TBCDSB
Catholic Virtues in Action
November 2: Peacemaking
Developed by Laura Sutton and Maureen Van Dyk
Day 1: Cold Read of Text
Begin by explaining the the students that they will be exploring this book all week long. Over the course of the week they will be looking at it different ways and will be digging deeper for ideas as the week goes on.
To begin the story, introduce the title and the author. This day is designed only for reading for enjoyment. At this point, the virtue is not introduced or connected to the story. This will be introduced on Day 3.
On the first day, the book selection is read through with minimal stopping. Reading straight through will allow students to listen to the story in it’s entirety in a fluid nonstop read aloud format. This supports the idea of reading for enjoyment.
Day 2: Vocabulary
Remind students that you will be exploring the same book all week. Today’s focus is on developing an understanding of challenging words within the text. Display the pictures of each vocabulary word and the simple definition. You may want to pair each word with a simple action.
As you read the book aloud, ask children to put their hand on the top of their head or make the corresponding action when they hear the vocabulary words. Ask children to provide a definition of the word to reinforce vocabulary building.
speechless:
having no words to decribe how you feel
symphony:
a musical song with many different instruments
tilt:
tip to the side
trembled:
shake with fear or excitement
jeering:
shout rude and mean words
hijab:
a headscarf worn by Muslim women
Day 3: Catholic Virtue
Tell children that every month we will be discussing a special virtue that helps us to become more like Jesus.
Introduce the Catholic virtue of Peacemaking to children as “making the choice to get along with others.” Tell children that there are prayers that help us to remember the Catholic virtues. Today we are exploring the prayer of St. Francis in a book.
Prompt understanding and explanations using the following questions:
Page 4-5: What are the animals doing that shows hate? What does the fox do to show love?
Page 6-7: What do you think is happening with the rabbits?
Page 10-11: What do you think is happening in this picture? How is the brown fox bringing truth?
Page 12-13: How is the fox bringing hope?
Page 14-15: How did the fox bring joy?
Page 18-19: This picture shows the fox consoling the hedgehog. What do you think “consoling” means?
Page 24: Why do you think fox is smiling when he is giving away a flower?
End of book: What examples of peacemaking did we see in the prayer?
Day 4: Virtue to Text Connection
Today the class will be taking the knowledge they have developed around what Peacemaking is and connecting it with the story of the week.
Begin Day 4 by reviewing what the students remember about the definition of Peacemaking. Help them to discuss using ideas they shared previously and from the Bible story.
Read “Tilt your head Rosie the Red” stopping at pages indicated below for questions.
Prompt understanding and explanations using the following questions: (although pages are not numbered, consider the title page as page one and count the pages to find the ones to correspond with the questions below)
Page 10: Why do you think the laughter “gave her shivers?”
Page 13: How do you think Fadimata feels? How do you know? How do the others in the picture feel?
Page 16: Why do you think Fadimata has a smile on her face as she help Rosie with a hijab?
Page 17: What did it mean when the group of girls were all wearing scarves on their head at school?
Page 18: Why do you think Fadimata gave “Rosie’s hand a little squeeze?”
Day 5: Virtue to Self Connections
Read “Tilt Your Head, Rosie the Red” one last time, and be sure to bring excitement to the idea of getting another chance to hear the story. Today the students will have a chance to listen to the story and make connections to their own lives.
Review the ideas of Peacemaking that were identified in the Bible story and in “Tilt Your Head, Rosie the Red”. Discuss how we should be peacemakers in our own lives and ask them to think of times when they were peacemakers at school, at home, with friends and with family or how they could be peacemakers.
Have students share their ideas with the class.
Hand out worksheet for students to draw their story of peacemaking in their own lives.
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Peacemaking
By: ____________________________________ Peacemaking means making the choice to get along with others.