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Toronto Catholic District School Board

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We Are Strong Together
Grade 8- Units 1-3
(Religious Education)
Stand By Me
In the Holy
–      understand the meaning of Pentecost – the coming of the Spirit empowered the disciples to share the Good News of Jesus
–      recognize that the coming of the Holy Spirit helps people understand their relationship with God and should affect all we do
–      find identified scripture passages in the Old and New Testament
–      recognize how each person has received gifts of the Spirit and is called to share these gifts in community
–      know the seven gifts of the Holy Spirit
–      recognize the presence of the Spirit through the fruits of the Holy Spirit as found in Gal. 5.22f.
–      grow in understanding of the mystery of the Trinity
–      understand how being present to each other mirrors the life of the Trinity
–      take part in group or individual retelling of the Pentecost event through role play, tableaux or oral language (e.g. Act 1a, 1b)
–      contribute to plan of action to do their best and expect the best from one another (e.g. T.M. p. 39)
–      locate a collage of Scripture verses and pictures (Activity 2)
–      identify gifts and design a sample resume, business card or ad
–      work in groups to give sample demonstrations of the gifts of the Spirit
–      participate in jigsaw activity to share definitions and understanding of the signs of the fruits of the Spirit
–      create symbols of what the Trinity means
–      apply understanding of the Trinity to everyday situations (e.g. T.M. p. 66)
·        (name of student)  can identify signs of the action of the Holy Spirit in people’s lives
·                           knows the seven sacraments under the categories of Sacraments of Initiation, Healing, and Service
·                              can make links between the action of Jesus in scripture and encounters with Jesus in the sacraments
·                               is growing in awareness of some of the ways the Church is actively present in various aspects of the life of the community
·      ________________understands the meaning and implications of the Apostles Creed as the belief statement of the Catholic Faith
In the Holy Church
–      link sacraments to Scripture stories of life-giving encounters with God through Jesus
–      become familiar with Baptism, Confirmation and Eucharist as Sacraments of Initiation into the Christian community
–      reflect on how Jesus heals those who come to him
–      deepen understanding of Eucharist, Anointing and Reconciliation as Sacraments of Healing
–      discover how to be a healing community
–          contribute to picture collage or symbols expressing encounters with God
–          prepare guest interview or student book research regarding the RCIA process
–          retell, rewrite, the story of the paralytic
–          identify healing action of anointing and reconciliation in collage form
–          compare written or oral prayers regarding situations that need healing
–          design concrete solutions for healing broken areas in our community
One Catholic Apostolic Church
–      become aware that there are various images of church
–      understand that there are various models of Church
–      recognize the presence of the Church in various aspects of Community life
–      express an understanding of the Sacraments of Marriage, Holy Orders as vocations of service
–      understand the belief statements of the Apostles Creed, and the effects of these beliefs as lived out through the church
–          group or individual research of image of the Church (p. 62, T.M. Act. #9 p. 112)
–          small group research projects on one model of church, with each group giving a five minute oral presentation (T.M.     p. 113)
–          design interview questions for Catholics in the community who work for the good of others
–          write about a role model in a vocation of service (e.g. Activity #12)
–          discussion of Creed
–          written reflection of prayer
We Are Strong Together
Grade 8 Units 4-6
(Religious Education)
Stand by Me
the Communion
-    know that Advent (which means “coming”) is a time to prepare with open hearts for the coming of Jesus now and in the future
-    become aware of how people who have had an influence in the lives of others continue to be present to them even in death
-    discover how scripture helps people to understand death
-    learn about the rituals which take place when someone dies
-    grow in understanding of the communion of saints
-    gain a clearer understanding of the Christian attitude toward death
-    reflect on what makes a person worthy of heaven after they die
-    enter into the spirit of the season through participation in Advent activities
-    design a web of people who have helped shape students’ lives
-    write a story of someone in their web that has died but is still remembered in a special way
-    work in pairs to share and explain selected scripture passages, which shed light on the Christian understanding of death
-    depict in art form the response students feel as the result of reading in the Scriptures Jesus’ promise about death
-    explore some of the rituals around death to discover how they help people to cope with death in the light of their Christian faith
-    contribute to the development of a music and slide show that conveys hope in the face of death
-    experience individual or group connectedness with people in students’ lives both living and dead
-    create a memorial or “communion of saints” collage as a reminder that death does not separate us from those we know and love
