My Orthodox Family


Introduction (Ages 7-9)

" For whoever does the will of My Father in heaven is My brother, and sister and mother. "    - Matthew 12:50

My Orthodox Family , a parish-wide, self-study program, is designed to help us discover and develop ways we can continue to become living examples of Christ in our lives, while we help to build up society (i.e. “the world”).   We are responsible for our behavior in all the communities and “families” in which we live:   home, church, school, neighborhood, government, the environment, etc.   Our coming together as a community in Christ is the essence of our faith. “The word church, as we remember, means a gathering or assembly of people specifically chosen and called apart to perform a particular task.”  (Hopko, The Orthodox Faith II, Worship). No matter what our background, this is what binds us as Christians, and family members of His Holy Church.

The journey begins when Christians leave their homes and beds.   They leave, indeed, their life in this present and concrete world, and whether they have to drive fifteen miles, or walk a few blocks, a sacramental act is already taking place, an act which is the very condition of everything else that is to happen.   For they are now on their way to constitute the Church, or to be more exact, to be transformed into the Church of God.  - Schmemann, For the Life of the World

As Orthodox Christians in America, we are a diverse mixture of peoples from throughout the world.  Looking back on four or five generations, many of us can trace our families to immigrants from Greece, the Middle East, Russia, Central and Eastern Europe, Siberia and the Far East.   Traveling long distances, our ancestors established new families and communities on the North American continent.  They discovered here the same Orthodox faith that Native Alaskans had adopted in 1794 from Russian Missionaries to America.  In a little over 200 years, Orthodox parishes have populated North America with more than 4-5 million people!

Our parish communities today include many new people who have found their home in the Orthodox Church.   They or their ancestors have come from a multitude of nations—Irish, Italian, English, Scandinavian and German cultures from Western and Northern Europe, as well as a mixture of traditional cultures from Africa, Asia, Mexico, and South America.   We not only live in multicultural societies, but in multicultural parishes in Canada, the United States, and Mexico.   As Orthodox Christians in America, spending time finding out who we are and where we want to go as an Orthodox community will help us see ourselves as a part of our local, regional, national, and world communities.  Along with those roles comes responsibility.   Every person within the parish community has a role to play; from the newly baptized, to the oldest.   How we see ourselves and our role as a Family of God is critical to the survival of the parish, as well as the entire Church in this world.

As God’s children we are called to witness our faith.   We are called to understand who we are as Orthodox Christians, and to bear witness to God with our families and friends by being good neighbors, reaching out to help others, and standing up and protecting those who are being mistreated, or are victims of discrimination or prejudice.   We are also called to know and live our faith; to correct misconceptions and wrong information about our beliefs, as well as to respect people of other faiths.  

Overall Objectives of the Unit

Throughout the duration of this FOCUS Unit, teachers will find it helpful to keep two main overarching objectives in mind:

  • Identify ourselves as Orthodox people, bound together as a family in Christian Love.
  • Understand that, as faithful Orthodox Christians, we must commit ourselves to His Commandment to love one another through acts of compassion and charity to all of God’s people.

Objectives are things which the students should be able to do as a result of the session. Keeping the two main obj,ectives in mind can help us, as teachers, focus on the important fact that our parishes were established for the purposes of worship, community, mission, and good works for each other, and for those in the world around us.  

God made us His People through the sacraments of the Church.   We became God’s Children in Baptism.  He anointed us with the Holy Oil of Chrism and called us to be His People; to hear, understand, and proclaim His Word as God’s prophets; to protect and care for the world as His anointed Kings—clothed in the white garment of Holiness; and to offer up to Him everything we are and do as a holy gift and service, as gifts offered by priests.   God calls us to restore the world as the Paradise He created for His people in the Garden.   He calls us to everlasting life in His Kingdom.   It is through life in the Church that we become His holy people who are called to do His work in this world!

How the Unit is Arranged

The unit is comprised of six sessions of about 45 minutes each.  The first five deal with identity, self-study, and involvement within our parish; while the last focuses on our involvement within our communities. The suggested prayers are just that.   Singing the Troparion of the parish is certainly appropriate as an opening prayer, with the closing being whatever hymn or prayer is your parish tradition for gatherings.  Students at the youngest level should probably keep the same prayers throughout the sessions for consistency.  

The lessons have been developed based on five age levels:  ages 4-6, ages 7-9, ages 10-12, ages 13-17, and 18-older.  Every age level has its own individual lesson plan.  All the lesson plans contain the following parts:

  • FOCUS Unit Title, Lesson Title & Age Level
  • Lesson Objectives
    The lesson objectives are the things measurable by the teacher.  Through questions, discussion and activity participation teachers can measure whether students were able to fulfill these objectives. If they cannot, teachers will know that review or repetition may be necessary.
  • Materials
    Materials are the various items required to teach the lesson.   These include items such as craft materials and classroom Bibles.  
  • Resources
    Resources are items the DCE has provided for use while teaching the lesson.  These include printable icons, line drawings, handouts, liturgical texts, Bible stories, planning worksheets and many other kinds of professionally developed teacher resources to aide in teaching the lesson.  The resources have been categorized into two groups: Required Resources and Supplemental Resources.  Required resources are specifically referred to within the lesson plan.  Supplemental resources are generally useful in gathering background information.  Often, the supplemental resources will be links to external web sites and suggested books for the teacher to read.
  • Lesson Procedure
    This is a step-by step outline of how the session should go. Please be aware that some lessons require advance preparation--read lessons, prepare for them, and think prayerfully about them well before you meet students in the classroom.

