Grade 9 Religion
Adapted for
English Language Learners
"I was a stranger and you made me welcome" (Mt. 25:35).
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Dufferin-Peel Religion Writing Team
Grade 9 Religion Program Adapted for ESLAO/BO/CO/DO/EO
Be With Me
Introduction
Original Unit Developers
Agata Bojarska
Christy DiBlasio
Rhonda Fox
Lisa Melo
Melissa Ouellette
Joann Rossitter
Dan Reidy
St. Marcellinus S.S., Dufferin-Peel Catholic DSB
St. A. Gonzaga S.S., Dufferin-Peel Catholic DSB
John Cabot C.S.S., Dufferin-Peel Catholic DSB
Newcomer Reception and Assessment Centre, DPCDSB
St. Edmund Campion S.S., Dufferin-Peel Catholic DSB
Our Lady of Mt. Carmel S.S., DPCDSB
Program Coordinator, ESL
Development Date: April 2009
Unit Titles
*The source of all unit titles and expectations is the Ontario Catholic Secondary Curriculum Policy
Document for Religious Education.
1.
2.
3.
4.
5.
Scripture (corresponds with Introductory Unit developed by DPCDSB)
Profession of Faith (corresponds with Units 1 & 2 of Be With Me)
Christian Moral Development (corresponds with Units 5, 6, 7 of Be With Me)
Prayer and Sacramental Life (corresponds with Unit 3 of Be With Me)
Family Life Education (corresponds with Unit 4 of Be With Me)
Purpose:
 The purpose of this program is to assist young people in understanding both the joy and the
demands of following in the way of Christ and living out the faith that our community
professes in the Creed.
Rationale:
 The rationale of this project is to provide ELLs with easy to understand lessons and activities
according to their English language proficiency level.
Format:
 Each of the 5 units is divided into lessons and activities that allow students in each of the 5
ESL levels to meet the expectations of the Grade 9 Religion Program.
 The enclosed lessons and activities are ready made templates that can be used in the classroom
as well as follow-ups to facilitate individual students’ language skills and abilities.
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Additional Accommodations
Suggestions of how to further support ELLs in your classroom
Accommodations – adjustments to the learning process that do not alter the essence of the grade
curriculum expectations and that would benefit a particular student or group of students.
Specific Examples of Accommodations/Simplifications for ESL students
The following ESL accommodation strategies should be used on unit tests, major projects, culminating
activities and final exams.
► Use of dictionaries (monolingual and bilingual)
► Use of first language (first draft) – ‘buddy system’
► Re-wording (simplifying) instructions and questions in both oral and written forms
► Use of graphic organizers (tables, charts, diagrams) instead of descriptive texts
► Printing instead of cursive writing – avoiding the use of idiomatic expressions, abbreviations and
acronyms
► Reducing multiple choice questions (for example, selection of three instead of four or five choices)
► Fill in the blanks questions - providing word bank
► Matching questions – groups of 5 terms and corresponding definitions/meanings at a time instead
of a list of 10 or more)
► Verbal testing on communication questions, such as: What do you think...,
Explain how…, Give examples from your personal experience, etc.
► Alternative assignment format (hands-on projects, posters, scrapbooks, etc.)
► Providing samples of projects/assignments to give students ideas of what the final product should
look like
► Extra time
Appropriate accommodations should be provided according to individual student’s level of English
language proficiency, their needs and abilities.
We… are convinced that the migrant is indeed an occasion of grace from God and he/she brings
with him/herself a new wealth of culture, spirituality, intellect and intelligence, creativity and still
more of humanity. No wonder Jesus Christ enjoins on all, as our theme for this seminar
powerfully states, "I was a stranger and you made me welcome" (Mt. 25:35). Therefore, we
must welcome the stranger, the migrant as a way to serving Christ, the Saviour of humanity,
because we are told "whatsoever you do to the least of my brethren, that you do unto me" (Mt.
25:40).
The Pastoral Care of Migrants, Refugees and Foreign Students
European & African Bishops’ Joint Statement, November 2008
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SCRIPTURE
Corresponds with
Dufferin-Peel Grade 9 Course
Materials, 2005
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Discipline:
Course Name:
Strand/Unit:
Grade 9 Religion program
HRE1O1: Be With Me
Scripture (corresponds with Introductory Unit)
Overall Unit Expectations – By the end of this unit, students will:



AO
Explain how 
the message
of Scripture
informs and
challenges
society;
Demonstrate 
a familiarity
with and an
ability to
retell key
biblical
narratives
that
illustrates
God’s
faithful
covenant
with a
chosen
people and
the
community’
s response
to this
relationship;
Express

connections
between the
relationships
described in
the biblical
events and
their own
life
experience.
BO
Explain how 
the message
of Scripture
informs and
challenges
society;
Demonstrate 
a familiarity
with and an
ability to
retell key
biblical
narratives
that
illustrates
God’s
faithful
covenant
with a
chosen
people and
the
community’
s response
to this
relationship; 
Express
connections
between the
relationships
described in
the biblical
events and
their own
life
experience.
CO
Explain how
the message
of Scripture
informs and
challenges
society;
Demonstrate
a familiarity
with and an
ability to
retell key
biblical
narratives
that
illustrates
God’s
faithful
covenant
with a chosen
people and
the
community’s
response to
this
relationship;
Express
connections
between the
relationships
described in
the biblical
events and
their own life
experience.
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD




DO
Explain how the
message of
Scripture
informs and
challenges
society;
Demonstrate a
familiarity with
and an ability to
retell key
biblical
narratives that
illustrates God’s
faithful
covenant with a
chosen people
and the
community’s
response to this
relationship;
Express
connections
between the
relationships
described in the
biblical events
and their own
life experience;
Describe the
development of
oral and written
traditions in
Scripture using
historical,
literary and
critical
approaches.




EO
Explain how the
message of
Scripture
informs and
challenges
society;
Demonstrate a
familiarity with
and an ability to
retell key
biblical
narratives that
illustrates God’s
faithful covenant
with a chosen
people and the
community’s
response to this
relationship;
Express
connections
between the
relationships
described in the
biblical events
and their own
life experience;
Describe the
development of
oral and written
traditions in
Scripture using
historical,
literary and
critical
approaches.
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Activities Overview:





