PRAYERS & ACTIVITIES FOR CATHOLIC EDUCATION WEEK …

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Adapted for use in RCCDSB Schools

ELEMENTARY SCHOOLS

PRAYERS & ACTIVITIES FOR

CATHOLIC EDUCATION WEEK

COMPLETE KIT

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CATHOLIC EDUCATION: Living as Joyful Disciples

ELEMENTARY SCHOOL RESOURCE KIT

TABLE OF CONTENTS

INTRODUCTION iv

BOOK LIST FOR MENTOR TEXTS AND SCRIPTURE CONNECTIONS vi

PRAYER SERVICE/EUCHARISTIC CELEBRATION vii

DAY 1 Rooted in Prayer/Enracinés dans la prière

Pages 1 - 2 Primary Lesson I Wanted to Know All About God

Pages 3 - 5 Junior Lesson That’s Where God Is

Pages 6 - 7 Intermediate Lesson Really and Truly

DAY 2 Living in Community/Vivre au coeur de la communauté

Pages 8 - 9 Primary Lesson The Night Gardener

Pages 10 - 12 Junior Lesson Stone Soup

Pages 13 - 14 Intermediate Lesson Wangari’s Trees of Peace

DAY 3 Doing Justice & Creating Hope/Semer la justice et inspirer l’espérance

Pages 15 - 17 Primary Lesson Leave Me Alone

Pages 18 - 22 Junior Lesson Peace Begins With You

Pages 23 - 26 Intermediate Lesson Nelson Mandela

DAY 4 Journeying Together in Faith/Cheminer ensemble dans la foi

Pages 27 - 29 Primary Lesson The Smile that Went Around the World

Pages 30 - 33 Junior Lesson A Chance to Shine

Pages 34 - 37 Intermediate Lesson Four Feet, Two Sandals

DAY 5 Sharing the Good News/Partager la bonne nouvelle

Pages 38 - 40 Primary Lesson The Water Walker

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Pages 41 - 43 Junior Lesson The Suitcase

Pages 44 - 47 Intermediate Lesson Helen’s Big World: The Life of Helen Keller

Pages 48 - 57 FAITH PLAY DAY ACTIVITIES

Pages 58 – 62 LIVING ROSARY

Pages 63 – 64 QUOTES FOR LIVING AS JOYFUL DISCIPLES

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Catholic Education Week 2019: Living as Joyful Disciples

Introduction

Each year, the Catholic community of Ontario engages in a week-long celebration of the unique identity

and distinctive contributions of Catholic education during Catholic Education Week. This year’s

celebration is entitled, “Catholic Education: Living as Joyful Disciples” and will be celebrated during the

week of May 5 – May 10. The theme for CEW 2019 was inspired by three sources: Renewing the

Promise, The Pastoral Letter on Catholic Education from the Bishops of Ontario; Gaudete et exsultate,

the Apostolic Exhortation of Pope Francis on the Call to Holiness; and Young People, the Faith and

Vocational Discernment, the October 2018 Synod of Bishops. Mindful of the Synod on Youth, the

theme and sub-themes are very much directed to the young people in our schools, especially in their

growth in holiness and their formation as disciples of Christ through the discernment of their vocational

pathways. In the section of Renewing the Promise entitled, “A Community that Forms Joyful Disciples,”

we read, “Our Catholic schools help to form joyful disciples as hearts and minds are opened to the

transforming love of God and to the flame of faith in action. On a daily basis, Catholic schools

demonstrate the joy of believing and witness the Good News to the communities that they serve.”

The five sub-themes for Catholic Education: Living as Joyful Disciples are:

Rooted in Prayer

Living in Community

Doing Justice & Creating Hope

Journeying Together in Faith

Sharing the Good News

The purpose of the Elementary School Resource Kit is to provide opportunities for students to engage in

meaningful activities and reflections to deepen their awareness and understanding of both the gift and

the responsibility of Catholic education. The Elementary Resource Kit contains:

A Prayer Service/Eucharistic Celebration

Lessons for Primary, Junior and Intermediate grades based on texts that focus on each sub-theme

Faith Play Day activities

A Living Rosary

Notable quotations for reflection organized by sub-themes

Feel free to adapt any of the materials in this package to suit your school’s specific needs. Materials may

be found on the Ontario Catholic School Trustees’ Association (OCSTA) website at

www.goodnewsforall.ca. We encourage all of our partners in Catholic education to reference the

http://www.goodnewsforall.ca/

v

Elementary and Secondary Resource Kits as well as past issues for prayers and activities, as many may

be appropriate for this year’s theme.

Sincerely,

Catholic Education Week Resource Committee

Paul Beaudette

Janet Bentham

Nancy Davie

Paul DeVuono

Laura Hughes

Sebastien Lacroix

Stephanie Maher

Katharine Stevenson

Murray Watson

Brian O’Sullivan

CEW Song – Words and Music

Nancy Bodsworth, Dufferin-Peel CDSB

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Catholic Education Week 2019 Elementary Resource Kit Book List “Although you have not seen him, you love him; and even though you do not see him now, you

believe in him and rejoice with an indescribable and glorious joy.” 1 Peter 1:8

Living as Joyful Disciples Rooted in Prayer

Living in Community




TITLE AUTHOR ISBN SUB-THEME

I Wanted to Know All About God – Primary Virginia L. Kroll 9780802851666

Rooted in

Prayer That’s Where God Is – Junior Dan & Ali Morrow 9781434764348

Really and Truly – Intermediate Emilie Rivard 9781926973401

The Night Gardener – Primary The Fan Brothers 9781481439787

Living in

Community Stone Soup – Junior Jon J. Muth 9780439339094

Wangari’s Trees of Peace – Intermediate Jeanette Winter 9780152065454

Leave Me Alone – Primary Kes Gray 9780764147364 Doing Justice

&

Creating

Hope

Peace Begins With You – Junior Katherine Scholes 9780316774406

Nelson Mandela – Intermediate Kadir Nelson 9780061783746

The Smile That Went Around the World –

Primary Patrice Karst 9780875168272

Journeying

Together in

Faith

A Chance to Shine – Junior Steve Seskin &

Allen Shamblin 9781582461670

Four Feet, Two Sandals - Intermediate Karen Lynn Williams &

Khadra Mohammed 9780802852960

The Water Walker - Primary Joanne Robertson 9781772600384

Sharing the

Good News The Suitcase – Junior Jane G. Meyer 9781612617763

Helen’s Big World: The Life of Helen Keller –

Intermediate Doreen Rappaport 9781484749609

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A Prayer Service for Large Assembly

or A Eucharistic Celebration

For Elementary School Communities

Living as Joyful Disciples is the theme for Catholic Education Week 2019. During this week of

celebration there will be opportunities to gather in small and large groups to pray and celebrate liturgy.

The following liturgical outline can be used in its entirety for a Eucharistic Liturgy, or adapted to suit

the need of the elementary school community as a prayer service.

*The readings chosen are for Thursday, May 19, 2019. If your celebration is on another day, check the

readings of the day or use the Ordo chart that is included here.

Creating Sacred Space (especially important if in a gymnasium)

Setting a space for worship is an important and essential beginning to any liturgy. Inclusion of religious

symbols enhances this sacred space (example. banners, flowers, white cloth for the Easter season).

These symbols are already present in the space before the service begins. Only the bread and wine

should be processed at the Offertory Procession. The liturgical colour is white because we are in the

Easter season.

Outline for Eucharistic/Prayer Liturgy

*For a Eucharistic Liturgy, be sure to use the Collect Prayer of the Day and the Prayer Over the

Offerings. The prayers listed below are for Liturgy of the Word.

Music Suggestions

The 2019 CEW song can be used for any part of the liturgy.

Opening Songs (as chosen from your repertoire)

Some suggestions: Sing A New Song by Dan Schutte

Lord, I Lift Your Name on High by Donnie McClurkin

All the Ends of the Earth by Bob Dufford

Preparation of the Gifts (as chosen from your repertoire)

Some suggestions: All That We Have by Gary Ault

Joyful, Joyful, We Adore You (Song of Joy) – CBW III #511

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This Day God Gives Me – Morning has Broken

Communion Songs (as chosen from your repertoire)

Some suggestions: Table of Plenty by Dan Schutte

Jesus, You are Bread for Us by Christopher Walker

Bread of Life, Hope for the World by Bernadette Farrell

Closing Songs (as chosen from your repertoire)

Some suggestions: Shine, Jesus, Shine by Graham Kendrick

He Has Anointed Me by Mike Balhoff, Gary Daile & Darryl Ducote

Siyahamba/We are Marching in the Light of God

In the chart below are the readings as outlined in the Ordo. Readings for the themes have been printed.

Large print is intentional to make it easy to read during the celebration.

Readings

Monday

May 6, 2019

Tuesday

May 7, 2019

Wednesday

May 8, 2019

Thursday

May 9, 2019

Friday

May 10, 2019

Acts 6:8-15 Acts 7:51-8.1a Acts 8:1b-8 Acts 8:26-40 Acts 9:1-20

Seasonal Psalm

(example.

Ps 118, 66)

Seasonal Psalm Seasonal Psalm Seasonal Psalm Seasonal Psalm

John 6:22-29

(quote below)

John 6:30-35

(quote below)

John 6:35-40

(quote below)

John 6:44-51

(quote below)

John 6:52-59

(quote below)

“Do not work

for the food that

perishes, but for

the food that

endures for

eternal life.”

“I am the bread

of life. Whoever

comes to me will

never be hungry,

and whoever

believes in me,

will never be

thirsty.”

“This is indeed

the will of my

Father, that all

who see the son,

and believe in

him, may have

eternal life.”

“I am the living

bread that came

down from

Heaven.”

“Those who eat

my flesh and

drink my blood,

abide in me and

I in them.”

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Prayer Service

Leader: It is great to have this opportunity to pray together during our Catholic Education Week

celebrations. Welcome to any visitors who may have joined us. This year, the theme of Catholic

Education Week is Living as Joyful Disciples. This is the perfect theme for this Easter season. The

hearts of the disciples of Jesus were on fire when they encountered him on the road to Emmaus. We

encounter his love and his glory every day. May we live joyfully in God’s love.

Here in the Easter season, we celebrate the new life that we receive through the resurrection of Jesus.

Please join us in our opening hymn…

Processional Hymn: CEW Theme Song: Living as Joyful Disciples

In the name of the Father, and of the Son and of the Holy Spirit. Amen. +

Opening Prayer

God of grace and goodness,

We gather in faith to celebrate this Easter season.

Help us to remember that we are called to live as joyful disciples, bringing God’s love to the world.

May we continue to renew this promise in our Catholic schools and direct our actions to live in peace.

We ask this through Christ, our risen Lord. Amen. +

A Reading from the Acts of the Apostles In the first book, Theophilus wrote about all that Jesus did and taught from the beginning until the day

when he was taken up to Heaven, after giving instructions through the Holy Spirit to the apostles whom

he had chosen. After his suffering he presented himself alive to them by many convincing proofs,

appearing to them during forty days and speaking about the kingdom of God. While staying with them,

he ordered them not to leave Jerusalem, but to wait there for the promise of the Father. “This,” he said,

“is what you have heard from me; for John baptized with water, but you will be baptized with the Holy

Spirit not many days from now.”

So when they had come together, they asked him, “Lord, is this the time when you will restore the

Kingdom to Israel?” He replied, “It is not for you to know the times or periods that the Father has set by

his own authority. But you will receive power when the Holy Spirit has come upon you; and you will be

my witnesses in Jerusalem, in all Judea and Samaria, and to the ends of the earth.” When he had said

this, as they were watching, he was lifted up, and a cloud took him out of their sight. While he was

going and they were gazing up toward Heaven, suddenly two men in white robes stood by them. They

said, “Men of Galilee, why do you stand looking up toward Heaven? This Jesus, who has been taken up

from you into Heaven, will come in the same way as you saw him go into Heaven.”

The Word of the Lord. Thanks be to God.

Responsorial Psalm: Psalm 118

Our response to the Psalm is: This is the day that the Lord has made. Let us rejoice and be glad.

Give thanks to the Lord for he is good,

For his love endures forever. R.

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Let the family of Israel say,

“His love endures forever.” R.

The Lord’s right hand has triumphed,

His right hand raised me.

I shall not die,

I shall live and recount his deeds. R.

The stone which the builders rejected,

Has become the cornerstone.

This is the work of the Lord,

A marvel in our eyes. R.

*Consider “Young People’s Glory and Praise – A Psalm for All Seasons” for Easter

Gospel Acclamation: Celtic Alleluia or a suitable Easter acclamation may be sung.

Alleluia! Alleluia! (or use, “Alleluia, Give thanks to the Risen Lord!”)

A reading from the Holy Gospel according to John (John 6:44-51

Glory to you, O Lord.

