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

When We Learn KINDERGARTEN

DAY 4: Thursday

We’re All In the Same Boat

BOOK TITLE:

AUTHOR and
Barney Saltzberg
ILLUSTRATOR:

9781939547965

ISBN

BOOK DESCRIPTION: Four animals go on an adventure MATERIALS:

together in a boat and experience different things
together.
● Book

● Computer or speakers to play various

LEARNING GOALS:
songs/videos

● Research tools (access to technology

⮚ We will recognize and appreciate our God given or library resources)
talents.

⮚ We will learn about perseverance and goal

setting.

⮚ We will learn more about the virtues of

acceptance, hope, and faith.

CATHOLIC CONNECTIONS: MINISTRY CURRICULUM LINKS:

OCSGE: The Kindergarten Program 2016

A Discerning Believer / I am a believer! The students will:

A Reflective, Creative & Holistic Thinker / I have ideas! 3. Identify and use social skills in play and
other contexts
A Responsible Citizen / I have responsibilities!
4. Demonstrate an ability to use problem-
Adapted Elementary Wording - ICE solving skills in a variety of contexts,
including social contexts

26. Develop an appreciation of the

Catholic Social Teaching: Solidarity, Community,
Common Good
Ontario Catholic School Kindergarten Program 2019:
multiple perspectives encountered within
groups, and of ways in which they
themselves can contribute to groups and
to group well-being

ML 2 Students will recognize others as a gift from God

LC 2 Students will demonstrate an understanding of

belonging to a family, a faith and a community

LS 4 Students will discover a trace of God present in all

people, all creation and all situations

MINDS ON (Before) Approximately 10 minutes PAUSE & PONDER

Begin with a prayer…

In the name of the Father and of the Son and of the Holy
Spirit. Amen.

Today we are blessed to have so many wonderful people

in our class. As a class we are one. Help us dear God, to Michael Row the Boat Ashore or CEW
be many and one as we learn. Amen. theme song

We listen to a proverb from our Wisdom tradition in the

Bible.

Let the wise also hear and gain in learning, and the
discerning acquire skill.

Gracious God, you created us in your image. We can be

wise as you are wise. We can gain in learning. We can
be discerning. We can acquire skill. We are so blessed
by you. Amen.

In the name of the Father and of the Son and of the Holy
Spirit. Amen.

Provocation

Who has been in a boat? A big boat/a small boat?

Who likes being in water in a pool, in a lake/ocean, in a

bathtub?

If we experience trouble in the water, what should we

do? * Be sensitive if you have refugees in your
class who escaped in boats

Preview the book. Discuss the title and what the book
might be about.

Before reading the book:

Show the students the front cover of the book. What do

you think the story is going to be about?

Do you think the goat, pig, cat and dog are friends?

ACTION (During) Approximately 20 PAUSE & PONDER

minutes

Read the book. As you read it, listen to the students as

they anticipate the answers to the questions posed in
the story.
If the children’s predictions are part of the story line, What happens when we don’t agree on
indicate in an inclusive way saying, “We’re all in the which direction to go? Recall the
same boat!” movement activity in the gym.

Once the story is complete, invite the students to

Use of this metaphor may be difficult for
consider:
some students. It requires a
o Are we all in the same boat in this class? developmental skill that some students
o Can the classroom be our boat? may not be capable of.
o Is a boat a place where a community can travel
together through our days?

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

Drama Activity:

Invite or place four students in a group and have the
students act out the story as it is read aloud again.
Remind students not to physically touch one another.
We are only acting out the story.
Invite them to use their imaginations.
If you have mats in the gymnasium,
maybe you would do this activity in the
gym and have the mats represent the
canoes/boats. Even yoga mats would
work.

Re-read the story and enjoy the reenactments.

Class Discussion:

Discuss how the actions of one person can affect the

others in a group:

When Goat wants to splash, how does this affect the

others?

When Goat rocks the boat, how does that affect the
others?

When Goat has an umbrella, how does that affect the

others?

