Writing prayers with primary children – a resource for Key

Stage 2

Clare Belli

Contents

Foreword……………………………………………………… p.3What is prayer?.............................................

p.4Preparation for prayer………………………………

p.5Supporting writing……………………………………… p.6Prayer tool kits…………………………………………… p.7Prayer starts……………………………………………….

p.11Prayer endings…………………………………………….

p.12Using success criteria……………………………….

p.13Using Bible stories and paintings .............

p.14Prayers of the faithful……………………………..

p.21Using the Psalms………………………………………

… p.23Prayers for special days and occasions….

p.40

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Using fiction………………………………………………..

p.43Letters to God……………………………………………. p.47Using traditional prayers………………………….

p.48Litanies…………………………………………………………. p.55Prayer-poems……………………………………………….

p.59

Produced by St David’s Catholic College, Cardiff

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Foreword

The following materials have been produced in response to a request from teachers within the Archdiocese of Cardiff. They give examples of different approaches to writing prayers with primary school children, which may be applied to a range of topics, themes, characters and stories. The intention is that children will acquire a body of religious language, enabling them to communicate confidently with God in prayer and with one another. They have been designed for use with The National Project of Catechesis and Religious Education publications, Here I Am, God’s Story and Church’s Story. They also draw on expectations within the Primary Framework for Literacy and demonstrate how cross curricular links may be made. The activities remind us of the many opportunities for prayer in our lives and the moods in which prayer can be expressed. They have been written particularly with Key Stage 2 in mind and explore ways of challenging the more able. They in no way dismiss the importance of spoken, spontaneous or private prayer but offer an approach to writing prayers at a point the teacher feels appropriate.

Clare Belli

What is prayer?

There are many definitions of prayer. Prayer is…

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communicating with God.conversation with God.tuning into God.becoming open and attentive to God.

Ultimately, through prayer we explore and deepen our relationship with a loving and compassionate God; a God who is constantly calling us and who is always there for us. Prayers can be asking, thanking, praising and saying sorry. At its most pure, prayer is a form of contemplation, of being still in his presence. Prayer unites us with the whole communion of the Church in heaven and on earth. We may pray through the intercession of Mary, the saints and through our loved ones who have died.

Why should we encourage children to record their prayers?

For many children, writing is an opportunity for them to explore their most inmost thoughts; to be reflective and creative. It allows them to experiment with language and different forms in a way that goes beyond their everyday speech. It is an opportunity to make their prayers permanent so that they may be shared with others at different times and in different places.

Preparation for prayer

It is important that in giving children opportunities to record their prayers, attention is paid to the environment. We need to make time and space for children to be open to the Holy Spirit praying within them.

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The following elements will help to focus the children and enable them to tune in.

A special place e.g. prayer corner or table Background music A lit candle A focus for prayer e.g. a cross, interesting object,

picture etc. A coloured cloth to reflect the liturgical year A Bible Time and space to be comfortable and still The use of a cymbal fading away as a call to prayer The use of silence

Useful resources for teachers are Here I Am, pages 40-42 and Spirit of the Season (available from the Liturgy Office: http://www.catholic-ew.org.uk/liturgy/index.html).

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Supporting WritingWhen starting to write, children need a range of resources from which they can draw. These could include word banks, sentence frames or tool kits which help them to organise their thoughts and frame their ideas. Whilst supporting the less able, these strategies may also be used to challenge more able pupils away from their comfort zone.

Prayer tool kits introduce children to prayer themes: saying sorry, giving thanks and praise, asking for help. They model the ingredients of prayer, encouraging children to talk to God about their feelings and to articulate their needs. They challenge children to think in a more extended way and to elaborate their ideas. Speaking and listening activities should always precede such work, giving children the opportunity to practise orally before putting pen to paper.

Sentence starts and sentence endings are a helpful way of introducing children to liturgical and religious vocabulary. They allow children to explore and use current terminology of the Church whilst experimenting with their own ideas and language. Children often find it easier to address Jesus than they do the Holy Spirit. It is important that our prayer is Trinitarian and that children are clear about who they are addressing in prayer.

PRAYER TOOL KITS

Saying sorry… Praise God Say what you have done wrong Say you are sorry Ask for forgiveness Promise to make a fresh start Thank God for his love

Asking… Say how you feel Say what you need Ask for God’s help Thank God for his love

PRAYER TOOL KITS

Thanking and praising… Tell God he is wonderful Tell God what he has done for

you Thank him for what he has given

you Tell him you love him

Prayer combo… Praise God Say sorry to him Ask him for his help Make him a promise Thank him for his love

Example of a prayer using the ‘Saying Sorry’ tool kit

(See Church’s Story 3 p.64-67)

God our Father, you created a wonderful

world, full of beauty. I did not respect your

creation when I left my rubbish on the

playground. I am truly sorry and ask for your

forgiveness. I will promise to help keep my school tidy and use the

litter bins in future. Thank you for loving me.

