Catholic Education Week 2016: Opening Doors of Mercy DAY 2: Mercy That Loves / Suggested

Catholic Education Week 2016: Opening Doors of Mercy Suggested Grade Level: DAY 2: Mercy that Loves PRIMARY

BOOK TITLE: The Giving Tree

AUTHOR & ILLUSTRATOR: Shel Silverstein

ISBN-13 978-0060256654

BOOK DESCRIPTION: This classic tale of few words and simple line MATERIALS: drawings begins this way: “Once there was a tree… and she loved a Book little boy”. When the boy is young and free, he comes to visit the tree Overhead projection device (if and she is delighted when she is able to make him happy by offering available) him a place to play, apples to eat and shade for sleeping. As the boy Coloured pencils or makers grows older, he visits less and less and making him happy becomes 8 – 10 extra-large sheets of more challenging for the generous tree. When he asks for money, she paper (approximately ½ gives him her apples to sell. When he asks for a house, she provides her meter x 3 meters) branches for lumber. When the boy is old, too old and sad to play in the Device/CD player for playing tree, he asks the tree for a boat. She offers her trunk so that he can use background music it to craft a boat and he cuts her down to a stump. Finally, when it Children’s Bible (consider seems as if the tree has nothing more to give, the boy returns again as using online Bible gateway, an old man, needing a quiet place to sit and rest. The tree is able to easy to read version) provide one last gift: her stump as a resting place. The story then ends Copies of “The Giving Tree” this way: “And the tree was happy”. template sheet CATHOLIC CONNECTIONS: MINISTRY CURRICULUM OCSGE – An Effective Communicator, a Reflective and Creative Thinker LINKS: a Collaborative Contributor Language Catholic Social Teaching: Life and Dignity of the Human Person Oral: 1.1, 1.2-1.4, 1.6, 2.3 Scripture Focus: Luke 10:25-37 Writing: 1.1, 1.2, 2.1, 2.3, 2.4 R.E. Curriculum: Hope Expectations: Believing, Living a Moral Life, Living in Communion, Living in Solidarity Family Life Curriculum: Created and Loved by God, Living in Relationship MINDS ON (Before) Approximately 10-15 minutes PAUSE & PONDER Learning Goals:  Listen to the story “The Giving Tree”  Identify examples of giving and generous behavior  Recognize that just as the tree loved the boy in the story, God calls us to act with love and kindness to others

1 Success Criteria: You may consider designing Students will… your own success criteria for  Discuss connections between the merciful love shown by the this lesson with students. Good Samaritan and the love shown by the tree in this story “How will we know we have  Be reminded of the merciful and unconditional love God has for met our learning goals?” each one of them  Describe an action they plan to take to follow God’s examples of merciful love

Begin with the following prayer… You may decide the format in which to share the prayer. Dear God, Perhaps you might provide I’m thankful copies that students may for all you give; keep in folders for reference for food, or for consolidation activities. for love, a place to live. I thank you for my family too and I want you to know that I love you. Amen +

Decide before beginning the Before Reading: lesson what might be the Graffiti Strategy: most appropriate format for Arrange students in small groups of four or five. students to brainstorm for the graffiti strategy; draw, write For each group, distribute coloured pencils or markers and a large piece or give students the choice. of paper (at least 2 x 6 feet long, or 60 x 280 cm) labelled at the top with “Ways We Show Love”. Explain that students should use this time to brainstorm any ideas they have about the different things people do While students participate in and say to show others that they love them. the graffiti strategy, consider playing background music Invite the students to draw/write “graffiti” on their paper for 3 – 5 that connects to the theme minutes, all group members drawing/writing at once. At the end of the (i.e. “All You Need is Love”, 3 – 5 minutes, ask the groups to stop drawing/writing and exchange The Beatles) papers with one other group. Have the groups now draw/write on their https://www.youtube.com/ watch? new graffiti papers for the next 3 – 5 minutes. Repeat the procedure v=EKigthx0GKw several times so that each group has had an opportunity to draw/write on several different papers, including their own.

Return original papers to groups and give time for members to read the graffiti. Ask each group to share one idea from their paper with the whole group. Display the pages around the room.