Every Family Has a Story (Ages 7-9)

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Overview

Family Is Love - Every family’s story is different and each generation tells a different story about its ways of life, its joys, and its hardships.
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Objectives

By the end of this Lesson, learners should be able to:

  • Hear stories about families and their lives together
  • Compare stories with their own family lives
  • Identify family members from pictures
  • Draw/paste pictures of family members on a page as the beginning step to a unit scrapbook
  • Begin to paste copied pictures of themselves, family members, and Godparents on a parish family tree
  • Recall and orally share family/ancestor/Godparent story with class
  • Write and add brief anecdotes about family/Godparents for scrapbook
  • Be able to describe how they fit in as part of their family tree
  • Give examples of how their family loves them
  • Connect God's love with the people who love us
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Materials

  • 2-3 pieces of construction paper per student with holes punched with 3-hole punch
  • 1 piece of white lined paper (8½" x 11") per student with holes punched with 3- hole punch
  • Large (12”x18”) sheets of green construction paper (2-3 sheets per child)
  • Red construction paper
  • Large (12”x18”) sheets of brown construction paper to make into a tree trunk
  • rounded scissors (if necessary to fit photos)
  • Plastic round tops from smaller containers, plastic glasses, or any item that can be used to trace circles (1½" -2” in diameter, graduated sizes)
  • Sheets of 1"-1½ “ wide self-sticking labels
  • Glue stick
  • Crayons, pencils, washable markers
  • Paper hole punch
  • Yarn cut into 6 inch strips, three per student
  • Icon for prayer

  • Resources Sent in earlier by parents/family--see Family Letter in Resource Section

    • Copies of pictures of family members, Godparents, and photos of special occasions, holidays, vacations, baptism
    • Written ancestor story, family story, special occasion/holiday
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Resources


Required Resources Optional Resources
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Procedure

1

Opening Prayer

In the Name of the Father, and of the Son, and of the Holy Spirit.   Amen.

O Heavenly King, the Comforter, the Spirit of Truth
Who art everywhere and fillest all things.  
Treasury of Blessings, and Giver of Life:  
Come and abide in us, and cleanse us from every impurity,
And save our souls, O Good One.

2

Discussion Starter-Bridge
Begin by asking the following: Who lives with you in your house? Allow time for each student to answer. What do you love the most about your family? Answers should reflect student’s awareness of ways their families express their love. As students answer, interject statements making comparison of family love with God’s love for us. Can anyone tell me how God shows us He loves us? Answers should reflect God’s love.

3

Story
Share one of the suggested stories listed, or one of your choice. You may also read portions of one or two stories to build upon background discussion. Ask students if they can recall the persons in the families described in the story.

 

Note: You may skip this step, if your time is limited.

4

Family Memories Scrapbook

This is an ongoing activity designed to carry through the entire unit of study and be part of the “Roots” Coffee Hour project. The project would be mounted on a large wall area.
This activity can also be going on simultaneously with the Family Tree activity, with half of the students working on the scrapbook, and half on the parish family tree. Younger students may need assistance.
See Teacher Resources:
“Roots” Coffee Hour (Parish Event)
Family Stories and Family Memories Album

Note: While working on this activity, you may choose to begin work on the Extra Activity, Life-Sized Figures , at the end of this session. Assistance will be required to work on both projects simultaneously. Younger students may need assistance.

  • Have students open their envelopes brought from home.
  • Placing materials in front of each student, instruct them to place their family photos on the construction paper. Try to give students enough room to write captions. Provide additional paper, if necessary.
  • When students have arranged photos, assist in gluing these to construction paper.
  • Ask students to identify family members in photo and write names under photos.
  • Have students share family stories brought in with photos. Students may need assistance with prompts like, What was your favorite time with your [family member in photo]? , or if accounts were written by parents or not explained to them.
  • Mount written accounts on construction paper. If stories are being recalled orally, write them down on the white-lined paper and mount it on construction paper. Add these accounts to their scrapbook.
  • You can also have students expand their scrapbook. They may want to collect and bring in favorite family photos that tell a story about something family members like to remember: vacation trips, visits to grandma's house, cousins, special events, funny things that happened, etc.
  • Take 3 sections of yarn and string through holes. Tie into bows. Do NOT knot together, as pages will be added in subsequent sessions.
  • You can also record family stories or class discussion on audio or videotape to display at end of sessions. [See Teacher Resources: Family Stories ]
  • Distribute another piece of construction paper to each student, and, if possible, have them write their name on it. The teacher can then write the title, “Family Memories Scrapbook.” If student isn’t able, the teacher may write their name along with title.
  • If time, or if students were not able to bring in photos they can also draw pictures of their families or individual member. They may also wish to add captions identifying family members and to add drawings of special times together.

