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Grade 9 Religion Adapted for

English Language Learners

"I was a stranger and you made me welcome" (Mt. 25:35).

Dufferin-Peel Religion Writing TeamGrade 9 Religion Program Adapted for ESLAO/BO/CO/DO/EO

Be With Me

Introduction

Original Unit DevelopersAgata Bojarska St. Marcellinus S.S., Dufferin-Peel Catholic DSB

DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD APRIL 2009 1

Christy DiBlasio St. A. Gonzaga S.S., Dufferin-Peel Catholic DSBRhonda Fox John Cabot C.S.S., Dufferin-Peel Catholic DSBLisa Melo Newcomer Reception and Assessment Centre, DPCDSB Melissa Ouellette St. Edmund Campion S.S., Dufferin-Peel Catholic DSBJoann Rossitter Our Lady of Mt. Carmel S.S., DPCDSBDan Reidy Program Coordinator, ESL

Development Date: April 2009

Unit Titles*The source of all unit titles and expectations is the Ontario Catholic Secondary Curriculum Policy Document for Religious Education.

1. Scripture (corresponds with Introductory Unit developed by DPCDSB)2. Profession of Faith (corresponds with Units 1 & 2 of Be With Me)3. Christian Moral Development (corresponds with Units 5, 6, 7 of Be With Me)4. Prayer and Sacramental Life (corresponds with Unit 3 of Be With Me)5. Family Life Education (corresponds with Unit 4 of Be With Me)

Purpose: The purpose of this program is to assist young people in understanding both the joy and the

demands of following in the way of Christ and living out the faith that our community professes in the Creed.

Rationale: The rationale of this project is to provide ELLs with easy to understand lessons and activities

according to their English language proficiency level.

Format: Each of the 5 units is divided into lessons and activities that allow students in each of the 5

ESL levels to meet the expectations of the Grade 9 Religion Program.

The enclosed lessons and activities are ready made templates that can be used in the classroom as well as follow-ups to facilitate individual students’ language skills and abilities.

Additional Accommodations

Suggestions of how to further support ELLs in your classroom

Accommodations – adjustments to the learning process that do not alter the essence of the grade curriculum expectations and that would benefit a particular student or group of students.


Specific Examples of Accommodations/Simplifications for ESL studentsSpecific Examples of Accommodations/Simplifications for ESL students

The following ESL accommodation strategies should be used on unit tests, major projects, culminating activities and final exams.

► Use of dictionaries (monolingual and bilingual)► Use of first language (first draft) – ‘buddy system’► Re-wording (simplifying) instructions and questions in both oral and written forms► Use of graphic organizers (tables, charts, diagrams) instead of descriptive texts ► Printing instead of cursive writing – avoiding the use of idiomatic expressions, abbreviations and acronyms► Reducing multiple choice questions (for example, selection of three instead of four or five choices)► Fill in the blanks questions - providing word bank ► Matching questions – groups of 5 terms and corresponding definitions/meanings at a time instead of a list of 10 or more)► Verbal testing on communication questions, such as: What do you think...,Explain how…, Give examples from your personal experience, etc.► Alternative assignment format (hands-on projects, posters, scrapbooks, etc.)► Providing samples of projects/assignments to give students ideas of what the final product should look like► Extra time

Appropriate accommodations should be provided according to individual student’s level of English language proficiency, their needs and abilities.

SCRIPTURECorresponds with

DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD APRIL 2009

We… are convinced that the migrant is indeed an occasion of grace from God and he/she brings with him/herself a new wealth of culture, spirituality, intellect and intelligence, creativity and still more of humanity. No wonder Jesus Christ enjoins on all, as our theme for this seminar powerfully states, "I was a stranger and you made me welcome" (Mt. 25:35). Therefore, we must welcome the stranger, the migrant as a way to serving Christ, the Saviour of humanity, because we are told "whatsoever you do to the least of my brethren, that you do unto me" (Mt. 25:40).

The Pastoral Care of Migrants, Refugees and Foreign StudentsEuropean & African Bishops’ Joint Statement, November 2008

3

Dufferin-Peel Grade 9 Course Materials, 2005

Discipline: Grade 9 Religion programCourse Name: HRE1O1: Be With MeStrand/Unit: Scripture (corresponds with Introductory

Unit)Overall Unit Expectations – By the end of this unit, students will:

AO BO CO DO EO Explain how

the message of Scripture informs and challenges society;

Demonstrate a familiarity with and an ability to retell key biblical

Explain how the message of Scripture informs and challenges society;





Demonstrate a familiarity with and an ability to retell key biblical narratives that illustrates God’s


Demonstrate a familiarity with and an ability to retell key biblical narratives that illustrates God’s


narratives that illustrates God’s faithful covenant with a chosen people and the community’s response to this relationship;

Express connections between the relationships described in the biblical events and their own life experience.





faithful covenant with a chosen people and the community’s response to this relationship;

Express connections between the relationships described in the biblical events and their own life experience;

Describe the development of oral and written traditions in Scripture using historical, literary and critical approaches.

faithful covenant with a chosen people and the community’s response to this relationship;

Express connections between the relationships described in the biblical events and their own life experience;

Describe the development of oral and written traditions in Scripture using historical, literary and critical approaches.

Activities Overview:

Introduction to the Bible ActivityESLAO, ESLBO, ESLCO,

ESLDO, ESLEO Provide a visual explaining the division of the bible into books, chapters, and verses. A. 1.1 Scriptural scavenger hunt: Students will be given Scriptural reference which they will have to

locate in the bible. They will demonstrate they have found these references by recording their titles. A. 1.2

Expectation 1: Explain how the message of the Scripture informs and challenges society.ESLAO & ESLBO ESLCO ESLDO & ESLEO

Introduce literary forms A 1.3

Students will read simplified passages from the bible. A.1.4

After reading the simplified passages, students will complete a chart identifying the “bigger message” through the use of a word bank. A 1.5

Introduce literary forms A. 1.3 Students will read simplified

passages from the bible. A.1.4

After reading the simplified passages students will complete a chart identifying the “bigger message”.

A. 1.6

Introduce literary forms A. 1.3 Based upon the teacher’s selection, students

will be given references to specific bible passages that are to be read independently. Next, they will identify the “bigger message” from each passage.


Expectation 2: Demonstrate a familiarity with and an ability to retell key biblical narratives that illustrate God’s faithful covenant relationship with a chosen people and the community’s response to

this relationship.ESLAO & ESLBO ESLCO ESLDO & ESLEO

Students will complete a newspaper scavenger hunt by looking for pictures and headlines found in newspapers that illustrate the Ten Commandments in action or being broken.

A. 1.7

Students will complete a newspaper scavenger hunt by looking for pictures and headlines found in newspapers that illustrate the Ten Commandments in action or being broken.

A. 1.7

Students will create a modern version of the Ten Commandments. A. 1.8

Expectation 3: Express connections between the relationships described in biblical events and their own life experiences.

ESLAO & ESLBO ESLCO ESLDO & ESLEO Students will be provided

with a chart that includes simplified versions of important bible stories and the main idea each story tries to teach. Using the story as an example and by understanding each of the main ideas, students will provide a point form example from their own lives that demonstrates each of the main ideas. A 1.9

Students will be provided with a chart that includes simplified versions of important bible stories and a word bank with the key ideas the stories are trying to teach. Students will match the main ideas with the stories and provide an example from their own lives that demonstrates each of the main ideas. A 1.10

Students will be provided with references to specific bible passages. After reading these passages, they must complete a chart that requires them to summarize the passage, identify they main idea, and describe how this main idea connects to their own life experiences.

A. 1.11

Expectation 4: Describe the development of oral and written traditions in Scripture using historical, literary and critical approaches.

