Course Profile Comprehensive Arts, Grade 9 open, Catholic
Unit 1
Activity 1 | Activity 2
| Activity 3 | Activity 4
| Activity 5 | Activity 6
| Activity 7
Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.
Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.
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Catholic District School Board Writing Team – Religious Education, Open, Grade 9
Lead Board
Waterloo Catholic District School Board,
Robert Anderson, Manager
Course Profile Writing Team
Robert Anderson, Waterloo Catholic District School Board
Peter Bruder, Waterloo Catholic District School Board
Sandra Collins, Waterloo Catholic District School Board
Jim Deighan, Waterloo Catholic District School Board
Mary Gallo, Brant Haldimand Norfolk Catholic District School Board
Joni Grundy, Waterloo Catholic District School Board
Sue Morrison, Waterloo Catholic District School Board
Ann O’Donnell-Beckwith, Waterloo Catholic District School Board
Bruce Rodrigues, Waterloo Catholic District School Board
Carla Santomero, Waterloo Catholic District School Board
Catholic Curriculum Cooperative (Central and Western Ontario)
Institute for Catholic Education
Unit 1: Called to Journey
Unit Developer(s)
|
Bob Anderson |
Waterloo Catholic DSB |
|
Joni Grundy |
Waterloo Catholic DSB |
|
Peter Bruder |
Waterloo Catholic DSB |
|
Sue Morrison |
Waterloo Catholic DSB |
|
Sandy Collins |
Waterloo Catholic DSB |
|
Ann O’Donnell-Beckwith |
Waterloo Catholic DSB |
|
Jim Deighan |
Waterloo Catholic DSB |
|
Bruce Rodrigues |
Waterloo Catholic DSB |
|
Mary Gallo |
Brant Haldimand Norfolk CDSB |
|
Carla Santomero |
Waterloo Catholic DSB |
This unit will serve as both an introduction and foundation to the course. Through the use of the five strands—Scripture, Profession of Faith, Christian Moral Development, Prayer and Sacramental Life, and Family Life—students will investigate what it means to be ‘called to journey’. Students will be called to examine the past, called to be themselves, called to relationship, called to understand religious experience, called to make moral decisions, called to break open God’s Word, and called to prayer.
Ontario Catholic School Graduate Expectations: CGE 1f, 1g, 1i, 2b, 3d, 6b, and 7d.
Strands: Scripture, Profession of Faith, Christian Moral Development, Prayer and Sacrament, Family Life.
Overall Expectations: SCV.01, SCV.04, MDV.01, MDV.09, MDV.04, FLV.01, FLV.11.FLV.02, FLV.06, FLV.05, FLV.12, FLV.09, PSV.02, PSV.03, PSV.07, PSV.08, PSV.01, PFV.09, PFV.06, PFV.02, PFV.05.
Specific Expectations: SC1.02B, SC1.06B, SC1.03B, SC1.04B, SC4.01B, MD4.02B, MD4.01B, MD2.06B, MD2.03B, MD1.03B, MD2.02B, MD4.06B, MD2.05B, MDV.04, MD1.02B, PS1.06B, PS1.03B, PS1.06B, PS2.01B, PS1.01B, PS3.02B, PS4.07B, PS3.01B, PS1.06B, PS3.02B, PS1.03B, PS1.06B, PS2.02B, PS4.06B, FL4.02B, FL1.03B, FL2.03B, FL1.01B, FL2.01B, FL1.02B, PF4.01B.
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Activity 1 |
Icebreaker: People Bingo |
40 minutes |
|
Activity 2 |
Called to Examine the Past: People, Places and Events |
100 minutes |
|
Activity 3 |
Called to be Me: Social, Physical, Intellectual, Emotional, and Spiritual Growth |
200 minutes |
|
Activity 4 |
Called to Relationship |
110 minutes |
|
Activity 5 |
Called to Moral Decisions: A decision making model |
90 minutes |
|
Activity 6 |
Called to break open God’s Word: Introduction to the Bible |
180 minutes |
|
Activity 7 |
Called to Prayer: Celebrating through Liturgy |
60 minutes |
While planning to deliver this unit, it is important that teachers bear in mind that this unit is the basis of understanding all other units. All five strands are present in this unit and in all subsequent units. This unit is designed to reflect the movement from a global perspective to a personal perspective. Informed by the personal perspective, students can then endeavour to act globally. All units are designed in a similar fashion.
None
Brainstorming, Carousel, Think/Pair/Share
Performance assessment, reflections, paper and pencil test
The culminating activity for the unit is a reflection log scrapbook.
