i
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
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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
Doing Justice & Creating Hope
Journeying Together in Faith
Sharing the Good News
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. +
In the name of the Father, and of the Son and of the Holy Spirit. Amen. +
Recessional Hymn: Sing a new song or Lord of the Dance
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Catholic Education Week 2019: Living as Joyful Disciples
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.
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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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Catholic Education Week 2019: Living as Joyful Disciples
Rooted in Prayer
DAY 1: Monday
Suggested Grade Level:
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.
CATHOLIC CONNECTIONS:
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
MINISTRY CURRICULUM LINKS:
Language Arts 1.4, 1.5, 1.2, 3.1, 4.2
MINDS ON (Before) Approximately 40 minutes PAUSE & PONDER
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/.
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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?
ASSESSMENT FOR LEARNING
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.
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ACTION (During) Approximately 45 minutes PAUSE & PONDER
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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Catholic Education Week 2019: Living as Joyful Disciples
Rooted in Prayer
DAY 1: Monday
Suggested Grade Level:
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.
CATHOLIC CONNECTIONS:
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
MINISTRY CURRICULUM LINKS:
Oral SE 1.5, 1.8
Reading SE 1.5, 1.7
Writing SE 2.2, 2.5
MINDS ON (Before) Approximately 40 minutes PAUSE & PONDER
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).
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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?
ACTION (During) Approximately 45 minutes PAUSE & PONDER
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.
CONSOLIDATION (After) Approximately 15 minutes PAUSE & PONDER
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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Catholic Education Week 2019: Living as Joyful Disciples
Living in Community
DAY 2: Tuesday
Suggested Grade Level:
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.
CATHOLIC CONNECTIONS:
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
MINISTRY CURRICULUM LINKS:
Language Oral OE 1, 2
Reading 1.6, 1.8
Writing OE 1.5, 1.6, 2.3, 3.8
MINDS ON (Before) Approximately 10 minutes PAUSE & PONDER
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.
ACTION (During) Approximately 15 minutes PAUSE & PONDER
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.
CONSOLIDATION (After) Approximately 15 minutes PAUSE & PONDER
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?
Catholic Education Week 2019: Living as Joyful Disciples
Living in Community Suggested Grade Level:
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.
CATHOLIC CONNECTIONS:
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
MINISTRY CURRICULUM LINKS:
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.
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
Catholic Education Week 2019: Living as Joyful Disciples
Living in Community
DAY 2: Tuesday
Suggested Grade Level:
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
CATHOLIC CONNECTIONS:
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
MINDS ON (Before) Approximately 10 minutes TEACHING TIP
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
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.
ACTION (During) Approximately 10 minutes TEACHING TIP
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.
CONSOLIDATION (After) Approximately 35 minutes TEACHING TIP
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).
NEXT STEPS TEACHING TIP
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
Catholic Education Week 2019: Living as Joyful Disciples
Doing Justice & Creating Hope
DAY 3: Wednesday
Suggested Grade Level:
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.
CATHOLIC CONNECTIONS:
OCSGE:
A Self-Directed, Responsible, Lifelong Learner, A Responsible Citizen
Catholic Social Teaching: Community and the Common Good
Scripture Focus: Matthew 12:18
MINISTRY CURRICULUM LINKS:
Language Arts
Reading 1.5, 1.6
Writing 1.1, 1.2
16
MINDS ON (Before) Approximately 10 minutes PAUSE & PONDER
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.
ASSESSMENT FOR LEARNING
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
ACTION (During) Approximately 25 minutes PAUSE & PONDER
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
participation in the group
discussion.
BULLYING
NOW
STAND UP SPEAK OUT
17
brainstorm possible responses/actions they could share for dealing with
bullying.
CONSOLIDATION (After) Approximately 20 minutes PAUSE & PONDER
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
participation in the group
discussion and their ability to
work independently and with
others.
18
Catholic Education Week 2019: Living as Joyful Disciples
Doing Justice & Creating Hope
DAY 3: Wednesday
Suggested Grade Level:
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.
CATHOLIC CONNECTIONS:
OCSGE:
1 (a), (d), 2 (a), (c), a (b), (c), 5 (a)
Catholic Social Teaching: Solidarity, Common Good, Promotion of Peace
Scripture Focus: Matthew 25:34-40
R.E. Curriculum: Hope Expectations BL 1,3; ML 1,5; LC 1,2; LSI
Fully Alive Curriculum: Themes – 1, 2, 4, 5
MINISTRY CURRICULUM LINKS:
Oral 1.2, 1.3, 1.5, 1.7
Reading 1.5, 1.7
Writing 1.2, 1.5, 1.6
MINDS ON (Before) Approximately 10 minutes PAUSE & PONDER
Students will:
1. Using Notebook software/board/chart paper, introduce theme: Serving in the Love of Christ… Serve with Justice.
2. Introduce essential question: “How can I serve God and others more justly with all my heart?”
3. Read Matthew 25:34-40 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
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?
ACTION (During) Approximately 25 minutes PAUSE & PONDER
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?
CONSOLIDATION (After) Approximately 20 minutes PAUSE & PONDER
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: _______________
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
Catholic Education Week 2019: Living as Joyful Disciples
Doing Justice & Creating Hope
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.
