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From Darkness to Light: Preparing for the Sacrament of Penance

From Darkness to Light: Preparing for the Sacrament of Penance

Schedule a time for your students to celebrate the Sacrament of Penance. Combine the sacrament with an extended time for preparation and a concluding time of reflection. Provide each student with a taper. Have a box of sand sitting on a table in the church, chapel, or other reserved space where the sacrament will take place. Arrange for priests to celebrate the sacrament and ask them about their willingness to light the student’s taper before they are dismissed from their individual Confession. Each student should also have a Bible. Provide these directions, saying the following: ·         Spend some time examining your conscience. Ask the Holy Spirit to help you to be aware of the areas of darkness and sin in your life. Reflect on the major areas of your life, looking for any actions or attitudes that are contrary to God’s will for you in: ·         Family life ·         Relationship with parents ·         School and studies ·         Friendship and peer groups ·         Social life ·         Social media ·         Sexuality ·         Praying and worship ·         Work responsibilities ·         Attitudes toward authority ·         Respect for property, self, and others   ·         Choose one or two areas of darkness that most need to receive the light of God’s forgiving grace. Prepare to mention these to the priest in the Sacrament of Penance. Tell the students to take a taper before meeting with the priest for Confession. Tell them after they finish their Confession the priest will light their taper. Tell them to place their lit taper in the box of sand and sit quietly to pray, reflect, and do their penance. During this time, they may also read a Scripture passage that has to do with light and darkness. You may wish to provide all of the Scripture passages on a handout or individual passages on strips of paper. Place wither option near the box of sand for the students to take.   Sample Passages   ·         Genesis 1:1-5 ·         2 Samuel 22:29 ·         Job 29:2-3 ·         Psalm 18:29 ·         Psalm 27:1 ·         Psalm 36:10 ·         Psalm 97:11-12 ·         Psalm 107:10-11 ·         Psalm 112:4 ·         Psalm 119:105 ·         Proverb 4:18-19 ·         Isaiah 5:20 ·         Isaiah 9:1 ·         Isaiah 42:16 ·         Isaiah 49:6 ·         Isaiah 60:1-3 ·         Isaiah 60:19 ·         Daniel 2:21-22 ·         Micah 7:8 ·         Matthew 4:16 ·         Matthew 5:14-16 ·         Matthew 6:21-23 ·         Luke 2:30-32 ·         Luke 8:16 ·         John 1:3-5 ·         John 1:9-10 ·         John 3:19 ·         John 8:12 ·         John 9:5 ·         Joh 12:35 ·         John 12:36 ·         John 12:46 ·         Acts13:47 ·         Acts 26:17-18 ·         Roman 13:12-14 ·         2 Corinthians 4:6 ·         Ephesians 5:8-9 ·         Ephesians 5:14 ·         Colossians 1:11-13 ·         1 Thessalonians 5:4-5 ·         1 Peter 2:9-10 ·         2 Peter 1:19 ·         1 John 1:5 ·         1 John 1:6-7 ·         1 John 2:8 ·         1 John 2:9 ·         1 John 2:10-11 ·         Revelation 22:4-5      

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Reflection on Inspiring Short Story: “The Room”

Reflection on Inspiring Short Story: “The Room”

Students will read and reflect on a short story entitled “The Room,” which touches on the merciful, saving power of the Blood of Christ, which is poured out upon each of us. The story was authored by an evangelical Christian, Joshua Harris. You may share the story in one of these ways: Print and distribute a copy of the story to each student. Play a video recording of the story.  Have the students read along with the story and watch the video. After the students have read or heard the story, prompt them with following questions, and allow them to either think quietly to themselves or to journal their thoughts.  ●       What stood out to you the most? Was there a paragraph, sentence, phrase, or word that struck you? ●       What emotions do you feel after hearing this story? ●       Can you imagine yourself in this story? ●       What “files” in your life cause you shame or regret? Have you been hiding them from Jesus? Do you believe that He desires to see every part of you and redeem what has been broken? ●       What “files” are you holding on to that need to be surrendered? Now, invite students to read through or listen to the story one more time on their own. Encourage them to pay attention to the words slowly and prayerfully, pausing to reflect upon anything that touches their hearts. Ask them to write a short prayer or reflection based on the story. Call anyone who wishes to share anything they have written with the entire class. Use one of their prayers as a closing prayer for the period. Megan Neuman Ave Maria Press Curriculum Intern (2024)