Introduction to the Bible Activity
ESLAO, ESLBO, ESLCO,
ESLDO, ESLEO
Provide a visual explaining the division of the bible into books, chapters, and verses. A. 1.1
Scriptural scavenger hunt: Students will be given Scriptural reference which they will have to
locate in the bible. They will demonstrate they have found these references by recording their
titles. A. 1.2
Expectation 1: Explain how the message of the Scripture informs and challenges society.
ESLAO & ESLBO
ESLCO
ESLDO & ESLEO
Introduce literary forms  Introduce literary forms  Introduce literary forms
A 1.3
A. 1.3
A. 1.3
Students will read
 Students will read
 Based upon the teacher’s selection,
simplified passages
simplified passages
students will be given references to
from the bible. A.1.4
from the bible. A.1.4
specific bible passages that are to be
read independently. Next, they will
After reading the
 After reading the
identify the “bigger message” from
simplified passages,
simplified passages
each passage.
students will complete a
students will complete a
chart identifying the
chart identifying the
“bigger message”
“bigger message”.
through the use of a
A. 1.6
word bank. A 1.5
Expectation 2: Demonstrate a familiarity with and an ability to retell key biblical narratives that
illustrate God’s faithful covenant relationship with a chosen people and the community’s response to
this relationship.
ESLAO & ESLBO
ESLCO
ESLDO & ESLEO
 Students will complete a  Students will complete a  Students will create a modern version
newspaper scavenger
newspaper scavenger
of the Ten Commandments. A. 1.8
hunt by looking for
hunt by looking for
pictures and headlines
pictures and headlines
found in newspapers
found in newspapers
that illustrate the Ten
that illustrate the Ten
Commandments in
Commandments in
action or being broken.
action or being broken.
A. 1.7
A. 1.7
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Expectation 3: Express connections between the relationships described in biblical events and their
own life experiences.
ESLAO & ESLBO
ESLCO
ESLDO & ESLEO
 Students will be
 Students will be
 Students will be provided with
provided with a chart
provided with a chart
references to specific bible passages.
that includes simplified
that includes simplified
After reading these passages, they
versions of important
versions of important
must complete a chart that requires
bible stories and the
bible stories and a word
them to summarize the passage,
main idea each story
bank with the key ideas
identify they main idea, and describe
tries to teach. Using the
the stories are trying to
how this main idea connects to their
story as an example and
teach. Students will
own life experiences.
by understanding each
match the main ideas
A. 1.11
of the main ideas,
with the stories and
students will provide a
provide an example
point form example
from their own lives that
from their own lives that
demonstrates each of
demonstrates each of
the main ideas. A 1.10
the main ideas. A 1.9
Expectation 4: Describe the development of oral and written traditions in Scripture using historical,
literary and critical approaches.
ESLAO & ESLBO
ESLCO
ESLDO & ESLEO
 Provide each student with a copy of
the Gospel Development handout.
Discuss as a class. (Activity Sheet
1.6G in the Dufferin-Peel Grade 9
Religion Course Materials manual)
 Students will demonstrate their
understanding of Gospel development
by creating a comic strip that
illustrates each of its stages. A. 1.12
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Appendix 1.1
HOW TO FIND A SCRIPTURAL REFERENCE
The Bible is made up of books
1. The NAME of the BOOK comes first.
ex. Genesis 1: 1-8
↓
Each book is made up of chapters
2. The CHAPTER NUMBER comes directly after the
name of the book
ex. Genesis 1: 1-8
↓
Each chapter is made up of verses
3. The last number, separated from the chapter
by as colon, shows the verse.
ex. Genesis 1: 1-8
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Appendix 1.2
UNDERSTANDING HOW TO FIND A SCRIPTURAL REFERENCE
Directions: Look up the passages below and record the title of the passage in the space
given.
1. Genesis 40:1-23
Title:_____________________________________
2. 1 Chronicles 27:25-31
Title:_____________________________________
3. 2 Maccabees 14:26-36
Title:_____________________________________
4. Psalm 76:1-10
Title:____________________________________
5. Sirach 38:24-34
Title:____________________________________
6. Mark 8:1-10
Title:____________________________________
7. Luke 7:11-17
Title:____________________________________
8. John 8:39-59
Title:____________________________________
9. Judith 8:9-36
Title:____________________________________
10. Revelation 7:1-8
Title:____________________________________
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ANSWER KEY: UNDERSTANDING HOW TO FIND A SCRIPTURAL
REFERENCE
Directions: Look up the passages below and record the title of the passage in the space
given.
1. Genesis 40:1-23
Title: The Dreams of Two Prisoners
2. 1 Chronicles 27:25-31
Title: Other Civic Officials
3. 2 Maccabees 14:26-36
Title: Nicanor Turns against Judas
4. Psalm 76:1-10
Title: Israel’s God- Judge of All the Earth
5. Sirach 38:24-34
Title: Trades and Crafts
6. Mark 8:1-10
Title: Feeding the Four Thousand
7. Luke 7:11-17
Title: Jesus Raises the Widow’s Son at Nain
8. John 8:39-59
Title: Jesus and Abraham
9. Judith 8:9-36
Title: Judith and the Elders
10. Revelation 7:1-8
Title: The 144,000 of Israel Sealed
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Appendix 1.3
LITERARY FORMS IN THE BIBLE
The Bible is made up of many types of stories. This chart lists and explains them:
LITERARY FORM
Myth
Law
List
History
Psalm
Proverb
Prophecy
Parable
Sermon
Letter
DEFINITION
These are old stories that answer
many basic questions:
Who am I? What is good? Who is
God? How was the universe made?
These are the rules created by God.
The rules tell us how to behave.
Christians believe that the Good News
that Jesus spoke in the New
Testament comes from Old Testament
law.
At times in the Bible, there are specific
lists of names or things. Many times,
these lists are of family histories.
These are stories of past events. They
are usually written in the order that
they happened. The history of the
Jewish people is recorded in the Bible.
A psalm is a song or poem. Psalms
thank God, praise him, ask for God’s
help, or ask for forgiveness. Psalms
are very important in Christian worship.
A proverb is a short saying that states
a truth or fact.
A prophecy is a message from God
that He sends to people through a
person called a prophet. Christians
believe that all prophecies will come
true in Jesus.
A parable is a short story that teaches
a lesson when we compare it to our
own lives. Jesus used parables to
teach people about many things, like
the kingdom of God.
A sermon is a long religious speech.
This is a personal written message
about one topic.
EXAMPLE
There are many myths in the
first eleven chapters of
Genesis.
Torah – God gave the first law
to the Hebrew people. This
was called Torah. The Torah is
in the first five books of the
Bible (called the Pentateuch).
The book of Numbers has
many lists.
The books of the Bible from
Joshua to Maccabees are
historical books.
The book of Psalms has more
than one hundred and fifty
psalms.
The books of the Bible from
Job to Sirach have many
proverbs.
The final eighteen books of the
Old Testament have many
prophecies.
There are many parables in the
Gospels.
The Sermon on the Mount is in
the book of Matthew.
Twenty-one books of the New
Testament are letters.
Source: Be With Me- Year 9 Teacher’s Manual Introduction
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Appendix 1.4
PASSAGES (STORIES) FROM THE BIBLE
The Parable of the Prodigal Son (Luke 15:11-32)
A man had two sons. The man gave half of what he owned to one son, and half to the other son.
A few days later, the younger son took what he owned and left home. He traveled to another country and
wasted his money because he made poor choices.
When he had no more money, this man got a job feeding pigs. He
thought while he was doing this job, “My father’s workers have food to
eat but I am very hungry. I will go back to my father’s house. I will tell
my father that I sinned and was not a good son. I will ask my father to
treat me like one of his workers.”
He left his job and traveled back home to his father’s house. Before he got to the house, his father saw him. His
father was so happy that he ran to his son, hugged him, and kissed him.
The son said, “Father, I sinned against heaven and against you. I am not good enough to be your son. “
But the father said to his workers, “Bring out the best clothes for my son to wear. Put a ring on his finger and
shoes on his feet. Kill the cow so we can have good food. We will eat and celebrate because my son has
returned.”
When the older son came home, he heard music and dancing. He asked one of the workers what was
happening. “Your younger brother came back and your father has prepared a feast to celebrate.”
The older son was mad. He would not join the celebration. His father came to talk to him but the son was still
mad. He said, “For many years I have worked hard for you. I have always done what you want me to do but you
have never had a party for me and my friends. My brother has wasted all the money you gave him. He left home
and he did many bad things but you have killed the best cow for his party!”
Then the father said, “You have always been a good son. Everything that is mine is yours, too. But we must
celebrate because your younger brother was lost and now he has been found.”
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Jesus and the Woman of Samaria (John 4:5-43)
Jesus traveled to a city in Samaria. He sat by a well because he was
tired and hot. A Samaritan woman came to get water from the well.
Jesus asked her for a drink.
The woman said, “You are a Jew and I am a Samaritan. Jews do not
share things with Samaritans so why do you want some of my water?”
Jesus said, “You do not know who I am. I can give you the living water.”
The woman asked, “Where do you get this living water? What makes you greater than other people?”
Jesus said to her, “Everyone who drinks from this well will need to drink again. But people who drink of the water
I give them will never need to drink again.”
The Samaritan woman said, “Give me this water so that I do not have to come to this well again.”
Jesus told her the bad things he knew she had done. Then He said, “God is coming soon. He wants people who
worship Him to be true and of good spirit.”
The woman said, “I know that the Messiah is coming. He is called Christ.”
Jesus said, “I am this man.”
The woman left the well and went back to the city. She told people to come and see the man who said he was
the Messiah.
The disciples gave Jesus food but He would not eat. He said, “My food is to do what God wants me to do.”
Many Samaritans believed that Jesus was the Messiah because of what the woman said. Other people believed
after listening to Jesus.
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The Woman Caught in Adultery (John 8:3-11)
Jesus was teaching the people at the temple. Some religious leaders brought a bad woman to Jesus. They said
that she was an adulterer because she had sex with married men. The religious leaders asked Jesus what they
should do with this bad woman. They were doing this to test Jesus because they didn’t like Jesus.
Jesus said, “If you want to punish her for being bad, the person who throws the first rock at her must be perfect
and without sin.”
When they heard this, the people went away. Jesus and the woman were alone. Jesus said, “No one has said
you should be punished. I will not punish you, either. Leave and do not sin again.”
Jesus Washes the Disciples’ Feet (John 13:3-15)
Jesus put water into a bowl and began to wash the disciples’ feet. He dried their feet with a towel.
Simon Peter said to him, “Lord, are you going to wash my feet?”
Jesus said, “You do not understand right now what I am doing. But you will understand later.”
Peter said, “You will never wash my feet.”
Jesus said, “I must, or you will never be with me.”
Peter said, “Then wash my head and hands, too!”
Jesus said to Peter, “But you are clean. Only your feet are dirty.” Then He said, “But not all of you are clean.”
Jesus said this because He knew who was going to betray Him.
Then Jesus said to the disciples, “If I, your teacher, have washed your feet, then you should also wash one
another’s feet. I gave you this example so that you will do as I did. No one person is more important than
another.”
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Appendix 1.5
PASSAGES (STORIES) FROM THE BIBLE
ESL AO/BO INSTRUCTIONS
Complete this chart after you read the passages (stories).
IS THE PASSAGE (STORY) TEACHING YOU…
NAME OF PASSAGE
(STORY)
1. TO FORGIVE,
2. TO BELIEVE,
3. NOT TO JUDGE OTHERS, OR
4. NOT TO BE PROUD?
The Parable of the
Prodigal Son
Jesus and the
Woman of Samaria
The Woman Caught
in Adultery
Jesus Washes the
Disciples’ Feet
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Appendix 1.6
PASSAGES (STORIES) FROM THE BIBLE
ESL CO INSTRUCTIONS: Complete this chart after you read the passages (stories).
NAME OF PASSAGE
(STORY)
WHAT IS THE PASSAGE
TEACHING YOU?
WRITE A LINE FROM THE STORY
THAT SUPPORTS YOUR ANSWER
The Parable of the
Prodigal Son
Jesus and the
Woman of Samaria
The Woman Caught
in Adultery
Jesus Washes the
Disciples’ Feet
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Appendix 1.7
10 Commandments Newspaper Scavenger Hunt
The 10 Commandments are the rules Catholics use to help them live their faith. Using a
newspaper, find and cut out pictures and headlines (the title of an article) that show
examples of people doing and not doing the 10 Commandments. Paste the pictures and
headlines on a different piece of paper and write the commandments they show below them.
10 Commandments
1. There is only one God.
2. Do not use God’s name in a bad way.
3. Go to Church on Sunday.
4. Be nice to your father and mother.
5. Do not kill.
6. Do not take away another person’s husband or wife.
7. Do not steal.
8. Do not lie or talk bad about other people.
9. Be happy with your relationships.
10. Be happy with what you have.
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Appendix 1.8
Modernized Version of the 10 Commandments
Your assignment is to rewrite the 10 Commandments for the 21st Century.
Expectations:
 Stay true to the rules stated in each commandment;
 Include words and phrases commonly used by young people today (slang, idioms, clichés,
jargon);
 Complete a rough draft using the graphic organizer below;
 Complete a final copy that includes the modern commandments and visuals.
Graphic Organizer
Original Commandments
Modern Commandments
1. I am the Lord your God: you shall
not have strange gods before me.
2. You shall not take the name of the
Lord your God in vain.
3. Remember to keep holy the Lord’s
Day.
4. Honour your father and your
mother.
5. You shall not kill.
6. You shall not commit adultery.
7. You shall not steal.
8. You shall not bear false witness
against your neighbour.
9. You shall not covet your neighbour’s
wife.
10. You shall not covet your
neighbour’s goods.
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Appendix 1.9
Connecting the Bible to Our Own Experiences
Read the stories and write a definition for each of the main ideas. Finally, write an example
from your life that shows each of the main ideas.
Biblical Story
David killed Goliath. Many people were
happy David had killed Goliath so they
said, “Saul has killed thousands, but
David tens of thousands.” This made
King Saul very mad. The next day an
evil spirit from God made Saul crazy and
he tried to hurt David with his spear.
David was not hurt and this made Saul
even more mad. Next, David went to
war with many men and won. This made
Saul even more mad. Saul tried to kill
David again by sending him to fight
against the Philistines. David won
against the Philistines. This mad Saul
even more mad. Saul tried to kill David
again but David ran away. Saul’s
daughter, Michal, helped David run
away. This made Saul very mad.
Main Idea
Example from my life
An example of jealousy
in my life is …
Jealousy
Saul was jealous of David and wanted
him to die because he was a very good
warrior. David left his home and hid in a
cave before Saul killed him. Saul, with
his army, went to look for David. One
day, when Saul was resting in a cave, he
fell asleep. He did not know that David
and his men were there too. David’s
followers wanted him to kill Saul now that
he had the chance, but David would not. Forgiveness
David said to his followers, “Saul is the
king, God has made him king.”
However, David cut off part of Saul’s
robe with Goliath’s sword, and when
Saul woke up he showed it to him. Saul
was happy that David did not kill him.
From that day on Saul, did not want to
hurt David any more.
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
An example of
forgiveness from my life
is …
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Biblical Story
Main Idea
The Philistines gathered their army on
the mountain for the battle against Saul
and the Israelites. The Philistines were
favoured to win, as they had a strong
and experienced warrior named Goliath.
Challenging the Israelites, Goliath
demanded them to choose a member of
their army to fight him and, if the Israelite
defeated Goliath, the Philistines would
agree to be their servants. David, son of
Ephrathite, came to Saul and would not
take no for answer, as he wanted to fight
Goliath. Saul did not believe David, a
young boy, was skilled enough to defeat
an experienced warrior such as Goliath.
Courage
Having no fear, David believed the Lord
would protect him from the Philistines
and insisted again he would fight Goliath.
Saul and the Israelites prepared David
for his fight. Both armies stood on the
mountain facing each other and David
quickly approached the battle line,
putting his hand in his bag, taking a
stone and throwing it at Goliath’s
forehead; Goliath fell face down on the
ground.
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
Example from my life
An example of courage
in my life is…
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Appendix 1.10
Connecting the Bible to Our Own Experiences
Read the stories and use the word bank to match each story with a main idea. Next,
describe an example from your own life that shows each of the main ideas.
Biblical Story
Main Idea
Example from my life
David killed Goliath. Many people were
happy David had killed Goliath so they said,
“Saul has killed thousands, but David tens of
thousands.” This made King Saul very mad.
The next day an evil spirit from God made
Saul crazy and he tried to hurt David with his
spear. David was not hurt and this made
Saul even more mad. Next, David went to
war with many men and won. This made
Saul even more mad. Saul tried to kill David
again by sending him to fight against the
Philistines. David won against the
Philistines. This mad Saul even more mad.
Saul tried to kill David again but David ran
away. Saul’s daughter, Michal, helped David
run away. This made Saul very mad.
Saul was jealous of David and wanted him to
die because he was a very good warrior.
David left his home and hid in a cave before
Saul could killed him. Saul, with his army,
went to look for David. One day, when Saul
was resting in a cave, he fell asleep. He did
not know that David and his men were there
too. David’s followers wanted him to kill Saul
now that he had the chance, but David would
not. David said to his followers, “Saul is the
king, God has made him king.” However,
David cut off part of Saul’s robe with
Goliath’s sword, and when Saul woke up he
showed it to him. Saul was happy that David
did not kill him. From that day on Saul did
not want to hurt David any more.
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
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21
Biblical Story
Main Idea
Example from my life
The Philistines gathered their army on the
mountain for the battle against Saul and the
Israelites. The Philistines were favoured to
win, as they had a strong and experienced
warrior named, Goliath. Challenging the
Israelites, Goliath demanded them to choose
a member of their army to fight him and if the
Israelite defeated Goliath, the Philistines
would agree to be their servants. David, son
of Ephrathite, came to Saul and would not
take no for answer, as he wanted to fight
Goliath. Saul did not believe David, a young
boy was skilled enough to defeat an
experienced warrior such as Goliath.
Having no fear, David believed the Lord
would protect him from the Philistines and
insisted again he would fight Goliath. Saul
and the Israelites prepared David for his
fight, both armies stood on the mountain
facing each other and David quickly
approached the battle line, putting his hand
in his bag, taking a stone and throwing it at
Goliath forehead; Goliath fell face down on
the ground.
Word bank
friendship
jealousy
courage
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
forgiveness
self-awareness
APRIL 2009
22
Appendix 1.11
Connecting the Bible to Our Own Experiences
Read each of the following biblical passages and complete the chart below:
1.
2.
3.
4.
5.
1 Samuel 17: 1-11
1 Samuel 18: 6-30, 1 Samuel 19: 9-17
1 Samuel 20: 1-42, 1 Samuel 23: 14-18
1 Samuel 24: 1-11, 2 Samuel 9: 1-13, 2 Samuel 16: 5-12, 2 Samuel 19: 18-23
2 Samuel 11: 1-17, 2 Samuel 11: 26-28, 2 Samuel 12: 1-5
Summary
Main Idea
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
Example from my life
APRIL 2009
23
Appendix 1.12
Gospel Development
Using the boxes below, create a series of the pictures that show the 6 stages of Gospel development.
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
APRIL 2009
24
PROFESSION OF
FAITH
Corresponds with
Be With Me Units 1 & 2
Discipline:
Course Name:
Strand/Unit:
Grade 9 Religion program
HRE1O1: Be With Me
Profession of Faith(corresponds with Units 1 & 2)
Overall Unit Expectations – By the end of this unit, students will:



AO
Describe
what it means
to believe and
live in Christ,
and name
some of the
joys and
demands
involved;
Consider how
religious faith
is shaped by
human
experience
(i.e., one’s
family, one’s
culture);
Describe
Mary as a
model of
discipleship.



BO
Describe what
it means to
believe and
live in Christ,
and name
some of the
joys and
demands
involved;
Consider how
religious faith
is shaped by
human
experience
(i.e., one’s
family, one’s
culture);
Describe
Mary as a
model of
discipleship.



CO
Describe what
it means to
believe and
live in Christ,
and name
some of the
joys and
demands
involved;
Consider how
religious faith
is shaped by
human
experience
(i.e., one’s
family, one’s
culture);
Describe
Mary as a
model of
discipleship.




DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
DO
Describe what
it means to
believe and
live in Christ,
and name
some of the
joys and
demands
involved;
Consider how
religious faith
is shaped by
human
experience
(i.e., one’s
family, one’s
culture);
Describe
Mary as a
model of
discipleship;
Realize God’s
desire to be
known and
loved through
Jesus Christ in
the Holy
Spirit.




EO
Describe what
it means to
believe and
live in Christ,
and name
some of the
joys and
demands
involved;
Consider how
religious faith
is shaped by
human
experience
(i.e., one’s
family, one’s
culture);
Describe
Mary as a
model of
discipleship;
Realize God’s
desire to be
known and
loved through
Jesus Christ in
the Holy
Spirit.
APRIL 2009
26
Activities Overview:
Expectation 1: Describe what it means to believe and live in Christ, and name some of the joys
and demands involved.
ESLAO & ESLBO
ESLCO
ESLDO & ESLEO
 Introduce and explain
 Introduce and explain
 Introduce and explain the
the Beatitudes through
the Beatitudes through
Beatitudes through the use of a
the use of a chart.
the use of a chart.
chart.
 Students are responsible  Students complete the
 Students complete the chart by
for finding headlines,
chart by providing
providing examples of the
images or drawing their
examples of the
Beatitudes from their own lives
pictures that are
Beatitudes from their
and current events. A. 2.1
examples of the
own lives. A. 2.1
Beatitudes in action.
A. 2.1


Expectation 2: Consider how religious faith is shaped by human experience.
ESLAO & ESLBO
ESLCO
ESLDO & ESLEO
Complete multiple
 Complete multiple
 Complete multiple intelligence
intelligence quiz. A. 2.2
intelligence quiz. A. 2.3
quiz. A. 2.3
Complete a collage
 As a class read “How do  As a class read “How do I Know
which illustrates their
I Know What I Know:
What I Know: Seven Ways to be
type of intelligence.
Seven Ways to be
Smart” (p.29-32 in Be With Me)
A. 2.3
Smart” (p.29-32 in Be
 Complete a collage which
With Me)
illustrates their style of
intelligence.
 Complete a collage
which illustrates their
A. 2.3
style of intelligence.
 Complete a paragraph explaining
A. 2.3
the positives and negatives of their
style of intelligence.
 Complete a paragraph
explaining why
A. 2.3
particular pictures were
selected for their
collage. A. 2.3
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
APRIL 2009
27


