The Sacrament of Reconciliation:
Confession Guide for Children:
EXAMINATION OF CONSCIENCE
Did I pay attention at Mass?
Have I fooled around in Church?
Did I say my prayers every day?
Did I say mean things to my mom or dad?
Did I always say "Thank You" to people?
Am I hard to get along with (during school, at Grandma´s, at home?)?
Did I do what my mom and dad told me to do? My teacher?
Did I do my chores?
Did I hurt others people´s feelings by calling them names?
Have I started fights with my brothers and sisters at home?
Have I blamed other people for things I do?
Did I get other people into trouble?
Do I hit people when I get mad?
Have I forgiven people? Or am I holding a grudge?
Have I cheated or been unfair in games?
Did I refuse to play with someone for no good reason?
Did I put a good effort in my schoolwork?
Did I fail to do my homework?
Was I honest with my parents? My teachers? My friends?
Did I take anything that didn´t belong to me?
Did I refuse to eat food I didn´t like?
A GUIDE TO CONFESSION
How to go to Confession
1. After the priest greets you in the name of Christ, make the sign of the cross. You say: "Bless me Father for I have sinned. It has been (state how long) since my last confession. These are my sins."
2. Tell your sins simply and honestly to the priest. You might even want to discuss the circumstances and the root causes of your sins and ask the priest for advice or direction.
3. Listen to the advice the priest gives you and accept the penance (prayer or prayers) from him. Then recite Act of Contrition for your sins.
4. The priest will then dismiss you with the words of praise: "Give thanks to the Lord for He is good. You respond: "For His mercy endures forever." The priest will then conclude with: "The Lord has freed you from your sins. Go in peace." And you respond by saying: "Thanks be to God."
5. Spend some time with Our Lord thanking and praising Him for the gift of His mercy.
Act of Contrition:
O my God, I am heartily sorry for having offended you,
and I detest all my sins, because of Your just punishments,
but most of all because they offend You, my God,
who are all-good and deserving of all my love.
I firmly resolve, with the help of Your grace,
to sin no more and to avoid the near occasion of sin.
Amen
EXAMINATION OF CONSCIENCE
Did I pay attention at Mass?
Have I fooled around in Church?
Did I say my prayers every day?
Did I say mean things to my mom or dad?
Did I always say "Thank You" to people?
Am I hard to get along with (during school, at Grandma´s, at home?)?
Did I do what my mom and dad told me to do? My teacher?
Did I do my chores?
Did I hurt others people´s feelings by calling them names?
Have I started fights with my brothers and sisters at home?
Have I blamed other people for things I do?
Did I get other people into trouble?
Do I hit people when I get mad?
Have I forgiven people? Or am I holding a grudge?
Have I cheated or been unfair in games?
Did I refuse to play with someone for no good reason?
Did I put a good effort in my schoolwork?
Did I fail to do my homework?
Was I honest with my parents? My teachers? My friends?
Did I take anything that didn´t belong to me?
Did I refuse to eat food I didn´t like?
A GUIDE TO CONFESSION
How to go to Confession
1. After the priest greets you in the name of Christ, make the sign of the cross. You say: "Bless me Father for I have sinned. It has been (state how long) since my last confession. These are my sins."
2. Tell your sins simply and honestly to the priest. You might even want to discuss the circumstances and the root causes of your sins and ask the priest for advice or direction.
3. Listen to the advice the priest gives you and accept the penance (prayer or prayers) from him. Then recite Act of Contrition for your sins.
4. The priest will then dismiss you with the words of praise: "Give thanks to the Lord for He is good. You respond: "For His mercy endures forever." The priest will then conclude with: "The Lord has freed you from your sins. Go in peace." And you respond by saying: "Thanks be to God."
5. Spend some time with Our Lord thanking and praising Him for the gift of His mercy.
Act of Contrition:
O my God, I am heartily sorry for having offended you,
and I detest all my sins, because of Your just punishments,
but most of all because they offend You, my God,
who are all-good and deserving of all my love.
I firmly resolve, with the help of Your grace,
to sin no more and to avoid the near occasion of sin.
