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Is there a list of things that kids doing First Holy Communion are expected to know?
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VeronicaAnne
Guest
In other words, it took me 3 posts to complete the content that I am offering to anybody on this board.Here’s the first of the 2-page Catechist notes. I already just now posted the second of the 2-page Catechist notes.
Note that I first did this lesson in 1985… something like 24 years ago. Eeek!!And I still have it!
I know that this is WAY more than you would need to do with 2nd graders. Even if you had the time, I wouldn’t do this much material with them. If any of it, I’d recommend that you do the Emmaus exercise that I posted just before this post of mine.
The entire content of my lesson plan… and the lesson, itself… on the Emmaus message is posts #18, #19, and #20.
The whole exercise takes maybe 10 minutes.
Hope perhaps it might be helpful for you with the 2nd graders.
Z
zaffiroborant
Guest
Yes very sensible and also in my mind the norm. It is what I went though 30 or so years ago and what my adult nieces and nephews went through and what my kids have gone(will go) through. The least I’ve ever seen with siblings, cousins and friends kids is a 1 year program that is also once a week for an hour to an hour and a half.That seems very sensible.
From my experience your kids are already guinea pigs in a bad experiment and anything you can add is an improvement, sorry:blush:
P
puzzleannie
Guest
Right now you probably have to stay with the program, if you are stuck with the “let’s let the parents do it model” do your best with your parent prep meeting. great resource for parent meetings are Catholic Parent Knowhow pamphlets from Our Sunday Visitor, one for each sacrament, also on morality, going to Mass, scripture, fundamentals of the faith, Catholic living etc. in bulk they are less than 1.50 each, reasonable even here.
another good resource for parents meetings is the Faith Explorer series from Ignatius press, but the participant books are about $4 in bulk, and the leader guide $25, but it includes binder with all needed resources, for baptism, penance and Eucharist, plus a CD rom with power point etc.
does the diocese tell you what “take home” resource to give the parents? they can be very pricy and end up as more of a memory scrapbook than a teaching tool. Low cost and actually have some meat to them are the Liguori First Communion and First Penance. Like their RCIA resources they come in packs of 8 “handout” pamphlets, but they are geared specifically for parent-child activities, and would be a good follow-up to a solid parent prep program. only about 1.50 per student, or you can order both for a price break. Schedule a family retreat day and you can work with the parents for an hour or so while the kids watch a video on a Child’s First Communion and have a church tour and “practice”. Then the families can come together to do some or all of the “handout” activities. At least you get to see that they actually do something.
I am trying to figure out what diocese does not do any religious ed prior to sacraments,and I can’t think of any.
another good resource for parents meetings is the Faith Explorer series from Ignatius press, but the participant books are about $4 in bulk, and the leader guide $25, but it includes binder with all needed resources, for baptism, penance and Eucharist, plus a CD rom with power point etc.
does the diocese tell you what “take home” resource to give the parents? they can be very pricy and end up as more of a memory scrapbook than a teaching tool. Low cost and actually have some meat to them are the Liguori First Communion and First Penance. Like their RCIA resources they come in packs of 8 “handout” pamphlets, but they are geared specifically for parent-child activities, and would be a good follow-up to a solid parent prep program. only about 1.50 per student, or you can order both for a price break. Schedule a family retreat day and you can work with the parents for an hour or so while the kids watch a video on a Child’s First Communion and have a church tour and “practice”. Then the families can come together to do some or all of the “handout” activities. At least you get to see that they actually do something.
I am trying to figure out what diocese does not do any religious ed prior to sacraments,and I can’t think of any.
J
jmcrae
Guest
J
jmcrae
Guest
Veronica-Anne;
All of that stuff is solid gold, and I am sure at least some of it will find its way into our Retreat.
Today I focused on “How We Prepare” and I talked about praying and examining one’s conscience, going to Confession if necessary, and fasting for one hour before Holy Communion. After that, I took them on a “tour” of the Liturgy of the Word, and gave them the names of each of the parts of the Liturgy of the Word.
I think they mostly got it - I’ll find out next week how much of it they were able to retain.
All of that stuff is solid gold, and I am sure at least some of it will find its way into our Retreat.