I make this prayer through Christ our Lord.

Amen.

An example of a prayer using the ‘Asking’ toolkit.

(See Church’s Story 3 p.68-71)

Almighty and eternal God, I feel so sad. My Grandma is very ill and she had to go to hospital. I know she is in a lot of pain and I want her to get better. Please Lord, help her to recover quickly so she can come home again. Thank you for loving her and giving me such a wonderful Grandma. I ask this in the name of Jesus. Amen.

Choose a ‘sentence start’ to begin your prayer.

Spirit of love…

Jesus, my friend and saviour…God our

Father…

We come to you Father…

Lord God…

Almighty and eternal God…

…we ask this through Christ our Lord. Amen.

…Grant this through Christ our Lord.

Amen.…I ask this in the name of

Jesus. Amen.

…We make this prayer through Christ our Lord.

Choose an ending to finish your asking prayers.

Lord hear our prayer.

Lord,in your mercy. Hear my prayer.

Using success criteria

Giving children success criteria from which to work can assist them in organising their thoughts, act as a memory aid and challenge them to work to their full

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potential. Success criteria can be compiled by a class or group, encouraging children to facilitate their own learning.

Objective:To write a prayer for help, in the style of a psalm.

* use ‘like’ or ‘as’ e.g. You care for me like a lion cares for its cubs.

Using Bible stories and paintingsStories and paintings are an excellent tool for opening the communication channels between ourselves and God. We are able to identify with God’s people as portrayed in the scriptures, and to

Remember to:

Describe your worriesWrite about your feelingsUse a simile*Include some repetitionThank God for his help and love

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identify with their hopes and dreams. Through these stories we listen to God’s message and grow in our relationship with him. Paintings are a visual expression of this relationship, communicating deep within our senses and touching our imagination.

The following activities use stories and paintings to stimulate a response in prayer.

Images can easily be accessed from the internet and displayed using a laptop and projector or interactive whiteboard.

The National Project has produced beautiful scripture materials for use with Here I Am. They are called God’s Story and are available from Rejoice Publications. There is also a double CD set which contains all the illustrations from the God’s Story books.

The Parable of the Prodigal Son (The Lost Son) (Luke 15:11-32)

A version of this story can be found in God’s Story 3 p.102-103. (See also Church’s Story 3 p.15) It can be used as a model for reflecting the different moods of prayer and how prayer can be expressed at different moments in our lives.

Use the painting to explore the different characters and conflicts within the story. Recognise that each character will have a different view point and different responses to God. This can be explored through role play and hot seating.

Finally, explore what this story tells us about God and our relationship with him. What message does this bring to us today and how would we respond in prayer?

Here I Am links:Inter-Relating/Reconciliation:Choices, Change, Freedom and Responsibility, Building BridgesFamily/Domestic Church:Homes and Families

(The Return of the Prodigal

Son by Rembrandt)

What prayer might the Lost Son

have made the night before he returned home?

What prayer might the

Father have made while his son was away from home?

What prayer might the son

have made after the welcome home feast?

What prayer might the Father have

made on his son’s return?

What prayer might the brother

have made following his

brother’s return?

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Christ in the wilderness by Ivor Kramskoy

(Read Matthew 4:1-11, Mark 1:12-13, Luke 4:1-13 or God’s Story 3 p.94)

Write Jesus’ prayer to his Father in the style of a psalm. (See chapter on using the psalms.)

What feelings would he express?What would he want to say to his Father?What would he ask for?What sort of help does he need?Would he want to make a promise?How would he thank his Father?

Choices by David LeithauserHere I Am links:Giving/Lent and EasterSelf-giving, Death/New Life, Good and Evil, Growing

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Who is it? Where is he? Why is he there? What is he doing? What choices does he have and why? What might be his best decision and why? What might happen to him? Why is the decision so difficult? What might help him make his decision?

Study the painting with the children. Encourage them to ask questions about it and suggest solutions.

Imagine you are the person in the picture.

What would your prayer be? Write it down.St Paul’s LettersHere I Am links:

Inter-Relating/ReconciliationChoices, Change, Freedom and Responsibility, Building Bridges

St Paul used letters to spread the Good News and show Christians how they could be followers of Jesus. He had a very particular style of writing. Read his letter to the Romans and see if you can spot the following features. Can you find any other characteristics or themes? (See also God’s Story 3

p.141-142.)(St Paul by el Greco)

Introduction e.g. “From Paul, a servant of Christ Jesus…” (Romans 1:1)

Giving thanks to God (Romans 1:8) Use of rhetorical questions to engage the reader

(Romans 8:31-35)) Repetition to emphasise his point of view (Romans

12:8) Connectives to compare and contrast ideas e.g. “If you

are helping someone, do it happily” or “When you give, give with a loving heart.”(Romans 12:6-8)

Imperative verbs to emphasise the urgency of his message e.g. Love…, Work… Serve… Share… (Romans 12:9)

If Paul had written to God, what would he have said and how might he have said it? How might God have replied?Read St Paul’s letter to the Philippians. (See God’s Story 3 p. 146) Questions to think about…

How did he feel during his imprisonment?

