Catholic Education Week 2019: Living as Joyful DisciplesDoing Justice & Creating HopeDAY 3: Wednesday

Suggested Grade Level:PRIMARY

BOOK TITLE: Leave Me Alone

AUTHOR andILLUSTRATOR:

Kes GrayPhoto Illustrations by Lee Wildish

ISBN-13 9780764147364

BOOK DESCRIPTION:In this compassionate story, a little boy is feeling sad because he is being bullied. His friends – a frog, a cat, a rabbit, a cow and other animals – come to the rescue and insist on helping him, even after he tells them, “There’s nothing you can do for me. There’s nothing you can say.” Fortunately, he is mistaken, because the next time the bully approaches, they all join with him and shout, “LEAVE HIM ALONE!” And it works!

MATERIALS:-Chart paper-Art supplies

LEARNING GOALS:Students will learn how to act justly by coming together as a class and standing up to a bully. Co-create the success criteria for the learning goal. Criteria should include examples of how students can stand up to bullies.CATHOLIC CONNECTIONS:OCSGE:A Self-Directed, Responsible, Lifelong Learner, A Responsible Citizen

Catholic Social Teaching: Community and the Common Good

Scripture Focus: Matthew 12:18

MINISTRY CURRICULUM LINKS:Language ArtsReading 1.5, 1.6Writing 1.1, 1.2

MINDS ON (Before) Approximately 10 minutes

PAUSE & PONDER

Making ConnectionsToday, during Catholic Education Week, we are focusing on Serving with Justice. We are going to read a book where the characters show us a good example of acting justly by standing up for a friend. This is also a way that we can practice serving in the love of Christ; by using our voice to stand up to others when we feel our friends or ourselves, are not being treated fairly.

Lead a class discussion, beginning by reading the title, Leave Me Alone and asking students to look at the front cover of the book.

Have they ever felt that they want to be left alone? What does it feel like when they are alone? What do you think this young boy is feeling?

ASSESSMENT FOR LEARNINGQuestioning students and having a discussion will provide opportunities for teachers to assess student learning.

“Here is my servant whom I have chosen, the one I love, in whom I delight; I will put my Spirit on him and he will proclaim justice to the nations.”

Matthew 12:18

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Ask students if they know what bullying is. Help them to understand that bullying is when someone does something on purpose to make them feel bad, or to hurt them and it’s hard to make them stop.

ACTION (During) Approximately 25 minutes PAUSE & PONDERRead, Leave Me Alone to the class, sharing the illustrations. Some guiding questions might include:

How do you think the boy feels when he is bullied? Was there something in the story that makes you think

this way?

“Oh no, the ground is shaking! He’s headed right this way.” Let’s look at some of the compassionate responses that the boy’s animal friends share:

“I saw you looking miserable and couldn’t pass you by.”

“Your sadness makes my whiskers wilt; I think we need to chat.”

“Helping people who need help has always been a habit.”

Why do you think all these animals want to help the young boy?

Do you think the animals are scared of the bully?

How do you think the bully feels when the boy’s animal friends stand up to him and say, “LEAVE HIM ALONE!”?

What are other statements that you can make when someone is bothering you?

When you see a friend getting bullied, what can you do? Ask students to brainstorm possible responses/actions they could share for dealing with bullying.

Assess students on their participation in the group discussion.

BULLYINGNOW

STAND UP SPEAK OUT

CONSOLIDATION (After) Approximately 20 minutes PAUSE & PONDER1. Have students trace their own hands and write one thing

on each finger that they will do to act justly when they see an act of bullying, instead of being a bystander.

2. Have students select another student’s name at random and carry out random acts of kindness during the week for that person.

Follow-UpA possible extension would be for students to role play some anti-bullying scenarios. Using a puppet or stuffed animal, give the puppet/doll a name (example. Jack).Tell the class that, “Some things have happened to Jack at school. I

Hand to RaiseHand to Bless

Assess students on their

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want you to help me understand how this makes Jack feel.”

Tell them about each of the following things in turn and after each, ask students, “How do you think this makes Jack feel?”

