Course Profile Religious
Education, Grade 9 open, Catholic
Unit 3
Activity 1 | Activity 2
| Activity 3 | Activity 4
| Activity 5 |
Activity 6 | Activity 7
| Activity 8 | Activity 9
| Activity 10
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.
© Queen’s Printer for Ontario
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 3: Covenant: Called to Love
Unit Developer(s)
Bob Anderson, Waterloo Catholic DSB
Peter Bruder, Waterloo Catholic DSB
Sandy Collins, Waterloo Catholic DSB
Jim Deighan, Waterloo Catholic DSB
Mary Gallo, Brant Haldimand Norfolk CDSB
Joni Grundy, Waterloo Catholic DSB
Sue Morrison, Waterloo Catholic DSB
Ann O’Donnell-Beckwith, Waterloo Catholic DSB
Bruce Rodrigues, Waterloo Catholic DSB
Carla Santomero, Waterloo Catholic DSB
This unit explores the biblical foundations of covenant. Students are encouraged to apply the Ten Commandments and Beatitudes to their own lives. The theme of relationships provides the focus for a discussion of covenant in the lives of students. 1 Corinthians 13 is used as the framework for examining healthy and broken personal relationships. Students explore the importance of healing and reconciling broken relationships.
Ontario Catholic School Graduate Expectations: CGE 1c, 1d, 1f, 1j, 1I, 2b, 2c, 2e, 3c, 3d, 4a, 5a, 5e, 5g, 6a, 7c, 7e.
Strand(s): Scripture, Profession of Faith, Christian Moral Development, Prayer and Sacramentality, and Family Life
Overall Expectations: SCV.01, SCV.03, SCV.02, SCV.05, PFV.02,
PFV.05, PFV.06, MDV.01, MDV.11, MDV.09, MDV.08, MDV.04, MDV.06, MDV.10, MDV.07,
PSV.06, PSV.08, PSV.09, PSV.01, PSV.07, PSV.02, PSV.03, PSV.01, FLV.01, FLV.06,
FLV.07, FLV.02, FLV.05, FLV.12, FLV.09 FLV.10, FLV.11, FLV.12.
Specific Expectations: SC1.06B, SC1.04B, SC2.02B, SC2.03B, SC3.01B, PF1.01, PF1.07B, PF2.02B, PF3.01B, MD2.06B, MD1.07B, MD1.03B, MD1.06B, MD4.01B, MD1.01B, MD1.05B, MD2.07B, MD2.03B, MD2.04B, MD2.02B, MD2.05B, MD1.02B, MD4.02B MD3.03B, MD4.03B, MD1.04B, MD4.06B, PS1.04B, PS1.03B, PS3.01B, PS1.01B, PS2.02B, PS4.06B, PS3.02B, PS4.07B, PS1.06B, FL2.03B, FL1.02B, FL4.02B, FL2.05, FL1.06B, FL1.06B, FL2.04, FL4.04B, FL2.03B, FL1.03B PF1.03B, PF2.03B, PF4.01B.
|
Activity 1 |
What is Covenant? |
180 minutes |
|
Activity 2 |
Covenant in Scriptures |
60 minutes |
|
Activity 3 |
Ten Commandments/ Value Statements |
120 minutes |
|
Activity 4 |
Personal Covenants |
120 minutes |
|
Activity 5 |
Dating |
120 minutes |
|
Activity 6 |
Sexual Decision Making |
240 minutes |
|
Activity 7 |
Broken Relationships, When Love Goes Wrong |
120 minutes |
|
Activity 8 |
Levels of Discrimination |
120 minutes |
|
Activity 9 |
Jesus as the Model of Inclusivity |
120 minutes |
|
Activity 10 |
Healing and Reconciliation |
120 minutes |
Students come to Grade 9 with a diversity of experiences and the teacher needs to be conscious of this throughout the unit. By the time they reach Grade 9 some students will have already been involved in early sexual activity and others will not yet have begun to date. Others still will have personal knowledge of the pain of broken relationships, both in their personal lives and in their families. It is important for the classroom to be a truly safe environment in which students are able to openly and honestly discuss many of the issues in this unit.
Group work guidelines and expectations, components of the tri-part Portfolio, components of Liturgy, Church teachings on the dignity of each person
Brainstorming carousel, socratic, small group (think/pair/share), reflective activities, role-playing/scenarios/case studies
Formative Assessment: observation, reflection, performance assessments, paper and pencil tests
Summative Evaluation: Students plan, lead, and participate in a liturgy on the themes of covenant, broken relationships, and reconciliation. Assessment of this liturgy will include observation, checklists.
For students with special needs and ESL students, the teacher is to consult with school Special Education and ESL teachers, and refer to each student’s IEP to meet the needs of specific students. It is also suggested that the teacher consult with the 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 (e.g., welcoming centres, multicultural agencies) for suggestions and resources. ESL students may also benefit by being partnered with other students with similar linguistic and/ or cultural backgrounds when possible. Many of these suggestions for accommodations as well as many others are from the OSS policy document, Appendix 6, and the Ministry Special Education and ESL Guidelines.
Be With Me
Turning Points
Path
Through Scriptures
NRSV Bible
Catechism of the Catholic Church
Moses: Prince of Egypt
The Ten Commandments
Now
and Then
Time: 180 minutes
Through an examination of types of agreements, contracts and covenants that students see in everyday life, they begin to investigate the qualities and characteristics of a covenant. In this activity students are introduced to some of the biblical and personal covenants with God and human beings.
Ontario Catholic School Graduate Expectations: CGE 2b, 2e, 5a.
Strand(s): Scripture, Profession of Faith
Overall Expectations: SCV.01, SCV.06 v; PFV.06 v.
Specific Expectations: PF1.03B, PF2.03B.
PF1.03B - describe how searching and questioning may be avenues to intellectual growth in the area of religious faith;
PF2.03B - summarize how followers of Jesus are called to love self and others;
The teacher needs to preview the video Now and Then, or another appropriate video that demonstrates the ideals and components of covenant, and create a worksheet for students.
