SacramentoftheAnointingoftheSick

GRADE:Year6Stage3

UNITOFWORK:WeCelebratethe

DURATION:185minutesacross5lessons.

Sacraments(Part2)Anointingof

Averageof40minuteseach.

theSick
TEACHERANDSCRIPTUREBACKGROUND:
TeacherBackground:
In5.7studentsexploredthesacramentofPenance.Nowtheyexploretheothersacramentofhealing:AnointingoftheSick.Begintheunitbydirecting
studentstorecallwhattheylearnedaboutsacramentsinpreviousyearsandunits.Thenbrieflyreviewthesacramentsofhealing.
ThroughoutthehistoryoftheChurchtherehasbeensomeformoflayingonofhandsandanointing,whichshowsaconcernforthosewhoaresickordying.
Likeallsacraments,AnointingoftheSickhasmovedthroughalonghistoryofdevelopmentandchange.Thissacramentwasonlyadministeredtothose
whoweredyingformanycenturies,hencethetermlastrites.SincetheSecondVaticanCouncilithasbeenrestoredtoitsrightfulplaceasasacramentfor
allwhoareseriouslysickandneedhealing.ThesacramentoftheAnointingoftheSickisfortheseriouslysick,theelderlywhohavebecomenoticeably
weakenedorfrail,andthosewhoaredying.Itiscelebratedwithinacommunityandcanbereceivedmorethanonce.
ThesacramentofAnointingoftheSickgivesstrength,comfortandcouragetothesickperson,bringsphysicalandspiritualhealingandforgivessins.Itis
importanttonotethathealingdoesnotmeanamagicalcureofthesickperson.
Thetwomainsymbolsandritualsinthissacramentcomefromancienttimes(theOldTestamenttradition).Layingonofhandssymbolisesthecallingofthe
HolySpirit.Itisdoneinsilence,followedbytheprayercallingontheHolySpirit.AnointingwithoilisasignofthegraceoftheHolySpiritgiving
strength,courageandpeace.
ItisusefultoconnectthissacramenttothemanyministriesandapostolatesoftheChurch,forthesick,elderlyanddying.

ScriptureBackground:
Mark7:3237Jesushealsadeafperson.ThisincidentisrecordedonlyinMarkandoccursinGentileterritory.InlocatingtheincidenthereMarkmay
havebeenacknowledgingtheChurchsmissiontoGentiles,tonoJewishpeoples.
Jesusreachesouttohealonesufferingfromdeafnessandaspeechimpediment.Hetakesthemanawayfromthecrowdandlayshishandsuponhim.
Followingthisactthemanshearingandspeecharerestored.
Inaskingthehealedmantokeepthiseventtohimself,MarkisindicatingthatJesusismuchmorethansimplyahealerofphysicalailments.Itisalsoa
warningthatexcessiveattentionmightfrustratehisministry.ThemanignoresthisinstructionandproceedstoproclaimJesusmission,incontrasttothose

