THE JESUS OF THE GOSPELS

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1 INVESTIGATING CHRISTIANITY: THE JESUS OF THE GOSPELS JOHN GREGORY and STEPH YATES Illustrated by ANDY WRIGHT ISBN

2 INTRODUCTION The pack Student suitability Using the pack Other linked Chalkface packs The people involved Photocopy laws How to contact us Investigating Christianity: The Jesus Of The Gospels examines the nature and ministry of Jesus from the point of view of the four gospel writers, by using investigations and open-ended tasks. The pack looks at a wide variety of aspects including the miracles; the parables; the birth, death and resurrection of Jesus; and His teachings. Students consider the style and purpose of the Gospels, and gain an appreciation of the fundamental importance of the Gospels for Christians. The pack is designed for use with Key Stage 3 students of mixed ability and can be used in Religious Education lessons. Because the pack is photocopiable, you can use it flexibly, with individual students, small or large groups, or across a whole year set. You can use the sheets separately to focus on one particular aspect, or group several together to look at one area in more detail. The Teachers Notes provided opposite each worksheet give the page s aims, preparation needed, classroom management advice, differentiation possibilities, answers and extension activities. We presume that you have access to pen, paper and chalkboard, and that students are used to working both individually and in small and large discussion groups. If you have a query about how best to use the pack, we are happy to help; please write to us at the address below. Using The Bible would be a useful companion to complement this pack. John Gregory, the consultant author for this pack, is a teacher of RE at a secondary comprehensive school in the North-East of England. Steph Yates is a freelance writer and former teacher. The pack was illustrated by Andrew Wright and the cover and series design was by Michael Lopategui. Eileen Osborne was the editorial co-ordinator and Katherine Benzinski, the editor. The Chalkface format was created by Susan Quilliam. The text and pictures in this pack belong to The Chalkface Project. However, you may photocopy the sheets, provided you do so only for use within your own institution. If you wish to photocopy for any other use, you must write to us for permission, for which we may charge a fee. The Chalkface Project, PO Box 111, Milton Keynes, MK11 1XN Tel: Fax: sales@chalkface.com Website: Investigating Christianity: The Jesus Of The Gospels The Chalkface Project Ltd, 1999 ISBN ICTJ Last updated 27/11/01 1

3 .CONTENTS. 7 IT S GOOD NEWS Students use roleplay to explore why the Gospels are good news for Christians. 9 AND HE SHALL BE CALLED Students complete a table to investigate the many names given to Jesus. 11 SPECIAL FROM BIRTH Creating a poster showing the events which marked Jesus birth. 13 I WAS THERE! Students script a radio interview with characters from the birth narratives. 15 CALLING ALL SINNERS How Matthew became a disciple and what this says about Jesus and his mission to save sinners. 17 A FULL ACCOUNT Explores the range and variety of writing in the Gospels. 19 WHAT IS CAESAR S? Students reply to a letter explaining why Jesus would not lead a rebellion against the Romans. 21 THE EARLIEST GOSPEL Students find out about the origin of Mark s Gospel and write a diary entry for an early Christian. 23 IN THE TEMPLE Students compare the various accounts of Jesus in the Temple. 25 THE FOURTH GOSPEL Students create poems based on the metaphors for Jesus in the Gospel of John. 27 THE END Students mime the crucifixion, in order to explore the differences between the accounts. 29 SEEING IS BELIEVING Students create a scrapbook about the Resurrection. 31 MAKING SENSE OF IT Students produce leaflets about the meaning of the Resurrection. 33 THE ASCENSION Students write a film script exploring the ascension. 35 HEALED BY FAITH Students think about the reaction to, and importance of, the miracles. 2

4 .CONTENTS. 37 CALMING THE STORM Students write a conversation between a Christian and a non-christian, to explore different interpretations of Jesus calming the storm. 39 WHY THE MIRACLES? Students think about the reasons for the miracles, from a Christian viewpoint. 41 WINDOW TO GOD Students explore a parable by designing a stained glass window. 43 MORE OR LESS? Students explore a parable by designing a board game. 45 STICKS AND STONES Students design posters showing different reactions to Jesus. 47 CRUCIFY HIM! Students investigate the reasons why Jesus was put to death. 49 THE MESSIAH Students compare the Jewish expectations of a Messiah with Jesus and his teaching. 51 KEEP IT SIMPLE Students explore the Lord s Prayer and produce leaflets of advice on how to pray. 53 CLOSE TO THE HEART Students find out about oral traditions and learn to retell one of the stories about Jesus. 55 PETER S VIEW Students look at evidence before describing Jesus from Peter s point of view. 57 WEIGHING THE EVIDENCE Students write court statements arguing for and against the idea that Jesus is the Son of God. 59 IN THE BALANCE Students use statements to investigate their own beliefs about Jesus. 61 LIVE YOUR FAITH Students produce a jigsaw showing how people put their beliefs into practice. Lesson-specific Teachers Notes are to be found on the page facing each worksheet. 3

