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

When We Listen KINDERGARTEN

DAY 2: Tuesday

BOOK TITLE: Listen

AUTHOR and Gabi Snyder and Stephanie Graegin

ILLUSTRATOR:

ISBN: 9781534461895

BOOK DESCRIPTION: The world seems filled with noise

when we step outside. But if we stop, close our eyes, and MATERIALS:
LISTEN, can you hear each sound separately?
● Book

● Technology necessary to access

LEARNING GOALS: Students will
and share the songs or video (if you
⮚ Identify sounds they like. want to use song or videos to do
provocation)
⮚ Identify sounds they do not like (noise).
● Art supplies & white paper plates
⮚ Discuss the difference between hearing and
listening.

CATHOLIC CONNECTIONS: MINISTRY CURRICULUM LINKS:

OCSGE: The Kindergarten Program 2016

A Caring Family Member / I care! The students will

A Collaborative Contributor / I am a team player! 1. communicate with others in a variety

A Responsible Citizen / I have responsibilities!
Adapted Elementary Wording - ICE
Catholic Social Teaching: Human Dignity, Community,
Common Good
of ways, for a variety of purposes, and
in a variety of contexts.
10. demonstrate literary behaviours
that enable beginning writers to
communicate with others.
28. demonstrate an awareness of their
surroundings
Ontario Catholic School Kindergarten Program 2019:

LS 2 Students will demonstrate wonder and awe in the

beauty of all God’s creation.

PR3 Students will demonstrate reverence for sacred

spaces and objects

MINDS ON (Before) Approximately 15 minutes PAUSE & PONDER

Begin with prayer: Give Me Ears to Listen - If your students

enjoy listening to music to pray
In the name of the Father, and of the Son, and of the Holy https://www.youtube.com/watch?
Spirit. Amen. v=Nlm2tKNer9Y (play first minute of
song)

Dear Lord, give me ears to hear with a heart of

understanding and care. Help me to listen, to
understand and to show Jesus’ love to others. Amen.

Scripture reading: James 1:19

An adapted reading from the letter of James.
My dear sisters and brothers, always be willing to listen
and slow to speak. Do not become angry easily.
The word of the Lord.
All: Thanks be to God.
Christian meditation is a means of
listening to God in silence. If students
are familiar with the practice, include a
minute of meditation. If the class is not
familiar, perhaps this is an opportunity
to invite them to try it. It would be
advised to do it in small intervals
initially.

Play song - Give Me Ears to Listen

Provocation:

What makes some sounds good sounds for you? Use Soundscapes if students are not
able to identify sounds.
What makes some sounds bad sounds for you?
Rain -
Is a sound good or bad or is it how loud it is? https://www.youtube.com/watch?
What is the difference between a sound and a noise? v=Ruv4CTX3N5w

Traffic - bit.ly/3jGSlsR

Before Reading: Animals -

https://www.youtube.com/watch?
Bring the students together in a group and introduce the v=FySRB-JdzNs
story .

Show the students the front of the cover.

Ask: What do you see in the picture? What do you think

How do we hear sounds, which body
this story is about?
part do we use?
Everyone listen quietly for one minute. (silence) What
sound(s) do you hear? (clock ticking, sounds from the How do we listen to sounds, which
hallway, silence etc.) body part do we use?

Is there a difference between hearing and listening? (do

not answer the question, allow the students to
discern/reflect on the answer)

ACTION (During) Approximately 20 minutes PAUSE & PONDER

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.

Begin reading. Stop at Pause & Ponder #1 ( to page -

Listen to the crunch or gravel and the scrape of chalk.

Pause & Ponder #1: What outside

sounds do you enjoy?
Continue reading the story until Pause & Ponder #2 (to
page - Do you hear what your friend says?)

Pause & Ponder #2: What words sound

Continue reading until Pause & Ponder #3 (to page - Can fun? what words do you not like to
hear?
you hear what she’s feeling?)

Pause & Ponder #3: How do we hear

Finish the book.
feelings?

Can you hear silence?

Pause & Ponder #4: What does silence

sound like?

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 the story.

o What did we learn?

o Why is listening so important?

o Is there a difference between listening and

hearing?
 o What can listening look like? (think about your
eyes, your ears, your heart, and your mind)

o Listening is a particularly important quality that

reflects our relationship with God. He speaks to
us, and we respond by listening to Him. “Faith
comes through listening.” (Romans 10:17).

o God also listens to us. When we pray, He listens.

