract sacrificial elements from Leviticus

  1. Reinforce expectations and purpose of activity
  2. Distribute Bibles and present passages
  3. Monitor time and environment of Independent Practice
  4. When disciples are finished, review 6.2.2.2.GO in whole group

Questions & Prompts

N/A

Closing:

Teacher Actions

Teacher will stamp objective with Graphic Organizer

  1. Collect 6.2.2.2.GO and Bibles

Questions & Prompts

N/A

6.ElCamino.M2.Unit2.Lesson3 (c) 2024. Seton Education Partners.

Lesson 3

Objective: DWBAT determine that God prefers some sacrifice to others by reading the story of Cain and Abel.

Assessment of Mastery: God prefers some forms of worship to others. (Thumbs up - Thumbs down) 

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 that God prefers some forms of worship to others

  1. Present Reflection Prompt 1 and facilitate Take-a-Stand protocol

HOOK GIST: Today we are going to take time to read a story where God demonstrates that He prefers some forms of worship to others.

Questions & Prompts

1. Do you think God has favorites?
Teacher Note: In presenting this prompt, make it clear that you are referring to people.
A: Answers will vary

Guided Practice:

Teacher Actions

Teacher will guide disciples through the story of Cain and Abel

  1. Present CFU 2 and take 2 - 3 responses
  2. Distribute Bibles and read Genesis 4: 1-16
  3. Present CFU 3 and take 2 - 3 responses

Questions & Prompts

2. Who are Cain and Abel?
A: The first two sons of Eve and Adam

3. Whose sacrifice did God prefer?
A: Abel’s

Independent Practice:

Teacher Actions

Teacher will instruct disciple to participate in a Socratic Seminar

  1. Present purpose and expectations for Socratic Seminar
  2. Present Prompt 4 and facilitate Socratic Seminar
  3. Moderate discussion, ensuring that all disciples are able to participate

Questions & Prompts

4. Why do you think God prefers Abel’s sacrifice to Cain’s?
A: Answers should vary
Teacher Note: Prepare probing questions to help scaffold and guide discussion.
1. Did Cain deserve this punishment?
2. Do you think God knew that Cain would be upset?
3. Do you think Cain was always capable of murder?

Closing:

Teacher Actions

Teacher will stamp objective with CFU 5

  1. Present CFU 5 and facilitate Thumbs up - Thumbs down

Questions & Prompts

5. God prefers some forms of worship to others. (Thumbs up - Thumbs down)

6.ElCamino.M2.Unit2.Lesson4 (c) 2024. Seton Education Partners.

Lesson 4

Objective: DWBAT explain why a lamb needed to be killed to save the first born son during the accounts of Exodus.

Assessment of Mastery: What would have happened if a lamb was not offered during Passover? 

Key Vocabulary & Definitions

Unblemished - perfect, unmarked

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 ground lesson in personal significance of sacrifice

  1. Present CFU 1 and facilitate Whip-Around (have 1-2 disciples respond to Follow Up)

HOOK GIST: Within their covenants, the Hebrew people made offerings because of their love, faith, and honor of God. We are able to offer ourselves for the betterment of others.

Questions & Prompts

1. Name a person whose sacrifice has allowed you to be present in school today.
A: Answers will vary
Follow Up: What did they have to sacrifice?

Guided Practice:

Teacher Actions

Teacher will connect lesson content to prior knowledge of Exodus

  1. Present 6.2.2.4.image.a and present CFU 2 - 3
  2. Present CFU 4 and take cold call response

GUIDED PRACTICE GIST: During the last plague, God sends the spirit of death to  take the life of every first born. The Hebrew people are told to sacrifice a lamb as an offering in the place of their first born sons.

Questions & Prompts

2. Who can explain what biblical event is depicted in this picture.
A: The Hebrew people are crossing the Red Sea and escaping the slavery of Egypt.