Today I focused on “How We Prepare” and I talked about praying and examining one’s conscience, going to Confession if necessary, and fasting for one hour before Holy Communion. After that, I took them on a “tour” of the Liturgy of the Word, and gave them the names of each of the parts of the Liturgy of the Word.
I think they mostly got it - I’ll find out next week how much of it they were able to retain.
J
jmcrae
Guest
Thank you for the resource ideas.
In theory, I am allowed to pick whichever program I want, except that if I don’t choose the one that the people of influence want, it turns into a mess.
P
puzzleannie
Guest
the best program or resource is becomes useless if the catechist does not know how to use it, does not understand it, or has not herself mastered the content. The weakest book or resource can be the launching point for a gifted, committed, motivated catechist who will present all the truth, expanding on what the resource contains. Don’t get too hung up on the resources, even more important that preparing the parents is preparing the catechists, or yourself if you are the only one who is on the rack with this.
H
Holly3278
Guest
I would at least go over what the Baltimore Catechism has to say about the Eucharist:
catholicity.com/baltimore-catechism/lesson26.html
catholicity.com/baltimore-catechism/lesson26.html
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VeronicaAnne
Guest
Puzzleannie is correct when she says –
the best program or resource is becomes useless if the catechist does not know how to use it, does not understand it, or has not herself mastered the content. The weakest book or resource can be the launching point for a gifted, committed, motivated catechist who will present all the truth, expanding on what the resource contains. Don’t get too hung up on the resources, even more important that preparing the parents is preparing the catechists, or yourself if you are the only one who is on the rack with this.
Catechists are NOT teachers of facts. We’re barely even teachers of doctrine.
The word ‘catechist’ means “faith sharer.”
As I’m sure you know… the reason why parents are the teachers of their children is because the children SEE how… or how not… their parents live out their Faith.
As catechists… we don’t so much teach information. Instead, what we do is we impart our own faith to our victims… er… students.
As for doing a data dump of facts about the Eucharist… for any age of student… we are called to pass along the Faith.
No matter the age of the student… there is a point of time in a presentation that you’ll get glazed eyes staring back at you.
The way to teach is to give them experiences… based on a bit of info.
Small bites. Small bites. Small bites.
(*er… how “eucharistic” is that!!! *
My sessions for the 90 minutes were always in this pattern. This pattern was given to me by the Sacramental Prep leader at my parish. That was a part-time paid position that she had.
Mine… of course… was completely volunteer.
Meaning… she was the expert. She is VERY good at it.
I don’t know whether our pastor said “okay” to her recommendation for that layout… or if it was his and her idea… or just his idea.
That pattern… well… just worked.
the best program or resource is becomes useless if the catechist does not know how to use it, does not understand it, or has not herself mastered the content. The weakest book or resource can be the launching point for a gifted, committed, motivated catechist who will present all the truth, expanding on what the resource contains. Don’t get too hung up on the resources, even more important that preparing the parents is preparing the catechists, or yourself if you are the only one who is on the rack with this.
Catechists are NOT teachers of facts. We’re barely even teachers of doctrine.
The word ‘catechist’ means “faith sharer.”
As I’m sure you know… the reason why parents are the teachers of their children is because the children SEE how… or how not… their parents live out their Faith.
As catechists… we don’t so much teach information. Instead, what we do is we impart our own faith to our victims… er… students.
As for doing a data dump of facts about the Eucharist… for any age of student… we are called to pass along the Faith.
No matter the age of the student… there is a point of time in a presentation that you’ll get glazed eyes staring back at you.
The way to teach is to give them experiences… based on a bit of info.
Small bites. Small bites. Small bites.
(*er… how “eucharistic” is that!!! *
My sessions for the 90 minutes were always in this pattern. This pattern was given to me by the Sacramental Prep leader at my parish. That was a part-time paid position that she had.
Mine… of course… was completely volunteer.
Meaning… she was the expert. She is VERY good at it.
I don’t know whether our pastor said “okay” to her recommendation for that layout… or if it was his and her idea… or just his idea.
That pattern… well… just worked.
I’ll tell you about it in my next post because this one is getting rather long.