Students need to be aware of the process for think/pair/share.
1. Whole Group: Teacher reviews unit expectations and assessment strategies with students, and students set appropriate goals for their own learning.
2. Small Group: Think/pair/share, students: define agreement, identify people they make agreements with, and define informal and formal agreements (i.e., contracts and friendships)
3. Whole Group: Students view the video Now and Then to identify ways we enter into covenants in our lives, how covenants may be broken, and how we reconcile broken relationships.
4. Whole Group: The teacher discusses the difference between agreement or contract and covenant, and discusses our baptism as the initial covenant with God. The teacher introduces the newspaper covenant assignment that asks students to collect five newspaper and/ or magazine articles that deal with agreements or covenants.
1. Formative - performance assessment rubric for Newspaper article assignment (SCV.06)
2. Formative - performance assessment: Now and Then video assignment (PFV.06)
Now and Then video (Directed by Leslie Linka-Glatter, Newline Cinema, 1996).
Some students require assistance in understanding and completing the video assignment. Peer mentoring is an effective way to accomplish this. Teachers should consult students’ IEPs to make necessary modifications to the newspaper assignment. Reasonable modifications may include limiting the number of articles required, having students verbally answer the questions either through conference or tape recordings, and pairing students with peer models to complete assignment.
Appendices
None
Time: 60 minutes
In this activity students explore the scriptural roots of God’s covenants with humanity through the stories of Noah, Abraham and Sarah, Moses, and Mary. Students further discuss the invitational nature of God’s covenants and the importance of humanity’s accepting the invitation. This learning takes on personal relevance when the student writes a reflection paper.
Ontario Catholic School Graduate Expectations: CGE 1c, 3c.
Strand(s): Scripture, Profession of Faith
Overall Expectations: SCV.01, SCV.03, SCV.02, SCV.05 v PFV.02, PFV.05.
Specific Expectations: SC1.06B v; SC1.04B v, PF1.01B v.
SC1.06B - locate key Scriptural passages (e.g. the Ten Commandments, the Beatitudes);
SC1.04B - demonstrate knowledge of Scripture as a saving history of God’s activity in the life of the people of Israel and of the early Christian community;
PF1.01B - recognize discipleship as the call to follow Jesus in word and deed;
Time required to complete this assignment will vary from class to class. Teacher creates a biblical covenant worksheet.
Group work guidelines, Bible skills
1. Whole Group: The teacher reviews covenant as sign of God’s love and desire to be with humanity and then introduces the carousel activity
2. Small Group: Students participate in a carousel activity, in which they investigate four biblical covenants (Noah, Abraham and Sarah, Moses, and Mary) and complete teacher-provided worksheets. An optional activity may be to show segments of Prince of Egypt to supplement understanding of the Moses story.
3. Whole Group: The teacher discusses covenant as God’s invitation to humanity to enter into a personal relationship and humanity’s acceptance of this invitation.
4. Individual: Students write a reflection paper about the risks and benefits involved in entering into a covenant with God, and review how a covenant differs from a contract. This assignment could be completed for homework.
1. Formative - Performance Assessment: ‘Biblical Covenant worksheets’ (SC1.06B, SC1.04B, SCV.05, PF1.01B)
2. Formative - Performance Assessment Rubric for reflection paper (SC1.04B, PF1.01B)
Bibles
Path Through Scripture, pp. 36-40, 56-60,
Teacher-made reflection assignment and rubric
Modifications of assignments should be made to accommodate students’ IEPs. Peer mentoring during the carousel activity may be helpful for some students. Internet or Computer software versions of Bibles may also be used in this activity if resources are available. For some students probe statements may be suggested to guide student reflection. As well, reflections may be completed using a variety of mediums such as video or audio tapes, through conferencing or in pictorial form.
None
Time: 120 minutes
In this activity students complete an investigation of the Mosaic covenant in relation to modern day society. They begin by examining the Ten Commandments and identifying the underlying message that each Commandment has for today’s society. Once students have explained the values found in each commandment, they complete the Values Statements assignment in which they reframe the Ten Commandments into ten value statements and then apply these values to today’s culture.
Ontario Catholic School Graduate Expectations: CGE 1c, 2b, 5a, 5e.
Strand(s): Scripture, Profession of Faith
Overall Expectations: SCV.03, SCV.02, SCV.06 v, PFV.01Bv PFV.02, PFV.05.
Specific Expectations: SC3.01B v, PF1.07B v.
SCV.06 - express connections between the relationships described in biblical events and their own life experiences.
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.O3 - explain how the message of Scripture informs and challenges society (CCC §1878-1939);
PFV.01 - describe what it means to believe and live in Christ, and name some of the joys and demands involved (CCC §144-165);
PFV.02 - articulate the Christian call to take on the attitude of Christ (CCC §1701-1709, 1716-1724);
PFV.05 - understand the Christian call to life in the community of faith, the Church (CCC§166-175).
The Value Statements activity should be introduced using class time to ensure understanding and then students complete it on their own time (due three to four days later). The Value Statements assignment should be entered into their portfolios.
· Ability to locate scripture passages from Unit 1
1. Small Group: Students review as many of the Ten Commandments as possible and then report the results of their brainstorming to the whole class.
2. Individual: Students locate one of the passages containing the Ten Commandments (Exodus 20:1-17), and make corrections to class list as needed. Segments of the video The Ten Commandments may be shown to supplement understanding of the Exodus scripture passage.
3. Small Group: (10 groups are required) Students participate in a brainstorming carousel in which they provide examples of what each commandment looks like/sounds like (papers rotate through each group - no repeats on a page). At the end of the activity, the last group reports the answers to the whole class.
