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Catholic Education Week 2020: Igniting HopeOur Hope in ChristDAY 1: MondaySuggested Grade Level:PRIMARYBOOK TITLE:Emmanuel’s Dream:The True Story of Emmanuel Ofosu Yeboahcenter6350000AUTHOR andILLUSTRATOR:Laurie Ann ThompsonPhoto Illustrations by Sean QuallsISBN-139780449817445BOOK DESCRIPTION:Emmanuel’s Dream: The True Story of Emmanuel Ofosu Yeboah is the inspiring story of a West African youth who pursued an education, helped support his family and became a record-setting cyclist in spite of a disability, and traces his ongoing achievements as an activist. Although he was born with one misshapen leg, Emmanuel Ofosu Yeboah pursued life with a tenacity that helped accomplish all that he sets his mind to. Encouraged by his mother who told him to pursue his dreams, regardless of his handicap, this story is an inspiring true story of triumph over adversity.MATERIALS:-Chart paper-Notebooks-Bibles-Student devices/SmartBoardLEARNING GOALS:Students will explain how having hope in Christ, is shown in the story.Students will create a comparison chart of how they are similar to, and different than Emmanuel.CATHOLIC CONNECTIONS:OCSGE: A Caring Family Member, An Effective CommunicatorCatholic Social Teaching: Human Dignity, Respect for Life, Family Community, ParticipationR.E. Curriculum: Hope Expectations ML 2, 5; LS 1; LC 1Fully Alive Curriculum: Themes 1, 2, 4, 5MINISTRY CURRICULUM LINKS:Oral SE 1.4, 1.5Reading SE 1.5, 1.7Writing SE 2.2, 2.5MINDS ON (Before) Approximately 20 minutesPAUSE & PONDERBegin with prayer:God of Compassion,In Jesus Christ, you cared for those who faced challenges in their lives.Though all of us need help, give special care to those with different abilities.By our concern, may they know the love you have for them, and come to trust in you, through Jesus Christ, who came to heal.Amen.Success CriteriaStudents are able to give a specific example of how hope is shown in the story (example. hope as in repetition/constancy is shown, when Emmanuel’s initiative and perseverance shines through).What does the word HOPE mean? What does HOPE IN CHRIST more specifically mean? Teachers may want to record meanings for students before discussing last question in After Reading section.To introduce the story, Emmanuel’s Dream, ask the students to predict what they think the story might be about, by looking at the cover and thinking about the title.What questions do you have about Emmanuel before reading the story? What would you like to know more about Emmanuel, by reading this book?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?Discussion PointsHope can be an action to imply regular practicing of one’s faith. In the collective, Hope is almost seen as a possession that we all have if we practice our faith.If your students have firsthand experience with disability, 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.ACTION (During) Approximately 20 minutesPAUSE & PONDERAs 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 Emmanuel (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.Consider posing a few guiding questions, such as:What do people think of Emmanuel at the beginning of the story? How do you think that makes him feel?How does Emmanuel see himself? Does he seem disabled to you?How is Emmanuel showing bravery?How do the illustrations show hope, inspiration, courage and perseverance?Brainstorm big ideas such as these on SmartBoard or chart paper for use, later in the Consolidation activity.CONSOLIDATION (After) Approximately 20-30 minutesPAUSE & PONDERHow is the theme of today, “Our Hope in Christ,” demonstrated in this story, even though Christ is not mentioned by name?Writing (Student Choice)How are you similar to and different than Emmanuel? (you may invite students to include illustrations using a comparison chart)May take notice that the name “Emmanuel” means “God with us.” Do you see a special connection there?Catholic Education Week 2020: Igniting HopeOur Hope in ChristDAY 1: MondaySuggested Grade Level:JUNIORBOOK TITLE:Emmanuel’s Dream:The True Story of Emmanuel Ofosu Yeboahcenter7747000AUTHOR andILLUSTRATOR:Laurie Ann ThompsonPhoto Illustrations by Sean QuallsISBN-139780449817445BOOK DESCRIPTION:Emmanuel’s Dream: The True Story of Emmanuel Ofosu Yeboah is the inspiring story of a West African youth who pursued an education, helped support his family and became a record-setting cyclist in spite of a disability, and traces his ongoing achievements as an activist. Although he was born with one misshapen leg, Emmanuel Ofosu Yeboah pursued life with a tenacity that helped accomplish all that he sets his mind to. Encouraged by his mother who told him to pursue his dreams, regardless of his handicap, this story is an inspiring true story of triumph over adversity.MATERIALS:-Chart paper-Notebooks-Bibles-Student devices/SmartBoardLEARNING GOALS:Students will explain how having hope in Christ is shown in the story.Students will create a positive message of hope to share with others.CATHOLIC CONNECTIONS:OCSGE: A Caring Family Member, An Effective CommunicatorCatholic Social Teaching: Human Dignity, Respect for Life, Family Community, ParticipationR.E. Curriculum: Hope Expectations ML 2, 5; LS 1; LC 1Fully Alive Curriculum: Themes 1, 2, 4, 5MINISTRY CURRICULUM LINKS:Oral SE 1.4, 1.5Reading SE 1.5, 1.7Writing SE 2.2, 2.5MINDS ON (Before) Approximately 20 minutesPAUSE & PONDERBegin with prayer:God of Compassion,In Jesus Christ, you cared for those who faced challenges in their lives.Though all of us need help, give special care to those with different abilities.By our concern, may they know the love you have for them, and come to trust in you, through Jesus Christ, who came to heal.Amen.Success CriteriaStudents are able to give a specific example of how hope is shown in the story (example. hope as in repetition/constancy is shown, when Emmanuel’s initiative and perseverance shines through).What does the word HOPE mean? What does HOPE IN CHRIST more specifically mean? Teachers may want to record meanings for students before discussing last question in After Reading section.To introduce the story, Emmanuel’s Dream, ask the students to predict what they think the story might be about, by looking at the cover and thinking about the title.What questions do you have about Emmanuel before reading the story? What would you like to know more about Emmanuel, by reading this book?