whohavefollowedJesus,whohaveheardhiswords,andyethavenotlistenedtohismessage.Heretheonlookersclearlywitnessthephysicalcureandthis
servestohighlightthetruenatureofJesusidentity.
James5:1316
Anointingthesickandconfessingsin.Ultimatelythetextisaboutprayer,whichisamajorpartofoursacraments.Anointingofthesickincorporatesthe
healingpropertiesofoilaswellasprayer.Thesacramentsintheirpresentformhavetakenmanycenturiestodevelop.Whilethebiblicaltextsunderpinand
giveessentialmeaningtooursacramentaltheology,theydonotrecordtheritesaswecelebratethemtoday.
CATECHISMOFTHECATHOLICCHURCH:
ThosewhowithGod'shelphavewelcomedChrist'scallandfreelyrespondedtoitareurgedonbyloveofChristtoproclaimtheGoodNewseverywherein
theworld.Thistreasure,receivedfromtheapostles,hasbeenfaithfullyguardedbytheirsuccessors.AllChrist'sfaithfularecalledtohanditonfrom
generationtogeneration,byprofessingthefaith,bylivingitinfraternalsharing,andbycelebratingitinliturgyandprayer.
780:
TheChurchinthisworldisthesacramentofsalvation,thesignandtheinstrumentofthecommunionofGodandmen.
1131:
Thesacramentsareefficacioussignsofgrace,institutedbyChristandentrustedtotheChurch,bywhichdivinelifeisdispensedtous.Thevisibleritesby
whichthesacramentsarecelebratedsignifyandmakepresentthegracespropertoeachsacrament.Theybearfruitinthosewhoreceivethemwiththe
requireddispositions.
1210:
Christinstitutedthesacramentsofthenewlaw.Thereareseven:Baptism,Confirmation(orChrismation),theEucharist,Penance,theAnointingoftheSick,
HolyOrdersandMatrimony.ThesevensacramentstouchallthestagesandalltheimportantmomentsofChristianlife:theygivebirthandincrease,healing
andmissiontotheChristian'slifeoffaith.Thereisthusacertainresemblancebetweenthestagesofnaturallifeandthestagesofthespirituallife.
1532:
ThespecialgraceofthesacramentoftheAnointingoftheSickhasasitseffects:
theunitingofthesickpersontothepassionofChrist,forhisowngoodandthatofthewholeChurch;
thestrengthening,peace,andcouragetoendureinaChristianmannerthesufferingsofillnessoroldage;
theforgivenessofsins,ifthesickpersonwasnotabletoobtainitthroughthesacramentofPenance;
therestorationofhealth,ifitisconducivetothesalvationofhissoul;
thepreparationforpassingovertoeternallife.

SyllabusOutcome(s):
ClassroomOutcomes
Explainritualsandsymbolsusedinthecelebrationofthe
sacramentsoftheAnointingoftheSickandMarriage

Demonstrateanunderstandingoftheimportanceofthe
sacramentsoftheAnointingoftheSickandMarriage

IndicatorsofLearningforthislesson:Bytheendofthislesson,thestudentswill:

Values&Attitudes
Studentswilldemonstratethattheyare:
AbletovalueWord,symbolandritualinthecelebrationsofCatholicbeliefsand
traditions
Knowledge&Understandings
Studentswilldemonstratethattheycan:
ExplainhowWord,symbolandritualareusedinsacramentalandnonsacramental
celebrations
Skills
Studentswilldemonstratethattheycan:
PreparecelebrationsusingappropriateWord,symbolandritual

SCRIPTUREPASSAGE:

James5:1316Anointingthesickandconfessingsin

Resources:
CEOSydneyCelebratingOurJourney:Unit6.7WeCelebratetheSacraments(Part2)
Lesson1:

Mark7:3237Jesushealsadeafperson

Luke10:3035

Acts28:89

ClassIpadset

ThreeScripturePassages

SmartBoard

WebsiteResource

Lesson2:

AnointingoftheSickKit

Craftmaterials

Cardboard

Writingbooks

Stationary

Lesson3:

MapofPalestine

Religionbooks

James5:1315

GuidedMediationsheet

Mark7:3237

Oilclosedpassageandgrid

Lesson4:

Visitor/parishpriest

YoutubevideoAnointingoftheSick

Cardboard

A4paper

Stationarypencilsandpens

Religionbooks

Lesson5:

ClassComputerset

ClassIpadSet

Religionbooks

Oil

Religionbooks

VaticanWebsiteHealingoftheSick

LESSONSEQUENCE
TeachingStrategies/LearningExperiences:

STUDENTASSESSMENT

(Howitistaught)
Writedetailedstepsshowingwhattheteacherwilldoandwhatstudentswilldo.
LESSON1:(40minutes)

TheSswillbesittingattheirdesksreadytobeginthelesson.TheTwillplaceanIpadon
eachSstablewithPoppletreadyonit.

TheTintroducesthesacramentofHealing,specificallyAnointingofthesicktotheclass.
ReviewwhatSshavelearntaboutthesacramentinYear5andexplainthattheclasswill
goindeeperdepth.

Diagnostic Assessment: The T can

identify from the Mind Map using
Popplet who has previous knowledge
about the Sacrament and topic of
healing/suffering.ItalsoallowsfortheT
to seewhohas contributed in the class
activity.

