Helping Others Almsgiving

Curriculum Links

The New Zealand Curriculum: Religious Education for Years 3-4

• Learning Area: Religious Education
• Key Competency: Relating to others, participating and contributing
• Values: Community and participation for the common good, integrity, fairness, and social justice
• Learning Objectives:
  • Understand the Catholic practice of almsgiving during Lent
  • Recognise how almsgiving reflects Catholic values of kindness, generosity, and helping others
  • Connect religious values with personal and family actions of helping others

WALT

• We Are Learning To understand why Catholics give alms during Lent and relate this to Catholic values of helping others.

Success Criteria

• I can explain what almsgiving is and why Catholics do it during Lent.
• I can identify Catholic values related to helping others.
• I can share an idea about how I and my family can help others.

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Lesson Plan (20 minutes for 20 students)

Starter - Do Now Task (4 minutes)

Question: "Can you think of a time when you helped someone? How did it make you feel?"

• Students share with a partner (Think-Pair-Share) briefly.
• Invite 2-3 students to share with the class.
• Teacher writes key words on whiteboard (help, giving, kindness).

Introduction (5 minutes)

Teacher Explains:

• What is Lent? (A special time in the Catholic Church before Easter)
• What is almsgiving? (Choosing to give time, money, or things to help others)
• Why do Catholics give alms during Lent? It’s a practice to share with people who need help, reflecting Jesus’ teaching about loving others.
• Link to Catholic values: generosity, kindness, caring for those in need.

Dyslexia-friendly reading: Use simple sentences with large font and pictures illustrating Lent symbols, children sharing toys, and giving food.

Activity 1: Story and Discussion (6 minutes)

• Read a short story or a real-life example of almsgiving during Lent (either read aloud by the teacher or a printed story with pictures students can follow). Example story: "Anna shares her lunch with her friend who forgot theirs."
• Class Discusses:
  • Who helped whom?
  • How did it show kindness?
  • What Catholic value does this reflect?

Activity 2: Hands-on Group Work (4 minutes)

• In small groups (4-5 students), the teacher gives each group cards with different helping actions (e.g., donate money, share food, help someone, say kind words).
• Groups sort cards into "Almsgiving Actions" and "Other Actions".
• Groups present one example to the class and explain why it fits.

Extension for Advanced Learners

• Write a short sentence or draw a picture of how they or their family can practise almsgiving at home during Lent.
• Use sentence stems such as: "During Lent, my family helps others by..."

Wrap-up - Exit Question (1 minute)

• "What is one way you can help others during Lent?"
• Students write down or say aloud one idea.

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Differentiation

• For diverse learners and those with dyslexia:
  • Use visual aids, simple language, and sentence stems.
  • Provide vocabulary cards with pictures (e.g., Lent, almsgiving, kindness).
  • Allow verbal rather than written responses if needed.
• For advanced learners:
  • Encourage detailed sentences explaining the connection between almsgiving and Catholic values.
  • Suggest family involvement with a home project (helping neighbours, a charity drive).

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Work for Children and Families

• Send home a simple family task sheet:
  • "Talk with your family about ways to help others during Lent."
  • "Try doing one kind thing to help someone and share what you did next week."
  • Provide ideas aligned with Catholic values, e.g., donating items, helping at home, sharing.

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Teacher Reflection Notes

• Check if students can connect Catholic values with actions.
• Note engagement during Think-Pair-Share and group activity.
• Use exit question responses to assess understanding and pride in helping others.

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This lesson integrates the key competencies and values of the New Zealand Curriculum in Religious Education for Years 3-4, uses active learning methods suitable for young learners, and supports diverse learners, including those with dyslexia, with clear, scaffolded language and visuals .