CEW 2023: We are Many, We are One Suggested Grade Level:

When We See KINDERGARTEN

DAY 1: Monday

BOOK TITLE: Lizzy and the Cloud

AUTHOR and The Fan Brothers

ILLUSTRATOR:

ISBN: 9781668003367

BOOK DESCRIPTION: Lizzy has a new friend, an ordinary

cloud. The cloud comes with instructions on how to MATERIALS:
care for it. Lizzy takes good care of her friend Milo,
● Book
especially when one day Milo needs to be set free.
● Technology necessary to access
LEARNING GOALS: Students will
and share the songs or video (if you
⮚ see clouds differently want to use song or videos to do
provocation)
⮚ identify different types of clouds
● Art supplies & white paper plates
⮚ understand that all of creation requires care

⮚ make connections between story and their friends

CATHOLIC CONNECTIONS:
OCSGE:
A Caring Family Member / I care!
A Collaborative Contributor / I am a team player!
A Responsible Citizen / I have responsibilities!
Adapted Elementary Wording - ICE
Catholic Social Teaching: Stewardship, Common Good
MINISTRY CURRICULUM LINKS:
The Kindergarten Program 2016
The students will
1. communicate with others in a variety
of ways, for a variety of purposes, and
in a variety of contexts.
5. demonstrate an understanding of
the diversity among individuals and
families and within schools and the
wider community
Ontario Catholic School Kindergarten Program 2019:
LS 2 Students will demonstrate wonder and awe in the
beauty of all God’s creation.
LC 1 Students will explore and celebrate the meaning of
friendship.
10. demonstrate literary behaviours
that enable beginning writers to
communicate with others.
22. demonstrate their thoughts and
feelings, and their theories and ideas,
through various art forms

28. demonstrate an awareness of their

surroundings

MINDS ON (Before) Approximately 15 minutes PAUSE & PONDER

Begin with prayer:

In the name of the Father, and of the Son, and of the Holy https://www.youtube.com/watch?
Spirit. Amen. v=Kllz_AcDnRc Cloud Song (Use Your
Imagination) 3.41 minutes long
God of all creation, you have created a beautiful world for
us to live in. You created everything and everyone. Thank
you for how you used your imagination with creation. And
thank you for the gift of imagination that you gave to each
one of us. Amen.

Scripture reading: Matthew 5:8

A reading from the holy Gospel according to Matthew

“Blessed are the pure in heart for they will see God.”

The Gospel of the Lord.

All: Praise to you, Lord Jesus Christ

Play song - Cloud song as a transition from prayer to

provocation. https://www.youtube.com/watch?
v=cHXXMEan44w The Cloud Song / Fun
Provocation: Facts 2.37 minutes long - different
types of clouds are identified
Watch one of the videos to learn the different types of
clouds.
Using the knowledge received in the video, what type of
cloud is on the cover of the book?
(cumulus/cumulonimbus - rain)
Before Reading:
Bring the students together in a group and introduce the
story .
Show the students the front of the cover.
Ask: What do you see in the picture?
What do you think this story is about? Why is there a
string on the cloud? What type of cloud do you think it is?
ACTION (During) Approximately 20 minutes
Read the story, stopping at various points to engage
students and activate prior knowledge.
Throughout the story, provide time for the students to
really look at the illustrations. Listen carefully for what the
students say as they see the illustrations and hear the
story.
Does Lizzy follow the Care Instructions? Every part of
creation needs us to care for it.
Finish the book.
https://www.youtube.com/watch?
v=yod3wMbFHUY Types of Clouds -
The Dr. Binocs Show 4.14 minutes long
Vocabulary
Stratus -low level clouds that are
leveled and sometimes layered
Nimbo - dark and usually filled with rain
Cumulus - clouds that are flat bottomed
but puffy on top
Cirrus - high level clouds that are wispy
or feathery - contain ice crystals
PAUSE & PONDER
On page 8 - a boy walks away with an
octopus and Lizzy walks toward the
cloud seller. Ask the class - Have you
ever seen a Cloud Seller at the park?
[see if students understand that this is
a book about imagination - don’t tell
them - just let them respond]
On page 31 - Lizzy is under the bed.
Ask the class, Why do you think Milo is
having a tantrum? (he is too big for the
room - don’t tell them - allow the story
to go on)
CONSOLIDATION (After) Approximately 20-30 minutes PAUSE & PONDER