Amen
Family Life Task: Different People, Different Styles
Access the Personality Quiz and the wallwisher page here to complete today's task.
http://williamkwon.pbworks.com/w/file/59361292/Scan0010.pdf
http://www.larche.ca/en/education/new_jean_vanier_video_clips_on_hospitality_for_catholic_and_faith-based_schools
http://williamkwon.pbworks.com/w/file/59361292/Scan0010.pdf
http://www.larche.ca/en/education/new_jean_vanier_video_clips_on_hospitality_for_catholic_and_faith-based_schools
| scan0010.pdf |
E-CSLIT 2012-2013
http://aliveawake.blogspirit.com/archive/2005/11/23/the-power-of-the-minga.html
http://connect.tcdsb.org/eclsit/
http://connect.tcdsb.org/eclsit/
| scan0011.pdf |
| books_of_the_bible_activity.pdf |
Bible in a Minute
http://www.youtube.com/watch?v=Ar_k8JjVWQA
How did you get to be you? Lesson 2
Please answer the question on the wallwisher page and be ready to discuss the following:
Read page 19 and ask students why Jerry and Rick had such different reactions to the same social environment.
Read pages 20-22 and discuss the following questions:
1) Family: How might a family influence achievement in sports,
music, or school work? How important do you think this influence is?
Why?
2) Friends: How might friends influence each other’s values, behaviour, or achievement at school? How important do you think this influence
is? Why?
3) Media: Do you think people making the statements on page 22 have been influenced by the media? In what ways? Who else might have influenced
their attitudes? Give an example of a television show that is a positive influence. What is the positive influence?
Read pages 20-22 and discuss the following questions:
1) Family: How might a family influence achievement in sports, music, or school work? How important do you think this influence is?
Why?
2) Friends: How might friends influence each other’s values, behaviour, or achievement at school? How important do you think this influence
is? Why?
3) Media: Do you think people making the statements on page 22 have been influenced by the media? In what ways? Who else might have influenced
their attitudes? Give an example of a television show that is a positive influence. What is the positive influence?
http://wallwisher.com/wall/wo8mkwjmyr
Read page 19 and ask students why Jerry and Rick had such different reactions to the same social environment.
Read pages 20-22 and discuss the following questions:
1) Family: How might a family influence achievement in sports,
music, or school work? How important do you think this influence is?
Why?
2) Friends: How might friends influence each other’s values, behaviour, or achievement at school? How important do you think this influence
is? Why?
3) Media: Do you think people making the statements on page 22 have been influenced by the media? In what ways? Who else might have influenced
their attitudes? Give an example of a television show that is a positive influence. What is the positive influence?
Read pages 20-22 and discuss the following questions:
1) Family: How might a family influence achievement in sports, music, or school work? How important do you think this influence is?
Why?
2) Friends: How might friends influence each other’s values, behaviour, or achievement at school? How important do you think this influence
is? Why?
3) Media: Do you think people making the statements on page 22 have been influenced by the media? In what ways? Who else might have influenced
their attitudes? Give an example of a television show that is a positive influence. What is the positive influence?
http://wallwisher.com/wall/wo8mkwjmyr
| social_and_phys_env.pdf |
Family Life Lesson 3: Your Experience in Your Environment
Here is a PDF of Fully Alive pages 23-26
| scan0016.pdf |
Religion
Learning Goal: Relate events from salvation history to modern day life
The Value of the Story Reader's Theatre Script
Rubric for Reader's Theatre
| rubric_for_readers_theatre.doc |
Click to set custom HTML
| scan0017.pdf |
Unit II: We Believe In
God
2.1 Whom Do We
Trust?
http://www.youtube.com/watch?v=YpnQoCZ2YSk
Key Concepts:
On page 26 we have a picture. What does it say to you?
Beginning on that page we have a quite lengthy CHORAL READING of the story of Abraham and Sarah. (Don't be frightened by it!!!) They are the people God called to be our parents in faith. We also see their journey through doubts and questions. They had God's word that they were to be father and mother to many descendents. However, they had a problem: Abraham was old and Sarah could not have children - she was barren!!! How is God going to make them parents to many generations of descendants? Several times they tried to take things into their own hands to
make that happen, but God kept bringing them back to remembering and trusting in the promise God had made to them.