2 Pre-Reading: Consider finding two Show students the title and cover of the book. Ask students to predict additional times later in the what might take place in the story based on the title and cover. Invite week when half the class can students to comment on why they think the boy is holding out his hand go for a gallery walk to see and ask students to discuss the ways in which a tree could be giving. the contributions of other groups and ask questions and Ask students to come up with other “describing words” (adjectives) for then another time, when the the word “giving” (i.e. kind, generous, thoughtful, helpful, etc.). Invite other half of the class can students to predict what kinds of things a giving tree might do. have the same opportunity. Encourage students to see if any of their graffiti ideas on how to show love appear in the story.

Ask students to consider why Shel Silverstein wrote this story as they are listening. ACTION! (During) Approximately 20-25 minutes PAUSE & PONDER During Reading: It is hoped that the discussion 1. Listening: As you read, invite students to notice the things that can yield observation on the the tree does to show the boy that she loves him. part of students with regard to the generosity of the tree Possible questions in sequence of the story: and the lack of gratitude on  Why do you think the boy comes to visit the tree every day? the part of the boy.  Do the boy and the tree seem like friends to you? Why or why not?  Do you have a best friend that you share and play with like the boy and the tree?  What is changing about the boy? Why do you think he stops coming to play as often as before?  Do you think the boy will be happy once he gets money for the apples? Why or why not? Why do you think the tree is happy?  After the boy made the boat out of her trunk and sailed away… Why do you think the tree wasn’t REALLY happy this time?

At the end, have students turn and talk to discuss:  Did you like the book? Why or why not?  What do you think was the message of this story? Turn and Talk is an excellent cooperative learning strategy Highlight or guide students to one of the messages of the story, which to promote and support is that perhaps Shel Silverstein is gently pointing out that although we higher level thinking. When may often act like the boy, God continues to be merciful and to love us students are given the just as the tree did. opportunity to reflect on a specific topic and then pair with another student to 2. Role Play: Divide the students into groups of 3: one narrator, discuss before sharing with one boy and one tree. Have students act out the story in their the big group, they are own words. Return to the whole group and invite students to sometimes able to take their share briefly about how it felt to play their character. sharing to a deeper level.

3 CONSOLIDATION (After) Approximately 10-15 PAUSE & PONDER minutes After Reading: Ideas to highlight: Discuss with students the fact that God loves each and every one of God says it is better to give them in the same way that the tree loves the boy. Ask for feelings and than to receive. reactions to this statement. Explain that God calls each one of us to When we give to others with love as the tree loved… with kindness and generosity. a heart of love, it can bring us great joy. We are called to be generous with our time, talents, money and love. God teaches us how to love by Gospel Reading: Tell the students that the Parable of the Good loving others. Samaritan is an excellent example of how we can be generous and God loves us, even when we loving to others (Luke 10:25-37). Read a children’s version of the forget to thank him, even parable. Discuss the actions of the Good Samaritan. Invite students to when we sometimes act compare the actions of those who did not stop to help the injured man selfishly. to the actions of the boy in the story.

Ask students to describe what God teaches us to do in the parable as NOTE: Primary students can well as in “The Giving Tree” story. Distribute a tree template for each sometimes surprise us with student. Ask each student to finish the sentence, “I am like the Giving their wisdom and ability to go Tree when I…” and write their words on the leafy section of the tree deep with the text. Be and decorate their tree. Invite students to share their work with the responsive to all types of whole group and display tree templates on a board entitled, “God’s reactions to the story and to Forest”. different interpretations.

Additional related Scripture: Matthew 5:7, Luke 10:27, 6:38

Consider showing any of these videos to reinforce the gift of God’s love:

Veggietales: “God Loves Me” https://www.youtube.com/watch? v= 3ch239kCT3Q

“Jesus Loves Me” https://www.youtube.com/watch? v= owx3ao42kwl

“God is Love” https://www.youtube.com/watch? v= bKK7W1CDYL0

4 5 Catholic Education Week 2016: Opening Doors of Mercy Suggested Grade Level: DAY 2: Mercy that Loves JUNIOR

