Ideas and resources to help the religious counsellor and the chaplaincy teams in schools prepare for the very important feast of Easter.

Related to Liturgy: Lent

Ages
  • Kinder
  • Early Years
  • Primary Years
  • Middle Years
  • Secondary Years
  • Post-Secondary Years


 

Aim: Lent is the time when we remember Jesus’ Love for us and we share it with others.

We Are Learning To (W.A.L.T.):

  • Love one another
  • Be friends

Time: 40 min

Resources:

  • A large picture of a giraffe and a heart, facing upwards and surrounded by other animals.
  • Cardboard and paints for the craft.
  • Giraffe and Kangaroo, and the Good Samaritan flashcards to compare the giraffe with the good Samaritan.

Step 1: Circle Time – 10 mins

The teacher/animator may set up the image on the interactive for all children (according to age) to look at, or he/she can distribute a laminated one for each child.

  • What can you see in the picture? (children will take turns)
  • The Religious Counsellor or Educator forms a web with the children’s insights.
  • Then the Religious Counsellor or Educator will relate this short story/reflection to the children:
    • The giraffe is a very special animal.
    • It has a tall neck, and his head is always high.
    • His head is very close to his heart.
    • This makes it difficult for the giraffe to pump blood.
    • The giraffe has a big heart that beats strongly to help him pumps blood.
    • Since his head is always up high the giraffe has a wider vision than all animals in the jungle.
    • The other animals always gather around the giraffe and he shares with them the view he is gazing at. His animal friends trust in him.
    • The giraffe is a gentle animal.

Step 2: HandsOn – 15 mins

Giraffe puppet and heart craft:

Step 3: Storytelling – 3 mins

George the Generous by Kameron Trumbo (Pre-School)

Question Time:

1. What is the name of the giraffe in the story?

2. Why was he a helpful giraffe?

3. Who did the giraffe help to cut the grass?

Step 4: Comparing the Giraffe with the Good Samaritan- 5 mins

i. The Giraffe: The Good Samaritan

ii. The kangaroo and the other animals, the robbed man. Those who are in need.

Relation of the Story of the Good Samaritan:

The Good Samaritan I New Testament Stories I Children’s Bible Stories| Holy Tales Bible Stories

Step 5: Game: The Giraffe Helps – 5 mins

Outline a large square on the floor. Make teams of five kids each and have the kids link together by standing in a line. (with a distance). When the music is playing, the team leader (the Giraffe) must guide the others to “walk” in the middle of the square. When it stops, he must get them outside the square to marked spots on an “island” to escape the “snake.” The leader of the team then goes to the end of the line and the person at the front becomes the new leader and must get the team quickly back into the “water” when the music starts again and to safety when it stops. This game makes each child responsible for the safety of others and promotes teamwork as the kids work to stay together during this fast game.

Conclusion: Action Song – 3 mins

Love One Another. Sing the song while holding the puppet.

Yancy & Little Praise Party – Love One Another [Official Music Video] from Happy Day Everyday

Aim: Lent is the time when we remember Jesus’ Love for us and we share it with others. Through this activity children will understand this concept.

We Are Learning To (W.A.L.T.):

  • Love one another
  • Be friends

Time:  45 mins

Resources:

  • A large picture of a giraffe and a heart, surrounded by other animals. (Slide 5)
  • Giraffe and Kangaroo, and the Good Samaritan flash cards to compare the giraffe with the good Samaritan. (Slide 13)
  • Pencils/Pens/Crayons

Introduction – 3 mins

Children sing this song together as a start-up of the activity.

Step 1: Circle Time – 10 mins

Through this exercise, the children will learn about the good qualities of the giraffe – Why is the giraffe a helpful and gentle animal, why he has numerous animal friends and they seek his help, and also why his big heart is significant.

The Religious Counsellor or teacher/animator may set up the image on the interactive board for all children (according to age) and look at it for a few minutes, or he/she can distribute a laminated one for each child. Then this small exercise will take place. Give some time to the children to give their opinions:

  • What can you see in the picture? (children will take turns). 
  • The Religious Counsellor or Educator forms a web with the children’s insights.
  • Then the Religious Counsellor or Educator will relate this short story/reflection to the children. It would also be interesting if the children themselves read a sentence each.
  • The giraffe is a very special animal. 
  • It has an exceedingly long neck, and its head is several meters in the air. 
  • It is not easy to pump blood to such a height and for this the giraffe has to have a huge heart. 
  • The giraffe’s heart weighs various kilos, beating strongly to move the blood so far. 
  • Its height, which has been gaining in millions of years of evolution to be able to reach the leaves of trees, also allows it a much broader field of vision since it looks from on high. 
  • When the giraffe moves, many other animals congregate around it, trusting in his sight.
  • These other species can keep close, and in fact, they do, because they know that the giraffe is neither an enemy nor a danger. 
  • It is, rather, a gentle animal.