TheTcanidentifywhatSsdonotknow
Sswillselectanarticlefromthethreeprovidedthatfocusesonthreehealingscripture andwhattheTneedstofocustheirtime
passages (Luke 10: 3035, Acts 28: 89, James 5: 1316) (Reference to Task 1 on on.
website). Ss will work individually contributing to one of the three, class mind map
Popplets. The Ss will use DeBonos hats to categorise the knowledge they know in 6
differentcolourcodedgroups.(15mins)TheTcanaccessthemindmapsonthesmart
boardforallSstosee.(ReferencetoTask1onwebsite)
TheSswillcometogetherinasacredcircleasaclassandspeakaboutthethingstheyhave
heardabouthealing/miraclesoriftheyhaveeverencountereditintheirlives.(12mins)
Formative:(InformalObservation) The
TinformallyobservestheSscontributing
(13 mins) Ss will improv different situations on experiences of sickness/healing and in class discussion. Are the Ss able to
suffering.TheTeacherselects34peopletocomeintothemiddleoftheclassroom.The follow instructions? Are Ss able to
teacherhastwoscenariosfortwogroupstoactout.

identifymainfeaturesoftheskit.Arethe
Thefirstsituationis:anelderlymemberisinhospitalandthesister(nurse)comesin Ssbeingresponsible,caringandshowing
totakecareoftheelderly.Whomaybetheotherperson?
CatholicValues.
Secondsituation:Youareatasportsgameandyouseeaplayeronthesideofthe Can link to the Drama syllabus
fieldcollapseandbecomeill.Whatmayyoudo?Describetotheclassafteryour outcomes.
performancewhowerethecharacters.

StudentsaretopackawaytheclassIpadsandgetreadyforthenextlesson.

LESSON2:(35minutes)
Informal Assesment:

ability to

TheTistoputallthetablestogethertoformabigcirclearoundthem.BringtheSsinandremind
themtheruleswhenaGodlyPlayiscompleted.

effectively consider the, I wonder

questions.Ssshouldpayrespectandbe
silent and well behaved. The Ss are
(10mins)TheTusestheliturgicalstorykitoftheAnointingoftheSickusingsuggested observed on listening skills from the
scriptand2Dand3Dmaterials(ReferencetoTask2onwebsite).Thestudentswillbein reader.
asacredcirclewhentellingthestory.TheTengagesandgetsthemtothinkaboutthestory
theyjustheard.TheTuseswonderingstatementstogettheSsthinkingandinterested.

IwonderwhetheryouveseensomeonereceivetheSacramentofAnointingofthe
Sick.

Iwonderwhythepriestlayshishandsonthesickperson.

Iwonderwhythepriestanointsthesickpersonwithoil.

Iwonderhowthesickpersonmightfeelwhenheorshereceivesthissacrament.

(20mins)TheTistogettheSstofixthetablesbacktonormal.TheSsaregivenclear

FormativeAssessment:AllowsfortheT
to be able to see if Ss have a clear
understanding of the procedure of
AnointingoftheSick.TheTisableto
clearlyidentifyiftheSswerelisteningor
payingattention.TheTlooks outfora

instructionstoretell,paint,illustrate,writeaboutapartofthestory,Anointingofthe cleardepictionofpartofthekitthatwas
Sick.TheTmayremindSstorememberthemainfeaturesinthetextandthedifferent shown in the story. Speaking and
listening of the children are observed
stages.
whentheSsexplaintheirpieceofwork

TheTchoosesafewSsatthetimetogettheopportunitytousethematerialsandretellthe totheSs.

storytofellowpeers.TheTaskssomestudentstoexplaintheirillustrationstotheclass,for
themtorememberandreiteratethestory.TheSscanalsodescribethemainpartsofthe
sacramentsproceedings(5mins).
CanlinkintoCreativeArtssyllabusand
outcomes.
TheTgetstheSstopackuptheirworkandallfinishedworkispassedtotheTsomarkingcanbe
completed.
LESSON3:(40minutes)
TheTistostarttheclasswithsayingtheAngelus(standup)GettheSstositdownontheirtables
whentheAngelusiscomplete.

TheTandSsreadMark7:3237together.TheTaskstheSswhatthescripturewasabout.