ISBN-13 978-0060256654

BOOK DESCRIPTION: This classic tale of few words and simple line MATERIALS: drawings begins this way: “Once there was a tree… and she loved a little Book boy”. When the boy is young and free, he comes to visit the tree and she Overhead projection device is delighted when she is able to make him happy by offering him a place (i.e. Elmo, document to play, apples to eat and shade for sleeping. As the boy grows older, he camera, etc.) visits less and less and making him happy becomes more challenging for Bible the generous tree. When he asks for money, she gives him her apples to “Step on the Line” sell. When he asks for a house, she provides her branches for lumber. statements page When the boy is old, too old and sad to play in the tree, he asks the tree for a boat. She offers her trunk so that he can use it to craft a boat and he cuts her down to a stump. Finally, when it seems as if the tree has nothing more to give, the boy returns again as an old man, needing a quiet place to sit and rest. The tree is able to provide one last gift: her stump as a resting place. The story then ends this way: “And the tree was happy”. CATHOLIC CONNECTIONS: MINISTRY CURRICULUM OCSGE – An Effective Communicator, a Reflective and Creative Thinker, a LINKS: Collaborative Contributor, a Self-Directed, Responsible Lifelong Learner, Language a Caring Family Member and a Discerning Believer Oral: 1.1, 1.3, 1.4, 1.5, 1.6, Catholic Social Teaching: Life and Dignity of the Human Person 2.3 Scripture Focus: Luke 10:25-37 Writing: 1.2, 2.5 R.E. Curriculum: Hope Expectations – Believing, Living a Moral Life, Living in Communion, Living in Solidarity, Praying Family Life Curriculum: Created and Loved by God, Living in Relationship MINDS ON (Before) Approximately 10 minutes PAUSE & PONDER Learning Goals: Students will:  Listen to the story “The Giving Tree”  Examine the motivation and actions of characters and recognize the impact these actions have on others  Recognize that God calls us to follow the example of the tree to act with love and kindness to others

6 Success Criteria: Students will: You may consider designing  Discuss connections between the merciful love shown by the your own success criteria for Good Samaritan and the love shown by the tree in this story this lesson with students.  Be reminded of the merciful and unconditional love God has for “How will we know we have each one of them met our learning goals?”  Respond to the story by choosing to make a Venn diagram, create a timeline, write a letter to a character or re-write a section of the story

Begin with the following prayer…

Another day is beginning and freshly new, so here I come to ask you, God, if you’ll renew me too. Forgive the many errors that I made yesterday. Let me try again dear God to walk closer in Your way. O God, I am well aware I can’t make it on my own. Take my hand and hold it tight, for I can’t walk alone. Thank you God, for mercy and for helping me to see, Your love is unconditional and always there for me. Amen +

Before Reading: Step on the Line: See separate page for step Ask students to line up (without talking) across the room according to on the line statements. their birth dates, beginning with January. Then, have them stand in a line across, facing you. Invite them to take part in the “Step on the Line” activity. Identify an imaginary line on the floor. The teacher makes a statement and students are to respond to the statement by taking one step forward onto the “line” if they agree with the statement or one step backward if they do not agree with the statement. If they are unsure, they may remain in place. After responding to each statement, have students return to their original position.

Turn and Talk: Turn and Talk is an excellent At the end of the activity, while students are still in a line, have them cooperative learning turn and talk to the person next to them about what they noticed in this strategy to promote and activity. Invite them to remember a particular statement that they found support higher level surprising or interesting. thinking. When students are given the opportunity to Come together as a whole group and ask students to share some of their reflect on a specific reflections. experience and then pair with another student to discuss before sharing with the big group, they are sometimes able to take their sharing to a deeper level.

7 Pre-Reading: Show students the title and cover of the book. Ask students to predict what might take place in the story based on the title and the cover. Explain that although the cover of this book may give the impression that it is only a story for very young students, it is a book with many different interpretations that has actually been used with high school and university students as well as young children.