It would be best if you and another person, or, even better, if as many people as possible in your family or your friends, would read this CHORAL READING out loud. That will give you the best sense of what the story is about!
Below are a few questions that may help you as you read each section. If possible, discuss these questions with someone. I do not ask you to send me your answers to these questions - unless you choose to do so.
Unit 2.1 Assignment 1:
SECTION 1:
1. What did God promise Abram and Sarai?
2. What did God ask them to do?
3. What did they do to show that they trusted God?
4. What did they do that showed that they did not completely trust God?
SECTION 2:
1. What question does Abram ask God and why does he ask God that question?
2. How does God respond?
3. Why did Abram sleep with Hagar?
4. Why did God give Abram and Sarai new names?
5. How would you describe Abraham and Sarah's attitude toward God at the end of this section?
6. How would you describe God's attitude toward Abraham and Sarah at this point?
SECTION 3:
1. Why did Abraham give Sarah to King Abimelich?
2. Why was this a problem?
3. What is the significance of Isaac's name?
4. Why did Abraham prepare an altar of sacrifice for his son?
5. What is significant about the faith of Abraham and Sarah in their relationship with God?
6. How did Abraham and Sarah's relationship with God change over time?
7. What risks did Abraham and Sarah take because of their relationship with God?
8. What risks did Sarah take because of her relationship with Abraham and with God?
9. What risks are we asked to take in our relationship with God?
10. What risks did God accept in choosing Abraham and Sarah and making a covenant with them?
(Note: Abraham and Sarah always involved God in their lives. When they made a poor choice, they did not make excuses or run from God - they simply began again in trust. Even when they questioned, Abraham and Sarah still did as God asked).
(Their understanding of trust changed. They stopped trying to force God's plan to happen faster. They stopped trying to bend it to suit their own needs).
If you wish to send this to me ... Send your work to me with the rest of the assignments in Unit 2. I would be happy to receive
it!!!!
Unit 2.1 Assignment 2:
Do EITHER A OR B
A. Read the stories: "The Abrahams and Sarahs of Today" on pages 32 - 35.
For ONE of these stories (of James of of Agnes), answer the following questions: (send me your responses along with the whole of Unit 2). Please STATE which one you are writing about.
1. What can we learn from this story? (either James OR Agnes)
2. How do you think they would define trust?
3. What do you think they would name as the risks of trusting?
B.OR: IN place of the above assignment:
You may know of someone who came to Canada as a refugee. Ask them questions like the following (or any others that seem appropriate):
1. What risks did you take to leave your homeland and to come to Canada?
2. Who did you have to trust? Why?
3. Were you ever disappointed in the trust you put into a person or group?
Write a summary report of your interview. Send your work to me with the rest of the assigned in Unit 2.
Unit 2.1 Assignment 3:
Do EITHER A OR B
A. Answer the following questions in regard to yourself:
1. What makes it possible for you to trust others?
2. How do you know that someone is trustworthy?
3 What is the difference between being trustworthy and being perfect?
OR
B. Write
a resume (a report that you could submit) and include it with this assignment.
List the qualities that make you trustworthy for a job or for a position, for example, as a camp counselor, baby-sitter, or some other position of
trust.
On page 36 is St. Theresa's Prayer of Trust. Spend some time with it and pray it. In your JOURNAL reflect on this prayer. Write the words of the prayer that struck you most, or the feelings you experienced in the prayer. You might like to make a mandala (a circular image or design created as a religious symbol). The circle represents the universe and the unity of all creation with the Creator. The design that you put into it may flow from your response to this prayer.
Send your work to me with the rest of the assigned in Unit 2.
Trust?
http://www.youtube.com/watch?v=YpnQoCZ2YSk
Key Concepts:
- Living
life to the full demands that I am willing to go beyond myself to take
risks.
- To be a person who believes is to
be a person who is willing to make commitments.
- God is the only one to whom I can
entrust myself completely and without reservation (that is, without holding
anything back).