Expectation 3: Describe Mary as a model of discipleship.
ESLAO & ESLBO
ESLCO
ESLDO & ESLEO
Introduce the idea of
 Introduce the idea of
 Introduce the idea of discipleship
discipleship through a
discipleship through a
through a graphic organizer. As a
graphic organizer. As a
graphic organizer. As a
class complete the graphic
class complete the
class complete the
organizer by using Mary as a
graphic organizer by
graphic organizer by
model. Key concepts to be
using Mary as a model.
using Mary as a model.
focused on: follow, act, believe.
Key concepts to be
Key concepts to be
A. 2.4
focused on: follow, act,
focused on: follow, act,  Create a comic which
believe. A. 2.4
believe. A. 2.4
demonstrates how someone
follows, acts, and believes.
Create a comic which
 Create a comic which
demonstrates how
demonstrates how
Dialogue is mandatory. A 2.5
someone follows, acts,
someone follows, acts,
and believes. Pictures
and believes. Dialogue
only. A. 2.5
is mandatory. A. 2.5
Expectation 4: Realize God’s desire to be known and loved through Jesus Christ in the Holy
Spirit.
ESLAO & ESLBO
ESLCO
ESLDO & ESLEO
 Read pages 47-48 of Be with Me
(can refer to Matthew 22,1:10 for
further clarification) and discuss
the qualities Jesus modeled
(inclusivity, acceptance, equality).
 “Who Will Sit at Your Table?”
activity A. 2.6
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
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Appendix 2.1
ESLAO, ESLBO: Read the chart. In the third column, paste a picture from a magazine
or newspaper or draw your own picture to show that you understand each Beatitude.
The Beatitudes
 Beatitude means “blessing” or “promise of true happiness”.
 When Jesus spoke to the people in the Sermon on the Mount, He told them eight
Beatitudes.
 Jesus’ Beatitudes tell us how to have a happy, true relationship with God and
others.
Beatitude
Blessed are the poor
in spirit…
These People…



Blessed are those
who mourn…




Blessed are the
meek…



Blessed are those
who want
righteousness…
Blessed are the
merciful…
Picture
are not proud
depend on God and his
Word
are not jealous





are good friends
forgive others
ask for forgiveness
feel badly about wrong
things they have done
are polite
obey the Word of God
want to serve God and
others
are gentle and kind
are not mean
do not want many things
have self-control
have good morals



want to give
forgive others
care about others
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
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29
These People…
Beatitude
Blessed are the pure
in heart…


are honest and true
do not do bad things
Blessed are the
peacemakers…


care about society
want fairness, equality,
and justice
want to fix problems and
conflicts

Blessed are those
who suffer because
they do what is
right…


Picture
do good things
are dependable and loyal
Source: Be With Me- Year 9 Teacher’s Manual Introduction
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
APRIL 2009
30
ESLCO: Read the chart. In the third column, give an example of how you do – or do not
do – each of these things in your own life.
The Beatitudes
 Beatitude means “blessing” or “promise of true happiness”.
 When Jesus spoke to the people in the Sermon on the Mount, He told them eight
Beatitudes.
 Jesus’ Beatitudes tell us how to have a happy, true relationship with God and
others.
These People…
Beatitude
Blessed are the
poor in spirit…


are not proud
depend on God and his
Word
Blessed are
those who
mourn…




Blessed are the
meek…



care about others
forgive others
ask for forgiveness
feel badly about wrong
things they have done
are polite
obey the Word of God
want to serve God and
others
are gentle and kind
do not think owning a lot of
things is important
have self-control
have good morals
are pure
Blessed are
those who want
righteousness…
Blessed are the
merciful…








I Live the
Beatitudes
When I…
I Do Not Live
the Beatitudes
When I…
are generous
forgive others
are concerned about
others
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
APRIL 2009
31
These People…
Beatitude
Blessed are the
pure in heart…


Blessed are the
peacemakers…



Blessed are
those who
suffer because
they do what is
right…


I Live the
Beatitudes
When I…
I Do Not Live
the Beatitudes
When I…
are honest and true
do not care about the
temptations of the world
around them
care about society
want fairness, equality,
and justice
want to fix problems and
conflicts
do good things
are dependable and loyal
Source: Be With Me- Year 9 Teacher’s Manual Introduction
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
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32
ESLDO, ESLEO: Complete the chart below.
The Beatitudes
 Beatitude means “blessing” or “promise of true happiness”.
 When Jesus spoke to the people in the Sermon on the Mount, He told them eight
Beatitudes.
 Jesus’ Beatitudes tell us how to have a happy, true relationship with God and
others.
Beatitude
These People…
Blessed are
the poor in
spirit…


are not proud
depend on
God and his
Word
Blessed are
those who
mourn…

care about
others
forgive others
ask for
forgiveness
feel badly
about wrong
things they
have done
are polite
obey the Word
of God
want to serve
God and
others
are gentle and
kind



Blessed are
the meek…




I Live This
Beatitude When I …
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
What Is A Current Event
(ex: News) That Shows
This Beatitude in Action Or
This Beatitude Being
Broken? Explain.
APRIL 2009
33
Beatitude
Blessed are
those who
want
righteousness
…
These People…







are generous
forgive others
are concerned
about others
Blessed are
the pure in
heart…

are honest
and true
do not care
about the
temptations of
the world
around them
Blessed are
the

peacemakers
…


Blessed are
those who
suffer
because
they do
what is
right…


What Is A Current Event
(ex: News) That Shows
This Beatitude in Action Or
This Beatitude Being
Broken? Explain.
do not think
owning a lot of
things is
important
have selfcontrol
have good
morals
are pure
Blessed are
the
merciful…

I Live This
Beatitude When I …
care about
society
want fairness,
equality, and
justice
want to fix
problems and
conflicts
do good things
are
dependable
and loyal
Source: Be With Me- Year 9 Teacher’s Manual Introduction
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
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34
Appendix 2.2
What’s your Intelligence Style?
Instructions: Read the following questions and rank them in order of which most relates
to you (7 being most like you and 1 being most unlike you).
1. I like to:
a) ______ create things
b) ______ talk to others
c) ______ listen to music
d) ______ daydream
e) ______ complete crossword
puzzles
f) ______ work on math problems
g) ______ play sports
5. In my spare time I:
a) ______ draw and doodle
b) ______ hang-out with friends
c) ______ listen to my I-pod/ MP3
player
d) ______ read a book
e) ______ play scrabble
f) ______ play Sudoku
g) ______ play tennis
2. I am good at:
a) ______ sculpting
b) ______ leading others
c) ______ creating music
d) ______ listening to my feelings
e) ______ poetry
f) ______ math
g) ______ body control
6. When I am anxious I find it helpful to:
a) ______ paint or draw
b) ______ talk on MSN
c) ______ play an instrument
d) ______ meditate
e) ______ complete a word-search
f) ______ complete a puzzle
g) ______ exercise
3. I learn by:
a) ______ working with pictures
b) ______ sharing
c) ______ associating patterns
and sounds
d) ______ working alone
e) ______ seeing words
f) ______ classifying
g) ______ interacting with space
7. People praise me for:
a) ______ photography ability
b) ______ being a good listener
c) ______ singing ability
d) ______ goal setting
e) ______ writing ability
f) ______ being logical
g) ______ athletic ability
4. In school I enjoy
a) ______ painting pictures
b) ______ working in groups
c) ______ listing to sounds and
melodies
d) ______ pursing my own interest
e) ______ storytelling
f) ______ working with patterns
g) ______ practicing new skills
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
8. I understand things easier when:
a) ______ it is demonstrated for
me
b) ______ I talk about the subject with a
group/ or partner
c) ______ it is given in a music
format
d) ______ I have to reflect about
myself
e) ______ reading the directions
f) ______ it is listed in a specific
format
APRIL 2009
35
9. I remember things best when:
a) ______ I can visualize it in my
mind
b) ______ I discuss it with my
friends
c) ______ I relate it to a song
d) ______ I relate it to my life
e) ______ I write it down
f) ______ I rationalize why I need
it
g) ______ I complete it
10. I am most successful at:
a) ______ creating models
b) ______ understanding others
c) ______ identifying the rhythm
d) ______ when working
independently
e) ______ creating written stories
f) ______ science experiments
g) ______ playing sports
Next Step: Calculate your TOTAL for each letter and write them the space below:
TOTAL
a) ______
INTELLIGENCE STYLE
___________________
b) ______
__________________
c) ______
___________________
d) ______
___________________
e) ______
___________________
f) ______
___________________
g) ______
___________________
Source: Be With Me- Year 9 Teacher’s Manual Introduction
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
APRIL 2009
36
Appendix 2.3
INTELLIGENCE STYLE COLLAGE
Instructions: After finding your Intelligence Style, make a collage which shows the various
activities, words and behaviours, reflecting your Intelligence Style.
1. Linguistics/
Words
 words
 reading
 writing
 story telling
 poetry
 understanding
languages
 hearing
 saying
 seeing
2.






Logical/ Math
numbers
patterns
formulas
math
reasoning
logic problem
solving
 categorizing
3.












Visual/ Spatial
drawing
building
designing
creating
visualizing
looking
colours
painting
pictures
sculpting
creating models
mapping
4.