Setting a Purpose: Invite students to think about how this book could appeal to so many different ages as they listen to the story. Also invite students to reflect on why they think Shel Silverstein wrote the story. ACTION! (During) Approximately 20-25 PAUSE & PONDER minutes During Reading: It is hoped that the 1. Listening: As you read, invite students to notice the things that discussion can yield the tree does to show the boy that she loves him. observations on the part of students with regard to the Possible questions in sequence of the story: generosity of the tree and  Why do you think the boy comes to visit the tree every day? the lack of gratitude on the  Do the boy and the tree seem like friends to you? Why or why part of the boy. not?  What is changing about the boy? Why do you think he stops coming to play as often as before? Ideas to highlight:  Do you think the boy will be happy once he gets money for the God says it is better to give apples? Why or why not? Why do you think the tree is happy? than to receive.  After the boy made the boat out of her trunk and sailed away… When we give to others with Why do you think the tree wasn’t REALLY happy this time? a heart of love, it can bring us great joy. At the end, ask students to reflect on the purpose questions above. Ask if God teaches us to love by they liked the book and why or why not. loving others. God loves us, even when we Highlight or guide students to one of the messages of the story, which is forget to thank Him, even that Shel Silverstein is gently pointing out that although we may often when we sometimes act act like the boy, God continues to be merciful and to love us just as the selfishly. tree did.

Additional related Scripture: Matthew 5:7, Luke 10:27, Luke 6:38

8 2. Hot Seat Activity: Invite a student to come to the front of the Note: For the “Hot Seat room and to sit in the “hot seat”. This student pretends to be the Activity” it is essential that tree. Students ask interesting questions of the tree and the students answer questions student in the hot seat must answer these questions in character as the character. This may as if he/she really were the tree (i.e. “Why didn’t you ever get mean that students need a angry at the boy?”). moment or two to reflect before responding or to Next, select a different student to sit in the “hot seat” as the boy. consult the text. When Encourage students to ask higher level questions that go beyond students are invited to the facts of the book and that help us to understand the approach this activity with motivation of the boy in the story (i.e. “As you sat on the stump diligence, the questions and at the end of the story and looked back on your life, was there answers provide the teacher anything you wished you had done differently? What thing?”). with a clear sense of the level of comprehension of students.

Catholic Education Week 2016: Opening Doors of Mercy Suggested Grade Level: DAY 2: Mercy that Loves INTERMEDIATE

ISBN-13 978-0060256654

BOOK DESCRIPTION: This classic tale of few words and simple line MATERIALS: drawings begins this way: “Once there was a tree… and she loved a little Book boy”. When the boy is young and free, he comes to visit the tree and she Overhead projection device is delighted when she is able to make him happy by offering him a place (i.e. Elmo, document to play, apples to eat and shade for sleeping. As the boy grows older, he camera, etc.) visits less and less and making him happy becomes more challenging for Student journals the generous tree. When he asks for money, she gives him her apples to Pencils/pens sell. When he asks for a house, she provides her branches for lumber. 4-8 ½ x 11 sheets of When the boy is old, too old and sad to play in the tree, he asks the tree cardstock for “Four Corners” for a boat. She offers her trunk so that he can use it to craft a boat and activity he cuts her down to a stump. Finally, when it seems as if the tree has Markers of various colours nothing more to give, the boy returns again as an old man, needing a quiet place to sit and rest. The tree is able to provide one last gift: her stump as a resting place. The story then ends this way: “And the tree was happy”. CATHOLIC CONNECTIONS: MINISTRY CURRICULUM OCSGE – An Effective Communicator, a Reflective and Creative Thinker, a LINKS:

9 Collaborative Contributor, a Self-Directed, Responsible Lifelong Learner, Language a Caring Family Member and a Discerning Believer Oral: 1.1, 1.2, 1.4, 1.6, 2.2, Catholic Social Teaching: Life and Dignity of the Human Person, Call to 2.3 Family, Community and Participation Writing: 1.2 Scripture Focus: Luke 10:25-37 R.E. Curriculum: Hope Expectations – Believing, Living a Moral Life, Living in Communion, Living in Solidarity, Praying Family Life Curriculum: Created and Loved by God, Living in Relationship MINDS ON (Before) Approximately 10-15 PAUSE & PONDER minutes Learning Goals: Students will:  Listen to the story “The Giving Tree”  Develop a deeper understanding of the words mercy, patience, compassion and generosity  Recognize that God calls us to follow the example of the tree to act with love and kindness to others

Success Criteria: Students will: You may consider designing  Discuss connections between the merciful love shown by the your own success criteria for Good Samaritan and the love shown by the tree in this story this lesson with students.  Be reminded of the merciful and unconditional love God has for “How will we know we have each one of them met our learning goals?”  Respond to the story by choosing to write a poem or rap, write a monologue, create a chart contrasting modern media messages and the story’s message or to connect Mother Teresa’s “Anyway” prayer to the story.