Step 2: Storytelling – 4 mins

Have you ever heard about the parable/the story of the Good Samaritan?

(If there are children who knows  the narrative, let them relate (two to three children).

Step 3: Hands-On – 15 mins 

Relation of the Story of the Good Samaritan

Bible Activity – Il-Ħanin Samaritan

The RC or the educator may choose some of these activities: 

  • Colouring Page

Step 4: Comparing the Giraffe with the Good Samaritan – 5 mins

Once we’ve read both the story of ‘Ginger the Giraffe’ and the narrative of ‘The Good Samaritan’, in what ways one can compare the giraffe with the Good Samaritan?

i. The Giraffe: The Good Samaritan

ii. Mickey the Monkey and the other animals, the robbed man. Those who are in need.

Step 5: Game: Continuum – 8 mins

(If there is more time available children can play this easy game). 

This cooperative game also lets even the shyest kids break the ice and get to know one another. Divide the kids into groups of six to 10 people. Pick a theme and have the kids arrange themselves in the correct order to create a continuum. This could be favourite colours arranged in the order of the rainbow, birth month from first, last or dark colour shirts to lightest, numbers or shoe size. No team loses in this game, but you can applaud the team that got into the right order the fastest.

Through this game, children will understand and learn that only together we can achieve.

Conclusion: Action Song – 3 mins

This song concludes the activity. Children stand up and sing the song together.

Għan: Ir-Randan jista’ jservina bħala żmien meta nwieġbu għas-sejħa li Alla jagħmlilna biex niskopru aħjar il-kwalitajiet tajba li għandna – biex insiru verżjoni aħjar tagħna nfusna.

X’ser nitgħallmu (W.A.L.T.): 

  • Nagħraf is-sbuħija u l-meravilja tan-natura u l-ħlejjaq kollha.
  • Nidentifika erba’ kwalitajiet partikolari li għandha l-ġiraffa.
  • Nirrelata dawn l-erba’ kwalitajiet mas-Samaritan it-Tajjeb. 
  • Nispjega li nistgħu nsiru Ġiraffetjani għaliex Alla ħabbna minn dejjem u jibqa’ jħobbna għal dejjem.
  • Nikkonkludu li r-Randan huwa żmien li fih Alla jistedinna nsiru aktar bħall-Ġiraffa – bħas-Samaritan it-Tajjeb – Bħalu.

Ħin:  45 min

Ir-Riżorsi:


Introduzzjoni – 5 minuti

Wara li jilqa’ lill-istudenti li ser ikunu qed jipparteċipaw f’din l-attività, ir-Religious Counsellor jara li kulħadd ikun sab postu, iħalli ftit minuti fis-skiet biex kulħadd ikun jista’ jinġabar u jara li għandu l-attenzjoni tal-parteċipanti.

Ir-Religious Counsellor jitlob lill-istudenti biex jieqfu u jaraw dan il-film qasir:

Pass 1 – 5 minuti

Il-ħsieb wara l-vidjow jista’ jiżvolġi b’dan il-mod:

  • X’taħsbu minn dak li rajna? Għandkom xi kummenti jew tixtiequ taqsmu ma’ sħabkom x’għadda minn moħħkom intom u taraw dan il-vidjow?

Mistoqsija miftuħa għall-interpretazzjoni tagħhom.

  • Għaliex taħsbu li għażilt li nibda b’dan il-vidjow illum?

Permezz tad-diskussjoni naslu għall-konklużjoni li inti xtqat li huma jsiru aktar konxji tal-meravilji li kien kapaċi joħloq Alla – il-ġmiel tal-ħajja u tal-ħlejjaq kollha.

  • Hawn xi ħadd li jixtieq jgħidilna liema ħlejqa minn dawk li rajna togħġbu u għalfejn?

Mistoqsija miftuħa għall-interpretazzjoni tagħhom.

Il-kreatura li ser nagħżel jien hija l-ġiraffa għaliex tgħinni nsir persuna dejjem aħjar.  Ejjew niskopru flimkien ftit kwalitajiet li għandha l-ġiraffa.  Għalfejn il-ġiraffa hi tant speċjali?

Pass 2 – 5 minuti

Wara li jisma’ t-tweġibiet tal-istudenti, ir-Religious Counsellor jikkonkludi dawn l-erba’ kwalitajiet li għandha l-ġiraffa:

  • Qalb Kbira – Din hija s-sors tal-ħajja għall-ġiraffa għaliex mingħajr qalb kbira l-ossiġnu ma jilħaqx rasha. 
  • Saqajn Twal – Dawn kienu r-riżultat ta’ miljuni ta’ snin ta’ evoluzzjoni u formazzjoni.
  • Għonq Twil Ħafna – L-għonq jgħinha biex tara aktar fit-tul.