ESLAO & ESLBO ESLCO ESLDO & ESLEO Provide each student with a copy of the

Gospel Development handout. Discuss as a class. (Activity Sheet 1.6G in the Dufferin-Peel Grade 9 Religion Course Materials manual)

Students will demonstrate their understanding of Gospel development by creating a comic strip that illustrates each of its stages. A. 1.12


Appendix 1.1

HOW TO FIND A SCRIPTURAL REFERENCE

The Bible is made up of books1. The NAME of the BOOK comes first.

ex. Genesis 1: 1-8

↓

Each book is made up of chapters2. The CHAPTER NUMBER comes directly after the

name of the bookex. Genesis 1: 1-8

↓

Each chapter is made up of verses3. The last number, separated from the chapter

by as colon, shows the verse.ex. Genesis 1: 1-8


Appendix 1.2

UNDERSTANDING HOW TO FIND A SCRIPTURAL REFERENCE

Directions: Look up the passages below and record the title of the passage in the space given.

1. Genesis 40:1-23 Title:_____________________________________

2. 1 Chronicles 27:25-31Title:_____________________________________

3. 2 Maccabees 14:26-36Title:_____________________________________

4. Psalm 76:1-10Title:____________________________________

5. Sirach 38:24-34Title:____________________________________

6. Mark 8:1-10Title:____________________________________

7. Luke 7:11-17Title:____________________________________

8. John 8:39-59Title:____________________________________

9. Judith 8:9-36Title:____________________________________


10.Revelation 7:1-8Title:____________________________________

ANSWER KEY: UNDERSTANDING HOW TO FIND A SCRIPTURAL REFERENCE

Directions: Look up the passages below and record the title of the passage in the space given.

1. Genesis 40:1-23 Title: The Dreams of Two Prisoners

2. 1 Chronicles 27:25-31Title: Other Civic Officials

3. 2 Maccabees 14:26-36Title: Nicanor Turns against Judas

4. Psalm 76:1-10Title: Israel’s God- Judge of All the Earth

5. Sirach 38:24-34Title: Trades and Crafts

6. Mark 8:1-10Title: Feeding the Four Thousand

7. Luke 7:11-17Title: Jesus Raises the Widow’s Son at Nain

8. John 8:39-59Title: Jesus and Abraham

9. Judith 8:9-36Title: Judith and the Elders

10.Revelation 7:1-8Title: The 144,000 of Israel Sealed


Appendix 1.3

LITERARY FORMS IN THE BIBLEThe Bible is made up of many types of stories. This chart lists and explains them:

LITERARY FORM DEFINITION EXAMPLE

MythThese are old stories that answer many basic questions: Who am I? What is good? Who is God? How was the universe made?

There are many myths in the first eleven chapters of Genesis.

Law

These are the rules created by God. The rules tell us how to behave. Christians believe that the Good News that Jesus spoke in the New Testament comes from Old Testament law.

Torah – God gave the first law to the Hebrew people. This was called Torah. The Torah is in the first five books of the Bible (called the Pentateuch).

List At times in the Bible, there are specific lists of names or things. Many times, these lists are of family histories.

The book of Numbers has many lists.

HistoryThese are stories of past events. They are usually written in the order that they happened. The history of the Jewish people is recorded in the Bible.

The books of the Bible from Joshua to Maccabees are historical books.

PsalmA psalm is a song or poem. Psalms thank God, praise him, ask for God’s help, or ask for forgiveness. Psalms are very important in Christian worship.

The book of Psalms has more than one hundred and fifty psalms.

ProverbA proverb is a short saying that states a truth or fact.

The books of the Bible from Job to Sirach have many proverbs.

Prophecy

A prophecy is a message from God that He sends to people through a person called a prophet. Christians believe that all prophecies will come true in Jesus.

The final eighteen books of the Old Testament have many prophecies.

Parable

A parable is a short story that teaches a lesson when we compare it to our own lives. Jesus used parables to teach people about many things, like the kingdom of God.

There are many parables in the Gospels.

Sermon A sermon is a long religious speech. The Sermon on the Mount is in the book of Matthew.

Letter This is a personal written message about one topic.

Twenty-one books of the New Testament are letters.

Source: Be With Me- Year 9 Teacher’s Manual Introduction

Appendix 1.4

PASSAGES (STORIES) FROM THE BIBLE

The Parable of the Prodigal Son (Luke 15:11-32)A man had two sons. The man gave half of what he owned to one son, and half to the other son.


A few days later, the younger son took what he owned and left home. He traveled to another country and wasted his money because he made poor choices.

When he had no more money, this man got a job feeding pigs. He thought while he was doing this job, “My father’s workers have food to eat but I am very hungry. I will go back to my father’s house. I will tell my father that I sinned and was not a good son. I will ask my father to treat me like one of his workers.”

He left his job and traveled back home to his father’s house. Before he got to the house, his father saw him. His father was so happy that he ran to his son, hugged him, and kissed him.

The son said, “Father, I sinned against heaven and against you. I am not good enough to be your son. “

But the father said to his workers, “Bring out the best clothes for my son to wear. Put a ring on his finger and shoes on his feet. Kill the cow so we can have good food. We will eat and celebrate because my son has returned.”

When the older son came home, he heard music and dancing. He asked one of the workers what was happening. “Your younger brother came back and your father has prepared a feast to celebrate.”

The older son was mad. He would not join the celebration. His father came to talk to him but the son was still mad. He said, “For many years I have worked hard for you. I have always done what you want me to do but you have never had a party for me and my friends. My brother has wasted all the money you gave him. He left home and he did many bad things but you have killed the best cow for his party!”

Then the father said, “You have always been a good son. Everything that is mine is yours, too. But we must celebrate because your younger brother was lost and now he has been found.”

Jesus and the Woman of Samaria (John 4:5-43)Jesus traveled to a city in Samaria. He sat by a well because he was tired and hot. A Samaritan woman came to get water from the well. Jesus asked her for a drink.

The woman said, “You are a Jew and I am a Samaritan. Jews do not share things with Samaritans so why do you want some of my water?”

Jesus said, “You do not know who I am. I can give you the living water.”


The woman asked, “Where do you get this living water? What makes you greater than other people?”

Jesus said to her, “Everyone who drinks from this well will need to drink again. But people who drink of the water I give them will never need to drink again.”

The Samaritan woman said, “Give me this water so that I do not have to come to this well again.”

Jesus told her the bad things he knew she had done. Then He said, “God is coming soon. He wants people who worship Him to be true and of good spirit.”

The woman said, “I know that the Messiah is coming. He is called Christ.”

Jesus said, “I am this man.”

The woman left the well and went back to the city. She told people to come and see the man who said he was the Messiah.

The disciples gave Jesus food but He would not eat. He said, “My food is to do what God wants me to do.”

Many Samaritans believed that Jesus was the Messiah because of what the woman said. Other people believed after listening to Jesus.

The Woman Caught in Adultery (John 8:3-11)Jesus was teaching the people at the temple. Some religious leaders brought a bad woman to Jesus. They said that she was an adulterer because she had sex with married men. The religious leaders asked Jesus what they should do with this bad woman. They were doing this to test Jesus because they didn’t like Jesus.

Jesus said, “If you want to punish her for being bad, the person who throws the first rock at her must be perfect and without sin.”

When they heard this, the people went away. Jesus and the woman were alone. Jesus said, “No one has said you should be punished. I will not punish you, either. Leave and do not sin again.”


Jesus Washes the Disciples’ Feet (John 13:3-15)Jesus put water into a bowl and began to wash the disciples’ feet. He dried their feet with a towel.

Simon Peter said to him, “Lord, are you going to wash my feet?”

Jesus said, “You do not understand right now what I am doing. But you will understand later.”

Peter said, “You will never wash my feet.”

Jesus said, “I must, or you will never be with me.”

Peter said, “Then wash my head and hands, too!”

Jesus said to Peter, “But you are clean. Only your feet are dirty.” Then He said, “But not all of you are clean.” Jesus said this because He knew who was going to betray Him.

