Catholic Education Week 2016: Opening Doors of Mercy
DAY 1: Mercy that Welcomes / Suggested Grade Level:
PRIMARY
BOOK TITLE: / One Green Apple /
AUTHOR & ILLUSTRATOR: / Eve Bunting
Ted Lewin
ISBN-13 / 978-0-618-43477-0
BOOK DESCRIPTION:Farah feels alone, even when surrounded by her classmates. She listens and nods but doesn’t speak. It’s hard being the new kid in school, especially when you’re from another country and don’t know the language. Then, on a field trip to an apple orchard, Farah discovers there are lots of things that sound the same as they did at home, from dogs crunching their food, to the ripple of friendly laughter. As she helps the class make apple cider, Farah connects with the other students and begins to feel that she belongs. / MATERIALS:
Book
Overhead projection device (i.e. Elmo, document camera, etc.)
Bible
2 pieces of drawing paper (1/2 of an 8 x 10 sheet each)
Pencils for sketching first picture and colouring pencils for second picture
Chart paper and markers
CATHOLIC CONNECTIONS:
OCSGE – An Effective Communicator, a Reflective and Creative Thinker and a Self-Directed, Responsible Lifelong Learner
Catholic Social Teaching: Life and Dignity of the Human Person
Scripture Focus: John 4:6-11, 13-14
R.E. Curriculum: Moral Living, Living in Communion, Living in Solidarity
Family Life Curriculum: Created and Loved by God, Living in the World / MINISTRY CURRICULUM LINKS:
Language
Oral: 1.2-1.5, 2.1-2.4
The Arts
Visual Arts: D1.1, D1.3, D2.1
MINDS ON (Before) Approximately 15-20 minutes / PAUSE & PONDER
Learning Goals:
Students will listen and respond to the story “One Green Apple”
Students will discuss how Farah’s feelings change as the story is told
Students will recognize that we are called to make certain that everyone is welcome in our classroom, just as the Samaritan woman welcomed and was welcomed by Jesus
Students will express how it feels to be welcomed through visual arts
Students will identify ways that they can help people feel welcome
Begin with the following prayer…
Dear God,
Help us to learn from each other and make each other feel welcomed and loved in our school.
May we make our school a place of friendship,
a place of belonging,
a place of welcome.
Where everyone feels safe,
where everyone has a place,
where all are united in You, dear God.
Amen +
Before Reading:
Visualization:
Invite the students to sit comfortably and close their eyes. Ask them to remember a time where they joined something for the first time. It could be starting at a new school, joining a new team, or meeting people for the first time. Tell the students to picture this in their mind. Encourage them to think about how they felt and what they did. Give them a minute to think about this and then ask:
  1. How do you feel when you are new to something? Or how do you feel when you are in a group and everyone knows everyone, but you are new and you do not know anyone?
Give each student ½ a piece of letter-sized paper and invite them to sketch a picture of what it would be like if they were just joining a new classroom. Ask them to use pencils only for this drawing. Encourage them to use facial expressions in the art.
Pre-Reading:
Show students the title and cover of the book. Turn to pages 6 and 7 and point out the dark background and ask them how they think the girl in the dupatta is feeling (point to her on the page). Ask them to explain why they believe she is feeling that way. Then turn to page 20. Point out how bright this picture is and ask the students to describe how the girl is feeling now. Again, ask them what clues in the picture give them this impression. / Consider designing success criteria with the students prior to the lesson.
You may decide the format in which to share the prayer as well as the poem. Perhaps you might provide copies that students may keep in folders for reference or for consolidation activities.
If they are unable to remember a time when they were “new”, ask them to imagine what they would think it would be like. How would they feel? You may need to describe an experience you have had to help them visualize how it feels.
ACTION! (During) Approximately 20 minutes / PAUSE & PONDER
During Reading:
Tell the students that this story is about Farah. Explain that she is narrating the story. Tell them that you are going to read the story and ask the students to focus on Farah and think about how she is feeling and why she is feeling that way.