For students with special needs and ESL students, the teacher will need to consult with school Special Education and ESL teachers, and refer to the student’s IEP to meet the needs of specific students. It is also suggested that the teacher consult with parents (when possible) concerning reinforcement of learning expectations and appropriate study conditions at home. Teachers may also consider making contact with organizations in their communities that assist new Canadians for suggestions and resources (i.e. Welcoming Centres, Multicultural Agencies). ESL students may also benefit by being partnered with other students with similar linguistic backgrounds, whenever possible. Many of the suggestions for accommodations are from the OSS policy document, Appendix 6, and the Ministry Special Education and ESL Guides.
New Revised Standard Version Bible. Oxford: University Press, 1989.
CCCB. Be With Me. Ottawa: Publications Service, 1997.
OCCB. Turning Points. Toronto: Prentice Hall Ginn, 1997.
Link, M. Path Through Scriptures. Allen, Texas: Tabor Publishing, 1987.
Christian Scriptures (to come)
Zanzig, T. Jesus of History, Christ of Faith. Winona, Minnesota: St. Mary’s Press, 1986.
Kohlenberger III, John R., ed. The Concise Concordance to the New Revised Standard Version. Oxford: University Press, 1993.
CCCB. Catechism of the Catholic Church. Ottawa: Publications Service, 1994.
Rudy. Dir. David Anspaugh. Columbia, 1993.
Lion King. Disney, 1994.
NRSV – Concordance
Catechism of the Catholic Church
Time: 40 minutes
This activity is intended as an icebreaker.
Ontario Catholic School Graduate Expectation: CGE 1i.
Strand(s): Profession of Faith
Overall Expectations: PFV.02, PFV.05, PFV.09.
Specific Expectations:
Teachers need to instruct students that the material that they provide for the bingo is to be of a ‘light’ fun-filled nature that the students would not mind other students knowing about. You will need to place a time limit on the activity. Be aware that some students may have experienced an event provided to the ‘Bingo’ by another student and that is okay. If a student submits an inappropriate response, the teacher must be ready to substitute a generic response. (e.g., Someone who was born in another country, or someone who has traveled outside Ontario, etc.). The matrix is to be created by the teacher before the activity.
None
1. Whole Class: To begin, the teacher will instruct students to write on a small blank piece of paper something that nobody else in the class would know about them. The teacher will then collect this information and place in on a 5 x 5 matrix.
2. Individual: The teacher distributes the Bingo and students will then wander about the room attempting to match each square with the person who provided the event.
3. Whole Class: Students will process the exercise by investigating how we judge others (i.e., Why did you ask certain questions of people?)
Observation
None
Some students may require a peer to assist them in completing Bingo cards. It may be beneficial to have pre-printed cards for those with language, writing difficulties.
Time: 100 minutes
Students will differentiate between ‘trip’ and ‘journey’. Students will examine the people, places, and events that have contributed to their personal story and interpret how these people, places, and events have shaped their journey.
Ontario Catholic School Graduate Expectations: CGE 4a, 6c.
Strand(s): Family Life
Overall Expectations: FLV.05, FLV.12, FLV.09, FLV.06, FLV.01, FLV.02.
Specific Expectations: FL2.03B, FL1.04B, PF4.01B, MD4.02B.
FL2.03 - describe the Christian family as the basis of society and as domestic Church;
FL1.04 - recognize authentic authority as worthy of honour and respect;
PF4.01 - respect physical change as integral to God’s creation of the human person;
MD4.02- respect physical change as integral to God’s creation of us;
Be prepared for some emotional issues to surface. Much of students' work in this activity can be placed in the ‘access’ pocket of their course portfolio and will help them with their culminating product. (Refer to Course Notes.)
None
1. In Pairs: Students will brainstorm the difference between a ‘trip’ and a ‘journey’.
2. Whole Class: Students will process the information that was brainstormed in the groups. The teacher will direct the discussion towards raising the question as to whether ‘Religion’ in general, and this course in particular, is a trip or a journey. (Refer to Appendix.)
· The teacher will identify for students that a significant part of journey has to do with the people we journey with.
3. Individual: Using the handout entitled “People, Places, and Events” as a guide, students will reflect on the people, places and events that have been significant in their story to this point in their lives.
4. Whole Class: Students will view the video Rudy or Lion King and through guided questions created by the teacher, reflect on the people, places and events that affected Rudy’s life.
1. Performance Assessment: Students will write and submit their own personal autobiography based on the people, places and events that have influenced their lives. (See Appendices.)
See Appendices for handout “Religion: Trip or Journey?”
Handouts: “People, Places, and Events”
Video: Rudy
Video: Lion King
Students may demonstrate knowledge of people, places, and events that have contributed to shaping their personal story in pictorial form or orally through conferencing. Translation dictionaries should be made available for ESL students. The teacher may provide simplified versions of the activity stories for students as well as vocabulary lists to aid in comprehension. Simplified questions in large print with space for answers should be provided for the movie activity.