Someone told Jack, “You’re not my friend.” Someone told Jack, “You can’t play” when everyone else

was playing. Someone hit Jack on purpose. Someone took Jack’s cookie at lunch and wouldn’t give it

back. Etc.

participation in the group discussion and their ability to work independently and with others.

Catholic Education Week 2019: Living as Joyful Disciples Suggested Grade Level:

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Doing Justice & Creating HopeDAY 3: Wednesday JUNIOR

BOOK TITLE: Peace Begins With You

AUTHOR andILLUSTRATOR:

Katherine ScholesPhoto Illustrations by Robert Ingpen

ISBN-13 9780316774406

BOOK DESCRIPTION:Peace Begins With You is a simple story about different ways of defining and achieving peace. The author, Katherine Scholes, begins the story at a personal level, by talking about how peace feels in our everyday lives. It also explains how conflict can help people learn new ways to solve problems and create needed changes.

The choices we make, affect not only us as individuals, but also the world as a whole.

MATERIALS:-Double journal template-Document camera/ELMO

LEARNING GOALS:Students will listen, reflect and respond to a mentor text. Reflect on their role as peacemakers. Reflect on the role of peace and justice in serving in the love of Christ.

CATHOLIC CONNECTIONS:OCSGE:1 (a), (d), 2 (a), (c), a (b), (c), 5 (a)

Catholic Social Teaching: Solidarity, Common Good, Promotion of Peace

Scripture Focus: Matthew 25:34-40

R.E. Curriculum: Hope Expectations BL 1,3; ML 1,5; LC 1,2; LSI

Fully Alive Curriculum: Themes – 1, 2, 4, 5

MINISTRY CURRICULUM LINKS:Oral 1.2, 1.3, 1.5, 1.7Reading 1.5, 1.7Writing 1.2, 1.5, 1.6

MINDS ON (Before) Approximately 10 minutes

PAUSE & PONDER

Students will:

1. Using Notebook software/board/chart paper, introduce theme: Serving in the Love of Christ… Serve with Justice.

2. Introduce essential question:“How can I serve God and others more justly with all my heart?”

3. Read Matthew 25:34-40

Seeing Christ, Being ChristJesus tells his followers that if they show an act of kindness to anyone, it is as if they did it to him (Matthew 25:40). Serving in the love of Christ, means that we are called to see Christ in others and to be Christ for

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4. Think/Pair/Share and record responses others. To serve with justice, is to be the hands and feet of Jesus; to make sure everyone is treated fairly; to be peacemakers for making the world better for others. Peace begins with each of us. How can peace live, grow and spread?

ACTION (During) Approximately 25 minutes PAUSE & PONDER1. Use ELMO/document camera if available to project text

and illustrations.

2. Introduce the book. Read title and first page of text. Ask students:

What is peace? Where does it come from? How can you find it? How can you keep it?

Have students turn and walk with elbow partner.

3. Record responses from questions on Notebook software/chart paper.

4. Continue reading to the bottom of page 7: “Peace is being able to have, or to hope for and work for, at least some of the things you want.”

5. Students will again turn to elbow partner to think/pair/share and revisit questions. Ask for any interesting additions to responses.

6. Continue reading to the bottom of page 13: “But often it doesn’t work. They feel lonely – and loneliness is not a peaceful feeling.”

7. Repeat step 6.

8. Continue reading to the bottom of page 25: “… at least some of the things they want when more people work toward making sure everyone is treated fairly.” Ask, How can we serve God and others more justly?

9. Students offer responses in large group.

10. Read until the end of the text. Ask, How can I be a peacekeeper?

Essential question:How can I serve God and others more justly with all my heart?

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CONSOLIDATION (After) Approximately 20 minutes PAUSE & PONDERDouble Entry Journal (see attached BLM)

1. As a large group, read over each of the quotes from Peace Begins With You template.

2. Students move into pairs to talk about each of the quotes and then work collaboratively on written responses and connections.

3. Each pair shares their responses with another pair. Encourage revisions and additions as thinking changes.

Milling to Music

1. Have each student choose one of the reflections that has the most personal meaning to them (from their template). Give them time to make any revisions or additions to their template.

