During Lent 2021, we presented ideas and resources to help the religious counsellor and the chaplaincy teams in schools to 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
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Għan: Ir-Randan huwa żmien fejn niftakru fl-imħabba ta’ Ġesù għalina u ngħadduha lill-oħrajn.

X’ser nitgħallmu (W.A.L.T.): 

  • Inħobbu iktar lil xulxin
  • Inkunu ħbieb

Ħin:  40 min 

Ir-Riżorsi:

  • Stampa kbira ta’ ġiraff u qalb iħares ‘il fuq u mdawwar b’annimali oħra. (Slide 5)
  • Kartonċina u żebgħa għall-kraft.
  • Flashcards ta’ Giraffe u Kangaroo u s-Samaritan it-tajjeb biex inqabbluhom. (Slide 13)

Introduzzjoni – 3 min

L-Ewwel Pass: Circle Time – 10 min

L-Edukatur jew ir-Religious Counsellor itella’ stampa ta’ ġiraff imdawwar b’annimali oħra fuq l-interactive board (skond l-eta’) jew jitqassmu stampi lit-tfal b’mod individwali, laminated.

  • X’inti tara fl-istampa? (it-tfal jagħtu l-opinjoni tagħhom)
  • Ir-Religious Counsellor jew l-Edukatur jifforma web b’dak kollu li jesprimu t-tfal.
  • Imbagħad ir-Religious Counsellor jew l-Edukatur jirrakkonta dan il-fatt:
    • Il-ġiraff huwa animal speċjali.
    • Għandu għonqu twil, u rasu dejjem tittawwal fil-għoli.
    • Rasu tinsab viċin ħafna ta’ qalbu.
    • Minħabba f’dan il-ġiraff isibha diffiċli biex jippompja d-demm.
    • Il-ġiraff għandi qalbu kbira li tħabbat bil-qawwi biex tgħinnu jippompja d-demm.
    • Minħabba li għonqu twil u rasu dejjem ‘il fuq il-viżjoni tal-ġiraff hija wiesa’.
    • Jara ħafna iktar affarijiet mill-annimali l-oħra ġol-ġungla.
    • Għalhekk, l-annimali l-oħra dejjem jinġabru madwaru u hu jirrakuntalhom dwar dak li qed jara.
    • L-annimali l-oħra jafdaw fih.
    • Il-ġiraff huwa animal ġentili.

It-Tieni Pass: Hands-On – 15 min

Puppet ta’ ġiraff u qalb:

It-Tielet Pass: Storja – 3 mins

George the Generous by Kameron Trumbo (Pre-School)

Il-Ħin tal-Mistoqsija:

1. X’Jismu l-ġiraff tal-istorja?

2. Għaliex u fejn dan il-ġiraff kien t’għajnuna kbira?

3. Lil min qgħad jgħin Ġorġ jaqta’ l-ħaxix?

Ir-Rabà Pass: Inqabblu l-Ġiraffa mas-Samaritan it-Tajjeb –  5 mins

i. Il-Ġiraff: Is-Sammaritan it-Tajjeb

ii. Il-Kangaroo u l-annimali l-oħra (dawk li jeħtieġu l-għajnuna) – Ir-raġel li ħadulu kollox.

Rakkont tal-istorja tas-Samaritan it-Tajjeb:

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

Il-Ħames Pass: Logħba – Il-Ġiraff li Jħobb Jgħin –  5 mins

Ifforma kaxxa mal-art. Qassam it-tfal f’timijiet ta’ ħamsa u jiffurmaw linja (distanza bejniethom). Waqt li tkun għaddejja l-mużika il-leader tat-team (il-ġiraff) imexxi lil-oħrajn sa nofs il-kaxxa. Meta s-serp ikun se jidħul fil-kaxxa il-ġiraff joħroġ lil annimali l-oħra ‘barra mill-kaxxa u jeħodhom fuq tikek immarkati fuq gżira biex jaħarbu mis-serp. (the Giraffe) must guide the others to “walk” in the middle of the square. Meta terġa tibda l-mużika, u s-serp jitlaq, il-ġiraff inniżżel l-annimali ġol-ilma u lura fil-kaxxa. (il-post sigur). Il-leader, il-ġiraff imur wara u t-t-tifel ta’ warajh isir il-ġiraff. Din il-logħba tgħin it-tfal ikunu iktar responsabbli għas-sigurtà u tgħin jaħdmu iktar flimkien, jgħinu lil xulxin u jibqgħu fimkien waqt din il-logħba sempliċi.