What was his relationship with God like?(Saint Paul in Prison by Rembrandt)

What do you think he might have thought about?What would he have asked for?Do you think he might have said sorry?How do you think he would have prayed?

What would St Paul’s prayer have been?

Year 5/6Here I Am links:Serving/PentecostGood News, Messengers/Witnesses, Energy

Prayers of the Faithful

These are often referred to as bidding prayers or prayers of intercession. They are prayer intentions and announce to the community what is to be prayed about. Generally, the order of intentions at Mass is as follows:

1. for the needs of the Church2. for public authorities3. for those in difficulty4. for the local community, particularly the

sick and those who have died.

However, for particular celebrations, intentions may reflect more closely the particular occasion.

Prayer intentions at Mass should not begin with the words “Dear God” or “Dear Jesus”. They normally begin with the words:

We pray for…Let us pray for…We pray that…

There are many ways of ending a prayer intention.e.g.

Lord in your mercy…hear our prayerWe pray to the Lord…Lord, hear our prayerLet us pray to the Lord…Lord, hear our prayerWe ask you, Lord…Listen to our prayer

Prayer intentions need only be short and simple.e.g. Let us pray for the children in our school who are preparing for exams. May they do their best and trust in God’s love… We ask you Lord…Listen to our prayer.

See the General Instruction of the Roman Missal, p. 22 and Celebrating the Mass, p. 70-72 and Marking the Liturgical year (A Resource for Primary Schools) published by the Catholic Diocese of Portsmouth, for further guidance.

Using the Psalms

The book of The Psalms is the hymn book and prayer book of the Bible. These religious poems reflect different moods of prayer. There are

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hymns of praise, prayers for help, requests for forgiveness and songs of thanksgiving. Some prayers reflect the most intimate feelings of one person, whilst others represent the needs and feelings of all the people of God.

“It is good to talk with God in every situation: joy, sadness, fear, doubt, and trust…Some of the psalms are joyful praise for God; some give thanks for all God’s goodness to us; some say sorry for wrong done; others ask for all that people need in order to live, to love and serve God. Some describe what pleases God.” (God’s Story 3 p. 40)

These beautiful prayers can be studied with the children in terms of theme, structure and language. Once confident in identifying and using these features, children can write their own psalms.Exploring the psalms with a

group of children

1. Working in groups, ask the children to choose a psalm and identify its features. 2. With the class, create a tool kit of features for everyone to see.

3. Use the tool kit as a set of success criteria for writing the psalm.4. Once the psalms have been written, children can evaluate how well they have incorporated the features into their work.

Psalm 57 A Prayer for Help (adapted from the Good News Bible)

Be merciful to me, O God, be merciful, 1Because I come to you for safety.In the shadow of your wings I find protectionUntil the raging storms are over.

I call to God, the Most High, 2To God who supplies my every need.He will answer from Heaven and save me.God will show me his constantLove and faithfulness.

I am surrounded by enemies, 3Who are like lions hungry for human flesh.Their teeth are like spears and arrows;Their tongues are like sharp swords.

Show your greatness in the sky O God, 4

And your glory over all the earth.

I have complete confidence, O God; 5I will sing and praise you!

Wake up, my soul! 6Wake up, my harp and lyre!I will wake up the sun.I will thank you, O Lord, among the nations.I will praise you among the peoples.Your constant love reaches the heavens; Your faithfulness touches the skies.Show your greatness in the sky, O God,And your glory over all the earth.

Analysing the features of Psalm 57

Description of the writer’s problems e.g. I am surrounded by my enemies.

Emphasis of his faith and trust in God e.g. I have complete confidence, O God.

Expression of feelings e.g. faith, trust, fear, love, confidence. Use of imperative verbs e.g. Be merciful, Show your greatness,

Wake up… Use of exclamation marks to emphasise feelings e.g. Wake up,

my soul! Imagery of God as a bird e.g. In the shadow of your wings I find

protection. Use of similes e.g. like lions hungry for human flesh…their teeth

are like spears and arrows. Repetition for emphasis e.g. Show your greatness in the sky O

God, And your glory over all the earth. Use of the first person, making the psalm personal e.g. I call to

God. Writer talks directly to God using the second person e.g. I come

to you for safety. Writer expresses hopes for the future using the future tense e.g.

He will answer from heaven and save me.

Any of these features can be used by the children in their own psalms. They may be given as success criteria against which peer evaluation and teacher assessment can be made.

Possible activities You have fallen out with your best friend. Write a psalm asking

God to help you. Read The Temptation of Jesus.

(Matthew 4, Mark 1, Luke 4.) Pretend you are Jesus in the wilderness. Write a psalm asking God for strength.

Imagine you are Cinderella. Write a psalm on the night of the ball when you are left alone.

