Final Portfolio Vanessa Persichilli Religion Part 1

Religious Education Part One- Final Portfolio- Vanessa Persichilli
Religious Education Part One-

Final Portfolio
By: Vanessa Persichilli

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Table of Contents
Assignment Page Number(s)

3.3 Synoptic Problem 3-5
3.4 Kingdom of God 6-7
4.1 Ideas Chart on Sacramental Life 7-8
4.2 Challenge 9
4.3 Church and School 10-11
4.6 Interreligious Dialogue 11
5.2 Principle of Double Effect 12-13
5.2 Catholic Perspective 13-15
5.3 Values and Virtues 15-16
5.4 Decision Making Model 16-19
6.3 Prayer Service 19-23
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3.3 Synoptic Problem-The Christmas Gospel: Connection to CGE/ The Ethical

Standards
2. An Effective Communicator Who:
Assignment 3.3 Synoptic Problem: The Christmas Gospel relates to CGE number “2. An Effective
Communicator Who”. It relates to CGE number 2 because through having my students actively and
critically listen to the two Christmas gospels they will be able to understand and learn the many
messages from the Catholic teachings.
The Ethical Standards: Care:
I would connect assignment 3.3 Synoptic Problem: The Christmas Gospel to the ethical standard “Care”.
This is because the ethical standard of care includes compassion, acceptance, interest and insight for
developing student’s potential. Through the activity I created, students will gain an insight into their own
“personal fifth gospel” and an insight into the gospel.
3.3 Synoptic Problem: The Christmas Gospel
The Christmas Gospel According to Matthew The Christmas Gospel According to Luke
The Announcement of how Jesus is conceived The Announcement of how Jesus is conceived
In Matthew, Mary was engaged to Joseph, but he found out In Luke, the angel Gabriel announces to Mary the immaculate
she was pregnant. He was going to leave her until one night conception.
in a dream, an angel appeared to him and told him about the
immaculate conception.
The additional name Jesus is given The additional name Jesus is given
In Matthew, the additional name given to Jesus is In Luke, the additional name Jesus is given is “Son of the Most
“Emmanuel”. High”.
The location of Jesus’ birth The location of Jesus’ birth
In Matthew, we are not told any details about the birth, just In Luke, Joseph and Mary leave Nazareth and set out towards
that Joseph named him Jesus and that he was born in Bethlehem to go register.
Bethlehem.
Jesus was born in Bethlehem, in a manger because there was no
place left for them in the inn.
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The first visitors to see Jesus The first visitors to see Jesus
In Matthew, the first visitors to see Jesus are the wise men. In Luke, the first visitors to pay homage to baby Jesus were the
People of power, wealth. shepherds living in the region, who were told to go find Jesus by
an angel. Poor people, peasants.
Reactions to the birth of Jesus Reactions to the birth of Jesus
In Matthew, we read about King Herod and all of Jerusalem In Luke, we read about how the shepherds made known what had
being frightened. been told to them about Jesus and how all the people were
amazed.
Write a paragraph about how these differences reflect the unique audiences of the respective gospels.
The differences found in Matthew and Luke’s Christmas gospels reflect upon the unique audiences
of the respective Gospels. Cooper states how people’s reactions to Jesus is examined throughout all of
the Gospels. (Cooper, 327) This is shown in one of the significant differences I had picked out, which is
the difference based on the reactions to the birth of Jesus. In the gospel of Luke, we read about how the
Shepherds were the first visitors to pay homage to baby Jesus. That they were approached by angels of
God and told about his birth. When they had witnessed baby Jesus with their own eyes, they made
known what had been told to them, and all who were told were amazed. However, in the Gospel of
Matthew, we read about King Herold and all of Jerusalem being frightened over the birth of Jesus.
Cooper talks about how the Gospel of Luke always emphasized Jesus’ concern for the poor people in
society, he speaks about how this reoccurring theme begins on the day of his birth. (Cooper,327-328)
This theme, when looking at the “poor people” is shown in the differences between the Gospels. This is
because, first of all the angel Gabriel announces the conception to Mary, a female. Now, this does not
mean she is poor, however, the fact that she is a female puts her into a lower status with regards to
respect back in those days. Secondly, the location of Jesus’ birth, in a manger, wrapped in cloth. He is
not born in a nice place, but in a place where animals live. Thirdly, we go back to how the shepherds
living in the fields were the first ones to pay homage to Jesus. Finally, how the people the shepherds had
told (poor people, like themselves) were amazed by the news.
In the Gospel of Matthew, in contrast to Luke’s version, Jesus’ birth frightens those who have power
and wealth. Cooper talks about how most of Matthews readers were from the Jewish background.
(Cooper, 328) With this being said, the differences shown in Matthews story of Jesus’ birth were
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intended as a reminder to his Jewish readers that their Jewish heritage was not enough for salvation and
that all must now open their hearts to God. (Cooper, 328)
Write an additional paragraph about how your new understandings reveal elements in your personal
fifth gospel.
Through reading the two versions of the Christmas stories, reflecting on the unique audiences of
the respective gospels and by reading Cooper’s chapter on the Christmas story, I have gained new
understandings that reveal many elements in my personal fifth gospel. One thing I can definitely say is
that my personal fifth gospel based on the Christmas story is one big mix of both stories put together,
influenced by what I remember being told as I grew up and by many movies and how these stories were
portrayed. For example, I can break down my personal fifth gospel into the following elements:
1. Angel tells Mary about the immaculate conception and how she will carry Jesus in her
womb.
2. Jesus is born in Bethlehem, in a manger with many different animals around him.
3. The three wise men show up, barring many different gifts.
4. Shepherds show up and are amazed with what they find.
5. Jesus grows up.
My new understandings, based on the Christmas stories, show to me how I carried around my own
version of these stories, that were not completely wrong, but definitely not right.
References:
Luke 1-2
http://bible.oremus.org/?ql=278746644
Matthew 1.18-2.12
http://bible.oremus.org/?ql=278746589
Cooper, Noel. Language of the heart: how to read the Bible: a users guide for Catholics. Novalis, 2017.
Now write a third paragraph on how you could relate the above activity to your own classroom. Be
sure to note the grade level of student to which you are making reference.
This activity would be for a grade 5/6 classroom. I would relate the above activity to my own
classroom by having them first draw their own personal fifth gospel based on what they see as the
Christmas gospel. Then, I would have them jot down the elements of their story underneath their
drawing. After they completed the first part, I would read the two gospels out loud to my class. While
reading, I would have them jot down the differences they found between the two stories and also
between their own personal fifth gospel. I feel that this would be a good way for them to learn the
differences between the two stories. From there, I would teach them why these differences are there.
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3.4 Kingdom of God: Connection to CGE/ 5 Standards of Practice

