LESSON PLAN

Teacher: Julia Forgione Grade: 10

Subject: Religious Education Time: 1 Week

EXPECTATIONS:
Catholic Graduate Expectations Links
CGE1c - actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures
CGE2c - presents information and ideas clearly and honestly and with sensitivity to others
LEARNING GOALS:
Students will use course concepts about social justice, prior knowledge, and higher order thinking skills to
demonstrate their learning; students connect their lives and understanding of what it means to eradicate
poverty to the lives and understanding of members of an approved organization that seeks to eradicate
poverty locally and/or globally. Students will understand that Jesus wants them to be passionate about
changing the conditions of poverty in the lives of people. Students will understand that responding to the
challenge of God’s preferential option for the poor is presented as a group action in this unit. Students will
understand that the Church encourages community service for the common good as a way to “be the change
for Christ” that we want to see in the world.
SUCCESS CRITERIA:
Students should individually develop a creative puzzle piece that will fit with a larger class puzzle; students
will create a symbol on the puzzle piece which represents their higher order thinking about poverty. The
symbol represents the common thinking between students’ understanding of eliminating poverty and the
understanding of an approved organization that seeks to eradicate poverty. Students may seek to be involved
in developing an action plan with the organization to “be the change for Christ” that they want to see in the
world.
ASSESSMENT/EVALUATION:
Assessment for Learning: throughout the unit and incorporated into the Poverty Action Connections
Graphic organizer and teacher interviews.
Assessment as Learning: Oral presentation guide with student partners
Assessment of Learning: Oral presentation based on assessment rubric.

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Lesson Template #3 Revised 2011
 INSTRUCTION:
Introduction:
YouTube clip from the Archbishop of Toronto’s message to young people at a 2007 Youth Rally.
Students will have an opportunity to participate in (or observe) the Lectio Divina approach to
experiencing the Word of God in Sacred Scripture. The teacher provides students with BLM 10.1 –
Responses to the Good Samaritan Reading and students may draw or write any thoughts that come to
them as they reflect. The teacher provides students with the following Scripture passage: Luke
10:25-37 – The Good Samaritan.When the parable is finished, the teacher leads a guided meditation,
asking the students to quietly think about these questions:
a) How did you feel when people walked by you without helping?
b) How did you feel when a complete stranger helped you?
c) What surprised you as you imagined yourself to be the poor person?
d) Is there anything that you want to say or do now that you have reflected on this parable as the poor
person?

Instructional Sequence: To be done over multiple periods.

Introduce the story of Craig Kielburger, the work of the Free the Children. Tap into students own
potential to create positive change in the world. In groups, have children discuss the various types of
poverty and social justice.
-Students will discuss causes they care about using 4 corners of the classroom. Students will select a
theme corner that aligns with what they wish they could change in the world (poverty, education,
health and sustainable development). Next, students brainstorm local, national and international
charitable organizations that deal with eradication of poverty. Based off this research, the teacher will
invite some of the organizations to visit the classroom as guests.
-Student brainstorm questions and action plans that relate to their specific organizations in
preparation for the day of the speaker.
-Students with a partner, create their own organization and present to their class their themes and plan
of action towards their chosen topic from the class of the 4 corners—> refer to 7 Steps to Social
Action.
Consolidation/Conclusion
Students consolidate their learning by reflecting their organizations values with passages from the
bible. Students organizations will have well-rounded values grounded in good faith. Students will
demonstrate their leadership skills by formulating a short-term and long-term plan and presenting
how it would be executed. As their peers present their organizations, students will actively engage
through feedback.

RESOURCES:
Free The Children

Website: www.freethechildren.com
Books:The Making of an Activist, Me to We
Videos: link to Public Speaking Tips from Craig Kielburger, Seven Steps to Social Action (through
Free The Children), “Global Voices: by Marc and Craig Kielburger on current social justice uses and
published by the Toronto Star.

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Lesson Template #3 Revised 2011