After reading the story say: Now that we have finished the
story, let us take a moment to think about the message of
It is good to make connections between
the story.
Milo and the friends or pets that the
● Did Lizzy have many types of clouds to choose students may have.
from the Cloud Seller?

● Why do you think Lizzy wanted an ordinary cloud?

● What type of cloud would you choose?
● Do you know anyone or anything that has
tantrums?
Sometimes we have to let go of a friend
(they move away) or a pet (they may
have died) but life goes on. Memories
bring comfort.

● Do you ever have tantrums?

● Have you ever had to let go of a friend or pet?

What was that like?

Making Connections:

Take a walk outdoors. Invite the students to look at the

sky to see if they can see any clouds. Can they identify any
of the clouds they see? (if it is inclement weather, invite
students to look out a large window)

Art Activity: Offer each student a white paper plate. Give

them other types of art supplies (glue, cotton balls, paints,
safe scissors, crayons, string, white/black, grey play dough
(homemade).

Invite students to make a cloud. It can be a representation

of Milo or a cloud they see outdoors or one from their
imagination.

Place all the clouds in one space. Celebrate the expression

of everyone.

CEW 2023: We are Many, We are One Suggested Grade Level:

When we See PRIMARY
DAY 1: Monday
BOOK TITLE: A Kite for Moon

AUTHOR and Jane Yolen, Heidi E.Y. Stemple,

ILLUSTRATOR: Matt Phelan

ISBN-13 978-0-310-75642-2

BOOK DESCRIPTION: MATERIALS:

This simple book tells the story of a boy’s fascination with Pencil crayons, pencils or crayons,
the moon. The moon becomes personified and the boy poster paper or cardstock.
watches and observes from afar. He learns and grows until
one day he can visit.

LEARNING GOALS:

 We will use language to make connections to the story.

 We will demonstrate an understanding of and learn
about the phases of the moon.
 We will make the connection between learning and
vocation.
 We will learn about the phases of the moon.

CATHOLIC CONNECTIONS: MINISTRY CURRICULUM LINKS:

OCSGE: 7i, 5g, 2a Language

Catholic Social Teaching: Stewardship of Creation 1.4 Demonstrate understanding

1.5 Making inferences
R.E. Curriculum: Living in Solidarity, Prayer 2.3 Communicate ideas and
information orally and in a clear,
coherent manner

Science
Understanding movement, energy and
force and systems.
Relating science and technology to the
environment.
 1.2 Space Exploration
E.g. 3.8 Light and heat

MINDS ON (Before) Approximately 15 minutes PAUSE & PONDER

Dear God,
Thank you for the beauty of the moon that all of humanity
sees. We are grateful for all of your creation and its
mystery. May we continue to learn about the cosmos so
that we can protect all of your creation.
We make this prayer in Jesus’ name. Amen Allow students time to share what they
know about the moon.
Do you ever look into the sky and wonder about the moon?
Imagine, all people all over the world see the moon. Stress that the moon is something that
Today we are going to read a story about a little boy who is is shared by all humanity-a gift that we
fascinated with the moon and tries to connect with the all see and share.
moon.

ACTION (During) Approximately 20 PAUSE & PONDER

minutes

Read the story to the students or watch the reading on the How does the boy communicate with
video. the moon?

What is an eclipse? Why do you think the boy finds the Pause and give students opportunities
moon so interesting? to respond to the text.