3. How were the Hebrew people able to escape slavery?
A: God sent the 10 Plagues.

4. What was the last plague?
A: The death of the first born

Independent Practice:

Teacher Actions

Teacher will instruct disciple to read Exodus 12 and extract the essential elements of Hebrew sacrifice during Passover
  1. Present purpose and expectations for Independent Practice
  2. Divide class into pairs
  3. Distribute 6.2.2.2.GO and Bibles
  4. Allow groups to independently work on “Passover” portion of Graphic Organizer
  5. When activity is complete, return to whole group
  6. Present CFU 5 and 6, taking 2 - 3 responses for each
  7. Review remainder of Graphic Organizer

Questions & Prompts

5. What is the offering in this sacrifice?
A: An unblemished lamb
Follow Up: What does “unblemished” mean?
A: Perfect

6. Why do you think it is important that the lamb is unblemished?
A: An unblemished lamb is a better sacrifice.

Closing:

Teacher Actions

Teacher will stamp objective with reflection question

  1. Distribute journals and present CFU 7
  2. Allow time for disciples to reflect and write
  3. Collect journals and 6.2.2.2.GO

Questions & Prompts

7. What would have happened if a lamb were not offered during Passover?
6.ElCamino.M2.Unit2.Lesson5 (c) 2024. Seton Education Partners.

Lesson 5

Objective: DWBAT determine why we call Jesus the “Lamb of God” by exploring the Last Supper.

Assessment of Mastery: Why do we call Jesus the “Lamb of God”? 

Key Vocabulary & Definitions

Paschal - refers to Passover, the feast commemorating the deliverance of the Hebrews from Egypt
Paschal Mystery - the mystery of Jesus Christ’s passion, death, resurrection, and ascension

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 cultural significance of Passover for the Hebrew people

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

Questions & Prompts

1. Why would the Hebrew people continue to practice the Passover sacrifice each year after the angel of death passed over?
A: It is important for them to remember/They want to continue to thank God/They want to show God their faith.

Guided Practice:

Teacher Actions

Teacher will introduce the Last Supper in the context of Passover
  1. Present 6.2.2.5.image.a
  2. Present CFU 2 + 3 and take 2 -3 responses for each
  3. Distribute Bibles and read Matt 26: 17-30
  4. Present CFU 4 and 5, taking 2- 3 responses for each
GUIDED PRACTICE GIST: The prophets tell the Hebrew people about a New Covenant that the Messiah would bring. Jesus is referencing this covenant in the Last Supper, but before it can be created, there needs to be a sacrifice.

Questions & Prompts

2. What biblical event is depicted in this image?
A: The Last Supper

3. As a Jew, what was Jesus celebrating at the Last Supper?
A: Passover

4. What type of covenant did the prophets preach about that Christ is referencing here?
A: A new and perfect covenant

5. If a New Covenant is going to be created with God, what will be necessary?
A: A sacrifice

Independent Practice:

Teacher Actions

Teacher will help disciple apply the Hebrew sacrifice framework to Christ’s crucifixion
  1. Present purpose and expectations for Independent Practice
  2. Distribute 6.2.2.2.GO
  3. Present 6.2.2.5.image.b  and Bibles and Mark 15: 22-41
  4. Instruct disciples to use the picture and reading to complete the “Jesus’ Sacrifice” portion of the Graphic Organizer
  5. Monitor time and environment during Independent Practice
  6. When activity is complete, review Graphic Organizer

Questions & Prompts

Teacher Note: During GO review, ensure disciples understand that Jesus is also the mediator of the sacrifice. He both offers Himself and allows Himself to be put to death.

Closing:

Teacher Actions

Teacher will stamp objective with reflection prompt

  1. Distribute journals and present Prompt 6
  2. Allow disciples time to reflect and write
  3. Collect materials

Questions & Prompts

6. Compare the Passover sacrifice with Jesus’ sacrifice. Why do we call Jesus the “Lamb of God”?
6.ElCamino.M2.Unit2.Lesson6 (c) 2024. Seton Education Partners.