Musical
sounds
melody
rhythm
playing instruments
singing
listening to music
musical memory
creating music
changing sound
7.









Intrapersonal
working alone
doing your own interests
understanding your self
feelings
dreams
daydreams
personal space
individual projects
journals/ dairies
5.






Bodily/ Kinesthetic
moving
touching
handling objects
body control
movement
interacting with body,
space and objects
 physical activities
 sports
 exercise
6.








Interpersonal
interacting
talking
understanding
leading other
communicating
sharing
comparing
relating to others
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
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37
INTELLIGENCE STYLE COLLAGE
Instructions: After identifying your Intelligence Style, create a collage which illustrates the
various activities, words and behaviours, reflecting your Intelligence Style.
Next Step: Complete a paragraph explaining why you selected the pictures you did for
your collage.
OR
Next Step: Complete a paragraph explaining the positives and negatives of your style of
intelligence.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
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38
Appendix 2.4
Discipleship
What does discipleship mean?
Mary as a
model of
discipleship
Examples from
Mary’s life
Examples from
Mary’s life
Examples from
Mary’s life
Source helpfather.com
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
APRIL 2009
39
Appendix 2.5
ESLAO & ESLBO
In each of the boxes, draw a picture that shows you following, acting and believing in what God says.
FOLLOW
ACT
BELIEVE
ESLCO/ELDCO, ESLDO/ELDDO, ELSEO/ELDEO
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
APRIL 2009
40
Create a comic strip that illustrates how a person follows, acts and believes in God’s teachings. Include pictures, colour and
dialogue.
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
APRIL 2009
41
Appendix 2.6
Who Will Sit at My Table?
In groups of 3, complete the following task:
You have been selected to plan a very special dinner party at your home. You
must decide upon a theme for the evening and plan an appropriate dinner menu. You have
the power to invite any five people you wish (they may be currently alive or dead). Choose
your guests carefully and attempt to unite a group of people who will inspire great
conversation on a wide variety of topics. Plan carefully as the most important thing is to
make sure all of your guests feel welcome.
After you have decided upon who your dinner guests will be,complete the following
questions. Record your answers on the chart paper provided.
1. What name, title or theme have you given your gathering?
2. Who are the five people on the guest list? Provide at least one reason for why each
guest was chosen.
3. Decide on the shape of the table and determine where each guest will sit. Draw and
label your table. Be prepared to explain your selections.
4. What is your menu? Outline your menu and briefly explain your choices.
5. What topics would you like discussed during the meal?
6. If you had to exclude one guest who would it be? Explain why.
7. Do you think that any of the choices you have made for your dinner party will make
any of your guests feel uncomfortable or left out? Explain.
Evaluation Criteria
Communication
/10 marks
 Strong organization throughout presentation.
 Clear voice.
 Visuals used to assist in the presentation of ideas.
 Strong explanation of criteria outlined in the assignment.
 Strong justification provided for each of the criteria outlined.
Application
/10 marks
 Appropriate choices made which reflect assignment criteria.
 Strong connection made between inclusivity and exclusivity and the planning of the
party.
Creative and insightful presentation overall
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
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42
CHRISTIAN MORAL
DEVELOPMENT
Corresponds with
Be With Me Units 5, 6 & 7
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
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43
Discipline:
Course Name:
Strand/Unit:
Grade 9 Religion program
HRE1O1: Be With Me
Christian Moral Development Unit 3 pg. 38
(corresponds with Units 5,6 and 7 of Be With
Me)
Overall Unit Expectations – By the end of this unit, students will:




AO
Demonstrate
knowledge of
how church
teaching
informs moral
decisionmaking;
Understand
the role and
nature of
conscience in
moral
decisionmaking;
Demonstrate
the use of
Christian
moral
principles in
personal
decisionmaking;
Understand
the nature of
sin, both
personal and
social.




BO
Demonstrate
knowledge of
how church
teaching
informs moral
decisionmaking;
Understand
the role and
nature of
conscience in
moral
decisionmaking;
Demonstrate
the use of
Christian
moral
principles in
personal
decisionmaking;
Understand
the nature of
sin, both
personal and
social.





CO
Demonstrate
knowledge of
how church
teaching
informs moral
decisionmaking;
Understand
the role and
nature of
conscience in
moral
decisionmaking;
Demonstrate
the use of
Christian
moral
principles in
personal
decisionmaking;
Review and
apply the
decisionmaking model
of see, judge,
act, evaluate;
Understand
the nature of
sin, both
personal and
social.
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD





DO
Demonstrate
knowledge of
how church
teaching
informs moral
decisionmaking;
Understand
the role and
nature of
conscience in
moral
decisionmaking;
Demonstrate
the use of
Christian
moral
principles in
personal
decisionmaking;
Review and
apply the
decisionmaking model
of see, judge,
act, evaluate;
Understand
the nature of
sin, both
personal and
social.





EO
Demonstrate
knowledge of
how church
teaching
informs moral
decisionmaking;
Understand
the role and
nature of
conscience in
moral
decisionmaking;
Demonstrate
the use of
Christian
moral
principles in
personal
decisionmaking;
Review and
apply the
decisionmaking model
of see, judge,
act, evaluate;
Understand
the nature of
sin, both
personal and
social.
APRIL 2009
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Activities Overview:
Expectation 1: Demonstrate knowledge of how church teaching informs moral decision- making.
ESLAO & ESLBO
ESLCO
ESLDO & ESLEO
 Students will receive a
 Students will receive a
 Students will receive a copy of the
copy of the informative
copy of the informative
informative chart of Church
chart of Church
chart of Church
Structure. A. 3.1.
Structure. A. 3.1.
Structure. A. 3.1.
 Using the template provided, place
 Using the template
 Using the template
the words from the list into the
provided, place the
provided, place the
appropriate category. A. 3.2.
words from the list into
words from the list into  Students read examples of justice
the appropriate
the appropriate
and injustice. Students will then
category. A. 3.2.
category. A. 3.2.
select the correct action to complete
 Students read examples
each sentence. A. 3.3.
of justice and injustice.
 Students provide examples of
Students will then select
justice and injustice from their own
the correct action to
personal experiences. A. 3.4.
complete each sentence.
A. 3.3.
Expectation 2: Understand the role and nature of conscience in moral decision-making; and
Expectation 3: Demonstrate the use of Christian moral principles in personal decision-making.
ESLAO & ESLBO
ESLCO
ESLDO & ESLEO
 Students will brainstorm  Students will brainstorm  Students will brainstorm ideas
ideas relating to
ideas relating to
relating to conscience. A. 3.5.
conscience. A.3.5.
conscience. A. 3.5.
 Students will complete a worksheet
by matching and labeling the
 Students will complete a
worksheet by matching
pictures that correspond with either
and labeling the pictures
personal or social sin. A. 3.6.
that correspond with
 Students will respond to some of the
either personal or social
case studies assigned from the Be
With Me Teacher’s Manual (pg. 158.
sin. A. 3.6.
Activity Page 17). Students will write
their responses on a separate sheet
in paragraph form.
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
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
Expectation 4: Understand the nature of sin, both personal and social.
ESLAO & ESLBO
ESLCO
ESLDO & ESLEO
Students will be
 Students will be
 Students will be provided with the
provided with the
provided with the
definition of sin, personal sin and
definition of sin,
definition of sin,
social sin. Using the word bank
personal sin and social
personal sin and social
provided, students will match the
sin. Using the word
sin. Using the word
examples of sin to the pictures and
bank provided, students
bank provided, students
indicate whether each picture
will match the examples
will match the examples
illustrates personal or social sin. A.
of sin to the pictures and
of sin to the pictures and
3.7.
indicate whether each
indicate whether each
 Students will read the situations
picture illustrates
picture illustrates
provided and answer the questions
personal or social sin.
personal or social sin.
that follow. A. 3.8. (This activity
A. 3.7.
A. 3.7.
also supports the expectation of
 Students will read the
the decision-making model of see,
situations provided and
judge, act and evaluate)
answer the questions
 Students will find 2 newspaper
that follow. A. 3.8.
articles related to social and
(This activity also
personal sin and fill in the template
supports the
provided. A. 3.9.
expectation of the
decision-making model
of see, judge, act and
evaluate)
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
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46
Appendix 3.1
Roman Catholic Church Structure
The Pope lives
in Vatican City
Magisterium pronounced
mag·is·te·rium (maj′is tir′ē əm)
is responsible for moral-decision
making in the Roman Catholic
Church. The Pope, Cardinals and
Bishops make up the magisterium.
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
*image from www.catholicpressphoto.com
APRIL 2009
47
Appendix 3.2
Is it Good or Bad? Making the Right Decision
A. Read the words/phrases below and in the blank beside each word write G for
Good or B for Bad.
1. _____
2. _____
3. _____
4. _____
5. _____
6. _____
7. _____
8. _____
9. _____
10. _____
swearing
praying
going to church
lying
cheating
stealing
helping your parents
doing your homework
being jealous
respecting others
B. Now, rewrite the words/phrases from the above list into the chart below under
the correct title.
GOOD/POSITIVE
BAD/NEGATIVE
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
6.
6.
7.
7.
8.
8.
9.
9.
10.
10.
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
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Appendix 3.3
Actions of Justice vs. Injustice
ACTION OF JUSTICE- DOING SOMETHING GOOD, POSITIVE, BENEFICIAL, HELPFUL
ACTION OF INJUSTICE- DOING SOMETHING BAD, NEGATIVE, HURTFUL, HARMFUL
1. Select and circle only 1 out 2 options in the bracket to complete the sentence.
A. When I (share/don’t share) my lunch with someone in the cafeteria, this is an action
of justice.
B. When someone (kicks and breaks the front door/repairs the broken door), this is an
action of injustice.
C. When I find ten dollars and (return if to the office/spend it on snacks) this is an action
of justice.
D. When I (study hard for a test/cheat on a test) this is an action of justice.
E. When I (laugh at someone who is crying/help someone who is hurt or crying) this is
an action of injustice.
F. When I (skip class to go out with my friends/attend all my classes), this is an action
of justice.
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
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Appendix 3.4
Using experiences from your everyday life at school or in your community, provide
specific examples of actions of injustice and justice that have happened to you or
someone you know.
Briefly describe what happened. (What did you see? What did you hear?) Use
complete sentences in your examples.
A. Action of Injustice:
Example #1:
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Example #2:
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
B. Action of Justice:
Example #1:
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Example #2:
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
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Appendix 3.5
Brainstorming Ideas
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
APRIL 2009
51
Appendix 3.6
Actions and Consequences
What does your conscience tell you?
Match the actions from the left column to the corresponding consequences in the right
column. Write the letters in the blanks beside the numbers in the left column.
Action
Consequence
1. ____ I study hard and do well in
school.
A. They are very angry at me and
want me to pay them back.
2. _____ I help my parents with daily
chores.
B. I may go to college or
university.
3. _____ I play computer games until
after midnight.
C. I help the needy in my
community.
4. _____ I take money from my
brother/sister without him/her
knowing.
D. My friend and I get caught and
the police are called.
5. _____ I see my friend steal a pair
of earrings at the mall.
E. I am late for school and get a
detention.
F. I make my parents happy.
6. _____ I stay after school to help
my teacher set up for the talent
show.
G. My brother/sister does well at
school.
7. _____ I help my younger
brother/sister with their homework.
H. I feel good about myself and my
teacher is grateful.
8. _____ I bring in a few items for the
Christmas/Easter Food Drives.
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
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Appendix 3.7
ESL AO/BO
Definition of Sin: Sin is turning away from God.
Personal Sin: When you do something that hurts yourself or hurts others and you do it on
your own.
Social Sin: When you hurt yourself or others and you do it in a group.
Using the word bank below, match the 8 examples of sin to the pictures. Write below
the picture if the sin is social or personal. For some examples both answers might be
correct.
A)
B)
D)
C)
E)
G)
F)
H)
WORD BANK
VANDALISM
SMOKING
DISCRIMINATION
LITTERING
STEALING
GOSSIPING
SWEARING
BULLYING
A.___________________________
B.____________________________
C.___________________________
D.____________________________
E.___________________________
F.____________________________
G.___________________________
H.____________________________
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
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Appendix 3.8
Personal Sin vs. Social Sin
Situation #1:
Maria does not like what Gina is wearing on Civies Day. Maria is in the washroom talking bad
about what Gina is wearing. Someone runs and tells Gina about the rumours Maria is
spreading and it makes Gina very upset. She starts crying and she does not want to go to
school the next day because she is afraid of people making fun of her and talking behind her
back.
1. Identify if this is an example of social or personal sin.
____________________________________________________________________________
____________________________________________________________________________
2. Provide specific reasons for your choice.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
3. If you were Gina’s friend, what would you do to comfort her?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Situation #2:
Marcus is working in a group for a geography presentation. The group makes plans to meet at
the library to do some research on the weekend. Marcus does not show up because he is
playing video games on the computer. He thinks that his group can do all the work without him.
On Monday, his group presents and everybody gets a good grade but he gets a zero. Marcus
is upset and thinks that he should get the same grade as the other group members.
1. Identify if this is an example of social or personal sin.
____________________________________________________________________________
____________________________________________________________________________
2. Provide specific reasons for your choice.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
3. If you were the teacher, would you give Marcus a zero? Why?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
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Appendix 3.9
Sins and Current Events
Using newspapers, magazines or the internet newspaper websites, find one article that
relates to personal sin and one article that relates to social sin. Briefly summarize each
article and explain why each article is an example of either social or personal sin.
Brief Summary
Explanation
Article #1
Title and
Source
Article #2
Title and
Source
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
APRIL 2009
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PRAYER AND
SACRAMENTAL LIFE
Corresponds with
Be With Me Unit 3
Source http://www.diversitychristianfellowship.com/online/kidzone/coloring.php
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
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Discipline:
Course Name:
Strand/Unit:
Grade 9 Religion program
HRE1O1: Be With Me
Prayer and Sacramental Life Unit 4 pg. 39
(corresponds with Unit 3 of Be With Me)
Overall Unit Expectations – By the end of this unit, students will:



AO
Use a variety 
of prayer
forms to
enrich and
express
personal and
communal
spirituality;
Demonstrate a 
knowledge of
the
connections
between a life
of prayer and
the challenge
of the
Christian call
to be loving in
contemporary
culture;
Understand

the role of
sign and
symbol in
sacramental
expression
and define
and appreciate
the individual
and
communal
significance
of
sacramental
reconciliation
and
forgiveness.
BO
Use a variety 
of prayer
forms to
enrich and
express
personal and
communal
spirituality;
Demonstrate a 
knowledge of
the
connections
between a life
of prayer and
the challenge
of the
Christian call
to be loving in
contemporary
culture;
Understand

the role of
sign and
symbol in
sacramental
expression
and define
and appreciate
the individual
and
communal
significance
of
sacramental
reconciliation
and
forgiveness.
CO
Use a variety 
of prayer
forms to
enrich and
express
personal and
communal
spirituality;
Demonstrate a 
knowledge of
the
connections
between a life
of prayer and
the challenge
of the
Christian call
to be loving in
contemporary
culture;
Understand

the role of
sign and
symbol in
sacramental
expression
and define
and appreciate
the individual
and
communal
significance
of
sacramental
reconciliation
and
forgiveness.
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
DO
Use a variety 
of prayer
forms to
enrich and
express
personal and
communal
spirituality;
Demonstrate a 
knowledge of
the
connections
between a life
of prayer and
the challenge
of the
Christian call
to be loving in
contemporary
culture;
Understand

the role of
sign and
symbol in
sacramental
expression
and define
and appreciate
the individual
and
communal
significance
of
sacramental
reconciliation
and
forgiveness.
EO
Use a variety
of prayer
forms to
enrich and
express
personal and
communal
spirituality;
Demonstrate a
knowledge of
the
connections
between a life
of prayer and
the challenge
of the
Christian call
to be loving in
contemporary
culture;
Understand
the role of
sign and
symbol in
sacramental
expression
and define
and appreciate
the individual
and
communal
significance
of
sacramental
reconciliation
and
forgiveness.
APRIL 2009
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Activities Overview:




Expectation 1: Use a variety of prayer forms to enrich and express personal and communal
spirituality.
ESLAO & ESLBO
ESLCO
ESLDO & ESLEO
Students will receive
 Students will receive copies
 Students will receive copies
copies of the three most
of the three most commonly
of the three most commonly
commonly used prayers
used prayers in our Catholic
used prayers in our Catholic
in our Catholic schools.
schools. A. 4.1. These
schools. A. 4.1. These
A. 4.1. These prayers
prayers will be used
prayers will be used
will be used according
according to students’
according to students’
to students’ English
English language
English language
language
communication skill level.
communication skill level.
communication skill
 Using the chart provided,
 Using the chart provided,
level.
students fill in the blanks
students fill in the blanks
with the appropriate types of
with the appropriate types of
Using the chart
provided, students fill in
prayer that correspond with
prayer that correspond with
the blanks with the
the situation. A. 4.2.
the situation. A. 4.2.
appropriate types of
 Students will create their
 Students will create their
prayer that correspond
own thanksgiving prayer and
own prayer and illustration
with the situation.
illustration, following the
following the template
A. 4.2.
template provided. A. 4.3.
provided. A. 4.4.
Expectation 2: Demonstrate knowledge of the connections between a life of prayer and the
challenge of the Christian call to be loving in contemporary culture.
ESLAO & ESLBO
ESLCO
ESLDO & ESLEO
Students will
 Students will brainstorm,
 Students will brainstorm,
brainstorm, discuss, and
discuss, and share their ideas
discuss, and share their ideas
share their ideas of how
of how prayer life is affected
of how prayer life is affected
prayer life is affected by
by contemporary culture.
by contemporary culture.
contemporary culture.
A.4.5.
A.4.5.
A.4.5.
 Students will choose 10 or
 Students will choose 10 or
more words to describe
more words (or create their
Students will choose 10
or more words to
themselves as a good person.
own) to describe themselves
describe themselves as a
A. 4.6.
as a good person. A. 4.6.
good person. A. 4.6.
 Students will write a personal  Students will write a
reflection (point form for this
personal reflection (point
level) A. 4.7.
form for this level) A. 4.8.
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
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Expectation 3: Understand the role of sign and symbol in sacramental expression and define and
appreciate the individual and communal significance of sacramental reconciliation and forgiveness.
ESLAO & ESLBO
ESLCO
ESLDO & ESLEO
 Students will be
 Students will be provided
 Students will be provided with
provided with an
with an informational chart
an informational chart on the
informational chart on
on the seven sacraments and
seven sacraments and their
the seven sacraments
their symbols. A. 4.9.
symbols. A. 4.9.
and their symbols. A.
 Students will create a life line  Students will create a life line
4.9.
indicating the 5 most
indicating the 5 most important
important religious events in
religious events in their lives.
 Students will create a
life line indicating the 5
their lives. Then they will
Then they will select and
most important religious
select 1 event and provide a
describe three events. A. 4.10.
events in their lives. A.
brief description. A. 4.10.
 Students will complete the
4.10.
Fruits of Forgiveness Activity
 Students will complete the
Fruits of Forgiveness
A. 4.10.1. As a follow-up,
Activity A. 4.10.1.
students will complete the
optional activity.
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
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59
Appendix 4.1
Prayers
The Lord’s Prayer- The Traditional Version
Our Father, Who art in heaven
Hallowed be Thy Name;
Thy kingdom come,
Thy will be done,
on earth as it is in heaven.
Give us this day our daily bread,
and forgive us our trespasses,
as we forgive those who trespass against us;
and lead us not into temptation,
but deliver us from evil.
Amen.
The Hail Mary
Hail Mary,
Full of Grace,
The Lord is with thee.
Blessed art thou among women,
and blessed is the fruit
of thy womb, Jesus.
Holy Mary,
Mother of God,
pray for us sinners now,
and at the hour of death.
Amen.
Grace Before Meals
Bless us,
O Lord,
and these your gifts,
which we are about to receive
from your bounty.
Through Christ our Lord.
Amen.
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
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A Guide to Praying the Rosary
1.
2.
3.
4.
5.
6.
7.
8.
Make the Sign of the Cross and say the "Apostles' Creed."
Say the "Our Father."
Say three "Hail Mary’s."
Say the "Glory be to the Father."
Announce the First Mystery; then say the "Our Father."
Say ten "Hail Mary’s," while meditating on the Mystery.
Say the "Glory be to the Father."
Announce the Second Mystery; then say the "Our Father." Repeat 6 and 7 and
continue with Third, Fourth and Fifth Mysteries in the same manner.
*adapted from the Pocket Rosary Prayers
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
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61
Appendix 4.2
Types of Prayer
In our Catholic schools and at home, we use different types of prayer depending on
the situation, holiday or a special event. Here are three main types of prayer and
their meanings:
Type of Prayer
Meaning and Example
1. Praise and
Adoration
-Blessing, adoring and worshiping God
e.g. The Lord’s Prayer
2. Thanksgiving
-Giving thanks (saying thank you) to God
e.g. Grace Before Meals
3. Petition and
Intercession
-Asking for help for you and for others
e.g. Individual prayer from the heart
Types of Prayer: Fill in the Blanks
Read the situations below and use the three types of prayer listed in the above chart to fill
in the blanks beside the numbers. You can use the same type of prayer more than one
time.
For example:
1. Sitting down to eat Thanksgiving dinner.
Thanksgiving prayer
2. Your best friend is in the hospital after a car accident.
3. Before you go to sleep at night.
4. Your soccer team just won a big game.
5. When you go to church on Sunday.
6. The homeless people on the streets.
7. A new baby is born into your family.
8. Innocent people killed in wars.
9. Before an important test or final exam.
10. Your friend just got a big part in the school play.
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
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Appendix 4.3
Create Your Own Thanksgiving Prayer
Think about something that you would like to thank God for and write your own
prayer of thanksgiving.
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
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63
Appendix 4.4
Create Your Own Prayer
Think of a situation from your everyday life and write a prayer about it. Select any
one of the three types of prayer studied in this unit. Draw a symbol or a picture to
describe your prayer.
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
APRIL 2009
64
Appendix 4.5
How Does Prayer Relate to Our Culture?
Wheel of Prayer and Culture
Contemporary
(Modern)
Culture
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
APRIL 2009
65
Appendix 4.6
The Christian Call to be Loving
Which words from the list below describe you as a good person? Choose 10 or more
words and write them in the space provide below. Use a dictionary to help you understand
the meaning.
Helpful
Caring
Humble
Fun
Fair
Honest
Gentle
Compassionate
Loving
Talkative
Kind
Giving
Sharing
Accepting
Sensitive
Wise
Patient
Polite
Nice
Responsible
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
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66
Appendix 4.7
Christian Call to be Loving - Personal Reflection
Write in point form things you do on a daily basis that show you are a good person.
Two examples have been provided for you.
1. helping my parents around the house
2. saying my prayers every day
3. _______________________________________________________
4. _______________________________________________________
5. _______________________________________________________
6. _______________________________________________________
7. ________________________________________________________
8. ________________________________________________________
9. ________________________________________________________
10. ________________________________________________________
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
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Appendix 4.8
Christian Call to be Loving- A Personal Reflection
In the space provided below, write a personal reflection on how you are a good
person in your everyday life. Provide two specific examples. Write your reflection in
complete sentences.
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
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68
Appendix 4.9
Seven Sacraments and Their Symbols
Sacrament
Baptism
Symbol
Description of the Sacrament
Becoming a member of the
church community
Water
Reconciliation
Confession of sins
Prayer
Eucharist
Receiving the body and blood of
Christ
Bread and wine
Confirmation
Becoming stronger in the faith
Oil
Marriage
A lifelong commitment
Wedding bands
Holy Orders
Becoming a priest
*image from http://www.catholicchurch.org/kuwait/bishop_ballin_
episcopal_ordination.htm
Laying on of hands
Anointing of the sick
A special blessing for people who
are seriously ill or close to death
Oil
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
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Appendix 4.10
Creating a Life Line
On the line below, draw or write 5 important religious events from your life.
Optional:
On a separate sheet, choose 1 or more events from the above time line and write a description about these events.
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
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Appendix 4.10.1
Fruits of Forgiveness Activity
Giving Forgiveness
My father forgives
me and I feel
relieved, happy and
grateful.
Situation
My father is
angry because I
came home late.
Not Giving
Forgiveness
My father does not
forgive me and I
feel guilty, sad and
ashamed.
Read the situations and complete the missing words in the Giving Forgiveness
box and in the Not Giving Forgiveness box.
I apologize to my friend.
He/she forgives me and
I feel…
My teacher gives me
a second chance and
I feel …
My friend is not
speaking to me because
I told everyone an
important secret.
I apologize to my
friend. He/she
refuses to speak to
me and I feel …
I forget to complete
my assignment.
My teacher gives me
a zero and I feel …
Optional: Fill in the blanks with an example from your own life experience.
Giving Forgiveness
Situation
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
Not Giving
Forgiveness
APRIL 2009
71
FAMILY LIFE
EDUCATION
Corresponds with
Be With Me
Unit 4
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
APRIL 2009
72
Discipline:
Course Name:
Strand/Unit:
Grade 9 Religion program
HRE1O1: Be With Me
Family Life Education (corresponds with Unit 4
of Be With Me)
Overall Unit Expectations – By the end of this unit, students will:




AO
Explore the
importance of
fostering a
positive,
healthy selfesteem
physically,
intellectually,
spiritually
and socially;
Discern
personal
values in light
of Gospel
values;
Analyse the
role of family
in society and
in the Church;
Demonstrate
an
understanding
of the
importance of
personal
freedom and
shaping
interpersonal
relationships.




BO
Explore the
importance of
fostering a
positive,
healthy selfesteem
physically,
intellectually,
spiritually and
socially;
Discern
personal
values in light
of Gospel
values;
Analyse the
role of family
in society and
in the Church;
Demonstrate
an
understanding
of the
importance of
personal
freedom and
shaping
interpersonal
relationships.




CO
Explore the
importance of
fostering a
positive,
healthy selfesteem
physically,
intellectually,
spiritually and
socially;
Discern
personal
values in light
of Gospel
values;
Analyse the
role of family
in society and
in the Church;
Demonstrate
an
understanding
of the
importance of
personal
freedom and
shaping
interpersonal
relationships.
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD




DO
Explore the
importance of
fostering a
positive,
healthy selfesteem
physically,
intellectually,
spiritually and
socially;
Discern
personal
values in light
of Gospel
values;
Analyse the
role of family
in society and
in the Church;
Demonstrate
an
understanding
of the
importance of
personal
freedom and
shaping
interpersonal
relationships.




EO
Explore the
importance of
fostering a
positive,
healthy selfesteem
physically,
intellectually,
spiritually and
socially;
Discern
personal
values in light
of Gospel
values;
Analyse the
role of family
in society and
in the Church;
Demonstrate
an
understanding
of the
importance of
personal
freedom and
shaping
interpersonal
relationships.
APRIL 2009
73
Activities Overview:
Expectation 1: Explore the importance of fostering a positive, healthy self-esteem physically,
intellectually, spiritually and socially.
ESLAO & ESLBO
ESLCO
ESLDO & ESLEO
 Students will create a
 Students will create a
 Students will create a collage with
collage using pictures
collage including
captions for each picture that will
from magazines and
captions for each picture
explain how the picture illustrates a
newspapers to illustrate
that will explain how
positive healthy self-esteem.
their understanding of
the picture illustrates a
A. 5.1
the 4 key concepts that
positive healthy self Students will complete a reflection
create a positive,
esteem. A. 5.1
evaluating their strengths and
healthy self-esteem:
reflecting on areas they need to
physical (clean,
improve. A. 5.2
exercise, sleep, food),
brain (study, read, write,
think), God (pray,
church, help, believe),
friends (talk, smile,
play, share). A. 5.1