4. Individual: Students write a brief summary of each commandment.
5. Whole Class: The teacher introduces the Values Statements assignment (Appendices 3.1, 3.2).
6. Individual: Students reframe the commandments, changing them from commandments to value statements.
1. Formative - informal teacher observation/roving conference during the carousel activity (SC3.01B, SCV.06)
2. Formative - performance assessment: Value Statements assignment (SC2.01B, SC3.01B, PFV.01B, PF1.07B)
Bibles
The Ten Commandments video (if desired)
Peer mentoring may be useful to some students during the carousel activity. Modifications should be made to assignments following the recommendations of students’ IEPs. Some modifications may include completing the Value Statements assignments with partners or alone with fewer statements to complete. They could also be completed pictorially, or through various media elements (e.g., home videos).
Appendices
3.1 – Value Statements
3.2 – Value Statements Evaluation Rating Scale
The Ten Commandments are called ‘commandments’ because they call us to live in a certain way. In each Commandment there are specific values that underlay the message. This assignment involves rewriting the commandments to truly make them value statements.
Rewrite each of the Commandments listed below as value statements. An example is provided. Your statement should be written only in positive language (i.e., there should not be: do not, don’t, should not, etc.).
The following is an example of how to complete this part of the assignment:
You shall not have any other gods besides me.
Value statement: There is only one God.
Your task in this part is to present your value statements in a modern meaning that will illustrate the statements using examples from today’s society. Remember, the Commandments were given as guidelines on how the Israelites should live their lives in loving, covenental relationships with each other and with God.
For each of your value statements:
· Write your value statement clearly and neatly on your page.
· Find or draw a picture that represents this statement.
· Explain in 3-5 sentences why this is an important message for today’s world. (Use an example to support your answer.)
· Explain why this message is a challenge to today’s culture and values.
If you wish you may use the following sentence prompts:
This picture represents......
This is an important message for today’s society because.......
Your assignment should be put together into a booklet format when it is submitted.
Each value statement will be evaluated on completeness of value statements, neatness and creativity of the picture, your explanation on the importance and challenges of this message for today’s world, and communication of ideas.
Name: ________________________________________________________
|
|
Level 1 2.5 marks |
Level 2 3 marks |
Level 3 3.5 marks |
Level 4 4 - 5 marks |
|
Value Statements |
- few
statements are rewritten as values |
- some
statements are rewritten as values |
- most
statements are rewritten as values |
- all statements
are rewritten as values |
|
Pictures/ Appearance |
- few
illustrations are included -
illustrations are not always appropriate - work is
messy, limited use of colours, borders, etc. |
- some
illustrations are included -
illustrations are often appropriate - work is
neat, some use of colours, borders, etc. |
- most
statements include illustrations -
illustrations are usually appropriate - work is
neat, most include colour, borders, etc. |
- all
statements included illustrations - all pictures
are appropriate - work is
neat, all include colour, borders and extra attention is given to details to
enhance quality |
|
Message of Value Statement |
- few messages
are identified - few
challenges of these messages are identified |
- importance
of messages is clearly identified and some explanation is provided - some of the
challenges to these messages are identified |
- importance
of messages is clearly identified and clearly explained - many of the
challenges of these messages are identified and explained |
- importance
of the messages is clearly identified and explained; examples are used to
expand upon ideas - the
challenges of following these messages are clearly identified and solutions
are suggested |
|
Communication of Ideas |
- limited use
of appropriate or creative language - serious errors
in spelling and/or punctuation - several run
on or fragmented sentences - many
sentences are unclear |
- language is
used appropriately and creatively some times - many errors
in spelling and/or punctuation - some run-on
or fragmented sentences - some
sentences are unclear |
- language is
used appropriately and creatively most times - some errors
in spelling and/or punctuation - many
sentences are complete and correct - most
sentences are clearly written and easy to understand |
- language is
appropriate and creatively used to enhance ideas - few or no
errors in spelling and/or punctuation - complete
sentences all of the time - sentences
are clearly written and easy to understand |
Overall
Level for this assignment: ______________
Overall
Mark for this assignment: _______________
Time: 120 minutes
In personal covenants students focus on the fourth commandment as they investigate the family and the various covenants that are implicitly present within the family structure. Students explore the reality that if we say we love someone, there are responsibilities and necessary actions that go with this love. Through this understanding, students create a covenant between themselves and other members of their family. These family covenants are signed by these family members.
Ontario Catholic School Graduate Expectations: CGE 1i, 4g, 6a
Strand(s): Scripture, Christian Moral Development, and Family Life
Overall Expectations: SCV.01, SCV.02, MDV.11, PFV.01 v; PFV.06 v; PSV.06, FLV.06 v FLV.07.
Specific Expectations: PS1.03B, PS1.04B v, SC3.01B v; MD2.07B v; MD2.03B v; MD1.03Bv; FL1.03B, FL2.03B.
PS1.03B - understand the role of bodily posture and gesture in prayer;
PS1.04B - understand the role of sign and symbol in sacramental expression;
SC3.01B - communicate a genuine understanding of the Beatitudes and the Ten Commandments, and their relevance to Christian life;
MD2.03B - explore and express the qualities of relationships they want to have;
MD2.07B - explain and interpret the fourth commandment as it applies to families;
MD1.03B - explain how humans are social beings responsible for the care of one another in accordance with God’s plan;
FL1.03B - understand the importance of personal freedom in shaping interpersonal relationships;
FL2.03B - describe the Christian family as the basis of society and as domestic Church.
The teacher (or students as an expanded opportunity) may wish to contact a local family counselor to come in as a guest speaker to discuss the role of families in modern society. Family covenants are introduced during class time, but completed primarily at home, and are to be added to the tri-part portfolios. It is important that the teacher be sensitive to the differing family structures and family member’s willingness to be engaged in the family contract assignment.
· Knowledge of the Ten Commandments from Activity 3
1. Whole Class: Teacher reviews the fourth commandment as a loving relationship and then discusses how this commandment supports the idea of covenant with God (i.e., loving parent, trust filled relationship, etc.). See Be With Me, theme 5.2, and Turning Points, pp. 18-20, 22-24.
2. Individually: Students brainstorm and list 10 loving family relationships down the left side of a page. Then students insert “if” in front of each statement, and “then I will...” after the statement and finally, complete statements by filling in what you will do to demonstrate that you love this person (i.e. “If I love... then I will...”).
