Implementing the KITE Model in the Classroom:
Implementing the KITE Model into the school will involve the cooperation of all staff members. Teachers need to have a thorough knowledge of the scripture text before teaching it to their class. Reading various versions of the text using biblegateway.com will assist in their interpretation, as well as being able to simplify it for children in a way they can understand and translate it to their own lives (Carswell, 2010). Opportunities for students to know the text include, “placing students in the role of a character, illustrating the events that take place or memorising a particular verse from the text” (Carswell, 2010).
The use of analytical questions that encourage students to imagine, wonder and envision are important in teaching the text as it allows students to see its relevance (Carswell, 2010). Inspiring the imagination is an important step that teachers must execute in order for their students to empathise with the characters in the story to understand the situation for themselves (Stead, 1994). Using age-appropriate poetry, drama, mime and art will nurture the imagination of each student (Stead, 1994).
Translating the text to real life invites students to see themselves in the story to see it from a personal perspective. Exploring the human experiences found in the narrative through “discussion, research or sharing appropriate to the text” enables students to be involved in the text (Carswell, 2010). Praying the scripture is an important way for students to see the text as a source of prayer that needs to be reflected on (Stead, 1994).“Paraliturgies, prayers written by the students themselves, and prayers from the Christian tradition are appropriate” during this step of teaching when starting out with the KITE Model (Stead, 1994). Students can be progressively introduced to meditation and mantras, chants and silence as a form of reflection (Stead, 1994).
The KITE Model is clearly defined and “could easily be utilised within a Religious Education programme” (Carswell, 2010). With the commitment of staff, the KITE Model would provide an appropriate means of using and teaching scripture to children (Carswell, 2010).
http://www.biblegateway.com/
The use of analytical questions that encourage students to imagine, wonder and envision are important in teaching the text as it allows students to see its relevance (Carswell, 2010). Inspiring the imagination is an important step that teachers must execute in order for their students to empathise with the characters in the story to understand the situation for themselves (Stead, 1994). Using age-appropriate poetry, drama, mime and art will nurture the imagination of each student (Stead, 1994).
Translating the text to real life invites students to see themselves in the story to see it from a personal perspective. Exploring the human experiences found in the narrative through “discussion, research or sharing appropriate to the text” enables students to be involved in the text (Carswell, 2010). Praying the scripture is an important way for students to see the text as a source of prayer that needs to be reflected on (Stead, 1994).“Paraliturgies, prayers written by the students themselves, and prayers from the Christian tradition are appropriate” during this step of teaching when starting out with the KITE Model (Stead, 1994). Students can be progressively introduced to meditation and mantras, chants and silence as a form of reflection (Stead, 1994).
The KITE Model is clearly defined and “could easily be utilised within a Religious Education programme” (Carswell, 2010). With the commitment of staff, the KITE Model would provide an appropriate means of using and teaching scripture to children (Carswell, 2010).
http://www.biblegateway.com/
Teaching Luke 15:1-7 in the Classroom
![Picture](/uploads/5/2/5/1/52518197/5121512_orig.png)
(Based on Stead,1994)
Know the Text:
· Read the Parable of the Lost Sheep from the Revised Standard Version Edition and the Children’s translation
· Read it to the class, showing where it is in the Bible and how to find it using the reference Luke 15:1-7
· Identify where and when the story takes place
· Identify the characters; and what they say and do
· Identify the relationship and any parallels with the text after it? i.e. the Lost Coin
· Discuss the feelings of the main character, and how you know how’d they feel
· What do we learn from Jesus’ parable?
· Students will illustrate the story using three pictures; the sheep becoming lost, the shepherd searching for the sheep, the sheep and shepherd reunited
Inspire the Imagination:
· Discuss the importance of sheep to a shepherd
· Do you think the shepherd treats all his sheep equally?
· Design a missing notice for the lost sheep
· Students put themselves in the role of the main character by writing a journal entry by the Shepherd about his missing sheep and when he found it. This will allow them to experience the thoughts and feelings of the main character in the narrative
· Students will perform a mime where groups will depict the story of the lost sheep using movement and facial expressions to show emotion
Translate to Life:
· Discuss similarities between yourself and the Shepherd
· Students discuss and identify a special object that they have lost and how they felt when they lost it and when/if it was retrieved
· Discuss: Who does the shepherd represent? Who does the missing sheep represent?
· Discuss the significance of joy in heaven for one sinner who repents
· Discuss the relationship of the shepherd and his sheep
· Students identify when they themselves have been ‘lost’
· Debate: Should a shepherd leave all his sheep to find one missing one?
· Role play a situation where something valuable has been lost and what you would do to find it
Express the Heart:
· Light a candle, sit silently and listen to relaxation and meditation music
· Sing the hymn “Turn your eyes upon Jesus” together
· Discuss the people who need to be kept in our prayer because they have lost their way
· Write a prayer as a class for the sinners who need to turn to God and repent
Know the Text:
· Read the Parable of the Lost Sheep from the Revised Standard Version Edition and the Children’s translation
· Read it to the class, showing where it is in the Bible and how to find it using the reference Luke 15:1-7
· Identify where and when the story takes place
· Identify the characters; and what they say and do
· Identify the relationship and any parallels with the text after it? i.e. the Lost Coin
· Discuss the feelings of the main character, and how you know how’d they feel
· What do we learn from Jesus’ parable?
· Students will illustrate the story using three pictures; the sheep becoming lost, the shepherd searching for the sheep, the sheep and shepherd reunited
Inspire the Imagination:
· Discuss the importance of sheep to a shepherd
· Do you think the shepherd treats all his sheep equally?
· Design a missing notice for the lost sheep
· Students put themselves in the role of the main character by writing a journal entry by the Shepherd about his missing sheep and when he found it. This will allow them to experience the thoughts and feelings of the main character in the narrative
· Students will perform a mime where groups will depict the story of the lost sheep using movement and facial expressions to show emotion
Translate to Life:
· Discuss similarities between yourself and the Shepherd
· Students discuss and identify a special object that they have lost and how they felt when they lost it and when/if it was retrieved
· Discuss: Who does the shepherd represent? Who does the missing sheep represent?
· Discuss the significance of joy in heaven for one sinner who repents
· Discuss the relationship of the shepherd and his sheep
· Students identify when they themselves have been ‘lost’
· Debate: Should a shepherd leave all his sheep to find one missing one?
· Role play a situation where something valuable has been lost and what you would do to find it
Express the Heart:
· Light a candle, sit silently and listen to relaxation and meditation music
· Sing the hymn “Turn your eyes upon Jesus” together
· Discuss the people who need to be kept in our prayer because they have lost their way
· Write a prayer as a class for the sinners who need to turn to God and repent