Expectation 2:
ESLAO & ESLBO
Students will learn

about 5 Gospel Values.
The examples provided
can be used to explain
each value.
Gospel Values
1. Love – family,
friends, pets,
country, God,
hobbies
2. Faith – prayer,
Church, holidays,
heaven, hell
3. Hope – future,
dream, goal, wish
4. Forgiveness – sorry,
mistake, pain, peace
5. Justice – equal, fair,
rules, honest
Students will complete a 
worksheet by matching
pictures with the Gospel
Values they
demonstrate. A. 5.3
Discern personal values in light of Gospel values.
ESLCO
ESLDO & ESLEO
Students will learn about  Students will learn about 5 Gospel
5 Gospel Values. The
Values. The examples provided
examples provided can be
can be used to explain each value.
used to explain each
Gospel Values
value.
1. Love – family, friends, pets,
country, God, hobbies
Gospel Values
1. Love – family,
2. Faith – prayer, Church,
friends, pets,
holidays, heaven, hell
country, God,
3. Hope – future, dream, goal,
hobbies
wish
2. Faith – prayer,
4. Forgiveness – sorry, mistake,
Church, holidays,
pain, peace
heaven, hell
5. Justice – equal, fair, rules,
3. Hope – future, dream,
honest
goal, wish
 Students will complete a
4. Forgiveness – sorry,
worksheet by matching pictures
mistake, pain, peace
with the Gospel Value they
5. Justice – equal, fair,
demonstrate. A. 5.3
rules, honest
 Students will show how they use
Students will complete a
Gospel Values in their own lives
worksheet by matching
by completing a series of
pictures with the Gospel
sentences. A. 5.4
Value they demonstrate.
 Students will complete a series of
A. 5.3
paragraphs by selecting 3 Gospel
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
APRIL 2009
74

Students will show how
they use Gospel Values in
their own lives by
completing a series of
sentences (3 examples
for each). A. 5.4
Values and explaining how they
are illustrated in their school
community. A.5.5
Expectation 3: Analyze the role of family in society and in the Church.
ESLAO & ESLBO
ESLCO
ESLDO & ESLEO
 The teacher will provide  The teacher will provide  The teacher will provide students
students with a visual of
students with a visual of
with a visual of the social divisions
the social divisions of
the social divisions of
of society into communities,
society into
society into
families, and individuals. A. 5.6
communities, families,
communities, families,
 To demonstrate their understanding
and individuals. A.5.6
and individuals. A.5.6
of the concept of the role of the
family in society, students will
 To demonstrate their
 To demonstrate their
understanding of the
understanding of the
complete a chart with the three
concept of the role of
concept of the role of
headings “What does my family
the family in society,
the family in society,
give me?”, “What do I give to my
students will complete a
students will complete a
family?” and “How does the Church
t-chart with the two
t-chart with the two
play a role in my family’s life?”.
headings “What does
headings “What does
Responses will be written in
my family give me?”
my family give me?”
complete sentences. A. 5.8
and “What do I give to
and “What do I give to
my family?”.
my family?”.
Responses will be in
Responses will be
point form.
written in complete
A. 5.7
sentences. A.5.7
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
APRIL 2009
75
Expectation 4: Demonstrate an understanding of the importance of personal freedom in shaping
interpersonal relationships.
ESLAO & ESLBO
ESLCO
ESLDO & ESLEO
 Individually, students  Individually, students
 Individually, students will complete
will complete a mind
will complete a mind
a mind map/brainstorming activity
map/brainstorming
map/brainstorming
using the word freedom. Some
activity using the word
activity using the word
guiding ideas that can be used to
freedom. Some
freedom. Some guiding
explain freedom are movement,
guiding ideas that can
ideas that can be used to
watching TV, talking on the phone,
be used to explain
explain freedom are
shopping, choosing how to cut your
freedom are
movement, watching
hair or do your make-up, having a
movement, watching
TV, talking on the
boyfriend/girlfriend.
TV, talking on the
phone, shopping,
A. 5.9
phone, shopping,
choosing how to cut
 Students will complete a Venn
choosing how to cut
your hair or do your
diagram listing the common and
your hair or do your
make-up, having a
different activities that they do at
make-up, having a
boyfriend/girlfriend.
home and at school which
boyfriend/girlfriend.
A. 5.9
demonstrates their understanding of
A. 5.9
freedom. A. 5.10
 Students will complete a
Venn diagram listing the  Students complete a written response
 Students will complete
a Venn diagram listing
common and different
entitled “From My Own Experience”
the common and
activities that they do at
in which they describe a new
different activities that
home and at school
freedom they discovered and were
they do at home and at
which demonstrates
surprised by when they moved to
school which
their understanding of
Canada. They will also explain how
demonstrates their
freedom. A. 5.10
they feel about this freedom.
understanding of
A. 5.11
 Students complete a
freedom. A. 5.10
written response entitled  Students will compare a television
“From My Own
show/movie from their first country
Experience” in which
to a television show/movie from
they describe a new
North America. Using a chart,
freedom they discovered
students can compare and contrast
and were surprised by
the freedoms demonstrated in both
when they moved to
based on different categories. A.5.12
Canada. They will also
explain how they feel
about this freedom.
A. 5. 11
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
APRIL 2009
76
Appendix 5.1
Positive Self-Esteem Collage
ESL AO/BO
A: Create a collage of pictures from newspapers / magazines showing these ideas. Your
pictures can be about the main idea in CAPITALS or about the words in (brackets).
1.
HEALTH (clean, food, exercise, sleep)
2.
BRAIN (study, read, write, think)
3.
GOD (prayer, church, help, believe)
4.
FRIENDS (play, talk, smile, share)
ESLCO
B: Next to each picture, write a caption explaining how the picture is related to the idea of
HEALTH, BRAIN, GOD, or FRIENDS. Use the chart below to help you organize your
ideas.
DESCRIPTION OF
PICTURE
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
CAPTION
APRIL 2009
77
Appendix 5.2
ESLDO/EO
C: Using this template, write a reflection on the following topic:
Which ideas from your collage have a positive impact on your
life, and which do you feel you need to improve?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
APRIL 2009
78
Appendix 5.3
Gospel Values and Symbols
ESL AO/BO
Using the word bank below, match the 5 Gospel Values to these symbols. There are two or
three symbols for each Gospel Value.
A)
B)
D)
G)
C)
E)
F)
H)
I)
J)
WORD BANK- GOSPEL VALUES
LOVE
FORGIVENESS
HOPE
FAITH
JUSTICE
A.________________
B.________________
C.________________
D.________________
E.________________
F._________________
G.________________
H.________________
I._____________
J.________________
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
APRIL 2009
79
Appendix 5.4
Gospel Values in my Life
GOSPEL VALUES
LOVE
FORGIVENESS
HOPE
JUSTICE
FAITH
1. Complete the sentences to show when you use Gospel Values in your life.
A. I show HOPE when I ___________________________________________________
______________________________________________________________________
B. I show FORGIVENESS when I____________________________________________
_______________________________________________________________________
C. I show JUSTICE when I ________________________________________________
______________________________________________________________________
D. I show LOVE when I____________________________________________________
_______________________________________________________________________
E. I show FAITH when I____________________________________________________
_______________________________________________________________________
2. Using the word bank above, state which Gospel Value is being shown in each
example.
A. My family goes to church together on Sunday mornings. ____________
B. My sister said sorry for taking my sweater. _____________
C. In the future, I would like to be a teacher. ______________
D. My family begins with a prayer before each meal.________________
E. I give my friend a hug. ______________
F. We collect food for the poor in my class. ________________
G. There is a cross in every classroom. _________________
H. My grandmother made a scarf for me. __________________
I. My mom is angry with me because I lied. ____________________
J. My family came to Canada for a better life.____________________
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
APRIL 2009
80
Appendix 5.5
Gospel Values in the School Community
GOSPEL VALUES
LOVE
FORGIVENESS
HOPE
JUSTICE
FAITH
Select 3 of the Gospel Values above and describe various activities in your school
community that demonstrate them. Your response must be written in complete
paragraphs.
SCHOOL ACTIVITY EXAMPLE #1
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
SCHOOL ACTIVITY EXAMPLE #2
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
SCHOOL ACTIVITY EXAMPLE #3
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
APRIL 2009
81
Appendix 5.6
THE WORLD AROUND ME
SOCIETY
(country, government)
↓
COMMUNITY
(school, Church)
↓
FAMILY
(mother, father, sister, brother, cousin)
↓
I
(myself)
Source: Map of Canada from www.religiousintelligence.co.uk
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
APRIL 2009
82
Appendix 5.7
The Role of the Family
You and your family share a special relationship. Fill in the chart by listing what your family
does for you and what you do for your family.
What does my family give me?
What do I give my family?

Food

Respect

Clothes

Love

House/apartment

Help

Money

Thanks

Help










DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
APRIL 2009
83
Appendix 5.8
The Role of my Family and the Church
Fill in the following chart using complete sentences.
What does my family give
me?
What do I give my
family?
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
How does the Church
play a role in my family’s
life?
APRIL 2009
84
Appendix 5.9
To me freedom means….
FREEDOM
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
APRIL 2009
85
Appendix 5.10
TYPES OF FREEDOM
You have many types of freedom in your everyday life. List things you are free
to do only at home or school, and then at both places. Follow the titles in the
circles below.
At home or in
my first country
At school
At home
and school
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
APRIL 2009
86
Appendix 5.11
When you came to Canada, you experienced many different things.
What is the most surprising freedom that Canadian teenagers have that
you did not in your home country? What are some advantages and
disadvantages for teenagers to have this particular freedom?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
APRIL 2009
87
Appendix 5.12
COMPARING FREEDOMS
After watching a T.V show or movie from your home country and one from North
America, compare and contrast the various ranges of freedoms.
T.V. Show/
Movie
Elements
Content
Home Country T.V. Show/ Movie
T.V. Show/ Movie Name:
North American T.V. Show/ Movie
T.V. Show/ Movie Name:
Character
Interaction
Theme
Language
Appearance
Character:
Scenery:
Movement
Sexuality
Violence
DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD
APRIL 2009
88