TheTgetstheSstolocateonamapofPalestinewerethehealingofthedeafmanoccurredby
Jesus.AstheSshowthescripturepassagerelatestothesacramentoftheAnointingofthesick.
ThiswillallowforSstoremembertherealreasontheSsstudythesacramentoftheAnointing
ofthesick(5mins).(ReferencetoTask3onwebsite)

TheTistoreadJames5:1315andtheSsfindanyreferencestosacredsimples,specifically
oil.TheTcanreadtheguidedmediationtogettheSsthinking.(Optional)Findoutabout
differentwaysthatspecialoilshavebeenusedforanointingthroughouthistory.(20mins)

Sswillcompletethequestionsbelowintheirreligionbooks.

AccordingtoJames(inthispassage)whatmustbedoneforsickpeople?
WhydidtheearlyChristiancommunitiesuseoil(oliveoil)?
Whatdoestheprayingandanointingwithoildoforthesickperson?

Informal Observation: Ss are able to

identifywherethestoryofMark7:3237
tookplaceinPalestine.TheTistoseeif
theyhaveanypriorknowledge.TheSs
aretogainagreaterunderstandingwhen
reading the scripture passages about
healingandanointingofthesick.

DescribewhatJamesisaskingofhisdisciples.MatchaspectsofJamesletterwiththe FormativeAssessment: TheTisableto

sacramentofAnointingoftheSick.
identifytheSswhohavecompletedtheir
work with knowledge about the
SswillreadtheenclosedpassageofoilsintheSacramentofAnointingoftheSick.TheSs
importance of oils in anointing of the
willfillInthegridwhentheyhavefinished.(ReferencetoTask5onwebsite)
sick.TheSsareabletorecordtherole
andwhotheoilsaregivento.
Extension(15mins)
TheSswillwriteapoemorprayeraboutthehealingpowerofJesusinhislife.TheSscanrefer
tohismiracles.TheycanalsowriteaboutoneoftheGospelhealingstorieswithwhichtheyare
familiarwithduringtheunitofwork.TheSsneedtoconsiderEnglishtechniqueswhenthey
arewritingtheirpoemsorlyrics.IfSsarefinishedtheTcanchoosepeopletoperformtheir
pieceofworktotheclass,sotheotherSscangainaclearunderstanding.

GettheSstopackupreadyforthenextperiodofwork.
LESSON4:(30minutes)
TheSssaytheAngelusbeforethelessonbegins.

TheTis totaketheSs tothechurchortheParishPriestcancometotheclassroom.

IntroducetotheSshowtheparishcommunitytakescareandministersforthesickand
elderlywhoareunabletomakeittomass.Thepriestoraparishionerspeakstothestudents
abouthowtheparishcaresforthesick.Getthepersonwhoattendstotheclasstalksabout
administering the sacrament of the Anointing of the sick, communion to the sick, and
visitation(whenandhowmanytimes).TheTistothankthepersonwhocametothevisit
andspeaktotheclass(15mins).IftheTcannotgettheParishpriest,showtheSacrament
101: Anointing of the Sick video to the Ss (https://www.youtube.com/watch?
time_continue=388&v=hEppjWNO2y4).(ReferencetoTask4onwebsite)

TheSs willgetanA3orA4paperandtheyneedtodesignaposterorpamphletthe
promotesthesacramentoftheanointingofthesickintheirschoolparish.TheSsDesigna

FormativeAssessment: TheSsareable
todesignanappealingposterorpamphlet
thatisabletopromotetheworkofthe
schoolparishinrelationtotheSacrament
ofHealing.Ssareabletorememberwhat
the Parish Priest/Video or visitor has
stated about the Churches role in the
Sacrament.TheTwillbelookingatthe
clearunderstandingoftheSacramentand
the connection between the school and
chuch.

poster or pamphlet to promote the work that the school parish does in relation to the
SacramentofHealing(15mins).
TheTistogettheSstopackupandtidytheroomforrecess/nextperiod.Sswillconcludewiththe
Angelus.
LESSON5:(40minutes)
Formative Assessment: The T looks at
howwelltheSsareabletoidentifythe
The T discusses the holy oils and how they are used in the rituals of our Church major symbols and rituals. The Ss are
community.Ssaretobrainstormallthedifferentritualsandsymbolswhenthereisaliturgy able to identify their meanings,
ofanointingofthesick.TheSswilllisttheimportanceandroleinthesamebubbleasthe
importance and role they play in the
symbolorritual(10mins).
CatholicChurch.ThiswillallowforSsto
recogise the symbols and rituals
sacredness.
TheTistobrieflyremindthestudentsofthedifferentpartsoftheliturgy.TheTpointsout
themainfeatures.Eg.Introductoryrite,concludingriteandliturgyofanointing(4mins).T
uses the Vatican website to help Ss understand the content.
http://www.vatican.va/archive/ccc_css/archive/catechism/p2s2c2a5.htm

TheSsaretostartthelessonoffsayingtheAngelus.