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Song Lyrics and C.S. Lewis’s Four Types of Love

Song Lyrics and C.S. Lewis’s Four Types of Love

  Introduce different meanings of love based on definitions in C.S. Lewis’s The Four Loves. Ask: ·         What do you mean when you use the word “love”?       Examples may include things like “I love soda.” ”I love my dog.” “I love my Mom.”  Say: Although we are using the same word, we mean very different things each time. The Greeks have four words to describe four different kinds of love: storge, philia, eros, and agape. You will explore the meanings of each type of love through the lens of C.S. Lewis’s book on the subject The Four Loves.   You will read an online article summarizing parts of The Four Loves. For each type of the four loves described, you will write a definition in your own words. Based on your definitions, you will then select song lyrics which embody each of the four kinds of love. You will select four unique songs, one for each kind: storge, philia, eros, and agape. You will be asked to explain each of your choices.   Create a printed or digital handout from in the following format:   Song Lyrics and C.S. Lewis’s Four Types of Love Read the following article and write a definition for each kind of love in your own words. Four Types of Love - Official Site | CSLewis.com (https://www.cslewis.com/four-types-of-love/)   1.      Affection/Storge:   2.      Friendship/Philia:    3.      Romance/Eros:    4.      Charity/Agape:    Now select a song for each kind of love. Write a verse from each song which supports your definition of this kind of love.   Affection/Storge Song Title:  Verse:   Friendship/Philia: Song Title: Verse:   Romance/Eros: Song Title: Verse:   Charity/Agape: Song Title: Verse:  By Katy Wylie Curriculum Intern

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Man of the Beatitudes: Pier Giorgio Frassati

Man of the Beatitudes: Pier Giorgio Frassati

  Background  Pier Giorgio Frassati was a layman from Italy who lived a short but meaningful life. Frassati fervently pursed God in prayer, the outdoors, and service to the poor.  He died at age twenty-four from polio, likely contracted while caring for the sick. His life was a testament to living the virtues. Pope St. John Paul II beatified him in 1990 and called him the "Man of the Eight Beatitudes.” Pope Leo XIV is set to canonize Pier Giorgio Frassati on September 7, 2025.    Introduction Introduce the life of Pier Giorgio Frassati. If your lesson is around the time of his canonization, share a short clip of the ceremony as a prelude to a discussion about why Frassati is called the "Man of the Eight Beatitudes" due to his love and service to the poor and emphasis on charity.   Beatitude Connection Next, review the Beatitudes. (You may wish to make a handout to share with the students from the list of the Beatitudes or have them read along in their Bibles from Matthew 5:1-12.) The idea is not to go in depth of what each Beatitude means yet, but to recall what they are. A brief discussion and translation of vocabulary would be appropriate as needed.    "When he saw the crowds, he went up the mountain, and after he had sat down, the disciples came to him. He began to teach them, saying:  Blessed are the poor in spirit, for theirs is the kingdom of heaven. Blessed are they who mourn, for they will be comforted. Blessed are the meek, for they will inherit the land. Blessed are they who hunger and thirst for righteousness, for they will be satisfied. Blessed are the merciful, for they will be shown mercy. Blessed are the clean of heart, for they will see God. Blessed are the peacemakers, for they will be called children of God. Blessed are they who are persecuted for the sake of righteousness, for theirs is the kingdom of heaven. Blessed are you when they insult you and persecute you and utter every kind of evil against you [falsely] because of me. Rejoice and be glad, for your reward will be great in heaven. Thus they persecuted the prophets who were before you."  Matthew 5:1-12    Video on the Life of Frassati Following the discussion and review, play the video Pier Giorgio Frassati: Get to Know Him (15 minutes) to highlight how Frassati lived up to being the "Man of the Eight Beatitudes” in his daily life.   Discussion and Reflection Connect how Frassati lived out the Beatitudes to their life by giving students a few moments to meditate on the Beatitudes asking these refection questions that are most appropriate for your discussions:    The Beatitudes lead us closer to God. They help us live a life of virtue.  ·         What Beatitude(s) speaks to you the most?   ·         How can you practice that Beatitude(s) in your life?    Frassati chased after a life of charity. Charity, or love, is the theological virtue that is greater than faith and hope because it will last eternally.  ·         How did Frassati practice charity in his life?   ·         What is an actionable step you can take today to practice charity?   As Christians, we are called to live a life of virtue but struggle to be virtuous.  ·         What does it mean to live a life of virtue? ·         Why is there a struggle in the human heart to be virtuous? ·         What is holding you back from living a life of virtue? How can you overcome it?   Further Resources:  See the link here for more information on Frassati's life, devotions, etc. to add to your lesson.     Jessica Schultz Curriculum Intern  