Annimal Ġentili – L-annimali l-oħra jinġabru madwarha għaliex jafu li magħha qegħdin siguri (safe).

Pass 3 – 5 minuti

Ir-Religious Counsellor imbagħad jistaqsi: 

  • Kif jistgħu dawn il-kwalitajiet tal-ġiraffa jgħinuni nsir persuna aħjar?

Huwa jkompli billi jgħidlhom li dan il-vidjow li ser jaraw jista’ jgħinhom jaħsbu kif u għaliex dawn l-erba’ kwalitajiet tal-ġiraffa jistgħu  jittrasformawna biex  insiru aħjar u ngħixu kuntenti.

The Good Samaritan with Bible narration (Max7.org)

Pass 4 – 10 minuti

Permezz tad-diskussjoni wara l-vidjow joħorġu dawn il-punti:

  • Bħall-ġiraffa, is-Samaritan it-tajjeb kellu qalb kbira.  Il-qalb kbira tas-Samaritan kienet is-sors ta’ ħajja għalih u għall-vittma.
  • Bħall-ġiraffa, is-Samaritan it-tajjeb kien dak li kien wara snin ta’ evoluzzjoni u formazzjoni.  Ħa żmien tiegħu biex kiber fil-valuri li kellu.
  • Bħall-ġiraffa, is-Samaritan it-tajjeb kien jara fit-tul.  Kien jaf li ma setax iħalli lil dak ir-raġel ittorturat waħdu u jkompli għaddej daqs li kieku l-ħajja ta’ dak ir-raġel ma kinitx importanti.  Huwa ra aktar fil-bogħod minn dak li ħaddieħor kien jgħid dwaru – kienu ser jiġġudikawh għax kien Samaritan u għaliex waqaf idewwi l-ġrieħi ta’ dak il-Lhudi.
  • Bħall-ġiraffa, is-Samaritan it-tajjeb kien ta’ min jafdah.

Matul dan iż-żmien tar-Randan għandna stedina biex nippruvaw insiru aktar Ġiraffitani – (Ġiraffi u Samaritani😊)

  • Aħna jista’ jkollna Qlub Kbar għaliex Alla li ħalaqna nixbhu lilu għandu -L-Ikbar Qalb mimlija mħabba lejn kulħadd.  Hu ħabbna ħafna meta tana r-rigal tal-ħajja.
  • Huwa jħobbna waqt li qed nikbru, ninbidlu u niffurmaw ruħna.  Iħobbna meta ma nħobbux lilna nfusna u anke meta ma nħobbuhx. Hu jistenniena biex immorru għas-sagrament tar-rikonċiljazzjoni – tal-Qrar. (Hawn, ir-Religious Counsellor jista’ jħeġġeġ lill-istudenti biex jersqu lejn is-sagrament tal-Qrar.)
  • Huwa jibqa’ ħdejna waqt li nikbru u nibdew naraw l-affarijiet iktar fit-tul mhux biss naħsbu f’issa imma wkoll fil-futur.  Jgħallimna kif ngħixu ħajja bis-sens, jiggwidana permezz tal-Kelma tiegħu fil-Bibbja u permezz tal-qawwa tal-Ewkaristija.
  • Jekk il-ġiraffa kien ta’ min jafdaha, u lis-Samaritan ukoll, kemm aktar għandna għalxiex nafdaw lil Alla li żamm il-wegħda tiegħu li jeħlisna mit-tbatija tad-dnub?  Huwa bagħat lil Ibnu Ġesù biex permezz tiegħu nersqu aktar viċin tiegħu u hekk ħaddieħor ikun jista’ jafda lilna wkoll.

Konklużjoni – 5 minuti

Bħala konklużjoni għal din l-attività, id-direttur spiritwali jistieden lill-istudenti biex jaraw dan il-vidjow u jqattgħu ftit ħin fit-talb personali.  Huwa jiggwida lill-istudenti biex psikoloġikament jippreparaw ruħhom għal dan il-ħin ta’ talb.

Għan: Li nħarsu lejn is-Samaritan it-tajjeb bħala mudell ta’ kif inġibu ruħna ma’ dawk ta’ madwarna. 

X’ser nitgħallmu (W.A.L.T.): 

  • Nikkumparaw il-karatteristiċi tal-ġiraffa ma’ tal-ġakkal. 
  • Nirriflettu fuq il-parabbola tas-Samaritan t-tajjeb. 
  • Insiru nafu dwar l-enċiklika tal-Papa Franġisku – Fratelli Tutti. 
  • Niddiskutu diversi punti u riflessjonijiet.
  • Nidentifikaw punti prattiċi ta’ kif nistgħu ngħixu f’armonija mal-oħrajn. 