2. An Effective Communicator Who:
Assignment 3.4 Kingdom of God connect to CGE “2. An Effective Communicator Who”. This is due to the
fact that I was able to use “The Lord’s Prayer” and “Psalm 5” and effectively read and understand both to
create a comparison of them both. I was then able to present my information and ideas clearly and
honestly in a chart.
The Standards of Practice- Ongoing Professional Learning:
I would connect assignment 3.4 to the standard of practice “ongoing professional learning” because
before this assignment I was not familiar with the terms “petition” and “lament”. However, now because
of this assignment I am able to learn about them and use them in my lessons with my students. This
shows how a commitment to ongoing professional learning is integral to effective practice and to
student learning.
3.4 Kingdom of God
The Lord’s Prayer Psalm 5
Differences God is addressed in an intimate tone God is addressed in a formal tone. “O
‘Father’. Lord, my king, my god”
Petition asking God to do something Lament prayed directly to God: O Lord,
for themselves and others: to be given in the morning you hear my voice; in
the daily bread on this day. the morning I plead my cause to you,
and watch.
Petition asking god to do something for Lament speaking to God about things
themselves and others: forgive us our that God might do to these enemies
trespasses (cursing psalm): You destroy those who
speak lies; the Lord abhors the
bloodthirsty and deceitful.
Lament because it ends with a turn to
praise: For you bless the righteous, O
Lord; you cover them with favour as
with a shield.
Similarities Praises God Eventually praises God
Petition to be saved from evil Petition to be saved from the enemies
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Comparison/Reflection:
When comparing the Lord’s Prayer to Psalm 5 “Trust in God for Deliverance from Enemies” the
first main difference you notice is based on the types. Psalm 5 is very lament whereas the Lord’s Prayer
is full of praise. The main similarities found were that they both do praise God and do speak about God
helping them from evil (which could resemble enemies). When further looking into the two, I noticed
many more differences than similarities. They truly were not a like. The Lord’s Prayer is full of petitions
whereas Psalm 5 is full of laments. In “The Book of Psalms: Prayers for Everyday Living” Laments were
described as being prayed directly to God, asking God heartfelt questions and often speaking of enemies
and what God would might do to them. Psalm 5 is the perfect fit for a lament psalm as it portrayed all of
these qualities. The Lord’s Prayer on the other hand was full of praise towards God.
The Lord’s Prayer reflects a distinctively Christian outlook because in the New Testament Jesus
gave it to his Christian disciples. This means that it is distinctively Christian, as you will not find it in a
Jewish synagogue. It does have the influence of Jewish prayer in it, however, due to the fact that Jesus
made it and gave it to his disciples shows how it was an inheritance for Christians.
(http://www.christianitytoday.com/ct/2012/april/lords-prayer-christian-prayer.html) It is distinctively
Christian as it pretty much sums up Christianity.
4.1 Ideas Chart on Sacramental Life: Connection to CGE/ 5 Standards of Practice

4. A Self-Directed, Responsible, Lifelong Learner Who:
Growing up I was taught the different Sacraments in the Catholic religion. However, since then I was
never asked to look into it deeper. I was okay with only knowing the basics, nevertheless, through
assignment “4.1 Ideas Chart on Sacramental Life” I was able to reflect on my own sacramental personal
lifelong learning. Through this assignment I was able to see what it meant to be a “lifelong learner”. No
matter what age you are, you will always learn something new regarding the same topic.
The Standards of Practice- Ongoing Professional Learning:
I would connect assignment 4.1 to the standard of practice “ongoing professional learning” because
before this assignment I would only think about the Sacramental life through what I had already known.
However, now because of this assignment I was able to learn more about them and question them. Due
to this I can now use my new knowledge on them in my lessons with my students. Showing how
assignment 4.1 shows a commitment to ongoing professional learning is integral to effective practice
and to student learning.
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4.1 Sacramental Life
What I already believe What I learned Questions I still have
Baptism- Frees us from the Baptism fully identifies us with How are we buried with him?
original sin. Jesus’ death. We are buried
with him, and raised with him
here and now. We live a new
life in the power of the
resurrection, and are confident
that we will ultimately be one
with him in a resurrection like
his (Rom6:3-11; Col 2:12; 3:1;
Eph 2:5-6) (Lavin, p.117)
Eucharist- Can only be taken Eucharist is the ‘sacrament of How do we receive the “true”
during mass. sacraments’(Aquinas’ phrase)- image of ourselves when we
for Christian faith, the most receive the Body of Christ?
eminent instance of divine-
human encounter. (Lavin,
p.120)
Holy orders- Bishops, Priests