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A Lesson on Creation Based on John Muir’s The Mountains of California

A Lesson on Creation Based on John Muir’s The Mountains of California

In this lesson students will reflect on how God has revealed himself in creation. In an excerpt from John Muir’s The Mountains of California, students will highlight features of nature that stand out to them and write down what this description reveals about the nature of God and of the mind behind creation. The goal is to guide students to realizations such as “In making the created world beautiful, I can see that God made humans to enjoy creation and that God wants us to be happy,” or “When John Muir says ‘glaciers are still at work in the shadows of the peaks, and thousands of lakes and meadows shine and bloom beneath them,’ this reminds me that God wants us to see big things in life that are beautiful like mountains, but he also wants us to see the beauty in little everyday things like lakes and meadows.” Allow time at the end of the lesson students to share their reflections and insights with a partner or in a small group.   Student Handout   God’s Gift of Creation from John Muir’s The Mountains of California   Before God revealed himself to humanity in scripture, he revealed himself to us through the created world. God, as Creator, has left his fingerprints on the universe. In looking at the world around us, we can come to understand who God is.    Read the following passage slowly. As you read, highlight at least two depictions of creation that stand out to you. When you are finished reading, reread the lines you have highlighted. You will then answer the reflection questions found at the bottom of this page.   The Sierra is about 500 miles long, 70 miles wide, and from 7000 to nearly 15,000 feet high. In general views no mark of man is visible on it, nor anything to suggest the richness of the life it cherishes, or the depth and grandeur of its sculpture. None of its magnificent forest-crowned ridges rises much above the general level to publish its wealth. No great valley or lake is seen, or river, or group of well-marked features of any kind, standing out in distinct pictures. Even the summit-peaks, so clear and high in the sky, seem comparatively smooth and featureless. Nevertheless, glaciers are still at work in the shadows of the peaks, and thousands of lakes and meadows shine and bloom beneath them, and the whole range is furrowed with cañons to a depth of from 2000 to 5000 feet, in which once flowed majestic glaciers, and in which now flow and sing a band of beautiful rivers.   Though of such stupendous depth, these famous canyons are not raw, gloomy, jagged-walled gorges, savage and inaccessible. With rough passages here and there they still make delightful pathways for the mountaineer, conducting from the fertile lowlands to the highest icy fountains, as a kind of mountain streets full of charming life and light, graded and sculptured by the ancient glaciers, and presenting, throughout all their courses, a rich variety of novel and attractive scenery, the most attractive that has yet been discovered in the mountain-ranges of the world.   In many places, especially in the middle region of the western flank of the range, the main canyons widen into spacious valleys or parks, diversified like artificial landscape-gardens, with charming groves and meadows, and thickets of blooming bushes, while the lofty, retiring walls, infinitely varied in form and sculpture, are fringed with ferns, flowering-plants of many species, oaks, and evergreens, which find anchorage on a thousand narrow steps and benches; while the whole is enlivened and made glorious with rejoicing streams that come dancing and foaming over the sunny brows of the cliffs to join the shining river that flows in tranquil beauty down the middle of each one of them.   Excerpt from John Muir’s “The Mountains of California” Excerpt from The Mountains of California | Penguin Random House Canada    What could each of the depictions you highlighted suggest about the nature of God or the mind behind creation? Write a short reflection for each. (For example: “When John Muir says ‘glaciers are still at work in the shadows of the peaks, and thousands of lakes and meadows shine and bloom beneath them,’ this reminds me that God wants us to see big things in life that are beautiful like mountains, but he also wants us to see the beauty in little everyday things like lakes and meadows.”) 1.       2.                         Katy Wylie Curriculum Intern  