Then Jesus said to the disciples, “If I, your teacher, have washed your feet, then you should also wash one another’s feet. I gave you this example so that you will do as I did. No one person is more important than another.”

Appendix 1.5


ESL AO/BO INSTRUCTIONS Complete this chart after you read the passages (stories).

NAME OF PASSAGE (STORY)

IS THE PASSAGE (STORY) TEACHING YOU…

1. TO FORGIVE,2. TO BELIEVE,

3. NOT TO JUDGE OTHERS, OR4. NOT TO BE PROUD?

The Parable of the Prodigal Son


Jesus and the Woman of Samaria

The Woman Caught in Adultery

Jesus Washes the

Disciples’ Feet

Appendix 1.6


ESL CO INSTRUCTIONS: Complete this chart after you read the passages (stories).

NAME OF PASSAGE (STORY) WHAT IS THE PASSAGE TEACHING YOU?

WRITE A LINE FROM THE STORY THAT SUPPORTS YOUR ANSWER

The Parable of the Prodigal Son

Jesus and the Woman of Samaria

The Woman Caught in Adultery


Jesus Washes the

Disciples’ Feet

Appendix 1.7

10 Commandments Newspaper Scavenger HuntThe 10 Commandments are the rules Catholics use to help them live their faith. Using a newspaper, find and cut out pictures and headlines (the title of an article) that show examples of people doing and not doing the 10 Commandments. Paste the pictures and headlines on a different piece of paper and write the commandments they show below them.

10 Commandments1. There is only one God.

2. Do not use God’s name in a bad way.

3. Go to Church on Sunday.

4. Be nice to your father and mother.

5. Do not kill.

6. Do not take away another person’s husband or wife.

7. Do not steal.

8. Do not lie or talk bad about other people.

9. Be happy with your relationships.

10. Be happy with what you have.


Appendix 1.8

Modernized Version of the 10 Commandments

Your assignment is to rewrite the 10 Commandments for the 21st Century.Expectations:

Stay true to the rules stated in each commandment; Include words and phrases commonly used by young people today (slang, idioms, clichés,

jargon); Complete a rough draft using the graphic organizer below; Complete a final copy that includes the modern commandments and visuals.

Graphic OrganizerOriginal Commandments Modern Commandments

1. I am the Lord your God: you shall not have

strange gods before me.

2. You shall not take the name of the Lord your

God in vain.

3. Remember to keep holy the Lord’s Day.

4. Honour your father and your mother.

5. You shall not kill.

6. You shall not commit adultery.

7. You shall not steal.

8. You shall not bear false witness against

your neighbour.

9. You shall not covet your neighbour’s wife.

10. You shall not covet your neighbour’s


goods.

Appendix 1.9

Connecting the Bible to Our Own Experiences

Read the stories and write a definition for each of the main ideas. Finally, write an example from your life that shows each of the main ideas.

Biblical Story Main Idea Example from my life

David killed Goliath. Many people were happy David had killed Goliath so they said, “Saul has killed thousands, but David tens of thousands.” This made King Saul very mad. The next day an evil spirit from God made Saul crazy and he tried to hurt David with his spear. David was not hurt and this made Saul even more mad. Next, David went to war with many men and won. This made Saul even more mad. Saul tried to kill David again by sending him to fight against the Philistines. David won against the Philistines. This mad Saul even more mad. Saul tried to kill David again but David ran away. Saul’s daughter, Michal, helped David run away. This made Saul very mad.

Jealousy

An example of jealousy in my life is …

Saul was jealous of David and wanted him to die because he was a very good warrior. David left his home and hid in a cave before Saul killed him. Saul, with his army, went to look for David. One day, when Saul was resting in a cave, he fell asleep. He did not know that David and his men were there too. David’s followers wanted him to kill Saul now that he had the chance, but David would not. David said to his followers, “Saul is the king, God has made him king.” However, David cut off part of Saul’s robe with Goliath’s sword, and when Saul woke up he showed it to him. Saul was happy that David did not kill him. From that day on Saul, did not want to hurt David any more.

Forgiveness

An example of forgiveness from my life is …


The Philistines gathered their army on the mountain for the battle against Saul and the Israelites. The Philistines were favoured to win, as they had a strong and experienced warrior named Goliath. Challenging the Israelites, Goliath demanded them to choose a member of

An example of courage in my life is…


their army to fight him and, if the Israelite defeated Goliath, the Philistines would agree to be their servants. David, son of Ephrathite, came to Saul and would not take no for answer, as he wanted to fight Goliath. Saul did not believe David, a young boy, was skilled enough to defeat an experienced warrior such as Goliath. Having no fear, David believed the Lord would protect him from the Philistines and insisted again he would fight Goliath. Saul and the Israelites prepared David for his fight. Both armies stood on the mountain facing each other and David quickly approached the battle line, putting his hand in his bag, taking a stone and throwing it at Goliath’s forehead; Goliath fell face down on the ground.

Courage

Appendix 1.10Connecting the Bible to Our Own Experiences

Read the stories and use the word bank to match each story with a main idea. Next, describe an example from your own life that shows each of the main ideas. Biblical Story Main Idea Example from my life

David killed Goliath. Many people were happy David had killed Goliath so they said, “Saul has killed thousands, but David tens of thousands.” This made King Saul very mad. The next day an evil spirit from God made Saul crazy and he tried to hurt David with his spear. David was not hurt and this made Saul even more mad. Next, David went to war with many men and won. This made Saul even more mad. Saul tried to kill David again by sending him to fight against the Philistines. David won against the


Philistines. This mad Saul even more mad. Saul tried to kill David again but David ran away. Saul’s daughter, Michal, helped David run away. This made Saul very mad.

Saul was jealous of David and wanted him to die because he was a very good warrior. David left his home and hid in a cave before Saul could killed him. Saul, with his army, went to look for David. One day, when Saul was resting in a cave, he fell asleep. He did not know that David and his men were there too. David’s followers wanted him to kill Saul now that he had the chance, but David would not. David said to his followers, “Saul is the king, God has made him king.” However, David cut off part of Saul’s robe with Goliath’s sword, and when Saul woke up he showed it to him. Saul was happy that David did not kill him. From that day on Saul did not want to hurt David any more.


The Philistines gathered their army on the mountain for the battle against Saul and the Israelites. The Philistines were favoured to win, as they had a strong and experienced warrior named, Goliath. Challenging the Israelites, Goliath demanded them to choose a member of their army to fight him and if the Israelite defeated Goliath, the Philistines would agree to be their servants. David, son of Ephrathite, came to Saul and would not take no for answer, as he wanted to fight Goliath. Saul did not believe David, a young boy was skilled enough to defeat an experienced warrior such as Goliath. Having no fear, David believed the Lord would protect him from the Philistines and insisted again he would fight Goliath. Saul and the Israelites prepared David for his


fight, both armies stood on the mountain facing each other and David quickly approached the battle line, putting his hand in his bag, taking a stone and throwing it at Goliath forehead; Goliath fell face down on the ground.

Word bankfriendship jealousy forgiveness

courage self-awareness

Appendix 1.11

Connecting the Bible to Our Own Experiences

Read each of the following biblical passages and complete the chart below:

1. 1 Samuel 17: 1-112. 1 Samuel 18: 6-30, 1 Samuel 19: 9-173. 1 Samuel 20: 1-42, 1 Samuel 23: 14-184. 1 Samuel 24: 1-11, 2 Samuel 9: 1-13, 2 Samuel 16: 5-12, 2 Samuel 19: 18-235. 2 Samuel 11: 1-17, 2 Samuel 11: 26-28, 2 Samuel 12: 1-5

Summary Main Idea Example from my life


Appendix 1.12Gospel Development

Using the boxes below, create a series of the pictures that show the 6 stages of Gospel development.