Write a psalm written by a victim after a natural disaster. e.g. the tsunami disaster in 2005, the earthquake in Indonesia, 2006.

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A Prayer of Confidence - Psalm 16 (Thanksgiving)

Use of the second person addressing God directly e.g. You, Lord, are all I have.

Use of the future tense showing faith in God’s continued love e.g. You will show me the path that leads to life

Use of imperative verbs e.g. Protect me, O God Use of direct speech e.g. I say to the Lord, ”You are my

Lord; all the good things I have come from you” Comparing the quality of life to someone who doesn’t

know God e.g. Those who rush to other gods bring many troubles on themselves.

Use of the word ‘how’ e.g. how excellent…how wonderful…how good

Use of strong adjectives e.g. excellent, wonderful, secure etc…

Words of happiness e.g. praise, thankful, glad, joy, pleasure etc.

Use of exclamation marks for emphasis and feeling.

Any of these features can be used by the children in their own psalms. They may be given as success criteria against which peer evaluation and teacher assessment can be made.

Possible activities Write the psalm-prayer Moses might have written after passing

through the Red Sea with the Israelites. (See God’s Story 3 p.18-25)

Write your own psalm prayer after receiving some good news. After reading The Secret Garden by Frances Hodgson Burnett,

write Mary’s psalm-prayer after Colin begins to walk again.

Psalm 16 (adapted from The Good News Bible)

Protect me, O God: I trust in you for safety.I say to the Lord, ”You are my Lord; all the

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good things I have come from you.”How excellent are the Lord’s faithful people! My greatest pleasure is to be with them.

Those who rush to other gods bring many troubles on themselves.I will not take part in their sacrifices;I will not worship their gods.

You, Lord, are all I have, and you give me all I need;My future is in your hands.How wonderful are your gifts to me;How good they are!

I praise the Lord, because he guides me,

And in the night my conscience warns me.I am always aware of the Lord’s presence;He is near, and nothing can shake me.

And so I am thankful and glad,And I feel completely secure,Because you protect me from the power of death.I have served you faithfully,And you will not abandon me to the world of the dead.You will show me the path that leads to life;Your presence fills me with joyAnd brings me pleasure forever.

Glory be to God

Water lapping softly,Waves dancing strong and high,Thunder crashing up above,Listen – it’s the voice of God.

Strong tall trees bending,Cracking, breaking, falling down:Falling in the soft young grass, butListen – it’s the voice of God.

Desert sand stirring gently,Winds whipping sand all round.Everything begins to tremble.Listen – it’s the voice of God.

God is stronger than the sea!God is stronger than the tree!God is stronger than the wind!Glory be to God!

All the people sing together:Sing to God who cares for all.Glory be to God our king,Glory be to God. (Psalm 29:3-11)

(from God’s Story 2 p. 29 – Rejoice Publications)

Suggested Activities for Psalm 29 (3-11)

Activity 1

Invite individuals to read lines from the poem. The whole class then recites “Listen – it’s the voice of God” in whispered voices after each verse. (Help the children

notice the repetition at the end of each line. Ask them why the writer might repeat these lines.)

Perform the poem using actions and instruments to make sound effects.

Use a colour to highlight all the sound verbs in the psalm e.g. lapping, crashing, cracking etc.

Use a different colour to highlight all the movement verbs in the psalm e.g. dancing, falling, whipping etc.

Take a moment to reflect. Ask the children to close their eyes and think about all the sounds and movement in God’s Creation.

Ask the children to think of further sound and movement verbs and make large word banks for display.

In small groups, take turns to act out creation sounds or creation movement. Perform together, with the class reciting “Listen – it’s the voice of God”.

Invite the children to write their own psalms using the refrain.

Activity 2

Read verse 4 of Psalm 29. Ask the children to notice the pattern. Invite them to finish the sentence “God is stronger

than…” in their own way. e.g. God is stronger than a mountain!

Create a class psalm using their ideas.

Take time to reflect on God. What special qualities does God have?

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List some superlatives e.g. greater, kinder, mightier, deeper, wider etc and create a word bank.

Invite the children to compose their own poems, using “Glory be to God!” as a refrain. Read the

poems aloud with everyone joining in on the refrain.

e.g. God is greater than the sun!God is deeper than the sea!God is mightier than a mountain

Glory be to God!

Children can compose their own prayers without writing them down. They may be painted, spoken, sung or acted out, giving them opportunities to experiment with language they are not yet ready to record in words.

Allow time, space and stillness to share their compositions and pray together, aware of God’s presence amongst them.