5 .GENERAL GUIDELINES. The Teachers Notes opposite each page support the use of each specific page as required. These more general guidelines give advice on using the whole pack. They offer suggestions on preparation, running the lesson and follow-up work, and could form the basis of in-service training prior to using the pack. Please remember to photocopy both the relevant Teachers Notes and these General Guidelines if you are copying worksheets for a supply teacher to use. Preparing for the lesson Specific preparation requirements are indicated in the Preparation section of the Teachers Notes. You should always have available copies of the worksheet, pens, pencils and a chalkboard or equivalent. Allow approximately an hour s lesson for each page. If there could be too much or too little work for an hour, this is indicated in the Timing section of the Teachers Notes. You can link pages to make a double lesson; linkable pages are indicated under the heading Links. Possible classroom management challenges which may be created by the page and any issues of a sensitive nature are brought to your attention in the Teachers Notes under the heading Points To Be Aware Of. You will probably want to check whether these are relevant to your class. The lesson Pages are worded so that you can choose how to manage each in the classroom. However, as a general guideline, we suggest that you move from introductory chat to individual work, through to paired or small group discussion, then to pooling ideas as a class. Where a specific approach is required which differs from this, it is indicated in the Teachers Notes under the heading Classroom Management. Each sheet contains a number of activities. These fall into several basic formats: Thought starters Reading Oral work Brainstorming Research Working in role or imagine exercises Written work Where relevant, you may choose to allow students with poor writing skills to work on the sheet and mark, underline or colour to show understanding. Where extended writing or copying is required, you could modify the task and set a precise target for students who work very slowly, inaccurately or untidily. You may find it useful to mark sections which you expect students to complete with a fluorescent pen. Where a different approach might be more appropriate for less able (or more able) students, this is highlighted under Differentiation. Following up on the lesson The Teachers Notes may include, where relevant, suggestions for Extension Activities. These are usually designed to carry the topic into a double lesson, or to provide an opportunity for out-of-classroom work. 5

6 Teachers Notes IT S GOOD NEWS Aims Classroom Management Differentiation Assessment Criteria Extension Activities This page aims to help students appreciate that for Christians the Gospels are literally good news. Students will be reflecting on the reasons for this, thinking about the feelings the Gospels may provoke in Christians, and considering how the Gospels may affect people s lives. The emphasis of the lesson needs to be on the feelings Christians have about the Gospels being good news. You could collect a list of feelings on the board, after the students have done the first roleplay, and ask them to remember those feelings when they do the roleplay about the Gospels. Roleplays could be shared in small groups to give everyone a chance of showing their work. Activity three: Students could script the conversation instead of roleplaying it. Students should show knowledge and understanding of why the Gospels are good news for Christians. Students could write part of a sermon designed to remind the congregation that the Gospels are good news and should bring joy to their lives. 6

7 .IT S GOOD NEWS. 1 In pairs, roleplay a conversation where one of you hears some good news. Take it in turns to be the one getting the news. Talk about how it felt and how you showed your feelings. 2 The word gospel means good news. The list below shows some of the reasons why Christians think the Gospels are good news. Put them in order of importance, beginning with the one you think is most important. Compare your list with those of other people. The Gospels are GOOD NEWS because They show that miracles can happen They give people hope They show that God is in control They teach people how to behave They show people how to get the best out of life They show people how to get closer to God They tell people that they have a Saviour They show the way to eternal life You should have: Roleplayed and discussed getting good news. Listed in order the statements about the Gospels. Roleplayed a conversation about the Gospels. 3 Now roleplay a conversation between a Christian and a non-christian, where the non-christian is explaining why the Gospels are such good news. Take it in turns to be the Christian, and try to show the same feelings that you talked about when you roleplayed getting good news. 4 Write a statement summing up what the Gospels mean to Christians. 7

8 Teachers Notes AND HE SHALL BE CALLED Aims Classroom Management Differentiation Assessment Criteria Answers Extension Activities This page looks at the variety of names used to describe Jesus. Students consider the implications and significance of these names, to discover what they tell us about Jesus. Encourage students to think about the implications of different names. They may see these more clearly if you ask them the difference between pairs of names such as master and teacher. Students could work in small groups or pairs. Activity two: You could look the references up as a class and list them on the board before students go on to complete the table. Students should show an awareness of the variety of names, and an understanding that these names reflect different aspects of Jesus and His work. Matthew 14: 33 Son of God; John 6: 14 prophet; Mark 12: 32 teacher; Luke 19: 34 Lord; John 4: 25 Messiah, Christ; Luke 23: 38 King of the Jews; John 1: 29 the Lamb of God. Students could listen to Handel s Messiah, which uses the words from Isaiah 9: 6 (And He shall be called ) and discuss the names used in this prophecy about Christ. 8

9 .AND HE SHALL BE. CALLED 1 People have many different names or titles. One person could be described as a father, son, a doctor and many other things as well. Think of six titles which describe you. Are any of them more important than others? 2 Throughout the Gospels, Jesus is given many titles. Copy and complete the table below, using the references given. Reference Title What it Means to Me Matthew 14: 33 This means someone who John 6: 14 Mark 12: 32 Luke 19: 34 John 4: 25 Luke 23: 38 John 1: 29 You should have: Discussed titles which apply to you. Copied and completed the table. Discussed what the titles tell us about Jesus. 3 Compare your table with those of other people. What do these titles tell us about Jesus? 4 Write down whether or not you think that any of them more important than the others. Give reasons for your answers. 9

10 Teachers Notes SPECIAL FROM BIRTH Aims Classroom Management Differentiation Assessment Criteria Extension Activities This page looks at the narratives concerning the birth of Jesus. Students investigate the events which showed that the birth was something special, and consider the implications of these events for Christians. Students could look up the references in small groups and discuss the events, before designing their posters, individually. You could encourage students to think of the emotions which the events may have provoked such as awe, wonder, devotion and to try to convey these emotions through their designs. Activity two: You could collect a list of the events on the board to help students. Less able students might find it easier to refer to a children s version of the nativity. Posters should show an understanding of the divine nature of the birth of Jesus. Students could write scenes for a nativity play, stressing the supernatural events which accompanied the birth. 10

RELIGIOUS FIGURES FOR KS3 RE

RELIGIOUS FIGURES FOR KS3 RE SUZANNE FINLAY and ANDREA LUCAS with PHIL FREEMAN and KATHERINE BENZINSKI Illustrated by ANDREW WRIGHT ISBN 1 86025 384 9 INTRODUCTION The Pack Student Suitability Using The