“Religion: Trip or Journey?”
“People, Places, and Events”
1. Religion is discovering open questions which need life answers (answers which we discover by living them).
2. Religion is a life-long search, with open-ended questions.
3. Religion is waiting on the unexpected.
4. Religion is looking at life with a new, fresh perspective.
5. Religious language involves story telling about the ways in which God shares himself with people.
1. Religion is finding answers to textbook questions.
2. Religion gives students answers, facts, questions with definite answers.
3. Religion involves learning the expected, the predictable.
4. Religion is asking, “What am I supposed to believe?”
5. Religious language is philosophical language about God as He is in Himself.
Now we all have to do some work. We have to do some remembering. I want to ask some questions to help all of us remember our own stories. Let’s try to discover our stories.
Let’s start with the people in our stories. Our stories are made, not so much by events and happenings but by people.
PEOPLE:
· Who are the people we fight with most? (Often we discover who is really important in our lives by reflecting on who we care enough about that we fight with them.)
· If you had to pick three people in your life that you absolutely could not think of not knowing, (e.g., these people are so important that you had to know them to be who you are), who would they be?
· Out of those three people, if you had to pick the one you needed most, who would that be?
· If you could go back in your life and find and be with a single person from your past whom you never see anymore, who would that person be?
· What death in your life has pained you most? What does this say to you about that person?
· Who are the ones you would have been better off not knowing, the ones who have had a bad influence on you or who bring out the worst in you?
· Who is the person who stirs the greatest feeling in you?
· Who is the person who most challenges you to be better than you are, who is calling you to develop your gifts most, maybe even to the point of annoyance?
PLACES:
· What place on this earth has been for you the most beautiful, the place whose beauty touches you most?
· What place outside your home do you go to when you want to be alone and at peace and thoughtful? How often have you been there?
· If you had to remember a hiding place you had when you were five, where would that be?
EVENTS:
· What choices have you made so far in your life that have made a real difference?
· What choices have sent you down a particular road? (Remember that sometimes choices are made by not choosing, by drifting, by being afraid of choices. You can’t not choose.)
· If you had to list them, what have been your three greatest joys so far in life?
· What have been your three greatest sorrows or disappointments?
Time: 200 minutes
This activity is intended to encourage students to explore the social, physical, intellectual, emotional and spiritual sides of their personality. The intent of examining the various dimensions of personality is to provide students with the opportunity to build a healthy self-concept.
Ontario Catholic School Graduate Expectations: CGE 1g, 3e, 4a, 5c, 7d, 7f.
Strand(s): Family Life
Overall Expectations: PFV.02, PFV.05, PFV.06v, FLV.07, FL2.03B, FLV.06, FLV.01, FLV.02, FLV.05, FLV.12, FLV.09.
Specific Expectations: FL1.03B, PF4.01B, MD4.02Bv, MD4.01Bv, FL1.02B, FL2.03B.
FL1.03 - understand the importance of personal freedom in shaping interpersonal relationships;
PF4.01 - respect physical change as integral to God’s creation of the human person;
MD4.01 - value the sacredness of the human body, regardless of appearance;
MD4.02 - respect physical change as integral to God’s creation of us;
FL1.02 - recognize the importance of a healthy positive acceptance of self, with strengths and weaknesses;
FL2.03 - describe the Christian family as the basis of society and as domestic Church;
Many of the recommended strategies within this activity are found in the resources Be With Me and Turning Points. The teaching/learning strategies are designed to provide students with the opportunity to investigate the five key dimensions of one’s personality. This activity is intended to be introductory in nature and various aspects of the activity will surface again throughout the course. Please note that the time allocated for this activity reflects the intent of a cursory overview treatment of an extensive topic. Teachers need to preview any materials (video, print, etc.) that will be used in this activity.
None
1. Individual: Students will first investigate the physical dimension of self.
· Students will write an individual response to questions on page 52 of Be With Me.
2. Group: Follow the above strategy by discussing questions on the same page of Be With Me.
3. Individual: Students will complete the questionnaire on pages 70 and 71 of Be With Me teacher’s manual to determine their predominant learning style.
4. Groups: Have students, in groups of no more than three, teach the rest of the class a simple concept.
5. Whole Class: The teacher will lead a discussion around various learning styles and raise the question of why some students may succeed in some areas and some may not.
6. Individual: Students will name and write as many feelings as they can.
· Each student will be given a pipe cleaner and asked to form a shape that expresses an emotion they experienced recently.
· Before breaking up into groups, students will understand that feelings are neither good nor bad. It is how they choose to express their emotions that cause them to label their feelings.