Discuss how problem solving skills help the group:

When the boat springs a leak, what happens?

When Goat falls into the water, what happens?

When the waves get big, what happens? You can teach the class the song, Michael
row the boat ashore.
When things look bleak, what happens?
Michael Row the Boat Ashore
CEW 2023: We are Many, We are One /
À plusieurs, nous sommes un Suggested Grade Level:
When We Learn/ En apprenant PRIMARY
DAY 4: Thursday

All Are Welcome

BOOK TITLE:

AUTHOR and Alexandra Penfold

ILLUSTRATOR: Suzanne Kaufman

ISBN-13 9- 780525579656

BOOK DESCRIPTION: MATERIALS:

A warm, welcoming picture book that celebrates  All Are Welcome book
diversity and unity, and gives encouragement and  Prayer
support to all children. Highlights messages of  Laptop/computer/LCD
acceptance and inclusivity and the reminder that we projector/speakers (for presenting
are many, we are one as members of a loving YouTube videos)
classroom community. Follow a group of children  Paper for drawing
through a day in their school, where everyone is  Drawing and colouring materials
welcomed with open arms, a school where students
grow and learn from each other’s traditions and the
whole community gathers to celebrate the Lunar New
Year. All Are Welcome teaches young children that no
matter what, they have a place, they have a space, they
are welcome in their school.

LEARNING GOALS:
Students will…
 understand the main themes of the story
(Everyone is welcome in our classroom; Each
one of us is a beloved child of God; God made
each one of us unique; There is much that we
can learn from one another.)
 demonstrate an understanding of and
acceptance of each other’s differences
 continue to develop attitudes and values
founded on Catholic Social Teaching (respect
for the dignity of all, care for one another as
part of caring for God’s creation, human
solidarity)
 reflect on God’s call to act in ways that help
others to feel welcome.

CATHOLIC CONNECTIONS: MINISTRY CURRICULUM LINKS:

OCSGE: A Reflective, Creative and Holistic Thinker, An Language
Effective Communicator, A Collaborative Contributor, A The Arts
Caring Family Member, A Responsible Citizen
Catholic Social Teaching: Solidarity, Care for God’s
Creation, Call to Family, Community, and Participation

Scripture Focus:
“We, who are many, are one body in Christ, and
individually we are members, one of another.” (Romans
12:5)
«Nous qui sommes plusieurs, nous sommes un seul
corps dans le Christ, et membres les uns des autres.»
(Romains 12, 5)

Religious Education Curriculum Strands:

Living in Solidarity, Living a Moral Life, Living in
Communion

Family Life Curriculum Strands: Created and Loved by

God, Living in Relationship, Living in the World

MINDS ON (Before) Approximately 10-15 minutes PAUSE & PONDER

Begin with the following prayer:
Dear God,
Each one of us is Your work of art,
We are all your children.
Thank you for making each one of us so special.
Help us to see the beauty in one another.
Guide us to appreciate the many gifts we can offer each
other as members of this class family.
Remind us to keep our minds and hearts open so that
we can continue to learn from one another.
We ask this through Christ our Lord. Amen.
Song: Play the video for the song Everyone Belongs
https://www.youtube.com/watch?
v=nJ1QEE_RXP8&t=20s
“In the Middle” Activity:
This activity is designed to
provide an interesting way
for students to notice and
appreciate the ways they
are unique as well as the
things they have in
common. Read a
statement to the students and invite them to decide if
the statement is true for them or not. (Some example
statements are found under “teaching tip” but teachers
are encouraged to select their own statements based
on what might work best for their own class.) In a face
to face learning setting, have students stand in a large
circle and read a statement. If the statement is true for
You may decide the format in which to
share the prayer. Perhaps you might
provide copies that students can illustrate
or decorate and keep in duotangs/folders
for reference or for consolidation.
When explaining the “In the Middle”
activity, it is important that the teacher set
a tone that celebrates the uniqueness of
each student and that lets students know
that they are appreciated for who they are
as beloved children of God. To prevent
students from commenting on one
another’s responses during the activity and
potentially preventing students from
responding authentically with what is true
for them. suggest that students remain
silent until the conclusion of the activity, at
which point they can be invited to reflect
and share what they noticed.
That’s Me Statement Examples:
I am 7 years old.
I am sometimes grumpy in the morning when I
first wake up.
My birthday is in June.
I love cookies.
My favourite colour is blue.
I like carrots.
them, students can take a step or hop into the middle I have 2 sisters.
of the circle, and then step or hop back. Or you can I can speak more than two languages.
have students begin in the large circle in a sitting I love soccer.
position and stand when a statement is read that is true I love to read.
I don’t like cheese.
for them. (In a remote learning setting, students can
Winter is my favourite season.
show that a statement is true for them by using the I don’t like dancing.
virtual raised hand option, turning on cameras, or I love dancing.
writing the word “me” in the chat.) At the end of the I am good at sleeping.
activity, ask for a few comments about what they I am good at drawing.
noticed. Highlight examples of ways that student
responses were different and ask students to explain
some positive aspects of being different and why they
think God made us that way. If there were some
statements for which everyone stepped forward, ask
students to comment on positive aspects of having
things in common.