V
VeronicaAnne
Guest
Pattern for Each Lesson
in the 2-year program for Sacramental prep for the Sacrament of Confirmation
1.) **INDIVIDUAL LEVEL **
– Ten minutes of each student doing journal writing about whatever the phrase I had put on the whiteboard. This kept the kids from settling in right away while each of them were entering the room. This kept disruption at a minimum. This gave them the opportunity to “be here, now.”
Purpose – to have each kid “speak with himself” about the topic so that they could “center in” on it on some level by themselves.
2.) **LARGE GROUP LEVEL **
My 10-- maximum 15-minute presentation reviewing what the teens already knew about the basics of the topic. It was a speech for which all I had was a simple outline.
However, for 2nd graders… pbiously you’ll still need to have an idea of what they already know about the Eucharist… and customize the content of your lesson on that.
If I didn’t already know the topic inside and out… I was a “goner.” So… for each lesson, spent at least 11 hours of my own time the week before preparing my notes. Gathering resources… these resources were either handouts that I’d been given by my “boss” at the church… or from catechetical lessons I’d taken from the diocese… or whatever else I could find about the topic… spreading them out on the couch alongside me… on the living room floor in front of me… just so that I could see them all at a glance and mentally organize the info into what would make sense to cover sequentially… picking up and re-reading the materials…
then actually using the “mega organization” that I’d developed in my head to list on a legal pad the sequence of info… filling in every single related topic on that list… then crossing out topics… moving topics either higher up or lower on the outline…
you know… the usual lesson planning method.
Then I had to mentally estimate how long each activity would take… then multiply that by 1 and a half just to add some buffer time to the outline.
Then… I would throw out at least one activity.
3.) **SMALL GROUP LEVEL **
Break the kids into pairs or triads – never an even number unless it’s a pair. Otherwise, your group dynamic will not be a group – it would be one against one – or two against two. You need to have an odd number in a group. Tell them that everybody in the group MUST say at least one thing during the discussion.
(If they don’t – then the one who doesn’t say anything loses out on the learning in this experience.)
Give each triad some document that had a question… or phrase… or case study… for them to discuss. Each team was to come up with a consensus of how to address that topic… or phrase… or case study. This whole step (3.) was to have each kid go from where they were at in (1.) by themselves… to expand to a very small group.
(see… this is about community building… introducing at a subliminal level that we are all part of a community… the Church… the Body of Christ. But you don’t say that to them. You just follow this pattern of instruction and they “get it” at a subliminal level… which is all you’re targeting.)
4.) **LARGE GROUP LEVEL **
Call on each team… one at a time… to have one person on their team announce the the entire class what their “answer” to the question you posed in the handouts to their team is. Write on the board each team’s “answer.” Facilitate discussion by asking the entire class questions that you as the catechist see have emerged.
Purpose of step (4.) – Large Group Discussion. Makes a larger community than the Small Groups in Step (3.).
5.) **LARGE GROUP LEVEL **
Prayer. Group prayer. Together. As a group.
You lead it. Or have a student lead it with the pre-written prayer you had put together for this particular class session.
At the end of the prayer… it is always… ALWAYS… about 'going forth in mission."
Okay. That’s for 15-17 year olds. Perhaps that pattern, though, can still be followed for 2nd graders?
Again… for review…
in the 2-year program for Sacramental prep for the Sacrament of Confirmation
1.) **INDIVIDUAL LEVEL **
– Ten minutes of each student doing journal writing about whatever the phrase I had put on the whiteboard. This kept the kids from settling in right away while each of them were entering the room. This kept disruption at a minimum. This gave them the opportunity to “be here, now.”
Purpose – to have each kid “speak with himself” about the topic so that they could “center in” on it on some level by themselves.
2.) **LARGE GROUP LEVEL **
My 10-- maximum 15-minute presentation reviewing what the teens already knew about the basics of the topic. It was a speech for which all I had was a simple outline.
However, for 2nd graders… pbiously you’ll still need to have an idea of what they already know about the Eucharist… and customize the content of your lesson on that.