5

Family Tree
This is an ongoing activity designed to carry through the entire unit of study and be part of the “Roots” Coffee Hour project. The project would be mounted on a large wall area.
This activity can also be going on simultaneously with the scrapbook activity, with half of the students working on the scrapbook, and half on the parish family tree. Younger students may need assistance. See Teacher Resources: “Roots” Coffee Hour (Parish Event) and Family Tree
  • Have students gather materials to make bushes of family tree (large green construction paper, plastic rounds, self-stick labels, markers, scissors, pencils, glue sticks, copied pictures)
  • Students may follow a precut outline of a wide bushy shape to trace and cut out of the green construction paper.
  • Using the rounds shapes, students will trace around family pictures, cutting them into round shapes. Students may also cut apples out of red construction paper and mount pictures on these.
  • Students will mount pictures onto their bushes. This is the beginning step to be continued in the next session.

6

Wrap up
As students are cleaning up and preparing for closing prayer, ask the following:  
  • What do we love most about our families? (Allow student responses)
  • How does God show us He loves us? (Answers should reflect reinforcement of student understanding of God’s love and the parallels with the love of families.)

7

Closing Prayer
O Lord, save Thy people, and bless Thine inheritance.
Grant victories to the Orthodox Christians over their adversaries;
And by the virtue of Thy cross, preserve Thy habitation.

In the Name of the Father, and of the Son, and of the Holy Spirit. Amen.

8

Extra Activity - Life-Sized Figures
Note: With younger children, you will need assistance to keep them busy while figures are measured, cut, and outlined. At least one other person will be needed to assist in these tasks while another is working on another activity (see above)

 Life –Sized Figures

These life-sized, self-portrait figures can be hung in the classroom throughout the year, in the parish center as a display, or with the church-wide projects of Our Orthodox Family.

 Materials:

  •  Roll of wide butcher paper
  • Crayons
  • Washable markers
  • Rounded scissors
  • Washable paints, fabric pieces, trim (or other materials for decoration), glue (optional)
Procedure:
  1. Measure and cut a piece of butcher paper, the height of the tallest student. Use this as a sample to cut enough for each student.
  2. Have one student lie on the paper and draw a complete figure outline. If space is a problem, trace a half-figure or head profile.
  3. Students can color, paint, and glue fabric or other materials to desired results.

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Life Together as a Family (Ages 7-9)

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Overview

Family Means Belonging - Families share everything; love, joy, good times and bad.  They help and support one another, both physically and spiritually.  These times together become a source of many memories as we grow together in love, sharing joys and sorrows.  Family members need to work together on rules, daily tasks, good habits, and relationships to make them work together as a family unit.  The Church blesses families and helps them to live and grow as God’s children and members of God’s family. Note:  Although sessions in this unit were written using general terms for family, teachers should be sensitive to family situations which are unique or dysfunctional, and adjust your approach to this session accordingly.    Note:  The week before doing this lesson, be sure students have brought in one to three small personal items, or pictures of items, to place in a personal memory box.  
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Objectives

By the end of this Lesson, learners should be able to:

  • Identify families as cooperative, supportive, sharing
  • Write a descriptive paragraph or short story, using their senses where possible, about their family, and how they participate in the life of their family, to be part of their family scrapbook
  • List what they do at home to help other members of their families
  • Describe/explore, elaborate on what it means to belong to a family
  • List some rules, good habits, daily tasks, and favorite things in the everyday life of their families
  • Connect belonging to a family with belonging to different groups (parish, church school, activities, sports, school)
  • Explain the personal items or pictures of them, and why they are important to them
  • Place their lists in a memory box to be shared with their classmates and families
  • Begin planning their projects as part of a parish-wide “Roots Coffee Hour
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Materials

  • Sheet colored construction paper (9x12”)  with holes punched
  • Sheets of white-lined paper
  • Small gift boxes, shoe boxes, or 9”x12”x2” gift box box to hold small personal items for Memory Box 
  • 9 ½”x13” pieces of construction paper
  • 24”x16” pieces of fabric, construction paper, or wallpaper
  • 12”x2” strips of white construction paper
  • Copies of title, “My Memories Box” on sturdy paper, or sturdy paper for children to write title
  • Newspapers to cover tables
  • Sequins, trim
  • Copies of photos showing family members doing things together
  • Scissors, paste/glue, markers/ crayons
  • Board, dryboard, butcher paper
  • Chalk, dry markers, markers, pencils

 

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Resources


Required Resources
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Procedure

1

Opening Prayer

In the Name of the Father, and of the Son, and of the Holy Spirit.   Amen.

O Heavenly King, the Comforter, the Spirit of Truth
Who art everywhere and fillest all things.  
Treasury of Blessings, and Giver of Life:  
Come and abide in us, and cleanse us from every impurity,
And save our souls, O Good One.