- Trust is not a single act; rather
it is an ongoing attitude toward life and relationships.
- My beliefs shape who I am and the
choices I make. I must understand my beliefs in order to understand myself and
others.
On page 26 we have a picture. What does it say to you?
Beginning on that page we have a quite lengthy CHORAL READING of the story of Abraham and Sarah. (Don't be frightened by it!!!) They are the people God called to be our parents in faith. We also see their journey through doubts and questions. They had God's word that they were to be father and mother to many descendents. However, they had a problem: Abraham was old and Sarah could not have children - she was barren!!! How is God going to make them parents to many generations of descendants? Several times they tried to take things into their own hands to
make that happen, but God kept bringing them back to remembering and trusting in the promise God had made to them.
It would be best if you and another person, or, even better, if as many people as possible in your family or your friends, would read this CHORAL READING out loud. That will give you the best sense of what the story is about!
Below are a few questions that may help you as you read each section. If possible, discuss these questions with someone. I do not ask you to send me your answers to these questions - unless you choose to do so.
Unit 2.1 Assignment 1:
SECTION 1:
1. What did God promise Abram and Sarai?
2. What did God ask them to do?
3. What did they do to show that they trusted God?
4. What did they do that showed that they did not completely trust God?
SECTION 2:
1. What question does Abram ask God and why does he ask God that question?
2. How does God respond?
3. Why did Abram sleep with Hagar?
4. Why did God give Abram and Sarai new names?
5. How would you describe Abraham and Sarah's attitude toward God at the end of this section?
6. How would you describe God's attitude toward Abraham and Sarah at this point?
SECTION 3:
1. Why did Abraham give Sarah to King Abimelich?
2. Why was this a problem?
3. What is the significance of Isaac's name?
4. Why did Abraham prepare an altar of sacrifice for his son?
5. What is significant about the faith of Abraham and Sarah in their relationship with God?
6. How did Abraham and Sarah's relationship with God change over time?
7. What risks did Abraham and Sarah take because of their relationship with God?
8. What risks did Sarah take because of her relationship with Abraham and with God?
9. What risks are we asked to take in our relationship with God?
10. What risks did God accept in choosing Abraham and Sarah and making a covenant with them?
(Note: Abraham and Sarah always involved God in their lives. When they made a poor choice, they did not make excuses or run from God - they simply began again in trust. Even when they questioned, Abraham and Sarah still did as God asked).
(Their understanding of trust changed. They stopped trying to force God's plan to happen faster. They stopped trying to bend it to suit their own needs).
If you wish to send this to me ... Send your work to me with the rest of the assignments in Unit 2. I would be happy to receive
it!!!!
Unit 2.1 Assignment 2:
Do EITHER A OR B
A. Read the stories: "The Abrahams and Sarahs of Today" on pages 32 - 35.
For ONE of these stories (of James of of Agnes), answer the following questions: (send me your responses along with the whole of Unit 2). Please STATE which one you are writing about.
1. What can we learn from this story? (either James OR Agnes)
2. How do you think they would define trust?
3. What do you think they would name as the risks of trusting?
B.OR: IN place of the above assignment:
You may know of someone who came to Canada as a refugee. Ask them questions like the following (or any others that seem appropriate):
1. What risks did you take to leave your homeland and to come to Canada?
2. Who did you have to trust? Why?
3. Were you ever disappointed in the trust you put into a person or group?
Write a summary report of your interview. Send your work to me with the rest of the assigned in Unit 2.
Unit 2.1 Assignment 3:
Do EITHER A OR B
A. Answer the following questions in regard to yourself:
1. What makes it possible for you to trust others?
2. How do you know that someone is trustworthy?
3 What is the difference between being trustworthy and being perfect?
OR
B. Write
a resume (a report that you could submit) and include it with this assignment.
List the qualities that make you trustworthy for a job or for a position, for example, as a camp counselor, baby-sitter, or some other position of
trust.