If I didn’t already know the topic inside and out… I was a “goner.” So… for each lesson, spent at least 11 hours of my own time the week before preparing my notes. Gathering resources… these resources were either handouts that I’d been given by my “boss” at the church… or from catechetical lessons I’d taken from the diocese… or whatever else I could find about the topic… spreading them out on the couch alongside me… on the living room floor in front of me… just so that I could see them all at a glance and mentally organize the info into what would make sense to cover sequentially… picking up and re-reading the materials…
then actually using the “mega organization” that I’d developed in my head to list on a legal pad the sequence of info… filling in every single related topic on that list… then crossing out topics… moving topics either higher up or lower on the outline…
you know… the usual lesson planning method.
Then I had to mentally estimate how long each activity would take… then multiply that by 1 and a half just to add some buffer time to the outline.
Then… I would throw out at least one activity.
3.) **SMALL GROUP LEVEL **
Break the kids into pairs or triads – never an even number unless it’s a pair. Otherwise, your group dynamic will not be a group – it would be one against one – or two against two. You need to have an odd number in a group. Tell them that everybody in the group MUST say at least one thing during the discussion.
(If they don’t – then the one who doesn’t say anything loses out on the learning in this experience.)
Give each triad some document that had a question… or phrase… or case study… for them to discuss. Each team was to come up with a consensus of how to address that topic… or phrase… or case study. This whole step (3.) was to have each kid go from where they were at in (1.) by themselves… to expand to a very small group.
(see… this is about community building… introducing at a subliminal level that we are all part of a community… the Church… the Body of Christ. But you don’t say that to them. You just follow this pattern of instruction and they “get it” at a subliminal level… which is all you’re targeting.)
4.) **LARGE GROUP LEVEL **
Call on each team… one at a time… to have one person on their team announce the the entire class what their “answer” to the question you posed in the handouts to their team is. Write on the board each team’s “answer.” Facilitate discussion by asking the entire class questions that you as the catechist see have emerged.
Purpose of step (4.) – Large Group Discussion. Makes a larger community than the Small Groups in Step (3.).
5.) **LARGE GROUP LEVEL **
Prayer. Group prayer. Together. As a group.
You lead it. Or have a student lead it with the pre-written prayer you had put together for this particular class session.
At the end of the prayer… it is always… ALWAYS… about 'going forth in mission."
Okay. That’s for 15-17 year olds. Perhaps that pattern, though, can still be followed for 2nd graders?
Again… for review…
- Each kid with time alone to think about the topic on their own.
- You present the doctrine… facts… whatever. Keeping your presentation to only 10 minutes because after that… their attention span is pretty well used up for a bit and will need a “break.”
- Pair them up… or put them in groups of three… to discuss the topic among themselves. With the purpose of each group knowing that they’re going to report back to the rest of the class.
- Large group – that’s everybody with attention on you… as you call on each team to tell everybody what they’ve come up with.
- Prayer. Always.
J
jmcrae
Guest
Again, thanks, Veronica and Puzzleannie;
Keep the brilliant ideas coming - if I don’t use them for my sessions on First Holy Communion, they’ll come in handy for my other ministries.
When I have more time to work with, I use a meeting-opening process called “Getting On Board With Each Other,” which is meant as a transition from “the world” to the space in which we are. As each kid comes in, you ask them something really specific like, “What is the most interesting thing you did this week?” (Instead of “How are you today?” which is rather vague.)
Children relate more to “what did you do” questions than “how do you feel (about)” or “what did you think” questions - they are not yet self-aware to the point of being able to verbally identify their feelings, or their thoughts.
That’s why it’s also really important, at the end of the session, to tell them what they did. (So that when their parents ask, they know what to say, instead of having a blank look on their faces, or saying “nothing.”) You just say something like, “Today, we reviewed the four main steps that we take when we prepare to receive Holy Communion and then, we learned the names of the seven parts of the Liturgy of the Word.”
Keep the brilliant ideas coming - if I don’t use them for my sessions on First Holy Communion, they’ll come in handy for my other ministries.
When I have more time to work with, I use a meeting-opening process called “Getting On Board With Each Other,” which is meant as a transition from “the world” to the space in which we are. As each kid comes in, you ask them something really specific like, “What is the most interesting thing you did this week?” (Instead of “How are you today?” which is rather vague.)