Summativeassessment(26mins(ReferencetoAssessmenttabandRubicandOutline)):
Ssareabletoworkinpairswiththispresentation.IfSsdonotfinishinonelessontheycontinueit
forhomeworkorinotherlessons/freetime.
TheAssessmenttaskistomakeapresentationabouttheAnointingoftheSick.
WhatSsshouldincludeanddo:
DescribetheSacramentofAnointingoftheSickanditsimportanceinthelifeoftheChurch.
Includesomeofthemajorsymbolsandritualsused.Describetheiruseandwhenitisused.
IncludeafewscripturepassagesthatrelatetotheSacramentoftheAnointingoftheSick.

Summative Assessment: Ss create a

presentation that incorporates ICT and
explains the main features and
importance of the Sacrament of the
Anointing of the Sick. Refer to the
WebsitefortheRubics.
TheTlooksoutonhowwelltheSshave

StudentsgiveacreativepresentationusingmultipleICTsystems.
Haveclearcommunicationandfocusinyourpresentation
GettheSstopackupandgetreadyforthenextlesson.
TEACHEREVALUATIONOFLESSONSTAUGHT

Howwellwerethestudentsabletorecognizerituals,symbolsandiconsinrelationtothe
AnointingoftheSick?
Throughmultipleresourcesthelayingofthehandsandtheoilsymbolsweresufficientlytaughtto
thestudents.ThroughtheGodlyPlayandspeakingabouttheliturgicalproceedings,theSscould
remembertherituals.

HowwelldidstudentsexplaintheimportanceofthesacramentsofAnointingofthesickinthe
Catholictradition?
Throughoutthelessonstherewasquietclearassessmenttechniquesputinplace.Wealsohad
talking/sacred circles that allowed for others to share their ideas of the importance of the
SacramentsofAnointingoftheSick.InmostactivitiesthatSsproducedapieceofwork,theSs
neededtoexplaintheirthinkingandunderstandingbehindthework.

Howeffectivelydidstudentsidentifyspecificaspectsofliturgiesandprayersrelatingtothe
SacramentsofHealing?
TheGodlyplayresourceactivitiesallowedtheSstochoseapartoftheliturgyandrememberit.
AsateacherwecantrytogettheSstoattendaserviceattheschoolparish.

HowwelldidthestudentsmakeaconnectiontotheSacramentandtoJesuslife?
There was avariety of scripturepassages the Ss have read andstudied. The Ss linked them
PassagestoJesuslifemiracles.Introducingmorevideosforthevisuallearnersmaymakedeeper
connections.
Towhatextentdidstudentsdemonstrateachievementofclassroomoutcomes?
Thelastassessmentthatwas inplacecoveredalltheclassroom outcomes.Throughoutthe5
lessons the Ss were assessed on one or more of these outcomes. (Have more recordable
assessments for outcomes). No Ss found the unit to difficult and the Ss seemed to grasp the
outcomesquietwell.

Arethereoutcomesthatwerenotachieved?

communicated in the presentation. How

theyintegratedICTintheirpresentations.
Ifthepresentationisattractivetotheeye.
(Reference to Assessment tab on
website)

Aclear lessonstructureandclear requirementswereinplacemakingalltheSsintheclass

achievetheoutcomes.

Whatchanges(ifany)wouldyoumakeifyouwereteachingthisunitagain?
Introduceamorewebbasedapproach.MoreintroductionofKLAsinalllessons.Wealsoneedto
considerintroducingthecrosscurriculumprioritiesandtheCALDSs. Thelessonsalsomay
requiredifferentadaptionstoSswhohasadisability.