Konklużjoni: Action Song – 3 mins

Love One Another. It-tfal ikantaw din il-kanzunetta filwaqt li jżommu l-puppet f’idejhom.

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.

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

Għan: Ir-Randan huwa żmien li fih niftakru l-imħabba t’Alla għalina u nwassluha lill-oħrajn.    

X’ser nitgħallmu: 

  • Inħobbu iktar lil xulxin
  • Insiru ħbieb

Ħin:  30 – 45 minuta

Riżorsi:

  • Stampa kbira ta’ ġiraff u qalb iħares ‘il fuq u mdawwar b’annimali oħra biex tintuża’ waqt l-istorja.
  • Lapsijiet, kuluri, biros.
  • Flashcards ta’ giraff u xadina u s-Samaritan it-tajjeb biex inqabbluhom.

Introduzzjoni – 3 minuti

Wara li jilqa’ lit-tfal li ser ikunu qed jipparteċipaw f’din l-attività, l-animatur (edukatur jew ir-religious counsellor) jara li kulħadd sab postu, iħalli ftit minuti fis-skiet biex kulħadd ikun jista’ jinġabar u jara li għandu l-attenzjoni tat-tfal. 

Biex nibdew din is-session nistgħu nużaw din id-diska bħala introduzzjoni:

L-Ewwel Pass: Circle Time – 10 minuti

Nifhmu l-kwalitajiet sbieħ tal-ġiraff. Niddiskutu u naraw flimkien x’jgħallimna l-ġiraff- għaliex huwa animal ġentili, l-animali l-oħra jfittxuh u għaliex għandu qalbu kbira.

L-animatur itella’ stampa ta’ ġiraff imdawwar b’annimali oħra fuq l-interactive board (skond l-età) jew jitqassmu stampi lit-tfal b’mod individwali, laminated.

  • X’inti tara fl-istampa? (it-tfal jagħtu l-opinjoni tagħhom)
  • L-animatur jifforma web b’dak kollu li jesprimu t-tfal.
  • Imbagħad l-animatur jirrakuntaw dan il-fatt:
    • Il-ġiraff huwa annimal speċjali ħafna. 
    • Għandu għonqu twil ħafna, u rasu dejjem qegħda metri ‘l fuq fl-arja.  
    • Dan l-għoli jagħti diffikultà lill-ġiraff biex jippompja d-demm. 
    • U minħabba f’hekk il-ġiraff għandu qalbu kbira tiżen ħafna kili u tħabbat b’mod qawwi ħafna biex tmexxi d-demm. 
    • L-għoli tal-ġiraff li jinkiseb f’miljuni ta’ snin ta’ evoluzzjoni biex il-ġiraff jasal li jilħaq il-weraq tas-siġar, jippermetti li l-ġiraff ikollu viżjoni iktar wiesa’ għax iħares mill-għoli. 
    • U meta l-ġiraff jimxi, ħafna tipi t’annimali oħra iduru madwaru, għax jafdaw f’dak li jkun qed jara.
    • L-annimali l-oħra jibqgħu viċin il-ġiraff, għax jafu li l-ġiraff la hu ta’ periklu u lanqas m’ hu għadu. 
    • Il-ġiraff huwa animal ġentili.

It-Tieni Pass: Storja- 4 minuti

L-animatur isaqsi lill-istudenti: 

  • Ġie li smajt bil-parabbola tas-Sammaritan it-Tajjeb?
  • Jekk ikun hemm min jafha, jirrakuntaw huma l-istorja lit-tfal l-oħra (żewġt jew tlett itfal)

It-Tielet Pass: Hands-On – 15 minuti

L-animatur jista’ jagħżel minn dawn l-attivitajiet.

  • Attività Bibblika – Il-Ħanin Samaritan: agħfas hawn 
  • Agħtiha l-Kulur:

Ir-Rabà Pass: Inqabblu l-Ġiraff mas-Sammaritan it-Tajjeb – 5 minuti

Wara li qrajna l-istorja ta’ ‘Ginger the Giraffe’ u smajna wkoll r-rakkont tal-Parabbola tas-Samaritan it-Tajjeb, issa nqabblu l-Ġiraff u s-Samaritan it-Tajjeb. X’għandhom simili?

i. Il-Ġiraff: Is-Sammaritan it-Tajjeb

ii. Mickey ix-xadin u l-annimali l-oħra, ir-raġel il-midrub u dawk li għandhom bżonn l-għajnuna.

Il-Ħames Pass: Logħba: Continuum – 8 minuti

(Jekk ikun hemm biżżejjed ħin, it-tfal jistgħu jilgħabu din il-logħba ħelwa flimkien.)

