The Gatekeeper
Catechesis of the Good Shepherd, Level I 
March 13, 2012 - Level 1, Issue 12
In This Issue
City of Jerusalem
Listening to God
Is It I, Lord?
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Dear CGS Level I Parent,    
The Good Shepherd

The Level I children will receive a presentation on the city of Jerusalem. (If you have a Level II child, as well, then you may have read about the city a few weeks ago.) If you haven't seen the model of the city, stop in and take a look next week - maybe your child can give you a "tour" after their work this week.

 

This model helps a child connect with Jesus as an actual person who lived in an actual time and place. Level I children tend not to think too much about other times and other places. Children begin life as a series of todays, where even yesterday and tomorrow have to be learned. So, at this young age, Catechesis introduces geography, the liturgical colors and calendar, and the infancy narratives to help children begin to expand their time and place horizon.

 

Later in March, Level I children will receive a presentation called "the Cenacle" to think about Jesus' Last Supper. It will be as if they are entering more deeply into one of the buildings on the Jerusalem model and, by doing so, entering more deeply into an important event in Jesus' life.

 

During Holy Week, we count on parents to help their children connect their Atrium work to our liturgical life, particularly on Palm Sunday and Holy Thursday. Please, read below about "Listening to God."

 

The capping event of our Lenten Family Formation Workshops is hands-on work with Father Frank and Kate Lynch exploring and creating some Easter traditions, such as baskets, decorated eggs, and lamb cake. We encourage you to join us on Saturday, March 31st, 2PM-5PM. Please RSVP by e-mailing Kate Lynch ([email protected]) so we can have enough supplies. RSVPing is important to this event

Peace, 

  Lina Hilko (editor)


City of Jerusalem

Level I children will already have received some presentations on geography. For example, the Atrium contains a globe with a small red dot to mark the land of Israel. There is also a raised surface map of Israel with pins to mark three key cities: Nazareth, Bethlehem, and Jerusalem. The children have received presentations on infancy narratives which help connect an account of Jesus' life with the cities in the raised surface map. So, the catechist will begin by asking the children to remember the globe and the map and a baby Jesus. Then, the catechist will bring the children forward in time to an adult Jesus and bring them in space to a city that was very important to Jesus, the city of Jerusalem.

 

The catechist begins by pointing out the basics of Jerusalem. It's hilly. There are stairs to get to different levels of the city. There are pools of water in various locations because people didn't have running water in their homes. Jesus walked in Jerusalem a long time ago. There were homes and other buildings. Also, there were walls around the city for protection. All these details help the child feel that Jerusalem was a real city even though at a different time. We don't have city walls. We have running water. Things change.

 

After the general orientation, the catechist will show more details based on the children's age and attention. For the youngest children, we will meditate on four key places and moments:

  • The Cenacle, or Upper Room: Jesus came to Jerusalem to share a special meal, the Passover Feast, with his apostles. This was a special meal with special words. Jesus took bread, blessed it, and broke it. Giving it to his disciples, he said, "Take it; this is my body." Then, he gave them the cup and said, "This is my blood."
  • The Garden: After the special meal with special words, Jesus and his friends went out to the Mount of Olives. It's also called the Garden of Gethsemane. Jesus prayed there. That night, people came and arrested Jesus and took him away from the garden. Jesus was sentenced to death.
  • The Cross: Jesus was crucified on a cross in Golgotha. It's also called Calvary. After he died, his friends placed his body in a tomb made from a cave. They rolled a big rock in front of the tomb.
  • The Empty Tomb: On the third day, women came to care for Jesus body according to their customs. They brought oils and spices and cloths. But the rock had been rolled away from the tomb, and Jesus' body was not in the tomb. Jesus was risen. We light a candle next to the tomb. This light reminds us of Jesus' light which is stronger than death.
Other places are on the model which played a role in Jesus' Passion, such as the House of Caiaphas, the chief priest; the Tower of Antonia where Pontius Pilate questioned Jesus; and the Palace of the Hasmoneans where Herod questioned Jesus. However, quantity of facts is not at all the object of the presentation. It is far more important at this age to rest in and enjoy the glow of the candle that reminds us of Jesus' resurrection. Better to deal out facts sparingly in order for the children to remain attentive for the lighting of the candle

Listening to God

The celebrations of mass on Palm Sunday and Holy Thursday will connect well to the Atrium presentations about the city of Jerusalem and the Cenacle. However, it's really hard for young children to listen to readings at mass. The first hurdle is for them to discern that there's relevance, a reason to tune in. If you think about it, children automatically tune out of many adult interactions because they sort of sense that what's going on isn't meant for them. You can help your child tune in by whispering something like, "Let's listen carefully to this story. Tell me if you've heard it before." The second hurdle is comprehension. Listening to an adult reader at mass is not the same as listening to your parent read a story at home. The lectors and priest don't stop to define hard words or to ask little questions to see if you were paying attention. Parents can sometimes highlight just one relevant point very quietly at the end of the reading, just to help strengthen a connection.

 

Also, the more we hear a story, the easier it is for us to connect to it the next time. Consider reading a story or stories about the events we remember during Holy Week to your child over the next few weeks. Ideally, choose a book that includes the four key places/moments (Last Supper, Prayer in Gethsemane, Death on the Cross, Resurrection). To directly connect with Catechesis of the Good Shepherd, choose a book that treats Jesus' life with respect and reality (not cartoon), employs scripture-based fact, and fits with the age of your child(ren).

 

Some good Easter books are displayed for parents to browse on top of a shelf in Level III Atrium. You are welcome to take a look. Some good books are:

 

Good overall, all-purpose:

The First Easter by Carol Heyer

 

Simple board books for the youngest:

The Easter Story by Patricia Pingry

The Story of Easter by Patricia Pingry

 

Simple Spanish/English version:

The Story of Easter/La Historia de la Pascua by Patricia Pingry

 

More complex, read selective pages and grow into it:

The Story of Easter by Christopher Doyle and John Haysom



Is It I, Lord?!

Does your child enjoy Children's Liturgy of the Word (CLOW) at the 9AM mass on Sundays? Have you ever joined your child to check it out? If so, please consider serving as a CLOW leader. The current group of about six leaders is looking to expand by adding at least two more leaders. This is a great chance for you to reflect more deeply on mass readings every couple months and to demonstrate to your child(ren) through your actions your love of and commitment to God's Good News. If you are willing to at least consider this opportunity, please e-mail your name to Laura Anderson ([email protected]) just to learn more. CLOW is a real gift to St. Teresa's children, and we need to keep the program strong and fresh!

 

Feel free to comment on this information to Lina Hilko, [email protected], the editor and/or Kate Lynch, [email protected], St. Teresa's Director of Religious Education.  Thanks!