Grade 8

Moral Teachings in Todays Society

Materials

Students will take the story of an important figure from the Bible and
modernize it to send a positive message about the use of technology.
Presentation examples could include a skit, tableau, Imovie (or other
multi-media source).

Religion Curriculum Expectation

Bible
Internet Access
*Various materials depending on
student choice (could include paper,
internet/computer access)

Ontario Catholic Graduate Expectations

ML1 Big Idea: By living a Christian moral life, we

give witness within the Church and society to
Jesus Christ.
ML 2.3 Identify some of the moral situations that

have arisen in society as a result of

globalization, advances in technology and
science and examine them in light of the
Churchs moral teachings.
ML 1.3 Using examples of moral dilemmas
faced by young people, demonstrate how
choosing to live a Christian moral life reflects a
witness to God, a respect for personal dignity
and promotes the common good for others.
LS 2.3 Define the Churchs social teaching with
respect to personal responsibility (i.e. care of
family and their education, conscientious work,
etc.) and participation in public life and give
examples of how each promotes the good of
individuals and the common good of society.

A collaborative contributor who finds meaning, dignity

and vocation in work which respects the rights of all
and contributes to the common good;

A caring family member who attends to family, school,

parish, and the wider community;

A responsible citizen who gives witness to Catholic

social teaching by promoting peace, justice and the
sacredness of human life.

Guided Questions
As Catholic Christians that live our life guided by the moral teachings of the Church, how can we responsibly
utilize technology?
Teachers and students may develop additional questions to guide their learning inquiry

Learning Goals
At the end of this lesson, students will:
Demonstrate an understanding of the life of a biblical figure
Become more aware of the safety precautions needed when using technology
Apply new learnings to their lives

Lesson Plan
Minds-On Activity
- Show video as a hook: http://www.getcybersafe.gc.ca/cnt/rsrcs/vds/scr-pblc-wf-eng.aspx
And/or http://www.youtube.com/watch?v=dlcbYh3IKVM
-Post-Video Discussion: discuss the videos and have students highlight any surprising insights (online safety
and other moral issues that come up through discussion)
-discuss how to handle a moral issue effectively (considering the question: What would Jesus do?)
-connect to current moral issues of the day (ex: pirating music and videos)
Scripture Passage
Matthew 22: 34-40 The Great Commandment
Read the scripture passage as a class and connect to the idea of What Would Jesus Do (WWJD). This
passage demonstrates Jesus as our teacher of morals, one that shows us how to handle moral issues
effectively (we must love God and treat our neighbour as we would like to be treated). Make a connection
between this story and the moral technological issues of today (ex: pirating music and videos). How are we
to handle these activities in light of the Gospel?
Activity Introduction
-Have students brainstorm key people in the Bible and their importance (ex: Mary as the Mother of Jesus)
-Present Moral Teachings in Todays Society BLM 1 (List of Important People) to students, allow students
the opportunity to read over and reflect on the list
-Teacher will then choose one figure from the list and model how to modernize this individuals story to
connect to present day moral teachings (ex: Judas the traitor - In modern times, Judas may have created a
YouTube video to discredit Jesus OR Paul the missionary might use Twitter to spread the news of his latest
mission to help the needy)
-Students are to choose an important figure from the list and modernize their story as suggested in the
above examples
*Teachers are encouraged to choose topics other than cyber-bullying to encourage a wider range of topics
and a broader perspective (Other than bullying, examples could include issues surrounding personal safety,
how to stay safe on public wi-fi, protecting passwords, identification fraud, hackers, pirating music/videos,
elder abuse, telemarketers, online shopping)