No one can come to me unless drawn by the Father who sent me; and I will raise that person up on the

last day. It is written in the prophets, “And they shall all be taught by God.” Everyone who has heard

and learned from the Father comes to me. Not that anyone has seen the Father except the one who is

from God; he has seen the Father. Very truly, I tell you, whoever believes has eternal life. I am the bread

of life. Your ancestors ate the manna in the wilderness, and they died. This is the bread that comes down

from Heaven, so that one may eat of it and not die. I am the living bread that came down from Heaven.

Whoever eats of this bread will live forever; and the bread that I will give for the life of the world is my

flesh.”

The Gospel of the Lord. Praise to you, Lord Jesus Christ.

Gospel Reflection (if required for School Prayer Service)

The love of Jesus calls us to live joyfully. We are an Easter people, this means that we live in the

celebration of the resurrection. We believe in God’s redeeming love which overcomes sin and darkness.

And so, for this Catholic Education Week, we have reflected on what it means to live joyfully as

disciples of Jesus. We live this rooted in prayer, by working for justice and bringing hope to others, by

journeying together in our faith and always by sharing the Good News.

Let us celebrate our opportunity to live joyfully in the love of Jesus. The gospel of Jesus calls us to be

light to all.

Prayer of the Faithful

The response is: Lord, hear our prayer.

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For Pope Francis, our Bishop ____________________, and our priest, Father ____________________,

we pray; R.

For our parents, who show us love, and support our learning, we pray; R.

For our secretaries, caretakers, maintenance and all support staff who serve us every day, we pray; R.

For our academic staff, principals, teachers, EAs, ECEs, librarians, guidance counselors, who help us to

learn, we pray; R.

For our students, the centre of our learning community, we pray; R.

For Catholic schools, that they continue to be a place where faith can be lived and celebrated, we pray;

R.

If this is a Eucharist, continue with Mass.

If this is a Prayer Service, pray the Our Father then close with the prayer that follows.

Leader: Please join in the prayer that Jesus has taught us… “OUR FATHER…”

Closing Prayer

Loving God,

In this Easter season,

We offer our thanks for the sacrifice of your Son.

We are grateful for the joy and hope

That is planted in our hearts at our Baptism.

We are renewed through your love and mercy.

Continue to guide us in your light.

We make this prayer through Jesus, our friend, brother and Lord. Amen. +


Recessional Hymn: Sing a new song or Lord of the Dance

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Rooted in Prayer

DAY 1: Monday

Suggested Grade Level:

PRIMARY

BOOK TITLE: I Wanted to Know All About God

AUTHOR and

ILLUSTRATOR:

Virginia L. KrollPhoto Illustrations by Debra

Reid Jenkins

ISBN-13 9780802851666

BOOK DESCRIPTION:

I Wanted to Know All About God explores the kinds of questions

that children often ask about God; What does God do in the

morning? Where is God at night? What colours does God like?

What does God’s love feel like? The questions invite children to

learn that God can be found in everyone and in everything they

encounter.

MATERIALS:

-Chart paper

-Paper for students’ wonderings

LEARNING GOALS:

Where do you see God in the world around you? Co-create the

success criteria for the learning goal. For example:

Students should be able to share wondering statements about

God OR

Students should identify where they see God.

CATHOLIC CONNECTIONS:

OCSGE: A Discerning Believer Formed in the Catholic Faith

Community

Catholic Social Teaching: Community and the Common Good

Scripture Focus: 2 Corinthians 5:7

MINISTRY CURRICULUM LINKS:

Language Arts

Reading 1.5, 1.6

Writing 1.1, 1.2

MINDS ON (Before) Approximately 15 minutes PAUSE & PONDER

1. Making Connections Today, we begin Catholic Education Week. During this

week, we are going to explore the theme, Serving in the

Love of Christ. This first day, we are going to focus on

serving with faithfulness. We will explore what Jesus said

in the Gospel of Luke, “I am among you as one who

serves.” (Luke 22:27e)

2. Invite students to share good things that happened to them the day/night before. Discuss with them that many of our “good things” happen when we do something good for other people or someone else does something nice for

ASSESSMENT FOR LEARNING

Questioning students regarding

their wanderings will allow

teachers to assess student

learning.

https://www.eerdmans.com/Products/5166/i-wanted-to-know-all-about-god.aspx

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us. This is what Jesus asks of us; to serve others as he serves. This is also what it means to be faithful. Ask, “How can we show Jesus that we are faithful?”

3. We are now going to read a new book. In it, we will hear all kinds of questions that young people may wonder about God. Wondering about God is a way to show that we are faithful, because we are looking to see God in the world around us. Before we start, let’s explore some of the things you wonder about God.

4. Ask, “What do you wonder about God?” Record students’ responses on chart paper.

5. Gather students together to hear the story, engaging them in a discussion on wondering.

ACTION (During) Approximately 25 minutes PAUSE & PONDER

1. Read the story to the class, sharing illustrations. 2. Wonderings and discussion questions to elicit responses:

I wonder what you like best about this story… I wonder what part of this story is most important

for you right now… I wonder where or how you find God… I wonder if there is any place where God never is… I wonder what or who helps you to know God…

3. Have students create a wondering statement about God. What is something they wonder about God?

Evaluate students based on their

participation in the group

discussion and their ability to work

on their own.

CONSOLIDATION (After) Approximately 15-20 minutes PAUSE & PONDER

Activity Suggestions

1. Sing a song with your students, celebrating God in creation (example. He’s Got the Whole World in His Hands).

2. Go for a nature walk with the students. If venturing off school property, ensure appropriate procedures have been followed. Invite students to stop along the route to look at, listen to, touch and/or smell signs of God’s creation all around them.

3. Provide an opportunity for children to share anything they learn about God through their experience.

FOLLOW-UP

Have students bring their

“wonderings” home to share with

their parents/guardians.

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Rooted in Prayer

DAY 1: Monday


JUNIOR

BOOK TITLE: That’s Where God Is

AUTHOR and

ILLUSTRATOR:

Dan & Ali Morrow

Photo Illustrations by Cory Godbey

ISBN-13 9781434764348

BOOK DESCRIPTION:

That’s Where God Is tells about a boy named Liam who wonders

about the lack of colour and gardens in his city. The determination

of Liam, the newly enthusiastic gardener, and the perseverance of

the plants to grow where they please, is a positive tale of

stewardship, hope, creativity, commitment to the environment

and community.

MATERIALS:

-Chart paper

-Notebooks

-Bibles

-Computers/SmartBoard

LEARNING GOALS:

We will create t-chart posters to demonstrate our understanding

that nurturing is something we do to help a plant grow. We will

connect this to how, in similar ways, our faith needs nurturing.


Ontario Catholic School Graduate Expectations (OCSGE)

Catholic Social Teachings

Scripture Focus: Matthew 13:1-24 “The Parable of the Sower”

R.E. Curriculum

Family Life Curriculum


Language Arts 1.4, 1.5, 1.2, 3.1, 4.2


Making Connections

Ask students if they have heard about a garden on top of a city.

This story is based on such a place. Show the students the images

of the High Line of New York City from the following website:

https://www.thehighline.org/galleries/images/.

https://www.thehighline.org/galleries/images/

http://www.google.ca/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjc8oXf0LzgAhXosFQKHclpCbQQjRx6BAgBEAU&url=http://shop.focusonthefamily.ca/Kids/All-Kids/Thats-Where-God-Is.html&psig=AOvVaw1O1hArLig6zEjKy7CmyMGI&ust=1550282025474956

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Have you ever seen a plant or weed growing in a strange place where you think it couldn’t grow?

What do plants need to survive? What makes weeds and plants so resilient?

Discuss these questions in small groups (Think/Pair/Share). Create

a Word Wall with words about growth, plants and gardens.

Read the scripture passage, Matthew 13:1-24 “The Parable of the

Sower.”

Teacher Prompts

In the gospels, Jesus used parables to teach a message by

comparing this message to something in the life of his followers.

Often, Jesus would explain the meaning of the parable as he does

with The Parable of the Sower.

Let's re-read The Parable of the Sower.

What does Jesus tell us about the plants and the Word of God?

Record these thoughts on SmartBoard or chart paper and post in

classroom for later reference.

Sometimes authors use different literary devices to help us to

understand the message of the story. One such device is

personification. Personification is used when describing

something that is not alive but giving it human characteristics that

make it sound as if it is alive. For example, a tree could be

described as dancing in the wind even though a tree is really

unable to dance.

Today we are reading this book, That’s Where God Is.

As we listen to the story, where do you see/hear similarities to The Parable of the Sower?

Listen for examples of the author's use of personification.

Record your thoughts in your notebook.

As a class, discuss thoughts about the story. Refer to Word Wall

created earlier.

What does Liam do to help the plants thrive?


In small groups, students record

their prior learning about gardens

in cities.

Share and record their previous

knowledge on chart paper and

discuss in whole group.

ASSESSMENT AS LEARNING

-Think/Pair/Share

-Creation of Word Wall

SELF-ASSESSMENT

Identify personal thoughts and

insights. These are recorded in

reading response book.

5


In small groups, create a Venn Diagram comparing That’s Where

God Is to The Parable of the Sower.

at are the similarities between the two accounts that refer to gardening?

Go on a gallery walk to look at the Venn diagrams. As a whole group, discuss what similarities students discovered. Plants need to be nurtured or they will wither and die. Jesus

reminds us that our faith also needs to be nurtured.

What are some things that we do to nurture our faith?

Prompt students to consider sacraments, sacramentals, reading

scripture, prayer, charitable works, etc.

We are going to create a t-chart, comparing the need for nurturing

our faith to caring for a plant. An example may be that on the

plant side, it says that we need to provide water. On the faith side,

it could say that we need prayer.

Co-Construct Criteria for T-Chart Activity

Refer back to all of our discussions about the parable and the

book. Considerations for criteria can be:

Identify at least 5 activities for nurturing for each side. Make t-chart visually appealing (example. use descriptive

language, colours, etc.). T-chart shows understanding of how nurturing faith is like

nurturing a plant.

Differentiation (DI):

Students can work individually or in

groups. Some may choose to write

or share orally, a response to each

story, rather than the Venn

diagram activity. Some students

can benefit from symbols or

images about faith, rather than

words. These can be displayed on a

chart.

Differentiation:

Some students may prefer to use

images on a t-chart template.

ASSESSMENT OF LEARNING

Does the student work on the t-

chart meet the success criteria and

the Learning Goal?

CONSOLIDATION (After) Approximately 15 minutes PAUSE & PONDER

Reflective Activity

Bring the class together for a small liturgy. Read, The Parable of

the Sower. Sing, Seed Scattered and Sown or What Makes Love

Grow?

Optional Ritual Action:

Provide each student with a pot of soil and a seed for a bean

plant. These can be watered and students can record observations

about growth. Provide each student with an exit card and have

them complete the prompt…

I nurture my faith when…These could be placed in a watering can

for the classroom prayer table.

Journal reflections are also an

option for the consolidation.

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Rooted in Prayer

DAY 1: Monday


INTERMEDIATE

BOOK TITLE: Really and Truly

AUTHOR and

ILLUSTRATOR:

Emilie Rivard

Photo Illustrations by Anne-Claire Delisle

ISBN-13 9781926973401

BOOK DESCRIPTION:

Really and Truly is a story about a grandfather and grandson who

have a relationship that involves storytelling and the use of their

imaginations to create adventures. The grandfather is affected by

Alzheimer’s disease. NOTE: If any student is experiencing this

challenge within his/her family, it would be important to be

sensitive to this reality. A preliminary discussion with the student

is suggested.

MATERIALS:

-Chart paper

-Notebooks

-Bibles

-Computers/SmartBoard

LEARNING GOALS:

Students will predict what the title means.

Students will explain how faithfulness is shown in story. Student will create a story in the style of Grandpa or

Charlie.


OCSGE:

A Caring Family Member, An Effective Communicator

Catholic Social Teaching:

Human Dignity, Respect for Life, Family Community, Participation

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

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


Oral SE 1.5, 1.8

Reading SE 1.5, 1.7

Writing SE 2.2, 2.5


Success Criteria

Students are able to give a specific example of how faithfulness is

shown in the story (example. faithfulness as in

repetition/constancy is shown when Charlie and his parents visit

Grandpa regularly.

What does the word FAITHFULNESS mean? Teacher may want to record meanings for students before discussing last question in AFTER READING section.

DISCUSSION POINTS

Faithfulness can be an adjective to

imply regular repetition, constancy.

However, it can also be used to

imply accuracy, true to fact

(example. a faithful account).

https://www.google.ca/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&ved=2ahUKEwjTofn-1LzgAhWKLnwKHSCLDOwQjRx6BAgBEAU&url=https://shop.owlkids.com/products/really-and-truly&psig=AOvVaw2Ii5T0kHhuFFuXfZc0cBbi&ust=1550283169025267

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Have you ever experienced someone who has shown you faithfulness in their actions?

To introduce the story Really and Truly, ask the students to predict what they think the story might be about by looking at the cover and thinking about the title.

What is the purpose of the illustrations in a book? Do the words or illustrations have more power to tell the story of the book?