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Seeing is Believing: Visio Divina

Seeing is Believing: Visio Divina

Background Lectio Divina ("Divine Reading") is a common form of prayer over Sacred Scripture that is used as a tool to unite our hearts closer to God. There is another form of meditative prayer that is similar in nature to Lectio Divina that is often overlooked. It is called Visio Divina. Visio Divina, or “Divine Seeing" is meditative prayer involving sacred art. It involves a slow, prayerful gaze at an image as a means to lift our hearts and minds up to God. Visio Divina invites us to a deeper relationship with God using our gift of sight and imagination. The steps for praying Visio Divina are similar to Lectio Divina but includes one extra step, to gaze at the artwork. Try out the process yourself with a classical piece of artwork. Then share the same process with your students (see ideas below). Visio. Gaze at the artwork. Reflect: Breathe deeply. What stands out to you? An expression, color, interaction? Look for details and the meaning of a story told by the artwork. Meditatio. Meditate on the image. Reflect: What is your background knowledge about the artwork? Are there any themes, colors, words that stick out to you? Put yourself in the scenery. Oratio. Pray with the image. Reflect: Dialogue with God about what he might be trying to reveal to you and what you see in the artwork. Contemplatio. Contemplate what God revealed. Reflect: Rest. Quiet your heart and conversation with God to feel his loving presence. Actio. Ask God how to live out this prayer Reflect: Ask God how he desires you to live out the fruit of your prayer time with him. Where is he calling you into action? Directions for Student Activity As this might be a new form of prayer for your students, pray Visio Divina together as a class. This can help boost confidence and show them there is no "right” or "wrong” way to pray Visio Divina. Choose a piece of art from online or from a textbook (Each chapter in the new Ave Maria Press textbook series begins with an image and description of classical art.) Or, you can bring the students to church to examine the artwork there. You will be the students guide in the meditation while each student individually prays. At the end, allow the students to write down a few of their reflections in a notebook or journal. Then have them share (either small or large group) any insights they have learned from this type of prayer if they wish to do so. Ideas of Sacred Art  ·         Stations of the Cross or any sacred art inside of a Catholic Church ·         The Assumption of the Blessed Virgin Mary ·         Pietà--Sculpture by Michelangelo ·         The Creation of Adam—Painting by Michelangelo in the Sistine Chapel ·         The Annunciation of the Blessed Virgin Mary   Further Resources: CatholicTV offers a seven-part series that walks through Visio Divina based off artwork about the life of the Holy Family. You can pause the videos at any point as well. You can find the link to the episodes here.   Jessica Schultz Curriculum Intern