Assessment

Grade 8 Todays Society BLM 1

Use the Intermediate Faith Fair Rubric see last page

Important People of the Bible

The Old Testament

The New Testament

Adam: The First Man

Mary: Handmaid of the Lord

Eve: The Mother of All Living Things

Joseph: Father of Jesus

Noah: the Flood

John: The Baptist

Abraham: Man of Faith

Peter: The Rock

Sarah: Mother of Israel

John: The Beloved Disciple

Isaac: The Victim

James: The Greater

Rebekah: The Wife of Isaac

Andrew: The Fisherman

Jacob: Man Who Wrestled with God

Philip: Man of Faith and Failures

Joseph: The Favourite Son

Thomas: The Doubter

Moses: The Liberator

Bartholomew: The True Israelite

Joshua: Successor of Moses

Matthew: The Tax Collector

Deborah: Judge of Israel

James: The Lesser

Gideon: Faithful Warrior

Simon: The Zealot

Samson: The Nazarite

Jude: Patron of Hopeless Causes

Ruth: The Righteous Gentile

Judas: The Traitor

Hannah: The Mother of Samuel

Mattias: The Replacement

Samuel: Judge of Israel

Mary Magdalene: The Grateful Lover

Saul: The Tragic King

Martha: Friend of the Lord

David: The Chosen King

Lazarus: The Resurrected

Nathan: The Court Prophet

Nicodemus: The Teacher

Solomon: Wise Man of God

Stephen: The First Martyr

Elijah: Wonder-Worker

Philip: The Deacon

Amos: Herald of Social Justice

Paul: The Missionary

Hosea: Parable of the Love of God

Barnabas: The Courageous Disciple

Isaiah: Prophet of the Holy Land

Mark: The Evangelist

Micah: Prophet of the New Covenant

Luke: The Divine Physician

Jeremiah: Prophet of New Life

Timothy: The Leader in the Lord

Joel: Apocalyptic Prophet

Titus: One of the First Bishops

Jonah: In the Belly of the Whale

Job: Man Who Challenged God
Judas: Hammer of God
Daniel: Man in the Lions Den
Esther: Courageous Queen

Grade 8
The Apostles Creed/The Our Father

Materials

Students will choose one of the statements from the Apostles Creed
or the Our Father and answer an inquiry question. Responses can
be presented in the form of their choice [ex: skit, imovie (or other
multi-media source), model, poster, storyboard, song or poem].

Religion Curriculum Expectation

Our Father
PR1 Big Idea: Jesus taught his disciples how to
pray to God through his example and by
teaching them the Lords Prayer
PR1: explain why the Church believes the Our
Father is a summary of the whole Gospel.
The Creed
Fundamental Concept: BL2 The Creed as a
Summary of Catholic Belief and a Profession of
Faith
BL3.2- Name the four marks of the Church and
summarize what they express about the nature
of the Church

A copy of the Apostles Creed or the

Our Father
*Various materials depending on
student choice (could include paper,
internet/computer access)

Ontario Catholic Graduate Expectations

A discerning believer formed in the Catholic faith

community who celebrates the signs and sacred
mysteries of Gods presence through word, sacrament,
prayer, forgiveness, reflection and moral living;
A reflective, creative and holistic thinker who solves
problems and makes responsible decisions with an
informed moral conscience for the common good;
A self-directed, responsible, life-long learner who
develops and demonstrates his/her God-given potential;

Guided Questions
How can you connect the chosen statement from the Apostles Creed/the Our Father to our modern world?
How are one or more of the Apostles Creed statements relevant in your daily life?
Teachers and students may develop additional questions to guide their learning inquiry

Learning Goals
At the end of this lesson, students will:
Take statements from the Creed/ Our Father and connect them to the students daily life.
Take statements from the Creed/ Our Father and connect them to the modern world.
Present their findings in the format of their choice.

Lesson Plan
Minds-On Activity
-Watch the following video(s) Statements of the Apostles Creed
http://www.youtube.com/watch?v=FLU9RP5khyQ
or
http://vimeo.com/63352711

Post-Video Discussion: discuss the videos and have students discuss their understanding of the Creed or
particular aspects of the Creed
Scripture Passage
Matthew 6: 5-14 Teaching About Prayer
Activity Introduction
-Students are to choose one of the statements from the Apostles Creed or the Our Father and answer one of
the inquiry questions as stated above. Students are free to present their findings in the format of their choice
[ex: skit, Imovie (or other multi-media source), model, poster, storyboard, song or poem].

Assessment
Use the Intermediate Faith Fair Rubric see last page

Grade 8
Fruits and Gifts of the Holy Spirit

Materials

Students will demonstrate how the fruits of the Holy Spirit are seen as
the effects of the gifts of the Holy Spirit in our lives in the form of a
photo essay.

Religion Curriculum Expectation

A list of the Fruits and Gifts of the

Holy Spirit

Ontario Catholic Graduate Expectations

LC2 Big Idea #3- God provides us with the gifts

and talents we need to build the reign of God on
earth.