Explain that the Bible teaches us that we all matter and

that we are important to one another. Each one of us
is part of the Body of Christ.

Video: One Body, Many Parts

https://www.youtube.com/watch?v=uFSY-41pVzw
Invite students to comment on the messages shared in
the video.

ACTION (During) Approximately 10-15 minutes PAUSE & PONDER

o Show students the title and cover of the book.
Ask students to discuss the title and to describe
anything they notice about the cover (It’s
colourful, people look happy, etc.) – ask them
to explain why they think the author chose this
title and message: “All Are Welcome.”
o Ask them to provide words to describe how it
feels to know that you are welcome.
o Ask students to predict what they would expect
to see in a story with this title.
o Explain that today’s Catholic Education Week
subtheme is “We are Many, we are One…When
We Learn.” Invite students to look for examples
of ways that people are learning from one
another in the book.
o Review/explain the meaning of the words
community, diversity, adversity. After
discussing the words, invite students to “be on
the lookout” for those words and check for
student understanding when you get to them in
context.
o Read the story slowly, pausing to provide
opportunities for students to describe the
illustrations and to share their ideas about the
welcoming actions they are observing.
 o Ask students about the pattern of the words in
the book. (It is like a poem with three rhyming
lines followed every time by the phrase “All are
welcome here”).
o Read the book a second time and have
students call out the last word of each line as
you are reading, and invite them to chime in all
together as one voice for a choral reading each
time you come to “All are welcome here.”
o Ask students, “How is this book like a prayer?
How does it spread messages of our faith?
Why is this an important book to read during a
Catholic Education week that is focused on the
idea that we are many, we are one? (Invite the
recognition from students that we matter to
each other, that we are all beloved children of
God and that we are one class with many
members who have unique qualities, and that
our differences can help us learn from one
another.)
CONSOLIDATION (After) Approximately 15-20 minutes PAUSE & PONDER
Ask students to discuss ways in which the classroom in
the story is like their own classroom, and to share what
they may have noticed about ways that people seemed
to learn from one another in the story. Remind
students again that today’s Catholic Education Week
subtheme is “We Are Many, We Are One…when we
learn” and ask them to discuss what they think this
means. Ask, “Why do you think it is important that we
get to share important things about ourselves with one
another in our class? How does God call us to
contribute to a feeling of welcome in our class? Can you
think of examples of things that we can learn from one
another?” Provide paper and drawing materials and
invite students to draw a picture of themselves and to
draw/write ideas on the page to represent things they
might like to share about themselves with the rest of
the class. Keep the task open ended by explaining that
they can include something really simple about
themselves or something with more information and
details. Have students label their picture “We Are
Many, We Are One”.
NEXT STEPS
Over the next few days, provide an opportunity for
each student to share their picture and discuss what
they chose to draw or write about themselves with the
whole class. After each student shares, invite the class
to identify the things they learned, either about the
student or about a particular topic, custom, etc.
Display the pictures and make a point of referring to
them regularly.
CEW 2023: We are Many, We are One /
Suggested Grade Level:
À plusieurs, nous sommes un
JUNIOR
When We Learn/ En apprenant
DAY 4: Thursday