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Aristotle’s Virtue Theory

Aristotle’s Virtue Theory

The following lesson can be used to introduce students to the virtues. This lesson looks at the virtues through the philosophical lens of Aristotle, who believes that a virtue is a habit which lies in the golden mean between excess and deficit. While the works of Aristotle predate Christianity, this can be a good time to discuss how there are certain universal truths which can be reasoned to and are accessible to all, also known as natural law. Aristotle uses difficult terms to describe the excess and deficit of certain virtues, making this a good opportunity for students to expand their vocabulary.   Play Opening Video:   Aristotle and Virtue Theory: Crash Course Philosophy    Say:   If we take a good look at our daily lives, we will notice certain patterns in our behavior called habits. Habits are things that we do every day - intentionally and unintentionally. Some of these things are good and some are not so good. In the worlds of religion and philosophy, these good habits are called virtues and the bad habits are called vices.    The idea of a “virtue” is something that has been studied and discussed for millennia. The philosopher Aristotle believed that a virtue was simply a well-balanced character trait. He said that it is possible to have “too much” or “too little” of a particular character trait, and that the “golden mean” of a particular trait is a virtue.    For example, someone may have the character trait of being generous. Having “too little” of this character trait would make someone greedy or selfish, but having “too much” of this trait could lead someone to being taken advantage of by another. It is in finding the balance of this trait, knowing when and how to be generous, that one can find virtue.   Complete the following worksheet to further explore Aristotle’s “Virtue Theory”. (Create a student worksheet from the following material.) Handout: Aristotle and Virtue   Use the Word Bank to help you fill in the blanks that follow.   Word Bank   skepticism cowardice scrupulosity selfishness hope self-indulgence rashness authoritarianism justice Deficit Golden Mean (Average) Excess faith despair presumption charity (love) enablement prudence indecisiveness injustice fortitude stubbornness  temperance Puritanicalism Answer Key: Deficit Golden Mean (Average) Excess skepticism faith scrupulosity despair hope presumption selfishness charity (love) enablement rashness prudence indecisiveness injustice justice authoritarianism cowardice fortitude stubbornness  self-indulgence temperance Puritanicalism   Creator Katy Wyle Curriculum Intern  

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Dorothy Day, the Sermon on the Mount, and Radical Living

Dorothy Day, the Sermon on the Mount, and Radical Living

The following lesson serves as an introduction to Dorothy Day, an American born social activist who is currently undergoing the canonization process. This plan could also be used to supplement topics such as the canonization process, social justice, and the Sermon on the Mount. Background on Dorothy Day (Share with your students) Dorothy Day was born in 1897 in New York City. Day had a special concern for the poor and vulnerable of society, but it wasn’t until her conversion to the Catholic faith in 1927 that this concern evolved into something greater. In 1933 Day published her first journal, The Catholic Worker, which aimed to give hope to the working-class poor in the midst of the Great Depression. This journal experienced great success and her writing eventually led to the establishment of what is known today at the Catholic Worker Movement. The Catholic Worker Movement is a “revolution of the heart”. It is a call for Catholics everywhere to radically follow the Gospel message - even when what it asks of us is challenging. Dorothy Day saw her concern for social justice as something that was inherently linked to a serious interpretation of Scripture. In her lifetime, Day worked to make the Gospel’s call to holiness a reality in her life and the lives of others. Introductory Video (Play this three-minute video.) Revolution of the Heart: the Dorothy Day Story Student Assignment (Create a handout from the following for a Student Assignment. ) Read this passage from the Sermon on the Mount:  “You have heard that it was said, ‘An eye for an eye and a tooth for a tooth.’ But I say to you, offer no resistance to one who is evil. When someone strikes you on your right cheek, turn the other one to him as well. If anyone wants to go to law with you over your tunic, hand him your cloak as well. Should anyone press you into service for one mile, go with him for two miles. Give to the one who asks of you, and do not turn your back on one who wants to borrow.” (Mt 5: 38-42) When you have finished reading, answer the following questions: List three main lessons found in this passage: What do you think Jesus is trying to teach his followers in this passage? How does this passage apply to the life of Dorothy Day? If you were going to act on this passage in a “radical” as Dorothy Day might have, what actions would you undertake today? In the coming year? In ten years? Be specific.  Katy WylieCurriculum Intern  

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