When we need His help, He listens. When we feel
lost and in need of His love, He listens.

o If something bad happens to someone we know,

should we be there to listen? If they say they do
not want to talk, should we just sit with them?
What if they want to be left alone?

Making Connections:

Take a walk outdoors. Invite the students to hear and to

listen. If there is inclement weather, invite the students
to walk along the hallways of the school and to listen to
all the sounds in the school.

Art Activity: Give the students paper that is divided

down the middle with the words NOISE and SOUNDS at
the top of each side.

Invite the students to draw pictures of objects that make

noises that they do not like under the side that identifies
noises. And draw pictures of objects that make sounds
that they like under the side with that title. [Don’t forget The last pages of the book explains
people who speak kind words] more about listening. If the class is
mature enough to understand, use this
Extension Activity: (can be done on another day or week
information to extend the learning in
to bring forward the learning from this lesson)
the gym.
Go to the gymnasium. Ask the students to move around
the gym without making any sound or noise. Then ask
the students to move around the gym by making as much
noise as they can. Invite students to sit on the floor.
Which activity (the quiet one or the loud one) did they
enjoy hearing more? Why? Which activity did they enjoy
making more? Why?
CEW 2023: We are Many, We are One Suggested Grade Level:
When We Listen PRIMARY
DAY 2: Tuesday

BOOK TITLE: The Rabbit Listened

AUTHOR and Cori Doerrfeld

ILLUSTRATOR:

ISBN: ISBN 9780735229358

BOOK DESCRIPTION: MATERIALS:

When something sad happens, Taylor doesn’t know where  Book
to turn. All the animals are sure they have the answer. The  Building materials (i.e. blocks,
chicken wants to talk it out, but Taylor doesn’t feel like plastic cups etc.)
chatting. The bear thinks Taylor should get angry, but that’s  Bible
not quite right either. One by one, the animals try to tell  Story character images
Taylor how to act, and one by one they fail to offer comfort.  Technology (to watch videos)
Then the rabbit arrives. All the rabbit does is listen . . . which  Art supplies (paint, paper)
is just what Taylor needs.

Virtual Read Aloud: The Rabbit Listened

LEARNING GOALS:
 We will understand the different emotions and
reactions we feel when we experience sad moments
in our life.
 We will understand the importance of listening
silently with our hearts to others in need.
 We will learn about different feelings and how we
can express them.
 We will learn what empathy means and what it can
look like.
 We will use language to communicate our thinking,
to reflect on the story and to solve problems in the
story.

CATHOLIC CONNECTIONS: MINISTRY CURRICULUM LINKS:

OCSGE: Science Curriculum: Structures and
A Caring Family Member / I care! Mechanisms
A Collaborative Contributor / I am a team player! Physical Health & Education
A Responsible Citizen / I have responsibilities! Curriculum:
Ontario Catholic School Graduate Expectations - ICE Social-Emotional Learning Skills
Adapted Elementary Wording - ICE Language Curriculum
Oral Communication 1.3
Catholic Social Teaching: Human Dignity, Community, Reading 1.3, 1.6, 1.8
Common Good

R.E. Curriculum: Overall Religious Expectations – Living in

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

Family Life Curriculum: Created & Loved by God, Living in

Relationship

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
Spirit. Amen.
Dear Lord, give me ears to hear with a heart of empathy.
Help me to listen, to understand and to show compassion to
others. Through Christ’s love. Amen.
Key vocabulary and concepts to be
discussed: Grief: a deep sadness
Disappointment: feeling of sadness
caused by an expectation or hope not
being fulfilled

Scripture reading: James 1:19 Empathy: the ability to understand

A reading from the letter of James. and share the feelings of another

My dear brothers, always be willing to listen and slow to

speak. Do not become angry easily.

The word of the Lord.

All: Thanks be to God.

Provocation:
Discuss various feelings we experience and the situations Videos to discuss feelings:
that cause us to be happy, sad, excited, upset, fearful, proud Feelings Videos
etc. If You're Happy | Super Simple Songs

Ask: Have you ever worked really hard and done something Emotions Hokey Pokey Emotions
you thought was amazing? How did you feel afterward? Hokey Pokey - The Kiboomers
Invite students to share their stories. Preschool Songs & Nursery Rhymes
for Circle Time
Divide students into small groups. Provide them with
building materials – blocks, plastic red cups etc. Give each
group 2 minutes to build the tallest, strongest free-standing
tower.