The Name Jar

BOOK TITLE:

AUTHOR and Yangsook Choi

ILLUSTRATOR:

978-0-0440-41799-6
ISBN-13

BOOK DESCRIPTION: MATERIALS:

The Name Jar explores questions about difference,  The Name Jar Book
identity, and cultural assimilation. On the way to her first  Bible
day of school, Unhei is teased by the children on the bus  Prayer
for her Korean name. When she reaches her classroom  Sticky notes
and is asked her name, she tells her classmates that she  Laptop/computer/LCD
has not yet decided on one. To be helpful, the children projector/speakers (for
put their suggestions into a “name jar.” They suggest presenting YouTube videos)
names like Daisy, Miranda, Lex, and more, but nothing  Paper and pencils (1 of each per
seems to fit, and Unhei wonders whether she needs an number of groups)
American name. Eventually, she decides to keep her own  Large Sheets of Paper for drawing
name after learning that one of her classmates takes pride (1 for each student)
in the new Korean nickname he has chosen, Chinku,  Colouring/Painting materials
meaning “friend”.
LEARNING GOALS:
Students will:
 understand the main themes of the story (God
made each one of us unique; Our name is an
important part of our identity; Learning and
correctly pronouncing someone’s name is an
important way to show respect, honour dignity,
and celebrate diversity; God calls us to value the
gifts and contributions of those around us and to
see that there is much that we can learn from one
another.)
 reflect on ways to build unity as a classroom
community and to celebrate messages of
welcome and inclusivity as beloved members of
God’s family.
 continue to develop attitudes and values founded
on Catholic Social Teaching (respect for the dignity
of all, care for one another as part of caring for
God’s creation, human solidarity)
 discuss how our faith guides us to respect and
celebrate differences and to contribute to a sense
of belonging in the classroom.
CATHOLIC CONNECTIONS: MINISTRY CURRICULUM LINKS:
OCSGE: Language
A Reflective and Creative Thinker The Arts
A Collaborative Contributor
A Caring Family Member
A Responsible Citizen

Catholic Social Teaching: Solidarity, Care for God’s

Creation, Call to Family, Community, and Participation

Scripture Focus:
“We, who are many, are one body in Christ, and
individually we are members, one of another.” (Romans
12:5)
«Nous qui sommes plusieurs, nous sommes un seul corps
dans le Christ, et membres les uns des autres. » (Romains
12, 5)

Religious Education Curriculum Strands:

Living in Solidarity, Living a Moral Life, Living in
Communion

Family Life Curriculum Strands: Created and Loved by

God, Living in Relationship, Living in the World

MINDS ON (Before) Approximately 10 minutes PAUSE & PONDER

Prayer: You may decide the format in which to
God of harmony and unity, share the prayer. One possibility might be
You want us all to work together to build your kingdom. to provide copies that students could
May our ears hear your voice clearly illustrate and keep in duotangs/folders
May our eyes see your beauty in all for reference.
May our understanding break down walls of fear and
prejudice.
May we make our school
a place of friendship, a place of belonging
a place of welcome.
where everyone feels safe, where everyone has a place
where all are united in You, dear God. Amen.