7. Groups: In groups of four, students will be invited to talk about their ‘pipe cleaner’ sculpture and the experience of that emotion.
8. Individual: Students will read pages 43-46 of the text Be With Me.
9. Whole Group: Students will discuss the reflection questions that pertain to the reading.
10. Groups of Four: Students will examine music and music videos approved by the teacher, to identify themes of exclusion that can potentially lead people to violence. Students will name these themes and the associated attitudes.
· Students will respond to the question: What reasonable response can young people take?
11. Whole Group: Students will brainstorm concepts that are associated with the spiritual realm and give reasons as to why they believe these concepts belong to the spiritual dimension of their personality.
12. Groups of Four: Students will explore what it means to believe in God.
1. Reflection
Students will choose a picture of an individual who would not be considered beautiful by social standards and write about how this person is beautiful.
(This could be done as a homework assignment) (FL1.02B, MD4.01B)
2. Performance Assessment (Optional)
Students will have or serve lunch at the soup kitchen, eat with and talk to some of the guests. Students need to be prepared for this experience and debriefed afterwards.
Students will write a reflection about their experience specifically noting their feelings and the nature of their conversations with the guests. (PFV.06, PF4.01B, FLV.01, FLV.02, MD4.02B)
3. Performance Assessment
In groups of two, students will create a collage of pictures and headlines that show what they believe about God. (PF2.02B)
Be With Me Teacher’s Manual pages 50-63
Turning Points pages 54-63
Be With Me Teacher’s Manual pages 64-73
Multiple Intelligence work by Howard Gardner
Be With Me Teacher’s Manual pages 74-87
Turning Points pages 65-79
Be With Me Teacher’s Manual pages 88-97
Turning Points pages 65-79
Be With Me Unit 3
Turning Points pages 65-79
Be With Me pages 52-54
It may be beneficial for students to focus on one or two dimensions of personality that they would like to explore in greater detail or perhaps to look at all five in a more general fashion. The teacher may provide readings and vocabulary lists ahead of time for students to become familiar with the stories and terms. Partnering students with good readers for modeling of language, pronunciation and reading would be beneficial. Some students may benefit from having activities available on computer so they can answer them using computer. Discussions with students to ensure understanding of each task, and checking often for comprehension of expectations and activities will help to ensure success.
Time: 110 minutes
This activity is designed to lead students to an understanding of the nature of relationship. Students will begin by investigating the criteria that contribute to a positive self-image. Then, through an understanding of the need to be in relationship with others, students will understand their interdependence with the world. And through their understanding of relationship with God, students will come to appreciate the hand of God in their lives.
Ontario Catholic School Graduate Expectations: CGE 1f, 1i, 4a, 4g, 5a, 6d.
Strand(s): Profession of Faith, Family Life
Oveall Expectations: PFV.02, PFV.05, PSV.01, PSV.02, PSV.03, PSV.08, FLV.12, FLV.09, FLV.06, FLV.05, MDV.04.
Specific Expectations: FL2.03B, FL2.01B, FL1.02B, FL2.04B, MD4.01Bv, MD4.06B, MD2.06B, MD2.03B, MD1.03B, MD1.02B, MD4.06B, PS1.06B, PS3.01B, PS1.01B, PS3.02B, PS1.06B, PS4.07B, PF3.02Bv.
FL2.03 - describe the Christian family as the basis of society and as domestic Church;
FL2.01B - describe and analyze aspects of intellectual growth;
FL1.02 - recognize the importance of a healthy positive acceptance of self, with strengths and weaknesses;
FL2.04 - compare the signs of healthy and unhealthy relationships;
MD4.01 - value the sacredness of the human body, regardless of appearance;
MD4.06 - identify people who model Christian hope.
MD2.06 - explain the relationship between Christian moral decision-making and love;
MD2.03 - explore and express the qualities of relationships they want to have;
MD1.02 - identify ways that the Beatitudes help us understand the Christian attitude toward being with others;
MD1.03 - explain how humans are social beings responsible for the care of one another in accordance with God’s plan;
MD4.06 - identify people who model Christian hope.
PS1.06 - demonstrate an understanding of Christian hope and its role in Christian living;
PS1.01 - demonstrate a knowledge of the connections between a life of prayer and the challenges of Christian life in contemporary culture;
PS1.06 - demonstrate an understanding of Christian hope and its role in Christian living;
PS3.01B - listen prayerfully to the call to be loving;
PS3.02 - share their faith with others in the context of religious celebration;
PS4.07 - explore the way prayer nourishes hope.
PF3.02 - express what it means to have a relationship with God through Jesus;
This activity is intended to be an introduction to relationships. The theme of “relationship” will be the touchstone of all the other units and will be further developed in each of the other units.