LC1.3- Explain giving examples, how the Grace

of Christ and the gifts of the Holy Spirit received
through the sacrament of Confirmation, support

a life of faith and encourage participation in the

life of the Church.

LC2.2-Define the gifts and fruits (perfections/

virtues) of the Holy Spirit and explain how they
are important in guiding our development as
people who strive to live a holy life.

A collaborative contributor who finds meaning, dignity

and vocation in work which respects the rights of all and
contributes to the common good;
A caring family member who attends to family, school,
parish, and the wider community;
A responsible citizen who gives witness to Catholic social
teaching by promoting peace, justice and the sacredness
of human life.

Guided Questions
How are the fruits of the Holy Spirit seen as the effects of the gifts of the Holy Spirit in our lives?

Teachers and students may develop additional questions to guide their learning inquiry.

Learning Goals
Teachers and students may develop additional questions to guide their learning inquiry.
At the end of this lesson, students will:
Gain a deeper understanding of their own personal gifts and fruits.
Demonstrate knowledge of how the gifts and fruits are connected to each other.
Grasp understanding of our Catholic calling to share our gifts and fruits with our neighbour.

Lesson Plan
Minds-On Activity
-Fruits and Gifts of the Holy Spirit Jeopardy Powerpoint (in PORTAL under Religion Curriculum, Faith Fair)
-Gifts and Talents Reflection: students can have the opportunity to reflect on their own gifts and talents or
identify those of their classmates
Scripture Passage
Acts 2
Activity Introduction
-Review/Learn about the fruits and gifts of the Holy Spirit
-Teacher can play Jeopardy game again with students as a review

-Students will then create a Photo Essay (a collection of photos and text), Movie Trailer (can use Imovie or
another media source) to answer the question: How are the fruits of the Holy Spirit seen as the effects of the
gifts of the Holy Spirit in our lives? AND now that students realize their gifts and talents, how can we use our
gifts to serve others?

Assessment
Use the Intermediate Faith Fair Rubric see last page

Grade 8
The Liturgical Year

Materials

The class will create a timeline of the liturgical year. Students can
divide into groups or work individually and take on a section. The
timeline could be displayed in the hall, classroom or gym for others to
see and learn from.

Religion Curriculum Expectation

Fundamental Concept CL3 The Celebrations
of the Churchs Liturgical Year
CL3.1- Chart how the Churchs Liturgical
seasons unfold the mysteries of faith professed
in the Creed through the celebration of certain
Feasts and Solemnities . .

Copy of the Liturgical Year

Mural paper
Internet/Computer Access
Various other materials depending
on student choice (could include
paper, markers, paint)

Ontario Catholic Graduate Expectations

A discerning believer formed in the Catholic faith

community who celebrates the signs and sacred
mysteries of Gods presence through word, sacrament,
prayer, forgiveness, reflection and moral living;
An effective communicator who speaks, writes and
listens honestly and sensitively, responding critically in
light of gospel values;

Guided Questions
How has the liturgical calendar unfolded the mysteries of our faith?
Teachers and students may develop additional questions to guide their learning inquiry.

Learning Goals
Teachers and students may develop additional questions to guide their learning inquiry.
At the end of this lesson, students will:
Gain a deeper knowledge of the liturgical year.
Know/explain the particular time period they are researching.
Connect their research to traditions/ celebrations they experience in their lives.

Lesson Plan
Minds-On Activity
-Show students an image of the Catholic Liturgical Calendar (can find on google images), and discuss
colours, seasons of the church (ex: Advent, Lent, Pentecost etc) to generate interest
Scripture Passage
-use one that is appropriate based on the time of year of the lesson (ex: Matthew 1:18-25 during Advent)

Activity Introduction
-Review the liturgical year (A, B and C), including the different colours connected to the time of year,
scripture stories, feast days etc... The class will create a visual timeline of the Liturgical Year
-Students can divide into groups or work individually and take on a section of the year to complete (Ordinary
Time, Advent, Christmas, Lent, Triduum, Easter, Pentecost) or whatever speaks to them

-For assistance with the above activity, see The Liturgical Year BLM 1 OR
the Catholic Curriculum Corporation document, We Have Neither Silver nor Gold pp. 196 - 202 which can
be accessed online: http://www.catholiccurriculumcorp.org/resources.asp