Play the video for the song “We Belong to Each Other”
https://www.youtube.com/watch?v=VvMDOB-4QOk

Unique and Shared Activity:

Divide students into groups of four or five. Provide a sheet
of paper and a pencil to each group
and ask students to designate
someone to divide the paper into
two columns. At the top of the first
column, have them write: “Shared.”
Set a timer for several minutes and
have the students think of all the things that they have in
common. When time is up, invite a spokesperson from
each group to share their list with the large group. Next
invite the note takers to write the word “unique” at the
top of the second column. Set a timer for several minutes
again and instruct them to write at least one
quality/trait/strength (something positive) that only
applies to one person in the group. When time is up,
either have each person share one of their unique
qualities themselves, or have each person read the unique
quality(ies) of the person to their right.
Ask students to reflect on why they think you began with
this activity or what they noticed. (We all have things in
common and we all have unique talents; We can build
unity and community by acknowledging similarities as well
as differences. Everyone has something unique that can
contribute to the group, etc.) Explain that today’s Catholic
Education Week subtheme is “We Are Many, We Are
One…when we learn” and invite discussion on what this
means and how it might relate to the unique and shared
activity.

Explain that today’s story is about a new student. Before

beginning to read, invite students to reflect on welcoming
actions, things they might say or do to welcome someone
new (or actions they would appreciate if they were joining
a new class, school, team, neighbourhood, etc.)
Give each student a small pile of sticky notes and ask them
to write their ideas on the sticky notes (one idea per note)
and stick it on the board at the front. Once everyone has
placed something on the board, read the notes. Ask the
class to help you sort them and create a list of top five
actions than can be taken to help someone feel welcome
who might be coming to the classroom for the first time.

ACTION (During) Approximately 20 minutes PAUSE & PONDER

Show students the title and cover of the book. Ask
students to turn to an elbow partner and discuss their
predictions of what the story will be about.

Explain to the class that the main character in this book is

Unhei (pronounced “yoon-hye”) and the story is about her
experiences with moving to a new classroom.

Read the story completely and then ask:

1. How did Unhei’s new class help her feel

welcomed? Return to the list made by the class
and put a checkmark beside the actions that your
class had listed to what Unhei’s class had done.
2. Why do you think the author, Yangsook Choi,
wrote this book? What do you think she wants the
 reader to learn from The Name Jar?
3. Why was the gift from her grandmother important
to Unhei? In her letter, why do you think Unhei’s
grandmother said, “No matter how far apart we
are and no matter how different America is from
Korea, you’ll always be my Unhei.” How does this
connect to today’s subtheme? (Unhei can share
some similarities with her classmates, but she can
also hold onto her special, unique qualities…. like
her Korean name, which means “Grace.”)
4. Why is it important for people to pronounce
names correctly? (It is a way to show respect and
to honour someone’s identity.)
5. How does this story illustrate today’s subtheme,
“We are Many, We Are One…when we learn?”
What did the class learn from Unhei? (Names are
important and can have beautiful meanings.
Having a unique and different name can be
wonderful.) What did Unhei learn from Joey?
(True friends can be trusted to listen to you, learn
about and celebrate you, and value who you are.)

Tell students that you are going to read two scripture

passages aloud, one from the Gospel of Matthew and one
from the Gospel of John, and that you would like them to
reflect on their meaning and on how they connect to the
story and to today’s subtheme.
(Reading directly from the bible is preferable.)

Matthew 10:30-31: “And even the hairs of your head are

all counted. So do not be afraid; you are of more value
than many sparrows.”

John 10:3, 7, 14: “The gatekeeper opens the gate for him,
and the sheep hear his voice. He calls his own sheep by
name and leads them out…Jesus said to them, “Very truly,
I tell you, I am the gate for the sheep…I am the good
shepherd. I know my own and my own know me.”

Ask students to discuss their understanding of the two

passages and to reflect on why we might refer to these
when discussing the ways Jesus reminds us that every
individual is unique and special in the eyes of God.