Why can only men have these
and Deacons.
titles in the Catholic church?
Confirmation- Completes the

sacrament of baptism.
Reconciliation- God forgives us

for our sins.
Anointing of the sick- Gives sick/

ill people the comfort of God’s
grace.
Marriage- The joining of a man

and women in a life-long
convent of love.
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4.2 Challenge: Connection to CGE/ 5 Standards of Practice

3. A Reflective, Creative and Holistic Thinker Who:
Assignment “4.2: Challenge” connects to CGE “3. A Reflective, Creative and Holistic Thinker Who”
because through this task we were to make a list of some of the challenges that we may encounter when
taking students to a monthly mass. We were then asked to create solutions to these challenges. With this
being said CGE 3 is shown because I was able to think reflectively and creatively to evaluate the
challenges and solve them.
The Standards of Practice- Professional Practice
Assignment 4.2 relates to “Professional Practice” because I have to apply my professional knowledge and
experience to promote student learning, behaviour and involvement during monthly mass.
4.2: Challenge
Task: Drawing on your recent readings and your experience as a Catholic teacher, make a list of some of
the challenges you may encounter when taking students to a monthly Mass.
Challenges Solutions
Unfocused students Engage the students in the mass, discuss prior to
the mass and have them be ready.
Students talking instead of paying attention Have students take part in choir/ readings.
Students do not know the prayers Have a prayer book made and ready for them to
follow along with.
Students do not understand the gospel or Make sure to discuss the meaning briefly prior to
readings mass.
Mass in the gym /assembly hall does not feel like Create a PowerPoint that has religious symbols
being at church and allows the students to feel like they are in a
church setting.
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4.3 Church and School: Connection to CGE/ 5 Standards of Practice

5. A Collaborative Contributor Who:
Assignment “4.3 Church and School” connects to the CGE “5. A Collaborative Contributor Who”. This is
because it discusses how my old school was a church for my students. 4.3 had me critically think about
the meaning and purpose of my work. Was my school like a church for my students? Through this
assignment I was also able to confirm my fulfilment and vocation in my work and how to contributes to
the common good. It also gives examples on how I exercised Christian leadership in the achievement of
individual and student goals.
The Standards of Practice- Commitment to Students and Student Learning
Assignment 4.3 relates to “Commitment to Students and Student Learning” because it shows how I am
dedicated in my care and commitment to students.
4.3 Church and School
Reflect on the readings and the school community in which you serve by considering the following two
questions:
1. To what extent is your school a church for your students? Think beyond the school masses and
consider the day-to-day life of the school and perhaps your class in particular. Consider the
role for students, parents, administrators, teachers, and the church community (clergy, youth
ministers)
Looking back at the school I used to teach at in the UK, I would say it was pretty close to being a
church for my students. When considering the day-to-day life of the school, we would pray before the
start of every lesson. This allowed the students to feel like God was with them, aiding them through
their learning. We had a Deacon on staff who made himself known to all the students. He was very good
at talking and helping all the different range of students. We also had religious symbols all over the
school. When we did have school masses the students would all participate in one way or another. Some
roles the students took on were: choir, readings, altar servers and so on. We had our own school prayer
and also a weekly morning prayer. Teachers helped to portray the school as a church for their students.
We had to lead prayer before every lesson and had to portray the image of a good Catholic.
2. How can your school come to resemble church more closely? To help you answer that
question, think of what principles and practices you can learn from the early church
community that you can incorporate into your classroom or school.
I believe my school resembled church quite closely. However, to resemble church more closely, I believe
that it would have to be modeled on the community of the trinity and not as an institution. Lavin
discuses the church as a model of the trinity on pages 144-153. During these pages she states how “only
a church modeled on the community of the trinity can work for the good of all God’s people.” (Lavin,
p.145) This is because institutions she believes have a limited ability to serve people’s needs fully. (Lavin,
p.145) The main difference she finds between a community and an institution is that “Communities
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know a person’s name, welcome them, and serve them. Institutions, on the other hand, know their
statistics.” (Lavin, p.145) With that being said, schools need to be based on and model the community of
the trinity to resemble church more closely. This can be done by having students be known throughout
the school by their names, allowing students to live out his or her authentic self and to cherish each
student for the gifts they contribute to the community. (Lavin, p. 145).
4.6 Interreligious Dialogue: Connection to CGE/ The Ethical Standards