None
1. Groups of Four
· Students will identify as many factors as possible that contribute to a person’s self-esteem.
· Students will create a skit that portrays all of the factors they just brainstormed.
2. Pairs or Individually
In pairs, students will create a split-page organizer. On one side, students will identify the various kinds of relationships they are involved in. (e.g. parent, sibling, friend, employer, teammate etc.). On the other side, the students will identify what actions help or hinder each relationship.
3. Individually
· Students will image by drawing what it means to be in relationship with God.
· Students will identify in writing what factors make their relationship with God easy or difficult as compared to their relationship with other people in their life.
1. Performance Assessment
Students will act out their skit for the whole class. The teacher will create the assessment rubric. (FL1.02B, MD4.01B)
2. Reflection
Students will write a letter to God explaining why they are happy to be in relationship with God. They will place the letter in their culminating portfolio. (PF3.02B)
Turning Points pages 100-160
Turning Points pages 100-160
Be With Me pages 106-113
Students with Special Education assistance can dialogue with the person who monitors them and share how they feel special in a relationship. This activity could be presented to peers through a skit or role play. Self esteem skits could be presented using tableau or mime to help overcome language barriers. Letters could be presented using audio tape, orally to the teacher or through visual representations such as collage or mind maps.
Time: 90 minutes
This activity is designed to lead students to the understanding of the importance of a well grounded instrument that acts as a moral decision-making screen.
Ontario Catholic School Graduate Expectations: CGE 1c, 2a, 3b, 3c, 3d, 4f, 7a.
Strand(s): Christian Moral Development
Overall Expectations: MDV.01, MDV.09v.
Specific Expectations: MD2.02B, MD2.05B, MD2.06B.
MD2.02 - perceive the challenge of God’s preferential option for the poor;
MD2.05 - review the decision-making model of see, judge, act and evaluate;
MD2.06 - explain the relationship between Christian moral decision-making and love;
This activity provides only one model for moral decision making. There are other models that can be used just as effectively. Be With Me is an excellent resource, which provides a wide range of strategies that enables students to understand this decision, making model.
None
1. Whole Group
· Students will brainstorm a list of different ways that people make decisions.
· Students will brainstorm situations that they find themselves in where they have to make a decision.
· The teacher will randomly match the situations and the decision-making method to investigate why some methods are not appropriate for some decisions.
2. In Pairs
· Students will write a short script to illustrate a dilemma and a decision.
· Students will comment on a separate piece of paper on the appropriateness of the decision-making process. (See page 124 of Teacher’s Manual for Be With Me.)
3. Individually
· Students will read pages 77-81 in the text Be With Me and using the Activity Pages 12a-12d in The Teacher’s Manual, students will come to an understanding of the moral decision-making model based on ‘see, judge, act, evaluate’.
1. Performance Assessment
· Debates
Refer to page 127 of the Teacher’s Manual for Be With Me. (RMD2.02B, RMD2.05B, RMDV.09)
Be With Me pages 122-143
This activity relies heavily on reading skills and skills necessary to plan and present a good debate. Students with special needs may need someone to read some of the material to them and take the time to explain the decision-making model since it will be crucial in some of the following units. Vocabulary lists and definitions could be made available prior to the lesson. Students may benefit from shortened, simplified explanations for reading and comprehension, as well as shortened, simplified texts. Providing a blank graphic organizer for the decision-making model where students can write in their own process may be helpful.
Time: 180 minutes
This activity will provide students with the tools necessary to read and interpret the Bible intelligently. It will lead the students through an introduction to the Bible, to how the Bible was developed, to what we should believe about the Bible, to how to find a scriptural passage, to the concepts of inerrancy and inspiration, to literary forms, to the development of the Gospels.
Ontario Catholic School Graduate Expectations: CGE 1a, 1c, 1h, 2b, 2e, 3c, 5a.
Strand(s): Scripture
Overall Expectations: SCV.01v, SCV.04v.
Specific Expectations: SC1.02Bv, SC1.06B, SC1.03Bv, SC1.04Bv, SC4.01Bv.
SCV.02 - demonstrate knowledge of major stories and events in Scripture (the Sermon on the Mount, the Sinai covenant), and discuss the Christian faith with reference to these passages;
SCV.03 - explain how the message of Scripture informs and challenges society (CCC §1878-1939);
SCV.04 - describe the development of oral and written traditions in Scripture using historical, literary and critical approaches;
SCV.06 - express connections between the relationships described in biblical events and their own life experiences.