Children relate more to “what did you do” questions than “how do you feel (about)” or “what did you think” questions - they are not yet self-aware to the point of being able to verbally identify their feelings, or their thoughts.
That’s why it’s also really important, at the end of the session, to tell them what they did. (So that when their parents ask, they know what to say, instead of having a blank look on their faces, or saying “nothing.”) You just say something like, “Today, we reviewed the four main steps that we take when we prepare to receive Holy Communion and then, we learned the names of the seven parts of the Liturgy of the Word.”
V
VeronicaAnne
Guest
You’re welcome. Glad that there might have been something that I offered for what I did in class to catechize sophs, juniors, seniors for the specifics on the Sacrament of Confirmation might help you with the 2nd graders.
What ages are 2nd graders?
Anyhow… we all need to remember to begin our presentation any given week with leading a review … our question… their answers… for the 3 main points of the most recent session.
That review can be fun. You can have a bag that held apples or other non-sugar, non-salt goodies to toss out to each kid who answered your question accurately.
(somehow it seems to me that tossing a small Snickers bar to someone pretty much appears that I’m rewarding a pet…)
… when tossing fruit speaks to the subliminal “feeding” … something actually nutritious. In cantalope season, you can have chunks of cantalope already cut from the rind separately in zip-top baggies to toss. And each week change which fruit you toss. You could even toss out interesting tasting bread pieces… in their own zip-top baggies. Like Hawaiian bread. Or pumpernickel.
You can tie in the reason why you are tossing fruit to them as its own DP – Discussion Point about how it is the Holy Communion that feeds us in so many ways. Depending on how spiritually mature 2nd graders are… you might actually get some great discussion just from the “fruit” tie in as nourishment. If using interesting tasting bread pieces… you can renew the basics of why people eat bread, anyway.
Yeah… I have no idea about 2nd graders. Teenagers… yes. But children… I have absolutely no experience with children ever in my life. I never even had to babysit. So… obviously, I’m clueless when it comes to spiritual maturity levels for children.
Teenagers… well, them’s my peeps!
What ages are 2nd graders?
Anyhow… we all need to remember to begin our presentation any given week with leading a review … our question… their answers… for the 3 main points of the most recent session.
That review can be fun. You can have a bag that held apples or other non-sugar, non-salt goodies to toss out to each kid who answered your question accurately.
(somehow it seems to me that tossing a small Snickers bar to someone pretty much appears that I’m rewarding a pet…)
… when tossing fruit speaks to the subliminal “feeding” … something actually nutritious. In cantalope season, you can have chunks of cantalope already cut from the rind separately in zip-top baggies to toss. And each week change which fruit you toss. You could even toss out interesting tasting bread pieces… in their own zip-top baggies. Like Hawaiian bread. Or pumpernickel.
You can tie in the reason why you are tossing fruit to them as its own DP – Discussion Point about how it is the Holy Communion that feeds us in so many ways. Depending on how spiritually mature 2nd graders are… you might actually get some great discussion just from the “fruit” tie in as nourishment. If using interesting tasting bread pieces… you can renew the basics of why people eat bread, anyway.
Yeah… I have no idea about 2nd graders. Teenagers… yes. But children… I have absolutely no experience with children ever in my life. I never even had to babysit. So… obviously, I’m clueless when it comes to spiritual maturity levels for children.
Teenagers… well, them’s my peeps!
V
VeronicaAnne
Guest
Hmmm… I almost missed out on mentioning the basic things about the Eucharist that I’m sure you’re covering.
…** if you knew that you were going to die soon… and wanted to give to your very bestest friends… and the entire world… something that would help them when they missed you… helped them to get through tough times in the future… etc.
what would YOU give?**
HERE it is truly necessary for you to have answered all these questions for yourself before even arriving at the classroom.
Because you know that catechism is not like teaching only facts for students to remember.
It is our very own… as their catechist… as the person we are as an individual… to tell the students our own reason for this answer.
As catechist, our job is actually “faith sharer.” We do not teach the Faith. We impart it. Big difference.
