Catholic Education in Ontario



Catholic Education Week 2019: Living as Joyful DisciplesSharing the Good NewsDAY 5: FridaySuggested Grade Level:PRIMARYBOOK TITLE:The Water Walkercenter7302500AUTHOR andILLUSTRATOR:Joanne RobertsonISBN-139781772600384BOOK 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-VideosThe Great Lakes and the Water Walker – Google Earth in the ClassroomGoogle Earth – Blue GoldLEARNING GOALS:Students will:Participate in a talking circleReflect on how they can help to protect the waterShare their reflections with Nokomis Josephine Mandamin, a Mother Earth Water WalkerCATHOLIC CONNECTIONS:OCSGE:A Discerning Believer, An Effective Communicator, A Reflective, Creative and Holistic Thinker, A Responsible CitizenCatholic Social Teaching: Human Dignity, Solidarity, Human Rights and Responsibilities, Care for CreationScripture Focus: “Then they told what had happened on the road.” Luke 24:35R.E. Curriculum: Believing, Living in Solidarity, Living in Communion, Living a Moral LifeFully Alive Curriculum: Themes – Living in Relationship, Growing in Commitment, Created and loved by GodMINISTRY CURRICULUM LINKS:LanguageOral Communication 1.1, 1.2, 2.1, 2.4Reading 1.1, 1.6, 1.8Writing 2.1MINDS ON (Before) Approximately 15 minutesTEACHING TIPPost on the WhiteBoard or chart paper:“Then they told what had happened on the road.” Luke 24:35Begin 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 CircleRoad 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 minutesTEACHING TIPStand 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 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 minutesTEACHING TIPBring 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 STEPSTEACHING TIPWhy was prayer an important part of the journey?As a class, write a prayer inspired by your learning.Catholic Education Week 2019: Living as Joyful DisciplesSharing the Good NewsDAY 5: FridaySuggested Grade Level:JUNIORBOOK TITLE:The Suitcasecenter6350000AUTHOR andILLUSTRATOR:Jane G. MeyerPhoto Illustrations by Chiara PasqualottoISBN-139781612617763BOOK 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 CitizenCatholic Social Teaching: Human Dignity, Human Rights and Responsibility, Promoting the Common Good, Family LifeScripture Focus: Luke 24:13-35R.E. Curriculum: Believing, Living in Solidarity, Living in Communion, Living a Moral LifeFully Alive Curriculum: Themes – Living in Relationship, Growing in Commitment, Created and loved by GodMINISTRY CURRICULUM LINKS:LanguageOral Communication 1.1Reading 1.1, 1.3, 1.6Writing 1.5, 2.1Consider designing success criteria with the students prior to the lesson.MINDS ON (Before) Approximately 10 minutesTEACHING TIPBegin 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 minutesTEACHING TIPShow 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 hungryan extra jacket to give clothes to a kid with nothing to wearhis allowance, to give to someone who needs somethinga platter, to serve food or bring folks things when they are sicka little book that is full of prayers, to pray for the whole wide worlda mustard seed to plant, that grows into a gigantic book full of faithsome tape, because sometimes he talks too much and it is important to listena tablecloth, for entertaining angelsa bar of soap, so that he is cleana hammer, to build thingsa pearl, in case he meets a merchanta trowel, to dig up hidden treasuresRe-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 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).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 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 minutesTEACHING 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 TicketEach 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 with others, to help others to understand that we are living in the Kingdom of Heaven right now!NEXT STEPSTEACHING TIPConsider 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 shelterPrepare cards or music and bring them to a home for the elderlyStart a food drive for the local food bankCatholic Education Week 2019: Living as Joyful DisciplesSharing the Good NewsDAY 5: FridaySuggested Grade Level:INTERMEDIATEBOOK TITLE:Helen’s Big World: The Life of Helen Kellercenter6350000AUTHOR andILLUSTRATOR:Doreen RappaportPhoto Illustrations by Matt TavaresISBN-139781484749609BOOK 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 CitizenCatholic Social Teaching: Human Dignity, Human Rights and Responsibilities, SolidarityScripture Focus: Luke 24:13-35R.E. Curriculum: Believing, Living in Solidarity, Living in Communion, Living a Moral LifeFully Alive Curriculum: Themes – Living in Relationship, Growing in Commitment, Created and loved by GodMINISTRY CURRICULUM LINKS:LanguageOral Communication 1.1, 1.2, 2.1, 2.2Reading 1.1, 1.6, 1.8Writing 2.1Consider designing success criteria with the students prior to the lesson.MINDS ON (Before) Approximately 10 minutesTEACHING TIPHelp 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+ minutesTEACHING TIPBefore 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 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.The time for the “Action” may need to be divided as it may take more than one class period.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 minutesTEACHING TIPRead 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.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 TicketHave 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 STEPSTEACHING TIPWatch the video: The Effective Communicator - featuring Silent VoiceDiscuss:What are the characteristics of an effective communicator?How do you communicate truth and love to others? ................
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