2

Discussion Starter-Bridge
Begin by reviewing last week’s session.  Activate prior knowledge by having them look at their Family Tree display and Family Memories Album.  Ask students, Who can tell me what they love about their family?  (Allow time for students to share.) Ask students, What did we learn about God’s love for us? (Allow time for students to think before answering. May need to prompt with key words-love, creating families, recall the story read last week) Building upon prior knowledge, ask students, Where else do we feel loved and like we belong?  How about school?  Church? Church School?  (Allow students to elaborate)

 

3

Story

Share one of the stories listed, or one of your choice.  You may also read portions of one or two stories to build upon background discussion.  Ask students if they can recall the persons in the families described in the story.

Note:  You may skip this step, if your time is limited.

 

4

Short Story
  • Begin with a discussion on families (2-5 minutes); things they like to do together, anecdotes on what they like to talk about when they are remembering events with their families, etc. Ask, What does it mean to belong to a family?  (Answers should reflect sharing and cooperation.) Ask, What can we do at home to help other members of our family?  (List students answers on board, dry board, or butcher paper)
  • Hand out My Story worksheets.  Have students fill in the sections.
  • Ask students to think about how they would like to write a story about their family.  Say, Today we are going to think of the things we do with our families.  Let’s share some ideas and see what we find.  When we finish our worksheets, let’s think of a family story.  It can be about things you like to do together in the house, your chores, favorite time of day at home, a favorite trip.  You can also list all the rules and chores, or responsibilities shred in your family.  What do you see and hear in your house?  Describe the smells of your favorite foods.  Do you have a favorite chair or place to sit and relax?  How does it feel?  We can choose whatever we like, write about it, add any pictures we may have, and glue them to our paper to add to our Family Memories Scrapbook.
  • Distribute a sheet of white lined paper, and construction paper, also any pictures they may wish to add.  Younger students may need assistance in gluing.
    Note: It is best to begin by allowing students to arrange pictures they wish to use in groups of things that go together, and then glue down their final arrangement.

5

Memory Box
  • Have students decorate their boxes.  You may follow the directions listed on the page A Personal (or Family) Memory Box, or have students decorate in their own styles.  Items they have brought should fit in the box. 
  • As students are working, explain about the Roots Coffee hour, and that all projects they complete will be part of their display.
  • Students may wish to add items to their memory boxes as they progress through the unit.

 

6

Wrap-up

Roots Coffee Hour

After completing their projects, have students share with the class the most important things in their stories and memory boxes that tell about their family.

Ask:  How can we show we belong to our family?  (Answers should reflect understanding of cooperation.)  Ask, What does it mean to belong to our church? Our church school?  Our soccer team?  (Again, a connection should be made about the need for sharing and cooperation in belonging.)

Note:  Time may be needed to continue work on the Family Tree project.  Use your discretion in choosing the above activities to meet with your class timetable.

Family Tree

 

7

Closing Prayer

O Lord, save Thy people and bless Thine inheritance. Grant victories to the Orthodox Christians over their adversaries; And by virtue of Thy Cross, preserve Thy habitation.

In the Name of the Father, and of the Son, and of the Holy Spirit. Amen.

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God’s Story and God’s People (Ages 7-9)

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Overview

God’s faithful family became God’s people. - When God created people, He created family. Some of God’s people were faithful; others turned away from God. God sent His Own Son, Jesus Christ, to bring His people back to Him. Jesus taught us to repent, turn away from evil, and change our lives. Jesus also shows us how to care, to love, and to help one another.
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Objectives

By the end of this Lesson, learners should be able to:

  • Identify families from the Bible
  • Recall a specific fact or incident that happened in a Bible story
  • Share stories of faithfulness and love in families
  • Discuss the meaning of turning away from God and why this is hurtful to us as people of God
  • Compare families from the Bible with their own families
  • Illustrate a story about Biblical families
  • Design a mural of family Bible stories to be ongoing throughout unit
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Materials

  • Plain white drawing/construction paper (9 x 12”), one per student, with holes punched
  • Crayons, washable markers
  • Large foam board for Bible family stories
  • Glue
  • Colored construction paper
  • Plain white drawing paper without holes
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Resources


Required Resources Optional Resources
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Procedure

1

Opening Prayer

In the Name of the Father, and of the Son, and of the Holy Spirit.   Amen.

O Heavenly King, the Comforter, the Spirit of Truth
Who art everywhere and fillest all things.  
Treasury of Blessings, and Giver of Life:  
Come and abide in us, and cleanse us from every impurity,
And save our souls, O Good One.