What did the little boy do as he grew to get him closer to Create a KWL chart.
meeting the moon? https://
sarahsanderson79.weebly.com/k-w-l-
Create a KWL chart. strategy-chart.html
What do we know about the moon?
What questions do we have/what do we want to learn Fill in the first 2 columns of the KWL
about the moon? chart.
Fill in the K and the W parts of the chart.

Do you ever wonder how far away the moon is from the Watch the video about the moon.
earth? (384, 400 Km). (Math connection-break down and https://www.youtube.com/watch?
explore what this number means and how far this is.) v=JM21GBJecx0
Watch the video about the moon.

CONSOLIDATION (After) Approximately 20-30 minutes PAUSE & PONDER

Review the vocabulary with the students: phase, waxing, Students write their wonderings on the
waning, view, orbit, earth, sun and eclipse, gravity,
satellite. poster with a drawing of the moon.

Create a reflection poster with the title; ‘When I see the

moon in the sky, it makes me wonder about…..”
 When I see the moon
in the sky, I wonder
about…..
CEW 2023: We are Many, We are One
Suggested Grade Level:
When We See
JUNIOR
DAY 1: Monday

BOOK TITLE: The Invisible Boy

AUTHOR and Trudy Ludwig

ILLUSTRATOR: Ilustrated by Patrice Barton

ISBN-13 978-1 58246-451-0

BOOK DESCRIPTION: MATERIALS:

This beautifully illustrated book is the story of Brian, a chart paper, markers, card stock
boy who feels invisible at school. The story helps us to
understand that everyone needs to be seen, heard,
accepted and appreciated.

LEARNING GOALS:
 We will consider the importance of everyone feeling
part of a community.
 We will discover different ways to make someone
feel welcome.
 We will present moments of the story by acting
them out.
CATHOLIC CONNECTIONS: MINISTRY CURRICULUM LINKS:
Reflecting on Writing Skills
OCSGE: 1d, 3a, 7j, 3e, 6e Extending Understanding
Choose a variety of words and phrases
Catholic Social Teaching: Participation, Solidarity, to communicate
Common Good Listening to Understand
Oral Language
R.E. Curriculum: M1, LS1, LS2 Drama
Reading
Media Literacy

MINDS ON (Before) Approximately 15 minutes PAUSE & PONDER

Let us pray:
Dear God,
Sometimes we don’t see everyone in our community. Have you ever felt left out or ‘invisible’
Help us to be more like Jesus who reached out to in a situation?
everyone, especially people who felt left out.
We pray that we will be considerate of all who have
needs in our community.
We make this prayer through Christ our Lord. Amen.

ACTION (During) Approximately 20 minutes PAUSE & PONDER

Read the book, ‘The Invisible Boy’.
After the story, ask the students to identify the
moments when Brian felt invisible. List these on the
smart board or chart paper.
You tube of ‘The Invisible Boy’
https://www.youtube.com/watch?
v=cNHc2XCultQ

Ask the students; How do you think things could have

been different for Brian?
What special talent does Brian have? Do you think his
classmates notice his talents?

CONSOLIDATION (After) Approximately 20-30 minutes PAUSE & PONDER

Option 1
Divide the students into small groups (3 or 4). How can we be a more welcoming
Create a scene that shows a more welcoming situation community in our classroom and our
for Brian than the ones we listed. In other words, show school so that no one feels invisible?
how the moment could have been different. You can
also try an improv technique called rewind. They act
out the scene as it was in the book and then rewind to
act out what it would look like if Brian were not
invisible.

Option 2
Students create a card of welcome for everyone in the
class (generic-not to specific individuals).
The card describes how each student wants others to
feel.