SC4.01 - show reverence for Christian belief in Scripture as God’s living word;
This activity is designed to be delivered in two class periods. During the first period students will work through the first four folders because the information in these folders are foundational to understand the next four. Students will work through folders varying pace dependent on the group, so it is necessary to have more than one folder with all the material in it so that students are not waiting for others to finish and not have any work to do. If time permits, at the end of the first lesson the teacher can debrief the first four activities with the students and at the end of the second lesson, debrief the last four activities. The teacher needs to make some judgement calls as to what would best suit the needs of the students in their class. When creating the folders for the carousels teachers need to include a detailed set of instructions attached to each folder so that students are clear about how to complete the task.
Students will need the skills necessary to process the material in the folders.
1. Groups of Three: Students will be involved in a carousel to learn about various aspects, definitions, and developments related to the Bible.
The class will be divided into eight stations. At each station, there will be a folder outlining the expectations and the tasks necessary to be completed in order to gain the information required to be known about the Bible. Once the group has completed the task, the group will move on to the next task until the first four are completed on Day 1 and the next four completed on Day 2 or any other appropriate configuration that the teacher deems appropriate.
The following eight topics will comprise the carousels:
1. Literal Vs contextual interpretation
2. Literary forms in the Bible
3. Inerrancy and Inspiration
4. How to locate and note scriptural passages.
5. When the Bible was written and what it contains.
6. Definitions of terms that pertain to the Bible.
7. A biblical map of Palestine during the days of Jesus and a biblical time chart.
8. The development of the Gospels
Each folder will contain all the information and explanation necessary to lead the group through the task.
2. Whole Class
The teacher will integrate all the information gleaned from the folders and will highlight important information.
1. Performance Assessment
Each folder would have a checklist rubric to ensure that the student has completed all the tasks set out within the folder.
2. Paper and pencil test
Teacher-created test (SCV.01B, SC1.02B, SC1.06B, SC1.03B, SC1.04B, SC 2.01B, SC4.01B)
The following are a small suggestion of resources that teachers could use in creating the folders.
Be With Me
Path Through Scriptures
Roots 1 and 2
Dei Verbum
Jesus of History, Christ of
Faith
Christian Scriptures from Centre for
Learning
Students with special needs will be supported with peer helpers as they move through the carousel, as well-reduced number of activities and simplified instructions may be valuable. Some activities may be provided to students using alternative mediums such as videos or CD-ROM activities. For the written test, multiple opportunities for success may be provided, “chunking” the test and having students complete it in stages, allowing students to use notes or have a take-home test may also provide opportunities for success. Students may also be provided with resource assistance such as an Educational Assistant, a translator, a scribe or the opportunity to orally complete the test.
Examples of carousel activities can be obtained through the Religion and Family Life and Human Sexuality Department at the Waterloo Catholic District School Board. Phone 519-578-3660.
(Specifically # 4 on “How to locate and note scriptural “passages”.)
TO BE PLACED ON A CARD
A. In your folder, you will find copies of handout A: “HOW TO FIND A SCRIPTURAL REFERENCE”. Read aloud with the group.
B. Assign each member in your group the passages on handout B: “USING THE BIBLE”. Complete your assigned passages.
C. Assign the following to members in your group and practise finding each in the bibles provided. Explain to your group the steps you took to find your passage.
|
DT |
10:12-22 |
|
JN |
3:16-30 |
|
RM |
8:35, 38-39 |
|
1JN |
3:1 |
|
HO |
2:16-22 |
|
PS |
2:7-8 |
|
GN |
1:27 |
|
JR |
1:5 |
|
|
|
**** Ask questions if you are having trouble.
D. Each person must complete the handout C: “MATCHING EXERCISE ON SCRIPTURAL REFERENCES”. Please see me if you need to sign out a bible for the evening.
E. Complete the Assessment Rubric. (This is to be created by the teacher.)
· The Bible is composed of books.
· Each book is composed of chapters.
· Each chapter is composed of verses.
A scriptural reference provides all the information you need to find a particular passage. Take, for example, the reference Genesis 1:31.
· The name of the book comes first. Here the name is Genesis (often abbreviated Gen.).
· The chapter number appears directly after the name of the book. The example gives the number 1, meaning chapter 1.
· The last number, separated from the chapter number by a colon, indicates the verse. The example refers to verse 31. (In some versions of the Bible, a comma, rather than a colon, separates the verse number from the chapter number.)
Look up Gen. 1:31. What does it say? Write it down on a separate piece of paper.
Scriptural references generally contain more detailed information. Here are some examples:
· Gen. 1:1-8 means Genesis, chapter 1, verses 2 through 8.
· Gen. 1;3,6,9 means Genesis, chapter 1, verses 3, 6, and 9. (Notice the comma between separate verses from the same chapter.)
· Gen. 2:8-10, 18-25 means Genesis, chapter 2, verses 8 through 20 and verses 18 through 25.