On page 36 is St. Theresa's Prayer of Trust. Spend some time with it and pray it. In your JOURNAL reflect on this prayer. Write the words of the prayer that struck you most, or the feelings you experienced in the prayer. You might like to make a mandala (a circular image or design created as a religious symbol). The circle represents the universe and the unity of all creation with the Creator. The design that you put into it may flow from your response to this prayer.
Send your work to me with the rest of the assigned in Unit 2.
Living in Relationship: All Kinds of Relationships
1) Assign each group 1 of the 5 relationship scenes on pages 28-29 and ask them to respond to the questions for their scene using the assigned Wallwisher pages.
2) Read page 30 and ask students to focus on the word relationship and the aspects: intimacy, choice, and quality. Read the three descriptions and
ask: Are any of your relationships intimate? How would you describe an intimate relationship? How do we behave with someone with whom we have an intimate relationship? A superficial relationship? Which of Tom’s relationships in the five scenes that were role-played is the most intimate? The most superficial?
Read page 31.
3) Journal response:
Think about all of the people with whom you came into contact with yesterday from the time that you woke up in the morning until you went to
bed at night (family members, friends, classmates, school staff, neighbours, store clerks,. Choose three of these contacts with other people (one
superficial, one in between and one intimate) and write a description of something that happened in each of these relationships.
Lesson # 2: Introduce the aspect of relationships called quality and ask:
Why are relationships that we do not choose for ourselves so important in our lives? Page 32-35: How would you describe the quality of the relationship between Tom and his older sister? Is it a supportive relationship? Why or why not?
How have your relationships with family members changed since you were three years old?
2) Read page 30 and ask students to focus on the word relationship and the aspects: intimacy, choice, and quality. Read the three descriptions and
ask: Are any of your relationships intimate? How would you describe an intimate relationship? How do we behave with someone with whom we have an intimate relationship? A superficial relationship? Which of Tom’s relationships in the five scenes that were role-played is the most intimate? The most superficial?
Read page 31.
3) Journal response:
Think about all of the people with whom you came into contact with yesterday from the time that you woke up in the morning until you went to
bed at night (family members, friends, classmates, school staff, neighbours, store clerks,. Choose three of these contacts with other people (one
superficial, one in between and one intimate) and write a description of something that happened in each of these relationships.
Lesson # 2: Introduce the aspect of relationships called quality and ask:
Why are relationships that we do not choose for ourselves so important in our lives? Page 32-35: How would you describe the quality of the relationship between Tom and his older sister? Is it a supportive relationship? Why or why not?
How have your relationships with family members changed since you were three years old?
| scan0026.pdf |
| scan0021.pdf |
Blue Gold: Water Wars Documentary
http://www.youtube.com/watch?v=6uRYvNKHgi0
Me to We students. PLease fill out the exit card to reflect on your understanding of key ideas from the documentary.
| exit_card_for_blue_gold_documentary.doc |
Living In Relationship: Topic # 2 The Family
Learning Goal: To deepen an understanding of the family and to be encouraged to appreciate the value of good communication and flexibility in family relationships.
Immediately after you watch the falling clip from about a television portrayal of a family, please complete the Television Families Activity Sheet # 6.
http://www.youtube.com/watch?v=CS3pVJ4vZW8
http://www.youtube.com/watch?v=AWAJKrjShFI
Immediately after you watch the falling clip from about a television portrayal of a family, please complete the Television Families Activity Sheet # 6.
http://www.youtube.com/watch?v=CS3pVJ4vZW8
http://www.youtube.com/watch?v=AWAJKrjShFI
| scan0032.pdf |
| scan0033.pdf |
| scan0036.pdf |
The Family Lesson # 1
1) Share Television show critiques. What did you discover? Was the portrayal of family life realistic or unrealistic? In what ways?
2) Read pages 37-38 and the descriptions of family types. Refer back to the television family on “Everyone Hates Chris”. How could that family
be described? What other family structures do you see represented on television?
3) Conduct survey of birth order with the class using the www.polldaddy.com application.
4) If you could choose any position in the family, which would it be? Why? Read page 40.
5) Wed. Nov. 28th extension activity: design a poster using www.glogster.com or http://edu.beeclip.com/ which shows the advantages and disadvantages (both to yourselves and the contributions you can make in your families) of its position in the family-the oldest, the middle, the youngest, or the only child.