Did anyone ever make up stories for you at bedtime? What type of stories?


Why does Grandpa end each of his stories with the phrase, “Really and truly”?

How do the stories that Grandpa makes up, differ from the stories that Charlie makes up?

How does the illustrator use pictures to make the stories more interesting?

First-person narrative vs. third-

person narrative.


How do you feel when you are hearing the stories that Grandpa is telling Charlie?

How do you feel when Charlie is telling stories to his Grandpa?

How is the theme of today, “Serve with Faithfulness,” demonstrated in this story?

Writing (Student Choice)

Select a character from one of Charlie’s stories (first-person narrative) and create the original story that Grandpa may have told Charlie (third-person narrative).

Write Charlie’s next story to make Grandpa smile or laugh. You may invite students to include illustrations in the style of

Anne-Claire Delisle.

Journal reflections are also an

option for the consolidation.

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Living in Community

DAY 2: Tuesday


PRIMARY

BOOK TITLE: The Night Gardener

AUTHOR, ILLUSTRATOR: The Fan Brothers

ISBN-13 9781481439787

BOOK DESCRIPTION:

William is a young boy who lives in an orphanage. His life is transformed as he

sees the wonder of beautiful creations appearing in the garden each morning.

MATERIALS:

-Large sheet of drawing paper

for each student

-Crayons, pencil crayons,

pastels, or any choice of

medium

LEARNING GOALS:

We will see that kindness in a community is God’s love at work in the world.


OCSGE: A Discerning Believer, An Effective Communicator

Catholic Social Teaching: Solidarity, Participation

R.E. Curriculum: Hope Expectations – Living in Solidarity, Living in

Communion, Living a Moral Life

Fully Alive Curriculum: Themes – Living in Relationship, Growing in

Commitment, Created and Loved by God


Language Oral OE 1, 2

Reading 1.6, 1.8

Writing OE 1.5, 1.6, 2.3, 3.8


Success Criteria

We identify elements of a story and we make connections to the gospel call to

live in community.

Have you ever seen a beautiful

garden? What was it like? Do

you know who tended the

garden, making sure that it is

watered and weeded and cut

when necessary? God’s love is

like a garden and we all make

sure it is beautiful for the

world.

In the Bible it says, “We, who

are many, are one body in

Christ; and individually we are

members of one another.” This

tells us that we are a

community in the love of Jesus.

Today we will read a story

9

about a garden and the joy that

it brings to a community.


Begin by reading the title, names of author and illustrator, and read the

dedication. Take time to look at the illustration on the front and the inside

cover.

Begin reading the story, pausing for reflection at appropriate moments.

Has anyone ever seen topiary like we see in the book? This is called “topiary.”

It is a very enjoyable art form for people.

What do you notice about the

illustrations of the story? Some

are in colour; some are darker

showing night and day. As the

community comes together, the

colours become more vivid.


Topiary is a very unique skill. It is the cutting and pruning of trees and shrubs

into ornamental shapes.

If you have a screen and LCD, you could show the students examples of

topiary. An example could be the mosaic show in Montreal and Gatineau

(http://mosaiculture.ca/?lang=en)

Whole Group Activity

Provide students with large white paper and pastels/crayons.

If you could sculpt a shrub or a tree into another shape, what would it look

like? Draw a picture of your creation.

Whole Group Song

Bloom Where You’re Planted by Carey Landry (there are versions on YouTube)

Why do you think the gardener

was like a “joyful disciple?”

The book ends by saying that

William would never be the

same. Why do you think

William is different now?

How have William and the

gardener brought joy to their

community?


Living in Community Suggested Grade Level:

http://mosaiculture.ca/?lang=en

10

DAY 2: Tuesday JUNIOR

BOOK TITLE: Stone Soup

AUTHOR, ILLUSTRATOR: John J. Muth

ISBN-13 9780439339094

BOOK DESCRIPTION:

Stone Soup is a familiar folktale in many cultures. This beautifully illustrated

version takes place in a Chinese village. The three monks bring a message of

joy to the villagers in the community effort to make stone soup.

MATERIALS:

-YouTube reading (www.youtube.com/watch?v=P_TXIoiuBd4)

LEARNING GOALS:

We connect the theme of the Stone Soup story to our gospel call to be joyful disciples in community.

We will plan a class community event involving members of our community.


OCSGE: A Discerning Believer, An Effective Communicator

Catholic Social Teaching: Solidarity, Participation, Stewardship for Creation,

Preferential Option for the Poor

Scripture Focus: Romans 12:5

R.E. Curriculum: Living in Solidarity, Living in Communion, Living a Moral Life

Fully Alive Curriculum: Themes – Living in Relationship, Growing in

Commitment, Created and Loved by God


Drama

Language Arts

Religious Education

Social Studies

MINDS ON (Before) Approximately 15 minutes TEACHING TIP

Begin with a prayer and reference to Scripture:

Loving God,

You call us to come together in community, bringing joy to each other through

Christ’s love. Help us to follow the lead of Jesus and his followers, bringing the

joy of the Gospel to others by living in community. We make this prayer in

Jesus’ name. Amen. +

In St. Paul’s letter to the Romans, the Scripture reads,

“We who are many, are one body in Christ, and individually, we are members

Begin the class with a prayer

and reflection on the words of

St. Paul and how this connects

to our call to live in community.

Although many may know the

story, emphasize that we want

to know the elements of the

story for a follow-up activity.

http://www.youtube.com/watch?v=P_TXIoiuBd4

11

of one another.” Romans 12:5

Class Discussion

How many of you are familiar with the story Stone Soup? Today, we will read

the story and listen for connections to our call to community as Christians.

How do we know when a community is joyful?

Jesus and the disciples worked to bring the joy of the gospels to many

communities. Can you think of stories of Jesus, bringing people together in

community to share a meal or feast?

A student could read the

“Multiplication of the Loaves”

(Matthew 14:14-21).

The video is optional… It is one

way to have the students

engaged in the story.

ACTION (During) Approximately 15 minutes TEACHING TIP

Read the book Stone Soup or have students read sections to the class.

While listening to the story, pause to draw the students’ attention to certain

details of the narrative (example. why were the villagers not a close

community?).

Make a point of emphasizing

the illustrations in this version

of the story. At the back of the

book, the author explains some

of the symbolism and

references to Chinese folklore

that are built into the images.

Do an online search to find

different versions of the story.

CONSOLIDATION (After) Approximately 30 minutes TEACHING TIP

As a whole group, identify the main elements and characters of the story.

Divide the class into small groups with the task of recreating the story of Stone

Soup. Instruct the students to give a moral or message about living in

community at the end of their presentations.

Dramatic Presentations of Stone Soup

As a group, decide on how you will present the story.

Will you use a narrator and characters, or use character dialogue, to tell the

story? Where will your version of the folktale take place?

Will your presentation be modern or take place in another time?

Be sure to speak clearly.

Work collaboratively so that each member of your group has made a contribution to the presentation.

Decide on your group’s message about “living in community” that will be shared at the end of the presentation.

Co-construct an anchor chart of

the elements of a good

dramatic presentation with the

students, so that all are clear

on what is expected in their

presentation.

12

NEXT STEPS TEACHING TIP

As a community building activity, create your own class stone soup. Each

person can bring one vegetable. Celebrate with a community feast and invite

guests to watch the drama presentations.

13


Living in Community

DAY 2: Tuesday


INTERMEDIATE

BOOK TITLE: Wangari’s Trees of Peace

AUTHOR, ILLUSTRATOR: Jeanette Winter

ISBN-13 9780152065454

BOOK DESCRIPTION:

The story of Wangari’s Trees of Peace is a hopeful tale of the potential of one

person to effect change and bring goodness to a community. Wangari Maathai

takes up the cause of the environment in her community. She brought activists

together to plant indigenous plants in her community in Kenya. Her work would

bring about environmental awareness across many African countries. Wangari

would be awarded the Nobel Prize.

MATERIALS:

-Media (newspapers,

internet)

-Magazines and books on

the environment

-Poster boards and

drawing materials

-A Google slide

presentation to animate

discussion

LEARNING GOALS:

We discern about environmental concerns in our own community today and

hopeful actions that could be initiated.

Google Slide Presentation (Optional)

https://docs.google.com/presentation/d/183P77N6Vs0tOMMQdfabCnCDOrd9ux-

WuvOFiccu6f80/edit?usp=sharing


OCSGE: A Discerning Believer, An Effective Communicator, A Responsible Citizen

Catholic Social Teaching: Solidarity, Participation, Dignity of Labour, Stewardship of

Creation

R.E. Curriculum: Living in Solidarity, Living in Community, Living a Moral Life,

Believing

Fully Alive Curriculum: Themes – Living in Relationship, Growing in Commitment,

Created and Loved by God, Living in the World

MINISTRY CURRICULUM

LINKS:

Environmental Studies

Language Arts

Religious Education

Social Studies


Take a moment to reflect on the community in which we live. How closely are we

living with the nature that surrounds us? Take a moment to reflect on any

encounters that you have had with nature recently. Silently take an inventory of

This should culminate in a

class discussion. Students

can document some of

https://docs.google.com/presentation/d/183P77N6Vs0tOMMQdfabCnCDOrd9ux-WuvOFiccu6f80/edit?usp=sharing

https://docs.google.com/presentation/d/183P77N6Vs0tOMMQdfabCnCDOrd9ux-WuvOFiccu6f80/edit?usp=sharing

14

how nature is thriving or suffering in our neighbourhood.

What do you think of the following statement:

“A community that lives in harmony with nature, is a healthy community with hope

for the future.”

their ideas on a Padlet or

chart at the front of the

class.


Today we are sharing a story of an environmental activist who was able to effect

tremendous change in her community.

Invite a student to read, Wangari’s Trees of Peace: A True Story from Africa!

Why do you think it was crucial that someone took up the cause of the trees and the environment in Kenya?

Do you think it is possible to balance prosperity and the health of the environment?

How does a healthy environment contribute to peace in a community? In the encyclical, “Laudato Si,” Pope Francis states that it is our duty as

people of faith to care for God’s creation. Why is this important at this time in history?

Remind students that all

countries around the

world are struggling with

environmental challenges

and concerns.

Remember to read the

informational page about

Wangari Maathi that is at

the back of the book.


A Creation of Our Own to Spread Awareness

There are many ways to encourage others to reflect on taking care of the

environment. Thinking of our own community, we will now create some awareness

posters to encourage others to care for God’s creation. Choose one of the following

themes or content for your group’s poster:

Quotes from Laudato Si by Pope Francis Facts and information about the story of Wangari Maathi Slogans or actions to protect the environment in the community where we

live Psalms and biblical quotes that reference nature

Students may use book resources, magazines or the internet to access the language

for their posters.

Create an anchor chart or

rubric, identifying the

elements that should be

present on the poster

(example. engaging

illustrations, good use of

space, proper spelling,

and an important

message).


Invite younger classes to come see the posters.

Display the posters in a hallway. Create a digital journal of the learning and posters,

and post for the school to encourage the learning on environmental stewardship.

Discuss with students that

we are learning to be

responsible citizens who

contribute to the common

good and that this is a

Catholic Graduate

Expectation.

15



DAY 3: Wednesday


PRIMARY

BOOK TITLE:

Leave Me Alone

AUTHOR and

ILLUSTRATOR:

Kes Gray

Photo 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.


OCSGE:

A Self-Directed, Responsible, Lifelong Learner, A Responsible Citizen

Catholic Social Teaching: Community and the Common Good

Scripture Focus: Matthew 12:18


Language Arts

Reading 1.5, 1.6

Writing 1.1, 1.2

https://www.google.ca/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjj2YKeibXgAhWkdt8KHVE9CvkQjRx6BAgBEAU&url=https://www.amazon.com/Leave-Me-Alone-Happens-Stand/dp/0764147366&psig=AOvVaw29OxcWw6NkKJv005vxMYk7&ust=1550022314962510

16


Making Connections

Today, 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?

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.


Questioning 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


Read, 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

Assess students on their


discussion.

BULLYING

NOW

STAND UP SPEAK OUT

17

brainstorm possible responses/actions they could share for dealing with

bullying.


1. 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-Up

A 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 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.

Hand to Raise

Hand to Bless

Assess students on their


discussion and their ability to

work independently and with

others.

18



DAY 3: Wednesday


JUNIOR

BOOK TITLE: Peace Begins With You

AUTHOR, ILLUSTRATOR: 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.


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


Oral 1.2, 1.3, 1.5, 1.7

Reading 1.5, 1.7

Writing 1.2, 1.5, 1.6


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 4. Think/Pair/Share and record responses

Seeing Christ, Being Christ

Jesus 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

https://www.google.ca/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjukpSZkLXgAhUkSN8KHY3GD8kQjRx6BAgBEAU&url=https://www.amazon.ca/Peace-Begins-You-Katharine-Scholes/dp/0316774405&psig=AOvVaw3Qah6WyOw2eRVwCkQj3OcR&ust=1550024182596587

19

and to be Christ for 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?