PROFESSION OF FAITH

Corresponds with Be With Me Units 1 & 2

Discipline: Grade 9 Religion programCourse Name: HRE1O1: Be With MeStrand/Unit: Profession of Faith(corresponds with Units

1 & 2)

Overall Unit Expectations – By the end of this unit, students will:

AO BO CO DO EO Describe what it Describe what it Describe what it Describe what it Describe what it

means to believe and live in Christ, and name some of the joys and demands involved;

Consider how religious faith is shaped by human experience (i.e., one’s family, one’s culture);

Describe Mary as a model of discipleship.









Describe Mary as a model of discipleship;

Realize God’s desire to be known and loved through Jesus Christ in the Holy Spirit.



Describe Mary as a model of discipleship;

Realize God’s desire to be known and loved through Jesus Christ in the Holy Spirit.

Expectation 1: Describe what it means to believe and live in Christ, and name some of the joys and demands involved.

ESLAO & ESLBO ESLCO ESLDO & ESLEO Introduce and explain the

Beatitudes through the use of a chart.

Students are responsible for finding headlines, images or drawing their pictures that are examples of the Beatitudes in action.

A. 2.1

Introduce and explain the Beatitudes through the use of a chart.

Students complete the chart by providing examples of the Beatitudes from their own lives. A. 2.1

Introduce and explain the Beatitudes through the use of a chart.

Students complete the chart by providing examples of the Beatitudes from their own lives and current events. A. 2.1

Expectation 2: Consider how religious faith is shaped by human experience. ESLAO & ESLBO ESLCO ESLDO & ESLEO

Complete multiple intelligence quiz. A. 2.2

Complete a collage which illustrates their type of


As a class read “How do I Know What I Know: Seven


As a class read “How do I Know What I Know: Seven Ways to be Smart” (p.29-



24

intelligence. A. 2.3

Ways to be Smart” (p.29-32 in Be With Me)

Complete a collage which illustrates their style of intelligence. A. 2.3

Complete a paragraph explaining why particular pictures were selected for their collage. A. 2.3

32 in Be With Me) Complete a collage which illustrates their

style of intelligence. A. 2.3 Complete a paragraph explaining the

positives and negatives of their style of intelligence.

A. 2.3

Expectation 3: Describe Mary as a model of discipleship.ESLAO & ESLBO ESLCO ESLDO & ESLEO

Introduce the idea of discipleship through a graphic organizer. As a class complete the graphic organizer by using Mary as a model. Key concepts to be focused on: follow, act, believe. A. 2.4

Create a comic which demonstrates how someone follows, acts, and believes. Pictures only. A. 2.5


Create a comic which demonstrates how someone follows, acts, and believes. Dialogue is mandatory. A. 2.5


Create a comic which demonstrates how someone follows, acts, and believes. Dialogue is mandatory. A 2.5

Expectation 4: Realize God’s desire to be known and loved through Jesus Christ in the Holy Spirit.

ESLAO & ESLBO ESLCO ESLDO & ESLEO Read pages 47-48 of Be with Me (can

refer to Matthew 22,1:10 for further clarification) and discuss the qualities Jesus modeled (inclusivity, acceptance, equality).

“Who Will Sit at Your Table?” activity A. 2.6


Appendix 2.1

ESLAO, ESLBO: Read the chart. In the third column, paste a picture from a magazine or newspaper or draw your own picture to show that you understand each Beatitude.

The Beatitudes Beatitude means “blessing” or “promise of true happiness”. When Jesus spoke to the people in the Sermon on the Mount, He told them eight

Beatitudes. Jesus’ Beatitudes tell us how to have a happy, true relationship with God and

others.

Beatitude These People… PictureBlessed are the poor

in spirit… are not proud depend on God and his Word are not jealous

Blessed are those who mourn…

are good friends forgive others ask for forgiveness feel badly about wrong things

they have doneBlessed are the

meek… are polite obey the Word of God want to serve God and others are gentle and kind are not mean

Blessed are those do not want many things


who want righteousness…

have self-control have good morals

Blessed are the merciful…

want to give forgive others care about others

Beatitude These People… PictureBlessed are the pure

in heart… are honest and true do not do bad things

Blessed are the peacemakers…

care about society want fairness, equality, and

justice want to fix problems and

conflicts

Blessed are those who suffer because

they do what is right…

do good things are dependable and loyal



ESLCO: Read the chart. In the third column, give an example of how you do – or do not do – each of these things in your own life.

The Beatitudes Beatitude means “blessing” or “promise of true happiness”. When Jesus spoke to the people in the Sermon on the Mount, He told them eight


others.

Beatitude These People… I Live the Beatitudes When I…

I Do Not Live the Beatitudes

When I…Blessed are the poor in spirit…

are not proud depend on God and his Word


care about others forgive others ask for forgiveness feel badly about wrong things

they have done

Blessed are the meek…

are polite obey the Word of God want to serve God and others are gentle and kind

Blessed are those who want righteousness

…

do not think owning a lot of things is important

have self-control have good morals are pure

Blessed are the merciful…

are generous forgive others are concerned about others

Beatitude These People… I Live the Beatitudes

I Do Not Live the Beatitudes


When I… When I…Blessed are the pure in heart…

are honest and true do not care about the

temptations of the world around them

Blessed are the peacemakers…

care about society want fairness, equality, and

justice want to fix problems and

conflictsBlessed are those who

suffer because they do what is

right…

do good things are dependable and loyal


ESLDO, ESLEO: Complete the chart below.

The Beatitudes


Beatitude means “blessing” or “promise of true happiness”. When Jesus spoke to the people in the Sermon on the Mount, He told them eight


others.

Beatitude These People… I Live This Beatitude When I …

What Is A Current Event (ex: News) That Shows

This Beatitude in Action Or This Beatitude Being

Broken? Explain.Blessed are the poor in

spirit…

are not proud depend on God

and his Word


care about others forgive others ask for

forgiveness feel badly about

wrong things they have done

Blessed are the meek…

are polite obey the Word of

God want to serve

God and others are gentle and

kind

Beatitude These People… I Live This Beatitude When I …

What Is A Current Event (ex: News) That Shows

This Beatitude in Action Or This Beatitude Being

Broken? Explain.Blessed are those who

want righteousnes

s…

do not think owning a lot of things is important

have self-control have good

morals are pure

Blessed are the

are generous forgive others


merciful… are concerned about others

Blessed are the pure in

heart…

are honest and true

do not care about the temptations of the world around them

Blessed are the

peacemakers …

care about society

want fairness, equality, and justice

want to fix problems and conflicts

Blessed are those who

suffer because they do what is right…

do good things are dependable

and loyal


Appendix 2.2

What’s your Intelligence Style?

Instructions: Read the following questions and rank them in order of which most relates to you (7 being most like you and 1 being most unlike you).

1. I like to:a) ______ create things b) ______ talk to othersc) ______ listen to musicd) ______ daydreame) ______ complete crossword puzzlesf) ______ work on math problemsg) ______ play sports

2. I am good at:a) ______ sculpting b) ______ leading others

c) ______ creating musicd) ______ listening to my feelingse) ______ poetryf) ______ mathg) ______ body control

3. I learn by:a) ______ working with pictures b) ______ sharingc) ______ associating patterns

and soundsd) ______ working alonee) ______ seeing words


f) ______ classifyingg) ______ interacting with space

4. In school I enjoya) ______ painting pictures b) ______ working in groupsc) ______ listing to sounds and

melodiesd) ______ pursing my own intereste) ______ storytellingf) ______ working with patternsg) ______ practicing new skills

5. In my spare time I:a) ______ draw and doodle b) ______ hang-out with friendsc) ______ listen to my I-pod/ MP3

playerd) ______ read a booke) ______ play scrabblef) ______ play Sudokug) ______ play tennis

6. When I am anxious I find it helpful to:a) ______ paint or drawb) ______ talk on MSNc) ______ play an instrumentd) ______ meditatee) ______ complete a word-searchf) ______ complete a puzzle g) ______ exercise

7. People praise me for:a) ______ photography ability b) ______ being a good listenerc) ______ singing ability

d) ______ goal settinge) ______ writing abilityf) ______ being logicalg) ______ athletic ability