Use the media product rubric.
Class code for beeclip for self registration: FZGNRNEV
2) Read pages 37-38 and the descriptions of family types. Refer back to the television family on “Everyone Hates Chris”. How could that family
be described? What other family structures do you see represented on television?
3) Conduct survey of birth order with the class using the www.polldaddy.com application.
4) If you could choose any position in the family, which would it be? Why? Read page 40.
5) Wed. Nov. 28th extension activity: design a poster using www.glogster.com or http://edu.beeclip.com/ which shows the advantages and disadvantages (both to yourselves and the contributions you can make in your families) of its position in the family-the oldest, the middle, the youngest, or the only child.
Use the media product rubric.
Class code for beeclip for self registration: FZGNRNEV
| scan0037.pdf |
December's Virtue of the month: Charity
1) Read the article about December’s Witness, Cristina Peters. How has Ms. Peters
demonstrating the virtue of charity? Explain what the following line from
scripture means to you: "It is more blessed to give than to receive.”Acts 20:35.
2) http://lemmondrops.tripod.com/advent.html
demonstrating the virtue of charity? Explain what the following line from
scripture means to you: "It is more blessed to give than to receive.”Acts 20:35.
2) http://lemmondrops.tripod.com/advent.html
| advent_meaning.pdf |
| an_advent_wreath_prayer.pdf |
| charity_scripture_readings.pdf |
| virtue_calendar_december_2012.pdf |
| december_witness_cristina_peter.pdf |
| scan0040.pdf |
Communication in the Family:
Finish the lesson on Communication in the Family on pages 40-45. Have students role play the short conversations and rate the communication that is happening in these conversations. Students are to brainstorm other examples of conversations in which people are not really communicating with each other.
Task:
1) Students are asked to come up with a list of important rules for communication with family members and friends and why each rule is important. Suggest a tweet on this topic: Important Rules for clear communication with family and friends.
Discuss what happens when good communication rules are ignored and followed.
2) They could tweet their response to one of the questions on page 45 of the Fully Alive Text: Am I honest about my
feelings and opinions? Am I listening? Do I get into senseless arguments? Do I communicate in a respectful way?
www.twitter.com
Task:
1) Students are asked to come up with a list of important rules for communication with family members and friends and why each rule is important. Suggest a tweet on this topic: Important Rules for clear communication with family and friends.
Discuss what happens when good communication rules are ignored and followed.
2) They could tweet their response to one of the questions on page 45 of the Fully Alive Text: Am I honest about my
feelings and opinions? Am I listening? Do I get into senseless arguments? Do I communicate in a respectful way?
www.twitter.com
| scan0047.pdf |
Introduction to Friendship Unit
| scan0056.pdf |
Friendship Lesson # 1
Show the You Tube Clip on the Jesus Memo and ask students to comment on it. What are some important ideas that the Jesus Memo communicates
and how can we apply these to our friendships?
2) Wallwisher activity: Think back to your first friends.
What did you enjoy doing together? How did you resolve arguments? Are you still friends with the person? How have your friendships changed since then?
Look at the friendship qualities on page 53 and choose your top five. Explain why you feel those qualities are essential for friendship?
Read pages 53-54 and ask: What are some examples of friendship situations involving loyalty, personal interest and acceptance of each other? What circumstances might make a person decide to end a friendship?
Define exploitation on page 55.
What is an exploitive friendship? Give some examples of exploitive friendships. What can you do if you’re being exploited? What are
some of the ways in which you can say no? Who can you talk to if you don’t seem to be able to get out of the situation.
Finish reading pages 55 and 56.
Friendship Lesson # 2:
Page 57-62
Discussion: Do you think that peer pressure is a difficulty only for young people. Please respond to the open polls at www.PollEv.com/mrkwon
and how can we apply these to our friendships?
2) Wallwisher activity: Think back to your first friends.
What did you enjoy doing together? How did you resolve arguments? Are you still friends with the person? How have your friendships changed since then?
Look at the friendship qualities on page 53 and choose your top five. Explain why you feel those qualities are essential for friendship?
Read pages 53-54 and ask: What are some examples of friendship situations involving loyalty, personal interest and acceptance of each other? What circumstances might make a person decide to end a friendship?
Define exploitation on page 55.
What is an exploitive friendship? Give some examples of exploitive friendships. What can you do if you’re being exploited? What are
some of the ways in which you can say no? Who can you talk to if you don’t seem to be able to get out of the situation.
Finish reading pages 55 and 56.
Friendship Lesson # 2:
Page 57-62
Discussion: Do you think that peer pressure is a difficulty only for young people. Please respond to the open polls at www.PollEv.com/mrkwon
The Battle of Masada
Roman Occupation of Judea
Unit 5: Jesus His Only Begotten SonWhat's In A Name?
Unit 5.1 Assignment 1:
Read the article "What's in a Name?" on pages 86-87. Create a Name Mobile. http://www.youtube.com/watch?v=Jg9w0YSMLHY
1. Why did your parents give you the name(s) you have? What is the meaning of your name?
2. Does your name suit you (OR do your names suit you?) Why or why not?
3. Are you called by other names that suit you better? What are those names?
If you prefer them(it) why is that so?
4. Do different people call you different names?
5. Do some people use different names for you at different times?
6. Do we tend to have more than one name for those who are close to us?
7. How does the way someone refers to us affect the relationship we have with that person?
Read the article "What's in a Name?" on pages 86-87. Create a Name Mobile. http://www.youtube.com/watch?v=Jg9w0YSMLHY
1. Why did your parents give you the name(s) you have? What is the meaning of your name?
2. Does your name suit you (OR do your names suit you?) Why or why not?
3. Are you called by other names that suit you better? What are those names?
If you prefer them(it) why is that so?
4. Do different people call you different names?
5. Do some people use different names for you at different times?
6. Do we tend to have more than one name for those who are close to us?
7. How does the way someone refers to us affect the relationship we have with that person?
Created Sexual: Male and Female
Distinguish between "sex" and "sexuality". Which ideas do we leave out of our class definition and which do we include?
| scan0060.pdf |
| scan0061.pdf |
1) Fully Alive: Topic 2: Sexual Identity and Sexual Roles pages 68-72
Watch the following episode of the uploaded tleveision show and complete the Sexual Roles in Television questions.
| scan0063.pdf |
| scan0064.pdf |
Learning Goal: Explore how Jesus challenged People Expectations
Expectations survey and Assigned Mime role play topics
| scan0066.pdf |
| pantomimepreviewrubric.doc |
| lm_worksheet_-_what_is_love.pdf |
| scan0067.pdf |
1) Fully Alive: Students will explore the concepts of masculinity and femininity and be encouraged to develop respectful and flexible attitudes toward the roles of males and females (Lesson # 2)
2) Read page 72 and review the meaning of “Stereotype” and ask students: Were there examples of sexual stereotyping in 8 Simple Rules? What were they?
3) Have you ever been stereotyped because you are a girl (boy, teenager)? What happened? Read pages 74-75 and have students write a letter to Tom telling him what they think he should do about his problem page 73 and how to handle negative peer pressure.
What is Mime?
Mime is where you silently express things. You have to be really good to do a show of mime, as there is no talking, you have to show what you mean by body language. Mime is very emotional and you can express your feelings silently. Mime is a stylised form of drama which creates an illusion of reality.
Mime is where you silently express things. You have to be really good to do a show of mime, as there is no talking, you have to show what you mean by body language. Mime is very emotional and you can express your feelings silently. Mime is a stylised form of drama which creates an illusion of reality.
The Human Body
| scan0069.pdf |
| scan0070.pdf |
8.1 What risks are worth taking?
Key Concepts:
- Jesus was crucified because he challenged both the religious and social beliefs
of his time. - Jesus accepted suffering because to have avoided it would have been to deny
truth and accept injustice.
- Jesus challenges us to accept suffering, if necessary, in order to live according to God's plan, a plan in which all people are loved and treated with dignity.
Unit 8.1 Assignment 2:
Read "Should I Have Kept Quiet?" in your text on pages 144 - 147. Then answer the following questions:
1. What risks did Keith take? Why?
2. What were the consequences of his actions?
3. What would the consequences have been if he had chosen not to risk?
4. What similar types of risks have people you know taken?
5. What motivated them?
Journalling:
Write about a risk they have taken because of something they believe in. (Diamonte Poem Format)
Perhaps, the first half of the peom could explain what the risk is using the specified format and words and the second half of the poem could explain what the consequences could be if the risk wasn't taken.
Read "Should I Have Kept Quiet?" in your text on pages 144 - 147. Then answer the following questions:
1. What risks did Keith take? Why?
2. What were the consequences of his actions?
3. What would the consequences have been if he had chosen not to risk?
4. What similar types of risks have people you know taken?
5. What motivated them?
Journalling:
Write about a risk they have taken because of something they believe in. (Diamonte Poem Format)
Perhaps, the first half of the peom could explain what the risk is using the specified format and words and the second half of the poem could explain what the consequences could be if the risk wasn't taken.
| diamante_poem.pdf |
| diamonte_rubric.pdf |
| dreams_diamonte_sample.doc |
http://onlineministries.creighton.edu/CollaborativeMinistry/stations.html
http://www.ourladyswarriors.org/prayer/stations.htm
Stations of the Cross Monochromatic Painting Task: Art: Monochromatic Painting of 1 of the Stations of the Cross.
http://grockwood.weebly.com/gallery.html
Learning Goal:
- Students will mix and paint a full range of values to create an original artwork which communicates an understanding of your chosen subject.
- Students will demonstrate care of materials and craftsmanship in painting.
Purpose: The purpose of this project is to introduce color values by blending one color of paint with
black and white to give a variety of value changes. This color relationship or color scheme is known as monochromatic. In Picasso's Blue and Rose Periods he used this color relationship to portray his mood and emotions at the time of his paintings.
Evaluation: The assignment below will be combined with all other assignments in this unit to determine your grade.
Instructions: Our focus in this assignment is on the color relationship. Your subject matter will be
found in All colors will be mixed on your palette. Mixing white and your color, also known as tints create light values. Mixing black and your color, also known as shades creates dark values.
A. Image Source
- Select an image with good value changes. A good variety of light and dark colors. It should be balanced or you will end up with a picture that is unbalanced.
C. Painting
1. Using small brushes you are going to paint right over the paper print. You will need to create your palette. You will need to stay within the same value tones (light and darks) as the picture.
2. Paint light areas first and then move to the darker colors on your palette.
3. Keep your paint palette and brushes you are using on your shelf. I EXPECT you to keep your brushes clean!
D. Criteria for evaluation
- painting technique Art Rubric on skill/craftsmanship/originality/requirements/effort.
Purpose: The purpose of this project is to introduce color values by blending one color of paint with
black and white to give a variety of value changes. This color relationship or color scheme is known as monochromatic. In Picasso's Blue and Rose Periods he used this color relationship to portray his mood and emotions at the time of his paintings.
Evaluation: The assignment below will be combined with all other assignments in this unit to determine your grade.
Instructions: Our focus in this assignment is on the color relationship. Your subject matter will be
found in All colors will be mixed on your palette. Mixing white and your color, also known as tints create light values. Mixing black and your color, also known as shades creates dark values.
A. Image Source
| monochromatic_rubric.pdf |
Stations of the Cross Liturgy
| scan0076.pdf |
| scan0077.pdf |
Making Decisions Task
Please view the Youtube Clip called "Waste of Candy - Teens Making the Right Choices & the Consequences of Making the Wrong Decisions"
Clip
Pretend that you are one of the workers at the pizza restaurant. Then complete the "Making Decisions" planner that has been attached.
Please view the Youtube Clip called "Waste of Candy - Teens Making the Right Choices & the Consequences of Making the Wrong Decisions"
Clip
Pretend that you are one of the workers at the pizza restaurant. Then complete the "Making Decisions" planner that has been attached.
| making_a_decision.pdf |