Assessment
Use the Intermediate Faith Fair Rubric see last page

Grade 8 The Liturgical Year BLM 1

Grade 8
Other Faith Fair Lesson Ideas (total of 6 follow)
1. Create their own religious stole
-students will use the signs and symbols of the church to design their own stole
-can put their confirmation name on one side and signs and symbols on the other
2. Catholic Graduate Expectations
-students will create a graphic organizer/poster to demonstrate their understanding of each of the
Catholic Graduate Expectations and how they can connect them to their everyday lives
3. The Our Father
-students will examine the 7 petitions of the Our Father and explain how they express different
aspects of our faith in God and influence our daily encounter with God and others
4. How does the Catholic Church Assist Others?
-students can examine ways in which the Church reaches out to those in need through mission work
(ex: St. Vincent de Paul)
5. The Mysteries of the Rosary
-students can examine the mysteries of the Rosary, and review how to pray the Rosary
-students can make a Rosary and or a poster representing one of the Mysteries and the stories from
the Bible that go with it
6. The Eighth Commandment
-outline the Churchs teaching of the 8th Commandment (Thou shalt not bear false witness against
thy neighbour) of how we witness the truth of this commandment by applying to current issues in
society, or at school (ex: acts of perjury, lying, slander, bragging, harsh judgment, gossiping)
-students can show what they know through a skit, bitstrips (comic strip) or short story

Website Resources:
Canadian Catholic Organization for Development and Peace
http://www.devp.org/en
Government of Canada Get Cyber Safe
http://www.getcybersafe.gc.ca/index-eng.aspx
Catholic Curriculum Corporation
http://www.catholiccurriculumcorp.org/resources.asp
Living the Gospel in the Classroom
http://gospelintheclassroom.weebly.com/

Religious Education Intermediate Rubric for Faith Fair

Topic: ________________________________________________________________________
Grouping (circle one):

Individual

Partner

Group

Assessed by (circle one):

Teacher

Self

Peer

Categories of Learning
and Specific
Expectations

Level 1

KNOWLEDGE AND
UNDERSTANDING
Knowledge and
Understanding of Religion
content (ex: scripture,
moral teachings etc)

Level 2

Level 3

Level 4

Demonstrates a
limited
understanding of
the topic, making
minimal (if any)
use of key facts
and concepts

Demonstrates
some
understanding of
the topic, and
makes adequate
use of key facts
and concepts

Demonstrates a
good
understanding of
topic, and makes
considerable use
of key facts and
concepts

Demonstrates a
thorough
understanding of
topic through
extensive use of
key facts and
concepts

Struggles with
critical thinking
skills to plan and
process
information from
inquiry and uses a
minimal amount of
originality

Uses developing
critical thinking
skills to plan and
process information
from inquiry with
some originality

Uses good critical

thinking skills to
plan and process
information from
inquiry with
considerable
originality

Confidently uses
critical thinking
skills to plan and
process information
from inquiry with a
high degree of
originality

Seldom expresses
and organizes
ideas and
information
logically, and
rarely uses
religious
vocabulary for the
topic.

Attempts to express
and organize ideas
and information
logically, and
sometimes uses
religious vocabulary
for the topic.

Routinely
expresses and
organizes ideas
and information
logically, and
confidently uses
religious
vocabulary for the
topic.

Consistently
expresses and
organizes ideas
and information
logically, and
proficiently uses
religious vocabulary
for the topic.

Technical writing
skills have limited
effectiveness

Technical writing
skills have some
effectiveness

Technical writing
skills are
considerably
effective

Technical
writing/oral skills
are demonstrated
with a high degree
of effectiveness

Makes few
connections and
seldom applies
knowledge of and
between various
contexts

Adequately makes
connections and
sometimes applies
knowledge of and
between various
contexts

Regularly makes
connections and
accurately applies
knowledge of and
between various
contexts

Clearly makes
connections and
accurately applies
knowledge of and
between various
contexts

THINKING
Use of critical thinking skills
to plan and process
information gathered for
inquiry

COMMUNICATION
Expresses and organizes
ideas and information
logically (oral, visual or
written) given grade level,
and uses religious
vocabulary, symbols and
so on as reflected by the
topic
Technical written and/or
oral skills are demonstrated

APPLICATION
Makes connections
between various contexts
(past/present/future)
Application of knowledge
and skill transferred (ex:
from the Bible to daily life)
COMMENTS: