Yr 5 Scripture Commentaries BCE

The blue hyperlink takes you to Brisbane Catholic Education's Scripture Commentary.  The black hyperlink is to Bible Gateway.

1.       What key messages can be discovered in the Gospels?

Investigate how each Gospel begins (Mark 1:1-8; Matthew 1:1-17; Luke 1:1-4; John 1:1-17) and ends (Mark 16:19-20; Matthew 28:16-20; Luke 24:50-53; John 21:20-25). 

Compare the infancy narratives in the Gospel of Matthew (Announcement to Joseph - Matthew 1:18-25, Visit of Magi - Matthew 2:1-12, Flight to Egypt - Matthew 2:13-15) and the Gospel of Luke (Announcement to Mary - Luke 1:26-38, Birth of Jesus - Luke 2:1-14, Visit of Shepherds - Luke 2:15-20).

Compare the resurrection narratives found in the Gospels (Mark 16:1-8 and 9-14; Matthew 28:1-10; Luke 24:1-44; John 20:1-29).

Gospel writers shaped their Gospels for their audience

Infancy narratives in the Gospels of: Luke - Announcement to Mary Luke 1:39-45 – Mary Visits Elizabeth Luke 1:46-56 – Magnificat (Mary’s Song of Praise) Luke 2:1-14 – The Birth of Jesus Luke 2:15-20 - Visit of the Magi (Wise Men)  – The Sermon on the Mount (The Beatitudes) Luke 1:26-38 

Infancy narratives in the Gospels of Matthew: - Announcement to Joseph - Matthew 1:18-25 – Announcement to Joseph Matthew 2:1-12 – The Visit of the Magi (Wise Men) Matthew 2:13-15 – Flight to Egypt Matthew 5:1-12 

The resurrection narratives Matthew 28:1-10 Mark 16:1-8 and 9-14 (longer ending) Luke 24:1-44; John 20:1-29 

The purpose of teaching the text:  The Gospel authors provide four different portraits of Jesus.  Contemporary biblical scholarship highlights that the Gospel authors would not have personally known Jesus (Luke even states this), and therefore each author writes for a different community, in a different place, at a different time.  These contexts shape what each author chooses to write and omit, as they shape their Gospels with key themes for their communities.  If the Gospels were purely historical accounts of the story of Jesus then there would be one text, rather than four similar but different versions.  The historical and spiritual challenges that each community faced would provide purpose for the author to weave in particular themes.  Ultimately, the purpose of the four Gospels is to assist readers to understand all that God has done through Jesus, in order for people to live lives of faith. 

Questions that may assist students to create meaning from the texts:  • Why are there different stories about the birth of Jesus?   • How many Gospel authors write about the birth of Jesus?   • If each of the Gospel authors do not start with the birth of Jesus, how does each Gospel begin?   • What clues can we find in the start of each Gospel about why the author is writing?  What difference does it make that the Gospels are not written as eyewitness accounts?  If four people in our class wrote about the same event they had heard about from their parents, would they all write exactly the same story?   • What differences and similarities can we find in different Gospel accounts of the same story?   • What key themes can you discover in any of the Gospels?   • What would you like to ask the Gospel authors if you had the chance to interview them? 

2. How do people live an authentic Christian life? 

Recall scriptural foundations for solidarity expressed through fraternity (Mark 3:31-35).  

Apply the worlds of the text interpretive framework to Jesus’ commandment (John 15:9-17) faith and good works (James 2:14-17) and living love authentically (1 Corinthians 13:1-13).

Living Jesus’ commandment of charity (love) 

John 15:9-17 – The Father’s Love

The purpose of teaching the text:  The Bible is considered a treasure for people who believe in God, as it contains guidance and inspiration for living life according to God’s dream for the world.  As well as being a source for prayer and spiritual nourishment, the Bible provides insights into authentic living.  The diversity of texts allows for students to make connections between similar themes that come from different sources, written in different times. 