2

Discussion Starter-Bridge
  • Ask students, Who can tell me about what we learned about families and belonging last week? (Allow students to share, prompting them with key words like sharing, cooperation, working together).
  • Ask, Where else do we feel like we belong? (Answers should activate prior knowledge of community, ie. parish, church school, school, sports team, or activities).
  • Preview lesson by explaining how families in the Bible are the same as families we have talked about. Say: God created people and families. His faithful families became God’s people. Some of God’s people turned away from God. They sinned against Him, separating themselves from God and each other. God called numerous leaders and prophets to help them turn away from their evil ways and return to Him, but many did not listen. Then God sent His own Son, Jesus Christ, to us to bring His people back to God. Jesus taught us to repent of our sins. Does anyone know what repent means? (Allow for responses.)
  • Then say, Repent is when we do something wrong and we are sorry. We try to make up for it by being better and not making that mistake again. Can anyone think of things you have done wrong and are sorry for? (Allow for students to give their reactions by citing examples: not listening to our parents, fighting with people in our family, our friends, choosing to not tell the truth.)
  • Continue by saying, So now we know that if we are sorry when we do something wrong and try to change, we are pleasing God. His Son, Jesus, taught us this. He also taught us how to care for, to love, and to help one another. God’s Son, Jesus, gave His own life for us, so that we might turn back to God, to do His will, and again become His faithful people.
    		•

    3

    Bible Stories
    • Share stories about families from the Bible, using texts previously mentioned. 
    • As you read about 2-3 families, ask students to:
    • Identify the persons in the stories.
    • Recall a specific fact or incident from the story.
    • Relate what they have heard to what was previously discussed about families and turning to God.

    4

    Family Memories Scrapbook and Class Mural
    • Using white construction paper with holes, ask students to draw a picture of what happened in one of the stories. 
    • You may have to review them to assist in recalling persons and events
    • When they have finished, identify the story by writing a title and place illustrations in their Family Memories Scrapbooks
    • Using white paper without holes, ask students to draw another picture of one of their favorite stories to mount on the class mural.  If this proves too tiresome, forego the mural for a future activity.
    • As students are working, you can give a synopsis of the previously read stories or ask them to share a special family time or activity shared during the past week.
      • Using white construction paper with holes, ask students to draw a picture of what happened in one of the stories. 
      • You may have to review them to assist in recalling persons and events
      • When they have finished, identify the story by writing a title and place illustrations in their Family Memories Scrapbooks
      • Using white paper without holes, ask students to draw another picture of one of their favorite stories to mount on the class mural.  If this proves too tiresome, forego the mural for a future activity.
      • As students are working, you can give a synopsis of the previously read stories or ask them to share a special family time or activity shared during the past week.
      • Note:  If time, finish any previous activities from Sessions 1 and 2, or play “Whose is This?”  from Session 2.

    5

    Wrap up
    Ask students to recall who their favorite Bible person was and why.  Ask if they thought the families in the Bible stories were part of God’s faithful people.  Have student apply what they have learned by asking, How are our families like the ones we talked about from the Bible?  (Allow students to elaborate)

    6

    Optional-Take Home
    God Loves Us, Take Home Numbers 10,16  [OCEC, 1.800.464.2744]

    7

    Closing Prayer
    O Lord, save Thy people and bless Thine inheritance.
    Grant victories to the Orthodox Christians over their adversaries;
    And by the virtue of Thy Cross, preserve Thy habitation.

     In the Name of the Father, and of the Son and of the Holy Spirit.  Amen.

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    Members of God’s Family (Ages 7-9)

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    Overview

    We become members of God’s family when we are baptized - We are made clean in the waters of baptism.  The white robe is a sign of new life.  We are sealed with the gift of God’s Holy Spirit and become “living temples” of God, as members of His family. Just as our families have stories, our church family also has its own story of how it began, where people came from, and how it grew.  Keeping a record of our own family as well as that of our parish family keeps us together as a community.
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    Objectives

    By the end of this Lesson, learners should be able to:

    • Identify major actions in the sacraments of Baptism and Chrismation
    • Make a mural showing the parts of the services of Baptism and Chrismation, labeling each part
    • Use photos of their own baptisms to further illustrate their knowledge of these sacraments, as well as personal commitment to Christ as members of His family
    • Relate names and photos of the leaders and groups in their local church family to “roots” of a Family Tree that provide strength and support to the church school and parish as a true community in Christ
    • Use photos and materials to add to Family Tree consisting of their immediate families, parish and church school family, and Baptism as part of the parish family
    • Relate those in their immediate families with their church family through the roots and branches of the Family Tree
    • Continue work on projects from Sessions 1-3 for Roots Coffee Hour

    Note:  Although the sessions in this unit were written using general terms for family, teachers should be sensitive to family situations which are unique or dysfunctional, and adjust your approach to this session accordingly.

     

    Note:  Prior to this lesson, be sure to have copies of parish pictures, whether from archives or have them taken at previous coffee hour. Be sure to include group pictures and pictures of priest, deacon, choir, church school teachers and students, as well as council members and individuals.  You may wish to confer with the students and teacher(s) in the Intermediate and Senior levels, who may be working on their parish interviews, to help you.