Read the story up to page 12 then ask the students:
  1. How is Farah feeling?
  2. Why?
  3. What clues in the pictures tell you how she feels?
Continue reading until the end of page 18. Ask the students:
  1. Why did Farah choose the green apple? (you may need to go back and read page 14)
  2. What colour did everyone else pick?
  3. Do you think the teacher should have stopped her from adding her apple? Why or why not?
Read to the end of the story. Ask the students:
  1. How is Farah feeling now? How do we know?
  2. What did Anna and Jim do to help her feel welcome in the new classroom?
  3. What did the teacher do that helped Farah feel more comfortable?
Explain to the students that the Bible contains several stories that show how Jesus welcomed everyone no matter what their background. In the Gospel of John, chapter 4 (John 4:6-11, 13-14), Jesus meets a woman from Samaria gathering water from a well. This woman is at the well in the heat of the day instead of early in the day because she is not liked in her community. Jesus asks this woman for a drink of water and she is shocked because people who are Jewish (as Jesus is) are not allowed to talk with people from Samaria, let alone share their water. Jesus talks with the woman and sends her back into the community to tell everyone that the Messiah is here.
Ask the students:
  1. What did Jesus do to help the woman feel welcome and that she belonged? How do you think the woman felt after Jesus did this?
/ It is hoped that the discussion can yield insight into the use of colour to express feelings as well as lead into a discussion about helping others feel welcomed yourself.
CONSOLIDATION (After) Approximately 15-20 minutes / PAUSE & PONDER
After Reading:
Post all the pictures they made prior to reading the book on the left hand side of a bulletin/white board. Then put a sheet of chart paper beside it and write the title, How to Help Someone Feel Welcome. Invite the class to list actions they can do that helps a new person to the class feel welcome and feel that they belong. Revisit the pictures on pages 6, 7 and 20. Point out the colour choices and remind them how Farah was feeling in each picture.
Distribute the second half of the 8 ½ x 11 paper and ask the students to draw a picture of what it would be like to be welcomed to a new classroom. Allow time to use colour and encourage students to express their feelings through colour.
Post completed pictures beside them to the right of the list, How to Help Someone Feel Welcome. Give the students an opportunity to view and discuss the before and after pictures and how colour affects the feelings being expressed in each picture.
Close the lesson by singing a favourite friendship song such as, We Gather Together as Friends from the old Grade 3 Religion Program. / You may want to consider how to display their work in a meaningful way. It is important to show the expression of feeling. Some students may appreciate revisiting the visualization and extend to include actions that helped them feel welcomed.
Catholic Education Week 2016: Opening Doors of Mercy
DAY 1: Mercy that Welcomes / Suggested Grade Level:
JUNIOR
BOOK TITLE: / The Name Jar /
AUTHOR & ILLUSTRATOR: / Yangsook Choi
ISBN-13 / 978-0-0440-41799-6
BOOK DESCRIPTION: On the way to her first day of school, Unhei is teased by the children on the bus for her Korean name. When she reaches her classroom and is asked her name, she tells her classmates that she has not yet decided on one. To be helpful, the children put their suggestions into a “name jar”. Eventually, the girl decides to keep her own name as one of her classmates takes pride in the new Korean nickname he has chosen, Chinku, meaning “friend”. / MATERIALS:
Book
Overhead projection device (i.e. Elmo, document camera, etc.)
John’s Gospel
A new student desk and chair
Post-It© notes
Chart paper and markers
Paper for poems, songs, etc.
Materials for making pictures
CATHOLIC CONNECTIONS:
OCSGE – An Effective Communicator, a Reflective and Creative Thinker and a Self-Directed, Responsible Lifelong Learner
Catholic Social Teaching: Life and Dignity of the Human Person
Scripture Focus: John 4:6-11, 13-14
R.E. Curriculum:Believing, Living in Communion, Living in Solidarity
Family Life Curriculum: Created and Loved by God, Living in Relationship, Living in the World / MINISTRY CURRICULUM LINKS:
Language
Oral: 1.1-1.3, 1.6
Writing: 1.1, 1.2, 2.2
MINDS ON (Before) Approximately 10 minutes / PAUSE & PONDER
Learning Goals:
Students will listen to the story “The Name Jar”
Students will discuss how to welcome a new student to the classroom and help them feel a sense of belonging
Students will recognize that Jesus also welcomes everyone from a variety of backgrounds
Students will compare how Jesus helped the woman from Samaria feel welcomed to how the class helped Unhei feel welcome
Students will identify ways that they can help others feel welcome in their classroom
Before Reading:
Prior to the class (the day before or earlier that day), set a new student desk or create a spot for a new student. Allow enough time for the students to inquire about why the desk is there and to speculate what it means. At the beginning of the lesson, tell the students that they are going to imagine that a new student will be joining our classroom.Ask:
  1. What can we do to help this new student feel welcome in the classroom?
Give each student a small pile of Post-It© notes and ask them to write their ideas on the Post-It© notes (one idea per paper) and stick it to the board or chart paper. Once everyone has placed something on the board, read the notes. Ask the class to help you sort them and create a list of top five actions than can be taken to help someone who is coming to the classroom for the first time to feel welcome. Keep this list posted for the class to review later.
Pre-Reading:
Show students the title and cover of the book. Ask students to predict what the story will be about. Ask them to turn to an elbow partner and discuss their predictions and explain their reasoning. / Consider designing success criteria with the students prior to the lesson.
If unable to create a space for a new student, perhaps tell the class that a new student will be joining class in the next few days.
Consider allowing the students to work in small groups and brainstorm ideas and then as a class, create one list.
ACTION! (During) Approximately 20-25 minutes / PAUSE & PONDER
During Reading:
Explain to the class that the main character in this book is Unhei (pronounced “yoon-hye”) and the story is about her experiences with moving to a new classroom. Read the story completely and then ask:
  1. How did Unhei’s new class help her feel welcomed? Return to the list made by the class and put a checkmark beside the actions that your class had listed to what Unhei’s class had done.
State, “Jesus also welcomed everyone and helped them feel that they belonged. The scripture passage I will read is an example of this”. As the scripture passage is being read, ask the students to listen for examples of how Jesus welcomed the woman from Samaria. Read John 4:6-11, 13-14.
After reading this passage, explain to the students that in Jesus’ time, the people of Samaria and the people of the Jewish tradition, as Jesus was, were not supposed to talk to each other, let alone share water. Something had happened in the past that encouraged these two groups to be unwilling to be friendly to each other. Ask:
  1. What did Jesus do that helped the woman feel welcome and that she belonged?
  2. How did the woman feel about the way Jesus treated her?
Create a t-chart and compare how Jesus helped the woman from Samaria feel welcomed and how Unhei’s class helped her feel welcomed.
Conclude by stating, “We are all called to do the same thing. We are called to welcome all people, accept them as they are and help them feel like they belong”. / The story refers to an American classroom and moving to America. You may want to change it to Canada or explain that the experiences would be similar.
It is hoped that the discussion can yield insight related to the importance of acceptance and feeling welcomed.
CONSOLIDATION (After) Approximately 15-20 minutes / PAUSE & PONDER
After Reading:
Explain to the students that in the world today, there are a large number of families who have left their war-torn and unsafe country and are seeking a new home and a new beginning in many countries throughout the world – including Canada. These families are known to us as refugees. Ask the students what they know about refugees. Allow the students to discuss for a few minutes.
Return the focus to the desk that has been placed in the classroom. Ask the students to imagine that our parish has sponsored a refugee family and that one of the children will be in our class. Ask, what can we do to help this new classmate feel welcome the minute they walk into the classroom, even if we are not in the room yet? Invite the students to create poems, letters, cards, pictures, or something else that can be placed on the new desk. Close the lesson by asking the students to hold up their gifts for the new student and together say the following prayer:
Dear God,
Help us to learn from each other and make each other feel welcomed and loved in our school.
May we make our school a place of friendship,
a place of belonging,
a place of welcome.
Where everyone feels safe,
where everyone has a place,
where all are united in You, dear God.
Amen +
At the conclusion of the prayer, invite the students to place their work on the desk that was set up for the “new student”. / It is recommended that the focus of this discussion would be about the refugees and their story.
You may want to post this prayer in a prominent spot so all can see it and pray together.
Catholic Education Week 2016: Opening Doors of Mercy
DAY 1: Mercy that Welcomes / Suggested Grade Level:
INTERMEDIATE
BOOK TITLE: / Enemy Pie /
AUTHOR & ILLUSTRATOR: / Derek Munson
Tara Calahan King
ISBN-13 / 978-0-8118-2778-2
BOOK DESCRIPTION: It was the perfect summer. That is, until Jeremy Ross moved into the house down the street and became neighbourhood enemy number one. Luckily, dad had a sure-fire way to get rid of enemies: Enemy Pie. But part of the secret recipe, is spending an entire day playing with the enemy! In this funny yet endearing story, one little boy learns an effective recipe for turning your best enemy into your best friend. Accompanied by charming illustrations, “Enemy Pie” serves up a sweet lesson in the difficulties and ultimate rewards of making new friends. / MATERIALS:
Book
Overhead projection device (i.e. Elmo, document camera, etc.)
Bible
Chart paper and markers/interactive white board
Journals/notebooks
CATHOLIC CONNECTIONS:
OCSGE – An Effective Communicator, a Reflective and Creative Thinker and a Self-Directed, Responsible Lifelong Learner
Catholic Social Teaching: Life and Dignity of the Human Person
Scripture Focus: John 4:6-14
R.E. Curriculum:Living a Moral Life, Living in Communion, Living in Solidarity
Fully Alive Curriculum: Living in the World / MINISTRY CURRICULUM LINKS:
Language
Oral: 1.1-1.6
Writing: 1.1, 1.3, 2.2, 2.3
MINDS ON (Before) Approximately 15 minutes / PAUSE & PONDER
Learning Goals:
Students will listen to the story “Enemy Pie”
Students will discuss how to welcome someone despite their first impressions
Students will identify the similarities between the story and the scripture passage about the Samaritan woman at the well
Students will look at the actions of people in both the story and the scripture passage
Students will identify ways that they can make certain everyone is welcome
Students will develop a plan that will help people who are refugees feel welcome
Before Reading:
Lead a discussion about people who are refugees by asking the following questions:
  1. What is a refugee?
  2. What groups of people do we know about that are seeking refugee assistance?
  3. What is Canada doing to assist?
  4. What are some of the challenges?
  5. As people of faith, what are we called to do?
Explain that throughout the gospels, Jesus models how to be welcoming and accepting. Tell the students that you are now going to read one passage that is an example of this. In this scripture passage, Jesus meets a woman who is an outcast in her own community. Traditionally, her community and Jesus’ were not supposed to speak to each other, let alone share food or water. This was the tradition due to historical events that created animosity between these two groups.
Read John 4:6-14. Ask:
  1. What did Jesus do that helped the woman feel welcomed and accepted?
Using chart paper or an interactive white board, create a list of key words that describe his actions (friendly, spoke with her, knew her and didn’t judge, accepted her, shared with her…). / Consider designing success criteria with the students prior to the lesson.
This can be a difficult topic as many are aware of the Syrian Refugee Crisis. Remind students that people who are refugees, come from many countries and have many reasons for needing to leave their home and seek safety and a new beginning elsewhere.
ACTION! (During) Approximately 20 minutes / PAUSE & PONDER
During Reading:
Tell the students that you are going to read a story entitled, “Enemy Pie”. As they are listening to the story, ask them to determine the main idea of this story.
Read the story.
Re-read John 4:6-14.
Ask them to work with a partner and create a list of all the similarities between the story and the scripture. Invite them to return to the list made earlier in the lesson, listing key words that describe Jesus interacting with the woman from Samaria. As a class, discuss these lists and then ask:
  1. What can we do to help others feel welcomed?
/ It is hoped that the discussion can yield insight related to the importance of accepting and welcoming others. It is also hoped that the discussion would lead to an understanding that it is important to spend time with people and get to know them before making judgements.
CONSOLIDATION (After) Approximately 25 minutes / PAUSE & PONDER
After Reading:
Return to the list created at the beginning of the lesson that emphasized key words describing what Jesus did to help the woman from Samaria. Remind the students to focus on how they can fulfill the call to help others feel welcomed and accepted.
Divide the class into small groups and ask each group to research what community groups and churches in their area and throughout Canada are doing to help people who are refugees. The following questions may assist in their research:
  1. How does the sponsorship program work?
  2. What are the responsibilities of the sponsoring family, group or parish?
  3. How long is this commitment?
  4. What can be done to assist groups that are leading a sponsorship for a family?
  5. What is helping in your community?
Explain that as a class, we cannot sponsor a family, but that there are other ways to help. Ask each group to come up with a plan of what they can do to help. Ask them to prepare a presentation to the class in order to promote their plan. Listen to their presentation and if possible, follow-up on one or more of the plans presented. / The following websites may be helpful, but you may want to do your own web search first, to ensure quality of website.
Ottawa:

ottawa/syrian-refugees-how-can-
i-help-in-ottawa-1.3344295
Immigration Canada:
immigrationnewsarticles-menu/
187-canada-immigration-news-articles/2015/september/1991-
how-you-can-help-syrian-
refugees-gta.html
United Nations

49c3646c11c.html
It is hoped that through their research and plans, they created a spark that will be lit and the class will want to fulfill one or more of the plans and develop an outreach project for families who are refugees.

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