Trust God

I trust you God!Like a child restsSafe and snug in its mother’s arms,So I can rest in your love for me.So gently held,So lovingly held,So good to be in your care.I will rest in your love for me.(Psalm 131:2-3)

I feel safe, so very safe,When I think of you my God.Snuggled up in bed,

Even when it’s dark outside, I feel safe.Your love for me is strong.You care for meLike a mother bird cares for her baby chicks.I know you are always there for me.You always listen to me.You comfort me when I am sad.You help me to be strong when things are very hard.(Psalm 63:6-9)

God’s Story 2 p.31

Psalm 63:6-9 (from God’s Story 2) Reflect on the line “Like a child rests safe and snug in its mother’s

arms.” Discuss why this is a good image of God. What does it tell us about God? Can the children think of any other images to represent God’s love e.g. Like a hen looking after its chicks…Like the rain watering the flowers etc.

Create a class psalm of similes showing God’s love.

e.g.

Like a hen watching over its chicks,Like the rain watering the earth,

Like a best friend making me smile,You care for me.

Reflect on the line “I feel safe…even when it’s dark outside.” Think about the times when you feel God looks after you e.g. when you are sad, afraid, lonely, angry etc. How does God make you feel?

Write a psalm using the connective ‘when’.

e.g.

I feel safe when I am riding my bike.I feel confident when I’m speaking in Assembly.

I feel calm when my team loses the match.I feel hopeful when I make mistakes.I know you are always there for me.

More able pupils could experiment with the connective ‘even’. e.g. Even when it’s dark outside, I feel safe. (Lines 12-13.)

Psalm 50:10-11 (from God’s Story 2 p.32)

All the animals in the woods are mine. When you see them, think of me.The cattle grazing on the hills are mine.

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When you see them, think of me.I know all the birds that fly in the air.When you see them, think of me.Everything that moves in the field of the earth belongs to me, your God.When you see them, think of me.

Psalm 136:1-9 (from God’s Story 2 p. 34)

Give thanks to the good God,God’s love is so great!Give thanks to the good God,Look up at the great lights in the sky!Give thanks to the good God,Look up at the birds flying there!Give thanks to the good God,Look down at the wonders of the earth,The plants and the trees growing there!Give thanks to the good God,All the animals wild and tame!Give thanks to the good God,Look into the depths of the seaFish great and small swimming there!Give thanks to the good God! Identify the repeated phrases “When

you see them, think of me” and “Give thanks to the good God.”

Ask the children to list everything that God has made. Choose a line as a refrain for a creation prayer.

Present the prayers using dance or movement and the whole class joining in on the refrain.

Year 3/4

Psalm 44:23-26 (from God’s Story 3 p.44)

Wake up, God! Why are you asleep?Wake up, God!

Have you forgotten us?Wake up, God!

Why are you hiding from us?

Wake up, God!Do you not know how wretched we feel?

Wake up, God!Do you not know that we feel crushed?

Wake up, God!

Come on God! God! Wake up!We know you won’t forget us.

We know how much you love us.

Suggested activities Notice the pattern and structure of the psalm e.g repeated

questioning, Wake up, God! and ending with confidence in God. Work in role as the disciples after Jesus’ death. What might they be

thinking and feeling? Would they be angry? depressed? let down? What would they say to God? What would they expect from him? What would they ask him?

Write the disciples’ prayer-psalm based on the questioning framework and ending with trust in God.

CREATION PSALMS

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Great and wonderful creator God!I thank you and I praise youFor creating wonderful me!

Whilst I was in my mother’s wombYou loved me and you knew me.You watched me growing and movingYou loved me and you knew me.

And now, Creator God, you still watch meYou love me and you know me.Even before I speak, you know my wordsYou love me and you know me.

If I were to climb to the highest mountainYou would be there.If I swam and swam until I could swim no moreYou would be there,You hand ready to hold and guide me.You are always there.

Great and wonderful Creator God!I thank you and I praise youFor creating wonderful me.

Your thoughts and dreams for meAre as many as the stars in heavenAnd grains of sand on the seashore.I think You are just WONDERFUL!Great and wonderful Creator GodI thank you and I praise you!

Psalm 139 (from God’s Story 3 p.48)

Suggested activities

Reflect on difficult situations in which you might find yourself. What would you ask God? How might He help you?

Consider the lines “ If I were to climb the highest mountain You would be there” and “If I swam and

swam until I could swim no more You would be there”.

Invent imaginary and extreme situations from which God could rescue you.

Experiment using this connective and sentence structure. e.g.

If I was thrown into a pit of venomous snakes You would be there.If I was lost in the desert You would be there.

Consider the line “Even before I speak, you know my words”. What does it tell us about the power of God? How does this impact on our lives?

Experiment with this connective and sentence structure e.g.

Even before I walk, you know where I am going.Even before I cry, you understand my suffering.

Compose a prayer-psalm illustrating the power and love of God, using these sentence structures. Use “Great and wonderful creator God!” as a refrain.

Sing for joy to God all the earth!Praise God with songs and shouts of happiness.Play music on the harp.Blow the trumpet, sound the horn.Acclaim the presence of our God.

Let the sea roar;All creatures in it thunder praise.Let the earth singAnd all who live in it shout for joy.