1. 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?


Double 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.

Grand Conversation:

Students may need scaffolding

to support their written

responses. Create opportunities

for discussion and dialogue

using the template as a thinking

20

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?

device for the students.

www.edu.gov.on.ca/eng/literacy

numeracy/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?

NAME: ________________________________________ Date: _______________

http://www.edu.gov.on.ca/eng/literacy

21

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.

22

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

23



DAY 3: Wednesday

Suggested Grade

Level:INTERMEDIATE

BOOK TITLE: Nelson Mandela

AUTHOR and

ILLUSTRATOR:

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.

http://www.pbs.org/wgbh/pages

https://www.google.ca/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwiZvrmUlrXgAhULU98KHQwzBmsQjRx6BAgBEAU&url=https://www.pinterest.com/pin/827677237741266717/&psig=AOvVaw2Cd5DytvWu4HqQf7I6VQAk&ust=1550025776630123

24


OCSGE: 1d, 2a, 2b, 3a, Sa, Se, 7b, 7e

A 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

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, 2


Oral OE 1,2

Reading OE 1

Writing OE 2


Airplane 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


Call It What It Is

Pre-teach unfamiliar vocabulary to include the following:

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”).

1. Explain the definition of prejudice to the students. See

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

http://www.acbo.on.ca/

http://www.discoveryeducation/

25

sidebar.


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?

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

Prejudice + Power = DISCRIMINATION


What individual acts of discrimination have you seen at school?

What about examples of systemic discrimination?

Source for definitions:

Harmony Education Series, Educator’s Handbook

Harmony Movement, 2012

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 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.


1. 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

https://kidworldcitizen.org/nelson-mandelas-autobiography-for-kids/

https://kidworldcitizen.org/nelson-mandelas-autobiography-for-kids/

https://www.pbs.org/newshour/extra/lessons-plans/remembering-nelson-mandela/

https://www.pbs.org/newshour/extra/lessons-plans/remembering-nelson-mandela/

26

27



DAY 4: Thursday


PRIMARY

BOOK TITLE: The Smile that Went Around the World

AUTHOR and

ILLUSTRATOR:

Patrice Karst

Photo Illustrations by Jana Christy

ISBN-13 9780875168272

BOOK DESCRIPTION:

This heart-warming story is about how a simple gift and a smile

from a young boy spark a chain reaction of kindness that literally

makes its way around the world and back. Readers will follow the

journey of the smile as it travels from person to person to person

until one day, when the young boy himself is feeling sad and in

need of cheering up, it makes its way back to him in the form of

kindness and a smile from his coach. This uplifting story highlights

the power of a smile and how one act of compassion can make a

huge difference.

MATERIALS:

-Materials for

writing/drawin/colouring

LEARNING GOALS:

Understand the main themes of the story (it is important to be kind to one another; smiling can be infectious; one small act of kindness can make a big difference).

Recognize that God calls us to act with kindness to others. Begin to develop attitudes and values founded on Catholic

social teaching (social responsibility, human solidarity, the common good).


OCSGE:A Discerning Believer, An Effective Communicator, A

Caring Family Member, A Responsible Citizen

Catholic Social Teaching: Solidarity, Participation, Life and Dignity

of the Human Person, Option for the Poor and Vulnerable

Scripture Focus: “As you therefore have received Christ Jesus the

Lord, continue to live your lives in him, rooted and built up in him

and established in the faith, just as you were taught, abounding in

thanksgiving.” Colossians 2:6-7

R.E. Curriculum: Living in Solidarity, Living a Moral Life

Fully Alive Curriculum: Themes – Created and loved by God, Living

in Relationship


Language

The Arts

28


Begin with this prayer…

God of joy,

Help me be kind to all people that I find.

Help me love God’s whole creation.

Make my life a celebration.

I ask you this in Jesus’ name.

Amen. +1

Kindness Charades

Ask students this question:

What are some ways that people show kindness to one another?

Have students brainstorm ideas and as students share, list them

on the board. Arrange students in groups of three or four and

have them choose a few of the ideas listed (or additional ideas

they come up with) and practice acting them out. Come together

as a whole group and invite each small group to select one “act of

kindness” to present to the larger group.


Tell students that today’s story is about a smile. Ask:

What does a smile look like (corners of your mouth move up, making your lips form a shape like bottom of a circle)?

Why do you smile (happy, cheerful, like something, laughing because something is funny)?

Do you think there can be power in a smile? What can a smile do (answers will vary, but possible answers could include: makes others happy, cheers them up, shows that I like them, tells them I want to be friends)?

How do you feel when you smile at someone and they smile back (answers will vary)?

Show students the title and cover of the book. Ask students to

describe what they notice and to make predictions about what

might take place in the story. Invite students to see If any of their

charades ideas on how to show kindness appear in the story.

Observe students as you are reading and pause in order to invite

students to comment and share thoughts or insights.

1 Adapted from a prayer in Give Me Grace: A Child’s Daybook of Prayers by Cynthia Rylant

29

Ask students to explain the path of the smile, describing how it

traveled and to whom.

Ask students to identify anything in the story that surprised them.

Why do they think the author wrote this story (to highlight the

importance of kindness and how one very small act can make a

very big difference)?

Explain to students that as members of a Catholic community, we

are called by God to spread kindness. Ask: How can we be sure to

do this every day… At school? At home? In our neighbourhood?

Today’s Catholic Education Week subtheme is Journeying

Together in Faith. Pope Francis has said that joy can change the

world and that we can all grow in holiness as we journey side by

side. Ask students to discuss how joy and kindness is spread from

one person to another in the story.

The Catholic Social Teaching principle of solidarity states that we

are all brothers and sisters in God’s family wherever we live. Ask

students to explain how this is shown in the story.

CONSOLIDATION (After) Approximately 15-20 minutes TEACHING TIP

Watch the Youtube video, “Kindness Boomerang.” Invite students

to watch for smiles on the faces of the people as they show

kindness to one another and discuss the similarities between The

Smile that Went Around the World book and the video.

https://www.youtube.com/watch?v=nwAYpLVyeFU

Invite students to select from the following options…

OPTION 1: Create a “Kindness Poster” that shows examples of

people doing kind acts at home, at school, and/or in the

community.

OPTION 2: Write your own story about a time when a smile

helped you feel better. Include details about how your feelings

changed.

OPTION 3: Draw a chart like the one on pages 30 and 31 of the

book in which you show how a smile traveled around your world.

OPTION 4: (for younger primary students) Draw a picture of

something that makes you smile.

https://www.youtube.com/watch?v=nwAYpLVyeFU

30



DAY 4: Thursday


JUNIOR

BOOK TITLE: A Chance to Shine

AUTHOR and

ILLUSTRATOR:

Steve Seskin & Allen Shamblin

Photo Illustrations by R. Gregory Christie

ISBN-13 9781582461670

BOOK DESCRIPTION:

This story takes place in a city where a boy notices a “scraggly,”

“weird,” “smelly” homeless man in front of his father’s store. To

the boy’s surprise, his father offers the man free meals if he

sweeps the sidewalk. When the boy asks his dad to explain his

actions, his dad tells him that, “Every heart needs a chance to

shine.” Offering this chance leads to the homeless man showing

honest, trustworthy work and advancements in his duties at the

store, and eventually he is “back on his feet,” transformed and

living independently. The boy too is transformed, now able to see

potential and possibilities for friendship in people he may have

previously ignored. This inspiring book, which is accompanied by a

musical CD recording of the story, shows how one act of

compassion can make a huge difference.

MATERIALS:

-Student journals


Language

LEARNING GOALS:

Students will:

Understand the main themes of the story (we can be sources of hope to one another; the importance of being open and accepting of others and going beyond first impressions; our actions can have a positive impact on the lives of others).

Increase their awareness of and understanding of causes of homelessness.

Begin to develop attitudes and values founded on Catholic social teaching (social responsibility, human solidarity, the common good).

CATHOLIC CONNECTIONS: OCSGE: A Reflective and Creative Thinker, An Effective Communicator, A Caring Family Member, A Responsible Citizen Catholic Social Teaching: Solidarity, Participation, Life and Dignity of the Human Person, Option for the Poor and Vulnerable

31

Scripture Focus: “As you therefore have received Christ Jesus the Lord, continue to live your lives in him, rooted and built up in him and established in the faith, just as you were taught, abounding in thanksgiving.” Colossians 2:6-7 R.E. Curriculum: Living in Solidarity, Living a Moral Life Fully Alive Curriculum: Themes – Created and loved by God, Living in Relationship


Pre-Reading Activity: True/False

Read the following sentences aloud. Explain that students will be

participating in this activity by responding non-verbally. For each

sentence, students are asked to indicate if they think the

statement is true by doing a thumbs up sign, or false by doing a

thumbs down sign.

1. There are people in Ontario who are homeless. 2. People choose not to have a home. They could get a home

if they wanted to. 3. All people without a home sleep on the street. 4. People without homes are lazy and don’t work. 5. It would be cool to have no home because you can go

anywhere and do anything that you want. 6. Homelessness only happens in big cities. 7. There is nothing we can do about homelessness. 2

Review the statements together using the explanations to guide

your discussion.

Answers to pre-reading questions: 1. TRUE. There are many

homeless people in Ontario. 2. FALSE. No one chooses to be

homeless. Most people are shocked when it happens to them.

3. FALSE. People who sleep outside are just part of the total group of people who don’t have a home. Some people stay in emergency shelters. Other people stay in their car, or with a friend or family member.

4. FALSE. People who have no home, often have to work very hard to find places to eat and sleep. Also, many people who don’t have a home, want to get jobs. Some people who don’t have a home, have jobs. Other people have a hard time finding a job for reasons like health concerns.

5. FALSE. When you have no home it is very hard to find places to eat, sleep and shower. It is also hard to find transportation. People who don’t have a home, also have to think about their safety.

6. FALSE. There are people who have no home in big cities,

2 Adapted from Teacher Toolkit (a resource package designed to teach students about homelessness in Waterloo)

https://homelesshub.ca/sites/default/files/q2ebqbz3.pdf

https://homelesshub.ca/sites/default/files/q2ebqbz3.pdf

32

as well as in smaller towns and villages.

7. FALSE. Everyone has a part to play in ending homelessness.


Show students the title and cover of the book. Ask students to describe the cover and to make predictions about what might take place in the story. Ask guiding questions as you are reading, such as…

How does the boy’s dad explain to him why they are helping Joe?

What do you think of the statement, “Every heart needs a chance to shine, to be wanted by someone, somewhere down the line.” What do you think this means? Do you agree? What do you think will happen next in the story?

Ask students to evaluate their predictions. Observe students as you are reading and pause in order to invite students to comment and share thoughts or insights.

Ask students to identify anything in the story that surprises them.

How did Joe change? How did the boy change?

How does the story connect to what you discussed with them about homelessness before reading the story? What are some possible reasons that Joe was homeless at the beginning of the story?

Today’s Catholic Education Week subtheme is Journeying Together in Faith. Pope Francis has said that, “Growth in Holiness is a journey in community, side by side with other.” It is important to take time to walk alongside one another. What does the boy’s dad do to show that he is “walking alongside” Joe? Have you ever had someone believe in you or give you a chance when others didn’t? How can faith in other people help them to believe in themselves?

The boy’s dad says, “We’re all meant to write on the pages of time.” What do you think he means by this (we all have a purpose; each and every one of us has something we can do that can contribute to society and that can make a difference to the world; God has a plan for each one of us and we show kindness to, and faith in others, when we help them to figure out how to be the person that God calls them to be)?

33

The Catholic Social Teaching principle of solidarity states that we are all brothers and sisters in God’s family wherever we live. How does the boy’s dad demonstrate this principle in the story?


“Hot Seat” Activity

Explain to students that they will now be participating in an

activity to help them to reflect on the three characters in the

book. Ask for a volunteer to come to the front of the room and to

pretend to be the main character, the boy. Invite students to think

of as many interesting questions as they can that they would ask

the boy if they could, and encourage the student playing the role

of the boy to do their best to answer the questions as the

character (example. for the boy: “How did you feel at first when

your dad made the deal with Joe?” Then repeat the activity with

other students sitting in “the hot seat” as Joe as well as the boy’s

dad).

Encourage students to ask higher level questions that go beyond

the facts of the book and that help us to understand the

motivation of the characters in the story (example. for Joe: “How

did your life change after you began working at the store?” “Is

there any advice you could offer to someone who is homeless?”).

NOTE: For the “Hot Seat”

Activity, it is essential that

students answer questions as

the character. This may mean

that students need a moment or

two to reflect before responding,

or to consult the text. When

students are invited to approach

this activity with diligence, the

questions and answers can

provide the teacher with a clear

sense of the level of

comprehension of students.


Have students choose one of the ideas below and write a one-

page reflection in their journals…

1. Write about a time when someone said or did something kind that really helped you. Explain how this person showed you that “every heart has a chance to shine.”

2. Write what you learned about homelessness as a result of the pre-reading activity or from the story. What would you tell others about why people don’t have homes? What do you think can be done to help make sure that everyone has a home in Ontario?

3. Pretend that you are either the boy’s dad or Joe. Write about this experience from their point of view, being sure to include all your feelings about the experience and the ways that you have changed.

4. Pretend that you are a reporter. Write about Joe and what happened in the story as if it were part of an article or a blog.

34



DAY 4: Thursday


INTERMEDIATE

BOOK TITLE: Four Feet, Two Sandals

AUTHOR and

ILLUSTRATOR:

Karen Lynn Williams & Khadra Mohammed

Photo Illustrations by Doug Chayka

ISBN-13 9780802852960

BOOK DESCRIPTION:

Four Feet, Two Sandals is the story of a young girl named Lina who

lives in a refugee camp in Pakistan. One day, clothing is distributed

to the people in the refugee camp and Lina is delighted to receive

a sandal that fits her. She notices that another girl has the

matching sandal. Lina and her new friend, Feroza, share the pair of

sandals and the footwear symbolizes their friendship. The girls

share their stories and dreams of hope and wait for the day when

their names will appear on the waiting list for resettlement. With

warm colours and sensitive brush strokes, this book portrays the

courage and hope of refugees around the world, and the strength

of friendship and compassion.

MATERIALS:

-Prayer for refugees

-Student journals

-Cards numbered 1-6, enough so

that there is one card per

student

-Large plain white sheets of

paper

-Drawing and colouring

materials LEARNING GOALS:

Students will:

Understand the main themes of the story (the value of friendship in difficult times; how sharing can deepen a friendship; the hardships experienced by refugees; how hope can sustain us through loss and separation).

Increase their awareness of and empathy for the difficult experiences faced by refugee children.

Begin to develop attitudes and values founded on Catholic social teaching (social responsibility, human solidarity, the common good).

Describe ways they might welcome refugees into their school, church, or neighbourhood.


OCSGE: A Reflective and Creative Thinker, An Effective

Communicator, A Caring Family Member, A Responsible Citizen

Catholic Social Teaching: Solidarity, Participation, Life and Dignity

of the Human Person


Language

The Arts

35

Scripture Focus: “As you therefore have received Christ Jesus the

Lord, continue to live your lives in him, rooted and built up in him

and established in the faith, just as you were taught, abounding in

thanksgiving.” Colossians 2:6-7

R.E. Curriculum: Living in Solidarity, Living a Moral Life

Fully Alive Curriculum: Themes – Created and loved by God, Living

in Relationship


Begin with the following prayer…

“A Moment for Grace – A Prayer for Refugees”

God of our Wandering Ancestors,

Long have we known that your heart is with the refugee.

That your Son was born into time in a family of refugees;

Fleeing violence in their homeland.

Who then gathered up their hungry child and fled into alien

country.

Lord, protect all refugees in their travels.

May they find a friend in me and so make me worthy of the refuge

I have found in you.

I make this prayer to you in Jesus’ name.

Amen. +

(Adapted from A Moment for Grace, A Prayer for Refugees)

https://www.crs.org/resource-center/moment-grace-prayer-

refugees

Free Writing

Write the word “REFUGEE” on chart paper or the board and ask

students to discuss its meaning (a refugee is a person who has

been forced to leave their country in order to escape war,

persecution, or natural disaster). Ask students if they are able to

identify the difference between a refugee and an immigrant (an

immigrant is someone who chooses to resettle to another

country). Read aloud Khadra Mohammed’s dedication that

appears in the beginning of the book, “To every refugee girl who

has had to flee her home, leaving friends and family behind.” Ask

students to take a few minutes to reflect on the prayer and on the

dedication, and to write freely about any thoughts or connections

that arise for them. Do they know anyone who is a refugee? Have

If you are aware that students in

your class or their family

members have firsthand

experience with being a refugee,

it is important to show sensitivity

and respect for the personal

nature of their experiences as

well as for their privacy. In these

cases, it is recommended that

you speak with students prior to

the lesson in an effort to ask

them about what they are

comfortable sharing with the

class and to defer to their “right

to pass” about things they are

not comfortable sharing. One

possibility might be to ask for

their input in developing the

lesson and to honour their

wishes and experiences in

informing your teaching of the

lesson.

https://www.crs.org/resource-center/moment-grace-prayer-refugees

https://www.crs.org/resource-center/moment-grace-prayer-refugees

36

they ever read about refugee camps or seen information in the

news? Can they attempt to understand what it could be like for

someone their age to have to leave their home? Have they read

any books or seen any movies that relate to this topic? Have

students write freely in their journals for three minutes without

stopping.


Show students the title and cover of the book. Ask students if they

find anything striking about the title of the book. How could there

be four feet and two sandals?

Ask students to make predictions as you read and then evaluate

these predictions as you continue to read.

As they are listening, invite students to make connections and to

identify specific aspects of the story that help the reader to

understand the experience of a refugee (the illustrations, key

sentences, etc.).

Observe students as you are reading and pause in order to invite

students to comment and share thoughts or insights.

Ask students to discuss how the friendship between Lina and

Feroza develops and to comment on what each of them says and

does when they first meet.

Consider posing a few guiding questions, such as…

Why was Feroza not as friendly in the beginning? How did she change and why?

What do the sandals represent? Why are the sandals so important to the girls? What else do Lina and Feroza share besides sandals? Why does Feroza give Lina the sandal as she is leaving? What do the authors mean when they say, “The tears in

her eyes were not for the sandals?” It has been said that being a true friend sometimes means giving

up something that is important to you. Do you agree with this?

Why or why not?

Lina and Feroza, like all refugees, have had to face many losses;

loss of home and country and family members; and we see in the

story how their friendship is a great source of comfort to them.

How can friends and family help us in times of loss?

37

Today’s Catholic Education Week subtheme is Journeying

Together in Faith. Pope Francis has said, “Journeying is precisely

the art of looking toward the horizon, thinking where I want to go

but also enduring the fatigue of the journey, which is sometimes

difficult… It is walking in community, with friends, with those who

love us, that helps us.” Can you explain how the friendship of Lina

and Feroza is an example of journeying together in faith?


“Six Corners” Activity

Explain to students that they will now be participating in an

activity that is designed to help them to reflect on the ways in

which the experience of being a refugee is depicted in the book.

Designate six areas of the classroom to correspond with six

sentences from the book. Assign students to one of each of the six

areas by randomly passing out cards with numbers 1 thru 6 on

them to correspond to the area/sentence. Once students have

moved to their area, explain that they will work together in their

group to discuss their sentence, the feelings they associate with

the sentence, and why it is important for understanding the

experiences of Lina and Feroza. Come together as a whole group

and ask volunteers from each group to share key points from their

discussion.

The Catholic Social Teaching Principle of Solidarity reminds us that

we are all brothers and sisters in God’s family wherever we live.

How can we use what we have learned in this story to help?

(Research organizations and/or individuals who work for the rights

of refugees. Generate ideas for welcoming newcomers to Canada

at school and in neighbourhoods.)

Prior to the lesson, write the six sentences in large letters on large pieces of paper.

1. Everyone pushed and fought for the best clothes.

2. Lina was ten, but she had not worn her shoes for two years.

3. Her feet were cracked and swollen, as Lina’s had been when she first arrived in camp.

4. Her old shoes had been ruined on the many miles of walking from Afghanistan to Peshawar, the refugee camp in Pakistan.

5. “My father and sister were killed in the war,” Lina told her friend. “Mama and I had to run with Ismatu and Najiib in the night.”

6. The school was small, with only enough room for the boys to study.


In groups of two or three, students create a poster that illustrates

their response to the book Four Feet, Two Sandals in terms of how

they can help as members of one human family. Students can

choose the theme of the poster; building awareness of

organizations and individuals who work for the rights of refugees,

ideas on welcoming newcomers to Canada, or any other theme

that reflects their response as it relates to the book and the

Catholic Social Teaching Principle of Human Solidarity.

38



DAY 5: Friday


PRIMARY

BOOK TITLE: The Water Walker

AUTHOR and

ILLUSTRATOR:

Joanne Robertson

ISBN-13 9781772600384

BOOK DESCRIPTION:

The story of a determined Ojibwe Grandmother (Nokomis)

Josephine Mandamin and her great love for Nibi (water). Nokomis

walks to raise awareness of our need to protect Nibi for future

generations, and for all life on the planet. She, along with other

women, men, and youth, have walked around all the Great Lakes

from the four salt waters, or oceans, to Lake Superior. The walks

are full of challenges, and by her example, Josephine challenges us

all to take up our responsibility to protect our water, the giver of

life, and to protect our planet for all generations. Nokomis

Josephine shares the Good News through “what happens on the

road” and challenges us to leave our mark on the world.

BACKGROUND INFORMATION

FOR EDUCATORS:

-Website

www.motherearthwaterwalk.com

-Videos

The Great Lakes and the Water

Walker – Google Earth in the

Classroom

Google Earth – Blue Gold LEARNING GOALS:

Students will:

Participate in a talking circle Reflect on how they can help to protect the water Share their reflections with Nokomis Josephine

Mandamin, a Mother Earth Water Walker


OCSGE:

A Discerning Believer, An Effective Communicator, A Reflective,

Creative and Holistic Thinker, A Responsible Citizen

Catholic Social Teaching: Human Dignity, Solidarity, Human Rights

and Responsibilities, Care for Creation

Scripture Focus: “Then they told what had happened on the

road.” Luke 24:35


Language

Oral Communication 1.1, 1.2,

2.1, 2.4

Reading 1.1, 1.6, 1.8

Writing 2.1

http://www.motherearthwaterwalk.com/

https://www.google.com/search?q=The+Great+Lakes+and+the+Water+Walker+-+Google+Earth+in+the+Classroom&rlz=1C1SQJL_enCA818CA818&oq=The+Great+Lakes+and+the+Water+Walker+-+Google+Earth+in+the+Classroom&aqs=chrome..69i57.1952955j0j7&sourceid=chrome&ie=UTF-8



https://www.google.com/search?q=%E2%97%8F+Google+Earth-+Blue+Gold&rlz=1C1SQJL_enCA818CA818&oq=%E2%97%8F+Google+Earth-+Blue+Gold&aqs=chrome..69i57.1622j0j9&sourceid=chrome&ie=UTF-8

39

R.E. Curriculum: Believing, Living in Solidarity, Living in


Fully Alive Curriculum: Themes – Living in Relationship, Growing

in Commitment, Created and loved by God


Post on the WhiteBoard or chart paper:

“Then they told what had happened on the road.” Luke 24:35

Begin with a talking circle.

Talking circles symbolize completeness and equality. All circle

participants’ views must be respected and listened to. All

comments directly address the question or the issue, not the

comments another person has made. In the circle, an object that

symbolizes connectedness to the land (example. a stick, a stone,

or a feather) can be used to facilitate the circle. Only the person

holding the “talking stick” has the right to speak. Participants can

indicate their desire to speak by raising their hands. Going around

the circle systematically gives everyone the opportunity to

participate. Silence is also acceptable – any participant can choose

not to speak.

Place a bucket of water in the middle of your talking circle. Before

you begin your talking circle, take a moment to pour some more

water into the bucket. Have the students listen to the water as

you pour it.

Your talking circle may focus on any of the following:

Using the 5 senses to describe water (example. what does water sound like, look like, taste like, feel like, smell like?)

What do you use water for? Where do we see water? Where can we find water? Any experiences students have had with water (example.

walking in the rain, swimming in a pool).

Grade 1 Language – Circle

Traditions – Talking Circle

Road to Emmaus:

“This is what Pope Francis

means when he speaks about

the art of accompaniment. It is

about taking the time to walk

alongside one another, to listen

and to teach, and in so doing, to

transform.”

(p. 6 Renewing the Promise- A

Pastoral Letter for Catholic

Education)


Stand up in the circle. Introduce Ojibwe vocabulary from the story

by reading out the vocabulary word cards (link). Read the English

word and then the Ojibwe word. Then, using the pronunciation

guide ask students to clap out the syllables as they say the Ojibwe

word a second time.

Show the students the cover of the book. Ask them to make

http://www.edu.gov.on.ca/eng/aboriginal/strategygr01lancircle.pdf

http://www.edu.gov.on.ca/eng/aboriginal/strategygr01lancircle.pdf

40

predictions about what the story is about.

Read the book aloud to students.

At the end of the story, ask the students to respond to the

author’s question, “What are you going to do about it?” Record

students’ ideas.

Ask students to draw a picture and write about “What they are

going to do to help protect the water?”

Suggestion: Play the Nibi Song while the students are working.

Ne-be Gee Zah- gay- e- goo Water, we love you.

Gee Me-gwetch -wayn ne- me – goo We thank you.

Gee Zah Wayn ne- me- goo We respect you.


Bring students back together.