3. Whole Class: Students brainstorm answers for the following: “What are the signs/symbols of our relationships with our parent(s)”
4. Individual: Students create a covenant between themselves and members of their families. These covenants should be neatly prepared and decorated and signed by both the student and members of his/ her family.
Summative - Family Covenant Performance Assessment rubric (SC3.01B, SCV.06, PFV.01B, PFV.06, MD2.07B, MD2.03B, MD1.03B, PSV.06, PS1.04B, FL2.03B, FLV.06, FL2.03B, FLV.06)
Turning Points, pp. 18-20, 22-24
Be With Me, Chapter 5.2
Catechism of the Catholic Church, paragraphs 2197 - 2257
Some students may have reservations in completing this covenant assignment if they are living in abusive or broken relationships at home, or not living at home. They may be encouraged to find examples of covenant in other areas of their lives (e.g., friends, extended family, etc.) Modifications should be made to assignments following the recommendations of IEPs. ESL students may be encouraged to complete the covenant in both their native language and English and to facilitate parental involvement. Some students may benefit by creating their covenants using visual images to depict loving relationships through the use of family photographs, drawings, etc.
None
Time: 120 minutes
Dating relationships, as covenants are the theme of this activity. Students investigate the various aspects of love relationships, focussing on the distinction between love and infatuation. 1 Corinthians 13 is used to inform this discussion.
Ontario
Catholic School Graduate Expectations:
Strand(s): Christian Moral Development, Family Life
Overall Expectations: FLV.05, FLV.12, FLV.09, FLV.11 v.
Specific Expectations: FL1.03B, FL1.06B, MD1.05B v, MDV.07, MDV.08.
FL1.03B - understand the importance of personal freedom in shaping interpersonal relationships;
FL1.06B - know the meaning of responsible sexual expression in the light of the virtue of chastity;
MD1.05B - explore the Christian concept of love, agape, as distinct from popular notions of love;
MDV.07 - explain how the Christian concept of society is radically inclusive (CCC §1928-1942);
MDV.08 - explore the Christian dimensions of love of God and neighbour within the context of popular notions of love (CCC §1604, 1622-1629, 2448);
Understanding of the scriptural notion of love as commitment and covenant is important, as students begin to examine issues regarding early sexual activity in the next activity. “Love Prayers” should be placed into the student’s portfolio. Different cultures may have different beliefs and ideals in defining love and infatuation and it is important for the teacher to encourage all students to share their ideas.
Students should have an understanding of the dimensions of covenant and how we make covenants in our lives. When discussing the differences between love and infatuation, it is important for the teacher to reinforce that the qualities of infatuation are good and are a natural part of all relationships.
1. Whole Class: The teacher leads a class brainstorming session on trying to define love and its characteristics and qualities. Building on the activity Personal Covenants, the teacher helps the class to restate connections between covenants and loving relationships. (Be With Me, pp. 72-75)
2. Small Group: Students brainstorm how dating can grow from being more ‘contractual’ to ‘covenantal’. These discussions are shared with the class.
3. Whole Class: Students read 1 Corinthians 13 and identify the qualities of love as found in this scriptural passage.
4. Individual: Students create their own ‘Love Prayer’ by re-writing the 1 Corinthians 13 passage and inserting their names whenever ‘love’ is stated. The teacher helps students to make connections between this prayer and the gift and call to be loving, covenantal people. Optional: Prayers could be decorated and displayed in the classroom.
5. Whole Class: Students brainstorm and define the qualities of love in comparison to the qualities of infatuation. The teacher leads the class in an examination of love as seen through the eyes of the media. Students discuss whether ‘popular love’ is more often like infatuation or scriptural love. (Be With Me, teacher’s manual p. 120, Turning Points, pp. 217-218)
6. Small Group: Optional: In triads, students create a collage poster depicting the differences between scriptural love and infatuation. Posters are displayed in the classroom.
Formative - Performance Assessment Rubric for love and infatuation posters (MDV.08, MD1.05B, FL1.06B, FLV.11)
Be With Me, theme 4.1
Bibles
Be With Me (teacher’s manual), p.120
Turning Points, pp.217-218
Modifications should be made to assignments following the recommendations of IEPs. Some students may benefit from the use of computers to complete the ‘Love Prayers’.
None
Time: 180 minutes
Often when adolescents are involved in dating relationships they are faced with many important questions and decisions, particularly regarding early sexual activity and sexual abstinence. As a result, this activity reviews the Decision-Making Model (See, Judge, Act, Evaluate) in connection with sexual decision making. Students are provided with a variety of case studies and scenarios about dating, sexual activity, and moral decision making.
Ontario Catholic School Graduate Expectations:
Strand(s): Scripture Christian Moral Development, Family Life
Overall Expectations: SCV.03, SCV.02, FLV.12, FLV.09, FL1.03B, FLV.12, FLV.05 v; FLV.11, MDV.01, MDV.11, MDV.10, MDV.09 v.
Specific Expectations: SC4.02B v; MD2.06B v;MD1.07B v; MD1.06B v;MD2.02B, MD2.05B, MD4.01B v; FL2.05 Bv; FL1.06B v; FLV.12, FL4.04Bv, FL1.02B.
SC4.02B - attend to Scripture as a guide for moral decision-making in a spirit of discipleship;
MD2.06B - explain the relationship between Christian moral decision-making and love;
MD1.07B - define chastity and understand why it is a Christian virtue;
MD1.06B - demonstrate an understanding of the role of the magisterium in moral decision-making;
MD2.02B - perceive the challenge of God’s preferential option for the poor;
MD2.05B - review the decision-making model of see, judge, act and evaluate;
MD4.01B - value the sacredness of the human body, regardless of appearance;
FL1.02B - recognize the importance of a healthy positive acceptance of self, with strengths and weaknesses;
FL2.05B - appreciate the relational meaning of God’s gift of sexuality;
FL1.06B - know the meaning of responsible sexual expression in the light of the virtue of chastity;
FL4.04B - develop decision-making and assertiveness skills which protect and promote chastity;
FLV.12 - analyze sexual decision-making in relation to the meaning of chastity (CCC §2337-2359);
In each class there will be a variety of student experiences concerning dating and early sexual activity. It is important for the teacher to be aware of and sensitive to this fact as the activity proceeds.