Example:
 Welcome to our Grade 4 classroom.
 We want everyone to feel included in all of our
activities.
 We are committed to recognizing the special, God
given gifts of each person.
 We help each other and we are a caring community.
CEW 2023: We are Many, We are One Suggested Grade Level:
When We See INTERMEDIATE
DAY 1: Monday

BOOK TITLE: If the World Were 100 People

A Visual Guide to Our Global
Village

AUTHOR and Jackie McCann

ILLUSTRATOR: Illustrated by Aaron Cushley

978-0-593-31070-0
ISBN-13

BOOK DESCRIPTION: MATERIALS:

This book looks at the global population and using the Students may use a chromebook or
analogy of a village, demonstrates what we have in paper and pencil to do the final
common and what makes us different. activity.

Youtube video: If the World were

100 People.
LEARNING GOALS: Ihttps://www.youtube.com/watch?
We will gain an understanding of inequities in the world v=A3nllBT9ACg
and similarities that unite the human family.
Poster paper or chart paper.
We will use inquiry and research skills to become familiar
with comparisons and numbers that make up the whole. Coloured markers or crayons.

We will use literacy skills to describe differences and

commonalities.

We will understand what is meant by the Common Good.

CATHOLIC CONNECTIONS: MINISTRY CURRICULUM LINKS:

OCSGE: 1h, 2a, 4g, 7f Oral communication
Catholic Social Teaching: Solidarity, Writing
R.E. Curriculum: LS1, LS2, Celebrating, Living Reading
Social Studies
MINDS ON (Before) Approximately 15 minutes PAUSE & PONDER
In the name of the Father and of the Son and of the Holy
Spirit +
Loving Father,
Thank you for the beautiful and diverse human family.
Help us to see that we can do our part so that the world’s
resources can be shared. Thank you for the gifts of
creation that you have given in abundance, enough for
the whole human family.
Gives us eyes to see that we are many and one and that
all God’s people should have what they need.
We make this prayer in the name of Jesus. Amen.

*You may choose to show this video of a song created by
united Indigenous tribes in the United States. ‘We are
One’ is a beautiful example of unity in diversity created
by IllumiNative.
https://www.youtube.com/watch?
v=XHhbeRJudY4&list=RDXHhbeRJudY4&index=1
“IllumiNative is a Native woman-led
racial and social justice organization
dedicated to increasing the visibility of—
and challenging the narrative about—
Native peoples.”
Mag 7 is a collective of seven MCs and
songwriters from different tribes, who
came together for hope and optimism.
The members of Mag 7 are Drezus (Plains
Cree tribe), Supaman (Crow tribe), PJ
Vegas (Shoshone / Yaqui tribes), Kahara
Hodges (Navajo tribe), Doc Native
(Seminole tribe), Spencer Battiest
(Seminole tribe), and Emcee One
(Osage/Potawatomi tribes).”

What do you think when you hear the phrase; ‘We are Record some of the responses on the
Many, We are One’. smart board or chart paper.

How do we see the world as one family, God’s family?

What do we mean by ‘The Common Good’?

How many people do we have in our classroom? What

are some of our similarities and what are some of our
differences?

Watch the video ‘If the World Was Only 100 People’.
(this is not a video of the book, but similar.)
https://www.youtube.com/watch?v=A3nllBT9ACg

Ask the students to write down 3 facts that they find

interesting.
ACTION (During) Approximately 40 minutes PAUSE & PONDER
Read the book; ‘If the World Were 100 People’. There is
a lot of information in the book. It can be read in several
lessons or all at once.
Stop reading frequently to reflect on the information
being presented.
As a class, brainstorm ways that we can see the needs of
the global community. What can we do to contribute to
the common good?
The information will bring about a
great deal of discussion.
The common good is “reached when
we work together to improve the
wellbeing of people in our society
and the wider world.”

Give the example of reducing food waste as an action we

can all take.

CONSOLIDATION (After) Approximately 20-30 PAUSE & PONDER

minutes
Divide the students into working groups of 4. Each group This activity can also be done on
creates a poster of information about one comparison in Chromebooks in slide presentations.
the book. e.g. Can Everyone Read and Write? Illustrate
and share information on the poster.
Display the posters in the hallway or library or invite
other classes to view the PowerPoint presentation made
by the class.