Assignment “4.6 Interreligious Dialogue” connects to the CGE “5. A Collaborative Contributor Who”. This
is because it discusses a real-life scenario based on a misunderstanding between a non-Catholic student
and a Catholic in a school setting at my old school. During this scenario, I respected the rights,
responsibilities and contributions of both my students.
The Ethical Standards: Care
Assignment 4.6 relates to the ethical standard “Care” because in my Real-Life scenario I expressed my
commitment to my non-Catholic students well being and learning through positive influence,
professional judgement and empathy.
4.6 Interreligious Dialogue
Task: Using the previous three journal reflections, create a scenario where there is misunderstanding
between a non-Catholic student and a Catholic in a school setting.
Real-Life Scenario: The Catholic school I was teaching at in the UK was not only for Catholics. We
had many Muslims also. With that being said, one scenario that I experienced was during Ramadan.
Ramadan takes place during the ninth month of the Islamic calendar and involves Muslims all over the
world fasting during the daylight hours. Students who were fasting found it very hard to be in school
watching the Catholic students eat. They also found it very hard to stay awake.
Solution: To resolve this scenario, I informed my students about Ramadan and what involved. I
taught them to respect their fellow pupils and to make sure that they did not mimic them or show off
their food to their pupils who were celebrating Ramadan. For my students who were celebrating
Ramadan, if they felt unwell throughout the lesson, I allowed them to rest their heads and relax. They
respected me and appreciated me for what I would call having an inter-religious dialogue with them. In
the future, I would like to use the article called “Message for the End of Ramadan”
(http://www.vatican.va/roman_curia/pontifical_councils/interelg/documents/rc_pc_interelg_doc_2014
0624_ramadan-2014_en.html ) to further show an inter-religious dialogue.
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5.2 Principle of Double Effect Scenario: Connection to CGE/ The Ethical

Standards
7. A Responsible Citizen Who:
Assignment “5.2 Principle of Double Effect” connects to the CGE “7. A Responsible Citizen Who”. This is
because it is showing me imagining I was a coach having to act morally and legally as a person formed in
Catholic traditions. I also accept accountability for my own actions by making sure to be there for the
student Stewart who had just lost a parent.
The Ethical Standards: Respect
Assignment 5.2 relates to the ethical standard “Respect” because I show how I honour human dignity,
emotional wellness and cognitive development. I model respect for both students through spiritual and
cultural values, confidentiality and democracy.
5.2 Principle of Double Effect Scenario

Task: Consider the following scenario:
Imagine that you are a coach for a senior sports team (students in grade 11 or 12). You have selected your top ten most talented
players out of twenty students who tried out and you are about to declare your team publicly. Before that happens, a colleague,
whose opinion you respect, approaches you. She confides that Stewart, a student who was not successful in making the team,
ought to be placed on the team because his emotional health is at risk if he doesn’t get on the team. Stewart has suffered the
breakdown of family following the recent death of a parent. Under the circumstances, being a member on this particular sports
team is the only feasible way of coping with the loss and breakdown at this time. You accept your colleague’s judgment that
membership on the team is critical for Stewart’s well-being but you’re not sure it is fair to the player who would be bumped off
the team to make room for Stewart. You consider that Stewart is a strong player who placed eleventh out of the twenty who
tried out. If you agree to place him on the team you will have to bump out the student who placed tenth on the list. That
particular student, Andre, has been trying for three years to make the junior and senior teams and now he finally did. He is in his
graduating year so he will not have an opportunity to try out again. If you cut Andre from the team to make room for Stewart,
Andre will recover from the disappointment because he has a strong support system. Due to reasons of confidentiality, you
cannot reveal to Andre the real reason for cutting him if you choose to go that route. The team will also be marginally weaker
with Stewart rather than Andre. What will you do? (Hint: you will need a guiding, ethical principle. One such principle could be
the criteria for being on a high school sports team. You might consider criteria such as ability to be a team player, work ethic,
ability to improve character, physical talent, or a combination of values arranged in a hierarchy. When you determine your
guiding principle, choose an action that conforms to the principle.)
Now test your guiding principle by applying the principle of double effect to the above scenario to determine if your action
(adding Stewart or keeping Andre) was correct. If you believe the principle of double effect does not apply, explain your
reasoning.
Guiding Principle: Exhibiting Passion
Action: Keeping Andre
As the coach for the senior soccer team, when left with the issue of determining who to choose
for the team, I chose to use the guiding principle “exhibiting passion” to help me determine my action.
Through this guiding principle I chose to keep Andre on the team. As coach of the soccer team and
having played soccer competitively for 18 years and now recreational, I exhibit a passion for the sport. A
passion so deep, the same passion for the sport that I see in Andre. Choosing the soccer team is
imperative for me as the coach. When choosing the soccer team, I look for students who understand my
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vision for our team. I also have a specific criterion for them to pass. With being so passionate about
coaching soccer, I like to find players who are just as passionate about the sport.
With that being said, I would keep Andre on the team. This is because the passion he has for
soccer is incredible. Think about it…he has tried out every year for the team for the past 3 years! It is
also his graduating year and will not have the chance to try out for the team again. Yes, he has a strong
support system…but what if cutting him stops the passion for the sport? On the other hand, I would
speak to Stuart and explain to him how he placed 11/20 and that if he wants, next year he can have a
full-time spot on the team. I would other him a call-up position with the team. I would then make sure
to be there for him in case his emotional health goes downhill from my actions.
When applying the “Principle of Double Effect” I looked at the four conditions for the application
of the principle of double effect. The New Catholic Encyclopedia provides four conditions for the
application of the principle of double effect:
1. The act itself must be morally good or at least indifferent.