Students should have an understanding of the decision-making model from Unit 1, as well as an understanding of the importance of respecting the sacredness of each person (human dignity) from Unit 2. An understanding of the difference between scriptural love and infatuation is important in this decision-making process.
1. Whole Class: The teacher reviews with the class the differences between scriptural love and infatuation, as well as the qualities associated with love.
2. Small Group: Students brainstorm some of the possible decisions a teenager may have to make in a dating relationship. Issues that are likely to surface may include early sexual activity, sexually transmitted infections, forced sexual activity, pregnancy, contraceptive use, etc. Brainstormed issues are shared with the class and recorded for further use. In this activity, the class focusses on early sexual activity.
3. Whole Class: The teacher reviews the decision-making model of see, judge, act, evaluate, including the role of the magisterium (Be With Me, theme 4.2, Turning Points, p. 90) Before introducing the next step in this activity, it would be wise to ensure that students understand the difference between chastity and abstinence.
4. Small Group: In a think/ pair/ share, using a ‘T-Chart’ students brainstorm some of the possible reasons why young people may choose to engage in early sexual activity and some reasons why young people decide not to engage in early sexual activity (i.e., the pros and cons). This teacher may choose to reinforce this strategy by having students read theme 4.3 from Be With Me and/or selections from Turning Points, pp. 233-246.
5. Individual: Students investigate what scriptures say regarding issues of sexual activity by reading various passages that reaffirm the sacredness of the body (e.g., 1 Corinthians 6:15- 19, Ephesians 2:10, as well refer to Unit 2 and the discussion on the sacredness of the body from Genesis)
6. Whole Class: Using the information provided from the think/pair/share, the teacher leads the class through the process of the decision-making model, providing information as needed (e.g. what does the Catechism say, Church teachings, explanations of the concepts of intimacy, mutuality, and commitment).
7. Small Group: Students choose one other issue from the list generated in Strategy 2 and apply the decision-making process to that issue (the teacher needs to ensure that all issues are investigated). The teacher should act as a ‘roving reference’, providing background information, Church teachings, etc., where needed. Students share their work with the class.
8. Individual: Students complete a quiz on the decision-making model as it applies to early sexual activity.
9. Individual: Students create a brochure demonstrating the value and importance of sexual abstinence. Brochures may need to be completed outside of class time. (Appendix 3.3)
1. Formative - Paper and pencil quiz (SC4.02B, FLV.11, FL2.05, FL1.02B,FLV.05, FL1.06B, FLV.12, FL4.04B, MD2.06B, MD1.07B, MD1.06B, MD2.02B, MD2.05B, MDV.09, MD4.01B)
2. Summative - Performance Assessment: Abstinence brochure (Appendix 3.3), teacher- and self-evaluation using a rating scale (SC4.02B, MD2.06B, MD1.07B, MD4. 01B, FLV.11, FL2.05, FLV.05, FL1.06B, FLV.12, FL4.04B)
Be With Me, Chapter 4.2
Turning Points, p.90
Be With Me, 4.3
Turning Points, pp. 233- 246
Catechism of the Catholic Church 2337-2362, 2390-2391
Bibles
Modifications should be made to assignments following the recommendations of IEPs. Peer mentoring may be beneficial to some students during the decision-making activities to help ensure understanding. Some students may complete brochures with a partner. Some students may require a scribe when writing the quiz or may have reduced questions on the quiz. Since many of the same expectations are covered in the quiz and brochure, it may be beneficial to have some students complete only one of these assignments.
3.3 – Abstinence Brochure Evaluation
Name: ____________________________________________________________________
|
|
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Church Teachings on abstinence |
- limited
references to Church teachings are included |
- some
references to Church teachings are included |
- many
references to Church teachings are included and explained creatively |
- many
references to Church teachings, including the use of Scriptures, are included
and explained creatively |
|
Societal Reasons for Abstinence |
- limited
references to societal reasons for abstinence are included |
- some
references to societal reasons for abstinence are included |
- many
references to societal reasons for abstinence are included and explained
creatively |
- many
references to societal reasons for abstinence are included and explained
creatively, using specific references and examples |
|
Sexuality as a Gift |
- limited
references to the understanding that sexuality is a gift are included - limited
references to the importance of commitment, intimacy, and mutuality in
relationships are included |
- some
references to the understanding that sexuality is a gift are included - some
references to the importance of commitment, intimacy, and mutuality in
relationships are included |
- many
references to the understanding that sexuality is a gift are included and
explained so teens can understand - references to
the importance of commitment, intimacy, and mutuality in relationships are
included in an interesting way, aimed at teens |
- many
references to the understanding that sexuality is a gift are included and
explained creatively, aimed at teens - references to
the importance of commitment, intimacy, and mutuality in relationships are
clearly explained in a creative and interesting way, aimed at teens |
|
Communication |
- serious
errors in spelling and grammar - many
sentences are unclear |
- many errors
in spelling and grammar - some
sentences are unclear |
- some errors
in spelling and grammar - most
sentences are clearly written and easy to understand |
- few or no
errors in spelling or grammar - uses
complete sentences that are clearly written and flow with ease |
|
Design |
- design of
brochure makes limited use of space effectively - limited
variety in use of materials |
- design of
brochure makes some use of space
effectively - some variety
in use of materials |
- design of
brochure makes good use of space effectively and creatively - good variety
in use of materials |
- design of
brochure is effective and creative, and aids in the understanding of the
topics presented - excellent
variety in use of materials, choice of materials helps to expand on message
presented |
Time: 120 minutes
Students investigate the causes and effects of broken relationships (this could include family, dating, divorce or friendship). Students again refer to 1 Corinthians 13 as the ‘rubric’ for evaluating love relationships. Using Be With Me, early warning signs of ‘love gone wrong’ are investigated and applied to role-playing skits and students are encouraged to suggest solutions and ways to repair or end these broken relationships.