Again… have that answer that YOU give, yourself… for the question that you just asked them… ready to tell them in the classroom… live.
What we do as catechist is we witness to the students… why we (the individual that you – that catechist) actually believes… why you (the individual that you – the catechist) knows… even if we (anybody – even the Pope) doesn’t or can’t even completely understand… the Eucharist. After all… we are not God. And only God can understand such a deep Mystery.
This will help the kids, I think, at that age accept that they aren’t expected to completely understand the Eucharist.
They, are, however required to accept that Jesus did actually change the bread… the wine… into His very own body… physical body… and blood… physical blood.
You’ll need to come up with a lesson that explains and describes the differences between an “accident” and a “substance,” though. I don’t have a lesson on that reality, myself. I do know it… but it was just a mention in the 90-minute lesson the Eucharist that I would give every year.
- Why did Jesus decide to institute the sacrament of the Holy Eucharist, anyway?
…** if you knew that you were going to die soon… and wanted to give to your very bestest friends… and the entire world… something that would help them when they missed you… helped them to get through tough times in the future… etc.what would YOU give?**
HERE it is truly necessary for you to have answered all these questions for yourself before even arriving at the classroom.
Because you know that catechism is not like teaching only facts for students to remember.
It is our very own… as their catechist… as the person we are as an individual… to tell the students our own reason for this answer.
As catechist, our job is actually “faith sharer.” We do not teach the Faith. We impart it. Big difference.
- Why did He decide to give His very own body… His very own blood?
Again… have that answer that YOU give, yourself… for the question that you just asked them… ready to tell them in the classroom… live.
What we do as catechist is we witness to the students… why we (the individual that you – that catechist) actually believes… why you (the individual that you – the catechist) knows… even if we (anybody – even the Pope) doesn’t or can’t even completely understand… the Eucharist. After all… we are not God. And only God can understand such a deep Mystery.
This will help the kids, I think, at that age accept that they aren’t expected to completely understand the Eucharist.
They, are, however required to accept that Jesus did actually change the bread… the wine… into His very own body… physical body… and blood… physical blood.
You’ll need to come up with a lesson that explains and describes the differences between an “accident” and a “substance,” though. I don’t have a lesson on that reality, myself. I do know it… but it was just a mention in the 90-minute lesson the Eucharist that I would give every year.
J
jmcrae
Guest
Age 6, 7, 8 - just beginning to awaken from the dream-world of early childhood. Monsters, superheroes, and fairies are beginning to be replaced by favourite teachers and best friends. They are starting to tell coherent stories, follow fairly complex instructions, and have sensible conversations, and they can print their names, and print (very!) short stories. They’re starting to get good at arithmetic. They’re incredibly bad at spelling, because they haven’t yet made the sound-symbol connection between the letters in the word, and how it is pronounced. But they are no longer writing their letters backwards, and they’re becoming picky about their penmanship. The connection with reality is beginning to solidify; they are becoming aware of their own abilities. No more bragging that they can swim across the ocean, as when they were in Grace 1; now, they know that making a lap across the diving pool is big stuff.
Unfortunately, our gathering is in such close proximity to their Mass time that I can’t offer them food, since I also want them to acquire the habit of fasting before Holy Communion. However, I like the idea of offering little rewards of some kind. (Last session, they found my stash of Rosaries, and took them all.)
K
KarenElissa
Guest
stickers are still good for that age. Or temporary tattoos would be quite popular. You can get a whole big bag of them from some place like Oriental Trading Co.Unfortunately, our gathering is in such close proximity to their Mass time that I can’t offer them food, since I also want them to acquire the habit of fasting before Holy Communion. However, I like the idea of offering little rewards of some kind. (Last session, they found my stash of Rosaries, and took them all.)
J
jmcrae
Guest
Thanks everybody!! 47 out of the original 50 received First Holy Communion this morning. They were beautiful - they all looked like really expensive little collectible dolls - and when the Deacon asked them a few questions, they all had their hands up and knew the answers.
They also managed to keep the fidgeting to a respectable minimum - I was really, really proud of them, and I think Father was, too.
They also managed to keep the fidgeting to a respectable minimum - I was really, really proud of them, and I think Father was, too.
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