Questions that may assist students to create meaning from the texts:  • What do we know about when this text was written and who was the author of this text?  What do you think the author wants people to understand?   • What do these texts reveal about the challenges of living an authentic Christian life?   • What groups of people do we have in our community today, whose work could be inspired by these texts?   • What could happen if all believers just lived individual lives of faith and never connected with others?   • Why does every generation of believers live within a faith community, in different ways?   • In what ways can people today turn to the community to share and strengthen their faith? 

3. Why is Mary described as the Mother of the Church?

Identify virtues of Mary and her role in Jesus’ life from the following New Testament texts:   

• Mary, a woman who believed in and trusted God (The Annunciation - Luke 1:26-38).

• Mary, a humble woman of prayer (Mary visits her cousin Elizabeth - Luke 1:39-56).

• Mary, a Jewish woman who listened and trusted (The Birth of Jesus Christ - Matthew 1:18-25).

• Mary, a faithful Jewish woman (Jesus is presented in the Temple - Luke 2:21-38).

• Mary, a devoted and loving mother (The family of Jesus - Mark 3: 31-35). 

• Mary, a compassionate woman of faith (Wedding at Cana - John 2: 1-12).

• Mary, a courageous woman (Mary witnesses the crucifixion - John 19:25-27). 

• Mary, a disciple of Jesus (Mary is part of the community in Jerusalem - Acts 1:13-14). 

Mary’s role as mother of Jesus and mother of the Church 

The purpose of teaching the text:  Mary’s story is not contained in just one text.  Students need the opportunity to explore multiple texts from different authors in order to discover the significance of Mary for believers today.  This is also an opportunity to teach that Mary has a special place of significance within the Catholic Church. 

Questions that may assist students to create meaning from the texts:  • What do the texts reveal about Mary?  Do the texts indicate that Mary knew everything that was going to happen and never struggled to make sense of life?   • What do the texts reveal about Mary as a woman of faith?   • Why would the Church consider Mary to be mother of the Church?   • What influence do you think Mary would have had on Jesus?   • What do the texts reveal about the challenges Mary faced?   • How do you think Mary coped with those challenges?   • Why do some people refer to Mary as the first disciple?   • Why does the Catholic Church have special days to honour Mary?   • What are these days?   • Do all Christian church communities have these same days? 

4. What are people’s experiences of the Holy Spirit?

Identify some images of the Holy Spirit that reveal different aspects of the Holy Spirit found in Scripture including Fire: transforming, creating, energising (Matthew 3:11-12; Acts 2:1-4) Dove: gentle, peaceful (Luke 3:21-22) Water: refreshing, sustaining (John 7:37-39) Wind: life force; breath of God, Ruah (Acts 2:1-4; John 3:8) and some titles including Paraclete: counsellor, advocate (John 14:16-17, 25-26; John 15:26-27) Helper/comforter (John 16:7, Acts 1:4-5, 8).

Explain how the gifts of the Spirit (Isaiah 11:1-3) and the fruits of the Spirit (Galatians 5:22-23, Colossians 1:7-12) equip believers to live out the mission of Jesus in the world today. 

5. Why is the Sacrament of Confirmation important in the life of believers?

Apply the worlds of the text interpretive framework to the story of Pentecost (Acts 2:1-15) and consider its links to the Sacrament of Confirmation.  

Recognise how the action of the Holy Spirit can transform, energise, refresh and strengthen the lives of believers (1 Corinthians 2:9-15).

The action of the Holy Spirit in the lives of believers 

Acts 2:1-15 - Pentecost 1 Corinthians 2:9-13 – The Spirit of God Galatians 5:22-23 – Fruits of the Spirit 

The purpose of teaching the text:  There are many biblical images of the Holy Spirit, and each image reveals a different aspect of the Holy Spirit.   