Ontario Catholic School Graduate Expectations: CGE 1i, 2b, 2c, 5e, 5g.
Strand(s): Profession of Faith, Christian Moral Development, and Family Life
Overall Expectations: PFV.05, MDV.11, MDV.10, FLV.01, FLV.02, FLV.06, FLV.07, FLV.12, FLV.09, FLV.05v.
Specific Expectations: PF2.02Bv,PF4.01B, MD1.01Bv, MD4.03B, MD1.04Bv, MD4.02B, FL2.04Bv, FL1.03B, FL2.03B.
PF2.02B - evaluate how to live in and challenge society based on the model of Jesus;
PF4.01B - respect physical change as integral to God’s creation of the human person;
MD1.01B - know that each person has been created with the freedom to shape his or her own relationships.
MD1.04B - explain how the Christian concept of society is radically inclusive;
MD4.02B - respect physical change as integral to God’s creation of us;
FL2.04B - compare the signs of healthy and unhealthy relationships;
FL1.03B - understand the importance of personal freedom in shaping interpersonal relationships;
FL2.03B - describe the Christian family as the basis of society and as domestic Church.
Sensitivity will have to be shown as there may be students in your class who have been involved in painful broken relationships. The teacher (or students as an expanded opportunity) may wish to invite the youth care worker, or local youth counselor into class to discuss some of the effects broken relationships have on adolescents.
· Definition of covenant
· Qualities of loving relationships (i.e., 1 Cor.13)
1. Individual: Students complete the following reflective questions. They identify: a person with whom they had a covenant that was broken. What was the situation, covenant, expectations of the other person, expectations of themselves, signs and symbols, how was it broken, what happened, how did they feel?
2. Small Group: Students think/pair/share some of the ways covenant relationships are broken, and some of the reasons they are broken (focus on personal covenants, i.e. dating, family relationships, friendships). Students report their answers to class.
3. Individual: Students read and analyse early warning signs of ‘love gone wrong’. (Be With Me, theme 4.4, pp. 104-105, Teacher’s Manual, p. 154)
4. Small Group: Students prepare and present short skits depicting scenarios of love gone wrong. Classmates analyse the skits in light of love gone wrong, and suggest solutions either to repair or to end the relationship. (Be With Me Teacher’s Manual p. 158)
Formative - Performance Assessment: Role play (PF2.02B, MD1.01B, MD4.03B, MD1.04B, FL1.04B, FLV.08, FLV.05, FL2.04)
Be With Me
Be With Me: Teacher’s manual
Be With Me: Teacher’s manual, p.158 (scenarios)
Modifications should be made to assignments following the recommendations of IEPs. The reflective questions may require some modifications such as answering them orally or using a tape recording, and using a computer. ESL students may benefit by being partnered with a student of similar linguistic and/or cultural background when possible. Some students may require assistance in the analysis of ‘Love Gone Wrong’. Peer mentoring may be useful during this activity as well as the presentations of the role plays. Expanded opportunities may include making presentations on broken relationships to younger students (in connection with Strategy 4).
None
Time: 120 minutes
In this activity and the following one, students investigate the covenants we have with our society and the communities we live in. Students first investigate some of the covenants that we have in our society, as well as the ways that some of these covenants are broken. The Levels of Institutional Discrimination is examined and then applied to issues of discrimination against various groups within our society.
Ontario Catholic School Graduate Expectations: CGE 1c, 1d, 2c, 2c, 5e, 7e.
Strand(s): Profession of Faith, Christian Moral Development
Overall Expectations: PFV.02, PFV.05, MDV.07.
Specific Expectations: PF2.02Bv, PF3.01Bv, MD1.03Bv, MD4.03Bv, MD1.04Bv.
PF2.02B - evaluate how to live in and challenge society based on the model of Jesus;
PF3.01B - acknowledge that the love of God for all people demands justice;
MD1.03B - explain how humans are social beings responsible for the care of one another in accordance with God’s plan;
MD1.04B - explain how the Christian concept of society is radically inclusive;
MD4.03B - value the basic dignity of every person within relationships.
The topic of same sex orientation (homosexuality) is a sensitive one. Ensure the class atmosphere is one of trust and safety before dealing with this issue. It is important for teachers to have knowledge of the Church’s teaching regarding the treatment of same-sex oriented people (i.e., Ontario Catholic Conference of Bishops’ Pastoral Letter) which calls all people to treat homosexual persons with dignity and respect. The teacher should also be sensitive to the possibility that some students may choose to ‘come out’ as a result of this activity and therefore must ensure that appropriate support systems are available before beginning. Throughout this activity many students may have a variety of opinions and questions dealing with this issue. It is important that the teacher answers them honestly and sensitively ensuring students are properly informed with correct information.
Optional strategy: The teacher (or students) may wish to invite a local law enforcement officer to the class to discuss issues concerning hate crimes, particularly relating to people who are gay and lesbian.
· The sacredness of each person
· Elements of a covenant
1. Small Group: In groups of 3-4 students discuss the following questions and then report back to the whole class: (a) what are some of the covenants we have in society? (i.e. some rules, written or unwritten, that promote loving, equitable relationships), and (b) What are some of the ways that covenants are broken? (Teacher may need to lead students through these questions.)
2. Small Group: Students identify situations when they have witnessed discrimination (either against themselves or happening to another person). Students then brainstorm how discrimination is an example of a broken covenant and report findings to the class.
3. Whole Group: The class brainstorms groups in society that are discriminated against (e.g., teens, gays and lesbians, work place discrimination, black people, women, Muslims, mentally or physically challenged). Then the class suggests some of the myths associated with these groups.