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

Art Activity:
Distribute large sheets of white paper to students and
explain that you will be inviting them to create a visual
depiction (by drawing or painting) in celebration of their
name and its meaning. Create a display of their products
and entitle it, “We Are Many, We Are One.”
NEXT STEPS
As a possible follow up activity, invite students to choose
one of the following three options to write a short
reflection or personal journal entry.
1. How would you explain the message of this
book in your own words? Why do you think
this is an important message?
2. Write a short reflection about your name. Do
you know the meaning of your name or why
your parents chose it? Do you like your
name? Why or why not?
3. What actions can people take to help each
other feel valued and welcome in a classroom
community? Share a few ideas.
CEW 2023: We are Many, We are One /
Suggested Grade Level:
À plusieurs, nous sommes un
INTERMEDIATE
When We Learn/ En apprenant
DAY 4: Thursday

The Sandwich Swap

BOOK TITLE:

AUTHORS: Her Majesty Queen Raina of Jordan Al

Abdullah
ILLUSTRATOR: with Kelly DiPucchio

Tricia Tusa

9781423124849
ISBN-13

BOOK DESCRIPTION: MATERIALS:

The Sandwich Swap is a story about acceptance and  The Sandwich Swap book
appreciating differences. Lily and Salma are best friends who  Prayer
do everything together at school. However, they bring very  Laptop/computer/LCD
different things to eat for lunch each day. Lily brings a peanut projector/speakers (for
butter and jelly sandwich, and Salma brings hummus stuffed presenting YouTube video)
into pita bread.  Paper
One day when Lily tells Salma what she thinks about her  Drawing/colouring materials
hummus on pita bread for lunch, a disagreement escalates  Student journals
into an exchange of verbal insults, hurt feelings, classmates  Cards numbered 1 through
taking sides, and flying food. The two girls feel ashamed, 6..enough so there is one card for
decide to taste each other’s sandwiches, and renew their each student
friendship with a deeper cultural understanding. They bring  6 Google Chromebooks or
this to the school in the form of a suggestion for a picnic at  6 large sheets of cardstock (see
which students get to bring a variety of special foods, and at Consolidation activity)
which all the kids get to swap food.
LEARNING GOALS:
Students will…
 understand the main themes of the story (God made
each one of us unique; When we welcome and
celebrate uniqueness and differences, we can learn
from one another and enjoy many positive
experiences. As members of a Catholic community we
are called to value and be open to the gifts and
contributions of others.)
 reflect on ways to build unity as a classroom
community and to celebrate messages of welcome
and inclusivity as beloved members of God’s family.
 continue to develop attitudes and values founded on
Catholic Social Teaching (respect for the dignity of all,
care for one another as part of caring for God’s
creation, human solidarity)
  discuss how our faith guides us to respect and
celebrate differences and contribute to a sense of
belonging in the classroom.

CATHOLIC CONNECTIONS: MINISTRY CURRICULUM LINKS:

OCSGE: An Effective Communicator, A Reflective, Creative Language
and Holistic Thinker, A Collaborative Contributor, A The Arts
Responsible Citizen

Catholic Social Teaching: Dignity of the Human Person

Scripture Focus:
“We, who are many, are one body in Christ, and individually
we are members, one of another.” (Romans 12:5)
«Nous qui sommes plusieurs, nous sommes un seul corps dans
le Christ, et membres les uns des autres. » (Romains 12, 5)

Religious Education Curriculum Strands:

Living in Solidarity, Living a Moral Life, Living in Communion
Family Life Curriculum Strands: Created and Loved by God,
Living in Relationship, Living in the World

MINDS ON (Before) Approximately 10 minutes PAUSE & PONDER

Begin with the following prayer: Consider providing copies of the
prayer to students for continued
God of harmony and unity, exploration and reflection beyond
You want us all to work together to today’s lesson.
build your kingdom.
May our ears hear your voice clearly
May our eyes see your beauty in all
May our understanding break down walls of fear and
prejudice.
May we make our school
a place of friendship, a place of belonging
a place of welcome.
where everyone feels safe, where everyone has a place
where all are united in You, dear God. Amen.