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    Materials

    • Large (12’’ x 18”) sheets of green construction paper, pre-cut into large, wide, bushy shapes  1-2 per student to add to the tree top
    • Several large (12’ x 18”) sheets of brown construction paper for tree trunk and roots
    • Strips of brown and black crepe paper 
    • Copies of family baptism pictures (several per child)
    • Plastic round tops from small containers, plastic glasses, or any item which can be used to trace circles (1 ½ - 2” in diameter, graduated size
    • Large white poster paper
    • Pencils
    • Markers
    • Scissors
    • Paste, glue, or glue sticks
    • Sheet of small 1-1 ½” wide white stickers
    • Copies of parish photos, parishioners, old and new
    • I am a CHRISTian!  Worksheets (optional)
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    Resources


    Required Resources
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    Procedure

    1

    Opening Prayer

    In the Name of the Father, and of the Son, and of the Holy Spirit.   Amen.

    O Heavenly King, the Comforter, the Spirit of Truth
    Who art everywhere and fillest all things.  
    Treasury of Blessings, and Giver of Life:  
    Come and abide in us, and cleanse us from every impurity,
    And save our souls, O Good One.

    2

    Discussion Starter-Bridge
    • Begin by asking students what they remember about their Bible families.
    • Point to mural/collage to assist with recall.  Say, Who can tell me who this person in the Bible was?  What did he (she) do?  How did they show their love for God and their families? (Allow time for students to share.
    • Ask students to recall how Bible families are like theirs.  Allow students to reflect and share their comparisons.
    • Say: How many of us have seen pictures of our Baptism?  Allow students to answer.  Answers should reflect the sacraments as those bringing us into God’s family.  Let’s take a look at them. 
    • Say:  We will now begin to see who is in our church family.

    3

    Teaching Pics, Parish Photos, Lesson on Baptism
    • Have students look at various pictures in Teaching Pics (OCEC).  Show them pictures of the priest, deacon, altar boys, children in processions. 
    • Ask students to identify who is in the pictures (i.e. priest, deacon, altar boys, children in procession, choir, etc.).
    • Using parish photos, repeat the process in the same manner.  Have students locate pictures of Baptism and Chrismation as well. (S #1-4)
    • Students may look over New Life in the Church, Lessons 2 and 3 or New Life in Jesus, Lesson 2 on Baptism and Chrismation.  Have students fill in those sheets to display in their notebooks or use as a take-home activity.
    • Students may fill in attached I am a CHRISTian sheets, and add to album or use as a take-home activity.

     

     

    4

    Family Tree
    • Have students examine pictures of parish members, identifying those they know.
    • Help students identify those they don’t know, explaining who they are.
    • Students may also speak with those in the Intermediate and Senior classes who are interviewing parish members.
    • Have students add their baptismal and parish pictures to the roots and/or branches of their family tree, following directions.  They may use some of the questions from the attached Roots Diversity Game to add to the parish pictures.
    • This project can be used as a display in the church school room, parish hall, or designated area for unit project displays.  [See Roots Coffee Hour in Activities] 

               

    5

    Wrap-up
    • As students are finishing their project and cleaning up, ask them to point out various parts of the family tree.
    • Student should be asked, Can you see how the roots and trunk of the tree hold us up as a family?  (Allow them to explain what they see and elaborate their observations)

     

     

    6

    Closing Prayer

    O Lord, save Thy people and bless Thine inheritance. Grant victories to the Orthodox Christians over their adversaries; And by virtue of Thy Cross, preserve Thy habitation.

    In the Name of the Father, and of the Son, and of the Holy Spirit.  Amen

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    Being an Orthodox Christian in a Parish Family (Ages 7-9)

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    Overview

    Every Parish Has a Story - God calls us to love all people.  Being Christian and being Orthodox should tell us who we are as right believers who celebrate our faith, and respond to those in our parish family, our community, and to those around us.  Just as our own families have many stories, our Church family has stories about how it began and grew.  Keeping a record of memories of a parish helps us to understand the history of our parish family, and also how to plan for the future. Note:  Although the sessions in this unit were written using general terms for family, teachers should be sensitive to family situations which are unique or dysfunctional, and adjust your approach to this session accordingly.   Note:  Ahead of time, gather the names and pictures (when possible) of: pastor, deacon, choir director and members, church school leaders and members, parish leaders, parishioners, members of the parish who are ill, in nursing homes, etc.  Gather names of those who are in need of clothing, food, etc., as well as names of local charities and agencies, such as local soup kitchens, etc.
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    Objectives

    By the end of this Lesson, learners should be able to:

    • Learn the name of their parish, and the feast or saint for whom it was named
    • Draw and explain what parish members do together in church (pray, sing, light candles, listen to the Gospel, receive Holy Communion, take part in processions, etc.)
    • Describe favorite family holidays and/or celebrations
    • Explain the connection between home celebrations and church feasts
    • Compare family and church celebrations with those of their friends and neighbors
    • reate a Caring Tree using pictures of the pastor, parish leaders, parishioners and special parish occasions to be continued in the next session
    • Add pictures of pastor, parish leaders, parishioners, special parish occasions to the Parish Family Tree
    • Finish projects for Roots Coffee Hour (see Sessions 1-4)
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    Materials

    • Cardboard, butcher paper or foam poster board for backing
    • Several large pieces of brown and green colored construction paper
    • Drawing paper (8 ½” x 11”)
    • Crayons, washable markers, pencils
    • Scissors
    • Copies of parish pictures
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    Resources


    Required Resources Optional Resources
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    Procedure

    1

    Opening Prayer

    In the Name of the Father, and of the Son, and of the Holy Spirit.   Amen.

