Lesson: Christ Has No Body But Yours

Grade Level: 5-8

Objective: Students will be able to plan ways in which they can be Christ’s body.

Assessment: Students will list ways that they can witness Christ’s love during the school year.

Duration: Two periods, 50-55 minutes each

Materials: “Christ Has No Body Poem,” Document camera or overhead, Skull picture (not included), drawing materials (pencils and sketch paper), thick black pen, Vocations video (optional), Face Shape Sketch, mirrors, Being Christ’s Body Worksheet

Duration (Approx.)

Activity

Method

5 min

Speaker introduces self and mission.  Short brainstorm by kids on what the word “mission” means.  “What do you think the mission of a Christian is?”  Teacher takes comments, but do not answer yourself.  “I’m here to teach you a little bit about art, and a little bit about mission.”

Large Group Discussion

4 min

Teacher explains that the class will start with a poem.  Teacher places “Christ has No Body Poem” on board.  Teacher asks students to read the poem silently to themselves.  Once they are finished, the teacher reads the poem aloud to the class.

Group Read

2 min

Teacher asks students to think about what this poem means. Teacher writes student responses on board.

Chalk Talk

3 min

Teacher explains that in order to be Christ’s body, we need to understand our own bodies better – what they can do, how they work.  “Let’s start with the face.”  “Do you ever think of your face as a tool?”  “What can we do with our face?”  As students suggest responses, teacher asks class to demonstrate it with their own faces.

Large Group Discussion

5 min

Teacher places skull picture on the board.  “This is our face.”  Teacher draws a circle next to the skull.  “When most people start drawing faces, they draw this.  Is this what shape our face is?”  Compared to skull, it is obviously not.  Teacher draws a half oval under circle to complete the face shape.  (Refer to face shape sketch.)

Modeling

8 min

Teacher has students take out drawing materials.  Students draw circle and oval, as teacher had.  Teacher explains that when artists draw, they use a lot of guide marks that they will cover up or erase.  Teacher asks, “What are the most important parts of a face?”  Using the skull as a guide, teacher shows students where the rest of the guide marks go, and instructs students to add on their own paper.  

Coaching

5 min

Students practice making other faces.  Teacher demonstrates that lines can be moved to place the face in different positions.

Independent work

2 min

Teacher says, “Okay, great.  Now I have a face.  Does it look like me?”  (No!)  Teacher explains that the lines are really a “cheat sheet,” they help you know where things basically go.  “But how do we know what our portrait should look like?”  Answer: We look at ourselves!

Direct Instruction

10 min

Students use mirrors to draw their self portrait.  Students create guide lines first.  Teacher challenges them to see how much they can draw without looking at their paper, and to only draw what they actually see. (Ask prompting questions: How much space is there between your eyes?  How big is your chin?  What shape are your eyes?)

Independent work

7 min

Students likely will not have finished, but share what they have come up with.  Before people Teacher reiterates that drawing is all about practice.  Teacher asks students what it felt like to draw like this – looking for so long at themselves.  Teacher explains that part of being Christ’s body is taking a look at ourselves, thinking about who we are, and who we would like to be.  In the next period, we will start taking a look at ourselves on the inside.

Sharing

(5 min)

Break or end of class

7 min

Teacher directs students to think again about the poem, “Christ has No Body But Yours.”  Think about your own body – Great, you have it, what are you supposed to do to be like Jesus?  Before we look at ourselves, we need to look at Jesus.  Tell me about Jesus (students list qualities).  Teacher notes that students focused more on inner-qualities and actions than on appearance.  “Why do you think that is?”

Large Group Discussion/Chalk Talk

2 min

(Optional) Teacher introduces Vocations Video.  Teacher explains that in this video, students may see some people and cultures that are different from themselves, but that we should be respectful.  Teacher asks students to think about the question: “For the people in the video, what does it mean to be Christ’s body?”

Direct Instruction

6 min

Teacher plays Vocations Video.

Video

5 min

Teacher asks students what their thoughts/reactions/questions about the video are.  Teacher asks the question: “For the people in the video, what does it mean to be Christ’s Body?”

Large Group Discussion

5 min

Teacher explains that Jesus came to bring the love of God to all people, and that our MISSION as Christians is to share that love.  Teacher asks who are the people that we should love (list student answers on board: classmates, teachers, family members, strangers, people in need, our enemies, ourselves, etc.).  

Large Group Discussion

5 min

In desk partners, students discuss and write down ways they can love these people.

Partner Work

3 min

Students share responses.

Large Group Discussion

3 min

Teacher explains that students will now look at their inner selves and think about how they are like Jesus, but also how they can be like Jesus.  Teacher explains that a good way to know what we are like is to look at what we THINK, FEEL, and DO.

Direct Instruction

3 min

Teacher places “Being Christ’s Body Worksheet” on board and models filling out side for “How Am I Like Jesus?”

Modeling

5 min

Students fill out first side of worksheet.

Independent Work

3 min

Teacher models filling out “How Can I Be More Like Jesus?” side.

Modeling

5 min

Students fill out second side of worksheet.

Independent Work

5  min

Students that are willing can share responses.  Teacher can have students pick one way to be more like Jesus each week and work on it, and to add new ways (maybe getting ideas from their classmates).

Large Group Discussion