After 2 minutes, ask them how they feel about their

structures? Do you feel happy? Proud? Excited?
Ask: How would you feel if someone came by and destroyed
your hard work? What kind of emotions would you express?
(anger, frustration etc.)
Ask: In what ways can you try and help others when
something upsetting happens?
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? Why do you think he is hugging the
rabbit? What do you think this story is about?

Explain that this is a story about a boy who is disappointed.

Ask: What could the rabbit have done to make the boy feel
better?

ACTION (During) Approximately 20 minutes PAUSE & PONDER

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.
Begin reading. Stop at Pause & Ponder #1 (After Taylor
builds his tower)
Continue reading the story until Pause & Ponder #2 (After
the tower is destroyed)
Pause & Ponder #1:
After Taylor builds his tower. Ask:
How do you think he is feeling? What
words can we use to describe his
emotions? (happy, proud, joyful,
excited, confident, etc.) Make a
connection between their own
feelings and the feelings of this
character.

Pause & Ponder #2:

After Taylor’s tower has been
destroyed. Ask: How do you think he
is feeling now? What kind of words
can we use to describe his emotions?
(sad, upset, angry, disappointed,
frustrated, etc.)

Continue reading until Pause & Ponder #3 (After all the Pause & Ponder #3:
animals have tried to help Taylor) Discuss how each animal volunteered
to help Taylor? Why did their attempt
to help Taylor not work?
Ask: What do you think Taylor needs? How would you help See the attached file for free
him feel better? downloadable character images: The
The boy is still sad and alone. The animals tried to help Rabbit Listened Characters
Taylor, but they could not. Their plans did not work. Chicken – Talk It Out
Point out the page where Taylor is alone, and the rabbit Bear – Anger
appears. Ask: what is the rabbit doing? Describe for me what Elephant – Remember
you see happening on these pages? (the rabbit is moving Hyena – Humour
closer and closer to the side of Taylor. Then Taylor and the Ostrich – Avoid
rabbit sat in silence.) Kangaroo – Start Over
Snake – Hurt Others
Continue reading the rest of the story.

Why do you think Taylor felt comfortable enough to open up

to the rabbit? (Taylor noticed the warm, calming and healing
presence of the rabbit who was sitting with him in silence…
just listening.)

Say: The rabbit has made him feel calm. This calmness Taylor
is feeling is the jump start to help him feel ready to express
himself because he has a good listener; an empathetic
listener.

What does it mean to be empathetic?

An empathetic person…
 listens when people speak
 notices when someone is upset and tries to help
 can name her/his feelings
 can see a situation from another person’s point of
view
 accepts that others have different perspectives

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
the story.
 What did we learn?
 What did the rabbit do that helped Taylor?
 (emphasize active listening and non-verbal
communication)
 Why is listening to others so important?
 What can listening look like? (think about your eyes,
your ears, your heart, and your mind)
 Listening is a particularly important quality that
reflects our relationship with God. He speaks to us,
and we respond by listening to Him. “Faith comes
through listening.” (Romans 10:17).
 God also listens to us. When we pray, He listens.
When we need His help, He listens. When we feel
lost and in need of His love, He listens.
 If something bad happens to someone we know,
should we be there to listen? If they say they do not
want to talk, should we leave? What if they want to
be left alone?
 How can you demonstrate the virtue of empathy in
this type of situation?
 What do you think St. Benedict meant when he said,
“Listen with the ears of your heart?”

Making Connections:
Have you ever been so upset that you did not want to do
anything but just sit?

How would it have felt if someone came and just sat by your
side, so you were not alone?
Has anyone ever listened to you like the rabbit listened to
Taylor? How did it feel to have someone listen that well?
Could you be that listener for someone else?

Art Activity: Fingerprint Bunny

Invite your students to create their own Fingerprint Bunny.
Title the work: The Rabbit Listened and include one of the
following quotes: “Faith comes through listening.” (Romans
10:17).
“Listen with the ears of your heart.” St. Benedict

Use the free downloadable character images: The Rabbit

Listened Characters. Hang up the animal images around the
room and complete the Talk or Choose One Activity.
Talk Activity
Invite the children to talk about a time they felt like that
animal. What happened? How did they feel? How could the
problem be solved differently?
Choose One Activity
Read one of the scenarios below or create your own.
Students will move to the animal that they most relate to in
that situation. When they get to the area, provide them with
1-3 minutes to talk with a partner in that area about how
that reaction feels and other ways of reacting/feeling in that
situation.
Suggested scenarios:
❏ I am coloring and someone grabs the colour I am using
out of my hand.
❏ While working on a project, someone bumps into my
table and my project gets messed up.
❏ I walk by a group of people and think I hear them talking
about a friend of mine.
❏ I see someone showing their toys / trading cards to a
small group of people, but there is not any room for me to
join the group.