-    based on scriptural research and other activities articulate how to explain to a non-Christian friend the Christian attitude toward death
-    role-play the imaginary situation of convincing St. Peter at the gates of heaven that a certain person is worthy of heaven
-    discuss what makes a person worthy of heaven
·      (name of student)   knows the meaning of the Advent season along with some of its symbols and traditions
·      _______________   has a growing understanding of how death cannot destroy the bonds of Christian community and love
·      ________________ is aware of how Scripture helps people to understand death
·      ________________  has become familiar with the term “Communion of Saints” and what it means
-    become more aware of the qualities that make a person saintly
-    acquire more detailed knowledge about certain saints
-    identify saintly qualities in students’ lives and in the lives of people around them
-    grow in awareness of how love of God, self, neighbour and creation makes people saints
-    explore stories of saints focusing on the person’s relationship with God, self and others
-    list qualities exhibited in the lives of saints as they live out these relationships
-    research a variety of saints and design bookmarks or trading cards to share information about one of them with others
-    compose a prayer to a chosen saint
-    draw a picture of “A Grade 8 Saint” that shows saintly qualities
-    write a report on a person who shows saint-like qualities
-    help develop a “Saints’ Newspaper”
-    identify ordinary everyday acts of kindness that contribute to saintly lives
-    show a prayerful attitude in imitation of the saints
·      ______________ knows the stories of certain saints and how people learn from their example
·      ________________  can identify saintly qualities in the everyday actions of people
·      _______________  can explain the connection between the Ten Commandments and Jesus’ commandment of love
·      _______________ has a deepened understanding of the meaning of sin
·      ________________ understands the importance of developing a good conscience
the Forgiveness of
-    examine the value of rules in people’s lives
-    understand that the Ten Commandments help people live Jesus’ command to love God and one another
-    apply the commandments to everyday issues and behaviours
-    engage in creative activities, which provide opportunities to name and reflect on the place of rules as something positive in students’ lives
-    discuss why and for whom rules exist and how they can be advantages
-    explain each commandment’s connection with Jesus’ “new commandment” of loving others
-    creatively express understanding of each commandment in a rap, song, poem, etc.
-    prepare and present a “Good Newscast” about the commandments being observed and lived out in daily life
-    research and present examples of TV shows or newspaper articles, which exhibit the living out of the commandments
-    prepare a board or computer game designed to teach the Ten Commandments
-    share the commandments with a younger class through a skit or creative illustrations
We Are Strong Together
Grade 8- Units 4-6
(Religious Education)
Stand by Me
-    recognize ways to follow the Ten Commandments more closely in students’ daily lives
-    identify right and wrong
-    deepen understanding of the meaning of sin
-    recognize some of the skills needed to develop and follow a good conscience
-    reflect on making choices that are right and good
-    deepen awareness of the role of forgiveness in the process of reconciliation
-    grow in understanding of how sin affects one’s relationship with God and the community
-    create a personal guide for living the Ten Commandments by completing an “I will do…” statement for each
-    join in a prayerful examination of conscience
-    make a two-paneled collage of images or newspaper headlines under the headings “A world that is right”, “A world gone wrong”
-    write a diamante poem on right and wrong highlighting their opposite nature
-    discuss potentially sinful activities from a “What is sinful?” checklist (cf. Activity page 15) and seek to arrive at a class definition of sin
-    read “What is Sin?” and summarize in point form the conditions for serious sin
-    prepare and compare skits that depict a sinful act or an action guided by a good conscience
-    write a paragraph based on a discussion about a moral choice with an important adult
-    prepare a story or puppet play about making decisions that teach a lesson
-    use the Observe, Judge, Act model (cf. Activity page 16) to articulate how to arrive at the right choice
-    research and reflect on scripture passages on forgiveness (cf. Activity Page 17a and 17b)
-    make an acrostic, banner or guided meditation to enter into the spirit of forgiveness
-    journal on forgiving others and self
-    use the analogy of the bicycle wheel to explain the importance of keeping balance in our relationships
·      ________________ recognizes the role of forgiveness in the process of reconciliation
·      _______________can identify ways in which the Church provides opportunities for giving and receiving forgiveness
We Are Strong Together
Grade 8- Units 4-6
(Religious Education)
Stand by Me
-    learn that the Church offers forgiveness in more than one way
-    become more familiar with the Sacrament of Reconciliation
-    identify the Eucharist, the Sacrament of Reconciliation and Prayer as opportunities for seeking and receiving forgiveness
-    participate in planning and celebrating a Reconciliation Service (cf. Activity Pages 19 & 20)
·      ________________ knows that God cares for our bodies and souls
·      ________________has an understanding of suffering and the need to reach out to those who suffer
Resurrection of