2. The agent may not positively will the bad effect but may permit it. If he could attain the good
effect without the bad effect he should do so. The bad effect is sometimes said to be indirectly
voluntary.
3. The good effect must flow from the action at least as immediately (in the order of causality,
though not necessarily in the order of time) as the bad effect. In other words, the good effect
must be produced directly by the action, not by the bad effect. Otherwise the agent would be
using a bad means to a good end, which is never allowed.
4. The good effect must be sufficiently desirable to compensate for the allowing of the bad effect
“(p. 1021).
As stated during the module: “someone with the belief that all lives have equal value, regardless of
circumstances, would disagree with such an application of the fourth condition and would conclude that
the principle of double effect does not apply.” (Module 5, The Principle of Double Effect) As shown
above, where I talk about how I would solve the situation, you can clearly see how I have a belief that all
lives have equal value. This is shown by me wanting to make it work out for both Stewart and Andre.
Therefore, I believe that the “double effect principle” does not apply to this situation.
5.2 Catholic Perspective: Connection to CGE/ The Ethical Standards

7. A Responsible Citizen Who:
Assignment “5.2 Catholic Perspective” connects to the CGE “7. A Responsible Citizen Who”. This is
because it shows a moral problem being solved through both a Catholic approach and a non-religious
approach. With this in mind, it shows the teacher who is solving the problem through a Catholic
approach acting morally as a person formed in Catholic traditions. It also shows the student seeking for
forgiveness and the teacher granting them it.
The Ethical Standards: Care
Assignment 4.6 relates to the ethical standard “Care” because the Catholic approach shows an expressed
commitment to the students well being and learning through positive influence, professional judgement
and empathy.
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5.2 A Catholic Perspective
Task: Generate an example of a moral problem in a school setting such as stealing someone’s property,
gossiping, bullying, cheating on a test, etc. Now, develop a Catholic approach to resolving the problem
and a non-religious approach. Compare the two approaches listing the strengths and weaknesses of
each. Which approach do you prefer?
Moral Problem: Student in Gr.12 English hands in their essay to “Turn-it-in” and gets caught plagiarising
a part of the essay.
Catholic Approach: Non-Catholic Approach:
Solution: Solution:
 Teacher calls student in for a meeting to  Teacher follows plagiarizing rules.
discuss what has happened.  Gives student a straight 0 on their essay.
 She/ he asks the students if they know  Expects the student to know right from
what has happened. wrong.
 Then proceeds to use NATURAL LAW and  No morals discussion.
discuss morals with the student.  Parents are called and told what has
 She/ he then discusses the students happened.
emotional well being to see if they are
under any stress.
 Student does not get a 0 on their essay,
however, does get 10% off.
Strengths: Strengths:
 Deeper connection and teaches the  Student is prepared for University/
student morals. College consequences.
 The student is not completely penalised  Student learns that when you do
(especially since it’s grade 12 and something against the rules you will get
university grades are needed). in trouble.
 Teacher and student have an emotional  Parents can also discuss the incident with
connection. This allows the student to the student.
feel comfortable to go and discuss  Student will take the punishment
further essays if they need help. seriously.
 Shows the student that the teacher is
there for them. Weaknesses:
 Student may feel discouraged.
Weaknesses:  Students may feel that the consequence
 Some students may not take the was too harsh.
punishment serious and become a repeat  Student may lose university/ college
offender. acceptance.
 They are not prepared for University/  Student may feel like the teacher is not
College consequences. there for them.
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When comparing the Catholic approach to the non-religious approach I prefer the Catholic
approach because I feel that it allows the student to have a second chance. I also believe that it allows
the student to morally understand both good and bad. “Bad” being what they did wrong and “good” in
the form of the teacher understanding what has happened and giving them a second chance to learn
from their mistakes.
5.3 Values and Virtues: Connection to CGE/ The Standards of Practice

Assignment “5.3 Values and Virtues” connects to the CGE “5. A Collaborative Contributor Who”. This is
because it shows me thinking critically about the meaning and purpose of my work. Which program is
better? A value-based character formation program or a virtues-based program? It also shows how the
virtues-based program helps to develop the student’s God-given potential and making them have a
meaningful contribution to society.
The Standards of Practice- Professional Knowledge
Assignment 5.3 relates to the standards of practice “Professional Knowledge” because I have show how I
understand the difference between the two programs. It also shows how I reflected on the two and on
which program would be best for student development.
5.3 Values and Virtues
Character Development Through the Virtues
Task: Review the position paper of the Ontario Catholic Bishops: Character Development and the
Virtuous Life, a position paper on character education through the virtues. As you read, reflect on the
differences between a value-based character formation program and a virtues-based program.
Do the two complement one another?
Yes, I believe that a value-based character formation program and a virtues-based program
complement one another. “Following her lead, we suggest that the concept of ‘virtue,’ a concept central
to Catholic moral doctrine is key in linking the Character Development Initiative to the Catholic school
education project.” (Character Development and the Virtuous Life, 2) This quotes show how the two
programs complement one another because they are both valuable programs that work to teach “moral
education” to students.
Is one more valuable than the other?
I believe that the Catholic virtues-based program is more valuable than the value-based
character formation program. This is due to the fact that in the paper it states how: “In Catholic
tradition, education to virtues is understood as an element in the full flowering of the human person.
The Character Development Initiative, on the other hand, sometimes seems to be focused on the full
flowering of the school milieu.” (Character Development and the Virtuous Life, 6) With this being said, I
believe that the Catholic virtues- based program is more valuable due to the fact that it deals with
having a student fully grow as a person and not just aim to ensure academic success like the Character
Development program.
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Also, consider the challenges you face as a Catholic educator trying to instill virtues in your students.
When considering the challenges that I would/ could face as a Catholic educator trying to instill
virtues into my students, many come to mind. From reading this paper, I believe that some challenges
that I may face are as follows:
1) Being able to ensure that the student’s own being s a person is central to the project, not only as
the active subject but as the ultimate value. (Character Development and the Virtuous Life, 7)
2) Using virtue language with encountering resistance. (Character Development and the Virtuous Life,
7)
3) Virtue-language not being obvious, making it difficult to understand for the students. (Character
Development and the Virtuous Life, 8)
5.4 Decision Making Model: Connection to CGE/ The Ethical Standards