    O Heavenly King, the Comforter, the Spirit of Truth
    Who art everywhere and fillest all things.  
    Treasury of Blessings, and Giver of Life:  
    Come and abide in us, and cleanse us from every impurity,
    And save our souls, O Good One.

    2

    Discussion Starter-Bridge
    • Begin by pointing to the Family Tree and asking, Who can tell me what this is?  (Allow time for students to recall.)
    • Point to the various parts of the tree and ask students to identify them and their uses.  Ask why people were placed in those parts of the tree.
    • Ask students if they know the name of their parish.  If they answer correctly, ask which Feast Day, or saint for whom the church was named. 
    • Ask: What are some of the things we do in church as a parish family?  What do you like to do the most when you are in church?   What are some of the special occasions you celebrate in school, with your friends? (Answers should reflect understanding of how we come together as a parish family and God’s children--pray, sing, light candles, etc., as well as how special occasions in general bring us together in a special way.)

    3

    Lesson
    • Show a selection of Teaching Pics, and have students point out examples of their answers.
    • Select various issues of Little Falcons to point out actions of parish family members in church and in the parish community.
    • Show some of the students’ Baptism pictures and ask students to describe what is going on in the pictures.  Then say:  When you were baptized, you became part of God’s family and the parish family.
    • Ask students to talk about their favorite times in church; Holy Days, special occasions, family times.
    • Ask if they have a special time they celebrate with their friends, neighbors, or at school.  Do they feel that these times are special as well?  They can be, because they help us grow as Christians to appreciate all of God’s people.  Explain that their church family helps them grow to be good people of God and to love and show kindness to others around them.
    • Show pictures of parish, priest, deacon, choir director, church school, parish leaders, etc. Say: We are now going to make a Caring Tree of some of the people we know in our church family, as well as our favorite things we do together in church. 

    4

    Caring Tree
    • Note:  You may need several adults to assist in this project.
    • Gather and distribute materials.  This can be done in the cooperative learning style, with each student responsible for distributing certain materials. 
    • Have students recall what was discussed about their favorite activity in church.
    • Have students examine pictures and identify names of: parish (along with background of that name), priest, deacon, choir director, parish leaders, familiar parishioners, special occasions.
    • According to directions for Caring Tree, have students cut out leaves, branches, tree trunk, and paste parish pictures to them.  Save enough branches and leaves for items in next session.
    • Older students can draw name tags, identifying pictures as well as an explanation of the name of their parish.
    • As students are working, sing some of the parish and special occasion tropars or hymns to keep them focused.
    • Have students mount tree trunk, branches, and leaves on butcher paper, cardboard, or poster board.
    • Extra pictures can be added to Family Tree trunk, roots, etc.
    • Work on remaining tasks for Roots Coffee Hour projects (See previous sessions.).
    • As students, finish, ask the name of their parish, their priest, their teachers,  friends, some of the parishioners they know and with whom they are familiar.

     

    5

    Wrap-up
    Ask:  What do we like best about being in church?  Why? What things can we do to help make our parish even better?  (Answers should reflect what they’ve learned about belonging to a family; clean up after ourselves, be kind to others, help other people who need assistance, cooperate, share, etc.)  Say:  Next week we will finish our Caring Tree by adding some of the things we can do to make our parish better.

     

    6

    Closing Prayer

    O Lord, save Thy people and bless Thine inheritance.
    Grant victories to the Orthodox Christians over their adversaries;
    And by virtue of Thy Cross, preserve Thy habitation.

    In the Name of the Father, and of the Son, and of the Holy Spirit.  Amen.

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    The Work of God’s People (Ages 7-9)

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    Overview

    We are accountable to God for our lives and the lives of those around us - As Orthodox Christians, we reveal our commitment to God through our steadfastness, integrity, compassion, and responsibility for all of God’s people. Building community in our local neighborhoods, and in the neighborhood where our church is located, is an important form of witness, mission and outreach, and is the result of our love for each other as family and children of God. Note:  Although the sessions in this unit were written using general terms for family, teachers should be sensitive to family situations which are unique or dysfunctional, and adjust your approach to this session accordingly.   Note:  Ahead of time, gather the names and pictures (when possible) of: members of the parish who are ill, in nursing homes, etc.  Gather names of those who are in need of clothing, food, etc., as well as names of local charities and agencies, such as local soup kitchens, etc.  
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    Objectives

    By the end of this Lesson, learners should be able to:

    • Identify the love of family, parish family and those around us as a part of God’s plan
    • Respond to God’s call as caring, Orthodox Christians
    • Name and practice ways to show kindness and be helpful to family, neighborhood, parish and school
    • Choose to do something nice for a family member, classmate, neighbor, parishioner
    • Choose to assist a person in need by reparing gifts, bringing flowers, sharing a favorite dessert, or take a nice card or homemade item to a neighbor who lives alone
    • Finish projects for Roots Coffee Hour
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    Materials

    • Large roll of brown butcher paper or bulletin board paper (teacher supply/art supply)
    • Colored construction paper pre-cut into 5”-6” tall by 3”-4” wide leaves (green, orange, yellow, red, brown).  If students are able, make several patterns from cardboard for them to trace and cut out themselves
    • Rounded/blunt scissors
    •  Black crayons, washable markers
    • Scotch Tape
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    Procedure

    1

    Opening Prayer

    In the Name of the Father, and of the Son, and of the Holy Spirit.   Amen.