Questions that may assist students to create meaning from the texts:  • What can we learn about the Holy Spirit from each of these texts?   • What is your favourite text about the Holy Spirit?   • How would you describe the work of the Holy Spirit?   • Why might a person of faith pray to the Holy Spirit?   • What evidence is there of the work of the Holy Spirit in our world today (transforming situations that appeared to be devoid of hope; creating and energising in places where despair was rising)?   • Why is the Holy Spirit associated with the Sacrament of Confirmation?

6. How can communal prayer nurture a believer’s relationship with God?

Identify two reasons that remind Jews to celebrate Shabbat from the Hebrew Scriptures Exodus 20:8–11 (G-d rested on the seventh day after creation) and Deuteronomy 5:12–15 (the need to rest after labouring for six days, make the seventh day a Sabbath to the Lord). 

Recognise the Scriptural foundations of Jewish prayer practices including the Shema (Deuteronomy 6:4-9; 11:13-21).

The significance of personal and communal prayer and worship 

Numbers 15:37-41 – The Shema (Hear, O Israel) Deuteronomy 6:4-9, 11:13-21 – The Shema (Hear, O Israel)

The purpose of teaching the text:  Each of these texts sheds insights into the significance of prayer for people of faith.  As an example, the Shema is a text that can be easily overlooked for the significance it has for Jewish people, even today.  The fringed garment that Jewish males wear is their prayer shawl (tallit), the Mezuzah which is fixed to their doorposts and what is placed inside the Mezuzahs, and the Tefillin worn by Jewish males for prayer.  The Shema prayer is prayed multiple times through the day and will be the last words a Jewish person speaks before they leave this life.  Jesus, as a faithful Jewish man, would have prayed the Shema multiple times every day and he spoken about the Shema.  Mary’s Magnificat is actually drawn from the story of Hannah, so students can find connections between texts and with the way that different faith communities choose to live today.  Also the psalms provide another source of nourishment and consolation for people today, arising from experiences in the lives of the psalmists.  The diversity of texts will also assist students to learn that prayers arise from different contexts and provide multiple ways that believers can communicate with God, nourish their spiritual lives and share faith together. 

Questions that may assist students to create meaning from the texts:  • What do male Jewish believers wear and do when they pray the Shema?   • Where is the Shema prayer contained in Jewish homes?   • When would orthodox Jewish males start to wear a tallit, kippah and tefillin?   • How are Jewish people called to live their day after praying the Shema?   • If you visited a Jewish home, what would you be likely to see?   • What would the Shema have meant for Jesus?  What different types of prayer can be found in the Old Testament and New Testament?   • Why might Mary’s prayer be so similar to Hannah’s prayer?   • What can we learn about how the psalmists experienced life by reading different psalms?   • How could the psalms be meaningful for prayer today?   • How would you rewrite a psalm to make it meaningful for your life today? 

7. What guides people’s decision making today?

Describe some key considerations in the formation of conscience for Christians including Biblical texts (Romans 13:8-10; Matthew 5:1-12; James 2:14-18; 1 John 4:16-21), the witness and advice of others and the authoritative teaching of the Church.

Formation of conscience 

Leviticus 19:1-3, 9-18 – The Decalogue

The purpose of teaching the text:  People who believe in God turn to Scripture as a foundation for understanding how people of faith are called to live, and as a means of developing an informed conscience. The Jewish faith community utilise the Old Testament, and Christian faith communities utilise both the Old Testament and New Testament.  There is no one text that provides total insight.  Rather, it is important to use multiple texts to discern different insights that authors have contributed over time, for different communities of people.

Questions that may assist to enable students to create meaning from the text:  • How could each of these texts provide meaning for believers?   • What could the world look like if no one had a code for living / way of determining right from wrong?   • How do you know whether your actions are right or wrong?  • If one of these authors were alive today, what do you think he would write to our school community - a contemporary Christian community? 

8. What were some of the challenges that Catholics in Australia have faced?

Brisbane Catholic Education