Lesson 6

Objective: DWBAT explain why we call the Paschal Mystery a “mystery,” and how we can come to understand it better.

Assessment of Mastery: What is a hint or clue we can find in Psalm 22 to help us understand the Paschal Mystery? 

Key Vocabulary & Definitions

Paschal - refers to Passover, the feast commemorating the deliverance of the Hebrews from Egypt
Paschal Mystery - the mystery of Jesus Christ’s passion, death, resurrection, and ascension

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 the Paschal Mystery

  1. Introduce terms Paschal and Paschal Mystery
  2. Present CFU 1 and take 2 - 3 responses

Questions & Prompts

1. Why would we use the term “paschal” to describe Christ’s death and resurrection?
A: Because Jesus becomes the new passover lamb through His crucifixion.

Guided Practice:

Teacher Actions

Teacher will establish context for the term “mystery”
  1. Present CFU 2 and take 2 - 3 responses
  2. Present Prompt 4 and play  6.2.2.4.video.a
  3. Pause video at 3:30 and take 1-2 responses for Prompt 4
GUIDED PRACTICE GIST: In Psalm 22, we see some clues to help us solve or understand the questions the Paschal Mystery raises.

Questions & Prompts

3. We refer to Jesus’ passion, death, resurrection, and ascension as a “mystery.” What do mysteries create?
A: Answers will vary (e.g., fear, wonder)
Teacher Note: Intended answer is “questions.” Present answer to disciples if not stated.

4. The events of Jesus’ death created a lot of questions. While watching this video, try to come up with three important questions that Jesus’ death and resurrection raised.
A: Why would an all-powerful God die this way?
Why do Christians worship a crucified God?
Couldn’t God have saved humanity in a different way?

Independent Practice:

Teacher Actions

Teacher will help disciple create clues to better understand the Paschal Mystery

  1. Present purpose and expectations for activity
  2. Distribute Bibles and present Psalm 22
  3. Distribute 6.2.2.6.cluecards and allow time for disciples to work
  4. Monitor time and environment during activity
  5. When activity is complete, allow disciples to share out clues and their meanings

Questions & Prompts

N/A

Closing:

Teacher Actions

Teacher will stamp objective by collecting 6.2.2.6.cluecard

  1. Collect Bibles and cluecards

Questions & Prompts

N/A

6.ElCamino.M2.Unit2.Lesson7 (c) 2024. Seton Education Partners.

Lesson 7

Objective: DWBAT determine why devotions help us understand the mysteries of the Catholic Faith.

Assessment of Mastery: Which devotion would help you grow most in an understanding of the Paschal Mystery? Why? 

Key Vocabulary & Definitions

Devotions - dedicating oneself in special prayer and reflection to a person, image, or event

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 reinforce importance of the Paschal Mystery

  1. Present CFU 1 and take 2 - 3 responses

HOOK GIST: The Paschal Mystery frees us from sin and reestablishes our relationship with God. It is very important that we grow in understanding of the more mysterious elements of Christ’s passion, death, resurrection, and ascension (as discussed in the previous lesson).

Questions & Prompts

1. What impact does the Paschal Mystery have on my relationship with God?
A: It frees me from Original Sin and allows me to have a stronger relationship with God.

Guided Practice:

Teacher Actions

Teacher will explain what devotions have to offer to our understanding of the Paschal Mystery

  1. Present CFU 2 and take 2 - 3 responses
  2. Present definition of Devotion
  3. Present CFU 3 and take 2 -3 responses

Questions & Prompts

2. What is so mysterious about the Paschal Mystery?
A: Why would an all-powerful God die this way?
Why do Christians worship a crucified God?
Couldn’t God have saved humanity in a different way?