Ħin:  45 min

Ir-Riżorsi:


Merħba – 5 – 10 min

Sellem lill-istudenti. Jekk ma tafhomx wisq, tista’ tuża din il-logħba tal-ismijiet biex toħloq naqra kunfidenza: 

Tibda persuna billi tagħżel aġġettiv li jibda bl-istess ittra ta’ isimha, u tgħid isimha wara (eżempju: Clever Claire, Kind Karen), il-persuna li jmiss trid tirreppeti dawk ta’ qabilha u iżżid tagħha fl-aħħar u tibqa ddur sakemm l-aħħar persuna trid tgħid ta’ kulħadd u żżid tagħha fl-aħħar. 

Introduzzjoni – 5 min

Ikkumpara l-ġiraffa mal-ġakkal billi tuża l-istorja ta’ taħt. (tista’ tuża ukoll l-PPT) 

Saqsi lill-istudenti – biex jirriflettu jew jiddiskutu: (il-mistoqsijiet jistgħu jintużaw bħala gwida) 

  • X’inhuma l-karatteristiċi tal-ġiraffa?
  • X’inhuma l-karatteristiċi tal-ġakkal? 
  • Ma’ liema annimal taqbel l-iżjed?
  • X’hemm fil-karattru tiegħek li jixbaħ iżjed lill-ġiraffa jew iżjed lill-ġakkal? 
  • X’tixtieq li tkun l-iżjed, ġiraffa jew ġakkal? Għaliex? 

Pass 1 – 5 min

Spjega l-oriġini tal-parabbola billi tuża l-mappa fil-PPT. 

Semmi kif il-filmat m’ għandux kliem u għalhekk jużaw dan il-ħin biex jirriflettu fuq l-istorja.

Filmat: Agħfas hawn

Pass 2 – 10 min

Saqsi lill-istudenti – biex jirriflettu jew jiddiskutu: (il-mistoqsijiet jistgħu jintużaw bħala gwida)

  • Kieku min kont tkun fil-istorja?
  • Kont tieqaf?
  • Kont tibqa miexi? Għaliex?
  • Kont tkun wieħed mill-ħallelin?

X’ taħseb meta ngħidu l-kelma tqanqal imma l-eżempju jkaxkar? 

Pass 3 – 10 min

Il-Papa Franġisku kiteb enċiklika Fratelli Tutti li ddur ma’ din il-parabbola u jgħid: 

“Ġesù jafda bl-akbar mod fl-ispirtu uman; b’din il-parabbola, Ġesù qed jinkuraġġina biex nippersistu fl-imħabba u nreġġaw lura d-dinjità lil min qed isofri u nibnu soċjetà kif jixraq.”

Spjega b’mod faċli li l-azzjonijiet tagħna għandhom ikunu azzjonijiet li jippersistu fl-imħabba u jreġġaw lura d-dinjità. Iddiskuti magħhom kif l-azzjonijiet tagħhom jistgħu jkunu dan it-tip t’ azzjonijiet. Iddiskuti modi prattiċi kif nistgħu ngħixu flimkien f’armonija u bħala klassi jiġu b’wegħda/idea ta’ kif ser jgħixu l-armonija flimkien. 

Konklużjoni – 5 min

Biex tagħlaq is-sessjoni, stieden l-istudenti għall-mument ta’ talb.

Tistà ddoqq xi ftit mużika kwieta biex tgħinhom jidħlu fit-talb u r-riflessjoni. Stieden lill-istudenti biex jaħsbu fuq punt, idea jew persuna li laqtithom mill-istorja u jiktbuha/jpenġuha fuq il-karta (biex joħorġu dak li qed jħossu). Stedinhom jitkellmu f’ qalbhom/jitolbu m’Alla/ Ġesù/Is-Samaritan it-Tajjeb, imbgħad għalaq bil-Missierna.

For students

This is not just a craft activity or a topic-based lesson like any other.  This moment of inner expression is also revealed in the drawings, write-ups and crafts.  When setting up, leading and living these prayer spaces, one must remember that the primary aims are to provoke reflective thinking and dialogue between the person and God.  The theme of these prayer spaces is related to Lent.


For Educators

This is another invitation to celebrate Lent in style with those God entrusted to your care, guidance and love. Your service is one of the most valuable gifts you can give to your school community.  A gift that will last a lifetime because a prayer space is not just for Lent or Easter but for life. That is why we thank God for having you on board to help us with this ongoing spiritual and pastoral life experience at school. 

To download the booklets: Click on Print icon – Print All Pages – Select Destination – Save as PDF – Save

 



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