Engaging Faith

Practical Lesson Ideas and Activities for Catholic Educators

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Monday, August 10, 2026

A Holy Hour with Archbishop Fulton Sheen

Lizzie Putock is a senior at Hillsdale College and a leader in her school’s Catholic Society along with being an assistant in the Catechesis of the Good Shepherd at St. Anthony’s Parish in Hillsdale, MI. Lizzie worked as a curriculum intern in the summer of 2026 at Ave Maria Press. She shares an idea for Eucharistic Adoration that includes reflection on the life of Archbishop Fulton J. Sheen who will be beatified on September 24, 2026 in St. Louis. Begin class with this short clip with the words of Archbishop Sheen. Ask students if they know anything about this man, or what they thought about the video. Then share more about Archbishop Sheen and his beatification in words similar to the following script: It’s not every day that the Church advances someone’s cause for canonization, but in September of this year, Venerable Archbishop Fulton Sheen will become a “Blessed” in the Catholic Church—only one step away from becoming a canonized saint. So, who is this man and why is the Church on its way to recognizing him as a saint? Archbishop Fulton Sheen was a popular figure in the twentieth century. He became most famous for his popular television program, Life is Worth Living, which attracted over 30 million viewers weekly in the early days of television in the 1950s. His program regularly had higher ratings than the popular Milton Berle Comedy Hour and Archbishop Sheen even won an Emmy for “Most Outstanding Television Personality.” But his worldly renown is not the reason why the Church will call him “Blessed.” Everything that Sheen taught and preached came from his deep relationship with the Lord. If you have ever heard of a “Holy Hour”—an hour of prayer spent before Jesus in the Eucharist—Sheen was the one to make this devotion popular. Every day, he would spend an hour before the Lord, meditating on his word in Scripture and listening to his voice. Archbishop Sheen’s extraordinary life of ministry and public preaching could only have been possible through his daily relationship with Jesus. By spending time with Jesus in the Blessed Sacrament, he learned to listen to Christ’s voice and to follow the call for his life. He drew strength from the Eucharist and responded to God by using the gifts and opportunities he had been given. Although not all of us are called to preach or run a TV series like Archbishop Sheen, we all have unique God-given gifts that Christ calls us to use each day in our lives. Archbishop Sheen said [display quote for all to see], “God has given different gifts for different people. There is no basis for feeling inferior to another who has a different gift. Once it is realized that we shall be judged by the gift we have received, rather than the gift we have not, one is completely delivered from a false sense of inferiority.” Transition by inviting the students to think about Fulton Sheen’s life, about this quote, and about the short video clip. Make copies of the handout below for each student. Have the students take the handout with them to a chapel and use the questions for meditation. Tell them to bring a notebook or journal for writing down any personal reflections. Remind them to ask for Archbishop Sheen’s intercession during their time in Adoration. Stay in the chapel for as long as your schedule allows. Handout Eucharistic Adoration with Archbishop Fulton J. Sheen “God has given different gifts for different people. There is no basis for feeling inferior to another who has a different gift. Once it is realized that we shall be judged by the gift we have received, rather than the gift we have not, one is completely delivered from a false sense of inferiority.” 1. Have you ever wished you had a certain friend’s personality, qualities, or opportunities? Think of a specific time that you felt this way. 2. Now consider Sheen’s words: “God has given different gifts for different people. There is no basis for feeling inferior to another who has a different gift.” What are some gifts that you think God has given you? Ask the Holy Spirit to help you bring them to mind. 3. How is Jesus asking you to “go” and use these gifts, no matter how big or small? 4. Coming back to the first question, how can you practice gratitude for your gifts and the gifts of your friends? 5. If you have any, write down other thoughts you have about the video or the quote, or anything else the Lord might be speaking to you in prayer. 6. Write a short prayer to Jesus asking him to strengthen these gifts in you. Ask him for more grace and courage to know him more every day. Invoke Archbishop Sheen’s assistance in your prayer. More Information on Archbishop Fulton J. Sheen Biography Life Is Worth Living episode: Ten Reasons to Make a Holy Hour How to Become a Modern Saint Photo by Bachrach/Getty Images

Thursday, July 09, 2026

Choosing Classroom Patron Saints

Lucienna Guess is entering her junior year at the University of Kansas, majoring in English and Philosophy. She has also served as a student assistant at the St. Lawrence Catholic Campus Center, participating on the OCIA team. This summer Lucienna is working as a curriculum intern at Ave Maria Press. She offers this year-long classroom activity in which students choose their own class patron saint who will accompany them in their studies and in their community participation. This past new year, my home parish took part in the annual drawing of a patron saint in which every parishioner draws a slip of paper with the name of a saint and then entrusts themselves to the saint for the year. This activity is inspired by the similar practice of St. Faustina Kowalska who annually selected her own patron saint. Here’s a way to incorporate this idea for your classroom: Print the name of a saint on a slip of paper with a quotation from the saint or what the saint is the patron saint of or something similar on the back of the slip. Repeat this using different saints up to the exact number of students in your class. Fold the pieces of paper in half and place them into a basket. Place the basket next to the door, so that as students walk into the classroom you can have them grab a slip of paper. After everyone has a slip of paper with their saint, explain that they have selected their “classroom patron saint” for the school year. You may wish to use all or part of a class period to have the students do brief research on the saint that they selected and to talk to their peers about what they have learned. Encourage them to ask their saints to help them grow closer to God throughout the year. Throughout the school year, you can always come back to their patron saint. You can ask your students to read about the saint, to make their own prayer cards with their patron saint, or even do a bigger research project over the saint they selected. You can also assign one student per period to develop an opening or closing prayer service for the class features their saint. Below is a starting point for the possible slip options: St. Catherine of Sienna | “Holy Spirit, come into my heart, and in your power draw it to you.” (Source) St. Clare of Assisi | “Live and hope in the Lord, and let your service be according to reason.” (Source) St. Jerome | “I am like the sick sheep that strays from the rest of the flock. Unless the Good Shepherd takes me on His shoulders and carries me back to His fold, my steps will falter, and in the very effort of rising, my feet will give way.” (Source) St. Alphonsus Marie Liguori | “"Realize that you may gain more in a quarter of an hour of prayer before the Blessed Sacrament than in all the other spiritual exercises of the day." (Source) Photo Reference: Francesco Botticini, The Assumption of the Virgin, 1475-76 (Photo: Public Domain)