-    deepen appreciation of the gifts of one’s body and the ways one is called to care for it in fulfillment of God’s plan
-    understand that God cares for people’s bodies as well as their souls
-    deepen awareness of the process of developing worthwhile relationships
-    recognize sexuality as a gift of God
-    examine personal responses to suffering
-    identify with people from the gospels who encountered Jesus in their suffering
-    identify some of the suffering in student’s own community and ways of responding to that pain
-    engage in activities which provide concrete suggestions for caring for one’s body
-    evaluate lifestyle choices in terms of showing respect for one’s body
-    enter into Psalm 139 which speaks of how wonderfully made human beings are
-    discuss appropriate behaviour for different kinds of relationships
-    explore ways of looking after God’s gift of sexuality
-    create a symbol of suffering that expresses a personal image of suffering
-    identify different kinds of suffering and suggest ways of helping those who suffer
-    enter into the healing stories of Jesus to experience his approach to those who suffered
-    examine newspapers and/or report personally about people in pain and suggest ways to respond to their needs
-    make a commitment as a class to reach out to someone who is suffering
We Are Strong Together
Grade 8- Units 7-8
(Religious Education)
Stand By Me
Life Everlasting
-    reflect on the wonder of life
-    recognize that life is a gift from God which people are free to choose or reject
-    find evidence of choosing in favor of life in students’ experience
-    recognize behaviour that leads to peace or to violence
-    discover how Jesus asks people to live in peace with one another
-    deepen awareness of the attitudes and skills needed for a peacemaker
-    evaluate experiences of injustice in student’s lives
-    discover how the Golden Rule is the foundation for just relationships
-    identify what living justly requires in students’ lives
-    respond to call to take a stand for justice
-    prepare brief oral or visual presentation focusing on the wonder of life
-    create or bring a symbol reflecting what life means to the student personally
-    draw a personal lifeline indicating important memories and stages
-    find in scripture stories of people who chose life and those who did not
-    develop a “choose life” score card and record actions of caring for all life in practical ways
-    interview people in community to find out how they are caring for the environment
-    choose specific ways for practicing stewardship at school
-    list helpful actions and destructive actions
-    role-play scenarios that lead to negative results
-    read selected scripture passages in which Jesus shows his response to violence as an example for people today
-    read Col. 3:12-17 and develop a list of peacemaking actions based on the reading
-    describe instances of personal experiences of feeling unfairly treated
-    research newspapers and other media for stories or photos involving injustice
-    identify the place of the Golden Rule in selected scripture stories
-    write and share personal stories which include the statement: “I live justly when…”
-    research social justice groups and find out about their work
-    engage in action on behalf of the poor
- (name of student) can distinguish between actions that are life-giving and those that are not
- ________________ shows a growing sense of responsibility for stewardship of creation
- _____________________ can connect the Golden Rule to the practice of peace and justice
-    understand the meaning and challenge of each statement of belief in the Apostle’s Creed and of the response “Amen” at the end
-    discover ways to live out belief in the statements of the Creed
-    understand the meaning of the Eucharistic terms  "real presence"  “the Body of Christ -–Amen”
-    recognize how the Eucharist gives people strength to live out the Creed and stand up for what they believe in
-    increase knowledge of sacred symbols and spaces and their connection to the celebration of the Eucharist
-    become more familiar with the flow of the Eucharistic liturgy and the purpose and value of each part
-    name and explain two or three key points in assigned sections of the Creed
-    identify at least one consequence of how a person would behave if one truly believed each part of the Creed
-    through a variety of activities express what has been learned in a thorough review of the Creed
-    reflect on how students’ beliefs shape what they do
-    present a choral reading which expresses understanding of various aspects of the Sacrament of the Eucharist (S.T. PAGES 186-189)
-    prepare and conduct interviews to learn how people draw inner strength from the Eucharist
-    examine students’ own needs for inner strength and express these in the form of prayer which can be brought to the table of the Eucharist
-    through a church tour or a picture study name various areas of the church, vestments, sacred vessels, etc. and briefly explain their function within the Mass (cf. Activity #33, p.270)
-    use liturgy planning charts to study, prepare, and actively participate in a celebration of the Eucharist
-    (name of student) knows the meaning of the Creed
-                         has a growing understanding of how to live out the Creed in daily life
                       recognizes the parts of a Eucharistic liturgy and is able to participate in the preparation of a class Mass
-                            can identify sources of inner strength in family, community and Eucharist
-                         shows a growing understanding of the responsibility that a Catholic Christian has to humanity and to all of God’s creation