8. I understand things easier when:a) ______ it is demonstrated for

meb) ______ I talk about the subject with a group/ or partnerc) ______ it is given in a music

formatd) ______ I have to reflect about

myselfe) ______ reading the directionsf) ______ it is listed in a specific

format

9. I remember things best when:a) ______ I can visualize it in my

mindb) ______ I discuss it with my

friendsc) ______ I relate it to a songd) ______ I relate it to my lifee) ______ I write it downf) ______ I rationalize why I need

itg) ______ I complete it10. I am most successful at:a) ______ creating models b) ______ understanding othersc) ______ identifying the rhythm d) ______ when working

independentlye) ______ creating written storiesf) ______ science experimentsg) ______ playing sports

Next Step: Calculate your TOTAL for each letter and write them the space below:

TOTAL INTELLIGENCE STYLEa) ______ ___________________

b) ______ __________________

c) ______ ___________________


d) ______ ___________________

e) ______ ___________________

f) ______ ___________________

g) ______ ___________________


Appendix 2.3

INTELLIGENCE STYLE COLLAGE

Instructions: After finding your Intelligence Style, make a collage which shows the various activities, words and behaviours, reflecting your Intelligence Style.

1. Linguistics/ Words words reading writing story telling poetry understanding

languages hearing saying seeing

2. Logical/ Math numbers

patterns formulas math reasoning logic problem solving categorizing

3. Visual/ Spatial drawing building designing creating visualizing looking colours

painting pictures sculpting creating models mapping

4. Musical sounds melody rhythm


playing instruments

singing listening to

music musical memory creating music changing sound

5. Bodily/ Kinesthetic moving touching handling objects body control movement interacting with

body, space and objects

physical activities

sports exercise

6. Interpersonal interacting talking understanding leading other communicating sharing comparing relating to

others

7. Intrapersonal working alone doing your own

interests

understanding your self

feelings dreams daydreams personal space individual projects journals/ dairies


INTELLIGENCE STYLE COLLAGE

Instructions: After identifying your Intelligence Style, create a collage which illustrates the various activities, words and behaviours, reflecting your Intelligence Style.

Next Step: Complete a paragraph explaining why you selected the pictures you did for your collage.

OR

Next Step: Complete a paragraph explaining the positives and negatives of your style of intelligence.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Appendix 2.4

DiscipleshipWhat does discipleship mean?


Mary as a

35

Source helpfather.com


Mary as a

Examples from Mary’s life



36

Appendix 2.5

ESLAO & ESLBO

In each of the boxes, draw a picture that shows you following, acting and believing in what God says.

ESLCO/ELDCO, ESLDO/ELDDO, ELSEO/ELDEO


FOLLOW ACT BELIEVE

37

Create a comic strip that illustrates how a person follows, acts and believes in God’s teachings. Include pictures, colour and dialogue.


Appendix 2.6

Who Will Sit at My Table?

In groups of 3, complete the following task:You have been selected to plan a very special dinner party at your home. You

must decide upon a theme for the evening and plan an appropriate dinner menu. You have the power to invite any five people you wish (they may be currently alive or dead). Choose your guests carefully and attempt to unite a group of people who will inspire great conversation on a wide variety of topics. Plan carefully as the most important thing is to make sure all of your guests feel welcome.

After you have decided upon who your dinner guests will be,complete the following questions. Record your answers on the chart paper provided.

1. What name, title or theme have you given your gathering?2. Who are the five people on the guest list? Provide at least one reason for why each

guest was chosen.3. Decide on the shape of the table and determine where each guest will sit. Draw and

label your table. Be prepared to explain your selections.4. What is your menu? Outline your menu and briefly explain your choices.5. What topics would you like discussed during the meal?6. If you had to exclude one guest who would it be? Explain why.7. Do you think that any of the choices you have made for your dinner party will make

any of your guests feel uncomfortable or left out? Explain.

Evaluation Criteria

Communication /10 marks Strong organization throughout presentation. Clear voice. Visuals used to assist in the presentation of ideas. Strong explanation of criteria outlined in the assignment. Strong justification provided for each of the criteria outlined.

Application /10 marks Appropriate choices made which reflect assignment criteria. Strong connection made between inclusivity and exclusivity and the planning of the

party.Creative and insightful presentation overall


CHRISTIAN MORAL

DEVELOPMENTCorresponds with

Be With Me Units 5, 6 & 7

Discipline: Grade 9 Religion programCourse Name: HRE1O1: Be With MeStrand/Unit: Christian Moral Development Unit 3 pg. 38

(corresponds with Units 5,6 and 7 of Be DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD APRIL 2009 40

With Me)


AO BO CO DO EO Demonstrate

knowledge of how church teaching informs moral decision- making;

Understand the role and nature of conscience in moral decision-making;

Demonstrate the use of Christian moral principles in personal decision-making;

Understand the nature of sin, both personal and social.

Demonstrate knowledge of how church teaching informs moral decision- making;







Review and apply the decision-making model of see, judge, act, evaluate;












Expectation 1: Demonstrate knowledge of how church teaching informs moral decision- making.ESLAO & ESLBO ESLCO ESLDO & ESLEO

Students will receive a copy of the informative chart of Church Structure. A. 3.1.

Using the template provided, place the words from the list into the appropriate category. A. 3.2.



Students read examples of justice and injustice. Students will then select the correct action to complete each sentence. A. 3.3.



Students read examples of justice and injustice. Students will then select the correct action to complete each sentence. A. 3.3.

Students provide examples of justice and injustice from their own personal experiences. A. 3.4.



Expectation 2: Understand the role and nature of conscience in moral decision-making; and Expectation 3: Demonstrate the use of Christian moral principles in personal decision-making.

ESLAO & ESLBO ESLCO ESLDO & ESLEO Students will brainstorm

ideas relating to conscience. A.3.5.

Students will brainstorm ideas relating to conscience. A. 3.5.

Students will complete a worksheet by matching and labeling the pictures that correspond with either personal or social sin. A. 3.6.

Students will brainstorm ideas relating to conscience. A. 3.5.

Students will complete a worksheet by matching and labeling the pictures that correspond with either personal or social sin. A. 3.6.

Students will respond to some of the case studies assigned from the Be With Me Teacher’s Manual (pg. 158. Activity Page 17). Students will write their responses on a separate sheet in paragraph form.

Expectation 4: Understand the nature of sin, both personal and social.ESLAO & ESLBO ESLCO ESLDO & ESLEO

Students will be provided with the definition of sin, personal sin and social sin. Using the word bank provided, students will match the examples of sin to the pictures and indicate whether each picture illustrates personal or social sin. A. 3.7.


Students will read the situations provided and answer the questions that follow. A. 3.8.(This activity also supports the expectation of the decision-making model of see, judge, act and evaluate)


Students will read the situations provided and answer the questions that follow. A. 3.8. (This activity also supports the expectation of the decision-making model of see, judge, act and evaluate)

Students will find 2 newspaper articles related to social and personal sin and fill in the template provided. A. 3.9.


Appendix 3.1Roman Catholic Church Structure


Magisterium pronounced mag·is·te·rium (maj′is tir′ē əm) is responsible for moral-decision making in the Roman Catholic Church. The Pope, Cardinals and Bishops make up the magisterium.

The Pope lives in Vatican City

*image from www.catholicpressphoto.com

43

Appendix 3.2

Is it Good or Bad? Making the Right Decision

A. Read the words/phrases below and in the blank beside each word write G for Good or B for Bad.

1. _____ swearing 2. _____ praying3. _____ going to church4. _____ lying5. _____ cheating6. _____ stealing7. _____ helping your parents8. _____ doing your homework9. _____ being jealous10._____ respecting others

B. Now, rewrite the words/phrases from the above list into the chart below under the correct title.

GOOD/POSITIVE BAD/NEGATIVE

1.