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Let the rivers clap their handsAnd the hills sing together in delightAs God draws near.God comes to bring justice and fairness to the world.

Based on Psalm 98 (from God’s Story 3 p.50)

Discuss how Creation gives God praise. How can we give God praise?

Consider how the writer uses personification (giving something human qualities) e.g. “Let the earth sing” and “Let the rivers clap their hands”. How effective is this in showing how Creation gives praise to God?

Experiment with personification of your own e.g.

Let the wind whisper your praise.Let the sun smile down as God draws near.

Write your own psalm-prayer giving praise to God.

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Prayers for special days and occasions

Prayers for Remembrance Day

Children have a great need to share their prayers with others, especially when they have experienced loss of family and friends. Place a specially prepared table in your classroom or location in school the children have access to. Decorate it with a red cloth, a cross and some poppies. In the centre of the table, put a special Remembrance Day book in which the children can write their prayers. Display some prayer starts or prayer endings to support them and leave out some coloured pens or pencils.Invite them to think about family and friends who have died or others across the world who have died from accidents, natural disasters or in other circumstances.Children may come and write their prayers at any time or read the prayers of others. Invite adults in your school to do the same.Carry the book into assembly and invite the whole school to pray for all the intentions in the book.

(See Church’s Story 3 p. 119)Prayers at a Baptism

Think about the different people involved in a baby’s baptism. What might they pray for?

Write prayers for: The baby to be baptised The parents The godparents Family and friends

(See Church’s Story 3 p. 38-43)

Remember to:

Thank God for the invitation to join the Church’s familyAsk for help to carry out the responsibilities of baptismRelate the symbols of baptism to what the baby needs as a follower of Jesus

Prayers for the sick

Father in Heaven,Through this holy anointingGrant our brothers and sistersComfort in their suffering.When they are afraid, Give them courage,When afflicted, give them patience,When dejected, afford them hope,And when alone, assure them of the support of your holy people.We ask this through Christ our Lord.Response: Amen.

(Final prayer for all those who are sick. See Church’s Story 3 p.71)

Write a prayer for someone you know who is sick.Use the structure “When they are…”

e.g. When they are frightened, give them strength.

discouragedin despairexhaustedin painworrieddesperateweak

determinedbravereassuredconfidenthopefulstrengthenedpersevere

Using fiction

Stories are a wonderful stimulus for writing prayers. Children can identify with the characters, their view points and their feelings. They are able to experience the highs and lows of life from a safe vantage point, exploring where they or their character would stand in relation to God. As each character goes through transformation on its story journey, pupils are able to experiment with the different moods of prayer.

Badger’s Parting Gifts by Susan Varley

Reflect on Badger’s attitude to death. How did he feel about dying? What do you think his beliefs were about death? What were his last thoughts before his death?

Write Badger’s last prayer to God before he died.

How did Badger’s friends feel after his death? What were Badger’s parting gifts to his friends?

Imagine you are one of Badger’s friends. Write a prayer to God after his death.

The Patchwork Quilt by Valerie Flournoy

“Badger was so old that he knew he must soon die … Badger wasn’t afraid of death. Dying meant only that he would leave his body behind … His

only worry was how his friends would feel when he was gone.”

Remember to: Ask God to comfort you in your sorrow Ask God to help you be a true friend like

Badger was to his friends Thank God for Badger’s friendship and for his

parting gifts

Year 3/4Here I Am links:Belonging/Baptism and Confirmation (Friends)Relating/Eucharist (Memories)Giving/Lent and Easter (Death and New Life)

Write Grandma’s prayer at the end of the story.

What might she ask God for?

What might she thank God for?

Write your own prayer for families.

Willy and Hugh by Anthony Browne

Willy is lonely at the beginning of the story and is being bullied by Buster Nose.

that her family will hold onto their valuesthat her daughter will continue to be patientthat their family traditions will continue

For the love of her family, children and grandchildren

That they finished the quilt That she recovered from her illness For her faith in the Lord

Year 3/4Here I Am links:Family/Domestic Church (Homes and Families)Relating/Eucharist (Memories, Thanksgiving)World/Universal Church (Treasures)

How might his prayer to God read at the start of the story?

How might his prayer read at the end of the story?

Write your own prayer about friendship and forgiveness.

Letters to God

Discuss with the children how God is interested in everything that is important to them. As they are developing their writing skills, encourage them to practise by writing notes or letters to God. Older children can do a similar exercise in a diary or prayer journal.

Show his feelings about loneliness and being bullied

Ask God for help, for friends, for courage

Show forgiveness for his enemies

Thank God for friendship Thank God for his love

Year 3/4Here I Am links:Belonging/Baptism and Confirmation (Friends)Inter-Relating/Reconciliation (Building Bridges)

Ask the children to tell God something that is important to them and write it down.Make a post-box for posting their letters or notes to God. Find a way of celebrating the importance of these letters e.g. by carrying them in procession to the prayer table.They may also be offered to God at a Class Mass.