3. A Reflective, Creative and Holistic Thinker Who:
Assignment “5.4 Decision Making Model” connects to the CGE “3. A Reflective, Creative and Holistic
Thinker Who”. This is because it shows me creating a moral activity for my students to solve the social
justice issue by thinking reflectively and creatively. I also created an activity for my students to learn how
to make the right decisions about racism with an informed moral conscience. I have also adopted a
holistic approach to my teaching by integrating social justice into learning through physical education
class.
The Ethical Standards- Respect
Assignment 5.4 relates to the ethical standard “Respect” because It shows how as a teacher, in my
professional practice, I model respect for spiritual and cultural values and social justice.
5.4 Decision Making Model
Task: Develop an appropriate task, based on the Decision-Making Model (See, Judge, Act, Evaluate) for
the students in your grade that addresses your chosen social justice issue.
Social Justice Issue: Racism
Grade: 4
Subject: Physical Education
Lesson: Orange Ball Toss
Expectation: Living Skills 1.4 apply relationship and social skills as they participate in physical activities,
develop movement competence, and acquire knowledge and skills related to healthy living to help them
interact positively with others, build healthy relationships, and become effective team members
Social Justice Activity: (A twist on the “Lemon Peel” activity, adapted to Physical Education) Each
student receives an orange and is asked to “learn” about their oranges. They are asked to look for any
characteristics that they can describe their orange by. Once the students pick out characteristics for
their oranges, they begin to play an orange toss game. They must run around the gym and play catch
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with the oranges. Then, the teacher collects the oranges and puts them all together. The students are
then asked to find their oranges in the basket. The following step is to have the students peel their
oranges. Following that they must put their oranges back into the basket. Then the teacher must ask the
students to find their oranges. Students will learn how although we do not look the same on the outside,
we are all humans and are the same on the inside.
Decision-Making Model Development Behaviours:

See:
When you play “Orange Ball Toss” as a class:
1. Does it help aid their increase in coordination and strength?

2. Are the students developing and testing values and beliefs that will guide present and future
behaviors?
3. Are they extending their way of thinking beyond their personal experiences and knowledge and
start to view the world outside of an absolute black-white/right-wrong perspective?
Judge:
Option 1:
Students must pass the oranges to people who they think are different or similar to them.
Option 2:
Students must pass the oranges to people who they think are similar to them.
Option 3:
Students must pass their oranges to everyone in the class because we are all equal.
Act:
I chose Option 3 because it allows students to look at each other as equals, we are all made in God’s
image.
Evaluate:
1. Did I do anything bad in the action plan?
No, everyone was seen as equals.
2. Did I follow the Golden Rule?
Yes, everyone will be treated just like they would want to be treated.
3. Did I show real concern for others?
Yes, I want everyone to be treated

Conclusion: Option 3 is the moral thing to do.
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Child Development Analysis:

Children between 10-12 years old experience the following developmental milestones:
Physical
• Have increased coordination and strength
Emotional/Social
• Developing and testing values and beliefs that will guide present and future behaviors
Intellectual/Cognitive
• Youth in this age range learn to extend their way of thinking beyond their personal experiences and
knowledge and start to view the world outside of an absolute black-white/right-wrong perspective.
According to the developmental milestones above, this task is developmentally appropriate for grade 4
students as it hits all 3 parts included in their developmental milestones. It will aid them to reach their
milestones and will also work fine due to this.
Church Social Teaching/Compendium of the Social Doctrine of the Church (connected to my task):
144. “God shows no partiality” (Acts 10:34; cf. Rom 2:11; Gal 2:6; Eph 6:9), since all people have the
same dignity as creatures made in his image and likeness [281]. The Incarnation of the Son of God shows
the equality of all people with regard to dignity: “There is neither Jew nor Greek, there is neither slave
nor free, there is neither male nor female; for you are all one in Christ Jesus” (Gal 3:28; cf. Rom 10:12; 1
Cor 12:13, Col 3:11).
145. Only the recognition of human dignity can make possible the common and personal growth of
everyone (cf. Jas 2:1-9). To stimulate this kind of growth it is necessary in particular to help the least,
effectively ensuring conditions of equal opportunity for men and women and guaranteeing an objective
equality between the different social classes before the law [283].
164. The principle of the common good, to which every aspect of social life must be related if it is to
attain its fullest meaning, stems from the dignity, unity and equality of all people. According to its
primary and broadly accepted sense, the common good indicates “the sum total of social conditions
which allow people, either as groups or as individuals, to reach their fulfilment more fully and more
easily”. [346]
Virtues:
Through this task, the grade 4 students should be able to develop the virtues of “faith” and “justice”.
They will develop “Faith” by now having the belief that we are all equal. They will develop “Justice” by
learning that they should be both fair and equitable with all human-beings.
Prayer:
18
The Elimination of Racism
Good and gracious God, you invite us to recognize and reverence your divine image and likeness in our
neighbor. Enable us to see the reality of racism and free us to challenge and uproot it from our society,
our world and ourselves.
This we pray: AMEN
(https://www.sistersofmercy.org/resources/prayer-the-elimination-of-racism/ )
6.3 Prayer Service: Connection to CGE/ The Ethical Standards