Monday, June 08, 2026

Questions about the Sacrament of Penance

Share a short lesson with your students about the Sacrament of Penance focusing on three questions Catholic young and old often ask about the sacrament: (1) Why do I need to go to confession? (2) Why do I need to tell a priest my sins? (3) Am I really being forgiven? Divide your class into three groups and assign each group one of the questions above. Give them 15-20 minutes to research the question and to create a short presentation to share with the rest of the class. Here are some starting resources: Why do I need to go to confession? Word on Fire; The Sin, Again? FOCUS; Why Do Catholics Go to Confession? Why do I need to tell a priest my sins? St. Patrick’s Seminary & University; Why Confess Your Sins to a Priest? Catholic Answers; 3 Reasons to Confess Your Sins to a Priest Am I really being forgiven? The Thomistic Institute; How Confession REALLY Works (Aquinas 101) Diocese of Springfield in Illinois; Are you really sinless after going to confession? After each group presents, allow students a few minutes to reflect on what they have learned, before discussing with the whole class each respective topic. To conclude, provide your students with resources and information around going to Confession, including confession times at your local parish and a sample of an examination of conscience to be sure they have the tools they need to receive the sacrament. Lucienna Guess Curriculum Intern Photo reference: Rembrandt, The Return of the Prodigal Son, 1668 (photo: Public Domain)

Friday, May 15, 2026

Connecting Pentecost and the Home Parish

Connect this activity to lessons around the first Pentecost and the beginning of the Church. Ask the students to consider what factors help them to feel at home in a parish community. Put the students into small groups in order to help them identify more specifically what helps or would help them feel at home in a parish. Write these prompts on the board for them to think about (not every group needs to address every question): · How would you prefer to be invited into the parish? · How would you like to be greeted when you arrive at church? · Whom would you like to see at church each week? · How would you like to participate? · Describe the ideal atmosphere of the building you worship in. · What type of music do you prefer at Mass? · What type of homily would you like? · What kind of activity or gathering after Mass would you like to attend? · What else do you suggest for making your parish more welcoming? After students have spent time in small groups, ask them to identify welcoming attributes for a parish, and then see how much the groups have in common. Challenge the students to bring some of these ideas to a staff member at their parish and to report back in writing on what happens in response. See: The Holy Catholic Church: History and Mission of God’s People

Wednesday, February 04, 2026

Countering Consumerism

Define consumerism.as part of a “throw-away” culture that is focused on “having” rather than “being” where the pursuit of material good becomes the center of a person’s life and the primary source of identity. It is a form of modern idolatry. Pope Francis described consumerism as a “dangerous evil” or “psychiatric disease” that turns people into slaves of immediate gratification. Next, discuss with the students some Discuss some practical ways to counter consumerism. Present the following ideas and have the students comment on each, including their willingness and ability to put them into practice. · Use public facilities. Use the public library for books and public parks for outdoor fun. · Critique advertising. As a way of resisting the appeal of advertising, talk back to ads that appear on your online feed. · Enjoy the outdoors. The beauty of creation can delight far more than playing games or scrolling your phone. Walk or bike in nearby parks. Try hiking and canoeing, and camp out, even in your own backyard sometimes. Enjoy your local botanical gardens and arboretums and visit state and national parks whenever you get the opportunity. · Think before you buy. Are you an impulsive buyer or are you affected by the push to instant gratification? Is there a way you could slow down your shopping habits to allow for some time to reflect about whether you need an item before you purchase it? · Personalize your gifts. Personal “presence” can be more satisfying than purchased presents when we celebrate birthdays, holidays, and other special occasions. Surprise parties, albums with special photos and personal statements, homemade gifts, going to special places with the person being celebrated, are all wonderful alternatives to consumer-oriented rituals. · Shop small. Shop at local stores and thrift stores, buy from local producers (e.g., open air or farmers markets), eat at neighborhood restaurants. Large national stores are everywhere, replacing many local stores and family-owned restaurants. How often and for what reasons do you go to big-box stores? What functions has the big box taken on in our nation? In your own life? · Institute an “Exchange System.” To reduce the amount of “stuff” you accumulate, for each new item you buy, give away a similar item to someone in need. This works especially well with articles of clothes but can also apply to books, games, collectibles, and many other things. Continue the exercise by having the students work in pairs or small groups to come up with at least three other things they can do to combat consumerism.

Tuesday, December 02, 2025

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

Wednesday, October 01, 2025

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)

Thursday, September 04, 2025

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