Using traditional prayers

Take a line from the Our Father as a focus.

“Forgive us our trespasses as we forgive those who trespass against us”

Discuss why this is difficult to achieve. Can the children think of any situations where this would be very difficult?

Read to the children a letter from a mother who has lost her son in a drink driving accident.

You might like to…

Tell God how much you love himThank God for his loving careTell him what you needAsk him for his helpTell him you are sorryTell him your hopes and fears

Remember that prayer is also about listening to God.How do you think God would respond? How would he comfort this mother? What would he say to her?

Dear God,Last year I lost my son in a car accident. The driver had been drinking. I miss my son so much and I can’t forgive the person who did this. I know I should forgive this person but it is so difficult.Please help me,From a mother who is grieving.

Year 5/6

Re-writing traditional prayers

The Lord’s Prayer.

Our Father in heaven:May your holy name be honoured;May your kingdom come;May your will be done on earth as it is in heaven.Give us today the food we need.Forgive us the wrongs we have done,As we forgive the wrongs that others have done to us.Do not bring us to hard testing,But keep us safe from the Evil One.

(from the Good News Bible: Matthew 6:9-13)

Father, let everyone honour your holy name.May everyone live in your love and friendship.May we all have enough to eat every day.Forgive us when we do something wrongbecause we forgive anyone who has hurt us.And be with us if we have to make difficult choices.

(from God’s Story 3 p.104)

Our Father in heaven,May your name be held holy,Your kingdom come,Your will be done,On earth as in heaven.Give us today our daily bread.And forgive us our debts,As we have forgiven those who are in debt to us.And do not put us to the test,But save us from the evil one.

(from The Jerusalem Bible Matthew 6:9-13)

Father, we pray that your name will always be kept holy.We pray that your kingdom will come.Give us the food we need for each day.Forgive us the sins we have done,Because we forgive every person who has done wrong to us.And do not cause us to be tested.

(from the International Children’s Bible Luke 11:1-4)

Suggested activities

1. Collect some versions of The Lord’s Prayer.2. Compare them and identify differences and

similarities.3. Identify the structure and main themes of the

prayer:

Praise of GodAsking for what we need

Saying sorryAsking for forgiveness

Asking for help

4. Explore each theme and its modern day context.5. Write your own Lord’s Prayer for the modern

day.

Year 5/6

Mary’s Song of Praise (Magnificat)

Mary said,“My heart praises the Lord;My soul is glad because of God my Saviour,For he has remembered me, his lowly servant!From now on all people will call me happy,Because of the great things the Mighty God has done for me.His name is holy;From one generation to another he shows mercy to those who honour him.He has stretched out his mighty arm and scattered the proud with all their plans.He has brought down mighty kings from their thrones, and lifted up the lowly.He has filled the hungry with good things,And sent the rich away with empty hands.He has kept the promise he made to our ancestors,And has come to the help of his servant Israel.He has remembered to show mercy to AbrahamAnd to all his descendents forever!”

(from the Good News Bible Luke 1: 46-56) See also God’s Story 3 p.72 and Church’s Story p.91

Suggested Activities

Take time to pray and reflect on the prayer.

Think about… What does the prayer tell us about God?

What feelings are expressed in this prayer?

What does it tellus about ourrelationship

withGod?

What does it

tell us about God’s love for

us?

Write your own Magnificat or Song of

Praise to God.

Year 5/6The Visitation by Domenico Ghirlandaio

Remember to: Express your feelings towards God. Describe some of the qualities of God. List the things God has done for you. Show an

understanding of your relationship with God. Show how much God loves you.

The Visitation by Mariotto Albertinelli

Prayer by Thomas a Kempis

Grant me, O Lord,to know what is worth knowing,to love what is worth loving,to praise what delights you most,to value what is precious in your sight,to hate what is offensive to you.Do not let me judge by what I see,nor pass sentence according to what I hear,but to judge rightly between things that differ,and above all to search out and do what pleases you,Through Jesus Christ our Lord.

(See Church’s Story 3 p. 99)

The prayer asks God to help us live according to the values of Jesus.

Make a list of Christian values. What should we aspire to be like? What should we reject?

Write a prayer using these sentence structures….

Grant me, O Lord to…Do not let me…

Year 5/6Here I am links:Giving/Lent and Easter (Good and Evil)

Litanies of Praise, Thanks and Petition

Litanies are very simple for children to compose and they encourage everyone to join in. They may be composed individually by pupils or by the whole class, each child creating a single phrase to add to the whole prayer. Litanies have an intrinsic rhythm which invites a response from everyone, generating a feeling of unity before God e.g.

For the beauty of your world….We praise you LordFor all the animals that walk the earth….We praise you Lord etc.

OR

For our family, friends and neighbours….We thank you LordFor each new day….We thank you Lordetc.

OR

For those who are ill ….We pray to the LordFor those who feel lonely….We pray to the Lordetc.