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?Discussion PointsHope can be an action to imply regular practicing of one’s faith. In the collective, Hope is almost seen as a possession that we all have if we practice our faith.If your students have firsthand experience with disability, 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.ACTION (During) Approximately 20 minutesPAUSE & PONDERAs 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 Emmanuel (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.Consider posing a few guiding questions, such as:What do people think of Emmanuel at the beginning of the story? How do you think that makes him feel?How does Emmanuel see himself? Does he seem disabled to you?Why do you think Emmanuel wanted to bike across Ghana? What were the steps he took to achieve his goal?How do the illustrations show hope, inspiration, courage and perseverance?Brainstorm big ideas such as these on SmartBoard or chart paper for use, later in the Consolidation activity.CONSOLIDATION (After) Approximately 20-30 minutesPAUSE & PONDERHow is the theme of today, “Our Hope in Christ,” demonstrated in this story, even though Christ is not mentioned by name?Writing (Student Choice)Think about Emmanuel’s powerful message: disability does not mean inability. Write Emmanuel’s message in your own words.What positive and/or powerful message of hope would you like to share with others? (you may invite students to include illustrations)May take notice that the name “Emmanuel” means “God with us.” Do you see a special connection there?Catholic Education Week 2020: Igniting HopeOur Hope in ChristDAY 1: MondaySuggested Grade Level:INTERMEDIATEBOOK TITLE:Emmanuel’s Dream:The True Story of Emmanuel Ofosu Yeboahcenter7366000AUTHOR andILLUSTRATOR:Laurie Ann ThompsonPhoto Illustrations by Sean QuallsISBN-139780449817445BOOK DESCRIPTION:Emmanuel’s Dream: The True Story of Emmanuel Ofosu Yeboah is the inspiring story of a West African youth who pursued an education, helped support his family and became a record-setting cyclist in spite of a disability, and traces his ongoing achievements as an activist. Although he was born with one misshapen leg, Emmanuel Ofosu Yeboah pursued life with a tenacity that helped accomplish all that he sets his mind to. Encouraged by his mother who told him to pursue his dreams, regardless of his handicap, this story is an inspiring true story of triumph over adversity.MATERIALS:-Chart paper-Notebooks-Bibles-Computers/SmartBoardLEARNING GOALS:Students will explain how having hope in Christ is shown in the story.Students will create a story showcasing an encounter with Emmanuel.CATHOLIC CONNECTIONS:OCSGE: A Caring Family Member, An Effective CommunicatorCatholic Social Teaching: Human Dignity, Respect for Life, Family Community, ParticipationR.E. Curriculum: Hope Expectations ML 2, 5; LS 1; LC 1Fully Alive Curriculum: Themes 1, 2, 4, 5MINISTRY CURRICULUM LINKS:Oral SE 1.4, 1.5Reading SE 1.5, 1.7Writing SE 2.2, 2.5MINDS ON (Before) Approximately 20 minutesPAUSE & PONDERBegin with prayer:God of Compassion,In Jesus Christ, you cared for those who faced challenges in their lives.Though all of us need help, give special care to those with different abilities.By our concern, may they know the love you have for them, and come to trust in you, through Jesus Christ, who came to heal.Amen.Success CriteriaStudents are able to give a specific example of how hope is shown in the story (example. hope as in repetition/constancy is shown, when Emmanuel’s initiative and perseverance shines through).What does the word HOPE mean? What does HOPE IN CHRIST more specifically mean? Teachers may want to record meanings for students before discussing last question in After Reading section.Have you ever experienced someone who has shown you hope in their actions?To introduce the story, Emmanuel’s Dream, 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?Discussion PointsHope can be an action to imply regular practicing of one’s faith. In the collective, Hope is almost seen as a possession that we all have if we practice our faith.If your students have firsthand experience with disability, 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.ACTION (During) Approximately 20 minutesPAUSE & PONDERAs 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 Emmanuel (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 relationship between Emmanuel and his mother develops, and to comment on the absence of his father.Consider posing a few guiding questions, such as:Does the setting of the story influence your understanding of how disabilities at birth are treated?How do you think Emmanuel’s father leaving them, will affect his journey through the story?How does Mama Comfort’s illness motivate Emmanuel?Why is it so important that Emmanuel reached out to other children with challenges such as his own?Why do you think Emmanuel talked with important leaders in the community as well?Brainstorm big ideas such as these on SmartBoard or chart paper for use, later in the Consolidation activity.CONSOLIDATION (After) Approximately 20-30 minutesPAUSE & PONDERHow do you feel when you are hearing about Emmanuel progressing through increasingly challenging tasks?How is the theme of today, “Our Hope in Christ,” demonstrated in this story, even though Christ is not mentioned by name?Writing (Student Choice)Emmanuel spoke with many on his journey wearing his “Pozo” shirt. In the role of a 13 year old child that Emmanuel would have stopped to talk to, tell the story of that encounter and what life was like before and after the meeting.You may invite students to include illustrations in the style of Sean Qualls.Journal reflections are also an option for the consolidation. ................
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