Say…

“Through their prayer and walking journey (that took over seven

years to complete), Nokomis Josephine and the Water Walkers

show us the importance of water. Their act of carrying water along

the Great Lakes and the St. Lawrence Seaway connects and

inspires us to care for the earth and to be disciples of Jesus.”

Read the last page of the book to students, which explains how

Nokomis Josephine Mandamin and the Mother Earth Water

Walkers began their first water walk in 2003.

The class is encouraged to do their own Water Walk. While you

are walking, take pictures and tweet using the

#JuniorWaterWalkers.


Why was prayer an important part of the journey? As a class, write a prayer inspired by your learning.

http://www.motherearthwaterwalk.com/?attachment_id=2244

https://twitter.com/search?q=%23JuniorWaterWalkers&src=tyah

41



DAY 5: Friday


JUNIOR

BOOK TITLE: The Suitcase

AUTHOR and

ILLUSTRATOR:

Jane G. Meyer

Photo Illustrations by Chiara Pasqualotto

ISBN-13 9781612617763

BOOK DESCRIPTION:

Zeal and excitement are a part of every child. This picture book

celebrates a young boy’s enthusiasm to put into practice the

words of Christ: to feed and clothe the poor; help the needy; and

love one’s neighbor.

As Thomas shows his family the items he has packed into his

suitcase after hearing a stirring homily at church, they marvel at

his inventiveness and loving heart—he is traveling to the Kingdom

of Heaven, and he knows what it takes to get there! Thomas and

his family figure out a way, with his suitcase, to accomplish the

goal that Thomas is so excited about… to arrive at the Kingdom.

MATERIALS:

-Video of book (link)

-Please find slideshow that can

be used to share the lesson with

students (link)

LEARNING GOALS:

Students will:

Reflect on what Jesus calls us to do… To share the Good News through our words, deeds and actions.

Create a list of items that support them in their journey to God.


OCSGE: A Discerning Believer, An Effective Communicator, A

Collaborative Contributor, A Caring Family Member, A Responsible

Citizen

Catholic Social Teaching: Human Dignity, Human Rights and

Responsibility, Promoting the Common Good, Family Life

Scripture Focus: Luke 24:13-35





Language

Oral Communication 1.1

Reading 1.1, 1.3, 1.6

Writing 1.5, 2.1

Consider designing success

criteria with the students prior

to the lesson.

https://www.youtube.com/watch?v=a4y_rA2a-O0

https://docs.google.com/presentation/d/1_eu86hu_J0w14nXEFV567ebyjobmA9nbCBMqmQzn6yg/edit?usp=sharing

42



Begin by playing, “I’m Going on A Trip.”

Create a circle. Go around the circle – begin with the letter “A”

and work through the alphabet. Each student will state one thing

they would like to bring with them on the trip (example.

Student 1: “In my suitcase, I would bring an apple”.

Student 2: “In my suitcase, I would bring a beach towel.”)


Show students the cover of the book and read the title. Ask

students, “What do you think Thomas has packed in his suitcase?”


Ask: “What were some of the things Thomas packed in his suitcase

so that he could travel to the Kingdom of Heaven?”

Create and reflect on the list of items that Thomas packed in his

suitcase on his trip “to Heaven” (to be co-constructed with

students by going back through the book):

applesauce and a spoon, to feed the hungry an extra jacket to give clothes to a kid with nothing to

wear his allowance, to give to someone who needs something a platter, to serve food or bring folks things when they are

sick a little book that is full of prayers, to pray for the whole

wide world a mustard seed to plant, that grows into a gigantic book

full of faith some tape, because sometimes he talks too much and it is

important to listen a tablecloth, for entertaining angels a bar of soap, so that he is clean a hammer, to build things a pearl, in case he meets a merchant a trowel, to dig up hidden treasures

Re-read “Thomas, whether you know it or not, you are smack dab

already in the Kingdom of Heaven…” Discuss what this means.

Remind students that the father says, “Yep, your good and giving

Say, “Thomas and his family

teach us that God’s Kingdom is

all around us and that each of us

have a role to play in sharing the

Good News and loving the world

around us.”

Focus upon the fact that the

Kingdom of God is here… and

what do we need to do to live

according to the Gospel?

What does Jesus call us to be?

“Catholic schools are

communities of accompaniment

where the story of our salvation

is known and shared, offering

the encouragement that comes

from knowing that Jesus walks

with us. In addition to being

places of teaching and learning,

Catholic schools live the Emmaus

experience as they witness to the

Risen Lord. It is important to

recognize that people are at

different stages on that journey.

Jesus provides the model for how

43

heart shows that you have already walked through the gate.”

Discuss what this means.

If students do not bring it up, remind them that the dad says,

“Even though you may be there, Thomas, lots of people have never

heard of this place – and they don’t know how to take such an

amazing journey…”

How are we called to help people to journey to Heaven?

Discuss, “How can we help people to understand that the Kingdom

of Heaven is here on earth?” Jesus calls us to spread the Good

News to others through our words, actions and deeds.

Ask students, “What can you do today that will show the same

type of love that Thomas wanted to show?”

In a small group, have students develop their own list of items for their “suitcase.” What do they need to spread the Good News here on earth? Students must justify why they have chosen each item and come up with a creative way to share their item choices (example. slideshow, poster, actual items in a suitcase).

our schools and parish

communities need to accompany

students and families with great

respect, patience and love,

inviting all to deepen their

understanding of Christ and the

Church.”

(p. 7 Renewing the Promise)


(This may be the next day)

Set up a “gallery walk” for students to view each group’s work.

Students should record the items that they find the most

meaningful on a sticky note.

Exit Ticket

Each student will work independently to create their own list of

items, based on all of that they have seen and thought about.

Please provide each student with this exit ticket (link). Each

student needs to explain how they will use these items to spread

the Good News of Jesus with others, to help others to understand

how the Kingdom of Heaven is at work in our lives right now!


Consider what you can do as a class to spread the Good News to

others. Possible suggestions:

Pack small bags of necessities to give to a local shelter Prepare cards or music and bring them to a home for the

elderly Start a food drive for the local food bank

https://docs.google.com/document/d/13cDbS6MSy34UZy0FRMRAXSSbEV9plCKAaL1GIDiqd-s/edit?usp=sharing

44



DAY 5: Friday


INTERMEDIATE

BOOK TITLE: Helen’s Big World: The Life of Helen Keller

AUTHOR and

ILLUSTRATOR:

Doreen Rappaport

Photo Illustrations by Matt Tavares

ISBN-13 9781484749609

BOOK DESCRIPTION:

This picture book biography is an excellent and accessible

introduction for young readers to learn about one of the world's

most influential luminaries. With her signature style of prose laced

with stirring quotes, Doreen Rappaport brings to life Helen Keller's

poignant narrative. Acclaimed illustrator Matt Tavares beautifully

captures the dynamism and verve of Helen Keller's life and legacy,

making Helen's Big World an unforgettable portrait of a woman

whose vision for innovation and progress changed the world

forever.

MATERIALS:

-Video of book (link)

-Please find slideshow of lesson

that can be shared with students

(link)

-Online hearing loss simulator

(link)

-Jigsaw” activity (link)

Print 5-6 copies of the quotes, preferably on difference colour paper

-Video, “Helen Keller: Her

Amazing Story” (link)

-Biography – graphic organizer

(link)

LEARNING GOALS:

Students will:

Develop an understanding of how all people can make a significant contribution to our world.

Reflect on their own personal contributions to social justice.

Discern about how Jesus accompanies us on our journey through life.


OCSGE:

A Discerning Believer, An Effective Communicator, A Self-Directed

Lifelong Learner, A Collaborative Contributor, A Responsible

Citizen

Catholic Social Teaching: Human Dignity, Human Rights and

Responsibilities, Solidarity

Scripture Focus: Luke 24:13-35


Language

Oral Communication 1.1, 1.2,

2.1, 2.2

Reading 1.1, 1.6, 1.8

Writing 2.1

Consider designing success

https://www.youtube.com/watch?v=NdXYYrqaCl8

https://docs.google.com/presentation/d/1LUXZJjPofd5erBPiWSV6PWKoeHNDfL9KkRsXVXk6bwI/edit?usp=sharing

https://www.phonak.com/ca/en/hearing-loss/signs-of-hearing-loss-and-what-to-do/hearing-loss-simulation.html

https://docs.google.com/document/d/1Xe4E0jGZ1QNAA-P4hMMo_6ug9y0Ay-YQ9L0RR30u8So/edit?usp=sharing

https://www.youtube.com/watch?v=gbCk_DQCOp4

https://www.scholastic.com/content/dam/teachers/blogs/alycia-zimmerman/migrated-files/bio2_my_biography_notes.pdf

45





criteria with the students prior

to the lesson.


Help students to develop an understanding of the frustration that

Helen Keller must have felt by having them “experience” hearing

loss and sight loss, using an online hearing loss simulator (link).

Begin by having students close their eyes. Play the “bird”

simulator, beginning with “severe hearing loss.” Ask students,

“What did you hear?” Next, play the “bird” simulator, at “normal

hearing.” Discuss the difference.

Next, have students close their eyes again. Play the “speech

dialogue.” Begin with “severe hearing loss.” Ask students, “What

do you think they are talking about?” Next, play the “speech

dialogue” simulator at “normal hearing.”

Discuss: How might people with hearing and vision loss feel?

Lonely, isolated, frustrated, etc.

If using the hearing simulator,

turn the volume on your

computer to somewhere in the

“middle” range.

ACTION (During) Approximately 60+ minutes TEACHING TIP

Before reading the book, ask:

Who is Helen Keller? What do you know about her life?


After reading the book discuss the following:

Why was Helen able to accomplish what she did? If Helen can do what she did being blind and deaf, what

can you accomplish?

Have students complete a “jigsaw” activity to more deeply explore

quotes from the novel (link). Print off 5-6 copies of the quotes,

preferably on different colour sheets of paper. Hand out the

quotes. Begin by having all students with the same number quote

meet to discuss their quote (example. all students with #1 quotes

meet in one area of the room). Prompt the discussion by asking,

“How did Helen’s experiences shape her life?” After students have

discussed their same number quotes, students then meet with

The time for the “Action” may

need to be divided as it may take

more than one class period.

https://www.phonak.com/ca/en/hearing-loss/signs-of-hearing-loss-and-what-to-do/hearing-loss-simulation.html

https://docs.google.com/document/d/1Xe4E0jGZ1QNAA-P4hMMo_6ug9y0Ay-YQ9L0RR30u8So/edit?usp=sharing

46

their same colour groups, and discuss each of the quotes that

were handed out in turn.

Watch the video, “Helen Keller: Her Amazing Story” (link).

Students will now find a partner to interview (please use the

graphic organizer). They will interview their partner about

themselves, with a focus on finding out at least one thing their

partner has done to make the world a better place (example, walk

for social justice, bring in food for food drive, visit with the elderly,

etc.). Students will then write a short biography (approximately 1-

2 paragraphs) about their partner.

Once students have written their biographies, they will meet in

small groups (5-6 students) to read the biography they have

written about their classmate, out loud.

Questions to Consider:

What do you do with friends and family in your spare time?

What’s a goal you have for yourself that you want to accomplish?

How have you made a difference at home, at school, in the community?


Read the following excerpt to students:

“On the day of our Lord’s Resurrection, two disciples are leaving

Jerusalem travelling to Emmaus. How are they to interpret what

they have experienced over the previous three days? Along the

road, they encounter Jesus; however, they do not recognize him.

He initiates a conversation by asking them what they were talking

about. This allows them to share their sadness and confusion.

Jesus is quite direct in his response to these disciples… “Oh, how

foolish you are and how slow of heart to believe…” Jesus offers to

accompany them on their journey. They invite Jesus to stay with

them for a meal. As they gather together around the table, it is in

the “breaking of the bread” that their eyes are opened and they

recognize him.

After he vanishes from their sight, they say to one another, “Were

not our hearts burning within us on the road, when he was

opening the scriptures to us?”

On fire with the love of God, they return to Jerusalem to share the

Good News with the other disciples. Jesus encounters and

accompanies the disciples in this Gospel story.

https://www.youtube.com/watch?v=gbCk_DQCOp4

https://www.scholastic.com/content/dam/teachers/blogs/alycia-zimmerman/migrated-files/bio2_my_biography_notes.pdf

47

We are reminded that he is always present in our lives. Walking

alongside the disciples, Jesus engages them in dialogue and in

teaching, and in doing so, nurtures their relationship.”

(Renewing The Promise: A Pastoral Letter for Catholic Education,

p. 5)

Exit Ticket

Have students write about the following:

How did Jesus walk alongside Helen through her life? How does Jesus walk alongside you as you share the Good

News through your actions and words?


Watch the video: The Effective Communicator - featuring Silent

Voice

Discuss:

What are the characteristics of an effective communicator?