    O Heavenly King, the Comforter, the Spirit of Truth
    Who art everywhere and fillest all things.  
    Treasury of Blessings, and Giver of Life:  
    Come and abide in us, and cleanse us from every impurity,
    And save our souls, O Good One.

    2

    Discussion Starter
    • Begin by pointing to the Caring Tree from last session.  Ask:  Can anyone tell me what this is?  (Allow time for students to recall and respond.)  Ask students to step up, one or two at a time, point out, and identify some of the pictures.
    • Say:  Each of us is a member of a family. Each family has a story: 
    • Who are the different people in your family?
    • Who are the people in your parish family? 
    • What can we do at home to be helpful to our family?
    • What can we do to make our parish family better? 
    • Answers should reflect helping when possible, especially those in need.

    3

    Story
    • Share a story from one of the above resource choices, or one you have chosen with the theme of helping and giving to others.
    • As you read, ask students if they know of anyone in their family or parish family like the characters in the story.
    • Ask, Do you know of anyone we could help as a family or parish family?  (Allow for students to ponder; prompt with people of whom you are aware need help—i.e. an elderly person living alone, someone who is ill or in the hospital or nursing home).
    • How do you think we can help them?  (Allow students to explore ideas.  Answers should include: visit, give a card, flowers, or a small homemade gift, call and say hello.) 
    • Say:  Let’s see if we can find ways to help those in need.

     

     

    4

    Caring Tree

    Note: This was begun in previous session. You may simply add to this.

    • Make an outline of a tree on a large wall, with a trunk and empty branches. You can use sturdy brown butcher paper or packing wrap (a large roll is best). Have students from several middle-junior high classes cut out leaves to be taped on the branches (it is easier if you make several "patterns" of leaves, approx. 5-6" tall by 3-4" wide. These should be cut out of a sturdy card stock, with enough for one pattern per student.)
    • Distribute a pattern to each student, together with several 12" x 18" sheets of green, yellow, orange and/or red construction paper. Have them trace the outlines of the leaves on the paper and cut them out.
    • Collect in advance names of parish members and those from other Orthodox parishes, as well as neighbors and friends who are ill, and names of people in nursing homes located in different areas of the city where parishioners live. Be sure to get addresses and phone numbers of their homes, group home, nursing home or hospital where they are located. (Check with nursing homes and children's hospitals in advance to check their policies on visitors. You can also check to see if they have a person who can give a "briefing" or "orientation" to groups that are interested in making visitations.)
    • Collect also names of persons or organizations that need clothing, shoes, toys, etc. for children, teens or adults. Check with community organizations or state or county offices about community projects or clean-up workgroups in which parish members can participate (find out whether there is a minimum age for children or teen participation).
    • Write on each leaf the name of a person, group home or institution that needs a visitor, phone call, greeting card, clothing, shoes, boots, etc. (especially for winter).
    • Have students tape the leaves to the tree with small pieces of tape.
    • Have students ask parish members or family to "adopt" a person or group by taking a leaf off the tree and pledging to fulfill the commitment on it consistently.

     

    5

    Wrap-up
    • Ask students to point out some of their leaves and describe what some of them say.
    • Review with students the importance of helping others as a sign of being a faithful Orthodox Christian
    • Say: What would you like to do to help make our Caring Tree bloom? (Allow students to contemplate and share their ideas. Guide them with key words: clothing, shoes, boots, mittens, hospital, nursing home, cards, flowers, homemade gifts, phone calls. Answers should reflect session objectives of Christian love and charity.)

     

     

     

     

     

     

    6

    Optional-Take Home

    God Loves Us, Take Home #21 [OCEC, 1.800.464.274]

     

    7

    Closing Prayer

    O Lord, save Thy people and bless Thine inheritance.
    Grant victories to the Orthodox Christians over their adversaries;
    And by virtue of Thy Cross, preserve Thy habitation.

    In the Name of the Father, and of the Son, and of the Holy Spirit.  Amen.

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    Age Levels


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    Teacher Resources

    The Exodus (Writing Outline #3) (The Exodus (Writing Outline #3)) Family Life (Family Life)
    I AM ORTHODOX - WHO AM I? (I AM ORTHODOX - WHO AM I?) Family Memoirs (Family Memoirs)
    The Jonah Play (The Jonah Play) Section A - FOCUS Study Themes (Section A - FOCUS Study Themes)