4. Whole Class: In a socratic lesson the teacher explains the ‘Levels of Institutional Discrimination’ (stereotyping, prejudice, discrimination, institutional discrimination) and provides definitions and examples for each level using same sex orientation as an example. The teacher shows how stereotypes can lead to prejudice, discrimination and institutional discrimination. At this point the teacher should include a discussion on what the Catholic Church says regarding same sex orientation and the treatment of people who are same sex oriented. (Be With Me, pp. 92-93, Turning Points, pp. 219-220)
5. Pairs: Students apply the ‘Levels of Institutional Discrimination’ to one of the groups (assigned or monitored by the teacher to ensure all groups are analyzed).
Formative - Students hand in worksheets on the “Levels of Institutional Discrimination” to ensure understanding and completion.
Catechism of the Catholic Church, 1928-1942
Be With Me, pp. 92-93
Turning Points, 219-220
Modifications should be made to assignments following the recommendations of IEPs. Some students may require peer mentoring in order to complete Levels of Institutional Discrimination strategy, as well as the readings and the strategy involving identifying issues regarding marginalization and discrimination. Some Special Needs or ESL students may have experienced discrimination and/or marginalization and this may provide a good opportunity for these students to share their stories with the class, if they are comfortable. As an expanded opportunity students could complete further research on the topic of discrimination using the resource center.
None
Time: 120 minutes
Students continue to investigate issues of discrimination and broken covenants. Drawing from Gospel examples and focussing on the Beatitudes, students examine how Jesus modeled loving covenantal relationships for us, and then use this model to critique contemporary values.
Ontario Catholic School Graduate Expectations: 1d, 2b, 2e, 5e, 7e.
Strand(s): Scripture, Profession of Faith, Christian Moral Development
Overall Expectations: SCV.03, PFV.02, MDV.01, MDV.07, MDV.04, MDV.06.
Specific Expectations: SC2.02B, SC2.03Bv, PF2.02Bv, PF3.01B, MD1.03Bv, MD2.04Bv, MD1.02Bv, MD3.03B v, MD4.03B, MD1.04Bv.
SC2.02B - critique contemporary values with the teachings found in the Gospels;
SC2.03B - compare the teachings of the Beatitudes towards living with others with the attitudes of contemporary culture;
PF2.02B - evaluate how to live in and challenge society based on the model of Jesus;
PF3.01B - acknowledge that the love of God for all people demands justice;
MD1.03B - explain how humans are social beings responsible for the care of one another in accordance with God’s plan;
MD2.04B - summarize stories where Jesus models how to live and challenge society;
MD1.02B - identify ways that the Beatitudes help us understand the Christian attitude toward being with others;
MD1.04B - explain how the Christian concept of society is radically inclusive;
MD4.03B - value the basic dignity of every person within relationships.
The teacher needs to select appropriate Gospel passages illustrating the message of inclusivity as taught by Jesus. There may be some students in the class who are members of a group that has been discriminated against and it is important that the teacher and students show sensitivity during this activity. Ticket out the Door is an assessment strategy in which students provide brief written feedback in order to demonstrate their understanding of the expectations.
Students should know how to locate biblical passages (Unit 1), and have a sound understanding of the Levels of Institutional Discrimination. (Activity 8)
1. Small Group: Students investigate stories where Jesus taught about acceptance and inclusivity towards those who are ‘different’ (i.e., Zacheus, the woman who sinned, the Publican, the Good Samaritan, the little children, the woman at the well). Groups have one story to read and analyse, then report their findings to the whole class. The teacher may wish to include a reading of theme 2.4 from Be With Me to reinforce scriptural learnings.
2. Whole Class: Students read the Beatitudes and discuss their meaning for modern society.
3. Small Group: Divide the class into eight groups with each group being assigned a Beatitude to analyse. The group discusses what this Beatitude ‘looks like/ sounds like’ when people are following it, and how this Beatitude can be used as a model for including those who are discriminated against in our communities, and then uses this model to critique contemporary values within our society. Groups present the fruits of their discussions to the class in poster and presentation format.
4. Individual: Students create a pictorial reflection in which they demonstrate their understandings of the destructiveness of exclusions and the love created through inclusion. (Appendix 3.4)
5. Individual: Students complete a Ticket out the Door for the questions “One important thing I have learned about the call to be inclusive is...”, and “One thing I can do to include someone who is discriminated against is...”
1. Formative - Performance Assessment tools for the Beatitude posters and presentations (SC2.02B, SC2.03B, PF3.01B, MD1.03B, MD2.04B, MDV.04, MD1.02B, MD4.03B, MD1.04B)
2. Formative - Observation on the ‘Ticket out the Door’ (MDV.06, MD3.03B)
3. Summative - Performance Assessment for pictorial reflection rubric (SC2.02B, SC2.03B, PF2.02B, PF3.01B, MD1.03B, MDV.04, MD1.02B)
Bibles
Be With Me, theme 2.4,
Modifications should be made to assignments following the recommendations of IEPs. Some Special Needs or ESL students may have experienced discrimination and/or marginalization and this may provide a good opportunity for these students to share their stories with the class if they are comfortable. Peer mentoring may be a useful strategy to employ when selecting groups for the Beatitudes strategy to ensure that ESL and Special Needs students receive assistance during this activity. The Ticket out the Door could be pre-printed to assist students in completion, or it could be completed orally. The Reflection and poster address many of the same expectations and therefore students may complete only one if appropriate.