Din il-logħba tgħin ukoll lil dak it-tifel li jistħi u joqgħod lura biex jintegra mal-oħrajn. Ġo kaxxa żgħira ikteb tip ta’ temi fuq karti żgħar u għażel minnhom, jew ikteb lista’ imagħad immarka liema tkun għamilt. Aqsam it-tfal fi gruppi ta’ sitta jew għaxra. Għażel tema, din tista’ tkun il-kulur favorit, ix-xahar ta’ għeluq snini, il-qies taż-żarbun, fejn noqgħod (mit-tramuntana għan-nofsinhar u viċi-versa), il-kuluri tal-qawsalla. It-tfal jridu jiffurmaw ringiela hdejn xulxin (b’distanza), skond it-tema mix-xellug għal-lemin. Jista’ jkun hemm żewġ timijiet f’daqqa jilgħabu u minn ilesti l-ewwel ikun ir-rebbieħ. Moral tal-logħba: Nirbħu biss jekk flimkien.

Għeluq: Action Song – 3 minuti

It-tfal iqumu bilwieqfa u jkantaw flimkien din il-kanzunetta.

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 favorite colours arranged in the order of the rainbow, birth month from first, last or dark color 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 il-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, id-direttur spiritwali jara li kulħadd ikun sab postu, iħalli ftit minuti fis-skiet biex kulħadd ikun jista’ jinġabar u jara li għandu l-attenzjoni tal-parteċipanti.

Id-direttur spiritwali 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, id-direttur spiritwali jikkonkludi dawn l-erba’ kwalitajiet li għandha l-ġiraffa:

  • Qalb Kbira – Din hija s-sors tal-ħajja għall-ġiraffa għaliex mingħajr qalb kbira l-ossiġenu 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

Id-direttur spiritwali 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, id-direttur spiritwali 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 ruħuhom għal dan il-ħin ta’ talb.

Aim: Lent will be the time when we will answer to God’s Call in becoming a better version of ourselves.     

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

  • Recognise the wonder of nature and all created things.
  • Identify Four qualities of the giraffe. 
  • Relate the four qualities to the Good Samaritan.
  • Explain that we can become Giraffetians because God the creator of us all has a BIG HEART.
  • Conclude that Lent is the time in which God is inviting us to become more like the Giraffe- like the Good Samaritan – Like HIM.

Time:  45 min

Resources:


Introduction – 5 mins

After giving a warm welcome to all the youths who will be participating in this activity, the Religious Counsellor will take some time and wait until everyone settles down and participants are waiting in silence to listen to  what he has to say. 

The Religious Counsellor will ask his audience to stop and watch this short film:

Step 1 – 5 mins

A sample idea of how to process the video: 

  • Any comments about the video we saw?

Open question for their interpretations.

  • Why do you think I chose to start by showing you this video today? 

Through the processing of their answers, the conclusion is to become aware of the marvel of God’s hands in the beauty of the life of all creatures.

  • Can you mention any one of the creatures we say and why you like that creature?

Open question for their interpretations.

The creature I will choose is the Giraffe because it helps me become the best version of myself.  Let us discover together some qualities the Giraffe has.  What makes a Giraffe so special?

Step 2 – 5 mins

After hearing the answers of the students, the RC will come up with the following qualities of a Giraffe:

Big Heart– This is its source of life because if it did not have a big heart the oxygen would not reach its head.

Very Tall Legs– This was the result after millions of years of evolution.

Very Tall Neck– This enables it to have a broader vision.

A Gentle Animal– Other animals congregate around it trusting its sight.

Step 3 – 10 mins 

The RC will then ask: 

  • How can these qualities of the Giraffe help me and all of us become a better version of ourselves?

He will tell them that the following video might help them to think how and why these 4 qualities of the Giraffe can transform us to become better and live happier.

The Good Samaritan with Bible narration (Max7.org)

Step 4 – 10 mins

Through the processing of the video the following points will emerge:

  • Like the Giraffe the Good Samaritan had a Big Heart.  The Samaritan’s Big Heart was a source of life for him and for the victim.
  • Like the Giraffe the Good Samaritan was who he was because of years of evolution and formation.
  • Like the Giraffe the Good Samaritan had a broader vision.  He knew he could not leave that man tortured alone and carry on with his life as if the life of that man did not matter.  He saw far beyond what others would say about him.  
  • Like the Giraffe the Good Samaritan was trustworthy.
  • During this time of Lent, we have an invitation to try our best in becoming Giraffitans (Giraffe and Samaritans) :-).  
  • We can have Big Hearts because God who created us on his own image has The Biggest Heart of All.  He loves us no matter what – He loved us so much, he gave us the gift of life.
  • He always loves us, as we grow up and change, he loves us when we do not love ourselves and even when we do not love him – He waits for us to go for the sacrament of reconciliation.
  • He patiently stays next to us while we evolve and develop a broader vision.  He teaches us how to be on the lookout so that we can live our lives to the full – He guides us through His Words in the Bible and through the power of the Eucharist.
  • We can surely trust Him for He kept his promise to free us – He sent His Son Jesus to set us free and to lead us closer to Him.