Adapted from Novel Effect

CEW 2023: We are Many, We are One
Suggested Grade Level:
When We Listen
JUNIOR
DAY 2: Tuesday

Listen to the Wind: The Story of Greg &

BOOK TITLE: Three Cups of Tea

AUTHOR and Greg Mortenson and Susan L. Roth

ILLUSTRATOR Susan L. Roth

ISBN-13 9780803730588

BOOK DESCRIPTION: MATERIALS:

Greg Mortenson stumbled, lost and delirious, into a remote  Bible
Himalayan village after a failed climb up K2. The villagers  Paper
saved his life, and he vowed to return and build them a  Drawing tools
school. The remarkable story of his promise kept is now  Art supplies
perfect for reading aloud. Told in the voice of Korphe’s  Research tools (access to
children, this story illuminates the humanity and culture of a technology or library
relevant and distant part of the world in gorgeous collage, resources)
while sharing a riveting example of how one person can  Map/Globe
change thousands of lives.

LEARNING GOALS:
 We will recognize the importance of building
community and helping one another.
 We will learn how to make a difference in the world
by being kind, caring, and considerate citizens.
 We will be able to make connections between the
text and ourselves and between ourselves and
others.
 We will identify the elements of non-fiction.

CATHOLIC CONNECTIONS: MINISTRY CURRICULUM LINKS:

OCSGE: Language Curriculum
An Effective Communicator / I have a voice! Overall Expectation - Oral
A Caring Family Member / I care! Communication 1, 2
Overall Expectation - Reading 1, 2
A Collaborative Contributor / I am a team player!
A Responsible Citizen / I have responsibilities!
The Arts Curriculum – Visual Arts
Ontario Catholic School Graduate Expectations - ICE Overall Expectation D1: Creating and
Adapted Elementary Wording - ICE Presenting
Overall Expectation D2: Reflecting,
 Responding, and Analysing
Catholic Social Teaching: Community, Solidarity, Common
Good, Subsidiarity Social Studies Curriculum
R.E. Curriculum: Overall Religious Expectations – Living in Overall Expectation B1: Application
Solidarity, Living a Moral Life, Prayer Overall Expectation B2: Inquiry
Family Life Curriculum: Overall Family Life Expectations –
Created & Loved by God, Growing in Commitment, Living in
Relationship, Living in the World

MINDS ON (Before) Approximately 10 minutes PAUSE & PONDER

Begin with prayer:
In the name of the Father and of the Son and of the Holy
Spirit.

Gracious God,
Strengthen us
through you Spirit.
Help us to do your work
through your hands.
Ground us with love
through the gift of your grace.
May Christ dwell in our hearts
through our living a life of service.
Amen.

Source: Words for the Journey for Teens, Ten Minute Prayer Services for
Schools by Lisa Freemantle, Les Miller, and Melinda-Rapallo-Ferrara
Think about this scripture reading
Matthew 25:34-40 today, as we read through our story.
A reading from the holy Gospel according to Matthew.

R. Glory to You, O Lord.

Then the king will say to those at his right hand, ‘Come, you
that are blessed by my Father, inherit the kingdom prepared
for you from the foundation of the world;  for I was hungry
and you gave me food, I was thirsty and you gave me
something to drink, I was a stranger and you welcomed me, I
was naked and you gave me clothing, I was sick and you took
care of me, I was in prison and you visited me.’  Then the
righteous will answer him, ‘Lord, when was it that we saw
you hungry and gave you food, or thirsty and gave you
something to drink? And when was it that we saw you a
stranger and welcomed you, or naked and gave you
clothing?  And when was it that we saw you sick or in prison
and visited you?’  And the king will answer them, ‘Truly I tell
you, just as you did it to one of the least of these who are
members of my family you did it to me.’

The Gospel of the Lord.

R. Praise to you, Lord Jesus Christ.

Provocation:
Share photos of people that have helped others or helped to
make the world a better place.

What do these people have in common? Can you add others

to the list?