3.4 – Pictorial Reflection Evaluation Rating Scale
Name: _____________________________________________________________
|
|
Level 1 5-5.5 marks |
Level 2 6-6.5 marks |
Level 3 7-7.5 marks |
Level 4 8-10 marks |
|
Communication of thoughts and insights |
- few thoughts or insights are clearly portrayed |
- some thoughts or insights are clearly portrayed |
- most thoughts or insights are clearly portrayed |
- all thoughts or insights are clearly portrayed |
|
Use of images |
- many of the images are not appropriate to the topic |
- some of the images are not appropriate to the topic |
- most images are appropriate to the topic and help to clarify thoughts/ insights |
- all images are appropriate to the topic and provide clarity to thoughts/ insights |
|
Design |
- utilizes little of the space effectively - little evidence of design or structure |
- utilizes some of the space effectively - some evidence of design or structure |
- utilizes most of the space effectively - design and structure are clear and well planned |
- utilizes all of the space effectively - design and structure contribute to the impression of the reflection |
|
Creativity |
- shows limited signs of creativity through the use of materials, colours, and/or images |
- shows some signs of creativity through the use of materials, colours, and/or images |
- shows many signs of creativity through the use of materials, colours, and/or images |
- excellent evidence of creativity through the use of materials, colours, and/or images |
Overall
Level for this assignment: ______________
Overall
Mark for this assignment: _______________
Time: 120 minutes
In the final activity students explore how our wholeness as persons is affected by broken relationships, both in our personal lives and in our lives in the community. If one person is broken, so are we all, and as a result, we must all strive for forgiveness and reconciliation. Students investigate the importance and benefits of forgiveness and reconciliation as well as some of the challenges. The unit concludes with a reconciliation liturgy on the theme of covenant, broken relationships, and the need for healing.
Ontario Catholic School Graduate Expectations: CGE 1c, 1f, 1j, 5g, 7c.
Strand(s): Profession of Faith, Prayer and Sacramental Life, Family Life
Overall Expectations: PFV.05, PSV.08, PSV.09, PSV.07, PSV.02, PSV.03, PSV.01, FLV.01, FLV.02, RFLV.06, FLV.07, FLV.02, FLV.05, FLV.12, FLV.09, FLV.10.
Specific Expectations: PF4.01B, FL4.02B, FL2.03B, FL1.02B, FL1.03B, PS3.01B, PS1.01B, PS2.02B, PS4.06B, PS2.06B, PS1.06B, PS3.02B, MD4.01B, MD4.02B, MD4.06B.
PF4.01B - respect physical change as integral to God’s creation of the human person;
FL4.02B - demonstrate a respect for the human body, in light of the sacredness of human life created by God;
FL2.03B - describe the Christian family as the basis of society and as domestic Church;
FL1.02B - recognize the importance of a healthy positive acceptance of self, with strengths and weaknesses;
PS3.01B - listen prayerfully to the call to be loving;
PS3.02B - share their faith with others in the context of religious celebration;
PS1.06B - demonstrate an understanding of Christian hope and its role in Christian living;
PS1.01B - demonstrate a knowledge of the connections between a life of prayer and the challenges of Christian life in contemporary culture;
PS2.02B - recognize how reconciliation and forgiveness heals relationships;
PS2.06B - explain how the Church enables and facilitates reconciliation;
PS4.06B - give examples of how reconciliation restores people to the community and heals relationships;
MD4.01B - value the sacredness of the human body, regardless of appearance;
MD4.02B - respect physical change as integral to God’s creation of us;
MD4.06B - identify people who model Christian hope.
· If possible the teacher books the school chapel for the liturgy service as well as inviting members of the school community to participate. The teacher (or students as an expanded opportunity) may wish to invite a local priest or other parish pastoral team member to discuss the Sacrament of Reconciliation
· The reflection in this activity should be added to the tri-part portfolio.
· S.P.I.E.S.
· Liturgy components and expectations from Unit 1
1. Whole Class: Students discuss how broken relationships affect our wholeness (i.e., spiritual wholeness and the need to develop all parts of self). Students discuss how it is possible to return to wholeness after a broken covenant through forgiveness/reconciliation. Students identify some of the obstacles to forgiveness.
2. Individual: Students complete reflective questions on a time in their lives when they either needed forgiveness or needed to forgive someone else. What was the situation? What did he or she do? Was forgiveness granted? How is forgiving different from forgetting? Why is it important?
3. Small Group: Students brainstorm why we should forgive and the benefits of forgiveness. Students then report findings to the whole class.
4. Individual: Students read the Prodigal Son (Luke 15:11-32) and complete questions on what Jesus taught about forgiveness.
5. Whole Class: The teacher leads the class in a discussion about the difference between reconciliation and forgiveness. (Be With Me, themes 9.1, 9.2, Turning Points, pp. 181-187)
6. Small Group: Using forgiveness scenarios in the Be With Me Teacher’s Manual (p. 257), students apply the decision-making model of See, Judge, Act.
7. Individual: Students complete a reflection on reconciliation and forgiveness in which they discuss the importance of each and the differences between them. They also reflect upon how Jesus calls us to model a generous attitude toward others.
8. Small Group: Students prepare and present a reconciliation liturgy on the themes of covenant, broken covenants, and forgiveness.
1. Formative - Observation of small group participation in scenarios (PS1.06B, PSV.01, MD1.03B, MD4.01B, MD4.02B, MD4.06B, FLV.01, FLV.02, FL1.02B, PF4.01B, PF3.01B)
2. Summative - Reflection rubric for student’s writing (PSV.01, PS1.06B, PSV.07, PSV.02, PSV.03, PS3.01B, PS1.01B, PS2.02B, PS4.06B, PS2.06B, MD4.01B, MD4.02B, MD4.06B, MD1.03B, FLV.01, FLV.02, FLV.10, FL4.02B, FL1.02B, PF3.01B, PF4.01B.
3. Student prepared liturgy: Liturgy assessment tools (PS2.06B, RPS1.06B, PS3.02B, MD4.06B)
Catechism of the Catholic Church, 1422-1498
Bibles,
Be With Me, chapter 9.1, 9.2,
Turning Points, pp. 181-187
Be With Me, teacher’s manual p. 251,
Liturgy planner
Modifications should be made to assignments following the recommendations of IEPs. Students with difficulty using written expression may have the option of using artwork to convey their thoughts for the reflection paper. As well the option of using audio tapes or conferencing to express themselves may be made available.
As an expanded opportunity students may wish to research the history of the sacrament of reconciliation in the Catholic tradition. Students may also wish to invite members of the school’s peer mediation team into the class, or to start a peer mediation program if one does not exist.
None
Continue to Unit 4 | Back to Unit 2
| Back to Course Profiles main menu