· Gen. 1—3 means Genesis, chapters 1 through 3. (Notice the long dash between chapter numbers. For clarity, your textbook does not use long dashes in scriptural references. In your book, Gen. 1—3 would be written Genesis 1:1-31; 2:1-25; 3:1-24, listing all of the verses. But you will encounter dashes in your Bible’s footnotes and in future scriptural study.)
· Gen. 1:31—2:3 means Genesis, chapter 1, verse 31, through chapter 2, verse 3.
· Distinct references to different chapters are separated by a semicolon. Gen. 1; 3 means Genesis, chapters 1 and 3 (but not chapter 2). Similarly, Gen. 2:4-7, 14; 3:1-3,8 means Genesis, chapter 2, verses 4 through 7 and verse 14, then chapter 3, verses 1 through 3 and verse 8.
· A long verse may be broken up into parts. To designate the first part of a verse, the letter a is used; for the second part of the verse, b is used. Gen. 1:9a means Genesis, chapter 1, the first part of verse 9.
· Some books of the Bible share the same name. For instance, 1 Samuel and 2 Samuel mean “the First Book of Samuel” and “the Second Book of Samuel”. (Sometimes these are written 1 Samuel and II Samuel.) Notice that the number of the book comes before the name of the book. So, 2 Sam/ 1:11-12 means the Second Book of Samuel, chapter 1, verses 11 through 12.
Look up Exod. 5:22—6:1,11; 7:6. What does it say? Write it down on a separate piece of paper.
Find the passage in the Bible and write the first sentence of the passage in the space provided.
Genesis 2:25
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Exodus 6:5-9
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Leviticus 11:26-28
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1 Samuel 6:3-5
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Psalm 22:1-6
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Proverbs 17:1-2
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Amos 5:21-25
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Matthew 15:33-39
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Mark 15:33-39
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Luke 23:44-46
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John 15:18-20
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Acts 2:42-47
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James 2:14-18
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Revelation 20:7-10
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Remember, in the Bible you always: 1) Name the Book
2) Give the Chapter Verse
3) Give the Verse Number
In your Bible, look up each scriptural reference from the left-hand column. Then match the reference with its summary on the right, writing the letter of the summary in the blank next to the reference.
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1. |
Ruth 1:16-18 |
a. |
Jerusalem’s destruction |
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2. |
Dan. 3:13-24, 90b-92,95 |
b. |
a pledge to stay with Naomi |
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3. |
Josh. 3:14-17 |
c. |
the anointing of Saul, Israel’s first king |
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4. |
Prov. 28:15 |
d. |
choosing life |
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5. |
Gen. 12:1-3 |
e. |
how to build an ark |
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6. |
Ps. 51:3-4 |
f. |
the Ten Commandments |
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7. |
Exod. 11:4-7 |
g. |
the fate of Egypt’s firstborn |
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8. |
1 Sam. 9:26b-10:1a |
h. |
a wicked ruler |
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9. |
Deut. 30:15,19b |
i. |
the prayer of a guilty person |
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10. |
Eccles. 3:1-8 |
j. |
crossing the Jordan River |
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11. |
Gen. 6:14-16 |
k. |
thirsting for God |
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12. |
Ps. 63:2-4 |
l.. |
a time for everything |
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13. |
Exod. 20:1-17 |
m. |
Abram’s call to a new land |
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14. |
Jer. 52:12-14 |
n. |
fidelity in a fiery furnace |
Time: 60 minutes
This activity is designed to provide students with an instrument to plan meaningful liturgies that will celebrate the themes in each of the units in this course. The chaplaincy team leader and teacher will demonstrate how to use the instrument by having students experience a meaningful liturgy.
Ontario Catholic School Graduate Expectations: CGE 1f, 2a, 3e, 4g, 5a, 6d, and 7e.
Strand(s): Prayer and Sacrament
Overall Expectations: PSV.01, PSV.02, PSV.03.
Specific Expectations: PS3.02Bv, PS1.06B, PS1.03B, PS4.07B, PS3.01B, MD4.06B.
PS3.01 - listen prayerfully to the call to be loving;
PS3.02 - share their faith with others in the context of religious celebration;
PS1.06 - demonstrate an understanding of Christian hope and its role in Christian living;
PS1.03 - understand the role of bodily posture and gesture in prayer;
PS4.07 - explore the way prayer nourishes hope;
MD4.06 - identify people who model Christian hope.
By the end of this activity, the class should be divided into five groups, with each group assigned to a theme corresponding to one of the remaining five units. The liturgies are to be celebrated at the most appropriate time during the study of the unit. Please note that the class is not restricted to five liturgies. The liturgy that the teacher and chaplaincy team leader plan should be reflective of the whole course. The liturgy should lead students to an awareness that global, national, local, and personal issues affect them and they can affect change personally, locally, nationally, and globally.