How do you communicate truth and love to others?

https://www.sharelife.org/Public/OCSGE

https://www.sharelife.org/Public/OCSGE

48

Living as Joyful Disciples Faith Play Day 2019 As this is a Play Day, it is expected that teams of students will rotate to different stations to participate in the activities. It is meant to be a cooperative activity so that everyone has fun and feels good. The stations are based on the five different sub-themes for Catholic Education Week this year. There are three stations for each theme. If the school is a large one, the organizer may have to use these ideas and create their own to supplement. If the school is smaller, you may select only the number you require for the time allotted. Please feel free to adapt and modify the Play Day as you need to. This outline is intended to assist you, not limit you. Senior students may be invited to serve as group leaders and activity assistants.

Theme One – Rooted in Prayer

Activity One – Praying in Colour Purpose: To help students understand that there are many ways to pray. Materials Needed: -For reference about “Praying in Colour” by Sybil Macbeth, the following website provides templates: https://prayingincolor.com/handouts -Here is a template for “I am the Vine, You are the Branches”: https://drive.google.com/file/d/0B2X6uTHtFUrua25FS1FuTjlsMnc/view Preparation: Read the following to the students so that they understand the purpose of praying in colour and that this is just another expression of our communication with God. Instructions: There are many ways to pray. When we pray with colour, we can think of the thoughts and prayers we hold in our hearts, and offer them up to God as we create. Praying in colour is another form of meditating in prayer, and opening ourselves up to God. Here is a sheet to use for praying in colour today, or you can doodle designs, while thinking of your prayer.

Activity Two – My Own Prayer Book Purpose: To help students see that their lives are rooted in prayer and that God is listening. Materials Needed: -Card stock and paper -Markers, pencils and materials for students to decorate their booklets Preparation: Display an array of prayer cards and booklets that students may see as examples. Introduction to the Activity: There are so many ways to pray and we can bring our creativity to the way we pray. Just like “Praying in Colour” taps our creative spirit, we can also illustrate the prayers that we pray every day and keep a booklet of our favourites. Use the materials provided and create your very own prayer book.

https://prayingincolor.com/handouts

https://drive.google.com/file/d/0B2X6uTHtFUrua25FS1FuTjlsMnc/view

49

Activity Three – Prayers in the Prayer Basket Purpose: To remember the people we love and care about in prayer. Materials Needed: -Coloured paper and card stock -Pencils, markers, crayons -Stickers -Etc. Preparation: Provide decorated baskets to hold the prayer notes from the students. Introduction to the Activity: It is precious to God when we offer up prayers for others. Think about some people that you care for, or some concerns you have. Write them on the prayer notes and put them in these baskets. We will offer these at a school liturgy.

Theme Two – Living in Community

Activity Four – One Voice Purpose: To learn a new song that encourages us to live in harmony. Materials Needed: -The words displayed so everyone can see them -Laptop to play the song -Everyday People (https://www.youtube.com/watch?v=g4UWvcZn5U) Sometimes I’m right and I can be wrong. My own beliefs are in my song. The butcher, the banker, the drummer and then, Makes no difference what group I’m in. I am everyday people, yeah, yeah. There is a blue one who can’t accept the green one. For living with a fat one, trying to be a skinny one. And different strokes for different folks. And so on and so on and Scooby Doo. Oh sha sha, we got to live together. I am no better and neither are you. We are the same, whatever we do. You love me, you hate me, You know me and then, You can’t figure out the bag I’m in. I am everyday people, yeah, yeah.

https://www.youtube.com/watch?v=g4UWvcZn5U

50 There is a long hair that doesn’t like the short hair. For bein’ such a rich one, that will not help the poor one. And different… Preparation: Display the words of the song. Ask students to listen to the song the first time it is played. Students ought to be able to sing the song the second time. Students can also create movement-simple steps to the song. Ask the students what they think the song’s words mean.

Activity Five – Our Community Flag/Symbols of Community Purpose: To create a flag for your school community. Illustrate with colours and a symbol to represent the good things about your school community. Materials Needed: -A prototype of a flag -Large rectangle paper or card stock with dowelling or a straw for the stem -Scribes for younger students, or those who need one Instructions: Looking at examples of flags, create one of your own for our community to celebrate our unity in faith. What are some of the symbols of our faith?

Activity Six – Creating a Community Joy Chain Purpose: To remind students that we are connected in the community of God’s love. Materials Needed: -Strips of construction paper -Pencils -Scissors -Glue/staplers Instructions: Take four strips of construction paper. Think of four ways that you can be a disciple of joy in our community. Write one of your actions on each paper and connect them in circles to add to the chain. Make a point of showing the students the length of the chain and all of the wonderful actions of love, that creates a community of joy.

51

Theme Three – Doing Justice & Creating Hope

Activity Seven – Walking with the Two Feet of Justice Purpose: To give students an understanding that we can act for justice through charity and action. Materials Needed: -Handout of the Two Feet of Justice -Pens, pencils Instructions: Take the template of the Two Feet of Justice (attached) and fill in some ideas of actions that we can do in our community that involve both feet. Explanation of the Activity: Our Catholic faith teaches us that we bring God’s love to the world in two ways; charity and justice. We do justice and create hope when we see the needs of our community from these two positions. For example, we may raise money or canned food for the food bank. This would be a charitable work and walking with the foot of charity. When we research the wages that workers get, and do research about why people need food banks, and then ask questions of our leaders, this would be justice – advocating for others. Prayer Script: Let us begin by listening to a quote from Pope Francis and a prayer for justice. Pope Francis says, “Charity is the soul of the church; it is the reason for its action and the soul of its mission.” Dear God, Help us to be mindful of the needs of others, and give us wisdom to see that sometimes we need to be a voice for the voiceless, and to speak out when we see injustice. Amen. +

52

eeks will find, and the door with be opened to those who knock. (Mt. 7:7-8)

Fill in some actions that you can take in the area of charity and in the area of

justice.

Walking with the Two Feet of Justice

Charity Justice

53

Activity Eight – Justice/Hope Posters Purpose: To identify some actions that we can take in our school community, to make it better for every person. Materials Needed: -Large poster paper -Markers, crayons, pencils -Rulers Instructions: We are going to create posters of caring to be put up around our school. Where do you see a need for a voice for others? Examples might be… “Always use words that raise others up, not put them down” “Share what you have with others” “Take care of our school environment – it is for everyone” “Be a joyful disciple to everyone you meet” “Act and care as Jesus did” “Charity begins at home” “Be the change you want to see” “Care for God’s creation” Make your slogan/message short and engaging. Watch for proper spelling.

Activity Nine – Christian Meditation Purpose: To spend some quiet time with God, remembering that prayer puts us in God’s hand to be better at walking in the feet of justice. Materials Needed: -One chair for each participant, in a circle -Timer chime (if you have one) -Word, Ma-ra-na-tha written out, if necessary Instructions: We are going to experience a type of prayer called meditation. It is a very simple form of prayer. It requires a couple of things: you have to sit with your back straight, your hands on your lap, when you hear the chime, close your eyes. I am not going to close my eyes so if something needs attention, I will take care of it. We are going to breathe deeply in and out and as we do so we will say silently within ourselves a word that is Aramaic (the language that Jesus spoke). The word is, ma-ra-na-tha. Say it with me now aloud, “ma-ra-na-tha.” Four separate syllables. Repeat the word to yourself as you breathe in and out. It means “Come, Lord Jesus” (if you have non-Christian participants, invite them to say, “Breathing in, Breathing out”). I will set the timer for five minutes. When our prayer is completed, I will ask you to open your eyes. Try to keep your body as still as a statue. Let’s begin. Repeat after me. Be Still and Know that I Am God. Be Still and Know that I Am God. Be Still and Know that I Am. Be Still and Know that I Am.

54 Be Still and Know. Be Still and Know. Be Still. Be Still. Be. Be. Ma-ra-na-tha, Come, Lord Jesus. Ring the chime three times to signal beginning of meditation. Turn on timer. Using the timer, allow the students to pray for the allotted time. When the time is completed, say, “Thank you, you may open your eyes” or ring the chime three times at the end. If students are not able to sit still for five minutes, give them a chance to settle, but end the meditation if there is too much noise by the participants. If they are only able to sit for a minute, that is fine. Do not scold the students. Prayer is intended to be a time of grace and not a time of grief. Do not analyze the prayer time. Simply let it be their quiet time with God.

Theme Four – Journeying Together in Faith

Activity Ten – We are One Body in Christ Purpose: We are all part of the Body of Christ, one in faith and love. Materials Needed: -Butcher paper -Paper and pencils to trace hands or faces -Scissors to cut out the creations -Glue to attach them to the poster image of Jesus -You could also use a large shape of a cross Instructions: On a large piece of poster/butcher paper, create a big image of Jesus or a cross. Students create cut-out hand shapes or a picture of their face, to glue into the shape. Put a title across the top, “Journey Together in Faith, We are the One Body in Christ.” Read the scripture passage to the group, emphasizing that we are all part of a faith community (1 Corinthians 12:12-27).

Activity Eleven – Take Care of YOURSELF Purpose: To enjoy a healthy snack and a drink of water. Materials Needed: -Have apples, carrots and celery cut up and water for snack/drink -Do not use bottled water, but have students use their own water bottle, or go to the fountain during this break time to get a drink Grace for Snack: God of all people, Bless the food we share and the joy that we have in our community. Bless the hands that planted the seeds to produce this food, and the hands that harvested these gifts of the earth. We pray for sharing of the abundance of your creation around the world. We make this prayer in Jesus’name. Amen. +

55 Script/Conversation Starter/Reflection: Jesus says that wherever two or three are gathered, he is there in their midst. This meal that we share today, is a meal of joy. Let’s go around our circle, and share about another time that we shared a meal of joy with family or friends. (Be sure each child has a chance to share, or some may choose to pass.)

Activity Twelve – Laughter is a Great Medicine Purpose: To listen to the joy of laughter as a group. Materials Needed: -Just our bodies Instructions: We are going to practice active listening to one another. We lay on the ground in a chain circle. Each person places head on the next person’s stomach. First person says, “ha;” next person says, “ha ha.” Add an extra “ha” each time, until we get to the end of the chain.

Theme Five – Sharing the Good News

Activity Thirteen – The Word Bookmark Purpose: To become familiar with scripture passages. Materials Needed: -Participants -Slips of paper with passages of scripture on them -Card stock cut into long rectangles -Hole punch -Wool -Stickers -Markers -Etc. Samples of Some Passages: Primary Shout aloud and sing for joy!. Isaiah 12:6 My spirit rejoices in God my saviour. Luke 1:47 Shout for you to the Lord, all the earth. Worship the Lord with gladness. Psalm 100 Junior May the God of hope fill you with all joy and peace as you trust in him, so that you may overflow with

hope, by the power of the Holy Spirit. Romans 15:13 These things I have spoken to you, that my joy may be in you, and that your joy may be full. John 15:11 Rejoice in the Lord always, again I will say, Rejoice. Let your gentleness be known to everyone. The

Lord is near. Philippians 4:4-5 Intermediate Though you have not seen him, you love him; and even though you do not see him now, you believe in

him and are filled with an inexpressible and glorious joy. 1 Peter 1:8-9

56 You make known to me, the path of life; in your presence there is fullness of joy; at your right hand are

pleasures forevermore. Psalm 16:11 So also you have sorrow now, but I will see you again, and your hearts will rejoice, and no one will take

your joy from you. John 16:22 Instructions: Students choose passages that speak to them about the joy of the gospel. Write the verse on a bookmark and decorate.

Activity Fourteen – Jesus Brought Joy to His Community Purpose: To explore the gospel stories where Jesus brings joy to others. Materials Needed: -Bibles for reference or scripture narratives printed out on sheets Instructions: In this activity, students can present short dramatic scenes to show the stories of Jesus bringing joy to others. You can ask students to think of stories they may know, or you can suggest some (example. Jesus Turns Water into Wine, John 2:1-11; Jesus Heals the Blind Man, John 9:1-12). Students can present the scenes to each other.

Activity Fifteen – Our Joy List Purpose: To recognize where we find joy in our lives. Materials Needed: -Large sheets of chart paper or butcher paper to make our list of joy -Markers, crayons or pencils Instructions: God desires for all of God’s children, to be happy. Pope Francis gives us some tips on finding happiness: Give yourself to others. Live and let live. Walk softly, be calm. Enjoy leisure. Sunday is for families. Respect nature. Move on, stay positive. Let go and let God. We are now going to create a long list of the many gifts that we have in our lives that give us joy. What brings you joy? Write your joy on the long list that we are making.

♪ Sing, “I’ve got that joy, joy, joy, down in my heart.”

I’ve Got the Joy in My Heart

57 I’ve got the *joy, joy, joy, down in my heart. Where? Down in my heart! Where? Down in my heart! I’ve got the joy, joy, joy, down in my heart. Down in my heart to stay. And I’m so happy. So very happy. I’ve got the love of Jesus in my heart. Down in my heart. And I’m so happy. So very happy. I’ve got the love of Jesus in my heart. *Peace that passes understanding And if the devil doesn’t like it, He can sit on a tack! Ouch! Sit on a tack! Ouch! Sit on a tack! And if the devil doesn’t like it, He can sit on a tack! Ouch! Sit on a tack! And I’m so happy. So very happy. I’ve got the love of Jesus in my heart. Down in my heart. And I’m so happy. So very happy. I’ve got the love of Jesus in my heart.