Begin with the following prayer… You may decide the format in which to share the prayer. A Jubilee Prayer for Mercy Perhaps you might provide Loving God, copies that students may Help us live out in our daily lives, keep in folders for reference the mercy which you constantly extend to all of us. or for consolidation. As you cast open the doors of your heart to us, may we respond with urgency to proclaim your mercy to others. May we always be credible witnesses to mercy, professing it and living it as the core of the revelation of Jesus Christ. May we never tire of extending mercy and be every patient in offering compassion and comfort. Amen + (Adapted from Misericordiae Vultus, papal bull of induction proclaiming the Extraordinary Jubilee Year of Mercy) http://catholicsmobilizing.org/wp-content/uploads/2015/07/jubilee- prayer-for-mercy.pdf

10 Before Reading: Free Writing: The prayer above asks that we never tire of extending mercy and be ever patient in offering compassion and comfort. Ask students to think of a time when someone showed them mercy, compassion, patience or generosity and write freely in their journals 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 mercy, compassion, patience or generosity.

Four Corners Activity: When given the choice of Designate four corners of the classroom to correspond with the words where to work, intermediate mercy, patience, compassion and generosity. Assign students to one of students often select based each of the four corners by randomly passing out cards with numbers 1 on what their friends are thru 4 on them. Each number will correspond to the corner and the selecting. This card word. Once students have moved to their corner, they are asked to distribution strategy offers a discuss their word and to arrive at a common understanding of their random selection process word. that may provide a welcome opportunity for students not Next, they work together to select or create an image that could to feel compelled to act to represent the word. Ask each group to share their image with the whole please their peers. group. Display the images at the front of the room.

Pre-reading: Show students the title and cover of the book. Ask students to predict what might take place in the story based on the title and the cover. Explain that although the cover of this book may give the impression that it is only a story for very young students, it is a book with many different interpretations that has actually been used with high school and university students as well as young children.

Setting a Purpose: Invite students to reflect on how this book could appeal to so many different ages as they listen to the story. ACTION! (During) Approximately 20-25 PAUSE & PONDER minutes During Reading: Ideas to highlight: The tree 1. Listening: As you read, invite students to look for examples of continues to demonstrate mercy, compassion, patience and generosity. generosity toward the boy despite his lack of gratitude. At the end, discuss the messages of the story. It is love that motivates the

11 tree to give herself over and Gospel reading: Tell the students that the Parable of the Good Samaritan over again for the sake of provides another example of the “four corner words” in action. Call on a the boy. This is similar to the student to explain what they remember about this parable (Luke 10:25- love that God has for us. 37). Read the parable to the students. Discuss. God loves us, even when we sometimes act selfishly.

2. Sharing: Have students return to their original 4 corner groups to discuss how their word related to both “The Giving Tree” story Additional related Scripture: and the Parable of the Good Samaritan. Come together as a Matthew 5:7, Luke 10:27, whole group and invite representatives from each group to share 6:38 highlights from their discussions.

12 CONSOLIDATION (After) Approximately 10 PAUSE & PONDER minutes After Reading: Students select from the following options…

Option 1: Write a poem/song/rap that uses the word from your four corners group as the central theme

Option 2: Select one of the characters, either the boy or the tree and write a monologue explaining why you acted as you did in the story

Option 3: Often the message we receive in the media is “Look out for number one!” and “Get all you can; they owe you”. How is this message different from the one in “The Giving Tree”? Make a chart in which you list at least 3 ideas related to the modern message we receive and at least 3 ideas that relate to the message of “The Giving Tree”.

Option 4: Search up Mother Teresa’s “Anyway” prayer. Share the prayer and explain in your own words how this prayer connects to “The Giving Tree”.