Song: Unity Hymn

https://www.youtube.com/watch?v=eLRTHgGOShQ

Provide each student with paper and drawing/colouring

materials and invite them to draw or write freely as they are
listening to the song and to see what images, words, ideas,
etc. the song might evoke for them. Ask students to share
their ideas on the themes and messages of the song and how
it might apply to their classroom. Provide an opportunity for
students to share words or images that resonated with them
or that they created.
Explain that today’s Catholic Education Week subtheme is
“We Are Many, We Are One…when we learn” and invite
discussion on what this means and how it might relate to the
Being unique is what makes each of
us special, and each one of us is called
to welcome and celebrate these
differences in our classmates, friends,
colleagues, family members, and
everyone in between. This is such an
important message for our students
to understand and one that many
adults may also still need to embrace.
song they just listened to.
Journal Writing: Ask students to think of a time when they
might have been fearful about something new or different,
such as a food, an experience, etc. Instruct them to write
freely in their journals on this topic for three minutes without
stopping. If they are unable to think of a time in their own life,
ask them to make a connection to a book they’ve read or
movie they’ve seen when they witnessed someone who was
fearful about something new or different.

Prereading: Show students the title and cover of the book.

Ask students to comment on the cover and offer predictions
about what might take place in the story. Explain that
although the cover of this book may give the impression that
it might only be a story for very young students, it is a book
with many implications that could apply to high school,
university, and adult groups, and invite students to reflect on
this and discern the important messages as the story is being
read.

ACTION (During) Approximately 20 minutes PAUSE & PONDER

Read the story to the students, pausing to invite students to
offer observations and reflections.

 How would you describe Salma and Lily? In what ways

are they different from each other?
 What do you notice about how the fight between
Salma and Lily begins? How do they feel when the
other person says unkind things about their lunch?
How does the exchange become more personal?
(Their feelings are hurt and they become especially
hurt when they think of the loving family member
who prepared it.)
 “Her hurt feelings turned mad.” What does this
mean? Have you experienced this or been present
when someone else’s hurt feelings turned mad?
 What do you think about the way others in the school
began to take part in the argument? Have you ever
witnessed something like this happen after two
people are in an argument?
 How do Salma and Lily make amends? What do you
think they learned?
 What do you think about the suggestion the friends
make to the principal?
 Why do you think it is important to have friends who
are different from us?
 How do you think the messages of this book might
benefit adults as well as young people?
Read to students the following passage from St. Paul’s Letter
to the Romans (Romans 12:4-6):

“For as in one body we have many members and not all the
members have the same function, so we, who are many, are
one body in Christ, and individually we are members one of
another. We have gifts that differ according to the grace given
to us..”
Have students reflect, then turn and talk to someone next to
them to discuss how this passage connects to the story and
today’s subtheme. Then return to the whole group to discuss
their ideas.
Ask, “What are some actions we can take to ensure that our
classroom is a place of friendship and belonging and where we
are open to learning new things from one another?”

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

“Six Quotation Corners” Activity: Quotations:
Designate six areas of the classroom to correspond with six 1. “We have an important
quotations. Assign students to one of each of the six areas by responsibility to share the truth
randomly passing out cards with numbers labeled 1 through 6 that we are all children of God,
to correspond with the six quotations. Once students have and that God loves every person.”
moved to their area, explain that they will work together in -Archbishop Jose Gomez
their group to discuss their quotation and how it might
connect to today’s Catholic Education Week subtheme and 2. “If you judge people, you have no
the story. time to love them”
-Saint Teresa of Calcutta
Choose from one of the following options:
1) Have each group create a PowerPoint or google slide 3. "Each of us can learn something
with their quotation, any image (s) that could from others.” -Pope Francis
illustrate it and additional words/ideas to show what
they think it means. Project the slideshow once in 4. “God's love calls us to move
the whole group and invite each group to share and beyond fear.” -Pope Francis
discuss their quotation and slide.
2) Provide each group with large paper or cardstock and 5. “God’s dream is that you and I
have them collaborate to design a poster which and all of us will realize that we
includes the quotation and images/words/ideas that are family, that we are made for
illustrate the quotation and show what they think it togetherness, for goodness, and
means. Invite each group to share their poster with for compassion.”
the large group. -Archbishop Desmond Tutu

Invite discussion on practical ways to apply these quotations 6. “Love is the only force capable of
to the classroom. transforming an enemy into a
friend.” -Martin Luther King, Jr.