Examples may include:

Jane Goodall
Martin Luther King, Jr.
Mahatma Gandhi
Helen Keller
Malala Yousafzai

Highlight various saints – See Growing in Faith, Growing in *Highlight the characteristics of the
Christ Resource OCSGE – A Responsible Citizen

What does it mean to be a responsible citizen?

What makes you a responsible citizen in your class, family, or
city?

Show students the book. Read the title and discuss key
words.

Make predictions about the story based on the title, front

and back cover.

Show students some of the illustrations from the book. Ask:

What do you think the book will be about?
Show students a map/globe and have them identify their
own city’s location. Then, using the same map/globe, show
students the location of Korphe.
Say: This book is a true story (non-fiction) about Greg
Mortenson, a Doctor from the United States who became
lost on one of his expeditions and ended up in a village in
Pakistan called Korphe.
Pause:
Ask: What makes a text non-fiction?
What are some features of non-fiction
texts? As we read through the book,
keep in mind the different non-fiction
features you notice.
ACTION (During) Approximately 20 minutes PAUSE & PONDER
Read the story to the class. Pause throughout the book to
listen to what the students say.

Virtual Read Aloud: Listen to the Wind: The Story of Dr. Greg
and Three Cups of Tea

As you read through the story, make note of the questions

and prompts below to further enhance students’
understanding of the story.

 Ask: How did Dr. Greg end up in Korphe? (He was on

a climbing expedition in the mountains and became
lost)
 Ask: How did the villagers help Dr. Greg? (The
villagers took care of him – gave him a place to rest,
heal and have nourishment)
 How did he help the villagers? (Dr. Greg helped
those who were sick and helped the children with
their lessons)
 Ask: Who is Haji Ali? (He is the wisest man in
Korphe)
 Say: I wonder what Haji Ali meant by “LISTEN TO THE
WIND”. (He wanted Dr. Greg to hear the students’
voices and recognize that they were learning outside
in the cold wind).
 Prompt: Why did the author write, “He felt the wind
blow cold against his face, and he understood?”
 How do you think the students felt when they saw
Dr. Greg a year later?
 When the community is building the bridge and then
the school, everyone is involved – the fathers, the
mothers, and the children. Why is working together
so important?
Prompt: “We are the children of
Korphe. We live in a village in the
mountains of Pakistan.”
Ask students to predict what will
follow these lines, which first
appeared at the very beginning of the
After reading the book, engage in a whole-class discussion story. Students can make suggestions,
about Dr. Greg’s quest to build the school in Korphe, based on clues from the text, as to the
Pakistan. different ways the children might
describe themselves and their lives
 Ask: Why did Dr. Greg want to build a school for the after the school was finished.
Adapted from: Penguin Young Readers Group
children of Korphe? What challenges did he
encounter while building the school? Who helped
him?
  What was the result of Dr. Greg’s work?
CONSOLIDATION (After) Approximately 20-30 minutes
Turn & Talk:
Invite students to turn and talk to their neighbour. Ask:
What do you think the message of this story is?
Why is it so important to help others and spread hope to
others?
Ask students if they can recall a time when someone helped
them with something that was important to them, or that
they could not do on their own.
Ask: “How did that make you feel?”
Ask students if they have ever helped someone else with
something that was important, or that the person could not
do alone.
Ask: “How did that make you feel?”
Invite students to share their experiences.
Emphasize the importance of helping others and listening to
others in need. Think of how incredible the world would be if
we all helped each other.
Invite students to think about one thing that they would like
to do to make the world a better place. Use Padlet or Google
Jamboard as collaborative tools for students to respond.
Research Task:
To consolidate their understanding, invite students to
research a Catholic charity or organization that reflects the
story’s message of collaboration and support amongst global
communities. Students can create a brochure to highlight
the organization’s goals and work abroad.
Development & Peace
Chalice
Canadian Samaritans for Africa
Canadian Jesuits International
PAUSE & PONDER
Make connections to the CEW sub-
theme: When We Listen.
 Why is listening to others so
important?
 In what ways do you listen to
others? What can listening
look like? (think about your
eyes, your ears, your heart,
and your mind)
Good listening comes from a humble
heart that sees others as more
important than us. “Do nothing from
selfish ambition or empty conceit, but
in humility regard others as better
than yourselves.”
Philippians 2:3
Good listening focuses on the other
first. “Let each of you look not to your
own interests but to the interests of
others.” Philippians 2:4
Amidst the constant voices that
compete for our attention, we must
be mindful of the small voice within us
who is God. This voice is what guides
our words and actions.
Listening is a particularly important
quality that reflects our relationship
with God. He speaks to us, and we
respond by listening to Him. “Faith
comes through listening.” (Romans
10:17).
God also listens to us. When we pray,
He listens. When we need His help, He
listens. When we feel lost and in need
of His love, He listens.
Think about the ways you can listen to
others and bring peace, hope, and
new possibilities to those in need.
Art Task:
Read about the artist, Susan L. Roth, at the back of the book.
Look back at her artwork throughout the book and discuss
chosen colours, textures and materials.
Students can select a scripture passage and create a collage
using various mediums, material and texture to depict the
story or use the CEW 2023 theme, “We are One, We are
Many” and accompanying scripture, “We, who are many,
are one body in Christ, and individually we are members, one
of another.” (Romans 12:5) to create a collage to depict its
meaning.
Suggested scripture:
The Good Samaritan – Luke 10: 25-37
The Mustard Seed – Matthew 13: 31
Ask, Search, Knock – Matthew 7:7-8