OR

For peace in our world….We ask your help, LordFor kindness and love….We ask your help, Lordetc.Choose a phrase or combination of phrases to create your litany, or invent a phrase of your own.

We honour and praise you….

Teach us to belike you….

A Litany for Mary

We ask for your help Lord….

We praise you, O Lord….

We thank you, O Lord….

We pray to you, Lord…

Pray for us….

Guide and strengthen us….

Year 5/6

Create a litany for Mary’s feast day.Think about the qualities of Mary and of motherhood. Use them to compose your litany.e.g.

Mother of GodWoman of faithLady of courageMary most gentle etc.(See also Church’s story 3 p. 116-118)

Titles of God

Encourage children to address God in their prayers, using different titles. What do they tell us about God and our relationship with Him? Can you think of your own? (See Isaiah 9:1,5,6, God’s Story 3 p. 59, Church’s Story 3 p.95)

Year 5/6

Father in Heaven….Powerful God….

Lord, God Almighty….Holy Spirit….

Jesus Christ, Son of God….Father most Holy….Lord and Saviour….

Our Father….Lord and Creator….

Loving friend…Year 5/6

Prayer-poems

There are many poetry structures which can be used as a framework for writing prayers. They are also a useful structure for exploring passages from scripture.

Acrostic prayers These spell out a key word, using the letters of the word to start each line.

Mission Together PrayerWe prayMay all childrenIn the worldShare loveShare friendship and liveIn the peaceOf God’s love Now and foreverAmen.

(See Church’s Story 3 p. 18)

Can you write an acrostic prayer of your own?Choose a subject you wish to pray for e.g.

the COMMUNITYthe DIOCESEyour FAMILYthe WORLD

HAIKU

This is a Japanese form consisting of three lines of seventeen syllables. The first line has 5 syllables, the second 7 and the third 5.

You are always there, 5Sheltering me from harm. 7I am not afraid. 5

(Based on Psalm 46)

TANKA

This is another Japanese form consisting of five lines of thirty one syllables; 5,7,5,7,7.

O sing to the Lord! 5Sing of his wonderful deeds. 7All the earth is glad. 5Let the fields sing out for joy. 7God comes to visit the world. 7

(Based on Psalm 96)

References

Here I Am National Project (Collins)God’s Story 1, 2 and 3 (Rejoice Publications)ISBN 1899481176God’s Story Resources (double CD set)ISBN 1899481206

Church’s Story 1, 2 and 3 (Rejoice Publications)ISBN 1899481249Good News Bible (Harper Collins)ISBN 0005128412International Children’s Bible (Nelson Word Bibles, New Century Version)ISBN 0850099013The Jerusalem Bible (Standard Edition, Darton, Longman and Todd) 232481865The Patchwork Quilt Valerie Flournoy ISBN 0803700970 Willy and Hugh Anthony BrowneISBN 0763619779Badger’s Parting Gifts Susan VarleyISBN 1854305263Marking the Liturgical year (A Resource for Primary Schools) published by the Catholic Diocese of Portsmouth, Park Place Pastoral Centre, Winchester Road, Wickham, Hampshire. PO17 5HAPrimary Framework for literacy and mathematics (DFES) ISBN: 1-84478-794-XGeneral Instruction of The Roman Missal April 2005

Acknowledgements

Title “Let the sea roar!” was taken from God’s Story 3 p. 50 (Psalm 98). It sums up the voice of creation in giving praise to God and revealing his love for us.

The author thanks the following people and organisations who gave their support in the writing of these materials:

The National Project Steering Committee for their permission to publish with Here I Am references and resources.

Sr Vicky Hummell ra, the National Project Coordinator for her advice and encouragement.

Mr David Leithauser for kind permission to use his painting “Choices”.

The teachers of the Archdiocese of Cardiff who expressed a need for this resource and inspired me to write it.

Mr Philip King, secretary to the Trustees, the Archdiocese of Cardiff for his advice.

Mr Mark Leighfield, principal of St David’s Catholic College, Cardiff, and the staff of the College, for their help in producing the resource.

Sr Maureen Davies SSJ, Administrator of the Pastoral Resources Centre, for her help and support.

Mrs Anne Manghan, Director of Religious Education, Archdiocese of Cardiff for commissioning me to work on the project, for her guidance and suggestions, for her encouragement, her example and her prayers.

About the author…Clare has worked as a teacher in Catholic Education for almost twenty years. Having studied for a degree in Religious Studies and English, she completed the P.G.C.E. and Catholic Teacher’s Certificate at La Sainte Union College, Southampton. She has managed a range of subjects in primary schools including English and Music. As an experienced Religious Education Coordinator, she has delivered in-service training to staff and

organised school liturgies. Clare holds the NPQH and is currently studying for an MSc in Specific Learning Difficulties. She has also delivered parish catechetical programmes.Clare currently lives near Southampton with her husband and two children. The family attends St Margaret Mary Church, Park Gate where Clare directs the Sunday evening choir.