3. Using what we have studied about prayer, explain why devotions might help us answer some of these mysterious questions.
A: We can reflect on the elements of the Paschal Mystery/ Jesus can speak to us through prayer.

Independent Practice:

Teacher Actions

Teacher will instruct disciple to participate in a Gallery Walk to examine four different types of devotions

  1. Present purpose and expectations for activity
  2. Distribute 6.2.2.7.GO and facilitate 6.2.2.7.GalleryWalk
  3. When Gallery Walk is complete, orientate disciples back to whole group and present CFU 4

Questions & Prompts

N/A

Closing:

Teacher Actions

Teacher will stamp objective with Whip-Around

  1. Present CFU 4 and facilitate Whip-Around
  2. Collect 6.2.2.7.GO

Questions & Prompts

4. Which devotion would help you grow most in an understanding of the Paschal Mystery? Why?
A: Answers will vary

6.ElCamino.M2.Unit2.Lesson8 (c) 2024. Seton Education Partners.

Lesson 8

Objective: DWBAT determine what devotion will be most beneficial for their Performance Task.

Assessment of Mastery: What is the devotion you are committing to? What aspect of the Paschal Mystery will you use it to reflect on? 

Key Vocabulary & Definitions

Not Applicable

*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 ground lesson in the significance of prayer

  1. Present CFU 1 and take 2 -3 responses

HOOK GIST: God is able to reveal things about Himself to us through prayer and discernment, such as His will for us. By using devotions we can grow in knowledge and understanding of the Paschal Mystery.

Questions & Prompts

1. What impact does prayer have on our relationship with God?
A: It strengthens our relationship with God.

Independent Practice:

Teacher Actions

Teacher will instruct disciple to choose a devotion for their Performance Task  

  1. Distribute 6.2.2.PerformanceTask.a
  2. Explain to disciple that they will be choosing a devotion and committing to pray with it for four consecutive days. At the end of the four days, they will present their experience to the class
  3. Distribute 6.2.2.7.GO and allow disciples time to complete the first page of 6.2.2.PerformanceTask.a (6.2.2.7.GalleryWalk should still be set up for reference)
  4. Monitor room and environment. Be sure to circulate and explain how the different devotions are prayed

Teacher will instruct disciple to share out the devotion they have chosen and their scheduled plan to pray it

  1. Orientate class back to whole group
  2. Have each disciple present the first page of 6.2.2.PerformanceTask.a and explain their devotional plan
  3. Distribute necessary chaplets

Questions & Prompts

N/A

Closing:

Teacher Actions

Teacher will stamp objective with Whip-Around

  1. Facilitate Whip-Around using CFU 2
  2. Instruct disciples to take chaplets and 6.2.2.PerformanceTask 
  3. home and fill out first row of page 2 tonight

Questions & Prompts

2. What is the devotion you are committing to? What aspect of the Paschal Mystery will you use it to reflect on?

6.ElCamino.M2.Unit2.Lesson9 (c) 2024. Seton Education Partners.

Lesson 9

Objective: DWBAT explain why the Church provides tools for us to pray with by reflecting on the Glorious Mysteries.

Assessment of Mastery: Why do we often need tools like the rosary or devotionals for prayer? 

Key Vocabulary & Definitions

Rosary - a special prayer to Mary, normally guided by a string of beads

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 in on disciple’s Performance Task

  1. Facilitate Whip-Around using CFU 1

Questions & Prompts

1. Share one challenge and one grace you experienced during your devotion last night.
A: Answers will vary

Guided Practice:

Teacher Actions

Teacher will introduce the Glorious Mysteries of the rosary within the context of devotions

  1. Present the five 6.2.2.9.GloriousMysteries of the rosary
  2. Present CFU 2 and take 2 -3 responses

Questions & Prompts

2. Why are these Mysteries relevant to the Paschal Mystery?
A: They include the Resurrection and Ascension of Jesus.

Independent Practice:

Teacher Actions

Teacher will instruct disciples to study and reflect on assigned Glorious Mystery

  1. Present purpose, expectations, and instructions for activity
  2. Divide class into five groups and assign each a Glorious Mystery
  3. Distribute rosaries (one per person),  6.2.2.9.GO (one per group) and assigned Glorious Mystery from 6.2.2.9.GloriousMysteries
  4. Instruct groups to study their Mystery and begin reflection/discussion
  5. Monitor time and environment

Teacher will instruct disciples to pray assigned Glorious Mystery together

  1. When groups have completed 6.2.2.9.GO, reset expectations for prayer
  2. Instruct them to begin praying assigned decade together
  3. When decade is complete, orientate disciples back to whole group

Questions & Prompts

N/A

Closing:

Teacher Actions

Teacher will stamp objective with Exit Ticket

  1. Distribute 6.2.2.9.ET and allow for time to complete
  2. Collect lesson materials and 6.2.2.9.ET

Questions & Prompts

Why do we often need tools like the rosary or devotionals for prayer?
6.ElCamino.M2.Unit2.Lesson10 (c) 2024. Seton Education Partners.

Lesson 10

Objective: DWBAT prepare their Performance Task.

Assessment of Mastery: Performance Task 

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 on disciple’s understanding of Performance Task

  1. Facilitate Whip-Around using CFU 1

Questions & Prompts

1. What images are you reflecting on during your devotion?
A: Answers may vary (e.g., Christ on the cross)

Independent Practice:

Teacher Actions

Teacher will instruct disciple to draw/color an image they have reflected on during their devotion

  1. Present purpose and expectations for activity
  2. Present Prompt 2
  3. Make art materials available to disciples
  4. Monitor time and environment as disciples work

Questions & Prompts

2. Draw and color an image you have reflected on while praying with your devotion this week. You will present this image at the end of the unit.

Closing:

Teacher Actions

Teacher will stamp objective by collecting devotional images

  1. Instruct disciples to place devotional images on prayer table
  2. End period in prayer

Questions & Prompts

N/A

6.ElCamino.M2.Unit2.Lesson11 (c) 2024. Seton Education Partners.

Lesson 11

Objective: DWBAT present their Performance Task.

Assessment of Mastery: Performance Task 

Key Vocabulary & Definitions

N/A

*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 Gallery Walk

  1. Present purpose and expectations for activity
  2. Divide class into two groups
  3. Present Prompt 1. Teacher Note: It would be beneficial to keep this prompt available throughout the period.
  4. Distribute devotional images and tape
  5. Instruct disciples to tape images to wall

    Questions & Prompts

    1. Today we will present our Performance Tasks and devotional images in a Gallery Walk. When you are hosting your peers before your image, explain the following three things…
    1. What is your image? How is it connected to your devotion or the Paschal Mystery?
    2. What is your devotion and how was it developed in the Church?
    3. What aspect of the Paschal Mystery did you commit to reflecting on during your devotional prayer? How did this reflection deepen your understanding of the Paschal Mystery? 

    Independent Practice:

    Teacher Actions

    Teacher will instruct disciples to participate in a Gallery Walk

    1. Reinforce purpose and expectations for Gallery Walk
    2. Instruct Group 1 to station themselves by their images and respond to prompts as disciples rotate through the room
    3. Monitor time and environment as disciples rotate through gallery. Teacher Note: Using rubric, rotate through gallery and assess 6.ElCamino.M2.Unit2.PerformanceTask
    4. Instruct Group 2 to station themselves by their images and respond to
    5. prompts as disciples rotate through the room
    6. Monitor time and environment as disciples rotate through gallery. Teacher Note: Using rubric, rotate through gallery and assess Performance Tasks.

    Questions & Prompts

    N/A

    Closing:

    Teacher Actions

    Teacher will stamp objective by collecting devotional images and Performance Tasks

    1. Collect materials

    Questions & Prompts

    N/A

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