Reflection Task: Catholic Social Teaching

Invite students to learn more about Catholic Social Teaching.
USCCB – Catholic Social Teaching
Development & Peace - Catholic Social Teaching
Marian University – Catholic Social Teaching
Students will select one CST write a short reflection about its
importance and how it relates to our call as disciples of
Christ.
CEW 2023: We are Many, We are One
Suggested Grade Level:
When We Listen
INTERMEDIATE
DAY 2: Tuesday

Listen: How Evelyn Glennie, A Deaf

BOOK TITLE:
Girl, Changed Percussion

AUTHOR and Shannon Stocker

ILLUSTRATOR: Devon Holzwarth

ISBN-13 9780593109694

BOOK DESCRIPTION: MATERIALS:

"No. You can't," people said.  Bible
But Evelyn knew she could. She had found her own way to  Computer or speakers to play
listen. various songs/videos
   Research tools (access to
From the moment Evelyn Glennie heard her first note, music technology or library
held her heart. She played the piano by ear at age eight, and resources)
the clarinet by age ten. But soon, the nerves in her ears
began to deteriorate, and Evelyn was told that, as a deaf girl,
she could never be a musician. What sounds Evelyn could
not hear with her ears, though, she could feel resonate
through her body as if she, herself, were a drum. And the
music she created was extraordinary.
Evelyn Glennie had learned how to listen in a new way. And
soon, the world was listening too.

LEARNING GOALS:

 We will recognize and appreciate our God given

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: Language Curriculum
A Discerning Believer / I am a believer! Overall Expectation - Oral 1, 2
A Reflective, Creative & Holistic Thinker / I have ideas! Overall Expectation - Reading 1, 2
A Responsible Citizen / I have responsibilities! Overall Expectation - Writing 1, 2

Ontario Catholic School Graduate Expectations - ICE The Arts Curriculum

Adapted Elementary Wording - ICE Overall Expectation - Music C.1
 Overall Expectation – Music C.2
Catholic Social Teaching: Solidarity, Community, Common
Good
R.E. Curriculum: Overall Religious Expectations – Living a
Moral Life, Living in Solidarity, Believing
Family Life Curriculum: Overall Family Life Expectations –
Created and Loved by God, Growing in Commitment, Living
in the World.

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.

God of all time, we thank you for your presence within us.
May we always have the wisdom to take the time to truly
listen to you, to follow your Word and act upon it.
Help us to pay attention to the many ways you show yourself
to us, for we know you are with us at all times.
May we hear your voice today, as it strengthens within each
of us the desire to follow you and do your good work.
Teach us to listen to your presence within as you guide,
protect, and lead us.
We ask this in the name of Jesus, Your Son. Amen.

Source: OCSTA January Prayer Service Advance Kit 2023

Matthew 7:24-29 Think about this scripture reading

A reading from the holy Gospel according to Matthew. today as we read through our story
R. Glory to you, O Lord.

“Everyone then who hears these words of mine and acts on

them will be like a wise man who built his house on rock. The
rain fell, the floods came, and the winds blew and beat on
that house, but it did not fall, because it had been founded
on rock. And everyone who hears these words of mine and
does not act on them will be like a foolish man who built his
house on sand. The rain fell, and the floods came, and the
winds blew and beat against that house, and it fell—and
great was its fall!”
Now when Jesus had finished saying these things, the
crowds were astounded at his teaching, for he taught them
as one having authority, and not as their scribes.

