JESUS’ RESURRECTION AND ITS IMPORTANCE IN CHRISTIANITY
LOWER PRIMARY
1. Read
Read Sunrise Easter Surprise! written by Hannah C Hall and illustrated by AG Jatkowska. Ask students to identify the key words and events in the story related to Easter:
• New – Easter is about something new: Jesus is alive again!
• Day – On Easter morning, a special day began – the day Jesus rose from the dead.
• The word – ‘The word’ means God’s message. Jesus is the Word because he shows us God’s love.
• Good News – The Good News is that Jesus is alive! He beat death and is with us forever.
• Three days – Jesus died and was in the tomb for three days. On the third day, he rose again.
• Light – Jesus brings light into the world, even when things feel dark or sad.
• Rejoice – That means to be super happy. We rejoice because Jesus is alive.
• Lamb of God – That’s another name for Jesus. He was gentle and gave his life for us.
• Died for us – Jesus died because he loves us so much. He wanted to save us.
• The heavy stone has been rolled away – When Jesus rose, the big rock in front of his tomb was moved!
• Empty tomb – When Jesus’ friends looked inside the tomb, he wasn’t there. He had come back to life!
• Two men in white – Angels in bright clothes told Jesus’ friends that he had risen.
• Mary – Mary was a good friend of Jesus. She was the first person to see Jesus alive again.
• Not to fear – The angel and Jesus told people not to be afraid – Jesus is alive!
• Risen – That means Jesus got up from the dead and is alive forever.
• Jesus – Jesus is God’s Son. He loves us and rose from the dead.
• God – God is our loving Father. He brought Jesus back to life.
• King – Jesus is the king of love and peace. He’s a special kind of king who helps everyone.
2. Easter story circle: Understanding Jesus’ Resurrection
Help children understand the Easter story and the significance of Jesus’ Resurrection through a hands-on, visual activity.
Materials:
• Large paper or poster board
• Markers or crayons
• Small circular stickers or images (eg, cross, empty tomb, angel, Jesus)
• Small objects (optional, like a toy stone, a small cross, or images of disciples)
ACTIVITY STEPS
Introduction to the Resurrection: Start by talking to the children about Easter as a special time when Christians celebrate that Jesus rose from the dead. Explain that Jesus’ Resurrection shows us that God’s love is stronger than anything, even death.
Setting up the circle: Lay out a large piece of paper or poster board in the middle of the room. Divide the children into small groups, giving each group a section of the circle or a large piece of paper (Alternatively, students work in groups of four to create one circle per group on a large piece of butcher’s paper).
Story elements: Using the markers, guide the children to draw a simple, colourful circle divided into segments (like a pie). Explain that each segment represents a different part of the Easter story. Here are key moments to guide the drawing:
• The Cross (segment 1): Draw a simple cross. Explain briefly that Jesus died for us.
• The empty tomb (segment 2): Draw a stone rolled away from a tomb (or just an empty tomb). This is the moment Jesus’ followers found the tomb empty.
• The angels (segment 3): Draw angels with joyful faces. Explain that the angels told the women that Jesus had risen.
• Jesus appears (segment 4): Draw a figure of Jesus with his arms open, symbolising that he was alive again and greeted his followers.
Interactive discussion: Once the segments are drawn, each group can explain what their part of the story means to them. Discuss why Jesus’ Resurrection is important:
• How did Jesus’ disciples feel when they saw the empty tomb? (Afraid and confused at first, then amazed and full of joy)
• How do we know Jesus is alive? (We believe in him, and he shows up in our lives through our prayers and actions.)
Connecting to Jesus’ presence: After completing the circle, invite the children to talk about their feelings and how they might be like Jesus’ disciples – feeling sad or afraid at times, but also filled with hope because Jesus is alive. Use questions like:
• What do you think it feels like to have Jesus with us?
• How can we be like Jesus’ disciples today?
Final reflection: To close, lead a brief prayer thanking Jesus for his Resurrection, and ask the children to think about one thing they are grateful for this Easter.
Optional extension:
As a culminating activity, have the children decorate or create a Resurrection Garden (a small pot with a cross, small stone, and flowers). This can be used as a visual reminder that Jesus is alive, and it’s a great hands-on project to reinforce the Easter message.
3. Jesus is alive
Materials: Paper, crayons
Instructions: Have children draw pictures of Jesus coming back to life or what they think Heaven might look like. Encourage them to draw something that makes them feel happy, like Jesus being with His friends or helping people.
Older students can write a sentence under their picture to explain what it is about.
Share the pictures with the class and talk about how Jesus’ Resurrection brings us hope and happiness.
4. Sharing kindness
Explain that after Jesus came back to life, he spent time with his friends and showed them kindness and love.
Ask the children: How can we show kindness to others, just like Jesus did?
Encourage children to share examples of ways they can be kind to friends or family, like helping a friend or sharing a toy.
5. The empty tomb
Scripture: Luke 24:1-7 (NRSV)
Read the passage aloud or have the children listen to it.
• Discuss with the children: What do the angels say to the women at the tomb?
Emphasise that the angels said, ‘Jesus is not here. He has risen!’ and explain that this is why Easter is a time of joy and celebration for Christians.
• Check for understanding: Ask students to place pictures of the story in sequential order. You can find free pictures are Free Bible Images. The pictures by YO! Ministry represent the events of Easteride well.
6. Easter celebration song
Materials: Simple instruments (bells, tambourines, etc)
Instructions:
Teach the children a simple song about Easter, focusing on the Resurrection (eg, ‘He’s Alive! He’s Alive!’)
Encourage the children to play instruments as they sing and celebrate Jesus’ Resurrection together, showing joy and excitement just like the disciples did when they saw Jesus again.
Resources:
Yancy & Little Praise Party - He’s Alive, He’s Alive by YancynotNancy
Jesus Came Up Out Of That Grave | Easter song for toddlers by Chosen Kids – Christian Education & Fun
Jesus Is Alive (freeze dance) | Preschool worship song by KidSpring Children’s Ministry
WHY DOES THE RESURRECTION MATTER?
UPPER PRIMARY
1. Hope and despair sort (Easter edition)
Help students begin to understand how the Resurrection transformed the disciples’ despair into hope, and introduce the emotional journey of Easter.
Instructions:
Draw two columns on the board or on paper: ‘Hope’ and ‘Despair.’
Read each scenario below aloud (or provide printed cards).
Ask students to decide whether it belongs in the hope column (a happy or good feeling) or the despair column (a sad or hopeless feeling).
After sorting, discuss how Jesus’ Resurrection moved the disciples from despair to hope, just like in our own lives!
SCENARIOS FOR SORTING
Despair (sad moments – before the Resurrection)
• Jesus’ friends see him arrested and taken away.
• Peter feels bad because he said he didn’t know Jesus three times.
• Mary and the disciples watch Jesus die on the cross.
• The disciples hide in a locked room because they are scared.
• The women go to the tomb feeling sad because they think Jesus is gone forever.
• The disciples think they will never see Jesus again.
• Two of Jesus’ friends walk sadly to Emmaus, thinking everything is over.
• Thomas does not believe his friends when they say Jesus is alive.
• Jesus’ followers feel alone and lost after his death.
Hope (happy moments – after the Resurrection)
• Mary finds Jesus’ tomb empty and hears the angel say, ‘He is not here, he has risen!’
• Jesus appears to his disciples and says, ‘Do not be afraid.’
• The disciples realise Jesus is alive, and their sadness turns to joy!
• Jesus visits two disciples on the road to Emmaus and eats with them.
• Thomas sees Jesus and believes, saying, ‘My Lord and my God!’
• Jesus meets his disciples by the lake and eats breakfast with them.
• Jesus tells Peter that he forgives him, and that Peter will be a great leader.
• The disciples go out and tell everyone the Good News – Jesus is alive!
• Jesus promises his friends that he will always be with them.
• The disciples are filled with joy and courage to share Jesus’ love with the world.
Discussion questions
• How did the disciples feel when Jesus died?
• How did their feelings change when they saw him alive again?
• Have you ever felt sad but then something happened that gave you hope?
• How does Jesus give us hope in our lives today?
2. Read
Read the article ‘Why does the Resurrection matter’ by Andrew Hamilton SJ where he writes that from the beginning Jesus’ Resurrection was the core of Christian faith.
Aims: To help students understand why the Resurrection is the foundation of Christian faith, how it changed the lives of Jesus’ disciples, and how it continues to change our lives today.
STEP-BY-STEP TEACHER GUIDANCE
Set the scene
Ask students, ‘What do you know about Easter?’ and ‘What happened after Jesus died?’
Explain: ‘This article helps us understand why Easter is the most important Christian celebration – it’s when we remember that Jesus rose from the dead, bringing hope and new life.’
Pre-reading vocabulary focus
Introduce and explain key words:
• Resurrection – Jesus rising from the dead.
• Disciples – Jesus’ close followers.
• Messiah – The person chosen by God to save people.
• Grief – Deep sadness.
• Faith – Trust and belief in God.
• Hope – A feeling of expectation and desire for good things to come.
• Community – A group of people joined by love and purpose.
• Crucifixion – When Jesus was nailed to a cross and died.
• Tomb – A place like a cave where Jesus’ body was put after he died.
• Gospel – The Good News about Jesus’ life, death, and rising from the dead, written in the Bible.
Match words to definitions for better understanding. Create a ‘Resurrection Word Wall’ students can refer to during reading.
Read the article in sections
Break the article into shorter, manageable parts and read each one aloud. Use a ‘stop and chat’ strategy to discuss key ideas:
• After ‘Why is Jesus’ Resurrection important?’, ask: ‘How does knowing Jesus rose help us believe in his words?’
• After ‘How did it change the disciples?’, ask: ‘Have you ever gone from being sad or scared to feeling hopeful?’
• After ‘What about us today?’, ask: ‘How do we stay close to the risen Jesus now?’
Encourage students to jot down or draw something they find interesting after each section.
Use movement and drama
Reenact the story of the women at the tomb or the disciples on the road to Emmaus.
Have students freeze in poses that show the emotions: fear, grief, surprise, joy, peace.
Emphasise the ‘moves’ in the disciples’ journey:
• From fear to faith
• From grief to joy
• From isolation to community
Help students connect these moves to experiences in their own lives.
Explore the Resurrection’s message today
Prompt students: ‘How do we meet Jesus today?’ (eg, prayer, Mass, loving others)
Ask: ‘What does it mean that Jesus is not just someone we remember but someone we talk to?’
Invite them to write or draw how they imagine Jesus is present in their daily lives.
Finish with a class reflection
Create a Resurrection wall where students:
• Draw a scene showing Jesus’ disciples being surprised and joyful.
• Write a short sentence: ‘Jesus’ rising brings me . . .’ (eg, hope, courage, joy).
Finish with a simple prayer thanking Jesus for being alive and with us today.
3. Reading comprehension questions
Use a mix of oral discussion and written responses:
• Why is the Resurrection important for Christians?
• What happened to Jesus’ disciples after his death?
• How did they feel when they learned Jesus had risen?
• What changed in their lives because of the Resurrection?
• What do Christians believe about life after death?
• What does it mean to have a relationship with the risen Jesus today?
4. Comic strip – The change in the disciples
Students create a four-panel comic strip showing the disciples’ journey:
• Sad after Jesus dies
• Confused or afraid when hearing he is alive
• Seeing the risen Jesus
• Full of joy and sharing the good news
Differentiation tip: Offer printable templates or visual prompts for students who need support with planning or drawing.
5. Scripture exploration
Passage: Luke 24:13–35 (The Road to Emmaus)
Focus: Two disciples move from sadness and confusion to joy and belief when they meet the risen Jesus.
Activity: Read the story together. Then, in small groups, students act out the story or create a short skit showing the key moments.
Prompt for reflection: What helped the disciples recognise Jesus?
Extension: Students design, produce and edit a short film version of their skit.
6. Jesus says, ‘Do not be afraid’
Create a poster as a class with these words at the centre. Around it, write ways Jesus comforted his disciples after the Resurrection and how we can comfort others today (eg, kind words, helping someone, praying for someone).
Link to Jesus’ actions: He appeared to his friends, shared meals, forgave them, and gave them hope.
7. Letter to the Risen Jesus
Students write a letter to Jesus expressing how they feel about his Resurrection. They might thank him, ask a question, or tell him how it helps them today.
ICT Option: Use a digital journaling tool or type and illustrate the letter using tablets or classroom devices.
CHRISTIAN BELIEF IN THE RESURRECTION AND ITS TRANSFORMATIVE POWER
LOWER SECONDARY
1. Resurrection KWL and word map
Activate prior knowledge and introduce the theme.
• Begin with a class discussion: ‘What do you already know about the Resurrection of Jesus?’
• Use a ‘KWL’ chart (Know–Want to know–Learned) on the board or student handouts.
• In pairs or small groups, students brainstorm words or images they associate with Resurrection.
• Teacher displays the word Resurrection in the centre of the board. Groups contribute their words to form a collaborative mind map.
• Invite discussion: ‘Which of these words suggest a feeling or change?’
2. Vocabulary development
Clarify challenging terms from the article.
• Pre-teach and discuss the following terms: Resurrection, Messiah, tangible, scepticism, conviction, disillusionment, intimacy, Eucharist, transformation.
• Use a Frayer Model (definition, characteristics, examples, non-examples) for key terms.
• ICT adaptation: Use a digital tool like Padlet for collaboration.
3. Guided reading with questions
Read the article ‘Explorations: Why does the Resurrection matter’ by Andrew Hamilton SJ where he writes that from the beginning Jesus’ Resurrection was the core of Christian faith.
DURING READING: STRUCTURED SMALL GROUP READING
Divide the class into groups of 4–6 students. Each group will need:
• A copy of the article
• Highlighters and sticky notes
• A worksheet with guided questions (see below)
Approach
Use a reciprocal reading strategy, where students take on rotating roles:
• Summariser: Summarises each paragraph or section in their own words.
• Clarifier: Identifies and helps explain any difficult vocabulary or concepts.
• Questioner: Asks questions about the text’s meaning or implications.
• Connector: Connects the ideas in the text to faith, life today, or personal experience.
Encourage groups to pause after each major section of the article and:
• Highlight key sentences
• Use sticky notes to jot down thoughts or questions
• Use the worksheet to answer a few guiding questions.
Questions for discussion/worksheet
Introduction & first section
• Why is Easter more central than Christmas?
• What does it mean that faith is ‘in vain’ without the Resurrection?
Does Jesus’ rising prove faith is true?
• Why did early Christians need to defend belief in the Resurrection?
• What are the arguments against it, and how are they countered?
Can we know what happened?
• Why is it important that we understand the Resurrection as mystery, not just history?
• What stands out to you about the way Jesus appears?
How did it change the disciples?
• What emotions did the disciples experience?
• What are the three ‘moves’ (fear to faith, grief to joy, isolation to community), and how do we see them?
Resurrection today
• How is Jesus present to us now?
• What does the article say about life after death?
• What do you think about these promises?
Optional differentiation:
• Stronger readers can take the lead reading aloud in groups.
• Struggling readers can listen to a teacher-recorded audio version or use read and write tools for text-to-speech support.
AFTER READING: CLASS DEBRIEF
Whole-class discussion prompts:
• ‘What surprised you in this article?’
• ‘Which of the ‘moves’ in the disciples’ lives (fear to faith, grief to joy, isolation to community) speaks to you most – and why?’
• ‘How would you explain why the Resurrection matters to someone who doesn’t believe?’
• Student reflection journal prompt:
• ‘What is one new insight you gained about the Resurrection? How does it affect your faith or your understanding of Jesus?’
Comprehension questions (can be used for discussion or written response):
• Why was the Resurrection a ‘make-or-break’ belief for early Christians?
• What arguments support belief in the Resurrection?
• How did Jesus’ disciples change after his death and Resurrection?
• What do the Resurrection stories suggest about fear, grief, and community?
• What difference does the Resurrection make to your understanding of life and death?
4. Scripture exploration – Luke 24:13–35 (Road to Emmaus)
Read Luke 24:13–35 (NRSV). In small groups, students answer:
• How do the disciples change through their encounter with Jesus?
• What signs reveal Jesus’ presence to them?
• How does this relate to what Andrew Hamilton SJ says about isolation and community?
Extension: Create a storyboard or comic strip showing the disciples’ journey from sadness to joy.
5. Living the Resurrection
Purpose: Explore how Jesus models transformation and hope.
Instructions:
• Reflect on how Jesus approached his disciples after the Resurrection (gentleness, forgiveness, presence).
• Students work in groups to role-play a scene where Jesus meets a struggling disciple today (eg, someone who has failed, feels isolated, or is grieving).
• Discuss: How does belief in the Risen Jesus give people strength today?
6. Then and Now: The disciples and us
Reflect on the relevance of the Resurrection today by comparing the experiences of the disciples with our own.
How to create and use the chart:
Draw a simple two-column chart on the board or provide it as a printed or digital handout. Label the columns:
• Disciples then
• Us today
In the first column, list key emotional and spiritual experiences of the disciples following Jesus’ death and Resurrection. For example:
Disciples then
• Felt grief and fear
• Found courage in Jesus’ presence
• Formed community
Ask students to fill in the second column with their own reflections or group ideas. These might include personal feelings, current challenges, or ways they find hope and connection today.
Tips for teachers:
• Begin with a class discussion about each row before students write their own responses.
• Encourage students to think about contemporary experiences – grief, fear, courage, or belonging – and how faith can transform these.
• Use this as a journaling task, group activity, or lead-in to a prayer or liturgy.
Finish with a reflective question:
How can I move from fear to faith, or from isolation to community, like the disciples did?
7. Letter to a future Christian
Students write a letter to a young Christian in the future explaining why the Resurrection matters.
Prompts:
• How does the Resurrection give us hope?
• What can we learn from the disciples’ journey?
• How can we meet the Risen Jesus today?
ICT Integration: Option to type and design the letter in Canva or Google Docs for a class display.
Differentiation and inclusion tips
• Provide sentence starters for reflective questions.
• Offer audio or visual summaries of the article for diverse learners.
• Use drama and visuals for students with stronger kinaesthetic or visual learning styles.
• Group students strategically to support peer learning.
EASTER AND THE LIGHT OF THE RESURRECTION
UPPER SECONDARY
1. Poetic images of Resurrection
Explore metaphors and symbolism in the article’s opening.
Activity:
• Display the first two paragraphs describing Easter morning.
• In small groups, students highlight imagery (eg, ‘inky cauldron,’ ‘tendrils of pink’) and discuss how these reflect the theological meaning of Resurrection.
• Ask: What mood or emotion do these images create? How does light symbolise hope or new life?
• Optional: Students create a visual or digital collage representing ‘Resurrection Morning.’
2. Vocabulary and language development
Provide definitions and ask students to match them to their context in the article.
Key terms and phrases – definitions
• Resurrection: The Christian belief that Jesus rose from the dead on the third day after his crucifixion, overcoming death and offering eternal life.
• Dark night of the soul: A phrase describing a time of deep spiritual despair, doubt, or suffering when one feels abandoned or distant from God.
• Divine destiny: A purpose or fate believed to be set by God; in the article, it refers to Jesus’ resurrection and his role in salvation history.
• Bedazzling angels: Angels described as dazzling or shining brightly, symbolising divine presence and often causing awe or fear.
• Canticle: A hymn or chant, often with scriptural or religious significance; here, used metaphorically to describe the joyful birdsong of Easter morning.
• Fulfilment of the scriptures: The idea that events in Jesus’ life, particularly his death and resurrection, complete or realise Old Testament prophecies.
• Neo-orthodox theologian: A 20th-century Christian thinker (like Dietrich Bonhoeffer) who emphasised returning to the central truths of faith, such as the reality of sin and the need for God’s grace, especially in response to modern challenges.
Ask students:
• How do these words and phrases create contrasting moods of grief and hope in the article?
• Which image or phrase stood out to you most, and why?
3. Guided reading and comprehension
Read 'Light of Salvation' where Anne Rennie writes that ‘He is risen’ – the words of the Resurrection – are a triumph over darkness and death.
Break the article into four sections and guide reading with these prompts:
Opening imagery & dark pall
• What does the dawn represent?
• How does the article contrast the light of dawn with the disciples’ emotions?
Events of Holy Week
• Why does the author recount the events leading to the Crucifixion?
• What role do different figures (Mary, Peter, Judas) play in this narrative?
Resurrection and witnesses
• What is the significance of Mary Magdalene and the disciples on the road to Emmaus?
• How does the article explain the Resurrection as central to Christian belief?
New dawn and Bonhoeffer Quote
• What does it mean to ‘live in the light of the Resurrection’?
• How does Easter ‘change the course of history’ according to the author?
Encourage annotations, note-taking, and discussion.
4. Scripture exploration (NRSV): Luke 24:1–12
• Read the passage aloud.
• Compare Luke’s account with how it is interpreted in the article. (Use a T-chart)
• Ask: What emotions are expressed in the passage? How does Ann Rennie expand on this through metaphor and poetic language?
• Invite personal reflection: Where do I see the light of Resurrection in my own life or community?
5. From death to life
Connect the Resurrection to Jesus’ mission and relevance today.
• In pairs, students research the appearances of Jesus post-Resurrection (eg, to Mary Magdalene, Thomas, Emmaus).
• Create short dramatic re-enactments or modern retellings (spoken word, video, or podcast).
• Reflect on how Jesus continues to appear today – through acts of love, sacraments, or community.
6. Light and darkness reflection
• Students complete a T-chart titled ‘Light and Darkness’.
• In the ‘Darkness’ column: note examples of grief, confusion, or despair from the article.
• In the ‘Light’ column: note signs of hope, renewal, or Resurrection.
• Students write a short reflection: Where have I experienced a move from darkness to light in my own life?
7. Living the Resurrection
Create a personal or creative response to the article’s final quote by Bonhoeffer: ‘To live in the light of the Resurrection, that is what Easter means.’
Options:
• Write a reflective journal entry or prayer.
• Compose a poem or spoken word piece.
• Design an artwork (digital or physical) illustrating ‘Resurrection light.’
Extension: Invite students to present their work at an assembly or display it in a prayer space.
Differentiation and support
• Offer audio recording of the article for diverse learners.
• Pair EAL students with peers for vocabulary work.
• Provide sentence starters or scaffolds for reflective tasks.