1. WMOF 2018

2. Describe what you see 2 STUDENT REFLECTION & DISCUSSION:
- Opportunity to reflect on how we see things?
- Is the glass half empty or half full – some of us see things more negatively or more positively.
- If we tend to see things more negatively – obstacles, difficulties, problems can crush us more easily. 2

3. Tell me what you see? 3 TEACHER EXPLANATION
STUDENT ACTIVITY: PAIR SHARE (take a few minutes)
TEACHER EXPLANATION:
- Ask students to answer the question “what do you see”. It’s an objective question.
Possible answers: Dad reading paper – oblivious to what’s going on around him. Older son hands on head, look of frustration. Mum angry, seems to be shouting at 2 sons. 2 sons one fighting with the other. Another son – frustrated.
Q&A: Are families perfect? Are they meant to be perfect?
Possible discussion after: Good opportunity to reflect on life – family life not meant to be perfect, it’s a journey. We can choose to walk the journey and try to grow and improve and love others and help them also. What are the alternatives = victimisation, resentful or paralysed to do anything.
(Important you know that no one in your class has scenarios of domestic violence/child protection). 3

4. Tell me what you see? 4 STUDENT DISCUSSION: PAIR AND SHARE
TEACHER LED: Objective questions.
Who is in the photo?
What are they doing?
Do they look happy?
DISCUSSION: Opportunity to reflect on family doing things together as this can help us to appreciate each other. Challenge is to spend time with each other when it suits and when it doesn’t. Do you spend time with your siblings? Do you make time for your siblings? 4

5. What are you?
TEACHER LED EXPLANATION: Another opportunity for students to see what optimist, opportunist and realist look like. 5

6. What does this quote mean?
“It is my hope that all will feel called to love and cherish family life, for families are not a problem; they are first and foremost an opportunity”
TEACHER EXPLANATION: ask students to read the quote and think individually and pair and share over what it could mean.
STUDENT ACTVITY: Reflection and discussion.
Discussion points:
- Pope Francis’ positive approach – this can lead onto looking again at slide 3 photo – where are the opportunities there?
Problems are another word for opportunities.
REFLECTION:
- Each student reflect on the opportunities in their family life to listen? To remain calm? To get involved? To be kind? To serve? 6

7. What does this quote mean?
TEAHER LED EXPLANATION: Break the cycle:
- No matter what you experience in family life or otherwise you can always choose to break the cycle. 7

8. A good life (Aristotle) or virtuous life Literacy –take out your dictionaries! Fill in the answers…
Courage rather than __rashness or _cowardice
Self-mastery rather than _____ or ________________
Generosity rather than _________ or _______________
Friendliness rather than _________ or ______________
Truthfulness rather than _________ or _____________
Fairness rather than _________ or ________________
Good tempered rather than _________ or ___________
TEACHER EXPLANATION: teacher explains what virtue is. Virtues are actions (habits) that lead to human flourishing. They are not extremes they are actions which are balanced and lie between 2 other extremes. By filling in these blanks students get a chance to reflect on this.
This ties nicely into LITERACY. Students will need their dictionaries for this.
STUDENT ACTIVITY: take down sentences and fill in blanks.
ANSWERS below: be open to alternatives that students may suggest.
- Courage, rather than rashness or cowardice;
- Self-control, rather than self-indulgence, or insensibility;
- Generosity, rather than niggardliness (meanness), or wastefulness;
- Friendliness and civility, rather than rudeness, or flattery;
-Tact and discretion, rather than boorishness (tactlessness), or buffoonery;
-Truthfulness, and integrity, rather than false modesty, or bragging;
- Good temperedness, rather than prickliness (touchiness), or indifference to the concerns of others;
- Fairness, rather than bias or unfairness. 8

9. Virtue cycle Choose well You are happy Opportunity I’m happy 9
STUDENT ACTIVITY: (TEACHER EXPLANATION FIRST)
SLIDE ABOVE EXPLANATION Virtue cycle
1. When we choose well this is what type of world or atmosphere we can create around us. Go through 4 bubbles.
STUDENT ACTIVITY (TEACHER EXPLANATION)
Ask students to think about a relationship they have in their families (parent, sibling, grandparent, cousin etc.) that they could see more as an “opportunity” to grow. Once they have identified it let them answer the following questions:
TEACHER ACTIVITY: WRITE THIS UP ON BOARD:
Ask students to take it down:
Name the relationship
Where is the opportunity to introduce the virtue cycle?
What virtues from the list we did in previous slide could you act out in this relationship and when?
How would you choose well or choose virtuously?
How can you be happy as a result?
How can your relation be happy?
EXAMPLE:
Mum.
When she asks me to clean my room I ignore her. When she nags at me about it I answer back.
Self-mastery, good tempered, truthfulness..
4. When she asks me to clean to just go ahead and do it – stop making excuses and taking the easy way out, when she nags at me to say sorry instead of getting aggressive or moody, not to tell lies and say I did already or I will do it when I know I won’t.
5. See above.
6. Yes I can be happy because my mum will stop annoying me, my relationship with my mum will improve and that’s good.
7. Mum will be happy because she will feel my respect and the fact that I care about what she says. It may also help to unburden her a little and help her not to be negative. 9

10. Case study 10 CASE STUDY: Read the case study
In class ask the students to give the facts of the case study. (Avoid any interpretations at this stage).
Then focus on answering the questions.
POINTS OF LEARNING/DISCUSSION:
Opportunities for the virtue cycle?
How could Emily improve her relationship with her brother? Her sister? Her mum? Make time to talk with her brother. Try to be the big sister for her little sister (the one she always wanted for herself). To talk with her Mum about how she is. Show an interest in her concerns and worries instead of adding to them.
Time on her own on netflix – could Emily spend her time better?
When you spend hours in netflix do you feel like doing study? Work? Or going out to others? What does this tell us?
Why do you think Emily is not seeing the needs of people around her?
Is she possibly too focused on herself. 10

11. What did you learn?
TEACHER ACTIVITY: Ask students to share with class what they learned in the class.
STUDENT REFLECTION: Students reflect on what they learned in the class. 11