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DAY 1

THEME: Celebrating the Spirit … the Spirit of HOSPITALITY

LESSON: Four Feet, Two Sandals

Author: Karen Lynn Williams & Khadra Mohammed

Illustrator: Doug Chayka

ISBN: 9780802852960




GRADE LEVEL: Junior/Intermediate


TEACHER INFORMATION:

Four Feet, Two Sandals is the story of a young girl named Lina, who lives in a refugee camp. One day, clothing is distributed to the people in the refugee camp and Lina is delighted to receive a sandal that fits her. She notices that another girl has the matching sandal. Lina and her new friend, Feroza, share the pair of sandals and the footwear symbolizes their friendship. The girls share their stories, dreams of hope and wait for the day when their names will appear on the waiting list for resettlement. This story illustrates the strength of friendship and compassion.

MATERIALS: Four Feet, Two Sandals,

chart paper, markers,

paper for pamphlets,

BLM: United Nations Rights of the Child

MINISTRY CURRICULA LINKS
Reading: OE 1.3-1.4

Writing: OE 1.4, 2.2

Oral: OE 1.1-1.2

Media: OE 1.1


CATHOLIC CONNECTIONS

Catholic Social Justice Teachings: Solidarity

We are our brothers’ and sisters’ keepers, wherever they live. We are one human family, whatever our differences. Solidarity means that “loving our neighbour” has global dimensions in an interdependent world.



Scripture Connections: 1 Peter 3:15

Romans 5:5

Religious Education Program: Grade 5: Unit 8 – Theme 22

Grade 6: Unit 5 – Theme 14



Fully Alive Program: Theme 5 – Living in the World

Catholic Graduate Expectations:

3(a) A reflective, creative and holistic thinker who recognizes there is more grace in our world than sin and that hope is essential in facing all challenges.

DISCUSSION POINTS


  • What is a refugee camp?




  • Do you know of places in the world where children live like this?

Before Reading:
  • Write the word ‘REFUGEE’ on the top of a piece of chart paper. In groups or as a class, brainstorm what this word means and places in the world where there are refugee camps.


  • Record responses on the chart paper.

  • Ask if students know of anyone who may have experienced a refugee camp.

  • Introduce the story Four Feet, Two Sandals and ask the students to predict what they think the story might be about.


During Reading:

  • Read the dedications by the author on the second page of the book. The dedication tells us something about the context of the story. What must it feel like for refugee children to leave their country and go to a place that is all new to them? (Allow for students who may





  • Note the illustrations. How do the illustrations of the text contribute to our understanding of the environment of the story?




  • How do you think Lina felt when she saw the girl wearing the other sandal? How do you think the other girl will react?



  • On the final page, the author shares more information about the refugee camps and where the idea of the story originated.



have had this experience to share their thoughts.)




During Reading (continued)


  • Pause on the third page where Lina “looked around for the matching sandal.”

  • This is the beginning of a beautiful friendship. What is the bond that the two girls share? Describe a time when you met a friend that shared something in common with you. How did you feel?

  • Think about the feelings of the two girls. How is Lina feeling at the prospect of leaving the camp? How does this make Feroza feel?

  • Ask the students to imagine extending this story to a future time. What would it be like for the girls to meet up again? In this age of social technology, it is very possible that friendships can extend around the world. What could be in the future for Lina and Feroza’s friendship?




After Reading:


  • Ask the students to reflect on the United Nations Rights of the Child. [BLM: BlackLine Master provided] Why are refugee camps an issue of justice for many people around the world?

  • In small groups, discuss the topic of refugee camps and people who are displaced. How does your group think that we can become more aware of these situations? What are some creative ways that we can be “light in the darkness” and our “brothers’ and sisters’ keepers”? (The discussion may lead the class to identifying organizations and/or individuals who work for the rights of refugees e.g. Amnesty International, Development and Peace, etc)

  • After the group discussion, allow time for students to share their thoughts or queries on the issue of displaced people. The situation in Haiti is a timely example.

  • Students can then create pamphlets with information about the social justice issue of the rights of refugees, demonstrating our Christian calling to be welcoming to all people. Students can also refer to the United Nations Rights of the Child, Scripture, and/or quotes provided in this resource package to include in their pamphlets.

ACCOMMODATIONS:

How will I change the lesson to meet the needs of individual students?

Peer Tutor/Partner Increase/Decrease Time Manipulatives

Oral Explanation Include Visuals Extend



ASSESSMENT:

How will I know when my students are successful?


Anecdotal Notes Peer/Self Assessment Checklist

Rubric Oral Reports Rating Scale



Interview/Conference Include Visuals Extend


UNITED NATIONS

D
BLM: J/I
eclaration of the Rights of the Child


(plain language version)
All children have the right to what follows, no matter what their race, colour, sex, language, religion, political or other opinion, or where they were born or who they were born to.

  1. You have the special right to grow up and to develop physically and spiritually in a healthy and normal way, free and with dignity.

  2. You have a right to a name and to be a member of a country.

  3. You have a right to care and protection and to good food, housing and medical services.

  4. You have the right to special care, if handicapped in any way.

  5. You have the right to love and understanding, preferably from parents and family, but from the government where these cannot help. Your parents have special responsibilities for your education and guidance.

  6. You have the right to go to school for free, to play and to have an equal chance to develop yourself and to learn to be responsible and useful.

  7. You have the right always to be among the first to get help.
  8. You have the right to be protected against cruel acts or exploitation. (e.g. you shall not be obliged to do work which hinders your health or development physically or mentally)

  9. You should be taught peace, understanding, tolerance and friendship among all people.





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