SHARING JESUS’ STORY
LOWER PRIMARY
Based on the article: ‘A God-given role’ by Michele Frankeni
Theme: Seeing Jesus as our friend and understanding how people can help share his story.
1. ‘Who tells Jesus’ story?’
Invite students to sit in a circle. Show pictures of different people (eg, a priest, a teacher, a parent, an actor) and ask: ‘Can this person tell us about Jesus?’ Introduce Jonathan Roumie as someone who plays Jesus in a TV show called The Chosen. Show a still image of him from the show and explain he is helping people learn about Jesus.
2. Vocabulary development
Key words:
• Jesus
• actor
• story
• friend
• prayer
Activity: Use picture cards to match each word with a simple image. Ask students to repeat the word and say one thing they know about it.
3. Reading comprehension
Read this simplified retelling of the article ‘A God-given role’ by Michele Frankeni.
‘Jonathan plays Jesus in a TV show. He says it helps him feel close to Jesus. He learns about Jesus’ life, his friends, and how he shared God’s love. Jonathan says Jesus was a real person with real friends.’
Ask:
• Who does Jonathan play?
• How does playing Jesus help Jonathan?
• What did Jesus have, just like us? (friends)
4. Scripture exploration (NRSV)
Verse: John 15:15 – ‘I have called you friends.’
Talk about how Jesus had friends and wants to be our friend. Invite children to draw a picture of Jesus with his friends.
5. Example of Jesus
Discuss how Jesus loved his friends, told stories, and helped people. Then explain how Jonathan tries to show Jesus’ kindness in his acting. Play a short, gentle clip (if available and age-appropriate) of Jesus talking to his disciples.
The TV series The Chosen has a YouTube channel where you can access short clips.
Jesus teaches his disciples to pray (The Chosen seasons 1-3)
6. Consolidating activity
Craft: ‘Friendship hearts’. Children decorate a heart with pictures or words that remind them of Jesus being a good friend (eg, love, hugs, kindness, helping).
7. Dramatic play
Recreate a simple scene of Jesus with his friends. Assign roles (Jesus, Peter, Mary Magdalene, etc) and let children act out a moment of friendship (eg, sharing food, praying, laughing together). Use simple costumes or props.
8. Literacy development
Younger students: Create a class storybook: ‘Jesus is my friend because . . .’ with one sentence or drawing from each child.
Older students: Story-writing activity – ‘A day with Jesus and his friends’
Students will use their imagination and understanding of Jesus’ friendships to create a short illustrated story showing what it might be like to spend a day with Jesus.
Instructions
Begin with a class discussion.
• ‘If you could spend a day with Jesus and his friends, what would you do together?’
• ‘Where would you go?’
• ‘How would Jesus show love and kindness during your day together?’
Use a simple template to help students plan their story:
• Beginning: Where does the story happen? Who is with Jesus?
• Middle: What do they do together? What challenge or surprise might happen?
• End: How does Jesus help? How does everyone feel at the end?
Students write 2–4 short sentences describing their story. Younger or emerging writers can dictate their story to a teacher or buddy writer.
They illustrate each part of the story on a folded booklet (or a pre-drawn comic strip template with three boxes).
Sharing: Invite students to share their stories in pairs or with the class. Highlight different ways Jesus showed kindness, friendship, or joy in each story.
Support for diverse learners:
Provide sentence starters such as –
• ‘One day, I went walking with Jesus . . .’
• ‘Jesus helped us when . . .’
Use visual prompts: pictures of Jesus, his friends, or scenes from The Chosen.
Allow verbal storytelling with audio recording as an option for students who struggle with writing.
Inclusion tips
• Provide picture schedules and visual aids.
• Offer alternative methods of response (eg, pointing to pictures, using gestures).
• Allow extra time and one-on-one support where needed.
ICT Integration
• Use a digital drawing tool or app where students can draw Jesus and his friends.
• Optionally, record students sharing one sentence about Jesus as their friend.
ENCOUNTERING THE RISEN JESUS
UPPER PRIMARY
Focus text: An impossible Investigation by Jim McDermott
Theme: Encountering the Risen Jesus – doubt, belief and transformation
1. Investigators on the case
Introduce students to the concept of detective work. Have them imagine they are historical investigators trying to uncover what happened after Jesus’ crucifixion. Show them a magnifying glass or detective’s notebook and brainstorm:
• What makes a good investigator?
• What kind of ‘clues’ might people leave behind?
Optional: Play a short detective-style mystery clip (eg, Sherlock Holmes for kids) to spark engagement. Eg, The InBESTigators or Bluey 'Detectives' on ABC iview
2. Vocabulary pre-reading activity
Key terms to explore before reading. Students find the meaning of the word in a reputable dictionary and then use them in a sentence. Students then complete a ‘think-pair-share’ with the students next to them to compare the answers, with the activity ending the creation of a whole class glossary of terms, definitions and examples of usage.
• Crucifixion
• Resurrection
• investigation
• testimony
• evidence
• belief / doubt
Create a detective-themed glossary wall as a visual reference.
3. Guided reading activity
Text: An impossible Investigation by Jim McDermott.
Group size: Small group (4–6 students)
Learning intentions
Students will:
• Understand the emotional journey of Thomas as he investigates claims of the Resurrection.
• Identify key events, settings and characters.
• Infer character motivations and emotions.
• Reflect on the meaning of belief and transformation.
BEFORE READING
Activate prior knowledge
Ask:
• What do you know about Jesus’ Resurrection?
• Have you heard the story of ‘Doubting Thomas’? What do you remember?
Set the scene
Say: ‘This story is written like a detective’s investigation report. As we read, we’ll gather clues and decide what we believe about what happened.’
Roles for reading
Assign one of the following roles to each student:
• Narrator: Reads Thomas’ thoughts and narration.
• Thomas: Reads Thomas’ spoken lines.
• Disciples: Reads group responses (John, James, Andrew, Peter).
• Mary Magdalene: Reads her section.
• Jesus: Reads Jesus’ words when he appears.
• Discussion keader: Keeps the group focused and asks follow-up questions.
DURING READING
Read the article aloud in parts. Pause after each ‘scene’ to discuss and record clues and emotions.
Scene 1: The upper room
Stop and discuss:
• What clues does Thomas notice?
• How are the disciples acting? Why?
• What do you think Thomas is feeling?
Scene 2: Mary Magdalene at the market
Stop and discuss:
• What details from Mary’s story seem mysterious?
• Why didn’t she recognise Jesus straight away?
• What convinced her it was him?
Scene 3: The tomb
Stop and discuss:
• What makes Thomas start to question his own certainty?
• What emotions does Thomas go through when he sees the wounds?
AFTER READING
Group reflection questions
• What do you think was the turning point for Thomas?
• How is this story similar or different to the Gospel story in John 20:26–29?
• Why do you think the story ends with rain falling?
Personal connection
Ask: Have you ever changed your mind about something important? What helped you see it differently?
Optional extension (Independent or group work)
Detective’s report writing task
Each student completes a ‘Case report’ for the Resurrection Investigation:
• Summary of events
• Key clues collected
• Suspects/people involved
• Conclusion: What do you believe happened, and why?
4. Scripture exploration (John 20:26–29, NRSV)
Read aloud the Gospel account of Thomas seeing Jesus. Compare it with the story from the article:
• What is similar in both accounts?
• What is different?
• Why might the author of ‘An impossible investigation’ have imagined the story this way?
Students may like to present their findings in a Venn diagram.
Use this moment to connect scripture with imagination and understanding faith beyond facts.
5. The example of Jesus: Compassionate healer
Highlight how Jesus doesn’t scold Thomas; instead, he meets him with peace, patience and compassion. Jesus touches Thomas’ emotional wounds as much as his physical ones.
Ask:
• What does this tell us about Jesus?
• How does Jesus respond to our doubts or fears?
• Have students create a ‘character profile’ of Jesus as he appears in this story, considering not just what he does, but how he makes people feel.
Use the Would you rather? Eastertide game to spark reflective and imaginative thinking. After the game, hold a discussion:
• What did you learn about the people who met the risen Jesus?
• What kind of emotions might they have felt?
Students then choose one character from the article (Thomas, Mary Magdalene, Peter) and write a ‘statement to the press’ explaining what they experienced and how they feel now.
7. Fill in the gaps: Creative retelling
Invite students to fill in a gap in the Easter Sunday to Pentecost timeline. Choose one format:
• Role-play (eg, an interview with a witness)
• Monologue or duologue (eg, Mary and Thomas talking about what they saw)
• Short script or play (eg, the moment in the cave)
• Short film or storyboard (eg, Thomas’ inner transformation)
Encourage use of ICT (recordings, digital storyboards, class podcast) for students to present their creative retellings.
Differentiation and inclusion tips
• Use guided reading groups to support vocabulary and comprehension.
• Offer sentence starters or visual planning templates for students needing writing support.
• Allow voice recordings or visual storytelling for students who find writing challenging.
• Encourage higher-order questions and reflective writing for extension.
FAITH, DOUBT, AND THE EASTERTIDE JOURNEY
LOWER SECONDARY
Article focus: ‘An impossible investigation’ by Jim McDermott
Learning intentions
Students will:
• Interpret a creative retelling of the Gospel story of Thomas.
• Reflect on themes of doubt, faith, and transformation.
• Make connections between the Resurrection stories and personal belief.
• Participate in dramatic, digital, and reflective activities to consolidate understanding.
1. Faith, doubt, and first-hand evidence
Activity: ‘Would you believe it?’
Read students a series of surprising claims (eg, ‘Bananas are berries but strawberries are not’) and ask them to vote: ‘Believe’ or ‘Doubt.’ Discuss:
• What makes something believable?
• What role does evidence, trust, or personal experience play?
• How does this relate to faith?
Link to Thomas: Introduce Thomas of Galilee – a man who had to see to believe.
2. Pre-reading vocabulary activity
Introduce key terms using a Matching or Digital Flashcard Activity:
• Resurrection
• Crucifixion
• upper room
• spear
• wound
• disciple
• testimony
• doubt
• belief
• investigator
• Pentecost
Differentiation tip:
• Use images or symbols for EAL/D students or students with additional learning needs.
• Consider using Quizlet or Kahoot for a fun, gamified review.
3. Guided reading activity
Article: ‘An impossible investigation’ by Jim McDermott
Focus: Reading for inference, empathy, and theological insight
Learning intentions
Students will:
• Engage critically with a creative retelling of the Gospel story.
• Explore the emotional and spiritual journey of Thomas.
• Reflect on the nature of doubt, belief, and personal encounter.
• Connect the Resurrection accounts to the broader Eastertide story.
BEFORE READING
Discussion starter: Doubt and belief
Ask students:
• What does it mean to doubt something?
• Is it wrong to have doubts about faith? Why or why not?
• How do you usually come to believe something difficult or surprising?
Introduce the text
Say: ‘This story is a creative retelling of the Gospel account of ‘Doubting Thomas’, but written like a modern detective’s case report. As we read, you’ll take on different roles and reflect on how Thomas’ encounter with Jesus changes him.’
DURING READING
Assign reading roles
Divide the class into reading teams (or read as a class). Suggested roles:
• Narrator (Thomas)
• Disciples (group)
• Mary Magdalene
• Jesus
• Shadow character (symbol of doubt)
Reading in scenes
Break the story into three scenes and pause for discussion after each:
Scene 1: The upper room
Discussion questions
• What emotions are the disciples feeling when Thomas enters?
• Why is Thomas so resistant to their claims?
• What does the bread symbolise for Thomas?
Scene 2: Mary Magdalene’s testimony
Discussion questions
• Why is it important that Mary didn’t recognise Jesus immediately?
• How does her voice help confirm her belief?
• What does this scene say about personal experience and faith?
Scene 3: The encounter at the tomb
Discussion questions
How does Thomas’ attitude shift when he meets Jesus?
What does Jesus mean when he says, ‘Come and see’?
How do you interpret the final moment: ‘It began to rain’?
AFTER READING
Pair or group reflection: Investigation debrief
Give each group this prompt:
‘You are a team of investigators writing a final summary for Thomas’s Resurrection report. Include:
• What were the key pieces of evidence?
• What changed for Thomas?
• What does this story teach us about belief?’
Groups share their short reports aloud.
Gospel connection
Read John 20:26–29 aloud.
Compare it with McDermott’s retelling:
• What parts are similar?
• What creative liberties did the author take?
• What does the story add to our understanding of Thomas’s faith journey?
Resent your findings in a comparison matrix.
4. Scripture exploration activity: ‘Blessed are those who have not seen . . .’
Scripture: John 20:26–29 (NRSV)
Read the scripture aloud.
• In pairs, students paraphrase Jesus’ words to Thomas in their own words.
• Write or draw how this passage connects with the final scene in ‘An impossible investigation’ (eg, ‘Jesus heals Thomas’s wounds’ or ‘It starts to rain’).
Discussion prompt:
• What do we learn about Jesus’ response to doubt?
• What does this reveal about God’s mercy?
5. Touching wounds, healing hearts
Students reflect on this question: ‘What does it mean that Jesus responded to doubt with compassion?’
Then they create a visual response:
• Draw or digitally create an image titled: ‘Healing the doubter’
• Include a quote from the article or Gospel text.
Optional extension: Students can write a short poem, journal entry, or Instagram-style caption expressing Thomas’s feelings at the moment he believes.
6. Resurrection case files
Students work in pairs or groups to complete an ‘Investigator’s case report’ for Thomas. Include:
• Evidence collected
• Key witnesses
• Contradictions or doubts
• Turning point in the case
• Conclusion: ‘What changed Thomas?’
ICT option: Use Google Slides, Canva, or Padlet to create digital files with images, headings, and quotes.
7. Revision
Gaming the Gospels: What’s going on in Eastertide?
This game is energetic and fun also but deepens the learning by focusing entirely on the key events from the Eastertide period.
Tips for supporting diverse learners
• Use visuals and role-play to support comprehension.
• Provide vocabulary lists with definitions and pictorial cues.
• Allow choice in expression: writing, drawing, digital, spoken.
• Encourage collaborative work and pair reading.
• Use audio versions of the text or text-to-speech tools.
Assessment opportunities
• Participation in discussions and role-play
• Comprehension responses during guided reading
• Scripture paraphrase or visual response
• Resurrection case files presentation
ENCOUNTERING JESUS THROUGH STORYTELLING AND SCREEN
UPPER SECONDARY
Focus: The humanity and divinity of Jesus as portrayed in The Chosen
Curriculum links: Jesus’ identity, Gospel interpretation, media and faith, personal vocation
1. Play
Gaming the Gospels: What’s going on in Eastertide?
This game is energetic and fun also but deepens the learning by focusing entirely on the key events from the Eastertide period.
2. ‘Casting Jesus’
Ask students: If you were casting an actor to play Jesus, what qualities would you look for?
• Show a brief clip or trailer from The Chosen.
• Invite students to share: What stood out? How does this portrayal differ from traditional images of Jesus?
3. Vocabulary development
Choose 6–8 terms from the article to define and explore:
• Apostolate
• authenticity
• relatability
• crowdfunded
• humanity
• altruistic
• foibles
• Eucharist (related to depiction of Last Supper)
Activity: Match the term to a quote from the article. Then use the word in a sentence related to your own faith or life experience.
3. Read
‘A God-given role’ by Michele Frankeni.
Playing Jesus on the TV series The Chosen has been nothing short of life-changing for actor Jonathan Roumie.
Reading comprehension questions
• What impact did playing Jesus have on Jonathan Roumie’s life?
• Why did he say yes to the role initially?
• What is meant by ‘bringing our loaves and fishes to the table’?
• What aspects of Jesus’ humanity does the show emphasise?
• What is the ‘secret sauce’ Roumie identifies?
• How does Roumie describe the emotional impact of the scene with the Roman soldier?
Extension: Do you think a screen portrayal can help deepen someone’s faith? Why or why not?
4. Scripture exploration
Passage: Philippians 2:6–8 (NRSV)
‘Though he was in the form of God, he did not regard equality with God as something to be exploited . . .’
Task: Read the passage aloud.
Discuss: How does this scripture support the portrayal of Jesus’ humanity in The Chosen?
Write a reflection: How does this verse help us understand what it means to ‘relate’ to Jesus?
5. Jesus’ relationships and emotions
Roumie emphasises that Jesus had deep, personal relationships and experienced emotional strain (eg, Gethsemane).
Activity: In small groups, identify a moment from the Gospels where Jesus shows human emotion (eg, weeping at Lazarus’ tomb, frustration in the temple, compassion for the sick).
How does seeing Jesus as both human and divine help us follow him more fully?
6. ‘Behind the Scenes with Jesus’
Write a short monologue or journal entry from Jonathan Roumie’s perspective after filming one of the key scenes (Last Supper, Garden of Gethsemane).
Encourage use of personal voice, emotional language, and spiritual insight.
7. Play
Gaming the Gospels: Eastertide Would You Rather?
Bring the joy, wonder, and mystery of Eastertide into the room with this reflective and imaginative twist on a classic game.
Use the ‘Gaming the Gospels: Eastertide Would You Rather?’ resource to:
• Spark conversation about different Gospel moments from the Resurrection to Pentecost.
• Encourage personal reflection: Would you rather be in the Upper Room or on the Road to Emmaus? Why?
• Follow-up: Invite students to create their own ‘Would You Rather’ questions based on Gospel stories and explain their answers.
Differentiation Suggestions
• Use visuals from The Chosen to support visual learners.
• Allow written or oral responses depending on student needs.
• Provide sentence starters or key vocabulary scaffolds.
ICT Integration
• Use a class Padlet or shared document for collaborative reflections.
• Link to selected, age-appropriate The Chosen clips.
Faith in Action extension
Invite students to reflect on their own gifts and how they might respond to a ‘God-given role’ in their life.
Option: Create a class video or podcast titled ‘Our loaves and fishes’ sharing small ways students live out their faith.