24
CATHOLIC CONNECTIONS:
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
MINISTRY CURRICULUM LINKS:
Oral OE 1,2
Reading OE 1
Writing OE 2
MINDS ON (Before) Approximately 10 minutes PAUSE & PONDER
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
ACTION (During) Approximately 20 minutes PAUSE & PONDER
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
25
sidebar.
Guiding Questions for Think/Pair/Share
Can you think of a time when someone prejudged you before getting to know you? How did it make you feel?
Can you think of a time when you prejudged someone else? How did you feel when you discovered the truth?
2. Explain the definition of discrimination to the students. See sidebar.
Prejudice + Power = DISCRIMINATION
Guiding Questions for Think/Pair/Share
What individual acts of discrimination have you seen at school?
What about examples of systemic discrimination?
Source for definitions:
Harmony Education Series, Educator’s 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.
CONSOLIDATION (After) Approximately 15 minutes PAUSE & PONDER
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
27
Catholic Education Week 2019: Living as Joyful Disciples
Journeying Together in Faith
DAY 4: Thursday
Suggested Grade Level:
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).
CATHOLIC CONNECTIONS:
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
MINISTRY CURRICULUM LINKS:
Language
The Arts
28
MINDS ON (Before) Approximately 15 minutes TEACHING TIP
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.
ACTION (During) Approximately 15 minutes TEACHING TIP
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.
30
Catholic Education Week 2019: Living as Joyful Disciples
Journeying Together in Faith
DAY 4: Thursday
Suggested Grade Level:
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
MINISTRY CURRICULUM LINKS:
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
MINDS ON (Before) Approximately 10 minutes TEACHING TIP
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
32
as well as in smaller towns and villages.
7. FALSE. Everyone has a part to play in ending homelessness.
ACTION (During) Approximately 15 minutes TEACHING TIP
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?
CONSOLIDATION (After) Approximately 15-20 minutes TEACHING TIP
“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.
NEXT STEPS TEACHING TIP
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
Catholic Education Week 2019: Living as Joyful Disciples
Journeying Together in Faith
DAY 4: Thursday
Suggested Grade Level:
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.
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
MINISTRY CURRICULUM LINKS:
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
MINDS ON (Before) Approximately 10 minutes TEACHING TIP
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.
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.
ACTION (During) Approximately 15 minutes TEACHING TIP
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?
CONSOLIDATION (After) Approximately 15-20 minutes TEACHING TIP
“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.
NEXT STEPS TEACHING TIP
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
Catholic Education Week 2019: Living as Joyful Disciples
Sharing the Good News
DAY 5: Friday
Suggested Grade Level:
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
CATHOLIC CONNECTIONS:
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
MINISTRY CURRICULUM LINKS:
Language
Oral Communication 1.1, 1.2,
2.1, 2.4
Reading 1.1, 1.6, 1.8
Writing 2.1
39
R.E. Curriculum: Believing, 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
MINDS ON (Before) Approximately 15 minutes TEACHING TIP
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)
ACTION (During) Approximately 25 minutes TEACHING TIP
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
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.
CONSOLIDATION (After) Approximately 20 minutes TEACHING TIP
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.
NEXT STEPS TEACHING TIP
Why was prayer an important part of the journey? As a class, write a prayer inspired by your learning.
41
Catholic Education Week 2019: Living as Joyful Disciples
Sharing the Good News
DAY 5: Friday
Suggested Grade Level:
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.
CATHOLIC CONNECTIONS:
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
R.E. Curriculum: Believing, Living in Solidarity, Living in
Communion, Living a Moral Life
Fully Alive Curriculum: Themes – Living in Relationship, Growing
MINISTRY CURRICULUM LINKS:
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.
42
in Commitment, Created and loved by God
MINDS ON (Before) Approximately 10 minutes TEACHING TIP
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.”)
ACTION (During) Approximately 40 minutes TEACHING TIP
Show students the cover of the book and read the title. Ask
students, “What do you think Thomas has packed in his suitcase?”
Read the book aloud to students.
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
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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)
CONSOLIDATION (After) Approximately 25 minutes TEACHING TIP
(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!
NEXT STEPS TEACHING TIP
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
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Catholic Education Week 2019: Living as Joyful Disciples
Sharing the Good News
DAY 5: Friday
Suggested Grade Level:
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.
CATHOLIC CONNECTIONS:
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
MINISTRY CURRICULUM LINKS:
Language
Oral Communication 1.1, 1.2,
2.1, 2.2
Reading 1.1, 1.6, 1.8
Writing 2.1
Consider designing success
45
R.E. Curriculum: Believing, 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
criteria with the students prior
to the lesson.
MINDS ON (Before) Approximately 10 minutes TEACHING TIP
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?
Read the book aloud to students.
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.
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?
CONSOLIDATION (After) Approximately 15 minutes TEACHING TIP
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.
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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?
NEXT STEPS TEACHING TIP
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?
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.
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.
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
In the name of the Father, and of the Son and of the Holy Spirit. Amen. +
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
Pray one Our Father, ten Hail Marys, one Glory Be and the Fatima Prayer (one student ought
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
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 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
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).
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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63
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)