The Gospel of the Lord.

R. Praise to you, Lord Jesus Christ.
Provocation
Find a picture, play a music, or video clip of a few of the
artists below:
Stevie Wonder - Blindness
Ray Charles – Blindness
Beethoven – Deaf/Hard of hearing
Bill Withers – Stutter, speech impediment
Andrea Bocelli - Blindness
Michael Bolton – Hard of hearing, deaf in one ear
Evelyn Glennie – Deaf/Hard of hearing

Ask: Are you familiar with any of these individuals? Why are
they important people in history? What do they all have in
common?

Each of these famous musicians has persevered and

overcome their disability to become successful in their This is a non-fiction text. What does
musical careers. this tell you about the story?
Select a few people to highlight their role as talented
musicians with varying abilities.

Preview the book. Discuss the title and what the book might
be about.
What does the word listen mean?
What can listening look like?
Who is Evelyn Glennie?

Discuss vocabulary: disability/varying ability, percussionist,

raucous.
ACTION (During) Approximately 20 minutes PAUSE & PONDER
Read the book.
What does listening mean to you?
This is a story of music.
Of obstacles. Do hearing and listening have the
Of strength and hard work. same meaning?
Of all you can accomplish when you dream.
If you only…shhhhh... listen. Pope Francis says, “Listening is much
more than simply hearing. Hearing is
In small groups, invite students to discuss the following about receiving information, while
questions: listening is about communication, and
calls for closeness…Listening means
 What is the story’s main idea/message? being able to journey side by side and
 List three important facts your group learned. to put our abilities and gifts at the
service of the common good…
Watch: Listening means paying attention,
Evelyn Glennie’s TED Talk: How to Truly Listen wanting to understand, to value, to
Evelyn Glennie performs at the Olympic Games in 2012 respect and to ponder what the other
person says.”
Inquire:
Evelyn Glennie's Official Website What can good listening look like?

Good listening comes from a humble

heart that sees others as more
important than us. “Do nothing from
selfish ambition or empty conceit, but
in humility regard others as better
than yourselves.” Philippians 2:3

Good listening focuses on the other

first. “Let each of you look not to your
own interests but to the interests of
others.” Philippians 2:4

Amidst the constant voices that

compete for our attention, we must
be mindful of the small voice within us
who is God. This voice is what guides
our words and actions. In what ways
can we quiet our surroundings so that
we can hear more clearly the Voice of
truth who guides us on our way?
CONSOLIDATION (After) Approximately 20-30 minutes PAUSE & PONDER
1. The Thunderstorm Game – Half of the group sits on
chairs in a circle. The other half sits on the floor inside
the circle with their eyes closed. Those sitting on chairs
should watch the person on their right. When that
person performs an action, the person on the left copies
it. (Like the wave going around in a circle.)
Follow this sequence:
 Rest hands on lap
 Rub thumb and forefinger together
 Rub thumb and all fingers together At what point could you “hear” with
 Rub hands together your bodies, not just your ears?
 Snap fingers
 Clap hands
 Slap thighs
 Stomp feet
 Slap thighs
 Clap hands
 Snap fingers
 Rub hands
 Rub thumb and all fingers together
 Rub thumb and forefinger together
 Rest hands on lap

After the first round, have the students sitting on the floor
swap seats with those on chairs. When each group has had a
chance to listen with their eyes closed, ask them what they
heard. How did sitting on the floor differ from sitting on a
chair? Why?
Activity Source: Author Jilanne Hoffmann
2. In small groups, pairs or individually, invite students to
engage in one of the following tasks:

Evelyn Glennie expressed, “Losing my hearing,” she
said, “made me a better listener.”
“Listening ‘is much more than hearing’ – ‘listening
means paying attention, having the desire to
understand, to give value, to respect, to treasure the
word of others.’" -Pope Francis 
Practicing how to listen with an open
heart can be sitting in silence with
God, listening to and observing
nature, seeing the smile on another’s
face.

“Call to me and I will answer you and will tell you

great and hidden things that you have not known.”
(Jeremiah 33:3)

a) Based on the scripture quotes and quotes above,

reflect on what listening and hearing means to
you.
b) What are some ways you can hear and listen to
God’s voice?
c) Outline a plan including a list of things you can
do in your own life to become a better listener.