2.

3.

4.

5.

6.

7.

1.

2.

3.

4.

5.

6.

7.DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD APRIL 2009 44

8.

9.

10.

8.

9.

10.

Appendix 3.3

Actions of Justice vs. Injustice

ACTION OF JUSTICE- DOING SOMETHING GOOD, POSITIVE, BENEFICIAL, HELPFUL

ACTION OF INJUSTICE- DOING SOMETHING BAD, NEGATIVE, HURTFUL, HARMFUL

1. Select and circle only 1 out 2 options in the bracket to complete the sentence.

A. When I (share/don’t share) my lunch with someone in the cafeteria, this is an action of justice.

B. When someone (kicks and breaks the front door/repairs the broken door), this is an action of injustice.

C. When I find ten dollars and (return if to the office/spend it on snacks) this is an action of justice.

D. When I (study hard for a test/cheat on a test) this is an action of justice.

E. When I (laugh at someone who is crying/help someone who is hurt or crying) this is an action of injustice.

F. When I (skip class to go out with my friends/attend all my classes), this is an action of justice.


Appendix 3.4

Using experiences from your everyday life at school or in your community, provide specific examples of actions of injustice and justice that have happened to you or someone you know.

Briefly describe what happened. (What did you see? What did you hear?) Use complete sentences in your examples.

A. Action of Injustice:

Example #1:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Example #2: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

B. Action of Justice:

Example #1:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Example #2:


________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Appendix 3.5

Brainstorming Ideas


Appendix 3.6

Actions and Consequences

What does your conscience tell you?

Match the actions from the left column to the corresponding consequences in the right column. Write the letters in the blanks beside the numbers in the left column.

Action Consequence

1. ____ I study hard and do well in school.

2. _____ I help my parents with daily chores.

3. _____ I play computer games until after midnight.

4. _____ I take money from my brother/sister without him/her knowing.

5. _____ I see my friend steal a pair of earrings at the mall.

6. _____ I stay after school to help my teacher set up for the talent show.

7. _____ I help my younger brother/sister with their homework.

8. _____ I bring in a few items for the Christmas/Easter Food Drives.

A. They are very angry at me and want me to pay them back.

B. I may go to college or university.

C. I help the needy in my community.

D. My friend and I get caught and the police are called.

E. I am late for school and get a detention.

F. I make my parents happy.

G. My brother/sister does well at school.

H. I feel good about myself and my teacher is grateful.

Appendix 3.7


ESL AO/BO

Definition of Sin: Sin is turning away from God.

Personal Sin: When you do something that hurts yourself or hurts others and you do it on your own.

Social Sin: When you hurt yourself or others and you do it in a group.

Using the word bank below, match the 8 examples of sin to the pictures. Write below the picture if the sin is social or personal. For some examples both answers might be correct.

A) B) C)

D) E) F)

G) H)

WORD BANK VANDALISM SMOKING LITTERING SWEARING

DISCRIMINATION STEALING GOSSIPING BULLYING A.___________________________ B.____________________________C.___________________________ D.____________________________E.___________________________ F.____________________________G.___________________________ H.____________________________Appendix 3.8

Personal Sin vs. Social SinSituation #1: Maria does not like what Gina is wearing on Civies Day. Maria is in the washroom talking bad about what Gina is wearing. Someone runs and tells Gina about the rumours Maria is


spreading and it makes Gina very upset. She starts crying and she does not want to go to school the next day because she is afraid of people making fun of her and talking behind her back.

1. Identify if this is an example of social or personal sin.________________________________________________________________________________________________________________________________________________________

2. Provide specific reasons for your choice. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. If you were Gina’s friend, what would you do to comfort her? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Situation #2:Marcus is working in a group for a geography presentation. The group makes plans to meet at the library to do some research on the weekend. Marcus does not show up because he is playing video games on the computer. He thinks that his group can do all the work without him. On Monday, his group presents and everybody gets a good grade but he gets a zero. Marcus is upset and thinks that he should get the same grade as the other group members.

1. Identify if this is an example of social or personal sin.________________________________________________________________________________________________________________________________________________________

2. Provide specific reasons for your choice. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. If you were the teacher, would you give Marcus a zero? Why?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Appendix 3.9

Sins and Current Events


Using newspapers, magazines or the internet newspaper websites, find one article that relates to personal sin and one article that relates to social sin. Briefly summarize each article and explain why each article is an example of either social or personal sin.

Brief Summary ExplanationArticle #1

Title and Source

Article #2

Title and Source


PRAYER AND SACRAMENTAL

LIFECorresponds with Be With Me Unit 3

Source http://www.diversitychristianfellowship.com/online/kidzone/coloring.php

Discipline: Grade 9 Religion programCourse Name: HRE1O1: Be With MeStrand/Unit: Prayer and Sacramental Life Unit 4 pg. 39

(corresponds with Unit 3 of Be With Me)DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD APRIL 2009 52


AO BO CO DO EO Use a variety of

prayer forms to enrich and express personal and communal spirituality;

Demonstrate a knowledge of the connections between a life of prayer and the challenge of the Christian call to be loving in contemporary culture;

Understand the role of sign and symbol in sacramental expression and define and appreciate the individual and communal significance of sacramental reconciliation and forgiveness.

Use a variety of prayer forms to enrich and express personal and communal spirituality;













Expectation 1: Use a variety of prayer forms to enrich and express personal and communal spirituality.

ESLAO & ESLBO ESLCO ESLDO & ESLEO Students will receive copies

of the three most commonly used prayers in our Catholic schools. A. 4.1. These prayers will be used according to students’ English language communication skill level.

Using the chart provided, students fill in the blanks with the appropriate types of prayer that correspond with the situation.

A. 4.2.

Students will receive copies of the three most commonly used prayers in our Catholic schools. A. 4.1. These prayers will be used according to students’ English language communication skill level.

Using the chart provided, students fill in the blanks with the appropriate types of prayer that correspond with the situation. A. 4.2.

Students will create their own thanksgiving prayer and illustration, following the template provided. A. 4.3.

Students will receive copies of the three most commonly used prayers in our Catholic schools. A. 4.1. These prayers will be used according to students’ English language communication skill level.

Using the chart provided, students fill in the blanks with the appropriate types of prayer that correspond with the situation. A. 4.2.

Students will create their own prayer and illustration following the template provided. A. 4.4.


Expectation 2: Demonstrate knowledge of the connections between a life of prayer and the challenge of the Christian call to be loving in contemporary culture.

ESLAO & ESLBO ESLCO ESLDO & ESLEO Students will brainstorm,

discuss, and share their ideas of how prayer life is affected by contemporary culture. A.4.5.

Students will choose 10 or more words to describe themselves as a good person. A. 4.6.

Students will brainstorm, discuss, and share their ideas of how prayer life is affected by contemporary culture. A.4.5.

Students will choose 10 or more words to describe themselves as a good person. A. 4.6.

Students will write a personal reflection (point form for this level) A. 4.7.

Students will brainstorm, discuss, and share their ideas of how prayer life is affected by contemporary culture. A.4.5.

Students will choose 10 or more words (or create their own) to describe themselves as a good person. A. 4.6.

Students will write a personal reflection (point form for this level) A. 4.8.

Expectation 3: Understand the role of sign and symbol in sacramental expression and define and appreciate the individual and communal significance of sacramental reconciliation and forgiveness.

ESLAO & ESLBO ESLCO ESLDO & ESLEO Students will be provided

with an informational chart on the seven sacraments and their symbols. A. 4.9.

Students will create a life line indicating the 5 most important religious events in their lives. A. 4.10.

Students will be provided with an informational chart on the seven sacraments and their symbols. A. 4.9.

Students will create a life line indicating the 5 most important religious events in their lives. Then they will select 1 event and provide a brief description. A. 4.10.

Students will complete the Fruits of Forgiveness Activity A. 4.10.1.

Students will be provided with an informational chart on the seven sacraments and their symbols. A. 4.9.