58

Living Rosary for Catholic Education Week 2019

Planning for a Living Rosary

It is a tradition in the Church to pray the rosary during the months of October and May. During

Catholic Education Week, schools may want to hold a Living Rosary celebration focused on

the Glorious Mysteries. Many students may not know how to pray the rosary so this activity

offers many lessons.

This is a guide and may be adapted for use in your school to fit your community’s need.

You may want to gather the students who will be participating in the Living Rosary by going to

the classroom which is furthest from the place where the rosary will take place. Have a student

(students may take turns leading the procession) hold a statue of Mary at the front of the line

and invite students to follow in procession. Processions are a part of our tradition. It builds an

excitement for the activity. Visit each classroom participating and the number of students will

grow as you move toward the place where the rosary will take place.

Have a table covered with a blue cloth in the middle of the room or at the front of the room.

The statue of Mary can be placed on the table.

You may want to invite students in the school to make flowers out of paper for the event and

have the students place their flowers in vases around the statue or surrounding the table.

Every student who is participating could be asked to make a flower out of tissue paper.

Music can be used to set the atmosphere for the event. Songs like, Hail Mary: Gentle Woman;

Immaculate Mary; Ave Maria; Sing of Mary; Magnificat; Mary’s Song, can be used.

Candles can add some atmosphere. If each child praying a Hail Mary had a candle (non-

flamed) they could flip the switch when it is their turn to pray the Hail Mary, so the light grows

in the room and the students can see the rosary progress. You decide how the community will

follow the progression – you can also have one student holding a sanctuary lamp and move

from person to person.

Put the students who are praying in an oval shape with a crucifix at one end and a statue of

Mary in the centre of the oval on a table. This may be held outdoors if it is warm enough

(however, the sound may not be contained and so the students leading would need to pray

louder than usual so everyone could respond) or in the gym of your school. The pray-ers may

want to lift their hand to indicate it is time for everyone to respond to their prayer as when they

indicate the response to a Psalm at mass.

Be sure that you plan your service keeping in mind how long the students will be required to sit

and be attentive.

59

Select seventy-five students to be pray-ers. Some students will pray: the Sign of the Cross; the

Creed; Our Father; Hail Mary; Glory Be, Fatima Prayer; and will read the summary of the

mystery.

Opening Words of Welcome and Explanation:

Welcome to our Living Rosary for Catholic Education Week. “Long ago when most people

could not read, instead of praying the 150 Psalms, they prayed the Hail Mary 150 times. These

prayers were in groups of ten called decades, and each decade began with an Our Father.

The rosary we pray today has five decades. As we pray a decade, we meditate and reflect on

an event in the life of Jesus, Mary and the church, called mysteries.” The rosary is intended to

be a prayer and a response. The leaders will begin the prayer and all of us will respond by

completing the prayer. When Mary appeared to Francesco, Jacinta and Lucia at Fatima one

hundred years ago, our Lady asked the children to add the Fatima prayer to their Rosary and

we will pray it today too. So let us pray.

The Living Rosary


I believe in God, the Father almighty, creator of Heaven and earth,

And in Jesus Christ, his only Son, our Lord,

Who was conceived by the Holy Spirit, born of the Virgin Mary,

Suffered under Pontius Pilate, was crucified, died and was buried.

He descended into hell;

On the third day he rose again from the dead;

He ascended into Heaven, and is seated at the right hand of God,

The Father almighty; from there he will come to judge the living and the dead.

I believe in the Holy Spirit,

The Holy Catholic Church,

The Communion of Saints,

The forgiveness of sins,

The resurrection of the body,

And life everlasting.

Amen. +

Our Father, who art in Heaven,

Hallowed be thy name.

Thy kingdom come, thy will be done,

On earth as it is in Heaven.

Give us this day our daily bread

And forgive us our trespasses.

As we forgive those who trespass against us

And lead us not into temptation, but deliver us from evil.

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Amen. +

Hail Mary, full of grace, the Lord is with thee.

Blessed are you among women, and blessed is the fruit of your womb, Jesus.

Holy Mary, Mother of God, pray for us sinners,

Now and at the hour of our death.

Amen. +

(repeat three times)

Glory be to the Father and to the Son and to the Holy Spirit;

As it was in the beginning, is now, and will be forever.

Amen. +

The First Joyful Mystery – The Annunciation

The time for the incarnation is at hand. Of all the women, God prepared Mary from her

conception to be the Mother of the Incarnate word – Jesus. The Angel Gabriel announces,

“Hail, full of grace! The Lord is with thee.” Mary wonders at this salutation. The Angel tells Mary

not to be afraid, for she is to bear a son. Mary is troubled by this, but she answers God’s call.

“Be it done to me according to your will.” (Luke 1:26-38)

Let this mystery teach us to have a strong faith in God.”3

Pray one Our Father, ten Hail Marys, one Glory Be and the Fatima Prayer (one student ought

to lead each prayer and the community respond – 13 student leaders in total for each decade

plus 1 to announce the mystery).

The Fatima Prayer – O my Jesus, forgive us our sins, save us from the powers of hell, and

lead all souls to Heaven, especially those in most need of your mercy. Amen. +

The Second Joyful Mystery – The Visitation

Mary’s cousin, Elizabeth, conceived a son in her old age. It was a miracle. Mary goes to visit

Elizabeth, and the baby in Elizabeth’s womb jumps for joy in the presence of Mary with the

baby Jesus, within her womb. Elizabeth was filled with the Holy Spirit and proclaimed,

“Blessed are you among women and blessed is the fruit of your womb.”

Let this mystery teach us about the joy of Jesus to others.4


3 Marian Devotions in the Domestic Church: Family Activities by Catherine & Peter Fournier, page 12


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to lead each prayer and the community respond – 13 student leaders in total for each decade plus 1 to announce the mystery).

The Third Joyous Mystery – The Nativity

In those days, a decree went out from Emperor Augustus that all the world should be

registered. This was the first registration and was taken while Quirinius was Governor of Syria.

All went to their own towns to be registered. Joseph also went from the town of Nazareth in

Galilee to Judea, to the city of David called Bethlehem, because he was descended from the

house and family of David. He went to be registered with Mary, to whom he was engaged and

who was expecting a child. While they were there, the time came for her to deliver her child.

And she gave birth to her firstborn son, and wrapped him in bands of cloth, and laid him in a

manger, because there was no place for them in the inn. (Luke 2:1-7)

Let this mystery teach us to support families.”5

Pray one Our Father, ten Hail Marys, one Glory Be and the Fatima Prayer (one student ought to lead each prayer and the community respond – 13 student leaders in total for each decade plus 1 to announce the mystery). The Fourth Joyous Mystery – The Presentation of Jesus in the Temple

The time for Joseph and Mary to present Jesus at the temple, as was their custom. A man

named Simeon was there and he was a Holy man who looked forward to God’s salvation of

Israel. The Holy Spirit revealed to Simeon that he would not die until he had set eyes on the

Messiah. When Simeon saw Jesus and his parents, he took him into his arms and gave praise

to God. Mary and Joseph were amazed by what Simeon said about their son.

Let this mystery teach us to follow Simeon’s example of praising God and receiving the Holy

Spirit.6




The Fifth Joyous Mystery – The Finding of Jesus in the Temple

Every year, Joseph and Mary went to Jerusalem for the Feast of the Passover. When Jesus

was 12 years old, he went with his parents. There were great crowds there. When the feast

was over and his parents left, Jesus stayed behind. Joseph and Mary spent three days

searching for their son. They found him in the temple, sitting among teachers and asking

questions. All who heard him were amazed by his answers and wisdom. His parents were

astonished to see him there. They asked Jesus why he had treated them like this, as they

were so worried. Jesus said to them, “Why were you searching for me? Did you not know that I



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must be in my father’s house?” They did not understand. Jesus went back to Nazareth with his

parents and was obedient to them.

Let this mystery teach us to learn all we can from Jesus and our parents.7




Once the rosary is complete you may want to introduce your students to a May crowning. Have

a crown made of flowers created by a class/florist shop. Place the crown on Mary’s head. This

can also happen when the Fifth Joyous Mystery is announced as the Coronation of Mary as

Queen of Heaven.

To conclude the Living Rosary use this prayer or another suitable prayer.

The Memorare

Remember, O most gracious Virgin Mary,

That never was it known that anyone who fled to your protection,

Implored your help, or sought your intercession was left unaided.

Inspired by this confidence, we fly unto you,

O Virgin, or virgins, our Mother!

To you we come,

Before you we stand,

Sinful and sorrowful.

O Mother of the word incarnate,

Despise not our petitions,

But in your mercy hear and answer us.

Amen. +

In the name of the Father, and of the Son, and of the Holy Spirit. Amen. +

A number of traditions are included in this celebration:

A procession/pilgrimage – to bring students to the place of the Living Rosary

Setting up a temporary May shrine with flowers

Praying the rosary in May

Reflecting on the mysteries of the rosary

Singing traditional Marian hymns

A May crowning – placing a crown of flowers on Mary’s head during the Fifth Joyous Mystery


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Quotes for Living as Joyful Disciples

“Although you have not seen him, you love him; and even though you do not see him now, you

believe in him and rejoice with an indescribable and glorious joy.” 1 Peter 1:8

“Do not abandon yourselves to despair. We are the Easter people and Hallelujah is our song.”

Pope John Paul II

“If you are joyful, do not worry about lukewarmess. Joy will shine in your eyes and in your look, in your

conversation and in your countenance. You will not be able to hide it, because joy overflows.”

Saint Mother Teresa

“A joyful heart is the normal result of a heart burning with love. She gives most who gives with joy.”

Saint Mother Teresa

“There are souls in this world who have the gift of finding joy everywhere and leaving it behind them when they

go.”

Frederick William Faber

“… God is there and is good. That it is good to live and to be a human being. This results then, in the courage to

rejoice, which in turn becomes commitment to making sure that other people too can rejoice and receive good

news.”

Pope Benedict XVI

“But let all who take refuge in you rejoice; let them ever sing for joy, and spread your protection over them, that

those who love your name may exult in you. For you bless the righteous, O LORD; you cover him with favor as

with a shield.”

(Ps 5:11-12)

“Steadfast love surrounds those who trust in the Lord. Be glad in the Lord and rejoice, O righteous, and shout for

joy, all you upright of heart.”

(Ps 32:11)

“Rejoice in the Lord, O you righteous. Praise befits the upright. Praise the Lord with the lyre, make melody to

him with the harp of ten strings. Sing to him a new song; play skillfully on the strings with loud shouts.”

(Ps 33:1-3)

“Clap your hands, all peoples! Shout to God with loud songs of joy!”

(Ps 47:1)

“Restore in me the joy of your salvation, and sustain in me a willing spirit.”

(Ps 51:12)

“My soul will be satisfied as with fat and rich food, and my mouth will praise you with joyful lips, when I

remember you upon my bed, and meditate on you in the watches of the night; for you have been my help, and in

the shadow of your wings I will sing for joy.”

(Ps 63:5-7)

“My refuge and my fortress; my God in whom I trust.”

(Ps 91:2)

64 “I thank you that you have answered me and have become my salvation. The stone that the builders rejected has

become the chief cornerstone. This is the Lord’s doing; it is marvelous in our eyes. This is the day that the Lord

has made; let us rejoice and be glad in it.”

(Ps 118: 21-24).

“Our help is in the name of the Lord, who made heaven and earth.”

(Ps 124:8)

“… Shout, and sing for joy, O inhabitant of Zion, for great in your midst is the Holy One of Israel.”

(Isaiah 12:6)

“Do not be grieved, for the joy of the LORD is your strength.’”

(Nehemiah 8:10)

“Just so, I tell you, there will be more joy in heaven over one sinner who repents than over ninety-nine righteous

persons who need no repentance.”

(Lk 15:7)

“Very truly, I tell you, if you ask anything of the Father in my name, he will give it to you. Until now you have

not asked for anything in my name. Ask and you will receive, so that your joy may be complete.”

(Jn 16:23b-24)

“Be joyful in hope, patient in affliction, faithful in prayer.”

(Rom 12:12)

“For the kingdom of God is not food and drink but righteousness and peace and joy in the Holy Spirit.”

(Rom 14:17)

“May the God of hope fill you with all joy and peace in believing, so that by the power of the Holy Spirit you

may abound in hope.”

(Rom 15:13)

“Though you have not seen him, you love him. Though you do not now see him, you believe in him and rejoice

with joy that is inexpressible and filled with glory, obtaining the outcome of your faith, the salvation of your

souls.”

(1 Pet 1:8-9)

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