Conclusion – 5 min

 As a conclusion to this session the RC will invite the students to watch this video and spend some minutes in personal prayer. He will lead the students to this moment of prayer by setting up the atmosphere for personal prayer.

Għan: Li nħarsu lejn is-Samaritan it-tajjeb bħala mudell ta’ kif nġibu 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. 
  • Nsiru 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 persun 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 taghħa fl-aħħar u tibqa iddur sakemm l-aħħar persuna trid tgħid ta’ kulħadd u iżżid tagħha fl-aħħar. 

Introduzzjoni – 5 min

Ikkumpara il-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 mixi? Għaliex?
  • Kont tkun wieħed mill-ħallelin?

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

Pass 3 – 10 min

Il-Papa Franġisku kiteb enċiklika Fratelli Tutti li iddur 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 isoffri u nibnu soċjetà kif jixraq.”

Spjega b’ mod faċli li l-azzjonijiet tagħna għandhom jkun 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’wedgħa/idea ta’ kif ser jgħixu l-armonija flimkien. 

Konklużjoni – 5 min

Biex tagħlaq is-sezzjoni, stieden l-istudenti mal-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.

Aim: To use the good Samaritan as a model of how to behave with those around us. 

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

  • Compare the characteristics of the giraffe with those of the jackal. 
  • Reflect on the parable of the good Samaritan.
  • Become aware of Pope Francis’ encyclical – Fratelli Tutti. 
  • Discuss various points and reflections.  
  • Identify practical way/s of living in harmony with others.  

Time:  45 min

Resources:


Welcome – 5 to 10 mins

Greet the students. If not acquainted with the class, the following name game can be used as an ice breaker: 

One person starts by using an adjective starting with the same letter as their first name, followed by their first name (i.e., Clever Claire, Kind Karen) the next person and following must repeat the first person’s adjective and name and then add their own, it goes around, and the last person must repeat all other names in order and end with their own.

Introduction – 5 mins

Compare the giraffe and jackal through the story below (you may also use the PPT) 

Ask the students – to reflect or create a discussion: (the questions below can be used as a guide)

  • What characterises the giraffe?
  • What characterises the jackal?
  • With which animal do you resonate the most?
  • Which features in your personality are more towards the giraffe and which are more towards the jackal?
  • Do you desire to be more of a giraffe or a jackal? Why?

Step 1 – 5 mins

Explain the background of the parable, using the map on the Powerpoint presentation.  

Mention that the clip does not contain words so they could use this time to reflect on the story.  

Clip: click here 

Step 2 –  10 mins

Ask the students – to reflect or create a discussion: (the questions below can be used as a guide)

  • Who would you have been in the clip? 
  • Would you have stopped? 
  • Would you have walked away? Why?
  • Would you have been the robbers?
  • What do you think of actions speak louder than words?

Step 3 –  10 mins

Pope Francis wrote an encyclical letter Fratelli Tutti, revolving around this parable and says: “Jesus trusts in the best of the human spirit; with this parable, he encourages us to persevere in love, to restore dignity to the suffering, and to build a society worthy of the name.”

Explain in simple terms that our actions should be actions that “preserve in love and restore dignity.” Discuss with them how their actions can be actions to “preserve in love and restore dignity”. Discuss practical ways of living in harmony and as a class come up with a goal/pledge to live in harmony together. 

Conclusion –  5 mins

To conclude the session, invite the students for a moment for prayer.

You may opt for some back music to set the scene for prayer and reflection.

Invite the students to reflect on the point, idea, or person that resonated from the story and write/draw them on the paper (to externalise their feelings). Invite them to talk to God/Jesus/The Good Samaritan, then you can close with the Our Father.

For students

This is not just a craft activity or a topic-based lesson like any other.  This is a moment of inner expression revealed also in the drawings, write-ups and crafts.  When setting up, leading and living these prayer spaces one is to remind oneself 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 who 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 helping us with this ongoing spiritual and pastoral life experience at school. 

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