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1. Whole Class
Chaplaincy team leader will explain what ‘liturgy’ means and the reason for celebrating liturgies within the context of a course.
2. In Pairs
Students will brainstorm the components necessary to celebrate a meaningful liturgy.
3. Whole Class
With the help of the teacher and the chaplaincy team leader, students will create a template that outlines in detail all the necessary components for organizing a meaningful liturgy. This template will be the instrument that all students will use to plan their group liturgies.
4. Whole Class
Students will experience a liturgy planned by the teacher and chaplaincy team leader.
Ongoing – As the students prepare their liturgies in groups based on the theme of each unit. Refer to the assessment tools in the appendices.
Please note that the specific
expectation designated to be evaluated is only a vessel for the cluster of many
of the other specific expectations, any of which could be evaluated depending
on the planning of the liturgy for the different units.
There are various books and resources on how to plan a meaningful liturgy. One recommended resource is Beck, Margaret. Preparing to Celebrate in Schools.
Tools for assessing a well planned liturgy.
Date:
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Student name: |
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Name(s) of Partner(s): |
SELF/GROUP |
PEER |
TEACHER |
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Peer Evaluator(s): |
Yes |
Incomplete |
Yes |
Incomplete |
Yes |
Incomplete |
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1. |
We chose and secured an appropriate location and set the atmosphere. |
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2. |
We selected appropriate symbols in light of our theme. |
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3. |
We chose scripture readings. |
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4. |
We chose audiovisual support. |
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5. |
We have attended to the roles of this liturgy, (leaders, participants). |
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6. |
We have included a good introductory and closing summation. |
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7. |
We have produced a plan for our prayer service. |
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8. |
We have created petitions relevant to our theme. |
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9. |
We have included other relevant readings |
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10. |
We have provided smooth transitions. |
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11. |
We have obtained appropriate materials so that the service can safely be conducted. |
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COMMENTS: |
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Date:
___________________
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Student name: |
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Name(s) of Partner(s): |
SELF/GROUP |
PEER |
TEACHER |
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Peer Evaluator(s): |
Yes |
Incomplete |
Yes |
Incomplete |
Yes |
Incomplete |
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1. |
We presented ourselves appropriately (dress, attitude). |
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2. |
We established a theme at the beginning of our presentation. |
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3. |
We spoke loudly, clearly, slowly and reverently. |
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4. |
We used audio and visual props appropriately (i.e., volume, clarity, cueing.) |
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5. |
We actively involved our peers. |
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6. |
We established and maintained a prayerful atmosphere. |
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7. |
We all shared equally in the liturgy. |
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8. |
We listened attentively to each other without interrupting. |
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9. |
We created smooth and seamless transitions between parts of our liturgy. |
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10. |
We followed the scheduled timelines during liturgy. |
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COMMENTS: |
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Date:
____________________________
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Student name: |
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Name(s) of Partner(s): |
SELF/GROUP |
PEER |
TEACHER |
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Peer Evaluator(s): |
Yes |
Incomplete |
Yes |
Incomplete |
Yes |
Incomplete |
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1. |
We have confirmed our celebration and conference dates. |
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2. |
We developed a schedule for completion from beginning to end. |
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3. |
We have ensured that the theme includes key understandings of God’s image, Incarnation, sexuality as gift and ecology. |
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4. |
We allocated specific tasks for each member to be completed for conference one. |
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5. |
We met to redirect as needed based on the first conference. |
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6. |
We clarified tasks to be done by each member for the second conference. |
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7. |
We had a rehearsal. |
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8. |
All materials for the liturgy were gathered at least 2 days prior to liturgy. |
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9. |
We met before class to set up on the day of the presentation. |
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10. |
We scheduled regular meetings to maintain communication and cooperation within the group. |
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COMMENTS: |
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Expectation:
Students will create a scrapbook and provide written reflections of chosen articles for their scrapbook.
Students are to follow the directions listed below.
1. From a magazine, newspaper or the Internet, you will acquire:
a) One article that deals with a global issue that affects you.
b) One article that deals with a national issue that affects you.
c) One article that deals with a local issue that affects you.
2. In each of the articles, highlight the key components of the article that affect you in two of the following ways: socially, physically, intellectually, emotionally or spiritually.
3. Attach each article to a separate piece of paper.
4. Beneath each article, write a reflection about how the article:
a) Affected you in the two ways highlighted above.
b) What it tells you about yourself.
c) What actions you have to undertake to personally affect change.
5. For each article, identify which of the components listed below, will help with your action and write a few sentences supporting how that component may help.
a) scripture
b) faith
c) morality
d) family life
e) prayer and sacrament
6. Create a title page.
Continue to
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