1. A Discerning Believer Formed in the Catholic Faith Community Who:
Assignment “6.3 Prayer Service” connects to the CGE “1. A Discerning Believer Formed in the Catholic
Faith Community Who”. This is because through the prayer service that I created it allows students to
seek intimacy with God through prayer and worship. It also integrates faith with life.
The Ethical Standards- Care
Assignment 6.3 relates to the ethical standard “Care” because I have created my prayer service to show
my students how I am committed to their well-being and learning throughout the year and during end of
term exams. It shows how I have empathy for my students and that I care for them during this stressful
period.
6.3 Prayer Service
Task: Design a 10–15-minute prayer service that is relevant to a Catholic school context.
End of Term Prayer Service
By: Vanessa Persichilli
Presider: Priest from the local parish
Title: End of Term
Liturgical Season: Fourth week of Ordinary time
Intended Audience: Students
Context: This is a Prayer Service for students that are taking their end of terms exams.
19
Opening Song: Give Thanks
Please join us as we sing the opening song:
https://www.youtube.com/watch?v=Bk_7wUR2Wdg
Introduction
Good morning. As we begin the exam period, let us take a few moments to pray and ask God’s blessings
on our end of term exams.
Opening Prayer
Let us begin, In the name of the Father and of the Son and of the Holy Spirit. Amen
God of Wisdom, I thank you for the knowledge gained and the learning experiences of the semester. I
come to you this day and ask you to illuminate my mind and heart. Let your Spirit be with me as I
prepare for exams, guiding my studies, and giving me insight so that I can perform to the best of my
ability. Please grant me the strength to handle the pressure during these final days of the semester, the
confidence to feel secure in my knowledge, and the ability to keep an appropriate perspective through it
all. Help me to keep in mind what is truly important, even as I focus my time and energy on these tests
in the immediate future. Finally, may I sense your peace in knowing that I applied myself to the
challenges of this day.
In the name of the Father and of the Son and of the Holy Spirit. Amen
( http://www.aggiecatholicblog.org/2010/04/prayers-before-exams/ )
And now, let us listen to God’s word:
First Scripture Reading
A reading from the Philippians (Philippians 4:6-7)
Do not worry about anything, but in everything by prayer and supplication with thanksgiving let your
requests be made known to God. 7 And the peace of God, which surpasses all understanding, will guard
your hearts and your minds in Christ Jesus.
The word of the Lord.
Response: Thanks be to God.
( https://www.biblegateway.com/passage/?search=Philippians+4%3A6-7&version=NRSV )
Reflection:
Our God is so good; He remains faithful to us even when we make mistakes and stumble over our own
two feet. The Bible tells us in the book of James to rejoice in trials, because they help us to persevere,
and they bring us closer to Him. Have faith that the God who created the universe and knit us together
will carry us through anything that burdens us. This goes beyond mere final exams, it delves into the
trials that we will face in the world and in our daily lives. As Christians, we must accept that God never
20
said our lives would be easy. In fact, He tells us “I have told you all this so that you may have peace in
me. In this world, you will have trouble. But take heart! I have overcome the world” (John 16:33). We
will face things far more challenging than something as small as final exams, therefore we must embrace
every challenge we face and treat it as a blessing and an opportunity to grow, strengthen and mature in
our faith.
( https://www.theodysseyonline.com/7-bible-verses-encouragement-prepare-final-exams )
Musical Hymn/Song: (Sung by Choir after reflection)
This Little Light of Mine
https://www.youtube.com/watch?v=QCN893hzueQ
Let us once again listen to God’s word
Second Scripture Reading:
A reading from Jeremiah (Jeremiah 17:7-8 New Revised Standard Version):
Blessed are those who trust in the Lord,