2. Explain that when the music starts, they are to begin milling around silently, but greeting each other as they pass by. Discuss how you greet each other as you walk by.

3. Explain that when the music stops (or when you give the hand signal), each student is to stop and discuss their reflection with a student who is standing close by for 1 minute.

4. Each person has a turn to share (you may want to model this with a partner).

5. Explain that when the music begins again, they are to repeat the process with another student.

6. Repeat the process two more times.

7. Once the students have finished milling to the music, have them reflect on the following question for their exit slip:

How can I serve God and others more justly with all my heart?

Grand Conversation:Students may need scaffolding to support their written responses. Create opportunities for discussion and dialogue using the template as a thinking device for the students.

www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/cbs_grand_conversations_junor.pdf(link to “Grand Conversations in the Junior Classroom,” OME Capacity Building Series Monograph, September 2011)

Review Discussion Norms:-Make sure one person talks at a time.-Give others a chance to share their ideas.-If you don’t agree, speak up, but be polite and respectful.-Listen carefully.-What is the speaker really saying? Has the speaker finished speaking?

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NAME: ________________________________________ Date: _______________

Scripture/Quotes Personal Reflection/Connection

Peace can feel warm, bright and strong, or calm, cool and gentle.

Peace means different things to different people, in different places,

at different times in their lives.

Peace is being allowed to be different and letting others be

different from you.

Every day, people make choices about peace – at home, at school, at work. Their choices affect others

as well as themselves.

The best way to protect peace, whether in our homes or on a global level is to ensure that everyone is

treated fairly.

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How can I be a peacemaker?

“Truly, I tell you, just as you did it to one of the least of these, who are

members of my family, you did it to me.”

Matthew 25:40

“… what does the Lord require of you but to do justice and to love kindness and to walk humbly with your God?”

Micah 6:8

“To reach peace, teach peace.”St. John Paul II

“Be the change you want to see in the world.”

Mahatma Gandhi

“All works of love are works of peace.”Blessed Mother Teresa

“If we have no peace, it is because we have forgotten that we belong to each

other.”Blessed Mother Teresa

Catholic Education Week 2019: Living as Joyful DisciplesDoing Justice & Creating Hope

Suggested Grade Level:INTERMEDIATE

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DAY 3: Wednesday

BOOK TITLE: Nelson Mandela

AUTHOR andILLUSTRATOR:

Kadir Nelson

ISBN-13 9780061783746

BOOK DESCRIPTION:The author tells the story of Nelson Mandela, a global icon, in poignant verse and glorious illustrations. It is the story of a young boy's determination to change South Africa and of the struggles of a man who eventually became the president of his country by believing in equality for people of all colours. Mandela's triumph and lifelong quest to create a more just world will inspire all!

MATERIALS:-BLM1-Computer lab access

The purpose of this lesson is to deepen the students’ understanding of justice by exploring the life and times of Nelson Mandela and his dedication to fighting for the rights of all people. Refer to:http://www.pbs.org/wgbh/pages/frontline/shows/mandela/teach_for_background_information_on_Nelson_Mandela_and_South_Africa

LEARNING GOALS:Students will create meaning, share thinking and deepen their understanding of stereotyping, prejudice, discrimination, racism and human rights. Students will explain how respect for human dignity and justice is revealed in the story.Students will identify leadership qualities they admire and how they can use these qualities in acting as messengers of change in their own communities.

TEACHER INFORMATION:When we say we are made in the image and likeness of God, it means we reflect what God is like. It means each person has infinite value. Our relationship with God calls us to be in right relationship with the beings God created in God's image and likeness – that is, other people! It doesn’t' matter whether those people are our best friends or our worst enemies. Our love for God must translate into a love of all people and a commitment to treat them justly (Singer-Town, 2008). Catholic teaching reminds us that justice is a virtue concerned with giving both God and neighbour what is their due. It is the habit of thinking about the needs of others as much as your own and acting on what you know to be fair. It takes determination and dedication to be a just person.CATHOLIC CONNECTIONS:OCSGE:1d, 2a, 2b, 3a, Sa, Se, 7b, 7eA Self Directed, Responsible, Lifelong Learner, A Responsible Citizen

Catholic Social Teaching: Dignity of the Human Person – Our God-given dignity as human persons with human rights, come from

MINISTRY CURRICULUM LINKS:Oral OE 1,2Reading OE 1Writing OE 2

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having been created by God and being capable of knowing, loving and glorifying God, unlike all other earthly creatures.(ACBO, Fundamental Principles of Catholic Social Teaching, http://www.acbo.on.ca)

Scripture Focus: Genesis 1:27; Micah 6:8; Isaiah 58:10; Matthew 19:21

R.E. Curriculum: Living A Moral Life – H.E. 3, Living in Solidarity – H.E. 1, 2MINDS ON (Before) Approximately 10 minutes PAUSE & PONDERAirplane Game

Goal: To examine the stereotypes and biases we consume from the media, our family, friends and other sources.

Guiding Discussion: “Imagine you are travelling alone on a 20 hour plane ride. Upon checking in, you learn that the plane is almost full, but the service agent says you can choose your seatmate. Remember, this is a long flight, so choose wisely!”

Distribute BLM1 and ask students to complete the questionnaire on their own. Provide accommodations as needed. Review the answers with them.

Adapted from Harmony Education Series, Educator’s Handbook, Harmony Movement, 2012

Alternate activities:http://www.discoveryeducation . com/teachers/free-lesson-plans/understanding-stereotypes

ACTION (During) Approximately 20 minutes PAUSE & PONDERCall It What It IsPre-teach unfamiliar vocabulary to include the following:

1. Explain the definition of stereotype to the students. See sidebar.

Guiding Questions for Think/Pair/Share

What are some of the stereotypes we see in the media about gender?

What are some stereotypes we see about socio-economic status? Race? Ability? Age? Language? Sexual orientation? Mental and physical health? (example. “pink is for girls” or “teenagers are lazy”).

2. Explain the definition of prejudice to the students. See sidebar.

Guiding Questions for Think/Pair/Share

Can you think of a time when someone prejudged you before getting to know you? How did it make you feel?

Can you think of a time when you prejudged someone else? How did you feel when you discovered the truth?

Stereotype is an idea or belief that assumes the sameness of all members of a particular group. Stereotypes fail to recognize individual differences and attribute the same characteristic(s) to all members of a group. NOTE: There is no such thing as a positive stereotype.

A prejudice is a pre-judgement or assumption about a person or a group of people, without adequate knowledge of who they are. It is an irrational thought or attitude, often based on stereotypes. Prejudices can affect someone’s behavior towards another person or group. An example of a pre-judgement is assuming that

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3. Explain the definition of discrimination to the students. See sidebar.

Prejudice + Power = DISCRIMINATION

Guiding Questions for Think/Pair/Share

What individual acts of discrimination have you seen at school?

What about examples of systemic discrimination?

Source for definitions:Harmony Education Series, Educator’s HandbookHarmony Movement, 2012

someone will be a bad student because of the way he/she looks.

Discrimination is an action based on prejudged attitudes. It is the unfair/inequitable treatment of someone based on their race, ethnicity, gender identity, sexual orientation, ability, age, socio-economic and/or political power to affect another group. Discrimination can be individual, such as imitating someone’s accent or spreading rumours about a person’s sexual orientation. It can occur on a larger systemic level, involving policies and procedures which limit access to services or activities, such as charging money to join a school team or club. Students who face discrimination can feel unsafe and unaccepted at school, impeding their ability to learn.

CONSOLIDATION (After) Approximately 15 minutes PAUSE & PONDER1. Arrange for the students to use the computer lab.

2. In partners, ask them to research South Africa using the following link:https://kidworldcitizen.org/nelson-mandelas-autobiography-for-kids/

Additional possibilities for extensions:https://www.pbs.org/newshour/extra/lessons-plans/remembering-nelson-mandela/ Nelson Mandela, 1918-2013

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