Students will create a life line indicating the 5 most important religious events in their lives. Then they will select and describe three events. A. 4.10.

Students will complete the Fruits of Forgiveness Activity A. 4.10.1. As a follow-up, students will complete the optional activity.


Appendix 4.1

Prayers

The Lord’s Prayer- The Traditional Version

Our Father, Who art in heavenHallowed 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.

Amen.

The Hail Mary

Hail Mary,Full of Grace,The Lord is with thee.Blessed art thou among women,and blessed is the fruitof thy womb, Jesus.Holy Mary,Mother of God,pray for us sinners now,and at the hour of death.

Amen.

Grace Before Meals


Bless us, O Lord, and these your gifts, which we are about to receive from your bounty.Through Christ our Lord.

Amen.

A Guide to Praying the Rosary


1. Make the Sign of the Cross and say the "Apostles' Creed." 2. Say the "Our Father." 3. Say three "Hail Mary’s." 4. Say the "Glory be to the Father." 5. Announce the First Mystery; then say the "Our Father." 6. Say ten "Hail Mary’s," while meditating on the Mystery. 7. Say the "Glory be to the Father." 8. Announce the Second Mystery; then say the "Our Father." Repeat 6 and 7 and

continue with Third, Fourth and Fifth Mysteries in the same manner.

*adapted from the Pocket Rosary Prayers

Appendix 4.2

Types of Prayer

In our Catholic schools and at home, we use different types of prayer depending on the situation, holiday or a special event. Here are three main types of prayer and their meanings:

Type of Prayer Meaning and Example

1. Praise and Adoration

2. Thanksgiving

3. Petition and Intercession

-Blessing, adoring and worshiping God e.g. The Lord’s Prayer

-Giving thanks (saying thank you) to God e.g. Grace Before Meals

-Asking for help for you and for others e.g. Individual prayer from the heart

Types of Prayer: Fill in the Blanks

Read the situations below and use the three types of prayer listed in the above chart to fill in the blanks beside the numbers. You can use the same type of prayer more than one time.

For example:

1. Sitting down to eat Thanksgiving dinner. Thanksgiving prayer

2. Your best friend is in the hospital after a car accident.

3. Before you go to sleep at night.

4. Your soccer team just won a big game.

5. When you go to church on Sunday.


6. The homeless people on the streets.

7. A new baby is born into your family.

8. Innocent people killed in wars.

9. Before an important test or final exam.

10. Your friend just got a big part in the school play.Appendix 4.3

Create Your Own Thanksgiving Prayer

Think about something that you would like to thank God for and write your own prayer of thanksgiving.


Appendix 4.4

Create Your Own PrayerThink of a situation from your everyday life and write a prayer about it. Select any one of the three types of prayer studied in this unit. Draw a symbol or a picture to describe your prayer.


Appendix 4.5

How Does Prayer Relate to Our Culture?

Wheel of Prayer and Culture


Contemporary (Modern) Culture

60

Appendix 4.6

The Christian Call to be Loving

Which words from the list below describe you as a good person? Choose 10 or more words and write them in the space provide below. Use a dictionary to help you understand the meaning.

HelpfulCaringHumbleFunFairHonestGentleCompassionateLovingTalkativeKindGivingSharingAcceptingSensitiveWisePatientPoliteNiceResponsible


Appendix 4.7

Christian Call to be Loving - Personal Reflection

Write in point form things you do on a daily basis that show you are a good person.Two examples have been provided for you.

1. helping my parents around the house

2. saying my prayers every day

3. _______________________________________________________

4. _______________________________________________________

5. _______________________________________________________

6. _______________________________________________________

7. ________________________________________________________

8. ________________________________________________________

9. ________________________________________________________

10. ________________________________________________________


Appendix 4.8

Christian Call to be Loving- A Personal Reflection

In the space provided below, write a personal reflection on how you are a good person in your everyday life. Provide two specific examples. Write your reflection in complete sentences.


Appendix 4.9

Seven Sacraments and Their Symbols

Sacrament Symbol Description of the SacramentBaptism

Water

Becoming a member of the church community

Reconciliation

Prayer

Confession of sins

Eucharist

Bread and wine

Receiving the body and blood of Christ

Confirmation

Oil

Becoming stronger in the faith

Marriage

Wedding bands

A lifelong commitment

Holy Orders

Laying on of hands

Becoming a priest


*image from http://www.catholic-church.org/kuwait/bishop_ballin_episcopal_ordination.htm

64

Anointing of the sick

Oil

A special blessing for people who are seriously ill or close to death


Appendix 4.10

Creating a Life Line

On the line below, draw or write 5 important religious events from your life.

Optional:

On a separate sheet, choose 1 or more events from the above time line and

write a description about these events.

Fruits of Forgiveness Activity


Giving Forgiveness

Not Giving Forgiveness

Situation

66

Appendix 4.10.1

Read the situations and complete the missing words in the Giving Forgiveness box and in the Not Giving Forgiveness box.

Optional: Fill in the blanks with an example from your own life experience.


My father is angry because I came home late.

I apologize to my friend. He/she forgives me and I feel…

My father does not forgive me and I feel guilty, sad and ashamed.

My father forgives me and I feel relieved, happy and grateful.

My friend is not speaking to me because I told everyone an important secret.

I apologize to my friend. He/she refuses to speak to me and I feel …

I forget to complete my assignment.

My teacher gives me a second chance and I feel …

My teacher gives me a zero and I feel …

Giving Forgiveness

Situation Not Giving Forgiveness

67

FAMILY LIFE EDUCATION

Corresponds with Be With Me

Unit 4

Discipline: Grade 9 Religion programCourse Name: HRE1O1: Be With MeStrand/Unit: Family Life Education (corresponds with

Unit 4 of Be With Me)


AO BO CO DO EO Explore the Explore the Explore the Explore the Explore the


importance of fostering a positive, healthy self-esteem physically, intellectually, spiritually and socially;

Discern personal values in light of Gospel values;

Analyse the role of family in society and in the Church;

Demonstrate an understanding of the importance of personal freedom and shaping interpersonal relationships.

















Expectation 1: Explore the importance of fostering a positive, healthy self-esteem physically, intellectually, spiritually and socially.

ESLAO & ESLBO ESLCO ESLDO & ESLEO Students will create a collage

using pictures from magazines and newspapers to illustrate their understanding of the 4 key concepts that create a positive, healthy self-esteem: physical (clean, exercise, sleep, food), brain (study, read, write, think), God (pray, church, help, believe), friends (talk, smile, play, share). A. 5.1

Students will create a collage including captions for each picture that will explain how the picture illustrates a positive healthy self-esteem. A. 5.1

Students will create a collage with captions for each picture that will explain how the picture illustrates a positive healthy self-esteem.

A. 5.1 Students will complete a reflection

evaluating their strengths and reflecting on areas they need to improve. A. 5.2

Expectation 2: Discern personal values in light of Gospel values.ESLAO & ESLBO ESLCO ESLDO & ESLEO

Students will learn about 5 Gospel Values. The

Students will learn about 5 Gospel Values. The examples

Students will learn about 5 Gospel Values. The examples provided can be



69

examples provided can be used to explain each value.

Gospel Values1. Love – family, friends,

pets, country, God, hobbies

2. Faith – prayer, Church, holidays, heaven, hell

3. Hope – future, dream, goal, wish

4. Forgiveness – sorry, mistake, pain, peace

5. Justice – equal, fair, rules, honest

Students will complete a worksheet by matching pictures with the Gospel Values they demonstrate. A. 5.3

provided can be used to explain each value.Gospel Values1. Love – family, friends, pets, country, God, hobbies2. Faith – prayer, Church,

holidays, heaven, hell3. Hope – future, dream,

goal, wish4. Forgiveness – sorry,

mistake, pain, peace5. Justice – equal, fair, rules,

honest Students will complete a

worksheet by matching pictures with the Gospel Value they demonstrate. A. 5.3

Students will show how they use Gospel Values in their own lives by completing a series of sentences (3 examples for each). A. 5.4

used to explain each value. Gospel Values

1. Love – family, friends, pets, country, God, hobbies

2. Faith – prayer, Church, holidays, heaven, hell

3. Hope – future, dream, goal, wish4. Forgiveness – sorry, mistake, pain,

peace5. Justice – equal, fair, rules, honest

Students will complete a worksheet by matching pictures with the Gospel Value they demonstrate. A. 5.3

Students will show how they use Gospel Values in their own lives by completing a series of sentences. A. 5.4

Students will complete a series of paragraphs by selecting 3 Gospel Values and explaining how they are illustrated in their school community. A.5.5

Expectation 3: Analyze the role of family in society and in the Church.ESLAO & ESLBO ESLCO ESLDO & ESLEO

The teacher will provide students with a visual of the social divisions of society into communities, families, and individuals. A.5.6

To demonstrate their understanding of the concept of the role of the family in society, students will complete a t-chart with the two headings “What does my family give me?” and “What do I give to my family?”. Responses will be in point form.

A. 5.7

The teacher will provide students with a visual of the social divisions of society into communities, families, and individuals. A.5.6

To demonstrate their understanding of the concept of the role of the family in society, students will complete a t-chart with the two headings “What does my family give me?” and “What do I give to my family?”. Responses will be written in complete sentences. A.5.7

The teacher will provide students with a visual of the social divisions of society into communities, families, and individuals. A. 5.6

To demonstrate their understanding of the concept of the role of the family in society, students will complete a chart with the three headings “What does my family give me?”, “What do I give to my family?” and “How does the Church play a role in my family’s life?”. Responses will be written in complete sentences. A. 5.8


Expectation 4: Demonstrate an understanding of the importance of personal freedom in shaping interpersonal relationships.

ESLAO & ESLBO ESLCO ESLDO & ESLEO Individually, students will

complete a mind map/brainstorming activity using the word freedom. Some guiding ideas that can be used to explain freedom are movement, watching TV, talking on the phone, shopping, choosing how to cut your hair or do your make-up, having a boyfriend/girlfriend. A. 5.9

Students will complete a Venn diagram listing the common and different activities that they do at home and at school which demonstrates their understanding of freedom. A. 5.10

Individually, students will complete a mind map/brainstorming activity using the word freedom. Some guiding ideas that can be used to explain freedom are movement, watching TV, talking on the phone, shopping, choosing how to cut your hair or do your make-up, having a boyfriend/girlfriend.

A. 5.9 Students will complete a

Venn diagram listing the common and different activities that they do at home and at school which demonstrates their understanding of freedom. A. 5.10

Students complete a written response entitled “From My Own Experience” in which they describe a new freedom they discovered and were surprised by when they moved to Canada. They will also explain how they feel about this freedom.

A. 5. 11

Individually, students will complete a mind map/brainstorming activity using the word freedom. Some guiding ideas that can be used to explain freedom are movement, watching TV, talking on the phone, shopping, choosing how to cut your hair or do your make-up, having a boyfriend/girlfriend.

A. 5.9 Students will complete a Venn diagram

listing the common and different activities that they do at home and at school which demonstrates their understanding of freedom. A. 5.10

Students complete a written response entitled “From My Own Experience” in which they describe a new freedom they discovered and were surprised by when they moved to Canada. They will also explain how they feel about this freedom.

A. 5.11 Students will compare a television

show/movie from their first country to a television show/movie from North America. Using a chart, students can compare and contrast the freedoms demonstrated in both based on different categories. A.5.12


Appendix 5.1

Positive Self-Esteem CollageESL AO/BOA: Create a collage of pictures from newspapers / magazines showing these ideas. Your pictures can be about the main idea in CAPITALS or about the words in (brackets).

1. HEALTH (clean, food, exercise, sleep)

2. BRAIN (study, read, write, think)

3. GOD (prayer, church, help, believe)

4. FRIENDS (play, talk, smile, share)

ESLCOB: Next to each picture, write a caption explaining how the picture is related to the idea of HEALTH, BRAIN, GOD, or FRIENDS. Use the chart below to help you organize your ideas.

DESCRIPTION OF PICTURE

CAPTION


Appendix 5.2

ESLDO/EOC: Using this template, write a reflection on the following topic:

Which ideas from your collage have a positive impact on your life, and which do you feel you need to improve?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Appendix 5.3Gospel Values and Symbols

ESL AO/BOUsing the word bank below, match the 5 Gospel Values to these symbols. There are two or three symbols for each Gospel Value.

A) B) C)

D) E) F)

G) H) I)

J) WORD BANK- GOSPEL VALUES

LOVE FORGIVENESS JUSTICEHOPE FAITH

A.________________ B.________________ C.________________

D.________________ E.________________ F._________________

G.________________ H.________________ I._____________

J.________________


Appendix 5.4

Gospel Values in my Life

GOSPEL VALUESLOVE FORGIVENESS JUSTICE

HOPE FAITH

1. Complete the sentences to show when you use Gospel Values in your life.

A. I show HOPE when I _________________________________________________________________________________________________________________________

B. I show FORGIVENESS when I___________________________________________________________________________________________________________________

C. I show JUSTICE when I ______________________________________________________________________________________________________________________

D. I show LOVE when I___________________________________________________________________________________________________________________________

E. I show FAITH when I___________________________________________________________________________________________________________________________

2. Using the word bank above, state which Gospel Value is being shown in each example.

A. My family goes to church together on Sunday mornings. ____________

B. My sister said sorry for taking my sweater. _____________

C. In the future, I would like to be a teacher. ______________

D. My family begins with a prayer before each meal.________________

E. I give my friend a hug. ______________

F. We collect food for the poor in my class. ________________

G. There is a cross in every classroom. _________________

H. My grandmother made a scarf for me. __________________

I. My mom is angry with me because I lied. ____________________

J. My family came to Canada for a better life.____________________


Appendix 5.5

Gospel Values in the School Community

GOSPEL VALUESLOVE FORGIVENESS JUSTICE

HOPE FAITH

Select 3 of the Gospel Values above and describe various activities in your school community that demonstrate them. Your response must be written in complete paragraphs.

SCHOOL ACTIVITY EXAMPLE #1________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________




Appendix 5.6

THE WORLD AROUND MESOCIETY

(country, government)

↓COMMUNITY(school, Church)

↓FAMILY

(mother, father, sister, brother, cousin)

↓I

(myself)

Source: Map of Canada from www.religiousintelligence.co.uk


Appendix 5.7

The Role of the Family

You and your family share a special relationship. Fill in the chart by listing what your family does for you and what you do for your family.

What does my family give me? What do I give my family?

Food Clothes House/apartment Money Help

Respect Love Help Thanks

Appendix 5.8

The Role of my Family and the Church

Fill in the following chart using complete sentences.

What does my family give me? What do I give my family? How does the Church play a role in my family’s life?


Appendix 5.9

To me freedom means….


FREEDOM

Appendix 5.10

TYPES OF FREEDOM


At home or in my first country

You have many types of freedom in your everyday life. List things you are free to do only at home or school, and then at both places. Follow the titles in the

circles below.

Appendix 5.11

When you came to Canada, you experienced many different things. What is the most surprising freedom that Canadian teenagers have that

you did not in your home country? What are some advantages and disadvantages for teenagers to have this particular freedom?


At school

At home and school

81

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

Appendix 5.12COMPARING FREEDOMS

After watching a T.V show or movie from your home country and one from North America, compare and contrast the various ranges of freedoms. T.V. Show/ Movie

Home Country T.V. Show/ MovieT.V. Show/ Movie Name:

North American T.V. Show/ MovieT.V. Show/ Movie Name:


ElementsContent

Character Interaction

Theme

Language

Appearance

Character:

Scenery:

Movement

Sexuality

Violence


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