whose trust is the Lord.
They shall be like a tree planted by water,
sending out its roots by the stream.
It shall not fear when heat comes,
and its leaves shall stay green;
in the year of drought it is not anxious,
and it does not cease to bear fruit.
The word of the Lord.
Response: Thanks be to God.
(https://www.biblegateway.com/passage/?search=Jeremiah+17%3A7-8++&version=NRSV )
Reflection:
Placing your confidence in the Lord will only take you to higher heights. Walk confidently in who you are,
what you do and with the assurance that you will be the best person you can be after this season is
over. Confidence and belief in God and yourself will bring you strength and many other achievements in
life. There will be no opening for failure so trust that he will be by your side through it all.
(https://www.christiantoday.com/article/8-bible-verses-of-encouragement-as-you-prepare-for-final-
exams/109661.htm)
Prayer for All Our Intentions:
Let us now pause for a moment to pray to our God for one another’s exams. Let us entrust them to the
Father in the words that Jesus gave us:
21
Our Father, who art in Heaven, hallowed be Thy name; Thy Kingdom come, Thy will be done on earth as
it is in Heaven. Give us this day our daily bread; and forgive us our trespasses as we forgive those who
trespass against us; and lead us not into temptation, but deliver us from evil.
In the name of the Father and of the Son and of the Holy Spirit.
Amen
(http://www.catholic.org/prayers/prayer.php?p=216 )
Closing Prayer:
Dear God, God of Wisdom, I thank you for the knowledge gained and the learning experiences of the
semester. I come to you this day and ask you to illuminate my mind and heart. Let your Spirit be with me
as I prepare for exams, guiding my studies, and giving me insight so that I can perform to the best of my
ability. Please grant me the strength to handle the pressure during these final days of the semester, the
confidence to feel secure in my knowledge, and the ability to keep an appropriate perspective through it
all. Help me to keep in mind what is truly important, even as I focus my time and energy on these tests
in the immediate future. Finally, may I sense your peace in knowing that I applied myself to the
challenges of this day.”
Amen
(http://www.aggiecatholicblog.org/2010/04/prayers-before-exams/ )
And may Almighty God bless us: Father, Son and Holy Spirt. Amen.
Closing Song:
God will make a Way
https://www.youtube.com/watch?v=1zo3fJYtS-o
General Considerations:
1. Were participants appropriately engaged?
If I was to perform this prayer service, I believe that the participants would have been appropriately
engaged. This is because I feel as if I made the server engaging by adding prayer songs and relevant
prayers for their exams. They would have also been engaged due to the PowerPoint having the service
and lyrics on the board for them to follow along with.
2. Did the order of service provide just what was essential to engage the participants?
Yes, I believe that the order of the service would have provided just what was essential to engage the
participants.
3. Was a complete presider’s version made available?
No, a complete presider’s version was not made available. Only the template attached and a
PowerPoint.
22
4. Should my colleagues be able to duplicate this prayer service with what they have been given?
Yes, I believe that my colleagues should be able to duplicate this prayer service with what they have
been given.
5. Was the language: inclusive; age appropriate?
Yes, the language was inclusive and age appropriate.
6. What understanding of the Paschal Mystery was conveyed?
The understanding of the Paschal Mystery that was conveyed through this prayer service was the “dying
and rising” of the old term to the new term. This death is shown through end of term exams.
7. Other comments:
I would love to use this prayer service with my students before exams or even a test.
Tip Sheet:
1) Follow the template and PowerPoint order
2) Videos are linked into the PowerPoint presentation
3) The videos all have lyrics; I did add the lyrics to the side anyways
4) Let the students be engaged
5) Have fun!
Reference List:
1. https://www.youtube.com/watch?v=1zo3fJYtS-o
2. http://www.aggiecatholicblog.org/2010/04/prayers-before-exams/
3. http://www.catholic.org/prayers/prayer.php?p=216
4. https://www.christiantoday.com/article/8-bible-verses-of-encouragement-as-you-prepare-for-
final-exams/109661.htm
5. https://www.biblegateway.com/passage/?search=Jeremiah+17%3A7-8++&version=NRSV
6. https://www.youtube.com/watch?v=QCN893hzueQ
7. https://www.theodysseyonline.com/7-bible-verses-encouragement-prepare-final-exams
8. https://www.youtube.com/watch?v=Bk_7wUR2Wdg
9. http://www.aggiecatholicblog.org/2010/04/prayers-before-exams/
10. https://www.biblegateway.com/passage/?search=Philippians+4%3A6-7&version=NRSV
23

Final Portfolio Vanessa Persichilli Religion Part 1

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Religious Education Part One- Final Portfolio- Vanessa Persichilli

Religious Education Part One-

By: Vanessa Persichilli

Assignment Page Number(s)

3.3 Synoptic Problem-The Christmas Gospel: Connection to CGE/ The Ethical

The Ethical Standards: Care:

3.3 Synoptic Problem: The Christmas Gospel

The location of Jesus’ birth The location of Jesus’ birth

Reactions to the birth of Jesus Reactions to the birth of Jesus

3.4 Kingdom of God: Connection to CGE/ 5 Standards of Practice

The Standards of Practice- Ongoing Professional Learning:

3.4 Kingdom of God

The Lord’s Prayer Psalm 5

Differences God is addressed in an intimate tone God is addressed in a formal tone. “O

‘Father’. Lord, my king, my god”

Petition asking God to do something Lament prayed directly to God: O Lord,

trespasses (cursing psalm): You destroy those who

speak lies; the Lord abhors the

bloodthirsty and deceitful.

Lament because it ends with a turn to

praise: For you bless the righteous, O

Lord; you cover them with favour as

Similarities Praises God Eventually praises God

Petition to be saved from evil Petition to be saved from the enemies

4.1 Ideas Chart on Sacramental Life: Connection to CGE/ 5 Standards of Practice

The Standards of Practice- Ongoing Professional Learning:

4.1 Sacramental Life

What I already believe What I learned Questions I still have

Holy orders- Bishops, Priests

Confirmation- Completes the

Reconciliation- God forgives us

Anointing of the sick- Gives sick/

Marriage- The joining of a man

4.2 Challenge: Connection to CGE/ 5 Standards of Practice

The Standards of Practice- Professional Practice

4.3 Church and School: Connection to CGE/ 5 Standards of Practice

The Standards of Practice- Commitment to Students and Student Learning

4.3 Church and School

4.6 Interreligious Dialogue: Connection to CGE/ The Ethical Standards

The Ethical Standards: Care

4.6 Interreligious Dialogue

5.2 Principle of Double Effect Scenario: Connection to CGE/ The Ethical

The Ethical Standards: Respect

5.2 Principle of Double Effect Scenario

Guiding Principle: Exhibiting Passion

Action: Keeping Andre

1. The act itself must be morally good or at least indifferent.

5.2 Catholic Perspective: Connection to CGE/ The Ethical Standards

The Ethical Standards: Care

5.2 A Catholic Perspective

5.3 Values and Virtues: Connection to CGE/ The Standards of Practice

The Standards of Practice- Professional Knowledge

5.3 Values and Virtues

Character Development Through the Virtues

Do the two complement one another?

Is one more valuable than the other?

5.4 Decision Making Model: Connection to CGE/ The Ethical Standards

The Ethical Standards- Respect

5.4 Decision Making Model

Social Justice Issue: Racism

Subject: Physical Education

Lesson: Orange Ball Toss

Decision-Making Model Development Behaviours:

When you play “Orange Ball Toss” as a class: